Pub Date : 2020-10-30DOI: 10.31602/muallimuna.v6i1.2506
Eri Susanto, Aninditya Sri Nugraheni
AbstrakPenelitian ini dilakukun dengan tujuan untuk memecahkan masalah yang dihadapi oleh guru kelas ketika mengajarkan membaca anak ABK dengan tipe hiperaktif. Metode VAKT yang focus dengan penggunaan seluruh multisensori yang dimiliki manusia, diharapkan dapat memberikan solusi guru dalam mengajar siswa ABK tipe hiperaktif dengan kesulitan belajar membaca permulaan. Penelitian ini merupakan hasil dari kajian pustaka dengan cara riset kepustakaan. Hasil penelitian ini mengungkapkan langkah-langkah pembelajaran dengan metode VAKT ini yaitu; langkah pertama dari aspek visual yaitu, guru mulai membagikan katu huruf lalu mengucapkannya, lalu siswa diminta untuk melihat dan ikut mengucapkannya, langkah kedua dari aspek auditori, guru mengucapkan bunyi guruf dan siswa mendengar dan mengikutinya, selanjutnya guru akan bertanya ke siswa bunyi huruf tersebut lalu siswa menyebutkan bunyinya, langkah ketiga dari aspek kinestetik, guru menuliskan huruf yang diajarkan diudara, dan siswa mengikutinya. Dan langkah yang terakhir adalah aspek taktil, guru membagikan kartu huruf lagi dan setelah terbagi rata kesemua siswa, guru meminta siswa untuk meraba kartu huruf dengan mengikuti bentuk huruf yang ada di kartu.AbstractThis research was conducted with the aim of solving the problems faced by class teachers when teaching reading ABK children with hyperactive types. The VAKT method that focuses on the use of all human-owned multisensory, is expected to provide teacher solutions in teaching hyperactive ABK type students with difficulty learning to begin reading. This research is the result of literature review by library research. The results of this study reveal the steps of learning with this VAKT method namely; the first step from the visual aspect is, the teacher starts distributing katu letters then pronounce it, then students are asked to see and participate in saying it, the second step is from the auditory aspect, the teacher utters the sound of the guruf and students hear and follow it, then the teacher will ask students the sound of the letter then students mention the sound, the third step from the kinesthetic aspect, the teacher writes the letters taught in the air, and the students follow them. And the last step is the tactile aspect, the teacher distributes the letter cards again and after evenly divided all students, the teacher asks students to feel the letter cards by following the shape of the letters on the cards.
这项研究的目的是解决课堂老师在教你儿童阅读多动症时所面临的问题。疫苗方法专注于使用人类所有的多感官,预计将为学生在学习阅读困难的多动症方面提供教师解决方案。本研究是通过研究文献得出的结论。本研究的结果揭示了用疫苗方法学习的步骤,即:视觉方面的第一步就是,老师开始分享katu字母发音,然后学生要求看和听觉方面的发音,第二步,老师说guruf和学生听到的声音,跟着这些字母,接下来会问老师到学生的声音,然后学生提到:第三步方面的动觉,写字母空中所教导的,老师和学生跟着他。最后一步是触觉方面,老师再次分发卡片,在把卡片平均分配给所有的学生后,老师让学生根据卡片上的字母形状来指印卡片。这项研究的动机是由课堂教师引导儿童与超对等教师解决问题的意图。疫苗的方法是利用所有具有多感官的人类力量,预计将提供复杂的ABK类型学生的教学解决方案,以困难的开始阅读。这一研究是图书馆研究的文学评论的再现。这项研究的结果揭示了用这种疫苗namely学习的步骤;《视觉aspect的第一站,是老师启动distributing katu信件然后pronounce它,然后学生问to see and participate in说它是《第二站是来自听觉aspect, guruf老师utters《sound》《教师和学生听到,然后追随它威尔问学生letter sound》《海峡,然后学生对《kinesthetic第三站从aspect,《信老师writes教《水,学生们跟着他们。最后一步是策略分析,教师一遍又一遍地分发信件卡片,甚至在晚上把所有的学生都贴上标签后,教师的眼睛盯着卡片,感受写在卡片上的信的形状。
{"title":"METODE VAKT SOLUSI UNTUK KESULITAN BELAJAR MEMBACA PERMULAAN PADA ANAK HIPERAKTIF","authors":"Eri Susanto, Aninditya Sri Nugraheni","doi":"10.31602/muallimuna.v6i1.2506","DOIUrl":"https://doi.org/10.31602/muallimuna.v6i1.2506","url":null,"abstract":"AbstrakPenelitian ini dilakukun dengan tujuan untuk memecahkan masalah yang dihadapi oleh guru kelas ketika mengajarkan membaca anak ABK dengan tipe hiperaktif. Metode VAKT yang focus dengan penggunaan seluruh multisensori yang dimiliki manusia, diharapkan dapat memberikan solusi guru dalam mengajar siswa ABK tipe hiperaktif dengan kesulitan belajar membaca permulaan. Penelitian ini merupakan hasil dari kajian pustaka dengan cara riset kepustakaan. Hasil penelitian ini mengungkapkan langkah-langkah pembelajaran dengan metode VAKT ini yaitu; langkah pertama dari aspek visual yaitu, guru mulai membagikan katu huruf lalu mengucapkannya, lalu siswa diminta untuk melihat dan ikut mengucapkannya, langkah kedua dari aspek auditori, guru mengucapkan bunyi guruf dan siswa mendengar dan mengikutinya, selanjutnya guru akan bertanya ke siswa bunyi huruf tersebut lalu siswa menyebutkan bunyinya, langkah ketiga dari aspek kinestetik, guru menuliskan huruf yang diajarkan diudara, dan siswa mengikutinya. Dan langkah yang terakhir adalah aspek taktil, guru membagikan kartu huruf lagi dan setelah terbagi rata kesemua siswa, guru meminta siswa untuk meraba kartu huruf dengan mengikuti bentuk huruf yang ada di kartu.AbstractThis research was conducted with the aim of solving the problems faced by class teachers when teaching reading ABK children with hyperactive types. The VAKT method that focuses on the use of all human-owned multisensory, is expected to provide teacher solutions in teaching hyperactive ABK type students with difficulty learning to begin reading. This research is the result of literature review by library research. The results of this study reveal the steps of learning with this VAKT method namely; the first step from the visual aspect is, the teacher starts distributing katu letters then pronounce it, then students are asked to see and participate in saying it, the second step is from the auditory aspect, the teacher utters the sound of the guruf and students hear and follow it, then the teacher will ask students the sound of the letter then students mention the sound, the third step from the kinesthetic aspect, the teacher writes the letters taught in the air, and the students follow them. And the last step is the tactile aspect, the teacher distributes the letter cards again and after evenly divided all students, the teacher asks students to feel the letter cards by following the shape of the letters on the cards.","PeriodicalId":18944,"journal":{"name":"Muallimuna : Jurnal Madrasah Ibtidaiyah","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78651860","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 : 2020-05-16DOI: 10.31602/muallimuna.v5i2.2725
