Pub Date : 2020-06-15DOI: 10.24090/insania.v25i1.3291
Lilis Madyawati
Abstrak Penelitian ini bertujuan mendeskripsikan Implementasi Pendidikan Inklusi pada Anak di PAUD Inklusi Kabupaten Kebumen, Jawa Tengah sebagai upaya memberikan pelayanan kepada anak berkebutuhan khusus. Penelitian ini dilakukan di tiga lembaga PAUD Inklusi di kabupaten Kebumen untuk memperoleh data kesesuaian pelaksanaan pendidikan inklusi dengan pedoman pelaksanaan pendidikan inklusi dan pelayanan terhadap Anak Berkebutuhan Khusus. Penelitian ini menggunakan rancangan penelitian kualitatif. Pengumpulan data dilakukan melalui metode wawancara terhadap pendidik, tenaga kependidikan, serta wali murid. Metode observasi langsung dilakukan guna mengamati berbagai kegiatan bermain dan pembelajaran. Untuk data- data pendukung tentang implementasi pendidikan inklusi, peneliti menggunakan metode dokumentasi. Hasil penelitian menunjukkan pelaksanaan pendidikan inklusi pada lembaga PAUD inklusi di kabupaten Kebumen telah mengupayakan penerapan kurikulum kegiatan pembelajaran regular meskipun terdapat pelayanan secara terpisah untuk anak-anak yang berkebutuhan khusus dengan tenaga yang terbatas dan belum sesuai dengan jenis kebutuhan khusus anak. Keywords pendidikan inklusi, anak usia dini
{"title":"IMPLEMENTASI PENDIDIKAN INKLUSI PADA ANAK USIA DINI (STUDI PADA PAUD INKLUSI DI KABUPATEN KEBUMEN)","authors":"Lilis Madyawati","doi":"10.24090/insania.v25i1.3291","DOIUrl":"https://doi.org/10.24090/insania.v25i1.3291","url":null,"abstract":" \u0000Abstrak \u0000 \u0000Penelitian ini bertujuan mendeskripsikan Implementasi Pendidikan Inklusi pada Anak di PAUD Inklusi Kabupaten Kebumen, Jawa Tengah sebagai upaya memberikan pelayanan kepada anak berkebutuhan khusus. Penelitian ini dilakukan di tiga lembaga PAUD Inklusi di kabupaten Kebumen untuk memperoleh data kesesuaian pelaksanaan pendidikan inklusi dengan pedoman pelaksanaan pendidikan inklusi dan pelayanan terhadap Anak Berkebutuhan Khusus. Penelitian ini menggunakan rancangan penelitian kualitatif. Pengumpulan data dilakukan melalui metode wawancara terhadap pendidik, tenaga kependidikan, serta wali murid. Metode observasi langsung dilakukan guna mengamati berbagai kegiatan bermain dan pembelajaran. Untuk data- data pendukung tentang implementasi pendidikan inklusi, peneliti menggunakan metode dokumentasi. Hasil penelitian menunjukkan pelaksanaan pendidikan inklusi pada lembaga PAUD inklusi di kabupaten Kebumen telah mengupayakan penerapan kurikulum kegiatan pembelajaran regular meskipun terdapat pelayanan secara terpisah untuk anak-anak yang berkebutuhan khusus dengan tenaga yang terbatas dan belum sesuai dengan jenis kebutuhan khusus anak. \u0000 \u0000 \u0000 \u0000 \u0000 \u0000Keywords \u0000 \u0000 \u0000pendidikan inklusi, anak usia dini \u0000 \u0000 \u0000 \u0000","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81646905","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 : 2019-12-16DOI: 10.24090/insania.v24i2.3314
K. Kasmiati
The results of this research are first, the early childhood book Tales Collection: Privilege of Animal presents five reinforcement of character education, namely religious, nationalist, independent, mutual cooperation, and integrity characters. Each of these characters is presented in fairy tales in the book, represented by animal figures which are be the main characters in storytelling. The five strengthening of this character education is presented in interesting fairy tales from the aspects of narration, content, and illustrations which the impact makes children love with the fairy tales of this book. This feeling of love that makes the process of strengthening character education happen. Second, the strengthening of character education is formed through the love of early childhood with the tales in this book, so that young children are enthusiastic when reading this fairytale book. This enthusiasm makes early childhood love stories in the fairy tales. This fondness then makes young children understand the contents of fairy tales, which then conditions young children to reflect, that is connecting the contents of the story and the value of characters in fairy tales with the daily life of children. From this the children then strengthened the character education of religious, nationalist, independent, mutual cooperation, and integrity in children. From here, the process of strengthening character education is formed and takes place with the media of early childhood Fairytale Book Collection: Privilege of Animals.
