Analysis planning for life education model program private Islamic University in Indonesia | Lubis | Proceedings of AICS - Social Sciences 6388 13376 1 SM
Proceedings of The 3 rd Annual International Conference Syiah Kuala University (AIC Unsyiah) 2013
In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
ANALYSIS PLANNING FOR LIFE EDUCATION MODEL PROGRAM
PRIVATE ISLAMIC UNIVERSITY IN INDONESIA
1,2
HASRITA LUBIS
1
2
Lembaga Pengabdian Masyarakat, Universitas Islam Sumatera Utara, Indonesia;
Pusat Pengajian Pendidikan Jarak Jauh Program, University Sains Malaysia, Malaysia;
Corresponding Author: hasrita_lbs@yahoo.com
ABSTRACT
Long Life Learning (LLL) is growing rapidly as a focal point to the science and
technology development. Therefore, universities as platform due to transforming the sciences
in order to expand the knowledge and the latest technology to their customers are very integral.
At the same time, college or other organizations are expected to be driven by the community
that will be able to show the acceleration performance of science and technology. Thus, the
existence of the community and the world are taken based on the ability to access knowledge
and technology developments in the application of learning and readiness. In Indonesia, Islamic
educations institutions such as private universities strive to be able to offer the appropriate
programs with community and customers. In order to build the equivalence between the rapid
development of science and technology, all the faculty members through various programs are
continued to increase their knowledge. Academic staffs will be able to enhance their knowledge
as on an ongoing basis when the universities perform analysis of the need for academic skills,
high working. Follow up on the results of the analysis skills needs to be realized throughout
the academic programs of formal education or informal. Activity provides a hosted program
the university will provide an opportunity for all faculty members to study up on the peak
sustained optimal career. Instead the teacher will obtain a positive impact to be a quality
college.
Keywords: Long Life Education Program and University Islam Swasta.
Introduction
Long Life Education (LLE) is an activity continuous learning process in according to
the interests of education’s discipline and skill performance adult who has engaged a
professional job. Long Life Education serves as a positive response to the development of
science and technology very quickly Marla (2008). According to the World Bank (2003) an
organization will be able to survive and advance when the entire Human Resources (HR) is
working to complete its work by cutting-edge science and technology. Science and technology
is developing very quickly. The university together with other organizations need to know with
certainty based on correct information and complete the necessary finesse what lecturers and
other staff as a working adult. Islamic University is a private university founded by Islamic
organizations, groups and individual specific person with vision and mission are different from
each other. Private islamic university in Indonesia established in 1952 and began than the
number reached 215 universities (Director General of Higher Education, 2012).
This article examines the importance of design analysis of long life education in private
Islamic university in Indonesia. Design has some principles, concepts and activities that need
to be implemented. Step design principles are a starting point towards a long life education
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Proceedings of The 3 rd Annual International Conference Syiah Kuala University (AIC Unsyiah) 2013
In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
program that is programmed in accordance with the benefit of rational human resources and
build quality of a private Islamic university.
This study aims to provide an insight to the management of the university to make a
life-long education program formally or informally in accordance with the interests of the
faculty so as to achieve an optimal career. sixteen major elements item number in the critical
elements of the design has been approved by a research dissertation. Nowadays, socialized to
be applied especially in the private Islamic colleges generally at conventional universities and
other organizations.
Materials and Methods
Critical elements of the design phase model of life-long education program private
Islamic university in Indonesia is a dissertation finding validated the science of life-long
education experts using the Delphi technique. The methodology used is the five-step Zetterberg
(2002, 1962) which adapt. Theoretical basis used is the design theory of adult education by
Boone (2002, 1985) and the theory of the design principles of Islamic education by Hassan
Langgulung (2002, 1991). Theory of adult education by Boone (2002, 1991) provides a
theoretical foundation and design elements relating to adult education to develop academic
competencies, career and organization in the workplace.