Sandi Amirulloh, H. Y. Carlian, S. Rohmah
Abstrak: Penelitian ini beranjak dari masalah yang dikemukakan oleh hasil survey Trends International Mathematic Science Study (TIMSS). Hasil survei tersebut menunjukkan bahwa hanya 2% siswa di Indonesia yang mampu mengerjakan soal-soal cerita matematika. Hal tersebut disebabkan oleh karena kemampuan berpikir kreatif matematis siswa tergolong rendah. Tujuan dari penelitian ini adalah untuk mengetahui peningkatan kemampuan berpikir kreatif matematis siswa yang mengikuti pembelajaran dengan strategi mathematical bet line lebih baik secara signifikan dari siswa yang mengikuti pembelajaran dengan model konvensional. Penelitian ini merupakan penelitian quasi eksperimen dengan desain yang digunakan yaitu nonequivalent control group design. Sampel dalam penelitian ini adalah seluruh siswa kelas IV di salah satu Madrasah Ibtidaiyah di Kecamatan Rancaekek Kabupaten Bandung. Instrumen yang digunakan dalam penelitian ini adalah tes yang sesuai dengan indikator kemampuan berpikir kreatif matematis. Hasil penelitian menunjukkan bahwa peningkatan kemampuan berpikir kreatif matematis siswa yang mengikuti pembelajaran dengan strategi mathematical bet line lebih baik dari siswa yang mengikuti pembelajaran dengan model konvensional. ABILITY OF MATH CREATIVE THINKING THROUGH THE USE OF THE MATHEMATICAL BET LINE STRATEGY Abstract: This research moved from the problem raised by the Trends International Mathematics Science Study (TIMSS) survey. The survey results show that only 2% of students in Indonesia can work on math story problems. It is caused by the students' mathematical creative thinking ability is relatively low. The purpose of this study is to know of increasing mathematical creative thinking ability of students who take learning with mathematical bet line strategies significantly better than students who take learning with conventional models. This research is a quasi-experimental study with the design used is a nonequivalent control group design. The sample in this study were all fourth-grade students in one of the Madrasah Ibtidaiyah in Rancaekek District, Bandung Regency. The instrument used in this study is a test that fits the mathematical creative thinking ability indicator. The results showed that increasing mathematical creative thinking ability of students who took learning with mathematical bet line strategies was better than students who followed learning with conventional models.
{"title":"KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA MELALUI PENGGUNAAN STRATEGI MATHEMATICAL BET LINE","authors":"Sandi Amirulloh, H. Y. Carlian, S. Rohmah","doi":"10.31602/muallimuna.v5i2.2725","DOIUrl":"https://doi.org/10.31602/muallimuna.v5i2.2725","url":null,"abstract":"Abstrak: Penelitian ini beranjak dari masalah yang dikemukakan oleh hasil survey Trends International Mathematic Science Study (TIMSS). Hasil survei tersebut menunjukkan bahwa hanya 2% siswa di Indonesia yang mampu mengerjakan soal-soal cerita matematika. Hal tersebut disebabkan oleh karena kemampuan berpikir kreatif matematis siswa tergolong rendah. Tujuan dari penelitian ini adalah untuk mengetahui peningkatan kemampuan berpikir kreatif matematis siswa yang mengikuti pembelajaran dengan strategi mathematical bet line lebih baik secara signifikan dari siswa yang mengikuti pembelajaran dengan model konvensional. Penelitian ini merupakan penelitian quasi eksperimen dengan desain yang digunakan yaitu nonequivalent control group design. Sampel dalam penelitian ini adalah seluruh siswa kelas IV di salah satu Madrasah Ibtidaiyah di Kecamatan Rancaekek Kabupaten Bandung. Instrumen yang digunakan dalam penelitian ini adalah tes yang sesuai dengan indikator kemampuan berpikir kreatif matematis. Hasil penelitian menunjukkan bahwa peningkatan kemampuan berpikir kreatif matematis siswa yang mengikuti pembelajaran dengan strategi mathematical bet line lebih baik dari siswa yang mengikuti pembelajaran dengan model konvensional. ABILITY OF MATH CREATIVE THINKING THROUGH THE USE OF THE MATHEMATICAL BET LINE STRATEGY Abstract: This research moved from the problem raised by the Trends International Mathematics Science Study (TIMSS) survey. The survey results show that only 2% of students in Indonesia can work on math story problems. It is caused by the students' mathematical creative thinking ability is relatively low. The purpose of this study is to know of increasing mathematical creative thinking ability of students who take learning with mathematical bet line strategies significantly better than students who take learning with conventional models. This research is a quasi-experimental study with the design used is a nonequivalent control group design. The sample in this study were all fourth-grade students in one of the Madrasah Ibtidaiyah in Rancaekek District, Bandung Regency. The instrument used in this study is a test that fits the mathematical creative thinking ability indicator. The results showed that increasing mathematical creative thinking ability of students who took learning with mathematical bet line strategies was better than students who followed learning with conventional models.","PeriodicalId":18944,"journal":{"name":"Muallimuna : Jurnal Madrasah Ibtidaiyah","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75439554","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 : 2020-04-16DOI: 10.31602/muallimuna.v5i2.2883
Abd Khaliq, Barsihanor Barsihanor, Tutus Rani Arifa
Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media boneka tangan terhadap keterampilan menyimak siswa kelas I di SDIT Robbbani Banjarbaru. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis eksperimen berupa Quasi Eksperimental dan desain Nonequivalent Control Group Design. Populasi penelitian ini adalah seluruh siswa kelas I SDIT Robbani Banjarbaru. Jumlah sampel yang diambil menggunakan teknik purposive sampling berjumlah 61 siswa. Instrumen yang digunakan adalah tes berbentuk pilihan ganda. Teknik analisis data yang digunakan adalah uji independent sample t-test atau Uji t yang sebelumnya sudah melalui uji homogenitas dan uji normalitas. Hasil penelitian ini menunjukkan bahwa pada kelompok eksperimen diperoleh nilai rata-rata pre-test adalah 81,33 dan nilai rata-rata post-test adalah 87,67. Pada kelompok kontrol diperoleh nilai rata-rata pre-test adalah 71,29 dan nilai rata-rata post-test adalah 83,06. Hasil uji hipotesis menunjukkan bahwa nilai signifikansi 0,023 < 0,05. Berdasarkan hasil uji hipotesis tersebut dapat disimpulkan bahwa penggunaan media boneka tangan berpengaruh terhadap keterampilan menyimak siswa kelas I di SDIT Robbbani Banjarbaru. EFFECT OF USING HAND DOLL MEDIA TOWARDS THE SKILL OF STUDENTS IN CLASS IIN SDIT ROBBANI BANJARBARU Abstract: This study aims to determine the effect of using hand puppet media on the listening skills of first-grade students at SDIT Robbbani Banjarbaru. This research uses a quantitative approach with the type of experimentation in the form of Quasi-Experimental and Nonequivalent Control Group Design. The population of this research is all of the first-grade students of SDIT Robbani Banjarbaru. The number of samples taken using a purposive sampling technique amounted to 61 students. The instrument used was a multiple-choice test. The data analysis technique used is the independent sample t-test or t-test that has previously been tested for homogeneity and normality tests. This study's results indicate that the experimental group obtained the mean of the pre-test score was 81.33, and the mean of the post-test score was 87.67. In the control group, the mean pre-test score was 71.29, and the mean of the post-test score was 83.06. Hypothesis test results indicate that the significance value of 0.023 <0.05. Based on the results of the hypothesis test, it can be concluded that the use of hand puppet media influences the listening skills of first-grade students at SDIT Robbbani Banjarbaru.
{"title":"PENGARUH PENGGUNAAN MEDIA BONEKA TANGAN TERHADAP KETERAMPILAN MENYIMAK SISWA KELAS I DI SDIT ROBBANI BANJARBARU","authors":"Abd Khaliq, Barsihanor Barsihanor, Tutus Rani Arifa","doi":"10.31602/muallimuna.v5i2.2883","DOIUrl":"https://doi.org/10.31602/muallimuna.v5i2.2883","url":null,"abstract":"Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media boneka tangan terhadap keterampilan menyimak siswa kelas I di SDIT Robbbani Banjarbaru. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis eksperimen berupa Quasi Eksperimental dan desain Nonequivalent Control Group Design. Populasi penelitian ini adalah seluruh siswa kelas I SDIT Robbani Banjarbaru. Jumlah sampel yang diambil menggunakan teknik purposive sampling berjumlah 61 siswa. Instrumen yang digunakan adalah tes berbentuk pilihan ganda. Teknik analisis data yang digunakan adalah uji independent sample t-test atau Uji t yang sebelumnya sudah melalui uji homogenitas dan uji normalitas. Hasil penelitian ini menunjukkan bahwa pada kelompok eksperimen diperoleh nilai rata-rata pre-test adalah 81,33 dan nilai rata-rata post-test adalah 87,67. Pada kelompok kontrol diperoleh nilai rata-rata pre-test adalah 71,29 dan nilai rata-rata post-test adalah 83,06. Hasil uji hipotesis menunjukkan bahwa nilai signifikansi 0,023 < 0,05. Berdasarkan hasil uji hipotesis tersebut dapat disimpulkan bahwa penggunaan media boneka tangan berpengaruh terhadap keterampilan menyimak siswa kelas I di SDIT Robbbani Banjarbaru. EFFECT OF USING HAND DOLL MEDIA TOWARDS THE SKILL OF STUDENTS IN CLASS IIN SDIT ROBBANI BANJARBARU Abstract: This study aims to determine the effect of using hand puppet media on the listening skills of first-grade students at SDIT Robbbani Banjarbaru. This research uses a quantitative approach with the type of experimentation in the form of Quasi-Experimental and Nonequivalent Control Group Design. The population of this research is all of the first-grade students of SDIT Robbani Banjarbaru. The number of samples taken using a purposive sampling technique amounted to 61 students. The instrument used was a multiple-choice test. The data analysis technique used is the independent sample t-test or t-test that has previously been tested for homogeneity and normality tests. This study's results indicate that the experimental group obtained the mean of the pre-test score was 81.33, and the mean of the post-test score was 87.67. In the control group, the mean pre-test score was 71.29, and the mean of the post-test score was 83.06. Hypothesis test results indicate that the significance value of 0.023 <0.05. Based on the results of the hypothesis test, it can be concluded that the use of hand puppet media influences the listening skills of first-grade students at SDIT Robbbani Banjarbaru.","PeriodicalId":18944,"journal":{"name":"Muallimuna : Jurnal Madrasah Ibtidaiyah","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83234248","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}
