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Henni Henni - One of the best experts on this subject based on the ideXlab platform.

  • Kepemimpinan kepala madrasah dalam meningkatkan mutu sumber daya guru di MAN 2 Banyuwangi
    2021
    Co-Authors: Henni Henni
    Abstract:

    INDONESIA: Peningkatan mutu sumber daya guru sangat penting karena baik buruknya kualitas Pendidikan dan pembelajaran ditentukan oleh standar kualitas guru. Selain itu guru menjadi pusat percontohan atau teladan bagi peserta didiknya. Mutu sumber daya guru adalah standart atau kadar tentang sumber daya guru di MAN 2 Banyuwangi. Kepala madrasah sangat berperan dalam meningkatkan mutu sumber daya guru di MAN 2 Banyuwangi. Kepemimpinan kepala madrasah merupakan kemampuan kepala madrasah untuk mempengaruhi bawahan (para guru dan karyawan) agar mau melaksanakan tugas yang telah diberikan kepadanya tanpa merasa terbebani agar tujuan MAN 2 Banyuwangi yang telah direncanakan dapat tercapai. Tujuan dari penelitian ini adalah: (1) untuk mendeskripsikan nilai-nilai kepemimpinan kepala madrasah dalam meningkatkan mutu sumber daya guru di MAN 2 Banyuwangi dan (2) untuk mengetahui perilaku kepemimpinan kepala madrasah dalam meningkatkan mutu sumber daya guru di MAN 2 Banyuwangi. Guna mencapai tujuan dari penelitian ini, peneliti menggunakan penelitian dengan pendekatan kualitatif dengan metode deskriptif. Melalui pendekatan dan metode tersebut peneliti berlaku sebagai instrumen utama untuk mendapatkan data melalui teknik wawancara, observasi, dan dokumentasi. Data dianalisis menggunakan model Miles dan Huberman yang mencakup pengumpulan data, reduksi data, penyajian data, dan diakhiri dengan kesimpulan atau verifikasi. Hasil penelitian selanjutnya dicek keabsahannya melalui triangulasi. Hasil penelitian mendeskripsikan bahwa: 1) Nilai kepemimpinan kepala madrasah di MAN 2 Banyuwangi ada tiga, yaitu nilai Religious, Professional, dan humanis atau kemanusiaan. Nilai Religious mencakup optimis dan percaya diri, ikhlas dan tawakkal, rendah hati, dan empat sifat Rasulullah SAW. Nilai Professional mencakup komitmen pada pengembangan dan perubahan, disiplin, cinta prestasi dan keunggulan, serta keteladanan. Nilai humanis mencakup kebersamaan, menghargai orang lain, empati dan peduli, serta tidak memaksakan kehendak orang lain. 2) Perilaku kepemimpinan kepala madrasah di MAN 2 Banyuwangi dengan melaksanakan peran dan fungsi kepemimpinan secara efektif dan efisien, cara kepala madrasah dalam mengambil keputusan, strategi yang diterapkan dalam meningkatkan mutu sumber daya guru, adanya reward dan punishment, serta pemenuhan kesejahteraan guru. Dengan nilai yang dimiliki dan perilaku yang diterapkan oleh kepala madrasah MAN 2 Banyuwangi menggunakan gaya kepemimpinan demokratis. ENGLISH: Improving the quality of teacher resources very important because the good and the bad quality of education and learning determined by teacher quality standards. In addition, the teacher becomes pilot center or example for students. The quality of teacher resources is a standard or level of teacher resources in MAN 2 Banyuwangi. The principal very important in improving teacher resources in MAN 2 Banyuwangi. The principal leadership is a ability principal to influence subordinate (teachers and employees) in order to carry out the tasks that have been given to him without feeling burdened goal of MAN 2 Banyuwangi wich has been planned can be achieved. The purpose of this research is: (1) to describe values of the principal’s leadership in improving the quality of teacher resources at MAN 2 Banyuwangi, and (2) to knowing behavior of the principal’s leadership