So the theory foundation of Islamic education is also in line to be adapted in the
developing private Islamic university. The second theory is suitable to be adapted in developing
lifelong education for faculty and leaders in the private Islamic university building personal
competencies and build sustainable careers. Continuing education for faculty formally for
faculty is up to the PhD diploma before the age of 50 years and may be appointed as a professor
after three years of obtaining a diploma and have class IV-c (SK MENPAN No. 13, 2013).
Decree of the Minister of State Apparatus Empowerment to develop themselves
personally lecturer in academic and career competencies can be aided by practicing design
model of lifelong education programs. Implementation program design model of lifelong
education private Islamic university program includes formal and non-formal education. Nonformal education programs relating to realize the vision of sustainable private Islamic
university as a unique individual private Islamic university in Indonesia. Realize the vision of
a private Islamic university also significantly strengthen the organization in line with the
private Islamic university qualifications namely the development of Human Resources
Zeterberg lecturer and leader (2002, 1962).
The research methodology used is as in the following chart:
They shape the formation of long life education private Islamic University program
models.
Design of the study: the activities carried out in this step of performing research to
explore the literature review on the topic of the theory of Islamic education, long life education,
long life education in Islam, university, conventional universities, private Islamic university,
model, model development, program, model of adult education programs, continuing
education, planning, implementation and evaluation of long life education, interviews with
experts experienced in long life education and private Islamic university trustee is done to
collect information on long life education and information adopted university character Islamic
private. Observations performed on four selected Islamic university, the Islamic University of
North Sumatra (UISU), North Sumatra University Muhammadiyah (UMSU), University of AlWashliyah North Sumatra (UNIVA) and University Muslim Nusantara (UMN).
Activity of designing this study can collect various elements associated with the
formation of long life education program model Islamic private universities. Researchers also
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Proceedings of The 3 rd Annual International Conference Syiah Kuala University (AIC Unsyiah) 2013
In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
participate in the activities of a number of seminars, workshops concerned with lifelong
education and private Islamic university starting from March 2008 until December 2012.
Interview related characters and elements of the education program ever practiced private
Islamic university is done by some experts and activists private Islamic university. Interviews
can be concluded that the philosophical framework of the organization, its vision, mission and
goals of private Islamic universities to learn continuously by university professors and the
leadership of Islam to be practiced in the private sector in carrying out daily tasks. Based on
the results of seminar and workshops, interviews and event design the researchers gained
valuable information and insight to deepen the understanding of scientific thinking about the
characteristics of the modeling life-long learning program planning.
Five steps
Zetterberg
Penerokaa
n study.
Scientific
understanding
Scholarly
revision.
Discovery
solution.
Scientific
recomme
Activity/process
Review of
literature
Discussion
abattoir
Experience
Arrange the
elements
forming lifelong
education
programs follow
the model Boone
and Hasan
Langgulung.
Review of concepts
and elements. Make
a pilot study.
Analysis of feedback
from the tentative model.
Output:
Collection and
the establishment
of life-long
education
General
description of the
haracteristics of
the formation
program
Tentative
model.
The initial model
formation of
lifelong
education
Model the
formation
of
Two rounds of
lifelong education
Delphi technique to
private Islamic
validate critical
Source: Adaptation and renovation
of Zetterberg (2002,university
1962). Designing
research
in
element.
studies or the search begins from the
literature review, discussions
with
experts
lifelong
Indonesia.
education, higher education practitioners and implement research advances or observations on
four selected private Islamic university to set theory foundation for the study of the elements
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Proceedings of The 3 rd Annual International Conference Syiah Kuala University (AIC Unsyiah) 2013
In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
of lifelong education programs. The second step is carried out based on the scientific
understanding of the critical elements of planning items adult education presented Boone
(2003, 1985). As to items critical element is planning Boone theory as follows:
Scientific understanding: In this step the researchers arranged the elements associated
with the formation of education model based on the model of adult education programs
according to Boone (2002, 1985) and the model of Islamic education Langgulung Hasan (2002,
1991). Justification for the use of models and Hasan Langgulung Boone in this study is because
both these models are general and can be applied in a variety of situations and forms of
education. Boone model provides a conceptual framework formation of long life education
program followed by the adults in educational institutions such as the university-college and
social development agencies (Nik Zafri bin Abdul Majid, 2008; McCaskill, 2004, Mohd Nor
bin Ihkasan, 2003 and Mohd Nor 1995). The basic model of Islamic education Hasan
Langgulung can also provide a conceptual framework in Islamic educational foundation for
program planning, the private Islamic university as an institution based on Islamic education.
