3
rdINTERNATIONAL ISLA
SEMINAR PROCEEDING
Islamic Education and Science R in Improving Education for All (Excellence, Equality, and Equity
Jambi, Shang Ratu Hotel 28thDecember 2015
SLAMIC EDUCATION
G 2015
e Reintegration ll
ity Higher Education)
3
rdINTERNATIONAL ISLAMIC EDUCATION
SEMINAR PROCEEDING 2015
Faculty of Education and TeacherTraining State Institute for Islamic Studies
3rdINTERNATIONAL ISLAMIC EDUCATION SEMINAR PROCEEDING 2015
EDITORS:
Muhamad Taridi Akhmad Habibi Jamaluddin
LAYOUT:
Muhamad Taridi Akhmad Habibi
COVER DESIGN Raharjo
Mailing Address:
Jalan Jambi- Muaro Jambi
KM 16 Simpang Desa Sungai Duren Jambi Luar Kota
Jambi, Indonesia
Email :taridi64@gmail.com akhmad.habibi@unja.ac.id jamaldin1974@gmail.com
Website : www.fitk.iainjambi.ac.id
The copyright of each article remains with the individual author(s)
dimaksud dalam pasal 2 ayat (1) atau pasal 49 ayat (1) dan ayat (2) dipidana dengan pidana penjara masing-masing paling singkat 1 (satu) bulan dan/ atau denda paling sedikit Rp 1.000.000,00 (satu juta rupiah), atau pidana penjara paling lama 7 (tujuh) tahun dan/atau denda paling banyak Rp 5.000.000.000,00 (lima miliar rupiah).
(2) Barangsiapa dengan sengaja menyiarkan, memamerkan, mengedarkan, atau menjual kepada umum suatu ciptaan atau barang hasil pelanggaran Hak Cipta atau Hak Terkait sebagaimana dimaksud pada ayat (1) dipidana dengan pidana penjara paling lama 5 (lima) tahun dan/atau denda paling banyak Rp 500.000.000,00 (lima ratus juta rupiah). Hak cipta dilindungi oleh Undang-undang.
Dilarang mengutip atau memperbanyak sebagian atau seluruh isi buku ini tanpa izin tertulis dari penerbit/penulis.
Isi diluar tanggung jawab percetakan.
Ketentuan pidana pasal 72 undang-undang nomor 19 tahun 2002 :
(1) Barangsiapa dengan sengaja dan tanpa hak melakukan perbuatan sebagaimana
Published By
Faculty of Education and TeacherTraining
FOREWORDS
In anticipation of the challenges and opportunities faced by the Islamic Education in the current situation, the Faculty of Education and Teacher Training, IAIN Sulthan Thaha Saifuddin Jambi proudly held and
hosted THE 3RD INTERNATIONAL ISLAMIC EDUCATION
SEMINAR at Shang Ratu Hotel on 28 December 2015 Jambi, Indonesia.
With the theme “ISLAMIC EDUCATION AND SCIENCE
REINTEGRATION IN IMPROVING EDUCATION FOR ALL”, this conference was projected as a medium for academics, researchers, teacher-researchers,practitioners, and enthusiasts in English education and other related discipline for gathering, sharing, and disseminating their research as well as best practices in Islamic Education. Through this proceeding, the organizing committee has collected 21 papers on various sub-themesrelated to the theme of the conference, written and presented by participants from Indonesia as well as from other countries.
All the papers published here were not peer-reviewed and not edited in terms of the contents, nevertheless they have undegone a layouting process to ensure consistency in the publication and have met the basic requirements set by the committee. The contents, opinions, and arguments proposed in the papers are therefore the sole responsibilities of each individual author. The committee shall not be held responsible for any ethical issues and validity of the research, nor approve of the views presented by the authors.
We also would like to extend our deep gratitudes to all invited speakers, presenters, and participants of the conference for sharing their wonderful ideas and thought. We therefore hope that we would be able to expand our knowledge of THE 3rd INTERNATIONAL ISLAMIC EDUCATION SEMINAR. We are looking forward to meeting you again in other seminar hosted by our faculty
Jambi, December 2015
iv
ACKNOWLEDGEMENT
The organizing committee of THE 3rd INTERNATIONAL ISLAMIC EDUCATION SEMINAR would like to acknowledge the following individuals who served as the anonymous reviewers for the abstract submissions and the individuals involved in the process of publishing these proceedings.
List of Reviewers
Geraredette Philips ( Sophia College for Women) Budhy Munawar Rachman (Asia Foundation) Ahmad Syukri ( IAIN STS Jambi)
Kemas Imron Rosadi (IAIN STS Jambi) Akhmad Habibi (Universitas Jambi) Risnita (IAIN STS Jambi)
Jamaluddin (IAIN STS Jambi)
TABLE OF CONTENTS
FOREWORDS iii
ACKNOWLEDGEMENT iv
TABLE OF CONTENTS v
1. THE VISION OF ISLAMIC EDUCATIONIN THE GLOBAL VIEW OF MULTICULTURAL EDUCATIONAS AN IMPORTANT
ASPECTOF HIGHER EDUCATION 1
2. WORKING TOGETHER WITH COLLEGE STUDENTS IN ANTICIPATION OF HIGHER EDUCATION EXCELLENCE,
EQUALITY, AND EQUITY 11
3. ANANALYSIS OF STUDENTS’ PERCEPTION ON THE COURSE OF BIOLOGY AND BIOLOGY EDUCATION AT JAMBI
UNIVERSITY 24
4. ISLAMIC EDUCATION PROBLEMATIC;
A CASE STUDY OF JAMBI’S TWO PESANTRENS 31
5. THE STUDENTS’ DIFFICULTIES IN PRONOUNCING
CONSONANT 40
6. TOWARDS PARADIGM OF INTEGRATIVE SCIENCE 50
7. TEACHING READING USING PQ4R METHOD TO THE TENTH GRADE STUDENTS OF THE STATE SENIOR HIGH SCHOOL 11
OF PALEMBANG 68
8. THE INFLUENCE OF STORYTELLING TECHNIQUE AND LEARNING STYLE TO SPEAKING SKILL OF FIFTH GRADE
PUPILS OF SD MODEL PAGARALAM 75
9. RESPONSIBILITIES AND AUTHORITY OF ISLAMIC EDUCATION
LEADER 84
10. EFFECTIVENESS IN IMPROVING QUALITY OF TEACHER
RECRUITMENT IN MADRASAH 93
11. REINTEGRATION OF EDUCATION AND UNITY OF THE
vi
12. APPLYING COOPERATIVE INTEGRATED READING AND COMPOSITION TO IMPROVE READING COMPREHENSION AND
WRITING ACHIEVEMENT 108
13. TEACHING READING THROUGH SKIMMINGTECHNIQUE AT
SENIOR HIGH SCHOOL 117
14. TRANS-INTEGRATION: THE MODEL-BASED PARADIGM
SCIENCES UNIVERSALITY OF ISLAM, MODERNITY, WISDOM
AND LOCAL CONTEXT 130
15. GIVING REMEDIAL TEACHING IN TEACHING READING
ALOUD AT SENIOR HIGH SCHOOL 142
16. PRE-SERVICE ENGLISH TEACHERS’STRATEGIESTOWARD CHALLENGES IN TEACHINGVOCABULARY ATJUNIORHIGH
SCHOOLSIN JAMBI 157
17. ELEMENTARY PRIVATE TEACHERS’ WELFARE AT A
DEVELOPMENTAL CITY (JAMBI CITY) 175
18. LEARNING STYLE IN SPEAKING CLASS OF ENGLISH STUDY PROGRAM’S STUDENTS OF JAMBI UNIVERSITY 184 19. EDUCATION INVESTMENT
(A STUDY OF QUALITY EDUCATION) 199
20. ENGLISH TEACHING AND LEARNING PROCESS ANALISYS IN ACCORDANCE WITH THE 2013
INDONESIA CURRICULUM 206
21. TEACHER OF ENGLISH FOR YOUNG LEARNER: AN ANALISYS
THE VISION OF ISLAMIC EDUCATION IN THE GLOBAL VIEW OF MULTICULTURAL EDUCATION AS
AN IMPORTANT ASPECT OF HIGHER EDUCATION Gerardette Philips
gerarscj@gmail.com
Introduction
