Pub Date : 2024-08-09DOI: 10.51878/learning.v4i3.2998
Nova Fitriani, Mohamad Mustari, Sawaludin Sawaludin, L. Sumardi
One of the roles of the government in reducing waste in Indonesia is through the implementation of the zero-waste program. The implementation of the zero-waste concept in schools involves education about the environment, waste reduction, waste sorting, recycling, and the use of environmentally friendly products. The aim of this research is to understand the implementation, problems, and solutions of the zero waste program at SMAN 1 Batukliang. This research uses a qualitative research method with a case study approach, and data is collected through interviews, observations, and documentation. Data analysis is then conducted through data reduction, data presentation, and drawing conclusions. The results show that the implementation of the zero-waste program at SMAN 1 Batukliang is considered to have achieved its objectives and has had a positive impact on the school and its surroundings. However, there are challenges encountered during the program, such as misunderstandings between the members of the Student Council (OSIS) and some waste pickers around the school, as well as some students who are less actively participating in the program. Therefore, solutions to these issues have been formulated, such as coordinating with waste pickers through teacher assistance and conducting seminars or socialization activities to enhance student understanding. ABSTRAKSalah satu peran pemerintah dalam pengurangan sampah yang ada di Indonesia yaitu dengan penerapan program zero waste. Penerapan konsep zero waste di sekolah melibatkan pendidikan tentang lingkungan, pengurangan sampah, pemilahan sampah, daur ulang, dan penggunaan barang ramah lingkungan. Tujuan dari penelitian ini yaitu untuk mengetahui bagaimana pelaksanaan, problematika, dan solusi dari program zero waste di SMAN 1 Batukliang. Penelitian ini menggunakan metode penelitian kualitatif dengan jenis penelitian studi kasus, data penelitian diambil melalui wawancara, observasi, dan dokumentasi. kemudian analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelaksanaan program zero waste di SMAN 1 Batukliang dianggap telah berjalan sesuai tujuan dan memberikan dampak positif bagi lingkungan sekolah dan sekitarnya, dibalik itu terdapat problematika yang terjadi selama program zero waste ini yakni ketidaksepahaman antara anggota OSIS dan beberapa pemulung disekitar sekolah, serta masih ada sebagian siswa yang kurang berpartisipasi aktif dalam program. Sehingga terbentuklah solusi dari hal tersebut seperti melakukan koordinasi dengan pemulung melalui bantuan guru, dan diadakannya penyuluhan atau sosialisasi untuk meningkatkan pemahaman siswa.
{"title":"PROBLEMATIKA PROGRAM ZERO WASTE DI SMAN 1 BATUKLIANG","authors":"Nova Fitriani, Mohamad Mustari, Sawaludin Sawaludin, L. Sumardi","doi":"10.51878/learning.v4i3.2998","DOIUrl":"https://doi.org/10.51878/learning.v4i3.2998","url":null,"abstract":"One of the roles of the government in reducing waste in Indonesia is through the implementation of the zero-waste program. The implementation of the zero-waste concept in schools involves education about the environment, waste reduction, waste sorting, recycling, and the use of environmentally friendly products. The aim of this research is to understand the implementation, problems, and solutions of the zero waste program at SMAN 1 Batukliang. This research uses a qualitative research method with a case study approach, and data is collected through interviews, observations, and documentation. Data analysis is then conducted through data reduction, data presentation, and drawing conclusions. The results show that the implementation of the zero-waste program at SMAN 1 Batukliang is considered to have achieved its objectives and has had a positive impact on the school and its surroundings. However, there