Pub Date : 2022-09-30DOI: 10.56997/kurikula.v7i1.710
Anita Solihatul Wahidah, Indri Sulistyani
ABSTRACT Educational Game Tool (APE) is a learning media with the aim of improving the ability of aspects of child development that are tailored to the age and level of child development in an interesting way. APE that can be used to improve aspects of child development with the sensory path. Sensory Path is a sensory pathway that was developed into an educational play tool to develop children's development that involves the five senses, one of which is children's cognitive abilities related to memory, logical thinking and problem solving. Low cognitive abilities and the lack of learning media used make children less interested and bored in following the learning delivered. This problem is the background of research on the application of sensory path educational game tools in improving aspects of cognitive development of children in group A (aged 4-5 years) at PGRI 3 Ngawi This study uses a qualitative approach with the type of Classroom Action Research (CAR) where data is collected by interview, observation and documentation methods. Sources of informants from this study were the principal and educators of PGRI 3 TK in Ngawi. The results of this study will be presented in the form of sentences, not in the form of numbers presented in the observation table. The data analysis technique used is observation, assessment sheet and conclusion drawing. With learning that applies the Sensory Path Educational Game Tool, it can be seen that there is an increase in children's cognitive abilities which can be seen from the initial condition of the child's cognitive ability which was originally still quite low with conditions after the application of the sensory path educational game tool to increase. The application of sensory path educational games has been proven to improve cognitive abilities in children aged 4-5 years. Keywords: Educational Game Tool (APE), Sensory Path, Cognitive Aspect
{"title":"PENERAPAN ALAT PERMAINAN EDUKATIF SENSORY PATH DALAM MENINGKATKAN ASPEK PERKEMBANGAN KOGNITIF ANAK KELOMPOK A (USIA 4-5 TAHUN) DI TK PGRI 3 NGAWI DS. MANGUNHARJO KEC. NGAWI KAB. NGAWI","authors":"Anita Solihatul Wahidah, Indri Sulistyani","doi":"10.56997/kurikula.v7i1.710","DOIUrl":"https://doi.org/10.56997/kurikula.v7i1.710","url":null,"abstract":"ABSTRACT Educational Game Tool (APE) is a learning media with the aim of improving the ability of aspects of child development that are tailored to the age and level of child development in an interesting way. APE that can be used to improve aspects of child development with the sensory path. Sensory Path is a sensory pathway that was developed into an educational play tool to develop children's development that involves the five senses, one of which is children's cognitive abilities related to memory, logical thinking and problem solving. Low cognitive abilities and the lack of learning media used make children less interested and bored in following the learning delivered. This problem is the background of research on the application of sensory path educational game tools in improving aspects of cognitive development of children in group A (aged 4-5 years) at PGRI 3 Ngawi \u0000This study uses a qualitative approach with the type of Classroom Action Research (CAR) where data is collected by interview, observation and documentation methods. Sources of informants from this study were the principal and educators of PGRI 3 TK in Ngawi. The results of this study will be presented in the form of sentences, not in the form of numbers presented in the observation table. The data analysis technique used is observation, assessment sheet and conclusion drawing. With learning that applies the Sensory Path Educational Game Tool, it can be seen that there is an increase in children's cognitive abilities which can be seen from the initial condition of the child's cognitive ability which was originally still quite low with conditions after the application of the sensory path educational game tool to increase. The application of sensory path educational games has been proven to improve cognitive abilities in children aged 4-5 years. \u0000Keywords: Educational Game Tool (APE), Sensory Path, Cognitive Aspect","PeriodicalId":228794,"journal":{"name":"Kurikula : Jurnal Pendidikan","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115830843","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 : 2022-09-30DOI: 10.56997/kurikula.v7i1.694
Eko Prasetiyo, Umi Widyawati Widyawati
ABSTRAK Perkembangan kognitif anak usia dini tidak lepas dari peran orang tua dan lingkungan keluarga. Di dalam lingkungan keluarga, anak didorong untuk menggali, mempelajari dan menghayati nilai-nilai kemanusiaan, religius, norma dan pengetahuan. Anak sebagai peniru terbaik dari sikap yang dimiliki orang tua, karena setiap aktivitas anak berhubungan dengan orang tua. Pandemi covid-19 yang melanda Indonesia memberikan dampak yang signifikan bagi segala sendi kehidupan masyarakat. Tidak terkecuali aspek pendidikan. Hal ini menuntut pemerintah untuk menerapkan pola kehidupan baru. Sebelum adanya covid-19 pembelajaran dilakukan secara tatap muka, maka ketika terjadi pandemi seperti ini pembelajaran dilakukan menggunakan sistem daring (dalam jaringan). Pola pembiasaan ini menjadikan aktivitas anak 100% berada di rumah, oleh karena itu peran orang tua dalam perkembangan anak sangat dibutuhkan terutama perkembangan kognitif. Hasil penelitian menunjukkan bahwa (1) kontrribusi orang tua sebagai kepanjangan tangan guru di sekolah dalam mendampingi anak dalam belajar di rumah. (2) Keterlibatan orang tua dalam menciptakan suasana belajar di rumah sehingga meningkatkan perkembangan kognitif anak.
