A home visiting is a program in the guidance and counseling service that is implemented at MI Raudhatul Jannah Martapura, to visit students' houses for completing the data, moral education, and to solve students’ problems in learning. The purposes of the study were (1) to find out the implementation of the home visiting at MI Raudhatul Jannah Martapura, (2) to find out student moral after the home visiting at MI Raudhatul Jannah Martapura, and (3) to know the effectiveness of the home visiting in student moral development at MI Raudhatul Jannah Martapura. The population in this study was 47 students, with a purposive sampling technique of 25 students in 8 and 9 grades. The data collection technique used questionnaires, interviews, and documentation. Then, data were analyzed with quantitative analysis techniques using the one-sample t-test. The results of this study showed that the effectiveness of home visiting at MI Raudhatul Jannah Martapura, based on the student moral is either "not same" high after the implementation of home visiting, which Ha rejected and Ho accepted. Based on the calculation of the results, there are 9 students in the high moral category, 14 students in the medium class, and 2 students in the low class. Because of the 25 students, there were 14 students or 56% in the category of moderate moral. Finally, the home visiting program was quite effective to use.
{"title":"Efektivitas Home Visit dalam Pembinaan Akhlak Siswa Madarasah Ibtidaiyah","authors":"Emilya Ulfah, Lisna Ariani, Neny Qurrota A’yun","doi":"10.55380/ies.v3i1.490","DOIUrl":"https://doi.org/10.55380/ies.v3i1.490","url":null,"abstract":"A home visiting is a program in the guidance and counseling service that is implemented at MI Raudhatul Jannah Martapura, to visit students' houses for completing the data, moral education, and to solve students’ problems in learning. The purposes of the study were (1) to find out the implementation of the home visiting at MI Raudhatul Jannah Martapura, (2) to find out student moral after the home visiting at MI Raudhatul Jannah Martapura, and (3) to know the effectiveness of the home visiting in student moral development at MI Raudhatul Jannah Martapura. The population in this study was 47 students, with a purposive sampling technique of 25 students in 8 and 9 grades. The data collection technique used questionnaires, interviews, and documentation. Then, data were analyzed with quantitative analysis techniques using the one-sample t-test. The results of this study showed that the effectiveness of home visiting at MI Raudhatul Jannah Martapura, based on the student moral is either \"not same\" high after the implementation of home visiting, which Ha rejected and Ho accepted. Based on the calculation of the results, there are 9 students in the high moral category, 14 students in the medium class, and 2 students in the low class. Because of the 25 students, there were 14 students or 56% in the category of moderate moral. Finally, the home visiting program was quite effective to use.","PeriodicalId":383025,"journal":{"name":"Islamic Elementary School (IES)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124008765","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}
Peneltian ini menggunakan metode eksprimen dengan One Group Pretest-Posttest Design yaitu terdapat satu kelompok diberi pretest sebelum diberi treatmen/perlakukan, posyyest, dan selanjutnya observasi. Penelitan ini bertujuan untuk mengetahui pengaruh metode demonstrasi terhadap kreativitas mozaik siswa MIN 01 Kota Bengkulu, subjek penelitian ini 36 siswa dan 2 guru. Teknik pengumpulan data menggunakan tes, obsetvasi dan dokumentasi. Instrument yang digunakan yaitu pedoman observasi, data yang diperoleh melalui instrument lembar pedoman observasi dideskripsikan dan dianalisis menggunakan statistik non parametrik menggunakan uji Willcoxon. Hasil penelitian menunjukkan bahwa Perkembangan kreativitas siswa MIN 01 Kota Bengkulu diperoleh nilai terendah sebesar 110, nilai tertinggi sebesar 270 dan nilai rata-rata 197,5. Perkembangan kreatvitas siswa setelah melakukan kegiatan mozaik di MIN 01 Kota Bengkulu mengalami peningkatan dengan nilai terendah sebesar 265 , nilai tertinggi sebesar 350 dan nilai rata-rata 308,9 dan Hasil penelitian jika dibandingkan sebelum dan setelah melakukan kegiatan kolase mozaik maka terdapat pengaruh positif terhadap perkembangan kreativtas siswa MIN 01 Kota Bengkulu. Pengaruh ini dapat dilihat dari nilai rata-rata yang mengalami peningkatan antara nilai pretest yaitu 197,5 dan nilai posttest sebesar 308,9 serta dengan melakukan uji signifikansi menggunakan rumus tes ranking-bertanda Willcoxon, diperoleh hasil uji hipotesis p (0,002) ≤ 0,05 maka Ho ditolak dan Ha diterima.