are challenges encountered during the program, such as misunderstandings between the members of the Student Council (OSIS) and some waste pickers around the school, as well as some students who are less actively participating in the program. Therefore, solutions to these issues have been formulated, such as coordinating with waste pickers through teacher assistance and conducting seminars or socialization activities to enhance student understanding. \u0000ABSTRAKSalah satu peran pemerintah dalam pengurangan sampah yang ada di Indonesia yaitu dengan penerapan program zero waste. Penerapan konsep zero waste di sekolah melibatkan pendidikan tentang lingkungan, pengurangan sampah, pemilahan sampah, daur ulang, dan penggunaan barang ramah lingkungan. Tujuan dari penelitian ini yaitu untuk mengetahui bagaimana pelaksanaan, problematika, dan solusi dari program zero waste di SMAN 1 Batukliang. Penelitian ini menggunakan metode penelitian kualitatif dengan jenis penelitian studi kasus, data penelitian diambil melalui wawancara, observasi, dan dokumentasi. kemudian analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelaksanaan program zero waste di SMAN 1 Batukliang dianggap telah berjalan sesuai tujuan dan memberikan dampak positif bagi lingkungan sekolah dan sekitarnya, dibalik itu terdapat problematika yang terjadi selama program zero waste ini yakni ketidaksepahaman antara anggota OSIS dan beberapa pemulung disekitar sekolah, serta masih ada sebagian siswa yang kurang berpartisipasi aktif dalam program. Sehingga terbentuklah solusi dari hal tersebut seperti melakukan koordinasi dengan pemulung melalui bantuan guru, dan diadakannya penyuluhan atau sosialisasi untuk meningkatkan pemahaman siswa.","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"45 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924320","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}
This research aims to analyze the implementation of the character-based curriculum (KBK) in encouraging students' moral development at SMPN 13 Mataram. This research used qualitative research methods with data collection techniques through observation, interviews and document analysis. Research subjects included teachers, students and principals at SMPN 13 Mataram. The research results show that implementing KBK at SMPN 13 Mataram has positively impacted encouraging students' moral development. Teachers have implemented learning that integrates moral values ??in every subject. Apart from that, schools also involve parents in supporting character education. This research also identified several challenges in implementing a character-based curriculum. Some teachers still face difficulties in integrating moral values ??into learning. Lack of resources and an in-depth understanding of KBK also pose challenges to optimal implementation. ABSTRAKPenelitian ini bertujuan untuk menganalisis implementasi kurikulum berbasis karakter (KBK) dalam mendorong perkembangan moral siswa di SMPN 13 Mataram. Dalam penelitian ini, metode penelitian kualitatif digunakan dengan teknik pengumpulan data melalui observasi, wawancara, dan analisis dokumen. Subjek penelitian meliputi guru, siswa, dan kepala sekolah di SMPN 13 Mataram. Hasil penelitian menunjukkan bahwa implementasi KBK di SMPN 13 Mataram telah memberikan dampak positif dalam mendorong perkembangan moral siswa. Guru-guru telah melaksanakan pembelajaran yang mengintegrasikan nilai-nilai moral dalam setiap mata pelajaran. Selain itu, sekolah juga melibatkan orang tua siswa dalam mendukung pendidikan karakter. Penelitian ini juga mengidentifikasi beberapa tantangan dalam implementasi kurikulum berbasis karakter. Beberapa guru masih menghadapi kesulitan dalam mengintegrasikan nilai-nilai moral ke dalam pembelajaran. Kurangnya sumber daya dan pemahaman yang mendalam tentang KBK juga menjadi tantangan dalam implementasi yang optimal.
