Pub Date : 2023-02-22DOI: 10.30587/didaktika.v29i1.4330
Mutia Mutia Prasong
Abstrak Penelitian ini bertujuan: 1) mendiskripsikan mebelajaran Al-Islam dan Kemuhammadiyahan khususnya untuk mahasiswa non-muslim; 2) mendiskripsikan respon mahasiswa terkait pembelajaran Al-Islam dan Kemuhammadiyahan. Jenis penelitian menggunakan penelitian studi lapangan dengan metode penelitiannya adalah penelitian deskriptif kualitatif. Pengumpulan data dilakukan melalui observasi dan wawancara. Teknik analisis data menggunakan analisis data interaktif model Milles dan Huberman. Kesimpulannya menunjukkan bahwa STKIP Muhammadiyah Kalabahi masih menerapkan Kurikulum pembelajaran AIK yang dikeluarkan oleh PP Litbang Dikti Muhammadiyah tahun 2013, Pembahasan AIK lebih didekatkan dengan konteks (sosial dan budaya) kehidupan mahasiswa, sehingga mahasiswa mengenal dan memahami Islam dan Muhammadiyah secara lebih akrab yang diterima oleh nalar sosial dan budaya mereka. Teknik Pembelajaran AIK I (Kemanusiaan dan Keimanan), AIK II (Ibadah, Akhlak dan Muamalah). AIK III (Kemuhammadiyahan), AIK IV (Islam dan Ilmu Pengetahuan). Kata kunci: STKIP Muhammadiyah Kalabahi, AIK dan Mahasiswa non Muslim Abstract This study aims to: 1) describe the study of Al-Islam and Kemuhammadiyahan, especially for non-Muslim students; 2) describe students' responses related to learning Al-Islam and Kemuhammadiyahan. This type of research uses field study research with the research method is qualitative descriptive research. Data collection was carried out through observation and interviews. The data analysis technique uses interactive data analysis of Milles and Huberman's model. His conclusion shows that STKIP Muhammadiyah Kalabahi is still implementing the AIK learning curriculum issued by the Muhammadiyah Higher Education Research and Development Regulation in 2013, the AIK discussion is closer to the context (social and cultural) of student life, so that students know and understand Islam and Muhammadiyah more intimately which are accepted by their social and cultural reasoning. Learning Techniques AIK I (Humanity and Faith), AIK II (Worship, Morals and Muamalah). AIK III (Kemuhammadiyahan), AIK IV (Islam and Science).
摘要 本研究的目标是:1)维基解密伊斯兰教，特别是对非穆斯林学生;2)学习伊斯兰教和学生的学习反应。以研究方法进行实地研究的类型研究是描述性质的研究。数据收集是通过观察和采访进行的。使用米尔莱斯模型和胡伯曼交互数据分析技术。最后的结论表明，STKIP muhammadii仍然应用由PP Litbang Dikti Muhammadiyah 2013年的AIK学习课程更接近学生生活的社会和文化背景，学生更熟悉和理解伊斯兰教和穆罕默德，这是他们的社会和文化理性所接受的。敬拜、敬拜、敬拜、敬拜、敬拜、敬拜、敬拜、敬拜、敬拜、敬拜、敬拜、敬拜、敬拜、敬拜、敬拜、敬拜、敬拜、敬拜、敬拜、敬拜。AIK III(讽刺)，AIK四(伊斯兰教和科学)。 关键词:STKIP Muhammadiyah Kalabahi, AIK和非穆斯林学生抽象 这项研究的标题如下:1)描述伊斯兰教和异端学生的研究，特别是对非穆斯林学生的研究;2)描述学生对学习伊斯兰教和学生行为的反应。这是研究方法的实地研究的一种类型。数据收集是通过观察和面试得来的。数据分析技术uses interactive数据分析米尔莱斯和胡伯曼的模型。穆罕默德在节目,以至于他的历史性STKIP Kalabahi还是implementing the佤联军学习简历穆罕默德issued by the Research and Development in dublin Regulation教育认证:2013年,《》的《佤联军是近受到质疑(社会和文化)的学生生活,如此学生知道穆罕默德理解伊斯兰教和更多intimately哪种是公认的偏社交文化reasoning,睡意朦胧。学习技巧包括人性、道德和价值观AIK III(讽刺)，AIK四(伊斯兰科学)。
{"title":"","authors":"Mutia Mutia Prasong","doi":"10.30587/didaktika.v29i1.4330","DOIUrl":"https://doi.org/10.30587/didaktika.v29i1.4330","url":null,"abstract":"Abstrak Penelitian ini bertujuan: 1) mendiskripsikan mebelajaran Al-Islam dan Kemuhammadiyahan khususnya untuk mahasiswa non-muslim; 2) mendiskripsikan respon mahasiswa terkait pembelajaran Al-Islam dan Kemuhammadiyahan. Jenis penelitian menggunakan penelitian studi lapangan dengan metode penelitiannya adalah penelitian deskriptif kualitatif. Pengumpulan data dilakukan melalui observasi dan wawancara. Teknik analisis data menggunakan