Pub Date : 2022-06-30DOI: 10.21462/educasia.v7i1.70
Nurazila Sari
Speaking skill is one of the essential skills in learning English. Effective communication is one of the criteria for measuring speaking success. It is important to speak fluently both inside and outside the classroom. Various factors influence the success of the practice of speaking English. One of them is psychological factors. Psychological factors are those factors that often interfere with emotional and physical health, relationships, work productivity, or life adjustment. Psychological factors as the leading root cause of students’ antipathy to speaking. Students' speaking abilities are influenced by a variety of psychological factors, including anxiety, shyness, lack of self-confidence, and lack of motivation. So students in learning need to understand their psychological conditions to control them. Additionally, in teaching, teachers must consider the condition of students by looking at their psychological factors. It means that the success of students in speaking English needs to pay attention to psychological factors.
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Pub Date : 2021-12-31DOI: 10.21462/educasia.v6i3.128
Karmila Karmila, Nurul Fauziah, Elsa Safira, M. N. Atdeni Sadikin, Kautsar Eka Wardhana
Indonesia is a country that has various kinds of diversity inherent in diversity, ethnicity, race, culture and religion. So we need multicultural education that respects differences and does not discriminate, especially in the world of education. This study aims to find out what kind of role multicultural education plays in efforts to prevent cases of discrimination in the world of education. The hope that we want to achieve in this research is to be able to describe that multicultural education can be an effort to prevent educational discrimination in Indonesia. In this study, the authors used the library research method or library search, as well as this type of method which is a type of qualitative method. This study only uses literature without field research. Multicultural education must strive that whoever and whatever the conditions of a person are all entitled to the same education because Indonesia is a country that has a lot of diversity.
{"title":"Diskriminasi Pendidikan di Indonesia","authors":"Karmila Karmila, Nurul Fauziah, Elsa Safira, M. N. Atdeni Sadikin, Kautsar Eka Wardhana","doi":"10.21462/educasia.v6i3.128","DOIUrl":"https://doi.org/10.21462/educasia.v6i3.128","url":null,"abstract":"Indonesia is a country that has various kinds of diversity inherent in diversity, ethnicity, race, culture and religion. So we need multicultural education that respects differences and does not discriminate, especially in the world of education. This study aims to find out what kind of role multicultural education plays in efforts to prevent cases of discrimination in the world of education. The hope that we want to achieve in this research is to be able to describe that multicultural education can be an effort to prevent educational discrimination in Indonesia. In this study, the authors used the library research method or library search, as well as this type of method which is a type of qualitative method. This study only uses literature without field research. Multicultural education must strive that whoever and whatever the conditions of a person are all entitled to the same education because Indonesia is a country that has a lot of diversity.","PeriodicalId":292171,"journal":{"name":"EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127316490","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 : 2021-12-31DOI: 10.21462/educasia.v6i3.127
Rina Fatmawati
Pembelajaran Tematik mengaitkan beberapa mata pelajaran yang digabung menjadi satu rangkap yang dilaksanakan dalam sehari. Dalam menentukan strategi yang digunakan, salah satunya guru menyiapkan bahan ajar yang terdiri dari berbagai perangkat pembelajaran dengan mencantumkan tujuan, metode, media pembelajaran dan melihat kemampuan peserta didik juga. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Sumber data diperoleh oleh Guru, wakakurikulum, serta kepala sekolah SDI Hasaniyah Nahdlatul Wathan Tenggarong Seberang. Pengumpulan data diperoleh dengan melakukan teknik observasi, wawancara, dan dokumentasi. Pengecekan keabsahan data dilakukan dengan triangulasi sumber dan triangulasi teknik. Teknik pengumpulan data yang digunakan yaitu kondensasi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil penelitian ini menunjukkan bahwa strategi guru dalam pembelajaran tematik di SDI Hasaniyah Nahdlatul Wathan Tenggarong Seberang menggunakan beberapa strategi, yaitu strategi pembelajaran langsung yang memuat penyiapan bahan ajar, pemilihan metode, dan media pembelajaran. Strategi pembelajaran partisipatif memuat pelibatan siswa dalam pembelajaran. Strategi pembelajaran eksperensial memuat penggunaan ice breaking dan refleksi pembelajaran. Strategi belajar tuntas memuat evaluasi pembelajaran. Kemudian terdapat faktor penghambat yaitu minat siswa yang berbeda, menyesuaikan materi pelajaran dengan berbagai metode, mengkoordinasi siswa. faktor pendukung yaitu sikap siswa yang responsive, perangkat pembelajaran, dan media pembelajaran.
