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IMPLEMENTATION OF PERSONALITY COMPETENCE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN THE INTEGRATED ISLAMIC ELEMENTARY SCHOOL SYARIF ARRASYID ISLAMIC SCHOOL MEDANACADEMIC YEAR 2017/2018 2017/2018学年伊斯兰综合小学伊斯兰宗教教育教师人格能力的实施
Pub Date : 2019-11-08 DOI: 10.30821/ansiru.v3i2.5862
Reza Noprial Lubis
Personality competence is a skill or ability that must be possessed bysomeone, especially the teacher. Some of the competence of teachers isalready owned by PAI teachers in Syarif Ar-Rasyid Islamic SchoolMedan's Integrated Islamic Elementary School. But there are also thosewho have not implemented personality competence fully, as seen there are teachers who have not been mature, meaning that they cannot prioritize obligations over their personal interests, and there are still teachers whoare not respected by their students and there are still teachers who seemindifferent to problems or problems faced by learners, and still appear tobe undisciplined in the time or hours of entering class. This affects thepersonality of students at SDIT Syarif Ar-Rasyid Islamic School. Good orbad personal learners, depending on the good and bad personal teacherwho guides them. This research is located at SDIT Syarif Ar-RasyidIslamic School which is located at Jalan Menteng VII No. 186 Medan City.The type of research used is a type of qualitative research, namely the typeof research that examines data that can describe complex and concretesocial realities. Qualitative research is a research procedure that generatesdescriptive data about people through written or spoken words andobservable behavior. The results of this study are that compliance with theRepublic of Indonesia Law No. 14/2005 concerning Teachers andLecturers at the Syarif Ar-Rasyid Islamic School Integrated IslamicElementary School Medan. PAI teacher at SDIT Syarif Ar-Rasyid IslamicSchool has not met the standards as intended in the Law of the Republic ofIndonesia Number 14 of 2005 concerning Teachers and Lecturers article 10paragraph 1. The indicators which have not been fully implementednamely; (1) a stable and stable personality; (2) mature person. There arealso some additional indicators that exist in the PAI teacher at SDIT SyarifAr-Rasyid Islamic School Medan, including: (1) devotion (doing Ibadanconsistently); (2) attention to students; (3) getting along with studentsgently; (4) do not smoke.
人格能力是一个人必须拥有的技能或能力,尤其是教师。叙利亚伊斯兰学校(Syarif al - rasyid Islamic School)麦丹伊斯兰综合小学(medan’s Integrated Islamic Elementary School)的PAI教师已经拥有部分教师的能力。但也有一些人没有充分发挥人格能力,正如我们所看到的,有些老师还不成熟,这意味着他们不能把义务放在个人利益之上,还有一些老师不受学生的尊重,还有一些老师似乎对学习者面临的问题或问题漠不关心,在进入课堂的时间或时间里仍然显得不守纪律。这影响了SDIT叙里夫·拉希德伊斯兰学校学生的个性。个人学习者的好坏,取决于指导他们的个人老师的好坏。本研究在位于棉兰市Jalan Menteng VII No. 186的SDIT Syarif Ar-RasyidIslamic School进行。所使用的研究类型是一种定性研究,即检查能够描述复杂和具体社会现实的数据的研究类型。定性研究是一种研究过程,通过书面或口头语言和可观察的行为产生关于人们的描述性数据。这项研究的结果是,遵守印度尼西亚共和国第14/2005号关于伊斯兰学校教师和讲师的法律。SDIT叙里夫·拉希德伊斯兰学校的PAI教师未达到2005年印度尼西亚共和国关于教师和讲师的第14号法律第10条第1款所规定的标准。尚未充分落实的指标是:(一)性格稳重稳重;(2)人成熟。还有一些额外的指标存在于SDIT SyarifAr-Rasyid伊斯兰学校棉兰的PAI教师中,包括:(1)奉献精神(坚持做伊巴丹);(2)对学生的关注;(3)与学生友好相处;(4)不要吸烟。
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引用次数: 0
IMPLEMENTATION OF SCIENTIFIC APPROACH TO JURISPRUDENCE IN MADRASAH TSANAWIYAH NEGERI 2 MEDAN 科学的法学方法在伊斯兰宗教学校的实施[j]
Pub Date : 2019-11-08 DOI: 10.30821/ansiru.v3i2.5853
Siti Nurzannah, Rusydi Ananda