{"title":"PERAN KURIKULUM BERBASIS KARAKTER DALAM MENDORONG PERKEMBANGAN MORAL SISWA SEKOLAH MENENGAH PERTAMA","authors":"Abal Wahid Musyawir, Danu Dzulhakim, Firda Andini, Nabilah Ashari, Hairunnisa Hairunnisa, Zikrullah Zikrullah, Edy Herianto","doi":"10.51878/learning.v4i3.3125","DOIUrl":"https://doi.org/10.51878/learning.v4i3.3125","url":null,"abstract":"This research aims to analyze the implementation of the character-based curriculum (KBK) in encouraging students' moral development at SMPN 13 Mataram. This research used qualitative research methods with data collection techniques through observation, interviews and document analysis. Research subjects included teachers, students and principals at SMPN 13 Mataram. The research results show that implementing KBK at SMPN 13 Mataram has positively impacted encouraging students' moral development. Teachers have implemented learning that integrates moral values ??in every subject. Apart from that, schools also involve parents in supporting character education. This research also identified several challenges in implementing a character-based curriculum. Some teachers still face difficulties in integrating moral values ??into learning. Lack of resources and an in-depth understanding of KBK also pose challenges to optimal implementation.\u0000ABSTRAKPenelitian ini bertujuan untuk menganalisis implementasi kurikulum berbasis karakter (KBK) dalam mendorong perkembangan moral siswa di SMPN 13 Mataram. Dalam penelitian ini, metode penelitian kualitatif digunakan dengan teknik pengumpulan data melalui observasi, wawancara, dan analisis dokumen. Subjek penelitian meliputi guru, siswa, dan kepala sekolah di SMPN 13 Mataram. Hasil penelitian menunjukkan bahwa implementasi KBK di SMPN 13 Mataram telah memberikan dampak positif dalam mendorong perkembangan moral siswa. Guru-guru telah melaksanakan pembelajaran yang mengintegrasikan nilai-nilai moral dalam setiap mata pelajaran. Selain itu, sekolah juga melibatkan orang tua siswa dalam mendukung pendidikan karakter. Penelitian ini juga mengidentifikasi beberapa tantangan dalam implementasi kurikulum berbasis karakter. Beberapa guru masih menghadapi kesulitan dalam mengintegrasikan nilai-nilai moral ke dalam pembelajaran. Kurangnya sumber daya dan pemahaman yang mendalam tentang KBK juga menjadi tantangan dalam implementasi yang optimal.","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"46 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924307","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 : 2024-08-09DOI: 10.51878/learning.v4i3.3166
Rudy Irawan, Ruswanto Ruswanto
Hasan Langgulung as one of the leading Islamic education figures. Hasan Langulung's concept of thought, emphasizes that education is a process to transfer the cultural values ??of society inherited from the older generation to the younger generation so that its cultural identity is maintained as a continuation of the life of society and education as well as education as a process of developing the potential of each individual. This research is a library research. The primary data source here is data or information obtained from the written works of Islamic education figures, namely Hasan Langgalung which are discussed in writing this thesis, namely the Islamic education method according to Hasan Langgalung and Islamic Education according to Hasan Langgalung. The data collection techniques used in this study are literature and documentation. The results of the study concluded that the Islamic education method proposed by Hassan Langgulung is a more practical method, namely the method used must be related to the objectives of Islamic Education, the education method does not force something that is contrary to human nature, the method should talk about motivation and discipline or in terms of the Qur'an, rewards and punishments. The advantages of Hasan Langgulung's Islamic education method are an increase in spiritual, moral, intellectual, and social processes. Hasan Langgulung's Islamic