This document discusses empowerment of Islamic elementary schools (SDITs) in Jambi Province, Indonesia to improve education quality. It finds that educational foundations effectively empower SDITs by committing to quality, meeting community aspirations, gaining parent support, and having good governance. SDIT empowerment strategies applied include strengthening stakeholders, collaborating with government and private groups, promotions, improving facilities, creating excellent learning programs, and developing educators' abilities. The strategies aim to make SDITs competitive with public schools and attractive to students.
This presentation aims to elaborate the current prevailing education system and its emergence in India.
Anshika Singh, Masters in Corporate Communication Management 3rd Semester, 2016-18, Banaras Hindu University.
The Indian school education system is one of the largest and most complex in the world. The complexity of the system stems from India’s need to maintain standard and uniformity while giving scope for its diverse culture and heritage to grow and flourish across the length and breadth of the country. After independence, India has worked hard to provide access to almost all its young people, but it has only just begun to focus on aspects of quality and seek to improve learning outcomes.
Present Education System :
The present system of education was introduced and founded by the British in the 20th century, by the recommendations of Macaulay.
It has a western style and content.
The British Govt. did not recognize the traditional structures and so they have declined.
It is said that even Gandhi described the traditional educational system as a beautiful tree which was destroyed during the British rule.
EDUCATION FOR ALL:
Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education as a Fundamental Right.
Right to education:
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the Act came into force on 1 April 2010.
Learning Objectives
After going through this module, the learner will be able to
• Get awareness about the recent initiatives of the DoSE&L for school education such as PGI, UDISE+, etc. for implementation in the schools.
• Understand the objectives and provisions under Samagra Shiksha for improving quality of school education
• Take initiatives in schools with regard to promoting reading habits using library books and undertake activities related to sports, kitchen gardens, Youth and Eco Clubs, etc., for providing children experiential learning opportunities and joyful learning
Educators at Sarvottam believe that the destiny of man is shaped in the classroom. The curriculum strives to create an environment where every child excels and caters to learning of life skills.
Quality Education in Rural India - Bharti FoundationBharti Foundation
Bharti Foundation remains focussed on supporting and strengthening the National mission of quality education in rural India, our initiatives in sanitation and legal aid address the other
pressing issues raised by the Government. Within two years, Satya Bharti Abhiyan, a rural sanitation initiative, has successfully provided individual toilets in 15,637 households across
698 villages as well as a separate toilet for girls in 14 Government schools identified by the Education Department of Punjab.
This study examined: a) school member interactions that reflect an inclusive culture, b) school policies in promoting inclusion, c) evolving inclusive practies of elementary schools. This study employed the qualitative approach, with case study designs. The research was conducted at 7 Inclusive Inclusice schools in Karangmojo Sub-district. This study reveals that interaction of school members in creating inclusive culture can be seen from their efforts to cultivate mutual respect among the school members, big support and role of the principal in engaging all parties, and partnerships between school, parents, and community. Policies in promoting inclusive education can be seen from the procedures of student admissions that are flexible and non-discriminatory, and the efforts of the school to conduct accessibility of facilities and infrastructure for the children with special needs, regular teacher-special assistant teachers collaboration, as well as the flexibility of curriculum implementation for children with special needs. Evolving inclusive practies can be seen from identification and assessment for students suspected to have special needs, applying the curriculum development for teaching-learning processes, and the provision of school budget allocations for the development of inclusive education both from government funds and private funds.
This study was a descriptive qualitative research. The respondents of were
headmasters, human resource (HR) coordinators, teachers and special guide
teachers. Data were collected through observation, interview, and
documentation. Data were validated using source and method triangulations.
Data were then analyzed. The results are as follows: 1) HR planning started
from needs preparation, recruitment, selection, placement, orientation and
adaptation to the new workplaces. The difference is found in SDIT Al Irsyad
Al Islamiyyah 2 Purwokerto compared to the other two elementary schools.
