Pub Date : 2022-12-23DOI: 10.58645/jurnalazkia.v17i2.262
Qurrata Akyuni
Reward is one of the key determinants of student attention. Teachers can use various ways so that students pay attention to ongoing learning. Application of good and appropriate rewards will have a good impact on increasing student achievement in everyday learning, but conversely if the application of rewards that are incorrect and excessive will have a negative effect on students which results in student achievement. This is what makes the application of rewards in learning at MTsS Babun Najah Banda Aceh very necessary. This study aims to describe the form of reward and how it is given in learning at MTsS Babun Najah Banda Aceh. The type of research used is descriptive qualitative. The results of the study explain that teachers play an active role in implementing rewards for their students in various forms including in the form of gifts, grades, rankings and symbols, activities and gestural forms. The method used in implementing the reward is directly and indirectly.
{"title":"PENERAPAN REWARD DALAM PEMBELAJARAN DI MTsS BABUN NAJAH BANDA ACEH","authors":"Qurrata Akyuni","doi":"10.58645/jurnalazkia.v17i2.262","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v17i2.262","url":null,"abstract":"Reward is one of the key determinants of student attention. Teachers can use various ways so that students pay attention to ongoing learning. Application of good and appropriate rewards will have a good impact on increasing student achievement in everyday learning, but conversely if the application of rewards that are incorrect and excessive will have a negative effect on students which results in student achievement. This is what makes the application of rewards in learning at MTsS Babun Najah Banda Aceh very necessary. This study aims to describe the form of reward and how it is given in learning at MTsS Babun Najah Banda Aceh. The type of research used is descriptive qualitative. The results of the study explain that teachers play an active role in implementing rewards for their students in various forms including in the form of gifts, grades, rankings and symbols, activities and gestural forms. The method used in implementing the reward is directly and indirectly.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132849094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.58645/jurnalazkia.v17i1.266
Qurrata Akyuni
Religious culture has a very important role that must be developed in schools. Because school are one place to transform values, with Islamic culture it will be easier for schools to transfer values to students. Transfer of these values is not enough just for learning to classroom, but also carried out outside of learning so that the value is really attached to students and form characters. This is what makes the application of religious culture at the 7th State Senior High School Banda Aceh very necessary. Religious culture in application can be seen from various forms, namely the values adopted in schools, daily practices and cultural symbols. This study aims to describe the forms of Islamic culture in State Senior High School 7 Banda Aceh. The type of research used is descriptive qualitative. The results showed that the application of religious culture at SMAN 7 Banda Aceh has high aspirations in realizing religious culture in schools, this can be seen from the vision and mission of the school prioritizing in realizing Islamic symbols in schools. Religious culture in schools can also be seen by the existence of planned and programmed Islamic activities in schools carried out by the school.
{"title":"PENERAPAN BUDAYA RELIGIUS DI SEKOLAH MENENGAH ATAS NEGERI 7 BANDA ACEH","authors":"Qurrata Akyuni","doi":"10.58645/jurnalazkia.v17i1.266","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v17i1.266","url":null,"abstract":"Religious culture has a very important role that must be developed in schools. Because school are one place to transform values, with Islamic culture it will be easier for schools to transfer values to students. Transfer of these values is not enough just for learning to classroom, but also carried out outside of learning so that the value is really attached to students and form characters. This is what makes the application of religious culture at the 7th State Senior High School Banda Aceh very necessary. Religious culture in application can be seen from various forms, namely the values adopted in schools, daily practices and cultural symbols. This study aims to describe the forms of Islamic culture in State Senior High School 7 Banda Aceh. The type of research used is descriptive qualitative. The results showed that the application of religious culture at SMAN 7 Banda Aceh has high aspirations in realizing religious culture in schools, this can be seen from the vision and mission of the school prioritizing in realizing Islamic symbols in schools. Religious culture in schools can also be seen by the existence of planned and programmed Islamic activities in schools carried out by the school.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128966208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.58645/jurnalazkia.v17i2.264
Siti Hawa
This study entitled "PAI teacher competence and its influence on student achievement". The purpose of this study was to determine the role of school principals in empowering the competence of PAI teachers, to find out the effect of Islamic education teacher competence on student achievement and the factors that influence student learning outcomes. The research results obtained show that the role of school principals in empowering PAI teachers is as educators, managers, administrators, supervisors, leaders (leaders) and as innovators. The competencies possessed by PAI teachers are known to have a positive influence on student achievement and are a benchmark for an educator. The factors that influence student achievement include external and internal factors. Internal factors include physical and spiritual health, as well as student psychology. while external factors include family, school and community.
