Pub Date : 2022-06-30DOI: 10.31539/joeai.v5i1.3643
Adisel Adisel, Ria Sartika, S. Kurniasih, Erzal Ahmad Fajar, Riki . Arianda, Tetap Junri Saleh
This study aims to determine the authentic assessment strategy in the context of the 2013 curriculum. The method used is the literature study method, namely by collecting material, data and information from books, journals and articles related to authentic assessment strategies in the 2013 curriculum. Authentic Assessment strategies in the context of the 2013 Curriculum are expected to facilitate assessment planning, implementation of assessments, and reporting of student assessment results. Through the 2013 curriculum, authentic assessment becomes a serious emphasis, especially for teachers. In conclusion, authentic assessment tends to focus on complex or situational tasks, enabling students to demonstrate their abilities in more authentic settings. Therefore, authentic assessment is very relevant to the integrated topic approach in learning. Keywords: 2013 Curriculum, Authentic Assessment Strategy
{"title":"Strategi Penilaian Autentik dalam Konteks Kurikulum 2013","authors":"Adisel Adisel, Ria Sartika, S. Kurniasih, Erzal Ahmad Fajar, Riki . Arianda, Tetap Junri Saleh","doi":"10.31539/joeai.v5i1.3643","DOIUrl":"https://doi.org/10.31539/joeai.v5i1.3643","url":null,"abstract":"This study aims to determine the authentic assessment strategy in the context of the 2013 curriculum. The method used is the literature study method, namely by collecting material, data and information from books, journals and articles related to authentic assessment strategies in the 2013 curriculum. Authentic Assessment strategies in the context of the 2013 Curriculum are expected to facilitate assessment planning, implementation of assessments, and reporting of student assessment results. Through the 2013 curriculum, authentic assessment becomes a serious emphasis, especially for teachers. In conclusion, authentic assessment tends to focus on complex or situational tasks, enabling students to demonstrate their abilities in more authentic settings. Therefore, authentic assessment is very relevant to the integrated topic approach in learning. \u0000 \u0000Keywords: 2013 Curriculum, Authentic Assessment Strategy","PeriodicalId":120998,"journal":{"name":"Journal of Education and Instruction (JOEAI)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131200122","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 : 2022-06-30DOI: 10.31539/joeai.v5i1.3638
Noni Fajrianita, Furkan Maryedho
The purpose of this study was to describe and determine the effectiveness of the tahsin learning method or improvement of reading the Qur'an using the Ottoman Adult method. This qualitative research uses a phenomenological approach. This research was carried out at the Al-Fida Islamic Islamic Boarding School Bengkulu, especially for the new female students for the 2021/2022 academic year. The research subjects consisted of the Coordinator of Brothers, Musyrifahs and Santriwati. Data collection techniques include observation, interviews, and documentation, data analysis techniques using an interactive model from Miles and Huberman where the analysis process is carried out simultaneously with the observation and interview processes as well as documentation. The results of the study, from 15 new female students as many as 80% or 12 children were able to complete tahsin in approximately 3 months and 20% or 3 female students completed within 5 months. The conclusion of the adult Ottoman method has a Tagline; Easy, Fast and Fun has been proven to be effective in teaching the correct reading of the Qur'an, both in theory and practice as a preparation for students before starting tahfidz. Other factors that play a role in the success of learning must be considered, such as competent teachers and the sincerity of the students in following all the learning processes. Keywords: Effectiveness, Adult Ottoman tahsin method, Qur'an Islamic Boarding School. amaan dengan proses observasi dan wawancara serta dokumentasi. Hasil penelitian, dari 15 santriwati baru sebanyak 80 % atau 12 orang anak mampu menuntaskan tahsin dalam waktu kurang lebih 3 bulan dan 20 % atau 3 orang santriwati tuntas dalam waktu 5 bulan. Simpulan metode Utsmani Dewasa memiliki Tagline : Mudah, Cepat dan Menyenangkan sudah terbukti efektif dalam mengajarkan bacaan Qur’an yang benar, baik secara teori dan prakteknya sebagai persiapan santri sebelum mulai tahfidz. Faktor-faktor lain yang berperan dalam kesuksesan pembelajaran harus diperhatikan, seperti guru yang kompeten dan kesungguhan santriwati mengikuti semua proses pembelajaran. Kata Kunci: Effektifitas, Metode tahsin Utsmani Dewasa, Pesantren Qur’an.