The Islamic way of life is based on the principles ofbeliefand virtuous behavior and the congruence between the two. To be a follower of Islam requires that one’s faith be reflected in one’s practice and daily moral conduct with other people. Every religion has beautiful teachings, places of worship, schools and organizations. Yet, followers of religions today do not really live in accordance with the principles and values of their faith. What is missing?
If the hope is to raise children in the Islamic way of life, then Muslim educators and parents must have a clear understanding of child development physically, emotionally, intellectually, morally and spiritually. This knowledge will help them understandhowchildren grow and learn and will help them use methods that enhance effective teaching and learning; the result of such education will produce children who will not imbibe values simply because they are told to do so or because that is the ‘right’ thing to do but because they themselves believe that their true growth as persons depend on the values they choose to live by and become their own. They take seriously the education of their minds and hearts and they themselves, will look for opportunities to apply Islamic values in practice.
In our rapidly changing society, an urgent need exists for schools, colleges and universities to address and infuse global awareness into curriculum instruction. Students are increasingly confronted with many issues that require a global education focus. According to Kirkwood (2001), these students will keep facing a new world order thereby creating a need to acquire a global education. He states:
Their daily contacts will include individuals from diverse ethnic, gender, linguistic, racial, and socioeconomic backgrounds. They will experience some of history's most serious health problems, inequities among less-developed and more-developed nations, environmental deterioration, overpopulation transnational migrations, ethnic nationalism, and the decline of the nation-state. (Kirkwood, 2001, p. 2)
economic worlds and to be able to understand the notion of globalization and the role of global education.
1. Why the Global View of Multicultural Education?
The assimilation or ‘melting pot’ perspective (McNergney & Hebert, 2001) wherein microcultures are expected to give up their cultural identities in order to blend in or become absorbed by the predominant mainstream society or macroculture (Bennet, 2003) is now not only true of the United States but of most countries in our world where people of various cultures share life together. This is certainly true of Indonesia.
In the perspective of the ‘melting-pot’ the shared culture is understood when the members of the microcultures are accepted only once they give up their original identity, values, behavioral styles, language, and nonverbal communication styles. Also, in this perspective other cultural distinctiveness and identification with other ways of life are considered as unacceptable, inferior, and a threat to national unity. Everything possible is done therefore by the popular culture and the other cultures and contributions of other groups are suppressed (Bennett, 2003). Although, the initial purpose of assimilation or “melting-pot” perspective was to bring unity through development of a shared culture as each microculture becomes absorbed into the shared macroculture, it is becoming more difficult to achieve widespread democracy among the microcultures because the resultant culture does not reflect the cultural diversity within the nation. Today, suppression of the microcultures and inequality among people in society have resulted from the “melting-pot” perspective of multiculturalism.
With this background therefore, there is a real need now more than before to expand multicultural education to go beyond the “melting-pot” perspective which has focused mainly on equity pedagogy as a means of correcting the inequalities among people in society while other aspects of human development and values have been neglected. There is also a real need now to include the global perspective in which cultural pluralism is recognized as an ideal and healthy state in any productive society.
The interconnections among all nations in the world are increasing rapidly. In particular as we face global issues related to the ecosystem, nuclear weapons, terrorism, human rights, and scarce natural resources, the scope of multicultural education needs to be broadened to include democratic values, cultural pluralism within culturally diverse societies, national, and global interdependence.
Educators who have been personally involved in promoting multicultural education in schools and at institutions of higher education have identified several long-term benefits of the global perspective of multicultural education. Some of these long term benefits are as follows:
Multicultural education:
a. increases productivity because a variety of mental resources are available for completing the same tasks and it promotes cognitive and moral growth among all people.
b. enhancescreative problem-solving skillsthrough the different perspectives applied to same problems to reach solutions.
c. fosters positive relationships through achievement of common goals, respect, appreciation, and commitment to equality among the intellectuals at institutions of higher education.
d. decreases stereotyping and prejudice through direct contact and interactions among diverse individuals.
e. renews vitality of societythrough the richness of the different cultures of its members and fosters development of a broader and more sophisticated view of the world.
f. formspeople in societyto be more understanding and tolerant of each other because by living together people get to know each other better
g. opens the mind and educates the heartto get to know the core values of the different cultures and is enriched by the way these values are expressed.
2. The Vision of Islamic Education
The strong influence of cultures on each other and its value system seriously challenges religious-minded individuals and communities. The future will depend on how well teachers and parents educate their children today and to what extent they are successful in transferring to them the sacred vision of life as Muslims.
Without a proper understanding of the Islamic value system, there is little hope that the true goals of Islamic education can be achieved. Islamic schools have a very vital role to play in providing programs that will foster this understanding among students and in promoting the role and responsibility of the family in the process of Islamic education.
which they live and for which they are responsible. This, is certainly an effective form of Islamicda’wah.
