Mawarda Daulay, S. Nababan, Ridho Gilang Amalsyah Saragih, Mei Sahputri Hutasuhut
Penelitian ini bertujuan untuk menjelaskan implementasi pendidikan multikultural dalam pembelajaran sejarah dengan materi Islam pada peserta didik SMA Negeri 11 Medan. Metode penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan studi kasus. Information dikumpulkan melalui observasi kelas, wawancara dengan Guru sejarah, dan analisis dokumen. Peserta penelitian adalah guru sejarah dan peserta didik kelas XI SMA Negeri 11 Medan. Hasil penelitian menunjukkan bahwa implementasi pendidikan multikultural dalam pembelajaran sejarah dengan materi Islam pada peserta didik SMA Negeri 11 Medan sudah dilakukan dengan baik. Master sejarah menggunakan berbagai pendekatan dan strategi yang memperhatikan keragaman peserta didik. Mereka menggali sumber-sumber sejarah Islam yang beragam dan menggunakan metode diskusi, penugasan kelompok, dan kegiatan lapangan untuk meningkatkan pemahaman peserta didik tentang sejarah Islam.
本研究旨在向SMA Negeri 11 Medan的学生解释多元文化教育在伊斯兰材料历史学习中的应用。采用的研究方法是一种案例研究方法。通过课堂观察、对历史老师的采访和对文件的分析收集信息。研究人员是一名历史教师和11棉兰国家高中十年级的学生。研究结果表明，SMA Negeri 11 Medan的多元文化教育在伊斯兰教历史学习中的应用做得很好。历史硕士使用各种方法和策略来考虑不同的学习者。他们研究伊斯兰教不同的历史资源，使用讨论、小组作业和实地活动的方法来提高学习者对伊斯兰历史的理解。
{"title":"Implementasi Pendidikan Multikultural dalam Pembelajaran Sejarah dengan Materi Islam pada Peserta Didik SMA Negeri 11 Medan","authors":"Mawarda Daulay, S. Nababan, Ridho Gilang Amalsyah Saragih, Mei Sahputri Hutasuhut","doi":"10.57251/ie.v3i1.1005","DOIUrl":"https://doi.org/10.57251/ie.v3i1.1005","url":null,"abstract":"Penelitian ini bertujuan untuk menjelaskan implementasi pendidikan multikultural dalam pembelajaran sejarah dengan materi Islam pada peserta didik SMA Negeri 11 Medan. Metode penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan studi kasus. Information dikumpulkan melalui observasi kelas, wawancara dengan Guru sejarah, dan analisis dokumen. Peserta penelitian adalah guru sejarah dan peserta didik kelas XI SMA Negeri 11 Medan. Hasil penelitian menunjukkan bahwa implementasi pendidikan multikultural dalam pembelajaran sejarah dengan materi Islam pada peserta didik SMA Negeri 11 Medan sudah dilakukan dengan baik. Master sejarah menggunakan berbagai pendekatan dan strategi yang memperhatikan keragaman peserta didik. Mereka menggali sumber-sumber sejarah Islam yang beragam dan menggunakan metode diskusi, penugasan kelompok, dan kegiatan lapangan untuk meningkatkan pemahaman peserta didik tentang sejarah Islam.","PeriodicalId":22310,"journal":{"name":"TARBAWI:Journal on Islamic Education","volume":"26 1-4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86537924","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}
Penelitian ini bertujuan mendeskripsikan penanamam kearifan lokal dalam pembelajaran sejarah, menganalisis bagaimana pemahaman siswa di Madrasah Aliyah Tahfizhil Quran terhadap pembelajaran sejarah, dan mengetahui kendala-kendala yang dihadapi guru dalam menanamkan kearifan lokal pada siswa di Madrsah Aliyah Tahfizhil Quran. Penanaman kearifan lokal penting diterapkan sebagai sarana bagi peserta didik untuk mencintai budaya. Metode yang digunakan adalah kualitatif dengan pendekatan studi kasus yang dilakukan lebih lanjut penyebab dari aspek sosial tertentu. Teknik pengumpulan data dilakukan dengan observasi, wawancara dan dokumentasi. Teknik analisis data dengan analisis interaksi yang terdiri dari pengumpulan data, reduksi data, penyajian data, dan kesimpulan. Hasil penelitian menunjukkan bahwa 1) penanaman kearifan lokal dalam pembelajaran sejarah guru hanya mengembangkan sendiri pembelajaran yang berkaitan dengan kebudayaan daerah. Penanaman kearifan lokal cenderung pada kegiatan sekolah diluar pembelajaran 2) implementasi nilai-nilai kearifan lokal yang dilakukan oleh peserta didik sudah berjalan dengan baik. Nilai-nilai kearifan lokal meliputi etika, estetika, religius, dan sosial.