analisis data interaktif model Milles dan Huberman. Kesimpulannya menunjukkan bahwa STKIP Muhammadiyah Kalabahi masih menerapkan Kurikulum pembelajaran AIK yang dikeluarkan oleh PP Litbang Dikti Muhammadiyah tahun 2013, Pembahasan AIK lebih didekatkan dengan konteks (sosial dan budaya) kehidupan mahasiswa, sehingga mahasiswa mengenal dan memahami Islam dan Muhammadiyah secara lebih akrab yang diterima oleh nalar sosial dan budaya mereka. Teknik Pembelajaran AIK I (Kemanusiaan dan Keimanan), AIK II (Ibadah, Akhlak dan Muamalah). AIK III (Kemuhammadiyahan), AIK IV (Islam dan Ilmu Pengetahuan). Kata kunci: STKIP Muhammadiyah Kalabahi, AIK dan Mahasiswa non Muslim Abstract This study aims to: 1) describe the study of Al-Islam and Kemuhammadiyahan, especially for non-Muslim students; 2) describe students' responses related to learning Al-Islam and Kemuhammadiyahan. This type of research uses field study research with the research method is qualitative descriptive research. Data collection was carried out through observation and interviews. The data analysis technique uses interactive data analysis of Milles and Huberman's model. His conclusion shows that STKIP Muhammadiyah Kalabahi is still implementing the AIK learning curriculum issued by the Muhammadiyah Higher Education Research and Development Regulation in 2013, the AIK discussion is closer to the context (social and cultural) of student life, so that students know and understand Islam and Muhammadiyah more intimately which are accepted by their social and cultural reasoning. Learning Techniques AIK I (Humanity and Faith), AIK II (Worship, Morals and Muamalah). AIK III (Kemuhammadiyahan), AIK IV (Islam and Science).","PeriodicalId":32325,"journal":{"name":"Didaktika Religia","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136196213","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 : 2023-02-16DOI: 10.30587/didaktika.v29i1.5244
Sherlya Maftukha, Ulfatul Ma'rifah
This paper aims to examine and compare the effects of word-play-based local humor strategies. In learning the speaking skills of EFL students at SMP Muhammadiyah 4 Gresik at the secondary level, in this study, 26 EFL students in classes VII A and VII B at an institution in the city of Gresik, East Java, were asked to become a research group, and they were divided randomly into two groups, namely the group experiments using pun-based local jokes and the control group using cooperative learning strategies based on TGT (Team Games Tournament). Each group contains 13 students. Prior to treatment, all participants took a pre-test, which aimed to ensure the homogeneity of these participants. The treatment for experimental participants, namely local jokes, was then started and continued with post-test speaking with material according to the syllabus. Data were then collected and analyzed through the paired samples T-test and independent samples T-test by comparing the results of the study groups before and after being given treatment and comparing the learning outcomes after being given treatment between groups, and the results then revealed that for students who were given more effective treatment, their scores were significantly higher than those of those who did not use conventional methods. The results of the control class students, who were not given any influence, were then lower than those of the experimental group. Thus, it can be concluded that there are significant differences between the experimental group and the control group in terms of how they are affected by the treatment.
