Journal articles on the topic 'Education and state Indonesia'
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Hamdani, Razak Mohammaed, Poppy Sagita Ramadhani, and Sunan Medr Henley. "Pancasila in the Foundation of Legal Education: Various International Comparisons." Jurnal Panjar: Pengabdian Bidang Pembelajaran 4, no. 1 (February 28, 2022): 97–120. http://dx.doi.org/10.15294/panjar.v4i1.55021.
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Pancasila as the ideology of the State of Indonesia consists of five principles of sila which are used as guidelines for nation and state in Indonesia. The five precepts are the basis of the Indonesian State that need to be lived out and practiced by all Indonesian citizens, including in the law of nation and state in Indonesia. The State of Indonesia is a rule of law, in order to realize a rule of law, one of them is required a legal instrument that is used to regulate balance and justice in all areas of people's lives and livelihoods through legislation by not ruling out jurisprudential functions. This shows that legislation has an important role in the Indonesian law. Therefore, Indonesia made Pancasila a guideline for nation and state law because Pancasila was in accordance with the personality of the Indonesian nation.
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Marsaulina, Roce. "Radicalism in Political Perspective and Peace Education." International Journal of Science and Society 3, no. 2 (June 11, 2021): 269–75. http://dx.doi.org/10.54783/ijsoc.v3i2.338.
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The international community is facing the same global situation and conditions for crimes against humanity that have occurred in decades, namely the radicalism movement and international terrorism. Indonesia, as the largest country in Southeast Asia, has experienced toughening of the radicalism movement based on religion as its basic reference. Moreover, the international terrorism movement Al Qaeda and the ISIS Group (Islamic State in Iraq and Syria) have become the mecca for the radicalism movement in Indonesia. How can Indonesia face the radicalism movement, what should Indonesia do and what is the solution so that Indonesia can be minimized from the crimes of radicalism and the global terrorism movement? This is what is discussed in this article. In Indonesia, the radicalism movement not only begins from thoughts based on religious teachings but also the political, ideological and enthusiastic elements of certain groups with different views and directions. In this article, the discussion begins with how religion responds to views about radicalism and radicalism movements, especially those that occur in Indonesia, a pluralistic country with various ethnic groups, various languages, cultural and religious traditions. Indonesia is a country with Pancasila as its state ideology. Apart from Religious Education which teaches how to live amongst fellow Indonesian citizens, to respect each other and respect differences, Indonesia also has the Bhineka Tunggal Ika (Unity in Diversity) as its national motto which reinforces the Pancasila philosophy, with life’s view and freedom to embrace the religion one believes in.
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ROSMALINDA. "VERIFICATION AND ACCREDITATION OF LEGAL AID ORGANIZATION; A STATE OBLIGATION." International Journal of Social Sciences and Management Review 05, no. 04 (2022): 207–15. http://dx.doi.org/10.37602/ijssmr.2022.5416.
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The state as well as Indonesia must fulfill the constitutional rights of citizens such as legal aid. Since 2013, Indonesia has had a priority program concerning legal aid for the poor. There is an increasing number of OBH since The Ministry of Law and Human Rights - National Legal Development Agency conducting the verification and accreditation for Legal Aid Organization. This study raises a question; is verification and accreditation of legal aid organizations based on Law No. 16/2011 a form of fulfillment of the state obligation of Human rights? This study uses a normative approach by analyzing regulations concerning providing legal aid. As result, verification and accreditation of OBH is a measure of Indonesia to fulfill its obligations in regard to guaranteeing equal rights for every citizen of Indonesia. There is a suggestion namely Indonesian government needs to support the establishment of OBH in regard to providing access to legal aid for the community equally.
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Janah, Atiatul. "Education Contradiction Between City and Village." Indonesian Journal of Education (INJOE) 2, no. 2 (February 24, 2022): 95–103. http://dx.doi.org/10.54443/injoe.v2i2.15.
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Education is one of the most important things in human life. Every human being has the right to get a proper and equal education. However, what is happening in Indonesia is the inequality of education for all Indonesian citizens. Apart from that, recently, what has been discussed is the current education system in Indonesia which is considered rigid and ineffective. We can see this from the lagging quality of education in Indonesia compared to other countries. The education system used in Indonesia is not much different from the education system in other countries. The only difference is mistakes during practice in the field. There are many basic mistakes that make the gap between the goals of the education system and its implementation in the field. Which in the end makes all the goals can not be achieved and resolved properly. This study aims to determine the state of education between cities and villages in Indonesia and also the basic mistakes and solutions to all existing problems.
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Latif, Isnawati Nur Afifah, and Luqi Khoiriyah Latif. "Study of Planning Curriculum Based on Indonesia’s Pluralitic Society." Salam International Journal of Islamic Education 1, no. 1 (April 28, 2022): 22–31. http://dx.doi.org/10.22219/sinjie.v1i1.21003.
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Islamic religious education has the aim of forming a moral generation. Pancasila is the basis of the Indonesian state which the first principle says that God is One and Only. This shows that the state respects religion. Based on this, Islamic religious education as a moral builder of the Indonesia generation which is the majority generation. Indonesia is not a religious country but places One and the Only God in the order of priority. Based on this, curriculum planning by considering the plurality of Indonesian society is important to be reviewed. This study uses a qualitative method using a literature review approach. Researchers found that the secular state also places religious education, living out beliefs and beliefs as important provisions for its citizens, and it is guaranteed by state law. Religion, belief, belief affect the psychological and individual qualities that affects the progress of the country. Following that, The National Education System becomes a guideline for the implementation of Islamic Religious Education. Therefore the targeted educational output is in accordance with the objectives of the Indonesian state.
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Santika, I. Gusti Ngurah, Ida Bagus Putu Arnyana, I Wayan Suastra, and I Made Kartika. "Contents Standard Policy of Basic Education in The National Level Reviewed from The Scope of Citizenship Education Materials." Journal of Sustainable Development Science 4, no. 1 (June 23, 2022): 29–36. http://dx.doi.org/10.46650/jsds.4.1.1263.29-36.
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In essence, education in the context of national development has an instrumental role and function, namely as a unifying nation, equalizing opportunities, and developing self-potential. The purpose of this study was to determine the national level policy on the content of national education standards in terms of the scope of Citizenship Education material. This research used library research as the research method. The results of this research indicated that content standards serve as guidelines/references/signs for teachers when providing material in learning activities. Scope of Material for Elementary School/Madrasah Ibtidaiyah/Extraordinary Elementary School/Package A/Other Equal Forms, such as applicable norms and rules, deliberation, characteristics of the family environment, and the importance of maintaining togetherness as capital in upholding unity and integrity and form of attitude and behavior to maintain unity and integrity in the school environment, and the community. Scope of Materials for Junior High Schools/Madrasah Tsanawiyah/Extraordinary Junior High Schools/Package B/Other Equal Forms, such as the chronology of changes to the 1945 Constitution of the Republic of Indonesia as a written basic law, as well as the constitution of the Indonesian state, diagrams of governance linkages the sequence of laws in force in Indonesia, the embodiment of democracy based on the values of Pancasila in the Indonesian government system, the Territory of the Unitary State of the Republic of Indonesia, and the form of state, form of government, and system of government.
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Ngimadudin, Ngimadudin. "CIVIC EDUCATION BERBASIS KEARIFAN LOKAL." Edification Journal 1, no. 1 (July 1, 2019): 69–80. http://dx.doi.org/10.37092/ej.v1i1.84.
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Caring for the nationality is managing this unitary Republic of Indonesia to become "gemah ripah loh jinawi toto tentrem kertoraharjo". In Indonesian terminology is a sentence which is an expression to describe the condition of the Indonesian motherland. Gemah ripah means jinawi (abundant natural wealth) while toto tentrem karto raharjo (peaceful state). Or in the Arabic sense to be baldattun toyyibatun wa robbun ghoffur. This expression is not and mertajadi when the management of the State deviates from the importance of nation and state prosperity. Local (local wisdom) wisdom becomes the essence that must be able to be maintained in the midst of the storm of global ideology which ignores human values. When the young generation begins to forget the historical and cultural roots from which it originated, then he will get lost in the search for his true identity.
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Fatra, Maifalinda, Lilis Marina Angraini, and M. Anang Jatmiko. "Ability of Mathematical Generalisation Thinking of Mathematics Education Students." TARBIYA: Journal of Education in Muslim Society 6, no. 1 (December 29, 2019): 69–75. http://dx.doi.org/10.15408/tjems.v6i1.12315.