{"title":"Implementasi Nilai-Nilai Kearifan Lokal dalam Pembelajaran Sejarah di Madrasah Aliyah Tahfizhil Quran","authors":"Retno Kaldianus, Pulung Sumantri, Aditya Darma","doi":"10.57251/ie.v3i1.1006","DOIUrl":"https://doi.org/10.57251/ie.v3i1.1006","url":null,"abstract":"Penelitian ini bertujuan mendeskripsikan penanamam kearifan lokal dalam pembelajaran sejarah, menganalisis bagaimana pemahaman siswa di Madrasah Aliyah Tahfizhil Quran terhadap pembelajaran sejarah, dan mengetahui kendala-kendala yang dihadapi guru dalam menanamkan kearifan lokal pada siswa di Madrsah Aliyah Tahfizhil Quran. Penanaman kearifan lokal penting diterapkan sebagai sarana bagi peserta didik untuk mencintai budaya. Metode yang digunakan adalah kualitatif dengan pendekatan studi kasus yang dilakukan lebih lanjut penyebab dari aspek sosial tertentu. Teknik pengumpulan data dilakukan dengan observasi, wawancara dan dokumentasi. Teknik analisis data dengan analisis interaksi yang terdiri dari pengumpulan data, reduksi data, penyajian data, dan kesimpulan. Hasil penelitian menunjukkan bahwa 1) penanaman kearifan lokal dalam pembelajaran sejarah guru hanya mengembangkan sendiri pembelajaran yang berkaitan dengan kebudayaan daerah. Penanaman kearifan lokal cenderung pada kegiatan sekolah diluar pembelajaran 2) implementasi nilai-nilai kearifan lokal yang dilakukan oleh peserta didik sudah berjalan dengan baik. Nilai-nilai kearifan lokal meliputi etika, estetika, religius, dan sosial.","PeriodicalId":22310,"journal":{"name":"TARBAWI:Journal on Islamic Education","volume":"462 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83756218","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}
Implementasi Nilai-nilai, Kearifan Lokal, Dalam Pembelajaran, Sejarah Sumatera, Muh. Ricky, Hardiyansyah, M. Nugraha
Tujuan dari penelitian ini adalah untuk mengetahui bagaimana implementasi nilai-nilai kearifan lokal dalam pembelajaran sejarah. Selain itu untuk mengetahui bagaimana implementasi pendidikan karakter berbasis kearifan lokal. Hal ini dikarenakan rumusan masalah dalam penelitian ini berkaitan dengan implementasi nilai-nilai kearifan local dalam pembelajaran sejarah dan implementasi Pendidikan karakter berbasis kearifan local. Metode yang digunakan dalam penelitian ini adalah kualitatif. Sehingga dapat disimpulkan bahwa model pembelajaran merupakan suatu teknik pembelajaran yang digunakan guru dalam mengajarkan suatu pokok bahasan (materi) tertentu dan dalam pemilihan suatu model harus disesuaikan terlebih dahulu dengan materi pelajaran. Berkaitan dengan rangkaian pengajian materi maka nilai-nilai kearifan lokal juga dapat di terapkan dalam model model yang akan di gunakan oleh seorang dosen. Kearifan lokal merupakan bagian dari budaya suatu masyarakat yang tidak dapat dipisahkan dari bahasa masyarakat itu sendiri. Salah satu masalah yang perlu mendapat perhatian di era globalisasi sekarang ini adalah masalah Nasionalisme. Tujuan penulisan artikel ini adalah agar guru dapat menerapkan atau mengimplementasikan unsur kearifan lokal.