专题学习将几个科目组合成一组，每天进行一组。在确定使用的策略时，一名教师通过列出目标、方法、学习媒介并评估学习者的能力来准备由各种学习工具组成的教学材料。本研究采用定性方法进行描述性研究。数据来源是由老师、wakaku六禄和SDI Hasaniyah Nahdlatul沃汗对面的校长获得的。通过观察、采访和记录技术获得的数据收集。用源三角法和工程三角法验证数据的有效性。采用的数据收集技术是数据凝结、数据展示和推论。根据本研究的结果，教师在Hasaniyah Nahdlatul wat garong SDI的专题学习策略使用了几种策略，即包括准备教学材料、选择方法和学习媒介的直接学习策略。参与学习策略包含学生在学习中的学习。出勤率学习策略包括使用冰破和学习反思。完成学习策略包含学习评估。还有一个障碍因素是学生的不同兴趣，用不同的方法调整教材，协调学生。支持因素是学生的敏感态度、学习工具和学习媒介。
{"title":"Strategi Guru Kelas Dalam Menerapkan Pembelajaran Tematik Pada Siswa Kelas III di SDI Hasaniyah Nahdlatul Wathan Tenggarong Seberang","authors":"Rina Fatmawati","doi":"10.21462/educasia.v6i3.127","DOIUrl":"https://doi.org/10.21462/educasia.v6i3.127","url":null,"abstract":"Pembelajaran Tematik mengaitkan beberapa mata pelajaran yang digabung menjadi satu rangkap yang dilaksanakan dalam sehari. Dalam menentukan strategi yang digunakan, salah satunya guru menyiapkan bahan ajar yang terdiri dari berbagai perangkat pembelajaran dengan mencantumkan tujuan, metode, media pembelajaran dan melihat kemampuan peserta didik juga. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Sumber data diperoleh oleh Guru, wakakurikulum, serta kepala sekolah SDI Hasaniyah Nahdlatul Wathan Tenggarong Seberang. Pengumpulan data diperoleh dengan melakukan teknik observasi, wawancara, dan dokumentasi. Pengecekan keabsahan data dilakukan dengan triangulasi sumber dan triangulasi teknik. Teknik pengumpulan data yang digunakan yaitu kondensasi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil penelitian ini menunjukkan bahwa strategi guru dalam pembelajaran tematik di SDI Hasaniyah Nahdlatul Wathan Tenggarong Seberang menggunakan beberapa strategi, yaitu strategi pembelajaran langsung yang memuat penyiapan bahan ajar, pemilihan metode, dan media pembelajaran. Strategi pembelajaran partisipatif memuat pelibatan siswa dalam pembelajaran. Strategi pembelajaran eksperensial memuat penggunaan ice breaking dan refleksi pembelajaran. Strategi belajar tuntas memuat evaluasi pembelajaran. Kemudian terdapat faktor penghambat yaitu minat siswa yang berbeda, menyesuaikan materi pelajaran dengan berbagai metode, mengkoordinasi siswa. faktor pendukung yaitu sikap siswa yang responsive, perangkat pembelajaran, dan media pembelajaran.","PeriodicalId":292171,"journal":{"name":"EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134367174","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}
Along with the times, technology has also developed, many changes have occurred because of technology, such as in the fields of health, agriculture, education and many other fields. Therefore, in the world of education, we must continue to keep up with the times so that the field of education is not left behind by other fields. We know that education is very influential for the progress of a country. The teacher's responsibility is very large in it, all teachers should not be easily satisfied with what they have now, but must continue to learn to keep up with increasingly advanced technological developments. Today's learning media are very much like animated videos that can be applied at several levels of education. Using media in the form of animated videos in the learning process at the elementary school education level is an effective thing because at their age they are very happy when they see something different. Previously their learning process only used media in the form of textbooks or notebooks which might cause boredom to students but with the development of very advanced technology the learning process can use animated videos, but that does not mean to replace books as teaching materials but instead integrate teaching materials so that students do not feel bored. The purpose of education is essentially to humanize humans. If we want students not to feel bored and be able to continue to understand the learning material provided, a teacher must be good at implementing a learning system, starting from determining teaching materials to the methods used, a teacher must also be able to attract the attention of participants. educate them by giving something new because elementary school children will be easily interested if they see something different.