{"title":"PENGUATAN PENDIDIKAN KARAKTER ANAK USIA DINI PADA BUKU KUMPULAN DONGENG PAUD KEISTIMEWAAN BINATANG","authors":"K. Kasmiati","doi":"10.24090/insania.v24i2.3314","DOIUrl":"https://doi.org/10.24090/insania.v24i2.3314","url":null,"abstract":"The results of this research are first, the early childhood book Tales Collection: Privilege of Animal presents five reinforcement of character education, namely religious, nationalist, independent, mutual cooperation, and integrity characters. Each of these characters is presented in fairy tales in the book, represented by animal figures which are be the main characters in storytelling. The five strengthening of this character education is presented in interesting fairy tales from the aspects of narration, content, and illustrations which the impact makes children love with the fairy tales of this book. This feeling of love that makes the process of strengthening character education happen. Second, the strengthening of character education is formed through the love of early childhood with the tales in this book, so that young children are enthusiastic when reading this fairytale book. This enthusiasm makes early childhood love stories in the fairy tales. This fondness then makes young children understand the contents of fairy tales, which then conditions young children to reflect, that is connecting the contents of the story and the value of characters in fairy tales with the daily life of children. From this the children then strengthened the character education of religious, nationalist, independent, mutual cooperation, and integrity in children. From here, the process of strengthening character education is formed and takes place with the media of early childhood Fairytale Book Collection: Privilege of Animals.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78760025","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 : 2019-10-11DOI: 10.24090/insania.v24i2.2860
Syaefudin Achmad
Salah satu faktor yang menentukan tercapainya tujuan pendidikan adalah pembelajaran. Pembelajaran yang baik bisa memberikan pengaruh positif terhadap peserta didik. Di antara model pembelajaran yang bisa menjadi alternatif adalah pembelajaran yang berdasar pendekatan integrtif-inklusif. Tujuan dari model pembelajaran ini adalah agar peserta didik mampu mengintegrasikan materi agama dengan sains, serta memiliki kepribadian yang inklusif, moderat, toleran, dan saling menghargai antar sesama. Tujuan ini sangat penting karena Indonesia adalah segara yang terdiri dari beraneka ragam suku, bahasa, adat istiadat, dan agama. Pembelajaran melalui pendekatan intgratif-inklusif bisa dilakukan dalam mata pelajaran Qur’an Hadits di Madrasah Aliyah (MA). Qur’an Hadits adalah mata pelajaran yang penting karena membahas tentang sumber ajaran Islam. Selain itu, peserta didik di Madrasah Aliyah (MA) sudah mulai berpikir kritis, serta mampu dibawa ke dalam model pembelajaran yang integratif-inklusif. Kata Kunci: Pembelajaran, Integratif-Inklusif, Qur’an Hadits
{"title":"PENGEMBANGAN PEMBELAJARAN MATERI QUR’AN HADITS INTEGRATIF-INKLUSIF DI MADRASAH ALIYAH","authors":"Syaefudin Achmad","doi":"10.24090/insania.v24i2.2860","DOIUrl":"https://doi.org/10.24090/insania.v24i2.2860","url":null,"abstract":"Salah satu faktor yang menentukan tercapainya tujuan pendidikan adalah pembelajaran. Pembelajaran yang baik bisa memberikan pengaruh positif terhadap peserta didik. Di antara model pembelajaran yang bisa menjadi alternatif adalah pembelajaran yang berdasar pendekatan integrtif-inklusif. Tujuan dari model pembelajaran ini adalah agar peserta didik mampu mengintegrasikan materi agama dengan sains, serta memiliki kepribadian yang inklusif, moderat, toleran, dan saling menghargai antar sesama. Tujuan ini sangat penting karena