{"title":"Peran Orang Tua Dalam Perkembangan Kognitif Anak Usia 4 -5 Tahun Di Ra Nawa Kartika Dawu Masa Pandemi Covid-19","authors":"Eko Prasetiyo, Umi Widyawati Widyawati","doi":"10.56997/kurikula.v7i1.694","DOIUrl":"https://doi.org/10.56997/kurikula.v7i1.694","url":null,"abstract":"ABSTRAK Perkembangan kognitif anak usia dini tidak lepas dari peran orang tua dan lingkungan keluarga. Di dalam lingkungan keluarga, anak didorong untuk menggali, mempelajari dan menghayati nilai-nilai kemanusiaan, religius, norma dan pengetahuan. Anak sebagai peniru terbaik dari sikap yang dimiliki orang tua, karena setiap aktivitas anak berhubungan dengan orang tua. Pandemi covid-19 yang melanda Indonesia memberikan dampak yang signifikan bagi segala sendi kehidupan masyarakat. Tidak terkecuali aspek pendidikan. Hal ini menuntut pemerintah untuk menerapkan pola kehidupan baru. Sebelum adanya covid-19 pembelajaran dilakukan secara tatap muka, maka ketika terjadi pandemi seperti ini pembelajaran dilakukan menggunakan sistem daring (dalam jaringan). Pola pembiasaan ini menjadikan aktivitas anak 100% berada di rumah, oleh karena itu peran orang tua dalam perkembangan anak sangat dibutuhkan terutama perkembangan kognitif. Hasil penelitian menunjukkan bahwa (1) kontrribusi orang tua sebagai kepanjangan tangan guru di sekolah dalam mendampingi anak dalam belajar di rumah. (2) Keterlibatan orang tua dalam menciptakan suasana belajar di rumah sehingga meningkatkan perkembangan kognitif anak.","PeriodicalId":228794,"journal":{"name":"Kurikula : Jurnal Pendidikan","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128092314","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 : 2022-09-30DOI: 10.56997/kurikula.v7i1.706
F. K. Sari
Penelitian ini bertujuan untuk mengetahui pengaruh dari model pembelajaran Problem Based Learning terhadap kemampuan berpikir kritis siswa. Metode penelitian yang digunakan adalah menggunakan control group pretest-posttest design yang menggunakan uji N-Gain untuk menganalisis data kemampuan berpikir kritis siswa. Sampel yang digunakan dalam penelitian ini diperoleh dengan teknik cluster random sampling dari populasi siswa kelas X SMA Negeri 2 Ngawi. Hasil uji N-Gain kelas eksperimen adalah sebesar 0,68 dan berada pada kategori sedang, dan untuk kelas kontrol memiliki nilai N-Gain sebesar 0,53 dan juga berada pada kategori sedang, namun N-Gain kelas eksperimen lebih besar daripada kelas kontrol, sehingga penelitian ini dapat disimpulkan bahwa penerapan model pembelajaran Problem Based Learning (PBL) memiliki pengaruh yang signifikan terhadap kemampuan berpikir kritis siswa.
