ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2019091207 vol. 3, no. 3, 2019 page: 412 419 412 teacher creativity efforts in providing learning media at state senior high school 2 “youth vocational” in aceh tamiang tengku muhammad sahudra senior lecturer at samudra universitas, langsa – aceh, indonesia tengkusahudra@gmail.com abstract. this study aims to determine the extent of the efforts made by teachers in preparing learning media in aceh tamiang state senior high school 2 “youth vocational”. this research is a quantitative study that analyzes data using quantitative formulas. data is taken from all teachers in the school and then mathematically analyzed which can be justified academically. the results of this study indicate that there is no influence of teacher creativity on media learning in state senior high school 2 of youth vocational in aceh tamiang district. this can be seen from the reality that (1) with the selection of teaching media to help teachers to deliver subject matter and help students to better understand the lessons presented. (2) with the help of students to better understand the subject matter delivered, it will be more motivating student achievement. (3) from the calculation shows that the value of t (count) is 0.909 while the value of t (table) is 1.70 (for dk = n-2 = 4 and the significance level of 0.05) keywords: teacher creativity efforts, providing learning media, state senior high school 2 of youth vocational, aceh tamiang introduction education is very important in life and cannot be separated from life. its absolute nature in life, both in the life of a person, family, nation and state. the progress and retreat of a nation is largely determined by the progress of the nation's education. considering that it is very important for life, education must be carried out as well as possible so as to obtain the expected results. to carry out education must begin with the provision of educational personnel. the ability of teachers as educational staff, both personally, socially, and professionally, must really be considered because basically mailto:tengkusahudra@gmail.com teacher creativity efforts in providing learning media at state senior high school 2 “youth vocational” in aceh tamiang doi: 10.30575/2017/ijlres-2019091207 413 teachers as educational staff are field workers who directly carry out education and as the spearhead of educational success. knowledge about education and education becomes a guide, a controller or supervisor for educators and prospective educators. apart from that, the function of education is to form personal educators and prospective educators, because by learning this knowledge educators and prospective educators are equipped with knowledge about how to educate. in the teaching and learning process there are terms of resources, media and teaching tools that are very closely related. because it is very close, so many different interpretations. the teaching resources are broader in position, including media and teaching tools. in other words, all media and teaching tools are teaching resources. however, teaching resources do not only take the form of media and teaching tools. there are still other forms. literature review there are actually a lot of learning resources everywhere; at school, in the yard, in the city center, in the countryside, and so on. the use of these teaching resources depends on the teacher's creativity, time, cost, and other policies. (marimba, 1982: 76). according to manan ahmad, the activity as a learning resource usually includes: (1) specific objectives to be achieved by students, (2) material (teaching materials) that must be studied (3) activities that must be carried out by students to achieve teaching objectives. (4) system and evaluation tools to measure program success. (manan, 1981: 92). the teaching media is part of the learning resource in which teaching is delivered. there are two elements contained in the teaching media, namely: (1) the message or teaching material that will be delivered with another term is called software, and (2) the display device or hardware. according to indrakusuma, amir daien, (1973: 43) complex media, that is, media which are difficult to obtain and which are expensive to produce and use, are difficult to make and use require adequate skills. in line with this, the liang gie said, that: "if designed, arranged and used appropriately, teaching media can facilitate, accelerate and increase the effectiveness of achieving teaching objectives" (gie, 1981: 69). tengku muhammad sahudra 414 the teaching and learning process carried out in schools is a controlled activity, which is controlled by a teaching program (curriculum) that has been arranged systematically and logically. in the curriculum the structure of the teaching material must be determined and the depth and allocation of time used. oemar hamalik (1983: 214) argues that therefore, the initial step that must be taken by the teacher before determining the choice of teaching resources to be used is to learn the lines of his teaching program. in this way the teacher will avoid making mistakes in giving material that is not yet time taught based on its logical sequence. according to nasution, (1985: 57) the experts, through various studies, have not yet managed to find the best teaching media that can be used for all types and forms of teaching material and all situations and conditions. "every media has its own strengths and weaknesses". winarno argued that each teaching media has certain characteristics, both in terms of its efficacy, how to make it, and how to use it. understanding the characteristics of various teaching media is a basic ability that must be possessed by teachers in relation to the skills of teaching media selection. according to natawijaya, (1984: 164) in order for the chosen teaching media to be appropriate, besides fulfilling the selection principles there are also factors that must be considered. these factors include (1) objectivity. the subjectivity of the teacher in choosing teaching media must be avoided. that is, teachers are not allowed to choose a teaching medium based on personal pleasure. (2) the teaching program to be delivered to students must be in accordance with the applicable curriculum, both its contents, structure, and depth. (3) the intended program targets are students who will receive teaching information through teaching media. at a certain age and in certain conditions students have certain abilities, both ways of thinking, imagination, needs, and endurance in learning. (4) situation and conditions. existing situations and conditions also need attention in determining the choice of teaching media to be used. (5) technical quality. from a technical point of view, the instructional media that will be used needs to be considered, whether it meets the requirements. (6) effectiveness regarding the results achieved, while efficiency with regard to the process of achieving these results. the effectiveness in the use of media includes whether by using these media teaching information can be absorbed by students optimally so that it causes changes in behavior. in line with this, rakhman natawijaya stated: "while efficiency includes whether using the media the time, energy and cost spent to achieve these goals is as little as possible". teacher creativity efforts in providing learning media at state senior high school 2 “youth vocational” in aceh tamiang doi: 10.30575/2017/ijlres-2019091207 415 methodology this research is a correlational study, meaning that the research aims to find the influence of the independent variables (teacher creativity) on the dependent variable (learning media). the population in this study were all teachers of sma n 2 vocational youth totaling 36 people. while the sample in this study the authors took 6 teachers of geography studies. this is adjusted to the writer's discipline. the instruments or tools used in the collection of research data are as follows: questionnaire, which is asking questions in writing to the respondent. the questionnaire is in the form of multiple choices consisting of three alternative answers (a, b, c) in this case the respondent only has to choose one of the answers provided. to determine the level of relationship between the independent variable and the dependent variable the product moment correlation formula is used with the formula: r =           2222 .. ..      yyxx yxxyn (singarimbun & effendy, 1987 : 137). based on these correlation coefficients, the hypothesis will be tested using the "t test" as follows: t = 2nr 2 1 r (sudjana, 2000 : 367) findings and discussion the selection of teaching media is very helpful for the teacher in delivering the subject matter to be presented. in the selection of teaching media the teacher always consults with the principal. the teacher is always guided by the applicable curriculum and in accordance with the field of study to be taught. the teaching media helps the teacher to deliver the subject matter and helps students to better understand the lessons presented. with the creativity of teachers, tengku muhammad sahudra 416 learning activities can be designed as attractive as possible so that children feel happy to take lessons. number of data tabulation for variables x and y no x y x 2 y2 xy 1. 26 36 676 1296 936 2. 26 30 676 900 780 3. 25 33 625 1521 975 4. 26 42 676 1764 1092 5. 26 39 676 1521 1014 6. 25 39 625 1521 975 154 219 3954 8523 5632 thus it can be seen that the magnitude: x = 154 y = 219 x 2 = 3954 y 2 = 8523 xy = 5632 the correlation analysis are : r =             2222 ..      yynxxn yxxyn r = )219).(154(56326 x })219()8523(6}{)154()3954(6{ 22  r = 3372633792  )4796151138).(2371623724(  r = 66 teacher creativity efforts in providing learning media at state senior high school 2 “youth vocational” in aceh tamiang doi: 10.30575/2017/ijlres-2019091207 417 )3177).(8( r = 66 25416 r = 66 159,42 r = 0,414 based on the correlation coefficient, it can be seen the value of t, which is as follows: t = 2nr 2 1 r t = 26414,0  2 414,01 t = 4414,0 171396,01 t = 2414,0 x 828604,0 t = 0,828 0,9102 t = 0,909 from the calculation above shows that the value of t (count) is 0.909 while the value of t (table) is 1.70 (for dk = n-2 = 4 and the significance level of 0.05). thus means tengku muhammad sahudra 418 "there is no influence of teacher creativity on learning media in sma n 2 vocational youth", because t (count)> t (table), or 0.909 <1.70. conclusion the conclusions of this study are (1) with the selection of teaching media to help teachers to deliver subject matter and help students to better understand the lessons presented. (2) with the help of students to better understand the subject matter delivered, it will be more motivating student achievement. (3) from the calculation shows that the value of t (count) is 0.909 while the value of t (table) is 1.70 (for dk = n-2 = 4 and the significance level of 0.05). thus it means "there is no influence of teacher creativity on learning media in state senior high school 2 of youth vocational in district aceh tamiang". bibiliography ali, muhammad, 1985, prosedur dan strategi penelitian pendidikan, bandung : angkasa. arikunto, suharsimi, 1998, manajemen pengajaran secara manusiawi, jakarta, rineka cipta. faisal, sanafiah, 1982, metodologi pendidikan, surabaya : usaha nasional. hamalik, oemar, 1980, metode belajar dan kesulitan belajar, bandung, tarsito. indrakusuma, amir daien, 1973, interaksi dan motivasi belajar mengajar, jakarta, cv. rajawali. marimba, 1962, didaktik metodik pendidikan umum, surabaya, usaha nasional. -------, 1980, pelaksanaan pendidikan di indonesia, surabaya, usaha nasional. nasution, s., 1982,didaktik azas-azas mengajar, bandung, jemmars. natawijaya, rakhmat, 1978, penyuluhan di sekolah, medan, fa. hasmar. noorsyam, muhammad, 1986, filsafat pendidikan dan dasar filsafat pendidikan pancasila, surabaya, usaha nasional. poerbakawatja, soegarda, 1982, ensiklopedia pendidikan, jakarta, gunung agung. teacher creativity efforts in providing learning media at state senior high school 2 “youth vocational” in aceh tamiang doi: 10.30575/2017/ijlres-2019091207 419 singarimbun, masri dan effendy, sofyan, 1987, metode penelitian survay, yogyakarta, lp3es. soerjabrata, soemadi, 1972, psycology pendidikan, jakarta, gunung agung. suharsimi arikunto, drs., 1993, managament pengajaran secara manusiawi, jakarta, rineka cipta. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2019091213 vol. 3, no. 3, 2019 page: 472 478 472 the effectiveness of the cooperative integrated composition model on the learning outcomes of the viii grade students of mts al manar medan period of 2017/2018 tuti alawiyah senior lecturer of islamic religious education at the islamic university of sumatera utara alawiyahtuti@gmail.com abstract. this study aims to determine the effectiveness of the cooperative integrated composition model on the learning outcomes of the viii grade students of mts al manar medan ta 2017/2018. this study uses a total sample of students in class viii1 as the experimental group and class viii2 as a control group. each group consists of 35 students. this study uses a quasiexperimental method, with the instrument of learning outcomes fiqh halal and haram food and beverage material in the form of objective multiple choice questions as many as 30 questions. this test was tested after each group was treated using a cooperative and conventional integrated composition learning model. to find out the effectiveness of the cooperative integrated composition model, the calculations using the t test are performed. based on the data analysis technique, the results of the study are as follows: fiqh learning outcomes of students on halal and haram food and beverage material taught using the cooperative integrated composition learning model have an average value of average 74.2. student fiqh learning outcomes on halal and haram food and beverage material taught using conventional learning models has an average value of 69. statistically using the t-test it is concluded that the cooperative integrated learning model of learning is effectively used in improving the learning outcomes of students in fiqh class viii mts al manar medan ta 2017/2018. this is evidenced from the results of hypothesis testing where tcount> ttable is 2,271> 1,668. keywords : students, fiqih, islamic shool (madrasah) introduction cooperative learning model is a learning model using a grouping system or a small team of between four to six heterogeneous people who have different academic backgrounds, genders, races or ethnic groups to achieve common goals.1 1 wina sanjaya, strategi pembelajaran berorientasi standar proses pendidikan, (kencana prenada media group, jakarta, 2008), h. 242 mailto:alawiyahtuti@gmail.com the effectiveness of the cooperative integrated composition model on the learning outcomes of the viii grade students of mts al manar medan period of 2017/2018 doi: 10.30575/2017/ijlres-2019091213 473 one of the cooperative learning models that are widely known to help students understand and remind the material they are reading and writing is the cooperative integrated composition model, which is an integrated cooperative learning model of reading and writing. as mentioned above about the cooperative learning model which is a learning model using a grouping or small team system that is between four to six students. this learning model is a form of activity in learning that can activate students, develop students' thinking abilities in solving problems. this will make student learning fun and more interesting, because students are directly involved in the learning process. students are given the freedom to think creatively and actively in developing abilities regarding the material being taught. based on observations pre-research that the author has done on fiqh learning in eighth grade students of mts al manar medan, found several problems, including when teaching and learning activities on fiqh subjects in class, still found many obstacles, especially problems in using the method of reading and taking notes given by teachers who have not supported student motivation to learn. to foster interest in reading and writing in students required an appropriate learning strategy so that students are accustomed to reading a discourse and accustomed to writing and making it a reading so that students understand what they are reading and understand what they are writing. literature review cooperative integrated composition learning model abbreviated is one of the integrated cooperative learning models of reading and writing, where students are divided into groups to improve their comprehension skills in reading, writing, understanding vocabulary and language arts. the main focus of this activities is to make the use of time more effective. students are conditioned into cooperative teams which are then coordinated with the teaching of reading groups, so that they fulfill other objectives such as reading comprehension, vocabulary, message reading, and spelling. the main purpose of this model is to use cooperative teams to help students learn reading comprehension skills that can be applied broadly (slavin, 2010: 203). tuti alawiyah 474 here are some definitions of the model from several sources: 1. according to slavin (2005: 200), cooperative integrated composition model is a comprehensive program to teach reading, writing, and language arts in higher grades in primary schools. 2. according to sutarno, et al (2010: 1), cooperative integrated composition model is a cooperative learning model that integrates a reading comprehensively and then composes it into important parts. 3. according to uno and muhamad (2011: 115), cooperative integrated composition model is one type of cooperative learning model which is an integrated composition of reading and writing cooperatively (groups). namely reading material taught from various sources and then writing it into written form that is done cooperatively. this model was developed to improve the ability of students to read and receive feedback from reading activities that have been carried out. methodolgy to be able to answer the problem of this research, data is needed. in collecting data through instruments or data collection tools. according to arikunto, "it can be in the form of observations, interviews, literature, and documentation".2 a. field research, directly researching the object of research using instruments: 1. observation, which is a direct observation of the object of research. 2. fiqh learning achievement test, which is to find out the learning outcomes of fiqh students taught using a cooperative integrated composition model. the fiqh achievement test that was tested was in the form of multiple choice objective with 4 answer choices namely a, b, c, and d. test questions refer to halal and haram food and beverage material. scoring is done only on the correct answer. if students answer correctly 1 then given a score of 1, wrong answers do not affect. 2suharsimi arikunto, prosedur penelitian suatu pendekatan praktik, rineka cipta, jakarta, 2010),. h. 268 the effectiveness of the cooperative integrated composition model on the learning outcomes of the viii grade students of mts al manar medan period of 2017/2018 doi: 10.30575/2017/ijlres-2019091213 475 b. library research, namely reviewing books, magazines, brochures and others relevant to the title of the study. c. documentation study, which is looking for supporting data from documents or archives in mts al manar medan which are considered to have a relationship with the title of the research. the indicators in this study provide sufficient direction for transparency to refer the problem to the actual concept, so that the focal point of the problem will be peeled off as desired. all research instruments such as observations and tests are arranged in a table based on the facts of the documents that support this research. findings and discussion the research conducted at mts al-manar medan involved two classes, namely the experimental class and the control class. in the study two different learning models were conducted, namely the cooperative and conventional integrated composition models (question and answer). coopeartive integrated composition learning is carried out in the experimental class while conventional learning is carried out in the control class and each class consists of 35 students. from the research results obtained the average value of the experimental class students was 74.2 and the average value of the ability of the control class students was 69. based on these results it can be seen that there is a significant influence on the cooperative integrated learning composition model on the results of students' fiqh learning especially in food material and halal and haram beverages. then do the normality and homogeneity test. after testing it turns out that both classes are normally distributed and homogeneous but show that the average value of students taught using cooperative integrated composition models is higher than conventional learning. that is, the cooperative integrated learning composition model is more effective than the conventional model in improving student learning outcomes. the difference in treatment between the experimental class and the control class is that the experimental class is taught with the cooperative integrated learning model of the teacher first giving a brief explanation of the material before they study the group to discuss the problems or problems found. then this learning model gives students tuti alawiyah 476 more time to work on assignments and listen to each other. this learning model also provides opportunities to think and work alone and work together with others to ask questions that are not understood, so that a more lively, effective and creative learning environment is achieved. whereas in the control class teaching and learning activities using conventional learning (lecture and question and answer), where the teacher plays an active role in delivering the subject matter as well as doing some question and answer. overall on conventional learning only a small portion of students who want to answer questions given by the teacher, as well as the lack of active students in expressing opinions and questions and students are less independent. then students tend to be less able to think and confused when working on their own questions without being guided by the teacher. then testing the hypothesis for learning outcomes using the t-test. after testing the learning outcomes data it turns out that tcount> ttable is 2,271> 1,668, the hypothesis is accepted. thus it can be concluded that the learning outcomes of students taught by using the cooperative integrated composition learning model are higher than conventional learning models in improving the learning outcomes of the viii grade students of mts al manar medan 2017/2018 academic year. during learning using the cooperative integrated composition model, several advantages were found, namely: 1. don't spend a lot of time forming groups 2. a small number of group members can increase the participation of each member, this is because the speaker and listener each consists of one person. even though cooperative integrated learning applied is able to improve student learning outcomes, but in this study there are still found weaknesses, including: 1. requires greater attention due to the large number of groups formed. 2. there was a commotion during the discussion. during the study, almost no students complained of boredom in learning. in addition, researchers found some students who usually did not want to learn out of fear, but after providing learning using a cooperative integrated composition model made students more active, motivated and wanted to continue working on questions that the effectiveness of the cooperative integrated composition model on the learning outcomes of the viii grade students of mts al manar medan period of 2017/2018 doi: 10.30575/2017/ijlres-2019091213 477 could not be done out of curiosity. this results in students continuing to practice working on fiqh questions so that the results of this study are in line with researchers' expectations that the cooperative integrated composition model can get results more effectively than conventional learning models. conclusion based on the research results obtained from the data analysis, several conclusions are obtained, namely: 1. fiqh learning outcomes of students who are taught using the cooperative integrated composition model in class viii of mts al manar medan in the academic year 2017/2018 obtained an average value of 74.2 categories b (good). of the 35 students, those who received the highest score were 93 and the lowest score was 53. overall, the students who received nilai 74 were 20 students or 57.14% (had achieved kkm) while those who received ≤ 73 were 15 students or 42.86% (not yet reached kkm). 2. fiqh learning outcomes of students who are taught using conventional learning models in class viii mts al manar medan in the academic year 2017/2018 obtained an average value of 69 categories c (moderate). of the 35 students, those who received the highest score were 87 and the lowest score was 47. overall, the students who received ≥ 74 were 10 students or 28.57% (had achieved kkm) while those who received nilai 73 were 25 students or 21.43% ( not yet reached kkm). 3. the integrated cooperative composition model is more effective than conventional learning models in improving the learning outcomes of the viii grade students of mts al manar medan 2017/2018 academic year. the learning success of the cooperative integrated composition model is 52.12% while the conventional learning model is 48.58%. tuti alawiyah 478 bibiliography wina sanjaya, 2008. strategi pembelajaran berorientasi standar proses pendidikan, (kencana prenada media group, jakarta suharsimi arikunto, 2010. prosedur penelitian suatu pendekatan praktik, (rineka cipta, jakarta. uno, hamzah b. dan muhamad, nurdin. 2011. belajar dengan pendekatan paikem. jakarta: bumi aksara. slavin, robert e. 2010. cooperative learning teori, riset dan praktik. bandung: nusa media. slavin, robert e. 2005. cooperative learning: theory, research and practice. london: allymand bacon. sutarno h, rohendi d, dan nopiyanti. 2010. penerapan model pembelajaran kooperatif tipe teams games tournament (tgt) berbasis multimedia dalam meningkatkan hasil belajar siswa pada mata pelajaran teknologi informasi dan komunikasi. jurnal pendidikan teknologi informasi dan komunikasi. vol. 3 no. 1. nur, muhammad. 2011. model pembelajaran berdasarkan masalah. surabaya: pusat sains dan matematika sekolah unesa. huda, miftahul. 2013. model-model pengajaran dan pembelajaran. yogyakarta: pustaka pelajar. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017-2018010411 vol. 2, no. 1, 2018 page: 141 148 141 increasing student's ability in accomplishing the problem resolutions of natural resource material resources by using round card technical questions method at class iv of mis ar-rasyid diah hafizhotul husna elementary education, school of postgraduate, state university of medan, indonesia diahhafizatulhusna@gmail.com abstract. this study aims to determine the ability to solve the natural resources science material in class iv mis ar-rashid through methods of questioning technique round card this type of research is classroom action research conducted in three cycles. in cycle i consists of 2 meetings, cycle ii and cycle iii consists of 1 meeting. every cycle there are activities of planning, execution, observation and reflection. subjects in this study were students of class iv as many as 24 students consisting of 13 male students and 11 female students. while the object of this study is the level of ability to solve the natural resource ipa material by applying the question and answer method of round card techniques. based on the data analysis after the granting of action obtained in the first cycle there are 4 complete students (19.04%) who obtained the category of finishing ability the material of natural resources is still very low and 11 students are unfinished (80,95%) or reach mastery learning with average class 50,09. in cycle ii, there were 10 complete students (47,61%) who got the category of ability to solve the natural resource science material is very low and 14 unfinished students (52,38%) with the average class 71,80. in cycle iii, there were 18 complete students (85,71%) who got the ability category to finish the natural resource high science material (reaching completeness study), and 6 unfinished students (14,29%) with the average class 77.90. thus it can be concluded that the use of question and answer methods round card techniques can improve the ability to solve the natural resource ipa materials so that this method can be used as an alternative learning. keywords: student's ability, problem resolutions of natural resource material resources, round card technical questions method, class iv mis ar-rasyid introduction in order to realize the next generation that is able to compete in the future, the teacher as the educational designer in the small scope should be able to design the learning by using model, strategy, method and even instructional media in every field of study, with the aim of the students to be actively involved in each learning process understand the concepts of what they learn and the learning that is done fun in the whole subjects. in an effort to improve the ability of completion of natural resources science material in the fourth grade students of ar-rasyid mis, the researcher attempted to mailto:diahhafizatulhusna@gmail.com increasing student's ability in accomplishing the problem resolutions of natural resource material resources by using round card technical questions method at class iv of mis ar-rasyid doi: 10.30575/2017/ijlres-2018010411 142 select and apply the questioning method of round card technique. . according to altabany based on the problem is the interaction between the stimuli with the response, is the relationship between the two directions of learning and the environment1. the environment provides input to students in the form of help and problems, while the brain's nervous system functions to interpret the aid effectively so that problems encountered can be investigated, assessed and analyzed and sought to solve it well. according djamarah and zain experience students obtained from the environment will make to them materials and materials to gain understanding and can be used as guidelines and learning objectives2. identified several problems that arise in this research are: low ability of student in solving natural resource science materials, lack of students understanding of material learned especially natural resources, lack of student activeness in class, so that student only heard explanation from teacher, student less exercises to study the problems of science, teaching methods selected teachers less effective and less demanding student activeness in science learning. observing problem identification is related to problem limitation as described above, then the formulation of problem in this research is as follows: how ability of student in solving natural science natural resources material before using question and answer method round card technique in class iv. how do students and teachers respond to the use of round-the-clock questioning methods on science subjects on natural resource materials in the classroom, what is the student's ability to solve the problem on natural resource materials after using the round-robot questioning method. is the application of science learning on the subject of natural resources by question and answer method of round card technique can improve students' ability in solving the problem . taking into account the formulation of the above problem, the purpose of this study is intended to know: the ability of students in solving the natural resource science material before using the round card techniques method, student and teacher response 1 trianto ibnu badar al-tabany. (2014). mendesain model pembelajaran inovatif, progresif, dan kontekstual. jakarta: prenada media grup. 2 syaiful bahri djamarah dan aswan zain. (2010). strategi belajar mengajar. jakarta: pt rineka cipta increasing student's ability in accomplishing the problem resolutions of natural resource material resources by using round card technical questions method at class iv of mis ar-rasyid doi: 10.30575/2017/ijlres-2018010411 143 on the use of methods of questions and answers round card techniques on science subjects to the material natural resources. students' ability in completing natural resources natural science material after using questioning method round card technique, increasing ability to solve natural resource science materials in science learning after used questioning method round card technique. looking closely at the research objectives above, this research expected: increase the science treasures, especially in science lessons, developing the method of learning in a variety that makes it easier in the process of teaching and learning, especially in science learning, improving students' understanding in working on natural resource materials in science subjects. literature review according sutawidjaja, science learning is a process of teaching and learning that was built by teachers to develop students 'thinking creativity that can improve students' thinking ability and can improve the ability to construct new knowledge as an effort to improve good mastery of natural resources3. everyone has different abilities, both in remembering and using something he receives. this can be caused because not everyone is the same mindset or level of intelligence. each person is different in composing everything he observes, views, memorizes or thinks about. in addition to differing in the level of ability to think, one can also be different in how to acquire, store and apply knowledge in everyday life. meanwhile, according to polya there are several steps to complete the ipa, namely: 1) understand the problem, 2) plan for completion, 3) implement the plan, 4) re-check 4. according supinah that "question and answer method is the interaction between students and teachers in the form of purely question and answer in discussing a particular topic or problem"5. initiative and question-and-answer directives are controlled by the teacher. questions should be answered students and conversely can 3 akbar sutawidjaja, dkk. (1993). pendidikan 3. jakarta: depdikbud direktorat jenderal pendidikan tinggi proyek pembinaan tenaga kependidikan. 4 polya. (2007). langkah-langkah penyelesaian soal cerita soal. (http://id.shvoong.com/writing-and-speaking/2174905-langkah-langkah-penyelesaian-soalcerita/#ixzz1xs02ld82). diperoleh tanggal 14 mei 2017 5 christina de simore. (2014). pbl in teacher education trajectories of change. international journal of humanities and social science . volume 4. http://id.shvoong.com/writing-and-speaking/2174905-langkah-langkah-penyelesaian-soal-cerita/#ixzz1xs02ld82 http://id.shvoong.com/writing-and-speaking/2174905-langkah-langkah-penyelesaian-soal-cerita/#ixzz1xs02ld82 increasing student's ability in accomplishing the problem resolutions of natural resource material resources by using round card technical questions method at class iv of mis ar-rasyid doi: 10.30575/2017/ijlres-2018010411 144 happen students ask the teacher. although learning is purely question and answer but still needed an informative way especially for briefing. according to masek explain how to use question and answer method there are things to note that is as follows6: a) the purpose in proposing question they are encouragement of students thinking, refreshing students 'memory (as apperception), motivating students, encouraging discussion, directing students' attention, encouraging inquiry, checking student responses, inviting student questions and more. b) kinds of question can be open or closed questions. c) level of question can be a low-level question (measuring memory only, general jawaaban: yes, no, maybe, right, wrong and the like) and high-level questions measure higher comprehension. good question techniques include: simple, simplecommunicative questions, clearly pronounced and good intonation, varying from low to high. unanswered, uniform goals, questions addressed to all students, students given the opportunity to think, asked to show a finger to answer or selected one of the students to answer questions. respect student answers of any quality, accept and examine student answers before asking other questions, not cut student answers, stimulate students to answer in front of class, act as if not yet know the answer when there are students asked to stimulate students to think. based on the expert opinion above, it can be concluded that the method of question and answer can make the interaction of teachers and students who are active. so that makes learning interesting, and generate interest, motivation and attention of students to the lessons delivered by teachers. according to dadmavathy through the question and answer method, the teacher can ask the students to know the level of students understanding of the lesson, and students can ask questions to the teacher, so 6 alias masek. (2011).the effect of proble based learning on critical thingking ability : a theoretical and empirical review. johor : international review of social sciences and humanities. vol 2 issn 2248 – 9010. increasing student's ability in accomplishing the problem resolutions of natural resource material resources by using round card technical questions method at class iv of mis ar-rasyid doi: 10.30575/2017/ijlres-2018010411 145 that teachers can mengatahui difficulty and problems obtained by students during the learning process, other things that are very important that the question and answer method can train students' thinking ability. so that students can increase learning outcomes7. according roestiyah, that to create a life of learning and teaching interaction needs teachers to generate question and answer techniques or dialogue 8. furthermore, the question and answer technique is a technique to motivate students to rise up their thinking, during listening to lessons. according to ibrahim, guiding independent investigation as well as group investigation is how teachers motivate students to create hypotheses, gather information, data relevant to problem-solving tasks, conduct experiments to obtain information and problem solving, develop and present work9. methodology the type of research conducted is classroom action research (classroom action research). classroom action research can be interpreted as a process of studying the problem of learning in the classroom through self-reflection in an attempt to solve the problem by performing planned actions in real situations and analyzing any influence of the treatment. this research was conducted at mis ar-rasyid, having address at tadukan raga village, stm downstream sub-district. findings and discussion by using question and answer method of round card technique on science subjects, can improve the material ability of natural resources of students. this is based on the test of the ability to solve the natural resources material which is carried out in the fourth class of mis ar-rashid. based on the results of the research analysis after the action given on the first cycle that is on the test of the ability of natural resource material i there are 4 students (19.04%) who reached the completeness of classical learning (get 7 r. d dadmavathy. (2013). effectiveness of problem based learning in mathematics. international multidiciplinary. e-journal issn 227 -4262 8 roestiyah n.k. (2012). strategi belajar mengajar. jakarta: rineka cipta 9 , bilgin ibrahim. (2008). learning instruction on university student’s performance of conceptual and quantitation problem in das concept. turkey: eurasia journal of mathematics, science and technology education 153164 increasing student's ability in accomplishing the problem resolutions of natural resource material resources by using round card technical questions method at class iv of mis ar-rasyid doi: 10.30575/2017/ijlres-2018010411 146 0 10 20 30 40 50 60 70 80 90 100 pretest postest i postest ii postest iii p e rs e n ta g e action of research very low category) with the average class 50.09, after the second cycle of action that is done on the test of the ability to solve the material of natural resources ii there are 13 students (47.61%) who reached the completeness of classical learning (obtaining medium category) with the grade average of 71.80%. and result of analysis after given action cycle iii that is on test of ability to solve material of natural resources iii there are 18 students (85,71%) which reach completeness learn classically with average class 77,90%. obtained showed that students experience an average increase from the cycle i 50.09 to 71.80 in cycle ii and to 77.90 in cycle iii. similarly, the level of mastery learning classical increase that is cycle i 19.04% to 47.61% in cycle ii and increased to 85.71% in cycle iii. the increase can be seen in the following table: recapitulation of research results starting from pretest, posttest i, posttest ii, and posttest iii can be seen on bar chart below: recapitulation of student enhancement based on the above table, it was found out that the level of students' ability to complete the natural resource materials in the fourth class of mis ar-rashid has increased in each indicator and in each cycle. this can be seen from the table below: increasing student's ability in accomplishing the problem resolutions of natural resource material resources by using round card technical questions method at class iv of mis ar-rasyid doi: 10.30575/2017/ijlres-2018010411 147 table 1 description of student ability level criteria level of ability tkmsc (posttest) i tkmsc (posttest) ii tkmsc (posttest) iii 90 – 100 most high 0 5 4 80 – 89 high 2 4 8 65 – 79 mediaum 2 5 6 55 – 64 low 3 3 0 0 – 54 very low 17 7 6  24 24 24 class avarage 50,09 71,80 77,90 percentage of classical mastery 19,04% 47,61% 85,71% unfinished percentage 80,95% 52,38% 14,29% percentage of students' ability in solving natural resource material has increased. this is evident in the increase of students in the categories understand the problem, plan the completion, carry out the completion and check back answers until the answer is appropriate. this is in line with the theory put forward by polya in susanto that problem solving consists of four basic steps: understanding the problem, making a plan to solve the problem, solving the problem, re-examining the answers obtained. with active and interactive student participation throughout the learning process, the classroom atmosphere becomes livelier and fun which ultimately the capacity to solve the natural resources material increases. this is in accordance with the opinion of yamin problembased learning is one of the innovative learning models that provide active learning conditions to learners in real world conditions. this is also in line with research conducted by safina and saminan that the round card method can increase the value of children in primary school rapidly with the group. thus by using question and answer method of round card technique on science subject matter natural resources can improve student ability. cconclusion based on the results of research and discussion that have been put forward, it can be concluded several things as follows: the use of question and answer method round card techniques can improve the ability of finishing natural resources in science subjects in class iv mis ar-rasyid village tadukan raga subdistrict stm hilir increasing student's ability in accomplishing the problem resolutions of natural resource material resources by using round card technical questions method at class iv of mis ar-rasyid doi: 10.30575/2017/ijlres-2018010411 148 bibiliography al-tabany, t. i. b. (2014). mendesain model pembelajaran inovatif, progresif, dan kontekstual. jakarta: prenada media grup. dadmavathy, r. d. (2013). effectiveness of problem based learning in mathematics. international multidiciplinary. e-journal issn 227 -4262 djamarah, s. b dan zain, a. (2010). strategi belajar mengajar. jakarta: pt rineka cipta, 2010 ibrahim, b. (2008). learning instruction on university student’s performance of conceptual and quantitation problem in das concept. turkey: eurasia journal of mathematics, science and technology education 153164 masek, a. (2011).the effect of proble based learning on critical thingking ability : a theoretical and empirical review. johor : international review of social sciences and humanities. vol 2 issn 2248 – 9010. polya. (2007). langkah-langkah penyelesaian soal cerita soal. (http://id.shvoong.com/writing-and-speaking/2174905-langkah-langkahpenyelesaian-soal-cerita/#ixzz1xs02ld82). diperoleh tanggal 14 mei 2017 roestiyah n.k. (2012). strategi belajar mengajar. jakarta: rineka cipta safina and saminan . (2015). the effect model pbl . jurnal peuradeun ..vol 3. issn 2443 – 2067. simore, c. d. (2014). pbl in teacher education trajectories of change. international journal of humanities and social science . volume 4. susanto, a. (2013). teori belajar & pembelajaran di sekolah dasar. jakarta: kencana prenada media group sutawidjaja, a, dkk. (1993). pendidikan 3. jakarta: depdikbud direktorat jenderal pendidikan tinggi proyek pembinaan tenaga kependidikan. yamin, m. (2011). paradigma baru pembelajaran. jakarta: gaung persada presss http://id.shvoong.com/writing-and-speaking/2174905-langkah-langkah-penyelesaian-soal-cerita/#ixzz1xs02ld82 http://id.shvoong.com/writing-and-speaking/2174905-langkah-langkah-penyelesaian-soal-cerita/#ixzz1xs02ld82 ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020010402 vol. 4, no. 1, 2020 page: 18 26 18 language-learning for better teaching-learning experience: findings and implication gordon d. dkhar department of linguistics, north eastern hill university, shillong gddkhar@gmail.com abstract. outlining the problems faced by language learners in the educational scenario is one key aspect that requires immediate attention in the present era and innumerable studies have indicated that success or failure of students in education is directly or indirectly related to language learning. ideologically, the different social, political, economic and linguistic aspects individually and collectively played an important role in shaping the quantity and quality of the educational system. however, as a medium of informational exchange between students and teachers, language enters the most vital tool that directly or indirectly influences quality education. the concern therefore attempts an empirical study on students learning english as a second/third language; the socio-psychology of learning english language and the role of attitude and motivation towards language learning vis-à-vis the teaching-learning experiences in the classroom setting. the corpus of the study is elicited from four institutions in shillong viz. st. edmunds in laitumkhrah, st. george in nongmynsong, government boys in jaiaw and church of god in mawlai. the findings in this study will perhaps throw light on the importance of language learning in the educational scenario and how successful language learning underscores better teaching-learning processes and hence quality education. keywords: shillong, language learning, education, socio-psychology introduction successful teaching and learning experience in the classroom is ideologically a complex phenomenon where different interrelated factors: socio-psychological, economic and linguistic factors individually and collectively played an important role in determining the quality of education. these different parameters directly or indirectly contribute to understanding the socio-ecological environment and background information of the learners. for instance, social differences like the learner’s gender, ethnicity and socio-cultural values etc., economic differences associated with economic strength or background the learners are brought up from and stratified in the classroom settings. apart from these environmental issues, there are differences in linguistic mailto:gddkhar@gmail.com language-learning for better teaching-learning experience: findings and implication doi: 10.30575/2017/ijlres-2020010402 19 competence among learners especially of the second or third language (english in particular) which is the language used as a medium of instruction and informational exchange in the formal classroom. the latter will be of particular focus in this paper and attention will be drawn on the problems of learning english as a medium on one hand which correlates to success or failure in the teachinglearning process hence directly or indirectly influences quality education. further, since language learning depends on the socio-psychological factor associated with attitude and motivation, attempt will be made to evaluate the importance of socio-psychology which greatly influences language learning. though the role of language both as a medium of instruction and communication processes has received very little attention in the contemporary educational system in the state of meghalaya, attempt will be made in this paper to evidentially depict the importance of language learning in the contexts of four schools viz. saint edmunds, saint george, church of god and government boys in shillong. literature review shillong: an educational hub of north eastern states shillong, the state capital of meghalaya is one of the important learning centres in north-eastern region of india. according to lyngdoh (2013, p.55) shillong has ‘many educational institutions comprising of more than eighty schools including government and private schools. there are two types of government schools: some are affiliated to meghalaya board of school ad education and others are affiliated to indian certificate of school education. the others are private, government-aided and some are deficit’. people of different ethnic groups, speaking different languages are found in both public and private institutions in shillong dkhar and singh (2015, p.48). as a medium of instruction ‘the pattern of linguistic preference in educational programs has different variation in the implementation of the three language formula depending on government versus private schools. one may argue that the ‘socio-cultural stability’ in safeguarding mother tongues and the creation of pan-indian linguistic culture as hindi for ‘national cohesiveness’ as a lingua franca in education is applicable in both government and private schools but significantly more in the former. however, ‘the emergence and growing influence of english, being an official language for ‘development needs’ especially as one goes up the higher education at the various gordon d. dkhar 20 academic ladders has perhaps engulfed rapidly thereby reducing the scope of using other regional languages’ dkhar (2014, p.132). methodology for our study, both quantitative and qualitative methods are employed where questionnaires and interview methods essentially form an important tool for eliciting data. the setting for eliciting data is appropriated in the classroom setting where questionnaires were administered to 80 students from four schools in shillong. additionally, few students (two from each school) were selected for the interview where recorders were employed. to ensure uniformity of the samples, all subjects were selected from classes-x. the demographic details of the samples are summarised in table-1 below: sl.no names of schools location (in shillong) gender male female educational qualification 1 st. edmunds laitumkhrah 20 nil classes-x 2 st. george nongmynsong nil 20 classes-x 3 church of god mawlai nil 20 classes-x 4 government boys jaiaw 20 nil classes-x table-1: demographic background of the samples findings and discussion problems of language learning in the classroom setting the pilot study on the problems faced by language learners point to the issue of language used as a medium of instruction in the classroom. according to dkhar (2014, p.131), ‘in educational institutions, english is widely use in the various levels of formal education’. his findings further shows that as a medium of instruction, english has superseded the use of other local languages (khasi and garo) and national languages (hindi and bengali) especially at the higher level of education in shillong. in consistent with these findings, english was reported to be the only language of instruction in all the four schools selected for the present study. the problems of learning english as a second or third language is expressed by students of the four different schools in shillong. following their opinions, it is identified that learning english as a second or third language which is the language used as a medium of instruction and language-learning for better teaching-learning experience: findings and implication doi: 10.30575/2017/ijlres-2020010402 21 communication in the classroom settings is the major setback that impede progressive learning and prevents active interactions in the classroom as pointed out by certain segments of the learners. however, this view contradicts significantly from other segments of learners who are of the view that english as a medium is the best choice of language used for interaction in the classroom since it is the language which is more expressive, more specific and more technical. apparently, two paradoxical views emerge which maybe stated as follows: (a) english is the major setback that impedes progressive learning and prevents active interaction in the teaching-learning environment (�̅�= 31%) (b) english is the best choice of language for progressive learning which is highly expressive, more specific and more technical (𝒙 ̅= 69%) this ambivalent feeling in expressing the issues of english as a second or third language used as a medium of instruction is rather antilogous and derives from the problems associated with how well or how low the pupil has learn english and the relative level of competence. the data-set below (table-2) stipulate the problems associated with english as a medium of instruction faced by students in the learning environment of the classroom setting. problems of language disrupting successful learning response (in %) sl. no problems yes no 1 do you think that english is the best choice of language used as a medium of instructions? 90% 10% 2 do you find english more feasible for daily interacting with your teachers? 85% 15% mean average(x) 87.5% 12.5% 3 do you feel that english is a major obstacle that prevents you from having a liberal interaction with your teacher? 25% 75% 4 do you feel shy to ask questions/ participate in the classroom activity because you cannot speak english properly? 35% 65% 5 the incapability of speaking correct grammatical english makes you to inactive in class? 32% 68% 6 you lose your self-confidence in speaking or raising your queries in the classroom since you cannot put your doubts into questions? 30% 70% 7 many times you remain silence and passive recipient because you are scared that your answers may articulate incorrect grammatical response? 35% 65% mean average ( 𝒙 ̅̅ ̅)= 31% 69% table2: frequency distribution of the problems of english faced by learners gordon d. dkhar 22 the data clearly shows that the average of 87.5% of the students cohered to the relative importance of english as a medium of instruction (f=90%) and more feasible language for interaction with educators (f=85%) in the classroom (see. item-1 & 2). however, a significant number of the total response (�̅�=31%) indicates the different problems associated with english which not only prevents them from any active participation in the classroom (see item 3, 5 & 7) but also reduced their level of confidence in the learning environment (see item 4 & 6). analytically, one may conjecture that student’s level of competence in english largely determines their perception towards language and indirectly affect learning. socio-psychological factor affecting language learning the complex nature of learning a second or third language cannot be dealt with through mere instruction or reinforcement by the teacher in the classroom but requires a profound understanding of the learner’s socio-psychology which played a mediating role in determining the individual linguistic behaviour. often socio-psychologists draw aspects of attitudes and motivation which played an important role in language learning. gardner (1968) for instance, explores the role of attitudes in second language acquisition based on the review of some of the research conducted as he mentioned the works of (feenstra, 1967; gardner, 1960; gardner & lambert, 1959; lambert, gardner, olton & tunstall, 1960; also gardner, 1968) reported that student's attitudes are related to secondlanguage achievement. the generalization based on these findings, according to him, supports the claim that second-language achievement is facilitated by an integrative motive, and that the development of such a motive is dependent upon a particular attitudinal atmosphere.’ gardner, (1968: 145). similarly, in their exposition to the two types of motivation gardner and lambert (1972) in their study of language learning of the english speaking students in montreal found out that ‘when attitudes and intelligence were held constant, those students with an integrative orientation were more successful in certain aspect of learning french than those with an instrumental orientation lewin (1987, p. 361). these studies suggests the importance of attitude and motivation in language achievement and since quality education demands quality teaching and learning language-learning for better teaching-learning experience: findings and implication doi: 10.30575/2017/ijlres-2020010402 23 process, one must examine the tools for articulating information that would stimulate learning and since language is an essence to education and learning process, the importance of understanding the socio-psychology of the learners towards language must be met. arguably, one can perhaps claim that one’s attitude (positive or negative) and motivation (instrumental or integrative orientation) are crucial factors that can either alleviate or aggravate teaching-learning process. the data-set generated below exemplifies the kind of socio-psychological perception displayed by students of the four different schools. here, pupil who shows deficit in language competence (english) was identified. the selection is purposely done in order to examine the different socio-psychological nuances like attitude and motivation they possessed towards learning english language. the attitudinal and motivational factors that affect language learning as expressed by the students are stipulated in table3 below. socio-psychological factors affecting language learning responses (in %) a attitude towards language yes no 1 do you like to learn english language? 60% 40% 2 do you feel the need to learn english because you are interested to do so? 70% 30% 3 you are not enthusiastic in learning english at all 30% 70% average of mean (�̅�)= 53% 47% 4 do you learn english language owing to pressure from teachers? 50% 50% 5 do you learn english owing to pressure from your friends? 30% 70% 6 do you learn english owing to pressure demanded by school curriculum? 35% 65% average of mean (�̅�)= 38% 62% b language motivation 5 are you motivated to learn english because you are curious to know about it? 40% 60% 6 are you motivated to learn english and wants to know more about the language? 30% 70% average of mean (�̅�)= 35% 65% 7 are you motivated to learn english because it will help you blend in with your friends? 60% 40% 8 are you motivated to learn english because it will help you communicate and interact well in the classroom? 70% 30% gordon d. dkhar 24 9 are you motivated to learn english just so to pass in the examination? 70% 30% average of mean ( �̅� )= 66.6% 33.3% table-3: socio-psychological factors affecting language learning the response against the different items ranked by the respondents in the dataset shows that the total average of 53% of the respondents shows a positive attitude towards english language learning while significantly 47% on the other hand perceives english language learning negatively (see item 1-3). however, 38% of the students indicates a negative attitude towards learning english but were subjected to pressure from teachers, peer groups and the school curriculum which completely disregard the pupil’s subjective interests in language learning thereby underpinning forceful learning. the average mean of positive evaluation to items on integrative motive (see item 5 & 6) indicates that the average of 35% of the students shows integrative motive to learn english while majority of the students (�̅�=66.6%) are instrumentally motivated to learn english to achieved some value ends like to blend with friends, for communication and to pass in the examination (see. item 7-9). diagnostic approach: some findings lack of competence in english which is the mode of interaction in the classroom not only leads to negative perception towards english but consequently reduced interaction and active participation between teachers and their interlocutors in the classroom. the pupil’s inability to speak the correct grammatical english language axiomatically causes him to remain passive recipient and consequently loses his selfconfident for any verbal interactions in the classroom. thus, how well a student interacts in the classroom is built on confidence level which is indirectly related to the competence in the concern language. the study also portrays how success in learning english as a second or third language is congruent to the feasible attitudes displayed by the pupil and the kind of atmosphere the teacher creates in the classroom. attitude towards language learning can be seen in two ways: a) students who display a positive attitude backup by self-interests. b) students who perceived language learning negatively but were forced to learn the language owing to pressure from outside. language-learning for better teaching-learning experience: findings and implication doi: 10.30575/2017/ijlres-2020010402 25 the kinds of motivation ideologically perceived and displayed by the students to a great extent determine the nature of language learning. arguably, students who shows deficit in learning english generally perceived an instrumental motivation towards learning the language concern and hence showed learning stigmatization. the finding underpins the relative importance of integrative motive in learning english, a characteristic that is absent in those students who shows deficit in learning the said language. prescriptive approach to the study the importance of language-learning as a medium to successful teachinglearning process in the educational scene should be the foremost criteria to be dealt with strategically since failing to check on language competence in student’s performance would by default leads to many unfavorable socio-psychological factors like anxiety, adversative attitude and demotivation towards learning and other personality factors like lack of confidence and passiveness among students in the classroom. if education demands meaningful, resourceful and quality teaching-learning experiences, the value of language as a medium of informational exchange and as a tool for effecting learning process must be examined. this call for the role of educators to create favorable environment that would allow students to express their difficulties and problems associated with language learning and to devise strategy that will motivate the pupils to learn the language. an exigency for proper monitoring and proper teaching techniques from educators is therefore required to stimulate a feasible attitude towards students learning english by inculcating in them the peripheral value of language as a medium and as a goal to the ultimate end, the end being successful learning. educators, through proper planning techniques must also be entrusted with the task of encouraging student’s instrumental motivational perception but orient their learning process through integrative orientation. teachers should not therefore motivates students to perceived english instrumentally to achieve some valued ends which underpins forceful learning process like blending in the classroom with friends, to passed in the examination and to be able to communicate in the classroom but should motivate students to learn the language gordon d. dkhar 26 interactively by creating an environment that will stimulates interests in learning language as a means to the greater end. conclusion albeit intelligence, personality and cognitive factors contributed significantly to achievement in the educational system, one cannot fail to foresee the importance of language learning which plays a mediating role in the teaching-learning process and hence directly or indirectly affect quality education. bibiliography lyngdoh, w. (2013) multilingualism in shilling in singh, s. k. & lyngdoh, s. a. (eds). linguistic ecology meghalaya. guwahati: ebh publishers dkhar, g. d. and singh, s. k. (2015). patterns of language choice in a multilingual city: a sociolinguistic study of shillong (vol. xliv pp. 4267). international journal of dravidian linguistics. dkhar, g. d (2014). patterns of language choice in shillong. mphil dissertation: north eastern hill university. gardner, r. c. (1968). attitudes and motivation: their role in second-language acquisition. (vol. 2, pp. 141-150). teachers of english to speakers of other languages. gardner, r. and lambert, w. (1972) attitudes in second language learning: rowley mass: newbury house. lewin, b. a. (1987). attitudinal aspects of immigrants’ choice of home language. (vol. 8). journal of multilingual and multicultural development ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2019010410 vol. 3, no. 1, 2019 page: 127 136 127 abundance and diversity of entomopathogenic fungi in sibolangit conservation forest and berastagi vegetable land sularno lecturer of faculty of teacher training and education islamic university of sumatera utara sularno@fkip.uisu.ac.id edi azwar lecturer of faculty of teacher training and education islamic university of sumatera utara ediazwar@fkip.uisu.ac.id yusri fefiani lecturer of faculty of teacher training and education islamic university of sumatera utara yusrifefiani@fkip.uisu.ac.id abstract. this study aims to determine the diversity and abundance of entomopatogenic fungi that exist around the brastagi vegetable field and sibolangit conservation forest. from the results of the study it was found that the sibolangit conservation forest found 2 types of entomopatogenic fungi beauveria bassiana and metarhizium anisopliae. the level of abundance is quite low, namely the highest average larvae infected by b.bassiana 3 larvae per sample site and 2 larvae infected with metarhizium per sample soil. while infection in larvae is higher in the berastagi community vegetable garden. from the vegetable garden, the berastagi community found 2 types of entomopathogenic fungi beauveria bassiana and metarhizium anisopliae. the level of abundance is higher than that of fungi originating from sibolangit conservation forests, namely the highest average larvae infected by b.bassiana 5 larvae per sample soil location and 3 larvae infected with metarhizium per sample soil. keywords: entomopatogenic fungi, exploration, isolation, diversity, abundance introduction nearly one million known insect species, around 15,000 species are known as pests and about 300 species need control. fortunately, most pest insects have pathogenic mailto:sularno@fkip.uisu.ac.id mailto:ediazwar@fkip.uisu.ac.id mailto:yusrifefiani@fkip.uisu.ac.id sularno, edi azwar, yusri fefiani 128 microorganisms associated with them. there are two economic aspects caused by insects. the first problem is the loss of production due to crop damage by insects and health problems for humans and livestock due to the use of pesticides. the second problem is the cost to prevent or control loss of production. at the same time as increasing agricultural activity the insect population also increases and becomes an important competitor of human food damage or even the cause of food destruction1 (bale et al, 2008). pesticides are widely used in agricultural production to prevent or control pests, diseases, weeds, and other plant pathogens in an effort to reduce or prevent yield loss and maintain high product quality. although pesticides are developed through very strict regulatory processes functioning with adequate certainty and minimal impact on human health and the environment, serious concerns have been raised regarding health risks due to occupational exposure and from residues in food and drinking water.2 (damalas and eleftherohorinos, 2011). control of pest insects with pesticides is a serious problem for human and animal health, therefore the use of biological control is a modern era for pest control. biological control is a key component of a 'system approach' for integrated pest management, to control pests that are resistant to pesticides, withdrawing chemicals and minimizing pesticide use. among the natural enemies of pest control are pathogenic fungi in insects. in general, pathogenic fungi in insects include metarhizium anisopliae, beauveria bassiana, nomuraea rileyi, paecilomyces farinosus and paecilomyces fumosoroseus3 (takhur and sandhu, 2010), lagenidium, coelomomyces, conidiobolus, entomophaga, entomophthora, erynia, neozygites, pandora, zoophthora, cordyceps, hypocrella, 1 bale, j. s. lenteren, f. bigler. (2008). biological control and sustainable food production. philos. trans.r.soc.lond. b. biol.sci. pp. 54 67 2 damalas, christos, a. eleftherohorins, j. (2011). pesticide exposure, safety issues, and risk assessment indicators. int j environ res public health, 8(5), pp. 1402–1419 3 takhur, rupesh, sandhu,sardul, s. (2009). distribution, occurrence and natural intervertebrate host of indigenous entomopathogenic fungi of central india. indian j microbiol, 50(1), pp. 89 96 http://www.ncbi.nlm.nih.gov/pubmed/?term=eleftherohorinos%20ig%5bauth%5d abundance and diversity of entomopathogenic fungi in sibolangit conservation forest and berastagi vegetable land doi: 10.30575/2017/ijlres-2019010410 129 torrubiella, aschersonia, hirsutella, tolypocladium, and verticillium4 (pell and shah, 2003). cultivated land in gajah village, simpang empat subdistrict, tanah karo district, north sumatra, is a horticultural land that is dominated by cabbage, mustard, broccoli, beans, tomatoes and several fruits. exploration of entomopatogenic fungi in this field is to determine the diversity of fungal species and to see the impact of massive pesticide use on the presence of entomopatogenic fungi. sibolangit conservation forest is a forest with a tropical rain forest ecosystem that is still relatively intact. the ecological process goes naturally and does not get much pressure from the surrounding community. podsolic soil type and crystal texture so that it easily permeates water and is washed away by water. has a wavy topography with a slope factor of 5 10% while the height is 558 m above sea level. including in type b climate with rainfall of 2,500-30,000 mm / year with humidity between 60-80% maximum average temperature of 35.6º c and minimum of 25.3ºc. natural conditions the forest is thought to have the potential of entomopathogenic fungi living in association with the roots of forest plants with moisture conducive to fungal life. there has been no report on entomopathogenic fungi exploration in the sibolangit conservation forest, so that the existing fungus potential is unknown and untapped. this study aims to determine the potential of insect pathogenic fungi found in vegetable and fruit fields in tanah karo regency and sibolangit conservation forest in north sumatra, its diversity and abundance. methodology this research was conducted using tenebrio molitor larvae as a method of exploration to obtain entomopatogenic fungi in the vegetable garden in brastagi. and sibolangit conservation forest 4 pell, j.k. shah, p.a. (2003). entomopathogenic fungi as biological control agents. appl microbial biotechnol, 8(3), p. 76-78 sularno, edi azwar, yusri fefiani 130 stage of exploration the step of the research is to do mushroom exploration in the soil around the roots of plants with a depth of 5 to 15 cm. soil samples are taken according to sampling determination. the soil is then put into plastic and mixed until homogeneous. the soil sample obtained is placed in a plastic container, filled about half of the volume of the container. 3. before the tenebrio molitor caterpillar is inserted, the soil in the container is moistened by adding enough water. 4. putting the caterpillar tenebrio molitor on the ground surface in a container, the caterpillar that is inserted is the new molting caterpillar (replace the skin) which is white 5. then the container is closed using gauze so that the caterpillar does not come out of the container, then incubated for 1 to 2 weeks in a dark place so that the trap caterpillar is active, so it is easy to contact the entomopathogenic fungi that are in the soil sample. stage of isolation the isolation stages included 1. tenebrio molitor caterpillars infected with entomopathogenic loss were isolated by implanting infected tissue samples on potato dekstrose agar (pda) media and incubated for 5 to 7 days 2. isolation was carried out by dipping infected tissue samples (tenebrio molitor caterpillars) several when (± 3 minutes) into a solution of chlorox, alcohol, then rinsed with sterile aquadest. 3.fungi that grow on the media are identified. findings and discussion the collection of soil samples at this location was taken at 25 locations scattered on the research land which constituted 25 treatments with 4 replications. from the results of exploration, there were 2 types of white fungi thought to be beauveria bassiana (white muscardine) and the green ones thought to be metarhizium (muscardine green). abundance and diversity of entomopathogenic fungi in sibolangit conservation forest and berastagi vegetable land doi: 10.30575/2017/ijlres-2019010410 131 table 1. entomopatogenic fungi t. molitor larvae in the sibolangit conservation forest with 25 soil samples and 4 replications no source of sample soil the number of larvae infected with white fungi on repetition the number of larvae infected with green fungi in replication average fungal infection 1 2 3 4 1 2 3 4 fp fh 1 hks1 2 1 2 3 1 0 2 1 2 1 2 hks2 3 2 0 0 1 0 0 1 1,25 0,5 3 hks3 2 1 0 0 1 1 0 0 1 0,5 4 hks4 0 0 0 0 0 0 0 0 0 0 5 hks5 2 1 2 2 1 1 2 1 1,75 1,25 6 hks6 3 0 2 1 1 0 0 1 1,5 0,5 7 hks7 1 1 0 2 0 1 0 1 1 0,5 8 hks8 3 2 4 2 1 2 1 1 2,75 1,25 9 hks9 3 4 3 2 2 2 3 1 3 2 10 hks10 4 3 3 2 2 2 1 2 3 1,75 11 hks11 3 2 1 2 2 1 1 1 2 1,25 12 hks12 1 0 1 1 0 0 0 0 0,25 0 13 hks13 2 1 3 0 1 1 0 0 1,5 0,5 14 hks14 3 2 2 1 1 1 1 0 2 0,75 15 hks15 2 1 3 1 1 2 1 1 1,75 1,25 16 hks16 2 3 3 1 1 0 1 1 2,25 0,75 17 hks17 2 3 2 2 2 1 3 1 2,25 1,75 18 hks18 2 4 1 2 2 3 2 1 2,75 2 19 hks19 1 2 2 0 1 2 2 0 1,25 1,25 20 hks20 3 3 2 4 2 3 1 1 3 2 21 hks21 2 2 1 3 1 1 0 1 1,75 0,75 22 hks22 4 2 3 1 2 1 2 0 2.5 1.25 23 hks23 1 1 3 2 0 0 2 2 1,75 1 sularno, edi azwar, yusri fefiani 132 24 hks24 3 0 3 2 1 0 3 3 2 1,75 25 hks25 1 2 1 1 1 0 1 0 1,25 0,5 information: hks: sibolangit conservation forest fp: white fungi fh: green fungi from the above data it can be seen that the presence of entomopathogenic fungi is not much or abundant, the highest average white fungal infection in t. molitor larvae is 3 medium larvae, the highest average green fungi infection in larvae is 2. the abundance of fungi from soil samples in the forest sibolangit conservation is a green fungi. white fungi, which is suspected to be beauveria bassiana, are higher in abundance than the green fungi suspected by metarhizium anisopliae, according to anna et.al. (2015) this occurs because b. bassiana forms more colonizing units in the soil than organic land compared to other fungi. apart from the fact that although organic fields are considered to be more suitable environments for entomopatogenic fungi, abiotic factors and plant practices such as tillage may have a greater impact on their abundance (cliffton, et al. 2015). in sibolangit conservation forest, fertile organic soil conditions are very suitable for the growth of entomopatogenic fungi, but biotic factors, namely the presence of insects as hosts is very minimal, so the abundance of entomopatogenic fungi tends to be low. entomopatogenic exploration of fungi in berastagi vegetable garden the collection of soil samples at this location was taken at 25 locations scattered on the research land which constituted 25 treatments with 4 replications. land is taken on post-harvest land. this land is still overgrown with vegetable remnants, fertile and loose soil but no longer applied with pesticides, so that around many plants there are plutella xylostella and crocidolomia binotalis in all levels, from eggs, pupae, larvae and imago. from the results of exploration, there were 2 types of white fungi thought to be beauveria bassiana (white muscardine) and the green ones thought to be metarhizium (muscardine green). abundance and diversity of entomopathogenic fungi in sibolangit conservation forest and berastagi vegetable land doi: 10.30575/2017/ijlres-2019010410 133 table 2. entomopatogenic fungi t. molitor larvae in the berastagi vegetable garden with 25 soil samples and 4 replications no source of sample soil the number of larvae infected with white fungi on repetition the number of larvae infected with green fungi in replication average fungal infection 1 2 3 4 1 2 3 4 fp fh 1 ksb1 5 3 4 3 3 2 2 2 3,75 2,25 2 ksb2 3 4 5 4 2 3 3 2 4 2,5 3 ksb3 2 1 0 0 1 1 0 0 1 0,5 4 ksb4 1 2 2 2 1 2 2 0 1,75 1,25 5 ksb5 2 1 2 2 1 1 2 1 1,75 1,25 6 ksb6 3 0 2 1 1 0 0 1 1,5 0,5 7 ksb7 6 4 3 2 3 3 2 0 3,73 2 8 ksb8 5 6 4 5 3 2 3 3 5 2,75 9 ksb9 4 5 5 6 2 3 2 3 5 2,5 10 ksb10 2 6 4 3 2 3 4 3 3,5 3 11 ksb11 6 6 5 3 3 2 3 3 5 2,75 12 ksb12 4 5 3 6 3 3 4 2 4,5 3 13 ksb13 5 6 4 3 3 3 3 2 4,5 2,75 14 ksb14 3 2 3 3 2 1 1 3 2,75 1,75 15 ksb15 3 5 4 2 3 3 2 4 3,5 3 16 ksb16 5 4 3 3 2 2 1 4 3,75 2 17 ksb17 4 5 7 3 2 4 1 2 4,75 2,25 18 ksb18 5 2 2 3 3 2 2 3 3 2,5 19 ksb19 2 3 4 5 2 1 4 1 3 2 20 ksb20 5 5 4 6 2 3 3 2 5 2,5 21 ksb21 4 2 2 1 1 1 0 0 2,25 0,5 22 ksb22 1 2 2 0 1 1 1 0 1,75 0,75 23 ksb23 3 2 1 4 1 1 1 0 2,5 0,75 sularno, edi azwar, yusri fefiani 134 24 ksb24 4 5 3 3 2 2 1 2 3.75 1,75 25 ksb25 4 6 3 2 2 4 3 1 3,75 2,5 information: hks: sibolangit conservation forest fp: white fungi fh: green fungi from the above data it can be seen that the presence of entomopathogenic fungi is more abundant than the location of sibolangit conservation forest, the highest average white fungal infection in t. molitor larvae is 5 medium larvae, the highest average green fungal infection in larvae is 3. the abundance of fungi from soil samples in the vegetable garden berastagi is a white fungus that is more dominant than green. white fungi, which is suspected to be beauveria bassiana, are higher in abundance than the green fungi suspected by metarhizium anisopliae, according to anna et.al. (2015) this occurs because b. bassiana forms more colonizing units in the soil than organic land compared to other fungi. apart from the fact that although organic fields are considered to be more suitable environments for entomopatogenic fungi, abiotic factors and plant practices such as tillage may have a greater impact on their abundance (cliffton, et al. 2015). in sibolangit conservation forest, fertile organic soil conditions are very suitable for the growth of entomopatogenic fungi, but biotic factors, namely the presence of insects as hosts is very minimal, so the abundance of entomopatogenic fungi tends to be low. host abundance factors for entomopatogenic fungi appear to play a role in the abundance of fungi on vegetable plantations, even in cabbage and leaf mustard greens there are many insects with crossidolomia binotalis larvae infected with beauveria bassiana, the body covered with whitened conidia and some larvae are infected with metarhizium and appear green. the use of synthetic pesticides, synthetic fertilizers and other toxic substances can indeed suppress the growth of entomopatogenic fungi, but the influence of biotic factors (cliffton, et. al. 2015), namely the presence of host insects is one of the causes of the abundance of entomopatogenic fungi in the post-harvest berastagi vegetable land. abundance and diversity of entomopathogenic fungi in sibolangit conservation forest and berastagi vegetable land doi: 10.30575/2017/ijlres-2019010410 135 conclusion tenebrio molitor larvae infected with fungi were isolated by implanting infected tissue samples on potato dekstrose agar (pda) media and incubated for 5 to 7 days. isolation is done by dipping infected tissue samples (tenebrio molitor caterpillar) for a few moments (± 3 minutes) into clorox or alcohol solution, then rinsing with sterile aquadest. dried with sterile tissue and placed on sterile moist filter paper. conidial entomopatogenic fungi that emerge from the body of the larvae are cultured on pda medium using an ose needle at room temperature. this isolation often fails because the media is not sterile, contaminated with other types of fungi or bacteria. so the isolation process must be repeated frequently until the fungi that infect t. molitor larvae are obtained. the fungi that were successfully grown in the media were then morphologically identified with the help of relevant literature. from isolation obtained beuveriana and metarhizium fungi isolates from the sibolangit conservation forest and beuveriana and metarhizium fungi isolates from the berastagi community vegetable garden. the fungi are then propagated on rice or corn media to further test the virulence of entomopatogenic fungi in insect larvae. bibiliograhy anna krol, lukasz nicewicz and anna, safaryana. (2015). the occurrence of entomopathogenic fungi in soils from fields cultivated in a conventional and organic system badan penelitian dan pengembangan pertanian. 2013. jakarta litbang pertanian.htm e-mail: info@litbang.deptan.go.id bale,j.s; j.c. van lenteren; and f. bigler. 2008. biological control and sustainable food production. philos. trans.r.soc.lond. b. biol.sci. blomquist g.j., and vogt r.g., 2003, biosynthesis and detection of pheromones and plant volatiles—introduction and overview, in: blomquist g.j., and vogt r.g. (eds.), insect pheromone biochemistry and molecular biology, elsevier academic press, london, pp.137-200 mailto:info@litbang.deptan.go.id sularno, edi azwar, yusri fefiani 136 damalas, christos a and ilias g. eleftherohorinos 2011. pesticide exposure, safety issues, and risk assessment indicators int j environ res public health. 2011 may; 8(5): 1402–1419. eric h. clifton, ,stefan t. jaronski, erin w. hodgson, and aaron j. gassmann (2015) abundance of soil-borne entomopathogenic fungi in organic and conventional fields in the midwestern usa with an emphasis on the effect of herbicides and fungicides on fungal persistence khan, sehroon et al. 2012. entomopathogenic fungi as microbial biocontrol agen. molecular plant breeding, 2012, vol. 3, no. 7 nguya k. maniania · david m. bugeme ·vitalis w. wekesa · italo delalibera jr.·markus knapp. 2008. role of entomopathogenic fungi in the controlof tetranychus evansi and tetranychus urticae(acari: tetranychidae), pests of horticultural crops pell, j.k and shah, p.a. 2003. entomopathogenic fungi as biological control agents. appl microbial biotechnol (2003) roberts d.w., and st. leger r.j., 2004, metarhizium spp., cosmopolitan insectpathogenic fungi: mycological aspects, adv. appl. microbiol., 54: 1-70 takhur, rupesh and sandhu,sardul s. 2009. distribution, occurrence and natural intervertebrate host of indigenous entomopathogenic fungi of central india. indian j microbiol (march 2010) 50(1) : 89 96 wraight s.p., and carruthers r.i., 1999, production, delivery, and use of my coinsecticides for control of insect pests of field crops. in: hall f.r., and menn, j.j. (eds.), biopesticides: use and delivery, humana press, totowa, new jersey, pp.233-269 http://www.ncbi.nlm.nih.gov/pubmed/?term=eleftherohorinos%20ig%5bauth%5d https://www.ncbi.nlm.nih.gov/pubmed/?term=clifton%20eh%5bauthor%5d&cauthor=true&cauthor_uid=26191815 https://www.ncbi.nlm.nih.gov/pubmed/?term=jaronski%20st%5bauthor%5d&cauthor=true&cauthor_uid=26191815 https://www.ncbi.nlm.nih.gov/pubmed/?term=hodgson%20ew%5bauthor%5d&cauthor=true&cauthor_uid=26191815 https://www.ncbi.nlm.nih.gov/pubmed/?term=gassmann%20aj%5bauthor%5d&cauthor=true&cauthor_uid=26191815 ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017-2018010410 vol. 2, no. 1, 2018 page: 129 140 129 abstract. this study aims to determine the effect of stad cooperative learning model on student learning outcomes in civics subjects in class x sma negeri 7 binjai. the problem identification in this research is the lack of student’s interest in the subject matter, this is because in general the civics subject uses lecturing and rote method, lack of facilities for civics subjects, and low student learning outcomes. the formulation of the problem in this research is whether there is influence of cooperative stad learning model on student learning outcomes in civics subject. the type of research used in this study is experimental research. while the method used is quantitative method. hypothesis in this research is there is influence of stad type cooperative learning model to student learning result in civics (ppkn) subject. the population in this study amounted to 36 people and the sample in this study amounted to 20 people who said population samples taken by using simple random sampling technique or taking sample members of the population conducted randomly. the average value of the pretest result of students is 56.75 with a standard deviation of 282.30. and for the average value of posttest result of student equal to 77, 75 with standard deviation 1296, 11. from result of calculation of hypothesis test got r_h = 2, 48 and r_t lies 0,444. so there is influence of cooperative stad learning model on student learning outcomes in the eyes of civics class x sma 7 binjai. with r_ (count) (2.48) and r_tabel (0.444). with t_ (count) 4.65> 1.73. from r_ (table) it shows that there is influence between two variables. keywords: student team achievement, students’ learning outcomes, civics subject introduction the role of civic education subjects is for students' intellectual, social, and emotional development as well as a key determinant to success in learning a particular field. the function of the civic education course is as a field of study to prepare students to reflect on their own experiences and the experiences of others, to express ideas and feelings and to understand the various nuances of meaning. while its usefulness is to help students recognize themselves, their culture, other people's cultures, express ideas and feelings, participate in society, make responsible decisions at the personal and social the influence of student team achivemenet (stad) to the students’ learning outcomes in civics subject at class x of state senior high school 7 binjai heryansyah ginting heryansyaghinting@gmail.com elementary education, school of postgraduate, state university of medan, indonesia mailto:debbymay02@gmail.com mailto:heryansyaghinting@gmail.com mailto:heryansyaghinting@gmail.com 130 levels within themselves. besides knowing the role, function, and usage of civics subjects, as a teacher is also needed to be able to apply some teaching methods, so that the teaching paradigm can be changed into learning paradigm as the demands of government regulation1. the weaknesses that occur during the learning process that has been done so far that causes the low learning outcomes of students are certainly not entirely caused by outside factors such as teacher busyness, household circumstances, the environment and others. the weaknesses are of course also influenced by factors from within the teacher itself such as willingness to prepare better materials, including the willingness of teachers themselves to apply teaching methods that have been obtained in college. in addition, teachers also can not form a conducive learning space and less able to develop teaching skills that can attract students' attention and stimulate for student learning. in addition, civics lessons are also less desirable by the students because learning civic education in schools so far in general many done with conventional learning models or lectures. there are two things that tend to be the cause: (1) the existing civic learning facilities in the school are very limited, (2) the teacher's understanding of the science of civic education and learning is still not optimal. education also has a purpose, while the purpose of the civic education course is that students have the following skills: think critically, rationally, and creatively in responding to citizenship issues, participate actively and responsibly, and act intelligently in the activities of society, nation, and state, and anti-corruption, developing positively and democratically to establish themselves based on the characters of indonesian society to be able to live together with other nations. based on the background above, the author try to improve student learning outcomes by using cooperative learning model with stad type (student team achivement divisions). cooperative learning refers to a variety of teaching methods where students work in small groups to help each other in learning the subject matter. in the cooperative class, students are expected to help each other, discuss each other and argue, to hone their current skills and close the gaps in their respective understandings. in relation to 1 peraturan menteri pendidikan nasional nomor 41 tahun 2007 tentang standar proses dan peraturan menteri pendidikan nasional nomor 16 tahun 2007 tentang standar kualifikasi guru heryansyah ginting the influence of student team achievement (stad) to the students’ learning outcomes in civics subject at state senior high school 7 binjai doi: 10.30575/2017/ijlres-2018010410 131 existing problems and based on the theory put forward, the author with this want to do research with the title influence of cooperative learning model stad (student team achievement division) on student learning outcomes in the subjects of civics. literature review stad teaching model according to slavin stad (student team achievement divisions) is the most widely studied variation of cooperative learning. in the stad students are divided into groups of four people varying ability, gender and tribe. salvin explained further that stad is the main idea that encourages students to encourage each other and help one another master the skills that teachers teach. according to slavin stad is a common method of organizing a class rather than a comprehensive teaching method in teaching in a particular subject2. the cooperative learning steps stad model are as follows: a. submission of learning materials to students according to basic competencies to be achieved. b. teachers give tests or quizzes to students individually so that will get the initial value of student ability. c. teachers form groups, with each group consisting of 4 to 5 members, where each group member has different academic abilities. d. the teacher assigns the task to the group in relation to the material given. e. teachers provide tests or quizzes to each student individually. f. teachers facilitate students in making summaries, directing and affirming learning materials that have been learned. g. teachers reward groups based on the value of improving individual learning outcomes from the initial score to the next quiz nialai. 2 robert e slavin (1995). cooperative learning: theory, research and practice, 2nd edition. new york. pearson. 132 the advantages of stad learning model students work together in achieving their goals by upholding group norms, the contribution of low-achieving students becomes less, high achieving students will lead to disappointment because the role of clever members is more dominant, requires a longer time so in general the teacher does not want to use cooperative learning, requires special skills so that not all teachers can do cooperative learning, according to the particular nature of the student, such as the nature of the likes of working together. civics education citizenship education is expected that indonesian intellectuals have a basic personality as citizens who are democratic, religious, humanitarian, and civilized. according to kaelan citizens also have an obligation to the state and vice versa citizens also have rights that must be given and protected by the state. subject civic education is a vehicle for developing and preserving noble and moral values rooted in indonesian culture. implementation embodied in the form of daily life behavior, as contained in law no. 20 of 2003 namely: "behavior in everyday life must be imbued pancasila values". the education of pancasila and citizenship is intended to provide students with noble character, basic knowledge and ability with regard to the relations between citizens and countries, and basic education to defend the state to become citizens who can be relied upon by the nation and state. methodology implementation of the research conducted in sma n 7 binjai, while the reason factors so that researchers choose this place as the location of research is for more accurate source of information, and also because the location to be studied can be heryansyah ginting actively helping students and motivating the spirit to succeed together, actively acting as peer tutors to further enhance group success, interaction among students as they improve their ability to argue, improve individual skills, improve group skills, not competitive, have no sense of resentment. the weakness of stad learning model the influence of student team achievement (stad) to the students’ learning outcomes in civics subject at state senior high school 7 binjai doi: 10.30575/2017/ijlres-2018010410 133 reached and get direct information from teachers of civics study area in the place of teaching research carried out the method used koerelasi and descriptive method. table 1 research action plan no activities month mar apr may jun jul aug sep okt nov 1 preobservation √ 2 proposal framing √ 3 proposal supervisory √ √ √ 4 seminar of proposal √ 5 data collection √ 6 presentation √ table 2 total of students of class x according to sugiono sample is part of the number and characteristics possessed by that population. so the sample is a trying person who becomes the data source representing the whole of the population. the sampling technique used by researchers is simple random sampling technique. simple random sampling technique is taking the sample members of the population done randomly. type of research used in this study is experimental research. and the method used is quantitative method. according sugiyono the variable research hatch and farhady reveals that, the variable is defined as an attribute of a person or object that has variations between one person to another or one object with another object. variables can be attributes of a particular field of science or activity. the variable in this study is stad cooperative learning model as free variable (x) and learning outcomes on the subject of civics is the dependent variable (y). the variables of this study when translated are: free variable is the variable that affects or which causes the change or the emergence of the dependent variable. in this study the free variable (x) is the cooperative method stad. variable which influenced or which become due to the existence of free variable. the dependent variable (y) is the result of learning on the ppkn subject. number grade student amount 1. x-ips 1 36 2. xips 2 36 3. xips 3 36 total of students of class x ips 108 134 𝑥 ̅ = ʃ 𝑥𝑖 𝑛 �̅� = ʃ 𝑌𝑖 𝑛 2. standard of deviation sx =√ 𝑛ʃ𝑥2−( ʃ𝑥)2 𝑛(𝑛−1) sy =√ 𝑛 ʃ𝑌2−(ʃ𝑌)2 𝑛(𝑛−1) 1. homogenity test of data homogeneity testing is about the variance of two or more distributions. homogeneity test is done to find out whether the data in variables x and y are homogeny or not. to test whether the homogeneous data will be tested the following hypothesis: ho :ρ = 0 ha : ρ ≠ 0 2. hypothesis test 1. correlation test the formula used to analyze the relationship between independent variables and dependent variable authors use the formula of product moment correlation. rxy = ʃ𝑥𝑦 √(ʃ𝑥2)(ʃ𝑦2) rxy = 𝑛ʃ𝑥𝑖 𝑦𝑖−(ʃ𝑥𝑖)(ʃ𝑦𝑖) √{𝑛ʃ𝑥𝑖 2−( ʃ 𝑥𝑖) 2 } { 𝑛ʃ𝑦𝑖 2−(ʃ𝑦𝑖) 2} heryansyah ginting normality testing is done to determine whether or not a normal distribution of data. it is important to know in relation to the determination of the selection of statistical tests to be used. normal testing here should be done if there is no theory that states that the variables studied are normal. in other words, if there is a theory that states that a variable being studied is normal, then no longer required testing of data normality.after this research data collected ie test results given then the data will be analyzed by the steps as follows: 1. determining mean by using the formula : the influence of student team achievement (stad) to the students’ learning outcomes in civics subject at state senior high school 7 binjai doi: 10.30575/2017/ijlres-2018010410 135 table 3 guidelines for giving interpretation of correlation coefficients interval co efficient relationship level 0,00 – 0,199 0,20 – 0,399 0,40 – 0,599 0,60 – 0,799 0,80 – 0,100 very low low middle strong very stromg after that, then tested significantly with product moment correlation with the formula, t = 𝑟 √𝑛−2 √1− 𝑟2 2. make a conclusion in terms of acceptance and rejection h0, accepted test criteria if t > t ( 1 – α ), to a real level α = 0,05 and dk = (n -2) in other case ho is rejected. findings and discussion in this study the researchers used one pretest and one postest which aims to obtain learning outcomes before and after using cooperative stad learning model. this research was conducted to 20 students as respondents who were taken by using simple random sampling technique or taking sample members from random population. diagram “batang pretest” nilai, 1, 30 nilai, 2, 35 nilai, 3, 40 nilai, 4, 45 nilai, 5, 55 nilai, 6, 60 nilai, 7, 65 nilai, 8, 70 nilai, 9, 75 nilai, 10, 80 sebanyak, 1, 2sebanyak, 2, 2sebanyak, 3, 1sebanyak, 4, 2sebanyak, 5, 2sebanyak, 6, 3sebanyak, 7, 2sebanyak, 8, 1sebanyak, 9, 3sebanyak, 10, 2 nilai sebanyak 136 diagram “batang post test” test of normality students pretest results (x) the following is the conclusion of the pretest data of the students that have been collected by the researcher. from the results of data collection, sought the average student score and standard deviation follows: 𝑥 ̅ = ʃ 𝑥𝑖 𝑛 𝑥 ̅ = 1135 20 = 56,75 and the standard deviation is sx =√ 𝑛ʃ𝑥2−( ʃ𝑥)2 𝑛(𝑛−1) sx = √ 20(69775)− 1288225 20.19 = 282.30 nilai, 1, 70 nilai, 2, 75 nilai, 3, 80 nilai, 4, 85 sebanyak, 1, 2 sebanyak, 2, 8 sebanyak, 3, 7 sebanyak, 4, 3 nilai sebanyak heryansyah ginting the influence of student team achievement (stad) to the students’ learning outcomes in civics subject at state senior high school 7 binjai doi: 10.30575/2017/ijlres-2018010410 137 in the pretest result the students obtained the average score of 56.75 students and the standard deviation of 282.30. postest result of student (y) from the results of data collection, look for the average student score and standard deviation follows: �̅� = ʃ 𝑌𝑖 𝑛 �̅�= 1555 20 = 77,75 dan standart deviasinya ialah sy =√ 𝑛 ʃ𝑌2−(ʃ𝑌)2 𝑛(𝑛−1) sy =√ 24(121275)− 2418025 20.19 = 1296.1184 in the student's post test results obtained the average student score of 77.75 and the standard deviation is 1296.11. 3. normality test of pre-test from the above data it can be seen that l_ (o = 1.28) and for l_ (table = 0,190). thus l_o (1.28 <l_table (0.190), so the data obtained is normal. x = 77,75 s = √54990,6 = 234,50 normality test of post test the data can be viewed in appendix 10, in table 4.4, and on page 64. from the table above it is known that l_o = 0.0575 with n-20 and the level of α = 0.05 is 0.190 thus l_o = 0.0575 <0.190. conclusion that the data is normally distributed. x = 77,75 s = √54990,6 = 234,50 138 homoginity test of data a. 𝑥 ̅ = ∑ 𝑥 𝑁 = 1135 20 = 56,57 𝑆 2= ∑(𝑌𝐼− �̅�𝐴)2 𝑁−1 = 4474,26 19 = 235,48 b. 𝑦 = ∑ 𝑦 𝑛 = 1555 20 = 77,75 𝑆 2 = ∑(𝑌𝑖−�̅�𝑎 )2 𝑛−1 = 54990,6 19 = 2894,24 𝑓ℎ𝑖𝑡𝑢𝑛𝑔= 𝑉𝑎𝑟𝑖𝑎𝑛 𝑏𝑒𝑠𝑎𝑟 𝑉𝑎𝑟𝑖𝑎𝑛 𝑘𝑒𝑐𝑖𝑙 = 2894,24 235,48 = 12,290 𝑓ℎ𝑖𝑡𝑢𝑛𝑔= 12,290>2,26 those variants are homogeny. the test of homoginity rxy = 𝑛ʃ𝑥𝑖 𝑦𝑖−(ʃ𝑥𝑖)(ʃ𝑦𝑖) √{𝑛ʃ𝑥𝑖 2−( ʃ 𝑥𝑖) 2 } { 𝑛ʃ𝑦𝑖 2−(ʃ𝑦𝑖) 2} = 20(84725−(1135)(1555) √(20(69775)−(1135)2(20(121275)−(1555)2) = 1694500−1764925 √(1395500−1288225)(2425500−2418025) = −70425 √(107275)(7475) = −70425 √801880625 = −70425 28317,49 = 2,48 conclusion: 𝑟ℎ=2,48 and 𝑟𝑡 placed 0,444. so there is influence of cooperative stad learning model on student learning outcomes in the eyes of civics class x sma 7 binjai. with 𝑟ℎ𝑖𝑡𝑢𝑛𝑔 (2,48) and 𝑟𝑡𝑎𝑏𝑒𝑙(0,444). heryansyah ginting the influence of student team achievement (stad) to the students’ learning outcomes in civics subject at state senior high school 7 binjai doi: 10.30575/2017/ijlres-2018010410 139 after that a significant test of product moment correlation with the formula t = 𝑟 √𝑛−2 √1− 𝑟2 = 2,48 √20−2 √1−2,482 = 2,48(4,24) √1−6,1504 = 10,5152 √5,1504 = 10,5152 2,26 = 4,65 therefore, 𝑡ℎ𝑖𝑡𝑢𝑛𝑔 4,65>1,73. from those 𝑟𝑡𝑎𝑏𝑒𝑙 shows that there is an influence between the two variables. conclussion from the results of the research, it can be concluded that: 1. the average score of the pretest of students is 56.75 with the standard deviation of 282.30. and for the average value of the student postest of 77.75 with the standard deviation of 1296.1184 . 2. the homogeneity test value of pretest data is 235.48. and the test value of homogeneity of postest is 2894,24 3. from result of calculation of hypothesis test got r_h = 2,48 and r_t lies 0,444. so there is influence of cooperative stad learning model on student learning outcomes in the eyes of civics class x sma 7 binjai. with r_ (count) (2.48) and r_tabel (0.444). with t_ (count) 4.65> 1.73. from r_ (table) it shows that there is influence between two variables. bibiliography djamarah, s. b (2013). strategi belajar mengajar, jakarta, rineka cipta. huda, m. (2014). model-model pengajaran dan pembelajaran,yogyakarta:pustaka pelajar. kaelan, m.s. (2010). pendidikan kewarganegaraan.yogyakarta: paradigma. margono, s. (2013). metodologi penelitian pendidikan, jakarta, asdi mahasatya. purwanto, (2009). evaluasi hasil belajar, yogyakarta, pustaka pelajar. rusman, (2014). model-model pembelajaran, jakarta, raja grafindo persada. shoimin, a, (2014). 68 model pembelajaran inovatif dalam kurikulum 2013, yogyakarta: arruzz. 140 slavin, r. e. (1995). cooperative learning: theory, research and practice, 2nd edition. new york. pearson. sugiyono, (2013). metode penelitian pendidikan, alfabeta, bandung. trianto, (2009). mendesain model pembelajaran inovative-progresif, jakarta: kencana prenada media group. heryansyah ginting ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2019050813 vol. 3, no. 2, 2019 page: 318 328 318 the model of students‘ saving empowerment management amini senior lecturer at university of muhammadiyah sumatera utara amini.umsu@yahoo.co.id syamsuyurnita senior lecturer at university of muhammadiyah sumatra utara syamsuyurnita@gmail.com hasnidar senior lecturer at university of muhammadiyah sumatera utara hasnidar@gmail.com abstract. this research has been carried out to help overcome the problems of financial management in schools / madrasas, especially in private schools / madrasas related to financial governance that already apply in the institution. the model referred to in this study is a management model of empowering student savings funds. the trial model that was applied in mis mutiara located on jl. teak no. 125 sei delivering deli serdang regency. based on the results of the study found a model of student empowerment management empowerment, namely the principal of mis mutiara, making policies in schools / madrasas on the existence of suggested daily student savings activities, socialized to students' parents, parents welcomed positively, class teachers collect savings every day from their students, then class teachers deposit it with the school treasurer, the school treasurer deposits it to the muhammadiyah bmt every day through the account of the head of mis mutiara, the muhammadiyah bmt manages it and each month prepares money for teacher salaries of rp. 6,000,000, which is for as many as 6 teachers each month. the advantage of the management model of student savings empowerment conducted at mis mutiara is that teachers can get payday (every 2nd). while the drawbacks need to be very careful in financial management, so that if there is misuse is vulnerable to the confidence of parents of students in sending their children to school again. keywords: model of management, empowerment, students’ saving introduction financing is one of the resources that directly supports the effectiveness and efficiency of madrasah management. in organizing education, finance and financing is a very decisive potential and is an inseparable part in the study of education mailto:amini.umsu@yahoo.co.id mailto:syamsuyurnita@gmail.com mailto:hasnidar@gmail.com the model of students‘ saving empowerment management doi: 10.30575/2017/ijlres-2019050813 319 management. the financial and financing component in a school is a component that determines the implementation of teaching and learning activities in schools along with other components. this is what underlies the researchers want to innovate in the form of managing student savings funds which will be used as a bailout fund to overcome the financial crisis in conducting the learning process in the madrasa. the student savings fund is in the form of student money collected every day through the homeroom teacher, and then handed over to the school management to be managed by a third party, namely a professional financial manager. so that this can be utilized as a temporary madrasah operational fund before the students' school fees are paid and the bos (school operational assistance) funds are disbursed from the government. therefore, against the background of these problems researchers are interested in finding a management model of student empowerment savings that was tested on mis mutiara. so that after the model can be applied to all educational units that have the same problem. literature review the nature of management initially the notion of management can be understood in various ways such as planning, organizing, arranging staff, directing, coordinating and controlling, recording and reporting, and preparing budgets. then made simple so that it consists of planning, organizing, giving command, coordinating and controlling (made pidarta, 2004: 11). furthermore hersey and blanchard revealed that "management is a process of working with and through individuals and groups and other resources to accomplish organizational goals" (p. hersey and k.h blanchard, 1988: 88). from the words of hersey and blanchard it can be understood that what is meant by management is a process of collaboration between individuals and groups and other resources in achieving an organizational goal. according to george r. terry explained that management, "management is the performance of conceiving and achieving desired results by the group of efforts consisting of utilizing human talent and resources". it can be understood that management is the ability to direct and achieve desired results with the aim of human endeavors and other resources. in line with the previous opinion mondy and peemeaux amini, syamsuyurnita, hasnidar 320 stated "management is the process of getting things done through the efforts of other people" (r. w. mondy and s.h premeaux, 1995: 78). the management of school’s finance financial management is one of the substance of school management that will also determine the course of educational activities in schools. as happened in the substance of education management in general, financial management activities are carried out through the process of planning, organizing, directing, coordinating, supervising or controlling. some financial management activities are obtaining and determining funding sources, utilizing funds, reporting, auditing and accountability properly. according to the ministry of national education (2000) that financial management is an act of financial administration / administration which includes recording, planning, implementation, accountability and reporting. thus, school financial management can be interpreted as a series of activities regulating school finance from planning, accounting, spending, supervision and financial accountability. school financial management needs to pay attention to a number of principles. law no. 20 of 2003 article 48 states that the management of education funds is based on the principles of justice, efficiency, transparency, and public accountability. besides that, the principle of effectiveness also needs to be emphasized. the principles include transparency, accountability, effectiveness and efficiency. a. transparency. transparent means openness. transparent in the field of management means openness in managing an activity. in educational institutions, the field of transparent financial management means that there is openness in financial management of educational institutions, namely the openness of financial resources and their numbers, details of use, and accountability must be clear so that it can facilitate the parties concerned to find out. b. financial transparency is very much needed in order to increase the support of parents, the community and the government in the implementation of all educational programs in schools. in addition, transparency can create mutual trust between government, the community, parents and school residents through the provision of the model of students‘ saving empowerment management doi: 10.30575/2017/ijlres-2019050813 321 information and ensuring ease in obtaining accurate and adequate information. c. some financial information that is free to be known by all school residents and parents, for example, the school income and expenditure plan (rapbs) can be posted on the notice board in the teacher's office or in front of the administration room so that anyone who needs that information can easily get it . parents of students can find out how much money the school receives from parents and what money is used for it. in addition, the existence of daily savings activities for students must also be open, which is open in terms of numbers and how they are managed. obtaining this information adds to the parents' confidence in the school. d. accountability is the condition of someone who is judged by others because of the quality of their performance in completing tasks to achieve the goals for which they are responsible. accountability in financial management means that the use of school fees and student savings funds can be accounted for in accordance with established plans. based on established plans and applicable regulations, the school spends money responsibly. accountability can be done to parents, the community and the government. there are three main pillars that are prerequisites for building accountability, namely (1) the transparency of school administrators by accepting input and involving various components in managing schools, (2) the existence of performance standards in each institution that can be measured in carrying out its duties, functions and authority, (3) the participation to create a conducive atmosphere in creating community services with easy procedures, low cost and fast service. e. effectiveness. effective is often interpreted as achieving the goals set. garner (2004) defines effectiveness even more, because actually effectiveness does not stop until the goal is reached but it comes to qualitative results that are associated with achieving the vision of the institution. effectiveness "characterized by qualitative outcomes". effectiveness emphasizes more on qualitative outcomes. financial management is said to meet the principle of effectiveness if the activities amini, syamsuyurnita, hasnidar 322 carried out can regulate finance to finance activities in order to achieve the objectives of the institution concerned and its qualitative outcomes in accordance with the plans that have been set. f. efficiency, is related to the quantity of results of an activity. efficiency "characterized by quantitative outputs" (garner, 2004). efficiency is the best comparison between input (output) and output (output) or between power and output. the intended power includes energy, thought, time, and cost. in terms of the use of time, energy and cost. activities can be said to be efficient if the use of time, energy and the smallest cost can achieve the specified results. the increasing of quality of education through students’ saving in general, quality is a description and overall characteristics of goods or services that show their ability to satisfy the expected or implied needs. in the context of education, the notion of quality includes educational inputs, processes and outputs. educational input is everything that must be available because it is needed for the process to take place. something intended in this study is in the form of a source of student savings funds to be managed in these educational institutions. resource input includes human resources available at educational institutions such as school principals, teachers, employees and students. and the remaining resources such as equipment, materials, money, and so on. while the software input referred to in this study includes the school organizational structure, statutory regulations, task descriptions, plans, programs and so on. therefore, the high or low quality of an input can be measured from the level of input readiness. the higher the preparation made for the input, the higher the input of the available institutions. the education process is the change of something into something else. something that affects the progress of a process, while the results of that process are also referred to as results or outputs. the model of students‘ saving empowerment management doi: 10.30575/2017/ijlres-2019050813 323 findings and discussion the source of education funding is a very important input component in preparing human resources through education in schools. education without the support of adequate costs, the education process will not be able to run in accordance with expectations (mulyono, 2010: 23). so on that basis applied research on applied product models of empowering student savings that has been carried out at mis mutiara. this applied product research entitled management model of student empowerment savings has been tested for 2 months. this is done at mis mutiara which is located at jl. teak no. 125 sei send out. if we look at the results achieved in a twomonth trial of august and september, it will be seen as follows: no. stage/ class total of students recapitulation of the result of students’ saving in august recapitulation of the result of students’ saving in september total of saving 1. i 17 rp. 2.739.000,rp. 2.061.000,rp. 4.800.000, 2. ii 4 rp. 2.059.000,rp. 1.556.000,rp. 3.615.000, 3. iii 10 rp. 1.207.000,rp. 1.151.000,rp. 2.358.000, 4. iv 14 rp. 1.843.000,rp. 2.695.000,rp. 4.358.000, 5. v 13 rp. 1.571.000,rp. 1.87.000,rp. 3.358.000, 6 vi 12 rp. 3.881.000,rp. 3.137.000,rp. 7.018.000, jumlah rp. 13.300.000,rp. 12. 387.000,rp. 25.687.000, the recapitulation of students’ saving of mis mutiara based on the recapitulation of mis mutiara student savings data can be seen from the side of the development of student savings made by students at mis mutiara in august and september experienced a significant development, because when viewed from the frequency of the amount of savings they deposited each day is quite large each month. 1. for class i only in august amounting to rp. 2,739,000, and in september amounting to rp. 2,061,000, so that the total for class i which amounted to 17 students can generate savings of rp. 4,800,000. amini, syamsuyurnita, hasnidar 324 2. for class ii in august amounted to rp. rp. 2,059,000 and in september amounting to rp. 1,556,000, so that the total for class ii which amounted to 4 students can generate savings of rp. 3,615,000. 3. for class iii in august amounted to rp. 1,207,000 and in september amounting to rp. 1,151,000, so that the total for class iii totaling 10 students can produce savings of rp. 2,358,000. 4. for class iv in august, rp. 1,843,000 and in september amounting to rp. 2,695,000 so that the total for class iv totaling 14 students can generate savings of rp. 4,358,000 5. for class v in august amounted to rp. 1,571,000, and in september amounting to rp. 1.87,000, so that the total for class v which amounts to 13 students can generate savings of rp. 3,358,000. 6. for class vi in august amounted to rp. 3,881,000 and in september amounting to rp. 3.137,000, so that the total for class vi which amounts to 12 students can generate savings of rp. 7,018,000. so if the total number of mis mutiara students starting from grades i to vi with a total of 70 students, their total savings for 2 months (august and september) is rp. 25,687,000. so if the empowerment of teachers to provide salary so that it can be done on time properly. if there are 6 teachers' salaries, each teacher has a salary of rp. 500,000, for each month the allocation of empowerment for payroll every month is rp. 6,000,000. so that it can make a solution for schools and foundations to be able to provide welfare for teachers so that they can get paychecks every month, that is on every 2nd date. so far, they have only relied on the teacher's salary from the payment of school fees deposited by each student. it often happens that payment of school fees is not on time (often late), so that it has an impact on late teacher payroll. so it is expected that with the existence of a model of empowering student savings will be able to be used as a solution in helping mis mutiara school funding, the target for this research is to help prepare a bailout fund for paying teacher salaries to be on time. because all this time the madrasa only expects school fees from students' parents the model of students‘ saving empowerment management doi: 10.30575/2017/ijlres-2019050813 325 or the distribution of bos funds from the government, which in the end teachers often receive salaries that are not timely (often experience late payment of salaries). teacher salaries are the most important thing done by the school management to be on time, because if not time will have a negative impact on the quality of the school. this means that when the teacher does not pay on time, the enthusiasm and motivation of the teacher becomes lower and discipline becomes lower. this will have an impact on the condition of the school. therefore, the school must try to find a solution in order to help finance the school. one day, at the mis mutiara school, students are accustomed to taking part in a daily savings program aimed at empowering student funds and fostering students' penchant for saving. this activity is very useful, in addition to these two things it can also be used at any time by students for educational purposes, for example buying books, bags, shoes and others. student savings is a trust that the school must manage wisely. all administration such as student savings books, class savings receipt books, school savings recap books must be organized in an orderly and transparent manner. if not, problems will arise and parents' trust in schools will decrease. to help record the receipt of class savings, administrators share one class savings receipt application for mis. this application is made very simple and easy to use. the purpose of making this application is to ease the teacher's task of adding student savings so that there is no need to add up manually every time a student saves. therefore, as for the process of student savings management model carried out in mis mutiara are: mis mutiara's principal makes policies in madrasas about the existence of daily student savings activities, socialized to students' parents, parents welcome positively, class teachers collect savings every day from the students, then the class teacher deposits the school treasurer, the school treasurer deposits it to the muhammadiyah bmt every day through the mis mutiara head account, the muhammadiyah bmt manages it, and each month prepares a teacher's salary of rp. 6,000,000, for as many as 6 teachers each month. the money is given by the bmt to the school treasurer on every 2nd to be paid to each teacher. amini, syamsuyurnita, hasnidar 326 the management process of empowering student savings is carried out at mis mutiara. conclusion based on the results of research applied products conducted at mis mutiara can be concluded as follows: 1. that the management model for student savings empowerment carried out in this study is: mis mutiara's principal made a policy at the madrasa about the suggested daily student savings activities, socialized to parents, students welcomed positively, class teachers collect savings every day from the students. students, then the class teacher deposits the school treasurer, the school treasurer deposits it to the muhammadiyah bmt every day through the account of the head of mis mutiara, the bmt muhammadiyah manages it and each month prepares a teacher's salary head master of mis mutira’s decisiion socialized to students’ parent class teachers collected money from students class teacher give to school treasure school treasure give to bmt muhammadiyah bmt muhammadiyah manage and empower it bmt muhammadiyah pay the teachers’ payment on date 2 every month through school tresaure school treasure pay to teachers on date 2 every month the model of students‘ saving empowerment management doi: 10.30575/2017/ijlres-2019050813 327 of rp. 6,000,000, for as many as 6 teachers each month. the money is given by the bmt to the school treasurer for payment of teacher salaries, then the school treasurer pays the teacher's salary every 2nd of every month 2. the form of efforts to empower student savings that will be applied in mis mutiara sei. to send is to pay teacher salaries on time ie the 2nd of every month. this savings money can become a school bailout fund prepared by bmt muhammadiyah so that the monthly salary of teachers is fixed 3. the advantage of the management model of student savings empowerment conducted at mis mutiara is that teachers can get payday (every 2nd). while the drawbacks need to be very careful in financial management, so that if there is misuse is vulnerable to the confidence of parents of students in sending their children to the school. bibiliography arikunto. suharsimi, evaluasi program pendidikan pedoman teoritis praktisb bagi praktisi pendidikan, (jakarta: pt. bumi aksara, 2004). atmodiwirio. soebagio, manajemen pendidikan indonesia, (jakarta: pt. ardadizya jaya, 2000). departemen pendidikan nasional, kamus besar bahasa indonesia ed.3, (jakarta: balai pustaka, 2001). departemen pendidikan nasional ri, manajemen pendidikan mutu berbasis sekolah, (jakarta: dirjen pendidikan dasar dan menengah, 2002). fatah. nanang, ekonomi dan pembiayaan pendidikan, (bandung: pt. remaja rosdakarya, 2000). ____________, landasan manajemen pendidikan, (bandung: pt. remaja rosdakarya, 2004). hersey. p and blanchard. k.h, management of organizational behavior, (new jersey: englewood cliffs, 1988). moleng. lexy j,metode penelitian kualitatif, (bandung: remaja rosdakarya, 1995). amini, syamsuyurnita, hasnidar 328 mondy, r. w. and premeaux. s.h, management: concepts, practies, and skill, (new jersey: prentive hall inc englewood cliffs, 1995). pidarta. made, manajemen pendidikan indonesia, (jakarta: pt. bina aksara, 1988). ____________, manajemen pendidikan indonesia, (jakarta: pt. rineka cipta, 2004). qamar. mujamil, manajemen pendidikan islam strategi baru pengelolaan lembaga pendidikan islam, (malang: pt. erlangga, 2007). sallies. e., total quality management in education, (london: kogan page limited 1993). suryosubroto. b, manajemen pendidikan di sekolah, edisi revisi, cet. ke-1, ( jakarta: pt. rineka cipta, 2004). syafaruddin, asrul dan mesiono, inovasi pendidikan suatu analisis terhadap kebijakan baru pendidikan, (medan: perdana publising, 2012). __________, manajemen mutu terpadu dalam pendidikan konsep strategi, dan aplikasi, (jakarta: pt. gramedia widiasarana indonesia, 2002). ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2019010403 vol. 3, no. 1, 2019 page: 33 42 33 students’ understanding of pre-organic chemistry concepts: chemical bonding cesar b. ortiz bukidnon state university, philippine cesarbortiz@gmail.com abstract. chemical bonding is a basic chemical principle that has applications in many areas of chemistry. students of chemistry need to be able to analyze situations where chemical bonding occurs in order to understand reaction mechanisms, many physical properties, solubility, molecular interactions and some spectroscopic information. the study investigated the students’ conceptual understanding of pre-organic chemistry concepts in chemical bonding. this used descriptive research design which investigated how the students, after completing general college chemistry, understand, explain and apply chemical bonding to determine physical attributes of organic molecules. there were 28 bse biological science majors who participated in the study after having completed the 5-units general college chemistry course with laboratory component. they took the two-tiered conceptual understanding test. the findings show that, generally, the students had functional misconception of chemical bonding. this manifests that the students had vigorous misconceptions in which they were holding on to their initial beliefs which had enabled them to answer questions correctly, but for wrong reasons. this situation most often goes undetected because usually tests do not probe into the reasons supporting initial students’ response. key words: conceptual understanding, two-tiered test, misconception introduction chemistry is a world filled with predominant events, interesting experimental activities and flourishing knowledge for understanding the natural and man-made worlds. however, students face problems in understanding the subject despite its association with daily life’s experiences. students’ difficulty in understanding the subject is to some extent contributed by the abstract nature of the concepts involved in the subject. the students need not to understand only the symbols, terminologies and theories used in learning chemistry concepts. they need to transform instructional language or materials which the teachers use in the chemistry classroom into meaningful representations. mailto:cesarbortiz@gmail.com cesar b. ortiz 34 chemical bonding is one of the key concepts in chemistry, particularly in the study of organic chemistry. the learning of the many concepts taught in organic chemistry, is dependent upon the understanding of the fundamental ideas in chemical bonding. most of the teachers and students as well, perceive the concept as difficult, with teaching commonly leading to students developing misconceptions. many of these misconceptions could be results from oversimplified models used in the textbooks, the use of traditional pedagogy that present a rather limited and sometimes incorrect pictures of the issues related to chemical bonding (in nahum, et al, 2010). success in studying chemistry requires students’ sound reasoning skills, fundamental scientific knowledge, ability to work with scientific knowledge and excellent problem solving skills (johnstone, 2000). however, lessons in organic chemistry, such as hydrocarbons and their derivatives, had become hindrance to students’ understanding since these lessons requires lots of imaginary and abstract processes which are non-tangible and non-visual in context. students often struggle with the abstract concepts in organic chemistry. pedagogy in organic chemistry class have to address the students’ need to develop appropriate mental models of abstract concepts. in addition, the difficulties in defining effective science teaching are embedded in the numerous characteristics and roles of the classroom teacher. hudson (2007) alleged earlier that effective science teaching requires an understanding of the subject matter which need to be taught in several engaging ways. research in science teaching cited theories to support teaching approach for what constitute effective science teaching. such teaching approach may include authentic learning, problem-based learning, constructivism, cooperative learning, and social cognitive approach, among others. chemical bonding is a basic chemical principle that has application in all areas of chemistry (chang, 2011). students in chemistry need to be able to analyze situations where chemical bonding, as a pre-organic chemistry concept, can occur in order to understand reaction mechanisms, many physical properties, solubility, molecular interactions and some spectroscopic information. this assessment examines how the students after completing general college chemistry course understand, explain, and apply chemical bonding to determine physical attributes of organic molecules as well as biomolecules in advanced chemistry studies. students’ understanding of pre-organic chemistry concepts: chemical bonding doi: 10.30575/2017/ijlres-2019010403 35 determination and investigation of students’ understanding in chemistry education has been very important for the last decades. science educators have generally agreed that chemistry understanding and misconceptions should be investigated. understanding concept of the atom and molecule is basic in chemistry education because the learning of concepts like chemical bonding, particulate nature of the atom, reaction rates, chemical equilibrium and solution chemistry are possible only with the comprehension of atom and molecule concept. furthermore, research on the students’ conceptions in chemistry has been developed to improve the teaching and learning chemistry. the investigations show that the chemistry educators realized that students’ misconceptions as well as alternative conceptions are important within the process of understanding the concepts in chemistry. mulford and robinson (2002) cited that the alternative conceptions play an important role in learning chemistry than simply producing inadequate explanations to questions. therefore, as a chemistry teacher, it is important to understand the role of students’ alternative conceptions in learning chemistry. review of literature according to duit and treagust (2012), students may undergo instruction in a particular science topic, do reasonably well in a test, and yet, do not change their original ideas pertaining to the topic even if these ideas are in conflict with the scientific knowledge they were taught. likewise, earlier research (driver, 2013) show that even students who are been well trained and exhibit all the overt signs of success, faithful attendance at good schools, with high grades and test scores, typically do not display as adequate understanding of material and concepts with which they have been working. conceptual understanding goes beyond knowing facts and labels. reasonably, conceptual understanding becomes meaningful only when it can be used to explain or to explore new situations. learning theory posit that learning is an active process in which the learner takes information from the environment and constructs personal interpretation and meanings. the learner’s interpretations are influenced not only by the external environment. they are also shaped by the learner’s prior knowledge and experiences. students demonstrate conceptual understanding when they provide evidence that they can recognize, label, and generate examples of concepts. they could also use cesar b. ortiz 36 and interrelate models, diagrams, manipulatives and varied representations of concepts. the student could also identify and apply principles, know and apply facts and definitions. they could compare, contrast, and integrate related concepts and principles; recognize, interpret and apply the signs, symbols, and terms used to represent the concepts. conceptual understanding reflects a student’s ability to reason in settings involving the careful application of concept definitions, relations, or representations (balka, hull, and harbin, 2000). if students are introduced to abstract concepts before they have a solid basis for understanding those concepts, they tend to resort to memorization and rote learning. it may not count as meaningful learning or a change in understanding which is not a solid foundation for further learning. such changes in knowledge that constitute rote memorization nor an ability to regurgitate proposition verbatim, do not exemplify learning or understanding. balka et al. (2000) alleged that for many years, major emphasis in school was on procedural knowledge or what is referred to as procedural fluency. it gave emphasis on rote learning with little attention paid to understanding of concepts. in recent years, major efforts have been made to focus on what is necessary for students to learn. to be proficient, a student must have conceptual understanding which allows the student to apply and possibly adapt some acquired concepts to new situations. methodology the study assessed the students’ conceptual understanding of pre-organic chemistry concepts, specifically in chemical bonding. the study was conducted with the third year bsebiology science majors during the second semester of school year 2016 – 2017. twenty eight third year bse-biology science majors participated in the study. the data on conceptual understanding in chemical bonding was obtained using a developed and validated two-tiered test on conceptual understanding. the test was 30 items. the first tier assessed the students’ cognitive knowledge about the concepts in chemical bonding; and the second tier explored the students’ reasons for their choice made from the first tier (licayan, 2011). hence, the second tier of the test assessed the conceptual understanding of students on the pre-organic chemistry concepts, specifically on chemical bonding. the test was tried out to the fourth year students. the try out results a reliability coefficient of 0.714 indicating that the said two-tiered test was students’ understanding of pre-organic chemistry concepts: chemical bonding doi: 10.30575/2017/ijlres-2019010403 37 reliable, consistent and dependable to assess the students’ conceptual understanding of chemical bonding. the level of conceptual understanding was scaled to five points with corresponding descriptors. the descriptors for the levels of conceptual understanding were adopted from feridon (in licayan (2011): scientifically correct understanding (121150); partially correct understanding (91120); functional misconception (61 – 90); incomplete understanding (3160); and worst understanding (0 – 30). prior to the gathering of data for the study, protocol as well as research ethics were followed. the student-participants were given the informed consent letter. they were informed on the nature of the study; on their respective role in the study; on the benefits they would obtain from the study; as well as the assurance that their respective identity was kept confidential and that the data were used for research purpose. their respective consent to participate was then solicited, the data were treated with descriptive statistics, such as the mean, standard deviation, frequency and percentages. findings and discussion the data in table 1 show that the participants had functional misconception. this finding would mean that generally, the students had correct choice in the cognitive test; however, their correct choice was accompanied by incorrect reasons. here, the data show that the students had vigorous misconception that may had enabled them to answer questions correctly, but for the wrong reasons. they could have been holding onto their initial beliefs firmly. this situation most often goes undetected because tests usually do not prove into the reasons supporting initial students’ responses (licayan, 2011). the standard deviation shows that there was variation in the distribution of the scores of the participants in the test for conceptual understanding. detailed analysis of the data in table 1 reveals that the distribution of the scores of the participants clustered in the functional misconception level. there was about 25.92% who were in the partially correct understanding level. this level shows responses involving correct choice but accompanied by incomplete reasons. about 7.41% was in the scientifically correct understanding level. the participants who were in this level had the correct choice in the test of understanding, and the choice was accompanied by scientifically correct and complete explanation. this was the best cesar b. ortiz 38 possible situation which indicated a sound understanding of the concept in chemical bonding. table 1 profile of the students’ level of understanding of pre-organic chemistry concepts: chemical bonding _____________________________________________________________________________ _ level of understanding frequency percentage _____________________________________________________________________________ _ scientifically correct understanding 2 7.14 partially correct understanding 7 25.00 functional misconception 18 64.28 incomplete understanding 1 3.57 worst understanding 0 ____________________________________________________________________________ total 28 100 % mean score 86.48 s. d. 18.19 level of understanding functional misconception _____________________________________________________________________________ _____ the profile in table 1 shows that the cluster of the distribution was in the functional misconception. this means that, generally, the students had correct choice in the multiple item test which assessed their cognitive understanding, but they had incorrect reasons for their choice, as assessed in the second tier of the test. the students may had undergone instructions in a particular science topic, do reasonably well in a test, yet do not change their ideas pertaining even if these ideas are in conflict with the scientific concepts they were taught. research shows (treagust d.f. and harrison, a.g., 2000) that even students who have been well trained and exhibited all the overt signs of success, faithful attendance at good schools, with high grades and good scores, praises students’ understanding of pre-organic chemistry concepts: chemical bonding doi: 10.30575/2017/ijlres-2019010403 39 or awards from leaders do not demonstrate or show as adequate understanding of material or concepts of which they have been working. baybee (2011) earlier claimed that conceptual understanding is influenced by the prior knowledge brought by students to learning situations. this prior knowledge is labelled as preconceptions, naïve conception, alternative frameworks or misconception. one key factor, anderson (2010) cited, as contributing to the low level of conceptual understanding and large number of misconceptions among students, is the existence of their prior knowledge, which is either ignored or not recognized. this is possible when science concept, like chemical bonding, is taught as if the students do not have prior experience and knowledge relative to the topic being studied. this necessitates the importance of the study on conceptual understanding since students’ misconceptions on particular topic in science would be given proper remediation. the ability to form concepts allows the student to make sense of the information being processed every day. duit, et. al (2011) earlier asserted two levels of scientific conceptual understanding: procedural knowledge (rules without reasons) and conceptual knowledge (understanding the procedures and their underlying relationships to science concepts. in order to achieve conceptual knowledge, students must make appropriate connections among science concepts and procedures. studies reveal that students bring with them to science lessons certain ideas, notions and explanations of natural phenomena that are inconsistent with the ideas accepted by the scientific community (osborne, 2000). students may undergo instruction in a particular science topic, do reasonably well in a test, and yet, not change their original ideas pertaining to the topic even if these ideas are in conflict with the scientific concepts they were taught (tan & treagust, 1999). in this study, some students still held to their own understanding even after being taught about chemical bonds as they could hardly conceptualize the concepts. particularly on chemical bonding concepts, they interchangeably describe types of bonding and give incorrect examples and explanations in the test of understanding. sigler and saami (2000) alleged that learning the basic is important. however, students who memorize facts and procedures without understanding often are not sure when and how to use what they know. conceptual understanding would enable the students to deal with novel problems that they have encountered before. cesar b. ortiz 40 earlier, chang (2011) and taber (2002) had claimed that chemical bonding is one of the key concepts in chemistry and one of the most fundamental. it is also one the areas in physical sciences where understanding is developed through diverse models – which are in turn built upon a range of physical principles and where learners are expected to interpret a diverse set of representations. if students are exposed to varied activities on constructing models, this would make them aware how chemical bonding concepts be conceptualized. in the learning process, the teachers play a significant role. good teaching and learning are linked with students’ experiences. if the students performed well and actively participate in class activities, then it is concluded that the teaching strategy is effective. conclusion the findings generally point out the functional misconception of some students taking organic chemistry course, in spite of having completed their general chemistry. they still possess misconceptions found in younger, less experienced students. they must have not abandoned – or even have formed faulty beliefs about pre-organic chemistry concepts, like: h bond, polarity of chemical bond, covalent bond and intermolecular forces. the students’ misconceptions could make it difficult, if not impossible for them to apply chemistry concepts to data interpretations and analysis. reliance to rote memorization as a means to analyze and interpret data may also pose problems in their study of advanced chemistry concepts, particularly in organic chemistry and/ or in biochemistry. bibiliography anderson, b. (2010). pupil’s conceptions of matter and its transformation (age 12 – 16). studies in science education, 18, 53 – 85. balka, hull, miles (2000). what is conceptual understanding? date retrieved december 18, 2015. pd. sfvrsn=2. baybee, r. n. (2011). the bscs 5esb instructional model: origins, effectiveness and applications. research in science education. 33, 33 – 47. chang, r. (2011). chemistry, 10th ed. the mc-graw hill co., new york students’ understanding of pre-organic chemistry concepts: chemical bonding doi: 10.30575/2017/ijlres-2019010403 41 driver, r. (2013). students’ conceptions and the learning of science. international journal of science education, 11, 481 – 490. duit, r. , treagust, d.f. & mansfield. (2011). investigating student understanding as a prerequisite to improving teaching and learning in science and mathematics. in d. f. treagust, r. duit and b. j. fraser (eds). improving teaching and learning in science and mathematics, columbia university, new york: teachers college press. gilbert and treagust. (2009). diagnostic assessment in science as a means of improving teaching, learning & retention. uniserve science assessment symposium proceedings. hudson, p. (2007). high – impact teaching for science. teaching science. 53 (4). 18 -22. johnstone, a. (2000). teaching chemistry: logical or psychological? chemistry educatio. research and practice. 1, 9 -15. licayan, r. i (2010). the high school biology students’ conception of cell structure and function in the 5es instructional model. unpublished masters’ thesis, bukidnon state college, malaybalay city. makhene, a. (2016). argumentation: a methodology in facilitating critical thinking. doi; 10.115/ijness-2016-0030. mendez, p.l. (2001). “gifted secondary students’ preferred learning style: cooperative, competitive, or individualistic.” journal of education of the gifted. volo.16 no.1 mulford, d.r. and robinson, w.r. (2002). an inventory for alternative conceptions among first-semester general chemistry students. journal of chemical education 79: (6), 739 – 744. nahum, l.t. et al (2010). developing a new teaching approach for chemical bonding concept aligned with current scientific and pedagogical knowledge. science education. 91, 579-603. osborne, b.a. (2000). a motivational view of constructivistinformed teaching. international journal of science education and technology. 11(2), 112 – 124. sabasales, m.t. (2015). “the effects of high impact teaching strategies on the academic performance in organic chemistry of grade 9 students.” unpublished masters’ thesis. bsu. sigler, b.m. & saami, j.c. (2000). the learning principles. (on line). http://standards: nctm.org/documents/chapter 2 / learn.pdf. sim, m. and pep, m. (2012). mind mapping and brainstorming as methods of teaching business concepts in english as a foreign language. academia science journal psychological series. http:// search.proquest.com/ doc view. http://standards/ cesar b. ortiz 42 taber, k.s. (2002). conceptualizing quanta. illuminating the ground state of student understanding of atomic orbitals. chemistry education: research and practice, 3. 145 – 158. http://www.uoi.gr/cerp/ tan, k. d. and treagust, d.f. (2007). evaluatingv students’ understanding of chemical bonding. school science review, 81 (294), 75 – 83. zarotiado, e. and tsaparlis g. (2000). teaching lower secondary chemistry with piagetian constructivist and ausabelian meaningful-receptive: a longitudinal comparison chemistry education: research and practice in europe, vol. no.1 pp. 37 – 5. http://www.uoi.gr/cerp/ ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020010404 vol. 4, no. 1, 2020 page: 44 53 44 determination of go-food workers 'wages in the vew of yusuf qardhawi: case study of pt. gojek medan ariffuddin muda harahap senior lecturer of faculty of shari’ah, state islamic university of sumatera utara medan harahap.arief@gmail.com abstract. this paper aims to explore the legal aspects of setting go-food workers' wages in the view of yusuf qardhawi. the place of research in this paper is in medan, north sumatra. this type of research is a qualitative case study method of gojek workers with the design of the legal sociology approach. the instruments used in research are observation, interviews, documentation studies and literature studies. analysis of the data used involves three steps: data reduction, data presentation and conclusion drawing. the results of this study indicate that (1) pt.gojek indonesia's remuneration system is by dividing profits using 80% -20% percent. which is the taking of wages or benefits that will be obtained by the drivers or partners when consumers pay the fees or tariffs listed on the consumer and driver's cellphone screens, (2) go-food workers' wages are considered not in accordance with law no.13 of 2003 concerning employment explains that wages given to workers must meet a decent living for workers. wages given by pt. gojek is not feasible and does not match what is said according to yusuf qardhawi and the law, it can be concluded that the behavior of pt. gojek is considered unfair. keywords: determination of go-food workers’ wages, yusuf qardhawi view, pt gojek medan introduction gojek is a technology company from indonesia that serves transportation through motorcycle taxi services, go-jek service is available in several regions of major cities including medan.1 in the gojek application there is a menu that is goride, it is a transportation to take someone from one place to another as desired by the passenger at the time of the contract.2 go-mart is shopping and go-food is a food order, its working system is almost the same as go-ride which distinguishes go-food will be involved with restaurants because what is ordered 1 http://id.m.wikipedia.org>wiki>go-jek diakses tanggal 24 januari 2019 pukul:10.29 wib. 2 www.gojakgojek.com/2016/03 diakses tanggal 25 januari 2019 pukul : 10.43 wib. mailto:harahap.arief@gmail.com http://www.gojakgojek.com/2016/03 determination of go-food workers 'wages in the view of yusuf qardhawi: case study of pt. gojek medan doi: 10.30575/2017/ijlres-2020010404 45 is food while go-mart is almost the same as go-food which distinguishes only goods purchased. go-box is a large / large number of goods, go-send is shipping goods, go-clean is cleaning, go-glam is beauty, but it is often used in medan goride, go-food and go-send, there are some applications that are rarely used in medan. problems that are often encountered in the world of work one of which is about wages or rewards that are not appropriate or any wages that are deferred from the company. this wage is one of the concepts of bermuamalah, in islam it is regulated how to give a good reward contained in qs.asy-syu'araa: 26/183, not to reduce the rights of others. in practice, the go-jek driver gets a wage that is not appropriate and is disadvantaged due to carrying out the task of go-food, where a gojek driver goes to a restaurant that is desired by the consumer, one of them is napoleon medan, where the consumers in that place are very crowded and if they want order can spend one to two hours waiting for the purchase queue, that's experienced by the gojek driver, where the wage system on the gojek driver there is a point system, if the driver takes the passenger or is called go-ride, the driver will get one point, when delivering food orders then drivers get two points. if the driver is able to collect as many as 20 (twenty) points, the company will exchange the points for rp 100,000, but there is a percentage distribution of the amount of money, 80% for gojek and 20% for drivers. in addition, there is a deposited for each driver in order to save money and function as a place to cut consumer costs. for example, if a driver delivers food with a distance of less than 6km, the fee will be rp. 15,000 then the money will be taken by the driver and then rp. 3,000 will be deducted from the deposited driver by the company. consumers pay drivers at a cost of rp. 2,000 / km if a driver takes a passenger (go-ride), otherwise when delivering a food order (go-food), the cost to be paid by consumers is rp. 15,000 under 6km.3 if the driver gets an order to 3 taufik rahmatullah, pengemudi go-jek), wawancara pribadi, medan, 25 januari 2019. arifuddin muda harahap 46 deliver food under a distance of 6km and costs rp. 15,000 and has to wait one to two hours because the queue is very crowded then the wage is fixed. if one to two hours the driver takes the passenger (go-ride) then he gets more than rp. 15,000 from that time. this is very detrimental to the driver.4 the drivers have carried out their duties to buy food but the existence of tariffs or fees which as a driver's wages are not in accordance with waiting for hours. according to yusuf qardawi that pay the wages of workers in accordance with their work after he completed his work.5 literature review in bermuamalah often discussed about wages which are rewards for workers when they have finished their work. in islam there are rules for employers or employers to pay wages in accordance with what is done, how heavy the workers carry out their work. rasulullah saw said: اعطوا اال جيراجره قبل ان تجف عر قه ameaning :” pay wages before the sweat dries”.6 the scholars explain the cause and wisdom of the hadith statment in which wages are the price of the work of the body while he has hastened his service. if he hastens it, then he has the right to receive wages immediately.7 we recommend that workers' wages are very good if they carry out islamic law because no one is hurting one another, let alone the more sophisticated world because of the internet network, it is very easy to get a job, work with the internet, save time and practically. methodology 4 romulus tampubolon, (pengemudi go-jek), wawancara pribadi, amaliun medan, 24 januari 2019. 5didin hafi dudin, dkk, peran nilai dan moral dalam perekonomian islam, (jakarta: rabbani press, 2001), h. 405. 6 mahrus ali, terjemahan lengkap hadis bulughul maram, (surabaya: balai buku, 1990), h. 386. 7 yusuf qardhawi, peran nilai dan mora dalam perkembangan islam, (jakarta: rabbani press 2001), h. 404. determination of go-food workers 'wages in the view of yusuf qardhawi: case study of pt. gojek medan doi: 10.30575/2017/ijlres-2020010404 47 this type of research is qualitative in nature, which is a method in which data is stated in a reasonable state without being made in the form of symbols, numbers, or formulas. the approach used is the legal sociology approach. the approach used in field research (field research). this research was conducted in real life. field research is essentially a method for discovering specifically and realistically about what is happening in the midst of community life.8 in determining the location of research conducted at pt. gojek indonesia on jl. perintis kemerdekaan complex komplek jati function no.12 medan. this company is a motorcycle office in medan and is the only one, so it can make it easier to meet the characteristics that are representative to obtain information to get an idea of the problem to be studied. data collection techniques in this legal research focus on field research and based on primary data, then for data collection is done by several groups, namely: documents, interviews, and observation. as for secondary data, the following literature is used: al-qur'an, hadith and references to the original book yusuf qardawi. data analysis in this study uses qualitative methods. qualitative research has characteristics that distinguish it from other types of research. qualitative research uses qualitative methods, uses data analysis inductively and collects descriptive data (words, images) instead of numbers. and the field notes in this study are descriptive. it can also be said that qualitative methods are processes that try to gain a better understanding of the complexities involved in human interaction. findings and discussions the wage system of partner of pt gojek online-based transportation services increasingly spoil us. if we live in big cities, like jakarta, surabaya or medan almost every day we always use public transportation services. however, since the number of online-based 8 mardalis, metode penelitian suatu pendekatan proposal, (jakarta: bumi aksara, 2009), h. 28. arifuddin muda harahap 48 transportation began to emerge, many have begun to switch to using this service rather than ordinary public transportation. online-based transportation provides a number of conveniences that are not found compared to when we use public transportation services. by using online transportation services, we can freely choose two-wheeled vehicles or four-wheeled vehicles, we do not need to jostle with others, so we feel comfortable throughout the trip. another convenience that is obtained when using online transportation services is flexibility in paying for services. if taking public transportation requires passengers to pay in cash, then the online-based transportation service in addition to providing payment in cash, also provides the option to pay in google. facilitating consumers who want to use the gojek service but don't want to bother using cash, gojek presents its newest service, go-pay. go-jek indonesia's chief marketing officer, piotr jakubowski, said, gopay is a go-jek electronic wallet service. with go-pay, consumers will be easier when using services on go-jek. nadiem claims that through the go-pay service, many informal workers have developed businesses. one of them is the existence of stalls on the roadside. through the go-food delivery service, small shop owners can be easily accessed by consumers. the go-pay service also makes transactions easier because it doesn't require face-to-face transactions. for gojek drivers, the go-pay service is claimed by nadiem to directly improve their quality of life. because, the go-pay service that resembles a digital wallet makes it easier for them to save money. that condition makes at least 250 thousand drivers already have access to better financial products. later, the driver partners can also use go-pay like using a credit card thereby reducing cash transactions. gojek has cooperated with 6 (six) banks in indonesia specifically for go-pay top-ups and will continue and be open to other banks. the cooperation can also be utilized by drivers to open determination of go-food workers 'wages in the view of yusuf qardhawi: case study of pt. gojek medan doi: 10.30575/2017/ijlres-2020010404 49 accounts so that they can access various banking services, including installment programs that have been difficult to reach.9 wage application for food ordering pt. gojek indonesia does not only create a customer pick-up application, this company creates goods or with the term go-food. according to information, the newly released go-food service has integrated with more than 15,000 (fifteen thousand) places to eat in jabodetabek. the 15,000 (fifteen thousand) places to eat consist of 23 categories, ranging from food stalls to luxury restaurants. how to order via mobile phones that have an android or ios system. and uploading a gojek application through playstore, and then going to the gojek menu after that select the go-food menu. users who will order food through go-food is very easy. this is because the go-food feature already exists in the go-jek application. so users do not need to call like a delivery service. how to order it is to click on the go-food feature on the go-jek application. later a variety of restaurants and restaurants will appear that are tracked according to the location in the user's vicinity. then the user can begin to choose the food menu to order. after approving an order, the user is just waiting for food to be delivered by the gojek driver. go-food services not only provide convenience for users but also provide opportunities for culinary industry business people to maximize their business. the essence of go-food, one of which is to promote food created by the sme industry. this is a big mission that wants to be realized by the "green jacket fleet". for example there is good food and good quality on the side of the road, with go-food, their food can be promoted through the suggest restaurant feature. so not only large franchise restaurants can succeed here, ordinary food stalls and even roadside dining can be successful with go-food if the food is good and quality. 9http://www.gojek.com diakses tanggal 20 mei 2019 pukul 6.56 wib. http://www.gojek.com/ arifuddin muda harahap 50 wage system for partners at pt. objects by dividing the profit sharing system between 80 percent for drivers and 20 percent for companies. withdrawal of wages from consumer payments to each driver after making an order between the shuttle ordering, ordering food and others. but drivers do not get travel money, meaning that if consumers want to order food and have to queue for a period of one to two hours, then the drivers are only paid the amount stated in the application. if the expenditure is rp. 15,000 (fifteen thousand rupiahs), then that will be divided for the company and partners (drivers). these payments can be paid through two systems, namely: 1. cash, namely payment in cash, where consumers directly pay fees to drivers; 2. deposit / go-pay, the payment balance is not in cash, but with a consumer balance deduction system. consumers really like to use the payment system through go-pay because consumers will get a 20% discount. if consumers use this system, profit taking for partners and companies through the online system. drivers before becoming partners will create a savings book which if consumers use go-pay will automatically increase their balance. and the balance can be disbursed by the driver reporting at the nearest branch office that the balance will be disbursed, but if consumers use the cash system, the company will deduct the driver balance by 20% of the costs paid by consumers. the gojek application will show how many miles the journey will be traveled and show the costs to be paid, it will automatically be displayed on the consumer's cellphone screen and driver. determination of wages according to yusuf qardhawi in the book darul qiyam wal akhlaq fil iqtishodil islami yusuf qardhawi explains: determination of go-food workers 'wages in the view of yusuf qardhawi: case study of pt. gojek medan doi: 10.30575/2017/ijlres-2020010404 51 وانما يستحق العامل اجره اذا اداه على الوجه المطلوب10 meaning: actually a worker has the right to his salary if he has fulfilled his work properly.11 al-hadith explains the good and suitable wages to be given to workers that can be obtained by all workers ie: ان اخوانكم خولكم جعلهم هللا تحت ايديكم فمن كان اخوه تحت يده فليطعمه مما ياكل وليلبسه مما يلبس وال تكلفو هم ما يغلبهم فان كلفتمو هم ما يغلبهم فا عينوهم وال تكلفوهم اي العمل ماال يطيقون فاذ كلفتموهم فا ينوهم they (your slaves and servants) are your brothers, allah put them under your care; so that whoever has a sibling under his care must feed him what he eats (himself) and gives what clothes he wears (himself); and do not impose on "those with very heavy tasks, and if you impose them on such tasks, then help them (do it)." (hr. muslim).12 from this hadith it can be defined that wages of a material nature (wages in the world) must be related to the security and adequacy of food and clothing. the words: "he must be fed as what he eats (himself) and give clothes as what he wears (himself)", means that the wages received must guarantee the food and clothing of employees who receive wages. an explanation of wages according to yusuf qardhawi has been explained at the top that the worker must be paid wages as he does properly. but not the case with pt. gojek indonesia drivers cannot get paid properly. in the go-food menu or order food, drivers cannot be paid while traveling or waiting in line. which there are some food places that are very crowded, so it takes a long time to order and deliver the food to consumers. the time required by the driver when buying food to spend one to two hours, the time is really wasted and the driver feels disadvantaged time and energy. because if the time is diverted to carry out work with other menus such as go-ride or the other will be more profitable in terms of money earned. one to two hours can deliver people at a price more than ordering food, so it can be said that the company harms drivers with no wage provisions when waiting in line to order food. 10 yusuf qardhawi, daurul qiyam wal akhlaq fil iqtishodil islami (kairo mesir: maktabah wahbah, 1995), h. 373. 11 didin hafiduddin, peran nilai dan moral (jakarta: robbani press, 2001) h, 404 12mahrus ali, terjemahan lengkap hadis bulughul maram (surabaya: balai buku, 1990), h. 352. arifuddin muda harahap 52 conclusion pt.gojek indonesia's remuneration system is by dividing profits using 80% -20%. which is taking wages or benefits that will be obtained by the drivers or partners when consumers pay the fees or rates listed on the consumer and driver's mobile screen. by using a cash system and a deposit system or with another name namely go-pay. but in the payment of drivers on the go-food menu is not appropriate because the driver is disadvantaged by time and energy just to wait for orders ordered by consumers such as napoleon. wages according to yusuf qardhawi is that pay workers' wages appropriately and appropriately. associated with this problem if the driver will wait a long time the company should make the provision of wage payments due to waiting for a long queue. as stated in act no. 13 of 2003 concerning manpower explains that the wages given to workers must fulfill a decent living for workers. wages given by pt. gojek is not feasible and does not match what is said according to yusuf qardhawi and the law, it can be concluded that the behavior of pt. gojek is considered unfair. bibiliography ali, mahrus. 1990. terjemahan lengkap hadis bulughul maram .surabaya: balai buku. anselm & juliet corbin. 2003. dasar-dasar penelitian kualitatif tata langkah dan teknikteknik teorisasi data, terjemahan muhammad shodiq & imam muttaqin. pustaka pelajar: yogyakarta. al-jaziri, abdurrahman. 2003. al-fiqhu ala mazahib al-arba’ah, cet.ii, jilid iii, beirut: dar al-ilmiyah. departemen agama ri. 2009. al-qur’an dan terjemahan, bandung: pt.sygma examedia arkanleema. hafidudin, didin dkk. 2001. peran nilai dan moral dalam perekonomian islam, jakarta: rabbani press. husni, lalu. 2014. pengantar hukum ketenagakerjaan, jakarta: pt. raja garfindo. mardalis. 2009. metode penelitian suatu pendekatan proposal, jakarta: bumi aksara. miru, ahmad. 2007. hukum merek cara mudah memahami undang-undang merek, jakarta: pt.raja grafindo persada. determination of go-food workers 'wages in the view of yusuf qardhawi: case study of pt. gojek medan doi: 10.30575/2017/ijlres-2020010404 53 muhammad. abi abdillah bin ismail bukhari. 2013. shahih bukhari juz 2 .beirut: dar alkitab. munawwir, ahmad warson. 1997. al-munawir kamus bahasa arab-indonesia, edisi ii, surabaya: pustaka prograsif. muhammad, syamsuddin bin khatib asy-syarbaini. 1997. mughni al-muhtaj, cet.i, jilid ii, beirut: dar alma’rifah. shihab, m. quraish. 2000. tafsir almisbah, vol.2, ciputat: lentera hati. suhrawardi. 2004. hukum ekonomi islam, jakarta: sinar grafika. suhendi, hendi. 2010. fiqh muamalah, jakarta: pt. raja grafindo persada. qardhawi, yusuf. 1995. daurul qiyam wal akhlaq fil iqtishodil islami. kairo mesir: maktabah wahbah. wilson, redney. 1998. bisnis menurut islam, jakarta: pt.intanmasa. http://id.m.wikipedia.org>wiki>go-jek diakses tanggal 24 januari 2019 pukul:10.29 wib.www.gojakgojek.com/2016/03 diakses tanggal 25 januari 2019 pukul : 10.43 wib. http://www.gojakgojek.com/2016/03 ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018091201 vol. 2, no. 3, 2018 page: 312 321 312 teacher competency on learning al-quran in raudhatul athfal at medan halimatusssa’diyah lubis postgraduate studies, state islamic university of north sumatra, indonesia halimatussa’diyahubis@gmail.com saiful akhyar lubis postgraduate studies, state islamic university of north sumatra, indonesia saifulakhyar@uinsu.ac.id fachruddin azmi postgraduate studies, state islamic university of north sumatra, indonesia fachruddinazmi@uinsu.ac.id abstract, this study aims to determine the activities of the ministry of religious affairs office of medan city in improving teacher competence in teaching al-qur’an, planning the learning of the teacher raudhatul athfal in teaching al-qur’an, the learning method that the teacher does in teaching al-qur’an, the obstacles faced by the teacher in teaching al-qur’an, and knowing the efforts conducted by the teacher in overcoming obstacles in teaching al-qur’an at raudhatul athfal in medan city. data collection techniques used were interviews, observation, documentation studies. data management consists of data reduction, data display / data presentation, data analysis, techniques to ensure the validity of research results. the results of the study revealed that the activities of the ministry of religion of medan city to improve the competence of teachers in teaching the koran at raudhatul athfal medan city are programs to improve teacher education qualifications, integrated competency-based training programs, education supervision programs and teacher empowerment programs through teacher learning planning raudhatul athfal in teaching the koran at the raudhatul athfal city of medan is a plan for organizing or organizing learning materials that will be given / taught to students consisting of plans for the preparation of the semester program (promes), weekly learning implementation plans (rppm), daily learning implementation plans (rpph), and standard operating procedure (sop). keywords : teacher competency, learning al-qur’an. raudlatul athfal introduction in the last five years, the condition of raudhatul athfal's teacher competence in medan city, especially in teaching qur'anic subjects has decreased. based on the results of observations made on several raudhatul athfal in medan, it was found that the ability of the teacher raudhatul athfal in teaching the koran was still lacking. observations on mailto:saifulakhyar@uinsu.ac.id mailto:fachruddinazmi@uinsu.ac.id teacher competency on learning al-quran in raudhatul athfal at medan doi: 10.30575/2017/ijlres-2018091201 313 raudhatul athfal ulumul quran jl. happy model example medan area and raudhatul athfal iqra jl. pltu sicanang belawan including not fulfilling properly. raudhatul athfal ulumul quran jl. happy model example medan area and raudhatul athfal iqra jl. sicanang belawan power plant is given the authority to teach subjects of the qur'an, while its competence in the mastery of reading the qur'an and mastery of methodology in teaching the qur'an is very minimal. in a sense, some of the teachers at raudhatul athfal have not been able to exemplify the reading of the qur'an according to the tajwid and fashahah sciences to be displayed in tilawatil qur`an as expected. the next problem is that there are some teachers of raudhatul athfal who do have competencies that are in accordance with the expected in mastering the qur'an reading by using various songs, but they lack the right and proper method in implementing the learning process of teaching the qur'an in the classroom. as a result, many of the students of raudhatul athfal are also less able to understand and master the material presented. according to thalib, the competence of the teacher in the learning of the qur'an for children, is first emphasized in the stipulation of pronouncing the letters commonly referred to as makhorijul. after the determination to read letters, fluency is increased by reading words and sentences, after which it is improved in the recitation of recitation. thus, the teaching of the qur'an for children can reach its needs to the level of reading and reading skills. reading the qur'an with tajwid including part of our efforts to glorify the qur'an. rasulullah saw always recommends that we should read the qur'an with tajwid1 increasing the potential and ability of teachers raudhatul athfal in the mastery of reading the qur'an and mastery in learning methods of the qur'an is very important and very essence especially with the competence owned, because it will be able to determine the development of student competence raudhatul athfal in the future as the successor generations qurani . based on this condition, the authors are interested to conduct research and set it in the title of dissertation of teacher competence in learning alquran in raudhatul athfal medan city. 1m. thalib, 50 pedoman mendidik anak menjadi anak shaleh, (bandung: irsyad baitussalam, 1991), p. 196. halimatussa’diyah lubis, saiful akhyar lubis, fachruddin azmi 314 literature review teachers are implementers of education in certain places. teachers must really be able to influence their students and teachers should be broad-minded. from the description above shows that the teacher is one of the influential person in the implementation of teaching and learning process. the teacher is the one who gives knowledge to the students.2 the teacher is the one who is responsible for educating the students. thus the teacher is a profession that demands special skills. the teacher's job as a profession requires the teacher to develop self-professionalism in accordance with the development of science and technology. educating, teaching and training students is a teacher's job as a profession. teacher's job as an educator means continuing and developing science and technology to the students. the teacher's job as a trainer means developing skills and applying them in life, for the future of students.3 teachers dealing with students is at the time of teaching and learning process takes place. a teacher should have a good performance especially during the learning process takes place. teachers are expected to have a sufficient science appropriate field, clever communicate nurturing and become a good learning for students to the body and grow into adulthood. according to sukadi, as a professional, teachers have five main tasks; plan learning, implementation of learning, and evaluation of learning, follow up learning outcomes, and conduct guidance and counseling.4 competence is the authority of each individual to perform the task or make decisions in accordance with his role in the organization relevant to the expertise, knowledge, and ability possessed. sagala also argued that competence is a set of knowledge, skills, and behavior that must be owned, experienced, mastered and actualized by teachers in performing professional duties.5 muhibbinsyah argued that every prospective teacher and professional teacher is expected to understand the characteristics (characteristics) of his personality that is required as a model of his students. constitutionally, teachers / educators at each formal 2syaipul bahri djamarah, guru dan anak didik dalam interaksi edukatif (jakarta : rineka cipta, 2003), p. 31. 3syaiful bahri jamarah, guru dan anak didik dalam interaksi edukatif, p. 37. 4 sukadi, guru powerful guru masa depan, (bandung: kolbu, 2001) cet. 1, p 26 5saiful sagala, kemampuan profesional guru dan tenaga kependidikan (bandung : alfabeta, 2012), p.342 teacher competency on learning al-quran in raudhatul athfal at medan doi: 10.30575/2017/ijlres-2018091201 315 education level must have a qualification unit (required expertise) and certification (read: teaching authority) generated by accredited higher education (article 42 paragraph 1 and 2 of the sisdiknas law 2003). characteristics of personality related to the success of teachers in wrestle his profession include: 1) cognitive flexibility, 2) psychological openness.6 based on language, the word of the qur'an is taken from the verb "qoroa" قرأ means "he has read". then this word means reading.7 this means that the qur'an must be read by all islamic communities. the naming of the revelation with the qur'an gives the understanding that it is stored in the human chest given the name of the qur'an itself comes from the word قرأة and in qiraah contained the meaning of always remember.8 the qur'an is etymologically derived from the word قراء يقراء قراءة which means something to read (المقرؤ). thus, the meaning of the qur'an in lughawi is something to read. another opinion says that the meaning of the qur'an is similar to the form of masdar (form of noun), ie القراءة which means gather and collect (الضم والجمع). the importance of reading it to man, explained m. quraish shihab that is so, the command of reading is the most valuable command that can be given to mankind. because, reading is the path that leads humans to reach the level of humanity is perfect. thus, it is not an exaggeration to say that "reading" is a key condition for building civilization. and if it is acknowledged that the more widely read the higher the civilization, and vice versa.9 the method comes from the latin "meta" which means through, and "hodos" which means path or to or way to. in arabic the method called "tariqah" means road, way, system, or order in doing something. meanwhile, according to the term is a system or a way that set a goal.10 in learning the qur'an must also use methods whose purpose is certainly to be able to facilitate the learners to be able to read alqu'an. to facilitate the teaching of the qur'an, at least some of its teaching methods should be known. in terms of teaching 6muhibbinsyah, psikologi pendidikan (jakarta : rineka cipta, 2010), h. 225. 7moenawar cholil, kembali kepada alquran dan as-sunnah, (jakarta: bulan bintang, 1991), p. 201. 8subhi as-shalih, membahas ilmu-ilmu alquran, (jakarta: firdaus, 1993), h. 13. 9m. quraish shihab. membumikan alquran, (fungsi dan peran wahyu dalam kehidupan masyarakat), bandung: mizan, 2009), h. 170. 10nur uhbiyati, ilmu pendidikan islam (ipi) untuk iain, stain, ptais, cet.2 (bandung : pustaka setia, 2005), h. 123 halimatussa’diyah lubis, saiful akhyar lubis, fachruddin azmi 316 methods of the qur'an there are four methods, among others: the method of sas, iqro ', al-barqi and al-banjari.11 as for what is meant by adab reading the koran is an activity / activity of seeing and understanding in accordance with the rules that exist in the koran and reciting the words of allah (alquran) verbally which is a miracle revealed to the prophet muhammad by means of the angel gabriel to us mutawatir and read it is worship. there are several manners that must be considered, held and guarded, before and while reading the koran to be useful, blessed and able to produce fruit in the form of tadabbur, always istiqomah in doing it and according to the prophet muhammad and his companions do. adab reciting the koran as agreed by the cleric is improving the voice while reading. the qur'an is certainly a beautiful and even beautiful reading. however, a beautiful voice will add to its beauty so that it moves the heart and shakes the heart.12 and boasting its readings with the melodious songs.13 methodology this type of research is qualitative research. according to strauss and corbin, qualitative research is a type of research that results in discoveries that cannot be achieved by using statistical procedures or other means of quantification.14 one reason researchers use a qualitative approach is that qualitative research can uncover phenomena that occur, so as to find and understand what is hidden behind the phenomenon. the implementation of qualitative research is to know the hidden meaning, to understand social interaction, to develop theory, to verify the truth of the data, and to examine the history of development. given that this study aims to understand and interpret various phenomena that exist or that occur in reality as a characteristic of qualitative research, then in this study is to determine the competence of teachers in learning the qur'an in raudhatul athfal at medan. 11m. thalib, 50 pedoman mendidik anak menjadi shahih, (bandung: irsyad baitussalam, 1996), h. 81. 12yusuf al-qaradhawi, berinteraksi dengan al-qur’an, (jakarta: gema insan, 1999), p. 233. 13abdul majid khon, praktikum qira’at keanehan membaca al-qur’an qira’at ashim dari hafash, cet. ke-1, (jakarta: amzah, 2008), p. 38 14anselm strauss & juliet corbin, dasar-dasar penelitian kualitatif, terjemahan : andi hakim (yogyakarta: pustaka pelajar, 2003), p.69. teacher competency on learning al-quran in raudhatul athfal at medan doi: 10.30575/2017/ijlres-2018091201 317 data collection in this study was conducted with 3 (three) techniques commonly used in qualitative research, namely interviews, observation, and document review. data analysis is the process of arranging data sequences, organizing them into a pattern, category and description unit so that themes can be found and hypotheses can be formulated as suggested by the data data analysis techniques use the techniques proposed by miles and huberman below:15 1. data reduction, is to make an abstraction of all data obtained from field records resulting from observation, interviews and document review. data reduction is a form of data analysis that sharpens, expects important things, classifies, directs, discards what is not needed and organizes data so that it is systematic and can make meaningful conclusions. 2. presentation of data, is a set of structured information that gives the possibility of drawing conclusions and taking action. the process of presenting this data reveals as a whole a group of data obtained so that it is easy to read and understand, the most frequently used for the presentation of data in qualitative research is narrative text. the data can illustrate how the competence of teachers in learning the qur'an in raudhatul athfal medan. 3. conclusions, namely a complete, detailed and in-depth data structure based on data obtained from observations, interviews, and document review. findings and discussion the guidance of teacher competence in raudhatul athfal conducted by the ministry of religious city of medan can be stated as follows: 1) teacher education improvement program teacher qualification improvement program is a program to improve the quality of education for teachers intended for teachers of religious education who do not have a minimum education qualification of s-1 to follow education s-1 or s-2 teacher education. this program is a continuation program of study in the form of learning tasks for teachers who meet the provisions that apply. 15mattew b. miles dan a. michael huberman, analisis data kualitatif (terj. tjetjep rohendi rohidi, jakarta: ui-press, 2002), p. 16-19. halimatussa’diyah lubis, saiful akhyar lubis, fachruddin azmi 318 2) competency-based integrated training program. competence-based integrated training program is a training activity that refers to the guidance of the competencies to be achieved and required by the teacher so that the contents or training materials provided are the combined or integrated fields of science resources of training materials that are fully required to achieve teacher competence. in order to improve the professionalism of teachers it is necessary to do intensive training and upgrading in teachers. training required is training tailored to the needs of teachers is training that refers to the demands of teacher competence. 3) education supervision program. ministry of religious affairs of medan city in the implementation of supervision to increase the competence of teachers supervisory perform 4) ra teacher empowerment program. the teachers working group is a professional forum for teachers in a district / city / school / school cluster, whose working principle is a reflection of activities by, for and from teachers of all schools. a non-structural organization that is independent, based on kinship, and does not have a hierarchical relationship with other institutions. the preparation of the learning plan is a design for the teacher raudhatul athfal to carry out learning activities. plan of learning implementation of course before the implementation of learning activities implemented. the learning plan prepared by the teacher raudhatul athfal must refer to the characteristics of children, namely age, social culture and individual needs of children. therefore for teachers raudhatul athfal in preparing the implementation plan of learning should pay attention to the goal, they are; 1) support the achievement of basic competencies and core competencies 2) support the successful management of meaningful learning 3) directing teachers in preparing necessary tools and materials 4) directing teachers to build the attitudes, knowledge and skills the child expects quran learning method that is implemented to children in raudhatul athfal medan city by doing the steps namely: 1) introduction of letters, teachers teach letters from alif to ya by memorizing one by one the hijaiyah letters followed by the students and memorizing them slowly, and writing them down in letters that are easily understood by children. so that teacher competency on learning al-quran in raudhatul athfal at medan doi: 10.30575/2017/ijlres-2018091201 319 young children in addition to fast memorization, they will also always remember the letters that are pronounced. for example ا ب ت ث ج 2) introduction of harakah, by writing the top, bottom, and breadfruit lines, and inviting them to memorize together for example: ا ان ب ب ت ت ت ث ث ث ج ج ج 3) splicing letters, ie explaining and teaching the letters connected to each other: for example: بت ق ي ف ل 4) introduction of short lengths, ie explaining which readings are read long and readings are short read. for example: تال ك ت 5) introduction of sentences, ie explaining fragments of arabic words or words quoted from the qur'an. for example: شفاعة فا عامھ 6) the introduction of the waqaf sign, ie explaining the stop signs (waqaf), such as the mandatory stop when there is a letter م) waqaf prevalent); should not stop at the letter ال, and so on constraints in the implementation of learning the qur'an in raudhatul athfal medan is still experiencing constraints of low quality teachers and limited facilities / infrastructure for learning activities. other problems are monotonous and teacherfocused learning, lack of teaching aids and handbooks for teaching materials. these issues should be a major concern to start improving the implementation of education for early childhood. some efforts that have been done in overcoming obstacle of learning of alquran in raudhatul athfal medan city is by improving teacher competence through implementation of learning skill training of qur'an. besides, it is also an effort to fulfill the suggestions and infrastructure needed during the implementation of learning the qur'an in raudhatul athfal medan city conclusion 1. activities of the ministry of religion of medan city to improve the competence of teachers in teaching the koran at the raudhatul athfal city of medan, namely programs to improve teacher education qualifications, integrated competencyhalimatussa’diyah lubis, saiful akhyar lubis, fachruddin azmi 320 based training programs, education supervision programs and empowerment programs for ra teachers. 2. planning the learning of the teacher raudhatul athfal in teaching the koran at the raudhatul athfal in the city of medan, namely the plan of preparation or organization of learning materials that will be given / taught to students consisting of plans for the preparation of the semester program (promes), weekly learning implementation plans (rppm), daily learning implementation plan (rpph), and standard operating procedure (sop) 3. the qur'anic learning method used by the teacher in general is the iqro method which consists of letter recognition, harakah recognition, letter joining, short length recognition, and sentence recognition, waqaf sign recognition. 4. constraints in the implementation of qur'anic learning are the low quality of teachers and the limited facilities / infrastructure for the learning activities of the koran at the raudhatul athfal in medan city. 5. the teacher's efforts in overcoming obstacles in teaching the koran at medan's raudhatul athfal by improving teacher competency through the implementation of qur'anic learning skills training and fulfillment of suggestions and infrastructure needed during the implementation of the koran learning at raudhatul athfal medan city. bibiliography al-qaradhawi, yusuf, berinteraksi dengan al-qur’an, jakarta: gema insan, 1999. anselm strauss & juliet corbin, dasar-dasar penelitian kualitatif, terjemahan : andi hakim, yogyakarta: pustaka pelajar, 2003. as-shalih, subhi, membahas ilmu-ilmu alquran, jakarta: firdaus, 1993. cholil, moenawar, kembali kepada alquran dan as-sunnah, jakarta: bulan bintang, 1991. djamarah, syaipul bahri, guru dan anak didik dalam interaksi edukatif , jakarta : rineka cipta, 2003. hasanuddin. anatomi alquran, perbedaan qiroat dan pengaruhnya terhadap istinbath hukum dalam alquran, jakarta: grafindo persada, 1995. khon, abdul majid, praktikum qira’at keanehan membaca al-qur’an qira’at ashim dari hafash, jakarta: amzah, 2008. teacher competency on learning al-quran in raudhatul athfal at medan doi: 10.30575/2017/ijlres-2018091201 321 mattew b. miles dan a. michael huberman, analisis data kualitatif, terj. tjetjep rohendi rohidi, jakarta: ui-press, 2002. muhibbinsyah, psikologi pendidikan, jakarta : rineka cipta, 2010. purba, sukarman, kinerja ketua jurusan di perguruan tinggi, teori, konsep dan korelatnya, yogyakarta: presindo, 2009. sagala, saiful, kemampuan profesional guru dan tenaga kependidikan, bandung : alfabeta, 2012. shihab, m. quraish,. membumikan alquran, (fungsi dan peran wahyu dalam kehidupan masyarakat), bandung: mizan, 2009. sugiyono, metode penelitian pendidikan, pendekatan kuantitatif, kualitatif, dan r&d, bandung: alfabeta, 2008. sukadi, guru powerful guru masa depan, bandung: kolbu, 2001. sutisna, oteng, administrasi pendidikan dasar teoritis untuk praktek profesional, bandung: angkasa, 2003. thalib, m., 50 pedoman mendidik anak menjadi anak shaleh, bandung: irsyad baitussalam, 1991. uhbiyati, nur, ilmu pendidikan islam (ipi) untuk iain, stain, ptais, bandung : pustaka setia, 2005. veithzal rivai dan sylviana murni, education management analisis teori dan praktik, jakarta: rajawali press, 2010. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2019091215 vol. 3, no. 3, 2019 page: 478 506 494 students’ reading comprehension achievement in narrative text through team practice technique sholihatul hamidah daulay senior lecturer at state islamic university of sumatera utara medan sholihatulhamidah@uinsu.ac.id abstract.this study was conducted to find out the students’ reading comprehension achievement in narrative text through team practice technique. this research was applied by class room action research. the technique of analyzing data of this study was applied by using qualitative and quantitative data. the qualitative data were taken from interview, diary notes, observation sheet and documentation. the quantitative data were taken from the best. it indicated that the work technique can improve students’ comprehension achievement in narrative text through team practice technique. it’s strengthened by the result of observation showed that most of the students in teaching learning process were active and serious in joining the lesson. they were active in discussing and they had already been brave to propose question and give the solution to the problem. keywords: reading comprehensive, narrative texts, team practice technique introduction in learning english as a foreign language, students are expected to get some information from their readings. since it is generally learned from the secondary level of education and higher education, the students are expected to comprehend a reading text as well as possible. but the students still face some problems to get information from their reading. these problems should be considered in the terms of the relevance of teaching technique. team practice teaching should be taken into consideration for teaching reading skill. this technique will give the contribution to do some activities in comprehension. through this technique, the students can be more active in teaching and learning process, especially in teaching reading comprehension. in teaching reading, the students can’t comprehend english text well. there are some factors why they cannot understand the text. there are students who do not have good motivation to read and they felt the text is not interesting for them because they must keep on looking up the words in a dictionary to find out the meaning of the words. mailto:sholihatulhamidah@uinsu.ac.id students’ reading comprehension achievement in narrative text through team practice technique doi: 10.30575/2017/ijlres-2019091215 495 these activities make them feel bored and uninterested in reading comprehension. so, it is a problem for the teacher in teaching reading comprehension in the class. in the teaching and learning process, the problem of teaching is not only the teaching material, but also the technique of teaching. the teaching process will not give a good result if the way of teaching is not suitable to the students’ needs. therefore, teaching technique will make teaching learning process run well. the teacher must know the suitable technique for the students to make the students more comfortable in the class especially in reading comprehension. to improve students’ reading comprehension achievement, team practice technique can be used. artz and newman (1990:230) states that team practice is a group member or team designed to be more motivated to engage every member in mastering the material being studied. it means that through using team practice technique, the students can work together as a team practice technique, the students can work together as a team to accomplish a common goal, namely answer the question, predicting the main idea, etc. in team practice technique, the students are assigned to four or five member learning teams. after the teacher has introduced the academic material, team members use worksheets to master the academic materials and then help each other learn the material through tutoring, quizzing one another, or carrying on team discussions. it means that using team practice technique, the students can learn the material by working together through tutoring, quizzing one another, or carrying on team discuss. based on the explanation in the background of the study, the problem of this study is formulated as the following: “does the team practice technique significantly to improve the students’ reading comprehension achievement in narrative text?” literature review reading comprehension reading comprehension is a skill that must be developed and can be only developed by means of extensive and continual practices. grellet (1986:167) states that reading comprehension is a skill to understand a written text by extracting the required information may be explicit or implicit. it means that reading comprehension is a process to get some information explicit or implicit. otto (1979:261) states that in comprehending sholihatul hamidah daulay 496 reading text, readers have to find the main ideas to obtain the message. in the other words, finding the main ideas will determine the quality of their reading comprehension. it means that in reading comprehension, the reader is expected to understand fully the reading material. the reader should be able to give a clear explanation about the reading material when he/she is asked some question concerning the ideas contained there. if he is able to do, so we can say that he/she already understood the reading material. turner (1988:378) states that some factors affecting of reading comprehension are: 1. the reading material. the total program of reading instruction; the students’ own personality, attitudes, interest, motivation, and habits; and his out-of-school environment all influence development of reading comprehension. 2. insufficient experiential background for a reading selection. lack of sufficient guidance may also be a major factor in low reading comprehension of particular reading assignments. 3. reading rate. optimal leading comprehension requires that the individual reader be able to vary reading rate. there is no verification from research that readers with a fast reading rate comprehend less well than readers with slower rates. fast reading simply saves time, and the proficient reader will use the rate demanded by the occasion, however, repeated reading of material or concentration on easy material seems to increase both comprehension and rate. narrative is any written english text in which the writer wants to amuse, enter people, and to deal with actual or vicarious in different ways. narrative is a text containing five components: orientation, evaluation, complication, resolution, and reorientation by which a writer amuses, entertains, people and to deal with actual or vicarious experience. the orientation is the beginning of the text. its function is to set scene and introduces the participants. the second is the evaluation. it is a stepping back to evaluate the plight. the third is the complication in which the crisis arises. the fourth is the crisis resolved for better or for worse. the fifth is the reorientation. it can be optimal. the elements of genre of the text are: 1. purpose: to amuse/entertain the readers and to tell a story. students’ reading comprehension achievement in narrative text through team practice technique doi: 10.30575/2017/ijlres-2019091215 497 2. generic structure : orientation evaluation complication resolution orientation 3. language features : using past tense using action verb chronologically arranged using simple present tense using imperative sentence using adverb using technical terms structure of procedure team practice technique fiechnter and davis (1991:56) state that team practice prepares students for the modern workforce where there is an increased emphasis on team work and their meaningful participant in a democratic society. then, johnson and johnson (1998:182) write that simply putting students in groups and telling them to cooperate would not produce the desired outcomes; there were certain pre condition that must be present for real learning to occur; these precondition are positive interdependence, individual accountability, promotive interaction, social skills and group processing. it means that in teaching learning, the teacher gives guidance in training students for group work. working in groups appears to be grounded in the culturally embedded understandings of group formation and group cooperation. the goals and expectations of the team, structure, and processes were discussed prior to the team’s formation. it was agreed there would be regular meetings, communication, and assigned individual tasks were to be completed on time. oaklay et al (2003) stated that two important first steps in turning groups into effective teams are to set out a clear set of guidelines for team functioning and to have members formulate a common set of expectations of one another. sholihatul hamidah daulay 498 richard and rodges (2001:206-8) state that there are some purposes of team practice technique, they are: all students work on the same material, practice could follow a tradition teachers directed presentation of new material and for that reason is a good starting point for teachers and or students new to group work. the task is to make sure that everyone in the group knows the answer to a question and can explain how the answer was obtained or understands the material. because students want their team to do well, they coach and tutor each other to make sure that any member of the group could answer for all of them and explain their team’s answer. when the teacher takes up the question or assignment, anyone in a group may be called on to answer for the team. this technique is good for review and for practice test; the group takes the practice test together, but each student will eventually do an assignment or take a test individually. test technique is effective in situations where the composition of the groups is unstable (in adult programs, for example). students can form new groups every day. methodology team practice activities in reading comprehension metzke and berghoff (1999:122-3) state that there are some activities in using team practice technique in reading, they are : students within a given class are assigned to fouror five member learning teams, each of which has representatives of both sexes, various racial or ethnic groups, and high, average, and low achievers. after the teacher has introduced the reading material, team members try to identifying the purpose in reading by looking for some information from text and use worksheets to master the materials and then help each other learn the material through tutoring, quizzing one another, or carrying on team discussions. students’ reading comprehension achievement in narrative text through team practice technique doi: 10.30575/2017/ijlres-2019091215 499 the students use graphemic rules and patterns to aid in bottom-up decoding. they also receive worksheet answer sheets, emphasizing the importance of learning the concept rather than simply filling out the worksheets. after read the text, the students try to skim and scan the text for main ideas. skimming gives them to predict the purpose of the text, the main topic, or message, and possibly some of the developing or supporting ideas. scanning is to extract specific information without reading through the whole text. the strategy of semantic mapping or grouping ideas into meaningful clusters. following team practices, students individually take quizzes on the material they have been studying. to answer the quizzes, the students can use semantic mapping or groping ideas into meaningful clusters. it leads them to find the answer exactly because these quizzes are scored, and each student is given an important score. this improvement score is based on the degree to which the score exceeds a student’s past averages, rather than on a student’s absolute score. weekly newsletters announce teams with the highest scores and students who have exceeded their own past records by the largest amounts or who have perfect scores on the quizzes. findings and discussion the writer got the data from students’ score in cycle i and cycle ii after having done the research. the data in this study were quantitative data and qualitative data. the writer had been done the research with two cycles, the first cycle including pre-test was conducted into three meetings and the second cycle was conducted in two meetings. so totally, there were five meetings in this research. the data were taken from only one class of mts hifzhil qur’an islamic center medan. the class was class vii-3 grade consist of 39 students. the quantitative data there were five meetings were conducted within two cycles in this research. the first cycle was consisted of two meetings. the test given three times, a test was a pre-test sholihatul hamidah daulay 500 and two test in the last of cycle i and cycle ii. so, a pre-test was given to student without any treatment. the test of post-test i and ii were given to the students after teaching for each cycle had been completely finished. table i the result of students’ score in pre-test, post-test i of the first cycle and post-test ii of the second cycle no initial name score cycle i cycle ii pre-test post-test i post-test ii 1 ar 40 60 60 2 ars 60 70 80 3 apa 30 60 60 4 as 30 50 60 5 amh 40 60 70 6 a 40 60 70 7 af 50 70 80 8 ari 50 70 80 9 ans 30 70 80 10 asp 40 60 70 11 aak 30 70 70 12 am 50 70 80 13 as 50 60 60 14 akl 60 60 80 15 bis 60 60 70 16 cl 50 70 80 17 cnm 50 70 80 18 cfni 60 80 80 19 da 30 60 70 20 dp 30 50 70 21 ds 60 60 80 22 f 60 60 90 23 fkh 60 70 80 24 hfzl 50 70 70 25 nm 50 70 80 26 mr 40 70 80 27 rf 40 60 70 28 rhn 50 70 80 29 sshd 50 70 80 30 smh 40 50 70 31 sam 30 50 60 32 sas 30 60 70 students’ reading comprehension achievement in narrative text through team practice technique doi: 10.30575/2017/ijlres-2019091215 501 33 sbham 40 60 60 34 th 60 80 90 35 whh 80 90 100 36 ym 40 60 70 37 yps 40 50 60 38 zfb 30 50 60 39 zash 50 70 80 total ∑𝑿 =𝟏𝟕𝟖𝟎 ∑𝑿 =𝟐𝟓𝟎𝟎 ∑𝑿 =𝟐𝟖𝟖𝟎 x= 45,64 x = 64,10 x = 73,84 based on the data above, the mean of the students’ score was kept improving from the pre-test second cycle. in the pre-test, the total score of the students was 1780 and the number of the students who took the test was 39 students, so the mean of the students score was 45,64. in the post test of the first cycle, the students score was 2500 and the number of the students who tool the test was 39, so the mean of the students score was 64,10. in the post test of the second cycle, the students score was 2880 and the number of the students who took the test was 39, so the mean of the students who took the test was 39, so the mean of the students score was 73,84. the qualitative data the qualitative data were taken from diary notes, interview sheet, observation sheet and questionnaire sheet. in the qualitative data, both teacher and students behavior were evaluated during the process of teaching and learning. those are gained within two cycles. the activities of pre-test in the first meeting, the pre-test was given to know the students achievement in reading comprehension, they were prohibited to ask their friends and worked in groups. as the result, it was found that most of the students had difficulties in reading comprehending a reading test and answer the test given. the activities of first cycle a. planning sholihatul hamidah daulay 502 in this cycle, the teacher explained about the advantages of the students’ achievement in narrative text. before doing the research, observation was done to know the students problem in reading. all the preparation that was needed in the process of research was prepared, such as analyzing and observing, examining, conducting students test, observation sheet, designing questionnaire, designing the learning narrative text. in order to get problem clearly, the writer tried to make an interview both the teacher and the students to know their opinion about the difficulties in reading comprehension. based on the result of observation, it was found that students’ achievement in comprehending reading narrative text was still low. to improve students’ reading comprehension achievement would be applied. then was correlated it into subject to students’ achievement in narrative text through team practice technique. b. action in this phase, the teacher explained the definition of narrative text and reading comprehension. then the teacher introduced team practice technique and its procedure. next, the students were divided into groups. each group consisted 6-7 students. they cooperated with their team members. in discussing, some of the students were serious with their reading text while the other not. they read the reading text after the teacher explain the material. next, give the question to the teacher and the teacher answered the question. some of students’ were still confused how to ask of potential questions. it can be seen from their questions were still little. c. observation in this phase, the writer observed and wrote students activity during teaching and learning process, such as the students attitudes, behaviors, even the obstacle that while the students read a text and do their works individually or in the group. it was done by observation sheets and taking notes. observation was done carefully because data which taken from this activity were used as a basic of reflection. in this cycle, before discussion the material about narrative text which entitled “smart monkey and dull crocodile”, the teacher explained about narrative text and gave the example to make a question in order to help the students to comprehend the reading text easily. students are given explanation of the generic structure of narrative text, language features of students’ reading comprehension achievement in narrative text through team practice technique doi: 10.30575/2017/ijlres-2019091215 503 narrative text. while the other students looked afraid and ashamed in expressing their questions, they had less motivation and enthusiastic in teaching learning process. d. reflection the teacher evaluated teaching learning process in the end of meeting of the first cycle. the teacher asked about their difficulties and the problem in understanding the lesson. the evaluation of two meetings become the reflection to the researcher in making second cycle. second cycle held to achieve the improvement score of the students’. the evaluation could be from on the student result test and observation of the students’ attitude and also from the diary notes. the activities of second cycle based on the result of the first cycle, the writer decided to do second cycle. the first cycle indicated that the second score was still low. it happened because the students still got difficulties and confused how to apply. in the second cycle, the writer would explain the procedure of team practice technique more clearly. it was expected that the result in the second cycle would better than the first cycle. a. planning in this cycle, the writer conducted the same procedure as the first cycle. but teaching and learning process were more developed by giving motivation an controlling the student moving around the class to make all of the students were more active in group discussion. b. action in this second cycle before asking the students to read the text, the teacher gave motivation first about the importance of reading comprehension, gave the chance to the student to ask some question which they didn’t understand. the teacher admonished the students who made noisy during the teaching learning process. the teacher also rearranged the member of the group based on their ability, gender and their background in order to make them work more cooperative. in the end of this cycle, the teacher cheeked the students’ comprehension by giving them essay tests. c. observation sholihatul hamidah daulay 504 in this cycle, the students were more active and serious in their own group. they are very enthusiastic to write a list of potential questions and combine or revise with the team members. the students felt interesting and enjoyable to comprehend the text through team practice technique. it can see that they could work cooperatively and shared their ideas in their own group. d. reflection having checked the students reading test, the writer found that the student scores showed an improvement from test i to test ii in the second cycle. most students were more active in their group. they worked cooperatively, it mean that team practice technique should be able to motivate the students about reading comprehension in the teaching and learning process. the result of researcher indicated that there was an improvement on the students reading comprehension, which using team practice technique. it was proved by the data, which showed the progression mean of the students. the mean in the cycle ii (73,84) was higher than the mean in the cycle i (64,10) and also from the pre-test (64,10). it was indicated that the scores and the means in second cycle were better than first cycle, the percentage of the students who got point up also grew up. in the pretest, students who got up 70 there were only 1 of 39 students (2,56%). in the post test of cycle i, students who got up 70 there were 18 of 39 students (46,15 %). in the post test of cycle ii, students who got up 70 there were 31 of 39 students (79,49%). the improvement was about 76,93. in another words, the students was became better in the first meeting to the next meeting. the data is from the observation sheet, interview sheet and diary notes. the students showed improvement in their reading comprehension through team practice technique. it can be seen from how they began to make a list of questions enthusiastically and seriously understanding the text and work in team. on the other hand, by using the question it can help the students to comprehend the reading text, because before they make question they can make list of questions. this technique gives the students more opportunities to interact with the others in understanding the text, increase their self-confidence and motivation. so, it is very useful to solve problem in reading comprehension because this technique includes various activities that can motivate and maintain the students’ interest in comprehending the students’ reading comprehension achievement in narrative text through team practice technique doi: 10.30575/2017/ijlres-2019091215 505 reading material. the students are exercised do something together to finish assignment. but this technique also have lack because only give opportunity to clever students as actor and the other only listen and make notebook. conclusion after analyzing the data, we found that the students’ achievement in reading comprehension on narrative text improved from the pretest to post test of the first and second cycle. it means that there is improvement in students’ achievement in reading comprehension in narrative text affected through team practice technique in teaching. it can be seen from the improvement of the mean score for pre-test (45,64) and the percentage of pass student (2,56%), post-test cycle i (64,10) and the percentage of pass students (46,15%), post-test ii (73,84) and the percentage of pass students’ (79,49%). the students’ score continuously improved in each test. therefore, it can be concluded that team practice technique can improve students’ comprehension achievement in narrative text. bibiliography anas sudijono. 2008. pengantar statistik pendidikan. jakarta : raja grafindopersada. artz, a. f., and newman, c. m 1990. cooperative learning. new york: the mcgraw-hill companies. brown, d. 2001. principle language and teaching. new york: the megraw-hill companies. fiechnter, l and davis, m . 1991. group worthy tasks : when four heads are better than one . educational leadership. grabe and stoler. 2002. teaching researching reading. malaysia: pearson education. grellet, 1986. current development in second language reading research, tesol quarterly, vol 18. johnson, d., and johnson, r 1998. learning together and alone. englewood cliffs, nj: prentice hall. metzke, l, and berghoff, p 1999. cooperative learning in the classroom. washington : a.s canter. otto, w. 1979. how to teach reading. new york: aldison wesley. sholihatul hamidah daulay 506 richards, j.c and rodges, t. s 2001. approaches and method in language teaching: description and analysis. london : cambridge university press. robert, lado 1961. language teaching. georgetown washington dc: press. turner, t. 1988. comprehension: reading for meaning: teaching reading. london: scott, foresman. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018091202 vol. 2, no. 3, 2018 page: 322 332 322 policy implementation on teacher’s competency improvement at ar-raudlatul hasanah islamic boarding school medan rasyidin postgraduate school, state islamic university of north sumatra, indonesia rasyidin@gmail.com fachruddin azmi postgraduate school, state islamic university of north sumatra, indonesia fachruddinazmi@uinsu.ac.id dja’far siddik postgraduate school, state islamic university 0f north sumatra, indonesia djafarsiddik@uinsu.ac.id abstract, this study aims to describe the program of teacher competency improvement, efforts in improving teacher competence, financial policy in improving teacher competence, constraints faced in improving teacher competence, and efforts made in overcoming obstacles to improve teacher competence in ar-raudlatul hasanah islamic boarding school medan. data collection techniques used were observation, interview, and documentation study. data management consists of data reduction, data display / data presentation, data analysis, techniques to ensure the validity of research results. the results of the study revealed that the first program to increase the competence of teachers in ar-raudlatul hasanah islamic boarding school medan is the improvement of education qualification, equalization and certification, competency-based integrated training, education supervision, empowerment of subject teacher consultant (mgmp), symposium, and other traditional training. the effort of developing the competence of teachers in ar-raudlatul hasanah islamic boarding school medan is by conducting education and training such as training, internship activities, school partnerships, tiered training and special training, short courses of lptk or other educational institutions, internal coaching of schools and further education. activities other than education and training are discussions, seminars, workshops. obstacles in increasing the competence of teachers in ar-raudlatul hasanah islamic boarding school medan is influenced by factors such as structural factors, teacher personal factors, teacher economic factors, social factors, and cultural factors. efforts to overcome the obstacles to increase the competence of teachers in ar-raudlatul hasanah islamic boarding school medan is always doing communication, monitoring and evaluation to ensure that the planned program can be implemented in accordance with the objectives, how far the achievement. keywords: policy implementation, teacher’s competence improvement, ar-raudlatul hasanah islamic boarding school introduction teachers are one element in the field of education who must play an active role and put his position as a professional in accordance with the growing demands of mailto:rasyidin@gmail.com mailto:fachruddinazmi@uinsu.ac.id mailto:djafarsiddik@uinsu.ac.id policy implementation on teacher’s competency improvement at ar-raudlatul hasanah islamic boarding school medan doi: 10.30575/2017/ijlres-2018091202 323 society. in this case the teacher is not solely as a teacher who transfers knowledge, but also as an educator who transfers values as well as mentors who provide direction and guide students in learning. completeness of the number of teachers and the quality of the teacher will affect the success of students in learning that led to improving the quality of education. in addition to teachers, education providers also have a strategic position and affect the quality of education as a whole. the policy of educational institutions is functional and responsible for the process of learning, education and guidance in the school environment at various levels and types of education. its function is strategic enough it will be able to improve the learning process and guidance done by the teacher so that the education process will take place well. based on the results of observations in preliminary research can be argued that related to teachers who excel, teachers should be a process that can raise the dignity and authority of teachers, as evidenced by teachers who passed the certification. however, teacher certification by the government is seen as a way of ensuring teacher quality. it is not appropriate if the government imposes this program into an instant program, while the teacher's work environment does not support the maximum use of competence. if the program is imposed instantly, it is difficult to expect a significant change. through education the nation's educational program can be improved and developed. all policies adopted to improve and advance education have been undertaken by governments and institutions responsible for the provision of education. in this regard, the government always emphasizes the importance of education that every citizen must possess through the process of learning and teaching. seeing the importance of education, of course, cannot be separated from the presence of various educational institutions with their roles and activities. associated with the above, we can observe about the existence of some policies in an effort to improve the quality of teachers. policies will create rules of regulations, commitment to the rules of the game applicable in every organization, company or an educational institution such as schools in the process of implementation of its activities are not free from the policies. thus the education policy is very important existence as a legal umbrella for teachers and other educators who can motivate and improve the rasyidin, fachruddin azmi, dja’far siddik 324 quality of teachers in carrying out their duties and functions in order to achieve the goals set. literature review policy implementation encompasses those actions by public and private individuals (and groups) that are directed at the achievement of goals and objectives set forth in prior policy decisions. the definition has the meaning that implementation as actions by individuals (or groups) of government or private is directed to achieve the goals set in previous implementation decisions.1 furthermore, implementation in principle is a way for an implementation to achieve its objectives. to implement the implementation of the public, there are two choices of steps taken: (1) directly implement in the form of programs, or (2) through the formulation of derivative implementation or derivative of the public execution. both of these options require a more systematic way of understanding.2 furthermore, the policy formulation as the behavior of a number of actors (officials, groups, government agencies) or a series of actors in a particular field of activity. policy is an action that leads to the goals proposed by a person, group or government in a particular environment in relation to the presence of certain constraints while looking for opportunities to achieve the goal or achieve the desired goal.3 based on the opinions of the experts above it can be concluded that the implementation of the policy is the process by which the policy is applied or the application of the plan in practice. implementation of policies is not limited to the actions or behaviors of alternative bodies or bureaucratic units responsible for implementing the program and leading to compliance of the target group, but moreover it also continues with a network of socio-economic political forces that influence the behavior of all parties involved and ultimately there are expected and unexpected impacts. on the other hand, competence is the ability of a person that includes knowledge, skills, and attitudes, which can be realized in the real work that benefits 1budi winarno, teori dan proses kebijakan publik (yogyakarta : media pressindo, 2002), p. 102. 2ryant nugroho dwijowijoto, kebijakan publik formulasi, implementasi dan evaluasi (jakata : elex media komputindo, 2003), p. 158 3solichin abdul wahab, analisa kebijakan : dari formulasi ke implementasi kebijaksanaan negara (jakarta : bumi aksara, 2007), p. 4. policy implementation on teacher’s competency improvement at ar-raudlatul hasanah islamic boarding school medan doi: 10.30575/2017/ijlres-2018091202 325 themselves and the environment. these three aspects of ability are interrelated and affect each other. the physical and mental condition as well as the spirituality of a person's great influence on the productivity of one's work, then these three aspects must be maintained also according to agreed standards.4 competence then is generally defined as skills, skills, abilities. the basic word is competent, meaning proficient, capable or skilled. in the context of human resource management, the term competence refers to the attributes/characteristics of a person who make him successful in the job.5 competence also relates to the capacity that exists within a person to be able to meet a requirement in carrying out a particular activity or occupation. it is as stated by usman that the competence of teachers (teacher competency) the ability of a teacher to responsibly perform has or her duties appropriately. teacher competence is the ability of a teacher in carrying out obligations in a responsible and reasonable manner. with the description of the definition, it can be concluded that the competence is the ability and authority of teachers in carrying out his teacher profession.6 further, purba suggests that there are five main characteristics of competence that ultimately affect the individual's performance, namely: motive, character, selfconcept, knowledge, and skills. the five sources or the characteristics interact and synergize to form individual competencies.7 hanafiah argues that teachers as class autonomy have the authority to undertake class reform in order to make changes in the behavior of learners in a sustainable manner in line with the task of development and demands surrounding environment. teachers as architects’ changes in the behavior of learners and at the same time as a model of learners are required to have a complete competence.8 based on government regulation number 19 year 2005, the competence that must be owned by educator is competence as a learning agent that is the ability of educator to act as facilitator, motivator, motivator and inspiration learners for learners. 4musfah, kompetensi guru (jakarta : rineka cipta, 2011), p. 29. 5sedarmayanti, manajemen sumber daya manusia reformasi birokrasi dan manajemen pegawai negeri sipil (bandung : refika ditama, 2011), p. 126. 6moh. uzer usman, menjadi guru profesional, (bandung : rosdakarya, 2010), p. 98. 7sukarman purba, kinerja ketua jurusan di perguruan tinggi, teori, konsep dan korelatnya, p. 62. 8nanang hanafiah, konsep strategi pembelajaran (bandung: refika aditama, 2012), p. 103 rasyidin, fachruddin azmi, dja’far siddik 326 this competence consists of (a) pedagogic competence, (b) personality competence, (c) professional competence and (d) social competence. based on the above description, then the competence of teachers is the ability of teachers in carrying out learning tasks. the ability includes: (a) mastering teaching materials, b) managing teaching and learning programs, c) managing classes, d) using media/resources, e) mastering educational foundations, f) managing teachinglearning interactions, g) assessing student achievement for education and teaching, h) to know the functions and programs of counseling and extension services, i) to recognize and administer school administration, j) to understand the principles and interpret the results of educational research for the purposes of teaching. islamic boarding school is an educational institution that has a long and unique history. historically, islamic boarding school included the earliest islamic education and still survive to this day. in contrast to the later educational institutions, islamic boarding school has been very meritorious in printing scholars cadres, and then plays an active role in the spread of islam and the transfer of knowledge. however, in its development the islamic boarding school has undergone a transformation that allows it to lose its identity if its traditional values are not preserved. something unique in the islamic boarding school world is that there are so many variations between one boarding school and other islamic boarding school. however, in various aspects, general similarities are found, such as the form of leadership, management organizations, kyai councils or teacher councils, lesson plans, groups of students, and other sections.9 islamic boarding schools have a religious purpose, according to the person of the kyai himself. the habit of establishing islamic boarding school education institution is influenced by personal experience of kyai during the study at islamic boarding school. the purpose of education in islamic boarding school is loaded with religious content, even a kyai once explained that the establishment of islamic boarding school is as a charity of worship for the afterlife. 10 educational objectives in islamic boarding school that are not formulated in writing in a book or statistical boards are intended as a tacit attempt to avoid a raucous 9zamakhsyari dhofier, tradisi pesantren studi tentang pandangan hidup kyai (jakarta: lp3s,1982), p. 34. 10soerjono soekanto, sosiologi suatu pengantar, (jakarta : raja grafindo persada, 1989), p. 41 policy implementation on teacher’s competency improvement at ar-raudlatul hasanah islamic boarding school medan doi: 10.30575/2017/ijlres-2018091202 327 attitude, that is to show off good deeds. psychologically, kyai have religious beliefs, that good deeds are often followed by rituals, do not get the reward of god, even though the deed is done with the effort of own effort.11 methodology this type of research is qualitative research. according to strauss and corbin, qualitative research is a type of research that results in discoveries that cannot be achieved by using statistical procedures or other means of quantification.12 one reason researcher use a qualitative approach is that qualitative research can reveal the phenomena that occur, so as to find and understand what is hidden behind the phenomenon that occurs. data collection in this research was conducted with 3 (three) techniques commonly used in qualitative research, that is interview, observation, and document review. data analysis is the process of arranging the sequence of data, organizing it into a pattern, categories and units of description so that the theme can be found and can be formulated hypotheses as suggested by the data. data analysis techniques using techniques presented by miles and huberman follows:13 1. data reduction, is to make the abstraction of all data obtained from field notes of observation, interview and document review. data reduction is a form of data analysis that sharpens, expects the important things, classifies, directs, discards the unneeded and organizes the data to be systematic and can make a meaningful conclusion. 2. presentation of data, is a set of arranged information that gives the possibility of drawing conclusions and taking action. the process of presenting this data reveals in its entirety from a group of data obtained for easy reading and comprehension, most often used for data presentation in qualitative research is with narrative text. 11ibid., p. 141 12anselm strauss & juliet corbin, dasar-dasar penelitian kualitatif, terjemahan : andi hakim (yogyakarta: pustaka pelajar, 2003), p.69. 13mattew b. miles dan a. michael huberman, analisis data kualitatif (terj. tjetjep rohendi rohidi, jakarta: ui-press, 2002),p. 16-19. rasyidin, fachruddin azmi, dja’far siddik 328 3. conclusion, the composition of data intact, detailed and in-depth based on the data obtained from the observation, interview, and document review. findings and discussion in order to foster the competence of teachers in islamic boarding school arraudlatul hasanah medan, the composition of islamic boarding school islamic arraudlatul hasanah medan: 1) academic qualification improvement program 2) an equalization and certification program 3) competency-based training program 4) educational supervision program 5) mgmp empowerment program 6) symposium program 7) other traditional training programs step-by-step strategy to improve the competence of teachers in islamic boarding school ar-raudlatul hasanah medan: 1) education and training 2) non-educational and training activities financial policy included in the general budget preparation at islamic boarding school raudlatul hasanah medan, can be put forward the policy of budget preparation and the amount of budget / financing: (1) details of madrasah activities and budget plan (rkam) lesson year 2016/2017 source of bos funds period from january to june 2017 for mts islamic boarding school ar-raudlatul hasanah medan total of the total budget given amounting to rp.821.000.000. (2) details of madrasah activities and budget plan (rkam) lesson year 2016/2017 source of bos funds period from january to june 2017 mts islamic boarding school ar-raudlatul hasanah medan from all budget tolls is then allocated exclusively for teacher competency improvement in mts islamic boarding school ar-raudlatul hasanah medan with details activities: a) financing of teacher enhancement training rp. 21,000,000 b) the purchase of teacher support facilities rp. 12,000,000 c) teacher’s salary rp. 350,000,000 policy implementation on teacher’s competency improvement at ar-raudlatul hasanah islamic boarding school medan doi: 10.30575/2017/ijlres-2018091202 329 (3) based on the above data it can be argued that the allocation of the amount of budget funds for the activity of increasing the competence of teachers mts islamic boarding school ar-raudlatul hasanah medan sourced from bos funds period from january to june 2017 is rp. 383.000.000 (three hundred eighty tigas million rupiah.) (4) based on observations on the details of the madrasah activities and budget plans (rkm) in the 2016/2017 lessons year), bos funds for mas islamic boarding school ar-raudlatul hasanah medan can be presented as follows: 1. details of madrasah activities and budget plan (rkam) lesson year 2016/2017 source of bos funds period from january to june 2017 mas pp raudlatul hasanah medan budget allocation of rp. 970,200,000. 2. details of madrasah activities and budget plans 2016/2017 source of bos funds for the period of january-june 2017 mas islamic boarding school arraudlatul hasanah medan from all budget tolls is then allocated exclusively for the improvement of teacher competence in mts islamic boarding school ar-raudlatul hasanah medan with details activities: a. financing of teacher enhancement training rp. 21,000,000 b. the purchase of teacher support facilities rp. 13.000000 c. honorium teacher rp. 45.000000 based on the above data it can be argued that the allocation of the amount of budget funds for the activity of increasing the competence of teachers mts islamic boarding school ar-raudlatul hasanah medan city sourced from bos funds period from january to june 2017 is rp. 79.000.000 (seventy nine million rupiah) (5) constraints in the successful implementation of guidance on the competence of teachers to prove the low quality of teachers in the implementation of learning in schools. some indicators that can be used as evidence of low teacher competence can be put forward as follows: 1. there are still teachers who have low scientific and professional competence and concern. rasyidin, fachruddin azmi, dja’far siddik 330 2. teachers are less motivated and motivated to empower themselves, develop professional self-efficacy and perpetuate their knowledge continuously and sustainably through educational program activities. 3. teachers are less motivated, driven and personally moved to develop their profession as teachers. teachers are generally still less able to write scientific work in the field of learning, finding simple and appropriate technology in the field, making learning aids, and / or creating artwork. the efforts to overcome obstacles in improving teacher's competence is always to improve the ability and feasibility of teachers, ranging from pre-service education or the usual pre-service training to education after pursue a position of teacher or in-service training such as upgrading, seminars, workshops, training and further studies in formal education institutions. even today the government requires a teacher must have academic qualifications, competence, and educator certificate, physical and spiritual health and must have the ability to realize the goals of national education. academic qualifications are obtained through higher education or undergraduate diploma programs. conclusion 1. teacher competency improvement program at islamic boarding school arraudlatul hasanah medan is the improvement of education qualification, equalization and certification, competency-based integrated training, education supervision, empowerment of subject teacher consultant (mgmp), symposium, and other traditional training. 2. the effort to develop the competence of teachers in islamic boarding school arraudlatul hasanah medan is by conducting education and training such as training, internship activities, school partnerships, tiered training and special training, short courses lptk or other educational institutions, internal coaching of schools and further education . activities other than education and training are discussions, seminars, workshops. 3. financial policy to improve the competence of teachers in islamic boarding school ar-raudlatul hasanah medan is affirmed through the general budget preparation at islamic boarding school raudlatul hasanah medan, can be put forward the policy of budget preparation and budget / financing consisting of r policy implementation on teacher’s competency improvement at ar-raudlatul hasanah islamic boarding school medan doi: 10.30575/2017/ijlres-2018091202 331 & d, education and care . the amount of budget set is r & d of rp. 558.452.000, -, education of rp. 644,578,600, and parenting of rp. 903,904,000 , 4. constraints in increasing the competence of teachers in islamic boarding school ar-ar-raudlatul hasanah medan influenced by factors that are structural factors, teacher personal factors, teacher economic factors, social factors, and cultural factors. 5. the efforts to overcome obstacles to increase the competence of teachers in islamic boarding school ar-raudlatul hasanah medan is always doing communication, monitoring and evaluation to ensure that the program has been planned to be implemented in accordance with the objectives, how far achievement. bibiliography anselm strauss & juliet corbin, dasar-dasar penelitian kualitatif, terjemahan : andi hakim, yogyakarta: pustaka pelajar, 2003. departemen agama ri, kumpulan undang -undang dan peraturan pemerintah ri tentang pendidikan, jakarta: dirjen pendidikan islam, 2007. dhofier, zamakhsyari, tradisi islamic boarding school studi tentang pandangan hidup kyai, jakarta: lp3s,1982. dwijowijoto, ryant nugroho, kebijakan publik formulasi, implementasi dan evaluasi, jakata : elex media komputindo, 2003. hanafiah, nanang, konsep strategi pembelajaran, bandung: refika aditama, 2012. mattew b. miles dan a. michael huberman, analisis data kualitatif (terj. tjetjep rohendi rohidi, jakarta: ui-press, 2002. musfah, kompetensi guru, jakarta : rineka cipta, 2011. purba, sukarman, kinerja ketua jurusan di perguruan tinggi, teori, konsep dan korelatnya, yogyakarta: presindo, 2009. sagala, syaiful, manajemen berbasis sekolah, strategi memenangkan persaingan mutu, jakarta: nimas multima, 2005. sedarmayanti, manajemen sumber daya manusia reformasi birokrasi dan manajemen pegawai negeri sipil, bandung : refika ditama, 2011. rasyidin, fachruddin azmi, dja’far siddik 332 soekanto, soerjono, sosiologi suatu pengantar, jakarta : raja grafindo persada, 1989. sugiyono, metode penelitian pendidikan, pendekatan kuantitatif, kualitatif, dan r&d, bandung: alfabeta, 2008. usman, moh. uzer, menjadi guru profesional, bandung : rosdakarya, 2010. wahab, solichin abdul, analisa kebijakan : dari formulasi ke implementasi kebijaksanaan negara, jakarta : bumi aksara, 2007. winarno, budi, teori dan proses kebijakan publik, yogyakarta : media pressindo, 2002 ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018091209 vol. 2, no. 3, 2018 page: 408 419 408 children's legal and authorities status of the devotive marriage results because of the cancellation of marriage based on regulation no.1 year 1974 and islamic law compilation in indonesia aisyah the university of prima indonesia aisyahshmh@gmail.com absract, this study aims to find out about the position of the child of the result of a broken marriage due to the existence of cancellation, and the inheritance position of a child who is a result of a broken marriage due to a marriage cancellation the method used in writing this journal is a qualitative method with data collection techniques is library research collected and analyzed with descriptive techniques. the results of the study show that the nasab position of a child who has a broken marriage due to a marriage cancellation is attributed to his father and mother, this is based on article 28 of law no. 1 of 1974 and article 75 of the compilation of islamic law affirms that the cancellation of a marriage based on a court decision does not apply retroactively to the children born from the marriage. the inheritance of a child who has a broken marriage due to a marriage cancellation can still inherit the property from his father or mother and also the child has a family relationship with the family of the father or mother. keyword : children's legal and authorities status, the devotive marriage, islamic law compilation. pendahuluan islam keeps the offspring with care since the child is in the womb until the child is an adult. islam is a religion that is very concerned about the protection and safeguarding of human rights from the time of its creation (the womb) to its death. children are prizes from god that are invaluable, for that as parents are required to care for, and nurture them with love, do not let children born wasted by both parents, even abandoned. in essence the child is born in this world in a sacred state, just how the parents who direct, are directed to the christian or christian or to the path of islam. for this reason parents are very instrumental in forming the character of a child. basically islamic marriage law is known as a principle called selectivity. it means that, when someone wants to get married, they must first choose whom they can marry and with whom they are forbidden to marry. this is to ensure that the marriage that is mailto:aisyahshmh@gmail.com children's legal and authorities status of the devotive marriage results because of the cancellation of marriage based on regulation no.1 year 1974 and islamic law compilation in indonesia doi: 10.30575/2017/ijlres-2018091209 409 held does not violate the existing rules. especially if women who want to marry are forbidden to marry, which in islam is known as the mahram (the person who is forbidden to be married).1 marriage automatic damage has due to provisions violate. there are many possibilities for marriage with fellow mahram. or even a marriage that is carried out without regard to the stipulated terms and conditions of marriage. ignorance and love can be a contributing factor. ignorance that it turns out that the bridegroom and the bride are mahram or that nothing else can cancel the marriage can still be considered an understandable mistake. the law of sin cannot be dropped because of that ignorance. however, if love is used as an excuse to continue to get married, then this is a big mistake. departing from the cancellation of the marriage caused by a prohibition or barrier, from there arises a problem what if the child is born from a canceled marriage because of a barrier in marriage. the researcher was interested in examining how the status of a broken child as a result of the existence of marital barriers and how the inheritance position of a child who is a result of a broken marriage is due to the presence of marital barriers. literature review definition of legitimate child islamic law affirms that a child can be considered a legitimate child, must be born at least six months after the marriage is held or in the grace period for four months and ten days after the marriage is cut off.2 the view of fiqh concerning the legitimate child starts from the conception or fertilization of the egg (ovum) by sperm which occurs in the womb of the prospective mother with conception occurring in a legitimate marriage.3 1 mohd. idris ramulyo, hukum perkawinan islam: suatu analisis dari undang-undang no. 1 tahun 1974 dan kompilasi hukum islam, (jakarta : bumi aksara, 1996), pp 34. 2 wirjono prodjodikoro, hukum perkawinan di indonesia (bandung : sumur, 1960), hal. 72. 3 mustofa rahman, anak luar nikah; status dan implikasi hukumnya (jakarta: atmaja, 2003), pp.45. aisyah 410 article 42 of law number 1 of 1974 concerning marriage states that a legitimate child is a child born in or as a result of a legitimate marriage.4 furthermore, article 43 of law number 1 of 1974 concerning marriage confirms that a child born outside of marriage only has a civil relationship with his mother and his mother's family. the compilation of islamic law also states that a legitimate child is a child born within or due to a legal marriage, and is the result of conception of a legitimate husband and wife outside the womb and who was born by the wife. children born outside of marriage only have a relationship with their mothers and their mothers' families. 5 a husband can deny the legitimacy of the child born to his wife, if he can prove that his wife has committed adultery and the child is the result of the adultery. the court will give a decision about whether or not the child is legitimate at the request of the parties concerned.6 a husband who denies that the child born to his legitimate wife is his child, and then his wife does not deny it, the husband can confirm his denial by means of allah. a husband who will deny a child born to his wife submits a lawsuit to the religious court within 180 days of his birth or 360 days after his marriage is terminated or after the husband learns that his wife gave birth to a child and allows him to submit his case to the court religion. denial submitted by the husband after the past period of time 180 days after the day of birth or 360 days after the termination of the marriage is unacceptable and automatically the child is a legally recognized child.7 children's rights and obligations article 46 of law number 1 year 1974 gives obligations to children to always respect their parents and obey their good will. if the child is an adult, he must maintain according to his ability, parents and family in a straight line up, if they need his help.8 abdur rozak in his book "children's rights in islam" argues that children have rights:9 4 see artilel 42 law number 1 year 1974 5 see aricle 99 of the compilation of islamic law 6 see article 44 law number 1 year 1974 7 see article 101-102 of the compilation of islamic law 8 see article 46 law number 1 year 1974 9 abdur rozak husein, hak anak dalam islam, (jakarta : fikahati aneska, 1992), pp. 21. children's legal and authorities status of the devotive marriage results because of the cancellation of marriage based on regulation no.1 year 1974 and islamic law compilation in indonesia doi: 10.30575/2017/ijlres-2018091209 411 1. children's rights before and after birth. 2. rights of the child in the sanctity of his offspring. 3. children's rights to receive a good name. 4. children's rights to accept breastfeeding. 5. children's rights in obtaining care, care and maintenance. 6. children's rights in the possession of property or inheritance rights for their survival. 7. children's rights in education and teaching. jurisprudence scholars emphasize that the relationship between parents and children will lead to children's rights to their parents, namely :10 1) right of rada’ right of rada’ means the right of the child to get basic food service by breastfeeding his mother. and in this period of time the responsible person in terms of financing is the closest relatives according to the nasab line and in this case the father has the position. 2) right of hadanah hadanah means putting something near the ribs like carrying it, or putting something in your lap. according to fiqh terms, hadlanah is the task of maintaining and nurturing or educating infants or young children since he was born to be able to maintain and manage himself. 3) right walayah in the care of children from small to high levels besides having hadlanah rights there is also a guardianship right. the duty of guardianship in addition to understanding in marriage, also for the duty of caring for the child since the end of the hadlanah period until he is intelligent, or until marriage to a daughter and guardianship in matters of wealth. 4) right of livelihood 10 mohammad thalib. (trans) sayyid sabiq, fikih sunnah 8, (bandung : pt. alma’arif, 1980), cet 15, pp. 173. aisyah 412 the right to earn a living is the right of the child who is directly related to nasab. as soon as a child is born, the right to live has begun to be fulfilled. these children's livelihood rights are interrelated with each of the rights above. cancellation of marriage islamic perspective the cancellation of marriage is also called by fasakh. fasakh marriage is to decide or cancel the relationship between husband and wife because of the conditions or harmony that is not fulfilled. the understanding of fasakh according to the meaning of the language is null or damaged while in the term syar'i is the cancellation or termination of marriage with a qodhi’s decision11 atau : ) سنه فقه( الزوجين بين تربط التى الرابطة وحل نقضه العقد سحف faskhul aqdhi, namely the cancellation of the marriage and the breaking of the binding rope between husband and wife.12 fasakh can be occurred because the conditions are not fulfilled when the marriage contract takes place, or because of other things that come later and cancel the marriage continuity.13 a. fasakh (cancellation of marriage) because the conditions are not met when the marriage contract. 1. after the marriage contract, it turns out it is known that his wife is a sibling or sibling of the husband's side. 2. the husband and wife are still small, and the marriage contract is held by a father or his father. then after an adult he has the right to continue his previous marriage bond or end it. this method is called khiyar baligh. if the chosen one ends the bond between husband and wife, then this is called fasakh baligh. b. fasakh because of things that come after the contract. 11 m. anwar, dasar-dasar hukum islam dalam menetapkan keputusan di pengadilan agama (bandung: cv. diponegoro, 1991), pp73 12 sayyid sabiq, fiqh sunnah viii, alih bahasa m. tholib (bandung : pt. al-ma'arif, 1993), pp.124 13 dr. h. abd. rahman ghazaly m.a., fiqh munakahah seri buku daras (jakarta : kencana), pp. 142 children's legal and authorities status of the devotive marriage results because of the cancellation of marriage based on regulation no.1 year 1974 and islamic law compilation in indonesia doi: 10.30575/2017/ijlres-2018091209 413 1. if one of the husband and wife falls away or leaves the religion of islam and does not want to return at all, then the contract is canceled due to apostasy that occurred later. 2. 2. if the husband who was once an infidel converted to islam, but the wife is still in disbelief that is to remain polytheistic, then the contract is null and void. another case if the wife of an expert on the book, the contract remains valid as before. because his marriage to the scribe was originally considered legitimate.14 cancellation of marriage positive legal perspective in indonesia the provisions of law no. 1 of 1974 provide a review of the reasons for the cancellation of marriage, namely:perkawinan dilangsungkan di bawah ancaman yang melanggar hukum (pasal 27 uu no. 1/1974). a. one party falsified his identity (article 27 of law no. 1/1974). false identities such as status, age, name or religion. b. husbands / wives who still have marital ties do marriage without the permission and knowledge of other parties (article 24 of law no. 1 of 1974). c. marriage that is not in accordance with the marriage requirements (article 22 of the marriage law) in line with the provisions of law no. 1 of 1974 above, the compilation of islamic law has also been refined related to the annulment of marriage into two categories namely marriage which is null and void, and which can be canceled. findings and discussion the position of the nasab of a broken child resulting from the cancellation of marriage. the position of the child is legally considered valid if the child is born from a legal marriage. a legal marriage is a marriage that fulfills the conditions stipulated in article 6 of the marriage law. basically a broken marriage either because of death, divorce or the cancellation of marriage will bring legal consequences to the position of the 14 sayyid sabiq, fiqh sunnah cet ke4 jilid ii (beirut : dar alfikr, 1983), pp. 268 aisyah 414 husband and wife, the position of the child and the position of shared assets or assets that exist during marriage. the husband and wife whose marriage is aborted will result in the marriage as if there has never been or has never happened between the two, but the marriage has been canceled and will not break the legal relationship between the child and his parents. article 28 of law no. 1 of 1974 and article 75 of the compilation of islamic law affirms that the cancellation of a marriage based on a court decision does not apply retroactively to the children born from the marriage. the above provisions illustrate that the status of a child is still entitled to legal protection and full recognition from the government and from his parents. the position of the child remains legally valid even if the marriage of their parents is deemed to have never existed (null and void) because the child was born from a legitimate marriage beforehand. compilation of islamic law also emphasizes that the cancellation of a marriage will not break the legal relationship between the child and his parents.15 position of inheritance from discontinued marital children due to marriage obstacles. as already explained, marriage can be canceled if the parties do not meet the conditions for a marriage or there has been a violation of the provisions of both pillars and legal requirements for marriage. basically a broken marriage, either because of death, divorce or cancellation, will have legal consequences for the position of the husband and wife, the position of the child and joint assets or assets that exist during the marriage. with regard to the problem of the position of the child regulated in law no. 1 of 1974, namely in chapter ix articles 42 to 47. in article 42 says that, legitimate children are children born or as a result of legal marriage. while a legitimate marriage is a marriage that fulfills the conditions stipulated in article 6 of the marriage act. the same is true of children born from the consequences of being canceled between their parents. as explained in article 28 of law no. 1 of 1974, the cancellation of a marriage begins after a court decision has permanent legal force and is valid from the time the marriage takes place. this means that what is canceled is where the marriage took place, namely when the marriage contract took place between the 15 see article 76 of the compilation of islamic law children's legal and authorities status of the devotive marriage results because of the cancellation of marriage based on regulation no.1 year 1974 and islamic law compilation in indonesia doi: 10.30575/2017/ijlres-2018091209 415 husband and wife who were canceled before the existence of the child and after the existence of the child and when the decision was made it did not apply retroactively to the children born in it. husbands and wives whose marriages are aborted will cause the two of them to appear as if there has never been or occurred a marriage between the two but although a cancellation is basically aimed at returning the situation as when the deed was canceled it has not yet occurred may assume as if there has never been a marriage because many interests of various parties must be protected. in jurisprudence, there are actually two different terms, even though the law is the same, namely al-fasid marriage and al-batil marriage. al-jaziry stated that facade marriage is a marriage that does not fulfill one of the conditions of the conditions, whereas vanity marriage is if it is not fulfilled in harmony. the marriage law of fasid and batil is equally illegitimate.16 and the implication of fascist marriage or physical marriage here can be canceled if there has been a marriage or prevented if there are violations of marital material, such as there are marriage restrictions. but different from the perspective of fiqh law no. 1 of 1974 did not recognize the existence of harmony in marriage. it seems that law no. 1 of 1974 only contains matters relating to marriage requirements. according to islamic law, the separation of husband and wife due to the cancellation of marriage or fasakh has separate differences caused by divorce. if there is a fasakh in the form of a violation of the marriage law or the presence of barriers that do not allow continuing the marriage, the legal consequences occur. especially the legal consequences caused by the termination of the marriage in a fasakh was that the husband could not go to his ex-wife as long as the wife was undergoing the iddah period, because the divorce in the form of the fasakh was ba'in sughro. if the ex-husband and ex-wife want to continue their marriage, they must make a new marriage contract, both in the time the ex-wife goes through the iddah period of the husband or after the completion of the iddah period.17 16 abdurrahman al-jaziry, kitab al-fiqh 'ala mazahib al-arba'ah, juz iv (beirut: dar al-fikr, t.t), h. 118. 17prof dr,amir syarifuddin, hukum perkawinan islam di indonesia : antara fiqh munakahah dan uup (jakarta : kencana, 2007) cet ii, h. 253 aisyah 416 as for national law, namely law no. 1 of 1974 and khi, a marriage which is later canceled has civil consequences, both for husband and wife and for their children provided that the marriage is carried out in good faith. but if the good faith is only on one side, article 96 bw determines that the party that applies in good faith has only a favorable civil effect, as does the children. but if the good faith is only available to one party, then the party with bad intentions will consequently be borne as well. according to article 28 of law no. 1 of 1974, the cancellation of a marriage begins after a court decision has permanent legal force, and is valid from the time the marriage takes place. this means the court decision is retroactive. and the exception to retroactive are: a. children born from the marriage. b. husbands or wives who act in good faith, except for shared assets, if the cancellation of marriage is based on the existence of another marriage in advance. c. other third people are not included in groups (a) and (b) as long as they obtain the rights in faith before the decision on the annulment of the marriage has permanent legal force. related to the problem of the position of the child, whether the child was given to his father or only to his mother, it seems that khi and bw are in line with what is stipulated in law no. 1 of 1974 which is seen in article 75 khi, that the decision to cancel marriage is not retroactive to; a. marriage is canceled because one of the husband or wife is an apostate; b. children born from the marriage; c. third parties insofar as they obtain rights in good faith, before the decision to cancel marriage has permanent legal force. furthermore in article 76 khi provides information that "the cancellation of a marriage will not break the legal relationship between the child and his parents". as explained in law no. 1 in 1974 and khi children did not apply retroactively to the consequences of the cancellation of the marriage that occurred. so the status of the child is still entitled to legal protection and recognition that is fully from the government and from the parents of the child remains legal even though their parents' marriage is deemed to have never existed (null and void) because the child was born from a legal marriage as explained in article 42 law no. 1 of 1974 and articles 75 and 76 of khi. children's legal and authorities status of the devotive marriage results because of the cancellation of marriage based on regulation no.1 year 1974 and islamic law compilation in indonesia doi: 10.30575/2017/ijlres-2018091209 417 so for children who are already born after the court cancels the marriage of their parents, the children are still considered legitimate children. this is based on the humanitarian values and interests of the child when he grows up, so that he has legal protection. so in the case of nasab and guardianship, it is still attributed to his father or man who aggravates his mother, and the child can inherit property from his father or mother and also the child has a family relationship with the family of the father (mother). unlike out-of-wedlock children who only have civil relations with their mothers as stated in article 43 paragraph (1) law no. 1 of 1974. the things mentioned above apply when the cancellation of marriage occurs due to violations in formal and material conditions (permanent prohibition), because it is not mentioned in detail in law no. 1 of 1974 and khi concerning the differences in the position of children because the marriage violates the formal requirements and material requirements. thus, the position of inheritance from a child who has a broken marriage due to the existence of marital barriers. keep getting inheritance as a child in general, as long as the child does not have inheritance barriers as the provisions stated in the aspect of inheriting requirements. conclusion from the previous discussions, conclusions can be drawn as follows: 1. the nasab position of a child who has a broken marriage due to the cancellation of marriage is attributed to his father and mother, this is based on article 28 of law no. 1 of 1974 and article 75 of the compilation of islamic law affirms that the cancellation of a marriage based on a court decision does not apply retroactively to the children born from the marriage. 2. the inheritance of a child who has a broken marriage due to a marriage cancellation that the child can still inherit property from his father or mother and also that the child has a family relationship with the family of the father (mother). aisyah 418 bibiliography abd. rahman ghazaly m.a., fiqh munakahah seri buku daras (jakarta : kencana. abdurrahman. kompilasi hukum islam, jakarta : akademika pressindo, 1992 affandi, ali. hukum waris, hukum keluarga, hukum pembuktian, jakarta : bina aksara, 1986. al-jaziry, abdurrahman. kitab al-fiqh 'ala mazahib al-arba'ah, beirut: dar al-fikr, t.t. anwar, m. dasar-dasar hukum islam dalam menetapkan keputusan di pengadilan agama, bandung: cv. diponegoro, 1991. ayyub, syaikh hasan. “fiqhul usroh al-muslimah”, diterjemahkan m. abdul ghoffar, fikihkeluarga, jakarta: pustaka al-kautsar, 1999. fayumi, badriyah. “incest dan perlindungan perempuan”, dalam swara rahima, no. 8 tahun iii agustus 2003, h. 15. lihat juga, muhammad bagiq al-habsyi, fiqh praktis menurut alqur’an, as-sunnah, dan pendapat para ulama (buku kedua), bandung: mizan media utama, cet. i, 2002. husein, abdur rozak. hak anak dalam islam, jakarta : fikahati aneska, 1992. idris ramulyo, mohd. hukum perkawinan islam: suatu analisis dari undang-undang no. 1 tahun 1974 dan kompilasi hukum islam, jakarta : bumi aksara, 1996. nuruddin, amiur. akmal tarigan, azhari. hukum perdata islam di indonesia studi kritis perkembangan hukum islam dan fikih undang-undang no. 1 tahun 1974 sampai khi, jakarta : kencana, 2006. nuruddin, amiur. hukum perdata islam di indonesia, (studi kritis perkembangan hukum islam dari fikih, uu no. 1/1974 sampai khi), jakarta: prenada media, 2004. prodjodikoro, wirjono. hukum perkawinan di indonesia, bandung : sumur, 1960. rahman ghazaly, abd. fiqh munakahat seri buku daras, jakarta: kencana, 2006. rahman, mustofa. anak luar nikah; status dan implikasi hukumnya, jakarta: atmaja, 2003. sabiq, sayyid, fiqh sunnah viii, alih bahasa m. tholib, bandung : pt. al-ma'arif, 1993. sabiq, sayyid. fiqh sunah cet ke4 jilid ii, beirut : dar alfikr, 1983. sastromodjo, hukum perkawinan di indonesia, jakarta: bulan bintang ,1978. children's legal and authorities status of the devotive marriage results because of the cancellation of marriage based on regulation no.1 year 1974 and islamic law compilation in indonesia doi: 10.30575/2017/ijlres-2018091209 419 syarifuddin, amir. hukum perkawinan islam di indonesia : antara fiqh munakahah dan uup, jakarta: kencana, 2007. thalib, mohammad. (trans) sayyid sabiq, fikih sunnah 8, bandung : pt. alma’arif, 1980. undang – undang no. 1 tahun 1974 tentang perkawinan the compilation of islamic law (kompilasi hukum islam khi) ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2019091211 vol. 3, no. 3, 2019 page: 449 459 449 relationship between knowledge of learning management and commitments on task to the teacher performance of madrasah tsanawiyah state 3 medan desi yudiana student of graduate school of state islamic university of north sumatra, indonesia; teacher at madrasah ibtida’iyyah state tanjung sari medan desiyudiana@gmail.com abstract. the purpose of this study is to determine the relationship: (1) knowledge management learning on the performance of teachers madrasah tsanawiyah negeri 3 medan; (2) commitment to tasks to the performance of madrasah tsanawiyah negeri 3 medan teachers; and (3) knowledge management knowledge and commitment on task simultaneously to performance of madrasah tsanawiyah negeri 3 medan teacher. the subjects of the study were mts negeri 3 medan teachers with a total sample of 54 peoples. descriptive research method that aims to obtain information about a symptom in the study. the results showed: (1) there is a significant correlation between the knowledge of learning management on teacher performance as ry1.2 = 0,442 > r-table = 0,266 with significance 0,001; (2) there is a significant relation between commitment on task to teacher performance equal to ry2.1 = 0,592 > r-table = 0,266 with significance 0,000; and (3) there is a significant correlation between learning management knowledge and commitment on task simultaneously to teacher performance equal to ry(12) = 0,665 > r-table = 0,266 with significance 0,000. knowledge of learning management and commitment to tasks together contributes 44.3% to teacher performance, and the rest is determined by other circumstances. the results of this study conclude that knowledge of learning management and commitment to the task has a relationship to the performance of teachers mts negeri 3 medan. thus, it can be said that improving the performance of mts negeri 3 medan teachers can be done by improving the knowledge of learning management and commitment to good tasks. keywords: knowledge management learning, commitment to the task, teacher performance introduction improved performance optimally besides due to the ability of learning management, it can also be influenced by the teacher's commitment in teaching. a teacher who is committed to his work tends to produce good performance. but, without commitment, a teacher often ignores his assignments. commitment is a determination mailto:desiyudiana@gmail.com desi yudiana 450 in someone to accept or reject one or more of his goals, and determine the actions or activities. a teacher who has made a commitment to himself will be able to work hard and be responsible for his assignments. means, committed teachers tend to have high awareness of the tasks they carry. commitment to assignments is one of the qualities that schools want from every teacher. because teachers who are committed will be willing to remain in school and are willing to work for the achievement of school goals. in other words, an effective school will only exist if the organization cannot be effective without the support of teachers who have high loyalty, are committed to doing tasks, are willing to stay in joy and sorrow and believe in how valuable an organization is. based on the explanation above, the researcher is interested in further studying the importance of learning management knowledge and commitment to the task, where the two variables are strongly suspected to have an association and relationship with teacher performance variables. the title of the research proposed: the relationship between learning management knowledge and commitment to assignments on the performance of teachers at mts state 3 medan. literature review performance is a picture of the level of achievement of the implementation of a program of activities or policies in realizing the goals, objectives, vision and mission as outlined through strategic planning. mathis and john (2002: 78) revealed that performance is basically what someone does or doesn't do. sagala (2007: 180) performance is a manifestation of the work achieved by an institution, where the measure of success includes all activities after going through due diligence on business goals that have been set and implemented. sah (1994: 44) explains commitment to the task is a tendency in a person to feel actively involved with a sense of responsibility. an active role with a full sense of responsibility that is owned by a teacher, it will encourage him to plunge directly into an activity, must be able to set decisions for himself and to be carried out should. because commitment to the task is a decision or agreement of a person with himself to do or not do, stop or continue an activity, then personnel who already have one of several alternatives that are considered good, do not hesitate in taking a stand. relationship between knowledge of learning management and commitments on task to the teacher performance of madrasah tsanawiyah state 3 medan doi: 10.30575/2017/ijlres-2019091211 451 methodology this research was conducted on mts state 3 medan teachers, with a sample of 54 people. this research is a quantitative descriptive study, where the data obtained is expressed based on facts in the field. the data is then analyzed by descriptive statistical analysis methods and correlational analysis. data collected included three independent variables namely: knowledge management learning (x1) and commitment to the task (x2) and one dependent variable, namely teacher performance (y). findings and discussion relationship between learning management knowledge (x1) and teacher performance (y) teacher performance becomes an important thing that needs to be discussed, because it is related to efforts to achieve a goal. many factors can affect the performance of a teacher, both internally and externally. in this research, it is suspected that the strong factor that influenced teacher performance was learning management knowledge. learning management is the process of helping students achieve knowledge, skills, abilities and understanding of the world around them. syafaruddin and irwan (2005: 79) state that learning management is the process of utilizing all interacting components (teaching resources) to achieve the objectives of the teaching program. knowledge management learning for a teacher is a set of knowledge which contains knowledge about various management activities and functions including: planning, implementing and evaluating learning. the learning management activities and functions are closely related and come into direct contact with the teacher when the teacher is active in planning learning, implementing learning and evaluating learning. reigeluth in syafaruddin and irwan (2005: 77) learning management is concerned with the understanding, improvement and implementation of the management of teaching programs implemented. for this reason, in carrying out their duties, functions and responsibilities, whether they like it or not, whether they want it or not, they must understand and master the knowledge of learning management so that the teacher can carry out his tasks, functions and responsibilities as well as possible. knowledge management of teacher learning gives teachers excellent teaching skills in the classroom. with learning management knowledge, the teacher will desi yudiana 452 understand how each student is doing in class. by knowing the abilities of each student, the teacher will more easily carry out their teaching assignments in class. this is because learning management knowledge requires that a teacher is capable of planning, implementing, and evaluating the learning process in class. with the above capabilities, a teacher has the full understanding of the implementation of tasks in school. thus, teachers who have knowledge of learning management optimize the effectiveness of learning in the classroom. the ability to plan learning requires very mature thinking, because it acts as a reference for teachers in carrying out learning activities to be more directed and run efficiently and effectively. learning planning should be flexible and provide broad possibilities for teachers to adjust to student responses in the actual learning process. a teacher before teaching should plan a teaching program and make preparations for teaching that are to be given. in making learning plans a teacher must consider who will receive the explanation, what their abilities are, and the basic knowledge they have. the ability to carry out the process of teaching and learning or learning is the interaction of teachers and students in order to deliver learning material to students to achieve teaching objectives. in the learning process the teacher not only acts as a model or role model for the students he teaches, but also as a manager of learning. thus, the effectiveness of the learning process lies on the shoulders of the teacher. therefore, the success of a learning process is largely determined by the quality or ability of teachers. the ability to conduct evaluations / assessments is the most complex aspect of learning, because it involves a lot of backgrounds and relationships, as well as other variables that have meaning when dealing with contexts that are almost impossible to separate from each aspect of assessment. there is no learning without assessment, because assessment is the process of determining the level of achievement of learning goals by students. the results of the study further showed that the knowledge of teacher learning management could be improved by optimizing the dimensions of the creation of a teaching and learning climate. the way teachers create an effective teaching and learning climate can bring effective learning to be able to teach effectively. teachers must be able to create a learning climate that supports the creation of optimal conditions for the learning process to occur. the development of school culture and climate are all efforts relationship between knowledge of learning management and commitments on task to the teacher performance of madrasah tsanawiyah state 3 medan doi: 10.30575/2017/ijlres-2019091211 453 directed at realizing the atmosphere and conditions of learning in the classroom to be conducive and enjoyable and can motivate students to learn well according to their abilities. in other words class management is an attempt to regulate everything in the learning process, such as the physical environment and the learning system in the classroom. effective learning requires conducive classroom conditions. conducive classrooms are learning environments that encourage intensive and effective learning processes. any learning strategy adopted by the teacher will be ineffective if it is not supported by a conducive climate and classroom conditions. therefore the teacher needs to organize and manage the learning environment in the classroom in such a way that it is fun, safe, and stimulates every child to be fully involved in the learning process. setting the learning environment is needed so that children are able to control the fulfillment of emotional needs. a learning environment that gives children freedom to make choices will encourage children to be physically, emotionally, and mentally involved in the learning process, and therefore, will be able to bring up creativeproductive activities. that is the reason why every child needs to be given freedom to make choices according to what he is able and willing to do. in other words, if the teacher can create a conducive teaching and learning climate, the knowledge of the management of teacher learning has changed for the better than before. relationship between commitment to task (x2) and teacher performance (y) teachers who have set commitments to their assignments will be able to work hard and be responsible for their assignments. means, teachers who are committed to the task are thought to tend to have an awareness of the task by carrying out tasks with a sense of responsibility so that the behavior of the task becomes its responsibility which ultimately leads to improved performance. commitment to the task is related to the teacher's concern for the tasks and interests of the organization or school. commitment to the task is closely related to the active role, care and responsibility of a teacher for the task. a teacher who has a concern for the task, the teacher tends to have compliance with the provisions of the task. or if a teacher has a high sense of responsibility, then the teacher tends to have high performance. because with these responsibilities a teacher has loyalty to his task. desi yudiana 454 the results of this study support research conducted by haftkhavani, batoul, and alireza (2012); pomegranate (2015); sarmawa, suryani, and riana (2015); and thursday, noermijati, and chiristin (2013); lai, et al (2014); and chanana (2017) who concluded that commitment to the organization will have a positive influence on improving an employee's performance. commitment to the task is also a determination in a person to accept or reject one or more goals, and determine the actions or activities. sah understanding (1994: 44) explains commitment to the task is a tendency in a person to feel actively involved with a sense of responsibility. an active role with a full sense of responsibility that is owned by a teacher, it will encourage him to plunge directly into an activity, must be able to set decisions for himself and to be carried out should. someone who has a commitment to a strong task will identify and have a strong feeling towards his job compared to someone who has a low commitment. the emotional relationship to the job provides a description of one's work behavior and determines the desire to stay on the job. lee in kusmaryani (2009: 3) states the commitment to the task is defined as a psychological relationship between a person and his work based on affective reactions to the job. in madrasa teachers are professionals who deal directly with students, so teachers in carrying out their duties as educators are able to carry out policies with specific goals and have a strong commitment to the school where he works. obligations felt by the teacher, can be interpreted teachers feel that work in a madrasa is a must. he can reject it, but by rejecting it, he will be haunted by guilt. teachers who are committed will assume that their work is an implementation of obligations for various reasons. this obligation can come from religion such as the mandate because it has the knowledge that must be taught. this obligation can also come from the community because the community entrusts their children to be taught by it. obligations can also come from the internal madrasas themselves such as when teachers rely on themselves as the only teacher who is able to teach students in certain classes or because the teacher is indebted to the school when he is experiencing difficulties. a teacher who has a high commitment will feel guilty if giving poor performance in teaching. this is because stopping being a teacher is not easy especially in public schools. because it cannot be seen that teachers with bad commitments will leave their work. relationship between knowledge of learning management and commitments on task to the teacher performance of madrasah tsanawiyah state 3 medan doi: 10.30575/2017/ijlres-2019091211 455 teachers with low commitment will not work optimally. conversely, teachers with high commitment will feel guilty if the work is not done optimally. he taught because he felt the need for a debt of gratitude especially if he saw that other teachers in his school were performing poorly so that his school was in a difficult situation functionally. if asked, he will be willing to replace other teachers in teaching and not feel compelled to do so. characteristics of the relationship with responsibility shown by the existence of guilt when a teacher stops teaching. he feels guilty because in him there has been a moral value in which he feels responsible for his students or his animations. characteristics of connection with conscience is shown by the urge from within to realize something. teachers who are normatively committed are urged by their conscience to keep on teaching, not urged by others. moral values are said to be obligatory because there is an absolute obligation to realize an action. a teacher who stops teaching when he has a commitment will feel that his dignity as a human being is hurt. another feature of moral values is its formal nature. the formal nature means that the form of a true moral value never existed. moral values are always accompanied by other values, be they economic or aesthetic. this characteristic states that it is not possible for a teacher to teach based solely on commitment. his commitment will disappear if he does not get economic value support such as salary or emotional value such as pleasant responses from fellow teachers or from students. if the madrasa is able to generate confidence in the teacher whose values and personal goals have in common with the values and goals of the madrasa, the higher the teacher's commitment to the madrasa at work. this shows that commitment is an attitude towards a strong and individual's belief in the madrasa, so that he accepts the madrasa's goals, and willingly uses his efforts in the interests of the madrasa and has a strong desire to remain a madrasa member. in other words, commitment implies a strong bond between individuals or teachers where the individual is psychologically bound to the madrasa who employs them so as to create loyalty, affection, and a sense of belonging to the madrasa, including supporting madrasa goals and activities. the relationship between learning management knowledge (x1) and commitment to assignments (x2) together with teacher performance (y) the teacher's performance can be seen when he carries out teaching and learning interactions in class including his preparation both in the form of semester programs desi yudiana 456 and teaching preparation. sagala (2007: 180) states performance is a manifestation of the work achieved by an institution, where the measure of success includes all activities after going through due diligence on business goals that have been set and implemented. the same thing is also stated hasibuan (2007: 94) that the work achieved by a person in carrying out the tasks assigned to him based on skill, experience and sincerity as well as time. for a teacher learning management knowledge is a set of knowledge in which contains knowledge about various management activities and functions including planning, implementing and evaluating learning. these management activities and functions are closely related and come into direct contact with the teacher when the teacher carries out his duties, functions and responsibilities at school. in carrying out their duties the teacher has his responsibilities, like it or not, like it or not, he must understand and master the knowledge of learning management so that the teacher can carry out his duties, functions and responsibilities as well as possible. in terms of planning, the teacher must be able to plan any activities carried out to achieve the specified learning goals. then in terms of organizing, then a teacher is able to carry out and carry out activities that have been planned. in terms of evaluation, a teacher must be able to assess the success of students. on the other hand, commitment to the task is closely related to the active role, sense of care and responsibility of a teacher for the task. a teacher who has a concern for the task, so he tends to have compliance with the provisions of the task. or if a teacher has a high sense of responsibility, then he tends to have high performance. because with these responsibilities a teacher is very likely to have loyalty to their duties. commitment to the task is also a determination in a person to accept or reject one or more goals, and determine the actions or activities. a teacher who has made a commitment to the task for himself will be able to work hard and be responsible for the task. means, teachers who are committed to the task allegedly tend to have an awareness of the task by doing the task with a sense of responsibility so that the behavior of the task becomes his responsibility which ultimately leads to improved performance. thus it can be understood that the knowledge of learning management and commitment to the task together are significantly positively related to teacher performance. relationship between knowledge of learning management and commitments on task to the teacher performance of madrasah tsanawiyah state 3 medan doi: 10.30575/2017/ijlres-2019091211 457 conclusion 1. there is a significant relationship between the knowledge of learning management on the performance of teachers in 3 madrasah tsanawiyah negeri 3 medan, meaning that the better the knowledge of teach management, the better the performance of 3 madrasah tsanawiyah state 3 medan’s teachers. 2. there is a significant relationship between the commitment to the task of the performance of madrasah tsanawiyah state 3 medan’s teachers, meaning that the better the commitment to the task, the better the performance of madrasah tsanawiyah state 3 medan’s teachers. 3. there is a significant relationship between learning management knowledge and commitment to the task together on the performance of the madrasah tsanawiyah state 3 medan’s teachers, meaning that the better the learning management knowledge and commitment to the 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“the influence of organizational commitment and individual competence on teacher performance: in the learning organization perspective (a study on elementary school teachers in ternate city)”. international journal of business and behavioral sciences vol. 3, no.8; augu 2013 komalasari, kokom. 2010. pembelajaran kontekstual: konsep dan aplikasi. bandung: refika aditama kusmaryani, rosita endang. 2009. komitmen terhadap pekerjaan dan kinerja guru pembimbing di kabupaten bantul. jurnal: penelitian dan pengembangan pemerintah provinsi diy. vol. 1 no. 1, tahun 2009 kusmianto. 1997. panduan penilaian kinerja guru oleh pengawas. jakarta: depdikbus ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018050808 vol. 2, no. 2, 2018 page: 237 250 237 the islamic values base natural sciences instructional materials development model rusydi ananda state islamic university of north sumatra, indonesia rusdiananda.1972@gmail.com abstract: the object of this research was to develop of instructional materials model of the natural science based on islamic values. expansion of this research had been implementing the research method of research & development. the results of the validation of expert’s team concluded that the model meets the instructional materials designed just and proper procedures were used. based on the results of the feasibility test was then followed by one-to-one learner, small group and field trials. then test the effectiveness of the model were by comparing the results of pretest and posttest and were analyzed using t-test. it was concluded that the instructional materials products give a real effect on student learning outcomes. keywords: instructional materials, natural science, islamic values. introduction the dynamics and flexibility that occur in higher education institutions both general higher education and religious higher education are a necessity. in this case the process of growth and development of higher education institutions cannot be separated from internal and external factors that encompass it. internal factors related to the dynamics and flexibility that occur within the institution of higher education while external factors related to the dynamics and flexibility of developments that occur outside the higher education institution. observing the current condition of education so it is needed extra seriousness of academic community of tarbiyah and teachers of state islamic university north sumatra to think and act in improving the quality of education and learning. this rationale is based on: (1) the changing condition of the society of north sumatra, as well as the lecture system on campus that is different from the previous period; (2) the organizational reason that the academic community of uin north sumatra considers this learning pattern so far as something that has been established. such this mindset makes the academic community less innovative in learning; (3) the paradigm shift of mailto:rusdiananda.1972@gmail.com rusydi ananda 238 learning approach from teacher center to student center; and (4) the development of the latest scientific knowledge. therefore, systematic and systemic assessment is required in relation to instructional design based on the study of educational technology. in this case the urgency of learning design are: (1) learning is a process that aims, the more complex goals to be achieved in learning the more complex the learning process that must be designed; (2) learning is a process of cooperation involving various components that interact with each other; and (3) the learning process will be more effective when utilizing various facilities and infrastructure. referring to the above thoughts, so it is necessary to develop basic learning materials (iad) based on islamic values with the following assumptions: (1) the development of learning materials can be used as learning resources that can facilitate the students to get the purpose of iad subject; (2) the development of iad learning materials becomes important when viewed from the perspective of easy of learning and improvement of the acquisition of student learning outcomes due to the development of learning materials designed in order to fulfill the needs of the characteristics of students who are studying in islamic universities; (3) the development of this learning material becomes important when viewed from the perspective of iad course learner as it is not yet available the subject matter that is based on islamic values; and (4) the development of this learning material becomes important when viewed from the perspective of institutions that produce products that are in accordance with their characteristics so as to reinforce the existence of institutions as universities that concentrate to islam. literature review the main theories used in the learning materials development model are the elaboration of several theories of assure models, addie models, dick models, carey and carey, seels & glasgow models, smith and ragan models, shambaugh and magliaro models, suparman instructional development models. in this case, regardless of model form, there are 6 (six) main characteristics as described by reiser and dempsey; (1) centered on learners; (2) goal-oriented; (3) focusing on improving performance; (4) the islamic values base natural sciences instructional materials development model doi: 10.30575/2017/ijlres-2018050808 239 learning outcomes can be measured in a valid and reliable way; (5) empirical, repeatable and self-corrected; and (6) team effort1. rothwal and kazanas described the six steps of developing learning materials: (1) preparing the outlines of instructional materials; (2) conducting research; (3) test the available learning materials; (4) compile or modify the materials available; (5) providing and making learning materials; and (6) selecting or providing learning activities2. furthermore, related to islamic values, qardhawy describes the four pillars of values in islam namely: aqidah, worship, morals, and legislation/law3. az-zuhaili describes the four elements of important values in islam: (1) faith in god, angels, books, apostles, doomsday and destiny; (2) mandatory worship services and pillars of religion as a means of law in unifying the community; (3) morals used as guidance and mentors of the soul, education for the behavior and self-correction of the journey of life; and (4) wise laws and there is a relationship of attachment between legal products and judges4. these islamic values in relation to the development of the iad learning models are not in the development of iad science itself but on the exposure of islamic perspectives on the concepts contained in the iad and provide values in the learning process (values to guide learning process) so that can provide a meaningful contribution to the development of learning within the ptain environment. methodology the development of a model of learning materials designed is carried out by applying research and development (r & d) from gall, gall and borg with the following steps: identifying learning objectives, learning analysis, characteristic analysis of learners and the context of learning , writing specific learning objectives developing assessment instruments, developing learning strategies, developing and selecting 1 robert a reiser and john v dempsey,. trends and issues in instructional design and technology. new jersey: pearson merril prentice hall, 2007. p. 13 2 william j rothwell and h.c kazanas,. mastering the instructional design process: a systematic appproach. third edition. san fransisco, pfeiffer, 2004. p. 247 3 yusuf qardhawy, madkhal lima’rifatil islam, alihbahasa: setiawan budi utomo, pengantar kajian islam. jakarta: pustaka al-kautsar, 1997. p. 55 4 wahbah az-zhuhaili,. al-qur’an al-karim bunaituhuu, al-tassyirriyatwa khashaa isluhu alhadllariyat, alihbahasa: m. thohirdan team titian ilahi. al-qur’an dan paradigma peradaban. yogyakarta: dinamika, 1996. p. 203 rusydi ananda 240 teaching materials designing and developing formative evaluations, revising designs, designing and developing summative evaluations5. findings and discussion development of learning materials. developing a model of iad-based learning materials based on islamic values begins with the activity of selecting learning materials derived from existing learning resources tailored to the development needs of the designed learning materials. in other words, the designed learning materials are a compilation of existing learning resources, namely the literature related to the concept of iad from the perspective of science and literature related to the perspective of islam on the concepts of iad are taken from the qur'an, hadith, and tsurats of muslim scholars and muslim science. after learning resources are collected as materials for the development of learning materials, then the next production is done with attention to the principle of accuracy and conformity with the theme of the discussion contained in the development of learning materials. accuracy and conformity are prioritized in the preparation of learning materials because of their designation to lecturers and students as guidance in the implementation of lectures. model feasibility by expert team the feasibility test by the expert team is to look at the feasibility of iad-based instructional products based on islamic values, in which case the design feasibility test is validated by instructional design experts, materials experts and linguists. expert team validation results of iad learning materials can be seen in the following table: table 1. recapitulation of feasibility test results by expert against learning material products no group mean scores categories 1 intructional design expert 3,27 eligible without revision 2 iad material expert 3,29 eligible without revision 3 muslim material expert 3,30 eligible without revision 4 linguists 3,52 eligible without revision average score cumulative 3,34 eligible without revision 5 gall, meredith d., gall, joyce p., dan borg, walter r. educational research. eight edition. boston: pearson education, inc. 2007 the islamic values base natural sciences instructional materials development model doi: 10.30575/2017/ijlres-2018050808 241 referring to the above table it can be seen that the cumulative score of 3.34 of the results of expert feasibility tests of iad-based learning materials products based on islamic values are in a decent category without revision. this means that the product of the developed learning material reflects the level of eligibility to use. rusydi ananda 242 field test results a. individual trial individual test results on learning materials products can be seen in the following table: graph 1. individual test results based on the above data can be seen the results of individual testing as follows: material clarity aspects are with 3 (three) indicators reached the average feasibility level 3,66 or 91,66. this figure is in a very decent category. display attractiveness aspects are with 7 (seven) indicators reach an average feasibility level of 3.38 or 84.52. graphic aspects are with 5 (five) indicators reached the average feasibility level 3,66 or 91,66. utilization aspects are with 5 (five) indicators reaches an average feasibility level of 3.33 or 83.33. language clarity aspects with 5 (five) indicators reaches an average feasibility level of 3.53 or 88.33. this figure is in a decent category without revision. b. small group trial results of small group testing of learning materials products can be seen in the following graph: the islamic values base natural sciences instructional materials development model doi: 10.30575/2017/ijlres-2018050808 243 graph 2. small group test results based on the above data it can be seen: material clarity aspects are with 3 (three) indicator reaches average feasibility level 3,76 or 94,16. this figure is in a very decent category. display attractiveness aspects are with 7 (seven) indicators reach an average feasibility level of 3.67 or 91.78%. this figure is in a very decent category. graphic aspects are with 5 (five) indicators reach the average feasibility level 3.54 or 88.50. this figure is in a decent category without revision. utilization aspects are with 5 (five) indicators reach an average feasibility level of 3.46 or 86.50. this figure is in a decent category without revision. language clarity aspects are with 5 (five) indicators reach an average feasibility level of 3.48 or 87.00. this figure is in a decent category without revision. c. field group trials the results of field trials of product learning materials can be seen in the following graph: graph 3. field field trial results rusydi ananda 244 in general, the results of field trials of iad-based learning materials based on islamic values show a score of 87.60 and are in a decent category without revision. this means that the product of the developed learning material reflects the level of eligibility to use. based on data obtained from field trial results, that iad learning materials products based on islamic values other than the learning design for individual activities in this case students personally study the material also designed learning for group activities. model effectiveness test the effectiveness test of iad learning materials product is evaluated learning result obtained through pre-test and post-test. pre-test in this case is the score of the subject's acquisition of teaching materials to be taught while the post-test is the score of the subject's acquisition of teaching materials that have been taught. based on the results of statistical tests obtained price t count 19.3 and t table price at α = 0.05 is 2.039. because the price of t count> t table price then ho is rejected, it can be concluded that iad learning materials based products islamic values give a real effect on student learning outcomes. discussion basic learning materials based on islamic values are intended for face-to-face lecture. where in the face-to-face lecture, the lecturers serve as lecturers and students act as learners who learn from lecturers and from developed learning materials. in this case suparman describes the following: (1) learning materials in the form of a compilation of learning resources available and relevant to the strategy of learning that is prepared; (2) assessment of learning outcomes in accordance with the learning objectives; (3) teaching guidance on how to use the compilation material; and (4) learners' guidance on how to learn and follow lesson activities under the teaching of teachers6. iad-based learning materials products based on islamic values are used to facilitate lectures so in fact it is in line with the spirit contained in educational technology itself. in this case the association for educational and technology (aect), as cited 6 m. atwi suparman, desain instruksional modern, panduan para pengajar dan inovator pendidikan. jakarta: erlangga, 2012.p. 287 the islamic values base natural sciences instructional materials development model doi: 10.30575/2017/ijlres-2018050808 245 januszweski and molenda (2008: 1) defines educational technology, namely: "study and ethical practice to facilitate learning and improve performance through the creation, use, and management of processes and resources7. referring to the above aect concepts related to facilitating learning, and improving performance, product learning materials, lecturer guides and student guides can facilitate learning and performance improvement as defined in the aect education technology definition which can be described as follows: a. this learning materials product can expand student access to iad learning resources not only from the perspective of science but also equipped with islamic concepts. moreover the product of this learning material is developed in accordance with the needs of students who study at islamic universities. b. through the design of paperwork assignments conducted individually or groups that discuss the themes of discussion in the iad course make students actively study. individual assignments in the form of book annotations make students actively working on their reports because students know the criteria that must be met in the book's annotation report. likewise with group assignments, there is also an appraisal format linked to the paper itself and an assessment of the presentation, which enables students to be actively involved in the course. c. the product of learning materials and student guidance can encourage student personalization that refers to the competence that is required in iad lecture because of the availability of learning materials and student guidance that can lead the students in achieving competence. d. the adequacy of iad materials both from the perspective of science and islamic perspectives contained in the model of learning materials hence more maximizing student time in terms of finding themes of iad discussion from various learning sources. e. the product of this learning material helps students to independently manage their learning. students can more effectively be independent in mastering learning materials and more able to learn at their own pace of learning because of the availability of easily accessible learning resources. 