Critical elements of program planning model based on the second model analyzed the
general nature can be applied to model lifelong education private Islamic university. The
intended conceptual framework can be seen as well in the following table.
Critical Elements of Program Planning Model Adult Education Boone (2002, 1985).
No.
Critical element analysis framework planning.
1
2
Basic, philosophy, goals and staff assignments to do with the management.
Analysis of the need for staff skills raise.
3
4
5
6
7
8
9
10
Developing togetherness.
Meaning concerned with developing learning organizations.
Iktizam have the philosophy and goals of the organization.
Implement continuous assessment.
Understand give assignments according to staff skills.
Organizational framework of continuous testing.
Conducting ongoing analysis of the skills needs of society.
Understand and intend to develop other organization.
Critical elements of the table base for Islamic Education Program Planning Model
Langgulung Hasan (2002, 1991).
No.
Frame analysis of critical elements of Islamic education planning.
1
Determine the underlying foundation curriculum in achieving the objects near
and far.
2
Set amount of funds and resources necessary funds.
3
Prescribe in detail the source of funds and open-sourced.
4
Setting the system used in the division of labor and power, and to develop staff
capabilities.
5
Discuss where learning was undertaken jointly.
6
Discuss the expected facilities and methods can help people achieve student
learning goals.
7
Determine the necessary learning materials students.
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Proceedings of The 3 rd Annual International Conference Syiah Kuala University (AIC Unsyiah) 2013
In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
8
9
10
Setting the time division learning together.
Social basis set used.
Only one set of students so that students and build a habit to practice
continuous learning process.
Items critical element theory Boone (2002, 1985) have provided theoretical footing
forms a critical element of the planning model lifelong education regarding the importance of
faculty and leadership in developing academic competence qualification, career and private
Islamic university organization. Whereas items expansion planning program model private
Islamic university-based critical elements analyzed basic Islamic education planning by Hasan
Langgulung. As for theoretical footing following critical elements of planning Hasan
Langgulung are presented in the following table:
Scientific understanding: scientific understanding in this study to investigate the
concepts and elements that are arranged in the planning phase questionnaire items sent to a
panel of experts to examine the first group, provide value and give comments, add, delete and
execute critical element phase questionnaire items planning a total of 29 items. This survey is
the initial model or models tentative model of lifelong education programs with universities,
private Islam. In this step it is also as a pilot study. Critical element of the questionnaire made
by five point Likert scale.
In the pilot study, a critical element of getting items mean 3:50 to 55 percent consensus
criteria will be broadened further to the second expert panel. Critical element of the planning
phase is placed in questionnaire served on the panel for the second group of certified experts.
At this stage the critical acceptance criteria tightened into an element critical value min 4:50
and a minimum of 70 percent consensus criteria.
Researchers examined the relationship between facts and insights think based research
conceptual theoretical study of Islamic education, conventional universities, private Islamic
university, lifelong education, lifelong education in Islam, model, model development, adult
education, continuing education, programs, and two theories on the study so as to provide a
critical element of the planning phase of the lifelong learning program model.
Discovery solution: a tentative model or early model modeling lifelong learning
programs that returned the first batch of the expert panel, which obtained the mean of 3.50 and
consensus criteria 50% and it is sent to a panel of experts to carry out the second round of the
first rotation (P1).
Scientific recommendations: scientific recommendations by (Zetterberg, 2002, 1962),
which was adopted last activity in the formation of life-long education program model.
Recommendations of the expert panel are given space to add, delete and equip another critical
element of the planning phase. In this step Delphi technique is used to verify the critical element
model of the planning phase of the lifelong learning program. As for the critical criteria set for
the first round (P1) and second (P2) each item added to the planning program model is the
mean value kriteia 4:50 with 70% consensus or agreement.