education methods guide humans and give them ideal values, principles, and role models in life aimed at preparing for worldly and afterlife life. ABSTRAKHasan Langgulung sebagai salah satu tokoh pendidikan Islam yang terkemuka. Konsep pemikiran Hasan Langulung, menegaskan bahwa pendidikan adalah proses untuk memindahkan nilai-nilai budaya masyarakat yang diwariskan dari generasi tua ke generasi muda agar identitas budayanya tetap terjaga sebagi kelanjutan hidup masyarkat dan pendidikan juga pendidikan sebgai proses pengembangan potensi-potensi setiap individu. Penelitian ini merupakan penelitian kepustakaan (library research). Sumber data primer disini adalah data atau informasi yang diperoleh dari karya tulis dari tokoh pendidikan islam yaitu Hasan Langgalung yang dibahas dalam penulisan skripsi ini, adalah sebagai Metode pendidikan Islam menurut Hasan Langgalung dan Pendidikan Islam menurut Hasan Langgalung. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah kepustakaan dan dokumentasi. Hasil penelitian menyimpulkan bahwa Metode pendidikan Islam yang dikemukakan oleh Hassan Langgulung yaitu metode lebih bersifat praktikal yaitu metode yang dilakukan harus berkaitan dengan tujuan Pendidikan Islam, metode pendidikan tidak memaksakan sesuatu hal yang bertentangan dengan fitrah manusianya, metode hendaknya membicarakan tentang pengerakan (motivtion) dan disiplin atau dalam istilah Al-Qur’an ganajaran dan hukuman. Keunggulan metode pendidikan Islam Hasan Langgulung ialah suatu meningkatkan proses spritual, akhlak, intelektual, dan sosial. Metode metode
{"title":"METODE PENDIDIKAN ISLAM PERSPEKTIF PEMIKIRAN HASAN LANGGULUNG","authors":"Rudy Irawan, Ruswanto Ruswanto","doi":"10.51878/learning.v4i3.3166","DOIUrl":"https://doi.org/10.51878/learning.v4i3.3166","url":null,"abstract":"Hasan Langgulung as one of the leading Islamic education figures. Hasan Langulung's concept of thought, emphasizes that education is a process to transfer the cultural values ??of society inherited from the older generation to the younger generation so that its cultural identity is maintained as a continuation of the life of society and education as well as education as a process of developing the potential of each individual. This research is a library research. The primary data source here is data or information obtained from the written works of Islamic education figures, namely Hasan Langgalung which are discussed in writing this thesis, namely the Islamic education method according to Hasan Langgalung and Islamic Education according to Hasan Langgalung. The data collection techniques used in this study are literature and documentation. The results of the study concluded that the Islamic education method proposed by Hassan Langgulung is a more practical method, namely the method used must be related to the objectives of Islamic Education, the education method does not force something that is contrary to human nature, the method should talk about motivation and discipline or in terms of the Qur'an, rewards and punishments. The advantages of Hasan Langgulung's Islamic education method are an increase in spiritual, moral, intellectual, and social processes. Hasan Langgulung's Islamic education methods guide humans and give them ideal values, principles, and role models in life aimed at preparing for worldly and afterlife life.\u0000ABSTRAKHasan Langgulung sebagai salah satu tokoh pendidikan Islam yang terkemuka. Konsep pemikiran Hasan Langulung, menegaskan bahwa pendidikan adalah proses untuk memindahkan nilai-nilai budaya masyarakat yang diwariskan dari generasi tua ke generasi muda agar identitas budayanya tetap terjaga sebagi kelanjutan hidup masyarkat dan pendidikan juga pendidikan sebgai proses pengembangan potensi-potensi setiap individu. Penelitian ini merupakan penelitian kepustakaan (library research). Sumber data primer disini adalah data atau informasi yang diperoleh dari karya tulis dari tokoh pendidikan islam yaitu Hasan Langgalung yang dibahas dalam penulisan skripsi ini, adalah sebagai Metode pendidikan Islam menurut Hasan Langgalung dan Pendidikan Islam menurut Hasan Langgalung. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah kepustakaan dan dokumentasi. Hasil penelitian menyimpulkan bahwa Metode pendidikan Islam yang dikemukakan oleh Hassan Langgulung yaitu metode lebih bersifat praktikal yaitu metode yang dilakukan harus berkaitan dengan tujuan Pendidikan Islam, metode pendidikan tidak memaksakan sesuatu hal yang bertentangan dengan fitrah manusianya, metode hendaknya membicarakan tentang pengerakan (motivtion) dan disiplin atau dalam istilah Al-Qur’an ganajaran dan hukuman. Keunggulan metode pendidikan Islam Hasan Langgulung ialah suatu meningkatkan proses spritual, akhlak, intelektual, dan sosial. Metode metode ","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"6 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925435","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}
The Merdeka Curriculum applies a new learning paradigm, which is oriented towards strengthening competence and developing character according to Pancasila values. One of the dimensions of Pancasila gotong-royong is collaboration. This research was conducted using the Problem Based Learning (PBL) model. The research was conducted at SMPN 10 Gresik with 32 students in class VII-A. Collaboration indicators used by researchers include participation, management time, quality of learning outcomes, and interaction with other people. The instruments used in this research include teaching modules, LKPD, and collaborative self-assessment sheets. The research results show that PBL can increase participation and management time respectively by an average of 0.3 with a maximum value of 4, and student interaction by 0.5 out of 4. ABSTRAKKurikulum Merdeka menerapkan pembelajaran paradigma baru, yang berorientasi pada penguatan kompetensi dan pengembangan karakter sesuai nilai Pancasila. Salah satu dimensi pancasila gotong-royong yaitu kolaborasi. Penelitian ini dilakukan menggunakan model Problem Based Learning (PBL). Penelitian dilakukan di SMPN 10 Gresik dengan subjek kelas VII-A sebanyak 32 peserta didik. Indikator kolaborasi yang digunakan peneliti diantaranya adalah partisipasi, waktu pengelolaan, kualitas hasil belajar, dan interaksi dengan oranglain. Instrumen yang digunakan pada penelitian ini meliputi modul ajar, LKPD, dan lembar penilaian diri kolaboratif. Hasil penelitian menunjukkan bahwa PBL dapat meningkatkan partisipasi dan waktu pengelolaan masing-masing dengan rata-rata sebesar 0,3 dengan nilai maksimal 4, dan interaksi peserta didik sebesar 0,5 dari 4. Sehingga dapat disimpulkan bahwa model pembelajaran PBL dapat meningkatkan kolaborasi peserta didik.
默迪卡课程采用了一种新的学习范式，旨在根据潘查希拉的价值观加强能力和培养品格。Pancasila gotong-royong 的其中一个方面就是合作。本研究采用基于问题的学习（PBL）模式。研究在 SMPN 10 Gresik 进行，共有 32 名 VII-A 级学生参加。研究人员使用的协作指标包括参与度、时间管理、学习成果质量以及与他人的互动。本研究使用的工具包括教学模块、LKPD 和协作自我评估表。研究结果表明，PBL 可以将参与度和管理时间分别平均提高 0.3 和 4，将学生互动提高 0.5（满分 4 分）。 ABSTRACTT The Merdeka curriculum implement a new paradigm of learning, which is oriented towards strengthening competence and developing character according to the values of Pancasila.潘查希拉 "相互合作的其中一个层面就是协作。本研究采用基于问题的学习（PBL）模式。研究在 SMPN 10 Gresik 进行，对象是 VII-A 班的 32 名学生。研究人员使用的合作指标包括参与度、管理时间、学习成果质量以及与他人的互动。本研究使用的工具包括教学模块、LKPD 和协作自我评估表。结果表明，PBL 可以提高参与度和管理时间，平均值均为 0.3，最大值为 4，而学习者互动的平均值为 0.5（满分 4 分），因此可以得出结论，PBL 学习模式可以提高学习者的协作能力。
