Pub Date : 2022-11-30DOI: 10.21831/hum.v22i2.54277
A. Rahman, Feri Lintang Saputra
Efektivitas dan efisiensi pengelolaan keuangan daerah merupakan indikator keberhasilan daerah dalam mengelola keuangan serta keberhasilan pembangunan. Pengelolaan keuangan daerah meliputi kewenangan pengelolaan keuangan daerah, prinsip umum dan struktur Anggaran Pendapatan dan Belanja Daerah (APBD). Untuk mengetahui suatu daerah mengelola keuangan dengan baik maka dapat dilihat menggunakan rasio efisiensi dan efektivitas. Tujuan penelitian ini untuk mengetahui dan menganalisis tingkat efisiensi dan efektivitas dalam pengelolaan keuangan di daerah Kabupaten Cilacap. Penelitian ini menggunakan data sekunder berupa Anggaran Pendapatan dan Belanja Daerah periode 2016-2020 Kabupaten Cilacap, data ini kemudian dianalisis menggunakan rasio efisiensi dan rasio efektivitas. Hasil pada penelitian ini adalah rata-rata tingkat efisiensi selama periode tahun 2016 sampai 2020 tergolong baik dengan rata-rata 3,37%. Tingkat efektivitas pengelolaan keuangan daerah Kabupaten Cilacap juga menunjukan sangat efektiv dengan rata rata selama periode 2016 sampai 2020 adalah 106,35 %. Diperlukan optimalisai pemanfaatan pengelolaan keuangan secara digital agar dimasa mendatang dapat diketahui kondisi keuangan secara real time.One of the indicators that can be used in managing regional budgets and the success of development is to use the ratio of efficiency and effectiveness of regional financial management. In managing regional finances, it consists of the authority to manage regional finances, general principles and the structure of the Regional Revenue and Expenditure Budget (APBD). To find out an area manages finances well, it can be seen using the ratio of efficiency and effectiveness. The purpose of this study was to determine and analyze the level of efficiency and effectiveness in financial management in the Cilacap Regency area. This study uses secondary data in the form of the Regional Revenue and Expenditure Budget for the 2016-2020 period of Cilacap Regency, this data is then analyzed using efficiency ratios and effectiveness ratios. The results in this study are the average level of efficiency during the period 2016 to 2020 is classified as good with an average of 3.37%. The level of effectiveness of Cilacap Regency's regional financial management also shows that it is very effective with the average during the 2016 to 2020 period being 106.35%. It is necessary to optimize the use of digital financial management so that in the future financial conditions can be known in real time.
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Pub Date : 2022-11-30DOI: 10.21831/hum.v22i2.52536
M. Muhadi, S. Utaminingsih, Rismiyanto Rismiyanto
Students' mathematical abilities will only become material that follows a series of procedures without knowing its meaning if students' reasoning abilities are not developed. The purpose of the study was to determine the effect of the Guided Inquiry learning model on student learning outcomes on fraction material in grade V Elementary School. This type of research uses a quantitative approach. The design uses a quasi-experimental design with an equivalent control group design. The sample consists of 2 groups, namely group 1 using conventional learning, group 2 using the Guided inquiry model. The research instrument was in the form of test scores (pre-test scores and post-test scores). Data analysis techniques in the form of normality test, homogeneity test, t-test. The results showed that there was an influence of the Guided Inquiry learning model on the student learning outcomes of fractions in grade V Elementary School with an average of 74.84%.
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Pub Date : 2022-07-14DOI: 10.21831/hum.v22i1.49082
Suparlan Suparlan
Pada umumnya pendidikan karakter menyentuh ranah kognitif ,afektif, dan psikomotor, belum dilandasi kesadaran spiritual dan motivasi yang tinggi, akibatnya karakter yang terbentuk merupakan karakter yang rapuh, dan kebaikan perilakunya dilatarbelakangi oleh kepentingan pribadi. Pembentukan karakter berbasis pendidikan hati menawarkan solusi pendidikan karakter yang unggul dan mampu membentuk intensitas dan konsistensi karakter yang baik. Pendidikan hati merupakan dasar dari karakter yang kokoh dan konsisten, ketika hati telah melekat pada kebaikan, maka akan menjadi sumber motif spiritual yang menggerakkan perilaku dengan kecenderungan keikhlasan, dan akan mendorong seluruh potensi psikofisik untuk berbuat baik secara konsisten. Pendidikan karakter berbasis hati dikembangkan melalui: 1) Tahap prakondisi, yaitu proses mengenali kondisi hati, mengenalkan fungsi spiritual hati, melakukan pelurusan/pengobatan hati dari berbagai penyakit hati. 2) Tahap pembentukan, yaitu proses menumbuhkan kesadaran akan pentingnya karakter, menggunakan hati dalam menentukan perilaku dan menanamkan kepekaan untuk mengambil pelajaran dari perbuatan baik. 3) Tahap perawatan, yaitu proses penyelamatan hati dari potensi kerusakan dan menghindari pengaruh karakter negatif dari lingkungan. In general, character education touches the realm of cognitive, affective, and psychomotor domains, has not been based on high spiritual awareness and motivation, as a result the character formed is a fragile character, and the goodness of behavior is motivated by personal interests. The formation of character based on heart education offers superior character education solutions and is able to form good character intensity and consistency. Heart education is the basis of a solid and consistent character, when the heart is attached to goodness, it will become a source of spiritual motives that drive behavior with a sincere tendency, and will encourage all psychophysical potentials to do good consistently. Heart-based character education is developed through: 1) Preconditioning stage, namely the process of recognizing the condition of the heart, introducing the spiritual function of the heart, performing liver straightening/treatment of various liver diseases. 2) The formation stage, namely the process of growing awareness of the importance of character, using the heart in determining behavior and instilling sensitivity to take lessons from good deeds. 3) Treatment stage, namely the process of saving the liver from potential damage and avoiding the influence of negative characters from the environment.
