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ABSTRACTING AND INDEXING
The articles in the FSSH Scholarly Journals will be indexed and abstracted by the
following database.
Volume 12, Number 3, 2015
Editorial Board
Adam P. Howard
City University of New York/Hostos Community College, United States
Jeremy J. Edward
East Stroudsburg University, United States
Jamil M. Sharif
Emirates College for Advanced Education, United Arab Emirates
Dennis R. Edgar
Centre for Education and Research, University of Northampton, United Kingdom
Editor in Chief
Adam P. Howard
City University of New York/Hostos Community College, United States
Editors
Alfredo U. Santos
Interdisciplinary Research Centre for Education and Development -ULHT, Lisbon, Portugal
Jung-Hyun Kok
Utah Valley University, United States
Muhammad Ataf
United Arab Emirates University, United Arab Emirates
A Huang Min
Central China Normal University, China
Patrick O. John
University of Nottingham, United Kingdom
Suraphong Soepwongli
The Political Science Association of Kasetsart University, Thailand
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All manuscripts must be submitted electronically through the e-mail to the editor at:
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TABLE OF CONTENTS
Editorial ........................................................................................................................................ i – iv
The Concept of Muhammadiyah’s Educational Reform
Anis Husni Firdaus ............................................................................................................... 1 – 14
Personological Factors and Sexting Behaviour Among In-School Adolescents:
Implications for Counselling Psychology
Adeyemi Adetola O. (Ph.D) & Muraina K. Olanrewaju (Med) .................................. 15 – 28
Developing English Textbook for Fourth Grade Students in Elementary School
M. Arif Rahman Hakim & Dian Anggraini ....................................................................... 29 – 36
Comparing the Effect of L1 and L2 Definition on Incidental Vocabulary
Learning Through Listening to Stories
Mohammad Reza Amirian, Gholamreza Zareian, & Sima Nour ............................... 37 – 56
The Application of Logic Model in the Quran Memorizing Evaluation
Abdul Azis ............................................................................................................................. 57 – 68
Personality Development Through Character Education in Darussalam Islamic
Boarding School, Ciamis, West Java, Indonesia
Chusna Arifah ....................................................................................................................... 69 – 90
How did Irrational Beliefs Make a Teacher Feel Depressed? An Iranian
Counselor’s Experience
Tayebeh Najafi ...................................................................................................................... 91 – 98
International Journal of Educational Studies | Vol. 12, No. 3, 2015
ISSN 1682-4377
http://fssh-journal.org
i
EDITORIAL
For several years, schools and universities have been battered by a sputtering
economy that on many campuses has brought about slashed budgets, curtailed
programs, shuttered facilities and terminated employees. But throughout the gloomy
financial conditions, one of the bright spots for education institutions is the continued
growing embrace of green design and construction strategies.
The economic downturn has slowed the pace of school construction and
renovation in many communities, but for those institutions that have acquired the
money needed to carry out facility projects, many have run the numbers and
concluded that sustainable design and construction strategies are the best way to
provide their constituents with an environmentally friendly, energy-efficient building
that will last a long time.
From coast to coast, administrators and architects are collaborating to create
school spaces with design elements once seldom seen on campuses, but becoming
more and more common: ample daylighting that reduces the demand for artificial light;
highly efficient heating and cooling systems that enable schools to provide a controlled
climate at a much lower cost; solar panels and wind turbines that generate energy and
don't create greenhouse gas emissions; water-saving fixtures and rain collection
systems that result in less consumption of fresh water; and wetlands, native vegetation
and green roofs to provide students and staff with connections to nature.
For facility managers, the cost savings that sustainably designed schools provide
are a key selling point; for educators, the ability to help plan a building with an eye
toward integrating those green building features into the curriculum and enhancing
student learning is an exciting opportunity. "Usually a building is already there and you
deal with the space you have," says Dan Hoffman, assistant superintendent with the
Reynoldsburg (Ohio) district, which opened a sustainably designed high school in 2011.
"We were able to start with the architect, and that opportunity hasn't happened very
often."
The push for sustainable design is taking place throughout the construction and
design industry, but the education sector has clearly become a leader in delivering
green facilities:
•
The Collaborative for High Performance Schools has created a series of best-
practices manuals that offer schools resources for designing buildings and selecting
materials that are energy-efficient and environmentally friendly. Its recognition
program acknowledges designs that achieve sustainable standards.
Editorial
ii
•
The U.S. Green Building Council, through its Leadership in Energy and
Environmental Design (LEED) rating system, has created what has become a
sought-after way for schools to certify that a project has incorporated strategies
for saving energy and having minimal effect on the environment.
•
Forty states have established mandates or incentives for sustainable design and
construction of public facilities, says the National Conference of State Legislatures.
In addition, many local governments, individual school districts and universities
have standards that call for sustainably designed education facilities.
•
Acknowledging the importance of school facilities to the green movement, the U.S.