Results and Discussion
The findings of the five steps above is a model of lifelong education program planning
private Islamic university consists of 16 items. Items critical element model of lifelong
education planning program in question is shown in the following table.
Critical element of the planning phase have sixteen points starting from planning vision
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Proceedings of The 3 rd Annual International Conference Syiah Kuala University (AIC Unsyiah) 2013
In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
of university education as a lifelong learning will become faculty members and leadership skills
in the performance of his duties. Private Islamic University has a unique vision of a different
private Islamic university with other private Islamic university. Vision universities in Indonesia
directed MENDIKNAS to be formed in 1999 as a distinction of excellence which provide
special feature in the build quality of the university. Vision as a long - term activity map
expressly describe the university towards developing human resources as a key element in the
quality of the components to develop all elements of the university activities. Vision is a picture
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Proceedings of The 3 rd Annual International Conference Syiah Kuala University (AIC Unsyiah) 2013
In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
of an organization of excellence in the future (Nanus Burt, 2003).
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Critical element of the planning phase of the program model lifelong learning.
University vision.
Vision, mission, policies and philosophy of the university learned to build
commitment to the practice of lifelong education as a topic of learning materials.
Leadership universities, colleges and academic staff committed to be part of
lifelong learning.
Visi dan misi universitas dipelajari secara jelas oleh pihak kepimpinan dan staf
akademik dalam program pendidikan sepanjang hayat.
University philosophy.
University of applied educational values of Al-Quran and Hadith to be accessible
by the public as a unique private Islamic university.
Organizational framework.
Lifelong education received university and faculty as the university identity
unique learning mode.
The leadership of the university and the students need materials, a place of
learning lifelong learning.
Lifelong learning programs build knowledge, skills and attitudes of senior
students.
The University has a research center and leadership structure for managing
lifelong learning
Curriculum and courses in life-long education program planned with university
faculty and students..
Students and university leadership to analyze the situation now and in the future
that becomes a lifelong learning education program..
Leadership and the rest of the students understand their task clearly in lifelong
education.
Mission of the university.
Lifelong education students realize the goal of building private Islamic university
consistently.
University set the system used in the division of labor and power in the open
position.
Lifelong learning programs developed by qualified professionals and interested
private Islamic university building.
Lifelong education to determine whois the students..
Provide lifelong financial education program reflects the university's
commitment to lifelong learning practice.
Private Islamic university still needs to improve the leadership skills of professors and
universities according to their vision - their education through lifelong learning process
implemented programmatically so that vision can be realized (Hasrita, 2005). Lifelong learning
activities planned education programmatically will find the agenda to be implemented as a
follow-up from the previous program. Consistent activity complementary involve all faculty
and university leadership will boils down to the purpose of developing a private Islamic
university in the organization of strong and reliable uphold academic values. Lecturers and
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Proceedings of The 3 rd Annual International Conference Syiah Kuala University (AIC Unsyiah) 2013
In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
deploying HR leadership as academic activities, research and community service in a university
need to renew his skills on an ongoing basis. Therefore the process of lifelong learning is a
fundamental part of an operational program a private Islamic university.
Further the university's mission was to be used as teaching materials for faculty and
university leadership as learning materials according to their specific expertise on an ongoing
basis. Islamic vision of private universities studied according to the university's mission to
culture and cultural skills are practiced in a sustainable organization anyway. Cultural work
performed on the leading edge theoretical footing is praxis toward membership qualification
competency tested for both lecturers and leadership. The mission further realized with specific
Praxis membership will strengthen the academic culture are private Islamic university
organizational culture. Lecturers and private Islamic university leaders committed high
performing continuous or ongoing learning process according to the university plans will also
be able to develop career and leadership qualifications in accordance with stratification
according to rank professors of law occur (DepDikBud, 2005).