7 alan januszweski and michael molenda,. educational technology, a definition with commentary (new york: lawrence erlbaum assocuates, 2008). p. 1 rusydi ananda 246 f. this learning materials product helps students to be more effective in mastering the competence of learning because the theme of the discussion required in iad lectures in it both from the perspective of science and islamic perspective. this learning materials product becomes the guideline in conducting iad lecture especially from user perspective (university student) in understanding iad teaching materials. in other words the product of this learning material can be a learning resource for students. in the perspective of learning resources, iad learning materials product is a planned learning source (by design) in the form of printed materials. related to this aect explaination that learning resources can be grouped into two parts: (1) planned learning resources (by design), ie all learning resources that have been specifically developed as a component of the instructional system to provide learning facilities which is directed and formal; and (2) learning resources because it is utilized (by utilized) is sources that are not specifically designed for learning purposes but can be found, applied and used for learning purposes8. the function of iad learning materials products based on islamic values as learning resources is to help students in achieving optimal learning outcomes due to provide stimuli to learn and accelerate understanding and mastery of knowledge learned. this is confirmed siregar and nara (2010: 128) about the benefits of learning resources are: (1) can provide a more concrete and direct learning experience; (2) may present something that is impossible to be held, visited or viewed directly; (3) can add and expand the existing science horizons in the classroom; (4) may provide accurate, upto-date information; (5) can help solve the problem of education both macro and in micro environment; (6) can provide positive motivation, especially if properly arranged and designed; and (7) can be stimulated to think more critically, stimulate to be more positive and stimulate to grow further9. through the completeness of the material contained in the learning materials then students as users can be studied independently. in this case students are expected to actively and participatively to develop themselves in acquiring knowledge without having to be tied to the exposure of course tutor but can find science. for that required 8 association for educational communication and technology. the definition of educational terminology. alihbahasa: arief s. sadiman dkk. jakarta: rajawali 1986. p. 29 9 eveline siregar and hartini.nara, teori belajar dan pembelajaran. bogor: ghalia indonesia, 2010. p. 128 the islamic values base natural sciences instructional materials development model doi: 10.30575/2017/ijlres-2018050808 247 internal motivation, willingness, seriousness, tenacity, discipline, responsibility and of course a great curiosity in seeking knowledge. further interesting things to be exposed from the record of field test results is that iad learning materials products based on islamic values developed are guidance tools for lecturers and guides for students. in this case some field test subjects stated the need to present detailed descriptions of the assigned tasks to the students, including the rubric and assessment criteria. following this in the student manual, the developer has listed it in the student manual, so that in the lecture the student can see the signs related to the assignment and assessment rubric. it is recognized that iad-based learning materials based on islamic values have the following limitations: (1) the product of this learning material is not the only source of learning for the students due to the limited exposure of the material in it, in addition to using the product of this learning material then students are expected to use other learning resources to complement each other; (2) the product of this learning material is designed in the form of printed learning materials, as it is known that printed learning materials have limitations in terms of linear material exposure so that it tends to be used passively; and (3) this research was conducted on the students of fitk uin of north sumatra with unique characteristic and context which is thick with islamic nuance. therefore the product of instructional material is only appropriately used with such characteristics and context. conclusion in general, this research has reached its goal of finding models of development of learning materials based on islamic values developed for lectures at islamic universities. the learning materials development model is developed from the analysis of the learning needs analysis required in the implementation of iad lectures in islamic universities that have unique characteristics and different from other public universities. learning material development model developed through stages: (1) preliminary study that is learning needs analysis; (2) stage 1 pre-development of learning materials include: writing general learning objectives, conducting learning analyzes, analyzing student characteristics and learning context, writing specific learning goals, developing assessment instruments, and developing learning strategies; (3) stage 2 development of learning materials includes the selection of materials and rusydi ananda 248 production of learning materials. sources of learning are selected in the form of basic scientific science concepts, al-qur'an, hadith and tsurats of muslim scholars and muslim scientists; (4) stage 3 experimentation of learning materials product; and (5) the final product of learning materials. during the process of phase 1 to stage 3 revisions are made to refinement. during the process of developing learning materials until the final product has been passed through the process and development of learning materials from the needs analysis, planning, design, evaluation and testing stages. in order to see the feasibility of the study materials, the validation done by the expert team, in this case the team of experts stated that the product of learning materials has been done in accordance with the appropriate methods and procedures that are suitable for use. then followed by oneto-one learner test, small group test and field group test. furthermore, the learning material product is tested for effectiveness. the process and dynamics in designing the products of natural learning materials based on islamic values are inseparable from the limited scientific approach to the development of learning materials, but are related to other scientific fields such as the science of instructional design, research methodology, communication science, and islamology. the aspect of the renewal of the product of learning materials as a contribution to the development of scholarship is a learning material designed for the learning needs of islamic universities in the design process through the learning needs assessment phase, the characteristics of learners, designing objectives, developing assessment instruments, developing learning strategies including sequence of learning, media, media and time allocation. in other words, the renewal of the product of this learning material is to fill the "empty space" in iad lectures that are based on the concept of science only. the empty space is a blend of islamic concepts and concepts of iad materials. bibiliography association for educational communication and technology. the definition of educational terminology. alihbahasa: arief s. sadiman dkk. jakarta: rajawali 1986. the islamic values base natural sciences instructional materials development model doi: 10.30575/2017/ijlres-2018050808 249 az-zhuhaili, wahbah. al-qur’an al-karim bunaituhuu, al-tassyirriyatwa khashaa isluhu alhadllariyat, alihbahasa: m. thohirdan team titian ilahi. al-qur’an dan paradigma peradaban. yogyakarta: dinamika, 1996. dick, walter., carey, lou., dan carey, james o. the systematic design of instruction. seventh edition. new jersey: pearson, 2009. gall, meredith d., gall, joyce p., dan borg, walter r. educational research. eight edition. boston: pearson education, inc. 2007. gustafson, kent l. dan branch, robert maribe. survey of instructional development models. syracuse new york: eric clearinghouse on information & technology, 2002. huberman, a.m., dan miles, m.b.qualitative data analysis: a sourcebook of new methods. baverly hills, california: sage, 1984. januszweski, alan.,danmolenda, michael. educational technology, a definition with commentary (new york: lawrence erlbaum assocuates, 2008) majid, abdul. perencanaan pembelajaran. bandung:remajarosdakarya, 2005. prawiradilaga, dewi salma. prinsip disain pembelajaran. jakarta: kencana prenada media group, 2007. qardhawy, yusuf. madkhal lima’rifatil islam, alihbahasa: setiawan budi utomo, pengantar kajian islam. jakarta: pustaka al-kautsar, 1997. reiser, robert a., dan dempsey, john v. trends and issues in instructional design and technology. new jersey: pearson merril prentice hall, 2007. richey, rita c., klein, james d., dan tracey, monica w. the instructional design knowledge base, theory, research and practice. new york: routledge, 2011. rothwell, william j., dan kazanas, h.c. mastering the instructional design process: a systematic appproach. third edition. san fransisco, pfeiffer, 2004. siregar, eveline., dan nara, hartini. teori belajar dan pembelajaran. bogor: ghalia indonesia, 2010. snelbecker, glenn e. learning theory, instructional theory, and psychoeducational design. new york: mcgraw hill, 1974. suparman, m. atwi. desain instruksional modern, panduan para pengajar dan inovator pendidikan. jakarta: erlangga, 2012. yaumi, muhammad. prinsip-prinsip desain pembelajaran. jakarta: kencana prenada media group, 2013. rusydi ananda 250 ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018091203 vol. 2, no. 3, 2018 page: 333 345 333 a study of novice teachers' challenges at their practical teaching phase wagdi rashad ali bin-hady hadhramout university, yemen wagdyrashad@hu.edu.ye abstract. starting the teaching profession can be considered as challenging for novice teachers 1. thus, this study aims to explore the linguistic difficulties that novice teachers encounter and the major defects that such teachers have in their lesson planning while demonstrating the lesson steps to their pupils. the sample of this study is nine of the fourth level students at the english department, college of education, al-mahra, hadhramout university, for the academic year 20172018. the researcher uses qualitative research design. the data were collected using classroom observation and novice teachers' lesson plans. the study found that the majority of the yemeni novice teachers have problems in pronunciations which if not amended will be transferred into the learners. overuses of arabic is also the second major problem that the novice teachers had. moreover, time is not organized effectively during the lesson steps. no enough activities are used in each lesson, and assessment is hardly done. the study also revealed that the novice teachers have problems in preparing their lesson plans. such problems start from the fogy teaching objectives and the warming up activities are minimized to just ask the class about the time and date of the day. similarly, the activities are not enough to achieve the lesson objectives and finally the time of each lesson step is not set and assessment is not mentioned. keywords: novice teachers, teachers' development, linguistic problems, lessonplanning. introduction fourth year b. a students at yemeni colleges of educations do the practical teaching as a requirement to apply the theoretical knowledge they have earned through the college years into practical teaching. to my knowledge, there is no any similar studies in the yemeni context which focused on the linguistic and lesson-planning problems that novice teachers encounter during the practical period. the significance of 1 dickson, m., riddlebarger, j., stringer, p., tennant, l., & kennetz, k. (2014). challenges faced by emirati novice teachers. near and middle eastern journal of research in education, 4, 1–10. mailto:wagdyrashad@hu.edu.ye wagdi rashad ali bin-hady 334 this study is to discover the linguistic and lesson-planning problems and suggest some solutions to be given to college students at early years of study. as a part from the author responsibilities as a teaching staff in the faculty and head of the english department, he is requested to visit some of the fourth year students who are during that time doing their practical teaching practice at some of the province schools. students have been doing this practical teaching as a part of their fourth year requirement to get their b.a degree in english. the author scheduled time with nine of the students paying attention to their proper time. the students are teaching at five preparatory schools. four students are teaching in aisha omel monuun school in which the author observed just three of them in the first visit and later on at the end of the visit, the author had met them in their office and gave them some points that needed to be focused on. the author planned to visit, al-wahda school, the second school in which two novice teachers were teaching there. it seems that there were no contact between the previously visited students and second. as soon as the author had attended with the new two novice teachers at their classes and checked their lesson plans and gave them some points to be took care of. furthermore, the author got a message from on the students requesting a revisit. in the third visit, the author revisited the first school to observe the fourth student and gave her some feedback, and whenever the visit had finished, and the lesson plan had checked, the author left to the second school to revisit the student who requested a revisit. the revisited teacher had changed the class because of the crowdedness and the noise of the first class. she got little improvement like making time for each steps in the lesson and using the workbook, etc. in the fourth visit, the author visited two novice teachers at 22 may school. whenever the visit had been finished and the lesson plans were checked. the author gave some feedback to them. some improvements in the teachers' performances are also found because of the contact amongst the novice teachers at the different visited schools. in the fifth school, the last novice teacher had been visited to mukhbal school. there was just one novice teacher who was teaching the eighth class a lesson named can and can't. whenever the lesson had been finished, the author gave the intern teacher some comments and suggestions. literature review a study of novice teachers' challenges at their practical teaching phase doi: 10.30575/2017/ijlres-2018091203 335 novice teachers novice teachers are those newly teachers with fresh theoretical knowledge, and they seek to start their teaching careers. the term novice is stand for "a teacher who has less than two years [experience] of teaching’’2. as the teachers are beginner, they are certainly required to come up with the difficulties they meet. richards views that novice teachers face many problems, and the most challenging one is "to acquire the basic classroom skills needed to present and navigate their lessons 3." . in this study, the term novice teachers is used to stand for fourth year students of english departments who are doing their practical teaching at their schools. teachers' development teaching for the first time is considered as challenging for any teacher. therefore novice teachers depend on their motivation and background to shape their first teaching. bartell confirms that novices' teaching experience is built up from their previous motivation and the new environment they are teaching in 4. likely, the british columbia institute of technology mentions three stage of learning that students and teacher should pass through, they are beginning (motivation), middle (guidance), and end (practice) 5. so, getting teaching experience needs development and enhancing over time. sato states that "for innovation to happen, we must find ways to help teachers to become lifelong learners in a collaborative environment 6." . studies about novice teachers many studies have been conducted on novice teachers at different contexts. a study in the uae revealed that novice teachers encountered difficulties in both 2 karataş, p., & karaman cendel, a. (2013). challenges faced by novice language teachers: support, identity, and pedagogy in the initial years of teaching. the international journal of research in teacher education, 4(3), 10–23. p11 3 richards, j. c. (2011). competence and performance in language teaching. cambridge: cambridge university press. p17 4 bartell. (2004). the challenges facing beginning teachers, 1–19. p1 5 british columbia institute of technology. (2010). preparing lesson plans. learning and teaching centre. p2 6 sato, k. (2002). practical understandings of communicative language teaching and teacher development. in s. j. savignon (ed.), interpreting communicative language teaching: contexts and concerns in teacher education (pp. 41–81). new haven & london: yale university press. pp81 wagdi rashad ali bin-hady 336 controlling the classroom and performing the lesson according to the plans 7. another study was conducted in cyprus about the challenges that novice teachers had and the supports they did need to pursue their future teaching. the study suggested that educational leaders should organize opportunities to foster novice experiences and save their esteem 8. similarly, a study was conducted in the malaysian context about novice teachers' problems at their classes. the study found that novice teachers are unable to manage their classroom or control the students. it also revealed novice teachers' shortage of knowledge and they don’t have confidence 9. to conclude, the above mentioned studies focused on the novice teachers problems in managing their classes, performing the lessons or the kind of supports that such teachers are in need. however, this study focuses on the linguistics problems that novice teachers have and also the problems they encounter in lesson planning and applying such plan in performing their lessons. thus, the observation and amendment to the problems of novice teachers are to be performed by educative mentoring. educative mentoring educative mentors are a group of experience teachers who observe beginner teachers. their roles are to "interact with novices in ways that foster an inquiring stance. they cultivate skills and habits that enable novices to learn in and from their practice.'' 10. the winning teacher award sets some secrets which can help novice teachers as:  provide novice teachers with guidance on strong lesson planning.  provide ongoing guidance related to classroom management.  provide guidance and support in making professional decisions  remember to teach novices routine school procedures 11. 7 dickson, m., riddlebarger, j., stringer, p., tennant, l., & kennetz, k. (2014). challenges faced by emirati novice teachers. near and middle eastern journal of research in education, 4, 1–10. p1 8 karataş, p., & karaman cendel, a. (2013). challenges faced by novice language teachers: support, identity, and pedagogy in the initial years of teaching. the international journal of research in teacher education, 4(3), 10–23. p10 9 keow, t., kanokorn, s., & prachak, b. (2014). the perspective of school principals on novice teachers' collective work. procedia social and behavioral sciences, 116(2010), 2655–2659. p 2658 10 feiman-nemser, s. (2001). helping novices learn to teach lessons from an exemplary support teacher. journal of teacher education, 52(1), 17–30.p 71 11 ross, d., vescio, v., tricarico, k., & short, k. secrets for mentoring novice teachers, gainesville, fl: lastinger center for learning. (2011). a study of novice teachers' challenges at their practical teaching phase doi: 10.30575/2017/ijlres-2018091203 337 sampling this research is conducted on the fourth level students of the english department, college of education al-mahra, hadhramout university. the researcher randomly selected nine novice teachers as the sample of this study. the selection is given by the department because the remaining teachers were visited by other observer. the sample forms nearly about 40% of the whole population (all fourth level students). as the sample is selected randomly, thus it is representative for the whole class. methodology research design "is governed by the notion of ‘fitness for purpose’" 12. the design of any research should be in parallel with its aims and the kind of data that will be collected to answer the research questions. this study uses the qualitative research design. qualitative study is usually conducted whenever the literature does not reveal much about the study problems and the researcher does not know which variables are to be searched. thus the researcher got enough information about the problem and variable by exploring the sample 13. instruments: the study uses two tools to collect the data from the sampling, i.,e, the observation and students lesson-plans. the researcher observes nine novice teachers at their school and writes down their defects. moreover, the researcher takes a scanned photo of the novice teachers' plans for the lesson being taught. analysis to answer the questions mentioned so far, the researcher observes the novice teachers and analyses their lesson plans individually. findings and discussion findings table no (1) shows novice teachers linguistic and planning defects. studen ts no observation lesson plan 12 cohen, l., manion, l., & morrison, k. (2000). research methods in education (5th ed.). london: routledge. p 73 13 creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). boston: pearson education. p 16 wagdi rashad ali bin-hady 338 1 the teacher seems without any objectives the teacher focuses on spelling and forget pronunciation. the teacher has mispronounced some words like, toes, ear, etc. the teacher gives grammar rule incorrectly. english is not used in class. no real assessment is established. no enough activities are presented. assessment is not performed warming up is minimized to tell the date of that day. 2  overuse of arabic  the teacher had pronunciation problems, i.e. walk /walk/, bike/bik/ climb /klimb/, etc.  english was not used in class too much aims are set. warming up is limited to ask pupils questions about last lessons. activities are not given to help pupils do what the teacher wants. no real assessment is given. 3  the teacher gave too much time to prelesson.  misused of grammar, like: what is mean? who will know?  mispronunciation problems bracelet /braklet/, paint/pent/  overuses of translation.  teacher was rigid with pupils  english was not used in class. activities are not organized assessment is not performed time is not given to every step. 4  mispronunciation of, pupil /pi:pl/.  teacher did not use workbook.  english is not used in class.  teacher gave grammar rule incorrectly.  teacher strictly corrected every errors teaching aims are not clear. teacher does not warm up her pupils. activities are not enough. assessment is not performed. time is not organized 5  teacher lost time by warming student up on unrelated things.  teacher strictly treated pupils  teacher did not really symbolize the family member.  misused of words, parts instead of member.  teacher mispronounced many words, i,e,. pepel /pju:pl/, father, /fe ðər / , etc.  teacher loses time by calling pupils to come to the board  class time is not regularly divided.  evaluation is not organized aims are not correctly written. no real assessment is used. time is not organized a study of novice teachers' challenges at their practical teaching phase doi: 10.30575/2017/ijlres-2018091203 339 6  teacher did not give introduction to the listening lesson  teacher seemed objectiveless  misused of grammar, as "what is mean time idea?"  mispronunciation of words, chess set /chi:z set/ plane/plan/  teacher did not use workbook  teacher did not practice the new vocabulary  class time was not organized assessment is not performed there is no enough activities. time is not organized effectively. workbook is not used. 7  teacher seemed objectiveless  misspelling the title "part of the body. (bart).  teacher mispronounced, head/hi:d/, nose figure /fju:nger/, eyes /i:z/.  assessment was not set,  teacher did not motive pupils to use the new learnt words in real situation. teaching aims do not encourage the use of language. warming up is not done. time is not organized. 8  teacher did not use time effectively  teacher mispronounced pupils /pi:pls/, he's /hi iz/  misused of grammar as "are you finished?"  teacher negatively motived class to think in arabic  teacher did not motivate class to use language.  assessment was not performed no specific aim is given assessment is not clearly performed language areas are not focused on. 9  teacher mispronounced some words: title/ti:tl/, words w3:diz/, say/ si:/, hands/handiz/, etc.  teacher did not use the context to teach new words.  teacher did not motivate class to use the language.  assessment was not given discussion the collected data will be discussed qualitatively under two major questions. the first question seeks answer about what are the linguistic difficulties that novice teachers face while teaching at their school, and the second question focuses on their ability to prepare lesson-plans. wagdi rashad ali bin-hady 340 observation the researcher observed nine novice students at their schools and the observation had occurred after scheduling time with them. so their defects will be summarized as: mispronunciation the majority of the observed novice teachers seemed to have problems in pronunciation. some of the words which have been clearly noticed are: table no (2) shows novice teachers' pronunciation problems words phonetic transcription students pronunciation notes walk wɔːk/ /wɔːlk/, pronouncing the silent l bike /baɪk/ /bik/ changing the vowel phoneme climb /klaɪm/ /klimb/, pronouncing the silent l and changing the vowel phoneme pupil /pjuː.pəl/ /pepil/, /pi:pl/ changing the vowel phoneme father /ˈfɑː.ðər/ /fe ðər / changing the vowel phoneme he's /hiːz/ /hi: iz/ adding more vowel phoneme chess set /ˈtʃes ˌset/ /tʃi:z set/ changing the vowel phoneme plane /pleɪn/ /plæn/ changing the vowel phoneme title /ˈtaɪ.təl/ /ti:təl/, changing the vowel phoneme words, /wɜːdz/ /wɜːdiz/ adding vowel between consonant clusters say /seɪ/ /si:/, changing the vowel phoneme hands /hændz/ /hændiz/, adding vowel between consonant clusters head /hed/ /hi:d/, changing the vowel phoneme nose nəʊz/ naʊz/ changing the vowel phoneme finger /ˈfɪŋ.ɡər/ /fju:nger/ mispronouncing the consonant /ŋ/ and changing the vowel phoneme and adding a consonant phoneme /j/ eyes /aɪz/ /i:z/ changing the vowel phoneme bracelet /ˈbreɪ.slət/ /ˈbreɪ.klət/ changing the /k/ instead of /s/. as table (no 2) above shows, novice teachers have committed mistake in their pronunciation to the class. therefore the pupils learn the mispronunciation from their teachers and memorize them which is a bad teaching, and such errors will be fossilized a study of novice teachers' challenges at their practical teaching phase doi: 10.30575/2017/ijlres-2018091203 341 in their memories. it is suggested to the novice teachers to enhance their pronunciation before going to the class. they have to look up every words in their dictionaries or their smart phones as there are many online dictionaries which give both transcription and audio pronunciation for the english words in both american and british englishes. overuse of arabic the more that arabic is overused in english class, the less that english is used. according to the observed teachers' performances, no one has set an aim that english is taught to enhance learners' communicative abilities. so arabic is used in the warming up stage, classroom language, and even during activities or the language skills or grammar. learners are exposed into arabic language not to english. losing class-time it is necessary for the teachers to organize their time from the beginning. losing any minute means losing part of the lesson. amongst the observed teachers, some were found to spend nearly about a quarter of the given time by asking about the last lesson or by spending more than five minutes asking pupils about the date and day and call them to come to the front of the class to write the date or time on the board. similarly, teacher were found to spend time on certain phases of the lesson and the time of the period ends without completing their lessons. objectiveless some teachers seemed that they don’t have any objectives in their mind to teach the class about. so, when the teachers don’t know what they will teach to the class, thus, pupils will learn nothing. misuse of grammar according to the observation, some novice teachers could not even use the basic english grammar properly at their class, for examples: *what is mean? who will know? *are you finished? *what is mean time idea? wagdi rashad ali bin-hady 342 moreover, it has been found that some teachers give incorrect rule to their pupils. for example, a teacher was teaching her class prepositions and analyzed a sentence like (the ball is under the car) saying to them that (is) is a helping verb in the sentence. no real assessment is given some teachers didn’t check whether their objectives are achieved or not. for those teachers who did the assessment, it is not real, for example, they ask about the meaning of certain vocabulary or tell the class to say the studied vocabulary. no one asked class to use certain words in full sentences. lesson-plans defects in teaching objectives according the lesson plans of the same observed teachers, it has been found that whether the objectives are unclear or set too much objectives. in such cases the teachers do not know what to do and what to achieve during the given time. others seem to have many objectives, so they don’t know which ones are more important to be focused on. warming up is minimized warming up activities are one of the most important elements for a successful lesson planning and teaching. the majority of the analyzed lesson-plans showed this sentence as a warming up activity (i will greet the students and ask them about the time and date). so warming up is minimized to just asking pupils about the time and date. teachers do not focus on pupils' background knowledge and motivate them to share it or relate it into the new lesson. activities are not enough activities are used to process and actualize the teaching objectives into reality. according to the analyzed plans, it has been found that whether the activities are not enough for achieving the teaching objectives or pupils are not given enough time to practice the language or participate in such activities. language areas and skills are not integrated a study of novice teachers' challenges at their practical teaching phase doi: 10.30575/2017/ijlres-2018091203 343 any successful lesson plan should integrate the language areas and skills together. however the analyzed plans of the observed teachers reveal that whether they focus on one areas of language and neglects the skills or neglect other skills. assessment is not mentioned according to the lesson plans, assessment is not found or mentioned in the lesson plans. it reveals that teachers are not aware of the importance of such elements in lesson planning or teaching. conclusion this study focused on novice teachers' linguistic problems and, their ability to properly plan their lessons and teach at their schools. similarly to the previous studies conducted on uae and malaysia, the current study found that novice teachers encounter problems in achieving the lesson within the given time and according to the prepared lesson plan. however, this study found that the yemeni novice teachers encountered some difficulties regarding the practice of teaching. the majority of them have some problem in pronunciations. such problems shape a challenging for them and for their pupils. they should expose themselves for over doses of listening and using the language. the researcher relates such weakness in the teachers' pronunciations to their inactive participations during the b.a program. thus, tutors at colleges are advised to get rid of the traditional teaching methods and pursuing contemporary ones which give great role of the class time to the students. the more that the students are participated in classroom activities the better that their pronunciation will be. in addition to the yemeni novice problems in pronunciations, the study revealed their overuses of arabic in english classes. o’neill, snow, and peacock state that: "it is obviously important that english is used as much as possible during the english lessons. however, there are occasions when it is necessary and natural for both teacher and pupils use arabic" 14. thus, arabic is only preferable to be used whenever explaining the meaning or the classroom instructions could not be understood by english, or trying to demonstrating the meaning in english may lose the class time. 14 o’neill, t., snow, p., & peacock, r. (1999). english course for yemen teacher’s book 6. reading rgi 4qs. uk: garnet publishing limited. p 12 wagdi rashad ali bin-hady 344 losing time was also noticeable. teachers are advised to divide the time properly according the school time systems for each period. it is advised to give five minutes for warming up activities, ten minutes for overviews and twenty for the activities including the language areas and skills and the remaining for closing and assessments. regarding the second part of this study, the findings revealed that novice teachers have also problems in planning their lessons. they whether don’t know how to form their teaching objectives or to shape the warming up activities. similarly, the teaching techniques are not enough or clear to achieve the teaching objectives. finally assessment is not performed and the time of each step in the lesson is not set. the researcher relates such weakness to the inefficient of teaching courses they have studies previously regarding the practical teaching or teaching school texts. moreover, novice teachers did not study lesson plan in english during their university courses. it is suggested that lesson planning should be taught practically and theoretically in "teaching school text" course. bibliography bartell. (2004). the challenges facing beginning teachers, 1–19. british columbia institute of technology. (2010). preparing lesson plans. learning and teaching centre •. retrieved from http://creativecommons.org/licenses/by-nc-sa/3.0/ cohen, l., manion, l., & morrison, k. (2000). research methods in education (5th ed.). london: routledge. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). boston: pearson education. dickson, m., riddlebarger, j., stringer, p., tennant, l., & kennetz, k. (2014). challenges faced by emirati novice teachers. near and middle eastern journal of research in education, 4, 1–10. feiman-nemser, s. (2001). helping novices learn to teach lessons from an exemplary support teacher. journal of teacher education, 52(1), 17–30. karataş, p., & karaman cendel, a. (2013). challenges faced by novice language teachers: support, identity, and pedagogy in the initial years of teaching. the international journal of research in teacher education, 4(3), 10–23. keow, t., kanokorn, s., & prachak, b. (2014). the perspective of school principals on novice teachers collective work. procedia social and behavioral sciences, 116(2010), 2655– 2659. http://doi.org/10.1016/j.sbspro.2014.01.630 a study of novice teachers' challenges at their practical teaching phase doi: 10.30575/2017/ijlres-2018091203 345 o’neill, t., snow, p., & peacock, r. (1999). english course for yemen teacher’s book 6. reading rgi 4qs. uk: garnet publishing limited. richards, j. c. (2011). competence and performance in language teaching. cambridge: cambridge university press. http://doi.org/10.1177/0033688210372953 ross, d., vescio, v., tricarico, k., & short, k. secrets for mentoring novice teachers, gainesville, fl: lastinger center for learning. (2011). sato, k. (2002). practical understandings of communicative language teaching and teacher development. in s. j. savignon (ed.), interpreting communicative language teaching: contexts and concerns in teacher education (pp. 41–81). new haven & london: yale university press. retrieved from http://scholar.google.com/scholar?hl=en&btng=search&q=intitle:interpreting+communicative +language+teaching:+contexts+and+concerns+in+teacher+education http://scholar.google.com/scholar?hl=en&btng=search&q=intitle:interpreting+communicative+language+teaching:+contexts+and+concerns+in+teacher+education http://scholar.google.com/scholar?hl=en&btng=search&q=intitle:interpreting+communicative+language+teaching:+contexts+and+concerns+in+teacher+education ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2019091204 vol. 3, no. 3, 2019 page: 376 385 376 uncovering the side of social change; examining its position as a method of ijtihad nispul khoiri senior lecturer at school of postgraduate state islamic university of north sumatra medan – indonesia nispulkhoiri@uinsu.ac.id abstract. when the views of jurists place social change as a legal theory, this paper actually places social change as one of the methods of developing ijtihad as urf, maqashid al-sharia and others. the existence of social change is important to determine and nullify the law. here is the difference between theory and method. as a method its role is broader than a theory that manifests itself independently, it is needed even to determine the existence of the law, besides the law has a dependency on social change. there are several reasons for putting social change as a method of developing ijtihad, namely: social change becomes a necessity. social change as a method has been carried out by friends and scholars such as, umar ibn khathtab who is brilliant and controversial friend in performing jijtihad, imam syafii with qaul qadim and qaul jadid, al-thufi with the concept of maslahah and finally ibn qayyim al-jauziyyah with the rules of his the rules of social change. legal experts such as j.n.d anderson's research and jhon l. esposito, concluded that the method generally developed by islamic reformers in solving legal problems still relies on a partial approach by exploiting the talfiq and superstitious methods. this shows social change into a method for enriching the ijtihad method. keywords: social change, islamic law, theory and method introduction the existence of social change as an instrument of legal formation and development is no doubt. the contribution of social change also colors the dynamics of law including islamic law. it can be said that the journey of social change is in tune with the legal movement itself. even before the law appeared social change had manifested itself along with the space and time of this life. this shows that social change encourages the emergence of law or vice versa. law will change because it is no longer relevant to social change and social change requires that legal change occur. in this context social change becomes an important aspect of giving birth and changing the law. social change theory have been going on for a long time. however, if we see the role and journey of social change in the context of islamic law, it has contributed mailto:nispulkhoiri@uinsu.ac.id uncovering the side of social change; examining its position as a method of ijtihad doi: 10.30575/2017/ijlres-2019091204 377 significantly in presenting and removing the law. it can be said that the role of social change is the argument of the development of ijtihad itself. this paper tries to put that social change is actually a method of developing ijtihad with various legal arguments and their relationship with ijtihad itself. if this article has been conceived by a previous author which is not yet known by the author himself, the writing is no more than merely emphasizing the logical argumentative offerings literature review the position of ijtihad becomes strategic after it has been developed through methods. as was done by the previous mujtahid scholars, with a variety of methods of combating ijtihad. but in its development the existing method requires deep enrichment and this needs to be put in a new paradigm. according to yusuf qaradawi, there are two appropriate and suitable methods used in the context of globalization. (2). ijtihad insya'i, namely conceiving a new conclusion from an issue that has not yet been determined by the previous ulama, whether old or new. in ijtihad this model requires a thorough understanding of new cases stipulated by law. this is where understanding of the method of determining the law raised by the experts on fiqh is proposed. like qiyas, istihsan, istislah, troubles al-mursalah, sadduz zari'ah and maqashid sharia. included in this case is social change. based on the above theoretical framework, this paper will analyze whether social change in a legal theory or ijtihad development methods can be compared to previous ijtihad methods such as qiyas, istihsan, istislah, urf problemah al-mursalah, sadduz zari'ah and sharia maqashid. methodology this type of research is library research. library research is intended, gathering sources of literature, whether in the form of books, encyclopedias, journals, magazines, and others. the method used in this study is a qualitative method that emphasizes the aspects of the process rather than just the results and according to him qualitative research has a natural terrain as a source of naturalistic data. the approach used in this study is a philosophical and historical method. the philosophical approach is used in order to position the nature of social change whether nispul khoiri 378 as a theory or legal method both legally and normatively. whereas the historical approach is used in tracing historical data of thoughts thoughts that talk about social change both in indonesia, as well as forms of thoughts and figures outside of indonesia. this research uses descriptive nature (descriptive research). the aim is to describe a matter, usually in this study the researcher has gotten / has an overview in the form of preliminary data about the problem to be examined. the description aspect elaborates on historical literature data. then the description of field phenomena is analyzed by the source and theoretical framework of literary data with the philosophical and historical approaches. findings and discussion hubungan perubahan sosial dengan hukum islam when social change is seen as a legal theory (social change theory), the existence of social change is so important, social change also determines the effectiveness and change of law. if this is related to islamic law, the role and function of social change is also seen as important which also manifests itself in the process of forming and developing islamic law. islamic law is interpreted as the entire book of god that governs the lives of every muslim in all its aspects.1 the mention of islamic law is not found in texts or legal literature in islam, because it is only known by the term sharia fiqh allah's law and is similar to it. the term islamic law is a translation of the western literature "islamic law", bringing its understanding to sharia.2 islamic law as a collection of rules that govern life requires devices whose function is to strengthen the rules in islamic law itself. when social change is correlated with islamic law, social change becomes an important tool in the formation and development of law. islamic law always adopts social change. this 1joseph schacht, an introduction to islamic law (oxford : university press, 1964) p. 1 2in western literature, islamic sharia is translated as "islamic law" and islamic jurisprudence is translated as "islamic jurisprudence." this means that the mention of islamic law is often used as a translation of the term islamic law or islamic jurisprudence. if the islamic shari'a is translated into islamic law then in the category of understanding of shari'a in the narrow sense, because the meaning contained in the shari'a is broadly not only legal aspects, but also aspects of i'tikadiyah and khuluqiyah. if the islamic law is translated from islamic law, then the legal value in the discussion of the law is qath'i. then the islamic law is intended translation of islamic jurisprudence, the islamic law in question including the field of ijtihadi is zhanni, not including the value of islamic law in the sense of sharia is qath'i. suparman usman, hukum islam asas – asas dan pengantar studi hukum islam dalam tata hukum indonesia (jakarta : gaya media pratama, 2002) p. 20 21 uncovering the side of social change; examining its position as a method of ijtihad doi: 10.30575/2017/ijlres-2019091204 379 makes social change more dynamic, not rigid, elastic and universal that can reach and penetrate space and time wherever the law is located. based on historical records, it is almost certain the role and contribution of social change becomes an important legal instrument in the formation and development of law. this seems to have begun the time of the companions, a community close to the prophet and the companions themselves are historical actors in the laying of islamic law. interestingly again in the context at that time even though islamic law was seen as well established, the contribution of social change was still needed. social change remains a legal device in the mindset of friends, whether the law is considered final even or the emergence of legal cases that require new laws, social change is the basis of legal considerations by friends. the process of determining the law by considering social change is when abu bakr has just been appointed as the first caliph, preferring to leave the profession of the merchant and focus on becoming the caliph. the choice made by abu bakr as an effort to realize the general benefit over the benefit that must take precedence over his personal interests. umar ibn khattab also did the same thought about the treasures of ghanimah (booty). during the time of the prophet 4/5 of the spoils of war were distributed to the prajurids involved in the war and 1/5 again for other welfare as mentioned in the koran. but umar ibn khattab during the opening war of iraq and sham did not distribute the spoil as mentioned in the qur'an. umar was more likely to use the spoils for the welfare of muslims who needed more. the policy that was carried out by umar was based on the consideration of al-mursalah maslahah. other legal events such as the annulment of the law of cutting off the hands of umar ibn khattab for thieves of the economic crisis, or collecting the koran in one manuscripts and other cases, were determined through a maslahah approach to the problem. usman ibn affan also carried out the same policy of allowing camels to roam on the grounds of benefit. according to ustman the prophet forbade collecting camels because at that time the situation was safe, but when the government began to weaken and security was not guaranteed, the camels had to be secured. the method used by usman uses qiyas. determination of caning 80 times, where ali ibn abi talib used the ijtihad ijtihad method of ijtihad ali ijtihad was considered appropriate, because someone committing the crime of drinking khamar could lead to other crimes due to his nispul khoiri 380 drunkenness, so that it could be anticipated by stipulating the caning for khamar drinkers with 80 times whipping. another interesting case is the determination of abdullah ibn mas'ud's friend about the iddah of a pregnant woman whose death of her husband by waiting to give birth to a child. the process of establishing this law also uses usul fiqh with nasakh and mansukh qs al-baqarah verse 234 (iddah death of husband 4 months and ten days) and uses qs. at-thalaq verse 4 (iddah pregnant until giving birth) that the proposition that comes later invalidates the previous argument. the end of the period of companions came the tabiin period, this period was marked by the presence of islamic legal figures such as sa'id ibn al-musayyab (15 h-94 h) in medina, al-qamah ibn qays (d. 62 h), ibrahim bin yazid an-nakh'ie, hammad abu sulaiman, abu hanifah and others.3 this period became the forerunner to the schools of fiqh. the first school began with the emergence of the hanafi school of thought founded by abu hanifah (80-150 ah) a faqih and ulama who used ra'yu and rationalism more in jihad.4 his method of thinking is more rational and realistic than textual, this is due to geographical factors that baghdad and kufa, the area of abu hanifah are cities far from the center of the prophet's tradition, namely medina and its surroundings, so that this affects his mindset and at least the vocabulary of traditions about law. this can be seen in the process of determining the legal istinbath using its own method of adhering to the koran, hadith, qaul sahabi, ijma ', qiyas, istihsan and urf.5 then came the maliki school which was initiated by imam malik (d. 179 h) imam malik using the method of istinbath law is the koran, hadith, ijma ', qiyas, charity experts in medina, maslahah al-mursalah, qaul sahabi, istihsan sad al-zariah, urf and istishab. the tradition of the medina expert population is used as one of his usulul methods, this is because malik never moved or left the city of medina until the end of his life, so he was held by imam dar al-hijriah, so that the patterns of life of madinah experts helped shape his thinking paradigm. a well-known work is "al-muwatta", this work is part of his identity as an expert on hadith. next came the emergence of the al-syafii school which was attributed to its founder imam muhammad idris al-syafii (150 h-204). the legal theory developed by 3 satria efendi dan m. zein, ushul fikih (jakarta: kencana, 2005) p. 17 4 muhammad abu zahrah, tarikh al-mazahib al-fiqhiyah. p. 188 5 sya’ban muhammad ismail, al-tasyri’ al-islami masadiruh wa atwaruh, cet 2 (kairo : maktabah al-nahdah al-misriyah, 1985) p. 316 uncovering the side of social change; examining its position as a method of ijtihad doi: 10.30575/2017/ijlres-2019091204 381 imam syafii takes the middle ground between the ahlu al-ra'yi and the more moderate ahlu al-hadith between the experts of ra’yu and ahlu al-hadith. various thoughts in ushul fiqh are outlined in a famous work namely "ar-risalah" containing formulations and methods of thinking as well as basic principles in carrying out istinbath law or ijtihad. on this basis in performing istinbath law, imam syafii uses steps namely through the koran, hadith, ijma ', qiyas and istishab. in the hadith syafii uses khabar ahad if the raw is tsiqat (strong and trustworthy) and does not require having to be famous as imam malik. syafii also did not use istihsan as abu hanifah even he refused. after the syafii school also appeared the hanbali’s school. this school was attributed to its founder ahmad ibn hanbal (164 241 ah). ahmad ibn hanbal is known as an expert on hadith, this is seen in his work "musnad ahmad ibn hanbal", although he was a student of imam shafi, ahmad ibn hanbal appeared with his own thinking patterns with the theory of the law of the koran, hadith, ijma ', qiyas, istishab, maslahah almursalah and sad al-dzariah. with regard to traditions, he prioritizes mursal traditions and da'eef traditions rather than the use of qiyas. this school also prioritizes the opinion of friends, although alone as a reason to leave the qiyas. qiyas will be used as a proposition, if an emergency, which does not find an answer in the koran, hadith despite the hadith da'eef and the opinion of friends. in this case, ahmad ibn hanbal is more normative or textual in nature and does not use ra'yu. social change as a method of developing ijtihad in the historical trajectory of islamic law, the existence of ijtihad and social change are two things that have been realized. ijtihad is the legal proposition after alquran and hadith, where ijtihad contributes a source of dynamics to the qur'an and hadith. whereas social change has also brought itself to a very long time, it can be said that the age of social change is older than the age of ijtihad. the long journey of social change has made a major contribution to the formation and development of law. social change has succeeded in dynamizing the law along with the legal movement. social change descends into material and selection of legal formulation. but when the question arises about the capacity for social change whether as an argument, method or theory becomes a lengthy discussion that needs to be emphasized, even though open debate with different rationale. nispul khoiri 382 in the conventional legal perspective, the existence of social change is placed as one of legal theories which is then called the "social change theory" theory.6 this theory explains the operation of law in society raises certain situations. if the law is effective it will cause changes and changes can be categorized as social change. a social change is nothing but a collective deviation from an established pattern.7 f the social change of a theory, in the theory there are several things namely: there are symptoms observed, the symptoms are interrelated, logical and systematic relations, there are generalizations, deductive analysis and corresponds to reality, can be proven. this indicator shows that social change in legal perspective becomes a legal theory. unlike the case with islamic law, although there is no confirmation whether as an argument, method, theory and others, this paper places social change as a method of developing ijtihad. this means that social change can be taught as a legal proposition from the method of developing ijtihad whose capacity is the same as ijma ', qiyas, istihsan, maslahah al-mursalah, sad-dzarai and others. there are several reasons for putting social change as a method of developing ijtihad, namely: 1. social change is a necessity and something that is certain to happen is desired or not (surely allah does not change the condition of a people, until they change the situation that is in themselves. qs. ar-ra'd: 19). this means that social change becomes a necessity. when this is associated with islamic law the contribution of social change becomes the solution to encourage more dynamic and contextual law. here the role of social change is not only a source of legal raw materials but also a method. 2. putting social change as a method of ijtihad, isn't this new idea already carried out by umar ibn khathtab who is brilliant and controversial friend in performing jihad, imam syafii with qaul qadim and qaul jadid, al-thufi with the concept of maslahah and finally ibn qayyim al -jauziyyah with the rules the rules of social 6 teori berasal dari bahasa yunani secara etimologi berarti memandang, memperhatikan pertunjukan. sedangkan secara terminologi teori adalah pendapat yang dikemukakan sebagai keterangan mengenai peristiwa, kejadian yang sebenarnya serta bisa didefinisikan sebagai pendapat, cara atau aturan untuk melakukan sesuatu. ada tiga hal yang harus diektahui tentang teori : (1). teori merupakan suatu proporsi yang terdiri dari konstrak yang sudah didefinisikan secara luas sesuai dengan hubungan unsur – unsur dalam proporsi tersebut secara jelas. (2). teori menjelaskan hubungan – hubungan antar variable sehingga pandangan yang sitematik dari fenomena yang diterangkan varibael – variabel tersebut dapat jelas. (3). teori menerangkan fenomena dengan cara menspesifikasikan variabel yang saling berhubungan 7soerjono soekanto dan mustafa abdullah, sosiologi hukum dalam masyarakat (jakarta, rajawali press, 1987) h. 242. lihat pula, abdul manan, aspek – aspek pengubah hukum, h. 23 24 uncovering the side of social change; examining its position as a method of ijtihad doi: 10.30575/2017/ijlres-2019091204 383 change. although legal practitioners place their thinking as a theory of social change, in reality these figures interpret that social change is actually a method of ijtihad. this is evident from the breakthrough of umar ibn khattab to change the law of thalak, the criminal law of the perpetrators of zina muhsan discarded for a year, restricting the mustahik of zakat converts and others. although many see these cases based on urf, istihsan or maslahah, this is certainly not independent of social change. when social change is analogous to urf, istihsan, maslahah or the other, there is no difference with social change as a changing aspect and method of determining the law. 3. there is a tendency for jurists to indirectly ideologize social change as a method, although it is not explicit to say it, as jnd anderson and jhon l. esposito's research concludes that the method generally developed by islamic reformers in solving legal issues still relies on partial approach by exploiting the talfiq and superstitious methods. this means that in responding to social change the mujtahids still maintain an established method (uhul fiqh) and have not been satisfactory. this is where it needs to be emphasized that social change can be a legal method to enrich the ushul fiqh method. 4. when social change is placed as a method of ijtihad, this places that the position of social change is no different from other ijtihad methods such as urf, istihsan maslahah, maqashid al-shariah and others. this can be seen, in terminology the method is defined as the way or means that must be taken to achieve a goal. function method means as a means to an end. method is defined as the science of the method (science of method). the method is a regular way to achieve a desired goal. in scientific studies the method concerns the problem of how to work to be able to understand the object of the science concerned. each branch of science develops methods, namely knowledge about the various ways of working adapted to the object of study of the relevant sciences. maybe science often changes, but what doesn't change is method, because the essence of science is a method.8 8 sabian utsman, dasar-dasar sosiologi hukum (yogyakarta : pustaka pelajar, 2009) p. 75 nispul khoiri 384 conclusion the thoughts in this paper are limited to the idea of placing the concept of social change as a method of developing ijtihad not as a theory laid down by other legal practitioners. interestingly, when there is no islamic legal literature that integrates social change as a method or theory, this paper leads to the conclusion that social change is a method. a method has an important role in the development of ijtihad. the emergence of ijtihad is a response to social change, as other methods of ijtihad such as qiyas, ijma ', istihasan, troubles al-mursalah, maqashid al-sharia and others. bibiliography abdu al-wahab khallaf, mashadir al-tasyrik al-islami fima la nashsha (kuwait : dar al-qalam, 1972) --------------------------, ilmu ushul fikih (jakarta : al-majlis al-a’la al-indonesia li alda’wat al-islamiyah, 1972) abdul karim zaidan, al-madkhal li dirasat al-syariah al-islamiyah (baghdad : dar al-wafa’, t.th) ---------------------------, al-wajiz fi usul al-fikih (kairo : dar al-tauzi’ wa al-nasyr al-islamiyah, 1993) cet. 1, h. 399 abdul manan, aspek – aspek pengubah hukum (jakarta : prenada media, 2005) abu hamid al-ghazali, al-mustasfa fi ilm al-usul (beirut : dar al-kutub alilmiyah, 1983) jilid ii ahmad imam al-mawardi, fikih minoritas, fikih al-aqalliyat dan evolusi maqashid al-syariah 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al-nahdah al-arabiyah , 1990 ) uncovering the side of social change; examining its position as a method of ijtihad doi: 10.30575/2017/ijlres-2019091204 385 husein hamid hasan, nazhariyat al-maslahah fi al-fikih al-islami (t.tp : dar alnahdat al-arabiyah, 1971) joseph schacht, an introduction to islamic law (oxford : university press, 1964) lahmuddin nasution, pembaruan hukum islam dalam mazhab syafii, m. cholil nafis, teori hukum ekonomi syariah (jakarta : penerbit ui press, 2011) muhammad ‘ali ibn muhammad al-syaukani, irsyad al-fuhul ila tahqiq min ilmi al-ushul (surabaya : maktabat ahmad ibn saad ibn nabhan, t.th) muhammad abu zahrah, tarikh al-mazahib al-fiqhiyah (kairo : matbaah almadani, tt) muhammad ali al-sayis, nashy’ah al-fikih al-ijtihadi wa atwaruh (mesir : silsilah al-buhus al-islamiyah, 1970) ---------------------------------, tarikh fiqh al-islami (kairo : maktabah wa matba’ah ali sabih wa auladuh, tt) nispul khoiri, ushul fikih (bandung, cita pustaka media, 2015) piotr sztompka, sosiologi perubahan sosial (jakarta : prenada, 2008) ratno lukito, pergumulan antara hukum islam dan hukum adat (jakarta : inis, 1998) replita samin, tesis “ kritik terhadap istihsan, studi perbandingan atas pandangan imam syafii dan ibn hazm” (jakarta : program pascasarjana uin, 2002) sabian utsman, dasar-dasar sosiologi hukum (yogyakarta : pustaka pelajar, 2009) satria efendi, ushul fikih (jakarta : kencana, 2005) h. 133 sayyid muhammad musa, al-ijtihad wa mada hajatina ilaihi fi haza al-asr (riyad : dar alkutub al-hadisah, tt) soerjono soekanto dan mustafa abdullah, sosiologi hukum dalam masyarakat (jakarta: rajawali press, 1987) soerjono soekanto, et.al., pendekatan sosiologi terhadap hukum (jakarta :bina aksara, 1993) soerjono soekanto, pokok – pokok sosiologi hukum (jakarta : rajawali pers, 1988) cet. v. soleman b. toneko, pokok – pokok studi hukum dalam masyarakat (jakarta : raja grafindo, 1993) sulaeman abdullah, dinamika qiyas dalam pembaharuan hukum islam kajian qiyas imam syafii (jakarta : pedoman ilmu jaya, 1996) sya’ban muhammad ismail, al-tasyri’ al-islami masadiruh wa atwaruh, cet 2 (kairo : maktabah al-nahdah al-misriyah, 1985) ulber silalahi, metode penelitian sosial (bandung : refika aditama, 2009) wahbah al-zuhaili, usul al-fikih al-islamiy (beirut : dar al-fikr al-muasir, 1986) cet i. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2019050809 vol. 3, no. 2, 2019 page: 261 276 261 from human resource to human real source (spiritual management perspective) m. reza arfiansyah indonesia islamic university yogyakarta mra.26re@gmail.com abstract. humans are god's creation, while science comes from human thought. one example of science is management science. there have been many management theories that have been delivered in a timely manner by management experts, such as the theory of human resources (hr), human resource management (hrm), and strategic human resource management (msdms). we have been busy discussing the management, but forgot about the study of man (human). for this reason, the relationship between man-management-money is inseparable, especially the man. the study of "humans" in hr, hrm, and msdms has resulted in concepts such as human resource management (hrm), holistic human resource management (hhrm), human capital management (hcm), and spiritual capital management (scm). different from these concepts, with the 3m (manmanagementmoney) spiritual management approach, the author offers the concept of human realsource (hrs), management by heart, and beyond success. keywords: human resource, human real-source, spirituality introduction the turbulence of changes in the external environment which is so high and which occurred in the last 20 years has caused managers to no longer be able to manage organizations or companies they lead (managerial) traditionally like organizational management, such as the 1950s and 1960s, when the organization's external environment was relatively still stable. in the future, the role of managers in mailto:mra.26re@gmail.com m. reza arfiansyah 262 managing the organization has undergone many changes. managers are thus required to be more innovative, creative, and adaptive, as well as spiritualists, so that the organization they lead can survive and achieve their intended goals. therefore, they are required to redesign and even re-set in managing the organization they lead and the people who work in it (sobirin, 2016: 57-58). as explicitly stated by sumantra ghosal and christopher barlett, cited by achmad sobirin, that a top leader can no longer struggle and pay attention solely to organizational strategy issues, but must have turned to the problem of setting organizational goals. likewise, the process of achieving these goals must be prioritized rather than merely questioning the organizational structure. finally, having to pay attention to human issues is more meaningful, rather than just an organizational system problem (sobirin, 2016: 57-58). in other words, it means that we must pay attention to the problem first, then management and money. as we know, that the progress of science in the field of management has been very much, both in terms of theory and its application in the field. what is forgotten is actually reviewing the "actors" of the management, namely the man. because, as good as any management theory, but if the man is not controlled and educated, it will fall to losses and even destruction. for example, corruptive behavior, de-motivation, disloyalty, lying, reneging on promises, not on time, conflict, and so on. therefore, managing man becomes a priority. literature review according to mackenzie, in the framework of the "three-dimensional process" theory, there are three basic elements of management that are noteworthy: first, the elements of ideas are related to conceptual thinking where planning is an important from human resource to human real source (spiritual management perspective) doi: 10.30575/2017/ijlres-2019050809 263 part. second, something (things) related to administration. third, the human element (people) is related to how to direct humans (leadership). the leadership and administration in this case are not as common concepts that are often studied in general. in the context described here is leadership and administration as a management function. this is the three dimensional elements or "the management process in 3d". not surprisingly, some of the experts providing requirements for managers are needed; that is, as a planner, administrator and leader (mackenzie 1969: 80-87). positive-materialist-patterned management has now begun to be abandoned, leading to a management model with spiritual management. the study of spirituality is rooted in the philosophy of spiritualism, namely the flow which states that the subject of reality is "spirit"; the soul of the world which encompasses the universe in all its levels of activity; as the cause of its activity; orders and guidance (instructions); and act as a complete and rational explanation. medan spirituality can appear in cognitive, existential, and relational aspects. in the cognitive aspect, one tries to be more receptive to transcendent reality. usually done by studying the literature or doing reflections on certain spiritual readings, exercising the ability to concentrate, and releasing the previously formed categorical mindset. called the cognitive aspect because the activities carried out on this aspect are activities of seeking spiritual knowledge. in the existential aspect, someone learns to "turn off" the part of him that is egocentric and defensive, defeat your weakness. the activity carried out by someone in this aspect is characterized by the process of searching for self (true self) or researching the self, to find inner self. in the relational aspect, a person feels united with god (and / or united with his love). in this aspect one builds, maintains, and deepens his personal relationship with god (angeles, 1981: 273). m. reza arfiansyah 264 spiritual awareness was needed to provide a new orientation in the management of the company. especially to overcome the destructive effects on the natural environment and human life from the spirit of capitalism that underlies the management of companies and businesses and management today. therefore, for example, when these spiritual motives can be "injected" into the company, according to zohar and marshall in their book entitled spiritual capital (sc), capitalism will show a more spiritual face. the spirit of capitalism that works in the management of a company does give birth to a "scarce mentality" mentality that encourages the greed and exploitation of nature and humans. spiritual awareness helps companies build new orientations of business and management that are upheld on abundance mentality in the form of spaciousness, abundance of souls, breadth of horizons, wisdom and love of fellow humans, and unity of humans and nature, with human, with nature, and with god (zohar & marshal, 2005: 5). the growth of spiritual awareness in the workplace seems to be read in terms of three important things. first, it is a tendency in which people begin to search for more holistic meaning of life (wholeness), or try to achieve greater meaning than themselves (beyond self), and build harmony and harmony with a larger and higher universe reality. second, by quoting the term in psychology, as a coping mechanism in dealing with major crises in work life. the crisis created conditions beyond the data threshold of the "conventional" soul with the result of the need to look for a response mechanism through "trusting and relying" on something greater than themselves, depend the god. third, exactly as maslow and erich fromm have long argued, as an evolutionary tendency of personality development that leads to peak experience, to immaterial and transcendental ecstasy; from life only to the level of having to have life from human resource to human real source (spiritual management perspective) doi: 10.30575/2017/ijlres-2019050809 265 at the level of being (hendra, 2009: 10-11). we add two more stages, namely to the level of good (to be good), to finally the level to god (towards god). as a result of the emergence of spiritual awareness in the science of management (muttaqin, 2012: 2356), works emerged which inspired spiritual management, as written by ghani (2005) entitled the spirituality in business; zohar (2005) titled spiritual capital / sc; pierce (2006) titled spirituality in work; lukman 2007) entitled spiritual based management; abduh (2007) entitled economic spirituality; amin (2007) titled the celestial management; pratomo (2008) titled building financial intelligence with spirituality values; sukris (2009) titled business spirituality; hendrawan (2009) entitled spiritual management; sutikno (2012) entitled spiritual marketing: human-natureprophetic-god; jalil (2013) entitled spiritual entrepreneurship; yunus (2013) titled human economic reconciliation; supriyadi (2014) entitled business ethics in the qur'an; and pasiak (2018) titled brain management for self improvement. in the west, there are also many works that are characterized by spiritual management, such as the writing quimet (2006), liubov (2010), zsolnai (2011), and parker (2016). in fact, there is also a journal that specifically links between management and spirituality, such as the journal of spirituality, leadership, and management (2012). according to hendrawan, islam has a unique conception of humans, which he calls the khalifatullah fil ardi (the leader on the earth). (q.s. al-baqarah [2]: 30), namely the mission of "leadership on earth". this conception gives a special role to humans to regulate and manage the earth with all the resources contained in it for human interests based on natural and religious law. with this conception, actions, identities, and human beliefs, as separate elements in corporate life so far, can be m. reza arfiansyah 266 reunited as a whole (hendrawan, 2009: 12-14). therefore, the company is only one instrument for humans to carry out the leadership mission on earth, of course, after perfecting human events is led by god, namely by organizing activities to produce goods or services needed for human life by maintaining and developing planet earth as a place a good and prosperous life, which conveys man to the pleasure of his creator. the way is, the company must be managed by business and management executives in which spirituality (spirituality), leadership (leadership), and science are integrated. such integration can give birth to new wisdom in managing the business and management of the company, especially in the midst of environmental damage that threatens the global life on earth and the widening of social inequality. the integration of these three things is actually inherent in the conception of man as caliph fil ardi (the leader on the earth). in this conception, it means that to successfully carry out its mission as a leader on earth, humans need divine guidance as a source of their spiritual life, revealed in the qur'an, an example of human leadership, revealed in his leadership apostle, and understanding and mastery of natural and social laws, which are formulated in science and technology (science and technology) (hendrawan, 2009: 12-14). companies that are able to integrate these three things (spirituality-science leadership) in each of their business decisions, will create a very different business governance, which is called hendrawan as god corporate governance (gcg). this kind of company is nothing but a company that combines imtak (faith and piety) and science and technology (science and technology) in the overall management of its business. therefore, it can be said that corporate spiritualization is a process for combining imtak and iptek, or in other words integrating spirituality-leadership-sciences, or also from human resource to human real source (spiritual management perspective) doi: 10.30575/2017/ijlres-2019050809 267 integrating aspects called action on what people do, identity (who they are ), and values and beliefs (what they are most value and belief). all of this has its meaning in the conception of man as caliph fi al-ardi (the leader on the earth) (hendrawan, 2009: 1214). is it true that humans can lead ? isn't human a slave of spirit (al-insan 'servant spirit/ al-insan ’abdi ruh ? methodology this research conducted by paying attention to the values of human resources understanding in possibility to be changed to human real sources from many perspective of scholars. the researcher down grounded all theory on this in order to find out new possibility of human real sources to be applied in society. theories are collected in the discussion to recognize the first assumption that human resources is able to be changed to human real sources. findings and discussion the impact of micro technology on the psychology of workers in industrial societies is objectivity. those who work all day in the same type of work, over the years, will feel that they are only objects that carry out factory tasks, just as the machines have worked. such machining is called objectivation. humans are no longer themselves, but become objects, machines, and things. actual activation also occurs as a result of organizations being carried out technically, such as with mechanical time signals, finger print, and so on. technology and human techniques can cause alienation when the identity of the personality disappears in the midst of helplessness in front of the machine. what can m. reza arfiansyah 268 be done to restore humans in conditions like this, is a touch of humanity in art and religion. ethics and spirituality will be a backflow against objectivation, both objectivation in industrial processes and in broader social processes (kuntowijoyo, 1995 : 151-152). the key to the success of an organization's change, for example, lies in its human element, both humans as employees, managers or as leaders and agents of change. simply put, humans as the main factor in the life of the organization, determine whether the change is successful or failed (sobirin, 2016: 49). in this context (hr), we recognize the term human resource management (hrm), as a development of the personnel management (pm) model. rotich (2015: 64) explains the difference between personnel management (pm) and human resource management (hrm) as in the following table: factor personnel management human resource management time and planning perspective short term, reactive, ad hoc, marginal long term, proactive, strategic, integrated psychological contrast compliance commitment employee relations perspective pluralist, collective, low trust unitarist, individual, high trust preferred structure/system bureaucratic/mechanistic, centralized, formal/defined roles organic, devolved, flexible roles roles specialized/professional largely integrated into line management evaluation cost minimization maximum utilization (human asset accounting) from human resource to human real source (spiritual management perspective) doi: 10.30575/2017/ijlres-2019050809 269 meanwhile, according to andrew mayo, professor of human capital management from middlesex university, providing an overview of the differences between hrm and hcm is different from the emphasis of "the value of people and what they produce" compared to the focus of the function of human resources itself. the hcm focus assesses the impact of people management practices and their contribution to the lowest size of the performance line. another thing according to kearns, that hcm is creating one's value and not an overhead, whereas in hrm where people are considered significant as a cost and must be managed (kearns, 2005: 12). nu hr hc 1 passive objects active objects 2 employment contract agreement 3 employee important part of the company 4 supporting resources key company resources 5 add value creative value 6 humans can run out when overexploited humans one of the main capital in the company 7 knowledge and skills (cognitive) commitment (affective) human resource (hr) ideas have now developed into holistic human resource (hhr). in the hhr concept, there is a combination of iq values (skill, knowledge, ability, rational, logical), eq (emotions control, stress management, skills, conflict, management skills, self control, empathy), and sq (wisdom, sense) m. reza arfiansyah 270 of meaning, sense of community, self awareness, humanization, compassion, connectedness), which is applied in management (ahmed et al., 2016: 69). holistic itself (in terms of hhr) comes from the word "holism". holism is an allencompassing stream spearheaded by jan christian smuts, explaining that this holism creates itself and its final structure is always more comprehensive than its initial structures. all of this always encourages natural processes towards a higher level of complexity and integration. the view of holism then spread to various branches of science. one of the figures in holistic thinking is danah zohar. to understand the zohar study of spirituality in the holism perspective, can be read in the book's trilogy. first, the quantum self (zohar, 1990). in this book, zohar has broken down the elitism of quantum physics which capra merged with eastern mystic elitism into an exclusive elitism of new-age mysticism. with this book, zohar precisely puts a quantum process in the midst of our daily lives, not only is it an esoteric mystical experience, but basically is a quantum process. second, the quantum society (zohar, 1994). in this book zohar states that the world community must be reorganized into a quantum society, namely a number of small face-to-face communities that interact dialogically similar to the internal dialogue model that occurs in the human brain. in the book, zohar says that the physics foundation for human consciousness is the quantum bose-einstein condensation of nerve cells that gives rise to the coherence of electric-magnetic waves in the brain. third, spiritual intelligence (si) or spiritual quotient (sq) or the ultimate intelligence (zohar, 2000). in this book, zohar uses the brain as the central model for his great discourse, and his theory of quantum holism becomes its big frame. he then used the concept of supranational spiritual intelligence as a central concept in the from human resource to human real source (spiritual management perspective) doi: 10.30575/2017/ijlres-2019050809 271 discourse of applied mysticism. the idea of human capital (hc) being spiritual capital (sc) was inspired by zohar's view of spiritual quotient (sq) (zohar and marshall, 2001: 6-7; 265). according t o z y m o n i k (2015: 148; compare with vasconcelos, 2015: 187) in management there are four capital, namely: human capital, physical capital, social capital, and spiritual capital. the principles of value in sc, which can be developed in organizational management, such as: wisdom and knowledge (curiosity of the world, creativity, willingness to learn, intelligence, cognitive distance), courage (integrity, persistence, bravery and valour), humanity (love, goodness), justice (impartiality, diligence), temperance (self-control, modesty and humality, judiciousness, generosity), transcendence (appreciation for beauty and harmony, gratitude, openness to the future). material spiritual spiritual / wisdom based on science non-religious based based on religion personnel management (pm) human resource management (hrm) holistic human resource management (hhrm) human real source management (hrs-m) human capital management (hcm) spiritual capital management (scm) strategic human resource management (shrm) m. reza arfiansyah 272 conclusion based on the explanation above, we can give three conclusions: first, management science is derived from the results of human thought, and humans are the creation of the creator. in order for humans to take care of the results of their thoughts, namely the science of management, resulting in high efficiency, effectiveness, and productivity, humans must be managed by the creator. second, improving management must begin with improving the man. because, management is a place to do something, while man is the culprit. third, holistic human resource (hhr) and spiritual capital (sc), still use a spiritual (non-religious) basis, which can be with or without including the creator. this is different from the human real-source (hrs), which uses the basis of religion, namely "spirit", which is actually mandatory or must involve the role of the creator in controlling the man. bibiliography abduh, m. r. and ghafur. w. a. (eds.), 2007. spirituality of the environment and industrial economics, yogyakarta: success offset. ahmed, a., arshad, m.a., mahmood, a. and akhtar, s. (2016b), “spiritual intelligence (sq): a holistic framework for human resource development”, revista administratie si management public, vol. 26, no. 1, pp. 60-77. amin, a. r., 2007. the celestial management, jakarta: senayan abadi publishing. angeles, p. a., 1981. dictionary of philosophy, new york: harper colllins publishers. arsyad, a., 2002. principles of management: practical knowledge for leaders and executives, yogyakarta: student library. chatzkel, j.l., 2004. “human capital: the rules of engagement are changing,” lifelong learning in europe, vol. 9, no. 3, pp.139-145. from human resource to human real source (spiritual management perspective) doi: 10.30575/2017/ijlres-2019050809 273 dessler, g., 2006. human resource management, translation. ahmad, jakarta: pt. index. ghani, m. a., 2005. the spirituality in business: enlightenment of hearts for businessmen, jakarta: pena budi aksara. hady, s., 2007. spiritual islam: blueprint of harmony of existence, malang: uin malang press. judge, l. and wikayanto, 2007. spiritual based management: leading and working spiritually based, jakarta: hikmah. hasan, a. w., 2006. sq nabi (prophet): application of the prophet's spiritual strategy and model (sq) in the present, yogyakarta: ircisod.\ hendrawan, s., 2009. spiritual management: from personal enlightenment towards god corporate governance, bandung: mizan. ihsan, s., 2007. in to the soul: from the search of reason to the enlightenment of the spirit, jakarta: young scholar library. ivancevich, j. m., 2007. human resource management (11th ed.). new york: mcgraw-hill irwin jalil, a., 2013. spiritual entrepreneurship: spirituality transformation in entrepreneurship, yogyakarta: lkis. kearns, p., 2005. human capital management, uk: reed business information kuntowijoyo, 1990.“ the direction of humanized indonesian industrialization”. paper at the seminar “the face of indonesian industrialization in the future”, ugm 41 st anniversary, 4 december 1990, yogyakarta. leahy, l., 2001. who are humans? philosophical synthesis of humans, yogyakarta: kanisius. m. reza arfiansyah 274 rebuska magazine, 2008. “an important message for our church organization”, part ii, may. mahzar, a., 2001. formulating the islamic science and technology paradigm, bandung: mizan. muttaqin, a., 2012. “islam and the changing meaning of spirituality and spiritual in contemporary indonesia”, al-jami'ah, vol. 50, no. 1. parker, w. d., bickmore, c. a., crews, d., 2016. spiritual mind management, utah: certified hypnotherapy training school & services. pasiak, t., 2018. brain management for self improvement, bandung: mizan. penyugalova, l., 2010. “the quest for truth: spiritual management and its shadows in academic literature,” master thesis, lund university school of economics and management. pierce, g.f.a., 2006. spirituality in work: 10 ways to balance your life at work, yogyakarta: kanisius and profits, quimet-cordon bleu inc. rotich, k. j., 2015. “history, evolution and development of human resource management: a contemporary perspective”, global journal of human resource management, vol. 3, no. 3, pp. 58-73. sarmadi, s., 2009. spirituality of business: seeking ridho ilahi (god blessing), yogyakarta: aswaja pressindo. sobirin, a., 2016.”organization and organizational behavior: cross-discipline perspective", in the organizational behavior learning model, islamic university of indonesia (uii). sobirin, a., 2016. “basic concepts of change and organizational change”, in the collection of materials about organizational change and change management, islamic university of indonesia. supriyadi, a., 2014. economic and business ethics in the qur'an: a guide to ethics from human resource to human real source (spiritual management perspective) doi: 10.30575/2017/ijlres-2019050809 275 and morals to achieve success in the world and the hereafter, yogyakarta: kanwa. sutikno, b., 2012. “creating marketing 4.o”, in t. hani handoko et.al (eds.), management in various perspectives, jakarta: erlangga publisher. vasconcelos, a. f., 2015.“the spiritually-based organization: a theoretical review and its potential role in the third millennium”, cadernos ebape, vol. 13, no. 1, march. yunus, m. and yunus, r., 2013. human economic reconciliation: tuma'ninah vs. selfinterest; study of wisdom and meaning of macro-micro al-qur'an, jakarta: feliz book. yusuf, a. r., 2016. science-technology, human, spirit, and god, jakarta: jmi press. zohar, d. and marshall, i., 2001. sq: utilizing spiritual intelligence in integralistic and holistic thinking to mean life, translation. rahmani astuti et.al., bandung: mizan. zohar, d. and marshall, i., 2005. spiritual capital (sc): empowering sq in the business world, translation. mustofa, bandung: mizan. zsolnai, l. (ed.), 2011. spirituality and ethics in management (2. revised ed.), boston, dordrecht & london: kluwer academic. zymonik, z., 2015. “spiritual capital as the fourth capital in a tqm organization”, finanse journal of management and finance, vol. 13, no. 2. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2019050804 vol. 3, no. 2, 2019 page: 209 221 209 family jurisprudence reorientation in facing globalization challenges in indonesia (study of the protection of children's rights) fatimah zuhrah state islamic university of north sumatra, medan – indonesia fatimahzuhrah@uinsu.ac.id ardiansyah state islamic university of north sumatra, medan – indonesia ardiansyah@uinsu.ac.id abstract. the number of cases of violence against children that occur is considered as one indicator of the poor quality of child protection in indonesia. the existence of children who have not been able to live independently certainly needs people as a place of refuge. the efforts to protect children's rights are a very important and urgent matter to discuss. important and urgent considering that in recent years we have often been treated to various news and information about various acts of violence against children carried out by people who should be responsible for protecting these children. islamic discourse and family law literature on the protection of children's rights is still very little to be found. islamic compilation of law (khi) and indonesian marriage law no. 1 of 1974 does not explicitly discuss the protection of the rights of children to legal sanctions for violators of children's rights in their articles. likewise with some classical jurisprudence literature does not concretely discuss the protection of children's rights and legal sanctions for violators of children's rights. this certainly has an impact on understanding and practices that occur in the community towards the pattern of protection of children's rights. this study will look at the concept and the development of child rights protection in islamic family law and it’s concrete effort of islamic family law in the protection of children's rights. this qualitative research method is a socio-legal study with a case approach. the findings of this study are in fact, many children are neglected in their lives, both in families who are still intact, father and mother, especially in families whose parents are separated (divorced). child protection in indonesia has not been comprehensively accommodated, this is because many children still do not get their rights. the factors include the lack of the role of parents regarding their obligations related to the rights of their children. keywords: family jurisprudence, globalization challenge, children’s right introduction the number of cases of violence against children that occur in indonesia is considered as one indicator of the poor quality of child protection. the existence of mailto:fatimahzuhrah@uinsu.ac.id mailto:ardiansyah@uinsu.ac.id fatimah zuhrah, ardiansyah 210 children who have not been able to live independently certainly needs people as a place of refuge.1 law number 23 of 2002 concerning child protection states that the state guarantees the welfare of every citizen, including the protection of children's rights which are human rights. based on the child protection act, children have the right to get the widest opportunity to grow and develop optimally, both physically, mentally and socially, and have good character. the efforts to protect children's rights are a very important and urgent issue to discuss. important and urgent considering that in recent years we have often been treated to various news and information about various acts of violence against children carried out by people who should be responsible for protecting these children. in order to do it all, it is necessary to carry out escort efforts through legal protection, as an effort to realize child welfare by providing guarantees for the protection of their rights. because children's rights are part of human rights that must be guaranteed, protected, and fulfilled by parents, family, society, government, and the state. while there are very few discourses and islamic family law literature on the protection of children's rights. khi and law no. 1 of 1974 does not explicitly discuss the protection of the rights of children to legal sanctions for violators of children's rights in their articles. likewise with some classical jurisprudence literature does not concretely discuss the protection of children's rights and legal sanctions for violators of children's rights. this certainly has an impact on understanding and practices that occur in the community towards the pattern of protection of children's rights. islamic family law in indonesia referred to in this study are the rules and laws contained in the family law that apply and are guided and live and develop in the indonesian muslim community (the living law). islamic family law products contained 1dikdik m. arief mansur dan elisatris gultom, urgensi perlindungan korban kejahatan antara norma dan realitas (cet. i; jakarta: pt. raja grafindo persada, 2007), p.122. family jurisprudence reorientation in facing globalization challenges in indonesia; (study of the protection of children's rights) doi: 10.30575/2017/ijlres-2019050804 211 in the compilation of islamic law (khi)2 and the marriage law contained in law no. 1 of 19743. as a law that applies to muslim communities in indonesia, then islamic family law in this case khi and law no. 1 of 1974 needs to be reviewed and reformulated in its significance in the matter of protecting children from acts of exploitation and neglect in the present. this is related to the elasticity of islamic family law with the principle of salih li kulli zaman wa makan and the principle of al-hukmu yadurru ma'al illati wujudan wa'adaman requires analogies and new interpretations that are appropriate to the contemporary context and become a solution to the phenomenon of crime current child. normative anticipation based on urgent islamic family law is urgently needed, because acts of violence against children are often characterized by acts of sadistic treatment, inhumanity, or no longer feeling of affection for the perpetrators. violence against children can only be resolved when in the community there is a common understanding that violence against children will endanger children and their survival. education at any level is not justified by violent ways.4 research on family fiqh re-orientation in facing the challenges of globalization in indonesia (a study of child rights protection) is very important to do considering that the existence of children as a continuation of the development of religious mission and state mission comes from a family. family as the smallest unit of society must be able to provide protection of rights to children. neglect of children's rights is one form of lack 2 compilation of islamic law, then called khi, is the material law of the court in the religious co urt in indonesia, which was issued through presidential instruction in 1991. khi consists of 3 chapters, m arriage, inheritance and representation represented in 229 articles. the chapter on the rules of marriage inc ludes 19 problems, including the basis of marriage, engagement, marriage terms and conditions, dowry, pr ohibition of marriage, marriage agreements, and marriage during pregnancy, polygamy, marriage preventi on, marriage cancellation, marital rights and obligations, wealth in marriage, maintenance children, guardi anship, and interruption of marriage, due to the breakup of marriage, reconciliation and iddah. the chapter on inheritance addresses five problems, including heirs, inheritance, problems raised ‘awl and radd, testam ents and grants. the chapter on representatives represents the functions, elements, conditions, procedures and recording of waqf, residence and supervision of property rights. 3 in indonesia, all provisions regarding marriage and divorce for indonesian people are reformed through the marriage law no. 1 of 1974 which took effect on october 1, 1975. this act supersedes law no. 22 of 1946 concerning marriage registration, divorce and referral in conjunction with the law of the republic of indonesia no. 32 of 1954. see department of information republic of indonesia, the indonesian marriage law, (jakarta: department of information republic of indonesia, 1975), p. 15. 4 http://www.beritasatu.com/investor/443095-perlindungan-anak-berbasis-keluarga.html fatimah zuhrah, ardiansyah 212 of protection given by the father and mother as the founding family for children. protection against child neglect needs to be escorted by the enforcement of rules that protect it, because children are weak and vulnerable to exploitative treatment of adults. in the hands of children, the hope is that life will be more prosperous for nation and religion tomorrow. children are the budding, potential, and future generations of the ideals of the nation's struggle, which have a strategic role and have special characteristics and characteristics that guarantee the continuity of the existence of the nation and state in the future. to realize child welfare and protection, institutional support and legislation are needed that can guarantee its implementation, it is necessary to formulate the concept of protecting the rights of children in islamic family law, how the development of the protection of children's rights in islamic family law and how concrete islamic family law is protected child rights? literature review the implementation of islamic family law in indonesia the implementation of islamic family law in indonesia is divided into 2 parts; first is the formally valid juridical law, second, is normative applicable law.5 islamic law that applies formally juridical is a part of islamic law that regulates human relations with other human beings and objects in society called muamalah. this part of islamic law becomes a positive law based on or because it is appointed by the laws and regulations. whereas the normatively applicable part of islamic law has sanctions or social equivalents. its implementation depends on the strong awareness of the muslim community. this normative islamic law does not require the assistance of state administrators to implement it, among these laws are worship, fasting, zakat and pilgrimage.6 as a social institution, islamic law can be expected to have two functions, first as social control, and second as new values and processes of social change. as social control islamic law is placed as a blue print from god. while as a new value and the process of 5 m. daud ali, the position of islamic law in the indonesian legal system, dalam islam and society in southeast asia, edited by taufiq abdullah, et. all, (singapore: iseas, 1983), p. 189-190. 6 ibid. family jurisprudence reorientation in facing globalization challenges in indonesia; (study of the protection of children's rights) doi: 10.30575/2017/ijlres-2019050804 213 social change of islamic law is more a product of history which in certain limits is placed as a justification for the demands of social, cultural and political change. so that in this context islamic law must be more accommodating to the problems of the people without losing its basic principles. because if not then islamic law will experience sterility of function and lose its actuality. a. protection of the rights of the child in islamic family law b. right to get protection c. right to life and growth d. the right to obtain education and teaching e. right to get livelihood and inheritance f. right to equivalent treatment (non-discrimination) methodology from the type of research and the nature of the problem raised, this study uses qualitative methods for data collection techniques, analysis and reports. some important references and principles that form the basis for this qualitative method are as follows: 1. holistic approach, this approach is important to get as complete information as possible without limiting the discussion to limited objects, or certain variables. this approach can immediately show complete data settings, so that no impression arises such as narrowing or decapitating data into separate variables, but all selected data units are still seen as part of the whole that is in a system. therefore, with this holistic approach it is possible for researchers to investigate social reality as a whole, without something being removed as is often done in other studies. so the essence of this research is to deeply comprehend the meaning or meaning of events. 2. the principle of discovery of theory from the scene, meaning that the process of formulating a research design is not intended to test a theory, but to find a theory of the subject under study. here researchers identify themselves and unite a sense of thought and feeling with the community so that they can understand the information captured as it is. the important thing about this principle is the use of the emotional approach in an effort to understand social realities from the perspective of language and social reason or research subjects. fatimah zuhrah, ardiansyah 214 3. formulation of inferences and theoretical propositions using thinking methods in which from a number of data found general conclusions are drawn. this way of thinking is very different from the quantitative method approach which relies more on deductive thinking. collecting, processing and analyzing data takes place simultaneously and processes without strict linear rules by doing it in a cycle (cycle). this technique is very relevant to the purpose of this research, due to this way a comprehensive understanding of data can be done. the location of the research this research will be conducted in north sumatra and nanggroe aceh darussalam provinces. these two regions are provinces that are in sumatra and geographically very close and bordering, and are provinces with muslim populations with an unbalanced portion. nanggroe aceh darussalam as a province that received the nickname sarambi mecca due to the history of the entry and development of islam in the past, has a history of standing and developing the malay muslim kingdom to east sumatra, which has a greater number of muslim communities in quantity compared to north sumatra. the sources of research data by using the technique of purposive sampling7 andn snowball sampling,8 the researcher recruited the subject and informant for those who have been found their categories and characteristics as follows: a. informant, consist of the experts of islamic family law b. informant, from the experts of psychology. 7 sampling purposive is a sampling technique with certain considerations. the selection of a group of subjects in purposive sampling was based on certain characteristics which were considered to have a close relationship with the characteristics of the population that were previously known, in other words the sample units contacted were adjusted to certain criteria applied based on the research objectives. see sugiyono, quantitative, qualitative research methods and r and d, (bandung alfabeta, 2001), p. 61 8 snowball sampling is the technique of determining samples that are initially small in number, then this sample is told to choose friends to be sampled so on, so that the number of samples is increasing. like a snowball rolling more and more the bigger. see sugiyono, ibid. family jurisprudence reorientation in facing globalization challenges in indonesia; (study of the protection of children's rights) doi: 10.30575/2017/ijlres-2019050804 215 c. informant, consist of the experts of children eduaction d. informant, those who work at the children protection institutions e. informant, consist of muslim society. the procedure of collecting data observation the observation technique used is disguised observation and non-participant, where the researcher only acts as an observer and is not directly involved in the activities carried out by the research subject. three levels of observation (descriptive observation), directed (focused), and selected (selected observation) will be carried out to get an accurate, objective and detailed description of reality relating to the problems of the activities and roles of women activists in the family and community. this observation method will also be used as a cross-analysis of data obtained through interviews. interview and focus group discussion (fgd) this study uses in-depth interviews with semi structured interviews. this technique was chosen because researchers want to control the information that they want to obtain from the subject and informants of the research while opening the possibility of the emergence of follow-up questions when the interview takes place. with this technique, researchers will be provided with an interview guide containing a questionnaire to be developed when conducting interviews with research subjects. documentation and literature study this research also includes tracking relevant information and data or that can help researchers understand women's participation in decision making. this search is carried out on different sources such as books, documents, news and articles published in magazines or newspapers, monographs, research reports, scientific journals, online publications on websites and so on. fatimah zuhrah, ardiansyah 216 data analysis qualitative data obtained from interviews and document / literature studies were analyzed qualitatively. the process of data analysis includes three stages that are carried out in a cycle that is data reduction, data display and conclusion drawing. transcripts of interviews and field notes will be reduced, coded and categorized based on their type and relevance in answering research questions. the selected data is displayed to facilitate the process of interpretation / meaning and conclusion. finding and dsicussion the issues of children's rights in informants' views the children’s right children's rights are all things that must be obtained or received by the child and if not obtained, the child has the right to claim that right. in this case, the parents, family, community and government must fulfill, guarantee and protect. in article 1 (paragraph 1) and (2) of law no. 23 of 2002 concerning child protection, it is said that what is meant by (paragraph 1). child is a person who is not 18 (eighteen) years old, including a child who is still in the womb; (verse 2). child protection is all activities to guarantee and protect children and their rights so that they can live, grow, develop, and participate optimally in accordance with human dignity and receive protection from violence and discrimination. based on data in the field, it can be explained that children's rights in the perspective of the community that must be protected are 9: 1. the rights of custody 2. the rights of love, 3. the rights of inheritance 4. the rights of decent living (the right to get a birth certificate etc.) 5. developmental rights (rest, play etc.) 6. the right of protection (protecting rights from violence and so on) 7. the right to participate (the right to consult) 8. the rights of education 9 the result of interview with the informant and fgd in the field family jurisprudence reorientation in facing globalization challenges in indonesia; (study of the protection of children's rights) doi: 10.30575/2017/ijlres-2019050804 217 9. the right of living 10. the rights of welfare 11. the rights of health, clean water, diseases and viruses 12. the rights of socio-economic, 13. right to religious norms, 14. children's health rights the child protection in muslim families in indonesia in general, people really understand that islamic law is very concerned with the existence of regulations regarding children's rights in the family. the protection of children's rights in the family is a necessity carried out by parents and their families. violence against children will have an impact on family behavior, not only for children but also for all other members of the family. the concept of protecting the rights of children in islamic family law will be applied well in muslim society, if islamic family law provides legal and legal consequences to the smallest unit of society namely family and state. the types of violence that often occur in children in the family; they are: to alienate children.  indifferent or uncaring attitude.  sexual violence.  bad influence.  giving influence to terror. regarding violence against children in the family, based on the data obtained there are several ways to protect children's rights in the household, as the informant stated:  doing together activities from small things to big things.  conduct deliberations in the family.  educate in a reasonable manner.  does not make children alone in sadness.  refreshing which greatly affects trauma in children, the family will slowly disappear.  no physical violence. fatimah zuhrah, ardiansyah 218 the implementation and development of the children protection act in indonesia protection of children's rights has been contained in several laws in indonesia, but the fact that indonesian children have not been protected as written down has even been stated in the birth of the pa law. this is proven by the fact that there are still many cases of violence against children in indonesia which are considered as one indicator of the poor quality of the child protection law in indonesia. any violence against children not only creates legal consequences, there are social consequences, and there are also psychological consequences, if there is no punishment the social or psychological impact will be important for us to realize, for example when i slap a child, it will there are 3 consequences, namely legal, social, and psychological. theoretically, children receive protection and guarantees in the indonesian marriage regulations. even in other products of non-codified islamic legal thought, such as fiqh, fatwa and interpretation, children also receive protection and guarantee of rights. but not so in reality, many children who have been neglected in their lives, both in families who are still intact, father and mother, especially in families whose parents are separated (divorced). child protection in indonesia has not been comprehensively accommodated, this is because many children still do not get their rights. the factors include the lack of parental roles regarding their obligations related to the rights of their children. implementation and development of child protection in indonesia is still considered poor and ineffective by informants. the factors of violence against children a. factor lack of family attention (father and mother) to the rights and obligations of children. parents are not too aware of the lack of family in providing life insurance for children. parents underestimate the guarantee of life to children, most children are free to do activities, what children like, so children feel right and do things that are not good are considered good. b. economic factors a crucial problem in protecting children's rights is decent life and education. this is related to the many conditions of the poor, which means that many children do not feel a decent life. neglect of children still family jurisprudence reorientation in facing globalization challenges in indonesia; (study of the protection of children's rights) doi: 10.30575/2017/ijlres-2019050804 219 happens a lot in indonesia. we can see this in everyday life. as a child is forced to help with the family economy, the child is told to sell, beg, the child is cut off from school / education c. factors of legal rules that are not in favor of children's needs and government policies and concerns that are impartial. government regulations also do not accommodate all the rights of the child as a whole. efforts to protect children's rights are a very important and urgent issue to discuss. important and urgent considering that in recent years we have often been treated to various news and information about various acts of violence against children carried out by people who should be responsible for protecting these children. conlusion children's rights are all things that must be obtained or received by the child and if not obtained, the child has the right to claim that right. in this case those who must fulfill, guarantee and protect are parents, family, community and government. the discourse and islamic family law literature on the protection of children's rights are still very little to be found. khi and law no. 1 of 1974 does not explicitly discuss the protection of the rights of children to legal sanctions for violators of children's rights in their articles. likewise with some classical jurisprudence literature does not concretely discuss the protection of children's rights and legal sanctions for violators of children's rights. this certainly has an impact on understanding and practices that occur in the community towards the pattern of protection of children's rights. normative anticipation based on urgent islamic family law is urgently needed, because acts of violence against children are often characterized by acts of sadistic treatment, inhumanity, or no longer feeling of affection for the perpetrators. as a law that applies to muslim communities in indonesia, then islamic family law in this case khi and law no. 1 of 1974 needs to be reviewed and reformulated in terms of the protection of children from the act of exploitation and neglect in the present by the establishment of strict rules about the obligation to share property as soon as possible and incorporate adultery inclusion in criminal law, to increase protection fatimah zuhrah, ardiansyah 220 children and conveying to the community this is very important so that children's rights are not neglected bibiliography abdul halim, peradilan agama dalam politik hukum indonesia (jakarta : pt raja grafindo), 2000. ahmad syathori, perkawinan campuran menurut pandangan islam, (jakarta : bulan bintang), 1998. ahmad zaenal fanani, pembaruan hukum sengketa hak asuh anak di indonesia (perspektif keadilan jender), (uii perss, yogyakarta), 2015. ali al-khumayini, al-ahwal as-syakhshiyyah, (beirut, daar al-fikr), t.t. al-sayyid sabiq, fiqhus-sunnah, (beirut – lubnan : dar al-fikr), jil. 2, 1973. andree feillard, nu vis-a-vis negara (yogyakarta : lkis), 1991. anne griffiths, using ethnography as a tool in legal research: an anthropological perspective, dalam reza banakar and max travers (eds), theory and methods in socio legal research (oxford and portland oregon: hart publishing), 2005. arso sosroatmodjo dan a. wasit aulawi, hukum perkawinan di indonesia, (jakarta: bulan bintang), 1981. bryan s. turner, weber and islam : a critical study (london : routledge and kegan paul), 1874. departement of information republic indonesia, the indonesian marriage law, (jakarta: department of information republic indonesia,) 1975. dewan bahasa dan pustaka, kamus dewan, (kuala lumpur : dewan bahasa dan pustaka), 1998. dikdik m. arief mansur dan elisatris gultom, urgensi perlindungan korban kejahatan antara norma dan realitas (cet. i; jakarta: pt. raja grafindo persada), 2007. effendi, ‘islam and the state’, studia islamika, 2:2 , 1995. euis nurlaelawati, modernization, tradition, and identity (the netherlands: amsterdam university press), 2010. h. abdurrahman, kompilasi hukum islam (jakarta : akademika presindo), 1992. hazairin, hukum kekeluargaan indonesia, (jakarta : tintamas); 1961. family jurisprudence reorientation in facing globalization challenges in indonesia; (study of the protection of children's rights) doi: 10.30575/2017/ijlres-2019050804 221 ibn qoyyim al-jauziyah, mengantar balita menuju dewasa: panduan fikih mewujudkan anak saleh, (serambi, jakarta), 2001. imam al-baihaqy ahmad bin al-husain bin ‘ali al-khurasany syu‘ab al-îmân, (riyadh: maktabah ar-rusyd, jld. 11), 2003. imam at-tirmidzi muhammad bin ‘isa, sunan at-tirmidzi, (riyadh: maktabah al-ma‘ârif, jld. 1), 1417 h. imam ibnu majah, sunan ibnu mâjah, (riyadh: maktabah al-ma‘ârif, jld. 1, 1417 h. imam mawardi, “a socio-political backdrop of the enactment of the kompilasi hukum islam”, tesis ma (montreal: mcgill university, 1988 imam muslim bin al-hajjaj al-qusyairy, shahih muslim, (riyadh: baitul afkar ad dauliyah, 1998 h) jld. i, inpres no. 1 tahun 1991, tentang kompilasi hukum islam, buku iii. john j. donhue dan john l. esposito, islam in transition, muslim perspectives (alih bahasa machnun husein), islam dan pembaharuan: ensiklopedi masalah-masalah, (jakarta: cv. rajawali), 1984. joseph schacht, alih bahasa tim iain raden fatah palembang, pengantar hukum islam. 1985 (jakarta : ditjen binbaga islam depag ri) june chandra sentosa, modernization, utopia, and the rise of islamic radicalism, phd dissertation, boston university, 1996. katz and katz, “legislating social change in a developing country ; the new indonesian marriage law revisited”, american journal of comparative law 26, 1978. khairuddin nasution, perlindungan terhadap anak dalam hukum keluarga islam indonesia jurnal al-‘adalah vol. xiii, no. 1, juni 2016. kharuddin nasution, status wanita di asia tenggara : studi terhadap perundang-undangan perkawinan muslim kontemporer di indonesia dan malaysia (jakarta : inis), 2002 lexy j. moleong, metodologi penelitian kualitatif, (bandung, rosdakarya, 2010) ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2019050803 vol. 3, no. 2, 2019 page: 195 208 195 the perception of stakeholders to the role of graduate of religious study to religious harmony in medan city muhammad jailani the lecturer of faculty of social science, state islamic university of north sumatra, muhammad.jailani2011@gmail.com elly warnisyah harahap the lecturer of faculty of ushuluddin and islamic study, state islamic university of north sumatra ellywarnisyahharahap@gmail.com abstract.this research is to describe a perception and an expectation of stakeholders to the role of the graduate of the study of religions in creating the harmony of religious people. the background of this study is the responsibility of the state islamic university of north sumatra, especially the study program of study of religions to contribute in creating the harmony and to resolve the conflict among religious people in indonesia. on the other hand, this study program is never been evaluated since being established. the study location is in medan city which is a plural city and a high risk of conflict. the research subject is the government representative, representative of religious scholars, religious instructor, interfaith practitioners, and lecturer. this research basically uses a quantitative descriptive method. however, in explanation of numerics and the description of stakeholders’ expectation, it uses the qualitative approach. the theories of role, and perception are discussed. conceptual framework and operational definition are discussed. this study finds that the perception of stakeholders is very positive to the graduate of the study of religion on their role to create the harmony of religious people. nevertheless, among perception of knowledge, attitude, and skill, the perception of stakeholder on the skill of graduate is the lowest. the skill in creating harmony is a skill of analysis, development, communication, and management. it needs an attention from the university to improve the curricula and learning method. the expectations of stakeholders are also discussed. keywords: religious harmony, role of graduated study of religion, perception, expectation, skill, attitude and knowledge introducton inter-religious harmony in indonesia is currently facing a threat that is quite alarming. religious sentiment is used as a medium of political power in various regions. on the same side, indonesian society is easily incited on the news that ignites divisions between believers. respati revealed that people are more likely to believe in hoaxes if mailto:muhammad.jailani2011@gmail.com mailto:ellywarnisyahharahap@gmail.com muhammad jailani, elly warnisyah harahap 196 the information is in accordance with their opinions or attitudes1. the indonesian government continues to build harmony between religious groups through policies that do not favor one belief and encourage harmony, strengthen systems in supporting policies, and through harmony and welfare programs. the ministry of religion for example issues a policy of inter-religious harmony by strengthening the insight of multicultural religious communities. among them are the emphasis on religious education that has nuances of rahmatan lil'alamin and inclusive from early childhood education to higher education. the indonesian government also continues to encourage universities to produce scholars who can play a role in building inter-religious harmony in the community. one of the higher education institutions that produces graduates and is believed to have competence in designing and building harmony between religious groups is the state islamic university of north sumatra, especially in the faculty of ushuluddin and islamic studies, religion study program (saa study program). the saa study program annually produces 10-30 graduates who then spread to various cities in the city to devote their knowledge to the community. until december 2017 it was known that the number of graduates of the religion study which was originally a comparative religion study program was 620 people where the first graduates were in 1982. it was known that the religion study program was initially named the comparative religion study program under the auspices of the ushuluddin faculty. the ushuluddin faculty itself was officially under iain north sumatra in 1974. from the explanation of the former dean of fusi uin su it is known that the comparative religion study program was established in 1982. however, there are about 3 years of comparative religious studies, which have now become religion studies, that do not accept new students. based on the narrative of the head of the religion study program, dra. husna sari siregar, ma, the number of saa students until 2018 is 180 students. the graduates of the saa study program since 1982 have taken a role in nation-building by working as lecturers, preachers, employees of the national zakat agency, madrasa teachers, and employees of the ministry of religion.2 1 respati, s., in dedi rianto rahardi, 2017, perilaku pengguna dan informasi hoax di media sosial, jurnal manajemen dan kewirausahaan, vol 5. no 1. fakultas ekonomi bisnis, malang, universitas merdeka malang, p.66 2 data based on the result of preliminary interview at religious studies of fusi uin su, on 17 mei 2018. the perception of stakeholders to the role of graduate of religious study to religious harmony in medan city doi: 10.30575/2017/ijlres-2019050803 197 however, since the founding of the saa study program in 1982, which was originally called the comparative study program of religion, until 2017 it has never been explored how the views of society and government on the competence and implementation of competencies in the wider community. even though the community and the government are users of graduates of study programs in religions. surely the saa graduate users hope the graduates will meet the expectations of the community and the government, especially in terms of skills in building and maintaining harmony among religious groups. medan city where uin su is a city that is quite vulnerable in inter-religious conflicts. although there is no surface conflict between religious groups, the intensity of differences and utterances of hatred between people shows an escalating escalation. even the jakarta regional election has an impact on the division between people in medan which can be seen in daily life and from communication traffic in social media. of course in this situation the role of graduates of religious studies is very much needed in building harmony in the people of medan. for this reason, this paper will examine the views of the community, religious leaders and the government on the role of graduates of saa in building inter-religious harmony in the city of medan. the following will also be explored what public expectations are on the competency of saa graduates to build and maintain inter-religious harmony in the city of medan. literature reviw the perception of someone is formed influenced by factors of human self and stimulus surrounding environment. an object can be perceived differently between one person and another, this is caused by several things as stated by sarlito w. sarwono as follows: a. attention, usually someone does not capture all the stimuli around him at once, but focuses his attention on just one or two objects b. set of thoughts, someone's hopes of stimulation will arise if there is a signal, for example, a runner who has been drawn from the start, will form the thought that there will be a gun sound as a sign that he must run. c. needs, momentary needs and those that are permanent in oneself will influence their perceptions d. value system, the system that applies in a society also influences its perception muhammad jailani, elly warnisyah harahap 198 e. psychiatric disorders, this will lead to misperceptions called hallucinations. it is explained by robbins3 that even though individuals look at the same object, they can perceive it differently. there are a number of factors that work to shape and sometimes reverse perceptions. these factors are from: 1) perceptors 2) object or perceived 3) context of the situation in which the perception is carried out according to sarwono, someone who has a certain role such as a doctor, student, parent, woman, etc., is expected to have someone behave according to that role. a doctor treats a doctor. so because the status is a doctor, he must treat patients who come to him and behavior is determined by his social role.4 w. j.s purwadarminta states harmony is an attitude or tolerant in the form of respecting and allowing a position, opinion, views, beliefs and others that are different from the establishment. from the conception of harmony it can be extracted from harmony, namely the conditions and processes created and the maintenance of patterns patterns of interaction that vary among autonomous units (elements / sub-systems). harmony reflects reciprocal relationships characterized by mutual acceptance, mutual trust, mutual respect and respect, and an attitude of understanding togetherness.5 on the other hand, inter-religious harmony also has challenges, where it must be recognized that every religion wants to expand its worshipers or followers. islam and christianity for example are two religious proselytizing that carry out their missionary mission. this is likely to cause friction and mutual suspicion. another obstacle in harmony between religious people is feeling themselves and the most true religion. this is also mentioned as truth-claim. as a pioneer of harmony, individuals or groups who are the actors of the role of building harmony must build an understanding that each religion has their own truths and beliefs. thus the role actors can stand between parties who want to build harmony. the next challenge in building harmony is the fact that among religious believers do not understand the teachings of their own religion or the teachings of other religions. this misunderstanding is then implemented suspiciously in other religions, mocking and insulting god or other religious methods of worship. so 3 robbins, opcit. p. l.49. 4 ibid, p. 89 5 ridwan lubis, 2005, cetak biru peran agama, jakarta, puslitbang,2005. p.7-8 the perception of stakeholders to the role of graduate of religious study to religious harmony in medan city doi: 10.30575/2017/ijlres-2019050803 199 the opposite, someone who takes the role of building harmony must have the knowledge and understanding of the teachings of one's own religion deeply, and know and appreciate the teachings of other religions, in order to understand the values contained by each different religion, and also understand the universal values of each religion that can be capitalized is an important instrument in building inter-religious harmony methodology the research method used is a mix quantitative and descriptive qualitative methods. the depth of hope in the role and skills of saa graduates in building harmony is also used by qualitative methods. the basic principle is the same, as neuman said "either quantitative or qualitative styles, data are empirical representation of the concept, or measurement links data to the concepts".6 the subject of this study was the people of medan city represented by clerics, clerics, teachers, pastors and community leaders totaling 32 people in 21 sub-districts of medan city and the medan city government represented by the medan city religious ministry office, as well as the religious affairs office in the city sub-district field. the subject of this study was determined based on purposive sampling, namely the taking of respondents with the consideration that the research subjects knew the comparative religion study program or the study of religions in the ushuluddin faculty and uin su islamic studies. the method of data collection is done by using open-ended questionnaires and interviews. data analysis is done through descriptive likert coding and analysis. while qualitative data is analyzed using the miles and huberman data analysis techniques, namely through the stages of data reduction, data presentation and conclusion drawing and verification of data found. findings and discussion perception of roles and ability of graduates in building harmony until december 2016, the population of medan city was 2,229,408, of which 1,128,388 were women. judging from the composition of the faithful in medan, it can be seen that there were 1,207,541 muslims, 418,876 protestants, 143,637 catholics, 209,646 buddhists, 43,509 hindus and 53 other religions including confucians. 6 neuman lawrence, 2004, basic of social research,quantitave and qualitative approaches, unversity of wisconsin, usa. p.108 muhammad jailani, elly warnisyah harahap 200 perception of the role of graduates of the saa study program in building interreligious harmony in the city of medan is measured from 1) roles and abilities in analyzing harmony situations, 2) roles and abilities of involvement and ability to build harmony, 3) roles and ability to communicate between religious people and 4) roles and capabilities in managing harmony. from the results of data analysis it is known that from the four categories of respondents' perceptions are very positive on the role and ability of saa graduates in building inter-religious harmony in the city of medan. the percentage score of stakeholders' perceptions which are always in the range of 82 91% shows a very positive perception. as an example of stakeholder perceptions that saa graduates have very positive knowledge of harmony between religious people with a percentage score of 88.1% saa graduates diagram of perception that saa graduates have knowledge of inter-religious harmony the research result data of 2018 therefore, in terms of skills in mapping and analyzing harmony, stakeholder perceptions were also very positive reaching 83.12%. the diagram below shows this perception. strongly agree; 15; 47% agree; 15; 47% neutral; 2; 6% disagree; 0; 0% stronly disagree; 0; 0% the perception of stakeholders to the role of graduate of religious study to religious harmony in medan city doi: 10.30575/2017/ijlres-2019050803 201 diagram of perception that saa graduates have skills in solving and analyzin situations of inter-religious harmony the sourrce of reearch data 2018 stakeholders stated that saa graduates should have strong islamic knowledge. thus in the learning process while still in college must be equipped with islamic knowledge and science that strengthen the recognition of diversity in indonesia. this was stated by an al wasliyah islamic education practitioner in an interview in august 2018. while other subjects who came from islamic religious instructors, said that universities must provide knowledge about religious harmony related to nation building. to note that the saa fusi uin su study program has conflict resolution and social workers courses for vii semester saa students. education practitioners in higher education have the perspective that saa students should be included in the research and carry out workshops on harmony. bhikhu dirapuno, a buddhist monk from the theravada temple stated, "it is recommended that universities provide direct knowledge and understanding of the situation of religious life and harmony in the community concerned. thus, students strongly agreeuju; 12; 37% agree; 13; 41% neutral; 7; 22% disagree; 0; 0% strngly disagree; 0; 0% muhammad jailani, elly warnisyah harahap 202 learn directly from the community, not only to hear from third parties or read from books”.7 the next category in measuring stakeholder perceptions of the role and skills of saa graduates in building inter-religious harmony in the city of medan is the views of stakeholders on the skills of saa graduates in managing existing conflicts. perception table that saa graduates have skills in managing conflict no statements % 1 strongly agree 40,62 2 agree 46,88 3 neutral 12,5 4 disagree 0 5 strongly disagree 0 total 100 source: resaearch data 2018 with a score percentage reaching 85.63%. then stakeholder perceptions are very positive. stakeholders said that saa graduates should have good communication skills, especially being able to interact with followers of other religions.8 description between categories of role and ability perceptions of the four categories of perceptions of the role of saa graduates in building inter-religious harmony, a percentage of each category can be obtained. to analyze descriptive comparison of percentages between categories can be seen in the table below: comparison table percentage of perception categories on the role and ability of graduates of religion in building inter-religious harmony in medan city role categories roles ability categories knowledge attitude skills harmony analysis 85,63% 88,1% 86,25% 83,12% harmony deveopment 85% 88,75% 85% 82,5% inter-reliogion communication 85,62% 89,37% 86,25% 83,12% source: research data of 2018 7 interview with bikhu dirapuno in kuil theravada, cemara asri residents, medan, september 2018. 8 the result of interview with the lecturer of uin su, september 2018 the perception of stakeholders to the role of graduate of religious study to religious harmony in medan city doi: 10.30575/2017/ijlres-2019050803 203 the comparison table between the categories above shows that the stakeholders' perceptions in the knowledge category of saa graduates are the most positive perceptions of all categories of role abilities in building harmony. from the table data, it can also be seen that the lowest views of stakeholders are in the category of skills of saa graduates in building harmony. the above data can be concluded that although stakeholder perceptions are very positive in all indicators of the ability of saa graduates to carry out their role in building harmony, the skills of saa graduates are important to the attention of saa study program education managers because they get the lowest percentage. on the same side the stakeholders' perceptions of the overall role of saa graduates in building harmony also received an average percentage (85%) which was slightly above the percentage of perceptions of skills. thus it can be seen that the perception of the research subject on the skills of saa graduates relates to their perceptions of the role of saa graduates in building inter-religious harmony. expectation of the roles and skills in analyzing the harmony situation the research subjects hoped that the saa graduates had a forum with saa graduates, one of whose functions is to periodically monitor the situation of harmony among people in the city of medan. another function of the forum is to increase the human resources of saa graduates including saa students with sufficient funds. the head of the medan ministry of religion office said, "saa needs to form a container for saa graduates, and collaborate with others such as fkub to involve alumni in harmony activities". besides that stakeholders also hoped that saa graduates who became lecturers and practitioners would do more research related to religious life that could be used as a guide for policy makers and the government. however, the stakeholders also emphasized on uin su and especially saa study programs to first have a harmony design and model in the city of medan. so that the design and model that became a guide in education for saa students and also became a model in the implementation of harmony in medan, as a manifestation of community service. a research subject with a religious extension background said, "the role of saa graduates in building harmony must be reflected from the uin su itself which should have a harmony design". this shows that uin su must be serious in determining the curriculum for education, research and community service in saa study programs. so that it can be manifested in responding to the challenges of harmony muhammad jailani, elly warnisyah harahap 204 between religious people not only in the city of medan but also in the province of north sumatra. expectations on the role of high school graduates in building harmony the stakeholders' hope for the role of saa graduates in building harmony is so that graduates become initiators in initiating dialogue and building religious harmony in the city of medan. likewise, saa graduates are expected to increase dialogue between religious followers, and conduct community service. a stakeholder who is also a monk stated, "religious studies graduates must play an active role in learning for the community and doing inter-religious activities so as to encourage mutual understanding and harmony”.9 to fulfill this role, saa graduates are expected to have knowledge of multiculturalism, local wisdom, and conflict management. graduates are also expected to have conflict management skills. the expectations of these stakeholders are in line with the achievement of the specific competency standards of saa study program graduates, namely being able to make alternative efforts in carrying out social engineering and harmony in religious life. the achievement of competencies is supported by courses in saa study programs, namely pluralism and multiculturalism, sociology of religion, religions in southeast asia. conflict cases in indonesia and conflict resolution subjects and social workers. expectations on the role of high school graduates in communication between religion and stakeholders saa graduates are expected by stakeholders to play more roles in building dialogue with other religions and engaging in interfaith forums. graduates were also encouraged to increase comparative studies to the college of christian, catholic, buddhist, hindu and confucian theology. the medium of communication forums is one of the media that can be used to strengthen communication not only between religious followers, but also with governments and organizations concerned with the issue of harmony. for this reason saa graduates are expected to have knowledge of the science of mass communication and communication, journalism, the history of religion, ethics and culture of the state, psychology of harmony, and relations between institutions and 9the result of interview with bikhu theravada, cemara asri, medan, september 2018. the perception of stakeholders to the role of graduate of religious study to religious harmony in medan city doi: 10.30575/2017/ijlres-2019050803 205 religious institutions. interfaith practitioners expressed the knowledge of harmony communication that saa graduates must possess is understanding theology of other religions, cultures and even religious customs so that they can sit together in building communication, and understand the psychology of religion. on the skill side, saa graduates are expected to have the ability to speak in public, master local and non-local languages, the ability to have dialogues, including discussions to learn and understand the teachings of other religions, organizational skills and public ethics and polite character. other research subjects (pastors) revealed that saa graduates must master science and technology, especially in social media. regarding the attitudes that must be possessed by graduates, the saa study program has clearly regulated the learning outcomes and general attitudes of values, namely: 5) respecting the diversity of cultures, views, religions, and beliefs and opinions or original findings of others. 6) cooperate and have social sensitivity and concern for the community and the environment. " while related skills there is no written profile in the study program saa communication skills competencies that must be achieved by saa graduates. conclusion 1. the population of medan is 2,229,408 people, of which 50.61% are women, and have a muslim population of 1,207,541 people, followed by the largest number of protestants, buddhists, catholics, hindus and other religions including confucianism. 2. the religion study program of the faculty of ushhuluddin and islamic studies uin su which has been established since 1974 has one of its missions to improve strategic, productive, innovative and functional departmental cooperation with various parties in the context of implementing the three principles of higher education (pt), especially in an effort to strengthen the management of religious life that is harmonious, harmonious and peaceful, both at the local and national level. 3. stakeholder perception on the role of saa graduates in analyzing, building, communicating between religions and stakeholders and managing harmony is very positive muhammad jailani, elly warnisyah harahap 206 4. stakeholder perceptions of the abilities possessed by saa graduates in analyzing, building, communicating between religions and stakeholders as well as managing harmony which consists of knowledge skills, attitudes and skills are very positive. 5. stakeholder expectations on the role of saa graduates include  the role of analyzing harmony: periodically monitoring the situation of harmony among the people, forming a container for saa graduates, and collaborating with others such as fkub to involve alumni in harmony activities, conducting research related to religious life.  the role of building harmony: became the initiator in initiating dialogue and building harmony among religious people in medan, increasing dialogue among religious followers, and serving the community and playing an active role in learning for the community and inter-religious activities.  the role of communication between religious adherents and stakeholders: play more roles in building dialogue with other religions, engaging in interfaith forums and increasing comparative studies to the christian, catholic, buddhist, hindu and confucian colleges of theology  the role of managing harmony: active monitoring of inter-religious harmony, and educators and community educators related to harmony. 6. the expectations of stakeholders in the skills that must be possessed by saa graduates to play a role in building religious harmony are  harmony analysis: religious research skills and related religious sociology  building harmony: conflict management skills  communication between people and stakeholders: public speaking skills, mastering local and non-local languages, dialogue including discussion to learn and understand the teachings of other religions, and organizational skills.  manage harmony: skills in interfaith dialogue, skills in building harmony programs, social media communication skills, writing skills and research skills. 7. although stakeholder perceptions are very positive in all indicators of the ability of saa graduates to carry out their role in building harmony, but the perception the perception of stakeholders to the role of graduate of religious study to religious harmony in medan city doi: 10.30575/2017/ijlres-2019050803 207 of the skills of saa graduates gets the lowest percentage. on the same side the stakeholders' perceptions of the overall role of saa graduates in building harmony also received an average percentage (85%) which was slightly above the percentage of perceptions of skills. thus it can be seen that the perception of the research subject on the skills of saa graduates relates to their perceptions of the role of saa graduates in building inter-religious harmony. bibiliography arindita.s. 2003.hubungan antara persepsi kualitas pelayanan dan citra bank dengan loyalitas nasabah. skripsi. fakultas psikologi ums, surakarta:. 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(2002). psikologi sosial: individu dan teori-teori psikologi sosial. jakarta: balai pustaka. hal.78 syahrin harahap, 2011, teologi kerukunan, prenada media group, jakarta umum b. karyanto, 2011, persepsi masyarakat pengguna terhadap kompetensi alumni jurusan tarbiyah stain pekalongan dalam jurnal penelitian vol. 8 no. 2. november wjs. poerwadarmita, 1980, kamus umum bahasa indonesia, balai pustaka, ,jakarta w.j.s porwadarminta,1986, kamus umum bahasa indonesia jakarta, balai pustaka yusuf.s. 1991, analysis and interpretation of treatment effects in subgroups of patients in randomized clinical trials, article, us national library of medicine. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018091206 vol. 2, no. 3, 2018 page: 369 380 369 islamic religious education (pai) learning management in the formation of student characters at state senior high school i of panyabungan siti hawa lubis state college for islamic studies of mandailing natal lubis_sitihawa@yahoo.com abstract. the study aims to find out more about the effect of teaching islamic education (pai) subjects on the character building for students of state senior high school i of panyabungan. this research was carried out with a qualitative approach. the data in this study were obtained by conducting direct interviews with school stakeholders including principals, teachers, counselors and others. the results of this study are; through islamic education teaching material teaching (pai), state senior high school i of panyabungan has succeeded in shaping the character of students which include; behave well, honest, virtuous, responsible, trustworthy, carrying out discipline and always on time. as a conclusion, islamic religious education (pai) became one of the important material to be taught in public high schools in particular and all high schools in general. because senior high schools are still very minimal knowledge of religion as a foundation for the formation of student character. keywords; islamic religious education (pai) learning, management of pai learning, student character formation introduction the purpose of developing islamic learning education includes three domains, namely cognitive, affective and psycho-motoric. to achieve the goals of the three domains, the role of the teacher in the learning process is very decisive. teachers must be able to develop learning strategies that are relevant to the development of these three domains. all of that is the noble character of the indonesian nation which is now almost extinct. therefore, it is a positive step when the government (ministry of education) revitalizes character education in all types and levels of education. through character education, we hope that this nation will become a dignified nation, and its people have added value, and selling points that can be offered to other people and other nations in the world, so that we can compete, compete, and even compete with other nations in the arena. through the revitalization and emphasis of character in various educational institutions, both informal, formal and non-formal, it is hoped that the indonesian mailto:lubis_sitihawa@yahoo.com siti hawa lubis 370 people can answer various challenges and problems that are increasingly complicated and complex. this is important, because in the era of globalization, the development of science, technology and art is taking place so rapidly, and the high mobility of people because the distance of time and space becomes very relative. in the islamic perspective, theoretical character education actually has existed since islam was revealed in the world; along with the sending of the prophet muhammad to improve or perfect human character. islamic teachings themselves contain systematic teachings that not only emphasize the aspects of faith, worship and mu'amalah, but also morals. the practice of islamic teachings as a whole is a model of the character of a muslim, even personified with the character model of the prophet muhammad who has the properties of shidiq, tabligh, amanah, fathonah. likewise in state senior high school i of panyabungan before islamic education was implemented as a character formation there were still many students cheating by cheating on tests and cheating by exchanging answers with friends. even though at that time there were two supervisory teachers guarding. regarding these conditions, special attention should be given to various parties. schools, as educational institutions that print candidates for national leaders must take responsibility for overcoming these problems. of these students, the next twenty-five years they will become leaders of the indonesian nation. therefore, the planting of character education for students in schools is not negotiable anymore. literature review definition of management the word management comes from latin, from the origin of the word mamus meaning hand and angere which means doing. the words are combined into a verb managere which means handling. management came from the word managio, namely "management" or managiare, namely "training in managing the steps. in the case of regulating there will be many questions about what is regulated, who governs, why it must be regulated, what the objectives are to govern and how to regulate it. the management functions defined by experts are not really same, it is depended on the angle of approach and their views. but what is popular is known in the world of management called poace (planning, organizing, actuating, controlling, and evaluating). these functions must basically be carried out by each manager in sequence islamic religious education (pai) learning management in the formation of student characters at state senior high school i of panyabungan doi: 10.30575/2017/ijlres-2018091206 371 so that the management process is applied properly. the definition of poace can be seen in the explanation below: 1) planning is a number of activities that are predetermined to be carried out in a certain period in order to achieve the stated goals. therefore, planning is the lifeblood of management and occupies the first and foremost function among other management functions 2) organizing is the preparation of an organizational structure that is in accordance with the goals of the organization, the resources it has, and the environment that surrounds it. organizing activities to determine who will carry out the task in accordance with the organizing principle. 3) actuating is an attempt to persuade people to carry out tasks that have been determined with enthusiasm to achieve goals. this is done so that people who have been given the task of carrying out vigorously. therefore, various strategies are needed, especially the leadership strategy. 4) controling is the process of observing or monitoring organizational activities to ensure that all work is carried out according to the plan to achieve institutional goals. this is done so that people who have been given the task of carrying out vigorously. therefore, various strategies are needed, especially the leadership strategy. 5) evaluating is a systematic process in collecting, analyzing, and interpreting information to determine the success rate of implementing school / madrasah programs with certain criteria for decision making. the evaluation results are compared with the targets set in the program. if the results are in accordance with the targets set, the program is effective. if the opposite, then the program is not effective.1 the basic and objectives of islamic religious education the aim of islamic education is to instill piety and morals and uphold the truth in order to form human beings who are personal and virtuous according to islamic teachings. the aim of islamic education is essentially the elaboration of the purpose of 1 muhaimin et al 2009, manajemen pendidikan ( aplikasinya dalam penyusunan rencana pengembangan sekolah/madrasah),: kencana prenada media group, jakarta, p.373-374 siti hawa lubis 372 human life, namely to obtain the pleasure of allah. thus, the ultimate goal of islamic education is the creation of man who is blessed by allah, namely humans who carry out their ideal role as servants and caliphs of allah perfectly.2 even more varied, there are several islamic education experts who formulate educational goals, including: al-syaibani, stated that the highest goal of islamic education is to prepare for the life of the world and the hereafter.3 while the ultimate goal to be achieved is to develop the nature of students, both spirit, physical, volition and reason dynamically, so that a whole person will form and support the implementation of its function as khalilah fil ardh.4 practically muhammad atiyah al-abrasyi concluded the five goals of islamic education namely: 1) establish noble character 2) preparing the life of the world and the hereafter 3) preparing to look for rizki and maintain aspects of its usefulness 4) growing the scientific spirit among students 5) preparing skilled professionals.5 the building of character definition of character education character education is a term that is increasingly getting recognition from indonesian people today. especially with the perceived inequality of educational outcomes seen from the behavior of graduates of formal education today, such as corruption, the development of free sex among adolescents, drugs, brawls, murders, robberies by students, and unemployment of high school and high school graduates. everything feels stronger when the country is hit by a crisis and does not go away from the crisis experienced. 6 2 aly, ilmu pendidikan…, p. 78 3 al-syaibany, filsafat pendidikan islam…, p. 410 4hasan langgulung 1989), manusia dan pendidikan; suatu analisa psikologi dan pendidikan,: pustaka al husna, jakarta, , p. 67. 5 m. atiyah al-abrasyi 1984, dasar-dasar pokok pendidikan islam, bulan bintang, jakarta, p. 1-4 6 dharma kesuma et al 2011, pendidikan karakter kajian teori dan praktek di sekolah , (remaja rosdakarya offset, bandung:, p. 4 islamic religious education (pai) learning management in the formation of student characters at state senior high school i of panyabungan doi: 10.30575/2017/ijlres-2018091206 373 the term character education is still rarely defined by many people. theoretical study of character education, even wrong can lead to misinterpretation of the meaning of character education. some of the problems of inaccuracy of meaning circulating in the community regarding the meaning of character education can be identified, among others, as follows. 1) the education character is a lesson of religious and civics, because it is the responsibility of religious teachers and civics. 2) character education is a character education lesson. 3) character education is education that is a family responsibility, not a school responsibility. 4) character education is the addition of new subjects in ktsp.7 islamic education as the building of character the aim of islamic education is not only to enrich the minds of students with religious knowledge alone, but to elevate morals, train and enhance spirit, respect spiritual and humanitarian values, teach honest and moral attitudes and behavior, and prepare students to live a simple and clean heart. islamic education expected to be the basis of moral, spiritual and motivation in the development of other fields of science, so as to produce graduates who believe and fear god almighty, noble character, full personality and a sense of community and national responsibility. for this reason, the existence of islamic education’s teachers as agents of change, the builder of civilization, and the formation of the character of students becomes increasingly relevant to deepen precisely in situations that demand commitment and sincerity from pai teachers to live their profession as forming the nation's character. character education through pai will not occur through classical teaching, lectures or classroom explanations. moreover, the teacher's example is the basic teaching about character education itself, because the values that are not taught through exemplary will not be captured and understood properly by students, because the human senses tend to be more captivating than what happens at the level of facts rather than norm.8 7 dharma kesuma et al , pendidikan karakter kajian teori dan praktek di sekolah,.p.5 8 doni kesuma.a 2007, pendidikan karakter strategi mendidik di jaman global, grasindo, jakarta;, p. 102 siti hawa lubis 374 methodology this research was carried out using descriptive methods with qualitative data analytical techniques. this is in accordance with its purpose, namely to obtain an image, analyze and search for meaning from the management of islamic education in the learning of islamic education in the formation of student character. in this study, researchers collected data in the form of a description that is rich in descriptions of the activities or behavior of the subject under study about his perceptions / opinions and other aspects obtained through interviews, observation and documentation studies. the description usually requires qualitative method procedures. the characteristics that inspire this research are; first, researchers as the main instrument come directly to the source of the data themselves. in this study studying the phenomena that appear and occur in the field. the second characteristic, implements that the data collected in this study tends to be more in words than numbers so that the results of the analysis are in the form of a description. the third, fourth and fifth characteristics explain that qualitative research is more concerned with the process, not solely in terms of results and through inductive analysis, research reveals the meaning of the situation under observation. findings and discussion isalmic education learning planning in the formation of students' characters in senior high school of panyabungan i islamic religious education’ teachers are expected to keep abreast of the latest learning methods to use information technology media in their learning in order to provide the best to students in the future. because of this the teacher is expected to make a plenary (planning) in learning, drs. h. syarmadan as the principal and teacher of islamic education (pai) said about pai learning planning in the formation of student character, ‘,.1) teaching materials, materials or subject matter that are arranged systematically used by teachers and students in the learning process 2) methods, methods are likened to tools that can be used in a process of achieving goals. without methods, a subject matter will not be able to process effectively and efficiently in learning activities towards educational goals. 3) learning tools are tools to help the teaching and learning process so that the communication process can succeed well and effectively. the use of learning tools in the learning process will communicate concrete ideas, in addition to helping students integrate previous experiences. thus it is expected that learning tools can expedite the learning process of students and accelerate understanding and strengthen memory in students. 4) learning resources, all the power that can be used for the benefit of the teaching process / activity both directly and indirectly, outside the students' islamic religious education (pai) learning management in the formation of student characters at state senior high school i of panyabungan doi: 10.30575/2017/ijlres-2018091206 375 (environment) self that complements themselves during teaching. 5) assessment system, assessment of the teaching process is carried out by the teacher as an integral part of the teaching itself. this means that the assessment must be inseparable in the preparation and implementation of teaching. the process evaluation aims at the effectiveness and efficiency of teaching activities as material for the improvement and improvement of the program and its implementation.9 in line with the above, drs. m. daud hasibuan, one of the teachers of islamic education, stated, ‘.,planning in islamic learning emphasizes on four things in order to cultivate values which lead to the formation of noble character, namely the inclusion of values, exemplary values, facilitation, and development of academic and social skills.10 islamic education’ teachers in transferring grades are not only given in the form of lectures, but how teachers are creative in providing learning strategies to students, so the atmosphere of learning is not monotonous and students feel pleasant and are not bored with the atmosphere of learning, mardhiah, s.pd.i said, “.character education values developed by the ministry of education are eighteen characters. these values are derived from religion, pancasila, culture and national education goals. the eighteen values are: religious, honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, national spirit, love of the homeland, respect for achievement, friendly / communicative, love of peace, love of reading, care for the environment social care, and responsibility. character education planning in pai is carried out during the preparation of learning plans. preparation of learning plans in the form of syllabus making and learning implementation plans (rpp). based on the examination of syllabus documents and rpp, character education in pai includes character education values by looking at sk. sk pai taught at sman i panyabungan which includes the values of religious character education is to understand the verses of the koran about humans and their duties as caliph on earth, displaying husnu zhan's attitude towards allah, students diligently worshiping, praying and khusyu 'carry it out, increase faith in the angels, familiarize the praiseworthy behavior, understand the verses of the koran about competition in goodness, understand the verses of the koran about the command to support the poor, increase faith in the apostles of allah, get used to behave admirably, islam in the middle ages (1250-1800), increase faith in the books of god, avoid despicable behavior (big sins), understand the provisions of islamic law regarding the management of corpses, understand sermons, tabligh and da'wah, increase faith in understand islamic law about mu'amalah, understand the development of the end times, understand the nature of the just, be pleased, and be pious, understand the verses of the qur'an about the development of science and technology, increasing faith in qadha and qadar. discipline character values included in the competency standards increase faith in angels, familiarize praiseworthy behavior, avoid despicable behavior (big sins), increase faith in the apostles of allah, get used to behave commendably (reflect the behavior of repentance and kings'), understand sermons, tabligh and da'wah , understand the verses of the koran about ethos worka.11 9 syarmadan, head master of sma negeri i panyabungan, interviewed on march 2, 2014 10 m. daud hasibuan, teacherof pai at sma negeri i panyabungan, interviewed on march 2, 2014 11 mardhiah, guru pai di sma negeri i panyabungan, wawancara tanggal 2 maret 2014 siti hawa lubis 376 organizing in the formation of character students in senior high school of panyabungan i. the role of the teacher in organizing forms the character of the child is very important, where the teacher must strive to become an ideal teacher, in addition to being an example of good morality, it is expected that teachers have broad scientific knowledge and knowledge so that the material presented in this regard can be viewed from various other scientific disciplines. understanding the psychology of students is very necessary too, drs. h. syarmadan said about organizing islamic education in senior high school of panyabungan i, “the cultivation of noble (moral) character needs to be done and the realization of noble character (moral character) which is the ultimate goal of an educational process is highly coveted by every institution that organizes the educational process. culture or culture in institutions, both schools, campuses, and others, play an important role in building noble character among academics and their employees. therefore, educational institutions have the duty and responsibility to carry out moral education (moral education) for students and also to build a noble character culture for their people.12 this was conveyed also by mardhiah, s.pd.i as the pai teacher at panyabungan i state high school, ,.. in this learning organizing activity educators are involved in the division of tasks of various activities, such as the special division of tasks that must be carried out by educators and students in the learning process which will also involve various interpersonal processes, for example how to motivate students so that they can achieve the learning objectives that have been set. class management is the skill of educators to create a conducive atmosphere and maintain optimal learning conditions. there are at least three designs, namely: first, the design of class-based character education. this design is based on the relationship of teachers as educators and students as learners in the classroom. second, the design of school culture-based character education. this design builds a school culture that is able to shape the character of students with the help of school social institutions so that certain values are formed and internalized in students. third, the design of community-based character education. in educating, public and private school communities do not struggle alone. if all three components work together properly, a strong national character will be formed.13 the implementation of islamic education learning in the formation of students' characters in state senior high school of panyabungan i. this character education must be understood as an effort to cultivate intelligence in the mind, appreciation in the form of attitude and practice in the form of behavior in 12 syarmadan, kepala sekolah sma negeri i panyabungan, wawancara, tanggal 12 maret 2014 13 mardhiah, teacher of pai at sma negeri i panyabungan, interviewed on march 2, 2014 islamic religious education (pai) learning management in the formation of student characters at state senior high school i of panyabungan doi: 10.30575/2017/ijlres-2018091206 377 accordance with the noble values that become his identity, manifested in the interaction with god, himself, among others, and his environment. m. daud hasibuan, one of the pai teachers at state senior high school i of panyabungan stated, these noble values include honesty, independence, courtesy, social glory, intelligence thinking including intellectual will, and logical thinking. therefore, the cultivation of character education cannot only transfer knowledge or train certain skills. peniaaman character needs to process, example exemplary, and habituation or civilization in the environment of students, both school environment, family and community including the environment of mass media exposure. coaching the character of students in school means various efforts carried out by the school in order to characterize students. the term synonymous with coaching is formation or development. with regard to school, now the formation of school culture is being promoted. one of the cultures chosen by the school is a noble moral culture, for example greeting when meeting with a teacher, or fellow and applying it in daily life14 this character will identify positive behaviors that are expected to be manifested in actions, words, thoughts, attitudes, feelings, and human personality. m. daud hasibuan stated, ,. islamic education’ teachers in transferring their knowledge to students, also try to provide effective education and encourage students to apply the knowledge that has been obtained. in addition, the teacher must be firm in guiding students in adhering to the school rules, if there is a child who made a mistake it must be reprimanded and punished, but in a normal course, because recently a teacher was complained by his parents to court and sentenced with the reason of seizing human rights, because the teacher cut the hair of his protégé who had been long. punishment given to students is educational and does not affect the mental and soul of the child. children should not be too spoiled, because a spoiled child means increasing the belief that he always gets what he wants, therefore teachers and parents and the community try to how that child can live with independence.15 in building human beings who have great character values as formulated in the national education goals, an education system that has complete material (kaffah) is needed, and is supported by proper management and implementation. ahmad saiful, s.pd.i one of the islamic education’ teachers in senior high school of panyabungan i stated: “developing the faith through giving, fertilizing, and developing knowledge, appreciation, practice, habituation, and experience of students about the religion of islam so as to become a muslim human being who continues to develop faith and devotion to allah swt, such as performing fard prayer five times, and other circumcision prayers, as well as the practice of the sunnah of fasting monday thursday 2. realizing students who are religious and noble, namely human beings who are knowledgeable, diligent in worshiping, intelligent, productive, honest, fair, 14 m. daud hasibuan, teacher of pai at sma negeri i panyabungan, interviewed on march 18, 2014 15 m. daud hasibuan, teacher of pai at sma negeri i panyabungan, interviewed on march 2, 2014 siti hawa lubis 378 ethical, disciplined, tolerant (tasamuh), maintain harmony in a personal and social and develop religious culture in the school community.”16 how to cultivate good character in children is concluded into seven ways that children must do to develop the main virtues (good character), namely empathy, conscience, self-control, respect, kindness, tolerance, and justice. these seven kinds of virtues can form quality people wherever and whenever. mardiah, s.pd.i suggested, “.the implementation of character education in islamic education learning in senior high school of panyabungan i uses two methods, namely intraculicular and extracurricular. the implementation of character education in islamic education of senior high school of panyabungan i is to include eighteen character values in all islamic education learning materials. in general, the material aspects presented in panyabungan i senior high school are: al-quran hadith, akidah, morals, fiqh, islamic date and culture. based on the explanation of the implementation of character education in pai that was carried out in the intraculatory activities, it showed that state senior high school i of panyabungan had carried out well. in addition to being carried out in intraculcular activities, character education in pai is also carried out in extracurricular activities. extracurricular activities in pai strongly support the implementation of character education. extracurricular activities related to pai are rohis (spiritual islam) and read write al-quran. rohis can be one of the media to explore pai outside the classroom while learning the organization. conclusion in the process of implementing character education in islamic education, it is carried out in two ways, namely intraculicular and extracurricular. the results of the implementation of character education in islamic education are good. this can be seen in terms of the value of subjects both material and attitude. the search results of the researcher to islamic education’ teachers at senior high school of panyabungan i, the average score was 85 and his attitude was given the title a. if he took the character education assessment issued by the ministry of national education, the implementation of character education. 16 ahmad saiful, teacher of pai at sma negeri i panyabungan, interviewed on march 2, 2014 islamic religious education (pai) learning management in the formation of student characters at state senior high school i of panyabungan doi: 10.30575/2017/ijlres-2018091206 379 from this fact shows the success of the implementation of character education in islamic education at state senior high school of panyabungan i. this success can not be separated from the supporting factors, namely: 1) factors of infrastructure facilities in panyabungan sma i are complete, this facilitates the implementation of character education in pai. for example, in state senior high school i of panyabungan already has a mosque, each class is provided with the koran. supporters of religious facilities at state senior high school i of panyabungan support the implementation of carer education in pai for religious character, namely students can perform worship well at panyabungan school i. whereas with the facilities of the koran in the classroom, it supports the implementation of character education for the value of reading likes, that is students can be more diligent in learning the koran. in addition there is also a pai library to support the implementation of character education in pai. the existence of pai library facilities in the classroom supports the implementation of character education for aspects of reading fondness and curiosity. this means that the pai library supports students to be more happy to read and answer their curiosity about the pai material; 2) the leadership factor (leadership) of the head of state senior high school i of panyabungan who has attention to the progress of pai. whatever activities support the school's vision and mission both through pai, the head of panyabungan i state high school will approve it. 3) exemplary factors from pai teachers and other subject teachers are good. so that the implementation of character education in pai can be carried out well. this factor supports the implementation of character education in pai for the value of the character of responsibility, namely students can learn from the example of pai teachers at panyabungan state i high school in carrying out their responsibilities as educators. from the evaluation results can be made by sma panyabungan i as a reference to improve learning programs, determine the level of mastery of students and monitor the success of the learning management applied. siti hawa lubis 380 bibiliograhy al-abrasyi, atiyah, m 1984, dasar-dasar pokok pendidikan islam, bulan bintang jakarta kesuma, doni.a 2007, pendidikan karakter strategi mendidik di jaman global, grasindo, jakarta kesuma, dharma, dkk 2011, pendidikan karakter kajian teori dan praktek di sekolah, remaja rosda karya, bandung langgulung, hasan 1989, manusia dan pendidikan; suatu analisa psikologi dan pendidikan, pustaka al husna, jakarta muhaimin, dkk 2009, manajemen pendidikan ( aplikasinya dalam penyusunan rencana pengembangan sekolah/madrasah), kencana prenada media group, jakarta . ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017-2018010412 vol. 2, no. 1, 2018 page: 149 161 149 legal thoughts in measruring the strenght of qiyas as fikih zakat methodology in indonesia nispul khoiri school of postgraduate, state islamic university of north sumatra, indonesia nispul72@gmail.com abstract. this study aims to know the legal thoughts in measuring the strength of qiyas as the methodology of jurisprudence of zakat in indonesia. this research is a qualitative research based on the literature. the results of this study indicate the existence of the fact that the minds that developed visible: first, to support that qiyas is the legal argument including to adopt about the law of prison in indonesia, this opinion raised by jumhur ulama especially imam syafii who has provided enough space to the existence of qiyas. secondly, the thought of rejecting qiyas as an argument of islamic law, this opinion was expressed by the mu'tazilites, the zahiriyya and the imami shi'ah rejected the use of qiyas absolutely. thirdly, the group that does not place qiyas as a proposition but qiyas is placed as a method of ijtihad, this opinion put forward by imam alghazali, abu zahrah and ahmad hasan. fourth, the group of contemporary minds especially developed in indonesia, such as hasbi ash-shiddieqy and others that qiyas within the boundaries of al-syafi’i cannot meet the needs because the search process illat so complicated and rigid. fifth, keterbatasn qiyas in adopting the law of prison in indonesia lies only to see illat that is naqliyah (nash) means illat which is based on the provisions of texts. keywords: legal thought, qiyas, the fikih zakat methodology in indonesia. introduction the law of zakat in indonesia in its development has raised many new legal issues. in the beginning zalcat is categorized as an aspect of the law of worship, but its development is in contact with muammalat and islamic economics and requires a law that must be clear and decisive. fatwas the fatwa of zakat by mui has not responded much to the needs of jurisprudence of zakat in indonesia, whereas the potential of zakat resources is so developed. reinterpretation asnaf zakat is a legal requirement that must be responded and anticipated. viewed from the potential sources of zakat in indonesia, especially from the sectors of modern economy is an important object that continues to grow and must be considered. the space for a review of the laws relating to contemporary zakat is quite open, with the criteria used also quite clear: (1). the source of zakat is still considered a new thing, so have not get the discussion in depth, especially in the books of classical mailto:nispul72@gmail.com nispul khoiri 150 jurisprudence. (2). these zakat sources are the main feature of modern economy, so that every developed and developing country is a potential source of zakat. such as zakat property investment, zakah on currency and other currencies. (3). source of zakat related to legal entity. during this time zakat is always associated with obligations that are individual, so that the legal entity that berproduktifitas not categorized as the source of zakat. therefore, zakat must be viewed from the point of muzakki at once with his wealth. (4). sources of zakat modern sector has a high economic value that continues to grow and need to receive attention and decisions of zakat status, such as the cultivation of orchid plants, seaweed, ornamental fish and other.1 the opening of space to accommodate the new laws of zakat in indonesia should begin with the placing of the clear fiqh ushul, as indeed, as al-muqhits says, ushul fiqh is the methodology of islamic law itself, and the product is fiqh. where there is jurisprudence, then there is ushul jurisprudence that always accompanies its presence. both can not stand on their own, but always run like two sides of inseparable coins. therefore, the understanding of islamic law should be put in an integrative sense between the jurisprudence and its usuls and not the jurisprudence alone.2 the power of qiyas becomes the unit of analysis in this study so it is known to what extent the power of qiyas in responding, establishing and discovering the emerging legal laws. so this topic diaggap important to be developed in this research. literature review no cases appear apart from the law, and we believe that every case or event that happens there is always the law. some of the laws can be seen clearly in the syara 'syash' and others are not clear. among the unclear laws have in common the nature of the case with a clear legal, with the concept of "muamatsalah". events that are not clearly legal can be likened to the law with existing laws in the texts. although it clearly does not use nash, but because it is equated with the existing law nashnya, then the way of determination like this can be said to use sharia 'texts indirectly or called qiyas (analogy).3 1 ibid., h. 91-92 2 abdul mughits, kritik nalar fikih pesantren, (jakarta : kencana, 2008) h. 24 3 muhammad hasbi ash-shiddieqy, ushul fikih, h. 170 171 legal thoughts in measruring the strenght of qiyas as fikih zakat methodology in indonesia doi: 10.30575/2017/ijlres-2018010412 151 the above thought becomes the basic principle of opening the use of qiyas as legal proposition. that is, the role of qiyas can play a broad role in adopting every law that emerges. illat as one of the pillars of qiyas plays an important role in the development of qiyas. illat as understood by abu hasan muhammad al-bishri is the reason / motive which in itself affects the existence of law. imam al-ghazali also gives understanding; illat is a motive that affects the existence of the law with the cause set by god. the function of illat ensures by itself the existence of the law both in the ordinance of god and by itself. with this function among scholars syafii that illat al-muarrif li alhukm and illat can reach other legal cases.4 there are differences of opinion among scholars in looking at illat and wisdom. according to al-shatibi illat and wisdom are two things intact, illat is the wisdom itself in the form of maslahat or mafsadat associated with the stipulation of the command, the prohibition or the permissibility of both are clear or not, mudhabit or not. thus illat it is maslahat and mafsadat itself, so the law is determined by wisdom not based on illat. wisdom is zahir but not mundhabit. the wisdom will become illat after being declared mundhabit. so here is sought mazhinnat it, the indicator that explains that wisdom can be declared mundhabit. for example shalat qasar. establish whether or not the shalat qasar, illat it is safar or traveling. while masyaqqat or difficulty is wisdom permissible prayer. so whether or not to perform qasar according to their prayers depends on the presence or absence of illat, ie travel is considered as an indicator (mazhinnad) the existence of masyaqqat. another example of syuf'a, namely the right of purchase for a union with a seller in a plot of land or residence. the fellowship is an illusion of the right of syufah. while the wisdom is to avoid difficulties arising from the entry of others who are not allies. the fellowship is made illuminated by the right of syufah, because it is assumed to be the entry of other elements in the fellowship, it will be this difficulty which is regarded as mazhinnat. in the field of worship illat is merely a benefit, there is no influence on the law istinbath, illat is not effective, because qiyas in the field of worship can not be applied. while in the muamalath aspect, illat is effective in 4sulaeman abdullah, dinamika qiyas dalam pembahasan hukum islam (jakarta : pedoman ilmu jaya, 1996) h. 136 nispul khoiri 152 establishing the law. it is based on the theory that the muamalat aspect can be known to the wisdom and the secret (ma'qulat al-makna) while the aspect of worship is not.5 according to wahbah al-zuhaili, illat and wisdom are two different things. illat is a certain character that can be known objectively (zahir) and has a benchmark (mundhabith) in accordance with the provisions of law (munasib) whose existence is the determinant of the existence of law. while wisdom is something that becomes the purpose or purpose disyariatkannya law in the form kemaslahatan for humans. actually as written by fathurrahman djamil, the difference between the two lies in the role in determining the existence or absence of illat law which is a close goal and can be used as the basis for the determination of the law, while the wisdom is a distant goal and can not be used as the basis for the determination of the law. in other words illat is a known trait and becomes the birth factor of a law or not. while wisdom is the ultimate goal of sharia. however, the limitations of illat have always been a concern, because it is not always illat able to place itself in every law that arises. cases and events of law can not always be found illat with the law of origin. it is here that illat has its limitations. when illat is limited the qiyas function will not be able to reach all the legal issues. this is where the role of ijtihad is required as a legal theory that constantly mendinamiskan laws that appear. therefore the methods of developing ijtihad such as istihsan, maslahah almusrsalah, urf, sadd al-zara'i, maqasid al-shariah and others are needed in responding to legal needs including the issue of zakat in indonesia. methodology this is a type of library research. library research is a process of collecting sources of literature, whether in the form of books, encyclopedias, journals, magazines, and others. the method used in this research is a qualitative method that emphasizes more on process aspect than just result. qualitative research has a natural field as a direct and naturalistic source of data. so the approach used in this research is philosophical and historical method. philosophical approach is used in order to occupy the essence of social change, whether as a legal theory or method, both in a formal and normative jurisdiction. while the historical approach is used in order to track the historical data of thoughts that talk about social change both in indonesia, and from outside indonesia. 5 ibid. lihat, nispul khoiri, usul fikih ( legal thoughts in measruring the strenght of qiyas as fikih zakat methodology in indonesia doi: 10.30575/2017/ijlres-2018010412 153 this research is descriptive. it is considered appropriate to describe something, usually in this study, researchers have got / have a picture of the initial data about the problems to be studied. aspects of the description elaborate historical literature data. then a descriptive field phenomenon was analyzed with the literary data source and literary framework with a philosophical and historical approach.. findings and discussion relationship qiyas with the development of fikih zakat in indonesia fikih of zakat in indonesia has experienced a fairly rapid dynamics. zakat is not only oriented to worship alone, but has manifested itself to be part of the islamic economy. along with the speed of growth and economic development of the community, the state displays various sectors of property types that can be used as a potential source of zakat in this country. starting from the agricultural sector, trade, livestock as well as new types of property from the modern sectors, such as industry, services and others. even more dominant role, so it can bear various businesses and services of high economic value. it is supposed to be the sectors of wealth that developed in this modern economy serve as an important object in the discussion of zakat through the methods used. in addition, zakat management aspects are also considered. if previously the management of zakat is traditional, modern needs currently require zakat must be managed professionally and modern. good management will have implications for the increased amount of zakat collection itself. moreover the potential of zakat in indonesia is quite large and demands serious digging. it will not be touched maximally if it is not done in good management. the management process and all aspects related to it must also be based on the law as their proposition and legal basis. the issue that is not less important is the need for legal development especially related to the asnaf-asnaf zakat and its indicators. the existing zakat asnafs require reinterpretation in order to provide the substance of the nash messages themselves. for example asnaf indigent, the standard of the classical cleric's interpretation will be different from today's context. similarly asnaf riqab (servant) requires reinterpretation because the servant intended by classical interpretation is also different from the context nispul khoiri 154 of today. it could even be that the slaves in question are no longer found today or may be able to develop with various humanitarian cases today that need to be considered. the above problems require the establishment of new laws and discovery. when it is not found in the nas (qur'an-hadith) then the space of ijtihad is increasingly important. ijtihad is the source of dynamics against the qur'an and hadith. the role of ijtihad shows that all contemporary legal cases can be adopted with the role of ijtihad together with the methods of developing ijtihad itself. moreover, the qur'an when talking about zakat using two methods, namely the method of tafsāli and the method of ijmāl.6 the method of tafsiliah describes various assets that have fulfilled the obligatory obligatory obligation. surely this source of zakat has been determined by the nas based on the types of treasures that developed at that time.7 the method of ijmāl is that all sorts of possessions meet the requirements of zakat which can be used as a source of zakat. sources of zakat like this certainly not found in the time of the prophet, but at this time developed and economic value, it can be used as a source of zakat.8 qiyas as part of the method of developing ijtihad is definitely required by the law of zakat in indonesia. because qiyas serves as one of the propositions of the development of jurisprudence of zakat. many of the issues of zakat that have been found by law through qiyas. for example, when laying the mandatory zakat rice law as the main source of indonesian society that has been explained by the texts, then examined the nash as qiyas back. it turns out that in the texts, the prophet has mentioned that wheat is one of the four basic types of obligatory zakat (from abu musa al-asari and muaz that the prophet has said to both of them, do not you take zakat (from the inhabitants) except for four types: : syair (a kind of wheat), wheat seeds, grapes and dates.). 9 dari uraian di atas menunjukkan dalam qiyas gandum sebagai pokok, padi sebagai cabang, wajib zakat atas gandum adalah hukum. ketika dihubungkan padi dan gandum ditemukan illat yakni sama sebagai makanan pokok. maka padi diwajibkan zakat sebagaimana halnya dengan gandum. 6 didin hafidhuddin, zakat dalam perekonomian modern (jakarta : gema insani, 2002) h. 91. 7 nispul khoiri, hukum zakat di indonesia (bandung : cita pustaka media perintis, 2012) h. 21 37. 8 didin hafidhuddin, zakat dalam perekonomian modern, h. 91 9al-san’ani, subulus salam (bandung : maktabah dahlan mutazam al-tab’i wal al nasyr, tt) jilid. 2. h. 132 legal thoughts in measruring the strenght of qiyas as fikih zakat methodology in indonesia doi: 10.30575/2017/ijlres-2018010412 155 from the above explanation, it is clear that there is still room for ijtihad to adopt the laws of zakat in indonesia. this is correlated with when the koran through the ijmal approach has outlined the renewal of zakat fiqh through the general arguments of the verses, because with the growth of the people's economy, the emergence of various sectors of society's diverse and high economic value must be accommodated with legal certainty which is clearly a potential source of zakat. moreover, this discourse is associated with social issues, then until whenever zakat is a matter that always remain actual, interesting to be discussed, because he was in touch with the socio-economic community and even the state. in its contents, it is definitely zakat and the matter will become a law that continues to move needed by the people of indonesia. legal thoughts for measuring the power of qiyas as the fikih of zakat methodology in indonesia qiyas become part of the legal needs including the jurisprudence of zakat in indonesia. the capacity of qiyas as a legal methodology has significance in the dynamics of society and the development of the law itself. in the context of zakat law, prosecuted and qiyas to answer the legal issues that arise. however, the question is whether the ability of qiyas can provide a broad role or not. if holding on to an opinion that receives qiyas as a legal proposition in addition to nash support and assumes the existence of a limited texts, while new problems with no arguments appear. then, ijtihad by using qiyas is mandatory.10 not a few of the scholars / jurists who fear the limitations of qiyas itself to adopt legal issues including the law of zakat in indonesia. some analysis and opinions are mapped below: a. the classical clerical groups of the mu'tazilites, the zahiriyads and the imami shi'a rejected the use of qiyas absolutely. these scholars argue: first, qs albaqarah: 29 which shows that sharia or islam is perfect and does not require qiyas because nash comes to explain everything with clear and clear both related to obligatory, haram, makruh, circumcision and mubah. second, to question the existence of zhanni illat in determining the law. because qiyas not to bring to the level of confidence. third, they cling to friends like abu bakr and ibn mas'ud 10zakariya al-bisri, masadir al-ahkam al-islamiyah (kairo dar al-ittihad, 1975) h. 98 – 99. bandingkan romli muqaranah mazahib fi ushul (jakarta : gaya media pratama, 1999) h. 134 nispul khoiri 156 deny qiyas and remind him to be cautious of ra'yu. likewise umar ibn khattab is also mindful of ra'yu.11 b. groups that do not place qiyas as propositions but qiyas are placed as ijtihad methods. this opinion was put forward by imam al-ghazali, abu zahrah and ahmad hasan. according to al-ghazali qiyas is a way of generating the law of nash reasoning through analogy. in other words al-ghazali says that qiyas is not a legal proposition. even in the book al-mustasfa al-ghazali did not include qiyas in orderly postulates as seen among the majority of scholars of the school. according to al-ghazali which includes the rule of law are: the qur'an, sunnah, ijma ', al-istishab, qaul sahabi al-istihsan and al-istislah. the last is mentioned as a reasonable argument.12 c. groups of contemporary minds, especially the developing minds in indonesia that question the existence of qiyas and their scope. according to hasbi ashshiddieqy,13 that qiyas within the boundaries of al-shafii can not meet the needs because the search process is so complex and rigid illat. hasbi ash-shiddieqy added that in fact besides the islamic legal thought formulated in the jurisprudence books, some of them are the fiqh of hijazi, the fiqh that is formed from the customs of the hijaz, or the jurisprudence of mishri, the jurisprudence that accommodates egyptian customs, or fiqh hindi jurisprudence formed on the urf of india. during this time we have not shown the ability to berijtihad to realize the jurisprudence in accordance with the characteristics of indonesia, sometimes we impose fiqh hijaz, egyptian jurisprudence and islamic jurisprudence applied in indonesia on the basis of taqlid.14 according to imam syaukani, the jurisprudence that developed in indonesia is dominantly colored by arabic character (arab oriented) and more closely attached to the tradition of the syafii school. this reality is seen from the literature used by scholars of most of the books of jurisprudence syafii as an example of compilation of islamic law 11ibid. 12ibid. lihat al-ghazali, al-mustasfa (mesir : maktabah al-jundiyah, 1971) h. 394. 13 muhammad hasbi ash-shiddieqy, syariat islam menjawab tantangan zaman (jakarta : bulan bintang, 1966) h. 41-42 14ibid., lihat, imam syaukani, rekonstruksi epistemologi hukum islam indonesia dan relevansinya bagi pembangunan hukum nasional, h. 92-93 legal thoughts in measruring the strenght of qiyas as fikih zakat methodology in indonesia doi: 10.30575/2017/ijlres-2018010412 157 literature (inpres no. 1/1991) as a legal reference in the religious courts.15 besides being patterned on the books of fiqh syafii, in the methodology aspect mostly stuck in the books of ushul fiqh in shafii's school which mostly focused on the discussion of qiyas, (other than the qur'an, hadith and ijma '). in other words the discussion of ijtihad is only framed in qiyas, according to imam syafii ijtihad is qiyas itself. in his opinion many critics, one of them by his own followers al-ghazali said: "whoever says qiyas and ijtihad two pronunciations, then he has made a mistake" (man qala anna al-qiyas wa al-ijtihad lafdzani faqad khata ' ).16 based on the above explanations, it indicates the occurrence of difference of opinion as well as the contradiction of legal thoughts that there are limitations of qiyas in adopting legal issues including the law of indonesian law. although the above opinion is not directly focused on the issue of perzakatan, but the dynamics of law of law in indonesia as part of the contemporary law, then include the legal dynamics that is adopted by qiyas. in the context of indonesian research, research on finding common ground between principal and branch will be a separate legal issue for the future. that is not always the law of prison starting from the determination of sources, reinterpretasi mustahik zakat, zakat management can be equated its nature between principal and branch. perhaps in the zakat source potential is still open to be equated, because the potential sources of zalcat-sanggur growing can still be analogous to wheat, wheat, grapes and other grains. but in the aspect of management, the development of asnaf zakat and others will be hampered to the limitations of illat itself, unless illat dirobah not seen based on provisions that have been established sharia. 15terdapat 38 kitab menjadi literatur khi sebagian besar bermazhab syafii yaitu : al-bajuri, fath al-muin, syarqawi ‘ala al-tahrir, mughni al-muhtaj, nihayah al-muhtaj, al-syarqawi, i’anat al-thalibin, tuhfah, tarqi al-musytaq, bulghah al-salik, syamsuri fi al-fara’id, al-mudawanah, qalyubi/mahalli, fath al-wahhab dan syara, bidayah al-mujtahid, al-umm, buughyah al-mustar-syidin, al-‘aqidah wa alsyariah, al-muhalla, al-wajiz, fath al-qadir, al-fikih ‘ala al-mazahib al-arbaah, fikih al-sunnah, kasyf al-ghina, majmu’at al-fatawa al-kubra li ibn taymiyyah, qawanin al-syariah li al-sayyid ‘utsman ibn yahya, al-muqhni, al-hidayah syarh al-bidayah, qawanin al-syariah li al-sayyid sadaqah dahlan, nawab al-jalil, syarah ibn abidin, al-muwaththa, hasyiyah al-dasuki, badai’ al-sanai’, tabyin alhaqa’iq, al-fatawa al-hindiyah, fath al-qadir dan al-nihayah. imam syaukani, rekonstruksi epistemologi hukum islam indonesia dan relevansinya bagi pembangunan hukum nasional (jakarta raja grafindo persada, 2006) h. 90-91 16 ibid. nispul khoiri 158 if the above theory, used as an indicator measure the strength of qiyas, then when determining illat perzakatan in indonesia, it will be found difficulty and true that illat will be limited. because not all cases of juridical law in indonesia can be adopted by the texts, let alone the stipulation of the provisions of the similarity of basic properties with the nature of the branch. certainly qiyas process using the same illat will be different. however, if used illat through the process of ijtihad open possibilities materialized research on the similarity between the branch and the illat. because the process is done through ijtihad. it takes sharpness of mind to dismantle and determine what is the reason for a syara law '. because nash does not mention or do not give a hint about the reasons behind the legal provisions. conclusion from the above explanation can be drawn important conclusions related legal thoughts that develop in measuring the strength of qiyas as methodology of jurisprudence of zakat in indonesia is very diverse with the proposition and different approaches : 1. the existence of the mind supports that qiyas is a legal argument including can adopt about the law of prison in indonesia. this opinion is expressed by the jumhur ulama especially imam syafii which has given enough space to the existence of qiyas. according to the opinion in this group, there is no limitation of qiyas. if qiyas is not found in the texts then qiyas can be done through the process of ijtihad. 2. the mind rejects qiyas as a proposition of islamic law. this opinion was found by the mu'tazilites, the zahiriyads and the imami shi'ah refused the absolute use of qiyas. these scholars argue qs al-baqarah: 29 which shows that sharia or islamic religion has smpurna and does not require qiyas because nash comes to explain everything with a clear and clear both related to obligatory, haram, makruh, circumcision and mubah. questioning the existence of zhanni illat in determining the law. because qiyas not to bring to the level of confidence. they cling to the friends deny qiyas and remind them to be cautious of ra'yu. 3. the group does not place qiyas as a proposition, but qiyas is placed as a method of ijtihad. this opinion was put forward by imam al-ghazali, abu zahrah and ahmad hasan. according to al-ghazali qiyas is a way of generating the law of legal thoughts in measruring the strenght of qiyas as fikih zakat methodology in indonesia doi: 10.30575/2017/ijlres-2018010412 159 nash reasoning through analogy. in other words al-ghazali says that qiyas is not a legal proposition. even in the book al-mustasfa al-ghazali did not include qiyas in orderly postulates as seen among the majority of scholars of the school. according to al-ghazali which includes the rule of law are: the qur'an, sunnah, ijma ', al-istishab, qaul sahabi al-istihsan and al-istislah. 4. groups of contemporary minds, especially the developing minds in indonesia, such as hasbi ash-shiddieqy, abdul muqhit and others. according to hasbi ash-shiddieqy, that qiyas within the boundaries of al-syafii can not meet the needs because the search process is so complicated and rigid. hasbi ashshiddieqy added that in fact besides the islamic legal thought formulated in the jurisprudence books, some of them are the fiqh of hijazi, the fiqh that is formed from the customs of the hijaz, or the jurisprudence of mishri, the jurisprudence that accommodates egyptian customs, or fiqh hindi jurisprudence formed on the urf of india. according to him it is time we show the ability to berijtihad to realize the jurisprudence in accordance with the characteristics of indonesia. 5. limitations qiyas in adopting the law of prison in indonesia lies only to see illat that is naqliyah (nash) means illat based on the provisions of the texts. that is not always illat naqliyah can be equated with cases of contemporary legal perzakatan in indonesia. however, if illat is based on illat through ijtihad process, it is examined based on the similarity of principal and branch outside of shari'a regulation it is quite open. although complicated and forced sharpness of thinking, then the space to do qiyas quite open and there are no limitations bibiliography abdu al-wahab khallaf, mashadir al-tasyrik al-islami fima la nashsha (kuwait : dar al-qalam, 1972) abdul karim zaidan, al-wajiz fi ushul fikih (baqhdad : dar al-arabiyah liitiba’ah, 1977) abdul mughits, kritik nalar fikih pesantren, (jakarta : kencana, 2008) abu hamid muhammad ibn muhammad al-ghazali, syifa al-ghalil fi bayan alsyubh almuhil wa masalik al-ta’lil (mesir : maktabah al-azhar, t.t) nispul khoiri 160 abu hasan muhammad al-bishri, al-muktamad fi ushul al-fikih (beirut : dar alkutub al-ilmiyah, 1983) jilid ii abu hasan thalib, tatbiq al-syariah al-islamiyah fi al-bilad al-arabiyah (kairo : dar al-nahdah al-arabiyah, 1990) cet. iii al-amidi, ali ibn abi ali ibn muhammad, al-ahkam fi usul al-ahkam (mesir : dar al-fikr, 1928) al-ghazali, al-mustasfa (mesir : maktabah al-jundiyah, 1971) al-san’ani, subulus salam (bandung : maktabah dahlan mutazam al-tab’i wal al nasyr, tt) jilid. zakariya al-bisri, masadir al-ahkam al-islamiyah (kairo dar alittihad, 1975) al-syatibi, al-muwafaqat, jilid. 1 h. 185. lihat, fathurrahman djamil, metode ijtihad majlis tarjih muhammadiyah (jakarta : logos publishing hause, 1995) bambang waluyo, penelitian hukum dalam praktek (jakarta : sinar grafika, 1996) didin hafidhuddin, zakat dalam prekonomian modern (jakarta : gema insani pres, 2002) imam syafii, al-risalah (mesir : dar al-saqafah, 1969) imam syaukani, rekonstruksi epistemologi hukum islam indonesia dan relevansinya bagi pembangunan hukum nasional (jakarta raja grafindo persada, 2006) lahmuddin nasution, pembaharuan hukum islam dalam mazhab syafii (bandung : remaja rodakarya, 194) mahsun fuad, hukum islam indonesia dari nalar partisipatoris hingga emansipatoris (yogyakarta, lkis, 2005) muhammad abdul gani baqiyani, al-madkhal ila ushul al-fikq al-maliki (beirut libanon : dar ribnan littiba’i wa al-nasyr, 1968) muhammad ali al-syais, nasyah al-fiqh al-ijtihad wa atwaruh (kairo : majma albukus al-islamiyah, 1970) muhammad hasbi ash-shiddieqy, syariat islam menjawab tantangan zaman (jakarta : bulan bintang, 1966) muhammad hasbi ash-shiddieqy, ushul fikih (jakarta, kencana, 2009) jilid 1. cet. iii nispul khoiri, hukum zakat di indonesia (bandung : cita pustaka media perintis, 2012) romli, muqaranah mazahib fi ushul (jakarta : gaya media pratama, 1999) legal thoughts in measruring the strenght of qiyas as fikih zakat methodology in indonesia doi: 10.30575/2017/ijlres-2018010412 161 satria efendi, ushul fikih (jakarta : kencana, 2005) suleman abdullah, dinamika qiyas dalam pembaharuan hukum islam kajian qiyas imam syafii (jakarta: pedoman ilmu jaya, 1996) sya’ban muhammad ismail, al-tasyr’ al-islami masadiruh wa at-wuruh (kairo : maktabah nahdhah al-misriyah, 1985) cet ii ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018050810 vol. 2, no. 2, 2018 page: 266 280 266 the effect of brand image and food safety on the purchase decision of samyang noodles product to the students of faculty of economics and business of university of north sumatra medan khairani state islamic university of north sumatra medan, indonesia khairani@gmail.com abstract. this research aims to attract and maintain consumer loyalty in purchasing products. this type of research is quantitative research. the purpose of this research is to know and to analyze the influence of brand image to the purchase decision of samyang noodle product, the influence of food safety to the purchase decision of samyang noodle product, the influence of brand image and food safety toward the decision of samyang noodles product to the students of faculty of economics and business university of north sumatera medan. this research uses explanative method. explanative research aims to understand why a variable can lead to the emergence of a certain effect or effect. explanative research also aims to explain the picture of a condition, the characteristics of a phenomenon or object that explains the relationship between variables. the population of this study is all students of strata-1 faculty of economics and business university of north sumatra who had bought the product of samyang noodles. this population is an infinite population (indefinite) because the number of buyers of different products samyang every day. the sample in this research is 97 students of faculty of economics and business university of north sumatera medan by using lemeshow formula. sampling technique in this research is nonprobability sampling by using incidental sampling. the data collection techniques used in this study are questionnaires and documentation. the results showed partial results, brand image significantly influence purchasing decisions, and food safety have an effect but not significant to purchasing decision. simultaneously, the result of the research shows that brand image and food safety have significant effect on purchasing decision. keywords: brand image, food safety and purchasing decisions introduction currently, it is circulating among students who consume food products originating from abroad, one of which is a super spicy noodles or better known as samyang noodles. this samyang noodle is an instant noodle produced from south korea. samyang noodles packed in black and red plastic wrap with a size large enough. the name of this noodle is not samyang but buldalk bokkeummyeon. while samyang is the name of the company that produces the noodles, samyang foods because the letters that can be read by the people of indonesia are contained in the packaging of mailto:khairani@gmail.com the effect of brand image and food safety on the purchase decision of samyang noodles products to the students of faculty of economics and business of university of north sumatra medan doi: 10.30575/2017/ijlres-2018050810 267 noodles only said samyang, so this noodle is called as samyang noodle. though samyang it is the manufacturer. instant noodle is increasingly popular, this is because the korean wave that hit indonesia. korean wave is a phenomenon of korean fever spread through korean pop culture to all corners of the world through the mass media, and the largest through internet and television networks. in addition to korean waves, there are also unique challenges in social media to eat noodles known as samyang noodle challenge. samyang noodle challenge is a challenge to eat super-spicy samyang noodles without drinking and uploaded to youtube channel. these challenges attract indonesians, including students who are fond of spicy foods, it also supports the growing trend of samyang noodles. source: documentation on www.google.com samyang mie products that circulate in indonesia the popularity of samyang noodles makes people want to try this product. most people confess, initially they are interested in searching, buying, and trying samyang for seeing the various videos that circulate in social media. one of indonesia's market place that is elevenia, recorded in one day, transaction of noodle selling samyang reach 9,210 packs of noodles. it's just a sales figure in one day only. on that date elevenia sells samyang noodles with special price rp.11.000 per pack. behind the popularity of samyang there is some debate about the halal status of samyang mi. in some asian countries such as indonesia and malaysia, samyang received the spotlight after news emerged that the noodles did not have halal certificates issued by authorized institutions on product packaging. in malaysia, the marketed of http://www.google.com/ khairani 268 samyang noodle already has a halal logo from the korean muslim federation (kmf). while in indonesia, the marketed samyang noodlesdoes not have a halal logo while the majority of the population in indonesia who generally embraces islam requires a certainty about the halalness of products to be consumed. in mid-2017, the indonesian food and drug administration (bpom) requested the withdrawal of some korean noodle products. the noodles are samyang (instant noodle u-dong), samyang (instant noodle kimchi flavor), nongshim (shin ramyun black instant noodle) and ottogi (instant noodle yeul ramen). the withdrawal of the product is due to the samyang noodle containing ingredients that are forbidden by consumers who embrace islam without including unlawful labels on the packaging. labels are used as a guarantee that products manufactured are feasible and safe for consumption. one of the labels contained in the product packaging is halal label. in addition, the 4 (four) products drawn by the indonesian food and drug administration (bpom), there are still products of samyang noodles that are not withdrawn and still on the market. although there is still some debate about the status of halal. the products are instant noodles taste hot chicken ramen and cheese hot chicken ramen. these two products are what sam is this study. based on the above phenomenon, the researcher is interested to conduct research with the title "the effect of brand image and food safety to the purchase decision of samyang noodles product to the students of faculty of economics and business university of north sumatera medan". literature review definition of brand image brand image is the process of choosing, organizing, and interpreting information input to create a meaningful picture 1. in another sense, the brand image is a description of the association and consumer confidence in a particular brand2. based on the above explanation, it can be concluded that the brand image is the consumer's understanding of a brand as a whole that is not only determined by the good 1 kotler, philip. 2010. manajemen pemasaran, (ed. 13) jilid 2. jakarta, erlangga. p. 176 2 ambadar, jackie, miranty abidin, yanti isa. 2007. mengelola merek. jakarta, yayasan bina karsa mandiri. p. 154 the effect of brand image and food safety on the purchase decision of samyang noodles products to the students of faculty of economics and business of university of north sumatra medan doi: 10.30575/2017/ijlres-2018050810 269 naming of the product, but it takes how the way it is done to introduce the product so that it becomes the memory for consumers who form the perception will a product. the factors made up brand image the forming factors of brand image can be explained as follows: 1. quality, it relates to the quality of products offered by the manufacturer with a particular brand. 2. trustworthy or reliable, it relates to opinions and agreements made by the public about a product consumed. 3. usefulness or benefits, related to the function of a product that can be utilized by consumers. 4. services, related to the duties of producers in serving their customers. 5. risks related to the profit and loss experienced by consumers. 6. price, in this case relates to high or low amount of money that consumers spend to influence a product, can also affect the long-term image. 7. image, owned by the brand itself, in the form of customers, opportunities and information relating to a brand of a particular product3. brand image can be affected by several factors, they are; 1. communication from other sources that are not necessarily the same as that of marketers. communication can be from other consumers, retailers or competitors. 2. consumer experience through an experiment conducted by consumers can change the perception that previously owned. therefore, the number of various perceptions that arise that will form the total image of the brand. 3. product development; brand positioning of the product is quite unique. on the one hand, is an umbrella for the product, meaning that with the brand, the product can rise in value. on the other hand, the performance helped shape the brand image that shade it4. 3 sunyoto, danang. 2002. konsep dasar riset pemasaran dan perilaku konsumen. yogyakarta, caps. p. 127 4 rangkuty, freddy. 2007. riset pemasaran. cetakan pertama. pt. gramedia pustaka utama, jakarta. p. 174 khairani 270 brand image often conceptualized as a collection of all associations associated with a brand. brand image are comsist of; 1. physical factors; characteristics of the brand, such as the packaging design, logo, brand name, function and usefulness of the product of that brand. 2. psychological factors; in shape by the emotions, beliefs, values, personality that are perceived by the consumer to describe the product of the brand5. furthermore, the component of the brand image into sub-variables consists of three parts, namely; 1) product attributes; which are matters relating to the brand itself such as: packaging, product content, price, taste, and others. 2) consumer benefits: which is the product use of the brand. such benefits provided by the product of the brand. 3) brand personality; is a personality for consumers such as user / consumer response after using the brand 6. food safety according to iso 22000, food safety management system there are three types of food hazards consumed, namely; chemical hazards, biological hazards, and physical hazards. 1. chemical hazards chemical hazards are hazards caused by hazardous chemicals contained in food products. there are 3 (three) ways chemicals can be present in food: a. naturally present in groceries. such as: poison, mushrooms, and others. b. deliberately added in food. there are food additives that deliberately to improve the properties of food products such as dyes, sweeteners, preservatives, and others. the addition of chemicals uses materials that have been approved by government authorities such as the fda, bpom, and other agencies. 5 plummer, j. t. 2000. how personality makes a difference, journal of advertising research, vol. 40. no.6. 6 rangkuty, freddy. 2007. riset pemasaran. cetakan pertama. pt. gramedia pustaka utama, jakarta. p. 198 the effect of brand image and food safety on the purchase decision of samyang noodles products to the students of faculty of economics and business of university of north sumatra medan doi: 10.30575/2017/ijlres-2018050810 271 c. inadvertently in the groceries. use of chemicals such as insecticides, herbicides in agriculture, and the use of mercury that causes the contamination of chemicals in food. 2. biological hazards biological hazards are food poisoning caused by microbial activity that contaminates food products. biologically insecure foods can interfere with health because microbes that contaminate food enter the body and multiply, toxins or toxins produced by foodborne microbes, and chemicals or natural elements contained. 3. physical hazards physical danger is the danger that occurs due to physical objects carried along with food. if consumed can ingest and harm the digestive tract. such as metal, dust, broken glass or iron and others. when shopping, not only the price into consideration, note also what will be purchased. here are the steps to choose food: a. read and check the labels on the packaging by making sure the logo is halal on the label. existing food health and safety insurance from pom (food and drug control) and have md number (food from domestic), ml (imported food), and sp (small industrial production). pay attention to the composition and nutritional value and expiration date. b. avoid foods that contain terms that have not been understood on the label. imported food whose composition is still using foreign language should be careful. give priority to the already halal logo to be more secure. c. utilizing the consumer information service listed on the label to ask things that still meragkan on the product. label in government regulation no. 69 of 1999 on food label and advertisement is any description of food in the form of pictures, writings, combinations of both or other forms included on the food, put in or affixed to the food packaging section. khairani 272 labeling is indispensable for product packaging. labeling includes product identity, product size, product type and name, factory name and address, and can add to the attractiveness and beauty of the packaging. labeling also makes it easy to distribute from factory to distributor or retailer to consumer. as well as a medium of communication, labeling by writing a product brand is part of the promotion with consideration easy to see, understand and remembering. the function of label are as follows: a) label identifies some product or brand b) label identifies the class of product c) label describes a few things about the product (who created it, where it was made, when it was made, what it was, how to use it, and how to use it safely). d) label promotes the product through various interesting images 7. factors affecting consumer decision making process the buying decision process not only knows the various factors that will affect the buyer, but based on the role in purchasing and the decision to buy. there are five roles that occur in the buying decision; a. initiator the person who first suggested buying a product or service. b. influencer people whose views or advice give weight to final decision-making. c. decider the person who strongly determines some or all purchasing decisions, whether to buy, what to buy, when to buy, how to buy, and where to buy. d. buyer the person making the real purchase e. user people who consume or use products or services.8 7 adriani, merryana dan bambang wijatmadi. 2012. pengantar gizi masyarakat, jakarta, kencana. p. 265 8 simamora, bilson. 2000. panduan riset perilaku konsumen. jakarta, pt. gramedia. p. 169 the effect of brand image and food safety on the purchase decision of samyang noodles products to the students of faculty of economics and business of university of north sumatra medan doi: 10.30575/2017/ijlres-2018050810 273 the influence of brand image and food safety on purchase decision decisions are defined as the selection of an action from two or more alternative options. a consumer who will make a choice on a product then he must have some alternative options before making a decision. the decision to buy or not can lead to how the process of making that decision. the emergence of a sense of security and comfort in consuming the product will make a person make a purchase decision9. methodology types and the nature of research this study used quantitative research approach. quantitative research is a scientific approach that views a reality that can be classified, concrete, observable and measurable, variable relationships are causal in which the research data in the form of numbers and analysis using statistics10. for more details, this research using explanative method. esplanative research aims to understand why a variable can lead to the emergence of a certain effect or effect. explanative research also aims to explain the picture of a condition, the characteristics of a phenomenon or object that explains the relationship between variables. the relationship between these variables will be evidenced based on the research hypothesis and also to understand how the actual functional relationship exists between the factors considered as the cause and the expected effect will occur11. place and time of research the research was conducted at the faculty of economics and business, which is one of the faculties of north sumatera university located on jalan prof. t. hanafiah, sh medan, 20155 north sumatera. the study was conducted from april to june 2017. 9 nawawi, hadari. 2012. metode penelitian bidang sosial. yogyakarta, gadjah mada university press. p. 137 10 sugiyono. 2012. metode penelitian administrasi. bandung, alfabeta. p. 162 11 yusuf, m.pd., prof. dr. a. muri. 2014. metode penelitian: kuantitatif, kualitatif, dan penelitian gabungan. jakarta, kencana. p. 265 khairani 274 population and sample population the population of this study is all students of strata-1 faculty of economics and business university of north sumatra who had bought the product of samyang noodles. this population is an infinite population (indefinite) because the number of buyers of different products samyang every day. infinite population (indefinite) is an object of research that has an infinite number, or difficult to quantify. sample the sample is a partial, or subset (subsets), of a population. populations can contain large amounts of data that may not be possible or difficult to undertake an assessment of all such data, so that the assessment is conducted on the sample12. in this study because the population size is unknown, then to determine the sample size using the lemeshow formula. formula: n = z2 x p(1-p) d2 n = 1,962 x 0,5(1-0,5) 0,102 n = 96,04 notes: n = amount of sample z = score z on believe (95% = 1,96) p = estimation maximaly (0,5) d = alpha (0,10) or sampling error (10%) minimum respondents taken for this study as a sample is 96.04 respondents, but the number of samples taken is as many as 97 respondents. findings and discussion the influence of brand image on the purchase desicion from the results of partial testing, brand image variables have tcount> ttable where 5.128> 1.661 with a significance level of 0.000 <0.05 so it can be stated that the 12 harinaldi. 2005. prinsip-prinsip statistik untuk teknik dan sains. jakarta, erlangga. p. 182 the effect of brand image and food safety on the purchase decision of samyang noodles products to the students of faculty of economics and business of university of north sumatra medan doi: 10.30575/2017/ijlres-2018050810 275 brand image significantly influence the purchase decision. variable brand image there are 4 (four) dimensions of quality, trustworthiness, brand benefits, and risk. this set of components will be the basis for influencing consumers in making purchasing decisions. in each dimension there are several items that are asked to the respondent which is tasty, easy to find, price is more expensive, product can be trusted, according to requirement, follow consumer's taste, consistent between promise and reality, and minimally risk product. each item in these dimensions gets good results because majority respondents answer positively. the good taste item "taste good sammy noodles" in the quality dimension got the highest mean of 3.94. based on respondents' answers, no respondents stated strongly disagree, 4 respondents (4%) stated that they did not agree, 23 respondents (24%) stated neutral and 45 respondents (46%) agreed and 25 respondents (26%) who stated strongly agree. brand image is a description of how consumers think about the brand mi samyang and how the brand mi samyang perceived by consumers. so it can be concluded from the results of the research that the samyang noodle has a good image in the eyes of the consumers that taste delicious samyang noodles products that affect consumers to make purchases. the influence of food safety on the purchase decision from the results of partial testing, food safety variables have a tcount <ttable where 1.020 <1.661 with a significance level of 0.310> 0.05 so it can be stated that food safety effect but not significant to the purchase decision. food safety is a condition and effort undertaken to prevent food from possible biological, chemical, and other contaminants that may disrupt, harm and endanger human health. consumers will not make a purchase if the product to be consumed is unsafe, harassing, harming and even harmful to health. but different from the results of research obtained by researchers that food safety effect but not significant to the purchase decision. variable food safety there are 4 (four) dimensions of food additives, food packaging, security guarantee and contaminated food. in each dimension there are khairani 276 several items that are asked to the respondent which are dye, preservative, flavor, interesting, environmentally friendly, pom certification, halal mui certification, and expiry date. the statement "sam samyang is attractively packaged" on the food packaging dimension has the highest mean of 3.928. based on the respondent's answer, 1 respondent (1%) stated strongly disagree, 4 respondents (4%) stated disagreed, 20 respondents (21%) stated neutral and 48 respondents (49%) agreed and 24 respondents 25%) who stated strongly agree. the existence of instant noodles as a favorite substitute food actually brings a negative impact for people who consume. instant noodles bring a bad influence on health. in instant noodles contain high carbohydrates and saturated fats. instant noodles are not equipped with other ingredients such as fiber, protein or vitamins. sodium content that is too high can cause the body at risk of heart disease. instant noodles also contain a layer of wax that makes the noodles are not sticky and not clot. this candle is very difficult to digest by the body, at least takes 3 (three) days to digest the candle. in addition, spices in instant noodles contain msg or monosodium glutamate. materials that are thought to trigger cancer cells in the body. seeing the dangers posed by instant noodles does not necessarily turn off the production of instant noodles themselves and consumers continue to make purchases. for consumers who love to eat instant noodles, there are several things that can be done to minimize the negative effects of instant noodles, including: 1. when boiling noodles, first use the water to boil. when boiling, the wax layer contained in the noodles will mostly dissolve together with water. this will help minimize the wax that enters the body. 2. give time lag to consume noodles. the wax coating on instant noodles will be exhausted after 3 (three) days to be removed by the body. therefore should not consume instant noodles every day. give a minimum of 3 (three) days. 3. not mixing seasoning when cooked. in the spice of instant noodles there is a dangerous substance when it comes to cooking. combine the spice when noodles have been derived from the fire. 4. add vegetables, meat or eggs to complement the existing nutrients in instant noodles. the effect of brand image and food safety on the purchase decision of samyang noodles products to the students of faculty of economics and business of university of north sumatra medan doi: 10.30575/2017/ijlres-2018050810 277 5. not mixing instant noodles with rice. the habit of mixing instant noodles with rice was not a filling thing and a taste of instant noodle taste tesebut. risks that arise because it is very diverse, among others: the potential for obesity, the risk of diabetes mellitus and so forth. therefore, it can be concluded from the results of research that food safety affects consumers to decide to buy products samyang noodles but not significant. research conducted by mubarokah, et al (2014) shows the consumption of instant noodles including high category. statistical analysis shows there is a negative relationship between nutritional knowledge and food safety of respondents with consumption of instant noodles. the influence of brand image and food safety on the purchase decision based on the respondent's answer, 3 respondents stated strongly disagree and 15 respondents (15%) stated disagreed, 32 respondents (33%) stated neutral and 33 respondents (34%) agreed and 14 respondents (14%) states strongly agree. before consumers decide to buy samyang noodle products, consumers seek information from many sources about the brand image of such products such as; quality or quality; relating to the quality of products offered by manufacturers with a particular brand. trustworthy or reliable; deals with opinions and agreements made by the public about a product consumed. usefulness or benefit; which is related to the function of a product that can be utilized by consumers. risks related to the profit and loss experienced by consumers. in addition to brand image, consumers also seek information from many sources about food safey products such as: food additives; ingredients or mixtures added to the samyang noodles to effect the properties or forms of noodles, food packaging; ingredients to contain or wrap up the samyang food, security guarantees; anything related to the arrangement, supervision or supervision made on the production and circulation process of samyang noodles, and contaminated food; food containing banned substances used in the activity or production process of the samyang noodles. from the simultaneous test results, the brand image and food safety variables toward the purchase decision show the result that the f value> f table 25.612> 3.09 with khairani 278 the significance level of 0.000 <0.05 then the brand image and food safety simultaneously have a significant effect on the decision purchase. conclusion based on the results of hypothesis testing and refers to the formulation and purpose of this study, it can be concuded as following statements: 1. testing the first hypothesis, with partial test analysis results obtained that the brand image variables significantly influence the purchase decision. 2. testing the second hypothesis, with partial test analysis obtained the result that the variable food safety effect but not significant to the purchase decision. 3. testing the third hypothesis, with simultaneous test analysis obtained results that the variable brand image and food safety to purchase decisions show brand image and food safety simultaneously significant effect on purchasing decisions. bibiliography adriani, merryana dan bambang wijatmadi. 2012. pengantar gizi masyarakat, jakarta, kencana. ambadar, jackie, miranty abidin, yanti 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bandung, citapustaka media. khairani 280 usman, husaini dan r. purnowo setiady akbar. 2011. pengantar statistika. jakarta, pt. bumi aksara. plummer, j. t. 2000. how personality makes a difference, journal of advertising research, vol. 40. no.6. wibisono, dermawan. 2003. riset bisnis: panduan bagi praktisi dan akademisi. jakarta, pt. gramedia pustaka utama. yusuf, m.pd., prof. dr. a. muri. 2014. metode penelitian: kuantitatif, kualitatif, dan penelitian gabungan. jakarta, kencana. zulham. 2013. hukum perlindungan konsumen. jakarta, kencana. mubarokah, aini, dkk. 2014. jurnal: hubungan pengetahuan gizi dan keamanan pangan dengan konsumsi mie instan pada santriwati sma pondok pesantren asy-syarifah mranggen demak semarang, universitas muhammadiyah semarang. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2019010402 vol. 3, no. 1, 2019 page: 18 32 18 the state of inclusion of human rights in efl secondary school textbooks in palestine khalil abdullah aburezeq master of english language teaching and curricula, university of palestine khalilaburezeq@hotmail.com abstract. human rights topic is one of the core issues to the peoples of this planet nowadays. it is a substantive issue even for school students to learn about. therefore, this study aimed first to prepare a list of human rights for educational purposes and second to examine the existence of human rights in efl secondary school textbooks in palestine. the study also sought to show the distribution of human rights and their domains in the textbooks. to maintain the study objective, the researcher followed the analytical descriptive approach to investigate the presence of human rights in four efl textbooks. the study reached a list of human rights included (29) human rights which are classified under five domains: civil rights, social rights, economic rights, cultural rights, political rights. in the light of the new list, the researcher investigated the presence of human rights in the books and found that the most frequented right is ‘the right to education’, the civil human rights are the top in the textbooks representing a percentage of (46.7%), while the political rights were the lowest representing (4%). according to the study scale, the study found that the overall human right inclusion in the textbooks is very high. keywords: human rights, efl, school textbooks introduction all democratic countries emphasize the significance of human rights and incorporate these rights into their education systems, especially curriculums. however, there are many developing and third world countries still have problems with the practice of human rights and democracy. for these countries, payaslıoğlu and i̇çduygu (1999) suggested studies to be conducted to investigate human rights in these countries, especially the educational system. payaslıoğlu added that these studies will provide vital data and paradigmatic proposals for future decision makers1. 1 payaslıoğlu, a., and i̇çduygu, a. (1999). awareness of and support for human rights among turkish university students. human rights quarterly, 21, 513-534. retrieved april 15, 2016, from: http://www.jstor.org/stable/ 762713?seq=1#page_scan_tab_contents mailto:khalilaburezeq@hotmail.com http://www.jstor.org/stable/%20762713?seq=1#page_scan_tab_contents the state of inclusion of human rights in efl secondary school textbooks in palestine doi: 10.30575/2017/ijlres-2019010402 19 according to the plan of action – world programme for human rights education (2006, pp. 2-3) human rights education should be considered to be provided also to teachers and their educational life. teachers should not be away; they ought to work to strengthen the child’s capacity to enjoy the full range of human rights and promote the culture of human rights values. the reasons why wars and conflicts occur in the world refer to the absence of the human rights and cooperation among people. children since their first stage at school ought to learn values of human rights and good behavior that will enable them to be good citizens and live peacefully. this culture of human rights urges the researcher to investigate the presence of human rights in efl secondary school textbooks in palestine as human rights are considered an international topic nowadays. to achieve the purpose of the study, the researcher addressed the following two questions. what are the basic human rights that ought to be included in efl secondary school textbooks in palestine?, and how is the state of inclusion of human rights in efl secondary school textbooks in palestine?. then, the oobjectives of the study are to prepare a list of the human rights that ought to be included in efl secondary school textbooks in palestine from an educational point of view (the referees), and to find out the status of human rights in efl secondary school textbooks in palestine. furthermore, significance of the study are including into the aspects, they are 1) the study benefits the experts of english for palestine textbooks when including and enriching human rights in english curricula. 2) the study helps english language supervisors to increase their awareness of the human rights in english curriculum. and 3) it could be a vital step to encourage researchers to conduct studies in english curriculum in light of the global studies and human rights. literature review the definition of human rights abu rezeq (2016) defined human rights as the basic rights that should be owned by all the people without racial discrimination based on religion, color, race or gender in order to live in dignity, peace and equality2. shaqoora ( 2012, p. 6) stated that human 2 abu rezeq, k. (2016). an analytical study of human rights principles in english for palestine textbooks, (unpublished master thesis), the islamic university, gaza khalil abdullah aburezeq 20 rights are the needs or requirements that should be presented for all people in general without any discrimination based on sex, color, political doctrine, origins or any other basis.3 islam as the source of human rights islam has firstly contributed to human rights. this contribution is valued when it compared to the setback of the world modern history as well as the realities of modern times that are dull of discriminations. despite the calls for unification of all peoples of this world, people witness mistreatment to black people in some countries. we also witness racial discrimination based on religion. surely, muslims are the victims for these discriminations. in islam, the case is different; there is respect to human rights and deep respect to persons as they are human beings. the researcher prefers to mention human rights declared in 1948 universal declaration of human rights (udhr), but originally originated before 1400 years in the islamic era, especially in quran. here are some six points to be illustrated: the right to life and safety the most vital right of human being is the right to live. the holy quran distinguishes this right in the following verses: “whosoever kills a human being without due reason – not in retaliation for murder or corruption on earth – it is as though he had killed all of mankind.”[al ma'edah, p. 32]. this verse illustrates the core significance of persons’ lives. according to this verse, no one is entitled to kill. and if one kills without reason, he/she should be killed – as capital punishment. equality of women equality does not mean justice. granting rights to everyone that suit him/her means justice. women’s rights are different from men’s rights. therefore, islam dealt without discrimination between the two genders. both genders are held accountable for their actions, good or bad, while they are on earth. the holy qur’an says: “if any do deeds of 3shaqoora, g. (2012). the impact of enriching the content of arabic language curriculum in the first elementary grades in the light of human rights concepts. islamic university, gaza, palestine. the state of inclusion of human rights in efl secondary school textbooks in palestine doi: 10.30575/2017/ijlres-2019010402 21 righteousness, be they male or female and have faith, they will enter heaven, and not the least injustice will be done to them. ” [al nis'a:124]. this verse shows that there is no discrimination based on gender. also, the prophet mohammed’s last piece of advice to all muslims was to deal women kindly and softly. freedom of beliefs islam confirms the right to select religion; it is person’s own right. to show this, the holy qur’an says: o ye that reject faith! i worship not that which ye worship. nor will ye worship that which i worship. i will not worship that which ye have been wont to worship, nor will ye worship that which i worship. to you be your way, and to me mine. [al kafirun: 1-6). the right to justice islam requires that muslims possess upright character and deal justly with the entire human race, regardless of their origin, nationality, faith, and whether they are friend or foe. the glorious qur’an says: “o ye who believe! stand out firmly for allah, as witnesses to fair dealing, and let not the hatred of others to you make you swerve to wrong and depart from justice. be just: that is next to piety: and fear allah. for allah is well-acquainted with all that ye do.” [alma'edah: 8]. the right to a basic standard of life a basic standard of life includes the least essentials necessary for survival, such as shelter, food, clothing, and medical attention. anyone who is suffering from deprivation of these economic necessities is entitled to receive aid in order to meet their requirements. it is the duty of every muslim with adequate means to give from their wealth in order to eliminate poverty from society. the glorious qur’an says: “and in their wealth the beggar and the outcast had due share.” [adh-dhariyat: 19]. rights and mutual responsibility islam respects all mankind regardless of their race or color. the holy qur’an says “and remember we took a covenant from the children of israel [to this effect]: worship none but allah; treat with kindness your parents and kindred, and orphans and those in need; khalil abdullah aburezeq 22 speak fair to the people; be steadfast in prayer; and practice regular charity. then did ye turn back, except a few among you, and ye backslide [even now].” [ el baqarah: 83]. education of human rights education of human rights could be presented throughout formal education or informal education as follows: first: formal education of human rights this type of human rights education could be promoted via educational formal institutions such as: schools, universities, and other educational and formal institutions. these institutions should incorporate human rights in the educational process by making new curriculum for teaching human rights or incorporating human rights in every curriculum. according to pat (2000) human rights ought to be promoted through establishing courses especially for human rights and establishing university colleges that are specialized in human rights. the author argues that a special focus on interdisciplinary course provides a wider base for exploring and understanding most of the tenacious issues of our time.4 in other article, virgina et al. (2006) set a curriculum for teaching human rights to children whose age ranges between 3 to 12 years. there are ten principles that are mentioned in the declaration of the rights of the child, proclaimed by the united nations in 1959 that were the core principles for this curriculum. the curriculum covers curricular activities and booklists to assist teachers to further develop children’s understanding of their rights.5 4 pat, l. (2000). incorporating human rights in to the college curriculum ed 471857 eric database 5 virgina, hatch & et al. (2006). human rights for children: a curriculum for teaching human rights to children ages 3-12. amnesty international, from: http://www.amazon.com/human-rights-children-curriculum teaching/dp/0897931203 http://www.amazon.com/human-rights-children-curriculum%20teaching/dp/0897931203 http://www.amazon.com/human-rights-children-curriculum%20teaching/dp/0897931203 the state of inclusion of human rights in efl secondary school textbooks in palestine doi: 10.30575/2017/ijlres-2019010402 23 second: non-formal education of human rights human rights could be taught informally from the first years of child’s life. in this issue, parents are the first educationalists who can teach human rights to their children if they use the concepts and principles of human rights. in addition, mass media and ngos also have an incorporated part in promoting human rights education. the minnesota advocates for human rights (2003) is in charge for assisting to preserve and grow k-12 school partnerships, managing volunteers in promoting human rights education resources, and organizing the sessions of trainings, workshops, and other activities where educators, businesspersons, students, professionals, and the general community incorporate to develop human rights. minnesota advocates for human rights is the main midwest-based, volunteer-driven, non-profit organization devoted to promoting and protecting globally recognized human rights. minnesota advocates documents the violations of human rights and offers direct legal representation, and work to educate on human rights matters, predominantly issues relate to immigrants, women, refugees, and children. previous studies concerned with human rights in textbooks el-shawal (2010) study analyzed the content of history textbooks in secondary school in yemen in terms of human rights. the researcher first prepared a list of human rights' concepts. the list contained (70) concepts of human rights. in order to systematically conduct the study, the researcher adopted the analytical descriptive approach. the study results revealed that the first secondary grade contained (21) concepts representing (30.44%). in the second secondary grade, the percentage of the inclusion of human rights was (62.9%). while in the third secondary stage there were (35) human rights concepts relative to (49.6%). the study revealed that the inclusion of human rights' concepts in history textbooks were explicit and implicit. the explicit rate is (50.6%), while the implicit rate is (49.6%). john, et al. (2010) study investigated the development of human rights subjects in social sciences textbooks of secondary school all over the world since 1970. the study selected (465) textbooks from (69) countries to be investigated. the researchers used an analysis card to be the tool for the study. after investigating the textbooks, the researchers found a general growth of human rights discussions in the textbooks, khalil abdullah aburezeq 24 especially since the beginning of 1995. the study also found human rights were of less importance in history texts, while they are considered in civics or social studies. jawarneh, et al. (2009) study does not analyze textbooks, rather, it aimed to develop an educational unit in terms of the international educational principles. the study also sought to find out the impact of the international educational principles on 8th graders’ achievement history subject in jordan. the study relied on the descriptive analytical approach through using a sample of (100) students studying in el zarqa city in the scholastic year 2007-2008. the follwoing tools were used by the researchers: a list of the international principles and the achievement test of the international principles. the results of the study showed that most frequented topics of the international educational principles in 8th graders’s history subject is the international peace. the sudy also indicated that the student in the experimental group got higher marks in the the international principles exam.6 the palestinian center for human rights (2002) study analyzed the human rights concepts of the udhr that are incorporated in the 6th grade textbooks of arabic language, history, national education and civic education in palestine. the study adopted the analytical descriptive approach using a card of analysis to analyze the content in terms of human rights. the researcher classified human rights into categories; the political and civil rights, the economic rights and, the social and cultural rights. the study sample was the textbooks of grade six. the study revealed that the incorporation of human rights was not satisfactory and most of the rights were not apparently stated. the study also presented that the political and civil rights were the most mentioned rights in the textbooks. methodology this section presents the method used, the tool of the study, validity and reliability, and the procedures that were followed to conduct this study. mainly, the researcher used the descriptive analytical approach to carry out the study. 6jawarneh, m., almosa, j., dais, a., al-shudaifat, s., & iyadat, w. (2009). the development of an educational unit in light of the international education principles and its influence on the eighthgrade students in the subject of history in jordan. journal of human sciences, 42. from http://www.ulum.nl/. http://www.ulum.nl/ the state of inclusion of human rights in efl secondary school textbooks in palestine doi: 10.30575/2017/ijlres-2019010402 25 population and sample of the study the population of the study consisted of all english for palestine textbooks in the school year (2018/2019). these textbooks were issued by the palestinian ministry of education for the first and the second semester to students from grade 1 -12. the sample of the study contained the four efl secondary school textbooks in palestine. instrumentation the researcher considers the most suitable tool for achieving the purpose of the study is preparing a content analysis card for collecting data concerning the frequencies of human right incorporated in efl secondary school textbooks in palestine. the referee validity of the content analysis card the researcher prepared a list of human rights originated of udhr. then, the researcher distributed the preliminary list of human rights to a panel of referees specialized in english language curricula, methodology, and human rights education in order to decide which are the human rights that should be included in efl secondary school textbooks in palestine in terms of udhr. after the consultation, the researcher reached a list of (29) human rights that are originated from udhr. reliability of the analysis process the researcher asked another researcher to conduct the analysis of human rights in efl secondary school textbooks in palestine. besides, the researcher also analyzed the same textbooks in terms of the list of human rights. the results of analysis of the two researchers were validated using holsti equation. the researcher reached (93.94%) of agreement between the two researchers. findings and discussions the findings and discussions of the first the first question is stated as “what are the basic human rights that ought to be included in efl secondary school textbooks in palestine?” to answer the first question, the researcher reviewed the udhr, the education literature and the previous studies concerning human rights and human rights education in order to make a preliminary khalil abdullah aburezeq 26 list of human rights to be the tool of analysis to human rights in the textbooks. the researcher first prepared a list of human rights included (35) human rights. after that, the researcher distributed the list (the tool) to the referees to modify the tool. after taking the referees’ consultations, views and recommendations, the researcher reached the final following list of (29) human rights that are classified under five domains as illustrated in table (1) table 1 shows the list of human rights for educational purposes that was reached by the referees no. domain of rights human rights 1. the civil rights the right to freedom of opinion and expression. 2. the right to equality without discrimination. 3. the right to equality before justice. 4. the right to rest and leisure. 5. the right to movement. 6. the right to national identity. 7. the right to freedom of peaceful assembly and association. 8. the right to freedom of belief and religion. 9. the right to clean environment. 10. the right to protection. 11. the right to security. 12. the right to forgiveness. 13. the right to privacy. 14. the right to humanitarian treatment. 15. the social rights the right to marriage. 16. the right to social security. 17. the right to an adequate standard of living, shelter, clothing and food. 18. the right to health. 19. the economic rights the right to own property. 20. the right to work. 21. the right to join trade unions. 22. the right to development and economic growth. 23. the cultural rights the right to participate in the cultural life of the community. 24. the right to the protection of the moral and material interests resulting from scientific, literary or artistic production. 25. the right to education. 26. the right to participate in scientific production. 27. the political rights the right to seek asylum from persecution. 28. the right to participate in elections. 29. the right to take part in the government of your country. the state of inclusion of human rights in efl secondary school textbooks in palestine doi: 10.30575/2017/ijlres-2019010402 27 the table shows there are (29) human rights that ought to be included in efl secondary school textbooks in palestine. these human rights are classified under five domains: the civil domain which has (14) human rights, the social rights that included (4) human rights, the economic domain has (4) human rights, the cultural domain encompassed (3) human rights, and the political domain has (3) human rights. thus, the list of human rights that are reached presents the basic human rights that each person in this world must enjoy. this list is derived from the udhr, but differs as there are no domains for rights mentioned in the udhr. in addition, this tool is prepared purposively for educational purposes and is, to some extent, away from the field of law, or international law. the focus is just on preparing simple concepts of human rights that could be found in efl secondary school textbooks. the number of rights reached in this list conforms to the list of human rights reached by qeta (2010) which prepared a list of human rights to be investigated in islamic education textbooks in palestine. in addition, the results are in conformity with shaqoora (2012) which sought to find the impact of enriching the content of arabic language textbooks in the first elementary grades in palestine in terms of human rights concepts. these two studies are found to have the same procedures to analyze the textbooks. they first consulted the referees, prepared a list of human rights to be the tool of analysis, and then analyzed the content of the textbooks. this list is considered a new classification for human rights from an educational point of view. the findings and discussions of the second question the second question is stated as “how is the state of inclusion of human rights in efl secondary school textbooks in palestine?” to answer this question, the researcher used the list of human rights that was reached in table (1) to be used to investigate the state of inclusion of human rights in efl secondary school textbooks in palestine. to answer the question more specifically, the researcher first search the inclusion of each single right in four efl textbooks of the secondary stage in palestine and prepared a column of frequency for those rights. then, the researcher calculated the percentage for each single frequency of the right. after that, the percentage of each domain is calculated. thus, the researcher, in this question, is concerned to the frequency of each human right, its percentage, the percentage of each domain, and the total degree of the inclusion of khalil abdullah aburezeq 28 human rights. subsequently, the researcher will reach a decision to determine the level and distribution of each single right and domain of human rights in the textbooks. the following table will show the frequency, percentage, domain percentage of the human rights included in efl textbooks of the secondary stage in palestine. table 2 shows the frequency, percentage, domain percentage of the human rights included in efl textbooks of the secondary stage in palestine n o . domain of rights human rights f re q u e n cy a n d to ta l m e a n % p e rc e n ta g e d o m a in s p e rc e n ta g e s 1. the civil rights the right to freedom of opinion and expression. 18 5.9 46.7 % 2. the right to equality without discrimination. 18 5.9 3. the right to equality before justice. 0 0.0 4. the right to rest and leisure. 13 4.3 5. the right to movement. 26 8.6 6. the right to national identity. 8 2.6 7. the right to freedom of peaceful assembly and association. 14 4.6 8. the right to freedom of belief and religion. 3 1.0 9. the right to clean environment. 11 3.6 10 . the right to protection. 10 3.3 11 . the right to security. 1 0.3 12 . the right to forgiveness. 8 2.6 13 . the right to privacy. 6 2.0 14 . the right to humanitarian treatment. 6 2.0 15 . the social rights the right to marriage. 2 0.7 5% 16 . the right to social security. 2 0.7 17 . the right to an adequate standard of living, shelter, clothing and food. 7 2.3 18 . the right to health. 4 1.3 19 . the economi c rights the right to own property. 10 3.3 18.5 % 20 . the right to work. 25 8.3 21 . the right to join trade unions. 1 0.3 the state of inclusion of human rights in efl secondary school textbooks in palestine doi: 10.30575/2017/ijlres-2019010402 29 22 . the right to development and economic growth. 20 6.6 23 . the cultural rights the right to participate in the cultural life of the community. 16 5.3 24 . the right to the protection of the moral and material interests resulting from scientific, literary or artistic production. 5 1.7 26.1 % 25 . the right to education. 30 9.9 26 . the right to participate in scientific production. 28 9.2 27 . the political rights the right to seek asylum from persecution. 6 2.0 4% 28 . the right to participate in elections. 2 0.7 29 . the right to take part in the government of your country. 4 1.3 total 304 (m=10. 44) 100 100 % the table shows that the vast majority of human rights that are included in the list of the study are also incorporated in the efl textbooks of the secondary school in palestine as the total frequency of the rights is (303). there are (28) human rights included and just (1) right is not included which is ‘the right to equality before justice’. this means that the textbooks highly consider the inclusion of human rights. the most frequented right in the textbooks is ‘the right to education’; while the least frequented rights are ‘the right to security’ and ‘the right to join trade unions’. furthermore, the table shows that the following human rights are highly mentioned in the efl textbooks of the secondary school: the right to education the right to participate in scientific production the right to movement the right to work the right to development and economic growth the right to freedom of opinion and expression the right to equality without discrimination the table shows that the the civil rights are the most frequented rights in the textbooks representing (46.7%), followed by the cultural rights that constitute (26.1%). khalil abdullah aburezeq 30 the economic rights come in the third rank with a percentage of (26.1%), while the fourth rank was the social rights representing (5%) and the political rights (4%). it is apparent that the presence of the social and political rights is very low. the percentages of both domains are very few; they do not exceed (5%). in order to show the degree of the total frequency of the human rights in the textbooks, the researcher prepared the following scale in table (3) table (3) shows the scale of the study scale of means degree of means 1 _ 3.33 weak 3,34 _ 6,64 moderate 6,65 _ 10,00 high above 10,00 very high as shown in table (2) the total mean of the total frequency is (10.44). according to the scale above, (10.44) is beyond (10.00). this is a very high degree. therefore, the inclusion of human rights in the efl textbooks of the secondary stage in palestine is very high. the reason behind the very high percentage of the civil rights is the nature of the topics/lessons in the textbooks. the lessons implant civil rights through topics that talk about freedom of speech, rest and leisure time, national identity, privacy, forgiveness, protection, belief, and humanitarian treatment. consequently, the main criterion that strengthens the existence of human rights is the nature of the topics that are presented to students. as shown, the cultural rights come as the second with a percentage of (26.1%). thus, efl secondary school textbooks consider the cultural rights of the student through including the rights in this field. despite having just (3) rights under the cultural domain rights, it comes the second. the right to education and the right to participate in scientific production, which re under the cultural domain, are largely mentioned in the textbooks. they ranked as the first two mentioned rights in the textbooks. the lessons that promote education, continuous learning and contribution to knowledge are highly included in efl textbooks of the secondary school. the economic rights also have a great emphasis in the efl textbooks of the secondary school. they constitute (18.2%). this is a considerable number of rights. thus, the state of inclusion of human rights in efl secondary school textbooks in palestine doi: 10.30575/2017/ijlres-2019010402 31 efl textbooks of the secondary school promote the right to work, the right to own properties and the right to development. it is worth mentioning to tell that the right to work is considered one of the highest rights mentioned in the textbook as it is frequented (25) times. unfortunately, the social rights have diminished numbers in the textbooks. they just have (5%). from the researcher’s experience, the social rights are considerably mentioned in the preparatory stage. thus, they are promoted in previous stages. as for the non-appearance of political rights which got just (4%), the researcher comments that there are just two lessons in the whole ‘secondary stage’ mention political rights. therefore, it is normal to find a diminished number of political rights in the textbooks. conclusion the study sought to give a description to the state of human rights in efl secondary school textbooks in palestine. the study concluded that state of inclusion of human rights in efl secondary school textbooks in palestine is very high based on the scale made by the researcher and according to the mean of frequencies of human rights in the textbooks. it is important to say that efl secondary school textbooks in palestine highly meet human rights. the civil rights got the highest rank, while the political rights recorded the least rights in the textbooks. the study also reached a list of human rights with new classification that could be relied on in the educational purposes. bibiliography abu rezeq, k. (2016). an analytical study of human rights principles in english for palestine textbooks, (unpublished master thesis), the islamic university, gaza. el ashwal, a. (2010). the level of human rights concepts included in history curriculum in secondary education in yemen. reading and knowledge journal, 105, 150-186. jawarneh, m., almosa, j., dais, a., al-shudaifat, s., & iyadat, w. (2009). the development of an educational unit in light of the international education principles and its influence on the eighthgrade students in the subject of history in jordan. journal of human sciences, 42. from http://www.ulum.nl/. minnesota advocates for human rights (2003). annual reports. minneapolis: the human rights centre and the stanley foundation. http://www.ulum.nl/ khalil abdullah aburezeq 32 pat, l. (2000). incorporating human rights in to the college curriculum ed 471857 eric database. payaslıoğlu, a., and i̇çduygu, a. (1999). awareness of and support for human rights among turkish university students. human rights quarterly, 21, 513-534. retrieved april 15, 2016, from: http://www.jstor.org/stable/ 762713?seq=1#page_scan_tab_contents plan of action for the united nations decade for human rights education 1995-2004, paragraph 11. retrieved one october 2013, from http://www.hrea.org.decade qeta, m. (2010). human rights concepts included in the islamic education curriculum for the secondary school and the level of students awareness of human rights, (unpublished master’s thesis). the islamic university of gaza, palestine. shaqoora, g. (2012). the impact of enriching the content of arabic language curriculum in the first elementary grades in the light of human rights concepts. islamic university, gaza, palestine. the palestinian center for human rights. (2002). human rights in the palestinian curriculum, a critical study of the sixth grade curriculum. islamic university of gaza, , palestine. virgina, hatch & et al. (2006). human rights for children: a curriculum for teaching human rights to children ages 3-12. amnesty international, from: http://www.amazon.com/human-rights-children-curriculum teaching/dp/0897931203 http://www.jstor.org/stable/%20762713?seq=1#page_scan_tab_contents http://www.hrea.org.decade/ http://www.amazon.com/human-rights-children-curriculum%20teaching/dp/0897931203 http://www.amazon.com/human-rights-children-curriculum%20teaching/dp/0897931203 ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018050809 vol. 2, no. 2, 2018 page: 251 265 251 implementation of school headmaster’s strategic management in the effort on increasing the quality of education at senior high school (sma) of uisu medan nila safina islamic university of north sumatra, indonesia nilasafina@gmail.com abstract. this research aims to know the effort which is done by principal of school increasing education quality and the implementation of management strategic in sma uisu medan. this research used qualitative descriptive method, by using observation technique, interview, and documentation study. key informant in this research is the principal of a school, and supported by another up to date informational which is needed to this research. technique of processing data has some steps. first, data which is collected must be identified and classified, the analyzed and it is examined the validity by using triangulation, next each founding from the result analysis is correlated one each other to build one logic arrangement aspect which is applied in sma uisu medan. based on this research, it is found some things: first the effort which is done by principal of a school increasing the education quality in sma uisu medan is by formulated strategic management thought make the following program: school review, banch marking, quality assurance and quality control. second, the application of principal of a school strategic management in the effort to increase education quality in sma uisu medan very depend on: (1) education structure organization, (2) formulation ursion, mission, aim and target of school, (3) state organization strategy, (4) implementation school organization strategy and (5) do swot analysis. based on the data found, the writer suggest. firstly, in the activity of increasing education quality, it is a must that all program quality increasing which has been formulated must have strategy to apply the program, so there is no program which, with the reason not know how to apply. secondly, all school person that involved with increasing the quality should be given information and told that strategy which is done in increasing the education quality. third, it is need to form evaluation’s team which involved school organization. to examine the program which has formulated, and the examine result of resources should be communicated to all people in the school. keywords; head master’s strategic management, increasing the quality of education, senior high school of uisu medan introduction school management varies according to the school's vision, mission and objectives. the principal is expected to have a strong management strategy concept mailto:nilasafina@gmail.com nila safina 252 hence school goals can be achieved optimally. therefore, the principal must be able to set goals that are oriented to the future. sma uisu is one of the schools whose existence is quite important in supporting educational activities in medan city. this school seeks to improve the quality of education, among others through various training and improvement of teacher competence, the use of books and learning tools to achieve the goal of efficient and effective education, it is necessary for teachers who have the competence, facilities, facilities and infrastructure that support such as in sma uisu medan. related to the above, the writer is interested to make the focus of problem in this research is "the implementation of strategic management in improving the quality of education in sma uisu medan". because based on preliminary data that the researchers found in the initial research phase uan graph from 2015 to 2016 has not been as expected.. literature review definition of strategic management blanchard says "management is working or working with and through individuals and groups and other resources to accomplish organizational goals1. selanjutnya, malayu states that "management is the science and art of managing the process of utilizing human resources and other resources effectively and efficiently to achieve a certain goal”2. based on the malayu study of management, found art and science to regulate the work process in achieving the goal. differences in individual characteristics in the same or different professional skills make the principal in his function as a manager to foster beautiful and different interpersonal relationships. this beautiful and unique relationship will create a conducive atmosphere and climate in realizing work behavior in achieving the goal. the comprehensive formulation of the strategy can be explained as follows: a. strategy is a consistent and integral decision pattern. 1 blanchard and jhonson, 1998. manajer satu menit, (terjemahan oleh anha wb), jakarta, pt gramedia indonesia. p. 4 2 hasibuan, malayu, sp, 2003. manajemen suber daya manusia edisi revisi, jkaarta. pt bumi aksara. p. 124 implementation of school headmaster’s strategic management in the effort on increasing the quality of education at senior high school (sma) of uisu medan doi: 10.30575/2017/ijlres-2018050809 253 b. define and display organizational goals in terms of long-term goals, program acting and resource allocation priorities. c. select the field to be cultivated. d. trying to gain long-lasting benefits, by responding appropriately to opportunities and threats from the organization's external environment, its strengths and weaknesses. e. involves all levels of the organization3. castler stated that “strategic management is that set of managerial decisions and action that determines the long-run performance of corporation. it includes environmental scanning, strategy formulation, strategy implementation, and evaluation and control”.4 in another view, the strategy is prepared by considering the strategic environmental factors both internal and external an education, and accommodate the interests in it to achieve the goal. thus management strategy is an art using the skills and resources or organization in the education unit by considering internal and external factors to achieve the target through an effective relationship with the environment in the most favorable conditions5. based on some understanding above, it can be concluded that in formulating and preparing management strategy, organization must have: 1) vision, mission, goals and targets to be achieved, 2) identifying internal and external environment of organization, 3) conducting various useful analysis in maintaining customer trust, 4) making strategic alternatives, 5) making alternative strategies selected and 6) creating a feedback system to know the effectiveness of achieving the implementation of strategic management. for more details the stages of the strategic management process can be seen in figure 1. 3 hanafiah, yusuf, m and sukarna, 1994. pengelolaan total pendidikan tinggi, depdikbud ri. p. 65 4 castler, williem b, 1996. the human resource function in education. boston: allyn and bacon. p. 187 5 gultom r, 2008. kepemimpinan transformasi berbasis mutu pendidikan, medan, usu press. p. 176 nila safina 254 elements of strategic management choices figure 1. management strategic model implementation of strategic management for head master in the implication, the principal is a top manager in a school, therefore the principal must be able to make the organization he leads more proactive rather than reactive to initiate and influence the activities in the context of improving the quality of learning. in management, an organization needs to divide the tasks and functions of each party involved in managerial activities in the organization. the division of labor and the delegation of authority is one of the tasks of the principal as a top manager. the principal nurtures teachers to perform their professional duties optimally. the delivery of education and teaching is a management activity that involves various aspects within and influenced by the internal environment and the external commapny planning vision and mission general environment environment of industriy internal factors main strategies alternative strategy varieties strategy choices resources structure assessment and control policies, plans and execution implementation of school headmaster’s strategic management in the effort on increasing the quality of education at senior high school (sma) of uisu medan doi: 10.30575/2017/ijlres-2018050809 255 environment. the management of educational institutions is carried out covering the scope of planning, organizing, organizing and supervising various aspects. teaching and learning activities in educational and educational institutions are managed by optimizing existing resources such as facilities and infrastructure, human resources, funds and students. a. facilities and infrastructure facilities and infrastructure in educational institutions include buildings, equipment, furniture and books that meet the needs of education. the use of educational facilities must be managed in an orderly manner, without adequate facilities of practice, the science that will be obtained by students will only be theoretical that leads to verbalism. b. human resources in general, human resources are the key to the success of an organization. other elements will not function optimally without reliable human resources in managing them. in this case the teacher is an important element in improving the quality of education, then professional teacher training needs to be improved by attending trainings, seminars, and comparative studies both within the city and outside the city, so that teachers have a broad insight. c. funds quality education costs a lot. the community participates in the financing of education. school relations with the community will grow if the community also benefits from participation in the school program. benefits can be interpreted widely, including a sense of attention and satisfaction, because it can help the interests of school. d. students students are one of the resources produced by the school. in the educational program, teaching and learning activities are directed to the realization of the learning process thoroughly and can spur students active and creative. students are encouraged to improve their intellectual and emotional intelligence (iq, eq, sq) in a balanced way and improve the efficiency and activity of the learning process. the results obtained by students after completing the educational process is a direct result of education. this result is knowledge, attitude and skill. this result is often nila safina 256 used as a criterion of educational success in terms of quality. this direct result is used the starting point of measuring the quality of education of an educational institution. methodology research approach this research uses descriptive qualitative approach. the selection of this method is based on the consideration that what to look for is data that gives a picture and describes a complex social reality to be concrete. social situation in accordance with the context is diluksikan until found the behavior of the main respondents implementation of principal strategic management in efforts to improve the quality of education in senior high school of uisu medan. further bogdan and biklen suggests there are five characteristics of qualitative research as follows: 1) qualitative research has the natural setting as the direct source of data the researcher is the key instrument, 2) qualitative research is descriptive, 3) qualitative research are concerned with process rather than simply with outcomes or product, 4) qualitative researches tend to analyze their data inductively 5) meaning is of essential concern to the qualitative approach6. of these various considerations, this research is not merely collecting data, but rather an approach to the empirical world. a variety of field behaviors and situations become something that must be studied in depth to its core behavior. findings and discussion implementation of principal strategy management in efforts to improve the quality of education at sma of uisu medan. achievement of organizational goals that the improvement of the quality of education is very necessary tool that acts as an accelerator and dynamicator so that goals can be achieved effectively and efficiently. in line with the tesebut, the strategy is 6 bagdan, robert c & biklen sari kaopp, 1992, qualitative research for education; an introduction to theory and methods, boston, allya and bacon, inc. p. 29 implementation of school headmaster’s strategic management in the effort on increasing the quality of education at senior high school (sma) of uisu medan doi: 10.30575/2017/ijlres-2018050809 257 believed as a tool to achieve goals. before discussing the organizational goals, the principal says that every teacher and employee should know what management and management mean. this is as revealed in the following interview (data 10): “in order to achieve organizational goals it is imperative that strategies be developed, therefore, before reaching the discussion of the organizational goals of employees and teachers should understand and know what the real nature of management and strategic management”. furthermore the principal said his opinion on what management and management strategy is, this is expressed in the following interview (data 11): “management science is the process of planning, organizing, controlling, and supervision needed to achieve the objectives that have been set, while the management strategy is a series of decisions and fundamental actions made by top management through a systematic approach and implemented by all organizai ranks in order to achieve goals sustained goals”. in addition to the principal, the vice principal (pks 2) also gave his opinion on management and management of the strategy, it was expressed in the following interview (data 12: “management science is a process of cooperation between one person with others to achieve the goals set previously. the process undertaken in the form of planning, organizing, pandering, budgeting, coordination. while strategic management is a systematic approach that coordinates the organization that is ensured to achieve a sustainable goals”. furthermore, one teacher (teacher 1) represents another teacher saying his opinion about strategic management summarized in the following interview (data 13): “management science is the control of resources that require planning, organizing, budgeting, supervision, direction, and coordination to achieve predetermined educational goals”. based on the principal's knowledge, vice principals and teachers on the definition of strategic management, the principal said that uisu senior high school must have special strategic management in improving the quality of education. this is as revealed in the following interview (data 14): “uisu senior high school has a special strategic management in improving the quality of education, because the school is an organization that there is one togetherness and interaction and interdependence of individuals who work together to achieve a goal. therefore i involve school personnel in implementing programs that have been established by the school”. nila safina 258 then the principal resumes his conversation about the activity-activities that are being performed as an application of the planned strategy management, the activity is delivered in the following interview (data 15): “the activities i undertake in applying strategic management include: 1) monitoring and evaluation to ensure that planned programs can be planned for the purpose, this evaluation is described in the analysis that has been prepared. 2). conducting regular meetings with teachers in formulating school vision and mission, objectives and taeget of schools, determining and implementing school organizational strategy 3). contains an education supervisor to provide input to the teacher”. furthermore, vice principal 1 said that the special strategic management that has been done in uisu high school amongst the swot analysis is to look at the advantages and weaknesses, opportunities and constraints faced by sma uisu. this is as expressed in interview (data 16) below: “specific strategic management undertaken in uisu senior high school among others is compiling swot analysis to see the weaknesses and strengths, opportunities and constraints faced by uisu high school applied in evaluation. in addition, the principal together with teachers held a routine on the formulation of school vision and mission, the determination and implementation of the organization's strategy for the future schoo”. furthermore, one of the teachers (teacher 2) said that the strategy management done at uisu high school is as summarized in the interview (data 17): “the strategy management that has been done in sma uisu is by conducting monitoring and evaluation compiled in swot analysis, to know more about the strengths / advantages, weaknesses, opportunities and constraints faced by schools and the things that must be prepared to overcome the things that appears in the swot analysis that has been compiled”. all teachers should know the programs that have been formulated in the management strategy to improve the quality of education at uisu high school, because all teachers should be involved in the implementation of strategic management in schools. this is as described by the principal in the interview (data 18) below: “all teachers must know the program that has been formulated in the strategy management in improving the quality of education in sma uisu, because all teachers are involved in the implementation of strategy management. the involvement of teachers in implementing strategic management in schools such as providing teaching tasks according to the discipline of teachers, providing knowledge about educational innovation to teachers, involving teachers in seminars, intensifying mgmp meetings, complementing the means of learning infrastructure and complementary learning media, so teachers can teach and achieve the learning objectives well and minimize the barriers in teaching, while for the employees are given training and upgrading in terms of administration”. in line with what one pks i said, all teachers need to know the management strategies that have been developed, because all teachers should be involved in the implementation of school headmaster’s strategic management in the effort on increasing the quality of education at senior high school (sma) of uisu medan doi: 10.30575/2017/ijlres-2018050809 259 implementation of strategic management in schools. this is as summarized in the following interview (data 19): “all teachers and employees are aware of the management strategies implemented in the school as all teachers and staff will be involved in the implementation of strategic management in schools. the involvement of teachers and employees such as: teachers are given authority by the principal to teach in accordance with educational background, sending teachers to follow the training in accordance with the field of study, cultivated mamximalkan media and learning infrastructure while for employees in accordance with their duties implement school administration”. then one teacher (teacher 1) said that indeed all teachers and staff should know the programs that have been developed as management strategies in the school, because teachers and employees must be involved in it. this is as summarized in the following interview (data 20): “all teachers and employees know the programs that have been developed as strategic management in the school, because teachers and employees will definitely be involved in it. certainly the involvement of teachers and employees in accordance with the task of teaching the teacher according to the field of study and discipline of science, followed a scientific seminar or training in accordance with the field of study and employees carry out school administration”. until now there are some obstacles encountered in high school uisu in the implementation of strategy management in improving the quality of education. this is as revealed by the principal in the following interview (data 21): “the obstacles encountered in implementing the strategy management that have been implemented are such as funding, and teacher change of subject area. to overcome this, the temporary solution is to recruit new teachers and be trained, to include alumni of the community and parents so that they care about improving the quality of education” the expression of the principal above is in accordance with what is expressed by vice principal 2, as summarized in the following interview (data 22): “constraints in implementing strategic management that has been implemented to date is the subject of teacher change in the field of study and funding issues. and the temporary solution is to recruit qualified teachers”. thus, strategic management, based on the principal version of the headmaster, deputy headmaster and teacher at uisu high school, is the process of planning, organizing, controlling, and monitoring and evaluation necessary to achieve the predetermined educational objectives while strategic management is a series of decisions fundamentals made by top management through a systematic approach and implemented by the whole range of organizations in order to achieve the goal of sustainable success. nila safina 260 leadership for education quality the requirement to become a principal certainly can not be seen only from the administrative aspect, which meets the requirements of the class, term of employment, seniority and others. but the requirement to be a principal should be considered and supplemented by monitoring supervisors and educational experts about their eligibility to occupy the principal's office, in addition to the support of teachers and the community. the importance of educational background as an illustration of academic ability is also important, as it has the assurance that the school has wide insight and high competitive power. educational leaders are principals who can influence their subordinates to work together to achieve what is intended. this was revealed by one of the teachers in the interview (data 23) below: "educational leaders are principals who can influence their subordinates to work together to achieve what is targeted by educational institutions that is improving the quality of education". educational leaders are leaders who are sensitive to educational and creative innovations, as one teacher expressed in the following interview (data 24): "educational leaders are leaders who are sensitive to educational innovation, must be creative and proactive toward the demands of the times and oriented towards improving the quality of education". one of the teachers said that in order to create the quality of education in schools, it takes a leader in it. this is as revealed in the interview (data 25) below: "yes it is true, in order to create the quality of education in schools would require leaders in it, the principal who berkompetensi guiding and managing teachers, employees and resources that exist at the school. such resources may be natural and human, such as exploiting the ability of employees and teachers who are considered capable of carrying out the task and achieve the vision that has been formulated ". furthermore, other teachers say that in order for schools to have the quality of education then the school must have leaders who can lead, smart and dignified and diligent supervising subordinates, supervising the class and what is in school. this is what he expressed in interviews (data 26) below: "in my opinion that the school has the quality of education, the principal should be able to lead subordinates, meaning that subordinates should be able to nurut him, or affect his subordinates. then must be smart, both in academic terms and in associating with his subordinates and dignified, respected subordinates, meaning authoritative teachers respect him but teachers are not afraid to exchange ideas with him and the principal should be diligent monitoring in the whole class either before the lesson begins or when implementation of school headmaster’s strategic management in the effort on increasing the quality of education at senior high school (sma) of uisu medan doi: 10.30575/2017/ijlres-2018050809 261 the lesson begins with so the principal will know whether the difficult class is ready to be used for study or not and so the principal can know the shortcomings that existed during the learning process implemented”. leaders are needed for the quality of education is achieved that educational leaders who understand the quality of education and how to achieve it. this is as one teacher expressed in the interview (data 27) below: "leaders are required for the quality of education is achieved that educational leaders who understand about the quality of education is the principal of a successful and effective, successful principals are able to embrace teachers and employees on improving the quality of education of quality students and graduates of quality”. in order for the quality of education can be achieved, it takes effective leadership that has the vision and mission. this is as expressed by the vice principal in the interview (data 28) below: "leaders are needed for the quality of education can be achieved then required an effective leader who has a vision and mission and can put it in clear policies". in order for the quality of education can be achieved then required a firm leader and have a commitment. this is as expressed by one of the teachers in the interview (data 29) below: "in order for the quality of education can be achieved then required a firm leader and have a commitment and responsible in the process of improvement of educational institutions". what distinguishes educational leaders from other leaders is the vision that has been formulated. this is as expressed by the principal in the interview (data 30) below: "what distinguishes educational leaders from other leaders is the vision that has been formulated by each leader. because the vision will determine how long an organization will last. typically educational leaders can formulate the best possible vision so that the organization they lead can survive, although the vision is only as a destination to be addressed, but the vision is not a dream but the ideals to be achieved. so leadership to achieve the quality of educators” working group to achieve quality working group to achieve quality / quality control clusters are small groups that conduct quality control and quality, regularly, voluntarily and continuously in their work activities by applying quality control principles and techniques. the principal thinks that the working group to achieve the quality is a group to achieve the quality. this he said in interview 31 data below: nila safina 262 "the working group to achieve the quality is a group to achieve the desired qualities by groups or educational institutions such as the subject teachers consultative conference (mgmp), established to achieve quality or completion and success in each subject". next the vice principal added about the quality work group is a team in dealing with an improvement. this is stated in the following interview of 32 data: "the quality work group is a team in dealing with an improvement or development of educational quality in which the team employs teachers and employees and provides greater responsibility". the steps that must be done by the team team in pursuing the quality of education is as expressed by the principal in the following interview: "the steps that must be done by the team team in pursuing the quality of education is to form groups or teams both large and small, giving opinions for various problems and the establishment of work rules on the group or team”. the principal expressed by the school principal was added by the vice principal that the steps that the group should take in pursuing the quality of education are as listed in the following 33 data interviews: "the steps that the team should take to pursue the quality of education is to deliberate by forming a team such as the mgmp and determining the mgmp teachers working group (mkg) schedule. each mgmp determines the steps to be taken to improve the quality of education such as determining minimum rating standards (spm) to determine the learning method of each material and so forth ". therefore, the working group to reach the quality or the quality control group that is done in sma uisu medan is to form a team of small and big scale like mgmp and make a schedule of kkg to do musyawarah which in there is brainstorming to solve a problem. school strategic management in efforting the improvement of education quality the implementation of school strategy management involves a major effort aimed at transforming strategic goals into action: school programming. no matter how great a strategy, if not implemented, of course, that strategy will not be meaningful for school development. therefore, the ability of school principals and other school personnel to implement a strategy in the management of school strategy is very important in relation to the skill of the principal as a leader and teacher as professionals responsible for the learning progress of learners. in fact implementation of strategy especially in school is not easy to do. generally the school stuck on the routine activities of teachers entering implementation of school headmaster’s strategic management in the effort on increasing the quality of education at senior high school (sma) of uisu medan doi: 10.30575/2017/ijlres-2018050809 263 the class member lesson pendekatnnya same as before, carrying exams, members of the exam results and ultimately learners graduate with quality improvise. the facts mentioned above do not occur in sma uisu, even if it happens very small because the principal as a leader in high school uisu has compiled school programs that must be run. this is as expressed by the headmaster in interview 34 of the following data: "in implementing this strategy management i have developed a gradual program of schools, such as short-term programs, medium-term programs and long-term programs". the programs that have been prepared are implemented in stages, such as completing the library books and then completing the science laboratory. this is revealed by the principal in the following interview (data 35): "the programs that have been prepared are implemented gradually, for example completing the library books then equip the science laboratory, in addition to the programs that i have planned in implementing this strategic management such as; improving the professionalism of teachers by involving training both conducted by schools regularly or implemented by the education office of the city and provinces, increasing the value of national examinations of students so that every year the higher the value, increasing the number of graduates every year into public universities”. in line with the above matters pks i said that the principal has developed a program to mengimplemmentasikan management strategy. this is as revealed in the following awrahcara (data 36). "to implement the principal's management strategy has developed a gradual, short-term, mediumand long-term gradual school program such as completing library books and then accompanying the science laboratory and improving the scores of high national exam scores". furthermore, one teacher (teacher 2) said that the programs that have been prepared by the principal is the embodiment of management strategy, this is as summarized in the interview (data 37). "in implementing the management of this strategy the principal makes a gradual school program, for example completing library books, equipping science laboratories, improving the professionalism of teachers by including training both in schools regularly or by city education agencies as well as provinces, and improve the achievement of national exam scores so that each year the value of the higher values ". in addition to the above, the strategy undertaken in sma uisu medan in preparing the quality improvement program of education is done by applying 4 techniques, this is as expressed by the principal in the interview (data 38) follows: "there are 4 techniques done by uisu high school in developing education quality improvement program, that is; a process in which all components of the school work nila safina 264 together in particular with parents and professionals to evaluate and assess school effectiveness, and the quality of graduates, and undertake an activity to define the standards and targets to be achieved within a given period, and to have a technique to determine that the educational process has taken place as it should, to perform quality control such as a system to detect the occurrence of deviation of output quality that is not in accordance with the standard. quality control requires clear and definite quality indicators, so that quality deviations can be determined ". thus, in implementing strategic management, the principal has made a gradual school program, in short-term programs, medium-term programs and longterm programs. programs prepared such as completing library books then equipping science laboratories, enhancing the professionalism of teachers by including training both in schools conducted routinely and by city and provincial education offices, increasing the programme of the national exam scores so that each year the acquisition of value the higher, and increasing the number of graduates every year to enter the state universities. conclusion every strategy demands its implementation, without implementation it has no meaning whatsoever. in uisu senior high school principals nurture teachers to have measurable performance in the learning process to achieve the goals programmed by school managers. this means there is a process of coordination between the principal and teachers in realizing the school curriculum. talking about the quality of education means examining the whole educational dimension with each other interrelated. in addition, determining the characteristics or measurements shows the quality of education is very complicated, but some indicators can be used as ramboo, they are; student learning achievement, supporting facilities and infrastructure, teaching quality and school management. bibiliography akdon, 2006. stategic management for educational management (manajemen strategik untuk manajemen pendidikan). bandung; alfabeta alma buchori. 