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Pub Date : 2023-02-16DOI: 10.30587/didaktika.v29i1.5276
Fandy Ahmad
Moderasi beragama di ranah pendidikan menjadi langkah pemerintah Indonesia dalam hal ini kementerian agama untuk menanamkan sikap bijaksana dan toleransi dalam menyikapi perbedaan kepada pelajar, serta meluruskan paham-paham keagamaan yang berlebihan di lembaga pendidikan. Beberapa riset menunjukkan dalam proses aktualisasinya masih ada beberapa masalah sehingga perlu untuk ditinjau kembali. Penelitian ini bertujuan untuk meninjau seberapa jauh moderasi beragama telah diaktualisasikan, berfokus pada ikhtiar pihak lembaga pendidikan dan peran pengajar dalam mengaktualisasikan moderasi beragama, selanjutnya meninjau pendekatan konseptual di lembaga pendidikan dalam mengaktualisasikan moderasi beragama. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan jenis penelitian kepustakaan. Hasil penelitian menunjukkan bahwa aktualisasi moderasi beragama di tingkat pendidikan dasar dan menengah telah terwujud dengan baik, karena rata-rata pihak lembaga pendidikan dan pengajar telah memiliki sikap dan kesadaran pentingnya penanaman nilai moderasi beragama kepada pelajar. Namun di tingkat perguruan tinggi, data menunjukkan moderasi belum terwujud dengan baik, karena banyak kecenderungan sikap intoleran kepada agama lain dan komitmen kebangsaan yang kurang. Sementara itu, pendekatan konseptual yang diimplementasikan di lembaga pendidikan secara umum ada berbagai macam, seperti konsep kurikulum tersembunyi , konsep behavioristik Gagne dan Berliner, serta konsep Ahlussunnah wal Jamaah.
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Pub Date : 2023-02-16DOI: 10.30587/didaktika.v29i1.5230
Fika Khoirotul Jannah, Candra Hadi Asmara
Teachers may have different perspectives about their roles in implementing teaching methods. One of the examples is using play-based learning. This study explores the teacher's implementation of play-based learning and the roles of Thai primary school teachers in teaching vocabulary using a play-based learning strategy. The data were collected through a qualitative case study design. Two instruments were applied in this research, online observations and interviews: 50 minutes of classroom observations held through Facebook's live streaming feature and 3 hours of individual interviews with three Thai teachers from different primary schools through the Zoom meeting platform and LINE. The finding of the observation shows that all teachers have been following aspects of the observation. Meanwhile, the finding from the interview shows that teachers' roles in play-based learning: teachers act as facilitators and leaders in the context of engagement with the students; teachers act as observers, planners, and reflectors in a reflective pedagogues context; and teachers act as communicators, advisors, and connectors for the context of partnership with student's parents. This study is expected to serve as a resource and source of information for English teachers who teach young learners so they can set some useful strategies into practice in the classroom.Teachers may have different perspectives about their roles in implementing teaching methods. One of the examples is using play-based learning. This study explores the teacher's implementation of play-based learning and the roles of Thai primary school teachers in teaching vocabulary using a play-based learning strategy. The data were collected through a qualitative case study design. Two instruments were applied in this research, online observations and interviews: 50 minutes of classroom observations held through Facebook's live streaming feature and 3 hours of individual interviews with three Thai teachers from different primary schools through the Zoom meeting platform and LINE. The finding of the observation shows that all teachers have been following aspects of the observation. Meanwhile, the finding from the interview shows that teachers' roles in play-based learning: teachers act as facilitators and leaders in the context of engagement with the students; teachers act as observers, planners, and reflectors in a reflective pedagogues context; and teachers act as communicators, advisors, and connectors for the context of partnership with student's parents. This study is expected to serve as a resource and source of information for English teachers who teach young learners so they can set some useful strategies into practice in the classroom.
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Pub Date : 2023-02-14DOI: 10.30587/didaktika.v29i1.5097
Marlinda Rahmawati
Penelitian awal di lingkungan sekolah UPT SDN 68 Gresik menunjukkan bahwa pemahaman membaca siswa sangat rendah. Hal ini ditunjukkan melalui kurangnya pemahaman mereka terhadap teks cerita pada awal pembelajaran bahasa Indonesia. Hal ini disebabkan karena pemahaman siswa terhadap membaca masih rendah. Penelitian ini berfokus pada peningkatan kemampuan membaca pemahaman siswa. Ini mengkaji materi pembelajaran cerita dan menggunakan model CIRC yang cocok untuk jenis konten ini. Studi ini dimulai dengan 19 peserta; 9 siswa perempuan dan 10 siswa laki-laki. Masing-masing mendapat skor antara 0 dan 98 pada pemahaman membaca mereka. Siswa dalam penelitian tersebut berhasil membaca teks cerita rakyat dengan skor rata-rata 65,8. Mereka ditemukan kurang memahami cara melafalkan dan menginterpretasikan teks cerita rakyat secara ritmis. Terlepas dari perjuangan ini, siswa bertekad untuk mencoba membaca teks cerita rakyat dengan nilai yang sangat tinggi.