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AbstractThe main objectives of this study are: 1) describing and analyzing the mathematical generalization ability of mathematics education students at State Islamic University (UIN) in Indonesia, 2) investigating the differences in mathematical generalization abilities of mathematics education students across State Islamic University (UIN) in Indonesia. The study was conducted at 6 UIN in Indonesia with a sample of 5th semester students using the survey method. The results of this study indicate that: 1) The ability of mathematical generalizations thinking of Mathematics Education students from 6 state Islamic universities in Indonesia can be seen from the average value of each sample. The average mathematical generalization of Syarif Hidayatullah State Islamic University in Jakarta is higher high than the other 5 state Islamic universities, with the average value of 61.31. 2) There is no difference in the ability of mathematical generalization thinking among mathematics educations students of State Islamic University (UIN) in Indonesia.AbstrakTujuan utama dari penelitian ini adalah: 1) mendeskripsikan dan menganalisis kemampuan generalisasi matematika siswa pendidikan matematika di Universitas Islam Negeri (UIN) di Indonesia, 2) menyelidiki perbedaan kemampuan generalisasi matematika siswa pendidikan matematika di Universitas Islam Negeri (UIN) ) di Indonesia. Penelitian ini dilakukan di 6 UIN di Indonesia dengan sampel mahasiswa semester 5 menggunakan metode survei. Hasil penelitian ini menunjukkan bahwa: 1) Kemampuan berpikir generalisasi matematika siswa Pendidikan Matematika dari 6 universitas Islam negeri di Indonesia dapat dilihat dari nilai rata-rata setiap sampel. Generalisasi matematika rata-rata dari Universitas Islam Negeri Syarif Hidayatullah di Jakarta lebih tinggi daripada 5 universitas Islam negeri lainnya, dengan nilai rata-rata 61,31. 2) Tidak ada perbedaan kemampuan berpikir generalisasi matematika di kalangan mahasiswa pendidikan matematika Universitas Islam Negeri (UIN) di Indonesia. How to Cite : Fatra, M., Angraini, L. M., Jatmiko, M. A. (2019). Ability of Mathematical Generalisation Thinking of Mathematics Education Students. TARBIYA: Journal of Education in Muslim Society, 6(1), 69-75. doi:10.15408/tjems.v5i1.12315.
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Mastur, Mastur. "Pendidikan Islam dalam Spektrum Politik Pendidikan Nasional." eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam 13, no. 1 (November 14, 2019): 59–80. http://dx.doi.org/10.20414/elhikmah.v13i1.902.
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Discourse on Islamic education will never be separated from the political and cultural dynamics of a society. In the Indonesian context, the dynamics of Islamic education cannot be separated even shackled by the country's political policies and community pluralism which is a reality in Indonesia, both before independence until post-independence Indonesia. Since the first half of the 19th century, the history of Islamic education in Indonesia has begun a new phase marked by shifts and changes in almost all aspects including institutions, methods, curriculum and Islamic education orientation. At that time Islamic education was dominated by traditional educational institutions, namely boarding schools. Islamic education is an integral part of the National Education System. As part of the national education system, Islamic education gets legitimacy for sexuality and has a place to live and develop in Indonesia to meet the educational needs of the Islamic community as a majority citizen. State accommodation for the Islamic education system makes Islamic education systems and institutions have a strong foundation to be developed by supporting funds and attention from the state. Therefore, the state is obliged to develop an Islamic education system as one of the types of religious education in the national education system.
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Refika, Refika, Lias Hasibuan, and Kasful Anwar Us. "The Basic concept of Economic Education At the Level of Supra Structure and Inrastruktur Politics in Indonesia." International Journal of Educational Research & Social Sciences 2, no. 1 (April 7, 2021): 14–22. http://dx.doi.org/10.51601/ijersc.v2i1.24.
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This article aims to get an overview of how basic concepts of economics ofeducation at the level of the supra-structure and infra-political structure inIndonesia. In that state of supra structure that includes the legislative, executive,judicial, and other state institutions, the government of Indonesia has made apolicy in writing that stated in the mandate of the constitution the Constitutionof 1945 of the State's obligation in financing education in Indonesia. Educationfunding is contained in Article 31 paragraph (4) of the 1945 Constitution thatthe State prioritize the education budget by 20% from APBN/APBD. If seen in astate of infra-structure that covers the center of the political power of thepeople, contained in elements of social organization, political figures,community leaders, the tools of political communication, and especially apolitical organization or political party is able to affect the workings of theapparatus of the public to express, distribute, translate, convert demands,support and the specific problems associated with the public interest, especiallyin this case the education sector, the government has given freedom inexpressing their opinions. It is proved that the Indonesian State has beenattempted in the give attention to education for its citizens. Because with aquality education will be able to improve economic growth and development ina Country. However, the education budget by 20% is considered not able tomaximize the improvement of the quality of education in Indonesia, so the needfor a new policy in increasing the percentage of the budget for education.
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Effendy, Bahtiar. "Islam and the State in the Indonesian Experience." ICR Journal 2, no. 1 (October 15, 2010): 126–44. http://dx.doi.org/10.52282/icr.v2i1.684.
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This article analyses the source and nature of Islam-state relations, and the efforts made to find a viable synthesis between them. Like many other Muslim countries, Indonesia encountered difficulties in the attempt to establish a synthesis between Islamic political thought and the notion of a secular state. The author makes an important yet often neglected observation, that not all Indonesian Muslims support the politicisation of Islam and that the level and magnitude of support for ideological and symbolical Islam is relatively low in Indonesia. In order to find a middle way for the Indonesian setting in the post-Soeharto period, he argues in favour of a ‘partial accommodation’ of moderate Muslim concerns as a viable option for a more enduring relationship between Islam and the state.
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Saripudin, Didin, Neiny Ratmaningsih, and Diana Noor Anggraini. "Smart Maps Indonesia Based on Augmented Reality as Digital Learning Resources of Social Studies." New Educational Review 1, no. 67 (March 31, 2022): 172–82. http://dx.doi.org/10.15804/tner.22.67.1.13.
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This research develops AR in the form of Smart Indonesia Maps, which display information about natural features, geography, flora and fauna, culture, and social life on Indonesian islands in real-time. The objective of this research was to develop an AR-based Smart Indonesia Maps model as a digital learning resource in social studies learning. Embracing a Research and Development model has completed the preliminary field-testing stage of all ten stages of research. Limited trials were undertaken at state/private junior high schools in Bandung City, Bandung Regency, and West Bandung Regency, West Java Province, Indonesia, with the students and teachers as the research subjects. The data collection techniques included observation, interviews, document studies, focus group discussions, and attitude scale questionnaires. The results demonstrate that: Smart Indonesia Maps consist of main material objects by revealing the culture of the five major islands in Indonesia. The production of the model constituted three stages, namely pre-production, production, and post-production. The model was quite effective in fostering student critical thinking and creativity.
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Tayeb, Azmil. "State Islamic Orthodoxies and Islamic Education in Malaysia and Indonesia." Kajian Malaysia 35, no. 2 (2017): 1–20. http://dx.doi.org/10.21315/km2017.35.2.1.
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Mustofa, Imron. "Pendidikan Islam Sebagai Institusi Politik Demokrasi Tertinggi di Indonesia." Halaqa: Islamic Education Journal 1, no. 1 (June 15, 2017): 27. http://dx.doi.org/10.21070/halaqa.v1i1.821.
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The relationship and Islam democracy in Indonesia has been a topic. The possibility of Islam education is worth taking into account in the arena of Indonesian politics? How is Islamic education position in the world Indonesian government? Until that the Islamic education system plays in the world of Indonesian politics. To answers to the problems that this article is present. After through the review process, the article has finally found the conclusion that Indonesian democracy, its central idea of sovereignty in the hands of the people, has indirectly opened up Muslim opportunities form a democracy religious. That is, a system and elements Islamic foundations efforts to develop a religious model of Islamic education. This is due the peculiar nature of Islamic education which strongly emphasizes the importance of integral attitudes (tawhīdī) at all kinds of reality. Therefore, the government of Indonesia in the future, all started from Islamic education at this time. Because, the young people who is currently still a role as a student of this State of Indonesia journey.
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Saputra, Agung. "Allocation of Education Budget in Indonesia." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, no. 2 (July 24, 2018): 141–47. http://dx.doi.org/10.33258/birci.v1i2.19.
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Education is considered to have a very important role in promoting the civilization of a nation. Good quality education can encourage the creation of a quality society, creative and productive until finally able to achieve welfare. Through this national education system, the government should be able to ensure equal distribution of educational opportunities, as well as the relevance and efficiency of education management to face challenges in line with the changing demands of local, national and global life. The budget allocation system for education in Indonesia is heavily influenced by government policies. Education financing depends on the management of educational institutions, but budget allocations used must conform to national financing standards. Education in Indonesia, implemented in accordance with educational policies that regulate the national education system, as well as the allocation of 20% education funding obtained from the state budget and APBD.
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Sodik, Fajri. "Pendidikan Toleransi dan Relevansinya dengan Dinamika Sosial Masyarakat Indonesia." Tsamratul Fikri | Jurnal Studi Islam 14, no. 1 (June 13, 2020): 1. http://dx.doi.org/10.36667/tf.v14i1.372.
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The State of Indonesia is known for its pluralistic ethnic society that is constantly undergoing changes in every aspect of life. Tolerance education embedded in society aims to make citizens aware of equality in the life of the nation and state so they are be able to form harmonious Indonesian society side by side. This paper aims to describe the importance of tolerance education in the social dynamics of Indonesian people living in diversity. The method used in this research is literature study (literature review). The results of this study indicate that tolerance education is very relevant in the social dynamics of Indonesian society. The tolerance values that must be instilled by the Indonesian people in daily life include: mutual respect, brothers and sisters, freedom, cooperation, mutual help, non-discrimination and a culture of sharing. With the existence of tolerance education, the Indonesian people can live in harmony and spared from conflict and animosity between fellow citizens.
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Abong, Rustam. "KONSTELASI KURIKULUM PENDIDIKAN DI INDONESIA." At-Turats 9, no. 2 (December 1, 2015): 37. http://dx.doi.org/10.24260/at-turats.v9i2.314.