The purpose of this study is: (1) To find out the design of learning thatuses a scientific approach to learning Jurisprudence in MTs Negeri 2Medan, 2) To find out the implementation of the scientific approach tolearning Fiqh in MTs Negeri 2 Medan, 3) To find out the obstacles inimplementing the scientific approach to Jurisprudence learning fiqih inMTs Negeri 2 Medan, 4) To find out the efforts to overcome it in theimplementation of the scientific approach to Jurisprudence learning fiqihin MTs.Negeri 2 Medan, 5) To find out the views of Jurisprudence teacherson the implementation of the scientific approach to Jurisprudence learningfiqih in MTs.Negeri 2 Medan, 6) To find out the views of students on theimplementation of the scientific approach to Jurisprudence learning fiqihin MTs.Negeri 2 Medan, 7) To find out the views of parents on theimplementation of the scientific approach to learning Fiqh in MTs.Negeri2 Medan. This research was carried out in Madrasah Tsanawiyah Negeri 2Medan addressable in Jl. Peratun No. 3 Komplek Medan Estate. This typeof research is qualitative research, Observation data collection techniques,Interviews, Field Notes, Documentation. The results of this study indicatethat the design of the Scientific approach was carried out by theJurisprudence teachers earlier before the beginning of the semester. Inpreparing the RPP the teacher also examines the syllabus and looks at KIand KD in the lesson plan. The implementation of the Scientific approachhas been carried out by the Jurisprudence teacher quite well, but theimplementation has not been maximized. Barriers to implementation of the Scientific approach include obstacles when drafting the RPP, and Implementation of 5M.
本研究的目的是:(1)找出用科学方法学习法学的学习设计,(2)找出科学方法学习法学的实施情况,(3)找出科学方法学习法学的实施障碍,(4)找出在科学方法学习法学的实施中所做的努力,(4)找出在科学方法学习法学的实施中所做的努力。(5)了解法学教师对法学教学中实施科学方法的看法;(6)了解学生对法学教学中实施科学方法的看法;(7)了解家长对法学教学中实施科学方法的看法。这项研究是在棉兰的Tsanawiyah Negeri 2 Madrasah进行的。米丹村Komplek 3号公寓这种类型的研究是定性研究,观察数据收集技术,访谈,现场笔记,文件。本研究结果表明,法学教师在学期开始前就已经进行了科学方法的设计。在准备RPP时,老师也会检查教学大纲,并在教案中查看KIand KD。法学教师对科学方法的实施做得不错,但没有做到最大限度的实施。实施科学方法的障碍包括起草RPP时的障碍,以及5M的实施。
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引用次数: 0
TEAM GAMES TOURNAMENT COOPERATIVE LEARNING STRATEGY AND LEARNING MOTIVATION ON STUDENT LEARNING OUTCOMES OF ISLAMIC RELIGIOUS EDUCATION SMP NEGERI 2 BABALAN LANGKAT REGENCY 团队游戏、比赛、合作学习策略与学习动机对伊斯兰教宗教教育学生学习成果的影响[j]
Pub Date : 2019-11-08 DOI: 10.30821/ansiru.v3i2.5852
Eka Dewi
This study aims to find out and stress: (1) the effect of learning strategieson the learning outcomes of Islamic Religious Education in Babalan StateJunior High School 2, Langkat Regency, (2) the effect of learningmotivation on learning outcomes of Islamic Religious Education inBabalan Middle School 2, Langkat Regency, and 3) the interaction betweenlearning strategies and learning motivation towards the learning outcomesof Babalan Middle School 2 Islamic Education in Langkat District. Thestudy was conducted at Babalan 2 Public Middle School, LangkatRegency. This type of research is quantitative with experimental researchmethods. The population in the study were all students of class VII (seven)SMP Negeri 2 Babalan District Langkat 2018/2019 which consisted of 5(five) classes. The sampling technique is done by cluster randomsampling. Data collection techniques are questionnaires and test results.Data analysis techniques used two-way variance analysis with asignificance level of α = 0.05. The results of the study are: (1) the averagelearning outcomes of Islamic Education students taught with the TGTcooperative learning strategy higher than the average learning outcomesof Islamic Religious Education students taught with expository learningstrategies, (2) the average learning outcomes of Islamic Education studentswith high learning motivation igher than the learning outcomes of IslamicEducation students with low learning motivation, and (3) there is aninteraction between learning strategies and learning motivation towardsthe learning outcomes of Islamic Education.