本研究的目的是描述和确定塔辛学习方法或使用奥斯曼成人方法提高阅读古兰经的有效性。本定性研究采用现象学方法。这项研究是在Al-Fida伊斯兰伊斯兰寄宿学校Bengkulu进行的，特别是针对2021/2022学年的新女学生。研究对象包括兄弟协调人、Musyrifahs和Santriwati。数据收集技术包括观察、访谈和记录，数据分析技术使用Miles和Huberman的交互式模型，其中分析过程与观察、访谈过程以及记录同时进行。研究结果显示，在15名新入学的女学生中，多达80%或12名儿童能够在大约3个月内完成塔辛，20%或3名女学生在5个月内完成塔辛。成人奥斯曼方法的结论有一个口号;简单，快速和有趣已经被证明是有效的教学古兰经的正确阅读，无论是在理论和实践作为学生开始塔菲兹之前的准备。在学习成功中起作用的其他因素也必须考虑在内，比如称职的教师和学生在遵循所有学习过程中的诚意。关键词:有效性，成人奥斯曼塔辛法，古兰经伊斯兰寄宿学校。Amaan dengan发表了一篇关于观察的文章。Hasil penelitian, dari 15 santriwati baru sebanyak 80% atau 12橙色anak mampu menuntaskan tahsin dalam waktu kurang lebih 3 bulan dan 20% atau 3橙色santriwati tuntas dalam waktu 5 bulan。简单的方法，Utsmani Dewasa纪念口号:Mudah, Cepat dan Menyenangkan sudah terbukti efektif dalam mengajarkan bacaan古兰经，yang benar, baik secara teori dan prakteknya sebagai perapan santri sebelum mulai tahfidz。factor - factor - factor - lain yang berperan dalam kesuksesan pembelajaran harus diperhatikan, perti guru yang kompeten dan kesungguhan santriwati mengikuti semua propropembelajaran。Kata Kunci: Effektifitas, Metode tahsin Utsmani Dewasa, Pesantren古兰经。
{"title":"Metode Perbaikan Bacaan Yang Efektif untuk Pesantren Qur’an","authors":"Noni Fajrianita, Furkan Maryedho","doi":"10.31539/joeai.v5i1.3638","DOIUrl":"https://doi.org/10.31539/joeai.v5i1.3638","url":null,"abstract":"The purpose of this study was to describe and determine the effectiveness of the tahsin learning method or improvement of reading the Qur'an using the Ottoman Adult method. This qualitative research uses a phenomenological approach. This research was carried out at the Al-Fida Islamic Islamic Boarding School Bengkulu, especially for the new female students for the 2021/2022 academic year. The research subjects consisted of the Coordinator of Brothers, Musyrifahs and Santriwati. Data collection techniques include observation, interviews, and documentation, data analysis techniques using an interactive model from Miles and Huberman where the analysis process is carried out simultaneously with the observation and interview processes as well as documentation. The results of the study, from 15 new female students as many as 80% or 12 children were able to complete tahsin in approximately 3 months and 20% or 3 female students completed within 5 months. The conclusion of the adult Ottoman method has a Tagline; Easy, Fast and Fun has been proven to be effective in teaching the correct reading of the Qur'an, both in theory and practice as a preparation for students before starting tahfidz. Other factors that play a role in the success of learning must be considered, such as competent teachers and the sincerity of the students in following all the learning processes. \u0000 \u0000Keywords: Effectiveness, Adult Ottoman tahsin method, Qur'an Islamic Boarding School. \u0000amaan dengan proses observasi dan wawancara serta dokumentasi. Hasil penelitian, dari 15 santriwati baru sebanyak 80 % atau 12 orang anak mampu menuntaskan tahsin dalam waktu kurang lebih 3 bulan dan 20 % atau 3 orang santriwati tuntas dalam waktu 5 bulan. Simpulan metode Utsmani Dewasa memiliki Tagline : Mudah, Cepat dan Menyenangkan sudah terbukti efektif dalam mengajarkan bacaan Qur’an yang benar, baik secara teori dan prakteknya sebagai persiapan santri sebelum mulai tahfidz. Faktor-faktor lain yang berperan dalam kesuksesan pembelajaran harus diperhatikan, seperti guru yang kompeten dan kesungguhan santriwati mengikuti semua proses pembelajaran. \u0000Kata Kunci: Effektifitas, Metode tahsin Utsmani Dewasa, Pesantren Qur’an. \u0000 ","PeriodicalId":120998,"journal":{"name":"Journal of Education and Instruction (JOEAI)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124873265","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 : 2022-06-30DOI: 10.31539/joeai.v5i1.3648
Eha Lestari, Ahmad Gawdy Prananosa, Adisel Adisel, Hairun Nisa’ Wahyuni
