PENDIDIKAN DALAM ARTI LUAS

a) Dari tinjauan etimologis, istilah pendidikan menurut Carterv Good dalam “Dictionary of Education”, secara bahasa pendidikan berasal dari bahasa Yunani, yaitu Paedagogy yang artinya :
1. Seni praktek atau profesi sebagai pengajar (pengajaran),
2. Ilmu yang sistematis atau pengajaran yang berhubungan dengan prinsip-prinsip dan metode mengajar, pengawasan dan bimbingan murid, dalam arti luas digantikan dengan istilah pendidikan.
Dan masih menurut Carterv Education berarti :
1. Proses perkembanagn pribadi,
2. Proses social,
3. Profesional courses,
4. jenis untuk membuat dan memahami ilmu pengetahuan yang tersusun yang diwarisi atau dikembangkan pada masa lampau oleh tiap generasi bangsa.

b) Menurut buku “Higher Education for American Democracy” dinyatakan sebagai berikut:
Pendidikan ialah suatu lembaga dalam tiap-tiap masyarakat yang beradab, tetapi tujuan pendidikan tidaklah sama dalam setiap masyarakat, sistem pendidikan suatu masyarakat (bangsa) dan tujuan pendidikannya didasarkan atas prinsip-prinsip (nilai-nilai), cita-cita dan filsafat yang berlaku dalam suatu masyarakat (bangsa).

c) Menurut Prof. Richey dalam bukunya “Planning For Teaching an Intruction” menyatakan bahwa pendidikan adalah suatu aktivitas social yang essensial yang memungkinkan masyarakat yang kompleks, modern, fungsi pendidikan ini megalami proses spesialisasi dan melembaga dengan pendidikan formal, yang tetap berhubungan dengan proses pndidikan in-Formal diluar sekolah.

d) Menurt Prof. Lodge dalam bukunya “Philosophy of Education” dinyatakan sebagai :
“Pendidikan” dipakai kadang-kadang dalam arti luas, dan kadang –kadang dalam arti sempit, dalam pengertian yang lebih luas, semua pengalaman dapat dikatakan sebagai pendidikan. Seperti seorang yang mendidik orang tuanya, seperti halnya seorang murid mendidik gurunya. Dan dalam pengertian yang lebih luas ini adalah hidup adalah pendidikan dan pendidikan adalah hidup.

e) Menurut Brubacher dalam bukunya “Modern Philosophies of Education” dinyatakan sebagai :
Pendidikan diartikan sebagai proses timbal balik dari tiap pribadi manusia dalam penyesuaian dirinya dengan alam, dirinya dengan teman-temannya.

f) Menurut Drikarya ilmu pendidikan adalah pemikiran ilmiah, yakni pemikiran yang berifat kritis, memiliki metode dan tersusun secara sistematis tentang pendidikan. Kritis artinya menerima pengetahuan atas dasar analisis dan pemahaman serta argumen yang kuat, memiliki metode berarti dalam proses berpikir dan meyelidiki, orang menggunakan cara atau teknik tertentu. Sistematis berarti dalam suatu proses, pemikir ilmiah dijiwai oleh ide yangmenyeluruh dan menyatukan, sehingga pikiran-pikiran dan pendapatnya tidak hanya berhubungan, namun juga merupakan satu kesatuan.

g) Barnadib mengemuakakan bahwa ilmu pendidikan adalah ilmu yang membicarakan masalah-masalah umum pendidikan secara menyeluruh dan abstrak.

h) Langeveld, mengemukakan bahwa paedagogy atau ilmu pendidikan adalah suatu ilmu yang bukan hanya menelaah objeknya untuk mengetahui betapa kedaan atau hakiki objek itu, melainkan mempelajari pula betapa hendaknya bertindak. Objek ilmu pendidikan adalah proses-proses situasi pendidikan.

i) Brodjonegoro menjelaskan bahwa ilmu pendidikan adalah teori pendidikan, perenungan tentang pendidikan. Dalam arti yang lebih luas Paedagogy adalah ilmu pengetahuan yang mempelajari soal-soal yang timbul dalam praktik pendidikan.



KESIMPULAN


Dari uraian tentang beberapa pengertian diatas, dapat kita kemukakan kesimpulan sebagai berikut :
a. Pendidikan adalah aktivitas dan usaha menusia untuk meningkatkan kepribadiannya dengan jalan membina potensi-potensi pribadinya, yaitu rohani (pikir, karsa, rasa, cipta, dan budinurani) dan jasmani (panca indra serta keterampilan-keterampilan).
b. Pendidikan berarti juga lembaga yang bertanggung jawab menetapkan cita-cita (tujuan) pendidikan. Isi sistem organisasi pendidikan . lembaga-lembaga ini meliputi keluarga, sekolah dan juga masysrakat (negara).
c. Pendidikan merupakan pula hasil atau prestasi yang dicapai oleh perkembangan manusia dan usaha lembaga- lembaga tersebut dalam mencapai tujuannya. Pendidikan dalam arti ini merupakan tingkat kemajuan masyarakat dan kebudayaan sebagai kesatuan.

DUNIA KAMPUS

Tantangan bangsa dari waktu kewaktu memang tidak ringan dan semakin komplek hal ini juga menjadi tangtangan bagi mahasiswa dalam menghadapi perubahan sosial apalagi perubahan kampus semakin stril sengan kehidupan politik dalam kehidupan akademik, kebebasan mimbar akademik dan lembaga kemahasiswaan sudah terpasung . kebijakan NKK/BKK telah mengubah drastis kehidupan Kampus itulah sebabnya, seperti diungkapkan Ajahrir bila dilihat secara politis sejak 1987 sejara angkatan muda praktis tidak ada gerakan yang mempunyai nilai dan arti politik yang dianggap berarti dan berpengaruh pada politik nasional.
Lembaga kemahasiswaan saat itu terasa tidak mampu menjamin terwujudnya obsesi mahasiswa karna mahasiswa harus stril persoalan-persoalan nonakademis kurangnya kreatifitas dikalangan mahasiswa bukan semata mata salah mereka, tetap ada faktor-faktor lain yang membuat mereka kurang kreatif, terutama karna sistem diberlakukan menutup kemungkinan kemungkinan seseorang untuk bersikap kreativ.
Disini tampak sekali kondisi kampus paska NKKyang dibangun diatas kerangkah security approach telah menina bobokan mahasiswa terhadap realitas. Kreativitas mahasiswa terpasung oleh mekanisme biriokrasi yang ketat, yang setiap waktu dapat bertindak represif. Dari sinilah munculnya gelagat yang kurang baik, karna dinamika dan kreatifitas mahasiswa seakan mati, sehinga dibaliksetabilitas yang diciptakan tersefut terdapat harga yang harus dibayar mahal oleh mahasiswa, yakni hilangnya syarat kondisi kreativdan kehampaan mencari pemikiran alternatip
Biar Lebih Jelas Kita Tanyakan Langsung Kepada Bapak/Ibu Moderator



Assalamu’alaikum Waruhmatullahi Wabarokatuh
Gimana kabarnya pak
Menurut Bapak untuk mengantisipasi mahasiswa agar tidak ada kejadian kejadian yang tidak di inginkan solusinya gimana menurut bapak .
kalau pandangan bapak terhadap mahasiswa sekarang ini kaya gimana semakin meningkat keintelek tualan mahasiswa disini apa semakin menurun gitu. pak
Oya pak: sekarang kan uda mulai penerimaan mahasiswa baruh

pada tahun 2010 ini calon minat mahasiswa baru lebih cenderung kemana atau jurusan mana yang paling diminati oleh mahasiswa baru.
dari tahun ketahun jumblah peminat dikampus IAIN meningkat apa menurun
kan dikampus kita ini ada program beasiswa bidik misi dananya dari lembaga apa dari luar misaknya dari Gubenur atau Walikota dll.
jurusan beasiswa bidik misi itu jurusan apa aja kalau tahun kemarin kan Cuma jurusan AF/aqidah filsafat doang kalau sekarang, jurusan apa aja pak, apakah semua jurusan ada beasiswa bidik misinya.
kenapasi harus ada mahasiswa kusus dan mahasiswa leguler.padahal semuanya berharap jadi mahasiswa bidik misi menurut bapak gimana.
apakah measiswa bidik misi itu Cuma untuk jurusan yang kurang peminatnya aja apa gimana gitu pak, kenapa perogram beasiswa bidik misi itu adanya baru tahun ini dan tahun kemarin gak dari dulu gitu pak, apa program ini baru ap gimana..
mernurut bapak program di kampus ini gimana apakah uda memadahi dari hal-hal untuk menunjang pendidikan dikampus ini apa gimana menurut bapak apakah uda memadahi apa belum.