本研究旨在找出并强调:(1)学习策略对兰喀特县巴巴兰州初中二班伊斯兰宗教教育学习成果的影响,(2)学习动机对兰喀特县巴巴兰中学二班伊斯兰宗教教育学习成果的影响,以及(3)学习策略与学习动机对兰喀特县巴巴兰中学二班伊斯兰教育学习成果的交互作用。这项研究是在兰卡特县Babalan 2公立中学进行的。这类研究是定量的,采用实验研究方法。研究对象为2018/2019年兰kat Babalan District Langkat的SMP Negeri 2班7年级的学生,共5个班。抽样技术采用聚类随机抽样。数据收集技术是问卷调查和测试结果。数据分析采用双向方差分析,显著性水平为α = 0.05。研究结果如下:(1)采用tgt合作学习策略的伊斯兰教教育学生的平均学习成绩高于采用说明文学习策略的伊斯兰教宗教教育学生的平均学习成绩;(2)学习动机高的伊斯兰教教育学生的平均学习成绩高于学习动机低的伊斯兰教教育学生的平均学习成绩;(3)学习策略和学习动机对伊斯兰教育的学习效果有交互作用。
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引用次数: 0
ANALISIS PERANGKAT PEMBELAJARAN GURU PENDIDIKAN AGAMA ISLAM BERDASARKAN KURIKULUM 2013 DI SMP NEGERI 1 PERCUT SEI TUAN DELI SERDANG
Pub Date : 2019-11-08 DOI: 10.30821/ansiru.v3i2.5850
N. Aini
The purpose of this study was to determine: (1) Suitability of 2013Curriculum Annual Program Preparation, (2) Suitability of Compilation ofthe 2013 Curriculum Semester Program. (3) Appropriate components ofthe Learning Implementation Plan (RPP) based on Permendikbud No.222016. The approach used in this study is a qualitative approach The dataanalysis technique used is data collection, data reduction and data presentation conclusions. The technique of guaranteeing the validity of the data is done by checking trust, checking examination and checkingdependency. The results of the study can be concluded that the results ofthe Analysis of Suitability of Annual Programming, Semester Program,and Learning Implementation Plan can be categorized as "In Accordance"because the results are obtained based on the scores of the AnnualProgram, Semester Program and Learning Implementation Plan (RPP)compiled by the teacher Islamic religious education in SMP Negeri 1Percut Sei Tuan Deli Serdang.
