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After analyzing some paths of research on affectivity in pedagogical relations, I present the
main findings of two recent research projects carried out in Early Childhood, Elementary and
Secondary schools based on the views of 2nd and 3rd cycle primary school pupils. The
first,among other methodologies, analyses pupils’ narratives to bring to the fore their
(dis)satisfaction as regards the quality of relations with their teachers. The second is based on
an analysis of data gathered through interviews and application of the Relations with Teachers
sub scale from the Academic Experience Questionnaire, pointing out the qualities pupils
appreciate in their teachers, chiefly as regards relations, in line with their age group and
gender and looking at some implications for the teacher education.

Religious perspectives which place religion as a source of conflict have initiated various attempts to reinterpret and
accordingly find some common ground at a certain level which hopefully may reduce conflicts among religious communities
due to the existence of mutual tolerance. At the exoteric level, religions are different, but at the esoteric level, religions are not
similar. All religions are viewed as equally valid paths toward God. However, in many ways, the reality shows that the tension
among religious communities is closely related to the factors that are beyond the scope of religion. It is important for all
religious believers to keep the peace among them. As far as the record of religious conflicts in Indonesia is concerned, it
shows three major patterns: conflicts among adherents of different religions, conflicts between one religion with a group
accused as heretical, and internal conflicts of the same people of faith with those who have different understanding of the
religion. In any point of views, however, such conditions would be so detrimental to the human race in general, and society
and the state of Indonesia in particular. This paper examines intensively about the issues and attempts to uncover the nature
of the root‐causes underlying them.

The objectives of this study are (1) to describe the implementation of the assessment in the
curriculum 2013, (2)to identify the obstacle and the success of the implementation of assessment
in the curriculum 2013, and (3)to make a recommendation for policy makers to improve the
implementation of assessment in the curriculum2013. The population of the study consist of the
elementary schools, junior schools, and senior high schools in Indonesia. The sample was
determined purposively, consisting of the elementary schools, junior schools, and senior high
schools in 15 provinces in Indonesia. Data were collected through questionnaires and Focus
Group Discussion (FGD). Data were analyzed using quantitative and qualitative descriptive. The
findings of this study are: (1) in the planning step, the recommendations were given to principals,
teachers, and head of educational districts to make socialization and workshop on developing
assessment grid first, and then writing items not the other way around, and make a rubric first
when writing the essay items; (2) in the implementation step, the recommendation were given to
government to simplify the guidance of assessment in the curriculum 2013, to make socialization
and workshop about the affective assessment, workshop thematic assessment for elementary
teachers, and guiding teachers to revise and analyze the instrument; (3) in the report step, the
recommendation were given to policy makers to look back at the policy of using the score range 1-
4, for assessing knowledge and psychomotor domain.

Abstrak
Tujuan penelitian ini adalah untuk: (1) mendeskripsikan implementasi penilaian pada Kurikulum
2013; (2) mengidentifikasi hambatan dan keberhasilan pelaksanaan penilaian pada Kurikulum
2013, (3) memberikan rekomendasi kepada Pemerintah dalam mengambil kebijakan pelaksanaan
penilaian pada Kurikulum 2013. Populasi dalam evaluasi ini adalah sekolah di Indonesia jenjang
sekolah dasar dan menengah. Penentuan sampel dengan purposive sampling, yaitu sekolah jenjang
sekolah dasar dan menengah di 15 provinsi di Wilayah Indonesia Bagian Barat, Wilayah Indonesia
Bagian Tengah, dan Wilayah Indonesia Bagian Timur. Pengumpulan data menggunakan kuesioner,
dokumentasi, dan Focus Group Discussion (FGD). Data dianalisis dengan analisis deskriptif kuantitatif
dan kualitatif. Model ini digunakan untuk mengevaluasi kesenjangan antara kriteria yang telah
ditetapkan dengan pelaksanaan program di lapangan. Hasil penelitian dibagi tiga tahap, yaitu: (1)
perencanaan, disarankan kepada pemerintah untuk melakukan sosialisasi dan pelatihan membuat
kisi-kisi dahulu baru membuat soal-soalnya, bukan yang dilakukan sebaliknya, juga pelatihan
analisis instrumen penilaian dan membuat rubrik untuk soal uraian; (2) pelaksanaan, disarankan
kepada pemerintah untuk menyederhanakan pedoman penilaian pada Kurikulum 2013, melakukan
sosialisasi dan pelatihan penilaian kompetensi sikap, untuk jenjang SD perlu diberikan pelatihan
teknik penilaian pada pembelajaran tematik, dan membimbing guru melakukan kegiatan analisis
instrumen dan revisi butir soal; (3) pelaporan, disarankan pengambil kebijakan mengkaji kembali
penggunaan rentang nilai 1-4 pada penilaian pengetahuan dan keterampilan.