SEJARAH PERKEMBANGAN HADITS PRA-KODIFIKASI

BAB I
PENDAHULUAN

A. Latar Belakang
Keberadaan hadits sebagai salah satu sumber hukum dalam Islam memiliki sejarah perkembangan dan penyebaran yang kompleks. Sejak dari masa pra-kodifikasi, zaman Nabi, Sahabat, dan Tabi’in hingga setelah pembukuan pada abad ke-2 H.
Perkembangan hadits pada masa awal lebih banyak menggunakan lisan, dikarenakan larangan Nabi untuk menulis hadits. Larangan tersebut berdasarkan kekhawatiran Nabi akan tercampurnya nash al-Qur'an dengan hadits. Selain itu, juga disebabkan fokus Nabi pada para sahabat yang bisa menulis untuk menulis al-Qur'an. Larangan tersebut berlanjut sampai pada masa Tabi'in Besar. Bahkan Khalifah Umar ibn Khattab sangat menentang penulisan hadits, begitu juga dengan Khalifah yang lain. Periodisasi penulisan dan pembukuan hadits secara resmi dimulai pada masa pemerintahan Khalifah Umar ibn Abd al-Aziz (abad 2 H).
Terlepas dari naik-turunnya perkembangan hadits, tak dapat dinafikan bahwa sejarah perkembangan hadits memberikan pengaruh yang besar dalam sejarah peradaban Islam.


BAB II
SEJARAH PERKEMBANGAN HADITS PRA-KODIFIKASI

A. Hadits pada Periode Pertama (Masa Rasulullah)
1. Masa Penyebaran Hadits
Rasulullah hidup di tengah-tengah masyarakat dan sahabatnya. Mereka bergaul secara bebas dan mudah, tidak ada peraturan atau larangan yang memepersulit para sahabat untuk bergaul dengan beliau. Segala perbuatan, ucapan, dan sifat Nabi bisa menjadi contoh yang nyata dalam kehidupan sehari-hari masyarakat pada masa tersebut. Masyarakat menjadikan nabi sebagai panutan dan pedoman dalam kehidupan mereka. Jika ada permasalahan baik dalam Ibadah maupun dalam kehidupan duniawi, maka mereka akan bisa langsung bertanya pada Nabi.
Kabilah-kabilah yang tinggal jauh di luar kota Madinah pun juga selalu berkonsultasi pada Nabi dalam segala permasalahan mereka. Adakalanya mereka mengirim anggota mereka untuk pergi mendatangi Nabi dan mempelajari hukum- hukum syari'at agama. Dan ketika mereka kembali ke kabilahnya, mereka segera menceritakan pelajaran (hadits Nabi) yang baru mereka terima.
Selain itu, para pedagang dari kota Madinah juga sangat berperan dalam penyebaran hadits. Setiap mereka pergi berdagang, sekaligus juga berdakwah untuk membagikan pengetahuan yang mereka peroleh dari Nabi kepada orang-orang yang mereka temui.
Pada saat itu, penyebarluasan hadits sangat cepat. Hal tersebut berdasar perintah Rasulullah pada para sahabat untuk menyebarkan apapun yang mereka ketahui dari beliau. Beliau bersabda,
"بلغوا عنى ولو أية"
“Sampaikanlah olehmu apa yang berasal dariku, kendati hanya satu ayat!”[1]


Dalam hadits lain disebutkan,
" ليبلغ الشاهد منكم الغائب فرب مبلغ أوعى من سامع "
“Hendaknya orang yang menyaksikan hadits di antara kamu menyampaikannya pada yang tidak hadir (dalam majlis ini). Karena boleh jadi, banyak orang yang menerima hadits (dari kamu) lebih memahami dari pada (kamu sendiri) yang mendengar (langsung dariku).[2]
Perintah tersebut membawa pengaruh yang sangat baik untuk menyebarkan hadits. Karena secara bertahap, seluruh masyarakat muslim baik yang berada di Madinah maupun yang di luar Madinah akan segera mengetahui hukum–hukum agama yang telah diajarkan oleh Rasulullah. Meskipun sebagian dari mereka tidak memperoleh langsung dari Rasulullah, mereka akan memperoleh dari saudara–saudara mereka yang mendengar langsung dari Rasulullah. Metode penyebaran hadits tersebut berlanjut sampai Haji Wada’ dan wafatnya Rasulullah.
Faktor-faktor yang mendukung percepatan penyebaran hadits di masa Rasulullah :
a. Rasulullah sendiri rajin menyampaikan dakwahnya.
b. Karakter ajaran Islam sebagai ajaran baru telah membangkitkan semangat orang di lingkungannya untuk selalu mempertanyakan kandungan ajaran agama ini, selanjutnya secara otomatis tersebar ke orang lain secara berkesinambungan.
c. Peranan istri Rasulullah amat besar dalam penyiaran Islam, hadits termasuk di dalamnya.[3]

2. Penulisan Hadits dan Pelarangannya
Penyebaran hadits-hadits pada masa Rasulullah hanya disebarkan lewat mulut ke mulut (secara lisan). Hal ini bukan hanya dikarenakan banyak sahabat yang tidak bisa menulis hadits, tetapi juga karena Nabi melarang untuk menulis hadits. Beliau khawatir hadits akan bercampur dengan ayat-ayat Al-Quran.
Menurut al-Baghdadi (w. 483 H), ada tiga buah hadits yang melarang penulisan hadits, yang masing-masing diriwayatkan oleh Abu Sa’id al-Khudri, Abu Hurairah, dan Zaid ib Tsabit. Namun yan dapat dipertanggungjawabkan otentisitasnya hanya hadits Abu Sa’id al-Khudri yang berbunyi,
"لا تكتبوا عنى ومن كتب عنى غير القرآن فليمحه وحدثوا عنى ولا حرج ومن كذب عليّ متمعدا فليتبوّأ مقعده من النار"
“Janganlah kamu sekalian menulis sesuatu dariku selain Al-Qur’an . Barangsiapa yang menulis dariku selain Al-Quran maka hendaklah ia menghapusnya. Riwayatkanlah dari saya. Barangsiapa yang sengaja berbohong atas nama saya maka bersiaplah (pada) tempatnya di neraka ” (HR. Muslim).[4]
Disini Nabi melarang para sahabat menulis hadits, tetapi cukup dengan menghafalnya. Beliau membolehkan meriwayatkan hadits dengan disertai ancaman bagi orang yang berbuat bohong. Dan hadits tersebut merupakan satu satunya hadits yang shahih tentang larangan menulis hadits. Menurut Dr. Muhammad Alawi al-Maliki, meskipun banyak hadits dan atsar yang semakna dengan hadits larangan tersebut, semua hadits itu tidak lepas dari cacat yang menjadi pembicaraan di kalangan para ahli hadits.
Adapun faktor-faktor utama dan terpenting yang menyebabkan Rasulullah melarang penulisan dan pembukuan hadits adalah :
a. Khawatir terjadi kekaburan antara ayat-ayat al-Qur’an dan hadits Rasul bagi orang-orang yang baru masuk Islam.
b. Takut berpegangan atau cenderung menulis hadits tanpa diucapkan atau ditela’ah.
c. Khawatir orang-orang awam berpedoman pada hadits saja.[5]

Nabi telah mengeluarkan izin menulis hadits secara khusus setelah peristiwa fathu Makkah. Itupun hanya kepada sebagian sahabat yang sudah terpercaya. Dalam hadits yang diriwayatkan Abu Hurairah disebutkan, bahwa ketika Rasulullah membuka kota Makkah, beliau berpidato di depan orang banyak dan ketika itu ada seorang lelaki dari Yaman bernama Abu Syah meminta agar dituliskan isi pidato tersebut untuknya. Kemudian Nabi memerintahkan sahabat agar menuliskan untuk Abu Syah.
"يا رسول الله اكتبوا لى. فقال :اكتبوا لأبى شاه"
“Wahai Rasulullah. Tuliskanlah untukku. Nabi bersabda (pada sahabat yang lain), tuliskanlah untuknya.”[6]