The recruitment of its new employees at all levels is carried out by the
Committee of Education and Teaching from recruitment to orientation
stages; 2) HR development is basically the same, i.e. through education or
training. The difference is also found in SDIT Al Irsyad Al Islamiyyah 2
Purwokerto, where it provides scholarships; 3) HR evaluation is
implemented by the headmasters regularly every semester in the form of
classroom supervision and administration; 4) Compensation and other
benefits received by employees depend on the employees’ work term, types
of employees (job training employees, non-permanent employees, permanent
employees, and school headmasters).
This presentation aims to elaborate the current prevailing education system and its emergence in India.
Anshika Singh, Masters in Corporate Communication Management 3rd Semester, 2016-18, Banaras Hindu University.
The Indian school education system is one of the largest and most complex in the world. The complexity of the system stems from India’s need to maintain standard and uniformity while giving scope for its diverse culture and heritage to grow and flourish across the length and breadth of the country. After independence, India has worked hard to provide access to almost all its young people, but it has only just begun to focus on aspects of quality and seek to improve learning outcomes.
Present Education System :
The present system of education was introduced and founded by the British in the 20th century, by the recommendations of Macaulay.
It has a western style and content.
The British Govt. did not recognize the traditional structures and so they have declined.
It is said that even Gandhi described the traditional educational system as a beautiful tree which was destroyed during the British rule.
EDUCATION FOR ALL:
Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education as a Fundamental Right.
Right to education:
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the Act came into force on 1 April 2010.
Learning Objectives
After going through this module, the learner will be able to
• Get awareness about the recent initiatives of the DoSE&L for school education such as PGI, UDISE+, etc. for implementation in the schools.
• Understand the objectives and provisions under Samagra Shiksha for improving quality of school education
• Take initiatives in schools with regard to promoting reading habits using library books and undertake activities related to sports, kitchen gardens, Youth and Eco Clubs, etc., for providing children experiential learning opportunities and joyful learning
Educators at Sarvottam believe that the destiny of man is shaped in the classroom. The curriculum strives to create an environment where every child excels and caters to learning of life skills.
Quality Education in Rural India - Bharti FoundationBharti Foundation
Bharti Foundation remains focussed on supporting and strengthening the National mission of quality education in rural India, our initiatives in sanitation and legal aid address the other
pressing issues raised by the Government. Within two years, Satya Bharti Abhiyan, a rural sanitation initiative, has successfully provided individual toilets in 15,637 households across
698 villages as well as a separate toilet for girls in 14 Government schools identified by the Education Department of Punjab.
This study examined: a) school member interactions that reflect an inclusive culture, b) school policies in promoting inclusion, c) evolving inclusive practies of elementary schools. This study employed the qualitative approach, with case study designs. The research was conducted at 7 Inclusive Inclusice schools in Karangmojo Sub-district. This study reveals that interaction of school members in creating inclusive culture can be seen from their efforts to cultivate mutual respect among the school members, big support and role of the principal in engaging all parties, and partnerships between school, parents, and community. Policies in promoting inclusive education can be seen from the procedures of student admissions that are flexible and non-discriminatory, and the efforts of the school to conduct accessibility of facilities and infrastructure for the children with special needs, regular teacher-special assistant teachers collaboration, as well as the flexibility of curriculum implementation for children with special needs. Evolving inclusive practies can be seen from identification and assessment for students suspected to have special needs, applying the curriculum development for teaching-learning processes, and the provision of school budget allocations for the development of inclusive education both from government funds and private funds.
This study was a descriptive qualitative research. The respondents of were
headmasters, human resource (HR) coordinators, teachers and special guide
teachers. Data were collected through observation, interview, and
documentation. Data were validated using source and method triangulations.
Data were then analyzed. The results are as follows: 1) HR planning started
from needs preparation, recruitment, selection, placement, orientation and
adaptation to the new workplaces. The difference is found in SDIT Al Irsyad
Al Islamiyyah 2 Purwokerto compared to the other two elementary schools.
The recruitment of its new employees at all levels is carried out by the
Committee of Education and Teaching from recruitment to orientation
stages; 2) HR development is basically the same, i.e. through education or
training. The difference is also found in SDIT Al Irsyad Al Islamiyyah 2
Purwokerto, where it provides scholarships; 3) HR evaluation is
implemented by the headmasters regularly every semester in the form of
classroom supervision and administration; 4) Compensation and other
benefits received by employees depend on the employees’ work term, types
of employees (job training employees, non-permanent employees, permanent
employees, and school headmasters).