早期关于UPT SDN 68 Gresik学校环境的研究表明，学生的阅读理解水平非常低。这是由于他们在早期学习印尼语时对故事文本缺乏理解。这是因为学生对阅读的理解仍然很低。这项研究的重点是提高学生的阅读理解能力。它审查故事学习材料，使用符合这类内容的马戏团模型。这项研究从19名参与者开始;9名女学生和10名男学生。每个人的阅读理解成绩在0和98之间。研究的学生以平均65.8分的成绩阅读了民间故事文本。他们发现他们对如何背诵和朗诵民俗文本缺乏节奏。尽管有这些斗争，学生们还是决定试着以非常高的价值阅读民间故事文本。
{"title":"","authors":"Marlinda Rahmawati","doi":"10.30587/didaktika.v29i1.5097","DOIUrl":"https://doi.org/10.30587/didaktika.v29i1.5097","url":null,"abstract":"Penelitian awal di lingkungan sekolah UPT SDN 68 Gresik menunjukkan bahwa pemahaman membaca siswa sangat rendah. Hal ini ditunjukkan melalui kurangnya pemahaman mereka terhadap teks cerita pada awal pembelajaran bahasa Indonesia. Hal ini disebabkan karena pemahaman siswa terhadap membaca masih rendah. Penelitian ini berfokus pada peningkatan kemampuan membaca pemahaman siswa. Ini mengkaji materi pembelajaran cerita dan menggunakan model CIRC yang cocok untuk jenis konten ini. Studi ini dimulai dengan 19 peserta; 9 siswa perempuan dan 10 siswa laki-laki. Masing-masing mendapat skor antara 0 dan 98 pada pemahaman membaca mereka. Siswa dalam penelitian tersebut berhasil membaca teks cerita rakyat dengan skor rata-rata 65,8. Mereka ditemukan kurang memahami cara melafalkan dan menginterpretasikan teks cerita rakyat secara ritmis. Terlepas dari perjuangan ini, siswa bertekad untuk mencoba membaca teks cerita rakyat dengan nilai yang sangat tinggi.","PeriodicalId":32325,"journal":{"name":"Didaktika Religia","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135796813","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 : 2023-02-14DOI: 10.30587/didaktika.v29i1.5172
Mohammad Ahyan Yusuf Sya'bani
Today's post-modern era increasingly shows how complex the problem of pesantren is. Even pesantren has long existed in the archipelago can represent authentic education and able to face the challenges of an era. In the aspect of kiai, santri, learning mechanisms, establishment and implementation, infrastructure facilities in both huts and places of worship, the surrounding community that serves as a party that contributes to the implementation of pesantren, and many others. All of this is drawn to the contextualization of the post-modern era and globalization, which will fundamentally change all aspects of education in the pesantren. Whatever the purpose of the research is knowing the conceptualization of Islamic boarding schools education as well as the repositioning of Islamic boarding schools, especially in the digital era, as an effort to strengthen the existence of Islamic boarding schools. The research method used is a qualitative research method by choosing the literature research. Literature research is useful in reviewing about repositioning pesantren education as the basis of Islamic education in Indonesia. Therefore, the results of this study show that the peculiarities of pesantren are the main point in a pesantren education that needs to be redefined in the post-modern era and the midst of globalization currents such as Islamic learning, kiai, systems, and learning strategies. These elements of education in the present have been able to exist and adapt to the contextualization of the times as a whole so that pesantren education can continue to survive and even develop and advance
{"title":"Repositioning Pesantren Education as the Basis of Islamic Education in Indonesia","authors":"Mohammad Ahyan Yusuf Sya'bani","doi":"10.30587/didaktika.v29i1.5172","DOIUrl":"https://doi.org/10.30587/didaktika.v29i1.5172","url":null,"abstract":"Today's post-modern era increasingly shows how complex the problem of pesantren is. Even pesantren has long existed in the archipelago can represent authentic education and able to face the challenges of an era. In the aspect of kiai, santri, learning mechanisms, establishment and implementation, infrastructure facilities in both huts and places of worship, the surrounding community that serves as a party that contributes to the implementation of pesantren, and many others. All of this is drawn to the contextualization of the post-modern era and globalization, which will fundamentally change all aspects of education in the pesantren. Whatever the purpose of the research is knowing the conceptualization of Islamic boarding schools education as well as the repositioning of Islamic boarding