INSTITUSI PENDIDIKAN SEBAGAI SUB SISTEM GLOBAL

RINGKASAN- Pendidikan adalah proses mengembangkan sumber daya manusia untuk memiliki keterampilan sosial dan pengembangan individu yang menciptakan kuat antara individu dan kuat secara optimal bagi perorangan, komunitas, dan komunitas keagamaan di wilayah bagian tersebut. Selain itu, edukasi adalah proses mendidik seseorang agar mereka memahami diri mereka sendiri, orang lain, budaya mereka, dan lingkungan mereka. Pendidikan tidak dapat dipisahkan oleh budaya lain karena tujuan pendidikan yaitu pemurnian rasa, karsa, dan karya. Tentunya dalam menghadapi situasi yang memprihatinkan ini, kita tidak bisa menyerah dan berdiri begitu saja, namun diperlukan upaya kreatif dan inovatif agar mutu pendidikan kita setara bahkan setara dengan negara-negara lain di dunia di masa mendatang. Memang tidak terlalu lama jika dibandingkan dengan negara lain.Namun perlu dicatat bahwa barometer pencapaian pendidikan atau kualitas pendidikan tidak dapat dihitung dengan menggunakan perspektif ekonomi.Kata Kunci: Institusi, Pendidikan, Sub Sistem Global

Implementing Multicultural Education with Building Human Resources

Plurality, diversity, and variation as well as public and cultural multiform in the international arena, especially in the very pluralistic Indonesian society, is a reality of necessity. Plurality and diversity have led to negative excesses and critical risks recently including collisions. Public and local culture in various places in Indonesia. Therefore it is important to anticipate, among others, the reliability of strong Human Resources (HR). Implementation of the development of various sectors such as the nature of resources, material and financial will not provide optimal implications for improving welfare, if it is not supported by adequate availability of reliable human resources, both in quality and quantity. The greatness of HR is not only in the concept but how to implement it properly and correctly. The data used is qualitative. This study references and explores relevant literacy, in nature to analyze the data the method used is to reduce data, present data, and conclude and examine research results on an ongoing basis in the research process. The research results show that; The progress achieved by a nation is supported by qualified human resources. HR development is principally directed towards increasing the participation and implementation of HR, which in turn will increase performance productivity. The world of academia, in carrying out multicultural education, must have a strong and qualified foundation, especially in the field of human resources, is no exception

Hasil penelitian organisasi kepercayaan terhadap Tuhan yang Maha Esa propinsi Sumatera Utara II

Sejauh pengamatan yang telah dilakukan terhadap organisasi Penghayat Kepercayaan Terhadap Tuhan Yang Maha Esa yang ada di Propinsi Sumatera Utara masih belum banyak data dan informasi yang diperoleh yang dapat mengungkapkan eksitansi dan identitas kepercayaan terhadap Tuhan Yang Maha Esa. Tetapi dengan mengungkapkan keberadaan organisasi, ajarannya, makna dari acara-acara ritual dan pengamalannya dalam kehidupan sehari-hari dalam kehidupan sosial kemasyarakatan, seperti yang dilakukan dalam penelitian ini, data dan informasi tentang kepercayaan terhadap Tuhan Yang Maha Esa lebih banyak dapat terungkap. Sehingga hal tersebut dapat mengungkapkan eksistensi dan identitas kepercyaan terhadap Tuhan Yang Maha Esa, letaknya di daerah Sumatra Utara. Adapun Organisasi Penghayat Kepercayaan Terhadap Tuhan Yang Maha Esa yang diteliti yaitu Organisasi Penghayat Habonaron Do Bona, Pambi/Pabbi, Pemena, Purwo Madio Wasono dan Galih Puji Rahayu. Habonaron Do Bona, mayoritas penghayatnya terdiri dari Masyarakat Simalungun,Pambi/Pabbi mayoritas Batak Toba dan Pemena mayoritas masyarakat Karo, sedangkan Purwo Madio Wasono dan Galih Puji Rahayu mayoritas pendukungnya masyarakat Jawa. Penelitian dilakukan di Kotamadya Medan: Kabupaten Deli Serdang: Delitua, Lubuk Pakam, Tanjung Morawa, Gunung Meriah dan Kabupaten Tapanuli Utara: Huta Gurgur Sigaol, Laguboti, Aek Natas, Porsea, Huta Tinggi, Simarpinggan