本研究的目的是确定:(1)2013年课程年度计划编制的适用性;(2)2013年课程学期计划编制的适用性。(3)基于永续计划No.222016的学习实施计划(RPP)的适当组成部分。本研究使用的方法是定性方法,使用的数据分析技术是数据收集、数据简化和数据呈现结论。保证数据有效性的技术是通过信任检查、检查检查和依赖检查来实现的。本研究结果显示,“年度计划、学期计划及学习实施计划的适宜性分析”的结果可以归类为“一致”,因为该结果是根据SMP Negeri percut Sei Tuan Deli Serdang的伊斯兰宗教教育教师编制的年度计划、学期计划及学习实施计划(RPP)的分数得出的。
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引用次数: 3
MPLEMENTATION AND EFFORTS OF TEACHERS OF ISLAMIC EDUCATION IN EMBEDDING MULTICULTURAL VALUES IN PEMATANGSIANTAR CITY PUBLIC HIGH SCHOOL 伊斯兰教育教师在培马丹乡市公立高中多元文化价值观植入的实施与努力
Pub Date : 2019-11-08 DOI: 10.30821/ansiru.v3i2.5860
S. Nasution
The objectives of this study are: (1) to find out the implementation andefforts of Islamic religious education teachers in instilling multiculturalvalues in Pematangsiantar City Public High School, (2) to find out whatare the multicultural values in Pematangsiantar City Public High School, and ( 3) to find out what are the supporting and inhibiting factors in instilling multicultural values in Pematangsiantar City High School. Thestudy was conducted at Pematang City State High School, with themethod used was a qualitative research method. Research findings showmulticultural values in Pematangsiantar City Public High School byIslamic religious education teachers through daily teaching and learningactivities, by integrating them into existing subject matter, which has beenarranged in the curriculum of Islamic religious education learninglearning, syllabus and programs learning programs from government andschools.
本研究的目的是:(1)了解伊斯兰宗教教育教师在培马唐仙达市公立高中灌输多元文化价值观的实施情况和付出的努力;(2)了解培马唐仙达市公立高中的多元文化价值观是什么;(3)了解培马唐仙达市公立高中多元文化价值观灌输的支持和抑制因素。本研究在培马塘市立中学进行,采用质性研究方法。研究结果显示,佩马丹仙达市公立中学的伊斯兰宗教教育教师通过日常的教与学活动,将其融入现有的主题,并将其安排在伊斯兰宗教教育的课程学习、教学大纲和政府和学校的课程学习计划中。
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引用次数: 0
INTERNALISASI NILAI-NILAI KARAKTER PESERTA DIDIK DALAM PEMBELAJARAN TAHSIN DAN TAHFIDZ AL-QUR’AN DI MA TAHFIZHIL QUR’AN YAYASAN ISLAMIC CENTRE SUMATERA UTARA 伊斯兰教中心北苏门答腊中心的al TAHFIZHIL al的学习者在内化的性格价值观
Pub Date : 2019-11-08 DOI: 10.30821/ansiru.v3i2.5848
Duma Mayasari
Al-Qur'an as a guide to Muslim life that we must read and practice it.Tahsin and tahfidz learning methods are one of the ways taken by someone in theprocess of reading and memorizing the Qur'an correctly and correctly so that it isalways remembered and can speak it fluently outside the head without seeing thetext of the Qur'an. This study uses a qualitative approach. While the method ofcollecting data using observation or observation, interviews, field notes and studydocuments. The results of this study can be stated that through tahsin learning and tahfidz Al-Qur'an in the Islamic School of North Sumatra Islamic Madrasah Aliyah can form students who have good morals or morals from the learningprocess. In the learners will be embedded a sense of sincerity, discipline, honesty,patience, trustworthiness, religious, hard work, istiqomah and responsible that isapplied in everyday life because it has permeated and inspired the meaning of theQur'an.