Primary school education must have good value and quality so that the next stage of the mission of national education can be continued. Primary school quality is influenced by how the school is managed. The purpose of this study is to analyze the quality assurance system in Islamic Fullday School-based elementary schools, especially regarding quality standards, implementations, and audits. This study uses qualitative research methods with a descriptive approach. This research was conducted at the Integrated Islamic Primary School (SDIT) Insan Permata Malang City. Data collection methods used are observation, interviews, and documentation. The results of this study indicate that the quality standards of graduates of SDIT Insan Permata Malang refer to two things, namely: First, Permendikbud No. 54 of 2013 concerning Competency Standards for Primary and Secondary Education Graduates. Secondly, SDIT Insan Permata Malang has internal standards that are unique in every education. The implementation of Quality Standards at SDIT Insan Permata is carried out by making work programs at the beginning of the year and then creating Standard Operating Procedures (SOP) for each activity. The Quality Audit at SDIT Insan Permata is carried out internally and externally. External audits are carried out by BAN-SM institutions as official institutions of the Government that are compulsory and carried out by the Kualita Pendidikan Indonesia (KPI) institution as a professional education management consulting institution. As for Internal Audit, SDIT Insan Permata does not yet have its quality assurance unit. Islamic Fullday School-based elementary schools should form an internal quality assurance unit to evaluate the application of quality standards in educational institutions. So that it can help and facilitate the school management and foundations to control and improve existing quality.
小学教育必须具有良好的价值和质量,才能继续完成下一阶段的国民教育使命。小学教育质量受学校管理方式的影响。本研究的目的是分析伊斯兰全日制小学的质量保证体系,特别是在质量标准、实施和审计方面。本研究采用定性研究方法和描述性研究方法。这项研究是在Insan Permata Malang市的伊斯兰综合小学(SDIT)进行的。使用的数据收集方法是观察、访谈和记录。本研究结果表明,山东理工学院毕业生的素质标准参考了两件事,即:第一,2013年第54号关于中小学教育毕业生能力标准的法令。其次,在每一种教育中,新加坡理工学院都有独特的内部标准。SDIT Insan Permata的质量标准的实施是在年初制定工作计划,然后为每项活动制定标准操作程序(SOP)。质量审计是在内部和外部进行的。外部审计由BAN-SM机构作为政府的官方机构进行,这些机构是强制性的,由Kualita Pendidikan Indonesia (KPI)机构作为专业教育管理咨询机构进行。至于内部审计,SDIT Insan Permata还没有自己的质量保证部门。伊斯兰全日制小学应成立一个内部质量保证单位,对质量标准在教育机构中的应用进行评估。这样就可以帮助和方便学校管理层和基金会控制和提高现有的质量。
{"title":"Analisis Sistem Penjaminan Mutu di Sekolah Dasar Berbasis Islamic Fullday School","authors":"Walid Fajar Antariksa","doi":"10.18860/MAD.V11I2.5847","DOIUrl":"https://doi.org/10.18860/MAD.V11I2.5847","url":null,"abstract":"Primary school education must have good value and quality so that the next stage of the mission of national education can be continued. Primary school quality is influenced by how the school is managed. The purpose of this study is to analyze the quality assurance system in Islamic Fullday School-based elementary schools, especially regarding quality standards, implementations, and audits. This study uses qualitative research methods with a descriptive approach. This research was conducted at the Integrated Islamic Primary School (SDIT) Insan Permata Malang City. Data collection methods used are observation, interviews, and documentation. The results of this study indicate that the quality standards of graduates of SDIT Insan Permata Malang refer to two things, namely: First, Permendikbud No. 54 of 2013 concerning Competency Standards for Primary and Secondary Education Graduates. Secondly, SDIT Insan Permata Malang has internal standards that are unique in every education. The implementation of Quality Standards at SDIT Insan Permata is carried out by making work programs at the beginning of the year and then creating Standard Operating Procedures (SOP) for each activity. The Quality Audit at SDIT Insan Permata is carried out internally and externally. External audits are carried out by BAN-SM institutions as official institutions of the Government that are compulsory and carried out by the Kualita Pendidikan Indonesia (KPI) institution as a professional education management consulting institution. As for Internal Audit, SDIT Insan Permata does not yet have its quality assurance unit. Islamic Fullday School-based elementary schools should form an internal quality assurance unit to evaluate the application of quality standards in educational institutions. So that it can help and facilitate the school management and foundations to control and improve existing quality.","PeriodicalId":18944,"journal":{"name":"Muallimuna : Jurnal Madrasah Ibtidaiyah","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86423580","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 : 2019-10-19DOI: 10.31602/MUALLIMUNA.V4I1.1626
Delila Sari Batubara
Abstrak: Penerapan pembelajaran tematik integratif dalam kurikulum 2013 memerlukan kreatifitas guru dalam merancang, mengelola dan mengevaluasi kegiatan pembelajaran. Penelitian ini bertujuan untuk mengetahui bagaimana kreativitas guru pada pembelajaran tematik integratif, faktor-faktor dan upaya untuk meningkatkan kreativitas guru pada pembelajaran tematik integratif. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus di Kelas 1 SD Anak Saleh Malang. Instrumen penelitian ini adalah observasi, wawancara, dan dokumentasi. Teknik analsis data yang digunakan adalah reduksi data, penyajian data, dan verifikasi. Hasil penelitian menemukan bahwa kreativitas guru dalam proses pembelajaran tematik integratif di kelas I SD Anak Saleh Malang cukup baik, karena pada umumnya guru kelas telah mampu membuat rencana pembelajaran yang kreatif, melaksanakan kegiatan pengajaran dengan baik, dan mengembangkan berbagai bentuk evaluasi pembelajan yang yang bervariasi. Faktor pendukung kreatifitas guru dalam pembelajaran adalah; keaktifan guru dalam komunitas profesi dan mengikuti kegiatan pelatihan, motivasi berprestasi, dan rekan kerja guru yang ramah dan peduli, dan kelengkapan sarana pembelajaran di sekolah. Adapun faktor penghambat kreativitas guru adalah: pendidikan guru kelas yang tidak linier, kurangnya penghargaan dari atasan, dan kesejahteraan guru yang masih minim. Adapun upaya sekolah untuk meningkatkan kreativitas guru dalam pembelajaran tematik adalah: mengembangkan kompetensi guru, mendorong guru untuk studi lanjut, memberikan supervisi yang intensif, dan menciptakan iklim kerja yang kondusif.Kata Kunci: Kreativitas Guru, Pembelajaran Tematik IntegratifAbstract: The implementarion of integrative thematic learning in the curriculum 2013 requires teacher creativity in designing, managing and evaluating learning activities. This study aims to find out how the teacher's creativity in