The Implementation of Character Education Management in Madrasah

This study aims to describe the implementation of character education management in madrasas, from aspects of planning, organizing, implementing, to controlling/supervising. This type of research is qualitative with descriptive study method. The informants in the study included the head of the madrasa, deputy head of the madrasa, the teacher council, the madrasa administration section and students. Data collection was carried out using interview, observation, and document studies. Then, it is analyzed by sorting the data, presenting the data, and drawing conclusions. The results of this study indicate that the implementation of character education management in madrasas has been carried out well in madrasas. This is a joint effort of the madrasa leadership in collaboration with the teacher council, homeroom teacher, guidance and counseling teachers in monitoring the development of student character. The concrete forms of implementation, namely (1) planning aspects, are implemented through the internalization of character values in the learning curriculum that refers to the vision, mission, and goals of the madrasa; (2) the organizing aspect, in the form of division of tasks and the provision of SK from the madrasa leadership to teachers and extracurricular trainers according to the development of students' interests and talents; (3) implementation aspects, in the form of learning activities in the classroom and outside the classroom based on the integration of character values, as well as extracurricular activities in the form of developing the potential of students based on the madrasa climate with character and displaying the features of the teacher's role model for students; and (4) aspects of control/supervision, cooperation between internal and external parties of the madrasa (surrounding community) in monitoring the development of student character, both in class and outside the classroom

Budaya Organisasi Transdisipliner

Rapid changes in global culture demand that people grow to adapt to science which is now unable to stand up partially. So the transdisciplinary approach is present as an effort to solve current problems. In managing an organization, it is necessary to apply modern management principles that pay attention to organizational culture. There are dynamics within an organization in building organizational culture as a guideline and principle for every individual in an organization in carrying out their respective duties and obligations to achieve organizational goals. This study uses the literature study method which aims to find out the discussion about transdisciplinary organizational culture. The data analysis technique used in this research is content analysis. The results of this study indicate that (1) a transdisciplinary approach is needed in organizational culture that runs in the era of globalization, (2) transdisciplinary implementation in organizational culture implies a process of multidisciplinary integration that is used to discuss issues or deal with global problems in the sustainability of organizational culture. (3) The implementation of transdisciplinary implies the existence of "cooperative" work or synergy between the people involved in it. The synergy in the transdisciplinary concept is intended to achieve organizational goals

The Implementation of Character Education Management in Madrasah

This study aims to describe the implementation of character education management in madrasas, from aspects of planning, organizing, implementing, to controlling/supervising. This type of research is qualitative with descriptive study method. The informants in the study included the head of the madrasa, deputy head of the madrasa, the teacher council, the madrasa administration section and students. Data collection was carried out using interview, observation, and document studies. Then, it is analyzed by sorting the data, presenting the data, and drawing conclusions. The results of this study indicate that the implementation of character education management in madrasas has been carried out well in madrasas. This is a joint effort of the madrasa leadership in collaboration with the teacher council, homeroom teacher, guidance and counseling teachers in monitoring the development of student character. The concrete forms of implementation, namely (1) planning aspects, are implemented through the internalization of character values in the learning curriculum that refers to the vision, mission, and goals of the madrasa; (2) the organizing aspect, in the form of division of tasks and the provision of SK from the madrasa leadership to teachers and extracurricular trainers according to the development of students' interests and talents; (3) implementation aspects, in the form of learning activities in the classroom and outside the classroom based on the integration of character values, as well as extracurricular activities in the form of developing the potential of students based on the madrasa climate with character and displaying the features of the teacher's role model for students; and (4) aspects of control/supervision, cooperation between internal and external parties of the madrasa (surrounding community) in monitoring the development of student character, both in class and outside the classroom