The study aims to reveal the influence of teaching methods and students’ interests in learning Arabic
language. The quasi-experimental study uses a two treatment designs by level design, with two-way ANOVA.
Sample 48 students. The results show that there are differences in learning achievement of Arabic language
significantly between students taught with Functional Notional method and students taught with audio-lingual
method. Secondly, there is an interaction effect of teaching methods and students’ interests toward learning
achievement of Arabic language. It appears from the results of the analysis on the major effect of methods of
teaching, students’ interests, teaching methods interaction and students’ interest towards learning achievement of
Arabic language by 58.20%. Thirdly, the groups of students taught with Functional Notional method is higher
than group of students taught with audio-lingual method for the students with a strong interest. Fourthly, Arabic
language learning achievement of the students taught with Functional Notional method is lower than in the
group of students taught with audio-lingual method for the students with lower interest. The findings in this
study implies that the success of Arabic language learning in school is closely associated with the ability of
teachers in selecting appropriate teaching methods as needed, teaching materials, student circumstances and
conditions. Arabic language teacher in the language learning process should be encouraged to synchronize the
interests of students and teaching methods used. For students who have a high interest, the Arabic teacher is
suitable to use Notional Functional methods and for students with low interest is appropriate to use audio
lingual method.

Abstrak. Penelitian bertujuan untuk mengungkap pengaruh metode mengajar dan minat belajar siswa terhadap
hasil belajar bahasa Arab. Penelitian kuasi eksperimen ini menggunakan rancang dua faktor treatment by level
design, dengan teknik analisis ANOVA dua jalan. Sampel 48 siswa. Hasil penelitian menunjukan adanya
perbedaan hasil belajar bahasa Arab yang signifikan antara siswa yang diajar dengan metode Functional
Notional dengan yang diajar dengan metode Audiolingual. Terdapat pengaruh interaksi metode mengajar dan
minat siswa terhadap hasil belajar bahasa Arab. Berdasar hasil analisis, besar pengaruh variabel metode
mengajar, minat siswa, interaksi metode mengajar dan minat siswa terhadap hasil belajar bahasa Arab sebesar
58.20%. Hasil Belajar bahasa Arab siswa yang diajar dengan metode Functional Notional lebih tinggi dari pada
dengan metode Audiolingual untuk siswa yang minat belajarnya tinggi. Hasil belajar bahasa arab siswa yang
diajar dengan metode Functional Notional lebih rendah dari pada dengan metode Audiolingual untuk siswa
yang minat belajarnya rendah. Implikasi, keberhasilan pembelajaran bahasa Arab terkait kesesuaian metode
mengajar dengan materi ajar, dan keadaan siswa. Dalam pembelajaran, guru bahasa Arab harus menyesuaiakn
metode mengajar dengan minat siswa. Bagi siswa yang sangat berminat, lebih tepat jika diajar dengan metode
Functional Notional, bagi siswa yang kurang berminat, dengan metode Audiolingual.