{"title":"KOMPETENSI GURU PAI DAN PENGARUHNYA TERHADAP HASIL BELAJAR SISWA","authors":"Siti Hawa","doi":"10.58645/jurnalazkia.v17i2.264","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v17i2.264","url":null,"abstract":"This study entitled \"PAI teacher competence and its influence on student achievement\". The purpose of this study was to determine the role of school principals in empowering the competence of PAI teachers, to find out the effect of Islamic education teacher competence on student achievement and the factors that influence student learning outcomes. The research results obtained show that the role of school principals in empowering PAI teachers is as educators, managers, administrators, supervisors, leaders (leaders) and as innovators. The competencies possessed by PAI teachers are known to have a positive influence on student achievement and are a benchmark for an educator. The factors that influence student achievement include external and internal factors. Internal factors include physical and spiritual health, as well as student psychology. while external factors include family, school and community.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122763315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.58645/jurnalazkia.v17i2.256
Nurhasmiranti, Qurrota Akyuni Azzahra, Setia Febriani Hammy, Jesi Alexander Alim
The Education Statistics course is a basic part of arithmetic. Statistics courses are available in almost every college. Studying in Higher Education places great emphasis on the aspect of independence. In this article, researchers will analyze the learning independence of 2020 PGSD Study Program students in the Education Statistics course. The data collection technique used is random sampling with a questionnaire in the form of a Google Form. The research subjects in this article were 2020 PGSD Study Program students. The method used is a quantitative descriptive method. The results showed that the level of learning independence of PGSD Study Program students class of 2020 in the Education Statistics course was in the high category, on the six indicators of student learning independence, namely independence from others by 68.3% in the high category, having self-confidence of 54 .8% is in the fairly high category, 82.1% disciplined behavior is in the high category, 75.2% has a sense of responsibility in the high category, 66.4% self-initiated behavior is in the high category, and exercising self-control by 61.8% is in the high category.
{"title":"ANALISIS KEMANDIRIAN BELAJAR MAHASISWA PGSD ANGKATAN 2020 PADA MATA KULIAH STATISTIK PENDIDIKAN","authors":"Nurhasmiranti, Qurrota Akyuni Azzahra, Setia Febriani Hammy, Jesi Alexander Alim","doi":"10.58645/jurnalazkia.v17i2.256","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v17i2.256","url":null,"abstract":"The Education Statistics course is a basic part of arithmetic. Statistics courses are available in almost every college. Studying in Higher Education places great emphasis on the aspect of independence. In this article, researchers will analyze the learning independence of 2020 PGSD Study Program students in the Education Statistics course. The data collection technique used is random sampling with a questionnaire in the form of a Google Form. The research subjects in this article were 2020 PGSD Study Program students. The method used is a quantitative descriptive method. The results showed that the level of learning independence of PGSD Study Program students class of 2020 in the Education Statistics course was in the high category, on the six indicators of student learning independence, namely independence from others by 68.3% in the high category, having self-confidence of 54 .8% is in the fairly high category, 82.1% disciplined behavior is in the high category, 75.2% has a sense of responsibility in the high category, 66.4% self-initiated behavior is in the high category, and exercising self-control by 61.8% is in the high category.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129683882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.58645/jurnalazkia.v17i2.258
Hadini Hadini, S. Rahmi, Nyak Mustakim
One of the streams that has managed to attract considerable attention to psychologists in the 21st century is the positive psychology school developed by Martin Seligmann. This theory has its own characteristics and has been empirically proven to be able to develop the potential of students. The great role of this theory in developing the potential of students is of course a modality that can be utilized in the world of Islamic Education today in order to assist its role in carrying out its duties to develop the potential of students. However, the problem that arises is that there is no clear map of the position of Positive Psychology theory among the existing schools of Educational Psychology theory which results in the blurring of the orientation of Education. Thus, of course, it is necessary to understand the position map of the theory among the various major schools of existing Educational Psychology theory, so that the implementation of education does not lose direction and footing. Based on the studies conducted in this paper, several important things were found, namely: first, Positive Psychology is a theory of optimizing human potential, it does not depart from mental disorders to normal, but it departs from normal conditions to mental health. Second, the theory of Positive Psychology is a bridge between Humanistic and Transpersonal schools. Positive Psychology Theory at a later stage has implications for the implementation of Islamic Education, where education is directed to theocentric and anthropocentric dimensions.