{"title":"METODE DEMONSTRASI DAN PENGARUHNYA TERHADAP KREATIVITAS MOZAIK SISWA","authors":"Nopian Gustari, A. Suradi, Repika Yunitasaril","doi":"10.55380/ies.v3i1.444","DOIUrl":"https://doi.org/10.55380/ies.v3i1.444","url":null,"abstract":"Peneltian ini menggunakan metode eksprimen dengan One Group Pretest-Posttest Design yaitu terdapat satu kelompok diberi pretest sebelum diberi treatmen/perlakukan, posyyest, dan selanjutnya observasi. Penelitan ini bertujuan untuk mengetahui pengaruh metode demonstrasi terhadap kreativitas mozaik siswa MIN 01 Kota Bengkulu, subjek penelitian ini 36 siswa dan 2 guru. Teknik pengumpulan data menggunakan tes, obsetvasi dan dokumentasi. Instrument yang digunakan yaitu pedoman observasi, data yang diperoleh melalui instrument lembar pedoman observasi dideskripsikan dan dianalisis menggunakan statistik non parametrik menggunakan uji Willcoxon. Hasil penelitian menunjukkan bahwa Perkembangan kreativitas siswa MIN 01 Kota Bengkulu diperoleh nilai terendah sebesar 110, nilai tertinggi sebesar 270 dan nilai rata-rata 197,5. Perkembangan kreatvitas siswa setelah melakukan kegiatan mozaik di MIN 01 Kota Bengkulu mengalami peningkatan dengan nilai terendah sebesar 265 , nilai tertinggi sebesar 350 dan nilai rata-rata 308,9 dan Hasil penelitian jika dibandingkan sebelum dan setelah melakukan kegiatan kolase mozaik maka terdapat pengaruh positif terhadap perkembangan kreativtas siswa MIN 01 Kota Bengkulu. Pengaruh ini dapat dilihat dari nilai rata-rata yang mengalami peningkatan antara nilai pretest yaitu 197,5 dan nilai posttest sebesar 308,9 serta dengan melakukan uji signifikansi menggunakan rumus tes ranking-bertanda Willcoxon, diperoleh hasil uji hipotesis p (0,002) ≤ 0,05 maka Ho ditolak dan Ha diterima.","PeriodicalId":383025,"journal":{"name":"Islamic Elementary School (IES)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126938861","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}
Iflahathul Chasanah, Ratna Utami Nur Ajizah, Irfan Jauhari
The development of increasingly sophisticated technology makes many conveniences in various crosses of life for humans, especially in Indonesia, where the majority of all can already take advantage of technology. However, in the facts on the ground that are happening we need to review how this technology has an impact, for example in elementary school-age children they need technology to support learning and updating science and technology but on the other hand the negative impact threatens their physical and mental development. The purpose of this writing is the need to provide information for elementary school-age children who already understand the rules and their benefits and impacts, limiting and applying time discipline in using gadgets or other technological tools. This research method is qualitative using an dercriptive qualitative approach. The results are as follows, explaining the psychological dimensions of elementary school-age children (concrete operations), how time discipline education for elementary school-age children manages learning time to play and so on, the role of parents and teachers in technology in the lives of elementary school-age children, and Benefits and impacts of Technology for elementary school-age children
{"title":"Parenting Disiplin waktu Penggunaan Gawai(Gadget) Pada anak Usia Sekolah Dasar","authors":"Iflahathul Chasanah, Ratna Utami Nur Ajizah, Irfan Jauhari","doi":"10.55380/ies.v3i1.500","DOIUrl":"https://doi.org/10.55380/ies.v3i1.500","url":null,"abstract":"The development of increasingly sophisticated technology makes many conveniences in various crosses of life for humans, especially in Indonesia, where the majority of all can already take advantage of technology. However, in the facts on the ground that are happening we need to review how this technology has an impact, for example in elementary school-age children they need technology to support learning and updating science and technology but on the other hand the negative impact threatens their physical and mental development. The purpose of this writing is the need to provide information for elementary school-age children who already understand the rules and their benefits and impacts, limiting and applying time discipline in using gadgets or other technological tools. This research method is qualitative using an dercriptive qualitative approach. The results are as follows, explaining the psychological dimensions of elementary school-age children (concrete operations), how time discipline education for elementary school-age children manages learning time to play and so on, the role of parents and teachers in technology in the lives of elementary school-age children, and Benefits and impacts of Technology for elementary school-age children","PeriodicalId":383025,"journal":{"name":"Islamic Elementary School (IES)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116482933","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}