schools, especially in the digital era, as an effort to strengthen the existence of Islamic boarding schools. The research method used is a qualitative research method by choosing the literature research. Literature research is useful in reviewing about repositioning pesantren education as the basis of Islamic education in Indonesia. Therefore, the results of this study show that the peculiarities of pesantren are the main point in a pesantren education that needs to be redefined in the post-modern era and the midst of globalization currents such as Islamic learning, kiai, systems, and learning strategies. These elements of education in the present have been able to exist and adapt to the contextualization of the times as a whole so that pesantren education can continue to survive and even develop and advance","PeriodicalId":32325,"journal":{"name":"Didaktika Religia","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135837843","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 : 2023-02-14DOI: 10.30587/didaktika.v29i1.5176
Dzurrotul Hamiedah, Nur Fauziyah, Syaiful Huda
This research was conducted to produce an e-module product that was given numeracy literacy reinforcement using the Ispring suite 10 application for class VIII students of SMP/MTs. This study obtained 2 criteria valid and effective, so it deserves to be used as a reference for learning companions for students. The method used in this development research refers to the 4D model which consists of define, design, development, and disseminate. This development test was carried out on a limited basis because there was no time limit. To measure the validity of the e-module instrument used in this development research is an expert validation sheet, while to measure the effectiveness of the e-module instrument used is a response questionnaire, test instrument and student activity observation sheet. The results obtained in this development research are 1) Valid criteria which can be seen through the percentage of validation results by material experts with a percentage of 96.92% with an evaluation test of 95.56%, and media experts with a percentage of 91.25%. 2) Effective criteria which can be seen from the percentage of student activity is 78.33%, the percentage of classical completeness is 78.57% and the percentage of student responses is 88.6%. Thus, the development of e-modules using the Ispring suite 10 application by strengthening numeracy literacy can be used as a student learning companion.
这项研究是为了生产一个电子模块产品，该产品使用spring suite 10应用程序为SMP/MTs的八年级学生提供计算能力增强。本研究获得了2条有效标准，值得作为学生学习同伴的参考。本次开发研究采用的方法是四维模型，由定义、设计、开发、传播四个阶段组成。这个开发测试是在有限的基础上进行的，因为没有时间限制。本开发研究中使用的电子模块仪器的效度测量是专家验证表，而使用的电子模块仪器的有效性测量是响应问卷、测试仪器和学生活动观察表。本开发研究得到的结果为:1)材料专家验证结果占验证结果的百分比为96.92%，评价试验为95.56%，介质专家验证结果占验证结果的百分比为91.25%。2)有效标准，学生活动百分比为78.33%，经典完整性百分比为78.57%，学生回应百分比为88.6%。因此，使用spring suite 10应用程序开发电子模块，通过加强计算能力，可以作为学生的学习伙伴。
{"title":"","authors":"Dzurrotul Hamiedah, Nur Fauziyah, Syaiful Huda","doi":"10.30587/didaktika.v29i1.5176","DOIUrl":"https://doi.org/10.30587/didaktika.v29i1.5176","url":null,"abstract":"This research was conducted to produce an e-module product that was given numeracy literacy reinforcement using the Ispring suite 10 application for class VIII students of SMP/MTs. This study obtained 2 criteria valid and effective, so it deserves to be used as a reference for learning companions for students. The method used in this development research refers to the 4D model which consists of define, design, development, and disseminate. This development test was carried out on a limited basis because there was no time limit. To measure the validity of the e-module instrument used in this development research is an expert validation sheet, while to measure the effectiveness of the e-module instrument used is a response questionnaire, test instrument and student activity observation sheet. The results obtained in this development research are 1) Valid criteria which can be seen through the percentage of validation results by material experts with a percentage of 96.92% with an evaluation test of 95.56%, and media experts with a percentage of 91.25%. 2) Effective criteria which can be seen from the percentage of student activity is 78.33%, the percentage of classical completeness is 78.57% and the percentage of student responses is 88.6%. Thus, the development of e-modules using the Ispring suite 10 application by strengthening numeracy literacy can be used as a student learning companion.","PeriodicalId":32325,"journal":{"name":"Didaktika Religia","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135796806","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 : 2023-02-13DOI: 10.30587/didaktika.v29i1.5024