in improving the quality of teacher resources at MAN 2 Banyuwangi. In order to achieve the objectives of this study, researchers used a qualitative approach with descriptive methods. Through these approach and methods the researchers acts as the main instrument for obtaining data through technique interviews, observation, and documentation. Data were analyzed using the Miles and Huberman model wich included data collection, data reduction, data presentation, and concluding with conclusions or verification. The validity of the research results was then checked through triangulation. The results of the study describe that: 1) values of the principal’s leadership at MAN 2 Banyuwangi there are three, that is Religious value, Professional, and humanity. Religious values includes optimists and convidence, sincere and tawakkal, humble, and four the nature of Rasulullah SAW. Professional values includes commitment on development and change, discipline, love of achievement and excellent, and exemplary. Humanity values includes togetherness, respect for others, empathy and care, and don’t impose the will of others. 2) behavior of the principal’s leadership at MAN 2 Banyuwangi already well by implementing leadership roles and functionseffectively and efficiently, way of the principal in making decisions, strategy applied in improving teacher resources, is there reward and punishment, and fulfillment of teacher welfare. With value which are owned and applied behavior by principal of MAN 2 Banyuwangi using a democratic leadership style. ARABIC: يعد ترقية جودة موارد المعلمين أمرًا مهمًا للغاية لأن جودة التعليم والتعلم تحددها معايير الجودة الخاصة بالمعلمين. بالإضافة إلى ذلك ، يصبح المعلم مركزًا تجريبيًا أو نموذجًا يحتذى به للطلاب. جودة موارد المعلم هي المعيار أو مستوى موارد المعلم بالمدرسة الثانوية 2 بانيو وانجي، يلعب مدير المدرسة دورًا هامًا في تحسين جودة موارد المعلمين بالمدرسة الثانوية 2 بانيو وانجي، إن قيادة رئيس المدرسة هي قدرة رئيس المدرسة على التأثير على المرؤوسين (المعلمين والموظفين) على الرغبة في تنفيذ المهام التي تم تكليفه بها دون الشعور بالإرهاق بحيث تكون أهداف بالمدرسة الثانوية 2 بانيو وانجي،أن تم التخطيط لها يمكن تحقيقها. أما أهداف هذه البحث هي: (1) وصف قيم قيادة المدير في ترقية جودة موارد المعلم بالمدرسة الثانوية 2 بانيو وانجي، و (2) لتحديد السلوك القيادي للمدير في ترقية جودة موارد المعلم. بالمدرسة الثانوية 2 بانيو وانجي، من أجل تحقيق أهداف هذه الدراسة ، استخدم الباحثون المنهج النوعي مع الأساليب الوصفية. من خلال هذه الأساليب والطرق ، يعمل الباحث كأداة رئيسية للحصول على البيانات من خلال تقنيات المقابلة والملاحظة والتوثيق. تم تحليل البيانات باستخدام نموذج ميليس و هوبيرمان الذي تضمن جمع البيانات وتقليل البيانات وعرض البيانات والانتهاء بالاستنتاجات أو التحقق. ثم تم التحقق من صحة نتائج البحث من خلال التثليث. تصف نتائج البحث ما يلي: 1) القيم القيادية لرئيس المدرسة بالمدرسة الثانوية 2 بانيو وانجي،ثلاثة ، وهي القيم الدينية والمهنية والإنسانية أو الإنسانية. تشمل القيم الدينية التفاؤل والثقة ، والإخلاص والثقة ، والتواضع ، والخصائص الأربع للنبي محمد. تشمل القيم المهنية الالتزام بالتطوير والتغيير والانضباط وحب الإنجاز والتميز والمثالية. تشمل القيم الإنسانية العمل الجماعي ، واحترام الآخرين ، والتعاطف والرعاية ، ولا تفرض إرادة الآخرين. 2) كان السلوك القيادي لرئيس المدرسة بالمدرسة الثانوية 2 بانيو وانجي،جيدًا من خلال القيام بالأدوار والوظائف القيادية بفعالية وكفاءة ، والطريقة التي يتخذ بها رئيس المدرسة القرارات ، والاستراتيجيات المنفذة في تحسين جودة موارد المعلم ، ووجود من المكافآت والعقوبات وتحقيق رفاهية المعلم. مع القيم التي يمتلكها والسلوك الذي يطبقه مدير مدرسة بالمدرسة الثانوية 2 بانيو وانجي،باستخدام أسلوب قيادة ديمقراطي

Manocchio Victor - One of the best experts on this subject based on the ideXlab platform.

