Pub Date : 2022-06-30DOI: 10.24090/insania.v27i1.5199
Priyanti Priyanti, Novan Ardy Wiyani, Mukti Amini
Indonesia tengah mengalami krisis literasi. Pemerintah pun mengeluarkan kebijakan yang mengatur agar setiap sekolah melaksanakan Gerakan Literasi Sekolah. Salah satu upaya yang dilakukan untuk melaksanakan gerakan tersebut adalah dengan memanfaatkan buku harian sebagai media untuk menguatkan kemampuan literasi siswa di sekolah dasar. Penelitian ini ditujukan untuk mendeskripsikan dan menganalisis kontribusi penggunaan buku harian dalam pengembangan budaya literasi menulis di SD Negeri 1 Karanganyar Purbalingga. Penelitian ini merupakan jenis penelitian fenomenologi dengan pendekatan kualitatif. Data dikumpulkan dengan wawancara, observasi, dan dokumentasi. Kemudian dianalisis melalui tahap reduksi data, display data, dan verifikasi. Hasil penelitian menunjukkan bahwa penggunaan media buku harian dalam pengembangan budaya literasi menulis di SD Negeri 1 Karangnyar dilakukan melalui tiga kegiatan yaitu penggunaan media buku harian dalam pembiasaan, pengembangan, dan pembelajaran. Tiap kegiatan tersebut dilaksanakan melalui tiga tahapan yaitu tahap persiapan, pelaksanaan, dan penilaian. Literasi menulis yang diterapkan dengan media buku harian diperuntukkan bagi peserta didik kelas 3--6. Media buku harian dalam literasi menulis dilaksanakan dalam kegiatan pembiasaan, pengembangan, dan pembelajaran telah memberikan kontribusi yang nyata dalam pengembangan budaya literasi menulis.
印度尼西亚正在经历识字危机。政府也颁布了一项政策，规定每所学校实行学校识字运动。实施这一运动的努力之一是利用日记作为一种媒介来加强小学生的识字能力。本研究旨在描述和分析日记在国家小学1 karmaan yar Purbalingga的文化发展中所起的作用。本研究是一种定性方法的现象学研究。通过采访、观察和记录收集数据。然后通过数据还原、数据显示和验证的阶段进行分析。研究结果表明，在SD country 1的识字法文化发展中使用日记媒体是由在洗发、发展和学习中使用日记媒介的三种活动完成的。每一项活动由三个阶段进行，即准备、执行和评估阶段。以日记为基础的文字文稿指定三年级至六年级的学习者。识字写作的日记媒介在智力、发展和学习活动中发挥了明显的作用，为读写文化的写作发展做出了贡献。
{"title":"Kontribusi Media Buku Harian dalam Pengembangan Budaya Literasi Menulis bagi Siswa Sekolah Dasar","authors":"Priyanti Priyanti, Novan Ardy Wiyani, Mukti Amini","doi":"10.24090/insania.v27i1.5199","DOIUrl":"https://doi.org/10.24090/insania.v27i1.5199","url":null,"abstract":"Indonesia tengah mengalami krisis literasi. Pemerintah pun mengeluarkan kebijakan yang mengatur agar setiap sekolah melaksanakan Gerakan Literasi Sekolah. Salah satu upaya yang dilakukan untuk melaksanakan gerakan tersebut adalah dengan memanfaatkan buku harian sebagai media untuk menguatkan kemampuan literasi siswa di sekolah dasar. Penelitian ini ditujukan untuk mendeskripsikan dan menganalisis kontribusi penggunaan buku harian dalam pengembangan budaya literasi menulis di SD Negeri 1 Karanganyar Purbalingga. Penelitian ini merupakan jenis penelitian fenomenologi dengan pendekatan kualitatif. Data dikumpulkan dengan wawancara, observasi, dan dokumentasi. Kemudian dianalisis melalui tahap reduksi data, display data, dan verifikasi. Hasil penelitian menunjukkan bahwa penggunaan media buku harian dalam pengembangan budaya literasi menulis di SD Negeri 1 Karangnyar dilakukan melalui tiga kegiatan yaitu penggunaan media buku harian dalam pembiasaan, pengembangan, dan pembelajaran. Tiap kegiatan tersebut dilaksanakan melalui tiga tahapan yaitu tahap persiapan, pelaksanaan, dan penilaian. Literasi menulis yang diterapkan dengan media buku harian diperuntukkan bagi peserta didik kelas 3--6. Media buku harian dalam literasi menulis dilaksanakan dalam kegiatan pembiasaan, pengembangan, dan pembelajaran telah memberikan kontribusi yang nyata dalam pengembangan budaya literasi menulis.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81333214","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 : 2022-06-30DOI: 10.24090/insania.v27i1.6419
Dwi Wachjuni, M. Ulpah, B. Pribadi
This study's purpose is to know the pedagogical and professional competence of teachers who have education certificates and those who do not yet have education certificates, and to understand that the pedagogical and professional competence of certified teachers is higher than uncertified teachers at the public elementary school in Ajibarang District, Banyumas. This quantitative research was done at a state elementary school in Ajibarang District, Banyumas. The research sample was 92 teachers, divided by 46 who have certificates and 46 who have not had certificates. Data used were primary data which collecting by questionnaire distribution. Data analyzed by t-test independent sample. This research concludes that certified teachers have a high pedagogical competence, and the pedagogical competence of uncertified teachers is lower. The professional competence of certified teachers is high, and the professional competence of uncertified teachers is lower. Paedagogic and professional competence of certified teachers are better than uncertified ones at the public elementary school in Ajibarang District Banyumas.
