Pub Date : 2019-02-26DOI: 10.21927/literasi.2018.9(2).77-89
Laelatul Badriah
Education is an important pillar in creating a dignified nation's successor. Education in Indonesia has set a national education standard (SNP) that has long been applied in the education bureaucracy in Indonesia. MIN 1 Bantul is one of the Madarsah who has applied thematic learning based on the implementation of the 2013 Curriculum both in planning, implementation and evaluation. In addition, MIN 1 Bantul also includes madrasas that have implemented management in accordance with national education standards. Some important things in this study are the madrasa which tends to be the number two education, the implementation of educational standards that have not been maximized, and the fulfillment of process standards in the learning process at madrasah educational institutions.Keywords: thematic learning, madrasah management, process standards
{"title":"Implementasi Pembelajaran Tematik Berdasarkan Standar Proses Pendidikan di Madrasah Ibtidaiyah (Studi Kasus di MIN 1 Bantul)","authors":"Laelatul Badriah","doi":"10.21927/literasi.2018.9(2).77-89","DOIUrl":"https://doi.org/10.21927/literasi.2018.9(2).77-89","url":null,"abstract":"Education is an important pillar in creating a dignified nation's successor. Education in Indonesia has set a national education standard (SNP) that has long been applied in the education bureaucracy in Indonesia. MIN 1 Bantul is one of the Madarsah who has applied thematic learning based on the implementation of the 2013 Curriculum both in planning, implementation and evaluation. In addition, MIN 1 Bantul also includes madrasas that have implemented management in accordance with national education standards. Some important things in this study are the madrasa which tends to be the number two education, the implementation of educational standards that have not been maximized, and the fulfillment of process standards in the learning process at madrasah educational institutions.Keywords: thematic learning, madrasah management, process standards","PeriodicalId":194083,"journal":{"name":"LITERASI (Jurnal Ilmu Pendidikan)","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132094673","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 : 2018-08-24DOI: 10.21927/LITERASI.2018.9(1).1-12
S. Nafi’ah
This thesis aims to: (1) analyze the influence of contextual learning model on the learning outcomes of the third grade students of SDN 1 and 3 Selang, (2) analyze the influence of contextual learning model through teacher innovation on the learning outcomes of the third grade students of SDN 1 and 3 Selang (3) analyze the differences of contextual learning model and teacher innovation on the learning outcomes of the third grade students of SDN 1 and 3 Selang.This research was conducted in SDN 1 and 3 Selang using sequential explanatory research method. The first stage using qualitative method. Data collection techniques used were interviews, and observations. The second stage using quantitative. Data collection techniques used questionnaires, tests, observation sheets, performance tasks and projects. Data analysis techniques used were qualitative and quantitative.Based on the results, the learning outcomes of learners in the cognitive domain of contextual learning model don’t give a significant influence compared to the contextual learning model through teacher innovation. The result of significance in the first is 0.302 > 0.05, second is 0.244 > 0.05, third is 0.081 > 0.05, fourth is 0.923 > 0.05, then Ho is accepted. The contextual learning model through teacher innovation gives a significant influence on the domain of attitude and psychomotor. The attitude is such as active, cooperative, and responsible. The psychomotor is such as observation, conclusion, money management, and saving skills. Keywords: Contextual Learning Model, Teacher Innovation, Learning Outcomes
{"title":"Studi Komparasi Hasil Belajar Peserta Didik Melalui Model Pembelajaran Kontekstual dan Inovasi Guru di SD N 1 dan 3 Selang Kebumen","authors":"S. Nafi’ah","doi":"10.21927/LITERASI.2018.9(1).1-12","DOIUrl":"https://doi.org/10.21927/LITERASI.2018.9(1).1-12","url":null,"abstract":"This thesis aims to: (1) analyze the influence of contextual learning model on the learning outcomes of the third grade students of SDN 1 and 3 Selang, (2) analyze the influence of contextual learning model through teacher innovation on the learning outcomes of the third grade students of SDN 1 and 3 Selang (3) analyze the differences of contextual learning model and teacher innovation on the learning outcomes of the third grade students of SDN 1 and 3 Selang.This research was conducted in SDN 1 and 3 Selang using sequential explanatory research method. The first stage using qualitative method. Data collection techniques used were interviews, and observations. The second stage using quantitative. Data collection techniques used questionnaires, tests, observation sheets, performance tasks and projects. Data analysis techniques used were qualitative and quantitative.Based on the results, the learning outcomes of learners in the cognitive domain of contextual learning model don’t give a significant influence compared to the contextual learning model through teacher innovation. The result of significance in the first is 0.302 > 0.05, second is 0.244 > 0.05, third is 0.081 > 0.05, fourth is 0.923 > 0.05, then Ho is accepted. The contextual learning model through teacher innovation gives a significant influence on the domain of attitude and psychomotor. The attitude is such as active, cooperative, and responsible. The psychomotor is such as observation, conclusion, money management, and saving skills. Keywords: Contextual Learning Model, Teacher Innovation, Learning Outcomes","PeriodicalId":194083,"journal":{"name":"LITERASI (Jurnal Ilmu Pendidikan)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131346118","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 : 2018-08-24DOI: 10.21927/literasi.2018.9(1).51-62
Sihono Setyo Budi
