Indonesia is one of the main producers of agricultural commodities including coffee. Whereas the physical market of coffee in Indonesia, as a commodity, has been existed for centuries, the derivative market of coffee has just begun to appear recently as the result of demand growth for local market and export purpose. The paper market emerges as the outcome of the need of the producers, suppliers, and buyers to hedge against the risk of the availability and the prices volatility of coffee. In this growing commodity derivative market, it is important to examine the regular pattern and behavior of the coffee price for pricing purpose of its derivatives, especially in the specific case for the Indonesian market. This paper analyses the spot, futures, and option of coffee in Indonesia. The coffee spot price process is presented along with the parameters and its implication to derivatives pricing.

The purpose of this study is to determine the study program readiness in State Islamic University (UIN) Jakarta in implementing KKNI based curriculum. It can be seen from the availability of the documents course curriculum in UIN Jakarta which consists of 71% of the vision, mission, graduate profile, achievement of learning, the curriculum structure and Semester Lesson Plan (RPS). It also can be evidenced by the quality of the documents that 1) 99% of study programs have developed a vision and mission for the implementation of the curriculum. 2) 77% of study programs have developed a graduate profile according to level 6 of the KKNI based curriculum which is the basis for the development of graduate-level profile. 3) development of learning achievements in environmental studies program UIN Jakarta, 59% of the study programs have been formulated learning achievements which is in accordance with the learning outcomes defined for an undergraduate level. 4) 35% of the curriculum structure of the study program have met KKNI implementation standards. 5) development of Semester Lesson Plan (RPS) program in environmental studies UIN Jakarta, 82% of the Semester Lesson Plan or RPS which is in line with the principles of RPS development expected in the KKNI implementation  has been developed by several study programs at UIN Jakarta. Abstrak Penelitian ini bertujuan untuk mengetahui kesiapan program studi di Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta dalam mengimplementasikan Kurikulum berbasis KKNI. Kesiapan tersebut dapat dilihat melalui ketersediaan dokumen kurikulum program studi di UIN Jakarta yang terdiri dari 71% visi, misi, profil lulusan, capaian pembelajaran, Struktur Kurikulum dan Rencana Pembelajaran Semester (RPS). Selain itu, kesiapan program studi dalam mengaplikasikan dapat dibuktikan dari kualitas dokumen, yakni 1) 99% program studi telah mengembangkan visi dan misi untuk pelaksanaan kurikulum. 2)77% program studi telah mengambangkan profil lulusan menurut level 6 Kurikulum berbasis KKNI yang merupakan dasar untuk pengembangan profil lulusan. 3) pengembangan capaian pembelajaran di lingkungan program studi UIN Jakarta, 59% program studi telah merumuskan capaian pembelajaran yang sesuai dengan hasil belajar yang ditetapkan untuk program sarjana. 4) 35% struktur kurikulum program studi telah memenuhi standar pelaksanaan KKNI. 5) pengembangan Rencana Pembelajaran Semester (RPS) program studi di lingkungan UIN Jakarta, 82% dari Rencana Pembelajaran Semester atau RPS yang sejalan dengan prinsip-prinsip pengembangan RPS yang diharapkan dalam pelaksanaan KKNI telah dikembangkan oleh beberapa program studi di UIN Jakarta. How to Cite : Fauzan., Latip A., E. (2015). Curriculum Readiness and Program Evaluation in Implementing Indonesian National Qualifications Framework Curriculum (KKNI).TARBIYA: Journal Of Education In Muslim Society,2(2), 190-203. doi:10.15408/tjems.v2i2.3179. Permalink/DOI:http://dx.doi.org/10.15408/tjems.v2i2.3179

The purpose of this study is to describe thematic learning innovations that can be defined within a certain period of time to a social system using certain communication channels. The research method used is difussion research. Data collection techniques used were questionare with Likkert scale models. The sampling technique used was purposive sampling by setting research target schools in accordance with the research objectives. Analysis of the data used is descriptive quantitative. The results showed that thematic learning innovations were positively perceived by Elementary School teachers with low levels of difficulty and had benefits, appropriateness, trials and observables, so that thematic learning could be diffused in a social system in elementary schools.