Kurikulum pada dasarnya yakni sebuah rancangan yang didalamnya terdapat materi atau materi pelajaran yang akan dipelajari. Sejarah kurikulum di Indonesia, mengalami perubahan dari masa ke masa. Perubahan tersebut dilakukan atas dasar kebutuhan dan mengakomodir kebutuhan dan perkembangan yang ada. Penelitian ini bertujuan untuk mendeskripsikan tentang kurikulum 2013 dan kurikulum Merdeka. Adapun penelitian ini menggunakan pendekatan kualitatif, dengan studi literatur. Hasil penelitian menjelaskan bahwa tujuan Kurikulum 2013, peserta didik dituntut untuk kreatif, memecahkan masalah dan dapat aktif serta lebih inovatif. Penilaian yang dilakukan oleh guru tidak hanya dari aspek akademik saja, namun guru dapat menilai misalnya dari aspek religius dan kesopanan. Sementara pada Kurikulum merdeka memiliki beberapa tujuan diantaranya, menciptakan pendidikan yang menyenangkan, mengejar ketertinggalan pembelajaran, dan memberikan kebebasan kepada semua pihak terkait dalam proses belajar mengajar.
{"title":"MENELAAH PERBEDAAN KURIKULUM 2013 DENGAN KURIKULUM MERDEKA","authors":"Intan Dewi Mawardini, Arsyad Muhammad Sajjad","doi":"10.55380/ies.v3i1.471","DOIUrl":"https://doi.org/10.55380/ies.v3i1.471","url":null,"abstract":"Kurikulum pada dasarnya yakni sebuah rancangan yang didalamnya terdapat materi atau materi pelajaran yang akan dipelajari. Sejarah kurikulum di Indonesia, mengalami perubahan dari masa ke masa. Perubahan tersebut dilakukan atas dasar kebutuhan dan mengakomodir kebutuhan dan perkembangan yang ada. Penelitian ini bertujuan untuk mendeskripsikan tentang kurikulum 2013 dan kurikulum Merdeka. Adapun penelitian ini menggunakan pendekatan kualitatif, dengan studi literatur. Hasil penelitian menjelaskan bahwa tujuan Kurikulum 2013, peserta didik dituntut untuk kreatif, memecahkan masalah dan dapat aktif serta lebih inovatif. Penilaian yang dilakukan oleh guru tidak hanya dari aspek akademik saja, namun guru dapat menilai misalnya dari aspek religius dan kesopanan. Sementara pada Kurikulum merdeka memiliki beberapa tujuan diantaranya, menciptakan pendidikan yang menyenangkan, mengejar ketertinggalan pembelajaran, dan memberikan kebebasan kepada semua pihak terkait dalam proses belajar mengajar.","PeriodicalId":383025,"journal":{"name":"Islamic Elementary School (IES)","volume":"499 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131769128","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}
Yessika Destiana Lahubu, Tria Marvida, Wadan Y Anuli
Attitude assessment is part of the actual teacher assessment to measure how well a student has achieved attitude skills. Attitude aspects are divided into two categories: spiritual and social attitudes. The 2013 curriculum uses observational, self-assessment, and peer assessment skills to assess attitudes, using a checklist or rubric assessment tool and journal methods as notes. The type of research used is descriptive research using a qualitative approach. The population in this study were all 14 teachers at SDN Kuta Vulnerable. The sample in this study were six teachers at SDN Kuta Rentang. Observation and interviews were used as data collection techniques. The data analysis method for this research uses the Miles and Huberman model. The attitude assessment plan at SDN Kuta Rentang begins with the preparation of journal tools and duplication of self-assessment and peer-assessment sheets that are made. Attitude assessment was carried out using three techniques: observation, self-assessment, and peer assessment. In addition, the results of the attitude assessment are reported in the form of a summary note of attitude observations that incorporate each indicator using the application.