The founder of the Islamic university private universities plan uniqueness based on the
values of the Qur'an and the Hadith, it is also become a private Islamic university philosophy
needs to dissect the faculty and leadership skills to become a culture work. Academically based
remote Qur'an and Hadith added to make planning program faculty and leadership to build
your-self a sustainable manner.t
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In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
ANALYSIS PLANNING FOR LIFE EDUCATION MODEL PROGRAM
PRIVATE ISLAMIC UNIVERSITY IN INDONESIA
1,2
HASRITA LUBIS
1
2
Lembaga Pengabdian Masyarakat, Universitas Islam Sumatera Utara, Indonesia;
Pusat Pengajian Pendidikan Jarak Jauh Program, University Sains Malaysia, Malaysia;
Corresponding Author: hasrita_lbs@yahoo.com
ABSTRACT
Long Life Learning (LLL) is growing rapidly as a focal point to the science and
technology development. Therefore, universities as platform due to transforming the sciences
in order to expand the knowledge and the latest technology to their customers are very integral.
At the same time, college or other organizations are expected to be driven by the community
that will be able to show the acceleration performance of science and technology. Thus, the
existence of the community and the world are taken based on the ability to access knowledge
and technology developments in the application of learning and readiness. In Indonesia, Islamic
educations institutions such as private universities strive to be able to offer the appropriate
programs with community and customers. In order to build the equivalence between the rapid
development of science and technology, all the faculty members through various programs are
continued to increase their knowledge. Academic staffs will be able to enhance their knowledge
as on an ongoing basis when the universities perform analysis of the need for academic skills,
high working. Follow up on the results of the analysis skills needs to be realized throughout
the academic programs of formal education or informal. Activity provides a hosted program
the university will provide an opportunity for all faculty members to study up on the peak
sustained optimal career. Instead the teacher will obtain a positive impact to be a quality
college.
Keywords: Long Life Education Program and University Islam Swasta.
Introduction
Long Life Education (LLE) is an activity continuous learning process in according to
the interests of education’s discipline and skill performance adult who has engaged a
professional job. Long Life Education serves as a positive response to the development of
science and technology very quickly Marla (2008). According to the World Bank (2003) an
organization will be able to survive and advance when the entire Human Resources (HR) is
working to complete its work by cutting-edge science and technology. Science and technology
is developing very quickly. The university together with other organizations need to know with
certainty based on correct information and complete the necessary finesse what lecturers and
other staff as a working adult. Islamic University is a private university founded by Islamic
organizations, groups and individual specific person with vision and mission are different from
each other. Private islamic university in Indonesia established in 1952 and began than the
number reached 215 universities (Director General of Higher Education, 2012).
This article examines the importance of design analysis of long life education in private
Islamic university in Indonesia. Design has some principles, concepts and activities that need
to be implemented. Step design principles are a starting point towards a long life education
239
Proceedings of The 3 rd Annual International Conference Syiah Kuala University (AIC Unsyiah) 2013
In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
program that is programmed in accordance with the benefit of rational human resources and
build quality of a private Islamic university.
This study aims to provide an insight to the management of the university to make a
life-long education program formally or informally in accordance with the interests of the
faculty so as to achieve an optimal career. sixteen major elements item number in the critical
elements of the design has been approved by a research dissertation. Nowadays, socialized to
be applied especially in the private Islamic colleges generally at conventional universities and
other organizations.
Materials and Methods
Critical elements of the design phase model of life-long education program private
Islamic university in Indonesia is a dissertation finding validated the science of life-long
education experts using the Delphi technique. The methodology used is the five-step Zetterberg
(2002, 1962) which adapt. Theoretical basis used is the design theory of adult education by
Boone (2002, 1985) and the theory of the design principles of Islamic education by Hassan
Langgulung (2002, 1991). Theory of adult education by Boone (2002, 1991) provides a
theoretical foundation and design elements relating to adult education to develop academic
competencies, career and organization in the workplace.
So the theory foundation of Islamic education is also in line to be adapted in the
developing private Islamic university. The second theory is suitable to be adapted in developing
lifelong education for faculty and leaders in the private Islamic university building personal
competencies and build sustainable careers. Continuing education for faculty formally for
faculty is up to the PhD diploma before the age of 50 years and may be appointed as a professor
after three years of obtaining a diploma and have class IV-c (SK MENPAN No. 13, 2013).