integrative thematic learning, factors and efforts to improve teacher creativity in integrative thematic learning. This study used a qualitative approach with the type of case study at first classroom of Elementary School Anak Saleh Malang. The instruments were observation, interviews, and documentation. The technique of data analysis used were reduction, display, and verification.The results of the study found that the teacher's creativity in the integrative thematic learning process at first class of Elementary School Anak Saleh Malang is quite good, because in general the classroom teacher has been able to make creative learning plans, carry out teaching activities well, and develop various forms of learning evaluation that vary. Factors supporting teacher creativity in learning are; teacher activity in the professional community and participating in training activities, achievement motivation, and friendly and caring teacher work colleagues, and complete learning facilities at school. The inhibiting factors of teacher creativity are: class teacher edu
{"title":"STUDI KASUS TENTANG KREATIVITAS GURU PADA PEMBELAJARAN TEMATIK INTEGRATIF DI SD ANAK SALEH MALANG","authors":"Delila Sari Batubara","doi":"10.31602/MUALLIMUNA.V4I1.1626","DOIUrl":"https://doi.org/10.31602/MUALLIMUNA.V4I1.1626","url":null,"abstract":"Abstrak: Penerapan pembelajaran tematik integratif dalam kurikulum 2013 memerlukan kreatifitas guru dalam merancang, mengelola dan mengevaluasi kegiatan pembelajaran. Penelitian ini bertujuan untuk mengetahui bagaimana kreativitas guru pada pembelajaran tematik integratif, faktor-faktor dan upaya untuk meningkatkan kreativitas guru pada pembelajaran tematik integratif. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus di Kelas 1 SD Anak Saleh Malang. Instrumen penelitian ini adalah observasi, wawancara, dan dokumentasi. Teknik analsis data yang digunakan adalah reduksi data, penyajian data, dan verifikasi. Hasil penelitian menemukan bahwa kreativitas guru dalam proses pembelajaran tematik integratif di kelas I SD Anak Saleh Malang cukup baik, karena pada umumnya guru kelas telah mampu membuat rencana pembelajaran yang kreatif, melaksanakan kegiatan pengajaran dengan baik, dan mengembangkan berbagai bentuk evaluasi pembelajan yang yang bervariasi. Faktor pendukung kreatifitas guru dalam pembelajaran adalah; keaktifan guru dalam komunitas profesi dan mengikuti kegiatan pelatihan, motivasi berprestasi, dan rekan kerja guru yang ramah dan peduli, dan kelengkapan sarana pembelajaran di sekolah. Adapun faktor penghambat kreativitas guru adalah: pendidikan guru kelas yang tidak linier, kurangnya penghargaan dari atasan, dan kesejahteraan guru yang masih minim. Adapun upaya sekolah untuk meningkatkan kreativitas guru dalam pembelajaran tematik adalah: mengembangkan kompetensi guru, mendorong guru untuk studi lanjut, memberikan supervisi yang intensif, dan menciptakan iklim kerja yang kondusif.Kata Kunci: Kreativitas Guru, Pembelajaran Tematik IntegratifAbstract: The implementarion of integrative thematic learning in the curriculum 2013 requires teacher creativity in designing, managing and evaluating learning activities. This study aims to find out how the teacher's creativity in integrative thematic learning, factors and efforts to improve teacher creativity in integrative thematic learning. This study used a qualitative approach with the type of case study at first classroom of Elementary School Anak Saleh Malang. The instruments were observation, interviews, and documentation. The technique of data analysis used were reduction, display, and verification.The results of the study found that the teacher's creativity in the integrative thematic learning process at first class of Elementary School Anak Saleh Malang is quite good, because in general the classroom teacher has been able to make creative learning plans, carry out teaching activities well, and develop various forms of learning evaluation that vary. Factors supporting teacher creativity in learning are; teacher activity in the professional community and participating in training activities, achievement motivation, and friendly and caring teacher work colleagues, and complete learning facilities at school. The inhibiting factors of teacher creativity are: class teacher edu","PeriodicalId":18944,"journal":{"name":"Muallimuna : Jurnal Madrasah Ibtidaiyah","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79569702","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 : 2019-10-19DOI: 10.31602/muallimuna.v5i1.2356
H. Batubara, D. Ariani
Abstrak: Media pembelajaran sebagai salah satu komponen sistem pembelajaran harus sesuai dengan komponen pembelajaran agar fungsinya optimal dalam memfasilitasi kegiatan pembelajaran. Artikel ini bertujuan untuk menjelaskan urgensi, kriteria pemilihan dan prosedur pengembangan media pembelajaran adaptif. Tulisan ini merupakan hasil kajian pustaka dengan cara menelusuri berbagai referensi untuk mendapatkan data yang valid dan dapat dipercaya. Hasil tulisan ini mengungkapkan bahwa urgensi media pembelajaran adaptif di Sekolah Dasar dapat ditinjau dari teori belajar, regulasi pendidikan, dan ajaran agama Islam. Kriteria media pembelajaran adaptif dapat diketahui dari tingkat kesesuaian antara komponen system pembelajaran dengan atribut media pembelajaran, seperti: tujuan pembelajaran, jenis materi, kondisi pengguna, dan lingkungan pembelajaran. Model pengembangan media pembelajaran adaptif dapat mengikuti beberapa model pengembangan sistem pembelajaran. Garis besar prosedurnya adalah: menganalisis kondisi dan kebutuhan komponen pembelajaran, menganalisis dan merumuskan rancangan media pembelajaran, merealisasikan rancangan media pembelajaran, dan melakukan evaluasi berkelanjutan dengan melibatkan pakar dan target pengguna untuk memberikan penilaian terhadap kualitas media pembelajaran.Kata Kunci: model pengembangan, media pembelajaran, adaptif, Sekolah DasarAbstract: Instructional