2002. pengantar bisnis. bandung: alfabeta implementation of school headmaster’s strategic management in the effort on increasing the quality of education at senior high school (sma) of uisu medan doi: 10.30575/2017/ijlres-2018050809 265 anwar. qomari. 2004. manajemen strategik pengembangan sumber daya manusia perguruan tinggi, jakarta; uhamka press. atmosudiro, prajudi s. 1985. dasar-dasar ilmu administrasi. jakarta: gramedia blanchard and jhonson, 1998. manajer satu menit, (terjemahan oleh anha wb), jakarta, pt gramedia indonesia bagdan, robert c & piker sari kaopp, 1992, qualitative research for education; an introduction to theory and methods, boston, allya and bacon, inc. castler, williem b, 1996. the human resource function in education. boston: allyn and bacon. danim, wiliam b. 2002. inovasi pendidikan dalam upaya peningkatan profesionalisme tenaga kependidikan, bandung. pustaka setia faisal, sanafiah, 1990. penelitian kualitatif. malang: y a 3 gultom r, 2008. kepemimpinan transformasi berbasis mutu pendidikan, medan, usu press. hanafiah, yusuf, m and sukarna, 1994. pengelolaan total pendidikan tinggi, depdikbud ri handoko, t. hani, 1994. manajemen edisi 2. yogyakarta; bpff hasbulla. 2006. otonomi pendidikan, jakarta, pt. raja grapindo persada hasibuan, malayu, sp, 2003. manajemen suber daya manusia edisi revisi, jkaarta. pt bumi aksara. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2019091214 vol. 3, no. 3, 2019 page: 478 493 479 practice teaching problems and their sources: reflection of yemeni efl student teachers hassan saeed awadh ba-udhan seiyun university, yemen hassanbaudhan@yahoo.com abstract. the aim of this study is to investigate the major sources of efl student teacher’s (sts’) problems of teaching practice (pt) and the main problems associated to the major sources. the target group consists of 50 sts majoring in english from the college of education of seiyun university, yemen. the data of the study is collected using writing journals, questionnaire, and semi-structured interview. the problems included in the questionnaire are extracted from the entries of the writing journals and then classified into seven sources: 1) student teachers, 2) pupils, 3) textbook, 4) school principal, 5) cooperating teacher, 6) school environment, and 7) gap between theory and practice. results reveal that the first major source of the sts’ problems is the school environment, followed by gap between theory and practice. the third source of the problems is the pupils. the school environment, as revealed by the study, causes problems such as lack of teaching aids, large number of students, frequent cutoffs of electricity supply, and difficulty of arranging various activities in the classroom. on the other hand, the main problems related to the source of gap between theory and practice include difficulty of applying theories taught at the college, uselessness of literature courses taught at the college and feeling shock about the reality of teaching. under the third source which is the pupils, the study asserts several main problems such as pupils’ heavy dependence on their teacher, their negative attitudes towards learning english, their weakness in english, and their habit of coming to the class unprepared. keywords: efl student teachers, problems, practice teaching, theory and practice, pre-service teaching. introduction teaching is a dynamic process built around unexpected problems, especially for novice teachers. each classroom has a unique set of problems, some of which could be anticipated, while other problems will occur unexpectedly during teaching. problems usually appear due to the contexts in which teaching and learning take place which differ from one country or culture to another. various contexts of teaching may exist within the same culture or country. norms which are accepted in one culture may not be the cup of tea of another culture. for the purpose of a success in applying a new teaching method1, the content of a universal approach needs to be localized to avoid the students’ 1 as suggested by tomlinson (2005) mailto:hassanbaudhan@yahoo.com hassan saeed awadh ba-udhan 480 and teachers’ resistance of the approach. consequently, the context of teaching and learning usually justifies the various teaching practices. for example, a teaching method which is successfully applied with certain learners in a certain context is not necessarily to be suitable for another group of learners in another context. student teachers (sts) of colleges of education in yemen are prepared to be teachers in both primary and secondary schools. in the colleges of education, sts study an eight-semester ba programme. in the colleges of education affiliated to seiyun university, for instance, efl sts start their practice teaching (pt) in the 7th semester of the eight-semester ba programme. they are given freedom to teach for one semester in primary or secondary schools. in yemen, the scenario of the pt and the experiences of the sts in schools appear to be ridden with problems for the fact that they practice in unique contexts varied from one another. the norm followed in the inviting schools in which the target group of the current study practice causes several difficulties. the inviting schools give sts full teaching load and they substitute regular teachers. such experience of full teaching load in schools would overwhelm sts with teaching problems. therefore, it is worth focusing on sts’ practical problems stemming from the contexts in which they actually teach. the study targets the fourth-year sts who are doing their pt during the first semester of the academic year 2018-2019. the participants in the study include 50 sts majoring in english from the college of education of seiyun university. investigation of the problems of pt would assist sts to have a comprehensive picture of their own pt scenario. it also could help sts to be aware about their own teaching behaviors of practice which, in turn, may encourage them to improve their professional practices and polish their teaching skills. though awareness of these difficulties may not give sts the ability to overcome them, it will enable them to get through them. whatever problems sts may face, pt would still be a useful experience for the sts to polish their professional skills and evaluate themselves as future teachers. literature review this section reviews literature pertaining to two main areas related to the research topic: 1) significance of pt for sts, and 2) problems experienced by sts. practice teaching problems and their sources: reflection of yemeni efl student teachers doi: 10.30575/2017/ijlres-2019091214 481 significance of pt for sts pt is the first step for novice teachers to examine their teaching skills and capability to successfully involve in their future career2. it is an essential part of sts’ career training and has a vital role in preparing them for teaching profession. it is one of the most important aspects of the tpp3. pt provides sts with numerous benefits as emphasized by many educationalists and researchers. teaching practice is a chance for the sts to improve their professional teaching career in the context of a real classroom under guidance of experts4. more importantly, sts’ performance during their pt helps predict their success as future teachers5. in many tpps, the opportunity for sts to practice to teach is almost far-fetched in lecture halls. pt is a platform for sts to apply the theoretical knowledge which they received from the college into the classroom practices6. what distinguishes pt from any other practices such as peer teaching or microteaching is the uniqueness of context and the group of learners with which sts interact. teaching practice gives sts’ “first-hand experience in working with a particular group of children under the supervision of an experienced teacher”7. another advantage is that sts would have a large positive change in their attitudes towards teaching profession after completing their practice teaching8. acting as real teachers gives sts a sense of responsibility and care about young generations and this realization encourages them to exert themselves tirelessly to provide better learning to their young learners. more merits of pt for benefit of sts include (1) building a proper confidence and competence in lesson preparation9; (2) gaining knowledge and interest in teaching; (3) growing personality10; (4) developing teaching skills and attitudes of competent and successful teacher; and (5) learning a constructive criticism11. the 2 (myles, cheng, and wang, 2006; rozelle and wilson, 2012) 3 as stated by farrell (2003) 4 wallace (1991) 5 achuonye and ajoku (2003) 6 according to brown and brown (1990) 7 perry (1997) 8 (kiggundu and nayimuli, 2009; osunde and izevbigie, 2006; wambungu, barmao, and ng’eno, 2013) 9 andabai (2013) 10 bukaliya (2012) 11 brown and brown (1990) hassan saeed awadh ba-udhan 482 aforementioned advantages are just examples to clarify the importance of teaching practice as an essential part of tpps. otherwise, more and more advantages could be gained from pt that sharpen and develop st’s overall professional success. problems experienced by students’ teachers there is no disputation that sts go through numerous problems during their pt as teaching is a new experience for them and teaching is a process surrounded in nature by problems occurring while interacting with young learners, cooperating teachers, cooperating school, parents, course books, etc. several studies have examined problems that sts encounter during their pt. bin-hady12 identified several major problems such as problems in pronunciation, overuse of arabic, difficulty of managing time, insufficient space for classroom activities, difficulty in assessing the pupils, and in preparing lesson plans. al-magableh13 in his study shows that sts experience several problems during their training programme such as lack of visual aids, large number of students in class, lack of references and lack of working space for sts. audio-visual materials is the main source of most of the problems involved in practice teaching14. some sts consider trainers as well as practicing schools as main sources of their problems15. sts complain that the latter is not cooperative enough with them16.on the other hand, many sts complain of poor supervision, and short period of teaching practice17. according to ngada18, poor supervision is attributed to inadequate funding of teaching practice programme to supervisors to the extent that sts help their supervisors in acquiring school textbooks or for transporting them to the practicing schools. here we can notice that some supervisors might be lenient with sts when evaluating them as a manner of returning their goodness. this lenience is covertly supported abo nimreh19 who confirms that sts have no problems relating to 12 (2018) 13 (2010) 14 saricoban (2009) 15 aljasar and altamar (2004) 16 as it is revealed by azeem (2011) 17 almikhalaphi (2005) 18 (1992) 19 (2003) practice teaching problems and their sources: reflection of yemeni efl student teachers doi: 10.30575/2017/ijlres-2019091214 483 supervisors. however, some sts may feel anxious and react negatively and thus make mistakes when their supervisors are observing their classes20. moreover, sts during their pt encounter problems related to lesson planning, subject matter knowledge, using instructional materials, motivation, communication, time management, and behavior management skills21. paker22 considers preparation of a detailed lesson plan as one of the challenges of sts. furthermore, ersen yanik23 identifies nine problems pertaining to pt including 1) difficulty in planning the lessons; 2) poor class management and control; 3) lack of facilities in practicing schools; 4) poor methods of teaching practice; 5) ineffective usage of teaching aids; 6) inability to balance between the needs of the pupils and supervisors; 7) lack of support in terms of materials and equipment; 8) problems resulting from the course book; and 9) problems resulting from the pupils and classroom environment. methodology the research tools used in this study include a retrospective writing journal, a questionnaire, and an interview. the sts are asked to keep a writing journal at home about the problems that they face during their practice teaching. the sts’ journals are analyzed to identify the problems of pt. the identified problems are classified under seven sources: sts themselves, pupils, textbook, school principal, cooperating teacher, school environment, and gap between theory and practice. the questionnaire included the 51 identified problems which are classified into seven domains based on the seven sources (see the appendix). the questionnaire is given to the sts after validating its data by four experts in english language teaching. mean in spss is used to analyze the data of the questionnaire, while frequency is used for the data of the writing journals and interviews. 20 okorie (1979) 21 according to tok (2010) 22 (2011) 23 (2008) hassan saeed awadh ba-udhan 484 findings and discussion this section analyzes the data collected by the questionnaire supported by the data collected by the writing journals and interviews. the table below shows the seven sources of sts’ problems. sources of sts’ problems of practice teaching the following table introduces the seven sources of sts’ problems of practice teaching. these sources are identified and categorized based on the data of st’s writing journals. table 1: sources of sts’ problems of practice teaching items mean domain 1: problems resulting from the student teachers 2.79 domain 2: problems resulting from the pupils 3.22 domain 3: problems resulting from the textbook 2.96 domain 4: problems resulting from the school principal 2.84 domain 5: problems resulting from the cooperating teacher 2.06 domain 6: problems resulting from the school environment 3.51 domain 7: problems resulting from the gap between theory and practice 3.39 in the table above, the first major source of the sts problems is the school environment (m=3.51), followed by the gap between theory and practice (m=3.39). the third source is the pupils (m=3.22). however, the least source of the students’ problems is the cooperating teacher. as per the first source, there’s no wonder why sts assign most of their problems to the school environment. several reasons support this finding. in the interview conducted in the current study, one of the sts confirmed that they are “working under stress, many things have to be done”. administrations of practicing schools require sts to take over the exact duties assigned to the regular school teachers. as a result, sts complained about the full teaching load that has been given to them, besides the inviting school requires them to participate actively in almost all school extracurricular activities. this is beside the fact that sts still have to attend two courses in the college on thursdays and these courses have their own requirements such as tests, exams, home assignments, presentations, and micro-teachings. it seems that these frustrating situations are not peculiar to the yemeni setting, but there is evidence that they exist in other efl practice teaching problems and their sources: reflection of yemeni efl student teachers doi: 10.30575/2017/ijlres-2019091214 485 countries. majoni24 found out that zimbabwean sts complain of being overloaded during practice teaching. shortage in regular teaching staff compels school administrations to make most of the existence of the sts in the schools ignoring that the sts are still on their training mission and in need for much more support from the school. the second source of the sts’ problems entails that when sts try to put the theory they have learnt at the college into practice, they find several problems. this finding was previously revealed by loughran, mitchell, neale and toussaint25. the difficulty of applying theory to practice could be attributed the unsuitable school conditions in which sts practice to develop their teaching skills. abongdia, adu and fonclia26 assert that teaching practice provides sts with an opportunity to learn that theory and practice are separated partners “who seem to share the same bed but with different features”. pt thus is a good tool to help them realize the difference between what they learnt in the college which is the ideal side and what they actually encounter in school which the real side. however, sts through their pt could realize that theory is not applicable due to context limitations. such situation would give them insights on how to develop their own practical theories that fit well in their own classrooms. sts are presented with the opportunity to “practice theory and theorize their own practice”27. practical knowledge acquired from the teaching place will be more valuable and meaningful to sts as it helps them to deal successfully with the teaching dilemmas arouse. the gap between theory and practice need to be addressed in relation to context-specific solution because the mismatch between these two variables is multifaceted so one straightforward solution will be impossible28. the third major source of sts’ problems revealed by the questionnaire is the pupils. in the interview session, the majority of sts (87%) assured that the most problem they faced is the pupils whom they labeled as weak in english and reluctant to study english. some interviewees commented that “most pupils do not have the basic information about what they have taken before”. another interviewee complained that “the pupils want everything said in the classroom to be translated into arabic, otherwise 24 (2015) 25 (2001) 26 (2015) 27 rakicioglu-soylemez and eroz-tuga (2014) 28 as concluded by cabaroglu (2014) hassan saeed awadh ba-udhan 486 they don’t understand”. a third interviewee defended his negative attitude towards the pupils’ english proficiency level and their learning readiness by saying that “when i speak english they didn’t understand”. a forth interviewee argued that “some pupils told me that they do not know english and that they will not know it and this is the main reason behind their weakness”. deeply examining this disadvantageous view of sts towards the pupils, one can blame sts themselves for not caring about the pupils’ progress and for not trying to improve their levels using different useful techniques and methods of teaching. generally speaking, the teacher is the one responsible for the pupils’ learning process. the role of teachers as well as school administration is very crucial in creating an encouraging environment for the pupils that helps them love english and learn it through interesting ways. sts, in the interview, stated that they mainly focus in the classroom on grammar. they also confessed that “they teach grammar in a traditional way which seemed boring to the students” and that “the pupils do not understand grammar easily”. the sts here blame themselves and their own teaching styles for the pupils’ low proficiency in english. they admitted that their way of teaching is traditional and that they find it difficult to simplify grammar for the students. furthermore, the study revealed through the interview that the second most problem of teaching practice is losing control of the classroom (47%). usually this problem per se appears as a result of problems related to teachers themselves such as boring way of teaching, or weakness of teacher’s personality, etc. problems related to the school environment several problems were revealed under the first source of st’s problems. table 2 includes the problems extracted from st’s writing journals. table 2: problems related to the school environment items mean 1. there is a shortage of teaching aids. 4.1000 2. the classroom is full of distracting pictures and drawings. 2.2400 3. the classroom is not suitable for doing different activities such as group work. 3.3200 4. the classroom is full of pupils. 4.0200 5. electricity switches off frequently. 3.8600 practice teaching problems and their sources: reflection of yemeni efl student teachers doi: 10.30575/2017/ijlres-2019091214 487 table 2 above shows that the school environment is the source of four main problems of sts: lack of teaching aids (m = 4.1000), large number of students (m = 4.0200), frequent cutoffs of the power supply (m = 3.8600), and difficulty of arranging different activities in the classroom (m = 3.3200). one of the sts comments on the lack of teaching aids in his school and what he did as a solution to this problem. he said “when i was practicing in school, i couldn't find any teaching aids, so i prepared teaching aids by myself even when i was busy with researches and tests at college”. this situation depicts how sts suffer not only physically and psychologically, but financially as well. they have to depend on themselves for class preparation, buy the materials they need to use in the class and take care of their college duties. on the other hand, another st commented on the crowded classrooms by saying that “the classroom did not help me to teach in a good way. it was small and very old. it has also a large number of students. so, i could not interact well with the pupils and i could not move between them”. in a third writing journal, a st wrote about the cutoff of supply and how it hinders their teaching. he stated that “when the electricity turns off, the temperature goes up and this affects badly on our own performance in teaching, and our students' understanding, and that is because of the small area and the large number of the students in the class”. concerning the difficulty of arranging various classroom activities, another st mentioned that: there are no enough rooms in the school to help me arrange of my performance according to the fit method which i planned for, there are pattern classroom with unchangeable tables or chairs in order to help freedom to do the activities. also, there are no suitable rooms for discussion, arts, and rest, and theatre or sport hall. examining all the sts’ observations above, we can notice that the problems revealed in the study under the school environment category are connected closely to one another that one problem is either cause or a result of the other. for instance, the problem of crowded classrooms is the cause of the problem of having difficulty in arranging different activities, while the lack of teaching aids especially the ones that require electricity is a result of the frequent nonexistence of electricity in the school. in other words some teachers and schools administrations do not provide their teachers with some of the teaching aids because these devices work by electricity which is frequently turned off. generally speaking, if we examine most hassan saeed awadh ba-udhan 488 school environments in yemen we can notice that these conditions or worse exist in every single school. novice teachers who come with much enthusiasm become disruptive and disappointed due to lack of facilities in schools. however, novice teachers need to look at these difficulties as problems that help them to contribute more in improving the school environment. they can prepare their own teaching aids and think of alternatives to replace the frequent loss of power in schools such as battery-operated devices. problems related to gap between theory and practice the study demonstrated that the gap between theory and practice is the second source of sts’ problems. the table below provides the problems associated to this source. table 3: problems related to gap between theory and practice items mean 1. there is a reality shock when i start to teach. 3.1600 2. i find difficulty in applying principles and theories i learned at the college. 3.8400 3. literature courses are useless in practice teaching. 3.5600 4. there is no link between what i studied at college and what i experienced at school. 2.9600 the table shows that the gap between theory and practice is a source for some major problems including difficulty of applying theories taught at the college (m = 3.8400), uselessness of literature courses taught at the college (m = 3.5600) and feeling shock about the reality of teaching (3.1600). one st in his writing journal interestingly commented on the first two problems under the category of gap between theory and practice and he also shows the relationship between them as follows: there was no match between what i have studied in college, whether theories or any other information about how to teach, and practice that in the school for some reasons. first, in college, they focused on literature subjects, but i did not see any use of them, especially when you become a teacher in primary schools. second, in college, we learned the duties of the cooperating teacher towards the trainee, but he did nothing to help me. the quote above states that sts explained that they have difficulty in applying theories to their teaching practices and make use of the knowledge received in the college. partly, there is a big gap between the real situation in which they teach and the practice teaching problems and their sources: reflection of yemeni efl student teachers doi: 10.30575/2017/ijlres-2019091214 489 ideal situation they are supposed to teach in; and partly literature courses which are offered in the english language tpp outnumber the english language teaching courses. sts seem to perceive no much benefit of literature courses in their teaching career. one st described how they felt shock when they have started teaching in real classrooms. the following are her comments: my first impression was shocking. most of the students speak the mother tongue in the english class. when i wrote a word on the blackboard and its meaning in english, all the students were looking aside as if it were something strange. after my repeated request, one of the students answered in arabic that they do not know the meaning of the original word. “teacher! explain it in arabic!” shocking! students are very poor in all the four skillsreading, writing, listening and speaking. not to talk about grammar. their vocabulary too is very weak. in such a situation i felt frustrated in the beginning. it was a real challenge for me as a trainee teacher. some sts in their writing journals assessed the shocking reality about the pupils’ weak ability in english. they stated that the pupils are not very much interested in english. they also blamed their parents of not trying to encourage their children to study english. as a solution, they emphasized that pupils are in need for motivation in this regard both from teachers at school and parents at home. problems related to the pupils the third source of the st’s problems, as revealed earlier in this study, is the pupils. the problems under this source are given in the following table. table 4: problems related to the pupils items mean 1. their english is not good enough to enable them to understand the lessons. 3.2400 2. they have negative attitudes towards learning english. 3.3400 3. they depend mostly on the teacher. 3.9200 4. they are noisy. 2.8800 5. they do not prepare at home. 3.0200 6. they do not accept me as their teacher at the beginning. 2.9400 the above table presented the main problems attributed to the pupils that hinder sts to do pt well. they involve pupils’ heavy dependence on the teacher (m = 3.9200), their negative attitudes towards learning english (m = 3.3400), their weakness in english (m = 3.2400), and their attendance of the class unprepared (m = 3.0200). one st in his hassan saeed awadh ba-udhan 490 writing journal commented that “the pupils depend on teacher mostly in everything. one day i asked them to participate in a speaking activity, only two students participated out of 30 students”. in one of the journal entries, a st provides the reasons for his realization that the pupils hold negative attitudes towards leaning english. he stated that: i noticed that the pupils have negative trend towards english language. they are passive students. for example, they don't respect the teachers; they talk when the teacher explains the lesson. some students don't complete their homework. they don't participate in the activities in the class that i give them because they don't prepare at their home. their pronunciation is wrong and their voice is low, i couldn't listen to them well. the pupils’ behaviors mentioned in the sts’ quote above, could be accepted as evidence that students hold negative attitudes towards learning english. otherwise, had they held positive beliefs, they would have showed respect to their teachers and become active pupils. the finding that students hold negative attitudes necessitates the existence of the other problems which are revealed under the pupils’ category. due to these negative attitudes, the pupils depend heavily on their teachers and come to the class unprepared. that, in return, could explain their weakness in english. some sts in their writing journals emphasized the pupils’ weakness in english and gave some of the results of such weakness. one st asserted that “... due to their weak understanding in english language they always ask me to speak in arabic. another st mentioned that “their level was not enough to understand from the first time so, i re-explained but that made me neglect following the lesson plan and waste the class time”. one might wonder if such weakness-related problems will enable sts cope up with their lesson plans and succeed in completing the prescribed syllabus. conclusion the analysis above has achieved the two objectives of the study. regarding the first objective, the study revealed that among seven sources of st’s problems three are considered as major sources: 1) school environment, 2) gap between theory and practice, and 3) pupils. as per the second objective, the problems that go under the first source include lack of teaching aids, large number of students, frequent cutoffs of the supply, practice teaching problems and their sources: reflection of yemeni efl student teachers doi: 10.30575/2017/ijlres-2019091214 491 and difficulty of unsuitable classrooms for arranging various activities. moreover, the main problems related the second source comprise difficulty in applying theories taught at the college, uselessness of literature courses taught at the college and feeling shock about the reality of teaching. finally, the problems belonged to the third source encompass pupils’ heavy dependence on their teacher, their negative attitudes towards learning english, their weakness in english, and the habit of coming to the class unprepared. bibliography abo nimreh, m. 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(1991). training foreign language teachers: a reflective approach. cambridge: cambridge university press. wambungu, p., barmao a, & ng’eno, j. (2013). student teachers’ perceptions of teaching practice assessment in egerton unversity, kenya. education journal, 2(4), 169-175. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2019050810 vol. 3, no. 2, 2019 page: 277 290 277 the movement of struggling of neo-communism rising in post-reform. (a study of ideology and struggle movement in indonesia) ahmad suhaimi state islamic university of north sumatra, indonesia ahmadsuhaimi@gmail.com pagar professor at state islamic university of north sumatra, indonesia prof.pagar@yahoo.com abstract. the trauma of the nation's children has not been able to recover from the betrayal many times for the same cause by the pki. the events of madiun in 1948, and g.30s pki became menumental witnesses of the martyrdom of thousands of scholars and students of pki's savagery, as well as the death of the nation's heroes because they were kidnapped, slaughtered, sliced and dragged into crocodile holes. the reform era, which tends to care about human rights, democratization, and freedom of thought, expression and opinion, has been misused for the growth and re-emergence of communism in indonesia. thus the research was proposed: "the postreformation neo-communism struggle movement. (study of ideology and struggle movement in indonesia). this research is specifically to discuss neo-communism and its relation to the possibility of a revival in indonesia. the problem formulation is the movement for the struggle for the rise of neo-communism after reformation in indonesia, especially from the ideological aspects and the struggle movement. this type of research is qualitative and presented in descriptive exposures. regional sample; north sumatra, aceh, dki and west java. research findings; "neo-communism in indonesia has emerged despite a small movement. keywords; neo-communism, movement, internalization, religion. introduction history has recorded that where communism began to flourish there was a dark record of human tragedy. communism has ruled in a number of countries such as the people's republic of china (prc), myanmar and russia, precisely so they have a black historical record of humanitarian tragedies and massacres. in essence communism coincided with a bloody tragedy. not so for communism in indonesia. before coming to power, the indonesian communist party together with mass organizations and its undertow socio-political instruments were crushed in 1965, after the 'coup' which was deemed a failure. following up, in 1966, the issuance of mprs decree number xxv of 1966 concerning the dissolution of the indonesian communist party, the statement of the pki as a banned mailto:ahmadsuhaimi@gmail.com mailto:prof.pagar@yahoo.com ahmad suhaimi, pagar 278 organization in the entire territory of the republic of indonesia, and the prohibition on spreading or developing the understanding or teachings of indonesian communism / marxism-leninism. strictly speaking, communism is completely eroded to the roots of the indonesian land. during the new order, pki and communism were stigmatized negatively. throughout 1966-1998, through various political and cultural strategies, the new order regime carried out historical propaganda and memories of the pki and the 30 september events to the detriment of the pki, sympathizers, and their families politically and culturally (hearman, 2013: 15; pellegrini, 2012 ; adam, 2008: 5; heryanto, 2006).1 in 1998, the indonesian people no longer believed in an authoritarian-militaristic new order. people who are members of the civil movement (reform) are like a big storm that rolled away everything that hinders it, including the new order, which is known to be quite resilient because it has been in power for 32 years (a very long measure for a regime). real reform can also be interpreted as resistance to military hegemony, and the success of reform actually means civil victory over the military.2 after the reformation, especially after gus dur's open attitude, several times were called for rehabilitation of victims' rights in 1965. in 2003, megawati soekarnoputri who served as president was asked to issue a decision related to this matter. discrimination is still a very difficult and felt as a vague form of violence for the families of victims of 1965 who were labeled communist. however, this appeal withers before it develops. there are many parties who oppose. one of them is amien rais, who rejected the plan with a very emotional statement. july 24, 2003, at the nusantara iii building when receiving the indonesian patriot national movement, amien said that it was foolish for the indonesian people to re-allow the spread of communist / marxism / leninism teachings, after being proven to have twice committed betrayal, namely: the pki rebellion in 1948 madiun and betrayal ' g30s / pki '. cong even a goat won't bang its head twice. if we have not been able to take lessons from these two historic events, we are more stupid than goats, 'he said at the time.3 1 parahita, gilang. 2015. jurnalisme retrospektif majalah tempo orde baru & reformasi, yogyakarta: ugm. p..1. 2 suparjo 2010, pertarungan politik antara kekuatan militer, islam, dan nasionalis di indonesia dalam sosio-religia, vol. 9, no. 3, mei 2010, p. 1001-1003. 3 rakyat merdeka, 25 juli 2003 dan http://www.indoprogress.com /2013/08/kekerasanpasca-1965-dan-proyek-pengkaburan-sejarah-formal/. the movement of struggling of neo-communism rising in post-reform. (a study of ideology and struggle movement in indonesia) doi: 10.30575/2017/ijlres-2019050810 279 literature review movement of struggle according to the dictionary of sociology (2010), social movements are a form of joint action aimed at social reorganization, both neatly organized and liquid and informal.4 karl marx described the history of humanity colored by struggles or battles between human groups. marx himself acknowledged that the class struggle or revolution that was sparked did not begin as a class of society, but he functioned as a representative of society to express the demands and mutual benefits of all experts in society (mclellan 1977: 169).5 class theory was initiated as a response to the perception of classical economists who characterize the capitalist system as eternal and continuous. marx encouraged the realization of the awakening of consciousness and power possessed by the proletariat6 new communism after the reformation, the communist ideology has changed to a new left that tends to be socialist, but the movement has been replaced by the people's democratic party (prd). the prd is a form of existence of the pki in addition to movements or underground groups that are supported by the international communist network (komintern). ... communism is a latent danger that needs to be watched out for because its movements do not exist such as extreme right groups or terrorist groups. they tend to move quietly or underground, by embracing the community, especially laborers and farmers through various advocacy, one of which relates to social issues such as land disputes.7 4 abercrombie, nicholas, ect. 2010. kamus sosiologi. yogyakarta: pustaka pelajar. 5 marx, karl, 1977, selected writing, ed. david mclellan, oxford university press, oxford. 6 indriaty ismail & mohd zuhaili kamal karl marx dan konsep perjuangan kelas sosial, dalam international journal of islamic thought, vol. 1: (june ) 2012, p. 27-32. 7http://www. jurnalintelijen.net /2016/07/25/prd-dan-pergerakan-komunis-indonesia/ ahmad suhaimi, pagar 280 professor of the university of indonesia, prof. salim said, said indonesia must be aware of the birth of the new style communism (kgb) movement. this movement will incorporate the values of communism into other movements without mentioning the name of the communists. institutional communism in indonesia has gone bankrupt. the pki (indonesian communist party) developed within an authoritarian not democratic regime.8 according to antonio gramsci, civil society is a world where people make changes and create history by first creating class awareness for them. (fakih, 2004: 23).9 marxist theorists tend to pay attention to movements that are revolutionary, while adherents to the theory of resource mobilization tend to study renewal movements. (mirsel, 2006: 74)10 so, from the description above it can be defined that, neo-communism is a revolutionary movement of the values of communism into other movements, perhaps without mentioning the name of the communists themselves. ideology the term ideology is used in various meanings. the term ideology is a word consisting of ideo and logic. the word ideo comes from the greek eidos, in latin idea, which means "understanding," "idea," or "idea." the verb in greek oida which means to know, to see intently. in javanese we find the word idep with the meaning of know, see. the word "logi" comes from the greek logos, which means "idea", "understanding", "word", and "science." so, etymologically it can be explained that ideology means "knowledge of ideas," science of ideas or teachings about basic understandings. ideas can be interpreted as ideals that are permanent and must be achieved.11 according to w.white, as quoted by kansil (2005: 27), ideology is a matter of ideals regarding various political and economic problems of social philosophy that are 8 http://www.republika.co.id/berita/nasional/politik/14/10/01/ncrfd2-salim-saidwaspadai-wajah-baru-komunisme 9 fakih, mansoer, 2004. analisis gender & transformasi sosial. yogyakarta: pustaka belajar. 10 mirsel, robert. 2006. teori pergerakan sosial. yogyakarta: resist book. 11 gunawan setiardja, 1993. hak-hak asasi manusia berdasarkan ideologi pancasila yogyakarta: kanisius. p. 17. the movement of struggling of neo-communism rising in post-reform. (a study of ideology and struggle movement in indonesia) doi: 10.30575/2017/ijlres-2019050810 281 often carried out for a systematic plan of ideals carried out by groups or layers of society.12 thus it can be defined, ideology is political ideals that are carried out by groups or layers of society consciously, consistently, planned and systematically to be disseminated and guided. methodology this type of research is a qualitative study, which is presented in the form of descriptive exposure, hence this research is called a qualitative descriptive study. research in this form actually only intends to describe a situation or event. moelong (2006: 11). he stated that, descriptive is the data collected in the form of words, pictures and not numbers, from this opinion explained descriptive research to obtain data that may come from manuscripts, interviews, field notes, photos, video tapes, personal documents , notes or memos and other official documents. in addition, the question that is often asked is why, what reasons and how they occur are always used by researchers. thus the researcher will not view that something is already the way it is. this research takes place in indonesia, therefore indonesia is stated as the population of the area to be studied. considering the vast area of indonesia, and in the framework of efficiency, this study is limited to 4 (four) provincial areas only as a sample, namely; north sumatra, aceh, dki jakarta and west java. the determination of samples for these 2 (two) regions is understood as something representative. medan as the region with the harshest culture, west java as the region with the most delicate culture, dki jakarta as a multi-cultural region, and aceh as the most islamic and monocultural region. findings and discussion communism ideology the research findings say that, communist ideology still exists in indonesia. 95 percent of the 20 respondents said that communist ideology still lodged in indonesia. both academics, practitioners, scholars and the public consider the communist ideology as an element that has not been eliminated from indonesia. although not by pointing out concrete evidence of the existence of these communist ideologies, in the journey of 12 c.s.t kansil, 2011. op.cit. 27. ahmad suhaimi, pagar 282 life they went through, and the experiences they felt, even the monitoring of the logic and senses that existed in them, concluded that communist ideology could certainly still exist in indonesia. communism has indeed been too long in this country, it has been engrained and rooted so it is really difficult to erode it. prof. dr. arrafi`i abduh, ma, lecturer of uin sultan syarif qasim pekan baru, said that the communist ideology was certain to exist in indonesia. communism as an idea will be the same as, capitalist, liberalist, khilafah, and other ideologies still exist in indonesia, all of that is part of the wealth of the nation's children for thinking and ideology, and that is in the head and in the heart of the nation's children. this is not a problem, and we must accept it as a trigger and trigger for us to be even stronger with the ideology of the pancasila negara indonesia which is adopted today. syahrial ams, sh., north sumatra pwnu figure who was involved with the pki in 1965-1966, said; the pki physically disbanded, but pki ideologically still existed, and its movement was hidden underground, and until now it is still a latent danger for the indonesian people. the ideology of the pki was the same as the black ant that walked on the black stone, and at night. the characteristics are; fighting sheep, agitation, slander, and like to play against people, if it is lively then the communist must have existed. communists, still have a strong desire to be able to play their tricks in indonesia. even though the pki had been crushed at the hands of the new order, which had been in power for 32 years in indonesia, their ideology still could not be extinct at all. prof. dr. fahruddin azmi, ma. said that communist ideology certainly still existed in indonesia. although since march 12, 1966 the pki had been officially disbanded by the new order officials, even now it was stated that the pki still remained a forbidden party, but their ideology still resided in the recesses and hearts of the leaders. ideally the pki cannot be eradicated by relying on physical violence. the pki was officially disbanded from indonesian soil. in accordance with the pki ban issued by the new order at the beginning of his power on march 12, 1966, when suharto on behalf of president sukarno officially dissolved the pki, by issuing presidential decree (kepres) number 1/3/1966 regarding the dissolution of the indonesian communist party (pki). from this moment on, the pki had to leave indonesia, because it had been declared the forbidden party in indonesia. even though communism has been dissolved from indonesia, ideologically or understandably, it is estimated that communism still exists. prof. dr. fahruddin azmi the movement of struggling of neo-communism rising in post-reform. (a study of ideology and struggle movement in indonesia) doi: 10.30575/2017/ijlres-2019050810 283 said that the dissolution of the pki meant the dissolution of his party, while his ideology could not be dissolved, bearing in mind that ideology was in the hearts and minds of people. whoever the person is, and in any way, that ideology cannot be destroyed easily, people may say "no", even though their heart is "yes", other people still do not understand what is in their hearts. ideology is a patent for everyone to own it, and cannot be intervened, even disbanded by anyone, because it is hidden and hidden in the hearts of humanity. while an organization is a formal form of an association of people who have the same view of something, this is what the government has dissolved. communist ideology in indonesia does not die. thus, this ideology of communism can develop and re-exist in indonesia. prof. dr. h. abdullah syah, ma., chairman of the north sumatra mui said; communist ideology really exists in indonesia, and the mere existence of ideology does not matter. as with communist ideology, ideology cannot be separated from a person, and no one has the right to intervene. its existence also does not need to be questioned, as long as it is only limited to ideology, it cannot be punished, and cannot be sanctioned, a false ideology can only be sanctioned if carried out in the form of an act. this is the same as the study of intentions in islamic studies, so if there are only those who have bad intentions, then it has not sinned, yet if he is aware and determined not to do it anymore, he is actually rewarded. the problem of ideology is an abstract problem, and matters like this do not need to be taken care of and there are no legal consequences. regarding the allegation that the communist ideology is developing in indonesia, he said that it could happen, but should not accuse people of being communists. we must be good suspects (huzn al-zhan) to others. there may be people whom we suspect of being pki, but we should not accuse them of this as long as there is no adequate supporting evidence. we may be suspicious because it is part of self-respect, but we cannot accuse directly. responding to the current election problems, prof. dr. h. abdullah syah, ma., reminded him not to spread pki slander to bring down others. it must not slander anyone by accusing him of being a pki, let alone to the point of accusing the pki of accusing one another. statements which accuse others of being pki must have proof, and there is a process, as well as a place and competent parties against it. neglecting this will make it slander. ahmad suhaimi, pagar 284 in line with this, prof. dr. djafar sidik, ma. say; the pki had been disbanded, but its offspring still felt the family of the pki. indeed they have never had a chance to rise, but if they are fellow children and descendants of the pki meet 2 people, or 3 people, or 4, and so on, it is very possible they form the same feelings, then from this new community will be born of the pki, and we have heard the expression of those who say "i am proud to be a pki child". this is the seed of the birth of the pki in indonesia. he continues again in his expression; this pki descendant felt hurt to the government of indonesia. previously, the massacre of the pki was carried out on a large scale, every garden person was considered pki, if not. maybe they are not pki, maybe they are just joining in, so they can get a big salary, then they are finished. his descendants say; before we were killed. it was this hurt that made them want to continue the struggle of their elders first. what is certain is that communism is in indonesia. now they have twisted in their cages, reforms still seem to wake them up, later they will rise up and move in clearer activities, whether the name is pki, or others, it is not clear, they are certainly communists. this communist can show his appearance in a different form in order to achieve the desired goal. the seeds of the pki remained because they assumed the truth was in them. i heard firsthand the saying that; "the pki was never wrong", meaning that the pki was right, the pki had never made a mistake, but suffered slaughter and extermination because it was first slandered by an islamic group, said prof. dr. djafar sidik, ma ... when this is heard by their children, grandchildren and descendants, it is very likely that they support and continue this very big. the influence of parental figures on children will have a very high exemplary value. they easily remember this. they had heard from his father the sentence about their truth, then their father left and never returned home until now, the whisper of the truth was resumed by his mother, even their friends in the same boat whose parents were lost. with illustrations like this, the ideology of communs is still strong in society. killing ideology, including communist ideology, is not easy. just as the possibility of growth, development and fertility, as well as the chances of death, ranging from thin, sick, and dying, eventually die, the communist ideology can take quite a long time in its dynamics. thus we cannot see from its appearance alone. the movement of struggling of neo-communism rising in post-reform. (a study of ideology and struggle movement in indonesia) doi: 10.30575/2017/ijlres-2019050810 285 however many pki members were killed, their ideology did not necessarily die. there may be pki members who escaped death by saving themselves, or some were not monitored so they were suspected to be not pki members even though there were actually official members, or there were members whose names were not listed in the document, and so on, so that the person became a growing seed and the proliferation of communist ideologies. these opportunities might be possible. although all pki members have been killed, their ideology is not certain. their ideology may have been entrusted as a legacy in a safe place, for example, it has been well presented scattered everywhere, because it has been published in books, journals, majallah, etc., both eloktronik and print, this will be a document life that will still hatch in time. inheritance in this form will be the best inheritance that can still leave the ideology to the next generation, even though the heir is gone. this child and descendant of the pki could also be part of the successor to the ideology of his parents' communism. in the form of reality, the next generation, in the form of children and grandchildren of the pki members, continues to be a large number in indonesia today. among them are many who have become academics, politicians, bureaucrats, business people, and ordinary people. they feel the same fate and continuity, because their parents were both slaughtered by the new order, they have communique between each other. maybe they build a veiled communication related to the communist ideology that their parents adopted. the informants of this study prove the solid existence of the communist ideology in indonesia by examining the ideology with the reality of people's lives that exist today. these are as follows;paling tidak ideologi komunis itu ada 2 (dua) macam, yaitu; tidak suka agama, dan ekonomi sosialis. 1. dislike on religion this ideology of masxism has the teaching that "religion is opium", or "religion is opium", and this can make people drunk (unconscious), and things like this should be shunned. as such, communism is an ideology that negates religion in all its forms, and this is called atheist. the ideology of communism turned out to be contradictory to theological aspects. communism as an ideological stream cannot coincide with religion, further ahmad suhaimi, pagar 286 than that, the doctrines of communism lead people to hate, even tend to be hostile to religion. as an ideology and movement brought by marx, he has described his aprior to religion, seen in his famous expression, he said: "religion is the opium of the masses" (religion is the opium of the people). the outburst of hatred towards adherents of this religion was also reflected in lenin's attitude, after the revolution he confiscated property and discriminated against church and temple clerics, if they put up a fight then he did not hesitate to eradicate them because they were considered counterrevolutionary through cheka forces.13 likewise, joseph stalin, from the time he came to power, has banned religious activities in his country because he considers religion as a group that threatens the state from within. mao zedong banned all types of religious activities and beliefs because they were considered to be pro feudalism.14 2. class and economic status among the ideologies of communism is with regard to the elimination of class tyranny and economic status. in line with this, poerwadarminta said that communism is an understanding or effort in the political field that intends to abolish individual property rights, equally and so on. this view is at the same time a class collapse between them. the social economic principle is an economic principle that completely eliminates individual ownership rights from the community and is given to the state. thus the state regulates, controls, and distributes the basic rights of the people. this communist ideology will become more fertile in the weather which creates disparity. the more widespread poverty, the difficulty of getting justice, and the more gaping of inequality, become fertilizer which triggers the fertility of communism. in communist ideology, the gap between the social status of society will not occur, above the existing system of class equality and economic status. considering the vast fertile ground for the growth of communism idealism in indonesia, it is estimated that communism idealism still exists in indonesia. the poverty rate is still high, data from the central statistics agency (bps) in march 2018, the number 13 v.i. lenin, lenin collected works, volume 26, (moscow: progress publishers, 1077), 258, 374-376, 511. 14 muhamad yakub mubarok, judul, pondok pesantren ta’mirul islam, surakarta, universitas darussalam gontor, tsaqafah, (gontor: 2017, vol 13, no 1), p. 47. the movement of struggling of neo-communism rising in post-reform. (a study of ideology and struggle movement in indonesia) doi: 10.30575/2017/ijlres-2019050810 287 of poor people in indonesia reaches 25.95 million people equivalent to 9.82 percent of indonesia's population, justice is very difficult to obtain, and economic inequality is still quite high. in the cracks of citation now, as illustrated, the pki ideology was housed. the disparity given to the descendants of the pki in the past also contributed to the strengthening of communism in indonesia. the closure of "pki children" which then seeped into neglected human rights, because their status is different from other citizens, then they feel pressured and wronged, and this has made them become more grouped and together. in this place it is certain that the communist ideology has crystallized. conclusion although the pki was officially dissolved by president soeharto on march 12, 1966, communism cannot be eroded ideologically from indonesia. ideology is something abstract, and becomes part of thoughts and beliefs that are separated from humans. therefore, ideology cannot be tried, even acted. the current reform era, in addition to its many benefits, but on the other hand has also been accused of encouraging the return of communism back to indonesia. the research findings say that the communism movement has begun to proceed, although it is still at an early stage and is still quite simple, but the rise of communism raises vulnerability. the distinctive feature of the communism movement this time is its internalization as new style communism, namely the indonesian communist movement which incorporates the values of communism into other movements without mentioning its name as communist, making it difficult to detect, because it has integrated with its ride. this communism's freedom to rise is due to the increasingly strengthened human rights (ham), democratization, and freedom of opinion in this reform era. however, it is estimated that it is still very difficult for communism to continue its movement, due to abri's continued strength, and the community's allergy which is still very strong, in connection with the black and bitter history of the past. bibiliography abdul mun’im dz., benturan nu-pki 1948-1965, (depok: langgar swadaya, 2014). abercrombie, nicholas, ect. 2010. kamus sosiologi. yogyakarta: pustaka pelajar. ahmad suhaimi, pagar 288 adam kupper & jessica kuper (eds.), the social science encyclopedia, vol. 1, (new york: routledge, 2004) alwi, hasan, dkk. 2007. kamus besar bahasa indonesia. jakarta: balai pustaka. anna n. makhova-gregg, “leninisme, komunisme, dan maoisme”, dalam john t. ishiyama & marijke breuning (eds.), ilmu politik..., 1071. aritonang, diro. runtuhnya rezim dari pada soeharto (jakarta: pustaka hidayah. 1999) as. hornby, oxford advanced learner’s dictionary of current english, (london: oxford university 1995) asian financial crisis: when the world started to melt. euromoney. diakses tanggal 16 november 2015 asvi warman adam, beberapa catatan tentang historiografi gerakan 30 september 1965, (https://journals.openedition.org/archipel/604) bertell ollman, alienation, marx’s conception of man in capitalist society, (cambridge: cambridge university press, 1971) bryan magee, the story of philosophy, (yogyakarta: 2008, penerbit kanisius) c.s.t kansil, 2011, sistem pemerintahan indonesia, jakarta: penerbit bumi aksara. donald m. borchert (ed.), encyclopedia of philosophy, (michigan: thomson gale & macmillan reference, 2006), 361-363. elizabeth chandra. 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(diakses pada tanggal 31 mei 2014, pukul 11.30) wiki pedia, ensiklopedia bebas, judul; krisis finansial asia 997, https://id.wikipedia.org/wiki/ krisis_finansial _asia_1997 yamazawa, ippei, the asian economic crisis and japan, (september 1998the developing economies, 36, 3) http://sk.sagepub.com/reference/the-encyclopedia-of-political-science https://id.wikipedia.org/wiki/ http://www.ide.go.jp/english/publish/periodicals/de/pdf/98_03_05.pdf ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018050812 vol. 2, no. 2, 2018 page: 294 311 294 framing analysis on news of islamic state of iraq and syiria in waspada daily news abdul rasyid postgraduate school, state islamic university of north sumatra, indonesia abdulrasyid@gmail.com syukur kholil postgraduate school, state islamic university of north sumatra, indonesia syukurkholil@uinsu.ac.id suwardi lubis postgraduate school, state islamic university of north sumatra, indonesia suwardilubis@uinsu.ac.id abstract, this study aims to get the intent and purpose of news about isis in haria waspada. this study uses a descriptive qualitative approach in which the researcher describes the data that exist in waspada by using framing analysis, namely analysis with emphasis on; 1} scheme, 2} script, 3} thematics, and 4} rhetoric. the data in this study focuses on isis news in the daily news of waspada, in this study focused on 3 news which is phenomenal related to isis. the research results show that: 1. in the scheme, all elements of the daily alert report have fulfilled the sheme requirements, wherein there must be a headline, lead, background of information, statement and closing. 2} in script, this coverage has used a good script model which includes the script elements, they are; what, who, where, when, why and how. 3} in thematics, the daily news of waspada has fulfilled its elements, they are; paragraph and proportion. 4} while in the rhetoric element, the isis report on the daily news of waspada has included all elements of rhetoric, they are; words, idiom picture, and graphic. in conclusion, framing analysis of news related to isis in the daily news of waspada can be a scientific reference because it has fulfilled all the elements contained in the framing analysis. keywords: framing analysis, isis, waspada daily news introduction news of the islamic state of iraq and syria (isis) has long been rolling in the mass media, including newspapers. exactly after the us invaded iraq in 2003 under the pretext of iraq storing weapons of mass destruction. various negative responses emerge, both the lower class and upper classes seem to think the same as what the mass media thinks. mailto:abdulrasyid@gmail.com mailto:syukurkholil@uinsu.ac.id mailto:suwardilubis@uinsu.ac.id framing analysis bn news of islamic state of iraq and syiria in waspada daily news doi: 10.30575/2017/ijlres-2018050812 295 the study of isis news framing analysis is believed to be able to uncover the question of doubts about the isis news objectivity regarding british women's testimony about isis, news of france inviting isis's combating world coalition, and news with the title isis militant executing her biological mother quoted by waspada from afp, reuter, and, and cnn which is the product of the british, united states and jewish news agencies. through framing analysis will be known who controls who, who opposed whom, where friends where opponents, where patrons and which clients, who benefits and who is harmed, who oppresses and who oppressed, and so on. such conclusions are most likely to be obtained because framing analysis is an art of creativity that has freedom in interpreting reality by using certain theories and methodologies. there are two main essences of framing analysis, namely, first, how events are interpreted. this relates to which parts are covered and which are not covered. second, how facts are written. this aspect relates to the use of words, sentences, and images to support ideas. literature review the isis is a direct result of al-qaeda shards in iraq that grew out of the us invasion which is an example of undesirable consequences. that is why we must have a purpose before we 'shoot'.kendati so, obama believes an international coalition of 60 countries will slowly eject isis out of iraq. according to obama, the challenge to stop extremism will not stop, unless there is a political solution to internal conflicts that affect so many countries in the middle east. if isis is defeated, there is a fundamental problem of sunni majority countries around the world, especially in some areas including libya and yemen, where a young man grows without education, has no prospect of looking into the future the territorial of isis the newest isis power region, ie, in august 2014, isis's territory includes red areas on the map below. abdul rasyid, syukur kholil, suwardi lubis 296 isis's power territory in syria and iraq the extent of the isis colony makes them one of the richest terror groups in the world. because, in their territory, millions of barrels of petroleum are stored as a source of coffers worth hundreds of millions of united states dollars (usd). in syria, isis has captured eight oil fields in the provinces of raqqa and deir elzour. in iraq, isis has four oil fields in saladin province. at the end of 2014, the united nations (un) estimated that isis had scored usd 1.6 million or equivalent to idr 21.9 billion per day from the sale of crude oil and processed on the black market. methodology in this study, the research method used is descriptive-qualitative research method. descriptive method in this study is intended to be able to describe the data obtained systematically, factually, and accurately about the facts contained in a text by the mass media. furthermore, researchers as instruments of research conducted qualitative research. technique of data analysis the data processing technique used in this study is the analysis framework of the framing formula of zhongdang pan and gerald m. kosicki, because the framing device examines the media through the structure of language used in constructing reality. this analysis model is right in processing the data obtained to answer the questions in the formulation of the problem that will produce a conclusion of the study. the frame analysis model developed by zhongdang pan and gerald m. kosicki is divided based on the structure of analysis which is divided into several sections as contained in the following table: framing analysis bn news of islamic state of iraq and syiria in waspada daily news doi: 10.30575/2017/ijlres-2018050812 297 structure framing device observed unit sintax: how reporters compile facts 1. news scheme headline, lead, background of information, source, utterances, closing script: how journalists tell the story 2. completed news 5w + 1h thematic: how journalists write facts 3. detail 4. purpose of sentece 5. relatio of each sentence 6. nominalization 7. coherence 8. sentence format 9. auxialiary verb paragraph, proportion rhetoric: the way journalists emphasize facts 10. lexicon 11. picture 12. metaphor 13. presupposition word, idiom, picture?photo, grahics finding and discussion framing analysis on the news “french invites the world combining to combat isis prancis ajak dunia berkoalisi perangi isis paris (waspada): presiden prancis francois hollande mengajak amerika serikat (as) dan rusia selasa (17/11) untuk membangun koalisi global guna memerangi isis setelah terjadinya serangkaian serangan di paris jumat lalu. “prancis sedang berperang,” ujar hollande dalam sebuah pertemuan gabungan parlemen di palace of versailles, prancis. ia berjanji menambah dana untuk peningkatan keamanan dalam negeri dan memperkuat hukum anti terorisme. “kita sedang berperang melawan teroris jihad yang mengancam seluruh dunia,” ujar hollande lagi.seorang juru bicara dari komando militer prancis melaporkan pada reuters selasa bahwa 10 pesawat tempur prancis, yang diluncurkan dari yordania dan uni emirat arabq, telah melakukan serangan udara yang menyasar pusat komando dan pusat pelatihan isis di raqa,syria. isis sebelumnya mengaku bertanggung jawab melakukan penyerngan di paris karena berkaitan dengan keikutsertaan prancis dalam mendukung koalisi as yang melancarkan serangan pada kelompok mereka di irak dan syria.hollande akan melakukan pertemuan secepatnya dengan presiden as barack obama dan presiden rusia vladimir putin guna mendesak mereka agar bersatu. “kita harus menggabungkan kekuatan demi mendapatkan hasil yang sebenarnya sudah terlambat didapat,” kata hollande lagi.koalisi yang dipimpin as telah melakukan pemboman isis selama lebih dari satu tahun. rusia ikut bergabung dalam konflik tersebut sejak september, namun pihak barat mengatakan bahwa sasaran yang mereka tuju adalah milisi lawan presiden syria bashar al-assad yang mendapat dukungan dari asing, bukan isis. saat berbicara di turki, obama mengatakan bahwa serangan yang terjadi di paris merupakan sebuah hal yang mengerikan, dan ia juga mengatakan bahwa koalisi gabungan mereka telah membuat kemajuan.saat ini tim penyelidik telah mengidentifikasi seorang warga negara belgia yang tinggal di syria sebagai (kemungkinan besar) dalang serangan di paris, yang menyasar bar, restoran, gedung konser, dan stadion sepakbola. “serangan yang terjadi jumat lalu telah dirncanakan sebelumnya di syria, persiapan dilakukan di belgia dan dilakukan di prancis dengan memanfaatkan keragaman warga negara prancis,” ujar hollande. pihak berwajib telah mengidentifikasi lima dari tujuh pelaku terror, empat diantaranya adalah warga negara prancis dan seorang asing yang sidik jarinya berhasil di data di yunani bulan lalu. abdul rasyid, syukur kholil, suwardi lubis 298 kepolisian prancis percaya bahwa masih ada satu orang pelaku yang masih melarikan diri.sebelumnya senin lalu pihak isis telah mengeluarkan ancaman, jika ada negara manapun yang berani menyerang mereka akan bernasib sama seperti prancis dan target utama mereka adalah washington, as. (reuters/and).1 1. scheme of the news a. analysis of headline the headline on the news in this framing analysis study is france invites the world to combine isis's combine, this headline consists of nine words. this headline is actually quite long, but it looks short because in the mass media newspapers are permitted and are required to shorten sentences that are widely understood by the reading community. headline is classified as headline teller headline that seeks to attract the reader's attention by summarizing important news clearly and precisely. the contents of the header teller is usually directly to the target. headline tellers are often designed using one or two standard fonts. the headline is made in accordance with the facts in the news script. this means the title has described the content of the news. in the title also there is no repeating the same word. the title of news is in the form of opinion news, so the title reflects the opinions of various news person. in the title there is no ambiguity, double meaning, giving various interpretations. b. analysis of lead news the first paragraph of the news entitled france invites the world to fight isis is called news lead in accordance with the news structure which contains elements of 5 w + 1 h. it can be explained that the first w is who, is the president of france, the second w is what, invites the united states and russia . the third w is why, to build a global coalition. the fourth w is when (when), is tuesday (17/11). the fifth is where (where) president of france explain or give her press statement. in the tita it has been explained that the delivery of the message took place at a parliamentary joint meeting at the palace of versailles, france. this means, news leads according to the news structure that requires good leads contain elements of 5 w + 1 h. while how on the news is on the word to combat isis. nevertheless it is slightly different between news leads with news headlines shown. in the title, france invited the world to coalition against isis, while in the news lead the french president invited america and russia, no word was found on the world. 1 harian waspada, 18 november 2015. framing analysis bn news of islamic state of iraq and syiria in waspada daily news doi: 10.30575/2017/ijlres-2018050812 299 c. background of information in contrast to the above understanding, then the background information in the news entitled france invite the world berkoalisi fight isis published daily waspada should be seen what things are the background information formed the news. first, the news came about because of information about the paris attack. as reported by various international and local mass media as claimed kompas.com as follows: paris, kompas.com deadly attacks in paris that occurred on friday (13/11/2015) evening local time became the second bloodiest event since the attacks of 11 september 2011 which devastated the world trade center building in new york. d. analysis of news source on news entitled framing analysis french news invites the world to combine corruption isis, is the source of news statements from french president francois hollande, us president barack obama, and french military command. this news source is considered credible because they have the highest position in their country. therefore the news delivered to the public according to the mass media has a value of selling value. e. statement in the framing analysis on the statements contained in the french news header invite the world to combine isis is quite important to understand because the statement (statement) which in practice the same as the news sentence. however, the statement has a more specific meaning. a statement is a sentence used to make a claim or convey something that can be true or false. f. closing an important issue in pan and kosicki's framing analysis is the issue of news closing. news with the french title invites isis's fighting world to be closed with the following news: earlier monday, then the isis had issued a threat, if any country dared to attack they would have the same fate as france and their main target was washington, usa 2. script a. 5 w + 1 h 5 w + 1 h contained in the news mentioned above is as follows : who : president of prancis francois hollande abdul rasyid, syukur kholil, suwardi lubis 300 what : france is at war with a threatening jihad terrorist the whole world why : promise to add funds to improve domestic security and strengthen antiterrorism laws when : tuesday (17/11) where : palace of versailles, perancis. how : invite the world to build a global coalition to fight isis. when observed in terms of the way journalists tell stories (scripts), the completeness of the 5 w + 1 h element is found as a complete news requirement. from the completeness of the 5 w + 1 h element, it can be understood that journalists who make news dramatize the french nation's excitement due to the isis group's attacks, and at the same time frighten other countries will have the same adverse effects as france itself. it may be that the intention is to seriously finish the isis group. 3. thematic a. paragraph from the news above it can be understood that the statements quoted by reporters that are clearly not opinions, but the facts in the form of information conveyed by french president francois hollande invites the united states (us) and russia, tuesday (17/11) to build a global coalition to fighting isis after a string of attacks in paris last friday. the paragraph in this news includes a good paragraph because it contains the continuity of the sentence in it. the continuity is woven by the similarity of terms between sentences. the fact can be seen in the first paragraph; french president francois hollande invited the united states (us) and russia on tuesday (17/11) to build a global coalition to fight isis after a series of attacks in paris last friday. nominalitation, on the news mentioned above which is the nomination is the president of france, a spokesman for the french military command, and american president barack obama. coherence on news with the french title invite the world to combine corruption isis runs normally on every paragraph, because each sentence framing analysis bn news of islamic state of iraq and syiria in waspada daily news doi: 10.30575/2017/ijlres-2018050812 301 has a relationship to make a well-understood mindset, but not on coherence between paragraphs. b. proportion especially regarding the proportions that can be observed in the analysis of isis news framing with the french title encourage the world to fight against isis has referred to the inverted pyramid proportions that is by raising the issue more important to the elements of the news starting from the making of the title, news lead, news body, and continues to be increasingly unimportant in closing the news. 4. rhetorics a. words in the news titled france encourage a world of coalition fighting isis there are 252 words in the form of nouns, verbs, adjectives, adverbs, said words, and assignments. b. idiom. on the news with the french title invite the world berkoalisi fight isis not found the word idiom is the expression of the language of a combination of words (phrases) whose meaning has been fused and can not be interpreted with the meaning of the elements that form it. c. picture/photo important facts that are not found in news with france take the isis attack world coalition to be contained in the waspada daily are photos of the isis region bombarded by 20 bombs by french fighter jets and coalition forces that attack isis territory as mentioned on the news content. so with the news published in mirror online is also not found a photo of isis territory that bombed french troops. abdul rasyid, syukur kholil, suwardi lubis 302 disaster: at least 129 have lost their lives solidarity:support for france has been flooding in from across the globe response: officers race to central paris terror attacks framing analysis bn news of islamic state of iraq and syiria in waspada daily news doi: 10.30575/2017/ijlres-2018050812 303 terror: the attack was the worst on french soil since world war two d. graphics. news with the french title invites isis's fighting world to be published in the waspada daily found that there were no graphs to support the content of the news, thus making the reader feel unable to understand well the contents of the news, or at least the news did not have a strong appeal for readers. even so without graphics, of course not to cause suspicion about the authenticity of the content of the news. abdul rasyid, syukur kholil, suwardi lubis 304 framing analysis on the news of militant of isis excecuted his mother militan isis eksekusi ibu kandungnya raqqa, syria (waspada) : seorang militan isis dikabarkan mengeksekusi mati ibunya sendiri di hadapan ratusan orang di raqqa, suriah, daerah yang dianggap sebagai ibu kota de facto dari kekhalifahan kelompok militan tersebut. menurut laporan lembaga syrian observatory for human rights yang dirujuk, ibu tersebut dieksekusi di depan gedung kantor pos di al-raqqa, tempat di mana ia bekerja. semua sumber lembaga tersebut satu suara bahwa ibu itu dieksekusi dengan alasan memaksa putranya untuk meninggalkan isis dan kabur bersama ke luar al-raqqah dan bahwa koalisi [serangan udara] akan membunuh semua anggota organisasi tersebut. " anak berusia 20 tahun tersebut diduga langsung melapor ke isis. (reuters/cnn/and). 1. scheme of the news a. headline based on the analysis that the title has been in accordance with the news scheme as has been revealed above. but it can be understood that the title of the news seeks to attract the attention of readers and simultaneously lead the world's people serious attention to the existence of isis. the title requires that the world both hate and fight isis, because the existence of isis is considered to disturb the peace and security of the world. isis is seen as a terrorist who must be fought because it has no moral. b. lead of the news if we read on the above lead then we will not put forward perfection, because the elements of 5 w + 1 h are incomplete. suppose that the why (why) mother is executed, and when (when) the execution occurs, and how (how) after the execution is done. c. source sources of information contained in news titled isis militants the execution of their mother mothers was not directly addressed by journalists from the field but the information obtained through the observatory for human rights was an organization formed by pro-opposition opponents of the bashar al-assad regime. d. stattements the statements contained in the contents of the news entitled isis militant execution of the birth mother, only sourced from the information leader of the observatory for human rights, rami abdulrahman based on framing analysis bn news of islamic state of iraq and syiria in waspada daily news doi: 10.30575/2017/ijlres-2018050812 305 reports received from members who are in the field, then abdulrahman convey this information to western media such as reuter, cnn, voa, bbc and others who were later quoted by various other media, including the daily waspada medan. e. closing in the news entitled isis militant the execution of his biological mother published by waspada daily was closed in the fourth paragraph as follows: the 20-year-old child was allegedly reporting directly to isis. 2. script news with the title isis militant the execution of his biological mother, published by waspada daily, can be seen in the news elements contained in it which are related to 5 w + 1 h are as follows : 1. what: execution of the birth mother 2. who: an isis militant 3. why: asks to leave isis because the coalition will carry out air strikes 4. when: january 2015 5. where: in front of the post office building in al-raqqa 6. how: her mother was killed. 3. thematic a. paragraph. the above news does not present detailed data, especially concerning the identity of a mother who is the victim of execution and then the name of the child who executes his own biological mother. all identities on this news are obscured by the waspada daily. whereas in other media such as sindo news.com it was revealed that the name of the mother who was executed was leena al-qasem, 45, and the biological child who executed was ali saqr, 20. b. proportion especially regarding the proportions that can be observed in isis news framing analysis with the title isis militant execution of her biological mother has referred to the inverted pyramid proportions that is by raising the issue more important upwards from the elements of the abdul rasyid, syukur kholil, suwardi lubis 306 news presented starting from the making of the title, news lead, news body, and continue increasingly unimportant in closing the news. 4. rhetoric a. words. in the news entitled isis militant execution of the mother of the blade there are 95 words either form of nouns, verbs, adjectives, adverbs, said words, or the word task. a. idiom. in the news titled isis militant execution of the biological mother, the idiom word is not found, namely the language expression in the form of a combination of words (phrases) whose meaning has been fused and cannot be interpreted with the meaning of the elements that compose it b. picture/photo important facts that are not found in isis militant news the execution of his birth mothers, published daily waspada, is a photo of the ongoing execution of a biological child. though the execution activity was said to take place in front of hundreds of isis citizens themselves. framing analysis bn news of islamic state of iraq and syiria in waspada daily news doi: 10.30575/2017/ijlres-2018050812 307 the use of photos in newspapers is important because the photo is the first element that catches the reader's eyes. then, photos in newspapers can be used to communicate with readers who have diverse backgrounds, because photos are universal. e. graphic. news with the title isis militant execution the mother of the blade found no graph to support news content that was able to reveal how many isis groups execute biological mother, or biological father, or vice versa. such graphics are very important as supporting news facts, so the news can be spared from hoax allegations. conclusion after a framing analysis of isis news under the title british women's testimony about isis, france invites the world to combat isis, and isis militants the execution of their own biological mother who was made and broadcast in print media was included in the waspada daily quoted by the reauter news agency. afp, cnn, and and were not obtained by reporters directly in the field or directly to primary sources, but were obtained through abdul rasyid, syukur kholil, suwardi lubis 308 secondary sources. of course the news about isis is very doubtful kesahehannya. because the syntax of the news does not match the news scheme, the news script does not have the completeness of the news, the thematic news is not made in detail, and the structure / rhetoric of the news does not emphasize a particular meaning. bibiliography ad dimasyqi, al imam abul fida ismail ibnu kasir. tafsir ibnu katsir, juz 7, bairut, libanon : dar al-kutub al-ilmiyah. ali, abdullah yusuf, the holy quran,. wordsworth editions ltd; 5th edition, 2001. al jauziyyah, ibnul qayyim, al fawaa’id. pustaka imam syafii : jakarta, 2015. al-maraghi, 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this research is presented in the form of field research. the type of research is qualitative in descriptive exposure. the sample; north sumatra, aceh, dki and west java. research findings; "no settlement of hate speech cases is found as an act of criminalization in the midst of indonesian society. it is estimated, there are a handful of public perceptions that criminalization of the handling of hate speech cases in indonesia, especially the hate speech clamps aimed at the government. keywords; criminalization, hate speech, professionalism, and hoaxes. introduction harmony and peace, even the unity of the indonesian nation is now disturbed by the emergence of a new phenomenon indicated violation of the law, namely "hate mailto:maradingin@gmail.com mailto:prof.pagar@yahoo.com mailto:jamil@gmail.com maradingin, pagar, jamil 292 speech (hate speech)". the words of hatred have surrounded many aspects of the life of society, nation and state. every second and the opportunity for hate speech spreads very quickly, as if unstoppable, it has even been transformed into a terror of sara that is organized and raises controversial legal polemics. this research will specifically examine the criminalization and legal reality regarding hate speech (hate speech) to create hostility among the public according to the views of criminal law experts in indonesia. the importance of this research is that criminal acts of hate speech (hate speech) have caused anxiety in indonesian society. mutual suspicion and enlarge the space of difference and even cause social polarization based on social identity by degrading and intimidating other groups / groups or components of society, creating discourse of hostility, matching the seeds of intolerance or verbally hurting other identity groups. the speech of hatred is closely related to the creation of hostility, social conflict, social aggressiveness, violence and social association that leads to the destruction of society, nation and state. through this research, the research team wanted to find out how the criminalization and reality of the law of hate speech (hate speech) to create hostility among indonesian people in the view of criminal law experts. this study describes how the views of criminal law on the one hand about the number of cases, controversies that occur and are effective to be declared criminalized by the complainant, or the statement is true is a legal reality based on the facts that are categorized as hate speech (hate speech) so that deserve to be declared a suspect, even convicted. literature review hate speech referring to the oxford english dictionary (oed), robert post, defines hate speech as "speech expressing hatred or intolerance of other social groups, especially on the basis of race and sexuality." then, the question arises about what can fall into the category of 'hate' ? again referring to oed, post gives understanding by; ‘an emotion of extreme dislike or aversion; abbhorence, hatred "(robert post 2009: 123). the definition of hate speech contains two important aspects; the first relates to the substance or content of utterances and the second relates to the 6 types of groups targeted, as follows. a speech can be said (hate) if the first one expresses feelings of hate speech for the purpose of creating hostility in indonesian communities (study of criminalization and legal reality according to criminal law experts) doi: 10.30575/2017/ijlres-2019050811 293 hatred or intolerance that are extreme and the second feeling is directed at other groups based on their identity such as race and sexual orientation. based on this definition post criticizes the criminalization of hate speech because according to him the expression of feelings of hatred is normal in human emotional life. the line between extreme and moderate in speech is difficult to measure. prohibition of hate speech according to post will face conceptual problems in distinguishing between "hate" with "normal dislike" or "disagreement" (post 2009: 125).1 hate speech is very worrying and dangerous. not only for coexistence between identity groups that exist among diverse and multicultural indonesian societies, but it is also very rewarding for democracy especially the tarnished freedom of expression, can be a source of horizontal hostility and social conflict, it can even be a serious threat to the stability of security and public order and threats to the integrity of the life of the nation and state.2 hate speech itself can be in the form of insults, defamation, defamation, unpleasant acts, provocation, incitement and spreading false news. hate speech can be called hate speech. these words can lead to non-discrimination, violence, loss of life, and social conflict.3 creating hostility in connection with this research, what is meant by the term creating hostility is the act of deliberately issuing words, displaying attitudes and acting aggressively as a form of hatred towards other individuals / groups / social communities, or as a conflict effect, or as a form of social identity polarization . antasari mentions six characteristics of aggressive behavior, one of which is: hostility towards others; aggressive behavior which refers to hostility as an action intended to hurt others.4 the aggressive type is classified into two, namely: aggressive 1 ahnaf, m.i. dan suhadi. 2015. “isu-isu kunci ujaran kebencian (hate speech): implikasinya terhadap gerakan sosial membangun toleransi”. dalam harmoni: jurnal multikultur multireligius. jakarta: ministry of religious affairs, center for research and religious development. 2 soerjono soekanto, 1986, pengantar penelitian hukum, ul-press, jakarta, p. 15 3http://ejournal-s1.undip.ac.id/index.php/interaksi-online/article/view/15556/15048, accessed on 20 september 2017. 4 anantasari. 2006. menyikapi perilaku agresif anak. yogyakarta: kanisius, 2006, p. 80 http://ejournal-s1.undip.ac.id/index.php/interaksi-online/article/view/15556/15048 maradingin, pagar, jamil 294 hostility (hostile aggression) is solely done with the intention of hurting others or as an expression of anger and is characterized by high emotions. aggressive behavior in this first type is the goal of aggression itself or to do something violent to the victim. aggressive behavior can be verbal and physical, active and passive, direct and indirect. the difference between verbal and physical is between physically hurting and attacking with words; active or passive differentiate between visible actions and failure to act; direct aggressive behavior means making direct contact with the victim being attacked, whereas aggressive behavior is not directly carried out without direct contact with the victim. 5 bush and denny (1992) classify aggressiveness in four aspects, namely physical aggression, verbal aggression, anger, and hostility. physical aggression and verbal aggression represent the motor component in aggressiveness, while anger and hostility represent the affective and cognitive components in aggressiveness verbal aggression is aggression with words. verbal aggression can be in the form of swearing, satire, slander, and sarcasm. hostility is a cognitive component in aggressiveness consisting of feelings of wanting to hurt and injustice. so as to produce forms of aggressiveness. buss said, there are 8 aggressiveness 2 of which are related to hate speech, namely: active verbal aggressiveness directly such as berating others stabbing, hitting. active verbal aggressiveness that is carried out indirectly such as spreading false rumors to others. (muttaqin, 2011: 16-20). communities in connection with this research, what is meant by the term community here is the reach of hate speech in social processes and interactions between parts / components of the indonesian nation that are multicultural and heterogeneous / plural. crimminalization according to soerjono soekanto, criminalization is an act or determination of the authorities regarding certain acts which are considered by the community or groups of 5 robert a. baron dan donn byrne.2005. psikologi social jilid 2. jakarta. erlangga. p 169. hate speech for the purpose of creating hostility in indonesian communities (study of criminalization and legal reality according to criminal law experts) doi: 10.30575/2017/ijlres-2019050811 295 people to be criminal acts or make an act criminal and therefore can be convicted by the government by working on the name.6 soetandyo wignjosoebroto argues that criminalization is a statement that certain actions must be judged as criminal acts which are the result of a normative considerations whose final form is a decision7 criminalization can also be interpreted as the process of determining a person's actions as acts that can be convicted. this process ends with the formation of a law in which the act is threatened with a sanction in the form of a criminal8 law reality thus, in relation to this research, what is meant by the term legal reality is legal reality, the opposite of criminalization, namely because the criminal legal system has been carried out correctly, especially in the process of proofing, it is clear that a person's connection to the hate speech crime, with thus someone's status is confirmed, whether he is the culprit then declared as a suspect and ultimately convicted, or not so that he is free by law. methodology this research is categorized into qualitative research with a descriptive approach. like empirical research in general, this research is based on sociology theory about law. the theory built in this study departs from the conception of social science and not from the conception of legal science. the law here is not merely observed as a product of a norm system such as regulation, but the law is conceptualized as institutionalized social behavior and has general legitimacy. the characters are max weber, eugen ehrlich, herbert spencer.9 6 soekanto, soerjono, 1981, kriminologi: suatu pengantar, cetakan pertama, ghalia indonesia, jakarta. p. 62. 7 wignjosoebroto, soetandyo, “kriminalisasi dan dekriminalisasi: apa yang dibicarakan sosiologi hukum tentang hal ini, disampaikan dalam seminar kriminalisasi dan dekriminalisasi dalam pebaruan hukum pidana indonesia, faculty of law uii, yogyakarta, 15 juli 1993. p. 1 8 sudarto, kapita selekta hukum pidana, alumni, bandung. 1986. hlm. 31 9 gunarto, prof. dr. h; sh., se., akt., m.hum. 2012. metode penelitian hukum: dualisme penelitian hukum normatif & empiris. (presentatio material). p.15. maradingin, pagar, jamil 296 so, the empirical legal approach in this research can be said as a research approach which is carried out through extracting information related to social reality and then related to legal reality and criminalization. findings and discussion hate speech condition dr. hasbulah, m.sc., lecturer at sultan syarif qasim state islamic university in pekanbaru, said; culturally, indonesia is a fertile place for the development of hate speech. the character of the indonesian people is that they like to talk, even though religion forbids it, actually indonesians like to gather, like to tell stories to one another. times have changed, together with the more easy to talk even though there is no need to meet again, once people can go to the side of the road, now people just tell stories through social media that is always in his grasp, and he can tell whenever he wants with no limits on space and time. with the help of this communication technology, it makes people easier and more free to tell stories, which sometimes flow without being filtered and finally eng age in hate speech..10 the intensity of hate speech occurring in indonesia is quite high, and is already alarming. this can be seen in everyday life, there are thousands of social media accounts that present expressions of hatred between one group and another. more concrete can be exemplified in elections / elections, for example in the succession contestation of regional and central leadership. found utterances that tend to discredit someone, both those who come directly from regional head candidates or presidential candidates, as well as from supporting parties, even sympathizers of parties who contest with their rivals. becomes even more crowded by looking at the responses and replies of the parties with the equivalence. in particular, in a head to head fight that only consists of two candidates, the battle becomes more exciting, when there is a pro-active nature to attack each other in attacking each other in the context of killing the opposing character. all of this is very potent in creating riots. this hate speech tends to be difficult to trace. deliberately made with a higher level of security, by the way; perpetrators are individuals, if it turns out that the victim 10 interview with dr. hasbullah, m.si., lecturer of universitas islam negeri sultan syarif qasim pekanbaru. hate speech for the purpose of creating hostility in indonesian communities (study of criminalization and legal reality according to criminal law experts) doi: 10.30575/2017/ijlres-2019050811 297 is found only privately, then deliberately used a fake social media account, so it is not clear who uploaded it, the last activation for a moment, so that when people want to track it down then the account has been deleted, but the message has arrived. although there have been many perpetrators of hate speech who have been caught red-handed, so far more hate speech has not yet been traced to ama once. the material of the hate speech presented is more on insults and slanders. if in jakarta, this insult and slander seems to fry the issue of religion, it is different from where i use the tribal mode more, for example, modifying hate speech and socializing it, whose purpose is easily understood that black people cannot become regents or derangements. the issue of hate speech which tends to prioritize identity politics is closely related to the central issues that exist in certain regions. in a very far prediction, the expression of hatred in indonesia could potentially reach the level of damaging indonesia as a nation. today, the expression of hatred has clearly damaged the solidarity of the nation's children. seeing this phenomenon, if the utterance of hatred that is happening right now is not impossible in a long period of time, the condition of this nation's children is not only not solid but can reach the level of mutual neglect. such conditions will ignite riots. hate speech is quite widespread in indonesia because of mental attitude problems and communication technology. the issue of mental attitude, that is, the mental attitude of people who change into increasingly have the freedom to express opinions and express their hearts in public during this reform era. next, the increasingly sophisticated social media in mobile devices that makes people free to use it as a means to pour out their hearts and feelings. finally, social media is not only a place for people to communicate with positive nuanced content, but also negative ones, a kind of utterance of hatred. kh. muhammad faizin, head of the banyuwangi darussalam islamic boarding school in east java, said that this expression of hatred was also found in east java. as with other regions in general, the utterances of hatred are scattered everywhere, through existing social media, it is very easy for people to socialize their ideas and ideas, even without filtering at all, finally indonesia is now beset by news irresponsible hoaxes that can damage a person's reputation. it seems that the prevalence of hate speech on social media is now national. maradingin, pagar, jamil 298 today many people criticize the government. all kinds of criticism come in, all criticism may be conveyed, as long as it has a basis, if the criticism is unfounded it could be slander, and this slander is more cruel than murder. to all people to be careful in expressing their criticism. the latest survey conducted by we are social and hootsuite shows that social media users in indonesia are very widespread. the total population of indonesia in january 2018 was 265.4 million people. of these, 132.7 million are internet users. furthermore, 130 million of them are social media users, such as; facebook, twitter, instagram and others. 97.9% of them are categorized as social media users. of these, 92% of them, namely 120 million people use mobile phones as social media tools that are very easy to carry anywhere, image: mobile users as a social media tool in indonesia. criminalization and law reality the question arises regarding the legal process for the perpetrators of hate speech that has been declared to the level of suspects by the police in indonesia, whether categorized as an act of criminalization or not. in this case, it is found in general data that there is no terminal of criminalization that occurs in people who stumble over cases of hate speech in indonesia in recent times. rudi as a prosecutor who has handled hate speech several times said that the hate speech cases have been processed professionally by law enforcement officers. that is, the case was proceeding purely, there was no charge of interest in it except law enforcement and the eighth. law enforcement officials work fairly, because the people hate speech for the purpose of creating hostility in indonesian communities (study of criminalization and legal reality according to criminal law experts) doi: 10.30575/2017/ijlres-2019050811 299 have trusted them, there is no intervention, and are not influenced. the point is there is no criminalization in the process of handling these hate speech cases. even more convincing, that the case has proceeded purely seen in the reception of convicted by the judge's decision. an understanding emerged that the perpetrators were aware of their mistakes, at that time the perpetrators were ignited emotionally, then lost their senses, not because of ignorance, precisely they were educated, because there were students, there were people who were respected, but they were unaware that there was an ite law, then erred and do the utterance of hatred. the perpetrators felt that they deserved the judge's verdict which was decided in retaliation for the mistakes made, the perpetrators sincerely accepted it, and therefore did not appeal again. thus the case was completed peacefully. dr. deni setiya bagus yuherawan sh., ms., as vice chancellor i of the university of trunojoyo madura said;11 nationally, the use of many people against the word criminalization is wrong. criminalization is a deliberate and planned effort to classify an act that was not categorized as a crime into a criminal act. this is in the process of legislation of course with the principle of existing legality. it is different from the meaning meant by many people towards criminalization is more towards manipulating how someone who actually does not meet the elements of the offense of certain articles, but will be legally processed. the difference is seen in the legislation process itself on one side and on its application on the other side. explicitly, the term hate speech is not found in the legislation. if there are people who talk about criminal acts of hate speech, the contents must be related to the articles of defamation, contempt, etc., then they are related to the media, both print and electronic media. for those actions, article 310, ... all that is used is always referred to as the ite law. this combination of defamation and copying, and then publishing it through the media, becomes a hate speech. any new statement can be said to be an insult, if it fulfills the elements of the alleged article. if there is only one element of the article that is not fulfilled then that action cannot be said with contempt. it might be that the act was not an offense, or was 11 interview with dr. deni setiya bagus yuherawan sh., ms., in sukarno hatta international airport. jakarta. maradingin, pagar, jamil 300 not even categorized as a criminal offense. with that, the perpetrator cannot be declared as a suspect in an insult case. there is a tendency now that people understand that hate speech is a scary tool. the perception arises that anyone who speaks loudly will stumble with a criminal case of hate speech, in the case of the context of hate speech that is in the articles; defamation, blasphemy and contempt, depending on what is done by the culprit. everything will be supported by the name of the goods and evidence that can be found. therefore not all harsh statements will have the value of hate speech. most cases that are declared hate speech are difficult to prove. this difficulty will be experienced from the moment of investigation, prosecution and until the trial. not all loud statements automatically become hate speeches, moreover the words have a conceptual basis. juridically, one cannot criminalize knowledge holders, because the truth is in science and science must be published. for legal people, it's simple, that is, people will not be able to suspect with a hate speech case. considering that hate speech is a daily vocabulary of sociological language, then it is not found in the criminal code, therefore, there are no articles that can be alleged as criminals. it may be that people perceive that law enforcement in certain cases has a target. as long as he is included in the target then he netted. the problem is whether he is more or not bad, if he is more uneasy then he is struck, if he is lucky then he escapes. if this is the case, then the idealism of law enforcement will be dispersed. the term criminalization in hate speech cases appears, there may be a perception which says that hate speech cases will only target certain people. criminal acts of hate speech focus on certain groups, and certain religions, that's all that matters, so there is no fairness there. even though many people speak loudly, speak not well, but not that many people who are suspected of committing hate speech. that thought awakens itself as the dynamics of political developments that took place lately. as long as the police work professionally, there is no term criminalization there. the police as the earliest party to deal with the crime will determine whether the action is categorized as a crime or not, even whether it is appropriate to be delegated to the prosecutor or not. not surprisingly, the police as the party most expected to be fair in handling criminal acts of hate speech. hate speech for the purpose of creating hostility in indonesian communities (study of criminalization and legal reality according to criminal law experts) doi: 10.30575/2017/ijlres-2019050811 301 the motivation of hate speech prof. dr. arrafi`i abduh said that the utterances of hatred that were rife in indonesia could not be separated from the political atmosphere that was heating up now. the political atmosphere in indonesia seems to be heating up all the time, in connection with the elections every year, coupled with legislative and presidential elections every five years. in 2018 when this research is now being carried out, simultaneous local elections in all regions of indonesia are underway in 171 districts / cities, and provinces. furthermore, the procession of the legislative election stages has begun, starting from the candidacy stage, the medical examination, the revocation of numbers, and the stage of socialization and the presidential election campaign in 2019, hence the political atmosphere has become even hotter. the situation became even hotter because the candidates for the presidential election only consisted of two pairs of candidates, namely jokowi-ma`ruf amin as pair number 1, and prabowo-sandiaga uno as pair number 2. the fight was exciting and relatively balanced, head to head, making this political contestation to be very special, as well as being a strong cause in the lively outbursts of hatred. motivation of hate speech is done because there is an interest, said dr. hasbullah, m.sc. the interest here is, the interests want to gain power, or want to maintain power. this can be seen from; first, people talk, because there is something expected from the conversation, then he forms an opinion to deliver him to his expectations. second, people used to be called a king if he had mastered the sea, different from now, people are said to have become kings if he controlled social media. the combination of opinion formation with the mastery of the mass media often leads to utterances of hatred, because the utterance of hatred occurs through the formation of opinion through the mass media. all that was done in order to seize or maintain power. not sure why people make hate speech, but some hate speech is produced. saracen as a case that has started to become clear because the police have studied in detail in relation to the culprit has become a suspect and legally processed, it appears that the hate speech that they do is produced, therefore, it is estimated that there are those who produce, there is a buyer, there is a price, and there is a purpose. the expression of happiness in this form seems to be carried out more planned, hence it is understood to be full of interests. maradingin, pagar, jamil 302 the impact of hate speech on indonesia's existence andi komara sh, advocate and public lawyer of lbh jakarta, said that the impact of the hate speech had created horizontal conflicts. specifically in the ahok case in jakarta, remembering the aspects that triggered the triggering of hate speech started with blasphemy, so the impact that occurred was related to horizontal conflicts that were patterned on religion as well. this clearly has an impact on the disturbance of religious harmony. after being asked about how the impact on the existence of the nation and state, he answered, until now there has not been any at all.12 the existence of the nation and state today is strong and stable. in connection with the utterance of hatred that is not directed at the nation and state, the impact that occurs is not for the nation and state. in general, the problem that triggers the emergence of hate speech is the problem of individual, or group, not national and state racial intolerance, so the expression of hatred is also in harmony among the people, especially religious people. the issue of harmony among the diverse community is seen which is very vulnerable to this utterance of hatred. although the expression of hatred has not yet had a significant impact on the existence of the nation and the state, we must remain cautious, because it is not impossible to happen. adherents of these different religions are polarized according to their respective religions. considering that because of its small location, which is only jakarta, the impact is also more local in nature, but if this is widespread nationally it will have an impact on the existence of the nation and state, even though it is not yet up to this level. dr. hasbullah, m.sc. said; the impact of that hate speech is extraordinary. the words of hatred can divide people, both as internal divisions, as well as external divisions. on the one hand, in the past people did not dare to blaspheme because they told stories face to face, now people are free even though they come to the level of attack, because they do not meet, he does not see his face whether red, or pale, so he continues to write on social media. on the other hand, in the past, people's mental endurance to 12 interview with andi komara sh., advocate and public law consultant lbh jakarta in his office. hate speech for the purpose of creating hostility in indonesian communities (study of criminalization and legal reality according to criminal law experts) doi: 10.30575/2017/ijlres-2019050811 303 receive sloping information was more resilient than now, because before there was no era of reform, now people are easily offended because their self-esteem has become expensive, and there is human rights. all this, exacerbating the impact of hate speech. hasbullah continued, indonesia's potential is very vulnerable to rupture. if the decentralization system implemented during the reform era has divided indonesia into many provinces and municipal districts for different cultural reasons, and in the context of accelerating development, in fact it has become the seed of the breakup of indonesia. indonesia's potential to become like the soviet union exists, because indonesia consists of many tribes; there is sumatra, there is java, and so on. sumatra separated again, namely; there are batak, minang, aceh, malay, and others, malay is divided again in large numbers, as well as java. if the existence of this ethnic group is getting stronger, while pancasila is increasingly being questioned, while in it there is a single diversity, then the chances of the breakup of indonesia will be easier. kh. munajib, from ntb said, although in a small scale, the words of hatred had influenced the internal and external religious communities in indonesia. fellow religious communities have been disturbed by the hate speech, for example, muslims and other muslims, due to differences in political views and choices resulting in the distortion of ukhuwah, as well as between religious communities, such as muslims with christians, there have been many times of hate speech. resulting in parties dealing with the law. all this, resulting in the disturbance of the brotherhood of compatriots and religions. perhaps, the utterance of hatred was carried out by certain groups as part of their tricks to annex this nation. in conflict theory, it is known that there are attempts to create riots in order to make a profit. through this theory, there will be people who try to riot, across time and place. they predict that by carrying out normal and legal activities, they will not be able to enter and play an active role in power, then utter hate speech. the hate speech is estimated to have been carried out by design. kh. muhammad faizin, said that this expression of hatred would divide the unity of the nation. both the unity of one religion, ethnicity, and ethnicity, as well as between them, will be broken, indications in this direction are already visible now. thus, the law enforcers must be pro-active and professional in implementing the rules and regulations for everyone involved in this matter.. maradingin, pagar, jamil 304 conclusion hate speech is found in indonesia with a high enough intensity, and this has been alarming. in addition to the culture of gathering and telling stories, the current political atmosphere, due to the simultaneous local elections in 2018 which had just been completed, and was greeted by the upcoming 2019 legislative and presidential elections in april 2019 helped to spark up the utterances of hatred. in the form of reality, the utterances of hatred that have occurred lately have helped shake up the solidarity of the nation's children together. even the utterances of hatred were addressed indiscriminately, including the government. in general it can be concluded that law enforcement officials in handling cases of hate speech have worked transparently, professionally and accountably. therefore, the handling of hate speech cannot be called criminalization. however, it was also found the views of a handful of people who did not believe in handling a small number of cases of hate speech, they were presenting that there was an indication of criminalization. the speech of hatred took place lively, because of the interests there, especially political interests. the quite hot political atmosphere in indonesia has affected the growth and development of the utterance of hatred. this is in line with the political year (2018) that is being faced, and welcomes the upcoming 2019 legislative and presidential election elections. specifically in the case of ahok (a former dki governor who later became a convict) has created a horizontal conflict between the nation's children. the rest, hate speech has helped create distortion in the togetherness and harmony of the nation's children. bibiliography ahnaf, m.i. dan suhadi. 2015. “isu-isu kunci ujaran kebencian (hate speech): implikasinya terhadap gerakan sosial membangun toleransi”. dalam harmoni: jurnal multikultur multireligius. jakarta: ministry of religious affairs, center for research and religious development. al-manyawi, al-syarh al-kabir lumukhtashor al-usul min `ilmi al-ushul, (mesir: 2011 m./ 1432 h., al-maktabah al-syamilah, cet. ke-1, juz.1) hate speech for the purpose of creating hostility in indonesian communities (study of criminalization and legal reality according to criminal law experts) doi: 10.30575/2017/ijlres-2019050811 305 al-ramli al-syafi`i, syarah sunan abi dawud, (mesir: 2016 m./ 1437 h., dar al-fallah, cet.-1, 16) al-syuyuthi, syarah sunan ibn majah, (tarqim al-kitab muafiq li al-mathbu`, juz.1) anantasari. 2006. menyikapi perilaku agresif anak. yogyakarta: kanisius, 2006) bachri, bachtiar s. meyakinkan validitas data melalui triangulasi pada penelitian kualitatif, dalam jurnal teknologi pendidikan, vol 10, no., april 2010. surabaya: fakultas ilmu pendidikan universitas negeri surabaya). fattah hanurawan, psikologi social. 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(materi presentase). ibn batthol, syarah shahih al-bukhori, (riyad: 2003 m./ 1423 h., maktabah al-rusydi, cet. ke-3, juz.1) izuddin, al-tanwir syarah al-jami`u al-shagir, (riyad: 2011 m./ 1432 h., maktabah darssalam, cet.-1, juz.11) labkumham, tinjauan tentang ujaran kebencian (hate speech), makalah, juli, 2017, pada, http://labhukum.com/2017/07/18/tinjauan-tentang-ujaran-kebencianhate-speech/ mark poster, 1995. cyberdemocracy: internet and public sphere.university of california. muhammad al-amin, al-kaukab al-wahhab syarah shahih muslim, (makkah almukarromah: 2009m.,/1430 h., dar al-minhaj, cet.-1, juz. 24) muhammad ibn adam ibn ali ibn musa, masyariq al-anwar al-wahajah wa mathali` alasrar al-bahajah fi sunan al-imam ibn majah, (riyad: 2006 m./ 1427 h., dar almughni, cet. ke-1, juz.2) musa syahin lasyin, fathul mun`im syarah shahih muslim, (dar al-syurq, 2002 m./ 1423 h., cet. ke-1, juz.10) muslim ibn hajjaj, shahih muslim, (beirut: tt., dar ihya` al-turas al-`arabi, juz. 4) nina persak, criminalising harmful conduct: the harm principle, its limits and continental counterparts (springer 2007) peter mahmud marzuki, 2005.penelitian hukum, jakarta: jakarta kencana). pusat penelitian bidang hukum badan keahlian dpr ri, info, dengan judul: kajian singkat terhadap isu aktuan dan strategis, (jakarta: 2018, pusat penelitian maradingin, pagar, jamil 306 bidang hukum badan keahlian dpr ri, vll. x, no. 06/ii/puslit/maret/2018) redaksi@jurnalapps.co.id, jurnal apps informasi, berita dan tips aplikasi terbaru android dan ios, (jakarta: 2018, https://jurnalapps.co.id/ robert a. baron dan donn byrne.2005. psikologi social jilid 2. jakarta. erlangga). soekanto, soerjono, 1981, kriminologi: suatu pengantar, (cetakan pertama, ghalia indonesia, jakarta). soerjono soekanto, 1986, pengantar penelitian hukum, ul-press, jakarta). sudarto, kapita selekta hukum pidana, alumni, bandung. 1986). sutan remy syahdeini, kejahatan dan tindak pidana komputer, (jakarta: 2009, pustaka utama grafiti) w.j.s. poerwadarminta, kamus umum bahasa indonesia, (jakarta: 1985, pn balai pustaka, cet. ke-8) weber, anne 2009. manual on hate speech. council of europe. wignjosoebroto, soetandyo, “kriminalisasi dan dekriminalisasi: apa yang dibicarakan sosiologi hukum tentang hal ini, disampaikan dalam seminar kriminalisasi dan dekriminalisasi dalam pebaruan hukum pidana indonesia, fakultas hukum uii, yogyakarta, 15 juli 1993) mailto:redaksi@jurnalapps.co.id https://jurnalapps.co.id/ ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020010401 vol. 4, no. 1, 2020 page: 1 17 1 a corpus-based analysis of prepositions of time and location in filipino students’ written essays rafael michael o. paz polytechnic university of the philippines rmo.paz@pup.edu.ph abstract:. one of the gremlins in esl pedagogy are prepositions, specifically at, in, and on that direct nominal groups to general or specific moments and locations. in the filipino language, at, in, and on is equivalent to only one preposition: sa. this makes the prepositions of time and location at, in, and on difficult for filipino students to learn, and more difficult for filipino teachers to teach. using a corpus of written essays in english, this study described the ways filipino students use prepositions of time and location at, in, and on. the analysis revealed that there is limited room for diversity and localization and idiosyncrasy in filipino students’ utility of prepositions of time and location at, in, and on. results of the study, however, may be used as models in teaching prepositions of time and location at, in, and on to further strengthen filipino students’ proficiency in using these lexical items in written communication. keywords: philippine english, prepositions of time and location, corpus-based analysis introduction english is an asian language (kachru, 1998) as much as it is an asean language. the ‘transplantation’ (gonzalez, 2008) of english in the continent had been long enough (kachru [1998] estimates this to be ‘almost 200 years’ in various parts of asia) to consider that it is not just a language that is in asia with an immigrant status, but it is a language of asia. kachru (1998: 91) writes, … english, in one way or another, has indeed a presence in the most vital aspects of asian lives – our cultures, our languages, our interactional patterns, our discourse, our economies and indeed in our politics. but above all, in transforming our identities, as individuals and societies, and the identities of our languages. likewise, in southeast asia, the english language serves as the sole working language of the association of southeast asian nations (asean) (“article 34,” the asean charter, 2008: 29) since its foundation in 1967. asean is composed of ten member-states: brunei, cambodia, indonesia, laos, malaysia, myanmar, singapore, mailto:rmo.paz@pup.edu.ph rafael michael o. paz 2 thailand, vietnam, and the philippines. the role of english in the region endures even with its 1,234 living languages (simons and fennig, 2017; however, the section on “south-eastern asia” languages include east timor that is not a member of the asean [east timor has 21 languages: 20 of these are living and 1 is extinct]). sagoo, mclellan, and wood (2015:7) claim that the status of english-as-official-language in the asean is ascribed to its ‘colonial heritage,’ as well as the ‘political alignment’ and economic conditions of its member states. among the ten member-states of asean, english functions as an official language in at least four contexts: brunei, malaysia, singapore, and the philippines. these countries were formerly colonized by either great britain or the united states of america. however, it is notable that even among asean member-states that were not former colonies of english-speaking superpowers, english exercises its importance. cambodia, started learning english in 1989, while thailand, the only asean member without a colonial past, started much earlier in the seventeenth century (sagoo, mclellan, and wood, 2015; kirkpatrick, 2010). english is likewise taught to schoolchildren in indonesia, laos, myanmar, and vietnam. the role of english is the asean is incontestable such that during the 50th asean summit held in manila in november 2017, english was utilized in ‘all the proceedings’ (e. cortez, assistant regional director of philippine information agency, national capital region, personal communication, 5 december 2017). however, it is quite noticeable (observed through television program coverages of the asean summit in manila broadcasted in philippine channels) how southeast asian multilinguals ‘negotiate’ (kirkpatrick, 2014:426) with the different varieties of english within and beyond the region. one of these varieties is the english language specifically used in the philippines where the asean summit 2017 was held. the variety, called philippine english (abbreviated pe or phile in literature), is described by gonzalez (2008:14) as a ‘transplanted variety of the language [english]… with its distinctive pronunciation, its style of academic writing and an emerging philippine literature in english.’ for bautista and bolton (2008:4), philippine english is ‘associated with a distinct accent, a localized vocabulary, and even a body of creative writing by philippine writers in english.’ a corpus-based analysis of prepositions of time and location in filipino students’ written essays doi: 10.30575/2017/ijlres-2020010401 3 the scholarship of philippine english is quite extensive with both filipino and foreign scholars writing about its phonology (flores, 2016; tayao 2008, 2004; bautista and gonzalez, 2006; gonzalez, jambalos, and romero, 2003; gonzalez, 1997; llamzon, 1997; gonzalez, 1983; gonzalez and alberca, 1978; alberca, 1978), lexis (salazar, 2013; dayag, 2008; bautista and butler, 2000; bautista, 1997; cruz and bautista, 1995; tabor, 1984; gonzalez, 1983), and syntax and discourse (gonzalez, 2008, 1997, 1983; gonzalez, jambalos, and romero, 2003; bautista and gonzalez, 2006; bautista, 2000; 1997; cruz and bautista, 1995; llamzon, 1969) across geographical, sociohistorical, and sociolectal domains. among studies on philippine english grammar, a topic that receives much attention is the use of prepositions, especially the prepositions of time and location at, in, and on (bautista and gonzalez, 2006; bautista, 2000, 1997; cruz and bautista, 1995; gonzalez, 1983). gonzalez (1983: 177) writes that even for american english speakers, the use of prepositions does not always follow the doctrine [if there is such], the most frequent lexical items which seem anomalous to an american english speaker are prepositions, including verb plus preposition combination (twoand three-word verbs). in many cases, the anomalies arise from the fact that until tesol came to the philippines in the late 1950s, these combinations were never formally included in the syllabi and had to be learned by most filipinos on their own. [emphasis mine] studies on prepositions in philippine english (both oral and written) would often show variation even among the educated elite or acrolect variety speakers (see llamzon, 1997 for three types of philippine english speakers: acrolect, mesolect, and basilect variety speakers) such that scholars like bautista (2000: 79) would note that ‘prepositional choice will probably be idiosyncratic in standard philippine english,’ and gonzalez (1983:179) would claim that ‘…prepositional usage, collocations and verb plus preposition combinations seem to be quite arbitrary and are not predictable from the semantic features of the root; … here, there is room for diversity and localization.’ martin (2016) claims that teaching such prepositions to filipino students would often pose a challenge because of the interference of the local languages. the prepositions at, in, and on is, in fact, equivalent to only one filipino preposition, ‘sa’. more often, instances of rafael michael o. paz 4 variation in using prepositions at, in, and on in philippine english do not significantly (if not at all) affect effective communication. this study intends to provide empirical data (through corpus-based analysis) to assess these claims by describing the ways filipino students use the prepositions of time and location at, in, and on in a corpus of written essays in english. the following sections will provide details through a brief review of available literature on philippine english, and prepositions in philippine english; a description of the research data and methodology; analysis and interpretation of data; and conclusions. literature review central to the study of the diffusion of english in the world is braj b. kachru’s world englishes paradigm. the term ‘world englishes’ (we henceforth) was initially used by kachru and larry e. smith in 1985 while editing a journal that bears the same name until today. we, defined by smith (2014), pertains to ‘the different forms and varieties of english used in various sociolinguistic contexts in different parts of the world.’ it argues for the multiplicity and pluricentricity and inclusivity of the english language. not very long after its birth, scholarship in, on, and for we have exploded in the world that in literature, it is perceived as a discipline ready for ‘direct and productive interaction with linguistic theory’ (flippula, klemola and sharma, 2017: 3). kachru’s we framework (in his work in 1988) is presented using three overlapping circles of varying sizes: the smallest circle, or the inner circle, represents contexts where english is spoken as a first language (great britain, united states, australia, canada, new zealand) and are norm-providing; the mid-size circle, the outer circle, is where english-as-a-second-language contexts are found (singapore, malaysia, india, pakistan, the philippines, etc.) and are norm-developing; the largest circle, the expanding circle, are english-as-a-foreign-language contexts (cambodia, thailand, taiwan, japan, south korea, etc.) and are norm-dependent. the size of the circles shows the distribution of the number of speakers of english in the world. while kachru’s (1988) ‘concentric circles’ model still enjoys its authority and influence in the scholarship of the linguistic variation of englishes in the world, scholars a corpus-based analysis of prepositions of time and location in filipino students’ written essays doi: 10.30575/2017/ijlres-2020010401 5 have started to extend the boundaries of the framework applying more critical lenses and perspectives (see bruthiaux. 2003; tupas and rubdy, 2015, inter alia). philippine english conveniently located in the outer circle of kachru’s (1988) ‘concentric circles’ model is the philippines where english has played an important role in politics, business, education, mass media, and the filipino life in general since its ‘transplantation’ (gonzalez, 2008) in the philippine soil since 1898. one of the earliest accounts on philippine english (filipino english in this work) is llamzon’s (1969) attempt to describe what he then called ‘standard filipino english.’ he described this as ‘the type of english which educated filipinos speak, and which is acceptable in educated filipino circles’ (llamzon, 1969: 15). llamzon (1969), however, abandoned this quest (in gonzalez, 2008: 21; also in gonzalez, 1997: 206) later in his scholarship and proceeded to maintaining his lectal variations in philippine english (acrolect, mesolect, and basilect varieties) that he (1997) adapted from an earlier work of platt, weber and ho (1984). for llamzon (1997), speakers of philippine english differ phonologically, with the acrolect variety speakers remaining close to the ‘standard american english’ norms, and the basilect variety speakers farthest because of the influence of the ‘ethnic tongue[s]’. his work was followed by other scholars who further described philippine english phonology such as tayao (2004, 2008), flores (2016), among others. bautista (1997), on the other hand, identified the processes involved in the development of philippine english lexicon. bautista’s (1997) categories ranges from normal expansion, extensions of meaning, neologisms, up to lexical borrowing. these categories were used in bautista’s contribution to susan butler’s macquarie’s asian english dictionary around 1996. philippine english lexicons (such as ‘kilig’) has been adapted by the oxford english dictionary (oed) as well. in 2015 alone, about 40 filipino words and expressions has started to appear in oed. locally, dictionaries on philippine english begun as early as the late 20th century with tabor’s (1984) filipino-english mini-dictionary, cruz and bautista’s (1995) dictionary of philippine english, and bautista and butler’s (2000) anvil-macquarie dictionary of philippine english for high school. rafael michael o. paz 6 works on philippine english grammar started as early as the late 20th century with gonzalez (1983) describing the distinctive features of the variety in terms of word order; negation; tense-aspect usage; agreement; categorization and subcategorization of nouns and verbs; and article or determiner system. bautista (2000), on the other hand, describes subject-and-verb agreement; pronoun-antecedent agreement; articles; tenses; prepositions; and other items such as placement of adverbs, comparison statements, and mass and count nouns in philippine english. both gonzalez (1983) and bautista (2000) and many other works on philippine english grammar (such as those published by bautista and gonzalez, 2006; bautista, 1997; cruz and bautista, 1995) investigated prepositions in philippine english. prepositions are interesting and quite complex elements of english grammar. biber, et al. (2007) define prepositions as ‘links which introduce prepositional phrases’ most typically complemented by noun phrases. this means that prepositions usually function as ‘connectors’ of noun phrases to other grammatical structures. biber, et al. (2007) classified two types of prepositions: free and bound. free prepositions are free from the context where they appear and likewise hold independent meanings. the choice of bound prepositions, on the other hand, is dependent on some of the words on the sentence where they appear. forms, such as two-word, three-word, up to four word prepositions (simple and complex prepositions in quirk, et al., 1985) do not matter in this distinction. by rule of thumb, bound prepositions are usually preceded by, or within a dependent clause, while a free preposition is often preceded by, or within an independent clause. although less common, the function of prepositions can become like that of a noun, like ‘ins and outs’ (brinton, 2000). gonzalez (1983) writes that prepositions are one of the most ‘anomalous’ elements of english [in the philippines] since these items hardly appear in the contents of english courses in the philippines and are often learned by experience. even when these items are formally taught, however, filipinos have trouble in using prepositions, martin (2016) postulates that these may be brought by the interferences of the local grammars. for instance, the filipino preposition ‘sa’ is one of the most productive filipino prepositions since it translates to several english equivalents: among, to, into, with, at, in, on. two-word filipino prepositions are founded on ‘sa’ as well, for instance, a corpus-based analysis of prepositions of time and location in filipino students’ written essays doi: 10.30575/2017/ijlres-2020010401 7 table 1. the filipino preposition ‘sa’ and some english parallels filipino/tagalog prepositions english prepositions tungkol sa about sa itaas above sa kabila across laban sa against sa paligid around sa likod ng behind sa ibaba below sa ilalim beneath, under, via sa tabi beside sa pagitan ng between sa pamamagitan ng by, through sa kabila ng despite sa panahon ng during para sa for mula sa from sa loob inside, within malapit sa near sa labas outside mahigit sa over ayon sa according to dahil sa because of, due to malapit sa close to maliban sa except for malayo sa far from sa loob ng inside of sa halip ng instead of sa tabi next to sa labas ng outside of data from tagalog prepositions (2015) the use of ‘sa’ extends up to some three-word prepositions like ‘sa harap ng’ that is ‘in front of’ in english; and ‘sa ibabaw ng’ is ‘on top of’. studies on prepositions in the philippines and in other esl contexts often pay close attention to prepositions of time and location at, in, and on (as seen on the works of gonzalez, 1983; bautista, 2000, 1997; bautista and gonzalez, 2006 among filipino scholars; and arjan, abdullah, and roslim, 2013; loke, ali, and anthony, 2013; and rafael michael o. paz 8 onen, 2015 in other contexts). the interest in these prepositions come from the difficulty in using these prepositions (carillo, 2009, in arjan, abdullah, and roslim, 2013) on one hand, while highlighting their significance in both oral and written discourses (see previous paragraphs). simply put, rules in using prepositions of time and location at, in, and on are often illustrated using an inverted pyramid to indicate the degree to which each pertain to specific items (nouns) in the sentence. for instance, in that appears within the largest segment of the inverted pyramid is used for more general items such as countries, cities, and districts, and contained objects (place) and centuries, decades, years, months, weeks, seasons, and parts of the day other than noon, night, and midnight (time); on located within the middle segment of the inverted pyramid is used for more specific items such as streets and avenues, and surfaces (place), and days (time); and at located within the bottom of the inverted pyramid is used for general vicinities (place) and hours of the day (time) (berry, et al., 2017). this study investigated how filipino students use prepositions of time and location at, in, and on from the lenses of the world englishes paradigm, invoking nelson’s (2011) framework for intelligibility (that she adapted from the tri-partite model of smith, 1992, in nelson, 2011: 21) and bautista’s (2000) categorical and variable rules in philippine english. nelson’s (2011: 23) ‘intelligibility-in-general’ framework begins with ‘understanding’ in the level of pronunciation – intelligibility. successful communication often begins when interlocutors make sense, if not share, of each other’s ways of pronouncing words in a language. for example, the ‘attenuation’ (gonzalez, 1997: 23) of some vowel sounds in philippine english, i.e. [i] versus [ɪ], may be unintelligible among speakers of other varieties of english, and may even appear funny even among speakers of the same variety. the second level, comprehensibility, pertains to understanding in the level of lexis. successful communication also relies on the ways interlocutors define the meanings of the lexes used in conversation. for example, some lexes in philippine english are defined differently compared with their exact counterparts in other varieties of english. a classic example, salvage, means ‘to murder in cold blood’ in philippine english, very far from its ‘to save’ definition in other varieties of english. finally, a corpus-based analysis of prepositions of time and location in filipino students’ written essays doi: 10.30575/2017/ijlres-2020010401 9 successful communication likewise considers the ‘motivations or purposes of utterances’ (nelson, 2011: 24), or the interpretability of utterances. philippine english, for example, would answer the casual greeting ‘how are you?’ very seriously, often discerning for the appropriate answer, whereas, ‘how are you?’ in other varieties of english, or other contexts, will simply mean ‘hello’ that does not really require anything longer than ‘fine’ as response. through this framework, nelson (2011, and smith as well) was able to clearly show the complexity of the notion of ‘understanding,’ especially in linguistic variation. bautista (2000), on the other hand, distinguishes between categorical rules and variable rules in philippine english. some variations, like the phonemic distinction between [ɔ] and [ʊ], or rules for subject-and-verb-agreement, in philippine english, when flouted, may cause misunderstanding among interlocutors. therefore, categorical rules that involve the previous examples must be given enough attention in english language teaching. variable rules refer to aspects of variation that do not necessarily impede comprehensibility and interpretability, and in fact, may open room for diversity and localization (gonzalez, 1983). it is through these frameworks that bautista’s (2000) claim on the idiosyncrasy of prepositional choice in philippine english, and gonzalez’ (1983) claim for diversity and localization in prepositional usage, limited into prepositions of time and location at, in, and on in filipino students written essays in this study, are investigated. specifically, this study answered these questions: 1. how do filipino students use prepositions of time and location at, in, and on in written essays? 2. what is the extent to which common departures from specific parameters in using prepositions of time and location at, in, and on creatively used by filipino learners of english impede intelligibility of written discourse? methodology the shift in the system of basic education in the philippines from the old tenyear basic education system to the new k-to-12 basic education program (via republic act 10533 of the ‘enhanced basic education act of 2013’) brought numerous structural changes in the ways english language is taught to filipino students. for example, the rafael michael o. paz 10 additional two years of basic education, grades 11 and 12, or senior high school (shs), added three english courses: oral communication, and reading and writing in grade 11, and english for academic and professional purposes in grade 12 across tracks and strands. however, english courses in the tertiary level, from an average of nine units, was reduced to three, i.e. purposive communication/malayuning komunikasyon (that may be taught in either english or filipino, the national language, according to commission on higher education [ched] order no. 20, series of 2013 – the implementation of the latter means there will not be any english courses in the tertiary level). education experts rationalize this condition by pointing out that enough english courses are offered in the shs. whether this will contribute to the decline in english language proficiency among filipinos is yet to be observed as the first batch of k-to-12 graduates will begin tertiary education in june 2018. in the future, structures of english language teaching in the philippines will no longer be a local issue but a concern of the whole asean region. for example, the implementation of the policies of asean integration that will allow the free flow of students and skilled workers in the region (gutierrez, 2017) will likely be directly affected by the english proficiency of the asean member-states. this study aimed to provide baseline data for english teachers in the shs and tertiary levels in reviewing basic english grammar to their students using the lenses of world englishes. the output of this research addresses the limited time, and even absence of a specific grammar skills class, in any of the mandated english courses in the shs and university-level instruction. this study used a researcher-compiled learner corpus gathered from written essays of the pioneer batch (academic year 2016-2017) of grade 11 students in the course reading and writing in a state university in manila, philippines that offers the following tracks: (a) academic track that includes general academic strand (gas); science, technology, engineering and mathematics (stem) strand; accountancy, business and management (abm) strand; and humanities and social studies (humss) strand; (b) arts and design track (adt); (c) technical, vocational and livelihood track (tvlt) that includes tourism, home economics; industrial arts; and information and communication technology (ict). the corpus running size is 301,524 words from 715 essays divided in 18 datasets gathered across all a corpus-based analysis of prepositions of time and location in filipino students’ written essays doi: 10.30575/2017/ijlres-2020010401 11 tracks and strands. all the teachers assigned to teach reading and writing were distributed letters of request to participate in this study, however, not everyone shared copies of their students’ final written output in the course. the students and their teachers were no longer required to fill out and affix signatures on ethics forms since no direct contact between the researcher and the participants took place. at the same time, the teachers were assured of the strict nondisclosure of their identities and that of their students on any portion of this paper. this study was limited to the analysis of how filipino students use prepositions of time and location at, in, and on, in written essays. however, the corpus generated from this study can serve to investigate other aspects of philippine english grammar in the written domain like subject-and-verb agreement, tense aspect and sequence, cohesion, among others. furthermore, results of this study, as well as other studies that will use the corpus made for this research, may be applied to curriculum design, materials design, and classroom methodology (botley and dillah, 2007) in both shs and tertiary english instruction. the prepositions of time and location at, in, and on in the corpus was processed using antconc, a freeware concordance program developed by prof. laurence anthony of waseda university in japan. parameters for the functions of prepositions of time and location at, in, and on followed the descriptions of berry, et al. (2017) discussed previously. the parameters are presented in the following sections as follows: table 2. parameters for prepositions of time and location at, in, and on at in on parameter 1 (time) more specific times like hours of the day, and noon, night, and midnight; holidays without the word ‘day’ general, longer periods of time such as centuries, decades, years, months, weeks, seasons, and parts of the day (except noon, night, and midnight) days (including weeks and months), dates, holidays (with the word ‘day’) parameter 2 (place) more specific places (exact general places (countries, cities, streets and avenues rafael michael o. paz 12 addresses, intersections) districts, neighborhoods) parameter 3 (place) points contained objects surfaces findings and discussion the corpus generated the following occurrences of prepositions of time and location: at with 578 occurrences; in with 5,716 occurrences; and on with 1,599 occurrences. a sample screenshot of antconc showing the keyword, the preposition in, in context (or kwic that means keyword in context) is shown below. figure 1. sample kwic screenshot from antconc using corpus data, however, does not always necessarily require the analysis of all datasets at once. therefore, for this paper, analysis was limited only to essays written by students enrolled in one strand. the researcher selected the essays written by the students enrolled in the humss strand (117 essays or 16.36% of the datasets; 13.16% of the corpus). students in this strand are more likely to enroll in teacher education programs (for esl and/or efl instruction), degrees in the humanities and the arts, and a corpus-based analysis of prepositions of time and location in filipino students’ written essays doi: 10.30575/2017/ijlres-2020010401 13 communication studies in the tertiary level, thus the significance of examining the language performance of these students. the selected section of the corpus (humss dataset, thereafter) yields 67 occurrences of the preposition at (11.59% of all occurrences); 730 occurrences of the preposition in (12.77% of all occurrences); and 232 occurrences of the preposition on (14.51% of all occurrences). however, not all of these occurrences of the prepositions at, in, and on were used in the humms dataset to refer to time and location. among the 67 occurrences of the preposition at, only 30 refer to time and place: 11 refer to specific moments and 19 were used for locations. the remaining occurrences of the preposition at function as discourse markers like ‘at the same time’ (three occurrences), ‘at first’ (three occurrences), ‘at any rate’ (one occurrence), etc.; or idiomatic expressions like ‘at the end of the day’ (two occurrences). the distribution of the preposition at examined against the parameters is presented below: table 3. distribution of the preposition at in the humms dataset time place f % f % parameter 1 9 30.00% parameter 2 10 33.33% parameter 3 3 10.00% beyond the parameters 2 6.67% 6 20.00% total 11 36.67% 19 63.33% 30 = 100% the phrase ‘beyond the parameters’ was used to refer to the occurrences of the preposition at that refer to time and place but do not apply any of the parameters set previously (see table 2). these occurrences are possible instances where bautista’s (2000) claim on the idiosyncrasy of prepositional choice in philippine english, and gonzalez’ (1983) claim for diversity and localization in prepositional use may apply. meanwhile, there are 287 out of 730 occurrences of the preposition in that refer to time and place. occurrences of the preposition in that do not function at a marker of time and place are often discourse markers such as ‘in my own opinion’ (five occurrences), ‘in fact’ (four occurrences), ‘in conclusion’ and ‘in generalization’ (five total occurrences). there are idiomatic uses as well like ‘in a higher place’ (referring to power rafael michael o. paz 14 or authority), ‘in the right path,’ ‘in the right side’ (appropriate or desirable), etc. table 4 shows the distribution examined against the parameters. table 4. distribution of the preposition in in the humms dataset time place f % f % parameter 1 67 23.34% parameter 2 144 50.17% parameter 3 63 21.95% beyond the parameters 4 1.39% 9 3.14% total 71 24.73% 216 75.26% 287 = 100% finally, out of 232 occurrences of the preposition on, only 30 refer to time and place: 23 were used to identify location, and seven were used to indicate time. among the three prepositions of time and location, on scores the most when lexical creativity is considered. for example, phrases such as ‘should be imposed on’ or ‘but when they are on the hiring’ that require zero preposition still appear with the preposition on. there were also occurrences of verb plus preposition combinations such as ‘pertains on,’ ‘due on,’ ‘[when it] come on’ included in what gonzalez (1983) claimed to be anomalous use of prepositions. still, other occurrences not included in the tally are discourse markers such as ‘on the other hand’ (seven occurrences), and the more creative ways to use language like ‘on the flip side’ and ‘on my own definition’ (three occurrences for the latter). the following table shows the distribution of the preposition on used to indicate time and place: table 5. distribution of the preposition on in the humms dataset time place f % f % parameter 1 5 16.67% parameter 2 0 0.00% parameter 3 11 36.67% beyond the parameters 2 6.67% 12 40.00% total 7 23.34% 23 76.67% 30 = 100% conclusion a corpus-based analysis of prepositions of time and location in filipino students’ written essays doi: 10.30575/2017/ijlres-2020010401 15 while many other outcomes may appear using the other datasets in the researcher-compiled learner corpus used in this study, at least for the humms dataset, there may be little room for diversity and localization and idiosyncrasy in using prepositions of time and location at, in, and on in philippine english. data gathered and collated from the humms dataset reveal filipino students’ ability to apply parameters in using prepositions of time and location at, in, and on, and the ample chance to master the parameters in written discourse to facilitate clear communication across contexts. this study likewise shows that even though prepositions such as the items analyzed in this study pose a challenge in esl instruction (martin, 2016), there is still much to celebrate in filipino students’ possession of the english language evident not only in the occurrences of prepositions of time and location that fall within certain parameters but likewise the instances of creative uses that break normative perspectives on language use, making english truly an asian and a philippine language. bibliography alberca, w.l. 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(ed.). unequal englishes: the politics of englishes today. 1-20. basingstoke hampshire: palgrave macmillan. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2019010405 vol. 3, no. 1, 2019 page: 54 – 70 54 the integration of spiritual based holistic education and holistic health towards holistic health education (hhe): islamic psychology perspective achmad ushuluddin universitas muhammadiyah yogyakarta a.ushuluddin@gmail.com siswanto masruri universitas muhammadiyah yogyakarta siswantomasruri@gmail.com gumilar rusliwa somantri universitas muhammadiyah yogyakarta gumilarsoemantri@gmail.com abd. madjid universitas muhammadiyah yogyakarta abdulmadjid@umy.ac.id abstract. this paper attempts to pioneer efforts to conceptualize holistic health education (hhe), especially from the perspective of islamic psychology. the problem raised in this paper is: how is the conceptualization of holistic health education (hhe) from the perspective of islamic psychology? what is the determination of spiritual role in holistic health education (hhe)? what is the new model of relationship between doctors and patients in holistic health education (hhe)? to answer these problems, the author uses the theory of spiritual roles in the perspective of islamic psychology, holistic health theory, and system philosophy (intersubjective relations). as a result, there are 3 basic principles in holistic health education (hhe), namely spiritualist-educational laboratories that are parallel with god's natural-community relations. in holistic health education (hhe), spirituality and taste or pleasure or substance have a very determinant role, because it is he who perfects human events in his body, who can feel healthy and sick. with the existence of spirit and feeling in the subject, that's what distinguishes it from the object. it is this interior dimension that determines the new model of ethical relations between doctors and patients in holistic health education (hhe), which is referred to as the intellectually intersubjective relationship. keywords: holistic education, holistic health, spiritual, psychological, spiritual, human introduction humans are very unique creatures because they have two dimensions, namely the dimensions of the interior or the inner-zahir dimension (the inner world-outer mailto:a.ushuluddin@gmail.com mailto:siswantomasruri@gmail.com mailto:gumilarsoemantri@gmail.com mailto:abdulmadjid@umy.ac.id integration of spiritual based holistic education and holistic health towards holistic health education (hhe): islamic psychology perspective doi: 10.30575/2017/ijlres-2019010405 55 world). both of these dimensions are also often referred to as the relation between the spirit-body. both can be distinguished, but not separate. research and study of these two human dimensions, especially the exterior dimensions of humans, have progressed very rapidly, which then led to various kinds of expertise and specialization. in the health sector for example, abnormalities or diseases can be detected by observing tissue or cell pathological and chemical structures for disturbed physiology, then the next progress has reached something deeper, up to the molecular level1. meanwhile, the dimensions of the human interior do not get much research and study, except certain knowledge which because of their scientific character, examines the dimensions of human interior, such as education, psychology, philosophy, and sufism. in practice, each scientific discipline still sees humans partially, fragmented, articulated, separated, both in the human (intrapersonal) itself and from other elements outside of human (interpersonal). for example health science (medicine), only takes care of the health of the body (physical) human beings only and the science of psychology only focuses on human (psychic) mental health. this partial and particular view of humans causes failure to comprehend humans as a whole and the inability to solve human problems themselves comprehensively. the facts show, various advances in science, science and technology, including in the fields of education, health, medicine, psychology and so on, are not always positive compared to solving problems faced by humans. in other words, scientific progress does not solve or reduce human problems. conversely, human problems actually develop increasingly complex, complicated, multifactor, and multidimensional. then came later, an awareness to see human problems more fully, intact, holistically and holistically. this awareness became known as the idea of "holism". this idea then turns out the perspective of holistic education (holistic education) and holistic health (holistic healthcare). both of these perspectives both view the importance of the spiritual dimension as the "center" of the self (spiritual). the combination of education and health has become a separate science group called medical education. however, efforts to integrate holistic education and holistic 1 soesanto, e., chanif, supradono, b. 2015. “improving the quality of public health through holistic on delivery health services faculty of nursing and health sciences of the university of muhammadiyah semarang.” journal of nursing and health in the main scholar society, 1 (4): 5361 achmad ushuludin, siswanto masruri, gumilar rusliwa soemantri, abd. madjid 56 health into holistic medical education, especially studied from the perspective of islamic psychology, have not been the concern of many researchers. for this reason, this paper seeks to fill the empty space by pioneering the conceptualization of holistic health education (hhe), especially from the perspective of islamic psychology. the problems raised in this paper are: (1) how is the conceptualization of holistic health education (hhe) from the perspective of islamic psychology? (2) what is the determination of spiritual role in holistic health education? and (3) what is the new model of relations between physicians and patients in holistic health education? to answer this problem, the author uses the theory of spiritual roles in the perspective of islamic psychology, holistic health theory, and system philosophy (intersubjective relations). literature review holistic education and holistic health starting in the 1960s, when a cultural paradigm shift occurred in american social and intellectual history, the seeds of the holistic paradigm began to emerge as a way of looking at phenomena. in the 1970s, the holism movement began to penetrate into various branches of scientific knowledge. however, the term "holistic" itself was first used in 1926 by jan smuts in his book holism and evolution. the term "holistic" comes from the greek word "holism" which refers to the idea that all the system properties given in any field of study cannot be determined or explained by the sum of its component parts. instead, the system as a whole determines how the parts behave. all things need to be seen in their integrity, not in a fragmented and separate way. every object, idea or living thing is the whole in itself and a part of a longer whole that gives meaning to it. basically, this paradigm tries to describe the nature of the world and interconnected human experience2. the science of education and health is no exception affected by the emergence of this holistic paradigm which has led to the idea of holistic education and holistic health. holistic education is an eclectic and inclusive movement that emerged in the mid 1980s, in response to the very dominant worldview of mainstream education. the world view of mainstream education is often referred to as the "cartesian-newtonian" 2 saw, ganesh prasad, 2013. “a frame work of holistic education,” international journal of innovative research & development, vol. 2, issue 8, august integration of spiritual based holistic education and holistic health towards holistic health education (hhe): islamic psychology perspective doi: 10.30575/2017/ijlres-2019010405 57 paradigm that is very mechanistic, positivistic, and atomistic3. while holistic education is a paradigm that integrates idealistic ideas of humanistic education with spiritual philosophical ideas. more fully, holistic education combines the principles: freedom, autonomy, democracy, together with the principles: spirituality, wholeness, relevance4. the study of holistic education includes rudge (2008) who analyzed 8 principles of holistic education in schools, namely: spirituality, reverence for life / nature, interconnectedness, human wholeness, individual uniqueness, caring relations, freedom / autonomy, and democracy; widyastono (2012) reviews the content of holistic education in the basic and secondary education curriculum; setyaningsih (2015) reviews holistic education in jiddu krishnamurti's thinking (1895-1986). siswoyo et al (2016) examine the potential of families in character-based holistic education in early childhood; gardner (1993) analyzes the implications of holistic education on multiple intelligences; rukiyati (2013) examines the urgency of comprehensive holistic character education in indonesia; latifah and hernawati (2009) examine the impact of holistic education on character formation and multiple intelligences of preschool children; primarni (2014) reviews holistic education with an islamic perspective; and zainuddin (2011) examines the holistic paradigm of islamic education. in health science, the term "holistic health" is used with a variety of different connotations. there are those who use the term holistic health as a multidimensional health paradigm. but there are also those who use the term holistic health in the context of holistic health care (holistic health care; holistic nursing). this paper is more likely to use the first term. some studies on holistic health are carried out among others by soesanto, chanif, and supradono (2015) who research holistic health services (hhs) at muhammadiyah university semarang; patwardhan and tillu (2015) examine the application of holistic health using the ayurveda model in the indian hindu tradition; strout and howard (2012) apply the theory of six dimensions of holistic health to measure the cognitive health of the elderly; coin et al. (2010) found a relationship between the level of religiosity and holistic health; and proeschold-bell et al., (2017) reviewed the holistic health model applied by united states methodist church (umc) 3 nakagawa, y. 2000. education for awakening: an eastern approach to holistic education. brandon, vt: foundation for educational renewal. 4 rudge, l.t. 2008. “holistic education: an analysis of its pedagogical application,” dissertation, graduate school of the ohio state university achmad ushuludin, siswanto masruri, gumilar rusliwa soemantri, abd. madjid 58 churches. from this literature survey, there is indeed no conceptualization about holistic health education (hhe). the world health organization (who) as a world health organization has shifted the concept of health, from healthy bio-psycho-social to healthy bio-psychosocio-spiritual. the influence of the holistic paradigm into health sciences is with the emergence of the idea of holistic health (kh). in the world health organization (who) constitution in 1947 — renewed in 2009 — paragraph 2 stated: "health is the stage of complete physical, mental and social wellbeing and not only the absence of disease or infirmity" (a condition that not only has no disease but is accompanied by physical wellbeing, mental, and social). the world health organization (who) standard was then supplemented by psychologists (especially transpersonal flow) in 1987 (40 years later: 1947-1987) which added spiritual dimensions as an important part of human health. thus, humans are considered healthy holistically, if the tetra-dimensional is fulfilled, namely: healthy physical, psychological, social, and spiritual or bio-psycho-socialspiritual5. therefore, what is referred to as spiritual health. the term "spiritual health" is truly new in health nomenclature in indonesia. although it has been referred to in the republic of indonesia with health act number 36/2009 regarding spiritual health, doctors and health workers are still very unfamiliar with this term. it is difficult to combine these two terms, health on the one hand and spirituality on the other. understanding like this should not happen, because the compilers of the health law are certainly not people who do not understand at all about health and spirituality6. holistic health, in psychology discourse, is known as the concept of wellness. it is not easy to find the equivalent or meaning of the word wellness in indonesian. often the meaning of the terms wellness and health is confusing because of the closeness of its definition (travis & ryan, 1988: 23-24). in this concept, the term "health" is interpreted as a neutral state, which does not exist illness or pain in a person. if sickness is positioned at the end of a continuum line and wellness at the opposite end, then health is at the middle point or neutral point of the line. whereas in the perspective of medicine, holistic 5 thohir, muhammad, 2006. becomes the man of choice with a big soul: 10 practical steps to nourish the soul, jakarta: lentera hati. p. 29 6 pasiak, taufik, 2002. revolution iq / eq / sq: revealing the secrets of based intelligence al-qur'an and advanced neuroscience, bandung: mizan. p. 84 integration of spiritual based holistic education and holistic health towards holistic health education (hhe): islamic psychology perspective doi: 10.30575/2017/ijlres-2019010405 59 health can be found in the explanation of spiritual health. however, the term "spirit" in the concept of spiritual health, sometimes does not involve god (taggart, 200: 17-22.). this is different from "spirit", which is actually obliged to include god, because the soul comes from god (surah al-isra '[17]: 85), and should return to god (surah al-fajr [89]: 27 30). although a little, it turns out there is still 'space' to study the spirit, “wa ma utitum minal ‘ ilmi illa qalila “ (and i do not give knowledge about spirit, except a little). is "spirit" different from "ruh"? apparently, spirituality is still using a material base in the form of brain nerves / neuroscience (pasiak, 2012) and heart codes / heart's code (pearsall, 1998), can be with / without god; whereas spirit, whose basis is nonmaterial (feeling), is actually obligatory with god. thus, health education will be considered holistic, if it also accommodates religious views and beliefs in god. so, accommodating religious views, means accommodating islamic views; and accommodating belief in god, means accommodating the role of spirit that comes from god. holistic health education (hhe), which ignores the role of spirit, is not yet holistic, or even pseudo holistic. so, how do you actually put the role of scientists (doctors) and religionists? there is an interesting explanation below: "science (including the science of health education) will never be human, humans will never become souls, spirits will never be god. science will be beautiful results, will be dignified, useful, meaningful, with high efficiency, if you know the benefits and disadvantages; the condition: spirit is taken care of by god, humans are taken care of by spirit, science is taken care of by humans. "(yusuf, 2016: 30) based on the quotation above, we can connect four relations as a holistic frame of mind, namely relations: science, human, spirit, and god. the spirit comes from god; with spirit, man is perfected; and humans who created science. the fourth relationship, if we can imagine in a concept, such as a quadrant (four interconnected boxes): left quadrant over the position of science / knowledge, lower left human position, right lower position spirit, and right in god's position. we call it the s-ma-r-t model: cronym of (s) ains, (ma) nusia/human, (r) uh, (t) uhan/god. the upper left quadrant is the area of science (physical), while the remaining three quadrants are religious (non-physical) regions. achmad ushuludin, siswanto masruri, gumilar rusliwa soemantri, abd. madjid 60 perhaps the framework of thinking as above can position religion and science, to cooperate with one another, not to negate one another. holistic health education (hhe) conceptualization : science, human, spirit, and god relations so far, the concept of health education still uses two models, namely the model of laboratory education (such as medical genetics, genetics, biology, molecular, and immunology) and population (such as the public health model). in health education (medicine) in the future, laboratory medicine is very important and at the same time populational medicine. ignoring laboratory medicine means we will retreat in bio and genotechnology in medicine, genetics, biology, molecular, immunology, and so on. ignoring populational medicine, it means that we waste the masses of the population as patients in the struggle for their life through an ever-changing environment. in this case, these two need to be developed family medicine to international health, through community medicine and social medicine (jacob, 2006: 326). holistic health education (hhe) adds one more principle, namely spiritualist education. thus, holistic health education (hhe) incorporates the spiritualistpopulationist educational-education model. in the perspective of islamic psychology, the three relations in holistic health education (hhe) correlate with three human dimensions, namely: the dimensions of physical-physical, human-nafsani, and spiritual; or between the born-zahir-inner dimension. therefore, in implementing holistic health education (hhe), it requires cooperation between health workers (doctors), social scientists and humanities, and religionists. or an introduction to the basic principles in natural sciences (ns), social sciences (ss), and religious sciences. holistic health education (hhe) is a form of integration between holistic education (ph) on the one hand, and holistic health (hh) on the other. ph and kh both emphasized the importance of the 'spirit' dimension. why does it have to be holistic? because, for centuries, health science was still based on "the understanding of the human body as a machine," and disease as a consequence of engine failure, and the duty of doctors to repair the machine. by concentrating on smaller parts of the body, modern medical scientists often lose sight of patients as whole people, and reduce health to mechanical functioning only, and health science is no longer able to deal with holistic healing phenomena. this may be the most serious weakness of the mechanisticbiomedical approach descartes model (notoatmodjo, 2003: 6-7; capra, 2002: 131-132). integration of spiritual based holistic education and holistic health towards holistic health education (hhe): islamic psychology perspective doi: 10.30575/2017/ijlres-2019010405 61 the mechanistic-biomedical view is slowly being diminished by the aristotelian-style view of the cyber-cybernetics in health, namely a holistic and ecological world conception that sees the universe not as a machine, but rather as a living system, a view that emphasizes the importance of mutual relations and interdependence all phenomena and try to understand nature not only in terms of basic structures, but in terms of underlying dynamic processes. it appears that the system's view of living organisms can provide an ideal basis for new approaches to health and holistic health care. this system view of health is truly ecological. the view of the system is based on scientific insights and expressed in terms of concepts and symbols that are part of our everyday language. at the same time, the new framework certainly takes into account the spiritual dimensions of health, and is therefore in harmony with the views of many spiritual traditions, especially islam (islamic psychology). so, the spiritual dimension is one that cannot be separated in the talk of holistic health. for this reason, as world health organization (who) has revised the healthy definition that it sparked, from bio-psycho-social (1947) to bio-psycho-social spiritual (1987), as well as the ri health law, it has revised it, from the republic of indonesia with law number. 23 of 1992 concerning health, which states in article 1 paragraph 1, that, "health is a state of well-being of the body, soul, and social which allows every person to live productively socially and economics ", became the law of the republic of indonesia number. 36 of 2009 concerning health, which states that "health is a healthy state, both physically, mentally, spiritually, and socially, which enables everyone to live productively socially and economically" bio-psycho-socio-spiritual. in the perspective of psychology, the relationship between body (bio), psychology (psycho), and environment (socio), as a determinant of personality style that is as widely adopted in contemporary psychology and psychiatry, is complemented by islam with other elements, namely: spirit. holistic health is thus a link between physical, psychological, environmental, and spiritual dimensions, so that humans are a biopsycho-social-spiritual unity. humanistic psychology, especially logotherapy, has indeed shown such similarities, but spirit, which is termed noetic (frankl, 1970: 18; bastaman, 2007: 12-20; bastaman, 2012: 85-105) or spirit, not in the sense of religion . the spirit given by god to humans is not just any spirit, but the holy spirit or ruhul quddus (surat al-baqarah [2]: 87; qs al-baqarah [2]: 253; qs al-ma'idah [5]: 110; surat an-nahl [16]: achmad ushuludin, siswanto masruri, gumilar rusliwa soemantri, abd. madjid 62 102.). the essence of spirit is truth, which arises from pleasure (q.s. ar-rahman [55]: 13). western psychology assumes that human nature is bad (psychoanalysis), neutral (behavioral psychology), good (humanistic psychology), and potential (transpersonal psychology). whereas in islamic psychology, can be distinguished between the dimensions of the human body (the body of human), human (human), and who perfect human events (perfecting human): physical bodies; human-nafsani; and conscience. so, holistic health education (hhe) has three holistic perspectives: first, the dimension of 'human body', which can be treated by doctors (dawa '). second, the dimension of 'human' to be cured or syifa '(q.s. ash-syu'ara' [26]: 80). third, the dimension that perfects human events (spirit), to be saved or syafa '(q.s. al-baqarah [2]: 255). the trilogy emerges: ‘dawa syifa 'syafa'. the last two ways of view (syifa 'and syafa') are the realm of god, not the realm of humans (doctors). like a pyramid, the bottom level is a cure, the level above is healing, and the top level is turning on and off. the two levels above are the realm of god. therefore, holistic health education (hhe) has the principle: "doctors treat, god heals." the implication is that doctors must always rely on god when treating patients. because, as a subject, there is an element of divinity in the patient, namely spirit. with this perspective, there is a definition of doctors in holistic health education (hhe). in addition to understanding medical science, doctors should also recognize the basic principles of human beings in the perspective of social sciences, moreover religious perspectives. doctors like this are able to make the patient's soul calm. with peace of mind, his body will be back in balance. the balance in the body caused by the tranquility of the soul, can move a mechanism of internal immunity in the body, to cure its diseases. based on the explanation above, we have found two notions of health: first, which are based on biomedical-reductionist views. second, which is based on cybernetics-systemic views. the former considers health as the functioning of the body's machine, while the second assesses health as a welfare experience that occurs because of a dynamic balance that involves the physical and psychological aspects of an organism and its interactions with the natural and social environment. in contrast to biomedicalreductionist and cybernetics-systemic views, about the notion of health, we propose a new definition of "health" in the view of holistic health education (hhe) spiritual perspective, namely: "health is a welfare experience arising from a sense that is always connected with the source of life , namely god (transpersonal relations), which is integration of spiritual based holistic education and holistic health towards holistic health education (hhe): islamic psychology perspective doi: 10.30575/2017/ijlres-2019010405 63 manifested by the existence of a harmonious and dynamic balance between one's spiritual / conscience / nafsani-physical / physical dimension in interacting with himself (intrapersonal relations), social (interpersonal relations), and natural environment (ecological relations) ". because "sick" is the opposite of "healthy", then the definition of "sickness" in holistic health education (hhe), is the opposite of the definition of "healthy", by adding the word "no". namely: "pain is an experience of unhealthiness that does not arise from a sense that is not always connected with the source of life, namely god (transpersonal relations), which is not manifested by a harmonious and dynamic balance between spiritual / conscience / nafsani-jasadi / a person's body in interacting with himself (intrapersonal relations), social (interpersonal relations), and the natural environment (ecological relations) ". so, holistic health, the key is in "harmonious and dynamic balance", between the spirit-body. methodology this is qualitative research which the data are taken from the experimental study of the references in the library and tested in the real practice in islamic psychology. the author uses the theory of spiritual roles in the perspective of islamic psychology, holistic health theory, and system philosophy (intersubjective relations) findings and discussion determining the ruhan's role in holistic health education (hhe): from psychology to spiritualism spirit (especially taste) is not the same as soul, especially spirit and noetic. because, if the soul and spirit are still using the basis of material, namely biology and psychology, the spirit uses a non-material basis, namely ruhiology/ spiritualogy. the soul that perfects human events can act as a book, because he notes; as faith, because he trusts god; and as nur (light), because he is light (q.s. asy-shura [42]: 52). when god perfects human events, the spirit is blown, together with pleasure; then pleasure or substance or taste, that's the inner dimension, that's morality, that's what emits the process of reason, thought, imagination, understanding, science, through spirit, that's zahir, that's mind, that's the five senses (hearing, sight, smell, pronunciation, and achmad ushuludin, siswanto masruri, gumilar rusliwa soemantri, abd. madjid 64 feeling); the soul is nur or light; so that all organs in the body function; including the brain and heart, including ears, eyes, nose, mouth, and tongue, and all members of the body, that's the dimension of birth, that's culture. so, with the spirit blown, we are given hearing (not ears), vision (not eyes), and heart (not liver). so, the center of intelligence (iq-eq-sq) in holistic education is not in the heart-brain, but in that spirit. in the hhe perspective, which applies the healthy principle of bio-psycho-sociospiritual, spirit can be called inner-spirit, whereas taste is the real inner-spirit. so, spirit (the conscious realm) is the center of self, while the feeling (conscious source of nature) is the central core of self. in western psychology, self or personality does not have a center. zohar (2001: 136), who has introduced spiritual quotient (sq), uses the term "crown chakra" as "center of self". the crown chakra is described as a lotus with a thousand flower petals that emit moonlight, and it embodies the pure union of the human soul with whatever we call ‘god‘. whereas iqbal (1976: 135-136) uses the term khudi, namely free personal causality, and he takes part in the life and freedom of the absolute ego. the absolute ego allows the emergence of a relative ego that is capable of initiating itself and limits this freedom at its own free will. in the language of sufism referred to as lata'if which is divided into seven levels (zahri, 1998: 77-79; rahman, 2010: 81-82). in fact, the spirit is the "center of self", while the taste or pleasure or substance is "the core / source of the center of self". we cannot equate the term "spirit" (which is the basis of holistic health: biopsycho-socio-spiritual, and the basis of holistic education, iq-eq-sq) with "spirit". because, in the view of islam, the word "spirit" which in arabic is "spirit" and spiritual (spirit) has never and cannot be released from the aspect of divinity. because, spirit is god's business (q. al-isra '[17]: 85.). this is very different from the term 'spiritual' in holistic education (iq-eq-sq) and holistic health (bio-psycho-socio-spiritual), which is not closely related to divinity. so, a humanist or atheist can have high spirituality. a person with high sq can have spiritual qualities without religion at all. so, the spirit goes beyond spirituality (spiritual intelligence). spirit has a very significant / determinant role — not to say the most important thing — because spirit is a "bridge" between humans and their lord. our relationship with god, because of that spirit or faith. humans are called humans, also because of the spirit. because, without spirit, humans become a pile of carcasses without meaning. in the perspective of spiritual philosophy, there are three types of spirit, namely: (1) subjective integration of spiritual based holistic education and holistic health towards holistic health education (hhe): islamic psychology perspective doi: 10.30575/2017/ijlres-2019010405 65 spirit (spirit of god, called ruhani); (2) subjective spirit / soul (soul that is in human: ruh raihan, rahmani, jasmani, and idafi); (3) ruh objektif (spirit in plants, called ruh nabati; and spirit in animals, called ruh hewani). if the subjective spirit is conscious, then the subjective spirit is in the upper realm conscious. whereas the objective spirit in animals has no awareness, but is limited to knowledge (reason, imagination, science). the subjective spirit itself is called by various terms, such as: authentic spirit, pure spirit, ruhul a'za m, great spirit, suksma, a'yan sa bitah, ruhiyyun, ruh natiqah, ruh insan, ruh qudsiyyah, ruh idafi, ruh halus, pramana, and purusa. new model of doctor-patient relations in holistic health education (hhe) doctor-patient relations are the oldest theme in biomedical ethics. in ethics biomedicine (or bioethics) as a whole, this section is often named "clinical ethics". there are three general characteristics of the doctor-patient relationship, namely: (1) the patient as a person; (2) trust relations; and (3) empathy. especially about the third principle, empathy, is an attitude that seems to succeed in "getting into the skin" of others by being able to feel what others feel. however, in this case empathy has not arrived at sympathy. sympathy goes further. people who put sympathy on someone, also feel in their hearts what is felt or experienced by others. empathy and sympathy are important in relationships between humans. even in the medical profession, empathy is needed to create a good and effective doctor-patient relationship. in the language of the qur'an, we are told to read the book ourselves first (surah al-isra '[17]: 14), before telling others (surah al-baqarah [2]: 44), to create ta'aruf or know each other (qs al-hujurat [49]: 13). in the perspective of philosophy of science, the relationship of empathy-sympathy between doctors-patients, also called symmetrical relations or relations "we", not "i-you", is an inter-subjective relationship. in preventive health care, for example, the relationship between health workers and the community is more of an intersubjective (doctor-patient) partnership. the preventive approach sees clients as whole beings, with a holistic (comprehensive-systemic) approach. the occurrence of disease is not solely due to disruption of biological systems, individuals, but in a broader context, biological, psychological, social, and spiritual aspects. thus, the approach is not individual and partial, but must be holistic. achmad ushuludin, siswanto masruri, gumilar rusliwa soemantri, abd. madjid 66 in the perspective of philosophy of science, the reason for health education in indonesia must be developed towards subjects, not just subject matter. in fact, it must be added to the subject ("s" small) subject (large "s"). by presenting the role of "god", now the relationship, in the language of philosophy of science, is referred to as the subjectsubject matter, which can give birth to the implications of three types of learning in holistic health education (hhe), each of which cannot be reduced to the other, namely: first, cognitive learning (for learning subject-object relations: laboratory health education). second, recognitive learning (for learning subject-subject / inter-subjective relations: populist health education). third, trans (cognitive) learning (for learning subject-subject / god relations: spiritual health education). so, to create a new model of doctor-patient relations and educators-students in holistic health education (hhe), it is necessary to recommend an "inter-subjective, godly awareness model." this model integrates three relations (muadz, 2014: 317-318), namely doctor-god and / or god-educator (subject-subject); doctor-patient and / or educator-learner-see the interior dimensions (subjects); doctor-patient and / or educator-student-see the exterior dimensions (subject-object). this relationship trilogy will give birth to three integrated consciousnesses in holistic health education (hhe), namely cognitive-recognition-trans (re) cognitive awareness. understanding of the three relations of consciousness, requires a deep understanding of the five zones of human integration of spiritual based holistic education and holistic health towards holistic health education (hhe): islamic psychology perspective doi: 10.30575/2017/ijlres-2019010405 67 consciousness, such as a pyramid, at the top is the unconscious (brain-heart), which is moved by the conscious (soul), driven by the unconscious (ruh), which comes from conscious natural resources (taste, pleasure, substance), and the main mover is the preserver of the whole world of human (god). conclusion first, the holistic health education (hhe) model is only the initial pilot stage and is certainly still far from perfect. this brief article is only at the stage of providing a new perspective or new mindset in looking at issues around holistic health education, especially for prospective medical personnel and medical personnel and prospective doctors and doctors. therefore, the next stage, it is necessary to proceed to more applicable, implementative, and concrete research models, for example related to the making of holistic health education (hhe) learning modules, especially in the faculty of medicine, faculty of public health, teaching hospital (th), and study programs others, both in public and religious-based colleges. in addition, especially in the faculty of medicine, faculty of public health, and teaching hospital (th), this research can be developed and become a basic reference to the search and creation of new curriculum formats, especially for religion, spiritual health, and medical ethics courses ( bioetics) with the main topic of discussion about "humans" more fully and comprehensively. secondly, a multiperspective research and research model should always be carried out to initiate a new, more holistic perspective on seeing things. for example, this paper combines a holistic education model on the one hand, with a holistic health model on the other, so that the term holistic health education (hhe) emerged. this has undermined the existence of cooperation between various disciplines. 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and ian marshall, sq, 2001. utilizing spiritual intelligence in integralistic and holistic thinking to mean life, translation by rahmani astuti et al., bandung: mizan. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018050803 vol. 2, no. 2, 2018 page: 176 194 176 the effects of reality pedagogy on the academic performance and motivation to learn of grade 7 physics students iris april l. ramirez bukidnon state university of malaybalay city, bukidnon, philippines irisaprilramirez@gmail.com orcid.org/0000-0002-8616-4510 abstract. the study investigated the effects of reality pedagogy on the academic performance and motivation to learn of grade 7 physics students. it was conducted at bukidnon state university – secondary school laboratory for the school year 2015-2016. a quasi-experimental design was utilized in the study. developed lessons about motion in one dimension, waves and sound as well as a 30-item paper and pencil performance test were assessed and evaluated by panel of experts with their respective specialized field. a physics motivation questionnaire adopted from glynn was modified and also used. the data gathered used statistical technique such as mean and standard deviation. also, the one-way analysis of covariance (ancova) and t-test both at 0.05 level of significance were employed. finding revealed that the posttest of the experimental group shows very satisfactory result compared with the control group which was only satisfactory. further, there was no significant difference in the academic performance between the grade 7 students taught by reality pedagogy and of the students not using reality pedagogy. however, there is an improvement in the academic performance of the two groups regardless with or without the intervention. the study showed that both the control and the experimental groups were moderately motivated to learn physics. keywords: reality pedagogy, motivation, physics, academic performance, education introduction reality pedagogy is an approach to teaching and learning that focuses on teachers gaining an understanding of student realities, and then using this information as the starting point for instruction. it begins with the fundamental premise that students are the experts on how to teach, and students are the experts on content. reality pedagogues/teachers believe that, for teaching and learning to happen, there has to be an exchange of expertise between students and teacher. for this exchange to happen, teachers need a set of tools called the "5 c's" to gain insight into student realities, and allow students to express their true selves in the classroom. to describe the 5 c’s in a sentence or two would not do justice to emdin's work. clearly the following oversimplifies the process: urban youth are empowered and mailto:irisaprilramirez@gmail.com the effects of reality pedagogy on the academic performance and motivation to learn of grade 7 physics students doi: 10.30575/2017/ijlres-2018050803 177 engaged by: (1) being provided with a mechanism to have a say in the way the class is run (cogenerative dialogues); (2) having an opportunity to assume the role of teacher (coteaching); (3) being given responsibility for specific classroom tasks that benefit the group (cosmopolitanism); (4) being taught by a teacher who utilizes artifacts familiar to students outside the classroom to facilitate learning within the classroom (context), and finally, (5) what educators often focus on first – content1. physics is basically a study to find the answers to the questions of 'why' and 'how' natural phenomena in daily life occur. most students consider physics a difficult subject, mainly due to the learning processes involved in understanding physics, which require the learners to deal with different types of representations, such as formulas, calculations, graphics representations, and also a conceptual understanding at an abstract level 2. a motivated student will take care of his education, has a positive thinking and is always eager to learn3. teaching would be meaningless if the student is not motivated, even when the capacity and capability of teachers are high4. self-motivation is essential to generate the potential for excellence and is inter-related with the spirit and desire to succeed5, as well as having a strong impact on one’s success and achievement6. research has shown that students will study and learn physics better and, moreover, choose physics courses in upper secondary school if they are interested in it. modern interest research hidi, renninger, & krapp has also shown that interest based motivation to learn has positive effects both on studying processes and on the quantity 1 emdin, c. (2011). droppin' science and dropping science: african american males and urban science education. journal of african american males in education, 2, 66-80. 2 sidin, r. (2004). pembudayaan sains dan teknologi: satu cadangan piawai [socialization of science and technology: a standard proposal]. jurnal pendidikan (ukm), 47-63. angell, c., guttersrud, ø., henriksen, e. k., and isnes, a. (2004). physics: frightful, but fun, pupils’ and teachers’ views of physics and physics teaching [electronic version]. science education, 88, 683-706. 3 ross c. m. (1999). the relationship among academic achievement motivation, motivation orientation, and ability-achievement differences in reading. phd. university of alabama, usa. 4 walberg, h. j. (1988). creativity as learning. in r. j. sternberg (ed.), the nature of creativity (pp. 340-361). new york: cambridge university press. 5 petri h. l. (1986). motivation theory and research, 2nd edition. usa: wadsworth publication. 6 singh, k., granville, m., and dika, s. (2002). mathematics and science achievement: effects of motivation, interest and academic engagements. the journal of educational research, 95(6), 323‐332. iris april l. ramirez 178 and quality of learning outcomes7. thus, because students’ interest in physics learning is so important to future involvement in the subject, it is useful to know how physics teaching should be developed and learning materials designed to be more interesting for students. it has been observed that the instructional model of the teacher and the textbook are the primary sources of knowledge. this is conveyed through lecturing, discussion, and reading which has been proven astonishingly persistent. these result to the poor retention of the students about the concepts of physics. in an unstructured interview, majority of the students viewed physics as difficult, irrelevant and boring. difficult as it involves mathematics and it is too abstract. irrelevant since they cannot easily comprehend its concept and how it is applied to a real life situation. and boring since it is discussed with tireless lecture. where, in fact, physics aims to help learners to gain a functional understanding of scientific concepts and principles linked with real-life situations, and acquire scientific skills, attitudes, and values necessary to analyze and solve day to day problems. with the implementation of the k to 12, it is encouraged not to solely rely on textbooks. rather, varied hands-on, minds-on, and hearts-on activities will be used to develop students’ interest and let them become active learners. these concepts and skills are integrated rather than discipline-based, stressing the connections across science topics and other disciplines as well as applications of concepts and thinking skills to real life. with this new curriculum, learning must be an active process that requires a change in the learner. this is achieved through the activities the learner engages in, including the consequences of those activities, and through reflection and these could be achieved with reality pedagogy. it is generally a process of digging deeper and deeper into big ideas, rather than presenting a breadth of coverage. students learn how to learn, it is a knowledge-building classroom where students seek to create new knowledge. as students pursue questions, they derive new and more complex questions to be investigated. building useful knowledge structures requires effortful and purposeful activity over an extended period. 7 hidi, s., renninger, k.a. & krapp, a. (2004). motivating the academically unmotivated: a critical issue for the 21st century. review of educational research, 70(2), 151-179. the effects of reality pedagogy on the academic performance and motivation to learn of grade 7 physics students doi: 10.30575/2017/ijlres-2018050803 179 with these, the researcher would like to conduct a study whether the academic performance of physics students will be improved with the reality pedagogy model. methodology this study investigated the effects of reality pedagogy on the academic performance of physics students. a pretest was initially given in order to determine initial group equivalence and equality. in the test of effects of reality pedagogy, a quasiexperimental design was used to assess its effectiveness among the grade 7 physics students of bukidnon state university – secondary school laboratory. the design used for the study was a non-equivalence pretest-posttest quasi-experimental design. a physics motivation questionnaire was also used by the grade 7 students. it was accomplished by both the experimental and the control group. the two intact classes involved in the study were made up of 61 and 62 students per class, experimental and control group, respectively. however, only 30 students from each group were selected in the data gathering. these students were paired based from grades in science from the second grading. this was to ensure control over several possible intervening variables in the study a design and development of lesson was done by the researcher. this includes the (1) designing/planning and development stage; and (2) validation and revision stage. in the development of the lessons several technical aspects were evaluated by three panel of experts. the experts were given an evaluation form individually which contains the following criteria: content and content accuracy, clarity and appropriateness. the comments gathered from the experts were used as basis in refining the material. the research instruments used in this study were the 30-item multiple choice researcher-made academic performance test and the physics motivation questionnaire was adopted from glynn and modified according to the specific discipline for grade 7 physics students8. the researcher followed the proper protocol during the data gathering. first, permission from the university president of bukidnon state university was asked. upon 8 glynn, s. m. (2011). science motivation questionnaire: construct validation with nonscience majors. journal of research in science teaching, 46, 127–146. iris april l. ramirez 180 the approval, this was forwarded to the office of the dean of college of education. then, proceeded to the principal’s office of secondary school laboratory where the study was conducted. the conduct of the lesson followed with the same topics to both groups. however, the experimental group used the 5cs of reality pedagogy during the presentation of the lesson. on the hand, the control group used the conventional teaching approach which was the lecture discussion and demonstration method. after all the topics were presented, the posttest was given to both the experimental and the control groups. this was to assess the academic performance gains of the students. both pretest and posttest were checked and the results were tabulated for analysis. finally, the physics motivation questionnaire was also distributed and accomplished by both the experimental and the control group. the results were also tabulated for analysis. assurances were also given as to the confidentiality of their responses as well as of their respective identification. the present research used statistical techniques such as the mean and standard deviation to answer the problems no. 1 and 2. these were the academic performance level on physics of the students taught using reality pedagogy and students not using reality pedagogy as well as the motivation to learn physics of both the experimental and the control group. the one-way analysis of covariance (ancova) at 0.05 level of significance was used for problem no. 3. this was to test the significant difference in the academic performance in physics between the grade 7 students taught by reality pedagogy and the students not using reality pedagogy. also, to test the significant difference in the motivation to learn physics of the students in the control and the experimental group, ttest at 0.05 level of significance was used. findings and discussion academic performance in physics of the students taught using reality pedagogy and students not using reality pedagogy the mean scores and standard deviations obtained by the two study groups – the experimental and the control groups were described and presented in table 1. the the effects of reality pedagogy on the academic performance and motivation to learn of grade 7 physics students doi: 10.30575/2017/ijlres-2018050803 181 following table shows that the two groups were almost at par with regards to their pretest and posttest results. table 1 pretest – posttest mean scores of students taught with the reality pedagogy and students taught without the reality pedagogy the posttest of the experimental group was very satisfactory compared with that of the control group which was only satisfactory. this shows that the students in the experimental group had become more competent after the experiment. this results could be attributed, as emdin explains that reality pedagogy allow students to become invested in the daily operation of the classroom9. this in turn, allows the teacher to be more effective in the delivery of the content. according to taher, the tools of reality pedagogy allow students to further develop self-efficacy in science and create a venue for social acceptance and encouragement from peers. full participation and engagement in cogenerative dialogue sessions and coteaching activities demonstrated the most significant and effective impact of the two tools of reality pedagogy in developing self-efficacy for the students in the study10. the posttest mean scores of the participants in both the experimental and the control groups were greatly widespread as compared with the mean scores attained by the same groups in the pretest results. it can be presumed that the students in both groups had managed to achieve scores which were outliers (extremely low or extremely high numbers in the data set) at the passing rate after being implemented with the reality pedagogy and conventional teaching approach, respectively. it could also be inferred that the participants in the experimental group had a little improvement on their 9 emdin, c. (2011). droppin' science and dropping science: african american males and urban science education. journal of african american males in education, 2, 66-80. 10 taher, t. (2012). exploring the impact of the implementation of reality pedagogy: self-efficacy, social capital, and distributed cognition (doctoral thesis, colombia university). retrieved from http://academiccommons.columbia.edu/catalog/ac%3a174519 group n �̅� s.d. qs control pretest 30 9.85 2.48 fairly satisfactory posttest 18.33 4.12 satisfactory experimental pretest 30 10.30 2.89 fairly satisfactory posttest 19.52 3.69 very satisfactory http://academiccommons.columbia.edu/catalog/ac%3a174519 iris april l. ramirez 182 achievement test as compared with the control group. this could be due to the integration of the reality pedagogy. generally, the experimental group got higher marks during their class presentation of outputs as compared with the control group. it could be attributed that the students in the experimental group were more comfortable working with their peers. they were able to simply ask questions and were able to perform the activities with ease. further, the students enjoyed their activity, especially the outdoor ones. during the presentation of their output, it was established that all members should be able to present their different outputs. according to them, it was very challenging as this will affect their group grade. the whole class listened attentively as questions were also being raised from their classmates. this maximized the learning of the students. comparison of the academic performance of the experimental group and the control group to determine whether there is significant difference in the academic performance between the students taught with reality pedagogy model and those students taught without the reality pedagogy model, one-way ancova was used at 0.05 level of significance. table 3 shows the summary of the results of the said test. table 2 one-way ancova comparing the results of students’ performance when classified according to type of group with pretest as covariate source type iii sum of squares df mean square f sig. corrected model 133.497 2 66.748 4.527 .015 group 23.876 1 23.876 1.619 .208 pretest 91.830 1 91.830 6.228 .015 error 840.503 57 14.746 total 22634.000 60 the results show that there was no statistically significant difference in the academic performance between the grade 7 physics students taught using the reality pedagogy and those students taught using the conventional teaching method, since the p-value is (0.208) > 0.05. however, there was an improvement in the academic performance of both groups of student’s, since the p-value (0.015) < 0.05. hence, the results established the statement and provided enough statistical support not to reject the null hypothesis of the study. based on the findings, the null the effects of reality pedagogy on the academic performance and motivation to learn of grade 7 physics students doi: 10.30575/2017/ijlres-2018050803 183 hypothesis which states that there is no significant difference in the academic performance between grade 7 physics students taught using the reality pedagogy and those taught using the conventional teaching approach, is not rejected. the poor performance was especially observed in the field of science and mathematics. this led the national government to finally enact reforms in our educational system leading to the introduction of the new curriculum, the “enhanced basic education curriculum” which is popularly known as the k-12 curriculum. the problems with academic performance made educational reforms that transformed schools from the idealistic teacher-centered classes to student-centered ones. activity-based lessons became popular especially in the field of science. students were empowered and are given the chance to explore endless possibilities. along with these change in perspective, the focus on knowledge gained shifted to skill development. research wright, standen, & patel disclosed that despite the greatest efforts to close such gaps, academic achievement gaps have been most prominent in the subjects of mathematics and science. as a result, with our new curriculum, administrators and teachers embrace a significant adjustment which calls for our attention to address the particular needs of this group of students11. previous researches have shown that filipino teachers’ classroom practices tend to be more traditional de mesa & de guzman,12 and that filipino teacher tend to believe that learning is a simple and unsophisticated process13. the aforementioned findings seem to suggest that filipino teachers and students may be more inclined to adopt traditional conceptions of teaching and learning. the implementation of reality pedagogy can be thought of somewhat like a cyclic process where cogen facilitates a non-threatening and comfortable environment that encourages voice14. this is further supported by coteaching15. in practicing 11 wright c., standen, p., & patel, t. (2010). black youth matters: transitions jrom school to success. new york: routledge 12 de mesa, a. p., & de guzman, a. b. (2006). portrait of filipino teachers’ classroom practices: traditional or constructivist? educational research on policy and practice, 5, 235-253. 13 bernardo (2008). exploring epistemological beliefs of bilingual filipino preservice teachers in the filipino and english languages. the journal of psychology, 142(2), 193-208. 14 tobin, k. (2006). learning to teach through coteaching and cogenerative dialogue. teaching education, 17(2), 133-142. 15 roth, w. m., & tobin, k. (2005). teaching together, learning together. new york: peter lang. iris april l. ramirez 184 coteaching, students apply their voice and establish their position as valid members of the classroom, which in turn encourages their agency. according to these students, the mere act of participating in a classroom space (e.g., answering questions when asked, offering opinions, presenting group work, or asking questions) has the potential to expand an awareness to self, increase the capacity for tolerating dissent, and broaden the ability to support others while generating a more practical sense of community and safety. it was observed that students who were engaged in learning activities show sustained behavioral involvement in learning accompanied by positive emotional tone. they perform tasks at the frame of their competencies, initiate action when given the opportunity, and exert intense effort and concentration in the implementation of learning tasks. they show generally positive emotions during ongoing action, including enthusiasm, optimism, curiosity, and interest. a study conducted by borges suggests that conducting reality pedagogy aided in bridging the student-teacher relationship in order to support a teacher that had decided to leave the teaching profession due to the cultural misalignments between her and her students16. as a consequence the teacher remained in the profession and students became more connected to their teacher and demonstrated science achievement. physics learning content in junior high school classrooms would not only be related to the textbooks and materials used in classrooms, but would also be embodied in the knowledge structure, the ways the knowledge was presented, as well as being strongly associated with classroom activities and classroom teaching strategies. the positive response of both groups after the study means that the students learned to appreciate and love physics. this can be credited to the fact that since constructivist approach‐based strategy give the students maximum opportunities to apply their own decision, they were more motivated in performing the activities that served to focus and stimulated their attention towards the lesson; hence a positive attitude that favors learning is nurtured. 16 borges, s. (2009). a longitudinal ethnographic study: bridging the cultural gap between urban high school students and their culturally diverse teacher through reality pedagogy. retrieved from http://www.libraries.psu.edu/content/dam/psul/up/lls/documents/apa_quick_citation_ guide.pdf http://www.libraries.psu.edu/content/dam/psul/up/lls/documents/apa_quick_citation_guide.pdf http://www.libraries.psu.edu/content/dam/psul/up/lls/documents/apa_quick_citation_guide.pdf the effects of reality pedagogy on the academic performance and motivation to learn of grade 7 physics students doi: 10.30575/2017/ijlres-2018050803 185 likewise, this also means that traditional method is also capable of improving the student’s motivation to learn in physics and should not be discarded as one of the approaches employed to be employed in physics teaching. moreover, the improvement in the academic performance of both groups of student’s can be attributed to the fact that the students were highly motivated to play an active part in their acquisition of knowledge giving them an active role in their own learning which made them perform better academically after the study which is basically the main goal of the new curriculum. motivation to learn physics of students in the control and experimental group the data in table 3 show the motivation to learn of physics students in control and experimental group respectively. it is consist of 25 items, with 5 items representing 5 dimensions. the 5 dimensions include: intrinsic motivation, self-efficacy, selfdetermination, grade motivation, and career motivation. the overall mean reveals that both groups were moderately motivated to learn physics. the overall standard deviation shows that there is homogeneity in the distribution of the responses. table 3 level of motivation to learn physics of control and experimental group physics, as a subject, is an integral part of science. the problem of the attractiveness of physics as a subject is very wide, it is analyzed from different aspects: motivation control experimental dimension �̅� s.d. qs �̅� s.d. qs intrinsic 3.65 0.30 highly motivated 3.37 0.27 moderately motivated self -efficacy 3.05 0.29 moderately motivated 3.31 0.15 moderately motivated self determination 3.24 0.33 moderately motivated 3.09 0.24 moderately motivated grade 3.77 0.45 highly motivated 3.95 0.51 highly motivated career 2.90 0.29 moderately motivated 3.27 0.24 moderately motivated overall 3.32 0.58 moderately motivated 3.40 0.47 moderately motivated iris april l. ramirez 186 the individualization of learning17, collaborative learning18, formation of the concepts of physics19. the first dimension of motivation is the intrinsic, the table shows that the control group was highly motivated; while, the experimental group was only moderately motivated. however, both groups had homogeneity in the distribution of their responses. it could be inferred that the control group enjoyed physics more compared with the experimental group. the control group also viewed physics subject as relevant in their lives. they enjoyed learning physics. a substantial amount of research has explored diverse determinants of students’ motivation. this revealed, among other things, that autonomy support has an impact on students’ intrinsic motivation20. it was observed form both groups that this type of goal orientation corresponds to the intrinsic motivation that derives from curiosity of the need for knowledge and information, and the need for mastery, competence and efficiency in solving challenging task especially in physics. another dimension of motivation to learn physics is the self-efficiency. from the table, both groups were moderately motivated. also, there was uniformity of their responses. the students were confident that they could do well on their physics tests and projects, as well as laboratory report. they also believed that they could master physics knowledge and skills. mastery experience is regarded as the most effective source fostering students’ self-efficacy: the experience of success in performing a task is likely to promote selfefficacy related to that task (britner and pajares, 2006). studies have shown that selfefficacy, which is defined as the beliefs about ones’ capabilities to accomplish a given task (bandura, 1994), is a major predictor of students’ academic achievement, career interest and course-taking (for example, britner and pajares, 2006). 17 zacharia, s.j. & olympiou, b.j. (2010). learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. research in science education, 38, 21-341. 18 nedic, z., machotka, j. and nafalsk, a. (2003). remote laboratories versus virtual and real laboratories. november 58, 33rd asee/ieee frontiers in education conference. downloaded from http://www.icee.usm.edu/icee/conferences/fiec2003/papers/1077.pdf 19 bajpai, m. (2013). developing concepts in physics through virtual lab experiment: an effectiveness study. te c h n o l e a r n: an international journal of educational technology. 3 (1), 43-50. 20 reeve, j., bolt, e., & cai, y. (1999). autonomy-supportive teachers: how they teach and motivate students. journal of educational psychology, 91, 537–548. the effects of reality pedagogy on the academic performance and motivation to learn of grade 7 physics students doi: 10.30575/2017/ijlres-2018050803 187 the third dimension is self-determination. the data show that both groups were moderately motivated. it could be grasped that students viewed physics subject as important as other subject. they were giving enough effort in learning the subject. they also spent enough time in studying and preparing during tests. self-determination and relevance to personal goals are part of the selfdetermination continuum. ryan and deci referred to self-determination as a student’s freedom to have some choice and control of their learning21. the goal setting theory is believed to be consistent with the cognitive revolution. it emphasizes the significant relationship between goals and performance22. table 4 further shows the grade motivation of physics students. it displayed that both groups were highly motivated. from the data, it can be construed that students were really concerned with their physics grade. they were aware of their responsibility as a student. they needed to perform well. the result also shows that scoring high on physics test mattered to them. many researchers were interested in the relationship between students’ willingness and capability, and the response for self-regulation in their academic achievement 23. their research disclosed that learning self-regulatory skills can lead to greater academic achievement and an increased sense of self-efficacy 24. students who employ this approach are motivated by getting high grades or winning prizes, whether or not the content is interesting. the achieving motive is based on competition and egoenhancement. these students’ strategy is to maximize the chance of obtaining high scores and they behave as model students25. 21 deci, e. l., koestner, r., & ryan, r. m. (2002). extrinsic and intrinsic motivation in education: reconsidered once again. review of educational research. 71(1): 1-27. 22 lunenburg, f. c. (2011). goal-setting theory of motivation. international journal of management, business and administration. 15(1): 1-6. 23 zimmerman, b. j., & risemberg, r. (1997). self-regulatory dimensions of academic learning and motivation. in g. d. phye (ed.), handbook of academic learning: construction of knowledge. san diego, ca: academic press. zimmerman, b. j., bonner, s., & kovach, r. (1996). developing self-regulated learners: beyond achievement to self-efficacy. washington dc: american psychological association. 24 dembo, m. h., & eaton, m. j. (2000). self-regulation of academic learning in middlelevel schools. the elementary school journal, 100(5), 473 490. 25 biggs, j. (1987). student approaches to learning and studying. paper presented at the australian council for educational research, melbourne. iris april l. ramirez 188 the last dimension shown in table 3 is the career motivation. both control and experimental groups showed that students were moderately motivated. it appears that students were somehow thinking about their career advantage and how physics could help them in getting their dream job. today, the concern with development of student interest in physics stems basically from two major considerations. first, education in physics is a basic component of the general education needed by all individuals on today’s world, where physics plays a major role in influencing present societies and shaping future ones. second, manpower demands in technological development are such that science teaching should stimulate student interests and eventually direct as many students as possible to choose career in science. the motivation of students to learn a particular subject area is important. the motivation of students to learn physics, as a terminal science course in the basic education curriculum of the philippines is a significant factor in making students decide on the career path that they will be taking in the collegiate level. leading students to particular fields is essential in helping students decide what they really want to pursue in higher degrees. their ability choose well at an early stage may determine their success in their collegiate level and in the profession that they will engage in. comparison of the motivation to learn physics of the experimental group and the control group the data on table 4 shows the comparison of motivation to learn of both control and experimental groups. from the information gathered, since p-value (0.578) > 0.05, there is no significant difference in the motivation to learn physics between the students in the control and those in the experimental group. table 4 comparison of the motivation to learn physics of the control group and the experimental group group n �̅� s.d. t-value p-value control 30 3.32 0.58 0.559 0.578 experimental 30 3.40 0.47 based on social cognitive theory and previous findings, glynn revised the science motivation questionnaire to improve its construct validity and evaluate it with the effects of reality pedagogy on the academic performance and motivation to learn of grade 7 physics students doi: 10.30575/2017/ijlres-2018050803 189 science majors and nonscience majors in core-curriculum college courses26. the present findings shows that the revised questionnaire is valid and provides a profile of the components that contribute to a student’s motivation. researchers, instructors, and academic advisors can track changes in a student’s profile during a course or a series of courses. in physics, motivation is very important for effective learning. there are many theories and techniques of motivation involved with the teaching and learning process. a very important notion is that motivation in education is based on teachers’ ability to challenge and encourage students to take on an active role in their learning 27. in an unstructured interview with some group leaders of both groups, it was mentioned that the intrinsic motivation in these students was caused by their interest in getting good grades rather than mastering a topic of the subject. it also emerged from their belief of having the skill that makes them capable to be effective in achieving their goals as well as their sense of autonomy towards their educational results and factors influencing them. woolfolk concludes that student motivation to learn is both a trait and a state. it involves approaching academic work to get the best results from it and engaging actively in the process28. in the classroom, teachers should set appropriate tasks that affect motivation. tasks have attainment and intrinsic values for students. students often avoid risky and ambiguous tasks. strategies that encourage motivation to learn should improve students’ confidence and reduce their fear of failure. the learning motives of students, in the order of prevalence, are: “surface” motives of landing a good job, earning money, and passing a course; encouragement received from loved ones; curiosity and excitement about learning; and, achievement and competition. the learning strategies of students, in the order of prevalence in the studied sample, are: rote learning and memorizing, deeper comprehension and application, and organization of time and effort29. 26 glynn, s. m. (2011). science motivation questionnaire: construct validation with nonscience majors. journal of research in science teaching, 46, 127–146. 27 ferguson, e. d. (2000). motivation: a biosocial and cognitive integration of motivation and emotion. new york: oxford university press, inc. 28 woolfolk, a. e. (2001). educational psychology (8th ed.). boston, ma: allyn & bacon. 29 liem, a. d., nair, e., bernardo, a. b. i., & prasetya, p. h. (2008). in the students’ own words: etic and emic conceptual analyses of why and how students learn. in o.s. tan, d. m. iris april l. ramirez 190 according to zulueta and guimbatan using the constructivists’ method of instruction in science gives opportunities to students to manipulate concrete objects; participate actively; develop scientific competencies and motivation30. science involves the learning of highly complex and abstract subject matter. by allowing the students to have “hands-on experience”, they understand and use scientific principles learned from the opportunity to manipulate actual objects and materials. the recognition of the diversity of 21st century learners is crucial in pushing for educational reforms. understanding the students of today will help educators better guide them in the career that will define the quality of citizens that the students will become in the coming future. their motivation to study science and to pursue research are critical in nation building. educators play a significant role in defining students of today and identifying their motivational needs in the fields of science. their needs and interest towards the conduct of research to generate new knowledge and to find solutions to current difficulties are also essential needs for national reforms. the basic education curriculum (bec) of the philippines is on its way to complete reformation. the enhanced basic education curriculum of the philippines dubbed as “k12 curriculum” is already on its fourth year of implementation in the public schools. both curricula aims to lead students towards productive citizens of the nation. one leading conception towards productivity in the work field and even early in school is motivation. the intent of the study was to test the effects of reality pedagogy on the academic performance and motivation to learn physics of the students. generally, the finding showed that there was no statistically significant difference in the academic performance between the grade 7 students taught using reality pedagogy and those taught using the conventional teaching method. however, there was an improvement in the academic performance in both groups of students. also, there was no significant difference in the motivation to learn physics between the students in the control group and those in the experimental group. mcinerney, a. d. liem, & a.-g. tan (eds.). what the west can learn from the east: asian perspectives on the psychology of learning and motivation (pp. 137-167). greenwich, ct: information age press. 30 zulueta, f. & guimbatan, k. (2002). teaching strategies and educational alternatives. manila,philippines: academic publishing corporation. the effects of reality pedagogy on the academic performance and motivation to learn of grade 7 physics students doi: 10.30575/2017/ijlres-2018050803 191 conclusion from the results of the study, the following findings were gathered: 1. the posttest of the experimental group shows very satisfactory academic performance level result compared with the control group, which was satisfactory academic performance level. 2. statistically, there was no significant difference in the academic performance between the grade 7 students taught using reality pedagogy and the students not using reality pedagogy. 3. both the control group and the experimental group were moderately motivated to learn physics. 4. there was no statistically significant difference in the motivation to learn physics between the students in the control and those in the experimental group. based from the aforementioned results and findings of the study, the following conclusions were drawn: 1. the feedback of the panel of experts can be used as bases in the revision of the lessons with the guidance of a systematic set of criteria. 2. although there was no statistical significant difference in the academic performance between the experimental group and the control group, still there was an improvement in the academic performance of the two groups. likewise, the developed lessons integrated with the reality pedagogy can be used by the secondary school physics teachers and students in the teaching and learning physics. 3. since the students have favorable motivation towards physics, reality pedagogy could motivate the students to learn and to be engaged in learning physics. based on findings, the following statements are recommended: 1. science teachers are generally encouraged to integrate the reality pedagogy in teaching physics to help improve learners’ academic performance as well as their motivation to learn physics. 2. since the said study shows no statistical significant difference in the academic performance between the experimental group and the control group, it is recommended that a similar study could be conducted with longer span of time iris april l. ramirez 192 with different grade levels and with different subjects as well, to determine its effectiveness. 3. it is also recommended that several in-service trainings on the integration of the reality pedagogy may be conducted not only for science teachers but also for teachers on the other subject areas as well. 4. the teachers and students may be exposed to trainings, symposia, or conferences that gives new idea about motivation techniques. this way, the teachers could help increase the level of motivation of students to learn physics. bibiliography angell, c., guttersrud, ø., henriksen, e. k., and isnes, a. 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(1996). developing self-regulated learners: beyond achievement to self-efficacy. washington dc: american psychological association. zulueta, f. & guimbatan, k. (2002). teaching strategies and educational alternatives. manila,philippines: academic publishing corporation. http://academiccommons.columbia.edu/catalog/ac%3a174519 ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020010407 vol. 4, no. 1, 2020 page: 79 91 79 the implementation of education character management at state islamic senior high school (man) 2 model medan deliani senior lecturer at islamic university of sumatera utara, indonesia deliani041958@gmail.com abstract. the purpose of this study is to identify the values of character education that are applied in madrasah aliyah and to find out the efforts carried out in character education management. the method used in this study is in the form of qualitative field research, in which data collection techniques are carried out through interviews, observation and documentation. furthermore, in analyzing data, the transferability, conformability, and triangulation data models are used. the results of this study indicate. the process of character building in madrasah aliyah starts from the transformation of values (both inside and outside the classroom), modeling, civilizing, motivating, and enforcing rules. keywords: implementation of education character management, islamic senior high school, introducton strengthening character education is very relevant in shaping the personality and character of children, as a tool to overcome bad behavior so that it turns into good behavior. another criticism that is no less worrying is the fading of the national spirit. the spirit of bhinneka tunggal ika for the indonesian people, is currently downgraded. the indonesian nation as a multicultural nation is a fact. dozens of ethnic groups, ethnicities, races and various religions of indonesian people with various backgrounds bring its own consequences in the nation and society. multiculturalism and national character seem to be closely linked. because it is not impossible for our teenagers to participate in anarchist demonstrations, disputes between teenagers, and others. various phenomena have shown that there has been a shift in ethical values in the life of society, nation and state. society which should practice religious values, culture, and national philosophy, has now shifted to a society that is far from the values of religion, culture and philosophy of the nation, even more in love with foreign mailto:deliani041958@gmail.com deliani 80 cultures.1 the impact of all that is the loss of character values inherent in our nation before, such as: shame, honesty, togetherness, unity and unity, responsibility, nationalism, social care and others. this situation is like an "anomie situation, namely the waning of the prevailing values and the absence of shared norms or values. literature review definition of management henry l sisk said that management is the process of coordinating all resources through the process of planning, organizing, directing and controlling to achieve the goals set.2 while luther gulick in t. hani handoko defines management as a field of science (science) that systematically to understand why and how people work together to achieve goals and make the system of cooperation more beneficial to humanity.3 on the other hand, farid hamid explained that the word management in the popular dictionary means management; implementation of effective use of resources to achieve desired goals. ramayulis considers that management in arabic vocabulary is often referred to as tadbir (arrangement). 5 this word is a derivation of the word dabbara (regulating) which is numerous in the qur'an as the word of allah almighty: َف َسنَٖة مِّ َداُرهُۥٓ أَلأ ٖم َكاَن ِمقأ ِه فِي يَوأ ُرُج إِلَيأ ِض ثُمَّ يَعأ َرأ َر ِمَن ٱلسََّمآِء إِلَى ٱۡلأ َمأ ٥ا تَُعدُّوَن مَّ يَُدبُِّر ٱۡلأ meaning: he arranges affairs from heaven to earth, then (affairs) rise to him in one day whose levels are a thousand years according to your calculations. (q.s. as sajdah:05). from the contents of the above verses it can be seen that allah is the ultimate regulator of nature (manager). the regularity of the universe is evidence of the greatness of allah swt in managing nature. however, because humans were created by allah to be the caliph on the earth, then humans must regulate and manage the earth as well as possible as god governs the universe. 1 hidayat, rahmat,(2016), pendidikan karakter islam dan budaya lokal (studi pada budaya mandailing dan angkola di kota medan) bandung : desertasi pascasarjana uim sunan gunung djati bandung, p. 1 2 l. sisk, henry, south western, (1969), primciples of managemen, cincinnati ohio: philippine copyright, p..6 3 handoko, t. hani, (1995), menegemen, yogyakarta: bpfe, p.1 the implementation of education character management at state islamic senior high school (man) 2 model medan doi: 10.30575/2017/ijlres-2020010407 81 thus management is the process of coordinating work activities so that they can be completed efficiently and effectively and through others.6 therefore, management as a field of study is ultimately an art in coordinating individual tasks and cooperation. stoner (1986) mentions management as the art of carrying out work through people. character education etymologically, the word character (english: character) comes from the greek, namely charassein which means "to engrave". the word "to engrave" can be translated as; carve, paint, carve, or scratch. in the indonesian dictionary the word "character" is defined as "character, mental characteristics, character or character that distinguishes one person from another, and character. however, characters can also be interpreted as letters, numbers, spaces, special symbols that can be displayed on the keyboard screen.4 with the meaning as above, the character is more identical with personality and character. personality is a trait, or the nature of one's self-criticism that comes from the formations received from the environment, such as family in childhood and innate since birth.5 thomas lickona states that terminologically character is a reliable inner position to respond to situations in a morally good way. then he also added that the character so concieved has three interrelated parts: moral knowing, moral feeling, and moral behavior. good character in lickona's view includes knowledge about goodness (moral knowing), then gives rise to commitment to goodness (moral feeling) and implementing truly goodness (moral behavior). in other words, character refers to a series of knowledge (cognitive), attitude (attitude), and motivation (motivations), as well as behavior (behavior) and skills (skills). character is a form of understanding and knowledge of someone about noble values in life that are sourced from the cultural, religious and national order such as: moral values, ethical values, law, character, virtue, religious law, and culture embodied 4 depdiknas, (2013), kamus besar bahasa indonesia pusat bahasa, jakarta: pt. gramedia pustaka utama, p.623 5 doni koesoema a,( 2007), “pendidikan karakter strategi mendidik anak di zaman global”, jakarta: grasindo, p.80 deliani 82 in attitudes, behavior and everyday personality to be able to distinguish from one another. thus, character in essence must not only be understood and known or only taught but must be exemplified, where furthermore it is expected that the individual character will build regional and national characters in accordance with high hopes and ideals in national education. character education was introduced since the 1900s. thomas lickona is considered as a promoter of this movement, especially when he released a book called the return of character education and then followed by another book, educating for character: how our school can teach respect and responsibility. through these books he made the western world aware of the importance of character education. according to him, character education contains three main elements, namely: knowing the good, loving the good, and doing well.6 on the other hand, frye defines character education as, "a national movement creating schemes that foster ethical, responsible, and caring young people by modeling and teaching good character through an emphasis on universal values that we all share". so, character education must become a national movement that makes schools an agent to build learners' character through learning and example. through character education schools must pretend to bring students to have noble character values such as respect and care for others, responsibility, honesty, integrity, and discipline. on the other hand, character education must be able to keep students away from despicable and prohibited attitudes and behaviors. character education not only teaches what is right and what is wrong to children, but more than that, character education instills habits about good, so that students understand, are able to feel and want to do well. in the end, character education truly carries the same mission as moral education or moral education.7 the ministry of national education formulates the main values derived from the items of competency standards that must be achieved in learning in schools, i.e.: 6 thomas lickona, (1991), educating for character: how our school can teach respect and responsibility, new york, toronto, london, sydney, aucland: bantam books, p.51 7 frye, mike, at all. (ed.), (2002, character education : informational handbook and guide for support and implementation of the student citizent act of 2001, north caroline: public school of north caroline, p.2 the implementation of education character management at state islamic senior high school (man) 2 model medan doi: 10.30575/2017/ijlres-2020010407 83 a. religious: obedient attitudes and behaviors in implementing religious teachings, being tolerant of other religious practices, and living in harmony with followers of other religions. b. honest: behavior that is based on efforts to make himself as a person who can always be trusted in the words, actions and work. c. tolerance: attitudes and actions that respect differences in religion, ethnicity, ethnicity, opinions, attitudes, and actions of others who are different from him. d. discipline: actions that exhibit orderly and compliant behavior with various rules and regulations e. hard work: actions that exhibit orderly behavior and comply with various rules and regulations. f. creative: think and do something to produce a new way or result from what you already have g. independent: attitudes and behaviors that are not easily dependent on others in completing tasks. h. democratic: a way of thinking, behaving and acting that shares the same rights and obligations with others66 i. curiosity: attitudes and actions that always try to find out more deeply and broadly from something that is learned, seen, and heard. j. national spirit: a way of thinking, acting and having insight that places the interests of the nation and the state above the self and group interests. k. love the motherland: how to think, act, and have insight that places the interests of the nation and the state above self and group interests l. respect for achievement: attitudes and actions that drive him to produce something that is useful for society, and recognize, and respect the success of others. m. friendly / communicative: attitudes and actions that encourage him to produce something that is useful for the community, and recognize, and respect the success of others. deliani 84 n. love of peace: attitudes and actions that drive him to produce something that is useful for the community, and recognize, and respect the success of others o. likes to read: the habit of providing time to read various readings that provide virtue for himself p. care for the environment: attitudes and actions that always try to prevent damage to the surrounding natural environment, and develop efforts to repair the damage to nature that has already occurred. q. social care: attitudes and actions that always want to provide assistance to others and communities in need r. responsibility: the attitude and behavior of a person to carry out their duties and obligations, which he should do, towards oneself, society, environment (natural, social and cultural), country and god almighty.11 methodology according to the nature of the proposed research problem, this study uses a type of qualitative research with a phenomenological approach. the scope of the study investigated in accordance with the title of the study includes: first, the forms of character education values applied to madrasah aliyah, second, the management mechanism for implementing character education, and third, the challenges faced in implementing character education. therefore, a study of this reality must be done by analyzing the context around it, and this is only possible with a qualitative approach. this research was conducted at state islamic senior high school (man) 2 model medan. the informants of this research are all the principal of the school. next, the respondents' selection and informational and research techniques were taken through a positive random sampling technique and baseball sampling. data collection procedures using observation techniques, focused group discussions (fgd), interviews, and documentation studies. analysis of the findings of this research will be carried out according to the type of data collected. qualitative data 11 kemendiknas, (2010), pendidikan karakter terintegrasi dalam pembelajaran di sekolah menengah pertama, jakarta: directorat psmp, h.8 the implementation of education character management at state islamic senior high school (man) 2 model medan doi: 10.30575/2017/ijlres-2020010407 85 obtained from observations, interviews, fgds and documentation will be analyzed qualitatively. this data analysis process includes three stages of data reduction, data display and conclusion drawing. this study uses data validity assurance techniques that are commonly found in qualitative research, namely credibility and transferability. findings and discussions forms of character education values applied to the state islamic senior high school (man) 2 model medan the values that develop in a madrasa are the values contained in the vision, mission, and educational objectives offered in an educational institution. tracing various aliyah madrasas in the province of north sumatra, you will get a variety of values contained in the vision, mission and educational goals of the madrasah. an example is the vision, mission, state islamic senior high school (man) 2 medan. the vision of man 2 medan model is as follows: "islamic, integrity, achievement, and love the environment". while the mission are as follows: 1. organizing the learning process and training based on moral mercy and achievement, 2. organizing a process of learning and training in indonesian character. 3. organizing an environmentally friendly learning and training process, 4. organizing an environmentally friendly learning and training process, 5. organizing a process of learning and training systematically and technologically 6. organizing research and development-based learning processes and exercises. this islamic school also has principles that serve as guidelines in providing services for students. the principle is stated in one motto: "instill virtue naturally produces happiness". as for the values of character education that exist in this school are; first, religious (islamic). religious values include religious life, both islam and other religions that govern relations with the creator and relations with humans and their environment. islamic school’s students are known as students who obey the teachings of islam. this is illustrated through the islamic atmosphere that is awakened and is so thick felt when we enter islamic school. deliani 86 the manifestation of this religious value can be seen from the activities of students who use the break time to perform, both the obligatory prayers (dhuhur) and other sunnat prayers. on the other hand, religious life is also reflected in the ritual of opening and closing the learning process. students are accustomed to pray together. furthermore, in social life at school students are encouraged to say greetings to teachers and friends and greet them while kissing their hands. the students are accustomed to dress in good muslim women, by wearing muslim clothes according to the guidance given by the islamic school. in addition to other routine activities such as commemorating religious holidays, routine recitation and religious-based extracurricular activities. this is a manifestation of the attitude, mentality and spirit of religiosity of students. second, integrity. integrity is a concept related to consistency in the actions, values, methods, measurements, principles and various things produced. people with integrity means having an honest person and having a strong character. madrasah aliyah is one of the institutions of islamic education that continues to shape and give birth to prospective national leaders. integrity values are given to students through various learning and extracurricular activities. each individual must have integrity in themselves. it's just that some do not realize the importance of integrity in building their prestige. if integrity is firmly embedded in an individual, all actions taken will be intuitive. what is the use of rank, position, greatness if in leadership does not have integrity. so everything that is done is just "formality". trust will fade away immediately if you see the view of an egocentric leader, no commitment, and consistency in building an institution or organization that he leads. third, achievement. achievement can be achieved by relying on intellectual, emotional, and spiritual abilities and self-resilience in dealing with life situations. character of people who excel is to love work, have initiative and creative, never give up and carry out their duties seriously. there are several forms of achievement that are developed in the life of madrasa aliyah, including: the implementation of education character management at state islamic senior high school (man) 2 model medan doi: 10.30575/2017/ijlres-2020010407 87 1. learning achievement. learning achievement is the result obtained from a learning effort. the achievements seen in madrasa aliyah is to become the overall champion every year. 2. art achievements. art achievements that are often achieved by madrasa aliyah are following awards in singing competitions. in addition, madrasa aliyah also has a variety of other works of art, such as bina musika, drum bands, prayer, traditional and modern nasheed as well as action on the preacher and preacher. these achievements have incised regional and national level achievements. 3. sports achievements. the award won was a medal gold medal during the national sports week (pon). 4. environmental achievements. the value of character education taught in this field is to teach students to be active in protecting the environment. achievements obtained by madrasa aliyah in the environmental field are awards for saving the environment by reforestation in the medan city river excavation. fourth, love the environment. understanding the environment of life can be said as anything that exists around humans or living things that have a reciprocal and complex relationship and influence one component to another. damage to the environment occurs due to two factors, both natural factors and human hands. the importance of a well-maintained living environment is often forgotten by humans. in the end, the environment becomes polluted and garbage is scattered about, triggering the emergence of various types of diseases due to environment that is no longer sterile. in order to save the environment, madarsah aliyah instills character education through: 1. building the character of caring for the environment with the model model. in madrasa aliyah, character education is begun by teachers by throwing trash in their place, separating organic and non-organic waste, using kiloan plastic waste, planting trees and watering plants. 2. build the character of caring for the environment with habituation. the steps implemented include; (1) incorporate the concept of environmental care characters in each lesson, (2) preparing trash bins in each class and outside deliani 88 the classroom, (3) carrying out activities oriented to environmental preservation. 3. make a slogan that is able to foster good habits in managing the environment in all the behavior of the school community. fifth, continuous monitoring is a manifestation of the implementation of character building. some things that are often monitored in islamic senior high school include: the habit of disposing garbage according to its place, the habit of caring for plants in the school garden, and the habit of saving paper and electricity, and other habits. from these conclusions, the formation of the character of caring for the environment through example and habits as a foundation for achieving a quality living environment still needs to be criticized and evaluated so that from year to year the development of character education, especially the character of caring in the madrasa environment is more effective. the process of character building in the state islamic senior high school (man) 2 model medan the process of character formation in aliyah madrasa starts from the transformation of values (both through activities inside the classroom and outside the classroom), modeling, civilizing, motivating, and enforcing the rules. through these five processes, it is hoped that islamic students will form, integrity, achievement and love the environment. according to ginanjar in asmani explained that character building is not enough to just start and end with the determination of the mission. however, this needs to be continued with a continuous process throughout life. character is developed through the stages of knowledge, implementation, and habits. thus three components of good character are needed, namely: moral knowledge, moral feelings, and moral action. dimensions are included in moral knowledge to fill cognitive aspects in the form of realizing moral awareness, knowledge about moral values, determining the point of view, moral logic, courage in taking attitude and self-recognition. while moral feeling strengthens the emotional aspects of students to become human characters. this strengthening is related to the forms of attitude that must be felt by students, namely the implementation of education character management at state islamic senior high school (man) 2 model medan doi: 10.30575/2017/ijlres-2020010407 89 awareness of identity, confidence, empathy, wisdom, self-control, and humility. finally, moral action is a moral action or action which is the result of two other components of character. in the philosophy of islamic education, there are two practical methods of character education (morals), namely first, the method of tajribi. this method presupposes that fostering character (morals) basically shares experiences between teacher and student. the teacher is a facilitator / mirror for students in living life events. bad experiences done by teachers can be imitated by students. the inductive method is a mirror for students of their teacher's experiences and daily life experiences. second, the customary method is iradah. al iradah adat method is a rational method that uses a deductive approach. according to this method, morals are basically repetitive behavior. morals can be said as a habit (adat al iradah) someone in daily behavior. reference behaviors that must be taught / trained repeatedly are the norm. in the context of islamic education, the norm referred to is the qur'an and the hadith. when the koran commands humans to be honest and fair, the teacher doctrines the command and then systematically trains students examples of honest and fair behavior. for example, when the exam, there are students who cheat in answering questions, the teacher punishes by disqualifying the results of the exam that cheated and who cheated. this is an example of a teacher who treats his students fairly. if there are similar cases, the teacher must consistently treat the same thing to all students indiscriminately, while occasionally warning that it is against religious values that teach honesty.12 aan hasanah explained that there are several steps in character education in islam, including teaching, habituation, modeling, motivating and enforcing rules. first, teaching, requires interaction between educators who act as instructors and students who act as learners. because teaching is an activity that absolutely requires the involvement of education and students. conceptual understanding is still needed as a provision of the concept of values which then becomes a reference for the embodiment of certain characters. teaching character means giving students an understanding of a particular value structure, its virtues and benefits. second, modeling. exemplary occupies a very important position. educators must first have the character to be taught. exemplary is not only sourced from educators, but from all people in the educational environment concerned, including families and deliani 90 communities. third, habituation. is a practical effort in the formation and formation of students. this effort is done considering that humans have forgetful and weak nature. conclusion the character education values that are applied to the state islamic senior high school (man) 2 model medan are in line with the madrasa vision and mission, namely: islamic, integrity, achievement and love the environment. character education in this islamic school is also closely related to madrasa management or management. management in question is how character education is planned (planned), implemented (actuating), and controlled (evaluation) in educational activities in the madrasa adequately. the management includes, among others, the values that need to be instilled, curriculum content, learning, assessment, educators and education personnel or other related components. thus madrasa management is one of the effective media in the application of character education in madrasa. in character education in madarasah, all components must be involved. the process of character building in this school begins with the transformation of values (both inside and outside the classroom), modeling, civilizing, motivating, and enforcing rules. with these five processes it is hoped that islamic students will form, integrity, achievement and love the environment.furthermore, there are several challenges faced by madrasas in the process of character building in madrasas, in the context of: 1). there is no dominant culture in madrasas; 2). the influence of globalization; 3). education system. the education process in the madrasa until now apparently still prioritizes cognitive and psychomotor aspects rather than affective; 4). political system for reform. one of the challenges of the decline in morality values in the life order of the nation is due to changes in the political system after the reform that caused excessive political euphoria, freedom of democracy that is almost without limits, to ignoring ethical values; 5). crisis exemplary in the nation; 6). value system and its development in the community and 7). weak law enforcement. the implementation of education character management at state islamic senior high school (man) 2 model medan doi: 10.30575/2017/ijlres-2020010407 91 bibiliography asmani, jamal ma,mur, (2012), buku panduan internalisasi pendidikan karakter di sekolah, yogyakarta: diva press. depdiknas, (2013), kamus besar bahasa indonesia pusat bahasa, jakarta: pt. gramedia pustaka utama. doni koesoema a,( 2007), “pendidikan karakter strategi mendidik anak di zaman global”, jakarta: grasindo. farid, hamid, (2000), kamus ilmiah populer, surabaya: apollo. frye, mike, at all. (ed.), (2002, character education : informational handbook and guide for support and implementation of the student citizent act of 2001, north caroline: public school of north caroline. handoko, t. hani, (1995), menegemen, yogyakarta: bpfe, h.1 hidayat, rahmat,(2016), pendidikan karakter islam dan budaya lokal (studi pada budaya mandailing dan angkola di kota medan) bandung : desertasi pascasarjana uim sunan gunung djati bandung. kemendiknas, (2010), pendidikan karakter terintegrasi dalam pembelajaran di sekolah menengah pertama, jakarta: directorat psmp, h.8 l. sisk, henry, south western, (1969), primciples of managemen, cincinnati ohio: philippine copyright. philips, c. thomas, “family as the school of love” makalah pada national conference on character building, jakarta, 25-26 november 2000. robbin, sthepen p. dan mary coulter, (2007), manajemen (disi kedelapan), jakarta: pt. indeks. thomas lickona, (1991), educating for character: how our school can teach respect and responsibility, new york, toronto, london, sydney, aucland: bantam books. ijlres international journal on language, research and education studiesissn: 2580-6777 (p); 2580-6785 (e)vol. 1, no. 1, 2017page: 165 – 172 165 language and cultural imperialism: indonesian case pradana boy ztf dept. of malay studies, national university of singapore (nus) email: pradana.boy@gmail.com abstract: the discourse of language, culture and imperialism are closely intertwined. in this paper i will describe cultural imperialism through language by taking indonesian case as an example. this essay will develop two main arguments. firstly, it sets forth that language is a medium through which cultural imperialism could take place, since language is an important and even fundamental aspect of culture. the cultural imperialism through language starts to occur when a certain foreign language is arbitrarily and irresponsibly used in correspondence and combination with local languages within formal and colloquial contexts. secondly, using frantz fannon’s theory as described in his black skin white masks, indonesian case of use of mixed language of bahasa and english in any medium is an obvious example of how this language imperialism in contemporary setting arises. keywords: language, identity, culture, imperialism, indonesia introduction let me start this short paper by presenting two factual examples. in a mailing-group of indonesians living in singapore, a member of group posted a thread under title: penggunaan bahasa indonesia di milis ini (the use of indonesian language in this mailing-group).1 in the thread, the writer shared his concern as an indonesian to conserve bahasa and use it appropriately in any medium and occasions, in this case, in the mailing-group. to be more precise, he protested against the use of mixed language of bahasa and english and the irregularity of the use of language in the mailing-group. furthermore, the sender also related this phenomenon to the issue of nationalism. more or less, he pointed out that one of the most heated topics in the mailing-group is criticism toward indonesian government that is often condemned as not sufficiently nationalistic; however, the mailing-group’s members are not more nationalistic compared to indonesian officers in terms of using language. shortly after the thread was circulated, rather than getting support from other members, this sympathetic invitation was resulted in blame. most of 1 http://groups.yahoo.com/group/indo-sing/message/160103 language and cultural imperialism: indonesian case 166 responses opposed the call. however, two most striking commentaries will be quoted here. the first response of the thread was cynical yet true, criticizing the sender that instead of inviting people to use proper bahasa in the mailing-group, he was already trapped in the phenomenon that he himself criticized. this is true, since in the opening of his e-mail, the thread starter wrote: salam kenal, saya newbie di sini… (hi everybody, i am new comer here…). this response criticized the use of “newbie”, since it is neither an indonesian word nor a proper english word.22 subsequently, another response was also not less cynical. the next respondent wrote: “sorry only one note, yah makasih buat masukan nya, but tujuan milis ada sharing informasi buat saya bukan belajar eyd, no offense, saya prefer yg free and easy.. itulah knp ada milis indosing dan saya suka gaya milis ini skrg…”(sorry only one note [already in english], yeah thanks for the opinion, but [already in english] the aim of mailing-group is for sharing for me not for studying eyd,33 no offense [already in english], i prefer the free and easy one… that is the reason this mailing-group is founded and i like its current language style).44 the second example showed different scenario. earlier this year, indonesian president, susilo bambang yudhoyono delivered a speech in the opening trade of indonesia stock exchange. yudhoyono’s address has attracted wide criticism as he frequently mixed english phrases and bahasa. as tempo daily newspaper reported, the head of state used english terms and phrases as much as twenty four in the first thirty minutes of his speech5. in total, the duration of the president’s address was more than an hour. according to media report, this was not the first time mr yudhoyono delivered his linguistically-mixed speech. almost in every occasion he applied this pattern. unavoidably, this has sparked controversy among journalists, politician and linguists. journalists tended to blame the address. this can be seen from the way media coverage was expressed.6 however, 2 http://groups.yahoo.com/group/indo-sing/message/160105.3 eyd stands for ejaanyangdisempurnakan, refers to indonesian formal pronunciationsystem. in the past, instead of “u”, indonesians used “oe”; “j” for “y”, “tj” for “c”. when newpronunciation system was introduced, all kind of use of bahasa have to refer to eyd.4 http://groups.yahoo.com/group/indo-sing/message/160114.5http://www.tempointeraktif.com/hg/politik/2011/01/03/brk,20110103 303364,id.html,6see for example,http://us.detiknews.com/read/2011/01/03/154324/1538244/10/pidato-presiden-yang-penuh-taburan-istilah-bahasa-inggris?nd992203605, accessed on 20 april 2011. pradana boy ztf 167 politicians show diverse responses. the chairman of people’s consultative assembly, taufik kiemas, perceived the address in a positive way, while vice chairman of house of representative, pramono anung, implicitly criticized the president by asserting that as a state representation, president should use national language very effectively.7 similar to anung, from a linguist point of view, remy silado, a reputable writer, also condemned the president. for him, as long as the indonesian expression for the phrase could be found, english should be avoided. 8 language and identity these two examples represent two different groups and situations. the first occurrence took place abroad, while the second occurred on indonesian soil. the scenario also diametrically distinctive: the first was colloquial and the second was formal. however, both reflected a shared phenomenon. they are obvious indications of identity crisis among indonesians, although those speakers and users may not consciously see this as a serious problem, on the one hand. on the other hand, both events could also be presented as an indication of low level of pride with indigenous culture. it is important to underline that the use of mix language of bahasa and english is now becoming very popular trend in major cities in indonesia.9 although it is now becoming common, it is not merely a matter of convenience (“free and easy”) as one of the mailing-group’s participants claimed above. rather, it is a reflection of colonized mind. in an academic context, syed hussein alatas portrayed similar situation as “captive mind” which refers to “uncritical and imitative mind dominated by an external source.”10 if we apply this theory to the field of language, the “captive mind” can be manifested in the irregular, careless and arbitrary use of foreign language (in this case english) that incorporated with local language without any concerns of the effects and awareness that such an action can seriously endanger not only a certain 7http://us.detiknews.com/read/2011/01/04/115909/1538748/10/pram-presiden-wajib-gunakan-bahasa-indonesia-resmi?nd992203605, accessed on 20 april 20118http://news.okezone.com/read/2011/01/04/337/410079/sby-diminta-tak-gunakan-istilah-inggris-dalam-pidato, accessed on 20 april 2011.9 saut situmorang, “indonesia-inggris,”http://www.goodreads.com/story/show/25935indonesia-inggris, accessed on 23 april 2011.10 s. h. alatas, “the captive mind and creative development,” international social science journal (1974), 26: 4, 691–700. language and cultural imperialism: indonesian case 168 indigenous language, but the cultural system of local societies. since it is becoming daily practice in indonesia, linguists have been very alerted by this phenomenon and led them to be engaged in attempts to cope this situation, for example, through publication. 11 however, there has not been any clarity as to what factors leading to this phenomenon. one common answer is that english is perceived as symbol of pride and prestige among certain indonesian circles. saut situmorang, a leading indonesian literary figure believes that one of the reasons of using mixed language has to do with prestige.12 this means that the more people present english phrases or expressions in their conversations, speech, address, talk or writing, the more they feel respected and educated. it is also strikingly important to highlight that even among academia the situation is also equally common. in other words, speaking mixed language of english and bahasa is a medium for indonesians to show their social and intellectual class. from a theoretical perspective, this phenomenon is one contemporary manifestation of what frantz fanon satirically described in his black skin white masks, an early work on post-colonialism that discussed the situation of split personality common among black people as heritage of french colonial power. fannon interestingly uncovered, despite the fact that the negros are black, they subscribe to the way white people behave. moreover, fannon identified language as one of mediums where split personality starts to emerge. he assert: “a man who possesses a language possesses as an indirect consequence the world expressed and implied by this language... there is an extraordinary power in the possession of a language.”13 the possession of a language implicitly forces people to embrace basic values and cultures entail in the language. as a result, speaking certain languages in unreasonably and irresponsibly manners will potentially lead to a kind of split personality. furthermore, i am inclined to assert that what fannon identified as power of language could actually refer to positive as well as negative meanings. however, scrutinizing the context in which his assertion was situated, fannon 11 as an example see alif danya munsyi, bahasa menunjukan bangsa (jakarta:kepustakaan populer gremedia, 2005).12 see footnote number 9.13 frantz fanon, blackskinwhitemasks (london: macgibbon & kee, 1968), p. 18. pradana boy ztf 169 tended to refer power of language in a pejorative way. language, especially foreign language, has the power to ruin the originality of identities, since through language the cultural imperialism begins. the close relationship of language and ethnic as well as cultural identity cannot also be denied. schlee pointed out: “the language we speak is believed to influence our thinking in a subtle way, giving language a much deeper cultural implication than that of a mere boundary marker between different cultural ethnic units.”14 14 again, at this point we can see how language is a very fundamental aspect of culture and how language and culture are intertwined. in this relation, if we take fannon’s formulation into account, indonesian case of using mixed language would exactly fit this theoretical formulation. therefore, i have no doubt to describe this phenomenon as language imperialism that basically constitutes only the tip of an iceberg of cultural imperialism. theoretically speaking, cultural imperialism is often associated with the territorial colonialism. although what so-called territorial imperialism has long been over, it still leaves several serious problems, one of them is related to the cultures. edward said, for example, saw that close affinity by arguing that colonial rules did not only impose their domination on economic and political affairs but also in cultural aspect. in said’s theoretical framework, culture can be understood in two meanings: first, it can include “practices like the art of description, communication, and representation that have relative autonomy from the economic, social, and political realms...” secondly, culture can also mean “a concept that includes a refining and elevating element.”15 similarly, e. b. taylor, a renowned british anthropologist, as quoted by john tomlinson defined culture as: “complex whole which include knowledge, belief, art, law, custom and any other capabilities and habit acquired by man as a member of society.”1616 implicitly, those two definitions of culture place language in a very fundamental position. in said’s word, culture is described, among others, as practice of communication that places language as its major medium. this implies 14 g. schlee. “language and ethnicity,” international encyclopedia of the social & behavioralsciences (new york and amsterdam: elsevier, 2001), p. 828715 edward said, cultureandimperialism, (new york: vintage book, 1993), p. xii-xiii.16 quoted by john tomlinson, in cultural imperialism:acultural introduction (london: language and cultural imperialism: indonesian case 170 that through the colonial power; cultural, including lingual, imperialism became possible. similarly, e.b. taylor listed several things, including knowledge that is impossible to achieve without the involvement of language. my interpretation of taylor’s definition of culture is that language becomes the basic part of culture and the formation of culture cannot leave the role of language. theoretically, the discourse of cultural imperialism is subject to heated debate. however, john tomlinson described four ways in which cultural imperialism is discussed, namely, “cultural imperialism as media imperialism,” “cultural imperialism as a discourse of nationality,” “cultural imperialism as the critique of global capitalism,” and “cultural imperialism as the critique of modernity.”17 two first contexts are particularly relevant for our current context. language as a manifestation of cultural imperialism cannot be separated from the role that media play. in indonesian context, according to alif danya munsyi, media has contributed a great part in the employment of irregular mixed language of bahasa and english.18 the implication of the use of those weird phrases and expressions in formal and non-formal indonesian writings has gradually paved the way for public’s assumption that those languages has replaced the bahasa, and its further consequence is that the indigenous phrases will certainly disappear. if for the sake of clarity we have to take a definition, one important definition of cultural imperialism is that of j tunstall’s definition. according to him, “the cultural imperialism thesis claims that authentic, traditional and local culture in many parts of the world is being battered out of existence by the indiscriminate dumping of large quantities of slick commercial and media products, mainly from the united states.”19 tunstall’s definition is not an exaggeration. cultural imperialism has endangered indigenous cultures by imposing foreign value, one of the forms is english language. referring back to indonesian case, the arbitrary and irresponsible incorporation of english into 17 john tomlinson, cultural imperialism: a cultural introduction (london: pinterpublishers, 1991), p. 19-2818 see alif danya munsyi, bahasamenunjukkan bangsa, p. 19. munsyi give a number ofexamples of indonesian newspapers that use english phrases and expressions without anytranslation into bahasa, while in fact the newspaper is in bahasa.19 see john tomlinson, cultural imperialism: a cultural introduction (london: pinterpublishers, 1991), p. 8. pradana boy ztf 171 colloquial, formal and academic fields has gradually created distance indonesian young generation from the authenticity of their language. having said all this does not mean that i particularly oppose the assimilation of languages and cultures. as long as human history is concerned, assimilation, contact and interaction between cultures and languages are unavoidable. however, when the interactions involved sort of domination, marginalization and stereotyping of certain participating cultures and languages, at that point cultural imperialism occur; and as has been proven, language is a vulnerable field of imperialism. conclusion to sum up, in this paper i argue that although political imperialism no longer exist in our contemporary world, another form of imperialism is taking place, namely cultural imperialism through the medium of language, especially english. indonesian experience can be pointed as a case in point. it is true that the use of english is inevitable in nowadays global world. however, the way indonesians use english in colloquial context is not part of global need, but is more motivated by the feeling that using english is part of social class. consequently, the use of mix language of english and indonesian language or bahasa is becoming more irresponsibly and in the long run it is able to potentially undermine the originality of bahasa as well as the pride of indonesians, especially those young people in using their own national language. more importantly, using english irresponsibly in colloquial context is a clear indication of captive mind and culturally colonized mentality. reference books and journal articles alatas, s. h. (1974), “the captive mind and creative development,” international social science journal (1974), 26: 4, 691–700. munsyi, a. d. (2005). bahasa menunjukan bangsa. jakarta: kepustakaan populer gremedia. fanon, f. (1968). black skin white masks. london: macgibbon & kee language and cultural imperialism: indonesian case 172 schlee. g. (2001). “language and ethnicity,” international encyclopedia of the social & behavioral sciences. new york and amsterdam: elsevier. said, e. (1993). culture and imperialism, (new york: vintage book. tomlinson, j. (1991). cultural imperialism: a cultural introduction. london: pinter publishers. internet source http://groups.yahoo.com/group/indosing/message/160103 http://groups.yahoo.com/group/indosing/message/160105 http://groups.yahoo.com/group/indo-sing/message/160114 http://www.tempointeraktif.com/hg/politik/2011/01/03/brk,20110103303364,id.html, http://us.detiknews.com/read/2011/01/03/154324/1538244/10/pidatopresiden-yang-penuh-taburan-istilah-bahasa-inggris?nd992203605 http://news.okezone.com/read/2011/01/04/337/410079/sby-diminta-takgunakan-istilah-inggris-dalam-pidato http://www.goodreads.com/story/show/25935-indonesia-inggris. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020091204 vol. 4, no. 3, 2020 page: 398 405 398 zakat management in indonesia based on the law no. 23, 2011 according to maqasid ash-shari'ah perspective of imamxashxxsyatibix (w.x790 h/1388) ahmad qorib professor of islamic studies, universitas islam negeri sumatera utara medan ahmadqorib@uinsu.ac.id saidurrahman professor of siyasah, universitas islam negeri sumatera utara medan saidurrahman@uinsu.ac.id ali akbar senior lecturer, universitas islam negeri sumatera utara medan aliakbar@uinsu.ac.id abstract. this study aims to determine the management of zakat in indonesia according to law number 23, 2011 in the perspective of maqasid ash-shari'ah imam ash-syatibi, with normative qualitative research methods carried out by examining the content of the materials used available in libraries and zakat institutions. the results of this study indicate that the management of zakat in indonesia in law number 23, 2011 is not in accordance with the perspective of maqasid ashshari'ah imam ash-syatibi and the management of zakat in north sumatra both individuals and companies according to law number 23, 2011 also not in accordance with the maqasid shari'ah perspective of imam ash-syatibi. therefore, a review of zakat management regulations is needed to optimize zakat empowerment for both individuals and companies. keywords: management, zakat, maqasid, sharia introduction the implementation of zakat management that serves the needs of muslim zakat worship has been recorded in the history of zakat in the classical period of islam and has been proven to provide universal benefits to humans. in the qur'an, 27 verses have been found1 with a statement about the parallels between prayer and zakat. thus, there is a close relationship between these two worships, namely the obligatory worship of prayer and the obligatory worship of zakat. if the obligatory worship of prayer has dimensions that describe the relationship between humans and their gods or what is called the vertical-divine relationship, then the obligatory worship of zakat is worship that has dimensions that 1yusuf al-qardawi, fiqhu az-zakah (beirut: muassasah risalah, 1991), p. 42. mailto:ahmadqorib@uinsu.ac.id mailto:saidurrahman@uinsu.ac.id mailto:aliakbar@uinsu.ac.id zakat management in indonesia based on the law no. 23, 2011 according to maqasid ssh-shari'ah perspective of imamxashx-xsyatibix (w.x790 h/1388) doi: 10.30575/2017/ijlres-2020091204 399 describe the relationship between humans and each other or what is called the horizontalhuman relationship..2 since the time of the prophet muhammad, the early islamic government in medina was a prototype of the implementation of a complete zakat management, from determining zakat officers, collecting zakat funds to monitoring prospective recipients according to criteria, their distribution during the time of the prophet muhammad and the early islamic government was under state power (ulu). al-amr). the khitab in q. s. at-taubah verse 103 is intended for the prophet muhammad and then continues to the holder of the leadership position of the next period. zakat contains a holy and clean meaning (at-taharah wa an-nazafah), it can also mean growing as well as increasing (an-nama' wa az-ziyaadah).3 this maqasid ashshari'ah study on the zakat management law comes with the question of what is the purpose of zakat, whether the law number twenty-three years two thousand and eleven has been based on the shari'a and maqasid ash-shari'ah which is philosophically the basis for reject the worship of zakat itself. mahmud shaltut defines ash-shari'ah, namely the rules that allah swt created to be a guide for humans in their relationship to allah swt, fellow muslims, with non-muslims, with nature and all the elements of life.4 while the management of zakat in question is the planning, implementation, and coordination in the collection, distribution, and utilization of zakat. the formulation of the main problem of this study is how to manage zakat in indonesia according to law number 23 of 2011 in the perspective of maqasid ashshari'ah imam ash-syatibi, with details of the formulation of the problem as follows: how to plan, implement, and coordinate the collection, distribution, and the utilization of zakat in the perspective of maqasid syari'ah imam ash-syatibi? literature review the use of maqasid ash-shari'ah thought of by imam ash-syatibi is quite reasonable that imam ash-syatibi connects various theories (nadariyyat) of usul fiqh with maqasid ashshari'ah which aims to benefit the results of legal thought. to strive for a happy human 2mohammad daud ali, sistem ekonomi islam zakat dan wakaf (jakarta : ui press, 1988), p. 90. 3 yuusuf al-qardawi, al-ibadah fi al islam (beirut: mu ’assasah al-risaalah, 1993), p. 258. 4 mahmud syaltut, islam: ‘aqidah wa syari’ah (kairo: dar al-qalam, 1966), p. 12. ahmad qorib, saidurrahman, ali akbar 400 life, the qur'an as a source of law has been analyzed by practitioners of islamic legal theory (usuliyyin) that there are at least 5 pillars that must be upheld, namely maintaining religion (hifz ad-din), preserving the soul (hifz an-nafs), maintaining generation (hifz an-nasl), maintaining ownership (hifz al-mal), also maintaining reason (hifz al-'aql).5 thoriquddin in his discussion of zakat material that produces in ibn assyria's view of maqasid ash-shari'ah. based on the background of the problem that there is no legal sanction for muzakki in the zakat management act number twenty three years two thousand and eleven, imam yazid researched zakat entitled theories of legal sanctions (critical study of law number 23 of 2011 concerning zakat management in indonesia) using normative legal research methods, in his research concluded that the regulation of sanctions for muzakki in the law is something that does not become an obstacle to religious norms, both philosophical and the national legal system. however, there is no research that focuses on the study of the application of maqasid ash-shari'ah thought by imam ash-syatibi to analyze the law on zakat management number 23 of 2011 which observed its application to zakat management in the north sumatra region. the maqasid syari'ah ash-syatibi analysis application is an effort to improve the application of zakat worship which is driven by its implementation by the government towards the indonesian people who strive to perfect their zakat worship and prosper. because maqasid ash-shari'ah as the philosophical foundation of fiqh is the determinant of the superiority of fiqh, especially in the face of rapid social changes. based on the various opinions and considerations that have been stated above, the author considers the study entitled: management of zakat in indonesia according to law number 23 of 2011 in the perspective of maqasid ash-shari'ah imam ash-syatibi is important and urgent to do. methodology the approach used in this research is a qualitative research type with a normative approach. the research method used is a research method using normative law (normative law research) or also called the method of researching law through literature (library research), which is a research method or research methods used in legal research, 5 asy-syatibi, al-muwafaqat, p. 4. zakat management in indonesia based on the law no. 23, 2011 according to maqasid ssh-shari'ah perspective of imamxashx-xsyatibix (w.x790 h/1388) doi: 10.30575/2017/ijlres-2020091204 401 one of which is done by examine the content (content analysis) of the materials contained in the available libraries. the data sources used are primary, secondary and tertiary legal materials. collecting data by recording (inventorying) and detailing (identifying) the law on zakat, then sorting out (classification) and compiling (systematizing) legal materials as required by this study. the steps for implementing normative legal research data analysis activities were carried out in a qualitative descriptive manner. the purpose of descriptive is to describe the steps of research both systematically arranged, real, definite about the phenomena or relationships that exist between phenomena that are in the stage of investigation or research.6 findings and discussion imam asy-syatibi's maqasid asy-shariah perspective on the principles and objectives of zakat management management is a translation of the word "management", due to the addition of the word levy into indonesian, the term derived from english is then translated into indonesian as management.7 management comes from the word to manage which means to regulate, the arrangement is carried out through a process and is arranged according to the sequence of management functions. so, management is a process to realize the desired goals through its aspects including planning, organizing, actuating, and controlling. law on zakat management. no. 23 of 2011 consists of 11 chapters and 47 articles. in general it contains the following: chapter i is general provisions (articles 1 to 4), chapter ii of the national amil zakat agency (articles 5 to 20), chapter iii collection, distribution, utilization and reporting (articles 21 to 29), chapter iv financing (article 30 to article 33), chapter v guidance and supervision (article 34), chapter vi community participation (article 35), chapter vii administrative sanctions (article 36). chapter viii prohibition (article 37 to article 38) chapter ix prohibition (article 39 to 42), chapter x transitional provisions (article 43), chapter x1 closing provisions (article 44 to 47). ratified in jakarta on november 25, 2011 by the president of the republic of indonesia dr. h. susilo bambang yudhoyono. 6imam suprayogo dan tobrani, metodologi penelitian sosial agama, (bandung, remaja rosdakarya, 2001), p. 137 -138 7 suharsimi arikunto, manajemen pengajaran secara manusiawi. (jakarta: rineka cipta, 1993.). 1st printed. ahmad qorib, saidurrahman, ali akbar 402 management of zakat in chapter one article one of law number 23 of 2011 is intended to be planning, implementing, and coordinating activities in the collection, distribution, and utilization of zakat. in article two it is stated that the management of zakat is based on: a). islamic law; b). trust; c). benefit; d). justice; e). legal certainty; f). integrated; and g). accountability. while in article 3 zakat management aims: a). improve the effectiveness and efficiency of services in the management of zakat; and b). increase the benefits of zakat to realize community welfare and poverty alleviation. management of zakat in chapter one article two of law number 23 of 2011 is based on islamic law with the objectives described in article two, namely increasing the effectiveness and efficiency of services in zakat management; and b). increase the benefits of zakat to realize community welfare and poverty alleviation. according to imam ash-syatibi, allah swt sent down shari'a (rules of law) for nothing but to benefit and avoid harm (jalbul masalih wa dar'ul mafasid). with an easier language, the legal rules that allah swt has determined are only for the benefit of humans themselves. then ash-syatibi divides the benefit into three important parts, namely dharuriyyat (primary), hajiyyat (secondary) and tahsinat (tertiary).8 zakat is included in the maslahat dharuriyyat (primary), maqasid or maslahat dharuriyyat is something that must exist for the realization of the benefit of religion and the world. if this does not exist, it will cause damage and even loss of life and life such as eating, drinking, praying, fasting, zakat and other worship. the discussion of zakat in the book of muwafaqat imam ash-syatibi can be found and understood in general. maqasid zakat in it is summarized in four categories: 1) general, 2) relating to mustahiq i.e. zakat recipients, 3) relating to muzakki i.e. giving zakat, and 4) relating to wi'a or property that is zakated.9 in the first category, namely the general category, the first purpose of zakat is to maintain religion, the second is mutual cooperation, the third is for the welfare of the community and the fourth is to guarantee the rights of the community. general categories serve as core aspects that can be the focus of analysis. this is because this category is related to the nature of the implementation of the shari'ah by god. the essence or initial purpose of the implementation of shari'ah is to realize the will of allah swt. if the main elements can 8 asy-syatibi, al-muwafaqat, juz ii (beirut: dar al-kutub al-ilmiyyah, t.t) p. 6 9 taufiq ‘abd ar-rahman salimah ‘akailah, atsar az-zakah fi al-had min inkisaat taghayyur al-bai’ah wa asaruha, (bahrain, muktamar, 2019), p. 3 zakat management in indonesia based on the law no. 23, 2011 according to maqasid ssh-shari'ah perspective of imamxashx-xsyatibix (w.x790 h/1388) doi: 10.30575/2017/ijlres-2020091204 403 be realized and maintained, then maqasid ash-sharia is achieved. the objectives of maintaining religion, mutual cooperation, community welfare, and guaranteeing the rights of the community from the perspective of maqasid ash-shari'ah imam ash-syatibi are reduced in terms of zakat management objectives in law number 23 of 2011 namely a). improve the effectiveness and efficiency of services in the management of zakat; and b). increase the benefits of zakat to realize community welfare and poverty alleviation. imam ash-syatibi's maqasid asy-shariah perspective about zakat management. law no. 23 of 2011 talks more about the position of baznas and amil institutions, procedures, requirements for establishment and sanctions for 'amil who misuse zakat funds. this zakat management law does not regulate articles concerning muzakki and mustahiq, the method of collecting zakat by amil against muzakki is not explained in detail, either in the law itself or in government regulation no. 14 of 2014 as well as in presidential instruction no. 3 years 2014. thus there are no technical rules in the collection of zakat. while in practice, zakat assets can be taken and calculated in two ways, namely 1) self assessment, namely zakat is calculated and paid for by the muzakki themselves, or submitted to non-governmental organizations, or zakat amil bodies to be given to those who are entitled. in this way, zakat is an obligation whose implementation is the awareness of the obligatory muslim. in other words, there is no coercion by the authorities. this system is based on an explanation of the obligations of a muslim who must issue zakat. 