Suchergebnisse

Critical deliberations concerning the Data Archiving and Research Transparency effort (DA-RT) which had been set in motion within the context of the American Political Science Association's (APSA) Qualitative and Multi-Methods Research (QMMR) Section had, by the Fall of 2015, resulted in multiple conference workshops and panels, email exchanges, webpage and listserv posts, and various Section newsletter publications. Most of these seemed to come from Comparative Government and International Relations (IR) scholars, who are the mainstays of the QMMR Section. Researchers in other subfields of political science—notably, public policy, public administration, public law, and political theory—were less often heard from among those deliberations. And so Peri Schwartz-Shea and I, both of us working in the first two of those subfields, convened a roundtable at the 2016 Western Political Science Association (WPSA) meeting, "Engaging DA-RT: Critical Assessments from Public Policy and Political Theory," to address this gap. The essays in this symposium—by Renee Cramer (Drake University), Samantha Majic (John Jay College, CUNY), Amy Cabrera Rasmussen (California State UniversityLong Beach), Peregrine Schwartz-Shea (University of Utah), and Nancy J. Hirschmann (University of Pennsylvania), ordered by appearance here—were developed from those roundtable presentations. (Amy T. Linch [Pennsylvania State University] was also a member of the roundtable, but she has not joined in this written compendium.) As panel chair, I set the stage for the discussion; and it is those comments that I present here, expanded to situate DA-RT in its contemporary context.

The problem of this study is the low quality of Islamic Religious Education learning. Skillful focus is the weak ability of the teacher in conducting learning management. The purpose of this study is to explore the advantages of implementing learning management. The method used is the case study. The results showed that the management of the quality of learning (1) Quality-oriented, indicated by the existence of reliability teacher, responsiveness, asurance, empathy and availability of learning facilities; (2) Maintaining relationships with customers through graduate quality, service quality, product innovation and the image of the institution; (3) honest, trustworthy, communicative and intelligent leadership of school principals and teachers; (4) Continuous improvement in learning through the Plan, Do, Check, Action (PDCA); (5) Team collaboration in learning is carried out by Islamic Religious Education teachers with students, homeroom teachers, other subject teachers, vice principal, extracurricular coaches/ trainers, graduated, local government and also the community; (6) Changes in culture in the form of a culture of discussing exploring religious values, polite attitude in interacting with the environment, consistent in virtuous deeds, responsibility at work, enthusiasm in increasing competence.

Calls for greater data access and research transparency have emerged on many fronts within professional social science. For example, the American Political Science Association (APSA) recently adopted new guidelines for data access and research transparency. APSA has also appointed the Data Access and Research Transparency (DA-RT) ad hoc committee to continue exploring these issues. DA-RT sponsored this symposium. In addition, funding agencies like the National Institutes for Health (NIH) and the National Science Foundation (NSF) have expanded requirements for data management and data distribution. These pressures present challenges to researchers, but they also present opportunities.

Calls for greater data access and research transparency have emerged on many fronts within professional social science. For example, the American Political Science Association (APSA) recently adopted new guidelines for data access and research transparency. APSA has also appointed the Data Access and Research Transparency (DA-RT) ad hoc committee to continue exploring these issues. DA-RT sponsored this symposium. In addition, funding agencies like the National Institutes for Health (NIH) and the National Science Foundation (NSF) have expanded requirements for data management and data distribution. These pressures present challenges to researchers, but they also present opportunities. Adapted from the source document.

Nowadays multiculturalism becomes an important issue, particularly after a series of conflicts that often occur in this country in recent years. Moving on from the problem, then, initiated a deeper understanding of inclusive, pluralistic, and tolerant becomes a necessity; hopes such cases social conflict leading to anarchy in the name of SARA (Tribe, Religion, Race, Class), and other interests who slipped behind it, is not repeated in the future. These issues are of course not only deals with the problem of how we manage conflict, diversity, and political recognition of the otherness of course. However, more than that, that multiculturalism can be understood as "trust" to normality and acceptance of diversity. For that, one of the most effective ways to cultivate an understanding of a more inclusive, pluralist, and tolerant it is through the learning process. The following article seeks to initiate a deeper understanding of inclusive, pluralistic, and tolerant, through developing multicultural education in learning PAI