《古兰经》作为穆斯林生活的指南,我们必须阅读并实践它。Tahsin和tahfidz学习方法是人们在正确和正确地阅读和记忆古兰经的过程中采取的一种方法,以便始终记住它,并且可以在不看古兰经文本的情况下在头脑之外流利地说它。本研究采用定性方法。而收集资料的方法则采用观察法或观察法、访谈法、实地笔记法和研究文献法。本研究的结果可以说明,在北苏门答腊伊斯兰学校通过塔辛学习和塔菲兹古兰经,可以从学习过程中形成具有良好道德或道德的学生。学员将被灌输真诚、自律、诚实、耐心、守信、虔诚、勤奋、严谨和负责任的意识,这些意识将应用于日常生活中,因为它们已经渗透并激发了《古兰经》的意义。
{"title":"INTERNALISASI NILAI-NILAI KARAKTER PESERTA DIDIK DALAM PEMBELAJARAN TAHSIN DAN TAHFIDZ AL-QUR’AN DI MA TAHFIZHIL QUR’AN YAYASAN ISLAMIC CENTRE SUMATERA UTARA","authors":"Duma Mayasari","doi":"10.30821/ansiru.v3i2.5848","DOIUrl":"https://doi.org/10.30821/ansiru.v3i2.5848","url":null,"abstract":"Al-Qur'an as a guide to Muslim life that we must read and practice it.Tahsin and tahfidz learning methods are one of the ways taken by someone in theprocess of reading and memorizing the Qur'an correctly and correctly so that it isalways remembered and can speak it fluently outside the head without seeing thetext of the Qur'an. This study uses a qualitative approach. While the method ofcollecting data using observation or observation, interviews, field notes and studydocuments. The results of this study can be stated that through tahsin learning and tahfidz Al-Qur'an in the Islamic School of North Sumatra Islamic Madrasah Aliyah can form students who have good morals or morals from the learningprocess. In the learners will be embedded a sense of sincerity, discipline, honesty,patience, trustworthiness, religious, hard work, istiqomah and responsible that isapplied in everyday life because it has permeated and inspired the meaning of theQur'an.","PeriodicalId":126913,"journal":{"name":"ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134466856","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}
引用次数: 0
PENGARUH PENDEKATAN SAINTIFIK DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAMDI MADRASAH TSANAWIYAH MESRAKOTA PEMATANGSIANTAR
Pub Date : 2019-11-08 DOI: 10.30821/ansiru.v3i2.5847
Mul Iadi
The purpose of this study was to find out: (1) differences in AkidahAkhlak learning outcomes of students taught with scientific approacheswith students taught with contextual approaches, (2) differences inlearning outcomes Akidah Akhlak students who have visual, auditory andkinesthetic learning styles, and (3) the influence of the scientific approachand student learning styles on the learning outcomes of Akidah Akhlak.This research method is quasi-experimental with the population of thisstudy are students of class VII (Seven). The sample was chosen into twoclasses with cluster random sampling technique, in this case selected forthe experimental class with a scientific approach is class VIIa with thenumber of students 31, while for the control class that is the contextualapproach is class VIId with the number of students 34. Instruments of datacollection is a questionnaire and test of learning outcomes. The techniqueby analysis of variance (Anava) at "α" = 0.05. The results of this study are:(1) student learning outcomes taught with scientific approach (= 33.5)higher than student learning outcomes taught with contextual approaches(= 28,7), with Fcount = 68,10> Ftable = 3.988 , (2) student learningoutcomes with visual learning style (= 34.21) higher than student learning outcomes with kinesthetic learning styles (= 28.38) and auditory learning styles (= 27.69), with Fcount = 79,32 > Ftable = 3.988. And (3) there is aninteraction between learning strategies and learning styles towardslearning outcomes with statistical calculations known F count = 30,16>Ftable = 3.988. Further test calculations using the Scheffe test also showeda significant difference between student learning outcomes taught by thescientific approach and the contextual approach (CTL) as well as studentlearning outcomes with visual, auditory and kinesthetic learning styles.