{"title":"IMPLEMENTASI MODEL PROBLEM BASED LEARNING (PBL) DALAM MENINGKATKAN KOLABORASI","authors":"Mustaqimah Isnaini, Guntur Trimulyono, Ziyadatul Hikmah","doi":"10.51878/learning.v4i3.3127","DOIUrl":"https://doi.org/10.51878/learning.v4i3.3127","url":null,"abstract":"The Merdeka Curriculum applies a new learning paradigm, which is oriented towards strengthening competence and developing character according to Pancasila values. One of the dimensions of Pancasila gotong-royong is collaboration. This research was conducted using the Problem Based Learning (PBL) model. The research was conducted at SMPN 10 Gresik with 32 students in class VII-A. Collaboration indicators used by researchers include participation, management time, quality of learning outcomes, and interaction with other people. The instruments used in this research include teaching modules, LKPD, and collaborative self-assessment sheets. The research results show that PBL can increase participation and management time respectively by an average of 0.3 with a maximum value of 4, and student interaction by 0.5 out of 4.\u0000ABSTRAKKurikulum Merdeka menerapkan pembelajaran paradigma baru, yang berorientasi pada penguatan kompetensi dan pengembangan karakter sesuai nilai Pancasila. Salah satu dimensi pancasila gotong-royong yaitu kolaborasi. Penelitian ini dilakukan menggunakan model Problem Based Learning (PBL). Penelitian dilakukan di SMPN 10 Gresik dengan subjek kelas VII-A sebanyak 32 peserta didik. Indikator kolaborasi yang digunakan peneliti diantaranya adalah partisipasi, waktu pengelolaan, kualitas hasil belajar, dan interaksi dengan oranglain. Instrumen yang digunakan pada penelitian ini meliputi modul ajar, LKPD, dan lembar penilaian diri kolaboratif. Hasil penelitian menunjukkan bahwa PBL dapat meningkatkan partisipasi dan waktu pengelolaan masing-masing dengan rata-rata sebesar 0,3 dengan nilai maksimal 4, dan interaksi peserta didik sebesar 0,5 dari 4. Sehingga dapat disimpulkan bahwa model pembelajaran PBL dapat meningkatkan kolaborasi peserta didik. ","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"38 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924195","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 : 2024-08-09DOI: 10.51878/learning.v4i3.3170
Ruswanto Ruswanto, Rudy Irawan
In this study, the researcher used a type of field research or also called Qualitative with Descriptive research nature, with data collection tools used, namely observation, interviews and documentation. The researcher used primary data sources and secondary data sources, the data collection method used was non-participant observation and unstructured interviews, while the data analysis technique used was inductive and holistic, with several stages, namely Data reduction (Data Reduction), Data display (data presentation), Conclusion Drawing/ verification, Based on the results of this study, it shows that the implementation of the bahtsul masa'il method in motivating learning fiqh at the Ahsanul Ibad Purbolinggo East Lampung Islamic High School includes three stages, namely with teachers making a learning implementation plan using the bahtsul masa'il method, then after planning, namely by implementing the fiqh learning process in accordance with the learning implementation plan using the bahtsul masa'il method, the last stage is evaluating the fiqh learning process using the bahtsul masa'il method. ABSTRAKPada penelitian ini peneliti menggunakan jenis penelitian lapangan (field research) atau disebut juga Kualitatif dengan sifat penelitian Deskriptif, dengan alat pengumpulan data yang digunakan yaitu observasi, wawancara dan dokumentasi. Peneliti menggunakan sumber data primer dan sumber data sekunder, Metode pengumpulan data yang digunakan aalah observasi non-Partisipan dan Wawancara tidak terstruktur, sedangkan teknik analisis data yang digunakan bersifat induktif dan holistic, dengan beberapa tahapan yaitu Data reduction (Reduksi Data), Data display (penyajian data), Conclusion Drawing/ verification, Berdasarkan hasil penelitian ini menunjukan bahwa implementasi metode bahtsul masa’il dalam memotivasi belajar fiqih di madrasah aliyah ahsanul ibad purbolinggo lampung timur mencakup tiga tahapan yaitu dengan guru membuat rancangan pelaksanaan pembelajaran dengan menggunakan metode bahtsul masa’il, kemudian setelah merencanakan yaitu dengan melaksanaan proses pembelajaran fiqih sesuai dengan rancangan pelaksanaan pembelajaran dengan menggunakan metode bahtsul masa’il, tahap yang terakhir adalah mengevaluasi proses pembelajaran fiqih dengan menggunakan metode bahtsul masa’il.