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Curriculum in Indonesia is always related to the constellation of power, and therefore the direction and substance of the curriculum are determined by the decision of state authorities and non-state subsystems, or complying to a certain notion and concept of education. Constellation of power and complexity of curriculum can be seen in the instruction of Competency-Based Curriculum (KBK), school-based curriculum (KTSP) and 2013 Curriculum. After all, there is no guarantee that these curriculums will be able to develop students’ competency and build their character in line with the national education goals as mandated by Law No. 20/2003 on National Education System. In fact, there is nothing wrong with the curriculum; it is the fault of policy makers of education. The Indonesian people need political will of the government. Curriculum is not the only factor that determines the quality of education. Nor is it the only tool to realize the vision of education. However, curriculum can serve as a strategic device to seed the interests of power. Changes in curriculum in fact generate a strong constellation of power in the curriculum itself, especially in determining the content of education, so no wonder education in Indonesia is “subjugated” by curriculums with business and political interests.
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Muslimin, Yoni, and Hudaidah Hudaidah. "Pendidikan Indonesia pada Masa Pendudukan Jepang." Journal of Practice Learning and Educational Development 1, no. 3 (September 30, 2021): 114–18. http://dx.doi.org/10.58737/jpled.v1i3.8.
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The purpose of writing this article is to find out how the state of Indonesian education was during the Japanese occupation. The research was conducted using the literature study method to obtain reliable information related to predetermined topics. The result obtained from this study are the state of education in Indonesian during the Japanese occupation with various policies as a step for victory in battle
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Nurazizah, Tsani Shofiah, and Dinie Anggraeni Dewi. "Perjalanan Demokrasi di Indonesia serta Pendidikan Kewarganegaraan sebagai Pendidikan Demokrasi yang Berkarakter." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 1 (June 24, 2021): 257–63. http://dx.doi.org/10.34007/jehss.v4i1.646.
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This article examines the journey of democracy in Indonesia and citizenship education as a character education for democracy. This research was conducted using the literature study method by collecting information from various sources, such as books, journals and articles related to the research discussed. The results show that the Indonesian state has implemented its democracy and experienced several periods, until now it has undergone a period of reform. One proof of the success of democracy in Indonesia is that the Indonesian people are aware of political life and have begun to voice their aspirations and opinions. To carry out democracy even better, the Indonesian nation needs to be taught democracy education through citizenship education so that the Indonesian nation has good character as citizens.
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Hidayat, Muhammad Nizar, and Nur Hariyani. "Mewujudkan Pemerataan Pendidikan: Studi Kasus Community Learning Center (CLC) di Perbatasan Indonesia-Malaysia." Global Focus 2, no. 2 (October 31, 2022): 138–48. http://dx.doi.org/10.21776/ub.jgf.2022.002.02.4.
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The complexity of border studies is a reflection of the socio-political realities that exist in border areas. Most of the time border areas are synonymous with conflict and militarization. But at the same time, cooperation between various international actors in the border area is also taking place. One example is the collaboration between three actors (Government of Indonesia, Government of Malaysia, and Palm Oil Plantation Company) in the Indonesia-Malaysia border area in North Kalimantan Province-Sabah State to establish and run a Community Learning Center (CLC) program as an effort to overcome limitations of access to education for children of Indonesian migrant workers in palm oil plantations in Sabah. The existence of a Community Learning Center (CLC) is a form of alignment of interests between actors in the case of fulfilling the right to education for the children of Indonesian migrant workers in the State of Sabah. CLC as a form of cross-border cooperation is possible when the interests of the Government of Indonesia, the Government of Malaysia and palm oil plantation companies in the State of Sabah are aligned. The Indonesian government's interest is to provide education access for Indonesian citizens (WNI) residing in the State of Sabah, Malaysia. The interest of the Malaysian government is to maintain sovereignty within the regulatory authorities within its territory, in this case concerning population administration, While palm oil companies' interest is to maintain its business sustainability by abiding to the rules of both countries.
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J., Hasse, and Mustaqim Pabbajah. "Politik Pendidikan Indonesia:." Jurnal Darussalam: Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam 10, no. 1 (September 30, 2018): 49. http://dx.doi.org/10.30739/darussalam.v10i1.267.
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This paper explores the problem of inequality in education in Indonesia. Educational facilities have stood firm and can be found up to the district city, its existence cannot be utilized optimally by the nation's children. The high school graduates who want to go to college, can not realize their dreams because of various obstacles. First, the adequacy of information about higher education is not evenly distributed. Access to information is more known to certain circles so that they can also choose institutions as a place to continue education. Information on scholarships, for example, is very limited. Second, the standard of acceptance used by higher education institutions is still 'unbalanced'. Competition for entry to the best colleges is only contested by graduates who come from the best schools as well. Graduates from certain schools, especially those away from access to education, are unable to compete and are marginalized. Third, the design of educational institutions is still ambiguous. The existence of the dichotomy of the state-private, common-religion, modern-traditional and various another naming also influenced the practice of the gap of the Indonesian higher education to the present. Higher education should be a space for all children of the nation and provide services without discriminating treatment
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Sudaryati, Dwi, and Surya Raharja. "Sustainability Reporting by State Universities in Indonesia: An Examination of Influential Characteristics." Webology 19, no. 1 (January 20, 2022): 5466–75. http://dx.doi.org/10.14704/web/v19i1/web19367.
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The aim of this study was to analyze the characteristics of sustainability information of higher education institutions in Indonesia. The population and research sample were all state universities in Indonesia, as many as 125. The method used was logistic regression analysis. The results showed that 29.6% of state universities in Indonesia had disclosed sustainability information and the remaining 70.4% had not disclosed sustainability information. The logistic regression results show that college size has a significant effect on sustainability information disclosure. The bigger the university, the more likely it is that the university will disclose its sustainability information. On the other hand, age and reputation did not significantly influence the disclosure of sustainability information.
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Salahuddin, Marwan. "Model Pengembangan Pendidikan Tinggi Islam di Indonesia." Ulumuna 18, no. 1 (November 8, 2017): 121–38. http://dx.doi.org/10.20414/ujis.v18i1.155.
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Islamic Higher Education in Indonesia has changed rapidly to adapt to changing society. They have reformed their curriculum and revised their visions to be modern educational institutions. Now the Ministry of Religious Affairs (MORA) introduces a new policy to (re)integrate a sharp dichotomy between religious and secular sciences by establishing Islamic state university. It attempts to create a model of education that is different from general state university, which does not integrate religion and science in their curricula. With the birth of Islamic state university, the concept of Islam as a complete and perfect religion can be achieved and realized. This change opens up a new hope for Muslims that they are able to develop modern education that is not lack behind their secular institutions so they can make more substantial contribution to the state and society and resolve challenges that arise in the global era.
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Pradana, Yudha, and Andriyana Andriyana. "Increasing the Spirit of Defending the Country through Citizenship Education in Higher Education." Pancasila: Jurnal Keindonesiaan 2, no. 2 (October 4, 2022): 216–26. http://dx.doi.org/10.52738/pjk.v2i2.97.
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Defending the state is the right as well as the obligation of citizens. Nevertheless, defending the state is often simplified as militaristic, but it can also be done through formal educational means. Civic Education (PKn) is one medium to develop the spirit of defending the state. This article attempts to examine the mapping of the linear values of state defense with Civic Education (PKn) subject in university. This research uses a qualitative approach with literature study and documentation study. The results show that the value of state defense in Civic Education (PKn) is the value of love of the homeland which is learned through the material of national identity and the insight of the archipelago; the values of national and state consciousness which are learned through the obligations and rights of the state and citizens, the constitutional values and norms of the 1945 Constitution of the Republic of Indonesia, and the democracy of Indonesia; loyalty to Pancasila as state ideology is learned through the material of Pancasila; and the value of sacrificing for the nation and state are taught through law enforcement materials that are just and national defense and state defense. While learning is designed to actualize the values of state defense through cooperative learning, inquiry, and contextual learning.
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Hanif, Muhammad. "Privatization of Higher Education in Indonesia." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 15, no. 1 (May 23, 2018): 67–83. http://dx.doi.org/10.24090/insania.v15i1.1516.
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Abstract: Privatisasi adalah fenomena global yang terjadi di negera maju maupun negara berkembang. Indonesia mengikuti kebijakan privatisasi sebagai bagian dari kesepakatan antara pemerintah dengan IMF untuk pemullihan krisis tahun 1997. Salah satu bidang yang sedang dalam proses privatisasi di Indonesia adalah pendidikan, termasuk pendidikan tinggi. Privatisasi pendidikan adalah kebijakan yang keliru dan seharusnya dihentikan atas dasar pertimbangan:Pertama, pendidikan adalah barang publik (public goods) dan merupakan bagian dari HAM sehingga tidak bisa diprivatisasi. Kedua, privatisasi dapat melemahkan otonomi, karena perguruan tinggi dapat dikontrol oleh investor asing dan lembaga donor. Ketiga, privatisasi memperlemah kekuatan masyarakat sipil (civil society) karena posisi yayasan, tokoh masyarakat, organisasi social dan kegamaan yang mendirikan perguruan tinggi akan diganti oleh investor. Keempat, privatisasi menyebabkan biaya pendidikan tinggi menjadi mahal, sehingga masyarakat tidak bisa belajar di perguruan tinggi. kelima, privatisasi dapat menurunkan kualitas akademik perguruan tinggi khususnya pada bidang humanity, ilmu sosial, dan riset. Keenam, privatisasi yang notabene bagian dari kebijakan neoliberalisme bertentangan dengan Pancasila dan UUD 45 yang berpaham welfare state yang mewajibkan negara memenuhi hak pendidikan warga negaranya.
Kata kunci: Privatisasi, Komersialisasi, Pendidikan, Perguruan Tinggi, Hak Asasi Manusia.