{"title":"Implementasi Nilai-Nilai Kearifan Lokal dalam Pembelajaran Sejarah Sumatera Utara di Prodi Pendidikan Sejarah Universitas Islam Sumatera Utara","authors":"Implementasi Nilai-nilai, Kearifan Lokal, Dalam Pembelajaran, Sejarah Sumatera, Muh. Ricky, Hardiyansyah, M. Nugraha","doi":"10.57251/ie.v3i1.1018","DOIUrl":"https://doi.org/10.57251/ie.v3i1.1018","url":null,"abstract":"Tujuan dari penelitian ini adalah untuk mengetahui bagaimana implementasi nilai-nilai kearifan lokal dalam pembelajaran sejarah. Selain itu untuk mengetahui bagaimana implementasi pendidikan karakter berbasis kearifan lokal. Hal ini dikarenakan rumusan masalah dalam penelitian ini berkaitan dengan implementasi nilai-nilai kearifan local dalam pembelajaran sejarah dan implementasi Pendidikan karakter berbasis kearifan local. Metode yang digunakan dalam penelitian ini adalah kualitatif. Sehingga dapat disimpulkan bahwa model pembelajaran merupakan suatu teknik pembelajaran yang digunakan guru dalam mengajarkan suatu pokok bahasan (materi) tertentu dan dalam pemilihan suatu model harus disesuaikan terlebih dahulu dengan materi pelajaran. Berkaitan dengan rangkaian pengajian materi maka nilai-nilai kearifan lokal juga dapat di terapkan dalam model model yang akan di gunakan oleh seorang dosen. Kearifan lokal merupakan bagian dari budaya suatu masyarakat yang tidak dapat dipisahkan dari bahasa masyarakat itu sendiri. Salah satu masalah yang perlu mendapat perhatian di era globalisasi sekarang ini adalah masalah Nasionalisme. Tujuan penulisan artikel ini adalah agar guru dapat menerapkan atau mengimplementasikan unsur kearifan lokal.","PeriodicalId":22310,"journal":{"name":"TARBAWI:Journal on Islamic Education","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85809349","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}
Zulqaidah, Melati Br. Lubis, Nabila Zulfa, Marsyeli, Muharil, Inom Nasution
Tujuan penelitian ini adalah untuk mengetahui bagaimana cara strategi supervisi di bidang akademik untuk meningkatkan mutu kinerja guru. Masalah dalam penelitian ini adalah mengenai manajemen supervisi akademik untuk peningkatan kinerja guru. Adapun metode penelitian yang digunakan adalah penelitian kualitatif dengan kajian penelitian menggunakan pendekatan metode literatur berdasarkan penelitian lapangan (field research). Hasil dari penelitian ini menunjukan bahwa implementasi manajemen supervisi akademik untuk peningkatan kinerja guru, lebih mengarah pada penilaian kinerja yang dicapai oleh guru. Evaluasi program supervisi akademik yang telah dilaksanakan baik aspek pembinaan guru, bimbingan dan pelatihan professional guru, penilaian kinerja guru maupun pemantauan 8 standar pendidikan nasional. Strategi yang dilakukan dalam meningkatkan kinerja guru yaitu dengan pembinaan disiplin, menjadi teladan bagi guru dan peserta didik, mengadakan seminar dan pelatihan, bekerja sama dengan lembaga pendidikan lain, mendatangkan para ahli, memberi kesempatan kepada guru untuk saling mengadakan supervisi, menyediakan dan mengoptimalkan sarana dan perlengkapan pendidikan.