{"title":"TEORI PSIKOLOGI POSITIF DALAM PETA ALIRAN-ALIRAN PSIKOLOGI PENDIDIKAN SERTA IMPLIKASINYA DALAM PENDIDIKAN ISLAM","authors":"Hadini Hadini, S. Rahmi, Nyak Mustakim","doi":"10.58645/jurnalazkia.v17i2.258","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v17i2.258","url":null,"abstract":"One of the streams that has managed to attract considerable attention to psychologists in the 21st century is the positive psychology school developed by Martin Seligmann. This theory has its own characteristics and has been empirically proven to be able to develop the potential of students. The great role of this theory in developing the potential of students is of course a modality that can be utilized in the world of Islamic Education today in order to assist its role in carrying out its duties to develop the potential of students. However, the problem that arises is that there is no clear map of the position of Positive Psychology theory among the existing schools of Educational Psychology theory which results in the blurring of the orientation of Education. Thus, of course, it is necessary to understand the position map of the theory among the various major schools of existing Educational Psychology theory, so that the implementation of education does not lose direction and footing. Based on the studies conducted in this paper, several important things were found, namely: first, Positive Psychology is a theory of optimizing human potential, it does not depart from mental disorders to normal, but it departs from normal conditions to mental health. Second, the theory of Positive Psychology is a bridge between Humanistic and Transpersonal schools. Positive Psychology Theory at a later stage has implications for the implementation of Islamic Education, where education is directed to theocentric and anthropocentric dimensions.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128942196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.58645/jurnalazkia.v17i2.263
Rusnawati, Nufiar
Discipline is a very important factor in learning at school. For this reason, students are required to behave according to the rules and regulations that apply in school. But the willingness and willingness to comply with the discipline, there are still those who do not have the awareness to obey the rules, students feel heavy because they do not know the benefits and uses. Action is needed in schools in carrying out and realizing discipline. Based on these problems, the formulation of the problem in this study is how is the discipline of learning in schools. How are the factors that influence discipline in learning at the school. And how is the urgency of discipline in learning at school. To be able to answer the problems that have been formulated, the authors use a qualitative approach with the method of literature review. From the results of the study, it can be concluded that discipline in learning is a series of attitudes, behavior of students who show obedience and obedience to study regularly at school. Discipline is not something that happens automatically or spontaneously to a person, but the attitude is formed on the basis of several factors that influence it. The factors that affect the discipline that exists in students include innate factors, self-awareness, interest and motivation, mindset, exemplary, advice, training, family environment, school and groups in interaction. Discipline education is very important given to schools to educate students, this is done so that students can easily understand and obey immediately, to carry out their obligations in learning and directly understand the prohibitions. Understand good and bad behavior. Learn to control desires and do things without feeling threatened by punishment by the rules at school.