Green Building Council created the Center for Green Schools in September 2010.
The center says that the amount of LEED-certified education facility space in the
United States (166 million square feet, as of December 2011) represents a higher
percentage than any other market sector. A center poll in 2011 found that nearly
three out of four Americans supported federal investment in facility improvements
that created more healthful schools.
•
The Center for Green Schools Report Card 2011 provides a statistical measure of
the growth of the sustainability movement in education: 4,352 facility projects at
colleges and universities have pursued or are pursuing LEED certification; 1,370
projects have earned some level of certification (either certified, silver, gold or
platinum); another 2,982 higher-education projects have registered for LEED
certification and are awaiting for the process to be completed. The report card
singles out Harvard University and its 50 LEED-certified facilities as the No. 1
campus for LEED projects.
At the K-12 level, 579 projects have LEED certification, and another 2,982
projects have registered to go through the process. Ohio, with 315 K-12 LEED
projects, is the state with the most.
Standard of Ohio
Ohio stands at the top of the list of K-12 LEED projects because the state's
School Facilities Commission, which provides funding to districts for facility
improvements, mandated LEED standards for projects. With more than $4 billion in
funding to disburse to Ohio districts wanting to upgrade their campuses, the
commission's standards have made Ohio a green leader. "A lot of people are looking
to Ohio to find out, "How do I get green schools?'" says Columbus architect Kirk
Paisley, a leader of an Ohio Green Schools Rally at the end of February in the
Reynoldsburg district. "The simple answer is "Move to Ohio.'"
The promise of what a new, sustainably designed high school in Reynoldsburg
could offer is what persuaded assistant superintendent Dan Hoffman to return to the
district. He had worked for Reynoldsburg for 27 years and had left to join
KnowledgeWorks, a group that focuses on new approaches to high school education.
International Journal of Educational Studies
Vol. 12, No. 3, 2015
iii
The new high school was an opportunity to be part of a new, sustainably
designed facility that would have a 21st-century approach to education. The new
facility is based on a Science, Technology, Engineering and Mathematics (STEM) model
with a specific focus on environmental science.
The campus includes a green roof and four acres of wetlands that are used to
complement and enhance learning. Two yurts-small, domelike structures more
commonly used by nomads in Central Asia-have been placed on the campus grounds.
They have 180 degrees of windows, and students can observe the wetlands and
conduct experiments in them.
The high school facility's heating and cooling comes from a geothermal system.
Much of the wiring and infrastructure is left exposed and is labeled so students can see
how the building functions. "The two things we have emphasized are transparency and
flexibility," says Hoffman. "The building itself is a teaching tool." Hoffman says the
combination of sustainability and the academic initiatives that take advantage of the
surroundings have made the high school a place where students want to be. "It's more
like a college campus than a high school," he says. "It has renewed interest in the
district. Some students have returned from private schools."
Saving sustainably
Just a few miles from Reynoldsburg, the Columbus district has different issues as
it tries to bring sustainable approaches to its facilities projects. Columbus has many
older schools, some historically significant, so building improvements have to be
balanced with the need for preservation. That means the district's approach tilts
toward renovating schools rather than building new campuses, says Carole Olshavsky,
the district's senior executive for capital improvements. Because of that, Columbus had
to persuade the state's Facilities Commission to be more flexible about factoring in
preservation and allowing older campuses to undergo renovation.
Columbus also has many facilities to manage and must maintain consistency as it
carries out green improvements. "We try to have a good balance of pushing the
envelope on sustainability and environmental responsibility, and maintaining
consistency in a large district," Olshavsky says. "We have a more standardized design
and construction approach; we don't want our maintenance staffs saddled with
different systems."
Urban settings have some advantages in acquiring LEED points for certification,
Olshavsky says-city schools tend to be on more compact sites and are more likely to
have access to public transportation. But Columbus also has characteristics that make
the path to green schools more challenging.
In addition, the conditions in the area can make some approaches, such as
geothermal systems, difficult. "We have some unusual sub-surface conditions,"
Editorial
iv
Olshavsky says. "Drill a few feet away you might find something totally different. You
might find caves or water-we even found some natural gas."
The number of sustainable projects in Ohio led to another problem, "A
geothermal system provides tremendous savings, but there were few contractors
available who could do it," Olshavsky says. "They have been overwhelmed that
escalates the price."
Despite not being able to pursue geothermal systems or other approaches such
as solar panels or wind turbines that may not be cost-effective in Columbus, the
district has been able to successfully complete green renovations on several campuses.
"We are seeing 30 to 40 percent energy savings in the projects we have completed,"
Olshavsky says. The university points to numerous green features that helped the Joy
Building receive platinum certification:
•
The building captures 90 percent of rainwater and reuses it in planters.
•
Water use during building operations has dropped 43.6 percent.
•
The building uses 49.7 percent less energy.
•
100 percent of the wood used in the renovation was Forest Stewardship Council-
certified.