B. Hadits pada Periode Kedua (Masa Khulafa’ al-Rasyidin)
1. Masa Pemerintahan Abu Bakar dan Umar ibn Khattab
Setelah Rasulullah wafat, banyak sahabat yang berpindah ke kota-kota di luar Madinah. Sehingga memudahkan untuk percepatan penyebaran hadits. Namun, dengan semakin mudahnya para sahabat meriwayatkan hadits dirasa cukup membahayakan bagi otentisitas hadits tersebut. Maka Khalifah Abu Bakar menerapkan peraturan yang membatasi periwayatan hadits. Begitu juga dengan Khalifah Umar ibn al-Khattab. Dengan demikian periode tersebut disebut dengan Masa Pembatasan Periwayatan Hadits (عصر تقليل رواية الحديث).
Pembatasan tersebut dimaksudkan agar tidak banyak dari sahabat yang mempermudah penggunaan nama Rasulullah dalam berbagai urusan, meskipun jujur dan dalam permasalahan yang umum. Namun pembatasan tersebut tidak berarti bahwa kedua khalifah tersebut anti-periwayatan, hanya saja beliau sangat selektif terhadap periwayatan hadits. Segala periwayatan yang mengatasnamakan Rasulullah harus dengan mendatangkan saksi, seperti dalam permasalahan tentang waris yang diriwayatkan oleh Imam Malik.[7]
Abu Hurairah, sahabat yang terbanyak meriwayatkan hadits, pernah ditanya oleh Abu Salamah, apakah ia banyak meriwayatkan hadits di masa Umar, lalu menjawab, "Sekiranya aku meriwayatkan hadits di masa Umar seperti aku meriwayatkannya kepadamu (memperbanyaknya), niscaya Umar akan mencambukku dengan cambuknya."[8]
Riwayat Abu Hurairah tersebut menunjukkan ketegasan Khalifah Umar dalam menerapkan peraturan pembatasan riwayat hadits pada masa pemerintahannya. Namun di sisi lain, Umar ibn Khattab bukanlah orang yang anti periwayatan hadits. Umar mengutus para ulama untuk menyebarkan al-Qur'an dan hadits. Dalam sebuah riwayat, Umar berkata, "Saya tidak mengangkat penguasa daerah untuk memaki orang, memukul, apalagi merampas harta kalian. Tetapi saya mengangkat mereka untuk mengajarkan al-Qur'an dan hadits kepada kamu semua."[9]

2. Masa Pemerintahan Utsman ibn Affan dan Ali ibn Abi Thalib
Secara umum, kebijakan pemerintahan Utsman ibn Affan dan Ali ibn Abi Thalib tentang periwayatan tidak berbeda dengan apa yang telah ditempuh oleh kedua khlaifah sebelumnya. Namun, langkah yang diterapkan tidaklah setegas langkah khalifah Umar ibn al-Khattab. Dalam sebuah kesempatan, Utsman meminta para sahabat agar tidak meriwayatkan hadits yang tidak mereka dengar pada zaman Abu Bakar dan Umar.[10] Namun pada dasarnya, periwayatan Hadits pada masa pemerintahan ini lebih banyak daripada pemerintahn sebelumnya. Sehingga masa ini disebut dengan عصر إكثار رواية الحديث.
Keleluasaan periwayatan hadits tersebut juga disebabkan oleh karakteristik pribadi Utsman yang lebih lunak jika dibandingkan dengan Umar Selain itu, wilayah kekuasaan Islam yang semakin luas juga menyulitkan pemerintah untuk mengontrol pembatasan riwayat secara maksimal.
Sedangkan pada masa Ali ibn Abi Thalib, situasi pemerintahan Islam telah berbeda dengan masa-masa sebelumnya. Masa itu merupakan masa krisis dan fitnah dalam masyarakat. Terjadinya peperangan antar beberapa kelompok kepentingan politik juga mewarnai pemerintahan Ali. Secara tidak langsung, hal itu membawa dampak negatif dalam periwayatan hadits. Kepentingan politik telah mendorong pihak-pihak tertentu melakukan pemalsuan hadits. Dengan demikian, tidak seluruh periwayat hadits dapat dipercaya riwayatnya.

3. Situasi Periwayatan Hadits
Dalam perkembangannya, periwayatan hadits yang dilakukan para sahabat berciri pada 2 tipologi periwayatan.
a. Dengan menggunakan lafal haduts asli, yaitu menurut lafal yang diterima dari Rasulullah.
b. Hanya maknanya saja. Karena mereka sulit menghafal lafal redaksi hadits persis dengan yang disabdakan Nabi.
Pada masa pembatasan periwayatan, para sahabat hanya meriwayatkan hadits jika ada permasalahan hukum yang mendesak. Mereka tidak meriwayatkan hadits setiap saat, seperti dalam khutbah. Sedangkan pada masa pembanyakan periwayatan, banyak dari sahabat yang dengan sengaja menyebarkan hadits. Namun tetap dengan dalil dan saksi yang kuat. Bahkan jika diperlukan, mereka rela melakukan perjalanan jauh hanya untuk mencari kebenaran hadits yan diriwayatkannya.

C. Hadits pada Periode Ketiga (Masa Sahabat Kecil - Tabi'in Besar)
1. Masa Penyebarluasan Hadits
Sesudah masa Khulafa' al-Rasyidin, timbullah usaha yang lebih sungguh untuk mencari dan meriwayatkan hadits. Bahkan tatacara periwayatan hadits pun sudah dibakukan. Pembakuan tatacara periwayatan hadits ini berkaitan erat dengan upaya ulama untuk menyelamatkan hadits dari usaha-usaha pemalsuan hadits. Kegiatan periwayatan hadits pada masa itu lebih luas dan banyak dibandingkan dengan periwayatan pada periode Khulafa' al-Rasyidin. Kalangan Tabi'in telah semakin banyak yang aktif meriwayatkan hadits.
Meskipun masih banyak periwayat hadits yang berhati-hati dalam meriwayatkan hadits, kehati-hatian pada masa itu sudah bukan lagi menjadi ciri khas yang paling menonjol. Karena meskipun pembakuan tatacara periwayatan telah ditetapkan, luasnya wilayah Islam dan kepentingan golongan memicu munculnya hadits-hadits palsu. Sejak timbul fitnah pada akhir masa Utsman r.a, umat Islam terpecah-pecah dan masing-masing lebih mengunggulkan golongannya. Pemalsuan hadits mencapai puncaknya pada periode ketiga, yakni pada masa kekhalifahan Daulah Umayyah.
Seorang ulama Syi'ah, Ibnu Abil Hadid menulis dalam kitab Nahyu al-Balaghah,
"Ketahuilah bahwa asal mulanya timbul hadits yang mengutamakan pribadi-pribadi (hadits palsu) adalah dari golongan Syi'ah sendiri. Perbuatan mereka itu ditandingi oleh golongan Sunnah (Jumhur/Pemerintah) yang bodoh-bodoh. Mereka juga membuat hadits hadits untuk mengimbangi hadits golongan Syi'ah itu"
Karena banyaknya hadits palsu yang beredar di masyarakat dikeluarkan oleh golongan Syi'ah, Imam Malik menamai kota Iraq (pusat kaum Syi'ah) sebagai "Pabrik Hadits Palsu".

2. Tokoh-tokoh dalam Perkembangan Hadits
Pada masa awal perkembangan hadits, sahabat yang banyak meriwayatkan hadits disebut dengan al-Muktsirun fi al-Hadits, mereka adalah:
a. Abu Hurairah meriwayatkan 5374 atau 5364 hadits
b. Abdullah ibn Umar meriwayatkan 2630 hadits
c. Anas ibn Malik meriwayatkan 2276 atau 2236 hadits
d. Aisyah (isteri Nabi) meriwayatkan 2210 hadits
e. Abdullah ibn Abbas meriwayatkan 1660 hadits
f. Jabir ibn Abdillah meriwayatkan 1540 hadits
g. Abu Sa'id al-Khudry meriwayatkan 1170 hadits.[11]
Sedangkan dari kalangan Tabi'in, tokoh-tokoh dalam periwayatan hadits sangat banyak sekali, mengingat banyaknya periwayatan pada masa tersebut, di antaranya :
a. Madinah
- Abu Bakar ibn Abdu Rahman ibn al-Harits ibn Hisyam
- Salim ibn Abdullah ibn Umar
- Sulaiman ibn Yassar
b. Makkah
- Ikrimah
- Muhammad ibn Muslim
- Abu Zubayr
c. Kufah
- Ibrahim an-Nakha'i
- Alqamah
d. Bashrah
- Muhammad ibn Sirin
- Qotadah
e. Syam
- Umar ibn Abdu al-Aziz (yang kemudian menjadi khalifah dan memelopori kodifikasi hadits)
f. Mesir
-Yazid ibn Habib
g. Yaman
- Thaus ibn Kaisan al-Yamani



BAB III
PENUTUP
kesimpulan
1. Perkembangan hadits pada masa Rasulullah bercorak antar lisan dan mengalami pelarangan penulisan dengan alasan di antaranya; khawatir tercampur dengan al-Qur'an.
2. Pada masa Khulafa' al-Rasyidin, hadits mengalami pasang surut dengan adanya pembatasan periwayatan pada masa Khalifah Abu Bakar – Umar r.a dan perluasan periwayatan pada masa Khalifah Utsman – Ali r.a
3. Pada masa tabi'in, hadits lebih banyak diriwayatkan oleh perawi. Namun, pada masa itu, banyak bermunculan hadits-hadits palsu yang bernuansa kepentingan politik golongan.