{"title":"Penggunaan Video Animasi dalam Pembelajaran Pendidikan Agama Islam Pada Siswa Kelas 1 Sekolah Dasar","authors":"Muhammad Rohan Saputra, Kautsar Eka Wardhana, Rahmad Effendy, Rahmatul Muthmainnah, Trianisa Ayu Anastasya","doi":"10.21462/educasia.v6i3.126","DOIUrl":"https://doi.org/10.21462/educasia.v6i3.126","url":null,"abstract":"Along with the times, technology has also developed, many changes have occurred because of technology, such as in the fields of health, agriculture, education and many other fields. Therefore, in the world of education, we must continue to keep up with the times so that the field of education is not left behind by other fields. We know that education is very influential for the progress of a country. The teacher's responsibility is very large in it, all teachers should not be easily satisfied with what they have now, but must continue to learn to keep up with increasingly advanced technological developments. Today's learning media are very much like animated videos that can be applied at several levels of education. Using media in the form of animated videos in the learning process at the elementary school education level is an effective thing because at their age they are very happy when they see something different. Previously their learning process only used media in the form of textbooks or notebooks which might cause boredom to students but with the development of very advanced technology the learning process can use animated videos, but that does not mean to replace books as teaching materials but instead integrate teaching materials so that students do not feel bored. The purpose of education is essentially to humanize humans. If we want students not to feel bored and be able to continue to understand the learning material provided, a teacher must be good at implementing a learning system, starting from determining teaching materials to the methods used, a teacher must also be able to attract the attention of participants. educate them by giving something new because elementary school children will be easily interested if they see something different.","PeriodicalId":292171,"journal":{"name":"EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117286661","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 : 2021-12-31DOI: 10.21462/educasia.v6i3.124
Nur Asriani, Mujahidah Mujahidah, Wildan Saugi
Ketersediaan dan kelengkapan fasilitas belajar akan memudahkan siswa untuk belajar sehingga siswa akan terdorong dan semangat untuk belajar. Penelitian ini bertujuan 1) untuk mengetahui apakah ada pengaruh fasilitas belajar terhadap motivasi belajar siswa kelas V di MI Al-Mujahidin Samarinda; 2) untuk mengetahui seberapa besar pengaruh fasilitas belajar terhadap motivasi belajar siswa kelas V di MI Al-Mujahidin Samarinda. Jenis penelitian ini adalah penelitian kuantitatif. Populasi penelitian ini adalah seluruh siswa kelas V yang berjumlah 42 peserta didik yang terdiri dari kelas Va dan Vb di MI Al-Mujahidin Samarinda, maka keseluruhan populasi di ambil sebagai sampel penelitian. Teknik pengumpulan data yang digunakan yaitu angket dan dokumentasi. Teknik uji coba instrumen terdiri dari dua bagian yaitu uji validitas dan uji reliabitas. Untuk teknik analisis data peneliti menggunakan uji prasyarat yang didalamnya terdapat uji normalitas dan uji linieritas, uji korelasi product moment, uji koefisien determinasi dan uji hipotesis. Berdasarkan hasil analisis data diketahui bahwa ada pengaruh positif antara fasilitas belajar terhadap motivasi belajar siswa kelas V di MI Al-Mujahidin Samarinda sebesar 0,764, bila dikonsultasikan dengan tabel interpretasi r berada di antara 0,70-0,90 berarti berada pada kategori kuat. Sedangkan hasil koefisien determinasi sebesar 0,584 atau 58,4% dan sisanya 41,6% ditentukan variabel lain yang tidak diketahui dan pembuktian hipotesis dengan menguji signifikansi menggunakan rumus uji t, diperoleh hasil t-hitung > t-tabel (7,492 > 1,683) artinya hipotesis yang dikemukakan terdapat pengaruh signifikan antara fasilitas belajar terhadap motivasi belajar siswa kelas V di MI Al-Mujahidin Samarinda, sehingga Ha diterima dan Ho ditolak.