本研究的目的在于找出:(1)科学教学法学生与情境教学法学生在AkidahAkhlak学习成果上的差异,(2)视觉、听觉和动觉学习风格的AkidahAkhlak学生在学习成果上的差异,以及(3)科学教学法和学生学习风格对AkidahAkhlak学习成果的影响。本研究方法为准实验,研究对象为七(七)班学生。采用整群随机抽样技术将样本分为两个班级,在本例中,采用科学方法的实验班为VIIa班,学生人数为31人,而采用情境方法的控制班为VIId班,学生人数为34人。数据收集的工具是学习成果的问卷调查和测试。方差分析(Anava),“α”= 0.05。本研究结果显示:(1)科学方法教学的学生学习成果(= 33.5)高于情境方法教学的学生学习成果(= 28,7),Fcount = 68,10> Ftable = 3.988;(2)视觉学习风格的学生学习成果(= 34.21)高于动觉学习风格(= 28.38)和听觉学习风格(= 27.69),Fcount = 79,32 > Ftable = 3.988。(3)学习策略和学习风格对学习结果存在交互作用,统计计算已知F count = 30,16>Ftable = 3.988。使用Scheffe测试的进一步测试计算也表明,科学方法和情境方法(CTL)教授的学生学习成果以及视觉、听觉和动觉学习风格的学生学习成果之间存在显著差异。
{"title":"PENGARUH PENDEKATAN SAINTIFIK DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAMDI MADRASAH TSANAWIYAH MESRAKOTA PEMATANGSIANTAR","authors":"Mul Iadi","doi":"10.30821/ansiru.v3i2.5847","DOIUrl":"https://doi.org/10.30821/ansiru.v3i2.5847","url":null,"abstract":"The purpose of this study was to find out: (1) differences in AkidahAkhlak learning outcomes of students taught with scientific approacheswith students taught with contextual approaches, (2) differences inlearning outcomes Akidah Akhlak students who have visual, auditory andkinesthetic learning styles, and (3) the influence of the scientific approachand student learning styles on the learning outcomes of Akidah Akhlak.This research method is quasi-experimental with the population of thisstudy are students of class VII (Seven). The sample was chosen into twoclasses with cluster random sampling technique, in this case selected forthe experimental class with a scientific approach is class VIIa with thenumber of students 31, while for the control class that is the contextualapproach is class VIId with the number of students 34. Instruments of datacollection is a questionnaire and test of learning outcomes. The techniqueby analysis of variance (Anava) at \"α\" = 0.05. The results of this study are:(1) student learning outcomes taught with scientific approach (= 33.5)higher than student learning outcomes taught with contextual approaches(= 28,7), with Fcount = 68,10> Ftable = 3.988 , (2) student learningoutcomes with visual learning style (= 34.21) higher than student learning outcomes with kinesthetic learning styles (= 28.38) and auditory learning styles (= 27.69), with Fcount = 79,32 > Ftable = 3.988. And (3) there is aninteraction between learning strategies and learning styles towardslearning outcomes with statistical calculations known F count = 30,16>Ftable = 3.988. Further test calculations using the Scheffe test also showeda significant difference between student learning outcomes taught by thescientific approach and the contextual approach (CTL) as well as studentlearning outcomes with visual, auditory and kinesthetic learning styles.","PeriodicalId":126913,"journal":{"name":"ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126878513","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}
引用次数: 9
THE EFFECT OF LEARNING STRATEGY AND LEARNING MOTIVATION ON STUDENT LEARNING OUTCOMES MADRASAH IBTIDAIYAH STATE 3 ACEH SOUTH 学习策略和学习动机对学生学习成果的影响[j]
Pub Date : 2019-11-08 DOI: 10.30821/ansiru.v3i2.5854
F. Wahyuni
This study aims to find out: (1) the effect of the application of learningstrategies on students' Fikih learning outcomes, (2) the effect of learningmotivation on student Fikih learning outcomes, and (3) the interactionbetween learning strategies and learning motivation towards Fikihlearning outcomes. The population of this study was all students in class VMIN 3 Aceh Tenggara consisting of 3 classes. Based on Cluster Random sampling techniques, one class as a collaborative learning class and one competitive learning class. The research instrument is a test used to obtainlearning outcome data and questionnaires to obtain data on studentlearning motivation. The normality test of the learning outcome data is theLiliefors test and the homogeneity test is the Fisher test and the Bartletttest. The analysis technique is two-way Anova at significance  = 0.05followed by the Scheffe test. The results showed: (1) the average learningoutcomes of students taught with collaborative learning strategies X =28.15 higher than the average learning outcomes of students taught withcompetitive learning strategies X = 26.92, with Fcount = 29.57 > Ftable =3.968, (2) the average learning outcomes of students with high learningmotivation X = 29.93 higher than the learning outcomes of students withlow learning motivation X = 25.94 with Fcount = 4.43 > Ftable = 3.968, and (3)there is an interaction between learning strategies and learning motivationtowards Fikih learning outcomes with Fcount = 7.18 > Ftable = 3.968.
