Pub Date : 2022-10-30DOI: 10.32478/al-mudarris.v5i2.695
Amir Rusdi, A. Fitriani, Amir Hamzah, Tutut Handayani, Dian Andesta Bujuri
This study aims to: (1) produce valid integrative thematic diorama learning media, (2) produce practical integrative thematic diorama learning media. The method used is the R&D development method with the ADDIE development model which consists of 5 stages, namely: Analysis, Design, Development, Implementation, Evaluation. The data collection used is a questionnaire and documentation. Test the validity and practicality of the data using a predetermined formula. The subjects of this study were fourth grade students of MI Al-Ittifaqiah Indralaya with a total of 15 students. Therefore, it can be concluded: (1) Produce valid integrative thematic diorama learning media seen from the validity questionnaire of design experts with a score of 62 with an average result of 85, validation of linguists with a score of 49 with an average result of 81, and material expert validation with a score of 58 with an average result of 96.66. (2) Produce practical integrative thematic diorama learning media as seen from the score of 1,379.82 with an average score of 91.98.
{"title":"DEVELOPMENT OF DIORAMA MEDIA ON CULTURAL DIVERSITY MATERIALS IN MY COUNTRY ISLAMIC ELEMENTARY SCHOOL","authors":"Amir Rusdi, A. Fitriani, Amir Hamzah, Tutut Handayani, Dian Andesta Bujuri","doi":"10.32478/al-mudarris.v5i2.695","DOIUrl":"https://doi.org/10.32478/al-mudarris.v5i2.695","url":null,"abstract":"This study aims to: (1) produce valid integrative thematic diorama learning media, (2) produce practical integrative thematic diorama learning media. The method used is the R&D development method with the ADDIE development model which consists of 5 stages, namely: Analysis, Design, Development, Implementation, Evaluation. The data collection used is a questionnaire and documentation. Test the validity and practicality of the data using a predetermined formula. The subjects of this study were fourth grade students of MI Al-Ittifaqiah Indralaya with a total of 15 students. Therefore, it can be concluded: (1) Produce valid integrative thematic diorama learning media seen from the validity questionnaire of design experts with a score of 62 with an average result of 85, validation of linguists with a score of 49 with an average result of 81, and material expert validation with a score of 58 with an average result of 96.66. (2) Produce practical integrative thematic diorama learning media as seen from the score of 1,379.82 with an average score of 91.98.","PeriodicalId":106354,"journal":{"name":"Journal AL-MUDARRIS","volume":"164 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113993341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-30DOI: 10.32478/al-mudarris.v5i2.763
Rahmawansyah Sahib, I. Pratiwi, Fachrudin Fiqri Affandy, Amirullah Amirullah
Plagiarism is serious misconduct for all of the academicians in the world, including Papua, Indonesia. This paper aims at exploring the Papuan students’ perceptions on plagiarism. This paper focused on the students’ knowledge on plagiarism, the students ‘experience in plagiarism, and the strategy to avoid plagiarism. This paper employed a descriptive qualitative design investigating the students’ perception of plagiarism in Fattahul Muluk State Islamic Institute of Papua. The participants of this study were purposively selected from two faculties. There were seven students of the Faculty of Tarbiyah and seven Faculty of Islamic Economics and Business students, and the data were analyzed using discourse analysis. The results revealed that Papuan students’ perception on plagiarism due to three parts; 1) the students knew plagiarism as an act of copyright infringement, plagiarism is a crucial action, plagiarism is the act of copy-paste, plagiarism is an act that causes writers difficulty in developing their writing potential, and plagiarism is an act of theft, 2) The Plagiarism occurred when the students doing an assignment, they have lack understanding about the assignment’s instruction, sometimes reference sources are difficult to access, and the students pressed by the deadline for submission, and 3) The students avoid plagiarism through paraphrase then cite the sources, and used software like Mendeley and plagiarism checker. However, further investigation is necessary to examine the relative contribution of Papuan students ‘perceptions on plagiarism practice.
