The Development of Madrasah Laboratory in Islamic Higher Institution: A Case Study in Indonesia and New Zealand
Tedi Priatna, Dindin Jamaluddin, Aan Hasanah
Available Online October 2018.
- https://doi.org/10.2991/icie-18.2018.49How to use a DOI?
- development; islamic higher institution; madrasah laboratory
- This study was conducted based on several factors. Firstly, a fact that there are no models for madrasah laboratory (Islamic School) with national standards. Secondly, a need to have a standardized laboratory models of madrasah with the uniqueness of each Islamic Higher Institution. And the last, a need to develop a laboratory models of qualified madrasa in Islamic Higher Institution. Therefore, the aims of this study are to investigate policy, planning, implementation, supporting and distracting factors, evaluation and success level of the development of Madrasah laboratory in Islamic Higher Institutions. The method used in this study is a qualitative approach. The collecting of data is using triangulation method in which collaborates observation, interviews and snowball technique. The steps of the data analysis are describing a madrasah laboratory models, analyzing, designing product, specifying product, and doing focus group discussion (FGD) to get the product revision picture. The results show that (1) Madrasah Construction of UIN Syarif Hidayatullah Jakarta, Madrasah Laboratory UIN Sunan Kalijaga, and Public School Auckland New Zealand (Parnell District School) are madrasah models of Higher Islamic Institutions. Moreover, Parnell District School is the school representative to be adapted. (2) The Policy of madrasah laboratory and Parnell District School based on the local and central government and also the internal policy is relating to the vision and mission of each madrasah. (3) The planning program of those madrasah is a process toward a whole effort combining the resources and financial to gain the goals of madrasah education development. (4) The policy implementations of those madrasah have been directed to improve the product quality. It can be reflected in their vision and mission. (5) The supporting factors of development are student population, teachers, students, facilities and Infrastructures, budgeting, and academic culture. Besides, the distracting factors are internal and external factors. (6) The evaluation process through a good mechanism can be reflected from their achievements through either academic or non-academic fields.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Tedi Priatna AU - Dindin Jamaluddin AU - Aan Hasanah PY - 2018/10 DA - 2018/10 TI - The Development of Madrasah Laboratory in Islamic Higher Institution: A Case Study in Indonesia and New Zealand BT - International Conference on Islamic Education (ICIE 2018) PB - Atlantis Press SP - 266 EP - 275 SN - 2352-5398 UR - https://doi.org/10.2991/icie-18.2018.49 DO - https://doi.org/10.2991/icie-18.2018.49 ID - Priatna2018/10 ER -