{"title":"Pengaruh Fasilitas Belajar Terhadap Motivasi Belajar Siswa Kelas V di MI Al-Mujahidin Samarinda","authors":"Nur Asriani, Mujahidah Mujahidah, Wildan Saugi","doi":"10.21462/educasia.v6i3.124","DOIUrl":"https://doi.org/10.21462/educasia.v6i3.124","url":null,"abstract":"Ketersediaan dan kelengkapan fasilitas belajar akan memudahkan siswa untuk belajar sehingga siswa akan terdorong dan semangat untuk belajar. Penelitian ini bertujuan 1) untuk mengetahui apakah ada pengaruh fasilitas belajar terhadap motivasi belajar siswa kelas V di MI Al-Mujahidin Samarinda; 2) untuk mengetahui seberapa besar pengaruh fasilitas belajar terhadap motivasi belajar siswa kelas V di MI Al-Mujahidin Samarinda. Jenis penelitian ini adalah penelitian kuantitatif. Populasi penelitian ini adalah seluruh siswa kelas V yang berjumlah 42 peserta didik yang terdiri dari kelas Va dan Vb di MI Al-Mujahidin Samarinda, maka keseluruhan populasi di ambil sebagai sampel penelitian. Teknik pengumpulan data yang digunakan yaitu angket dan dokumentasi. Teknik uji coba instrumen terdiri dari dua bagian yaitu uji validitas dan uji reliabitas. Untuk teknik analisis data peneliti menggunakan uji prasyarat yang didalamnya terdapat uji normalitas dan uji linieritas, uji korelasi product moment, uji koefisien determinasi dan uji hipotesis. Berdasarkan hasil analisis data diketahui bahwa ada pengaruh positif antara fasilitas belajar terhadap motivasi belajar siswa kelas V di MI Al-Mujahidin Samarinda sebesar 0,764, bila dikonsultasikan dengan tabel interpretasi r berada di antara 0,70-0,90 berarti berada pada kategori kuat. Sedangkan hasil koefisien determinasi sebesar 0,584 atau 58,4% dan sisanya 41,6% ditentukan variabel lain yang tidak diketahui dan pembuktian hipotesis dengan menguji signifikansi menggunakan rumus uji t, diperoleh hasil t-hitung > t-tabel (7,492 > 1,683) artinya hipotesis yang dikemukakan terdapat pengaruh signifikan antara fasilitas belajar terhadap motivasi belajar siswa kelas V di MI Al-Mujahidin Samarinda, sehingga Ha diterima dan Ho ditolak.","PeriodicalId":292171,"journal":{"name":"EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114943806","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 : 2021-12-31DOI: 10.21462/educasia.v6i3.113
Ahyar Rasyidi, Dwina Dwina
This study seeks to reveal the method of cultivating the character of Santri and Santriwati Kindergarten/TPA Al-Futuhiyyah Banjarmasin City and its supporting and inhibiting factors. This study also aims to describe the Santri and Santriwati Character Cultivating Methods for Kindergarten/TPA Al-Futuhiyyah Banjarmasin City and find the supportive and inhibiting factors. This research method is classified as field research. At the same time, the approach used is descriptive-qualitative, namely by explaining events directly based on direct observation at the location and object of research. The subjects of this research were teaching staff. This study was the Method of Instilling the Character of Santri and Santriwati Kindergarten/TPA Al-Futuhiyyah Banjarmasin City. This study uses the method of observation, interviews, and documentation. From the results of this study, several findings were obtained that the method used by the teacher in cultivating the character of students and female students was effective through integrating knowledge and charity in daily activities. The factors that support the cultivation of character are the educational background of teachers who incidentally come from Islamic boarding schools and are pursuing an undergraduate degree at PTKIN/PTKIS in Banjarmasin, as well as a conducive family environment. Meanwhile, the inhibiting factor in cultivating character is part of the students' family environment, especially parents who are less proactive in paying attention to changes in children's attitudes, as well as the influence of association with peers, which then has a negative effect on the formation of their character.