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Cahayati, Ega. "Indonesian Cultural Diplomacy and Education in The Philippines in 2011-2019." Jurnal Hubungan Internasional 15, no. 2 (November 29, 2022): 274–86. http://dx.doi.org/10.20473/jhi.v15i2.35987.
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Education Diplomacy and Cultural Diplomacy has a strategic role in the public diplomacy of the Indonesian state. In the interaction of international relations, the formation of phenomena such as the partnership between various components of society has made the situation of the current global relations system increasingly colorful. It can also see that the role of diplomacy in this section is not inferior to the practice of public diplomacy adopted by the state. For example, in the field of education, the participation of scholars in the development of public diplomacy will accelerate the improvement of the quality of human resources in Indonesia and Filipina. This method of diplomacy can also be carried out through student exchange to the Philippines, art performances and cultural performances of the Indonesian state, discussions with lecturers & teachers, and much more. There is also uniqueness in implementing this diplomacy, such as cooperation, which leads to mutual benefit, respect, and appreciation. In addition, educational & cultural diplomacy can also provide new ideas. This unique idea leads to solving problems within the scope of international relations. Therefore, Indonesia must improve its cultural & educational Diplomacy in Filipina country.
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Hardi, Warsono, Nurcahyanto Herbasuki, and Rifda Khaerani Thalita. "Social Movement at Indonesia - Malaysia Border (A Case Study of Indonesian Migrant Workers’ Education in Sebatik Island, a Land Border of Indonesia - Malaysia)." E3S Web of Conferences 73 (2018): 11013. http://dx.doi.org/10.1051/e3sconf/20187311013.
Full textAbstract:
The condition of the state border area between Indonesia and Malaysia is totally different. Children of Indonesian Workers (TKI) have no (limited) access to learn in formal schools since they do not have citizenship documents. This study aims to analyze the implementation of basic education mission in the border area, particularly in Sebatik island, Nunukan regency, North Kalimantan province. In addition, the research was conducted using qualitative explorative approach. Problems arising at the border area are very diverse and systemic. The Indonesian government conducts the education in border areas still very limitedly. The role of the public, corporate and private companies (Three Net Working) becomes very important in operating the schools in border area. The role of a former lecturer who is famously called Mrs. Midwife Suraidah is very dominant in helping TKI’s children to learn a variety of knowledge in Sekolah Tapal Batas (Tapal Batas School) in Sebatik island, Nunukan Regency, North Kalimantan province. Some help from companies such as Pertamina (national oil mining company), Dompet Dhuafa foundation and volunteers who are willing to be teachers strongly support the continuously of Tapal Batas School. The continuity of basic education in the state border becomes a challenge for the government since the purpose of the country written in the opening of Constitution 1945 is the intellectual life of the nation can be realized by implementing it in Nawacita program.
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Abdullah, Irwan, Bambang Hudayana, Pande Made Kutanegara, and Agus Indiyanto. "Beyond School Reach: Character Education in Three Schools in Yogyakarta, Indonesia." Journal of Educational and Social Research 9, no. 3 (September 1, 2019): 145–59. http://dx.doi.org/10.2478/jesr-2019-0032.
Full textAbstract:
Abstract The ability of Indonesian schools related to the character education of students is still far from the expectations and mandate of the law. Based on the qualitative research conducted in the three schools in Indonesia, the current study shows that the educational process only introduce students to the standardized concepts with no involvement in social process and practices, which will give them experience and opportunities to adopt the character values. The school curriculum only forms the ideal type of character, does not stimulate the active involvement of students in the community. Students only learn the character, based on dominant values constrained by the state, i.e.: having loyalty, defending the country, and loving homeland. In addition to narrowing the character space values to the interests of the state, the character education also does not accommodate the wealth of ethnic and religious cultures in Indonesia. This paper proposes the need for changes in school autonomy from an extension of the government, leading to provision of a conducive climate for the emergence of various approaches to improve character education. Character education stems from differences in school ideology and Indonesian cultural diversity. The education system should release itself from the text orientation to better fit in with the dynamic cultural context as a source of character learning.
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Zakharov, Anton O. "Indonesia and a Marginality Trap." South East Asia: Actual problems of Development 1, no. 1(50) (2021): 146–54. http://dx.doi.org/10.31696/2072-8271-2021-1-1-50-146-154.
Full textAbstract:
Indonesia has a huge population over 270 million people. The Republic of Indonesia is the largest Muslim state in the world. Its steady economic growth faces a deep challenge due to the COVID-19 pandemic. Indonesian education and medicine systems are insufficient whereas the country nowadays has no high-tech or knowledge-intensive technologies. Indonesia looks a bit marginal facing current challenges, especially in comparison with the developed countries. The poverty rate is high in Indonesia. The country also faces a rise of radical Muslim communities. The COVID-19 pandemic does help the Indonesian military to strengthen again. Many challenges — demographic, economic, social, political and cultural — imply that any Indonesian government has to maneuver between the Armed Forces, Muslim groups, and the poor.
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Romi Isnanda and Mia Setiawati. "Bahasa Indonesia Development Efforts in The Education Environment As A Character Establishment in Millennial Era." AKSIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 1 (September 8, 2019): 93–101. http://dx.doi.org/10.21009/aksis.030110.
Full textAbstract:
This article discusses the challenges of developing bahasa Indonesia in the education environment as millennial generation character formation. Education is an official institution that is under the auspices of the state. In fact, education is a very important thing that must be owned by every individual human being. Education is expected to be able to educate the nation's children. This can be seen from the position or education stated in Undang-Undang Nomor 2 Tahun 2003 about the same right to obtain quality education for every citizen. In the world of education, the ability that must be fulfilled by everyone who needs abilities that can help anyone who easily communicates with the good. But when it did not work properly, it was seen in the world of education in the millennial era that it still lacked raw and correct language, so that Indonesian was always distorted by its narrative. This makes Indonesian language look less authoritative and irregular. Therefore, the need to maintain the use of bahasa Indonesia is for keeping such characters, which arev(1) not afraid of misreading, (2) not afraid of making mistakes in pronunciation, (3) not afraid of making mistakes, and (4) eliminating self-mistrust.
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Hefni, Wildani. "KEBIJAKAN POLITIK DALAM PENGEMBANGAN TRADISI AKADEMIK INTELEKTUAL PERGURUAN TINGGI KEAGAMAAN ISLAM." AKADEMIKA: Jurnal Pemikiran Islam 23, no. 1 (August 18, 2018): 107. http://dx.doi.org/10.32332/akademika.v23i1.1166.
Full textAbstract:
Abstract
Since the pilot project held by the Ministry of Religious Affairs of Indonesia as, the state has stepped up these efforts and, in the process, sought to increase the state’s juricdiction over Islamic education in Indonesia. The ministry sought to turn Islamic higher education as a locomotive to develop the educational quality by sending Indonesian scholars into western countries. This study examines the political perspectives, not only within the framework of education as social fact, but also offers the analitical frameworks to explain how political state engages initiatives to enhance intellectuall Islamic higher education by linking social capital and intellectual capital.
Keyword: Muslimintellectual, policital contestation, and State
Abstrak
Sejak dimulainya program pembibitan calon dosen oleh Kementerian Agama Indonesia sebagai proyek percontohan, pemerintah mulai memasuki wilayah politik kebijakan dalam penguatan pengembangan tradisi akademik dalam konteks pendidikan Islam di Indonesia. Pemerintah berusaha untuk mengubah perguruan tinggi keagamaan Islam menjadi lokomotif pengembangan para intelektual dengan strategi pengiriman ke negara-negara Barat. Kajian ini ingin melihat kebijakan tersebut dari perspektif politik, tidak hanya sekedar permasalahan pendidikan sebagai fakta sosial, namun dalam kontekspolitik, kebijakan pemerintah terlibat dalam inisiasi peningkatan intelektual perguruan tinggi keagamaan dengan menghubungkan modal sosial dan modal intelektual.
Kata kunci: Intelektual Muslim, Kebijakan Politik, dan Negara
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Sulistiyono, Singgih Tri. "Tracking the Role of Education in Preserving National Identity: Maritime Aspects in the History Subject at Senior High School in Indonesia." Journal of Maritime Studies and National Integration 1, no. 1 (July 23, 2017): 55–65. http://dx.doi.org/10.14710/jmsni.v1i1.1373.
Full textAbstract:
One of the most important objectives of this article is analyse wether or not the idea of the Indonesian identity as a maritime nation is instructed at school in the form of teaching materials. In this respect the history subject at senior high school bocomes the focus of the study. The history subject strategically can be benefitted as the medium of strengthening the Indonesian naitonal identity as a maritime nation. This matter is very important to be studied considering the fact that untill now the issue of national identity of Indonesian nation is still to be debated wether or not Indonesia will be developed to be maritime state or conversely to be agrarian state. But many Indonesian believe that their ancestors were maritime people. And they confident that only the people who built the country based on thier identity could be a great nation. This article argues that although the maritime history of the great potential in the process of identity formation of Indonesia as a maritime nation and has the potential to strengthen national integration, but aspects of maritime history has not taught proportionally in Indonesian history textbooks.
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Aliyah, Hikmatul, Muhammad Anif, Andi Warisno, An An Andari, and Afif Anshori. "Implementation of Islamic Higher Education Development Management in Indonesia." JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) 8, no. 1 (January 25, 2023): 175–86. http://dx.doi.org/10.31851/jmksp.v8i1.10952.