Principal as Education Leader (Case Study at YPK Ransiki Junior High School)Paulus Robert Tuerah
This study aims to obtain a clear and detailed description of: (1) How the principal as an educational leader serves at YPK Ransiki Junior High School, (2) How the school principal as an educational leader becomes a good mediator at YPK Ransiki Junior High School, (3) How the principal as an Education leader becomes a true
politician at YPK Ransiki Junior High School, (4) How the principal as an Education leader becomes an excellent diplomat at YPK Ransiki Junior High School, (5) How the principal as an Education leader becomes a good motivator at YPK Ransiki Junior High School. The method used in this research is qualitative. Data
collection techniques were carried out through the stages of principal interviews, interviews with vice principals in the curriculum field, interviews with vice principals in student affairs. Interviews with vice principals in the field of facilities and infrastructure, interviews with senior teachers, interviews with school committees. In collecting data the researchers themselves were equipped with interview guidelines. Based on the results of the study, it was concluded that: (1) The principal as an educational leader who served at YPK Ransiki Junior High School. The principal always approaches each teacher and administrative staff and provides services for teachers through self-development activities for each teacher through webinars, workshops and BIMTEK, providing facilities and infrastructure. (2) The principal as an education leader becomes a good mediator at YPK Ransiki
Junior High School, the principal always acts neutrally in dealing with existing situations and problems. (3) The school principal as an education leader becomes a true politician at YPK Ransiki Junior High School, the principal is able to cooperate with anyone in the school environment and can provide good advice and input for
school residents and outside the school. (4) the principal as an education leader becomes an excellent diplomat at YPK Ransiki SMP the principal becomes a good role model and representative for the school (5) the principal as an education leader becomes a good motivator at YPK Ransiki SMP The principal invites school members to always follow the times, invites teachers to want to develop themselves through trainings, workshops, webinars and BIMTEK.
SEKOLAH PERJUMPAAN IMPLEMENTATION AS A MODEL OF STRENGTHENING CHARACTER BUILD...AJHSSR Journal
ABSTRACT: This study aims to describe the implementation of SekolahPerjumpaan (SP) at SMAN 1
Gunungsari in improving the quality of institutional governance, analyze the advantages of SekolahPerjumpaan
as a model of strengthening character education in the learning process at SMAN 1 Gunungsari and analyze the
weaknesses of implementing SekolahPerjumpaan as a model of strengthening character education in building
relationships. collegiality) internal and external institutions at SMAN 1 Gunungsari. This study uses a
qualitative approach. Data were obtained by interview, observation, and documentation study. The results of his
research showed that implementing the ASekolahPerjumpaan at Gunungsari 1 Public High School improved the
ethics of everyone in the SekolahPerjumpaan at Gunungsari 1 Public High School. Implementing the
SekolahPerjumpaan at SMAN 1 Gunungsari in the learning process is designed to be flexible in determining the
types of activities that will become SekolahPerjumpaan activities and the time or duration required for its
implementation. So it does not interfere with the system that has been formed and running. While the weakness
of implementing the SekolahPerjumpaan is that not all school members are fully involved in this parentingbased SP program, so parents do not know about the SP program, especially what is being learned.
Misconceptions about SP to the unpreparedness of some school members in terms of setting aside their free time
to attend encounters up to habits with things that are already comfortable with previous conditions.
KEYWORDS: Education, School,Sekolah Perjumpaan, Character Building
Islamic education institutions (IEIs) and particularly
Madrasahs are increasingly being linked to debates about
development. This perspective is dominated by two schools of
thought. On the one hand, madrasahs are positioned as drivers of
individuals’ and societies’ moral development. On the other
hand, apart from an education focus, there is an emerging
discourse that calls upon madrasahs to advance broader human
development. The study is premised on two arguments. First, the overemphasis on moral imperatives of madrasah undermines and neglects their social values related to human development.