{"title":"URGENSI PENERAPAN KEDISIPLINAN PADA PESERTA DIDIK DALAM BELAJAR DI LINGKUNGAN SEKOLAH","authors":"Rusnawati, Nufiar","doi":"10.58645/jurnalazkia.v17i2.263","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v17i2.263","url":null,"abstract":"Discipline is a very important factor in learning at school. For this reason, students are required to behave according to the rules and regulations that apply in school. But the willingness and willingness to comply with the discipline, there are still those who do not have the awareness to obey the rules, students feel heavy because they do not know the benefits and uses. Action is needed in schools in carrying out and realizing discipline. Based on these problems, the formulation of the problem in this study is how is the discipline of learning in schools. How are the factors that influence discipline in learning at the school. And how is the urgency of discipline in learning at school. To be able to answer the problems that have been formulated, the authors use a qualitative approach with the method of literature review. From the results of the study, it can be concluded that discipline in learning is a series of attitudes, behavior of students who show obedience and obedience to study regularly at school. Discipline is not something that happens automatically or spontaneously to a person, but the attitude is formed on the basis of several factors that influence it. The factors that affect the discipline that exists in students include innate factors, self-awareness, interest and motivation, mindset, exemplary, advice, training, family environment, school and groups in interaction. Discipline education is very important given to schools to educate students, this is done so that students can easily understand and obey immediately, to carry out their obligations in learning and directly understand the prohibitions. Understand good and bad behavior. Learn to control desires and do things without feeling threatened by punishment by the rules at school.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117104845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.58645/jurnalazkia.v17i2.260
Alia Nurhasmiranti, Fatimah, Devi Viona, Raja Muhammad Fitria, M. J. Syarwandi, Adiputra, Program Studi, P. Guru, S. Dasar, Universitas Riau
Learning is influenced by two factors, namely internal factors and external factors. Internally one of the influencing factors is the learning style or way of learning. Differences in learning styles in students must really be observed by the teacher so that children can develop the intelligence they have well. There are eight types of child intelligence, one of which is intrapersonal intelligence. Intrapersonal intelligence is an ability to understand feelings within oneself. In this article, researchers will analyze whether there is a significant relationship between intrapersonal intelligence and visual, auditory, and kinesthetic learning styles (VAK). The method used is quantitative with correlation analysis. The technique used is Pearson Product Moment with the instrument used is a questionnaire. The results of the study show that there is a relationship between intrapersonal intelligence and visual, auditory, and kinesthetic learning styles (VAK). There is a significant relationship between intrapersonal intelligence and visual learning style with a fairly strong level of relationship and a correlation coefficient value of 0.509. Likewise, the auditory learning style has a low level of relationship with a correlation coefficient value of 0.339. And the kinesthetic learning style has a fairly strong relationship with a correlation coefficient value of 0.505.
{"title":"HUBUNGAN KECERDASAN INTRAPERSONAL DENGAN GAYA BELAJAR VISUAL, AUDITORI, DAN KINESTETIK (VAK)","authors":"Alia Nurhasmiranti, Fatimah, Devi Viona, Raja Muhammad Fitria, M. J. Syarwandi, Adiputra, Program Studi, P. Guru, S. Dasar, Universitas Riau","doi":"10.58645/jurnalazkia.v17i2.260","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v17i2.260","url":null,"abstract":"Learning is influenced by two factors, namely internal factors and external factors. Internally one of the influencing factors is the learning style or way of learning. Differences in learning styles in students must really be observed by the teacher so that children can develop the intelligence they have well. There are eight types of child intelligence, one of which is intrapersonal intelligence. Intrapersonal intelligence is an ability to understand feelings within oneself. In this article, researchers will analyze whether there is a significant relationship between intrapersonal intelligence and visual, auditory, and kinesthetic learning styles (VAK). The method used is quantitative with correlation analysis. The technique used is Pearson Product Moment with the instrument used is a questionnaire. The results of the study show that there is a relationship between intrapersonal intelligence and visual, auditory, and kinesthetic learning styles (VAK). There is a significant relationship between intrapersonal intelligence and visual learning style with a fairly strong level of relationship and a correlation coefficient value of 0.509. Likewise, the auditory learning style has a low level of relationship with a correlation coefficient value of 0.339. And the kinesthetic learning style has a fairly strong relationship with a correlation coefficient value of 0.505.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127820271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.58645/jurnalazkia.v17i2.265
A. Ali, S. Rahmi, Fuad Fuad