{"title":"IMPLEMENTASI METODE BAHTSUL MASAIL DALAM MEMOTIVASI BELAJAR FIQIH DI MADRASAH ALIYAH AHSANUL IBAD PURBOLINGGO LAMPUNG TIMUR","authors":"Ruswanto Ruswanto, Rudy Irawan","doi":"10.51878/learning.v4i3.3170","DOIUrl":"https://doi.org/10.51878/learning.v4i3.3170","url":null,"abstract":"In this study, the researcher used a type of field research or also called Qualitative with Descriptive research nature, with data collection tools used, namely observation, interviews and documentation. The researcher used primary data sources and secondary data sources, the data collection method used was non-participant observation and unstructured interviews, while the data analysis technique used was inductive and holistic, with several stages, namely Data reduction (Data Reduction), Data display (data presentation), Conclusion Drawing/ verification, Based on the results of this study, it shows that the implementation of the bahtsul masa'il method in motivating learning fiqh at the Ahsanul Ibad Purbolinggo East Lampung Islamic High School includes three stages, namely with teachers making a learning implementation plan using the bahtsul masa'il method, then after planning, namely by implementing the fiqh learning process in accordance with the learning implementation plan using the bahtsul masa'il method, the last stage is evaluating the fiqh learning process using the bahtsul masa'il method.\u0000ABSTRAKPada penelitian ini peneliti menggunakan jenis penelitian lapangan (field research) atau disebut juga Kualitatif dengan sifat penelitian Deskriptif, dengan alat pengumpulan data yang digunakan yaitu observasi, wawancara dan dokumentasi. Peneliti menggunakan sumber data primer dan sumber data sekunder, Metode pengumpulan data yang digunakan aalah observasi non-Partisipan dan Wawancara tidak terstruktur, sedangkan teknik analisis data yang digunakan bersifat induktif dan holistic, dengan beberapa tahapan yaitu Data reduction (Reduksi Data), Data display (penyajian data), Conclusion Drawing/ verification, Berdasarkan hasil penelitian ini menunjukan bahwa implementasi metode bahtsul masa’il dalam memotivasi belajar fiqih di madrasah aliyah ahsanul ibad purbolinggo lampung timur mencakup tiga tahapan yaitu dengan guru membuat rancangan pelaksanaan pembelajaran dengan menggunakan metode bahtsul masa’il, kemudian setelah merencanakan yaitu dengan melaksanaan proses pembelajaran fiqih sesuai dengan rancangan pelaksanaan pembelajaran dengan menggunakan metode bahtsul masa’il, tahap yang terakhir adalah mengevaluasi proses pembelajaran fiqih dengan menggunakan metode bahtsul masa’il.","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"33 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924938","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 : 2024-08-09DOI: 10.51878/learning.v4i3.3124
Regina Hebingail, Djami Olii, R. Ridwan
This study was conducted to determine the influence of the Open Ended Problem learning model on student learning outcomes in basic electrical and electronics subjects for TITL SMK Teknologi Galela students for the 2022/2023 school year. The research method used is Quasi Experiment. The research population was 46 students where two classes were selected as samples, with one class applying the expository learning model as the control group, while the other class applying the Problem Open Ended learning model as the experimental group. The research instrument used a multiple-choice test of 25 questions used as an assessment of student learning outcomes academically. The data analysis technique uses normality tests, homogeneity, and t-tests. The results of the study showed that the experimental group had an average achievement score of 87.82 with a standard deviation of 5.04, while the control group had an average achievement score of 79.13 with a standard deviation of 4.50. The results of the homogeneity and normality test showed that the distribution and variance of the data were homogeneous. The results of the hypothesis