本研究旨在揭示Santri and santrwati幼儿园/TPA Al-Futuhiyyah Banjarmasin市特色的培养方法及其支持和抑制因素。本研究亦旨在描述Banjarmasin市幼儿园/TPA Al-Futuhiyyah幼儿园的Santri和santrwati品格培养方法，并找出支持和抑制因素。这种研究方法被归类为实地调查。同时，所使用的方法是描述性定性的，即直接根据对研究地点和对象的直接观察来解释事件。这项研究的对象是教学人员。本研究为Santri和Santriwati幼儿园的特色灌输方法/TPA Al-Futuhiyyah Banjarmasin市。本研究采用观察法、访谈法和文献法。从本研究的结果可以看出，教师在日常活动中将知识与慈善相结合，对男女学生进行性格培养的方法是有效的。支持品格培养的因素是来自伊斯兰寄宿学校的教师的教育背景，他们正在班加马辛的PTKIN/PTKIS攻读本科学位，以及有利的家庭环境。同时，人格培养的抑制因素是学生家庭环境的一部分，尤其是家长对孩子态度变化的关注不够主动，以及与同龄人交往的影响，这些因素对孩子人格的形成产生了负面影响。
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Pub Date : 2021-12-30DOI: 10.21462/educasia.v6i2.58
I. Setiawan, Husni Idris, Indriana Rahmawati
The motivation for this research is the COVID-19 pandemic that hit Indonesia, so the government decided to implement large-scale social restrictions to stop the spread of the COVID-19 virus. This also has an impact on teaching and learning activities that require online learning. make the Madrasah Tsanawiyah Ash Shabirin Samarinda opposite which conducts online learning using the Google Classroom application so that learning activities are carried out online and also have an impact on student learning interest in using Google Classroom media in learning. The research method used in this study is a qualitative descriptive method. Data collection techniques are observation, interviews, and documentation. The data analysis technique used there are three stages of data collection, data presentation, and drawing concluding. The research location is at the Ash Shabirin Samarinda MTs school opposite the informants, namely MTs students grades 1,2,3, the academic year 2020/2021, and teachers of Aqidah Morals subjects. The results of research from 14 students and 2 teachers of MTs Ash Shabirin Samarinda across regarding the implementation of the use of the Google Classroom application on student learning interest in the Aqodah morality lesson have greatly helped students and teachers in conducting online learning activities, the use of applications that are very easy, practical, and not consuming a lot of data in using it so that students and teachers easily use the Google Classroom application in learning amid during in the covid 19 pandemic. However, the use of Google Classroom media also hurts student learning interest, namely the absence of direct interaction between teachers and students in the learning process lack of interest in student learning in participating in learning, students feel bored and bored so that students find it difficult to understand the material presented.
{"title":"Implementasi Penggunaan Aplikasi Google Classroom pada Minat Belajar Aqidah Akhlak Siswa MTs Samarinda","authors":"I. Setiawan, Husni Idris, Indriana Rahmawati","doi":"10.21462/educasia.v6i2.58","DOIUrl":"https://doi.org/10.21462/educasia.v6i2.58","url":null,"abstract":"The motivation for this research is the COVID-19 pandemic that hit Indonesia, so the government decided to implement large-scale social restrictions to stop the spread of the COVID-19 virus. This also has an impact on teaching and learning activities that require online learning. make the Madrasah Tsanawiyah Ash Shabirin Samarinda opposite which conducts online learning using the Google Classroom application so that learning activities are carried out online and also have an impact on student learning interest in using Google Classroom media in learning. The research method used in this study is a qualitative descriptive method. Data collection techniques are observation, interviews, and documentation. The data analysis technique used there are three stages of data collection, data presentation, and drawing concluding. The research location is at the Ash Shabirin Samarinda MTs school opposite the informants, namely MTs students grades 1,2,3, the academic year 2020/2021, and teachers of Aqidah Morals subjects. The results of research from 14 students and 2 teachers of MTs Ash Shabirin Samarinda across regarding the implementation of the use of the Google Classroom application on student learning interest in