{"title":"Membentuk karakter yang kokoh melalui pendidikan hati","authors":"Suparlan Suparlan","doi":"10.21831/hum.v22i1.49082","DOIUrl":"https://doi.org/10.21831/hum.v22i1.49082","url":null,"abstract":"Pada umumnya pendidikan karakter menyentuh ranah kognitif ,afektif, dan psikomotor, belum dilandasi kesadaran spiritual dan motivasi yang tinggi, akibatnya karakter yang terbentuk merupakan karakter yang rapuh, dan kebaikan perilakunya dilatarbelakangi oleh kepentingan pribadi. Pembentukan karakter berbasis pendidikan hati menawarkan solusi pendidikan karakter yang unggul dan mampu membentuk intensitas dan konsistensi karakter yang baik. Pendidikan hati merupakan dasar dari karakter yang kokoh dan konsisten, ketika hati telah melekat pada kebaikan, maka akan menjadi sumber motif spiritual yang menggerakkan perilaku dengan kecenderungan keikhlasan, dan akan mendorong seluruh potensi psikofisik untuk berbuat baik secara konsisten. Pendidikan karakter berbasis hati dikembangkan melalui: 1) Tahap prakondisi, yaitu proses mengenali kondisi hati, mengenalkan fungsi spiritual hati, melakukan pelurusan/pengobatan hati dari berbagai penyakit hati. 2) Tahap pembentukan, yaitu proses menumbuhkan kesadaran akan pentingnya karakter, menggunakan hati dalam menentukan perilaku dan menanamkan kepekaan untuk mengambil pelajaran dari perbuatan baik. 3) Tahap perawatan, yaitu proses penyelamatan hati dari potensi kerusakan dan menghindari pengaruh karakter negatif dari lingkungan. In general, character education touches the realm of cognitive, affective, and psychomotor domains, has not been based on high spiritual awareness and motivation, as a result the character formed is a fragile character, and the goodness of behavior is motivated by personal interests. The formation of character based on heart education offers superior character education solutions and is able to form good character intensity and consistency. Heart education is the basis of a solid and consistent character, when the heart is attached to goodness, it will become a source of spiritual motives that drive behavior with a sincere tendency, and will encourage all psychophysical potentials to do good consistently. Heart-based character education is developed through: 1) Preconditioning stage, namely the process of recognizing the condition of the heart, introducing the spiritual function of the heart, performing liver straightening/treatment of various liver diseases. 2) The formation stage, namely the process of growing awareness of the importance of character, using the heart in determining behavior and instilling sensitivity to take lessons from good deeds. 3) Treatment stage, namely the process of saving the liver from potential damage and avoiding the influence of negative characters from the environment.","PeriodicalId":34797,"journal":{"name":"Humanika Kajian Ilmiah Mata Kuliah Umum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48336934","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 : 2022-07-14DOI: 10.21831/hum.v22i1.47092
Diningrum Citraningsih, Rz. Ricky Satria Wiranata
Penelitian ini bertujuan untuk mengetahui SWOT yaitu strengths (kekuatan), weakness (kelemahan), opportunity (peluang), threats (ancaman) dalam pembelajaran daring era pandemic covid-19 pada jenejang sekolah dasar. Penelitian ini merupakan penelitian library research yang mana menggunakan sumber data berupa buku, artikel atau jurnal. Hasil penelitian yaitu pada dimensi strengths (kekuatan) menjelaskan tentang motivasi dari guru dan orang tua kepada peserta didik, dukungan fasilitas penunjang pembelajaran (handphone, laptop, kuota), penggunaan aplikasi portal rumah belajar Kemendikbud, menambah keahlian dan kreativitas guru dan peserta didik, dan pelaksanaan program pendampingan belajar di rumah. Pada dimensi weakness (kelemahan) menjelaskan tentang tingkat kedisiplinan peserta didik dalam pembelajaran daring belum maksimal, kejenuhan peserta didik dengan kegiatan monoton, kurangnya waktu interaksi peserta didik dengan guru, kurangnya pengawasan dari orang tua pada anak, minimnya tingkat literasi digital. Pada dimensi opportunity (peluang) menjelaskan tentang pengembangan wawasan, pengetahuan dan keterampilan bagi guru dan peserta didik, meningkatkan kerja sama antara orang tua dan guru. Pada dimensi threats (ancaman) menjelaskan tentang penyediaan kuota internet dan biaya pembelajaran daring, jaringan internet yang kurang stabil, minimnya fasilitas pendukung berupa handphone atau laptop, kesehatan dan ketahanan tubuh. This study aims to determine SWOT, strengths, weaknesses, opportunities, threats in online learning in the era of the covid-19 pandemic at the elementary school. This research uses a library research which uses data sources in the form of books, articles or journals. The results of the study are on the strengths dimension explaining the motivation of teachers and parents to students, support for learning support facilities (mobile phones, laptops, quotas), the use of the Ministry of Education and Culture's home learning portal application, increasing the skills and creativity of teachers and students, and implementing mentoring programs. study at home. The weakness dimension explains the level of student discipline in online learning is not maximized, student saturation with monotonous activities, lack of interaction time between students and teachers, lack of parental supervision of children, lack of digital literacy levels. The opportunity dimension describes the development of insight, knowledge and skills for teachers and students, increasing cooperation between parents and teachers. The threats dimension describes the provision of internet quota and online learning costs, unstable internet network, lack of supporting facilities in the form of mobile phones or laptops, health and body resistance.