{"title":"Strategi Supervisi Akademik dalam Meningkatkan Kinerja Guru","authors":"Zulqaidah, Melati Br. Lubis, Nabila Zulfa, Marsyeli, Muharil, Inom Nasution","doi":"10.57251/ie.v3i1.922","DOIUrl":"https://doi.org/10.57251/ie.v3i1.922","url":null,"abstract":"Tujuan penelitian ini adalah untuk mengetahui bagaimana cara strategi supervisi di bidang akademik untuk meningkatkan mutu kinerja guru. Masalah dalam penelitian ini adalah mengenai manajemen supervisi akademik untuk peningkatan kinerja guru. Adapun metode penelitian yang digunakan adalah penelitian kualitatif dengan kajian penelitian menggunakan pendekatan metode literatur berdasarkan penelitian lapangan (field research). Hasil dari penelitian ini menunjukan bahwa implementasi manajemen supervisi akademik untuk peningkatan kinerja guru, lebih mengarah pada penilaian kinerja yang dicapai oleh guru. Evaluasi program supervisi akademik yang telah dilaksanakan baik aspek pembinaan guru, bimbingan dan pelatihan professional guru, penilaian kinerja guru maupun pemantauan 8 standar pendidikan nasional. Strategi yang dilakukan dalam meningkatkan kinerja guru yaitu dengan pembinaan disiplin, menjadi teladan bagi guru dan peserta didik, mengadakan seminar dan pelatihan, bekerja sama dengan lembaga pendidikan lain, mendatangkan para ahli, memberi kesempatan kepada guru untuk saling mengadakan supervisi, menyediakan dan mengoptimalkan sarana dan perlengkapan pendidikan.","PeriodicalId":22310,"journal":{"name":"TARBAWI:Journal on Islamic Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74725601","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}
Penelitian ini bertujuan untuk mendeskripsikan proses pembelajaran bahasa Indonesia di kelas V SD Negeri 17 Bilah barat, untuk mendeskripsikan keterampilan membaca siswa pada pembelajaran bahasa Indonesia di kelas V SD Negeri 17 Bilah Barat, dan untuk mengetahui faktor penghambat keterampilan membaca siswa. Berdasarkan tujuan tersebut, maka dapat dirumuskan permasalahannya, yaitu bagaimana proses pembelajaran dan keterampilan membaca siswa serta faktor pendukung dan penghambat keterampilan membaca siswa pada pembelajaran bahasa Indonesia di kelas V SD Negeri 17 Bilah Barat. Berdasarkan tujuan dan rumusan masalah yang telah dijelaskan, maka penelitian ini menggunakan metode penelitian kualitatif deskriptif. Metode pengumpulan data dalam penelitian ini menggunaka observasi, wawancara dan dokumentasi. Hasil penelitian ini menunjukkan bahwa 8 dari 23 siswa tidak mengalami kesulitan dalam keterampilan membaca dan 15 dari 23 siswa di kelas V-B SD Negeri 17 Bilah mengalami kesulitan dalam keterampilan membaca
{"title":"Analisis Keterampilan Membaca Siswa Pada Pembelajaran Bahasa Indonesia di Kelas V SD Negeri 17 Bilah Barat","authors":"Putri Syahri Romadhani","doi":"10.57251/ie.v3i1.893","DOIUrl":"https://doi.org/10.57251/ie.v3i1.893","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan proses pembelajaran bahasa Indonesia di kelas V SD Negeri 17 Bilah barat, untuk mendeskripsikan keterampilan membaca siswa pada pembelajaran bahasa Indonesia di kelas V SD Negeri 17 Bilah Barat, dan untuk mengetahui faktor penghambat keterampilan membaca siswa. Berdasarkan tujuan tersebut, maka dapat dirumuskan permasalahannya, yaitu bagaimana proses pembelajaran dan keterampilan membaca siswa serta faktor pendukung dan penghambat keterampilan membaca siswa pada pembelajaran bahasa Indonesia di kelas V SD Negeri 17 Bilah Barat. Berdasarkan tujuan dan rumusan masalah yang telah dijelaskan, maka penelitian ini menggunakan metode penelitian kualitatif deskriptif. Metode pengumpulan data dalam penelitian ini menggunaka observasi, wawancara dan dokumentasi. Hasil penelitian ini menunjukkan bahwa 8 dari 23 siswa tidak mengalami kesulitan dalam keterampilan membaca dan 15 dari 23 siswa di kelas V-B SD Negeri 17 Bilah mengalami kesulitan dalam keterampilan membaca","PeriodicalId":22310,"journal":{"name":"TARBAWI:Journal on Islamic Education","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81174715","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}
The learning process has one component that supports the success of the learning process, namely teaching materials. Teaching materials are all forms of materials used by an educator in the learning process to achieve completeness of competence. Teaching materials are also a set of learning tools or tools that contain learning materials, methods, boundaries, and ways of evaluating which are systematically designed and interesting in order to achieve the expected goals in achieving competencies or sub-competencies with all their complexity in the learning process. In addition, teaching materials can be said to be systematically compiled lecture materials or materials that educators and students or lecturers and students use in the learning process. One way to encourage educators to always update knowledge in folkloric learning. The purpose of this study is to describe the influence of teaching materials containing folklore (folklore) in Angkola on writing folklore of class X students of SMK Negeri 1 Batang Angkola. Research results There is an increase in the influence of the influence of Angkola's Folklore (Folklore) Teaching Materials on Writing Folklore for Class X Students of SMK Negeri 1 Batang Angkola. This can be seen in the hypothesis test carried out on the data found, where the hypothesis obtained the value of rxy (productmoment correlation correlation between variable X and variable Y) is 0.889 so that when compared with r table i.e. (0.669>0.45 then the hypothesis in this study is accepted.