This vision, in fact, is not really a "new vision," but rather a "renewed vision" of Islamic education. It is a call for the return to the classical and traditional vision of Islamic education. In the lifetime of the Prophet, (saw) Islamic education was both practical and relevant. “One who treads a path in search of knowledge has his path to Paradise made easy by God…” –(Riyadh us-Saleheen, 245)
The Prophetic model of Islamic education drew its substance from the everyday experiences and day-to-day problems of the early Muslim community. “Knowledge from which no benefit is derived is like a treasure out of which nothing is spent in the cause of God.” – (Tirmidhi, Hadith 108) Although Islamic education will undoubtedly draw much of its content from the foundational disciplines of Islamic Studies (such asAqidah, Tafseer, Fiqh, etc.), it must be done in a way that links this content to the natural concerns of students as well as the larger issues facing the world in which they live. This is the challenge of today’s Islamiceducation.
The vision of Islamic education makes a fundamental distinction between teaching about "Islam" and teaching about "being Muslim." When Muslim educators, have been satisfied to teach "facts about Islam," because this is an easier and a quick approach they have not met the challenge of developing a systematic program to teach children about "being Muslim"—which requires a more subtle and profound understanding of both the nature of children and Islam itself. The goal of Islamic education is not to fill our children’s minds with information about Islam, but rather to teach them aboutbeingMuslim.
How can we teach children about being Muslim?. Islamic education, first and foremost, must focus on teaching human values which are certainly Islamic values. Emphasize issues of identity and self-esteem; responsibility and co-operation, tolerance and truth, peace and love, simplicity and humility, faith and justice and so on. Furthermore, it must address the real concerns of students – their family backgrounds, their life stories, their developmental milestones and it must emphasize that all of these values are present in the truth of their lives.
Besides achieving the goals of Islamic education, the vision of Islamic Education is also to meet the goals of the Global View of Multicultural Education. The global view of multicultural education goes beyond providing equity education.. The figure below will help explain the goals more clearly.
Goal 2: To develop recent educational research. This research suggests that several factors are essential for effective teaching and learning to occur. These factors are summarized in the statement that teaching and learning are effective when they are meaningful, integrative, value-based, challenging and active. (This is discussed in detail in Expectations of Excellence: Curriculum Standards for Social Studies. Washington, DC. National Council for the Social Studies, 1996.) These factors apply to Islamic education and Muslim educators must become better aware of the important role these factors play in effective learning especially in the global view of multicultural education which has as its four key components multicultural competence, equity pedagogy, curriculum reform and social justice. Future programs in Islamic education must be evaluated in light of these basic factors and components.
3. Islamic Education in the Global View of Multicultural Education a. Meaningful and Multicultural Competence
skills they are learning—rather than memorizing isolated bits of information. Especially as Muslims, children must be trained always to keep their eye on the whole picture, or macro-view, whenever studying. This, in part, is the meaning oftauhid.
Islamic teaching and learning needs to focus on examining major themes and important topics, rather than superficial coverage of many different topics. This approach advocates that the Islamic Studies curriculum be structured coherently around the concept ofpowerful ideas.This will equip the learner to multicultural competence. Multicultural competence is the process in which a person develops competencies in multiple ways of perceiving, evaluating, believing, and solving problems. The purpose is to focus on understanding and learning to negotiate cultural diversity among nations as well as within a single nation by becoming aware of one's own perspectives as well as becoming conscious of other cultural perspectives as a foundation of informed cross-cultural interaction.
b. Integrated Learning and Curriculum Reform
Effective Islamic teaching and learning must also beintegrated. It must encompass and engage the whole child, spiritually, emotionally, socially, intellectually and physically. In addition, Islamic teaching and learning should be integrative across a broad range of topics and in its treatment of these topics. It should be integrative across time and place as well as integrative across the curriculum. It must integrate knowledge, beliefs, and values with action and application. These integrative aspects have the far-reaching potential of enhancing the power of Islamic studies teaching and learning.
The curriculum needs to be reformed with inclusion of curriculum theory and historical inquiry so that bias in textbooks, media, and other educational materials can be detected easily by educators, students, and other stakeholders. Curriculum reform strives to expand the traditional course contents that are primarily monoethnic through inclusion of multiethnic and global perspectives. For most educators, this reform requires active inquiry and development of new knowledge and understanding of the historical contributions of contemporary and past ethnic groups to the current body of knowledge in the content areas and academic disciplines (Wiles & Brondi, 2002).
c. Value based Learning and Equity Pedagogy
Most important of all, effective Islamic teaching and learning must be
content, materials and activities, to the arrangement of the classroom, to class rules and management style, students are exposed to and learn values. Teachers must therefore develop a better awareness of their own values and how those values influence their behavior as role-models and what students ultimately learn from these experiences about themselves, about others and about Islam.
Equity pedagogy becomes an important component of multicultural reform. It aims at achieving fair and equal educational opportunities for all of the nation’s children, including socio-economically disadvantaged and ethnic minorities in the microcultures. It attempts to transform the total school environment, especially the hidden curriculum that is expressed in teacher expectations for student learning and the differential disciplinary policies and practices and related community relations by reversing these trends and by addressing the problems that these under represented students face. Equity pedagogy also requires that educators develop an understanding of the different learning styles students develop from their own cultural upbringing so that educators can employ alternative instructional strategies to help all students learn the key concepts, principles, facts, and generalizations in the various content areas and academic disciplines. To be able to do this, educators will need to develop pedagogical knowledge, skills, and dispositions that allow them to adapt alternative teaching methods or modify instructional strategies in culturally diverse classrooms. Equity pedagogy is to ensure the attainment of the highest standards in academic excellence among all students. School and classroom climates must also be changed so that academic success is achievable by students from all cultural groups
d. Challenging and Active–Social Justice
Effective Islamic teaching and learning must also be challenging.
Students must be challenged to thoughtfully examine the topics they are studying, to participate assertively in group discussions, to work productively in cooperative learning activities, and to come to grips with controversial issues. Such activities and experiences will help foster the skills needed to produce competent Muslims who are capable of presenting and living their beliefs and principles effectively.
Teaching toward social justice requires adequate understanding of the demographics of the students, culture, and race in popular culture, and development of social action skills. It also emphasizes the clearing up of myths and stereotypes associated with gender, age, and the various races and ethnic groups by stressing basic human similarities (Nieto, 1996). In addition, teaching toward social justice promotes developing an awareness of the historical roots and an understanding of the evidence of individual and institutional prejudice and discriminations such as cultural racism, sexism, classism, and other forms of prejudice and discrimination.
These are the key factors for effective Islamic teaching and learning and the Global View of Multicultural Education. The vision of effective Islamic teaching and learning is based on a dynamic, rather than static, view of Islam and Islamic education. This view is rooted in the belief that the mission of Islam is to positively affect and transform the world, and that the purpose of Islamic education is to prepare young men and women in the expertise of the values of the Global World, capable of carrying out this mission— emotionally, morally, and intellectually.