The purpose of this study was to find out what forms of motivation and guidance are given by parents to children's fluency in reading the Koran and also to find out how the results of parental motivation and guidance on children's fluency in reading the Koran. This study uses a qualitative approach. This research was carried out at TPQ Al Jihan Rt 04 Rw 03, Rawa Makmur Permai sub-district, Bengkulu City. The research subjects consisted of Koran teachers, parents and TPQ students. Data collection techniques include; observation, interviews and documentation, data analysis techniques using data reduction, data display, and verification / drawing conclusions. The results of the study, as for the forms of motivation and guidance provided by parents are parents asking the obstacles faced by children in learning the Koran, giving understanding to children about the importance of studying the Koran as Islamic character formation, giving gifts/punishments to children, facilitating children in learning, and provide encouragement and motivation, while the form of guidance given by parents is attention when children study, guiding children when reading the Koran, scheduling Koran learning activities at home. In conclusion, from the forms of motivation and guidance that have been given by parents, the results are very good for children who are also guided by their parents at home, not only relying on studying at TPQ, if the motivation and guidance are good the results obtained are also good, and vice versa. Keywords: Motivation, Guidance, Parents, Fluency in reading the Koran, TPQ
本研究的目的是了解父母对儿童流畅阅读可兰经的动机和指导的形式，以及父母的动机和指导对儿童流畅阅读可兰经的效果如何。本研究采用定性方法。这项研究是在Bengkulu市Rawa Makmur Permai街道的TPQ Al Jihan Rt 04 Rw 03进行的。研究对象包括可兰经教师、家长和TPQ学生。数据收集技术包括:观察，访谈和记录，使用数据简化，数据显示和验证/得出结论的数据分析技术。研究结果表明，家长提供的激励和引导形式为家长询问儿童在学习《古兰经》过程中遇到的障碍，让儿童了解学习《古兰经》作为伊斯兰性格形成的重要性，给予儿童礼物/惩罚，促进儿童学习，给予鼓励和激励，而家长提供的引导形式为儿童学习时的关注。指导孩子阅读《古兰经》，安排在家学习《古兰经》的活动。综上所述，从父母给予的激励和指导的形式来看，在家里也得到父母指导的孩子，结果是非常好的，不仅仅是依靠在TPQ学习，如果动机和指导好，得到的结果也很好，反之亦然。关键词:动机、引导、父母、可兰经阅读流畅性、TPQ
{"title":"Motivasi dan Bimbingan Orangtua terhadap Kelancaran Anak dalam Membaca Al-Quran","authors":"Eha Lestari, Ahmad Gawdy Prananosa, Adisel Adisel, Hairun Nisa’ Wahyuni","doi":"10.31539/joeai.v5i1.3648","DOIUrl":"https://doi.org/10.31539/joeai.v5i1.3648","url":null,"abstract":"The purpose of this study was to find out what forms of motivation and guidance are given by parents to children's fluency in reading the Koran and also to find out how the results of parental motivation and guidance on children's fluency in reading the Koran. This study uses a qualitative approach. This research was carried out at TPQ Al Jihan Rt 04 Rw 03, Rawa Makmur Permai sub-district, Bengkulu City. The research subjects consisted of Koran teachers, parents and TPQ students. Data collection techniques include; observation, interviews and documentation, data analysis techniques using data reduction, data display, and verification / drawing conclusions. The results of the study, as for the forms of motivation and guidance provided by parents are parents asking the obstacles faced by children in learning the Koran, giving understanding to children about the importance of studying the Koran as Islamic character formation, giving gifts/punishments to children, facilitating children in learning, and provide encouragement and motivation, while the form of guidance given by parents is attention when children study, guiding children when reading the Koran, scheduling Koran learning activities at home. In conclusion, from the forms of motivation and guidance that have been given by parents, the results are very good for children who are also guided by their parents at home, not only relying on studying at TPQ, if the motivation and guidance are good the results obtained are also good, and vice versa. \u0000 \u0000Keywords: Motivation, Guidance, Parents, Fluency in reading the Koran, TPQ","PeriodicalId":120998,"journal":{"name":"Journal of Education and Instruction (JOEAI)","volume":"191 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124242266","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 : 2022-06-30DOI: 10.31539/joeai.v5i1.3637
M. Sudirman, Ahmad Gawdy, Safrotul Mutamainnatul
This study aims to describe an accuracy in the development of multicultural values contained in the book developed by the Ministry of Education and Culture, namely the book on Islamic Religious Education and Budi Pekerti for grade VII SMP. The research method used is the Deductive Method and the Inductive Method. The results of the study show that the content of multicultural values developed in the textbook of Islamic Religious Education and Morals for grade VII, includes 4 values, namely the value of tolerance, the value of democracy, the value of equality, and the value of justice, from the 13 topics of material published. Overall multicultural values account for 36%. The content of multicultural values in textbooks with 13 chapters of discussion topics is considered inaccurate because the percentage is only 36%. In conclusion, the results of the study show that the content of multicultural values developed in the PAI and Budi Pekerti textbooks for class VII SMP includes 4 values, namely the value of tolerance, the value of democracy, the value of equality/equality and the value of justice. The accuracy in developing multicultural values in the textbook component is said to be less precise for multicultural values, overall only reaching 36%, while the measurement scale of 36% falls into the less precise category. Keywords: PAI Textbooks, Character, Accuracy of Components, Multicultural Values