This research is a field research with descriptive qualitative research type. Sources of data in this study were school principals, tahfidz teachers and students. The data collection technique uses observation, interview, and documentation techniques. And data analysis techniques using the Miller and Huberman techniques, namely data reduction, data presentation and drawing conclusions or verification. To test the validity of the data, source triangulation and technique triangulation were used. And the results of the research show that students' ability to memorize the Al-Qur'an varies. This is due to their different intelligence abilities. There are students who memorize quickly and according to the knowledge of recitation, there are students who are slow in memorizing but they understand the science of recitation, and there are also students who are lacking in both, namely slow memorization and do not understand the laws of recitation. As for the efforts of the tahfidz teacher in improving students' memorization of the Qur'an, namely: the existence of cooperation between the teacher and the school principal, providing tahsin and tahfidz learning, providing motivation, giving assignments and using various methods. There are two factors that cause the obstacles faced by tahfidz teachers in increasing students' memorization of the Al-Qur'an, namely internal factors including different student abilities, no motivation in memorizing the Al-Qur'an, lazy muraja'ah memorization, and conditions physical condition of students and teachers, and external factors including lack of support from family or parents at home.
{"title":"UPAYA GURU TAHFIDZ DALAM MENINGKATKAN HAFALAN AL-QUR’AN SISWA DI SMA IT AL-USWAH SIGLI","authors":"A. Ali, S. Rahmi, Fuad Fuad","doi":"10.58645/jurnalazkia.v17i2.265","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v17i2.265","url":null,"abstract":"This research is a field research with descriptive qualitative research type. Sources of data in this study were school principals, tahfidz teachers and students. The data collection technique uses observation, interview, and documentation techniques. And data analysis techniques using the Miller and Huberman techniques, namely data reduction, data presentation and drawing conclusions or verification. To test the validity of the data, source triangulation and technique triangulation were used. And the results of the research show that students' ability to memorize the Al-Qur'an varies. This is due to their different intelligence abilities. There are students who memorize quickly and according to the knowledge of recitation, there are students who are slow in memorizing but they understand the science of recitation, and there are also students who are lacking in both, namely slow memorization and do not understand the laws of recitation. As for the efforts of the tahfidz teacher in improving students' memorization of the Qur'an, namely: the existence of cooperation between the teacher and the school principal, providing tahsin and tahfidz learning, providing motivation, giving assignments and using various methods. There are two factors that cause the obstacles faced by tahfidz teachers in increasing students' memorization of the Al-Qur'an, namely internal factors including different student abilities, no motivation in memorizing the Al-Qur'an, lazy muraja'ah memorization, and conditions physical condition of students and teachers, and external factors including lack of support from family or parents at home.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116244219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.58645/jurnalazkia.v17i2.255
Amal Hayati, Syarifah Dahliana
Hidden curriculum helps manifest the development of students’ religious characters; however, it is often neglected and not used properly in the learning process. The questions posed in this study include: How is the implementation of the hidden curriculum in the development of the religious characters of students? To what extent the hidden curriculum influences the development of the religious characters of students? And What is the impact of the hidden curriculum on the formation of the religious characters of students? This mixed methods study obtained data by means of questionnaire, interview, and observation. The subject of the study had a sample size of 130. The study employed the SPSS ver. 25 to analyze the quantitative data, whereas the qualitative data were presented descriptively. The findings indicate that the hidden curriculum has been applied inside and outside the classroom. The study revealed that the hidden curriculum implemented at Dayah Jeumala Amal reached the medium level of 50%, respectively and also created students with high religious characters of 51.54%, respectively. Further, the simple linear regression test obtained the value of 0.00, at the level of significance α = 0.005, indicating that there was an influence of the hidden curriculum on the development of the religious characters of students. The influences of the hidden curriculum in the forms of role model, habituation, coaching, and attitudes from an educator have resulted in the birth of exemplary values that are more long lasting and impactful within the students. In addition, the influences in the social and environmental forms have triggered the establishment of a harmonious relationship with other people and yielded an attitude of concern for the environment in which the students live. Moreover, the implementation of the hidden curriculum in the form of worship carried out in schools has also enabled the development of religious attitudes, including honesty, patience, and trustworthiness, within the students.