  • Clinicians’ Preparedness to Use Spirituality in Mental Health Counseling: An Appreciative Inquiry
    Capella University, 2019
    Co-Authors: Manocchio Victor
    Abstract:

    The goal of this appreciative inquiry was to explore master’s level clinicians’ perceptions of their preparedness to use spirituality as a part of culturally competent practice and to provide insight into clinician preparedness for including spirituality in a clinical setting. In the literature, most clinicians said they were willing to use spirituality; however, they expressed that they did not feel they were prepared. For the purpose of this study, spirituality was not defined as Religious, but what is unknowable about existence. This study addressed the following questions: What were the experiences of clinicians regarding spirituality training, and applicability in their practice? What were the barriers to using spirituality in culturally competent practice? What spirituality modalities did clinicians feel comfortable using? Data were collected using two qualitative interviews and a research journal. All of the eleven participants had at least a master's degree in a counseling field, were open to using spirituality in the clinical setting, were aged 18-65, and lived or worked in the northeastern state where the study took place. Through the use of thematic content analysis, eight major themes emerged. First, while there was satisfactory incorporation of spirituality in courses taught at Religious universities, the consensus was that there was limited coverage in most masters degrees offered. Second, some participants belonged to Religious Professional organizations that offered continuing education in spirituality. Most, however, had not taken any continuing education courses in spirituality nor had seen any offered through secular organizations. Third, the majority stated they were comfortable with spiritual themes in clinical practice. Fourth, many discussed tangible ways to create an atmosphere for patients to discuss their spirituality as a part of treatment. Fifth, participants articulated that spirituality is part of who a person is, making comparisons to race or ethnicity. Sixth, most were willing to refer to a minister if needed and compared spiritual interventions to any other type of mental health modality. Seventh, the majority of participants agreed that including spirituality helped in some way: achieving treatment goals, improving coping skills, or having a better rapport between therapist and patient. Finally, clinicians suggested that a training would have to be broad to prepare for many faiths or spirituality in general, rather than different religions. As part of the outcome, this study shared suggestions with clinicians on how they can prepare to use and hone these skills already in practice. This study produced a continuing education seminar

Branson Christopher - One of the best experts on this subject based on the ideXlab platform.

  • Into the deep: A case study of an innovative Religious Education curriculum
    ResearchOnline@ND, 2020
    Co-Authors: Sultmann William, Branson Christopher
    Abstract:

    Three independent studies explored the trialling of an innovative Religious Education curriculum: (1) the influence of the Religious Education Development Principles (REDP) and implementation processes on teacher developers (n=40); (2) the influence of these two factors on teacher implementers (n=87); and the influence of the trial on students (n=1487). Teacher (developer) responses to REDP statements achieved a ‘very high’ overall rating of 4.75 on a 5-point Likert Scale. A regression analysis of independent variables (gender, teacher qualifications, Professional focus, teaching experience, school size, and profile) with a measure of overall ratings revealed no differences across the participant group. Verbal commentary (5,300 words) on the REDP statements reinforced and expanded their significance to the trial curriculum. Sustainability resided in strategic systemic action in the confirmation of principles as a basis for curriculum development and student assessment; opportunities for multiple dialogical conversations; the continuity of the teacher educator role; individualised Professional learning opportunities; and, the enhancement of personal faith formation. Teacher (implementer) responses to (REDP) were consistent with Student Voice, Jesus as Model and Message, and Deep Learning achieving the highest ratings. Responses were not influenced by factors of Gender, Qualifications (Educational and Religious), Professional Responsibility, School Type and School Size. However, more experienced teachers gave significantly higher responses. Commentary (5876 words) revealed REDP relatedness and confirmed priorities of Scripture; Professional learning in creative pedagogies; relevant, interesting and diverse learning applications; and deep learning that is transformational, developmentally sensitive and educationally transferable. Formation was reinforced as central to integrating faith formation within the context of Professional practice. The influence of the trial on students was indexed by content criteria (Life Relevance, Learning Agency, Jesus as model), and comparisons with previous curriculum (Interest, Application, Deep Learning, and Challenge to Thinking). Content questions scored in the \u27neither agree nor disagree\u27 to \u27somewhat agree\u27 categories (Mean of 3.80 and Standard Deviation .93) except for Learning Agency which was in the range of \u27somewhat agree\u27 to \u27strongly agree\u27 category (Mean of 4.05 and Standard Deviation of 1.09). Comparison responses achieved similar ratings (Mean of 3.72 and Standard Deviation of .96). Median scores for all questions were in the \u27agree\u27 category and modal scores for Learning Agency, Interest, and Challenge to Thinking were rated as \u27strongly agree\u27. Independent variables of Gender, Learning Stage, and School Type did not statistically influence responses, although ratings varied with School Size. Three integrating themes underpinned the effectiveness of the trial. First, the significance of REDP in developing, implementing and evaluating the Trial Framework. Second, the progressive co-construction of the curriculum which integrates and extends the learning experiences for every student. Third, the process of education in which the student is offered agency and support in ways that harmonise the expectations of the community within the mission, life and culture of the Catholic school. Conclusions entailed: the significance of the Trial Framework in providing a meaning system for an integrated holistic response to life and living; Professional learning and formation; the role of the teacher to engage flexible and creative pedagogies; a consistent and whole of school approach to curriculum delivery; a spiral and developmentally based curriculum; the significance of teacher witness as a means of nurturing relationships, moderating experiences and demonstrating outcomes; collaboration in support and mutual commitment by school and system authority personnel; community engagement and partnership; provision of resources (digital and programme exemplars); and, continuous review and renewal of the Trial Framework

Vladimir Pavenkov - One of the best experts on this subject based on the ideXlab platform.

  • Religious communication as the mean of spiritual and moral value s translation sociological view
    2017
    Co-Authors: Mariia Rubtcova, Oleg Pavenkov, Vladimir Pavenkov
    Abstract:

    The report is devoted to the problem of spiritual and moral value’s translation during Religious communication from sociological perspective. Specificity of Religious communication in the translation of spiritual and moral value orientations which can be revealed through the identification of its features. We considered Religious communication on the example of Christian preaching. Christian preaching, from a sociological point of view, is a specific type of Religious communication. The sermon differs from the usual communication between believers (for example, story of faith or other "advertising" practices such as Religious public dancing). These form of Religious communication is localized in a certain space-time continuum. In the Christian religion, the locus is the church, where the Religious Professional start the communication with the believers. Specificity of the value-normative system of Christianity is determined by doctrinal statements, moralizing and ritual rules. The whole system of Christian activity is determinated by the main Religiously justified goal - the salvation of the soul. The meaning of the basic Christian value is implemented at the level of Religious organizations and concrete Religious communications. The sermon, like any communicative system, has a set of meanings and themes, connected with some Religious festivals or other events included in sacred calendar. The understanding of preaching is achieved at the level of Religious interaction due to the fact there is a resource of sacral knowledge in the communicative system. Specificity of the communicative level of the sermon is based on the meaning fixed in the unchanged sacral text, which has inviolable status. An appeal to the authority of the sacred text, was named by N. Luman "third subject who are not present". It the main characteristic of preaching as Religious communication. Thus, on the example of Religious communication in Christianity we made the conclusion that the sermon is one of the communicative means of spiritual and moral value’s translation.

Siti Kharimah - One of the best experts on this subject based on the ideXlab platform.