2) official assessment, namely zakat will be calculated and allocated by the competent authorities, such as agencies appointed by the government. this system is based on the command of allah swt to the authorities who are authorized to take (khuz) some of the wealth of affluent muslims. in indonesia, a self-assessment system is applied. the law on zakat management has not accommodated the second system (official assessment) except at the request of the muzakki to the zakat amil to calculate the wealth to be zakated. so in general, muzakki calculate the amount of zakat on their wealth and submit it themselves. in fact, in the discussion of important matters from the perspective of maqasid ash-syariah imam asy-syatibi by salimah 'akailah regarding muzakki or zakat givers, several points are discussed including: a) cleansing the hearts of muzakki from being stingy, b) caring, c) obedience to sharia, that the stingy nature of muzakki can be ahmad qorib, saidurrahman, ali akbar 404 removed by taking (khuz) their property by the person who is authorized to do so, namely 'amil. in this case the khitab or the khuz order can be translated by constructing a law and a work system in the form of coercion so that the property has access to be collected or collected. conclusion based on the description above, the conclusions formulated are the first, namely about the principles and objectives of zakat management that are not in accordance with the perspective of maqasid ash-syariah imam asy-syatibi. the second conclusion is that the planning, implementation, and coordination in the collection, distribution, and utilization of zakat are also not in accordance with the perspective of the maqasid ashshariah imam asy-syatibi. for this reason, this paper suggests the need for a review of law number 23 of 2011 which is clearly stated in article two based on islamic law. the second suggestion is that the zakat management regulations contain detailed sanctions for those who meet the requirements as muzakki. bibiliography ahmad m. saefuddin, ekonomi dan masyarakat dalam perspektif islam, ed.1 cet.1. (jakarta: cv rajawali, 1987) muhammad ridwan, manajemen baitul maal wa tamwil(bmt), cet 2. (yogyakarta: uii press, 2005) proyek pembinaan zakat dan wakaf, pedoman zakat (4), (jakarta: departemen agama, 1982) robert c bogdan and biklen, sk, (1982). qualitative research for education; an introduction to theory and methods, boston, allyn and bacon. inc. ahmad, khursid. (1980). studies in islamic economics. leicester. islamic foundation. ali, mohammad daud. (1988). sistem ekonomi islam zakat dan wakaf. jakarta: ui press. al-jaziri, abd. rahman, (t.t). kitab al-fiqhi ‘alal mazahib al-arba’ah. kairo: al istiqamah. al-qurthubi. (1993). al-jami’ li ahkam al-quran. jilid vii. beirut: dar al-kutub ilmiyah. al-syatibi. (t.t). al-muwafaqat fi ushul al-ahkam. beirut: dar al-fikr, badan amil zakat, infaq dan sedekah dki. (1980). pedoman pengelolaan zakat dan infaq/ sedekah. jakarta. bazis dki jakarta. (1978). pedoman pelaksanaan zakat, hasil penelitian dan seminar zakat dki. cetakan kedua. daradjat, zakiah. (1970). peranan agama dalam kesehatan mental. jakarta: gunung agung. hafidhuddin, didin. (2002). zakat dalam perekonomian modern. jakarta: gema insani press. http://9uwdfuqut.fi/ zakat management in indonesia based on the law no. 23, 2011 according to maqasid ssh-shari'ah perspective of imamxashx-xsyatibix (w.x790 h/1388) doi: 10.30575/2017/ijlres-2020091204 405 hardjo, eko budi. (1992). sejumluh masalah pemukiman kota. bandung: alumni. hasan, m. ali. (1996). masail fiqhiyuh ii, zakat, pajak, asuransi dan lembaga kewenangan managemen. jakarta: raja grafindo persada. kahf, monzer. (1995). ekonomi islam; telaah analitik terhadap fungsi sistem ekonomi islam, yogyakarta: pustaka pelajar. yanggo, chuzaimah t. dan drs. hafiz ansary. (1997). probelamatika hukum islam kontemporer, jakarta: pustaka firdaus. az-zuhayli, wahbah. (1989). al-fiqh islami wa’adillatuhu. juz ii. damaskus: dar al-fikr. ulwan, abdullah nasih. (1985). hukum zakat dalam pandangan empat mazhab. jakarta: litera antar nusa. taufiq ‘abd ar-rahman salimah ‘akailah, (2019) atsar az-zakah fi al-had min inkisaat taghayyur al-bai’ah wa asaruha, bahrain, muktamar ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020091203 vol. 4, no. 3, 2020 page: 387 397 387 leader communication model in enhancing the performances of staffs in the police sector office of sinaboy at the distric of rokan hilir hotna sari vice rector for academic and student affairs sekolah tinggi agama islam ar-ridho bagansiapiapi hotnasari703@gmail.com abstract. the purpose of this study was to determine the pattern of leadership communication in improving employee performance at the sinaboy police, rokan hilir regency. the research method used is descriptive qualitative with a population of 22 people. the sampling technique used is a proportional sample. the number of samples or informants in this study were 8 informants. data was collected by conducting observations, interviews, documentation and reference searches. the data sources used are primary sources and secondary data sources. data processing and analysis techniques go through three stages, namely: data reduction, data presentation and conclusion drawing. the results of this study indicate that the pattern of communication and message flow used in an effort to improve employee performance at the sinaboy posek, rokan hilir regency is a structural pattern. the indicator of this communication pattern is the communication from top to bottom, horizontal communication and diagonal communication. barriers to leadership communication on employee performance at the sinaboy posek, rokan hilir regency are (a) miss communication; namely errors in communication such as errors in conveying information from the head of service to employees and staff, (b) semantic barriers are barriers that have ambiguous meanings, in communicating between managers and staff feedback is expected; and (c) physical barriers. physical barriers are very influential on communication because with this obstacle the information conveyed will not reach the recipient of the message. keywords: leader communication pattern, employee performance introducton communication is very important both in human life personally and in organizations. according to harold d lasswell, the functions of communication include: (1) humans can control their environment, (2) adapt to the environment in which they are in, and (3) transform social heritage to the next generation..1 by communicating a person will easily find partners, organizational communication such as internal communication of a company that can maintain good relations between subordinates and superiors and maintain good relations with fellow employees. external communication, for example, 1 hafid cangara, pengantar ilmu komunikasi. (jakarta: pt raja grafindo persada, 2007), p.59. mailto:hotnasari703@gmail.com hotna sari 388 an organization can establish good relations with its external publics and increase and maintain customers (customers).2 the purpose of communication in the organizational process is none other than in order to establish mutual understanding (mutual understanding). internal communication, for example, how leaders can establish good relations with their subordinates in order to achieve the vision, mission, values, which have been implemented by the organization.3 through communication, humans can relate to each other both in daily life, at home, at work, and in the community. the importance of communication for humans cannot be denied, as well as for an organization or company. communication has an important role in an organization or company. with good communication, a company's or organization's activities can run smoothly and vice versa, lack or absence of communication will have a bad impact on the company or organization. communication within the organization to provide information to all its members. every organization or company certainly always wants to improve performance from time to time. performance improvement does not only depend on modern equipment, but also on employees. employees have different characteristics, this is where the challenge for organizations is to regulate the various kinds of specialties that employees have.4 in this paper, the author tries to analyze the communication pattern of the police organization. the sector police (abbreviated as polsek) is the command structure of the indonesian national police at the sub-district level in relation to the government. it is one of the functions of the state government in the field of maintaining security and public order, law enforcement, protection, shelter, service, as well as community development and legal counseling. as a government organization, the sector police (abbreviated as polsek) must pay attention to employees so that they can be responsible, enthusiastic, disciplined, skilled and creative according to what is expected to be able to be in line with technological developments and the demands of effective and efficient organizational activities. from the background of the problem above, two problem formulations can be stated. first, how is the pattern of leadership communication in improving employee 2 ibid. p. 60. 3 redi panuju, komunikasi organisasi, (yogyakarta: pustaka belajar, 2001), p.2. 4 muhammad arni, komunikasi organisasi, (jakarta: bumi aksara, 2009). p.20. leader communication model in enhancing the performances of staff in the police sector office of sinaboy at the distric of rokan hilir doi: 10.30575/2017/ijlres-2020091203 389 performance at the sinaboy police, rokan hilir regency? second, what are the barriers to leadership communication in improving employee performance at the sinaboy police, rokan hilir regency? the purpose of this study was to determine the pattern of leadership communication in improving employee performance at the sinaboy police, rokan hilir regency and also to find out the barriers in communication. then this research is expected to be useful for developing the treasures of knowledge, especially those related to leadership communication patterns in improving employee performance at the sinaboy police, rokan hilir regency. in addition, this research can be useful to increase knowledge, especially leadership communication in an institution or agency. in addition, this research can be used as a reference to deal with various problems in communication, especially therapeutic communication. literature review communication is also referred to as a model and has the same purpose, namely a system consisting of various components that relate to each other. according to nurudin, communication is basically a processing of ideas, ideas and symbols, so that there are certain patterns as a form of human behavior in communicating. tubbs and moss said that communication patterns can be characterized by complementarity or symmetry. in a complementary relationship, there is a dominant behavior from one participant so that the other participant bows down.5 from all the definitions above, it can be concluded that the meaning of the communication pattern is the form or pattern of the relationship between two or more people in the process of sending and receiving messages that are linked by two components, namely an image or plan that includes the steps of an activity with components that are related to each other. is an important part of communication between humans. communication starts from the ideas that exist in a person so that through the ideas conveyed it can be known the types of communication in question. this idea is processed into a message and then sent through certain media to other people as recipients. this communication activity has its own types, namely primary 5 ibid. p.27. hotna sari 390 communication, secondary communication, linear communication and circular communication.6 according to dedy mulyana, the principle of communication consists of nine principles. first, as a symbolic process. second, behavior that has communication potential. third, it has a content dimension and a relationship dimension. fourth, take place in various levels of inequality. fifth, occurs in the context of space and time. sixth, it involves participant prediction of communication. seventh, it is systematic. eighth, having a similar socio-cultural background that makes communication more effective. ninth, is non-sequential. the purpose of communication according to onong uchjana effendy consists of four things. first, change the attitude (to change the attitude). second, change the opinion (to change the opinion). third, change behavior (to change the behavior). fourth, change society (to change the society). meanwhile, according to gordon i. zimmerman as quoted by dedy mulyana that the purpose of communication is twofold, first, to communicate to complete tasks that are important to needs. second, communicate to create and cultivate relationships with other people.7 in terms of the communication function in an organization as mentioned by burhan bungin, it consists of four parts. first, the informative function is to obtain more precise information. second, the regulatory function is to obey the rules in an organization. third, the persuasive function is to persuade subordinates by not relying on authority and power. fourth, the integrative function is to foster a desire for greater participation in employees of the organization. based on the understanding, types, principles, goals and functions of communication above, a leader must be open to each other with his staff. the limitations of communication must be changed into a communication that is transparent and remains proportional and professional. this needs to be done because a leader has a great responsibility not only to his subordinates but also to god almighty. therefore, communication between the leadership and the ranks must be in accordance with their respective consciences so as not to cause negative effects between the two parties. 6onong uchjana effendy, ilmu teori dan filsafat komunikasi, citra aditya bakti, bandung, 2003, p. 5-10 7 deddy mulyana, ilmu komunikasi suatu pengantar, (bandung: pt. remaja rosdakarya, 2000), p. 20. leader communication model in enhancing the performances of staff in the police sector office of sinaboy at the distric of rokan hilir doi: 10.30575/2017/ijlres-2020091203 391 moreover, good communication between leaders and subordinates can foster excellent performance. the concept of communication theory has a significant influence on a performance which is always called job performance/actual performance. it is undeniable that successful performance can be determined by one's ability in that field. however, to explore the potential of this ability, good and directed communication is needed. according to anwar prabu, employee performance is work performance or work results both in quality and quantity achieved by hr for a period of time in carrying out their work duties in accordance with the responsibilities given to them.. 8 performance according to keith davis and john newstrom (in komang ardana) is the study and application of knowledge about how people act in organizations. gibson et al argues that performance is a field of study that includes theories, methods and principles from various disciplines to study individual perceptions, values and actions while working in groups and within organizations as a whole, analyzing the impact of the external environment on the study organization, mission and goals and strategies (in komang ardana). based on the above understanding, performance can be interpreted as the ability that a person has in carrying out his duties so that brilliant achievements are achieved. robbins suggests that indicators to measure employee performance individually can be characterized by quality, quantity, timeliness, effectiveness and independence. on the other hand, gibson suggests that the indicator can be influenced by three factors. first, individual factors, including abilities, skills, family background, work experience, social level and a person's demographics. second, psychological factors consisting of perceptions, roles, attitudes, personality, motivation, work environment and job satisfaction. third, organizational factors which include organizational structure, job design, leadership and rewards. methodology the research will be carried out for 4 (four) months starting from february 2020 to may 2020. this research was carried out at the sinaboy police, rokan hilir regency. the subject in this study was the sinaboy police, rokan hilir district, while the object was 8 ibid. h.68 hotna sari 392 the leadership communication pattern in improving the performance of employees at the sinaboy police sector, rokan hilir district. the population in this study is the sinaboy police, rokan hilir regency, totaling 23 people. the sampling technique used in this research is the selection of informants or samples using purporsive sampling technique. this technique is done by taking a sample of data sources with certain considerations. the reason for using this purposive sampling technique is because not all samples have criteria that match the phenomenon under study. therefore, the authors chose this purposive sampling technique with certain considerations or criteria that must be met by the samples used in this study. the sample informants in this study amounted to eight people as follows: table 1 informant characteristic no name position 1 akp evi hermanto chairman of police office 2 aipda fitriadi ps. kasium 3 brigadir hamid zamri ba unit intelkam 4 bripka joan kurniawan kanit reskrim 5 aipda japarudin siregar kanit binmas 6 aipda doni pasaribu kanit sabhara 7 widya staf intelkam dan reskrim 8 desti dwiarti staff binmas dan sabhara total 8 persons findings and discussion structural communication pattern (top down) structural communication is a formal communication process that is usually carried out in formal institutions through a command line from the leadership. this command line is based on organizational structure by actors who communicate as organizational officers with their respective statuses. the pattern carried out is formal, namely from the leadership to the staff. leader communication model in enhancing the performances of staff in the police sector office of sinaboy at the distric of rokan hilir doi: 10.30575/2017/ijlres-2020091203 393 the structural pattern used at the sinaboy police, rokan hilir regency has been running effectively, both for the leadership and staff because at the sinaboy police, rokan hilir regency already has an organizational structure and each employee has a task. the use of this pattern becomes a directed communication flow between the sector police chief, unit head, and staff. given that the sinaboy police station is one of the organizational units, the structural communication pattern becomes one of the means for leaders to give orders to their subordinates. in this case the leader at the sinaboy police has three important roles, namely interpersonal, informational and decision-making roles. one of the duties of the sinaboy police is to maintain security and public order in the same way as other police stations. in addition to the task of maintaining security, there are other duties, namely law enforcement, providing protection, protection and service to the community as well as other tasks within the jurisdiction. to realize this task, of course, it requires good coordination and performance from all personnel or employees through communication. communication carried out by leaders in an effort to improve quality, quantity, effectiveness, independence and on time in completing work is to provide instructions because each unit already has its own task. in government agencies there are various tasks, such as instructions, explanations, oral reports, talks to get information so that communication goes well, it is necessary to pay attention to the clarity of the message. in order to improve work performance, the leader usually gives instructions or orders to subordinates. this instruction or order is usually carried out at a meeting or an apple every morning. however, not all instructions or orders are given only during the meeting or the morning meeting. if it is urgent, there is no need for all meetings because there are already sops. as a public servant, the police must put the community first. researchers see that, communication from top to bottom or from leadership to subordinates is quite effective because in a government agency it is the determinant of the continuity of a planned activity, because the leader gives orders, directing what to do. leaders can give instructions to subordinates in order to carry out their duties and responsibilities properly and subordinates carry out instructions or orders given by the leader. this can be proven by the establishment of good relations and the creation of a conducive atmosphere in the community. hotna sari 394 horizontal communication communication is very important in binding organizational unity. the direction of the message flow can take place within a government agency, namely from leadership to subordinates, or from subordinates to leadership. the flow of communication can also be carried out horizontally or from the side, namely the flow of communication between parties who have the same level in the organization. horizontal communication at the sinaboy police has been going well. this can be seen from the coordination between fellow personnel, the creation of good relations between fellow personnel, good cooperation in handling cases. the implementation of horizontal communication related to the coordination of activities and work also went smoothly. the type of communication used is formal and informal, depending on the needs and the situation. this is in accordance with the theory which states that horizontal communication plays an important role in fostering relationships among employees and encouraging the creation of a cohesive work unit. employees of the same level, who interacted frequently, appeared to have less difficulty understanding one another. interaction between peers produces emotional and psychological support. trust among co-workers, high attention to will create a good and harmonious work environment in an organization.9 diagonal communication diagonal communication is communication that takes place from one party to another in a different position, where the two parties are not on the same structural path. diagonal communication is used by two parties who have different levels but do not have direct authority to the other party. one of the indicators in this research is diagonal communication. through interviews, the author concludes that diagonal communication at the sinaboy police station is also going well. each unit needs each other, especially in terms of solving a case. as exemplified by aipda doni pasaribu, that in solving a case, it is often necessary 9 nathania. hubungan aliran komunikasi organisasi dengan kinerja karyawan pt.sarana lubitama semesta, jurnal e-komunikasi vol.2, no.3. 2014. leader communication model in enhancing the performances of staff in the police sector office of sinaboy at the distric of rokan hilir doi: 10.30575/2017/ijlres-2020091203 395 to coordinate with other departments, not because one section is unable to resolve it, but indeed the case must be resolved together because it is related to other units. this is in accordance with the theory which states that diagonal communication involves communication between two different levels of the organization. the diagonal form of communication has several advantages, namely the dissemination of information can be faster than traditional forms of communication and it allows individuals from various parts or departments to help solve problems within the organization..10 the obstacles of communication in sector police office of sinaboy obstacles are common things that can be encountered by every human being. both from within oneself, from the social environment and the wider community. the obstacles in leadership communication on employee performance at the sinaboy police based on interviews are as follows. miss communication that occurred at the sinaboy police sector was due to an error in one of the communication processes that would cause the goal or mission to be achieved not to be achieved. if in an organization, the communication that is built between the leadership and staff occurs an error in building a communication (miss communication), then it is certain that the organization will not take place continuously and the teamwork that will be built in the agency will be messy and chaotic. the results of this study indicate that communication within an organization really needs to be considered so that the team work that has been built well can be maintained, so that it can increase solidarity among others so that the expected goals can be achieved. in general, the language that must be used in the sinaboy posek environment is indonesian. however, sometimes the native language of their respective regions will not disappear even though they are required to speak indonesian. from the results of the interview above, it shows that the barriers in terms of language differences can be overcome with awareness and immediately change the local language which was 10 poppy ruliana, komunikasi organisasi: teori dan studi kasus, (depok: rajawali pers, 2018), p.160 hotna sari 396 originally said to be indonesian and become a word that can be easily understood by the interlocutor. based on the results of the study, one of the inhibiting factors of communication at the sinaboy posek, rokan hilir regency, was an error in receiving information or messages, problems in interpreting messages and problems in the network and telephone signals. one of the factors that hinder the occurrence of internal communication is the problem when delivering messages from the sender to the recipient due to physical factors such as telephone networks, telephone speakers and signals. although these disturbances seem trivial, they hinder the communication process. based on the results of interviews and observations, it can be concluded that the factors that hinder the occurrence of internal communication at the sinaboy posek, rokan hilir regency, are differences in understanding information or tasks given by the leadership due to lack of clarity and delays in providing instructions and instructions regarding implementation. the task, there is a problem with the telephone network, the health condition of the sender and recipient of the message that can interfere with concentration in communicating and there is a misinterpretation of the message given.. conclusion based on the results of the research that has been stated in the previous discussion, the following conclusions can be drawn: the pattern of communication and message flow used in an effort to improve employee performance at the sinaboy posek, rokan hilir regency is a structural pattern. structural communication is a communication process that is carried out structurally with stages in decision making by holding work meetings so that work programs can be realized properly so that there is no miscommunication and the main goal can be achieved. the indicators of this communication pattern are top-down communication, horizontal communication and diagonal communication. barriers to leadership communication on employee performance at the sinaboy posek, rokan hilir regency are (a) miss communication; namely errors in communication such as errors in conveying information from the head of service to employees and staff, (b) semantic barriers are barriers that have ambiguous meanings, in communicating between managers and staff feedback is expected; and (c) physical leader communication model in enhancing the performances of staff in the police sector office of sinaboy at the distric of rokan hilir doi: 10.30575/2017/ijlres-2020091203 397 barriers. physical barriers are very influential on communication because with this obstacle the information conveyed will not reach the recipient of the message.. bibiliography cangara, hafid. pengantar ilmu komunikasi. 2007. 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(depok: rajawali pers ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020050812 vol. 4, no. 2, 2020 page: 348 356 348 the influence of reading interest on achievement motivation of english literature students of bina darma university in palembang fitria aprilia language education postgraduate program, universitas negeri jakarta, indonesia fitriaaprilia_7317167644@mhs.unj.ac.id ninuk lustyantie language education postgraduate program, universitas negeri jakarta, indonesia ninuk.lustyantie@unj.ac.id zainal rafli language education postgraduate program, universitas negeri jakarta, indonesia zainal.rafli@unj.ac.id abstract. reading interest becomes one of the most substantial issue in the latest research nowadays. this research aims to investigate the influence of reading interest on students’ achievement motivation of the undergraduate students of english literature study program of bina darma university in palembang. to achieve the aim, the questionnaires of reading interest and achievement motivation were administered to a group of 60 students who became the sample of the study. the questionnaires before had been piloted to other students out of the sample in order to check the validity and reliability. to analyze the data, path analysis was used and the result showed that there was a positive direct effect of reading interest on english literature students’ achievement motivation with the coefficient value 0.449. in addition, the magnitude of the direct effects of reading interest on students’ achievement motivation was 20.2%. finally, the interpretation, implications and recommendation of the results were also discussed. keywords: reading interest, achievement motivation, english literature students introduction motivation is a conscious effort to move, direct and maintain one's behavior so that he/she is compelled to act to do something so as to achieve certain results or goals (hamdu & agustina, 2011). there are several things related to motivation, first is the existence of a change in energy within the individual. this change can occur if there is motivation from within oneself. if previously there was no desire to do something, then there was a change to do it, this means that the motivation existed in that person. second is that motivation will also be marked by effective encouragement and reactions from mailto:fitriaaprilia_7317167644@mhs.unj.ac.id mailto:ninuk.lustyantie@unj.ac.id mailto:zainal.rafli@unj.ac.id the influence of reading interest on achievement motivation of english literature students of bina darma university in palembang doi: 10.30575/2017/ijlres-2020050812 349 individuals who get the motivation. the reaction can be in the form of attitudes, feelings, behavior and so on. third is that the reaction occurs because of a desire to achieve the goal. people who are motivated will usually show an effort or reaction in achieving the desired goals. thus, motivation is the main support for humans in achieving all their dreams and life goals in various ways (santosa, damayanti, & dewi, 2016). the problem of low achievement motivation was something that needed to be researched or investigated. this problem could be addressed, of course, by identifying what factors could influence the achievement motivation of the students. starting from the internal factor, it could be seen that one of the internal factors that could influence the achievement motivation of the students was reading interest. interest is a student's tendency to approach rather than avoid involvement in certain content or actions, for instance reading and writing, from time to time (abbott et al., 2017). following nurhaidah and musa (2016) individuals who have an interest in reading will be encouraged to pay attention to any kinds of reading activities. previous studies have shown that reading interest could be one of the factors which influenced the students’ achievement motivation. reading interest plays major role in a second or foreign language learning since students’ high or low interest largely determine the achievement motivation of the students. the uniqueness of this study was on the focus of the study which was the achievement motivation of english literature students at the tertiary level. therefore, the authors in this study would like to find out whether reading interest can serve as predictor of achievement motivation of the undergraduate students of english literature study program of bina darma university in palembang. particularly, the research aims to answer the question “does reading interest influences students’ achievement motivation?”. in line with the problem of the study, the objective is to investigate whether reading interest influences students’ achievement motivation. hopefully, this study will give beneficial information for students, teachers, and parents to understand the concept of reading interest as a factor that can affect the students’ high or low motivation in learning. by understanding the importance of interest and motivation, it is hoped that the students will become more successful and independent for their future. fitria aprilia, ninuk lustyantie, zainal rafli 350 literature review in relation to learning, motivation is very closely related to the needs of self-actualization so that motivation has the greatest influence on student learning activities. if students has no motivation to learn, it will cause a sense of laziness in following the teaching and learning process and doing individual tasks. motivation has a very substantial function in the learning process of students, because motivation will determine the intensity of the learning effort done by the students. the students who have high motivation learn better than students who have low motivationthis means students who have high learning motivation will be diligent in learning and continue to learn continuously without knowing despair and can put aside things that can interfere with learning activities (prasetyaningrum, 2018). meanwhile, achievement is closely related to an expectation where expectations are formed through learning in their environment and always contain a standard of excellence which is a frame of reference for someone when working on assignments, solving problems and learning other skills. bayanie (2013) explains that achievement is an indicator of motivation where individuals who are bound to the task will try harder and persevere so that they will be more successful. achievement motivation is an individual factor that comes from within the students. good motivation in learning will show good results (bagiarta, karyasa, & suardana, 2015). sahidin and jamil (2013) suggest that students who have good achievement motivation are characterized by several things: students are responsive to challenges, especially in learning, rational in thinking, responsible in this case always being honest and enthusiastic in learning, trying to excel in group, and can always adjust themselves when interacting with friends. achievement motivation is an impulse related to how to do things better, faster, more efficiently than what has been done before, as an effort to achieve success or succeed in competition with a measure of excellence that can be the achievements of others or one's own achievements (septianti, 2017). students with high levels of achievement motivation tend to be smarter as they become adults (sudarsa, karyasa, & tika, 2013). achievement motivation is one of the factors that also determines the learning success. the size of the influence depends on its intensity. students who have high achievement motivation are also more diligent in dealing with assignments, resilient, and do not give up easily when facing the difficulty, have a high interest in various problems, work independently, can defend opinions and the influence of reading interest on achievement motivation of english literature students of bina darma university in palembang doi: 10.30575/2017/ijlres-2020050812 351 are happy to find and solve problems. all learning activities including reading will be done with high motivation and enthusiasm so that students will more easily understand the contents of the reading and achieve the goals in the learning process. unfortunately, the achievement motivation of the students is not categorized in a high level yet. according to santosa and us (2016) there are some factors that cause the low motivation of the students, for example dynamic elements in learning, student conditions, student abilities, environmental conditions, and student ambitions. in this study, the low level of students’ achievement motivation could be seen from the results of preliminary observations in bina darma university in palembang. the authors found various problems faced by undergraduate students of english literature study program of bina darma university in relation to their achievement motivation. the problems which appeared in the classroom such as low attendance in the class, students did not do the assignments well, students were quickly discouraged in facing difficulties, students were not enthusiastic in following the lessons, students were not active in learning, students were not enthusiastic about answering questions given by the lecturer, and the students’ grades did not reach the passing grade. according to retariandalas (2017) interest has a strong driving force in the realization of an activity. it is the same as motivation. if someone has no motivation then he has no goals, so that what is done will not be maximized. students are motivated to excel and want to read because they have high interest. when a student has been motivated, then what he/she will do will also be well directed. students who are motivated to learn a topic tend to engage in various activities that they believe will help themselves learn, such as paying close attention to the lessons, organizing and memorizing material to be learned, taking notes to facilitate subsequent learning activities, checking their level of understanding and asking for help when they do not understand the material. students who are interested in reading activities understand the importance of reading in their lives so that they are more motivated to excel in learning, because one way of learning is through reading activities (safitri, kaswari, & syamsiati, 2013). by having interest in reading, it is expected that the students are able to arouse their achievement motivation and finally enhance their achievement in learning. fitria aprilia, ninuk lustyantie, zainal rafli 352 methodology the method used in this study was survey method with path analysis technique. the population was all students of english literature study program of bina darma university in palembang. meanwhile, the sample of the study was determined by using simple random sampling technique on the students who were considered meeting the requirements in conducting the study. therefore, the total number of the sample was 60 students. the sample of the study was not subject to any kinds of treatment but was given questionnaires to obtain the data of achievement motivation (y) and reading interest (x). to check the validity and reliability of the instrument, the questionnaires had been piloted to other students who were not involved as the sample of the study. the validity analysis used in this study was corrected item-total correlation. on the other hand, the reliability analysis used in this study was cronbach’s alpha. the result of the analysis showed that both of the questionnaires were reliable. the reliability of the reading interest questionnaire and achievement motivation were 0.975 and 0.981 respectively. meanwhile, there were 34 valid items for reading interest and 33 valid items for achievement motivation questionnaires. findings and discussion the data gathered from the questionnaires were analyzed by using spss 20 application. to test the hypothesis, the inferential statistical analysis was used. normality and linearity test functioned as the requirement analyses had been done before testing the hypothesis. the normality test used in this study was one sample kolmogorov-smirnov test with the probability value higher than 0.05. in addition, the linearity test used was test of linearity with a significance level of 0.05. from the analyses, it was found that the data in this study were distributed normally with significance value 0.189 and linear for the variables of reading interest and achievement motivation with significance value 0.001. furthermore, based on the analysis, the direct influence of reading interest on students’ achievement motivation could be seen at the table below: table 1. result of the analysis r squar e standardized coefficients (beta) t sig. 0.202 0.449 3.829 0.00 0 the influence of reading interest on achievement motivation of english literature students of bina darma university in palembang doi: 10.30575/2017/ijlres-2020050812 353 from the table above, it could be seen that the determination coefficient value (r2) was 0.202 which means that 20.2% of the variability of the achievement motivation variable could be explained by reading interest. the positive direct effect could be seen from the path coefficient shown by beta (standardized coefficients) column. the error was 1 r2 = 1 0.202 = 0.79. furthermore, the value of fo = 14.663; with the degree of freedom df1 = 1; df2 = 58, and p-value = 0.000 less than 0.05 or h0 was rejected. thus, the reading interest variable affects the achievement motivation variable. it was also known that the path coefficient value shown in beta (standardized coefficients) column was 0.449. from the coefficient table, the value of t0 = 3.829 and p-value = 0.000 / 2 = 0.000 less than 0.05 or h0 was rejected. in conclusion, the variable of reading interest has a positive direct effect on achievement motivation. the effect of reading interest on students’ achievement motivation was proved by the t-test value of 3.829 with the significance of 0.000 which was smaller than 0.05, which means that there was a significant influence of reading interest on achievement motivation. regression coefficient of 0.202 indicated a positive influence, meaning that the higher the interest in reading, the better the achievement motivation and vice versa. this coefficient value also means that the achievement motivation will increase by 0.202 in one improvement of reading interest. the magnitude of the coefficient of the direct effect of reading interest on achievement motivation was 0.449. in this study, it was found that reading interest had a positive direct effect on students’ achievement motivation. thus, an increase in reading interest will lead to an increase in achievement motivation. one of the internal factors that could influence the achievement motivation was reading interest. interest is the key aspect which determines how a person selects and processes the types of information that will be chosen among other information. any type of interest (individual or situational) tends to facilitate individual understanding and recognition of the object of interest. interests that are individual in nature are usually formed long and will last a long time, including reading interest. as part of the academic community, students have a reading obligation. the tertiary education environment is a strategic place to develop reading interests and habits. reading activities should be a daily routine activity of the scientific and academic community, because their tasks require them to continue reading. learning, researching, writing, joining the seminar and discussion activities require students to always read fitria aprilia, ninuk lustyantie, zainal rafli 354 and obtain relevant and up-to-date knowledge and information so that the quality of their learning outcomes continues to improve.in order to graduate properly, students must study and read a number of reading materials, especially those recommended by their lecturers. students as human resources really need ideas and opinions to develop the country. the quality of human resources is very much related to the reading interest of the students (siswati, 2010). one of the factors influencing reading interest is motivation (fitrianingsih, muharram, & suud b, 2017). motivation is a key factor in reading. the key to motivation is simple and quite easy to achieve. the key is that educators must demonstrate to students / individuals teaching practices with individual interests and experiences, so that individuals understand the reading itself as a need. the results of the research from nursalina and budiningsih (2014) stated that interest is a motivational tool in learning, besides that interest is a psychological potential that can be utilized to explore motivation. achievement motivation is a desire that is high and better than others. this desire is realized by reading activities that can broaden knowledge and can be useful in life. interest has a relationship to reading, because if the reading or writing material to be read is not in accordance with the interests of students, then students will not read it with all their heart and feelings, because there is no appeal from the reading material. in doing reading activities, students really need encouragement, stimulation, motivation and reinforcement. provision of reading reinforcement to students will have a positive impact that is making students motivated to repeat reading activities continuously. based on the theories and experts’ view before, it could be concluded that the students’ achievement motivation was influenced by reading interest. therefore, the finding of this research empirically supports the theories or findings of the experts that have been described previously. conclusion in this research, it was concluded that reading interest had a positive direct effect on the students’ achievement motivation. in other words, reading interest significantly affected the level of achievement motivation of the students. the higher the interest in reading, the better the achievement motivation of the students. based on the finding of the research, it could be concluded that the research hypothesis which stated "there was a positive direct effect of reading interest on the students’ achievement motivation" was accepted. the process of learning in educational institutions should be more relevant for the influence of reading interest on achievement motivation of english literature students of bina darma university in palembang doi: 10.30575/2017/ijlres-2020050812 355 the growth and improvement of achievement motivation. finally, future studies with a broader scope should be able to identify varieties of other variables which can influence the students’ achievement motivation. bibilioghraphy abbott, 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(2016). dampak rendahnya minat baca dikalangan mahasiswa pgsd lampeuneurut banda aceh serta cara meningkatkannya. jurnal pesona dasar, 3(4), 1-11. nursalina, a.i., & budiningsih, t.e. (2014). hubungan motivasi berprestasi dengan minat membaca pada anak. educational psychology journal, 3(1), 1-7. retariandalas. (2017). pengaruh minat membaca dan motivasi belajar terhadap prestasi belajar ipa siswa. jurnal formatif, 7(2), 190-197. safitri, n., kaswari., & syamsiati. (2013). korelasi antara minat membaca dengan motivasi belajar siswa kelas v sdn 03 pontianak selatan. jurnal pendidikan dan pembelajaran khatulistiwa, 2(9), 1-13. sahidin, l., & jamil, d. (2013). pengaruh motivasi berprestasi dan persepsi siswa tentang cara guru mengajar terhadap hasil belajar matematika. jurnal pendidikan matematika, 4(2), 212-223. santosa, a. b., damayanti, a., & dewi, s. u. 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(2013). pengaruh model pembelajaran kooperatif tipe stad berbantuan lks terhadap pemahaman konsep kimia ditinjau dari motivasi berprestasi. e-journal program pascasarjana universitas pendidikan ganesha, 3(1), 1-13. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) vol. 1, no. 1, 2017 page: 119 – 129 119 communication ethics ibn miskawaih and its relevance to the solving of moral problems in indonesia muhammad taufiqharahap email: mtaufiqhrp@gmail.com state islamic university of north sumatra, medan – indonesia hasyimsyah email: hasyimsyah@uinsu.ac.id state islamic university of north sumatra, medan – indonesia suwardi email: suwardi@gmail.com state islamic university of north sumatra, medan – indonesia abstract: this research was in depth exploration of the concept of communication ethics and its relevance for the solving of the problems of indonesian moral formulated by ibnmiskawaih in his work the tahdzib al-akhlak. in the study of communication science, these two things are interrelated. communication ethics is an ethical standard for communicators and communicants in communication. from the topic above, there are several problems from the purpose of this study they are; knowing the views of ibnmiskawaih about ethics in terms of communication science perspective, knowing ibnmiskawaih's views on the ethics of verbal and non-verbal communication, knowing the view of ibnmiskawaih about the ethics of intrapersonal communication, knowing ibnmiskawaih's views on the ethics of interpersonal communication, knowing ibnmiskawaih's view of the ethics of group communication, knowing ibnmiskawaih's view of the ethics of media communication, knowing ibnmiskawaih's view of the ethics of social communication, formulating the communication ethics of ibnmiskwaih and its relevance for the solving of moral problems in indonesia. the research methodology was begun by putting the type of qualitative research with historical research and social research approaches to the study of excellent figures to explore the thoughts and views of a figure in the field. the figure intended here was ibnmaskawaih with descriptive method, which is a research procedure that produces the descriptive data in the form of written or oral words of the people and behave that can be observed directed at the background of individuals holistically that occurred in the past. the tahdzib al-akhlak, the work of ibnmiskawaih contains and affirms communication ethics clearly and systematically. all the substance of the book was oriented to the communication ethics. the ibnmiskwaih writing has laid the verbal and nonverbal communication, intrapersonal communication, interpersonal communication, group communication and also mass communication. in the context of the solving of morality problems in indonesia, the communication ethics written by ibn miskawaih in the tahdzib al-akhlak was also became a strategic solution to be applied, moreover indonesia is in the condition of multi dimensional moral degradation. the tahdzib al-akhlak by ibnmiskwaih contains thoughts and moral teachings that were based on the noble moral values, collaboration between the study of theoretical philosophy and practical guidance, where the segment of education and teaching were more prominent. so in this context, ibnmiskwaih communicated various thoughts as a solution approach. firstly, moral degradation was changed through the education. secondly, mailto:mtaufiqhrp@gmail.com mailto:hasyimsyah@uinsu.ac.id mailto:suwardi@gmail.com communication ethics ibnmiskawaih and its relevance to the solving of moral problems in indonesia 120 the importance of education for children and adults. thirdly, a fair leader in order to prevent the nation's moral degradation due to the role of a just leader is needed. fourthly, the government's attention to the society became as the father's relationship with his son. fifthly, choose a good friend as an effort to prevent the moral degradation. sixthly, social virtue was also an important step in the solution of nation degradation. seventhly, maintain mental health. this step was also quite strategic in solving the nation's degradation. at least internally there is an attempt to prevent the soul from becoming healthy and not easily contaminated with bad behaviors that can cause moral degradation in congregation. keyword: moral, ethics, communication of tahdzib al-akhlakdanibnmiskawaih introduction a scholar as well as philosophers morality that concentrates on the field of moral philosophy named ibnmiskawayih,1 has introduced the communication ethics with the concept: (1). view the importance of education for human beings in relation to the moral coaching. (2). miskawaih argues that communication ethics plays a vital role in human interaction, whether with fellow human beings, the environment, or the organization. (3). miskawayh states the possibility of human experience khuluq changes, and in terms of this is necessary the existence of the rules of shari'a, advice and various teachings about morals because humans with a sense can choose and distinguish which should be done and which should be abandoned. (4). for ibn miskawaih, ethical philosophy as a separate discipline is a methodological system for achieving good khuluq which publishes easy actions to achieve the ultimate goal: sa'adahabadiyah. (5). through a critical study of philosophy on the problems that cause the emergence of deviant behavior or criminal action, is expected to provide solutions to these problems. (6). therefore, it is necessary first to know the essence of the concept of the soul (nafs) and its functions and its potentials, which, if used properly, will achieve high human dignity. it is also necessary to understand ways of maintaining the health of the nafs and diseases that pollute it.2 1ibn maskawaih was born in iran in 330 h / 932 ad and died in 421 h / 1030. ibn miskawayh spent all his life during the abassiyyah caliphate lasting 524 years, from 132 to 654 h / 750-1258 ad his full name is abu ali ahmad ibn muhammad ibn maskawaip. prior to entering islam, ibn miskawayh was a magi follower, believing in the stars. 2saeful anwar, makalah: ibnu miskawaih dan falsafat akhlak http://irfanna.blogspot.com/search/label/jurnal-makalah-penelitian/ibnu_miskawaihdan_falsafat_akhlak.htm), accessed on june 1, 2013. muhammad taufiqharahap 121 the theory of ibn miskawaih is very interesting to be explored in depth. at least this communication ethics can be a solution in the degradation of moral degradation, as well as an effort to lift and develop new perspectives in science communication. the purpose of this study is formulated as follows: 1) to know the view of ibn miskawaih about the ethics of communication. 2) to know the view of ibn miskawaih about the ethics of verbal and non verbal communication. 3) to know the view of ibn miskawaih about the ethics of intrapersonal communication. 4) to know the view of ibn miskawaih about the ethics of interpersonal communication. 5) to know the view of ibn miskawaih about the ethics of group communication. 6) to know the view of ibn miskawaih about the ethics of media communication. 7) to formulate the communication ethics of ibnmiskwaih and its relevance for the settlement of morals struggle in indonesia. literature review terms of ethics and ethics is a term that is sometimes equated meaning and sebahagian differentiated opinions of meaning. for these three terminology need to be described, so it looks the third red thread whether the three terms contain the same meaning or there are differences. in terminology, various editors put forward by scholars and muslim scholars. according to ibnmiskawaih, morality is the state of the soul that invites or encourages a person to do without being thought through and taken into account in depth. there are two kinds of perspectives: (1). alamiyah and depart from character. for example the presence of an irritable person, because the smallest thing or who is afraid of small incidents. also in people who are pounding due to a very weak voice that hit the eardrum, or fear of hearing the news or laughing too much just because of one extraordinary thing that amazed him, or saddened by things that did not overwhelm him. (2). created through habit and practice. at first this state occurs because it is considered and considered, then through practice continuously, into character”.3 al-ghazali, said that the subject of ethical discussion covers all aspects of human life, both as individuals and groups. viewed from all aspects of human life, 3abu ali akhmad al – miskawaih, tahdzib al-akhlak (lebanon, beirut : dar al-kutub, 1985) p. 265 communication ethics ibnmiskawaih and its relevance to the solving of moral problems in indonesia 122 human actions can be categorized into two kinds, namely: first, the act of being born with the will and willful. second, acts born without will and not intentional. the types of first deeds include ethical deeds. such deeds may be judged good or bad, because they are born with will and done willfully by the perpetrator. while the second type of action does not become the field of ethical object, because it can notbe judged good or bad. the act is a reflex motion that was born without a will and not done intentionally. the formation of human characters whether to be good or bad character becomes an important study in ethics. human character is not only formed just like that, but also caused by the factors or the basics that make up the behavior. these factors contributed to the printing and influence of human behavior. various ethicists explain the basics of character formation by human, instinct, habit, descent, environment (milieu), will conscience (dlamir) and education. these factors are summarized in the descriptions below. when talking about the characteristics of islamic ethics, it also has its own characteristics and certainly different from the characteristics of the flow of philosophical ethics. according to hamzah jacob, the characteristics of islamic ethics are: (a). moral resources (qur'an and sunnah). in islamic ethics, the qur'an and sunnah serve as a moral source or basis of moral teaching. (b). the position of intellect and instinct, putting that sense and instinct into the basis of determining the good and bad of an action. (c). motivation of faith. this means that every good deed done by humans actually contained the value of worship in it. (d). the chain of morals namely a relationship of faith motivation with the chains of akhlaq.4 (e). the noble purpose of islamic ethics. the ultimate goal of islamic ethics, islam teaches that the whole set of human life from beginning to death is solely dedicated to allah swt. there is an ethical relationship with the current evolving sciences of psychology, sociology, law, philosophy, fiqh, monotheism and communication science. this shows the original branch ethic of philosophy, but in its development is very touch and integrated with one another. it will not even be perfect to study a particular science without involving ethics. 4ibid., p. 52 53 muhammad taufiqharahap 123 the relationship of ethics and science communication is very strong and need each other. communication is a branch of social science that is multidisciplinary, multidisciplinary nature of communication science caused by the object of observation communication studies in such a complex and related to other disciplines of science including ethics studies. if connected with ethics is definitely communication related to behavior. moreover, humans who communicate must interact with other humans. almost everyone needs social relationships with others, and this need occurs with the exchange of messages that serve as a bridge to unite humans without communicating to be isolated. the messages are surfaced through human behavior. starting from waving, smiling, surly, nodding or giving a gesture, we are also behaving. often these behaviors are messages. the messages are used to communicate something to someone.5 according to richard l. johannesen, ethical issues are always inherent in every form of communication between people so that communication is judged in the right and wrong dimensions always involve a meaningful influence on other human beings, so the communicator consciously chooses a particular goal to be achieved and ways of communicating to achieve that goal.6 especially in communicating always experience the problem of ethics in various contexts. there is interpersonal communication, small group communication, public communication, organizational communication, mass communication and intercultural communication. messages delivered can be verbal and non verbal (facial expressions, gestures, hands, intonation, even silence). this means that ethical communication is needed even though situational.7 findings and discussion as a result of the findings of this study there are several important points, it can be seen as follows: firstly, ibnmiskawaih has put the concept of communication ethics. defenitifibn miskawaih does not define the ethics of communication, he only defines the ethics which he thinks is the state of the soul that causes the soul to act without 5dedy mulyana, komunikasi antar budaya panduan berkomunikasi dengan orang-orang berbeda budaya, (bandung: rosdakarya, 2006), p. 12 6 richard l. johannesen, etika komunikasi (bandung : pt remajarosdakarya, 1996) p. 2 7ibid., p. viii communication ethics ibnmiskawaih and its relevance to the solving of moral problems in indonesia 124 thought or considered in depth. this kedaan depart from the character and habit or practice. yet when viewed and measured by communication theory clearly in his masterpiece tahdzib al-akhlak (moral education) gives the message of communication ethics as seen in the exposition of this book that is to instill in us moral qualities and execute them in spontaneous main actions. to carry out that which should be a priority is human nature, the perfection of power and the purpose of his soul. the book of tahdzib al akhlakwritten by ibnmiskawaih contains seven chapters. when viewed from one chapter to another chapter are interrelated. this shows that the feature of this book is in the "academic scholastic system" which means to be completely systemized. tahdzib al-akhlak by ibn miskawaih contains and affirms clear communication ethics. all the substance of the book beroreantsi to communication ethics. as mentioned muhammad mufid, ethics of communication is defined as the ethical standards used by communicators and communicants. what ibn miskawaih wrote in the book of tahdzib al akhlak reflects and accommodates from the kinds and forms of communication science itself. it may be said that ibn miskwaih has laid out the various divisions of communication before we know it today. such as verbal and nonverbal communication, intra personal communication, interpersonal communication, group communication, organizational communication and mass communication secondly, ibnmiskawaih lays down clearly the ethics of verbal communication. communication delivered in writing using the language. language was a set of words that have been structured into a set of sentences that contain meaning. the book of tahdzib al akhlak was a manifestation of the ethics of verbal communication. what ibnmiskawaih writes in these seven chapters was a form of verbal communication. the language that he was delivered in tahdzib al akhlak was a set of symbols understood by all communities. the language of ibnmiskawaih in the book was the primary means of unifying his thoughts, feelings and intentions by using words in writing that present various aspects of the reality of life, whether it was happening or what will happen in the future. an example was seen in the introduction to the book tahdzib al -akhlak says: "instill within us moral qualities and exercise in spontaneous primary actions. in doing so, the first thing to note is the nature, perfection, power and purpose of the soul. "ibnmiskawaih invited us all muhammad taufiqharahap 125 through verbal communication to uphold good deeds, while providing guidance for young people to always do beneficial to avoid getting lost. the writings continue to flow in the form of guidance and advice on the importance of good etiquette in this life and to abstain from disgraceful acts that are indeed destructive to our own lives. the language function in the book tahdzib al akhlak is important. at least when associated with larry l. barker, languages have three functions: language as naming (naming or labeling), language as interaction, and language as information transmission. the three functions of the above language if associated with tahdzib al akhlak accommodate the three functions. in tahdzib al akhlak many languages in the form of naming affirmed by ibnmiskawaih and giving their own terms can be termed already popular or termed by ibnmiskwaih. for example the definition of soul, the parts of virtue, goodness is the midpoint, justice, love and friendship and others. tahdzib al-akhlak contains an interaction function that emphasizes ideas and emotions. almost all chapters of ibnmiskwaih's book offer ideas and emotions. for example ibn miskawaih describes mental illnesses, maintaining mental health and ways of healing mental illness. these are all important ideas that ibnmiskwaih offers. tahdzib al-akhlak also contains the function of transmission and informsi. it is very clear what is written in this book is a reality of the past, present and future. moral study is an interesting topic and never disappeared by time and place. because this is a part of humanitarian behavior, as long as a human being exists, morality continues to stick to the story of human life. thirdly, ibnmiskawaih lays down clearly the ethics of intra personal communications communication. this model is a process of communication that occurs within a person with an invisible subject. this includes sensation, perception, memory and thinking. the book of tahdzib al-akhlak by ibnmiskwaih actually shows intra-personal communication. ibn miskawaih through thought, perception and memory poured it into tahdzib al-akhlak. here is the spread of communication between ibnmiskwaih with his communicant at that time and to this day, although the object is not visible. all the material and substance of the book tahdzib al-akhlak is the process of information of his thoughts, perceptions and analysis of moral education, then he writes in tahdzib al-akhlak which contains about: ethical principles, character and refinement of language, goodness and happiness, justice, love and friendship and mental health. as an example of the interpersonal communication ethics ibnmiskawaih and its relevance to the solving of moral problems in indonesia 126 communication ethic laid by ibnmiskwaih is to describe the soul as: "the soul is not matter, matter does not contain other matter, because matter is in essence, forever contained as contained in other matter. he can never stand alone. jauhar (atom) is forever a receiver (form). it is better than the payload for other forms. "ibnmiskwaih's thought above is the side of his mind laying the concept of the soul. he asserts the soul is not the body and not the body part, nor the state of the body, but something other than the body either in terms of substance, its judgment or its nature and its behavior. surely this becomes interesting as a small sample of interpersonal communication that must be understood together fourthly, ibn miskawaih lays down clearly the ethics of interpersonal communication. interpersonal communication in various views is seen from the perspective of the component, the perspective of realionaldiadic and the development perspective. understanding by component means interpersonal communication by observing the main components. in this case the delivery of a message by one person and the receipt of a message by another person or a small group of people with various impacts and with opportunities to provide immediate feedback. next is the communication perspective of the dyadic relationship defined as the communication that takes place between two people who have a steady and clear relationship. like a child's relationship with father and so on.while communication perspective development is defined as the end of development and communication that is not personal at one extreme into personal communication or intimate at the other extreme. the book of ibnmiskwaih'stahdzb al-akhlak communicates interpersonal messages. at least this relationship is brought closer to understanding by component, in the form of interpersonal communication by observing the main components. in this case the delivery of a message by one person and the receipt of a message by another person or a small group of people with various impacts and with opportunities to provide immediate feedback. in his time ibn miskawaih with his disciples and listeners at that time we call the communicant is an influential component in the book tahdzib al-akhlak, in other hand, tahdzib al-akhlak also closer to the theory of communication effectiveness that states interpersonal communication using media and non media. thus the book tahdzib al-akhlak is part of the print media, although the reader does not meet face to face and physically muhammad taufiqharahap 127 dealing with ibn miskawaih , it is seen as a form of implementation of inter-personal communication. one of the excerpts that can be picked as a form of interpersonal communication of ibnmiskwaih is about the human obligation to its creator in the form of getting closer to azzawajalla by means of strong will and spirit, the essential sciences as well as the sure knowledge, the embarrassment of lies and the lack of the vigilance of the soul caused by neglect and diligence to perform these virtues is limited to its ability. fifthly, ibn miskawaih also laid the ethics of group communication (group communication) which defined the process of communication that took place between three or more people face to face, where the interaction between each other with each other. here there is no limit to the minimum number of people who are berkonuikasi. however, for the maximum number of no more than fifty people, tahdzib al-akhlak written by ibn miskwaih also shows group communication. at least this is seen in two things: first, the process of communicating the mind, the feeling written in tahdzib al-akhlak will not be separated by involving many communicants in small groups as well as in large groups. it could be in the group with his students, his congregation or those closest to his time, then communicate with each other in the form of discussion and dialogue. moreover, the material of tahdzib al-akhlak itself can not be separated from seeing warm events at that time. second, the substance of tahdzib al akhlak itself teaches about group communication. this is seen from excerpts of the text communicated by ibnmiskwaih on the need to mingle and cooperate in achieving the good: "because man's goodness and his talent are many in the soul and because one can not achieve them all. then need to join a large group to achieve all this. " sixthly, ibnmiskawaih lays down the ethics of mass communication. mass communication is the official means and channels as a means of communication to spread the news and messages to the wider community. joseph a. devito explains the forms of mass communication consisting of television, radio, newspapers, magazines, books, and audio recordings cassettes, records or compact disks. tahdzib al-akhlakibnmiskwaih is a form of mass communication. quoting what joseph a. devito affirmed, one form of mass communication is through books. tahdzib al-akhlak is a book / book written by ibnmiskwaih in the form of mass communication. in other words the entire substance of tahdzib al akhlak begins the communication ethics ibnmiskawaih and its relevance to the solving of moral problems in indonesia 128 principles of ethics, character and subtlety of language, goodness and happiness, justice, love and friendship and mental health are all forms of mass communication ibnmiskawaih. seventhly, the communication ethics of ibnmiskwaih in the settlement of nation degradation is also an important point in this paper. indonesia's moral degradation is experiencing a multi-dimensional crisis, although technological developments have indeed succeeded in advancing human civilization. however, behind the glitter of this worldly life, precisely the moral and moral crisis in the life of society, nation and state, this moral crisis is increasingly worrisome and will have bad implications in various dimensions of the political, economic, social, cultural and defense life of the nation and the nation in the future. if the solution is linked to the ethical degradation of the community with the approach of communication is a strategic direction. communication is a mechanism to socialize cultural norms of society, either horizontally from society to society, or vertically from one generation to the next. on the other hand, culture establishes norms (communications) that are considered appropriate for a group, such as not against parents, sitting politely and others. however, communications those are instrumental to convey these norms so that influential in the change of attitude of the communicant. conclusion ibnmiskawaih through tahdzib al-akhlak offers the idea of the concept of ethical communication of the nation's moral degradation settlement. ibnmiskwa'stahdzibal-akhlak contains thoughts and moral teachings based on the noble moral values that combine between theoretical philosophical studies and practical guidance, in which the facets of education and teaching are more prominent. so in this context, ibnmiskwaih communicates various thoughts to serve as a solution approach: (a) moral degradation is changed through education. as ibnmiskwaih introduces his theory with the concept of character can be changed through education. (b) education of children and adolescents. in explaining this theory ibnmiskwaih writes the process of human development from birth, children to adults. (c) fair leaders. in order to stem the nation's moral degradation, the role of a just leader is needed. muhammad taufiqharahap 129 (d) government's concern with the people. the government's relationship with the people also focused on being described by ibn miskawaih in tahdzib al-akhlak. he put the relationship between the king / head of state with the people, he called the father relationship with his son. the king is a father and a people as a child; of course the relationship is quite close and inseparable from each other and the same rights and duties. (e) selecting friends. stemming moral degradation can be done and anticipated by choosing friends. besides that also need to maintain friendship ethics and create good friendship, attention not conflict and keep unity with friend. (f) social virtue is also an important step in the settlement of national degradation. moral virtue becomes a strategic value in the interaction of human interaction. as well as rejecting people who behave ascetic practices trying to distance themselves from the wider community. this does not create virtue in society. (g) maintain mental health. this step is also quite strategic in solving the nation's degradation. at least internally there is an attempt to prevent the soul from becoming healthy and not easily contaminated with bad behaviors that can cause moral degradation in congregation. bibiliography abu ali akhmad al – miskawaih, (1985). tahdzib al-akhlak. lebanon, beirut: dar al-kutub anwar, s. (2013). makalah: ibnu miskawaih dan falsafat akhlak. (http://irfanna.blogspot.com/search/label/jurnal-makalah-penelitian/ibnu_miskawaihdan_falsafat_akhlak-.htm). diakses tanggal 1 juni 2013. johannesen, r. l (1996).etika komunikasi. bandung: remajarosdakarya. mulyana, d. (2006). komunikasi antar budaya panduan berkomunikasi dengan orangorang berbeda budaya. bandung: rosdakarya http://irfan-na.blogspot.com/search/label/jurnal-makalah-penelitian/ibnu_-miskawaihdan_falsafat_akhlak-.htm http://irfan-na.blogspot.com/search/label/jurnal-makalah-penelitian/ibnu_-miskawaihdan_falsafat_akhlak-.htm http://irfan-na.blogspot.com/search/label/jurnal-makalah-penelitian/ibnu_-miskawaihdan_falsafat_akhlak-.htm ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020010409 vol. 4, no. 1, 2020 page: 104 117 104 appointing non muslim leadership based on fiqh siyasah persfective and the implementation in indonesia muhammad ramadhan muhammadramadhan@uinsu.ac.id lecturer in syariah and law faculty, state islamic university of north sumatera bambang saputra bambangsaputra8126@gmail.com lecturer in law faculty , padjajaran university adhia nugraha elrauniverse@gmail.com erla independent researcher abstract. this paper is a literature study and field study, the theme raised was appointed nonmuslim leaders from the perspective of fiqh siyasah and the implementation in indonesia. there are three questions: first, how is the concept of non-muslim leaders in islamic studies? second, how is to appoint non-muslim leaders in the fiqh siyasa perspective? third, and how is the implementation in indonesia? by using content analysis to explain the first question, about how is the concept of non-muslim leaders in islamic studies and also the second question, how is to raise non-muslim leaders in the perspective of fiqh siyasah, and also field approach to explain it’s implementation in indonesia, the results of this paper are: first, knowing the leaders' concepts of non-muslims in islamic studies, second, knowing appointed non-muslim leader in the fiqh siyasa perspective., third, knowing the implementation of non-muslim leaders in indonesia. keywords. non-muslim leaders, fiqh siyasah, implementation in indonesia introduction the relation between religionn and political have been always an interesting topic of discussion, by groups who hold fast to religious teachings and by groups who hold a secular persfective. for muslims, the emergence of this perfective stems from problem: is the apostolic of prophet muhammad saw related to political issues or is islam religion closely related to government affairs and form of the government, as well as its principles embodied in islam? the appearance of these problems is considered reasonable, because the message of islam brought by the prophet muhammad saw is a religion full of teaching and laws (qawanin) which aimed at build up humans to obtain mailto:muhammadramadhan@uinsu.ac.id mailto:bambangsaputra8126@gmail.com mailto:elrauniverse@gmail.com appointing non-muslim leadership based on fiqh siyasah persfective and the implementation in indonesia doi: 10.30575/2017/ijlres-2020010409 105 the happiness of life in the world and the hereafter. it means that islam emphasizes the realization of harmony between the worldly and hereafter (ukhrawi) interests because of it, islam contains teachings that are integrative between monotheism, worship, morals and moral, as well as general principles about social life1. among muslims there is an opinion that islam is a comprehensive religion. in islam there is a political system and state administration, economic system, social system, and so on, for example rasyid ridha, hasan al-banna and al-maududi believe that "islam is a complete religion". in islam teachings, there is a state administration or politic, therefore in the state, the muslim should return to the islamic state administration system, and no need to imitate or must not imitate the western constitutional system, sayyid qutb, an author of the tafsir fi zhilal al-qur'an, also believes that islam is a perfect religion and very complete religion as a system of life that not only includes moral guidance and worship, but it also includes the political system including its form and characteristics, the social system, the economic system and so on2. not surprisingly, if in the history of muslims post-prophet until this modern era, muslims displayed various systems and forms of government, ranging from democratic caliphates to absolute monarchists. regarding the relationship between religion and the state, there are three groups thinking, the first, says that the state is a religious institution and a political institution, therefore the leader of state is the holder of religious and political power, the second group says that the state is a religious institution but has a political function. therefore, the leader of state has political power with religious dimensions. the third group says that the state is a political institution totally separate from religion. the leader of state has only political power or worldly rulers3. therefore, in the era of leader election is often relate to the religion adopted by the majority people in that place, identity politics is one of the factors that is highly related to the chosen leader, nadirsyah hosen, for example, says related to non-muslim leader: this is the translation of qs al-ma'idah 51, which has been circulating lately: "o you who believe, do not take the jews and christians to be your" awliya "; some of them are "awliya" for some others. whoever among you takes them to be "awliya", then surely that person belongs to 1dr. j. suyuthi pulungan. m.a. fiqih siyasah, pt. raja grafindo persada, 1994 page. 1-5 2 h. munawir sjadzali, m.a. islam dan tata negara, ui.press, 1990 page. 1-2 3 ibid. page 5. muhammad ramadhan, bambang saputra, adhia nugraha 106 their group. surely allah does not guide the wrongdoers. "the word "awliya" in al-ma'idah verse 51 which is used as a reason for prohibiting the appointment of kafir leaders is worthy of reviewed again. translation of the qur'an from the ministry of religion translates it as "leader". the context of asbabun nuzul and my reading of classical interpretations such as at-thabary and ibn katsir do not indicate the word "awliya" in the above verse means as a leader, but a kind of partner or alliance. the explanation of ibn katsir's about asbabun nuzul qs al-ma'idah verse 51: "the scholars have different interpretations of the cause of the background the decline of these noble verses. as-saddi mentions that this verse was revealed with regard to two men. one of the two said to the other after the uhud war, "as for me, actually i will go to that jew, then i take refuge in him and join judaism with him, perhaps he is useful to me if something happens or something." while others stated, "as for me, in fact i will go to the fulan who are christians in the land of sham, then i take refuge with him and join the christians with him." then allah said: o believers, do not take the jews and christians to be your "awliya" ... (al-maidah: 51), until the next verses. what is meant by the term "awliya" in this verse is to make close friends with them, to be loyal, sincere and to keep their love secret and to reveal the secrets of the believers to them." so tafsir ibn kathir does not interpret the word "awliya" as a leader both in qs al-ma'idah verse 51 and an-nisa verse 144. he says it meants about friends in the sense of allying and alliance with the jew by leaving muslims. not in the sense of a ban on everyday friends. the context of al-ma'idah verse 51 was when muslims lost at the uhud war. so there are who tempted to cross by allying themselves with the jews and christians. that is prohibited4. ibn taimiyah reminds us: “indeed, humans have agreed that the result (or effect) of wrongdoing is destruction and the result of fairness is glory. therefore it is reported that allah will help a fair country even though he is an infidel and will not help an unfair country, even though he is a believer. "thus, the spirit of islam is justice, and its opponent is tyrannicalism. if there are people who are fair (able to do justice and uphold justice), we will support them even though they are not muslims and allah will help those who are fair. if there are muslims, who act wrongfully and commit wrongdoing, then don't support them. allah will not help wrongdoers look at https://nadirhosen.net/artikel-isnet/kriteria-pemimpin accessed on friday 20 march 2020. https://nadirhosen.net/artikel-isnet/kriteria-pemimpin appointing non-muslim leadership based on fiqh siyasah persfective and the implementation in indonesia doi: 10.30575/2017/ijlres-2020010409 107 literature review the concept of non-muslim leaders in islam the main source of the problems of leaders who are taken from one letter is the verse an-nisa (4:59) many people who interpret this verse, including islamic groups and say that a leader has the nature of "compliance" or obedience that all are rigid and textuality from allah, the prophet, and leaders from you (uli al-amri minkum). minkum or that feels "from you" which is then considered as your type or group. allah and the prophet say to give reinforcement (ta'kid) to groups based on the belief. there is an interesting thing in the surah ali imran verse 28, "do not let the believers take the disbelievers to be leader'', but there is an exception to the surah ali imran verse 28 that taking non-muslim leader is allowed to use as a strategy to protect themselves from those feared. most of the muslims or muslim thinkers present time take the main reference to muslim thinkers or take references from medieval scholars such as ibn khaldun, almawardi, ibn taimiyah and scholars who used to say that the main requirement for becoming a leader is a muslims or by affirming that islam is the main requirement becoming a leader. opinion full of controversy expressed by ibn taimiyah which viewed that the opinion of ibn taimiyah is full of controversy. ibn taimiyah stated that the emphasis fair nature of the leaders could realize the welfare of society. he also emphasized that god defends a just state even though it is lead by infidels and god will not defend a tyrannical country even though the leader is a muslim. this opinion of ibn taimiyah was made aware of in al-hadid verse 5, al-maidah verse 42, and al-nisa verse 58. from contemporary muslim thinkers who indicate the inevitability of nonmuslim leadership is abbdulahi an-naim when discussing islam and human rights. the concept offered by an-naim is to empower or use the concept of nasikh wa mansukh from madaniayah verses which discusses specifically, makiyah verses which discusses the general context. when ibn taimyyah argued that a state leader was a fair person, it was supported by allah even though he was a non-muslim and the state was led by a tyrannical and despotic muslim would not be supported by allah. he was asserting that a leader was original without regard to the religion he believes. a question arises from muhammad ramadhan, bambang saputra, adhia nugraha 108 ibn taimiyyah's opinion, namely how to treat the qur'anic texts which explicitly mention the prohibition of non-muslim as a leader. to answer this question, we should follow the opinion of muhammad abduh. abduh said, the verses quoted by the ulama that have refused non-muslims become as leaders could not be denied at all. what was not mentioned that they were prohibited being chosen because they were hostile to muslims when the non-muslim entity did not defeat muslims and they were together with muslims in one state entity as citizens so they could be elected as the head of the state. abduh strengthened his argument with surah al-muntamaha verses 7, 8, nd 9 which read "hopefully allah will bring affection among you with those whom your hostile between them. and allah is merciful, forgiving. allah is almighty. allah does not forbid you to do good and be fair to those who do justice. verily allah only forbids you to make your friends those who fight you because of religion and drive you out from your country. and whoever makes your friend, then those who. the concept of non-muslim in fiqh siyasah human expectations of law in general include the hope of security and peace of life without a time limit. therefore, people will hope for the following things: the benefit of life for oneself and others: the upholding of justice, the guilty must receive the right punishment and the not guilty receive good and right legal protection; equal rights and obligations in law. the law is not picking and sorting for different reasons; control each other in people's lives, so that the enforcement of law can be realized by the community itself, such as the existence of an environmental security system (siskamling); freedom of expression, opinion, do an action without exceeding legal boundaries and social norms; positive social regeneration and responsibility for the future of social life and national life. if even one minute of social life is not guaranteed by strong law, the community with all its components will be damaged, because a minute without legal guarantees is like a social disaster that justifies all criminal behavior, or there is no such thing as a crime, because the rule of law states that "there is no law if there is no text that sets it '(la hukma li afal al-uqala qobla wurud al-nash), as the principle of legality in law. appointing non-muslim leadership based on fiqh siyasah persfective and the implementation in indonesia doi: 10.30575/2017/ijlres-2020010409 109 according to hanafi (1986: 58), as the principal of life and law enforcement, is in full of view even more dangerous is that the law is not useful anymore, because the partisanship of the law is not on justice and equal rights, so the people lack of trust in the law and see applicable law is a law made in the interests of their respective passions. violation of the law on the grounds of law is no longer effective, is the nature of breaking the law that is mingled with social turmoil. political reasons in seeing the position of law will obscure the existence of law as the guardian of community justice. it is different from the nature of violating the law in conditions justice is still standing. such characteristics are other attitudes (subjective) and attitudes without any rights5. contras to the law, contrary to the right of justice is social ambition and fair goals, but justice is never objective. he is always subjective no exception in law. in the world there is no objective justice, because of it the nature of god's justice will be tarnished. because only allah is the almighty, worldly justice is always subjective. someone who has gained worldly justice it only feels justice according to his own judgment, so that justice may not be felt by others. subjective and relative justice is evidence of absolute justice in the transcendental universe, because if justice has been fulfilled entirely in the world, in religious beliefs there will be no day of vengeance in the hereafter. the highest goal in law is to uphold justice, but apply justice is not justice texts, but humans who accept the titles of judges, lawyers, attorney, law enforcement officers, police officers, and so on. they all read, memorize the law, apply for certain criminal / civil acts, and interpret them logically in legal proceedings before the panel of judges in a trial at the court. laws can be twisted, facts can be made up, and justice as the end of the law is always, subjective and tastes different, depending on who feels it. however, acting to pursue the law and applying the law in a juridical-practical manner is the best effort to obtain a sense of justice. the fundamental ambition of the enforcement of the law will be the most important social theme. not all court decisions and decrees in cases of unlawful actions display a sense of justice for the defendants and plaintiffs or for defendants and public prosecutors and the public who are witnesses, spectators of the justice war 'as the aim of the law. with this mind, then what is meant by the purpose of islamic law as the meaning 5 wirjono prodjodikor………...page 2 muhammad ramadhan, bambang saputra, adhia nugraha 110 of siyasah with the focus of the intended purpose? this is questionable because islamic law is not automatically a law that applies in the political life of the state. sometimes, many people consider islamic law and its implementation to be individualized, so that when someone does not care about islamic law, he views it as a personal matter. moreover, if the intended person someone who does not understand the nature of islamic law and the obligation to practice it. according to ibn qayyim (died 751 h), the identity of islamic law is fair, gives mercy, benefits, and contains a lot of wisdom for life. thus, everything that is misguided or wrongdoing, does not give a sense of justice, far from mercy, creates interpretations, and so on is not the goal of islamic law6 asy-syatibi (died 790 h) said that the goal of islamic shari'ah is to reach the benefit of servants, both in the world and in the hereafter. the benefit is based on five basic things, namely: first, maintaining religion (hifzh ad-din). second, maintaining the soul (hifzh an-nafs). third, maintaining mind (hifzh al-'aql). fourth preserves the descendants. fifth [hifzh an-nasi], preserves wealth (hifzh al-ma). the meaning of 'nurturing' has two basic aspects, namely: aspects that strengthen its elements and strengthen its foundation called hifzh ad-din min janib al-wujud such as faith, utter sentences of shahadah, prayer, fasting, and pilgrimage; hifzh al-nafs min janib al-wujud and hifzh al-aql min janib al-wujud, such as food, clothes, and residence. hifzh al-nasl min janib al-wujud, such as the rules of marriage; and hifzh al-mal min janib al-wujuud, such as the obligation to seek halal sustenance and rules in the field of muamalah. aspects that anticipate that these five things are not disturbed and well maintained. this aspect is called hifzh ad-din min janib al-adam, such as the existence of jinayah criminal law). with the existence of jinayah rules, every criminal will be brought to justice and receive legal sanctions fairly. as well as, it has to do with self-care, mindkeeping, care of offspring, and care of property7. the purpose of islamic law from the syar'i aspects above is not out of the ambition of obtaining benefit. all islamic law is produced on the basis of benefit can be reviewed from three aspects, namely: benefits because it is in accordance with the general guidelines of the first islamic law, although there is no text that can directly be used as an argument, if it is fought for, it will provide 6 (ibnu qayyim, ………………………..volume iii page 3). 7 lasy-syatibi muwäfaqah, volume ii, 81 appointing non-muslim leadership based on fiqh siyasah persfective and the implementation in indonesia doi: 10.30575/2017/ijlres-2020010409 111 a sense of security and peace for the life of a married person, he must be registered at the civil registry office (ktual) so that he is safe from adultery and makes other administrative arrangements easier.this is part of government policy for the benefit of the people. seeing the nature in accordance with syara 'purpose which requires the existence of legal law in order to create a benefit, as a marriage certificate is made so that the goal of maintaining offspring is achieved because a marriage certificate is needed to make a child's birth certificate, and a child's birth certificate is needed for various purposes, for example entering school, making askes for civil servants, making family cards, and so on; look at the process of determining the law against a benefit shown by a special argument. the point is that the benefits created by the legality of one of the objectives of shara8 'are recognized, for the three aspects above three terms are used, which asy-syatibi calls (al al-maslahah al-mursalah; (b) al-munasib al-mursal;(c asysyatibi9 said that the five objectives of sharia maqasid asy-shari'ah) which had been stated were based on the proposition of the qur'an and as-sunnah. the proposition is functionally a qawā id id kulliyah in establishing kulliyah al-khams. therefore, the proposition used is taken from the makkiyah verses that are absent from mansukh, reinforced by the arguments taken from the madaniyah verses. the five objectives of the shari'ah are focused on three rankings of needs based on the priority scale of each, namely: first, dharriyah needs, second, hajjah needs, and third, tahsiniyah needs. dharuriyah needs means the main needs which are the most essential priority scale, namely the five objectives of the shari'ah itself, namely preserving religion, preserving the soul, protecting the mind, preserving offspring, and protecting property. the need for hajjiyah is not an essential need, but a need that can prevent people from the difficulties of life. not fulfilling the needs of hajjyah will not threaten the disruption of these basic needs, but will only cause difficulties for the mukallaf. however, because the mukallaf is not able to fullfill the needs of his pilgrimage, in islamic law, there is relief 8 rachmat syafi'i………….halaman 119 9 as-syatibi's full name is ibrahim ibn musa ibn muhammad, muhammad makhluf placed syatibi in the 16th rank in the andalusian branch of jurisprudence. abu ishaq while the nisbat is as-syatibi or al-garnati. garnati was attributed to the ruling kingdom when imam as-syatibi lived (granada) while syatibi (satifa) was a city in eastern andalusia. he was born in 720 h imam syatibi spent all of his life in granada, he never went out of andalusia because even historians have never explained that the syatibi priest went out of andalusia, to perform the pilgrimage or to carry out scientific expeditions to several eastern states. thesis iain sunan kali jaga, yogyakarta, 1997-1998. muhammad ramadhan, bambang saputra, adhia nugraha 112 called rukhsah. the tahsiniyah needs are the needs that support the improvement of the standard of living of human beings and their dignity in the eyes of allah, in accordance with their obedience10. rules that are dharuriyah intended to uphold human life in the world and the hereafter. the need for hajjiyah is intended to eliminate difficulties in its implementation, because islamic law does not require unreasonable difficulties. islamic law does not require narrowness in humans who are essentially weak creatures (al-insā ndha ifun). islamic law relating to the needs of tahsiniyah is intended to control human life so that it is always in harmony, harmonious, and full of aesthetic values. humans are guaranteed by their commendable behavior or character, and thus people's lives feel more peaceful and prosperous. politics and crimes are existing. there are benefits and nothing worthy except the candidate. there must be a party that supervises / controls the actions of the non-muslim vice-governor candidates so as not to harm muslims. in this case it can be done by shufaha 'al-balad / islamic mass organizations. do not publish their role because it can cause affection for infidels who are not permitted by the shari'a. while in the current context is not absolutely permitted. this is considering; although the conditions in the area require leaders who have capabilities in a field that is owned by non-muslims, such as overcoming floods, overcoming congestion and so on, but the territorial restrictions for imam, as discussed in the book of salaf (see conditions above), cannot be realized in indonesia. this is because the governor's authority in indonesia is quite comprehensive. so it is feared that he will lead in a field that is actually still able to be led by muslims, even must be overcome by muslims, such as making regulations relating to muslims, such as the problem of slaughtering sacrifices, closing genitals, etc. and the obligation not to publish his role if he is to be appointed as a leader (as discussed in the book of the salaf) is very difficult to implement given the freedom of the media in indonesia has been very developed and difficult to limit11. 10 asy-syatibi, jilid iil 4 أو ذي )بكافر عليهم يتعان وال العلمية الكتب دار طبعة 343ص عشر الحادي الجزء المحتاج تحفة على الشرواني حواشي 11 وغير األدري وقال الرورة عند الكافر أي په االستعائة بجواز رح الثيمة يخرم أي )إلخ يستعان وال المين قؤل( .لذلك اضطرا إن إال غيره پوكل أن مسيم من القصاص لمستحق يجوز ال ولذا التعني زاد ومنهج نهاية المسليم على تشليظه يخرم ألنه أي )بافي التئن قول( اه التچه إله :القتالي غير في التسليبين بقير القانة .أهـ ين المسلي ع اهقال ين المسلم على الحدود إلقامة كافرا جالدا يتخد أن إلمام وال استيقائه في كامرا القناطر وبناء المباج، والغر والحيساب الحظ گتعليم القربات، غير في غبرهم من أم لكتاب سواء المسليم، بغير الجلة في اإلستعائله تجوز في وتؤقيرهم تفضنهم أوالدهم على أز المسلمين، على والبه في الخاذو قترعا، ماوليها من يمع التي األمور في الفزان، تعليم والمساكن وفي( :)الصاص( قال .يعزله وأمره باليمن استكتبه كان بذي األفري أمزنا وقد واضحة، العظيم على له دال فإن قدومهم عند والقيام المجلي appointing non-muslim leadership based on fiqh siyasah persfective and the implementation in indonesia doi: 10.30575/2017/ijlres-2020010409 113 methodoogy this is qualitative research which is not deal with number anymore. the data are taken from the observation on the phenomenon of jakarta’s election 2017 where there are three couple candidates for the first round, they are basuki tjahatja purnama coupled with djarot saiful hidayata, anies baswedan coupled with sandiaga salahuddin uno, and agus harimurti yudhoyono coupled with sylviana murni. in the second round, there are basuki tjahajta purnama and his couple against anies baswedan and his couple and other region’s election in indonesia. to measure the accurate data, this research is done throughout the election. finding and discussion implementation in indonesia: non-muslim leaders in 2017 gurbernur election case in dki jakarta left many disputes between one to another, between those who were support and those who were refuse. because the debate at the democracy event was followed by two candidiates (second round) who had different religious in the candidates for governor. anise rasyid baswedan (muslim) and sandiaga salahudin uno (muslim) against basuk tjahja purnama (non-muslim) and djarot saiful hidayat (muslim). in the governor's election that took place in jakarta, it was finally won by a partner anies baswedan (muslim) and sandiaga salahudin uno (muslim) which was carried by several political parties and islamic mass organizations. in this case there is such thing as a condition for religious battles. besides the battle of vision and mission, it is also very clear that there is a religious battle going on. there was a case of "confiscation of religion" carried out by basuki tjahaja purnama, which had just been decided that blasphemed religion. although many parties disagree if the وال عليه له والية فال أمه، بإشالم مسلم صغير ابن الكافير گان إذا وأنه شيء، في السلم على لكافر لوالية أن على والله نظائرها اآلبة هذي الرأي هذا ييد رمما .)والمعوة والصرة الوالية من ذلك ألن جتاليته، يعقل ال المسلم وگذلك المشليم، جناية يعقل ال الذتي أن على ويدل غنره، يبظه فيما أعتى ۱۹۲ :ص العاشر الجزء البهية ر الغر و .]۱4۱ :النساء }سبيال المؤمنين على لكافرين اله تجعل ولن{ :تعالى ولة ويرجحة م خالف مواضع في تحفة اه الق واق إذا حكة يند اإلضطزار العرض ألن قاله ما واألزجه الكافير في وغير األدرعي ونارعه وكافر وقن ل وتأهل له التوه كانت من بترتبه، الواقف شرظه النظرما في يتبع )ي مسألة الحرمين طبعة ۱۷۳ ص المسترشدين بغية : الكافراهـ رفي مع لتأخر وال الوصي لوصي والية ال أنه قعلم كماليه إلى الحاكم إلى انتقلت كفاية عدم أو جنون أز لصغر يتأقل ل فإن الوالية، قله لنظر ذو يصدق :عمر بن ظة واليد سراج ابن وقال .بينة منه، تزغه الحاكم ولزم حرم تظر وال تولية بال شخص اشتولى فلو ناقص، متقدم جود بالحاكم البراد ألن محسا، كان جوره أز الحاكم لعدم حفظه وقصد البلد صلحاء من قبله ومن المتولي كان إن نعم أميل، األول إلى والقلب اليد الصرف الوقف يده تح من ولرم أنوا وال لذلك أهل تولية الوقف بلد أهل صلحاء يلزم حييذ كالعدم، غير المظر كامل األمين العدل أقلق حي .lihat fiqih kange, lirboyo, kediri 2016. page 878 اهـ أهلي إلى قع ال أفال كان إن في muhammad ramadhan, bambang saputra, adhia nugraha 114 election of the jakarta regional head, practically religious issues are very closely brought in order to support one of the candidates and to corner one the other candidates, which then the governor election is won by anies rasyid baswedan ( muslim) and sandiaga salahudin uno (muslim). the same case occurred in several other regions, but it was different from the election of dki jakarta where the choice of its leader was very familiar with the condition of the majority (religious) population. this case occurred in west kalimantan, the governor was a non-muslim. bps data in 2010 shows that the population of west kalimantan is 2,063,318 people (59.22%) are muslims and catholics 1,008,368 people (22.93%), christians 500,225 people (11.37%). with a total population is 4,395,983. although the data show that there are more muslim populations than catholic and christian populations, it is undeniable that their leader is drs. cornelis, sh (a catholic). in fact, if it refers to the amount of population is quite significant between muslims, catholics, and christians. when referring to data leaders must be seen from the representation of the majority group. as well as the maluku although population of muslims with non-muslims are not really significant but, the leader in maluku is muslim namely h. said assedagf (2014-2019). when referring to the bps data, the population of muslims is 776,140 people (50.15%), christians 634,841 people (41.02%) and catholic 103,629 people. the total population 1,547,340 people. if we dictate between muslims and non-muslims, it can be seen that non-muslims in maluku province are more comparable to muslim populations than it is different from in papua, west papua, north sulawesi, and east nusa tenggara, the issue of religious is relatively silent. elected district head of north maluku ethnic tinghoa (non-muslim). for example, giving a variety of aspirations among the people (islam), especially in choosing leaders as happened in some places in indonesia. the case in sul12a regency has the same case as in the case of banjarnegara, but the difference case in bnajarnegara is an ethnic of tionghoa was elected as a leader, but 12 the choosen of the regent of sula islands regency in north maluku, who is chinese non-muslim ethnicity, for example, provides an explanation of the various aspirations among muslims (especially) in electing leaders as happened in several regions in indonesia. the elected regent for 2016-2021 is hendrata thes. the vise is zulfahri abdulah duwila, a muslim. the total population of sula regency as reported by bps in 2013 was 195,023 people divided according to religion appointing non-muslim leadership based on fiqh siyasah persfective and the implementation in indonesia doi: 10.30575/2017/ijlres-2020010409 115 he was a reverts, while bupati, sula, was still a christian when he was elected as a leader of regent until now. budi sarwano, the regent of banjanegara regency, who was chosen from tionghoa ethnic who was in the condition of the majority of people there was muslim javanese. the description provides an explanation of the various perceptions of the election of the people elected in a regional election sprit election process which took place in all regions in indonesia. the cases that have occurred have shown that not always those who have the same identity (religion) always win. the cases that occurred in dki jakarta indeed led to a lot of debates and what happened at the election. it was the abuses of using religious instruments as part of the campaign and finally marginalizing one of the candidates for the governor. in contrast to the case that occurred in west kalimantan, the election of governors is more based on ethnicity's affair. because, the dayak ethnic is the dominant ethnic group and the elected governor is a dayak ethnic. in contrast to other areas, for example in maluku, even though the muslim population is minority than the existing non-muslim population. but the leader is a muslim. different again in other provinces such as east nusa tenggara, papua, west papua, north sulawesi, and bali have a linear tendency to the existing population conditions. otherwise, as in the provinces of south sulawesi, nad, west sumatra, jambi, ntb, java, and others. the debate about non-muslim leaders as above has justification on the community. public muslims have a debate over this leadership. there are 2 main lines regarding non-muslim leaders, some muslims accept and some rejecst it, in terms of groups there are agree, and there are disagree with the leadership of a muslim by expressing the conditions in his argument. this is clearly illustrated by young people (university students) at a private university in yogyakarta. in december 2017 the authors distributed questionnaires to 200 students from various regions in indonesia to illustrate how the younger generation of young people to choose their leader in the queries, only answering agree and disagree. from these questionnaires resulted in the majority of the younger generation rejecting the leadership of non-muslims was rejected on the basis of understanding the text and facts of the majority muslim community and the existence of muhammad ramadhan, bambang saputra, adhia nugraha 116 an ideological fear, which obscured ideology, was dominant. second, it tends to be an understanding of leadership needs and substance of the problem. this is based on the context or conditions in which the leadership needs a figure that has good competence. third, groups that prioritize the benefit of the people rather than differences in belief. opinions that arise when different opinions from the past are no longer about the formalization of a leader, but the ability and commitment of leaders to promote islamic values into his leadership. it can be seen very clearly that the wishes of young muslim have a different perspective on leadership. there are several factors that influence them. one of them is the open social context of the muslim community. the meaning is that religious differences are often questioned again because there are cultural similarities. in addition, differences in interpretation of the text are also a factor in differences of opinion regarding non-muslim leadership. on the one hand, there is a strong of understanding the text textually (formally), and there is also a strong tendency to understand the text contextually (substantively). justification of the text and social facts although it has provided a complete explanation, but due to different interpretations appear attitudes that vary between one another. looking at the text again or contextual can be referred to as a re-contextualization or a return to text, therefore it is important to do in order to find the tangent point when tendencies occur. literal interpretation needs to be followed by contextual understanding in order to provide a comprehensive mindset addressing public issues will give a broad understanding. the main reason is that various muslim societies tend to choose leaders who are no longer interpreted by text blindness, but they can also be interpreted as dynamics and people's desire to break out of long-held habits of textuality because they chose the leader not, but also socio-historical muslim community in indonesia. conclusion to choose the current leader is no longer based on where he is from, which ethnicity or religion, choosing the leader must be the most important is a fair attitude towards the people he leads. in addition, leaders must also have competent abilities in their skill. taking from the opinion of ibn taimiyah that is to be a leader is first, a strong appointing non-muslim leadership based on fiqh siyasah persfective and the implementation in indonesia doi: 10.30575/2017/ijlres-2020010409 117 person and second, a trustworthy person. the leader is not seen from the identity (religion) or ethnic to be chosen to be a leader, but the skills of a leader that are needed, in accordance with what the writers took on december 2017 said that the shift in thinking to choose a leader began to occur not only from textuality but from aspects that need attention and leaders must be able to implement the attitude of a good muslim. choosing a non-muslim leader are said to be permissible if the non-muslim leader does not want to expel the muslim from his main residence. today many people who want leaders with the aim to bring prosperity. along with changing mindsets that increasingly require competent leaders who are the basis that a non-muslim can be chosen by the community. from the cases it can be clearly seen that in choosing leaders not only about the same identity (religion), and also the same ethnic, but seeing the decisions and policies that are taken appropriately or not, a leader must prioritize the problems of his community over his personal problems. in islam, choosing a leader also needs important aspects, islam does not forbid a non-muslim leader, but there are still many thinkers today who think that a non-muslim has no right to lead. most of them took thinkers in middle ages. what needs to be examined is the interpretation that must be more open and more concerned with problems and mashlahah for the people not the interests of the group. bibiliography al-qathan, m (1981). mabahits fi ‘ulum al-qura’an. dar alfikr, beirut djasuli, i,a (1992). ilmu fiqh (sebuah pengantar). orba shakti, bandung hanafi. (1989). ushul fiqh. al-ma’arif, bandung pulungan, j, s, (1994). fiqih siyasah, pt. raja grafindo persada, jakarta sjadzali, m, (1990). islam dan tata negara, ui.press, jakarta syafe'i, r. (1999). ilmu ushulfiqh. pustaka setia, bandung ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020091201 vol. 4, no. 3, 2020 page: 357 370 357 digitizing historical motives: media instead of cultural artifacts bukhari history education department, samudra university bukhari@unsam.ac.id aulia rahman history education department, samudra university auliarahman@unsam.ac.id mufti riyani history education department, samudra university muftiriyani@unsam.ac.id abstract. the advancement of digital technology in the era of the 4.0 industrial revolution has been a major challenge for the timing of historians. historians are required to be increasingly cosmopolitan in the approach used. research methods including data search and historical sources and dissemination models are expected to adapt or discover new ways. the purpose of this research is to produce a digital model with two main objectives, first allowing the availability of data banks in the form of information sources that are scientifically related to the historical motif of coastal ornaments in the eastern aceh region. secondly, it became a contemporary historical dissemination media. this research is based on historical studies with archaeological and anthropological approaches through the search of various decorative media. as a form of applied research, the next stage continues to develop the historical motif into a digital model that can be utilized as an alternative study of history. keywords: cultural artifacts, digitization, dissemination, historical motives, east aceh introduction the industrial revolution of 4.0 gave rise to various changes although the change itself was a necessity. developments in the field of technology should be balanced by other areas. this condition is in accordance with the dictum that whoever rejects the change will be left behind. in this era, the engineering of intelegence and digital communication technology evolved as the backbone of human connectivity. human civilization is identical to the pace of rapid and borderless development with the help of unlimited computing and data access systems. banu prasetyo and umi trisyanti (2018:22) mentioned that mailto:bukhari@unsam.ac.id mailto:auliarahman@unsam.ac.id mailto:muftiriyani@unsam.ac.id bukhari, aulia rahman, mufti riyani 358 fundamentally, this era led to the changing ways people think, how to live and how to relate to each other. advances in digital communication technology present a major challenge for various fields of science is no exception to history as one of the branches of the humanities. this condition questioned the role of historians and historical studies in accelerating the advancement of digital communication technology. according to the author's saving there are at least two things that need to be addressed by historians and historical studies in this era of the 4.0 industrial revolution. firstly, historians and historical studies are required to face the challenges of progress. secondly, historians and historical studies are expected to work as counterattack on the impact of the 4.0 industrial revolution. literature review agus suwignyo (2018:403) shows that advances in communication technology have presented challenges for the actual work of historians. the actual--an is itself characterized by two traits. first, history is claimed to be a cosmopolitan science in the aspect of approaches, methods and dissemination of historical narrative. secondly, cosmopolitanism in historical studies is to be able to develop a contemporary study perspective to respond to actual issues. the actual work of historians, especially in the development of the speech, methods and dissemination of historical narratives can follow the principle of the 4.0 industrial revolution, herman et all (2016) mentions 4 basic principles in the 4.0 industrial revolution. based on the second principle, transparency of information as the ability of information systems for information and data analysis providers, the way historians work can leverage computing to provide resources and historical data in digital form. it can be done by creating virtual copies of the physical world of historical studies. the result is a digital model through sensor data that provides resources including data analysis and information provision. this can also be seen as a way of dissemination of historical narrative that is effective and open to scientific discussions. the next challenge is to enable historians and historical studies to be able to work as a counterattack or protector against the impact of the 4.0 industrial revolution. the impact is the shift in values, social order to cultural order. this is demonstrated as the digitizing historical motives: media instead of cultural artifacts doi: 10.30575/2017/ijlres-2020091201 359 phenomenon of the emergence of the global village and the self-proclaimed local community of its identity. history in that position can serve as a cultural resilience amplifier through kajian-kajiannya. one of the most important studies rarely touched by historians is the study of the historical motifs on a variety of ornamental patterns as a sign and symbol system in cultural history. the historical motif in an ornamental variety is one of the historical studies in charge of delivering the message of value as well as a symbol of the distinctive characteristic or identity of a community in a particular locality. the strong social and humanities sciences helped reduce the negative impact of the 4.0 industrial revolution. a similar opinion was presented by adnan gantho (http://aceh.tribunnews.com/2018/11/27/peluang-dan-tantangan-era-revolusiindustri-40?page=all) who said that cultural resilience has reduced the impact of the nation's 4.0 industrial revolution. metodology this research uses development research methods or r & d that are modified to achieve research objectives. sugiyono (2013:297) defining research and development methods is a research model for producing certain products and testing the effectiveness of products produced. furthermore, to test products that are still hypothetic, the experimental stage is used. in this research stage experiments were not conducted quantitatively but qualitative by collecting the user response of developed digital models. then after going through different stages of product trials, then the output of the product can be applied in the field through dissemination. findings and discussion based on the observation and identification of the three locations that are the object of this research, researchers concluded that the condition shows significant differences in influence. aceh tamiang as the easternmost area, bordered by sumetra utara coupled with the historical factor of the formation of tamiang community has its own dynamism. similarly, langsa is known as a colonial city. moderate east aceh tends to defend the classical ornaments of aceh. bukhari, aulia rahman, mufti riyani 360 selected decorative motifs and digital models in the form of simple prototype by utilizing the application corel draw will be presented in the following table: no motives digital picture media changes research location: aceh tamiang 1 kaluk pakis 2 kaluk pakis 3 lilit kangkung 4 variasi lilit kangkung dang bunga matahari digitizing historical motives: media instead of cultural artifacts doi: 10.30575/2017/ijlres-2020091201 361 5 lilit kangkung dengan variasi bunga melati 6 lilit kangkung dengan variasi bunga cengkih dan bunga matahari 7 bunga manggis 8 bunga matahari 9 lilit kangkung 10 burung menghisap madu 11 lilit kangkung dengan bunga seulanga bukhari, aulia rahman, mufti riyani 362 12 kaluk pakis dan bunga seulanga 13 biola 14 motif dasar bulan bintang dan bunga cengkih 15 jala-jala ireh halua 16 burung merak 17 18 bunga melur digitizing historical motives: media instead of cultural artifacts doi: 10.30575/2017/ijlres-2020091201 363 19 daun keladi 20 sayap bucrane / kalamakara 21 realis: pemandangan masjid dan bunga mawar 22 pucuk rebung 23 naga berjuang 24 bungong canek awan dan awan si oen dengan kemuncak arah mata angin 25 awan meucanek bukhari, aulia rahman, mufti riyani 364 26 serunai 27 28 pintu aceh 29 bungong seulanga 30 burung jiwa 31 bunga teratai/ padma/ lotus digitizing historical motives: media instead of cultural artifacts doi: 10.30575/2017/ijlres-2020091201 365 32 awan meucanek 33 canek awan dan pengulangan khuf hu dan lam 34 35 oen kayee (daun kayu) dg motif utama khuf hu 36 bungong meulur 37 emun berangkat bukhari, aulia rahman, mufti riyani 366 38 oen kayee 39 dari atas, jalajala atau lung kandet dan lebah bergaut (bungong pucuk rebung) the research process, especially in the heuristic stage, gives the strengthening that digitization of the object of study is very necessary. it is backed by several conditions. first, the harder it is to find historical ornaments on various objects, especially the cultural heritage objects in the research site. as a source of history, the existence of decorative varieties in various areas vulnerable to wear or loss due to various factors. but based on the search field, researchers began to struggle with collecting data. decorative variety as one of cultural relics in which it can record various symptoms such as diplomatic relations, social structure, the process of developing a society even the theological spirit of support society need to be removed can be used as a source of study. secondly, as a form of cultural and historical continuity, the ornamental objects are subjected to decision in several periods. it was seen in aceh tamiang with no source from the pre-islamic period or previous period. the data obtained only describes the situation in the range of 15-17 and early 20th centuries. moreover, at present the ornamental variety applied in aceh tamiang especially in the building architecture more accentuate elements of the acehnese ornamental and less concerned about the characteristics of its own community. not much different conditions occur in langsa city. the data required also only dwell on colonial heritage objects in the early 20th century. the previous years, which formed the characteristic of langsa city was also not found. a little different, east aceh has a variety of decorative varieties are quite significant. it is thought to have originated in the last 3 centuries but not to show diversity in other periods. although it can be concluded that the ornamental variety in east aceh was animated by the classical aceh digitizing historical motives: media instead of cultural artifacts doi: 10.30575/2017/ijlres-2020091201 367 art which is sourced from the artifacts of the pasai and lamuri ocean period and grew to its peak in the 16th century. however, data for the next period is also difficult to trace. conclusion the development of decorative variety as described in the content section has shown how the process of forming acehnese society in the east and kecenderungankecenderungannya. the forms of historical motifs found on the 3 regions can show the existence of several motifs that originated from the previous era. digitization is the effort to move physical objects to digital media in the form of digital photographs and repaints using the application corel draw. this process through the analysis stage of any motive that can represent the history and culture at the site of research. moving in the form of a corel draw sketch is intended to be able to capture decorative details on an object. in addition, the transfer or transferring of media is also intended so that the digitized historical motif will be utilized in other sectors in order to materialize the main mission of helping to realization of cultural resilience and local wisdom. based on the primary field digitization research has a positive response with the size of ease and usefulness. the dissemination form developed in the early stages is through a blog with the name droen (digital repository ornamentic acehnese). the acronym droen is expected to represent aceh's cultural identity with its own meaning from the aceh language. advanced research recommendation is to complete the identification in all areas of aceh with cultural characteristics. this is intended to be better documented, obtained by a more complete data bank study of history, art and culture. the use of scanner tools in the process of digitizing the kedpan is expected, so the results obtained more satisfactory. the last model dissemination through the blog can be increased into a reliable website and can be accessed more broadly. bibiliography adnan gantho. 2018. peluang dan tantangan era revolusi industri 4.0. opini serambinews. 27 november 2018. 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research and education studies issn: 2580-6777 (p); 2580-6785 (e) vol. 1, no. 1, 2017 page: 107 – 118 107 the preaching of sufi in the batak land district of simalungun (a study of islamic communication, case study of tarekat naqsyabandiyah serambi babussalam) efi brata madya email: efibratamadya@hmail.com state islamic university of north sumatra, medan – indonesia moh. hatta email: mohhatta@uinsu.ac.id state islamic university of north sumatra, medan – indonesia syukur kholil email: sykurkholil@uinsu.ac.id state islamic university of north sumatra, medan – indonesia abstract: this research aimed to know the history of development of the sufi preaching of the naqsyabandiyah serambi babussalam simalungun, to find the concept of sufi preaching of naqsyabandiyah serambi babussalam simalungun, to analyze the form of sufi preaching of naqsyabandiyah serambi babussalam simalungun, to find the typical communication form of the people of naqsyabandiyah serambi babussalam simalungun, and also to analyze the success, opportunities and challenges of the future of sufi preaching of tarekat naqsyabandiyah serambi babussalam simalungun. ingetting the data, it was conducted a series of interviews to the leader tarekat naqsyabandiyah serambi babussalam simalungun, dr. h. ahmad sabban rajagukguk, ma, nasir, as one of syech h. abdurrahman rajagukguk’s friends, the founder of the tarekat, m. sholahuddin nasution, ubaidillah, dr. j. r. saragih, the regent of simalungun, drs. h. amran sinaga, vice regent of simalungun, and other parties deemed relevant. the data were also obtained from participant observation, especially on the activities of zikir and suluk in the tarekat. then analyzethe document to discover the history and development of the tarekat. based on research, it was obtained the results that sufi preaching has its own character. the followers of tarekat naqsyabandiyah serambi babussalam simalungun convey the message of preaching through a real charity, especially in terms of the typical protruding behavior. adopt nubuwah's attributes in terms of their interest in the aspects of the mundane. although for further developments in the field of mysticism that gave rise to the neo-sufism do not necessarily have to abandon the mundane. even the neo-sufism understands wealth or things that are mundanely can be utilized as much as possible for the benefit of preaching, social reform, and improvement of people. one interesting thing, both the early or neo-sufism were still remain of allah swt. both with the sirryyah remaining or jahriyah remaining in all occasions, whether at lying down, sitting, or standing, as a part attached to them. similarly, the practice of naqsyabandiyah serambi babussalam simalungun led by dr. h. ahmad sabbanrajagukguk, ma keywords: preacing of sufi, batak land, study of isalmic communication, tarekatnaqsabandiyah mailto:efibratamadya@hmail.com mailto:mohhatta@uinsu.ac.id mailto:sykurkholil@uinsu.ac.id the preaching of sufi in the batak land district of simalungun 108 introduction the existence of sufism today is an inseparable part of spirituality for muslims in the country. the tendency towards sufism becomes important in bringing closer and united to allah swt. it is a proof of the love of the servant to his creator. this tendency is done because there is something empty and empty in human beings, although many pious deeds are done, but still there is felt less, that is allah swt. feels deep inside of them. transcendental communication is considered to be very less due to the understanding of allah swt. as a creator can only be spoken solely. but further efforts to be able to communicate at all times can not be implemented, so the sense of being a servant of god almighty. those who are faithful to him are not obtained. communication of spirituality that can touch and can be felt in the soul is still very limited, so through the sufi da'wah approach in tarekatnaqsyabandiyah able to bridge the inner talk directly with allah swt.. sufi preaching as an option that can give iman contextualization directly to allah swt. already exist in some areas in north sumatra, including in the village of tanah jawa, hatonduhan district, simalungun district. sufi propagation in the land of batak is able to contribute to understanding the deep faith of muslims in the region in particular and the surrounding area in general. relating to the islamic footprint of the batak land simalungun, jan aritonang explicitly stated: "islam has entered several simalungun kingdoms since the 15th century, mainly through the support of the malacca sultan, sultan mansjursjah since about 1450 and the expansion of the aceh kingdom to simalungun since 1539 in order to spread islam”.1 referring to this view of jan aritonang, it is clear that islam in simalungun has had a great influence in people's lives, although other facts show that the influence of the christians who came behind was stronger than the earlier islam entering this area. some sources mention the existence of christians in the land of batak related specifically to the dutch colonialism that entered the territory of sumatra. regardless of the various views on christian origins in batak land it can 1ibid. efi brata madya 109 be clearly stated that the influence of christianity is stronger in batak society, so this religion becomes the majority religion embraced by batak society. generally, it can be argued that the preaching of the naqsyabandiyah sufi order of serambibabussalam which was introduced by sheikh abdurrahman rajagukguk made islam an open religion and can accept all differences. not only that, the teachings of islam taught by sheikh abdurrahman rajagukguk through sufi da'wah approach, so that islam does not have to eliminate the identity of the community, in connection with the dakwah developed by syech abdurrahman rajagukguk.2 in subsequent developments, the existence of the naqsyabandiyah sufi da'wah mission is growing rapidly and growing. this is marked by the growing number of pilgrims scattered in north sumatra. there is no exact figure how many pilgrims, because the number of pilgrims who promised are not fully administered by the hut. but it can be estimated that the number of pilgrims in general is around thousands of worshipers. meanwhile, the number of pilgrims in simalungun about 1,200 people spread in various districts such as, hatonduhan district, siantar district, and dolokmalela district. the congregation of naqsyabandiyah congregation is able to combine the sufi preaching with the approach of islamic communication as a unified whole. every activity of sufi preaching done to internal follower are able to touch the inner congregation, so the message of religion especially spirituality to allah swt. more can be felt. while the preaching of the naqsyabandiyah sufi order through the islamic communal approach done to other religious adherents concerning unity among fellow human beings is also maintained. mursyidshaykh abdurrahman rajagukguk as a simple figure of da'i has been able to teach islam to all muslims in their area to be sure to allah swt, to avoid quarrels and divisions, to guard and protect fellow citizens.. therefore, research related to sufi preaching tarekat with islamic communication approach is important to do to find a broader aspect in the field of da'wah and islamic communication. how sufida'wah able to contribute positively internally and externally in the life of society. this is important because sufi mission 2ibid., h. 13 the preaching of sufi in the batak land district of simalungun 110 is an activity called for others to understand, understand the religious teachings that are believed to be felt in every life, because of his belief in allah swt. literature review the teaching of sufi preaching is a form of invitation to obey allah swt, with full firmness and strong conviction. this doctrine is the doctrine that brings man to the essential truth to know god almighty. sufi preaching can only be done by those who have special knowledge about knowing allah swt. this is done through the guidance of teachers who consistently and continuously continue to be done. sufi propagation is able to provide enlightenment of the heart that continues to swell due to the emptiness of the world. there are three forms or kinds of da'wah that can be applied: 1. da’wahbillisan. preaching that is done through oral. da'wah in this form has existed since the first man who is the prophet adam that is when he invites his children to obey the commands of allah swt. in its application, this oral preaching can be done directly or without media, ie between dai and mad'u face to face, and can be done using media such as through radio, television, and other media. 2. da'wahbilkitabah or bilqalam. preaching through writing. this form of propaganda, is not a new form of dakwah emerged when the first invention of paper, pen or the invention of the printing press. however, da'wah through this writing was already done by the prophet muhammad. namely by sending letters to the leaders and kings of the time, so they would embrace islam. 3. da'wahbil-hal. preaching with the real actions that include exemplary. the orientation of da'wahbil-thing is different from the dakwanbil-lisan and da'wahbil-kitabah or bil-qalam. if the da'wah orally and writing oriented to the effort to introduce islam to the ummah so that they can comprehend islam holistically and organize all aspects of their life in an islamic way, the da'wahbilthing emphasizes the practice or actualization of islamic teachings in private life, as well as to help the development of muslim society in accordance with the social ideals of islamic teachings derived from the qur'an and hadith. preaching should be done with strategic approaches, so that the ideals or goals of preaching can be achieved maximally. for that, there are several approaches efi brata madya 111 that can be applied preaching namely: first, the approach of structural preaching. according to ramliridwan, structural preaching is all the activities undertaken by the state or government with its various structures to build the community order in accordance with the guidance of allah swt.. second, the cultural preaching approach, is a preaching activity that emphasizes the approach of cultural islam. cultural islam is one approach that seeks to review the formal doctrinal link between islam and politics or islam and the state. third, the approach of multicultural preaching, is, an alternative to answer those preaching issues. the base of multicultural preaching thought departs from the classical view of cultural preaching, namely the doctrinal recognition of islam against the validity of the existence of culture and local wisdom that is not contrary to the principle of monotheism.. there are several theories used in this research: 1. theory of symbolic interactionism. in this respect jerome manis and bernard meltzer separate the theoretical and methodological fundamental points of symbolic interactionism. each of these identifies a central concept of the tradition in question; (a). people can understand things by learning from experience, a person's perception is always translated in various symbols. (b). meanings are learned through interaction among people, meaning arises from the exchange of symbols in social groups. (c). all social structures and institutions are created from interaction among people. (d). one's behavior is not absolutely determined by events in the past, but also intentionally. (4). the mind consists of an internal conversation, which reflects the interaction that has occurred between a person and another person. (5). behavior is formed or created within a social group during the interaction process. (6). wecan not understand an individual's pangalaman by observing his behavior alone. a person's understanding and understanding of things must be known. 2. communication accommodation theory. the theory of communications accommodation was developed by howard giles in 1973, formerly known as the speech accomodation theory. this theory of communication accommodation rests on the premise that when speakers interact, they adjust their speech, vocal patterns, and / or acts to communicate with others. this is done for a variety of reasons, for example, to lure approval from the listener, others want to achieve communication efficiency, and others want to maintain a positive social identity, all of which is the preaching of sufi in the batak land district of simalungun 112 accommodating others when communicating. accommodation is defined as the ability to adjust, modify, or regulate one's behavior in response to others. such adjustment activities are usually done unconsciously. 3 findings and discussion there are several important points as a form of findings from the results of this study; it can be seen as follows: 1. the history of the founder of naqsyabandiyahsimalungun, starting from following the tradition of "ibrah" lessons from him is the spirit of the implementation of da'wah activities of the scholars. the ulama, master, guardian and all the servants of allah swt. the prayers for the later remembered and imitated the traits of their moral distrust and morality are exemplified by their followers. that is what has been done master teacher asy sheikh al hajj al `arif billah abdurrahman rajagukguk al kholidy naqsyabandi qs who has championed sufi preaching in the midst of the plurality of the surrounding community. verbalisticda'wah activities make islamic syiar increasingly brilliant presence among sufi society and muslims in general. while non verbal mission through tawajuh activity in the form of planting firmness to allah swt. is a clear proof of the activities of the sufi mission of master teacher sheikh abdurrahman rajagukguk. through verbal and non verbalda'wah activities he has been able to make his followers and muslims in general able to increase the longing of the servant to allah swt. 2. the concept of sufi preaching means talking about the framework or design or understanding of da'wah carried out by the sufis. sufi preaching is different from da'wah that is generally understood. sufi preaching is a separate part of the form of dakwah developed in the midst of society. simply sufi da'wah can be understood if preaching done prioritize strengthening of spirituality. when people are very simple but in reality he is able to appear more luxurious, then people say it as a wara '. wara 'in terminology understood by society is part of kesufian. 3richard west and lynn h.turner, introducing communication: analysis and aplication language changing by maria natalia damayanti, pengantarteori komunikasi. (book 2) (jakarta: salemba humanika, 2008), p. 217. efi brata madya 113 3. generally, da'wah through sufistic approach aims to cleanse the human soul, that is as close as possible to allah swt. (taqarub ila allah swt.), such as zikr, zuhud, tazkiyatun nafsi (cleansing the soul) and ma'rifat (opening of hijab to god), by way of takhalli and culminating in tajalli. stages of the maqam that must be passed by the sufis generally consists of seven maqam, namely maqam taubat, maqam wara, maqam zuhud, maqam faqir, maqam sabar, maqam tawakal and maqam ridha. in these processes, for naqsyabandiyah serambi babussalam simalungun java land developed terms tawajjuh, bai'at, suluk, zikir, maqam, zuhud, khalifah, and master teacher / murshid. these terms are in principle also known in other congregations, because they are commonly known concepts in the world of sufism. 4. 4. the form of sufi preaching is a building that can be felt for those who do and receive the da'wah. dimaknai as a building because sufi preaching is an activity that can show confidence for every human who receive the message of da'wah. the form of dafinaqsyabandiyah sufi preaching by way of direct communication in order to meet allah swt. can be done with the high spirituality of all students or this congregation. the inner satisfaction felt by a person when spiritual spirituality has been calmed down by doing zikrullah. with a lot of doing zikrullah will get peace of mind. through the dhikr of the heart will be calm, because dhikr is one form of communication meet and feel the presence of allah swt. zikrulah done so that every human being aware of all his mistakes, ask forgiveness and repent for the mistakes he has done. 5. communication for the sufi or tarekat has its own peculiarities. communication tarekat adherents in general different from the communication that took place in the midst of society. physically-formal applies hierarchical order in communicating. the impression of hierarchical communication is very prominent, so that communication built more done in stages through intermediaries. usually the communication that goes through this intermediary is mainly in relation to transcendental communication, ie communication with god. the communication that runs for the tarekat in general is the same, and especially for the naqsyabandiyah tarekat serambi babussalam simalungun can be seen in two dimensions, ie communication vertically and horizontally. vertical communication can be understood in two forms, namely the preaching of sufi in the batak land district of simalungun 114 communication between man and his god and communication between teacher/ murshid with his student. while communication is a horizontal communication that takes place among fellow students. even when examined further, there are levels that must be traversed until the mursyid level. a disciple must go through the caliphate first, although he also remains a disciple. communication between the caliph and the teacher / murshid is also different from the student in general. the inner contact as part of the transcendent communication has even begun to be felt. not everyone can feel the continuity of the communication. even dzouq can not be learned, nor can it be understood rationally, it is at the suprarational level. even in the culmination point later on this region will be felt the presence of teachers, predecessors, the guardians of allah swt., hinga up to the soul of prophet muhammad saw. this is a matter of taste that no one can have. 6. tuan syekh h. ahmad sabban rajagukguk in conveying the message of preaching to all levels always in a meek and persuasive way. "this gentle and persuasive developed communication is directed not only to children, even to adults or to parents, to be treated equally, gently and persuasively," dr. ahmad sabban rajagukguk, ma.4 thiskind of communication was very intense between tuan guru and his students, even with his children. this is more prominent daily life surfaced. on the other hand, the delivery of messages to perform the prayers and fasts, or related to the activities of worship, tuan guru was very strict, even can be delivered in a high tone, which according to those who heard it "impressed" angry. this is what is mentioned as a form of communication that takes into account situations and conditions based on the results of interviews with tuan guru syech dr. h. ahmad sabban rajagukguk can be understood that the form of communication intended as a typical sufi communication was divided into 3 kinds,5 they are: 1. communication between the salik and syech mursyid. this communication can be likened to that of a student with a schoolteacher. the communication that 4 interview was done on october 16, 2016 at parsulukan tarekat naqsyabandiyah serambi babussalam simalungun. 5interview was done on october 16, 2016 at parsulukan tarekat naqsyabandiyah serambi babussalam simalungun. efi brata madya 115 exists between the two, master and disciples, is not only the formal, observable, audible, or visible communication, but the relationship can be established through a very strong inner connection with each other. if the student with the teacher in the class is transfer of knowledge, transfer science and technology (iptek) and ethics or adab all of which are physical-formal, then between the salik with sheikh mursyid is transfer of spiritual, foster faith and piety, which can be occurs without being observed or seen physically-formally. in this study those who feel who can understand the nature of communication or inner contact that occurred. 2. communication or spiritual contact between the living and the deceased and vice versa. in the understanding of the sufi people, that the souls of humans who are already in the realm of the alive are still alive, able to hear, see, know and communicate both between the souls of the dead and the spirits of the living. in the study of sufism, the souls of the prophets and guardians of allah swt. during his life, his soul lives in the realms of shahadah and also live or can communicate in the unseen world. based on this understanding, then a sheikh mursyid can guide his disciple from infinite distance both during his lifetime and he has died because in fact the spirits of the guardians are alive by allah swt. 3. communication or spiritual contact with allah swt. in the sufi understanding, the consecrated spirit is then taught how to remembrance of allah swt. will be able to make contact with allah swt. without purified in advance it is impossible that the human spirit can relate to allah swt. because allah swt. is the most holy and most high. master teacher or sheikh mursyid makes a physical counseling effort and purifies the disciple's spirituality with nur allah swt. who is entrusted in his chest in order to communicate or contact with the most holy substance. and by means of intercession with the teacher it is possible to communicate between the disciple and allah swt from other sectors, based on the findings in the field, the naqsyabandiyahnaqsyabandiyahserdibabussalamsimalungun development also involves mass communication. for example, promotions in the form of books, pamphlets, advertisements, advetorials, cd audio programs, vcds, to the internet by utilizing email, facebook, messenger, whatsapp, twitter, and line features. now, the preaching of sufi in the batak land district of simalungun 116 with the rapid development of communication and information technology, the form of communication of the sufis, including the adherents of tarekatnaqsyabandiyahserambibabussalamsimalungun, is also not left behind by the utilization of such technology. the great teacher syekh h. ahmad sabbanrajagukguk used many facebook to convey spiritual messages. "shufi life" is a title that is carried to provide its own identity in containing messages of sufi-style preaching. one interesting message that may reflect as a neo-sufistic characteristic is when tuan guru syekh h. ahmad sabbanrajagukguk said:"the one who is still disturbed by money, then he is not a pathfather of shufi. formerly my father [shaykh abdurrahman rajagukguk qs w.2010] also said, "if god has not guaranteed your needs check your taqwa." the religious organs stand on the promise of god”. conclusion the success of the preaching of sufi tariqat naqsyabandiyah serambi babussalam can be seen in various aspects: a. social aspects. among the success achieved in this social field is the establishment of a harmonious relationship between religious adherents in and out of the naqsyabandiyahserambibabussalam congregation. b. religious aspects. that the development is very rapid, this is also a proof that the community is very interested in sufi-based religious education so that it is expected that many people will flock to join in the spiritual world. c. economic aspects. usually on the momentum of the birthday of master teacher an embellishment is celebrated royally. people came from all over the region. the crowds were seen in the vicinity of the embroidery, gathering, mingling into one with the people around, the local people, and the families with the celebration. this tradition is commonly performed and widely known by the public. this momentum is very valuable and it's a loss if it's wasted away. economic activity starts from here. traders take advantage of moments like this to make a profit. this approach can be called a social empowerment approach. another economic success is the plan to build palm plantations with the help of entrepreneurs from the middle east. efi brata madya 117 he promised to build a 1 hectare palm garden for financing purposes and the surrounding community. d. educational aspects. aspects of education as a success achieved by serullibabussalam fusion can be seen from the habits of the sufis, namely providing psychological provision in religion. the sufis in their religion walk through the psychological stages. that's what his students taught. bibiliography anugrah, d. w k.(2008). komunikasi antar budaya, konsep dan aplikasi.jakarta: jala permata. aritonang, j. s. 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(buku 2). jakarta: salemba humanika. wiryanto.(2004). pengantar ilmu komunikasi. jakarta: grasindo. ziaulhaq, (2015).“batak sufis and interfaith relationship with a special reference to tariqat naqshbandiyya-khalidiyya serambi babussalam (tnksb)”, dalam proceeding international conference “southeast asian islam: promoting moderate understanding of islam”, state islamic university of syarif hidayatullah, jakarta. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020050809 vol. 4, no. 2, 2020 page: 307 319 307 an analysis of lateness in the adoption of the ministry / institutional budget: case study on the unit of public services agency of the state islamic university of north sumatera north medan muhammad yafiz senior lecturer, state islamic university of sumatera utara medan muhammadyafiz@uinsu.ac.id mailin senior lecturer, state islamic university of sumatera utara medan mailin@uinsu.ac.id bambang lesmono school of postgraduate, state islamic university of sumatera utara medan bambang@uinsu.ac.id abstrct. the purpose of this research is to find and analyze the factors that cause the delay in absorption of the budget of ministries / institutions, especially in the public service agency work unit of the state islamic university of north sumatra, medan. data collection techniques used are documentation studies, interviews, and observations. the results showed that the budget realization at the state islamic university of north sumatra medan in the first semester of the 2016-2019 fiscal year was still less than 40%. in 2016 the realization was 29.61% of the budget ceiling, in 2017 it decreased to 14.03% of the budget ceiling, in 2018 it was 16.58% of the budget ceiling and 2019 it was 26.20% of the budget ceiling. of course, there will be an accumulation of budget absorption in the second semester or at the end of the year. from the research, it is concluded that the planning factors, human resource factors, and goods / services procurement factors influence the absorption of the budget at the islamic state university of north sumatra, medan. to correct problems in planning factors, human resource factors and goods / services procurement factors, it is better if the state islamic university of north sumatra medan reduces budget revisions and prepares the budget as accurately as possible according to the planned priority scale, transferring employees at the beginning of the fiscal year and proposing additional formation for the admission of civil servants or recruiting blu honorary personnel who are competent in financial management and improving the quality of human resources by sending officials / employees to attend training and skills or training and increasing certified officials / employees for the procurement of goods / services. keywords: budget, absorption, planning, human resources, procurement. mailto:muhammadyafiz@uinsu.ac.id mailto:mailin@uinsu.ac.id mailto:bambang@uinsu.ac.id muhammad yafiz, mailin, bambang lesmono 308 introduction in practice, budget realization absorption is difficult to achieve one hundred percent. all ministries / agencies always report a surplus in their budget or that the budget was not fully absorbed at the end of the fiscal year. some of the problems that cause budget absorption include bureaucratic obstacles that occur due to lack of coordination between work units and implementing agencies / units resulting in a decrease in budgets, incompetent human resources in setting project and budget priorities, unsupportive regulations and policies, constrained by physical land acquisition, lengthy licensing constraints, low capacity of project implementers and restrictions / relocation of project financing sources. the report on the realization of the semester i budget at uin of north sumatra medan for the 2016 budget year to the 2019 fiscal year also did not reach 40%1. the following shows the realization of the expenditure budget for uin of north sumatra medan in the first semester of the 2016-2019 fiscal year as follows: graph 3 realization of expenditures at uin north sumatra medan semester i 2016-2019 fiscal year the slow absorption of the budget is a classic problem that continues to occur every year. the slow realization of government programs and activities has an impact on budget realization. for example, the plan to construct buildings and buildings for education, which should have been completed before the start of the school year, but due to low budget 1 http://e-rekon-lk.djpbn.kemenkeu.go.id/ viewed on 9 february 2020 at 21.26 pm. 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% the realization of shopping in uin sumatera utara medan semester i year 2016-2019 2016 2017 2018 2019 http://e-rekon-lk.djpbn.kemenkeu.go.id/ an analysis of lateness in the adoption of the ministry / institutional budget: case study on the unit of public services agency of the state islamic university of north sumatera north medan doi: 10.30575/2017/ijlres-2020050809 309 absorption, may not be able to be used in the following year. the next example is the road construction plan that is not optimal, as it should be, asphalt can be cast for 8-10 km at the beginning of the year, but due to low absorption, only three to five km have been implemented. this will greatly impact budget absorption and public welfare. based on the explanation above, the researcher tries to explain and elaborate on the problems that cause the delay in budget absorption of ministries / institutions, especially at blu of uin north sumatra medan. literature review the budget is one of the tools that plays an important role in an organization and government. a good government budget will be reflected in the effectiveness of government performance in the community, so the government should create a budget that is mature and realistic to be realized so that the welfare of the community can be achieved. the low and slow absorption of the budget of ministries / institutions and regions in indonesia is a phenomenon that continues to occur every year. efforts have been made to optimize budget absorption, but the facts still show that no changes have been found in relation to budget absorption. in practice, budget realization absorption is difficult to achieve one hundred percent. all ministries / agencies always report a surplus in their budget or that the budget was not fully absorbed at the end of the fiscal year. some of the problems that cause budget absorption include bureaucratic obstacles that occur due to lack of coordination between work units and implementing agencies / units resulting in a decrease in budgets, incompetent human resources in setting project and budget priorities, unsupportive regulations and policies, constrained by physical land acquisition, lengthy licensing constraints, low capacity of project implementers and limitations / relocation of project financing sources. nationally, the absorption of the budget for the first semester of the 2016-2019 fiscal year according to data from the directorate general of treasury on average less than 40%. the ministry of religion as one of the 4ths (fourth) largest budget holders in indonesia should try to increase / improve its budget absorption performance. the report on the muhammad yafiz, mailin, bambang lesmono 310 implementation of the state budget for the ministry of religion for 2015 to 2019 is still less than 40%. law on state finance number 17 of 2003 clearly states that the power to manage state finances from the president to the budget user officials as the head of the work unit is to carry out the budget. based on this, all budget user officials should immediately realize their budgets as stated in the dipa, and not wait until the end of budget execution. methodology this research is descriptive qualitative in nature, with the aim of explaining the implementation of the budget realization of ministries / agencies, especially blu of uin north sumatra medan and to reveal the problems that cause delays in the realization of the expenditure budget at blu of uin north sumatra medan. descriptive research is to record carefully all the symptoms that are seen and heard and read (via interviews, photos, videos, personal documents, brochures, etc.) and the researcher also compares, combines and draws conclusions..2 the type of data used in this research is qualitative data obtained from interviews with related parties who are considered competent in providing the information needed in this study. sources of data used in this study consist of: 1. primary data, sourced from interviews with officials / employees of uin north sumatra medan with regard to budget realization, among others, the head of the aupk bureau, the head of planning and finance, the head of subdivision. finance and bmn, kasubag. planning, procurement officers, expenditure treasurers and staff directly involved in budget execution. 2. secondary data, data obtained from other parties or other sources related to this research that has been processed and obtained through available documents, including the budget implementation list (dipa), activity operational guidelines (pok), taken from the electronic reconciliation and financial report application, and the expenditure realization report data from the saiba application. 2 burhan bungin, metodologi penelitian kualitatif (jakarta: pt. grafindo persada, 2001), p. 234 an analysis of lateness in the adoption of the ministry / institutional budget: case study on the unit of public services agency of the state islamic university of north sumatera north medan doi: 10.30575/2017/ijlres-2020050809 311 findings and discussion data yang diterima dari bagian perencanaan dan keuangan blu uin sumatera utara medan tentang realisasi anggaran belanja tahun anggaran 2016-2019 ditunjukkan pada data sebagai berikut: graph 4 realization of the expenditure budget of uin north sumatra medan 2016-2019 cal year from the table graph 4 above shows that the budget realization at the blu of uin north sumatra medan in the first semester of the 2016-2019 fiscal year is still less than 40%. in 2016 the realization was 29.61% of the budget ceiling, in 2017 it decreased to 14.03% of the budget ceiling, in 2018 it was 16.58% of the budget ceiling and 2019 it was 26.20% of the budget ceiling. of course, there will be an accumulation of budget absorption in the second semester or at the end of the year. the implications of this low or disproportionate state of budget absorption can result in: a) the non-absorption of activities that should have been carried out at the beginning of the fiscal year has resulted in government programs or services to the community being unable to be implemented quickly. 20,000,000,000 40,000,000,000 60,000,000,000 80,000,000,000 100,000,000,000 120,000,000,000 140,000,000,000 160,000,000,000 180,000,000,000 200,000,000,000 pagu s.d. smt 1 s.d. smt 2 pagu s.d. smt 1 s.d. smt 2 pagu s.d. smt 1 s.d. smt 2 pagu s.d. smt 1 s.d. smt 2 shopping budget realization graphic uin sumatera utara medan ta. 2016-2019 51 52 53 57 2016 2017 2018 2019 muhammad yafiz, mailin, bambang lesmono 312 b) the delay in disbursement of the budget for goods / services expenditure causes the fiscal stimulus function and the multiplier effect of government spending on public economic activity to be suboptimal at the beginning of the fiscal year. c) the accumulation of invoices to the state at the end of the fiscal year creates a heavy burden on the provision of government money / cash, thereby allowing a cash mismatch to occur. based on the evaluation of the realization of the expenditure budget at the blu of uin north sumatra medan as stated above, several factors were found that influenced the delay in budget absorption, among others: 1. planning factor budget planning is the earliest stage of a budget management process. power of budget user / property user, in this case the minister / head of institution, prepares the ministry / institution work plan and budget (rka-k / l) for the next 1 (one) year based on the work performance to be achieved accompanied by an estimated expenditure. the rka-k / l was submitted to the dpr to be discussed in the preliminary talks on the draft apbn. the results of these discussions are submitted to the ministry of finance in this case to the minister of finance as material for drafting a bill on the next year's apbn. the results of interviews and direct observations of researchers in the planning and finance section of uin north sumatra medan found several problems related to planning, including: a) the number of changes in the budget work plan carried out by the work unit which should have been determined at the beginning of the fiscal year but in the current year many work units have made changes / improvements to the budget plan which resulted in a budget revision. b) changes to work plans made by work units, changes made will also require time to complete, as mandated in per-2 / pb / 2020 article 43 which states that submission of requests for data equality as referred to in paragraph (2) is carried out every two months, so that if there is a work unit that revises the budget, the work unit submitting the budget revision will take 1-2 months, because the an analysis of lateness in the adoption of the ministry / institutional budget: case study on the unit of public services agency of the state islamic university of north sumatera north medan doi: 10.30575/2017/ijlres-2020050809 313 planning will not accommodate only 1 (one) work unit, but it must be cumulative. c) the work unit submitting a budget revision does not understand the planning administration process, such as a budget revision which should be made from account 52 to account 52 or vice versa submitted through the change matrix, this is clearly wrong. then the proposal will be returned. d) budget preparers do not yet understand the use of a standard account chart (bas) which is not in accordance with its designation so that it affects budget disbursement. e) there is a revised percentage threshold. percentage threshold is the amount of the percentage of expenditure realization that is allowed to exceed the budget in dipa blu. this revision can be made if the satker revenue has exceeded the target set in the dipa. usually the revenue target for the blu of uin north sumatra medan is achieved in september as evidenced by the letter of endorsement of blu revenue and expenditures for the third quarter, as a result the revision process can only be carried out in october and finally there is a delay in budget absorption due to the revision of the threshold. f) faculties / postgraduate / units in preparing the budget for the following year, sometimes they do not budget for priority scale activities or just copy and paste from the previous year's budget. g) there are changes in policy, for example savings in spending by the government. 2. human resources (hr) factors human resource management (hr) is an acknowledgment of the importance of an organization's workforce as a very important human resource in contributing to organizational goals, and the use of several functions and activities to ensure that hr is used effectively and fairly for the benefit of individuals, organizations and society3. 3 priyono dan marnis, manajemen sumber daya manusia, (sidoarjo, zifatama publisher, 2008), p. 4 muhammad yafiz, mailin, bambang lesmono 314 human resources (hr) is an asset of an organization that can determine whether the performance of an organization is good or bad. the success of an organization is largely determined by the quality of the people who work in it. hr plays an important role in achieving the goals of the organization. it can be said that almost all problems faced by an organization are always related to the human resources in it. financial management in an agency can operate optimally if the human resources (hr) possessed have good competence and quality. to manage quality finances, an official or employee who really understands and understands management is needed. for this reason, competent and qualified human resources are needed. ome of the problems related to human resources at uin north sumatra medan, among them are: a. lack of staff, especially for financial managers. b. mutation of employees, if the employee mutation pattern is not evenly distributed it will cause unproductive units, of course the units that manage finances will also be the same, change of position, change of procurement officers or procurement officials who have just passed the training for procurement of goods / services, this can hamper the budget disbursement process, because new officials do not have experience in determining partners or do not understand the actual procurement process / mechanism. c. dual positions. concurrent positions occur in financial management officials such as the dean and concurrently the position of commitment making officer, a lecturer in one of the faculties holds a commitment making officer, head of subdivision. bmn has concurrent positions as procurement officer and others so that the employee's performance is not focused and is not optimal in carrying out his duties. d. lack of legal protection for procurement actors. this is indicated by a sense of concern for law enforcement officials who are aggressively fighting corruption, such as external examiners, namely the attorney general's office, the corruption eradication commission (kpk) and the supreme audit agency (bpk), internal audit officials, namely the inspector general (itjend) and the finance and an analysis of lateness in the adoption of the ministry / institutional budget: case study on the unit of public services agency of the state islamic university of north sumatera north medan doi: 10.30575/2017/ijlres-2020050809 315 development supervisor (bpkp). this fear can result in procurement actors being very careful in making decisions about the procurement of goods / services. 3. goods / services procurement factors government procurement of goods / services, hereinafter referred to as the procurement of goods / services, is an activity to obtain goods / services by the ministry / institution / other regional work unit / institution whose process starts from planning needs to completion of all activities to obtain goods / services4. the procurement system is a way to get the goods and services needed by using certain methods and processes. there are two types of procurement systems that are commonly used, namely conventional systems and e-procurement systems. according to presidential regulation number 54 of 2010 along with all its amendments, it explains that there are several parties involved in the procurement of goods / services, including budget user / proxy of budget user (pa / kpa), commitment making officer (ppk), procurement service unit / procurement officer (ulp / pp), committee / officials receiving results of work (pphp) and providers of goods / services. some of the problems related to the procurement of goods / services at uin north sumatra medan include: a. lack of officials / employees assigned to the committee for the procurement of goods / services who have a certificate of expertise in the procurement of goods / services. in accordance with presidential regulation number 54 of 2010 which states that all procurement officials are required to have a certificate of expertise in the procurement of goods / services issued by the goods / services procurement policy institute (lkpp). to obtain a certificate of expertise is not easy and only employees who are truly deemed to have the competence and ability in the field of goods / services procurement will be awarded a certificate proving that they have passed the goods / services procurement exam. 4 presidential regulation of the republic of indonesia number 54 of 2010 concerning government procurement of goods / services. muhammad yafiz, mailin, bambang lesmono 316 b. the delay in the preparation of the schedule for the auction is due to budget blockages so that the procurement committee cannot predict the schedule that will be implemented. c. delayed or failed determination of the winner, this could have happened because there was an error in the evaluation process, no participant submitted the bid document after there was an extension period, none of the participants who passed the bid evaluation were found to have errors in the bidding documents or not in accordance with the provisions in the regulations this president. all participants are involved in corruption, collusion and nepotism (kkn), all participants are involved in unfair business competition, all tender price offers for goods / construction work / other services are above hp's, negotiation of costs on selection is not achieved, and / or kkn involves the election working group / ppk. d. there are repeated auctions, usually due to a number of reasons, including the number of participants who passed the qualifications in the prequalification process less than 3 (three), except in limited tenders. after giving the extension time, none of the participants submitted the qualification documents. e. there is a rebuttal in the job auction process, this can result in determining the winner will also take a long time. as a result of this, the budget disbursement process took longer, even up to the end of the fiscal year. f. late completion of work by third parties (partners). this could happen due to weather factors, shipping factors, unavailability of materials because the goods ordered have not arrived and others. in accordance with the regulation of the minister of finance number 190 / pmk.05 / 2012 in direct payments for the procurement of goods / services, it can be paid if the goods / services have been handed over by the issuance of an official report on the handover of goods or an official report on the completion of the work. g. addendum exists, is used when there are additions or attachments to the main agreement, but it is an integral part of the main agreement. an analysis of lateness in the adoption of the ministry / institutional budget: case study on the unit of public services agency of the state islamic university of north sumatera north medan doi: 10.30575/2017/ijlres-2020050809 317 conclusion the delay in budget absorption at blu of uin north sumatra medan tends to be the same, from 2016 to 2019 the budget in the first semester or second quarter of absorption is still below 30%, as a result there will be an accumulation of budget disbursement at the end of the year. based on the results of research conducted by researchers, it can be concluded that the delay in budget absorption at blu of uin north sumatra medan is influenced by several factors. first, the planning factor. problems in planning include the problem of budget revision, the budget is only a copy and paste from the previous year and hr does not understand the standard accounts chart (bas). second, the hr factor. problems in the human resource factor include lack of employees, employee mutations that occur not at the beginning of the year and concurrent positions, and third, the factor of procurement of goods / services. problems in the procurement of goods / services are lack of officials / employees who have certificates, objections in the job auction process, delays in completion of work by third parties and official mutations or changes in procurement officials that take place in the middle of the year and there are concerns about law enforcement officials. based on the above conclusions, the researcher provides the following suggestions / input: a. all faculties / units / institutions within the uin of north sumatra medan to prepare the budget accurately and as best as possible according to the priority scale so that there is no mismatch between the budget listed in the rka-k / l and the approved dipa; b. to reduce budget revisions, especially for revisions to the use of opening balances should be done at the beginning of the year and eliminating the revision of the threshold. c. leaders at uin north sumatra medan to propose additional formation for the admission of civil servants, or recruit blu honorary staff to anticipate a shortage of staff, especially employees for financial managers to be placed in universities or in faculties and units. muhammad yafiz, mailin, bambang lesmono 318 d. if the leadership of uin north sumatra medan rotates / transfers officials / employees it is carried out at the beginning of the fiscal year, so that the assigned officials / employees can more freely understand the budget realization process. e. improving the quality of human resources for both financial management and procurement of goods / services, namely by assigning officials / employees to attend financial training and training for goods / services procurement. bibiliography burhan bungin, metodologi penelitian kualitatif (jakarta: pt. grafindo persada, 2001) direktorat jenderal anggaran kementerian keuangan, 2015. pokok-pokok proses penyusunan anggaran belanja kementerian/lembaga edisi ii. direktorat jenderal anggaran kementerian keuangan, 2014. dasar-dasar praktek penyusunan apbn di indonesia. lexy j. moleong, metodologi penelitian kualitatif (bandung: pt. remaja rosdakarya, cet. 31, 2013). peraturan pemerintah ri nomor 23 tahun 2005 tentang pengelolaan keuangan badan layanan umum. peraturan pemerintah ri nomor 39 tahun 2007 tentang pengelolaan uang negara/daerah. peraturan pemerintah republik indonesia nomor 21 tahun 2004 tentang penyusunan rencana kerja dan anggaran kementerian negara/lembaga. peraturan pemerintah republik indonesia nomor 45 tahun 2013 tentang tata cara pelaksanaan anggaran pendapatan dan belanja negara. peraturan presiden republik indonesia nomor 54 tahun 2010 tentang pengadaan barang/jasa pemerintah peraturan menteri keuangan nomor 07/pmk.02/2006 tentang persyaratan administratif dalam rangka pengusulan dan penetapan satuan kerja instansi pemerintah untuk menerapkan pola pengelolaan keuangan badan layanan umum. peraturan menteri keuangan nomor 104/pmk.02/2010 tentang petunjuk penyusunan dan penelaahan rencana kerja dan anggaran kementerian negara/ lembaga tahun anggaran 2011. peraturan menteri keuangan nomor 92/pmk.05/2011 tentang rencana bisnis dan anggaran serta pelaksanaan anggaran badan layanan umum. peraturan menteri keuangan nomor 190/pmk.05/2012 tentang tata cara pembayaran dalam rangka pelaksanaan anggaran pendapatan dan belanja negara. peraturan menteri keuangan nomor 15/pmk.02/2016 tentang tata cara revisi anggaran tahun anggaran 2016. an analysis of lateness in the adoption of the ministry / institutional budget: case study on the unit of public services agency of the state islamic university of north sumatera north medan doi: 10.30575/2017/ijlres-2020050809 319 peraturan menteri keuangan nomor 178/pmk.05/2018 tentang perubahan atas peraturan menteri keuangan nomor 190/pmk.05/2012 tentang tata cara pembayaran dalam rangka pelaksanaan anggaran pendapatan dan belanja negara. peraturan menteri keuangan nomor 206/pmk.05/2018 tentang tata cara revisi anggaran tahun anggaran 2019. peraturan menteri keuangan nomor 210/ pmk.02 / 2019 tentang tata cara revisi anggaran tahun anggaran 2020. peraturan direktur jenderal perbendaharaan nomor per-2/pb/2020 tentang petunjuk teknis revisi anggaran yang menjadi kewenangan direktorat jenderal perbendaharaan pada tahun anggaran 2020. peraturan menteri agama nomor 45 tahun 2014 tentang pejabat perbendaharaan negara pada kementerian agama. peraturan menteri agama nomor 63 tahun 2016 tentang perubahan atas peraturan menteri agama nomor 45 tahun 2014 tentang pejabat perbendaharaan negara pada kementerian agama. informasi apbn tahun 2019, apbn untuk mendorong investasi dan daya saing melalui pembangunan sumber daya manusia. yonathan setianto hadi, dkk. 2014. postur apbn indonesia, kementerian keuangan republik indonesia. postur apbn indonesia, direktorat penyusunan apbn, kementerian keuangan, 2014. sugiyono, metode penelitian pendidikan (pendekatan kuantitatif, kualitatif, dan r&d), (bandung: alfabeta, 2013). undang-undang republik indonesia nomor 17 tahun 2003 tentang keuangan negara. ijlres international journal on language, research and education studiesissn: 2580-6777 (p); 2580-6785 (e)vol. 1, no. 1, 2017page: 80 – 92 80 planning of secondary school location at sub-centre of medan selayang service based on geographic informaton system mansyur hidayat pasaribu email: mansyurpasaribu@gmail.com state university of medan, north sumatra-indonesia abstract, this research aimed to solve the problem of requirement of facility and infrastructure of high school education year 2030 at 4 sub-districts in sub department of medan selayang. by knowing the number of junior high school student we can calculate requirement of middle school infrastructure needed. the need for secondary school building infrastructure at the medan selayang service sub-center in 2030 is calculated based on the number of population aged 0-4 years in 2016 as users of secondary education services in the planning year. the need for the number of new school units based on the maximum capacity of study groups available in each school in the study area, the lack of learning groups is met through new classroom addition programs and the addition of new school units. with the population of middle school age in 2030 in four districts amounting to 33,299, it is required to provide 1 unit of new school in medan baru sub-district, 1 unit of new school in medan selayang sub-district, 2 units of new school in medan tuntungan sub-district. the lack of study group in medan baru sub-district can be fulfilled by adding new classroom based on the availability of school land. planning of school location in the addition of new school unit based on spatial analysis using geographic information system application. method of research used is descriptive method quantitatively. quantitative analysis done by using geographic information system. analysis is done based on the factors that influence the selection of school location which consists of service coverage factors, distribution pattern factors, accessibility factors and land use factors. from the results of analysis based on spatial data found sowed that the area has not been served in the region planning. this underserved area became a zone in the determination of secondary school location planning at the medan selayang service sub-center. key words: secondary school needs, geographic information system, location planning. introduction education is the learning of knowledge, skills, and habits of people who are passed from one generation to the next through teaching, training, or research. education often takes place under the guidance of others, but also allows self-taught. any experience that has a formative effect on the way people think, feel, or act can be considered educational. education is generally divided into stages such as preschool, primary school, high school and then college, university or internship. as stated in article 33 of the 1945 constitution stated that every citizen is entitled to receive instruction, then local government must provide educational mansyurhidayatpasaribu 81 facilities and facilities that can meet the needs of the community. this fulfillment is inseparable from the accessibility of education and the provision of cheap educational facilities that are affordable by the community. the fulfillment of educational facilities can be managed by local governments in cooperation with private parties in an effort to accelerate the provision of educational facilities. however, the school development strategy and plan must be well planned so that the pattern of new school procurement can be controlled according to their needs. this cannot be separated from the role of local government in analyzing the needs of schools and distribution patterns of schools in accordance with population distribution and direction of regional development according to law no. 20 of 2003 on the national education system that education is a conscious and planned effort to create an atmosphere of learning and learning process so that learners actively develop their potential to cultivate religious, self-control, personality, intelligence, noble character and skills needed society, nation, and country. local governments are also required to provide good education so that it can be used by the community in maintaining heritage and preserving the city environment. in government regulation no. 17 of 2010 on management and implementation of education mentioned that the level of education in indonesia consists of early childhood education, namely: kindergarten, basic education, namely: primary school, secondary school, secondary education, namely: secondary school above, high school vocational and higher education are: polytechnic, colleges, universities. in the distribution of concurrent governmental affairs between the central and provincial and district/ city governments as the implementation of law 23 of 2014 on local government, it has been established that senior high school management is part of provincial government affairs. this includes the management of secondary education, special education management, the establishment of local secondary curriculum of secondary education and local content of special education, the transfer of educators and education personnel across districts and cities in 1 (one) province. nationally, the central government manages higher education, as a regulator in the determination of national curriculum and management of mutations of educators and education staff across the province and provides accreditation of planning of secondary school location at sub-centre of medan selayang service based on geographic informaton system 82 universities, secondary education, primary education, early childhood education, and non-formal education. the existence of equal accessibility in education will make citizens have life skills that affect the ability to recognize the problems themselves and the environment that is expected to impact on the growth of its territory. equity of education through the provision of educational facilities and infrastructure in accordance with the established standards is an important aspect in realizing educational equality and education quality. the availability of these facilities and infrastructure will increase the accessibility of education for the schoolaged population. in accordance with the strategic planning of the ministry of education and culture 2014-2019, 12-year compulsory education program is planned to begin to be implemented in 2015. in this program is proclaimed that all indonesian children must attend school and the government is obliged to finance and provide all the facilities. this program has been initiated from 2012 by the time of united indonesia cabinet. the 12-year compulsory education program implies that all children from ages 7 to 18 are required to attend primary and secondary education, to provide a better qualified generation. improving access to secondary education through the introduction of a 12-year compulsory education to accelerate the availability of educated people in order to meet the needs of the labor market, by applying strategies to increase the availability of sma / smk in districts that do not yet have a secondary education unit, usb), the addition of new classroom (rkb), and the construction of one-roof smp-sma; and the availability of smks that support the development of maritime, agriculture, tourism, manufacturing and creative economics; high school in formal education indonesia is known as high school (sma) and vocational high school (smk), the formal education in indonesia students who continue to secondary education after completing primary education and graduate from junior high school or equivalent that is class 1 to grade 9. high school is taken within 3 years, ranging from class 10 to class 12. in 2013, according to bps data, the number of indonesians aged 15 years and over who worked 65.70% only had basic education background (sd / smp), 24.51% of senior secondary education graduates (sma / smk) and 9.79 % of graduates of higher education. the government has a mansyurhidayatpasaribu 83 huge job considering the high demand for skilled and innovative labor to boost economic growth in indonesia. this indicates that the 12-year compulsory education program is not yet fully feasible. provision of schools for each level must be provided by the government in accordance with the strategic plan that has been declared. in accordance with the standard of fulfillment of educational facilities, local governments are required to provide basic educational facilities in accordance with the needs of the population and the provision of secondary educational facilities at least one for each district. from the table it can be seen that in district of medan polonia and district of medan perjuangan do not have public school for junior high school. in middle level (sma, smk) there are 7 districts do not have public school. the fulfillment of medium-level facilities is carried out by the private sector by granting a school construction permit and an extension of the operational permit by the medan education office. medan city consists of 21 sub districts and 151 villages, has an area of 26,510 hectares (265.10 km²) or 3.6% of the total area of north sumatra. compared to other cities / districts, medan has a relatively small area with a relatively large population. geographically medan city is located at 3 ° 30 '3 ° 43' north latitude and 98 ° 35 '98 ° 44' east longitude. with the topography of medan city tend to tilt to the north and located at an altitude of 2.5 37.5 meters above sea level. administratively, medan city is adjacent to malacca strait in the north, south, east, west and deli serdang regency in the west. based on data from the central bureau of statistics 2015, the population of medan city amounted to 2,210,624 inhabitants. medan residents consist of 1,091,937 men and 1,118,687 women. together with its metropolitan area (binjai city and deli serdang regency) the population of medan city reached 4,144,583 inhabitants. thus the city of medan is the city with the largest population in sumatra and the fourth in indonesia. the majority of medan city population is from the age group 0-19 and 2039 years (41% and 37.8% of the total population respectively). judging from the age structure of the population, medan city occupied approximately 1.377.751 people of productive age, (15-59 years). furthermore, seen from the level of education, the average length of school population has reached 10.5 years. thus, there is relatively planning of secondary school location at sub-centre of medan selayang service based on geographic informaton system 84 sufficient labor available, which can work on many types of companies, whether services, trade, or manufacturing industries. geographically, medan city has a strong spatial pattern relationship with the area of binjai city and deli serdang district that surrounds it. the mobilization of residents from these two districts has a major impact on the influx of traffic, especially for education, employment, and trade movement. the gross enrollment rate for elementary, junior and senior high school (smk) is more than 100%, indicating that many students in medan come from other regions outside medan. this shows that the city of medan until now still be one of the destination city in fulfilling the educational facilities for residents of districts / cities in north sumatra province in particular is the hinterland area around the city of medan. in accordance with local regulation of medan city number 13 year 2011 on spatial planning of medan city year 2011-2031, it is explained that medan city service center system plan consists of city service center, sub-center of city service and center of environment. the city service center consists of 2 service centers in the city center and the city center in the north, town center in downtown medan serving as a center for trade / business activities, service and activity centers for provincial and city governments, and economic service centers. the northern municipal service center serves as a regional center for regional trade and services, transportation service centers; social-cultural activity centers, industrial centers and security defense centers. sub-center service of medan city consists of 8 service areas with different service development direction. the development of the sub-service center of medan selayang city located in the southern part of the city is directed as a trade and business center and an educational service center. the sub-district of medan selayang city consists of medan tuntungan sub-district, medan baru subdistrict, medan selayang sub-district and medan johor district. implication of spatial structure plan at rtrw kota medan 2011-2031 that it is necessary to make improvements in each service sub-center to be able to synergize with other service sub-centers so as to provide maximum services to the people of medan city. in accordance with the development of service sub-center medan selayang as an education service center it is necessary to review the readiness of the region in the fulfillment of educational facilities. specifically when mansyurhidayatpasaribu 85 viewed from the completeness of medium-level educational facilities located in the district of medan selayang and medan new district, until now not yet equipped with public schools provided by the local government to support this region as a sub-center of educational services. while there are some districts that have more than one middle school. there is still inadequate fulfillment of secondary education facilities provided by local governments. the current development of information technology, especially in the field of information technology, data base, and satellite technology connected with the storage, analyzing, and presentation of data that is so complex in large numbers is expected an information system capable of assisting in decision making fast and precise. geographic information system (gis) is one of the expected systems capable of assisting in decision making. based on several definitions and notions of gis, among them is an information system that can combine graphic data with object attribute data that is connected geographically on earth. gis is a technology that is a very essential tool in storing, manipulating, analyzing, and recreating natural conditions with the help of attribute data and spatial data.1 another notion, namely: gis is a section of information systems applied to geographic data or data base tools for analysis or mapping of something that is and occurs on earth2. analogue maps, aerial photography, and satellite imagery are spatial data as mentioned above. nonspatial data comes from statistical data, census data, field notes, and other tabular data. the main purpose of gis utilization is to make it easier to get information that has been processed and stored as an attribute of a location or object. the ability of gis as a modern information technology capable of providing spatial reference information is expected to analyze the distribution of secondary schools, thus greatly assisting in addressing spatial planning issues in education for the government. school distribution analysis using gis is expected to make decisions about inefficient school closings, establish new schools, and provide other educational facilities, rayonisasi, and regrouping schools in the area ofmedan city. the strategic role of gis in educational planning makes researchers very interested in doing this research and contributing something useful for education in medan city. 1 , eddy prahasta. 2004. sistem informasi geografis: tutorial arcview. bandung:informatika. 2 supriadi dan nasution, zulkifli. 2007. sistim informasi geografis. medan: usupress. planning of secondary school location at sub-centre of medan selayang service based on geographic informaton system 86 based on the data mentioned above found that the existence of problems inequality of educational facilities in the city of medan, which can lead to degradation of the quality of existing human resources. management and development city will be better if supported by the availability of reliable human resources. school is one of the containers to produce human resources needed in the future. therefore it is necessary to do school planning, especially high school as an effort to provide facilities for the creation of educated human resources. this research specifically discusses the availability of medium-level educational facilities, namely senior high school (sma) and vocational high school (smk) and school planning based on the number of needs and the right location to ensure ease of access in continuing education methodology kind of research the approach method used is descriptive analysis method. descriptive method because it gives a description or description of a situation clearly without any treatment of the object in the perusal.3 data sources data collection method that conducted in this research is survey and secondary data. secondary data collection method consists of literature data obtained through literature study and obtain and collect data from various related agencies. technique of data analysis stages of analysis conducted in this study are as follows: 1. preparing data as an analysis material, through the incorporation of non spatial data items against spatial data. 2. conducting a map digitization process used in the analysis of school distribution in accordance with that used in rtrw kota medan 2011-2030 3. collect maps to be used as a base map to analyze the distribution of school locations. the basic map used is the administrative map of the sub-service area of medan selayang. 3 ronny kountur. (2007). metode penelitian untuk penulisan skripsi dan tesis, edisirevisi. jakarta : penerbit ppm. mansyurhidayatpasaribu 87 4. conducting check plot, editing, and topology on land use map. after passing the check plot process, editing, and topology then produced a digital map of land use that is complete. 5. the process of check plots, editing, and topology is done with the help of software geographic information application system. 6. conduct analysis based on 4 influencing factors ie service coverage, distribution pattern, accessibility, and land use. 7. calculating school needs in the planning year 2030. 8. overlay process in future school location planning between: regional administration map, land use map, school distribution map, population distribution map, and road network map. 9. prepare a school location plan as a result of the current location conformity analysis with site conditions based on school needs in the planning year. findings and discussion data analysis the first analysis done in this research is non spatial analysis. this analysis aims to determine the availability of schools, current school capacity based on existing facility data and infrastructure, calculate school needs in the 2030 planning year in accordance with the school-aged population who will use the four subdistricts at the sub-service center of medan selayang. the second analysis is to conduct spatial analysis based on existing spatial data of schools within the subterritory of medan selayang. the data used in this study is secondary data from several sources, among others: a. population data sourced from the central bureau of statistics of north sumatra province b. general school data from reference data ministry of education and culture of indonesia c. the data of school facilities and infrastructure are sourced from basic data of education ministry of education and culture d. data map of urban spatial planning medan 2011-2031 is sourced from bappeda medan city number of existing schools planning of secondary school location at sub-centre of medan selayang service based on geographic informaton system 88 based on the basic education data of the ministry of education and culture in the first semester year of 2015/2016, the number of public and private schools for elementary and junior high schools (sma and smk) in the planning area of sub-service center medan selayang consisting of 4 sub-districts (medan johor, medan tuntungan, medan selayang, medan baru) amounted to 129 units. all of these schools serve as a population distribution of schools within the study area. number of junior high school the junior high school located at medan selayang education service subcenter consists of 66 schools consisting of 8 public schools and 58 private schools. the study group that is found in all junior high schools in the sub-center of medan selayang is 621 with total junior high school students totaling 19,524 people. senior high schools located at the sub-district education services medan selayang amounted to 39 schools consisting of two public schools and 37 private schools population medan city population aged 0-4 years based on data central bureau of statistics amounted to 202,053 people spread over 21 districts. if it is observed in the planning area that is at the sub-service center of medan selayang then the population of 0-4 years is 33,299 people from medan baru district, medan johor district, medan selayang sub-district, tuntungan sub-district. this 0-4 year old population during the planning period of 2030 becomes a student who will continue in secondary school. analysis of new school supply based on the population number in the planning year of 2030, the number of residents in the four sub-districts is 96.6% of the present, then school growth should also be prepared from now on to meet the educational facilities and infrastructure needs of the residents to use. school needs analysis school needs in accordance with the number of providers (supply) and demand (demand). providers in question are high school (high school and mansyurhidayatpasaribu 89 vocational school) and the need is a student of junior high school graduates. in the year of planning 2030 students of junior high school graduates who will continue their education at middle level is the population of 0-4 years old at the present time. the population of 0-4 years old is targeted at the sub-service area of medan selayang consisting of residents from medan baru sub-district, medan johor district, medan selayang sub-district and medan tuntungan sub-district. school needs based on the school-aged population during the planning year indicate that school deficiencies are found to be in accordance with the existing facilities and infrastructure currently owned by secondary schools. the calculation of classroom needs using sni 03-1733-2004 standard on urban housing planning procedures. the population that will continue their education to senior high school level in planning year 2030 amounted to 33,299 people. the maximum capacity of the classroom used by the school as a student learning group in accordance with regulation of the ministry of education and cultureno. 22 years 2016 is 36 students for each group study. in accordance with this rule, the group of learners required to accommodate students at the secondary school level amounted to 924.97 (925) rooms. the current condition of room availability for student group of class scattered in four sub-districts amounted to 588 rooms, so that royel was found as many as 336.97 (337) rooms. the distribution of group of class shortage occurred in 4 sub-districts, namely 43 group of class in medan baru district, 109 group of class in medan johor district, 93 group of class in district of medan selayang, 90 group of class in districtmedantuntungan. as per the standard of facilities and infrastructure has been established, for each high school maximum has 36 group of class per school and a maximum of 48 group of class per school for smk. thus, if 36 group of class per school are used, the scarcity of secondary schools spread across four sub-districts is 9.36 (10) schools. in accordance with the renstra of the ministry of education and culture of the republic of indonesia, it is mandated that in order to increase the availability of sma / smk can be done through the construction of new school unit (usb) and the construction of new classroom (rkb). the addition of new classrooms to schools that still have land makes the capacity to accommodate junior graduate students increased by 224 rooms. this addition maximizes the availability of group of class to 832 rooms. with the planning of secondary school location at sub-centre of medan selayang service based on geographic informaton system 90 addition of rkb in medan baru district is able to provide 28.83 classrooms to be used as the addition of new group of class. despite the addition of new classrooms to maximize the needs of group of class in the 2030 planning year, there is still a lack of group of class of 92.97 (93 rooms). analyzes based on reach factors in this factor, what will be analyzed is the distance between the location of secondary school (sma and smk) with the location of junior high school (smp). school locations and long distances add to the burden of transportation both for the city and for students using school facilities. it is expected that the nearest area can be found as an approach to junior high school students who will continue their studies to a higher level (sma or smk). following the standard planning of educational needs of the ministry of public works, it is mentioned that the distance of service distance as far as 3 km. thus the coordinate data of high school and vocational schools is used as a starting point to calculate the range of services with 3 km distance parameters as the maximum range of services. then overlay intersection (overlay intersection) to get the area out of reach in accordance with the parameters that are made. areas that are beyond the reach of schools become the first overlapping map (overlay). analyze based on distribution pattern factor in this factor, what will be analyzed is the pattern of high school spread (sma and smk existing) to the needs of secondary school supply (demand) in the planning year (sma and smk in 2030). the amount of existing secondary school capacity (existing) is based on the number of students per study group, the ratio of students per teacher. while the demand (demand) is viewed from the number of residents who will use secondary school that is the population at middle school age (16-18) years and the number of students graduate junior high school in the region in 2030. the analysis of distribution patterns is tailored to the school needs analysis based on the data analysis of school needs in accordance with the current 0-4 year population that will use secondary school needs in the 2030 planning year. analysis based on the factor of accessibility in this factor, things that will be analyzed are the supporting facilities of the location of the school, namely the road facilities and infrastructure. ease of mansyurhidayatpasaribu 91 achievement to the planned school location. the parameters in this analysis are the collector path in the medan selayang service sub-center. the analysis undertaken at this stage is to overlap (clip tool) between the study area to the collector roadmap, using the maximum distance parameter of 1200 meters as the maximum range of roads against school access. analysis based on conformity of land used factor in this factor to be analyzed is the suitability of land that will be used as a school location reviewed using the applicable standards in accordance with the land use in accordance with the regional spatial plan medan medan 2011-2031. the overlay intersection map of coverage factor, distribution pattern and accessibility will be reviewed according to land use by overlay intersection of low density zone (yellow zone) zone map which can be functioned as zone of facility provision public service. planning new school unit locations school location planning is adjusted to the number of education service needs and map of overlay analysis on coverage factor, distribution pattern factor, accessibility factor and land use factor. the planned location of the new school unit (usb) is recommended with a minimum land area of 12,500 m2, with a 3 km service radius, using collector road access in each district. conclussion educational planning should be done to provide a better education for future generations. the results of the analysis in this study indicate that: 1. based on the data analysis of secondary school needs, in the year of planning 2030 sub-center of medan selayang service requires the provision of 925 study groups. the group of learners available at this time is 588 units. meeting the needs of the number of study groups from the addition of new classrooms of 244 units, making available 832 units. the lack of 93 units of study groups is filled with the provision of new school units (usb) referring to regulation of the minister of education and culture. 22 year 2016 about standard process of primary and secondary education. medan baru sub-district requires 1 unit of secondary school, medan selayang sub-district requires 1 unit of secondary school, and medan tuntungan sub-district requires 2 units of secondary school. thus the planning of secondary school location at sub-centre of medan selayang service based on geographic informaton system 92 subpopulation area of medan selayang requires the supply of 4 new school units with a total of 93 study groups. 2. medan johor sub-district lacked 110 study groups in 2030, with the addition of new classrooms in schools that still have the availability of land capable of providing 364 study groups and this amount is still sufficient. the concept of fulfilling the need of medium education facilities and infrastructure in this district through the implementation of the program of providing new classrooms to schools that have the availability of land. 3. based on the results of spatial analysis of coverage factors, distribution factors, accessibility factors, spatial pattern factors found that there are areas that have not reached the high school education facilities (sma and smk). unnerved terrain on this factor becomes a recommendation for the location of providing new school units according to the number of needs in each district. 4. based on the results of the analysis, it is found that the area that can be used as the location plan for the provision of new school unit of sma and smk in the sub-service area of medan selayang. references supriadidan nasution, z. (2007). sistim informasi geografis. medan. usu: press. friedman dan nozick, (1974).planner community, aksesibilitas pendidikan. (http://ericksulestianson. blogspot.co.id/), diaksespada 12 april 2012 kurniati, (2008). peranan gis dalam dunia pendidikan, http://yuli-kurnia.blogspot. co.id, diakses pada 12 agustus 2008 enoch, y. (1992).teori perencanaan pendidikan, media pembelajaran, (http://mediapembelajaran-unm.blogspot.co.id/2014/01/teori-perencananpendidikan.html.) diakses pada 12 april 2012 sulestianson, e. (2012). planner community, teorilokasi, (http://ericksulestianson. blogspot.co.id/search?q=teori+lokasi).diaksespada 12 april 2012 chiara, j de. dan lee e. koppelman, (1975). urban planning and design criteria, second edition, van nostrand reinhold company, new york. jayadinata, j.t., (1992).tata guna tanah dalam perencanaan pedesaan, perkotaan, dan wilayah. bandung. penerbit itb. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020050810 vol. 4, no. 2, 2020 page: 320 333 320 the development of moral and religious values in overcoming the teenager naughtiness at the senior high school (sma) of muhammadiyah 18 medan syamsu nahar senior lecturer, state islamic university of sumatera utara medan syamsunahar@uinsu.ac.id abstract. the purpose of this research is to reveal teenager naughtiness that occurs in sma muhammadiyah 18 medan and the efforts of teachers to overcome it through the development of moral and religious values. this research is a qualitative research, with a case study approach at sma muhammadiyah 18 medan. while the data collection method is in the form of interviews which are then analyzed using the data analysis model of milles and huberman. this research found the results of the study that: the type of teenager naughtiness in sma muhammadiyah 18 medan was delinquency in the mild category. the forms of delinquency that occur are as follows: truancy, talking alone or busy during class hours, running from school during class hours, uniforms not as specified, smoking , not doing homework, not wearing belts and socks , take lessons in other classes, cheating and dating. in anticipating and reducing the level of teenager naughtiness, sma muhammadiyah 18 medan develops moral and religious values which are carried out in schools with religious activities. these activities are as follows: praying in congregation, internalizing the value of aqidah, understanding the value of sharia, and applying the values of morals / character. keywords: moral values, religion, teenager naughtiness introduction today's youth are the leaders of the future. parents are very aware that the hope for the future is in the hands of their children, so almost every parent wants their son and daughter to be a useful person. that is why it is necessary to have directed guidance for their children as the nation's next generation, so that their children can fulfill the hopes they aspire to. the development of the young generation is carried out nationally, thoroughly and in an integrated manner. the fostering and development of the young generation is a shared responsibility between parents, family, community, youth, and government and is shown to improve the quality of the younger generation. mailto:syamsunahar@uinsu.ac.id the development of moral and religious values in overcoming the teenager naughtiness at the senior high school (sma) of muhammadiyah 18 medan doi: 10.30575/2017/ijlres-2020050810 321 youth is also a portrait of society to come. because it is got it estimate that the picture of adolescents today is a reflection of the future society, the good and bad shape and structure of society, moral and intellectual building, appreciation of religion, national awareness, the degree of progress in behavior and personality among fellow societies who will come to rely heavily on today's adolescents. the arrangement of the national education system that is implemented in indonesia is an effort government to develop indonesian people to be of high quality both physically and mentally. the implementation of national education is closely related to the development of human resources, so that the basic potential possessed by indonesian people can be of maximum benefit to the interests of the nation and the state. in the future development efforts, the government has determined the development mission of the national education sector as an internal goal development of human resources, at least namely realizing a democratic and quality national education system and climate in order to uphold noble, creative, innovative, nationalistic, smart, healthy, disciplined and responsible, skilled, and skilled national education systems and masters of science and technology in developing human quality indonesia is in accordance with the ideals set forth in the national education system law. literature review the teenager naughtiness and its problems teenager naughtiness is a common thing. naughtiness happened when he started growing up. teenager naughtiness in the concept of psychology is juvenile delinquency, etymologically it can be interpreted that teenager comes from the latin word which means "children or young people". whereas "naughtiness" means neglected or neglected, thus both can be expanded to become evil, asocial, rule breaker, troublemaker, terrorist, criminal, immoral and so on. from this expression, what is meant by juvenile delinquent is teenager naughtiness, but this understanding is interpreted as having a negative psychological impact and impacting the child who will be the perpetrator. so that the etymological understanding has undergone changes or syamsu nahar 322 has shifted equally, but only concerns its activities, namely the term crime becomes delinquency. walgito defines the meaning of teenager naughtiness as follows "every time an act is committed by an adult, then the act is a crime, so it is an unlawful act committed by children, especially teenagers"1 when we observe teenager naughtiness, it is very closely related to growth hormones in adolescence, which fluctuates, causing adolescent behavior to be difficult to predict, but this is not an answer that can be used as justification for teenager naughtiness2. according to gunarsa, he also classified teenager naughtiness into two major groups, namely: first, delinquency that is a-moral and a-social in nature and is not regulated in law so that it cannot or is difficult to be classified as a violation of the law. second, teenager naughtiness which violates the law in accordance with the applicable laws and laws is the same as an illegal act if it is committed by an adult. teenager naughtiness which is classified as severe can be regulated in the law because it is a criminal act. the following will mention teenager naughtiness, which is breaking the law, resolved by law, and referred to as crime3. such as: gambling and all forms of gambling that use money, theft with violence or without violence: pickpocketing, plunder, and mugging. embezzlement: fraud and forgery. ethical offenses: selling pornographic images and rape. money counterfeiting and official certificates. in the light category, namely anti-social actions: actions that do not harm others and disturb the property of others, but result in social sanctions, such as being talked about by the public. moral and religious values value has been defined in various senses, although the meaning is different from one another. the difference in understanding of this value is understandable by experts because this value is very closely related to complex understandings and human 1 bimo walgito, kenakalan remaja, fakultas psikologi ugm, ( yogyakarta, 1988 ). p.: 2 2 y. singgih d. gunarsa dan singgih d. gunarsa, psikologi remaja, bpk gunung mulia, jakarta, 1990, p. 19 3 y. singgih d. gunarsa dan singgih d. gunarsa, psikologi remaja, bpk gunung mulia,, p. 20 the development of moral and religious values in overcoming the teenager naughtiness at the senior high school (sma) of muhammadiyah 18 medan doi: 10.30575/2017/ijlres-2020050810 323 activities and it is difficult to determine the boundaries. in fact, because of the difficulty of kosttaf in toha, value is an empirical quality that cannot be defined, but can only be experienced and understood directly4. furthermore, morals are almost the same as ethics. the difference between morals and ethics can be seen from the point of view of the original language, namely ethics from greek and morals from latin. so if it is said that the actions of narcotics dealers are immoral, then it is considered that the person's actions violate the values and ethical norms that apply in society. or if it is said that the rapist is immoral, it means that the person is holding on to values and norms that are not good. morality (from the latin adjective moralist) has a basically the same meaning as moral, only there is a more abstract tone. the morality of an act means that the moral aspect of an act or the good and badness of the action. morality is a moral character or a whole of principles and values that pertain to good and bad5. from the description above, it can be concluded that moral values are something abstract, ideal, and involve issues of belief in what you want, and give patterns to thoughts, feelings, and behaviors that are in accordance with the expectations, rules, habits of a particular community group. religion is god's rule and revelation that was intentionally revealed so that humans live an orderly, peaceful, prosperous, dignified, and happy life both in this world and in the hereafter. religious teachings also contain a set of norms that will lead humans to a civilized civilization6. methodology this research was conducted using qualitative methods, according to merriam, there are several terms that are often used in this qualitative research interchangeably, namely naturalistic inquiry, field study, participant observation, inductive research, case study, 4 thoha chatib. 1996. kapita selekta pendidikan islam. yogyakarta: pustaka pelajar p. 61 5 hidayat, otib satibi. 2008. metode pengembangan moral dan nilai-nilai agama.jakarta: universitas terbuka. p. 73 6 busyairi madjidi, 1997 konsep kependidikan para filosof muslim, yogyakarta, al-amin press, p. 870 syamsu nahar 324 and ethnography28. according to creswell in his book educational research, qualitative research is a type of research where researchers are very dependent on information from objects / participants on: a broad scope, general questions, data collection consisting mostly of words / texts from participants, explaining and conduct analysis of words and conduct research subjectively 29. according to gay (2006: 399) qualitative research is a comprehensive collection, analysis, and interpretation of narrative on visual data to gain insight into certain interesting phenomena. this research uses a case study approach. participants and informants were teachers and students at sma muhammadiyah 18 medan. this study examines students' delinquency and coping efforts by the teacher as an object of study. there are students of class xi at sma muhammadiyah 18 in the field under study, interviews and observations were conducted as data collection methods. the student's identity is kept secret by the researcher because the student does not wish to be named. the data that has been collected is from interviews and observations and then analyzed using the milles and huberman model analysis. based on the entire analysis, it will be described in the form of narrative and argumentation, and arranged deductively and inductively, by looking at the problem being analyzed. the data analysis technique was carried out in the following stages: reviewing all available data from observations, interviews, field notes, documents, pictures, photos and others. sorting data and information in data and information units. categorizing data and information according to their type, nature and level of their relationship between one data and another. checking the validity of the data is carried out through the presence of direct observations on the object of research, through discussion, adequacy of references, triangulation and re-auditing of available data. findings and discussion category of teenager naughtiness committed by 18 sma muhammadiyah students medan, is classified as a mild delinquency category. forms of delinquency for sma muhammadiyah 18 medan students are truant, chatting / busy during class hours, the development of moral and religious values in overcoming the teenager naughtiness at the senior high school (sma) of muhammadiyah 18 medan doi: 10.30575/2017/ijlres-2020050810 325 running from school during class hours, how to dress / uniforms are not in accordance with the provisions, smoking, not doing school homework, not wearing belts and t-shirts feet, often being late for school, taking part in other classes, cheating and dating. meanwhile, what is meant by minor delinquency is a delinquency that does not constitute a violation of the law. 1. truancy truancy is not following lessons or leaving school without the knowledge of the school. truancy here basically students go to school dressed in uniform from home, but they don't come to school. they go elsewhere. they said goodbye to their parents to go to school but did not reach their destination, they often hang out on the side of the road. circumstances like this often occur because they feel bored with the school atmosphere, there are those who argue that they are late and finally decided to skip school7. 2. talking or chatting during class time things like this often happen during the teaching and learning process. while the teacher / educator is explaining, the students are busy chatting on their own without paying attention to the teacher. students here feel bored with the atmosphere that is soso continuously while the teacher / educator only explains, and students listen and note what the teacher has explained. such circumstances make students feel bored with the unpleasant classroom atmosphere. there are also students who just follow along, or obey the head of the gang, because in the classroom they create separate gangs.44) therefore, teachers / educators must be very clever in dealing with how the atmosphere of the teaching learning process can run well and be fun. for the students. 7 jhon. w. creswell, 2008, research design: qualitative, quantitative, and mixed methods approaches sage publications), p. 46 syamsu nahar 326 3. run away from school during class time running from school can be said to be the same as truancy but different from truancy that has been described above. running from school or skipping school here is that students enter the classroom and take part in the lesson, but when the teaching process takes place students pretend to be backward, but in the end these students do not return to class and go somewhere. 4. the uniform that has not in accordance with what is specified the way students’ dress / uniforms are not in accordance with what is determined by the school is a violation of school rules. students sometimes do not obey the existing order. they wear uniforms according to their wishes, in other words they feel bored by wearing the same uniform every day, for example brown clothes with blue subordinates, which should be white clothes with gray subordinates. these students reasoned that they were bored with their uniforms that were the same every day. others reasoned that their uniforms were being washed or were still wet8. 5. smoking smoking in school for students is an illegal act, and is not allowed by the school, they are considered to have no manners and morals. smoking cigarettes for students is a satisfaction for those who are used to smoking at home and at school. there are also students who just follow along and seek attention so that they are considered cool.9 6. not doing homework (pr) not doing homework at this school is often done by male students. homework is seen as a burden to them and takes up their time to play. they think that lessons at school are 8 student (nn), interview, medan, 13, july 2019 9 ibid the development of moral and religious values in overcoming the teenager naughtiness at the senior high school (sma) of muhammadiyah 18 medan doi: 10.30575/2017/ijlres-2020050810 327 enough, and they no longer need homework (pr) which only takes up their playing time and their time to relax.10 7. do not wear belts and socks usually every school requires students to wear belts and wear socks. these students often do not wear belts and socks, because some are lazy to wear belts, some say that they are in a hurry to go to school and finally forget to wear a belt. meanwhile, those who did not wear their socks argued that they were not visible because they were covered by their clothes, and some argued, because the teacher himself was not wearing socks either. this is often done by female students.11 8. take lessons in another class in this problem, it may sound funny, where third grade students take second grade students' lessons, but this is in fact according to what the authors got from the results of interviews with their religion teachers. often these students take lessons in another class, theirs reasonable to feel bored with their class atmosphere and their own friends. they want to feel a different atmosphere that eventually makes them take part in another class, and some are bored with the teacher teaching in their class.12 9. cheatting cheating is an activity that students often do when they are carrying out an exam (uts / uas). because the teachers forbid students to bring notes into the class during the exam. this is often done by students who are not ready to take the exam or students who have not studied before the exam.13 10 ibid 11 ibid 12 teacher (nn) interview, medan 12 july 2019 13 ibid syamsu nahar 328 10. dating the term dating is not a strange thing for us, especially for teenagers / students today. the adolescents / students say that dating is to unite / get to know someone with each other, by dating they can get to know each other as long as they can keep a distance from each other. this is done by students because they want to know their true identity. if they are not supervised or monitored carefully by parents or educators, it is unlikely that they will fall into things that violate religious norms. therefore, parents, especially educators / teachers, must be able to provide or equip them with religious knowledge properly and provide moral and moral lessons continuously, so that they avoid actions that are not in accordance with moral and religious values.14 discussion based on the results of the author's observations and interviews with educators and some of the students, it was found that at sma muhammadiyah 18 medan there were juvenile delinquencies, which included: students skipping classes, talking or chatting during class hours, running from school during school hours, wearing uniforms was not as specified, smoking, not doing homework assignments, not wearing belts and socks, often coming late to school, taking classes in other classes, cheating and dating. in anticipating and reducing the level of teenager naughtiness, sma muhammadiyah 18 medan carries out the development of moral and religious values which are carried out in schools with religious activities, these activities are as follows: a. prayer in congregation the routine activity schedule for the development of islamic religious values through habituation and exemplary is to carry out the fardhu prayer in congregation. praying in congregation is an activity that requires habituation from childhood and exemplary from 14 ibid the development of moral and religious values in overcoming the teenager naughtiness at the senior high school (sma) of muhammadiyah 18 medan doi: 10.30575/2017/ijlres-2020050810 329 others. by being accustomed to praying in congregation, students will automatically feel sincere about doing the activities they are used to doing. in asroruddin's research (2016) the impact of congregational prayer habituation on moral spiritual fostering of fellow human beings includes students being able to apply some commendable attitudes or morals towards fellow humans, namely a sense of brotherhood that is applied through friendship, courtesy to everyone, being honest, good words as well as deeds, so did the discipline increase from year to year30. it is hoped that students will grow a spirit of togetherness, equality as servants of allah. also train them to be disciplined, patient, able to control passions, foster social sense and maintain morals. worship like this is very important to be instilled especially in orphans and neglected children. in other words, prayer plays a very important role in preventing heinous and evil acts. if done in congregation, it is hoped that it can create an atmosphere of solidarity (togetherness) and intimacy. even though at first they felt forced to do so, but over time because they are used to it, they will feel happy with performing congregational prayers. b. internalization of aqidah (faith) values the value of aqidah or the value of faith is an important element of the material presented at sma muhammadiyah 18 medan through al-islam and muhammadiyah lessons. the purpose of delivering this material is for students to get closer to allah swt. and only to him do they ask for help. besides that, they are also taught that all their actions and behavior will always be monitored and accountable for in the afterlife. on the other hand, if the students have a strong faith, of course they will always try to do good deeds and easily avoid the temptations and persuasion of the devil who always tries to plunge human children.15 15 asroruddin, m. (2018). pembinaan moral spiritual siswa melalui pembiasaan shalat jamaah. jurnal alamin: kajian pendidikan dan sosial kemasyarakatan, vol.1no.1,juni 2016, p. 72-116. syamsu nahar 330 internalization of the value of aqidah is one of the strategies because aqidah in islam must then affect all activities carried out by humans so that all these activities are of worship value.31 and to increase the devotion of students, the activities and practices carried out at sma muhammadiyah 18 medan according to mr. nn as educators and mentors are: 1. the habit of chanting asma allah every time you do an activity (basmallah). 2. the habit of chanting the name of allah after each end of the activity (hamdallah). 3. the habit of saying astaghfirullah when you do something wrong. 4. read the qur’an 5. doing sunnah fasting, fasting monday thursday, etc. 6. perform sunnah prayers, rowatib, tahajjud, witir, hajat, etc. the above activities will not run well if they are not followed by habituation from an early age in a child so that they are always accustomed to carrying out these practices in an open field without any burden, in addition to habituation, exemplary is also needed from both educators and other adult students. adult students are always included in guiding other students and always love them. c. understanding the value of shari'ah understanding of religious syari'ah in schools, families and communities is very important in fostering and perfecting children's personality growth, especially adolescents, because religious education has two important aspects. the first aspect of religious education is aimed at the soul or personality formation. students are given awareness of god's presence, then accustomed to doing god's commands and leaving his prohibition.16 16 muhajir ansori, r. a. (2017) “strategi penanaman nilai-nilai pendidikan islam pada peserta didik”, jurnal pusaka,vol. 4 no. 2 tahun 2017 pp. 14-32 the development of moral and religious values in overcoming the teenager naughtiness at the senior high school (sma) of muhammadiyah 18 medan doi: 10.30575/2017/ijlres-2020050810 331 shari'ah in this case contains values, both in terms of worship and muamalah values. the values that have been discussed in the previous chapter, then at sma muhammadiyah 18 medan also applies it as in worship. with the existence of mosques and muhalla at sma muhammadiyah 18 medan, it is quite easy to do worship activities. doing worship, especially prayer services means being disciplined, that is, discipline in carrying out activities regularly and sequentially according to the provisions of time discipline. besides that, cleaning activities are also held on certain days, so that the place they live in is always clean so that a comfortable and peaceful atmosphere is created. d. application of moral values / character through the development of moral and religious values, students are given guidance in behaving well. this is evidenced by the provision of material on morals / manners every saturday and students are also given admonitions so that they always carry out islamic religious orders. the formation of good character / character is very important, because it is to become a guide in the future of students so that they do not fall into vile acts and actions that violate islamic law. moral development through religious development is a good and appropriate effort, because religion can direct humans to the most noble level in the sight of allah swt.17 in this guidance, a simple way of life is also implanted, socialization in the future, a sense of responsibility, defense of truth, containment of lust and so on, all of which are aimed at forming good behavior in accordance with the guidance of islam. mutual respect and being polite is also highly recommended at this 18 medan muhammadiyah senior high school, and also a sense of love and belonging is also instilled in this medan muhammadiyah 18 sma so that they feel one brother and there is no mutual sense. hatred, jealousy and resentment so that there is a sense of security and peace between them. 17 moh. wardi, penerapannilai pendidikan agama islamdalam perubahan sosial remaja, jurnal tadrîs vol. 7 no.1 juni 2012, p. 41 syamsu nahar 332 conclusion the conclusion of this research is as follows: that the category of teenager naughtiness in sma muhammadiyah 18 medan is a mild delinquency category. the forms of delinquency are as follows: truancy, chatting / busy during class hours, running from school during school hours, how to dress / uniforms are not as specified, smoking, not doing school homework, not wearing belts and socks , taking classes in other classes, cheating and dating. in anticipating and reducing the level of teenager naughtiness, sma muhammadiyah 18 medan carries out the development of moral and religious values carried out in schools with religious activities, these activities are as follows: praying in congregation, internalizing the values of aqidah through al-islam and kemuhammadiyahan, understanding sharia values, and the application of moral values/manners. bibiliography akbar-hawadi, reni, 2001 psikologi perkembangan anak : mengenal sifat, bakat dan kemampuan anak, jakarta: gramedia widiasarana indonesia aly, hery noer. 1999. ilmu pendidikan islam. jakarta: logos. an-nahlawi, abdurrahman. 1992. prinsip-prinsip dan metode pendidikan islam dalam keluarga di sekolah dan masyarakat. bandung: cv diponegoro. ansori, r. a. muhajir (2017) “strategi penanaman nilai-nilai pendidikan islam pada peserta didik”, jurnal pusaka,vol. 4 no. 2 tahun 2017 pp. 14-32 asroruddin, m. (2018). pembinaan moral spiritual siswa melalui pembiasaan shalat jamaah. jurnal alamin: kajian pendidikan dan sosial kemasyarakatan, vol.1no.1,juni 2016, hal. 72-116. aviyah, evi dan muhammad farid, 2014, religiusitas, kontrol diri dan kenakalan remaja, persona: jurnal psikilogi indonesia, vol. 3 no. 2 azra, azumardi. 1996. pendidikan islam tradisi dan modernisasi menuju melinium baru. jakarta: logos ciputat. the development of moral and religious values in overcoming the teenager naughtiness at the senior high school (sma) of muhammadiyah 18 medan doi: 10.30575/2017/ijlres-2020050810 333 bimo walgito, 1988 kenakalan remaja, fakultas psikologi ugm,yogyakarta, busyairi madjidi, 1997, konsep kependidikan para filosof muslim, yogyakarta, al-amin press chaplin, james p. 2002. kamus lengkap psikologi. jakarta: pt raja grafindo persada chatib, thoha. 1996. kapita selekta pendidikan islam. yogyakarta: pustaka pelajar. creswell, jhon w, 2008, research design: qualitative, quantitative, and mixed methods approaches sage publications denson. tf dewall, c.n & finkel e.j 2012, self control and aggression, journal of psychological sceince,21 (i) 20-25 djamil, fathurrahman, 1997,filsafat hukum islam, jakarta: logos wacana ilmu faisal, sanapiah. 1982. metodologi penelitian pendidikan. surabaya: usaha nasional.. gunarsa, singgih d. 1990 psikologi remaja, bpk gunung mulia, jakarta muhajir ansori, r. a. (2017) “strategi penanaman nilai-nilai pendidikan islam pada peserta didik”, jurnal pusaka,vol. 4 no. 2 tahun 2017 pp. 14-32 moh. wardi, penerapannilai pendidikan agama islamdalam perubahan sosial remaja, jurnal tadrîs vol. 7 no.1 juni 2012, p. 41 ijlres international journal on language, research and education studiesissn: 2580-6777 (p); 2580-6785 (e)vol. 1, no. 1, 2017page: 67 – 79 67 children education in the islamic family a study of tuhfah al maudud bi ahkam al mauludby ibn qayyim al jauziyyah (w. 751/1350) muhammad idris the college for islamic studies of al-hikmah, medan indonesia email: muhammadisris@gmail.com abd. mukti state islamic university of north sumatra, medan – indonesia abstract: this study aimed to reveal how ibnqayyim al-jawziyyah thought about the education of children in islamic families as in his paper tuhfah al maudud bi ahkam al maulud. there are three problem formulations proposed in this study: first, how the intellectual social conditions of writing the book tuhfah al maudud bi ahkam al maulud; second, how is the thinking about the education of children in the islamic family contained in the book of tuhfah al-maudud bi ahkam al-maulud; third, how relevant the idea is to contemporary islamic education. this research is library research; and using a social history approach; the steps are taken: first, collecting reference works, grouped into two: primary and secondary sources (other sources in the same theme are used as a complement); second, using content analysis methods, with the steps: first, reading the text and giving a brief note on the margin when it finds the required information; second, categorize and identify each item according to a cognate theme; third, comparing all categories, both major and minor; fourth, after all data is categorized into categories large and small, review, to ensure that the information is categorized as appropriate; fifth, re-examine the original text, and ensure that all the information that needs to be categorized has all been listed; sixth, material analysis, interpretation, and meaning. furthermore, ibn al-qayyim's ideas on child education are analyzed by taking into account the potential relevance for today's education. the findings of this study: first, where during ibn al-qayyim's lifetime, the political, social, and educational conditions were in an unstable state. second: education for children in ibn al-qayyim's thinking as stated in his paper tuhfah al-maudud bi ahkam al maulud consists of: moral education for children; aqidah education for children; and education of worship for children. third: education for children according to ibn al-qayyim's thought is still relevant, evidenced by the similarity of discussion and practice of education in today's world. key words: children education, isalmic family, tuhfah al maudud bi ahkam al maulud, ibnqayyim al jauziyyah introduction child is a gift and a trust from allah swt, where every human being who already married would crave it. but whether after the birth of the baby then the life of parents become happy?. the answer can be yes or not. it depends on the pattern of education and the environment that color it. children education in the islamic family 68 undeniable today with the rapid development of technology as a sign of globalization has made most parents anxious about the development of their children. they are afraid that their son will fall into a moral and mental decline. therefore, if they wrongly determine the policy in providing education, the child's life will be far from the original expectations. he will be trapped in the pattern of consumerism, hedonism, moral damage, and weak personality. surely it is not wanted by any parent who believes. the data of the last ten years, reported by institutions that examine the lives of teenagers indicate a situation of concern (access to pornography, premarital sex, abortion, brawls, begal and other). this alarming situation, according to abdmukti indicated a mistake in education, especially in the family. this is also an indication that proves the failure of the child protection system, many of the neglect by the state so that children continue to be victims and perpetrators. therefore islam has offered a solution to this problem its teachings contained in the qur'an and hadith have given enlightenment and considerable attention in the field of children's education. in islam parents are required to pay attention to every phase of the development of the child since still in the womb, the birth, the rada`ah (breastfeeding), the childhood, adolescence, to adulthood.1 this study was limited to a book of tuhfah al maudud bi ahkam al maulud written by ibnqayyim al jauziyyah (d.751/1350). more specifically the problem of this research is formulated into three issues that are related to each other namely; what is the intellectual social condition of the book of tuhfah al maudud bi ahkam al-maulud. how the thinking about the education of children is in the islamic family contained in the book tuhfah al maudud bi ahkam al maulud. how relevant is the thinking to contemporary islamic education. this study aims to answer the problem formulation is to know; the intellectual social conditions of the book of tuhfah almaudud bi ahkam al-maulud. the idea of a child's education in an islamic family is contained in the book of tuhfah al-maudud bi ahkam al-maulud, the relevance of such thoughts to islamic education today. 1 muhammad ibnabi bakr ibn ayyub ibn qayyim al jauziyyah, tuhfah al maudud bi ahkam al maulud (makkah: dar `alam al fawaid, 1431/2010), p. 5-6. muhammad idris, abd. mukti 69 metdhodology by focusing on the thinking of a scientist as stated in one of his work, this research is a library research. this research is conducted by using social history approach because the education of children is directly related to the interrelation between the parties involved in intellectual activity and also the wider society. with this approach, this study used the following steps: first, collect reference works or research data sources which are then grouped into two: 1) primary source is tuhfah al maudud bi ahkam al maulud. in this study the edition of `usmanibnjum`ahdumairiyah published by dar` alam al fawaid (makkah, 1431/2010) as the best available edition. 2) secondary sources covering works on other children's education mainly play a role in assisting the understanding of tuhfah al maudud bi ahkam al maulud. in addition, historical books and biographical dictionaries provide historical social-intellectual backgrounds from times and places relevant to earlier studies and earlier studies.2 second, do a thorough study of the work that became the object of research by using content analysis method (content analysis). this not only includes ibn alqayyim's thought but also the social-intellectual background and scientific tradition that inspires his educational formulation. according to philip mayring at least there are several steps used in content analysis methods: 1. read the text and give a brief note on the margin when it finds the required information. 2. categorize and identify each item according to a cognate theme. 3. compare all major or minor categories. 4. after all data is categorized into categories large and small, review to ensure that the information is categorized as appropriate. 5. re-check the original text and ensure that all the information that needs to be categorized has all been listed. 6. material analysis, interpretation, and meaning. furthermore, ibn al-qayyim's ideas about child education are analyzed by taking into account the potential relevance for today's education. 2syahrin harahap, metodologi studi tokoh pemikiran islam (jakarta: prenada mediagroup, 1432/2011), p. 4. children education in the islamic family 70 findings and discussion the thought of ibnqayyim al-jauziyyah about children education in the isalmic family the primary source book in this study consists of 17 chapters, then analyzed in this dissertation into three main themes. the three main themes in question are firstly, moral education for children (discussed at this point). secondly the aqidah education for children. thirdly, the education of worship for children. moral education for children the sub-points in this first theme are; love and compassion for the child because allah swt. pray for the good of the child, giving a good name for children, wise in responding to the needs of children. keep children away from negative things. give a kiss to the child. it is permissible to bring children in prayer even though the sanctity of their clothing is questionable. appreciate the interests and talents of children. and be fair to all children. love to children because of allah swt. ibn al-qayyim said that if the presence of a child on the basis of love and affection for allah almighty, it will create a good impression for the development of children in all aspects. that is the first and foremost capital for the child, to receive the next educational materials. thus, the child is an investment of the world and the hereafter, if he lives full of love and compassion from both parents because allah swt. similarly, the born child, god willing, will someday worship allah almighty. and not associate him with anything.3 pray for the happiness of children ibn al-qayyim said, one form of moral education for children is to pray for the good of the child. he leaned on the contents of the prayer taught by al-hasan (w: 110/728), namely: may you be blessed to the child given and thank the lord who gave it, may the child grow fast and you get the devotion from him) ".4 3ibn qayyim al-jauziyyah, tuhfatul-maudud, p. 10.4ibnqayyim al-jauziyyah, tuhfatulmaudud, p. 34; diriwayatkan at-tabranidalamaddu`a', no. 945, juz 2, p. 1243-1244, isnad-nyahasan, mauquf kepada al-hasan al-basri;muhammad ibnabibakribnayyubibnqayyim al-jauziyyah, ad-da' wad-dawa' (makkah: dar`alam al-fawaid, 1429), p. 13 muhammad idris, abd. mukti 71 as much as any parent's efforts in caring, educating, educating and directing the child, if allah swt. would not deign to make him a righteous son, surely he would never be a pious son. this shows how great the power of allah swt, and how small the power of parents. this is clearly motivating to further build dependence and a sense of awareness to him. giving the good name for children the name is something that really needs attention, because the prophet. so paying attention to naming something, anything, everything should be avoided from bad naming, the prophet replace bad names with good names.5 wise in response to the need of children before feeding the child to another woman, at least the child must breastfeed to her biological mother for two or three days. this custom never applies to the prophet, where he was raised by bani sa’ad. according to medical science, breast milk in the first 24 hours contains a yellowish colostrum, rich in secretory immunoglobulin a (sig a) that serves the gastrointestinal tract so that germs can not enter the bloodstream and will protect the baby until the immune system (immune system ) works fine. ibn al-qayyim said, both parents need not be confused when children cry and scream, because it has certain benefits for children. let the child cry for a moment also teaches the baby to be calm and patient, if immediately ignored then the child will be depressed and feel constrained, similarly, certain changes in the growth of teeth. as teething grows, it should be rubbed on the teeth where it grows, butter or cheese.6 keep away the children from negative things keeps children away from loud voices of scorn, terrible sights, irregular movements; if it is not avoided it will damage and weaken the power of reason the child.7 even the words of ibn al-qayyim, during pregnancy, thoughts and negative 5ibid.,p. 66, 68-69, 70-71.6ibn qayyim al-jauziyyah, tuhfatul maudud, p. 340.7ibid.,p. 342. children education in the islamic family 72 things that happen to a mother affect the fetus in its womb, such as seeing dirty pictures, pale colors, and the houses are spooky and narrow. giving kissing for the children the next moral education according to ibn al-qayyim, is to kiss intimately to the child. in addition, the form of intimacy that the child expected is in the form of love utterances, play together, present at child's precious time, and give gifts. the generation of salaf advocates, in order kissing the child fairly.8 respect for children interest and talent the child is the soul that is present into this world, bringing with it a unique interest and talent to be realized. the innate ability of the child in the form of interests and talents, can develop well and perfectly, if parents are able to understand and direct it correctly, that is by teaching certain skills according to interests and talents of children, which can be utilized for the benefit of his life and the muslims, such as riding, industry and so on.9 deservedly concerned with the condition of the child, one of them is to direct them to deeds in accordance with their talents and readiness to do so. having known the talent, should not be transferred to the actions that are other than, as long as the talent is still in the corridor allowed by religious shari'a. because, if they are directed to something that they themselves are not prepared to do, then they will not succeed to achieve it, and otherwise they will lose their talent. fair to al children in giving something to the child, it should be evenly distributed or not at all. because of unfair giving, it is an unjust act.10 8ibid., p. 336.9ibn qayyim al-jauziyyah, tuhfatul-maudud, p. 354; ragib as-sirjani, al-`ilmuwabinaulumam, dirasahta'siliyyah li dauril-`ilmi fi binaid-daulah(kairo: muassasahiqra', 1428/2007), p.17. 10ibn qayyim al-jauziyyah, tuhfatul maudud, p. 334-337, 411; bakkar, masarul usrah,juz 5, p. 40. muhammad idris, abd. mukti 73 faithfull education for children for children, the parents who leads him to his nature (faith) or turns into a crook (mushrik) with the permission of allah. every child is born with fitrah; even so, it does not mean the child already knows how to mute god. the nature can emerge and develop, if gained guidance and education gradually, according to revelation and reason.11 as for the sub-points in this discussion is firstly, echoing the azan in the baby's right ear and iqamah in his left ear. secondly, teach monotheistic sentence. thirdly are heaven and hell. here are the ways that islam offers, in planting aqidahislamiyah for the baby to stay straight. teaching the tauhidwords to children if the child has begun to speak well, drop the child's tongue with honey and warm water mixed with iodized salt to remove the moisture or mucus that troubles the child speaking; then the first and always taught is la ilahillallahmuhammadurrasulullah. with hope, hopefully when he is able to understand its meaning, then he will know that he is a servant of god, and allah has power over him.12 introducing allah to children allah swt. always called repeatedly in the qur'an and hadith, as well as on the heart, verbal, and deeds of the believers. however, have educators (parents and adults) measured the extent of their children's recognition (ma`rifah) against god. is it enough to know him by knowing and memorizing his names and attributes. knowing and memorizing is something important, but more important is how the next attitude.13 the correct introduction, as revealed by ibn al-qayyim in al-fawaid, is an introduction that can cause feelings of shame, love, attachment, longing, repentance, closeness, and hope only to him. when the baby, hurrying when he hears his call, it is certain that he knows god well. that is because by welcoming his call, he can 11ibn qayyim al-jauziyyah, tuhfatul-maudud, p. 377.12ibn qayyim al-jauziyyah, tuhfatul-maudud, p. 339; nurud-din as-salimi, talqinus sibyan(oman: al-maktabah al-iliktruniyyah, 2004), p. 10.;`abdul-latif`asyur, mustasyfa`asal annahl at-tadawi bi `asl an-nahl(maktabah al-quran, 1306/1985), p. 59.13ibn qayyim al-jauziyyah, tuhfatul-maudud,, p. 184; yusuf khatirhasan as-suri, asalib ar-rasul fid-da`wahwat-tarbiyyah(ttp.: sunduq at-takaful, t.t.), p. 38. children education in the islamic family 74 dialogue with him, denounce the problems encountered, then ask for his help until afterwards he gets his enlightenment by knowing and memorizing his names and attributes. knowing and memorizing is something important, but more important is how the next attitude.14 introducing prophets to children to care for nature, to fight lust, and to fight demons, children need god's guidance and guidance. but the god of the unseen can not be seen directly, even he himself is powerless to come face to face with him. therefore, allah `azzawajalla sent his messengers in the form of angels and human choices to guide and guide children how to know the creator and how to live this life well. heaven and hell at the age of 40 days from birth, then at this age he began to laugh; and this is the first time the baby has a process of thinking. at the age of 2 months, he begins to dream, then will develop his reason and gradually gradually to reach the age of tamyiz. and about the age of this tamyiz is not determined the age limit (there is a opinion of 3 years, 5 years, or 7 years). but ibntaymiyya said that the islamization of a 3-year-old child is legitimate, given that he has understood islam well. but it is clear that when the baby is 7 years old, it means he has been commanded to perform the prayers. if he is reluctant, when he is 10 years old, then limited to 5 hours old, only limited training and self-discipline to the obligation of prayer 5 time. the majority of jurists agree that it is valid for him at that age, but in the case of furu> `has not been charged.15 taklif in problem of furu` has been charged to the child when they are already entered to adulthood. there is no age limit of children is called adult, there is a opinion since the age of 12 years, or 14 years or 15 years, and some even argue 18 years. of these differences, all agree with one thing, namely the removal of semen for boys, and menstruation for girls.16 14ibn qayyim al-jauziyyah, tuhfatul-maudud,, p. 364; ibn qayyim al-jauziyyah, badai` alfawaid, p. 45.15ibid., p. 416.16ibid., p. 417-425. muhammad idris, abd. mukti 75 after the age of 40 years, a person's condition begins to decline; its strength gradually begins to weaken, as the power arises earlier in stages. the power of a human being is between two weaknesses, and his life is between two deaths. if the condition has been fragile, it means the death of death is closer to him than the close hand to mouth. as the hour of death approaches, and the ration of his life has been perfected, then came the messenger of rabb who will move him from the mortal world into the eternal realm. the angel who was given the task of plucking up the spirit approached the man, calling his soul. if the spirit is good, then he will come out of his body in a state of praise and will get a pleasant life. aqiqah for children `aqiqah is one effort to revive the sunnah of the messenger of allah. malik (d.179/795) calls it sunnah obligatory: the sunnah is mandatory where among the benefits is in the framework of worship performed to bring a child to god when first born into the world. malik explains that rationalists deny this extinction, even though much of the information about this matter is valid.17 shave hair and charity worth the scales it was prescribed to weigh baby's hair, then give charity to money, or silver, for the interest in the way of allah or give it to ibnsabil. shaving hair is one way to get rid of dirt from baby's head and to throw out weak hair to grow new hair stronger, better, and more comfortable for the head. in addition, make the child's head feel light and open pores, so the temperature from the head can come out more easily and smoothly. even this shaving, can strengthen the view, sense of smell, and hearing.18 prophet muhammad also accustom to wet the head of the baby with a fragrant oil za`faran fragrant and has a beautiful color, instead of the blood of animal sacrifices that smelled rancid and unclean.19 17ibn qayyim al jauziyyah, tuhfatul maudud, p. 93, 100.18ibid.,p. 101.19ibid. children education in the islamic family 76 circumsision for children messenger of allah.making circumcision a subject of all fitrah.fitrah there are two types; first, the heart-related nature of knowing god, loving him, and preferring him above others. second, the nature associated with the deeds of action, which are all behaviors: cutting mustache, gargling, beristinsyaq, bersiwak, combing hair, nail clippings, shaving pubic hair, circumcision, pulling armpit hair'.20 associated with the first nature that is by purifying the soul and cleaning the liver, while associated with the second nature is by cleaning the body. each of the two types of nature is mutually supportive and reinforcing. the properties of nature entirely contain the meaning of holiness and cleanliness, removing the remains of the dirt normally left by the demons embedded in a human being, displaying good looks, beautify the physical, and to control the lust if it is excessive it will equate humans with animals; but if it is totally eliminated, it equates people with inanimate objects; because that circumcision stabilizes the lust; found many men and women who are not circumcised, not satisfied in having sexual intercourse.21 satan is also hiding in pubic hair and long nails; and foreskin (skin circumcision) that is not cut, worse than pubic hair and nails that are not cut. above all, it can not be denied that cutting off the skin is a sign of human servitude to allah `azzawajalla. puncture ear for girls pierced ears, allowed for women because girls need jewelry for themselves so that ear piercing contains maslahah for him. as for piercing the ears for men, there is not the slightest benefit this includes also cutting one of the limbs, not for the benefit of the world or the benefit of the hereafter, therefore it is forbidden.22 `aisyahra. (w 57/678) once said that, the jewels in his ears are moving and turning in sahihain: when the prophet (saas) encourage women to give charity, they immediately throw their khars (a kind of earrings that hung on the ear). it is permissible to pierce ear lobe, because allah and his messenger know what women need and what their character tends to be for jewelry and all its knick-knacks. 20ibid.,p. 233, 245.21ibid.,p. 274.22ibid., p. 308-309. muhammad idris, abd. mukti 77 obligation to perform sholat the obligation of parents is to educate the child to pray and do good, namely obey allah and his messenger. implanting and guiding the good for the baby since he was little is a beautiful thing. with that, he will start a note on the white sheet of his life with closeness to allah swt.23 when a child is seven years old, he is entering the age of tamyiz, and he is commanded to perform the prayers. ibnmiskawayh (421/1030) says the baby has two characters. the first character is a gifted child type. this type does not require repeated instruction, because it has the character of love for good. but there is another type, the type of child who is less talented.24 when a child is ten years old, his physical will grow stronger, his mind develops and becomes more able to perform worship. therefore, at this age, the child may be beaten if he is reluctant to establish prayer, neglect to the end of time as commanded by the prophet. beating here is a blow to training and self-habits, not to hurt and hurt.25 prayer is the greatest helper; produce the good of the world and the hereafter; eliminating the damage of the world and the afterlife; wipe away sin; treat the liver; and body.26ibn al-qayyim said, prayer activities, especially night prayer can strengthen body immunity. according to him, all series and types of worship, beneficial to every muslim.27 conclusion from the previous description it can be concluded that during the life of ibn al-qayyim, the political, social and educational conditions were in an unstable condition. the instability of these conditions comes from internal muslims themselves, and rongrongan from external muslims. the effects of all are including the weakening of the economic sector and education, especially in the family. 23 muhammad ibn humail zainu, kaifanurabbiauladanawa ma huwawajibul-aba'walabna'(makkah: darul-hadis, tt.), p. 37.24 ahmad ibn muhammad miskawaih, tahzibul-akhlaq(beirut: mansyurat al-jamal,2011), p. 265.25 ahmad fu'ad al-ahwani, at-tarbiyyahfil islam (mesir: darul-ma`arif, 1967), p. 141.26ibn qayyim al-jauziyyah, at-tibbun-nabawi,p. 163.27ibn qayyim al-jauziyyah, at-tibbun-nabawi,,p. 193. children education in the islamic family 78 the education for the children in ibn al-qayyim's thought as contained in his paper tuhfah al maudud bi ahkam al maulud consists of: 1) moral education: love and affection for the child for god; pray for the good of the child; giving a good name to the child; wise in responding to the needs of the child; keep children away from negative things; give a kiss to the child; bringing children in prayer even though the sanctity of their clothing is doubted; respect the interests and talents of children; and be fair to all children. 2) aqidah education: echoes the azan in the right ear and iqamah on the left ear; teach monotheistic sentence; and heaven and hell. 3) education of worship: men-tahnik children; aqiqah child; shaved head hair and charity worth his scales; circumcision; pierced ears of girls; not burdened with what comes out of the child's cub; not burdened with fluid coming out of the child's mouth; and discipline children in worship. the education of children according to ibn al-qayyim's thought is still relevant; evidenced by the similarity of discussion and practice of education in the world today, the stages in providing subject matter according to interests and talents of children rather than intervention and authoritarian parents. the giving of the subject matter according to his interests and talents was given after the child mastered the science of syar`i first. practically means there should be a father discussion forum, and or mother discussion forum that discusses how good parenting patterns for children, from birth to adulthood according to the qur'an and the prophet's guidance. with the discussion forum is expected every parent and educator able to provide education or good parenting. references al-ahwani, a. f. (1967). at-tarbiyyahfil islam.mesir: darul-ma`arif as-salimi, n. (2004). talqinus sibyan. oman: al-maktabah al-iliktruniyyah as-sirjani, r. (2007). al-`ilmuwa binaul-umam, dirasah ta'siliyyah li dauril-`ilmi fi binaid-daulah. kairo: muassasahiqra. as-suri, y. k. h. (ttp).asalib ar-rasul fid-da`wahwat-tarbiyyah: sunduq at-takaful. asyur, a. l. (1985). mustasyfa`asal an-nahl at-tadawi bi `asl an-nahl. maktabah alquran. harahap, s. (2011).metodologi studi tokoh pemikiran islam. jakarta: prenada media group. muhammad idris, abd. mukti 79 jauziyyah. a. j. (2010).tuhfah al maudud bi ahkam al maulud.makkah: dar `alam al fawaid miskawaih, a. m. (2011). tahzibul-akhlaq.beirut: mansyurat al-jamal. zainu, m. h. (ttp). kaifa nurabbi auladanawa ma huwa wajibul-aba'wal-abna'. makkah: darul-hadis. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020091202 vol. 4, no. 3, 2020 page: 371 386 371 a psychological study of hipnosys in transformation of religious behaviour toward teenager in aceh tamiang nina afrida senior lecturer at faculty of teacher and training education iain langsa ninaafrida@iainlangsa.ac.id rita mahriza senior lecturer at faculty of teacher and training education iain langsa ritamahriza@gmail.com meutia rahmah senior lecturer at faculty of teacher and training education iain langsa meutiarahmah@iainlangsa.ac.id nani endri santi faculty of teacher and training education iain langsa naniendrisanti@iainlangsa.ac.id abstract, teenager or aqil baligh in islam can be called transition phase from childhood into adulthood. in this age, a child is in critical period in which is tending to do a deviant behaviour such as in their religious. no exception, this case also occured in one of regent in aceh. unfortunately, it has not been a focus for those who are responsible for this. the alternative is offered can become one of solution; by stimulating them using hypnosis. for those, the research aims to find out whether hypnosis can increase significantly in teenagers’ religious behaviour in 11 to 18 years old. single subject by multiple baseline design applied in this study, and two teenagers were as a sample. the result shows that the graph increases signifinatly in akhlak (morals) but it did not work in shalat and aurat, it was applied in both of samples. in conclusion, a hypnosis can be an alternative to solve a transformation of religious behaviour in akhlak. key words: hypnosis, religious behavior, teenager introduction teenagers who are sometimes called entering a critical phase so they tend to do a lot of irregularities caused by negligence of those responsible for this. there were some examples of irregularities occured in aceh tmiang such as news about the arrest of 3 young men selling drugs and 3 young women who were mailto:ninaafrida@iainlangsa.ac.id mailto:ritamahriza@gmail.com mailto:meutiarahmah@iainlangsa.ac.id mailto:naniendrisanti@iainlangsa.ac.id nina afrida, rita mahriza, meutia rahmah, nani endri santi 372 arrested in prostitution cases, then, there were two teenagers arrested because of drugs, one of them was a student1. furthermore, there were also cases of prostitution in aceh tamiang in which the pimps were still 16 years old and the victims were about 14-15 years old.2. there were other cases in the mild category that were related to the worship of teenagers. the results of interviews with 10 acehnese teenage parents in tamiang showed that 2 of their children never prayed at all, 3 of them only did at maghrib, and 5 teenagers were still categorized as prayers sometimes not.3 as for morality, their children tend to be disrespectful elder people, cursing, saying dirty and refusing parents' orders. regarding young women, from 3 parents stated that they used hijab because they were bound by school rules.4 this becomes interesting to solve because teenagers are human beings who will grow into the next generation. then one way to solve this by providing a stimulus using hypnosis. many previous studies which examined related to hypnosis and also research on adolescent behavior. such as research by mami hijaroh (1998), baiq lili handayani (2011), and sekar ayu (2011). the behavioral study written by mami hijaroh in 1998 entitled "the attitude and religious behavior of islamic students in diy" examined the direct and indirect effects of family education, the campus environment, and religious knowledge on the religious attitudes of students. with the achievement of results between variables has an effect on the medium or sufficient category. another study of religious behavior with the title "transformation of religious behavior (analysis of efforts to validate aqeedah through ruqiyah syar'iyah in the jember muslim community), by handayani saw from aqeedah review by giving ruqiyah to positive attitude changes, and the last from nurul hartini takes place in nanggroe aceh darussalam by looking at changes in the behavior of acehnese teenagers who were victims of the tsunami. the results of this study indicate that 1 serambinews 31 january 2018 2 serambinews 25 april 2017 3 results of interviews with 10 aceh tamiang parents, in upah village, sungai liput and rantau kuala simpang. 4 results of interviews with 3 parents of aceh tamiang teenage girls, in sungai liput village. a psychological study of hypnosis in transformation of religious behaviour toward teenager in aceh tamiang doi: 10.30575/2017/ijlres-2020091202 373 changes in the behavior of adolescents on lack of learning motivation at school due to the existence of non-formal jobs that promise more promising wages or salaries. and this research still only examines changes in social behavior. sekar ayu wrote a study entitled "orientation, attitudes and religious behavior" the results of this study showed the impact of the attitude of three groups of students on their religious behavior, whether in the form of their observance in rituals or in the form of humanitarian virtuous deeds, it was revealed that liberal groups were impressed less obedient in carrying out rituals especially mahdhoh worship. this is based on the recognition of those who sometimes do not pray on time and sometimes even hollow. even in religious affiliation they tend to choose affiliations that do not directly highlight religious labels. but there are still very few studies that discuss the restoration of religious deviance attitudes or behavior, especially in islamic adolescents by using the science of hypnosis, making researchers interested in conducting such research which will be used by parents and responsible parties as an alternative choice to resolve irregularities. for this reason, researchers applied the stimulus and response theory which was triggered by an expert named gagne and berlianer whose theory was well known for the behavioristic theory of behavior change as a result of experience. literature review quite a number of scholars have defined religious behavior differently. suriati explains that religious behavior is a god-oriented action, both concerning the relationship between man and god, man and man, and mankind with the surrounding environment.5 furthermore, jalaluddin defines religious behavior as a condition that exists in someone who encourages him to behave according to the level of obedience to religion.6 another definition of religious behavior is also expressed by ramayulis who defines religious behavior as all human 5 suriati. 2014. al mishbah. 10 (2). pp. 179 6 jalaluddin. 2012. psikologi agama. jakarta: rajawali pers. pp. 257 nina afrida, rita mahriza, meutia rahmah, nani endri santi 374 activities in life based on religious values that are believed.7 based on some definitions of the experts above, it can be concluded that religious behavior is an act that is either an act or a speech made by a human or an individual that is related to the religious values he believes in, whether it concerns his relationship to god, his relationship to fellow humans, and its relationship to the natural environment around it. there are some factors that take part in influencing religious behavior. jalaluddin divides them into two parts; internal factor and external factor. internal factor is a factor from inside a person. it can be called as natural tendency (fitrah) of a human being. every human born with various religious or belief potentials and also has a belief that there is big power outside himself which manage the whole life and universe. he also mentions some causes of this internal factor such as heredity, age, personality, and psychology. meanwhile external factor is a factor comes from outside a person. external factor is able to be influenced by environment in which a person lives. generally, environment can be divided into three parts such as family, school, and society. thouless in sururin explains his different opinion about factor influences religious behavior. he notes there are at least four factors such as social influences, experience, necessary and thinking process. according to glock and strack in rahmat, there are five dimensions of variety related to belief and religious behavior such as ideology dimension, worship dimension, appreciation dimension, religious knowledge dimension and religious practice dimension. ideology dimension related to what to believe. this dimension is a part of variety related to what to believe and become a belief system. worship dimension is a part of variety related to behavior called religious rituals such as worship, obedience and other things which is done to display commitment toward religion he believes. behavior here is not behavior in general, it refers to particular behaviors determined by religion such as way of 7 ramayulis.2007. psikologi agama. jakarta:kalam mulia a psychological study of hypnosis in transformation of religious behaviour toward teenager in aceh tamiang doi: 10.30575/2017/ijlres-2020091202 375 worship and special rituals on religious holidays. then appreciation dimension related to someone’s sense of religion for instance someone’s seriousness in worshiping suitable with his belief so that in this dimension, many religious people feel impressed things while doing worship. knowledge dimension refers to religious knowledge and understanding which must be known by its followers. and the last, religious practice dimension refers to consequents of religious teachings in general behavior which is indirectly determined by religion as in ritualistic dimension. other stunning discussion is about teenager itself. psychologically, teenager is a period in which an individual integrated to adult society. integration in adult society has a lot of effective aspects, exclusive intellectual transformation begun with the way of thinking, taking action is started in this period. world health organization (who) divides understanding of meaning of teenager into three aspects include view from biology (physical), psychology and economy aspect. overall process of teenager’s development of behavior and personality will be influenced by several factors such as congenital factor, maturity and environment in which inside it consists of learning and practice. those three factors can be lucky, but in several cases can impede process of maturity. by the process, development of teenager from early to ultimate does not go smoothly, it tends to be tortuous and it depends on variation of one or all factors mentioned formerly. in extreme case, the process of tortuous development is not easy to overcome, whether by the individual teenager by surrounding society. problems that can arise in teenager period can be classified into several categories such as problem related to physical and psychomotor, for example prominent difference in physical development between individual or group, disproportionate of growth of height and weight that can impact on psychology, such as bullying, mockery, sound change, menstruation, sometimes can cause shyness and inferiority, then reproduction organs begins working cause desire or wish to nina afrida, rita mahriza, meutia rahmah, nani endri santi 376 satisfy biological necessity. then, problems that can appear from development of language and cognitive behavior, for example learning foreign language can be uncomfortable, which will cause hatred to all things related to the language (subject, teachers, etc.), without help and special guidance, teenager with high iq and lower than average will get particular psychological, such as lazy, naughty, feel inferior because of feeling always fail in every learning process, disproportionate between desire and talent can cause difficulty, for example becomes wrong in choosing field or study program or doing activity beyond talent and ability. subsequently, problems appear from social, moral and religious development such as joining certain group (gang) that can give bad impact such as fight, robbery, conflict with parents and drugs abuse. problems that appear from affective, conative and personality such as doing destructive action, and it is done spontaneously to flare up emotion and to lose pressure, although the individual teenager apparently does not know meaning and purpose of that activity, for example only follow idol and disability of following heart and difficulty in integrating function of psychology make the teenager becomes difficult to find his identity and personality, for example childish behavior. one strategy that might be a solution to minimize religious behavioral disorder is hypnosis. historically, hypnosis activity had been known since 2980 bc based on ancient note in egypt which wrote that there was activity of healing by using sleep therapy in temples which was done by a healer named imhotep. apparently, this ritual was done again by charles x with an opinion that a heaven’s body can feed a human’s body by means of magnet and he believed that magnet could heal various diseases. charles x’s opinion followed by franz anton mesmer (1734-1815). besides applied in health, hypnosis also applied in psychology. one of neurologist who did hypnosis was charchot, he did hypnosis to 12 women which were hysteria. charchot demonstrated, when being hypnosis, the patients could a psychological study of hypnosis in transformation of religious behaviour toward teenager in aceh tamiang doi: 10.30575/2017/ijlres-2020091202 377 walk and did many things but in normal condition, they lose their ability to walk and to do several thing that they could do formerly. looking at the development of hypnosis, we can find out that slowly, hypnosis has shown its existence. besides that, hypnosis also often applied in the world of sport and education. because hypnosis is believed can change human being’s brain mechanism in interpreting experience and produce change perception and behaviour. they way of hypnosis works also related to a person’s brain activity. here are some brain waves namely beta, alpha, tetha and delta. beta is a very active phase, paying attention, vigilance, efficiency, understanding and higher condition associated with anxiety and discomfort. alpha, is a phase in which brain in relaxation condition and full of creativity. in this condition, someone will learn and absorb information very well, easy in doing therapy, fasten the healing process, enhance immunity and can decrease both mental emotional and physical stress. tetha, happens when someone in sleeping and dreaming condition. this phase is very good to the process of autosuggestion or autohypnosis. in this phase, there is an increase in creativity, emotional experience and has a potential of change attitude. and delta is the last and the deepest phase of brain wave. in this condition, someone usually sleeps without dreaming, release growth hormone and lose awareness on physical sensation. from above explanation, can be found that brain wave betha and alpha phase are in level of awareness while tetha and delta often called by subconscious mind. there are some stages of hypnosis such as pre-induction (interview), it is a process to prepare a conducive situation and condition between subject and a therapist. pre-induction can be a light conversation, getting to know each other, and other things that are closer to a hypnotist mentally to a subject. furthermore, the induction stage is the main key in the hypnotic process, because this process will bring the subject from the "beta" condition to the condition of "alpha" and even "theta" with conditions completely under the control of a hypnotist. this nina afrida, rita mahriza, meutia rahmah, nani endri santi 378 process itself consists of 3 parts, namely: relaxation, induction, and deepening. the next stage is the trans hypnotic testing stage or the "hypnotic" depth test of a subject. then, the suggestion stage is the core stage of the purpose and aim of the hypnotic process. at this stage a hypnotist starts to enter suggestion sentences into sub-conscious subjects. then, post hypnotic suggestion stage is a suggestion that still "works" even if a person is in a post-hypnotic condition (normal). and finally, termination stage is a stage to end the hypnotic process. the concept of termination is that a subject does not experience psychological shock when awakened from "hypnotic sleep". methodology this study applied quantitative approach and single subject type of study. this study only examined two samples whose religious behavior disorder, they are about 11-19 years old. design used was multiple baseline design by using aba type of work. millan in nina states that a is early phase in which sample in which sample in the omission period without any intervention, then b period where the sample is intervened with something and return to a, that is at the time of omission. so in phase a, the sample is positioned on the omission for 5 days and phase b, the sample is intervened using 2 hypnosis counseling once hypnosis, and returns to phase a where the sample is left for 21 days x 24 hours with intensive observation referring to the instrument designed with 15 items of declaration on morals, and 10 items on statements in aurat and prayer. findings and discussion this study used single subject research (ssr) method with the ab-a design. then the data were analyzed using visual analysis and graphics (visual analysis of graphic data). in baseline (a1) condition, data was obtained before the study sample was given treatment, while in the intervention stage (b) the object of the study was treated with hypnosis, and the last at the baseline (a2) no treatment was given and a psychological study of hypnosis in transformation of religious behaviour toward teenager in aceh tamiang doi: 10.30575/2017/ijlres-2020091202 379 the researcher saw child changes from negative to positive. there were 2 acehnese teenagers who were sampled in this study. samples are chosen based on the character of worship, morality, and covering aurat. first sample table 1. baseline 1 (a1) no baseline (a1)/ day prayer score akhlak score 1 1 0 5 2 2 10 10 3 3 20 15 4 4 15 20 5 5 15 20 grafik 1. baseline 1 graph to the sampel with szr initial table 2. baseline 3 (a3) no baseline (a2)/session score score 1 1 25 50 2 2 20 50 sholat, 1, 0 sholat, 2, 10 sholat, 3, 20 sholat, 4, 15 sholat, 5, 15 akhlak, 1, 5 akhlak, 2, 10 akhlak, 3, 15 akhlak, 4, 20 akhlak, 5, 20 akhlak sholat nina afrida, rita mahriza, meutia rahmah, nani endri santi 380 3 3 25 55 4 4 25 60 5 5 25 60 6 6 25 60 7 7 25 70 8 8 30 60 9 9 30 75 10 10 30 60 11 11 25 60 12 12 30 60 13 13 30 60 14 14 30 70 15 15 30 75 16 16 20 75 17 17 25 75 18 18 30 70 19 19 30 70 20 20 30 70 21 21 30 70 grafik 2. long graph of baseline (a) and intervention (b) conditions in szr sholat, 1, 25 sholat, 2, 20 sholat, 3, 25sholat, 4, 25sholat, 5, 25sholat, 6, 25sholat, 7, 25 sholat, 8, 30sholat, 9, 30sholat, 10, 30 sholat, 11, 25 sholat, 12, 30sholat, 13, 30sholat, 14, 30sholat, 15, 30 sholat, 16, 20 sholat, 17, 25 sholat, 18, 30sholat, 19, 30sholat, 20, 30sholat, 21, 30 akhlak, 1, 50 akhlak, 2, 50 akhlak, 3, 55 akhlak, 4, 60akhlak, 5, 60akhlak, 6, 60 akhlak, 7, 70 akhlak, 8, 60 akhlak, 9, 75 akhlak, 10, 60 akhlak, 11, 60 akhlak, 12, 60akhlak, 13, 60 akhlak, 14, 70 akhlak, 15, 75 akhlak, 16, 75 akhlak, 17, 75akhlak, 18, 70akhlak, 19, 70akhlak, 20, 70akhlak, 21, 70 akhlak sholat a psychological study of hypnosis in transformation of religious behaviour toward teenager in aceh tamiang doi: 10.30575/2017/ijlres-2020091202 381 second sample table 3. baseline 1 (a1) no baseline (a1)/ day prayer score akhlak score aurat score 1 1 0 0 0 2 2 0 10 0 3 3 0 15 0 4 4 0 20 0 5 5 0 5 0 grafik 3. baseline 1 graph to the sampel with the initial nz table 4. baseline 3 (a3) no baseline (a1)/ day prayer score akhlak score aurat score 1 1 0 15 30 2 2 0 20 30 3 3 0 20 35 4 4 0 50 35 5 5 0 50 35 sholat, 1, 0sholat, 2, 0sholat, 3, 0sholat, 4, 0sholat, 5, 0akhlak, 1, 0 akhlak, 2, 10 akhlak, 3, 15 akhlak, 4, 20 akhlak, 5, 5 aurat, 1, 0aurat, 2, 0aurat, 3, 0aurat, 4, 0aurat, 5, 0 sholat akhlak aurat nina afrida, rita mahriza, meutia rahmah, nani endri santi 382 6 6 0 50 35 7 7 0 50 30 8 8 0 50 30 9 9 0 50 30 10 10 5 50 35 11 11 0 50 35 12 12 0 50 35 13 13 0 50 30 14 14 0 50 35 15 15 0 50 35 16 16 0 50 35 17 17 5 50 35 18 18 10 50 35 19 19 10 50 35 20 20 10 50 35 21 21 5 50 30 grafik 4. long graph of baseline (a) and intervention (b) conditions in nz based on the analysis data that has been carried out, it can be seen that there was a change in religious behavior's sample in the hypnosis . according to the experts, behavior is formed based on a person's response or reaction to stimulus sholat, 1, 0 sholat, 2, 15 sholat, 3, 30 sholat, 4, 0sholat, 5, 0sholat, 6, 0sholat, 7, 0sholat, 8, 0sholat, 9, 0 sholat, 10, 5 sholat, 11, 0sholat, 12, 0sholat, 13, 0sholat, 14, 0sholat, 15, 0sholat, 16, 0 sholat, 17, 5 sholat, 18, 10sholat, 19, 10sholat, 20, 10 sholat, 21, 5 akhlak, 1, 15 akhlak, 2, 20 akhlak, 3, 20akhlak, 4, 50akhlak, 5, 50akhlak, 6, 50akhlak, 7, 50akhlak, 8, 50akhlak, 9, 50 akhlak, 10, 50 akhlak, 11, 50akhlak, 12, 50akhlak, 13, 50akhlak, 14, 50akhlak, 15, 50akhlak, 16, 50 akhlak, 17, 50 akhlak, 18, 50akhlak, 19, 50akhlak, 20, 50 akhlak, 21, 50 aurat, 1, 30 aurat, 2, 30 aurat, 3, 35aurat, 4, 35aurat, 5, 35aurat, 6, 35 aurat, 7, 30aurat, 8, 30aurat, 9, 30 aurat, 10, 35 aurat, 11, 35aurat, 12, 35 aurat, 13, 30 aurat, 14, 35aurat, 15, 35aurat, 16, 35 aurat, 17, 35 aurat, 18, 35aurat, 19, 35aurat, 20, 35 aurat, 21, 30 aurat akhlak sholat a psychological study of hypnosis in transformation of religious behaviour toward teenager in aceh tamiang doi: 10.30575/2017/ijlres-2020091202 383 (external stimulation). because this behavior occurs through the process of a stimulus to something, then responds, then this theory is called the theory of "sr" or stimulus response. so the researchers assume that this also applies to all behaviors, especially religious behavior. in religious behavior there are 5 dimensions, namely: dimension of ideology, dimension of engagement (ritualistic), dimension of understanding (experential), dimension of knowledge of religion (intellectual), and dimension of religious practice (consequential). in this study researchers only took the aspect of practice that focused on obligatory prayers, covering aurat for the daughter, and morals towards others. so this dimension was tested in 2 samples assuming hypnosis can change the behavior of performing prayers, morals, and covering aurat. testing this theory was carried out by using a single subject research design which was only conducted in-depth research on 2 people whose problems with religious behavior. to get deep results, the researchers divided 3 measured things into several statements in the checklist; 10 statements to perform prayer, 15 statements for morals, and 9 statements to cover the aurat. in sample 1, namely szr because he is male, only two things were observed, namely prayer and morality, while the second sample was female, there were 3 things observed in the dimensions of practice, which was added by covering aurat. from the data obtained and then processed with polygon graphs, it can be seen from sample 1 in phase a1 or the period before being given treatment that scores 0, 5, and 10 in prayer and morality, but in a2 phase teenagers 1 begin to stabilize the graph to numbers 20, 25, and 30 in prayer and reaching graph continue to be dynamic on morals were assumed to be 50 and 60 and 70 even reaching 75. while in sample 2 prayer there were no good news because the graph had drastically decreased but on nz's moral, the numbers continued to rise from 25, 30 and consistent at 50. in covering aurat, the graph ran calmly at 25 and 30. nina afrida, rita mahriza, meutia rahmah, nani endri santi 384 as additional information, both from the results of the observers' comments and interviews with parents, it can be seen that sample 1 had changed; previously ignorant of his younger brother after the treatment had a sense of care for his younger brother, coming home late at night faster than usual, not more than 10 pm, having a softer voice when asking, answering and asking questions. in sample 2 also the comments were still about morals, although still trying to fight but she had reduced her harsh words, starts wanting to do homework without being asked, and had begun to do prayer. in the intervention process, two things that must be done, namely counseling and hypnosis, this series is an inseparable package. in sample 1 aka szr counseling was done only once considering the problem faced by the szr was not as heavy as nz, which had to be counseled 3 times and then continued to hypnosis, it was due to the burden of the problem which was so heavy that she made religious deviations. but the data indicated that after counseling children had begun to show changes in their behavior, especially when after doing hypnosis, they also experience religious transformation from negative to positive. but the provision of hypnosis was only once in this study, because the period of omission after hypnosis must be seen in 21 days, because the formation of a habit can be seen in that duration. from data of samples 1 and 2 which were almost the same that teenager's behavior responded to the stimulus that was given even though not significant to the behavior of prayer and aurat but it changed drastically in morals. an expert states that the power of the subconscious mind is far more dominant than the conscious mind, this can possibility cause self-conflict. if there is a conflict between the conscious mind and the subconscious mind, the subconscious mind is most likely to win. from this it is assumed that to change a person's behavior can be possessed as evidenced by the data obtained from this study; 2 samples experienced a moral change from the previous negative to the positive afterwards. the thing that was possessed in the hypnosis process was affection for the younger siblings, performing the prayer, getting bored with hand phone a psychological study of hypnosis in transformation of religious behaviour toward teenager in aceh tamiang doi: 10.30575/2017/ijlres-2020091202 385 and switching to the qur'an, not coming home at night above 10 o'clock, obeying the parents, saying politely with others and breaking up parents if fight and wearing a headscarf when going out of the house. although not all behaviors change, at least they remained consistent at 21 days to obey their parents and said politely to others. based on these results it can be concluded that hypnosis can provide changes in moral behavior from negative to positive. for the causes of irregularities can be seen from the results of counseling that the data shows sample 1 has 3 causes, such as always considered bad by parents, often watching parents quarrel and lack of attention from parents. while sample 2: missed father's figure, lost the closest person and lacked maternal love. overall we can conclude that the figure of a parent is the main actor in the occurrence of deviations in religious behavior in children. conclusion from processing data and discussion, it can be concluded that hypnosis is able to give a major influence on deviations in religious behavior on the dimensions of practice, especially in the area of morals. as well as the cause of behavioral deviations is the absence of the role of the closest people to children, especially parents in guiding them in the field of religion, also the selfish attitude of parents makes them deeper in doing that, plus the lack of love that should be obtained at the age of those teenagers. nina afrida, rita mahriza, meutia rahmah, nani endri santi 386 bibiliography agustini, h (2006). psikologi perkembangan : pendekatan ekologi kaitannya dengan konsep diri dan penyesuaian diri remaja. bandung : pt. refika aditama. hurlock. e (1993). psikologi perkembangan: suatu pendekatan sepanjang rentang kehidupan. jakarta: gelora aksara utama. monks, fj.knoer & handitono, sr (2001). psikologi perkembangan ; pengantar dalam berbagai bagiannya, yogyakarta; gajah mada university press soesilowidradini (1992). psikologi perkembangan : masa remaja. surabaya : penerbit usaha nasional. john w (2007). qualitative inquiry&research design. california: sage publication mcmillan, james h.(2008). educational research: fundamental for the consumer. new york: pearson. handayani, baiq lily (2011). transformasi perilaku keagamaan (analisis terhadap upaya purifikasi akidah melalui ruqyah syar'iyah pada komunitas muslim jember). jurnal sosiologi islam, vol. 1, no.2, oktober 2011 issn: 2089-0192 . hajaroh, mami. (1998). sikap dan perilaku keagamaan mahasiswa islam di daerah istimewa yogyakarta. jurnal penelitian dan evaluasi, volume 1,tahun i, tahun 1998. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020050811 vol. 4, no. 2, 2020 page: 334 347 334 organizing the implementation of curriculum of diklatpim iv in the human resources development agency north sumatra province suriya jaya widyaiswara in the human resources development agency, north sumatra province sjaya3434@gmail.com abstract. this study aims to find the organization of the implementation of the level iv education and leadership training curriculum (diklatpim iv) in the human resources development agency (bpsdm) of north sumatra province (north sumatra province ). the research focus is, "organizing the implementation of the iv education and training curriculum in bpsdm north sumatra province ", using naturalistic qualitative methods. data collection techniques used interviews, observation, document study, data analysis using the interactive model of miles and huberman, checking the validity of the data based on lincoln and guba. this study found: first, the function of organizing curriculum implementation is carried out at the institutional and class stages. second, organizing the implementation of the institutional stage curriculum is carried out by dividing the roles and duties of structural officials and staff in management, correspondence administration, and finance tasks, these tasks are interrelated. third, some of the lecturers were assigned not based on the competency of the training of facilitator (tof) as outlined in the planning stage of the institution. fourth, at the class stage of organizing the curriculum implementation by widyaisawara on the learning stages, methods, learning resources, and learning media. keywords: organizing, curriculum implementation, education and training. introduction the implementation of diklatpim iv training at bpsdm north sumatra province , requires a division of roles and tasks for structural officials, staff, widyaiswara. these activities need to be managed professionally through managerial mechanisms to avoid overlapping work. structural officials and staff need to have the ability in the field of committee duties in the context of the iv education and training team, while lecturers need the ability to master the stages of learning, methods, learning resources, media, choosing a study room, according to their competence obtained from the training of facilitators (tof) to meet the demands of the curriculum. . all of this requires an organized condition through organizing the implementation of the iv education and training curriculum in bpsdm north sumatra province. organizing the implementation of curriculum of diklatpim iv in the human resources development agency north sumatra province doi: 10.30575/2017/ijlres-2020050811 335 empirically, the organization of curriculum implementation in bpsdm north sumatra province is not consistently implemented. this condition is since some of the widyaiswara assigned to teach training courses do not match tof competencies. even though at the planning stage and according to the regulation of the head of the state administration of the republic of indonesia number 20 of 2015 it has been determined that the widyaiswara who teaches the iv education and training programs are based on the specialization of competencies obtained through the tof. organizational inconsistencies in the implementation of the iv education and training curriculum contradicts the nature of organizing because it does not prioritize the delegation of work to the right people based on abilities that are in accordance with their competencies so that it does not help widyaiswara to become experts in carrying out their main tasks and functions. literature review organizing is one of the management functions, according to robbins and coulter, "organizing is the activity of determining what needs to be done, how to do it, and who has to do it.".1 the organizational management function is important because it does not only map the work to be occupied, but includes determining strategies that are appropriate to the conditions and situations of the job aspects, as well as personnel who are expected to be able to complete the work. organizing that is carried out by the leadership of the administrative staff and widyaiswara gives the responsibility and authority to carry out the duties of the leadership regarding the work that must be completed, who does what, by means of the method or mechanism of doing it. meanwhile, the organization that was carried out by widyaiswara was to divide the roles and tasks to the participants of the iv training in the context of learning. likewise, the organization of curriculum implementation by structural bpsdm officials and widyaiswara functional officials at training and training teams iv such as organizing committees, teaching and learning schedules on campus or outside campus in the form of theory or practice, providing learning resources is not limited to 1 stephen robbins p and mary coulter. 