{"title":"Perception of College Students in Papua Province on Plagiarism","authors":"Rahmawansyah Sahib, I. Pratiwi, Fachrudin Fiqri Affandy, Amirullah Amirullah","doi":"10.32478/al-mudarris.v5i2.763","DOIUrl":"https://doi.org/10.32478/al-mudarris.v5i2.763","url":null,"abstract":"Plagiarism is serious misconduct for all of the academicians in the world, including Papua, Indonesia. This paper aims at exploring the Papuan students’ perceptions on plagiarism. This paper focused on the students’ knowledge on plagiarism, the students ‘experience in plagiarism, and the strategy to avoid plagiarism. This paper employed a descriptive qualitative design investigating the students’ perception of plagiarism in Fattahul Muluk State Islamic Institute of Papua. The participants of this study were purposively selected from two faculties. There were seven students of the Faculty of Tarbiyah and seven Faculty of Islamic Economics and Business students, and the data were analyzed using discourse analysis. The results revealed that Papuan students’ perception on plagiarism due to three parts; 1) the students knew plagiarism as an act of copyright infringement, plagiarism is a crucial action, plagiarism is the act of copy-paste, plagiarism is an act that causes writers difficulty in developing their writing potential, and plagiarism is an act of theft, 2) The Plagiarism occurred when the students doing an assignment, they have lack understanding about the assignment’s instruction, sometimes reference sources are difficult to access, and the students pressed by the deadline for submission, and 3) The students avoid plagiarism through paraphrase then cite the sources, and used software like Mendeley and plagiarism checker. However, further investigation is necessary to examine the relative contribution of Papuan students ‘perceptions on plagiarism practice.","PeriodicalId":106354,"journal":{"name":"Journal AL-MUDARRIS","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131453094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-29DOI: 10.32478/al-mudarris.v5i1.1029
Umi Salamah, Kasuwi Saiban, T. Supriyatno, Sa’dun Akbar
The research focused on the implementation of character building to improve students’ life skills and the implication of character building on students’ life skills in PPBM. It was carried out using a qualitative approach and case study design in business units of PPBM. The data source of the research consisted of the caretakers, teachers, the head of the vocational training center, and students involved in the management, work, and training in various business units. The researcher collected the data using observation, interviews, open questionnaires, and documentation. The key instrument of the research is the researcher herself. However, the researcher employed research instruments of observation, interview, and open questionnaire to help her during the process. The data was analyzed using description, condensation, categorization, and interpretation processes.The result of the research shows that (1) to improve students’ life skills, character building is carried out by understanding the vision, mission, and objectives of the Islamic boarding school. The learning starts from the production of goods and services using sources and learning media in an extensive way (involving tutors and professionals of certain business unit), internship, independent learning using internet (Youtube, WA, Instagram, and other social media), the practice of management, work, and training in the business units, assessment, and authentic evaluation by involving students in the management and work of business unit; the learning monitoring is done by report and reflection on their performance in each business unit; (2) The implication of character building on students’ life skills includes the developing of students’ individual skill, awareness to live independent, religious competence (praying attitude, being grateful and patient, being responsible, struggling, and serious in work); social competence, namely the competence to communicate, collaborate, and cooperate; academic competence; and vocational competence, namely the competence to work in business unit experienced by students in PPBM.