学习过程有一个组成部分支持学习过程的成功，即教材。教材是教育者在学习过程中为实现能力的完整性而使用的各种形式的材料。教材也是一套学习工具或工具，它包含学习材料、方法、边界和评估方式，这些材料是系统设计的，并且有趣，以便在学习过程中实现能力或子能力的预期目标，这些能力或子能力具有所有的复杂性。另外，教材可以说是系统编写的讲座材料或教育者与学生或讲师与学生在学习过程中使用的材料。鼓励教育工作者在民俗学习中不断更新知识的一种方法。本研究的目的是描述含有Angkola民俗(民俗学)教材对SMK Negeri 1 Batang Angkola X班学生民俗学写作的影响。研究结果《安科拉民俗学(民俗学)教材》对SMK Negeri 1 Batang Angkola十班学生民俗学写作的影响有所增加。这可以从对发现的数据进行假设检验中看出，其中得到的假设rxy(变量X与变量Y之间的积差相关性)的值为0.889，因此与r表(0.669>0.45)比较，本研究的假设被接受。
{"title":"Pengaruh Bahan Ajar Bermuatan Folklor (Cerita Rakyat) Angkola Terhadap Menulis Cerita Rakyat Siswa Kelas X SMK Negeri 1 Batang Angkola","authors":"Ismail Rahmad Daulay, Nur Afifah, D. Aritonang","doi":"10.57251/ie.v2i2.814","DOIUrl":"https://doi.org/10.57251/ie.v2i2.814","url":null,"abstract":"The learning process has one component that supports the success of the learning process, namely teaching materials. Teaching materials are all forms of materials used by an educator in the learning process to achieve completeness of competence. Teaching materials are also a set of learning tools or tools that contain learning materials, methods, boundaries, and ways of evaluating which are systematically designed and interesting in order to achieve the expected goals in achieving competencies or sub-competencies with all their complexity in the learning process. In addition, teaching materials can be said to be systematically compiled lecture materials or materials that educators and students or lecturers and students use in the learning process. One way to encourage educators to always update knowledge in folkloric learning. The purpose of this study is to describe the influence of teaching materials containing folklore (folklore) in Angkola on writing folklore of class X students of SMK Negeri 1 Batang Angkola. Research results There is an increase in the influence of the influence of Angkola's Folklore (Folklore) Teaching Materials on Writing Folklore for Class X Students of SMK Negeri 1 Batang Angkola. This can be seen in the hypothesis test carried out on the data found, where the hypothesis obtained the value of rxy (productmoment correlation correlation between variable X and variable Y) is 0.889 so that when compared with r table i.e. (0.669>0.45 then the hypothesis in this study is accepted.","PeriodicalId":22310,"journal":{"name":"TARBAWI:Journal on Islamic Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81766029","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}
The problem of delays in teacher promotion is said to lead to low teacher interest, understanding, and ability to write papers. This is proven by the finding of teachers who cannot apply for a promotion because they do not have written papers as a requirement for promotion. This study aims to improve teacher competence in writing school action research reports (PTS) through workshops which are carried out in stages and continuously. School Action Research (PTS) was carried out in assisted schools in Sidoarjo district and the problem studied was Efforts to Increase Teacher Competence in Preparing PTK Proposals through Workshops with direct and continuous guidance and coaching. In implementing PTS, the procedure is to carry out a workshop with two cycles for teachers in two target schools and provide technical guidance on the preparation of PTK proposals. The results showed that the teacher's ability in activities, interests, and the results of preparing proposals after the workshop activities had increased.