2005. management. new jersey: pearson prentice hall, p.39 suriya jaya 336 equipment, but includes energy, fees, facilities outside and on campus, on campus and off campus. organizing the techniques and methods by widyaiswara that will be used in teaching and learning is an important activity especially if it is supported using adequate learning resources. according to wina, learning resources are everything that is around the learning environment that can functionally be used to help optimize learning outcomes, it can be seen not only learning outcomes but the interaction process of students with various sources as a stimulus for students in learning and accelerating understanding. and mastery of the field of science they learn.2 based on vienna's statement, learning resources are not only limited to sources that can provide information for the interests of learning in class or internal educational institutions, but can be outside educational institutions to obtain maximum learning outcomes through contact action and reactions of training participants in the form of an interaction process. with learning resources. available learning resources related to education and training can support the achievement of more effective learning because learning resources can make it easier to achieve learning goals, function as a stimulus or stimulus for each individual to be more passionate about learning. if learning can be conditioned full of enthusiasm and high willingness, widyaiswara no longer needs to closely monitor training participants in learning, because continuous monitoring in a monotone can create a rigid and autocratic atmosphere without the monopoly of unilateral learning by widyaiswara. in order for teaching and learning in the education and training to be more varied and attractive to the training participants and to provide real understanding, the widyaiswara is required to be able to choose the right learning aids or audio visuals. audio-visual aids are materials or operational tools for learning situations to help spoken and spoken words to form knowledge, attitudes, and ideas. by using audio visual aids in teaching and learning the training will be able to create a livelier and more interesting atmosphere in the training. to determine the tools that will be selected in the training according to suprijanto can use the following criteria: 2 wina sanjaya (2008), perencanaan dan desain sistem pembelajaran, jakarta: kencana prenada media group. p. 544 organizing the implementation of curriculum of diklatpim iv in the human resources development agency north sumatra province doi: 10.30575/2017/ijlres-2020050811 337 1. what tools can be used for the task at hand? 2. what tools does the leader or the person assigned to use the best know for? 3. what tools are most readily used? 4. which tool takes the least time and causes the least confusion? 5. which tire is the cheapest to procure and use? 6. which tool will provide better balance and vareation? 7. which tools best suit your learning interests and understanding? 8. are the tools able to present the material accurately? 9. is it free from propaganda or advertising which is the most favorite? 10. are there any instructions for using the tool? 11. are there suitable places and facilities to use these tools.3 from these criteria, it can be seen that to choose the right tool, first consider the types of tools that can be used to support tasks that are known to be used properly by the leadership or officers, who are most ready to use, most efficient in use, which can provide better vareation. , generates interest and understanding of learning, is accurate in presenting the material, does not contain the most preferred content of propaganda or advertising, whether there are instructions for using it or not, the existence of suitable places and facilities to use it. the efficient use of tools is needed in teaching and learning to deliver teaching material as effectively as possible. this means that it is necessary to consider using the best possible time to convey information as planned. it all requires organizing the tools so that the tools can benefit teaching and learning activities that are effective and efficient. consideration of whether there are instructions for using tools and whether there are suitable places and facilities to use these tools is very important considering the use of tools can be done properly if they are in accordance with the instructions for use provided. instructions for using tools will support the smooth use of tools as well as to achieve efficient use of tools because the difficulties that may arise in using tools can be immediately resolved by looking at the available instructions. 3 suprijanto. (2009). pendidikan orang dewasa dari teori hingga aplikasi. jakarta: pt bumi aksara. p.74 suriya jaya 338 another thing that is not less important is the availability of suitable places and facilities to use these tools. without the availability of suitable places and facilities to use assistive devices, tools cannot or are difficult to use according to their needs so that they become obstacles to their use. thus organizing the tools not only determines the appropriate tools to be used in teaching and learning, but also involves setting the mechanism, the procedures for their use, including their maintenance so that the tools remain valuable to support the effectiveness and efficiency of teaching and learning in training. methodology this study uses a qualitative naturalistic method. sources of data were extracted from social situations that fit the context described to the discovery of the behavior of actors including echelon ii, iii, and iv officials, staff, lecturers at the north sumatra province human resources development agency (bpsdm north sumatra province ), documents and the physical and non-physical environment. physical internal and external human resources development agency of north sumatra province (bpsdm north sumatra province ) related to organizing the implementation of the iv education and training curriculum. findings and discussion based on the researcher's findings, the head of bpsdm north sumatra province organized the implementation of the curriculum by dividing the tasks and roles in the iv training into institutional and class stages, to facilitate work in the management function of curriculum implementation in learning activities.. organizing the implementation of the institutional stage curriculum the division of roles and tasks by bpsdm to structural officials and staff in the committee to carry out certain tasks is the organization of the implementation of the institutional stage curriculum, because the concentration of work to be carried out is at the institutional level outside of classroom teaching and learning tasks. at the institutional stage, the division of roles and tasks is organizing the implementation of curriculum of diklatpim iv in the human resources development agency north sumatra province doi: 10.30575/2017/ijlres-2020050811 339 divided into three work groups, namely management, correspondence administration, and finance, given to structural officials and staff in the committee for on campus and of campus activities. on campus activities are carried out in the form of teaching and learning activities at bpsdm north sumatra province and outside bpsdm seen in teaching and learning activities visitation self mastery and benchmark to best practice based on the lan-ri curriculum number: 20 of 2015. according to the lan-ri curriculum, time allocation the iv training is carried out as many as 893 lesson hours (jp) with details of 290 jp classical learning, 603 jp non-classical, or 32 working days for on campus learning, 67 days off campus, a total of 97 working days. classical learning places training participants in lodging and is given 24 jp of physical / mental health support activities. at the institutional stage, researchers found inconsistencies between planning at the institutional stage and organizing the division of roles and tasks in the classroom stage. the distribution of teaching schedules given in the form of assignment letters to widyaiswara is not based on the planning of the institutional stage and the republic of indonesia-republic of indonesia number 20 of 2015 concerning the guidelines for implementing the iv training which outlines the widyaiswara tof competence to be a requirement for widyaiswara to teach certain courses according to the specialization of the education and training eyes. classroom arrangement in the form of arrangement of study room facilities was initially arranged and determined by the committee, then it was predominantly carried out by the widyaiswara unless the selection of study rooms had been determined in one place due to reasons of limited availability of learning spaces, except for seminars. in organizing the committee in the form of self mastery visitation and innovation visitation called the benchmark agenda to best practice outside bpsdm north sumatra province , the committee plays its task of finding agencies for visitations, bridging through communication links between the provincial education and training agency with visitation location instances in order to suriya jaya 340 coordinate training tasks pim iv, so that the visitation can be carried out. in line with that, the coordination according to usman is as follows: coordination is the process of integrating (combining) synchronizing, simplifying the implementation of separate tasks continuously by a number of individuals or units so that all are united in number, quality, and the right place to achieve goals effectively and efficiently.4 based on this definition of coordination, coordination is defined as a dual activity by certain people carried out continuously to synergize a number of tasks to be more coordinated in terms of quality and quantity in an effort to achieve the effectiveness and efficiency of the planned goals. thus coordination ideally has activities to build work in a synergy, integrated, and synchronized manner, in order to achieve the expected goals. coordination carried out by bpsdm north sumatra province in organizing pim iv training such as visiting agencies to inform and agreeing on benchmark collaboration to best practice to provide learning benefits for training participants and can be carried out according to the definitive schedule of pim iv activities. in this activity, it leads to more coordination in organizational tasks. coordination is an alternative answer to the question of who does, what is done, how to do a job. in order for the organization of benchmark activities to best practice to be effective, the work that will be carried out is coordinated in advance with the locus of related activities such as what will be cooperated, who is collaborating, how is the involvement of the parties. coordination of bpsdm north sumatra province with visitation locations via telephone communication and correspondence, informing the purpose of the activity visit to be carried out, the time required, the number of people participating, the agency to be visited. this is where bpsdm north sumatra province and the visitation location agency coordinate and communicate so that between bpsdm north sumatra province and the visitation location agency there is collaboration. in coordinating the tasks of bpsdm north sumatra province to stakeholders in the context of organizing training tasks, pim iv can create synchronous cooperation, establish reciprocal communication, share roles and responsibilities, establish harmonious relationships, to facilitate the implementation of education and training, avoid misunderstanding , so that the pim iv training can run according to plan by 4 . husaini usman (2011). manajemen teori,praktek dan riset pendidikan. jakarta: bumi aksara. p.439 organizing the implementation of curriculum of diklatpim iv in the human resources development agency north sumatra province doi: 10.30575/2017/ijlres-2020050811 341 utilizing the available resources. in organizing the implementation of the institutional level curriculum, the role of the committee as a human resource in the pim iv training is prominent. therefore, it is necessary to organize human resources (hr) in determining the division of roles and duties of the pim iv training by taking certain steps by the manager to be able to manage all the resources in the iv training by dividing roles and tasks to the right person, in the position. the right, the right time, to achieve the objectives of the training and training iv. fathoni concluded that "hr planning cannot be entrusted only to professionals handling personnel issues, but must carry out the main function.”5. this means that hr planning does not stop at certain people, but performs functions that are no less important than those of a principle. terry and leslie emphasized the importance of a manager being able to detect and even know and understand which activities need to be completed, who needs to provide assistance and who receives assistance on the job, who will do what, which are the mechanisms for delivering and receiving information, the ins and outs of the work it must be known, the relationship between employees with one another, and between work groups and tasks of each work group6. this opinion indicates the importance of the leadership's sensitivity to priority tasks that need to be completed immediately, knowing the distribution map and completing tasks effectively. therefore the division of tasks and the role of the institutional stage in management, correspondence administration, finance, are priority handling to be resolved according to terry's opinion. through the division of roles and tasks to employees who master the work to be carried out, they can see the relationship of one task to another, know the relationship with superiors and other employees in terms of work in the work group entrusted to them. this is considered important because a job cannot be completed by individuals but requires other people so that the work can be completed. according to fathoni, through organizing the division of roles and tasks of hr which is carried out in an orderly manner so that the organization can empower its resources in a more planned manner, can increase work productivity, be more planned 5 abbdurrahman fathoni. 2006.op.cit. p.14 6 george r.terry, and w.rue leslie. 1982. principles of management, four edition. printed in the united states of america.hal.37 suriya jaya 342 to determine the energy needs needed in the future, to determine the handling of labor information, the emergence of an understanding of the workforce situation is the basis for formulating a work program on future workforce needs.7 based on this opinion, organizing the roles and tasks of personnel can actually be beneficial to better organize the use of existing personnel or human resources, so that an overlapping division of roles and tasks can be avoided, which can result in the same type of work being carried out by different people. different. if human resource empowerment is carried out in a more planned manner through proper planning, it will increase the productivity of the organization's work. even future hr recruitment can be carried out as needed. thus the imbalance between the workload done by people with an excess amount will not occur. by properly organizing the division of roles and tasks, it can determine the concrete form of the activities to be carried out as well as designing methods for completing the activities to be carried out, in what ways it can be done, using what tools are appropriate, who are the appropriate or appropriate people and have the ability to do them. here there are managers' efforts to design the work to be done, who are the people who will do the work, how to classify the tasks to be done, who reports to whom, at what level the decisions will be taken towards achieving organizational goals, this is called organizing. . in organizing activities, the manager determines the work delegated to subordinates in accordance with what work will be done so that it does not overlap with other staff, determines how to do the best possible to achieve maximum results. this is intended so that the work can be carried out according to their respective responsibilities, based on the duties that have been assigned by the leadership. organizing the implementation of the class stage curriculum at the class stage, the division of roles and tasks is predominantly carried out by the widyaiswara in the teaching-learning process in the classroom and outside the classroom such as visitation institutions. initially, the arrangement of seating in classrooms and room facilities was arranged by the committee. furthermore, widyaiswara conducts management in the classroom by making arrangements related 7 abbdurrahman fathoni. 2006. manajemen sumber daya manusia. jakarta: pt rineka cipta. p.44-48 organizing the implementation of curriculum of diklatpim iv in the human resources development agency north sumatra province doi: 10.30575/2017/ijlres-2020050811 343 to the teaching and learning process as an implication of teaching and learning strategies which are scenarioed by utilizing room facilities and equipment resources, learning media, and methods. davis calls this the term of organizing learning. according to him, organizing learning includes: (1) choosing the right tactical tool, (2) choosing the right learning aids or audio visuals, (3) choosing the class size according to the number of students, (4) choosing the right strategy for communicating the rules, procedures as well as complex teaching.8 according to davis's opinion, the organization of learning is carried out by widyaiswara through the arrangement of techniques, methods, learning resources. the provision of learning resources is not limited to equipment, but includes personnel, costs, and facilities outside and inside the campus, theory and practice, and the learning environment inside and outside. outside the classroom, choosing the size of the class according to the number of students, regulating how to communicate the rules that will be followed in the teaching and learning process as a joint commitment that will be adhered to together to achieve the effectiveness and efficiency of learning objectives. the arrangement of the techniques and methods by widyaiswara to be used in teaching and learning is an important activity to avoid a monotonous teachinglearning atmosphere, creating an atmosphere of varied teaching-learning interactions, especially if it is supported by the use of adequate learning resources. organizing by widyaisara includes setting methods such as group discussion methods, interactive discussions, lectures, questions and answers, video playback. in learning activities in the classroom, widyaiswara arranges learning media using clipcharts, infocus, whiteboard, organizing classrooms in terms of seating in the study room when learning island-shaped, during the change project proposal seminar and the "u" shaped change project implementation seminar. classrooms for teaching and learning at bpsdm are determined by the committee to stay in one room, without moving to another room even though they differ in the application of methods by widyaiswara due to the limited availability of rooms that are suitable for use in terms of facilities, feasibility of study spaces, comfort, order, and noise. . choosing a study room according to davis, one of which is choosing 8 ivor k davis (1991). pengelolaan belajar. jakarta: rajawali press. p.118 suriya jaya 344 the size of the class according to the number of students because the size of the class room is expected to have an impact on group productivity, personal knowledge about results, relationships between groups, group effectiveness..9 formal methods such as lectures require smaller class sizes than using the discussion method. thus, the ideal class size used varies according to the teaching and learning method used. therefore, choosing classrooms by widyaiswara in different rooms to apply learning with different methods can choose classrooms, so that they do not stay in one class in learning at the north sumatra province education and training agency other than seminars. based on the research findings, the organization of learning resources by widyaiswara includes lan-ri learning resources, self-mastery visitations and benchmark innovation visitations to best practices, and books. this is in line with wina's opinion, learning resources are everything in the learning environment that can functionally be used to help optimize learning outcomes..10 optimization of learning outcomes can be seen not only learning outcomes but the process of interaction of students with various sources as a stimulus for students in learning and accelerating understanding and mastery of the fields they are learning. the learning resources used by widyaiswara in planning the class stage are intended to optimize learning outcomes through the interaction of widyaiswara, another learning resource with training participants. meanwhile, the learning resources outside the classroom intend to connect the substance of the training subject that is delivered in the classroom with the learning resources outside the classroom so that training participants can further analyze and interpret, and draw a common thread between theory and practice. thus the training participants are expected to gain a better understanding to be used to overcome problems related to the tasks of the training course, problems related to the main tasks and functions of agencies, as well as social tasks. organizing employee duties is essentially dividing the duties and roles of employees according to their respective competencies. organizing the roles and duties of the committee is carried out according to the principle of accuracy. terry and leslie put the division of roles and tasks into organizational activities by dividing the task of 9 ivor k davis (1991). loc.cit. p.18 10 wina sanjaya (2008),op.cit. p.228. organizing the implementation of curriculum of diklatpim iv in the human resources development agency north sumatra province doi: 10.30575/2017/ijlres-2020050811 345 arranging employees into specific tasks filling managerial tasks with the right people.11 thus, assigning the right people to certain tasks and roles is the task of the manager, if done correctly it will greatly help in completing the tasks that are his responsibility. conversely, if you ignore the aspect of accuracy in placing employees in certain tasks, it will make it difficult for managers because the tasks given to staff cannot be completed or are not completed on time, or are completed but not as expected. it means that every institution is important to pay attention to the availability of people who have the right expertise, use them appropriately as needed, so that task effectiveness and efficiency can be achieved. according to siagian, the focus of attention in hr planning is certain steps to ensure accuracy; availability of the right manpower, the right position, the right position, the right job, and the right time to achieve the goals that have been and will be set.12 based on this opinion, in principle, the aspect of accuracy is the foremost priority in hr planning so that goals can be achieved. thus, the aspect of adequacy and types of employees, at the right place and time, is important to overcome a dense workload and requires special skills or expertise, different types require different skills according to the classification of the task field when it is urgent and needed, so that the job not only focused on certain people with limited abilities which can cause the work to not succeed in reaching the completion target according to the time and target completion of the work. based on the discussion on organizing the implementation of the curriculum above, there is an inconsistency in planning the implementation of the institutional stage curriculum by structural officials towards organizing teaching tasks at the class stage. therefore it is necessary to have a consistent attitude for structural officials in making decisions on planning the implementation of the class stage curriculum based on planning the implementation of the institutional stage curriculum, by organizing teaching assignments based on the specialization of widyaiswara's competencies, so as to help widyaiswara become experts in certain education and training subjects. the proposition that emerges is, if the decision making of structural officials in organizing the implementation of the class stage curriculum is consistent with the planning of 11 george r.terry, and w.rue leslie. op.cit. p.112 12 siagian sondang p.(2014). manajemen sumber daya manusia. jakarta: bumi aksara. p.41 suriya jaya 346 curriculum implementation at the institutional stage by assigning teaching assignments according to their competency specialization, it will help widyaiswara to become an expert in certain training courses entrusted to him. conclusion organizing the implementation of the iv education and training curriculum at bpsdm north sumatra province at the institutional stage is carried out by dividing the roles and duties of the committee in management, correspondence administration, and finance, the functions of which are mutually supporting one another to facilitate the handling of teaching and learning activities of pim iv training and education on campus and off campus, in activities self mastery visitation in government or private agencies, benchmark to best practice in agencies that have the advantage of innovation to connect classroom training with field reality, division of tasks and roles of lecturers in guiding training participants, division of tasks and the role of mentors to provide support and guidance to training participants during taking ownership/ breakthrough i, breakthrough ii, in the institution of origin where the assignment is. organizing the implementation of the iv education and training curriculum at bpsdm north sumatra province for the class stage is carried out by dividing the roles of priority teaching assignments to lecturers based on tof competencies as outlined in the institutional stage planning activities based on the guidelines for implementing the lan ri curriculum in the decree of the head of lan-ri number 20 of 2015, but some of the lecturers given teaching assignments not in accordance with tof competencies. the learning organization by widyaiswara at the class stage is carried out in the form of an island-shaped learning seating arrangement, a place for learning to stay in a room except for the change project seminar, the room is divided into three classes. at this stage, widyaiswara carried out the learning stages, regulating the use of methods, learning resources, and learning media. bibiliography davis ivor k (1991). pengelolaan belajar, jakarta: rajawali press fathoni abbdurrahman. 2006. manajemen sumber daya manusia. jakarta: pt rineka cipta. organizing the implementation of curriculum of diklatpim iv in the human resources development agency north sumatra province doi: 10.30575/2017/ijlres-2020050811 347 leslie rae. (2005). the art of training and development, efective planing. jakarta: pt gramedia. perkalan-ri nomor 13 tahun 2013 tentang pedoman pelaksanaan diklat pim iv robbins stephen p and mary coulter. (2005). management. new jersey: pearson prentice hall. siagian sondang p. (2014). manajemen sumber daya manusia. jakarta: bumi aksara. suprijanto. (2009). pendidikan orang dewasa dari teori hingga aplikasi. jakarta: pt bumi aksara. susilana rudi (2007). sumber belajar dalam pendidikan, cetakan pertama, bandung pedagogiana press r.terry, george and w.rue leslie. (1982). principles of management, four edition. printed in the united states of america. husaini usman (2011). manajemen teori,praktek dan riset pendidikan. jakarta: bumi aksara. wina sanjaya (2008). perencanaan dan desain sistem pembelajaran, jakarta: kencana prenada media group. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020050805 vol. 4, no. 2, 2020 page: 249 260 249 the management quality of education at madrasah ibtidaiyah al yusufiah sub-district of rantau selatan fachruddin azmi professor at the state islamic university of sumatera utara medan fachruddinazmi@uinsu.ac.id syaukani senior lecturer at the state islamic university of sumatera utara medan syaukani@uinsu.ac.id maraya monang hasibuan postgraduate student at the state islamic university of sumatera utara medan marayamonanghsb@gmail.com abstract. the purpose of this study is to describe: 1) planning to improve the quality of teaching staff in madrasah ibtidaiyah al yusufiah, rantau selatandistrict; 2) organizing the improvement of the quality of teaching staff atmadrasah ibtidaiyah al yusufiah, rantau selatan district; 3) implementation of improving the quality of teaching staff at madrasah ibtidaiyah al yusufiah, rantau selatan district; and 4) supervision of improving the quality of educators at madrasah ibtidaiyah al yusufiah, rantau selatan sub-district . this study uses a qualitative approach with descriptive methods. data collection uses interview, observation, and document study techniques. this research found that: 1) planning for improving the quality of educators at madrasah ibtidaiyah al yusufiah, rantau selatan district was done through identification, analysis, conceptualization and planning, determining plans, implementing plans, objectives, benefits, planning steps, planning stages, including indicators or quality targets to be achieved as a process of improving the quality of education. 2) organizing resources in improving the quality of educators in madrasah ibtidaiyah al yusufiah sub-district of rantau selatan carried out with a detailed process of all work and activities; 3) implementation of the teacher quality improvement plan for madrasah ibtidaiyah al yusufiah district of rantau selatan subdistrict has not yet fully followed the stages of implementation of the general guidelines for implementation, because the concepts and objectives of the policy have not been fully understood by the policy actors as a result of the implementation of policy socialization which is somewhat less than optimal. 4) supervision of quality improvement of educators in madrasah ibtidaiyah al yusufiah rantau selatan sub-district covers several stages, namely: supervision is carried out at the beginning as a tool to anticipate or initial steps towards obstacles and obstacles as well as deviations from the standards and objectives that have been prepared as well as tools correction before a program is completed. keywords: management, quality improvement, implementation, supervision mailto:fachruddinazmi@uinsu.ac.id mailto:syaukani@uinsu.ac.id mailto:marayamonanghsb@gmail.com fachruddin azmi, syaukani, maraya monang hasibuan 250 introduction madrasah ibtidaiyah al yusufiah having its address in rantau selatan sub-district , one of the islamic educational institutions, is guided by its contribution in advancing the world of islamic education and further improving the quality of both inputs and outputs, especially with the context of autonomy and decentralization of education where madrasas are required to be independent in managing their educational institutions including in the management of improving the quality of education involving all components of madrasah. madrasah ibtidaiyah al yusufiah was founded in 2010 and has graduated many students. but the priority of education goals so far has only focused on cognitive aspects, affective and psychomotor aspects should also be considered and improved. based on the results of the researchers' interview with the head of madrasah ibtidaiyah al yusufiah, rantau selatan sub-district, so far the implementation of learning has not only focused on cognitive aspects but also focused on forming attitudes (affective) and refraction (psychomotor). but the output is more focused on the cognitive aspects. based on the above background and noting that the effectiveness possessed at madrasah ibtidaiyah al yusufiah, rantau selatan sub-district is one of the most important factors in driving school development effectively, especially in implementing the standard teacher processes, always providing exemplary, building willingness and develop potential and creativity in the learning process. in accordance with government regulation no. 19 of 2005 concerning national education standards, that the process standard is related to the implementation of learning in education units to achieve graduate competence. as for the standard of teaching and educational staff by developing pedagogical, personal, social, and professional competencies (i. wayan, 2010: 325). in line with this, the madrasah ibtidaiyah al yusufiah rantau selatan sub-district has referred to the pp especially in implementing standard processes and teaching and education staff so that we can raise issues that can be revealed in the ibtidaiyah al yusufiah madrasah, rantau selatan subthe management quality of education at madrasah ibtidaiyah al yusufiah subdistrict of rantau selatan doi: 10.30575/2017/ijlres-2020050805 251 district integrated quality through process standards and standards of educators and education staff and eight national education standards. researchers are interested in studying in depth about the pattern of implementation of integrated quality management through the standard processes and standards of teaching staff and education at madrasah ibtidaiyah al yusufiah, rantau selatan sub-district . based on the above, it is necessary to improve the quality of education and educators which is one of the vital components in an educational institution. management mechanisms for improving the quality of education and good and comprehensive teaching staff will greatly affect the quality or output. education can be said to be of quality if it succeeded in issuing outputs or graduates in accordance with the goals or ideals of education itself. meanwhile, to realize the goals of education in the educational process there are many obstacles faced by teachers and madrasah principals. to achieve these objectives effectively and efficiently, it is necessary for them to include management of improving the quality of education and educators. based on the above explanation, then researchers are interested in conducting further discussion and research on management of improving the quality of education and educators. literature review according to juran (1993) the quality of the product matches the use of the product (fitness for use) to meet customer needs and satisfaction. the suitability of the product users is based on five main characteristics, namely (1) technology, namely strength, (2) psychological, namely the image of taste or status, (3) time, namely reliability (4) contractual, ie there is guarantee and (5) ethics, namely courtesy. with the company's high product quality, causing companies to reduce error rates, reduce rework and waste, reduce payment of warranty costs, reduce customer dissatisfaction, reduce testing, improve yields, and increase utilization of production capacity and improve product delivery performance or services (salis, 1993). according to crosby (1979: 58) quality is conformance to requirements, ie in accordance with what is required or standardized. a product has a quality if it is in accordance with predetermined quality standards or criteria, the quality standard includes raw materials, production processes, and finished fachruddin azmi, syaukani, maraya monang hasibuan 252 products. according to deming (1982: 176) quality is conformity with market or consumer needs. quality companies are companies that dominate the market share because the results of their products are in accordance with the needs of consumers, giving rise to customer satisfaction. if consumers are satisfied, then they will be loyal in buying the company's products in the form of goods and services. according to feigenbaum (1986) quality is full customer satisfaction. a product is considered quality if it can provide full satisfaction to consumers, that is in accordance with consumer expectations for products produced by the company. in the context of education, quality comprehension in this case refers to the educational process and educational outcomes. in the process of quality education involves various inputs, such as teaching materials (cognitive, affective, or psychomotor), methodology (varies according to teacher ability), school facilities, administrative support for infrastructure, other resources and the creation of a conducive atmosphere. understanding of quality education contains different meanings. however, there needs to be an operational understanding as a guideline in the management of education to arrive at an understanding of the quality of education, we first look at the definition of quality education. according to the big indonesian dictionary, quality is a measure of good and bad of an object, a state, level or degree (intelligence, intelligence, and so on). the quality improving management of education in schools is a method of improving quality that is based on education in the school itself, applying a collection of techniques, basing on the availability of quantitative & qualitative data, and empowering all school components to continuously improve the capacity and ability of school organizations to meet the needs of participants students and the community. in quality improvement, hereinafter abbreviated as mpm, contained efforts to a) control the processes that take place in both curricular and administrative schools, b) involve the diagnosis process and the action process to follow up the diagnosis, c) requires the participation of all parties: principals, teachers, administrative staff , students, parents and experts. operational definition management development is the principal's effort to develop skills through management functions in empowering educational institutions the management quality of education at madrasah ibtidaiyah al yusufiah subdistrict of rantau selatan doi: 10.30575/2017/ijlres-2020050805 253 to obtain maximum goals. in this case the objectives to be achieved in developing management are the quality of student learning, then the focus of development on the curriculum, teacher empowerment, teacher teaching creativity, accuracy in using methods and strategies to achieve quality learning. the decisions generated through statistical techniques often cannot be served by existing decision-making patterns. quality control (quality control) developed into quality assurance (quality assurance). quality assurance is focused on ensuring the process and quality of results through conducting audits, training, performance analysis, and operating instructions to improve quality. basically, the quality of education in schools is related to the achievement of educational goals and graduate competencies set by the education unit in the program or activity suitability of objectives and competencies with established standards. quality assurance is closely related to overall activities in various parts of a system to ensure that the quality of services produced is consistent and in accordance with what has been planned or determined. in general, quality assurance of education units / schools is a process of determining and meeting the quality standards of management of education units / schools consistently and continuously so that all graduate users (stakeholders) get satisfaction (stakeholder satisfaction). the education / school unit must be able to plan, implement, and control quality, both for each unit of activity on each quality item and for all activities in the educational activities it carries out. the quality of education is growing with time. the main objective of the quality management system is to ensure quality at every stage of school activity, namely the inputs, processes and outputs of school management. if an error occurs in the input and process of education management, education actors must immediately make improvements so that the process and results of education can be optimized. implementation of a quality management system allows schools to guarantee the quality of graduates because the process of control is carried out strictly. implementation of the quality assurance system in schools does require a great effort, but it has a beneficial impact in the long run, because it can prevent or minimize failures in learning. the education quality assurance system (spmp) currently in effect is the responsibility of each education stakeholder to guarantee and fachruddin azmi, syaukani, maraya monang hasibuan 254 improve the quality of education. spmp implementation consists of a series of processes / stages that cyclically start from: (1) data collection, (2) data analysis, (3) reporting / mapping, (4) preparation of recommendations, and efforts to implement recommendations in the form of education quality improvement programs. the implementation of these stages is carried out jointly between the education unit and other relevant parties, in accordance with the applicable provisions (national education ministerial regulation no. 63 of 2009 concerning education quality assurance system), namely the organizers of educational units or programs, the government regency / city, provincial government, and central government. the importance of improving the quality of education is something that must be done to be able to deal with increasingly complex changes. talking about the quality of education actually talks about two very important aspects, namely process and results. quality in the education process involves various inputs, such as; teaching materials (cognitive, affective, or psychomotor), methodology (varies according to the ability of teachers) educational facilities, administrative support, various resources and efforts to create a conducive and comfortable atmosphere for learning. quality in the context of "educational outcomes" refers to achievements achieved by educational institutions at any given time period (whether at the end of each semester or cawu, end of year, 3 years, even 10 years). achievements or educational outcomes (student achievement) can be in the form of results of academic ability tests and can also be achievements in other fields such as sports, arts or certain additional skills such as: computers, various types of techniques, services. even the achievements of educational institutions can be in the form of conditions that cannot be held (intangible) such as an atmosphere of discipline, hospitality, intimacy, mutual respect, cleanliness, tolerance, and so on. so between the process and quality of educational outcomes are interconnected with each other, but in order for the educational process to be quality and right on target, quality in terms of outputs must be formulated in advance by the educational institution. educational institutions must set clear targets to be achieved every year or a certain period of time. various inputs and processes must always refer to the quality and outputs to be the management quality of education at madrasah ibtidaiyah al yusufiah subdistrict of rantau selatan doi: 10.30575/2017/ijlres-2020050805 255 achieved. the responsibility of educational institutions in improving the quality of education is not only in the educational process, but also the results and quality achieved. there are several efforts that can be made to improve the quality of education, namely (1) equitable distribution of education or all school-age children must be able to access education according to policies regional and national, (2) olympics and science / science. it must also be balanced with a moral and religious olympics so that national morals do not collapse, (3) design an integrated curriculum of science and technology and imtaq so that a balance is reached between intellectual intelligence, emotional intelligence as a characteristic of religious societies (syafaruddin, 2006). methodology this research was conducted in madrasah ibtidaiyah al yusufiah, rantau selatan subdistrict . this research was conducted for 5 months, from july to november 2019. the subject of this research was directed at finding data from the head of school / madrasah, teachers, staff, stakeholders of madrasah ibtidaiyah al yusufiah al rantau selatan district. data search uses snow -ball sampling. the search for informants will be stopped after the research information is considered sufficient. so the number of informants of this research is not determined with certainty depending on the level of data requirements needed. this research uses a qualitative approach with descriptive methods. data collection uses interview, observation and document study techniques. to guarantee the validity of the data of the findings and the authenticity of the research refers to the use of data validity standards consisting of creadibility, tranferability, dependability and comfirmability. findings and discussion the first finding, in this study was found that the quality improvement planning carried out by the madrasa head and madrasa deputy head in its implementation took place in a good and harmonious manner. planning for improving the quality of teaching staff in madrasah ibtidaiyah al yusufiah, rantau selatandistrict is carried out by considering related aspects. the form of planned planning takes the form of planning human fachruddin azmi, syaukani, maraya monang hasibuan 256 resources, financial resources (funds) and infrastructure resources and other developments. the formulation of planning for improving the quality of teaching staff at madrasah ibtidaiyah al yusufiah, rantau selatan district is carried out through deliberations and meetings involving all important components in an organization or madrasa, including: the head of the foundation, head of madrasahwakil head of madrasah, teaching staff, education staff, madrasa committee, and represent student guardians. in the continuation of the deliberations and meetings, the principle of participation is used to provide suggestions, inputs and positive ideas that can be applied in the planning of improving the quality of teaching staff at madrasah ibtidaiyah al yusufiah sub-district, rantau selatandistrict. with the decision making and policy making of al-yawiyah ibtidaiyah al raisah district of rantau selatandistrict conducted by deliberation, making the personnel involved in it have full responsibility and have an active role in improving the quality of education of the al-yawiyah ibtidaiyah district of rantau selatandistrict. a decision that will be made. once a person is in a decisionmaking situation then he will then take action to consider, analyze, make predictions, and make choices on alternatives. meanwhile the management activities carried out by the headmaster of madrasa in order to improve the quality of teaching staff in madrasah ibtidaiyah al yusufiah, rantau selatansubdistrict, are carried out by coaching teachers through disciplining, evaluating teacher performance, evaluating the development of cbds, diklat, empowering teacher training activities (mgmp), following the training , attend educational courses, increase reading, hold visits to other schools (comparative studies), hold relationships with student guardians, carry out ongoing supervision, attend seminars. in connection with the guidance of these teachers, the madrasa head should see this as a form of madrasa head's effort to educators to improve teaching skills that lead to improving the quality of education. therefore, this paradigm must be able to be poured by the headmaster into several guiding principles that enable collaboration between the headmaster and educators including: (1) scientific, systematically the management quality of education at madrasah ibtidaiyah al yusufiah subdistrict of rantau selatan doi: 10.30575/2017/ijlres-2020050805 257 implemented (2) cooperative, good cooperation between coaching and teachers (3) constructive, coaching in order to improve professionalism (4) realistic, according to the state of teacher needs (5) progressive, carried forward step by step (6) innovative, dictate new things (7) create a feeling of security for teachers and (8) provide opportunities to evaluate together with the coach and the teacher. while the guidance function is guided by efforts to (1) maintain the teaching program as well as possible, (2) assess and improve the factors that influence learning, (3) improve the learning situation of students. so in short the coaching is carried out by madrasa head towards educators functioned to foster weather for the process and learning outcomes through a series of teacher development efforts take place right on target, the expected target is the emergence of high professionalism in every move and step of an educator. the expected implication of this condition will be the creation of learning oriented to improving the quality of education, awareness and awareness that teaching assignments are not merely providing information in scientific knowledge to students, but more than that this activity is also intended as an effort to foster and shape the character of the students' personalities which only provides information in their knowledge in students. achieving standardization of school services to support the quality of education in madrasah ibtidaiyah al yusufiah, rantau selatan district, is carried out by increasing the quality and quantity of school services, both academic and administrative in nature. the second meeting, organizing the improvement of the quality of teaching staff at al yusufiah ibtidaiyah al yusufiah madrasah rantau selatan sub-district t, was carried out by detailing or distributing all tasks, work that must be carried out and carried out by each personnel in the organization of madrasah ibtidaiyah al yusufiah rantau selatan sub-district in terms of achieving planned goals. distribution of the burden of duties and responsibilities into activities that can be carried out by everyone by coordinating their implementation with members of the personnel so that it becomes an integrated and harmonious whole in an organization's management. the organization has created the basics of mutual support between management personnel in achieving school goals. the expected application of these conditions will be the fachruddin azmi, syaukani, maraya monang hasibuan 258 creation of a harmonious atmosphere in carrying out their respective duties of the teaching staff, into activities that can be carried out by each individual in coordination with each other personnel members so that it becomes an integrated and harmonious whole in an organization's management. the third finding, the implementation of the improvement of the quality of teaching staff at al yusufiah ibtidaiyah madrasah rantau selatan sub-district has not been fully carried out optimally in activities that support the achievement of the goal of improving the quality of education at the ibtidaiyah al yusufiah madrasah madrasah rantau selatan sub-district . the planning that was carried out at the beginning of the new school year which was partly complied had fulfilled the standards and management demands of improving the quality of education, one of which had been prepared with plans covering most of the activities and programs for improving the quality of education at madrasah ibtidaiyah al yusufiah rantau selatansu-district,. activities have implemented plans that have been prepared, even contained in the implementation of improving the quality of education by carrying out upgrading, attending educational courses, multiplying reading, conducting visits to other schools (comparative studies), holding relationships with student guardians, carrying out ongoing supervision, attending seminars , in this study shows that the main inhibiting factor felt by the head of the madrasa in relation to the management of improving the quality of teaching staff at madrasah ibtidaiyah al yusufiah rantau selatanforce is a matter of funding and infrastructure as well as the availability of limited madrasa facilities. this issue is a classic problem for the world of indonesian education. funding is only based on student sources monthly. anticipatory efforts undertaken by the headmaster of madrasa along with other school members are by implementing several approaches to the district and provincial education office and the central education office. besides increasing cooperation with student guardians to participate in solving problems through madrasa committee empowerment, although in the implementation of madrasah committee participation is not yet optimal for the change and resolution of school problems encountered. lies in the professional awareness and loyalty of some staff or teaching staff the management quality of education at madrasah ibtidaiyah al yusufiah subdistrict of rantau selatan doi: 10.30575/2017/ijlres-2020050805 259 who lack understanding of the duties and responsibilities they carry. this is evident that there are some teachers or educators who are late coming to school, for this the madrasa head makes a separate policy towards the individual by communicating the causes of delays that occur in the teacher or educator concerned. the expected implication of the condition is that educators are expected to be able to carry out their respective duties responsibly and oriented towards the quality and quality of education. conclusion based on the previous discussion, it can be concluded the results of this study are as follows: 1. planning for improving the quality of educators in madrasah ibtidaiyah al yusufiah, rantau selatan sub-district is done through identification, analysis, compilation of concepts and plans, determining plans, implementing plans, objectives, benefits, planning steps, stages of planning, including indicators or quality targets that will be achieved as a process of improving the quality of education. the form of planning includes the regulation of all resources, which contain the maintenance and development of facilities and infrastructure. planning on funding and costs contains about the allocation of funds and in accordance with the objectives for the development of facilities and infrastructure, development of learning processes, and enhancing the ability of human resources. 2. organizing resources in improving the quality of educators at madrasah ibtidaiyah al yusufiah rantau selatan sub-district is carried out with a detailed process of all work and activities that must be carried out by each individual in achieving organizational or madrasa objectives, division of tasks or workloads into activities that can be carried out by each individual and developing work mechanisms so that there is coordination of the work of the members of the organization into an integrated and harmonious unity. 3. implementation of the teacher quality improvement plan for madrasah ibtidaiyah al yusufiah rantau selatan sub-district has not fully followed the fachruddin azmi, syaukani, maraya monang hasibuan 260 stages of implementation of the general guidelines for implementation, because the concept and objectives of the policy have not been fully understood by policy actors as a result of the implementation of policy socialization which is somewhat less than optimal. apart from that, it is also caused by the lack of empowerment of school principals, teachers or educators, school committees and not giving full authority and freedom to the principal as the main policy actors and also the teachers who implement the policies, as well as lack of courage and good reactivity carried out by the school principal or teacher or educator at madrasah ibtidaiyah al yusufiah, rantau selatan sub-district . 4. supervision of quality improvement of educators at madrasah ibtidaiyah al yusufiah rantau selatan sub-district covers several stages, namely: supervision is carried out at the beginning as a tool to anticipate or initial steps towards obstacles and obstacles as well as deviations from the standards and objectives that have been prepared and as a correction tool before a program is completed. supervision at the time of the activity takes place, is a process carried out by prioritizing considerations. bibiliography ambarita biner, siburian paningkat, 2013. manajemen pendidikan dan komunikasi, bandung: alfabeta. rusman, 2012. manajemen kurikulum, jakarta: rajawali pers. syafaruddin dan mesiono,2006. pendidikan bermutu unggul, bandung:citapustaka ijlres international journal on language, research and education studiesissn: 2580-6777 (p); 2580-6785 (e)vol. 1, no. 1, 2017page: 93 – 106 93 capability learning on speaking in arabic (an ethnographic study at arabic department of fitk uin syarifhidayatullah jakarta) akmal walad ahkas state islamic university of north sumatra, medan-indonesia email: akmalwaladahkas@uinsu.ac.id zainal rafli state university of jakarta, indonesia aceng rahmat state university of jakarta, indonesia abstract: this study aimed to obtain an extensive understanding regarding to learning ability on to speak in arabic at department of arabic education faculty of tarbiyah and teacher training uin syarifhidayatullah jakarta. this study involves qualitative method comprehending ethnographic method by spradley model. this study lasted from november 2015 to june 2016. the data was obtained from participatory observation, interview, documentary analysis, and audio-visual material. this study proves that: (1). the learning objective is considered by the level of muhâdatsahthat is divided into level 1, level 2, and level 3. (2). curriculum applies on kkni basis (national education quality standard). and the syllabus applies functional syllabus. (3). scenario of the learning material covers themes on conversation, vocabulary, the maqala concerning to the most recent development and attractive topic on argumentative debate relating to educational issues. (4). the method involves eclectic method that organises grammar-translation method, direct method, audio-lingual method, and debating method. (5). the media of learning is equipped by powerpoint presentation, video (native speaker), and printed materials. (6) the evaluation is conducted on the performance basis to assess the ability on arabic through communicative activity, orally and in writing. (7) the lingual environment is supported by formal and informal environment. keywords: learning, speaking, arabic, ethnography introduction an adult may improve second language proficiency, in this case is foreign language, through natural acquisition by socializing in a language society where the language is spoken or being enrolled in a well-structured formal institution, by applying appropriate learning method, obtaining attractive learning material, being well-equipped by effective media and learning kit. krashen (1982:10) believes that an adult effectively elaborates two waysto develop second language (foreign language) capability learning on speaking in arabic 94 proficiency. firstly, how kids acquire their first language, this is called by ‘acquisition’. similarly, the language was sub-consciously acquired or throughnatural process. secondly, by learning the language. again, the language was consciously acquired through learning through the formal grammar of the language. ellis either describes two kinds of language acquisition, naturally and formally. ortega convinces that second language acquisition is a study to understand how the second language is learned naturally or through structured learning context. a natural learner learns language from some opportunities such as multicultural environments, colleges, and jobs, without an intense lecturing on the language he is working on. in contrast, people learn language through formal class, such as in some educational institutions, schools or colleges, or through informal language class, and etc. speaking skill (mahârah kalâm)or named bymuhâdatsah as well, is attractively observed for its uniqueness. furthermore, the uniqueness is well-known as social capability as it collaboratively involves an individual to transform information, idea, opinion, and emotion to another one orally that enables them to interact. furthermore, the speaking skill reasonably requires other people to run the communication while the other skills do not. penny ur in basic convinces that the speaking skill is the most desirable as the most desirable thing by any language learners are to speak that language.moreover, brown1 affirms that the speaking skill is complex regarding to micro and macro skill through communication. hughes in harwood2 shows that speaking is considerably a particular communication and the basis of human contact to develop individual identity. he convinces that in love with the language and its native speakers helps individual to learn the language. in addition, hughes3 described that the concept of speaking ability is a part of language ability that covers linguistics of discourse, lexis, grammar, 1 brown, h. douglas. (2007). teaching by principles : an interactive approach to language pedagogy, (new york: pearson education, inc. p. 3282 harwood, nigel. (2010). english language teaching materials: theory and practice,new york: cambridge university press. p. 2083 hughes, rebecca. (2011). teaching and researching speaking, united kingdom:pearson education limited. p. 6 akmal walad ahkas, zainal rafli, aceng rahmat 95 phonology/phonetics. hughes shows that speaking ability is a part among other skills. speaking ability stipulates 3 aspects, (1) organizational and behavioral aspect that deal to psycholinguistics and sociolinguistics, pragmatics, kinetics, concept and talk analysis; (2) structural aspect that deals to syntax, grammar, morphology, lexicon/words, and phonology; (3) articulation aspect that deals to phonetics, phonemics, prosodics/intonation. those are corresponding totarigan4 saying that speaking is a kind of manly behavior that works on physical, psychological, neurological, semantic, and linguistic features extensively or in wider understanding, plays its role as the most feature used by people on social control. speaking is beyond articulating sound and words. speaking plays as an instrument to convey messages, managed and advanced to fit to speaker (mutakallim) and listener (mustami’) need. speaking has corresponding system to communication. communication process fundamentally works to transfer concept or emotion to other people (communicant). this concept may have idea, information, and emerging opinion on the speaker’s mind. while the emotion may work on belief, compromising, doubt, worry, fury, patriotic, excitement, and likewise rising from someone’s heart. the communication conducted among people is demonstratively complex and adaptable. however, there are certain characteristics to enable the communication takes place accordingly, by applying muhâdatsahon learning, the learners are expected to speak in arabic in accordance with arabic accentuation(lahjah ‘arabiyyah) formally(fusha)not‘ammiyyah (non formal), are able to pronounce letters under well makhraj dan intonation (nuthqu al-ashwât), to perform dialogue (hiwâr), to deliver speech (khithâbah), to welcome people (al-kalimât), to announce (al-i’lâm) or to suggest (irsyâdât), to tell a story (qishshah) or to entertain by fun stories (nawâdir), to conduct a discussion (munâqasyah) in the classroom by performing presentation (nadwah), debating (munâzharah) and some other forms. concerning to those matters, ridwan5 highlights the importance that some learners assume that it is unrealistic to comprehend completely grammatical system 4 tarigan, henry guntur. (2015). berbicara: sebagai suatu keterampilan berbicara,bandung: angkasa. p. 165 ridwan, sakura (2011). metodologi pemelajaran bahasa: aplikasi dalam pengajaran morofologi-sintaksis, yogyakarta: kepel press. p. 53 capability learning on speaking in arabic 96 of the language they are working on. therefore, teacher must outline more preferably on fluency rather than accuracy. hence, this research is aimed to obtain a comprehensive understanding about the process of teaching speaking arabic in department of arabic education under faculty of tarbiyah and teacher training at state islamic university of syarifhidayatullah in jakarta purposing to produce graduates that actively understand arabic on communication orally or in writing, is probably achieved. practically speaking, this research could be a model among learning models inmuhâdatsahsubject in higher education institution that promotes arabic studies. moreover, this research is expected to be comparable material on kalâmor muhâdatsah subject at state islamic higher education (ptkin) under supervision of ministry of religious affairs (kemenag), and ministry of research, technology, and higher education (kemenristekdikti) methodology this research was conducted starting from november 2015 to june 2016. this research involves qualitative approach that applies ethnographic method. by applying ethnographic method, the researchers describe and analyse whole aspect on cultural theme roles in department of arabic education under faculty of tarbiyah and teacher training at state islamic university of syarifhidayatullah in jakarta and to establish an interpretation to draw a conclusive statement on what learning is according to the viewpoint of people involved in. according to cresswell the data could be obtained from observations, interviews, documentaries and audiovisual material analysis consisting of images and sound (recording) by the researcher to comprehend the central topic. to analyze data obtained from participatory observation, this ethnographic study involves spradley model to bring out questions. as emzir (2012:209) suggests, ethnographic researcher need to analyze their fieldnotes when a period of fieldwork is completely done afterward to find what to search on the next period of participatory observation. there are 4 types of analyzing techniques, they are: 1. domain analysis, 2. taxonomy analysis, 3. component analysis, 4. topic analysis. akmal walad ahkas, zainal rafli, aceng rahmat 97 findings the research finding is wrapped up in the table below: table1.process of learning arabic speaking ability learning components results curriculum and syllabus national education standard framework (kkni), and functional syllabus learning objective purposing to two areas, those are: (a) the mission of the department (program studi) is to expanding arabic as scientific field, developing islamic studies on arabic literature basis, communication skill, the culture of research, and future educational profession by national scope; and (b) the objective of the department (program studi) is to bring about graduates that possess arabic skill actively in communication, oral and written. learning materials the learning materials are arranged in books, muhâdatsahthemes, and are taught in every meeting. the materials convey moral lesson, possess new words and vocabularies in line with the theme, give students more knowledge, and above all, suit to the curriculum and students’ needs. learning method communicative method, debate, and eclectic, combining among grammar-translation and direct to audiolingual. technology used power point as media assisted by lcd projector that is available in the classroom. furthermore, it operates printed books that students have to possess to make them easier to grasp the materials. evaluation of the learning on the performance basis, purposing to assess arabic skill through communication activity, orally and written. lingual environment formal and informal environment cultural theme going beyond the majority (out of the box) and tough learning ethos; competitive and working together through the process and to establish the lingual environment. discussion the discussion of the research finding is detailed below: firstly, the department of arabic applies kkni model as curriculum. the basis of this curriculum is to displaying behavioral domain, understanding, skill, includingtransferable skills, and considering to long life learning. to design the curriculum applied to improve skill of speaking arabic, it has to correspond to the orientation basis of the department of arabic, it is, to produce graduates that having capability learning on speaking in arabic 98 good skill in arabic and actively involved in communication process, orally and in writing. therefore, it is obvious that on the curriculum deisgn, students are expected to be proficient to describe the arabic foundation, to be clear and concise in presenting idea, being highly appropriate in speaking and writing, equipped by pedagogical skill regarding to arabic learning, performing clear and coherent oral skill, to actively participate in the classroom discussion or in more extensive situation (seminar and conference). in developing the curriculum applied in the department of arabic, learning to speak in arabic in particular, directly subject to the orientation of the department of arabic, it is, to produce graduates that having good skill in arabic and actively involved in communication process, orally and in writing. as wahab6 states that there are four purposes on arabic education. the mapping of those purposes is crucial to locate and point out where the development of pba curriculum goes to. to begin with, religious purpose, it means that people learn arabic to understand and call for islam. (fahm al-maqrû’). this purpose is obviously identified on learning receptive skill mahârah istiqbâliyyah (listening and reading) and on learning productive skill as well/mahârah ta’bîriyyah-intâjiyyah (speaking and writing). secondly, academic purpose, people learn arabic purposing to grasp the sciences and skill of arabic (istimâ’, kalâm/tahadduts, qirâ’ah, andkitâbah) and translation. this purpose puts arabic as a science and object of study that isnecessarilyimportant in academic background. thirdly, professional/practical and pragmatic purposes, it means that people purposely learn arabic for professional, practical or pragmatic interest such as skilled in oral communication (muhâdatsah) to be migrant workers, diplomat, tourists, business man, or to study in a mid-eastern college, and other relevance. finally, ideological and economical purpose, learning arabic to understand and employ arabic as medium to proliferate orientalism, capitalism, imperialism interest, and many other things. to settle the syllabus, the lectures are under some considerations, one of those is purposely to enable their students having capability to speak in arabic. and 6 wahab. muhbib abdul. (2016). standarisasi kurikulum pendidikan bahasa arab di perguruan tinggi keagamaan islam negeri, arabiyât : jurnal pendidikan bahasa arab dankebahasaaraban. p. 34-35 akmal walad ahkas, zainal rafli, aceng rahmat 99 the settled syllabus co-works to current applied curriculum approved by the faculty meeting on curriculum design. the components covered are: foundational component, the indicator of competence, learning materials, evaluation and criteria of learning. those components indicate that designed syllabus does not suit to kkni yet applied in the department of arabic education. secondly,to run the mission and objective of the department concerning to speaking ability and producing graduates that actively understand arabic to communicate in speaking and writing, the department of arabic education has obviously regulated the purposes of learning under the curriculum that settled by the faculty, they are: (a) to be able to describe the basis of arabic; (b) to be able to demonstrate a clear, concise, and good presentation by speaking and writing; (c) to obtain pedagogical capability regarding to arabic education; (d) to demonstrate clear and coherent oral communication skill dealing with arabic education; (e) to demonstrate an active achievement in a discussion forum by the classroom or by more extensive involvement (seminars and conference). thirdly, the lecturers have designed learning materials arranged in books, or in topics of muhâdatsahthat lectured on every course. generally speaking, the designed material conveys moral lesson, consists of thematic new words and vocabulary (mufradat), improves students’ knowledge, and above all, those materials are in line with curriculum and students’ needs. in interview and observation, lecture applies a sort of techniques to carry the materials: (a) to create fun and enjoyable out of fear and distressed, (b) to suggest constructive advices to attract students to the learning; (c) to play as model that applies arabic indoor and outdoor; and (d) to introduce applicable learning materials. in addition, in designing the materials, the lecturer basically fuses his perception and experience in to. that is absolutely inseparable from his educational background and studying or living (muqim) in overseas countries. fourthly, in muhâdatsah 1, it applies eclectic method, combining grammartranslation method to direct and audiolingual method. this is seen through the learning process which students do not learning target language only but its culture capability learning on speaking in arabic 100 as well. according to effendy7 teaching arabic in college generally applies eclectic method under several circumstances. among those are, heterogenic enrolled students, immense authority of the lecturers, and more accessible to current situation in teaching language methodology. while inmuhâdatsah 2, it also applies eclectic method by a same circumstance, the heterogeneity and background of students, and classroom atmosphere. furthermore, communicative method is also involved as lecture intensively want to improve communicative skill of his students, to apply the language for multi purposes and multi opportunities through muhâdatsah. this can be observed through conducting dialogue activity dealing with the topic of materials. moreover, it provides opportunity to students to present their paper in purposing to improve their communication skill, under the purpose to apply the language for multi purposes and multi opportunities through muhâdatsah. as richards and rodgers (2001:81) saidthat there are some possible methods to put in this learning procedures, among of them are: (a) presentation and a discussion, (b) oral practice of each utterance of the dialog segment, (c) questions and answers based on the dialog topic(s) and situation itself. while in learning process at muhâdatsah 3,applies debate method. debate or widely speaking about chosen topic is an alternative technique to be applied to improve speaking skill at advance level. students talk about debatable topic to other students in arabic to stimulate an effective and enjoyable learning atmosphere. fifthly, the learning process employs media technology of powerpoint through lcd projector provided in the classroom. knoblauch (2013:5) told that powerpoint presentation is a communicative work, works on genre of communication. it means that powerpoint worked by the presenter at a mean time that is supported by object and technology. knoublauch explains that powerpoint as an advanced learning media or a medium of communication to convey the message of learning material (a source) to a receiversupported by ict (information and communication technologies) basis. furthermore, it also uses printed book as the media that is mandatory to ease them to learn. that purposes to improvereading habitsamong students. instead 7 effendy. ahmad fuad. (2004). metodologi pengajaran bahasa arab. malang: misykat. p.71 akmal walad ahkas, zainal rafli, aceng rahmat 101 ofpowerpointand printed books, bell could work as a media to time effectively discussion activity and. sixthly, the evaluation of learning process is on performance basis purposing to effectively assess speaking arabic through communication activity in speaking (kalam) or writing (kitabah). yet, it does not ignore the evaluation on receptive skill such as, (istima’) and reading (qira`ah). in its implementation, this evaluation on performance basis is integrated into the learning process. in muhadatsah1, the assessment is operated through role-play. effendy8 contends that, role play contains recreative value, therefore it is exciting. in the role play, students prepare to, (a) select the topic story which has positive value in its dialogues as a medium to teach speaking skill, (b) practice before performance. while inthe muhadatsah 2, the assessment is managed by hiwar (face to face) and writingmaqalah. it is mentioned by hingle and linington in richards and renandya9 to soak up more language learners and enable them to talk about themselves, their families, houses, colleges, hobbies, and many other things. consequently, this procedure involves a list of questions. while in themuhâdatsah 3, the assessment is determined by the actively involvement during debate. though, the debate is played collectively, the pro and the cons, everyone is assessed individually. scope of the assessment is: (a) fluency, and (b) flowing idea or concept. this assessment model is expected to decrease psychological stress among students for its nature and flexibility. seventhly,arabic language operates formal and informal environment. formal environment (genuine) manages natural situations with native speaker (in this term: lecturer) that is supported lingual communication process. in addition, informal situation is created by the lecturer and students’ design that collaborate ttothe department and the association of students department (hmj) to provide more opportunities for students to practice the language they are working on to achieve learning objectives, such as through arabic debate, speech contest, and learning grammar-morphology at tuesday, wednesday, and friday at 4 in the afternoon. moreover, hmj organizes arabic week annually such as alf (al-‘arabiyyah lil 8 effendy. ahmad fuad. (2004). metodologi pengajaran bahasa arab. malang: misykat. p.71 9 richards. jack c. dan willy a. renandya. (2002). methodology in language teaching: an anthology of current practice. new york: cambridge university press. p. 355 capability learning on speaking in arabic 102 funûn). this activity intends to organize some contests; debate, news-anchoring, qirâ`atul kutûb, muhâdharah, and also arabic symposium. furthermore, the lecturers and students are expected to be actively manage verbal and visual environment. the verbal environment is managed through oral communication activity indoor and outdoor like as arabic greeting among mates, oral announcement in arabic, arabic speech contest, debate, or other activities that provide students more opportunities to practice arabic as a spoken instrument of communication. beside, to create a visual environment could be possible made by ‘arabicising’ name-tag, written announcement and hanging on such as سم اللغة مكتب ق and arabic proverb hangs on classroom .العربیة ، غرفة المدرسین ، غرفة رئیس قسم اللغة العربیة cornersuch as “أسالیب الكلمات الجذابة ونماذجھا”. those efforts indicate that the lecturers and the students are actively involved to create informal language environment. ainin10 (2011:22) conceives about verbal and visual environment. verbal arabic environment is managed through oral communication indoor and outdoor such as to greet people in arabic, spoken announcement, arabic speech contest and debate, or other activities that provide students more opportunities to practice arabic as a spoken instrument of communication. meanwhile, to create visual environment could be enabled by arabicising name-tag, written announcement, periodical wall-display vocabulary, or words with moral weight. the cultural theme involved in this research is a culture of going beyond borders (out of the box) and powerful learning ethos. uin syarif hidayatullah jakarta provide a powerful academic culture. halim11 (2012:103) claims that uin syarif hidayatullah jakarta holds moderate, rational, and open islamic culture that plays as significant factor that supports to acceptability of its graduates in the nation and society. halim details the vary of intellectual transformation happened among the academicians which their concept could color scientific atmosphere in indonesia and this confirms that we are in a position where learning ethos is higher on the basis of the culture of going beyond borders (out of the box) as the ground to establish 10 ainin. moh. (2011). fenomena demotivasi dalam pembelajaran bahasa arab di madrasah: penyebab dan alternatif pemecahannya, malang: universitas malang. p. 2211 halim. sudarnoto abdul. (2012). renaisans universitas islam negeri. jurnal alumni uinbijak. p. 103 akmal walad ahkas, zainal rafli, aceng rahmat 103 significant framework and piece of work towering into beyond the sky of archipelago. that is seen through muhâdatsahlearning. one among lecturers dare to prepare a theme of learning material that is different to muhâdatsahthe researcher does not discover in other colleges.muhâdatsah 2, in particular,covers uncommonly attractive themes; politics, urban lifestyle, arsenal competition among nations, clash among east and west civilization and etcetera. all these are purposing to introduce them wider knowledge and to get them into new terms muhâdatsah. another cultural theme is to attract competition and co-working on learning process. an interesting feature in the muhâdatsah is the involvement of lecturers to design fun-learning activity. as alwasilah in hermawan12 explain receptive attitude is important to any foreign language learning, it is to receive the learning process consciously without feeling guilty of making mistake and to be aware that learning is not a burden. he exemplifies to soccer. although, the game runs toughly and avoids no injury, exhaustive and fatigue, the players are always excited all over the game. therefore, muhâdatsahis well-designed by the lecturers to suit to fun and excitement by attracting competition andco-working activity. later, to design the environment of arabic social culture. as an academic society in the arabic department, students are aware of practicing arabic to improve their ability on arabic communication through speaking and writing, indoor and outdoor. practicing needs a supporting environment. consequently, students establish their own space and commit to speak in arabic in it. this culture is pushed by the awareness of the students, believing that they are less-acquired the language. as ainin 13 (2011:6) said that the course implies more on learning aspect rather than acquisition. the learning which puts more on learning produces students which are well-understoodto grammar but making no effort to use arabic in communication. psychologically, arabic learning that emphasizes more on formal aspect only carries out less-attractive, less-interactive, and lesscommunicative. 12 hermawan. acep. (2014) metodologi pembelajaran bahasa arab, bandung: remajarosdakarya13 ainin. moh. (2011). fenomena demotivasi dalam pembelajaran bahasa arab di madrasah: penyebab dan alternatif pemecahannya, malang: universitas malang. p. 16 capability learning on speaking in arabic 104 conclusion basically, the process of learning arabic skill in the department of arabic is fine, positively signified, and meaningful to the students and the researchers who have got along the process of learning. it does not go beyond the academic and social culture as the main characteristic and cultural mark of the learning to establish students’ point of view toward the learning process. the academic culture formulates the purpose of the learning, determines applied learning method, extending the learning materials, assessment model, improving the motivation of learning, reward and punishment model, stimulating competition and co-working over the process of the learning, utilizing the learning facilities, and so on. in addition, to support the out, it establishes; communication and interaction among teachers and students, or among students in arabic as the classroom society to build a language environment and enjoyable learning atmosphere. among of the indication is seen below: firstly, the department of arabic applies kkni. the structure of this curriculum at least displays attitude, knowledge, skill, including the transferable skills domain, and moreover considers long life learning. at the same time, the applied syllabus is suitable to the current curriculum, approved by the faculty. while, the component covers: basic component, the indicator of competence, class material, learning strategy, class task, evaluation, and class criteria. those show that the designed syllabus does not meet kkni applied in the department of arabic. secondly, to formulate the purpose of learning speaking arabic skill, the lecturers refer to the purposes of learning in the curriculum approved by the faculty, they are: (a) to be able to describe the basis of arabic; (b) to be able to demonstrate a clear, concise, and good presentation by speaking and writing; (c) to obtain pedagogical capability regarding to arabic education; (d) to demonstrate clear and coherent oral communication skill dealing with arabic education; (e) to demonstrate an active achievement in a discussion forum by the classroom or by more extensive involvement (seminars and conference). thirdly, the lecturers have designed learning materials arranged in books, or in topics of muhâdatsahthat lectured on every course. generally speaking, the designed material conveys moral lesson, consists of thematic new words and akmal walad ahkas, zainal rafli, aceng rahmat 105 vocabulary (mufradat), improves students’ knowledge, and above all, those materials are in line with curriculum and students’ needs. fourthly, the lecturers apply the vary of learning method; communicative method, ecclectic method, it is, a combination between grammar-translation, direct, audiolingual, and debate method. fifthly, over the lerning process, the lecturers seem to involve powerpoint presented by lcd projector that is provided in the classrom and involve printed book too to grasp the material easily. sixthly,the lecturers evaluate the learning process on performance basis to assess the ability of speaking in arabic obviously through communication process, in speaking and writing.yet, it does not pass over the assessment of receptive ability; listening (istima’) and reading(qira`ah). seventhly, both lecturers and students collectively involve to establish arabic environment, as well formal and informal. the formal environment naturally situates with the language native speaker (in this case: the lecturers) supporting lingual communication. whereas, informal language constitutes by the design of both lecturers and students involving the department of arabic and the association of students department. to provide the students more opportunities to practice fushaof arabic. in addition, the culture of going beyond limit and powerful learning ethos are applied for the cultural theme in arabic learning of the department. the sense of competing and co-working, and the sense to establish arabic environment. bibliography ainin. m. (2011). fenomena demotivasi dalam pembelajaran bahasa arab di madrasah: penyebab dan alternatif pemecahannya, malang: universitas malang basic, l. speaking anxiety: an obstacle to second language learning?https://www.diva-portal.org/smash/get/diva2:453921/full text01.pdf brown, h. d. (2007). teaching by principles : an interactive approach to language pedagogy, (new york: pearson education, inc. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative reseach, boston: pearson education inc. capability learning on speaking in arabic 106 effendy, a. f. (2004). metodologi pengajaran bahasa arab. malang: misykat emzir. (2012) analisis data: metodologi penelitian kualitatif, jakarta: rajagrafindo persada halim, s. a. (2012). renaisans universitas islam negeri. jurnal alumni uin bijak harwood, n. (2010). english language teaching materials: theory and practice, new york: cambridge university press hermawan, a. (2014) metodologi pembelajaran bahasa arab, bandung: remaja rosdakarya hughes, r. (2011). teaching and researching speaking, united kingdom: pearson education limited knoblauch, h. (2013). powerpoint, communication and the knowledge society, new york: cambridge university press maswani. (2013). profil sosial intelektual alumni jurusan pendidikan bahasa arab fitk uin syarif hidayatullah jakarta, jurnal afaq ‘arabiyyah, vol. viii, no. 1 juni, 122 richards, j. c. dan rodgers, t. s. (2001). approaches and methods in language teaching: a discription and analysis, united kingdom : cambridge university press richards, j. c. dan renandya, w. a.. (2002). methodology in language teaching: an anthology of current practice. new york: cambridge university press ridwan, s (2011). metodologi pemelajaran bahasa: aplikasi dalam pengajaran morofologisintaksis, yogyakarta: kepel press tarigan, h. g. (2015). berbicara: sebagai suatu keterampilan berbicara, bandung: angkasa wahab, m. a. (2016). standarisasi kurikulum pendidikan bahasa arab di perguruan tinggi keagamaan islam negeri, arabiyât : jurnal pendidikan bahasa arab dan kebahasaaraban ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020050803 vol. 4, no. 2, 2020 page: 222 234 223 negotiate the diversity a study on the conservation of local cultural wisdom in the cohesion and segregation of society at asahan regency and toba samosir regency ismet sari state islamic university of sumatera utara ismetsari.uinsu@gmail.com endang ekowati state islamic university of sumatera utara endangekowati@gmail.com abstract. indonesian society, which is diverse and has diverse cultural backgrounds, clearly needs a frame of reference to hold on to the current national association. therefore, traditional values that contain wisdom, equality, multiculturalism, and can be used as a common grip for all indonesian people wherever they live, need to be explored and researched and then offered as a good alternative for the development of new and harmonious socio-religious life . empirical facts show that one of the causes of conflict is the non-functioning of the values of local cultural wisdom. therefore, local cultural wisdom is important to use in renegotiating conflicts. this awareness stimulates the implementation of various studies or studies on the wisdom of local ethnic cultures. through studies or studies, it has been found and recognized local ethnic cultural wisdom that is used as an instrument in creating, maintaining, and strengthening harmony and preventing and resolving social conflicts that occur in the community. because of that fact, pluralism in a broad sense is a reality that cannot be avoided. in the realm of political theory, experts try to find a system that is able to manage differences fairly and peacefully. while in the cultural sphere, interaction with others naturally will result in a synthesis of culture and social practice which is a fusion of cultural diversity that takes place in a conducive and open public space. public space that is conducive and open to a variety of views, streams and culture that is embraced by citizens will provide an opportunity for the community to negotiate differences peacefully and fairly. keywords: the conservation of local cultural wisdom, the cohesion and segregation of society, asahan regency, toba samosir regency introduction asahan regency and tobasa regency, like other regions in indonesia, in terms of religion, beliefs, culture, and ethnicity, are one example of a quite diverse regency area. even indonesia and its territories, especially asahan and tobasa, according to geertz, are so complex that they are complicated to determine their exact anatomy. this country mailto:ismetsari.uinsu@gmail.com mailto:endangekowati@gmail.com ismet sari, endang ekowati 224 is not only multi-ethnic (malay, dayak, kutai, banjar, makasar, bugis, javanese, sundanese, batak, aceh, minang, flores, bali, and so on), but also becomes a battlefield for various multi-mental and ideological influences ( indian, chinese, dutch, portuguese, hinduism, buddhism, confucianism, islam, christianity, capitalism, socialism and so on).1 the demand for recognition of the existence and autonomy of local cultures, which is one of the fruits of the reform era, is a criticism of the concepts and strategies of cultural development in the past both during the old order regime of sukarno and suharto's new order called historians taufik abdullah as 'greedy state' period2 which tends to be monolithic and central. not only that, the development of national culture in the new order era was seen by many as more the development of the dominance of javanese culture, or javanization, over the culture of other ethnic groups. excessive use of sanskrit terms in various political nomenclature as well as mentioning names of places and buildings, as well as names of awards, is a transparent indication of the efforts of 'javanization', or at least the 'java-centric' policies of the new order government. the attitude of enthusiasm and optimism towards the contribution of local cultural wisdom to social and religious life, immediately along with that appeared a number of problems and problems that surround the actualization of local cultural wisdom. in an effort to involve and present the values of local cultural wisdom, in practice, according to some circles, often in contact with the 'purity of religion'. utilization of local cultural wisdom, often intersects with animism and dynamism and contains elements of shirk. this, of course, if not managed and responded immediately, well, and professionally can actually be a source of conflict and new disharmony in religious social life. for this reason, initiatives and services towards professional and competent guidance and guidance by related parties, such as the government, academics, 1clifford geertsz, welt in stuecken. kultur und politik am ende des 20. jahrhundertz (passagen-verlag: wien, 1996) yang dikutip f. budi hardiman, pengantar belajar dari politik multikulturalisme, dalam will kymlicka, kewargaan multikultural, (jakarta: pustaka lp3es indonesia, 2002) p. viii. 2taufik abdullah explain the 'greedy state' as' a state that is dissatisfied only with political legitimacy and domination, and control of the economic system with all its appendages associated with the two strategic matters. 'greedy state' makes itself the holder of discourse and meaning hegemony, determinants of the cultural paradigm style and the nation's collective memory. taufik abdullah, "national integration, globalization and local wisdom", indonesian anthropology, pg. xxvi, no. 65, p. 132. negotiate the diversity a study on the conservation of local cultural wisdom in the cohesion and segregation of society at asahan regency and toba samosir regency doi: 10.30575/2017/ijlres-2020050803 225 institutions and religious and community leaders, constitute an urgent and urgent response. with the right response, it is expected that conflict and disharmony in the interaction of social and religious life of the community can be minimized, or even eliminated. by starting with the statement above, to see how the diversity of local culture in the life of traditional society in the current influx of modernization, is it still surviving with its local culture, then the values of local cultural wisdom such as what can contribute to the realization of life social harmony that is harmonious, peaceful, tolerant, even though regulations have been applied in the village administration. furthermore, how are the efforts, strategies and regulations carried out by religious leaders, the government, and the community in efforts to provide services and guidance as well as efforts to anticipate the impact (conflict and disharmony) in the application of local cultural wisdom to religious social life. to find the answer, a study was conducted in the areas of asahan and toba samosir regencies in north sumatra, how the life of the people of asahan and tobasa regencies that still survived with their local culture, both in religious life and social life. furthermore, it is also seen the roles, functions and efforts of local institutions and institutions in the effort to transmit local cultural wisdom and the formation of patterns and processes of religious social harmony that are harmonious, harmonious and peaceful among ethnic groups in asahan and tobasa. literature review ethnography of the asahan and toba samosir communities asahan and tobasa are one of the regencies in the province of north sumatra. the terms asahan and tobasa refer to a group of people who share the same cultural identification characteristics and claim to be residents who live in asahan and tobasa districts. there are still multiple studies about who the original ethnic asahan and tobasa are and how their origins are. the majority of reviewers, who based primarily on information available in documents since the dutch colonial era, argued that as an ethnic group, the asahan and tobasa communities were only formed around the xviii century, as a result of a process of mixing and acculturation among a number of ethnic groups in asahan and tobasa, both through marriage and trade. it can be said, in the population ismet sari, endang ekowati 226 configuration, asahan and tobasa have now been transformed into a melting-pot, super market, or borrowing the term big hatley (cauldron),3 the meeting place of various ethnicities, religions, and cultures from various regions. in general, the social construction of the asahan and tobasa communities, is almost the same as other developing regions in indonesia, which are starting to be dominated by waves of modernism with a credo ideology of global neo-liberalism with its capitalistic, secularistic, and exploitative character. the new values brought about by modernization and globalization are felt to begin to dominate the asahan social construction, especially in urban areas, and at the same time marginalize values that originate from local religion and culture. the strengthening of the ideology of neoliberalism, coupled with the weakening of local religion and culture, has made the social construction of the asahan and tobasa communities increasingly unstable, vulnerable, and sensitive to conflicts that have the potential to destroy social order (social order).4 the people of asahan and toba samosir regencies, based on ethnographic methodology, are in a culture area, a subculture of malays and bataks, culturally based on the traditions and customs of the east sumatra malay community and batak communities living in the toba and tapanuli areas. this is clearly seen in daily life in the asahan and toba samosir communities such as the use of language, customs, philosophy of life, and kinship systems. asahan and tobasa are pluralistic and multicultural district areas that are inhabited by residents of various ethnicities, cultures, languages, beliefs and religions. therefore, in a multicultural atmosphere, the risk of conflict among the people is very large. an undeniable fact, a number of cases of conflict have occurred in several regions 3the term “pendalungan” is derived from the term used by hatley (1984) in his monograph entitled “mapping cultural regions of java”. see kusnadi, "horseshoe society, cultural construction and political violence", in the journal of humanities, vol. ii / no. 2 / july, jember: faculty of letters, university of jember, 2001, p. 2 4some potential conflicts that are easy to read include the economic gap between the rich class (the have) and the poor class (not the have), structural violence that originates from the government's economic-political policies that are still in a common point of interest with market capitalism, strengthening identity politics between various ethnic groups, political battles by local elites who often use religion, the rise of religious radicalism movements that have begun to disturb the establishment of mainstream islam, and various other potential conflicts. among the potential conflicts that have occurred in asahan, see, sakti ritonga, "orientation of cultural values and potential conflicts of toba batak muslims and christians in north sumatra: case study of the asak district elephant sakti", journal of analysis, volume xii, number 2, december 2012 negotiate the diversity a study on the conservation of local cultural wisdom in the cohesion and segregation of society at asahan regency and toba samosir regency doi: 10.30575/2017/ijlres-2020050803 227 in this region, even though on a relatively small scale and not prolonged so as not to cost lives and material. a number of conflicts that have occurred, each has its own genealogy and anatomy. some are triggered due to differences in ethnicity, religion, political affiliation, mastery of economic access, and other issues. most of these conflicts are horizontal involving groups of different ethnicities and most are triggered by tribal or religious sentiments.5 methodology this is an ethnographic study that focuses on the discussion of diversity that emerged in two districts, namely asahan and toba samosir. in this study, the authors took action directly to the field for data collection and data collection. the author made in-depth observations about the dynamics of the people of asahan regency and samosir toba regency. the observation is seen from all aspects, social, religious, customs and culture that are inherent and apply every day in life in the two districts of the community. findings and discussion utilization of ethical-ethnic local culture wisdom in asahan and tobasa the findings of this study show that the values and norms relating to social interaction which are the wisdom of the local culture of ethnic malays, bataks and javanese in asahan and tobasa are more dominated by the internal arrangements of ethnic communities. however, in the gap of the locality nature of local cultural wisdom, it turns out that a number of values and norms are still found that pattern relationships between communities. these social values and norms include the development of a network of fraternity, maintenance of harmonious relationships between siblings, relatives or friends, prevention of conflicts in social and customary relations, and resolution of conflicts that occur. a map of local cultural wisdom that is in contact with the rules, procedures, and habits around inter-community relations can be summarized in the following points: 5see chuzaimah batubara, “faktor-faktor pemicu dan peredam konflik sosial di kota medan,” dalam jurnal penelitian medan agama, ;4th edition december, 2005. ismet sari, endang ekowati 228 1. local cultural wisdom which is oriented towards the expansion of the cultural domain of ethnic malays and bataks has two important levels: 2. ethnocentric; in this context, the expansion of the fraternal domain is very thick with the rules of ethnic customs. this relates to the traditional malay and batak cultural paradigm which assumes that true brotherhood is brotherhood that has the same cultural system. therefore, the spirit of the expansion of the domain of brotherhood is directed to be identical with each other, through a procession (ceremony) "withering" or "propagation". this concept is found in the tradition of "bergito" in the ethnic malays, and "mangampu / mangain" customs, and "bulang-bulang" in the batak ethnicity. this wisdom is very ethnocentric. this paradigm is identical with the philosophy of interculturalism which idealizes a melting pot of social systems by emphasizing the importance of minority groups to understand and adopt the culture of minority groups to adopt and understand the culture of the majority group. this illustrates that the awareness of plurality in ethnic malays and bataks is still dominated by local customary rules, a more exclusive picture of local cultural wisdom. 3. cosmopolis; in addition to ethnocentric patterns, in the malay and batak traditions there are practices of extending the domain of brotherhood which extend beyond the ethnic community. basically, this tradition arises because of wider interests, as well as the strengthening of ethnic identity on a more cosmopolitan scale, in accordance with the era. this awareness has long been pioneered by the asahan and tobasa malay communities through malay nusantara interfaith networks and was later strengthened by the emergence of malay institutions, such as mabmi (indigenous peoples of indonesian malay culture), and ipma (asahan and tobasa malay youth association). the same thing is also found among the batak indigenous communities, which was started by sisingamangaraja x and then sisingamangaraja xi and xii by building a network of cooperation with the islamic sultanates in aceh, asahan and tobasa, and barus. later this tradition was developed through the clan organization "clan" and the organization of the batak churches (oikumene) with a fairly extensive network throughout the world. negotiate the diversity a study on the conservation of local cultural wisdom in the cohesion and segregation of society at asahan regency and toba samosir regency doi: 10.30575/2017/ijlres-2020050803 229 the wisdom of the local javanese culture in asahan and tobasa in the expansion of the brotherhood domain is more emphasized on; (a) the spirit of equality of fate and the importance of social harmony. your relationship can extend from geneological ties if there are factors that shape it. the philosophy of "single sack ship" is the essence of the pattern of forming new brothers for the javanese community. from this philosophy, the concept of brothers for the javanese community extends to neighbors (non-javanese), friends from the village, colleagues, and so on; and (b) the child's little tradition, which basically arises from a belief system to solve a problem in the family. these factors include, among others, having no children with the intention of "getting children", being a medicine for children who are sick or tend to be naughty, and so on. later, among javanese ethnic groups, a new tradition emerged that was oriented towards strengthening javanese brotherhood by building primordial organizations that covered a wide area, such as the pujakesuma, the javanese society, and so on. the maintenance of social relations among ethnic malays, bataks and javanese is regulated in varied traditions. in principle, the three ethnic groups have the same enthusiasm to maintain the brotherhood that has been built through the principle of tolerance in applying various customs and habits. to prevent cultural conflicts from occurring, the malay adopted the philosophy "where land is on the ground, where the sky is upheld," the batak adopted the philosophy "si dapot solup do na ro" (guests must follow local customs and rules) and party traditions by providing "parsubang dishes" for adherents of other religions, while jwa applies the interests of social harmony above the interests of adat itself. equally important in the batak tradition, is the principle of brotherhood of dalihan na tolu, where geneological relations (agnata) and marital relations (affina) become the main basis of brotherhood that can defeat other social relations parameters, such as religious differences. furthermore, javanese are very concerned with applying the concept of pinjungan and njurung. settlement of conflict problems (conflict resolution) among malays, bataks and javanese may involve community leaders or local government. traditions relating to conflict resolution are regulated by local customs or habits inherited from past traditions. in essence, the conflict resolution model for the asahan and tobasa ethnicities is implemented in a procession in which apologies and food are always required. ismet sari, endang ekowati 230 in the context of diversity, the people of asahan and tobasa can be categorized pluralist. in general, in a pluralist society that is prone to conflict, especially if triggered by religious problems, as happened in several places in indonesia. it turned out that this did not happen in this region, even though the population was multi-ethnic and embraced different religions, the situation remained harmonious, peaceful and harmonious. harmony is marked by the existence of harmony, compatibility, or not disputing and maintained patterns of interaction between various religious communities, by reflecting reciprocal relationships in the form of mutual acceptance, mutual trust, mutual respect and respect, and mutual understanding. the harmony of the people of asahan and tobasa regency is shown by the awareness of the community in maintaining harmony in life, intensification of social interaction among citizens and conservation of local cultural wisdom. the awareness of the people of asahan and tobasa regency towards the harmony of life is caused by six factors, namely: the majority of the community members are present and strengthen family ties and kinship with each other; the source of its economy is mostly farmers / farm laborers, fishermen, and plantation employees, so that a solid community with good social solidarity is formed, and due to the existence of nongovernmental organizations that are active in approaching if there is a difference of opinion so as not to cause conflict, factors the other is the existence of noble values that are still cultivated by the community in the form of local culture, for example, salvation, mutual cooperation, and cooperation, internal and inter-ethnic relations and religious communities are well established by means of adherents of one religion to give an appreciation of the experience of other religious adherents and the participation of religious and community leaders in shaping harmony is quite high, with an active role in holding various meetings through dialogue and discussion. intensive interaction of citizens in various meetings, both formal, informal and informal. formal meetings take place at a time where there is an official meeting between ethnic and religious communities. non-formal is a meeting in village institutions, such as: lmd, lkmd and a coordination meeting among village officials and other institutions, where the agenda is not to discuss the issue of harmony or harmony, but at that time they discussed social-religious issues of fellow citizens. in formal meetings negotiate the diversity a study on the conservation of local cultural wisdom in the cohesion and segregation of society at asahan regency and toba samosir regency doi: 10.30575/2017/ijlres-2020050803 231 occur everywhere, such as at work, on trips, at weddings and others. in social interaction, the important actors are leaders, both government figures, community leaders and religious leaders. salvation, mutual cooperation, cooperation, has become a hereditary tradition in asahan and tobasa. this form of wisdom can be organized in a pattern consistent with the ethnic customs and teachings of each religion. this salvation can be held to meet all people's needs, in connection with an event, for example: birth, marriage, building a house, moving house, death and so on. the mutual cooperation culture is also still a tradition that is conserved and preserved, both in helping a party or celebration, personal interests such as building a house or for public purposes such as repairing roads and irrigation. in running this cultural tradition, all citizens put aside ethnic and religious differences, prioritizing cultural interests. this shows how much they are interested in preserving their culture, so that they contribute to the formation of social harmony. finally, the results of this study support mudler's opinion, that harmony means overcoming differences, cooperating, accepting one another, calm hearts and living in harmony. likewise, according to khalikin, the role of figures appears to be dominant in guiding, directing and providing solutions when differences of opinion occur that can disrupt harmony. like hurriyah's opinion, that plurality in the region was not only seen from a religious perspective, but also the internalization of cultural values has taken an important position in society through local culture. while ashutosh varshney, in his research on hinduism and islam in india, points to a meeting point about factors that can prevent conflict. namely the existence of ties of cooperation in the form of associations (associational forms engagement) and the existence of daily living activities (everyday forms engagement). conclusion the presence of local wisdom which is an important element in a culture, creates a psychological closeness, as intended by izutsu, between the teachings of islam and the adherents of islam because islam is understood through language that they really know. thus, faith can occur in addition to having said the shahada and followed by tashdiq ismet sari, endang ekowati 232 involving local language / local cultural elements in understanding the pledge. from this, as many opportunities as possible for local culture to connect with islam as a normative way to be practiced in various cultural practices based on the interpretation of these norms. the development of local wisdom is a cultural reality that gave birth to a dialogue between islam as an external element and the ethnic cultures of asahan and tobasa as local elements. observing the development of islamic teachings in asahan and tobasa that use local wisdom can be seen as inclusivism contained in islam that does not kill local culture as long as the elements used do not conflict with the basic principles of islamic theology and teachings. even this is related to the patterns of introduction of islam in asahan and tobasa and then developed rapidly into a striking cultural movement that gives many marking contributions to the cultural identity of asahan and tobasa today. the importance of mainstreaming islam that is appreciative and accommodating to local culture by considering: the urgent need for the reinterpretation and re-actualization of meanings, symbols and religious teachings in islam in a dialectical process with a diversity of local cultural wisdom. the reality of a pluralistic and pluralistic indonesian society in various aspects of religious 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studies of lhokseumae, indonesia abstract: the main problem in this research was how the inheritance of islamic education values through oral peuratebaneuk tradition in aceh. this study aimed to analyze deeply about the inheritance of islamic education values through the oral tradition of peuratebaneuk in aceh. this ethnographic research used a qualitative approach with hermeneutical methods and descriptive analysis methods. the paradigm used was phenomenology. the sources of data, in this study consist of poetry singers and poems that have been documented. data sources in this study were collected by using purposive sampling and snowball sampling. data collection techniques used was literature review, non participant observation techniques, ethnographic interview techniques, documentation techniques, and focus groups discussion (fgd) technique. the research instrument was the researcher herself (human instruments). it was supported by observation guides, interview guides, data recordings, note books. the data was analyzed by hermeneutical method and descriptive analysis method. the result of the research shows that: 1. the values of islamic education in the poetry of anauk in aceh are: the value of aqidah education, the value of moral education, the value of social education, the value of worship education, the value of education struggle, 2. the process of inheriting the values of islamic education through tradition oral peuratebaneuk in aceh was done through: a. lane: 1). family, 2). through society, 3). through the state. b. the culprit: 1). family members, 2). statesman, 3). humanist 4). aceh traditional assembly (maa). 5). the research lecturers. c. the steps (methods) used by: 1). stated by way of: establishing patents, scheduling periodically festivals, incorporating in the curriculum as local content material in schools, promoting communities to carry out the oral tradition of peuratepaneuk 2). society by carrying out the oral tradition of peuratebaneuk in homes. follow the race events. 3). families carry it out when they sleep child d. the material, contained in the lyrics of peuratebaneuk include: 1). aqidah (faith), 2). morals, 3).worship, 4). struggle. e. media, which is used to pass the values of islamic education through the oral tradition of peukanebaneuk there are two namely 1). traditional media 2).modern media. 3. a strong reason for the oral tradition of peuratebaneuk is still maintained because: a. as a medium of transformation of islamic education values. b. as an external cultural filtering, c. historical local community, d. strengthening local culture, e. strengthening of literacy. 4. contribution of oral peurateb tradition in aceh to contemporary islamic education, a. theoretical contribution: that is 1). objectives, 2) educators, 3).learners, 4).material, 5). method. 6). media. the six findings of this study are called pedagogic of peuratebaneuk. b. practical contributions are: 1). for educators, parents, teachers and society. 2). for the government, set forth in: a). qanun education. b). curriculum at school. key words: inheritance, islamic education velues, oral tradition, peuratebaneuk, aceh nurhayati 149 introduction peuratébaneuk aimed to put the child to sleep so that the child swings in the swing while enjoying a poem sung by a mother with a lilting rhythm and a melodious voice. the poem in addition aims to put children to sleep, as well as educational media. as a religious society, the people of aceh use the poem of peuratépaneuk as a medium of transformation in embodying the values of islamic education in children. this oral tradition is carried on for generations by the people of aceh. the poem contains moral messages of islamic values that need to be inherited to children from an early age. the hope of parents, children will grow and develop in accordance with the guidance and teachings of religion, strong monotheism, and solid faith, so that the character underlying the life of the child will always be useful for family, community, nation and religion. nowadays the condition of society has been changed, the implementation and use of the oral tradition of peuratébaneuk increasingly displaced in the life practice of the people of aceh. traditional values have been eliminated even almost forgotten, the existence of the oral tradition of peuratébaneuk now began to erode and its essence began to fade with the entry of foreign culture. though the traditional values of peuratébaneuk much more meaningful and become a living lantern in organizing life, as well as become a very powerful educational media in building the character of the nation's children. the oral tradition of peuratébaneuk that existed in the acehnese society is rarely heard in mothers during child lullation, they are more likely to put their children to sleep with arid chants of islamic values and rituals, even those songs can damage the moral of the child and finally formed the character of children who are not expected, deviate from the norms that already exist in the teachings of islam, fragile and weak in dealing with various problems of life, moral problems also occur and difficult to find solutions and difficult to overcome them. the above phenomenon affects the crisis of identity, the values of social solidarity, kinship, social friendliness and love of the homeland that was once regarded as a unifying force and characteristic of the nation. moral decadence ensued. the faded senses of togetherness as the values of materialism grow. the process of accelerating the negative culture of the fragments of the influence of globalization today has an impact on the diminution of national identity and the inability of this nation to the inheritance of islamic education velues through oral tradition of peuratebaneuk in aceh 150 inhibit the flow of culture that is not in accordance with the nation's character building efforts. parents' anxiety and anxiety among educators, government, and society against the desire for peace and calm, spawned a great deal of effort to find a solution format to overcome the problem. various solutions were popping up but never expected. based on the background of the above problem, the main problem in this research are; how is the process of inheriting the values of islamic education through the oral tradition of peuratébaneuk in aceh? to answer the main question, the researcher proposes several sub issues as follows; 1) what are the values of islamic education contained in the oral tradition of peuratébaneuk in aceh? 2) how is the process of inheriting the values of islamic education through the oral tradition of peuratébaneuk in aceh? 3) why is the oral tradition of peuratébaneuk still preserved by some people of aceh? 4) what is the contribution of the oral tradition of peuratébaneuk in aceh to the world of contemporary islamic education? this study aims to describe the inheritance of the values of islamic education through the oral tradition of peuratébaneuk in aceh which is harmonized with several objectives based on the following problems; 1) to find the values of islamic education contained in the oral tradition of peuratébaneuk in aceh. 2) to explain the process of inheriting the values of islamic education through the oral tradition of peuratébaneuk in aceh. 3) to explain the reason of the oral tradition of peuratébaneuk still maintained by some people of aceh. 4) to describe the contribution of the oral tradition of peuratébaneuk in aceh in the context of contemporary islamic education literature review the values of islamic education the value of islamic education is the characteristic of islamic education system. rajab dauri said the values of islamic education are the features or attributes attached to islamic education. the dimension of islamic education can be aligned with aqidah; the dimension of religious practice is aligned with the shari'a and the dimension of practice with morals, the dimension of knowledge with knowledge and the dimension of experience with ihsan (appreciation). in addition, regar adds nurhayati 151 that the religious element refers more to an experience, namely the religious experience which is divided into three, namely aqidah, shariah, and morals.1 oral tradition oral tradition can be interpreted as a custom or custom developed in a community community that is recorded and passed down from generation to generation through spoken language. thus the oral tradition can be regarded as a habit carried out by a society passed down from generation to generation to the next in order for the values contained therein can be maintained so as to guide the community in his life. in oral tradition is contained historical events, customs, stories, fairy tales, proverbs, people's songs, mantras, moral values, and religious values. the development of oral tradition occurs by word of mouth, causing many versions. according to suripan, the oral tradition includes several things, namely (1) in the form of oral literature, (2) in the form of traditional technology, (3) in the form of knowledge (4) in the form of elements of religion and belief (5) and (6) in the form of customary law.2 pudentia provides an understanding of the nature of orality as follows: oral tradition includes everything related to literature, language, history, biography, and various knowledge and other types of artistry delivered by word of mouth.3 thus, oral traditions include not only folklore, puzzles, proverbs, folk songs, mythology, and legends as commonly suspected people, but also related to cultural cognitive systems such as history, law, and medicine. oral tradition is "all discourses spoken / passed down through generations covering the oral and the beraksara" and interpreted also as "discourse system that is not beraksara." vansina said that oral tradition is a culture that comes from the history of "oral traditions are historical sources of special natural"4 according to the oral tradition spread by mouth (orally). tradition should be regarded as a historic document in 1herlina boru regar ,dkk. nilai-nilai religius dalam novel hafalan shalat delisakaryatere-liye.jurnalbahasadansastra, vol 1, no 1 (2012), http://ejournal.unp.ac.id/index.php/ibs/article/view/474. diakses: 3 agustus 20162suripan hadi hutomo, mutiara yang terlupakan: pengantar studi sastra lisan. (surabaya:hiski komisariatjawa timur,1991), p. 11.3pudentia mpss (ed.) ,metodologi kajiantradisi lisan. (jakarta: yayasan obor indonesiaand yayasan asosiasi tradisi lisan, 1999), p. 32.4jan vansina, oral tradition as history (amerika:the university of winconsin press,1973), p. 1 the inheritance of islamic education velues through oral tradition of peuratebaneuk in aceh 152 spite of the verbal form of the "document." furthermore, taylor defines oral traditions as materials produced by traditional society, in the form of speech, custom, or practice, among them rituals, traditional ceremonies, folklore, folk singing, dancing, and games5. djuweng in pudentia, says the oral tradition connects past, present, and future generations. in everyday life, individual, group thinking, words and behavior are the actual implementation of oral texts.6 this understanding is in line with the concept of oral tradition expressed by finnegan that oral traditions are verbal, verbal (non-written), community-owned, fundamental and valued, transmitted over generations,.7oral tradition can be interpreted as a traditional cultural activity of a community passed down from generation to generation with oral media from a generation of other genealogical traditions either in the form of word-of-mouth (verbal) or other non-verbal (non verbal).8 peuratéb aneuk peuratéb aneuk in the acehnese language is also called dȏdaidi, dȏdaidi derived from two words namely dȏda and idi, d'daoften called peudȏda means swaying while the word idi or dȏdimeans swinging. so the idi is to move the swing with a certain pattern in horizontal or vertical motion. peuratébaneuk is also called the peuayȏnaneuk, etymologically the term peuayȏnaneuk derived from two words namely word ayȏn and aneuk word. the word ayȏnmeans 'cradle' and 'swing'. the word aneuk means a child (male or female).9 the word ayȏn is subsequently added with the prefix of peu so that it becomes a meaningful word for meaning. thus, the term poetry peuayȏnaneuk can be interpreted as a work of literature that is used to adapt children, both men and women. 5tailor dalam daud haron, analisis data penelitian tradisi lisan kelantan.dalam metodologi kajiantradisi lisan, (pudentia, ed.). (jakarta: asosiasi tradisi lisan, 2008), p.258. 6pudentia, hakikat kelisanan dalamtradisi lisanmelayu mak yong. ( depok: fakultas ilmupengetahuan budaya universitas indonesia, 2008), p. 1707 ruth finnegan, oral traditions and the verbal arts (new york: routledge, 1992), p. 78robert sibarani. kearifan lokal (hakikat, peran dan metode tradisi lisan (jakarta:asosiasi tradisi lisan (atl), 2012), p. 47.9aboebakar, dkk, kamus bahasa aceh indonesia (jakarta: pusatpembinaan danpengembangan bahasa departemen pendidikandan kebudayaan,1985), p. 26-44 nurhayati 153 the poem peuratébaneukhas the formal character that is started with the word lãilahaillallah, allah haidȏkudȏ da idiataualahaidȏkudȏdaidangss the introduction of new poetry followed by the contents of poetry by using the aceh language with one metrum (the size of the rhythm determined by the number and length of syllable pressure in each line), but also in the aceh language there is no syllable (syllable) is fixed, but the essence of meutrum lies in the weight of the accents and this is always on both every pairs of rhythms. the form of poetry is a rhyme consisting of four lines, the first two lines as sampiran, the next two lines are stand-alone content with 4 to 5 words one line and rima a / a / a / a or rima a / b / a / b.10 the poempeuratébaneuk in aceh when the attachment contains meaning and a continuous meaning with the contents of the verse, but at other times the sampiran is only an introduction and does not affect the meaning of the contents of the verse.peuratébaneuk is a lullaby singing song used by mothers in aceh for their children. in addition to putting the child to sleep, it also contains moral messages. in the traditional culture of acehnese society, the child in the household or family can be seen from two natural dimensions, namely first, the child as a natural fruit (sunnatullah), the result of the power of the husband and wife's love (mu`ãsyarahbilma'rūf) as mawaddah and rahmat allah swt. to strengthen the building of peaceful, happy and prosperous household relations in accordance with islamic values. second, the son as the next generation cadre, the protector of the elderly is weak and the prayer proceeder (ritual communication) when his parents dies meet the call of khalik as the creato. the inner and physical instinct relationship between parents and their children can be found in shades of poetry or known as peuratébaneuk (dȏdaidi) is an acehnese household custom in the gampongs. a mother while swinging a baby's swing is accustomed to humming with poems full of religious and moral messages, one example of an aneukpeuratéb poem as below: lãilahaillallah kalimatṭayyibahtetap lam haté muhammadurrasulullah sabéteukeubah di dalamhaté 10ibid. the inheritance of islamic education velues through oral tradition of peuratebaneuk in aceh 154 lãilahaillallah kalimatṭaibahbeukaitamaté menyȏehanéktakheunngonlidah allah-allah sabé lam haté. lãilahaillallah nabiyullahkalheuhneumi’reut geuéknabi u langétmanyang geuteurimongseumbahyanglimong dȏloundȏ da idang selayangblangkaputȏhtalȍ beurijangrayekpȍbantaseudang jak bantu prang ta belananggrȍ allah haidȏkudȏdaiidi beugȍtbudineukwatèraya keu jasagurèneuk ta ingat nyangpeuteupathukum agama.11 methodology kind of research this study is an ethnographic research that investigated on the practice of nonformal education based on local wisdom that makes oral tradition as a source of innovation and creation of learning materials for the community. the reason researchers take this research because researchers want to examine in depth about educational practices that exist in the community. findings and discussion 1. the process of inheritance of islamic education values process of peuratéb aneuk a. through the parents (informal education). 11yusuf dan nurmayani, syairdȏ da idi, p. 20 nurhayati 155 a family is a group of people who live together as one or the smallest unit of society and there is usually always a blood relation, marriage or other bond, living together in a house headed by a family head and eating in a pot. the family comes from sanskrit: kula and the "kulawarga" residents meaning "members" "kin group". the family is an environment where some people still have a blood relation, united. the nuclear family's core family consists of their father, mother, and children. the inheritance of the peuratébaneuk tradition in aceh can be done through parents termed informal education. through the parent tradition of peuratébaneuk can be maintained for generations as stated by mrs. salidan one of the citizens of gamponghagu barat laut kota lhokseumawe who said that: the poetry of peuratébaneuk not taught in formal or non formal education, but this poem is always sung and passed down from generation to generation from the ancestors so that by itself this poem of peuratébaneuk can be sung by parents now. the same thing was also conveyed by the mother yusriah "peuratébaneuk done by mothers in aceh hereditary inherited by parents to their children without going through formal education.12 b. society based on the results of observation, interview and fgd can be concluded that the process of inheriting the value of islamic education in aceh in addition to family is also done by the community. communities in aceh are also responsible for the education of children, so the tradition of peuratéb aneuk needs to be maintained. c. country inheritance of islamic education values through the oral tradition of peuratébaneuk done by the state. there are three important tasks of the state in islam, namely; establishing salat, giving zakat, and ordering to the good and preventing from munkar. establishing salat is the task of improving servant relations with their lord, giving zakat is the symbol of improving human relationships with others, while commanding the good and preventing from munkar is part of creating a good life and maslahah. these three tasks in modern languages are known as spiritual governance, economic governance, and political governance,. 12hasilwawancaradenganibuyusriahselakuwarga aceh timur, padatanggal 13 januari2017 the inheritance of islamic education velues through oral tradition of peuratebaneuk in aceh 156 2. the actors of inheritance of islamic education values through oral tradition of peuratébaneuk. based on the above findings can also researchers found some of the main actors who have the responsibility of heirs of educational values through the oral tradition of peuratéb aneuk of which was: a. member of family based on the results of interviews with the chairman of the aceh adjunct assembly of aceh utara district confirming that in the family is not only a mother who is responsible for passing the values of educational islamic through the tradition of peuratéb aneuk, but a father as head of household also has the same responsibility with a mother (wife) her in the family. so that the learning from both parents through the oral tradition of peuratéb aneuk can be introduced, socialized and applied by their children in the future.13 b. statesman statesman is the person responsible for running the wheels of government at the lowest level (gampông) up to level i (provincial) government. as the responsible of the first and second level local governments, those who sit and are entrusted to introduce, socialize and carry out the heir of islamic values through the oral tradition of peukanéb aneuk for the people of aceh in particular and for the indonesian nation generally. there are several important actors in place and have a big responsibility to determine the local policy so that the tactics of local wisdom can be an icon of their respective regions. the actors in question can carry out policy reform towards the inheritance of islamic values through the tradition of peuratéb aneuk in aceh are members of the legislature, head of information and communications (public relations), coconut office of religious affairs (kua), head of aceh adad assembly (maa) civitas academica campus, head of culture department both kota and kabupaten. this is confirmed by one of the culturalists through the results of fgd conducted by researchers in february 2017 said that: through the local government both done by local government level i and local government level ii take policy 13interview result with m. yunus as the committee of aceh cultural council,lhokseumawe on january 20, 2017. nurhayati 157 through qanun area to make peuratéb peuratéb aneuk as local wisdom should be preserved as best as possible.14 c. culture workers the results of interviews conducted by researchers with one artist (singer aceh) named tgk. joel pasee said that: we are from artists deliberately composing and singing aceh songs closely related to acehnese poems that happened to my solo song of 2015 ago specially made about the poem of peuratéb aneuk which i named "ratéb metuah" he continued thinking with songs like this, a song released with acehnese poems containing islamic values (goodness) can provide a very big prayer for the development of children both today and in the future. joel pasee, who is often called, has his real name, zulafrizal, has made much and loves himself with various nuasa of local wisdom. he hopes that by singing aceh songs that nuanced islamic syiar can channel his talents and preserve local culture and can be introduced to the public both local, provincial and even international level. furthermore, grop marhaban mothers also participated in inheriting the tradition of peuratéb aneuk, they performed in the occasion of party greeting and peutren aneuk (down ground child) and other activities that exist in society. this is in accordance with the results of observations and interviews of researchers with one of the marhaban housewife he said the poem of peuratéb aneuk we often show in the customs and weddings that are invited by the communities in aceh. and even i said umi rafiah was invited by the acehnese community leaders in jakarta to sing the poem of peurateb aneuk at the party event of his child's censure there.15 3. material for inheritance of values of islamic education through oral tradition peuratébaneuk. 1. moral education values a. faith to the god 1) lãilaãhaillallah 14focus group discussion (fgd), with the thema: the inheritance of education valuesthrough the oral tradition of peuratébaneuk in aceh. held in school of post graduate studiesbuilding on february 9, 201715 results of interview with ummi rafiah, the local artist and the teacher of gamponglearning at bangka jaya, district of krueng geukuh, north aceh ressidence on march 2, 2017 the inheritance of islamic education velues through oral tradition of peuratebaneuk in aceh 158 kalimatṭayyibahpangkaitamaté soeteumébacakalimatṭayyibah tubȏhnyangsahazeuphanlé.16 meaning there is no god but allah, sentence ṭayyibah provisions face death, whoever could read the sentence ṭayyibah will not be affected by doom when the soul is separated from the body. b. faith to the messenger 1) allah haidȏlondȏ da idi khairulinsanimuhammaduna nabikalahéhaineukkandéjauhari bakwatèsunyitempatseunia.17 meaning allah haidȏlondȏ da idi prophet muhammad as good as man the prophet emits light hidayah in the darkness in silence (jahiliyah without faith) c. faith to the holy book 1) laãilaãhaillallah nabiyullahkaneuwafeut, lepahnabineuwoebaktuhan, tinggai alqurandengonseulaweut (hadits).18 meaning there is no god but allah the prophet of god has died after the prophet returns back to the presence of god stay al-quran with hadith | 16umirafiah, pelakutradisilisanpeuratébaneuk, wawancara di kruenggeukuh, kab. acehutara, tgl. 15 desember 2016.17yusriah, pelantunsyairpeuratébaneuk, wawancara di julok, kab. aceh timur, tanggal 12desember 2016.18yusriah, pelantunsyairpeuratébaneuk, wawancara di julok, kab. aceh timur, tanggal 12desember 2016. nurhayati 159 d. faith to the day after day 1) laãilaãhaillallah kalimatthayyibahkeupayôngpagé uroetarékbatèbeukah hancôdarah lam jantônghaté.19 meaning there is no god but allah thayyibah sentence as a shelter in the afterlife the heat of the sun to destroy the rocks exit the blood in the heart and liver. e. faith to qadhadanqadar 1) nabigeuwasietnibakgeutanyoe han geubimoemoebakureungmaté meunyoetagaséhhaianeukdengan ta sayang tacokalquranlajubacalé.20 meaning message of messenger to his followers in order not to cry when someone dies if it is love and affection for parents read al-quran and pray 2. the value of moral education a. moral to the parents 1) allah haidôloundô da idi aneukputéhdibeujulajaga oh rayekgatahaibantasaidi ayah ngonummi ta balahjasa/ayah ngonummi ta peumulia.21 meaning allah haidôloundô da idi as an adult, oh my master replies father-mother / father and mother honored 19yusriah, singer of yairpeuratébaneuk, interview in julok, east aceh, december 12, 2016.20 yusriah, singer of yairpeuratébaneuk, interview in julok, east aceh, december 12, 2016.21umi rafiah, the actor of oral tradition peuratébaneuk, interview at kruenggeukuh,north aceh on december 16, 2016 the inheritance of islamic education velues through oral tradition of peuratebaneuk in aceh 160 intimate and affection for the elderly read al-quran and pray 1) the value of moral education to leader lomgeukheundôdôdaidang bancalangdilaôtraya beutagaséhulèbalang adak naprangnasôesangga.22 meaning again i say dôdôda trial great waves at the highway love (ta'atilah) your leader if the war rages then there is a defend 1) educational value do not be jealous and envy allahu allah allahurabbi lindônganneubriekeubandumhamba neubrieaneuklônbèklénadengki mubèknairisabésyèdara.23 meaning allahu allah allahurabbi that gives protection to all his servants give allah to my children, do not be jealous do not get jealous of your brothers. 3. the values of social education 1) jakkutimangbungongpadé, beujroh pi é oh rayekgata tutoebeujrohbèkrohsingké, bandumsaré ta meusyèdara meaning weigh to weigh the flower of rice (nickname for his son) good morals when you grow up courteous words do not offend people 22 siti hawa, the house wife , interview at payabili, lhokseumawe city,23fitri asmarni, singer of syairpeuratebaneuk and teacher of art of smk negeri i keumala,pidie, interview at gampong titeu, pidie, janury 21, 2017. nurhayati 161 everyone is a brother 4. the values of education of worship 1) laãilaãhaillallah nabiyullah pang ulèdonya watèrayekmudaseudang ta sembahyangpujoerabbana.24 meaning there is no god but allah the prophet of allah the leader of the world big time young mighty do prayer praise rabbana based on the above findings it is clear that the material presented and sung by some perpetrators of the heirs of islamic education values through the tradition of peuratéb aneuk in aceh in addition to the scope of tawhid education, as for the material about moral education and so forth. this material is affirmed by the board of maa kabupaten bireuen who said the content of poems used in passing islamic values through the oral tradition of peuratéb aneuk that the peuratéb aneuk contains the values of educational materials, especially tauhid education which is the first step to instill aqidah to children starting early or since in a swing that sung asthma allah by a mother, because tauhid sentence is the foundation of child's soul development. in addition, peuratéb aneuk can soothe the soul of the child and train the listener's senses for the sianak, and in this poem of peuratéb aneuk contains the message of struggle, and visible connection of the poem with the souls of the people of aceh who spirit to fight to defend the country. conclusion the process of inheriting the values of islamic education through the oral tradition of peuratebaneuk in aceh was done through several channels: first through family, community and government, a. through the family, parents pass on: 1). in children; by singing the perurateb poem while putting the child to sleep in 24joel pase, artist of aceh, interview at gampong lancang garam, lhokseumawe city ondecember 15, 2016 the inheritance of islamic education velues through oral tradition of peuratebaneuk in aceh 162 a swing. 2). in the next generation (children who have grown) by way of performances (methods of habituation) tradition peuratebaneuk hereditary. b. through the community; by creating and singing acehnese songs about peukanebaneuk by artists, and reciting the poems of peuratebaneuk on community activities in the villages, following the races. c. the state through legislative can give rise to regulations or qanuns that encourage the preservation and inheritance of islamic education values. furthermore, through the executive, especially the education office, the ministry of religion, the campus through researches, the office of women empowerment and child protection, aceh adat council. finally, through the judicial organs, the state can act to protect every effort that destroys the local tradition of goodness and is the medium of inheritance of islamic education in aceh. second; the perpetrators of the inheritance of the values of islamic education through the oral tradition of peuratebaneuk are: a. family members, namely: 1). mothers, mothers as the first teacher for children can provide education directly to children by playing lyrics of oral traditions of peuratepaneuk. 2). father, the father is responsible for teaching, introducing, socializing and carrying out the oral tradition of peukanepaneuk so that his children in addition to getting prayer from their family also get education through culture. 3). brother / brother who has a responsibility to himself and his younger siblings. 4). statesman, actor from statesman: legislative member, head of information field either in the region of first level or high ii. 5). the next actor is the head of the office of religious affairs (kua), it is expected that the kua can also introduce, socialize, and require both brides to inherit the islamic values through the oral tradition of peukanebaneuk. 6). the next actor of the aceh adad council (maa), may introduce, disseminate and apply the oral tradition of peukanebaneuk through regularly scheduled events or festivals. 7). the next actor is the research lecturers who have the responsibility to fulfill the obligations of tri dharma perguruantinggi. through the researchers are expected to conduct research on traditions-tardisi that exist in the community.. the last actor is the culturalists who helped introduce the poems of peuratepaneuk through traditional songs. third; the steps (method) inheritance of islamic education values through oral peurateb ore tradition are: a. steps taken by the state include: establishing patent tardisi peerage aneuk as the original culture of the people of aceh, scheduling periodically the festival of peurateb traditions aneuk, incorporated in the school nurhayati 163 curriculum as a matter of local content. b. the steps taken by the community, by following the activities of the festival and carry out the oral tradition of peukanebaneuk every child lull.c. the steps taken by the family is by putting the child to sleep by chanting the lyrics of the peukanebaneuk that begins with the utterance bismillahirrahmanirrahim or begins with the name of allah. the next method is the position of the baby / child is in the left hand while the right hand is on the back of the baby while clapping hands (diapers). at the same time the mother said krueseumangat in the hope the baby does not jerk (surprised) when will put her to sleep. furthermore, parents look at the baby with a sense of affection and affection while chanting lyrics of peuratebaneukwith a beautiful strains of beautiful again. fourth; the material in the inheritance of the values of islamic education through the oral tradition of peuratebaneuk namely: a. aqidah: which includes faith in the angels of god, faith in the messenger of god, faith in the book of god, faith in the day of the end, faith in qadha and qadar, b. morals, which include morals to the mother / father, morals against teachers, morals do not envy and jealousy, morals do not be arrogant, morals against leaders, c. worship; which includes praying, fasting, zakat worship, pilgrimage, d. social, which includes silaturrahmi, charity e. the struggle that includes studying, defending religion, and defending the country, refernces bakar, a. dkk. (1985). kamus bahasa aceh indonesia (jakarta: pusat pembinaan dan pengembangan bahasa departemen pendidikan dan kebudayaan finnegan, r. (1992).oral traditions and the verbal arts. new york: routledge haron, d. (2008). analisis data penelitian tradisi lisan kelantan. dalam metodologi kajian tradisi lisan, (pudentia, ed.). jakarta: asosiasi tradisi lisan hutomo, s. h. (1991). mutiara yang terlupakan: pengantar studi sastra lisan. surabaya: hiski komisariat jawa timur. pudentia mpss (ed.) (1999).metodologi kajian tradisi lisan. jakarta: yayasanobor indonesia dan yayasan asosiasi tradisi lisan. pudentia, (2008). hakikat kelisanan dalam tradisi lisan melayu mak yong.depok: fakultas ilmu pengetahuan budaya universitas indonesia the inheritance of islamic education velues through oral tradition of peuratebaneuk in aceh 164 regar, h. b. dkk. (2012). nilai-nilai religius dalam novel hafalan shalat delisa karyatere-liye. jurnal bahasa dan sastra, vol 1, no 1 (2012), http://ejournal.unp. ac.id/index.php/ibs/article/view/474. diakses: 3 agustus 2016 sibarani, r. (2012). kearifan lokal (hakikat, perandanmetodetradisilisan. jakarta: asosiasitradisilisan. vansina, j. (1973). oral tradition as history. amerika: the university of winconsin press ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020010411 vol. 4, no. 1, 2020 page: 136 151 the effect of motivation, teaching and learning process facilities, and the discipline on the teachers’ performance in the state senior high school (sman) 1 julok, east aceh regency hanafiah faculty of education and teachers training, samudra university, langsa hanafiah1969.mpd@gmail.com hartutik faculty of education and teachers training, samudra university, langsa hartutik@unsam.ac.id sukirno faculty of education and teachers training, samudra university, langsa sukirno@unsam.ac.id abstract. this study aims to find out how the influence of each of the motivational variables, teaching and learning facilities, and discipline on the performance of teachers in sma n 1 julok, east aceh regency. this research uses quantitative methods using statistical data analysis. data collection techniques in this study used a questionnaireaire. the results showed: (1) because tcount (x1) = 4.648 while ttable = 1.684 then tcount> ttable, the hypothesis was accepted and the sign value was 0,000 <0.05 and a regression equation model y = 11.388 + 0.594 x1 + 0.128 was obtained. so, there is a significant influence between motivation on teacher performance in julok state 1 high school, east aceh regency. (2). because the value of tcount (x2) = 0.250 while ttable = 1.684 then tcount <ttable, the hypothesis is accepted and the sign value is 0.804> 0.05 and a regression equation model y = 11.338 + 0.032x2 + 0.127 is obtained. therefore, there is no significant influence between the teaching and learning process facilities on the performance of teachers in the state high school 1 julok, east aceh regency. (3). because the value of tcount (x3) = 0.417 while ttable = 1.684 then tcount <ttable, the hypothesis is accepted and the sign value is 0.679> 0.05 and a regression equation model y = 11.388 + 0.64x3 + 0.154 is obtained. thus, there is no significant influence between discipline on the performance of teachers in the state high school 1 julok, east aceh regency. (4). because the value of fthitung = 19.530 while ftable = 2.84 then fcount> ftable, the hypothesis is accepted and the value of sig. 0,000 <0.05 and the regression equation model y = 11.389 + 0.594 x1 + 0.032 x2 + 0.064 x3 + 4.496 is obtained. therefore, it can be concluded that there is a significant influence between motivation, teaching and learning process facilities, and discipline on teacher performance in the julok state high school 1 east aceh regency. keywords: motivation, teaching and learning process facilities, discipline, teacher work, sman 1 julok, east aceh regency. mailto:hanafiah1969.mpd@gmail.com mailto:hartutik@unsam.ac.id mailto:sukirno@unsam.ac.id the effect of motivation, teaching and learning process facilities, and the discipline on the teachers’ performance in the state senior high school (sman) 1 julok, east aceh regency doi: 10.30575/2017/ijlres-2020010411 137 introduction there are several phenomena that researchers can observe in the middle school (sma) 1 julok east aceh regency, such as the classroom not all use fans, the lighting in the classroom is still lacking light, the level of class cleanliness is also less of a concern. in addition to learning facilities that still need attention, the professional attitude of the teachers also shows that there are still teachers who teach by dictating, or leaving the classroom by giving notes to students. teacher competencies in state high schools (sma) 1 julok, east aceh regency have not fully met the criteria as required by professional teacher requirements. therefore, the government held a teacher certification program by requiring teachers to have a minimum education qualification of s1 in accordance with their respective fields apart from that the discipline factor is also one of the other factors that can improve performance. according to soejono (2007: 172), "discipline is the most important function of operative management of human resources because the better the discipline of the employee or teacher, the better the performance. without good discipline, it is difficult for organizations to achieve optimal results. discipline must be upheld in a school organization, because without the support of good teacher discipline, it is difficult to realize its objectives ". from the initial research that the author carried out at the state high school (sma) 1 julok, east aceh regency, that in reality there were teachers who were still lacking discipline, it was seen from the arrival of teachers to school not on time, in teaching there were teachers who only gave assignments after that it was just left unattended. what happens if a school does not enforce work discipline, there will be many teachers who often play truant and do not obey the rules in the school. so that it will affect student learning outcomes. teachers who are not disciplined will make students become lazy in learning so that in the future it will make student learning achievements be decreased. apart from that the level of teacher income as a civil servant is inadequate so the teacher's motivation to teach is less than optimal. then the facilities hanafiah, hartutik, sukirmo 138 at the school still need improvement so that teachers and students are motivated in the teaching and learning process. a teacher must be able to carry out school rules or regulations properly, because the rules that apply are rules in the provisions that must be obeyed by anyone for the smooth process of education in the school. based on the background of the problem above, the authors are interested in conducting research on: "the effect of motivation, teaching and learning process facilities, and discipline on the teachers’ performance in state senior high schools (sman) 1 julok, east aceh regency". literature review motivation motivation can simply be interpreted as "motivating" which implicitly means that the leadership of an organization is in the midst of his subordinates, thus can provide guidance, instruction, advice and correction if necessary (siagian, 2005: 129). while other opinions say that motivation is the desire found in an individual who is stimulating to take action. (winardi, 2002: 321). motivation is the impulse that exists in man that causes him to do something (wursanto, 2007: 132). from the various opinions above, it can be concluded that motivation is an impetus / power that arises from oneself, without coercion from anyone to do a job. the facilities of teaching and learning process many factors affect learning, one of them is learning facilities. although learning facilities are only a small part of the factors that influence learning, their existence cannot be ignored. because, without the learning facilities teaching and learning activities (kbm) will not be carried out properly in accordance with the expected goals. learning facilities are very much needed in formal teaching and learning activities which generally take place at school. when talking about learning facility issues and before discussing more about learning facilities, it is necessary to know in advance the the effect of motivation, teaching and learning process facilities, and the discipline on the teachers’ performance in the state senior high school (sman) 1 julok, east aceh regency doi: 10.30575/2017/ijlres-2020010411 139 definition or understanding of learning facilities. sanusi (2005: 44) states that, learning facilities are the completeness of learning that schools must have. pidarta (2002: 14) divides learning facilities into two types, namely: facilities and infrastructure. furthermore pidarta (2002: 15) revealed the definition of facilities is everything that is directly related to students and supports the smooth and successful learning process of students which includes learning media, learning tools, school supplies, and others. while infrastructure is everything that is not directly related to students, but can support the smooth and successful learning process of students which includes the path to school, school lighting, restrooms and so forth. educational facilities are all things that are used by educators in the implementation of education. discipline on the working discipline is the attitude of a person / group of people who always want to follow / obey all the rules / decisions set (m. sinungan, 2000: 135). work discipline is a mental attitude that is reflected in the actions or behavior of a person, community groups in the form of obedience (obedience) to the rules, norms that apply in society (siagian 1996: 145). types of work discipline are including: a. self-discipline b. command dicipline (gr. terry, 2003: 218). discipline refers to patterns of behavior with the following characteristics: a. there is a strong desire to carry out fully what has become the norm, ethics, and applicable rules b. controlled behavior c. there is obedience to find out whether there is a work discipline of a teacher / teacher can be seen from: a. teachers / teachers' compliance with applicable regulations, including timely and responsibility for their work. hanafiah, hartutik, sukirmo 140 b. work according to existing procedures c. good maintenance of school facilities and equipment there are three types of disciplinary activities: a. preventive discipline is an activity that encourages teachers to follow various standards and rules, so that abuse can be prevented. the main objective of this activity is to encourage self-discipline among teachers. in this way the teachers / teachers work sincerely, not because of coercion by management. b. corrective discipline is an activity taken to deal with violations committed by teachers / teachers against applicable regulations and to prevent further violations. corrective activity is often in the form of punishment and is called disciplinary action. for example, with a suspension of the teacher. c. progressive discipline is the act of giving severe penalties for repeated violations. examples of progressive disciplinary actions include: a) verbal reprimand by the employer b) written warning c) suspension from work for several days d) lowered rank e) fired. teachers’ performance teacher performance or teaching achievement is the result achieved by the teacher in carrying out the tasks assigned to him based on skills, then experience and excellence as well as the use of time. teacher performance will be good if the teacher has carried out elements which consist of high loyalty and commitment in the teaching task. teacher performance can be seen from the extent to which the teacher carries out his duties in an orderly and responsible manner, the ability to move and motivate students to learn and cooperate with other teachers. the teacher's performance as a real behavioral device is shown by the teacher when giving lessons to his students. in this study, teacher performance in teaching and the effect of motivation, teaching and learning process facilities, and the discipline on the teachers’ performance in the state senior high school (sman) 1 julok, east aceh regency doi: 10.30575/2017/ijlres-2020010411 141 learning is the result of teaching or achievement. teacher performance is not only in the teaching and learning process, but more broadly includes the rights and authority of the teacher owned. however, the teaching and learning process is seen as a position where all teacher performance is accommodated in it. methodology in this study the dependent variable is teacher performance (y) and the independent variables are motivation (x1), pbm facilities (x2) and discipline (x3). data collection techniques in this study used a research instrument in the form of a questionnaire / questionnaire. each item on the instrument uses a likert scale that has been modified with five alternative choices, namely option a (always), option b (often), option c (sometimes), option d (rarely), and option e (never). the score for each positive statement is 5,4,3,2,1, while the score for each negative statement is 1,2,3,4,5. the instrument trials in this case were carried out to determine the validity and reliability. test the validity and reliability in this study using the spss 23.0 program for windows or microsoft excel. data analysis techniques in this study used several methods. for testing the first and second hypotheses using simple linear regression. simple linear regression is based on the functional or causal relationship of an independent variable with a dependent variable. simple linear regression test results in this study using the spss 23.0 for windows program. findings and discussion validity and reliability based on the results of the calculation of the validity test that has been done, it can be stated that for 10 items about the motivational variable (x1), all are valid, out of 10 items about the teaching and learning process variable (x2) 8 items are declared valid and 2 items are declared not valid namely questions number 8 and number 10, and from 10 items about the variable of discipline (x3) all of which are declared valid, and from 10 hanafiah, hartutik, sukirmo 142 items about the variable of teacher performance (y) there are 1 question that is invalid ie questions number 9 and 9 items the other is declared valid. from the results of the reliability test calculation, it can be seen that the results of the reliability calculation with the alpha correlation coefficient (r11) that is equal to 0.90353047 then interpreted the correlation coefficient. so that it is in the coefficient interval 0,800 1,000 with a very high level of relationship. thus it can be concluded that the questionnaire instrument is very reliable. normality test table 4.1 test of normality tests of normality kolmogorov-smirnova statistic df sig. shapiro-wilk statistic df sig. x1 x2 x3 y ,204 44 ,000 ,879 44 ,000 ,191 44 ,000 ,832 44 ,000 ,212 44 ,000 ,874 44 ,000 ,208 44 ,000 ,784 44 ,000 a. lilliefors significance correction based on table 4.1, normality testing is conducted with kolmogorov-smirnov and shapiro-wilk for each motivational variable (x1), teaching and learning process facilities (x2), and discipline (x3) and teacher performance (y) obtained a significance value of 0,000. this means that the significance value is smaller than 0.005, it can be concluded that the data is not normally distributed. therefore it will affect the processing of further data, non-parametric statistics are used. the effect of motivation, teaching and learning process facilities, and the discipline on the teachers’ performance in the state senior high school (sman) 1 julok, east aceh regency doi: 10.30575/2017/ijlres-2020010411 143 linearity test linearity test in this research is a prerequisite before linear regression test. table 4.2 anova table anova table sum of square df mean square f sign. x1 * y between groups (combined) 291,299 9 32,367 9,918 ,000 linearity 236,619 1 236,619 72,510 ,000 deviation from linearity 54,680 8 6,835 2,095 ,064 within groups 110,951 34 3,263 total 402,250 43 x2 * y between groups (combined) 362,140 9 40,238 5,941 ,000 linearity 195,881 1 195,881 28,920 ,000 deviation from linearity 166,258 8 20,782 3,068 ,010 within groups 230,292 34 6,773 total 592,432 43 x3 * y between groups (combined) 227,980 9 25,331 4,632 ,000 linearity 142,859 1 142,859 26,124 ,000 deviation from linearity 85,121 8 10,640 1,946 ,085 within groups 185,929 34 5,469 total 413,909 43 based on table 4.2, the linearity test results in this study can be interpreted as follows: 1. from the spss output between the motivation variable (x1) and the teacher performance variable (y), a significance value of 0.064 ≥ 0.05 is obtained, so it can be concluded that there is a significantly linear relationship between the motivation variable (x1) and the teacher performance variable (y). in the distribution table, the value of f0.05 with df 8.34 was found ftable = 2.23 while the calculated fcount was 2.095. thus the value of fcount ≤ ftable, it can be concluded that there is a significantly linear relationship between the motivation variable (x1) and the criterion variable (y). 2. from the spss output between teaching and learning process facility variables (x2) and teacher performance variables (y), a significance value of 0.10 ≥ 0.05 is obtained, so it can be concluded that there is a significant linear relationship between teaching and learning facility facilities variables (x1) with teacher performance variables (y). hanafiah, hartutik, sukirmo 144 in the distribution table, the value of f0.05 with df 8.34 is found ftable = 2.23 while the fcount value is 3.068. thus the value of fcount ≥ ftable, it can be concluded that there is no significant linear relationship between the variables of teaching and learning process facilities (x2) with the criterion variable (y). 3. from the spss output between the discipline variable (x3) and the teacher performance variable (y), a significance value of 0.85 ≥ 0.05 is obtained, so it can be concluded that there is a significantly linear relationship between the discipline variable (x3) and the teacher performance variable (y) ). in the distribution table, the value of f0.05 with df 8.34 is found ftable = 2.23 while the fcount value is 1.946. thus the value of fcount ≤ ftable, it can be concluded that there is a significantly linear relationship between the disciplinary variable (x3) and the criterion variable (y). multicollinearity test table 4.3 correlations based on table 4.3 in the correlation table shows the results of the analysis of intercorrelation between independent variables marked by the pearson correlation coefficient. in this case the spss output can be seen in the crossing between independent variables. the results of the correlation between the independent variables x1 with x2 amounted to r = 0.688. the correlation between the independent variables x1 and x3 is r = 0.697. the results of the correlation between the independent variables x2 with x3 = 0.803. because each of these values is ≤ 0.8, multicollinearity symptoms are not detected. the effect of motivation, teaching and learning process facilities, and the discipline on the teachers’ performance in the state senior high school (sman) 1 julok, east aceh regency doi: 10.30575/2017/ijlres-2020010411 145 next we will make sure by looking at other ways of detection of multicollinearity, which is based on the standard error value and the partial regression coefficient beta. table 4.4 coefficientª based on table 4.4 in the coefficient table it can be seen that the standard error value is less than one, namely x1 = 0.128 and x2 = 0.127 and x3 = 0.154 where all three are less than one. and the beta coefficient value is also less than one where x1 = 0.684 and x2 = 0.044 and x3 = 0.075. then it can be said that the standard error value is low and multicollinearity is not detected. next, look at the upper and lowerbound confidence interval values to determine whether it is wide or narrow. in the coefficient table above, that the value of the narrow range, namely at x1 = 0.468 to 2.137. whereas at x2 = 0,323 up to 3,096 and at x3 = 0,315 up to 3,175. because of its narrow range, multicollinearity is not detected. in the same table above as a result of the linear regression test there are vif and tolerance values. both of these are strong indications for inferring the phenomenon of interrelation of independent variables. from the test results in table 4.4 it can be seen that the vif and tolerance value is less than 10 and or the tolerance value is more than 0.01 so it can be concluded that there is no multicollinearity problem. hanafiah, hartutik, sukirmo 146 furthermore, look at the values of collinearity diagnostics in the table below: tabel 4.5 collinierity diagnosticsª in the collinearity diagnostics table above as a result of the linear regression test, we also note the eigenvalue and condition index values. from table 4.5, the eigenvalue value is 0.01 = 0.01, although collinearity diagnostics is 60,949, which is more than 30. overall, the conclusion of the multicollinearity test in this study is that there is no multicollinearity problem based on the assumptions of the vif and tolerance values which are strong indications for inferring the phenomenon whether or not the interrelation of independent variables occurs. so the test results in this study are said to be reliable or reliable. then the partial regression coefficient is said to be reliable and robust or immune to changes that occur in other variables in the multiple regression model. data analysis test regression test regression test results can be seen in table 4.6 below: tabel 4.6 model summary based on table 4.6, the r value which is a symbol of the correlation coefficient value is obtained. the correlation value is 0.771. this value can be interpreted that the relationship between the four research variables is in the strong category. tabel 4.7 anovaª the effect of motivation, teaching and learning process facilities, and the discipline on the teachers’ performance in the state senior high school (sman) 1 julok, east aceh regency doi: 10.30575/2017/ijlres-2020010411 147 based on table 4.7, the table can be seen the level of significance or linearity of the regression. the criteria can be determined based on the f test or the significance value test (sig.). in this study conducted by sig. test, with the provisions, if the sig. <0.05, then the regression model is linear, and vice versa. based on table 4.7, the sig. = 0,000 which means <significant criteria (0.05), thus the regression equation model based on research data is significant, meaning that the linear regression model meets the linearity criteria. tabel 4.8 coefficientsª based on table 4.8 the regression equation model is obtained through constant coefficients and variable coefficients in the unstandardized coefficients column b. based on this table the regression equation models are obtained: (1) y = 11,389 + 0.594 x1 + 0.032 x2 + 0.064 x3 + 4.496. (2) y = 11,389 + 0,594 x1 + 0,128. (3). y = 11,389 + 0.032 x2 + 0.127. (4) y = 11,389 + 0,64 x3 + 0,154 hanafiah, hartutik, sukirmo 148 ttest tabel 4.9 coefficientsª based on table 4.9 obtained: 1. tcount (x1) = 4,648 while table = 1,684. thus, tcount> ttable = hypothesis is accepted so that it can be concluded that there is a significant influence between the independent variable / motivation (x1) on the dependent variable / teacher performance (y) partially. it is known that the sign value is 0,000 <0.05, then (x1) on the significant influence on the dependent variable / teacher performance (y). 2. tcount (x2) = 0,250 while table = 1,684. thus, tcount <ttable = hypothesis is rejected so that it can be concluded that there is no significant effect between the independent variables / teaching and learning process facilities (x2) on the dependent variable / teacher performance (y) partially. sign value is 0.804> 0.05, so the independent variables / teaching and learning process facilities (x2) do not affect the dependent variable / teacher performance (y) 3. tcount (x3) = 0.417 while table = 1.684. thus, tcount <ttable = hypothesis is rejected so it can be concluded that there is no significant influence between the independent variable / discipline (x2) on the dependent variable / teacher performance (y) partially. sign value is 0.679> 0.05, then the independent variable / discipline (x3) does not affect the dependent variable / teacher performance (y). the effect of motivation, teaching and learning process facilities, and the discipline on the teachers’ performance in the state senior high school (sman) 1 julok, east aceh regency doi: 10.30575/2017/ijlres-2020010411 149 tabel 4.10 model summary through table 4.10 also obtained the value of r square or the coefficient of determination (kd) which shows how good the regression model is formed by the interaction of independent variables and dependent variables. the kd value obtained is 59.4% which can be interpreted that the motivation independent variable (x1), teaching and learning process facilities (x2), discipline (x3) have a contribution of 59.4% to the teacher performance variable (y) and 40, the other 6% is influenced by other factors outside the variables x1, x2, x3. ftest tabel 4.11 anovaª based on table 4.11 obtained fthitung = 19.530 while ftable = 2.84. thus, fcount> ftable = hypothesis is accepted so that it can be concluded that there is a significant influence between the independent variables / motivation (x1) teaching and learning process facilities (x2) and discipline (x3) on the dependent variable of teacher performance (y) simultaneously. from table 4.11 it can be seen the value of sig. 0,000 <0.05, the independent variable / motivation (x1) teaching and learning process facilities (x2) and discipline (x3) significantly influence the dependent variable / teacher performance (y). thus if motivation (x1) teaching and learning process facilities (x2) and discipline (x3) if tested together will have a significant effect on teacher performance (y). hanafiah, hartutik, sukirmo 150 conclusion based on the results of the study it can be concluded that: 1. 5.1.1. tcount (x1) = 4.648 while ttable = 1.684 then tcount> ttable = hypothesis is accepted and the sign value is 0.000 <0.05 and a regression equation model y = 11.389 + 0.594x1 + 0.128 is obtained. thus there is a significant influence between motivation on teacher performance in julok state 1 high school, east aceh regency. 5.1.2 tcount (x2) = 0.250 while ttable = 1.684 then tcount <ttable = hypothesis is accepted and sign value is 0.804> 0.05 and a regression equation model y = 11.338 + 0.032x2 + 0.127 is obtained. thus there is no significant influence between the teaching and learning process facilities on the performance of teachers in the state high school 1 julok, east aceh regency. 5.1.3 tcount (x3) = 0.417 while ttable = 1.684 then tcount <ttable = hypothesis is accepted and sign value 0.679> 0.05 and the regression equation model y = 11.338 + 0.64x3 + 0.154 is obtained. thus there is no significant influence between discipline on the performance of teachers in the state high school 1 julok, east aceh regency 2. 5.1.4. fcount = 19.530 while ftable = 2.84 then fcount> ftable = hypothesis accepted and sig. 0,000 <0.05 and the regression equation model y = 11.389 + 0.594 x1 + 0.032 x2 + 0.064 x3 + 4.496 is obtained. thus it can be concluded that there is a significant influence between motivation, teaching and learning process facilities, and discipline on teacher performance in the julok state high school 1 east aceh regency. bibiliography gr. terry. 2003. pengembangan sumber daya manusia. yogyakarta : liberty. hani handoko. 2000. manajemen sumber daya manusia. jakarta : ghalia indonesia. kaplan, robert m., and denis p saccuzzo. 2003.phychological testing (principles, aplication, and issues), 3rd edition books. california : cole publishing company. malayu sp. hasibuan. 2006. organisasi dan motivasi dasar peningkatan produktifitas. bandung : bina aksara. the effect of motivation, teaching and learning process facilities, and the discipline on the teachers’ performance in the state senior high school (sman) 1 julok, east aceh regency doi: 10.30575/2017/ijlres-2020010411 151 __________. 2001. manajemen ; dasar, pengertian dan masalah. jakarta : rineka cipta. muchdarsyah sinungan. 2000. produktifitas, apa dan bagaimana. jakarta : bumi aksara. moch. m. as’ad. 2005. psikologi industri. jakarta : liberty. saifuddin azwar, 2007. relabilitas dan validitas. pustaka pelajar offset, yogyakarta. sondang p. siagian. 2005. organisasi kepemipinan perilaku administrasi. jakarta : gunung agung. __________. 2006. fungsi-fungsi manajerial. jakarta : bumi aksara. sudjana. 2006. metode statistika. bandung : tarsito. suharsimi arikunto. 2006. prosedur penelitian suatu pendekatan praktek. jakarta : rineka cipta. soejono. 2007. sistem dan prosedur kerja. jakarta : bumi aksara. sugiyono. 2004. statistika untuk penelitian. bandung : alfabeta. susilo martoyo. 2002. manajemen sumber daya manusia. jakarta : bpfe. sutrisno hadi. 2005. metodologi penelitian. jakarta : rajawali. triton pb. 2005. paradigma baru manajemen sumber daya manusia. yogyakarta : tugu. ______________. 2006.spss 13.00 terapan riset statistik parametrik. yogyakarta : penerbit andi. winardi. 2000. kepemimpinan dalam manajemen. jakarta : rineka cipta. wursanto. 2007. manajemen keguruan. yogyakarta : kanisius. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020050806 vol. 4, no. 2, 2020 page: 261 275 261 madrasah headmaster communication in improving learning quality at madrasah tsanawiyah negeri 2 medan syafaruddin professor at the state islamic university of sumatera utara medan syafaruddin@uinsu.ac.id nurika khalila daulay senior lecturer at the state islamic university of sunatera utara medan nurikakhalila@uinsu.ac.id muhammad syarif harahap posgraduate student, state islamic university of sumatera utara medan muhammadsyarif@gmail.com abstract. the purpose of this study are: 1) to find out the programs delivered by madrasah heads to educators in improving the quality of learning at madrasah tsanawiyah negeri 2 medan, 2) to find out the communication between madrasah heads and with the curriculum representative in improving the quality of learning at madrasah tsanawiyah negeri 2 medan, 3) to find out the communication between madrasah principals and educators in improving the quality of learning at madrasah tsanawiyah negeri 2 medan. this is qualitative research by using a phenomenological approach. the research findings show that the head of madrasah does carry out communication with the teachers and staff of madrasah leaders in improving the quality of learning at madrasah tsanawiyah negeri 2 medan. whereas the form of communication carried out by the madrasa head with the educators and leadership staff through internal communication using two forms; first, the head of the madrasah carries out downward communication that is the communication that comes from the madrasah’s head to the educators and leadership staff. second, the headmaster also carries out upward communication, which is the communication that comes from the educators and leadership staff to the headmaster. keywords: head of madrasa, communication, learning quality improvement introduction madrasah tsanawiyah negeri 2 medan is one of the state madrasas which currently includes the choice of parents to continue their education. that is because the increase in learning in the madrasa has increased very rapidly. based on a statement explained by a student sitting in class ix that the increase in learning in madrassas increased significantly, that the learning system was collaborated with practical means. ie every mailto:syafaruddin@uinsu.ac.id mailto:nurikakhalila@uinsu.ac.id mailto:muhammadsyarif@gmail.com syafaruddin, nurika khalila, muhammad syarif harahap 262 student is facilitated with various infrastructure facilities to increase their abilities. as for some of the facilities that are owned by madrasas in developing the improvement of the quality of learning in madrasas, namely: (1) lab. language; (2) lab. religious skills; (3) lab. math & natural sciences; and (4) lab. computer. some achievements in the field of academics that have been obtained by students at madrasah tsanawiyah negeri 2 medan as a form of improving the quality of learning in madrasas, namely: (1) auk champion (capability test event) medan city level; (2) 2nd place winner in science & mathematics, (3) 3rd place winner in mts olympiad in north sumatra in 2007; (4) champion ii 2014 national level ksm physics in makassar. and all these things cannot be separated from the role of a leader or headmaster in communicating to teachers or teacher communication to students. it was also expressed by these students that the teacher always interacts with students gently or kindly. then at mtsn 2 medan to mention the teacher's mother or father's call was replaced by the father and mother's call, this was implemented in order to build a better emotional attitude between an educator and an educated person. thus the interaction between students and educators is like a parent and child, there are no obstacles to communicating properly if there are problems in the learning process. not only that this madrasa also always schedules every teacher to always discuss with teachers who are allied in the subject by facilitating for these teachers the teacher's subject meeting room (mgmp). some of these things can not be separated from the competent head of madrasa communication so that madrasah tsanawiyah negeri 2 medan until now has become one of the favorite schools in the city of medan. as is known in a success there must be the most influential person in it, in this case the headmaster of mtsn 2 medan, madrasa is the most influential person in supporting the success achieved at madrasah tsanawiyah negeri 2 medan. departing from the reality that researchers observed above and based on the theoretical foundation that researchers collected, so researchers conducted an in-depth study of improving the quality of learning, among others allegedly influenced by the madrasah headmaster communication in improving learning quality at madrasah tsanawiyah negeri 2 medan doi: 10.30575/2017/ijlres-2020050806 263 communication of a madrasa leader or headmaster so that researchers conducted research under the title "communication of madrasah headmaster in improvement quality of learning at madrasah tsanawiyah negeri 2 medan ". literature review basic concepts of communication according to suranto a.w (2010: 2) the term communication has a meaning that is derived from the latin communicare which means to notify. the word then develops in english communication, which means the process of exchanging information, concepts, ideas, ideas, feelings, etc. between two or more people. whereas the understanding of communication in terms of syafaruddin and asrul (2004: 340) confirms that communication means the process of delivering a statement by one person to another person. the intended communication here is human communication or in a foreign language, human communication. communication contains certain goals which are done verbally, face to face, or through the media. the communication process is how the communicator conveys a message to the communicant, so that it can create a meaning equation between the communicant and the communicator. harold d. lasswell in cangara (2011: 59) argues that the communication functions include 1) humans can control their environment, 2) adapt their environment, and 3) transform social inheritance to the next generation". sudarwan danim and suparno (2009: 19-20) also explained that the elements in communication are inseparable parts. if one of the elements in communication does not exist then that communication will not occur. communication when interpreted broadly is not just an exchange of news or messages, but is interpreted as an individual or group activity exchanging information, data, facts and ideas. based on this description it can be concluded that the communication function is related and invites others to understand and comprehend what is to be conveyed in achieving goals. communication skills are needed in working with others both through verbal and non verbal communication. the understanding organizational and organizational communication dimock in tangkilisan (2005: 132) defines the organization as follows: syafaruddin, nurika khalila, muhammad syarif harahap 264 "organization is the systematic bringing together of interdependent parts to form a whole through which authority, coordination and control may be exercised to achieve a given purpose." organization is a systematic integration of interdependent parts related to form a unified unity through the authority of coordination and supervision in achieving goals that have been determined. meanwhile raymond e. miles (1975: 9) sets limits on the organization as follows: ".... an organization is nothing more than a collection of people groups gathering around a technology which is operated to transform inputs from its environment into marketable goods or services. " ... the organization is no more than a group of people gathered together around a technology used for change inputs from the environment into goods or services which can be marketed. from this simple definition, it can be found that there are various factors that can cause organizations, namely people, cooperation, and certain goals. according to liliweri (2007: 22) organizational communication is interpersonal communication or group communication that is impersonal (or structured communication) carried out by individuals or groups / work units in one organization. while goldhaber himself in arni muhammad (2005: 67) gives the definition of organizational communication as follows: "organizational communications is the process of creating and exchanging messages within a network of interdependent relationships to cope with environmental uncertainty ". in indonesian it means; organizational communication is the process of creating and exchanging messages in a network of interdependent relationships to overcome uncertain or ever-changing environments. the nature of learning and learning henry clay lingren and newtin suter in the book ramayulis (2002: 336) explain learning, namely defining with relatively permanent changes in the form of behavior that occurs because of experience. the same opinion by james w. vander zanden, in the book ramayulis (2002: 336) says that learning is a change in behavior that is relatively madrasah headmaster communication in improving learning quality at madrasah tsanawiyah negeri 2 medan doi: 10.30575/2017/ijlres-2020050806 265 permanent or changes in ability because of experience. a process that is obtained from the relatively stable addition that occurs in the behavior of individuals who interact with the environment. some opinions of experts about the notion of learning, syaiful sagala (2005: 61) defines learning is to teach students to use the principles of education and learning theory which is the main determinant of the success of learning education which is a two-way communication process. teaching is done by the teacher as an educator, while learning is carried out by students. meanwhile, according to oemar hamalik in ramayulis (2002: 339) learning is a combination that is composed including human elements, material facilities, equipment and procedures that influence each other to achieve learning objectives. oemar hamalik (2004: 57) suggests three formulations that are considered more advanced, namely: learning is an effort to organize the environment to create learning conditions for students; learning is an effort to prepare students to become good citizens; learning is a process of helping students deal with people's daily lives. foundation of learning in the learning process educators facilitate their students with a variety of materials. this material will be mastered, internalized, and practiced by students. so that learning objectives can be effectively achieved, the right methods and approaches are needed, a conducive environment, and learning media tools that can support learning. to determine the achievement of learning objectives an evaluation is needed. eko triyanto (2013: 226-238) emphasized in educational technology journals that in essence the learning process is a communication process that is the process of delivering messages from the message source through certain channels / media to the recipient of the message (students). the message delivered is in the form of learning material that is in the curriculum. the source of the message can be the teacher, students, others or the author of the book and the channel is a learning medium. in other words, learning is an effort made by the teacher to make the learning process occur in students. the main characteristic of learning is the interaction between students and their learning syafaruddin, nurika khalila, muhammad syarif harahap 266 environment both with teachers, their friends, learning media and other learning resources. concept of quality quality has a definition that varies from conventional to more strategic. conventional definitions of quality usually describe the direct characteristics of a product such as: performance, reliability, ease of use, esthetic and so on. the definition of a strategy of quality is something that is able to meet the desires or needs of customers (meeting the needs of customers) (gasperz, 2005: 4). in iso 8402 (quality vocabulary) gasperz (2005: 5) quality is defined as the totality of the characteristics of a product that supports its ability to satisfy specified or specified needs. quality is often interpreted as customer satisfaction or conformance to the needs or requirements (conformance to the requirements). here the product can be tangible, intangible or a combination of both. whereas dessler (2003: 261) defines quality as the totality of appearance and characteristics of a product or service that is related to its ability to meet the needs sought. in other words, quality measures how well a product or service meets the needs of its customers. methodology in this study, researchers took the location of the study as a place to obtain data and information at madrasah tsanawiyah negeri 2 medan. as for the selection of this place because this location is very appropriate to do research in accordance with the title of the researcher and in accordance with the conditions experienced by the school. this type of research used by researchers in this study is the type of qualitative research. by using a phenomenological approach that is qualitative research related to the research process and understanding based on methodologies that investigate social phenomena and human problems. in this study the source of the data was taken from the results of observations, interviews, and documentation from parties related to this research. interviews conducted by researchers totaled 7 (seven) people including the headmaster madrasah headmaster communication in improving learning quality at madrasah tsanawiyah negeri 2 medan doi: 10.30575/2017/ijlres-2020050806 267 of madrasas, curriculum representatives and teachers. data analysis techniques by milles and huberman in sugiyono: data reduction, data presentation and conclusions. while the data validity techniques by lincoln and guba in moleong: credibility, transferability, dependability, and confirmability. findings and discussion communication of madrasah headmaster to the staff from the research findings, the researcher can explain that the communication established by madrasah headmaster with the leadership staff includes various things including communication in terms of conveying the program, rules and policies that will be applied to the leadership staff, in this case the madrasa head conveys the program, rules and policies to them with direct communication. direct communication is carried out by the head of madrasa with the management staff through two forms of communication, first is direct communication through scheduled meetings, second is direct communication face to face (individual). viewed from the scope, communication that occurs within the school or madrasah environment belongs to organizational communication as expressed by liliweri (2007: 22) about organizational communication is interpersonal communication or group communication that is impersonal (or structured communication) carried out by individuals or groups / work units in one organization. brennan (1984: 155) also revealed that internal communication is an effort made in conveying messages, ideas, ideas and other information can occur in context vertically, horizontally, or diagonally in an organization. whereas external communication is communication between leaders or members of the organization with audiences outside the organization. organizational design must allow communication in four different directions down, up, horizontal and diagonal. these four directions of communication are the framework of communication in the body of the organization. curriculum representative is a stake holder who also has a role or role in promoting and improving the quality of learning in madrasah tsanawiyah negeri 2 medan. the headmaster of madrasas includes curriculum representatives in determining programs, policies and syafaruddin, nurika khalila, muhammad syarif harahap 268 rules that are conveyed in regular scheduled meetings and unscheduled meetings held at the madrasah tsanawiyah negeri 2 medan, the headmaster also asks for input or suggestions with representatives of the field of curriculum regarding policies, programs and rules the. this is done by the madrasa head who realizes that the representative of the curriculum is a very important part in the process of improving the quality of learning in madrasas. based on the description above, the researcher can conclude that the communication established by the madrasa head is direct communication between the madrasa head and the private representative of the curriculum through scheduled and unscheduled meetings, the madrasa head also asks for ideas or input from representatives of the curriculum. this is done by the madrasa head because he realizes that representatives of the curriculum have the same role and function in improving the quality of learning in madrasas while enhancing teacher professionalism, therefore the madrasa head also embraces the representative of the curriculum through communication that he builds with the representative of the curriculum in order to be able work together in improving the quality of madrasah learning and increasing the professionalism of teachers at madrasah tsanawiyah negeri 2 medan. communication of madrasah headmaster to the education personnel madrasah tsanawiyah negeri 2 medan is one of the well-known educational institutions and is one of the favorite schools that until now is still consistently maintaining stability and trying to improve the quality of learning in madrasas. the strategy definition of quality is something that is able to meet the desires or needs of customers (meeting the needs of customers) (gasperz, 2005: 4). in maintaining the stability of the quality of learning as well as efforts to improve the quality of learning in madrasas, as a madrasa headmaster, he still maintains programs that have previously been run by building facilities as supporting infrastructure in the learning process in improving the quality of learning. madrasah headmaster communication in improving learning quality at madrasah tsanawiyah negeri 2 medan doi: 10.30575/2017/ijlres-2020050806 269 syaiful sagala (2005: 61) defines learning is to teach students to use the principles of education and learning theory which is the main determinant of the success of educational learning which is a two-way communication process. teaching is done by the teacher as an educator, while learning is carried out by students. as a madrasa that is loved by many students who want to continue their education, the stakeholders must be able to prepare, improve and maintain positive things in the learning process at the madrasa. ramayulis (2002: 341-358) emphasizes the principles of learning, namely: 1) activities. 2) motivation principle. 3) principle of individuality. 4) principle of personnel. 5) principle of prehistory. 6) habitual principle. 7) correlation principle 8) principle of interest and attention. student development as for the development carried out by the madrasa in the form of activities that encourage to improve the quality of learning in the madrasa, there are non-academic and academic activities, routine activities, spontaneous activities, programmed activities and exemplary activities. non-academic activities are religious and artistic activities, sports activities, scout activities. while academic activities are activities that are attended by students to prepare superior students and are activities that support the process of improving the quality of learning at madrasah tsanawiyah negeri 2 medan. routine activities are activities that are carried out regularly and continuously at school. the goal is to get students used to doing things well. spontaneous activities are activities carried out without being limited by time, place and space. programmed activities are activities that are carried out in stages adapted to the educational calendar or a predetermined schedule. familiarizing this activity means getting students and school personnel active syafaruddin, nurika khalila, muhammad syarif harahap 270 in carrying out school activities in accordance with their abilities and fields. exemplary activities are activities in the form of daily behavior that can be used as examples. teacher self development to improve competence in the quality of learning and educate students, the head of the madrasah tsanawiyah negeri 2 medan in collaboration with curriculum representatives made various efforts by involving the council of teachers in upgrading, workshops, training and mgmp (deliberation of subject teachers) organized by several parties. development of facilities and infrastructure oemar hamalik in ramayulis (2002: 339) learning is a combination composed including human elements, facilities materials, equipment and procedures that influence each other to achieve learning objectives. facilities and infrastructure of an educational institution, absolutely necessary because it is a very important support in the implementation of teaching and learning. therefore, the development of infrastructure facilities carried out by the madrasa is related to the process of improving the quality of learning in madrasas such as laboratories, classrooms, library rooms, miniature kaaba, and mosques. based on the description above, the researcher can conclude that madrasah tsanawiyah negeri 2 medan is one of the institutions that prepares educators and students to be able to face challenges in the world of education by providing both (educators and students) development activities for themselves through the facilities provided by the madrasah. madrasah headmaster communication in improving learning quality at madrasah tsanawiyah negeri 2 medan doi: 10.30575/2017/ijlres-2020050806 271 madrasah headmaster communication to educators the communication is carried out by the madrasah headmaster with the teachers at madrasah tsanaeiyah negeri 2 medan, where the head madrasah communicates with the teachers through any momentum, either through scheduled meetings or through small talks with the teacher while on break, not only limited to the head of the madrasa also maximize communication with the council of teachers on big day activities. communication is needed to coordinate and direct the activities of subordinates to organizational goals and organizational goals. besides communication is also a means to unite the direction and views and thoughts between leaders and subordinates. with the communication of subordinates can obtain information and clear instructions so as not to cause doubts and misunderstandings which will ultimately affect the effectiveness of teacher work. judging from the scope, the communication that occurs between the headmaster and teachers in the school or madrasah environment is the same as that which is also carried out by the headmaster and staff leadership, which is classified as organizational communication. programs, policies and rules using words both oral and written. arni muhammad (2005: 4-5) says communication is defined as the exchange of verbal and nonverbal messages between the sender and the recipient of the message to change behavior. the same thing was also stated by suranto a.w (2005: 16) communication is a process of sending messages or symbols that contain the meaning of a communicator to the communicant with a specific purpose. although one-way communication is faster, in the work performance process, teachers must prioritize two-way communication, because two-way communication will be able to improve the ability and performance of teachers so as to show their professionalism. in order for internal communication to work well in the teacher's work process, a madrasa leader or head should communicate with a clear mind and use words that are easily understood by the teacher, good emotion when the madrasa head conveys a decision on the teacher's performance, namely by saying thank love. syafaruddin, nurika khalila, muhammad syarif harahap 272 furthermore, the most effective and most frequently used method by the leadership is the use of combination channels tends to provide the best results. in other words, to convey information to teachers appropriately. the combination of written and oral channels gives the best results. sending messages using more than one channel seems excessive but this can actually ensure that the message will always be remembered by subordinates. another thing is the head of madrasa in conveying messages both in the form of policies and rules to teachers both in meetings and at recess (leisure time) invites teachers to ask questions and ask for input so that what is conveyed in the form of policies and rules can be clearly accepted by the teacher, this shows that the madrasa head conducts 2 (two) communications; first communication down (dawnword communication) is the communication made by the headmaster to the teacher and second, communication upward (upward communication) is the communication made by the teacher to the headmaster. arni muhammad (2005: 67) says that organizational communication is the sending and receiving of information in complex organizations. included in this field are internal communication, human relations, managerial union relations, downward communication or communication from superiors to subordinates, upward communication or communication from subordinates to superiors, horizontal communication or communication from people of the same level or level in the organization, communication skills and speaking, listening, writing, and evaluating communication programs. in line with this gibson (1993: 28), put forward the pattern of communication in organizations, namely: a. downward communication (communication to the bottom) downward communication flows from the top level individuals in the hierarchy to the people at the bottom level. the most common forms of downward communication are work instructions, official memos, policy statements, procedures, manuals, and company publications. madrasah headmaster communication in improving learning quality at madrasah tsanawiyah negeri 2 medan doi: 10.30575/2017/ijlres-2020050806 273 b. upward communication (above) upward communication flows from the lower level to the top level of the organization. the communicator is at the bottom level of the organization, while the recipient is at the top level. some of the most common top communication streams are suggestion boxes, group meetings, and appeals procedures. c. horizontal communication horizontal communication flows across various functions in the organization. this form of communication needs to be done to coordinate and integrate various organizational functions. horizontal communication for example, communication between departments within an organization. d. diagonal communication cross-diagonal communication crosses functions and levels in the organization, and is important in situations where members cannot communicate through upward, downward, or horizontal channels upward communication helps subordinates overcome their work problems and strengthen their involvement in these tasks and organizations. based on the description above, the researcher can conclude that the implementation of communication carried out by the madrasa head with educators in improving the quality of learning is through organizational communication, namely through internal communication through regular meetings conducted by the madrasa head with educators and also conducting interpersonal communication ie the madrasa head carries out deep communication with people at rest (leisure time). for this reason, when a person wants to be a good leader, he must first have the ability and readiness to communicate with existing teachers. in this case, it is necessary for the carefulness of a madrasa headmaster to combine these two channels, namely through writing and oral in conveying information and rules that will be applied, so that the information and rules conveyed can be understood and accepted by these teachers, so as to increase teacher professionalism. in carrying out the duties and functions of teachers at madrasah tsanawiyah negeri 2 medan. syafaruddin, nurika khalila, muhammad syarif harahap 274 conclusion implementation of madrasa head communication with leadership staff in improving the quality of learning at madrasah tsanawiyah negeri 2 medan through regular and scheduled meetings, by asking for advice or providing input from representatives of the curriculum. that is because madrasah headmaster understands the role and functions of the curriculum representative in the implementation of learning. all of this is done by the headmaster of madrasas because the representatives of the curriculum field have very important roles and functions in improving the quality of learning in the madrasas. the communication between the headmaster of the madrasa and the education staff in improving the quality of learning at madrasah tsanawiyah negeri 2 medan through scheduled and unscheduled meetings. through programs implemented by students and educators, they play an important role in improving the quality of learning in madrasah tsanawiyah negeri 2 medan and are beneficial for the individual. the improvement programs for students are in the form of non-academic and academic activities, routine activities, spontaneous activities, programmed activities and exemplary activities. while the activities programmed to educators as one of the enhancements in the quality of learning in madrassas are upgrading, workshops, training and mgmp (subject teachers' consultation) held by several parties. furthermore, the development that supports these activities is in the field of infrastructure, the stakeholders always try to complete the facilities to support the programs carried out by students and educators. the implementation of madrasah head communication with educators in improving the quality of learning at madrasah tsanawiyah negeri 2 medan there are 2 (two) forms of communication namely; first the headmaster goes downward (downward communication) that is the communication from the headmaster to the educators where the headmaster directly communicates with the teachers when delivering information, learning programs and policies. the two madrasa principals also carry out upward communication, which is the communication that comes from the madrasah headmaster communication in improving learning quality at madrasah tsanawiyah negeri 2 medan doi: 10.30575/2017/ijlres-2020050806 275 educators to the madrasa head, in this case the madrasa opens up opportunities for communication to educators through scheduled meetings, besides that the madrasa head maximizes communication with educators at rest (if they have free time). this was done so as not to feel awkward in conveying the ude or the constraints faced and it was easy to develop competence to improve the quality of learning at madrasah. bibiliography asrul, and syafaruddin. education supervision management, bandung: the media library cita. 2004. a. w, suranto. interpersonal communication, yogyakarta: graha ilmu. 2010. a. w, suranto. office communication, first printing, yogyakarta: media discourse. 2005. dessler, gary. human resource management. translations of eli tanya, jakarta: pt. index, 2003. e. mulyasa. school based management, concept, strategy and implementation, bandung: rosdakarya youth. 1984. gasperz, vincent. total quality management. jakarta: gramedia. 2005. guba, egon g. criteria for assessing the trustworthiness of naturalisticinquiries, dalam ectj review paper, vol.29, no.2 tahun 2012. ivansenvich, gibson & donelly. organization and management, jakarta: erlangga. 1993. miles, raymond e. theories of management: implications for organisational behaviour and development, new york : mcgraw hill inc. 1975. muhammad, arni. communication organization, jakarta: bumi aksara. 2005. oemar, hamalik. teacher education based on competency, jakarta: pt bumi aksara. 2004. ramayulis. science of islamic education. jakarta: kalam mulia. 2002. rosdianti, sri r. leadership of the principal in the management of teacher performance and quality improvement of learning: a descriptive study of private vocational high school in bandung (journal of educational studies, 3 (1) june, 2013. a. concepts and meanings of learning, bandung: alfabexta. 2005. sallis, edward. total quality management for education. terjemahan ahmad aliriyadi, yogyakarta: ircisod. 2010. sinclair and hatton. the motivation in school, sidney: allen & unwin. 1988. nasution. effectiveness of education policy, jakarta: rineka cipta. 2008. tangkilisan, hassel nogi s. public management, jakarta: pt gramedia widiasarana indonesia. 2005. andy. the role of headmaster in the use of learning media as an effort to improve the quality of learning process (journal of education technology, vol 1 no. 2), 2013. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020050804 vol. 4, no. 2, 2020 page: 235 248 235 the influenced factors on the syphilis disease infection matter on the man productive age in the teladan public health center medan period of january – september 2019 liana rosa faculty of community health, universitas sumatera utara-indonesia lianarosahrp@gmail.com rahayu lubis faculty of community health, universitas sumatera utara-indonesia rahayulubis@usu.ac.id heru santosa faculty of community health, universitas sumatera utara-indonesia herusantosa@usu.ac.id abstract. syphilis is an sti that is caused by treponema pallidum, mainly transmitted through sexual contact. men of childbearing age (25-49 years) are at high risk of contracting syphilis due to sexual activity. the purpose of this study was to analyze the factors that influence the occurrence of syphilis in men of productive age. this research is an observational analytic study with case control design. the study was conducted at the medan exemplary health center. the study population was all vct clinic visitors from january 2019 to september 2019. the number of case samples was 59 people, and control samples were 59. data analysis used univariate analysis, bivariate analysis with chi-square, and multivariate analysis using multiple logistic regression tests. the results showed that the factors that influenced syphilis were syphilis history (p = 0.013), condom use (p = 0.012), and number of sexual partners (p = 0.003), while education variables (p = 0.222), injecting drug use (p = 0.585) and the sex of the spouse has no effect. the most dominant variable influencing the occurrence of syphilis in men of productive age (25-49 years) in puskesmas teladan medan is the history of syphilis / sti. men of childbearing age who have a history of syphilis / sti have a 15.6 times higher chance of developing syphilis compared to men with no history of syphilis / sti. it is recommended to the medan exemplary health center to provide health education through counseling about syphilis and ways to prevent it. keywords: syphilis, male, productive age introduction based on data from the medan exemplary health center that over the past 3 years the percentage of male syphilis sufferers aged 25-49 years compared to the number of mailto:lianarosahrp@gmail.com mailto:rahayulubis@usu.ac.id mailto:herusantosa@usu.ac.id liana rosa, rahayu lubis, heru santosa 236 visits has increased. in 2017 there were 1,389 visits with 60 syphilis sufferers (4.3 percent). in 2018 there were 650 visits with 49 syphilis sufferers (7.5 percent). in 2019 (january-september 2019 period) there were 428 visits with 59 syphilis sufferers (13.8 percent) (puskesmas teladan, 2019b) syphilis is a sexually transmitted infection (sti) that is still a global problem. many adults are infected due to this disease. syphilis not only causes morbidity, but also can cause mortality for sufferers (emerson, 2009). pregnant women suffering from syphilis can transmit congenital syphilis which can cause congenital abnormalities and death (djuanda, 2017). if syphilis is left alone without treatment, syphilis sufferers will experience serious health problems. literature review the influenced factors of syphilis disease age. age is one of the important variables in influencing a person's sexual activity so that in conducting sexual activity an older person has more consideration than an immature person (azwar, 2015). the statistical body divides the age of the population as follows: age <1 year, age 1-14 years, age 15-19 years, age 20-24 years, age 25-49 years, age> 50 years. the age range of 25-49 years is the productive age (central statistics agency, 2018). adisthanaya research in the skin and gender polyclinic of the sexually transmitted infection sub division of sanglah hospital that syphilis patients who came under the age of 15 years was 0 percent, based on data from the cdc, the incidence of syphilis patients who came under the age of 15 was very low. in this study, it was found that ages 15 to 24 were 34.3 percent, whereas for ages 25 to 49 the highest percentage of syphilis patients was 60 percent (adisthanaya, 2016). level of education. education is an effort of persuasion or learning to the community, so that people want to take actions (practices) to maintain and overcome problems, and improve their health. changes or actions to maintain and improve health produced by health education are based on knowledge and awareness through the influenced factors of the syphilis disease infection matter on the man productive age in the teladan public health center medan period of january – september 2019 doi: 10.30575/2017/ijlres-2020050804 237 the learning process, so that the behavior is expected to last long (long lasting) and permanent (lasting), because it is based on awareness. from some of the definitions of education above it can be concluded that education is a persuasive effort undertaken. learning process, the higher a person's education the easier the person is to receive information. use of condoms. latex condoms offer protection against syphilis transmission when used consistently and correctly but using a condom must completely cover the ulcer or condyloma of the latum. but the effectiveness of condoms is reduced when individuals experience an increased amount of sexual exposure, especially for diseases such as syphilis that can be transmitted through skin-to-skin contact (stoltey & cohen, 2015). injecting drug use. injecting drug use is considered to have contributed to an increased risk of stis such as syphilis and hiv, especially increasing the risk of unprotected sex. this was stated in the hiv / aids study in the transvestite population in southeast asia conducted by who in 2010 (riono, 2008). number of sexual partners. many sexual partners and partner choice are believed to increase the risk of sexually transmitted diseases (stds). research joffe et al. (1992) show that there is a strong relationship between the number of sexual partners and stis such as syphilis. women with five or more sexual partners are 8 times more likely to report having an sti than those who only have one partner, even after adjusting for age at first sexual intercourse (opportunity). sex partners. syphilis is still widespread throughout the world, with increasing numbers among men who have sex with men (stoltey & cohen, 2015). transmission of sexually transmitted infections accounts for the majority of new cases of syphilis. the possibility of transmission of syphilis in sexual relations depends on many factors, including the frequency of sex, sex of the sexual partner (ie penis-vagina, penis-anal or penis-oral), the stage of syphilis in sexual partners, and the vulnerability of sexual partners (gray et al. , 2011). liana rosa, rahayu lubis, heru santosa 238 the factors that influence syphilis in productive age males in this study use a modification of the theory that is considered the most suitable, namely the modification of the theory of transmission of the transmissible disease concept "r. beaglehole ", bonita et al (2006) in basic epidemiology. based on previous research that age, education, history of syphilis / sti, condom use, injecting drug use, number of sexual partners, sex of sexual partners influences the incidence of syphilis in productive age men (ages 25-49 years). the theoretical framework for this research is described as follows: figure 1: theoretical framework (modified from the theory concept of transmission of communicable diseases "r. beaglehole" (bonita, beaglehole, & kjellstrom, 2006) methodology this type of research is an observational analytic study with a case control design. case control design is an analytical study that analyzes causal relationships using inverse logic, which determines the disease (outcome) first then identifies the cause (risk factors). the reason for using this design is because it is a case-control study that evaluates the relationship between disease exposure by comparing case groups and control groups based on their exposure status. the approach used is a retrospective age gender of sexual pattern condom uses injection drug uses education syphilis history / ims infection vulnerable host syphilis invasion of the body through the surface of intact skin and into the blood germ touching treoponema pallidum syphilis risk factor syphilis occurred mechanism jumlah mitra/pasangan seksual the influenced factors of the syphilis disease infection matter on the man productive age in the teladan public health center medan period of january – september 2019 doi: 10.30575/2017/ijlres-2020050804 239 approach in which to see past causal factors for current events (hastono, 2016). in this study, men of productive age as sufferers of syphilis were cases and men of productive age were not patients of syphilis as controls. findings and discussion univariate analysis age. the age calculation of respondents was obtained from the average age of 36 years with the lowest age of 25 years and the highest age of 49 years, the majority of respondents in the case group aged> 36 years were 32 people (54.2%), as well as respondents in the control group aged> 36 years as many as 31 people (52.5%). table 1. age frequency distribution of respondents by age in medan exemplary puskesmas period january 2019-september 2019 (n = 118) no age syphilis (cases) nonsyphilis (control) n=59 %(100) n=59 %(100) 1. 2. <36 years >36 years 27 32 45,8 54,2 28 31 47,5 52,5 education. based on the level of education, the majority of respondents in the case group with high education (sma / pt) were 48 people (81.4%), as well as in the majority control group with high education (sma / pt) as many as 57 people (96.6%). table 2. distribution of respondents frequency based on education in medan exemplary health centers in the january 2019-september 2019 period (n = 118) no education syphilis (cases) nonsyphilis (control) n=59 %(100) n=59 %(100) 1. 2. low (sd/smp) high (sma/pt) 11 48 18,6 81,4 02 57 03,4 96,6 history of syphilis in the case group and control group. based on the results of the study showed that in the case group respondents, most of them had no history of syphilis as many as 47 people (79.7%), a small proportion there was a history of syphilis as many as 12 people (20.3%). likewise, the majority of respondents in the control group did not have a history of syphilis as many as 58 people (98.3%), a small proportion there was a history of syphilis as much as 1 person (1.7%). liana rosa, rahayu lubis, heru santosa 240 table 3. distribution of respondents based on history of syphilis in medan exemplary health centers january 2019-september 2019 (n = 118) no. the history of syphilis syphilis (cases) non syphilis (control) f % f % 1. exist 12 20,3 01 01,7 2. non-exist 47 79,7 58 98,3 amount 59 100,0 59 100,0 use of condoms in the case and control groups. based on the results of the study showed that in the case group respondents, most routinely used condoms as many as 33 people (55.9%), a small portion rarely used condoms as many as 26 people (44.1%). likewise, respondents in the control group mostly routinely used condoms as many as 56 people (94.9%), a small number rarely used condoms as much as 3 people (5.1%). table 4. distribution of respondents based on condom use in medan exemplary health centers in the january 2019-september 2019 period (n = 118) no. condom uses syphilis (cases) nonsyphilis (control) f % f % 1. routine 33 55,9 56 94,9 2. rarely 26 44,1 3 5,1 amount 59 100,0 59 100,0 injecting drug use in the case and control groups. based on the results of the study showed that in the case group respondents, the majority did not use injecting drugs as many as 39 people (66.1%), a small proportion used injecting drugs as many as 20 people (33.9%). likewise, the majority of respondents in the control group did not use injecting drugs as many as 51 people (86.4%), a small proportion used injecting drugs as many as 8 people (13.6%). table 5. distribution of respondents based on injecting drug use in medan exemplary health centers in the january 2019-september 2019 period (n = 118) no. injecting drug use syphilis (cases) nonsyphilis (control) f % f % 1. yes 20 33,9 8 13,6 2. not 39 66,1 51 86,4 amount 59 100,0 59 100,0 the influenced factors of the syphilis disease infection matter on the man productive age in the teladan public health center medan period of january – september 2019 doi: 10.30575/2017/ijlres-2020050804 241 number of sexual partners in the case and control groups. based on the results of the study showed that the case group respondents, most of the number of sexual partners ≥1 people as many as 30 people (50.8%), a small number of sexual partners 1 person as many as 29 people (49.2%). likewise, respondents in the control group were mostly sexual partners with 1 person (55.2%), a small proportion of sexual partners ≥1 were 4 people (6.8%). table 6. distribution of respondents by number of sexual couples in medan exemplary health centers in the january 2019-september 2019 period (n = 118) no. number of sexual partners syphilis (cases) non syphilis (control) f % f % 1. 1 person 29 49,2 55 93,2 2. ≥1 person 30 50,8 04 06,8 amount 59 100,0 59 100,0 bivariate analysis effect of age on the occurrence of syphilis in men of childbearing age. the results showed that in the control group with age <36 years were 28 people (23.7%) while those aged> 36 years were 31 people (26.3%). case group with age <36 years were 27 people (22.9%), while those aged> 36 years were 32 people (27.1%). table 7. effect of age on the occurrence of syphilis in productive age men in medan exemplary health center period january september 2019 no ages syphilis desease p-value or (ci95%) syphilis (cases) no syphilis (control) f % f % 1 <36 27 22,9 28 23,7 1,000 0,934 (0,453-1,926) 2 >36 32 27,1 31 26,3 amount 59 50,0 59 50,0 the influence of education on the occurrence of syphilis in men of childbearing age. the results showed that in the control group with low education (sd / smp) as many as 2 people (1.7%) while higher education (sma / pt) as many as 57 people (48.3%). the case group with low education (sd / smp) was 11 people (9.3%), while the higher education (sma / pt) was 48 people (40.7%). liana rosa, rahayu lubis, heru santosa 242 table 8. effects of education on the occurrence of syphilis in productive age men in the period of january september 2019 no education syphilis disease pvalue or (ci95%) syphilis (cases) nonsyphilis (control) f % f % 1 low(sd/smp) 11 9,3 02 01,7 0,016 6,531 (1,380-30,920) 2 high (sma/pt) 48 40,7 57 48,3 amount 59 50,0 59 50,0 the influence of syphilis / sti history on syphilis in men of childbearing age. the results showed that in the case group there was a history of syphilis / sti as many as 12 people (10.2%), while those with no history of syphilis / sti as many as 47 people (39.8%). the control group with a history of syphilis / sti was 1 person (0.8%) while there was no history of syphilis / sti of 58 people (49.2%). table 9 ffects of history of syphilis / sti on the occurrence of syphilis in productive age men in the period of january september 2019 no the history of syphilis/ims sifilis disease pvalue or (ci95%) syphilis (cases) bukan syphilis (control) f % f % 1 exist 12 10,2 01 00,8 0,002 14,809 (1,858-118,055) 2 non-exist 47 39,8 58 49,2 amount 59 50,0 59 50,0 multivariate analysis to analyze the effect of the occurrence of syphilis simultaneously multivariate data analysis using multiple logistic regression tests (multiple logistic regression) through several steps: a. select potential variables to be included as model candidates. the variables chosen as candidates are variables that have significant value. b. in this modeling, the candidate variables are the variables that have p <0.25 in the bivariate analysis (chi-square test) which are entered together in multivariate analysis. the use of 0.25 statistical significance as a requirement in the influenced factors of the syphilis disease infection matter on the man productive age in the teladan public health center medan period of january – september 2019 doi: 10.30575/2017/ijlres-2020050804 243 multiple logistic regression tests to enable variables that are in fact substantially very important to be included in the multivariate model. c. based on the results of bivariate analysis, the variables that can be used as model candidates in the multiple logistic regression test in this study because they have a significant value <0.25 are 6 variables namely education (p = 0.016), history of syphilis (p = 0.002), condom use (p = 0.001), injecting drug use (p = 0.016), number of sexual partners (p = 0.001) and sex of sexual partners (p = 0.032). while the age variable (p = 1,000) does not include a model candidate because it has a significant value> 0.25. d. next, a multiple logistic regression test is carried out simultaneously with the forward conditional method to identify the variables that most influence the occurrence of syphilis in men of productive age. the forward conditional method is to enter the variables one by one from the results of the correlating variables and meet the statistical significance criteria to enter the model, until all the variables that meet the criteria are included in the model. the variables that enter the first time are the variables that have the largest partial correlation with the dependent variable and that meet certain criteria to be able to enter the model. the results of multiple logistic regression tests show that as many as 3 variables that influence the occurrence of syphilis in men of productive age are history of syphilis, condom use, and number of sexual partners. more can be seen in the following table. table 14 results of multiple logistic regression tests variable b sig. exp(b) 95%ci for exp(b) syphilis history/ims condom uses number of sexual pattern constanta 2,748 1,818 1,944 -1,021 0,013 0,012 0,003 0,001 15,616 6,158 6,990 1,790-46,200 1,483-25,565 1,972-24,773 liana rosa, rahayu lubis, heru santosa 244 the most influential variable in this study is the history of syphilis / sti variable which has a value of exp (b) / or = 15.616 meaning that men who have a history of syphilis / sti, have a chance of experiencing syphilis by 15.6 times higher than men men with no history of syphilis / sti. variable number of sexual partners has a value of exp (b) / or = 6.990 meaning that men who have a sexual partner> 1 person, have a chance of experiencing syphilis by 6.9 times higher than men who have a sexual partner of 1 person (wife ). the condom use variable has a value of exp (b) / or = 6.158 meaning that men who rarely use condoms, have a chance of experiencing syphilis by 6.1 times higher than men who routinely use condoms. based on the results of the multiple logistic regression tests also showed variables that did not affect the occurrence of syphilis because they had a significant value> 0.05 were educational variables (p = 0.222), injecting drug use (p = 0.585) and partner sex (p = 0.202 ). more can be seen in the following table 4.16. table 15 results of significant multiple logistic regression tests no. variable sig. (p-value) 1. 2. 3. education injectio drug uses gender of sexual patterns 0,222 0,585 0,202 conclusion based on the results of research conducted and presented in the previous chapter, it can be concluded as follows: 1. history of syphilis / sti, condom use, number of sexual partners influences the occurrence of syphilis in men of childbearing age (25-49 years old) in medan teladan health center for the period january 2019-september 2019. 2. age, education, injecting drug use, sex of sexual partners do not affect the occurrence of syphilis in men of productive age (25-49 years) in the medan health center in the period january 2019-september 2019. the influenced factors of the syphilis disease infection matter on the man productive age in the teladan public health center medan period of january – september 2019 doi: 10.30575/2017/ijlres-2020050804 245 the most dominant variable influencing the occurrence of syphilis in men of productive age (25-49 years) in the medan exemplary health center in the period january 2019-september 2019 is the history of syphilis / sti. men of childbearing age who have a history of syphilis / sti have a 15.6 times higher chance of developing syphilis compared to men with no history of syphilis / sti. bibiliography adisthanaya, s. 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(2017). epidemiologi infeksi menular seksual. in s. f. daili (ed.), infeksi menular seksual2 (edisi 5). jakarta: badan penerbit fk universitas indonesia. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020010413 vol. 4, no. 1, 2020 page: 164 – 179 164 the influence of consumer perception and brand image on the purchasing interest in killiney coffee shops among the young generation in medan riza fanny meutia department of magister management, universitas sumatera utara indonesia mutimutek@gmail.com sukaria sinulingga department of magister management, the universitas sumatera utara indonesia sukariasinulingga45j@gmail.com beby karina fawzeea department of magister management, universitas sumatera utara indonesia beby@usu.ac.id isfenti sadalia department of magister management, the university of sumatera utara indonesia isfenti@usu.ac.id abstract. this study aims to analyze the influence of consumer perception and brand image on buying interest in killiney coffee shops among the younger generation of medan city, both partially and simultaneously. furthermore, formulating appropriate policies and strategies to be implemented to improve the company. this research is categorized as a quantitative study with an associative method and using a questionnaire as a research instrument. the population in this study is the young generation aged 20-29 years who are in six outlets namely; killiney coffee shop tasbih, killiney coffee shop cemara asri, killiney coffee shop sun plaza, killiney coffee shop hermes mall, killieny coffee shop rs.usu, and killiney coffee shop rcw. the sampling technique uses a non-probability sampling method that is accidental sampling with a total sample of 90 customers. the method used for hypothesis testing in this study is the method of multiple linear regression. based on research that has been done, it is found that the elements of consumer perception of freshness, habitual facts, different flavor, and environment of shop simultaneously have a significant effect on buying interest in killiney coffee shop among the younger generation in medan. the killiney coffee shop brand image has three elements consisting of a memorable brand, an easily recognizable brand, and the brand reputation simultaneously has a significant effect on buying interest in the killiney coffee shop among the younger generation in medan. and buying interest consisting of attention, interest, expectation of desire, and action has a partial and significant influence on consumer perceptions and the brand image of killiney coffee shop among the younger generation in medan. keywords: consumer perception, brand image, purchase interest mailto:mutimutek@gmail.com mailto:sukariasinulingga45j@gmail.com mailto:beby@usu.ac.id mailto:isfenti@usu.ac.id the influence of consumer perception and brand image on the purchasing interest in killiney coffee shops among the young generation in medan doi: 10.30575/2017/ijlres-2020010413 165 introduction coffee brands which continue to emerge make many choices for coffee connoisseurs. this shows that domestic coffee consumption is an attractive market for those who can provide opportunities while at the same time showing a conducive condition for investing in the coffee industry. this opportunity is used by leading coffee companies in developing countries to open business opportunities in indonesia. one of them is coffee from singapore killiney coffee. offering a minimalist singapore-style coffee atmosphere by presenting 75% of singapore's specialty products such as pull tea, curie penang, hainan chicken, and other singapore products. one of killiney coffee's marketing strategies is to open many outlets in potential city spots such as malls, office and residential neighborhoods. in 2015 killiney coffee designed a special food truck to make it easier to reach customers such as attending car free day events, and other events. killiney coffee can also be ordered in large parties such as office events and weddings. killiney coffee brand has successfully entered the indonesian local market since 2006 until now. image killiney coffee is very attached to businessmen, women entrepreneurs, to students. killiney coffee shop has opened many outlets in various locations such as sun plaza, ringroad city walks, hermes mall, taman setia budi complex, cemara asri complex, and rs. usu it will be very interesting to study how the positioning of the killiney coffee brand as an overseas brand coffee among the younger generation, which killiney coffee shop outlets need to be evaluated, how to implement an effective marketing strategy in the digitalization era where killiney coffee is the top of mind among the generation young city of medan, whether the perceived consumer perception drives killiney coffee buying interest in the younger generation in medan, with the title effect of consumer perception and brand image on interest in purchasing killiney coffee shop in the young generation of medan city. literature review consumer perception according to mowen et all (2015) consumer perception is the process of individuals getting information, paying attention to information, and understanding it. according riza fanny meutia, sukaria sinulingga, beby karina fawzeea, isfenti sadalia 166 to aaker in permana et all (2014) consumer perceptions will involve things that are important to customers because each customer has different interests in a product or service. consumer perception is measured as a very important determinant in product selection (zenithal in kazmi 2012). according to munnukka (2008) perception is the first impression chosen by an individual and will be interpreted through information to form a meaningful picture of the world. it is believed that consumer perceptions affect the level of customer satisfaction, purchasing decisions that will be used by these customers. in conclusion, the higher the value perceived by the customer, the higher the customer's willingness to ultimately buy (chapman et al, 2014). the actual brand must be considered different by its customers (kotler and pfoertsch, 2006: 143). according to pauli and geistfield in kazmi (2012) consumer perceptions about place facilities and features will be influenced by format, product type, cultural value and shopping needs. brand image brand image is a set of beliefs, ideas, and impressions that a person has towards a brand (kotler and keller in negara et al, 2018). creating a positive brand image requires a marketing program that is unique, profitable, and focused so that consumers always remember it (keller, 2013: 77). according to kotler and keller (2016: 30) a strong brand image will develop superior products or services, ensure their availability, and support them with attractive communication and reliable performance. the conclusion of the theory is how a company must be able to create a positive brand image in order to be accepted in the market. one way is to go directly to the market to ask for criticism, suggestions, and desires that are needed by consumers. according to keller (2013: 72) brand image is a consumer's perception of a brand. this perception will later create consumer confidence in the brand, and make a reflection of the company, which will always be remembered by consumers. kotler in sukma et all (2016) states that brands have the following roles and uses: 1. brands facilitate the process of ordering and tracing products. 2. brands help organize inventory records and accounting records. the influence of consumer perception and brand image on the purchasing interest in killiney coffee shops among the young generation in medan doi: 10.30575/2017/ijlres-2020010413 167 3. brands offer legal protection for the characteristics of the unique product they have. 4. brands indicate a certain level of quality so that satisfied buyers will make repeat purchases (customer loyalty). 5. brands can be a useful tool for securing competitive advantage. according to rangkuti in sukma et all (2016) brand image is a group of brand associations that are formed and are embedded in the minds of consumers. based on the understanding of the brand image above, it can be concluded that the brand image is formed from perceptions that have long existed in the minds of consumers. purchase interest engel in irzandy et all (2017) argues that buying interest as a driving force or as an intrinsic motive that is able to encourage someone to pay attention spontaneously, naturally, easily, without coercion and selective on a product to then make a buying decision. according to schiffman and kanuk in maghfiroh et all (2016) suggested that interest is one of the psychological aspects that has a considerable influence on behavioral attitudes that can be interpreted as a happy attitude towards an object that makes individuals try to get the object by paying it with money or sacrifice. according to howard in durianto et all (2004: 44) interest is something related to the consumer's plan to buy a particular product and how many units of the product are needed in a certain period. it can be said that buying interest is the motivation collected from consumers to buy a product after knowing the quality of the product. meanwhile, to encourage buying interest, it is necessary to build confidence from consumers that the product will satisfy so that consumers have the desire to own the product by buying it. indicators of buying interest are factors that can indicate that there is motivation from potential customers to make a purchase. methodology research type this type of research used in this research is associative research. the approach in this research is cross sectional. according to sinulingga (2017) cross sectional, namely riza fanny meutia, sukaria sinulingga, beby karina fawzeea, isfenti sadalia 168 studying independent variables and dependent variables simultaneously at a certain time. research locations the study was conducted at the killiney coffee shop, namely killiney coffee shop tasbih, killiney coffee shop cemara asri, killiney coffee shop sun plaza, killiney coffee shop hermes mall, killieny coffee shop rs.usu, killiney coffee shop rcw. the influence of consumer perception and brand image on the purchasing interest in killiney coffee shops among the young generation in medan doi: 10.30575/2017/ijlres-2020010413 169 findings and discussion research instrument test results test validity a question item is said to be valid if the correlation value (r calculate) of the question item> 0.3 (r table). table 4.1 presents the results of the validity test for each question item on the questionnaire for the variables of consumer perception, brand image and buying interest. table 4.1. validity test of item questionnaire question on consumer perception variables question r count r table notes pk1 0.462 0.3 r count > r table (valid) pk2 0.378 0.3 r count > r table (valid) pk3 0.45 0.3 r count > r table (valid) pk4 0.514 0.3 r count > r table (valid) pk5 0.464 0.3 r count > r table (valid) pk6 0.37 0.3 r count > r table (valid) pk7 0.573 0.3 r count > r table (valid) pk8 0.5 0.3 r count > r table (valid) source: the result of statcal software processing source: the result of statcal software processing picture 4.2. validity test of item questionnaire question on consumer perception variables a question is said to be valid if the calculated r value> 0.3 (r table). it is known that all values of r count> 0.3 (r table). so it is concluded that all questions on the consumer perception variable are valid. riza fanny meutia, sukaria sinulingga, beby karina fawzeea, isfenti sadalia 170 table 4.4. validity test of item questionnaire question on variables brand image question r count r table notes bi1 0.343 0.3 r count > r table (valid) bi2 0.33 0.3 r count > r table (valid) bi3 0.448 0.3 r count > r table (valid) bi4 0.363 0.3 r count > r table (valid) bi5 0.343 0.3 r count > r table (valid) bi6 0.328 0.3 r count > r table (valid) source: the result of statcal software processing source: the result of statcal software processing picture 4.3. validity test of item questionnaire question on variables brand image a question is said to be valid if the calculated r value> 0.3 (r table). it is known that all values of r count> 0.3 (r table). so it was concluded that all questions on the brand image variable are valid. table 4.4 validity test of item questionnaire question on the purchase interest variable question r count r table notes mb1 0.426 0.3 r count > r table(valid) mb2 0.473 0.3 r count > r table(valid) mb3 0.388 0.3 r count > r table(valid) mb4 0.33 0.3 r count > r table(valid) mb5 0.379 0.3 r count > r table(valid) mb6 0.312 0.3 r count > r table(valid) mb7 0.359 0.3 r count > r table(valid) mb8 0.388 0.3 r count > r table(valid) source: the result of statcal software processing the influence of consumer perception and brand image on the purchasing interest in killiney coffee shops among the young generation in medan doi: 10.30575/2017/ijlres-2020010413 171 source: the result of statcal software processing picture 4.2.1.4 validity test of item questionnaire question on the buy interest variable a question is said to be valid if the calculated r value> 0.3 (r table). it is known that all values of r count> 0.3 (r table). so it is concluded that all questions on the buying interest variable are valid. reliability test the reliability test must be carried out only on questions that already have or meet the validity test, so if it does not meet the validity test requirements then it does not need to be continued for the reliability test. following are the results of the reliability test for valid question items. tabel 4.5. reliability test variable cronbach’s alpha limits of reliability notes consumer perception 0.760 0.6 reliable purchase interest 0.686 0.6 reliable brand image 0.626 0.6 reliable source: the result of statcal software processing if the cronbach’s alpha value is greater than 0.6, the research questionnaire is reliable. it is known that all cronbach’s alpha values are greater than 0.6, so the questionnaire has been reliable. normality test the normality test aims to test whether in the regression model, confounding or residual variables have a normal distribution. t and f tests assume that the residual riza fanny meutia, sukaria sinulingga, beby karina fawzeea, isfenti sadalia 172 value follows the normal distribution. in this study, the normality test for residuals uses the kolmogorov-smirnov test. the level of significance used α = 0.05. the basis for decision making is to look at the probability number p, with the following conditions. if the probability value is p ≥ 0.05, then the assumption of normality is fulfilled. if the probability is <0.05, then the assumption of normality is not fulfilled. table 4.6. normality test substructure i: consumer perception of brand image variable statistic of kolmogorov-smirnov (ks) p-value of ks n residual 0.063 0.799 104 source: the result of statcal software processing table 4.7. normality test substructure ii: consumer perceptions and brand image of buying interest variable statistic of kolmogorov-smirnov (ks) p-value of ks n residual 0.109 0.167 104 source: the result of statcal software processing based on the normality test results in table 4.11 and table 4.12, it is known that the p-value in the equation of substructure i is p = 0.799> 0.05 and the p-value in the equation of substructure ii is p = 0.167> 0.05. it is known that the p-value for equation i and sub-structure ii is greater than 0.05 so the normality assumption is fulfilled.uji multicollinearity to check whether multicollinearity occurs or not can be seen from the value of the variance inflation factor (vif). vif values of more than 10 indicated an independent variable occurred multicollinearity. table 4.8. uji multicollinearities variance inflation factor (vif) consumer perception (x) 1.474 brand image (m) 1.474 source: the result of statcal software processing the influence of consumer perception and brand image on the purchasing interest in killiney coffee shops among the young generation in medan doi: 10.30575/2017/ijlres-2020010413 173 based on the multicollinearity test results in table 4.13, it is known that the vif value of the consumer perception variable is 1.474 <10 and the vif value of the brand image variable is 1.474 <10. because all vif values <10, it is concluded that multicollinearity does not occur. heteroscedasticity test detection of the presence or absence of heteroscedasticity can be done using the breusch-pagan test. decision making criteria is if the p-value is> 0.05, then heteroscedasticity does not occur. table 4.14 and table 4.15 present the results of heteroscedasticity testing using the breusch-pagan test. table 4.9. heteroskedastisity test substructure i: consumer perception of brand image breusch-pagan test statistic of breusch-pagan 0.5201 degree of freedom 1 critical value of chi-square 3.8415 p-value 0.4708 source: the result of statcal software processing table 4.10 heteroskedastisitas test substructure ii: consumer perceptions and brand image of buying interest breusch-pagan test statistic of breusch-pagan 0.8483 degree of freedom 2 critical value of chi-square 5.9915 p-value 0.6543 source: the result of statcal software processing based on the results of heteroscedasticity testing using the breusch-pagan test in table 4.14 and table 4.15, it is known that the p-value for the substructure-i equation is 0.4708> 0.05 and the p-value for the ii-substructure equation is 0.6543> 0.05. it is known that all p-values are greater than 0.05, so there is no heteroscedasticity. descriptive statistical analysis then the correlation between variables is tested, namely the variables of consumer perception, brand image and buying interest. table 1 presents the results of correlation testing based on rcw outlets. riza fanny meutia, sukaria sinulingga, beby karina fawzeea, isfenti sadalia 174 table 4.18. correlation analysis based on the rcw outlet influence correlation test consumer perception and purchase interest r = 0.704 (p = 0.003 < 0.05, significatn) brand image and consumer perception r = 0.565 (p = 0.028 < 0.05, significant) brand image dan purchase interest r = 0.775 (p = 0.001 < 0.05, significant) source: the result of statcal software processing based on rcw outlets, it is known that the correlation value between consumers 'perceptions and buying interest is 0.704, with a value of p = 0.003 <0.05, so consumers' perceptions are significantly correlated with buying interest. it is known that the correlation value between consumer perception and brand image is 0.565, with a value of p = 0.028 <0.05, then it is concluded that consumer perception is significantly correlated to brand image. the correlation value between brand image and buying interest is 0.775, with a value of p = 0.001 <0.05, it is concluded that brand image has a significant correlation to buying interest. in this research, there are 3 aspects of brand image, that is, the brand is easy to remember, the brand is easily known and the brand's reputation. at killiney coffee shop, we can see in table 1 that brand image and buying interest have the highest significant at 0.775. respondents' assessment is caused by the large number of coffee brands that are around the second floor of rcw mall and have interesting facilities and places that affect buying interest. wifi is often interrupted, and food serving is slow so consumers have to wait quite a long time for the food to be ordered so that it affects consumers' perceptions. promoting products is very important for the company. like making billboards, giving vouchers to customers, and giving new product testers to customers is an interesting idea. table 4.19. correlation analysis based on sun plaza outlet influence correlation test consumer perception and purchase interest r = 0.891 (p = 0.000 < 0.05, significant) brand image and consumer perception r = 0.685 (p = 0.005 < 0.05, significant) brand image dan purchase interest r = 0.473 (p = 0.075 > 0.05, not significant) source: the result of statcal software processing based on sun plaza outlets, it is known that the correlation value between consumers 'perceptions and buying interest is 0.891, with a value of p = 0.000 <0.05, so it is concluded that consumers' perceptions correlate significantly to buying interest. it is known that the correlation value between consumer perception and brand image is the influence of consumer perception and brand image on the purchasing interest in killiney coffee shops among the young generation in medan doi: 10.30575/2017/ijlres-2020010413 175 0.685, with p = 0.005 <0.05, so it is concluded that consumer perception is significantly correlated to brand image. the correlation value between brand image and buying interest is 0.473, with a p value = 0.075> 0.05, so it is concluded that brand image has no significant correlation to buying interest. in this study there are aspects of customer perception, namely freshness, habitual fact, different flavor, and environment of shop. respondents' assessment is caused by the location of killiney coffee shop has a different layout so consumers who come tend to want to use a non-smoking area. 70% of consumers who choose the sun plaza killiney coffee shop are 30-50 years old. this proves the singapore-style killiney coffee brand turned out to be quite attractive to consumers to buy at an advanced age. killiney coffee shop as a singapore coffee brand that has distinctive features should be able to innovate new products according to current market tastes, which can attract millennial generation customers. table 4.20. correlation analysis based on hermes outlets influence correlation test consumer perception and purchase interest r = 0.656 (p = 0.008 < 0.05, significant) brand image and consumer perception r = 0.653 (p = 0.008 < 0.05, significant) brand image dan purchase interest r = 0.424 (p = 0.115 > 0.05, not significant) source: the result of statcal software processing based on hermes outlets, it is known that the correlation value between consumer perceptions and buying interest is 0.656, with a p value = 0.008 <0.05, so it is concluded that consumers' perceptions are significantly correlated to buying interest. it is known that the correlation value between consumer perception and brand image is 0.653, with p = 0.008 <0.05, so the consumer perception is significantly correlated to brand image. the correlation value between brand image and buying interest is 0.424, with a value of p = 0.115> 0.05, so it is concluded that brand image has no significant correlation to buying interest. in this study there are aspects of customer perception, namely freshness, habitual fact, different flavor, and environment of shop. in this study, hermine's killiney coffee shop outlet provides a non smoking area that only has 3 tables. according to this customer, it is considered not enough, because many customers want to be in the room. gilliney coffee shop hermes mall has only one more year to open its outlets. this is due to the hermes mall contract which is due in 2 years. riza fanny meutia, sukaria sinulingga, beby karina fawzeea, isfenti sadalia 176 table 4.21. correlation analysis based on the cemara asri outlet influence correlation test consumer perception and purchase interest r = 0.617 (p = 0.014 < 0.05, significant) brand image and consumer perception r = 0.273 (p = 0.325 > 0.05, not significant) brand image dan purchase interest r = 0.039 (p = 0.889 > 0.05, not significant) source: the result of statcal software processing based on the cemara asri outlet, it is known that the correlation value between consumer perceptions and buying interest is 0.617, with a value of p = 0.014 <0.05, so it is concluded that consumer perceptions have a significant correlation to buying interest. given the value of the correlation between consumer perception and brand image is 0.273, with a value of p = 0.325> 0.05, it is concluded that consumer perceptions do not significantly correlate to brand image. the correlation value between brand image and buying interest is 0.039, with a value of p = 0.889> 0.05, so it is concluded that brand image is not significantly correlated to buying interest. in this research, cemine asri's killiney coffee shop has a strategic place, which is located around a beautiful pine gas station. facilities offered at the cemine asri killiney coffee shop are smoking and non smoking areas. in non-smoking areas, cigarette smoke often occurs from incoming smoking areas. so it is quite disturbing to the customers. good layout greatly affects customer comfort. table 4.22. correlation analysis based on usu hospital outlets influence correlation test consumer perception and purchase interest r = -0.086 (p = 0.759 > 0.05, not significant) brand image and consumer perception r = 0.023 (p = 0.925 > 0.05, not significant) brand image dan purchase interest r = 0.524 (p = 0.045 < 0.05, significant) source: the result of statcal software processing based on the usu hospital outlets, it is known that the correlation between consumer perceptions and buying interest is -0.086, with p = 0.759> 0.05, so consumers' perceptions are not significantly correlated with buying interest. it is known that the correlation between consumer perception and brand image is 0.023, with a p value = 0.925> 0.05, so it is concluded that consumer perceptions do not significantly correlate to brand image. the correlation value between brand image and buying interest is 0.524, with a value of p = 0.045 <0.05, it is concluded that brand image has a significant the influence of consumer perception and brand image on the purchasing interest in killiney coffee shops among the young generation in medan doi: 10.30575/2017/ijlres-2020010413 177 correlation to buying interest. according to sukma et all (2016) states that the brand has a role and usability, namely; the brand makes it easy to process and order products. brands help organize inventory records and accounting records, brands offer legal protection for the characteristics of the uniqueness of the product they have, brands indicate a certain level of quality so that satisfied buyers will make repeat purchases (customer loyalty), and brands can be useful tools to secure competitive advantage . in the research of usu's killiney coffee shop outlet offers a little food menu, so customers have limited choices. adding menus is something the company can do. because competitors around usu are attractive enough that brand reputation can be a useful tool for securing competitive advantage. table 4.23. correlation analysis based on tasbih outlet influence correlation test consumer perception and purchase interest r = -0.417 (p = 0.122 > 0.05, not significant) brand image and consumer perception r = 0.296 (p = 0.283 > 0.05, not significant) brand image dan purchase interest r = -0.202 (p = 0.471 > 0.05, not significant) source: the result of statcal software processing based on tasbih outlets, it is known that the correlation value between consumers' perceptions and buying interest is -0.417, with a value of p = 0.122> 0.05. it is known that the correlation value between consumer perception and brand image is 0.296, with a value of p = 0.283> 0.05, so it is concluded that consumer perception does not correlate significantly with brand image. the correlation value between brand image and buying interest is -0.202, with a value of p = 0.471> 0.05, so it is concluded that brand image has no significant correlation to buying interest. in this research, there are 3 aspects of brand image, that is, the brand is easy to remember, the brand is easily known and the brand's reputation. killiney coffee shop tasbih is the largest outlet of the other killiney coffee shop. various facilities such as bells make it easy for customers to order food. this formed a very good consumer perception at the killiney coffee shop outlet. excellent wifi facilities, and an attractive coffee shop atmosphere make consumers very comfortable in the coffee shop. the variety of products offered is also diverse, so consumers have many choices is one strategy to increase buying interest. providing attractive promos or discounts for consumers who come more than 3 times a week, or provide packages riza fanny meutia, sukaria sinulingga, beby karina fawzeea, isfenti sadalia 178 to consumers who want to make an event / event is one of the strategies that can be done by killiney coffee shop tasbih in increasing buying interest. conclusion based on the results of tests and discussions that have been described, then some conclusions can be drawn, namely: 1. consumer perception partially significantly 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based on community in indonesia nispul khoiri senior lecturer, state islamic university of north sumatra medan nispulkhoiri@uinsu.ac.id asmuni professor in islamic studies state islamic university of north sumatra medan asmuni@uinsu.ac.id abstract. the study departs from an important question of how the situation and conditions of development of radicalism in indonesia. how do radicalism group strategies strengthen social networks? how is the urgency and effectiveness of handling community-based radicalism? how is the pattern of handling anticipation of community-based radicalism? research with descriptive type and method used is a qualitative method with naturalistic logical phenomena and social psychology approaches. the results showed that the situation and conditions of the development of radicalism in indonesia remain vigilant, this group is like a fire in the husk, this group has never died and indonesia is the basis for the growth and development of radicalism compared to other asean countries. there are various patterns of handling anticipated community-based radicalism carried out in indonesia, namely: through social organizations, social and religious organizations, youth organizations, various forums with the aim of deterring radicalism and terrorism and other organizations. through active community involvement without being organized by anyone. it is carried out through families, educational institutions, da'wah movements, mosque empowerment, commemorative and historic holidays, performances of arts and creativity performances, social media and local wisdom. keywords: the patterns of radicalism, anticipation based on community, north sumatra and west java provinces introduction radicalism and terrorism groups will never stop doing their actions, especially groups that come from religious radicalism. the recruitment process will never stop, as long as the recruitment process takes place, indonesia and the regions will remain a threat. after the terror and violence committed against religious leaders lately, this is indicated as a form of terrorism crime. the provinces of north sumatra and west java are considered as areas of terrorism red zone, areas that are prone to become the basis of terrorism radicalism. mailto:nispulkhoiri@uinsu.ac.id mailto:asmuni@uinsu.ac.id the patterns of radicalism anticipation based on community in indonesia doi: 10.30575/2017/ijlres-2020010414 181 this indicator can be seen from the volume of actions taking place in these two regions. for north sumatra after the attack on a group of people at the north sumatra regional police headquarters (mapoldasu) which occurred precisely on eid al-fitr day 1 shawwal 1438 h (2017), then in october 2018 the discovery of an improvised bomb in the village of pare pare tanjung balai that was defused. by the police, after the shootout with the perpetrators indicated was carried out by terrorism radicalism groups. likewise, in west java it is also labeled as a red zone, due to the rise of radical actions. the last case occurred in the attack and persecution of islamic religious leaders (01/27/2018) experienced by the leader of al-hidayah islamic boarding school kh umar basri in cicalengka, bandung regency, when the clerics returned from the dawn prayer, as a result of the persecution kh umar basri died. the background of the persecution is unknown, but this incident is seen as a form of radical behavior. various patterns of handling radicalism are quite good and professionally carried out by the two regional governments, especially the contribution of the national counterterrorism agency (bnpt), detachment 88 and others. then the provinces of north sumatra and west java learned quite a lot in handling radicalism from other regions. the existence of the bnpt, the regional police through the special detachment (densus) 88, the regional intelligence agency (binda), and local government policies involving the community to form various institutions such as the coordination forum on preventing terrorism (fkpt) and others, are all seen as strategic in handling terrorism radicalism. but the reality is different. when both of these regions (west java north sumatra) have felt safe from the threat of radicalism of terrorism, the threat always occurs and often spread fear everywhere which actually presence of terrorism is quite close around the community itself. cases of terrorism radicalism that occur, show evidence that groups of radicalism in these two regions are real. the speed of movement of this group is sometimes not always able to be anticipated by the instruments owned by both the police and various strategic institutions above. even so, it does not mean the device is weak and does not work optimally. it must also be recognized that the movement of this group is quite latent, systematic and professional, both in the process of recruiting members and carrying out their actions. besides the strategy, it is always changing and nispul khoiri, asmuni 182 difficult to detect by bnpt, the police and others. nevertheless, cooperation between the government and the community has become a strategic asset in handling this radical anticipation. the active involvement of the community is highly demanded, because the emergence of radicalism of terrorism originates from the community, they are also part of the community itself, even at the base societies, it is the community itself who participates in protecting these groups. the active involvement of the community in handling anticipation of terrorist radicalism becomes an urgent need to address the potential for the development of radicalism of terrorism which is increasingly feared. handling community-based radicalism needs to be done and developed. quite a lot of active community involvement in each region has carried out its own patterns in dealing with radicalism and terrorism. on that basis, academic exploration is needed and then becomes a stimulus for the research team to further research and explore, at least what is seen and found in the community can be applied to a joint policy and adopted by the government to be applied as a pattern of handling community-based terrorism in indonesia. literature review radicalism the word radicalism comes from the word radical, in the big indonesian dictionary is interpreted: basically (to the principle); strongly demanding changes (governmental laws, etc.); forward thinking and acting.1 while radicalism is a radical understanding or flow in politics; understandings or streams that want social or political change or renewal by means of violence or drastic; extreme attitude in a political school.2 radicalism is terminologically interpreted by many experts. azyumardi azra defines radicalism as the attitude of the soul that leads to actions aimed at weakening or changing the established political order and replacing it with a new one..3 yekki bus & ainil novia, defining radicalism is an understanding or flow that wants social or 1tim pustaka phoenix, kamus besar bahasa indonesia (jakarta : pt media pustaka phoenix, 2010) cet. v, p. 676. 2ibid. 3azyumardi azra, pergolakan politik islam dari fundamentalisme, modernisme hingga postmodernisme (jakarta : paramadina, 1996) p. 109. the patterns of radicalism anticipation based on community in indonesia doi: 10.30575/2017/ijlres-2020010414 183 political change or renewal by means of violence or drastic.4 the various definitions above show that radicalism is the emergence of an understanding to make social and political changes in a violent and extreme manner. in addition to the terminology of radicalism, the term religious radicalism has also developed into islamic radicalism or radical islam. if the above definition from the aspect of the perpetrators of anyone can do radicalism both all religions, tribes, groups and others who have the desire to make social and political changes by means of violence and extreme. this means that religious radicalism is a phenomenon that can appear in any religion. but in the context of radical islam (islamic radicalism) it can be interpreted as the condition of someone who believes in islam as his religion in a fanatic and emotional way. a muslim who experiences a radical situation feels a sharp contradiction between the values that he fought for on the one hand and the order of values prevailing at that time. understanding radical islam or islamic radicalism is the substance of understanding or flow that wants social or political change or renewal by means of violence or drastic, in the name of islamic-based groups. yusuf qardawi outlines the characteristics of a radicalism can be seen, can be seen from various forms of behavior are: first, a person looks quite fanatical about one opinion without respecting the opinions of others. second, obliging others to do something that is not required by the text (koran hadith). third, a person applies a harsh attitude that is not in place so that it harms others. fourth, a person always has a bad sense of prejudice towards others. fifth, it is too easy to disbelieve others who disagree (takfir) as if his opinion is the right one.5 the factors of radicalism religious misunderstanding religious misunderstanding is an important factor for indonesia to be the basis of radicalism and terrorism attacks. this factor is a factor that raises the attitude of radicalism when religious teachings have been distorted. in fact, religion has given attachment to its adherents. there are two concepts by which each religion can 4yekki bus & aidil novia, radikalisme islam era hindia belanda (padang : pusat penelitian iain imam bonjol, 2012) p. 22 5ibid., p. 23 nispul khoiri, asmuni 184 influence its adherents, namely: fanaticism and tolerance. these two concepts must be applied in a balanced pattern, because if there is no balance, social instability arises between religious adherents. when fanaticism is too strong while tolerance is low, it raises suspicion and animosity towards followers of other religions. moreover, in the islamic religion the nash doctrine appears which confirms that: "surely the religion accepted in the sight of allah is islam." (surat ali imran: 19) this verse becomes the doctrine of creating religious loyalty and consistency. but vice versa if tolerance is more dominant in adherents of religion, then the existence of religion will be weakened because adherents of religion no longer feel proud of their religions. religion is no more a ritual that has no meaning because the religion concerned has the same degree of truth as other religions.6 then religion also encourages its adherents to practice their teachings. because religion through its doctrines and teachings provides an ideal picture such as the condition of society that must be formed by its adherents by using hands and power. in regards to the concept as sufficiently affirmed as in a hadith of the prophet: "whoever sees disbelief, then change it with his hands, if it cannot then change it with his tongue, if it cannot then change it with his tongue." indeed, this teaching has encouraged adherents of a strong religion to carry out religious orders to the full. in certain situations, due to misunderstanding, it raises radical attitudes even with violence because it is related to the maximum effort to implement religious teachings or correct religion when religion is deemed to have been distorted. the emergence of radicalism in indonesia is mostly caused by factors in the effort to implement religious teachings. whereas radicalism outside indonesia such as the philippines and thailand is due to hard efforts to preserve it when their religion is trampled.7 this misunderstanding of religious belief then gave rise to fundamentalism and became radicalism. besides being followed by the strengthening of primordialism, attitudes that show realization and fanaticism. in fact, fanaticism within the religion of the community will not prevent them from harmonizing with other religions. but in many 6ibid., p. 5 6 7ibid., p. 8 the patterns of radicalism anticipation based on community in indonesia doi: 10.30575/2017/ijlres-2020010414 185 cases primordialism shifts to radicalism, when differences are politicized, unfair treatment by other groups and other cases.8 injustice injustice is a factor in the emergence of radicalism in indonesia. injustice is always understood arbitrarily done by someone to someone who does not put things as they should. injustice means that there is a demand for a sense of justice in government policy, but it is not felt by a group of people. the inability of the government to act and improve the regional situation, such as equitable development, law enforcement and others sparked radicalism as a social and political criticism of the government and the state. law enforcement, for example, is always a common concern. sometimes the law is always sharper down, not upward. law enforcement is always on the side of the strong, even untouched by the law, even though they are obviously committing legal errors. the legal partisanship of the weak is relatively weak enough, so that those who are weak and powerless are always victims of the law. this reality is a concern even radically addressed by groups who feel the injustice. sensitive fight is a noble call to be made even though it is against the law and is detrimental to many things. therefore this injustice must be a concern of the state to ensure its citizens get justice in various aspects of human life. guaranteed justice will help create harmony in society and the country. cultural factors culture is one of the factors that gave rise to radicalism. culture is intended as an antithesis to western culture (secularism) is considered as an enemy that can damage indonesian culture. the magnitude of the flow of western culture that comes into concern is not only damaging existing culture, but it brings cultural change that has been alive and becomes the values of the identity of indonesian people. culture is actually a display of the community itself, because of cultural relations with society two things inseparable. culture is something that will affect the level of knowledge and include systems of ideas or ideas contained in the human mind. indonesia is a 8ibid., p. 8 – 9. nispul khoiri, asmuni 186 pluralistic society rich in culture. every culture has quality social and artistic values. the swift flow of foreign culture into indonesia is caused by factors of globalization and sophisticated technology that cannot be filtered properly. according to soerjono soekanto, these changes were caused by: (1). advanced formal education system. (2). an attitude of respecting the results of others and a desire to move forward. (3). systems that are open in society (4). tolerance for deviant acts (5). society's dissatisfaction with certain areas of life occurred for a long time so that it led to saturation. (6). heterogeneous population is a society consisting of social groups. (7). a better orientation to the future. (8). there is contact with outside communities which causes cultural mixing. according to selo soemardjan social change also has similarities to cultural change. methodology this research is descriptive, using qualitative methods with naturalistic logical and social psychology approaches. researchers conducted interviews with various relevant agencies and community institutions in the provinces of north sumatra and west java. interviews were conducted to confirm the initial records held by researchers related to the phenomenon of handling terrorism that has been carried out by the community through various social institutions. furthermore, the researcher also explores further about the stigmatized efforts that have been, and are being carried out by, the social institution or agency of the community. findings and discussion patterns of handling community-based radicalism anticipation family approach the role of the family is important in preventing terrorism radicalism in the community. surely that protection must start from the family. the figure of the head of the family, especially the capacity of husband and wife must be able to guarantee the protection of children until he is an adult. for children education (formal non formal) is a right that must be obtained from their parents. while parents are obliged to provide the best education, as a fortification against their self and family defenses from various things that can damage themselves and their families. if a child is given the the patterns of radicalism anticipation based on community in indonesia doi: 10.30575/2017/ijlres-2020010414 187 best education, he becomes strong especially since his parents follow and know the child's development. in educational psychology it is always emphasized that the steps of child development including physical, mental and spiritual aspects must be known by their parents. the development of these three things is greatly influenced by the environment which takes a big role in shaping the character of children. the function of parents’ part of the environment in the formation of physical, mental and spiritual child. so acting and giving good role models to children is a form of learning to children. what is seen, heard will be inherent in the lives of children. when various crimes approach and influence him because he has been fortified with various kinds of education, then those various crimes will be turned away by him. likewise he knows and realizes that radicalism and terrorism are crimes, so he will immediately reject them and are not easily influenced by invitations to become followers or sympathizers. the family approach is considered as an effort to counter terrorism radicalism to the full attention of social and religious organizations such as mui, nu and muhammadiyah. these institutions understand family education is important in fortifying this generation not to be trapped in dangerous networks such as terrorism radicalism. with various programs carried out by mui, nu, muhammadiyah and others and continue to socialize to the wider community. mui through the fatwa commission has stated fatwa no. 3 of 2014 concerning terrorism that acts of terrorism are haram and must be shunned. this fatwa is part of a form of prevention to the wider community. mui has provided a legal understanding of the perspective of islamic law as the law implemented daily by muslims. with this affirmation it is clear that terrorism is a crime that is contrary to islamic law. not only that mui through the commission on women, youth and families. also doing the same steps to socialize to the wider community will be important for family coaching as the first basis for preventing the entry of the influence of terrorism radicalism in the community. various activities were held ranging from muzakarah, seminars, workshops, dialogues, which as a form of mui involvement encourage, motivate the public towards the prevention of radicalism and terrorism. education approach nispul khoiri, asmuni 188 education is intended here is a conscious and planned effort to create an atmosphere of learning and learning process so that students actively develop their potential to have spiritual power of self-control, personality intelligence, noble character and skills needed by themselves, the nation and state society (law no. 20 / 2003 concerning the national education system). from this understanding there are three main ideas contained as educational substance, namely: first, the existence of conscious and planned effort. second, realizing an atmosphere of learning and learning process so that students actively develop their potential. third, has the spiritual power of religious self-control, personality intelligence, noble character and the skills needed by himself, the people of the nation and state. when correlated the meaning of education above with radicalism and terrorism that education patterns are an effective way of anticipating radicalism and terrorism. realizing this, community-based institutions such as mui, nu, muhammadiyah and others have also motivated, facilitated the community to make formal educational institutions ranging from elementary, secondary, upper to tertiary levels to pursue education goals. where the purpose of education is: developing the potential of students to become human beings who have faith and devote to god almighty, have noble character, be healthy, knowledgeable, capable, creative, independent and become democratic and responsible citizens. so the purpose of this education is considered very noble in the eyes of the community. (law no 20/2003 concerning national education system article 3). furthermore, the community was also encouraged to be involved in facilitating various educational institutions in indonesia ranging from elementary to tertiary level. moreover, the limitations of government-owned facilities, the presence of educational institutions established by the community as a form of community involvement helps the government in educating young people in terms of obtaining skills, knowledge, and understanding themselves and the surrounding environment. in the context of anticipating radicalism and terrorism, mui as a religious organization considers that education especially religious education can be an important antidote in anticipating radicalism and terrorism. the education approach is applied to families and educational institutions that help education for families will the patterns of radicalism anticipation based on community in indonesia doi: 10.30575/2017/ijlres-2020010414 189 provide reinforcement to children and the nation's generation. therefore according to the mui the community is obliged to introduce their children early on with islamic education. education is an instrument to counteract radicalism and terrorism. education provided from an early age strengthens the knowledge of students, so that he knows and understands especially the crimes of radicalism and terrorism that must be shunned. unlike the case with children and future generations who are not equipped with education, their soul and mentality become fragile and easily influenced, because in themselves they do not have the power to understand themselves and their environment. religious da'wah the da'wah movement can counteract radicalism and terrorism in indonesia, as well as being able to strengthen the existence of radicalism and terrorism in indonesia, because terrorism radicalism groups also use da'wah as an approach. da'wah is intended as an effort or active involvement of the community both institutionally or individually inviting the community to apply makruf nahi munkar. according to his theory the role of the perpetrators of da'wah (collective individual) has at least four important roles namely: first, the perpetrators of da'wah as guardians of islamic teachings (qs. ali imran: 11. qs. al-a'raf: 36 37 39 147, 182. surah thaha: 51. surah al-ankabut: 48 49 68 and surah az-zumar: 59. surah ali imran: 32, surah asy sura: 5-6, surah azzuhruf: 36 and qs al-jin: 17. second, the perpetrators of da'wah function as spokespersons for the aspirations and interests of muslims, third, as integrators of the ummah who are able to unite the full potential of the ummah (qs. al-baqarah: 213, qs. yunus: 19). fourth, as a reference for the people in overcoming the problems they face (qs. an-nahl: 43-44, qs. al-anbiya: 7) all of the above roles are functions that must be carried out by the community especially community and religious organizations such as mui, nu, muhammadiyah, etc. in the context of radicalism, terrorism, da'wah is used as an effective approach in the fight against radicalism and terrorism. one of the roles of the perpetrators of the da'wah outlined as the reference of the people to overcome the problems of society. radicalism of terrorism is essentially a problem of society and the state, where religious actors through the da'wah approach are required to participate in providing solutions that are requested or not requested at all. nispul khoiri, asmuni 190 the mui, which includes ulama, zuama and scholars, asserted that the da'wah approach was considered as an effective way to deter radicalism from terrorism in the community. because of the effectiveness of da'wah, networks of radicalism and terrorism also make da'wah as an approach to conveying its teachings and ideology. the effectiveness of the preaching approach is reasonable: first, the substance of da'wah is religious languages which incidentally invites the people of amar makruf nahi munkar. usually with this kind of communication it is easier to approach and influence the community because in community assessment, those who deliver propaganda are seen as good people, moreover their interactions are more active in various aspects of people's lives so that they are not suspected and instead respected and loved by the community . second, when delivering the da'wah along with the appearance and the character that they play in the eyes of the community, so it looks between behavior with everyday even though it is considered as a mask to deceive the community. unwittingly, these groups enter the middle of society with covert intentions. third, through the language and teachings of religion delivered to the community it makes it easier to influence the community, so that the community does not realize that there has been a gradual process of recruiting members and sympathizers from the community itself.. mosque empowerment in the course of islamic history, the mosque has an important role, not only as a means of worship, but also a social institution that acts as a basis for education, economics, politics and others. this also has been practiced by the prophet that the mosque functioned as a place of deliberation, formulating political strategies, central government, library of science and others. in the science library function, many islamic intellectual figures are known in history because their knowledge is obtained through reading a lot in mosque libraries, such as ibn rusyd, ibn sina and others. but in its development, especially in indonesia, when seen the existence of the mosque at this time functionally has experienced a narrowing of the mosque's funsgi. mosque empowerment has not been expanded, only limited to the place of prayer, prayer and the patterns of radicalism anticipation based on community in indonesia doi: 10.30575/2017/ijlres-2020010414 191 recitation. the role of the mosque is no more than a symbol than a means of building dignity. there are several factors so that the mosque is not empowered: first, the lack of knowledge and understanding of the community about the mosque and the function of the mosque, so that the mosque is only understood in the narrow meaning of the place of prayer. second, the attention of the mosque management and the community is more focused on the physical improvement of the mosque, especially beautifying the mosque from various sides that need to be addressed, physical attention like this becomes an annual routine. third, the functioning of the new mosque is limited to the commemoration of islamic holidays such as: commemoration of isra ’mikraj, commemoration of the prophet's birthday and recitation and other religious matters. moreover, the mosque management itself from the aspect of human resources is relatively lacking in understanding about empowerment. fourth, the emergence of thought is still considered taboo when the mosque is empowered so that it rejects the community and the mosque management itself. as a place where the perception of a wedding party is always considered to be polluting the mosque's existence, the mosque's empowerment always becomes a long-standing polemic. lack of attention and understanding of the community in the empowerment of the mosque, making the mosque less noticeable, moreover the mosque was finally closed to the public, opened only at the time when the prayer time. the condition of the mosque like this without the knowledge of the community was then used as a basis by groups of radicalism and terrorism as a hiding place as well as a place to convey their teachings and theology. this has happened to the al-islah mosque in samarinda in 2016, the mosque was originally open to the public then left by the community after it was made the headquarters of the radical terrorism group. the cirebon case, syarif committed suicide bombings in the az-zikra mosque in cirebon (2012). the case of the falatehan mosque in south jakarta, mulyadi, a young and quiet and closed man, carried out an attack on the falatehan mosque (2017). the same but different case, also stated by alisa wahid, national coordinator of the gusdurian network (2018) based on the results of a survey conducted on mosques in jakarta, that indicated that 40 mosques in jakarta were exposed as radicalism, with the mosque indicator presenting its lecturers by teaching intolerance and radicalism. when the cases above show up, nispul khoiri, asmuni 192 the mosque can be used as a basis for the growth and development of radicalism in indonesia. conclusion there are various patterns of handling anticipation of community-based radicalism. first, through social organizations, social and religious organizations, youth organizations, various forums with the aim of deterring radicalism from terrorism and other organizations. these organizations function to take part in handling anticipation of radicalism in the community. such as mui, nu, muhammadiyah and others. second, the approach of direct community involvement without being organized by anyone. communities make their own initiatives to carry out various patterns of handling anticipation of radicalism in the community. either communitybased organizations or the community directly perform a variety of measures to anticipate radicalism of terrorism. the patterns are carried out through families, educational institutions, da'wah movements, mosque empowerment, commemoration of historic and holy days, performances of arts and creativity performances, social media and local wisdom. bibiliography abbas, nasir, memberantas terorisme memburunoordin m. top (jakarta: grafindo khazanah ilmu, 2009) ahmad, sabaruddin (ed), sejarah perkembangan pemerintahan provinsi daerah tingkat i sumatera utara (medan : diklat provsu, 1995) azra, azyumardi pergolakan politik islam dari fundamentalisme, modernisme hingga post modernisme (jakarta : paramadina, 1996) bandung agamis, landasan, pendekatan, indikasidan program aksi 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(yogyakarta: logung pustaka, 2007) sefriyono, gerakan kaum salafi (padang : imam bonjol press, 2015) sumanto, wasty, psikologi pendidikan (jakarta : pt rineka cipta : 1998 syafii, nilai – nilai kearifan lokal dalam membangun harmonisasi kehidupan beragama (medan : perdana publishing, 2018) tim penanggulangan terorisme melalui pendekatan ajaran islam, meluruskan makna jihad mencegah terorisme dilengkapi fatwa mui tentangterorisme (jakarta : departemen agama ri, 2009) tim pustaka phoenix, kamus besar bahasa indonesia (jakarta : pt media pustaka phoenix), 2010) cet. v twh, muhammad, gubernur pertamadan dpr sumatera utara pertama (medan :yayasan pfpk) ri, 2008) uu nomor 5 tahun 2018 tahun 2018 tentang perubahanatas uu nomor 15 tahun 2003 tentang penetapan peraturan pemetintah pengganti uu nomor 1 tahun 2012 tentang pemberantasan tindak pidana terorisme menjadi undang undang wahid, abdul, et.al, kejahatanterorisme (bandung : pt refika aditama, 2011) ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020050807 vol. 4, no. 2, 2020 page: 276 290 276 the effect of transformational leadership and academic optimism culture on teacher empowerment and motivation along its impact on the effectiveness of medan state junior high school indra prasetia lecturer at the university of muhammadiyah sumatera utara indraprasetia@umsu.ac.id sri melfayetty senior lecturer at the state university of medan srimelfayetty@unimed.ac.id rosmala dewi senior lecturer at the state university of medan rosmaladewi@unimed.ac.id abstract. this study aims to determine the effect of transformational leadership and a culture of academic optimism on the empowerment and motivation of teachers and school effectiveness by causality, both direct and indirect effects in the path analysis framework. this research took place in medan state junior high school, amounting to 45 state junior high schools with a sample of 304 teachers. simultaneously and partially it shows that (1) transformational leadership and academic optimism culture have a positive and significant effect on the empowerment of teachers at smp negeri medan, (2) transformational leadership, academic optimism culture and empowerment have a positive and significant effect on the work motivation of teachers at smp negeri medan, (2) 3) transformational leadership, academic optimism culture, empowerment and work motivation have a positive and significant effect on the effectiveness of medan state middle schools. keywords: transformational leadership, academic optimistic culture, empowerment, work motivation and school effectiveness introduction judging from output such as academic achievement, medan state junior high school still has poor performance. the facts show that the academic achievement of smp negeri medan is still behind those of private smp. ministry of education and culture publications cited through the asian parent indonesia on school achievement which measures the achievement of schools for junior high schools throughout indonesia mailto:indraprasetia@umsu.ac.id mailto:srimelfayetty@unimed.ac.id mailto:rosmaladewi@unimed.ac.id the effect of transformational leadership and academic optimism culture on teacher empowerment and motivation along its impact on the effectiveness of medan state junior high school doi: 10.30575/2017/ijlres-2020050807 277 through the integrity index of national exam scores (un) for 6 consecutive years, showing data that none of medan state junior high schools entered as a school with achievement. . the following is a list of the best smp in indonesia according to the ministry of education and culture as shown in table 1 below: table 1 state junior high schools with achievement in indonesia the ministry of education and culture's version no province regency/city the name of school 1 nanro aceh darusalam banda aceh smp negeri 19 percontohan 2 sumatera utara medan smp sutomo 1 3 sumatera barat padang padang padang padang padang padang smp negeri 2 smp negeri 1 smp negeri 11 smp negeri 12 smp negeri 8 smp negeri 7 4 riau pekanbaru smp negeri 4 smp negeri 1 5 jambi jambi smp negeri 1 6 sumatera selatan palembang palembang smp kesuma bangsa smp negeri 9 7 dki jakarta jakarta smp negeri2 smp negeri 1 smp santa ursula smp katolik 2 penabur smp kanisus dst.. source: the asian parent indonesian, juni 2016 based on table 1 above, it can be said that the achievements of smp negeri medan are still lagging behind, both at the local and national levels as measured by the national competency standards of graduates based on the results of the national examination. according to researchers, school effectiveness is still low because current school practices are still using academic success criteria (output oriented) and not yet on the success criteria of the internal process (internal process), namely the relationship between organizational personalities (organizational climate) and harmonious relationships (environmental adaptation) in organizational environment, so that the effectiveness of internal and external schools is difficult to achieve. schools that focus on output oriented can in fact cause inequality when linked to the school system. a good indra prasetia, sri melfayetty, rosmala dewi 278 system, where every school element is dependent on and contributes so that they are able to support the school, namely leadership, school culture, empowerment and motivation. to maximize effectiveness, the internal elements of the school, regarding leadership, school culture, member empowerment and motivation must work in harmony. literature review supardi defines school effectiveness as referring to the empowerment of all school components as a place of learning based on their respective main tasks and functions in the program structure with the aim that students learn and have set results..1 the perspective on school effectiveness, referring to hoy and miskel emphasizing the social system model can serve as a theoretical guide to understanding school effectiveness as well as assessing the actions needed to improve school effectiveness, among (1) input criteria, (2) transformational criteria, ( 3) outcome criteria.2 inputs to schools include environmental components that affect organizational effectiveness. inputs can be monetary or non-monetary. monetary sources refer to the taxpayer's wealth, money, things that can be bought with money (school facilities and infrastructure), it can also be staff and teachers, instructional technology. the transformation criteria are the quantity, quality and consistency of the internal processes and structures that convert inputs into results. such as the structure and content of the curriculum, the health of the school climate and interpersonal, the level of student motivation, the leadership of the principal, the teaching and learning activities of teachers, and school culture. the expected outcome criteria are input characteristics. the output expected by the school is the school's achievement produced by the learning and management process in schools. various research results known as "state of the art" by such as reynolds, et al (2013); muijs, et al (2013); and hopkins, et al (2013) which summarized scheerens about 1supardi. sekolah efektif: konsep dasar dan praktik. raja grafindo persada. jakarta. 2013, p. 4 2hoy, w.k dan miskel, c.g. administrasi pendidikan: teori, riset dan praktik. pustaka pelajar. jogjakarta. 