{"title":"ANALISIS PELAKSANAAN PENILAIAN SIKAP KURIKULUM 2013","authors":"Yessika Destiana Lahubu, Tria Marvida, Wadan Y Anuli","doi":"10.55380/ies.v3i1.499","DOIUrl":"https://doi.org/10.55380/ies.v3i1.499","url":null,"abstract":"Attitude assessment is part of the actual teacher assessment to measure how well a student has achieved attitude skills. Attitude aspects are divided into two categories: spiritual and social attitudes. The 2013 curriculum uses observational, self-assessment, and peer assessment skills to assess attitudes, using a checklist or rubric assessment tool and journal methods as notes. The type of research used is descriptive research using a qualitative approach. The population in this study were all 14 teachers at SDN Kuta Vulnerable. The sample in this study were six teachers at SDN Kuta Rentang. Observation and interviews were used as data collection techniques. The data analysis method for this research uses the Miles and Huberman model. The attitude assessment plan at SDN Kuta Rentang begins with the preparation of journal tools and duplication of self-assessment and peer-assessment sheets that are made. Attitude assessment was carried out using three techniques: observation, self-assessment, and peer assessment. In addition, the results of the attitude assessment are reported in the form of a summary note of attitude observations that incorporate each indicator using the application.","PeriodicalId":383025,"journal":{"name":"Islamic Elementary School (IES)","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136300925","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}
Abstract Education for children must be formed following the characteristics of students. One of the characteristics of children is to play games. Games for children are an educational process. Along with the development of the times, education no longer accommodates the characteristics of students, it has a tendency to develop one of the three potentials. The impact is the dehumanization process. One alternative to bridge this gap is to re-introduce and re-implement traditional games that have been formalized by Ki Hadjar Dewantara through the Taman Siswa's curriculum. Ki Hadjar Dewantara argued that the game is an education for children. The game can be done through Panca Indera exercises, children can develop their natural potential in a balanced manner. These potentials include the potential of cognitive (cipta), affective (rasa), psychomotor (karsa) so that it accommodates all the potential of his soul. Various studies have proven the fact that traditional games have many benefits for students' personal development and the development of learning's curriculum. Therefore, traditional games can be used in the learning process at this time.