{"title":"Kurangnya Ketepatan Nilai-Nilai Multikultural Dalam Buku Pendidikan Agama Islam dan Budi Pakerti","authors":"M. Sudirman, Ahmad Gawdy, Safrotul Mutamainnatul","doi":"10.31539/joeai.v5i1.3637","DOIUrl":"https://doi.org/10.31539/joeai.v5i1.3637","url":null,"abstract":"This study aims to describe an accuracy in the development of multicultural values contained in the book developed by the Ministry of Education and Culture, namely the book on Islamic Religious Education and Budi Pekerti for grade VII SMP. The research method used is the Deductive Method and the Inductive Method. The results of the study show that the content of multicultural values developed in the textbook of Islamic Religious Education and Morals for grade VII, includes 4 values, namely the value of tolerance, the value of democracy, the value of equality, and the value of justice, from the 13 topics of material published. Overall multicultural values account for 36%. The content of multicultural values in textbooks with 13 chapters of discussion topics is considered inaccurate because the percentage is only 36%. In conclusion, the results of the study show that the content of multicultural values developed in the PAI and Budi Pekerti textbooks for class VII SMP includes 4 values, namely the value of tolerance, the value of democracy, the value of equality/equality and the value of justice. The accuracy in developing multicultural values in the textbook component is said to be less precise for multicultural values, overall only reaching 36%, while the measurement scale of 36% falls into the less precise category. \u0000 \u0000Keywords: PAI Textbooks, Character, Accuracy of Components, Multicultural Values","PeriodicalId":120998,"journal":{"name":"Journal of Education and Instruction (JOEAI)","volume":"472 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123449089","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 : 2022-06-30DOI: 10.31539/joeai.v5i1.3414
Siti Nurkamilah, Rifaatul Muthmainnah
This research was conducted to develop an Android-based learning media that is innovative and easy to use by teachers who have been certified in distance learning. The research method used is the Research and Development research method, the development stage refers to the Borg and Gall design which only focuses on 9 steps, namely potential and problem analysis, data collection, product design, design validation, design revision, product testing, product revision, testing. user trial and product revision. Respondents in this study were biology teachers from high school and Madrasah Aliyah in Garut Regency who were certified as well as media and material experts. The results of the study show that android-based learning media is feasible to be developed, this is evidenced by the obtained average score of 3.6 in the good category. In conclusion, android-based learning media can be an alternative learning media that is effective, efficient, interesting, and can be used anywhere and anytime and can be used by teachers, especially Biology teachers who have been certified and are not yet so skilled in making learning media for use in learning. long distance. Keywords: Certified Biology Teacher, Android-Based Learning Media, Distance Learning
{"title":"Pengembangan Media Pembelajaran Berbasis Android dalam Pembelajaran Jarak Jauh untuk Guru Biologi Tersertifikasi","authors":"Siti Nurkamilah, Rifaatul Muthmainnah","doi":"10.31539/joeai.v5i1.3414","DOIUrl":"https://doi.org/10.31539/joeai.v5i1.3414","url":null,"abstract":"This research was conducted to develop an Android-based learning media that is innovative and easy to use by teachers who have been certified in distance learning. The research method used is the Research and Development research method, the development stage refers to the Borg and Gall design which only focuses on 9 steps, namely potential and problem analysis, data collection, product design, design validation, design revision, product