media as one component of the instructional system has to adaptive with the learning component so that its function is optimal in facilitating learning activities. This article aims to explain the urgency, selection criteria, and procedures for developing adaptive instructional media. This article uses the literature review method by tracing various reference sources critically to get complete and reliable data. The results of this paper explain that the urgency of adaptive instructional media in elementary schools can be viewed from the learning theory, educational regulation, and Islamic text. The criteria for adaptive instructional media can be known from the level of appropriateness between learning system components and instructional media attributes, such as instructional objectives, material types, user conditions, and learning environment. Models of adaptive learning media development can follow existing learning development models. The procedure outline is: analyzing the conditions and needs of the learning component, analyzing and formulating learning media designs, realizing learning media designs, and conducting ongoing evaluations by involving experts and target users to provide an assessment of the quality of instructional media.Keywords: development model, instructional media, adaptive, elementary school
{"title":"MODEL PENGEMBANGAN MEDIA PEMBELAJARAN ADAPTIF DI SEKOLAH DASAR","authors":"H. Batubara, D. Ariani","doi":"10.31602/muallimuna.v5i1.2356","DOIUrl":"https://doi.org/10.31602/muallimuna.v5i1.2356","url":null,"abstract":"Abstrak: Media pembelajaran sebagai salah satu komponen sistem pembelajaran harus sesuai dengan komponen pembelajaran agar fungsinya optimal dalam memfasilitasi kegiatan pembelajaran. Artikel ini bertujuan untuk menjelaskan urgensi, kriteria pemilihan dan prosedur pengembangan media pembelajaran adaptif. Tulisan ini merupakan hasil kajian pustaka dengan cara menelusuri berbagai referensi untuk mendapatkan data yang valid dan dapat dipercaya. Hasil tulisan ini mengungkapkan bahwa urgensi media pembelajaran adaptif di Sekolah Dasar dapat ditinjau dari teori belajar, regulasi pendidikan, dan ajaran agama Islam. Kriteria media pembelajaran adaptif dapat diketahui dari tingkat kesesuaian antara komponen system pembelajaran dengan atribut media pembelajaran, seperti: tujuan pembelajaran, jenis materi, kondisi pengguna, dan lingkungan pembelajaran. Model pengembangan media pembelajaran adaptif dapat mengikuti beberapa model pengembangan sistem pembelajaran. Garis besar prosedurnya adalah: menganalisis kondisi dan kebutuhan komponen pembelajaran, menganalisis dan merumuskan rancangan media pembelajaran, merealisasikan rancangan media pembelajaran, dan melakukan evaluasi berkelanjutan dengan melibatkan pakar dan target pengguna untuk memberikan penilaian terhadap kualitas media pembelajaran.Kata Kunci: model pengembangan, media pembelajaran, adaptif, Sekolah DasarAbstract: Instructional media as one component of the instructional system has to adaptive with the learning component so that its function is optimal in facilitating learning activities. This article aims to explain the urgency, selection criteria, and procedures for developing adaptive instructional media. This article uses the literature review method by tracing various reference sources critically to get complete and reliable data. The results of this paper explain that the urgency of adaptive instructional media in elementary schools can be viewed from the learning theory, educational regulation, and Islamic text. The criteria for adaptive instructional media can be known from the level of appropriateness between learning system components and instructional media attributes, such as instructional objectives, material types, user conditions, and learning environment. Models of adaptive learning media development can follow existing learning development models. The procedure outline is: analyzing the conditions and needs of the learning component, analyzing and formulating learning media designs, realizing learning media designs, and conducting ongoing evaluations by involving experts and target users to provide an assessment of the quality of instructional media.Keywords: development model, instructional media, adaptive, elementary school ","PeriodicalId":18944,"journal":{"name":"Muallimuna : Jurnal Madrasah Ibtidaiyah","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81316318","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 : 2019-07-20DOI: 10.18860/MADRASAH.V11I2.6419
M. Riyanto, Ujang Jamaluddin, A. Pamungkas
This study aims to develop learning video based videoscribe applications on Social Science with the topic of natural phenomena. The research method used is research and development method with stages: potential and problems, data collection, product design, design validation, design revision, and product testing (limited trial). To test the feasibility of this video learning then tested the validation of experts conducted by material experts, media experts, and pedagogical experts. After the validation test by the expert team, then the product test (limited trial) with the subject of the research is the 43 students of class VI A SDN Panancangan 2. The results of the material expert test show that this video learning obtained an average score of 82.85% with the a very feasible category. The result of the media expert test shows that this video learning obtained an average score of 88.34% with a very feasible category. The results of the pedagogical expert test show this video learning obtained an average score of 85.83% with a very feasible category. The product trial results (limited trial) obtained an average grade of 90.52% with a very good category. Based on the results of this study, it can be concluded that learning video based on the application of videoscibe very feasible for use in Social Science on the topic of natural phenomenon in Indonesia.