  • PENGEMBANGAN SUMBER DAYA MANUSIA PADA GURU PENDIDIKAN AGAMA ISLAM DI SEKOLAH DASAR KABUPATEN LAMPUNG UTARA
    2021
    Co-Authors: Siti Kharimah
    Abstract:

    ABSTRAK Oleh : Siti Kharimah Pengembangan Sumber Daya Manusia (SDM) di Sekolah Dasar Kabupaten Lampung Utara yang diarahkan pada kompetensi guru diharapkan dapat meningkatkan kuantitas dan kualitas guru. pengembangan sumber daya manusia untuk mengantisipasi perubahan-perubahan yang terjadi. Tujuan penelitian ini untuk melihat pelaksanaan, evaluasi, dan dampak pengembangan sumber daya manusia pada guru Pendidikan Agama Islam. Penelitian ini merupakan jenis penelitian field research (penelitian lapangan) dengan menggunakan pendekatan kualitatif. Lokasi penelitian adalah Sekolah Dasar Kabupaten Lampung Utara. Teknik pengumpulan data dengan cara observasi, wawancara, dan dokumentasi. Analisis data yang dilakukan adalah .analisis deskriptif dengan model analisis interaktif. Hasil penelitian ini adalah : 1) Pelaksanaan pengembangan SDM guru PAI di Sekolah Dasar Kabupaten Lampung Utara melalui peningkatan kompetensi guru PAI dilakukan dengan berbagai bentuk antara lain: Aktif dalam kegiatan KKG, Pelatihan, Workshop, baik yang diselenggarakan oleh Dinas Pendidikan Kota maupun LPMP, 2) Evaluasi pengembangan SDM guru PAI di Sekolah Dasar Kabupaten Lampung Utara dilakukan kepala sekolah lewat kegiatan supervisi dan rapat rutin yang dilakukan oleh seluruh guru, serta memberikan motivasi dan dorongan kepada guru, agar senantiasa mengembangkan dan meningkatkan kompetensinnya, 3) Dampak pengembangan sumber daya manusia pada guru PAI di Sekolah Dasar Kabupaten Lampung Utara guru lebih variatif, kreatif dan produktif. Peneliti memberikan rekomendasi Pengembangan Kompetensi Religius Guru PAI dimaksudkan sebagai usaha dari pimpinan untuk menambah keahlian kerja tiap pegawai sehingga dalam melaksanakan tugas-tugasnya dapat lebih efisien dan produktif. Oleh karena itu organisasi perlu terus melakukan pengembangan SDM, karena investasi di dalam pengembangan SDM merupakan pengeluaran yang ditunjukkan untuk memperbaiki kapasitas produktif dari manusia. Agar terbentuk 5 Kompetensi guru PAI yaitu : Kompetensi Pedagogik Religius, Kompetensi Profesional Religius, Kompetensi Sosial Religius, Kompetensi Personal Religius, Kompetensi Literasi. Kata kunci : Pengembangan, Sumber Daya Manusia, Guru Pendidikan Agama Islam viiABSTRACT By: Siti Kharimah The development of Human Resources (HR) in Elementary Schools in North Lampung Regency which is directed at teacher competence is expected to increase the quantity and quality of teachers. human resource development to anticipate changes that occur. The purpose of this study was to see the implementation, evaluation, and impact of human resource development on Islamic Religious Education teachers. This research is a type of field research using a qualitative approach. The research locations are Elementary Schools in North Lampung Regency. Data collection techniques by means of observation, interviews, and documentation. The data analysis carried out is descriptive analysis with an interactive analysis model. The results of this study are: 1) Implementation of the development of PAI teacher human resources in Elementary Schools throughout