testing, product revision, testing. user trial and product revision. Respondents in this study were biology teachers from high school and Madrasah Aliyah in Garut Regency who were certified as well as media and material experts. The results of the study show that android-based learning media is feasible to be developed, this is evidenced by the obtained average score of 3.6 in the good category. In conclusion, android-based learning media can be an alternative learning media that is effective, efficient, interesting, and can be used anywhere and anytime and can be used by teachers, especially Biology teachers who have been certified and are not yet so skilled in making learning media for use in learning. long distance. \u0000 \u0000Keywords: Certified Biology Teacher, Android-Based Learning Media, Distance Learning","PeriodicalId":120998,"journal":{"name":"Journal of Education and Instruction (JOEAI)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133504788","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 : 2022-06-30DOI: 10.31539/joeai.v5i1.3593
Adisel Adisel, Fautina Sundari
The purpose of this study was to determine the comparison of student achievement in social studies subjects before the acceptance of new students (PPDB) zoning system and after the enactment of the zoning system at SMPN 2 Bengkulu City. The research method used is a quantitative method with a comparative approach. A sample of 100 students, consisting of 50 students from before the admission of new students (PPDB) zoning system and 50 students after the enactment of the zoning system, was taken by random sampling technique. and the 2020/2021 academic year where the report card scores are taken from the UAS results. Analyzed using prerequisite tests consisting of data normality test, data homogeneity and then hypothesis testing. The results of the study were that there were differences in student achievement in social studies subjects before the acceptance of new students (PPDB) with the zoning system and after the enactment of the zoning system at SMPN 2 Bengkulu City. This is based on the "z" test on the UAS scores of students in both groups, obtained zcount = 5.586 while ttable = 1.65 at a significant level of 5% which is 1.6, thus zcount > ttable (1.6 > 5.586) which means the hypothesis (Ha) in this study was accepted. In conclusion, there are differences in learning achievement in social studies subjects before the admission of new students (PPDB) zoning system and after the enactment of the zoning system at SMPN 2 Bengkulu City. Keywords: Student Achievement, New Student Admission (PPDB) Zoning System
{"title":"Perbandingan Prestasi Belajar Siswa pada Mata Pelajaran IPS Sebelum Penerimaan Peserta Didik Baru (PPDB) Sistem Zonasi dan Setelah Berlakunya Sistem Zonasi","authors":"Adisel Adisel, Fautina Sundari","doi":"10.31539/joeai.v5i1.3593","DOIUrl":"https://doi.org/10.31539/joeai.v5i1.3593","url":null,"abstract":"The purpose of this study was to determine the comparison of student achievement in social studies subjects before the acceptance of new students (PPDB) zoning system and after the enactment of the zoning system at SMPN 2 Bengkulu City. The research method used is a quantitative method with a comparative approach. A sample of 100 students, consisting of 50 students from before the admission of new students (PPDB) zoning system and 50 students after the enactment of the zoning system, was taken by random sampling technique. and the 2020/2021 academic year where the report card scores are taken from the UAS results. Analyzed using prerequisite tests consisting of data normality test, data homogeneity and then hypothesis testing. The results of the study were that there were differences in student achievement in social studies subjects before the acceptance of new students (PPDB) with the zoning system and after the enactment of the zoning system at SMPN 2 Bengkulu City. This is based on the \"z\" test on the UAS scores of students in both groups, obtained zcount = 5.586 while ttable = 1.65 at a significant level of 5% which is 1.6, thus zcount > ttable (1.6 > 5.586) which means the hypothesis (Ha) in this study was accepted. In conclusion, there are differences in learning achievement in social studies subjects before the admission of new students (PPDB) zoning system and after the enactment of the zoning system at SMPN 2 Bengkulu City. \u0000Keywords: Student Achievement, New Student Admission (PPDB) Zoning System","PeriodicalId":120998,"journal":{"name":"Journal of Education and Instruction (JOEAI)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115534997","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 : 2022-06-30DOI: 10.31539/joeai.v5i1.3231