2014., p 454. the effect of transformational leadership and academic optimism culture on teacher empowerment and motivation along its impact on the effectiveness of medan state junior high school doi: 10.30575/2017/ijlres-2020050807 279 a general picture given of the most relevant factors in their respective three sub-fields of school effectiveness, as shown in table 2 below: table 2 sub-sector research on school effectiveness (schereens, 2015) educational effectiveness research (eer) teaching effective (te) school and system improvement (ssi) 1. effective leadership 2. academic focus 3. a positive orderly climate 4. high expectations 5. monitoring progress 6. parental involvement 7. effective teaching (time) 8. staff professional development 9. pupil involvement 1. opportunity to learn time 2. classroom management 3. structuring and scaffolding, including feedback 4. productive class-room climate 5. clarity of presentation 6. enhancing self regulatedlearning 7. teaching meta-cognitive strategies 8. teaching modelling 9. more sophisticated diagnosis 10. importance of prior knowledge 1. dimensions of organizational health 2. school based review 3. school development planning 4. comprehensive 5. school reform 6. facets of educational leadership (transformational, instructional, distributed) 7. effective systemic reform; see page 15 hopkins et al., among others, student achievement and teaching quality emphasis the results of other international studies, summarizing the british research literature as sammons, et al conveyed 11 key factors of school effectiveness. as shown in the following table: table 3 characteristics of school effectiveness (sammon, et al, 1995) criteria indicator 1. professional leadership bold and purposeful, participatory management approach 2. goals and vis ion focus unity of purpose, consistency of practice, close togetherness and collaboration 3. the school environment is supportive orderly and neat atmosphere, attractive work environment 4. concentration on teaching and learning maximizing learning time, academic emphasis, focus on achievement 5. high expectations expectations of success are high, communicate expectations, provide intellectual challenges 6. positive reinforcement clarity of rules, discipline, enforcement of sanctions and rewards indra prasetia, sri melfayetty, rosmala dewi 280 7. monitoring progress monitoring student performance, supervising and assessing teacher and school performance 8. rights and responsibilities of students awards high student achievement, student engagement, and homework 9. purposeful teaching clarity of learning objectives, structured teaching, adaptive teaching approaches 10. learning organization staff development and empowerment 11. the school-parent relationship cooperation, involvement and parental participation methodology this research is a quantitative research. according to creswell, quantitative research is a method for testing certain theories by examining the relationship between variables. this study tries to examine the influence between the independent variables (exogenous), namely transformational leadership (x1) and academic optimistic culture (x2) with the dependent variable (endogenous) namely empowerment (y1) and teacher work motivation (y2) and school effectiveness (y3). causality, both direct and indirect effects in the path analysis framework of the decomposition model. the sample of this study were 304 teachers with the status of civil servant teachers, who came from 44 smp negeri medan, where the sample was drawn by proportional sampling. data collection tools used in this study using a questionnaire or questionnaire. the questionnaire used was in the form of a closed written question, using a likert scale of measurement (1 = strongly disagree, 2 = disagree, 3 = quite agree, 4 = agree, and strongly agree), where the validity and reliability of this research instrument have been tested. while the data analysis technique used in the study is path analysis to test the hypothesized model, namely: sub structure-1 : y1 = ρy1x1 x1 + ρy2x2x2 + ε1........................................................... ….. (1) sub structure-2 : y2 = ρy2x1 x1 + ρy2x2x2 + ρy2y1y1 + ε2................................................ (2) sub structure-3 : y3 = ρy3x1 x1 + ρy3x2x2 + ρy3y1y2 + ρy3y2y2 + ε3................................... (3) the effect of transformational leadership and academic optimism culture on teacher empowerment and motivation along its impact on the effectiveness of medan state junior high school doi: 10.30575/2017/ijlres-2020050807 281 findings and discussion test data analysis requirements test data analysis requirements are needed to determine whether data analysis for hypothesis testing can be submitted or not. testing the research data in relation to the use of path analysis requires several analysis requirements, namely testing (1) data normality, (2) linearity test and (3) multicollinearity. the data normality test used the kolmogorov-smirnov with the provisions of the asymp value. sig (2-tailed)> α. the results of the kolmogorov-smirnov test show that x1 = 0.517, x2 = 0.563 y1 = 0.248, y2 = 0.090 and y3 = 0.079> 0.05, the population is normally distributed. furthermore, to test linear or not use the linearity test with the f test. testing criteria: reject ho if the significance of fcount > 0.05 or accept ho if the significance of fcount ≤0.05. the following is a summary of the results of the linearity test and the regression significance test for each pair of exogenous variables with endogenous variables as presented in table 4 below. table 4 summary of linearity test results n o variable exogenous to variable endogenous linearity test fh sig. status 1 x1 with y1 1,043 0,403 linier 2 x1 with y2 1,134 0,262 linier 3 x1 with y3 1,235 0,148 linier 4 x2 with y1 1,033 0,421 linier 5 x2 with y2 1,380 0,048 linier 6 x2 d with y3 0,734 0,923 linier 7 y1 with y3 1,078 0,347 linier 8 y1 with y2 1,049 0,394 linier 9 y2 with y3 1,279 0,99 linier the results of the calculation of the linearity test with deviation from linearity obtained all significant values greater (sig)> 0.05. based on the results of the analysis, it can be concluded that all forms of regression are linear and mean at α of 0.05. the next stage is multicollinearity testing. this intercorrelation is seen using the correlation coefficient value between the independent variables, vif and tolerance values, the eigenvalue and condition index values, as well as the standard error value of the beta indra prasetia, sri melfayetty, rosmala dewi 282 coefficient or the partial regression coefficient. based on the results of the multicollinearity test, it can be summarized as follows: table 5 summary of multicollinearity test model regress testing counting value notes x1 danx2 towardy1 correlation rx1x2 = 0.103 < 0,8 there is no multicollinearity eigenvalue 0,003 > 0,001 error standard x1 = 0,054, x2 = 0,045 < 1 vif 1,011 < 10 x1 x2 and y1 toward y2 correlation rx1y1 = 0,168 rx2y1 = 0,274 < 1 there is no multicollinearity eigenvalue 0,002 > 0,001 error standard x1 = 0,075, x2 = 0,64, y1 = 0,080 < 1 vif 1,105 < 10 x1 x2 y1 and y2 toward y3 correlation rx1y2 = 0,166 rx2y2 = 0,224 ry1y2 = 0,296 < 0,8 there is no multicollinearity eigenvalue 0,002 > 0,001 error standard x1 = 0,061, x2 = 0,62, y1 = 0,066 y2 = 0,046 < 1 vif 1,138 < 10 based on the results of table 5 above, it can be concluded that multicollinearity symptoms are not detected and do not occur in the regression model based on the correlation coefficient values between independent variables, vif and tolerance values, eigenvalue and condition index values, and standard error values of beta coefficients or partial regression coefficients. research hypothesis test the findings of this study indicate that the hypothesis formulated is significantly proven and accepted. the first hypothesis: there is an effect of transformational leadership and a culture of academic optimism on the empowerment of teachers at smp negeri medan. the hypothesis testing criteria is accepted if fcount> ftable at α = 0.05. with df = (2; 301) for α = 0.05 for ftable = 3.04, and α = 0.01 for ftable = 4.71. the calculation result for fcount = 15.774 at α = 0.05 so that fcount> ftable or 15.774> 3.04. likewise for α = 0.01 then fcount> ftable or 15.774> 4.71. these results indicate that the hypothesis is accepted the effect of transformational leadership and academic optimism culture on teacher empowerment and motivation along its impact on the effectiveness of medan state junior high school doi: 10.30575/2017/ijlres-2020050807 283 or the decision is that there is an effect of transformational leadership and a culture of academic optimism collectively on the empowerment of teachers at smp negeri medan. the magnitude of the coefficient is determined by r2y1x2x1 of 0.095. this means that the effect of the transformational leadership variable and the academic optimistic culture as a whole has an effect on the empowerment of medan junior high school teachers by 9.5% and the amount of influence on other variables (ρy1ϵ1 = 1 0.095 = 0.905) is 90.5%. second hypothesis: there is an effect of transformational leadership, academic optimism culture, and empowerment on the work motivation of medan state junior high school teachers. the hypothesis testing criteria is accepted if fcount> ftable at α = 0.05. with df = (3; 300) for α = 0.05 for ftable = 3.04, and α = 0.01 for ftable = 4.71. from the calculation, it is known that fcount = 13.840 and ftable = 3.88 so that fcount> ftable or 13.840> 3.88 so that the research hypothesis is accepted, there is an effect of transformational leadership, academic optimism culture and empowerment on the work motivation of teachers at smp negeri medan. the amount of the determinant coefficient (rsquare) or r2y2y1x1x2 is 0.122 or 12.2%, which means that transformational leadership, academic optimism culture and empowerment have an effect on the work motivation of medan junior high school teachers by 12.2%. while the influence of other variables, namely ρy2ε2 = 1 0.122 = 0.878 or 87.8%. third hypothesis: there is an effect of transformational leadership, academic optimism culture, and empowerment and work motivation on the effectiveness of smp negeri medan. the results of the calculation of the value of fcount = 14.322 with ftable at dk (4, 299) = 2.41 at a significant level of 0.05. because fcount> ftable or 14.322> 2.41, it can be concluded that there is an effect of transformational leadership, academic optimism culture, empowerment, and teacher work motivation on the effectiveness of medan state middle schools. the amount of determinant coefficient (rsquare) or r2y3y2y1x1x2 is 0.161 or 16.1%. this means that transformational leadership, academic optimism culture, empowerment and teacher work motivation affect the effectiveness of medan junior high school by 16.3%. while the influence of other variables, namely ρy3ε3 = 1 0.161 = 0.839 or 83.9%. indra prasetia, sri melfayetty, rosmala dewi 284 the results of this research are summarized in the table below: table 6 summary of the decomposition of the path coefficient values, direct, indirect, and total influence model variable influence causal influence direct indirect total influence y1 y2 y1 dan y2 i x1 toward y1 x2 toward y1 0,141 0,260 0,141 0,260 ii x1 toward y2 x2 toward y2 y1 toward y2 0,111 0,148 0,237 0,033 0,062 0,331 0,580 0,237 iii x1 toward y3 x2 toward y3 y1 toward y3 y2toward y3 0,121 0,142 0,173 0,185 0,024 0,045 0,020 0,027 0,044 0,006 0,011 0,171 0,225 0,217 0,185 based on table 6 above, visually the research model path diagram is as follows. figure 1 research path diagram this study has proven both simultaneously and partially that transformational leadership, academic optimism culture, empowerment and teacher work motivation have a positive and significant effect on school effectiveness. transformational 0,141 ε3 = 0,839 ε1 = 0,905 x1 y2 y3 x2 y1 0,309 0,173 0,121 0,142 0,185 0,142 0,260 0,111 0,237 ε2 = 0,878 the effect of transformational leadership and academic optimism culture on teacher empowerment and motivation along its impact on the effectiveness of medan state junior high school doi: 10.30575/2017/ijlres-2020050807 285 leadership is concerned with achieving school effectiveness. wang, et al. transformational leadership is effective for improving team and individual performance.3 because transformational leadership has a clear vision and purpose (sense of purpose), and is able to move teachers to achieve more than they believe in and extra efforts from teachers. in addition, moolenaar, et al. transformational principal leadership pays attention to the needs and potential for personal development of each teacher, delegates assignments, guides and provides constructive feedback (giving constructive feedback)..4 thus, transformational leaders are leaders who have a central and strategic role in bringing the organization to its goals, because it has a transformational effect both at the organizational level and at the individual level. likewise, school culture is closely related to school effectiveness. mcguigan and hoy, a school that has a strong academic optimistic culture, with a clear mission and principles that are applied and understood by every member of the organization and stakeholders will improve student achievement and school effectiveness..5 school culture has a very strategic role in the success of a school in the long run as a means for organizational members to meet their needs and achieve their goals. a school with a weak culture, then the school is prepared for a change. if the core values of the school are strongly adhered to, well regulated, and widely perceived, it will have an impact on school effectiveness. wu and lin, a strong and healthy academic culture of optimism, can function as a binding demand for school members because it is formally formulated into various school rules and regulations..6 thus, a culture of academic optimism will create 3wang, g., courtrigh, s.h., colbert, a.e. transformational leadership and performance across criteria and levels: a meta-analytic review of 25 years of research. journal group and organization management, vol 36 no 2, 2011, p 12 4moolenaar, n.m., daly, a.j., sleegers, p.j.c. occupying the principal position: examining relationships between transformational leadership, social network position, and schools’ innovative climate. educational administration quarterly 46(5), 2010, p 24-34 5mcguigan, l., hoy, w.k. principal leadership: creating a culture of academic optimism to improve achievement for all students. journal leadership and policy in schools 5(3), sept 2006. 6wu, j.h., lin, c.y. a multilevel analysis of teacher and school academic optimism in taiwan elementary schools. asia pasific, 2017. https://www.researchgate.net/journal/6547-8452_leadership_and_policy_in_schools indra prasetia, sri melfayetty, rosmala dewi 286 increased productivity and performance. a strong academic optimistic culture can affect school effectiveness. increasing school effectiveness, of course, must be followed by empowering teachers. manian, et al. empowerment will make teachers have the power to be able to make choices and participate at a more responsible level which will ultimately lead to feelings of happiness in the teachers and staff and result in teachers and staff thinking positively about their environment.7 hinrichs empowerment is related to organizational effectiveness, its management is very dependent on the management of all sub-systems either individually or as a whole system.8 therefore each school personnel occupies an important position and role, taking responsibility in developing and advancing each sub-system for the progress of the school as a whole. dizgah, et al. utilizing all the potential of human resources will build good cooperation with all elements of the school which is very important both internally and externally..9 the existence of schools shows aspects of organizational behavior consisting of principals, teachers, students and other school personnel, and their performance is strongly influenced by the involvement and participation of all human components in the school organization. because the achievement of school goals basically depends on the level of optimal functioning of all organizational components. likewise, work motivation is one of the factors that determines the effectiveness of schools. how big or small the influence of motivation on a person's performance depends on how much motivation intensity is given. teacher work motivation is a process carried out to mobilize teachers so that their behavior can be directed towards 7maniam, i.d., pihie, z.a.l., basri, r.b. the mediating effect of teachers’ empowerment on transformational leadership and school effectiveness. international journal of humanities social sciences and educatioan. vol 4 issue 10, october 2017. 8hinrichs, j.r. survey data as a catalyst for employee empowerment and organizational effectiveness. management decision system, inc., 397 bostom post road darien. spring science business media new york. 1991. 9dizgah, m.r., chegini, m.g., farahbod, f., kordabadi. employee empowerment and organizational effectiveness in the executive organizations. journal of basic and applied scientific research, vol 1, no 9, 2011. the effect of transformational leadership and academic optimism culture on teacher empowerment and motivation along its impact on the effectiveness of medan state junior high school doi: 10.30575/2017/ijlres-2020050807 287 concrete efforts to achieve predetermined goals. teacher work motivation is the willingness of the teacher to do the added assignments. dobre said that work motivation is closely related to performance and work results.10 with work motivation, a teacher has the strength within himself to achieve predetermined goals. the power can come from within him, it can also come from other people. in addition, work motivation can be said to be the process of influencing the people they lead to do the desired work in order to achieve the desired and predetermined goals. manzoor with work motivation, the results are expected to be in accordance with the goals that have been set.11 conclusion the findings of this study are summarized as follows: 1. simultaneously and partially transformational leadership and a culture of academic optimism have a positive and significant effect on the empowerment of teachers at smp negeri medan. thus, these findings explain that transformational leadership and a culture of academic optimism contribute simultaneously and partially and significantly to teacher empowerment. where together transformational leadership and culture have an influence of 9.5% on teacher empowerment in medan state junior high school, while the remaining 90.5% are influenced by other factors outside of transformational leadership and academic optimistic culture. 2. simultaneously or partially the variables of transformational leadership, academic optimism culture and empowerment have a positive and significant effect on the work motivation of teachers of smp negeri medan. thus, these findings explain that transformational leadership, a 10dobre, o.i. employee motivation and organizational performance. review of applied socioeconomic research, vol 5, issue 1, 2013. 11manzor, qa. impact of employees motivation on organizational effectiveness. european journal business and management, vol. 3, no. 3. 2011 indra prasetia, sri melfayetty, rosmala dewi 288 culture of academic optimism and empowerment contribute simultaneously and partially and significantly to the work motivation of medan junior high school teachers. where transformational leadership, school culture and teacher empowerment jointly affect the work motivation of medan junior high school teachers by 12.2%, while the remaining 87.8% is influenced by other factors outside of transformational leadership, school culture and teacher empowerment. 3. simultaneously or partially the variables of transformational leadership, academic optimism culture, empowerment and teacher work motivation have a positive and significant effect on the effectiveness of smp negeri medan. thus these findings explain that transformational leadership, a culture of academic optimism, empowerment and teacher work motivation contribute either simultaneously or partially to the effectiveness of smp negeri medan. where transformational leadership, academic optimism culture and teacher empowerment and teacher work motivation together have an effect on the effectiveness of smp negeri medan by 16.1%, while the remaining 83.9% is influenced by other factors outside of transformational leadership, academic optimism culture and empowerment. as well as teacher work motivation. bibiliography abdullah, a.g.k., ling, y.l., sufi, s.b., principal transformational leadership and teachers motivation. asian education studies; vol. 3, no. 1; 2018 alammar, l. the effective school: the role of the leaders in school effectiveness. educational research and reviews, 10(6), 2015, ate, p. m. budaya organisasi sekolah dalam meningkatkan kinerja guru. jurnal pendidikan humaniora, vol 2 no 4, 2014. balitbang. data 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(2014). successful schools leadership. educatioan development trust. the university of nottingham, united kingdom. dizgah, m.r., chegini, m.g., farahbod, f., kordabadi. employee empowerment and organizational effectiveness in the executive organizations. journal of basic and applied scientific research, vol 1, no 9, 2011. dobre, o.i. employee motivation and organizational performance. review of applied socio-economic research, vol 5, issue 1, 2013. hinrichs, j.r. (1991). survey data as a catalyst for employee empowerment and organizational effectiveness. management decision system, inc., 397 bostom post road darien. spring science business media new york. hoy, w.k. organizational climate and culture: a conceptual analysis of the school workplace. journal of educational and psychological consutation, 1(2), 1990. hoy, w.k., tarter, j., hoy, a.w. academic optimism of school: a force for student achievement. american educational research journal, vol 43 (3), 2006. kanesan, a.g., almadhoun, t.z., & ling, y.l. 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https://www.sciencedirect.com/science/journal/18770428/186/supp/c ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) vol. 1, no. 2, 2017 page: 173 – 186 173 improving the students’ability in speaking by using role playing method in the drama lesson of english department at 2015/2016 academic years diani syahputri faculty of teacher training and education university of muhammadiyah sumatera utara dianisyhputri@gmail.com abstract. this study aimed to describe the improvement of the students’ achievement in speaking by role playing at drama lesson at english department at faculty of teacher training and education university of muhammadiyah sumatera utara. the specific aim was how using to apply role play in studying drama and how the role play method can improve the students’ achievement in speaking. this research was used an action research that used two cycles. the subject of the study was 42 students at academic 2015 – 2016 from english department. the instrument of research was speaking test, questioners and observation to collect the data. technique for collecting data was descriptive qualitative and quantitative. technique for analyzing data was used descriptive which describe the finding of research which used some tables, frequency which was benefit to describe the achievements of the students in speaking from pre-test, and cycle 1 up to cycle 2. the finding of research was the students’ achievement in speaking were good by using role playing which conducted one semester. based on the data, the students’ achievements got improvement in every cycle. the students got a was 23.8 %, b/a and b 76, 1 % and there were not students got c/b and d and e. it meant the indicators of this research could achieve by using role playing at drama lesson when we compared with conventional method. the study by using role playing is more interested than conventional method. key words: improvement, speaking achievement, role play introduction learning of literary works has been known and studied by students from elementary school level until students up to college level. whether in the form of poetry, prose, or drama. one of the literary learning that has been studied is the drama that still finds the problem. the problems found are talking or expression. students are still having difficulty speaking fluently or fluently when expressing the dialogue they say, because in the learning of the drama students are expected to develop four language skills: reading, writing, listening and speaking. mailto:dianisyhputri@gmail.com diani syahputri 174 in the process of learning the drama of teachers or lecturers apply methods or learning models that vary widely. however, not all appropriate teaching methods are used for students, this results in students not motivated learning and learning outcomes are not achieved. one of the works of literature studied in higher education is drama course. this course is one of the subjects that is also applied in private and public universities. especially in the curriculum of english education studies program faculty of teacher training and education universitas muhammadiyah sumatera utara (umsu) is a course that is followed by students of english department semester five. this course is a continuation course of introduction to literature in semester four, which consists of a series of materials covering the application of introduction to literature courses in the field of language, including applied linguistic research, language education research, and literature. this course aims to improve the ability of students in mastering knowledge and skills to overcome problems in the field of language and literature, both used the paradigm of quantitative and qualitative research. drama is one of the literary genres that live in two worlds, namely literary art and performing arts or theater. people who consider drama as the performing arts will discard the focus because the attention should be shared equally with other elements. in every teaching, especially the teaching of drama literature certainly has a goal to be achieved either in groups or individually. the teaching of drama literature in schools, especially drama is a teaching that requires action or activities undertaken on a planned basis. as a planned activity, of course has a goal to be achieved. the deepening and understanding of these goals contributes to the determination of whether or not teaching a drama at school. in fact, literary teaching is not as beautiful as imagined, because of the large number of teaching staff who are unable to teach literature, so the expectation of successful literary teaching is difficult to fulfill. this needs special attention because it can disrupt the process of teaching literature, especially in high school. in the curriculum of english education program of teacher training and education faculty of muhammadiyah university of north sumatra, drama is not classified as a new course. the knowledge of this course has been around since academic year 1990/1991 in english education department, because the learning process is still not maximal, then some problems related to the above are as follows: 1). improving the students ‘ability in speaking by using role playing method in the drama lesson of english department at 2015/2016 academic years 175 lecturers have not used appropriate teaching methods in the learning process. generally only use conventional methods or lectures. 2) students are less interested in learning literature. 3) students are not fully interested in the learning process, thus affecting the final value of students as in previous years. 3). the lack of reference books or learning resources for this course is too small to require exploration from sources other than textbooks in the library. from some of the problem factors above, one that needs to be observed is the method of learning. in general, the learning process applied at the university of muhammadiyah north sumatra is still traditional oriented to the role of lecturer (lecturer centred) in the process of teaching and learning. the role of students in the class is almost not found, generally the students are passive and waiting matri from lecturers. another condition is that lecturers still use lecture method, it is less giving opportunity to students to discuss solving the problem of learning materials so that less able to increase the critical power of students, as well as the problem of low assignment of duty both personal task and group task. the course assessment system still focuses on the value of task (30%), middle semester exam (30%) and final exam (40%). the composition of the assessment makes some students more focused on the results of written examinations. it identifies that the teaching method has been focused on teaching and responded by students with more focus on memorizing based on the result of learning evaluation on academic year 2012/2013, the distribution of drama course value was: a ( 2.17 %), b/a (7.5%), b(12 %), c/b(23 %), c (32 %) d/c(13%), d (8.17) dan e (2.17 %) . these data showed that good learning outcomes (a, b / a and b) were only 21.67%, while the largest distribution was in the range of c and c / b values of 55% thus, the learning process for this course is still not maximal so it needs to be improved for the purpose achieved. various efforts to lead to improved quality and effectiveness of learning are the various innovations developed in the lecture process. to overcome the above problems then the method of teaching for the implementation of the lecture needs to be designed, because the method is a regular way that is used to perform a job in order to achieve in accordance with the desired or a systematic way of working to facilitate the implementation of an activity in order to achieve the goals diani syahputri 176 specified. therefore, in the learning process required a certain method to stimulate the students for the successful attainment of the goal of teaching. satina explained one of the efforts made by the teaching staff that is using the role playing method in the teaching of drama to achieve more effective learning outcomes. it can not be denied, however, that the success and deterioration of the quality of education is always returned to the teacher, however, it is too much for the success of the learning process to be determined by factors such as students, methods, teaching tools, and learning situations. the process of learning using role playing, this model, first, is based on the assumption that it is possible to create an authentic analogy into a real-life situation. secondly, that role play can encourage exposing her feelings and even releasing. third, that the psychological process involves our attitudes, values and beliefs and leads to consciousness through spontaneous involvement with analysis. the problem formulation of this research is: whether with the application of role playing method can tie the ability of students to speak on the drama course. literature review role playing method role-playing learning is rooted in personal and social dimensions. from the personal dimension this method seeks to help learners discover the meaning of the social environment that benefits them. in the meantime, through this method learners are invited to learn to solve personal problems that are faced with the help of social groups that consists of classmates. from the social dimension, this method provides an opportunity for learners to work together in analyzing social situations. especially issues that concern the interpersonal relationship of learners. pemechan the problem is done democratically. thus through this method the learners are also trained to uphold democratic values. in a process of teaching and learning there are some components that are always associated that can not be separated, namely the teaching media, the process of activated (method), subject matter and others. "all components are integrated and harmonious in order to create a fun atmosphere of learning and teaching, finally improving the students ‘ability in speaking by using role playing method in the drama lesson of english department at 2015/2016 academic years 177 realized a thing what is fun, finally realized a thing what is called with the results of learning that weight and quality 1. role-playing learning is a way of mastery learning materials through the development of imagination and appreciation of students. the development of imagination and observation is done by playing the students as a living figure or inanimate object. this method involves many students and makes students happy to learn and this method has added value, which are: a) can guarantee the participation of all students and give equal opportunity to show their ability to work together to succeed, and b) game is a fun experience for students 2. role-playing learning is a dramatic activism, usually performed by a small group of students, aimed at exploiting some of the problems found to complement participation and observers with a learning experience that will increase understanding.3 according to mulyasa4 lessons learned by role there are seven stages: problem selection, role selector, staging role play, preparing observer, exhibition stage, discussion and evaluation and decision making. at the stage of problem selection, the teacher raises the issues raised from the learner's life so that they can feel the problem and are compelled to find a solution. the role selection stage selects the role according to the issues to be discussed, describes the character and what players should be pursuing. next compile the step-stage role-play. in this case the teacher has made the dialogue but the students can add their own dialogue. the next stage is the preparation of the observer. observers in this activity are all students who are not players or cast. once everything is ready then performed the characterization activities. at this stage all students begin to react according to their respective roles in accordance with the role play scenari. 1 ws. winkel. (1991). psikologi pengajaran. jakarta: gramedia. p. 177 2 anang prasetyo. 2001. metode role playing untuk meningkatkan hasil belajar siswa kelas ii sltp n 3 driyono gresik. buletin pelangi pendidikan.edisi iv tahun ii. p. 72 3 ibid p. 74 4 e. mulyasa. (2005). menjadi guru profesional menciptakan pembelajaran kreatif dan menyenangkan. bandung: remaja rosdakarya. p. 43 diani syahputri 178 english speaking ability speech skills are one of the kinds of language skills to be achieved in modern language teaching including english. speaking is the primary means of fostering mutual understanding, mutual communication, using language as the medium. speaking in the language classroom has a two-way communication aspect, ie between the speaker and the hearer on a reciprocal basis. thus speaking practice must first be based on: (1) listening ability, (2) speech ability and (3) mastery (relative) vocabulary and expressions that enable students to communicate their intentions or thoughts. therefore it can be said that this practice of speaking is a continuation of the listening exercises in which there is also practice to say the target to be achieved in this case is the ability and fluency of spoken or spoken language (communicate) directly as the main function of language, especially english speech learning technique speaking is the primary means for fostering mutual understanding, mutual communication, using language as the median. the speaking activities in the language class have a two-way communication aspect, ie between the speaker and his hearing on a reciprocal basis. thus speaking must first be based on: (1) the ability to listen, (the ability to speak), and mastery (relative) vocabulary. in general speaking practice for beginner and intermediate level is for students to communicate orally in simple english. therefore, in the learning must be able to arouse and motivate students to speak and have the courage to practice it. here are some steps in the practice of speaking. in the early stages, speaking practice can be said to be similar to a listening exercise. as noted earlier, in listening practice there is listening and imitating practice. this listening and imitating exercise is a combination of basic exercises for listening skills and speaking skills. methodology this research type is action research class that usually called by classroom action research, abbreviated car. this research was conducted at the faculty of teacher training and education of english study program. semester v five academic year 2015/2016. this study was conducted for 6 six months, started from improving the students ‘ability in speaking by using role playing method in the drama lesson of english department at 2015/2016 academic years 179 october 2015 to february 2016. the subject of this study is a five semester v students’ academic year 2015/2016 which amounted to 42 people. with the object of research efforts to improve students' ability to speak english in drama course by applying role playing role playing method. the design of this study has stages as proposed by arikunto et al, 2006 outline there are four stages that pass in conducting classroom action research that is; 1 planning, execution, 3 observation, reflection. findings pre-test the pretest test material was designed in the form of a short dialogue and a questionnaire that the student answers by taking into account several indicators measured in speaking. each indicator has a weight of 20 scores. results from the initial test (pre-test) are: of 42 students who are able to speak by using the correct pronunciation can be seen in the following table: table pretest score distribution no span scores score interpretation frequencies percentage 1 85,0 – 100,0 a very high 0 0 2 75,0 – 84,9 b/a and b high 2 4,76 3 65,0 -74,9 c/b and c enough 4 9,52 4 55,0 – 64,9 d/c and d lack 36 85,7 5 0,0 – 54,9 e low 0 0 total 42 100 based on the results of pretest majority are at the level of less ability, ie 36 students or 85.7%, no students who get an a, and who got a b of 2 people or 4.76%. 4 students or 9.52% who got the value of enough, and no one got the value e, this shows that the student's ability is still low in speaking. based on the observation of the researcher, the initial condition of the class before the researcher uses the role playing method of the students is still difficult to convey the idea, lack the courage to ask questions, not ask what if the material is unclear, lack the ability to formulate their own ideas and the students are not accustomed compete in conveying opinions to others. when speaking, students still have not noticed the intonation, the proper use of vocabulary, the correct grammar in english, and even some students in their dialogue use some of the indonesian language and incorporate it into english. diani syahputri 180 furthermore, it can be seen also how the ability of students in each indicator was measured from the average score. table 2 pre-test score average indicators average scores pronunciation 5.10 structure 5.25 vocabulary 5.40 smoothness 5.35 understanding 6.30 the average for all indicator 5.48 from the 42 students who followed the pretest, all indicator scores only reached 5.48 (in the range of 1-20), this indicates the average acquisition of the students score for pretest is the d / c or c value. see the value of each indicator, the average score students range from 5.10 6.30. the lowest student ability was on pronunciation, while the highest student ability was in understanding. students' understanding of grammar was also low. many grammatical errors when students speak with an average value of 5.25, as well as for smoothness is still low with an average value of 5.35, as well as for vocabulary indicators are still low ie with an average value of 5.40 according to students of their low ability because of the rarity of students practicing in english, and the habit of answering questions using indonesian, lecturers rarely correct students' errors when the students are speaking in english. cycle i during the learning process, lecturer observed student behavior when applied role playing methods. furthermore, the lecturer observes students' ability to speak in front of the class. indicators used to measure the ability to speak are as follows: pronunciation, grammar, vocabulary, smoothness and understanding. table 3; average score for cycle 1 indicators average score pronunciation 8.57 structure 8.80 vocabulary 9.04 smoothness 9.28 understanding 10.11 average for all indicators 9.16 improving the students ‘ability in speaking by using role playing method in the drama lesson of english department at 2015/2016 academic years 181 from the 42 students who followed in the cycle 1, the average score of all speakers indicator only reaches the value of 9.16 (in the range 1 20), it shows the average of the student's score for cycle 1 is the value of c. seen from the value of each indicator speaking, the average score of students ranges from 8.57 to 10.11). the lowest student ability was on "pronunciation", while the highest student ability was on the "understanding" indicator. students' understanding of the pronunciation is the lowest with the average value of 8.57, as well as for grammar indicator was still relatively low with an average value of 8.80. based on the observation of the researcher, the low of student ability was caused by the rarity of students practicing english. english practice was not necessarily a daily requirement for students majoring in english. even when the q & a discussion was held most students answer the questions or give suggestions, criticism when the percentage students were asking the lecturer to comment, suggestion or criticism from the percentage of groups in indonesian language. in general, lecturers did not give permission to speak students in using indonesian language at the time of discussion or q & a. another factor was that during the learning of english, students did not practice individually or in groups. table 4 score distribution for cycle no span score score interpretation frequency percentage 1 85,0 – 100,0 a very high 0 0 2 75,0 – 84,9 b/a and b good 3 7.14 3 65,0 -74,9 c/b and c enough 19 45.2 4 55,0 – 64,9 d/c and d lack 20 47.61 5 0,0 – 54,9 e low 0 0 total 42 100 based on the results of cycle 1 the majority are at the level of less ability, is that 20 students or 47.61% received a d / c score, no students who get a and e, and who got b as much as 3 people or 7.14%. 19 students or 45.2% who got the value of enough or c / b and c, this shows that the ability of students is still categorized enough (not satisfactory). cycle 2 during the learning process the collaboration partners also observe the activities during learning, especially the students' speaking skills using the prepared diani syahputri 182 observation form sheets. in summary the results of observation skills speaking of students during cycle ii is summarized in the following table: table5 the average score for cycle ii indicators average scores pronunciation 16.50 structure/ grammar 15.25 vocabulary 15.50 smoothness 14.35 understanding 17.50 average score for all indicators 15.82 from the 42 students who followed the 2nd cycle, the average score of all talking ability indicators reached only 15.82 (in the range 1 20), this indicates that the average student grade achievement for cycle 2 is either b / a or b. the value of each indicator speaks, the average number of students ranges from 15.25 17.50). the lowest student ability was on "fluency", while the highest student ability was on the "understanding” indicator. the student's smoothness to the pronunciation was the lowest with an average value of 14.35, as well as for grammar indicator is still relatively low with an average score of 15.2 table 6 score distribution for cycle 2 no span score value interpretation frequency percentage 1 85,0 – 100,0 a very high 10 23.8 2 75,0 – 84,9 b/a and b good 32 76.1 3 65,0 -74,9 c/b and c enough 0 0 4 55,0 – 64,9 d/c and d lack 0 0 5 0,0 – 54,9 e low 0 0 total 42 100 based on the results of cycle 2 the majority are at high ability level, is that 32 students or 76.1%, students who get the value of b / a or b and who get a a of 10 people or 23.8%. no student gets c / b and c, d / c and d, and e indicates that the students' skill is categorized as high and very high (satisfying) discussion from the existing research data, it was seen a good increase in student achievement of the value of pre test, cycle 1 and cycle 2. the results of the average score of pretest, cycle 1 and cycle 2 can be seen in the following table. improving the students ‘ability in speaking by using role playing method in the drama lesson of english department at 2015/2016 academic years 183 table 7 comparison of pretest average scores, cycle 1 and cycle 2 indicators pre-test cycle 1 cycle 2 pronunciation 5.10 8.57 16.50 grammar 5.25 8.80 15.25 vocabulary 5.40 9.04 15.50 smoothness 5.35 9.28 14.35 understanding 6.30 10.11 17.50 total fo all material 5.48 9.16 15.82 the table above shows that the average increase in student scores for all subjects ranged from 14.35 to 17.50. the largest increase in mean score was on the subject of understanding (17.50), followed by pronunciation subjects (16.50) and 15.50 vocabulary subjects. thus it can be said that the improvements that occur show an understanding on each of the subject speak (speaking) english after the role play method implemented. the increasing can also be seen from the distribution of student scores from the pre-test value to cycle 1 and cycle 2, as shown in the following table table. table 8 comparison of pretest score distribution, cycle 1 and cycle 2 based on linguistic aspects no value pre-test cycle 1 cycle 2 1 a 0 0 23.8 2 b/a and b 4.76 7.13 76.1 3 c/b and c 9.52 45.2 0 4 d/c and d 85.7 47.61 0 5 e 0 0 0 total 100 100 100 if the pre-test score of majority students is distributed in the d / c and d score group (85.7%), then after the role play learning the students are distributed in groups of b / a or b (76.1%). thus the role play learner has enough pean in improving speech (speaking) in drama course. after conducting this research action class, it can be seen the achievement of predetermined performance indicators. the following table shows baseline data, final targets, and realization. table achievement of performance indicators n0 performance indicators baseline final targets realizations notes 1 score achievement a 4,17 % > 10 % 23. 8 % achieved diani syahputri 184 2 score achievement d 24,17 % <15 % 0 % achieved 3 score achievement e 4.17 % < 3 % 0 % achieved the gain of value a has exceeded the performance targret set. initially targeted the students get a value of a at least 10% but the bigger realization is 23.8%. for the target value to be achieved less than 15% of all students, but the realization is good enough, that only 0% of students are worth d, as well as students realization valued e none, meaning the target has been achieved. the achievement of these indicators points to well-planned learning management and high student achievement. based on the data above, it showed that learning based on role playing gave a positive impact for students in learning, seen from their learning achievement is quite good. in essence, cooperative methods have followed the archetype pattern for role playing methods, including emphasizing group method activities, where students are actively engaged in discussions, cooperation, mutual assistance, and all group members have the same roles and responsibilities. based on the results of interviews with students, it was generally stated that they were interested in the method of role playing. this can be seen from the answers of questionnaires, among others: compared to ordinary learning methods or conventional methods, students assume that the method of role playing learning is very interesting, the role playing method makes them learn more eager in learning, role playing method can improve students' speaking ability when compared with conventional learning methods. uno's conception of the goodness of the role playing model or role-playing method is appropriate when: "lessons intended to explain events experienced and concerning people are based on didactic considerations; the lesson is intended to train students to solve psychological problems; to train students to be sociable and to provide possibilities for the understanding of others and their errors. for that, the benefits were gained by performing role play: 1) to teach learners so that he can put himself by performing role playing, 2) by playing the role of students learn to be responsible and students can feel how the feelings of others and feel in accordance with the role, 3) the teacher can see the real reality of the ability of learners, 4) by playing a role, students can generate a lively discussion, 5) learners will understand social psychological, 6) role model can attract interest learners, 7) train participants to take the initiative and be creative. improving the students ‘ability in speaking by using role playing method in the drama lesson of english department at 2015/2016 academic years 185 the results of interviews with students generally stated that they were interested in the method of learning role playing. this is evident from the results of the questionnaire answers. students are more passionate about role playing methods compared to conventional or conventional methods. based on observation can be observed that the students showed their creativity in making short scripts. this can be seen from the results of the task work in accordance with the time. at the time of the discussion, the students were very enthusiastic in conveying arguments, ideas or criticisms of the participants who were presenting drama script results that they have designed. thus when students are given the freedom to be independent in learning; then the impact that arises is the emergence of creativity, motivation and confidence. the emergence of these capabilities will be useful for their learning activities in other courses in the umsu english education study program. conclusion based on the results of the analysis of the discussion and research findings then obtained some conclusions, they are: 1. learning activities using role playing performed by students in the form of learning done in groups, especially english practice by playing a role in the drama course. impact of role playing given by lecturers in drama course influences student achievement. 2. individual student achievement is good enough by using role playing method which was implemented for one semester, it was indicated from the acquisition of a (very high) value of 23,8%, b / a and b (high) 76,1%, and none obtained values of c / b and (enough), d / c and d (less) and e (low), thus performance indicators were achieved in this study. 3. student response to learning method of role playing in drama course was good enough what compared to conventional learning method. role playing learning method was considered very interesting compared with conventional methods. diani syahputri 186 bibiliography departemen pendidikan nasional. (2003). kamus besar bahasa indonesia. jakarta: depdiknas. hlm 740 mulyana. (2008). pembelajaran bahasa dan sastra daerah. yogyakarta: tiara wacana mulyasa, e. (2005). menjadi guru profesional menciptakan pembelajaran kreatif dan menyenangkan. bandung: remaja rosdakarya mulyasa, e. (2005). menjadi guru profesional menciptakan pembelajaran kreatif dan menyenangkan. bandung: remaja rosdakarya. prasetyo, a. (2001). metode role playing untuk meningkatkan hasil belajar siswa kelas ii sltp n 3 driyono gresik. buletin pelangi pendidikan.edisi iv tahun ii. sulfiani. (2004). current fruit fly problem in indonesia in kawasaki, proceeding of symposium on the biology and control of fruit flies. okinawa-japan 2-4 september. hlm 7278 uno, h. b. (2007). model pembelajaran menciptakan proses belajar mengajar yang kratif dan efektif. jakarta: bumi aksara winkel, ws. (1991). psikologi pengajaran. jakarta: gramedia ijlres international journal on language, research and education studiesissn: 2580-6777 (p); 2580-6785 (e)vol. 1, no. 1, 2017page: 130 – 147 130 headmaster policy of senior islamic school to increas teacher profesionalism at state senior islamic school 2 model medan muhammad arifin tanjung ministry of religious affairs of north sumatra province email: m.arifin.tanjung@gmail.com fachruddin azmi state islamic university of north sumatra syafaruddin state islamic university of north sumatra abstract:state senior islamic school 2 model medan oh of famous islamic schools in north sumatera. the issues in this writing are what are the formulation, organization, aplication and evaluation of headmaster policy of senior islamic school to increas teacher profesionalism at state senior islamic school 2 model medan. to explain the main issue in this writings, i have to observ and intervew the moeslem population. data has been collected will be expalined detailly and analysed by islamic education management. based on research, formulation of headmaster policy of senior islamic school to increas teacher profesionalism at state senior islamic school 2 model medan is bottom upwhich ideas from teachers, beginning from teachers meeting in one subject, teachers meeting in one program, annual meeting in a month and annual meeting in a year, and finally in team work, for example anual teachers meeting, seminar, workshop, cofee morning, study comparation to university and other school. it will motivate teacher in teaching, activity and anythings. besides it, headmaster facilitate everything what ever teacher need it, for example infocus, laptop and everyting. and organization of headmaster policy of senior islamic school to increas teacher profesionalism at state senior islamic school 2 model medan is cooperation with school commite and he helped by vices and head program and teachers and chairman of student. the special of school organization are evaluation of teachers activity and relation to abroad. headmaster states his potition as teacher who teach students, leader who leads teachers, manager who manages, motivator who motivate, supervisiorwho sipervise teachers activity, and facilitator for teachers. and finally evaluation of headmaster policy of senior islamic school to increasethe teacher profesionalism at state senior islamic school 2 model medan each level, begginning from teachers meeting in one subject, teachers meeting in one program, annual meeting in a month and annual meeting in a year, and finally in the team work as formulation of policy. the teachers have responsibility of ideas and program. key words: headmaster policy, teacher profesionalism, state senior islamic school 2 model medan introduction the ideal principal of madrasah should be able to synergize management capability and leadership ability simultaneously. at the level of interaction behavior muhammad arifin tanjung, fachruddin azmi, syafaruddin 131 between organizational man and empowerment of supporting resources, the two capabilities are difficult to separate, because the praxis of leadership and management is not easily distinguished.1 the head of madrasah is responsible for running the madrasah organization's wheel. the function of the madrasah principal as well as the manager is also a thinker and developer. his task within this framework is to think about the progress of madrasahs. the principal of madrasah is demanded for professionals who are well qualified to work above the average of other personnel in madrasah, and have a high moral commitment to his work in accordance with his professional code of ethics.2 the reality on the ground shows that many madrasahs with low student learning achievement, teachers and students are less disciplined, the ability of teachers in managing low learning, and the slowness of administrative staff in serving the needs of students and teachers.these problems are a reflection of the lack of ability of madrasah or head of madrasah in empowering its staff, in addition to the low work ethic of the madrasah community as a whole. head of madrasah s should be able to manage resources in madrasah effectively and efficiently to achieve educational goals.3 to obtain the head of a madrasah or a madrasah capable of performing its role well, the candidate head of madrasah as recommended by the educational leadership costituent council must meet the following standards: 1. ability to promote student success; 2. ability to promote madrasah culture; 3. the ability to manage resources; 4. ability to cooperate / collaborate; 5. ability to carry out integrated, honest and ethical action; 6. the ability of high response power to social, political, economic and cultural values. and; 7. ability in internship / work practices.4 1sudarwandanimdansuparno, manajemen dan kepemimpinan transformasional kekepala sekolaha; visi dan strategi sukses era teknologi, situasi krisis dan internasionalisasi pendidikan (jakarta: rineka cipta, 2009), p. 1-4.2ibid.3ibid. headmaster policy of senior islamic school to increas teacher profesionalism 132 if the seven standards set out above are met, then the predetermined shared vision will be well achieved and the leadership of the madrasah principal will be effective. therefore, during the recruitment of the head of madrasahs have to be careful not to nominate the candidates of head of madrasah who do not have the competence to graduate into the head of madrasah.5 head of madrasah is one of the human resources that include the scope of educational administration. to achieve educational objectives productively in the micro context, the role of professional head of madrasah is very important. therefore the performance of madrasah principal should be improved. only the head of madrasah, who has good performance, can be productively achieved.6 the existence of head of madrasah is very strategic especially in educational institution. the head of the madrasah is at the forefront of ensuring the quality of madrasah under his responsibility. in addition, the leadership culture in indonesia is patrilineal, that is, the policy changes made by the superior to the subordinate (topdown). in summary, if the leader has a high innovation will be positive for the institution he leads. this phenomenon is interesting to be researched further in the area of professional quality development policy of madrasah principal especially in man 2 medan. this madrasah is very important because of some uniqueness owned by madrasah aliyahnegeri 2 medan model among others in terms of human resources (hr) of the educator in man 2 model medan background of strata 2 (magister) and has head of madrasah with educational background strata 3 (doctorate). in addition, this madrasah mentions itself as a model madrasah for the north sumatra province. the uniqueness of madrasah aliyahnegeri 2 model medan with the ability of head of madrasah to lead the teacher is very interesting to be studied. on the one hand all policies of the head of madrasah are regulated, on the other hand he also has the authority to innovate and be creative in order to realize a quality educational environment. a quality education environment will not be separated from teachers who are directly dealing with students. qualified teachers will be able to produce learners who are independent, personable and also innovate. therefore, to realize a 4budi suhardiman, studi pengembangan kepala sekolah; konsep dan aplikasi (jakarta:rineka cipta, 2012) , p. 4.5ibid.6suhardiman, studi pengembangan…, p. 179. muhammad arifin tanjung, fachruddin azmi, syafaruddin 133 professional teacher so as to produce qualified learners should be led by the head of madrasah who has the leadership of the institution of education. in this case madrasah aliyahnegeri 2 model medan very worthy of research with the ability to obtain national and local achievements. literature review policy and head of madrasah policy is a translation of a policy word that comes from english.kata policy is defined as an activity plan or statement about the goals, proposed or adopted by a government, political parties, and etc.the policy is also interpreted as statements regarding guarantee contract or written statement. this definition implies that the so-called policy is about a plan, statement of purpose, contract of guarantee and a written statement whether issued by the government, political parties, and etc.therefore anyone can be related in a policy. james e. anderson provides a policy definition as a series of actions that have a specific purpose followed and implemented by a perpetrator or a group of actors to solve a particular problem. this understanding provides an understanding that the policy can come from a perpetrator or a group of actors that contains a set of actions that have a specific purpose. this policy is followed and implemented by a principal or a group of actors in order to solve a particular problem. james e. anderson more clearly states that policy is a policy developed by agencies and government officials. this implication, he argues, implies: (1) that policy always has a particular purpose or is a goal-oriented action, (2) that the policy contains actions or patterns of actions of government officials, (3) that policy is what the government actually does, (4) that policy can be positive in the sense that it is some form of government action on a particular issue or is negative in the sense that it is a government official's decision not to do something, (5) that policy, positive, based on legislation and is forcing (authoritative). in this sense, james e. anderson states that policy is always related to what the government does or does not do. professional development of head of madrasah madrasah principals have a very important role in determining the whole wheels of school life or madrasah, by coordinating, mobilizing and utilizing all available educational resources. headmaster or madrasah leadership is a major headmaster policy of senior islamic school to increas teacher profesionalism 134 factor in realizing the vision, mission and goals of schools or madrasah. the principal or madrasah is required to have strong managerial and leadership skills in order to be able to make informed decisions to improve the quality of the school or madrasah. nevertheless, the principal or madrasah is not expected to be authoritarian but democratic, open and transparent, for other education personnel.7 principal or madrasah professionals act as supervisors, motivators, and organizers as well as managers. whatever form of policy towards education both nationally and locally, the role of headmaster and madrasah will not be released. this is because the headmaster or madrasah is directly at the implementation stage of the policy. the success of education at the school or madrasah level is determined by the principal or madrasah in coordinating, mobilizing and aligning all available educational resources. leadership of the principal or madrasah to be able to realizing the vision, mission, goals and objectives of the school or madrasah through programs implemented in a planned and gradual manner. therefore, the principal or madrasah is required to have strong management and leadership skills to be able to take decisions and initiatives to improve the quality of schools or madrasah. for that purpose, the principal must be able to mobilize school resources, in relation to the planning and evaluation of school or madrasah programs, curriculum development, learning, manpower management, learning resources and facilities, finance, student services, school relations or madrasah with the community, and creating a school climate or madrasah.8 the task of the principal or madrasah as a supervisor is to help the teacher in two ways, namely: first, the development and improvement of the teaching profession, the two coaching and improvement of personal attitudes and professional attitude. the duties of head of madrasah can be described in detail as follows: 1. assist teachers in understanding teaching and learning strategies. 2. assist teachers in formulating learning objectives. 3. assist teachers in compiling various learning experiences 4. assist teachers in arranging learning activities 7mulyasa, kurikulum berbasis kompetensi :konsep, karakteristik dan implementasi(bnadung: remajarosdakarya, cet ke-6, 2004), 150.8ibid. muhammad arifin tanjung, fachruddin azmi, syafaruddin 135 5. assist teachers in improving basic teaching skills 6. assist teachers in managing the class and dynamize the class as a group process 7. assist teachers in solving the problem of complaints 8. assist teachers in solving welfare problems.9 beside as organizer and supervisor, head of madrasah is also as a manager. he is a manager at madrasah; he leads madrasah based on management, a professional head of madrasah should be able to place himself as a manager. in a madrasah based manajemen, a head of madrasah at least must master the components of management of madrasah, namely 1. curriculum management and teaching program 2. management of education personnel 3. student management 4. financial management and financing. 5. facilities and infrastructure management 6. school relationship management with community.10 an extra ordinary head of madrasah has high self-esteem, both to themselves and to the staff. this self-belief becomes the power to develop the school. in the uncertain school situation and the many problems faced, the extraordinary principal has trust full and no doubt that all the problems can be solved well. outstanding school principals are always achievement oriented. . besides always trying to improve ability and meet the standard of excellence. the orientation to the achievement is related to the achievement of the students. with respect to achievement-oriented, the principal's responsibilities according to marzano in williams, hw include: 1. agent of change, willing to reject the current status quo; 2. discipline, which protects teachers from issues and influences that will disturb their time and concentration in teaching; 3. focus on setting clear goals and pioneering the school's attention; 4. monitoring or evaluation, ie monitoring school practice activities and their impact on student learning; 9sahertian, supervisi, p. 102.10e. mulyasa, manajemen berbasis sekolah (bandung: remajarasindo, cet. 11, 2002), p.19. headmaster policy of senior islamic school to increas teacher profesionalism 136 5. resources, which is to provide teachers and professional development materials necessary for the successful implementation of their work. an extra ordinary head of madrasah always has the initiative, seek opportunities, and seek information to advance the school he leads. in doing his actions, hedos not have to wait for orders from superiors. even dare to simplify the bureaucracy that rambling, the important creativity to advance the school can be implemented with good. outstanding school principals realize that school success can only be achieved when it is done with teamwork and collaboration of the various components present in the school. tiim and collaboration work is embedded in five of 21 responsibilities identified by marzano that correlate with student achievement. these include: 1. affirmation, which recognizes and celebrates achievement and recognizes failure. 2. communication by establishing strong communication channels between teachers and students, teachers with teachers, and students with students; 3. culture foster togetherness and mutual trust; 4. involve teachers in making important policies or decisions in schools; 5. intellectual strimulation by always holding discussions with teachers and staff on a regular basis in relation to the current prevailing theories to improve the school. thus it can be concluded that the principal who has the competence of the principal is superior or extraordinary. these advantages will have an impact on improving the performance of the school he leads. a competent headmaster will succeed in leading the school because it has a number of abilities that can be applied in leadership. methodology this research is descriptive research. in descriptive research research, the center of attention is to describe the circumstances being studied carefully. thus this study aims to examine how the formulation, implementation, performance and evaluation of professional teacher quality development policy in madrasah aliyah negeri 2 model medan by head of madrasah aliyah negeri 2 model medan. muhammad arifin tanjung, fachruddin azmi, syafaruddin 137 the type of research used to achieve the above objectives is qualitative research. according to moleong, qualitative research is a study that intends to understand the phenomenon of what is experienced by the subject of research, such as behavior, perception, motivation, action and others. in this study information was collected from respondents by using directional interviews, of which data were collected from informants. thus this type of research is qualitative research. as explained by burhan bungin, qualitative research aims to illustrate, summarize the various conditions, situations, or variables that arise in society that becomes an object of research, then draws to the surface as a feature or description of a particular condition, situation or variable. this research is reviewed from the data obtained and the place of research is including field research, where researchers conduct research on the formulation, implementation, performance and evaluation of professional teacher quality development policy in madrasah aliyah negeri 2 model medan by the head of madrasah aliyah negeri 2 model medan. the qualitative approach focuses on the general principles underlying the embodiment of a meaning of social phenomena in society. thus a study using a qualitative approach uses the treasures of empirical phenomena, such as case studies, personal experiences, life history, interviews, observation, history, interaction and visual texts as well as message content describing the routines and problems and the meaning of individual life. this study uses the approach of islamic education management science. therefore, in the research process starting from the preparation of research proposal preparation, literature review, determining research methodology and delivery of research results used perspective of management science education and management of islamic education. place and the time of research the location of this research is state islamic senior high school (man) 2 “model” of medan medan. this location is chosen because in this madrasah has its own uniqueness in terms of qualities that can be proud. the quality can be punched from several aspects, such as aspects of human resources (hr) of teachers, facilities and achievements of madrasah principals and madrasah students. the time planning used to complete this research is about 6 (six) months, ie starting from august 2015 until january 2016. headmaster policy of senior islamic school to increas teacher profesionalism 138 data sources the data source of this research consists of primary sources and secondary sources. primary data sources are data obtained from the field of research directly, ie from informants by using data collection instruments. this is explained in the data collection instrument. secondary sources in this research is data obtained through library research (library research) that is by collecting data and reading books or documents related to management education and management of islamic education. research informan qualitative research aims to reveal qualitative information so that more emphasis on the process and meaning of the problem by way of describing a problem. the object of this research is the policy of madrasah principal in developing the professional quality of teachers in madrasah aliyahnegeri 2 model medan. based on the obejekpenejlitian the informant in this study is the head of madrasah aliyahnegeri 2 model medan, vice principal madrasah and teachers and employees in madrasah aliyahnegeri 2 model medan informant research is someone who because have information (data) a lot about the object being studied, asked for information about the object of the study. among the many informants, there are so-called "key informants" key informants-a person or a few people, who are the people or people who have the most information (most know) about the object being studied technique to analyze the data in this study to produce a report done with inductive reasoning that can be done in three ways, namely generalizations, analogies, causal relationships (causation). firstly, generalization is a process of reasoning that departs from a number of similar symptoms or events to draw conclusions about all or some of the symptoms or events. generalization is derived from specific symptoms obtained through experience, observation, interviews or documentation studies. the sources can be documents of the head of madrasah aliyahnegeri 2 model medan, deputy muhammad arifin tanjung, fachruddin azmi, syafaruddin 139 head of madrasah and teachers, statistics and testimonies related to the quality development of profesionalguru in madrasah aliyahnegeri 2 model medan. secondly, it was by analogy. the analogy is done because something compared to the comparison has the same function or role. by analogy, the researcher can explain something abstract or complicated concretely and more easily digested. the analogy referred to here is an inductive analogy or logical analogy. inductive analogy is a process of reasoning that departs from two special events or phenomena that each has similarities to draw a conclusion. since the starting point of reasoning is a commonality between two things, the conclusion will imply that what applies to something will also apply to other things. thus the basis of the conclusion used is a central feature or essence that is closely related to two analogous things. the researcher will do an analogy between the data obtained from the laws and regulations, data of head of state islamic senior high school (man) 2 “model” of medan medan, deputy head and teacher. thirdly, is by causal relationship. according to the law of causality all the events occurring in the world are intertwined in a cause-and-effect sequence. no single symptom or event occurs without a cause. first, one or more of the symptoms may serve as cause or effect as a result of previous symptoms and causes the following symptoms. secondly, the symptoms or events that occur can be caused by one or more causes, and result in one or more consequences. in this research will be tested whether the formulation or planning, implementation, performance and evaluation of madrasah principal policy in developing the professional quality of teachers in madrasah aliyahnegeri 2 model medan in accordance with existing theory and what innovation from head of madrasah in development of professional quality of teacher at madrasah aliyahnegeri 2 model medan. when done will be studied what the challenges and obstacles, and if not applied also clarified with the argument. findings and discussion 1. policy formulation by head of madrasah in quality development of teacher professionalism. in the view of the head of madrasah aliyah negeri 2 model medan professional teachers are: headmaster policy of senior islamic school to increas teacher profesionalism 140 professional teachers are teachers who have professional competence. professional meaning that i think when a teacher designing lessons then he applied in the class without getting out of what he designed. this is one of the characteristics of a professional teacher. and if the teacher is able to carry out what he is programming and that is what he does in the classroom, god willing, learning will be successful. my view is about professionals. the second includes mastery of matter. so the material that is taught that he must understand and must be supplemented with the sources so that supported the learning process.11 from the perspective of the head of state islamic senior high school (man) 2 “model” of medan above it is clear that what he understands is a professional teacher is a teacher who has professional competence. there are two indicators of professional teachers according to the head of state islamic senior high school (man) 2 “model” of medan medan, which is first able to design the learning before the implementation and able to carry out the lesson planning in the classroom. second, master the material and understand it. related to the professionalism of teachers in madrasah aliyah negeri (man) 2 model, head of madrasah explained that: alhamdulillah, the first standard determined by bsnp is seen from the qualifications of education, namely matching the subjects taught with teacher education background. so in madrasah aliyah negeri 2 this model is alhamdulillah 95% is already matchingfor the exact, social, religious subject is the same. for example he majored in chemistry at s1 then he here teaches chemistry. so it has fulfilled what is demanded by bsnp.12 2. analysis before formulating policies to improve the quality of professionalism of teachers in state islamic senior high school (man) 2 “model” of medan, head of madrasah first conduct policy analysis. at least in a madrasah there are several interrelated management components, namely curriculum and teaching program management, personnel management, student management, financial management and financing, facilities and infrastructure management, special service 11dr. p. burhanuddin harahap, head master of man 2 model medan, interview onjanuary 15, 2017.12 dr. p. burhanuddin harahap, head master of man 2 model medan, interview onjanuary 15, 2017. muhammad arifin tanjung, fachruddin azmi, syafaruddin 141 management. therefore, teachers are one component of the seven components of madrasah-based management. at this stage of policy analysis there are several issues included in the agenda to be selected. there are issues defined as the focus of discussion, issues that may be delayed, or may not be at all. each issue that is inserted or not included on the agenda has their respective arguments. the parties involved in the agenda setting should look carefully at any issues that have a high degree of relevance to the policy issue. so the election can find the right policy issues. in this analysis study, madrasah principals do not immediately know what are the problems in each component of madrasah management, including teacher issues. therefore, prior to analyzing the needs of the next year, the head of madarasah collects a team work consisting of the deputy head of madrasah, head of division, treasurer and administration, but sometimes the head of madrasah directly collects all the heads of departments and fields and team work members. it is in this team work meeting that the principal of madrasah gives every field and component a chance to explain the problems he is facing in carrying out his duties and responsibilities. with the opportunity to convey the problems, the head of madrasah knows what are the problems faced by each component of madrasah management, including teacher issues. in this meeting all those responsible for the madrasah management component will address the problems that exist in the component. deputy head of madrasah curriculum field will present curriculum issues, student field will convey student problems, infrastructure and finance as well as special services will also convey the problems that are being faced. all parties will address the problems they face. based on the results of this meeting then the head of madrasah will know all the problems that are faced by each component. head of madrasah will inventory all these problems so that it becomes one unity that will be made into a work program. although a problem faced has not yet become a program to be completed, but the head of madrasah already knows the smallest to the greatest problem. opportunities to convey problems and opportunities to give opinions are invaluable for teachers and education personnel for heads of madrasahs to listen. the head of madrasah will select the problems that exist with the priority scale that must be completed. headmaster policy of senior islamic school to increas teacher profesionalism 142 the illustration stages of proposing the idea of teacher development for professional quality policy can be seen as the following picture: process of composing stage dea of teacher professionalism development policy in state islamic senior high school (man) 2 “model” of medan medan 3. developing the program the program for one-year was formulated based on the vision, mission and education motto that has been formulated. vision of state islamic senior high school (man) 2 “model” of medan is "islamy, integrity, prestation dan care to the invironment". this vision was formulated in the following missions: 1. organizing learning and training process based on akhlakul karimah and achievement. 2. organizing the learning process and training of indonesian character 3. organizing the learning process and the environment nuanced exercise. 4. organizing the process of learning and training systematically and technologically teachers mgmp meeting of department services meeting monthly teachers assembly meeting yearsly team workmeeting muhammad arifin tanjung, fachruddin azmi, syafaruddin 143 5. organizing learning and training process based on research and development. based on the results of interviews and observations made, the vision and mission above are formulated in the work program. a one-year work program to develop the professionalism of teachers in state islamic senior high school (man) 2 “model” of medan is: 1) provide budget, 2) provide motivation, 3) comparative study, 4) providing an opportunity to publish a book, 5) motivate teachers to continue their education to a higher level. 2. the policy of teachres development of professeionalism one of the most interesting from the organization of the state islamic senior high school (man) 2 "model" of medan is the establishment of the teacher performance appraiser and head of international relations. the head of teacher performance appraisal is responsible for assisting teachers in performing their duties. he served: 1) providing services to teachers to assist the implementation of tasks, 2) assess the teacher, 3) review and analyze the problems faced by teachers, 4) documenting all data of teachers and their activities. establishing the field of performance appraisers the teacher helps the principal to formulate, organize, implement all policies relating to teachers and evaluate them. this field will continue to serve the teacher to do his job. he is not only tasked to monitor and assess teachers so that teachers feel burdened, but the main task is to provide services to teachers to be assisted in carrying out their duties. officials who sit in this field are senior teachers who have been paid service from civil servants, so he does not have a burden in carrying out the task. he will give his experiences to teachers who are having problems in the execution of tasks. in essence this structure is the main role for the teacher consultant in the execution of its duties. in addition to being a consular, this field is also tasked with providing teacher performance assessments. in the science of management affirmed that reward and punishment is very important for a teacher or anyone who performs the task. this field will collect data of teacher success in performing duties and discipline violation. the criteria that will be assessed by this field are: 1. teacher attendance level in performing tasks; 2. completeness of all teacher's infrastructure before performing the task; 3. teacher attendance levels in official meetings; headmaster policy of senior islamic school to increas teacher profesionalism 144 4. teacher attendance levels in events related to teacher quality improvement, such as mgmp meetings, congregation meetings, education and training events, workshop events, teacher workshops and so on. 5. teacher discipline level in regulation for teachers; such as clothing, delays, discipline of teachers in handing over tasks on time, such as hand over questions for exams and scoring. 4. implementation of quality development and teacher professionalism policy. specifically related to the development of teacher professionalism quality in state islamic senior high school (man) 2 "model" of medan, there are some indicators of madrasah heads that are able to lead teachers and staff in the framework of optimal utilization of human resources as follows:: 1. able to communicate the school's vision, mission, goals, goals and programs to the overall teacher and staff. 2. able to coordinate teachers and staff in realizing the overall plan to achieve the vision, develop a mission, reach the goals and objectives of the school. 3. able to communicate, provide direction of assignment, and motivate teachers and staff to carry out their main tasks and functions in accordance with the standard operational procedure set. 4. able to build teamwork between teachers, teachers, and teachers with staff in advancing the school. 5. able to equip teachers and staff with professional skills so that they can see for themselves what needs to be done in accordance with their respective tasks and functions. 6. be able to equip staff with skills so that they can see for themselves what is necessary and updated for school progress. 7. be able to lead meetings with teachers, staff and parents of students and school committees. 8. be able to execute decision making by using the right strategy. 9. be able to implement conflict management.13 13ibid. muhammad arifin tanjung, fachruddin azmi, syafaruddin 145 based on the indicators above, it was clear that the head of state islamic senior high school (man) 2 "model" of medan is as a leader for teachers and employees. head of madrasah aliyah was able to carry out all the indicators above. it looks at his ability to communicate, coordinate, motivate, co-operate, guide, train, make decisions and implement conflict management. head of state islamic senior high school (man) 2 "model" of medan is able to communicate well to the teacher. he always strives for good communication, effective and efficient. he is also able to coordinate with the organ of madrasah organization in state islamic senior high school (man) 2 "model" of medan, such as empowerment of madrasah deputy head, teacher performance assessment and other structures. he is able to divide the task according to his organs. head of state islamic senior high school (man) 2 "model" of medan is also able to guide and train teachers to be more creative and independent by presenting expert resource and mastering problems faced by teachers in the form of seminars, workshops, education and training (training) , coffee morning, office meetings, mgmp rapport, teacher consultative meeting in the department and others. all this is done in the rangkan to train and guide teachers to be more professional in carrying out the task. the head of madrasah is also capable of creating conflict management so as to create a safe and peaceful atmosphere in performing the task. deputy head of madrasah public relations explained that there was a conflict between teachers so that interfere with the performance of teachers. the principal of madrasah does not allow it to continue so that he calls on the conflict parties to explain the root of the problem. when a dialogue is held between conflicting teachers, the head of madrasah can find the problem and find the right solution. madrasah principals strive to make good communication in order to avoid conflicts so that security and comfort in performing their duties arise. all organ organizations of the state madrasah aliyah (man) 2 model has clear duties and functions. conclusion the conclusion of this research is: 1. the formulation of policies undertaken by the head of the state madrasah aliyah (man) 2 model medan for the professional development of teachers is a bottom up, whereas the idea of improving the quality of teachers comes from headmaster policy of senior islamic school to increas teacher profesionalism 146 below, the teacher itself. ideas derived from the results were obtained at the subject teachers' meeting (mgmp), the teacher's deliberations at the majors, the deliberations at the monthly service meetings and the annual teacher assembly deliberations. all of these ideas are accommodated at each level of deliberation and will be delivered to a higher level. the results of teacher deliberations for the development of professional professionals were presented last at the annual teacher assembly meeting for the one-year program. these results are formulated again in the team work to determine the time and cost and technical procedures. thus, any formulation of madrasah principal policy for professional quality development always comes from the teacher. as an example of its policy to improve the professional quality development of teachers is to conduct teacher training every saturday, the existence of training or workshop for teachers, seminars, comparative studies to universities and other educational institutions that will serve as a source of inspiration and also publish a handbook by teachers. in addition, teachers' professional quality improvement program is not only a direct program, but also things that support the performance of teachers, such as kamra madi or wc facilities teachers and the necessary tools, such as infocus, laptops and so forth. all the supportive needs for the implementation of teacher duties also come from the teacher. 2. organizing the development of professional professionals in madrasah aliyah negeri 2 medan model is supported by the formulation of the policy mentioned above. structurally, the madrasah principal has established a well-established and well-established madrasah organizational structure for the professional development of teachers. the organizational structure of the madrasah head coordinates well to the madrasah committee and the principal of madrasah in performing its duties assisted by deputy heads of madrasah curriculum field, student field, equipment field, and public relations field. while technically, the head of madrasah is assisted by the field of teacher performance assessment, the field of each majors of study program, the field of foreign relations and the field of management of zakat, infak and alms. to cope with the problems of students in the classroom and outside the classroom, the head of madrasah is assisted by the homeroom teacher. as for the relationship to the students, the head of madrasah issued a decree (sk) for the appointment of the chairman of the class, muhammad arifin tanjung, fachruddin azmi, syafaruddin 147 so that the head of madrasah can also directly communicate with the students regarding the implementation of the teacher's job in and out of the classroom. 3. performance of head of madrasah aliyah negeri 2 medan model for professional development of teachers is to implement their duties and functions. he made himself a teacher, teacher leader, teacher manager, teacher motivator, teacher facilitator and teacher supervisor. these six functions are performed by the head of madrasahs to improve and develop professional mutuprofesional teachers. it not only performs its duties and functions as a leader, but all of the above functions are run simultaneously. he carries out his duties as a leader, so the teacher must obey the rules, when he performs his function as a motivator so he gives motivation to the teacher to perform the task as well as possible, when he runs the tuga as manager, so he puts and assigns the teacher according to his field and his ability when he puts himself in as a facilitator, he prepares everything the teacher needs in order to carry out the task, and when he is the supervisor he supervises the teacher's performance. the evaluation conducted by the head of madrasah on the professional quality improvement policy of teachers in madrasah aliyah negeri 2 medan model is every level of policy making and policy formulation. evaluation is done at the level of subject teachers' meeting (mgmp), evaluation on teacher training at department level, evaluation at monthly service meeting level, evaluation at annual teacher assembly meeting and evaluation at team work level. the evaluation is carried out according to the level. references danim, dansuparno, (2009).manajemen dan kepemimpinan transformasional kekepala sekolaha; visi dan strategi sukses era teknologi, situasi krisis dan internasionalisasi pendidikan. jakarta: rinekacipta suhardiman, s. (2012). studi pengembangan kepala sekolah; konsep dan aplikasi. jakarta: rineka cipta. mulyasa, e. (2004). kurikulum berbasis kompetensi: konsep, karakteristik dan implementasi. bnadung: remaja rosda karya mulyasa, e. (2002). manajemen berbasis sekolah. bandung: remaja rasindo. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) vol. 1, no. 2, 2017 page: 240 255 240 communication technique of hizbut tahrir indonesia (hti) in the development of cadre in north sumatera rubino rubino@gmail.com school of post graduate, state islamic university of north sumatra, indonesia mohd.hatta mohammadhatta@uinsu.ac.id state islamic university of north sumatra, indonesia abdullah abdullahshah@uinsu.ac.id state islamic university of north sumtra, indonesia abstract, this study aimed to analyze the communication techniques applied hizbut tahrir indonesia (hti) in the development of cadres in north sumatra. the approach used in this research is qualitative approach, with reason to understand the problem in its natural setting, and interpret this phenomenon based on the meaning given by the informant, also because this research is multidimensional which is the result of various situation complexity, so it needs to be analyzed the context around it . the informant of this research is determined by purposive technique that is explored based on the purpose of this research, with informant plan amounted to 6 (six) people that is 1 (one) management and 5 (five) person responsible lajnah. based on the data obtained, the results of this study are, there are three communication techniques applied by the hti in cadre development activities are: (1) informative techniques, namely by providing information about hti and the main ideas it develops, to all levels of society both students , students, scholars, intellectuals, as well as influential figures in society such as government leaders, legislators, leaders of mass organizations, leaders of political parties, etc., as well as members of the cadre at the general level of learning, general level, (2) persuasive techniques by inviting them to join and support hti preaching through dialogue, discussion, bulletin sharing, magazines, etc., and (3) the technique of human relationships by giving advice inter-personal to the community or members experiencing problems through consultation activities key words: communication technique, hizbut tahrir indonesia, the development of cadre. introduction communication is a basic human activity. watzlamick, beavin and jackson as quoted by sham, said “we can not not communicate”.1 the point of their statement is that people can not escape from communicating activities, wherever they are at home, in the marketplace, in the office and as they still have to communicate. since man was 1 nina w. syam. (2011). psikologi sebagai akar ilmu komunikasi, bandung: simbiosa rekatama media. page 35. mailto:rubino@gmail.com mailto:mohammadhatta@uinsu.ac.id mailto:abdullahshah@uinsu.ac.id rubino 241 created as a social being, then he can not escape from the activities of communicating. for communication is a process in which individuals relate to others in groups, organizations, and society. according to al-maragi that the word al bisyarah means is to give news or information that is encouraging.2 liliweri states that there are generally four main categories of communication functions: (1) information function, (2) instructional function, (3) persuasive function, and (4) entertaining function. if the four main functions are expanded, then two other functions will be found: (1) personal functions, which serve to express social identity, social integration, cognitive, and escape or solutions, (2) social functions, connect or bridge, socialize, and entertain.3 based on the above opinion then the human communication is basically the goal is that there is a change in human beings. according to effendy, there are at least four changes that are expected to occur in human beings as the purpose of the communication process: (1) attitude change, (2) change of opinion, (3) behavior change, and (4) social change).4 in an effort to realize the purpose of communication as the above opinion, the process of human communication can not be done haphazardly, but must use appropriate communication techniques in accordance with the objectives to be achieved. related to that, according to onong uchjana effendy there are at least four communication techniques that can be used are: (1) informative communication techniques, (2) persuasive communication techniques, (3) instructional communication techniques / coercive and (4) human communication techniques relation.5 informative communication technique is a technique of delivering a message by providing information to the communicant for the communicant understand or understand about the message, so that will increasingly increase knowledge and understanding after getting the message. meanwhile, persuasive communication techniques is a technique of delivering messages by influencing or persuading communicant to change attitudes, opinions, and behavior. furthermore, instructive 2 ahmad mustafa al-maragi (1982). tafsiral-maragi, terj. bahrun abubakar dkk semarang: toha putra. page 110. 3 alo liliweri. (2011). komunikasi serba ada serba makna. jakarta: kencana. page 138. 4 onong uchjana effendy. (2006). ilmu komunikasi teori dan praktek (bandung: remaja rosdakarya, 2006), page 8. 5 ibid. page 4 communication technique of hizbut tahrir indonesia (hti) in the development of cadre in north sumatera 242 communication techniques / coercive communication is the delivery of communication messages by giving instructions, pressure, and even coercion to the communicant that they want to change. while the communication technique of human relations is a technique of delivering messages by way of relationships among fellow human beings, in order to change the self communicant. the four communication techniques above, certainly has its own ways in its application. informative communication techniques, has a variety of ways for information submitted to the audience understood or understood by them both verbally and nonverbally such as through lectures or speeches, writings in the print media and so forth. persuasive communication techniques, too, have a variety of ways both verbally and nonverbally, so that the audience is affected and persuaded so that they want to change. likewise, coercive communication techniques have a variety of ways both verbally and nonverbally, in order for audiences to change. likewise with the communication techniques of human relations, also has a variety of ways for the audience to experience changes both cognitive (knowledge), affective (attitude), and behavioral (behavior). application of communication techniques in the communication process above is very important both in interpersonal communication, group communication, as well as mass communication, both communications conducted by individual communicators as well as communications conducted by communicators collectively such as communications conducted by organizational groups both political organizations and social organizations, including religious mass organizations. implementation of communication techniques by religious mass organizations group in essence its purpose for communication process and socialization of vision, mission, and program of organization both to society and also to the cadres will run effectively. implementation of communication techniques and communication process aimed at the cadres of the goal so that the cadres become militant cadres. the phenomenon shows not a few religious mass organizations and political parties whose cadres are not militants, whereas they always communicate and socialize their vision, mission and program. but on the contrary, not least also religious mass organizations and political parties whose cadres become militant cadres who are fighting for their organizations. rubino 243 one of the mass religious organizations that have militant cadres is hizbut tahrir indonesia (hti)6. according to syamsu rizal hti is one group of transnational islamic movements that clearly shows its transnational character and shows significant development. the movement, founded by taqiyuddin an-nabhani, has branches of more than 40 countries and develops more freely in democratic countries. the main agenda of its transnational character is the establishment of the khilafah, a system of global islamic government under the rule of a caliph.7 the hti name was officially used in may 2000, when an international conference on khilafah was held at the indoor tennis courts of jakarta's senayan stadium. although actually in the early 1980s ideas about hizb ut-tahrir is already there is through the contact with the hizb ut-tahrir community from the middle east, especially with al-baghdadi.8 since 2000 the hti has been growing rapidly. the rapid development of hti can be seen from the quantity of its members and the intensity of hti activities in the public space, namely in the form of parades, seminars, dialogues, public discussions and media proliferation in various regions in the country. even hti branches have been spread in almost all provinces in indonesia, including in papua. meanwhile, in north sumatra organisationally hti also stood in 2000 and its development is quite rapid, especially in various universities in north sumatra. many of the students and college students join this hti group, even they become militant cadres who try to fight for the vision, mission, and program of hti. the rapid development of hti as mentioned above, deserves the attention of researchers for the following reasons: first, hti is part of a global islamic movement that imports its ideology from the middle east and has a political agenda that is to uphold the caliphate. by promoting islam as a perfect ideology, hti does not hesitate to reject ideologies such as communism, pluralism, secularism, nationalism, and even democracy. in indonesia, including in north sumatra, the model of islamic 6 hti groups more represent themselves as political parties based on islamic ideology than religious mass organizations. see ahmad syafi'i mufid (ed). development of transnational religious understanding in indonesia (jakarta: research and development agency of the ministry of religion religious research and development center, 2011), page 34. 7 syamsu rizal. jaringan hizbut tahrir di kota makassar sulawesi selatan. in ahmad syafi‟i mufid (ed). perkembangan paham keagamaan transnasional di indonesia (jakarta: badan litbang dan diklat puslitbang kehidupan keagamaan kementerian agama ri, 2011), page 4. 8 ibid, page 22. communication technique of hizbut tahrir indonesia (hti) in the development of cadre in north sumatera 244 applications like this, clearly something new, foreign, and different from the majority of muslims. although different from the majority of muslims, but still get support from muslims in north sumatra. second, unlike local islamic organizations in north sumatra, hti does not struggle in party politics, but it has attracted many members of muslim youth in north sumatra. hti is able to coach its cadres, thus becoming a militant cadre. based on the above two reasons, according to the analysis of the researchers, of course it can not be separated from the application of north sumatra hti communication techniques in the communication process it builds in conducting guidance to its cadres. but until now not yet known exactly about the communication techniques applied hti north sumatra in conducting guidance to his cadres. therefore here the author feels it is important to conduct research related to: "communication technique hizbut tahrir indonesia (hti) in the development of cadres in north sumatra". this research is important to be used as a model in the application of communication techniques, especially in the activity of cadre building in an organization. literature review technique in language interpreted by method or system doing something. so communication techniques in language, can be interpreted by the method of delivering a message by someone to others, to notify or change attitudes, opinions, or behavior, either directly orally, or indirectly through the media. in the process of communication, the determination and use of appropriate communication techniques is something that is very important and very supportive of communication goals. mistakes in choosing and using communication techniques, it will greatly affect the results to be achieved from the communication process. therefore, a communicator is required to be observant in choosing and using communication techniques in the process komunikasinya. according to onong uchjana effendy, there are at least four communication techniques that can be used in the communication process: (1) informative communication techniques, (2) persuasive communication techniques, (3) instructional / coercive communication techniques, and (4) . for more details, the following will be presented: rubino 245 a. informative communication technique informative communication technique is a technique in communication whose purpose is to provide information or communicate to the communicant about an idea, idea or idea, so that the communicant knows and understands the idea, idea or idea. according to alo liliweri, informative communication is often called informative speeking which is the same kind of speech as a teacher teaches the students or an expert gives a public lecture.9 like a teacher, the communicator begins to explain the existence of a concept, such as the concept of "the effectiveness of interpersonal communication". communicators will provide information or explain why the public needs effective communication, communicators provide examples and demonstrations, he also convey the elements of effective communication, effective communication principles, some theories of communication effectiveness, supporting factors and inhibit the effectiveness of communication, and lastly make a conclusion and provide a definition of communication effectiveness. thomas mann said that speech or convey information shows human civilization, because from speech, the public can know the breadth and depth of information a speaker has. there are three purposes of speech with informative communication techniques are to: (1) entertain, (2) inform, and (3) persuasive. there are also other goals such as reviving inspiration or motivating the public to change attitudes.10 the application of informative communication techniques, can be done either verbally orally or in writing such as lectures, discussions, in the form of articles, bulletins, and so forth, as well as non-verbally as in the form of pictures, cues, and so forth. can also be done using media or without media. b. persuasive communication technique persuasive communication techniques are communication tools, which are purposeful to change attitudes, opinions, and behaviors. therefore, this technique of communication is more difficult. if the communication technique is informative the purpose is simply to notify, while persuasive communication techniques aim to change attitudes and behavior. if informative communication techniques impact only cognitive 9 liliweri. komunikasi serba…. page 273 10 ibid, page 274 communication technique of hizbut tahrir indonesia (hti) in the development of cadre in north sumatera 246 impact, but persuasive communication techniques impact include cognitive, affective, and behavioral impacts. in order for persuasive communication to achieve its goals and objectives, it is necessary to carry out careful planning. planning is done based on the components of communication process ie communicator, message, media, and communicant. for communicators, a message to be communicated in addition to the obvious contents, also must be managed properly. messages should be organized according to self communicant who will be targeted. if the communicant to be targeted is clear, and the media has been set, then the message will be easy to set. c. coersive communication technique coercive communication techniques can be interpreted as a technique of pressing and forcing and instruction. this technique explains that person or group to change attitudes, opinions, and behaviors, the communicator / persuader will send a message by pressing, forcing, or giving instruction even with "brainwashing" tactics.11 in the various psychological literature on communications psychology, this coercive is often depicted on the possible use of coercive power by pressing, coercing, committing acts of violence, intimidation, and brainwashing programs. this coercive behavior, making people who have the power to freely control the people who are under his control. this coercive technique, indeed rely on the power of a communicator. because power is a person's ability to influence others so that he likes or dislikes to receive all messages sent for the achievement of intent and purpose desired komunikator / persuader. indeed, although power is not necessarily a characteristic of the individual communicator / persuader, but this power explains the advantages and advantages of a persuader's position in the polarization of social relations in the midst of a society . d. human relation technique in human relations activities, there are ways or techniques that can be used to help humans, who are frustrated by the problems they face, what is called counseling. the purpose of counseling is to help an individual who is facing a problem or suffering 11 liliweri. komunikasi serba…..page 300. rubino 247 from frustration, to solve his or her own problems or to seek an atmosphere that creates courage to solve the problem. onong uchjana effendy states that in the human relations activities there are two types of counseling as communication techniques that can be used to assist a person in overcoming the problem, namely first, directional directive couseling, sometimes called counselor centered approach (counseling centered on counseling, and sometimes counseling, sometimes called counselee centered.12 methodology this research was a research in order to expose or reveal facts that occur in the field especially the facts related to communication techniques conducted hti north sumatra in cadre coaching. therefore, the approach in this study is a qualitative research approach with emphasis on naturalistic analysis of the phenomena studied. this research was conducted in hizbut tahrir indonesia (hti) organization of north sumatera or in the regional leadership council of tk.i (dpd i) of north sumatra with the research informant, the board and the people who were given the mandate to conduct cadre training. in determining informant of this research, researcher use purposive technique, that is researcher determine characteristic of informant according to purpose of this research. the characteristics of informants are those who understand the process of guidance to the cadres, also those who are directly involved in the process of cadre development. to obtain the data, the researcher uses the indepth interview technique that the researcher will interview in-depth the research informants related to the problem of this research. in addition, to support the results of interviews, researchers also use the technique of observation that researchers do direct observation of the implementation process of hti communication techniques. in addition, the researchers also dig the data through documents that exist on hti north sumatra in the form of books, bulletins, or other documents that have something to do with this research. 12 ibid. page 142-143. communication technique of hizbut tahrir indonesia (hti) in the development of cadre in north sumatera 248 findings associated with cadre coaching, each organization has its own cadre system, both the way and the material of its cadre. likewise with hti north sumatra, it has its own stages, rules and materials in coaching those who want to join hti. based on the results of research to be a member of hti, then anyone should follow and pass four levels of coaching or cadre namely: a. general studies level. this level of public recitation is the first stage of the process of coaching or cadre in hti. this level is followed by those newly joined by hti. the duration of this coaching is for two months or eight meetings, with two hours in each meeting. at this level which is demanded from the congregation is the discipline in following the coaching. for those who are not disciplined then he can not go up to the next level which is the general level of halal. coaching at this level essentially invites pilgrims to do good deeds of virtue, understanding their duties and responsibilities as a muslim. maintain aqeedah, and apply the laws of life ". therefore, at the level of this public lecture the participants will be given information or messages about islam especially regarding ihsanul charity or charitable deeds, concerning the duties and responsibilities of humans, aqidah, and syari 's legal matters. meanwhile, the technique applied by the musyrif in the delivery of the message that is by conducting public lecture in front of the pilgrims. at the lecture, the messages conveyed were supported by the arguments of both the qur'an and the hadith. in addition, it is often conveyed to the virtues and threats or dangers of things such as the virtue of doing good deeds and threats to those who leave them . b. general ‘halaqoh’ level. this general „halaqoh‟ level was the second level of the process of coaching or cadre in hti. this level is followed by those who have already passed on the general level of study. the duration of this coaching is a minimum of two months or eight meetings, with two hours in each meeting. at this level, the number of participants is only a maximum of 5 people, and they are required to be more disciplined again in following the coaching. for those who are not disciplined then he can not go up to the next level of „halaqoh‟ which is the level of daris. rubino 249 coaching at this level, basically invites participants to understand islam more universally and comprehensively. therefore, the material presented at this level of halalah is islamic material that has fewer special studies such as: 1) islam mabda, 2) siyasah islam, 3) knowing hti that is the material about knowing hti, basically invites coaching participants to understand about hti as a political party that is ideology of islam, its emergence background, its ideals, and its main ideas developed. c. ‘halaqoh’ level of daris. „halaqoh‟ level of daris s the third level of the process of coaching or cadre in hti. this level is followed by those who have been graduated or completed at the general level of halal and can meet the specified customary requirements. duration in coaching this level long enough can take years, because the study of a book to finish just sometimes the fastest 1 year. while the book should be studied in this level, at least 4 books. „halaqoh‟ in this level, the number of participants is also only a maximum of 5 people. at this level there are special conditions that must be fulfilled by the participants. if the participant can not meet the requirement then he / she can not follow the guidance at this level. the special conditions are: 1) if he is married, his wife must dress syar'i, 2) participants are not involved in the issue of ribawi, 3) for those who are not married, then they are forbidden to do courtship. in addition to these conditions, participants are also required to discipline following coaching conducted once a week for two hours, nor should be late more than 15 minutes each following coaching. because for those who are unable to meet these requirements and not discipline in following coaching then he can not follow the guidance in the next level. „halaqoh‟ level of daris, it was already at the level of studying the books that become hti's hold. the messages contained in the books are read and discussed together. technique of delivering the message that is read by paragraph by paragraph, and discussed paragraph by paragraph also. the messages discussed have led to matters relating to the establishment of the islamic caliphate. communication technique of hizbut tahrir indonesia (hti) in the development of cadre in north sumatera 250 d. ‘ha;aqoh’ in the level of member. this member level coaching is the fourth or last level coaching. coaching at this level, followed by those who have completed at the level of inheritance. this guidance is done by reviewing some books that have not been denied at the previous level. the coach in the coaching is carried out by fellow members who have reviewed the book that has been denied. the messages contained in the books are read interchangeably and then discussed together, especially by daris who have menghalakahkan book. the technique of delivering the message, similar to the technique at the previous level of coaching is the level of daris. coaching at this level takes a long time, up to years. in addition to guidance in the form of halakah and tasykib murokajah (guidance through the book) from house to house, hti north sumatra also perform guidance in the form of tasykib jama'i ie coaching of pilgrims in general. the formation of pilgrims in general is done in the form of public recitation from house to house, in mosque or also in certain places that have been agreed together. in this general congregation building, the material presented is also general, but not apart from the concepts developed by hti such as social problems, political issues, and so forth. in addition, hti also conducts personal guidance. this guidance is carried out to troubled hti members while at the time of being coached either on the level of public prayer, the general level of pace, the level of daris or the level of the members. or also those who are facing problems in their life whether personal, family, religion or economic problems and so on. hti members are problematic when in the process of coaching, for example members who are not disciplined in following coaching, or also members who violate the things that should not be done in the hti when following the coaching. for the problem members, the coaching step is by calling them to the hti office, then they will advise them. as for members who are facing problems in their lives, usually they consult the musyrif and ask for suggestions and solutions to the problems that are facing it. this kind of coaching model is also done by hti practitioners in the community. ustadz muhammad fatih al-malawiy for example, as a boarding school boarder is often used as a place to ask the community about the religious issues they are facing. likewise rubino 251 with ustadz musa abdul gani, he is also often used as a place to consult by his congregation about the religious issues they are facing.13 discussion based on the above data, when discussed in more depth related to the communication techniques used hti, in the process of coaching, the communication techniques applied hti, namely: 1. informative communication technique. in conducting guidance of cadres, hti north sumatera applying informative communication techniques. the application of this technique is done by providing information to members of the cadre who are following the guidance related to islam, also related to hti and the main ideas that it developed. giving information to them is done both with verbal communication as well as nonverbal communication. verbal communications that apply hti north sumatra in conducting cadres through verbal communication activities such as lectures, dialogues, discussions, and contact person. also through written communication through bulletins, newspapers, tabloids, and magazines. while non-verbal communication applied by hti in conducting cadre development is through the spread of non-verbal symbols such as bazaar activities, peaceful action activities, displaying hti students with achievement, and so on. the purpose of hti communication using this informative communication technique, in essence for members of the cadre to have a universal and comprehensive understanding of islamic teachings and concepts of islamic teachings developed and applied hti in life. with such understanding, they are expected to support the ideas and da'wah done by hti. 2. persuasive communication technique. persuasive communication technique is a communication technique by persuading and influencing communicant through the messages conveyed, with the 13 syaiful rahman, vice chairman of dpd hti north sumatra, interview in medan, october 7, 2016 communication technique of hizbut tahrir indonesia (hti) in the development of cadre in north sumatera 252 aim that communicant can change attitude, opinion, and behavior in accordance with the messages received. in the context of cadre development, hti north sumatra applied persuasive communication techniques. the application of this technique is done by influencing the attitude, opinion and behavior of the cadre members, through the activities of da'wah and giving information related to islam, also related to hti and the main ideas that it develops, by revealing the arguments that are sourced from the qur'an and sunnah rasulullah saw. factors of concern to hti north sumatra, for the successful implementation of persuasive communication techniques and achieve the goal as stted in the following: a. target characteristics factor (communicant). in conducting guidance of the cadres, so that the people being constructed are fully bersersuasif, hti north sumatra is very consider the characteristics of people who will be given information, which will be invited, and who will do coaching. therefore, in the process of implementing cadre development, the division is based on the level of general level of teaching, general level, level of daris, and level of members. b. factor source characteristics (communicators). in the process of guidance of cadres, and for them to be tersersuasif, hti north sumatra also consider the characteristics of communication sources such as level of education, expertise, professionalism and functional, or ability and communication skills, or may also display the personality of someone who became a source of communication. in the process of coaching, hti considers the characteristics of the person who becomes musyrif. for example, people who are allowed to provide minimal coaching for those who have completed the leveling training. c. message characteristics. in the process of cadre development, so that they are tersersuasif, then hti north sumatra also consider the characteristics of the message delivered. in the cadre coaching process, the messages are prepared according to their respective coaching levels. d. characteristics of ariqah (method). in the process of cadre development, so that they are terpersuasi, hti sumut also consider the characteristics of ariqah. in the activity of guidance to the cadres, to convey messages to them, then selected the method in accordance with the characteristics of the target and also the level of its coaching. rubino 253 in the application of persuasive communication techniques in the process of guidance to the cadres, there are several techniques used hti north sumatra, so that messages delivered can persuade those who are recruited and nurtured. these techniques are: a. associate technique. this technique is the technique of presenting a communication message by menumpangkannya on an object or event that is attracting the attention of audiences. this technique is often used hti in the process of guidance to the cadres. for example mega training activities by displaying national trainers asep supriatna, basically to build the cadres b. integration techniques. this technique is the technique of communicator ability in unifying himself communicatively with the communicant. this means that through verbal and non-verbal words, the communicator describes his or her fate and therefore becomes one with the communicant. in the application of this technique, in the process of cadre-building, the messages conveyed by hti, never use my word or us, but use our word. this implies that what hti fought for is not self-interest, but also the interests of society. c. the technique of reward (pay-off) and punishment (fear arousing). to persuade the cadres. hti also applies the technique of reward (pay-off) and punishment (fear arousing). the technique is applied by expressing messages that can arouse hope such as messages relating to the virtue or glory that god will provide by applying the islamic system, in addition to also revealing messages that are scary or illustrate adverse consequences. like the threat of god to those who do not want to use god's laws in this world. in the context of islam, this is called basy³ran and na © ³ran which are exciting news and frightening news. d. the technique of setting (icing). as in the previous explanation, the icing technique is the technique of persuading others by arranging the communication message in such a way that it is pleasant to hear or read and motivated to do as suggested by the message. in the process of cadre development, hti north sumatra also applies this arrangement technique, in which the messages conveyed are arranged in accordance with the characteristics of the target and the level of its development communication technique of hizbut tahrir indonesia (hti) in the development of cadre in north sumatera 254 3. human relation technique. in addition, in applying the informative and persuasive communication techniques, in the process of cadre development, hti north sumatra also uses the technique of human relationships. this technique is an interpersonal communication technique whose relationship contains psychological elements that are very deep between communicator with communicant. the application of hti in applying this technique through several activities such as making personal contacts, conducting interpersonal visits, conducting interpersonal dialogue, as well as through consultation activities or giving advice and solutions personally to the community, as well as to members of the coaching. based on the results of the above research also, if analyzed more deeply that in the process of cadre coaching above, there has been a relationship. in the process of coaching, there is a relationship between participants coaching with the musyrif. in the process of coaching, the participants will continue to interact and communicate in the coaching, when he gained comfort in the process of interaction and communication. he will open more broadly and deeply in the relationship. but if he does not feel comfortable with it, then he will stop the relationship, and he will shut down. furthermore, if analyzed through the symbolic interaction theory, then the process of guidance done hti north sumatra by applying some communication techniques above, is essentially a process of spreading the symbols to the community and the members, both in the form of verbal symbols as well as non-verbal symbols. then the members will interpret and give meaning to the symbols conveyed by hti through the process of interaction between them. if the meaning given hti is the same as the meaning interpreted by the members, then they want to support hti in realizing its ideals. however, if the interpretation of cadre members is not the same as the meaning given by hti, then they will not support hti. therefore, the behavior of cadre members is strongly influenced by the meaning that he gives to certain symbols, for example if he gives meaning that the hti struggle is true, then he will behave in favor of hti, but if he gives meaning that the hti struggle is wrong, support it. furthermore, with the interaction between hti and its members, it will develop the self-concept that exists in every individual in society as well as every individual rubino 255 hti members. it is this self-concept that then encourages members of the cadre to behave whether they want to support hti or not. conclusion the communication techniques applied by hizbut tahrir indonesia (hti) of north sumatera in the cadre development activities are: (1) with informative technique, that is by giving information about hti and the main ideas that developed, to the cadre members both at the level of public recitation, halaqoh general, level of daris, as well as member level. (2) with persuasive techniques, that is by inviting them to support the da'wah hti, through dialogue activities, discussions, dividing bulletins, magazines, and so forth. (3) by human relations techniques, by giving interpersonal advice to members of the cadre who experienced problems through consultation activities. bibiliography ahmad syafi‟i mufid (ed). (2011). perkembangan paham keagamaan transnasional di indonesia. jakarta: badan litbang dan diklat puslitbang kehidupan keagamaan kementerian agama ri. al-maragi, a. m. (1982). tafsiral-maragi, terj. bahrun abubakar dkk semarang: toha putra effendy, o. u. (2006). ilmu komunikasi teori dan praktek (bandung: remaja rosdakarya. liliweri, a. (2011). komunikasi serba ada serba makna. jakarta: kencana syam, n. w. (2011). psikologi sebagai akar ilmu komunikasi, bandung: simbiosa rekatama media. ijlres international journal on language, research and education studiesissn: 2580-6777 (p); 2580-6785 (e)vol. 1, no. 1, 2017page: 18 – 33 18 the mapping of renewal of ‘usul fiqh ’ thoughts in indonesia nispul khoiri state islamic university of north sumatra, medan-indonesia email: nispulkhoiri@uinsu.ac.id abstract, the substance of this paper is the mapping of thoughts of the renewal of ‘usul fiqh’ that has popular or being occurred in indonesia, by expressing the proposed idea of the method of legal istinbat based on detailed arguments and not in favor of the dominance of a particular madzhab. the urgency in the academic context becomes an interesting study to be criticized and developed by activists who are concerned on islamic law in indonesia. in the context of law need, the mapping became the initial data to encourage the building of renewal ideas. there are two renewed mindsets: firstly, institutional reform (nu-muhamamdiyah, mui, and others). secondly, reforms are partial among indonesian muslim scholars. the thoughts of the proposed jurisprudence were categorized into three forms: contextualization of the school, reconstruction of interpretation and vernacularisation of ‘ushul fiqh’ in indonesia based on local indonesian culture. key words: mapping, renewal thought, ‘usul fiqh’ introduction the improvement and development of ‘‘usul fiqh’ ’ in indonesia gave the big contribution to the dynamics of islamic law. the improvements gave the coloring ways and not bring to the domination of current mazdhab. however, it was focused to the ideas and do not intend to shift the minds of the jurisprudence that have been entrenched for a long time. in intended meaning, the renewal does not mean to seek the point of weakness, but gives form to the various mind mapping that actually distorts the development of islamic law. the study of mind mapping of renewal of the ‘usul fiqh’ in indonesia, it can be said relatively small. so far, the study has been conducted in a general way, looking at aspects of islamic law. this has implications for the unexplored significance of data on mind mapping of fiqh suggestions with models and patterns used. at the same time not encourage the will to make further updates because it is considered final. this paper tries to map out the development of the thought of the ‘usul fiqh’. this study was not a new thing because around the 70's 90's topic of reform of islamic law quite stretched by the muslim intellectuals at that time. nispul khoiri 19 different from the 90s to the time this study faded, the direction of thought was no longer the methodology and the idea of renewal. this paper also looks at aspects of the urgency of the various sides to be studied, discussed and even motivates the thoughts of new jurisprudence that can be developed. based on the above description, then the research problem is formulated as follows: (1). what is the mapping of thoughts of renewal of the ‘usul fiqh’ in indonesia (2). what is the development and form of thoughts of renewal of jurisprudence in indonesia (3). what is the urgency of mapping the thoughts of renewal of jurisprudence in indonesia? the purpose of this study is to describe the development and form of thoughts thoughts renewal fiqhin indonesia. explain the purpose of mapping the thoughts of renewal of the ‘usul fikh’ in indonesia. describe the urgency of mapping the thoughts of renewal of jurisprudence in indonesia. the significance of this research was to explain how the actual mapping of thoughts of renewal of jurisprudence in indonesia is proposed. the benefits of this research are: (1) in scientific context, this research can enrich the knowledge about the development of thoughts of renewal of the jurisprudence in indonesia. (2). in the institutional context this research can be used as material in enriching the treasury of islamic legal scholarship in indonesia. (3) in the context of legal sociology, research can be used as information for islamic law activists and concerned communities in this field. methodology this was library research.1 it was done by collecting the sources of library among books, ensiklopedia, journal, magazine, and others. this research used the qualitatve research method that more stressed to the aspect of prosessed than results. the qualitative research has the natural field as a direct source of data naturally. the approach of this resarch was philosopic and historic metodhlogis. the philosophic approach was used in the range of determined the mean of mapping of thought of ’’usul fiqh’ ’ renewal in indonesia both formal yuridic or normatively. in other hand, the historic approach was used in discover the historic data of ’’usul 1bambang waluyo, penelitian hukum dalam praktek (jakarta : sinar grafika, 1996) p. 7 -9 the mapping of renewal of ‘usul fiqh’ thoughts in indonesia 20 fiqh’ ” thoughts which is raising in indonesia in terms of the form of thought and scholars who produced those thoughts. this research was also used descriptive research. it was used to draw about something. in this research, the researcher has gotten the shadaow realized by the first data about the problem that would be studied..2 more over, the descriptive aspect elaborate all data historic literature, then frame of teoritics literature data wich the philosophy and historic approach. the collecting data related to library was done by collecting the primer and secondary data. the source of primer data refered to all historic scientific work, while the secondary data was supporting works from other relational works both directly or inderectly with the research topic. there are three phases of collecting data of this research, 1) orientation where the researcher need to collect the data commonly and widely about the things that stand out, interesting, important and useful to be studied more deeply. 2) the researcher explored by collecting data which was done by focusing the research to know the data sources or competance informan who has known about something researched. 3) the researcher obsreved focused on explorative research interms of maping the renewal of ’’usul fiqh’ ” in indonesia. more over, the researchercer also cllecting the data elated to the documen of library interms of book, focusly on the thought of renewal of ’usul fiqh’ in indonesia. the analysis of the data was done based on interactive analysis as developed by miles and habermas. in this model, the analysis of data consist of 4 components that interact each other, they are; collecting data, reduction of the data, presentation of the data, getting the conclusion and verification. the four components was as a siklus runned continuosly among collecting data, reduction of the data, presentation of the data, getting conclusion and also verification of the data. the steps of data analysis, model of interactive analysis in this reseearch can be seen as follows: a. the collecting data was done by reviewing the documens. the field data was noted in the descrptive field note. 2ibid., p. 7 9 nispul khoiri 21 b. data reduction. means as the proses of selecting, concentrating the intention on simplification, abstracting and transformating raw data that rised from direct note. reduction of the data takes place contonously during the research. the reduction of the data was a form of analysis whis was needed and organized the data based on the problem of reserach. c. presentation of th data. this was formed in the narative texts of field notes. the narrative texts from the field notes are often confusing for the researcher. the presentation of the data was as the step to understand what has been happening and what shoul be done next. literature review one of the properties that the law always moves without exception is islamic law. this movement invokes the law will always change both the product of the law itself and the methodology that gave birth to the law. the movement and change of law in the anthropological review of the law, is said to have many faces and is in a vast expanse of community activity and entering into different parts of life. it also affirmed the followers of the roscoe pound law (1870 1864) the role of social factors in legal journeys, or the followers of the legal incentives school who used the rational choice model to obtain the expected legal effect and then used the reality of society as a means of measuring eligibility a law to apply, reformulation and legal reform is a fairness and even a historical necessity. this is due to the existence of social phenomena is not static and that remains only the change itself. this is where the reform of a civilization begins including legal reform.3 in the context of islamic law, the methodology of birth law is called the proposal of fiqh, it is the knowledge of the rules and and the discussion which leads to the acquisition of 'practical' laws from detailed sources. the existence of jurisprudence is important, because in the fikh's suggestion as written by abdul muqhit citing nyazee's opinion, it is the queen of islamic science of its existence as a requirement of capability of expertise and perfection in the field of science other than islamic law such as' ulum al-hadits and 'ulum al-tafsir.4 the same opinion is also quoted from abu ishaqasy-syatibi (w.790 h) giving the same judgment that the 3dedi supriadi, sejarah hukum islam (jakarta : cv pustakasetia, 2007) p. 3384abdul muqhits, kritik nalar fiqh pesantren (jakarta : kencana, 2008) p. 13 -14 the mapping of renewal of ‘usul fiqh’ thoughts in indonesia 22 ‘usul fiqh ’ is worth qat'ibecause of its excavated inductively collaborative rules (alistiqrai al-ma'nawi) and universality of syariah (kuliyat syariat) which is also worth qat'i.5 on that basis the proposal of fiqh becomes an important discipline that must be mastered by mujtahid, mufti and activist of islamic law, because the proposition of fiqh becomes methodology of process from istinbat of law. the importance of the proposition of fiqh has a methodology, in its development requires an update. this is as a necessity. because the substance of renewal is innovation, restoration, modernization, the creation of a new one, citing the opinion of syafii maarif renewal (tajdid) in islam is an effort and an islamic intellectual effort to refresh and renew the understanding and appreciation of muslims against their religion dealing with the changes and development of society. the existence of this update is part of the area of ijtihad very strategic in easing the teachings of islam in the context of space and time.6 it is true that hasanturabi's criticisms suggest that the traditional reconciling ‘usul fiqh ’ should be done in a basic way, since the traditional jurisprudence product has not been able to produce the islamic law itself, even the more prominent debates and khilafiyah. in the case of islamic law and its methodology (usul fiqh) should continue to develop and face the changing realities of modern life, because modern muslims are in dire need in order to meet their need for useful applicative system in the formation of a society in contact with the needs of modern law. if the traditional usulfiqhserves as a methodology of contemporary law, it is certainly no longer able to accommodate modern needs. it was organized in a historical context and influenced by the nature of the problematic islamic law into the discussion of islamic law at that time.7 the substance of the renewal is not changing the proposition of fiqh that has been deemed to be established so far. the reason for the renewal was important, as ahmad imam mawari wrote: (1). the political aspect that often becomes the obstacle to the manifestation of new ideas of legal reform seems to have softened and made the door of change. the crisis of political elites, with daniel s. lev, is often a real opportunity for reform or law reform. (2). the strengthening of the middle class (middle class) consisting of intellectuals, students and professionals. (3). the 5ibid.6fathurrahman djamil, metode i jtihad majlis tarjih muhammadiyah (jakarta : logos,1995) p.xi7 ibid.,p. 106 nispul khoiri 23 existence of a whole spirit to move towards the creation of civil society (civil society) which also means the empowerment of civil society, then the change becomes automatic toward the sides of civil society becomes a necessity (4). emergence and development of the theory the theory of law that support the legal changes to social interests in indonesia, such as the theory of sociology jurisprudence in general and theoretical journal of urf and maslahah in islamic law.8 according to abdullah an-naim, the legal reform techniques are: (1) .takhsis al-qadha (the right of the ruler to decide and strengthen the judgment). (2). takhayyur, selects various opinions within certain jurisprudence schools and does not choose the dominant opinion in mainstream schools, such as allowing the selection of opinions from other sunni schools such as sudan, libya, morocco, saudi arabia, iran, iraq and other islamic countries. (3). the forms of reinterpretation (4). syari’ahsyarah (the policy of the authorities to apply useful administrative rules and not contrary to syari’ah was also used to introduce various forms of reform. (5). updates are carried out through various court decisions as used in customary law tradition.9 findings 1. the development and form of the renewal of thought of usulfiqhin indonesia the process of improvement and development of ‘usul fiqih’ has been through the long chronicle history in the journey of islam. ‘usulfikh’ manifested from the part of law ‘istinbat until became a science that has given the great contribution to the development of islamic law. the establishment and development of ‘‘usul fiqh’ ’ in indonesia was originally marked by the entry of islam into indonesia. the development of the ‘usul fiqh’ is inseparable from the role of the dominant of syafiil in indonesia.10 the 8dedi supriadi, sejarah hukum islam, p. 339 3409ibid.,p. 33710islam entered in an organized manner to indonesia post-10th century, not long afterthe establishment of madhhab fiqh in the middle east. so when entering the territory of thearchipelago has brought shades of fiqh mazhabi, not islam pure and fundamental forms. theideology of this fiqh mazhabi can be proven in several historical documents, such as the story ofthe first generation of the pasai kingdom kings (13th century ad) has been practiced the shafiischool. likewise, the first organized islam entered the island of java around the 14th century adwas brought by islamic missionaries, such as maulana malik ibrahim (w.822 / 1419 h) who the mapping of renewal of ‘usul fiqh’ thoughts in indonesia 24 tendency of fiqh mazhabi is increasingly crystallized after the establishment of a network of scholars of the archipelago with the middle east that began the 17th century in the form of intellectual and spiritual transmission, the transmission of intellectual transformation of islamic sciences and product books from the middle east. while the spiritual transmission in the form of transferring ascetic teachings and sophistic middle east and surrounding areas to the archipelago..11 otherwise it does not mean that the jurisprudence of schools outside al-syafii does not develop in indonesia, but they grow and develop in a limited scope. the formation of the ‘‘usul fiqh’ ’ in indonesia is also inseparable from the role of the muballiqh background of the syafii in developing islamic teachings in indonesia. these muballiqh pioneered the establishment of islamic boarding school in java as the center of islamic teaching and development at that time. this struggle was continued by his students and mubaliqh abroad afterwards, such as radenrahmat or popularly known sunanampeldenta who came from campa (part of cambodia) to java in 1443/1440 m muballiqh belonging to the islamic minority group in java in the xiv-xvi century is then known by the guardian of nine "walisongo".12 the existence of salafi pesantren is the right media in the review of the jurisprudence. this is also reinforced by the research of abdul muqhits. salafi pesantren in java such as ploso pesantren, the books of jurisprudence that are taught is a proof of the dominance of the syafii school, in addition to the daily practice of ubudiyah which always refers to the syafiis chool, the fiqhbooks become references in the bahsul al-masa'il forum all syafiiyahand commitment to the school of syafii in certain moments as well as verbalization against the belief of ahlu sunnah waljamaah as a belief.13zamakhsyari dhofier said that in the pesantren tradition closely related to the lodge as a place to live, mosque as a place of worship, students as embraced the shafi'i hmazhab. the missionary delegation on the island of java century 14-15 ad,then known as the title “walisongo”. abdul mughits, kritik nalar fiqh pesantren (jakarta:kencana, 2008) p. 245.11ibid., p. 24512the presence of guardian songo who gradually came to accompany the final process ofthe collapse of hindu majapahit kingdom in 1478 and other hindu-buddhist kingdom, such aspajang ends in 1568. keruduan hindu buddhist kingdom was then greeted the establishment ofislamic empires, such as the islamic sultanate in demak bintara as the first islamic empire injava in 1481 supported by wali. ibid.,p. 141-142. lihat pula, ridin sofwan, et.al, islamisasi di jawa, cet. 1(yogyakarta: pustaka pelajar, 2000) p. 23.13abdul mughits, kriti nalar fiqh pesantren, p. 244 nispul khoiri 25 students get education and teaching, the classical books, as literature of science and kyai as teachers who transfer science.14 between kyai and the yellow books as the literature of science (including the study ‘‘usul fiqh” ”) are two inseparable things in the development of ‘‘usul fiqh” ’ in indonesia after the ‘‘usul fiqh” ’ grew and flourished in indonesia, came the thought of reform. according to anderson, the characteristic level of renewal of islamic law that developed into three groups of legal systems, namely: first, the system that still recognizes syari’ah as a fundamental law and apply it intact. second, the system abandoned syari’ah and replaced it with secular law. third, the system which is compromised both of two systems.15 the same analysis was also proposed by dedisupriadi that the process of transformation of islamic law in the perspective of reform of islamic law is patterned in three categories: (1). adaptation to the legal system other than the islamic system. (2). secular, separation between islamic legal system and other legal system. (3). combination or combination of both. from a long journey, the ‘usul fiqh ’ continues to grow and then enter the stage of desire to make an update. although as hasballahthaib is quoted by abdul manan, it is said that the reform of islamic law in indonesia seems to be slow in its development compared to islamic countries in the middle east and north africa. this delay is caused by several factors: (1). still strong is the notion that taqlid is still strong enough for contemporary issues, besides many scholars feel safer to follow the opinion of earlier scholars than to follow the opinions of the people who are feared wrong (2). islamic law in indonesia in the present socio-political context has always invited a polemic at the midpoint between the religious paradigm and the state paradigm. if considered a state paradigm, then islamic law should be ready to face a plural society (3). perception of some people who identified fiqh as a result of intellectual work of religion that the truth is still relative, and the syari’ah which is the product of god and was absolute.16 even though it was delay, the update process has been running. this is generally seen in the reforms at the institutional level and among the indonesian muslim scholars. 14zamakhsyari dhofier, tradisi pesantren (studitentang pandangan hidupkiyai). cet. 6(jakarta : lp3es, 1994) p. 4415j.n.d. anderson, islamic law in modern world (new york : greenwood presspublishers, 1959) p. 83 8416abdul manan, aspek – aspek pengubah hukum (jakarta : kencana, 2005) p. 215 216 the mapping of renewal of ‘usul fiqh’ thoughts in indonesia 26 2. the mapping of renewal in the level of institution after the study of jurisprudence became an important study in the life of pesantren and lasted long enough, the development of jurisprudence subsequently crystallized in the environment of religious and civic organizations, such as nahdatululama (nu), muhammadiyah, mui, and others. these institutions are considered appropriate in this study, in addition to these three institutions as a representative institution and always struggling with the dynamics of the study of islamic law in indonesia nahdlatululama (nu) is a house of the collection of scholars, the nu founding purposed to uphold one of the four schools of jurisprudence (hanafi, shafi'i, maliki and hambali). furthermore, the more viscous nu journey as an institution of ijtihad, developed through the institutions "bahsul al-matsail" and boarding schools. through these two institutions and all the process of establishing islamic law study using the methodology of ‘usul fiqh’ through istinbath of law, namely; alqur'an, hadits, ijma and qiyas. although one purpose of the nu is collecting the opinions of scholars (hanafi, maliki, shafi'i and hambali), however, in using the real fiqh and qawaidfiqh, the tendency is more to syafi'i section, it can be seen from the yellow books used in nu pesantren like ploso and lirboyo. although there is also other nu pesantren like sitobundo boarding school (especially at ma'hadaly) started using the books of ‘usul fiqh’ non syafi’iyah.17 bahsu al-masail is a forum on islamic religious matters, especially concerning the law in various life issues conducted by a group of nu scholars. the method used is a question and answer method that takes place in an official session of the organization such as, congress, national conference or national congress. how to give an answer prioritizes to follow certain opinions rather than using opinions and own analysis. taqlid intended here is to follow the opinion of islamic jurists (fuqaha) and not to the layman.18there are several reasons why nu does not issue its own opinion but always follow: first, there is self-awareness from the participants of the conference or the official session of the organization that they do not have the capacity to the level of mujtahid let alone the absolute mujtahid, so they 17 abdul mughits, kritik nalar fiqh pesantren, p. 26918ibid.,p. 149-150 nispul khoiri 27 prefer to follow the opinions of the previous' ulama. secondly, the nu kyai are orthodoxies with classical studies, so it has not been able to appreciate the study into an original critical study in the development of answering the challenges of the times. third, methodologically the opinion of nu clerics see the problem from the bottom up, starting from the opinion of new scholars nash (qur'an hadits), whereas hierarchically, theoretical postulates of islamic law starts from the qur'an and sunnah, then after that the new ijtihad.19 bahsul masail process always relies on certain schools of the four schools of ahlu sunnah wal-jamaah. usually the decision of bahsul masail prioritizes the qaulimadhhab, it is seen from the procedure of answering the problems compiled in the mechanism: (1). in the case when the answer can be satisfied by the book and there is only one statement, then the statement of the opinion is expressed as explained in the aforementioned. (2). in the case when the answer can be satisfied by the book and there is more than one statement,, then taqrirjama'i is choosed to one qaul. (3). in case there is no statement,at all that gives the solution, so it will be performed the procedure of ilhaqulmasail binadhairiha by the experts. (4). in the case of no statement, at all and impossible to do ilhaq, it can be done by istinbatjama'i with madzhabmanhaji procedures by the experts.20 however, in its development, nu also made an idea of the renewal of the ‘usul fiqh’ especially from the thoughts that emerged from the nu elite. more intriguing at the 33rd nu pre-nu discussion in makassar, south sulawesi, nu raised the idea of "islam nusantara" emphasizing the empirical and distinctive context as a result of integration, contextualization, and indigenization, translation of universal islam with social, cultural and literary realities in indonesia. the idea of islamic nusantara is interesting because it tries to accommodate indonesian culture, so in the context of law it really reflects thoughts to indonesian. according to the author's analysis this notion is categorized as the form of the nu renewal minds which will automatically touch upon the renewal of its ‘usul fiqh” as a methodology. 19ibid.,p. 153. lihat, m. ali haidar, nahdatul ulama dan islam (jakarta : pt gramediapustaka utama, 1994) p. 74.20ibid., p. 148-149 the mapping of renewal of ‘usul fiqh’ thoughts in indonesia 28 on the other hand, muhammadiyah has developed a ‘usul fiqh ’in indonesia through the majelis tarjih and lajnah tarjih. lajnah tarjih of muhammadiyah is the strongest opinion committee, organized through the mechanism of consultation session.21the function of lajnahtarjih is to study the opinions of the various fuqaha in the contentious issue, then take the strongest opinion according to the way of thinking and present conditions. in addition lajnahtarjih also decided contemporary issues not covered by classical fuqaha, such as banking, modern finance, insurance, health and others. it was then decided to become a new law. on the other hand, majlistarjih, in charge of lajnahtarjih, also arranged guidebooks related to certain fields at the request of the muhammadiyah congress or one of the majlis. the objective is to explain the problems compiled, and also to decide the issues based on islamic law.22 the spirit of the development of jurisprudence in muhammadiyah is also evident from the idea of renewal in the majlistarjih. the update here is defined as the tajdid movement as defined in the following statement"tajdid in terms of language is defined as an update. while the term is defined: purification and improvement, development, modernization and the meaningful with it. in the sense of purification, tajdid is intended as the maintenance of islamic teachings that are based on and derived from the qur'an and sunnah ash-shohih ". in the sense of increasing development, modernization and the meaningful with it, tajdid is intended as an interpretation of the practice and embodiment of islamic teachings by sticking to the qur'an and sunnah ash-shohihah. to carry out tajdid in both terms, it requires the actualization of intelligent and fitrient minds and clean minds, which are imbued with islamic teachings. according to the muhammadiyah union, tajdid is one of the characteristics of islamic teachings”23 from this formula, fathurrahman djamil said that muhammadiyah in the methodology of istinbath on law always uses the qur'an, hadits and also ijtihad. in the case of ijtihad, it will be done toward something or legal cases that are not 21lajnahtarjih was the idea of kh.mas mansur at the muhammadiyah congress xvi inpekalongan in 1927.this trove proposed that in the muhammadiyah union, there are threemajlis, namely majlis tasyri ', majlistanfidz and majlistaftisy. but only majlistarji that wasacepted .ibid., p. 95-9922 ibid., p. 9823fathurrahman djamil, metode ijtihad majlis tarjih muhammadiyah (jakarta : logos,1995) p. 57-58 nispul khoiri 29 explicitly contained in the qur'an and hadits and the internal cases contained in both sources. ijtihad in the second form is done by reinterpreting the qur'an and hadits in accordance with the conditions of today's society. muhammadiyah recognizes the role of reason in understanding the texts, if the understanding of reason is different from the text of al-qur’an and hadits, the objective of text must take precedence over reason.24 the explanation above shows that the methodology built by majlistarjih muhammadiyah has its own style when compared with nu. majlistarjih emphasizes the legal restoration through the qur'an and hadits, not supported by other references such as the books of commentary and the books of the hadits. in some decisions also use qiyas, sadd adz-dzara'i, and others. thus the methodology used is not only limited in the context of mere jurisprudence, but also uses modern formulation methods such as induction, deduction, comparation and others. all this is a form of the renewal thoughts of muhammadiyah on the ‘usul fiqh” dimension. in addition, the indonesian ‘ulama council (mui)25 is an institution that has contributed greatly to the development and renewal of ‘usul fiqh’ in indonesia was functioned as: (1). the forum of deliberation of scholars, muslim intellectuals in protecting the society and developing an islamic life; (2). the gathering of scholars, muslim scholars to develop and practice the teachings of islam and mobilize islamic brothehood; (3). containers representing muslims in relationships and interreligious consultations; (4). the giver of fatwa to muslims and government, whether requested or unsolicited..26 mui through the fatwa commission, not only the institute developed the ‘usulfiqh ’, but also the institution gave the idea of renewal of the jurisprudence itself. all matters relating to the fatwa are set out in the mui fatwa guidelines and 24ibid., p. 58-5925 the mui was formed on june 26, 1975 (17 rajab 1395 h) through the ulama congressin jakarta, attended by the regional ulema council, the head of the national islamic society, thespiritual builder of the four generations (army, air force, navy and police of the republic ofindonesia) as well as several prominent islamic figures present as individuals. as the electedgeneral chairman of mui is buya hamka, the charismatic scholar of muhammadiyah, as theelected general secretary is drs. p. kafrawi ridwan, ma from the period 1975-1980. abdulazisthaba, islam and the state in new order politics (jakarta: gema insani pres, 1996) p. 220-221. see also, deliar noer, islamic administration in indonesia (jakarta: rajawali, 1984) p. 125.see also, results rakernas year 2011, organizational guidelines organization of indonesianulema council, p. 43 – 4726ibid., p. 19 the mapping of renewal of ‘usul fiqh’ thoughts in indonesia 30 procedures, where in the general basis and natures of the fatwa are described: the fatwa's determination is based on the qur'an, sunnah (hadits), ijma 'and qiyas as well as the arguable proofs. (article 1, chapter ii). fatwa determination activities are conducted collectively by an institution called the fatwa commission. (article 2, chapter ii). the establishment of fatwa is responsive, proactive and anticipatory (article 3, chapter ii). 27 then in the method of determining the fatwa is explained: (1). prior to the fatwa, the opinions of priests and mu'tabar scholars should be examined on the matter to be filed, carefully following the arguments (article 1 chapter iii). (2). the obvious problem of the law should be delivered as it is. (3). in the case of khilafiyah among the schools of thought, then: first, the determination of the fatwa is based on the result of the discovery of the intersection between the opinions of the scholars of the school by the method of al-jam'uwa al-taufiq. secondly, if the effort of the discovery of the intersection is not successful, the determination of the fatwa is based on the result of tarjih through the muqarranah method with the ‘usul fiqh” rule of muqarran. (article 3, chapter iii). in matters whose opinions are not found in law among schools, the determination of a fatwa is based on the result of ijtihadjama'i (collective through the method of serving, ta'lili (qiyasi, istihsani, ilhaqi) istislahi and sadd al-zariah (chapter 4 chapter iii). the fatwa should always pay attention to the common good (mashalih 'ammah) and maqashid al-syariah (chapter 5 chapter iii).28 from the formation of about the fatwa above, the mui has indeed given space from the idea of renewal. this means that it is not only strong with the dominance of certain schools of thought, in the case that is not found in the opinion of the law among the schools, but the determination of the fatwa is based on the result of ijtihad jama'i(collective through bayani method, ta'lili (qiyasi, istihsani, ilhaqi) istislahi and sadd al -zariah and pay attention to the common good (mashalih 'ammah) and maqashid al-syariah. 27results rakernastahun 2011, guidelines organizers organization of indonesianulema council, p. 27828ibid.,p. 279 nispul khoiri 31 discussion the mapping of the jurisprudence update in indonesia has a strategic urgency if it is done. although not a new study, but every year needs to be mapped, mapping becomes a necessity, to see the development of the proposition of fiqh, the thoughts that arise, the figures that initiate and others. this will have implications for the strengthening of islamic law itself. the proposition of fiqhis a methodology, between the proposition of fiqhand the jurisprudence of two integrative matters. jurisprudence is a product of methodology. the development of jurisprudence is determined by the richness of the ‘usul fiqh”. indonesian islamic law cannot rely solely on the methodology of classical jurisprudence, arab oriented, and colored by conditions that do not reflect the true islamic law of indonesia. but culture and time also determine the change of law and make the crystallization of the law in the culture, time and place of the law. it may be said that culture, time and place are very dominant in coloring and forming laws. this is where the required islamic law is a reflection of indonesian as an inherent law for the people of indonesia as is known islamic law has two functions: first, as social control and social engineering to the condition of society. secondly, islamic law gives birth to new values and social change processes. in this case islamic law is more of a historical product that to some extent justifies the demands of social, cultural and political change. therefore islamic law is required to accommodate the problems of the society without losing its basic principles. otherwise, it is probable that islamic law will experience sterility of function,29due to islamic law is no longer able to actualize itself in answering legal needs in society, when people need. the formulation of islamic law in the books of classical jurisprudence, in some aspects has lost its transformational capacity. if the formulation of islamic law out of date is still enforced its application, it is feared to create legal conflicts within the islamic community itself. the conflict will ultimately create a prolonged khilafiyah, so abandoned by society and society will adopt other laws outside of islamic law. at least to say the tendency of secularist muslims to adopt western law to become law applied to muslims as an indication of the above thesis. this is the 29imam syaukani, rekonstruksi epistimologi hukum islam indonesia dengan relevansinya bagi pembangunan hukumnasional, p. 22-23 the mapping of renewal of ‘usul fiqh’ thoughts in indonesia 32 madness of some scholars, so the reformer realizes the importance of reform especially concerning the proposition of fiqh as the methodology of islamic law. 30 renewal is seen as the need not to alienate the methodology that has been established by mujtahid scholars, but in line with its aim is to purify, enhance, develop, modernize and be meaningful with it against the methodology of islamic law. at least this thought harmonizes with the opinion of harunnasution,31renewal is an adaptation of islamic religious ideologies as a result of the advance of modern science and technology. azyumardiazra said that renewal as a view that influences the social situation and environment, that islam as a reality and a particular social environment is not always compatible with ideal islam, in accordance with the perspective, approach, socio-cultural and religious background of the individual and group of reformers concerned. 32 according to abdullah ahmed an-naim, quoted imam syaukani. the importance of updating the legal methodology includes several things, among others; first, islamic law is not islam itself, but merely meruakan results of interpretation of experts to the text (qur'an and hadits). second, islamic law is the product of human understanding of the sources of islam in the context of history from the seventh to the ninth centuries. during this period islamic jurists have interpreted the qur'an and other sources in the context of developing a comprehensive and coherent syari’ah system as a guide for muslims at that time.33 if this analysis is drawn to today's conclusion, it could be that some of the laws that are historical products of the past are no longer relevant to the present condition. moreover, the law was adopted with different social and cultural conditions. therefore, mapping becomes important as a legal necessity that will have implications for the dynamics of islamic law itself, the needs of society and the needs of institutions or institutions concerned with islamic legal studies. with the mapping there is a picture of the stages of the development of islamic law in indonesia and a 30ibid.,p. 23-2431harun nasution, pembaruan dalam islam : sejarah pemikiran dan gerakan (jakarta :bulan bintang, 1986) p. 11-1232imam syaukani, rekonstruksi epistimologi hukum islam indonesia dengan relevansinya bagi pembangunan hukum nasional (jakarta : raja grafindopersada, 2006) p. 20-2133ibid.,p. 26 nispul khoiri 33 picture of the desire to update the methodology of islamic law according to the needs of society . conclussion the mind mapping of the renewal of ‘usul fiqh” was a process of strengthening the development of islamic law in indonesia, the mapping becomes important data for reform or adoption of new jurisprudence ideas, as a form of purifying islamic law in accordance with the indonesian context which, as long as it does not conflict with texts. this becomes a necessity and sooner or later the demands for an update are sure to arise. along with the models and approaches of mind are offered also in various forms. because this becomes a legal requirement in indonesia . bibiliography anderson, j.n.d. (1959). islamic law in modern world. new york: greenwood press publishers. djamil, f. (1995). metode ijtihad majlis tarjih muhammadiyah. jakarta: logos dhofier, z. (1994). tradisipesantren (studitentangpandanganhidupkiay).jakarta: lp3es. haidar, m. a (1994). nahdatululamadan islam.jakarta: gramediapustakautama. hasil rakernastahun 2011, pedoman penyelenggara organisasi majelis ulama indonesia manan, a. (2005).aspek – aspekpengubahhukum.jakarta: kencana muqhits, a. (2008). kritik nalar fiqh pesantren. jakarta: kencana nasution, h. (1986). pembaruandalam islam: sejarahpemikirandangerakan. jakarta: bulanbintang. supriadi, d. (2007). sejarahhukum islam.jakarta: pustakasetia syaukani,i. (2006).rekonstruksi epistimologi hukum islam indonesia dan relevansinya bagi pembangunan hukumnasional. jakarta:rajagrafindo persada. waluyo, b. (1996). penelitian hukum dalam praktek. jakarta: sinargrafika ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) vol. 1, no. 2, 2017 page: 270 285 270 character education of children's perspective ibn qayyim al-jawziyyah (691 h 752 h) makmudi ibnu khaldun university of bogor, indonesia makmudibogor@gmail.com abstract, the main problematic that caused the crisis of character in children is not making belief as basic philosophical in education. so, the implication of this is freedom of excessive euphoria. the success of the child based only from the perspective of the child's success in academic course. while the values of ethics, morals, and character less getting serious attention. therefore, even though the students excel in intelligence quotient (iq), but in emotional quotient (eq) they are in crisis of becoming alarming character. in this context, the existence of children's character education is considered very important for the next generation as an integral part of their life and living. the purpose of this study was to determine the thinking of ibnu qayyim al-jawziyya about the concept of character education of children. the method of writing this research use library research (library research), the research done by collecting data and information by reading, studying and then analyze literatures relating to the theme, both primary (primary sources) and secondary (secondary sources). then analyzed using content analysis method (content analysis) in the form of descriptive-analytic. the results of the research in this dissertation shows that the concept of character education of children according to ibnu qayyim al-jawziyya emphasis on the four major ways : 1. the importance of introducing kids about the monotheistic god, 2. the need to teach children the principal teachings of religion, 3. teach and familiarize children on good ethics and morals, 4. modeling, 5. praise and meaningful punishment. key words: education, character, ibn qayyim al-jawziyya concept introduction rise of globalization (liberalization) often leads to faltering cultural values that hold true of a nation, as a result of identity and moral values degradation that hold true life. adian husaini noted, "has been widely understood that the wave of global cultural trend today largely a product of the west, spread around the world via electronic technology advantages and various forms of media and communication systems. terms such as colonization of culture (cultural imperialism) colonization media (media imperialism), eviction cultural (cultural cleansing), a dependency culture (cultural mailto:makmudibogor@gmail.com character education of children's perspective ibn qayyim al-jawziyyah 271 dependency), and the occupation of electronics (electronic colonialism) is used to describe the global culture in new and various consequences on society of non -western. "(adian husaini,, 2005:20). this means that the effects of globalization increasingly leads to a new form of colonialism that imperialism western culture to other cultures of the world. the effects of globalization can be an erosion of one's faith. this is the main problem of the crisis of character in children. those cause of the weakening of the quality of students and the quality of the output produced from an education, especially in terms of morals, ethics, and values character personality in religious life and the nation. therefore, the reemergence of the idea of character-based education today, based by the growing erosion of character and personality began fading as a nation, as well as well as human development efforts righteous morals and noble character. therefore, it should be conceived character education of children as a form of coaching the national identity to students. review literature before the authors discuss more about character education of children, firstly, the author will define these three terms separately. those are : the notion of education, character, and children. here, the authors describe some of the opinions of experts on these terms. education etymologically, can be defined as the process of changing attitudes and code of conduct individual or group in an effort to mature human being through the efforts of teaching, training and coaching. education can also mean the process, ways and works to educate (alwi, 2002: 263). according to park (1960: 3) says that education is the art of imparting or acquiring knowledge and instructional trough as study habits. while the meaning of the terminology, education can be interpreted as a conscious and deliberate effort to create an atmosphere of learning and the learning process so that learners are actively developing the potential for him to have the spiritual power of religion, self-control, personality, intelligence, character and the skills required by him, society, nation and state (anwar arifin, 2003: 34) makmudi 272 thus, the definition of education is a conscious and planned effort made by educators for learners to create an atmosphere of learning and the learning process so that learners can acquire knowledge, and actively develop the potential for him to have the spiritual power of religion, self-control, personality, intelligence, morality noble, as well as the necessary skills themselves, society, nation and state through the process of learning, guidance, direction, and ongoing training. definition of characters in the etymological principle, is a term derived from the greek characters, namely kharaseein, which originally means engrave marks on paper or wax that serves as a differentiator (karen bohlin, 2005: 7). thomas lickona argued that the meaning of the character is, "a reliable inner disposition to respond to situations in a morally good way (lickona, 2012: 51). from the above explanation, the notion of character is a way of thinking and behaving that characterizes the individual who delivered the good deeds without thought out beforehand and without consideration, to live and work; both within the family, community, nation and state to form a moral maturity in order to become a perfect man. while the intent of the children here are born to parents, both same-sex male or female, large or small (ibnu mandzur, tt: 467). unicef (united nations international children's emergency fund) defines a child as the population aged between zero to eighteen years of age (abu huraerah, 2006: 19). thus, from multiple exposures above about character education of children, it can be concluded that the character education of children is a conscious and deliberate effort made by educators to students who are immature or have not experienced puberty and not yet 21 years of age in order to grow and bring forth deeds both to live and work, both within the family, community, nation and state to form a moral maturity in order to become a perfect man. methodology this research was a qualitative one that intends to understand the phenomena experienced by research subjects’ such as behavior, perception, motivation, and action character education of children's perspective ibn qayyim al-jawziyyah 273 holistically. then, they will be described in a special context according to. (j.moleong, 2009 : 6) the method of writing this research use library research (library research), the research done by collecting data and information by reading, studying and then analyze literatures relating to the theme, both primary (primary sources) and secondary (secondary sources). then analyzed using content analysis method (content analysis) in the form of descriptive-analytic findings in the view of ibn qayyim, faith is a basic staple in an educational process. therefore, if a person has true faith in allah, then he will be submissive and obedient to all things commanded and avoid any forbidden him. thus, from the attitude would appear ihsan attitude / character well. on the basis of exposure and explanation of the concepts of character education of children ibnu qayyim above perspective, an outline of the concept of character education of children according to ibnu qayyim emphasis on four important things, namely: a. the importance of introducing kids to the god of monotheism b. the necessity to teach children the principal teachings of religion c. teach and familiarize children good ethics and morals d. exemplary e. praise and punishment educateibn qayyim al-jawziyya, his real name was discussion muhammad bin abi bakr ibn ayyub bin sa'd ibn az-zar'i huraiz ad-dimasyqi syamsuddin abu abdillah, ibn qayyim al-jawziyya (ibn rajab, 1953: 447). known by the name of al-jawziyya attributed to a madrassa established by jamaludidin shaykh muhyiddin ibnu abi al-faraj abdurrahman bin al-jawzi who died in the year 656 ah (hasan al-hijjaji, 1988: 38). for ibnul qayyim's father is a founder for the madrassa. ibnul qayyim was born in a knowledge and respectable family on 7 saffar 691 h or february makmudi 274 4th, 1292 m. the village of zara 'from hauran township, southeast dimashq as far as 55 miles (ibn rajab, 1953: 446). he was born and died in dimashq (az-zurkaly, 1980: 56). ibn qayyim al-jawziyya studied faraidh from his father because he was very prominent in the field. learning arabic of ibn abi al-fath al-baththiy by reading the book: al-mulakhkhas li abil al balqa then book jurjaniyah, alfiya, also most of the book al kafiyah was syafiyah and most at-tashil. in addition, he also learned from syaikh majduddin at-tunisi one part of the book al-muqarrib li ibni ushfur (ibn rajab, 1953: 446). earning science shafiyuddin ushul of shaykh al-hindi, the science of jurisprudence of shaykh al-islam ibnu taimiyah and syaikh ismail bin muhammad al-harraniy. he is very proficient in science exceeded his friends, famous in all over the world and very deep knowledge of madzhabschools salaf (ali as-syaukani, 1348: 137). and in the end, he was really total in study (studied intensively) to ibnu taimiyah ibnu taimiyah after the return from egypt in 712 ah until his death in 728 h (ibnu katsir, tt: 234). adh-dhahabi rahimahullah said, "he had the attention to the hadith, whether related to honor or narrators, he also mastering fiqh sciences, nahwu, islamic theology and uhsul fiqh." (adh-dhahabi, tt: 1500). ibnul qayyim rahimahullah had struggled to seek knowledge and studied intensively with theologians in order to obtain their knowledge and in order to master the various disciplines, especially the field of islamic studies. his mastery unequaled to exegesis, his understanding ushuluddin and knowledge about the hadith, hadith meaning, understanding and istinbath-istinbath complexity has reached its peak, difficult to find his equal.in order to master the various disciplines, especially the field of islamic studies. his mastery unequaled to exegesis, his understanding ushuluddin and knowledge about the hadith, hadith meaning, understanding and istinbath-istinbath complexity has reached its peak, difficult to find his equal. ibn rajab said, "he, rahimahullah died at the end of evening prayer time, the evening of thursday 13 rajab 752 h or 23 september 1350 ce he was being prayed the next day, after noon, at the jami al-jarrah. he was buried at cemetery babu al-sagheer. many people who drove his body, there were many good people who dream about him, rahimahullah (ibn rajab, 1953: 450). character education of children's perspective ibn qayyim al-jawziyyah 275 essence of man humans are part of one of the elements of the elements present in an educational process. these elements include the spirit, mind, heart, and the human body. between humans and education, can not be separated from each other. both are an integral and interconnected, people as actors and as the education system in the process to achieve the goal of education itself. ibnu qayyim al-jawziyya noticed, that there are three elements that are present in humans: the element of materiality (psychomotor) that includes coaching body, skills (skills) and sexual education, elements of spiritual (affective) that includes the guidance of faith, character and will of god (the will ), the element of intellect (cognitive) which covers development of intelligence and the provision of knowledge (furqan hasbi, 2006: 9). this view of human nature, is a central issue that will color shades of various facets of the civilization that built it. the importance of the concept of human beings in the system of thought and mind of a thinker, above all, is that human nature is a subject that knows (collingwood, 1976: 1). therefore, the thought ibnu qayyim al-jauziyah of human nature, in line with the methodology of manhaj islamiyyah. where, he sees the whole person (syamilah wa mutakamilah), did not see the man from one aspect and viewpoint alone. as for man according to ibn qayyim al-jawziyya are as follows: 1. man was created on the authority and control of allah. in essence, humans do need allah in all things and circumstances. humans desperately need him in terms of his divinity, his kindness and fulfillment of all requirements and their maintenance. humans and creatures that exist in the natural world, experiencing many changes and shifts from one condition to another. it applies to all movements in the heavens and on the earth by the will, coercion, or natural, such as the movement of plants, natural movements, the movements of animals, heart and soul movement. all movement, change, and shift it will not happen unless their strength. and that power is only in the hands of allah subhanahu wa ta'ala makmudi 276 2. man is derived from starch soil. in the book of 'ar-ruh', ibnu qayyim describe his creation of adam, god said that he (adam) was created from the ground. in another place, he created from black mud molded. in other parts as well, he was created from clay dry. lafadz-lafdaz of it, even though there is a difference in meaning, but the substance is the same, namely from the ground. (ibnu qayyim, 1999: 279) 3. man is the representative of allah on earth. the position of the first man (adam) as caliph has been established by god almighty, who later on al-baqarah verse 31 shows, that the glory of adam (men) on the angels, where god specializes adam 'upon whom be peace with the science / knowledge of the namename everything (al-asthma ') that is not taught to the angels 4. human beings are social creatures. humans are social beings who always need other people in his life. a human being can not live alone, and its existence is not done except by living together. he will not be able to perfect existence and life perfectly set individually. 5. human beings think, was honored with wisdom, knowledge, character / characters are good, the ability to understand, and blessed with a nice shape. one of the advantages possessed by man is a science. with science, man is able to bring actions regulated and orderly (character) so that objects that exist as a natural resource can be processed and developed. in fact, control and use of living beings other than humans on earth, such as animals and plants. because of the ability that man has made god as god's caliph al-ardhi fi. from some human characteristics above, it can be seen that the views of ibnu qayyim on the conception of man is the servant of god who live as social beings, creatures of learners who have the potential, strong will, and good taste / lust, which runs of eschatological in perfecting himself toward allah subhanahu wa ta’ala as allah on earth. the most fundamental problem, which is neglected by most experts education is the ideological foundation problems in education itself. a tree will not be able to stand firm without the support of the root (foundation) is strong. therefore, the tree that stands character education of children's perspective ibn qayyim al-jawziyyah 277 firmly in need of a strong and firm roots anyway. similarly, education, to shape the character takes a strong foundation solid as root or foundation. therefore, according to ibnu qayyim that the main cornerstone in building the character education of children is the foundation of monotheism (ibnu qayyim, 2009: 58). tawhid is the beginning of the obligation to be met by a servant to his lord. therefore, it becomes mandatory for parents or teachers to provide teaching their children about faith as-shahihah and give them to them the dangers of shirk and warn them not to get caught into the case shirk, either shirk in science or shirk in worship , instead, knowledge of the origin of human events is very important in formulating educational purposes for human beings. the origin of this incident, it should be used as the base starting in setting outlook on life for the man himself. ibnu qayyim al-jauziyah argues that the purpose of education in general is keeping human nature and prevent it from deviation and error. in addition, to instill good moral values and brushed off the bad morals, to explore the potential and find happiness in the world and in the hereafter by making all the activities as worship (ibnu qayyim, 2009: 5), which includes the destination ta'abbuddiyyah (worship), akhlaqiyyah (coaching character), 'aqliyyah (development intelligence), maslakiyyah (development of talents and interests), and jasmaniyyah (development of physical health), (hasan al-hijjaji, 1988: 320). in the educational process, the curriculum is an urgent part of the educational process, as the purpose of life is believed to be the truth can be achieved through curriculum planning (ahmad tafsir, 2013: 82). the curriculum is an educational process systematically arranged under the responsibility of the school in a learning program provided to students to develop the knowledge, skills and attitudes of students. the children's character education curriculum from the perspective of ibnu qayyim is an integrated curriculum / methodology of at-takamul (integrated curriculum), which includes several curriculum (ibnu qayyim, 2005: 110248). including the following : 1. curriculum tauhid. tawhid is the basis of the most fundamental teachings of islam. introducing faith and tauhidullah to children is the most urgent and essensial lesson, because the lives of muslims rotating , and formed with it. faith in god is the principle peak in the general system of life of muslims as a whole. makmudi 278 the first thing that should be emphasized and given to a child is education about the faith, namely to install tawhid to children as early as possible and teach children the principal teachings of islam. children in the early period of growth and development should be given education on the subjects of religion, through referrals, guidance and coaching as much as possible so that they can grow and develop as pious children who has a good personality. 2. curriculum behavior. character is minhajul life (way of life) for a muslim. because, good muslims behaviour always showed in his life and cover their days. behavior associated with the temperament of a person which includes in it the nature of patient, courageous, itsar (concerned with others than himself), gratitude, generous, honest, and trustworthy. all of which is the implementation of the general character (hasan al-hijjaji, 1988: 313). islam recommends to educators in order to seed and nurture their children with ethics and morals of islam. because of such, including rules that made islam to educate children so that interaction between children and families and other people are always built upon a noble character and amiable neighbor 3. curriculum fikriyah (intelligence). sense is a tool (the means) to acquire knowledge, which is used as scales to determine truth from error, knowing that higher priority virtue of which do not, and as a reflection to know the good from the bad. 4. curriculum ruhiyyah. soul and body influences one another, as befits two allies in deed, and the soul can be alone in causing the influence of which can not be shirked by the body. while the body does not have the power of influencing without shriked by the soul. ((ibnu qayyim, 1999: 331). man consists of two elements, namely the element consisting of body and spirit, so that human beings and ruhiyah jasadiah once. their relationship is like the relationship between a captain with a boat, which serves as a regulator and the helmsman steering the boat course objectives, and the soothing flow of water carrying and keeping the boat in the middle of the blast wave. (saad riyadh, 2007: 46). ruhiyah provide education to children is something that is very urgent, because the soul is like a character education of children's perspective ibn qayyim al-jawziyyah 279 mirror. considering whether or not the behavior and character of the person depends on the quality of the soul itself. if the soul good, it will give birth to a good character as well. vice versa, if the soul sick, then it will bear the bad behavior and negative. one of the key points in the character education of children is allowing children to pray tahajjud. night prayer (tahajjud) is one that has a distinctive worship and virtue as a means to draw closer to allaah. worship that can purify the soul and cleanse the perpetrators of sins and errors, and can prevent the perpetrators of acts of sin and sinners thus, it is clear that the soul can be nurtured and trained to become a good habit, so it can be expressed with the appearance of good character and behavior as well. for character education should be started from the upstream, not downstream, which starts on the inside (soul) of the children themselves. 6. psychological curriculum. in a process of character education of children, curriculum related to the child psychologically is very important and noteworthy. because psychology is an important part and one of the elements of education ruhiyah itself, in order to charge children's character education materials to meet needs that dimension ruhiyah (spiritual). humans have gharizah (instinct) or instinct to develop according to its growth, as well as to give effect to the words and behavior, either useful or useless deeds. 7. social community curriculum. appropriate human nature and the nature of the case, 8. requiring interaction with the public, which means that people require cooperation among themselves in order to live; either for food and defend themselves. social relationships is something that is vital in human life. if social relationships do not exist, then they are not perfect beings and not realized what was intended by allah in the form of prosperity in the world and make them as his vicegerent on earth (ibn khaldun, 2011: 1). 9. curriculum interest and talent. in the world of children's education, knowing the potential of students and understand their interests and talents are very urgent for parents and educators. this relates to the development of their souls; ruhiyah both makmudi 280 dimension (spiritual) or dimensionless jasadiyah (physically). therefore, if the interest and talent is not directed toward the right, then he'll take to the way of improper interest and plunges himself into negative actions. thus, the character education of children, needs a program as a vessel in a process of development interests and talents of the child, so the child's potential can be developed and directed towards a positive way and beneficial for their future. 10. curriculum dexterity. exercise is one of the means to control the development of the physical health of children. therefore, regular exercise can maintain health and fitness. because the move is one of the therapeutic treatment of certain diseases. each limb has its corresponding specific sport. exercise of the brain is reading, starting with reading aloud slowly up gradually. exercise ear is to listen and to talk gradually, ranging from mild to severe talks. similarly, the exercise of the tongue, is done by talking. sporting eyes done with a look. sport foot by walking gradually, little by little (ibnu qayyim, 2004: 192). 11. curriculum jinsiyyah. what is meant by curriculum jinsiyyah here is a process in providing a good understanding to the children about adaptation and adjustment in life; both now and in the future in accordance with jinsiyyahnya (gender), (mahdi al-istanbuly, 1402 h: 17). it has become human nature that they have a tendency that is like the opposite sex. adolescent phase is a period that is very dangerous and prone to human life. therefore, the responsibility for parents and educators to keep children out of every thing that can stimulate their lust and moral ruin is an obligation that must be done. providing an understanding to the children about jinsiyyah (gender) is a very important thing to get attention. integrated curriculum above, can run smoothly in the process of character education of children if it is supported by the methods and means which are appropriate, effective, and efficient. in the view of ibnu qayyim, the proper method is applied in character education of children are : coaching method, method care, treatment methods and reward and punishment method. character education of children's perspective ibn qayyim al-jawziyyah 281 fostering of the mental and spiritual is needed, by introducing students to god the creator, to advise and remind the child if you make a mistake, get children to apologize and to forgive, to teach children ethics and courteous , and get children to live disciplined and consistent approach to religion. all that is done in the form of mental and spiritual development of children through worship as a means of holistic-based. guarding against moral attitudes of children should also be carried out, in order to keep the child from the negative influence of the people around him. by giving the example to children, parents deliver their speech, behavior and attitude in the face of a child, to give an example to children in worship, ethics, and manners in the act. teach children saying good, kind and useful words. it has become an obligation for parents or educators to educate and direct the children in saying good and positive words and keep children out of saying dirty and nasty as well as from other negative words. because, saying vulgar and obscene is a reflection of the soul dirty. there is a match between the dirty soul with filthy behavior anyway. one of the key points in the character education of children is get the kids to ask for permission. either permission when taking something that was not hers, nor ask for permission when he would go into his parents room. if a child is accustomed to taking the property of others, then it will become a habit. so he grew up with behavior like taking without permission (ghasab / steal), and do not like to give and share with others. teach children said words were kind and helpful. it has become an obligation for parents or educators to educate and direct the children in saying that good and positive and keep children out of said dirty and nasty as well as from other negative words. because, say vulgar and obscene is a reflection of the soul dirty. because of this there is a match between the soul dirty with filthy behavior anyway. keep children out of saying false and treacherous. honesty is a behavior based on efforts to make the person as a reliable,good saying person both in actions and work. honest means no lying, no cheating, genuine and sincere (abdillah syukur, 2014: 137). instead, lie or falsehood can drag the culprit to sin, soul and feeling anxious, far from favor and facilitate the culprit doing negative things that harm themselves and others makmudi 282 keep children from places of vice and the environment is not conducive. character education can be taken as a lesson for a child is a child away from the environment that is not conducive, and keep children from things that can melalaikannya of obedience to god. son is a mandate for the master. his heart is a pearl of pristine and pure, ready to set up a wide variety of any kind. if the manner of goodness, of course he will grow in goodness. vice versa, if socialized into disrepute, then he will grow in such vices. a child who does not get the teaching of manners, manners or grammar spell as a child, then he is easily influenced by the surrounding environment, so that he would swallow the bad influence from the environment without being able to filter and sort promiscuous and distinguish between what is good and what is bad. keep the boys from the look feminine, and educate a boy into a real man. instill character heroism for boys since childhood is one of the means to prevent the tendency towards same sex and of irregularities sexsual. to that end, training, fostering and directing them according to the nature and sex is a matter that should receive the attention of parents and educators. for, if the children are left without any guidance, it will be more and more psychiatric illnesses that befall them as gay, lesbian, transgender and other deviant behaviors. besides these two methods, the method of treatment also needs to be done by educators to their students, in an effort to maintain his sanity and add positive energy to the child with psychological therapy, knowing psychiatric and potential of children and meet their needs at every phase, appreciate and listen child speech and opinion, and last but not least, social minded train to children. with sadaqah, fasting, generous and altruistic. allowing a child to give and to empathize with others. giving and empathy is a form of social and environmental concerns surrounding environment, the sensitivity to be able to help people around that need. so that the local community can get benefit. instead of that, giving and empathy for others will foster a sense of compassion in children to among fellow. if this continues to be developed, it will be a positive behavior for the child, and come up to children with good character in the association or sociable with others. instill good character since early childhood. islam recommends to educators in order to character education of children's perspective ibn qayyim al-jawziyyah 283 seed and nurture their children with ethics and morals of islam. because of such, including rules that made islam to educate children so that interaction between children and families and other people are always built upon a noble character and amiable neighbor the mental health of a child is very important to get attention. soul of the child if it has reached the degree of muthmainnah nafs (soul that is stable), which has three main characteristics that reinforce each other, namely; (1) people who believe in allah, (2) people who are patient, (3) people who surrender themselves to god (trust). then it will be easy to give birth to noble deeds, so that can be formed into a character and a good personality. one of the method in the character education of children is provide educational reward and punishment. punishment is not an educator retaliation to their students. however, the real purpose is educational and is one method of teaching. reward and punishment to children is part of the educational process. give praise and gifts to children is a form of appreciation to them. and inflict punishment on them are teaching. therefore, children punished for education, not torture. including the most important means of shaping the character of children is by making use of their spare time to do positive activities, productive, and sportsmanship, as well as beneficial. it is as a means to develop the potential of children in work and work. so it will be easier for them in their adulthood to be more productive and innovate in their work, as well as honest and responsible in implementing the human relationship with their business partners. directing children according to their interests and talents. among the important matters that must be recognized by educators well is knowing the tendency of children to the skills, interests and talents and the work suited him, as well as the ideals that he wants to get (nashih 'ulwan, 2012: 445). each child has a different character, intelligence, and the potential between one child and another. to that end, educators and parents need to pay attention and directing children according to their interests, talents, abilities and potential. one method that is appropriate to develop the potential of children by granting wishes and directing talent of children. children ask what he needed. if granted, the heart will feel makmudi 284 very happy. if the request is not granted, he will be upset and angry and will perform unwanted actions (abdul hafidz suwaid, 2012: 203). conclusion waning values of character education on students, in fact motivated because faith does not serve as the basis of philosophical education. theories of education on children's character mostly adopted from western theories are more likely to understand secularism. it is time for education practitioners, educators and parents of students to change the mindset towards faith-based education. for ibnu qayyim, act or activity should always expect a reward from allah subhanahu wa ta'ala. every plan, business, and any activities that will be carried out should always rests in allah subhanahu wa ta'ala, including in educating and shaping the character of children, because educating children is a faithbased and religious obligation that was ordered. character education is an important part of human life, because it will shape the personality of the man himself. the presence of the apostles and prophets sent by god almighty on this earth is to improve the character / morality. therefore, the civility of a nation depends on the level of national character itself. so, we have to do is to faith and fear allah subhanahu wa ta'ala. the core in character education curriculum, as one source of character education of children that is good and right are based on religious teachings. the outline concept character education of children perspective ibnu qayyim emphasizes on four important things, namely: the importance of introducing kids about the monotheistic god, the need to teach children the principal teachings of religion, teach and familiarize children ethics and good morals, the importance of exemplary, and praise and punishment educate. bibiliography al-jauziyyah, ibnu qayyim, 2009. kunci surga mencari kebahagiaan dengan ilmu, terj. abdul matin dan salim rusydi cahyono, solo : tiga serangkai al-birkawi, muhammad pir ali, 2015. the book of character, jakarta : zaman collingwood, r.g. 1976. the idea of history, new york : oxford university press, , character education of children's perspective ibn qayyim al-jawziyyah 285 hlm. 205 husaini, adian, 2005. wajah peradaban barat dari hegemoni kristen ke dominasi sekuler-liberal, jakarta : gema insani mandzur, ibnu, tt. lisan al-arab, beirut : daar as-shadr rajab, ibnu, 1953 m / 1372 h. kitab adz-dzail ‘ala thobaqat al-hanabilah, penerbit al-sunnah al-muhammadiiyah syukur, taufik abdillah, 2014. pendidikan karakter berbasis hadits, jakarta : rajagrafindo persada tafsir, ahmad, 2013. ilmu pendidikan islami, bandung : pt. remaja rosdakarya ‘ulwan, abdullah nashih, , 2012. tarbiyatul awlad fii al-islam, terj. solo : insan kamil wiyono, edy, 2008. 37 kebiasaan orang tua yang menghasilkan perilaku buruk pada anak, jakarta : pt grasindo, ijlres international journal on language, research and education studiesissn: 2580-6777 (p); 2580-6785 (e)vol. 1, no. 1, 2017page: 53 – 66 53 the eduction thoughts of sayyid qutb in the tafsir of fi zilal al-qur’an sobrun jamil the staff of ministry of religious affairs, district of langkat email: sobrunjamil@gmail.com ali yakub matondang state islamic university of north sumatra, medan-indonesia abstract, this research aimed to know the islamic conceptual framework by quṭb included of the goal of islamic education, mattes of islamic education and the methods of islamic education, and the relevances between quṭb concept and recently education. to get the result, writer used two resources of research both are the primary resources and secondary resources. fī ẓil l al-qur’ n was the primary resources in wich the verses of the goal of islamic education, mattes of islamic educatin and the methods of islamic education analized by mauḍū’ī method. secondary resoruces in this research was the books thas correlated with quṭb ideas in islamic education and the others were the books of excgesis in koran.beside of analyis the results of research were that terms of islamic education used by quṭb are attarbiyah, at-ta’līm, at-taujīh, adab/at-ta’dib, and tahzīb. copeptuallyquṭb used at-tarbiyah al-ḥarakiyyah, at-tarbiyah al-qur’ niyyah, at-tarbiyah an-nabawiyyah, at-tarbiyah alisl miyyah, at-tarbiyah al-khuluqiyyah, and at-tarbiyah al-ijtim ’iyyah. the goal of islamic education as khalifah, abdullah and ululalbab is corellated to be ins njadīd (new humandkind). the matters of islamic education of quṭb derived from tauhid (faith), koran, ibadah (worship), akhlak (moral), salat (praying) and social eduction that tauhid was the basic of islamic edutaion matters, so on the islamic eductation method quth quoted that methodes must be took from tauhid and quranic verses to get the muttaqin (pius mankind) as contradiction of fool humankind. quṭb ideas had relevance with the recent education work in tauhid aspect and moral concept as basic of islamic education. key words: education thoughts, sayyidqutb, tafsir of fi zilal al-qur’an introduction talking about current islamic educational thinking, it cannot be separated from the thinking of the classical period. as a work related to philosophy, islamic education thought comes from the idea and idea of an educational figure about islamic education both theoretical and applicative. basically the thought of islamic education has its own characteristics when viewed from the source of thinking is derived from the qur'an and hadits.1 1at a more advanced level, the mastery of classical works is not enough to refer to the moderndisciplines known in the islamic education curriculum but must be rooted directly in the the eduction thoughts of sayyid qutbin the tafsir of fi zilal al-qur’an 54 although with the same source, islamic educational thought in its various styles, produces a definitive conception of education that varies depending on the conditions attached to it, especially when viewed from the historical spectrum.2 in relation to the long history, according to hasanasari knowing the history of classical and modern education thought is a bridge for contemporary muslims to be able to study professionally and proportionally to islamic education itself and regarded as a navigation tool that allows contemporary muslims to travel by looking at the roots the reality with classical mapping records should follow the following paths: a) adequately describe oritional works in each field, b) underline the central team-the themes of the classic works, c) show the theses and arguments of each theme , and d) shows its relation to the reality of muslim life today.3 the thought of islamic education with its various approaches and methodologies produces a distinctive concept, one of which is in terms of defining. defining islamic education with an approach of tafsiri for example will result in defining the style of interpretation, the definition of education with the approach ḥarakī or movement will lead to the definition of education close to the nuances of movement. defining the philosophical approach will lead to philosophical thinking, and so on. a definition of a character will certainly have implications for the entire spectrum of education itself, which is known as the islamic education system.4 treasury itself. for the latter it is obviously needed a highly committed expert with the ability of abroad and open insight not just individuals who are experts on one field only.hasanasari statesthat to achieve it requires a good mapping of classical treasures that have an encyclopedic-integral wawasam / character that characterizes the majority of classical muslim authors. seehasanasari, reveal history finding ibrah (bandung: citapustaka media, 2006), p. 104.2the four phases described by harunnasution include the classical phase, the middle phase,the progress phase, and the modern and backward phase. the classical phase is the period ofguidance and growth of islamic education during the time of the prophet. (661-750 ad); thegolden age of islamic education, is a period of scientific growth coupled with the rapiddevelopment of islamic studies institutions (750-1250 ce); the phase of decline is a period ofdecline and the frost of islamic education with the closed doors of ijtihad and abandoning secularintellectual traditions, especially philosophy (1250-1734); and the phase of renewal and re-establishment is a period of renewal in it is re-encouraged by islamic thinkers (1734-present).harunnasution, renewal in islam, history of thought and movement (jakarta: pt bulan bintang,1990), p. 12.3hasanasari, menguak sejarah mencariibrah (bandung: citapustaka media, 2006), h. 104.4islamic education system is an interconnected unity in achieving an educational goal thatincludes educational goals, educational materials, educational methods, educators / teachers,students means of education, education and other evaluations. sobrunjamil, ali yakubmatondang 55 in relation with the meaning of tarbiyah as an attempt to improve, quṭb agreed that education in islam should not only be tarbiyah but more than that it means tarbiyahqur' niyah as the following phrase: الكبرية، اليت وهي احلقيقة اليت حترص الرتبية القرآنية على استحضارها وتقريرها وتوكيدها وتعميقها يف التصور اإلسالمي. وهي هي احلقيقة األساسية 5اأقام عليها اإلسالم منهجه الرتبوي. واليت ال يستقيم ضمري على املنهج اإلسالمي، بكل تكاليفه، إال أن تستقر فيه هذه احلقيقة بكل قو meaning: the real thing that is expected from the education of the qur'an is to present the qur'an, establish and strengthen and deepen it in shaping the conception of islam itself. qur'anic education is the main foundation on which islam makes it an educational system / method. at-tarbiyah an-nabawiyyah for quṭb is the process of training of education which comes from the prophet must go hand in hand with the qur'anic education. at-tarbiyah an-nabawiyyah directs the heart and view towards heaven, also encourages him to continue to be patient with god's prescribed role until god rewards him as he pleases, both in the world and in the hereafter especially in the family environment, as stated in his commentary: يـَْقِة اْلُوُجْوِد ِمْن َحْوِهلِْم. َونُْدرُِك ِمْن ُسَؤاِهلِْم َوِمَن ْاِإلَجابَِة َعَلْيِهْم َمَدى النَـْقَلِة وََكاَنْت التَـْربِيَُّة النَـَبوِيَِّة تـُْنِقُل إِلَْيِه نـُُفْوَس اْلَعَرِب ِمْن اْلَمْعرَِفِة ِحبَِقيـَْقِة َرِِّْم، َوَحقِ لتَـْوِجْيِه النَـَبوِي اْلَقِوميِْ ِ ، 6اَلِيت نـََقَلَها َهلُْم َهَذا الِدْيُن، بـََهَذا اْلِكتَاِب اْلَكرِميَِ meaning: prophetic education directs the psychology of the arabs to introduce the true god to them and their true being around them. we know from their questions and answers to them as long as religion directs them with the noble book (qur'an) by way of education (attaujīh) the righteous prophet. based on the background of the above problem, then the formulation of the main problem is "how sayyidquṭb islamic education thought in tafsirfīẓil l alqur' n"? with sub-discussion covering: 1) what is the purpose of islamic education according to sayyidquṭb? 2) how is islamic education material according to sayyidquṭb? 3) how is the method of islamic education according to sayyidquṭb? 4) how is the relevance of sayyidquṭb's islamic education thought to the world today? the purpose of this study was: 1) knowing the purpose of islamic education by sayyidquṭb. 2) know the material of islamic education according to sayyidquṭb. 3) knowing the method of islamic education according to sayyidquṭb. 4) knowing 5sayyid quṭb, fīẓil l al-qur’ n, juz.i, p. 467.6sayyidquṭb, fīẓil l al-qur’ njuz.iii, p. 1426. the eduction thoughts of sayyid qutbin the tafsir of fi zilal al-qur’an 56 the relevance of sayyidquṭb's islamic education thinking to the education world today. literature review interpretation of fīẓil l al-qur’ n as a work of his greatest work, fī ẓil l as its meaning and content, certainly has some of the characteristics and background that accompany it, among others, the political, socio-cultural and internal conditions of quṭb. from the meaning side, the language fī ẓil l al-qur' n means in the shadow / protection of the qur'an. while the content there are some connotations of messages in the naming of his interpretation. firstly, quṭb tells us that the qur'anic verses have a shady shade behind their meanings as manhajs or living systems of muslims where the inspirations of the qur'an, its guidance-its clues, and its bans, will be the conditioning one's life.7 secondly, quṭb states that although living in prison confinement, but the qur'an will remain a conditioning and a helper himself, the body may be imprisoned in prison but the soul and spirit of life as a form of movement will remain lit and will purify itself and can exalt it. as contained in the muqaddima of fī ẓil l al-qur' n interpretation, the following: 8ْلُعْمَر َوتـَُبارُِكُه َوتـَُز كِّْيهُ َاْحلََياُة ِيف ِظَالِل اْلُقْرآِن نِْعَمٌة. نـَْعَمٌة َال يـَْعرِفـَُها ِإَال َمْن َذاقـََها. نِْعَمٌة تـٌْرَفُع ا meaning: living under the auspices of the qur'an is a blessing, a favor not understood except by those who feel it. the blessing that lifts the age of the person, blesses him, and sanctifies it. thirdly, the educational result he got when in the west so shook himself that the west with all its progress has been far from the religious values he calls in a more severe state of ignorance on kejahiliyahan at the time of the prophet muḥammad saw down. but ironically the western education system is growing rapidly in the middle east. these are some of the influences and factors that lie behind the writing of fī il l's commentary. 7sayyid quṭb, al-hay h fi ẓil l al-qur’ n(mesir: markaz al-i’l m al-‘arabī, 2011), cet. iv, p. 18ibid, p. 31. sobrunjamil, ali yakubmatondang 57 then let us continue the discussion of the content of fī ẓil l's interpretation which focuses more on the purpose of literature and art, and the method (manhaj) aesthetics, feelings or touch (zauq). as it is known that quṭb's work entitled masy hid al-qiy mah fī al-qur' n, is the beginning of quṭb's attention to the islamic phase of the previous general, especially when associated with fī ẓil l despite the book titled at-taṣwīr al-fanni fī al -qur' n is more instrumental in writing his tafsir. quṭb examines the qur'an for reactive impulses that are of a social nature.9 however, the first book concerning quṭb's islamic-patterned thought is the book al-'ad lah al-ijtima'iyah fi al-isl m (social justice in islam), which quṭb wrote before being sent to america, and the first print was published in april 1949 this book is a criticism of the social conditions in egypt that are not fair, especially after world war ii. in egypt there are distorted social phenomena and opposing social classes. misika's subordinates feel tyrannical with the feudal folk of the nobility and the landlords. but the bourgeoisie, the businessmen and the royal family are excessively alive and dissipate in luxury with immorality.10 therefore, quṭb wrote his book to explain to egyptian society that the social justice they desire is only within islam. when returning to egypt, quṭb gained even more violent thoughts of islam and jahiliyah. quṭb wants to contribute islamic thought to defeat the enemy and wants a great islamic power to gain victory in the realm of thought and study, in the world of da'wah and information and in the world of jihad and movement.11 this is in the muqaddimah interpretation fīẓil l mentioned that in this phase quṭb has a concern in thought derived from the inspiration of the qur'an and live under the auspices of the qur'an. quṭb wants to display the contents of the qur'an entirely and want to explain the characteristics and characteristics that exist in it.12 9sayyid quṭb, at-taswīr al-fanni fī al-qur’ n (kairo: d r-asyurūq, tt), h. 11.10ibid.11ibid12sayyid quṭb, fī ẓil l al-qur' n, juz. i in muqaddimah (cairo: d r asy-shurūq, tth), p. 7. whenthe al-muslimin magazine came out at the end of 1951 ad, the editor of the magazine sa'idramadhan asked quṭb to actively contribute his writings on a monthly basis, and the paper wasexpected in a continuous theme. from this it was revealed that the latent desire, then quṭbactively poured all the turbulence of islamic thought that inspired from the qur'an with thetheme that evoke the spirit of thought and movement, which is named fī ẓil l al-qur' n. the eduction thoughts of sayyid qutbin the tafsir of fi zilal al-qur’an 58 the characteristics of fīẓil l are divided into two when fīẓil l is written before in prison and imprisoned. prior to imprisonment fīẓil l has not been much revised but after imprisonment there are many revisions before the print, whether by quṭb itself or by others. an example is when he interprets surat al-burūj when giving the description of ash b al-ukhdūd (the people who make the trench, qs alburūj 85: 4),quṭb includes a picture of the torture of him while in prison then the revision is not specified.13 n his book at-taṣwīr al-fannī fī al-qur' n, quṭb makes it clear that there is a common thread between writing fī ẓil l and quṭb's childhood by saying "my imaginary past, when i was a child, as the ordinary children of innocent , but the innocent fantasy provides a beautiful picture as i deepen some of the phrases contained in the qur'an. the description and description in it is actually mediocre, but the image is able to make my heart stunned and understand the meaning of the qur'an. i feel the joy of doing that. there is a spirit that drains my blood while doing it. "14 quṭb makes the book at-taṣwīr al-fannī fī al-qur' n as a benchmark in his books that discusses the qur'an from aspects of bay n, adab and its beauty. quṭb tadabbur alquran with tadabbur very clear and sharp, until he was able to remove the contents of his womb from the aspect of thought and renewal. those are some aspects of the background of fī ẓil l's writing.15 13ṣ lih abd al-fatt h al-kh lidī, sayyidqutb al-adīb an-n qid, h 442. this letter is included injuz 30 which sayyidqutb interpreted after his release from prison. although the purpose of therevision is in order to censor the writing that medeskriditkan egyptian government, but in thefuture, quṭb's efforts have a positive implication for the product of fīẓil l al-qur' ninterpretation itself is in the form of avoidance from the aspect of excessive subjectivity which ofcourse will impact on the quality of the interpretation itself is related to the universality of themeaning contained. the verses of ignorance interpreted by quṭb (as well as other verses as awhole in fīẓil l al-qur' n) that has been present and circulated in society are the revised form ofthe commentary so that the consistency aspect can be preserved though not everything isperfectly.14sayyidquṭb, at-taṣwīr al-fannifī al-qur’ n (kairo: d r-asyurūq, tt),p. 2.15ibid. sobrunjamil, ali yakubmatondang 59 findings islamic education according to sayyid qutb based on the discussion of education in tafseer fī ẓil l al-qur n, in general islamic education according to quṭb is education based on monotheism. but to better know some of the different terms used quṭb, it is not wrong to be seen etymologically and terminologically. as the terminology used by islamic education scholars of his time, etymologically there are several words used by quṭb, among others: atharbiyah, atta'līm, at-taujīh, adab / at-ta'dib, although there are actually said tahzīb. to facilitate linguistic understanding, here are the authors to explain below: 1. the term at-tarbiyah, in his tafsir was called by quṭb 103 times while the word tarbiyah63 times, the word at-ta'līm was mentioned as much 17 times and ta'līm as much as 25 times, moreover, the term tahżīb was called 4 times and interpreted as adab to melt heart.16 2. related to etymology, quṭb defined tarbiyah as an attempt to improve (al-iṣl ḥ) something as it is mentioned in the second verse interpretation of the al-f tiḥah which means to improve, he said: 17ْربِيَِّة.َوالرَّبُّ ُهَو املاَِلُك اُْلمَتَصرُِّف، َوُيْطَلُق ِيف الُلَغِة َعَلى الَسيِِّد َوَعلى اْلُمَتَصرُِّف ِلْإلِْصَالِح َوالتـَّ meaning: god is the owner and the ruler, and the language is addressed to the master (sayyid) and to his creatures devoted to improvement and education. 3. the word tarbiyahwas explained by quṭb with the actual concept of rubūbiyah is how to apply the whole tawheed in the framework of knowing god and punish by god's law. this is the interpretation of sayyidquṭb in the letter al-f tiḥah verse 2 where god says: 18)٢اْحلَْمُد َِِّ َربِّ اْلعاَلِمَني ( 4. the maintenance of that relationship in education ultimately results in the concept of at-tarbiyah al-isl miyah which according to quṭb can be seen in the interpretation of the letters ' li' imr n verse 190 where quṭb equates it with al16sayyid quṭb, fīẓil l al-qur n, (kairo: d rasy-syurūq, tt), juz ii, 3861. sayyidquṭb, fīẓil l al-qur n (kairo: d rasy-syurūq, tt), , juz iv, 2518, . sayyidquṭb, fīẓil l al-qur n (kairo: d rasy-syurūq, tt), , juz vi. p. 3337.17sayyid quṭb, fīẓil l al-qur n, juz i (kairo: d rasy-syurūq, tt), p. 22.18qs. al-fatihah/1: 2. the eduction thoughts of sayyid qutbin the tafsir of fi zilal al-qur’an 60 manhaj al-il hī, thus very clear if attarbiyah al-isl miyyah in harmony with quṭb al-manhaj al-il hī, quṭb said: َعَلى طَِبيـَْعِة َمنـَْهِج التَـْربِيَِّة ْاِإلْسَالِميَِّة َوَخَصاِئُصهُ 19َهَذا اْلَمنـَْهُج ْاِإلهلَُِي َوَمُقْوَماتُُه، ُمث 5. the second term used in referring to linguistic education is at-ta'līm. at-ta'līm according to quṭb is the educational process to acquire the same science with attaujīh, where the educational process is more formal in the form of face-to-face between teachers and students. the word at-taujīh is called quṭb 183 times, and the word taujih is 101 times. although in general education is a movement manifested in all human activities,20quṭb said: -َصلَّى ُهللا َعَلْيِه َوَسلَّمَ ِل هللاِ ُهَو َمادَُّة التَـْوِجْيِه َوالتَـْعِلْيِم. وََكاَن َمْسِجُد َرُسوْ -َمَع تـَْوِجيـَْهاِت الرَُّسْوِل اْلُمْسَتِمدَِّة َكَذِلَك ِمَن اْلُقْرآنِ وََكاَن َهَذا اْلُقْرآنُ 21اَلِذي يـُتْـَلى ِفْيِه اْلُقْرآُن َوالتَـْوِجيـَْهاِت اْلُمْسَتِمدَِّة ِمَن اْلُقْرآنِ meaning:this qur'an along with the teachings of the prophet's advice derived from the qur'an itself is also a material taujīh and ta'līm. it was at the mosque that rasullah saw. teach the qur'an and advice derived from the qur'an. 6. conceptually terminologically, quṭb has several terms relating to education both theoretically or practically, some terms that can be found by the author among others: 1. at-tarbiyah al-ḥarakiyyah (movement education) at-tarbiyah al-ḥarakiyyahatau movement education is the concept of education that directs humans to always move in accordance with the true islamic aqidah in filling the vacuum of the soul and human life with all its potential as nature to achieve a good life.22 2. at-tarbiyah al-qur’ niyyah (education with al-qur’an as a principle) the second conept defined by qutb was called by at-tarbiyah al-qur’ niyyah, a concept not articulated by the figure in the concept of education. attarbiyah al-qur' niyyah is the educational concept of quṭb which states that islamic education is education derived from the qur'an by making it a system or al-manh ju al-qur' nī that correlates closely with education of movement or at-tarbiyah al-ḥarakiyyah as on the initial concept was mentioned. 19sayyid quṭb, fīẓil l al-qur n, juz. i, p. 548.20sayyid quṭb, fīẓil l al-qur n(kairo: d rasy-syurūq, tt), juz. i , p.139.21ibid.22ibid. p. 15. sobrunjamil, ali yakubmatondang 61 3. at-tarbiyah an-nabawiyyah (education based on prophetis) as a unity with at-tarbiyah al-qur' niyyah, quṭb introduces the concept of at-tarbiyah an-nabawiyyah. at-tarbiyah an-nabawiyyah is the term used by quṭb as the meaning of further islamic education. this means that islamic education is a process of human raiding by making the prophet's journey and its behavior as a source of education and teaching that goes hand in hand with qur'anic education. 4. at-tarbiyah al-isl miyyah (islamic education) as the thinkers of his time regarding the thermonological concept of attarbiyah.quṭb is braver in saying that islamic education is at-tarbiyah alisl miyyah. although having similarities in the definition of language as the interpretation of quṭb in the verse al-f tiḥah verse 2 on the awareness of human relations with god in the frame of education ultimately resulted in the concept of at-tarbiyah al-isl miyyah mentioned in fīẓil l 16 times. 5. at-tarbiyah al-khuluqiyyah (moral education) the terminology used by quṭb to be related to education is at-tarbiyah alkhuluqiyyah or moral education, the moral education paradigm for sayyidquṭb is a means to achieve equality of society (tak ful al-ijtim 'ī), in islamic societies, especially at present ahklaq is increasingly eroded as its criticisms on the term ignorance.23 6. at-tarbiyah al-ijtim ’iyyah (social education) at-tarbiyah al-ijtim 'iyyah or social education is that basically islamic education is a means to realize social sense in society as a person and as a whole unity. islamic education for quṭb aims at realizing a true islamic society by holding on to the throne of all h in this world, meaning that all human movements will always be known by god, this is the essence of the harakah based on monotheism.24 the purpose of islamic education according to sayyidqutb in the verses of al-qur’an, al-baqarah / 2:30 quṭb interprets that the caliph has the position of governing the world, this is the highest honor to the creatures 23ibid.24sayyid quṭb, fīẓil l al-qur n(kairo: d rasy-syurūq, tt), juz. vi, p. 3937. the eduction thoughts of sayyid qutbin the tafsir of fi zilal al-qur’an 62 that will make mischief on earth and shed blood. but humans are given a secret that can elevate it higher than the angels. the khalifah framework in the qur'anic perspective has a correlation with al-abr yypendapat's opinion in the framework of movement education, in which the movement must be able to realize some of the following objectives: 1). physical purposes (al-ahd f al-jismiyah) the purpose of physical education with tawhid as the basis of education aims to prepare human beings as the bearers of the mission of the caliphate on earth, through training, physical skills. he is based on the opinion of an-naw wī that interprets al-qawy as a strength of faith supported by power by physical force, this opinion is based on the qur'an surah al-baqarah verse 247: ََّ َقْد بـََعَث َلُكْم طَاُلوَت َمِلًكا َقاُلوا َأىنَّٰ َيُكوُن َلُه ٱْلُمْلُك َعَليـْنَ ََّ ا َوَحنُْن أَ َوقَاَل َهلُْم نَِبيـُُّهْم ِإنَّ ٱ َحقُّ بِٱْلُمْلِك ِمْنُه َوملَْ يـُْؤَت َسَعًة مَِّن ٱْلَماِل قَاَل ِإنَّ ٱ ُ يـُْؤِتى ُمْلَكهُ ◌ۖ َبْسَطًة ِىف ٱْلِعْلِم َوٱجلِْْسمِ ۥٱْصطََفٰىُه َعَلْيُكْم َوزَاَدهُ َّ ِسٌع َعِليمٌ ۥَوٱ ُ وَٰ َّ 25َمن َيَشاءُ َوٱ artinya: their prophet told them: "allah has raised ṭalūt into your king". they replied: "how does ṭ lūt rule us, when we have more right to control the government than that, and he is not given much wealth?" (their prophet) said: "allah has chosen him to be your king and bestowed upon him the great knowledge and the mighty body." god gives the government to whom he will. and allah is widely his gift again knowing. (surah al-baqarah / 2 verse 247) 2). spiritual purpose (al-ahd far-rūh niyyah) with the concept of movement education, the purpose of spiritual education to increase the soul of faithfulness that is only to god alone and implement the islamic morality which is imitated by the prophet muhammad based on ideals ideal in the qur'an. 3). thought purpose (al-ahd f al-‘akliyah) as human nature, the movement of education also aims at the education of reason by directing the intellect of intellectual potential to discover the truth and its causes by studying the signs of allah and find the messages of his verses that bring faith to the creator by staying on hold to monotheism. 25qs. al-baqarah/2 : 247. sobrunjamil, ali yakubmatondang 63 4). social purpose (al-ahd f al-ijtim ’iyah) the purpose of social education, namely the formation of a whole personality of the spirit, body and mind to achieve an islamic society. the identity here is reflected as an-n s who lives in a pluralistic society (plural). discussion the thought of islamic education quṭb has relevance and strongness to the world of education today, this is seen from some facts: 1. some words which indicate that quṭb has a humanistic educational view include the words wijd n, syu'ūr, ḍamīr, ar-rūh, adab. the word wijd n meaningful beauty is mentioned by quṭb 60 times, the word ḍamīr is mentioned 93 times, the word syu'ūr is mentioned as much as 215 times, ar-rūh said in the commentary mentioned as 114 times, and the word adab mentioned 61 times. all the terms mentioned above in turn according to quṭb have strong implications for the faith mentioned in the following commentary: ذا اإلحياءوهو األدب واإلميان والشعور الذي يريد م ومشاعرهم 26القرآن أن يعلمه لورثة األنبياء، وأن يعمقه يف قلو 2. the term at-tarbiyah an-nabawiyyah (propagation originating from the prophet) goes hand in hand with qur'anic education. at-tarbiyah an-nabawiyyah directs the heart and view towards heaven, also encourages him to continue to be patient with god's prescribed role until god rewards him as he pleases, both in the world and in the hereafter, now called the emotional and spiritual intelligence of the where a muslim in his life should be education in the family. because essentially the family is a sphere that shapes the character of character and personality other than islam itself. at-tarbiyah al-khuluqiyyah according to sayyidquṭb is a means to achieve equality of society (tak ful al-ijtim 'ī), especially at the present time where ahklaq is increasingly eroded. therefore morality must be accompanied by faith because by faith the community will be awake its existence. the human potential of morality is also part of human nature itself.27 3. one of the obligations of religion is to maintain human morality that includes the nature of feelings and seclusion in the community so that the equality of society will be achieved not only wishful thinking. to achieve this, quṭb states there 26sayyid quṭb, fīẓil l al-qur’ n ,juz. i, p. 114.27ibid, p. 49. the eduction thoughts of sayyid qutbin the tafsir of fi zilal al-qur’an 64 must be taujīh and qudwah. taujīh itself is an attempt to awaken the human self (wijd n) with the nature of feeling (damīr), while qudwah is part of the human effort to apply good habits in real life, either in the human person or in society. muhammad quṭb states that in this case taujīh t, tasyrī' t, and tanẓimat must be based on islamic aqidah as occurs in a long history for muslims.28 4. at-tarbiyah al-harakiyyahwhich is rolled out quṭb is how humans with islamic aqeedah are able to fill the void of their souls and lives so that they can exert all their capabilities as human nature to use their feelings and how they live to achieve a good life and not life which is full of life turbulence and full of doubts. the signs of tarbiyahharakiyyah are at-tajdīd. at-tajdīd according to quṭb is the importance of the religion of islam itself which tells people to always change, process and develop their potential to achieve development (al-insy ), progress (al-inṭil q) and development (al-irtif '). aqidah islam according to abu bakr aljazairi is a set of rules that fit the intellect, hearing, and human nature in which man will bound his heart and chest with the truth of this aqidah forever.29 5. the concept of education by quṭb has relevance to the concept of applicative islamic education in which islamic education is based on simultaneous study and application / practice. according to sayyidquṭb, application or practice is a method to gain good knowledge in order to achieve the concept of al-ins n aljadīd. quṭb states the new person is a person who leaves the form of worship to anyone and anything, in any form and image except to worship allah almighty. just then a dynamic person by looking at various circumstances or phenomena that occur in the middle of human beings by always proceeding and not stagnant until the end of his life, he said: وحده من عبودية العبيد 30اإلنسان املتحرر املستنري الذي خرج بعبوديته conclusion based on the discussion of the chapter can perbab authors conclude that in general the educational thought fi ẓil lqutb in the qur'an is based on monotheism 28muḥammad quṭb, manhaj at-tarbiyyah al-isl miyyahjuz. i, cet. ke-14 (kairo: d rasy-syurūq, 1993m/1414h), p. 15.29abu bakr al-jaz irī, aqidah al-mu’minīn (ttp, al-maktabah at-taufiqiyah, tt), p. 1830sayyid quṭb, fīẓil l al-qur’ njuz. iii, p. 1201. see also p. 1766. sobrunjamil, ali yakubmatondang 65 as the cornerstone of islamic education and koran into the application methodology of islamic education in both the scope of comprehensive education that worship which he called at-tarbiyah al-ḥarakiyyah or education movement, as well as in the more narrow scope that calls predictably at-taujihwa at-study groups, then in the case of terminological qutb uses the term at-tarbiyah, adab / at-ta'dib, and tahzib, conceptually qutb introducing at-tarbiyah al-qur' niyyah, at-annabawiyyatarbiyah, at-tarbiyah al-islamiyya, at-tarbiyah al-khuluqiyyah, and attarbiyah al-ijtima'iyyah apart at-tarbiyah al-ḥarakiyyah above. while the conclusions for the answers to the problems that become subchapter problems can be described below: 1. by referring to at-tarbiyyah al-ḥarakiyyah, the objectives of islamic education as in the verses which are the research samples are as khalifah, 'abdullah and ululalb b are to be new human beings (al-ins n al-jadīd) both in the process of development (al-insy ), progress (al-inṭil q) and development (al-irtif ') with monotheism as maint stream of thought. at-tajdid in qutb picture is how human beings can be the cautious truth with ever-changing with the koran as a methodology of life by realizing at-takaful al-ijtima'iyyah or equality society, as a unified whole between monotheism uluhiyyah, rubūbiyyah and ' ubūdiyyah, 2. educational materials as in the verses that become the sample of research, then quṭb declared monotheism or religious education is a material that must be taught, then the qur'an and lessons contained in it, worship education, establishing prayers, and moral education that must be based on monotheism in fact, so as to create a generation of muslims who have similarities with generations in the time of the prophet and al-khilafahar-rashidah. 3. method of islamic education as well as in the verses that the research samples such as methods wisdom, mauiẓahhasanah and jid l, stories and qudwahuswah be delivered gently and do not offend educational objects with feelings of comfort destination learners so get inner satisfaction and confidence in the heart and able to follow what has been exemplified by the prophets, because according to quṭb, the method derived from the qur'an is a method that has long been done by the prophets in carrying out the vision of prophethood so that people increase their faith in god and become a real islamic society in under the auspices of the qur'an and tauhid as the axis of the movement of his life. the eduction thoughts of sayyid qutbin the tafsir of fi zilal al-qur’an 66 the relevance of educational thought qutb with adult education can be seen from the concept of manners and morals, the basis in criticizing the state of ignorance of modern times, then his perseverance in putting monotheism as the basis of islamic education is now tied by the western education system which tends materialistic and away from spiritual values so that the qur'an should really be material and manjah to realize the islamic community in the actual conception of islam (taṣawwur al-isl mī), with the faith and morals and the practice of worship that exemplified the prophet muhammad and his companions. bibiliography al-jaz irī,a b, aqidah al-mu’minīn. ttp, al-maktabahat-taufiqiyah, tt asari, h, (2006). menguak sejarah mencari ibrah. bandung: cita pustaka media azra, a., (2002). in the preface of abuddin nata, tafsir ayat-ayat pendidikan (tafsir alayat al-tarbawi). jakarta: rajawali pers esposito, j. l. (2001). ensiklopedia oxford dunia islam modern.jilid v bandung: mizan. hidayat, n. (2001). sayyid quṭb: biografi dan kejernihanpemikirannya. jakarta: gema insanipres. nasution, h. (1990). pembaharuan dalam islam, sejarah pemikiran dan gerakan.jakarta: bulan bintang. quṭb, s.fīẓil l al-qur’ n.kairo: d r-asy-syurūq, tt __________, al-‘ad lah al-ijtim ‘iyyahfī al-isl m.juz i-vi. kairo: d r-asy-syurūq, tt. __________,(2004). at-taṣwīr al-fannīfī al-qur’ n.kairo: d rasy-syurūq __________. fī at-t rīkh fikratun wa minh jun. kairo: d rasy-syurūq, tt) __________, (2000).dir s t isl miyah. kairo: d rasy-syurūq. __________, (2000).dir s t isl miyah, cet. ke11. kairo: d rasy-syurūq. __________, maqūm t at-taṣawwur al-isl mī.kairo: d rasy-syurūq quṭb, m, (1993). manhaj at-tarbiyyah al-isl miyyahjuz. i, kairo: d rasy-syurūq. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020010410 vol. 4, no. 1, 2020 page: 118 135 118 the conversion of lpg gas to natural gas: study about government policy of natural gas conversion in indonesia hadi prabowo institute of public administration jatinangor, west java hadiprabowo@ipdn.ac.id triyuni sumartono institute of public administration jatinangor, west java triyuni.soemartono@yahoo.com bambang saputra researcher in law faculty, padjajaran university, andung bambangsaputra8126@gmail.com abstract. this paper is a literature study and field research to the theme that was raised, the conversion of lpg gas to natural gas: a study about government’s policy of the conversion indonesia's natural gas. there are three questions in this paper: first, how is the concept of government policy towards the conversion of indonesia's natural gas? second, how is the impact of government policies on natural gas conservation in indonesia? third, how is the implementation of government policy? by using the concept of analysis to explain the first question, it's about how the concept of government policy towards the conversion of natural gas in indonesia. the second question is how the impact of government policies on natural gas conversion in indonesia. and the field approach to explain the third questions, how is the implementation of government policies towards the conversion of natural gas in indonesia. the results of this paper itself are, first knowing the concept of government policy on natural gas conversion in indonesia, knowing the impact of government policy on natural gas conversion in indonesia. third, is to know the implementation of government policies of natural gas conversion in indonesia. keywords. conversion, lpg gas, natural gas, government policy introduction indonesia is famous for its oil-producing countries in the past then indonesia government implemented the use of lpg3 kg continuously for decades, at that time indonesian oil was still abundant. however, indonesia is experiencing an energy crisis. mailto:hadiprabowo@ipdn.ac.id mailto:triyuni.soemartono@yahoo.com mailto:bambangsaputra8126@gmail.com the conversion of lpg gas to natural gas: study about government policy of natural gas conversion in indonesia doi: 10.30575/2017/ijlres-2020010410 119 when it is deficit and needs import, then this becomes a problem. inevitably indonesia did import gas to meet domestic’s need in the country, conditions that occur and the dark future of indonesia's natural gas are also triggered because there is no strategy of using gas as a primary energy substitute for petroleum which is increasingly scarce and expensive. moreover, the government is increasingly active in providing subsidized lpg 3 kg on a large scale and this can worsen indonesian nation future. lpg should only be used as a bridging or temporary program before fully using natural gas. the government should build gas infrastructure immediately as long as many and possible. this gas pipeline will facilitate gas provider to distribute their gas to housing. the conversion lpg to natural gas is an appropriate policy by the government. various considerations issued by the government by importing more than 80% of lpg, especially those brought in from the middle east make the policy of converting gas 3 kg to natural gas a solution to reduce the use of lpg in the community. the demand on the market which is increasing especially on lpg usage among households cannot be tolerated, because this gas our country cannot produce itself, finally the government imports gas to meet the demand on the market until use state budget funds (apbn). by various concerns, the government is firm in taking action by converting gas 3 kg to natural gas. pt. national gas company (pgn), which is a state-owned enterprise (soe) which is engaged in the sale and distribution of natural gas before the issuance. the law of oil and gas no 22 of 2001 has run its business in a monopoly and protected by the state. the law no. 22 of 2001 concerning oil and natural gas has the potential to change many things regarding the management of the oil and gas industry. the law 22/2001 is intended to create independent and transparent oil and gas business activities, competitiveness, environmental preservation, and to encourage the development of national potentials and roles. in law no. 22/2001 there is a firmer division between the functions of government, regulators and business actors, the breakdown of business chains into several main activities and the emphasis on liberalization of the downstream sector. the use of natural gas as a fuel for cooking needs is a very safe energy. the use of gas as a stove fuel is widely known in our country. this natural gas is a superior in the wide community. the household gas network still faces various problems, especially the availability of gas pipeline infrastructure. to date, the gas network program in several cities still uses the budget from the state budget (apbn). this gas pipeline hadi prabowo, triyuni sumartono, bambang saputra 120 program for households is not very attractive for businessmen. in addition, the availability of the gas pipeline infrastructure to households that are still minimal, the margin obtained by the gas businessmen is not much. these various obstacles become problems for the government to conduct massive jargas construction throughout indonesia. the oil and gas downstream regulatory agency (bph) also stipulates the profit margin for the businessmen that gets the assignment of the household segment jargas will not be more than 5%. national energy needs are increasing every year, people are encouraged to start and be active in switching from lpg 3 kg gas into downstream gas or natural gas which is well known as gas piping to meet gas needs. besides being environmentally friendly, this gas is also cheaper than lpg, and this gas is more abundant in our country. increasing the use of natural gas will help the government in reducing lpg subsidies. lpg majority still imports, while natural gas from the country. the desire of consumers who wants to consume more natural gas for households is more and more. it can be seen from the increasing number of new customers each year. domestic natural gas is one solution to reduce dependence on lpg imports. is this very economical? and in fact the use of subscription gas is more convenient, easy, and not afraid to run out when cooking. it also well known to be very safe to use. the use of this gas, we do not need to change gas or dismantle the labirator again, and no longer need to carry heavy lpg gas to the store. literature review the concept policy: conversion to natural gas policy is a government instrument, not only in the sense of government that only concerns the state apparatus, but also the governance that touches on the management of public resources. policies are essentially decisions or choices of actions that directly regulate the management and distribution of natural, financial and in the public interest, that is, the people, population, community or citizens. policy is the result of the existence of synergy, compromise or even competition between various ideas, theories, ideologies and interests that represent a country's political system. policy is a series of actions / activities proposed by a person, group, or government in the conversion of lpg gas to natural gas: study about government policy of natural gas conversion in indonesia doi: 10.30575/2017/ijlres-2020010410 121 an environment, especially where there are obstacles and possibilities where the policy is proposed to be useful in overcoming it to achieve the intended purpose1. this does not mean that the meaning of 'policy' is only the property or dominant of the government. non-governmental organizations, such as non-governmental organizations (lsm), social organizations (such as youth organizations, family welfare education / pkk) and other voluntary institutions also have policies. public policy has at least three interrelated dimensions, namely as an objective, as a choice of legal action (authoritative choice), and as a hypothesis (hypothesis) public policy as a goal of public policy finally involves public achievement. that means, public policy is a series of government actions designed to achieve certain results expected by the public as a government constituent. public policy is as a choice of legal action, in a legal policy or authoritative because it is made by an institution that has legitimacy in the government systems. the decision binds civil servants to act or direct the choice of actions or activities such as removing draft laws or government regulations for consideration by parliament or allocating budgets to implement certain programs. public policy as a policy hypothesis is based on the theory model or hypothesis about cause and effect. policies always rely on assumptions about behavior. policies always contain incentives that encourage people to do something policy must be able to unite estimates of successes that will be achieved and mechanisms to overcome failures that might occur. basically, public policy is a decision that is intended to overcome mistakes in carrying out certain activities, or to achieve certain goals carried out by agencies that have authority in of carrying out the tasks of government and development, taking place in one particular policy. the policy was born from the policy formulation system, in terms of policy formulation according to william 1998, there are stages that must be carried out sequentially, namely: first, the agenda organizer, second, policy formulation, third, policy adoption, fourth, policy evaluation2. 1 agustino, leo. 2006. dasar-dasar kebijakan publik. bandung: cv. alfabeta. p. 76 2 dunn, william n. 2003. analisis kebijakan publik . yogyakarta: gajah mada university press. p. 74 hadi prabowo, triyuni sumartono, bambang saputra 122 a public policy cannot be released without evaluation. policy evaluation is conducted to assess the effectiveness of public policies to be held accountable to the public in order to achieve the goals. evaluation is needed to see the gap between expectations and reality. if the policy is seen as a sequential activity, then policy evaluation is the last step in the policy process. at this step, the policies that have been implemented will be evaluated to see the extent which policies that have been made are able to solve the problem. public policy is basically made to achieve the desired impact. therefore, it is determined the measure or criteria that become the basis for assessing whether public policy has achieved the desired goal3. evaluation is the process of determining the value of a thing or object based on certain references to determine a particular goal. in a company, evaluation can be interpreted as a process of measuring the effectiveness of the strategy used in an effort to achieve company goals. the data obtained from the measurement will be used as an analysis of the next program. policy evaluation is divided into three types: first, policy evaluation is understood as an analytic activity. concerning the interests and ideology of the policy evaluations is focus on the operation of certain policies or programs. second is systematic policy evaluation. look objectively at the policy programs that are implemented to measure their impact on society and see the extent which stated goals have been achieved. evaluate policy performance by conducting a comprehensive assessment of achievement of targets (output), achievement of policy objectives (outcomes), gaps between targets and objectives by achievement, comparison (benchmarking) with the same policies elsewhere that are successful, identification of success supporting factors and failure causes gaps, and provide recommendations for overcoming gaps. the function of the evaluation itself consists of four parts, first, the explanation through evaluation can be portrayed the reality program implementation and can be made a generalization about the patterns of relationships between the various dimensions of reality that are observed. from this evaluation the evaluator can identify problems, conditions and actors that support the success or failure of the policy. second, abodiance through evaluation can be known whether the actions are taken by the 3 winarno, budi. 2002. kebijakan publik: teori dan proses. media pesindo: yogyakarta. p. 153 the conversion of lpg gas to natural gas: study about government policy of natural gas conversion in indonesia doi: 10.30575/2017/ijlres-2020010410 123 actors, both bureaucracy and other actors in accordance with the standards and procedures set by the policy. third, the audit through evaluation can be known whether the output really reaches the hands of the policy target, or there are actually leaks or deviations. fourth, accounting with evaluation can find out what are the socioeconomic consequences of the policy. gas is a phase of objects such as liquid, gas has the ability to flow and can change shape. however, unlike liquids, unrestrained gases do not fill a predetermined volume, instead they expand and fill any spaces where they are. the kinetic energy in a gas is the second greatest form of substance after plasma. the addition of this kinetic energy gas atoms and molecules often bounce off each other especially if this kinetic energy increases. the word "gas" was probably made by a flandrian chemist as a spelling of the pronunciation, for the greek word, chaos (mess). the main composition of natural gas is methane (80%), butane (4%), isobotane, and the remaining pentane. in addition to this composition, natural gas also contains helium, nitrogen, carbon dioxide, and other carbon-carbon. natural gas does not smell, but to find out the leak is added to the smell of odor so that leakage can be detected. to facilitate the transportation of liquefied natural gas so it is called liquefied natural gas or lng (liquified natural gas). first, gas is transparent. second, gas is distributed evenly in any space. third, gas in the chamber will put pressure on the wall. fourth, the historical volume of a gas is the same as the volume of the container, if the gas is not contained, the volume of the gas will become infinite and the pressure will be infinitesimal. fifth, gas diffuses in all directions whether there is external pressure or not. sixth, if two or more gases mix, the gases will be distributed evenly. seventh, gas can be compressed with external pressure. when the outside pressure is reduced, the gas will expand. seventh, when it is heated the gas will expand, when cooled it will shrink. criteria are benchmarks or indicators of public policy evaluation. the criteria for evaluation are described retrospectively, wlliam n. dunn provides criteria for evaluating public policies, which are as follows, first, effectiveness, is pleased with whether an alternative achieves the expected results to achieve the expected results expect or achieve goals by holding actions. effectiveness is usually always measured by matters relating to the product unit or its monetary value. second, efficiency, it refers to the amount of effort needed to produce a certain level of effectiveness. efficiency is hadi prabowo, triyuni sumartono, bambang saputra 124 the relationship between effectiveness and effort used. efficiency is usually measured by calculating the resources used to achieve the highest effectiveness. third, adequacy, it regards to the extent which a level of effectiveness satisfies the needs of values, or opportunities that create problems. fourth, equity (justice) is closely related to legal and social refers to the distribution of effects and effort between groups within a particular society. fifth, responsiveness (responsivity), it regards to how far a policy can satisfy the needs, preferences or group values in a particular society, (winarno, 2002: 189). sixth, appropriateness is closely related to the substantive rationality that underlies the purpose of the policy4. methodology this is a qualitative study whose results are explained with descriptive analysis explanation. the data is taken from the government of indonesia's policy through pt gas indonesia's policy on the conversion of lpg gas to natural gas. in sharping the analysis of the results of this study. the researcher also conducted a literature study from a legal aspect to elaborate a discussion of the results of this study. thus, it is expected to obtain comprehensive ang results connected from the real aspects in the field with aspects of the study of legal literature. findings and discussion the impact of the government policy the use of natural gas as fuel for cooking needs is a very safe source of energy. the use of gas as a stove fuel is widely known in our country. this natural gas as a fuel is a superior in the wider community. the household gas network still faces various problems, especially the availability of gas pipeline infrastructure. until now, the gas network program in several cities still uses the budget from the state budget (apbn). this gas pipeline program for households is not very attractive for gas trading businesses. in addition to the availability of the gas pipeline infrastructure to homes that are still minimal, the margin obtained by the gas trading business entity is not much. these various obstacles become obstacles for the government to conduct massive 4 ibid, 184-189 the conversion of lpg gas to natural gas: study about government policy of natural gas conversion in indonesia doi: 10.30575/2017/ijlres-2020010410 125 jargas construction throughout indonesia. the oil and gas downstream regulatory agency (bph) also stipulates that the profit margin for the business entity that gets the assignment of the household segment jargas will not be more than 5%. the positive and negative impacts of the community depend on the mindset of each individual or any individual as follows: the effectiveness, maximum lack maximum implementation. that the more rational organization, the greater the ability gained toward goals, the more effective the organization will be. thus effectiveness is seen as the ultimate goal by most organizations at least theoretically. so what is meant by the effectiveness of the policy is the successful implementation of the policy can be achieved in a timely manner. the existence of jargas can facilitate housewives in carrying out household needs. "so, mothers do not have to worry about cooking at any hour because the gas will not run out, 24 hours flow. the effectiveness of government policies to encourage exports and reduce imports can be seen. the effectiveness of the policy was considered able to reduce the current account deficit in quarter iv-2018. efficiency, the community will feel the big benefits in using this natural gas because it is more efficient, easy, cheap, practical, and flows 24 hours a day without fear of running out and no need to bother lifting, not only that the jargas are also clean. this program is an affirmation of our government's support for the community. the government’s statement related to the jargas program is the government's concern for the people of the lower people. efficiency is a measure of success that is assessed in terms of the amount of resources / costs to achieve the results of the activities carried out. adequacy, in this case a new natural gas policy for some people who use it to get satisfaction it can meet the wishes of people who do not want to bother with mutually lpg / gas 3 kg again. having no shortcomings in terms of its availability this gas will always be there and has no target in its use. everyday use of this gas will always increase if the community feels the results after a few months. the existence of natural gas completes the conversion made by the government to cooking fuel for household needs, from kerosene fuel, 3 kg gas to this gas. justice, the selling price for natural gas has also been determined by bph migas and the level of reasonableness has been adjusted to be affordable by the community. it is not new anymore if in indonesia gets criticism related to justice in development because it results in disparities between hadi prabowo, triyuni sumartono, bambang saputra 126 regions and social classes. there are significant gaps in per capita income, quality, and quantity of infrastructure. in a functioning government, the perception of distributional justice of government officials is very important because it determines how the government distributes development elements. therefore, the government is required to be able to produce innovative and creative public policies. for this reason, community plays a very significant role. responsiveness, a policy will run well and smoothly if a form of sensitivity from the community to start learning and carrying out a policy from the government, the government must also have sensitivity to carry out the policy in order to deliver services. accuracy, jargas development is considered to be able to increase national natural gas production for efforts to meet domestic needs and create public welfare throughout the territory of indonesia. not only in the capital but at this time, natural gas itself has been built in various regions and towns. the government is committed to encouraging and accelerating the jargas program, so that more people will benefit from this natural gas. this program is the government's effort to provide alternative energy for domestic energy needs that can be used for the entire community. the acceleration of jargas development has become government mitigation in suppressing the dependence on 3 kg / lpg gas imports. in the explanation of article 31 paragraph (1) it is mentioned, that what is meant by technical considerations is that the facilities for transporting natural gas through pipes that have more capacity can be utilized to other parties without disturbing the operational activities of the facility owner . whereas what is meant by economic considerations is that other parties who will utilize natural gas transportation facilities through the pipeline must consider the economic interests of the facility owner, among others, regarding the rate of return. more concretely, the provision is then regulated in minister of energy and mineral resources regulation (esdm) no. 19 of 2009 concerning natural gas business activities through pipelines. the consideration of this regulation is in the context of increasing the utilization of natural gas for domestic needs and increasing the development of natural gas infrastructure through capital-intensive and high-risk pipelines and in order to create a healthy investment climate and the conversion of lpg gas to natural gas: study about government policy of natural gas conversion in indonesia doi: 10.30575/2017/ijlres-2020010410 127 guarantee investment returns for business entities in the business of natural gas through pipelines. in article 9 of the ministerial regulation, it is stated "in carrying out business activities of natural gas trading through business entity pipes as referred to in article 6, it is obligatory to use transmission pipes and / or distribution pipes that are available for use in the transmission section and / or certain distribution network areas. "article 12 which is intended, reads:" business entities holding business licenses for natural gas through downstream dedicated pipes and special rights as referred to in article 11 are prohibited from carrying out business activities of transporting natural gas through their pipes in downstream dedicated pipes. " the policy of 3 kg to natural gas regulation of the minister of energy and mineral resources number 29 of 2017 concerning permits for oil and gas business activities. the purpose of the esdm no. 29/2017: first, improve a more conducive investment climate and for the smooth implementation of oil and gas business activities. second, arranging licensing for oil and gas business activities so that licensing becomes simpler, more transparent, effective, and accountable. esdm minister regulation no. natural gas infrastructure policy 4 of 2018 concerning natural gas exploitation in oil and gas downstream business activities 4/2018: first, increasing the utilization of natural gas for domestic needs. second, increasing the amount and quality of natural gas infrastructure. third, ensuring the efficiency and effectiveness of the implementation of the provision of natural gas as an energy source and raw material for domestic needs. providing legal certainty in doing business for business entities. fulfillment of natural gas consumer rights in accordance with statutory provisions. in pp no. 36 of 2004 concerning downstream oil and gas business activities, giving responsibility to the oil and gas bph as the regulatory body to carry out the regulation, stipulation and supervision of the activities of supplying and distributing fuel and transporting natural gas through pipelines organized by business entities that obtain business licenses from minister. based on the idealism written in the act, bph migas has a big role and responsibility. as the only body in charge of implementing the regulation, stipulation and supervision of oil and gas downstream activities. hadi prabowo, triyuni sumartono, bambang saputra 128 implementation in indonesia: conversion of natural gas analysis data that used in this study is qualitative analysis. this data analysis is done so that the process of compiling the data obtained in this study can be interpreted, which consists of three components of analysis, namely: reduction of data, presentation of data, and verification of data5. researchers used qualitative data analysis and used policy evaluation indicators because reality in the field and in theory from several experts was very relevant and could be justified. effectiveness is an alternative policy to achieve the results expected or has. included in effectiveness are: expectations, namely the desired results by all parties in a policy. realization, namely real activities and have results in accordance with what is expected in supporting a policy. in reality existing in the community today the expectations of the government and the community are contradictory to the unequal understanding of this understanding resulting in gaps in its implementation and disrupt the implementation of the policy itself. the efficiency is the amount of effort needed to produce a certain level of effectiveness. included in efficiency are: resources, namely the good potential of the good potential of human potential or infrastructure facilities to support a policy. optimization, namely the process or deed to make the best and highest thing. differences that occur are inevitable in a new policy change that will be implemented within the community. every society has a different mindset, moreover with a difference of underdeveloped thought, who has an advanced mindset will surely follow the new policy pattern of the government, while those who have a backward mindset will reject all changes with the various reasons they propose. and a policy also will not run optimally. adequacy is the extent of the effectiveness of a policy made by government officials to satisfy the needs of values, or agreements that create problems. which includes adequacy, namely performance, performance is assessing how someone has worked compared to predetermined targets. as happened the government itself has tried as much as possible to implement the target to be achieved 5 sugiyono.2005. memahami penelitian kualitatif. bandung : alfabeta. p. 98 the conversion of lpg gas to natural gas: study about government policy of natural gas conversion in indonesia doi: 10.30575/2017/ijlres-2020010410 129 by conducting socialization to the community to hold a meeting to mediate a difference in mindset and minimize a problem that will occur. justice is closely related to legal and social rationality and refers to the distribution of effects and efforts between groups within society. which includes justice is public accountability. public accountability is a measure that shows whether the activities of a person or an institution can be accounted for in accordance with applicable norms and values. do not see that group members who are or are not all equal, starting from the validity of the price of natural gas, and those who receive natural gas do not see the lower, middle and upper classes. responsiveness is how far the policy can solve the problems, preferences, or values contained. included in responsiveness are: first, government responsiveness. second, community responsiveness accuracy is related to the rationality of substance that refers to the value or self-esteem of the policy objectives and to the strength of the assumptions underlying the objectives of the policy. which includes accuracy, namely: first, the impact on government officials. second, the impact on policies for the community. the government itself seeks to build infrastructure for sustainability and the interests of its people for the progress of the nation, the government itself wants to minimize a gap from various regions. not only for the capital city or big cities but this policy is to be synchronized so that there is no gap between regions. for people who have long implemented the policy will be able to answer and assess whether this policy is good for the people or not. as for the community itself, they are unable to answer and account for all their reasons for rejecting this new policy because they have not felt it optimally and for now the use of natural gas in the area is still free by the government. and for the next few months the results will be known because the actual tariffs have been withdrawn by the government and the prepaid method is the same as the electricity token payment that is calculated per meter in its use. in this thesis, the author tries to examine a reality that occurs in the sub-district regarding evaluation of government policies related to the transition of 3 kg gas to natural gas. based on the results of interviews and observations regarding the evaluation of government policies related to the transition of 3 kg of gas to natural gas as follows: not yet implemented optimally, still a trial phase for the use of natural gas in some areas that use natural gas . hadi prabowo, triyuni sumartono, bambang saputra 130 the study found that the first impression obtained from the informants, is that the people who implement government policies not all people can accept the changes that occur around their environment. and to change a mindset in people who are backward through the process and need time to get sympathy from them as a whole. in addition, the behavior and culture of the people who are accustomed to using 3 kg of gas (lpg) are still difficult to change. the government itself does not anticipate the surprise of a government policy related to the transfer of 3 kg of gas to natural gas. the habit of the community in using 3 kg of gas has been running in the past few years and now must suddenly switch course must use natural gas. this is what makes the people themselves are not ready to accept this transition and indonesian people are still attached to their loyalty to the culture that they have been holding. in other words, the surrounding community is difficult to move on in the future of cultural civilization. and regarding the response that local government officials showed was also very enthusiastic in implementing this new policy from the central government. the regional apparatus also participates in accessing this policy which is nothing but for the advancement of their own regions. not only that the community also has their respective opinions on this policy, some of them accept and directly implement this natural gas for their household needs, there are also those who reject it rawly for the various reasons they give. in this case the researcher uses a policy evaluation analysis because a public policy cannot be released without evaluation. policy evaluation is carried out to assess the effectiveness of public policies to be held accountable to the public in order to achieve the goals set. evaluation is needed to see the gap between expectations and reality. if policy is seen as a sequential activity, then policy evaluation is the last step in the policy process. public policy is basically made to achieve the desired impact. this theory is applied which aims to see a policy that can work well or not well in the community. the evaluation stage of this policy is also useful to see what obstacles are happening in the community. therefore, it is determined the criteria or criteria that become the basis for assessing whether public policy has achieved the desired goal. this shows that the evaluation of this policy has been proven in the field because there are still differences of opinion and also differences between the mindsets of people and the conversion of lpg gas to natural gas: study about government policy of natural gas conversion in indonesia doi: 10.30575/2017/ijlres-2020010410 131 different governments. so the policy evaluation analysis itself is part of the analysis of public policy, only at one stage of the process and into a different analysis of courses, the purpose of the evaluation analysis is more on measuring the effects and impacts of a program / policy on society, rather than measuring efficiency, honesty in implementation, and so on. other related to the implementation standards. in implementing policy evaluations, general criteria are used which are intended to provide direction for evaluators. the criteria formulated will be made as one of the benchmarks in determining whether a policy is successful or failed. the results of the evaluation will be analyzed as a consideration for policy makers to make adjustments or changes for the improvement of the natural gas policy. this shows that a public policy is not permanent but needs adjustment, because the policy is strongly influenced by political, economic, social, cultural, technological and information factors that are always dynamic. the government's efforts before implementing the policy need an analysis to read a situation in the area to be carried out this policy aims to the government can take and be firm with what will happen in the environment. so thus the government is able to overcome all the problems that will occur and more precisely to minimize problems that arise with differences in mindset and culture. in this new policy, it turns out that the government wants to help ordinary people meet their household needs. moreover, the community has their own arguments for not implementing this policy, especially for the people who have the underdeveloped knowledge and backward thinking makes it difficult for them to be invited to go forward. the conversion assists in terms of outlining a dual process of social influence. if the individual's view is different from the majority's view, then it will cause inner turmoil in the individual, thus motivating the individual to reduce conflict by using a comparison process. the comparison process can lead to public compliance and acceptance of the majority position and this is done to avoid exclusion and ridicule that would potentially occur if the individual still maintains the difference. conversion theory distinguishes the differences that underlie motivational and cognitive processes that arise when people experience disputes from members of the majority and minority groups. the following are the basic assumptions that exist in conversion theory: first, conversion is generated by a consistent minority behavior; conversions produced by hadi prabowo, triyuni sumartono, bambang saputra 132 minorities will imply real changes in decisions or second opinions. the stronger the conflict caused by the minority, the more radical the conversions will result. third, at least where perception is involved, the process of adjustment (repentance) will be more pronounced if the source of influence is absent. how households decide how much of their income will be consumed now and how much will be saved for the future this is an individual decision making. but the answer contains macroeconomic consequences. the consumption decision is very important for long-term analysis because of its role in economic growth. consumption decisions also play a role in determining aggregate demand. consumption is two-thirds of gdp (gross domestic product), so fluctuations in consumption are an important element of booms and economic recession. john maynard keynes and the consumption function john marynard keynes began in 1936 to introduce a general theory of consumption by making the consumption function the center of his economic fluctuation theory. there are several important conjectures used by keynes in the consumption function. first and foremost, keynes suspects that the marginal propensity to consume the amount consumed from each additional dollar is between zero and one. keynes states that the ratio of consumption to income, called the average propensity to consume, decreases when income rises. he believes that saving is a luxury, so he suspects rich people save in a higher proportion of their income than the poor. keynes argues that income is an important determinant of consumption and the interest rate has no important role. this assumption is contrary to the beliefs of the classical economists before. classical economists argue that higher interest rates will encourage savings and discourage consumption. keynes states that the influence of interest rates on consumption is only theoretical. a household is a group of people who inhabit part or all of a physical building and usually live and eat from one kitchen. eating from one kitchen means financing the necessity if managing daily needs is managed together. the household is a residence or building for human habitation. households have a sense of residence and its inhabitants and everything in it. a household is a basic housing unit where economic production, consumption, inheritance, raising children, and housing are organized and implemented. household members are all people who reside in a house, both those the conversion of lpg gas to natural gas: study about government policy of natural gas conversion in indonesia doi: 10.30575/2017/ijlres-2020010410 133 who were at home at the time of enumeration or who were temporarily absent. household members who have been away for 6 months or more and household members who have been away for less than 6 months but for the purpose of moving and guests who have stayed in the household for less than 6 months but will be residing for 6 months are considered as household members. public policy analysis (policy analysis) is a multi-disciplinary study of public policy that aims to integrate and contextualize capital and research from these disciplines that contain problem and policy orientation. policy evaluation `in the perspective of the process flow or public policy cycle, is the final step in the process of implementing a policy implementation. evaluation also assesses the relationship between theory (policy) and practice (implementation) in the form of policy impacts relating to these impacts as predicted or not. public policy as a choice of legal action the choice of action in a policy is legal or authoritative because it is made by an institution that has legitimacy in the government system. public policy as a policy hypothesis is based on theories, models or hypotheses about cause and effect. a public policy cannot be released without evaluation. policy evaluation is carried out to assess the effectiveness of public policies to be held accountable to the public in order to achieve the stated goals. policies that need to be promoted related to energy sources and diversification of energy use. one of them is the policy in utilizing indonesia's gas reserves to reduce the need for imported gas in 3 kg gas. this is a strategy from the government that is more concerned with the common interest, this policy that requires the public to participate in its implementation. from a policy will be born a law that covers the policy, a policy is legal and always has a rule of law in it. and more clearly the regulation of the law in article 31 concerning government regulation number 36 of 2004 concerning downstream oil and gas business activities. in this law it is clear in it regarding community programs, construction of pipelines in natural gas, and other regulations. from there there is a transition to 3 kg gas to natural gas in this motivational and cognitive process that arises when others experience disputes from members of community groups. differences of opinion between the government and the community experienced an incident that was quite influential in the course of a policy. from this incident, one of the government's programs on evaluating policies hadi prabowo, triyuni sumartono, bambang saputra 134 aims to find out the final results of a policy that is already running. from the evaluation itself will be born whether a policy will run well or still not good, then from this stage the government is able to see and be able to solve a problem that occurs in a society. the government must have a solution and must be able to minimize differences of opinion in the field between the community and the government so that the implementation of this new policy can be implemented well. the construction of the gas pipeline at this time even a small town has gotten the gas pipeline. in addition, the behavior and culture of indonesian people who are accustomed to using lpg are still difficult to change. the government seemed to underestimate the socialization, as if it had been announced to the mass media, all elements of society would understand and subsequently support the conversion program. the government did not anticipate the surprise of a new policy which will have an impact in the future. the habit of the people using lpg has been accustomed to the community since a few years ago had to suddenly be changed to natural gas. in the midst of this uncertainty many agents are used this incident by raising the price of lpg and it was not uncommon for the lpg to experience scarcity. and it is not uncommon for the public to still strongly choose lpg to weigh natural gas because the indonesian people are attached to loyalty with culture, in the sense that it is difficult to move on in the civilization of future mass culture. conclusion through the series of research processes above, and based on the formulation of the problem specified, the researcher can draw the conclusion that the government policy is related to the transition of 3 kg of gas to natural gas has not been implemented properly due to differences of opinion between the government and the community, the community and this community resulted in a policy not as much as possible in its implementation in the mayangan district community itself. changing habits in the community requires a very maximum effort by the government to attract the public sympathy to participate in the gas pipeline development program. and because of that difference, some of the natural gas areas in the sub-district are still not alive for the whole. and unexpectedly in other villages and still included in the mayangan subthe conversion of lpg gas to natural gas: study about government policy of natural gas conversion in indonesia doi: 10.30575/2017/ijlres-2020010410 135 district, the implementation of natural gas has been running a few months ago to precede the mayangan kelurahan itself. from the policies that have been made and implemented within the community it is worth reviewing / re-evaluating to reduce all obstacles that occur in the community so that they continue to run according to the targets to be achieved. bibiliography james, a, e. (1979). public policy marking. new york:, holt preeger budi, w. (2002). kebijakan publik: teori dan proses. media pesindo: yogyakarta leo, a. (2006). dasar-dasar kebijakan publik. bandung: cv. alfabeta. william, d, n. (2003). analisis kebijakan publik . yogyakarta: gajah mada university press. sugiyono. (2005). memahami penelitian kualitatif. bandung : alfabeta ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020091205 vol. 4, no. 3, 2020 page: 405 417 406 the implementation of counselling management at state islamic junior high school – 3 (mtsn 3) deli serdang nada sukri school of postgraduate, universitas islam negerib sumatera utara, medan nadasukri@gmail.com saiful akhyar lubis professor in counselling, universitas islam negeri sumatera utara, medan saifulakhyarlubis@uinsu.ac.id lahmuddin lubis professor in psychology, universitas islam negeri sumatera utara, medan lahmuddinlubis@uinsu.ac.id abstract. the research objective is to find out the management implementation of student counseling services planning, to know the management implementation of student counseling services organizing, to know the management implementation of student counseling services implementation and to find out the management implementation evaluation of student counseling services in mtsn 3 deli serdang. the research method used is a qualitative phenomenological research method. the research site is at mtsn 3 deli serdang, and the research period is july 12, 2019, to october 12, 2019. data collection techniques using interviews, observation, and documentation. data analysis techniques using data reduction, presentation and drawing conclusions. the technique of guaranteeing the validity of the data is done by observing diligence and triangulating the data. the results of this study are: management implementation of student counseling services in mtsn 3 deli serdang seen from; counseling service planning has conducted a work plan coordination meeting which is archived as a guidance for one year lesson counseling service. the implementation of counseling services can be seen from the agreement, summons and case books of students which are still neatly stored. evaluation of counseling services is seen through timesheet and supervision conducted by the principal every two months. keywords: implementation, management, counselling services. introduction the presence of guidance and counseling provides counseling services, helping students create good attitudes and behavior at school. however, not all counseling service jobs are able to change student behavior. instead, it was found a counseling guidance that was not well planned, lacked coordination, the wrong way to deal with problematic students and various other problems that worsened the face of a counseling mailto:nadasukri@gmail.com mailto:saifulakhyarlubis@uinsu.ac.id mailto:lahmuddinlubis@uinsu.ac.id the implementation of counselling management at state islamic junior high school – 3 (mtsn 3) deli serdang doi: 10.30575/2017/ijlres-2020091205 407 service. as a result, violations of madrasa rules still occur. changes in student behavior have not been fulfilled. therefore, because a counseling service requires serious arrangement and management. for this, it is necessary to apply management in a counseling guidance. guidance management counseling will provide head counseling services for all students based on management principles in an organization. it is necessary to know the extent to which management integrated counseling guidance in counseling services. to carry out the counseling function mentioned above, it is necessary to have a counseling guidance that has been implemented by management. so that all counseling service activities are neatly coordinated according to the implementation as planned. in accordance with the implementation of the organizational structure that has been agreed upon and conduct appreciation and evaluation internally and externally. based on these problems, the author will conduct a study entitled; "implementation of counseling service management at mtsn 3 deli serdang," which is located in sipirok village, rantang city village, hamparan perak district, deli serdang regency, north sumatra. literature review implementation according to van metter and van horn (cited in agustino, 2008), explain that policy implementation is an action taken by an individual, government official or group or private that is directed to the achievement of the objectives outlined in the policy decision. mazmain (2010) argues policy implementation is the implementation of basic policy decisions. usually the policy is in the form of a law, but it can also be in the form of an order or decision of the judiciary. lajimnay the decision identifies the problem to be solved and clearly states the goal to be achieved. policy implementation can also be interpreted as the implementation of activities that refer to the guidelines that have been prepared so that the activities that have been carried out can have an impact and contribution in overcoming various problems that are the target of the program in the community. according to laster and stewart (2015), policy implementation as the stage of implementing policy immediately has been enacted into law. in a broader view, policy implementation is defined as the nada sukri, saiful akhyar lubis, lahmuddin lubis 408 administration of laws into various actors, organizations, procedures, and techniques that work together to achieve goals. management management is a process that organizes or regulates an activity or work so that it is carried out properly and satisfactorily. management must be carried out in a planned, organized, running well and getting assessment or evaluation. an integrated management activity will more easily achieve goals. it can be concluded that management is a system that must always exist in an activity. this management starts from planning, organizing, implementing to evaluation. the end result of management is to plan, organize, implement and evaluate each activity in order to achieve success. it turns out that management is not only for business circles, but the management system is also very useful for the general public and the world of education. because it is proven that all activities carried out with management will easily get success and vice versa. there are four main functions of management in every activity. the following are the functions of management in each activity. types of counseling services it should be noted that there are seven types of counseling services that must be implemented in schools or madrasah. these seven counseling services must be considered to be carried out at the right place and time. because the provision of counseling services must be in accordance with student problems, so that problems can be resolved immediately. the seven types of counseling services are: a. orientation service this orientation service is needed for an introduction to the environment as well as understanding how to treat the environment properly. where is the student bathroom, soccer field, planting area, laboratory and so on. by knowing their environment, students are directed to love the school environment and not pollute it. b. information service information services are services provided in the form of knowledge related to the personality of students, the problems they face and how to solve their own the implementation of counselling management at state islamic junior high school – 3 (mtsn 3) deli serdang doi: 10.30575/2017/ijlres-2020091205 409 problems. this information service is also necessary to find out hobbies and whether the school has facilities and infrastructure that are in line with students' hobbies. the information service becomes very important when students are found to like or dislike a problem. this is where comprehensive information services are needed so that students know the problem as a whole and can address the problem correctly. whether or not students are interested in something. this information service is important because students will know themselves and their environment more specifically and can solve problems or determine attitudes when they find problems around them. information services will form an independent personality and can provide strong knowledge so that students can answer their own problems. c. content mastery service content mastery service (lpk) is a counseling service that allows students to develop themselves independently with regard to good study attitudes and habits, appropriate learning materials according to their learning speed and difficulty, as well as various aspects of other learning objectives and activities. in addition, lpk is given to students individually or in groups to master certain abilities or competencies through the learning process. d. placement service placement services are information provided to students related to their learning interests and talents. the first step for the counsellor is to provide data that must be filled in by students containing complete personal details. in the data questionnaire, there are many tables that students must fill in freely. the results of this customary questionnaire will be studied by the counsellor. e. individual counselling service a counselling services provided directly by a counsellor to a student face to face. with a private counselling service teacher. usually, this personal service is a service that is specifically targeted to students because students' personal problems are very specific, and students don't want other people or their friends to know. this individual counselling service is also provided for children with special needs (abk) or children who have special interests and talents and need more attention. individual counselling services provided by counsellors are not nada sukri, saiful akhyar lubis, lahmuddin lubis 410 due to family closeness or other factors, but simply because the child's needs are treated with individual services. this means that this individual service has no nuances of more attention that is not objective. f. group counselling services. a service provided to a group of students who violate school rules and regulations together. they are placed in a certain room and given the same counselling service, by one or two counselling service teachers, in the form of direction or problem solving given by the counsellor. so that students learn from each other to solve problems. g. consulting service counselling services are provided in the form of interviews or consultations with other parties in the problematic student environment. this consultation service is due to the lack of correct information about problem children. even if there is information, it is only based on information from problem children which is not necessarily true. therefore, counsellors provide consultancy counselling services. h. mediation service a service provided to two students or two groups of students who violate the same rules in mediation, so that they can talk together to find amicable solutions to student problems. mediation counselling services are usually carried out to deal with problems between two warring parties. then the counselling service teacher appears to mediate between the two to solve the problem. i. advocacy services advocacy services are guidance and direction obtained through counsellors so that students get their human rights. this means that in providing services to students, the counsellor must pay attention to something that is not liked by students outside the lesson. this means that counsellors should not violate students' human rights. methodology qualitative research in this study uses a qualitative phenomenological approach, because the data collected is how the state of individuals and groups in natural situations in one place. will describe how the management of counseling services is implemented the implementation of counselling management at state islamic junior high school – 3 (mtsn 3) deli serdang doi: 10.30575/2017/ijlres-2020091205 411 at mtsn 3 deli serdang. in addition, all that is collected may be the key to what has been researched. qualitative phenomenological approach is a research method that tries to explain or reveal experiences and facts that occur. then this qualitative approach requires sharpness of analysis, objectivity and systematic. so that accuracy is obtained in interpretation, the cause and effect of a phenomenon or symptom from a qualitative approach is totality. findings and discussion planning implementation of counseling services is a form of integration between subject teachers and homeroom teachers. therefore, every teacher also has the competence of counseling services. but the provision of counseling services is hierarchical from subject teachers, homeroom teachers, counselors, vice principals and school security.62 in general, counseling services are carried out in a planned and integrated manner which is the responsibility of the counselor. the counseling service programs at mtsn 3 deli serdang must include various elements, namely, 1) integrated with extracurricular activities. 2). integrated with the school committee program. 3). integrated with the achievement development institute. 4). integrated with the learning curriculum. 5). integrated with the vice principal. 