Indonesia adalah segara yang terdiri dari beraneka ragam suku, bahasa, adat istiadat, dan agama. Pembelajaran melalui pendekatan intgratif-inklusif bisa dilakukan dalam mata pelajaran Qur’an Hadits di Madrasah Aliyah (MA). Qur’an Hadits adalah mata pelajaran yang penting karena membahas tentang sumber ajaran Islam. Selain itu, peserta didik di Madrasah Aliyah (MA) sudah mulai berpikir kritis, serta mampu dibawa ke dalam model pembelajaran yang integratif-inklusif. \u0000Kata Kunci: Pembelajaran, Integratif-Inklusif, Qur’an Hadits \u0000 ","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82070039","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 : 2019-10-11DOI: 10.24090/insania.v24i2.2826
Hasan Bastomi
Pondok Pesantren merupakan lembaga dan wahana pendidikan agama sekaligus sebagai komunitas santri yang “ngaji“ ilmu agama Islam. Beberapa pandangan tentang pendidikan pesantren menurut KH. Ma’shum Ahmad antara lain: tujuan pendidikan pesantren sebagai pencetak ulama’ untuk menyebarkan ilmu, dan memberikan manfaat bagi orang lain. Kurikulum di pesantren lebih mengutamakan pelajaran berbasis agama yang dilakukan melalui pembelajaran kitab kuning. Sedangkan seorang pendidik (guru) dipesantren harus memiliki komitmen dan senantiasa selalu meningkatkan keilmuan (belajar) serta menguasai materi pelajaran. Pesantren sebagai lembaga pendidikan tidak hanya sebagai tempat mendidik dan belajar, namun juga berfungsi sebagai lembaga untuk menanamkan jiwa sosial. Sebagai seorang pendidik di pesantren dituntut memiliki kemampuan dalam mengenali potensi dan karakteristik santri melalui perhatian kepada para santri. Kata Kunci: Pesantren, Pandangan, KH. Ma’shum Ahmad
{"title":"PENDIDIKAN PESANTREN DALAM PANDANGAN KH. MA’SHUM AHMAD LASEM","authors":"Hasan Bastomi","doi":"10.24090/insania.v24i2.2826","DOIUrl":"https://doi.org/10.24090/insania.v24i2.2826","url":null,"abstract":"Pondok Pesantren merupakan lembaga dan wahana pendidikan agama sekaligus sebagai komunitas santri yang “ngaji“ ilmu agama Islam. Beberapa pandangan tentang pendidikan pesantren menurut KH. Ma’shum Ahmad antara lain: tujuan pendidikan pesantren sebagai pencetak ulama’ untuk menyebarkan ilmu, dan memberikan manfaat bagi orang lain. Kurikulum di pesantren lebih mengutamakan pelajaran berbasis agama yang dilakukan melalui pembelajaran kitab kuning. Sedangkan seorang pendidik (guru) dipesantren harus memiliki komitmen dan senantiasa selalu meningkatkan keilmuan (belajar) serta menguasai materi pelajaran. Pesantren sebagai lembaga pendidikan tidak hanya sebagai tempat mendidik dan belajar, namun juga berfungsi sebagai lembaga untuk menanamkan jiwa sosial. Sebagai seorang pendidik di pesantren dituntut memiliki kemampuan dalam mengenali potensi dan karakteristik santri melalui perhatian kepada para santri. \u0000 \u0000Kata Kunci: Pesantren, Pandangan, KH. Ma’shum Ahmad","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75399509","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 : 2019-10-11DOI: 10.24090/insania.v24i2.3075
Husnan Ariful Abadi
Studi ini menganalisis tentang sejauh mana peran kepala sekolah dalam pengendalian mutu pada instansi yang di pimpinnya. Teori penelitian yang digunakan adalah feld research atau penelitian lapangan. Berdasarkan hasil penelitian dapat disimpulkan bahwa kepala madrasah merupakan tombak bagi perkembangan sebuah instansi. Untuk meningkatkan kualitas madrasah kepala madrasah harus memiliki beberapa kecerdasan, serta mampu melahirkan ide-ide baru agar instansi yang di bawahinya mampu bersaing di era globalisasi dan mampu mengatur organisasi di dalamnya. Implikasi dari studi ini adalah bahwa pengendalian mutu akan sangat bermanfaat dalam meningkatkan mutu pendidikan jika pemegang kendali mampu menjalankan tugasnya secara maksimal.