Decree of the Minister of State Apparatus Empowerment to develop themselves
personally lecturer in academic and career competencies can be aided by practicing design
model of lifelong education programs. Implementation program design model of lifelong
education private Islamic university program includes formal and non-formal education. Nonformal education programs relating to realize the vision of sustainable private Islamic
university as a unique individual private Islamic university in Indonesia. Realize the vision of
a private Islamic university also significantly strengthen the organization in line with the
private Islamic university qualifications namely the development of Human Resources
Zeterberg lecturer and leader (2002, 1962).
The research methodology used is as in the following chart:
They shape the formation of long life education private Islamic University program
models.
Design of the study: the activities carried out in this step of performing research to
explore the literature review on the topic of the theory of Islamic education, long life education,
long life education in Islam, university, conventional universities, private Islamic university,
model, model development, program, model of adult education programs, continuing
education, planning, implementation and evaluation of long life education, interviews with
experts experienced in long life education and private Islamic university trustee is done to
collect information on long life education and information adopted university character Islamic
private. Observations performed on four selected Islamic university, the Islamic University of
North Sumatra (UISU), North Sumatra University Muhammadiyah (UMSU), University of AlWashliyah North Sumatra (UNIVA) and University Muslim Nusantara (UMN).
Activity of designing this study can collect various elements associated with the
formation of long life education program model Islamic private universities. Researchers also
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Proceedings of The 3 rd Annual International Conference Syiah Kuala University (AIC Unsyiah) 2013
In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
participate in the activities of a number of seminars, workshops concerned with lifelong
education and private Islamic university starting from March 2008 until December 2012.
Interview related characters and elements of the education program ever practiced private
Islamic university is done by some experts and activists private Islamic university. Interviews
can be concluded that the philosophical framework of the organization, its vision, mission and
goals of private Islamic universities to learn continuously by university professors and the
leadership of Islam to be practiced in the private sector in carrying out daily tasks. Based on
the results of seminar and workshops, interviews and event design the researchers gained
valuable information and insight to deepen the understanding of scientific thinking about the
characteristics of the modeling life-long learning program planning.
Five steps
Zetterberg
Penerokaa
n study.
Scientific
understanding
Scholarly
revision.
Discovery
solution.
Scientific
recomme
Activity/process
Review of
literature
Discussion
abattoir
Experience
Arrange the
elements
forming lifelong
education
programs follow
the model Boone
and Hasan
Langgulung.
Review of concepts
and elements. Make
a pilot study.
Analysis of feedback
from the tentative model.
Output:
Collection and
the establishment
of life-long
education
General
description of the
haracteristics of
the formation
program
Tentative
model.
The initial model
formation of
lifelong
education
Model the
formation
of
Two rounds of
lifelong education
Delphi technique to
private Islamic
validate critical
Source: Adaptation and renovation
of Zetterberg (2002,university
1962). Designing
research
in
element.
studies or the search begins from the
literature review, discussions
with
experts
lifelong
Indonesia.
education, higher education practitioners and implement research advances or observations on
four selected private Islamic university to set theory foundation for the study of the elements
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Proceedings of The 3 rd Annual International Conference Syiah Kuala University (AIC Unsyiah) 2013
In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
of lifelong education programs. The second step is carried out based on the scientific
understanding of the critical elements of planning items adult education presented Boone
(2003, 1985). As to items critical element is planning Boone theory as follows:
Scientific understanding: In this step the researchers arranged the elements associated
with the formation of education model based on the model of adult education programs
according to Boone (2002, 1985) and the model of Islamic education Langgulung Hasan (2002,
1991). Justification for the use of models and Hasan Langgulung Boone in this study is because
both these models are general and can be applied in a variety of situations and forms of
education. Boone model provides a conceptual framework formation of long life education
program followed by the adults in educational institutions such as the university-college and
social development agencies (Nik Zafri bin Abdul Majid, 2008; McCaskill, 2004, Mohd Nor
bin Ihkasan, 2003 and Mohd Nor 1995). The basic model of Islamic education Hasan
Langgulung can also provide a conceptual framework in Islamic educational foundation for
program planning, the private Islamic university as an institution based on Islamic education.