Second, in the scholarly works focusing on madrasahs and
human development, more work focusing on specific and
concrete strategies that can enable madrasah to promote such
notions of development is needed. This study builds on and
contributes to the madrasah and human development debate by arguing that madrasah service learning (MSL) has great
potential and some challenges to enable madrasah to promote
human development. The study is situated within the qualitative
approach, in which qualitative methods are employed to explore
the perspectives of teachers, students and community members on MSL. The study collected qualitative data using document analysis, in-depth interviews, survey and observations. With qualitative analysis, I argue that MSL can enhance capabilities and promote human development values.
The curriculum is the heart of education, whose job determines the life or
death of a school. This study aimed to compare the implementation of
Adiwiyata school curriculum between public and private school in junior
high schools, especially in Bantul Regency, Yogyakarta, Indonesia. Data
collection techniques by means of literature studies. Data analysis techniques
were carried out with qualitative comparative analysis. The results showed
that: public and private schools in junior high schools in Bantul Regency, had
fulfilled the four main components of the Adiwiyata curriculum, in terms of
objectives, content, methods, and evaluation. The implementation of
Adiwiyata curriculum in each public and private school varies according to
the characteristics and potential of each school.
This study aims to find out: 1) strategy of teachers in instilling character caring for the environment; 2) successful instilling character caring for the environment; 3) supporting and inhibiting factors for instilling character caring for the environment. The research used in this study is qualitative research. The research subjects were headmaster, deputy headmaster, teachers, and students. Determination of the subject of the study was carried out by purposive sampling technique. The technique of data collection is done by using interview, observation and documentation methods. The type of data analysis uses the Miles & Huberman model, namely reduction, data display, and conclusion/data verification. 1) Strategy of teachers in instilling character through materials, methods, and implementation of tasks; 2) Successful instilling character attention can be seen from students who have been able to find answers to the assignments given by the teacher which make the students increase. 3) Supporting factors character development are teachers being role models, able to move other teachers to continue to accompany activities, teachers always appeal, teachers integrate the concept of environmental care in the RPP, syllabus and teaching and learning process. While the inhibiting factor of student character involvement is in the students themselves.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
14. ahmad syukri, marwazi, musli, iain sts jambi, www.ijhssi.org
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org ||Volume 6 Issue 3||March. 2017 || PP.06-11
www.ijhssi.org 6 | Page
Empowerment Islamic Elementary School in the Education
Quality Improvement in Jambi Province
Prof. Dr. H. Ahmad Syukri, MA1
, Dr. H. Marwazi, M.Ag2
, and
Musli, S.Ag., M.PdI3
1
Professor of the Faculty of Science and Teaching Tarbiyah Jambi IAIN STS
2
Faculty of Science and Teaching Tarbiyah Jambi IAIN STS
3
Graduate Students Jambi IAIN STS
ABSTRACT: The problems studied in this dissertation is the ability of an education foundation to empower
elementary school ISAM (SDIT) in improving the quality of education in the province of Jambi. The purpose of
this study was to: (1). Finding the cause of education foundation is able to empower elementary school ISAM
(SDIT) into a quality school and the demand by the public; (2) Determine the shape SDIT empowerment
implementation in order to improve the quality of education; and (3) Finding the strategies used in SDIT
empowerment for improving the quality of education in the province of Jambi. This study used a qualitative
approach, in which the techniques of data collection is done through observation, interviews, and
documentation, and to test the credibility of the data and triangulation with a case study on SDIT in the city of
Jambi, Bungo district and county Merangin in Jambi province. Research results of this study indicate that the
educational foundation is able to empower SDIT be a quality school and the demand by the public due to their
commitment and efforts to build a quality school, their aspirations of the community, the support of parents,
communication systems and management of school governance is good, oriented in achieving the vision and
mission, a strong religious education and quality, cultivation of character education, full-day school, school
discipline, regular integrated and education Tahfiz Al Qur'an. An empowerment strategy SDIT in improving the
quality of education applied by empowering stakeholders, cooperation with the government and private parties,
promotions, complementary facilities and infrastructure, create learning programs and extra-curricular
excellence, the awards (reward) and sanctions (punishment), and improve the ability educators and education
personnel
Keywords: empowerment, integrated Islamic primary schools, improving the quality of education
I. INTRODUCTION
Empowerment is a process, a mechanism, to be individuals, organizations and communities become
experts in solving the problems they face. (Wrihatnolo. 2007; 177).Mulyasa stated that in the world of
education, empowerment is a practical and productive way to get the best results from principals, teachers and
employees. Empowerment is aimed to improve school performance in order to achieve the planned target
optimally, efficiently and effectively. on the other hand to empower schools should also be pursued efforts to
empower learners and the local community. (Mulyasa.2006; 33).