Full textAbstract:
Since the inauguration of Islamic Higher Education (STI) in Jakarta in July 1945, before Indonesia gained independence, the growth of Islamic tertiary institutions has been ongoing in Indonesia. Since then, Islamic tertiary institutions have started to flourish and change. After STI’s creation, it became UII (Indonesian Islamic University). Following advancements at the UII faculty of religion, PTAIN (State Islamic Religious College), IAIN, and STAIN were nationalized. Additionally, private Islamic higher education took the shape of universities, institutions, or high schools. The three primary pillars of the new higher education paradigm are as follows: First, increased independence (greater autonomy) in management or autonomy. Second, increased responsibility or accountability, not just in terms of financial resources more responsibly, as well as in scientific research, educational materials, and on-going initiatives. Third, improved quality assurance through continuous internal assessments and National Accreditation Board external assessments (BAN).
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Tambun, Sara, Goncalwes Sirait, and Janpatar Simamora. "ANALISIS YURIDIS HAK DAN KEWAJIBAN WARGA NEGARA ATAS PENDIDIKAN MENURUT UNDANG-UNDANG NOMOR 20 TAHUN 2003 TENTANG SISTEM PENDIDIKAN NASIONAL." Visi Sosial Humaniora 1, no. 1 (June 20, 2020): 84–92. http://dx.doi.org/10.51622/vsh.v1i1.27.
Full textAbstract:
Education is an important issue and issue that the nation and the state of Indonesian are facing this time. Besides being important, being able to experience education is also a right for everyone. Lack of education in Indonesia can be seen in the Date Release of the Education For All (EFA) Global Monitoring Report 2011: Education Development Index wich UNESCO. Indonesia in year 2011 is 0,934 value is what puts Indonesia at posision 69 of 127 countries in the world. the causes could be the result of this lack of special attention to the aducation of the country to a greater extent in areas that really need the attention of both the regional and the central goverments and not escape from the role of parents and families in not obstructing an increased education.
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Rahmadania, Anisyah, and Qolbi Khoiri. "Problem dan Pengembangan Pendidikan Islam di Indonesia." Journal on Education 5, no. 2 (January 23, 2023): 4179–90. http://dx.doi.org/10.31004/joe.v5i2.1117.
Full textAbstract:
Quality, relevance, elitism, and management are the four main crises that are at the heart of the problem of education in Indonesia. On these four issues, various quantitative indicators have been proposed, including a comparison of the educational situation in Asian countries. In the laws and regulations governing the state education system, Islamic education is a component of national education. This discussion discusses the problems and development of Islamic education as a formulation of the existing problems. A component of the overall state policy is education policy. so that national education in the end must return to its goal, namely to empower the community by returning the community's autonomy to develop themselves. The following are the basic principles of the Islamic education system: 1) Based on the Islamic creed, Islam establishes curriculum principles, methods and educational goals. 2) Faith development should be the focus of education. 3) The aim of education is to bring out the best in everyone and minimize the worst in them while maintaining harmony with human nature. Islamic education is urged to develop new operational strategies and tactics in addition to curriculum and management tools. In pedagogical, sociological, and cultural terms, these strategies and tactics demonstrate their role to the point that they require an overhaul of models and institutions to make them more effective.
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Jumiati, Agatha, and Waluyo Slamet Pradoto. "Role And Community in Constitutional Right to Meet Education for Street Children." Wacana Hukum 26, no. 2 (August 25, 2020): 37–41. http://dx.doi.org/10.33061/1.wh.2020.26.2.3959.
Full textAbstract:
Children as the next generation of quality nation absolutely have the right to obtain proper and adequate education. The Indonesian government together with the community is obliged to realize adequate education for Indonesian children. This study aims to determine community participation in efforts to fulfill the constitutional rights of education for street children. This research is a descriptive empirical legal research using primary and secondary data and qualitative data analysis. In Indonesia, street children cannot get an education because they live on the streets or are often called street children. On the other hand the constitutional responsibility of the state is one of them is seeking education for all Indonesian children. The limited ability of the state to fulfill these responsibilities has encouraged the community to participate in realizing the fulfillment of the right to education for Indonesian children, especially children traveling.
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Mansir, Firman. "The Position of Islamic Education According to the National Educational System in Indonesia." Progresiva : Jurnal Pemikiran dan Pendidikan Islam 11, no. 01 (September 14, 2022): 43–54. http://dx.doi.org/10.22219/progresiva.v11i01.20416.
Full textAbstract:
Education is a part of the region that requires state participation to be properly optimized. Meanwhile, educational meetings with state power always end in the use of education in the name of the interests of power. Islamic Education as a subsystem of National Education in Indonesia is an important part that cannot be separated. The linkage between education and state power can be seen as well as the linkage between institutions in society and state organizers. Educational institutions in their form in the form of schools, madrasahs, and pesantren eventually intersect with state power. The implementation of Islamic education concerns education management so that system changes can undergo changes and determine the direction of Indonesia's education policy. This research uses qualitative methods. In collecting data through literature study studies, by collecting various literature spread from various journals and research books, which are then analyzed descriptively analytically. Thus, Islamic education has become the axis of state power in the field of education, it can even determine whether the country is progressing or not resting on the quality of Islamic education represented by madrasahs and Islamic boarding schools, and other Islamic educational institutions.
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Saparudin, Saparudin. "Salafism, State Recognition and Local Tension: New Trends in Islamic Education in Lombok." Ulumuna 21, no. 1 (June 30, 2017): 81–107. http://dx.doi.org/10.20414/ujis.v21i1.1188.
Full textAbstract:
This paper explores the role of Salafi formal schools in the increasing influence and proliferation of Salafism in Lombok, East Indonesia, alongside the impacts of this process on educational culture and broader social contexts. Despite intense resistance from, and even violence by, traditionalist mainstream groups, the Salafi movement has developed steadily. This paper argues that the growth of Salafism in Lombok is influenced by contextualizing of proliferation strategies by integrating into Indonesian national education system and selecting of the greater Islamic traditions, rather than ideological and financial support from the Middle East, as it has been highlighted in previous studies and literature. By establishing officially certified schools and formal recognitions from the Indonesian government, the Salafi schools have found a way to successfully recruit a new young generation of Muslims in Lombok and beyond.
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Nursikin, Mukh. "ISLAMIC EDUCATION IN PLURALITY DISCOURSE STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA." Ri'ayah: Jurnal Sosial dan Keagamaan 4, no. 02 (December 1, 2019): 123. http://dx.doi.org/10.32332/riayah.v4i02.1835.
Full textAbstract:
The differences of views about Islam is single or plural impact on the debate on the use of terminology of Indonesia Islamic education. This debate on terminology actually arose among the Muslims who have more understanding about the conception of Islamic education. Therefore, this study aims to explore the attitudes of the academic community of the Faculty of Tarbiyah and Science Teachers (FTIK) of the State Islamic Institute (IAIN) Salatiga against the use of Islamic education terminology in Indonesia, so as to know the views of respondents about Islam is single or plural. This research uses quantitative descriptive research type. The population of this study are students of the third semester and the fifth semester at the State Islamic Institute (IAIN) at Tarbiyah and Science Teachers (FTIK) Salatiga as many as 1763 respondents. Researcher took 355 samples of respondents with cluster random sampling technique. Data collection use questioner method. Data were analyzed with descriptive statistics. The data that has been collected then followed the stages of description, reduction, selection, discussion, analysis and conclusions. This research concluded that the majority of the academic community of the State Islamic Institute (IAIN) Salatiga were disagree with the terminology of Islamic education of Indonesia. They are more amenable to use the term Islamic education in Indonesia. This shows that the academic community of the Faculty of Tarbiyah and Science Teachers (FTIK) of the State Islamic Institute (IAIN) Salatiga views that Islam as single rather than plural. The study also found that respondents who have more understanding about the conception of Islamic education who reject the terminology of Islamic education in Indonesia are greater than those who have less understanding of the conception of Islamic education. Therefore, it is suspected that there is a negative correlation between the level of understanding of the concept of Islamic education with plurality attitude.
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Hayadin, Hayadin, Iyoh Mastiyah, Farhan Muntafa, and Hamami Zada. "INCLUSIVISM OF RELIGIOUS EDUCATION TEACHERS IN INDONESIA." Analisa: Journal of Social Science and Religion 4, no. 01 (August 1, 2019): 119–40. http://dx.doi.org/10.18784/analisa.v4i01.791.
Full textAbstract:
The research aimed to measure the level of inclusiveness of religious education teachers in Indonesia in 2018. The research method was a survey, conducted thorough capital cities in 34 provinces. The respondents were religious education teachers from Moslem, Christian, Catholic, Hinduism, and Buddhism at the secondary school level. The total sample was 3675 from 7976 population in the whole province capitals. They were selected based on Proportional Random Sampling technique and used Yamane formula at the level of confidence at 95 percent. The instrument research was the questionnaire of religious understanding which was constructed from three dimensions of variables, namely religious understanding toward the relation of religion and state, the relation among different religions and the relationship within the same religion. The research data technique analysis used structural equation modeling. The result showed that the inclusiveness level of religious education teachers iwas at 76,55, which was higher than the cut off value which was at 75,0. It means that the religious understanding of religious education teachers was good or generally at an inclusivism level.
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Sidqi, Kholfan Taqo. "KOMPARASI PEMIKIRAN TAN MALAKA TENTANG KONSEP PENDIDIKAN KERAKYATAN DENGAN WAJAH PENDIDIKAN INDONESIA ERA MILENIAL." Jurnal PROGRESS: Wahana Kreativitas dan Intelektualitas 9, no. 2 (December 24, 2021): 172. http://dx.doi.org/10.31942/pgrs.v9i2.5189.
