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首页> 外文期刊>Journal of Education and Practice >Social Capital in Developing Madrasah: Social Involvement Strategy to Develop Madrasah in the Muslim Minority Area of District Mandor, Ladak West Kalimantan Indonesia
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Social Capital in Developing Madrasah: Social Involvement Strategy to Develop Madrasah in the Muslim Minority Area of District Mandor, Ladak West Kalimantan Indonesia

机译：发展伊斯兰学校的社会资本：印度尼西亚拉达克西加里曼丹县区民的穆斯林少数民族地区发展伊斯兰学校的社会参与战略

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摘要

The paper is intended to discuss the social capital developed by Madrasah Pendai Mandor and to explain the involvement of the Madrasah in the implementation of madrasah education in the Muslim minority area of the Mandor sub-district. The work employs qualitative approach. The informan include the head of the foundation, the head of the madrasah, the teachers, the students, the madrasah committees, the professional and the local officials as well as the parents of the students. The study shows that the social capital developed by the school management and supported by the stakeholders has been very important for the development of the Madrasah and the it better relation with the surrounding communities having diferent relegious backgrounds. The leadership shifting to the one having better capacity has been very inlfuention to the social capital building in the form of trust from various circles. It is also the case that the new leadership has developed better values ??and norms to maintain the trust in the form of social relations including cooperation and communication. Community involvement has also been buill within the Madrasah through various programs and learningactivities including improving the learning process, extracurricular activities and construction of learning facilities.
机译：本文旨在讨论Madrasah Pendai Mandor开发的社会资本，并解释Madrasah在Mandor街道的穆斯林少数民族地区参与实施madrasah教育的情况。该作品采用定性方法。信息提供者包括基金会负责人，伊斯兰学校的负责人，教师，学生，伊斯兰学校的委员会，专业人士和当地官员以及学生的父母。研究表明，由学校管理层开发并得到利益相关者支持的社会资本对于伊斯兰学校的发展以及与周围有着不同宗教背景的社区之间的良好关系非常重要。领导者向能力更强的领导者转变对社会资本的建设产生了各种不同程度的信任。同样的情况是，新领导层已经开发出更好的价值观和规范，以包括合作与沟通在内的社会关系形式维持信任。通过各种计划和学习活动，包括改进学习过程，课外活动和学习设施的建设，也使社区参与了伊斯兰学校。

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