Dwi Harmita, Deka Nurbika, Asiyah Asiyah
The purpose of this study was to describe the role model of PAI teachers in internalizing the moral values of students at SMPN 7 Bengkulu City. This type of research is included in field research which is a case study with a descriptive qualitative approach, in which there are attempts to describe, record, analyze and interpret conditions that are currently happening or exist. The subjects of this study were school principals, PAI teachers and students. The results of the study, appreciation of the internalization of moral values in schools, teachers apply several stages that represent the process of internalization, namely the value transformation stage, the value transaction stage, and the value internalization stage, where the three stages are used to educate students' morals to have good behavior. In conclusion, Islamic Religious Education (PAI) lessons at SMPN 7 Bengkulu City are not only focused on in the classroom, but also carried out outside the classroom, such as the implementation of worship practices in the prayer room, recitation of the Qur'an in class, and worship practices. other. Not only that, students are fostered to get used to speaking politely to teachers and fellow friends, maintaining attitudes and behavior, getting used to dressing well (covering the genitals), and keeping the school environment clean and tidy so that it looks beautiful. The habituation aims so that students can appreciate and practice moral values. Keywords: Akhlakul Karimah, Internalization of Values, Exemplary
{"title":"Keteladanan Guru Pendidikan Agama Islam dalam Internalisasi Nilai-Nilai Akhlakul Karimah pada Siswa","authors":"Dwi Harmita, Deka Nurbika, Asiyah Asiyah","doi":"10.31539/joeai.v5i1.3231","DOIUrl":"https://doi.org/10.31539/joeai.v5i1.3231","url":null,"abstract":"The purpose of this study was to describe the role model of PAI teachers in internalizing the moral values of students at SMPN 7 Bengkulu City. This type of research is included in field research which is a case study with a descriptive qualitative approach, in which there are attempts to describe, record, analyze and interpret conditions that are currently happening or exist. The subjects of this study were school principals, PAI teachers and students. The results of the study, appreciation of the internalization of moral values in schools, teachers apply several stages that represent the process of internalization, namely the value transformation stage, the value transaction stage, and the value internalization stage, where the three stages are used to educate students' morals to have good behavior. In conclusion, Islamic Religious Education (PAI) lessons at SMPN 7 Bengkulu City are not only focused on in the classroom, but also carried out outside the classroom, such as the implementation of worship practices in the prayer room, recitation of the Qur'an in class, and worship practices. other. Not only that, students are fostered to get used to speaking politely to teachers and fellow friends, maintaining attitudes and behavior, getting used to dressing well (covering the genitals), and keeping the school environment clean and tidy so that it looks beautiful. The habituation aims so that students can appreciate and practice moral values. \u0000 \u0000Keywords: Akhlakul Karimah, Internalization of Values, Exemplary","PeriodicalId":120998,"journal":{"name":"Journal of Education and Instruction (JOEAI)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126391880","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 : 2022-06-30DOI: 10.31539/joeai.v5i1.3635
Muhammad Rezki Pulungan, Adisel Adisel, Nuryanti Nuryanti