Elementary School Isam (SDIT) are terms that come from the School Network ISAM (JSIT), where
JSIT an Islamic institution that offers a model for alternative schools from the level Kindergarten integrated
Islamic (TKIT), Islamic Primary School integrated (SDIT), to high school integrated Islamic (SMAIT), all
integrated Islamic school is under the auspices of the department of education and culture. Integrated Islamic
school is a school that tries to apply the implementation approach that combines general education and religious
education into the fabric of the curriculum. With this approach, all subjects and all school activities can not be
separated from the frame's teachings and message of Islamic values. (Anonymous, tt; 3)
Empowerment Integrated Islamic Elementary School in order to improve the quality of education, a
component needs attention, either by the foundation or the management manager of Integrated Islamic
Elementary School, community, government and other stakeholders. Because it is elementary school Isam is an
educational institution that has the responsibility to implement basic education and print Indonesian children to
be educated, like Public Elementary School with responsibility for education equal to elementary school Isam,
only difference State Elementary School are all empowered , financed and managed by the government, while
the Islamic primary school integrated educational finance, educational facilities, and the management is fully
carried out by the foundation manager of integrated Islamic elementary school.
Educational empowerment of several Integrated Islamic Elementary School in the province of Jambi is
still diverse. But most of the elementary schools Isam such, many have already led to the empowerment of
education that is optimal, and be actively involved in improving the quality of basic education in the province of
Jambi, thus Elementary School Isam, it is very attractive, trustworthy and rewarding education to users
2. Empowerment Islamic Elementary School In The Education Quality Improvement In Jambi Province
www.ijhssi.org 7 | Page
educational services, through education and education kebermutuan result, even the school, competing with
public elementary school in the vicinity. As an illustration Elementary School ISAM (SDIT) Al Azhar and As
Shidiiqi in the city of Jambi, Permata Hati in Merangin district and Diniyah in Bungo, very enthuses the user
community education, for schools, create educational programs through various curricular activities and co-
curricular. To improve the quality of education and the realization of all program activities such education, the
foundations interesting educational costs in the form of donations implementation of education and other costs
are varied from school with other schools, and the withdrawal of these costs, carried out by the foundation and
paid for by parents guardian voluntarily without any complaint. The public was enthusiastic entrust their
children's education at the elementary school Isam, although at the school they have to spend a little amount.
Despite the cost they have to pay quite expensive, found the parents / guardians of students volunteered to pay
for the education of their children at the school. Even while holding recruitment / admission of new students
each year, in the Integrated Islamic Elementary School, the devotees are very much at all so exceeds the local
capacity available in the school, in addition to the selection of admissions are very strict and competitive.
(Observations, July 18, 2016).
II. LITERATURE REVIEWS
Empowerment as an attempt to give the opportunity and ability to community groups (poor) to be able
and willing to speak or voice their opinions, ideas, or ideas, and the ability and courage to choose something
(concepts, methods, products, actions and others) for their personal , families, and communities. (Totok
Mardikanto. 2012; 28). There are four variations in the dimensions of empowerment, as stated by Cecilia
Luttrell, namely: a. Economic empowerment, b. Human and social empowerment, c. Political empowerment.d ..
Cultural empowerment. (Cecilia and Sitna Quiros.2009; 1). Fasli Jalal said, in the empowerment of education
there are some elements that need to be executed, namely: a. the implementation of total quality management
(TQM) in education, b. Application of professionalism of management education, c. Improving welfare and
application of the system of teacher career development, and d. Enforcement of legal education. (Fasli Jalal &
Dede Supriya. 2006; 105).