{"title":"Comparison of Pedagogical and Professional Competencies of Certified and Uncertified Teachers in State Elementary Schools","authors":"Dwi Wachjuni, M. Ulpah, B. Pribadi","doi":"10.24090/insania.v27i1.6419","DOIUrl":"https://doi.org/10.24090/insania.v27i1.6419","url":null,"abstract":"This study's purpose is to know the pedagogical and professional competence of teachers who have education certificates and those who do not yet have education certificates, and to understand that the pedagogical and professional competence of certified teachers is higher than uncertified teachers at the public elementary school in Ajibarang District, Banyumas. This quantitative research was done at a state elementary school in Ajibarang District, Banyumas. The research sample was 92 teachers, divided by 46 who have certificates and 46 who have not had certificates. Data used were primary data which collecting by questionnaire distribution. Data analyzed by t-test independent sample. This research concludes that certified teachers have a high pedagogical competence, and the pedagogical competence of uncertified teachers is lower. The professional competence of certified teachers is high, and the professional competence of uncertified teachers is lower. Paedagogic and professional competence of certified teachers are better than uncertified ones at the public elementary school in Ajibarang District Banyumas.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81065084","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 : 2022-06-30DOI: 10.24090/insania.v27i1.6579
Enung Hasanah
Di tengah arus globalisasi, pendidikan menjadi fondasi utama dalam mengembangkan potensi sumber daya manusia muda di setiap negara. Dalam upaya mewujudkan hasil pendidikan yang ideal, perlu dikembangkan nilai-nilai pedagogi positif yang dapat memberikan ruang keleluasaan bagi peserta didik agar mereka dapat tumbuh optimal sesuai potensi dasar yang mereka miliki. Salah satu filsafat pendidikan yang terbukti mampu memengaruhi praktik pendidikan modern di hampir seluruh belahan dunia adalah filsafat pendidikan Pestalozzi. Tujuan penelitian ini untuk mengeksplorasi tentang nilai-nilai pedagogi dalam filsafat Pestalozzi. Penelitian ini merupakan penelitian pustaka untuk mendapatkan gambaran nilai pedagogi Pestalozzi agar dapat dikembangkan menjadi nilai pedagogi positif di sekolah saat ini. Kriteria dokumen yang dianalisis adalah dokumen tentang Pestalozzi, open acess, dan peer reviewed only yang berasal dari ERIC, Mendeley, Academia Edu, dan CiteSeerX. Hasil penelusuran dokumen ditemukan 10 dokumen yang memenuhi syarat dan memuat data mengenai pedagogi Pestalozzi. Hasil penelitian menunjukan bahwa nilai pedagogi Pestalozzi yang utama adalah nilai pedagogi cinta dan nilai moral. Kedua nilai tersebut tetap reliabel untuk menjadi dasar pengembangan pengelolaan kelas oleh para guru saat ini. Penelitian pengembangan tentang pedagogi berbasis kasih sayang dan moral perlu dilakukan.