4. Why Institutions of Higher Education?
Institutions of higher education in the world today are made of culturally diverse student and faculty populations. This cultural pluralism makes such models of the pluralistic democracy. As such, the application of the core principles of the global perspective of multicultural education in the teaching and learning practices among diverse populations at these institutions is more important now than ever. Most institutions of higher education have become models of the communities in which they are located, and as such have become pillars for academic excellence, models for multicultural competence in society, and models for an interdependent world, as well as models for equity and democratic values. Institutions of Higher Education Are Models for Academic Excellence.
The principles and tenets of multicultural education make it possible to promote excellence in performance
a. Institutions of Higher Education create a supportive environment for diversity. Educators at institutions of higher learning work with local communities to create an environment that is supportive of respect for diversity and multiculturalism. Institutions of higher education whose leaders embrace these principles of multicultural education and attain high academic standards become models for the various public schools and for the communities in which these schools are located. b. Institutions of Higher Education are models for multicultural
major concerns at institutions of higher education should be to promote the academic, social, and political success of all students (Green, 1989) as well as faculty populations than in those that are less diverse.
c. Institutions of Higher Education are an example for an Interdependent World. The students, faculty, and staff on many campuses in the world come from various countries. These students, faculty, and staff have various cultural, racial, ethnic, religious, and socio-economic backgrounds. Moreover, today it has become mandatory for universities to admit students and employ faculty from various cultural, racial, ethnic, religious, and socio-economic backgrounds. It has also become mandatory that university communities provide a supportive environment that respects diversity and provide programs that are inclusive for all who are part of it. University administrator and professor should be aware of the various cultural elements in order to be able to provide equitable services. d. Institutions of Higher Education offers a space for Democratic
Human Values. Studies on human relations on university campuses in the past 25 years have shownthat student performance, student-student interactions, and faculty-student interactions andexpectations reflect the abilities, perception, values, and attitudes among those in the campuscommunities and type of curricula offered to the students attending the students (Pang, 2001;Wiles & Brondi, 2002). Adequate understanding of the various cultural elements and how they differ among people from diverse cultures is a promising way to develop positive relations among persons from different cultures and to provide inclusive programs for diverse student populations (Schulman & Mesa-Bains, 1993).
Conclusion
The vision of Islamic Education in the Global view of Multicultural Education is a topic that needs to be continually explored and examined. Considering this in the light of Higher Education will fulfill the belief that the mission of Islamic education is to transform the world by educating young men and women to be experts in human values, capable of relationships with everyone. bringing change to themselves and to the world around them.
perspectives are respected and encouraged. An overall goal in all our classrooms, therefore, is to create a place where all students can practice and live as responsible citizens in a pluralistic society. We just have to stand in another place and listen to all perspectives.
WORKING TOGETHER WITH COLLEGE STUDENTS IN ANTICIPATION OF HIGHER EDUCATION EXCELLENCE,
EQUALITY, AND EQUITY
Bernawy Munthe Muhamad Taridi
UIN Sunan Kalijaga IAIN STS Jambi
taridi64@gmail.com
Abstract
By using psychology of adults, the paper outlines the concept of working with adult-learners to discuss the concept of adult education, assumptions about adults and their implications, the relationship of learning with psychological types that determine how service is for them, the development phases of their lives, how one puts himself in agood service and on approaches to excellent services for adult learners. This is motivated by some views among others; adult learners often or sometimes experience the service which is not in accordance with the nature of adults both inside the classroom and outside the classroom, the third millennium is the age of characterizing information "shortening and downsizing" of the world, the era of information of rationalism.Based on the analysis, working with adults absolutely unfounded andragogy concept that refers to the spirit and character of adults in an effort to improve the quality of service of learning.
Keywords: Andragogy, Learning,
1. Introduction
especially students. The latter is a description of the approach to services for adults, especially students.
Points of mind above is motivated by the view that first, students often or sometimes experience education services that are less in line with the nature of adults both in the classroom and outside the classroom, including at the library. Secondly, third millennium is the age of the character information "shortening and downsizing" of the world. Third, the information age is a continuation of rationalism character of modern times. Fourth, technological development is difficult to break away from adults, including students who are dealing with interconnection or integration of science and education. Fifth, human philosophical position is questioned in the presence of technology. What is the answer of the question what is being? Is the answer "being is technique or technology" Sixth, psychologically culture expression of what can I do for you is not the same as the phrase "You're looking for what?" Seventh, improving the quality of educational services for students must be done and improved in order to facilitate the achievement of learning objectives.
2. Adult Education
Adult education can be defined as a series of events or experiences made by adults who allow him to changes in thinking, values or behavior. Understanding it said that in the heart of life is a learning process. In fact, almost everything that is done as part of life is said to be a learning experience. In other words that "life" and "learning" are synonymous. We learn from the "experiences" and we are constantly "did experience" as we live. Adult education is everything that made adults.
Special services for adults are served by the framework andragogy. Andragogy is the art and science of helping adults learn (Malcolm Knowles). Instead, the model of pedagogy gives teachers full responsibility for all decisions about learning and putting students in a role that is bound, following the teacher commands.
3. Basic Assumptions Adult Education and Its Implications
Malcolm Knowles in his book The Modern Practice of Adult Education emphasizes andragogy least four basic assumptions: the learner's self-concept consists of self-policing; learning experiences should be used; readiness to learn depends on the needs; and orientation to learning is life-centered or problem. More details can be seen below.
1. People who organize themselves (self-directing)
b. Emphasis should be placed on the learner's involvement in the process of self-diagnosis of the needs of learning.
c. Learners should be involved in the planning process of learning, to serve as a procedural guide and source material.
d. The process of teaching and learning is a mutual responsibility of learners and teachers. Lecturer become a source and a catalyst rather than a teacher (instructor).
e. Learners should invitees in evaluating themselves, with the help of teachers, learners find any evidence of progress they are doing to themselves. "No one makes an adult feel more childish than assessed by other adults; This is a sign that most of disrespect and dependence, as someone who experienced it.
2. People who have many and varied experiences. The volume and diversity of the experiences of adults have three implications:
a. Participators techniques that experiential should be used in order to open up the experiences of the learners.
b. Provision (provision) should be made for learner-learner to plan how they were going to apply learning into day to day life.
c. The activities should join united (incorporated) which encourages learners-learners pay attention to the experiences objectively and "learn how to learn" from them.