{"title":"Peningkatan Kompetensi Guru dalam Menyusun Proposal Penelitian Tindakan Kelas (PTK) Melalui Workshop","authors":"Mochammad Isa","doi":"10.57251/ie.v2i2.767","DOIUrl":"https://doi.org/10.57251/ie.v2i2.767","url":null,"abstract":"The problem of delays in teacher promotion is said to lead to low teacher interest, understanding, and ability to write papers. This is proven by the finding of teachers who cannot apply for a promotion because they do not have written papers as a requirement for promotion. This study aims to improve teacher competence in writing school action research reports (PTS) through workshops which are carried out in stages and continuously. School Action Research (PTS) was carried out in assisted schools in Sidoarjo district and the problem studied was Efforts to Increase Teacher Competence in Preparing PTK Proposals through Workshops with direct and continuous guidance and coaching. In implementing PTS, the procedure is to carry out a workshop with two cycles for teachers in two target schools and provide technical guidance on the preparation of PTK proposals. The results showed that the teacher's ability in activities, interests, and the results of preparing proposals after the workshop activities had increased.","PeriodicalId":22310,"journal":{"name":"TARBAWI:Journal on Islamic Education","volume":"98 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79253391","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}
Rahmi Seri Hanida, Muhammad Irsan Barus, Nurhanifah Lubis
This research aims to describe the effectiveness of using audio-visual media in the SKI learning process. This type of research is qualitative research which is included in the type of qualitative research that is descriptive qualitative. This study uses interview and observation data collection techniques. While the technique of guaranteeing the validity of the research data, namely, triangulation of sources, techniques, and time. Then the data analysis is done by reducing the data, presenting the data, and drawing conclusions. Based on the results of the research, it can be concluded that using audio-visual media in the SKI learning process at MAN 1 Mandailing Natal is considered quite good and effective. This is evident from the results of the observation sheet testing conducted on three SKI subject teachers at MAN 1 Mandailing Natal reaching scores ranging from 83.3%, 91.6%, and 93.2%. Furthermore, the results of the interviews showed that the SKI learning process becomes more interesting and easy to understand, the classroom atmosphere is also conducive and students are not easily bored and are more enthusiastic in the learning process. Then the attention of students is focused on the material discussed in learning and is able to generate student understanding which is contained in student records and the ability of students to answer and reiterate learning materials appropriately.
{"title":"The Effectiveness of Using Audio-Visual Media in the Learning Process of Islamic Culture History (SKI) Subject at MAN 1 MANDAILING NATAL","authors":"Rahmi Seri Hanida, Muhammad Irsan Barus, Nurhanifah Lubis","doi":"10.57251/ie.v2i2.678","DOIUrl":"https://doi.org/10.57251/ie.v2i2.678","url":null,"abstract":"This research aims to describe the effectiveness of using audio-visual media in the SKI learning process. This type of research is qualitative research which is included in the type of qualitative research that is descriptive qualitative. This study uses interview and observation data collection techniques. While the technique of guaranteeing the validity of the research data, namely, triangulation of sources, techniques, and time. Then the data analysis is done by reducing the data, presenting the data, and drawing conclusions. \u0000 Based on the results of the research, it can be concluded that using audio-visual media in the SKI learning process at MAN 1 Mandailing Natal is considered quite good and effective. This is evident from the results of the observation sheet testing conducted on three SKI subject teachers at MAN 1 Mandailing Natal reaching scores ranging from 83.3%, 91.6%, and 93.2%. Furthermore, the results of the interviews showed that the SKI learning process becomes more interesting and easy to understand, the classroom atmosphere is also conducive and students are not easily bored and are more enthusiastic in the learning process. Then the attention of students is focused on the material discussed in learning and is able to generate student understanding which is contained in student records and the ability of students to answer and reiterate learning materials appropriately.","PeriodicalId":22310,"journal":{"name":"TARBAWI:Journal on Islamic Education","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76360935","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}
Abstract In Arabic there are four basic language skills, namely listening skills (Maharah Istima'), speaking skills (Maharah Kalam), reading skills (Maharah Qiraah), and writing skills (Maharah Kitabah). Listening and speaking are two skills related to the use of Arabic in the spoken realm while reading and writing are two skills related to the use of Arabic in the written realm. These four aspects are important aspects in learning Arabic, because these four skills cannot be separated. Because the position of these four skills is very supportive in the achievement of language skills. Writing this article aims to describe the concept of Fahmul Mahaarah al-Lughowiyah, namely about Maharah Qiraah and Maharah Kitabah. Which includes the understanding, classification, teaching principles, and teaching techniques of Maharah Qiraah and Kitabah.