DAFTAR PUSTAKA
al-Bukhari, Shahih al-Bukhari.
al-Khathib, Ajjaj. al-Sunnah Qabla Tadwin. Cairo : Maktabah Wahbah. 1963
______________. Ushulul Hadits Ulumuhu wa Musthalahuhu. Dar al-Fikr. 1989
Ismail, Syuhudi. Kaidah Kesahihan Sanad Hadis. Jakarta : Bulan Bintang. 1995
Itr, Nuruddin. Ulum al-Hadits I. Penerj : Endang Soetari dan Mujiyo. Bandung : Remaja Rosda Karya. 1995
Malik, Imam. al-Muwattha'.
Shiddiqiey, TM. Hasbi. Sejarah dan Pengantar Ilmu Hadits. Semarang : Pustaka Rizki Putra. 2001
Sulaiman, Hasan. Abbas, Alwi, Terj. Ibanatul Ahkam Syarh Bulughul Maram Jilid I. Surabaya : Mutiara Ilmu. 1995
Zuhri, Muhammad. Hadis Nabi, Telaah Historis dan Metodologis. Yogyakarta : Tiara Wacana. 2003
[1] Al-Bukhari, Shahih al-Bukhari, bab al-Anbiya, no.50
[2] Ibid., bab al-Iman, no. 9
[3] Prof. Dr. Muh. Zuhri, Hadis Nabi, hal. 31
[4] H.R. Muslim dalam Syarh al-Nawawi, J. 18, hlm. 129
[5] Hasan Sulaiman Abbas Alwi, Terj. Ibanatul Ahkam Syarh Bulughul Maram Jilid I. hlm. 16
[6] H.R. Ahmad Juz 12. hlm. 232
[7] Imam Malik, al-Muwattha', J. 2, hlm. 513
[8] Ajjaj al-Khathib, al-Sunnah Qabla Tadwin, hlm. 96
[9] Ibn Sa'ad, Juz 3, hlm. 135
[10] Ajjaj al-Khathib, Ushulul Hadits Ulumuhu wa Musthalahuhu, hlm. 97-98

HUBUNGAN KOMITE SEKOLAH DENGAN PELAKSANAAN PENDIDIKAN AGAMA ISLAM

A. LATAR BELAKANG MASALAH
Dalam UU Nomor 20 tahun 2003 tentang system pendidikan nasional pasal 56 ayat (3) dinyatakan bahwa komite sekolah/ madrasah, sebagai lembaga mandiri dibentuk dan berperan dalam peningkatan mutu pelayanan dengan memberikan pertimbangan, arahan dan dukungan tenaga, sarana dan prasarana, serta pengawasan pendidikan pada tingkat satuan pendidikan.
Pendidikan adalah tanggung jawqab bersama antara keluarga masyarakat dan pemerintah. Sekolah hanyalah membantu kelanjutan pendidikan dalam keluarga, sebab pendidikan yang pertama dan utama diperoleh anak adalah dalam keluarga. Peralihan bentuk pendidikan jalur luar sekolah kejalur pendidikan sekolah (formal) memerlukan “kerjasama” antar orang tua dan sekolah.
Menurut hasbullah, pekerjaan guru (pendidik) di sekolah akan lebih efektif apabila ia mengetahui latar belakang dan pengalaman anak didik dirumah tangganya. Anak yang kurang majun dalam pelajaran, berkat kerjasama orang tua dengan pendidik, banyak kekurangan anak didik yang dapat diatasi, lambat laun juga orang tua menyadari bahwa pendidikan atau keadaan lingkungan rumah tanggan dapat membantu atau menghalangi kesukaran anak di sekolah.
Kerjasama orang tua murid dan guru merupakan masalah penting dalam hal pendidikan anak, karena pendidikan anak atau sebaliknya tidak akan cukup berhasil jika hanya dididik oleh guru saja. Adanya kerjasama yang baik antara orang tua murid dengan pihak sekolah dapat dapat segera diatsi bersam.
Sekolah dan keluarga merupakan lingkungan pendidikan yang peranannya tidak dapat dipisahkan satu sama lain bagi pendidikan anak. Oleh karena itu, kerjasam antara kedua belah pihak tersebut harus diwujudkan dan senantiasa ditingkatkan agar mampu berdaya guna bagi perkembangan kepribadian anak. Sikap anak terhadap sekolah terutama dipengaruhi oleh sikap orang tuanya. Karena itu diperlukan kepercayaan orang tua terhadap pihak sekolah (pendidik) yang menggantikan tugas selama diruang sekolah. Hal ini sangat penting untuk diperhatikan mengingat akhir-akhir ini sering terjadi tindakan yang kurang terpuji yang dilakukuan oleh anak didik.
Masyarakat merupakan lembaga pendidikan yang ketiga setelah pendidikan di lingkungan keluarga dan pendidikan di lingkungan sekolah. Antar masyarakat dengan pendidikan punya keterkaitan dan saling berperan. Apalagi dalam zaman sekarang ini, setiap orang selalu menyadari akan peranan dan nilai pendidikan. Karenanya setiap warga masyarakat bercita-cita dan aktif dan berpartisipasi untuk membina pendidikan. Hubungan sekolah dengan masyarakat sangat besar manfaatnya bagi kepentingan dan pembinaan dukungan moral, material dan pemanfaatan masyarakat sebagai sumber belajar.
Untuk terciptanya suatu masyarakat sekolah yang kompak dan sinergis, maka komite sekolah merupakan bentuk atau wujud kebersamaan ditingkat satuan pendidikan. Tata hubungan sekolah dengan orang tua dan masyarakat dimaksudkan untuk mendukung suasana yang kondusif bagi proses pembelajaran siswa yang efektif dan pengembangan kepribadian serta budi pekerti siswa baik di sekolah maupun di rumah.
Pada hakikatnya pendidikan memerlukan penelaahan dan kemampuan seperti interdisipliner dan multi disipliner yang berperan positif dalam meningkatkanmutu pendidikan. Mengingat peranan pendidikan yang demikian penting, maka aspek-aspek yang menunjang pendidikan di Indonesia harus terus dipenuhi secara mantap dan terarah.
Pendidikan agama merupakan bagian dari pendidikan nasional yang amat penting yang berkenan dengan sikap dan nilai, antara lain akhlak dan keagamaan. Oleh karena itu, pendidikan agama juga menjadi tanggung jawab keluarga, masyarakat dan pemerintah.
Partisipasi masyarakat sebagai kekuatan control dalam pelaksanaan berbagai program pemerintah menjadi sangat penting. Dibidang pendidikan partisipasi ini lebih strategis lagi. Karena partisipasi tersebut bias menjadi semacam kekuatan control bagi pelaksanaan dan kualitas pendidikan di sekolah. Karena itulah, gagasan tentang perlunya sebuah komite sekolah yang berperan untuk menjadi mitra sekolah yang menyalurkan partisipasi masyarakat menjadi kebutuhan yang sangat nyata dan tak terhindarkan.
Dari latar belakang di atas, penulis berkeingingn untuk membahas sejauhmana hubungan komite sekolah dan pendidikan terutama dalam pelaksanaan pendidikan agama islam, yang dituangkan dalam judul penelitian “HUBUNGAN KOMITE SEKOLAH DENGAN PELAKSANAAN PENDIDIKAN AGAMA ISLAM”.


B. PERUMUSAN MASALAH
Berdasarkan latar belakang di atas maka dapat di rumuskan permasalahan sebagai berikut :
bagaimana Eksistensi Komite Sekolah di SMP Negri 1 Mancak ?
bagaimana Pelaksanaan Pendidikan Agama Islam di SMP Negri 1 Mancak ?
bagaimana Hubungan Komite Sekolah dengan Pelaksanaan Pendidikan Agama Islam ?