The purpose of this research is to know what are the roles and positions of Islamic Education in National Education. This type of research is library research. The data collection of this research was taken from primary and secondary data sources. The results of the study, that the role and position of Islamic education in national education, namely: 1) Religious education is held by the government and community groups of religious adherents, in accordance with statutory regulations. 2) Religious education serves to prepare students to become members of the community who understand and practice the values of their religious teachings and/or become experts in religious knowledge. 3) Religious education can be held in formal, informal and non-formal education channels. Religious education is in the form of diniyah education, pesantren, pasraman, pabhaja samanera and other similar forms. In conclusion, the position of Islamic education in the national education system is flexible, sometimes as a subject and sometimes as an institution (educational unit). Religious education as a source of values and part of national education. Religious education has an urgent role in developing the potential of students to have religious spiritual strength, noble character and Muslim personality (specifically Islam). Keywords: Position of Islamic Education, National Education System.
{"title":"3 Fakta Menarik Tentang Kedudukan dan Peran Pendidikan Islam dalam Sistem Pendidikan Nasional","authors":"Muhammad Rezki Pulungan, Adisel Adisel, Nuryanti Nuryanti","doi":"10.31539/joeai.v5i1.3635","DOIUrl":"https://doi.org/10.31539/joeai.v5i1.3635","url":null,"abstract":"The purpose of this research is to know what are the roles and positions of Islamic Education in National Education. This type of research is library research. The data collection of this research was taken from primary and secondary data sources. The results of the study, that the role and position of Islamic education in national education, namely: 1) Religious education is held by the government and community groups of religious adherents, in accordance with statutory regulations. 2) Religious education serves to prepare students to become members of the community who understand and practice the values of their religious teachings and/or become experts in religious knowledge. 3) Religious education can be held in formal, informal and non-formal education channels. Religious education is in the form of diniyah education, pesantren, pasraman, pabhaja samanera and other similar forms. In conclusion, the position of Islamic education in the national education system is flexible, sometimes as a subject and sometimes as an institution (educational unit). Religious education as a source of values and part of national education. Religious education has an urgent role in developing the potential of students to have religious spiritual strength, noble character and Muslim personality (specifically Islam). \u0000 \u0000Keywords: Position of Islamic Education, National Education System.","PeriodicalId":120998,"journal":{"name":"Journal of Education and Instruction (JOEAI)","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128403482","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 : 2022-06-30DOI: 10.31539/joeai.v5i1.3640
Adisel Adisel, Ahmad Gawdy Prananosa, Puspa Handayani, Isman Fauzi
This study aims to describe the challenges of Islamic Religious Education teachers in facing changes in the era of globalization of the technology industry 4.0. The research method used is descriptive qualitative and refers to case studies. The results of the study indicate that the challenges faced by PAI teachers in the changing era of globalization of the technology industry 4.0, there are several challenges, one of which is that teachers are required to be digitally literate. Another challenge faced by PAI teachers is that teachers must be able to innovate their teaching methods in accordance with existing developments. Apart from teachers, other challenges come from students, where students' morale is eroded due to changes in the globalization of technology, and students' social actions towards their environment are also eroded, not only among students but also an indifferent attitude towards their responsibilities as students. In conclusion, as a PAI teacher, you must increase your understanding and knowledge in technology in order to implement this knowledge in the teaching process, especially in the era of globalization and changes in industrial technology in the 4.0 era as it is today. Keywords: Globalization 4.0, PAI, Teacher Challenges, Industrial Technology