{"title":"Nilai-Nilai Pedagogi dalam Filsafat Pestalozzi","authors":"Enung Hasanah","doi":"10.24090/insania.v27i1.6579","DOIUrl":"https://doi.org/10.24090/insania.v27i1.6579","url":null,"abstract":"Di tengah arus globalisasi, pendidikan menjadi fondasi utama dalam mengembangkan potensi sumber daya manusia muda di setiap negara. Dalam upaya mewujudkan hasil pendidikan yang ideal, perlu dikembangkan nilai-nilai pedagogi positif yang dapat memberikan ruang keleluasaan bagi peserta didik agar mereka dapat tumbuh optimal sesuai potensi dasar yang mereka miliki. Salah satu filsafat pendidikan yang terbukti mampu memengaruhi praktik pendidikan modern di hampir seluruh belahan dunia adalah filsafat pendidikan Pestalozzi. Tujuan penelitian ini untuk mengeksplorasi tentang nilai-nilai pedagogi dalam filsafat Pestalozzi. Penelitian ini merupakan penelitian pustaka untuk mendapatkan gambaran nilai pedagogi Pestalozzi agar dapat dikembangkan menjadi nilai pedagogi positif di sekolah saat ini. Kriteria dokumen yang dianalisis adalah dokumen tentang Pestalozzi, open acess, dan peer reviewed only yang berasal dari ERIC, Mendeley, Academia Edu, dan CiteSeerX. Hasil penelusuran dokumen ditemukan 10 dokumen yang memenuhi syarat dan memuat data mengenai pedagogi Pestalozzi. Hasil penelitian menunjukan bahwa nilai pedagogi Pestalozzi yang utama adalah nilai pedagogi cinta dan nilai moral. Kedua nilai tersebut tetap reliabel untuk menjadi dasar pengembangan pengelolaan kelas oleh para guru saat ini. Penelitian pengembangan tentang pedagogi berbasis kasih sayang dan moral perlu dilakukan.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"117 21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84279544","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 : 2022-06-30DOI: 10.24090/insania.v27i1.4681
Subur Subur
This study aims to analyze the micro-teaching course at the Faculty of Tarbiya and Teacher Training (FTIK) IAIN Purwokerto. The laboratories department of FTIK carried out the program. Analyzing its implementation is essential because micro-teaching is a strategic activity to improve teacher competence. Micro teaching is widely associated with efforts to improve teacher skills in education, and thus great attention is required. The data source in this study is the micro-teaching manager and the study program head. It is from observations and interviews. The steps to analyze the data are reduction, data display, verification, and conclusions. The results showed that technical briefing by merging all study programs at the same time, overcrowded participants, unrepresentative speakers for each study program, irrelevant appointed supervisors with the study program, and micro-teaching schedules that coincide with the lectures schedules had the potential to cause the implementation of micro-teaching becomes less effective. It encourages the need to re-enforce the role of micro-teaching to be more effective in providing basic teaching skills for the teacher candidates. The lecture should manage every study program by coordinating with the laboratory. It aims to increase the effectiveness of micro-teaching. The briefing material needs to be supplemented by enrichment various learning strategies relevant to the study program. One lecturer with small classes carries out lectures according to the norms of micro-teaching classes, and the frequency of meetings is adjusted to the regular lecture schedule.