C. TUJUAN PENELITIAN
sesuai dengan perumusan masalah maka tujuan penelitian ini adalah sebagai berikut :
Untuk mengetahui Eksistensi Komite Sekolah di SMP Negri 1 Mancak
Untuk mengetahui Pelaksanaan Pendidikan Agama Islam di SMP Negri 1 Mancak
Untuk mengetahui seberapa besar Hubungan Komite Sekolah dengan Pelaksanaan Pendidikan Agama Islam

D. KERANGKA PEMIKIRAN
Pengertian komite sekolah/ madrasah adalah lembaga mandiri yang beranggotakan orang tua peserta didik., komunitas sekolah, serta tokoh serta masyarakat yang peduli dengan pendidikan.
Sekolah adalah lembaga pendidika formal, mengemban tugas dan tanggung jawab untuk memberikan pendidikan kepada siswa yang sedang berkembang, agar menuju perubahan-perubahan kea rah yang positif di segala aspek kehidupannya.
Orang tua adalah orang yang melahirkan anak, memelihara dan mendidik serta memberikan sesuatu yang dapat mengarahkan kepribadian. Oleh karena itu, ibu dituntut untuk mengasuh anak laki-laki atau perempuan, karena ayah kurang mampu melakukan hal itu.
Masyarakat adalah suatu perwujudan kehidupan bersama manusia, dimana dalam masyarakat berlangsung proses kehidupan social, proses antar hubungan dan interaksi.
Pendidikan islam adalah system pendidikan yang dapat memberikan kemampuan seorang untuk memimpin kehidupan sesuai dengan cita-cita islam, karena nilai-nilai islam telah menjiwai dan mewarnai corak kepribadian.
Menurut M. Arifin, pendidikan agama islam adalah usaha orang dewasa muslim yang bertaqwa secara sadar mengarahkan dan membimbing pertumbuhan serta perkembangan fitrah (kemampuan dasar) anak didik melalui ajaran islam kearah titik maksimal pertumbuhan dan perkembangan.
Orang tua harus memperhatikan sekolah anak yaitu dengan memperhatikan aktivitas dan menghargai segala usahanya, begitu orang tua harus menujukan kerjasama dengan guru dalam mengarahkan cara anak belajar di rumah. Tugas dan tanggungjawab orang tua dalam keluarga terhadap pendidikan anak-anaknya lebih bersifat pembentukan watak dan budi pekerti.
Masyarakat merupakan lembaga pendidikan yang ketiga setelah pendidikan di lingkungan sekolah dan lingkungan keluarga, peran masyarakat antara lain menciptakan suasana yang dapat menunjang pelaksanaan pendidikan nasional, dan ikut menyelenggarakan pendidikan non penerintah (swasta), membantu pengadaan tenaga, biaya, sarana dan prasarana, dan sebagainya.
Untuk menjamin terlaksananya tugas pendidikan islam secara baik. Hendaknya terlebih dahulu dipersiapkan situasi dan kondisi yang bernuansa elastis, dinamis dan kondusif yang memungkinkan bagi pencapaian tugas tersebut.

E. HIPOTESIS
Sesuai dengan kerangka pemikiran di atas. Maka hipotesi yang diajukan dalam penelitian ini sebagai berikut : bila hubungan Komite Sekolah itu baik maka pelaksanaan Pendidikan Agama Islam juga baik dan sebaliknya bila hubungan Komite Sekolah itu tidak baik maka pelaksanaan Pendidikan Agama Islam juga tidak baik.

F. METODOLOGI PENELITIAN
Metode Penelitian
Metode yang digunakan oleh penulis adalah metode deskriptif, yaitu metode yang diarahkan untuk memecahkan suatu masalah dengan cara memaparkan atau menggambarkan apa adanya hasil penelitian, ketetapan dalam penentuan metode ini juga didasarkan atas pendapat Winarno Surakhman yang mengatakan bahwa aplikasi me5tode ini dimaksudkan untuk menyelidiki atau tertuju pada pemecahan masalah yang ada pada masa sekarang.

teknik pengumpulan data
teknik pengumpulan data yang digunakan dalam penelitan ini yaitu sebagai berikut :
a. observasi
b. wawancara
c. angket
d. studi kepustakaan
G. SISTEMATIKA PEMBAHASAN
Sistematika pembahasan merupakan gambaran keseluruhan dari skripsi ini agar mudah dipahami, terdiri dari lima bab, dan sistematika pembahasannya sebagai berikut :
Bab Pertama : Pendahuluan, terdri dari ; Latar Belakang Masalah, Perumusan Masalah, Tujuan Penelitian, Kerangka Pemikiran, Hipotesis, Metodologi Penelitian dan Sistematika Pembahasan.
Bab Kedua : Kondisi Objektif SMP Negri 1 Mancak, terdiri dari ; Sejarah Berdirinya, Letak Geografis, Keadaan Guru dan Siswa, Sarana dan Prasarana Pendidikan, Kegiatan Keagamaan Siswa dan Kondisi Komite.
Bab Ketiga : Landasan Teoritis Tentang Hubungan Komite Sekolah Dengan Pelaksanaan Pendidikan Agama Islam, terdiri dari ; Pengertian Komite Sekolah, Peran dan Fungsi Komite Sekolah, Pengertian Pendidikan Agama Islam, Materi-Materi Pendidikan Agama Islam dan Strategi Pembelajaran Pendidikan Agama Islam.
Bab Keempat : Analisis Data Hasil Penelitian Tantang Hubungan Komite Sekolah dengan Pelaksanaan Pendidikan Agama Islam, terdiri dari ; Deskripsi Tentang Hubungan Komite Sekolah, Analisis Data Pelaksanaan Pendidikan Islam dan Korelasi Antara Variable X dan Variable Y
Bab Kelima : Penutup, terdiri dari Kesimpulan dan Saran-saran.

DAFAR PUSTAKA
Ahmad Tafsir, Ilmun Pendidikan Dalam Perspektif Islam, (Bandung : PT. Remaja Rosdakarya, 2000)
Ace Suryadi dan Dasim Budimansyah, Pendidikan Nasional Menuju Masyarakat Indonesia Baru, (Bandung : PT. Garsindo, 2004)
Anas Sudijono, Pengantar Statistic Pendidikan, (Jakarta : PT. Raja Grafindo Persada, 2001)
Armai Arif, Pengantar Ilmu dan Metodologi Pendidikan Islam, (Jakarta : Ciputat Press, 2002)
Hasbullah, Dasar-dasar Ilmu Pendidikan, (Jakarta : PT. Raja Grafindo Persada, 1999)
Nursing Sumatmaja, Perspektif Studi Islam (Bandung : Alumni, 1986)
M. Arifin, Ilmu Pendidikian Islam, (Jakarta : Bumi Aksara,1996)
Muhaimin, Paradigma Pendidikian Islam, Upaya Mengefektifkan Pendidikan Agama Islam di Sekolah, (Bandung : PT. Remaja Rosdakarya,2001)
Indra Jati Sidi, Menuju Masyarakat Belajar, Mengubah Paradigma Baru Pendidikan, (Jakarta : Logos Wacana Ilmu, 2003)
Samsul Nizar, Filsafat Pendidikan Islam, (Jakarta : Ciputat Press, 2002)
Winarno Surakhman, Pengantar Penelitian Ilmiah, (Jakarta : Bumi Aksara,1990)
Suharsimi Arikunto, Prosedur Penelitian, (Jakarta : PT. Rineka Cipta,2002)
S. Margono, Metodologi Penelitian Pendidikan, (Jakarta : PT. Rineka Cipta,2002)
Zakiah Darajat, dkk, Ilmu Pendidikan Islam, (Jakarta : Bumi Aksara,1990)
Undang-undang Republik Indonesia NO. 20 tahun 2003, tentang System Pendidikan Nasional, (Jakarta : CV. Mitra Karya, 2003)
Zuhairini, Abdul Ghofir, Slamet As Yusuf, Metode Khusus Pendidikan Agama, (Surabaya : Usaha Nasional, 1983)

ABSTRACT

On this occasion, allow me to offer thanks to the presence of God. Almighty for all His mercy and grace that has been delegated on the very day this happy. Through this book I hope to give a donation thoughts about teaching English, especially in elementary school. This Donations mind form of review of the implementation of policy implementation English lesson in elementary school. This review based on the results of some research, and notes field, experience and theory about child development, especially concerning language development. Successive shall I suggested: (1) policies and Home for the afternoon thinking Young Learners (EYL), (2) basic theory courses EYL; (3) reality on the ground, (4) EYL teacher qualifications; (5) the learning device, and (6) teacher training.

TEACHING ENGLISH IN PRIMARY SCHOOLS:

POLICY, IMPLEMENTATION, AND THE FACT

A. Policy and Rationale EYL

English lessons in primary schools has been carried out during less than 10 years. Policies on allowing the English lessons in primary school was officially justified because it is based on policies related. No. RI Department of Education Policy. 0487/4/1992, Chapter VIII, states that school basis can add lessons in its curriculum, provided that lesson is not contrary to the national education goals. Later, this policy was followed by Decree of the Minister of Education and Culture No. 060/U/1993 dated February 25, 1993 about the possibility of English language courses in the subject content local elementary school, and can be started in 4th grade. Furthermore, national policy followed by SK Head Office of the Ministry of Education and No culture of East Java Province. 1702/105/1994 dated March 30, 1994, states that in East Java English Lesson as a subject local content lesson options.