3. People who are ready to learn as a result of the existence of the state of progress of the transition point. This concept contains at least two implications:
a. Curriculum should be organized in order to bring together the real life caring individual, rather than just meet the demands for sponsoring institutions alone.
b. The concept of readiness (or tasks) that are grown should be seen in grouped learners. For a number of concept study, a homogeneous group is more effective, and for other forms of learning, heterogeneous group more desirable.
4. People who love centered learning and problem-based performance (performance). A number of implications arise from this statement.
a. Educators have to adjust to and to the individual needs and develop learning experiences that are relevant to this need.
c. Session as early as possible in adult education, there must be an exercise where learners have the opportunity to identify specific problems that they desire can overcome or solve it with more valuable.
The basic assumptions on the basis of the inspiration and spirit in the spirit of educational services they should receive the students such as college students in contexts both in the classroom or out of classes such as libraries. Even assuming this one "religion" learning process should take place in the classroom. Because not infrequently happens in the classroom is the opposite basic assumptions above.
4. Method of Learning and Adult Psychological Type
In addition to knowing the character of the student, someone who works with them should also know the types of psychological and learning them. It is important to improve the quality of service to adults. A deeper understanding of adults as subjects can be assisted by using the theory of learning and the type of psychological relationship as expressed by Cranton and Knoop about Psychological type and learning style that says there are eight items:
1. Type of think extrovert learn best when material is presented in a logical and sensible, and followed by the opportunity to do "experiences" information in a way (to do, to talk about, and to observe). These people like to collect idea from the world, analyze it, and present it back to the world.
2. Type of callous extrovert prefers to interact with others and work in groups. This person works with both independently and would prefer to discuss something than read something. The value or significance of learning can be based on the values of others or of the community. Also, these people will try to bring harmony and goodwill into interactive learning situations.
3. Type of extrovert learns to gather information through the senses of the environment. Learners will understand learning as an accumulation of actual experiences. This guy is a realistic and practical, and interested in how something fits instantly with real situations. For this type of learning is achieved simply by doing.
4. Type the extroverted intuitive understands learning as an active creative process. Learners are fundamentally interested in the possibilities that exist in the study and will not last long with routine tasks or learning boring (like repetitions to develop a particular skill). As long as there are options and possibilities, these learners will be enthusiastic and energetic learners.
surprisingly directly (example: illustrates the theory developed by the learner). These people prefer to learn by "read or heard freely and reflecting quietly. Interacting with others is seen as a nuisance, and group work leads to anxiety.
6. The introverted feeling type also prefer to read and hear and he is not well studied in groups (communication skills may not be effective) unless he is allowed to sit still and hear the interaction of others. Subjective feelings which are controlling judgment may be distorting the facts to suit an impression in the inner images. For this type, the quiet time of reflection is essential to learning.
7. Type of assenting introvert learns through perception, but perception changed (distorted) with a subjective element. This person may have difficulty in communicating what he experienced, and may also be mistaken for a learner. Group work is difficult for this person. This type of person learns best through listening, reading and experienced individually.
8. Type of intuitive Introverts learn through impressions and shadows in the (inner images and visions). This man will not work well in low-level learning (e.g., memorizing) .once again, it is not particularly nice communicate the content or material impressions (inner image) to others. That is, it may be undervalued by others. He also studied with almost all the strategies, along the learning as something that sparked interest and liberate impressions (images).
How to learn and above the psychological type of student waiter demanded lecturers, teachers, trainers and librarians who have more contact with them to:
1. A professor or teacher or trainer should try to understand the tendency of psychological types of students so as to facilitate the learning and design the appropriate strategies to achieve the learning objectives of his/her course. In addition, he/she should also facilitate faculty determine the forms of lectures assignment. If possible, a lecturer can improve the quality of service by choosing the forms of evaluation that are better suited to the psychological atmosphere of the student without departing from the basic design course.
2. Libraries and librarians can improve the quality of education services with eight different spaces corresponding to psychiatric or inclination situation of the students. Moreover, libraries have a social service oriented to the slogan on one side. On the other hand, students would more easily choose a room that is in conformity with the type of psychological so that adult learning objectives is more effectively and more humane.
5. Characteristics of Phase of Life Adult
is important in their lives. Overview of the development phases of human life, especially students to help further clarify the important events, the basic tasks of life and how to behave or establishment someone learner. The table below can be used as a tool to help understand them.
Based on the above matrix image of students who entered the age group between 18-22 years, which included the largest community college, it has the character of "change”, is relatively large. The process of education services andragogy absolutely requires treatment. Firstly, because they are human beings who experienced periods of passionate dreams as a accumulation of previous experiences and loaded with the ideal world. Secondly, they experienced periods of determination for the future whether or not he will be widened (to be or not to be).
6. The role of Adult
Figure below can help someone who worked with the students on how he played the roles of certain services, and how he put himself in a certain position and what rights, obligations that should occur at a particular position as well, in other words how he understands himself on the one hand and understand the other person on the other side in an attempt student services, especially to achieve the objectives of specific instructional.
For the development
Share materials With individual
(Reflective Practitioner)
questioned the practices and exercises
Developing the
theory and
philosophy
and difficult
(Researcher)
Perform observations
formulate hypotheses
Develop
training theory and practice
Sustainable Time is a matter
Overgeneralization
7. Centrality of Responsibility of Educational Programs More Responsibility
Centrality of Responsibility Examples of Job Titles or Roles
Educational Program are defined Program developers as the primary responsibility Training specialists
Conference coordinators Instructional designer Program evaluator
Defined as one of multiple Managers of training
Responsibilities Directors of staff development
Managers of human
resources
Deans of continuing education
Directors of continuing medical
education
Secondary or tertiary responsibility Supervisors (may or may not be a defined part Managers of responsibilities) Directors
Administrators Division heads Volunteer planners
Less Responsibility
7. Approach Adult Services
At least two service approach to students as expressed in his book John Paul Lederach Preparing for Peace, Conflict Transformation Across Cultures: if the service can be defined as a process of education, especially training.
PRESKRIPTIF ELISITIF
Training as transfer Training as discovery and creation)
Resource: Model and knowledge of trainer
Resource: Within-setting knowledge
Training as content oriented: Master approach and technique
Training as process oriented: Participate in model creation)
Empowerment as learning new ways and strategies for facing conflict
Empowerment as validating and building from context
Culture as techniques Culture as foundation and seedbed
It helps the process of education and the learning process of students is the result of an assessment of the students themselves. Service may be able to use elicited approach as the most appropriate for the character andragogy. It may also sometimes be prescriptive or the joint between the two with an emphasis on elicited approach.