{"title":"Analisis SWOT pembelajaran daring era pandemi covid-19 pada sekolah dasar","authors":"Diningrum Citraningsih, Rz. Ricky Satria Wiranata","doi":"10.21831/hum.v22i1.47092","DOIUrl":"https://doi.org/10.21831/hum.v22i1.47092","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui SWOT yaitu strengths (kekuatan), weakness (kelemahan), opportunity (peluang), threats (ancaman) dalam pembelajaran daring era pandemic covid-19 pada jenejang sekolah dasar. Penelitian ini merupakan penelitian library research yang mana menggunakan sumber data berupa buku, artikel atau jurnal. Hasil penelitian yaitu pada dimensi strengths (kekuatan) menjelaskan tentang motivasi dari guru dan orang tua kepada peserta didik, dukungan fasilitas penunjang pembelajaran (handphone, laptop, kuota), penggunaan aplikasi portal rumah belajar Kemendikbud, menambah keahlian dan kreativitas guru dan peserta didik, dan pelaksanaan program pendampingan belajar di rumah. Pada dimensi weakness (kelemahan) menjelaskan tentang tingkat kedisiplinan peserta didik dalam pembelajaran daring belum maksimal, kejenuhan peserta didik dengan kegiatan monoton, kurangnya waktu interaksi peserta didik dengan guru, kurangnya pengawasan dari orang tua pada anak, minimnya tingkat literasi digital. Pada dimensi opportunity (peluang) menjelaskan tentang pengembangan wawasan, pengetahuan dan keterampilan bagi guru dan peserta didik, meningkatkan kerja sama antara orang tua dan guru. Pada dimensi threats (ancaman) menjelaskan tentang penyediaan kuota internet dan biaya pembelajaran daring, jaringan internet yang kurang stabil, minimnya fasilitas pendukung berupa handphone atau laptop, kesehatan dan ketahanan tubuh. This study aims to determine SWOT, strengths, weaknesses, opportunities, threats in online learning in the era of the covid-19 pandemic at the elementary school. This research uses a library research which uses data sources in the form of books, articles or journals. The results of the study are on the strengths dimension explaining the motivation of teachers and parents to students, support for learning support facilities (mobile phones, laptops, quotas), the use of the Ministry of Education and Culture's home learning portal application, increasing the skills and creativity of teachers and students, and implementing mentoring programs. study at home. The weakness dimension explains the level of student discipline in online learning is not maximized, student saturation with monotonous activities, lack of interaction time between students and teachers, lack of parental supervision of children, lack of digital literacy levels. The opportunity dimension describes the development of insight, knowledge and skills for teachers and students, increasing cooperation between parents and teachers. The threats dimension describes the provision of internet quota and online learning costs, unstable internet network, lack of supporting facilities in the form of mobile phones or laptops, health and body resistance.","PeriodicalId":34797,"journal":{"name":"Humanika Kajian Ilmiah Mata Kuliah Umum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48691365","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 : 2022-07-14DOI: 10.21831/hum.v22i1.43372
Olusola Hassan
This study investigated the applicability of mastery learning in public senior school as perceived by teachers. The study used descriptive survey research type. Two hundred and thirty teachers were sampled from public senior secondary schools in Kosofe local government area of Lagos. Teachers’ perception on the applicability of Mastery Learning (TPABML) was designed by the researcher to measure teachers perception, the instrument was validated with reliability index of 0.74. Data collected was analysed using mean score, percentages and independent t-test of significance. Findings showed on the whole, teachers’ perception does not favour the use of blooms mastery in public senior secondary. Result also showed significant difference between teachers with post-graduate qualification and teachers with Bachelor degree, but no significant difference was found based on teachers’ experience. The result also finds no significant difference on the basis of gender. The study recommends that Government should re-orientate teachers to change their views and make efforts to apply mastery learning as it has recorded positive results.