Critical elements of program planning model based on the second model analyzed the
general nature can be applied to model lifelong education private Islamic university. The
intended conceptual framework can be seen as well in the following table.
Critical Elements of Program Planning Model Adult Education Boone (2002, 1985).
No.
Critical element analysis framework planning.
1
2
Basic, philosophy, goals and staff assignments to do with the management.
Analysis of the need for staff skills raise.
3
4
5
6
7
8
9
10
Developing togetherness.
Meaning concerned with developing learning organizations.
Iktizam have the philosophy and goals of the organization.
Implement continuous assessment.
Understand give assignments according to staff skills.
Organizational framework of continuous testing.
Conducting ongoing analysis of the skills needs of society.
Understand and intend to develop other organization.
Critical elements of the table base for Islamic Education Program Planning Model
Langgulung Hasan (2002, 1991).
No.
Frame analysis of critical elements of Islamic education planning.
1
Determine the underlying foundation curriculum in achieving the objects near
and far.
2
Set amount of funds and resources necessary funds.
3
Prescribe in detail the source of funds and open-sourced.
4
Setting the system used in the division of labor and power, and to develop staff
capabilities.
5
Discuss where learning was undertaken jointly.
6
Discuss the expected facilities and methods can help people achieve student
learning goals.
7
Determine the necessary learning materials students.
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Proceedings of The 3 rd Annual International Conference Syiah Kuala University (AIC Unsyiah) 2013
In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
8
9
10
Setting the time division learning together.
Social basis set used.
Only one set of students so that students and build a habit to practice
continuous learning process.
Items critical element theory Boone (2002, 1985) have provided theoretical footing
forms a critical element of the planning model lifelong education regarding the importance of
faculty and leadership in developing academic competence qualification, career and private
Islamic university organization. Whereas items expansion planning program model private
Islamic university-based critical elements analyzed basic Islamic education planning by Hasan
Langgulung. As for theoretical footing following critical elements of planning Hasan
Langgulung are presented in the following table:
Scientific understanding: scientific understanding in this study to investigate the
concepts and elements that are arranged in the planning phase questionnaire items sent to a
panel of experts to examine the first group, provide value and give comments, add, delete and
execute critical element phase questionnaire items planning a total of 29 items. This survey is
the initial model or models tentative model of lifelong education programs with universities,
private Islam. In this step it is also as a pilot study. Critical element of the questionnaire made
by five point Likert scale.
In the pilot study, a critical element of getting items mean 3:50 to 55 percent consensus
criteria will be broadened further to the second expert panel. Critical element of the planning
phase is placed in questionnaire served on the panel for the second group of certified experts.
At this stage the critical acceptance criteria tightened into an element critical value min 4:50
and a minimum of 70 percent consensus criteria.
Researchers examined the relationship between facts and insights think based research
conceptual theoretical study of Islamic education, conventional universities, private Islamic
university, lifelong education, lifelong education in Islam, model, model development, adult
education, continuing education, programs, and two theories on the study so as to provide a
critical element of the planning phase of the lifelong learning program model.
Discovery solution: a tentative model or early model modeling lifelong learning
programs that returned the first batch of the expert panel, which obtained the mean of 3.50 and
consensus criteria 50% and it is sent to a panel of experts to carry out the second round of the
first rotation (P1).
Scientific recommendations: scientific recommendations by (Zetterberg, 2002, 1962),
which was adopted last activity in the formation of life-long education program model.
Recommendations of the expert panel are given space to add, delete and equip another critical
element of the planning phase. In this step Delphi technique is used to verify the critical element
model of the planning phase of the lifelong learning program. As for the critical criteria set for
the first round (P1) and second (P2) each item added to the planning program model is the
mean value kriteia 4:50 with 70% consensus or agreement.