{"title":"Character Education in Building Life Skills /Pendidikan Karakter dalam Membangun Kecakapan Hidup","authors":"Umi Salamah, Kasuwi Saiban, T. Supriyatno, Sa’dun Akbar","doi":"10.32478/al-mudarris.v5i1.1029","DOIUrl":"https://doi.org/10.32478/al-mudarris.v5i1.1029","url":null,"abstract":"The research focused on the implementation of character building to improve students’ life skills and the implication of character building on students’ life skills in PPBM. It was carried out using a qualitative approach and case study design in business units of PPBM. The data source of the research consisted of the caretakers, teachers, the head of the vocational training center, and students involved in the management, work, and training in various business units. The researcher collected the data using observation, interviews, open questionnaires, and documentation. The key instrument of the research is the researcher herself. However, the researcher employed research instruments of observation, interview, and open questionnaire to help her during the process. The data was analyzed using description, condensation, categorization, and interpretation processes.The result of the research shows that (1) to improve students’ life skills, character building is carried out by understanding the vision, mission, and objectives of the Islamic boarding school. The learning starts from the production of goods and services using sources and learning media in an extensive way (involving tutors and professionals of certain business unit), internship, independent learning using internet (Youtube, WA, Instagram, and other social media), the practice of management, work, and training in the business units, assessment, and authentic evaluation by involving students in the management and work of business unit; the learning monitoring is done by report and reflection on their performance in each business unit; (2) The implication of character building on students’ life skills includes the developing of students’ individual skill, awareness to live independent, religious competence (praying attitude, being grateful and patient, being responsible, struggling, and serious in work); social competence, namely the competence to communicate, collaborate, and cooperate; academic competence; and vocational competence, namely the competence to work in business unit experienced by students in PPBM. ","PeriodicalId":106354,"journal":{"name":"Journal AL-MUDARRIS","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122656595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-29DOI: 10.32478/al-mudarris.v5i1.956
Ahyatun Najiah, Yuli Handayani, Makherus Sholeh
Teachers must provide stimulus to students to be able to achieve optimal learning outcomes. One of them is a stimulus in learning Calistung (reading, writing, and arithmetic) because this Calistung is a milestone for lifelong learning. During the pandemic, learning is carried out online and face-to-face, which is limited because it must be following strict health protocols. Therefore, this study aims to analyze the efforts made by teachers in improving the calistung skills of class IA students at MIN 2 Banjarmasin. The results obtained in this study are the teacher's efforts in improving students' Calistung skills, the teacher plans to learn well through making lesson plans; using learning models, strategies, and methods that enable students to actively participate in learning; holding games that support Calistung learning; provide motivation to increase students' enthusiasm for learning, and provide additional study hours for students who need more guidance in Calistung.
{"title":"Analysis of Teacher's Efforts in Improving Students' Calistung (Read-Write-Arithmetic) Skills During the Transition Period/Analisis Upaya Guru Dalam Meningkatkan Keterampilan Calistung (Baca-Tulis-Aritmatika) Siswa Selama Masa Transisi","authors":"Ahyatun Najiah, Yuli Handayani, Makherus Sholeh","doi":"10.32478/al-mudarris.v5i1.956","DOIUrl":"https://doi.org/10.32478/al-mudarris.v5i1.956","url":null,"abstract":"Teachers must provide stimulus to students to be able to achieve optimal learning outcomes. One of them is a stimulus in learning Calistung (reading, writing, and arithmetic) because this Calistung is a milestone for lifelong learning. During the pandemic, learning is carried out online and face-to-face, which is limited because it must be following strict health protocols. Therefore, this study aims to analyze the efforts made by teachers in improving the calistung skills of class IA students at MIN 2 Banjarmasin. The results obtained in this study are the teacher's efforts in improving students' Calistung skills, the teacher plans to learn well through making lesson plans; using learning models, strategies, and methods that enable students to actively participate in learning; holding games that support Calistung learning; provide motivation to increase students' enthusiasm for learning, and provide additional study hours for students who need more guidance in Calistung.","PeriodicalId":106354,"journal":{"name":"Journal AL-MUDARRIS","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133494688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.32478/al-mudarris.v5i1.932
A. Hamid, Asrori Asrori, R. Rusman
The purpose of this study was to determine: (1) the ability of educators to apply the active learning method, (2) the activities of educators during the application of the active learning method, (3) the activities of students during the application of the active learning method and (4) student learning outcomes, during the application of the active learning method. The results showed that: (1) The ability of educators to manage learning methods in the first cycle was 2.41 for the second cycle increased to 2.93 and in the third cycle increased again to 3.00. So for three cycles there was an increase from cycle I, cycle II, and cycle III with good categories, (2) the activity of educators in the first cycle of material delivery activities was 34.33%. In the second cycle the dominant activity decreased to 22.33% while in the third cycle the dominant activity of educators was to provide guided training by 24.33%, (3) the student activity in the first cycle was 36.67%, the second cycle decreased to 26.67% until the third cycle. . the cycle decreased again to 23.33 so that for three cycles in general there was an increase, and (4) the learning mastery of classical students in the application of learning in the first cycle 60 to the second cycle increased to 88.89% and in the first cycle increased to 88.89 cycle II III has been achieved.