Abstract. By using CIPP model, the research aims to evaluate ICT- based educational services program.
Evaluation includes aspects: 1) context; assess the need for the formulation of programs and analyzing the
objective conditions in which the program will be implemented, 2) input; personal analysis on the use of
existing resources and strategic alternatives to achieve the objectives of the program, 3) process; evaluate
the implementation of activities, 4) the product; identify the output. The study uses descriptive qualitative
and quantitative approaches, with the data collection techniques such as observation, interviews,
questionnaires and document study. The population is all concerned with the program, and the sample
includes principals, 50 teachers, 4 administrators and, 251 parents of 900 people who are determined with
an error level of 5%. The results showed that the evaluation of the program context relevant to the school
environment and needs of all stakeholders, to evaluate the input of all stakeholders are able to carry out the
programs and infrastructure such as computers and the Internet is also available, in the evaluation process of
the program has not been optimally utilized by stakeholders as seen from recapitulation questionnaire to
parents of students who obtained 39.3% and 38.3% of teachers who were in the range 21% – 40%, meaning
that the program did not agree when used optimally, the product evaluation program has not been fully
utilized.

Abstrak.
Dengan menggunakan model CIPP, penelitian bertujuan untuk mengevaluasi program layanan
pendidikan berbasis ICT. Evaluasi meliputi aspek: 1) konteks; menilai kebutuhan yang mendasari
penyusunan program dan menganalisis kondisi objektif dimana program akan dilaksanakan, 2) masukan;
menganalisis person yang menggunakan sumber-sumber yang ada dan alternatif-alternatif strategis untuk
mencapai tujuan program, 3) proses; mengevaluasi implementasi kegiatan, 4) produk; mengidentifikasi
keluaran. Penelitian menggunakan pendekatan kualitatif dan kuantitatif deskriptif, dengan teknik
pengumpul data berupa observasi, wawancara, angket dan studi dokumen. Populasi adalah semua pihak
yang terkait dengan program, dan sampel meliputi kepala sekolah, 50 guru, 4 tata usaha dan, 251 orang tua
murid dari 900 orang yang diambil dengan teknik purposive sampling pada taraf kesalahan 5%. Hasil
penelitian menunjukkan bahwa pada evaluasi konteks program relevan dengan lingkungan sekolah dan
dibutuhkan semua stakeholder, pada evaluasi masukan semua stakeholder mampu menjalankan program
dan menggunakan sarana-prasarana seperti komputer dan internet yang juga sudah tersedia, pada evaluasi
proses program belum optimal dimanfaatkan oleh stakeholder seperti terlihat dari hasil rekapitulasi angket
pada orang tua murid yang mendapat 39,3% dan guru 38,3% pada rentang 21% – 40%, artinya mereka tidak
setuju bila program sudah dimanfaatkan secara optimal, pada evaluasi produk program belum dimanfaatkan
secara maksimal.

Job Satisfaction (JS) at work has an influence on the level of Organizational Citizenship Behavior
(OCB) and in turn on work performance. The aim of this study is to determine and establish a
relationship between Job Satisfaction (JS) and Organizational Citizenship Behavior (OCB) among
faculty in higher education institutions. In this study we have employed the Job Satisfaction and
Organizational Citizenship Behavior inventories to quantify the Job Satisfaction (JS) and
Organizational Citizenship Behavior (OCB) levels respectively. Samples from 252 faculty members in
University of Muhammadiyah Prof. Dr. Hamka (UHAMKA) University were used to obtain the
empirical base for the study. Correlation and multiple regression analyses were used to interpret the
data. Our results demonstrate that there is a positive relationship between Job Satisfaction and
factors that constitute the Citizenship Behavior (OCB).

Author : Abstrak: Download disini !  

Author : Abstrak: Download disini !  

Author : Abstrak: Download disini !  

Author : Abstrak: Download disini !