{"title":"Classroom applicability of blooms mastery learning as perceived by teachers","authors":"Olusola Hassan","doi":"10.21831/hum.v22i1.43372","DOIUrl":"https://doi.org/10.21831/hum.v22i1.43372","url":null,"abstract":"This study investigated the applicability of mastery learning in public senior school as perceived by teachers. The study used descriptive survey research type. Two hundred and thirty teachers were sampled from public senior secondary schools in Kosofe local government area of Lagos. Teachers’ perception on the applicability of Mastery Learning (TPABML) was designed by the researcher to measure teachers perception, the instrument was validated with reliability index of 0.74. Data collected was analysed using mean score, percentages and independent t-test of significance. Findings showed on the whole, teachers’ perception does not favour the use of blooms mastery in public senior secondary. Result also showed significant difference between teachers with post-graduate qualification and teachers with Bachelor degree, but no significant difference was found based on teachers’ experience. The result also finds no significant difference on the basis of gender. The study recommends that Government should re-orientate teachers to change their views and make efforts to apply mastery learning as it has recorded positive results. ","PeriodicalId":34797,"journal":{"name":"Humanika Kajian Ilmiah Mata Kuliah Umum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43718490","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 : 2022-07-14DOI: 10.21831/hum.v22i1.49102
Ariefa Efianingrum, M. Maryani, Joko Sri Sukardi, F. Hanum, Siti Irene Astuti Dwiningrum
Penelitian ini bertujuan untuk menggambarkan profil dan perbedaan kesadaran multikultural generasi Z yang direpresentasikan oleh mahasiswa UNY. Penelitian ini menggunakan pendekatan deskriptif dengan menggabungkan metode kuantitatif dan kualitatif (metode campuran). Populasi penelitian adalah mahasiswa Universitas Negeri Yogyakarta sejumlah 29.983 mahasiswa dengan pengambilan sampel secara acak multistage random sampling. Pelaksanaannya dilakukan dengan membagi populasi menjadi dua bagian, yaitu kelompok mahasiswa eksakta dan mahasiswa sosial-humaniora kemudian diambil sampelnya. Teknik penarikan sampel menggunakan rumus Lemeshow diperoleh sampel sebesar 95,73. Untuk menghindari adanya respon yang droup out maka jumlah sampel dibulatkan menjadi 200 orang untuk masing-masing kelompok mahasiswa eksakta dan mahasiswa sosial-humaniora dengan total 400 mahasiswa untuk kedua kelompok. Teknik pengumpulan data menggunakan kuesioner yang diadopsi dari kuesioner yang dikembangkan oleh Tim Zamroni dan kawan-kawan. Analisis data penelitian ini menggunakan teknik analisis data kuantitatif dengan statistik uji-t. Hasil penelitian menunjukkan bahwa terdapat perbedaan kesadaran multikultural mahasiswa berdasarkan latar belakang keilmuan, yaitu mahasiswa dari fakultas sosial humaniora dan mahasiswa dari fakultas sains. Perbedaan ini menunjukkan bahwa latar belakang sosial budaya berimplikasi pada perbedaan kesadaran budaya. Diperlukan program yang holistik untuk memperkuat kesadaran multikultural di kalangan generasi Z. The purpose of this research was to describe the profile of multicultural awareness of the students’ of Yogyakarta State University (UNY). This study used a descriptive approach by combining quantitative and qualitative methods (mix methods). The quantitative approach is used as the main method and the qualitative approach as the secondary method. The research population was students of Yogyakarta State University with a total of 29983 people. Multistage random sampling was conducted by dividing the population into two parts, namely groups of exact science students and social-humanities students, then the samples were taken. The sampling technique using the Lemeshow formula, obtained a sample of 95.73. To avoid a dropout of responses, the number of samples was rounded up to 200 people for each group of exact science students and social-humanities students with a total of 400 students for both groups. The data collection technique used a questionnaire which was adopted from the questionnaire developed by Tim Zamroni et al. Data analysis was quantitative analysis using T-test statistics. The results indicate that there are differences of the students’multicultural awareness based on scientific backgrounds, such as social humanities and science. This difference shows that scientific backgrounds can form different multicultural awareness. Socio-cultural background influences multicultural experiences in cultural communication and adaptation in social