6) integrated with all learning activities. integration becomes something very important in a counseling service. because all the elements contained in the madrasa environment must unite to overcome student problems. with this integration, students feel that they are always monitored and cared for. as a result, students are reluctant and reluctant to repeat the same mistakes over and over again. with cohesiveness can create disciplined students. however, the integration that is built must also pay attention to the rights and obligations of each educator and education staff. this means that this integration must be coordinated based on the appropriate function and size. so that no one feels disadvantaged in dealing with various student problems in the field so that they do not collide. therefore, counseling services at mtsn 3 deli serdang are also supported by various facilities and infrastructure and tools needed to conduct counseling. this can be seen from the counseling book on the counseling table. the book is a book that contains a work plan nada sukri, saiful akhyar lubis, lahmuddin lubis 412 for counseling services for a year. researchers even found work boards hanging on the walls of the counseling service room. the workboard contains the stage work to be carried out monthly, quarterly, and annually. this board expresses that counseling services at mtsn 3 deli serdang have used the principles of planning management. organizing organizing can be done by determining what tasks must be done, who should do them, how the tasks are grouped, who is responsible for these tasks, and at what level decisions must be made. by organizing it will be known where the stuck and immediately repaired. so that all work in the organization can be completed according to plan. movement (actuating) movement is an action to ensure that all group members strive to achieve goals in accordance with managerial and business planning. implementation is an activity to realize a plan that has been made into a building or an activity to be standing or finished. guidance is needed as well as coordinating work. the movement is also carried out to motivate counseling service teachers in carrying out their duties to enable the smooth and effective implementation of the planned program. to overcome various student problems, the head of the counseling service teacher must provide direction to all counseling service teachers in accordance with the development of science, technology, and the arts. evaluation (controlling) evaluation is the attention given to all programs and activities whether they are running as intended. supervision finds errors as well as corrects them so that they are as planned. supervision must be independent without the intervention of the interests of various parties. evaluation of counseling services at mtsn 3 deli serdang places more emphasis on efforts to improve as well as being thorough and friendly. various stages of counseling services are considered where the weaknesses and shortcomings are. gradually, various weaknesses and shortcomings are sought to be improved as we go along. this evaluation is carried out on students and educators. this evaluation is carried out internally and externally or by counselors and school principals. so that the two elements pay attention to the weaknesses of counseling the implementation of counselling management at state islamic junior high school – 3 (mtsn 3) deli serdang doi: 10.30575/2017/ijlres-2020091205 413 services at mtsn 3 deli serdang. after finding weaknesses, the semester meeting will reveal the weaknesses of various parties to be corrected or improved in the future. counseling service counseling services at mtsn 3 deli serdang are also part of self-development that has been determined by the government in the curriculum structure through government regulation no. 22 of 2006 concerning content standards for elementary and secondary education units. a counselor should comply as a guide through the law. basic counseling services the meaning of basic services is the process of providing assistance to all counselees through the preparation of classically structured experiences or groups that are designed and implemented systematically in order to develop effective self-adjustment abilities in accordance with bloom's taxonomy concepts, namely effective and psychomotor. to be clear, the decision to provide counseling services at mtsn 3 deli serdang shows the madrasa principal's commitment to prioritizing the interests of meeting the needs of students. this is as stated by the head of lpp's litbang that the existence of counseling services at mtsn 3 deli serdang cannot be separated from factors outside the individual.80 mtsn 3 deli serdang intends to provide quality and friendly counseling services to students. however, the purpose of counseling services must be in line with the vision and mission of the madrasa. that mtsn 3 deli serdang has a vision and mission to create students who are intelligent and have noble character, pure in thoughts and actions based on the qur'an and hadith. besides that, mtsn 3 deli serdang also makes a plan for counseling services that are guided by counselors who have the academic competence of counseling guidance. therefore, the principal will continue to seek additional counseling teachers from the ministry of religion of north sumatra. however, in the meantime, the principal will add honorary counseling service teachers, in order to provide an adequate number of counselors. nada sukri, saiful akhyar lubis, lahmuddin lubis 414 conclusion the high number of violations of rules and regulations at mtsn 3 deli serdang is because students feel that they have received less attention from the services of counselling guidance. even if there are those who are not reprimanded, they are handled thoroughly. therefore, the work performance of counsellors must be improved by creating a special roster of counselling service teachers. so that the implementation of counselling services runs optimally. evaluation of counselling services at mtsn 3 deli serdang is not running optimally. because the principal rarely visits the counselling room or questions service activities. lack of supervision creates weak work performance of counsellors. therefore, the principal must make a thorough evaluation of the counselling guidance. references akhyar, saiful lubis. konseling islam dalam komunitas pesantren, medan: perdana publishing, 2017. admodiwirio, manajemen pelatihan, jakarta: pt. ardadizya jaya, 2002. asep, suryana dan suryadi. modul bimbingan dan konseling, kemenag ri: 2012 amallia, putri. pentingnya kualitas pribadi konselor dalam konseling untuk membangun hubungan antar 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motivasi belajar mengajar. jakarta: grafindo persada, 2000. sumantri, perkembangan peserta didik, jakarta: universitas terbuka. 2005 sudrajat, hari. manajemen peningkatan mutu berbasis sekolah bandung: cipta cekas grafika, 2005. syafaruddin, dan asrul. kepemimpinan pendidikan kontemporer, jakarta: cipta pustaka media, 2013. sudijono, anas. pengantar evaluasi pendidikan, jakarta: raja grafindo persada, 2009. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) vol. 1, no. 2, 2017 page: 187 198 187 ‘bajapuik’ tradition in the pariaman people’s marriage in binjai city, north sumatra deliani islamic university of north sumatra, indonesia deliani@gmail.com abstract, this study aimed to determine the change of bajapuik tradition in the marriage of minang pariaman people in binjai city. the research was conducted using qualitative method. the findings in this study: (1) the implementation of the marriage tradition of bajapuik minang pariaman took place with a number of variations and simplifications in it, (2) changes in the structure of minang pariaman people at least marked by shifting structure in their kinship system from the concept of extended family to the form of nuclear family, (3) the changes that occur in the social structure of minang pariaman people has implications for the change of cultural values orientation in the implementation of bajapuik tradition. in addition to the influence of the external and social culture of people of minang pariaman (external factors) changes in bajapuik traditions are driven by internal needs factors (internal factors). efforts made to maintain bajapuik tradition is done by the process of fostering and development of culture and traditions of minang pariaman people in binjai city. key words: bajapuik tradition, marriage, pariaman people introduction bajapuik tradition is actually a small part of a series of traditional ceremonies of marriage in the community of minang pariaman. however, economic transactions that occur in this tradition has led to various assessments that diantarannya considered negative of some people pariaman. especially from outside society minang pariaman. there was a change in the implementation of the marriage tradition of bajapuik carried out by minang pariaman people in binjai city. in addition, there are variations in the implementation of bajapuik tradition, the marriage has been shifted and there has been a change where the money pickup and money lost does not become the main requirement in marriage. the problems in this research are formulated as follows: (1) how is the implementation of bajapuik tradition of minang pariaman people and among other minang tribes in binjai city?, (2) how is the change in social structure and cultural values orientation in the implementation of bajapuik tradition ?, (3) the mailto:deliani@gmail.com deliani 188 factors that cause change and efforts to maintain the existence of bajapuik tradition of minang pariaman people in binjai city? literature review sztompka stated that tradition includes the survival of the past in the present day rather than merely pointing to the fact that the present is from the past but is truly present, not destroyed, destroyed, discarded, or forgotten1. according to esten that tradition shows how members of society behave, both in worldly life and things of an occult or religious nature 2. the function of tradition according to sztompka is as follows: (1) hereditary policy in which there is awareness, belief, norms, and values adopted at this time; (2) provide legitimacy to existing views, beliefs, rules, and rules to be binding on its members; (3) provide a convincing symbol of collective identity, strengthening primordial loyalty to nations, communities, and groups; (4) helps provide a refuge from complaints, discontent, and the disappointment of modern life3. tradition is born in two ways. the first way, coming from below through the mechanism of emergence is spontaneous and unexpected and involves many individuals. the second way, tradition comes from above through coercion mechanisms. anthropologists understand that tradition as culture is dynamic. according to sztompka 4 tradition undergoes change when people define certain fragments of the heritage of the past as traditions and traditions change when people pay particular attention to certain tradition fragments and ignore other functions. acoording to esten5 that the wider and more developed a traditional society, then there is contact with other societies, so the more likely and looser the binding systems of the citizens. so the traditions become more varied, although among the various variations there will always be binding or red-bound threads that relate to one another. the change of tradition as mentioned in masinambow is: (a) removing existing things, (b) replacing, (c) transforming them, and (d) adding new ones. 1 piotr sztompka. (2004). sosiologi perubahan sosial. jakarta: prenada media. p. 69 2 mursal esten. (1993). minangkabau: tradisi dan perubahan. padang: angkasa raya. p.11 3 piotr sztompka. (2004). sosiologi perubahan sosial.............. p. 74-76 4 piotr sztompka. (2004). sosiologi perubahan sosial........... p. 71 5 mursal esten. (1993). minangkabau ............ p. 12 ‘bajapuik’ tradition in the pariaman people’s marriage in binjai city, north sumatra 189 methodology this research is qualitative descriptive research. the research was conducted in binjai city, binjai kota district, north binjai and east binjai. the selection of this location is based on the fact that in these three suspicions most people found mianang pariaman. the process of obtaining primary data used observation method, depth interview (depth interview). while the secondary data obtained from library research (library research) and recording data support from the office or institution associated with this research. the data and information that have been collected through in-depth interviews and subsequent observations are processed and analyzed qualitatively. the validity of research data is done by using triangulation techniques that check the validity of information collected by utilizing other sources such as observation, interviews, literature and archives. findings 1. implementation of bajapuik tradition in binjai city basically, the tradition of marriage of minang pariaman people in binjai still follow the bajapuik tradition. although there has been much simplification, and a change from the original tradition. but the pattern generally still follow the tradition of minang pariaman people in carrying out the marriage. this can be seen from the custom procession that is still maintained although not as complete as the original custom procession. the changes are adjusted to the social and cultural conditions of the region they live in today. because in binjai they not only interact with fellow minang people but with many people like, the malays, karo, java, aceh and others. even their offspring have already married offspring with different ethnic backgrounds. hence, customary customs and ethnic customs are customized. this is in accordance with the character of the open minagkabau, as stated by sairin6 that: minangkabau people are well aware that society and culture are always changing. the minang saying that "sakali aia gadang sakali apian baraliah" is a reflection of 6 sairin, satri. (2002). perubahan sosial masyarakat indonesia: perspektif antropologi. jakarta: pustaka pelajar. deliani 190 the awareness of the change. this is what causes the minangkabau people are relatively open it views change is as normal and reasonable events. even some of the minang pariaman people in binjai today are in the process of marriage their children no longer fully follow this bajapuik tradition. precisely more simplified than the original form and process. as explained by bagindo suwardi pilliang (58 years) below: in general this time has changed this is caused by the many people who migrated pangasi minang. umang minang pariaman people who are in the village still wearing custom events and who go abroad have many who do not wear them anymore. very few people pariaman using custom way. many baralej events are no longer consistent with tradition. minang pariaman people are many who have followed the progress of modern times today, especially those in the rantau. (interview, november 25, 2016). in addition to this change in the marriage process is done because of economic considerations and practical side. because marriage that follows the actual process in addition to requiring a long time also requires a relatively large custom cost as well. meanwhile, limited funds and support in the rantau area will be an issue that can not be ignored. although the minang pariaman people in the overseas area continue to establish communication and cooperation relationships with their relatives in their hometown. conceptually, almost the same as the minangkabau people most people pariaman in binjai city views that a marriage is not only the affairs of the bride but also the affair between the two families. it is proved that most minang pariaman people still involve nini mamak and their relatives in the marriage process of their family members. it can be said that the minang pariaman people in general are still marked by bajapuiknya tradition. although already outside the area of padang pariaman. people in binjai and north sumatra generally know that this tradition is a tradition in the marriage of minang pariaman people, minangkabau people widely. for minang pariaman people customs and traditions are closely related to their daily lives even though they are in overseas areas. as well as people minang pariaman in binjai. some of them are still very strict in holding the tradition. especially the parents who still possess the love and strong adherence to customs. especially if the marriage is done between fellow minang pariaman people. ‘bajapuik’ tradition in the pariaman people’s marriage in binjai city, north sumatra 191 can not be denied, other than there are still holding this bajapuik tradition also there is a refuse even against it. included in padang pariaman in the area of origin bajapuik tradition. especially for those born in overseas areas and have no direct history with this tradition in their home region of padang pariaman. but this tradition until now in binjai is still found with a number of variations and adjustments. bias also said this tradition is still used minang pariaman people although not fully follow the original tradition. based on the information and written materials found that in the padang pariaman region even this tradition has changed a bit and adjustments with the development. although this tradition is seen more strictly run in padang pariaman than outside this area. as explained, despite the changes and variations in these customs and traditions, the marriages of minang people in binjai still follow the tradition and as stated by the following bagindo nasir koto (61 years); at the present time is much different implementation of marriage customs in accordance with the progress of the times. already many people minang pariaman no longer fill this event with traditional music. this custom is practiced, just not in accordance with the circumstances that exist in his hometown. many minang pariaman people are again wearing the customary event entirely. yes some of it is still a custom event done. more adjustments, not as strict as custom. (interview of november 25, 2016). the same view about the marriage of minang pariaman people in binjai is expressed by sabirin sikumbang (54 years) below: the picture used to use traditional customs and is now using sara that is in accordance with the progress of the times. in general, they use some of the customs of the hometown and added with the event in accordance with the conditions in which they are domiciled. (interview of november 17, 2005). changes and variations in marriage customs found in the reference to adaptive processes and strategies for social change existing in society. as revealed by sutan amiruddin (60 years old) one of minang pariman's traditional leaders in binjai: the customs in this marriage apply to minang people in general, it's just different practices. of course there will be adjustments, in accordance with the agreement that has been discussed between the two sides. of course there are changes because marriages are different tribes. yes, adapted to other ethnic customs that have been agreed upon. (interview december 2, 2016) deliani 192 although it does not completely dissolve its customary elements with a number of variations, it is understood that the tradition of marriage of bajapuik minang pariaman people in general has undergone many changes. this is evident from the many stages of the marriage custom procession which is not carried out anymore. or if done is no longer completely perfect the original custom. in general, the marriage stages in the marriage of minang pariaman people in binjai is not different from the marriage of the common people in binjai. the marriage stage is not so much and complicated. although in principle all the stages of adat must be passed, but this can be discussed between both parties how and what tahpan will be passed. based on the findings in the field it was found that the minang pariaman people in binjai were more pleased with the changes and variations in the implementation of this marriage custom. if described in detail, generally the marriage stages of minang pariaman people in binjai simplified as follows: (1). marantak tango or maresek-resek as well as apply, (2). deliberation between two families, (3). wedding party (baralek). for clarity the stages are described below: first, marantak tanggo or maresek-resek as well as apply. the long stages of the original awala procession of its traditions by minang pariaman people in binjai further shortened the time and activity. after a match between the two bride-to-be performed activities maresek-resek and application. usually these two stages are distinguished. with consideration of time and so on these two stages are combined. second, deliberation between families. after the process of applying, at the agreed time is made a follow-up meeting between the two sides of the family to determine the amount of money pick up and the time of marriage. traditional processes and activities are initially shortened. after the agreement is reached, then proceed at the time of handover of money. third, the wedding party (baralek). after the appointed time arrives, the wedding ceremony is usually held with a wedding party. not many custom events are held at this stage. like marriage parties are generally found in the community. only the bridal clothing and wedding decorations that are underway is the marriage of minang pariaman people. the rest is not much different from the party of most people in binjai. ‘bajapuik’ tradition in the pariaman people’s marriage in binjai city, north sumatra 193 likewise, many things change if this wedding party, the clothes worn by both brides one of them. where the traditional wedding dress of minang pariaman people in binjai city is not the only wedding dress to be worn by the bride. usually also wear a wedding dress like modern bridal pkaian wearing a suit, tie, and sailor clothes. this is done with the desire to follow the development of wedding party procession that took place in the community. after the wedding, usually and this activity is generally done minang pariaman people in binjai is a collection and fund raising event called badoncek. badoncek is a gathering event ninik mamak from both parties and the two families are intended to collect funds and expenses party that has been issued. this budoncek event was held at the house of the bride on the night after the wedding. about this hasoncek many minang pariaman people who are less interested to implement it. because it is considered less ethical, because on the night of this meeting is large and the amount of donated money is announced directly in front of the invitees. so it looks very economical nuance is to restore marital capital that has been used. based on the description of the implementation of the bajapuik tradition of minang pariaman people in binjai city, there are many stages and activities of marriage that have been abandoned. the marriage ceremony activities that have been abandoned are: bakampuang-kampuangan, alleles randam, night bainai (night mangukui), badantam (baturun-down), call bainduk bako. cuddling marapulai, marriage ceremony, basanding at eumah child daro, manjalang maintuo, manduo, come home tonight. among activities after abandoned marriage ceremonies such as: mangantar limau, berfitrah, mangantar perbuka, and lemong moon or moon bareh. the tradition of marriage is usually done in case of marriage anatar people minang pariaman, or all minangkabau people. if marriages with other ethnic traditions are not valid or tend not to be executed. her stages follow the public marriage ceremony generally where they live. like other members of the community in binjai. 2. bajupuik tradition of minang pariaman people with other as mentioned above, the minang pariaman people in binjai not only interact with minangkabau but also with many ethnic groups, malay, batak, karo, javanese, aceh and others. the process of interaction is followed by the process of mawin mawin or umulgumusj between them. deliani 194 the children of minang pariaman descendants not only married with minangkabau but they have done mawin marriage process with offspring who have different background. so that the customization process is done and the customs of each. this bajapuik tradition is a marriage tradition among the pariaman people. this means that this tradition should not apply if there is a marriage between a male minang pariaman with women of other ethnicities. under such circumstances it is not possible for them to impose their customs on other people of different customs. thus the implementation of this tradition does not apply absolutely. as stated by h. sutan ramli naim (64 years) in the following interview: basically this tradition occurs in people mianang pariaman. for minang people themselves are actually marriages are different ethnic this less favored. because this is considered to inhibit the development of customs and traditions that exist. if marriage is done with other ethnic groups then it should be based on the discussions discussed and agreed upon by both parties on which customs to use. tailored with the customs of others as well. because marriages are ethnically different. meanwhile, minang people also have many customary adjustments. (interview december 7, 2016). the adaptation of this marriage tradition to the traditions of other ethnic marriages outside minang pariaman is a logical consequence of their interaction process. as esten pointed out that the more widespread and developed a traditional society in the sense that the community is in contact with other communities, the more likely it is to loose the system that binds its people. at times, the traditions become more varied. between the various variations there will always be a binding factor from one to the other. there will always be a reference to cultural values that are still the scope of tradition as a whole or not. 3. . efforts to maintain bajapuik tradition in binjai city based on the general view of minang pariaman people found during the research process in binjai city, they hold the view that changes, variations and adjustments to the bajapuik tradition are considered normal. from this it is understood that generally they have a relatively open attitude with change, especially for the young of them. ‘bajapuik’ tradition in the pariaman people’s marriage in binjai city, north sumatra 195 this is not to show that their love for tradition and their customs is absent. but this is regarded as a consequence of the progress of the age that goes on. they also still have an emotional bond to tradition. because the minangkabau adat philosophy also sees that changes to cultural phenomena are a common phenomenon and can not be avoided. more important than that is the essence of that culture which should not lose its essential value. associated with bajapuik tradition, although many have changed and adjusted in its implementation among minang pariaman people in binjai, but the tradition is still found and not lost at all. it's just that some of the procession stages are more simplified and adapted to the social context of the community. although in padang pariaman itself according to observations and some research that has been done by some researchers, there have been several stages and elements of marriage bajapuik which is not followed again because it is considered less relevant to the development. but things of essence and principle are still maintained. the change of bajapuik tradition does not mean that the custom will be lost, but it is renewed according to the demands of the times. this change in culture is not something foreign in the development of minang pariaman culture. as the teachings of islam dating and evolving in the social system of minang pariaman people, the joints of tradition and custom also experienced adjustments. the adjustment essentially resulted in changes in the structure and culture of minang pariaman people. however, such changes will always be accompanied by consensus. the change thus in addition to making the minangkabau culture as a subject also on the other hand becomes the object of inevitable change. with the record back that the essential value of culture is not lost but not shut down. in the process of cultural change and social structure is more important is how the guidance and cultural development is still executed. in this context the roles of minangkabau adat and cultural institutions play a large role. responding to this, the people of minang pariaman do the process of fostering and cultural development in the city of binjai. some of the real steps taken by minang pariaman people in binjai city to maintain the culture and traditions of minang pariaman people to keep running one of them is by establishing customary institutions, associations of minang pariaman nomads, and ninik mamak associations. deliani 196 this is in accordance with that delivered by sutan ramli naim (55 years) as a public figure minang pariaman and leaders of minang binjai community consultative council below: yes, we want the minang pariaman people everywhere to avoid losing their identity as minang people. sticking to their culture and tradition. do not let our descendants do not know and forget the culture. with this bm3 container we collect all components of minang people in binjai. cultivate silaturrahim, nurture and develop, also deliberate the problems that arise. (interview january 5, 2017). in addition, indigenous deliberations to discuss adat issues were also developed. at present minang pariaman people in binjai city have a number of customary institutions, ninik mamak associations and the like. the motivation and purpose of the establishment of the association is as a tool of friendship and make efforts to maintain and develop minangkabau culture and tradition in binjai. the customary institutions and ninik mamak associations in binjai are: first, the mining community consultative body or abbreviated as bm3. this deliberation was formed in early 2004 under the leadership of sutan ramli naim. this container is an association of ninik mamak as a city of binjai. in bm3, the customs and development issues, especially in the overseas areas, are discussed. at this time, the board of bm3 binjai is building a rumah gadang in kelurahan jati negara which will serve as a kind of secretariat and gathering place of customary, religious, community and ninik mamak leaders. second, the minang public communication forum. this container was formed as a place of friendship and fostering the familiarity of minang fellow nomads in binjai. the forum is also actively communicating with minang prang village in west sumatra. presently, the public communication forum of minang is led by ir. h. haris harto tanjung. third, padang pariaman family association or abbreviated ikpdp. this organization is a more specialized container for the minang pariaman people in binjai even though it is open to minang people in general. ikpdp was founded with the motivation of friendship and gathering minang pariaman people in one container. as a place of musyawarah and communications custom and other practical issues of life. ikpdp is currently under the leadership of mr. sabirin koto. ‘bajapuik’ tradition in the pariaman people’s marriage in binjai city, north sumatra 197 thus, in addressing the changes that occur in minangkabau culture, customary institutions and cultures have a strategic role. this is to keep the change from undermining the value of cultural existence. customary institutions and cultures must be able to explore and find the essential values to then link and offer to the social system of people who are changing pariaman minang. discussion the process of shifting a place which in minang tradition is called merantau and social interaction with overseas territory has resulted in a number of changes and shifts in the way of thinking, judging, seeing and attitude of minang pariaman people in binjai city to their culture and tradition. the process of renewal in tradition is something that can not be avoided as a result of the development of the human race itself and due to the increasingly tebuak communication process. changes and shifts are one of them driven by adaptation strategies to local customs and traditions (external factors). changes and shifts in the tradition are also supported by the desire to follow developments in society as well as practical considerations (internal factors). this change of bajapuik tradition does not mean that the pariaman will lose the custom, but the custom is renewed according to the demands of the times. the process of progress in culture. changes in bajapuik oang pariaman tradition in the city of binjai is a process of reinterpretation of adat that is part of the pariaman adaptation strategy towards the social and cultural environment of the growing community. conclusion implementation of marriage tradition bajapuik minang pariaman people underway with a number of variations and simplifications in it. it can be seen as follows: 1. changes in social structure minang pariaman people marked at least marked by shifts in the structure of their kinship system from the concept of extended family to the form of nuclear family. 2. the changes that occur in the social structure of minang pariaman people have implications for the change of cultural values orientation in the implementation of bajapuik tradition. deliani 198 3. the change in the implementation of bajapuik tradition in the marriage of minang pariaman people in binjai city is accrued by internal factors and external factors. internal factors: first, the development level of education (formal and non formal) minang pariaman people, second, the relatively large customary cost. especially for the female family. external factors: first, social mobility of society. second, the process of acculturation and adjustment between minang pariaman adat and ethnic customs outside it. 4. efforts to maintain the tradition of bajapuik done with the process of fostering and development of culture and traditions of minang pariaman people in binjai city done by functioning the role of customary institutions, associations of people pariaman perantau, ninik mamak associations and deliberations. bibiliograhpy esten, mursal. (1993). minangkabau: tradisi dan perubahan. padang: angkasa raya. masmambow, e.k.m.(1997). pengantar:koentjaraningrat dan antropologi di indonesia. jakarta: aai dan yayasan obor indonesia. sairin, s. (2002). perubahan sosial masyarakat indonesia: perspektif antropologi. jakarta: pustaka pelajar. sztompka, piotr. (2004). sosiologi perubahan sosial. jakarta: prenada media. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) vol. 1, no. 2, 2017 page: 199 211 199 analysis of ‘qiyafah’ perspective of imam syafi`i in providing the lineage and its relevance with genetics. abdul hakim islamic university of north sumatra, indonesia abdulhakim@gmail.com abstract, in the tradition of arab and islamic scientifics, research on genetics has been done since thousands of years ago. however, the information is not found in the books of genetic history. this indicates the existence of historical distortion of genetic history writers to include arabs or muslims within the span of history. therefore, the follow-up and dissemination of information from various parties, especially the parties associated with genetic studies explain that this science has been found in arab society and muslims. qiyafah is a method term used to recognize a person's trace in determining lineage based on traits and likeness. while qa`if, is a person who has special skills to see other people in connecting, determine the lineage based on the signs and similarities between the parties studied. according to asy-shafi'i, qa'if services in determining one's lineage can be accepted as a legal provision. therefore, if a lineage dispute arises where there is no other evidence or the parties have strong evidence, then the matter is solved by qa'if research. in support of his opinion, the school of ash-shafi'i argued with the hadith of the prophet muhammad and the opinions of his companions. therefore qiyafah practice is believed to have syariah justification.genetika is one of the branches of biological science that discusses the nature of hereditary inheritance and variations that may arise in it. the practice of qiyafah and genetics are both aimed to examine the hereditary traits that are passed down from generation to generation. judging from the similarity of function and purpose, then qiyafah has relevance to the science of genetics in establishing one's nasab. and the provision of modern science based on dna test results with the same legal force with the provision of qiyafah perspective priest shafi`i. keywords: qiyafah, imam syafi`i, lineage, genetics. introduction. god has sent down the guidance and guidance of life to man perfectly. guidance is the religion of islam brought by the prophet muhammad rasulullah saw. simply put, islamic teachings can be grouped into the field of worship and muamalah. this division is not a permanent diplomacy within islam, but only as a categorization to facilitate the understanding of the dominant character of islamic teachings. in the treasury of muslim intellectual works, the study of muamalah law includes an ever-evolving study that has been widely studied, and these reviews have mailto:abdulhakim@gmail.com abdul hakim 200 been held creatively, evaluatively and continuously from the first period to the millennium. qiyafah is the method used for qa'if deeds. qa`if are: people who follow the trail and recognize who has a trail. and the person who can recognize someone's nasab is overwhelming his hunch and / or with his research on the limb of the child. from this information it can be understood that qa`if is a person who has special expertise given by allah swt to him in paying attention, connecting and establishing someone's nasab with other people. this can be known based on the signs and similarities between a person with his child or his parents. thus qiyafah means the method of a person who conducts careful research and examination on the basis of similarity or on the characteristics of the person is supported by the skill god has given him. the researchs on the similarity or origin of descent (nasab) like this has developed modern science and is recognized as a form of science called the science of genetics. the science of genetics is also called the science of heredity. in the science developed a study of various traits (heredity) is derived or inherited to posterity, and variations that may arise in it from the above description, the author sees the urgency of the shafi'i school of thought to be deeply interested in qiyafah as an alternative to resolve around an unknown person's lineage. literature review 1. definition of qiyafah. if translated into the indonesian language, then qiyafah, etymologically meaningful: "one's expertise in in recognizing the traces of others”1 while the expert in this case is called qa`if. the plural of qa`if is called qaafah. the person who performs the qiyafah method is also said to be qaafah. to see the basis of the formation of the word qaafah, can be seen in the following tasrif namely; qafa-yaqufu-qaufan-qiyafatanqaaifan, meaning special or professional skills. according to ar-ramli, in his book nihayah al-muhtaj, says that etymologically, qiyafah is a method of research on the traces of a person based on 1. ahmad warson munawir, al-munawir, 1984, unit of procurement of religious scientific book of al-munawwir islamic boarding school, yogyakarta, p. 1259. analysis of ‘qiyafah’ perspective of imam syafi`i in providing the lineage and its relevance with genetics 201 similarity / similarity”2. according to muhammad khatib al-syarbaini, etymologically, qiyafah it is; "one's expertise in researching certain impressions”3 in terminology the meaning of qiyafah is; "a method by which a person obtains proof of a person's relationship with others based on similarity. ar-ramli, also gave his opinion that in terminology the meaning of qiyafah is; "someone who can relate to others when there is disgust, based on the skill god has given him”.4 according to az-zarkasi al-ansari al-shafi'iyah in his book "fath al-wahhab, in terms of defining qaif, is someone who is capable of connecting the nasab / offspring of others when there is disguise. such abilities based on the skill god has given to a person are an advantage.”5 based on the description above, it can be understood that qa`if is someone who has the ability, special skills (professionalism) which allah has given him can see, examine to connect and establish someone's nasab with others and is believed to be true. this he knows based on signs of similarity / similarity that exist in the person. like the relationship between a child and his parents thus qiyafah means a method for acting to conduct research and examination on the basis of one's expertise to see the similarity, similarity of signs they have. . 2. history and basic qiyafah in islam. it is not found clearly in the qur'an that explains the existence of qiyafah as the determination of nasab. in fact, the word qiyafah itself is not mentioned in the qur'an, but the problem of kenasaban or descendants in human life since a long time ago, namely the ignorance of a child who his biological father, or a father doubt his son, and so on. so in this case requires a solution. although at that time the development of knowledge science is not or not sepesat the present, but god provides privileges for humans have a special skill in setting nasab, derivative of a person based on research from the angle of similarity that they have .. and this can be recognized and trusted the community. so for those who doubt their children will be convinced, so also for those who do not know the nasabnya previously to know. 2.ar-ramli, nihayah al-muhtaj, juz, v, tt , dar al-kutub ilmiah, beirut, p. 464 3. muhammad khatib al-syarbaini, mughnil muhtaj, juz ii, 1978, dar al-fikri berut, p. 488.. 4. ar-ramli, nihayah al-muhtaj, h. 375 5.zakariaya al-ansari, fath al-wahhab,ii, tt, al-ma`arif bandung, p. 334 abdul hakim 202 the basic law of qiyafah in islam is the sunnah of the prophet muhammad (peace be upon him). and it is known that the sunnah or hadith of the prophet muhammad saw. is the basis of islamic law after the qur'an. so this qiyafah prihal can be seen and listened in one of the hadith of the prophet muhammad. which is narrated a'ishah (wife of the messenger of allah) quoted in the book of al-umm, (meaningful): from a'ishah ra. he said; has come to me messenger of allah. with a face full of joy, then he said; do you not yet know that mujazziz al-mudliji has come to me, and he saw usama bin zaid who both wears a headscarf over his head but looks at the soles of his feet, then after that the mujazziz says: this is the sole of his foot partly from the others. mujazziz al-mudliji, as proposed by muhammad khatib syarbaini, is a wellknown qa'if of his skills among the arabs.6 . he is always called to resolve problems when there is debate or disgust, doubts in the matter of a person or a person's descendants and needs a solution, then the stipulation he gives is acceptable to society, and this is his particular expertise. the same thing ever rasulullah feel happy when he (mujazziz mudliji) said that the sole of this foot (meaning the sole of the foot of the zaid) is the soles of osama (his father). the joy of the messenger of allah. this is understood as an approval of the messenger of allah upon the determination of qa'if. in another hadith narrated that: "from qutaibah bin sa'id, from al-laist, from abi syihab, from urwah, from a'isha ra. saying; has come to me the messenger of allah. with excitement on his face, he said: do not you know that mujazziz has just examined zaid bin harisah and usamah bin zaid, and mujazziz said that this is the sole of a foot part of the other.”7 this method of qiyafah also finds the place of the heart of umar bin khattab, it can be seen in mughni muhtaj by muhammad khatib syarbaini and subulassalam by as-san'ani, which means: "from abdurrahman bin abi al-zinad from hisham:" ever come two men to umar bin khattab who argued about the incident of a child who came from children from the time of ignorance. one of them said; this is my son, likewise other people's pangakuan. so the debate was not completed, even the debate 6. muhammad khatib syarbaini, p. 489 7. ibid analysis of ‘qiyafah’ perspective of imam syafi`i in providing the lineage and its relevance with genetics 203 added fierce. seeing this umar bin khattab summoned qa`if from the tribe of bani mustaliq). "with the qa`if decision the debate was completed. likewise in other narrations it is argued that anas bin malik (the companion of the messenger of allah), ever used the services of qa`if in researching his son's case. the history reads as follows: "it tells us ibn'aliyah from hamid, from anas, that he (anas) once doubted him about his son's (validity), then he called qa`if”8 from a number of information mentioned above shows that the messenger muhammad. and their companions with the cases they face in the life of the community, have legitimized the pursuit of cultivation based on qiyafah methods by first doing research, surveillance closely with the abilities they possess which are special advantages which allah bestowed on them and at the same time be capable of establishing the results of his research. the results of their research that can be a guide for those interested in determining the validity of someone nasab well. by seeing and observing all these things, the scholars of al-shafi'iyah responded to the qiyafah service as a solution to the settlement of cases of human existence. including asyl-shafi` as pious shafi`iyah support qiyafah method of perfidy. after knowing the existence of qiyafah in islamic law, it is worth a glance for a moment how pre islamic see method qiyafah intended. apparently arabs at that time often use the services of qa`if as a medium in setting nasab when there is doubt or debate in determining who the parents of the child. and it is understood that at that time the development of science, especially with regard to the formation of nasab or descendants is not as it is now with the dna method. from the explanation above, it can be analyzed that qiyafah not only the historical reality of jahiliyah, but also after islam came, it became part of islamic tradition and got legitimacy is taqrir (consent) of the prophet muhammad. human development and needs in terms of kenasaban, become the object of mamusia thinking at that time. so the scientists began to wriggle steadily research on what the secret of god that can be used as a determinant of human relationships kenasaban it. then came the science of genetics in the discussion of the science of biology / humanity.. 8. ibid abdul hakim 204 an overview about genetics 1. definition of genetic. genetics is derived from the word genos (latin) which means ethnic or origin.9 literically, genetics is understood as a biological discipline that studies heredity.10 in the study of genetics studied is how the nature of heredity (heredity) is inherited to posterity and variations that may arise in it.11 genetic studies are essentially related to genes that are understood to be part of a chromosome.12 and the location of heredity, heredity, and heredity. the gene can duplicate itself at the time of mitosis.13 in this regard, genes are chemical compounds that contain genetic information that is very much helping medicine. it is ultranicroscopic that covers of adn (asam deoksiribonukleat) 14. therefore, in essence adn or dna is the substance of the gene itself. "some instances give indirect indications that the dna contains the genetic information of living things, for example : 1. the experimental results suggest that most of the dna is present in chromosomes, whereas arn and protein are present in the cytoplasm 2. there is a precise correlation between the amount of dna of each cell and the number of chromosome cells in each cell. 3. the molecular arrangement of dna in all the different cells of an organism is the same. while the arrangement of arn and protein varies from one cell type to another cell type both quality and quantity.15 9. wildan yatim, genetika , 1991, tarsito bandung, p. 1 10. ahmad ak muda , kamus lengkap kedokteran , 2003, genetika press, bandung ,p. 69 11. wildan yatim, ibid. p.1 12. subtle objects (inside cells) that are shaped like stems (bent) and consist of substances that easily bind dyes. they are called chromosones and the substances that make up them are called chromatins. (see suryo, human genetics, 2003, gajah mada university press yogyakarta, p.6) by ahmad a.k. young, mentions that, the chromosome is the body within the cell nucleus. the yarn is derived from chromatin, consisting of dna that serves to transfer genetic information, 13. sexual breeding beings recognize two kinds of nuclear division. that is common division called mitosis. in mitosis, the cell nucleus material is divided in such a way that from one cell are produced two daughter cells each having the same genetic traits. mitosis takes place on all the cells that will become se; sex. (suryo, pp. 57-58) 14. dalam bahasa inggrin disebut dna (deoxyribonucleac acid), yakni koponen penting pada gen yang mengtur sintesa protein. (suryo, genetika manusia, h. 3. 15. suryo, genetika manusia, 2003, gajah mmada university press, yoyakarta, p. 25 analysis of ‘qiyafah’ perspective of imam syafi`i in providing the lineage and its relevance with genetics 205 the journey and the development of science have placed genetics as one of the biological disciplines that study derivatives called descendants and belong to the family of life who essentially learn about kenasaban or offspring, the nature of the parent (parents), to the descendants below. in humans if one wishes to investigate the genetics of self, it is usually necessary to rely on his observations about the way inheritance of that trait from one generation to the next.16 based on the above description it can be understood that genetics is one of the biological disciplines that in-depth about the nature of hereditary inheritance and variations that may appear in it . 2. mankind and genetics. according to wildam orphan, humans as the object of genetic research slower its development compared with others. the difficulty is likely to occur due to several things as follows: a. rarely do people want to know the defect of a character's abnormalities in his body or to his family, therefore geneticists encounter barriers to collect data.17 b. it is very difficult for a person to be advised by the investigator to marry someone who wants to be investigated, or otherwise not to marry someone. this is because marriage is related to a mate. it is therefore difficult to trace directly the genetic traits encountered in a person as the researcher desires, since it can not be chosen (arranged) with whom one will marry. 3. urgency of genetics. genetics needs to be learned so that one can know the traits of human descendants as well as other living creatures that are in their environment.18 man can 16. alan e.h.emery, dasar-dsar genetika kedokteran, editor;. sumiati ahmad muhammad, 2003, yayasan essentia medica, yogyakarta, p. 102). alan, also mentioned that pierre louis moreau de maupertuis, through his marvelous investigation of bentley glass. he studied certain traits in inherited humans, and from family genealogy studies shows that he strongly believes parents have the same contribution to determine the nature of their child. 17. suryo (p.2), also acknowledged that the science of human genetics is slower in advance when compared to the science of plant and animal genetics. this is the cause of abnormalities that occur in humans are always hidden and covered for fear of embarrassment and so forth. 18. wildan yatim, p.1 abdul hakim 206 not live alone and isolated from other beings, in accordance with the nature of social beings he always duties to humans and other creatures. therefore it is necessary to know the siaft-declining properties in humans, in plants and animals for a variety of genetic engineering. charles darwin, concluded that the offspring that exist from the marriage of organisms that do not have a family relationship (out breeding) is stronger than the offspring of marriage results between organisms that have a family relationship (inbreeding).19 meniere, a neurologist from france, in 1856, showed that in humans, mute, deafness is more prevalent in children from inbreeding marriages. with this knowledge, then man can avoid the possibility of disability by not marrying the family.20 johannes was the first to explain the difference between the notion of genotype, which means the genetic constitution, with the phenotype sense, which means individual properties, is the result of the intraction between genotype and environment. genotypes are essentially traits that have been attached to the individual, but are constant throughout life and are virtually unchanged due to environmental influences. meanwhile, phenotypes generally change over the life of the individual with the direction of change as a function of the environmental influences experienced by the individual. in terms of genotypes and phenotypes, a genotype can produce various phenotypes depending on environmental influences. instead a phenotype may be produced by various genotypes depending on the environment. in humans the distinction between natural eugenic influence and maintenance was first described in 1875 by the french sir galton. this means that knowledge of heredity is increasingly recent developments have been widely discussed in various scientific discussions. the wide range of corrections and advances in the field of genetics is due to genetics is a discipline that parts of it in many ways have the potential to touch people and society directly. his contribution was felt in solving various health problems such as: baby tube. with such a constitution, genetics is controlled even to affect human evolution. because of the enormous potential impacts of genetic studies, anna c.pai, states everyone absolutely has a basic knowledge of these scientific principles. only in 19. alan e.h.emery, p. 8 20. ibid. analysis of ‘qiyafah’ perspective of imam syafi`i in providing the lineage and its relevance with genetics 207 this way can the true meaning and usefulness of such knowledge be absorbed by humans as part of the natural environment of an endangered planet. therefore, he concludes that humans in general must be given an understanding of genetic foundations. qiyafah in asy-syafi`iyah’s perspective. one method of establishing the nasab according to the shafi'i school is based on the determination of qiyafah. qiyafah is a method term used for qa'if deeds, while qa`if itself is someone who can recognize the traces of others and at the same time can know, menentapkan who has these traces. the determination of who has the imprint is carried out qa`if based on the results of his research and his paraat-with the approach of seeing similarities, similarities-and can also know the person's identity based on the characteristics of the body of the person being studied.21 based on this description, it can be understood that qa'if is someone who has expertise, the special abilities that god gives him are capable of seeing and establishing one's relationship with others. provision given qa`if refers to the signs of similarity between a person with another person, ie between a child with his parents. thus it is essentially qiyafah is a person's actions to conduct research, inspection of one's personality based on similarity in accordance with the characteristics owned by each other. and it can not be denied that qiyafah is the skill of the one whom allah has bestowed upon him. this explanation can be seen in the literature of the ash-shafi school as follows: 1. muhammad khatib asy-syarbaini; talking about the terms qa'if and explanation of his determination to someone's nasab with other people. the authors of this book have mentioned some of the laws of qa'if in chapters `iddah and laqit (abandoned children). qa'if is etymologically the person who follows (examines) the traces of others. and in terminology is someone who is capable, can connect one's nasab with other people based on the similarity, similarity that each person has. 2. al-bujairami, the ability of qa`if to know the relationship nasab is a special skill given by allah swt. to anyone who wants to learn it. therefore, qiyafah 21. kamus munjid fi al-lughah, ibid, p. 662 abdul hakim 208 practice can be grouped into one branch of science and the most appropriate is into the biological or biological disciplines. "for, qiyafah is a discipline; and who knows he will be able to apply it. " 3. ar-ramli, said that "qiyafah, is a branch of science, then anyone who can understand it, will be able to carry it out." ramli's explanation further strengthens the position of the qiyafah method to be used in determining the person's nasab correctly. 4. zakariya al-ansari, affirms that the qa'if practice of connecting and determining one's nasab is a special science that one possesses, this is because god gives expertise to a person by his grace. "qa`if, is a person who is capable of connecting the person's insanity when happening syubhat based on expertise possessed someone who god given him in the form of science about it”22 from the explanations of the scholars of syafi`iyah mentioned above it can be understood that this sect thinks qiyafah is one of the science given by allah specifically to someone. from this description it is understood that this science seems to be the science of ladunni (coming directly from god) to the one whom he wills. however, based on other information in the view of the syafiiyah school that this science is considered ladunni science, but can be studied and can also be practiced by anyone who mastered this science properly and correctly. "qiyafah is the science that talks about how to get proof (istidalal ) from the side of the posture of two persons of similarity or similarity of their properties to determine the origin of their cousin, their descendants. "" qiyafah, is a science that discusses the way to prove (istidlal) to see in terms of one's posture to know the similarities of naturethe nature of connecting the cohesion, the offspring between two people (whose doubt is its curiosity)”23 findings and discussion the relevance of qiyafah and genetics in lineage determination genetics is one of the branches of biological science that discusses the inherited hereditary traits and variations that may arise in them. in this science is described there is a substance called cells. living organisms are composed by units called cells, and all 22. zakariya al-anshari, fath al-wahhab, juz.ii. 1418, dar kutub al-ilmiah, beirut, p. 409 23. sidiq bin hasan al-qanuji, abjad al-umm, ii, 1987, dar kutub al-ilmiah beirut, h. 436 analysis of ‘qiyafah’ perspective of imam syafi`i in providing the lineage and its relevance with genetics 209 cells come from existing cells 24. the cells of an organism come from a single cell, a fertilized egg called zigot (the zygote is the result of the union of the male and female gametes till it divides). inheritance of heredity through the gametes itself that contain the growth of tissues and devices that are understood as genes. furthermore, the gene is inherited to the offspring through breeding.25 genetic human characters can be seen in aspects of geotype and phenotife. the terms genotype and fenotife appear to understand the existence of genes and environment against organisms. an organima is said to resemble or resemble its parent because of some equations of visible traits, in this case called inheritance characteristics. from the angle of heredity, inherited traits are stored as genetic information in genes that are molecularly composed of dna nucleic acids. the protein molecules that are formed will become visible traits, either in the form of the protein itself, or alternatively with other factors that represent a biochemical anatomical form, or even a particular behavior. therefore, genetic traits and relationships can be demonstrated by dna testing qiyafah as a medium for researching nasab is no exception from trying to see the anatomical similarity of a child with his father or mother. from here a qa`if can see the relationship. this practice is more focused on developing modern science and is recognized as a form of scientist called genetics. however, it appears that qiyafah practice is limited to external research or body anatomy. indeed, genetics can recognize that the anatomical form of the body can be inherited by the father to his son. like the morphology of anatomy (ie, examining the outer form of the body part of an organism, observing the relatives, experiments and cytology) fingerprints, palms and feet, head shape, eye color, and others. can also be studied from the aspect of biochemical physiology (ie by examining urine, it can be known the nature of blood, chromosomal arrangement and gene pasagan.) by weisman (1834-1914) said there are two kinds of body plasma, plasma plasma and plasma body. which is hereditary through genital cells, the genital cells have the ability to grow the body plasma, in addition to the new plasma seeds.thus, in the genital cells there is a carrier of hereditary properties and will form all kinds of tissues and body tools until adulthood. 24.anna, c.pai, dasar-dasar genetika, terj.muchidin apandi, 1992, erlangga jakarta, p.2. 25.wildan yatim, op-cit, p. 18 abdul hakim 210 based on the above description, it can be understood that what is done by qa`if in nasab research has relevance to the science of genetics developed in this modern age, that is; an ilmi who studies the similarities and similarities derived from an individual individual to the individual he was born.however, recognized qiyafah only a knowledge of a simple nature, while genetics has come to tarap scientific reasearch, but this has proved the classical arabic knowledge that has a tradition scholarship and research that can be accounted for. conclusion 1. qiyafah, is a classical arabic scientific term that is used as a method of determining a person's nasab doubt the relationship of his inheritance with others. qa`if is a person who has a special skill in seeing, conjuring and defining someone's nasab with others based on. 2. according to imam ash-shafi`, the service of qa`if in establishing a person's nasab can be accepted as a legal provision and has syariah justification. 3. genetics is one of the branches of biological science that discusses inherited inherited traits and variations that may arise in them. 4. the practice of qiyafah and the science of genetics are both aimed to examine hereditary traits that are hereditary. the substance is to know how the nature of the offspring is inherited to posterity and variations that may arise in it .. 5. judging from the similarity of functions, objectives and results achieved, the method of qiyafah has relevance to the method of genetic science in determining a person's nasab. therefore, the provision of modern science based on dna test results (deoxyribonucleic acid) is equal to its legal force with the provision of qiyafah perspective of imam ash-shafi'i. bibiliography al-ansari, z, fath al-wahhab,ii, tt, bandung: al-ma`arif al-qanuji, s. h, (1987). abjad al-umm, ii, beirut: dar kutub al-ilmiah al-syarbaini, m. k, (1978). mughnil muhtaj, juz ii berut: dar al-fikri. anna, c. p. (1992). dasar-dasar genetika, terj.muchidin apandi, jakrat: erlangga. ar-ramli, nihayah al-muhtaj, juz, v, tt , beirut: dar al-kutub ilmiah. analysis of ‘qiyafah’ perspective of imam syafi`i in providing the lineage and its relevance with genetics 211 emery, a. e.h. (2003). dasar-dsar genetika kedokteran, editor;. sumiati ahmad muhammad, 2003, yayasan essentia medica, yogyakarta,. muda, a. k. (2003). kamus lengkap kedokteran, bandung: genetika press munawir, a.w. (1984). al-munawir, yogyakarta: unit pengadaan buku ilmiah keagamaan pondok psantren al-munawir nasution, l. (1998). qawl qadim dan qawl jadid imam asy-syafi`i suatu studi tentang dinamika hukum dalam mazhab asy-syafi`i dan relevansinya dengan perubahan hukum islam. jakarta: iain syarif hidayatullah suryo, (2003). genetika manusia, yogakarta: gajah mmada university press yatim, w. (1991). genetika. bandung: tarsito bab i ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) vol. 1, no. 2, 2017 page: 226 239 226 the effect of learning strategy and reading interest to the reading understanding ability of students of iain bukit tinggi reflinda reflindaali@rocketmail.com state isntitute for islamic studies of bukit tinggi, indonesia abstract, this study aims to determine the influence of learning strategies and reading interest on the ability of reading comprehension of iain bukittinggi students. the question posed is: whether the discoveri learning strategy associated with learning interests is better than expository learning. the research population is a 5th semester student at the department of religious education at iain bukittinggi. samples are taken in two classes where one class is taught by a discoveri strategy and the other is taught by an expository strategy. data were analyzed by using t test (different test). the results show that discover learning strategies in high interest groups and low interest have higher learning outcomes than classes taught with expository strategies. keywords: learning strategy, discovery, ekspository, learning interest introduction reading is one of the most important skills of every student. imagine, because students who are studying in college should be able to explore and develop the knowledge that is being demanded, among others and especially by reading. every student should always read books, journals or sources that are related to lecture material that is being followed or studied. in good reading it takes a variety of skills and specific goals. the reader should actively look for reading material and always interact with the reading material, because reading is an active and interactive activity that can only be done by using mind and full attention. reading activities like this should be done with silent reading, or so-called reading for comprehension. this reading comprehension skill needs to be applied by students well in order to obtain good results in understanding the ideas or ideas contained in the reading material. a good student of reading comprehension skills will certainly have many mailto:reflindaali@rocketmail.com the effect of learning strategy and reading interest to the reading understanding ability of students of iain bukit tinggi 227 accesses to existing knowledge. this is in line with tarigan's opinion that comprehension reading skills are the key to all knowledge. from the description above, it is clear that reading is a powerful infrastructure for gaining direct access to the main source of knowledge. there are several factors that influence the ability to read the understanding of intrinsic factors (within) and extrinsic factors (outside the self). intrinsic factors include mental, physical, attitude, interests, study habits, learning motivation, gender, health, and age. extrinsic factors include the level of parent education, teaching-learning situation, parent income, curriculum, and environment in general. these factors interact in influencing one's reading comprehension skills. on the other hand, tarigan1 said that many factors that cause less successful students in understanding the reading, among others caused by (1) language skills, (2) language competence consisting of semantic competence, syntactic competence, discourse competence, and sociolinguistic competence, (3) general knowledge, (4) cognitive skills, (5) physical factors, (6) teaching methods , and (7) subject matter. based on these conditions, it is necessary to do engineering learning in the classroom by applying methods, approaches or learning strategies undertaken by lecturers in the lecture to improve students' reading comprehension. the methods, approaches or strategies chosen to be implemented should effectively increase the interest and read the students' understanding. literature review 1. ability of understanding reading reading means conducting linguistic interaction activities to reveal the meaning contained in the writings submitted by the author. smith and robinson; hugson 2 said that reading is not a passive activity, but is an active activity that the reader can to express the meaning contained or information apasaja submitted by the author. based on this explanation it can be understood that although reading is basically a receptive activity, it is active in which the reader continually seeks out any 1 tarigan, h.g. (1986). pengajaran semantik. bandung: angkasa. p. 11 2 tarigan, h.g. (1986). pengajaran semantik. bandung: angkasa. p. 1 reflinda 228 ideas or information provided by the author. either explicitly or implicitly, in order to understand this activity the reader actively uses his knowledge, experience, and abilities to capture the message correctly and correctly. by reading a person forms the facts behind the symbol or symbol of the written language. reading is not merely seeing and interpreting the explicit, but must also be able to see and discover and interpret what is implied behind the written symbols. intensive reading essentially requires a short reading material. in intensive reading, required a deep and detailed understanding of a reading material. this level of understanding is closely related to the speed of reading. reading speed will decrease if depth and comprehension comprehension increase or increase. another factor that can affect the speed of reading is the clarity of text reading. clear reading material is certainly easier to understand than the less obvious reading material3. with the above descriptions, it can be concluded that reading comprehension is an active mental process in transforming the visual forms of a language (graphics, words, morphemics, and syntactic into a system of meanings (semantics), in order to form understanding and use ( apply) that understanding in the follow-up. 2. interest of reading buchori 4 states that in all interests there are two aspects that always exist, namely the aspects of cognitive and affective aspects. the cognitive aspect of interest is based on developed concepts of interest-related fields, gained from personal experience and learned at home, at school, and in society, as well as from various types of mass media. everything you want to know about yourself and others can be satisfied by asking questions and by reading. from some of the expert opinions above, it can be said that interest is a manifestation of the tendency of the soul, in the form of passion or desire, which can encourage someone to be interested and feel happy about something or a particular activity. so, interest is a tendency of the soul that helps the realization of an action or behavior, expression or statement, and a person's reaction or participation to something or a particular activity that can arouse pleasure. 3 tarigan, h.g. (1986). pengajaran semantik. bandung: angkasa. p. 41 4 buchori, m. (1985). psikologi pendidikan. jakarta: aksara baru. p. 136 the effect of learning strategy and reading interest to the reading understanding ability of students of iain bukit tinggi 229 interest in reading is a tendency of the soul that can make a person become happy and interested in reading material that he chooses. sjamsir explained that students who are interested in reading will seem to continue to feel compelled to study diligently. this is certainly different from students who have no interest in learning, his attitude only received lessons and difficult to be persevering because there is no pusher. to foster and develop student's interest in reading can not be separated from the students' reading ability, because being a person who likes to read must be able to read. without having the ability to read it may not feel happy in reading. therefore, the interest to read must be absolutely grown among students in particular and among the public in general, both in the present and in the future. a. discovery learning strategystrategi pembelajaran diskoveri sanjaya5 declare a learning strategy diskoveri or inkuiri is a student-centered strategy in which groups of learners conduct an investigation and research into an issue or seek answers to the content of questions through a clearly defined and structurally outlined procedure. jacobsen, eggen dan kauchak6 explains that the main characteristics of discoveri learning strategy are: (1) discoveri learning strategy emphasizes maximal learners' activity to search and find, meaning learning strategy discoverion puts the students as subject of learning, (2) all activities undertaken by learners directed to seek and find the answers themselves of the questionable things, so hopefully to grow selfconfidence, and (3) the purpose of using learning strategies diskoveri is to develop the ability to think systematically, logically and critically or develop intellectual ability as part of the mental process. further explained jacobsen, eggen and kauchak explain the importance of applying discoveri learning are: (1) through learning discoversi, teachers can teach investigative and systematic skills to learners, (2) through learning discoversi provides 5 wina sanjaya. (2007). strategi pembelajaran berorientasi standar proses pendidikan. jakarta: kencana prenada media group. 6 jacobsen, d.a., eggen, p dan kauchak, d. (2009). methods for teaching, metode-metode pengajaran untuk meningkatkan belajar siswa tk-sma translator: ahmad fawaid dan khoirul anam. yogyakarta: pustaka pelajar reflinda 230 experience to learners to apply their knowledge to aspects other life aspects, and (3) through learning discovers students are actively involved in each stage of learning. suyanti explained that discoveri learning strategy is supported by four main characteristics of learners: (1) intuitively learners always want to know, (2) in conversation learners always want to talk and communicate their idea, (3) in building participant students always want to make something, and (4) learners want to express their abilities. furthermore, suyanti explain the principles contained in the implementation of learning strategy diskoveri namely: (1) oriented to intellectual development, in this case the development of thinking skills and learning-oriented, (2) the principle of interaction, in this case the learning process is the interaction between learners with educators, (3) the principle of asking, in this case the teacher acts as a questioner because the ability of learners to ask is basically already part of the thinking process, (4) the principle of learning to think, in this case the process of developing the potential of the whole brain to the maximum, and (5) the principle of openness, in this case the students are given the freedom to try something in accordance with the development of logic ability and reason.7 syntax of learning discovery presented jacobsen, eggen and kauchak, trianto are: (1) identifying problems, (2) forming hypotheses, (3) collecting data, (4) analyzing data and making conclusions. it is further explained that the direct learning impact of the discoveri learning strategy is to develop process skills and improve the ability to perform activities creatively. then as a companion effect of discovery learning strategy is to increase the spirit of student creativity, freedom in learning, respect the opinions of others. b. expository learning strategy sanjaya8 explains expository learning from the view that student behavior and knowledge distribution are controlled and determined by the teacher. therefore the essence of teaching according to this view is to convey science to students who are placed as objects that receive what is given by the teacher. usually teachers convey information about learning materials in the form of explanations and oral narratives, 7 suyanti, r.d. (2008). strategi pembelajaran kimia. medan: pasca unimed 8 wina sanjaya. (2007). strategi pembelajaran berorientasi standar proses pendidikan. jakarta: kencana prenada media group. p. 177 the effect of learning strategy and reading interest to the reading understanding ability of students of iain bukit tinggi 231 namely by lecture method. expository learning requires students to capture and remember the information the teacher has given, and to re-reveal what he has mimicked into the response he gave when the teacher asked questions. here there is a one-way communication, because it is less optimal student learning process because it is limited to listening to record what the teacher submitted. in an expository learning strategy students are treated as objects or clients, teachers function as the highest authority and scholarly doctrinator, subject matter is subject oriented. this is in line with majid's opinion, zamroni9 which explains that the expository strategy is more input-oriented, ie what material should be conveyed to the students as the curriculum demand or the target of curriculum target achievement, this undemocratic climate causes the learning process to be static and frozen and cause a destructive effect on curiosity, confidence, creativity , and freedom among learners. the assumptions underlying the application of an expository learning strategy as described by lie10 can be categorized into four, namely; (1) the learning process is an effort to transfer the knowledge of the teacher to the student (the task of a teacher is to receive, the teacher, provide information and expect the students to memorize and remember it), (2) the students are considered empty bottles that are ready filled with knowledge (the student is the recipient of passive knowledge , teachers have knowledge that will be memorized by the students), (3) mengkotak-kotakkan students (teachers classify students based on the value and student input in categories, homogeneous grouping, who is worth following the seed and who is not worth), (4) students in the competition (students work hard to beat their classmates, who is strong, he who wins, parents compete each other boasting each child and highlight the achievement of his son as a showcase of chicken complaint). methodology this research was conducted at iain bukittinggi in pai department. the study was conducted for 4 months from august to november 2015 including the implementation of the test. determination of treatment schedule adjusted to lecture 9 zamroni. (2000). paradigma pendidikan masa depan. yokyakarta: bigraf publissing. hlm 144 10 anita lie (2004). cooperative learning, mempraktikkan cooperative learning di ruangruang kelas. jakarta: grasindo maksan. p. 3 reflinda 232 schedule. the population in this study is all students of semester 5 at the department of religious education at iain bukittinggi. characteristics of students scattered in the four classes are not grouped into rankings and classification of superior classes but the student distribution is done randomly only when the placement of students in their respective class groups. the sampling technique used cluster random sampling. samples taken consisted of two groups namely, one group of classes conducted learning using learning discoveri and one other class conducted expository learning. researchers themselves become teachers in each class. the research design that will be used is 2 x 2 factorial design as shown in table 1 below: , table 1 research design learning strategy interest of learning discovery (a1) expository (a2) high (b1) a1 b1 a2 b1 low (b2) a1 b2 a2 b2 in accordance with the research problems formulated, the techniques used in analyzing the data to see the differences in teaching and learning strategies influence the reading interest of students to the learning outcomes of reading comprehension is t test analysis (different test) between each group. fundings a. description of fundings 1. the result of understanding reading of students taught by using discovery learing strategy. data on learning outcomes understanding reading students who were taught by learning strategies diskovesri obtained price mean (1) = 73.75; mode = 70; median = 70; variance = 110,42; standard deviation = 10.51; highest score = 95; and the lowest score = 60. based on the distribution of this data indicates that the mean, median and mode values tend to have the same distribution and the difference in numbers is no more than one standard deviation indicating that the data distribution tends to be normally distributed. the effect of learning strategy and reading interest to the reading understanding ability of students of iain bukit tinggi 233 2. the result of understanding reading of students taught by using expository learing strategy. data on learning outcomes understanding reading students who were taught with expository learning strategy obtained the mean price (2) = 61.6; mode = 60; median = 60; variance = 45.25; standard deviation = 6.73; highest score = 70; and the lowest score = 55. based on the distribution of this data shows that the mean, median and mode have relatively similar numbers, this indicates that the data distribution tends to be normal distribution. b. hypothesis testing first hypothesis hypothesis testing is done by using independent sample t test to test the first hypothesis. based on the results of the analysis conducted by using spss program in the following results: table 2 descriptive statistics understanding class reading discovers with expository classes. class n mean std. deviation std. error mean discovery 28 73.75 10.51 1.986 expository 25 61.60 6.73 1.345 based on the data above shows that the average learning outcomes understanding reading class discovers with expository class are 73.75 and 61.60 with standard deviation of 10.51 and 6.73. the results of hypothesis testing using t-test that serves to test whether the average value between these two groups differ significantly is presented in table 3 below. table 3. summary the results of beda (t-test) test analysis between discoveri class and expository class. levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean differenc e std. error difference 8,328 0,006 4,944 51 0,000 12,15 2,46 5,065 46,46 0,000 12,15 2,40 reflinda 234 based on table 3 above we can see that the price f = 8.328 with sig. = 0.006, this indicates that the data of both groups are not homogeneous. because the data is not homogeneous then to see the next analysis used data on the second line. based on t test above seen that t value = 5,065 with sig value. = 0.00 <0.05. this shows that the average difference between the two groups is significantly different (real). based on the results of this analysis can be concluded that ho is rejected and h1 accepted. the results of this analysis prove that "students who are taught with discovered learning strategies with guidance in learning obtain higher learning outcomes than on learning done with expository learning strategies". second hypothesis to test the second hypothesis used t test test between discoverion group and expository. the results of descriptive statistical analysis can be seen from table 4.5 below table 4. results of reading group reading disclosure of high reading interest with high interest reading expository. highest reading interest group n mean std. deviation reading understanding discovery 12 73,333 9,129 expository 10 61,00 6,583 the table above shows the mean and standard deviation values of the two groups. from this table it can be seen that the average score of reading comprehension of discovered students with high reading interest is 73.33 with standard deviation of 9, 129, while for expository class = 61,00 with standard deviation = 6,583. to see if there is any difference between these two groups can be significantly seen in the following t test table. tabel 5. test results different class discovers with expository class with high read interest the effect of learning strategy and reading interest to the reading understanding ability of students of iain bukit tinggi 235 levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error differenc e 1,786 0,196 3,564 20 0,002 12,33 3,461 3,673 19,65 7 0,002 12,33 3,358 the table above shows that the distribution of discoveri group data and homogeneous expository group with value f = 1.786 and sig value. = 0.196> alpha 0.05. based on test also seen that t test value equal to 3,564 with sig value. 0.002 <alpha 0.05. the results of this calculation indicate that there is a significant difference between the results of reading comprehension between these two groups. based on the above analysis it can be concluded that ho rejected and ha accepted. this indicates that there is a significant difference between high reading interest of the discoveri group and the high reading interest of the expository group in which the diskoveri group has a higher mean value compared to the expository group. the results of this analysis prove that "students who are taught with discovered learning strategies that have high reading interest obtain higher learning outcomes than the learning done with expository learning strategies with high reading interest" third hypothesis to test the third hypothesis used t test between discoverion group and expository. the results of descriptive statistical analysis can be seen from table 4.7 below. table 6. results of reading group reading disclosure of low reading interest with low interest reading expositories low reading interest group n mean std. deviation understanding reading discovery 12 70,42 9,876 expository 10 60,00 7,071 the table above shows the mean and standard deviation values of the two groups. from this table it can be seen that the average score of reading comprehension reflinda 236 of discovered group students with low reading interest is 70,42 with standard deviation of 9.876, while for expository class of low reading interest reading comprehension is average = 6,00 with standard deviation is = 7.071 . furthermore, to see if there is any difference between these two groups can be significantly seen in the following test t test table. table 7. test results different class discovers with expository class with low read interest. levene's test for equality of variances t-test for equality of means f sig. t df sig. (2-tailed) mean difference std. error difference 2,061 0,167 2,788 20 0,001 10,417 3,736 2,875 19,621 0,009 10,417 3,623 the table above shows that the distribution of discoveri group data and homogeneous expository group with value f 2.061 and sig value. = 0.167> alpha 0.05. based on test also seen that t test value equal to 2,788 with sig value. 0.001 <alpha 0.05. the results of this calculation indicate that there is a significant difference between the results of reading comprehension between these two groups. based on the above analysis it can be concluded that ho rejected and ha accepted. this shows that there is a significant difference between low reading interest of discoveri group with low interest of expository group where diskoveri group has higher mean value compared to expository group. the results of this analysis prove that "students who are taught with disclosure learning strategies that have low reading interest earn higher reading comprehension than learning done with expository learning strategies with low reading interest". discussion based on the results of research that has been done has been proven that learning by using the learning strategy diskoveri provide learning results reading comprehension better than the expository learning strategy. this is in line with the theory that has been discussed in chapter ii that in terms of learning process discoveri strategy provides an opportunity for students to make learning process better in terms the effect of learning strategy and reading interest to the reading understanding ability of students of iain bukit tinggi 237 of cognitive and activities undertaken in the learning process so it is not surprising that this staregi give good impact to students. the effectiveness of learning strategies class in achieving learning objectives can be seen from how high the achievement of student achievement. dick, carey and carey explained that learning strategies describe the common components of a set of learning materials used to produce student learning. in the learning strategy contained four components, namely: (1) sequence of learning activities, namely the sequence of teaching activities in conveying the content of the lesson to the students, (2) instructional learning strategy, the way teachers organize learning materials and students in order to occur the process of learning effectively and (3) instructional media, ie tools and learning materials used by teachers and students in the learning process, and (4) time spent by the students and students in completing each step in the learning activities. to know the level of effectiveness of the learning strategy yag diguanakan in the learning process for a certain time, then the size is the result of student learning if this strategy combined with interest in reading both high reading interest and low interest reading, the results are also still quite good. this provides clear information that although students have a low reading interest when taught learning strategies discussion results reading students' understanding is still better when compared with expository learning strategies. the explanation of why a better discovery learning strategy can be read from sanjaya's opinion below. sanjaya11 explains that the main characteristics of discover learning strategy are: (1) discoveri learning strategy emphasizes maximal learners' activity to search and find, meaning learning strategy discoverion puts students as subject of learning, (2) all activities undertaken by learners directed to search and find the answers themselves of the questionable things, so hopefully to grow self-confidence, and (3) the purpose of using learning strategies diskoveri is to develop the ability to think systematically, logically and critically or develop the intellectual ability as part of the mental process. conclusion 11 wina sanjaya. (2007). strategi pembelajaran berorientasi standar proses pendidikan. jakarta: kencana prenada media group. reflinda 238 based on the results of research that has been done the researchers then put forward some conclusions as follows: 1. 1. understanding of reading students who are taught with learning strategies discovers with guidance is significantly higher than in students who are taught with expository learning strategy. with an average difference of 73.75 for discoveri learning and 61.6 for expository learning, whereas t count = 4.944 and sig. = 0.00. 2. 2. understanding of reading students with high reading interest of the class discovers understanding of reading significantly higher than in students with high interest in reading expository class. the average value of the discovery class = 73.33 and the expositor class is 61.00 with t = 3.564 and sig. 0.002. 3. 3. understanding of reading students with low reading interest class diskover understanding of reading is higher than the students with low reading interest expository class. the average value of class discoveri = 70,42 and expositor class 60,00 with t count = 2,788 and sig. 0.001. bibiliography buchori, m. 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(2000). paradigma pendidikan masa depan. yokyakarta: bigraf publissing. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2020091206 vol. 4, no. 3, 2020 page: 418 429 418 ulama's political struggling in strengthening wasathiyah islam in the palace pagar professor in islamic studies at universitas islam negeri sumatera utara medan pagar@uinsu.ac.id syaiful akhyar professor in islamic studies at universitas islam negeri sumatera utara medan syaifulakhyat@uinsu.ac.id abstract. the magnitude of the ulema's obsession to color power in indonesia is reflected in the fierceness of their battle in the 2019 presidential election. the direct involvement of the ulama made this political event special and different from the previous presidential elections throughout indonesian history. what's special about this event is that it started from the views of scholars; "we must participate in determining the direction of this nation's journey, so that it is guaranteed that the islamic perspective of wasathiyah is implemented in it, to be able to realize this effectively, we must color indonesia from within, by appearing as a policy maker". to implement this, the ulama have been divided into two types of religious understanding which incubated into a political movement and were affiliated with the two presidential candidate pairs. each of them struggles in their own way, including; the 212 mass movement which was very monumental and fantastic by the ulama, while on the other hand, had advanced to become a candidate for vice president from the top leadership of the ulama in indonesia, both in terms of the mui ormas (as a forum for the gathering of ulama and zu'ama). also from the nu mass organization (as the largest religious mass organization in indonesia), namely kh. ma`ruf amin who is the chairman. finally, it is reflected that the presidential election battle this time is not only a battle for the presidential seat in the palace, but also as a political battle with the religious style of the ulama to color the throne of power in indonesia, namely, wasathiyah islam and exclusive islam. it turns out that the religious style of wasathiyah islam as the original inhabitants of this nation can still be victorious in this battle, as well as strengthen the existence of the state in a form that is nationalist pancasila so that the citizens of the state live in peace in diversity and plurality. keywords: ulama, wasathiyah islam, struggling of islam introduction to ensure that wasathiyah islam remained firm in the palace, the political drums of the ulama had to be beaten repeatedly. ulama are actually not only talking about fiqh claims, but are also responsible for candidates for imam in their country. on that basis, the mailto:pagar@uinsu.ac.id mailto:syaifulakhyat@uinsu.ac.id ulama's political struggling in strengthening wasathiyah islam in the palace doi: 10.30575/2017/ijlres-2020091206 419 presidential election this time became fierce. in the end, the presidential election battle was not only a rivalry between two pairs of candidates, but also a rivalry between two groups of clerical organizations with different religious beliefs. on the one hand, nu clerics are affiliated to pair number 1 which tends to carry wasathiyah islam (moderate), and other mass organizations clerics, such as; muhammadiyyah (there was ustad bahtiar nashir, and amin rais who spoke loudly, fpi (habib rizik sihab even instructed his cadres at the pbb (bintang bulan party)) to resign from their candidacy for the legislature, because the united nations turned cloudy number 1, former hti (hizbut tarir indonesia) ustad ismail yusanto, etc.), wahhabis (ustad haikal hassan, and mahaer), tablighi jamaat, persis, and others, are affiliated with pair number 2 which tends to have an exclusive islamic religious style. , coupled with the style and color of religious understanding, it seems as if two clerics have formed in indonesia, namely the right and left scholars (writing of syukron, student of uin syahid jakarta, kompasiana.com, february 2, 2019). the political struggle of the ulama is increasingly unstoppable because of their capacity as role models for the people. evan this presidential election requires the voice of the people, while the knot of the people lies with the ulama. this is in line with the survey report of the lsi (indonesian survey institute) denny ja about the high loyalty of the people to follow the ulama as seen in the following professional entities. table 1: the most followed profession by society no profession followed 1 islamic scholars 51,7 % 2 politicians 11,6 % 3 observers 4,5 % 4 businessman 3,5 % 5 academicians 1,8 % 6 social community foundation 1,7 % 7 celebrities 1,1 % 8 unknown (did not answer) 24,7 % source: kompas.com, 14 november 2018 in line with this, there were 5 of the most influential clerics in indonesia during the 2019 presidential election procession. pagar, syaiful akhyar 420 table 2: the most influential cleric in indonesia during the 2019 presidential election no ulama’s criteria followed their saying ever listen to them like them 1 abdul somad 30,2 % 59,3 % 82,5 % 2 arifin ilham 25,9 % 41,2 % 84,4 % 3 yusuf mansyur 24,9 % 57,2 % 84,9 % 4 aa gym 23,5 % 69,3 % 79,7 % 5 rizik syihab 17,0 % 53,4 % 52,9 % source: pitarpolitik.com, 16 november 2018 the study of ulama in indonesia is becoming even more interesting, because the majority of the population is muslim, who is fanatical. the world has witnessed the diversity of the indonesian population, with muslim dominance reaching 85%. there are already provinces that have been given the freedom to apply islamic law as widely as possible, namely aceh. even indonesia is inhabited by many large international caliber scholars, it does not become penetration and tyranny for minorities. but still able to make a positive contribution to the people as a whole, as well as to the nation and state in a religiously neutral nkri. literature review a. about ulama according to ahdi makmur, the word ulama is the plural form of the word 'âlim (arabic), meaning someone who has knowledge, 'ulama means people who are knowledgeable. in the malay world ulama are called by words such as guru, tok guru and tuan guru. the names of ulama in indonesia are also different, namely teungku (aceh), tuanku or buya (west sumatra), ajengan (west java), kyai (central java and east java), tuan guru (west nusa tenggara). in south kalimantan, ulama are called guru, mu'allim (informal), and tuan guru for formal designations. (rosehan anwar and andi bahruddin malik, 2003: 15 miqot, 2012: 176). according to m. khoiril anwar and muhammad afdillah in a study entitled the role of ulama in the archipelago in achieving harmonization of religious people, citing azra (azra, 2002, p. xxvii) defines ulama as servants of god who are special, ulama's political struggling in strengthening wasathiyah islam in the palace doi: 10.30575/2017/ijlres-2020091206 421 namely knowing god in essence, heirs of the prophet, lamps of the people with his knowledge and guidance, leaders and role models who are uswah hasanah in piety and istiqomah (the foundation of worship and good deeds), be true and fair and are not afraid of reproach, do not follow lust, actively uphold goodness, and prevent evil, unite the people, stand firm fighting for and exalting islam, fighting in the way of allah, and continuing the struggle of the prophet muhammad in achieving the pleasure of allah swt. (badruddin subky, 1995: 45) according to azra (2002) in isnatun ulfah, the definition of ulema in the indonesian context is generally limited, still narrow and still dominant, expertise in the field of fiqh alone is not enough for someone to be recognized as a scholar. there are some people in indonesia who are experts in this field, but they are not seen by the wider community as scholars but as intellectuals or more popularly muslim scholars (isnatin ulfah, 2012: 3). b. about wasathiyah the word "wasatiyyah" is arabic ية طس و . from the study of root words, wasatiyyah comes from the word (wasatha), which consists of fi`il tsulasi (three-letter verb) namely waw, sin and tha which means to mediate. in arabic, the word wasatha has the same root as the words "wasthun and wasith", and it has several meanings. al-zuhaili said that muslims are ummatan wasatha, meaning the people who have the best justice (`udulun khiyar), this implies not being excessive and not exceeding the limit or not exaggerating (alzuhaili, 1422: 64). this is in line with what was stated by khalid ibn abdullah, namely "not having a tendency to exaggeration / exceeding limits, and also not having a tendency to shorten or reduce, as well as waste (la yamiluna ila ghulu, wala yamiluna ila taqshiri wa tafrith ).(khalid ibn abdullah, ttp. : 13). ulama azhar said; istiqomah in the method of truth "istiqamat `ala manhaj al-haq" (azhar scholars, ttp.: 1116). when abstracted, islamic wasathiyah contains seven main values, namely. a. tawassut, namely the position in the middle and straight path b. i'tidal, namely proportional, fair, and responsible behavior pagar, syaiful akhyar 422 c. tasamuh, which is recognizing and respecting differences in all aspects of life d. shura, namely prioritizing consultation and resolving problems through deliberation to reach consensus e. islah, which is engaging in reformative and constructive actions for the common good f. qudwah, which is pioneering noble initiatives and leading the people for human welfare g. muwatonah, namely recognizing the nation state and respecting citizenship. din syamsuddin said, wasathiyah has a broader meaning than just "moderate". wasathiyah has implications for the values of tolerance, middle ground, resolving problems through deliberation, recognizing pluralism, pluralism, intermediary and intermediary in problem solving. therefore, the implementation of wasathiyah islam is a solution for muslims around the world who are facing; global chaos, uncertainty and the accumulation of universal devastation, poverty, illiteracy, injustice, discrimination, and various forms of violence. m. basir syam said wasathiyah islam is islam rahmatan lil alamin which is moderate, balanced, fair and tolerant as exemplified by the prophet muhammad saw in all aspects of life, both worship and muamalah. especially in da'wah where the prophet did it wisely, with good advice to beautiful and polite debates. (m. basir syam, 2018 : 221). c. the peace character of islam islam came with a mission of peace. in the midst of arab culture that is rude, warlike, selfish and easily offended, muhammad saw. came with a mission of peace because the religion he brought was a blessing to all the worlds. islam is a sower of peace not only in terms of symbols and words but also in its application. islam has never mandated adornment with ansikh symbols and slogans, but puts real evidence or deeds first. if muhammad saw. has called for being patient so he is the most patient person, he looks very insulted, hurt and even mistreated by others, but he remains patient. if muhammad saw. has invited to worship a lot then he is the most greedy person to worship, even though he is guaranteed to go to heaven but he is still diligent in worshiping. if ulama's political struggling in strengthening wasathiyah islam in the palace doi: 10.30575/2017/ijlres-2020091206 423 muhammad had motivated people to do a lot of istighfar, then he was the one who asked allah for forgiveness the most, even though he was an impertinent person but he was the most sincere in istighfar. in fact, if he has invited people to like peace then he is the most serious person to make peace even though the content of peace is made unbalanced or unfair. this is clearly part of the character of islam which has been mandated by allah in the qur'an; "woe to them in the sight of allah, those who only say but do not do" (q.s al-saf verse 3). peace as the character of islam is not only towards fellow muslims but all mankind. history has shown about the "hudaibiyah agreement", muhammad saw. carried out the agreement with the meccan kuffar, although initially many muslims rejected the peace, such as umar ibn khattab, but muhammad saw. insist and insist on committing to peace. taking into account its contents, peace does not reflect justice or is detrimental to muslims, especially on two points, namely; 1. muslims are not allowed to perform hajj in that year even though they have to give up their modest intentions for hajj and they have arrived at the outskirts of mecca, 2. kuffar of mecca who secretly entered medina as a muslim territory must not be detained or imprisoned but must be given the freedom to return to their villages, while muslims who enter the city of mecca as an area of infidelity must be detained and are not allowed to return to their villages at all. islam brings peace not only when he is weak, while when he is strong will overshadow the fears of others. a patient person is not a person who remains patient with the persecution of others when he is unable to resist, but a person who is able and very strong to avenge the wrongdoing of people to him but he does not do it because he controls himself to be a patient person. it is not called a stingy person, when he is in a state of faqir or poor then he does not want to give charity, but a stingy person becomes real when he has abundant wealth but he is reluctant to share with other hungry people. islam is declared a religion of peace not because it remains peaceful and does not fight because it is weak, for example the situation at the beginning of its arrival, in quantity muslims are a minority, but islam as a religion of peace because it still brings peace even though he is strong, for example being in power. this can be seen; 1). when the islamic pagar, syaiful akhyar 424 state of medina was established, and muhammad became the head of religion, as well as the head of state. in this case, he continues to uphold justice while at the same time guaranteeing peace for all parties, including non-muslims, such as jews and christians who are under his control. 2). during the fathu of makkah (the 10th of ramadan in the year 8 h. coincided with the year 630 ad), after muhammad and his companions had been violently expelled from their own homeland, then the passage of time had turned the situation upside down, muhammad entered mecca with the army. which was large (10,000 soldiers complete with weapons) so that this had become a show of force (show of force), finally mecca was conquered easily and without resistance. at this time muhammad still brought peace, there was no persecution or bloodshed, instead muhammad called the kuffar of mecca who were moving away towards the mountain with a call to brotherhood. at this time muhammad was able to commit violence against them, but he did not do it, he should embrace and protect them (nurul faiqah, toni pransiska, 2018: 49). methodology this research is descriptive analytical using a case phenomenological approach. the data is taken from phenomena that occur related to the role of ulama in the national political stage, especially ahead of the 2019 presidential election. how did the ulama play a role in the event, as well as what the contribution of the ulama to the presidential election process, especially on the influence of people's attitude taking to choose pairs of presidential and vice presidential candidates. findings and discussion 1. the struggling of ulama to establish islamic wasathiyah in the palace long before the 2019 presidential election, the ulema's struggle to establish islamic wasathiyah at the palace had already begun. prof. dr. ha. hafiz anshary, az., ma. said: once at an mui event in banjarmasin, south kalimantan (kalsel.), as the capacity of the general chairman of the indonesian mui, k.h. ma`ruf amin gave directions to the mui management in south kalimantan. in his briefing, he conveyed that so that the mui management could play an active role in coloring the power in indonesia, in addition to ulama's political struggling in strengthening wasathiyah islam in the palace doi: 10.30575/2017/ijlres-2020091206 425 maintaining indonesia's existence (fixed price) in the nationalist pancasila state system, we also had to frame it in the corridor of peaceful islam (wasathiyah). the most competent to do so are scholars. to be able to implement it, the scholars must enter the government, meaning that the ulama become the determining element in the government. thus the ulema can improve indonesia from within. in line with this, the statement of the secretary general of mui ri dr. h. anwar abbas, mm., m.ag. precisely on thursday 19 july 2018 anwar said; ulama are not allowed to be spectators in the dynamics of politics in indonesia, ulama must participate in coloring political activities, this is part of the duties of ulama. in line with this, in the upcoming presidential election (even though the presidential election is still far away) we will encourage k.h. ma`ruf amin (general chairperson of mui) can run in pairs with joko widodo as his deputy for the second term. in this case, the central mui already has a strong stance that ulama must be directly involved in practical political activities to establish wasathiyah islam in indonesia from its upstream, namely the palace. (results of direct interviews with anwar abbas and dr. amirsyah tambunan in his office). it is extraordinary, the hopes of ma'ruf amin (chairman of mui) and anwar abbas (secretary general of mui) to color power are not mere figments, but have actually come true. right on thursday, august 9 2018, jokowi also announced in front of the press with the general chairman (ketum) and secretary general (secretary general) of the supporting political parties at plataran restaurant, jalan hos tjokroaminoto, menteng, central jakarta, namely prof. kiai h. ma`ruf amin is his representative for the 2019 presidential election. he said; "i have decided on this, and have received approval from the coalition parties that are members of the indonesian working coalition that the candidate for vice president will be accompanied by professor kiai haji ma'ruf amin," he said. (kompas.com. august 9, 2018). the next day, friday, august 10, 2018 at around 10.00 wib. paslon joko widodo and ma'ruf amin have also officially registered at the kpu, about 15 minutes later the kpu has examined the completeness of the files, and stated that this pair has officially registered themselves. coinciding with tuesday, may 21, 2019, the kpu has announced the victory of the jokowi ma`ruf amin pair, with a pagar, syaiful akhyar 426 vote of 55.50% of the vote. finally, on sunday, october 20, 2019, joko widodo (jokowi) and ma'ruf amin were officially inaugurated by the mpr at the mpr building as president and vice president of the republic of indonesia. the 2019-2024 period. thus, the obsession with k.h. ma`ruf amin, k.h. anwar abbas, and the ranks of scholars who agree with them have become a reality, k.h. ma`ruf amin is the number 2 person in the government ranks in indonesia. it turned out that this was not the beginning of his obsession with politics to color power in indonesia. previously, k.h. ma`ruf amin already has a number of political experiences in indonesia, starting from his political work in pkb as chairman of the shura council, and in the legislature, which started from being a member of the dprd, dpr, to mpr members, even he has become a member of the presidential advisory council (dpr). wantimpres). in relation to strengthening the 4 (four) pillars of fixed prices, k.h. ma`ruf amin serves as a member of the steering committee of the pancasila ideology development agency. gait k.h. ma`ruf amin is waiting for the people. the big idea of ulama in indonesia to participate in managing the government kitchen to be able to present a special menu of wasathiyah islam for all indonesian people has been successfully achieved, the role of kh ma'ruf amin as a cleric who has a great obsession for the welfare of all religious indonesian people, especially islamists, is a challenge. separately, while waiting for the people. the presence of k.h. ma`ruf amin at the palace as well as being the first evan of the sarong (conventional) ulama to appear at the top of indonesia's leadership as vice president. taking into account this reality, the role of the ulama to color the government with wasathiyah islam becomes very large. the presence of k.h. ma`ruf amin became the vice president as well as a symbol of the entry of wasathiyah islam at the palace. the role of ulama to color power in indonesia has become even stronger with the birth of the results of the mui v national working meeting (rakernas) in west nusa tenggara (ntb). although k.h. ma`ruf amin had relinquished his position as general chair of the central mui on august 10 2018, when he was running for vice president, but at the v mui national working meeting in ntb, the national working meeting agreed that k.h. ma`ruf amin remains as the general chair of the central mui until the ulama's political struggling in strengthening wasathiyah islam in the palace doi: 10.30575/2017/ijlres-2020091206 427 end of his term of office in 2020, which is when the mui national conference has been held. (https://www.wartaekonomi.co.id) since now, k.h. ma`ruf amin officially holds two national strategic positions, namely as the vice president of the republic of indonesia, as well as the general chair of the central mui. double function (as vice president as well as general chairperson of the central mui) held by k.h. ma`ruf amin at this time must have made the obsession of ulama to color power with wasathiyah islam in indonesia easier. the owner of the idea and the policy makers as well as the executors are in the hands of one person, namely k.h. ma`ruf amin himself. in this case, k.h. ma`ruf amin expects; in order to improve the function and role of the mui, so that the ranks of the mui at every level, from the center to the regions, maintain a close relationship with the government, so that the ulama really become partners with the government (shadiq al-ummah). before officially closing the mui national working meeting in ntb, k. h. ma`ruf amin as the general chair of mui, as well as the vice president of the republic of indonesia, reminded again about the mission of islam wasathiyah in indonesia. among other things, he asked the ulema to keep the religion in the nuances of moderate islam, to protect the people from deviant beliefs, to care about the economic aspect, to protect hankan from handling the radicalism of the people, to defend the unitary state of the republic of indonesia and law enforcement, to reject the caliphate system, to act wisely in the post-truth era. (a political culture in which the debate prioritizes emotions, and the debate gets out of the substance of the problem). (https://mui.or.id/berita/27307). 2. the obstacles the difficulty of bringing wasathiyah islam to the istama because there are several obstacles, at least the following: a. the emergence of exclusive islamic groups by not naming the perpetrators, the stigma against islamic wasathiyah (moderate islam) stakeholders continues to flow. they denounce, shirk, and justify the blood of others. we can sometimes hear this in their speeches. as a splinter organization of course they https://mui.or.id/berita/27307 pagar, syaiful akhyar 428 are very wary of their safety, but their mission must continue. (tengku syamaun risyad/leader of ponpes ulumuddin lhokseumawe). not just sowing their ideas and ideas in the community, more than that, the stakeholders of this extreme group want to color the power in indonesia. one of their efforts is to ride on the nation's leaders, with the hope that the future leaders will succeed, then he has a great opportunity to express and implement his ideas in this country through the power that the leader has. it's no wonder that the political evan in indonesia is getting hotter and the battle is getting fiercer (tengku syamaun risyad, the leader of the ulumuddin islamic boarding school and the former chairman of the mpu north aceh and lhocseumawe). b. isis influence kompas tv morning, friday 29 march 2019, was present to review the program about the existence of isis in indonesia, concluding that many indonesians have been influenced by isis. those who went to iraq and syria, were guerrillas there in the past, have now returned to their homeland. ahead of the 2019 general election and presidential election, of course, indonesia must be more careful with them, starting from their political choices, to the security of the election. (angga teguh prastyo, 2015: 1). c. many people do not understand nur khamid said, unfortunately, many of our current generation do not understand the struggle of the founding fathers of the nation, and they are not satisfied with the existing conditions, so they make a wrong move. many ordinary people today feel that their ideas are accommodated by exclusive islamic groups who wrap their struggles with religion so that they are more attractive. departing from their marginalized status, coupled with their dissatisfaction with the management of the state, then they were presented with new opportunist ideas, and wanted to change the basis of the state, they agreed and supported it. ulama's political struggling in strengthening wasathiyah islam in the palace doi: 10.30575/2017/ijlres-2020091206 429 conclusion the political struggle of the ulama to carry wasathiyah islam to the palace has been started for a long time, but the peak of the struggle was felt in the 2019 presidential election. kh. ma`ruf amin has been playing the discourse of bringing islam wasathiyah to the palace for a long time, as have other scholars who are in line with him, but the peak of the struggle to face the most thrilling obstacles to this idea was felt in the 2019 presidential election procession. it turns out that wasathiyah's islamic insight got a breath of fresh air to have the potential to strengthen its existence and channel its magnetic influence through the throne of power. bibiliography amar. a. (2018). pendidikan islam wasathiyah ke-indonesia-an” bangkalan: insyiroh: jurnal studi keislaman, volume 2, nomor 2 nur, a. (2015). konsep wasathiyah dalam al-qur’an. jakarta: an-nur, vol. 4, no. 2 dimyati, a. (2019). islam wasathiyah. pati: islamic review, vol. vi, no. 2 prasetyo, a. t. (2015). media sosial dan perkembangan aliran keagamaan pasca munculnya geralan isis. malang: el-qudwah, vol. 3, no. 7 subky, h. b. (1995). dilema ulama dalam perubahan zaman, jakarta : gema insani press ulfah. i. (2012). melahirkan kembali ulama perempuan di indonesia. refleksi atas kelangkaan atas ulama perempuan di indonesia. ponorogo: justicia islamica, vol 9, no. syam, b. m. (2018). islam wasathiyah dalam perspektif sosiologis. ujung pandang: aqidah-ta, vol. iv no. 2 anwar, r. (2003). ulama dalam penyebaran pendidikan dan khazanah keagamaann. jakarta: proyek pengkajian dan pengkajian lektur pendidikan agama sumbulah, u. (2016). islam dan risalah profetik: best practice moderasi dan kerahmatan. malang: uin maliki press khamid, n. (2016). bahaya radikalisme terhadap nkri. salatiga: millati journal of islamic studies and humanities ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) vol. 1, no. 2, 2017 page: 286 297 286 the effects of communication technology on the community religious life in aceh singkil regency syahminan faculty of da’wah and communication state islamic university of north sumatra, indonesia syahminan@gmail.com abstract; this study aims to discover the effects of communication technology on the community religious life in aceh singkil regency. the research focuses on how are the positive impacts of using communication technology derived by the community religious life in this regency, and also its negative impacts regarding this point of view. this is descriptive qualitative research which is provided with no number at all. the participation and observation method are used in this inquiry to find out the real data from participant in the object of research area. as a findings, in fact, sometimes many parents who do not have time for their children, many parents who work day and night and do not pay attention to how his son. they only think that the important thing to have a lot of money so that all the needs of their children can be met, even many of them who give very much money to their children, so that his son can waste money to buy these communication technology goods. furthermore, responsibility in teaching emphasizes teachers' duty in planning and implementing instruction. in this task, teachers are required to have a set of knowledge and technical skills of teaching, in addition to mastering the science or materials to be taught. responsibility in giving guidance emphasizes the task of the teacher in providing assistance to students in solving problems it faces. in other words, religious education as effective way to fortify the younger generation now faced with the development of modernization, fortify themselves with noble morals. the last finding is explaining that government creates and enacts policies that enable people to know the latest information. keywrods; communication technology, community religious life, aceh singkil regency introduction at the beginning of this millennium there are many great changes that astounded and shocked mankind. major events have taken place that will overhaul the future world order that worries modern humans, especially the scholars, practitioners and strategies of the world that have been dominated by the west today. among the great events was the sudden collapse of the system of socialism-communism, the mailto:syahminan@gmail.com the effects of communication technology on the community religious life in aceh singkil regency 287 severe pain of the dying capitalist system and the resurgence of islam as a new power of the world after a decline of centuries under the imprial grasp.1 in the era of globalization today the people of aceh singkil regency have changed the influence of technology especially the influence of communication technology such as television, mobile phone, radio and computer is something that can not be avoided, we have far being polite, some of our teenagers in aceh singkil do free sex, lgbt also, life is lavish but all-out ease. on this basis this researcher intends to conduct research on the effects of communication technology on the community religious life in the regency of aceh singkil”, which is detailing the following issues: 1. the positive effects of communication technology on community religious life in the regency of aceh singkil? 2. the negative effects of communication technology on community religious life in the regency aceh singkil? literature review communication technology in religious life the existence of mass media in presenting information tends to trigger change as well as bring much influence on the determination of people's lifestyle. the various information presented is assessed to have positive and negative tangible effects. slowly but effectively, the media shapes the public's view of how one sees one's personality and how one should relate to the everyday world. the media shows the community how a standard of living is appropriate for a human being, thus indirectly causing people to judge whether their environment is viable or whether it has met the standards and this picture is much influenced by what is viewed, heard and read from the media. messages / information submitted by the media may be supporting people better, making people feel good about themselves, feeling quite or otherwise deflating their confidence or feeling inferior from others. shifting patterns of behavior caused by the mass media can occur in the family, school and in community life. behavior changes other behavioral patterns of lifestyle. lifestyle changes in terms of imitation or imitation are excessively self-absorbed a figure being idolized based on information obtained from the media. usually someone will imitate 1 al-mascaty hilmy bakar, menjadi muslim modern bersama alquran, (jakarta: gema insani press, 2003), p. 1 2. syahminan 288 everything associated with his idol is good in terms of dress, appearance, haircut or speech that reflects his / her idol.2 advances in communication technology leads to the globalization of communication felt tend to directly affect the level of society civilization. we are all aware that the recent development of communications technology is moving very rapidly and has had both positive and negative impacts on the living order of people in various countries.3 the advancement of the information field brings us into the age of the communications revolution. some even call it the "communication blast".4 technological advances have an impact on changing religious life in society. communities that have been facilitated by technology into a society that wants to try new things by following the ever-present technological trends. advances in communication technology are present due to innovators who want to improve existing communication technologies. innovator innovation is developed based on relative advantage, compatibility, complexity, trialability and observability.5 current technological advancements have been complemented by the internet presence. the presence of interactive communication technology in the global era such as internet has changed the nature and scope of communication media in everyday life.6 growing and living side by side with everyday human beings, whether we realize it or not, our activities from waking up, going to night, surrounded by technology. waking up and then watching the news on television is an activity related to communication technology. reading the morning paper is also a result of communication technology. the speed of receiving information today is the result of the development of communication technology. the process of conveying information is called communication. the relatively flexible communication technology is quickly adopted by the community. recent technological advances have presented media for storing digital 2 tonny trimarsanto, instant mania manusia modern, (jakarta: kedaulatan rakyat, 1993), p. 8. 3 riyono praktiko, komunikasi pembangunan, (bandung: edisi pertama, remaja rosda karya, 1979), p. 36. 4 subrata, "media massa dalam era globalisasi", (kompas: 27 oktober 1992). 5 everett m. rogers, diffusion of innovations, (new york: 3rd edition, the free press, 1983), p. 213 232. 6 david holmes, communication theory: media, technology and society, (london, thousand oaks, new dehli: sage publications, 2005), p. 4. the effects of communication technology on the community religious life in aceh singkil regency 289 files and called "cloud computing". straubhaar et al. (2012) says "cloud computing" makes it easy for you to store documents instead of using hard drives, but with simple computers, keyboards and the internet. "google docs" and "spreadsheets" are examples for storing documents online. when we forget or lose "hard drive" to save documents, we can download the documents we have saved online.7 the globalization of communication has influenced the media globalization as well as technology. advances in communication technology can not be separated from innovators who continuously improve communication technology. the presence of growing communication technology should be used wisely so that humans are not dependent on communication technology. forecasting the advancement of communications technology that we can see from the "world future society" and "wired magazine" illustrates that communication technology will continue to grow and humans as users of communication technology should be able to use it wisely so as not to be controlled by communication technology. methodology this research uses descriptive qualitative research method. qualitative data is very interesting and is a source and description of a broad and well-grounded and contains an explanation of the processes that occur within the local scope.8 one of the considerations in choosing a research problem is the availability of informant data sources. this qualitative research is more understanding (understanding) to phonemena or social phenomenon because it is to learn about the people (society as subject), the intended source of data in research is the subject from which data can be obtained. the source of qualitative data is the source of data presented in the form of two "abstract" parameters, for example: a lot-low, high-low, old-young, hot-cold, safeinsecure, good-bad situation. the data in this research consists of two types, namely, primary data and secondary data. primary data is the main data used as the main study material of this study, the primary data source in this study comes from community leaders of aceh singkil district source of research data can be obtained 7 larose straubhaar & davenport, media now, (wadsworth: cengage learning, 2012), h. 257. 8 ibid, p. 1. syahminan 290 from key informants (key informant) because in the tradition of qualitative research needed is the carefulness in selecting key informants that are considered to provide data according to the topic under study.9 informant determination is done by purposive sampling technique, that is sample determination technique with certain consideration. certain considerations are intended to take people who have been known to have knowledge, experience and understand the problems of communication technology influence on community life of aceh singkil regency. informants who have knowledge about the influence of communication technology on community life of aceh singkil regency, the authors will get insight and description about the development of communication technology influence on the religious life of the people of aceh singkil district in the modernisais era. experienced informants about the influence of communication technology on the religious life of the people of aceh singkil district can provide information about the strengths, obstacles, challenges and opportunities in the effort to maintain religious life. so in that case supported by informants who understand the problems of communication technology to find solutions in efforts to maintain religious life in multicultural society in aceh singkil district. the selected informants were informants living in the capital of aceh singkil district according to the location of this study. informant determination technique begins by appointing a number of informants ie informants who know, understand and experience in accordance with the object of this study, then the authors determine other informants in accordance with the purposes of this study that is people involved in social interaction investigated. findings and discussion 1. family role the family as the smallest social institution has an important role in terms of the formation of individual characters. family becomes so important because it is through this family that one's life is formed. as the smallest social institution, the family is a complex miniature society, starting from the family of a child experiencing the socialization process. the family is the first and main social unit as the primary 9 burhan bungin, analisa data penelitian kualitatif: pemehaman filosofis ke arah pengausaan model aplikasi, (jakarta: p.t. raja grafindo persada, 2003), p. 53. the effects of communication technology on the community religious life in aceh singkil regency 291 foundation for child development. the family is the place where the values of life are taught, with affection, a sense of security developed, a sense of belonging and possession are shown and a solid foundation for the future is built. the role of the family is needed, so that a child can live his life according to what is taught by parents, but in modern times many of the parents in aceh singkil district who care less about their children, they do not do good parent role, until finally the pattern of life a child is wrong. to compensate for the advancement of communication technology, let's strengthen our family, to avoid its negative influence. the first thing to be familiarized into the family is to build communication. it's easier if children are young to get together, but when they're teenagers or even adults, it's much harder to have quality time with them. however try to spend some time, either in the morning before all family members start activities or at night when all family members are already at home. one of the most fitting moments to gather and talk in the family is when at a gathering at the dinner table together. whether it's breakfast together, for those who had gathered in the morning or dinner together if impossible to equate the time in the morning. the importance of the role of parents in monitoring and limiting children in using communication technology is crucial for the development of the child's personality. parents provide various facilities to children with the intention that children can follow the development of technology, especially in their learning. therefore the function of supervision in the use of technology by parents, should be done to fit the intent and purpose so as not to deviate from it. if not, then the child will abuse it because of high curiosity and assume that giving the parent will be his right and he is free to use it at will. this is in accordance with the informant's statement, as follows: need to be strengthened is the spiritual foundation. a strong spiritual foundation, formed from home customs, such as worship, will be the strongest shield for a child in the face of an onslaught of technological advances in communication that can be especially dangerous. implant also to the children through the example that as good as anything offered outside the home, if it is against the norms of religion and family norms then it is not good.10 10 maulida rahmah, teacher of madrsah diniyah az-zaitun regency of aceh singkil, in madrsah diniyah az-zaitun regency of aceh singkil on september 9, 2016. syahminan 292 based on the description above, as a parent is our responsibility to build a house that can be the safest protection for our children from all outside influences. do not let the association outside the home, be a substitute aimed at by children, because they do not get what they need in the home, whether it be love, attention, security, feelings owned and so on. let our home be the place where the values of life are taught with compassion, a sense of security is developed, a feeling of belonging and possession is shown and a solid foundation for the future is built. for that both the bad family is very influential on the formation of the child's personality. in the family, a child learns to socialize, understand, live, and feel all aspects of life that are reflected in the culture. it can be used as a frame of reference in every action in life. the family role describes a set of interpersonal behaviors, the nature of activities that relate to the individual in certain positions and situations. the role of the individual in the family is based on expectations and behavior patterns of family, group and society. this is in accordance with the informant's statement, as follows: as the first and foremost socialization agent, the family should be able to instill positive values and norms to the child by providing and laying firm foundations of faith in the child. this is so that children do not become arrogant and do not forget god in the activities of modern life that all sophisticated.11 based on the description above, the role of family that exist in society in the era of globalization of communication technology. in fact, sometimes many parents who do not have time for their children, many parents who work day and night and do not pay attention to how his son. they only think that the important thing to have a lot of money so that all the needs of their children can be met, even many of them who give very much money to their children, so that his son can waste money to buy these communication technology goods. 2. school role the role of schools in the face of the influence of communication technology, schools must be able to prepare teachers with a variety of knowledge and be able to choose good values and prevent bad grades into education in school. science and technology can be done through the process of education and always hungry for 11 zaitun nasution, head of madrasah diniyah az-zaitun regency of aceh singkil, in madrasah diniyah az-zaitun regency of aceh singkil on september 8 2016. the effects of communication technology on the community religious life in aceh singkil regency 293 information science and communication technology is very useful. however, the current teacher figure is expected to be able to create innovations for environmentally beneficial change, not just wait and choose technology transfer given by foreigners. science in the field of communications technology can provide so great benefits for us. but it can also be the main cause of the destruction of the umma caused by misuse of communication technology in life. so we need filters and balances science communication technology to stay on the right track. damage that occurred in our country can not be separated from the weak moral community who only mastered the science of communication technology but will not be able to stem the negative flow of communication technology. therefore required therapy that can restore the use of communication technology to the position that should be. schools are expected to perform the role. this is in accordance with the informant's statement, as follows: the role of schools from day to day more and more in line with the development of science and communication technology the role of schools as the main component in the world of education is required to be able to balance even beyond the development of science and communication technology is growing rapidly.12 based on the description above, the presence of teachers in schools in the teaching and learning process still plays an important role. the role of schools in the process can not yet be replaced by any electronic means, there are still many human elements such as attitudes, value systems, feelings, motivations, and matters relating to the learning process, can not be achieved through these tools. responsibility in teaching emphasizes teachers' duty in planning and implementing instruction. in this task, teachers are required to have a set of knowledge and technical skills of teaching, in addition to mastering the science or materials to be taught. responsibility in giving guidance emphasizes the task of the teacher in providing assistance to students in solving problems it faces. 3. peran masyarakat in the modern era of the increasingly advanced communication technology has evolved so that it has reached the fifth generation that has given birth to a new generation that is the merging of technology and communications so often referred to as communications technology created to help solve various problems easily and 12 ramiluddin, chairman of the district education council of aceh singkil district, interviewed at the district education council of aceh singkil on september 11, 2016. syahminan 294 quickly. communication technology not only affects one area of community life, but almost all areas of community life influenced. this is in accordance with the informa statement as follows: based on article 4 of the uu ite year 2008, the utilization of communication technology especially for the indonesian nation aims to educate the nation as a part of the world information society, improve the effectiveness and efficiency of public services and provide security, justice and legal certainty for users and providers of information technology . in addition to the many benefits that can be obtained from information technology, especially the internet, many also abuses are done. especially with the number of new users who continue to grow every day, then the level of abuse will increase. common forms of misappropriation include free sex, fraud, theft, defamation, and so on. this misuse of communication technology has made material and nonmaterial losses for some people, especially users of communications technology. this problem can not be separated from the ethics of the users and the law to ensnare the perpetrators of such abuse. the legal basis of information technology is contained in the law of the republic of indonesia of 2008 on information and electronic transactions. in it explains that the development and progress of information technology so rapidly has caused changes in human activities in various fields that directly have influenced the birth of new forms of legal acts. besides explaining that the use and utilization of information technology should continue to be developed to maintain, maintain and strengthen unity and unity based on legislation.13 based on the description above, therefore there must be a public role to control the use of communication technology. lots of benefits from communication technology lessons. improving the quality of life increasingly demands humans to perform various activities required by optimizing the resources it has. communications technology that its development so fast indirectly require humans to use it in all its activities. some applications of communication technology, among others in religion, education, zakat, waqf and bersilaturrahmi. this is in accordance with the informant's statement, as follows: to anticipate the development of the first communication technology: making islam believes as a science paradigm. that islamic believe is obliged to be the basis of thinking for the entire building of science. if the science is in accordance with islamic believe then it can be accepted, while contrary to it, then we may reject it. the second is making islamic law as the standard of exploiting science and communication technology in the life of society.14 13 ahmad rifai, secretary of the department of transportation and informatics of aceh singkil regency, in an interview at the office of transportation and informatics of aceh singkil regency on 22 august 2016. 14 rosman hasmi, chairman of the aceh traditional council of aceh singkil district, interviewed at the aceh traditional assembly office of aceh singkil regency on the 24th august 2016. the effects of communication technology on the community religious life in aceh singkil regency 295 based on the above description, which should be used by muslims is not the standard of benefit as it is now. the community plays an important role in advancing the development of the area by utilizing the communication technology properly, creating creative and renewable ideas and competing with other regions especially in the field of science and communication technology. people appreciation to protect from the influence of communication technology, then how to ward off the bad influence of the development of the era where communication technology that has been more advanced and developed. actually there are many ways if we want to change to fix or prevent it all, the revamping of the world of religious education as effective way to fortify the younger generation now faced with the development of modernization, fortify themselves with noble morals, maintain religious harmony, apply science to things positive things, make good use of time, choose and sort out the development of communication technology that occurs, do not be easily fed by other negative effects and do not get caught up in trends that are against the religion. perhaps these things if applied in life can minimize and even prevent ourselves from the influence of modernization that only rely on the world and always invite in the negligence of life. 4. government role the use of communication technology that can improve the relationship between government and other parties. even today with the television, computers, radio and mobile phones have a very important role for the government to disseminate various policies, to empower the community, although the communication technology system has been known for 20 years in aceh singkil district, but there is no work unit in an office the government structurally responsible in the development and development of information systems, the limitations in the mastery of the communication system are overcome with a solution that communications technology oriented so that the development of islands communicating system. the role of the government in maintaining harmony among religious people becomes very important along with the strong influence of globalization, socio-cultural change and advancement of communication technology developed in society. the district government of aceh singkil must play its very important role, by making syahminan 296 various policies in facing the development of communication technology, to be able to overcome the current situation of communication technology competition. this is in accordance with the informant's statement, the role of local government is as follows: as regulators and facilitators, the government should make strict rules and sanctions against the misuse of communication technology to perpetrators of pornography and pornography, preventing and handling cases of crime perpetrators of communication technology potentially damaging the morality of the people of aceh singkil district as well as sanctions against news spreaders and sara-like sms as happened on october 13, 2015 shooting the muslim community by the christians.15 based on the description above, the application of communication technology in government can not be separated from the main tasks and functions of the government itself, as the starting point and the backbone of e-government. there are two main tasks of government that need to be supported, namely managing policies and managing services. the various forms of policy, regulation, guidance, control and oversight and accountability in various types of life in the community or to address the problems facing the community require complete, accurate and timely data and information. the usefulness and role of communication technology is to support the implementation of these duties and functions in order to be effectively, precisely, comfortably, safely and efficiently in order to improve, encourage and develop the capacity of information services and empowerment of the potential of the religiously informed society. the government creates and enacts policies that enable people to know the latest information. conclusion 1. advances in communication technology lately more rapidly. the positive impact that society perceives on the advancement of communication technology, people can more easily exchange information without having to be hampered by space and time. people can easily get information, science, the latest news about social issues, politics, religion and so forth. for muslims, pilgrims register at the office of religious affairs ministry of aceh singkil through siskohat online nationally 15 ahmad rifa'i, secretary of the department of transportation and informatics of aceh singkil district, interviewed at the office of transportation and informatics of aceh singkil regency on 22 august 2016. the effects of communication technology on the community religious life in aceh singkil regency 297 throughout indonesia, no longer through the kbih (hajj guidance group) north sumatra that can accelerate the departure of performing the pilgrimage. 2. influence of communication technology many negative impacts threaten norm, morality of society of regency of aceh and religion values. like today many circulating in cyberspace sites that smelled of pornography and porno action, so that not a few teenagers in aceh singkil district have been exposed to having sex free so have to decide school. worse still people have married or said husband and wife using communication technology in the form of mobile phone infidelity with other couples, resulting in a divorce to the court syar'iyah singkil. bibiliography al-mascaty hilmy bakar, (2003). menjadi muslim modern bersama alquran, (jakarta: gema insani press. august e. grant dan jennifer h. meadows, (2010). communication technology update and fundamental, (boston: 12th edition, focal press. burhan bungin, (2003). analisa data penelitian kualitatif: pemehaman filosofis ke arah pengausaan model aplikasi, (jakarta: raja grafindo persada. dadang hawari (1997). alquran ilmu kedokteran jiwa dan kesehatan jiwa, yogyakarta: dana bhakti prima yasa. david holmes, (2005). communication theory: media, technology and society, (london, thousand oaks, new dehli: sage publications. deddy mulyana, (2004). metode penelitian kualitatif: paradigma baru ilmu komunikasi dan ilmu sosial lainnya, (bandung: remaja rosda karya. everett m. rogers (1983). diffusion of innovations. new york: 3rd edition, the free press. ishomuddin, (2002). pengantar sosiologi agama, jakarta: ghalia indonesia jalaluddin rahmat, (1984). metode penelitian komunikasi dilengkapi contoh analisis statistik, (bandung: remaja rosda karya. larose straubhaar & davenport, (2012). media now, (wadsworth: cengage learning larose straubhaar & davenport, (2012). media now, (wadsworth: cengage learning. riyono praktiko, (1979). komunikasi pembangunan, bandung: edisi pertama, remaja rosda karya. subrata, "media massa dalam era globalisasi", (kompas: 27 oktober 1992). ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) vol. 1, no. 2, 2017 page: 256 269 256 the role of communication of community figure in affecting the voters’ choice in the election of pematangsiantar city, north sumatera province, 2016 aswan jaya aswanjaya@gmail.com school of postgraduate, state islamic university of north sumatra katimin katimin@uinsu.ac.id state islamic university of north sumatra, indonesia abstract, this study aims to explore the role of community leaders in influencing voter choice in pematangsiantar city head election 2016. this research is a qualitative research with indication that every data in this research is expressed descriptively without using numbers and symbols. the research data is taken from interviews and direct case studies in the field by meeting community leaders and community members directly involved in the election of pematang siantar. the results showed that; 1). community leaders who can influence voters' choice are those who have known the candidate partner for a long time and are close friends of the candidate pair. 2). community leaders who can influence voters' choice are those who know only the mayor or only the vice mayor. 3) community leaders who can influence voters' choice are those who have worked with these candidates. as conclusion in this research can be explained that pematangsiantar pematangsiantar pematangsiantar election is very influenced from elektabilitas candidates against the people of pematangsiantar city, so if the candidates want to win this pilkada then they must have a special closeness with community leaders there. key words; the role of communication, community figure, voters’ choice, election introduction the role of community figure is actually very significant in influencing the community to make their choice when the elections take place. this role will be heightened when community leaders are in an environment where voter political awareness is low due to low economic background, low education level and limited access to information. this is where community leaders have the potential to affect voters to vote for their desired candidates. in the midst of the strong role of community figure in influencing voters' choice in the election process, the fact that many heads of regions are directly elected in cases of mailto:aswanjaya@gmail.com mailto:katimin@uinsu.ac.id aswan jaya 257 corruption and drugs, the existence of community leaders should be questioned again and must be reviewed / re-examined. has this community leader previously made a selection on the candidate's profile for further submission to the community? what underlies community leaders to determine support for one of the candidates for the regional head? how do community leaders communicate to the public to influence voter choice in the direct election of the regional head? and to what extent did the communication of the public figure influence the society's choice? the pematangsiantar election included part of the implementation of direct elections simultaneously the first wave of the important agenda of the event of democracy in indonesia. but it should be postponed, because there is a lawsuit made one of the candidate couples declared dead by kpud pematangsiantar city. interestingly again, the candidates will be declared the deceased is the only candidate candidate where the candidate is a muslim walikotanya. such a hot political situation, of course, drags various elements and figures of islamic society into the whirlpool of political interest. at that moment, the role of community leaders worthy and worthy to be considered in order to defend and bring the aspirations of muslims in pematangsiantar city. because that's why this study took the location pematangsiantar city of north sumatra. literature review islamic communication the study of islamic communication is fundamentally different from the general study of communications. islamic communication is based on the qur'an and the hadith that uphold the truth, when public communication prefers political and material benefits. the difference in principle because the science of public communication views that communication and information as a commodity that is traded for the benefit of communicators. because public communication embraces the ideology of free flow of ideas by word and image. anyone is free to convey information as long as it is interesting, without having to be bound by the values prevailing in society. meanwhile, the ideology of islamic communication is essentially to realize the happiness of the role of communication of community figure in affecting the voters’ choice in the election of pematangsiantar city, north sumatera province, 2016 258 individuals and audiences. communication is waged with a sense of responsibility and is limited by the values in a society.1 the science of islamic communication is indeed a relatively new study, due to various unrest over philosophy, theoretical approach and the application of communication science developed in the west is not fully in accordance with islamic religious and cultural values. therefore, the desire to re-examine the science of communication with the approach and perspective of islam. apart from that, as an academic of islam strongly believes that allah almighty who has taught humans to communicate, using the intellect and language skills that he bestowed on us. islamic communication ethics in islamic ethics commonly called by morals. therefore communicate must meet the demands of morals as contained in the source of islamic teachings themselves. for muslims, good communication is communication in accordance with the values contained in the qur'an and hadith. thus the ethics of islamic communication can be interpreted as good values and bad, inappropriate and inappropriate, useful and useless, and which can be done with that should not be done when conducting communication activities. the ethical values of islamic communication are sourced from the source of islamic teachings namely the qur'an and hadith. in general, the ethical values of islamic communication are: a. be honest b. maintains the accuracy of communication messages c. being constructive and responsible d. can provide constructive criticism. the principles of islamic communication the principle of sincere a message will not have a positive impact on the communicant if accepted with a heart that is not sincere. ikhlas is the work of the heart. language, sincerely derived 1 syukur kholil, kata pengantar dalam dedi syahputra, komunikasi politik…., p. v aswan jaya 259 from the word khalasha which means holy, clean from the stain.2 the sincerity of the term means the work done by the heart to purify itself from various motives that are not true. not sincerely conveying or receiving messages means not the sincere desire to convey or receive messages. the principle of honesty oral can kill a person's character, can damage the relationship of husband and wife, the kin, and even can cause blood pertumbahan. because of the oral, the community can fall apart. as the saying of the messenger of allaah: from abdullah bin amr said, rasulullah saw said: "there will be slander that makes arabs die lying. oral at that moment is much sharper than a sword”3 the principle of cleaning islam strongly emphasizes the principle of cleanliness in everything, including in conveying the message. a good message will bring psychological comfort to those who receive it, while sarcastic messages, dirty, bloody, quarrels, infidelity, sheep fighting, gossip, swearing and the like will have an impact on the clumsiness of the heart. the principle of positive positive messages are very influential for a person's happiness in whatever condition he or she is. a communicator who often sends a positive message to the communicant will save a lot of capital to do a positive. from anas bin malik, in fact the prophet is glad that he came out for a matter of listening to people who menguncapkan: may always be in guidance, may always be successful.4 the principle of package (heart, tongue and the action) man is a creation created by god in a complete package. there are elements of the soul and there are elements of the body. the movement in the islamic concept is strongly influenced by the heart or soul. that is, oral will speak good when his heart is 2 ibrahim mustafa dkk, al-mu’jam al-wasith, (kairo: dar al-da’wah), p. 249 3 sunan al-tarmidzi, juz 4, hadis no. 2178, p. 43 4 sunan al-tarmidzi, juz 3, hadis no. 1616, h. 213. dia berkata, hadis ini hasan gharib sahih the role of communication of community figure in affecting the voters’ choice in the election of pematangsiantar city, north sumatera province, 2016 260 good, and oral will not be able to speak well and smoothly without control of his soul, which he pronounces will feel bland. allah's messenger (may peace be upon him) said: "... know that there is a clot of flesh, if it is good, then all the body, and if it is broken, then the whole body is destroyed, that is the heart".5 the principle two ear one mouth recounting all that is heard is a sign of one's carelessness. not all information that comes to a person is properly understood or understood correctly but the message is incorrect, or the message is true but is not fit for public consumption. recounting all that is heard will risk having a lot of error levels. in islam is called sin. from abu hurayrah, the prophet said: "it is enough sin for a person to communicate all that he has” the principle of supervision the principle of supervision arises from the believer's belief that allah is allhearing, all-seeing and all-knowing. in addition, they also believe that every word spoken will be recorded angel recorder the principle of selectivity and validity the principle of selectivity and validity in islamic communication is not only aimed at giving satisfaction to communicants in this world, but their main goal is to be accountable for what they present when asked for accountability in the afterlife. principles of interplay as it is known that communication between humans is an activity of conveying and receiving messages from and to others. as communication progresses, the process of influence affects occurs. in addition, communication also aims to get to know each other, connect, play, help each other, share information, develop ideas, solve problems, increase productivity, generate morale, convince, entertain, establish status, sedate and 5 abu zakariyya, muhyiddin yahya bin syaraf al-nawawi, al-minhaj, syarh shahih muslim bin al-hajjaj, (beirut: dar ihya al-turats al-arabi, 1392), juz 11, hadis no. 107, p 28 aswan jaya 261 create a means of unity.6 but communication between people can also be the opposite, influencing influence for something that can make people fall into oblivion. the principle of news balancing with this principle, the information we receive will be more accurate, since conflicting parties sometimes provide emotionally and sometimes exaggerated information. in writing the news is also known a term cover both side which means fair treatment of all parties who become news object or also called with a balanced coverage. we must present all relevant facts and perspectives of the issues being reported. we must be neutral and impartial. the principle of privacy surely everyone has privacy and privacy that should not be disclosed to the public, as well as other organizations or institutions. leaking the secret is the same as stripping people, organizations and other institutions and embarrassing them. allah forbids believers from searching for information about problems that fall within the privacy space. methodology this type of research is qualitative, ie research that is not done by using formulas and statistical symbols.7 this study also aims to explain the phenomenon in depth through data collection. so in this research more emphasized the problem into (quality) data, not amount (quantity) data. referring to strauss and corbin qualitative research is a type of research that the discovery procedure does not use statistical or quantification procedures. in this case qualitative research is the study of one's life, story, behavior and also about organizational functions, social movements or mutual relations.8 the research approach is descriptive analysis. according to issac and michael as quoted by jalaluddin rahmat that a descriptive approach aims to describe 6 josep a. devito, human communication, the basic course (new york, harper collins publishers, 1991), p. 6 7 nawawi hadari, penelitian terpadu, (yogyakarta: gajah mada university press, 1996) p. 46. 8 ibid, p 41. the role of communication of community figure in affecting the voters’ choice in the election of pematangsiantar city, north sumatera province, 2016 262 systematically the facts or characteristics of a particular population or field in a factual and accurate. in other words, a descriptive approach is a research method that sees object, systematic, factual and accurate description of the facts being investigated and the results can be used for future decision making.9 descriptive approach also aims to get a detailed description of the words, writings, and behavior that can be observed from an individual community groups and organizations in a particular setting that is studied from a comprehensive point of view.10 data sources as for the reference material for the completion of this research, there are two sources of data that become the reference of researchers, namely primary and secondary data sources. the primary data are: 1. the community figure with the criterias as follows: a. moeslim b. at the time this research was being held one of the public positions c. have a socioeconomic status higher than the average community d. involved in the process of winning one of the mayor of pematangsiantar of north sumatera province in pilkada in 2016 2. community members ; a. living in the same environment with community leaders (kelurahan-based). b. low level of education and economy so that can be categorized by ordinary people. c. have voting rights at the election of mayor of pematangsiantar of north sumatera province in pilkada 2016. while secondary data is complementary data or data that provide information or additional information to the researcher as a complementary material of research such as books, journals, mass media (print), brochures and socialization tools and campaigns 9 jalaluddin rahmat, metode penelitian komunikasi dilengkapi contoh analisis statistik, (bandung: rermaja rosdakarya, 1984), p. 22 10 rosyadi ruslan, metode penelitian publik relation dan komunikasi, (jakarta: raja grafindo persada, 2004), p. 213 aswan jaya 263 candidate mayor pematangsiantar sumatra north that supports the title of this research. the technique of collecting data 1. in-depth interviews with islamic community leaders and community members in pematangsiantar city, north sumatera province. 2. study documentation; looking for data about things in the form of notes, transcripts, books, newspapers, magazines, minutes, and agenda.11 the technique of data analisys the model used in analyzing data is the interactive model of huberman and miles. this model mentions the existence of interactive nature between collective data or data collection with data analysis. analysis of data in question is data reduction, data presentation and verification or withdrawal of conclusions. reduction is to pattern data with a form of analysis that sharpens, categorizes and directs. by organizing the data it can easily present or describe the necessary data to be delivered in an inductive way. thus it can be drawn with the conclusion / verification in analyzing the data of the research. picture. the huberman dan miles model of interactive data analysis12 11 rosady ruslan, metode penelitian; public relations dan komunikasi, (jakarta: rajagrafindo pers, 2008) p. 31. 12 sugiyono. metode penelitian kualitatif, kuantitatif dan r&d, (alfabeta, bandung, 2011), p 247 pengumpulan data penyajian data pengolahan data pemaparan dan kesmpulan the role of communication of community figure in affecting the voters’ choice in the election of pematangsiantar city, north sumatera province, 2016 264 findings and discussion 1. how community leaders selected candidates from the research process by using the instrument of interview to the informants that some of the islamic community leaders in pematangsiantar city about the selection process of candidates, it turns out the method and the islamic guidance in the selection process of the candidates are no longer used. this is understandable because the situation is no longer possible to meet the principle. nevertheless, the speakers continue to select the methods they have respectively subjectively. from the result of the subjectiv selection, it can be seen that the factors have known the candidates to be the foundation of the community leaders to choose the choice to support one candidate pair. a. knowing the candidate pair the first factor of the selection process undertaken by community leaders in determining their support for one of the four candidates for pemkasan pemarsiantar regional head election is that the community leaders from the beginning already knew the candidate pairs, both as candidates for the mayoral and vice-walikotanya. as expressed by ustadzah royani harahap13, “antara saya dan calon jauh sebelumnya sudah saling kenal. bahwa kami berteman lama. sering bertemu baik secara formal maupun informal. dalam setiap pertemuan kami sering berdiskusi untuk berbagai persoalan terutama keinginan untuk melakukan perubahan dari berbagai aspek di kota pematangsiantar”. ("between me and the candidate far before had known each other, that we were old friends. often meet both formally and informally. in every meeting we often discuss for various issues especially the desire to make changes from various aspects in pematangsiantar city "). in contrast to ustadzah royani who kept his dukugannya secret, ustadz saiful amin lubis openly and bluntly stated to have dropped support to the candidate pair number 2, namely hulman sitorus and hefriansyah. the fall of support to the candidate pair is very motivated by the introduction of a long and good. even this introduction 13 royani harahap, s.ag, born on november 11, 1974, having his address at singosari street 18g p siantar north siantar subdistrict, martoba village. mother graduate of religious graduates is active in various islamic organizations and pemudaan in pematangsiantar city, such as that he is currently serving as chairman of fatayat nu, once as a leader in ippnu, entered the board of dpd bkprmi management, dmi board, during his student activity in various activities of pmii. youth organized into the daily board of knpi and jug, ipsm. the interview was conducted on november 9, 2016, at 10:30 pm aswan jaya 265 took place long before hulman sitorus was elected as mayor of pematangsiantar in the direct pilkada period, and when he was mayor, their friendship continued to be well established. so it can be understood that support is given as a form of friendship “kami sabagai sahabat memang harus saling mendukung” (“we as friends should support each other"). b. only knowing the candidate of vice mayor the second factor of the selection process conducted by community leaders in determining their support for one of the four candidates pematangsiantar pemkont pemarsiantar based on the figure of the vice mayor candidate. this is because they previously did not know the four prospective mayors who advanced in elections in 2016 this. as stated by the ancient boy paradi who dropped support to the pair numbered 4; wesly silalahi and sailanto, that he did not recognize closely any of the four would-be mayors who came forward and knew only close to his would-be deputy mayor. of the four would-be deputy mayors, three of them are members of parliament pematansiantar city which is a profession and an office with boy who is also a member of parliament pematangsinatar city. so it is reasonable and reasonable they know each other. meanwhile, the process of recognizing the figure of his mayor candidate closely took place during the times of socialization and communication to the voters and it lasted very short, just no more than two months. c. do not know the candidate pair the third factor of the selection process of the candidates to be supported from the four pairs of candidates mayor pematangsiantar actually outside of the grip that should be included in part of the selection process like the two things above. but what ustadz abdul salam did not know all the candidate pairs, either the mayor candidate or the candidate's vice-walikotanya, did the selection through the socialization media and campaign (props) of all candidate pairs received from each successful team. the visual aids in the form of leaflets (brochures) he learned in such a way with the approach through the deepening of profiles of each candidate and adjustment of the program in the role of communication of community figure in affecting the voters’ choice in the election of pematangsiantar city, north sumatera province, 2016 266 accordance with its own interests. from the results of the selection, ustadz abdul salam finally dropped support to the pair number 4. when referring to the two-stage communication model, the selection process conducted by ustadz abdul salam corresponds to the model. this model explains that the message will reach the masses through two stages, the first stage as a process of mass communication; each pair of candidates publishes various props printed in bulk in the form of leaflets, brochures, and so forth, then spread to the public figures referred to in this model as the opinion leader. 2. the way of community figure determines the supporting from field observations and interviews that have been conducted by researchers to the informants found there are three important foundations on which the support is given. first; a foundation that is based on the programs offered by the candidate pairs. figures who agree with the offer of the program given by the candidate pairs sehigga be the basis of its support is given ustadz yunan, ustadz albar suheri and ustadz abdul salam. second; the basis based on the assessment of the personality of the spouse or one of the candidate pairs and the candidate pairs is a representation of the representation of interests based on religion and tribe. community leaders who dropped support with the foundation are ustadzah royani harahap, ustadz saiful amin lubis, ustadz narimo, ustadz ki ah mugiono, ustadz muhammad gunario and ustadz subagio third; the basis of which is based on external factors or can be called incidental support. this foundation is not an ideal when measured in a scientific perspective, but the field facts find such a thing. figures that provide support based on the foundation are ustadz hasanuddin nasution, ustadz boy paradi purba and ustadz muhammad rusli. personality assessment and representation from the results of research that has been done, in addition to the similarity of vision and program in building pematangsiantar city, there are factors that are also strong in influencing the support of community leaders to one of the candidate pairs, aswan jaya 267 namely the assessment of the personality of one of the candidate pair performed by community leaders . likewise, the assessment of the representation or representation of interests, tribes and religions also influence the support. this factor becomes a separate variable from the selection process of candidates conducted by community leaders, especially those who know more than one of the candidate pairs which then used as the foundation to support the candidate pair of mayor and deputy mayor pematangsiantar. the above is evidenced by various statements from the public figures themselves, as expressed by ustadzah royani harahap, "personally i support the candidate has a pretty good personality, candidates are diligent in approaching and conducting various meetings with our party. in the program that we have the same vision of making changes from various aspects in order to build a better society ".14 conclusion in the end, the figures of the islamic community are only served on four candidate pairs who actually have not represented the interests and passion of those who had previously thrived on the long-awaited hope. however, these community leaders must continue to elect and support one of the four pairs of candidates of mayor and deputy mayor of pematangsiantar. the process of making choices and how they communicate candidate pairs to gain support from the community is the focal point of this study with the following conclusions; 1. in the process of selecting candidate pairs, there are three main factors to be used as guidance for community leaders, firstly, on the basis that between community leaders and candidate pairs (mayors and vice mayors) have known each other. secondly, on the basis that community leaders have known each other with the only vice-canoral candidate and third, did not know the previous candidate pair, so the choice was dropped on the basis of introduction through props (campaigns) that had spread. 2. not enough just to know the candidate, community leaders also have a variety of important foundations as a basis to ensure support to one of the candidate pairs. 14 royani harahap, s.ag, head of fatayat nu, bkprmi and dpd knpi pematangsiantar, interview: november 9, 2016 the role of communication of community figure in affecting the voters’ choice in the election of pematangsiantar city, north sumatera province, 2016 268 the variety of foundations is summed up in, first, on the basis of the programs offered by the candidate pairs and is considered appropriate for the interests and aspirations of muslims. secondly, it is based on an assessment of personality and is a representation of representation of interests based on religion and ethnicity. third, based on other factors, namely following orders from the central leadership of the organization and there is also a factor of forced due to the internal dynamics of the organization. 3. when the choice is established, all public figures disseminate political messages that are generally done with large and small group communication methods. in melakoni the role of communications, community leaders are grouped into two, first, groups of community leaders who are active in communicating within the internal organization or congregation and in the neighborhood where he lived. second, groups of public figures who are not active in communicating to the internal organization or to the community at home. 4. the role of communication of public figures in influencing voter choice in pematangsiantar pemkong pemarsiantar is considered weak for several reasons, among them is the first, the target audience to receive political messages from the community leaders instead of audiences that have been built and nurtured by community leaders themselves. second, many community leaders do not maximize the role of communication (inactive) in the community. third, there is no candidate for mayor who is muslim and fourth, very strong allegation of money politics practice. bibilioraphy aubrey fisher, small group decision making: communication and the group process. mcgraw hill new york, 1980 badan pusat statistik tahun 2010 baron and byrne, social psychologi: uderstanding human intraction. boston: allyn and bacon.inc, 1979 brend d. ruben, communication and human behaviour. new jersey: prentice hall, 1992, cet. 3 carles wright dan murel cantor, the opinion on seeker and advoider. pacific sociological review 10, 1967 gun gun heryanto dan rumaru shulhan. komunikasi politik sebuah pengantar. bogor: ghalia indonesia, 2013 aswan jaya 269 ibrahim mustafa dkk, al-mu’jam al-wasith. kairo: dar al-da’wah jalaluddin rahmat, etika komunikasi perspektif religi. jakarta: perpustakaan jimly asshiddiqie, komentar atas undang-undang dasar negara republik indonesia tahun 1945. jakarta: sinar grafika, 2009 john g. oetzel dan william b. gudykunst, effective intercultural work group communication theory, in theorizing about communication and culture, ed., thousand oaks, ca: sage, 2005 marshall scott poole, david r. seibold, dan robert d. mcphee, “a communication and group decision-making, ed., beverly hills, ca: sage, 1986 meriam budiardjo, dasar-dasar ilmu politik. jakarta, gramedia pustaka utama, 2008 michael b salwen dan don w. stacks, an integrated approach to communication theory and research, ed. mahwah, nj: lawrence erlbaum, 1996 morissan, teori komunikasi: individu hingga massa. jakarta: kencana, 2014 musnad ahmad, juz 20, hadis no. 13048. muassasah al-risalah, 1421-2001, cet.1 nawawi hadari, penelitian terpadu. yogyakarta: gajah mada university press, 1996 si, theories of human communication, edisi 9. jakarta: salemba humanika, 2008 stephen w. littlejhon, theory of human communication, 6th edittion. california: wadawort publishing company, 1999 internet ______, http://news.metro24jam.com/read/2016/11/18/1671/surfenov-tak-pentingpk, 18 november 2016 03:46 wib daulat sihombing, adalah ketua sumut watch, yakni sebuah ornop di kota medan yang bergerak dibidang pemantauan dan pengawasan kebijakan publik di sumatera utara. http://isiantar.com/surat-terbuka-untuk-mahkamah-agung-ridagelan-pilkada-kota-pematangsiantar/ 06/09/2016 http://news.metro24jam.com/read/2016/11/18/1671/surfenov-tak-penting-pk http://news.metro24jam.com/read/2016/11/18/1671/surfenov-tak-penting-pk ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) vol. 1, no. 2, 2017 page: 298 311 298 the development of character education model trough an integrated curriculum at elementary education level in medan city amini muhammadiyah university of north sumatra amini@gmail.com syamsuyurnita muhammadiyah universty of north sumatra syamsuyurnita@gmail.com hasnidar muhammadiyah university of north sumatra hasnidar@gmail.com abstract; character education is an effort to help the development of the soul of children/learners both inward and inward to a better human. therefore character education is a continuous and never ending process, in order to produce a future human figure rooted in the cultural values of the indonesian nation. thus character education has a higher meaning than moral education, because character education is not only about right-wrong problems, but how to instill habits of good things in life, so that children / learners will have awareness, and high understanding, as well as concern and commitment to apply the virtues in everyday life. character education in today's context is very relevant to children / learners to overcome the moral crisis that is happening in our country. whether or not this real moral crisis exists that involves our generation is our children as future leaders. the crisis is among others promiscuity, crime against friends, teenage theft, cheating habits, drug abuse and drugs, pornography, and so forth. this should be addressed early on by characterizing character education through an integrated curriculum to children / learners. this is done by researchers as a continuation of research activities in 2015 with the object of basic education research in muhammadiyah elementary school 29 of sunggal. the year 2016 was continued again in muhammadiyah junior high school 47 of sunggal as part of basic education. because the socalled elementary education is elementary (primary school) and junior (junior high school) equal. this research was conducted to see the development of character education model conducted in smp muhammadiyah 47 sunggal through integrated curriculum. because so far there is a stigma that the character education education is only the responsibility of teachers rem and pce in school, so that dichotomous character education (only inculcated by both teachers while other teachers do not do). it turns out through an integrated curriculum that character education is willing or not to be inculcated by all teachers and school residents. so the model of character education today is through 2 approaches, character education is positioned as the subject itself and character education is positioned as the mission of every subject (integrated into each subject). this research is conducted as an effort to assist the government in anticipating and overcoming the moral crisis that occurs in order to prepare a generation that character in the future keywords: character education model, intergrated curriculum, elementary education level. mailto:amini@gmail.com mailto:syamsuyurnita@gmail.com mailto:hasnidar@gmail.com the development of character education model by integrated curriculum at elementary education level in medan city 299 introduction criticism of the educational segment that emerged recently caused by our education in general in indonesia has not succeeded in building a character human. in fact, not a few who mention that our education failed because many of our school graduates ranging from elementary school to college, from scholars to professors and who have intelligent brain but mentally weak and behave immorally. this can happen because the planting of characters that have not yet imprinted when at the level of basic education. talking about character is paramount and very basic. by these characters we can distinguish humans with other creatures. people of character both individually and socially are the people who actually have good character, morals, and good manners. this can be done through character education implanted to students from an early age. given this is very important, then character education must be instilled through an integrated learning process. therefore, character education should be instilled since starting from the level of primary education which includes elementary and junior high. this can be used as the main foundation for children to continue their education in the future. in addition, elementary and junior high students are more easily formed personality that will impact on his character. elementary and junior secondary levels are basic education for a child. if you have formed personality in the elementary and junior high school then it will be more character again at the next age. so in the future with the application of character education implanted through the integrated curriculum, the child will turn into disciplined students, not against teachers, studying diligently, happy to help others, respect, not immoral, and others. strengthening character education is very relevant in shaping the personality and character of children, as a tool to overcome bad behavior so that turned into good behavior. another criticism that is not less worrying is the beginning of the decline of the spirit of nationalism. the spirit of the unity in diversity of the indonesian nation is lately in the pulse. the indonesian nation as a multicultural nation is a fact. dozens of ethnic, ethnic, racial, and diverse religions of indonesian society with various backgrounds bring its own consequences in the nation and society. multiculturalism and the character of the nation seem to be closely related. the decline of national character has an impact on the depth of the spirit of togetherness of the nation of amini 300 indonesia as a multicultural nation. the erosion of the spirit of mutual respect among ethnic, ethnic, racial, and inter-religion is currently one of the indicators that the formation of a multicultural indonesian human character has not been successful. because the still found junior high school students who have not been able to accept multicultural diversity that exist in themselves, such as junior high school students like to taunt other tribes, and even other religions that were not in accordance with him. feel the tribe, his best religion and consider other tribes and religions worse. thus, after the character education for junior high school students, then they will arise mutual respect, and avoid the behaviors that are not commendable. therefore, with the background of the problem researchers are interested to find an integrated character education model at the junior level in medan city. so that after the model can be applied to all units of education level of basic education later. as the pilot project is smp muhammadiyah 47 medan. literature review the meaning and urgency of character education talking about characters is very important and fundamental. character is a living mustika that differentiates humans from animals. man without character is a man who has "built". people of strong character and both individually and socially are those who have good character, morals, and good manners. given such an urgent character, the educational institution has the responsibility to instill it through the learning process. strengthening character education in the present context is very relevant to overcome the moral crisis that is happening in our country. griek in zubaedi argues that character can be defined as an alloy rather than any fixed human nature, so that it becomes a special sign to distinguish one person from anothe1. then leonardo a. sjiamsuri in zubaedi suggests that the character is who you really are. this restriction implies that the character as an identity possesses a person who is settled so that someone or something is different from the others2. according ekowarni in zubaedi states that on the micro level the character is defined; a) the quality and quantity of reactions to oneself, others, as well as certain 1 zubaedi, (2011) desain pendidikan karakter; konsepsi dan aplikasinya dalam lembaga pendidikan, jakarta; kencana. p. 9 2 ibid the development of character education model by integrated curriculum at elementary education level in medan city 301 situations, b) character, morals, psychological characteristics3. as a personality aspect, character is a reflection of the whole personality of a person: mentality, attitude, and behavior. while according to alwisol character is defined as a picture of behavior that accentuates the value of right-wrong, good-bad, either explicitly or implicitly4. the word character is derived from the greek word, which means "to mark" (mark) and focus, how to apply the value of kindness in the form of action or behavior 5. therefore, a person who behaves dishonest, cruel, or greedy is said to be a person of ugly character, while a person who behaves honestly, helps to be said to be a person of good character and noble. so the term character closely related to personality (personality) seeorang. a person can be called a character person if his behavior is in accordance with moral rules6. in islamic terminology, the definition of character has a closeness of understanding with the notion of morals. the word akhlak comes from the word khalaqa (arabic) which means temperament, character and customs. according to the etymological approach, the moral approach derives from arabic plural from the form of mufradnya khuluqun which according to lughah interpreted manners, temperament, behavior or character. in terminology (term), character is defined as human nature in general which depends on the factor of his own life. character is the nature of psychology, morals or character that characterizes a person or a group of people. character can also be interpreted the same as morality and character so that the character of the nation is the same as the morality of the nation or the nation's character. character is the way of thinking and behaving that characterizes each individual to live and work together, both within the scope of family, society, nation and state. a well-characterized individual is an individual who can make decisions and be prepared to account for any consequences of the decisions he makes. according to musfiroh, character refers to a series of attitudes, behaviors, motivations, and skills7. 3 ibid 4 alwisol, (2006). psikologi kepribadian, malang: umm. p. 8 5 musfiroh, t. (2008). cerdas melalui bermain. jakarta: grasindo. p. 209 6 zubaedi, (2011) desain pendidikan karakter; konsepsi dan aplikasinya dalam lembaga pendidikan, jakarta; kencana. p. 12 7 kementerian pendidikan nasional, (2010) panduan pendidikan karakter. jakarta: kemdiknas. p. 12 amini 302 thus character education is character education plus, which involves aspects of knowledge (cognitive), feeling (feeling), and action (action). according to thomas lickona, without these three aspects, then character education will not be effective. there are a number of cultural values that can be characterized, namely piety, wisdom, justice, equality, self-esteem, self-confidence, harmony, independence, caring, harmony, fortitude, creativity, competitive, hard work, tenacity, honor, discipline and exemplary. character education can also be interpreted as a system of planting the values of character to the citizens of the school which includes components of knowledge, awareness or willingness, and actions to implement those values, both against god almighty self, fellow, , as well as nationality to become human beings kamil (perfect human). in character education in schools, all components (stakeholders) should be involved, including the components of education itself, ie curriculum content, learning and assessment process, relationship quality, handling or management of subjects, school management, implementation of activities or co-curricular activities , empowerment of infrastructure, financing, and work ethic of all citizens and school environment. with a systematic and sustained character education, a child will be emotionally intelligent. this emotional intelligence is an important provision in preparing children for the future, because one will find it easier and more successful to face all kinds of life challenges, including the challenge of academically successful. basic education of this character, should be applied since childhood or commonly called the psychologist as the golden age (golden age), because this age is proven to determine the ability of children in developing their potential. the results showed that about 50% of adult intelligence variability has occurred when children aged 4 years. the next 30% increase occurs at the age of 8, and the remaining 20% in the middle or end of the second decade. from here, it is fitting for character education starting from within the family, which is the first environment for the child's character growth. but for some families, perhaps the systematic character education process above is very difficult, especially for some parents who are stuck in a crowded routine. therefore, character education should also be given when children enter the school environment, especially since play groups and kindergartens. this is where the role of the development of character education model by integrated curriculum at elementary education level in medan city 303 the teacher, who in javanese philosophy is called digugu and imitated. because the teacher is the spearhead in the classroom, which is directly opposite the learner. character education aims to form and build the mindset, attitude, and behavior of learners to be positive, noble, noble, and responsible. in the context of education, character education is a conscious effort that is done to form learners into positive and noble personality according to the competency standards of graduates (skl) so that it can be implemented in everyday life. character education has three main functions: firstly the function of formation and development of potential, both the reremr and reinforcement function, the three filter functions of the negative things. findings and discussion based on the results of research conducted in smp muhammadiyah 47 sunggal that the implementation of character education conducted on the school as an effort in memahuti vision, mission, and goals of smp muhammadiyah 47 sunggal school. the vision of smp muhammadiyah 47 sunggal is able to become a school of achievement, piety and islamic insight. so with the vision can be used as the main foundation in instilling character education to the students in the school. in accordance with that vision, then the character that is invested is the character of achievement and religiosity. in addition to vision, mission also has an important role in character building in schools. because the vision alone is not enough to be translated into a mission. mission is the steps to achieve the mission. so based on documentary study it can be seen that the mission of smp muhammadiyah 47 sunggal is as follows: increase imtaq activities implement effective learning and guidance increase discipline familiarize students using english actively improve the mastery of information and communication technology increase and intensify sports and art coaching increase creativity in the work familiarize students using arabic actively improve the guidance and understanding of the qur'an and as sunnah. amini 304 based on the mission developed by an institution of smp muhammadiyah 47 sunggal is instilling religious, creative, disciplined character education. in addition to the vision and mission as the foundation of character formation, the goal is also very decisive character planting in smp muhammadiyah 47 sunggal. thus the goal is the end of a vision and mission carried by the school. so that it can be seen that the general purpose of smp muhammadiyah 47 sunggal is the realization of a devout muslim man, noble, capable, believe in himself, love the homeland, and useful for society and country. theoretically, there are two approaches offered in applying character education to students in school, namely first that character education is used as a subject, and second character education is made as the mission of each subject (integrating character education in each subject). character education is not burdening teachers and students, because according to the second approach that we do not add the curriculum but the integration of the character education mission in every subject melalauinya in learning activities both in the classroom and outside the classroom. in principle character education is not only the responsibility of religious teachers, pce, or counselor alone, but the responsibility of all teachers and even all the citizens of the school. because character education not only teaches about verses, propositions, or theories of goodness but a concoction of curriculum that can touch all aspects of student values and needs. so one of them by applying holistic curriculum (comprehensive) and integrated. areas taught in schools are described in the concept of life skills education, social development, mindset development, and character development of students. therefore, according to zubaedi in character education design, 2011: 271 that in macro, character education can be integrated in intrakurikuler and kokurikuler activities. the planning and implementation of character education is conducted by principals, teachers, and education personnel (counselors) together as a community of educators applied into the curriculum through: 1) self-development programs, 2) integration into all subjects, 3) integration into curricular and extracurricular activities, 4) habituation. this is based on the results of research conducted in smp muhammadiyah 47 sunggal found among others: a) self-development program. the development of character education model by integrated curriculum at elementary education level in medan city 305 the planning and implementation of character education in the self-development program is done through integration into the daily activities of the school; routine school activities, spontaneous activities, and conditioning. the things done in smp muhammadiyah 47 sunggal is marching in every day while one-on-one read aloud the recitation of qur'an or speech in turn before the teaching and learning activities (this is what the head of smp muhammadiyah 47 sunggal as the pre-zero hour ), cleaning the class as a daily picket, personal hygiene, worship in the form of zuhr prayer and ashar congregation for those who enter the afternoon and dhuha for those who enter the morning, pray before and after study, flag ceremony every monday and big days, berinfak, others and others. b) integration into all subjects. character education is attached to every subject taught to students. so it is the responsibility of all subject teachers in smp muhammadiyah 47 sunggal. the integration of character values into each subject, among others; reveals the values contained in each subject, reveals the story to bring value, turns the negative into a positive one, tells the life story of the great man, field studies, social work, and so on. the practice of character education in schools is not only the responsibility of the subjects of religion or civic education (civics). during this time there is the impression of other subjects only teach knowledge in accordance with the field of science, technology or art. smp muhammadiyah 47 sunggal has implemented a learning process of character values integrated in each subject or integrating character values on each subject of each subject. character education is basically attached to each subject because each subject basically has character values that must be passed and achieved by the students. however, most teachers do not realize that there are values that can shape the student's character. for that, it is necessary to raise awareness for any teacher of any lessons to participate in character education. there are many ways to integrate the de character's values in subjects, including: expressing the values contained in each subject, integrating character values directly into subjects, using imagery and comparing with similar events in student life, turning negative things into positive values, expressing values through discussion and brainstorming, using stories to bring out values, telling the life stories of great people, using songs and music to integrate values, using drama to describe events that contain amini 306 values, using activities such as charities, social visits, field trips or outbound and club activities to bring humanitarian values. to integrate character education into all subjects requires synergistic collaborative collaboration between all subjects in educating the character of the learner. the role and function of the subjects of religious education and civic education (civics in building morals or moral needs to get support and reinforcement from other subjects such as physical education (sports), ips, science (science), and mathematics.from this consideration, all subjects need to be designed with loaded reinforcement of student characters. a. religious education material (rem) all students of smp muhammadiyah 47 sunggal are moslems, so the islamic religious education material (rem) becomes one of the subjects that must be followed. rem is a subject developed from the basic teachings contained in islam, so that rem is an inseparable part of the teachings of islam. in terms of educational content, rem is a subject that becomes a component that can not be separated with other subjects that aim to the moral development and personality of learners. all subjects that have these goals must be in line with and aligned with the objectives to be achieved by the rem subjects. given the subjects of rem aims to the formation of learners who believe and pious to allah swt, noble virtuous character (noble character), and have sufficient knowledge about islam, especially the sources of teachings and other islamic joints, so it can be a provision to learn various fields of science or subjects without having to be carried away by the negative influences that may be caused by the science and the subjects. rem is a subject that not only leads learners to master various islamic studies, but rem emphasizes how learners are able to master the study of islam as well as to apply it in everyday life in the midst of society. the ultimate goal of the rem subject is the formation of learners who have a noble character (noble mind noble). this goal is actually the main mission of the prophet muhammad saw diutusnya in the world. thus, moral education (character) is the soul of islamic religious education material (rem). achieving a noble (noble) morality is the true goal of education. this does not mean that islamic education does not pay attention to physical education, reason, science, or other practical aspects, but the point is that islamic education is concerned with aspects of moral education as well the development of character education model by integrated curriculum at elementary education level in medan city 307 as other aspects. learners need strength in terms of body, mind, and science, but they also need character education, feelings, will, taste, and personality. in line with this concept, then all subjects or subject areas taught to learners must contain content of moral education and every teacher must pay attention to morals or behavior of learners. b. civic education (ce) the role of religious education in building character or morals will be more optimal in the future if it gets support from the subjects of civic education (ce). it can even be said, in the context of character education we can not ignore the strategic role of civic education subjects (ce). it can even be said, in the context of character education we can not ignore the strategic role of civic education subjects (ce), or previous subjects of moral pancasila education (pmp). as an instrument of character education of the nation, the subjects are given since elementary school up to college. the problem is why lately we are still seeing a lot of deviant behavior, and disturbing the social order of indonesian citizens. the values of pancasila and p-4 points are now largely abandoned by some citizens, at least already many citizens whose behavior is no longer guided by the values of pancasila and p-4 points. c. physical education (sports) in the development of character education, subjects should be understood as messages and tools (as medium and message), namely as a vehicle of culture and individual empowerment. with this understanding, then the real role of character education can be run by all subjects, including physical education subjects. one of the characters that can be grown through the subject matter of sport is self-confidence. this self-confidence is very important built in the learner remember it will become a valuable capital for a child in living competition in life. the goals and metrics of sports education can be designed for character or value education using two approaches: (1) internalization approach and (2) constructivist approach. in view of this theory, character is seen as a process of behavioral learning through the transmission of socially acceptable values. amini 308 value building takes place along with the development of the child in internalizing the rules and social norms. in addition, in the process of internalization also required the social agent as the transmission of cultural norms. thus, according to this theoretical view, individuals who participate in sports activities will internalize the values transmitted through sports activities. sport is considered an agent of value formation. thus, by participating in sports activities the desired values will be formed by themselves. d. social sciences (sc) character education missions should also be assumed by social science subjects (sc). ips has a noble duty and an important foundation for the intellectual, emotional, cultural, and social development of learners that is capable of developing responsible ways of thinking, acting and behaving as individuals, citizens, citizens, and citizens of the world. in addition, sc also tasked to develop the potential of learners to be sensitive to social problems that occur in society, have a positive mental attitude to repair all inequality, and skampilmengatasi every problem that occurs everyday both befall themselves and in society. this goal can be achieved when sc lesson programs at school are well organized. sc subjects will be more optimal in participating to build the character of learners if done with appropriate learning management. according to nationla council for social studies, ips learning will be optimal if the teacher adheres to the five principles of learning: meaningful, integrative, challenging, active, and value based. e. natural sciences (sains) the efforts to instill the values of the characters to learners can also be done through the subjects of natural science (science). according to sumaji et al., as quoted by sofyan sauri, natural science (science) contains a lot of life value. moral values that can be developed in this case concerns the value of honesty, curiosity, and openness. the process of science in this case is the process of learning and taking meaning to life and the world around us. there are many important values of life that can be learned from science, giving consequences to educators to be able to develop science as one of the media in forming students' personal. in this case, students can be invited to examine and learn the values in science that are useful in social life. realizing this, the skills to teach the values of life the development of character education model by integrated curriculum at elementary education level in medan city 309 through learning science is one of the important competencies that should be taught from the prospective teacher and dilatihkan to prospective teachers during the process of field experience in school. f. mathematics mathematics subjects are also on missions for character education. in mathematics there is a value of consistency in logical thinking, the understanding of axioms then seeks a solution through the recognition of the possibilities (all probabilities) and eliminates certain possibilities and finally finds a possibility that will lead to the right answer. from here there is the introduction of probabilities, there is a probability elimination, there is a conclusion that shows the path that will surely lead to a correct answer. through mathematics can be instilled honesty attitude. students are taught not to miscalculate their operations, do not make the data manipulation that is now very vibrant and has become a nation in our country with mark-up and corruption. mathematics teachers can touch the minds and the hearts of students about the dangers of corruption that became one of the causes of this nation. mathematics teachers can make examples through affective or attitudinal assessments, both students 'attitudes in dealing with and following the relevant lessons or students' attitudes in absorbing the values embedded in the subject matter. g. computer learning material (ict) through the subjects of information technology an komuniksi (ict) teachers can instill positive characters by giving direction to students in the use of information media more easily accessible and open. education opens students' understanding and awareness of the facts, many important information accessible to learners, but many unimportant information even damages the morale and character of learners. in this case, it is very important to instill the character of truth, honesty, trust or trustworthiness, feel the presence and supervision of god, and afraid to sin so as to build a commitment in upholding the values of religion, honor, and can avoid anything that banned. c) integration into kokurikuler and extracurricular activities. co-curricular activities and extracurricular activities will be more meaningful (meaningfull learning) if packed with the content of character values. because there are still many students who think that extra-curricular activities will waste time, not amini 310 useful, disrupt learning concentration, in vain and others. in fact this is as a means of character building, such as mentoring, persistence, problem solving, decision making, and student self-stance. as is done in smp muhammadiyah 47 sunggal, among others, with 7 extracurricular activities: 1) martial sports in the form of sacred tread, 2) hizbul wathan, 3) al-qur'an (for students who want qori told to choose while those who can not required to learn to read al-qur'an, 4) drumband, 5) computers, 6) futsal, 7) speech. d) habituation creation (milieu) environment is very important in order to positively influence the character education of students, such as through assignment, habituation, training, teaching, direction, and exemplary. character education at the institutional level leads to the establishment of school culture and daily habits that characterize the school. as is done in smp muhammadiyah 47 sunggal, among others, shake hands to the teacher when entering school and want to go home from school, clean friday movement done regularly. therefore, many things can be done to realize the success of character education in smp muhammadiyah 47 sunggal school. the concept of character is not enough to serve as a point in the syllabus and the lesson plan in school, but it should be more than that. schools should make character education a well-developed value set, both in schools embodied in examples and real appeals shown by educators and educational staff at school in daily school activities. conclusion based on the results of research conducted in smp muhammadiyah 47 sunggal found among others: 1. that the implementation of character education conducted at the school as an effort in memahuti vision, mission, and goals of smp muhammadiyah 47 sunggal school. 2. that the implementation of character education is done through 4 ways: a. self-development program. like marching in every day while one-on-one read aloud the recitation of al-qur'an or speech in turn before the teaching and learning activities (this is what the head of smp muhammadiyah 47 the development of character education model by integrated curriculum at elementary education level in medan city 311 sunggal as the pre-zero hour), cleaning the class as a daily picket, personal hygiene , worship in the form of zuhr prayer and ashar congregation for those who enter the day and dhuha for those who enter the morning, pray before and after learning, flag ceremony every monday and big days, berinfak, helping others and others. b. integration into all subjects, among other things, reveals the values contained in each subject, reveals the story to bring value, turns negative into positive, tells the life story of the great man, field studies, social work, and so on. c. integration into the activities of kokurikuler and extracurricular, among others by doing 7 extracurricular activities: 1) martial sports in the form of sacred tread, 2) hizbul wathan, 3) al-qur'an (for students who want qori told to choose while who can not required to learn to read al-qur'an, 4) drumband, 5) computers, 6) futsal, 7) speech. d. habituation, among others shake hands to the teacher when entering school and want to go home school, clean movement of jum done routinely. bibiliography alwisol, (2006). psikologi kepribadian, malang, umm, doni koesuma a, (2007). "pendidikan karakter strategi mendidik anak di zaman global". jakarta: grasindo e. mulyasa, (2007). standar kompetensi guru dan sertifikasi guru, bandung, remaja rosdakarya. e. mulyasa, (2008). menjadi guru profesional, bandung, remaja rosdakarya. kementerian pendidikan nasional, (2010). panduan pendidikan karakter. jakarta: kemdiknas. kunandar, (2009). guru profesional: implementasi kurikulum tingkat satuan pendidikan dan sukses sertifikasi guru, jakarta, rajawali. mardianto, (2012) pendidik inspiratif, medan, perdana publishing,. musfiroh, t. (2008). cerdas melalui bermain. jakarta: grasindo. zubaedi, (2011). desain pendidikan karakter; konsepsi dan aplikasinya dalam lembaga pendidikan, jakarta; kencana, 2011. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018050801 vol. 2, no. 2, 2018 page: 162 168 162 classroom observationa powerful tool for continuous professional development (cpd) shanjida halim college of languages & translation, king khalid university, abha, saudi arabia shalem@kku.edu.sa rizwana wahid college of languages & translation, king khalid university, abha, saudi arabia rwaheed@kku.edu.sa tanzina halim college of languages & translation, king khalid university, abha, saudi arabia thlem@kku.edu.sa abstract. for making teaching and learning more visible, classroom observation plays a central role. it provides teachers with constructive critical feedback in order to improve their classroom management and instructional techniques. for teachers it is important to observe the interaction between teacher-learner within the classroom because it can determine the learning opportunities that students get. not only that, classroom observation encourages colleagues to collaborate to improve teacher practice and student learning. feedback from classroom observations is an effective way for providing teachers with the information they need about their classroom behavior, and it can help them in their continuous professional development (cpd). this paper is based upon a practical approach to professional development among teachers through classroom observation. since we, as teachers, are not born with innate teaching abilities, in fact, we learn and develop gradually with the help of some practical approaches, and classroom observation is a well-known powerful practical approach in primary and higher education to help teachers improve their teaching quality. this article mainly highlights the importance of classroom observation and its guidelines adapted from observing classes-cetal. further, it emphasizes the limitations of classroom observation, and suggests the ways to carry it out effectively based upon observing classes cetal model. key words: classroom observation, constructive feedback, instructor growth, professional development, guidelines introduction teaching is lifelong learning. one of the joys of teaching is the opportunity to explore new ideas and new ways of teaching as we try to meet the needs of an everchanging group of learners'. but the bitter truth is that teachers are not perfect though they have good intentions and try their best to do the jobs that they can, they make mailto:shalem@kku.edu.sa mailto:rwaheed@kku.edu.sa mailto:thlem@kku.edu.sa classroom observationa powerful tool for continuous professional development (cpd) doi: 10.30575/2017/ijlres-2018050801 163 mistakes. it is never too late to change the way we, as teachers, teach in the classroom. we must honestly look at our own teaching for areas in which we may be responding less than ideally. we can ask a friend, colleague and fellow teacher to point out areas in our teaching in which we need to grow and develop. in this context comes the necessity of classroom observation or peer observation. to the efl/esl teachers, classroom observation is not a new phenomenon, but how often do the teachers welcome classroom observation or peer observation? generally speaking, classroom observations are typically meant to improve instructional quality and teaching effectiveness. it creates an opportunity to see reallife teachers in real life teaching situations. this article is going to shed some lights on the following points: 1. necessity of classroom observation 2. guidelines for classroom observation 3. limitations of classroom observation and 4. suggestions for carrying out an effective classroom observation the most effective professional development begins with a teacher's concerns for his/her classroom. teachers are forever reflecting and making decisions, so classroom observation can make teachers reflect on their own teaching practices. some experts have observed that ' teachers have little experience collecting and presenting evidence about their teaching', so observations of classroom behavior are meant for reviewing the teaching process and its possible relationship to learning. the focus is generally on verbal and non-verbal behaviors of both the teachers and the learners in the classroom. literature review classroom observation describes the practice of sitting in another teacher's class to observe, learn and reflect. classroom observation is also defined as a method of evaluating and recording specific information about what is going on within a classroom.' classroom observation often helps expose teachers to new methods of teaching that might not have occurred to them beforehand. therefore, observation is important at every stage of a teacher's career. besides, many teachers, even experienced ones, are not always aware of the nature of their interactions with individual students. one of the most important purposes of classroom observation is to improve teachers' shanjida halim, rizwana wahid, tanzina halim 164 classroom instruction. through feedback, teachers can become aware of how their classroom functions and bring about changes they want. teachers also understand their own strengths and weaknesses, and try to improve their instruction. metodhology one of the main challenges for observation is to know what to look for. some teacher education programs offer checklists for observation but it is often difficult to find specific checklists for subject areas, such as second language teaching. 'the process of observation and evaluation require a very high degree of professional ethics and objectivity and training in observational and analytical skills'. however, some specific things that one can look for observing include the following:  does the teacher have a lesson plan?  how does the teacher open class? what tone does this set?  what interaction or relationship does the teacher establish with the students? how does this affect the learning environment or opportunities for learning?  are students engaged? at what level and in what ways? is the engagement sustained?  how has the teacher prepared for this learning occasion? what tools are used, towards what end, and does the teacher apply them effectively? note: tools include humor, visuals, small group work, writing exercises, guided class discussion, quizzes, clear lecture, etc.  how does the teacher structure an activity? are the instructions given in english or the learners' l1?  how does the teacher know if class is going "as planned"? are there clues to how the teacher maintains or adjusts this course when unexpected events happen?  how does the teacher close class? how does this affect what students think or learn? what evidence shows that students clearly understand the content and context for what is learned by the end of class?  overall, what does the class tell you about the teacher's philosophy and educational goals? classroom observationa powerful tool for continuous professional development (cpd) doi: 10.30575/2017/ijlres-2018050801 165 limitations of classroom observation there are some criticisms and cautions related to the use of observation techniques. most of the time, it is found that the observers are not often provided with training because of the lack of institutional support, time and interest. the following are the drawbacks of classroom observation: 1. observers generally focus on isolated behaviors, without concern for the preceding and subsequent behaviors that they feel provide the context and meaning of the behavior. it's a risky thing to have your professional practice scrutinized by colleagues, ' said sparks. 2. observer effects may occur because teachers and students are aware that their behaviors are being observed. the presence of an observer may change teacher or student behaviors. 3. teacher anxiety or teachers performing less well than usual can interfere with the drawing of valid inferences about what normally occurs in the classroom. on the other hand, there is also some evidence that indicates that teachers' instruction may be slightly better than usual when they are being observed. that is, teachers have also been known to dramatically alter their instruction when observers are present in the classroom. 4. the misuse of classroom observation data: classroom observations can be very useful as a formative evaluation procedure, but should not be used to provide summative decisions, such as those regarding a teacher's dismissal or rehiring. similarly, classroom observations should not be tied to summative decisions like salary increases. although classroom observations have criticisms and limitations, it will only benefit teachers and their students in the end. findings and discussion there is no single approach to teacher observation. it is most successful when the teacher and observer work together and reflect on the teaching behavior. trained and experienced faculty are generally competent in observation techniques or in observing and offering feedback to faculty1. institutes must train and prepare the reviewers in a 1 centra, j. (1993). reflective faulty evaluation. san francisco: jossey-bass. shanjida halim, rizwana wahid, tanzina halim 166 department peer review program by allowing them to practice the reviewing skills they will need, discuss the criteria they should apply, and review the forms of checklist they will use. training or 'norming' of reviewers is an essential step to ensure that all reviewers understand the types of information they should gather and the criteria they should use to evaluate that information. providing peer reviewers with a common understanding of the process and identical standards to apply can also increase the validity reliability of reviews. to train reviewers, you may want to schedule a training session in which participants: 1. get an overview of the review 2. view a videotaped class session and then discuss what to attend to in a class observation 3. review as a group some examples of course materials, to arrive at shared standards for evaluating them 4. review any checklists or forms to be used in evaluating course materials or conducting class observations. 5. discuss how to provide useful, practical feedback to instructors. there must be a guideline for pre-observation meeting, and a post observation meeting. the following preobservation questions could be asked to the teacher whose class is to be observed: 1. how can i be of help to you? 2. what specifically do you wish me to look for and know? 3. is there a particular student you would like me to watch? 4. what are your objectives and expectations for the lesson? 5. how long would you like me to observe? 6. when can we get together after the lesson? post observation questions 1. how do you think the lesson went? 2. can you recall what the students were doing that made you feel this way? 3. what do you remember about what you did or the strategies you used? 4. how does this compare with what you expected would happen? classroom observationa powerful tool for continuous professional development (cpd) doi: 10.30575/2017/ijlres-2018050801 167 5 what could be some reasons it happened this way? 6. would you like me to share what i observed? several guidelines should be followed to ensure that the classroom evidence is valid.  first, individual classes may not be representative. if classes vary in style, a single observation will fail to capture a broad range of teaching skills. good sampling technique should be followed here. it is good to combine information from at least three classes. teachers should invite multiple observations to demonstrate the range of their skills.  individual evaluators (especially if not skilled at classroom observation) bring perspectives that bias their observations, favoring teachers with styles similar to their own. two or three observers may be appropriate for observing the same class or similar classes (especially where doubts or controversy may exist).  individual courses may not be representative--or, again, represent the range of teaching skills (from large lecture courses to graduate seminars). again, multiple views and balance is important.  developing a departmental policy regarding whether the date of a class observation should be known in advance to the instructor being reviewed or whether it can be unannounced. unannounced observations may seem desirable because they can show an instructor’s typical teaching style, and they can identify instructors who are unprepared for class. however, they have some important disadvantages. conclusion teaching is the heart of what educational institutions are for and as professionals we should always be looking to make improvements to what we do. teachers are responsible for their own growth and development, and classroom observation helps to improve the quality of education that your institutions offer. some scholars argue that the definition and measurement of effective teaching are ambiguous and subjective. others believe that once goals, expectations and criteria are clearly identified and established, the evaluation of effective teaching is possible. shanjida halim, rizwana wahid, tanzina halim 168 bibiliography centra, j. (1993). reflective faulty evaluation. san francisco: jossey-bass. helaine, a. the advantage of classroom observation. retrieved from classroom.synonym.com mcdonough, j. & shaw, c. (2003). materials and methods in elt: a teacher's guide. (2nd ed.). wiley-blackwell. osten, m. & gidseg, e. handouts and articles on classroom observation, peer coaching, and monitoring. ncsall mentor teacher group guide, 85-102. shin, j.k.& crandall, j. (2013) teaching young learners english: from theory to practice. cengage learning. verner, s. let them watch: 5 benefits to a classroom observation. retrieved from busyteacher.org _______ (2013). the importance of effective classroom observation. retrieved from www.foschoolseducation.co.uk classroom observations: what will you look for. retrieved from web.csulb.edu/ lheriqu/3oobs.html teachers observing teachers: a professional development tool for every school. retrieved from ww.educationworld.com the value of observation. retrieved from sites.educ.ualberta.ca classroom observation: purposes of classroom observation, new directions. retrieved from education.stateuniversity.com ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018050807 vol. 2, no. 2, 2018 page: 228 236 228 the evaluation of national cadre training program (pkn) of central board of indonesian moslem student movement (evaluation study of kirkpatrick model) ahmad riduan school of postgraduate, state university of jakarta, indonesia sahabatriduan@gmail.com abstract: this study aims to evaluate the implementation of the training of national the members. this research was conducted in pb pmii. the methodology used is the evaluative research through the kirkpatrick model includes four levels, namely; reaction, learning, behavior and result. the results showed that: (1) participants are satisfied with the service of the committee in terms of infrastructure, material/curriculum, instructors, and schedule, (2) the participants mastered the training material which can be seen from the test results given the active as well as provide questions, attend any activity, (3) any change of behavior for participants after returning to their respective regions as well as pedagogic competencies, personality, social, and professional, and (4) productivity increase with the presence of the module, the method of organization development and problem solving as well as improved performance through public speaking ability discipline, liveliness, new ideas, and ethics to nu. based on the findings, it was concluded that this aspect of the reaction, learning, behavior and the result is already very good. keywords: evaluation, programs, training, cadre, national introduction this national cadre training program was made on the basis of anxiety all the pmii alumni about the notion of organizational ideals collectively, ranging from new cadres to alumni who have been full kaderisasi who become stakeholders in every leadership. training is defined as a systematic process aimed at assisting participants in improving their knowledge and skills, and developing positive behaviors. through the learning experience that has been followed is expected to help participants achieve better performance. training is very important to do in an organization to increase loyalty and cadre performance to achieve organizational goals. in the process of regeneration of cadres, pkn batch 1 and 2 was devoted to the national executive board of the indonesian mailto:sahabatriduan@gmail.com the effect of self-concept on the mathematics learning achievement doi: 10.30575/2017/ijlres-2018050806 229 moslem student movement. next, the batch 3, 4 and 5 were commenced for the leaders of the board of province executives and district leaders throughout indonesia. at least the training alumni of this national cadre training has amounted to 200 people all over indonesia.. based on the reality above, it is considered important to evaluate this regeneration program, in accordance with predetermined objectives and prerequisite conditions set by the organizer. so the authors assumed that it is necessary to conduct research under the title "the evaluation of national cadre training program (pkn) of central board of indonesian moeslem student movement (evaluation study of kirkpatrick model)” literature review basic concept of evaluation program evaluation is a systematic, planned and achievement of objectives, involving the collection of data relating to organizations and programs. evaluation is a process or activity of selection, collection, analysis and presentation of information that can be used as a basis for decision making and subsequent programming1. thomas g. cimmings and christopher g. worley describe the evaluation with the following definition, "evaluation is concerned with providing feedback to practitioners and organization members about the progress and impact of interventions"2. in further discussion in accordance with this article is explained about the evaluation of the program. of the many definitions that still distinguish the evaluation and evaluation of the program itself. although it comes out of a language family and a similar target for judgment and decision making. according to goodie, many useful program evaluations are conducted at the implementation, outcome and cost and cost efficiency levels3. 1 jan neumann, andrew robson, diane sloan. 2017. monitoring and evaluation of strategic change programme implementation. international journal evaluation and program planning. p. 3 2 thomas g cimmings, christopher g. worley. 2015. organization development & change 10 editions. usa: cengange learning. p. 207 3 sarah goodier, et. al. 2017. the need for theory evaluation in global citizenship programmes: the case of the gcsa program5me. evaluation and program planning. p. 5 https://www.sciencedirect.com/science/journal/01497189 https://www.sciencedirect.com/science/journal/01497189 https://www.sciencedirect.com/science/journal/01497189 the effect of self-concept on the mathematics learning achievement doi: 10.30575/2017/ijlres-2018050806 230 program evaluation is a systematic collection of information on activities, characteristics, and outcomes to make decisions about programs such as continuing programs or improving programs in the future. this is in the opinion of carpenter who said that in the evaluation of unit operations and programs, the unit collects, analyzes, and uses a broad array of information and data from course evaluations4. based on the above explanation, it can be concluded that the evaluation program is a series of activities undertaken to see the success of a program, where the success of the program can be seen from the achievement of the objectives of the program implementation. if it has been achieved, how is the quality of the achievement of the activity, and if it has not achieved what caused, is there any other factors that cause the program to be unsuccessful. in short, program evaluation is carried out to find out the advantages and disadvantages of a program. training this training is provided to create individuals or working groups through specific instructions and practices. training may include informal, as well as formal, to transfer the knowledge and skills of the members of the organization. according to shahrooz and farjad that training and development is defined by dessler as a process that utilizes various methods to provide new and existing employees with the skills they need to perform the job5. furthermore, according to hanaysha that training is defined as systematic process that aims to help employees to develop their knowledge and skills, and develop the positive behavior through learning experience that is expected to help employees achieve greater performance6. this is in line with abolfazl miri's statement that training is one of the most important parts of an organization's overall strategy. before starting a particular venture 4 carpenter, dale et.al. 2016. assessment of operational effectiveness for education program providers. journal of assessment and institutional effectiveness. p. 105 5 farjad, shahrooz. 2012. the evaluation effectiveness of training courses in university by kirkpatrick model. case study: islamshahr university, international journal procediasocial and behavioral sciences. p. 283 6 hanaysha, jalal. 2016. examining the effects of employee empowerment, teamwork, and employee training on organizational commitment. international journal procedia social and behavioral sciences. p. 229 the effect of self-concept on the mathematics learning achievement doi: 10.30575/2017/ijlres-2018050806 231 or considering a potential acquisition, the first question arises that, whether there are skills present in the organization or not7. according to lu yi, training is an essential component of ensuring safe operations. here we consider the relationship between training and organizational risk and create a conceptual model illustrating how risk decreases by training, and how a lack of training increases risk. training is an important component in an organization to consider the risks that will occur within an organization8. national cadre training (pkn) national cadre training is the leadership cadre in the organization that formulates the cadres who participate in the training can be a motivator and mentor who has a spirit of struggle with knowledge, skills and good performance. being a national leader means that there will be many viewpoints from local leaders. so demanding that a national leader can be a good example. kreitner and knicki state that there are four common definitions of leadership, they are; leadership is process between a leader and followers, leadership involves social influence, leadership occurs at multiple levels in organization, leadership focus on a goal accomplishment. in other words, that the four general definitions of leadership are the processes between leaders and their followers, leaders are social influences, leadership is at several levels within the organization, and leadership focuses on achieving goals9. in the implementation, these trainees are trained by the team of instructors with targets and goals as the following four points; 1). develop knowledge, 2). enforcing discipline, 3). strengthening spirituality, 4). strengthening physical forging. so in the implementation of this national cadre training pmii pb as an organization that conducts training on cadres, members of course want an increase to knowledge, skills and attitudes, but the purpose of training is not only limited but also expected to develop the organization according to talent so that someone can do the job and assignment tasks as required10 7 seyyed abolfazl miri, et. al. 2014. staff organization training: designing, stages, and methods. international journal procedia social and behavioral sciences. p. 228 8 lu yi, et. al. 2014. conceptual modeling of training and organizational risk dynamics. international journal procedia engineering. p. 313 9 robert krietner dan angelo knicki. organizational behavior. new york, mcgrawhill, 2007. p. 509 10 pb pmii. database pmii se-indonesia 2014-2016. p. 94 the effect of self-concept on the mathematics learning achievement doi: 10.30575/2017/ijlres-2018050806 232 evaluation program of kirkpatrick model kirkpatrick's evaluation model is motivated by the opinions of drozdova & a.i. guseva said that "to evaluate the effectiveness of the initial training, can be used the integrated four-level evaluation model of donald kirkpatrick"11. furthermore, according to cynthia m. clark, argues that "the kirkpatrick model of evaluation is a useful framework for describing the evidence produced by simulation evaluation strategies"12. in line with this, according to richard b. gunderman, proponents of kirkpatrick's approach holds that, properly applied, his model can enrich education both prospectively in the planning phase and retrospectively in the evaluation phase13. meanwhile, according to lorraine armstrong, the kirkpatrick education evaluation model was used to explore the impact of teaching approaches. enabling and impeding factors were thematically analysed. a narrative synthesis of findings is presented.14 based on the above explanation, it can be concluded that donald kirkpatrick's evaluation model is one of the most popular evaluation models for measuring training effectiveness. this model has 4 levels of level; level 1 (reaction) consists of facilities and infrastructure, materials/curriculum, instructor, supervision and schedule, level 2 (learning) consists of mastery of the material, and the activity of the participants, level 3 (behavior) consists of behavior change, level 4 (result) consisting of productivity and performance. methodology this evaluation study uses an evaluative research model with kirkpatrick evaluation model. this research was conducted in pb pmii jakarta as initiator and program implementer. the time of evaluation research will be conducted on the training of national cadres of class vi (pkn vi) in jakarta. 11 a.a drozdova,. & a.i. guseva. modern technologies of e-learning and its evaluation of efficiency. international journal procedia social and behavioral sciences, 237, 2017. p. 1034 12 cynthia clark m. et. al. nursing graduates’ ability to address incivility: kirkpatrick’s level-3 evaluation. international journal clinical simulation in nursing, 2014. p. 427 13 richard b gunderman, stephen chan. kirkpatrick’s evaluation of educational programs and its relevance to academic radiology. international journal academic radiology, 22, 2015. p. 1323 14 lorraine armstrong, et. al, an evaluation of approaches used to teach quality improvement to preregistration health care professionals: an integrative review, international journal of nursing studies, 73, 2017, p. 70. https://www.sciencedirect.com/science/journal/10766332 the effect of self-concept on the mathematics learning achievement doi: 10.30575/2017/ijlres-2018050806 233 the data collected in this research is done through questionnaires, interviews, document tracking, and observation. technique data analysis used in this evaluation research is descriptive analysis, which is by describing and interpreting data from each indicator of reaction, learning, behavior, and result aspect. data from the results of the study were analyzed descriptively by presenting the results of descriptive statistical calculations in the form of frequency tables and percentages obtained from the results of research. findings and discussion level of reaction in the evaluation of reaction level consist of facilities and infrastructure, materials / curriculum, instructor, supervision and schedule so that it can be concluded that from the aspect of facilities and infrastructure, the majority of respondents give good response with percentage of 75%, so that the facilities and infrastructure of national cadre training activities are good and can help the success of the activities despite the lack of existing infrastructure such as health service units, libraries, completeness of books, reading rooms and catalog availability. while on the material suitability aspect with the needs of learners, the majority of respondents gave good appraisal with 54% percentage so that the training materials provided were according to the needs of the participants. the material given at the time of pkn is the material about ideology kenuan, nationality, student affairs, and politics. similarly to the instructor aspect, the majority of respondents provide good grades with a 55% percentage of the instructor's ability to direct the focus on training, the ability of the instructor to make the atmosphere pleasant and not monotonous, the ability of the instructor encourages participants to ask interesting knowledge and style that motivates the spirit of the participants so that the participants are interested to be more active learning is a new knowledge that can be passed on by the trainees in the activities in place, as well as the instructor is very mastering the training materials and able to explain the material more actual so that more updates and easy to understand the trainees. in addition, the instructor is also able to answer various questions given by the trainees. furthermore, in the supervision aspect, the majority of respondents gave good assessment with 65% percentage of the committee's ability to supervise the participants the effect of self-concept on the mathematics learning achievement doi: 10.30575/2017/ijlres-2018050806 234 in the learning, the ability of the committee in monitoring and supervision in the dormitory and the ability of the committee in the practice of worship. so that the ability of the committee in monitoring and supervision has been considered good. while on the aspect of time, respondents gave good ratings with the percentage of 55% so that in general respondents provide good assessment of the management of the time of the committee. the time allocation is divided into several parts of them; opportunity participants to respond to learning materials in training, allocation of time to rest and perform worship. based on the results of general evaluation related to the reaction level is categorized well and has been as expected participants. level of learning in the evaluation of learning level consisting of mastery of the material, and the activity of the participants, it can be concluded that in the academic aspect or mastery of the training materials can be seen from the test results given at the end of the training that all participants are declared passed in this pkn activity. this means that the participants are able to answer some final tests from the committee to measure the pass or absence of pkn participants. furthermore, in the aspect of the liveliness of the participants, it can be seen from the liveliness of the participants to ask questions, respond to questions, actively attend each activity, and have the ability to solve problems by doing some steps to solve various problems. based on the results of general evaluation related learning level categorized with good value. level of behavior at the behavioral level evaluation, specifically behavioral changes, respondents gave an assessment agreeing with a percentage of 4.5%. this means that in general the majority of respondents agree to a change of behavior for participants after returning to their respective areas. such behavioral changes lead to the establishment of such competencies; pedagogic competence, personality competence, social competence, and professional competence. the effect of self-concept on the mathematics learning achievement doi: 10.30575/2017/ijlres-2018050806 235 based on the results of general evaluation related to the level of behavior, then this level is categorized as having good value level of result in the evaluation of result level, this component consists of productivity and performance. from this level, it can be concluded that in the aspect of productivity has increased, it is seen by the many products produced such as modules, organizational development methods and problem solving as well as efforts to make new breakthroughs to improve the organization of pmii. similarly to the performance aspect, respondents gave excellent ratings with 50% percentage. this means that participants will experience improved performance after returning to their respective areas. these performance improvements include the ability of public speaking, neatness, discipline, liveliness, new ideas, and ethics to the nu. based on the general evaluation results related to the result level, it can be categorized as having excellent value. conclusion based on the research findings and discussion above, it can be concluded that (1) the participants are satisfied with the service of the committee in terms of facilities and infrastructure, materials / curriculum, instructor, supervision and schedule, (2) the participants master the training material which can be seen from the achievement of test result (3) behavior change for participants after returning to their respective areas and possessing pedagogic, personality, social, and professional competencies, and (4) increased productivity with modules, organizational development methods and problem solving and improvement of performance through the ability of public speaking discipline, liveliness, new ideas, and ethics to the nu. bibiliography armstrong, lorraine, et. al. an evaluation of approaches used to teach quality improvement to preregistration health care professionals: an integrative review. international journal of nursing studies, 73, 2017. carpenter, dale et.al. 2016. assessment of operational effectiveness for education program providers. journal of assessment and institutional effectiveness. the effect of self-concept on the mathematics learning achievement doi: 10.30575/2017/ijlres-2018050806 236 clark, cynthia m. et. al. nursing graduates’ ability to address incivility: kirkpatrick’s level-3 evaluation. international journal clinical simulation in nursing, 2014. cimmings, thomas g. christopher g. worley. 2015. organization development & change 10 editions. usa: cengange learning. drozdova, a.a. & a.i. guseva. modern technologies of e-learning and its evaluation of efficiency. international journal procedia social and behavioral sciences, 237, 2017. farjad, shahrooz. 2012. the evaluation effectiveness of training courses in university by kirkpatrick model. case study: islamshahr university, international journal procediasocial and behavioral sciences. goodier, sarah et. al. 2017. the need for theory evaluation in global citizenship programmes: the case of the gcsa programme. evaluation and program planning. gunderman, richard b. stephen chan. kirkpatrick’s evaluation of educational programs and its relevance to academic radiology. international journal academic radiology, 22, 2015. hanaysha, jalal. 2016. examining the effects of employee empowerment, teamwork, and employee training on organizational commitment. international journal procedia social and behavioral sciences. krietner, robert dan angelo knicki. organizational behavior. new york, mcgrawhill, 2007. miri, seyyed abolfazl, et. al. 2014. staff organization training: designing, stages, and methods. international journal procedia social and behavioral sciences. moldovan, liviu. training outcome evaluation model. international journal procedia technology, 22, 2016. neumann, jan, andrew robson, diane sloan. 2017. monitoring and evaluation of strategic change programme implementation. international journal evaluation and program planning. pb pmii. database pmii se-indonesia 2014-2016 yi, lu et. al. 2014. conceptual modeling of training and organizational risk dynamics. international journal procedia engineering. https://www.sciencedirect.com/science/journal/01497189 https://www.sciencedirect.com/science/journal/01497189 https://www.sciencedirect.com/science/journal/10766332 https://www.sciencedirect.com/science/journal/01497189 https://www.sciencedirect.com/science/journal/01497189 ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018010403 vol. 2, no. 1, 2018 page: 34 43 34 understanding analysis and teacher preparation implement curriculum 2013 siti halimah state islamic university of north sumatra medan, indonesia sitihalimah@uinsu.ac.id abstract, this research aims to describe: understanding, approval, readiness, and preparation of teachers implementing curriculum 2013; inhibiting factors and support implementing curriculum 2013. the type of research used in this research is a survey with its informants are pai (islamic religious education) teachers who are assigned to various schools and madrasahs who are attending starta-2 education at uin-su postgraduate. data collection tools used in this research are tests, questionnaires, and interviews. research findings: (1) understanding of good category pai teachers; (2) the teacher approval to implement curriculum 2013 of 18 people (95%) answered agree and as many as 3 people (5%) answered less; (3) teacher readiness in implementing curriculum 2013 as many as 19 people (97%) ready to implement and as many as 2 people (3%) not ready; (4) preparatory steps of the teacher: (a) learn the essence of curriculum 2013, design lesson plan (rpp), media & assessment techniques, read the rules, engage in the kkg; (5) inhibiting and supporting factors implementing curriculum 2013: (a) lack of facilities & infrastructure, (b) lack of teachers’ books and students’ books, (c) lack of teacher knowledge (d) time limitations. driving factors: (a) there are teachers' books and students’ books, (b) there is support from the manager, (c) there is provision (c) having adequate awareness, and adequate skills. keywords: analysis, understanding, readiness of teachers, implementing curriculum 2013 introduction islamic education is an integral part of national education. it is contained in law no. 20 of 2003 on national education system article 37 paragraph 1, which stated that the curriculum of elementary and secondary education must include religious education. in the explanation section stated that the religious education intended to form learners into a human being who believes and piety to the one almighty god and have a noble character. the intended purpose can be realized well if the curriculum concept and the implementation of the curriculum are held simultaneously and in tandem. this mailto:sitihalimah@uinsu.ac.id understanding analysis and teacher preparation implement curriculum 2013 doi: 10.30575/2017/ijlres-2018010403 35 is important because the implementation of a curriculum has an impact on what should be done in an educational process. until now there are still many schools that implement the education unit level curriculum (ktsp). although the results of ktsp evaluation are considered to have the following weaknesses: (1) over-emphasize the cognitive aspect, (2) too many subjects (causing the burden and suffering of elementary students, (3) too broad and the deepness of the content or material, (4) as well as the lack of effort to inculcate a positive attitude, and the character of the nation's generation. various things above have impacted on the curriculum results that have not succeeded in educating the character of the young generation of indonesia, which is indicated from every day we are treated to news about the treatment of violence, crime, infidelity, corruption. in addition, the youth, students and student university who are expected to be the backbone of the nation have involved with drugs, pornographic vcds, and gambling. all of these examples are challenges for education to immediately make changes by doing curriculum rearrangement. other issues that arise in relation to the concepts and implementation as well as the results of the curriculum of islamic religious education (pai), including:  the concept of the pai’s lesson curriculum is critically overcrowded in mission rather than the number of functions and objectives that students expect after learning islamic religious education (pai).  too solid material with seven main elements of faith, worship, qur'an, moral, muamalah, syari'ah and tarikh taught separately to cause the material too while the allocation of teaching time is limited,  submission of the material is too shallow and strongly oriented to the delivery of cognitive domains mainly in terms of the purpose of subject matter and the evaluation tools used,  the implementation of pai learning is more verbalistic. the learning approach tends to be normative without accompanied by illustrations of socio-cultural context so that students are less able to appreciate the values of religion as the value of life in their daily life. on the basis of various phenomena above, designed of curriculum and learning needs to be done soon. but in the midst of the urge to immediately implement curriculum 2013 as a refinement of the previous curriculum, another issue that arises is siti halimah 36 the unpreparedness of teachers implementing or implementing curriculum and assessment according to the demands of curriculum 2013. the learning process in k-13 requires implementation by using scientific approach cannot be implemented entirely by teachers including teachers of islamic religious education. in addition, the assessment of authentic assessment based learning is very burdensome and less applicable in implementing curriculum 2013. the empirical facts above, encourage authors to do a critical study of the understanding and readiness of pai teachers to implement curriculum 2013, addressing the following key issues: 1. what is the understanding, approval and readiness and preparatory steps of teachers to implement curriculum 2013 ? 2. what factors are the obstacles and supporters of pai teachers implementing curriculum 2013 ? literatur review concept of curriculum 2013 basic policy of curriculum 2013 with reference to the regulation of the minister of education and culture of ri:  number 20 of 2016 about standard of competence of primary and secondary education graduates  number 21 of 2016 about basic and secondary education content standards  number 22 of 2016 about standard process of primary and secondary education  number 23 of 2016 about standards assessment  number 24 of 2016 about core competencies and basic competencies of curriculum lesson 2013 about basic education and secondary education curriculum 2013 is designed with the aim of preparing the people of indonesia who have the ability to live as individuals and citizens who are faithful, productive, creative, innovative and affective and able to contribute to the life of society, nation, state and civilization world.1 the learning process of curriculum 2013 by applying the principles of learning as follows: 1. from the learners are told to the participants to find out 1 arrange team of regulation of ministry of education and culture, 2014, p. 10 understanding analysis and teacher preparation implement curriculum 2013 doi: 10.30575/2017/ijlres-2018010403 37 2. from the teacher as the only source of learning to be learning based on various sources of learning 3. from textual approach to process as strengthening the use of scientific approach 4. from content-based explanations to competency-based learning 5. from partial learning to integrated learning 6. from learning that emphasizes single answers to learning with multidimensional truth answers 7. from learning verbalism to applicative skills 8. improvement and balance between physical skills (hards skill) 9. learning that prioritizes the culture and empowerment of learners as lifelong learners 10. learning that implements values by giving exemplars (ing ngarso sung tulodo), building willingness (ing madyamangunkarso), and developing the creativity of learners in the learning process (tut wuri handayani) 11. learning that takes place at home, at school, and in the community 12. learning that implements the principle that anyone is a teacher, anyone is a student, and everywhere is a class 13. utilization of information and communicative technology to improve the efficiency and effectiveness of learning 14. recognition and individual differences and cultural background of learners the learning process of curriculum 2013 is a process of interaction between learners with educators and learning resources that exist in the learning environment with reference to the syllabus that has been developed by the government. the learning process is done based on activity and activity of student learning by using scientific approach (scientific).2 curriculum 2013 learning strategy aims to improve the quality of education of the nation's children in reasoning, understanding, implementation, so that they are able to train the formation of character education and able to develop the qualities of educators in shaping spiritual, social, knowledge and skill attitudes. methodology 2regulation of ministry of education and culture republic of indonesia number 22, year 2016 about process standard in elementary and secondary level. siti halimah 38 in accordance with the focus of the problems raised, the qualitative research method with survey approach. the research data information was obtained from pai teachers who served in various schools and madrasah who were studying starta-2 at uin-su postgraduate. the data collection tools used in this research are: test, questionnaire, and interview. findings and discussion in accordance with the focus of the problem, the findings of this study inform: the level of understanding of teachers from the test results obtained an average value of 76.50 (good category). professional educators (teachers) are not only required to perform their duties professionally, but also must have the knowledge and professional skills. according to nana syaodih sukmadinata there are three general dimensions of ability that must be possessed by teachers, namely: (a) mastery of the subject matter, including the mastery of the material to be taught and the basic knowledge of the material; (b) the mastery of the foundations and insights of education and teacher training; (c) mastery of the process of education, teacher training and student learning.3 various abilities that must be owned by teachers have a close relationship with the mastery of teachers and or teacher science about the curriculum 2013 as one of the dimensions of fulfillment of professional skills of professional teachers must master the foundation and insights of education and teacher, and mastery of the process of education, teacher and student learning in accordance with the curriculum demands imposed. teacher approval implementing curriculum 2013, based on the results of the questionnaire to inform: as many as 95% (18 people) agree to implement, and as many as 5% (3 people) disagree. the statement agreed to implement the 2013 curriculum for the following reasons:  curriculum 2013 contains a moral message that matches the breath and goals of the pai 3 nana syaodih sukmadinata, (2011), pengembangan kurikulum: teori dan praktek, bandung: remaja rosdakarya , hal. 191 understanding analysis and teacher preparation implement curriculum 2013 doi: 10.30575/2017/ijlres-2018010403 39  curriculum 2013 simplifies teacher work because it has prepared teacher books and student books and syllabus  curriculum 2013 equally contains aspects of knowledge, skills with attitude mendahukan  agreed to implement curriculum 2013 because the learning process is carried out satisfactorily by using a scientific approach that activates the process of thinking scientific students  agree to implement curriculum 2013 because it has become the demands of the times while the statement does not agree and less agree with the reasons as follows:  teachers do not understand to do it  socialization of the implementation of the curriculum is still less widespread  difficult in completion of administration the teacher approval statement provides a positive reason for curriculum 2013. this indicates that the curriculum 2013 of the result of teacher analysis has a strong reason to be implemented immediately to improve the quality and quality of learning and curriculum outcomes. the enactment of curriculum 2013 replaces the previous curriculum on the grounds that the formulation of the graduate competency standards in the curriculum 2013 draws direction and / or objectives that can manifest a fullfledged human being. that is, conceptually curriculum 2013 has advantages, among others: (a) using a natural approach (contextual); (b) based on character and competence, so that mastery of science can be applied by students in daily life. thus the teacher's approval of the implementation of curriculum 2013 is based on strong assumptions and reasons. while the disagreements of teachers implement curriculum 2013, due to their inability to implement it in accordance with the demands of curriculum and policies imposed due to the lack of knowledge and skills of teachers to implement the curriculum 2013. recognized that an innovation of course has a variety of barriers such as is associated with the perpetrator (agent) innovation itself is the teacher as the executor of the curriculum. although it is understood that curriculum implementation is a challenge in improving the condition of education in indonesia. teachers need to realize that they are the key to the success of the education process at school / madrasah. therefore, the siti halimah 40 fundamental and important thing faced by teachers is the mental readiness to change the curriculum. readiness of teachers to implement the curriculum 2013 as many as nineteen (19) people and not ready for two (2) people with the following reasons:  teachers are ready to implement curriculum 2013 by preparing rpp and teaching media  teachers are ready to implement curriculum 2013 by utilizing learning tools that have been prepared by the government  teachers are ready to implement curriculum 2013 by preparing mentally and accepting changes  teachers are ready to implement curriculum 2013 with the provision of knowledge and skilled workshop results and training that has been implemented while teachers who are not ready to implement curriculum 2013 for various reasons as follows:  not ready as it still needs more reinforcement of curriculum 2013  not ready for training and training on implementation of curriculum 2013  not too ready because not have enough stock in the context of implementing curriculum innovation and teacher learning take the best role to make it happen. the policy to immediately realize the curriculum and learning innovations that emphasize the formation of attitudes, understanding the concept of knowledge, and skills can be realized if there is active participation and awareness of teachers, given the task of teachers in carrying out their duties task not only assuming the task of transforming science alone but educate, teaching, training, guiding and motivating learners so that they will be able to carry out their duties and be able to take the best roles of their time in accordance with the demands of their work world. the various things that teachers need to realize in implementing curriculum 2013 include: development of cognitive aspects of curriculum 2013 requires understanding from low level to high level (quality thinking skill). in addition, the necessary interpersonal skills face future demands, not only in terms of what graduates earn, but with regard to how they are earned. furthermore, the development of the community is strongly influenced by the development and development of human quality, which is expected to be able to be independent, and can adapt to other parties. as expressed by john understanding analysis and teacher preparation implement curriculum 2013 doi: 10.30575/2017/ijlres-2018010403 41 micklethwait and adrian wooldridge, globalization demands are driven by three engines of globalization international technology, global capital markets, and global management.4 this situation has brought negative impact to the community, not to mention the students and students. globalization that has created a more open and transparent world brings with it foreign culture and values. in this context, teachers are expected not only to teach as a 'routine' of carrying out obligations, but to the calling of the soul, by trying to educate the prepared generation to provide exemplary examples to learners. so that they are able to display the noble character in their life as the purpose of education. the preparatory steps which teachers have done to implement curriculum 2013 are: to learn the essence of curriculum 2013, to make and prepare lesson plans, design media, techniques and assessment rubrics, follow advanced workshops and receive information from resource persons, read the rules related to the implementation of learning and assessment of ki-1, ki-2, ki-3, ki-4, and discussion to improve understanding, and follow kkg and socialize and collect various sources. the various steps that teachers have prepared to implement curriculum 2013 is to prepare mentally, read the rules, attend workshops or trainings on rpp and assessment tools and instruments, and the media is a proactive step for teachers to implement curriculum 2013 professionally. the policy to immediately implement curriculum 2013 is accompanied by preparations that make it easier for teachers to implement the syllabus, teacher's books and student books so that the teachers are prepared to prepare lesson plans (rpp) based on the government-prepared syllabus. in preparing the rpp teachers are required to develop creativity to foster the ability of students in communicating effectively, systematic and critical thinking, using moral judgment in solving a problem, as well as being a responsible, tolerant, interested and working citizen. as stated by sanjaya vienna the task of the teacher is to prepare the human generation to live and play an active role in society. therefore the work of teachers is not a static job, but dynamic work that must always be in accordance with the development of science and technology and the demands of the dynamics of the development of society.5 4jhon micklethwait dan adrian wooldridge, 2000, a future perfect: the challenge and hidden promise of globalization. new york: crown business, hal. 102 5 wina sanjaya, 2010, strategi pembelajaran berorientasi standar proses pendidikan, jakarta: kencana, hal. 16 siti halimah 42 inhibiting factors and support to implement the curriculum 2013. inhibiting factors are: lack of facilities and infrastructure to develop the learning process, the curriculum of teacher books and student books, the lack of teachers’ knowledge about the method of learning, lack of guidance, time constraints to assess all aspects, inadequate and lack of books and teacher books and books, there are teachers who do not have syllabus and teacher book, lack of socialization and difficulty administration. while the supporting factor is the existence of the means to develop the material, the support of the manager and the ministry of religious, has received training on the implementation of curriculum 2013, have awareness to make changes, have knowledge and understanding of the essence of curriculum 2013, preparing the rpp based on syllabus that has been prepared. teachers play an important role in implementing a curriculum change. although the teacher does not self-conceptualize the curriculum, but the translator teacher changes a curriculum. the teacher will translate the changes of a curriculum by learning and assessing the curriculum outcomes. teacher assessment results will greatly help curriculum development to understand the barriers in curriculum implementation. on that basis, the change of a curriculum will be taken seriously by teachers in relation to the field of tasks that will be executed as the curriculum implementer. an innovation (change) including curriculum change generates a counterresponse (accept and reject) among teachers. although teachers generally understand that a change or innovation implies a change from an old state to be better. the wave of change in a curriculum is accompanied by different responses. such phenomena arise in connection with the existence of the recipient of the change. there are several types of people who respond to a change or innovation, namely:6 (1) early adapters, are people who instantly accept change; (2) early majority, are people who recognize the need for change but not directly receive it / learn first (hopeful). (3) undecided, are people waiting where the wind is blowing (fence sutter); (4) late majority, are people who are anxious about the developing conditions, especially the effect of change on him; (5) late adapters, are those that openly resist change (resistant). resistant circles are believed to always be in the process of change. likewise, teachers receive curriculum changes from those 6 udin syaefudin saud (2012), inovasi pendidikan, bandung: alfabeta, hal. understanding analysis and teacher preparation implement curriculum 2013 doi: 10.30575/2017/ijlres-2018010403 43 enacted beforehand, because teachers are aware that in the context of changing educational curricula is a human effort to humanize humanity. conclusion to get good curriculum result, the implementation of curriculum 2013 needs to be done by implementing integrity between disciplines by using an integrated model. this model requires the teacher's expertise and ability to relate between one field of study and other fields properly and correctly according to the pattern, objectives and demands of the 2013 curriculum. bibiliography al rasyidin, makalah seminar nasional,” membangun pendidikan karakter: sketsa masalah dan gagasan tentang pendidikan karakter”, tanggal 02-2-2011. rantau prapat. micklethwait, jhon dan adrian wooldridge. a future perfect: the challenge and hidden promise of globalization. new york: crown business, 2000. regulation of ministry of education and culture republic of indonesia number 20, 2016 about competence standard of graduation of elementary and secondary level regulation of ministry of education and culture republic of indonesia number 21, 2016 about content standard of graduation of elementary and secondary level regulation of ministry of education and culture republic of indonesia number 22, 2016 about process standard of graduation of elementary and secondary level regulation of ministry of education and culture republic of indonesia number 23, 2016 about evaluation standard of graduation of elementary and secondary level regulation of ministry of education and culture republic of indonesia number 24, 2016 about core competence and basic competence curriculum of 2013 at elementary and secondary level sanjaya wina, (2010), strategi pembelajaran berorientasi standar proses pendidikan, jakarta: kencana syaefudin saud, udin, (2012), inovasi pendidikan, bandung: alfabeta syukmadinata, nana syaodih, (2011), pengembangan kurikulum: teori dan praktek, bandung: remaja rosdakarya ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018050804 vol. 2, no. 2, 2018 page: 195 207 195 translation techniques and quality in the english version of nganting manuk text muhizar muchtar university of north sumatra, indonesia muhizarm@yahoo.com farida repelita waty kembaren state islamic university of north sumatra, indonesia faridauin@gmail.com abstract. the aims of this study are to identify translation techniques in the english version of nganting manuk text, to elaborate reasons of applying the most dominant translation technique in the english version of nganting manuk text, and to describe the translation quality of nganting manuk text in accuracy, acceptability, and readability aspects. this descriptive qualitative research is an embedded-case study and oriented to translation product. the data consist of words, phrases, clauses, and sentences in nganting manuk text, and the translation quality information from the key informants. the data are collected by document analysis, questionnaire, and analyzed by interactive data analysis technique. there are 10 translation techniques to translate nganting manuk text; borrowing, amplification, adaptation, literal, reduction, established equivalent, transposition, modulation, discursive creation, generalization, and the most dominant technique is borrowing influenced by the translator’s foreignization perspective. the translation quality is good enough; accuracy (70.4%), acceptability (63.4%), and readability (66.1%). one proposed theory is to use cultural information philosophy (cpi) in the footnote to get the reader understanding the local wisdom of karonese and the philosophy of nganting manuk text. keywords: nganting manuk, translation technique, quality. introduction the difficulty often experienced by a translator is translating cultural text because in translating cultural text, the translator is not only dealing with linguistics differences but also the cultural gaps of both languages. therefore, translating cultural text gets special attention by translators because translators participate in preserving the local wisdom of the source text in the target text. local wisdom of society can be utilized to improve the welfare and create peace in society that has been dreamt by people mailto:muhizarm@yahoo.com mailto:faridauin@gmail.com muhizar muchtar, farida repelita waty kembaren 196 (sibarani, 2012)1. newmark (1988, p.94) considered cultural term as personal language that is different with universal words. newmark gave some examples of cultural terms such as; ‘monsoon’, ‘steppe’, ‘dacha’, ‘tangliatelle’ which rise problems of translation.2 to translate cultural text, translator needs to use proper translation technique to produce accurate, acceptable, and high readability text. moreover, translator also needs to understand the source and target language including the culture of both texts. this is due to the fact that translating cultural text will not only undermine the meaning of the source text, but also the damage the culture of the text. for example: table 1.1. the example of translating cultural text source text target text kerna gantang tumba (unjuken) si man alonken kalimbubu, bagenda: batang unjuken... rp 1.200; lanam-lanam/teruh pinggan/ganti gigeh...rp 60.000; rudang-rudang....rp 12.000; senina kuranan....rp 3.000; ugapasa akapndu? gantang tumba (unjuken) received by kalimbubu is: batang unjuken...rp 1.200; lanam-lanam/teruh pinggan/ganti gigeh...rp 60.000; rudang-rudang....rp 12.000; senina kuranan....rp 3.000; then, what do you think? translators used borrowing technique to translate ‘gantang tumba, unjuken, lanamlanam, rudang-rudang, and senina kuranan to maintain the authenticity of the cultural values of the source text. this is important to do, but well conveying message of the source text to be understood by target reader is also important. because the word ‘kalimbubu’ is not given equivalent in the target text, target reader can’t understand the meaning of ‘kalimbubu’, and it causes the message of the source text is not conveyed well. malinowski (1969) experienced difficulties in translating cultural text into english.3 when he used free translation technique, he found that the target reader could understand the message of the source text, but could not understand the cultural value of the source text. when he used literal translation technique, he found that target reader could understand social and cultural value of the text, but had difficulty to understand the message of the source text. in the end, he chose to equip the translation with 1 r. sibarani, kearifan lokal: hakikat, peran, dan metode tradisi lisan, asosiasi tradisi lisan, jakarta selatan, 2002. 2peter newmark, a textbook of translation, prentice hall, great britain, 1988. 3 malinowski, a scientific theory of culture and other essays, oxford university press, new york, 1969. translation techniques and quality in the english version of nganting manuk text doi: 10.30575/2017/ijlres-2018050804 197 commentary as a bridge to bring the situation of the text. since that time, he believed that a text cannot be understood without understanding the situational context of the text itself. in accordance with the experience malinowski had, saleh (2006) argued that the cultural term cannot be translated because when translating the classical malay chronicles – hang tuah into english, he found many cultural terms had no equivalent in indonesia.4 for example, the term ‘makan sirih’ may not be translated into english as ‘eating betel leaves’ because it will be difficult for english readers to understand besides it will make a loss of cultural values contained in the word. therefore, saleh chose not to translate the terms related to culture, but it gives the explanation in the glossary. based on the opinion above, researcher concludes that the translation of cultural text should not only convey the message well, but also convey the cultural values well. thus, the researcher saw that the study of analyzing cultural text translation is important and interesting. this is due to find the translation techniques used by translator in translating cultural text, the use of proper translation technique to translate cultural text, and also the factor contributing to the use of those techniques. besides, as multicultural country, indonesia has diverse culture that should be preserved. researcher can help to preserve indonesia culture with translation study by introducing the translation of nganting manuk text to national or international society. in this way, indonesia’s youth generation will be prouder and more confidence to the cultural heritage indonesia has. moreover, the translation errors found in nganting manuk text will make the local wisdom of karonese culture unconveyed. by analyzing nganting manuk text translation the translation quality of nganting manuk text can be used by translator to improve the quality of nganting manuk text translation. literature review there are various cultural text in indonesia, but nganting manuk text is chosen as the object of this study. nganting manuk text is a text used in a traditional ritual called nganting manuk. this tradition is a meeting between the groom and bride family to discuss the amount of dowry will be received by bride family. this hereditary need to 4 m. salleh, romance and laughter in the archipelago essays on classical and contemporary poetics of malay world, university sains malaysia, pulau pinang, 2006. muhizar muchtar, farida repelita waty kembaren 198 be maintained, preserved, and introduced to the world as one characteristics of traditional marriage in karonese society as one of thousands tribes in indonesia. besides, it has not been found one study that focus on the english translation of nganting manuk text. this nganting manuk text uses karonese language as the original language of karonese society in daily life. karonese society is one ethnic in indonesia domiciled in various areas in north sumatra (prinst, 2012). 5 the text used in nganting manuk tradition is summarized in a book named adat karo by darwan prinst published in 2012. then, the karonese language text was translated into english by bahagia tarigan in 2013. the english version of nganting manuk text encouraged researcher to analyze the text in order to identify translation techniques used by translator in translating nganting manuk text, elaborating the factor contributing to the use of the most dominant technique in nganting manuk translation text, and to describe the quality of nganting manuk translation text. methodology this study led to the translation product. research about translation product can be done by comparing the source text with the target text. translation unit of this study is at the level of words, phrases, clauses, and sentences in the nganting manuk text in karonese and its translation in english. the data were analyzed to achieve the research objectives; to find the translation techniques used in nganting manuk text translation, to find the most dominant translation technique used in nganting manuk text translation, and to elaborate the factors contributing to the use of most dominant translation technique in nganting manuk text translation, and also to describe the translation quality of nganting manuk text translation. this study uses descriptive qualitative approach with embedded cause study design. the strategy done by researchers of qualitative study is by considering themselves know only few things about what they want to study (bogdan and biklen, 1982). the descriptive qualitative approach was chosen because this study is focused on problems that exist at the time this study conducted (nawawi, 1998). in addition, the text studied is qualitative data in the form of words, phrases, clauses, and sentences in nganting manuk text translation. embedded case study was chosen because the data 5 d. prints, adat karo (3 ed.), bina media perintis, medan, 2012. translation techniques and quality in the english version of nganting manuk text doi: 10.30575/2017/ijlres-2018050804 199 source and the translation product analyzed were determined before the study started. besides, the conclusion drawn is embedded (only applies to the research analyzed). qualitative research collect, analyze, and interpret data in the form of verbal description/words (sumintono and widhiarso, 2015). the data sources of qualitative study can be human, event, activity, place or premise, object, image, recording, as well as document and archive (sutopo, 2002)6. the data source of this study is nganting manuk text in karonese summarized by darwan prinst in a book entitled adat karo published by bina media perintis 2012 on chapter 10 page 312-323 and its english translation by bahagia tarigan in 2016 published by cv. mitra medan, and the information of accuracy, acceptability, and readability by key informant. the data of this study are words, phrases, clauses, and sentences in nganting manuk text and its english translation. the data were classified and labeled in the form of data numbers. there were 110 data for this study, the research chose 71 significant data with cultural terms to be analyzed the translation techniques and the translation quality. the translation quality was analyzed by different informant in the aspect of accuracy, acceptability, and readability. the method of collecting data was observation, document analysis, and questionnaire. the observation method is the observation of everyday life with five senses while document analysis was done by document reads and records. (sutopo, 2006: 81) stated that content analysis technique which is a way to find a variety of things in accordance with the needs and goals of the research. in practice, this technique is done by reading the nganting manuk text and its translation as a whole to gain general description and identify the texts that have cultural terms. then, the information of translation quality was collected from questionnaire in the form of translation quality instrument given to key informant. to see the quality of nganting manuk text translation, instrument was used. the instrument is translation quality instrument adapted from nababan (2012).7 the instrument has been modified, and there were three instruments used to analyze the translation quality. the three instruments were given to translator practitioners to analyze the quality of nganting manuk text translation. 6 h. b. sutopo, metodologi penelitian kualitatif, dasar teori dan terapannya dalam penelitian, sebelas maret university press, surakarta, 2002. 7 m., nababan, a nuraeni, & sumardiono, pengembangan model penilaian kualitas terjemahan, kajian linguistik dan sastra, 2012, p. 39-57. muhizar muchtar, farida repelita waty kembaren 200 three kinds of instruments were used in this study; accuracy rating instrument, acceptability rating instrument, and readability rating instrument. those instruments are statements provided to be chosen by key informant to see the translation quality of nganting manuk text translation. to assess the translation quality of nganting manuk text translation, the researcher adapt translation quality instrument proposed by nababan (2012). the model of data analysis applied in this study is interactive model analysis by miles and huberman (2014)8 which is an interaction among the components with the process of data collection in the form of cycle. data were analyzed by using interactive model of analysis miles and huberman performed interactively and runs continuously until the end and no longer obtained new data or information. findings and discussion translation techniques used by translator nganting manuk text has varied frequencies. the frequency of the most dominant techniques are as followed: borrowing 70 times (95.6%), amplification technique 54 times (76.1%), adaptation 36 times (50.7%), literal technique 28 times (39.4%), reduction technique 26 times (36.6%), established equivalent 20 times (28.2%), transposition 15 times (21.1%), discursive creation 14 times (19.7%), modulation 14 times (19.7%), and generalization 4 times (5.63%). the frequency of translation technique showed that the most dominant translation technique used is borrowing technique 70 times (95.6%). borrowing technique was applied most all of the data chosen. the result of translation techniques analysis in nganting manuk text translation also showed that some cultural terms borrowed directly from the source language were not given equivalent meaning in the target text. this can be seen from the use of borrowing technique 70 times (95.6%) was not equal to the use of amplification techniques 54 times (76.1%). factors contributing to the use of borrowing and amplification techniques factors triggers to the use of borrowing and amplification techniques in nganting manuk text translation are the frequency of borrowing and amplification technique. the 8 m. b. miles, a. m. huberman, & j. saldana, qualitative data analysis: a methods sourcebook (3 ed.), sage, arizona state university, 2014. translation techniques and quality in the english version of nganting manuk text doi: 10.30575/2017/ijlres-2018050804 201 use of borrowing technique introduces the cultural value of source text in the target text. therefore, the frequency of cultural terms borrowed directly from the source language proves that the factors triggered to the use of those dominant techniques are translator perspective that is more faithful to the source text. nganting manuk text translation oriented to the source text showed that the translator adheres to the ideology of foreignization. nganting manuk text translation oriented to source text has a goal to introduce a culture of karonese tradition – nganting manuk to target readers. the translator of nganting manuk text gave some explanations about the cultural terms borrowed directly from the source language in the footnotes (amplification technique). by applying borrowing and amplification technique, translator can introduce the cultural value of the source text in the target text. the crucial role of translator in cultural exchange among nations made translator more careful in translating cultural text so that the cultural values can be conveyed well to target readers. the cultural terms can be raised by applying borrowing technique. then, the meaning of those cultural terms can be given by applying amplification technique in footnotes. even so, to achieve the purpose of translating nganting manuk text which is to introduce one kind of karonese culture, cultural information philosophy (cpi) also needs to be given in the target text. based on this, one theoretical understanding is acquired that is by adding cultural philosophy information in amplification techniques (in the footnotes). by this way, the target readers should be able to understand both the message and also the cultural philosophy information of the source text, so the local wisdom of karonese culture can be conveyed and understood by the target readers. the application of cultural philosophy information can be seen as followed: table 1.2. the application of cultural philosophy information no. source text target text (borrowing, amplification + cultural philosophy information) 21 e: “sue ras arihta sanga maba belo selambar, maka sendah kita nganting manuk. bage gia, erkitekiteken keraben ndai kalimbubu kami ras diri kalimbubunta sebayang enggo ngaloken pasupasu. emaka nungkun menda kami, e: based on our meeting in maba belo selambar, today we will have nganting manuk meeting. moreover, our kalimbubu and kalimbubu sebayang has got marriage. then, we are willing to ask about whether we need to talk about the former discussion. muhizar muchtar, farida repelita waty kembaren 202 uga nge nungkuni denga nge kami entah lanai?” note: maba belo selambar : a traditional proposal ceremony in karonese society. the aim is to ask the willingness of the girl, parents, sembuyak, anak beru, kalimbubu, si ngalo bere-bere, and si ngalo perkempun about the proposal. (the groom’s family will come to bride’s family house by bringing (maba) belo (betel leafs) including with kapur [slacked lime], tembakau [tobacco], and pinang [betel nut] as a symbol of honor from the guess [groom’s family] to the hosted [bride’s family]. tobacco reflects to interaction of groom’s family with bride’s family). nganting manuk: the continuation of maba belo selembar in which both families discuss about the amount of gantang tumba should be received by bride’s family. (groom’s family will gather in bride’s house by bringing (nganting) chicken (manuk) served in dinner before discussing wedding’s dowry) kalimbubu: a community of clan [brothers] of our wives, our mothers, our fathers, our sons' wives, and wives of our brothers.(the group who gives a girl to one clan. they’re well known as dibata ni idah [the visible god] because they are really respected in karonese tradition). in the text above, it can be seen that the cultural terms; maba belo selambar, nganting manuk, and kalimbubu were borrowed directly from the source language. by applying borrowing technique, cultural terms can be introduced and appeared in the target text. then, amplification technique was used by explaining the meaning of those cultural terms in the footnotes. maba belo selambar was explained in the footnotes as a traditional proposal ceremony in karonese society. the aim is to ask the willingness of the girl, parent, sembuyak, anak beru, kalimbubu, si ngalo bere-bere and singalo perkempun about the engagement proposal. then, nganting manuk was explained to be the continuation of maba belo selembar in which both families discuss about the amount of gantang tumba should be received by bride’s family. meanwhile, kalimbubu was explained to be a community of clan [brothers] of our wives, our mothers, our fathers, our sons' wives, and wives of our brothers. nevertheless, up to this point, the target reader can not understand the cultural value and the local wisdom of karonese culture which is why karonese society called the engagement as maba belo selambar that literally means bring betel leaves, why the discussion of dowry called as nganting manuk that literally means bring a chicken, and how the actual value of karonese culture behind the term – kalimbubu in karonse translation techniques and quality in the english version of nganting manuk text doi: 10.30575/2017/ijlres-2018050804 203 society. therefore, it is necessary to give cultural philosophy information in the footnotes to convey the cultural philosophy of the terms to target readers. in the example above, the cultural philosophy information was gained from traditional leaders in karo society who knows exactly the philosophy meaning behind those cultural words. the cultural philosophy information given for maba belo selambar is the groom’s family will come to bride’s family house by bringing (maba) belo (betel leafs) including with kapur [slacked lime], tembakau [tobacco], and pinang [betel nut] as a symbol of honor from the guess [groom’s family] to the hosted [bride’s family]. tobacco reflects to interaction of groom’s family with bride’s family). by giving this cultural philosophy information, the target reader can understand that the proposal ceremony of karonese society is called maba belo selambar (bring a piece of betel leave) because giving betel leave including with slacked lime, tobacco, and betel nut is taken as a symbol of honor from the groom family to the bride family. by giving this cultural philosophy information, the target reader can understand the local wisdom of karonese culture which is the guest glorifies the hosts by bringing something to encourage interaction between the both families. generally, the host is the one who glorifies the guest. this karonese local wisdom can be introduced to national and international society by cultural exchange of every nation. next, the cultural philosophy information for nganting manuk is groom’s family will gather in bride’s house by bringing (nganting) chicken (manuk) served in dinner [as a symbol of familiarity] before discussing wedding’s dowry. by giving this cultural philosophy information, the target readers will understand the local wisdom of karonese society which is called as nganting manuk because the main menu brought by the groom family is chicken which is a symbol of tighten the relationship between both families. besides, the target readers will also understand the local wisdom of karonese society by understanding that karonese ethnic starts a meeting by having dinner together with the side dish provided. the goal is to strengthen the sense of togetherness between both families. then, the cultural philosophy information for kalimbubu is the group who gives a girl to one clan. they’re well known as dibata ni idah [the visible god] because they are really respected in karonese tradition. by giving this cultural philosophy information, the target readers will understand that kalimbubu’s role as the group who gives the bride is really respected in karonese society. by giving this cultural philosophy information in the footnotes, the target readers not only recognize and understand the meaning of cultural muhizar muchtar, farida repelita waty kembaren 204 terms in the target text, but also understand the cultural philosophy of the unique cultural terms. nganting manuk translation quality the translation quality of nganting manuk text in the aspects of accuracy, acceptability, and readability were analyzed by different key informant. the accuracy was analyzed by translation practitioner who masters karonese and english language, the acceptability was analyzed by english lecturer who master karonese and english, and the readability was analyzed by student of english education department. the highest score for each aspect is 3, and the lowest score is 2. of the 71 data analyzed, it was obtained that the percentage of accuracy is 70.4% (50 data), acceptability 63.4% (43 data), and readability 66.1% (47 data). the factor contributing to the result of translation quality of nganting manuk text translation is because there were some cultural terms that have no equivalence in the target text, and they caused the target readers confused and influenced the translation quality of nganting manuk text. based on the result, it can be concluded that the quality of nganting manuk text translation is pretty good, but it still needs an improvement. generally, the quality of nganting manuk text translation can be seen in the figure below: figure 1. the translation quality of nganting manuk text 2.68 2.65 2.66 2.63 2.64 2.65 2.66 2.67 2.68 2.69 accuracy acceptability readabiliy the translation quality of nganting manuk text the translation qualiy of nganting manuk text translation techniques and quality in the english version of nganting manuk text doi: 10.30575/2017/ijlres-2018050804 205 conclusion based on the objectives of this study, the data of this study were analyzed so that it can be concluded as follow: 1) ten types of translation techniques applied in nganting manuk text translation were discovered. those techniques are adaptation, amplification, borrowing, discursive creation, established equivalence, generalization, literal translation, modulation, and reduction. the most dominant translation technique used is borrowing technique 70 times (95.6%). some cultural terms borrowed directly from the source language have no equivalence in the target text. it can be seen from the frequency of borrowing technique (70 times [95.6%]) that is not equal to the frequency of amplification technique (54 times [76.1%]). 2) the factor contributing to the high frequency used of borrowing and amplification technique is foreignization perspective the translator has. the application of borrowing and amplification technique in nganting manuk text seeks to produce a faithful translation which emphasized the source text instead of the target text. it is useful to maintain the cultural authenticity of the source text instead of using equivalents that are closer to the culture of the target language. the cultural terms can be introduced by applying borrowing technique. the meaning of those cultural terms also can be given by applying amplification technique in the footnotes. however, to achieve the purpose of translating nganting manuk text that is to introduce one kind of karonese culture, then cultural philosophy information should also be given in the target text to make the target reader can recognize the local wisdom of karonese society. by this point, one development of theoretical understanding was acquired which is by adding the cultural philosophy information (cpi) in amplification technique in the footnotes. in this way, the target reader should be able to recognize and understand the cultural philosophy information and the local wisdom of karonese society in nganting manuk text translation. 