{"title":"Implementation of Active Learning Methods in Islamic Elementary School/Implementasi Metode Active Learning di Madrasah Ibtidaiyah","authors":"A. Hamid, Asrori Asrori, R. Rusman","doi":"10.32478/al-mudarris.v5i1.932","DOIUrl":"https://doi.org/10.32478/al-mudarris.v5i1.932","url":null,"abstract":"The purpose of this study was to determine: (1) the ability of educators to apply the active learning method, (2) the activities of educators during the application of the active learning method, (3) the activities of students during the application of the active learning method and (4) student learning outcomes, during the application of the active learning method. The results showed that: (1) The ability of educators to manage learning methods in the first cycle was 2.41 for the second cycle increased to 2.93 and in the third cycle increased again to 3.00. So for three cycles there was an increase from cycle I, cycle II, and cycle III with good categories, (2) the activity of educators in the first cycle of material delivery activities was 34.33%. In the second cycle the dominant activity decreased to 22.33% while in the third cycle the dominant activity of educators was to provide guided training by 24.33%, (3) the student activity in the first cycle was 36.67%, the second cycle decreased to 26.67% until the third cycle. . the cycle decreased again to 23.33 so that for three cycles in general there was an increase, and (4) the learning mastery of classical students in the application of learning in the first cycle 60 to the second cycle increased to 88.89% and in the first cycle increased to 88.89 cycle II III has been achieved.","PeriodicalId":106354,"journal":{"name":"Journal AL-MUDARRIS","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127067179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.32478/al-mudarris.v5i1.950
Tira Nur Fitria, Uswatunnisa Uswatunnisa, Petrus Jacob Pattiasina
The objective of this research is to know the non-EFL students’ experience in making a project of English Speaking video as Project-Based Learning (PBL). This research is descriptive qualitative. The analysis shows that: students feel that speaking is a difficult skill in English, but they agree that the topic of the speaking project about ‘Introduction Myself & Others is “interesting”. In making an English project video, students make an Indonesian script then translate it into English, students read scripts when recording videos and almost do 5 times repetitions of making an English video project. The duration of making an English video project about more than 1 minute and 2 minutes duration. During making an English project video, the students face difficulties, such as doing pause (pauses the message while thinking about what to say), doing filler (filling the gap in speaking with a certain voice (eeeeee, emmmmm, hmmm, and others), doing a mispronunciation/spelling error, doing a grammatical error, having a limited vocabulary, having trouble using accents in English, and having difficulty when expressing ideas. While, external students’ difficulties such as having mental problems, being easily distracted by their surroundings, having problems related to media (the audio/image is not clear), and having problems with lighting. By using video projects, students can know the vocabularies and how to read it in English, can know better English grammar, students can express ideas in speaking English, students feel courageous and confident in speaking English and they can improve their English speaking skills.