{"title":"PERAN KEPEMIMPINAN KEPALA MADRASAH DALAM PENGENDALIAN MUTU (STUDI KASUS DI MTS. AZZAINIYAH 1 PAITON, PROBOLINGGO)","authors":"Husnan Ariful Abadi","doi":"10.24090/insania.v24i2.3075","DOIUrl":"https://doi.org/10.24090/insania.v24i2.3075","url":null,"abstract":"Studi ini menganalisis tentang sejauh mana peran kepala sekolah dalam pengendalian mutu pada instansi yang di pimpinnya. Teori penelitian yang digunakan adalah feld research atau penelitian lapangan. Berdasarkan hasil penelitian dapat disimpulkan bahwa kepala madrasah merupakan tombak bagi perkembangan sebuah instansi. Untuk meningkatkan kualitas madrasah kepala madrasah harus memiliki beberapa kecerdasan, serta mampu melahirkan ide-ide baru agar instansi yang di bawahinya mampu bersaing di era globalisasi dan mampu mengatur organisasi di dalamnya. Implikasi dari studi ini adalah bahwa pengendalian mutu akan sangat bermanfaat dalam meningkatkan mutu pendidikan jika pemegang kendali mampu menjalankan tugasnya secara maksimal.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90598061","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 : 2019-10-11DOI: 10.24090/insania.v24i2.2832
S. Supriyono
Application of PBK in Indonesian Language and Literature subjects, of course, it raises implications in its implementation, among others: (1) the essence and procedure of classroom-based assessment must be accepted to the teacher and clearly understood, (2) students should understand clearly what referred to class-based assessments, (3) the criteria for making decision on the results of class-based assessments should be agreed with students' parents / guardians, (4) assessments are carried out in a friendly and pleasant atmosphere, and (5) class-based assessment procedure and daily recording of student learning outcomes should be easily carried out as part of teaching and learning activities and do not have to take excessive time.
{"title":"APLIKASI PENILAIAN BERBASIS KELAS DALAM PEMBELAJARAN BAHASA INDONESIA","authors":"S. Supriyono","doi":"10.24090/insania.v24i2.2832","DOIUrl":"https://doi.org/10.24090/insania.v24i2.2832","url":null,"abstract":"Application of PBK in Indonesian Language and Literature subjects, of course, it raises implications in its implementation, among others: (1) the essence and procedure of classroom-based assessment must be accepted to the teacher and clearly understood, (2) students should understand clearly what referred to class-based assessments, (3) the criteria for making decision on the results of class-based assessments should be agreed with students' parents / guardians, (4) assessments are carried out in a friendly and pleasant atmosphere, and (5) class-based assessment procedure and daily recording of student learning outcomes should be easily carried out as part of teaching and learning activities and do not have to take excessive time.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87499214","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 : 2019-10-11DOI: 10.24090/insania.v24i2.3049
Tutuk Ningsih
The role of Islamic education is a very strong foundation and becomes a reference of developing students’ character to face the Industrial Revolution 4.0 Era, and Islam is a source of truth and strength that can deliver ways on daily lives to achieve human character formation. Therefore, Islamic education is an important part of preparing the quality students. In other words, Islamic Education has a major contribution in the process of building students who have good character, have the ability to compete in the industrial revolution 4.0 era, have the ability to use global technology, and have the ability to adapt to the rapid development of technology. Islamic education is also expected to facilitate students to study hard consistently in order to face this era and students are expected to master sophisticated global technology without limits. This study aims to describe and analyze the role of Islamic Education in building students’ character in the Industrial Revolution 4.0 era. To achieve the purposes of the study, this study used a qualitative method with a qualitative-naturalistic approach. Various data collection techniques used in this study are observation, in-depth interviews, and documentation. The results shows that the role of Islamic Education in building students' character was carried out through the following activities; 1) Intra-curricular activities: in this activity, the teacher inserts characters in the teaching and learning process of all subjects namely Qu'ran hadith, Fiqh, History of Islamic Culture, Arabic, and Aqeedah Akhlak. The teacher connects directly with material of akhlaq or character 2) Extra-curricular activities include: Tilawatil Qur'an (reading the Qur'an) using digital literacy methods, Tahfidzul Qur'an (memorizing the Qur'an), Qitobha, Hadroh (Islamic Music) and Calligraphy. Through these two types of activities built several characters: religious, honest, fond of reading, responsible, independent, appreciating achievements, caring socially and hard work. By having the character, the students are ready to face the industrial era 4.0.