{"title":"PENERAPAN MODEL PROBLEM BASED LEARNING (PEMBELAJARAN BERBASIS MASALAH) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA","authors":"F. K. Sari","doi":"10.56997/kurikula.v7i1.706","DOIUrl":"https://doi.org/10.56997/kurikula.v7i1.706","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui pengaruh dari model pembelajaran Problem Based Learning terhadap kemampuan berpikir kritis siswa. Metode penelitian yang digunakan adalah menggunakan control group pretest-posttest design yang menggunakan uji N-Gain untuk menganalisis data kemampuan berpikir kritis siswa. Sampel yang digunakan dalam penelitian ini diperoleh dengan teknik cluster random sampling dari populasi siswa kelas X SMA Negeri 2 Ngawi. Hasil uji N-Gain kelas eksperimen adalah sebesar 0,68 dan berada pada kategori sedang, dan untuk kelas kontrol memiliki nilai N-Gain sebesar 0,53 dan juga berada pada kategori sedang, namun N-Gain kelas eksperimen lebih besar daripada kelas kontrol, sehingga penelitian ini dapat disimpulkan bahwa penerapan model pembelajaran Problem Based Learning (PBL) memiliki pengaruh yang signifikan terhadap kemampuan berpikir kritis siswa.","PeriodicalId":228794,"journal":{"name":"Kurikula : Jurnal Pendidikan","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127508059","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 : 2022-09-30DOI: 10.56997/kurikula.v7i1.684
I. Wahyudi, U. Hasanah
Kemajuan teknologi yang sangat pesat membuat kehawatiran orang tua terhadap pribadi dan pendidikan anak-anaknya. Adanya kegiatan menghafal Al-Qur’an di Madrasah Ibtidaiyah mampu memecahkan problematika yang ada di masyarakat sehingga menyebabkan motivasi, minat belajar, kemampuan menghafal, prestasi belajar dan ubudiyah anak-anak menjadi berkurang. Metode yang digunakan adalah muroja’ah, metode muroja’ah merupakan metode yang sangat efektif pada program tahfidzul qur’an. Metode penelitian yang digunakan dalam penelitian ini yaitu metode kuantitatif, dengan pendekatan pre-experimental atau eksperimen awal. Tekhnik pengumpulan data berupa ujian lisan yang telah diujikan dan dianalisis menggunakan validitas dan reliabilitas. Hasil penelitian yang diperoleh dari SPSS 22 memberikan pengaruh positif yang signifikan terhadap kemampuan menghafal juz 30. Analisis data awal menggunakan uji normalitas, uji homogenitas dan uji hipotesis menggunakan one way ANOVA. Hasil analisis data dapat disimpulkan bahwa terdapat pengaruh yang signifikan antara metode muroja’ah terhadap peningkatan kemampuan menghafal juz 30, berdasarkan hasil interprestasi hipotesis ANOVA, maka nilai 0,018 ≤ 0,05 dengan persentase peningkatan sebesar 27% terhadap hasil pots-test pada metode muroja’ah, sehingga Ho ditolak dan Ha diterima maka disimpulkan bahwa terdapat pengaruh metode muroja’ah terhadap peningkatan kemampuan menghafal juz 30 siswa kelas V di MI Al Hijrah 01 Ngawi.