{"title":"Non-EFL Students’ Experience of Speaking English: A Project Based Learning in Making Video","authors":"Tira Nur Fitria, Uswatunnisa Uswatunnisa, Petrus Jacob Pattiasina","doi":"10.32478/al-mudarris.v5i1.950","DOIUrl":"https://doi.org/10.32478/al-mudarris.v5i1.950","url":null,"abstract":"The objective of this research is to know the non-EFL students’ experience in making a project of English Speaking video as Project-Based Learning (PBL). This research is descriptive qualitative. The analysis shows that: students feel that speaking is a difficult skill in English, but they agree that the topic of the speaking project about ‘Introduction Myself & Others is “interesting”. In making an English project video, students make an Indonesian script then translate it into English, students read scripts when recording videos and almost do 5 times repetitions of making an English video project. The duration of making an English video project about more than 1 minute and 2 minutes duration. During making an English project video, the students face difficulties, such as doing pause (pauses the message while thinking about what to say), doing filler (filling the gap in speaking with a certain voice (eeeeee, emmmmm, hmmm, and others), doing a mispronunciation/spelling error, doing a grammatical error, having a limited vocabulary, having trouble using accents in English, and having difficulty when expressing ideas. While, external students’ difficulties such as having mental problems, being easily distracted by their surroundings, having problems related to media (the audio/image is not clear), and having problems with lighting. By using video projects, students can know the vocabularies and how to read it in English, can know better English grammar, students can express ideas in speaking English, students feel courageous and confident in speaking English and they can improve their English speaking skills.","PeriodicalId":106354,"journal":{"name":"Journal AL-MUDARRIS","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124155765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-27DOI: 10.32478/al-mudarris.v5i1.954
Suttrisno Suttrisno, Nurul Mahruzah Yulia
One of them is to give flexibility and freedom to teachers to design learning that is fun and meaningful. Where the teacher must be able to design, implement and evaluate the learning program independently. The ability to design or design learning is one of the keys to the success of learning goals. In schools, teachers have a role as well as a determining factor in the success of the achievement of learning objectives and to achieve the success of these learning objectives, it takes a good learning design again appropriate. That's why teachers must have the ability to design learning. The objectives of this study include 1) Understanding the concept of Learning design 2) explaining the competence of teachers in designing good learning. The method used in writing this journal is a literature study in which research data obtained from several literary theories are processed and analyzed and then described, so that the results obtained that at the initial stage, teachers must first understand the 5 main components in learning design, as for the five components include learning objectives (general and specific), understanding the learner/student, analyzing Learning, Mastering learning strategies and finally conducting learning evaluation/assessment. The five components can be owned by the teacher if the teacher can develop at least four items of ability contained in the teacher's pedagogical competence related to mastery of curriculum management, student management, academic activity management, and administrative management. All components of the ability must contain the purpose of the free learning curriculum that is realized in the Pancasila student profile strengthening project.