8. Closing
Based on the description above, work serving adults, especially students in a one belief based on the concepts of adults or andragogy to increase excellence, equality of justice for adults, especially students. Services that are andragogy should absolutely be used for students with all the implications. Andragogy services that are positioned in accordance with the type of psychological student adults and in accordance with the disposition phase of adult life in the form of important events that have coloring, duties adults elderly physic and attitude. Waiter adults, especially students absolutely put themselves at a certain position or more in accordance with the purpose of learning or competence desired learning outcomes by considering matching or appropriate approach for services to adults, especially students.
Bibliografi
Apps, J.W., Towards A Working Philosophy of Adult Education,
Terbitan berkala No. 36, Syracuse: Syracuse University Publications dalam Continuing Education dan ERIC Clearinghouse on Adult Education, 1973.
__________, Mastering The Teaching Adult, Malabar, Fla.: Krieger, 1991.
Brookfield, S., Understanding and Faciliting Adult Learning, San Francisco: Jossey-Bass, 1986.
Cafarella, Rosemary S., Planning Programs For Adult Learners: A Practical Guide For Educators, Trainers and Staff Developers, San Francisco: Jossey-Bass Publishers, 1994.
Canno, Robert dan David Newble, A Handbook For Teachers in Universities & Colleges,Adelaide: Kogan Page, 1995.
Cranton, Patricia, Planning Instruction for Adult Learners, Toronto: Wall & Emerson, 1989.
Cruickkshank, Donald R., dan kawan-kawan, The Act of Teaching, Toronto: McGraw-Hill, Inc., 1995.
Knowles, Malcolm, The Modern Practice of Adult Education, New York: Association Press, 1980.
Lederach, John Paul, Preparing For Peace, Conflict Transformation Across Cultures, Syracuse: Syracuse University Press, 1995.
Renner, Peter, The Art of Teaching Adults, Vancuver: Training Associates Ltd., 1994.
Robinson, D.G., An Introduction to Helping Adults Learn and Change,
AN ANALYSIS OF STUDENTS’ PERCEPTION ON THE COURSE OF BIOLOGY AND BIOLOGY EDUCATION AT JAMBI UNIVERSITY
Ali Sadikin Jambi University
Abstract
The observation showed that the attitude of students in Biology Education Program of Jambi University joining the two courses (Biology Education and Biology Science) is different. Further, biology education courses includes learning process in biology, educational management, teaching and learning, development of learners, learning models and learning media while biology science courses cover the area of plant physiology, animal physiology, general biology, taxonomy of plants, and animals of different taxonomic. The purpose of this study was to determine students' perceptions in biology study program on the course of biology education and biology science. This research was conducted in Jambi University, Biology Study Program for students in the year of 2014/2015. The research method used is descriptive study.The research instruments are questionnaire, observation, and interviews. The results showed that there are different perceptions about the outlook of students to biology education and biology science. The average student considers that biology education courses are easier than biology science courses in obtaining scores. This phenomenon causes the students to have less serious performance on their duties and following the process of teaching and learning in biology education. It is concluded that students' perceptions of biology education and biology science are differentin relation to obtaining course scores
Key Words: Perception, Students, Biology Education, and Biology Science
Introduction
Perception is a response to a problem or impression. It is important to note by educators that someone strongly influenced by perceptions in the act. If negative perception is gotten, negative action is resulted and vice versa.
includes learning process in biology, educational management, teaching and learning, development of learners, learning models and learning media while biology science courses cover the area of plant physiology, animal physiology, general biology, taxonomy of plants, and animals of different taxonomic. The purpose of this study was to determine students' perceptions in biology study program on the course of biology education and biology science.
Research methods
This type of research is a descriptive study. Descriptive study aimed to describe or illustrate the collected data as it is without making inferences or generalizations apply to the public (Sugiyono, 2010: 147)
In this case, the researchers would like to describe how students' perceptions of biology education and biology science. The data obtained in this study will be compiled and construed in accordance with the purpose of research.
Population is the whole subject of research Arikunto (2010: 108). Meanwhile, according to Sukardi (2010: 53), populations are all members of the human groups, events, or objects that are left together and systematically into targeted research.
Based on the above definition, it is the whole population of subjects to be studied. The population in this study were all students of the second semester 2014/2015.
Table 3.1 Distribution 2.4 and 6th semester students No Semester Number of students
No Semester Jumlah mahasiswa
1 Semester 2 100
2 Semester 4 100
3 Semester 6 100
Jumlah 300
(Source Data obtained from http //. Siakad.ac.id)
According Arikunto (2006: 131), the sample is a part of the population studied. As a representative of the population, the sample should really be represented. If the sample is less than 100, then taken all as samples and if the sample is more than 100 then taken 10-15% or 20-25%. In this study of more than 100 samples the researchers took as many as 10% of the total sample are then obtained sample number 30 people.
The instrument used in this study are questionnaires, interviews and documentation.
questions or statements that must be answered or responded to by the respondent (Sukmadinata, 2008: 219). Questionnaires distributed to the study are subjects to measure their perceptions of the study variables.
In this study, interviews were conducted to study sample included 30 students. The interview is a way of collecting data used to obtain information directly from the source. Interviews are used to determine matters of respondents in greater depth and number of respondents slightly. There are several factors that affect the flow of information in interviews, namely: the interviewer, respondents, interview, and interview situation (Subana, 2000: 29).
According Arikunto (2006: 23) the method of documentation which is seeking data on such variables or scores of KHS. The documentation in this study is documentation of student learning outcomes in biology education purely biological funds semester 2014/2015. Documentation in the form of photos are also done at the time gave the questionnaire to the research subjects, or at the time of the interview.
Results and Discussion
This research has been conducted in Biology Education Study Program Jambi University. Based on the interview, it is revealed:
No. Indicator Biology Education Biology Science 1. Course Material 1. Easy to grab due to
the use of
Hasil angket dalam penelitian ini sebagai berikut :
Hasil dokumentasi rata-rata nilai mahasiswa sebagai berikut : No. Scores Biology Education Biology Science
scores than pure biology. It can be seen from the documentation that the scores is lower for biology science than biology education. Third, lecturers’ personality indicator, students consider that biology education lecturers are more relaxed, calm and absorbed in delivering lectures compared to biology science lecturers who tend to be serious, tense and angry. Fourth, indicators of teaching skills; the students assumed lecturer thinks that education is considered more skilled in teaching compared to biology science lecturers. Fifth, instructional media; the students assume that biology science courses use more interesting media than biology education courses. Finally, the teaching and learning process indicators; the students considered that in biology education the learning process runs more fun, enjoyable, and interesting while in studying biology science, they get tension, anger, and fear.