{"title":"PERAN PENDIDIKAN ISLAM DALAM MEMBENTUK KARAKTER SISWA DI ERA REVOLOSI INDUSTRI 4.0 DI MADRASAH TSANAWIYAH NEGERI 1 BANYUMAS","authors":"Tutuk Ningsih","doi":"10.24090/insania.v24i2.3049","DOIUrl":"https://doi.org/10.24090/insania.v24i2.3049","url":null,"abstract":" \u0000The role of Islamic education is a very strong foundation and becomes a reference of developing students’ character to face the Industrial Revolution 4.0 Era, and Islam is a source of truth and strength that can deliver ways on daily lives to achieve human character formation. Therefore, Islamic education is an important part of preparing the quality students. In other words, Islamic Education has a major contribution in the process of building students who have good character, have the ability to compete in the industrial revolution 4.0 era, have the ability to use global technology, and have the ability to adapt to the rapid development of technology. Islamic education is also expected to facilitate students to study hard consistently in order to face this era and students are expected to master sophisticated global technology without limits. \u0000 \u0000 This study aims to describe and analyze the role of Islamic Education in building students’ character in the Industrial Revolution 4.0 era. To achieve the purposes of the study, this study used a qualitative method with a qualitative-naturalistic approach. Various data collection techniques used in this study are observation, in-depth interviews, and documentation. \u0000The results shows that the role of Islamic Education in building students' character was carried out through the following activities; 1) Intra-curricular activities: in this activity, the teacher inserts characters in the teaching and learning process of all subjects namely Qu'ran hadith, Fiqh, History of Islamic Culture, Arabic, and Aqeedah Akhlak. The teacher connects directly with material of akhlaq or character 2) Extra-curricular activities include: Tilawatil Qur'an (reading the Qur'an) using digital literacy methods, Tahfidzul Qur'an (memorizing the Qur'an), Qitobha, Hadroh (Islamic Music) and Calligraphy. Through these two types of activities built several characters: religious, honest, fond of reading, responsible, independent, appreciating achievements, caring socially and hard work. By having the character, the students are ready to face the industrial era 4.0.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73661892","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 : 2019-10-11DOI: 10.24090/insania.v24i2.3184
Tono Suwartono
Opening plays a very crucial period in the course of a lesson. Just like other expressions to illustrate the energy it gives, the analogies could be “Love at the first sight”, or, “First impression (of you) is so exciting, the rest is up to you”. Lessons opening, when it is made beneficial to the students, serves as a fire trigger, providing them with strong power at the start, and sustains “eternal flame” till the end of the lesson. This article argues the rationale behind it and presents some ways of creating such lessons opening in the context of English language teaching.
{"title":"WELL BEGUN IS HALF DONE: KEEPING THE SPARKS FLYING DURING ENGLISH LESSONS","authors":"Tono Suwartono","doi":"10.24090/insania.v24i2.3184","DOIUrl":"https://doi.org/10.24090/insania.v24i2.3184","url":null,"abstract":"Opening plays a very crucial period in the course of a lesson. Just like other expressions to illustrate the energy it gives, the analogies could be “Love at the first sight”, or, “First impression (of you) is so exciting, the rest is up to you”. Lessons opening, when it is made beneficial to the students, serves as a fire trigger, providing them with strong power at the start, and sustains “eternal flame” till the end of the lesson. This article argues the rationale behind it and presents some ways of creating such lessons opening in the context of English language teaching.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74746019","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 : 2019-10-11DOI: 10.24090/insania.v24i2.3065
M. Yahya
SDIT Imam Syafi’i merupakan sekolah yang berhasil menanamkan karakter peduli lingkungan pada peserta didik. Sekolah ini memiliki lingkungan yang cukup nyaman untuk kegiatan pembelajaran. Ruang kelas yang tidak dilengkapi dengan AC tapi cukup sejuk karena dipenuhi dengan ventilasi udara. Toilet juga cukup memadai, ada 20 toilet peserta didik, dan 6 toilet guru. Di setiap depan ruang kelas terdapat dua bak sampah (organik dan anorganik) sehingga peserta didik dapat membuang sampah sesuai dengan kebutuhannya Teori pendidikan karakter peduli lingkungan dapat dilaksanakan dalam empat pilar, yakni kegiatan belajar mengajar di kelas, kegiatan budaya sekolah, kegiatan ekstrakurikuler, dan kegiatan harian di rumah dan di masyarakat. Penelitian ini merupakan penelitian lapangan dengan pendekatan kualitatif. Subjek dalam penelitian ini adalah Kepala Sekolah, Wakil Kepala Sekolah, guru, dan peserta didik. Pengumpulan datanya menggunakan wawancara, observasi, dokumentasi. Analisis