{"title":"Kesadaran multikultural generasi Z dan implikasinya pada pendidikan","authors":"Ariefa Efianingrum, M. Maryani, Joko Sri Sukardi, F. Hanum, Siti Irene Astuti Dwiningrum","doi":"10.21831/hum.v22i1.49102","DOIUrl":"https://doi.org/10.21831/hum.v22i1.49102","url":null,"abstract":"Penelitian ini bertujuan untuk menggambarkan profil dan perbedaan kesadaran multikultural generasi Z yang direpresentasikan oleh mahasiswa UNY. Penelitian ini menggunakan pendekatan deskriptif dengan menggabungkan metode kuantitatif dan kualitatif (metode campuran). Populasi penelitian adalah mahasiswa Universitas Negeri Yogyakarta sejumlah 29.983 mahasiswa dengan pengambilan sampel secara acak multistage random sampling. Pelaksanaannya dilakukan dengan membagi populasi menjadi dua bagian, yaitu kelompok mahasiswa eksakta dan mahasiswa sosial-humaniora kemudian diambil sampelnya. Teknik penarikan sampel menggunakan rumus Lemeshow diperoleh sampel sebesar 95,73. Untuk menghindari adanya respon yang droup out maka jumlah sampel dibulatkan menjadi 200 orang untuk masing-masing kelompok mahasiswa eksakta dan mahasiswa sosial-humaniora dengan total 400 mahasiswa untuk kedua kelompok. Teknik pengumpulan data menggunakan kuesioner yang diadopsi dari kuesioner yang dikembangkan oleh Tim Zamroni dan kawan-kawan. Analisis data penelitian ini menggunakan teknik analisis data kuantitatif dengan statistik uji-t. Hasil penelitian menunjukkan bahwa terdapat perbedaan kesadaran multikultural mahasiswa berdasarkan latar belakang keilmuan, yaitu mahasiswa dari fakultas sosial humaniora dan mahasiswa dari fakultas sains. Perbedaan ini menunjukkan bahwa latar belakang sosial budaya berimplikasi pada perbedaan kesadaran budaya. Diperlukan program yang holistik untuk memperkuat kesadaran multikultural di kalangan generasi Z. The purpose of this research was to describe the profile of multicultural awareness of the students’ of Yogyakarta State University (UNY). This study used a descriptive approach by combining quantitative and qualitative methods (mix methods). The quantitative approach is used as the main method and the qualitative approach as the secondary method. The research population was students of Yogyakarta State University with a total of 29983 people. Multistage random sampling was conducted by dividing the population into two parts, namely groups of exact science students and social-humanities students, then the samples were taken. The sampling technique using the Lemeshow formula, obtained a sample of 95.73. To avoid a dropout of responses, the number of samples was rounded up to 200 people for each group of exact science students and social-humanities students with a total of 400 students for both groups. The data collection technique used a questionnaire which was adopted from the questionnaire developed by Tim Zamroni et al. Data analysis was quantitative analysis using T-test statistics. The results indicate that there are differences of the students’multicultural awareness based on scientific backgrounds, such as social humanities and science. This difference shows that scientific backgrounds can form different multicultural awareness. Socio-cultural background influences multicultural experiences in cultural communication and adaptation in social","PeriodicalId":34797,"journal":{"name":"Humanika Kajian Ilmiah Mata Kuliah Umum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46361437","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 : 2022-07-14DOI: 10.21831/hum.v22i1.43855
Fungki Febiantoni
Isra Mi’raj menjadi momentum untuk bangkit dari krisis multidimensional terutama dalam pembentukan nilai karakter pada realitas sosial dan individu. Hal ini dikarenakan peristiwa Isra Miraj mempunyai dua nilai, yaitu nilai sosial dan spiritual. Tujuan artikel ini adalah mendeskripsikan nilai-nilai karakter yang terkandung dalam peristiwa Isra Mi’raj dan untuk mendeskripsikan relevansi nilai-nilai karakter peristiwa Isra’ Miraj dalam pendidikan agama Islam di Indonesia. Penelitian ini merupakan penelitian kualitatif yang menekankan pada kajian kepustakaan. Hasil penelitian ini adalah adanya nilai sosial dan spiritual dalam peristiwa Isra Mi’raj, dan relevansinya terhadap pendidikan agama Islam yakni dalam hal tujuan pendidikan agama Islam; pendidik; peserta didik; materi; dan media pembelajaran agar menerapkan nilai-nilai karakter dalam peristawa Isra dan Mi’raj dalam pengimplementasiaannya.Isra Mi'raj is a momentum to rise from a multidimensional crisis, especially in the formation of character values in social and individual realities. This is because the Isra Miraj event has two values, namely social and spiritual values. The purpose of this article is to describe the character values contained in the Isra Mi'raj event and to describe the relevance of the character values of the Isra' Miraj incident in Islamic religious education in Indonesia. This research is a qualitative research that emphasizes literature review. The results of this study are the existence of social and spiritual values in the Isra Mi'raj incident, and their relevance to Islamic religious education, namely in terms of the objectives of Islamic religious education; educator; learners; theory; and learning media to apply character values in the Isra and Mi'raj events in their implementation.