{"title":"MAFHUM MAHARAH QIRAAH DAN MAHARAH KITABAH","authors":"Putri Putri","doi":"10.57251/ie.v2i2.376","DOIUrl":"https://doi.org/10.57251/ie.v2i2.376","url":null,"abstract":" \u0000Abstract \u0000In Arabic there are four basic language skills, namely listening skills (Maharah Istima'), speaking skills (Maharah Kalam), reading skills (Maharah Qiraah), and writing skills (Maharah Kitabah). Listening and speaking are two skills related to the use of Arabic in the spoken realm while reading and writing are two skills related to the use of Arabic in the written realm. These four aspects are important aspects in learning Arabic, because these four skills cannot be separated. Because the position of these four skills is very supportive in the achievement of language skills. \u0000Writing this article aims to describe the concept of Fahmul Mahaarah al-Lughowiyah, namely about Maharah Qiraah and Maharah Kitabah. Which includes the understanding, classification, teaching principles, and teaching techniques of Maharah Qiraah and Kitabah.","PeriodicalId":22310,"journal":{"name":"TARBAWI:Journal on Islamic Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73993634","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}
In this article, the author re-explores the dynamics of the educational journey in the archipelago with various policies of the Dutch colonial period to the arrival of Islam which has transformed. The role of Nusantara scholars brought about a change in the face of education in the archipelago which was previously organized by the Dutch colonial government with a system that was discriminatory and religiously neutral. The network of clerics began by establishing trade relations between Muslims of the Archipelago in the coastal region. After gaining political power, it then penetrated the bureaucracy, namely the Islamic Sultanate. At this, stage Islam comes by emphasizing the introduction of Islamic values in society. Furthermore, the education system developed with the existence of Surau or Langgar (small mosque) and developed into an Islamic boarding school. Educational renewal materials unite Islamic values, with the content of science and technology.
{"title":"Jaringan Ulama: Penyebaran dan Pembaharuan Pendidikan Islam di Nusantara","authors":"A. Setiawan, Uswatun Hasanah, Nabilla","doi":"10.57251/ie.v2i2.380","DOIUrl":"https://doi.org/10.57251/ie.v2i2.380","url":null,"abstract":"In this article, the author re-explores the dynamics of the educational journey in the archipelago with various policies of the Dutch colonial period to the arrival of Islam which has transformed. The role of Nusantara scholars brought about a change in the face of education in the archipelago which was previously organized by the Dutch colonial government with a system that was discriminatory and religiously neutral. The network of clerics began by establishing trade relations between Muslims of the Archipelago in the coastal region. After gaining political power, it then penetrated the bureaucracy, namely the Islamic Sultanate. At this, stage Islam comes by emphasizing the introduction of Islamic values in society. Furthermore, the education system developed with the existence of Surau or Langgar (small mosque) and developed into an Islamic boarding school. Educational renewal materials unite Islamic values, with the content of science and technology. \u0000 \u0000 ","PeriodicalId":22310,"journal":{"name":"TARBAWI:Journal on Islamic Education","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83018583","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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