Integrated Islamic primary school is essentially a school that implements the concept of Islamic
education based on the Book and the Sunna. Operational concept of integrated Islamic school is an
accumulation of the civilizing process, inheritance and development of the teachings of the Islamic religion,
culture and civilization of Islam from generation to generation. term integrated within an integrated Islamic
schools are intended as reinforcement (taukid) of Islam itself. The point is that Islam is fully comprehensive,
integral and not partial, comprehensive and not partial. This became the main spirit of the movement's
propaganda in the field of education as a "resistance" against the secular understanding, dichotomy, and
juz'iyah. (Anonymous. Tt; 35). The integration of an integrated primary school looks at several aspects,
including: management, curriculum, teaching and learning activities, school climate, and participation, which
involves the parents and the external (public) schools to participate as facilitators education learners. (Iif Khairu
Ahmadi. 2011; 5)
The concep of quality and means to achieve it have gone trhough some interesting durations over
recent years.The definition of quality as ‘excellence’ was replaced in the early 1980s by reasonably fit for the
purpose and since the late 1980 has swung back to be generally accepted as meeting or exceeding the
expectations of the costumer.( KB. Everard, Geofrey Morris and Ian Wilsan .2004; 193). the quality of
education can be seen from: 1. Aspects of service provision of education (dimensions Process), 2. The
availability of facilities and infrastructure, 3. The quantity and quality of education personnel, 4. academic
achievement of their students. 5. Satisfaction and trust of parents in the education system, and 6. Ability
competence of its graduates in life. (Choirul Fuad Yusuf, 2008; 21). According to Nana Syaodih Sukmadinata,
there are several factors involved in the development of quality, as shown b
3. Empowerment Islamic Elementary School In The Education Quality Improvement In Jambi Province
www.ijhssi.org 8 | Page
Source: Nana Syaodih Sukmadinata, Ayi Novi Jami'at and Ahmad, 2008; 87
Empowerment Islamic elementary school integrated in peneingkatam quality of education in the
province of Jambi, judging from the quality standards set by the network of Islamic schools integrated (JSIT)
and set by the Indonesian government that includes content standards, process standards, competency standards,
standards of teachers and education personnel , standard facilities and infrastructure, school management
standard, a standard financing, and education assessment standards.
III. RESEARCH METHODS
This is a qualitative research approach and strategy case studies (case study). In which researchers
investigated carefully a program, event, activity, process, or a group of indivdu.Kasus-case limited by time and
activity, and researchers gather complete information using a variety of data collection procedures based on a
predetermined time. (John W. Creswell, 2014; 20).
The subject of research is a reliable source of information to get the data through observation,
interviews, documentation. As revealed by Burhan Bungin, that the informant research in qualitative research
related to how the steps taken researchers so that the data or information can be obtained. Therefore in this
important discussion is the researcher "determine" the informant and how researchers "get" the informant.
(Burhan Bungin, 2012; 107). In this study involves: 1). education foundation boards, 2). the leadership of
integrated Islamic primary school, 3). teacher, 4). parents, 5). school committees and 6). other administrative
personnel.
Sources of data in the study is the subject of where the data can be obtained, when the researchers used
interviews in data collection, then the source of the data referred to respondent, that is, those who respond or
answer questions of researchers, both written and oral questions. (Suharsimi Arikunto, 2006; 75). The types of
data to be collected at the study site, the researchers concluded that the opinion Creswell as qualitative
observation, qualitative interviews, collecting dokuemen-documents, and audio and visual media. (John W.
Creswell, 2014; 268). As for the sources and types of data used in this study are primary data in the form of
words and actions, as well as documents, while the data collection techniques through observation and
interviews with observing setting and interviewed informants competent to focus on the problems examined in
Islamic primary schools integrated as well as secondary data in the form of written data sources, such as books,
journals, archives, photos SDIT.
Data collection techniques used are the most important observation, interviews, and documentation.
While Model anaslis data used in this study is a model Huberman and Miles. Diagrammatically, cyclical process
of data collection and analysis of data to the stage presentation of research results, and conclusions. (Miles,
M.B. and Huberman, A.M, 1992; 3).