{"title":"Pengembangan Video Pembelajaran Berbasis Aplikasi Video Scribe Pada Mata Pelajaran IPS di Sekolah Dasar","authors":"M. Riyanto, Ujang Jamaluddin, A. Pamungkas","doi":"10.18860/MADRASAH.V11I2.6419","DOIUrl":"https://doi.org/10.18860/MADRASAH.V11I2.6419","url":null,"abstract":"This study aims to develop learning video based videoscribe applications on Social Science with the topic of natural phenomena. The research method used is research and development method with stages: potential and problems, data collection, product design, design validation, design revision, and product testing (limited trial). To test the feasibility of this video learning then tested the validation of experts conducted by material experts, media experts, and pedagogical experts. After the validation test by the expert team, then the product test (limited trial) with the subject of the research is the 43 students of class VI A SDN Panancangan 2. The results of the material expert test show that this video learning obtained an average score of 82.85% with the a very feasible category. The result of the media expert test shows that this video learning obtained an average score of 88.34% with a very feasible category. The results of the pedagogical expert test show this video learning obtained an average score of 85.83% with a very feasible category. The product trial results (limited trial) obtained an average grade of 90.52% with a very good category. Based on the results of this study, it can be concluded that learning video based on the application of videoscibe very feasible for use in Social Science on the topic of natural phenomenon in Indonesia.","PeriodicalId":18944,"journal":{"name":"Muallimuna : Jurnal Madrasah Ibtidaiyah","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85920117","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 : 2019-07-20DOI: 10.18860/MADRASAH.V11I2.7113
khikmatul masrohah, Cicih Wiarsih, Dedy Irawan
Abstrak. Tujuan dari penelitian ini untuk mengetahui peningkatan minat dan prestasi belajar peserta didik dengan menerapkan metode permainan bingo dalam pembelajaran tematik. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam 2 siklus dan setiap siklus terdiri dari 2 pertemuan. Prosedur penelitian ini mengacu pada model Kemmis dan Mc Taggart yang meliputi perencanaan, tindakan, observasi, dan refleksi. Alat pengumpulan data dalam penelitian ini menggunakan soal tes tertulis untuk mengukur prestasi belajar peserta didik, lembar observasi aktivitas guru dan peserta didik, dan lembar angket minat belajar peserta didik. Berdasarkan penelitian, hasil minat belajar peserta didik pada siklus I diperoleh persentase 85,1% dan siklus II meningkat 3,29% dengan persentase 88,39%. Hasil prestasi belajar peserta didik siklus I memperoleh persentase 40,4% dan siklus II meningkat 36,2% dengan persentase 76,6%. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan metode permainan bingo dapat meningkatkan minat dan prestasi belajar peserta didik dalam pembelajaran tematik pada tema 7 di kelas IV SDN 2 Dukuhwaluh.
{"title":"Penerapan Metode Permainan Bingo untuk Meningkatkan Minat dan Prestasi Belajar Siswa dalam Pembelajaran Tematik","authors":"khikmatul masrohah, Cicih Wiarsih, Dedy Irawan","doi":"10.18860/MADRASAH.V11I2.7113","DOIUrl":"https://doi.org/10.18860/MADRASAH.V11I2.7113","url":null,"abstract":"Abstrak. Tujuan dari penelitian ini untuk mengetahui peningkatan minat dan prestasi belajar peserta didik dengan menerapkan metode permainan bingo dalam pembelajaran tematik. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam 2 siklus dan setiap siklus terdiri dari 2 pertemuan. Prosedur penelitian ini mengacu pada model Kemmis dan Mc Taggart yang meliputi perencanaan, tindakan, observasi, dan refleksi. Alat pengumpulan data dalam penelitian ini menggunakan soal tes tertulis untuk mengukur prestasi belajar peserta didik, lembar observasi aktivitas guru dan peserta didik, dan lembar angket minat belajar peserta didik. Berdasarkan penelitian, hasil minat belajar peserta didik pada siklus I diperoleh persentase 85,1% dan siklus II meningkat 3,29% dengan persentase 88,39%. Hasil prestasi belajar peserta didik siklus I memperoleh persentase 40,4% dan siklus II meningkat 36,2% dengan persentase 76,6%. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan metode permainan bingo dapat meningkatkan minat dan prestasi belajar peserta didik dalam pembelajaran tematik pada tema 7 di kelas IV SDN 2 Dukuhwaluh.","PeriodicalId":18944,"journal":{"name":"Muallimuna : Jurnal Madrasah Ibtidaiyah","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77852202","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}
Natural Science (IPA) is the process of learning and understanding the universe through observation so that a concept is obtained. The concept can be varied, according to the experience and information obtained. Based on preliminary observations on fourth-grade students of MI Al-Hidayah it is known that mastery of the science concept is still low, this can be seen from the pre-test results of only 8 students who completed/met the KKM of 30 students. This study aims to determine the implementation of science learning with reasoning and problem-solving models assisted by the surrounding environment in science learning and to determine the understanding of science concepts after applied reasoning and problem-solving models assisted by the surrounding environment. This type of research is classroom action research (CAR) which consists of two cycles, each cycle consisting of four stages, namely planning, action, observation, and reflection. The reasoning and problem-solving model is a learning model that has five stages, namely: 1) reading and thinking 2) exploring and planning, 3) selecting strategies, 4) finding answers, 5) reflecting. The subjects of this study were the fourth-grade students of MI Al-Hiadayah Wajak-Malang, amounting to 30 students. Data collection in this study uses observation techniques, unstructured interviews, documentation, and field notes. The instruments used were the RPP preparation observation sheet and the application of reasoning and problem-solving models, student activities, documentation, field notes, and written tests. The implementation of reasoning and problem-solving models of science subjects is able to improve the understanding of students' concepts about science, capable of fixing the misconceptions that occur in students so that it influences the improvement of student learning outcomes.