{"title":"PENGARUH METODE MUROJA’AH TERHADAP KEMAMPUAN MENGHAFAL AL-QUR’AN JUZ 30 SISWA KELAS V MI AL HIJRAH 01 NGAWI","authors":"I. Wahyudi, U. Hasanah","doi":"10.56997/kurikula.v7i1.684","DOIUrl":"https://doi.org/10.56997/kurikula.v7i1.684","url":null,"abstract":"Kemajuan teknologi yang sangat pesat membuat kehawatiran orang tua terhadap pribadi dan pendidikan anak-anaknya. Adanya kegiatan menghafal Al-Qur’an di Madrasah Ibtidaiyah mampu memecahkan problematika yang ada di masyarakat sehingga menyebabkan motivasi, minat belajar, kemampuan menghafal, prestasi belajar dan ubudiyah anak-anak menjadi berkurang. Metode yang digunakan adalah muroja’ah, metode muroja’ah merupakan metode yang sangat efektif pada program tahfidzul qur’an. \u0000Metode penelitian yang digunakan dalam penelitian ini yaitu metode kuantitatif, dengan pendekatan pre-experimental atau eksperimen awal. Tekhnik pengumpulan data berupa ujian lisan yang telah diujikan dan dianalisis menggunakan validitas dan reliabilitas. Hasil penelitian yang diperoleh dari SPSS 22 memberikan pengaruh positif yang signifikan terhadap kemampuan menghafal juz 30. Analisis data awal menggunakan uji normalitas, uji homogenitas dan uji hipotesis menggunakan one way ANOVA. \u0000Hasil analisis data dapat disimpulkan bahwa terdapat pengaruh yang signifikan antara metode muroja’ah terhadap peningkatan kemampuan menghafal juz 30, berdasarkan hasil interprestasi hipotesis ANOVA, maka nilai 0,018 ≤ 0,05 dengan persentase peningkatan sebesar 27% terhadap hasil pots-test pada metode muroja’ah, sehingga Ho ditolak dan Ha diterima maka disimpulkan bahwa terdapat pengaruh metode muroja’ah terhadap peningkatan kemampuan menghafal juz 30 siswa kelas V di MI Al Hijrah 01 Ngawi.","PeriodicalId":228794,"journal":{"name":"Kurikula : Jurnal Pendidikan","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131504988","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 : 2022-09-30DOI: 10.56997/kurikula.v7i1.708
E. Setiyowati, Eko Prasetiyo Prasetiyo, Ana Setiyawati
Penelitian ini bertujuan untuk mengetahui kemampuan seni Lukis melalui kegiatan finger painting terhadap anak kelompok B di RA ARROHIM Sumberbening Bringin Kabupaten Ngawi. Penelitian ini menggunakan metode penelitian tindakan kelas dengan subjek Kepala Sekolah RA ARROHIM Sumberbening, Guru RA ARROHIM Sumberbening, Siswa-siswi RA AR-Rohim Sumberbening. Hasil dari penelitian ini anak-anak sangat antusias dalam mengikuti dan senang saat mengerjakan kegiatan ini, sehingga melalui penerapan ini dapat meningkatkan kemampuan anak dalam mengasah seni lukis anak dengan baik. Hal ini dapat dilihat dari keindahan anak dalam melukis dengan finger painting diperoleh pada siklus II 90,9% anak sudah mendapat nilai kategori tinggi, dengan diskripsi anak sudah dapat memenuhi kriteria indikator penilaian yang telah ditentukan, dan siklus satu hanya mencapai 72,7%.