{"title":"Strengthening the Micro Teaching Role in the Development of Teacher Candidates Teaching Skills","authors":"Subur Subur","doi":"10.24090/insania.v27i1.4681","DOIUrl":"https://doi.org/10.24090/insania.v27i1.4681","url":null,"abstract":"This study aims to analyze the micro-teaching course at the Faculty of Tarbiya and Teacher Training (FTIK) IAIN Purwokerto. The laboratories department of FTIK carried out the program. Analyzing its implementation is essential because micro-teaching is a strategic activity to improve teacher competence. Micro teaching is widely associated with efforts to improve teacher skills in education, and thus great attention is required. The data source in this study is the micro-teaching manager and the study program head. It is from observations and interviews. The steps to analyze the data are reduction, data display, verification, and conclusions. The results showed that technical briefing by merging all study programs at the same time, overcrowded participants, unrepresentative speakers for each study program, irrelevant appointed supervisors with the study program, and micro-teaching schedules that coincide with the lectures schedules had the potential to cause the implementation of micro-teaching becomes less effective. It encourages the need to re-enforce the role of micro-teaching to be more effective in providing basic teaching skills for the teacher candidates. The lecture should manage every study program by coordinating with the laboratory. It aims to increase the effectiveness of micro-teaching. The briefing material needs to be supplemented by enrichment various learning strategies relevant to the study program. One lecturer with small classes carries out lectures according to the norms of micro-teaching classes, and the frequency of meetings is adjusted to the regular lecture schedule.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88841583","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 : 2022-06-30DOI: 10.24090/insania.v27i1.6490
Nur Muthmainnah, M. Hasbi
Humanizing classroom is a learning model which emphasizes the students’ involvement in the classroom and considers the students’ characters, learning style, and background in every phase of teaching-learning activities. This descriptive study investigates the implementation of humanizing classroom practices by high school EFL teachers and looks for the kinds of humanism values being applied as well as their impacts on their pedagogical practices. The subjects of this study were six English teachers at MAN Salatiga. The data is gathered from classroom observation, interviews, and documents. The finding shows that humanizing classroom values is reflected in every aspect and phase of the EFL teaching-learning process, where teachers do not only apply the values during the teaching-learning activities but also in their lesson plan and evaluation. Secondly, positive impacts from the practice exist, proven by the positive feelings shown by the teachers (appreciated) and the students (more confident and comfortable) in their English classes. In addition, when teachers implement the humanizing classroom, students could freely share what they need and feel in the EFL classroom.
{"title":"Can Humanizing Classroom Meet EFL Learners’ Needs?","authors":"Nur Muthmainnah, M. Hasbi","doi":"10.24090/insania.v27i1.6490","DOIUrl":"https://doi.org/10.24090/insania.v27i1.6490","url":null,"abstract":"Humanizing classroom is a learning model which emphasizes the students’ involvement in the classroom and considers the students’ characters, learning style, and background in every phase of teaching-learning activities. This descriptive study investigates the implementation of humanizing classroom practices by high school EFL teachers and looks for the kinds of humanism values being applied as well as their impacts on their pedagogical practices. The subjects of this study were six English teachers at MAN Salatiga. The data is gathered from classroom observation, interviews, and documents. The finding shows that humanizing classroom values is reflected in every aspect and phase of the EFL teaching-learning process, where teachers do not only apply the values during the teaching-learning activities but also in their lesson plan and evaluation. Secondly, positive impacts from the practice exist, proven by the positive feelings shown by the teachers (appreciated) and the students (more confident and comfortable) in their English classes. In addition, when teachers implement the humanizing classroom, students could freely share what they need and feel in the EFL classroom.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82378481","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 : 2022-06-30DOI: 10.24090/insania.v27i1.5928
Yukhsan Wakhyudi, Yusup Wibisono
This research is conducted to produce and develop audio and visual learning media to improve students understanding of speaking skills. The media is in the form of Smart MAV based on direct instruction. The subject of this research is the students of Indonesian Language Education at Peradaban University. This research belongs to research and development (R&D). This research uses the 4D model. They are: 1) define, 2) design, 3) development, and 4) dissemination. However, the result of this study is only at the development stage, which is product design and validation. Furthermore, data collection activities in this study were carried out through interviews, questionnaires, and observation. The data analysis used descriptive statistics. Based on the research, the result shows Smart MAV based on direct instruction is feasible and valid to use by the validators with a percentage of 93% (excellent), and the results of the material expert validation test with a rate of 83.21% (excellent). These results indicate that the developed media (Smart MAV) is feasible.