data yang digunakan adalah trianggulasi data. Hasil penelitian Pendidikan karakter peduli lingkungan di SDIT Imam Syafi’i Kebumen dilakukan dalam berbagai kegiatan yaitu; jadwal piket kelas, mengelola sampah dengan baik dan benar, hemat energi, hemat transportasi, outdor study, Jumat ngasih, membuat slogan-slogan yang berkaitan dengan cinta lingkungan dan ditempel di pagar, dinding, tertancap ditaman. Perencanaan dilaksanakan melalui rapat kerja pada liburan akhir tahun ajaran. Integrasi pendidikan karakter dalam pembelajaran yang dilakukan sudah terencana melalui pengembangan silabus dan pemilihan metode yang tepat untuk pembelajarannnya. Integrasi pendidikan karakter peduli lingkungan pada pembelajaran IPA pada Kopetensi Dasar 3.1 Memahami pengaruh kegiatan manusia terhadap keseimbangan lingkungan, dilakukan dengan pelaksanaan pembelajaran dengan metode kontekstual, yaitu peserta didik mengamati dan mengalami langsung akibat dari kegiatan manusia, baik kegiatan yang merusak dan kegiatan yang baik. Kemudian adanya refleksi terhadap pembelajaran yang telah dilaksanakan. Implementasi pendidikan karakter peduli lingkungan di rumah guru melakukan pendampingan terhadap peserta didik agar karakter peduli lingkungan tetap bersemi didalam dada peserta didik dengan memberi kegiatan rumah berupa penugasan untuk menanam pohon di sekitar rumah masing-masing peserta didik.
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Pub Date : 2019-10-11DOI: 10.24090/insania.v24i2.3026
M. Muflihah
This research was aimed at revealing factors of students demotivation in attending bilingual class in IAIN Purwokerto. This research was driven by the fact that some students were found proposing themselves to quit from the bilingual class. In addition, some others seemed reluctant to attend the lectures. This condition showed that they were demotivated in attending the bilingual class. This research is a survey study using a quantitative approach. The data of this research were gained through questionaire using total class sampling. Among 393 respondents of bilingual class students, 309 of them returning the questionaire. Respondents were asked two questions, one of which was a closed-ended question, asking whether they had ever experienced a feeling of demotivation. The other question is an open-ended question, asking the factors causing their feeling of demotivation. Students are allowed to give more than one answers. Data were analyzed using descriptive statistics analysis, counting the presentage of each factor. This research found that there are 8 factors causing students’ demotivation in attending bilingual class, i.e. (1) lack of language ability (228 respondents, equals to 73.79%); (2) language experience (34 respondents, equals to 11.0%); (3) lecturer factor (21 respondents, equals to 6.80%); (4) task factor (18 respondents, equals to 5,83%); (5) lack of interest (17 respondents, equals to (5.50%); (6) environment factor (13 respondents, equals to 4.21%) (7) Friend factor (4 respondent, equals to 1.29%); and (8) facilities (2 respondents, equals to 0.65%).
{"title":"FACTORS OF STUDENTS’ DEMOTIVATION IN ATTENDING BILINGUAL CLASS IN IAIN PURWOKERTO","authors":"M. Muflihah","doi":"10.24090/insania.v24i2.3026","DOIUrl":"https://doi.org/10.24090/insania.v24i2.3026","url":null,"abstract":"This research was aimed at revealing factors of students demotivation in attending bilingual class in IAIN Purwokerto. This research was driven by the fact that some students were found proposing themselves to quit from the bilingual class. In addition, some others seemed reluctant to attend the lectures. This condition showed that they were demotivated in attending the bilingual class. This research is a survey study using a quantitative approach. The data of this research were gained through questionaire using total class sampling. Among 393 respondents of bilingual class students, 309 of them returning the questionaire. Respondents were asked two questions, one of which was a closed-ended question, asking whether they had ever experienced a feeling of demotivation. The other question is an open-ended question, asking the factors causing their feeling of demotivation. Students are allowed to give more than one answers. Data were analyzed using descriptive statistics analysis, counting the presentage of each factor. This research found that there are 8 factors causing students’ demotivation in attending bilingual class, i.e. (1) lack of language ability (228 respondents, equals to 73.79%); (2) language experience (34 respondents, equals to 11.0%); (3) lecturer factor (21 respondents, equals to 6.80%); (4) task factor (18 respondents, equals to 5,83%); (5) lack of interest (17 respondents, equals to (5.50%); (6) environment factor (13 respondents, equals to 4.21%) (7) Friend factor (4 respondent, equals to 1.29%); and (8) facilities (2 respondents, equals to 0.65%).","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82219585","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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