North Lampung Regency, increasing the competence of PAI teachers is carried out in various forms, including: Active in KKG activities, training, workshops, both organized by the City Education Office and LPMP, 2) Evaluation of the development of PAI teacher human resources in elementary schools throughout North Lampung Regency is carried out by the principal through supervision activities and routine meetings conducted by all teachers, as well as providing motivation and encouragement to teachers, so that they always develop and improve their competence, 3) Impact of resource development Human resources for PAI teachers at Elementary Schools in North Lampung Regency are more varied, creative and productive. Researchers provide recommendations for Religious Competency Development for PAI Teachers, which is intended as an effort from the leadership to increase the work skills of each employee so that in carrying out their duties they can be more efficient and productive. Therefore, organizations need to continue to develop human resources, because investment in human resource development is an expenditure that is shown to improve the productive capacity of humans. In order to form 5 PAI teacher competencies, namely: Religious Pedagogic Competence, Religious Professional Competence, Religious Social Competence, Religious Personal Competence, Literacy Competence. Keywords: Development, Human Resources, Islamic Religious Education Teachers. viiiديرتج ةميرك يتيس ةيعونو ةيمك ةدياز لىإ ملعلما ةءافك ىلع ميلعتلا ةدحو هب موقت يذلا ةيرشبلا دراولما ريوطت عقوتلما نم يدؤي نأ ذيفنت ةيؤر وه ةساردلا هذه نم ضرغلا ناك .ثدتح تيلا تايريغتلا عقوتل ةيرشبلا دراولما ةيمنت هيجوت متي .ينملعلما field ( نياديم ثبح وه ثحبلا اذه. ةيملاسلإا ةينيدلا ةيبترلا يملعم ىلع ةيرشبلا دراولما ةيمنت يرثتأو مييقتو عجم تاينقت و .ةيلامشلا جنوبملا يسنيجر في ةيئادتبلاا سرادلما في ثحبلبا ماقي .يعون جهنم مادختسبا )research .قيثوتلاو تلاباقلماو ةبقارلما يه تناايبلا سرادلما في ةيملاسلإا ةينيدلا ةيبترلا يملعم في ةيرشبلا دراولما ةيمنت ذيفنت نأ )١ :يه ةساردلا هذه جئاتن ةطشنأ للاخ نم متي ةيملاسلإا ةينيدلا ةيبترلا يملعم ةءافك ةيقرت للاخ نم ةيلامشلا جنوبملا يسنيجر في ةيئادتبلاا ينملعلما لمع ةعوممج ةطشنأ في طاشنلا لثم ةيميلعتلا ةدولجا نامض ةسس ؤمو ةنيدلما ميلعت بتكم اهمظن ةفلتمخ في ةيملاسلإا ةينيدلا ةيبترلا يملعم في ةيرشبلا دراولما ةيمنتل مييقتلبا سرادلما وريدم ماق (٢ .لمعلا ةشروو بيردتلاو عيجم ابه ماق تيلا ةينيتورلا تاعامتجلااو فارشلإا ةطشنأ للاخ نم ةيلامشلا جنوبملا يسنيجر في ةيئادتبلاا سرادلما يملعم في ةيرشبلا دراولما ةيمنت ةيمنت )٣ .اهنيستحو متهاءافك ريوطت ىلع ينملعلما نو عجشي و نو زفيح مهو .ينملعلما اعًونت رثكأ ينملعملل ميلعتلا قرط تلعج ةيلامشلا جنوبملا يسنيجر في ةيئادتبلاا سرادلما في ةيملاسلإا ةينيدلا ةيبترلا لمعلا تاراهم ةديازل ريدم دهجك ةيملاسلإا ةينيدلا ةيبترلا يملعلم ةينيدلا ةءافكلا ةيمنتل ة يصوت ثحابلا مدقي .اعًادبإو د راولما ريوطت في رارمتسلاا لىإ تامظنلما جاتتح ،كلذل .ةيجاتنإو ةءافك رثكأ لكشب هتابجاو يدؤي ثيبح فظوم لكل تاءافك 5 كانه .ةيرشبلا ةيجاتنلإا ةردقلا ينستح لىإ فدهي ةيرشبلا دراولما ةيمنت في رامثتسلاا نلأ ،اهتيمنتو ةيرشبلا ةيعامتجلاا تاءافكلاو ،ةينيدلا ةينهلما تاءافكلاو ،ةينيدلا ةيوبترلا تاءافكلا يهو ةيملاسلإا ةينيدلا ةيبترلا يملعلم .ةيملأا ومح تاءافكو ،ةينيدلا ةيصخشلا تاءافكلاو ،ةينيدلا ةيملاسلإا ةينيدلا ةيبترلا يملعم ،ةيرشبلا دراولما ،ةيمنتلا :ةيحاتفلما تاملكل