the Aqodah morality lesson have greatly helped students and teachers in conducting online learning activities, the use of applications that are very easy, practical, and not consuming a lot of data in using it so that students and teachers easily use the Google Classroom application in learning amid during in the covid 19 pandemic. However, the use of Google Classroom media also hurts student learning interest, namely the absence of direct interaction between teachers and students in the learning process lack of interest in student learning in participating in learning, students feel bored and bored so that students find it difficult to understand the material presented.","PeriodicalId":292171,"journal":{"name":"EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127775991","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 : 2021-12-30DOI: 10.21462/educasia.v6i2.69
Siti Aisyah, N. Afandi
Masalah karakter merupakan masalah yang paling urgent dalam kehidupan manusia oleh karena itu akhir-akhir ini, semakin banyak orang menyadari betapa pentingnya pendidikan karakter di tengah-tengan kebobrokan dan kebangkrutan moral bangsa, maraknya tindak kekerasan, dan perilaku keseharian yang tanpa kepedulian sesama. Sehingga pendidikan karakter yang menekankan dimensi etis religius menjadi relevan untuk diterapkan. Sampai sekarang, pendidikan karakter sudah kian marak dikaji, didiskusikan dan dikenalkan kepada seluruh civitas akademis. Tujuan penelitian ini adalah untuk menganalisis pendidikan karakter dalam perspektif Islam dan bagaimana cara mengimplementasikannya. Metode penelitian yang digunakan adalah metode kualitatif dengan pendekatan library reseach. Hasil penelitian in menunjukkan bahwa pendidikan karakter memiliki makna lebih tinggi daripada pendidikan moral, oleh karenanya pendidikan karakter bukan hanya mengajarkan benar salah, tetapi sekaligus menanamkan kebiasaan (habituation) tentang yang baik sehingga siswa menjadi paham, mampu merasakan, dan mau melakukan apa yang baik. Dalam pandangan Islam, karakter itu disebut dengan akhlak. Komponen pendidikan akhlak atau kepribadian meliputi: pengetahuan, sikap, dan perilaku dan identik dengan ajaran agama Islam itu sendiri yang bersumber dari Alquran dan al-Hadis. Dengan demikian, dapat dinyatakan bahwa pendidikan karakter perspektif Islam merupakan sistem perilaku yang diwajibkan dalam agama Islam yang tertuang melalui nash alquran dan Hadis Rasulullah Saw.
{"title":"Pengembangan Pendidikan Karakter Perspektif Barat dan Islam","authors":"Siti Aisyah, N. Afandi","doi":"10.21462/educasia.v6i2.69","DOIUrl":"https://doi.org/10.21462/educasia.v6i2.69","url":null,"abstract":"Masalah karakter merupakan masalah yang paling urgent dalam kehidupan manusia oleh karena itu akhir-akhir ini, semakin banyak orang menyadari betapa pentingnya pendidikan karakter di tengah-tengan kebobrokan dan kebangkrutan moral bangsa, maraknya tindak kekerasan, dan perilaku keseharian yang tanpa kepedulian sesama. Sehingga pendidikan karakter yang menekankan dimensi etis religius menjadi relevan untuk diterapkan. Sampai sekarang, pendidikan karakter sudah kian marak dikaji, didiskusikan dan dikenalkan kepada seluruh civitas akademis. Tujuan penelitian ini adalah untuk menganalisis pendidikan karakter dalam perspektif Islam dan bagaimana cara mengimplementasikannya. Metode penelitian yang digunakan adalah metode kualitatif dengan pendekatan library reseach. Hasil penelitian in menunjukkan bahwa pendidikan karakter memiliki makna lebih tinggi daripada pendidikan moral, oleh karenanya pendidikan karakter bukan hanya mengajarkan benar salah, tetapi sekaligus menanamkan kebiasaan (habituation) tentang yang baik sehingga siswa menjadi paham, mampu merasakan, dan mau melakukan apa yang baik. Dalam pandangan Islam, karakter itu disebut dengan akhlak. Komponen pendidikan akhlak atau kepribadian meliputi: pengetahuan, sikap, dan perilaku dan identik dengan ajaran agama Islam itu sendiri yang bersumber dari Alquran dan al-Hadis. Dengan demikian, dapat dinyatakan bahwa pendidikan karakter perspektif Islam merupakan sistem perilaku yang diwajibkan dalam agama Islam yang tertuang melalui nash alquran dan Hadis Rasulullah Saw.","PeriodicalId":292171,"journal":{"name":"EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127886688","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 : 2021-12-10DOI: 10.21462/educasia.v6i2.61