{"title":"Pengembangan Kompetensi Guru dalam Mendesain Pembelajaran pada Kurikulum Merdeka/ Teacher Competency Development in Designing Learning in the Independent Curriculum","authors":"Suttrisno Suttrisno, Nurul Mahruzah Yulia","doi":"10.32478/al-mudarris.v5i1.954","DOIUrl":"https://doi.org/10.32478/al-mudarris.v5i1.954","url":null,"abstract":"One of them is to give flexibility and freedom to teachers to design learning that is fun and meaningful. Where the teacher must be able to design, implement and evaluate the learning program independently. The ability to design or design learning is one of the keys to the success of learning goals. In schools, teachers have a role as well as a determining factor in the success of the achievement of learning objectives and to achieve the success of these learning objectives, it takes a good learning design again appropriate. That's why teachers must have the ability to design learning. The objectives of this study include 1) Understanding the concept of Learning design 2) explaining the competence of teachers in designing good learning. The method used in writing this journal is a literature study in which research data obtained from several literary theories are processed and analyzed and then described, so that the results obtained that at the initial stage, teachers must first understand the 5 main components in learning design, as for the five components include learning objectives (general and specific), understanding the learner/student, analyzing Learning, Mastering learning strategies and finally conducting learning evaluation/assessment. The five components can be owned by the teacher if the teacher can develop at least four items of ability contained in the teacher's pedagogical competence related to mastery of curriculum management, student management, academic activity management, and administrative management. All components of the ability must contain the purpose of the free learning curriculum that is realized in the Pancasila student profile strengthening project.","PeriodicalId":106354,"journal":{"name":"Journal AL-MUDARRIS","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130972327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-31DOI: 10.32478/al-mudarris.v4i2.625
S. Suyadi, Sadam Sadam, M. Jailani
Imajinasi kreatif merupakan potensi dasar ide seseorang yang secara tidak sadar mengilhami jalan pemikiran dan potensi akal manusia. Sebagai peletak dasarnya, kenapa dapat dikatan demikian, karena otak manusia itu terdapat milliaran jaringan atau neoron otak yang tidak dimiliki oleh mahluk Allah, SWT yang lain kecuali manusia yang diberi akal dan budi untuk bisa berfkir. Penelitian ini bertujuan untuk menganalisis imajinasi kreatif, (mimpi, motivasi dan aksi) peserta didik dalam pendidikan agama Islam pespektif diskursus ilmu neurosains. Data penelitian ini bersumber melalui pengamatan literature terkait deskripsi jurnal ilmiah maupun pencermatan terhadap referensi-referensi karya penelitian, baik secara manual maupun secara digital berkaitan dengan tema tersebut. Peneltian ini merupakan studi kepustakaan dengan metode kualitatif. Hasil penelitian ini membuktikan bahwa kata-kata dalam al-Qur’an yang berbunyi ‘ Afala ta’qilun” dan afala ttafakarun” itu, Allah menghendaki peserta didik mampu menagkap bahasa Allah, agar peserta didik mampu memahami ayat-ayat qouniyah, disamping ayat-ayat qouliyah. Oleh sebab itu dalam rangka mengoptimalkan “Imajinasi Kreatif, dalam pendidikan Islam , Mimpi ,Motivasi dan Aksi” sebagai mana peneliti angkat dalam penelitian ini, yang berimplikasi luas terhadap pengembangan otak peserta didik dalam pembelajaran pendidikan Islam.
{"title":"Imajinasi Kreatif Perspektif Pembelajaran Pendidikan Islam Dalam Diskursus Ilmu Neurosains: Implikasinya Terhadap Perserta Didik di Sekolah","authors":"S. Suyadi, Sadam Sadam, M. Jailani","doi":"10.32478/al-mudarris.v4i2.625","DOIUrl":"https://doi.org/10.32478/al-mudarris.v4i2.625","url":null,"abstract":"Imajinasi kreatif merupakan potensi dasar ide seseorang yang secara tidak sadar mengilhami jalan pemikiran dan potensi akal manusia. Sebagai peletak dasarnya, kenapa dapat dikatan demikian, karena otak manusia itu terdapat milliaran jaringan atau neoron otak yang tidak dimiliki oleh mahluk Allah, SWT yang lain kecuali manusia yang diberi akal dan budi untuk bisa berfkir. Penelitian ini bertujuan untuk menganalisis imajinasi kreatif, (mimpi, motivasi dan aksi) peserta didik dalam pendidikan agama Islam pespektif diskursus ilmu neurosains. Data penelitian ini bersumber melalui pengamatan literature terkait deskripsi jurnal ilmiah maupun pencermatan terhadap referensi-referensi karya penelitian, baik secara manual maupun secara digital berkaitan dengan tema tersebut. Peneltian ini merupakan studi kepustakaan dengan metode kualitatif. Hasil