Conclusion and Suggestion
Based on research that has been done, it can be concluded that:1. Perception of students to biology education and biology science is different. Students consider that biology education are easier to understand, easier to get the scores, lecturers who teach are more fun, but learning media used is still less attractive. 2. Perception of students to subjects of biology science are harder, lecturers tend to be grumpy and learning situation uncomfortable or tense, poor teaching skills, but interesting learning media.
1. It is expected that the students should be highly motivated against all subjects without distinction, 2. For the lecturer, it is hoped that they continuously improve their teaching skills and enrich the media to be varied and interesting.
References
Arikunto, S. (2006). Prosedur penelitian suatu pendekatan praktik. Jakarta: Rineka Cipta.
Desmita, (2010). Psikologi perkembangan peserta didik. Bandung: PT. Remadja Rosdakarya.
Djamarah, S. B. 2010. Guru Dan Anak Didik Dalam Interaksi Edukatif. Jakarta: Rineka Cipta.
Fadillah, 2013. Implementasi Kurikulum 2013 Dalam Pembelajaran. Yogyakarta: Kata Pena.
Hamalik, O. (2004).Proses Belajar Mengajar. Jakarta: PT.Bumi Aksara.
Hasibuan, M. 1998.Proses Belajar Mengajar. Bandung: Remadja Rosdakarya.
Khairani, M. 2013.Psikologi Perkembangan. Jakarta: Aswaja Pressindo. Khoiru dkk, 2011. Strategi pembelajaran sekolah terpadu pengaruhnya
terhadap konsep, mekanisme dan proses pembelajaran sekolah swasta dan negeri. Jakarta: PT Prestasi Pustakaraya.
Kurinasih, I. 2013. Implementasi Kurikulum 2013 Konsep & Penerapan.
Surabaya: Kata Pena.
Mahmud. 2010.Psikologi Pendidikan. Bandung: Cv Pustaka Setia.
Nasution, 2013. Berbagai Pendekatan Dalam Proses Belajar & mengajar. Jakarta: Bumi Aksara.
Rahmat, J. 2011.Psikologi Komunikasi. Bandung: Rosdakarya.
Riduwan, 2011.Dasar-dasar Statistika. Bandung : Alfabeta.
Roestieyah, N. K. 2012.Strategi Belajar Mengajar. Jakarta: Rineka Cipta.
Rusman, 2010. Model-model pembelajaran mengembangkan profesionalisme guru.Jakarta: Rajagrafindo Persada.
Sanjaya, W. 2011. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana.
Sardiman. 2011. Interaksi dan motivasi Belajar Mengajar. Jakarta: Rajawali Press
Slameto. 2003. Belajar dan Faktor-faktor yang Mempengaruhi. Jakarta: Rineka Cipta.
Slameto. 2010. Belajar dan Faktor-faktor yang Mempengaruhi. Jakarta: Rineka Cipta.
Soedibjo, N. 2008. Perancangan Balanced Skripsi. Jakarta: Universitas Indonesia
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ISLAMIC EDUCATION PROBLEMATIC: A CASE STUDY OF JAMBI’S TWO PESANTRENS
Muhammad Sofwan Universitas Jambi
Abstract
This study aimed at analyzing problems faced by Islamic Boarding School (Pesantren) in Seberang (two sub-districs, Pelayangan dan Danau Teluk) of Jambi, for their active existence to participate in achieving the Education goal of Indonesia. Further, this study offers suggestions to all related parties in relation to the solutions on the problems emerged. This research is a qualitative study. There are eight participants, who work in two Pesantrens located in Seberang, involved in this study; two Pesantern Mudir (principals), two administration staff, and four senior teachers who have more than a ten-year experience in teaching in Pesantren of Seberang. The research ethics in this study is appropriately done by keeping the names (revealed by initials) of the participants and schools in confidentiality. The instruments of collecting data of this study are observation, interview, and focus group. Trustworthiness in this study is validated with triangulation. The researcher used descriptive analysis by combining the results of the interview and focus group. The findings is classified into two themes resulted from reduction and codification of the interview and group discussion; Academic and non-academic. The themes are then divided into some themes. Suggestions and recommendations to all parties are proposed.
Key words: Problematic, Islamic Education world, the 21st century, challenges, Pesantren
Introduction
Education in the 21st century shows the dichotomy between western education which tends to be secular and Islamic education which confines in a rigid dogma. Realizing the mistakes, then it comes the understanding that seeks to integrate Islam and the Islamization of knowledge or so-called science which leads to the internalization of Islamic values in modern science (Kurniawan & Mahrus, 2011). Islamic Education, according to Zakiah Daradjat is education aimed at improving mental attitude manifesting in deeds. (Daradjat, 1996). Pesantren as an official institution of Islamic education in Indonesia has an important role in building the Indonesian education as a whole.
Therefore, education in term of spirit of Islam as the foundation of culture, morality, and social movements (social movements) loses its value. Many teachers and education stakeholders are still not qualified, so that they do not or are less capable of presenting and delivering education which has quality (Rembangy, 2010). In historical reality, Islamic Education curriculum development paradigm changes, although previous paradigm is still applied (Iskandar, 2011).
In Indonesia, education etymologically translated into Arabic "Tarbiyah" with the verb "Robba" which means nurturing and educating (Daradjat, 1996). According to Ki Hajar Dewantara, education is a growing demand in the life of children, education leading all the forces of nature that exist in children lives, so that they are as human beings and as members of public can reach a maximum level of safety and happiness. In general definition, Islamic education is education that aims to guide students in their development, both physical and spiritual towards the establishment of a major personality on students based on Islamic law (Ismail, 2008).
Implementation of Islamic education should always refer to the sources contained in the Qur'an. By adhering to certain values in the Qur'an, especially in the implementation of Islamic education-Muslims will be able to steer and deliver mankind into a creative and dynamic and to reach the essence of the values to his Maker (Tantowi, 2009). Islamic education system is divided into three terms. Firstly, Islamic Education as an institution acknowledges the existence of Islamic institutions explicitly. Secondly, the Islamic Educational subjects recognized as religious education as one of the lessons that must be given at the primary level to college. Thirdly, Islamic Education as the discovery of the values of Islamic values in the education system (Daulay, 2009).
Pesantren should be equally pursued the settlement with the synergy of all stakeholders.