This study aimed to analyze the quality of the implementation of free education at the level of free education in Jabodetabek. Subjects were implementing elements of the free education that teachers and principals in the area of Jakarta, Bogor, Depok, Tangerang and Bekasi. This research is non-experimental research because no manipulation of study variables. The type of research is a survey method. This research data collection techniques are questionnaires and observation techniques. Questionnaires and observation selected in this study, because of the variables to be measured is certain, that the quality of the implementation of free education at the primary level. This technique is also an effective technique for measuring the purpose of this study of the respondents are already established. The research result shows that the implementation of free education in Jabodetabek meet the quality standards of education good views of inputs, processes, outputs, and outcomes of education. Judging from the quality standard based education accreditation, quality free education in Jabodetabek meet the quality standards of education with the acquisition value of A. Model implementation of free education of the funding envisaged in three models of education, namely the liberation of all kinds of levies by schools to parents, Liberation operational cost of education to parents, except for expenses for personal needs such as school uniforms and operational financing of education imposed on BOS (School Operational Cost). Impact of free education based on the quality of the inputs, processes, outputs, and outcomes, as well as quality accreditation are also models of implementation of free education for the elderly, the implementation of free education in Jabodetabek with quality standards do not have the participation of parents is optimal, had the satisfaction of graduates, and assisted from the financing of education free of charge. For teachers based on the acquisition of data about the quality of free education, teachers meet standards with optimal learning process.

ABSTRAKPenelitian ini bertujuan mengetahui tingkat pemahaman, pelaksanaan dan kesulitan guru MI (madrasah ibtidaiyah) se-Jabodeta (Jakarta-Bogor-DepokTangerang) dalam pembelajaran yang berbasis karakter. Metode yang digunakan adalah survei. Sampel yang diteliti adalah 10% dari populasi yang dipilih dengan teknik cluster sampling. Instrumen penelitian yang digunakan adalah tes dan angket. Hasil penelitian menunjukkan, ternyata 87% guru MI se-Jabodeta memahami pembelajaran berbasis karakter. Dalam hal implementasi pembelajaran berbasis karakter yang meliputi aspek rancangan karakter baik dalam persiapan maupun seleksi dan penilaian, 71% guru MI se-Jabodeta melaksanakan pembelajaran berbasis karakter dan memiliki sarana untuk melaksanakannya. Dari total persentase tersebut, ternyata 52% guru MI seJabodeta mengalami kesulitan untuk melaksanakan pembelajaran berbasis karakter, baik pada aspek keteladanan, pengawasan, pengukuran keberhasilan, metode penanaman karakter, proses integrasi karakter, penyusunan desain pembelajaran, buku panduan, dan identifikasi nilai karakter. PENDAHULUANPembelajaran merupakan proses interaktif dari kegiatan belajar dan mengajar. Perspektif ini mendasari proses pembelajaran yang berakhir pada terciptanya keseimbangan kegiatan yang dilakukan oleh pelajar dan pengajar. Pengajar berperan dalam merencanakan, melaksanakan dan mengevaluasi bahan pengajaran, memilih metode pengajaran, mengolah media pengajaran, menentukan indikator hasil belajar bahkan menetapkan karakter yang diharapkan. Pembelajar berperan aktif dalam mengeksplorasi, mengelaborasi dan mengkonfirmasi setiap kegiatan yang difasilitasi oleh pengajar (Siregar dan Hartini, 2010: 13).Konsep pembelajaran yang dibangun berdasarkan paradigma student centered, secara psikologis bermakna bahwa proses pembelajaran itu senantiasa berupaya memperhatikan tingkat perkembangan peserta didik atau developmentaly approriate practice. Peserta didik pada umumnya memiliki taraf perkembangan yang berbeda, menuntut materi berbeda pula, sehingga proses belajar itu sendiri mengandung variasi, seperti belajar keterampilan motorik, belajar konsep dan belajar sikap (Mulyasa, 2012: 129).Dalam konteks proses, pembelajaran berlangsung dalam bentuk serangkaian kegiatan yang berjalan secara bertahap. Kegiatan pembelajaran berlangsung dari satu tahap ke tahap selanjutnya, sehingga membentuk alur yang konsisten. Langkah-langkah penyajian sistematis dalam bentuk serangkaian urutan tindakan prosedural-bertahap-berkesinambungan tersebut dinamakan prosedur pembelajaran (Madjid, 2008: 89) Dalam konteks hasil, pembelajaran itu bersifat instructional effect dan nurturant effect. Instructional effect disebut dengan dampak yang melekat pada tujuan pembelajaran yang berupa kompetensi yang tersirat dalam Standar Kompetensi (SK) dan Kompetensi Dasar (KD). Instructional effect melekat pada semua mata pelajaran yang terdapat di setiap jalur, jenjang dan satuan pendidikan (Khan, 2010: viii). Di Indonesia, grand design-nya dibuat secara nasional dan lembaga yang berwenang dala...