The Healthy Indonesia Program with Family Approach (PIS-PK) integrates program implementation through the 6 main components in strengthening health systems (six building blocks), namely strengthening efforts to health services, availability of health workers, health information systems, access to essential medicines, financing and leadership or government. The purpose of this study is to increase family and member access to comprehensive (promotive-preventive, curative and rehabilitative health services) and to understand the healthy family approach program with a family approach (PIS-PK). The location of this study was in Combongan Village RT 01, RT 02 and RT 03, Bantul Regency. The population in this study were residents who lived in Combongan Village, Banguntapan District, Bantul Yogyakarta. The sample in this study was all families living in Combongan Village, Banguntapan District, Bantul, Yogyakarta. The results of this study the highest coverage value found in the indicators of families having access and using healthy latrines, which is 37%. There were 5 main problems in RT 01, RT 02, and RT 03. Hypertension and family planning were the priority problems in the area. The Healthy Indonesia Program is one of the programs from the 5th agenda of Nawa Cita, namely Improving the Quality of Indonesian Human Life. The goal of the Healthy Indonesia Program is to increase the health status and nutritional status of the community through health and community empowerment efforts supported by equitable health services and financial protection

The purpose of the study was to describe the findings of multicultural education values contained in the 2017 PAI & Budi Pekerti textbook for high school level which can be applied at SMK Negeri 12 Kab. Tangerang. The formulation of the problem of this research is whether there is the value of multicultural education in the 2017 PAI & Budi Pekerti textbook at the high school level, and how to apply the value of multicultural education in SMK Negeri 2 Kab. Tangerang. This research is a field research using a qualitative approach with a qualitative descriptive type of research. The data and data sources in this study were obtained from the 2017 Islamic Religion and Morals Education subject book at the high school level. The results of the study are expected to provide an understanding of the importance of inculcating the values of multicultural education in the 2017 PAI textbooks at SMK N 12 Kab. Tangerang. The results of the study show that: 1) The multicultural values developed in the book are the values of democracy, tolerance, gender equality, and justice. 2) Implementation of PAI learning that is integrated with multicultural values is carried out through the preparation of lesson plans, learning processes and learning evaluations. 3) The implementation of the values of multicultural education in the learning carried out by the teacher has been adjusted to the lesson plan, the steps taken by the teacher in the implementation of learning are: the value of democracy, the value of tolerance, and the value of justice. ; Tujuan penelitian ini untuk mendeskripsikan temuan nilai-nilai pendidikan multikultural yang terdapat pada buku teks PAI & Budi Pekerti tahun 2017 tingkat SMA yang dapat diterapkan di SMK Negeri 12 Kab. Tangerang. Rumusan masalah penelitian ini adalah apakah terdapat nilai pendidikan multikultural dalam buku teks PAI & Budi Pekerti tahun 2017 tingkat SMA, dan bagaimana penerapan nilai pendidikan multikultural di SMK Negeri 2 Kab. Tangerang. Penelitian ini merupakan penelitian lapangan dengan menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif kualitatif. Data dan sumber data dalam penelitian ini diperoleh dari buku mata pelajaran pendidikan Agama Islam dan Budi Pekerti tahun 2017 tingkat SMA. Hasil penelitian diharapkan dapat memberikan pemahaman tentang pentingnya penanaman nilai-nilai pendidikan multikultural dalam buku teks PAI tahun 2017 di SMK N 12 Kab. Tangerang. Hasil penelitian menunjukan bahwa: 1) Nilai multikultural yang dikembangkan dalam buku ialah nilai demokrasi, toleransi, kesetaraan gender, dan keadilan. 2) Pelaksanaan Pembelajaran PAI yang diintegrasikan dengan nilai multikultural dilakukan melalui penyusunan RPP, proses pembelajaran dan evaluasi pembelajaran. 3) Implementasi nilai-nilai pendidikan multikultural dalam pembelajaran yang dilakukan oleh guru telah disesuaikan dengan RPP, langkah-langkah yang dilakukan guru dalam pelaksanaan pembelajaran yaitu: Nilai demokrasi, Nilai toleransi, dan Nilai keadilan.