Ahyar Rasyidi, Husnul Yaqin
Penelitian ini bertujuan mendeskripsikan profile dan sejarah pondok pesantren tahfizh Al-Qur’an di Kalimantan Selatan. Menarik untuk dikaji oleh karena menjadi pusat pendidikan Al-Qur’an bagi anak sekolah dan bagi pembinaan akhlak siswa khususnya pada bidang Al-Qur’an. Para orang tua berkeyakinan bahwa jika anak mereka mondok di pesantren tahfizh Al-Qur’an, maka akan terjaga akhlaknya oleh Allah, terlebih dengan arus globalisasi zaman saat ini. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif naratif, dimana sumber data diambil dari hasil penelitian dan data sekunder dari hasil penelitian yang telah dipublikasikan pada jurnal, teknik analisis data yang digunakan adalah reduksi data yang menyimpulkan hasil penelitian yang berkaitan dengan (hasil observasi, dan wawancara kepada pimpinan pondok pesantren tahfizh Al-Qur’an). Hasil penelitian yaitu bahwa Pondok pesantren tahfizh Al-Qur’an di Kalimantan Selatan memiliki sejarah panjang. Bahkan, sejak pasca reformasi, kehadiran pondok pesantren tahfidz Al-Qur’an di Kalimantan Selatan mulai dilirik orang tua sebagai wadah pendidikan Al-Qur’an bagi anak-anaknya. Pendidikan atau pengajaran adalah salah satu dari sekian tradisi Al-Qur’an di Kalimantan Selatan. Pesantren tahfizh Al-Qur’an adalah salah satu model pendidikan Al-Qur’an. Kalimantan Selatan banyak pondok pesantren Tahfizh Al-Qur’an yang melaksanakan pembelajaran dan menghafal Al-Qur’an yang dilaksanakan secara intens. Antara pondok pesantren Tahfizh Al-Qur’an yang satu dengan yang lainnya memiliki keunikan/karakteristik masing-masing yang selanjutnya menjadi dinamika bagi perkembangan dan eksistensi pondok pesantren Tahfizh Al-Qur’an tersebut. Dibeberapa kabupaten/kota di Kalimantan Selatan, telah menetapkan peraturan daerah (perda) yang mengatur soal kemampuan masyarakatnya dalam membaca Al-Qur’an. Tercatat ada tiga daerah yang memiliki peraturan daerah yang khusus mengatur persoalan membaca Al-Qur’an, yaitu Kota Banjarmasin, Kab. Banjar, dan Hulu Sungai Utara.
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Pub Date : 2021-12-10DOI: 10.21462/educasia.v6i2.60
Chairul Anwar
Tujuan penelitian dalam artikel ini adalah mendeskripsikan mengenai konsep kepemimpinan dan rekruitmen. Metode penelitian yang digunakan yaitu penelitian library. Data yang diperoleh kemudian dianalisis serta ditelaah secara mendalam atas referensi yang digunakan sebagaimana halnya dalam studi kepustakaan atau library research. Hasil penelitian yaitu modal pemimpin yang terpenting adalah mengetahui, tidak harus ahli. Pemimpin muncul dikarenakan adanya berbagai perbedaan manusia yang bersifat heterogen, yang kemudian butuh disatukan atau diselaraskan dan diarahkan agar perbedaan-perbedaan itu tidak menimbulkan konflik. Kunci utama dalam menciptakan sumber daya manusia yang profesional adalah terletak pada proses rekrutmen, seleksi, training and development calon tenaga kerja. Sistem perekrutan hendaknya mengacu kepada daya saing dengan begitu perusahaan mampu mewujudkan tujuan perusahaan. Sistem rekrutmen di manufaktur mengacu pada keahlian pekerja dan mampu beradaptasi dengan perkembangan jaman. Tidak hanya sebagai acuan bagi lembaga lainnya juga menjadi hal penting bagi kemajuan bersama. Pandangan Islam tenaga profesional tersebut dicirikan oleh tiga hal, yakni: 1) Kaffaah, yaitu adanya keahlian dan kecakapan dalam bidang pekerjaan yang dilakukan, 2) Himmatul Amal, yakni memiliki semangat dan etos kerja yang tinggi dan 3) Amanah, yakni terpercaya dan bertanggung jawab dalam menjalankan berbagai tugas dan kewajibannya serta tidak berkhianat terhadap jabatan yang didudukinya.
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