Israel Mi’raj是从多维危机中崛起的动力，尤其是在塑造社会和个人现实的性格价值观方面。这是因为以色列米拉吉事件具有两种价值，即社会价值和精神价值。本文的目的是描述Israel Mi’raj事件中人物的价值观，以及Israel Miraj事件的价值观在印度尼西亚伊斯兰教育中的相关性。这项研究是一项定性研究，给图书馆研究带来了压力。本研究的结果是，以色列事件具有社会和精神价值，并与伊斯兰教育有关，即伊斯兰教育；教育工作者与会者被提起；材料；以及媒体学习在以色列事件中应用性格价值观和在其实施中应用Mi’raj事件。Isra Mi’raj是一种从多维危机中崛起的动力，尤其是在社会和个人现实中形成性格价值观方面。这是因为Isra Miraj事件具有两种价值，即社会价值和精神价值。本文的目的是描述Isra Mi’raj事件所包含的性格价值观，并描述Isra’Miraj事件的性格价值在印度尼西亚伊斯兰宗教教育中的相关性。本研究是一项注重文献综述的定性研究。本研究的结果是，Isra Mi’raj事件中社会和精神价值观的存在，以及它们与伊斯兰宗教教育的相关性，即伊斯兰宗教教育目标的相关性；教育工作者学习者；学说以及学习媒体，以便在Isra和Mi'raj事件的实施中应用人物价值观。
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Pub Date : 2021-12-31DOI: 10.21831/hum.v21i2.43721
Suranto Aw
One of the evaluation parameters that can measure the effectiveness of socialization programs through social media is citizen engagement, namely public involvement in important or essential problems on social media. This evaluation was conducted to analyze the effectiveness of the Covid-19 vaccination socialization program through social media. The object of the evaluation is the netizen conversations on Twitter in the form of messages, statuses, or tweets that mention the keyword 'COVID-19 Vaccine' on social media. The effectiveness criteria of the socialization program were based on the citizen engagement index or the citizen involvement index which is examined from the netizen opinions on sentiment (positive/negative) and emotion (trust/fear) indicators. The evaluation results show that the socialization program has succeeded in increasing positive sentiment and emotions of trust. Positive sentiment was shown by netizens' opinions, which were dominated by posts that supported and accepted the vaccination program. Emotion of trust was dominated by the trust and acceptance posts. This finding, when confirmed with facts in the community, indicates a conformity. The public has supported, approved, trusted and accepted the Covid-19 vaccination.Salah satu parameter evaluasi yang dapat mengukur keefektifan program sosialisasi melalui media sosial adalah citizen engagement, yaitu keterlibatan publik terhadap suatu problematika penting atau yang dianggap penting di media sosial. Evaluasi ini dilakukan untuk menganalisis keefektifan program sosialisasi vaksinasi Covid-19 melalui media sosial. Objek evaluasi adalah percakapan warganet di Twitter baik berupa pesan, status, maupun tweet yang menyebutkan kata kunci ‘Vaksin COVID-19’ di media sosial. Kriteria keefektifan program sosialisasi mengacu kepada citizen engagement index atau indeks keterlibatan warganet yang dianalisis dari opini warganet pada indikator sentimen (positif/negative) dan emosi (trust/fear). Hasil evaluasi menunjukkan Program sosialisasi berhasil meningkatkan sentiment positif dan emosi trust. Sentimen positif ditunjukkan opini warganet yang didominasi unggahan mendukung dan menyetujui vaksinasi. Emosi trust, didominasi oleh unggahan rasa percaya dan menerima. Temuan ini apabila dikonfirmasi dengan fakta di masyarakat, mengindikasikan adanya kesesuaian. Masyarakat telah mendukung, menyetujui, percaya, dan menerima vaksinasi Covid-19.
