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"ABSTRAKSkripsi ini membahas tentang integrasi madrasah dalam sistem pendidikan nasional pada masa Orde Baru. Penelitian yang dilakukan bertujuan untuk mengetahui sebab diintegrasikannya lembaga pendidikan Islam madrasah dalam sistem pendidikan nasional dengan menggunakan metode penelitian sejarah. Data penelitian ini menggunakan sumber primer maupun sumber sekunder yang didapatkan melalui studi pustaka diberbagai perpustakaan, seperti Perpustakaan Universitas Indonesia, Perpustakaan Nasional RI, dan perpustakaan lain yang penulis kunjungi. Adanya dualisme antara sistem pendidikan tradisional pesantren dengan sistem pendidikan barat telah mendorong kelompok muslim moderenis untuk mendirikan lembaga pendidikan Islam bernama madrasah. Oleh karena itu, madrasah di Indonesia diartikan sebagai lembaga pendidikan Islam moderen hasil perpaduan sistem pendidikan pesantren dan sistem pendidikan barat. Seiring perkembangannya, kualitas pendidikan madrasah terus ditingkatkan hingga menemukan momentumnya pada masa Orde Baru. Pada awalnya, kebijakan yang dikeluarkan oleh pemerintah Orde Baru dilihat oleh umat Islam sebagai upaya untuk mengasingkan madrasah dari sistem pendidikan nasional. Hal tersebut memunculkan reaksi keras dari umat Islam sehingga mendorong pemerintah untuk mengintegrasikan madrasah ke dalam sistem pendidikan nasional melalui serangkaian kebijakan.

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ABSTRACTThis undergraduate thesis discusses the integration of madrasah in national education system during the New Order period. This research aimed to know the cause behind Islamic educational institutions integration, known as madrasah in the national education system by using historical research. Data in this research using primary source and secondary source was obtained through literature from some libraries, such as the Library of the University of Indonesia, National Library of Indonesia, and other libraries the author visited. The dualism exsistence between the traditional pesantren education system with the Western education system has encouraged the moderenist Muslim group to establish an Islamic educational institution called madrasah. Therefore, madrasah in Indonesia is defined as a moderen Islamic educational institution resulting from a combination of pesantren education system and Western education system. Along with its development, the quality of madrasah education continues to be improved to find its momentum during the New Order period. Initially, the policies issued by the New Order government were seen by Muslims as an attempt to isolated madrasah from the national education system. This led to a strong reaction from Muslims that prompted the government to integrate madrasah into the national education system through a series of policies."

"[ABSTRAKPenelitian ini ingin melihat implementasi Manajemen BerbasisSekolah/Madrasah (MBS/M) di dua madrasah swasta di Lampung danmendeskripsikan proses partisipasi masyarakat dalam kegiatan madrasah. Denganmenggunakan metode studi kasus, penelitian ini menemukan bahwa implementasiMBS/M di dua madrasah swasta ini berbeda berdasar latar belakang, iklim,otonomisasi, tenaga pengajar, dan gaya kepemimpinan. Partisipasi masyarakatmasih terbatas hanya pada keikutsertaan masyarakat dalam implementasi ataupenerapan berbagai program pendidikan yang diselenggarakan oleh madrasah.Meski demikian, ada peluang untuk peningkatan partisipasi ketika muncul kapitalsosial yang mempunyai fungsi bonding dan bridging diketengahkan sebagaistrategi implementasi kebijakan MBS/M di madrasah. Oleh karena itu, madrasahmasih memerlukan pembinaan yang berkesinambungan terkait aspek pelibatanmasyarakat sehingga dapat meningkatkan mutu madrasah yang berkelanjutan.