{"title":"PENINGKATAN KEMAMPUAN SENI LUKIS MELALUI KEGIATAN FINGER PAINTING PADA ANAK KELOMPOK B DI RA ARROHIM SUMBERBENING BRINGIN KAPUPATEN NGAWI","authors":"E. Setiyowati, Eko Prasetiyo Prasetiyo, Ana Setiyawati","doi":"10.56997/kurikula.v7i1.708","DOIUrl":"https://doi.org/10.56997/kurikula.v7i1.708","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui kemampuan seni Lukis melalui kegiatan finger painting terhadap anak kelompok B di RA ARROHIM Sumberbening Bringin Kabupaten Ngawi. Penelitian ini menggunakan metode penelitian tindakan kelas dengan subjek Kepala Sekolah RA ARROHIM Sumberbening, Guru RA ARROHIM Sumberbening, Siswa-siswi RA AR-Rohim Sumberbening. Hasil dari penelitian ini anak-anak sangat antusias dalam mengikuti dan senang saat mengerjakan kegiatan ini, sehingga melalui penerapan ini dapat meningkatkan kemampuan anak dalam mengasah seni lukis anak dengan baik. Hal ini dapat dilihat dari keindahan anak dalam melukis dengan finger painting diperoleh pada siklus II 90,9% anak sudah mendapat nilai kategori tinggi, dengan diskripsi anak sudah dapat memenuhi kriteria indikator penilaian yang telah ditentukan, dan siklus satu hanya mencapai 72,7%.","PeriodicalId":228794,"journal":{"name":"Kurikula : Jurnal Pendidikan","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129448850","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 : 2022-03-30DOI: 10.56997/kurikula.v6i2.700
Al Darmono, Dhian Dwi Nur Wenda
ABSTRACT The lack of students' understanding of the food chain material that causes low student learning outcomes this occurs because the learning activities carried out by teachers are still oriented to conventional learning activities. The purpose of this study was to develop Kinemaster-based RAMA learning media. This research method is an R&D (Research and Development) research with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. For data collection, descriptive analysis was used for observation and interview data, while statistical analysis was used for data resulting from validation, practicality and effectiveness in the form of numbers. For media expert validation, a score of 91.87% was obtained with a very valid category, and material experts got a score of 94.37% in a very valid category, the results of product practicality by practitioners obtained a score of 87.5% in a very practical category and for student responses a score was obtained. 96.25% with a very practical category, then the effectiveness data seen from the results of the pre-test and post-test obtained 67.5% before and 81.25% after using the media. Based on these data, there was a significant increase in the pre-test and post-test scores.
{"title":"PENGEMBANGAN MEDIA PEMBELAJARAN RAMA BERBASIS KINEMASTER PADA MATA PELAJARAN IPA KELAS IV SEKOLAH DASAR","authors":"Al Darmono, Dhian Dwi Nur Wenda","doi":"10.56997/kurikula.v6i2.700","DOIUrl":"https://doi.org/10.56997/kurikula.v6i2.700","url":null,"abstract":"ABSTRACT The lack of students' understanding of the food chain material that causes low student learning outcomes this occurs because the learning activities carried out by teachers are still oriented to conventional learning activities. The purpose of this study was to develop Kinemaster-based RAMA learning media. This research method is an R&D (Research and Development) research with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. For data collection, descriptive analysis was used for observation and interview data, while statistical analysis was used for data resulting from validation, practicality and effectiveness in the form of numbers. For media expert validation, a score of 91.87% was obtained with a very valid category, and material experts got a score of 94.37% in a very valid category, the results of product practicality by practitioners obtained a score of 87.5% in a very practical category and for student responses a score was obtained. 96.25% with a very practical category, then the effectiveness data seen from the results of the pre-test and post-test obtained 67.5% before and 81.25% after using the media. Based on these data, there was a significant increase in the pre-test and post-test scores.","PeriodicalId":228794,"journal":{"name":"Kurikula : Jurnal Pendidikan","volume":"550 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123917993","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 This study aims to determine the implementation of bathsul masa'il in PP. Arbai Qohhar Jambangan Ngawi and the ability of students to answer various problems in society through bathsul masa'il. This study uses a type of field research (field research) which is descriptive qualitative. The data sources in this study are divided into two, namely primary data (main data) and secondary data. Sources of data are determined by direct appointment of informants who can provide valid and accurate information regarding the topic being researched. While the data collection method or research instrument using observation, interviews and documentation. The data analysis used in this research is data reduction, data presentation, and conclusion drawing/verification. the results of the study show that: (1) Bathsul masa'il can be interpreted as a discussion of several