{"title":"CHILDREN’S GAMES IN EDUCATION: KI HADJAR DEWANTARA’S PERSPECTIVE AND ITS RELEVANCE IN LEARNING","authors":"Iflahathul Chasanah","doi":"10.55380/ies.v1i1.103","DOIUrl":"https://doi.org/10.55380/ies.v1i1.103","url":null,"abstract":"Abstract \u0000Education for children must be formed following the characteristics of students. One of the characteristics of children is to play games. Games for children are an educational process. Along with the development of the times, education no longer accommodates the characteristics of students, it has a tendency to develop one of the three potentials. The impact is the dehumanization process. One alternative to bridge this gap is to re-introduce and re-implement traditional games that have been formalized by Ki Hadjar Dewantara through the Taman Siswa's curriculum. Ki Hadjar Dewantara argued that the game is an education for children. The game can be done through Panca Indera exercises, children can develop their natural potential in a balanced manner. These potentials include the potential of cognitive (cipta), affective (rasa), psychomotor (karsa) so that it accommodates all the potential of his soul. Various studies have proven the fact that traditional games have many benefits for students' personal development and the development of learning's curriculum. Therefore, traditional games can be used in the learning process at this time.","PeriodicalId":383025,"journal":{"name":"Islamic Elementary School (IES)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120956558","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}
Tulisan ini hendak mengintegrasikan permainan tradisional perspektif Ki Hadjar Dewantara pada pembelajaran sains. Permainan tradisional menurut Ki Hadjar Dewantara adalah pendidikan ideal untuk anak. Melalui permainan, anak akan mampu mengembangkan aspek kognisi, afeksi dan psikomotorinya. Proses kontruksi pengetahuan alami dalam permainan tradisional menggunakan pendekatan etnosains. Metodologi dalam kajian ini menggunakan studi pustaka atau studi literatur yang dilakukan dengan menggali dan mengkaji berbagai teori dan praksis melalui penelusuran literatur dari buku-buku, penelitian-penelitian, jurnal ilmiah dan berbagai data dan fakta dalam bentuk teks. Hasil kajian ini adalah bahwa pengetahuan sains alami pada permainan tradisional dapat digali dan dikontruksi dengan menggunakan pendekatan etnosains. Pendekatan etnosains dimaksudkan untuk melihat dan mengungkap prinsip-prinsip yang penting dari aktifitas permainan tradisional anak yang sebelumnya tidak diketahui fungsi ilmiah yang sebenarnya. Integrasi permainan tradisional dalam pendidikan sains dapat diupayakan melalui pemuatan nilai-nilai sains yang terkandung dalam permainan tradisional ke dalam pembelajaran sains. Proses integrasi pengetahuan sains alami dalam permainan tradisional dapat dilakukan pertama, melalui pemberian materi permainan tradisional kepada anak didik. Kedua, permainan tradisional digunakan sebagai metode penyampaian materi sains.
{"title":"INTEGRASI PERMAINAN TRADISIONAL PERSPEKTIF KI HADJAR DEWANTARA PADA PEMBELAJARAN SAINS","authors":"Azmi Mustaqim","doi":"10.55380/ies.v1i1.81","DOIUrl":"https://doi.org/10.55380/ies.v1i1.81","url":null,"abstract":"Tulisan ini hendak mengintegrasikan permainan tradisional perspektif Ki Hadjar Dewantara pada pembelajaran sains. Permainan tradisional menurut Ki Hadjar Dewantara adalah pendidikan ideal untuk anak. Melalui permainan, anak akan mampu mengembangkan aspek kognisi, afeksi dan psikomotorinya. Proses kontruksi pengetahuan alami dalam permainan tradisional menggunakan pendekatan etnosains. Metodologi dalam kajian ini menggunakan studi pustaka atau studi literatur yang dilakukan dengan menggali dan mengkaji berbagai teori dan praksis melalui penelusuran literatur dari buku-buku, penelitian-penelitian, jurnal ilmiah dan berbagai data dan fakta dalam bentuk teks. Hasil kajian ini adalah bahwa pengetahuan sains alami pada permainan tradisional dapat digali dan dikontruksi dengan menggunakan pendekatan etnosains. Pendekatan etnosains dimaksudkan untuk melihat dan mengungkap prinsip-prinsip yang penting dari aktifitas permainan tradisional anak yang sebelumnya tidak diketahui fungsi ilmiah yang sebenarnya. Integrasi permainan tradisional dalam pendidikan sains dapat diupayakan melalui pemuatan nilai-nilai sains yang terkandung dalam permainan tradisional ke dalam pembelajaran sains. Proses integrasi pengetahuan sains alami dalam permainan tradisional dapat dilakukan pertama, melalui pemberian materi permainan tradisional kepada anak didik. Kedua, permainan tradisional digunakan sebagai metode penyampaian materi sains. \u0000 ","PeriodicalId":383025,"journal":{"name":"Islamic Elementary School (IES)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121658352","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：