{"title":"PENGARUH HIDDEN CURRICULUM TERHADAP PEMBINAAN KARAKTER RELIGIUS PESERTA DIDIK DI DAYAH JEUMALA AMAL LUENG PUTU","authors":"Amal Hayati, Syarifah Dahliana","doi":"10.58645/jurnalazkia.v17i2.255","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v17i2.255","url":null,"abstract":"Hidden curriculum helps manifest the development of students’ religious characters; however, it is often neglected and not used properly in the learning process. The questions posed in this study include: How is the implementation of the hidden curriculum in the development of the religious characters of students? To what extent the hidden curriculum influences the development of the religious characters of students? And What is the impact of the hidden curriculum on the formation of the religious characters of students? This mixed methods study obtained data by means of questionnaire, interview, and observation. The subject of the study had a sample size of 130. The study employed the SPSS ver. 25 to analyze the quantitative data, whereas the qualitative data were presented descriptively. The findings indicate that the hidden curriculum has been applied inside and outside the classroom. The study revealed that the hidden curriculum implemented at Dayah Jeumala Amal reached the medium level of 50%, respectively and also created students with high religious characters of 51.54%, respectively. Further, the simple linear regression test obtained the value of 0.00, at the level of significance α = 0.005, indicating that there was an influence of the hidden curriculum on the development of the religious characters of students. The influences of the hidden curriculum in the forms of role model, habituation, coaching, and attitudes from an educator have resulted in the birth of exemplary values that are more long lasting and impactful within the students. In addition, the influences in the social and environmental forms have triggered the establishment of a harmonious relationship with other people and yielded an attitude of concern for the environment in which the students live. Moreover, the implementation of the hidden curriculum in the form of worship carried out in schools has also enabled the development of religious attitudes, including honesty, patience, and trustworthiness, within the students.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132202416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-23DOI: 10.58645/jurnalazkia.v17i2.259
Junaidah
The learning method is a method or procedure used to facilitate the implementation of the learning process in the learning environment. One method that can be applied in the learning process is the Guided Note Taking method. Guided Note Taking is a guided note taking method in which the teacher provides a prepared form or sheet, this width instructs students to take notes while teaching. The purpose of this method is so that the lecture method that the teacher gives can develop and get students' attention and can turn boring material into fun material. This method will also make students more focused and active in participating in learning. The learning process with this method will direct the concentration of students in taking important points from teaching materials in the form of handouts that students listen to. The Guided Note Taking method emphasizes students to listen, remember and then write the material explained by the teacher during the learning process.
{"title":"PENERAPAN METODE GUIDED NOTE TAKING DALAM PEMBELAJARAN","authors":"Junaidah","doi":"10.58645/jurnalazkia.v17i2.259","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v17i2.259","url":null,"abstract":"The learning method is a method or procedure used to facilitate the implementation of the learning process in the learning environment. One method that can be applied in the learning process is the Guided Note Taking method. Guided Note Taking is a guided note taking method in which the teacher provides a prepared form or sheet, this width instructs students to take notes while teaching. The purpose of this method is so that the lecture method that the teacher gives can develop and get students' attention and can turn boring material into fun material. This method will also make students more focused and active in participating in learning. The learning process with this method will direct the concentration of students in taking important points from teaching materials in the form of handouts that students listen to. The Guided Note Taking method emphasizes students to listen, remember and then write the material explained by the teacher during the learning process.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128177034","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：