Irma Irma
Tujuan penelitan ini untuk mengetahui beberapa pengaruh dan manfaat gerakan literasi dan bahan ajar sains dalam model pembelajaran IPA terpadu. Studi kasus ini dilakukan di UPTD SDN Mlajah 2 Bangkalan. Penelitian ini menggunakan metode eksperimen dengan desain nonequivalent kontrol group, yang menggunakan satu kelas kontrol dengan pembelajara konvensional dan satu kelas eksperimen menggunakan model pembelajaran IPA terpadu. Berdasarkan hasi analisis data, diperoleh rata-rata post-test kelas eksperimen sebesar 78,13 sedangkan pada kelas kontrol sebesar 57,39. Hasil uji hipotesis menggunakan uji t dengan rumus polled varian, yang diperoleh t hitung sebesar 8,5 dan t tabel ((α = 5% dan dk = 35 + 36 -2 = 69) sebesar 1,997. Karena t hitung (8,5) > t tabel (1,9967), dengan demikian maka Ha diterima. Selanjutnya berdasarkan hasil analisis tentang tingkat pengaruhpenggunaanmodel pembelajaran berbasis masalah pada penelitian ini, diperoleh ES = 1,94dengan kategori tinggi.
{"title":"","authors":"Irma Irma","doi":"10.30587/didaktika.v29i1.5024","DOIUrl":"https://doi.org/10.30587/didaktika.v29i1.5024","url":null,"abstract":"Tujuan penelitan ini untuk mengetahui beberapa pengaruh dan manfaat gerakan literasi dan bahan ajar sains dalam model pembelajaran IPA terpadu. Studi kasus ini dilakukan di UPTD SDN Mlajah 2 Bangkalan. Penelitian ini menggunakan metode eksperimen dengan desain nonequivalent kontrol group, yang menggunakan satu kelas kontrol dengan pembelajara konvensional dan satu kelas eksperimen menggunakan model pembelajaran IPA terpadu. Berdasarkan hasi analisis data, diperoleh rata-rata post-test kelas eksperimen sebesar 78,13 sedangkan pada kelas kontrol sebesar 57,39. Hasil uji hipotesis menggunakan uji t dengan rumus polled varian, yang diperoleh t hitung sebesar 8,5 dan t tabel ((α = 5% dan dk = 35 + 36 -2 = 69) sebesar 1,997. Karena t hitung (8,5) > t tabel (1,9967), dengan demikian maka Ha diterima. Selanjutnya berdasarkan hasil analisis tentang tingkat pengaruhpenggunaanmodel pembelajaran berbasis masalah pada penelitian ini, diperoleh ES = 1,94dengan kategori tinggi.","PeriodicalId":32325,"journal":{"name":"Didaktika Religia","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135951561","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 : 2023-02-06DOI: 10.30587/didaktika.v29i1.5252
Ichlasul Ayyub
Era Society 5.0 or called Society 5.0 was first echoed by the Japanese government. This era is an era where drastic changes occur in the industrial world and social structure. Many things need to be prepared, one of which is preparing human resources capable of adapting to that era, the things that can be done for this is through education. Era Society 5.0 requires someone to be able to integrate their activities with digital technology. This article examines what challenges will be faced by educational institutions in Japan and what must be done to be able to form the human resources needed by the world of work in Japan in the era of Society 5.0. This research has the objective of describing what are the challenges of educational institutions in Japan to graduate human resources who are ready to compete in the era of society 5.0 and how to solve them. This research uses a qualitative research approach. The data collection technique was carried out by collecting literature data. This study collects information or data from various sources such as articles that are relevant to the issue of Education in Japan's Society 5.0 era. To face the era of Society 5.0, the world of education in Japan has carried out various corrective actions, including reforming education in the form of a lecture system and lecture materials, providing facilities for students and alumni to be able to discuss with companies in Japan, and establishing collaborations with foreign universities in the form of providing double degree programs.
