KELAS MULTIPLE INTELLIGENCES PESANTREN MODERN DI MADURA
Keywords:
Multiple Intelligences, pesantren TMI
Abstract
This study described the implementation of education in TMI Al-Amien Prenduan. It also analyzed its teacher’s role in curriculum development at the multiple intelligences class. This study is a case study. Data was collected through observation, interview and documentation and analyzed using qualitative Model. Data validation was carried out using triangulation of data, method and source. The findings showed that the education process in TMI Al-Amien Prenduan run for 24 hour per day and used Multiple Intelligences approach in dividing the class. Classes at TMI are divided into class groups, enrichment of Islamic religious lessons and enrichment of Arabic class, Indonesian language and literature class, Mathematics and natural science class, and social sciences and English enrichment class. Teachers in this institution play three important roles, namely professional educator, learning guide, and curriculum development. They are involved in the development of Master Plan for Semester Education Program. In addition, they also carry the structural responsibility as managers.
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[2] Ahmad, K. B. (2015). Educational practice: lessons to be learned from madrasah and religious schools in contemporary Southeast Asia. Indonesian Journal of Islam and Muslim Societies, 5(1). https://doi.org/https://doi.org/10.18326/ijims.v5i1.29-48
[3] Bakar, M. Y. A. (2007). Konsep Pemikiran Pendidikan KH. Imam Zarkasyi dan Implementasinya pada pondok pesantren alumni (disertasi tidak diterbitkan). UIN Sunan Kalijaga Yogyakarta.
[4] Chatib. (2010). Sekolahnya Manusia Sekolah Berbasis Multiple Intelligences di Indonesi. Penerbit Kaifa.
[5] Elk. (2015). Gontor dan Bahasa. Https://www.gontor.ac.id.
[6] Fajriyah. (2017). Implementasi kurikulum Kulliyatul Mu’allimen Al-Islamiyah (KMI) di Pondok Pesantren Tarbiyatul Mu'allimien Al-Islamiyah (TMI) Al-Amien Prenduan dan Ma'hadul Mu'allimien Al-Islamiyah (MMI) Mathlabul Ulum Jambu Sumenep. Fikrotuna: Jurnal Pendidikan Dan Manajemen Islam, 5(1). https://doi.org/https://doi.org/10.32806/jf.v5i1.2944
[7] Handayani, M. M., Ratnawati, S., & Helmi, A. F. (1998). Efektifitas pelatihan pengenalan diri terhadap peningkatan penerimaan diri dan harga diri. JURNAL PSIKOLOGI, 25(2). https://doi.org/10.22146/jpsi.7504
[8] Handayani, S. (2016). Interpersonal intelligence in enhancing oral presentation proficiency for the indonesian students: multiple intelligence approach in education field. Journal of Psychological and Educational Research, 24(1).
[9] Jaroszek, M. (2011). The development of conjunction use in advanced L2 speech. Studies in Second Language Learning and Teaching, 1(4). https://doi.org/https://doi.org/10.14746/ssllt.2011.1.4.5
[10] Kuswandi, I. (2014). Strategi pesantren dalam mencetak manusia indonesia multi-kultur. Pelopor Pendidikan, 7(1), 25–34.
[11] Kuswandi, I. (2015). Kelas bakat model pesantren: studi di pondok pesantren TMI Al-Amien Prenduan. Prosiding International Seminar on Special Education for Southeast Asia Region 5 Series.
[12] Kuswandi, I. (2016). Synthesis of multicultural education and care of district culture in pesantren (education in TMI Al-Amien Prenduan Sumenep Madura Indonesia). Reflektika, 11(1).
[13] Kuswandi, I. (2020). Kiai Idris, sosok bersahaja dan konseptor pesantren. In A. Gabriel (Ed.), Kiai Idris dalam kenangan para santri (p. 201). pustaka Ababil.
[14] Kuswandi, I., & Amalih, I. (2015). Sang Konseptor Pesantren. Ladang Kata.
[15] Kuswandi, I., & Rifa’ie, M. (2018). Kilas Balik Sejarah Pondok Pesantren Al-Amien Prenduan 1890-2018. Ladang Kata.
[16] Ma’arif, S. (2018). Education as a Foundation of Humanity: Learning from the Pedagogy of Pesantren in Indonesia. Journal of Social Studies Education Research Sosyal Bilgiler Eğitimi Araştırmaları Dergisi, 9(2).
[17] Machmudi, Y. (2014). Preserving kyai authority in modern society A case study of Pesantren Cidahu, Pandeglang, Banten. Brill, 15(2). https://doi.org/https://doi.org/10.17510/24076899-01502007
[18] Makarim, N. A. (2019). Pidato Mendikbud pada Upacara Bendera Peringatan Hari Guru Nasional Tahun 2019. Www.kemdikbud.go.id.
[19] Masyhud, S., & Khusnurdilo, M. (2003). Manajemen pondok pesantren. Diva Pustaka.
[20] Mubarok, G. (2019). Implementasi trifungsi guru TMI Al-Amien Prenduan dalam rangka meningkatkan ruhul jihad dan pengabdian kepada almamater. Workshop Peningkatan Kompetensi Dan Kapasitas Guru TMI Al-Amien Prenduan.
[21] Muzayin, & Kuswandi, I. (2015). Etika belajar anak kiai di pondok pesantren (studi kasus anak kiai yang mondok di TMI Al-Amien Prenduan Sumenep). Islamuna: Jurnal Studi Islam, 2(1). https://doi.org/10.19105/islamuna.v2i1.655
[22] Nata, A. (2005). Tokoh-tokoh pembaruan pendidikan Islam di Indonesia. PT. Raja Grafindo Persada.
[23] Nurhakim, M. (2018). Imam Zarkasyi dan pembaharuan pesantren: rekonstruksi aspek kurikulum, manejemen, dan etika pendidikan. Progressiva: Jurnal Pemikiran Dan Pendidikan Islam, 3(2).
[24] Rofie, M. (2017). Manajemen kurikulum pendidikan agama Islam berbasis pesantren (studi kasus di Tarbiyatul Mu’allimien Al-Islamiyah Al-Amien Prenduan). Reflektika, 12(2), 149–169.
[25] Sukmadinata, N. S. (2014). Pengembangan kurikulum teori dan praktik. Remaja Rosdakarya.
[26] Sun, Y.-C. (2009). Voice blog: an exploratory study of language learning. Language Learning & Technology, 13(2).
[27] Uno, H. B., & Kuadrat, M. (2009). Mengelola kecerdasan dalam pembelajaran. Bumi Aksara.
Published
2020-10-24
How to Cite
Kuswandi, I., Sukitman, T., Jamilah, J., Ridwan, M., & Mas’odi, M. (2020). KELAS MULTIPLE INTELLIGENCES PESANTREN MODERN DI MADURA. Jurnal Inovasi Penelitian, 1(6), 1195-1204. https://doi.org/10.47492/jip.v1i6.220
Section
Articles