{"title":"Perubahan Globalisasi Teknologi Industri Menjadi Tantangan Guru PAI di Masa 4.0","authors":"Adisel Adisel, Ahmad Gawdy Prananosa, Puspa Handayani, Isman Fauzi","doi":"10.31539/joeai.v5i1.3640","DOIUrl":"https://doi.org/10.31539/joeai.v5i1.3640","url":null,"abstract":"This study aims to describe the challenges of Islamic Religious Education teachers in facing changes in the era of globalization of the technology industry 4.0. The research method used is descriptive qualitative and refers to case studies. The results of the study indicate that the challenges faced by PAI teachers in the changing era of globalization of the technology industry 4.0, there are several challenges, one of which is that teachers are required to be digitally literate. Another challenge faced by PAI teachers is that teachers must be able to innovate their teaching methods in accordance with existing developments. Apart from teachers, other challenges come from students, where students' morale is eroded due to changes in the globalization of technology, and students' social actions towards their environment are also eroded, not only among students but also an indifferent attitude towards their responsibilities as students. In conclusion, as a PAI teacher, you must increase your understanding and knowledge in technology in order to implement this knowledge in the teaching process, especially in the era of globalization and changes in industrial technology in the 4.0 era as it is today. \u0000 \u0000Keywords: Globalization 4.0, PAI, Teacher Challenges, Industrial Technology","PeriodicalId":120998,"journal":{"name":"Journal of Education and Instruction (JOEAI)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123901285","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 : 2022-06-30DOI: 10.31539/joeai.v5i1.3646
Adisel Adisel, Zetira Utari Aprilia, R. Putra, Teguh Prastiyo
This study aims to determine the learning components in the 2013 curriculum that have been applied in schools in social studies subjects. The method used in this study is a library study method, this method is carried out by collecting data from existing books and journals. The results of the study, one of the things that can be done to improve the quality of education is to improve the curriculum which focuses on the right method in the teaching process. The success of education cannot be separated from the role of education in managing and regulating the teaching and learning process, here it is not only focused on one-way information from the teacher but students must also be directly involved in various learning activities carried out. In conclusion, the implementation of learning is the result of the integration of several components that have their respective functions with the intention that the achievement of learning objectives can be met. In the learning strategy there are several components that must be considered by an educator, namely learning objectives, learning resources, learning strategies, learning media, and learning evaluation. Keywords: Learning components, Curriculum 2013, Social Sciences
{"title":"Komponen-Komponen Pembelajaran dalam Kurikulum 2013 Pada Mata Pelajaran IPS","authors":"Adisel Adisel, Zetira Utari Aprilia, R. Putra, Teguh Prastiyo","doi":"10.31539/joeai.v5i1.3646","DOIUrl":"https://doi.org/10.31539/joeai.v5i1.3646","url":null,"abstract":"This study aims to determine the learning components in the 2013 curriculum that have been applied in schools in social studies subjects. The method used in this study is a library study method, this method is carried out by collecting data from existing books and journals. The results of the study, one of the things that can be done to improve the quality of education is to improve the curriculum which focuses on the right method in the teaching process. The success of education cannot be separated from the role of education in managing and regulating the teaching and learning process, here it is not only focused on one-way information from the teacher but students must also be directly involved in various learning activities carried out. In conclusion, the implementation of learning is the result of the integration of several components that have their respective functions with the intention that the achievement of learning objectives can be met. In the learning strategy there are several components that must be considered by an educator, namely learning objectives, learning resources, learning strategies, learning media, and learning evaluation. \u0000 \u0000Keywords: Learning components, Curriculum 2013, Social Sciences","PeriodicalId":120998,"journal":{"name":"Journal of Education and Instruction (JOEAI)","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123646526","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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