衡量社会化项目通过社会化媒体的有效性的评价参数之一是公民参与，即公众在社会化媒体上对重要或本质问题的参与。本评估旨在分析通过社交媒体开展的Covid-19疫苗接种社会化项目的有效性。评价对象是在社交媒体(sns)上以留言、状态、推文等形式出现“新冠病毒疫苗”关键词的网民对话。社会化项目的有效性标准以公民参与指数或公民参与指数为基础，公民参与指数由网民对情绪(积极/消极)和情绪(信任/恐惧)指标的意见来检验。评价结果表明，社会化方案成功地增加了积极情绪和信任情绪。网民的观点显示出积极的情绪，支持和接受疫苗接种计划的帖子占主导地位。信任情绪以信任岗位和接受岗位为主。当这一发现与社区中的事实相吻合时，表明了一致性。公众支持、认可、信任和接受了新冠肺炎疫苗接种。Salah状态参数评价yang dapat mengukur keefektifan program social alalisa social alalis公民参与，yitu keterlibatan public terhadap suatu problematika penting atau yang dianggap penting di media social。新冠肺炎新冠肺炎新冠肺炎新冠肺炎新冠肺炎疫情评估对象评估:adalah percakapan warganet di Twitter，状态:maupun tweet yang menyebutkan kata kunci ' Vaksin COVID-19 ' di media social。评价标准:公民参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数。Hasil评价menunjukkan方案社会主义berhasil menunjukkan情绪积极和情感信任。积极的情绪，积极的态度，积极的态度，积极的态度，积极的态度，积极的态度，积极的态度。Emosi信任，didominasi oleh unggahan rasa percaya dan menerima。Temuan ini apabila dikonfirmasi dengan fakta di masyarakat, menginkasikan adanya kessuan。Masyarakat telah mendukung, menyetujui, peraya, dan menerima vaksinasi Covid-19。
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Pub Date : 2021-12-31DOI: 10.21831/hum.v21i2.41941
Desmidar Desmidar, M. Ritonga, Syaflin Halim
Kondisi pembelajaran yang statis dipandang tidak proporsional karena menyebabkan peserta didik merasa terbebani, bosan dan jenuh. Kejenuhan belajar didefinisikan sebagai kelelahan fisik, emosional, dan mental yang dialami oleh siswa yang ditandai dengan penurunan motivasi dan minat peserta didik dalam pembelajaran, motivasi dan minat yang rendah dapat mengakibatkan penurunan prestasi belajar siswa. Kejenuhan belajar terjadi karena proses belajar siswa dilakukan secara terus menerus dan untuk waktu yang lama namun tidak mendapatkan kesuksesan. Tujuan dari penelitian ini adalah untuk menguji efektivitas ice breaking dalam mengurangi kejenuhan peserta didik pada saat pembelajaran. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu. Sampel penelitian tersebut adalah peserta didik kelas VIII.1 MTs Negeri 2 Pasaman, yaitu 41 orang. Hasil penelitian menunjukkan bahwa ada penurunan skor rata-rata kejenuhan siswa sebesar 19,07. Pembelajaran dengan menggunakan ice breaking membuat proses pembelajaran mengalami peningkatan kualitas dan hilangnya kejenuhan peserta didik sebesar 15,31%. Rekomendasi kepada guru agar kreatif menciptakan suasana belajar yang menarik dan menyenangkan, salah satunya dengan menerapkan permainan ice breaking dalam proses pembelajaran agar proses pembelajaran menjadi lebih optimal.The demands of learning and teaching and learning activities that menoton judged disproportionate so as to make students feel burdened, bored and saturated. Learning saturation is defined as physical, emotional, and mental fatigue experienced by students characterized by decreased motivation and interest in student learning, which can result in decreased student learning achievement. The saturation of learning occurs because the learning process of students is done continuously and for a long time but does not get success. The purpose of this study is to test the effectiveness of ice breaking to reduce the saturation of students' learning. The research uses quantitative approach with quasi experimental design non equivalent pretest post test control group. The research sample was grade VIII.1 MTsN 2 Pasaman students, which is 41 people. The results showed that there was a decrease in the average score of student saturation of 19.07. A significant change in learning saturation score of 15.31%. Recommendations to teachers in order to creatively create an interesting and fun learning atmosphere, one of which is by applying ice breaking games in the learning process so that the learning process becomes more optimal.