Tujuan penelitian ini untuk menggali secara teoritik dan mendalam mengenai Implementasi Teori Pembaharuan Pendidikan Islam menurut Harun Nasution terhadap problematika PAI di Sekolah. Penelitian ini menggunakan metode penelitian literature atau library research. Hasil Penelitian ini diperoleh bahwa Teori Pembaharuan Pendidikan Islam menurut Harun Nasution tentang pembaharuan Pendidikan Islam sangat mempengaruhi bagaimana tumbuh kembangnya pendidikan Islam di Indonesia dari tingkat sekolah/madrasah hingga tingkat Perguruan Tinggi. Dari pemikiran Harun Nasution lahirlah demokrasi pendidikan yang merubah tatanan kelembagaan menjadi lebih terbuka dan model pembelajaran yang tidak monoton serta lebih mengembangkan kemampuan intelektual siswa maupun mahasiswa. Solusi dari Problematika PAI di Sekolah adalah; 1) mengajarkan penerapan nilai-nilai praktik Agama Islam dalam kehidupan sehari-hari dan menekankan nilai-nilai Agama dalam setiap kegiatan yang dilakukan baik dilingkungan sekolah maupun diluar lingkungan sekolah, diadakan pemisahan dan pengelompokan peserta didik berdasarkan tingkat kemampuan dan kefahaman yang sama. 2) pendidik harus selalu meningkatkan kualitas diri dengan terus mengembangkan potensi yang dimiliki dengan cara berperan serta dalam setiap pengembangan dan penerapan praktik agama Islam di lingkungan sekolah utamanya dan lingkungan masyarakat sekitar sehingga benar-benar bisa menjadi pendidik yang sebenarnya dengan meneladani cara mendidik Rasulullah SAW. 3) Membentuk lingkungan sekolah yang benar-benar menerapkan nilai-nilai Islam, berusaha untuk memperbaiki manajemen dengan cara menyadarkan pihak yang mengelola manajemen tentang pentingnya dan kewajiban memberikan pelayanan pelayanan Pendidikan Agama Islam yang memadai untuk peserta didik, Pemberdayaan semua pihak terkait atau stakeholder untuk ikut mengatasi kekurangan sarana dan prasarana di sekolah.

Tujuan penelitian ini untuk menggali secara teoritik dan mendalam mengenai Implementasi Teori Pembaharuan Pendidikan Islam menurut Harun Nasution terhadap problematika PAI di Sekolah. Penelitian ini menggunakan metode penelitian literature atau library research. Hasil Penelitian ini diperoleh bahwa Teori Pembaharuan Pendidikan Islam menurut Harun Nasution tentang pembaharuan Pendidikan Islam sangat mempengaruhi bagaimana tumbuh kembangnya pendidikan Islam di Indonesia dari tingkat sekolah/madrasah hingga tingkat Perguruan Tinggi. Dari pemikiran Harun Nasution lahirlah demokrasi pendidikan yang merubah tatanan kelembagaan menjadi lebih terbuka dan model pembelajaran yang tidak monoton serta lebih mengembangkan kemampuan intelektual siswa maupun mahasiswa. Solusi dari Problematika PAI di Sekolah adalah; 1) mengajarkan penerapan nilai-nilai praktik Agama Islam dalam kehidupan sehari-hari dan menekankan nilai-nilai Agama dalam setiap kegiatan yang dilakukan baik dilingkungan sekolah maupun diluar lingkungan sekolah, diadakan pemisahan dan pengelompokan peserta didik berdasarkan tingkat kemampuan dan kefahaman yang sama. 2) pendidik harus selalu meningkatkan kualitas diri dengan terus mengembangkan potensi yang dimiliki dengan cara berperan serta dalam setiap pengembangan dan penerapan praktik agama Islam di lingkungan sekolah utamanya dan lingkungan masyarakat sekitar sehingga benar-benar bisa menjadi pendidik yang sebenarnya dengan meneladani cara mendidik Rasulullah SAW. 3) Membentuk lingkungan sekolah yang benar-benar menerapkan nilai-nilai Islam, berusaha untuk memperbaiki manajemen dengan cara menyadarkan pihak yang mengelola manajemen tentang pentingnya dan kewajiban memberikan pelayanan pelayanan Pendidikan Agama Islam yang memadai untuk peserta didik, Pemberdayaan semua pihak terkait atau stakeholder untuk ikut mengatasi kekurangan sarana dan prasarana di sekolah.

Education is a conscious attempt adults to guide and direct the personality and ability of the students in formal or informal education. Islamic religious education is "the efforts in a systematic and pragmatic in helping the students, so that they live according to the teachings of Islam. Objectives included in the curriculum of Islamic education is to form students to be a man of faith and fear of god almighty one and noble or be man of faith and piety in accordance religion. Policy of religious education in Indonesia can be found in legislation that essentially confirms the guarantee of the right to personal freedom, namely the right to freedom religion. The rules also become the meter to assess the degree of accuracy and truth in the religious education policy formulation. Islamic educational institutions (madrasas diniyah) serves to educate anan-child drop-outs, children who do not have the opportunity to enter formal educational institutions and at the same time add to and strengthen the implementation of Islamic education in schools due to the limited hours of Islamic education lessons at school. Keywords: Symbiosis mutualism, PAI, National Education.