http://repository.uhamka.ac.id/316/
Daring2017-Prestasi MHS-Minat Bakat-Olahraga-Interasional-6
daring2017, daring2017
Tag: timur
http://repository.uhamka.ac.id/297/
MANAJEMEN BERBASIS KULTUR RELIGI
PADA PERGURUAN TINGGI MUHAMMADIYAH
Bunyamin, Bunyamin
Tidak ada yang menyangkal bahwa
Muhammadiyah adalah peletak dasar dan pelopor pembaruan pendidikan Islam di Indonesia. Gelisah dengan disintegrasi sosial yang bermuara pada dikotomi dua kutub pendidikan pesantren dan sekolah. KH. Ahmad Dahlan mulai melakukan gerakan pembaruan dengan memasukkan pendidikan agama pada sekolah umum dan memasukkan pendidikan umum di madrasah. Spiritualisasi sekolah dimulai dari kegiatan pendidikan agama ekstrakurikuler yang diselenggarakan KH. Ahmad Dahlan di dua sekolah pemerintah: kweekschool di Jetis, Yogyakarta dan OSVIA di Malang. KH. Ahmad Dahlan melihat potensi sangat strategis pelajar di kedua sekolah tersebut sebagai sekolah guru dan pamong praja, jika mendapatkan pelajaran agama maka mereka akan menjadi sosok intelektual yang ulama sebagai pioner dakwah, selain itu KH. Ahmad Dahlan juga melakukan modernisasi pendidikan Islam dengan merintis lembaga madrasah yang di dalamnya diajarkan studi umum (MT. Arifin, 1987: 18).
Semangat Muhammadiyah dalam mencerdaskan kehidupan masyarakat melalui jalur pendidikan tidak hanya diakui oleh kalangan sendiri tetapi juga oleh kalangan luar, keseriusan Muhammadiyah dalam bidang pendidikan dibuktikan dengan dibuatnya rumusan
tujuan pendidikan yang terus berubah sesuai dengan perkembangan zaman. Pada tahun 1936 rumusan tujuan pendidikan Muhammadiyah adalah “bahwa
Muhammadiyah membangun perguruan-perguruan itu dengan berdasar tiga tingkatan yaitu, pertama,
menggiring anak-anak Indonesia menjadi orang Islam yang berkobar-kobar semangatnya. Kedua, berbadan sehat, tegap bekerja. Ketiga, hidup tangannya mencari rizki sendiri sehingga kesemuanya memberi faedah yang besar dan berharga hingga badannya dan juga hidup bersama” (Qomari Anwar: 60.).
Seiring perkembangan zaman, rumusan
pendidikan Muhammadiyah mengalami beberapa
perubahan, dan fase yang terakhir adalah “tujuan pendidikan Muhammadiyah terwujudnya manusia
muslim yang berakhlak mulia, cakap, percaya pada diri sendiri dan berguna bagi masyarakat dan negara, beramal menuju terwujudnya masyarakat Islam yang sebenar-benarnya (Qomari Anwar: 61). Dari rumusan tersebut dapat disimpulkan bahwa pendidikan Muhammadiyah telah mencakup dimensi fitrah manusia, yakni religiusitas, intelektualitas, moralitas, kolegialitas/social dan self confidential.
http://repository.uhamka.ac.id/317/
Daring2017-Prestasi MHS-Minat Bakat-Jurnalistik-Lokal-4
daring2017, daring2017
Categories
DEVELOPING PHENOMENOLOGY IN LEARNING
http://repository.uhamka.ac.id/298/
DEVELOPING PHENOMENOLOGY IN LEARNING
Bunyamin, Bunyamin
This paper aims to offer a hypothesis that there shouhl be phenomenological development in learning. More specifically, this paper proposes phenomenological foundation for learning development The paper knot written hosed on a cerium thought;**”*£’ is written for a pragmatic purpose: to develop learning process. Also, it proposes that teachers implement phenomenology metitod m their teaching activities and answers the two questions: why is it important to develop phenomenology method in learning? and how cm the method be implemented in learning? There are some notions stating the importance of phenomenology as a learning approach: (I) Learning is an interactive process between teacher and students, students and students, anil students & their learning environment; (2) Learning is a process in which students are not a party without knowledge at alL They already have experience, be it coming from themselves or outside their environment This also happens to teacher; (3) teaming is not simply an instructional process in which students are passive, but it is a analogical process between students and themselves, students and teacher, and students & their environment; (4) learning also needs to make students and teacher active in finding new meanings, so it becomes innovative, creative, effective, and fun. Some requirements are needed to implement phenomenology in learning development. One of them is that teachers need to build Learning Circle Context (LCC). Phenomenology development step starts from this, guided by a facilitator cum LCC participant.
http://repository.uhamka.ac.id/318/
Daring2017-Prestasi MHS-Minat Bakat-Fotografi-Lokal-4
daring2017, daring2017
http://repository.uhamka.ac.id/300/
SPATIAL DISTRIBUTION OF MULTIPLIERS IN KALIMANTAN ISLAND ECONOMY: AN INTER-REGIONAL INPUT-OUTPUT ANALYSIS
Muchdie, Muchdie
This paper provides the results of analysis on total multipliers and flow-on, sectoral-specific, and
spatial-specific multipliers as important indicators for evaluating, planning and controlling regional
development in Kalimantan Island economy. The model employed was Inter-Island Input-Output Model
developed using new hybrid procedures with special attention on Island economy. The results show
that firstly, the important sectors of Kalimantan Island economy could be based on total multipliers
and flow-on effects of output, income and employment. Secondly, important economic sectors could be
based on sector-specific multipliers effects; multipliers that occurred in own sector and other sectors.
Thirdly, important economic sectors could be based on spatial-specific multipliers; multipliers that
occurred both in own region and other regions. Finally, important economic sectors could be based on
spatial distribution of flow-on; flow-on effects that occurred in own region as well as in other regions.
Categories
Daring2017-Prosiding National-30
http://repository.uhamka.ac.id/319/
Daring2017-Prosiding National-30
daring2017, daring2017
http://repository.uhamka.ac.id/302/
KONTRAK PENGABDIAN LPPM UHAMKA-NON KEMENRISTEK-155
daring2017, daring2017
http://repository.uhamka.ac.id/320/
Daring2017-Jurnal Nasional Terakreditasi-12
daring2017, daring2017
http://repository.uhamka.ac.id/303/
Daring2017-Lemlitbang-Kontrak Penelitian Hibah RISTEK DIKTI-13
daring2017, daring2017