{"title":"\"Smart MAV\" Media Development Based on Direct Instruction in Learning Indonesian Speaking Skill","authors":"Yukhsan Wakhyudi, Yusup Wibisono","doi":"10.24090/insania.v27i1.5928","DOIUrl":"https://doi.org/10.24090/insania.v27i1.5928","url":null,"abstract":"This research is conducted to produce and develop audio and visual learning media to improve students understanding of speaking skills. The media is in the form of Smart MAV based on direct instruction. The subject of this research is the students of Indonesian Language Education at Peradaban University. This research belongs to research and development (R&D). This research uses the 4D model. They are: 1) define, 2) design, 3) development, and 4) dissemination. However, the result of this study is only at the development stage, which is product design and validation. Furthermore, data collection activities in this study were carried out through interviews, questionnaires, and observation. The data analysis used descriptive statistics. Based on the research, the result shows Smart MAV based on direct instruction is feasible and valid to use by the validators with a percentage of 93% (excellent), and the results of the material expert validation test with a rate of 83.21% (excellent). These results indicate that the developed media (Smart MAV) is feasible.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"397 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74318390","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 : 2022-01-02DOI: 10.24090/insania.v26i2.5190
Ambarwati Wijayaningsih, Novan Ardy Wiyani, Tri Damayanti
Tujuan penelitian ini adalah untuk mendeskripsikan model layanan bimbingan dan konseling yang diberikan guru kepada siswa di SD Negeri Tunjungmuli Purbalingga. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Subjek dalam penelitian ini meliputi kepala sekolah, guru kelas yang bertugas sekaligus menjadi guru bimbingan dan konseling, anak perantau, dan wali murid. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Data dianalisis dengan cara mereduksi data, menyajikan data, dan membuat kesimpulan. Hasil penelitian menunjukkan bahwa layanan bimbingan dan konseling bagi siswa yang orang tuanya perantau dilaksanakan melalui empat bimbingan yaitu bimbingan pribadi, sosial, belajar, dan karier. Layanan bimbingan konseling di kelas VI belum mencapai hasil maksimal, namun layanan bimbingan dan konseling di kelas II dilaksanakan dengan optimal. Layanan bimbingan dan konseling dilakukan dengan menyelenggarakan layanan bimbingan pribadi, sosial, belajar, dan karier. Hasil penelitian adalah layanan konseling bagi anak perantau lebih efektif dilakukan dengan menggunakan layanan bimbingan belajar. Masalah dalam pembelajaran merupakan masalah terbesar yang dihadapi anak perantau.
{"title":"Layanan Bimbingan dan Konseling bagi Anak Perantau di Sekolah Dasar Negeri di Purbalingga","authors":"Ambarwati Wijayaningsih, Novan Ardy Wiyani, Tri Damayanti","doi":"10.24090/insania.v26i2.5190","DOIUrl":"https://doi.org/10.24090/insania.v26i2.5190","url":null,"abstract":"Tujuan penelitian ini adalah untuk mendeskripsikan model layanan bimbingan dan konseling yang diberikan guru kepada siswa di SD Negeri Tunjungmuli Purbalingga. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Subjek dalam penelitian ini meliputi kepala sekolah, guru kelas yang bertugas sekaligus menjadi guru bimbingan dan konseling, anak perantau, dan wali murid. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Data dianalisis dengan cara mereduksi data, menyajikan data, dan membuat kesimpulan. Hasil penelitian menunjukkan bahwa layanan bimbingan dan konseling bagi siswa yang orang tuanya perantau dilaksanakan melalui empat bimbingan yaitu bimbingan pribadi, sosial, belajar, dan karier. Layanan bimbingan konseling di kelas VI belum mencapai hasil maksimal, namun layanan bimbingan dan konseling di kelas II dilaksanakan dengan optimal. Layanan bimbingan dan konseling dilakukan dengan menyelenggarakan layanan bimbingan pribadi, sosial, belajar, dan karier. Hasil penelitian adalah layanan konseling bagi anak perantau lebih efektif dilakukan dengan menggunakan layanan bimbingan belajar. Masalah dalam pembelajaran merupakan masalah terbesar yang dihadapi anak perantau.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"18 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88538747","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 : 2022-01-02DOI: 10.24090/insania.v26i2.4975
H. Haryono, Abdul Wachid Bambang Suharto
Guru harus dapat melakukan berbagai inovasi dalam pembelajaran. Salah satu inovasi yang dapat dilakukan adalah pada media pembelajaran agar dapat menumbuhkan motivasi belajar siswa. Media pembelajaran merupakan komponen penting dalam meningkatkan kualitas interaksi antara guru dengan siswa serta interaksi antara siswa dengan lingkungan belajarnya. Guru harus memiliki kemampuan yang baik dalam memilih dan menggunakan media pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis tentang inovasi media audio, visual, dan audio visual dalam pembelajaran bahasa dan sastra Indonesia untuk meningkatkan kreativitas belajar siswa di MI Ma’arif NU 1 Sokanegara Purbalingga. Untuk memperoleh data, peneliti menggunakan teknik observasi, wawancara, dan angket. Analisis data diambil secara kualitatif. Hasil penelitian menunjukkan bahwa guru di MI Ma’arif NU 1 Sokanegara Purbalingga sudah melakukan inovasi media pembelajaran. Media yang digunakan dapat berfungsi dengan baik dalam proses pembelajaran serta dapat menstimulasi siswa dalam berimajinasi dan berpikir sehingga siswa mampu mengeluarkan gagasan baru sesuai dengan tema pembelajaran. Media yang paling sering digunakan guru dalam pembelajaran adalah media audio visual. Media ini mampu meningkatkan kreativitas siswa karena kemudahannya, transparan, objektif, dan fleksibel.