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The stages in this study starts from the last stage of the preparation phase seen in the following figure:
Image: Flowchart Stages Research
IV. RESULT ANDDISCUSSION
1. Why are the foundation of education is able to empower integrated Islamic primary school in improving the
quality of education and the demand by the people in the province of Jambi?
a. Sincere intentions and strong commitment from the strong foundation boards to establish and empower
SDIT and operational permits issued by the government.
b. SDIT that implements the concept of Islamic education is a powerful and integrated basis Al-Qur'an and
Sunnah.
c. Moral and material support given parents, to the empowerment of packaged SDIT with communication
systems and a good school governance
d. Education and cultivation of character for students,.
e. Discipline with a full day school system
f. Education Tahfidz Qur'an
2. How is the implementation of an integrated empowerment Islamic primary schools in improving the quality
of education in the province of Jambi?
Implementation of empowering Islamic elementary school integrated in the efforts to improve the
quality of education in the province of Jambi, based on data that researchers are getting, referring to the quality
standards of education set by the government, both from government regulations and ministerial decrees of
national education and some other regulations governing quality standards education, namely content standards,
process standards, competency standards, standards of teachers and education personnel, facilities and
infrastructure standard, the standard of school management, financing standards and assessment standards of
education. In addition to the SNP that has been set in the government, the implementation of empowerment and
quality of education in SDIT also guided by the standards set by the network of Islamic schools integrated JSIT
and some standards that created the foundation pendididikan in SDIT. In summary form SDIT empowerment in
improving the quality of education in the province of Jambi, as shown below:
Quality Standards
specificity JSIT
Quality Standard by
SNP
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3. How empowerment strategies integrated Islamic primary school in improving the quality of education in the
province of Jambi?
a. Empowering and do a good cooperation with all stakeholders, both internal and external stakeholders in
integrated Islamic primary school. Form school committees, scholarship through foster parents, warning
Islamic holidays. and liqo'
b. Seek cooperation with various parties, both government and private sectors to promote the school make
grade.
c. Dissemination and promotion of schools targeted
d. Complementing the existing facilities and infrastructure in order to meet the quality standards of education
that has been set
e. conduct programs uggulan nature of academic and non-academic, who became identifier integrated Islamic
school and grade. Excellent programs that are applied are, in addition to teaching and learning activities as
usual and program the activities in general such as marching band, scouts, youth red cross and the other,
there is also a flagship program to Islamization like, tahfizh, muhadhoroh, calligraphy, Kultum, recitations
Qur 'an and others.
f. Cultivate the spirit of teachers, with reward and punishment
g. Make improvements to the development of the ability of teachers in their learning tasks, through education
and training on a scheduled basis.
V. CONCLUSION
Empowerment integrated Islamic primary school in improving the quality of education in the province
of Jambi, carried on four SDIT namely Al Azhar As Shiddiiqi and Jambi city. Permata Hati district Merangin
and Diniyyah in Bungo regency. And research results that can be concluded is:
1. Management of the foundation is able to empower the Islamic primary schools integrated into the school
grade and demand by the public because: a). The commitment and effort of trustees to build a quality
school, b). Their support and systematic and effective cooperation between the school and parents c). The
communication system is constructed, which made the foundation SDIT to school leaders, teachers,
employees and parents of students, d). Effective school and foster a culture of professionalism and oriented
to achieving the vision and mission, e). Strong Islamic religious education, through penanamam character
education for children, by carrying out quality education f). Implementation of the system of education with
full day school with a good school management, discipline and regularity of integrated educational
activities and, g). Tahfiz program implemented in SDIT
2. Empowerment integrated Islamic primary schools to improve the quality of education in the province of
Jambi conducted by SDIT form of implementation of the school education program that is based on and
refers to Government Regulation No. 19 of 2005 on national education standards, which include 8
educational standards, and provide the hallmark school based integrated with the quality standards
prescribed educational schools and integrated network of Islamic schools, and some of the standards set by
the foundation.
3. Strategies undertaken in empowering the Islamic primary schools integrated to improve the quality of
education in the province of Jambi, which are to: a). empower stakeholders in improving the quality of
education, b). To collaborate with governments and the private sector, c). Promoting school, d). Completing
the infrastructure e). Make learning programs and extra-curricular excellence, f). Reward and punishment,
and g). Improving the ability of educators through training and coaching skills of teachers
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