This study aims to determine whether the method of giving the task (recitation) can improve the independence of learning in the class X IIK MAN WATES.The subject of this study is students of MAN Wates I Kulon Progo class X IIK as many as 30 students. The data is obtained by using observation sheets and independence test scale, the data analysis using quantitative and qualitative. From the analysis is found that giving task (recitation) method can improve the independence of learning. There is a significant increase between cycle I and cycle II. The average score of self-learning test in the first cycle of 7.4 and on the second cycle test of 7.9, the student activity in doing the Prakarya Dan Kewirausahaan is also increase , 71,4% in cycle I and 80,7% in cycle II.Keywords: Method of Recitation, Learning Independence
本研究旨在确定任务(背诵)的方法是否能提高X班学生的学习独立性。本次研究的对象是MAN Wates I Kulon Progo X班的学生，多达30名学生。数据采用观察表和独立测试量表获得，数据分析采用定量和定性相结合的方法。从分析中发现，布置任务(背诵)法可以提高学习的独立性。在第1周期和第2周期之间有显著的增加。第一周期自主学习测试的平均成绩为7.4分，第二周期测试的平均成绩为7.9分，学生做Prakarya Dan kewirusahaan的活跃度也有所提高，第一周期为71.4%，第二周期为807%。关键词:背诵法，自主学习
{"title":"Upaya Meningkatkan Kemandirian Belajar Prakarya dan Kewirausahaan dengan Metode Pemberian Tugas ( Resitasi ) di Kelas XIIK MAN Wates I Kabupaten Kulon Progo","authors":"Sihono Setyo Budi","doi":"10.21927/literasi.2018.9(1).51-62","DOIUrl":"https://doi.org/10.21927/literasi.2018.9(1).51-62","url":null,"abstract":"This study aims to determine whether the method of giving the task (recitation) can improve the independence of learning in the class X IIK MAN WATES.The subject of this study is students of MAN Wates I Kulon Progo class X IIK as many as 30 students. The data is obtained by using observation sheets and independence test scale, the data analysis using quantitative and qualitative. From the analysis is found that giving task (recitation) method can improve the independence of learning. There is a significant increase between cycle I and cycle II. The average score of self-learning test in the first cycle of 7.4 and on the second cycle test of 7.9, the student activity in doing the Prakarya Dan Kewirausahaan is also increase , 71,4% in cycle I and 80,7% in cycle II.Keywords: Method of Recitation, Learning Independence","PeriodicalId":194083,"journal":{"name":"LITERASI (Jurnal Ilmu Pendidikan)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123962359","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 : 2018-08-24DOI: 10.21927/LITERASI.2018.9(1).63-76
Lathifatul Izzah, Muhammad Hanip
This paper aims to determine the source of teaching and learning materials of moral in the formation of morals daily santri, explain the implementation of moral education, and want to know the supporting factors and inhibiting the implementation of moral education in the formation of the morals daily santri. With that goal, got point point about moral character formation in moral education, among which is the source of moral education in the discourse of moral students taken from some classic books, namely Taisirul Kholak, Taklim Muta'alim, Akhlak Lilbanin 4 Juz, Bidayatul Bidayah and some other books of morality tasawuf. Learning materials related to morphology are taken from Taisirul Kholak, Bidayatul Hidayah and Akhlak Lilbanin. Related to the little wash of material taken from Taisir, Bidayah and some related Fiqh books to wash, as well as so on until morals towards the environment. Some methods are quite effective in the moral education of santri in moral education is through habituation, exemplary, discipline, and sometimes reward and punishment. Factors supporting the formation of santri morality is a religious learning activity, adequate facilities, the spirit of ustad / ustadzah and santri, comfortable environment and away from the crowd, there are disciplines that must be obeyed santri. Apart from the supporting factors there are inhibiting factors, namely the presence of violations of students and the infl uence of outside the cottage.Keyword: the consept of moral education, method, resources and teaching materials, theformation of santri morality
{"title":"Implementasi Pendidikan Akhlak dalam Pembentukan Akhlak Keseharian Santri","authors":"Lathifatul Izzah, Muhammad Hanip","doi":"10.21927/LITERASI.2018.9(1).63-76","DOIUrl":"https://doi.org/10.21927/LITERASI.2018.9(1).63-76","url":null,"abstract":"This paper aims to determine the source of teaching and learning materials of moral in the formation of morals daily santri, explain the implementation of moral education, and want to know the supporting factors and inhibiting the implementation of moral education in the formation of the morals daily santri. With that goal, got point point about moral character formation in moral education, among which is the source of moral education in the discourse of moral students taken from some classic books, namely Taisirul Kholak, Taklim Muta'alim, Akhlak Lilbanin 4 Juz, Bidayatul Bidayah and some other books of morality tasawuf. Learning materials related to morphology are taken from Taisirul Kholak, Bidayatul Hidayah and Akhlak Lilbanin. Related to the little wash of material taken from Taisir, Bidayah and some related Fiqh books to wash, as well as so on until morals towards the environment. Some methods are quite effective in the moral education of santri in moral education is through habituation, exemplary, discipline, and sometimes reward and punishment. Factors supporting the formation of santri morality is a religious learning activity, adequate facilities, the spirit of ustad / ustadzah and santri, comfortable environment and away from the crowd, there are disciplines that must be obeyed santri. Apart from the supporting factors there are inhibiting factors, namely the presence of violations of students and the infl uence of outside the cottage.Keyword: the consept of moral education, method, resources and teaching materials, theformation of santri morality","PeriodicalId":194083,"journal":{"name":"LITERASI (Jurnal Ilmu Pendidikan)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114400905","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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