This policy has responded positively and widely by the community, namely elementary schools who feel the need for and ability to organize teaching English. In the course of its development, English language lessons originally as local content becomes local content lessons selection compulsory in some areas. Curriculum local content lessons is not organized by Ministry of Education Curriculum Center, but was developed at the provincial level. Therefore, local curriculum in East Java, unlike in Central Java and West Java, either on purpose or the material (Suyanto, 2001).

From the analysis, curriculum for English as the existing local content when we really look there are still many weaknesses. The aim is wrong An important component of teaching English language not suitable for development children aged 6-12 years. Four Local Content Curriculum (East Java, Central Java, West Java, Yogyakarta), which have been studied show a difference in approach in preparation, objectives, and materials / topics. Learning a foreign language to elementary schools abroad Teaching English in Primary Schools 3 already started in the 60's, reaching a peak in the 70s and knowledge had subsided. But now since the year 1990 has been an explosion of children learning a foreign language more early. Foreign language in elementary school is actually to introduce to the students that there language other than mother. In Indonesia, with the policy in advance, English should be introduced through appropriate activities with the activities the world's children. For example, learning vocabulary and simple sentences about what's on surroundings or learning, drawing, singing, playing and telling story. How reality on the ground now? Elementary school children assigned to translating difficult phrases, grammar notes with terms not understood by students, and homework is often unclear command so that there is an ambiguous answer.

Teacher charged with school principals to teach English while she was not have a background in English education. This happens because the school forced to teach English to their students because the demand communities or orders from superiors. Although the school was concerned not / has not been able to implement because there are no adequate and teachers activities have not prepared well-planned curriculum.

The fact that there are policies enforced at the time the policy makers less impressed or did not do a careful needs analysis before. Do workers in the field is ready? Does the curriculum / syllabus already exists? Which although clearly mentioned that English in elementary school, language subjects English is not compulsory and can be taught the lesson when indeed required and available teaching staff, many schools are forced to implement this program. Community demand, namely the parents who ask so that children also learn English like those in other schools actually not a good reason. In addition, there is "command" or a decision from the Office Local education, which requires schools to provide language lessons Learning English as a mandatory local content.

In fact developing a new program (in this program English language teaching) is not easy. Actually, it is important to underlie Teaching English in Primary Schools 4 program with a strong rationale why need a program included in school curricula. The rationale should be developed: whether indeed to meet the needs, or as a priority for a particular field in order parallel with other countries.

According Curtain & Pesola (1994) School Board and Parents Association requires strong reasons and evidence before making a decision or policy about the timing, funding and types of new programs. English language programs are necessary

explores the benefits of language learning, language choices which should be taught, and general type of learning that will be used, and other forth. The rationale is convincing and steady will be able to help existence of foreign language lessons in primary school.

Rationale for decision makers ten years ago did not one, namely the need for English language skills to participate in this era of communication and globalization, as well as for knowledge transfer, either in the language English spoken (lectures, discussions, presentations) or written (reading references, writing reports, etc.). However, I think a lot of things that are not or less attention by policy makers. The forgotten rationale among others, are as follows.

1) During this program began in junior high school English, it means that all graduates SMU / SMK / MA has been studying English for six years. Reality showed that after six years studying English, yet graduated English language skills to be able to utilize their time learned in college. Maybe if started early, from fourth grade SD, then the term of foreign language learning has become longer. Mean theoretically, learning acquisition is expected to be better and could utilize his skills to read reference books in colleges of High. Teaching English in Primary Schools 5

2) Children age 10 years (4th grade) is in the process of change that had been "Egocentric" to a reciprocal relationship or "reciprocity", so that when foreign language instruction begins early so this will trigger cognitive skills.

3) Some important things to consider: (1) Is it skilled teachers prepared to teach children with English simple and true? Learning a new language is much less a foreign language experience "traumatic." To avoid fear, shame and etc., needs to consider how to help them feel happy and calm. In fact now many teachers who are not English teachers asked to teach without the knowledge of how to use the mother tongue first, gradually getting them accustomed to use language UK (Reilly & Ward, 1997); (2) what teaching materials or which will given to students of different school location, social, economic, and culture / habit?; (3) How can teachers do assessments qualifying students to learn properly?

There are still many things that need to be considered before a policy new force. There is even a dispute is also about the position of language English, for English as a foreign language as lesson or later as "medium" in bilingual education (Chamot, 1987). In Indonesia to day being tested bilingual learning programs for math and Science in Elementary School fourth and fifth grade (42 primary schools in 30 provinces).

B. Organization Theory runway EYL

In educational psychology known as the theory of development. Model learning are well known is the frequent development approach linked with Jean Piaget (1896-1980). In Piaget's model (in Orlich et.al., 1998) recognizes four stages in the development of sensor motor stage, (born until age 2 years); preoperational stage (2-8 years); concrete operational stage (8 - 11 years); and formal stage (11-15 years old). So, when elementary school children learn language started classes three or four they are in the stage of concrete operational stage and by therefore they require a lot of illustrations, models, drawings, and activities another.

Apparently less Piaget believed that the use of direct instruction actually just as important in the development of natural sciences, logic, and mathematics (Wood, 2001). Keep in mind too many verbal learning or use of demonstrations in teaching, especially for young learners ages can hinder the development of knowledge.

Currently many studies that prove and quite convincing that actual benefits of verbal learning, social interaction, and culture can enhance optimal learning. This is clear in the theory of Zone of proximal Development (ZPD) which was developed by Vygotsky (1978, 1986). Is it ZPD?

"ZPD is the distance Between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers "

When a child can not understand something, then according to Piaget's child not ready mentally. For Vygotsky, learning outside the development area knowledge. In this case study has a social value. For learning English social interaction can be realized in the form of tasks in pairs or group.

Foreign language learning for children in America and Europe has begun since the fifties and became very popular during the sixties, but slightly decreased in the seventies. Learning English for schools constituted the basis of an opinion that learning a foreign language or second language would be more better if started earlier (Hamerly, 1982:265).

Assumptions about the age and language learning, among others, children learn language better than an adult learner, learning foreign languages in schools should be started as early as possible, more easily attract the attention and interests of children than in adults, children learn a language is basically the same with adults, as revealed Ur (1996:296). These assumptions have not been confirmed by although studies of learners' experiences children seem better, and found no evidence that older age is more effective child he learned to speak (Singleton, 1989; Ellis, 1994; Ur, 1996). Furthermore, Ur said there are three sources of concern for children in the class of images, tales, and games. Happy children view the images, especially an attractive, clear and colorless. Similarly, happy child hear a tale / story, then enjoy reading especially equipped with drawings. Learning a new language while playing is an activity fun for the kids or often referred to as a recreational time-out activities.

In essence by Curtain and Pesola (1994), the children will learn foreign languages best when learning occurs in the context of communicative and meaningful to them. For children this context includes the social, cultural, games, songs, fairy tales, and the experiences of arts, crafts, and sports.

Two important theories about the development of this psychology, namely the theory of Piaget and Vygotsky, can provide important information on how we think of children as students / learners' language, especially a foreign language.

According to Piaget, children are active learners and thinkers. They always interact continuously with the world's environment and solve the problems they face in that environment, so that the process learning occurs actively. It is produced by the child itself, rather than results imitating others and gained since birth. Donaldson (1978) emphasized the implications Piaget opinion that children are always trying to actively seek an understanding of world, asking questions and want to know. Also, since small children always have an intention and purpose: he wants to ask or do something. Although children as active learners, they have limited experience. This can be understand how they respond to tasks and activities in the classroom language. By therefore, must consider how teachers could present the objects, situations, and Teaching English in Primary Schools 8 interesting activities for elementary school children so they can learn by good.

Opinion of Vygotsky (1962) differs from Piaget about language and relax on Another child in the world. He believes that children are part of the social, although he does not ignore the cognitive development of individuals. According to her center development and learning occurs in social contexts, in a world filled with others, relating to the child since birth. Those people holding important role to help children learn (playing, reading stories, talking, show objects, ideas). Here the adult world is a mediator for children. Ability to learn through the medium of instruction and is a characteristic human intelligence. With the help of an adult / child's teachers can do and understand more than they do themselves. This means also is a time-saver.

Learning to do things and learn to think both are helped by interaction with adults. Many of the ideas that Vygotsky used in formulating the framework of foreign language teaching for children. In addition to their activities directed at the children's interests, level development, and background experiences. Activities should be planned for different learning styles and to engage in activities that provide opportunities to move physically.

Actually the purpose of teaching English in Indonesia is different from the purpose teaching English as a second language in countries where English is as a medium of communication. English is the first foreign language shall be taught in junior high and high school, while in elementary school is one of the lessons local content that is not (or not) is a compulsory subject.