Full textAbstract:
KOMPARASI PEMIKIRAN TAN MALAKA TENTANG KONSEP PENDIDIKAN KERAKYATAN DENGAN WAJAH PENDIDIKAN INDONESIA ERA MILENIAL
Oleh
Kholfan Zubair Taqo Sidqi
Dosen FAI Unwahas Semarang
(akha.sidqi@gmail.com)
Abstrak
Konsep Pendidikan kerakyatan yang diusung oleh Tan Malaka dengan mengedepankan kearifan lokal, membekali anak didik dengan keterampilan nyata agar berguna bagi bangsanya. Apalagi Pendidikan yang mampu menjangkau segenap lapisan masyarakat, seiring dengan tujuan dasar negara Indonesia. Pendidikan yang mendesain sekolah sebagai keluarga, agaknya mampu memperjelas tugas seorang guru sebagai Pendidik. Anak didik juga dipacu tidak sekedar masalah akademik belaka, namun aspek rohaniah nya mampu dikembangkan secara seimbang.
Melalui Pendidikan kerakyatan, mampu memanusiakan pendidik dan anak didik, segenap warga sekolah mampu bergotong royong demi mewujudkan ambisi bangsa, serta mengangkat harkat dan martabat bangsa Indonesia. Apabila fenomena Pendidikan era milenial kini keluar dari apa yang di cita-citakan para pendiri negara Indonesia, konsep Pendidikan kerakyatan mampu memberikan kontribusi sebagai Pendidikan yang mengembalikan marwah cita – cita luhur bangsa.
Kata kunci; Tan Malaka, sekolah kerakyatan, dan Pendidikan Indonesia era milenial.
Abstract
The concept of populist education promoted by Tan Malaka emphasizes local wisdom, equipping students with real skills to be useful for their nation. Moreover, capable education reach all levels of society, in line with the basic objectives of the Indonesian state. Education that designs schools as families, seems to be able to clarify the duties of a teacher as an educator. Protege too it is not only an academic problem, but its spiritual aspects can be developed in a balanced manner.
Through populist education, able to humanize educators and students, all school members are able to work together to create the nation's ambition, as well as uplifting the dignity of the Indonesian nation. If the phenomenon of millennial era education is now out of what is being desired The aspirations of the founders of the Indonesian state, the concept of populist education is able to contribute as education that returns the noble ideals of the nation.
Keywords; Tan Malaka, populist education, and Indonesian education in the millennial era.
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Suidat, Suidat, Adian Husaini, Didin Saefuddin, and Endin Mujahidin. "CIVIC EDUCATION AT MUHAMMADIYAH HIGHER EDUCATION: DEVELOPMENT STUDY OF HAND BOOK OF MENUJU KEHIDUPAN YANG DEMOKRATIS DAN BERKEADABAN." Profetika: Jurnal Studi Islam 18, no. 1 (June 2, 2017): 1. http://dx.doi.org/10.23917/profetika.v18i1.6295.
Full textAbstract:
Civic education is one of the basic courses that must be taken by every student at the College. The regulation of the course is based on the mandate contained in the law on the National Education System. Through Civic Education courses, the students can be directed national personality, that is how they love their homeland Indonesia, being a democratic, civilized, tolerant and so on. Muhammadiyah through the Council of Higher Education, Research and Development of Muhammadiyah head quarter published a textbook on Civic Education with the title Civic Education toward a Democratic and Civilized Life. The book became a staple in reference Civic Education Course in Universities of Muhammadiyah (PTM). However when elaborate on the Indonesian ideology or, in the book does not contain the formulation history of state basic ideology which was done by the founding fathers. Also how the role and Islamic thought figures who participated in formulating the state basic ideology be part of the material that was duly presented in the book. It is important that students who study in PTM to know and understand the history and struggle of Islamic figures in formulating the basis of the state and the dynamics that occurred at that time. So that their knowledge is complete and in understanding the Pancasila as the state basic ideology of Indonesia. Ki Bagus had very important role in the Committee for Indonesian Independence (PPKI) experienced of dead lock about the change of first principle of Pancasila, and there was serious debate and dynamic. Likewise, the role and thought of Kasman Singodimedjo was also important on the basis state in both the trial PPKI, as well as in the Constituent Assembly. Perpsektif Kasman about Pancasila based on Islam became important after the implementation of 1945 Constitution and Presidential Decree July 5th 1959. The role of Abdul Kahar Mudzakkir as a witness to the history of the struggle of Muslims cannot be neglected; especially Mudzakkir included in the Committee of Nine which develops the basic state eventually became the Jakarta Charter and accepted unanimously by BPUPKI. Furthermore, in the Constituent Assembly Mudzakkir remain committed to make Islam as the basis of the state, where the Constituent Assembly is the foundation of the momentum of the second volume formulation. The core of the Civics book is how the problem of state ideology especially Pancasila can be described in a comprehensive, complete and not partial. Including the relationship between the Jakarta Charter and the Constitution 1945. Other matters concerning aspects of citizenship is derived and the meaning of ideology or basic state. Therefore, this paper presents the role and thought of Ki Bagus Hadikusumo, Kasman Singodimedjo, and Abdul Kahar Mudzakkir become material development of Civic Education in the book of Civic Education toward a Democratic and Civilized Life.Pendidikan Kewarganegaraan merupakan salah satu mata kuliah dasar yang mesti ditempuh oleh setiap mahasiswa dalam studinya di Perguruan Tinggi. Ketentuan adanya mata kuliah ini berdasarkan amanat yang tertuang dalam undang-undang tentang Sistem Pendidikan Nasional. Melalui mata kuliah Pendidikan Kewarganegaraan ini mahasiswa diarahkan dapat berkepribadian nasional, yaitu bagaimana mereka cinta tanah air Indonesia, bersikap demokratis, beradab, toleran dan lain sebagainya. Muhammadiyah melalui Majelis Pendidikan Tinggi, Penelitian dan Pengembangan (Diktilitbang) Pimpinan Pusat Muhammadiyah (PP Muhammadiyah) menerbitkan satu buku teks tentang Pendidikan Kewarganegaraan (Civic Education) dengan judul Pendidikan Kewarganegaraan Menuju Kehidupan yang Demokratis dan Berkeadaban. Buku ini menjadi referensi pokok dalam Mata Kuliah Pendidikan Kewarganegaraan di Perguruan Tinggi Muhammadiyah (PTM). Akan tetapi ketika menguraikan tentang ideologi atau dasar negara Indonesia pada bagian yang membahas tentang “Membangun Identitas Nasional”, tidak memuat bagaimana sejarah perumusan dasar negara yang dilakukan para founding fathers. Bagaimana pemikiran tokoh-tokoh Islam seperti Ki Bagus Hadikusumo, Kasman Singodimedjo, dan Abdul Kahar Mudzakkir tidak menjadi bagian dalam materi yang sepatutnya disajikan dalam buku tersebut. Hal ini penting agar mahasiswa mengetahui dan memahami sejarah dan perjuangan tokoh-tokoh Islam dalam merumuskan dasar negara serta dinamika yang terjadi saat itu. Sehingga pengetahuan mereka menjadi utuh dan tidak parsial dalam memahami Pancasila sebagai dasar negara Indonesia. Peran Ki Bagus sangat penting ketika Panitia Persiapan Kemerdekaan Indonesia (PPKI) mengalami deadlock soal perubahan sila pertama dasar negara Indonesia. Demikian juga pemikiran Kasman Singodimedjo tentang dasar negara baik dalam sidang PPKI, maupun dalam sidang Konstituante. Perpsektif Kasman tentang Pancasila yang berbasis pada Islam menjadi penting setelah diberlakukan kembali UUD 1945 dengan lahirnya Dekrit Presiden 5 Juli 1959. Demikian juga pemikiran Abdul Kahar Mudzakkir sebagai saksi sejarah perjuangan umat Islam tidak bisa dilupakan begitu saja, Abdul Kahar Mudzakkir termasuk dalam Panitia Sembilan yang bertugas menyusun dasar negara yang pada akhirnya menjadi Piagam Jakarta. Dalam Sidang Konstituante Mudzakkir tetap komitmen menjadikan Islam sebagai dasar negara, di mana Sidang Konstituante adalah momentum perumusan dasar negara jilid kedua. Inti dari buku PKn adalah bagaimana masalah ideologi negara khususnya Pancasila dapat dijelaskan secara komprehensif, utuh dan tidak parsial. Termasuk hubungan antara Piagam Jakarta dan UUD 1945. Oleh karena itu disertasi ini membahas pemikiran Ki Bagus Hadikusumo, Kasman Singodimedjo, dan Abdul Kahar Mudzakkir menjadi bahan pengembangan materi Pendidikan Kewarganegaraan dalam buku ajar Pendidikan Kewarganegaraan Menuju Kehidupan yang Demokratis dan Berkeadaban.
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Suidat, Suidat, Adian Husaini, Didin Saefuddin, and Endin Mujahidin. "CIVIC EDUCATION AT MUHAMMADIYAH HIGHER EDUCATION: DEVELOPMENT STUDY OF HAND BOOK OF MENUJU KEHIDUPAN YANG DEMOKRATIS DAN BERKEADABAN." Profetika: Jurnal Studi Islam 18, no. 1 (June 2, 2017): 1. http://dx.doi.org/10.23917/profetika.v18i1.6296.