本研究旨在探讨:(1)学习策略的运用对学生Fikih学习成果的影响;(2)学习动机对学生Fikih学习成果的影响;(3)学习策略与学习动机对Fikih学习成果的交互作用。本研究的人群为亚齐登加拉省VMIN 3班的所有学生,共3个班。基于聚类随机抽样技术,一个班作为协作学习班,一个班作为竞争学习班。研究工具是通过测试来获取学习成果数据,通过问卷来获取学生学习动机的数据。学习成果数据的正态性检验采用iliiefors检验,齐性检验采用Fisher检验和bartlett检验。分析方法为双向方差分析,显著性= 0.05,采用Scheffe检验。结果表明:(1)协作学习策略学生的平均学习成果X =28.15高于竞争学习策略学生X = 26.92, Fcount = 29.57 > Ftable =3.968;(2)高学习动机学生X = 29.93高于低学习动机学生X = 25.94, Fcount = 4.43 > Ftable =3.968;(3)学习策略与学习动机对Fikih学习成果存在交互作用,Fcount = 7.18 > Ftable = 3.968。
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引用次数: 0
PENGARUH KEMAMPUAN MEMBACA, KEMAMPUAN BERFIKIR KRITIS DAN KEDISPLINAN BELAJAR TERHADAP KEMANDIRIAN BELAJAR SISWA SMPN 3 PERBAUNGAN 阅读能力、批判性思维能力和学习纪律对学生自立的影响SMPN 3课程
Pub Date : 2019-11-08 DOI: 10.30821/ansiru.v3i2.5846
Muhammad Restu Fauzi
This study aims to determine (1) the relationship of reading ability tostudent learning independence (2) the relationship of the ability to thinkcritically towards the independence of student learning (3) the disciplineof learning to the independence of student learning (4) the influence ofreading skills, and the ability to think critically, and towards Studentlearning independence (5) Effect of reading ability, and learning disciplineon student learning independence (6) Effect of critical thinking skills, andlearning discipline on student learning independence (7) Effect of readingability, critical thinking skills, and learning discipline on student learningindependence.The results of the study: 1) There is a Positive andSignificant Relationship in the Ability to Read Against LearningIndependence Students who proved the correlation is worth 0.761. 2)There is a Positive and Significant Relationship to the Critical ThinkingAbility of Students' Learning Independence which is worth 0.883. 3) Thereis a Positive and Significant Relationship in Learning Discipline AgainstStudent Learning Independence, with a value of 0.938 Multiple linearregression obtained by regression equation, Y = 15.238 + 0.352X1 +0.623X2 + e. 5) There is a positive and significant influence betweenreading ability (X1), and learning discipline (X3) on student learningindependence (Y), the results of the calculation of multiple linearregression analysis obtained regression equation that is Y = 12.865 +0.224X1 + 0.720X2 + e . 6) There is a Positive and Significant InfluenceBetween Critical Thinking Ability (X2) and Learning Discipline (X3) onStudent Learning Independence (Y). Multiple linear regression analysisobtained regression equation, namely Y = 15.671+ 0.312X1 + 0.594X2 + e.7) There is a Positive and Significant Influence Between Reading Ability(X1), Critical Thinking Ability (X2) and Learning Discipline (X3) AgainstStudent Learning Independence (Y) which is proven through the results ofthe calculation of multiple linear regression analysis obtained theregression equation that is Y = 11.302 + 0.173X1 + 0, 276X2 + 0.524X3 + e. Results of hypothesis analysis Simultaneously, fcount> ftabel where 237.611> 2.77. And the results of the analysis of the coefficient of determination in this study is the R Square value of 0.963. And with asignificance level of 5%. 