The objective of English teaching competence include all languages, namely: listening (listening), speaking (speaking), reading (Reading), and writing (writing). English is very different from the first language of children (language Indonesian, Javanese, Sundanese, and other regional languages in Indonesia). Difference This language is important for teachers so that learning can be understood accounted for righteousness. Differences include: speech, spelling, Teaching English in Primary Schools 9 language structure, stress and intonation, vocabulary, and the value of foreign language culture. Gebhard (1996) states that most English lessons directed to students can analyze and understand English so they can pass the exam.

The fact is there is no or very little opportunity for students to apply what they learned in communicative situations outside of school. In general English classes in Indonesia, more emphasis on "Learning about Home" instead of "learning how to use Bahasa Indonesia."

C. Reality on the Ground

Since issued policies concerning the teaching of English in primary schools, has been much research done by students for the essay or thesis as well as by lecturers who have the attention of English language teaching for children or EYL. This is very important since the existence of research, data field in the form of reality as a result of enactment of policies can be expressed and acted upon relevant. Because of limited time, so I choose the fact that I consider relevant to the title of this speech.

Some findings of the research I've done the last four years between stated as follows. In the year 2000 with 3404 respondents in the ten-province students (East Java, Central Java, Yogyakarta, Bali, East Nusa Tenggara, South Sulawesi, Central Kalimantan, South Kalimantan, West Sumatra and South Sumatra) shows that students with high NEM (66.9%) and with low NEM (56.4%) had learned English while in elementary school. When they're having fun in SD learning English (89.4% of high NEM and 85.4% of low NEM) While having fun, they also stated that learning English is difficult.

High NEM class 53% said having difficulty, whereas NEM class more low (73.8%) which states that experienced difficulties. Too bad taste enjoy learning English in elementary school when the school was declining, to 63% and more than half (62.9%) stated that difficulties in learning English. Important information obtained in the study year 2001, ie there is enough lots of books / teaching materials on the market in East Java, that there are 37 kinds, and that Teaching English in Primary Schools 10 used in Malang City and there are 21 titles, printed by 16 publishers. Result analysis of data about the quality of textbooks showed that only 19.04% which Uncategorized "good", and 33.3% Uncategorized "enough", while 42.85% Uncategorized "Bad." However, when viewed from the overall quality of the content of most books was in category "enough" (57.1%).

Teaching materials or materials is an important source for teachers in helping students to learn English. Teaching materials for children in elementary school can be textbooks, student activity sheet (BLM), story books, recordings and dialogue, brochures, drawings, posters or other tangible objects. In this regard it is important

not the material itself but how the material is used to help students language learning (Moon, 2000).

D. Teacher Qualifications EYL

Teachers are implementing the components that should be able to translate curriculum, such as the objectives, methodology, materials, and evaluation into practical activities in English language classes. Therefore, elementary teachers who teach English or teacher English language teaching in primary schools should have the ability and skills qualified English-speaking and mastering the techniques of teaching English suitable for children. This is emphasized by Fillmore (1991) that the

research results found that children who succeed in gaining English are those who frequently interact with people master English well.

In other words, teachers must master the English language and language learning to be able to evaluate the accuracy of various methods, materials, and approaches for can help students to succeed. Some findings are quite serious about elementary school teachers involved in socialization results of the development of English language teaching model for elementary schools, among others, as follows.

Teaching English in Primary Schools 11 Educational background of teachers in the City and County of Malang shows that most of the educational background of the S-1 (71.4%). Some other small educated baccalaureate or diploma (3.6%), D-1 (5.4%) and D-2 (1.8%), which SPG educated (7.1%) and SMU (8.9%). From what educational background S-1's, it turns out that S-1-educated English education as much as 46%, whereas the S-1-educated non-English language education is only 3.6%. When views of the average educational background, the state teacher of English in Poor not too bad.

Educational background of primary school teachers who took part in ten socialization training areas in Java and Sumatra (as many as 1096 people) amounted to 336 people (30.66%) D2 PGSD educated without special education English for children. A total of 193 people (17.61%) holds a diploma S-1 non-English language, while 128 teachers (11.68%) only a high school education or vocational school. A total of 170 teachers (15.57%) S-1-educated English. A total of 166 teachers (15.15%) did not provide answers, there are some among them felt ashamed because only educated MTS and junior high school.

Several important findings that can be recorded during the research and activities socialization among others, are as follows.

Pronunciation: Many words are not true and it could even mean another. Many teachers are not able to distinguish between the sound of | d | and | t |, [fu: d]: food pronounced [Fut]: foot. With the sound of the letter c | k | electric with the sound of | s | on electricity. Which worse is when a teacher is to teach EYL in the classroom, as model, gives an example and imitated their students:

- It is a cucumber, because c rung in the Indonesian language and it cometh English: It is a [cucumb? r].

- What happens when the kids come home and see his mother slicing cucumber, and then he said: It is a [cucumb? r] and you need a [Knæf].

Teaching English in Primary Schools 12 - It should Cucumber [kyuk? MBC] and knife [n? If] pronounced [knæf] by a teacher who is introducing kitchen tools in a classroom English in a city district.

Structure of language: Many teachers are very poor command of the language English, including a minimum of grammar must be mastered by a teacher who teaching (even giving basic!) English in primary schools. For example:

- Forms of singular and plural noun: many books, books should be. The student go, it should goes. She cooking, etc..

- Many trainees who can not distinguish the use

much vs. many

She vs. he

come vs. go

and so forth.

Technical Skills: It appears that many teachers who do not know:

- How to hold the flash cards to the right so that all students can see clearly;

- How to teach singing, so in a short time (less than 10 minutes) the student was able to sing a song whose words are relationship with their learning materials;

- How to present a story or an interesting tale with use Puppets to students;

- How to give an example or a model for speech and conduct action verbs.

The selection and development of materials: Most of the teachers use the materials teaching by simply following the sequence in the book. They often say running out of material before the school year ended. That means teachers are less skilled at selecting, adapting, and developing materials tailored to needs of their students. Necessary to develop teaching materials, plus if less, be replaced if inappropriate, if not completely revised and updated when it is not in the field.

Instructional materials and activities in the classroom should be connected with the life and actual experiences of children.

Complaints teachers always sounded: (1) less the allocation of time to English lesson (2 hours of lessons per week) Actually two hours a week for elementary students long enough the teacher can plan activities to split his time in appropriate; (2) the number of pupils in one class is too large. Number of students many in one class in the class was the fact most schools in Indonesia, (3) can not carry out the manufacture of media, why there was no time, difficult, or expensive. It feels this is because they are less creative and less able to spend time to prepare for the purposes of teaching her own class.

In the normal course of learning there is an evaluation or assessment by the teacher to know the acquisition of student learning. In this case the information obtained from teacher and the following observations: the majority of teachers (30.4%) conducted six different ways, namely daily training, classroom tasks, chores, school repetition, generally shared and replicated observation. Others (26.8%)

evaluated using five methods, namely daily training, classroom tasks, chores, school repetition, and replication was generally shared. There is something dubious, whether teacher qualifications "less" can be properly evaluated.

From the research findings for three years and also the observation of training

short, EYL teachers in 10 regions in Java and Sumatra are mostly (+ 80%) are not sufficient qualifications to become an English teacher in elementary school. This was also found by Chodidjah (2000), coach of the British Council states that in areas of DKI only 20% of teachers are really worth as a teacher EYL. This is understandable, because teachers are not prepared EYL mature previously.

If we look at what happened in the Republic of South Korea about the EYL in schools basis, we can compare their teacher preparation. English has become compulsory lesson in primary schools since 1997 and starting in grade 3 with time allocation of one hour a week, later since 2001 into two hours. Amount Primary schools across South Korea there are 530 in 5700 and Seoul. All classes (23 000) in Seoul is equipped with TV and CD player by Samsung and English lessons done with the media. His teacher was also followed as he saw the CD. All materials developed and rigorously selected by the Board of Teachers, parents, and non-governmental organizations, so there are only 16 kinds of books written by experts, lecturers and teachers.

To become primary school teachers are very strict selection. From high school graduates must national exam, if passed will be tested 10% best new essays written form then trained for four years with a degree B.A.

How in Indonesia? To program the D-2 PGSD for two years now similar to the situation in South Korea 23 years ago. About the facilities (books, media, etc) is far different. GoI may not facilitate the school 138 433 country basis (how many classes?) and 10 083 private elementary school. Besides the location and area schools

countries, the number of ethnic-groups in the country with different languages is also a factors that can not be ignored.