problems that refer to the problem of fiqh. Actually, bathsul masa'il is not much different from deliberation or discussion, it's just that in bathsul masa'il there are people who have different roles and tasks that are not in deliberation or discussion activities, such as moderators, sails, drafting teams, and mushohih. (2) Bathsul masa'il activities in PP. Arbai Qohhar Jambangan Paron Ngawi is a routine activity once a month, to be precise every Sunday night at the beginning of the month. This activity was carried out in the foyer of the cottage mosque. (3) The process of bathsul masa'il activities in PP. Arbai Qohhar is going well. The implementation of this bathsul masa'il goes through various stages, namely: opening, tashowwur problems, delivery of answers, categories of answers, argumentative debates, enlightenment of references, formulation of answers, and ratification. The students of Pondok Arbai Qohhar proved to be able to answer problems through bathsul masa'il. Key Words: Bathsul masa'il, the ability of students, community challenges
{"title":"IMPLEMENTASI BATHSUL MASA’IL DALAM MENINGKATKAN KEMAMPUAN SANTRI MENJAWAB BERBAGAI PERMASALAHAN DI MASYARAKAT","authors":"Eko Prasetiyo, Syaiful Hanif, Afifah Puri Rahmawati","doi":"10.56997/kurikula.v6i2.702","DOIUrl":"https://doi.org/10.56997/kurikula.v6i2.702","url":null,"abstract":"ABSTRACT \u0000This study aims to determine the implementation of bathsul masa'il in PP. Arbai Qohhar Jambangan Ngawi and the ability of students to answer various problems in society through bathsul masa'il. This study uses a type of field research (field research) which is descriptive qualitative. The data sources in this study are divided into two, namely primary data (main data) and secondary data. Sources of data are determined by direct appointment of informants who can provide valid and accurate information regarding the topic being researched. While the data collection method or research instrument using observation, interviews and documentation. The data analysis used in this research is data reduction, data presentation, and conclusion drawing/verification. the results of the study show that: (1) Bathsul masa'il can be interpreted as a discussion of several problems that refer to the problem of fiqh. Actually, bathsul masa'il is not much different from deliberation or discussion, it's just that in bathsul masa'il there are people who have different roles and tasks that are not in deliberation or discussion activities, such as moderators, sails, drafting teams, and mushohih. (2) Bathsul masa'il activities in PP. Arbai Qohhar Jambangan Paron Ngawi is a routine activity once a month, to be precise every Sunday night at the beginning of the month. This activity was carried out in the foyer of the cottage mosque. (3) The process of bathsul masa'il activities in PP. Arbai Qohhar is going well. The implementation of this bathsul masa'il goes through various stages, namely: opening, tashowwur problems, delivery of answers, categories of answers, argumentative debates, enlightenment of references, formulation of answers, and ratification. The students of Pondok Arbai Qohhar proved to be able to answer problems through bathsul masa'il. \u0000Key Words: Bathsul masa'il, the ability of students, community challenges","PeriodicalId":228794,"journal":{"name":"Kurikula : Jurnal Pendidikan","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133548501","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 : 2022-03-30DOI: 10.56997/kurikula.v6i2.621
Tuti Marlina
Pandemi memaksa kalangan pendidik untuk beradaptasi dengan kebiasaan baru dalam melaksanakan proses pembelajaran. Pembelajaran yang semula hanya tatap muka berubah menjadi daring. Hal inilah yang kemudian memunculkan berbagai problem sehingga perlu menerapkan pembelajaran campuran (blended learning). Agar pendidikan sesuai dengan tujuannya, maka dalam proses pembelajaran perlu menanamkan pendidikan karakter. Tujuan penelitian ini adalah untuk membangun sebuah konsep pendidikan karakter berbasis model blended learning. Metode penelitian yang digunakan adalah kualitatif studi literatur dengan hasilnya berbentuk konseptual. Hasil dari penelitian ini menunjukkan bahwa pelaksanaan pendidikan karakter berbasis model blended learning dilakukan dengan cara memodifikasi perangkat pembelajaran (silabus dan RPP) menjadi berbasis karakter. Adapun dalam pelaksanaan pembelajarannya guru perlu mengimplementasikan berbagai teknik mengajar, metode dan media pembelajaran berbasis karakter dan dilaksanakan secara kombinasi (daring-luring). Adapun teknik mengajar yang dimaksud adalah Live Event (Pembelajaran Tatap Muka), Self-Paced Learning (Pembelajaran Mandiri), Collaboration (Kolaborasi), Assessment (Penilaian Atau Pengukuran Hasil Belajar), Performance Support Materials (Dukungan Bahan Belajar), Menyaring Informasi Penting dari Internet. Sedangkan pada metode pembelajaran terdiri dari: Live In, Keteladanan, Keaktifan Siswa (Inquiry Learning), Pencarian Bersama (Information Search), Penemuan (Discovery Learning). Serta media pembelajaran yang terdiri dari perangkat lunak (Web, Video Streaming, Audio dan Media Sosial) dan perangkat keras (CD, Smartphone, Komputer, Laptop, LCD, Alat Praktikum, dll).