Jambi as one of provinces in Indonesia has 164 schools. Islamic education in Jambi, especially pesantrenss in Seberang city has grown rapidly. In Jambi city itself there are eleven pesantren; 1) Nurul Iman, 2) Assad, 3) Jauharen, 4) Saa'daturen, 5) mubarak, 6) Al Riyyad, 7) Hidayah, 8) Al-Mu'tadin, 9) PKP Al-Hidayah, 10) Ainul Yakin, and 11) Tahfiz Darul Hikmah (MORA, 2015). Across in the city, there are six schools, namely; 1) Nurul Iman, 2) Assad, 3) Al-Jauharen, 4) Saa'daturen, 5) Al-mubarak, 6) Al Riyyad (MORA, 2014). Initial interviews conducted with some of the schools teachers before doing this study indicated that there are problems or challenges faced by both foundations and schools in developing Islamic education in Jambi in association with education in the 21st century, among others; socioeconomic problems, teaching methods, and lack of facilities. Based on the background of the above problems, the researchers would like to deeply analyze problems posed by Pesantren Indonesia in implementing national curriculum and offer suggestions and recommendations proposed by the participants of the study. Modern pesantrens are considered to be the research sites due to implementing a curriculum that is associated with the teaching methods of the 21st century.
The specific objectives of this study are;
1) To describe the problems faced by Islamic education?
2) To describe suggestions and recommendations given by participants for settlement of the problems described?
Research methods
This study used a qualitative method with case study approach. The case study is a type of research which the focus of the research is on the viewpoint or opinion of research participants (Christensen & Johnson, 2008). The research was carried out using purposive sampling. Purposive sampling is performed with a sample obtained by a free choice based on specific criteria that is specified by the researchers (Patton, 1990). In this study, there are two pesantrens and eight participants involved. All participants are from two pesantrens located in the town Opposite, Jambi.
Tabel 1: Participant data
No Initial Occupation Gender Years of Experience
1 SA Mudir (Chairman) Man +20 Years
2 MR Mudir Man 23
3 TU Administration Man 15
4 AK Foundation person Man 10
5 MS Teacher Man 13
6 AH Teacher Man 16
7 MI Teacher Man 11
The number of participants in this study was composed of eight people; two mudir (chairmen), two officials at the foundation, and four senior teachers who have experience of over ten years of teaching at the two existing pesantrenss. Ethics in the research is hidden due to rules of the secret identities of the participants by simply inserting their initials. Each research must maintain the credibility of the participants involved to keep the names of the participants so as not to be an object of exploitation (Patton, 1990).
Data collection instruments used in this research is observation, interview and group discussions; observations are conducted to obtain data from the field of the two pesantren, interviews were conducted with mudir as participants in this research for approximately 30-40 minutes, and group discussions conducted in two places which occurred during 40-60 minutes. Researchers used a cell phone (Asus 4c) to record interviews from participants. Interviews and group discussions were conducted by using the Across Language (Jambi Malay) and presented in English on research results.
In keeping with the validation of the research, the researchers used triangulation. Triangulation is a method used in qualitative research to check and establish validation by analyzing the data from the various instruments (Patton, 1990). Researchers obtain observational data, the data is recorded with field notes and presented in the form of descriptions. Researchers who had previously interviewed mudir and foundation management transcribed the results and subsequently restored the transcripts to the participants for review to ensure that what they say according to the transcript (Creswell, 1994). Self-reflection is intended to criticize actively and repeatedly about what was written by researchers (Patton, 1990).
Observation data obtained from the two schools are presented with descriptions, interview data analysis begins with transcribing the interviews, the process of re-checking, abolishing some parts that are not needed, and codifying the results to be used as the theme and sub-theme (Patton, 1990).
Research result
This study is classified into two themes; 1) academics and 2) non-academics problems. Academic problems affiliate several sub-themes; teachers, teaching methods and curriculum. Non-academic problems include; educational facilities and finance.
Table 2. Distribution of the theme and sub-theme of research
No Theme Sub-theme
1 Academics a) Teachers
b) Teaching Methods c) Curriculum
1. Academic
In the World of Islam, pesantren as a part of dynamic education cannot be separated from academic factors which are also constantly moving and evolving. Matters relating to the teaching and learning process in the classroom should always be evaluated. Among the many factors that influence the academic world in terms of schools, there are three things that are presented in this study; a) Teachers, b) teaching methods, and 3) Curriculum.
a) Teachers
Pesantren teachers known as uztads and uztadsah in the Islamic world play an important role on the quality of students in their education (Kemendikbud, 2013). In Islamic education, teachers have limitations that should be seen as problems that come to be a reflection in the world of Islamic education in Indonesia.
"I saw our teacher quality factor is still being the problem compared to public schools or private schools in the city of Jambi. There is no enough information and knowledge for the development of education following the development of world. All started from the teachers and ends on the teacher. This shortfall must be covered by the rulers by giving a lot of training to the teachers at the school".(SA)
"I think it's very important,, all matters relating to the teacher is important. The challenge is how to continue to improve the quality of teachers in the education of Islam "(MR)
From the interviews and observations, it can be seen that there is awareness of the mudir that the quality of majority teachers in their pesantren still need to be improved in developing the quality of Islamic education in Jambi and can be done by holding trainings for teachers to provide reinforcement to all aspects related to the world of teaching.
Not only the quality of teachers as a whole, the number of teachers is also a concern of mudir in improving Islamic education. It can be seen from the excerpt results of the following interview.
"It is true that teachers are important factors. Here I only own teaching the Quran. Very hard to find who is willing to teach and accompany me here. I guess there must be responsibility of all parties to find a teacher who has quality to teach here. " (SY)
Two factors, the quality of teachers and the limited number of teachers, should be considered in Islamic education in the city of Seberang, Jambi. Providing training to teachers, schools and accept new teachers who are qualified to teach according to their field strongly supports the government program for the sake of intellectual life of the nation.
b) Teaching Methods
Not only the factors of teachers but also of teachers teaching methods should be improved in advancing Islamic education in Jambi. Various teaching methods should be able to make students better to be able to absorb the knowledge provided by the educators. Contemporary teaching methods is meant by the participants of the interview which is a general teaching methods that can attract students to attend learning activities to be better. It can be seen from the following interview excerpt,
"I frankly say. My teaching method is still traditional. That is the challenge I have to overcome in advancing our education. I think that all the things that are being our concern that is to create a conducive atmosphere to create a class filled with laughter. He he ". (AH)
The method of teaching at those pesantrens are mostly traditional teaching methods with lecturing and memorizing. Discussions, presentations, project-based teaching, and the integration between subjects as outlined in the curriculum in 2013 (Kemendikbud, 2013) are rare examples of methods used. Results of group discussion suggests,
"The biggest challenge I faced was about the teaching methods in the classroom. I see most of us here still apply lecturing and memorizing in our teaching activities. Yeah, that's what we also get and finally we apply here. I read the rules; glimpse of a variety of teaching methods in education today and the goal is to create an interesting atmosphere in the classroom. I hope we can be trained to follow training or conference in order to improve the quality of Islamic education in Indonesia ". (MI)