3) it was found that the quality of nganting manuk text translation was pretty good, but it still needs to be improved. the percentage of nganting manuk text translation was accuracy 70.4% (50 data), acceptability 63.4% (43 data), and readability 66.1% (47 data). the factor contributing to translation quality of nganting manuk text was because there were some cultural terms that have no muhizar muchtar, farida repelita waty kembaren 206 equivalents in the target text. the cultural terms that have no equivalent 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(2008). lost in translation? language, culture and roles of translator in crosscultural management research. qualitative research in organizations and management: an international journal, 3(3), 231-245. doi: 10.1108/17465640810920304 ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018010406 vol. 2, no. 1, 2018 page: 73 85 73 the integrated learning model type of “connected” in increasing the students’ learning creativity and ability diani syahputri faculty of education, university of muhammadiyah sumatera utara dianisyahputri@gmail.com elfrianto faculty of education, university of muhammadiyah sumatera utara elfrianto@gmail.com abstract. this study aims to: 1) analyze the application of integrated learning model of type connected in reminding creativity and students' learning ability; 2) analyze student response after application of connected learning model; 3) evaluate students' creativity and learning ability after applied learning model. this research was conducted at university of muhammadiyah sumatera utara. the study was conducted in two years. the first year starts from november 2016 to july 2017 and continues the second year beginning in september 2017 until may 2018. data are collected from observations and questionnaires. data analysis is done by finding mean, mastery, ability and creativity of students. the results showed that integrated learning method type connected can increase creativity, generate positive responses to learning and improve student learning ability. keywords: integrated learning model, connected type, learning creativity and ability introduction the learning process that is interesting and appropriately designed will provide an effective and meaningful learning experience so as to enable students to be active during teaching and learning activities (meaningful learning), and otherwise students will be passive if the course is very saturated. the importance of learning outcomes is a measure in assessing student competence as a reference for improving learning strategies. learning outcomes are used as one of the conditions for determining graduation and minimum requirements in applying for a job. suppose in determining the minimum gpa within the company. someone will succeed in learning if there is desire and mailto:dianisyahputri@gmail.com mailto:elfrianto@gmail.com diani syahputri, elfrianto 74 ability to learn. to arouse students' desire and learning ability, lecturers must be able to motivate students, improve teaching patterns. integrated learning is believed to be a learning approach that fits the needs. integrated learning is based on the inquiry approach, which involves students from planning, exploring, and brain storming. with integrated learning students are encouraged to work in groups and learn from the results of their own experiences. one of the simplest integrated learning models is the connected model. the model focuses on making clear connections with each course, connecting one topic to the next, connecting one skill to another, and one semester with the next. the linkages that occur can be held spontaneously or planned first. based on the above background, the specific objectives of this research are: 1) analyzing the application of integrated learning model of connected type in reminding creativity and students' learning ability; 2) analyze student response after applied learning model connected (connected); 3) evaluating students' creativity and learning ability after applied learning model connected (connected). literature review connected model learning model is a plan or a pattern used as a guide in planning the learning in the classroom or tutorial learning. learning model refers to the learning used, including learning objectives, learning environment, and classroom management 1. integrated learning is learning that begins with a particular subject or theme that is linked to other subjects, certain concepts linked to other concepts, implemented spontaneously or planned, either in one or more study areas, or with diverse learning experiences of children so that learning is more meaningful. the characteristics of integrated learning are as follows, according to ministry of education and culture (moec): a. holistics b. meaningfull c. authentics d. active 1 trianto. (2007). model pembelajaran dalam teori dan praktek. jakarta: prestasi pustaka publisher. the ingrated learning model type of “connected” in increasing the students’ learning creativity and ability doi: 10.30575/2017/ijlres-2018010406 75 the integrated learning steps follow the steps taken in each learning model which includes three stages, they are: a. planning stage determine the type of combined subjects and skills. 1. selecting material reviews, competency standards, basic competencies, and indicators. 2. define the combined sub skills. in general, skills that must be mastered include the skills of thinking, social skills, and organizing skills. 3. formulate indicators of learning outcomes 4. determine the learning steps b. actuating stage the main principles in the implementation of integrated learning include: 1. teachers should not be the single actor who dominates in the learning activities 2. giving individual and group responsibilities must be clear in every task that demands group collaboration 3. teachers need to accommodate ideas that are sometimes unthinkable during the planning process c. evaluation stage evaluation phase in the form of evaluation of learning and learning outcomes. the principle of integrated learning evaluation, they are: 1. provide opportunities for learners to conduct self-evaluation in addition to other forms of evaluation 2. invite learners to evaluate learning outcomes based on success criteria of achieving the goals to be achieved. creativity creativity is a person's ability to create that is characterized by an imaginative expression of originality 2. in big indonesian dictionary creativity is the ability to create, 2 anik, pamilu. (2007). mengembangkan kreativitas dan kecerdasan anak. jakarta: buku kita. p.29 diani syahputri, elfrianto 76 about creative and creative. creativity can also be meaningful as the newest and original creations are created, because the creativity of a unique mental process to produce something new, different and original. some of the above description can be argued that creativity at its core is a person's ability to give birth to something new, both in the form of ideas and real work, both in the form of new works and a combination of things that already exist, all of which are relatively different from what already exists previous. according to slameto said that the characteristics of creativity can be grouped into two categories, cognitive and non-cognitive. cognitive features include o orisinality o flexibility o fluently, and o elaboration3. while the non-cognitive characteristics such as attitude motivation and creative creative personality. these two traits are just as important, the intelligence that is not supported by the creative personality will not produce anything. creativity can only be born from intelligent people who have a healthy psychological condition. creativity is not just the actions of the brain but emotional and mental health variables are very influential on the birth of a creative work. intelligence without a healthy mental can be very difficult to produce creative work. according to nurhayati potential diagnostic guidelines, the characteristics of creativity are mentioned: a. it shows great curiosity b. create a variety of ideas and ideas to solve problems c. often propose unique and clever responses d. dare to take risks e. likes to try f. sensitive to the beauty and aesthetic aspects of the environment4 some techniques to spur the emergence of creativity according to nursito are: a. aactive reading 3 slameto. (2003). belajar dan faktor-faktor yang mempengaruhinya. jakarta: rineka cipta. p 17 4 etti nurhayati. (2011). psikologi pendidikan inovatif. yogyakarta: pustaka pelajar. p 10 the ingrated learning model type of “connected” in increasing the students’ learning creativity and ability doi: 10.30575/2017/ijlres-2018010406 77 b. fond of doing the study c. giat berapresiasif d. loved the value of art e. respective to developments f. produce a number of works g. can provide examples of things that other people need.5 according to munandar the importance of creativity development has four reasons, namely: 1. by being creative, one can manifest himself, his self-manifestation, the manifestation of himself is one of the basic needs in human life. according to maslow (munandar, 2009) creativity is also a manifestation of a person who is fully functioning in his manifestation. 2. creativity or creative thinking as the ability to see possibilities for solving a problem is a form of thinking in education. in schools that are primarily trained are the acceptance of knowledge, memory, and reasoning (logical thinking) 3. brain yourself creatively not only benefits the person and the environment but also gives satisfaction to the individual 4. creativity is what allows humans to improve their quality of life.6 learning ability ability comes from the word capable which means the power to do something, while the ability means ability, skill, and strength. ability means the capacity of an individual to perform various tasks in a job. from these definitions can be concluded that the ability is the ability or the ability of an individual in mastering a skill and used to do various tasks in a job. further, robbins and. judge states that the overall ability of an individual basically consists of two sets of factors, they are: a. intellectual ability, is the ability needed to perform various mental activities (thinking, reasoning and solving problems). 5 nursito. (1999). kiat menggali kreativitas. yogyakarta : mitra gama widya. hlm 34 6 utami munandar .(2009). pengembangan kreativitas anak berbakat. jakarta:rineka cipta. p. 31 diani syahputri, elfrianto 78 b. physical ability, is the ability to perform tasks that demand stamina, skills, strength, and similar characteristics.7 learning relates to a person's behavior change to a particular situation caused by his repeated experience in the situation. learning occurs when a mutual stimulus / stimulus situation affects a person so that his / her performance changes from the time before he experiences a situation to the time after he or she experiences the situation. according to morgan in introduction to psychology (1978) learning is any relatively settled change in behavior that occurs as a result of practice or experience. according to the core gestalt of learning is gain insight. insight is the acquisition of problem solving or the problem8 in the process of learning there are differences in fundamental ways in each person in the transfer or absorption of knowledge. the ways of learning are also called learning styles. learning styles are defined as a combination of how information is absorbed, organized and processed. thus, a person's learning style is a combination of how he absorbs an information, then organizes and processes the information. methodology this research was conducted at muhammadiyah university of north sumatera which is located at captain muchtar basri no. 3 medan.penelitian will be conducted in two years. the first year starts in november 2016 until july 2017 and continues in the second year beginning in september 2017 until may 2018. data collection techniques in this study are: 1) observation: to obtain data about the condition of students and the learning process in each study program that exist within the faculty of teacher training and education universitaas muhammadiyah sumatera utara. 2) questionnaire: questionnaire instrument is used to analyze and evaluate students' creativity and learning ability before and after application of connected learning model. 7 ibid, hlm 57-61 8 sumadi suryabrata (2010). metodelogi penelitian, jakarta: raja grafindo persada. p 277 the ingrated learning model type of “connected” in increasing the students’ learning creativity and ability doi: 10.30575/2017/ijlres-2018010406 79 findings and discussion research result description 1. first analyss of research results the research was conducted at the faculty of teacher training and education universitas muhammadiyah sumatera utara. the subject of the research is the students of mathematics education in the education management course. before the action research is conducted, the research first conduct the initial test given to the students with the aim to know the students' early ability in understanding the material. this knowledge is done in order to conform to what is expected by the researcher. is it true that the student of mathematics education needs to be given appropriate action by using integrated connected learning model (connected) model to improve students' creativity and learning ability, to measure the ability of students are given tests as many as 5 pieces. from the results of student work on the initial test given, it can be known the initial ability of students about the material got results that have not been satisfactory, hence the action needs to be done. based on the above description of the student's learning ability test results can be seen in the following table: table 1. learning ability results in the initial test many students are completed 7 many unfinished students 32 complete classical percentage 17,94% uncomplicated classical percentage 82,05% 2. description of implementation results in cycle i the procedure or steps of implementation of class action in cycle i are as follows: a) action planning i is done to overcome the problems experienced by students in understanding the concept on the material function. problem solving is done by implementing the learning that has been planned in rpp. b) the steps taken are to conduct curriculum analysis to find out basic competence to be submitted to students by using integrated learning method type connected (connected). creating an observation sheet to see diani syahputri, elfrianto 80 student creativity during the learning process takes place using connected type integrated learning (connected) method. creating instruments used in the research cycle consisting of tests and observation sheets. develop an evaluation tool in the form of a choice test. test given as many as 5 questions. implementation of action i at this stage the researcher acts as a lecturer explaining briefly the material by using integrated connected learning method observation of action i during the learning activities using integrated learning method type connected (connected) took place implemented, it appears that the observations on the creativity of students have not shown the desired results during the learning process takes place. based on the results of observations that have been done in the first cycle then in the percentage of creativity that is on the diligent aspects of questioning is 42.30%, on the aspect of attention is 39.10%, then on the aspect of giving opinion is 42.30% and the last on the aspect of participation is 41.02%. so from the four aspects it can be seen that the diligent aspects of asking questions and giving aspects of opinion get a higher percentage value. where the average value of creativity percentage obtained by 26.39%. table 2. observation of creativity at cycle 1 no aspects observed persentase 1 diligently asked 42,30% 2 focus 39,10% 3 giving reason 42,30% 4 participation 41,02% average 26,39% note very less the conclusion of the observation of student creativity in cycle i is in the diligent aspect of questioning can be categorized less good because only reach the percentage value of 42,30%, and at attention aspect can be categorized very less good because on ly the ingrated learning model type of “connected” in increasing the students’ learning creativity and ability doi: 10.30575/2017/ijlres-2018010406 81 reach percentage value equal to 39,10%, then the aspect of giving the opinion is categorized as less good because it only reaches the percentage of 42.30% and the last in the aspect of participation is also in the category of less good because the percentage is only 41.02%. the result of the students' understanding of the taught material can be seen on the following table: table 3. learning ability results in cycle i many students are finished 14 many students are not complete 25 complete classical percentage 35,89% unfinished classical percentage 64,10% the conclusion of the first cycle is that the students' learning ability has improved, ie the initial test has 7 complete students and 32 unfinished students, after the first cycle becomes 14 completed students and 25 unfinished students. with the calculation of the ability to learn classically on the initial test is 17.94% and in the first cycle is 35.89% so the initial test increase is 17.95%. hasil lembar observasi aktivitas dosen pada model pembelajaran terpadu tipe connected (terhubung) pada siklus i dimana setelah melalukan observasi kreativitas dan ketuntasan belajar mahasiswa maka dilakukan juga observasi aktivitas guru, hasil hasil observasi dosen terhadap materi yang diajarkan dapat diliat pada tebel berikut : table 4. result of lecturer observation sheet on cycle i no indicator amount 1 action planning 2 2 implementation of action 2 3 observation 2,5 4 reflection / assessment 2 average 2,1 note enough conclusion of observation of lecturer activity in cycle i that is observation indicator get highest value compared with other indicator. the observation indicator diani syahputri, elfrianto 82 gets a value of 2.5. the average score obtained on the lecturer's observation activity is 2. reflection judging from the data of student creativity observation it can be concluded that the creativity of students is still very poor because the average value of the percentage achieved in the first cycle only amounted to 26.39% and the value is still included very bad categorize then student creativity observation continued on cycle ii. based on the data of students' existing learning ability, it can be concluded that there is an increase in student learning outcomes from the initial test to the le arning ability test i. in the initial test the classical learning completeness 17.94% with an average value of 49.74. in the learning ability test i learned mastery learning classically to 35.89% with an average value of 62.69. then the increase of 17.95%. the increase in the results of this learner is not in accordance with the expected because the level of mastery learning has not yet been achieved. so it is necessary to re-do the improvement of learning that can maximize student learning outcomes. in the implementation of action i still have some weaknesses among students who are less active and still afraid to express opinions or ask questions. for that researchers need to motivate students to actively learn and provide opportunities for students to ask, either to the lecturer or peers, so that students are more active in the learning process. therefore it is followed by the implementation of class ii cycle action. description of the results of the implementation of cycle ii the results of the second cycle of action in this study are described as follows: action planning ii in the planning phase in cycle ii the lecturers give more motivation to the students to be more active in asking questions by giving special value from the lecturer, and expect more and more students to answer the problem well. maximizing guiding students as well as deepening of material for those who have not reached mastery learning by using integrated learning method type connected. the ingrated learning model type of “connected” in increasing the students’ learning creativity and ability doi: 10.30575/2017/ijlres-2018010406 83 implementation of action ii at this stage the researcher acts as a re-explaining briefly the material about the function by using integrated learning method type connected (connected)c. pengamatan tindakan ii during the learning activities using integrated learning method type connected (connected) took place implemented, it appears that the observation on student creativity shows the desired results during the learning process takes place. observation of student creativity by using integrated learning method connected type (connected) by using observation sheet containing four observed aspects. based on the results of observations that have been done in the second cycle then the percentage of creativity that is on the diligent aspect of asking is equal to 67.95%, the attention aspect is 71.79%, then the aspect of giving is 73.72% and last the participation aspect was 73.08%. so from these four aspects can be seen that the aspect of giving opinions that get the highest percentage value. where the average value of creativity percentage is obtained equal to 71,63%. table 5 observation of creativity in cycle ii no aspects observed persentase 1 diligently asked 67,95% 2 attention 71,79% 3 giving an opinion 73,72% 4 participation 73,08% average 71,63% note good the conclusion of the observation of student creativity in cycle ii that is on the diligent aspect of questioning can be categorized enough because it has reached the percentage value of 67,95%, and at attention aspect can be categorized either because it reaches percentage value equal to 71,79%, then at aspect give opinion categorized both because it has reached the percentage of 73.72% and the last on the aspect of participation is also categorized either because the percentage of 73.08%. the result of the students' understanding of the taught material can be seen on the following table: table 6 learning ability results in cycle iii diani syahputri, elfrianto 84 many students complete 34 many students are not complete 5 complete classical percentage 87,18 % unfinished classical percentage 12,82 % conclusion data above data can be seen cycle ii experience improvement that is cycle ii tedapat 22 complete student and 17 student unfinished, after cycle ii become 34 student complete and 5 student unfinished. by classical calculation in cycle ii is 56,41% complete student and in cycle ii is 87,18%. so the increase of cycle i to ii is 30.77%. result of observation sheet of teacher activity on integrated learning model type connected (connected) on cycle ii. where after melalukan observation of creativity and student's learning ability is also done observation of lecturer activity, the result of observation of teacher to the material which is studied can be seen on the following table: table 7. result of lecturer observation sheet on cycle ii no indicators amount 1 action planning 4 2 implementation of action 3,5 3 observation 4 4 reflection / assessment 4 average 3,8 note very good the conclusion of the observation of lecturer activity in cycle ii that is on indicator of action implementation get the lowest value compared with other indicator. the action implementation indicator scores 3.5. the average score obtained on the teacher activity observation is 3.8. reflection judging from the observation data of student creativity in cycle ii that has reached the average value of the percentage of 71.63% of the average value in cycle ii is included in the category of either the activity of student creativity observation stopped until cycle ii just because it has reached the desired value . from the result of observation sheet of lecturer activity has shown good result, with average value 3,8 as expected in teaching and learning activity. the ingrated learning model type of “connected” in increasing the students’ learning creativity and ability doi: 10.30575/2017/ijlres-2018010406 85 conclusion based on the description of the discussion in this study, the following conclusions can be drawn: 1. by using integrated learning method connected type (connected) can improve creativity and learning ability. 2. the average score on the percentage of students' creativity observation in the first cycle reached 26.39%, an increase in cycle ii to 71.63% 3. the average value on the results of learning ability observations in the first cycle reached 35.89% increase in cycle ii to 87.18% 4. students' creativity and learning ability has made significant progress. 5. students' understanding of lecture material shows improvement. can be seen from the level of mastery of students' learning ability in a classical, before using the model of learning with integrated learning method type connected. 6. during the course of the study, the students looked enthusiastic to study harder. bibiliography anik, p. (2007). mengembangkan kreativitas dan kecerdasan anak. jakarta: buku kita. departemen pendidikan dan kebudayaan. (2005). kamus besar bahasa indonesia, jakarta: balai pustaka deporter, b. dan hernacki. (2002). quantum learning. bandung: kaifa munandar, u. (2009). pengembangan kreativitas anak berbakat. jakarta:rineka cipta. nurhayati, e. (2011). psikologi pendidikan inovatif. yogyakarta: pustaka pelajar. nursito. (1999). kiat menggali kreativitas. yogyakarta : mitra gama widya. robbins, s. p dan judge, t. a. (2009). organizational behavior, new jerse: pearson education, lnc, slameto. (2003). belajar dan faktor-faktor yang mempengaruhinya. jakarta: rineka cipta. suryabrata, s. (2010). metodelogi penelitian, jakarta: raja grafindo persada. trianto. (2007). model pembelajaran dalam teori dan praktek. jakarta: prestasi pustaka publisher. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018010405 vol. 2, no. 1, 2018 page: 5672 56 an analysis of translation techniques in the english versions of arrahman surah farida repelita waty kembaren state islamic university of north sumatra, indonesia titaancha@gmail.com abstract, the holy qur’an has been translated into many languages including english. however, different translator of the holy qur’an produces different english version of al-qur’an because every translator uses different translation techniques to translate al-qur’an. this study aims to compare the three english versions of arrahman surah, and describe the most dominant translation techniques used by the three translators to translate the holy qur’an. translation techniques proposed by molina and albir (2002, p.509-511) are used to analyze the data. the data for this study are words, phrases, and clauses in the 78 verses of arrahman surah in arabic and its three english versions translated by maulawi sher ‘ali, dr. muhammad taqi­ud­din al-hilali and dr. muhammad muhsin khan, and talal itani. the result shows that there are four most dominant techniques used by the three translators in translating the holy qur’an; adaptation, amplification, established equivalent, and literal translation technique. the first and the second translator prefer to use amplification to introduce details in brackets or footnotes, but the third translator prefers to use established equivalent to find a term or expression recognized (by dictionaries or language in use) as an equivalent. keyword: qur’an, surah arrahman, technique, translation introduction translators of the holy qur’an have widened a way for people to understand the message and the meaning of the holy qur’an easier. every translator has different styles of translating text. the choice made by the translator affects to the translation methods that the translators take to produce a good translation product. even though translators have their own way in translating text, in case of translating the holy qur’an, the translator should be careful and do not change the information by reducing or giving unimportant additional ideas. in one side, the translator should produce a translation product of the holy qur’an that can be understood easier by the target readers. in other side, the translator also should not make unnecessary change in the translation of the holy qur’an which can make the target reader misunderstanding the message and the meaning of the holy qur’an. then, how should a translator act in translating the holy mailto:titaancha@gmail.com an analysis of translation techniques in he english versions of arrahman surah doi: 10.30575/2017/ijlres-2018010405 57 qur’an? should a translator be faithful to the original arabic text, or should a translator produce a more adaptable text to the target reader? different translator of the holy qur’an produces different english version of alqur’an because every translator uses different translation techniques to translate alqur’an. it also happens to the english versions of arrahman surah translated by the three different translators. the example can be seen as follow: table 1. the english version of arrahman verse 1. translators target text maulawi sher ‘ali it is god, the gracious dr. muhammad taqi-ud-din al-hilali and dr. muhammad muhsin khan the most gracious (allah)! talal itani the compassionate. it can be seen that the three translators translate arrahman differently. the first translator gives additional information by adding it is god to the word the gracious. the second translators also translate the text by giving additional information in the bracket (allah)!, and the third translator translates arrahman literally without giving any additional information. the differences are interesting to be studied in order to find the most common translation techniques used to translate arabic text and al-qur’an verses. this study tries to identify the techniques used by the translators in the three english versions of the holy qur’an. the main focus of this study is on words, phrases, and clauses in the arabic and the english versions of arrahman surah. by comparing the translation techniques used by the three translators, the study aims compare the three english versions of arrahman surah, and describe the most dominant translation techniques used by the three translators to translate the holy qur’an. this study is significantly important and useful as a reference for students who are learning about translation techniques, especially to find the best translation techniques to translate arabic text and the holy al-qur’an. by referring to the examples of the translation techniques found in this study, the students will be easier to understand the application of translation techniques. farida repelita waty kembaren 58 literature review translation product according to newmark (1988, p.5), translation is rendering the meaning of a text into another language in the way that the author intended the text.1. translation is the process of transferring the message of a written language (sl) text into an equivalent target language (tl) text. hatim and munday (2004, p. 3) have divided translation as a process and a product.2 according to holme’s and toury’s conception of translation studies (ts), there are two central guiding points; pure and applied translation. figure 1. holme’s ‘map’ of translation studies (from toury 1995: 10) holmes (1988b/2004, 184-90) divides translation into pure and applied research.3 the pure research is divided into theoretical and descriptive research. the descriptive research has three orientations; product oriented, process oriented, and function oriented. this study is focused on product oriented. the product oriented examines existing translation studies. this can involve the description or analysis of a single sttt pair of a comparative analysis of several tts of the same st.4the researcher is 1 peter newmark, a textbook of translation, prentice hall, great britain, 1988, p. 5 2 basil hatim and jeremy munday, translation: an advanced resource book, routledge, new york, 2004, p. 3 3 holmes, james s. the name and nature of translation studies in lawrence venuti (ed.) (2004), the translation studies reader, 2nd edition, p. 180-92. 4 www.routledgetranslationstudiesportal.com an analysis of translation techniques in he english versions of arrahman surah doi: 10.30575/2017/ijlres-2018010405 59 comparing the english translations of the holy qur’an to find translators’ styles and techniques in translating the holy qur’an from arabic into english. translation technique molina and albir (2002) define translation techniques as procedures to analyze and classify how translation equivalence works. according to them, translation techniques have five basic characteristics: 1) they affect the result of the translation 2) they are classified by comparison with the original 3) they affect micro-units of text 4) they are by nature discursive and contextual 5) they are functional this research aims to find the translation techniques used in the translation product of arrahman surah (the english versions). to analyze the three english versions of arrahman surah, translation techniques proposed by molina and albir (2002) were used. there are eighteen translation techniques proposed by molina and albir (2002); 1. adaptation. to replace an st cultural element with one from the target culture. this technique replaces the cultural units of the source text with the similar cultural units in the target text. for example: translator translates “as white as snow” as “seputih kapas” because the term “snow” is not familiar in indonesia. therefore, the translator chooses more familiar word in indonesian culture to represent “snow”. another example; “sincerely” is translated as “hormat saya”. 2. amplification. to introduce details that are not formulated in the st: information, explicative paraphrasing. footnotes are also part of amplification. for example; the translator translates “ramadhan” by adding “the month of fasting” or “bulan puasa kaum mulimin” to the word “ramadhan”. another example: the translator translates “employees of all industries took part in the conference” as “karyawan-karyawan dari semua cabang industry mengambil bagian dalam konferensi tersebut”. there is an additional information “cabang” to describe the word “industry”. farida repelita waty kembaren 60 3. borrowing. to take a word or expression straight from another language. it can be pure (without any change), and it can be naturalized (to fit the spelling rules in the tl). for example: translator translates “mixer” as “mixer” (pure borrowing), and “mixer” as “mikser” (naturalized borrowing). 4. calque. literal translation of a foreign word or phrase; it can be lexical or structural. for example: the translator translates “directorate general” as “direktorat jendral”. another example, the translator translates “formal education” as “pendidikan formal”. 5. compensation. to introduce an st element of information or stylistic effect in another place in the tt because it cannot be reflected in the same place as in the st. for example: the translator translates “a pair of scissors” as “sebuah gunting”. other examples: the translator translates “never did she visit her aunt” as “wanita itu benar-benar tega tidak menemui bibinya, and “enter, stranger, but take heed. of what awaits the sin of the greed” is translated as “masuklah orang asing tetapi berhati-hatilah. terhadap dosa yang ditanggung orang serakah. 6. description. to replace a term or expression with a description of its form or/and function. for example: the translator translates “panettone” as “traditional italian cake eaten on new year’s eve”. 7. discursive creation. to establish a temporary equivalence that is totally unpredictable out of context. for example: the translator translates “the godfather” as “sang godfather”. another example: the translator translates “si malinkundang” as “a betrayed son si malinkundang”. 8. established equivalent. to use a term or expression recognized (by dictionaries or language in use) as an equivalent in the tl. for example: the translator translates “ambiguity” as “ambigu”. another example: the translator translates “red rose” as “mawar merah”. 9. generalization. to use a more general or neutral term. for example: the translator translates “penthouse, mansion” as “tempat tinggal”. another example: the translator translates “becak” as “vehicle”. 10. linguistic amplification. to add linguistic elements. this is often used in consecutive interpreting and dubbing. for example: the translator translates an analysis of translation techniques in he english versions of arrahman surah doi: 10.30575/2017/ijlres-2018010405 61 “no way” as “de ninguna de las maneras in spain. another example: the translator translates “i get it” as “biar saya saja yang mengangkat telepon”. 11. linguistic compression. to synthesize linguistic elements in the tt. this is often used in simultaneous interpreting and in sub-titling. for example: the translator translates “yes, so what?” as “y?” in spain. another example: the translator translates “you must find out!” as “carilah!”. 12. literal translation. to translate a word or an expression word for word. for example: the translator translates “killing two birds with one stone” as “membunuh dua burung dengan satu batu”. another example: the translator translates “i will ring you” as “saya akan menelpon anda”. 13. modulation. to change the point of view, focus or cognitive category in relation to the st; it can be lexical or structural. for example: the translator translates “nobody doesn’t like it” as “semua orang menyukai”. other example: the translator translates “you are going to have a child” as “anda akan menjadi seorang bapak”, and “i cut my finger” as “jariku tersayat”. 14. particularization. to use a more precise or concrete term. for example; the translator translates “window” as “guichet” in french. for example: the translator translates “air transportation” as “pesawat”. 15. reduction. to suppress an st information item in the tt. for example; the translator translates “the month of fasting” in opposition to “ramadhan” when translating into arabic. 16. substitution (linguistic, paralinguistic). to change linguistic elements for paralinguistic elements (intonation, gestures) or vise versa. for example; to translate the arab gesture of putting your hand on your heart as “thank you”. it is used above all in interpreting. another example: the translator translates “he shakes his head” as “dia tidak setuju”. 17. transposition. to change a grammatical category. for example: the translator translates “you must get the money” as “uang itu harus kamu dapatkan”. newmark (1988:85) mentions this technique as “shift”. 18. variation. to change linguistic or paralinguistic elements (intonation, gestures) that affect aspects of linguistic variation: changes of textual tone, style, social dialect, geographical dialect, etc. for example; the translator introduces or farida repelita waty kembaren 62 changes dialectal indicators for characters when translating for the theater, changes in tone when adapting novels for children, etc. methodology this research is a descriptive qualitative research oriented to translation product. 78 verses ar-rahman surah and the translations of three different translators were taken as the data for this study. the first english version of ar-rahman surah was translated from arabic by maulawi sher ‘ali in 2004, the second version was translated by dr. muhammad taqi-ud-din al-hilali and dr. muhammad muhsin khan, and the third version was translated by talal itani. the data were analyzed by using the translation techniques proposed by molina and albir (2002, p. 509-511)5. findings and discussion the most dominant techniques in translating arrahman surah after analyzing the data, it was found that the most dominant techniques used by the first translator are amplification (69.2%), adaptation (48.7%), and literal translation (35.9%). the most dominant techniques used by the second translator are amplification (80.8%), established equivalent (56.4%), and adaptation (52.5%). the most dominant techniques used by the third translator are established equivalent (51.3%), adaptation (48.7%), and literal translation (41%). the examples of the data can be seen as follows: for analyzing the translation techniques, three different translations of surah arrahman into english by the following translators: 1) hadrat maulawi sher ‘ali 2) dr. muhammad taqi-ud-din al-hilali and dr. muhammad muhsin khan 3) talal itani 1) it is god, the gracious amplification: it is god established equivalent: the gracious 2) the most gracious (allah)! amplification: (allah) 5 lucia molina and amparo hurtado albir, translation techniques revisited: a dynamic and functionalist approach, meta, xlvii, 4, 2002, p. 509-511 an analysis of translation techniques in he english versions of arrahman surah doi: 10.30575/2017/ijlres-2018010405 63 established equivalent: the gracious 3) the compassionate. established equivalent: the compassionate in the first verse of arrahman surah above, it can be seen that the first translator uses amplification technique to translate arrahmaan by adding it is god to the gracious which is actually do not written in the source text. then, the translator uses the expression recognized (by dictionaries or language in use) as an equivalent in the tl to translate arrahman as the gracious. the second translator has the same idea with the first translator by adding (allah) to the most gracious. however, the third translator doesn’t make any additional information to translate arrahman. he uses the established equivalent technique to find the equivalence for arrahman in the dictionary. 1) who has taught the qur’an. literal translation: who has taught the qur’an amplification: who 2) he has taught (you mankind) the qur’an (by his mercy). amplification: he, (you mankind), (by his mercy) literal: has taught 3) has taught the quran. literal: has taught the qur’an in the second example above, it can be seen that the first and the second translator use literal and amplification technique to translate the second verse of arrahman surah. the first translator adds who to make the target reader easier to understand by giving an object in the beginning of the sentence. the second translator also does the same by adding subject (he) in the beginning of the sentence. however, the third translator just translates the text by using literal translation technique, and doesn’t give additional subject to the sentence. 1) he has created man. amplification: he literal: has created man. 2) he created man. amplification: he literal: created man. 3) he created man. amplification: he literal: created man. farida repelita waty kembaren 64 the third example above shows that the first translator translates khallaqal insaan by adding a subject in the beginning of the sentence and uses present perfect tense. the second and the third translators also give the subject for the sentence but use past tense instead of present tense. the meaning of the present perfect tense in english is the activity that continues until now. it means allah s.w.t. has created man since the first time until now (with allah’s will). the use of past tense means that the activity was done in the past. it means that allah created man (adam a.s.) for the first time. as arabic language doesn’t make any difference between present tense and past tense as in english, this linguistic gap of two different languages becomes a fact that there is no absolute 100% perfect equivalence to replace the source language (the holy qur’an). even so, the triple translations above can express the message of the source language correctly in the target language (english). 1) *he has taught him plain speech. *he taught him the skill of expression. amplification: he, footnotes, him established equivalent: taught adaptation: plain speech 2) he taught him eloquent speech. amplification: he, him established equivalent: taught adaptation: eloquent speech 3) and taught him clear expression. amplification: and, him established equivalent: taught adaptation: clear expression in the fourth example above, it can be seen that the first and the second translator add a subject (he), but the third translator doesn’t add any subject to the sentence. to get the target readers’ understanding, the translators add (he) which refers as a subject for the third person singular in english. however, the third translator doesn’t add (he) as the subject. it proves that the translator doesn’t refer allah as the third person singular (he) and as a person. even so, the translator will be difficult to understand the meaning of the target text without referring to a subject. the researcher suggests that it would be better if the translator can give additional subject by adding (allah) in the beginning of an analysis of translation techniques in he english versions of arrahman surah doi: 10.30575/2017/ijlres-2018010405 65 the sentence as the subject to avoid a misunderstanding in the target readers who might refer allah as (he = a man). 1) the sun and the moon run their courses according to a fixed reckoning. literal translation: the sun and the moon description: bihusban = run their courses according to a fixed reckoning. 2) the sun and the moon run on their fixed courses (exactly) calculated with measured out stages for each (for reckoning). literal translation: the sun and the moon description: bihusban = run on their fixed course (exactly) calculated with measured out stages for each (for reckoning). 3) the sun and the moon move according to plan. literal translation: the sun and the moon description: bihusban = move according to plan. in the fifth verse of arrahman surah above, all of the three translators translate bihusbaan by using description and literal translation technique. the translators replace the phrase bihusbaan by providing the description of the phrase directly. 1) and the stemless plants and the trees humbly submit to his will. literal translation: and the stemless plants and the trees established equivalent: yasjudan = submit amplification:humbly, to his will. 2) and the herbs (or stars) and the trees both prostrate themselves (to allah). literal translation: and the herbs and the trees amplification: (or stars), (to allah) established equivalent: prostrate 3) and the stars and the trees prostrate themselves. literal translation: and the stars and the trees established equivalent: prostrate in the sixth verse of arrahman above, the first and the second translator apply literal, established equivalent, and amplification technique, but the third translator only apply literal and established equivalent technique without giving additional information as the first and the second translator do. 1) and the heaven he has raised high and set up a measure, adaptation: the heaven, mizaan = a measure amplification: he 2) and the heaven: he has raised it high, and he has set up the balance. farida repelita waty kembaren 66 adaptation: and the heaven, mizaan = the balance amplification: he has raised, he has set up 3) and the sky, he raised; and he set up the balance. literal translation: and the sky amplification: he raised, and he set up adaptation: mizaan = the balance in the seventh verse of arrahman surah above, the first and the second use adaptation technique to translate wassamaa’a as heaven which actually means sky literally. the first translator also translates mizaan as a measure, the second translator translates mizaan as the balance as well as the third translator does. the triple of translators also add he to translate rafa’aha as he has raised high and he raised. the first translator uses present perfect as what he does in translating the fourth verse, but the third translator uses past tense as what he also does in translating the fourth verse. 1) that you may not transgress the measure. literal translation: that you may not transgress the measure. adaptation: mizaan = the measure established equivalence: transgress 2) in order that you may not transgress (due) balance. literal translation: in order that you may not transgress amplification: (due) established equivalence: transgress adaptation: mizaan = balance 3) so do not transgress in the balance. literal translation: so do not transgress adaptation: the balance in the eight verse of arrahman surah above, all of the translators use literal translation technique to translate the verse, but the second translator gives additional information in the bracket to explain not transgress. 1) so weigh all things in justice and fall not short of the measure. generalization: wazna = all things established equivalent: bilqisthi = justice 2) and observe the weight with equity and do not make the balance deficient. established equivalent: bilqisthi = equity transposition: wa la tukhsirul mizaan = and do not make the balance deficient 3) but maintain the weights with justice, and do not violate the balance. modulation: wa aqimu = but maintain an analysis of translation techniques in he english versions of arrahman surah doi: 10.30575/2017/ijlres-2018010405 67 established equivalent: wala tukhsirul = do not violate in the ninth verse of arrahman surah above, the first translator uses generalization technique to translate wazna which literally means as weight to be all things as more general word to replace wazna. the second translator translates wa la tukhsirul mizaan by using transposition technique to be and do not make the balance deficient. the translator changes the grammatical position of tukhsirul (reduce) which is a verb as adjective in the end (deficient). then, the third translator uses modulation technique to translate wa aqimu as but maintain. the translator changes the point of view of the text that literally means and maintain into but maintain. 1) and he has set the earth for his creatures; amplification: he transposition: wal ardha wadha’aha = he has set the earth 2) and the earth: he has put down (laid) for the creatures. literal translation: and the earth, has put down (laid) for the creatures. amplification: he 3) and the earth; he set up for the creatures. literal translation: and the earth, has put down (laid) for the creatures. amplification: he in the tenth verse of arrahman surah above, first translator uses amplification technique by adding he to the target text. then, the translator uses transposition technique by changing the position of ardha (earth) in wal ardha wadha’aha which literally means and the earth he set up to be he has set up the earth. the second translator uses literal translation technique to translate wal ardha wadha’aha as and the earth, he has put down. the translator also adds he after translating the text literally. then, the third translator also uses literal technique and amplification technique to translate the verse. however, the third translator has different word choice to translate wadha’aha. the second translator translates wadha’aha as put down (laid), and the third translator translates wadha’aha as set up. 1) therein are all kinds of fruits and palm-trees with sheaths, established equivalent: fiihaa = therein, amplification: all kinds literal translation: fruits and palm trees with sheaths farida repelita waty kembaren 68 2) therein are fruits and date-palms producing sheathed fruit-stalks (enclosing dates). established equivalent: fiihaa = therein literal translation: fruits and date palms amplification: (enclosing dates) 3) in it are fruits, and palms in clusters. established equivalent: fiihaa = in it literal translation: fruits and palms in the eleventh verse of arrahman surah above, all of the translators translates fiihaa by using established equivalent technique. the first and the second translators translate fiihaa as therein, and the third translator translates fiihaa as in it. even though, the translators have different word choice in translating fiihaa, all of the equivalence words for fiihaa that the translators use are common in dictionary. then, the first translator uses amplification technique by adding all kinds to the word faakihatun (fruits). the second translator also adds (the enclosing dates) after the phrase fruit-stalk. then, all of the translators also use literal technique to translate faakihatuw wannakhlu as fruits and palm trees, fruit and date palms, and fruits and palms. 1) and grain with its husk and fragrant plants. literal: and grain with its husk fragrant plants. 2) and also corn, with (its) leaves and stalk for fodder, and sweet-scented plants. adaptation: wal habbu = corn amplification: its leaves and stalk for fodder calque: warraihan = sweet-scented plants. 3) and grains in the blades, and fragrant plants. literal translation: and grains in the blades calque: fragrant plants in the twelfth verse of arrahman surah above, the first translator translates the verse literally word by word, and the third translation also does the same. the second translator translates wal habbu (seeds) into corn. the translator uses adaptation technique to replace the cultural element (wal habbu) with one from the target culture ( corn). then, the second translator also gives additional information after the word corn; its leaves and stalk for fodder which actually the word fodder is unstated in the source text. the second translator also uses calque to translate warraihan as sweet-scented plants while the third translator translates the text as fragrant plants. an analysis of translation techniques in he english versions of arrahman surah doi: 10.30575/2017/ijlres-2018010405 69 based on the examples above, it can be seen that there are four most dominant techniques used by the three translators of al qur’an; adaptation, amplification, established equivalent, and literal translation technique. table 1. four most dominant techniques used by translators in translating arrahman surah translators the frequency of translation techniques adaptation amplification established equivalent literal translation the first translator 38 times (48.7%) 54 times (69.2%) 13 times (16.7%) 28 times (35.9%) the second translators 41 times (52.5%) 63 times (80.8%) 44 times (56.4%) 25 times (32%) the third translator 38 times (48.7%) 6 times (7.7%) 40 times (51.3%) 32 times (41%) based on the 78 verses of arrahman surah, after analyzing the data, it can be seen that the first translator uses 54 times (69.2%) amplification technique to translate arrahman surah. he uses amplification technique more often than the other techniques. the second translators uses 63 times (80.8%) amplification technique to translate arrahman surah. they also use amplification technique more often than the other techniques. the third translator uses 40 times (51.3%) established equivalent technique. he uses established equivalent technique more often than the other techniques. compared to the other translators, the first translator is the one who uses established equivalent technique less often the other translators – 13 times (16.7%). the second translators use amplification technique more often than the other translators – 63 times (80.8%). they also use adaptation technique more often than the other translators – 41 times (52.5%). however, he is the one who uses literal translation technique less often than the other translators – 25 times (32%). the third translator is the one who uses amplification technique less often than the other translators – 6 times (7.7%). however, he is the one who uses literal technique more often than the other translators – 32 times (41%). then, it can be concluded that in translating the holy qur’an, especially arrahman surah, the first translator prefers to use amplification technique 54 times (69.2%), but less prefer to use established equivalent technique 13 times (16.7%). the second translators also prefer to use the amplification technique 63 times (80.8%), but they less prefer to use literal farida repelita waty kembaren 70 translation technique 25 times (32%). the third translator prefers to use established equivalent technique 40 times (51.3%) than amplification technique 6 times (7.7%). it shows that the first and the second translator prefer to introduce details that are not formulated in the source text in brackets or footnotes to translate the verses of al qur’an, but the third translator prefers to use a term or expression recognized (by dictionaries or language in use) as an equivalent in the tl to translate the verses of alqur’an. conclusion al-qur’an is the guidance of every muslim and muslimah in this world. however, it will be a great challenge for muslims and muslimah to learn arabic in order to understand the message in the holy qur’an. as an international language, the existence of al-qur’an in english has certainly helped muslim and muslimah to catch the meaning of the holy qur’an. then, it is obvious that every translator has their own unique way in translating text including translating the holy qur’an. even so, the translators should be able to transfer the message of the holy qur’an correctly and carefully in the target language (english) without changing the meaning of the source text. then, translators hold a serious and important responsibility as the translators for the holy qur’an. this study tries to describe most dominant translation techniques used by translators in translating the holy qur’an. the findings of this study explain the preferences of the translators to produce an english version of al-qur’an. the data for this study are the 78 verses of arrahman surah in arabic and the three english versions of them translated by three different translators; the first translator is maulawi sher ‘ali in 2004, the second translators are dr. muhammad taqi-ud-din al-hilali and dr. muhammad muhsin khan, and the third translator is talal itani. the data are analyzed by using the translation techniques proposed by molina and albir (2002). after analyzing the data, it was found that there are four most dominant techniques used by the translators in translating the holy qur’an; adaptation, amplification, established equivalent, and literal translation. the most dominant techniques used by the first translator are amplification (69.2%), adaptation (48.7%), and literal translation (35.9%). the most dominant techniques used by the second translator are amplification (80.8%), established equivalent (56.4%), and adaptation (52.5%). the most dominant techniques used by the an analysis of translation techniques in he english versions of arrahman surah doi: 10.30575/2017/ijlres-2018010405 71 third translator are established equivalent (51.3%), adaptation (48.7%), and literal translation (41%). the first translator prefers to use amplification technique 54 times (69.2%), but less prefer to use established equivalent technique 13 times (16.7%). the second translators also prefer to use the amplification technique 63 times (80.8%), but they less prefer to use literal translation technique 25 times (32%). the third translator prefers to use established equivalent technique 40 times (51.3%) than amplification technique 6 times (7.7%). it shows that the first and the second translator prefer to introduce details that are not formulated in the source text in brackets or footnotes to translate the verses of al qur’an, but the third translator prefers to use a term or expression recognized (by dictionaries or language in use) as an equivalent in the tl to translate the verses of alqur’an. the findings of this study are useful for students who are learning about translating text from arabic into english. the researcher suggests that in translating the holy qur’an, the translator should not only be faithful to the source text, but also should be able to give appropriate additional information in the target text. bibiliography ‘ali, m.s. (2004). the holy qur’an: arabic text and english translation. uk: islam international publications limited. . al-hilali, m.t. & khan, m.m. translation of the meanings of the noble qur’an in the english language. madinah: king fahd complex for the printing of the holy qur’an. hatim, b. and munday, j.. (2004). translation: an advanced resource book. new york: routledge. holmes, j.s. (1988b/2004). the name and nature of translation studies in lawrence venuti (ed.) (2004), the translation studies reader, 2nd edition. itani.t. quran english translation clear, pure, easy to read modern english. beirut: clearquran. khan, mohd imran. (2016). stylistic dimensions in translations of the holy quran into english with special reference of surah al-fatiha. british journal of education, society & behavioural science, 12(4), 1-9. molina, l., & albir, a. h. (2002). translation techniques revisited: a dynamic and functionalist approach. meta, xlvii(4), 498-512. munday, j. (2012). introducing translation studies (3 ed.). usa canada: routledge. farida repelita waty kembaren 72 newmark, p. (1988). a textbook of translation. great britain: prentice hall. venuti, l. (1995). the translator's invisibility. a history of translation. london: routledge. www.routledgetranslationstudiesportal.com http://www.routledgetranslationstudiesportal.com/ ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017-2018010409 vol. 2, no. 1, 2018 page: 116 128 116 the mechanism of legal marriage prevention and cancellation based on islamic law compilation zakiah university of north sumatra, indonesia umizakiahrangkuti8@gmail.com abstract. this study aims to find out the legal mechanisms of marriage prevention and cancellation as well as the position of the children in cases of cancelled or prevented marriage. the method used in the writing of this journal is a qualitative method with data collection techniques of literature research which is then analyzed within the technique of descriptive analysis. the results of the study indicate that the legal provisions of the mechanism of prevention and cancellation of marriage can be done by applying for the prevention or the cancellation of a marriage to the court / religious court in which the husband or wife resides or where the marriage takes place. the procedure for filing a marriage cancellation is done in accordance with the procedure for filing a divorce suit. the provisions of article 76 of the compilation of islamic law has guaranteed a legal protection of the child from a cancelled marriage. the compilation of islamic law also confirms that the cancellation of a marriage will not break the legal relationship between the child and his or her parents. based on the results of the research, it is fund out that the government needs to pay attention and improve the weaknesses and the lack of regulation in terms of the prevention and the cancellation of marriages. keywords: mechanism, prevention and cancellation, marriage. introduction a marriage is an important event in human life because a marriage is not limited to the relationship and affairs of a husband and a wife but also concerns with the relationship and affairs of a family and a society. in general, a marriage is regarded as sacred and hence, every religion tends to connect marriage methods with religious sanctions. a marriage is also a way that god chooses for people to continue their offspring and preserve their lives after each considered party is ready to play their roles in realizing the purpose of a marriage. in a marriage, there is a rule given by god that aims to elevate the humankind above his other creatures. with the marriage, the relationship mailto:umizakiahrangkuti8@gmail.com the mechanism of legal marriage prevention and cancellation based on islamic law compilation doi: 10.30575/2017/ijlres-2018010409 117 between men and women occurs respectably. the marriage bond is the most sacred and most solid tie called the mitsaqon ghalizhan (a firm covenant).1 principally, the purpose of a marriage is to form an eternally happy family. this is affirmed in the marriage law no. 1 of 1974 which states that a marriage is an inner and outer relationship between a man and a woman as a husband and a wife in forming a happy and an eternal family (household) based on the divinity of the one supreme.2 sayyid sabiq writes in his sunna fiqh book: "marriage is a way that god chooses for humankind to multiply, reproduce and preserve their generations and live after each party in a marriage is ready to perform their positive roles in realizing the goal of a marriage".3 god does not want to make men like other creatures which live freely following their instincts and relate to each other anarchically without rules. in order to safeguard human dignity, allah creates the law that arranges the relationship between men and women in a respectable manners and is based on mutual acceptance with a ceremony of ijab and qabul as a symbol of a sense of merriment with the presence of witnesses who testify that the man and the woman performing the ceremony have been tied together. a marriage under the islamic law will at least: 1. create the relationship between men and women honorably in a state of mutual acceptance 2. give the most sexually correct way to satisfy each other as a healthy human instinct, maintain good offspring and protect women from men’s oppressions 3. establish a husband and a wife associations in the shadow of maternal and paternal instincts, give birth to good descendants as the next generation to sustain the caliphate mission 4. provide an orderly and safe environment in social life.4 1 sayyid sabiq, fiqih sunah jld 8, (bandung, al-ma’arif, 1990), p. 7 2 undang-undang perkawinan republik indonesia no. 1 tahun 1974, arkola, surabaya, p. 5 3 mohammad thalib, (trans) sayyid sabiq, fikih sunnah jilid 6 cet 15 (bandung : pt. alma’arif, 1980), p. 72 4 h. m. zuffran sabrie, analisa hukum islam tentang anak luar nikah. (jakarta: departemen agama ri, 1998), p. 7-8. zakiah 118 in islamic law, children occupy a very important place in a family. as god’s given trust, parents have responsibilities to nurture, educate and meet the needs of children from their childhood to adulthood. every couple would want normal, healthy, and pious children. good offspring is generated by the efforts and good deeds of their parents. from a medical point of view, a man and a woman who still have a blood ties with each other (mahram) are not allowed to marry. one of the causes of ethnic destruction is the very small marital relations within the scope of a particular group of family because that is proven to be very damaging genealogically and weakening the offspring’s quality.5 in the qur'an an-nisa verse 23, allah explains about unlawful women to be married with. the meaning of the verse is: “prohibited to you [for marriage] are your mothers, your daughters, your sisters, your father's sisters, your mother's sisters, your brother's daughters, your sister's daughters, your [milk] mothers who nursed you, your sisters through nursing, your wives' mothers, and your stepdaughters under your guardianship [born] of your wives unto whom you have gone in. but if you have not gone in unto them, there is no sin upon you. and [also prohibited are] the wives of your sons who are from your [own] loins, and that you take [in marriage] two sisters simultaneously, except for what has already occurred. indeed, allah is ever forgiving and merciful.” god's provision in his words above is a non-negotiable law. therefore, the marriage that occurs between a man and a woman as mentioned in the above paragraph is deemed damaged (fasid) or void. the cancellation of a marriage means that it is illegitimate because one or all of its terms are not fulfilled, or any other causes prohibited or forbidden by the religion.6 the automatic breakdown of a marriage that is due to the violation of allah's provisions in the above verse is called fasakh. fasakh is one form of divorce that does not have iddah because both cannot reconcile. fasakh because of the things that happen later or because of conditions that are not fulfilled cut the marriage ties instantly. this is called the ba'in talak.7 5 syaikh hasan ayyub, “fiqhul usroh al-muslimah”, diterjemahkan m. abdul ghoffar, fikihkeluarga (cet. i; jakarta: pustaka al-kautsar, 1999),p. 15 6 abd. rahman ghazaly, fiqh munakahat seri buku daras (cet. ii; jakarta: kencana, 2006), p.141. 7 ibid., p. 143. the mechanism of legal marriage prevention and cancellation based on islamic law compilation doi: 10.30575/2017/ijlres-2018010409 119 there are many possibilities that might lead to incestuous marriages between fellow mahram or a marriage that is carried out without the fulfillment of the conditions of the marriage that have been established. an ignorance and feelings of love may be a contributing factor. an ignorance that the groom or the bride is a mahram to the other without any other factors that are considered to cancel the marriage can still be regarded as an understandable mistake. the law of sin cannot be imposed because of this ignorance. however, if feelings of love are used as an excuse to keep this type of marriage, this is a big mistake. chapter iv about the prohibition of a marriage in the compilation of islamic law also provides a rule regarding women who are forbidden to marry due to the familial connection, kinship relation, and wet nurse relation. a man should not marry a woman who is still bound by a marriage with another man, is still in the iddah period, or the woman, for instance, is not a muslim.8 things that can lead to the cancellation of a marriage may include, but are not limited to, the non-fulfillment of one or all of the legal requirements of a marriage such as marrying someone who has blood relations to the party wishing to marry her or him like siblings or half-siblings, for instance. in general, there are things that distinguish a marriage prevention or cancellation in law number 1 of 1974 and that of the compilation of islamic law. in the 1974 law chapter iii on the prevention of marriage and chapter iv on the cancellation of marriage, it is explained that a marriage can be prevented if there are parties who do not meet the requirements of a marriage. furthermore, article 16 states that the officer appointed to handle the marriage shall stop the marriage if the provisions of article 7 paragraph (1), article 8, article 9, article 10 and article 12 of this law are not fulfilled. furthermore, in accordance with article 19, which the marriage shall not take place if the prevention suit is not revoked. furthermore, the article 70 of the compilation of islamic law explains that a marriage is void if: a) a man already has four wives even if one of the four wives is in the iddah period from a raj'i talak given by him. b) a man marries a former wife whom he delivered a li’an to. c) a man married his ex-wife who had been divorced by three divorces by him. 8 the instructions of the president of the republic of indonesia number 1 in 1991 zakiah 120 d) the marriage is done by two people who have a blood or a wet nurse relation. the article 71 compilation of islamic law also sets forth the cancellation of a marriage because: a) a husband commits polygamy without the permission of the religious courts. b) the married woman is known to still be the wife of another man. c) the married woman is still in the iddah period. d) the marriage violates the marriage age limits set forth in article 7 of 1974 law no. 1. e) the marriage is held without a guardian or performed by an unauthorized trustee. f) the marriage is conducted by force. therefore, based on the above description, the assessment of the marriage prevention and cancellation mechanisms is required. this is outlined in this thesis research entitled: "the mechanism of marriage legal prevention and cancellation based on the islamic law compilation". literature review definition of the marriage prevention and cancellation the prevention of a marriage aims to avoid the occurrence of a marriage that are prohibited by the islamic law and the legislation. the prevention of a marriage can only be done if the prospective husband or wife does not meet the requirements to establish a marriage according to the islamic law and the legislation. the islamic law recognizes the prohibition and the cancellation of a marriage. the fiqh term for people who should not be married is mahram. in society, the term “muhrim” is often associated with the husband. a wife should not marry another man while is still bound in a marriage with her husband or is still in 'iddah period from raj'i talak. in addition to that, the word “muhrim” is also used to refer to people who perform ihram.9 9 abdul aziz dahlan, ensiklopedia hukum islam, jilid 3, (jakarta : ichtiar baru van hoeve), p.1049 the mechanism of legal marriage prevention and cancellation based on islamic law compilation doi: 10.30575/2017/ijlres-2018010409 121 a marriage that has fulfilled all the terms and the prescribed conditions is not necessarily legitimate because the marriage itself must be detached from all things that can hinder its legality. the marriage barrier is also called the ban on a marriage. the cancellation of a marriage or the breaking of marriage is also called fasakh. what is meant by cancelling a marriage is to cut the bond between a husband and a wife because of the conditions or the pillars are not met. terminologically, fasakh means null and void whereas according to syar'i term, fasakh is the cancellation or the termination of a marriage ties based on the decision of the qodhi10 or: سنه فقه( الزوجين بين تربط التى الرابطة وحل نقضه العقد فسح faskhul aqdhi is the cancellation of the bond (marriage) and the breaking of the relationship ties that binds husband and wife.11 fasakh also means revoking or canceling. djamil latif argued that the meaning of fasakh refers to the power of a qodhi islam in canceling a marriage at the request of the wife or the husband.12 potential factors leading to a marriage cancellation amir syarifuddin suggests that the prevention or the cancellation of a marriage can be practiced to marriages that falls into the following categories:13. first, the marriage that had previously been held did not meet the specified requirements, either in terms of the pillars or the conditions; or in a marriage, there are obstacles that do not justify the occurrence of the marriage. this is referred to as fasakh in fiqh term.14. second: the fasakh that occurs due to the fact that causes the marriage will cause damage to either the husband or the wife or both at once if continue, for instance. fasakh in this form in fiqh is called khiyar fasakh.15 10 m. anwar, dasar-dasar hukum islam dalam menetapkan keputusan di pengadilan agama (bandung: cv. diponegoro, 1991), p.73 11 sayyid sabiq, fiqh sunnah viii, alih bahasa m. tholib (bandung : pt. al-ma'arif, 1993), p.124 12 m. djamil latif, aneka hukum di indonesia (jakarta: ghalia indonesia,1982),p. 63 13 amir syarifuddin, hukum perkawinan islam di indonesia : antara fiqh munakahah dan uup (jakarta: kencana, 2007) cet ii, p.243 14 ibid., p. 243 15 ibid, p. 244 zakiah 122 fasakh which occurs either in the form of a violation of the marriage law or the existence of the obstacles that hinder the marriage to proceed, will treat the legal consequences. particularly, due to the law resulted by the breaking of a marriage fasakh,a husband should not visit his ex-wife before the iddah period is completed because a divorce in the form of this fasakh falls into the ba'in sughro status. if the former husband and the ex-wife wish to continue their marriage, they have to do a new marriage contract, both in when the ex-wife undergoes the iddah or after the completion of the iddah period.16 fasakh can also occur due to the non-fulfillment of the conditions when the marriage ceremony takes place or because of other things that come later and might cancel the marital sustainability.17 a. fasakh due to the unfulfilled conditions when the marriage occurs. 1. after the marriage ceremony, it turns out that the wife is the husband's sister. 2. the husband and the wife are still very young and the marriage is conducted by a person other than the husband's father or grandfather. then, when the husband grow up, he was entitled to options to either continue his previous marriage or end it. this way is called khiyar baligh. if the husband choose to end the ties, this is called fasakh baligh. b. fasakh because of things that come after the contract. 1. if one of the husband's wife reneged or walk out of islam and did not want to return at all, then the marriage is void because of the aapostasy that occurred later. 2. if the unbelieving husband converts to islam, but the wife is still in disbelief, then the contract is void as well unless the wife is a scribe where the contract remains valid as it was originally because this is considered legitimate.18 the provisions of law no. 1 of 1974 provide a review of the reasons underlying the cancellation of a marriage: 16 ibid., p. 253 17 abd. rahman ghazaly, fiqh munakahah seri buku daras (jakarta : kencana,tt), p. 142 18 sayyid sabiq, fiqh sunnah cet ke4 jilid ii (beirut : dar alfikr, 1983), p. 268 the mechanism of legal marriage prevention and cancellation based on islamic law compilation doi: 10.30575/2017/ijlres-2018010409 123 1. marriage is held under unlawful threat(s) (article 27 of law no. 1/1974). 2. one party falsified his/her identity regarding status, age, name, or religion (article 27 of law no. 1/1974). 3. the husband/the wive who still have marital ties marry without the consent and the knowledge of the other (article 24 of law no. 1 year 1974).4) the marriage is not in accordance with the terms of the marriage itself(article 22 of the marriage law) in line with the provisions of law no. 1 of 1974 above, the compilation of islamic law has also perfected the rules relating to the cancellation of a marriage into two categories, the marriage which is automatically null and void, and the one which can be canceled. the marriage which is null and void by itself is a marriage committed by a husband when he is not entitled to anther marriage because he already has four wives, even if one of his four wives is in iddah from raj’i talak, someone marries his ex-wife whom he has delivered a li'an to, a man marries his ex-wife who had been sent three talaks, unless former wife has already married to another man who then divorced her again after that and has expired her iddah.19 further more, the marriage between two people who have a blood relationship or a wetnurse relationship up to a certain degree that precludes marriage under article 8 of law no. 1 year 1974 is: related in the bloodline straight downward or upward, related in the lateral lineage between the brothers, parent's brother(s) or sister(s), or grandparents, in-laws, stepchildren, and stepmother or stepfather, wetnurse mother, brother/sister, aunt or uncle, wife is siblings or aunts or nephews of his wife.20 a revocable marriage is a polygamous marriage committed by a husband without the permission of the religious court, or a marriage that has or will take place where the woman is still the lawful wife of another man or is still in the iddah of another husband, a marriage that violates the marriage age limit as set forth in article 7 of law 1 of 1974, a marriage that is held without guardians or exercised by unlawful guardians and forced marriages.21 19 see chapter 70 of the compilation of islamic law 20 ibid., 21 see chapter 71 compilation of islamic law zakiah 124 a husband or a wife may also apply for the cancellation of the marriage if the marriage is conducted under unlawful threat, or fraud or misconduct perceptions concerning the husband or the wife. the provision is void if the threats made by the husband or wife has ceased, or the guilty consciously aware of the situation and within six months after it, they still live as a husband and a wife. in this case, the other parties can not exercise their right to apply for cancellation of the marriage.22 the provisions of the compilation of islamic law above illustrate that marriages are nullified by themselves because of a nasab relationship or because of the prohibition that causes the obstruction of the marriage of both sides permanently, while the uaborted marriage usually comes from the outside or due to the existence of a temporary ban at the time of the marriage. methodology this is literature research with approach of exploring various sources of the mechanism of legal marriage prevention and cancellation based on islamic law compilation theory related to problem discussed. the researcher conducted in-depth literature review in an attempt to find a suitable model in theory which can then be applied by the people to solve the problems the case faced by public in accordance with the study. findings and dsicussion the marriage prevention procedures the compilation of islamic law has provided a reference to the procedure for the prevention of a marriage. the parevention of a marriage can only be done if the prospective husband or wife does not meet the requirements to establish the marriage according to islamic law and the legislation.the prevention of a marriage may be done by a husband or a wife by applying to the religious courts within his or her jurisdiction by notifying the officer of the registrar. in order to avoid any post-notification marriage, the marriage registry officer shall notify the prospective groom and bride of the marriage prevention request.23 22 see chapter 72 of the compilation of islamic law 23 see chapter 62 compilation of islamic law the mechanism of legal marriage prevention and cancellation based on islamic law compilation doi: 10.30575/2017/ijlres-2018010409 125 the prevention of a marriage can also be conducted by the family members in the line straight up and down, brothers, the guardian of the marriage himself or one of the guardians of the prospective bride and the parties concerned. a biological father as a guardian who has not performed his role as head of the family, for example, does not fail to get his rights to prevent a marriage to be performed by another marriage guardian.24 the prevention of a marriage may also be done by a husband or a wife if one of them is still bound in a marriage relationship with someone else. officials appointed to oversee the marriage shall be obliged to prevent that marriage becasue the marital conditions are not met. the marriage certificate clerk is not allowed to establish or assist the marriage if he is aware of any violation of the provisions of article 7 paragraph (1), article 8, article 9, article 10 or article 12 of law no. 1 of 1974, although there is no suit of prevention of the marriage.25 the prevention of a marriage may be revoked by withdrawing the prevention request at the religious courts or with the decision of the religious courts courts.4.1.2 the marriage cancellation procedures the compilation of islamic law explains the procedure of the marriage cancellation. a marriage may be declared void after a religious court's decision that has a permanent and valid legal force from the moment of marriage is issued. article 37 of government regulation no. 9 of 1975 on the implementation of law number 1 year 1974 concerning a marriage also affirms that the cancellation of a marriage can only be decided by the court. the cancellation of a marriage can be done by applying for the cancellation of a marriage to the court/religious court within the husband’s or wife's residency.26 the procedure for filing a marriage cancellation should be in accordance with the procedure for filing a divorce suit. the marriage cancellation lawsuit is filed by the 24 see chapter 63 compilation of islamic law 25 see chapter 68 compilation of islamic law 26 see article 25 of law no. 1 year 1974 & article 74 compilation of islamic law zakiah 126 competent authority or the husband’s / the wife’s attorney to the court whose legal area covers the defendant's residence.27 the petition for the cancellation of a marriage can only be done by families in straight line up and down from the side of the husband or the wife, husband or wife or the officials authorized to supervise the implementation of the marriage according to the act. in addition, interested parties and those aware of any defects in the pillars and the requirements under the islamic law and the laws and regulations may apply for the cancellation of the marriage as well.28 the status of children from cancelled or prevented marriage. by law, a child is considered valid if the child is born of a legal marriage. legitimate marriage is a marriage that meets the terms of the conditions set forth in article 6 of the marriage act. essentially, interrupted marriages, whether due to death, divorce or the annulment of the marriage, will bring legal consequences to the position of the husband and wife, the position of the child and the position of the common property or property acquired during the marriage. a married couple whose marriage is cancelled will break the ties, but should not sever the legal relationship between the child themselves. article 28 of law no. 1 of 1974 and article 75 of the compilation of islamic law affirms that the cancellation of a marriage under a court decision does not apply to children born in the marriage. the above provisions illustrate that a child is still entitled to full legal protection and recognition from the government and from his or her parents. the position of the child remains lawful even if the marriage of their parents is void because the child was born from a legitimate marriage before. the compilation of islamic law also states that the cancellation of a marriage will not break the legal relationship between the child and his or her parents.29 the above provisions provide the understanding that the child who was born after the court canceled the marriage of his or her parents, is still regarded as a legitimate child. 27 see article 38 (2) of government regulation no. 9 of 1975 on the implementation of law number 1 year 1974 28 see chapter 73 compilation of islamic law 29 see chapter 76 of the compilation of islamic law the mechanism of legal marriage prevention and cancellation based on islamic law compilation doi: 10.30575/2017/ijlres-2018010409 127 the legal implications of the nasab and the guardianship of the child can also be attributed to his father. the child can still inherit properties from his or her father or mother. the child would also have a familial relationship with the family of both sides of his or her parents. conclusion based on the description from the previous chapters, the following conclusions can be drawn: 1. the legal provisions of the mechanism for the prevention and the cancellation of a marriage can be done by applying for the prevention or cancellation of the marriage to the court / religious court which occupies the husband's or wife's residence. the procedures for filing of a marriage cancellation should be in accordance with the procedures for filing a divorce suit. 2. the provisions of the laws and regulations as provided in article 76 of the compilation of islamic laws have guaranteed legal protections for children from a cancelled marriage. the compilation of islamic law also states that the cancellation of a marriage will not break the legal relationship between a child and his or her parents. bibiliography abdurrahman. kompilasi hukum islam, jakarta : akademika pressindo, 1992 al jaziri, abdu ar rahman. kitab al fiqih ‘ala al ma’zahib al arba’ah, beirut : dar al fikr, 1969 al-qurtuby, ibn rusyd, al-andalusi. bidayah al-mujtahid, juz ii, beirut, libanon: dar al kutub al-ilmiyah, t.t. al-jaziry, abdurrahman. kitab al-fiqh ‘ala al-madzahib al-arba’ah, beirut: maktabah altijariyah kubra, juz iv, t.th. abidin, slamet , aminudin. fiqih munakahat, bandung: pustaka setia, 1999 abu al ghifari. pernikahan dini dilema generasi extravaganza, bandung: mujahid press, 2002 zakiah 128 bakri, a rahman, sukadja, ahmadi. hukum perkawinan menurut islam, undang-undang perkawinan dan hukum perdata/bw, jakarta: hidakarya agung, 1981 departemen p dan k. kamus besar indonesia, cet. 3, jakarta : balai pustaka, 1990 daly, peunoh. hukum perkawinan islam: suatu studi perbandingan dalam kalangan ahli sunnah dan negara-negara islam, cet. i, yogyakarta: bulan bintang, 1980 direktorat jenderal pembinaan kelembagaan agama islam, bahan penyuluhan hukum, jakarta : departemen agama ri, 2001 hadikusuma, hilman. hukum perkawinan indonesia menurut perundangan, hukum adat dan hukum agama, bandung: mandar maju, 1990 masykuri, abdillah. distorsi sakralitas perkawinan pada masa kini dalam mimbar hukum no. 36 tahun ix, 1998 mohammad, fauzil, adhim. kupinang engkau dengan hamdalah, cet. xviii yogyakarta : mitra pustaka, 2003 rofiq, ahmad. hukum islam di indonesia, jakarta: pt. raja grafindo persada, cet. ke-4, 2000 sudarsono. hukum perkawinan nasional , cet. iii, jakarta : rineka cipta, 2005 syarifuddin. kamus al misbah, jakarta: bina aksara, t.t. syarifuddin, amir. hukum perkawinan islam di indonesia, antara fiqh munakahat dan undang-undang perkawinan, jakarta: 2006 undang – undang no. 1 tahun 1974 tentang perkawinan kompilasi hukum islam (khi) ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018050802 vol. 2, no. 2, 2018 page: 169 175 162 investigation of situational pedagogical factors affecting speaking reluctance among university efl students abdolnoor khaleghi faculty of education, malaya university, kuala lumpur, malaysia a.khaleghi.ling@gmail.com abstract, in second and foreign language acquisition, a number of factors appear to contribute to predisposing one learner to seek and another learner to avoid l2 communication. it is also believed that speaking as a means of oral participation in university efl classrooms is an anxietyprovoking phenomenon. some factors make students be reluctant to use l2 in speaking settings. it may be regarded as the most challenging concern that instructors are recently facing in efl classes. consequently, this study was conducted to investigate the underlying factors affecting speaking reluctance among university students and to suggest solutions to this problematic issue. data were gathered through an informal 12-items likert-scale questionnaire and a semistructured interview. the results indicated that several situational factors (instructors’ behavior, class atmosphere and topic selection) and pedagogical factor (teaching style, instructor-student relationship, course materials, educational system and low english proficiency) cause students’ speaking reluctance in academic efl settings. keywords: speaking, reluctance, pedagogical, situational, oral. introduction nowadays, in communicative language teaching approaches, one of the most significant role of speaking as an important element in developing each language skill and conveying culture knowledge, is to serve as a vehicle for participating in class activities. in such communicative environments exposed to real language, they can develop more effective communication skills which are typical in traditional teaching methods like grammar translation and audio-lingual ones1. the most realistic opportunity teachers have to demonstrate is the practical use of second language to communicate. tsou notes that of the four skills that make up language proficiency, oral participation is the most observable phenomenon in the classroom2. moreover, ellis 1 schmitt. r. (2010). an introduction to applied linguistics. hodder education, an hachette uk company. 2 tsou, w. (2005). improving speaking skills through instruction in oral classroom participation. foreign language annals, 38(1), 46–55. mailto:a.khaleghi.ling@gmail.com investigation of situational pedagogical factors affecting speaking reluctance among university efl students doi: 10.30575/2017/ijlres-2018050802 163 states that we learn language when we use it in a real situation3. language acquisition and language use are complementary. as a result, use of language in communicative academic settings like efl classrooms is a crucial factor. however, sometimes some students are not willing to use language in efl oral courses. for years, this reluctance has been a challenging issue among university efl students from the beginning to the advanced levels. the act of being reluctant to participate or speak using the target language has always been considered as the main source of frustration, and failure for both instructors and students4. asian students are frequently portrayed as reticent and passive in the english language classrooms with minimal or no contribution to the classroom discourse5. this situation will become worse if it remains unresolved for a period of time. this is because students might either wrongly perceive that the behavior is acceptable, or it is a norm for a language classroom. this issue is undeniably important in the field of language pedagogy that it deserves to be delved into thoroughly and multiple reasons of efl students’ reluctance to participate orally in class have been identified in previous studies conducted on the asian efl settings. compared to studies conducted on affective factors affecting reluctance among efl learner in oral classrooms, little studies have been done on situational and pedagogical and factors which may be the main causes of affective factors. however, it is not a simple question to answer, particularly when one takes into account the various relevant individual, social, linguistic, situational, and other factors that may prevent one from speaking up 6. everyone in his life and education needs concentration and repose to do well their daily and working affairs. sometimes there are obstacles which prevent us to act and behave actively and effectively. it is true about language learning and specifically 3 ellis, r. (2005). principles of instructed language learning. volume 7, asian efl journal. 209-224. 4 zhang, x, & head, k. (2010). dealing with learner reticence in the speaking class. elt journal, 64(1), 1–9. 5 hamouda, a. (2013). an exploration of causes of saudi students’ reluctance to participate in the english language classroom. international journal of english language education, 1(1), 17-34. 6 macintyre, p. d. (2007). willingness to communicate in the second language: understanding the decision to speak as a volitional process. the modern language journal, 91, 564-576. abdolnoor khaleghi 164 using english orally in efl classes. as dörnyei mentioned that willingness to communicate in target language has a great impact on learning a foreign language, on the contrary, unwillingness to communicate in target language as a controversial issue hinders learning a foreign language and it is caused by some situational and pedagogical factors7. in addition to the affective factors, there are other factors make students be reluctant to participate in oral performance. the way instructor interacts with students and teach them is of importance and should be focused. if students trust the instructor, they can feel more secure. if they feel secure, they can be more spontaneous and less inhibited. for example, lee and ng find out that that teacher strategy is a major determinant of student reticence in classrooms, but it is not the sole factor8. pedagogical factors such as lesson objectives and task type were also found to influence an instructor’s classroom-based interaction strategy decision making. instructor-student relationship is defined as an interaction device an instructor adopts to interact with his/her students in classrooms. it means that instructors have a supporting role in helping the students to motivate students to use language and participate in efl oral classrooms. to summarize, there are enough evidence which marks efl students’ speaking reluctance at the university level as one of the problematic issue teachers are facing in efl oral classes. so far, many studies have been done to investigate the causes of speaking reluctance among efl university students and to find and suggest strategies in order to overcome such a psychological barrier. but more research should be conducted to find remedial and problem-solving strategies from different perspectives. there has been a lack of reasons identified in prior studies as having influences in fostering students’ reticence. therefore, the present study aims to investigate the causes of reticence among students in efl speaking classes. the purpose of this study is to explore factors causing reticence in english classrooms in order to fill the gaps in those aspects of reticence which are either ignored in previous research studies or not fully covered in others works and to suggest some problem-solving strategies. besides, in order to achieve the objectives of this research, we sought to find answers for the questions below: 7 dörnyei, z. (2001). teaching and researching motivation. london: longman. 8 lee, w., & ng, s. (2009). reducing student reticence through teacher interaction strategy. elt journal, 64(7), 302-313. investigation of situational pedagogical factors affecting speaking reluctance among university efl students doi: 10.30575/2017/ijlres-2018050802 165 1. what are situational and pedagogical factors affecting the iranian university efl students’ speaking reluctance? 2. to what extend do the situational and pedagogical factors influence iranian students’ speaking reluctance in university efl classes? 3. is there a significant difference between male and female students in terms of situational and pedagogical factors? literature review the high level of frustration and anxiety in many language classes indicates that students’ individual needs for confidence and support are not met. it is in line with mantra declared that the classroom that did not convenient to the students made them was not motivated to study in the class9. language instructors’ awareness of learners’ reticence can help them provide a friendly environment enhancing hopefully more effective participation of efl learners10. as a result, creating a low affective filter is also a condition for learning that is met when there is a good classroom atmosphere and if such psychological barriers are reduced, the students’ oral performance is boosted for maximum academic achievement. to encourage more students to engage orally, instructors must first create a relaxing, non-threatening and supportive classroom learning environment11. inadequate linguistic competence has been one of the major factors inhibiting students’ participation. in an investigation on iranian university students’ reluctance to participate in efl classrooms, baktash & chalak revealed that low english proficiency contributed to the students’ reluctance in iranian efl classrooms12. 9 mantra, d. i. (2013). factors affecting efl students’ reluctance in using oral communication. sripsi. english education department faculty of letters and culture. state university of gorontalo. 10 chalak, a., & baktash, f. (2015). “an investigation on iranian university students’ reluctance to participate in efl classrooms,” journal of scientific research and development, pp. 1-7. 11 liu, m. (2005). causes of reticence in efl classrooms: a study of chinese university students. indonesian journal of english language teaching, 1(2), 220-236. 12 chalak, a., & baktash, f. (2015). “an investigation on iranian university students’ reluctance to participate in efl classrooms,” journal of scientific research and development, pp. 1-7. abdolnoor khaleghi 166 methodology participants this study carried out with 34 undergraduate efl students majoring in english language teaching from hormozgan university. the participants of this research were sophomore iranian university students from department of english language. they were 27 female and 7 male aged between 19 to 23. the case study took place in the selected speaking and listening course classroom at the faculty of humanities. there were 5 participants participated in interview. instruments two instruments were used in this study. the researcher employed an informal 12items likert-scale questionnaire developed by the researcher based on his observation and teaching experience as the data collection instruments. in addition to this, a semi-structured interview was conducted to obtain in-depth data. the researcher analyzed the results through using spss 23 and applied both quantitative and qualitative methods to understand and present the results better in efl classrooms. the overall cronbach’s alpha reliability coefficient of the questionnaire is 0.722. procedures permission for the data collection was granted from the english department manager and instructor. because participants’ security is initially enhanced by using their native language, the questionnaire was translated into the participants’ mother tongue. it examined the situational and pedagogical factors of students’ reluctance in an efl setting. the questionnaire items were measured using a 5-point likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree).the data were collected in winter of 2015. first, the respondents were informed about the purpose of the study to make their best contribution and assured that their responses would be confidential. then, the questionnaire was administered to 29 language learners who learned english as a foreign language at speaking and listening course during class in 2015-2016 fall semester. according to creswell, case study is strategy of research for digging depth information of event, activity, a process or one or more persons13. the participants who participated in the interview consisted of five female students. a semi-structured interview was 13 creswell, j. w. (2009). third edition research design: quantitative, qualitative, and mixed methods approaches. usa: sage. teachers. british: continuum. investigation of situational pedagogical factors affecting speaking reluctance among university efl students doi: 10.30575/2017/ijlres-2018050802 167 conducted in persian to avoid the influence of the foreign language proficiency and for better justification. the interviewer asked questions, the respondent answered the questions freely. interviewees’ answers were recorded and some reflective notes were written. findings and discussion all the data collected with this research are analyzed by using spss 23 and results are represented in the quantitative and qualitative methods as follows: quantitative analysis the informal likert-scale questionnaire used in this study was composed of two sub-constructs which were situational factors and pedagogical factors. the questionnaire had 12 items in total and 7 of them were related to situational factors. this section deals with the results and discussion of the answers to the questions put forward at the beginning of the study individually: 1. what are situational and pedagogical factors affecting the iranian university efl students’ speaking reluctance? several situational factors such as instructor’s behavior, semester syllabus/course level, lack of prior preparation, participation opportunity, low exposure to communicative activities/settings, class atmosphere, topic selection and some pedagogical factors such as teaching style, instructor-student relationship, course materials, educational system and low english proficiency are identified to affect student’s speaking reluctance. the frequency and percentage of these factors are shown in table 1. table 1. frequency and percentage of situational and pedagogical factors situational factors n frequency percentage teacher’s behavior 29 13 44.8 semester syllabus/ course level 29 16 55.1 lack of prior preparation 29 16 55.1 participation opportunity 29 19 65.5 low exposure to communicative activities/settings 29 13 44.8 class atmosphere 29 19 65.5 topic selection 29 19 65.5 pedagogical factors teaching style 29 23 79.3 instructor student relationship 29 27 93.1 course materials 29 21 72.4 educational system 29 20 69 low english proficiency 29 23 79.3 abdolnoor khaleghi 168 2. to what extend do the situational and pedagogical factors influence iranian students’ speaking reluctance in university efl classes? as table 1 illustrates, the pedagogical factors such as instructor-student relationship, teaching style, low english proficiency and course materials were found to indicate the highest frequency and percentage among iranian university efl students. according to the table, situational factors such as participation opportunity, class atmosphere and topic selection have the same frequency and percentage at moderate level. it also shows that instructor’s behavior and low exposure to communicative activities/settings are the lowest among the students. definitely, it can be understood that pedagogical factors have more effectiveness on speaking reluctance among iranian university efl students. table 2. descriptive statistics of situational and pedagogical factors situational factors gender n mean std. deviation std. error mean instructor’s behavior male 7 3.71 1.113 .421 female 22 3.00 1.480 .316 semester syllabus/ course level male 7 3.71 .756 .286 female 22 3.64 .902 .192 lack of prior preparation male 7 3.29 1.496 .565 female 22 3.45 1.184 .252 participation opportunity male 7 3.14 1.069 .404 female 22 3.95 1.090 .232 low exposure to communicative activities/settings male 7 4.00 1.000 .378 female 22 3.50 .964 .205 class atmosphere male 7 3.57 1.134 .429 female 22 3.64 .902 .192 topic selection male 7 3.29 1.380 .522 female 22 3.73 1.077 .230 pedagogical factors teaching style male 7 4.43 .787 .297 female 22 4.14 1.037 .221 instructor student relationship male 7 4.43 .976 .369 female 22 4.68 .477 .102 course materials male 7 3.71 .756 .286 female 22 4.05 .844 .180 educational system male 7 4.00 1.528 .577 female 22 3.82 .795 .169 low english proficiency male 7 3.14 1.574 .595 female 22 4.23 .612 .130 the factors of students’ speaking reluctance have been a major focus of this research. one area of research has examined the situational variables such as course investigation of situational pedagogical factors affecting speaking reluctance among university efl students doi: 10.30575/2017/ijlres-2018050802 169 activities, course level, course organization and teachers’ behavior (andrade & williams, 2009). the other area of the research has investigated the pedagogical factors affecting low oral participation among university efl students. unwillingness to speak is caused not only by pedagogical factors(such as educational system and low english proficiency ) but also by the situation they are in, suggesting that situational variables such as course level, prior preparation should be included in the investigation. 3. is there a significant difference between male and female students in terms of situational and pedagogical factors? table 3. situational factors in terms of genders situational factors gender n mean sig male 7 3.53 .493 female 22 3.55 table 4. pedagogical factors in terms of genders pedagogical factors gender n mean sig male 7 3.94 .382 female 22 4.18 the results presented in table 3 and table 4 reveal that there is not statistically a significant between male and female in terms of situational and pedagogical factors. according to the tables, both genders demonstrated a high level of situational and pedagogical factors. finally, it is seen that female students have a slightly higher level in terms of pedagogical factor. qualitative analysis this qualitative component was essential to the study because it allowed a deeper analysis of speaking reluctance. interviewees’ answers were recorded and some reflective notes were written and studied in detail. the results of the interview confirmed and completed the findings obtained from the questionnaire. five female students participated in the interview selectively because the researcher thought that female students could more effectively express their ideas about the causes of their reticence in university efl classes and their effectiveness on students’ low oral participation. in the interview, questions were asked to explore what situational and pedagogical factors are abdolnoor khaleghi 170 involved in causing students’ low participation in efl classes, to what extent iranian efl students are affected by such underlying factors. the results were presented as follows: 1. in most cases, participants answered the questions similarly. first, they were asked whether teacher behavior could have an effect on their reluctance. most stated that instructor behavior has a determining influence on their oral participation and this factor is very crucial to motivate the students and help them to have self-confidence for speaking the target language (english). during the interview, they were asked whether semester syllable and course level are involved in speaking reluctance. the interview results showed that their reluctance is relatively related to the semester syllabus and course level. more than half of the participant agreed with this case. there is also the lack of prior preparation which might influence students’ oral participation. having prior practice on the subject was taken by all the interviewees as a determining factor in reducing their anxiety and participating actively in efl oral classes. there is no mention of this factor in literature, however, probably, it had not been found to be a key factor or maybe quite conversely, being taken as granted by the participants. apart from the interview data, based on the questionnaire (item 3), 50% of male participants and 50 % of female participants in this study reported ill-preparedness to be anxiety-provoking, and during interviews female interviewees repeatedly posed it as influencing their reluctance. lack of opportunity due to crowded class and verbal behavior of the instructor is another factor fostering speaking reluctance among iranian efl students. most of these participants asserted that some students are not willing to speak because they have no opportunity to communicate in target language. students’ opportunity to participate actively in the classroom communication may vary with quantity and quality. in order to provide the students with enough opportunity to talk, some researchers believe that the amount of time allocated to student talk has to be increased and the amount of time for teacher talk has to be reduced14. because students who are not willing to speak are living in a country where english 14 harmer, j. (2000). how to teach english. beijing: foreign language teaching and research press & pearson education limited. investigation of situational pedagogical factors affecting speaking reluctance among university efl students doi: 10.30575/2017/ijlres-2018050802 171 language is not an everyday language, they have not much exposure to daily communicative activities and oral english. basically, one way to provide learners with a more natural input is to put them in communicative setting. in addition, the students feel afraid of using english outside class and they are unenthusiastic to use english inside classroom (ramirez, 2010). the students are not confident with their english when they speak to their friends. it means that by practicing english as always as possible, they can improve the english speaking ability. most of the participants stated that the low exposure to communicative settings and activities outside the class increasingly affect their speaking reluctance. they believed that if they had more communicative activities with their classmates and friends outside the class, they would improve their speaking. all the interviewees thought that creating a friendly and supportive class atmosphere make students participate actively and without embarrassment in efl oral classes. they also agreed that stressful class atmosphere impeded their oral participation. it is in line with what ozturk & hurson pointed out that instructor should create motivational environment or conditions in efl classrooms15. in addition to class atmosphere, the participants are asked whether topic selection could have an effect on their reluctance. one of the ways through which instructors can create intimacy between students is to choose topics relating to learners’ personal experiences and backgrounds and students should have knowledge about that. two of the participants believed that selecting boring and complex topics make them reluctant to speak in class. on the contrary, three of the participants reported that they have problems with the topic selection. 2. another question was about the effect of teaching style. all the participants reported that instructor should have ability to master the language for teaching the student and to use the appropriate method in teaching process. sometimes students do not know how to start their oral performance and how to express their ideas and to communicate in target language. the results show that students’ reluctance is mostly affected by this factor and they think that they have a problem with their instructor’s teaching style. this result is similar to what liu 15 ozturk, g & hurson, c. (2013). determination of university student’s motivation in efl classroom. social and behavioral sciences. 7 – 12. abdolnoor khaleghi 172 & jackson pointed out: with the adoption of communicative approach in the present english language teaching practice, instructors should clearly spell out the aims of the teaching style and explain course objectives16. all the participants told that mutual trust and respect between instructor and student give them the feeling of security and comfort to participate in the classroom. all the participants also declared that bad-tempered or serious instructors placed a negative load of stress on them and inhibited them from expressing themselves freely. students are always encouraged by their instructors to contribute to the classroom discourse, and their participation is often evaluated according to the amount and quality of their talk 17. 3. another factor which might cause reluctance is course materials. baker (2003) asserted that the textbooks should be suitable to the students’ condition and environment. it means that the materials that are used by the instructors to teach the students should be familiar with their lives and instructors should give the easiest way to make the students understood the subjects or materials in english. because if the subjects always were explained by english, the students would be familiar with those materials in english language and it will give positive affect to students in using english in the oral classes. 4. three of the participants said that they are reluctant to speak english in class because some materials are inappropriate and not related to the subjects which reinforce their oral performance. the participants reported that non-standard educational system from the beginning to the advanced levels made them not learn the language skills practically and finally they could not participate in speaking courses. one of the participants explained it as follows: “english language courses start up at the sixth grade in iranian educational system. while these courses is taught at the first grade in most countries around the world because children have the ability to learn language better in their childhood. consequently, considering the critical period and delay in organizing english language 16 liu, m., & jackson, j. (2009). reticence in chinese efl students at varied proficiency levels. tesl canada journal, 26(2), 65-81. 17 warayet, a. (2011). participation as a complex phenomenon in the efl classroom (doctoral dissertation). investigation of situational pedagogical factors affecting speaking reluctance among university efl students doi: 10.30575/2017/ijlres-2018050802 173 courses, university students are not able to participate in oral communication in academic efl setting.” the results show that low english proficiency is the most significant factor influencing reluctance. all the participants definitely accepted that their lack of knowledge of grammar and vocabulary interfere with the development of oral proficiency in the english language. similarly, savaşçi in a study on the reasons of speaking reluctance among turkish university students found out that low proficiency is an effective factor in speaking reluctance among efl students18. conclusion the significance of this study was to focus on the underlying factors of speaking reluctance among iranian university efl student which is regarded as the problematic issue encountered by teachers in efl oral classes. as a result, an action research was carried out in one of efl settings. the findings of the study were highly informative because the interview complemented and supported the questionnaire data. the results of the study indicated that several situational and pedagogical factors increasingly affected students’ reticence in speaking courses. one significant finding was that instructor student relationship, teaching style and low english proficiency as the pedagogical factors found to be the highest factors contributing to students’ reluctance. in addition to this, another important point was that pedagogical factors have more negative affect on students’ oral participation and hinder their oral performance. to summarize, this study just investigated the situational and pedagogical factors fostering the low oral participation among iranian university efl students. consequently, further research is needed to examine this challenging issue from different perspectives and to find effective strategies to surmount such a serious problem. the following suggestions may help language instructors and students to obviate this matter:  organizing a structurally standard educational system from the beginning levels to the advanced levels.  employing competent and highly academic qualified instructors. 18 savaşçi, m. (2013). why are some students reluctant to use l2 in efl speaking classes? an action research at tertiary level. social and behavioral sciences, 116. 2682-2686. abdolnoor khaleghi 174  motivating students by more communicative activities and their exposure to communicative settings.  providing supportive atmospheres for university efl students. bibiiography chalak, a., & baktash, f. (2015). “an investigation on iranian university students’ reluctance to participate in efl classrooms,” journal of scientific research and development, pp. 1-7. chalak, a., & baktash, f. (2015). “an investigation on iranian university students’ reluctance to participate in efl classrooms,” journal of scientific research and development, pp. 1-7. creswell, j. w. (2009). third edition research design: quantitative, qualitative, and mixed methods approaches. usa: sage. teachers. british: continuum. dörnyei, z. (2001). teaching and researching motivation. london: longman. ellis, r. (2005). principles of instructed language learning. volume 7, asian efl journal. 209-224. hamouda, a. (2013). an exploration of causes of saudi students’ reluctance to participate in the english language classroom. international journal of english language education, 1(1), 17-34. harmer, j. (2000). how to teach english. beijing: foreign language teaching and research press & pearson education limited. lee, w., & ng, s. (2009). reducing student reticence through teacher interaction strategy. elt journal, 64(7), 302-313. liu, m. (2005). causes of reticence in efl classrooms: a study of chinese university students. indonesian journal of english language teaching, 1(2), 220-236. liu, m., & jackson, j. (2009). reticence in chinese efl students at varied proficiency levels. tesl canada journal, 26(2), 65-81. macintyre, p. d. (2007). willingness to communicate in the second language: understanding the decision to speak as a volitional process. the modern language journal, 91, 564-576. mantra, d. i. (2013). factors affecting efl students’ reluctance in using oral communication. sripsi. english education department faculty of letters and culture. state university of gorontalo. investigation of situational pedagogical factors affecting speaking reluctance among university efl students doi: 10.30575/2017/ijlres-2018050802 175 ozturk, g & hurson, c. (2013). determination of university student’s motivation in efl classroom. social and behavioral sciences. 7 – 12. savaşçi, m. (2013). why are some students reluctant to use l2 in efl speaking classes? an action research at tertiary level. social and behavioral sciences, 116. 2682-2686. schmitt. r. (2010). an introduction to applied linguistics. hodder education, an hachette uk company. tsou, w. (2005). improving speaking skills through instruction in oral classroom participation. foreign language annals, 38(1), 46–55. warayet, a. (2011). participation as a complex phenomenon in the efl classroom (doctoral dissertation). zhang, x, & head, k. (2010). dealing with learner reticence in the speaking class. elt journal, 64(1), 1–9. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018010402 vol. 2, no. 1, 2018 page: 19 33 19 the effect of task commitment on the work discipline of the principals of ‘madrasah ibtidaiyah’ in deli serdang regency, indonesia muhammad rifa’i school of postgraduate, state university of medan, indonesia mhd_rifai70@yahoo.com siman nurhadi school of postgraduate, state university of medan, indonesia simannurhadi@gmail.com syafaruddin state islamic university of north sumatra medan, indonesia syafaruddin@uinsu.ac.id abstract, this study aims to answer the problem of the influence of task commitment on work disciplin to headmaster of madrasah ibtidaiyah in deli serdang. the population of this research is islamic elementary school principal in deli serdang regency as many as 156 people with a total sample of 113 people taken to consult with krejcle –morgan table. the research instrument used was a set of questionnare with likert scale. the research data were processed and analyzed with path analysis. this path analysis begins with the test requirements include the analysis of normality test, linearity test and significance of regression. the result of analysis showed that there is direct effect of task commitment on work discipline with path coefficient 0.086 to the head master of madrasah ibtidaiyah in deli serdang regency. the implication of this research result explains that the improvement of work discipline of islamic elementary school principal in deli serdang regency can be done by guaranteeing conducive organization climate, supportive management, effective communication channel and value system that support the fulfillment of creativity and work autonomy besides work environment that fosters mutual respects, helps and trusts in carrying out its duties. keywords; task commitment, work discipline introduction education has a vast role in the arena and the formation of the nation's culture and education in several aspects that include curriculum aspects, education management, education personnel, education strategies, and methods. naisbitt points mailto:mhd_rifai70@yahoo.com mailto:simannurhadi@gmail.com mailto:syafaruddin@uinsu.ac.id muhammad rifa’i 20 out that there are eight major trends in asia that influence the world: (1) from nationstate to network, (2) from demands of export to consumer demands, (3) from western influence to asian way, (4) from government control to the demands of the market, (5) from village to metropolitan, (6) from labor-intensive to technology, (7) from male dominance to female emergence, (8) from west to east.1 these eight trends will affect the patterns of education with the demands of these trends. in connection with this, education is challenged to be able to prepare human resources who are able to face the challenges of the above tendencies without having to lose the values of the nation's personality and culture. the success of the organization (madrasah) is the success of the leader or the principal of a madrasah school. rahman reveals that the headmaster of the madrasah is a teacher (functionally positioned) who was appointed to assume the structural position (principal of madrasah school) in school.2 wahjosumidjo added that the head of a madrasah is a functional teacher who is assigned to lead a school that conducts a teaching and learning process or a process of interaction between the teacher giving the lesson and the student receiving the lesson.3 madrasah principals are said to be successful in their leadership if they understand the existence of a madrassa as a complex and unique organization, and capable of performing their roles as principals. one of the roles in question is to influence and mobilize others to work towards the vision of a school mission without coercion. hadari and nawawi stated that the success of a leader is determined by the ability to control a number of people to become a compact team.4 the same is also stated by soebagia who said that leadership in the world of education should really be considered because good leadership can devise qualified personnel in various fields that can improve the quality of human resources.5 in this regard, the quality of leadership of the madrasah principal will greatly determine the quality of learning in the institution. if the 1 trilling b. and hood, p. learning, technology, and education rform in the knowledge age or “were wirad, webbed, and windowed, now what”? (educational technology, may-june 1990. p. 15. 2 rahman (at all). peran strategis kapala sekolah dalam meningkatkan mutu pendidikan.. (jatinangor: alqaprint, 2006), p. 106 3 wahjosumidjo. kepemimpinan kepala sekolah. (jakarta: raja grafindo persada, 2002), p. 83. 4 martini m hadari and nawawi, hadari. kepemimpinan yang efektif. (yogyakarta: gadjah mada university press, 2006), p. 36. 5 soebagia, a.. manajemen pendidikan indonesia. (jakarta: ardadirya, 2000), p. 161. the effect of task commitment on the work discipline of the principals of ‘madrasah ibtidaiyah’ in deli serdang regency, indonesia doi: 10.30575/2017/ijlres-2018010402 21 leadership quality of the head of the madrasah is good, then the implementation of learning will also run well which also means that teachers can work optimally. but this expectation is not easy to manifest. the daily suara merdeka published on 4 september 2012 released that the ministry of education and culture acknowledged the fact that there are many incompetent headmasters leading and managing schools. many school principals in madrasahs are appointed because of their proximity to local level authorities, not based on their ability and competence in leadership. this is ironic because the principal is the holder of control in taking all decisions concerning madrassas and members of the organization that can affect the achievement of the organizational goals.6 the world competitiveness yearbook report on the quality of work among public service bureaucrats in indonesia concludes that the competitiveness index in indonesia places indonesia at 38 ranks of 148 countries. compared with asean countries, indonesia is ranked the fifth. the four countries above indonesia are singapore (2), malaysia (24), brunei darussalam (26) and thailand (37). the other six countries under indonesia are the philippines (number 59), vietnam (70), laos (81), cambodia (88) and myanmar (139). the top ten in the 2013 global competitiveness index are swiss, singapore, finland, germany, united states, sweden, hong kong, netherlands, japan and the united kingdom.7 based on the grand tour conducted in deli serdang, there are some things that require serious attention to the improvement of work discipline of school principals in madrasah such as absenteeism, uniform use that is not in accordance with the provisions, inaccuracy of in and out of work time, office relics during working hours. the result of the interview with the head of madrasah education section of the ministry of religious affairs of deli serdang regency on march 28, 2016 shows that the percentage of employee absenteeism is still low. in addition to that, many madrasah principals do not meet the provisions of working hours such as time coming and returning to and from work that is not in accordance with the schedule or relics of 6suara merdeka. 2012. banyak kepala tak kopenten. [online]. (http://www.suaramerdeka.com/v1/index.php/read/cetak/2012/09/04/197514/16/ban yak-kepala-sekolah-tak-kompeten. diakses tanggal 3 maret 2016. pukul 11. 30) 7 b. kunto wibisono (editor), indeks daya saing indonesia naik 12 peringkat, antara news.com rabu 9 november 2013. (http:// .antaranews.com/berita/406970/indeks-dayasaing-indonesia-naik-12-peringat), diakses pada tanggal 15 september 2014, p. 2. http://www.suaramerdeka.com/v1/index.php/read/cetak/2012/09/04/197514/16/banyak-kepala-sekolah-tak-kompeten http://www.suaramerdeka.com/v1/index.php/read/cetak/2012/09/04/197514/16/banyak-kepala-sekolah-tak-kompeten http://kesehatan.kompas.com/read/2009/11/09/16160288/bos http://kesehatan.kompas.com/read/2009/11/09/16160288/bos muhammad rifa’i 22 madrasah during working hours. this is certainly inversely proportional to the efforts that have been made to encourage the improvement of the quality of work in the form of regular training of competence improvement, allowances giving, periodical supervisions, and other coaching activities. from interviews with some principals in madrasah, especially in private madrasah ibtidaiyah schools which alleged too often behave undisciplined, it is known that they show such behaviors because they do not get satisfaction in their work. this is due to the increasingly difficult fulfillment of the family's life needs from the salary they receive, in addition to feeling unfairly treated, under-noticed by the leadership, low guarantees of opportunity for promotion, and the lack of positive recognition of work performance. in addition, there is a negative perception of the absence of differences in salary size and the chance of getting a periodic salary increase between the employee and the principal can lead to either good performance or poor performance. if this is not addressed immediately, the principals at the madrasah who are currently showing good levels of discipline may be affected by the principal in a less disciplined madrasah. in an organization, discipline is a very important factor in the realization of its objectives because without good discipline conditions, an organization is unlikely to achieve high levels of effectiveness and efficiency. discipline is a positive behavior that essentially manifested in the form of attitude, behavior, and deeds in accordance with the applicable regulations, both written and unwritten. literature review in terms of behavior, work discipline is influenced by many factors such as individual employee factors, internal organizational conditions, and environmental factors. individual factors can come from personality, motive, attitude, expectations, habits and so on. internal factors of organization can be condition and work environment, leadership, communication, reward system, sanction and so forth. the environmental factors can be social environment, culture and family. hasibuan explained that the discipline of work is the awareness and willingness of a person to comply with corporate rules and social norms that apply.8 the 8 malayu s.p. hasibuan. manajemen sumber daya manusia. (jakarta: bumi aksara, 2005), p. 194. the effect of task commitment on the work discipline of the principals of ‘madrasah ibtidaiyah’ in deli serdang regency, indonesia doi: 10.30575/2017/ijlres-2018010402 23 same is also expressed by gouzali who argued that the discipline of work is interpreted as the attitude and behavior of an employee embodied in the form of willingness with full awareness, and sincerity to comply and implement all rules and policies of the company as an effort to give maximum contribution in achieving company goals.9 carrell, elbert, and hatfield mention that discipline is the part that animates the overall management functions to improve the performance of individuals and organizations. means that all activities that are not accompanied by discipline will not produce a useful performance.10 different views expressed by dessler that the discipline interpreted as an exercise or education of modesty and spirituality and the development of character. to encourage cautious behavior and adherence to employee rules and decisions, this exercise or education is one of the foundations for achieving all of its goals.11 this is because discipline refers to order.12 while darmodihardjo in sinaga argues that the discipline of work is a mental attitude that contains the willingness of heart that manifests in the behavior to meet all the rules, rules and norms that apply in fulfilling the duties and responsibilities within an organization.13 discipline, according to suseno, is a management activity to run the standards of the organization.14 thus, means the objectives that have been determined and agreed upon by the members of the organization will be achieved if they respect and enforce any rules and provisions applicable to the organization. awareness to enforce the rules is a fundamental principle for members of the organization in each activity with their respective roles, duties and obligations. without order and regulation in work, the organization will face various difficulties in achieving the agreed objectives. discipline in work can also motivate the members of the organization to submit and 9 saydam gouzali, saydam. manajemen sumber daya manusia. (jakarta : gunung agung., 2006), p. 111. 10 elbert carrell and hatfield. at.al. human recources management. (new jersey: prentice hall.inc.1995), p. 702 11 gary dessler. human resource managament. manajemen sumber daya manusia. terjemahan paramita rahayu (jakarta: indeks, 10th, 2009), p. 194 12 jhon w. newstrom. organizational behavior. (singapore, mcgraw hill, 12th edition, 2007), p. 236 13 anton sinaga. “hubungan antara disiplin kerja dan iklim organisasi dengan kinerja guru di smp negeri kelurahan raya kabupaten simalungun”. tesis tidak diterbitkan. (medan: program pascasarjana unimed medan, 2010), p. 34 14 budi suseno darmo. leader yang ship, panduan kepemimpinan praktis dan efektif. (milestone, 2009), p. 110 muhammad rifa’i 24 obey the rules that have been set. thus, the discipline also serves as the administration of administration. discipline is in the administration of the organization within the organization that there is a scope of personnel administration work. colquit, lepine, and wesson in the integrative model of organization behavior affirm that individual outcomes that are considered to influence performance behavior and organizational commitment consist of job satisfaction, stress, motivation, trust, justice and ethics, and learning and decision making. meanwhile, individual mechanisms are influenced by organizational mechanisms consisting of organizational culture and organizational structure, group mechanisms, consisting of leadership style and behavior, leadership power and influence, team processes, team characteristics, and individual characteristics consisting of personal and cultural values and abilities.15 based on this model, organizational performance and commitment behaviors are reflected in compliance, submission, and compliance with respect to applicable provisions. this behavior is commonly known as work discipline currently, the position of madrasahs equated with public schools shows that every madrasah at all levels must be committed to the task. the principal in the madrasah is no longer just trying to teach teachers and students to be good at praying or reading the qur'an, but has the same ability with other schools both from the aspect of religious knowledge as well as general knowledge. commitment must serve as a force for achieving madrasah goals. this is in accordance with mowday who defines commitment as the relative strength of individual identification and the relative strength of individual identification in work organization.16 if employees have a strong commitment to provide the best performance for the country and the best service for the community, the performance in the office will increase.17 glesser in hoy and miskel says that people who have a high commitment usually show their loyalty and professional ability. high loyalty to superiors or leaders usually indicates 1) obedience, 2) respect, 3) loyalty and, 4) high self-discipline.18 angle and perry, bateman, mathieu, 15 jason a. colquitt, jeffery a. lepine and michael j. wesson. organizational behavior : improving performance and commitment in the work place. (new jersey new york : mc graw-hill, 2009), p. 8. 16 http://www.psychologymania.com/2014/05/definisi-komitmen-organisasi.html 17 mahmudi. manajemen kinerja sektor publik. (yogyakarta: upp stim ykpn, 2007), p. 57. 18 wayne, hoy. k. & miskel g.c. educational administration theory research and practice. third edition. (new york: random house, 1988), p. 100. http://www.psychologymania.com/2014/05/definisi-komitmen-organisasi.html the effect of task commitment on the work discipline of the principals of ‘madrasah ibtidaiyah’ in deli serdang regency, indonesia doi: 10.30575/2017/ijlres-2018010402 25 zajack and stresser in muchinsky conclude that individuals with high organizational commitment have characteristics: (a) better adapted; (b) the number of employees in and out (turnover) is less; (c) slowness in working is low; (d) higher job satisfaction. someone who is too committed to the organization will tend to stagnate in his career and tend to have low self-development; and if commitment reflects identification and involvement within the organization, then the organization (madrasah) will benefit by a reduced turnover.19 high task commitment should be able to increase the satisfaction and the improvement of work discipline. meanwhile, empirical facts that show the link between task commitment, job satisfaction, and work discipline can be seen from the results of septian's research that shows a very strong relationship between organizational commitment with employee discipline in the regional personnel agency of cimahi with a large value of 0.654 correlation coefficient and coefficient of determination of 42.77%. this finding concludes that there is a positive and significant relationship between organizational commitment and employee discipline.20 the above description describes various factors that are considered to influence the discipline of work, both based on the description of theory and empirical facts. in order to develop a theoretical model to overcome the problems of the principal's work discipline in the madrasah, a study on the influence of task commitment to the work discipline of the principal in madrasah ibtidaiyah in deli serdang needs to be conducted. methodology this research is a quantitative research with the ex-post facto research design where the variables studied are not controlled and manipulated by the researcher. in this study, the facts obtained based on the measurement of existing symptoms and the testing of symptoms that will occur. the research method used is survey method and 19 ibid, p. 286-288. 20 galih septian. pengaruh komitmen organisasi terhadap disiplin kerja pegawai negeri sipil pada badan kepegawaian di kota cimahi. tesis. (bandung: universitas pendidikan indonesia, 2014), p. 1. muhammad rifa’i 26 the analysis of one variable with other variables is done by using path análysis. path analysis requires a significant linear regression relationship between variables. the study was conducted in deli serdang regency, north sumatera province from march 2016 until june 2017. the population in this study was 156 principals in private madrasah ibtidaiyah in deli serdang district. the sampling is done by taking into account the size of the population and techniques described in the krejcle and morgan tables in sugiyono. based on this technique, 113 people were selected to be research respondents. findings and discussion in this study, the work discipline is a research variable whose existence is determined by the task commitment. based on the previous data processing, it is known that the distribution of commitment task the high category is 4.42%, the medium category is 62.83%, the low category is 32.74% and the poor category is none. thus, it can be concluded that the task commitment in this study is classified as a medium being proven by 62.83% of the respondents entered in the medium category. based on the results of observation, the indicators of task commitment shaping such as concern for task, willingness to try, enthusiasm to develop ability, and loyalty serve as workgroup norms or values that exist in the workplace developed to overcome the existing problems and to control the behavior of the madrasahs' principals within the organization. although the overall category of task commitment tendency is moderate, there is a high percentage in the low category and if both categories are accumulated, it will produce 32.74%, while the less category does not exist. this shows that the optimization of care, willingness to try and loyalty as the norms of working groups and values that exist in the workplace needs to be done. for the headmaster of the madrasah, caring becomes a very necessary thing to have, because it can produce a quick-reaction attitude, responsive to things that are considered contributive to the quality of the institution he leads. not only limited to that, the headmaster of the madrasah who is concerned is well aware that the madrasah will face the demands of scientific development, as part of the dynamics of education. the renewal and development of science raises its own consequences for the principal in the madrasah as the holder of change control to continually nurture and cultivate this concern continuously from time to time in every work activity. the effect of task commitment on the work discipline of the principals of ‘madrasah ibtidaiyah’ in deli serdang regency, indonesia doi: 10.30575/2017/ijlres-2018010402 27 willingness will encourage principals in madrasah to have a fighting spirit and a strong will to advance madrassas. willingness to try owned by the head of the madrasah will eliminate all forms of problems and obstacles faced by the madrassas in the flow of change and dynamics that occur. this strong will, in turn, will encourage the birth of concepts and strategies to deal with all the problems experienced by madrasah so that madrasah can become an institution that can follow all forms of educational dynamics. in addition, loyalty held by the principal will foster an attitude of perseverance in work and compliance with the organization. principals who have loyalty will work earnestly, where work is not just a mere fulfillment of the task alone, but also a form of actualization of the profession and the best service for the institution. in line with this, smith and andrews declared that principal or leaders of educational institutions are required to be able to carry out the duties and responsibilities well.21 job loyalty or loyalty is one element in the performance assessment of principals in madrasah. this can be seen from loyalty to work, position and organization. this loyalty is reflected in the willingness of the madrasah principals to guard and defend the organization inside and outside of the irresponsibility of irresponsible people. the loyalty of the madrasah principal in an organization is absolutely necessary for the organization's own sake. according to reichheld in utomo, the higher the loyalty, the achievement of organizational goals will also be easier.22whereas on the contrary, organizations with low loyalty levels will have difficulties in achieving its goals. job loyalty does not form in the organization, but is manifested by many aspects. each aspect is part of the management of the organization that is related to each other. aspects of individual work loyalty can be seen through behaviors such as: a) obeying the rules. every policy implemented in the organization aims to smooth and manage the course of the execution of duties by the management of the organization. this situation will lead to discipline that benefits organizations internally and externally, b) responsibility to the organization. job characteristics and task execution have consequences for madrasah principals. the ability of the madrasah head to carry out his 21 smith and andrews. the concept of corporate strategy. (homewood: richard d. irwin, 1989), p. 133. 22 b. utomo, menentukan faktor faktor kepuasan kerja dan tingkat pengaruh kepuasan kerja terhadap loyalitas karyawan ptp, (jurnal manajemen & kewirausahaan, vol. 7 (2), 171-188, 2002), p. 9 muhammad rifa’i 28 duties as well as possible and the awareness of any risks of carrying out his duties will provide an understanding of courage and responsible awareness of what has done, c) willingness to work together. working with people in a group will enable the head of the madrasah to achieve objectives that individuals cannot reach individually, d) the sense of belonging, the sense of belonging to the organization will encourage the principal to take care of and be responsible for the organization led to loyalty for the achievement of organizational goals, e) interpersonal relationships, headmasters who have high work loyalty will have a flexible attitude in the relationship between the personal. these personal relationships include social relationships between school principals and teachers and employees, harmonious relationships between superiors and subordinates, work situations and suggestions from coworkers and f) preference for work. this can be seen from the indicators of excellence in work, the demand for what is rightful.23 the above loyalty aspects will give the principal a strong impetus to remain a member of the organization, a firm belief, full acceptance of organizational values, adherence to applicable rules, high sense of responsibility and positive work attitude. if these things work, the principal will have a high loyalty in accordance with the expectations of the institutions or organizations. the fact that the weakness of aspect of care, willingness to try and loyalty among the head of madrasah in work should be taken seriously by the institution that currently conducting coaching, and intensive consolidation, and optimizing the training to improve the three aspects (concern, willingness to try and loyalty) that can be implemented by the head of ministry of religious affairs of deli serdang regency along with his staff. this is important given that these aspects can improve the effectiveness of school principals' performance. the findings of this study indicate that the direct influence of task commitment to work discipline is 0.168. task commitments have a positive effect on job satisfaction, where 16.8% of changes in work discipline are determined by task commitment. duty commitment is a tendency of a person to engage actively with a sense of responsibility that can encourage a principal to go directly in an activity where he must be able to 23 vannecia marchelle soegandhi et. al., pengaruh kepuasan kerja dan loyalitas kerja terhadap organizational citizenship behavior pada karyawan pt. surya timur sakti jatim, (jurnal agora, vol. 1 no. 1, 2013), p. 123 the effect of task commitment on the work discipline of the principals of ‘madrasah ibtidaiyah’ in deli serdang regency, indonesia doi: 10.30575/2017/ijlres-2018010402 29 properly set and implement decisions for himself.24 since the commitment to duty is a decision or an agreement, personnel who already have one of the several alternatives will not hesitate in taking a stand. furthermore, sahertian also adds that commitment to task is greater than the effect of caring because understanding a commitment to tasks contains meaningful effort and encouragement and time. in this connection, commitment to tasks is not just about involvement, but the willingness of the principal to be actively involved in a high-responsibility activity.25 imron stated that the commitment to task is one of the expected qualities of an employee because people who have a commitment will be willing to be in the organization and will be willing to work for the achievement of the organizational goals.26 a similar opinion was also proposed by nawawi et al who suggests that effective organizations cannot be formed without the support of individuals who have high loyalty, commitment to do the tasks, willingness to stay in the joys and sorrows and beliefs about the value of an organization.27 glassers in hoy and miskel mention that people who are committed to the tasks usually tend to show their loyalty and professional abilities. high loyalty to superiors or institutions is usually demonstrated by 1) obedience, 2) respect, 3) loyalty and 4) high self-discipline.28 goleman states that the characteristics of someone who is committed is 1) having initiatives to overcome problems that arise in himself or his group, 2) emotionally attached to the organization, which makes individual goals and goals of the organization as one and the same or feel a strong attachment to the organization, 3) willing to make the necessary sacrifices such as being a "patriot"; 4) having unselfish strategic vision; 5) working in earnest, even without direct reward; 6) feeling as the owner of the organization so that every task is completed as quickly and as best as possible, 7) having a clear mission statement for the description of the stages to be achieved, and 8) having a self-awareness with a clear feeling that the task is not a 24 piet a. sahertian. profil pendidikan profesional.( yokyakarta: andi offset, 1994), p. 45 25 ibid, p. 46 26 ali imron. pembinaan guru di indonesia.( malang : pustaka jaya, 1995), p.19 27 martini m hadari and nawawi, hadari. kepemimpinan yang efektif. (yogyakarta: gadjah mada university press, 2006), p. 37 28 wayne hoy and miskel, cecil. g. educational administration, theory, research and practice. (new york: random haouse, 1988), p.132 muhammad rifa’i 30 burden.29 the commitment to task is inseparable from the responsibility. a person who is committed in carrying out the task is doing, performing the duty seriously, and full of responsibility. the commitment to the task indicates a person's willingness to be actively involved in the task with full responsibility. therefore, a high-commitment headmaster will show his responsibility on the one hand and foster his satisfaction in working on the other. in line with this, gordon mentioned that ”researchers and practitioners have paid attention to job satisfaction because they believe it affect workers’ commitment and performance. “although a more complicated relationship may exist among satisfaction, commitment, turnover, and productivity, managers still should strive for job satisfaction in the workplace” aamodt also added that "meta-analyses indicate that satisfied employees tend to be committed to an organization". the relationship between job satisfaction and work commitment will be evident in the consequences, such as performance, employee turnover, absenteeism, delays, organizational citizenship and counterproductive behaviors.30 the findings also support the theories used as the basis for the proposed theoretical model of research variables, namely the organizational behavioral integration model proposed by colquitt, lepine, and wesson which explains that the organizational culture has a direct effect on a job satisfaction.31 the conclusion that the task commitment has a direct effect on a job satisfaction is in accordance with the research result and the theory referred to in this research. conclusion the results of this study indicate that the direct influence of task commitment to the discipline of madrasah heads in deli serdang is 0.168. thus, the leadership behavior that directly determines work stress changes is 16.8%. the implication of this research is the effort to improve the quality of work discipline of madrasah principal continuously. as is well known, good discipline will help achieve organizational goals, 29 daniel goleman. working with emotional intelegence. (london: bloomsburg publishing pls, 1998), p. 193 30 michael g. aamodt. industrial/organizational psychology: an applied approach. (belmont: wadsworth cengage learning, 2010), p. 367. 31 jason a. colquitt, jeffery a. lepine and michael j. wesson, organizational behaviorimproving performance and commitment in the work place,(new york :mc graw-hill, 2009), p. 8. the effect of task commitment on the work discipline of the principals of ‘madrasah ibtidaiyah’ in deli serdang regency, indonesia doi: 10.30575/2017/ijlres-2018010402 31 while low discipline will slow the achievement of organizational goals. so that, the work discipline in madrasah needs to be enforced because the discipline devises written rules in writing that must be executed and obeyed by all madrasah citizens, including the principal. the discipline factor in the madrasah will assist all elements of the madrasah so that the behavior of madrasah citizens can be controlled in accordance with agreed, responsible and timely rules in completing the work that will impact on improving organizational performance. furthermore, the direct leadership of the head of the madrasah, the head of the ministry of religious affairs office of deli serdang regency, in this case represented by the head of madrasah education, should analyze the discipline factors of the principal's work, and if there are negative things happening in the implementation of discipline, improvement needs to be done. therefore, a positive reciprocal relationship between the superior and the principal of the madrasah school is expected to provide better motivation in improving the discipline level within the organization. an attention from the leader will make the headmaster of the madrasah more confident because it can lead to higher commitment to the organization. if the principal of a madrasah has a good commitment in the organization, the achievement of organizational goals will also be easier because it is supported by the loyalty in the work, and active participations in every job. highly committed principals can carry out the tasks assigned and demonstrate their efforts with full responsibility. bibiliography aamodt, m. g. (2010). industrial/organizational psychology: an applied approach. belmont: wadsworth cengage learning. carrell, e and hatfield. at.al. (1995). human recources management. new jersey: prentice hall.inc. colquitt, j. a., lepine, j. a dan wesson, m. j. (2009). organizational behavior: improving performance and commitment in the work place. new jersey new york: mc grawhill. darmo., b. s. (2009). leader yang ship, panduan kepemimpinan praktis dan efektif. milestone. muhammad rifa’i 32 dessler, g. (2009). human resource managament. manajemen sumber daya manusia. terjemahan paramita rahayu. jakarta: indeks, 10th. goleman, d. (1998). working with emotional intelegence. london: bloomsburg publishing pls. hasibuan, m s. p. (2005). manajemen sumber daya manusia. jakarta: bumi aksara. hoy. w. k. & miskel g. c. (1988). educational administration theory research and practice. third edition. new york: random house. http://www.psychologymania.com/2014/05/definisi-komitmen-organisasi.html imron, a. (1995) pembinaan guru di indonesia. malang: pustaka jaya. mahmudi. (2007). manajemen kinerja sektor publik. yogyakarta: upp stim ykpn. martini, m. h dan nawawi, h. (2006). kepemimpinan yang efektif. yogyakarta: gadjah mada university press. newstrom, j.w. (2007). organizational behavior. singapore: mcgraw hill, 12th edition. rahman. at. all. (2006). peran strategis kapala sekolah dalam meningkatkan mutu pendidikan. jatinangor: alqaprint. sahertian, p. a. (1994). profil pendidikan profesional. yokyakarta: andi offset. saydam, g. (2006). manajemen sumber daya manusia. jakarta: gunung agung. septian, g. (2014). pengaruh komitmen organisasi terhadap disiplin kerja pegawai negeri sipil pada badan kepegawaian di kota cimahi. tesis. bandung: universitas pendidikan indonesia. smith dan andrews. (1989). the concept of corporate strategy. homewood: richard d. irwin soebagia, a. (2000). manajemen pendidikan indonesia. jakarta: ardadirya. soegandhi, v.m dkk, (2013). pengaruh kepuasan kerja dan loyalitas kerja terhadap organizational citizenship behavior pada karyawan pt. surya timur sakti jatim, (jurnal agora, vol. 1 no. 1, 2013) suara merdeka. (2012). banyak kepala sekolah tak kopenten. [online]. (http://www.suaramerdeka.com/v1/index.php/read/cetak/2012/09/04 /197514/16/banyak-kepala-sekolah-tak-kompeten. diakses tanggal 3 maret 2016. pukul 11. 30) trilling b. dan hood, p. (1990). learning, technology, and education reform in the knowledge age or “were wirad, webbed, and windowed, now what”? (educational technology, may-june. http://www.psychologymania.com/2014/05/definisi-komitmen-organisasi.html http://www.suaramerdeka.com/v1/index.php/read/cetak/2012/09/04/197514/16/banyak-kepala-sekolah-tak-kompeten http://www.suaramerdeka.com/v1/index.php/read/cetak/2012/09/04/197514/16/banyak-kepala-sekolah-tak-kompeten the effect of task commitment on the work discipline of the principals of ‘madrasah ibtidaiyah’ in deli serdang regency, indonesia doi: 10.30575/2017/ijlres-2018010402 33 utomo, b (2002). menentukan faktor faktor kepuasan kerja dan tingkat pengaruh kepuasan kerja terhadap loyalitas karyawan ptp, (jurnal manajemen & kewirausahaan, vol. 7 (2), 171-188, 2002) wahjosumidjo. (2002). kepemimpinan kepala sekolah. jakarta: raja grafindo persada. wibisono, k.b (2013), indeks daya saing indonesia naik 12 peringkat, antara news.com rabu 9 november 2013. (http:// .antaranews.com/berita/406970/indeksdaya-saing-indonesia-naik-12-peringat), diakses pada tanggal 15 september 2014. http://kesehatan.kompas.com/read/2009/11/09/16160288/bos http://kesehatan.kompas.com/read/2009/11/09/16160288/bos ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017-2018010407 vol. 2, no. 1, 2018 page: 86 100 86 the dynamics of islamic counseling in the state islamic senior high school (man) at medan city, north sumatra abdurrahman school of postgraduate, state islamic university of north sumatra, indonesia abdurrahman@uinsu.ac.id saiful akhyar lubis school of postgraduate, state islamic university of north sumatra, indonesia saifulakhyarlubis@uinsu.ac.id lahmuddin lubis school of postgraduate, state islamic university of north sumatra, indonesia lahmuddinlubis@uinsu.ac.id abstract. this study aims to determine the dynamics of islamic counseling practices throughout state islamic senior high school (man) in the city of medan. this study, using a qualitative approach, which attempts to explore the phenomena that occur in the four research sites in question, then reduced and describe using descriptive explanation. this research was conducted in the state islamic senior high school (man) all over medan city (man 1, man 2 model, man 3, mapn 4 medan). the findings obtained that the practice of implementing islamic counseling uses several services, including: orientation services, information services, placement and distribution services, content mastery services, group counseling services, individual counseling services, mediation services, consulting services, referrals, data sets and others. those are elaborated with the values of islamic teachings, both attitudes and materials (counselor attitudes / bk teachers who do not distinguish the background of counselees / students violate or not violate, islamic content material, and soft speech). so it can attract counselees / students to explore the problems encountered and the settlement step of triadic communication (god, counselor, counselee / student). keywords: the dynamics of islamic counseling, the state islamic senior high school, medan city introduction the existence of state islamic senior high school (madrasah aliyah negeri) in indonesia is one of the formal educational institutions under the ministry of religious affairs of the republic of indonesia that has an active role in realizing the contents of the articles, and in accordance with the characteristics of islamic education. as mailto:abdurrahman@uinsu.ac.id mailto:saifulakhyarlubis@uinsu.ac.id mailto:lahmuddinlubis@uinsu.ac.id the dynamics of islamic counseling in the state islamic senior high school (man) at medan city, north sumatra doi: 10.30575/2017/ijlres-2018010407 87 mentioned in law number 20 year 2003 regarding the national education system that contains islamic values, values that bring prosperity and welfare to all beings (according to the concept of rahmatan lil'alamin), democracy, egalitarian and humanist. among these values are: national education functions to develop the ability and form the character and civilization of a dignified nation in order to educate the nation's life, aims for the development of potential learners to be a man who believes and piety to god almighty, noble, healthy, knowledgeable, capable, cretive, independent and a democratic and responsible citizen. on the other hand it is also mentioned that national education is democratic and fair also non-discriminatory. the task of the supervising teacher as stated in decision letter of ministry of state aparature utilization (menpan) no. 84/1993 is to prepare a guidance program for the students who are under his responsibility. furthermore, in letter decision of moec no. 025 / p / 1995 on technical guidelines the functional implementation requirements for counceling teachers and credit score explained that guidance and counseling are: support services for students, individually or in groups to be able to independently and develop optimally in the field of personal, social and learning counseling careers through various types of services and support activities based on the prevailing norms. the areas and types of counseling services mentioned above are the components of counseling guidance that should be implemented in schools / madrasah. based on the results of the competency test of teachers of general study field that served in madrasah aliyah, which was held by the end of may 2013 ago by medan state university, there is no formation of bk teachers. thus the standard of bk teacher competence in charge of state islamic senior high school (madrasah aliyah negeri) in medan city has not been tested its competence. this data can provide a general picture of the quality of bk teachers in islamic senior high school (madrasah aliyah negeri) in medan. based on these data, the stronger the allegation that the dynamics of islamic counseling counseling services in state islamic senior high school as medan city begins with a teacher giving advice to naughty students, giving punishment for violations of school discipline, the appointment for teachers of subjects who doubles as teachers bk, appointment of subject teachers assigned specifically as bk teacher. and after the implementation of counseling guidance is growing rapidly in school and has been majoring in islamic counseling guidance in universities, the islamic school like the state abdurrahman, saiful akhyar lubis, lahmuddin lubis 88 islamic senior high school in medan city also received a supply of tutors who are not well-educated background of islamic counseling. the background of the qualifications of bk teachers, who are not in the field of islamic counselling, has an impact on the low professionalism of bk teachers in organizing various islamic counseling services in madrasah. in carryin out counseling services of qualified counseling teachers, they should have paedagogic competence, personality competence, social competence and professional competence. these will be difficult to realize if the attention of relevant parties such as the ministry of religious affairs of medan city as the party most responsible for the qualifications and competence of teachers in madrasah around medan, supervisors counseling guidance in madrasah which until now has no professional manpower. literature review the term guidance in arabic is often referred to al taujih which is the mashdar of fiil tsultsi al mazid (fiil that obtains additional) wajjaha yuwajjihu taujihan. it has the meaning of confronting, directing forward, staring to face, showing. the word taujih is very close to the equation with the word face or face that is generally used as identity. could be, taujih expression indicates an individual effort to become a person who always faces forward in accordance with the character of self and the essence of human. according lahmuddin, islamic guidance is a process of providing assistance from a counselor to the counselee. in the implementation of the provision of assistance, a counselor / helper should not impose the will of the counselee / helpee to follow what is suggested, but simply provide direction, guidance and assistance, provided it is more focused on assistance related to psychological / mental and not related to material or finance directly. from the definition of islamic guidance is concluded that the task of the counselor / helper is to direct and show the way to the counselee so that counselees can walk to a better direction to follow as desired by allah. according to thobari in his commentary, the word yarsyudun has a synonym with the word ihda '(guidance).1 in other words, irsyad in the context of counseling can be interpreted to ask guidance to an expert and professional (counselor) in the field, to 1 abi ja’far muhammad ibn jarir al thobari, jamiul bayan an ta’wili ayatil qur’an (badar hajar, tt), juz. xi,. p, 227 the dynamics of islamic counseling in the state islamic senior high school (man) at medan city, north sumatra doi: 10.30575/2017/ijlres-2018010407 89 find a way out, in addition to demanding the maximum effort of the counselee self in line with the goals to be achieved. therefore, the concept of irsyad in islamic counseling, not just passive efforts of the counselee, but a form of concrete action in an effort to improve themselves. furthermore, to add insight into the concept of irshad in islam al-thobari interprets that allah guided prophet ibrahim in the form of a ban to worship idols made by their own hands. in this context, counseling given by god is the intelligence in thinking clearly that has not been thought by the society at that time. thus, the concept of irshad can be interpreted as providing assistance in thinking secar soluktif and intelligent in understanding the steps to solve the problem. then the concept facilitates more diuatamakan than complicate. therefore, islamic counseling in the arabic term is called irsyadul islam. lubis concludes some limitations of islamic counseling are as follows:2 a. islamic counseling is an assistance service to the counselee so that the counselee is able to know, recognize and understand his / her situation in accordance with the nature, or re-understand his / her situation. b. islamic counseling is a service of help to the counselee to accept his situation as it is, in terms of good and bad, strength and weakness, as something ditarikapkan god. then realize that as a human being he is required to seek. the weakness in him is not to be constantly regretted, and the power that is in him is not to make him forget himself. in other words, islamic counseling aims to encourage and direct the counselee to resign / submit to god, consult all the problems to god and simultaneously ask for his guidance and help to cope every problem that it faces. c. islamic counseling is an assistance service to the counselee to understand the circumstances (situations and conditions) that it faces today. in this case, he is helped to formulate the problems he faces and at the same time diagnose the problem. further help counselee to find your own alternative problem solving. counselors only within limits 2 saiful akhyar, konseling islami dalam komunitas pesantren (bandung: citapustaka media perintis, 2015), p. 97-98. abdurrahman, saiful akhyar lubis, lahmuddin lubis 90 indicate alternatives tailored to the intellectual content of the concerned counselee. according to achmad mubarak, islamic counseling is more directed to the context of al-irsyad al-nafs which is defined as psychological guidance, a term that is quite clear cargo and even more widely its use.3 it is meant that islamic counseling is a mental spiritual help where it is hoped by through the strength of faith and ketaqwaannya to one's god is able to overcome the problems facing him. while the definition of islamic counseling, according to tohari musnamar is the process of providing assistance to individuals to realize again its existence as a creature of god who should live in harmony with the provisions and instructions of god, so as to achieve happiness in the world and the hereafter4. az-zahrani in his book therapeutic counseling, explains that: counseling in islam is one of many human tasks in fostering and shaping the ideal human. counseling is a message god has given to all his apostles and prophets. with the existence of this counseling mandate then they become so valuable and beneficial to humans, whether in the affairs of religion, the world, the fulfillment of needs, problem solving, and others.5 islamic counseling in terms of the counseling process is the ongoing face to face meeting between two or more people (or more two people). the first party is a counselor who deliberately provide assistance, services to the counselee in a professional, while the second is a counselee who is assisted to solve the problem. furthermore, akhyar explained that counseling is a process that aims to seek peace of life both in the world and in the hereafter. the peace of life in the world-the hereafter can be achieved through the efforts that always make god as the back in behaving, so that every action that is born always gets the protection and help of allah.6 the essence of islamic guidance and counseling is the effort to help the individual learn to develop fitrah-faith and / or return to the fitrah-faith, by empowering the nature (physical, spiritual, nafs, and faith) to learn and execute the guidance of allah and his messenger , so that the fitrah-fitrah existing in the individual develop and 3achmad mubarok, al-irsyad an-nafsy: konseling agama teori dan kasus (jakarta: bina rena pariwara, 2000), p. 3. 4thohari musnamar, dasar-dasar konseptual bimbingan dan konseling islam (yogyakarta:uii pres, 1992), p. 5. 5musfir bin said az-zahrani, konseling terapi (jakarta: gema insani press, 2005), h.16. 6saiful akhyar, konseling islami dalam komunitas pesantren (bandung: citapustaka media perintis, 2015), p. 63. the dynamics of islamic counseling in the state islamic senior high school (man) at medan city, north sumatra doi: 10.30575/2017/ijlres-2018010407 91 function properly and correctly. in the end it is expected that the individual survives and gains happiness in the world and the hereafter.7 according to hasan langgulung, islamic counseling is a process of teaching and learning that takes place in face to face (face to face) between an expert in counseling psychology (counselor) and a need counseling process (client). it uses technical and professional techniques and methods aimed at helping clients solve problems by addressing the problem through direct methods, helping clients understand themselves, understanding their interests, inviting them to accept the destiny given to them by god, to the shari'ah of allah swt, so that he himself seeks and wants the lawful and leave the haram, he also put for himself a realistic and lawful goal to use his abilities as far as commonly used and useful for himself and others and get his truth in doing what by allah almighty, so that he enjoys happiness in the world and the world.8 methodology this study was used qualitative method with the focus of research on the qualifications and competence of teachers counseling guidance (bk) in conducting guidance counseling islami. selection of qualitative methods for this research because it is in accordance with the issues raised and in accordance with qualitative research characteristics. bogdan and biklen, divides five kinds of qualitative research characteristic, namely (1) qualitative research has the natural setting as the direct source of data and the researcher is the key instrument; (2) qualitative research is descriptive; (3) qualitative researchers are concerned with process of products or products; (4) qualitative researchers tend to analyze their data inductively; and (5) "meaning" is of essential concern to the qualitative approach. . the quotation above shows easily the characteristics of qualitative research are: (1) nature is naturalistic, (2) the data is descriptive, (3) the emphasis on the process (4) data analysis is inductive and (5) looking for meaning of life tentag or process of meaning. this research tries to raise real condition in the field based on qualitative case study, so that this research is analytical descriptive. this study was designed to obtain 7 zulkifli akbar, dasar-dasar konseptual penanganan masalah bimbingan dan konseling islami di bidang pernikahan, kemasyarakatan dan keagamaan (yogyakarta: uii, 1987), p. 12. 8 hasan langgulung, peralihan paradigma dalam pendidikan islam dan sains sosial, (jakarta: gaya media pertama, 2002), p. 85. abdurrahman, saiful akhyar lubis, lahmuddin lubis 92 information on symptom status at the time of the study. this means trying to describe about: (1) the actual condition of how to improve the professional competence of the mentor teacher; (2) factors that support the improvement of professional competence of mentor teachers; (3) consideration of the regional government in improving the professional competence of the supervising teachers; (4); forms of local government role in improving the professional competence of supervising teachers; and (5) local government strategies and programs in maintaining the professional competence of the advisory teachers on an ongoing basis. the data and data sources required in this study will be tailored to the research focus. data is an explanation of something the object of research obtained at the study site.9 bogdan and biklen, explained that the data are the raw materials the researchers collect from the field on which the analysis is based (the basis of analysis). the data includes actively recorded materials, such as interview transcriptions and participant observation field notes. the data also includes what other people have created and found by researchers, such as diaries, photographs, documents, and articles.10 while lincoln and guba explain that the data is the product of process of interpretation, and though there is some sense in which the materials for the process are "given" it is the only product which has scientific status and function.11 based on the above discussion, then that can be a source of data in this study are teacher mentors, deputy head of madrasah field of student and head of madrasah. while the key informant in this research is all teachers counseling guidance in state islamic senior high schoolse-medan city. 9 burhan bungin, metodologi penelitian kuantitatif komunikasi, ekonomi, dan kebijakan public serta ilmu-ilmu social lainnya (jakarta: kencana, 2005), p. 119. 10 robert c. bogdan and sari knopp biklen, qualitative research for education; an introduction to theory and methods, p. 106. 11 yvonna s. lincoln and egon g. guba, naturalistic inquiry (california: sage publications, 1985), p. 332. data collection data presentation data reduction collections of verification the dynamics of islamic counseling in the state islamic senior high school (man) at medan city, north sumatra doi: 10.30575/2017/ijlres-2018010407 93 findings and discussion the practice of islamic counselling in state islamic senior high school (man) at medan counseling activities conducted by counselors / teachers bk in man medan is basically not a new service, but the practice of services that have existed since the 1990s, since the emergence of government regulations on the task of teachers in the school supervisor. according to mr. amir, the implementation of existing counseling at that time still seemed traditional and more tends to solve problems of student violations related to school rules. whereas, the context of the working area of counseling that is essentially the construction of individuals experiencing disruption in its development becomes deviated because it is very minimal understanding of the school / madrasah on the task and function of counseling guidance in the madrasah relation education of children. according to mr. amir as a counselor in man 1 medan, counseling activities conducted in the 1990s, initially more curative-punishable. students who come to bk teachers are not to consult but are summoned to the bk room because they have mistakes that have been done in school. therefore, the student whose name is summoned by the bk teacher already feels uncomfortable and feels fearful, because it will get punished. be aware of punishment, until there are students who do not attend school for fear of being punished. although not all of the teachers summoned up by bk teachers are problematic and punished, the characteristic attached to bk teachers at the time is the school police, who are ready to punish students who violate school regulations. the penalties vary, ranging from mild to severe, with due observance of the offenses committed. light punishments such as, standing on the school grounds, running around the school, cleaning the school bathroom. if the violation done by the student is in the heavy category, then the school usually call the parents of the student's guardian or in droup out (do). whereas it is clear that counseling on his haikat is not punishing but educating the wrong students in order to have awareness and understanding of his mistakes, helping students who have problems to be abdurrahman, saiful akhyar lubis, lahmuddin lubis 94 able to overcome the problem, and guide students to become independent person. currently, existing counseling practices throughout man medan are focused on developing students' self-skills, while still addressing the problems of students who have barriers to their developmental tasks. meanwhile, the existence of counseling "islam" itself according to the observation of researchers in man medan is still looking for various models that really can be said that a counseling technique is said to be islamic counseling. it is acknowledged by mr. khairun na'im, s.pd.i, that in practice, the implementation of counseling is still following western behavioristic approaches that are directive.12 whereas according to bastaman, behaviorism flow is too deterministic and less appreciate the talents and interests of an individual as a creature that has the potential and reason. in addition, this flow is less appreciative of the differences between individuals in assessing, looking at and solving problems, while individual differences are a reality.13 judging from the intensity of problems that are often handled by counselor / teacher bk, can be categorized into five areas, namely: a. individual problems with his own personality. generally the problems that often dijumapai is lack of confidence, low self-motivation. b. individual issues with their social environment. late coming to school, skipping school. dating, fighting, bullying, stealing. c. individual problems with learning activities. not doing homework, low learning interest d. problems with future / career. doubts in determining majors, not understanding his talents, not understanding activities that will be done after the end of man. e. individual problems with his lord. subject matter in this field is lazy to worship, hard to to pray etc. 12 interview with the teachers of councelling of man 2 model medan at october 11, 2017 13. hanna djumhana bastaman, integrasi psikologi dengan islam: menuju psikologi islami, (yogyakarta: pustaka pelajar, 1995), p. 51 the dynamics of islamic counseling in the state islamic senior high school (man) at medan city, north sumatra doi: 10.30575/2017/ijlres-2018010407 95 as for efforts made to develop student's fitrah and handle the problems of student development, the teacher bk do some preventive service strategy in the form: a. orientation services, which are guidance and counseling services that help learners understand new environments, such as the environment of educational units for new learners, and objects that need to be learned, to adapt and simplify and facilitate roles in an effective new environment and character. b. information services, which is guidance and counseling services that help learners to receive and understand the various information self, social, learning, career / position, and continuing education in a direction, objective and wise. c. placement and distribution services, which are guidance and counseling services that help learners get the right placement and channeling in the classroom, study groups, interest / interest in interest, exercise programs, internships and extracurricular activities directed, objective and wise. d. content mastery services, which are guidance and counseling services that help learners to master certain content, especially the competence and or habit of doing, doing or doing something useful in life in school / madrasah, family, and society in accordance with the demands of progress and character-savvy which is praiseworthy, in accordance with its potential and self-interested. e. ndividual counseling services, which are guidance and counseling services that help learners to eradicate their personal problems through individual procedures. f. group guidance services, guidance and counseling services that help learners in personal development, social relations skills, learning activities, career / career, and decision-making, and perform certain activities according to the demands of a commendable character through group dynamics. g. group counseling services, ie counseling and guidance services that help learners in the discussion and eradication of problems abdurrahman, saiful akhyar lubis, lahmuddin lubis 96 experienced in accordance with the demands of intelligent charactersavvy through group dynamics. h. consultation services, ie counseling and counseling services that help learners and / or other parties gain insight, understanding, and ways and or treatments that need to be carried out to third parties in accordance with a commendable character-savvy demands. i. mediation services, which are guidance and counseling services that help learners solve problems and improve relationships with others in accordance with the demands of intelligent character-smart. j. advocacy services, which are guidance and counseling services that help learners to regain their unappreciated and / or mistreated rights in accordance with the demands of intelligent character-smart. the above mentioned services, implemented by bk teachers throughout man medan in accordance with the formal rules on permendikbud number 111 of 2014 on guidance and counseling on primary and secondary education. the implication is that every school / madrasah should implement classroom-based and out-of-class services aimed at giving students insight into independence in handling the problem. furthermore, one characteristic of islamic counseling throughout man medan is the strong encouragement of a bk teacher / counselor to the students to introspect themselves on any behavior that has been done, which has an impact on the emergence of a problem. this is because, basically the position of the counselor, not solely the person who can change the behavior of counselees / students immediately, after the islamic counseling process is completed. the task of the counselor is someone who helps mature counselees / students to be able to understand themselves, accept themselves, plan their lives, and realize it in everyday life in accordance with the purpose and function of man, that is, as the khalifah of allah on earth (surat al-baqarah, 2 : 35), which is equipped with all facilities that can support human development towards the optimal direction. therefore, the practice of islamic counseling ideally, always remind the counselee, to continue to remember the essence of himself as a servant of god the dynamics of islamic counseling in the state islamic senior high school (man) at medan city, north sumatra doi: 10.30575/2017/ijlres-2018010407 97 almighty, who must always be grateful for what he has received by worshiping worship to god. according to mr. naim, including in the category of providing positive motivation (basyira) to the counselee / student is a joyful people who have problems in life, by convincing that every step of human life must have a trial, from light to heavy.14 god loves people who are willing to be patient in accepting the temptation given, to reach the ladder of success in the future. in this context bk teachers analyze it with problems against laziness in learning and other problems faced by students in man 2 model medan. such counseling and counseling efforts according to teacher bk man 2 medan model is based on q.s. al baqarah, 2: 155-157. religious approach given by bk / counselor teachers in order to conduct islamic counseling to students who violate school rules is said to be effective in minimizing the frequent cases in man model medan, as exemplified by mr. naim, while counseling to students who are difficult to memorize lesson. one of the islamic counseling in the field of learning development is the effort of bk teachers when giving direction so that students can be successful in studying. teacher bk explains that learning activities basically have spiritual linkage that must be understood by the students. according to him, science is like the light given by allah almighty, to the man who wants to devote himself to study. it is like a shaykh that imam shafi'i once told about learning to his teacher imam waki’: ْلَم نُوٌر َونُوُر َّللاَّ ََل يُْهَدى ل عَ َشَكْوت إلَى َوك ْفظ ي فَأَْرَشَدن ي إلَى تَْرك اْلَمَعاص ي َوأَْخبََرن ي ب أَنَّ اْلع اص ييٍع ُسوَء ح artinya: “i once complained to waki '(master about my bad memorization) then he pointed me to abandon the sinners he told me that science is the light and light of allah is not possible given to the expert of immorality.”15 here imam syafii after listening to what was said by his teacher, he began to reflect, after reflecting he remembered that he accidentally saw the thigh of a woman when riding the bike then kerangkat. from the impurity of imam syafii made him feel 14 interview with the teachers of councelling of man 2 model medan mr. khairun naim, s.pd.i, on 07 november 2017 15 al syaikh abi bakr al masyhur sayyid bakr ibn sayyid muhammad syatho al dimyathi, hasyiyah i’anatuth tholibin, (bairut: alharamain, tt), juz ii, p. 190 abdurrahman, saiful akhyar lubis, lahmuddin lubis 98 ugly rote. therefore, a person who wants to seek knowledge should keep himself not to fall into the act of sinning that can prevent the inclusion of the light of god within. problems of students' difficulties in memahapal, basically not much different from the problem of the hearts and habits of student behavior. students who often perform a sinful pembutan, it is difficult to memorize lessons that are valuable virtues, because his mind is always covered by behaviors that encourage to do immoral that can damage the body and mental in him. the practice of islamic counseling as mentioned above, ie, incorporating islamic values in guidance and counseling is one part that may not be found in public education institutions. western thinking focuses only on students' learning on the material aspect only, a visible model of learning. though learning activities are not just a transfer of knowledge that can be done easily if between teachers and students have mutually understand the model and character of each student's learning. students who understand that their learning traits are based on an audio-visual model are considered successful, if the teacher has been able to teach them the same way of learning as his or her own. in islamic studies, there is a psychological element in human beings who play a role in all activities, such as learning. the psychological aspect in question can be a dimension not seen in man, but can be observed as human tendencies in religious bonds, namely the spiritual dimension. saipul akhyar explains, the human spiritual dimension plays a very significant role to the character and the formation of a person's behavior.16 conclusion the main purpose of the implementation of islamic counseling services is to provide awareness to the counselee / student of the nature (potential) of each student is different and the ability of individuals to be an independent person so as to be able to do self-counseling to minimize the problem. resolving student / counseling issues is important, but establishing students by providing students with the ability to grow and develop students' skills to solve other problems or similar problems that may be experienced again, or prevent and avoid problems that can undermine the development of life in the future the front is more important and the main thing. in addition, to be understood well, that his ability to handle his problems personally can be used properly 16 ibid, saiful akhyar, konseling islami.., p. 296 the dynamics of islamic counseling in the state islamic senior high school (man) at medan city, north sumatra doi: 10.30575/2017/ijlres-2018010407 99 and utilized optimally when he becomes a counselor or peer guide for his friends or others, as one of the mission of becoming a khalifah. in addition, islamic counseling is done not only to solve the problem being experienced, but there is a da'wah effort in the ongoing islamic counseling activities. this is done with the aim that the madrasah aliyah as a religious education institution has a distinct nuance in counseling, namely islamic counseling. therefore, the uniqueness of islamic counseling in man by bk teachers is by incorporating the values of faith, islam and ihsan in a series of islamic counseling activities so that the counselee can understand the nature of himself as a creature created by allah swt. indeed, it can not be denied that the practice of islamic counseling in man medan is still content, and has not reached the level of approach but the dynamics of islamic counseling in man medan shows an effort to develop skills in islamic counseling practice. bibiliography abd al baqi, muhammad fu’ad, mu’jam al mufahras li alfazhi al qur’an, (kairo: dar al hadits, tt). ahmad, kamil sahir, al taujih wa al irsyad al nafsi, (mesir, markaz al iskandariyah, 2000). akbar, zulkifli, dasar-dasar konseptual penanganan masalah bimbingan dan konseling islami di bidang pernikahan, kemasyarakatan dan keagamaan (yogyakarta: uii, 1987). akhyar, saiful, konseling islami dalam komunitas pesantren (bandung: citapustaka media perintis, 2015). al dimyathi, al syaikh abi bakr al masyhur sayyid bakr ibn sayyid muhammad syatho, hasyiyah i’anatuth tholibin, (bairut: alharamain, tt). al hariri, rafidah & imami, samir, al irsyad tarbawi wa al nafsi fi al mu’assisat al ta’limiyyah, (oman: dar al masiroh, 2010). al munawwir, warson, kamus al munawwir (surabaya: pustakan progressif, 2002). al thobari, abi ja’far muhammad ibn jarir, jamiul bayan an ta’wili ayatil qur’an (badar hajar, tt). az-zahrani, musfir bin said, konseling terapi (jakarta: gema insani press, 2005). bastaman, hanna djumhana, integrasi psikologi denga islam: menuju psikologi islami, (yogyakarta: pustaka pelajar, 1995). abdurrahman, saiful akhyar lubis, lahmuddin lubis 100 bogdan, robert c. and sari knopp biklen, qualitative research for education; an introduction to theory and methods (boston: allyn and bacon, 1992). bungin, burhan, metodologi penelitian kuantitatif komunikasi, ekonomi, dan kebijakan public serta ilmu-ilmu social lainnya (jakarta: kencana, 2005). carkhof, robert. r., the art of helping, (usa: possibelities publishing, 2009). farakh, kamilah & abd. jabir, mabadi’u al taujih wa al irsyad al nafsi, (oman: dar al shifa’, 1999). langgulung, hasan, peralihan paradigma dalam pendidikan islam dan sains sosial, (jakarta: gaya media pertama, 2002). lincoln, yvonna s. and egon g. guba, naturalistic inquiry (california: sage publications, 1985). lubis .lahmuddin, bimbingan konseling islami (jakarta: hijri pustaka utama, 2007). lubis, namora lumongga, memahami dasar-dasar konseling dalam teori dan praktek (jakarta: kencana, 2001). mubarok, achmad, al-irsyad an-nafsy: konseling agama teori dan kasus (jakarta: bina rena pariwara, 2000). musnamar, thohari, dasar-dasar konseptual bimbingan dan konseling islam (yogyakarta:uii pres, 1992). prayitno, seri pemandu pelaksanaan bk di sekolah smu (padang: unp, 1997). ramayulius dan mulyadi. bimbingan dan konseling islam di madrasah dan sekolah (jakarta: kalam mulia, 2016). ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017-2018010408 vol. 2, no. 1, 2018 page: 101 115 101 agreement on the sale and purchase of houses to be built in conjunction with the consumer protection act ahmad fauzi university of muhammadiyah sumatera utara ahmadfauzi@umsu.ac.id surya perdana university of muhammadiyah sumatera utara suryaperdana@umsu.ac.id mukhlis ibrahim university of muhammadiyah sumatera utara mukhlisibrahim@umsu.ac.id abstract. in residential buying agreements, contracts governing default are usually common. default is stated by expressing negligence in two respects, whether it is negligence in payment of instalment or negligence in the delay of settlement of house construction which will be delivered to the consumer. the developer's responsibility is usually related to the delay of the house construction and delivery to the consumer. in the execution of the sale and purchase transaction of the house to be built, consumers rarely gain consumer protection rights as regulated and mentioned in the article on consumer rights and business actor obligations contained in article 4 and 7 of law no. 8 of 1999 on consumer protection. furthermore, field practice reality shows that consumers and developers do not have the same bargaining position, where the consumer are usually required to follow the agreement that has been standardized by developers who are legally contrary to article 18 of law no. 8 of 1999 on consumer protection. keywords: house sale and purchase agreement, built, consumer protection introduction in the development of housing construction, the principles of consolidation of urban land should be considered, so as not to disrupt the land-use and spatial planning (rutr) which have been determined so as not to conflict with law-order. juridically, housing is a set of houses that function as a residential environment equipped with environmental means. settlements, on the other hand, are part of the environment mailto:ahmadfauzi@umsu.ac.id mailto:suryaperdana@umsu.ac.id mailto:mukhlisibrahim@umsu.ac.id ahmad fauzi, surya perdana, mukhlis ibrahim 102 outside the protected area, both in the form of urban and rural areas that function as residential environments or activities that have the means to support livelihoods. the progress of economic development in indonesia has increased the purchasing abilities of the community and led to the high demand for basic needs which include the needs of clothing, food, and shelter. residential development industry, especially housing, grows rapidly and becomes a promising commodity in regency and provincial city districts. in its development, the provision of housing grew into a separate industry in line with rising housing demands driven by significant growth in purchasing abilities and number of population, supported by the significant decrease of available land. for housing development companies, this condition becomes a business opportunity, while for the wider community the condition causes obstacles in obtaining shelter. national development is essentially the development of the whole indonesians in terms of decent, healthy, safe, harmonious, and orderly housing and settlements as one of the basic human needs which is also an important factor in improving the dignity, the quality of life, and the welfare of the people in a just and prosper society based on pancasila and the 1945 constitution. in line with the improvement of dignity, the quality of life and welfare of every indonesian family, housing and settlement development as part of national development needs to be continuously improved and developed in an integrated, directed, planned, and sustainable manners. another obstacle is the problem of funding, especially for those who have fixed income and do not have sufficient funds to buy a house in cash who, thus, require banking services to provide housing credit facilities. this condition usually does not give the community the right to bargain. the public are required to accept all the requirements submitted by the housing developer if they wish to own or buy a home from the developer company. with the institutional strength of the developer association, all developers apply relatively common terms and conditions from one company to another so that people cannot choose better terms and conditions as an alternative if they do not agree with the terms and conditions that one developer company offers them. the need for homes, especially new homes, creates problems for consumers because in general, developers market and sell homes to consumers in the unfinished agreement on the sale and purchase of houses to be built in conjunction with the consumer protection act doi: 10.30575/2017/ijlres-2018010408 103 state. such conditions might create a powerless bargaining position1. with the options offered, consumers are forced to accept the circumstances offered by the developers in the home purchase transaction. this situation is commonly referred to as "take it or leave it". literature review in the development of the housing business, the developer company builds house units to be marketed to the public. in principle, the house to be built functioned as a residence or dwelling and means of fostering the family. therefore, it becomes the obligation of the development company to provide the comfort of life and certainty for the prospective buyers, either in the physical delivery of the house, or in the case of the transfer of ownership of the house as the juridical aspect of the transaction. if these two aspects are not respected by the developer company, then they are considered to violate the legal norms. in other words, the company has reduced the normative rights of the consumers that can cause harms. habit of business development and development of housing done by the developer company is to market the houses in the form of brochures, leaflets, booklets, and others. to attract potential buyers, the developer company creates an ad containing the design of the house and the housing environment to be built, including physical technical specifications, land and legal aspects. typically, these ads contain developer promises to attract residential customers. in practice, the promises made by the developers are very dependent on their intentions. if the developer company has good intention, then the implementation of the promise will be fulfilled in accordance with the advertised. such bargaining position resulted in the unbalanced position of the consumer in the agreement (unequal contract) and their normative rights were violated and contrary to the prevailing positive law such as law number 8 year 1999 regarding consumer protection (hereinafter referred to as uupk). chapter iii uupk regulates the rights and obligations of producers / business actors and consumers. the rule was created to provide legal certainty to guarantee the interests and obligations of business actors and consumers. in buying and selling transactions, uupk provides protection to housing developer companies as business 1 muhammad abdulkadir, (1980). hukum perjanjian, bandung: alumni. p 145 ahmad fauzi, surya perdana, mukhlis ibrahim 104 actors and home buyers as consumers. however, in the application, uupk legal certainty in buying and selling houses that will be built is often ignored by the developer companies which would certainly result in material and immaterial losses for residential consumers. the law of agreement in general the primary legal material, the civil code, is reviewed to understand the meaning of agreement. an agreement (overeenkomst) is a source of engagement (verbintenis) that can be obtained from the law (wet). this can be seen in article 1233 of the civil code. from the provisions of article 1233 of the civil code, it can be seen that engagement and agreement are two different things, although many consider them to be the same. harahap said that the agreement or verbintenis implies a legal relationship of property / wealth between two or more persons, which gives the power of right on the one person to obtain the achievement and at the same time obliges the other party to perform the achievement. carefully examined, the word "agreement or verbintenis" indicates that the two words have no difference.2 from the description above, it can be seen that agreement and assent are not the same. by translating the word "verbintenis" which means agreement then the word "overeenkomst" is translated as assent3. the agreement, pursuant to article 1313 of the civil code is an act in which one or more persons commit themselves to one or more persons. understanding this agreement still does not contain the legal sense, seen from the weakness of the law that provides the formulation of the agreement, among others, with the word "deed". the word "deed" contains a broad meaning, not only in terms of the agreement referred to in book iii, but also the treaties which are outside the book iii of the civil code. supposedly, the word "deed" is supplemented by the word "law", so the covenant is a "legal act". the advantage of using the term "legal act" is not only to show that the legal consequences are desired or deemed to be desirable, but in it there is also a conclusion of "agreement" which is a hallmark of the treaty, which cannot be in the onrechtmatige daad (article 1365 kuhperdata) and zaakwaarneming 1354 civil code). in addition, the formulation of the agreement set forth by the article has not 2 m.yahya harahap, (1986). segi-segi hukum perjanjian, bandung: alumni. p 19 3 ibid. hlm 23 agreement on the sale and purchase of houses to be built in conjunction with the consumer protection act doi: 10.30575/2017/ijlres-2018010408 105 provided clarity as to the purpose of the treaty made by the parties. this indicates that the legislator has not yet perfectly formulated the meaning of the agreement, therefore, the meaning of the agreement needs to be reformulated. according to mertokusumo, the agreement formulation is a legal act known as conventional view. 4 the new view says that the agreement is a legal relationship between two or more parties based on an agreement to cause legal consequences. the word agreement of the will is an essential element for making the covenant and at the same time the foundation for the law of the covenant to meet the need for the legal construction of a transaction5. this formulation further clarifies the law relating to the agreement, the legal act of the legal subject as well as the legal consequences of the breach of the agreed promises whereby either party will bear the legal risk known as a legal sanction. legal sanctions in civil terms are referred to as compensation (schade vergoeding) (tan kamello). methodology this is literature study with approach of exploring various sources of selling and purchase theory related to problem solving. the researcher conducted in-depth literature review in an attempt to find a suitable model in theory which can then be applied by the people to solve the problems that occur both internally and externally. findings and discussion illegal certainty occurs when a promise to deliver home in accordance with the physical terms and conditions, followed by the fulfillment of obligations of the juridical aspect of building permit (imb) and the submission of a house certificate as proof of ownership of the house to the consumer, cannot be fulfilled by the developer. the agreement in the sale and purchase of houses to be built is carried out in the form of a buy and sell bond on an object whose ownership rights are unclear, held by the developer. this uncertain bond can be categorized as a bond with a suspension. in the sale and purchase agreement of the house to be built, the agreement covers only the object to be built (toekomstige zaken), the house to be built with the land on which the 4 , sudikno mertokusumo. (1995). mengenal hukum, yogyakarta: liberty. p 97 5 yudha bhakti ardhiwisastra. (2003), hukum internasional: bunga rampai, bandung: alumni. p 55 ahmad fauzi, surya perdana, mukhlis ibrahim 106 house will be built, the physical building of the house itself, and the public facilities that are promised to be part of the house such as electricity, telephone lines, water, road, sports, worship, education and shopping, security facilities, certificates (marks of rights), and all forms of licensing pertaining to the construction of such housing. this object is still a plan (site plan) and a promise from developers which has not been a reality a physical and legal reality. the construction of houses to be sold is also still a plan that requires a long follow-up. however, based on the house to be built purchase agreement commonly applied by the developers, although the developer company has not fulfilled the purchase agreement, the buyer / consumer has to pay off the payment, either in cash or by way of credit. the sale and purchase agreement of houses to be built is generally done in the standard contract form prepared by the seller. from the point of view of the seller's interest as the party preparing the standard agreement, the contents of the agreement are mostly more favorable to the seller. under the law of contracts stipulated in articles 1313, 1320, 1335, 1337, 1338, 1339 of the civil code, the agreement underlying the sale and purchase of houses to be constructed which are applied in the field is contrary to the provisions of the foregoing articles. thus the basis of the transaction has not fulfilled the juridical elements so that it is not legally binding on the developer company as the executor of the obligation. therefore, the position of residential consumers in obtaining their rights becomes weak and potentially unpredictable (unpredictable risk). the weak bargaining position of the consumers in the agreement is exploited by the companies, as happened in some cases experienced by housing consumers in medan6. examples of cases that can be put forward in this regard are: 1. consumers have paid a certain amount of money in the form of booking fee or down payment, or full payment to the developer company, but the developer company was unable to carry out the construction of the house. then after being processed by law, the buyers still suffered losses because the money paid could not be returned by the developer because there was no executable assets / assurance of the developer to carry out the court decision; 6 dodi s adulkadir (2006)., tesis, bandung: universitas padjajaran agreement on the sale and purchase of houses to be built in conjunction with the consumer protection act doi: 10.30575/2017/ijlres-2018010408 107 2. physical delivery of completed houses constructed was not in accordance with the specifications offered to buyers; 3. the developers did not fulfill their obligations to provide the public facilities listed in the bid brochure; 4. the buyers did not receive certificates (proof of rights), either in the form of property rights or building rights, as the developer guaranteed the master certificate from the built houses to the bank as collateral to obtain investment credit facilities or used for confiscation by the third party involved. the above cases cause some tough legal problems that must be solved in order to protect the rights of consumers as a manifestation of the fulfillment of the community welfare. the sale and purchase agreement with the house to be built is often done with standard clauses agreement clauses determined by the developer company. the developer company places itself in a stronger legal position from the consumer to govern their rights and obligations in respect of default as a business actor, especially if the home purchased in a mortgage system because the developer usually works with the bank as a provider of funds. considering the conditions that occur in the current buying and selling home transactions where the consumers are in weak positions to protect their interests legally, the consumers must have the vigilance and high caution in choosing a developer company that provides the house. house purchase agreement the term buying and selling is often used widely by the public, especially among the businessmen. business actors or consumers buy and sell daily, ranging from goods that are consumptive or productive, for self-use or resale. the types of goods and prices vary. some are relatively cheap and some are expensive. the form of the agreement also varies, some are done with sign, spoken and written language. the written form can be a hand-made or authentic agreement. traffickers may be individuals or corporations. however, most of these traders do not know and understand the juridical sense of the sale and purchase. therefore, there is a need for legislation that regulates buying and selling. in article 1457, it says that "buying and selling is an agreement, in which one party binds himself to surrender a material, and the other party pays the promised price". ahmad fauzi, surya perdana, mukhlis ibrahim 108 from this statement, it can be concluded that the sale and purchase is a form of agreement. as an agreement, buying and selling can cause many problems such as problems related to the time of the sale and purchase, the form of agreement, the rules of payment and delivery of goods, when the buyer declared as the owner of the goods, the procedure of transition rights, whether the sale is a nameless agreement, and many other legal issues. goods and prices become the main element in the sale and purchase agreement. the character of the sale and purchase agreement contained in article 1457 of the civil code is obligatoir in which each party is burdened with legal obligation. 7 however, the article does not explain the subject of sale and purchase, only mention "one party and the other". these parties may be interpreted as a person(s) and a corporation(s). similarly, the object of buying and selling, only mention "a material". the notion of this material must be interpreted in relation to article 499 of the civil code. in this article, the so-called juridical property is every item and every right that ownership can control. thus, the object of sale and purchase is goods and rights. goods may be interpreted as immovable and movable, tangible and intangible, registered and unregistered, existing and available goods. another important thing is the price. without any element of price, the sale and purchase agreement cannot be executed. what is meant by the price in buying and selling is money, not goods. if the price is interpreted with the goods, it is no longer a sale and purchase agreement but a barter. in its development, this sale and purchase agreement covers an installment sale and purchase agreement. these two agreements are commonly categorized as sale and purchase agreements with credits in which the payments are made through certain terms. terms of house purchase agreement in the sale and purchase agreement, the law does not clearly specify the requirements to be met. however, from several articles contained in the civil code regarding the sale and purchase, it can be concluded that the terms of the sale agreement are: 1. it should meet the terms of the agreement in general. 2. it should meet the specific provisions set forth in certain articles in the civil code. 7 r. subekti, (1990). hukum perjanjian, jakarta: intermasa. p 11 agreement on the sale and purchase of houses to be built in conjunction with the consumer protection act doi: 10.30575/2017/ijlres-2018010408 109 3. there are other requirements added by the parties in accordance with the principle of freedom of contract. normally, if a person or a corporation entered into a sale and purchase agreement, then the agreement of the parties who wanted to make a sale is required. for individuals as parties to the agreement, this is not a difficult thing to do, but for corporations, they must comply with the provisions of corporate law such as who is eligible to represent the corporation in the conduct of buying and selling. this means that the trade and sell are only limited to parties granted the authority of the corporation as determined in the articles of association or designated by the general meeting of shareholders (gms). in addition, the ability to bind themselves to others is also indispensable. this requirement is very important because if this quality does not exist, then the sale and purchase agreement cannot be valid. the laws required competent people who are free from mental disorders, mental disability or immature to do the sale and purchase agreement. in principle, any material can be used as an object of a sale and purchase agreement except for objects prescribed by the law. the law has banned unauthorized items such as marijuana and other illegal drugs. furthermore, article 1471 of the civil code states that the sale of goods belonging to others is null and void. the sale and purchase agreement may also be void if at the time of sale, the goods sold are destroyed (article 1472 civil code). hidden defects in house purchase agreement the buying and selling of houses to be built by the developer companies is increasing in number as the economy grows. housing business has a positive and negative sides. on the positive side, developers can provide home for the consumers / buyers by way of installments so as not to incriminate consumers. however, home purchases also have a negative aspect for consumers if the house has hidden defects. hidden defects against house purchase agreements built by the developer company can pose legal problems. the contract of sale and purchase of houses to be built is expressly not regulated in the civil code. therefore, as a basis or guideline for analyzing the following chapters, the articles of sale and purchase agreement regulated in the civil code can be used instead. the sale and purchase agreement is regulated in ahmad fauzi, surya perdana, mukhlis ibrahim 110 articles 1457-1518 of the civil code which belongs to the named covenant group (benoemd overeenkomst). it has been said previously that in article 1457, there are two important elements of goods and prices. the goods sold will be delivered to the buyer. the delivery of goods must be in good condition and free of defect. this submission has a juridical meaning that is quite important for the change of ownership from the seller's property to the buyer's property. from the description of article 1457 of the civil code, it can be concluded that there are two main obligations of the sale and purchase agreement. the seller's obligation is to deliver the goods to the buyer, and the buyer's obligation is to pay the goods price to the seller. in other words, the deal occurs when the sale and purchase agreement is created. this can be inferred from article 1458 of the civil code. judging from the type of engagement, the momentum is the obligator bond, which gives rise to rights and obligations for the parties. these rights and obligations still have to be followed up by the delivery of the object(s). although the purchase agreement has been created, but if the object has not been delivered or received by the buyer, the property rights on it will not be transferred to the buyer. the principle of handover results in the transfer of property rights become very substantive. the principle of delivery of the object in terms of the engagement is included in the attachment of the load. the sale and purchase agreement according to the civil code has its own system as disclosed by subekti as follows: the civil code embraces the system that the sale and purchase agreement is only an "obligator", meaning that the new sale and purchase agreement places the rights and obligations of mutuality between both parties where the seller has the obligation to submit property rights of the goods he sells, as well as granting him the right to demand payment of the agreed price and the buyer has the obligation to pay the price of the goods in exchange for his right to claim the transfer of ownership of the goods he buys. in other words, the sale and purchase agreement according to the civil code has not transferred ownership right. new ownership moves by levering, which is a juridical act to transfer ownership8. the two legal acts that became the focus of this sub-discussion is associated with the existence of hidden defects attached to the object. normatively, an object seller has 8 ibid. p 11 agreement on the sale and purchase of houses to be built in conjunction with the consumer protection act doi: 10.30575/2017/ijlres-2018010408 111 an obligation to surrender and fulfill other obligations, such as:first, to free homes for sale against all demands and executions beslag; second, to free the house from any third party charges; third, fix or show defects in the house to be submitted.under the treaty law, an explanation on a hidden defect can be seen in article 1504 of the civil code which states that the seller is obligated to show hidden defects contained in the goods, which makes it unfeasible for its intended use or reduces the optimization of its use which, if known to the buyer, the price or even the transaction might change. the word "hidden disability" in civil law terms is called "verborgen gebreken" (dutch) or "hidden defects" (english). the law does not provide a of hidden defects, but from the normative picture given in the above article it can be drawn a sense that hidden defects are a condition whereby a tradable vehicle cannot be used perfectly for its intended purpose or its usefulness is reduced. however, it is not easy to see a defect when the sale and purchase agreement occurs. is the defect known to the seller or buyer? whose obligation is it to investigate the defect? in connection with this, harahap commented that either the seller knows or not, the seller must remain responsible for any hidden defect in the goods he sells.9 furthermore harahap gives understanding of hidden defects as defects that result in the use of goods "not aligned" with the intended use.10 on the contrary, subekti gives the "hidden" notion an interpretation that the defect is not easily seen by a normal buyer, rather than an exceedingly careful buyer, because it is very likely that a very meticulous person will find the defect. 11 based on the theory of legal system developed by friedman, it is known that there are three legal substances of product responsibility which become the basis of consumer compensation claim. the three basic demands are claims for negligence, demands for breach of warranty, and demands based on the theory of absolute liability.12 kelly, cs explains that negligence is a tort. tort is a wrongful act against an individual or corporate body which gives rise to a civil action, liability is based on fault. 13 9 m.yahya harahap, (1986). segi-segi hukum perjanjian, bandung: alumni. hlm 198 10 ibid. p 198 11 r. subekti, (1990). hukum perjanjian, jakarta: intermasa. hlm 15 12 jethro k. lieberman dan george j. siedel, (1989). legal environment of business. harcourt: brace jovanovich. p 264 13 david kelly (2002). business law, london: cavendish publishing limited. p 251 ahmad fauzi, surya perdana, mukhlis ibrahim 112 from this opinion it can be concluded that the essence of negligence is a behavior based on the principle of wrongdoing of a person or legal entity that raises the rights for other parties to claim compensation. responsibility based on negligence is a principle of responsibility that is subjective, that is a responsibility determined by the behavior of business actors (in this case the developer company). based on this theory, the negligence of business behavior that results in the emergence of consumer losses is a determining factor of the right of consumers to file a claim against the developer. in addition to the errors made by the developer, the claim for compensation based on the negligence of the developer can also be filed with other evidences, namely the defendant is a business actor who actually has an obligation to take an action that can avoid the occurrence of consumer losses, the business actor does not perform his duty to guarantee the quality of its products in accordance with standards that are safe for consumption or use, consumers suffer losses, and the negligence of business actors is a factor that results in the loss of consumers (causality between negligence and loss of consumers). (arthur best, 1997: 269). the mistakes often made by developers in building housing can be seen from the stages of housing construction is the design of the house as different from that promised in the brochure and is not in accordance with the consumers' expectations. on this side, developers also often do not take into account the physical security of the house. second, the stage of production error. in the construction of the house, the developer does not pay attention to his obligations as a business actor who should maintain the quality of the built house so as not to disappoint the consumer. a developer are expected to have a legal attitude by running the residential business well. ideally, developers should not only pay attention to the economic benefits but also, their legal obligations as responsible people on behalf of a residential corporation. the concept of civil law states that the seller including the developer is burdened with legal obligations to deliver the goods sold and guarantee the quality of products that are free from hidden defects. the goal is that consumers do not experience financial losses. the responsibility of the developer cannot be excluded by making an exception in a housing contract even though the nature of the legal relationship between the developer and the consumer is to regulate (aanvullendrecht). in the uupk, it is stipulated that the responsibility of the developer is to guarantee the quality of the house produced and / or traded under the provisions of the prevailing house quality agreement on the sale and purchase of houses to be built in conjunction with the consumer protection act doi: 10.30575/2017/ijlres-2018010408 113 standards. house quality standards are principally known to developers not by consumers. therefore, based on the principle of caveat vendors, a housing developer is obliged to have a cautious attitude to maintain the quality of the house to be delivered to the consumer. it is not appropriate if the consumer should be more careful in buying the housing by examining the home products that will be received. this is because most consumers do not have adequate knowledge about housing. in addition to filing a lawsuit for the negligence of the business actor, the law also allows a lawsuit against a breach of warranty. the default liability is contractual liability. 14 thus, when a product is damaged or resulted in a loss, the consumer must refer to the contents of the contract or agreement or guarantee which is part of the contract, whether written, spoken or gesture. in written contracts, developers and consumers should make a strict agreement on breaches. if this is not made in a housing agreement, then such agreement shall be construed in accordance with the articles of the civil code which govern the treaties as described in the previous chapter. section 241 restatement provides a benchmark for determining whether an act has met the achievement principally. an act is not yet classified into material achievement if: a. the losing party loses the expected profit; b. persons suffering losses will be reimbursed properly for part of the lost profits; c. parties that fail to meet or offer fulfillment will be subject to fines; d. persons fulfilling or offering fulfillment will correct their failures by considering all circumstances; e. the conduct of the party failing to perform or offering fulfillment must be in accordance with good intentions and fair endeavors.15 the advantage of the principle of responsibility for default is the application of an absolute obligation, which is an obligation that is based on the efforts of business actors to fulfill their promises. if the business actor has attempted to fulfill his promise but the 14 inosentius samsul, (2004). perlindungan konsumen: kemungkinan penerapan tanggung jawab mutlak, jakarta: universitas indonesia. p 71 15 hardijan rusli, (1996). hukum perjanjian indonesia dan common law. jakarta: pustaka sinar harapan. p. 133 ahmad fauzi, surya perdana, mukhlis ibrahim 114 consumer still suffers a loss, then the business actor still has the legal responsibility to replace the losses suffered by the consumer. in business practice, a default lawsuit gives less protection to the interests of the consumer. this is due to several matters, such as: the time limit of the lawsuit, the notification, the possibility of a denial, and the requirement of a legal relationship between the consumer and the business actor. this legal relationship is very dependent on the bargaining position of the parties when determining the contents of the sale and purchase agreement of the house. the bargaining position of consumers is nearly applied, in practice. business actors tend to restrict their rights by including exoneration clauses. in a housing sale agreement, a contract governing the issue of default is included. the interpretation shall remain implied by expressing the negligence in two cases: a negligence in installment payment, and a negligence in the delay of the completion of the construction of the house. the developer's responsibilities include only the delays in home construction and delivery to consumers. if the developer fails to fulfill the achievement, they will be fined in the form of some amount of money. the developer's responsibility prior to the contract, for example at the payment order of booking fee, is not regulated. the legal reality in the case in medan and bogor shows that the developers were not responsible in completing the housing construction. the developers fled after taking advantage of the booking fee. meanwhile, the consumers did not know where to find the compensation. consumers could only complain about developers' actions to the local police and, usually, such cases are categorized into criminal fraud instead of a default. consumers could not sue developers legally because they only had the receipts without contracts of sale. conclusion the responsibility of business actors on consumers' losses on the breah of to be built housing purchase agreement include: a. compensation for material losses resulting from the practice of default because the house is not built, the specification of the house is not in accordance with the promised or certificate of proof of home ownership is not accepted by the consumers; agreement on the sale and purchase of houses to be built in conjunction with the consumer protection act doi: 10.30575/2017/ijlres-2018010408 115 b. replacement of immaterial losses because the consumer loses the promised advantage of a housing environment that can provide comfort or because consumers lose their honor. c. criminal liability if there are elements of criminal acts committed by the developer. bibiliography abdulkadir, m. (1980). hukum perjanjian, bandung: alumni. adulkadir, d. s (2006)., tesis, bandung: universitas padjajaran ardhiwisastra, y. b. (2003), hukum internasional: bunga rampai, bandung: alumni. harahap, m. y. (1986). segi-segi hukum perjanjian, bandung: alumni. kelly, d. (2002). business law, london: cavendish publishing limited. lieberman, j. k dan george j. siedel, (1989). legal environment of business. harcourt: brace jovanovich. mertokusumo, s. (1995). mengenal hukum, yogyakarta: liberty. rusli, h. (1996). hukum perjanjian indonesia dan common law. jakarta: pustaka sinar harapan. samsul, i. (2004). perlindungan konsumen: kemungkinan penerapan tanggung jawab mutlak, jakarta: universitas indonesia. subekti, r. (1990). hukum perjanjian, jakarta: intermasa ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) doi: 10.30575/2017/ijlres-2018010401 vol. 2, no. 1, 2018 page: 1 18 1 use of diagrams as instructional aids in teaching of geometrical concepts at secondary school level muhammad rizwan department of education, university of education township lahore, pakistan rizwan52400@gmail.co sobia naseem department of education, university of education township lahore, pakistan srizwan.afaq@gmail.com syed wasif raza department of education, university of the punjab lahore, pakistan swraza33@gmail.com abstract: angle is a complex topic defined in a variety of contexts; some define angle to be as a pair of rays coming from a single point, as a rotation about a single point, or in a curve. due to the multiple definitions of angle students get confused as to what an angle truly consists of. this study paid close attention to the misconceptions high school geometry students’ hold about the concept of angle and how to help them gain a more conceptual understanding of this essential concept with the use of different diagrams. the main idea behind the conduction of this study is to investigate the effect of use of diagrams as instructional aids on the conceptual understanding of angles. the study hypothesizes that angle can be learned using interactive diagrams. the results of this study showed that diagrams which based on different a.v aids was shown to be more beneficial for the students who used to clear the concept of angles. keywords: diagram, a.v aids, angle, interactive geometry diagrams (igd), geometrical understanding introduction geometry is also called the science of logical reasoning. in it, we approach everything with a question mark in our mind. as locked has said “geometry is a way to settle in the mind a habit of reasoning 1. here the results are developed of reasoning. there are only a few premises on which we base our reasoning. the conclusions follow naturally from the given facts when logical reasoning is applied to the same. the reasoning in geometry is of peculiar kind and possesses a number of characteristics such as simplicity, accuracy, certainty of results, originality, similarity to the reasoning of life, and verification. 1 clements, d. h., & burns, b. a. (2000). students’ development of strategies for turns and angle measure. educational studies in mathematics, hal. 41 31-45. mailto:rizwan52400@gmail.co mailto:srizwan.afaq@gmail.com mailto:swraza33@gmail.com muhammad rizwan 2 an important characteristic of geometry which distinguishes it from other subjects is its language and symbolism2. geometry language and symbols cut short the lengthy statements and help the expression of ideas or things in the exact form. geometry language is free from verbosity and helps in to the point, clear and exact expression of facts 3. geometry results in their symbolic form helps in solving numerous complicated problems. most of the later progress in geometry depends heavily on the learner’s ability to employ geometrical language and symbolism. geometry is a way to settle in a mind a habit of reasoning. it train or disciplines the mind. due to its very nature it possesses, a real disciplinary values. it is exact, true and to the point knowledge and therefore creates a discipline in the mind. its truths are definite and exact. it develops reasoning and thinking powers more and demand less from memory4. reasoning in geometrical angles possesses certain characteristics which are suitable for the training of the learner’s mind. if properly emphasized and streamlined, these characteristics are likely to develop the corresponding habits in the learner. there is a vast scope for simple reasoning in this subject. it teaches that definite facts are always expressed in a simple language and are always easily understandable5. the main thing is not the acquisition of knowledge but the acquirement of the power of acquiring knowledge. a child before coming to school has already developed a system of concepts and peculiar way of perceiving and organizing the stimuli from his surroundings. during his stay in the school the new learning experiences extend, diversify and reorganize his conceptual system, his personality also change6. the different concepts can be learnt formally as well as informally. in the educational institutions, the learning is more formal 2 close, g. s. (1982). children’s understanding of angle at primary/secondary transfer age. master of science, polytechnic of the south bank, london, uk 3 euclid. (2014). elements is by far the most famous mathematical work of classical... the elements consists of thirteen books. book 1 outlines the fundamental propositions of plane geometry 4 goos, m. (2004). learning mathematics in a classroom community of inquiry. journal for research in mathematics education, 35 (4), 258-291. 5 hollebrands, k., laborde, c., & straber, r. (2008). technology and the learning of geometry at the secondary level. research on technology and the teaching and learning of mathematics, 1, 155-205. 6 bass, l. e., charles, r. i., & johnson, a. (2004). prentice hall mathematics: geometry. upper saddle river, nj: pearson prentice hall. use of diagrams as instructional aids in teaching of geometrical concepts at secondary school level doi: 10.30575/2017/ijlres-2018010401 3 than informal. the concepts are used to interpret the subject matter of different areas of knowledge. as we can safely say that all learning and knowledge is based upon the concepts, therefore, their importance is quite obvious7. good result in teaching can be achieved if the students are correctly evaluated. the traditional style of teaching has badly failed to yield better result of teaching of angles. while researcher feels that if use of interactive diagrams technique, students gain conceptual understanding of angles8. the present study paid close attention to the misconceptions high school geometry students’ hold about the concept of angle and how to help them gain a more conceptual understanding of this essential concept with the use of different diagrams9. review literature teaching with technology in the mathematics classrooms envisioned in nctm’s principles and standards, every student has access to technology to facilitate his or her mathematics learning under guidance of a skillful teacher”10. this would be ideal yet is often unsupported by individual schools due to constraints and other outside influences. technology should not be used as a replacement for basic understandings and intuitions; rather, it can and should be used to foster those understandings and intuitions. electronic technologies, calculators and computers, are essential tools for teaching, learning, and doing mathematics11. they furnish visual images of mathematical ideas, they facilitate organizing and analyzing data, and they compute efficiently and accurately. they can support investigation by students in every area of mathematics, including geometry, statistics, algebra, measurement, and number12. technology is expensive and takes more work for the teacher to learn and use 7 mitchelmore, m. (1997). children’s informal knowledge of physical angle situations. learning and instruction, 7 (1), 1-19. 8 mitchelmore, m., & white, p. (1998). development of angle concepts: a framework for research. mathematics education research journal, 10 (3), 4-27 9 dr mike mitchelmore (2016). development of angle concepts by progressive abstraction and generalization. site publisher: macquarie university, sydney australia. 10 daniel j. brahier. (2016). teaching secondary and middle school mathematics 11 bransford, j. d., brown, a. l., & cocking, r. r. (1999). how people learn: brain, mind, experience, and school. washington dc: national academy press. 12 daniel j. brahier. (2016). teaching secondary and middle school mathematics muhammad rizwan 4 the technology. students can not only create diagrams and gain a deeper understanding through investigation but they often show different ways of thinking about mathematics with the use of technology not detected in normal classroom instruction13. the use of technology may be used to help students understand the concepts of angle by being able to manipulate the angle and see what does and does not change. teaching with interactive geometry diagrams (igd) students should be involved in their educational experience; they can gain a much deeper understanding of the concepts they are covering by doing the mathematics instead of simply watching teachers deliver the information to them. one good way to get students involved in their education and “doing” mathematics is with the use of diagrams. “students’ engagement with, and ownership of, abstract mathematical ideas can be fostered through diagram a.v aids 14. macgregor and thomas conducted a study in 2002 involving the value of igd in the classroom. the study consisted of a control group with a lecture based learning environment and the other group of students explored the material through an investigation with igd. although the study concluded that “the instructional model where the teacher provided structure and directed the problem solving activities of the students resulted in learner outcomes characterized by greater understanding of the concepts and less frustration. although the students were frustrated with the investigation, which the study reported might be due to the fact that the teacher and the students were uncomfortable with the pictures, they “expressed a sense of self-confidence and pleasure with their accomplishments” and learned a great deal of material with the igd through discussion and exploration15. methodology for collecting relevant information and data in order to arrive at reliable conclusions 13 daniel j. brahier. (2016). teaching secondary and middle school mathematics 14 o zaslavsky (2012). the need for proof and proving: mathematical and... nyu steinhardt. 15macgregor, k. s. & thomas, r. w. (2002). learning geometry dynamically: teacher structure or facilitation necc 2002: national educational computing conference proceedings (23rd, san antonio, texas, june 17-19, 2002), 1-14. use of diagrams as instructional aids in teaching of geometrical concepts at secondary school level doi: 10.30575/2017/ijlres-2018010401 5 certain method and procedure are required for all educational investigations. this chapter deals with the methodology and procedure adopted to conduct the study. the present study was under taken to find out the secondary school students level of understanding in the field of geometrical angles. this study was experimental in nature. so the researcher adopted experimental research for his study. this section includes a description of selection of the subject, measuring instrument, construction of test, data collection procedure and data analysis. selection of the subject ‘sixty’ 10th class students of mathematics science group of govt. h/s baghbanpura lahore, were selected as subjects of this study. a test was given to the subjects as pre-test. on the basis of test scores, pairs of subjects were made keeping in view their matching and or similar ability. each member of each pair was included in a group a or group b randomly by using toss technique. then group a and group b were selected as experimental group and control group through random assignment. measuring instrument keeping in view the nature of the study, test was considered the best instrument for the collection of data. so a test was developed for students. there were 25 items for students in the test to identify the level of understanding or concept of the secondary school students of ‘government high school baghbanpura’ lahore, in the field of geometrical-angles. analysis of the content (subject matter) was made and then the test items were constructed accordingly. the test was classified into two different categories according to the nature of study. test contains the following items a) multiple choice items b) short answer. the percentage of multiple choice items was 64% (16 items) and short answer percentage was 36% (9 items). these test items based upon the geometrical angels who described in rays, segments, triangles, polygons, and circle etc. muhammad rizwan 6 findings and discussion after the collection of data in the pre-test, instructional activity and post-test, the written responses from the pretest, instructional activity and post-test were then color coded to represent the subjects understanding of the concept being asked. the color coding was as follows: green was given to a response that was conceptually strong, yellow was given to a response that showed some conceptual understanding yet contained some misconceptions about the topic, and pink represented a lack of understanding of the topic being discussed. once the responses were coded they were scored based on their color code. table 1. pre-test (control group). short questions subject q.1 q.2 q.3 q.4 q.5 q.6 q.7 q.8 q.9 mcq s total marks % age m. muzammal 2 2 1 2 1 1 2 0 1 8 20 59 m. junaid 2 2 2 1 1 1 1 zero zero 6 16 47 m. zohaib 1 2 1 1 1 zero n.a zero 2 6 14 41 mudassar 2 2 1 1 1 2 1 1 2 7 20 59 m. zikrya 1 1 n.a 1 2 zero 2 zero 1 4 12 35 m. haroon 2 zero 1 2 1 2 2 1 zero 3 14 41 m. atique 1 zero zero zero n.a 2 2 1 zero 4 10 29 m. waheed 2 1 2 2 1 1 1 1 1 5 17 50 ali rehman 2 2 1 zero 1 zero 2 2 1 6 17 50 m. shakeel 2 1 2 2 2 1 zero zero n.a 3 13 38 m. umair 1 1 1 1 2 1 1 zero zero 5 13 38 shahzaib 2 2 1 2 1 1 1 1 1 6 18 53 m. zubair 1 1 2 2 2 zero 1 n.a 2 3 14 41 m. adil 2 2 1 1 1 n.a 2 zero 1 4 14 41 m. hamza 2 2 1 2 1 1 2 1 2 6 20 59 m. haseeb 1 1 2 zero zero zero 2 zero zero 4 10 29 abrar 2 1 1 zero 1 zero 1 1 1 5 13 38 umer ali 1 2 2 2 1 1 2 zero n.a 6 17 50 m. zaraq 2 2 2 1 zero zero zero 1 n.a 1 9 26 m. asad zero 1 1 1 1 zero zero 1 1 3 9 26 m. tayyab 1 zero zero 1 2 1 1 zero 1 5 12 35 shoaib raza 2 1 2 2 1 zero n.a zero 1 3 12 35 m. saif 1 2 2 1 1 2 zero 1 zero 6 16 47 adnan aslam 2 2 1 1 1 1 zero 1 1 2 12 35 mohsin iqbal 1 2 1 1 zero zero 1 n.a zero 3 9 26 m. fahid 2 1 2 1 1 1 zero 1 zero 4 13 38 m. awais 2 2 1 2 2 2 1 1 1 5 19 56 khawer butt 1 2 zero zero 2 1 2 1 1 4 14 41 m. azhar 2 1 2 2 2 1 zero 1 zero 4 15 44 khalid 2 2 2 2 1 1 2 n.a 2 4 18 53 table 2. post-test (control group). use of diagrams as instructional aids in teaching of geometrical concepts at secondary school level doi: 10.30575/2017/ijlres-2018010401 7 short questions subject q.1 q.2 q.3 q.4 q.5 q.6 q.7 q.8 q.9 mcqs total marks %age m. muzammal 2 1 1 1 2 1 2 zero 1 8 19 56 m. junaid 2 2 zero 1 zero 1 1 zero zero 6 13 38 m. zohaib 1 2 1 1 2 zero zero zero 2 6 15 44 mudassar 2 2 2 1 2 2 1 1 2 9 24 71 m. zikrya 1 1 2 2 2 zero 2 zero 2 6 17 50 m. haroon 2 zero zero 2 1 2 2 1 1 4 16 47 m. atique 1 zero 1 zero 1 2 2 1 zero 6 14 41 m. waheed 1 1 1 2 1 2 1 1 zero 4 14 41 ali rehman zero 2 2 1 1 zero 2 2 zero 3 13 38 m. shakeel 2 1 zero 1 2 1 zero 1 zero 4 12 35 m. umair zero 1 1 1 2 1 1 1 zero 6 14 41 shahzaib zero 2 1 2 1 1 zero 1 1 7 16 47 m. zubair 2 1 1 2 2 1 1 zero 2 6 18 53 m. adil zero 2 1 1 2 zero 2 zero 2 5 15 44 m. hamza 1 2 2 2 zero 1 zero 1 2 5 16 47 m. haseeb 1 1 1 zero 1 zero 2 1 1 6 14 41 abrar 2 1 2 zero 1 zero 1 1 1 4 13 38 umer ali 1 2 2 2 1 1 2 zero zero 6 17 50 m. zaraq 2 2 1 1 zero zero zero 1 zero 2 09 26 m. asad zero 1 1 1 1 zero zero 1 1 3 09 26 m. tayyab zero zero zero 1 1 2 1 zero 2 5 12 35 shoaib raza 1 1 2 2 zero zero zero 1 2 3 12 35 m. saif zero 2 1 zero 1 2 1 1 zero 5 13 38 adnan aslam 1 2 1 1 1 1 zero 1 zero 2 10 29 mohsin iqbal 1 2 1 zero zero 1 1 1 zero 5 12 35 m. fahid 1 1 1 1 1 1 zero 1 zero 5 12 35 m. awais zero 2 zero 1 2 1 1 1 2 6 16 47 khawer butt 1 2 1 zero 1 1 2 1 2 6 17 50 m. azhar 2 1 1 2 2 1 0 1 0 4 15 44 khalid zero 2 1 2 zero 1 2 zero 2 6 16 47 table 3. pre-test (experimental group). short questions subject q.1 q.2 q.3 q.4 q.5 q.6 q.7 q.8 q.9 mcqs total marks %age m. sawal zero 2 1 2 zero 1 1 zero 1 10 18 53 m. umar zero 2 1 1 2 1 zero 1 zero 08 16 47 m.usman 1 1 2 1 2 1 zero 2 1 11 22 65 m.usama 1 1 2 zero 1 zero 1 zero 2 7 15 44 zubair zero 2 2 zero 1 2 zero 1 1 9 18 53 waseem 1 2 1 zero 1 2 zero 2 1 8 18 53 hamza zero zero zero zero 1 1 2 zero 1 6 11 32 bilal 1 1 2 zero 1 1 1 zero zero 6 13 38 ali sher 1 zero 1 1 zero 2 zero zero 1 5 11 32 m. azhar zero 2 zero 1 1 1 1 zero 1 7 14 41 junaid 1 1 1 zero 1 1 zero 1 2 4 11 32 rehman zero zero 2 zero 1 2 zero 1 zero 6 12 35 shehbaz zero 1 zero 1 1 1 1 1 2 9 17 50 ahsan ali zero 1 zero 1 1 1 1 1 1 5 12 35 m. afzal zero zero 1 1 1 1 2 zero 2 6 14 41 m. khan 1 2 zero 1 1 2 1 1 1 3 13 38 m. saeed zero 1 2 zero 2 1 1 1 2 5 15 44 ahmad zero zero 1 zero 2 1 1 2 1 5 13 38 tahir zero 1 1 2 1 1 zero zero zero 2 08 24 younas 1 zero 1 zero 1 1 1 zero zero 6 11 32 muhammad rizwan 8 ali raza zero zero 1 2 1 zero zero zero 2 4 10 29 naeem zero 1 zero 2 1 zero 2 zero zero 7 13 38 daniyal 1 1 2 1 1 zero 1 zero 2 3 12 35 zeshan zero 1 2 zero zero zero zero 1 1 4 09 26 m. tariq zero 1 zero 1 1 1 zero zero 1 5 10 29 fahad 1 2 1 zero zero 2 zero 1 zero 7 14 41 m. ali 1 zero zero 2 1 1 zero zero 1 4 10 29 dilawar zero 2 1 2 1 1 2 1 zero 8 18 53 arsalan zero 1 2 zero 1 zero 1 zero 1 4 10 29 asad hussain zero 1 1 1 1 1 1 2 zero 3 11 32 table 4. post-test (experimental group). short questions subject q.1 q.2 q.3 q.4 q.5 q.6 q.7 q.8 q.9 mcqs total marks %age m. sawal 2 2 1 2 2 1 1 0 1 12 24 71 m. umar 0 1 1 1 2 2 1 1 1 07 17 50 m. usman 2 2 2 2 2 1 1 2 2 12 28 82 m. usama 2 2 2 1 1 2 1 0 2 07 20 59 zubair ali 2 2 2 1 2 2 1 1 2 14 29 85 waseem 2 2 2 2 1 2 2 2 2 09 26 76 hamza n.a n.a 0 0 1 1 2 0 2 08 14 41 bilal 2 2 2 2 1 2 2 0 2 10 25 74 ali sher 2 2 2 2 1 2 2 n.a 2 10 25 74 m. azhar 1 2 1 2 2 2 1 n.a 2 12 25 74 junaid 2 2 2 1 1 2 2 1 2 06 21 62 rehman 2 1 2 1 2 2 2 1 2 08 23 68 shehbaz 2 2 2 2 1 2 2 1 1 09 24 71 ahsan ali 2 1 2 1 2 2 2 1 2 08 23 68 m. afzal 2 2 2 1 2 2 2 2 2 11 28 82 m. khan 2 2 2 1 2 2 2 2 2 07 24 71 m. saeed 2 2 2 2 1 2 1 1 2 08 23 68 ahmad 2 2 1 2 2 2 2 2 2 10 27 79 tahir 2 2 2 1 2 2 2 2 2 10 27 79 younas 2 0 1 2 1 2 2 0 2 07 19 56 ali raza 1 2 2 2 2 2 1 1 2 10 25 74 naeem 2 2 2 1 1 2 2 1 2 08 23 68 daniyal 2 2 2 2 2 2 1 1 2 06 22 65 zeshan 2 2 1 1 2 2 2 2 2 08 24 71 m. tariq 2 2 2 2 2 2 1 2 1 07 23 68 fahad 2 2 1 2 2 2 2 1 1 09 24 71 m. ali 1 2 1 1 1 1 0 n.a 2 07 16 47 dilawar 2 2 2 2 2 1 1 2 1 09 24 71 arsalan 1 2 2 0 0 2 2 1 2 08 20 59 hussain 2 2 1 2 2 1 2 1 1 10 24 71 the green code received two points, the yellow code received one point and the pink code received no points; this action was taken so the researcher could analyze the students’ gain scores. the coding was also used to help discover patterns of misconceptions held by the students throughout the study. after the researcher identified the common misconceptions the students possessed before the study by analyzing the coding of the pre-test, the researcher started considering categories or use of diagrams as instructional aids in teaching of geometrical concepts at secondary school level doi: 10.30575/2017/ijlres-2018010401 9 levels of some sort to demonstrate students’ conceptual understanding of angle. while studying the data, the researcher needed to decide whether categorization or levels of understanding would best fit this study; the researcher considered these possible categorizations and levels described below in order to make her decision: a) piaget’s stage theory of development: “they defined three stages of development between the ages of two and 11 years. at state 1, children can only recognize familiar objects, not shapes. at stage 2 (pre-operatory level), they grasp topological (inside-outside, open-close) as well as rectilinear and curvilinear relations, but not metric or euclidean relations. at the final stage (operatory level), children start to apply metric and euclidean ones” 16. b) van hiele’s levels: similar to the piaget’s stages yet “progressing from one stage to the next depends more on the teaching method adopted than on age, and this makes the geometry-related experiences of the child a determining factor”17. c) mitchelmore & white (1998) categories, which can be found in figure 1. after consideration, the author chose to use a modification of the mitchelmore & white 16 munier, v., & merle, h. (2009). interdisciplinary mathematics physics approaches to teaching the concept of angle in elementary school. international journal of science education, 31 (14), 1857-1895 17 munier, v., & merle, h. (2009). interdisciplinary mathematics physics approaches to teaching the concept of angle in elementary school. international journal of science education, 31 (14), 1857-1895 muhammad rizwan 10 categories due to the fact that one cannot say if students’ understands angle better using any of the multiple definitions. since there are multiple definitions, multiple categories are needed to assess students’ conceptual understanding of angle18. interpretations of data the study was conducted to identify the use of diagrams as instructional aids in teaching of geometrical angles at secondary school level. for this purpose an objective type test was taken from the students. the data was analyzed by calculating the percentage and difference of pre and posttest of the students. from the table 5, the mean of control group pre-test and post-test is 14.33 & 14.47 and its standard deviation is 3.346 & 3.060 similarly the mean of experimental group pre-test and post-test is 13.27 & 23.33 and its standard deviation is 3.373 & 3.491, so the average score of control group test is less than experimental group test. in the comparison of control group and experimental group in pretest, the results shown that mean value and standard deviation are slightly higher than experimental group. this indicates the equivalent mental attitude towards geometrical angles without using diagrams as instructional aids among students. in contrast to pre-test, post –test results of experimental group shows tremendous results/remarked difference/huge variation than control group. experimental group has greater value of mean (23.23) as compare to control group (14.47) while standard deviation value of experimental group exceeds from 0.431 units than control group. similarly standard error mean values of experimental group are greater than control group in both pre and post –test. table 5. group statistics. group n mean std. deviation std. error mean pre-test marks controlled group 30 14.33 3.346 .611 experimental group 30 13.27 3.373 .616 post-test marks controlled group 30 14.47 3.060 .559 18 mitchelmore, m., & white, p. (1998). development of angle concepts: a framework for research. mathematics education research journal, 10 (3), 4-27 use of diagrams as instructional aids in teaching of geometrical concepts at secondary school level doi: 10.30575/2017/ijlres-2018010401 11 experimental group 30 23.23 3.491 .637 table 6. independent samples test t-test for equality of means 95% confidence interval of the difference t df sig. (pvalue) mean diff. std. error diff. lower upper pre-test marks equal variance assumed 1.230 58 .224 1.067 .867 -.670 2.803 post-test marks equal variance assumed -10.345 58 .000 -8.767 .847 -10.463 -7.070 figure 2. t-test of pre and post-test comparison between pre and post-test results of control group pre and post-test of control group shows random results because some pupils have higher and some have lower percentages in posttest than in pre-test. lower percentages may be due to lack of attention and non-serious behavior towards demonstration so that they don’t have much difference in %ages. table 7. comparison between percentages of pre and post –test of control group. subject pre-test post-test %age %age m. muzammal 56 59 m. junaid 38 47 m. zohaib 44 41 mudassar 71 59 muhammad rizwan 12 subject pre-test post-test %age %age m. zikrya 50 35 m. haroon 47 41 m. atique 41 29 m. waheed 41 50 ali rehman 38 50 m. shakeel 35 38 m. umair 41 38 shahzaib 47 53 m. zubair 53 41 m. adil 44 41 m. hamza 47 59 m. haseeb 41 29 abrar 38 38 umer ali 50 50 m. zaraq 26 26 m. asad 26 26 m. tayyab 35 35 shoaib raza 35 35 m. saif 38 47 adnan aslam 29 35 mohsin iqbal 35 26 m. fahid 35 38 m. awais 47 56 khawer butt 50 41 m. azhar 44 44 khalid 47 53 figure 3. comparison between percentages of pre and post –test of control group. comparison between pre and post-test results of experimental group it is clear from table results that experimental group students have shown remark use of diagrams as instructional aids in teaching of geometrical concepts at secondary school level doi: 10.30575/2017/ijlres-2018010401 13 difference towards conceptual understanding of geometrical angles with and without using diagrams as instructional aids in pre and posttest. they proved that learning with using diagrams is better for them and it played a greater role in developing concepts/enhancing their cognition level for geometrical angles. students express their views that diagram made a clear concept and help for easy to understand than without diagrams. table 8. comparison between percentages of pre and post –test of experimental group. subject pre-test post-test %age %age m. sawal 53 71 m. umar 47 50 m. usman 65 82 m. usama 44 59 zubair ali 53 85 m. waseem 53 76 ali hamza 32 41 bilal tariq 38 74 ali sher 32 74 m. azhar 41 74 junaid iqbal 32 62 m. rehman 35 68 m. shehbaz 50 71 ahsan ali 35 68 m. af ngzal 41 82 m. khan 38 71 m. saeed 44 68 ali ahmad 38 79 tahir 24 79 umer younas 32 56 ali raza 29 74 naeem amir 38 68 daniyal 35 65 zeshan 26 71 m. tariq 29 68 fahad 41 71 m. ali 29 47 dilawar 53 71 arsalan 29 59 asad hussain 32 71 muhammad rizwan 14 figure 4. comparison between percentages of pre and post–test of experimental group. comparison between pre-test of experimental and control group in the case of comparison made between pre-test of control and experimental groups, there is no much difference in percentages of pupils. it means both groups have almost same level of understanding the lecture without using diagrams as instructional aids. minor up and down values can be ignored due to individual intellectual level. table 9. comparison between pre-test of experimental and control group. control group pre-test experimental group pre-test subject %age subject %age m. muzammal 56 m. sawal 53 m. junaid 38 m. umar 47 m. zohaib 44 m. usman 65 mudassar 71 m. usama 44 m. zikrya 50 zubair ali 53 m. haroon 47 m. waseem 53 m. atique 41 ali hamza 32 m. waheed 41 bilal tariq 38 ali rehman 38 ali sher 32 m. shakeel 35 m. azhar 41 m. umair 41 junaid iqbal 32 shahzaib 47 m. rehman 35 m. zubair 53 m. shehbaz 50 m. adil 44 ahsan ali 35 m. hamza 47 m. af ngzal 41 m. haseeb 41 m. khan 38 abrar 38 m. saeed 44 umer ali 50 ali ahmad 38 m. zaraq 26 tahir 24 m. asad 26 umer younas 32 m. tayyab 35 ali raza 29 use of diagrams as instructional aids in teaching of geometrical concepts at secondary school level doi: 10.30575/2017/ijlres-2018010401 15 control group pre-test experimental group pre-test subject %age subject %age shoaib raza 35 naeem amir 38 m. saif 38 daniyal 35 adnan aslam 29 zeshan 26 mohsin iqbal 35 m. tariq 29 m. fahid 35 fahad 41 m. awais 47 m. ali 29 khawer butt 50 dilawar 53 m. azhar 44 arsalan 29 khalid 47 asad hussain 32 figure 5. comparison between pre-test of experimental and control group. comparison between post-test of control and experimental group the use of instructional aids promotes learning interest and cognition level. it was clearly proved by the graph of comparison of post-test of control and experimental group that explain the higher values of percentages of experimental group due to use of diagrams as instructional aids. table 6 also satisfies this statement effectively. table 10. comparison between post-test of control group and experimental group. control group post-test experimental group post-test subject %age subject %age m. muzammal 59 m. sawal 71 m. junaid 47 m. umar 50 m. zohaib 41 m. usman 82 mudassar 59 m. usama 59 m. zikrya 35 zubair ali 85 muhammad rizwan 16 control group post-test experimental group post-test subject %age subject %age m. haroon 41 m. waseem 76 m. atique 29 ali hamza 41 m. waheed 50 bilal tariq 74 ali rehman 50 ali sher 74 m. shakeel 38 m. azhar 74 m. umair 38 junaid iqbal 62 shahzaib 53 m. rehman 68 m. zubair 41 m. shehbaz 71 m. adil 41 ahsan ali 68 m. hamza 59 m. af ngzal 82 m. haseeb 29 m. khan 71 abrar 38 m. saeed 68 umer ali 50 ali ahmad 79 m. zaraq 26 tahir 79 m. asad 26 umer younas 56 m. tayyab 35 ali raza 74 shoaib raza 35 naeem amir 68 m. saif 47 daniyal 65 adnan aslam 35 zeshan 71 mohsin iqbal 26 m. tariq 68 m. fahid 38 fahad 71 m. awais 56 m. ali 47 khawer butt 41 dilawar 71 m. azhar khalid 44 53 arsalan asad hussain 59 71 figure 6. comparison between post-test of control group and experimental group. use of diagrams as instructional aids in teaching of geometrical concepts at secondary school level doi: 10.30575/2017/ijlres-2018010401 17 conclusion the importance of igd a.v aids in the mathematics classroom has been investigated through a variety of venues about a variety of topics throughout mathematics education research. this study is designed to use this research and expand upon it while investigating the importance of angle comprehension in the geometry classroom. concerns about angle comprehension were discussed through different studies and the mathematics curriculum; angle needs to be researched further to comprehend the level of misunderstanding which students hold when it comes to understanding the use of angle. the introduction of interactive geometry diagrams (igd) into the geometry classroom has evolved and can now involve students in a more active learning environment. it is found experimentally that 92% students attempt correct response during test. in multiple choice items the percentage of students who gave correct response was 96% after the post test. in short answer type question the percentage of students who gave correct answer were 90%. 4% students got zero marks in multiple choice questions. 10% students got zero marks in short answers type questions. in pretest the mean value of the correct response was “14.33” and standard deviation was “3.346”. in posttest the mean value of the correct response was “23.33” and standard deviation was “3.491”. finally the researcher was collected the significance (p) value 0.0001. this study is not looking to see if the diagram is important, this has already been established. the question to answer is not if the diagram is important but how the use of the diagram is important and beneficial for students’ conceptual understanding of angle. bibiliography bass, l. e., charles, r. i., & johnson, a. (2004). prentice hall mathematics: geometry. upper saddle river, nj: pearson prentice hall. bransford, j. d., brown, a. l., & cocking, r. r. (1999). how people learn: brain, mind, experience, and school. washington dc: national academy press. clements, d. h., & burns, b. a. (2000). students’ development of strategies for turns and angle measure. educational studies in mathematics, 41, 31-45. close, g. s. (1982). children’s understanding of angle at primary/secondary transfer age. master of science, polytechnic of the south bank, london, uk. daniel j. b. (2016). teaching secondary and middle school mathematics muhammad rizwan 18 euclid. (2014). elements is by far the most famous mathematical work of classical... the elements consists of thirteen books. book 1 outlines the fundamental propositions of plane geometry. goos, m. (2004). learning mathematics in a classroom community of inquiry. journal for research in mathematics education, 35 (4), 258-291. hollebrands, k., laborde, c., & straber, r. (2008). technology and the learning of geometry at the secondary level. research on technology and the teaching and learning of mathematics, 1, 155-205. keiser, j. m. (2004). struggles with developing the concept of angles: comparing sixthgrade students' discourse to the history of the angle concept. mathematical thinking and learning, 6 (3), 285-306. macgregor, k. s. & thomas, r. w. (2002). learning geometry dynamically: teacher structure or facilitation necc 2002: national educational computing conference proceedings (23rd, san antonio, texas, june 17-19, 2002), 1-14. mike mitchelmore (2016). development of angle concepts by progressive abstraction and generalization. site publisher: macquarie university, sydney australia. mitchelmore, m. (1997). children’s informal knowledge of physical angle situations. learning and instruction, 7 (1), 1-19. mitchelmore, m., & white, p. (1998). development of angle concepts: a framework for research. mathematics education research journal, 10 (3), 4-27 munier, v., & merle, h. (2009). interdisciplinary mathematics physics approaches to teaching the concept of angle in elementary school. international journal of science education, 31 (14), 1857-1895 zaslavsky,o (2012). the need for proof and proving: mathematical and... nyu steinhardt. ijlres international journal on language, research and education studies issn: 2580-6777 (p); 2580-6785 (e) vol. 1, no. 2, 2017 page: 322 – 337 322 the journey of teaching non-english speaking learners from a foreign country lynnette a. ejem bukidnon state university, malaybalay city, philippines lynnetteasuncion26@gmail.com iris april l. ramirez bukidnon state university, malaybalay city, philippines irisaprilramirez@gmail.com cesar b. ortiz bukidnon state university, malaybalay city, philippines cesarbaylinortiz@gmail.com abstract: the study explored the experiences of the trainers during their conduct of summer training with thai elementary teachers on may 2016 and april 2017 at bukidnon state university (buksu), malaybalay city, philippines. the summer training was conducted to teach the thai teachers english communication arts; mathematics and science using english language. the challenges, difficulties and problems encountered by the buksu trainers in training thai teacher-trainees as english second language (esl) learners, were determined as well as the interventions utilized by the trainers to address their encountered challenges/difficulties/problems. narrative qualitative analysis was employed to gather data. from the narratives of the trainers, trends and patterns were established to analyze and interpret the results. data revealed that the encountered challenges by buksu trainers in training the thai trainees include language barrier, the trainees’ difficulty in understanding english language and how to effectively teach content in math and science using english language. the difficulties/problems encountered by the trainers were addressed through teaching strategies and approaches that promoted active participation; involved minds-on, hands-on, and experiential learning activities; and exposed the thai teacher-trainees to reallife situations. keywords: english as second language (esl) learners, challenges, interventions, thai teachertrainers, thai trainees introduction studies in second language acquisition have shown that a second language is best learned through content when learners have a purpose for learning and when language use is authentic, rich and meaningful 1. non-native english-speaking 1 ren dong, y 2002. integrating language and content: how three biology teachers work with non-english speaking students. international journal of bilingual education and bilingualism, 5:40-57. mailto:lynnetteasuncion26@gmail.com mailto:irisaprilramirez@gmail.com mailto:cesarbaylinortiz@gmail.com lynnette a. ejem, iris april l. ramirez, and cesar b. ortiz 323 learners benefit more from learning the second language and academic content knowledge simultaneously rather than separately. this brings in an alternative to code switching especially in a multicultural setting, namely content and language integrated learning (clil), which has established itself in the european discourse about educational practice 2. content and language integrated learning involves teaching a particular subject such as sciences or mathematics wherein the medium of a language is not the first language of learners. this was true to the thai teachers who came to buksu for the summer training on teaching english communication arts, mathematics and science using english language. the trainers were the faculty members of buksu who have the expertise in content of the said subjects. the thai teachers being the participants of the one-month training were esl-trainees or non-native speakers of english, being used as the medium of instruction during the training. mathematics and science classrooms based on inquiry and problem solving hold special promise and challenge for esl (english as second language)-learners. scientific inquiry and mathematical problem solving are suffused with talk: questioning, describing, explaining, hypothesizing, debating, clarifying, elaborating, and verifying and sharing results. while the language demands are significant, the potential is also strong that students will learn important english-language skills as well as science and math content 3. science, on the other hand, is recognized as a highly communicative discipline, where language is central to the collaborative nature of scientific discourse. however, there is an established way of “talking science.” language conventions are evident in the way learners argue or debate in science; the way they offer hypotheses or communicate inferences; the way they negotiate meaning by questioning, paraphrasing, or elaborating during scientific discourse 4. 2 dalton-puffer, c. (2007). outcomes and processes in content and language integrated learning (clil): current research from europe. in: delanoy w & volkmann l (eds). future perspectives forenglish language teaching. heidelberg: carl winter. 3 buxton, c.a. (1998). improving the science education of english language learners: capitalizing on educational reform. journal of women and minorities in science and engineering, 4(4), 341-369. 4 laplante, b. (1997). teaching science to language minority students in elementary classrooms. new york state association for bilingual education journal, 12, 62-83. retrieved sept. 2, 2015 from www.ncbe.gwu.edu/miscpubs/nysabe/vol12/nysabe124.pdf. http://www.ncbe.gwu.edu/miscpubs/nysabe/vol12/nysabe124.pdf the journey of teaching non-english speaking learners from a foreign country 324 attaining scientific literacy must be viewed as central to education reform 5 as this is considered a way to empower citizens towards economic gain (ayala, 2005). thailand is highly motivated to strengthen its economic position in the world market, which requires developing a world-class quality education system. a scientificallyliterate public can enhance a country’s market position6, but extensive science knowledge is written in english that need to be accessed by english in foreign language (efl) countries. thus, education reform in efl countries are beginning to target the foundational levels of learning such as primary education with specialist teachers who can focus on science education and mathematics education using english as the medium of instruction (emi) and this is one of the thrusts of asean 2015. english literacy development, science education, and mathematics education must be core elements in efl preservice teacher education if economic enhancement is a national focus for international development7 (hudson, 2009). thus, the summer training program for thai teachers was very timely to help them meet the thrusts of asean 2015 and to keep up with the changing times. the anubanchonburi school in thailand sent to buksu 16 thai teachers as participants in summer 2014; 25 thai teachers in summer 2015; 14 thai teachers in summer 2016 (2 came from anubanpetchaburi school); and 17 thai teachers in summer 2017. the summer training of the thai teachers was aimed to immerse them to situations that would enable them to speak and converse in english; to train thai teachers on the mathematics concepts in english and on the application of teaching strategies in mathematics; and to capacitate the thai teachers on the science concepts in english and on the strategies in teaching science. the summer training for the thai teachers had posed some challenges to buksu trainers on training the thai teachers, who come from a foreign country, being second language learners. in this study, the buksu trainers shared their experienceschallenges and difficulties/problems in their journey of training the thai elementary teachers. this study may provide significant information to other trainers and teachers who are 5 pattanayak, v. (2003).physics first in science education reform. journal of young investigators, 7. 6 bischoff, p. j.; hatch, d. d.; & watford, l. j. (1999). the state of readiness of initial level 7 hudson, p. (2009). learning to teach science using english as medium of instruction. eurasia journal of mathematics, science and technology education, 5 (2), 165-170. lynnette a. ejem, iris april l. ramirez, and cesar b. ortiz 325 teaching english, mathematics, and science in english to preservice teachers and to other english second language learners (esl). objectives this study explored the experiences encountered by the thai teacher-trainers during their summer training to teach communication arts, mathematics and science in english language. this was conducted on may 2016 and april 2017 at bukidnon state university with thai elementary teachers. specifically, this answered the following questions: 1. what are the challenges and difficulties/problems encountered by the teacher trainers (in english, mathematics and science) in training the thai teachertrainees as esl-learners? 2. what are the interventions used by the trainers to address their encountered difficulties/ challenges? methodology this study employed qualitative research design using narrative analysis. narrative research is a term that subsumes a group of approaches that in turn rely on written or spoken words or visual representation of individuals. narratives or stories occur when one or more speakers engage in sharing and recounting an experience or event. narrative analysis takes the story as the investigative focus. narratives or stories may be oral or written; be elicited, for example during an interview, or naturally occurring; be very short or long; be told as a way to share one’s bibliography; focus on events and the meaning of those events; focus on the ordinary stories people tell as a way to share experiences 8(chase, 2005). a qualitative approach makes it possible to study "things in their natural settings, attempting to make sense of or interpret phenomena in terms of the meanings people bring to them" (denzin & lincoln, 2005). directed interviews on the experiences and challenges/difficulties/problems encountered by the trainers in teaching english communication arts, mathematics, and science using english language, respectively, were conducted. the interventions 8 chase, s. e. (2005). "narrative inquiry: multiple lenses, approaches and voices." in n.k. denzin & y.s. lincoln (eds). the sage handbook of qualitative research (3rd edition), pp. 651679. thousand oaks, ca: sage publications. the journey of teaching non-english speaking learners from a foreign country 326 and strategies being implemented by the english, science and math trainers to address the challenges and difficulties/problems of the thai-trainers were also identified and documented. themes and categories of the challenges/difficulties/problems and interventions provided by the trainers were established and justified based on the data gathered. pattern on the interventions utilized by the trainers in addressing the challenges/difficulties/problems in teaching the thai trainees using english language were based on the responses of the buksu trainers in english, mathematics, and science. focus group interviews were also conducted. focus groups were structured small group interviews. according to taylor-powell (2002) they were "focused" in two ways. first, the persons being interviewed are similar in some way, just like the thai trainers who were experts in their respective fields (english, math and science) and were proficient english speakers; second, the purpose of the interview was to gather information about a particular topic guided by a set of questions. the participants hear and interact with each other. they give either different or similar information and could expound on their responses, than if they were individually interviewed. the purpose of focus group interviews was to develop a broad and deep understanding rather than a quantitative summary. the emphasis was on insights, responses and opinions. in this study, there were six participants for the focus interview, 2 trainees from each subject. the participants (buksu trainers) were considered experts in their fields, having taught the subject for not less than 5 years and at least had a master’s degree. the interview was started with a probing question: what are your experiences as trainer of the thai teacher-trainees in english/math/science? the other questions asked were – what difficulties/problems did you encounter as trainer of the thai teacher-trainees? what intervention procedures/processes did you use to address the difficulties/problems you encountered as trainer of the thai trainees? the buksu trainers were encouraged to speak their minds and to expound further their answers. the responses from the focus group interviews were recorded and analyzed based on the patterns or trends derived from the data. at the end of the interviews, all participants were thanked for their involvement. lynnette a. ejem, iris april l. ramirez, and cesar b. ortiz 327 discussion and findings the buksu trainers’ challenges/difficulties/problems in teaching the thai trainees on the language factor. one of the major difficulties encountered by the trainers during the training was the language barrier. according to the trainers, majority of the thai trainees could hardly communicate in english. their spoken english was not intelligible because of misarticulation. during the early part of the training, the trainers were quite frustrated like during the speech drills in their english class because the trainees could not articulate some sounds in english, since these are not present in their language, resulting in mispronunciation of english words. the trainees had different way of pronouncing the english words being taught in english, mathematics and science subjects. it was a problem for the trainers to decipher what the thai trainees mean when the latter pronounced a word. the challenge was to familiarize with the letter in the word which the trainees found difficult to utter and which syllables were stressed in their intonation. the buksu trainers noted that the thai trainees had difficulty in pronouncing letter "r". instead of having the "r" sound, they drop it, or use "l" sound instead. the latter cannot pronounce for example "decomposer", so that it can be heard, as de-compo-se, or "decompo-sel" stressing and prolonging the last syllable. in saying "problem", the trainee for example, either says "pombem" or "pomblem". in addition, the trainees had a different intonation in the pronunciation of the word. thus, it was difficult at first for the trainers to understand what the trainee was saying. so, when they said "teacher" they would say "te-tse...." prolonging the last syllable. the thai trainees also had difficulty with double consonants for ending sounds, or with consonants in the middle of the word. for example, "st" in question, which is pronounced as "queshion"; "find" is pronounced as "fine"; thousand as "tawsan", prolonging the last syllable. the thai trainees also had a problem pronouncing the "st" combination leaving out the "s", such as in "cost" which becomes "caught"; in "fast", it is pronounced as "fat". the trainees had a difficulty with "s", being followed with a consonant such as for example "snake", it is pronounced as "sana-ke"; stop as "sa-top". aside from their unintelligible english, they could also hardly express themselves in english in the the journey of teaching non-english speaking learners from a foreign country 328 actual communication situations. later, being familiar with the trainees’ pronunciation and intonation, the thai trainers had understood what the trainees were saying and the trainers also knew how to correct the trainees. on the thai trainees’ comprehension with english language. the buksu trainers had difficulty having the thai trainees understand the lesson, since they could not grasp what the trainers were discussing using english language. it was a challenge to the trainers to come up with activities that would enable the trainees to be engaged in the lesson and to actively participate in the activities. for the first two weeks during the training, it took the thai trainees a long time to finish their tasks. they struggled in understanding the english language. however, it was later observed that they became at ease towards the remaining days of the training. the trainers had to keep on repeating the words and to speak slowly so that the thai trainees could catch up with the spoken english words. majority of the thai trainees had difficulty understanding the instructions given by the trainers. the trainees also had difficulty to express their ideas in english. it was a challenge for the buksu trainers to enable the thai trainees understand the lessons and to make them convey their ideas in english language. interventions utilized by the buksu trainers the following interventions were being utilized by the buksu trainers to address the challenges/difficulties/problems they had encountered in training the thai teacher-trainees, as second language learners of english language. on language barrier the buksu trainers utilized the following interventions to be understood and to enable the thai trainees teach the content using english, as medium of instruction. speaking slowly, distinctly, and writing down key terms. all the buksu trainers noticed that, "the trainees could not understand right away the instructions being given to them". most of the thai trainees claimed that "the trainers talk too fast". accordingly, anyone who had learned a foreign language in class, and had then traveled to a country, where the language was spoken, would have difficulty in understanding the native speakers of the language because they seemed to talk too fast. what seemed normal speed to native speakers was extremely fast to a second language learner. with this feedback, the trainers had adjusted their speed in speaking. the words or terms being used were spoken slowly and pronounced distinctly. the trainers also found lynnette a. ejem, iris april l. ramirez, and cesar b. ortiz 329 the necessity to write down the key terms used, so that the learners could see them and connect them with the spoken word. it was also important to write down the key terms for the trainees to read, and to enable them to know how to read and spell the words. to tap a participant/trainee who is good in english. it was observed that among the thai participants/trainees, there was at least one who was good in english language, i.e., with somebody who could easily understand english, the said training participant was tapped in translating, for example, the instruction given by the trainer. the training participant who was good in english was requested to translate the instructions and other statements in english to thai language, which the other training participants could not understand. this easily facilitated the comprehension of english words as well as in the teaching of mathematics and science concepts. with the instructions and terms being understood by the training participants, they were able to work with their activities for the training. they had made the necessary translation of the words from thai to english with their concerned subjects. having informal interaction in english with the training participants. most of the buksu trainers claimed that they encouraged the training participants to speak in english when they respond to some of the questions asked to start a conversation when the trainees were doing their group activity or when they were working for an output. the trainers tried to have conversations with the trainees on some matters that were not even directly concerned with the subject, just for the latter to answer in english. during these informal conversations, the training participants were encouraged to share some of their experiences, as elementary teachers in thailand or on any event that they had back home. one trainer said that she asked some trainees regarding their pets at home; another trainer shared to have conversations regarding some menu of the favorite food of the trainees; others make conversation about the kids of the trainees; and the like. the trainers noticed that after some time, towards the third week of the training, the trainees felt comfortable in speaking english, even slowly when asked to share their ideas. knowing about their culture. the trainers all agreed that they had to learn about the culture of the thai trainees for communicating something familiar to them. the trainers for example, had learned that the thai trainees had difficulty in pronouncing some english words because they were tonal in speaking thai words. the thai the journey of teaching non-english speaking learners from a foreign country 330 trainees had to stress certain syllables as they pronounced the words in their native language. knowledge about the traditions of thai would also enable the trainers to incorporate this in the lessons. in one of the sessions in their english class, the thai trainees were made to share their experiences, using english language, of the famous songkran festival in thailand, the celebration for new year. they were also made to organize an activity to celebrate the festival together with the trainers and other officials of the university. the trainers together with the thai trainees wore floral clothing, which the thai practiced during the songkran festival in their country. the celebration became part of the trainees’ activity in their english class. in the science class, particularly on the topic about organisms, populations and ecosystems, the trainees had presented examples from their own country. they had shown the conditions of their environment way back home. in the mathematics class, the activities on their topics about fraction and problem solving were being applied to their real-life situations. the trainees gave examples of some resources being used in their country. on the teaching of content in english communication arts, math, and science using english language the buksu trainers utilized various teaching strategies which promoted active participation. the strategies they used also involved minds-on, hands-on, and experiential learning activities; and such teaching approaches exposed the thai teacher-trainees to real-life situations. the teaching and learning did not focus primarily on language learning, but also on the use of the second language to teach the subject content. accordingly, the teachers working with second language learners should not only be specialists in their subject, rather than traditional language teachers, they also had to be fluent speakers of the target language (hudson, 2009). in this study, the trainers were considered experts in their respective fields and were also fluent speakers of english language. the key issue was that the learner gains new knowledge about the subject while encountering, using and learning the second language. the methodologies and approaches used were often linked to the subject area with the content leading the activities. strategies in teaching english. as an intervention for the trainees’ difficulty to speak english, the english trainers had shifted the training approach from formbased approach (teaching english grammar and sounds in discrete manner) to lynnette a. ejem, iris april l. ramirez, and cesar b. ortiz 331 function-based approach (contextualizing the teaching of sounds, language functions and expressions through real life communication situations). one english trainer "gave the trainees model dialogues and communication prompts to facilitate their interaction in english." the english trainers utilized the communicative language teaching approach that emphasized language functions in english. the lessons included performing the following communicative functions: greeting and introducing oneself/greetings and leave-takings; talking about culture; telling time; asking for/giving directions; asking for information; paying/making orders/asking about menus and dishes; inquiring about flight schedule/checking details/buying a ticket; haggling prices; asking for weekend plans; inquiring/requesting; asking for advice/assistance; inviting/accepting/refusing; making an appointment with a doctor; asking for information/inquiring about products, medicines, prices; narrating events/talking about past events; describing experiences; talking about future plans and expressing gratitude. in the presentation of the cited lessons, the english trainers had organized the activities of the training participants into three stages: stage 1 involved with the presentation of language functions, language expressions and the language forms needed to perform them. the second stage, pre-communication stage, involved with articulation and pronunciation drills followed by mini-dialogues; and the third stage, the communication stage, had included activities like role plays, simulation, jazz chants, interview, brainstorming, games, learning journal and the like; extension activities included guided tour (going to the supermarket, wet market, hospital, pharmacy, hotel, etc.). these activities were to enable the trainees practice their communication skills in english. the post evaluation and interview were conducted to determine areas which needed further improvement. some researchers had theorized that learning an additional language is very much like learning a first language. they contend that the brain may be “hard wired” or programmed to learn a language, so that, regardless of whether it’s the first or subsequent language being learned, the process of acquiring it is similar (jarrett, 1999). therefore, much like a toddler will learn the first language in the context of daily encounters with the real world and interactions with other people, so will students learn a second language best when being learned in an authentic and interactive environment (radford, netten, & duquette, 1997). it was observed that learning the journey of teaching non-english speaking learners from a foreign country 332 english was fun and meaningful to the trainees when applied to real life situations, such as letting them have a dialogue to ask for the direction to "gaisano mall", to ask for the price of some goods, to order for spaghetti in a fastfood, to haggle for the price of a dress or a t-shirt in the supermarket, and the like. with this strategy, the participant trainees were able to easily learn conversational english. strategies in teaching math. for better understanding of the mathematical concepts and their applications, the trainers used varied strategies in teaching mathematics. one trainer in math "utilized the cpa approach in teaching that followed the three stages: concrete, picture and abstract." the trainer further added to have also "used the pwa practical work approach; personalized presentation software; concept mapping; star and other strategies". another trainer said to have "used a lot of manipulatives like the map, fraction bars, geo strips." the math trainers also made use of literary pieces in teaching the concepts, like songs, jazz chants, riddles, rhymes and poems. the training participants were made to compose their own songs, poems and rhymes about math concepts. some of these strategies were used for instruction as well as alternative forms of assessment. assessments were conducted before, during and after every session, either as a class, in groups and individually. strategies in teaching science. the science trainers utilized the 5 e’s instructional model in the training of the thai teachers. they utilized the 5 stages in this model, namely: engage, explore, explain, elaborate and evaluate. various science concepts were being taught using the 5 e’s model. the science trainers had developed science lessons incorporating the 5 es. bybee et al. (2006) averred that using the 5 e’s instructional model would aid the learners build or construct new ideas on top of their old ideas. the 5 es could be used with learners of all ages, including adults. each of the 5es describes a phase of learning. the 5 e’s instructional model allows the learners and the teachers to experience common activities, to use and build on prior knowledge and experiences, to construct meaning, and to continually assess their understanding of the concepts. hanuscin & lee (2007) alleged that using the 5es instructional model would play a vital role in helping the students’ sequential learning to bridge prior knowledge and new concepts. they added further that in designing 5 e’s lesson, one has to incorporate the following stages: (1) engagement, where the teacher engage students in a new concept using short activities or questions that promote curiosity and draw out lynnette a. ejem, iris april l. ramirez, and cesar b. ortiz 333 prior knowledge in order to unveil student’s pre-existing knowledge; (2) exploration, where students not only conduct activities such as minds-on activities, group discussion, hands-on activities, role playing and analogies by means of their own preexisting knowledge, but also explore questions and implement a preliminary investigation; (3) explanation, where the teacher has an opportunity to directly introduce a concept, process or skill so that students utilize their understanding of the concept or track their correct and incorrect knowledge; (4) elaboration, where students try to advance their newly structured knowledge into a deeper and broader understanding in order to elaborate on their conceptual understanding and skills; (5) evaluation, where students’ comprehension and abilities are assessed and thereby the teacher is able to monitor how the students have progressed in accomplishing the educational objectives. in the training of thai trainees, the trainers or science facilitators employed the following: for engage stage, video clips with accompanying worksheets, q & a and games were utilized; in explore stage, the trainees were made to answer the questions in worksheets based on the video clip presentation, answer crossword puzzles, they were also made to data mining/internet exploration, flipbook making and games; in explain stage, trainees were made to think-pair and share, they were made to present their answers in the worksheets to the whole group and have to discuss their answers in english language, they were also made to present and explain their other individual and group outputs to the whole class; in elaborate stage, students were made to do out-door and community-based activities, role playing, hands-on activities; and in evaluate stage, different alternative forms of assessment were implemented such as spelling test with science vocabulary, the use of concept maps, poems, jingle, model-making, poster making, role playing, and oral presentation. with the 5 e’s lessons designed by the science trainers, it was observed by the trainers that, "the thai trainees were actively engaged in the learning of science concepts; the varied activities enabled the trainees to actively participate in the lessons; they were learning not only from the trainer but also from their groupmates; they have used their previous knowledge and experiences in the construction of new knowledge and they utilized technology (use of gadgets and internet) to help them understand science concepts and to convey their ideas in english". the journey of teaching non-english speaking learners from a foreign country 334 use of technology and multimedia. all trainers found it very useful to use technology and multimedia in the presentation of their lesson. a lot of visuals with the use of pictures, graphs, drawings, charts, figures, power point presentation, video clips with animation and translation, graphic organizers (venn diagram, concept map, mind map, flow charts, etc.) could easily help convey the meaning of the english terms as well as the science and math concepts. these visuals and multimedia had facilitated the understanding of more technical terms in the content subjects. for example, in the science class, the concepts about earthquakes, faults and the flow of energy in the ecosystem through the food chain were easily understood by the training participant due to the video clips being presented by the trainer/facilitator. in some activities, the trainees were also able to present their ideas through drawings. they were made, for example, to draw and explain the condition in their homes before and after an earthquake. they were made to draw and present their poster on how they could manage their garbage or household waste. the training room was provided with internet connection. the trainees had their cell phones and ipods to easily translate some science terms to thai language. using the translator of their gadgets, the trainees used code switching and the translation method. from thai language, with the help of the translator, the trainees could translate some of their answers to english language. the use of technology was found very helpful for the trainers to enable the thai trainees convey their ideas/answers in their science and math activities from their thai language back to the english language. encouraging interaction and active participation. as presented in the cited teaching strategies being utilized by the trainers, the teaching strategies allowed the thai trainees to interact with each other and to be actively engaged in the activities. in their english class, for example, the trainees had to discuss with each other how to go about with their dialogues, like in making an appointment with a doctor; asking for information/inquiring about products, medicines, prices; narrating events/talking about past events; describing experiences; talking about future plans and expressing gratitude, etc. with the language function activities in english, the trainees had to interact with other trainees. they need to ask guidance from their facilitator and to interact with the other people with whom they need to practice their dialogue in the natural setting. lynnette a. ejem, iris april l. ramirez, and cesar b. ortiz 335 in their science class for instance, the thai trainees were made to discuss among themselves how to come up with their output in making and presenting their food chain mobile, what words to use in making their jingle or poem about ecosystems. they discussed with each other in their small groups how to role play on what to do when there is a disaster, such as fire, earthquake, flood, etc. in their math class, an example was, when they had to plan and discuss how to present in a song the concepts they had learned about fractions or about their lesson on whole numbers, etc. in answering the worksheets in their classes, all of the trainers said that, "the thai trainees had to ask their facilitators on items that need clarification and they also had to discuss with groupmates to come up with the answer, which need to be written and orally presented in english." there were activities in the classes where the thai trainees were made to "think-pair-and share". the trainers asked some questions about the lesson in math and science; and, the thai trainees had to discuss it with a partner. they would then share their answer to the whole class. the sharing had to be done orally using english language. many activities being employed by the trainers in the 3 subject areas had enabled the trainees to practice english in writing and in speaking. setati et al. (2002) pointed out that learning from talk is significantly limited if it is not supported or complemented with strategies for learning to talk, in other words, learning subjectspecific formal discourses. the authors added that the teachers should be able to use methods and strategies to assist esl learners in their classrooms and they therefore need more exposure and guidance in their training to do so. in the training of the thai teacher-trainees, other varied activities in the 3 subject areas were given (refer to the cited strategies) by the facilitators to enable the said trainees to be actively engaged in the lessons and to practice the use of english language, while learning the content in science and mathematics. conclusion having the task of teaching with communication arts, the content in math and in science with educators who are english second language (esl) learners coming from a foreign country would be challenging and overwhelming for the trainers. the challenges could stem from various factors including language barrier, difficulty of esl learners in understanding spoken english words and how to the journey of teaching non-english speaking learners from a foreign country 336 effectively teach the content in math and science using english language. the trainers should be able to integrate language and content, i.e., science and math concepts and to create authentic contexts for language learning. for meaningful learning among the esl-trainees, the trainers have to employ teaching strategies that would enable the trainees to actively participate in the activities, to practice the learners’ speaking and written skills in english, and to apply content in real-life situations. the trainers need to utilize such teaching approaches that would develop the trainees’ english language skills, and at the same time learn the content in math and science. bibiliography ayala, f. j. 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