{"title":"Character Education, Learning Models, Blended Learning","authors":"Tuti Marlina","doi":"10.56997/kurikula.v6i2.621","DOIUrl":"https://doi.org/10.56997/kurikula.v6i2.621","url":null,"abstract":"Pandemi memaksa kalangan pendidik untuk beradaptasi dengan kebiasaan baru dalam melaksanakan proses pembelajaran. Pembelajaran yang semula hanya tatap muka berubah menjadi daring. Hal inilah yang kemudian memunculkan berbagai problem sehingga perlu menerapkan pembelajaran campuran (blended learning). Agar pendidikan sesuai dengan tujuannya, maka dalam proses pembelajaran perlu menanamkan pendidikan karakter. Tujuan penelitian ini adalah untuk membangun sebuah konsep pendidikan karakter berbasis model blended learning. Metode penelitian yang digunakan adalah kualitatif studi literatur dengan hasilnya berbentuk konseptual. Hasil dari penelitian ini menunjukkan bahwa pelaksanaan pendidikan karakter berbasis model blended learning dilakukan dengan cara memodifikasi perangkat pembelajaran (silabus dan RPP) menjadi berbasis karakter. Adapun dalam pelaksanaan pembelajarannya guru perlu mengimplementasikan berbagai teknik mengajar, metode dan media pembelajaran berbasis karakter dan dilaksanakan secara kombinasi (daring-luring). Adapun teknik mengajar yang dimaksud adalah Live Event (Pembelajaran Tatap Muka), Self-Paced Learning (Pembelajaran Mandiri), Collaboration (Kolaborasi), Assessment (Penilaian Atau Pengukuran Hasil Belajar), Performance Support Materials (Dukungan Bahan Belajar), Menyaring Informasi Penting dari Internet. Sedangkan pada metode pembelajaran terdiri dari: Live In, Keteladanan, Keaktifan Siswa (Inquiry Learning), Pencarian Bersama (Information Search), Penemuan (Discovery Learning). Serta media pembelajaran yang terdiri dari perangkat lunak (Web, Video Streaming, Audio dan Media Sosial) dan perangkat keras (CD, Smartphone, Komputer, Laptop, LCD, Alat Praktikum, dll).","PeriodicalId":228794,"journal":{"name":"Kurikula : Jurnal Pendidikan","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122878566","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 : 2022-03-30DOI: 10.56997/kurikula.v6i2.630
I. Wahyudi
ABSTRACT: This study investigates Google Meet application to be used as a teaching learning process in Institute Agama Islam Ngawi, the research design of this study qualitative approach and the research was A case study. The participants of the study were lecturers and students in Institut Agama Islam Ngawi. The result of this study Google Meet could be used as alternative media to teaching learning process during pandemic Covid - 19 although it was going quite difficult because the tools were not prepared and checked.