本研究旨在确定(1)阅读能力与学生学习独立性的关系(2)批判性思维能力与学生学习独立性的关系(3)学习学科与学生学习独立性的关系(4)阅读技能与批判性思维能力对学生学习独立性的影响(5)阅读能力的作用。(6)批判性思维技能和学习纪律对学生学习独立性的影响(7)阅读能力、批判性思维技能和学习纪律对学生学习独立性的影响。研究结果表明:1)阅读能力与学习独立性之间存在显著正相关,相关系数为0.761。2)与学生学习独立性的批判性思维能力存在显著正相关(值为0.883)。3)学习纪律与学生学习独立性存在正相关关系,多元线性回归方程Y = 15.238 + 0.352X1 +0.623X2 + e,其值为0.938。5)阅读能力(X1)和学习纪律(X3)对学生学习独立性(Y)存在正相关影响。对计算结果进行多元线性回归分析,得到回归方程为Y = 12.865 +0.224X1 + 0.720X2 + e。6)批判性思维能力(X2)和学习纪律(X3)对学生学习独立性(Y)有正向显著影响,多元线性回归分析得到回归方程Y = 15.671+ 0.312X1 + 0.594X2 + e.7)阅读能力(X1)、通过多元线性回归分析的计算结果证明,批判性思维能力(X2)和学习纪律(X3)对学生学习独立性(Y)的影响,得到回归方程Y = 11.302 + 0.173X1 + 0,276 X2 + 0.524X3 + e。假设分析结果同时,计算> ftabel其中237.611> 2.77。而本研究的决定系数分析结果为R平方值0.963。显著性水平为5%。
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引用次数: 0
RELATIONSHIP INTEREST IN LEARNING AND INTELLIGENCE INTELLECTUAL WITH LEARNING RESULTS ISLAMIC EDUCATION OF STUDENTS STATE ELEMENTARY SCHOOL IN BANDAR SETIA VILLAGE DISTRICT PERCUT SEI TUAN 班达尔塞提亚村国立小学学生伊斯兰教育兴趣与智力的关系
Pub Date : 2019-11-08 DOI: 10.30821/ansiru.v3i2.5864
N. Siregar
This study aims to determine the magnitude of the relationship of interestin learning and intellectual intelligence to the learning outcomes of IslamicEducation in elementary school students in Bandar Setia Village, PercutSei Tuan District. The sample in this study amounted to 34 people takenfrom 10% of the total student population of 333 people. This study usesdata collection tools in the form of questionnaires. The questionnaire iscompiled based on variable indicators and then conducted a trial to therespondents who entered the sample in this study. The data analysisprocess was carried out in three stages: (1) describing the data of theresearch variables, (2) testing the analytical requirements, (3) testing thehypothesis to determine the relationship between the variables of thestudy using correlation analysis techniques. Conclusions based on dataanalysis and testing process are described as follows: (1) learning interesthas a positive and significant relationship with learning outcomes. (2).intellectual intelligence has a positive and significant relationship withlearning outcomes. and (3). learning interest and intellectual intelligencetogether have a positive and significant relationship. On the basis of theresults of these studies it can be stated that the interest in learning andintellectual intelligence has a positive and significant effect on learningoutcomes both individually and together.
本研究旨在探讨班达尔·赛提亚村小学生的兴趣学习和智力智力对伊斯兰教育学习成果的影响程度。本研究的样本为34人,来自333名学生总数的10%。本研究以问卷的形式使用数据收集工具。问卷是根据变量指标编制的,然后对进入本研究样本的被调查者进行试验。数据分析过程分三个阶段进行:(1)描述研究变量的数据,(2)检验分析要求,(3)使用相关分析技术检验假设以确定研究变量之间的关系。基于数据分析和测试过程得出的结论如下:(1)学习兴趣与学习成果之间存在显著的正相关关系。(2)智力与学习成果之间存在显著的正相关关系。(3)学习兴趣与智力智力共同呈显著正相关。根据这些研究的结果,我们可以这样说,学习兴趣和智力对学习结果有积极的显著影响,无论是单独的还是共同的。
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引用次数: 1
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ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam
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