{"title":"Implementasi Model Reasoning and Problem Solving Berbantuan Lingkungan Sekitar dalam Pembelajaran IPA di Madrasah Ibtidaiyah","authors":"Umi Salamah","doi":"10.18860/MAD.V11I2.7191","DOIUrl":"https://doi.org/10.18860/MAD.V11I2.7191","url":null,"abstract":"Natural Science (IPA) is the process of learning and understanding the universe through observation so that a concept is obtained. The concept can be varied, according to the experience and information obtained. Based on preliminary observations on fourth-grade students of MI Al-Hidayah it is known that mastery of the science concept is still low, this can be seen from the pre-test results of only 8 students who completed/met the KKM of 30 students. This study aims to determine the implementation of science learning with reasoning and problem-solving models assisted by the surrounding environment in science learning and to determine the understanding of science concepts after applied reasoning and problem-solving models assisted by the surrounding environment. This type of research is classroom action research (CAR) which consists of two cycles, each cycle consisting of four stages, namely planning, action, observation, and reflection. The reasoning and problem-solving model is a learning model that has five stages, namely: 1) reading and thinking 2) exploring and planning, 3) selecting strategies, 4) finding answers, 5) reflecting. The subjects of this study were the fourth-grade students of MI Al-Hiadayah Wajak-Malang, amounting to 30 students. Data collection in this study uses observation techniques, unstructured interviews, documentation, and field notes. The instruments used were the RPP preparation observation sheet and the application of reasoning and problem-solving models, student activities, documentation, field notes, and written tests. The implementation of reasoning and problem-solving models of science subjects is able to improve the understanding of students' concepts about science, capable of fixing the misconceptions that occur in students so that it influences the improvement of student learning outcomes.","PeriodicalId":18944,"journal":{"name":"Muallimuna : Jurnal Madrasah Ibtidaiyah","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79776529","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}
This study aims to describe the concept of character education according to KH. Hasyim Asy'ari and Ki Hadjar Dewantara. At the same time to analyze the relevance of the concept of character education of the two figures to the current concept of character education. This study uses a qualitative approach that is descriptive analysis, with a comparative method and the type of research used is library research. The results obtained from this study that the concept of character education according to KH. Hasyim Asy'ari is an effort to form human beings as a whole, both physically and spiritually, so that humans can fear Allah by truly practicing all His commands, worthy of the title as the most noble creature and higher in rank than all other types of Allah's creatures. . The concept of character education in Ki Hadjar Dewantara's perspective is an effort that intends to provide guidance, guidance and direction for the growth of students according to their nature so that they can achieve the highest safety and happiness. Thought the concept of character education according to KH. Hasyim Asy'ari and Ki Hadjar Dewantara are very relevant for today's education. Regarding character education, educators and students can be said to be human beings, so they must hold fast to monotheism and morals.
{"title":"STUDI KOMPARASI KONSEP PENDIDIKAN KARAKTER MENURUT KH. HASYIM ASY’ARI DAN KI HADJAR DEWANTARA","authors":"Moh. Anang Abidin","doi":"10.55732/jmi.v1i01.714","DOIUrl":"https://doi.org/10.55732/jmi.v1i01.714","url":null,"abstract":"This study aims to describe the concept of character education according to KH. Hasyim Asy'ari and Ki Hadjar Dewantara. At the same time to analyze the relevance of the concept of character education of the two figures to the current concept of character education. This study uses a qualitative approach that is descriptive analysis, with a comparative method and the type of research used is library research. The results obtained from this study that the concept of character education according to KH. Hasyim Asy'ari is an effort to form human beings as a whole, both physically and spiritually, so that humans can fear Allah by truly practicing all His commands, worthy of the title as the most noble creature and higher in rank than all other types of Allah's creatures. . The concept of character education in Ki Hadjar Dewantara's perspective is an effort that intends to provide guidance, guidance and direction for the growth of students according to their nature so that they can achieve the highest safety and happiness. Thought the concept of character education according to KH. Hasyim Asy'ari and Ki Hadjar Dewantara are very relevant for today's education. Regarding character education, educators and students can be said to be human beings, so they must hold fast to monotheism and morals.","PeriodicalId":18944,"journal":{"name":"Muallimuna : Jurnal Madrasah Ibtidaiyah","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91333257","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}