Full textAbstract:
Civic education is one of the basic courses that must be taken by every student at the College. The regulation of the course is based on the mandate contained in the law on the National Education System. Through Civic Education courses, the students can be directed national personality, that is how they love their homeland Indonesia, being a democratic, civilized, tolerant and so on. Muhammadiyah through the Council of Higher Education, Research and Development of Muhammadiyah head quarter published a textbook on Civic Education with the title Civic Education toward a Democratic and Civilized Life. The book became a staple in reference Civic Education Course in Universities of Muhammadiyah (PTM). However when elaborate on the Indonesian ideology or, in the book does not contain the formulation history of state basic ideology which was done by the founding fathers. Also how the role and Islamic thought figures who participated in formulating the state basic ideology be part of the material that was duly presented in the book. It is important that students who study in PTM to know and understand the history and struggle of Islamic figures in formulating the basis of the state and the dynamics that occurred at that time. So that their knowledge is complete and in understanding the Pancasila as the state basic ideology of Indonesia. Ki Bagus had very important role in the Committee for Indonesian Independence (PPKI) experienced of dead lock about the change of first principle of Pancasila, and there was serious debate and dynamic. Likewise, the role and thought of Kasman Singodimedjo was also important on the basis state in both the trial PPKI, as well as in the Constituent Assembly. Perpsektif Kasman about Pancasila based on Islam became important after the implementation of 1945 Constitution and Presidential Decree July 5th 1959. The role of Abdul Kahar Mudzakkir as a witness to the history of the struggle of Muslims cannot be neglected; especially Mudzakkir included in the Committee of Nine which develops the basic state eventually became the Jakarta Charter and accepted unanimously by BPUPKI. Furthermore, in the Constituent Assembly Mudzakkir remain committed to make Islam as the basis of the state, where the Constituent Assembly is the foundation of the momentum of the second volume formulation. The core of the Civics book is how the problem of state ideology especially Pancasila can be described in a comprehensive, complete and not partial. Including the relationship between the Jakarta Charter and the Constitution 1945. Other matters concerning aspects of citizenship is derived and the meaning of ideology or basic state. Therefore, this paper presents the role and thought of Ki Bagus Hadikusumo, Kasman Singodimedjo, and Abdul Kahar Mudzakkir become material development of Civic Education in the book of Civic Education toward a Democratic and Civilized Life.Pendidikan Kewarganegaraan merupakan salah satu mata kuliah dasar yang mesti ditempuh oleh setiap mahasiswa dalam studinya di Perguruan Tinggi. Ketentuan adanya mata kuliah ini berdasarkan amanat yang tertuang dalam undang-undang tentang Sistem Pendidikan Nasional. Melalui mata kuliah Pendidikan Kewarganegaraan ini mahasiswa diarahkan dapat berkepribadian nasional, yaitu bagaimana mereka cinta tanah air Indonesia, bersikap demokratis, beradab, toleran dan lain sebagainya. Muhammadiyah melalui Majelis Pendidikan Tinggi, Penelitian dan Pengembangan (Diktilitbang) Pimpinan Pusat Muhammadiyah (PP Muhammadiyah) menerbitkan satu buku teks tentang Pendidikan Kewarganegaraan (Civic Education) dengan judul Pendidikan Kewarganegaraan Menuju Kehidupan yang Demokratis dan Berkeadaban. Buku ini menjadi referensi pokok dalam Mata Kuliah Pendidikan Kewarganegaraan di Perguruan Tinggi Muhammadiyah (PTM). Akan tetapi ketika menguraikan tentang ideologi atau dasar negara Indonesia pada bagian yang membahas tentang “Membangun Identitas Nasional”, tidak memuat bagaimana sejarah perumusan dasar negara yang dilakukan para founding fathers. Bagaimana pemikiran tokoh-tokoh Islam seperti Ki Bagus Hadikusumo, Kasman Singodimedjo, dan Abdul Kahar Mudzakkir tidak menjadi bagian dalam materi yang sepatutnya disajikan dalam buku tersebut. Hal ini penting agar mahasiswa mengetahui dan memahami sejarah dan perjuangan tokoh-tokoh Islam dalam merumuskan dasar negara serta dinamika yang terjadi saat itu. Sehingga pengetahuan mereka menjadi utuh dan tidak parsial dalam memahami Pancasila sebagai dasar negara Indonesia. Peran Ki Bagus sangat penting ketika Panitia Persiapan Kemerdekaan Indonesia (PPKI) mengalami deadlock soal perubahan sila pertama dasar negara Indonesia. Demikian juga pemikiran Kasman Singodimedjo tentang dasar negara baik dalam sidang PPKI, maupun dalam sidang Konstituante. Perpsektif Kasman tentang Pancasila yang berbasis pada Islam menjadi penting setelah diberlakukan kembali UUD 1945 dengan lahirnya Dekrit Presiden 5 Juli 1959. Demikian juga pemikiran Abdul Kahar Mudzakkir sebagai saksi sejarah perjuangan umat Islam tidak bisa dilupakan begitu saja, Abdul Kahar Mudzakkir termasuk dalam Panitia Sembilan yang bertugas menyusun dasar negara yang pada akhirnya menjadi Piagam Jakarta. Dalam Sidang Konstituante Mudzakkir tetap komitmen menjadikan Islam sebagai dasar negara, di mana Sidang Konstituante adalah momentum perumusan dasar negara jilid kedua. Inti dari buku PKn adalah bagaimana masalah ideologi negara khususnya Pancasila dapat dijelaskan secara komprehensif, utuh dan tidak parsial. Termasuk hubungan antara Piagam Jakarta dan UUD 1945. Oleh karena itu disertasi ini membahas pemikiran Ki Bagus Hadikusumo, Kasman Singodimedjo, dan Abdul Kahar Mudzakkir menjadi bahan pengembangan materi Pendidikan Kewarganegaraan dalam buku ajar Pendidikan Kewarganegaraan Menuju Kehidupan yang Demokratis dan Berkeadaban.
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Solahudin, Solahudin. "Peran Strategis Madrasah Swasta di Indonesia." Jurnal Kependidikan 6, no. 1 (May 25, 2018): 91–106. http://dx.doi.org/10.24090/jk.v6i1.1717.
Full textAbstract:
This paper is aimed at discussing the strategic role of school (madrasah) in the country. Madrasah is one of the Islamic educational institutions that have an important role for the development of Islamic education in Indonesia. Madrasah is a place to galvanize the mental, moral, and spiritual of the young generation to educate students to be useful beings for the religion, state, and nation. Private Madrasahs as one of the Islamic Education Institutions in Indonesia have a strategic role in the participation of the nation's intellectuals. In the next developments, private madrasahs face complex issues. In one hand, there is a demand to improve the quality in order to compete with state Islamic education institutions and public schools, but on the other hand, the attention of the government, both central and local, to Islamic educational institutions is still low, even they are still placed not as the main class, but the second class of education institutions. The Ministry of Religious Affairs, which became the central policy, began to formulate serious efforts to improve the quality of madrasahs, such as through the Ministry's Strategic Plan.
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Zamzani, Irsyad. "Dancing with Legitimacy: Globalisation, Educational Decentralisation, and the State in Indonesia." Masyarakat Indonesia 46, no. 1 (June 30, 2020): 93–108. http://dx.doi.org/10.14203/jmi.v46i1.916.
Full textAbstract:
Decentralization has become a global norm that has changed the face of education governance in many countries since the late 1970s. This movement utterly swept up Indonesia in 2001 after the severe legitimacy crisis ended the three-decade-reigning centralist regime of the New Order. Using the analytical concepts of the new institutional theory and drawing upon data from documents and interviews with strategic informants, the thesis investigates how the institutional legitimacy of educational decentralization was garnered, manipulated, and then contested. The narrative of educational decentralization in Indonesia was initially scripted by multilateral actors with the neoliberal spirit of market supremacy. However, against the liberal and critical arguments that suggest the weakening of the central state or the rise of market institutions as the follow-up of educational decentralization, the findings show a somewhat contrasting reality. Decentralization has facilitated the proliferation of Weberian states in the local district arenas, which equally claim institutional legitimacy for governing the local educational system in their respective ways. From the comparative studies of two local district governments, Kupang and Surabaya, the thesis shows how the legitimacy of the central government authority continues to be challenged in the localities. Despite the central government’s pressures for national standards and their enforcement measures, local educational governance survives with different, illegitimate models and practices. Thus, rather than becoming a local 94 | Masyarakat Indonesia, Vol. 46 (1), JUNI 2020 INTRODUCTION Indonesia is one of the countries deeply affected by the global decentralisation movement. There had been several efforts by the country’s government to cope with such global pressure (Devas, 1997; Malo and Nas, 1991), but none had much effect until the 2001 decentralisation big bang (Bünte, 2004; Fealy and Aspinall, 2003). The post-2001 decentralisation was one of the major institutional reforms that ended the dictatorial Suharto’s New Order regime in the late 1990s. Before the reform, Indonesia education was highly centralised and fragmented. The management of education was shared between the Ministry of Education and Culture (MoEC) and the Ministry of Home Affairs (MoHA). The MoEC was responsible for the curriculum of all primary and secondary schools and the personnel of secondary schools: the MoHA was responsible for the personnel of primary and junior secondary schools. Both departments had their provincial and district or municipal offices and this made management highly bureaucratic. The 2001 decentralisation reform dissolved both departments’ organisational structures in the regions, which gave the district and municipal governments greater autonomy in running most public service sectors, including education. Adopting common decentralisation practices, some policy reforms were also enacted to give schools a degree of managerial autonomy and to provide the community with a participatory role in policymaking. Governance fragmentation and inefficiency were the problems that most concerned Indonesian reformers when they firstly discussed and formulated the reform program (Jalal and Supriadi, 2001). By removing the central government’s bureaucratic structure from local bureaucracies, it was expected that education delivery would become more efficient and the district government the only education authority in the regions (World Bank, 1998a). However, this has never been the case. On the one hand, decentralisation was welcomed by local élites as a big increase in power and authority. They do become dominant education authorities which control all public schools and teachers in their territories. On the other hand, despite the central-government structure’s removal, education decentralisation reform did not significantly reduce the MoEC’s influence. Two years after decentralisation, in 2003, a new education law was passed and the MoEC was given a new role: that is, setting the national education standards. With these standards, the ministry is authorised to inspect school performance through the school accreditation, student performance through the national examinations, and teacher performance through the teacher certification policy. In addition, to ensure those standards were maintained, the central government started to regulate almost all facets of education: from curriculum to school uniforms. There are hundreds of ministerial regulations and trillions of rupiah allocated from the central government budget to support the implementation of the standards. This makes the structure of Indonesian education governance so contradictory: it is radically decentralised but at the same time highly standardised. The demands of decentralisation and standardisation have become increasingly stronger from the two competing parties: the local and central governments. The MoEC keeps producing and revising regulations and policy strategies to enforce the standards only to find that they are too often neglected by the local governments. Many of the MoEC’s regulations of things like school fees, principals’ appointment, teacher management and classroom size were evaded because they were at odds with local interests. This practice has frustrated MoEC officials who frequently express their bitterness. They are helpless to deal with all the local noncompliance because the MoEC no longer has the power to apply basis for reinforcing the legitimating capacity of educational decentralization as a global institution, the different practices might become the local source of delegitimation. Some nation-states would rethink their conformity to the international pressure of decentralization if they were aware that the policy would potentially lead them to another crisis of legitimacy
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Kurniawan, Ilham. "MEMAKNAI RADIKALISME DI INDONESIA." TA'LIM : Jurnal Studi Pendidikan Islam 3, no. 1 (January 13, 2020): 70–82. http://dx.doi.org/10.52166/talim.v3i1.1848.