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ABSTRACTThis study wants to examine the implementation of School/MadrasahBased Management? (MBS/M) in two private islamic school (madrasah) inLampung and the process of public participation in these two madrasah. Using themethod of case study, this study found that the implementation of MBS/M in twoprivate madrasah is different based on their background, climate, autonomy,teachers, and leadership style. Community participation in these two madrasah islimited to the implementation or application of a variety of educational programsorganized by the madrasah. However, there are opportunities for increased publicparticipation when the social capital appears at the process of participation. It hasthe function of bonding and bridging among community. Therefore, a madrasahstill require continuous guidance related to the involvement of the community inorder to improve the quality of madrasah sustainable.;This study wants to examine the implementation of ?School/MadrasahBased Management? (MBS/M) in two private islamic school (madrasah) inLampung and the process of public participation in these two madrasah. Using themethod of case study, this study found that the implementation of MBS/M in twoprivate madrasah is different based on their background, climate, autonomy,teachers, and leadership style. Community participation in these two madrasah islimited to the implementation or application of a variety of educational programsorganized by the madrasah. However, there are opportunities for increased publicparticipation when the social capital appears at the process of participation. It hasthe function of bonding and bridging among community. Therefore, a madrasahstill require continuous guidance related to the involvement of the community inorder to improve the quality of madrasah sustainable.;This study wants to examine the implementation of ?School/MadrasahBased Management? (MBS/M) in two private islamic school (madrasah) inLampung and the process of public participation in these two madrasah. Using themethod of case study, this study found that the implementation of MBS/M in twoprivate madrasah is different based on their background, climate, autonomy,teachers, and leadership style. Community participation in these two madrasah islimited to the implementation or application of a variety of educational programsorganized by the madrasah. However, there are opportunities for increased publicparticipation when the social capital appears at the process of participation. It hasthe function of bonding and bridging among community. Therefore, a madrasahstill require continuous guidance related to the involvement of the community inorder to improve the quality of madrasah sustainable., This study wants to examine the implementation of ‘School/MadrasahBased Management’ (MBS/M) in two private islamic school (madrasah) inLampung and the process of public participation in these two madrasah. Using themethod of case study, this study found that the implementation of MBS/M in twoprivate madrasah is different based on their background, climate, autonomy,teachers, and leadership style. Community participation in these two madrasah islimited to the implementation or application of a variety of educational programsorganized by the madrasah. However, there are opportunities for increased publicparticipation when the social capital appears at the process of participation. It hasthe function of bonding and bridging among community. Therefore, a madrasahstill require continuous guidance related to the involvement of the community inorder to improve the quality of madrasah sustainable.]"

"An image of Islamic school as high-quality institution will be meaningless if it cannot be identified and the community cannot gain overall benefit. The irony is even the actors of education in Islamic school are unable to recognize and feel the benefit from such quality, hence the development of Islamic school either in the context of state intervention or community participation is not always directed toward a constructive way. Therefore, the further challenge faced by the education institution of Islamic school is how to make the image of Islamic school as a high-quality institution is recognized by the community. Furthermore, how the image be in line with the mandate of National Education System Law. This paper actually strives for reviewing the extent to which a strategic position in national education may be identified and interpreted into a good image design by the community. In addition, it is also prepared to find strategic which may be elaborated in the context of developing the image of Islamic school so as to be able to give a meaningful contribution to improve the life as nation."

"ABSTRAKTesis ini membahas Perencanaan Strategis, Monitoring dan Evaluasi dalam Integrasi Program Pemberdayaan Berbasis Pondok Pesantren/Madrasah oleh YBM-BRI Studi Kasus pada Pondok Pesantren Al-Wutsqo, Depok . YBM-BRI melakukan beberapa tahapan proses perencanaan strategis akan tetapi tidak menghasilkan dokumen perencanaan strategis yang terpadu, padahal sebagai sebuah Organisasi Pelayanan Manusia Human Service Organisation/HSO hendaknya sudah memiliki dokumen perencanaan strategis. Monitoring dan Evaluasi sudah dilengkapi dengan instrumen yang lengkap dan berfungsi sebagai alat evaluasi bagi keberlanjutan program. YBM-BRI berintegrasi secara program dan bekerjasama dengan Kementerian/Lembaga dalam proses perencanaan dan implementasinya.