penelitian ini membuktikan bahwa kata-kata dalam al-Qur’an yang berbunyi ‘ Afala ta’qilun” dan afala ttafakarun” itu, Allah menghendaki peserta didik mampu menagkap bahasa Allah, agar peserta didik mampu memahami ayat-ayat qouniyah, disamping ayat-ayat qouliyah. Oleh sebab itu dalam rangka mengoptimalkan “Imajinasi Kreatif, dalam pendidikan Islam , Mimpi ,Motivasi dan Aksi” sebagai mana peneliti angkat dalam penelitian ini, yang berimplikasi luas terhadap pengembangan otak peserta didik dalam pembelajaran pendidikan Islam.","PeriodicalId":106354,"journal":{"name":"Journal AL-MUDARRIS","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126458018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.32478/al-mudarris.v4i2.688
Laily Abida, U. Salamah
Academic anxiety is often experienced by children in the learning process. have a negative impact on children's academic abilities at school. Parents and teachers are expected to make appropriate efforts to overcome this academic anxiety problem so that children are able to make positive achievements in learning. The method used in this study is a qualitative method with a literature study approach, the sources taken are scientific books and research results that have been published as reference materials, with the aim of knowing the effectiveness of cognitive behavioral therapy to overcome academic anxiety disorder in children. . The results of the study stated that cognitive behavioral therapy was proven to reduce the level of academic anxiety in children
{"title":"The Leadership Effectiveness of Behavioral Cognitive Therapy on Academic Anxiety in Children / Efektivitas Terapi Kognitif Perilaku terhadap Kecemasan Akademik Anakf Parent and Teacher in Islamic Education","authors":"Laily Abida, U. Salamah","doi":"10.32478/al-mudarris.v4i2.688","DOIUrl":"https://doi.org/10.32478/al-mudarris.v4i2.688","url":null,"abstract":"Academic anxiety is often experienced by children in the learning process. have a negative impact on children's academic abilities at school. Parents and teachers are expected to make appropriate efforts to overcome this academic anxiety problem so that children are able to make positive achievements in learning. The method used in this study is a qualitative method with a literature study approach, the sources taken are scientific books and research results that have been published as reference materials, with the aim of knowing the effectiveness of cognitive behavioral therapy to overcome academic anxiety disorder in children. . The results of the study stated that cognitive behavioral therapy was proven to reduce the level of academic anxiety in children","PeriodicalId":106354,"journal":{"name":"Journal AL-MUDARRIS","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116779253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.32478/al-mudarris.v4i2.682
Ricka Tesi Muskania, Asep Supena
This study aims to describe a learning model based on long term memory retention using the SMART learning model for students at the basic education level that is applied by teachers in the Natural Science (IPA) learning process. The method used is descriptive qualitative with case studies. The data source is high grade teachers in elementary schools. The results showed that the SMART learning model is a model with a STEM (Science, Technology, Engineering, Mathematics) approach that integrates religious and artistic values in learning. This model can be used as a reference for a learning model that has a role to strengthen the retention rate of elementary school science material.
{"title":"Learning Strategy Based on Long Term Retention in Islamic elementary school / Strategi Pembelajaran Berbasis Long Term Retention di Madrasah Ibtidaiyah","authors":"Ricka Tesi Muskania, Asep Supena","doi":"10.32478/al-mudarris.v4i2.682","DOIUrl":"https://doi.org/10.32478/al-mudarris.v4i2.682","url":null,"abstract":"This study aims to describe a learning model based on long term memory retention using the SMART learning model for students at the basic education level that is applied by teachers in the Natural Science (IPA) learning process. The method used is descriptive qualitative with case studies. The data source is high grade teachers in elementary schools. The results showed that the SMART learning model is a model with a STEM (Science, Technology, Engineering, Mathematics) approach that integrates religious and artistic values in learning. This model can be used as a reference for a learning model that has a role to strengthen the retention rate of elementary school science material.","PeriodicalId":106354,"journal":{"name":"Journal AL-MUDARRIS","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124226568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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