Full textAbstract:
The absence of standardization of radicalism makes people misunderstand or mistaken and often accuses others of it. This study aims to find out the meaning of radicalism so that people no longer hesitate or wrong in justifying who is radical and interpreting it. This research is a library research (library research) with a qualitative approach. Sources of data obtained in the form of journals, articles, books and relevant scientific work The results of this study explain that radicalism is the understanding or flow that requires social and political change by using violence as a stepping stone to justify their beliefs that are considered true. Forms of radicalism in Indonesia are the perpetrators of the Darul Islam (DI) movement, Hizb ut-Tahrir Indonesia (HTI), Jamaah Ansharut Daulah (JAD), and the Islamic State in Iraq and Syria (ISIS). Visible characteristics or categories of radicalism are as follows: First, takfiri. Second, they want to establish an Islamic state within a country. Third, replace the ideology of a country which is the basis or direction. The anti-radicalism education is carried out by the family, community and education. So that the level of radicalism in Indonesia can decline even completely finished.
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Machfudh, Ahmed. "Pendidikan Karakter Bangsa." Hikmah: Journal of Islamic Studies 13, no. 2 (September 15, 2017): 151. http://dx.doi.org/10.47466/hikmah.v13i2.157.
Full textAbstract:
Besides the efforts to enhance the knowledge of science and
technology as well as work ethic and competitiveness, the efforts
to establish the character and identity of nation are implemented
through the development of religion in the form of providing
education in order to realize an independent Indonesian society
that is advanced, noble, dignified, and civilized. The development
in the field of religion cannot be separated from the development
of education, especially religious education and education in
Islamicschool(madrasah)andotherreligiouspubliceducational
institutions. The development of the nation’s character is
directed to be part of efforts to achieve the vision of the national
development as it is stated in the Long Term Development
Plan of 2005-2025 namely to make Indonesia as a developed,
independent, and fair nation as the foundation for the next stage
of development toward fair and prosperous society in the NKRI
(a unitary state of Indonesia) based on the Pancasila and the
Constitution of the Republic of Indonesia 1945.
Keywords : education, character education, religious education, and
the nation’s character.
Upaya pembentukan karakter dan jati diri bangsa, di samping
peningkatan penguasaan dan ketrampilan di bidang ilmu
pengetahuandanteknologi sertapeningkatanetoskerjadandaya
saing, dilaksanakan melalui pembangunan agama dalam bentuk
penyelenggaraan pendidikan guna mewujudkan masyarakat
Indonesia yang mandiri, maju, berakhlak mulia, bermartabat,
danberadab.Pembangunanbidangagamatidakdapatdilepaskan
dari pembangunan pendidikan, khususnya pendidikan agama,
pendidikan keagamaan, dan pendidikan pada madrasah serta
lembagapendidikanumumlainnyayangbercirikhaskeagamaan.
Pembangunan karakter bangsa diarahkan menjadi bagian
yang tak terpisahkan dari upaya pencapaian visi pembangunan
nasional sebagaimana tertuang dalam Rencana Pembangunan
Jangka Panjang Tahun 2005-2025, yaitu mewujudkan Indonesia
sebagai bangsa yang maju, mandiri, dan adil sebagai landasan
bagi tahap pembangunan berikutnya menuju masyarakat adil
sebagai landasan bagi tahap pembangunan berikutnya menuju
masyarakat adil makmur dalam NKRI beradasarkan Pancasila
dan Undang-Undang Dasar Negara Republik Indonesia Tahun
1945.
Kata kunci: Pendidikan, pendidikan karakter, pendidikan agama,
karakter bangsa.
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Sari, Faradilla Intan. "Use of Idiolek Minang-Indonesia Language By Indonesian Language Education Students Semester 5." Journal of Vocational Education and Information Technology (JVEIT) 1, no. 2 (October 5, 2020): 47–52. http://dx.doi.org/10.56667/jveit.v1i2.90.
Full textAbstract:
Language has a very important function for humans, especially the communication function. Languageis a tool of social interaction or a tool of human communication. The occurrence of diversity or variety of languages is not only the speakers who are not homogeneous, but also because the social interaction activities that they do are very diverse. Every activity requires that language diversity occur. This study aims to describe yhe idiolect language by the 5th semester Indonesian Language Education Study Program Students. The method used in the method used by researchers in collecting research data. Based on the explanation above, it can be concluded that the method used by the researcher in his research is a qualitative method with techniques that reveal clear facts about the symptoms that exist in a research object without any manipulation in accordance with the state of the object under study. The results of research on the use of the minang-Indonesian idiolect language by 5th semester Indonesia language education language students are researchers finding a problem from interviews that the resource person said when speaking in Indonesian there are letters that he emphasizes such as the letter E. Everyday he always communicates with friends using Minang language so when asked to speak Indonesian a little bit differently, the idolek he uses is still minang idiolek.
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Aman, Aman, and Balraj Singh. "COMPARATIVE STUDY OF CHARACTER EDUCATION MODEL IN UNY INDONESIA AND PUNJABI UNIVERSITY INDIA." Jurnal Ilmiah WUNY 4, no. 2 (November 14, 2022): 161–84. http://dx.doi.org/10.21831/jwuny.v4i2.54516.
Full textAbstract:
The purpose of this research is to find out: 1) comparison of character education model in Yogyakarta State University Indonesia and Punjabi University Patiala India, 2) effectiveness of character education model at Yogyakarta State University Indonesia and Punjabi University Patiala India. The method of this research was qualitative research and used comparative study design approach. The most appropriate strategy of this research was embedded research (stuck research) because the research has been planned in detail in the proposal before the researchers plunged into the field. The steps used were: 1) collecting source through multi-technique); 2) reducing data in order to simplify and categorizing data; 3) presenting data in the form of qualitative description; 4) drawing conclusions and 5) preparing research reports, and formulating recommendations comparison research results. The aims of this research are: plotting the comparison of character education model in Yogyakarta State University Indonesia and Punjabi University Patiala India, as well as obtaining information about effectiveness model of character education at Yogyakarta State University and Punjabi University Patiala, India. Having comparable Character education model in Yogyakarta State University Indonesia with Punjabi University India, then further prepared a good recommendation for Yogyakarta State University and Punjabi University Patiala India about the effective model of character education in college.
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Hamami, Tasman, Siti Nur Hidayah, and Miftahus Sa’adah. "Building bridges that change state Islamic universities in Indonesia toward international standard." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (September 1, 2021): 826. http://dx.doi.org/10.11591/ijere.v10i3.21402.
Full textAbstract:
<span>The learning organization is a strategic process for every university as a public service institution to improve its performance. Learning organizations have an essential role in linking past experiences to future improvements in changing State Islamic Universities in Indonesia to achieve international standards. This study aimed to describe the State Islamic University's learning organization profile in Indonesia and reveal its readiness towards international standards. This study used a survey approach, collecting data through closed questionnaires and open-ended questions involving 300 respondents consisting of lecturers and employees of the State Islamic University of Sunan Kalijaga Yogyakarta. The data analysis technique used descriptive statistics with a benchmark scale and explanations. The results showed that the average score on all learning organization variables was low, below the benchmark scale. This result was in line with lecturers and employees' perception that most of them (68%) expressed pessimism about universities' readiness to achieve international standards. In conclusion, the State Islamic University of Sunan Kalijaga has not fully become a learning organization as a bridge of change towards an international standard.</span>