教师应该能够在学习中进行创新。可以做到的创新之一是学习媒体，以培养学生的学习动机。学习媒介是提高教师与学生之间的互动质量以及学生与学习环境之间的互动的重要组成部分。教师必须有选择和使用学习媒体的良好能力。本研究旨在描述和分析印尼语言和文学中音频、视觉和视觉媒体创新，以促进学生在MI Ma Ma - arif NU 1索马里语Purbalingga的学习创造力。为了获取数据，研究人员使用观察技术、采访和预算。定性数据分析。研究结果显示，美门经1网站的教师已经进行了媒体学习创新。使用的媒体可以在学习过程中发挥良好的作用，可以激励学生的想象力和思维，使学生能够根据学习主题提出新的想法。教师在学习中最常用的媒体是视听媒体。这种媒体以简单、透明、客观和灵活的方式提高了学生的创造力。
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Pub Date : 2021-12-31DOI: 10.24090/insania.v26i2.5612
Nurkholis Nurkholis
This paper aims to explain the role of principals in educational supervision. The principal has a role in quality development, school progress, improvement, approaches to learning methods and techniques, curriculum development, and creating a conducive and integrative learning climate. Educational supervision is currently developing very rapidly, thus encouraging the acceleration of science and information technology growth. Therefore, education must improve the quality of learning in schools. Schools as formal educational institutions must develop all the potential possessed by students. This research is library research with data sources in books or manuscripts related to school principals' leadership and educational supervision. This research is library research with data sources in manuscripts or books containing leadership principals in academic management. This research uses documentation data collection techniques and inductive data analysis. These findings indicate that the principal's leadership in educational supervision plays a central role in building school organizations to realize quality education.
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Pub Date : 2021-12-31DOI: 10.24090/insania.v26i2.5058
Malia Fransisca, M. B. Fadhlurrahman
Perbaikan pada ranah pendidikan dan kurikulum harus dilakukan seiring dengan perkembangan ilmu pengetahuan. Hal ini dilakukan dalam upaya menciptakan sistem pendidikan yang tepat dan benar. Seringnya perubahan dalam kurikulum pendidikan menghadirkan masalah tersendiri. Kurikulum pendidikan di Indonesia sudah mengalami dua belas kali pergantian, akan tetapi masih mengalami permasalahan yang cenderung sama dengan yang dihadapi oleh kurikulum-kurikulum sebelumnya. Tujuan penelitian ini adalah menawarkan model pengembangan kurikulum Ralph Tyler dan implikasinya pada pembelajaran Al-Qur’an Hadits pada tingkat Madrasah Ibtidaiyah. Metode penelitian yang digunakan dalam ini menggunakan metode kualitatif. Peneliti mencari rujukan di berbagai media massa guna memperjelas informasi dalam penelitian ini. Jenis penelitian ini merupakan studi literatur sehingga sangat mementingkan informasi dan kejelasan dari media massa dalam pengembangan dan pengidentifikasian kasus tersebut. Model pengembangan kurikulum Tyler memiliki beberapa kekurangan dan kelebihan. Sekolah dasar menjadi salah satu tingkat satuan pendidikan yang dapat menggambarkan serta mengidentifikasi bagaimana kurikulum Tyler dapat berkembang, khususnya pada pembelajaran Al-Qur’an dan Hadis. Kurikulum Tyler menggambarkan bagaimana seorang peserta didik mendapatkan pengalaman selama kegiatan belajar berlangsung. Pembelajaran Al-Qur’an Hadits harus mampu memiliki tujuan yang jelas serta memberikan pengalaman pembelajaran yang berguna bagi peserta didik. Hasil penelitian ini menunjukan terdapat empat bentuk desain kurikulum pembelajaran Al-Qur’an Hadits. Pertama, harus menentukan tujuan atau output pendidikan yang diharapkan. Kedua, menentukan pengalaman belajar. Ketiga, mengorganisasi pengalaman belajar. Keempat, mengevaluasi efektivitas pengalaman belajar.
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