Results and Discussion
The findings of the five steps above is a model of lifelong education program planning
private Islamic university consists of 16 items. Items critical element model of lifelong
education planning program in question is shown in the following table.
Critical element of the planning phase have sixteen points starting from planning vision
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Proceedings of The 3 rd Annual International Conference Syiah Kuala University (AIC Unsyiah) 2013
In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
of university education as a lifelong learning will become faculty members and leadership skills
in the performance of his duties. Private Islamic University has a unique vision of a different
private Islamic university with other private Islamic university. Vision universities in Indonesia
directed MENDIKNAS to be formed in 1999 as a distinction of excellence which provide
special feature in the build quality of the university. Vision as a long - term activity map
expressly describe the university towards developing human resources as a key element in the
quality of the components to develop all elements of the university activities. Vision is a picture
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In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
of an organization of excellence in the future (Nanus Burt, 2003).
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Critical element of the planning phase of the program model lifelong learning.
University vision.
Vision, mission, policies and philosophy of the university learned to build
commitment to the practice of lifelong education as a topic of learning materials.
Leadership universities, colleges and academic staff committed to be part of
lifelong learning.
Visi dan misi universitas dipelajari secara jelas oleh pihak kepimpinan dan staf
akademik dalam program pendidikan sepanjang hayat.
University philosophy.
University of applied educational values of Al-Quran and Hadith to be accessible
by the public as a unique private Islamic university.
Organizational framework.
Lifelong education received university and faculty as the university identity
unique learning mode.
The leadership of the university and the students need materials, a place of
learning lifelong learning.
Lifelong learning programs build knowledge, skills and attitudes of senior
students.
The University has a research center and leadership structure for managing
lifelong learning
Curriculum and courses in life-long education program planned with university
faculty and students..
Students and university leadership to analyze the situation now and in the future
that becomes a lifelong learning education program..
Leadership and the rest of the students understand their task clearly in lifelong
education.
Mission of the university.
Lifelong education students realize the goal of building private Islamic university
consistently.
University set the system used in the division of labor and power in the open
position.
Lifelong learning programs developed by qualified professionals and interested
private Islamic university building.
Lifelong education to determine whois the students..
Provide lifelong financial education program reflects the university's
commitment to lifelong learning practice.
Private Islamic university still needs to improve the leadership skills of professors and
universities according to their vision - their education through lifelong learning process
implemented programmatically so that vision can be realized (Hasrita, 2005). Lifelong learning
activities planned education programmatically will find the agenda to be implemented as a
follow-up from the previous program. Consistent activity complementary involve all faculty
and university leadership will boils down to the purpose of developing a private Islamic
university in the organization of strong and reliable uphold academic values. Lecturers and
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Proceedings of The 3 rd Annual International Conference Syiah Kuala University (AIC Unsyiah) 2013
In conjunction with The 2 nd International Conference on Multidisciplinary Research (ICMR) 2013
October 2-4, 2013, Banda Aceh, Indonesia
deploying HR leadership as academic activities, research and community service in a university
need to renew his skills on an ongoing basis. Therefore the process of lifelong learning is a
fundamental part of an operational program a private Islamic university.
Further the university's mission was to be used as teaching materials for faculty and
university leadership as learning materials according to their specific expertise on an ongoing
basis. Islamic vision of private universities studied according to the university's mission to
culture and cultural skills are practiced in a sustainable organization anyway. Cultural work
performed on the leading edge theoretical footing is praxis toward membership qualification
competency tested for both lecturers and leadership. The mission further realized with specific
Praxis membership will strengthen the academic culture are private Islamic university
organizational culture. Lecturers and private Islamic university leaders committed high
performing continuous or ongoing learning process according to the university plans will also
be able to develop career and leadership qualifications in accordance with stratification
according to rank professors of law occur (DepDikBud, 2005).
The founder of the Islamic university private universities plan uniqueness based on the
values of the Qur'an and the Hadith, it is also become a private Islamic university philosophy
needs to dissect the faculty and leadership skills to become a culture work. Academically based
remote Qur'an and Hadith added to make planning program faculty and leadership to build
your-self a sustainable manner.t
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