摘要:本研究考察谷歌Meet应用程序在Agama Islam Ngawi研究所作为教学学习过程的应用，本研究采用定性方法设计研究，并以个案研究为研究对象。这项研究的参与者是Agama Islam Ngawi研究所的讲师和学生。这项研究的结果谷歌Meet可以作为Covid - 19大流行期间教学学习过程的替代媒体，尽管由于工具没有准备和检查，这相当困难。
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Pub Date : 2022-03-30DOI: 10.56997/kurikula.v6i2.701
U. Binsa, Syarifatud Diyanah Diyanah
ABSTRACT : Education for early childhood is increasingly popular. Parents increasingly feel the importance of providing education to their children from an early age and compete to provide the best educational facilities for their children. These developments encourage the growth of preschool educational institutions or better known as Kindergarten schools. Visual-spatial intelligence is an intelligence possessed by a person to understand something by visualizing it using the sense of sight in the form of shape, color, and space and the result of that vision is that one of the children can paint it perfectly on a blank paper. The purpose of this study was to determine the visual-spatial intelligence of children in Group B in PGRI 3 Ngawi Kindergarten and efforts to improve visual-spatial intelligence through painting activities on the cutting board of Group B in PGRI 3 Ngawi Kindergarten. The approach used in this research is a qualitative approach where data is collected by interview, observation and documentation methods. Sources of information from this study were the Principal and Teachers of Group B TK PGRI 3 Ngawi. The results of this study are presented in the form of sentences, not in the form of numbers. The data analysis technique used in this research is observation and conclusion drawing. Based on the results of the study, painting activities using cutting boards can improve visual-spatial intelligence in children in TK PGRI 3 Ngawi, this can be seen in the increase in each cycle. Achievement in the pre-cycle percentage is 75% in the undeveloped category and only a few children are in the starting to develop the category. And after taking action during the first cycle, the score for increasing children's visual-spatial intelligence increased to 50% of children starting to develop and 25% of children developing as expected. Furthermore, in the second cycle, which was carried out by carrying out painting activities using a cutting board, there was an increase in children's visual-spatial intelligence to 50% with the category developing as expected and 25% with the category developing very well.
{"title":"UPAYA MENINGKATKAN KECERDASAN VISUAL SPASIAL MELALUI KEGIATAN MELUKIS PADA MEDIA TALENAN KELOMPOK B TK PGRI 3 NGAWI DESA MANGUNHARJO KECAMATAN NGAWI KABUPATEN NGAWI TAHUN PELAJARAN 2021/2022","authors":"U. Binsa, Syarifatud Diyanah Diyanah","doi":"10.56997/kurikula.v6i2.701","DOIUrl":"https://doi.org/10.56997/kurikula.v6i2.701","url":null,"abstract":"ABSTRACT : Education for early childhood is increasingly popular. Parents increasingly feel the importance of providing education to their children from an early age and compete to provide the best educational facilities for their children. These developments encourage the growth of preschool educational institutions or better known as Kindergarten schools. Visual-spatial intelligence is an intelligence possessed by a person to understand something by visualizing it using the sense of sight in the form of shape, color, and space and the result of that vision is that one of the children can paint it perfectly on a blank paper. The purpose of this study was to determine the visual-spatial intelligence of children in Group B in PGRI 3 Ngawi Kindergarten and efforts to improve visual-spatial intelligence through painting activities on the cutting board of Group B in PGRI 3 Ngawi Kindergarten. \u0000The approach used in this research is a qualitative approach where data is collected by interview, observation and documentation methods. Sources of information from this study were the Principal and Teachers of Group B TK PGRI 3 Ngawi. The results of this study are presented in the form of sentences, not in the form of numbers. The data analysis technique used in this research is observation and conclusion drawing. \u0000Based on the results of the study, painting activities using cutting boards can improve visual-spatial intelligence in children in TK PGRI 3 Ngawi, this can be seen in the increase in each cycle. Achievement in the pre-cycle percentage is 75% in the undeveloped category and only a few children are in the starting to develop the category. And after taking action during the first cycle, the score for increasing children's visual-spatial intelligence increased to 50% of children starting to develop and 25% of children developing as expected. Furthermore, in the second cycle, which was carried out by carrying out painting activities using a cutting board, there was an increase in children's visual-spatial intelligence to 50% with the category developing as expected and 25% with the category developing very well.","PeriodicalId":228794,"journal":{"name":"Kurikula : Jurnal Pendidikan","volume":"435 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133518244","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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