{"title":"","authors":"Ichlasul Ayyub","doi":"10.30587/didaktika.v29i1.5252","DOIUrl":"https://doi.org/10.30587/didaktika.v29i1.5252","url":null,"abstract":"Era Society 5.0 or called Society 5.0 was first echoed by the Japanese government. This era is an era where drastic changes occur in the industrial world and social structure. Many things need to be prepared, one of which is preparing human resources capable of adapting to that era, the things that can be done for this is through education. Era Society 5.0 requires someone to be able to integrate their activities with digital technology. This article examines what challenges will be faced by educational institutions in Japan and what must be done to be able to form the human resources needed by the world of work in Japan in the era of Society 5.0. This research has the objective of describing what are the challenges of educational institutions in Japan to graduate human resources who are ready to compete in the era of society 5.0 and how to solve them. This research uses a qualitative research approach. The data collection technique was carried out by collecting literature data. This study collects information or data from various sources such as articles that are relevant to the issue of Education in Japan's Society 5.0 era. To face the era of Society 5.0, the world of education in Japan has carried out various corrective actions, including reforming education in the form of a lecture system and lecture materials, providing facilities for students and alumni to be able to discuss with companies in Japan, and establishing collaborations with foreign universities in the form of providing double degree programs.","PeriodicalId":32325,"journal":{"name":"Didaktika Religia","volume":"186 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134921481","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 : 2023-01-31DOI: 10.30587/didaktika.v29i1.4747
Zuhadur Ra'is Ariyono Putra, Abd. Qohar
Penelitian ini bertujuan untuk mengembangkan sebuah media pembelajaran yang disebut Trigonomatchtri, yaitu sebuah inovasi permainan kartu dengan muatan materi trigonometri. Media ini diharapkan valid dan praktis untuk digunakan sebagai sarana pembelajaran materi Trigonometri di SMA. Jenis penelitian ini adalah Penelitian Pengembangan (R&D) dengan model ADDIE (Analyze, Design, Development, Implementation, Evaluate). Subjek penelitian ini adalah 20 siswa kelas 11 SMA Dharma Wanita Surabaya. Uji validitas dilakukan oleh 3 validator dengan hasil validasi media sebesar 3,48 dengan kategori sangat valid. Uji kepraktisan dilakukan melalui observasi guru mata pelajaran matematika dan angket respon siswa. Diperoleh hasil skor kepraktisan sebesar 3,275 kategori sangat praktis. Kesimpulan yang dapat diambil berdasarkan penelitian ini ialah media Trigonomatchtri yang dikembangkan masuk dalam kategori valid dan praktis sebagai media latihan siswa pada materi Trigonometri.
{"title":"","authors":"Zuhadur Ra'is Ariyono Putra, Abd. Qohar","doi":"10.30587/didaktika.v29i1.4747","DOIUrl":"https://doi.org/10.30587/didaktika.v29i1.4747","url":null,"abstract":"Penelitian ini bertujuan untuk mengembangkan sebuah media pembelajaran yang disebut Trigonomatchtri, yaitu sebuah inovasi permainan kartu dengan muatan materi trigonometri. Media ini diharapkan valid dan praktis untuk digunakan sebagai sarana pembelajaran materi Trigonometri di SMA. Jenis penelitian ini adalah Penelitian Pengembangan (R&D) dengan model ADDIE (Analyze, Design, Development, Implementation, Evaluate). Subjek penelitian ini adalah 20 siswa kelas 11 SMA Dharma Wanita Surabaya. Uji validitas dilakukan oleh 3 validator dengan hasil validasi media sebesar 3,48 dengan kategori sangat valid. Uji kepraktisan dilakukan melalui observasi guru mata pelajaran matematika dan angket respon siswa. Diperoleh hasil skor kepraktisan sebesar 3,275 kategori sangat praktis. Kesimpulan yang dapat diambil berdasarkan penelitian ini ialah media Trigonomatchtri yang dikembangkan masuk dalam kategori valid dan praktis sebagai media latihan siswa pada materi Trigonometri.  ","PeriodicalId":32325,"journal":{"name":"Didaktika Religia","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135395257","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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