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ABSTRACTThe focus of this study is Strategic Planning, Monitoring and Evaluation in Integration Based Empowerment Program Pesantren Madrasah by YBM BRI with a case study in Pondok Pesantren Al Wutsqo, Depok. YBM BRI has conducted several stages of the strategic planning process but will not produce a unified strategic planning document, but as an Human Service Organisation HSO should already have a strategic planning document. Monitoring and Evaluation is equipped with a complete instrument and serves as an evaluation tool for the sustainability of the program. YBM BRI integrate the program and cooperation with the Ministry Agency in the process of planning and implementation."

"Penelitian ini mendeskripsikan pemikiran Mohammad Natsir yang berkaitan dengan konvergensi pendidikan. Pemikiran tersebut keterkaitan dengan kebijakan sistem pendidikan nasional pertama 1950-1954 yang unik dan penting bagi Natsir untuk diimplementasikan. Permasalahan utama tugas akhir ini adalah “Bagaimana pemikiran konvergensi pendidikan Natsir terimplementasi dalam sistem pendidikan nasional 1950- 1954” melalui serangkaian metode penelitian sejarah, yaitu heuristik, verifikasi, interpretasi dan historiografi yang didasarkan pada sumber primer meliputi arsip undang- undang sistem pendidikan nasional tahun 1950-1954 dan sumber sekunder berupa buku Capita Selekta jilid I-III buah karya pemikiran Mohammad Natsir, artikel, jurnal, tesis dan skripsi pendidikan. Berbeda dari kajian-kajian pemikiran Natsir sebelumnya yang berfokus pada satu sudut pandang, baik politik atau keislaman. Penelitian ini mampu memberi pemikiran baru dari sudut pandang konvergensi pendidikan yang terimplementasi dalam produk hukum sistem pendidikan nasional di Indonesia. Hasil penelitian ini menghasilkan kesimpulan bahwa konvergensi pendidikan adalah “Memusatkan ragam ilmu pada satu titik temu, tanpa mengutamakan salah satu unsur tapi menguasai semua unsur di dalam tubuh pendidikan”. Konvergensi pendidikan dapat dirasakan manfaat dan keberhasilannya dalam implementasi Undang-Undang Sistem Pendidikan Nasional 1950-1954 sebagai upaya perbaikan dari kemajuan pendidikan dan pengajaran secara inklusif. Penelitian ini dilakukan dengan tujuan menambah khazanah sejarah pemikiran dan pendidikan Indonesia.

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This research will explain thoughts of Mohammad Natsir related to the idea of educational convergence. This thought is related to the policy of the first national education system in 1950-1954 which is considered unique and important for Natsir to implement. The main problem of this final project is "How was Natsir's thought of educational convergence implemented in the 1950-1954 national education system" through the stages of historical research methods namely heuristics, verification, interpretation and historiography originating from primary sources including archives of the national education system laws of 1950-1954 and secondary sources in the form of Kapita Selekta volumes I-III by Mohammad Natsir, articles, journals, educational thesis and thesis. In contrast to previous studies on Natsir's thought which generally focused on one point of view, both political and Islamic. This research is able to provide new thinking from the point of view of educational convergence which is implemented in the legal products of the national education system in Indonesia. The results of this study indicate the conclusion that educational convergence is "Concentrating various knowledge at one meeting point, without prioritizing one element but mastering all elements in the body of education". The benefits and success of educational convergence can be felt in the implementation of the 1950-1954 National Education System Law as an effort to increase the progress of inclusive education and advertising. This research aims to add to the treasures of the history of Indonesian thought and education."

"The education is well-administered in the event that Islamic school as education administration is able to provide a qualified teaching staff with the support of condition of the school environmental and community surrounding the school which in fact lives in order and stability. This condition would be complete if, one of other determining factors, parents' involvement which in this matter is represented by the Islamic School Committee is also able to perform properly its four main functions as advisory agency, supporting agency, antrolling agency, and mediator. This research attempts to measure the effectiveness of performance of Islamic committee by way of observing the extent to which the foregoing functions may be appropriately performed."