E. Learning Tool

From the results of this research is that there is no English language syllabus appropriate for elementary students, many books have been prepared oriented structure, themes or activities and is not accompanied by guidance teachers. Therefore, as the end result of research I together with a team of researchers has developed all the necessary teachers. Tools learning that have been generated by the research team include: 6-volume textbook language English for primary schools, namely the book "Learning by Doing" which has been equipped with the syllabus and a list of English language competence of students that must be mastered for each grade, and Teaching English in Primary Schools 15 teacher guide. Additionally, to expedite the learning process generated also the media in the form of flashcards, four sets of Puppets to teach the story / fairy tale, a cassette a collection of English songs in the sixth volume textbook, and two examples of CD teaching model with a simple lesson plan.

Learning Syllabus for English as subjects of local content as well developed for grade one to grade six. In this syllabus included basic competencies or skills of speaking of what will be achieved and the list vocabulary for each grade level or who have mastered a minimum of students. Teachers can add if indeed their students need.

Textbook entitled Learning by Doing vols 1-6 printed by PT Grafindo Media Pratama in the form that was quite interesting at the request of researchers who also author, among other quality papers, drawings and printed in color. The book contains wide range of activities based on the theories, concepts, and research experience appropriate for elementary school children. Besides that type of material is also quite a lot, among other discourse short, dialogue, storytelling, singing, games, etc..

Teachers Guide to the handle of a teacher is required for guidance implement textbook. In it contained a list of competencies language skills of students planned to be governed.

Media, consisting of 100 flash cards to form pictures of animals, objects, fruits, household appliances, clothes, etc.. Currently agreed flash cards will be printed in color and developed into 200 pieces, including flash cards with smaller sizes for children who are studying in pairs and group work.

In addition to flash cards, also made four sets of Puppets which the story content in the textbook. By reading the story (story-reading) or just be told (story-telling) the teacher can clarify the content of the story by using the Puppets. Students can hold Puppets and act together with other students (peers). This Puppets made of materials strong enough and made the color so that more interesting.

Many teachers who do not know how to sing songs in English in the book. They need a tape recording songs in the textbook.

Therefore, made recordings of the songs so that teachers can sing and teachers can prepare earlier.

In addition to song tapes, also made a CD of teaching model. Teachers can see the CD teaching model, then develop their own activities as required. Lesson simple plan as a reference for every step of the CD that accompanies the activities there.

F. Teacher Training

Rice has become porridge, the policy was implemented and a lot of things suite apprehensive. Now how can we make things that are already his becomes even better. Like the fact that I mentioned earlier, there must be pleasure to improve English language programs in elementary school. One thing that needs to be handled is to assist teachers to improve the abilities and English skills language and teaching methodology for young children (6-12 years).

Given the "explosion" of English courses for children, not just SD even in kindergartens and play groups to learn English, there are a lot of demand for English teacher. So training for EYL teachers need to be well planned. Actually, Wallace (1995) offers three forms of teacher training enough known persons, namely: (1) training by the experts and teachers to see, mimicking the techniques demonstrated by following the coaches instructions, (2) applied science model, trainers receive science / theory and applied, then corrected periodically based on the findings of existing knowledge, (3) model of reflection, participants raining has been familiar with the concepts, terminology, research findings, theories and skills widely known. An English teacher for children should be peak English well, can manage the activities individually, in pairs or goups. After the activities can be practiced reflection to see

What has been done can be run well or did not like that

expected.

In our educational conditions like now, I together with the research team find a way short training (7-8 hours) for elementary school teachers who teach English but does not have an educational background in English. Training beginning with the activities of providing information to make them understand the basic EYL in the elementary school of thought with the introduction of policies related to open insights them.

Furthermore, the coach began to demonstrate some practical techniques to teach language English for children, such as the introduction of new vocabulary; telling story for listening skills which are directly followed with the skills to "talk" or "Writing". The words chosen are expected meaningful for students. Repetition of vocabulary words to understand the text or content of the story conveyed using media, Puppets is by hearing aids.

In training activities, teachers directly involved and directly invited to sing and asked what kind of responsibility they have to do later on their students. After finishing some teaching techniques, we trained participants to make a simple media, such as flash cards or flip cards. The results are used for participants tested in advance

others to know how to use the media made their own.

The second training is sort of short courses about the EYL with material been prepared which includes the characteristics of children, policies and some results research. Also featured are also learning by doing "approach with the given samples using the media. Integrated language skills, reading stories, singing and playing the game. Create a simple media and the way use also was trained. Face to face for the discussion of materials, followed by practical skills and modeling. Participants earn a certificate after attending with full training. Participants who have joined this activity is a lecturer and EYL students.

Third, is the pre-service training offered in the form of course options that weighs four credits. In this lecture the student already knows subject of which one is the theory and which for training practical. For practical tasks, students conduct micro-teaching activities by presenting some elementary students. The subject together with training second. The difference is the final lecture for prospective teachers must read a lot and develop a lesson plan for the use of micro-teaching with children's elementary school class Four or five.

The fourth training is training which is emphasized in the reconstruction of the eye lectures: (1), participants were representatives from the Department of English at college gathered to practice at the national level, (2) then they will return to the place each and the upgrading of teachers; (3) Our final train teachers in order experience for yourself and see whether the participants whose performance can be the model to help other teachers.

Thus models for teacher training that can be done immediately through training activities by the Education Department with a team in the EYL or One-day form of workshop activity with shared funding. Training activities able through existing institutions to the community through service activities. Conclusions and Suggestions.

CLOSING

G. Conclusion And Suggestion

Based on the description in advance can I get some conclusions as follows.

First, English teaching materials for elementary school quite a lot in the market, but not many are qualified to serve as the student handbook at class. Therefore, teachers must be able and skilled at choosing books with consider fitness for purpose, content, language and level of difficulty students.

Second, teaching English in primary schools has been carried out with various kinds of obstacles and problems, meaning children in Indonesia is currently studying English is much longer beginning and they learn English. Therefore, "Feel good" students learning English need to be maintained.

Third, most teachers who teach English in elementary school does not yet have English-speaking abilities and skills are sufficient to act as foreign language teachers in primary schools because the majority (+ 80%) they do not have an educational background in English.

Fourth, it is not yet available in English syllabus for primary schools equipped with teaching materials, guidance teachers, and media. Results Research Team developed RUT VIII in 2001 until 2003, can be used as capital to adjusted with local requirements.

Fifth, the course has not been evenly Home for Young Learners in programs English Education in Higher Education. For the minimum standards necessary There are modules to reconstruct the national meeting.

Based on the reviews in advance there are a few suggestions that I want to ask as follows.

First, there needs to be the minimum criteria that can be followed by book writer English lessons, for example, need to follow the guidelines of writing Book Center was developed by Ministry of Education. It would be better if there is certification textbook writing is done by institutions authorized yan.

Second, the "feel good" students' English learning needs to be preserved with create an interesting learning situations, using a variety of practical techniques such as singing, storytelling, games using visual aids / media in accordance with educational materials (flash cards, Puppets, and cassette).

Thirdly, cooperation between the Ontario Ministry of Education, Universities (LPM, Research Center, Department of English Language Education) and other relevant institutions to conduct training activities that aim to improve the abilities and skills English primary school teachers especially those who have no background English language education. They should be trained especially mastery of language, eg. the correct words, grammar, and word choice.

Fourth, English language learning device that consists of syllabi, guidance of teachers, the book Learning by Doing, the media I have developed joint team need disseminated more widely to model or example of the expected can be used by teachers in the field.

Fifth, it should be immediately held a national workshop to reconstruct eye EYL lecture will be developed with minimal standards that need to be fulfilled in these subjects (subject, references, activities, etc.).

REFERENCE

· Chodidjah, Itje. 2000. Pedoman Mengajar Bahasa Inggris di Sekolah Dasar di Indonesia. Jakarta: British Council

· Ramadhy A. Sufyan. 2002. Pembelajaran Berbasis Cara Kerja Otak. Bandung: Puslit Otak dan Pembelajaran

· Suyanto, Kasihani K. E.; Rachmayanti, Sri; Rahayu, Lestari. 2003. Sosialisasi Model Pembelajaran Bahasa Inggris Muatan Lokal di Sekolah Dasar. RUT. VIII.3. MENRISTEK RI dan Lemlit U

· Suyanto, Kasihani K.E. 2000. Senang Belajar Bahasa Inggris di Sekolah Dasar: Penelitian 10 Provinsi di Indonesia. Malang: Lemlit UM

· www.google.com

TEACHING ENGLISH IN PRIMARY SCHOOLS:

POLICY, IMPLEMENTATION, AND THE FACT

PAPER

Proposed To Meet One Of The Task Group On The Course English Language Training Management

Prepared by:
1. Adi Rusnadi
2. Ahmad Suro
3. Firmansyah Rowardi
4. Zaenudin

TBI - C / IV (Four)

STATE INSTITUTE OF ISLAMIC BANTEN

SULTAN MAULANA HASANUDDIN
EDUCATION AND ETIQUETTE FACULTY
2009 - 2010