{"title":"Efektivitas ice breaking dalam mengurangi kejenuhan peserta didik mempelajari Bahasa Arab","authors":"Desmidar Desmidar, M. Ritonga, Syaflin Halim","doi":"10.21831/hum.v21i2.41941","DOIUrl":"https://doi.org/10.21831/hum.v21i2.41941","url":null,"abstract":"Kondisi pembelajaran yang statis dipandang tidak proporsional karena menyebabkan peserta didik merasa terbebani, bosan dan jenuh. Kejenuhan belajar didefinisikan sebagai kelelahan fisik, emosional, dan mental yang dialami oleh siswa yang ditandai dengan penurunan motivasi dan minat peserta didik dalam pembelajaran, motivasi dan minat yang rendah dapat mengakibatkan penurunan prestasi belajar siswa. Kejenuhan belajar terjadi karena proses belajar siswa dilakukan secara terus menerus dan untuk waktu yang lama namun tidak mendapatkan kesuksesan. Tujuan dari penelitian ini adalah untuk menguji efektivitas ice breaking dalam mengurangi kejenuhan peserta didik pada saat pembelajaran. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu. Sampel penelitian tersebut adalah peserta didik kelas VIII.1 MTs Negeri 2 Pasaman, yaitu 41 orang. Hasil penelitian menunjukkan bahwa ada penurunan skor rata-rata kejenuhan siswa sebesar 19,07. Pembelajaran dengan menggunakan ice breaking membuat proses pembelajaran mengalami peningkatan kualitas dan hilangnya kejenuhan peserta didik sebesar 15,31%. Rekomendasi kepada guru agar kreatif menciptakan suasana belajar yang menarik dan menyenangkan, salah satunya dengan menerapkan permainan ice breaking dalam proses pembelajaran agar proses pembelajaran menjadi lebih optimal.The demands of learning and teaching and learning activities that menoton judged disproportionate so as to make students feel burdened, bored and saturated. Learning saturation is defined as physical, emotional, and mental fatigue experienced by students characterized by decreased motivation and interest in student learning, which can result in decreased student learning achievement. The saturation of learning occurs because the learning process of students is done continuously and for a long time but does not get success. The purpose of this study is to test the effectiveness of ice breaking to reduce the saturation of students' learning. The research uses quantitative approach with quasi experimental design non equivalent pretest post test control group. The research sample was grade VIII.1 MTsN 2 Pasaman students, which is 41 people. The results showed that there was a decrease in the average score of student saturation of 19.07. A significant change in learning saturation score of 15.31%. Recommendations to teachers in order to creatively create an interesting and fun learning atmosphere, one of which is by applying ice breaking games in the learning process so that the learning process becomes more optimal.","PeriodicalId":34797,"journal":{"name":"Humanika Kajian Ilmiah Mata Kuliah Umum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46994568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.21831/hum.v21i2.29252
Dewi Amaliah Nafiati
Revisi taksonomi Bloom menitikberatkan pada (1) perubahan aplikasi yang terdiri dari tiga bidang yaitu aplikasi bidang penyusunan kurikulum, aplikasi bidang instruksi pengajaran, aplikasi bidang assesment/ penilaian; dan (2) perubahan terminologi yang menekankan pada sub kategori sehingga penilaian menjadi lebih spesifik, mudah dalam menyusun penilaian pada kurikulum, serta mudah dalam menyusun instruksi pengajaran. Revisi taksonomi Bloom juga mengubah kata kunci operasional dari kata benda menjadi kata kerja dari level terendah sampai dengan level tertinggi.Terdapat perubahan yang sangat signifikan pada revisi taksonomi Bloom di domain kognitif yang terdiri dari dua dimensi yaitu dimensi pengetahuan dan dimensi proses kognitif. Dimensi pengetahuan berubah menjadi faktual, konseptual, prosedural, metakognisi. dimensi proses kognitif baru menjadi mengingat, memahami, mengaplikasikan, menganalisis, mengevaluasi, dan mencipta. Domain afektif meliputi rasa, nilai, apresiasi, antusiasme, motivasi, dan sikap tercermin pada perilaku/ attitude sehari-hari pada proses pembelajaran baik di dalam kelas maupun di luar kelas. Domain psikomotorik dirumuskan sebagai serangkaian kemampuan yang bersifat kongkrit dan abstrak. Bloom's taxonomic revision focuses on (1) application changes that consist of three fields, namely the application of curriculum development. application of teaching instruction area, application of assessment/ assessment field; and (2) changes in the terminology emphasizing sub-categories so that assessment becomes more specific, it is easy to arrange assessments in the curriculum, and easy to arrange instructions teaching. Revised Bloom's taxonomy also changed the operational keywords from words to verbs from the lowest level to the highest level. There is a very significant change in Bloom's revised taxonomy in the cognitive domain which consists of two dimensions, namely the dimension of knowledge and the dimension of cognitive processes. The dimension of knowledge changes into factual, conceptual, procedural metacognition. the dimension of the new cognitive process becomes remembering, understanding apply. analyze, evaluate and create. Affective domain includes taste, value, appreciation, enthusiasm, motivation. and attitudes are reflected in behavior everyday in the learning process both in the classroom and outside the classroom. Domain psychomotor formulated as a series of abilities that are concrete and abstract.
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