•
95.1 percent of construction waste was recycled.
•
83.9 percent of building structure was reused.
•
The building now has an electrical-vehicle recharging station.
•
22.7 percent of the building materials are recycled content.
•
Daylight reaches 90 percent of occupied spaces.
•
20.3 percent of materials were purchased within 500 miles.
Adam P. Howard
Editor in Chief
International Journal of Educational Studies | Vol. 12, No. 3, 2015
ISSN 1682-4377
http://fssh-journal.org
1
THE CONCEPT OF MUHAMMADIYAH’S EDUCATIONAL
REFORM
ANIS HUSNI FIRDAUS
Darussalam Institute of Islamic Studies, Ciamis-Indonesia
Abstract
Muhammadiyah is socioreligious organization in Indonesia, established by KH Ahmad
Dahlan in 1912, which aimed at adapting Islām to modern Indonesian life. KH Ahmad
Dahlan is not only the founder of Muhammadiyah but also a reformer (mujaddid) in
education field of Muhammadiyah. One of educational reform of KH Ahmad Dahlan is
the concept of integral education. He considers that the religious sciences and general
sciences are united in Islamic science. KH Ahmad Dahlan, with his Muhammadiyah,
attempted to do the reconstruction and renewal of tajdid meaning . The meaning of
tajdid include (1) purification, which is intended to maintain Islamic teachings based on
the Qur'an and Sunnah; (2) improvement, development, modernization and the
like. While the purpose of Muhammadiyah’s tajdid is to functionlize Islam as a
religion of rahmatan lil alamiin, as well as guidance, hudan for society to reach a better
and useful life based on the Qur'an and Sunnah. Moreover, the dimensions of
Muhammadiyah’s tajdid are (1) Purification of faith and worship, as well as the
formation of noble characters (al-akhla q al-karimah); (2) Development of dynamic,
creative, progressive, and futuristic attitudes; (3) Development of organizational
leadership and work ethos in the organization of Muhammadiyah. Furthermore,
education reform of Muhammadiyah was carried out at least in three areas, namely: (1)
the renewal of the curriculum; (2) the renewal of teaching methods; and (3) the
renewal of institution. Through the development of the education system,
Muhammadiyah successfully established scientific and educational institution paradigms
that are integrated and equitable access to education for all people, regardless of social
status and gender.
Keywords: Tajdid, the educational system, educational philosophy of Muhammadiyah
Introduction
Education wich is oriented to the development and renewal (tajdid), to the
development of creativity, intellectual and skills which are based on moral nobility, will
be able to maintain its relevance in the midst of the rapid of development. Education
which is relevant to the development and reform will produce scholars who keep
learning, are able to stand alone personally, discipline, open minded and courageous
decision maker.
1
If the efforts of Islamic education reform stem from ideas and thoughts, the
thoughts and ideas of Islamic education reform should be initiated by intellectuals and
1
Faisal Ismail, Paradigma Kebudayaan Islam: Studi Kritis dan Refleksi Historis (Yogyakarta: Titian Ilahi Press,
1997), p. 98.
Anis Husni Firdaus
2
scholars of Islam. This is a task, role and responsibility of Islamic scholars in preparing
and formulating the main ideas of Islamic educational reform both conceptually and
operationally.
2
KH Ahmad Dahlan said that the strategy of cultural and Islamic educational
reform are historical necessity.
3
The idea of renewal of KH Ahmad Dahlan in
Muhammadiyah education adopts the Western teaching system with its “general”
sciences and, at the same time, teaches Islamic sciences.
Since its inception, Muhammadiyah has been focusing on concrete works, one
of which is in the field of education.
4
Education implemented by Muhammadiyah is one
of forms or types of its charity businesses that has formal institutional structure, tiered
from the primary level up to College. Muhammadiyah education was essentially a
manifestation of the development of Muhammadiyah mission in education, substantially
related to Islamic education based on the Quran and al-Sunnah. Besides, it has a
historical link with the basic idea of KH Ahmad Dahlan in pioneering and developing
Muhammadiyah education.
5
According to some observers - and also recognized by Muhammadiyah people -
the nuance of religious movements performed by Muhammadiyah compared with
other organization, is tajdid (renewal), and it
6
highlight its social nature. Generally,
Islamic religious movements on a large scale is still swirling around education
and Islamic teaching, eventhough political discourse has already occured.
7
In this issue, it is necessary to reconstruct and reinterpret the concept of tajdid
in the education system of Muhammadiyah, beside to study further about the quality
and the success of Muhammadiyah education. Is Muhammadiyah education that merely
integrate general science and religious science, has not yet able to produce scientists
who are able to engage in the arena of modern life and have signipicant roles as
government leaders and successful entrepreneurs in our country, but it is prominent
with its Western education features rational, open, resilient, but tend to be
materialistic and individualistic?
What is clear is that religious education -which is almost a religious instruction-
with classical learning process and intellectual approach, could not possibly be a
2
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