test showed a t-count value of 6.167 and a t-value of 1.684 tables, which showed that the t-count was greater than the t-table. Alternative hypotheses are accepted. The conclusion obtained is that the application of the open-ended problem learning model has a significant influence on the achievement of basic electronics and electrical learning for TITL students of SMK Teknologi Galela for the 2022/2023 school year ABSTRAKPenelitian ini dilakukan untuk mengetahui pengaruh model pembelajaran Problem Open Ended terhadap hasil belajar siswa pada mata pelajaran dasar listrik dan elektronika siswa TITL SMK Teknologi Galela tahun ajaran 2022/2023. Metode penelitian yang digunakan adalah Quasi Eksperimen. Populasi penelitian sebanyak 46 siswa dimana dua kelas dipilih sebagai sampel, dengan satu kelas menerapkan model pembelajaran ekspositori sebagai kelompok kontrol, sementara kelas lainnya menerapkan model pembelajaran Problem Open Ended sebagai kelompok eksperimen. Instrumen penelitian menggunakan tes pilihan ganda sebanyak 25 soal digunakan sebagai penilaian hasil belajar siswa secara akademik. Teknik análisis data menggunakan uji normalitas, homogenitas, dan uji t-test. Hasil studi menunjukkan bahwa kelompok eksperimen memiliki nilai prestasi rata-rata 87,82 dengan standar deviasi 5,04, sedangkan kelompok kontrol memiliki nilai prestasi rata-rata 79,13 dengan standar deviasi 4,50. Hasil uji homogenitas dan normalitas menunjukkan bahwa distribusi dan varians data homogen. Hasil uji hipotesis menunjukkan nilai t hitung sebesar 6,167 dan t tabel sebesar 1,684 yang menunjukkan bahwa t hitung > t tabel. Hipotesis alternatif diterima. Kesimpulan yang diperoleh bahwa penerapan model pembelajaran masalah terbuka memiliki pengaruh yang signifikan terhadap prestasi Pembelajaran dasar elektronika dan listrik untuk siswa TITL SMK Teknologi Galela
{"title":"PENGARUH MODEL PEMBELAJARAN PROBLEM OPEN ENDED TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN DASAR LISTRIK DAN ELEKTRONIKA SISWA KELAS X TITL DI SMK TEKNOLOGI GALELA","authors":"Regina Hebingail, Djami Olii, R. Ridwan","doi":"10.51878/learning.v4i3.3124","DOIUrl":"https://doi.org/10.51878/learning.v4i3.3124","url":null,"abstract":"This study was conducted to determine the influence of the Open Ended Problem learning model on student learning outcomes in basic electrical and electronics subjects for TITL SMK Teknologi Galela students for the 2022/2023 school year. The research method used is Quasi Experiment. The research population was 46 students where two classes were selected as samples, with one class applying the expository learning model as the control group, while the other class applying the Problem Open Ended learning model as the experimental group. The research instrument used a multiple-choice test of 25 questions used as an assessment of student learning outcomes academically. The data analysis technique uses normality tests, homogeneity, and t-tests. The results of the study showed that the experimental group had an average achievement score of 87.82 with a standard deviation of 5.04, while the control group had an average achievement score of 79.13 with a standard deviation of 4.50. The results of the homogeneity and normality test showed that the distribution and variance of the data were homogeneous. The results of the hypothesis test showed a t-count value of 6.167 and a t-value of 1.684 tables, which showed that the t-count was greater than the t-table. Alternative hypotheses are accepted. The conclusion obtained is that the application of the open-ended problem learning model has a significant influence on the achievement of basic electronics and electrical learning for TITL students of SMK Teknologi Galela for the 2022/2023 school year\u0000ABSTRAKPenelitian ini dilakukan untuk mengetahui pengaruh model pembelajaran Problem Open Ended terhadap hasil belajar siswa pada mata pelajaran dasar listrik dan elektronika siswa TITL SMK Teknologi Galela tahun ajaran 2022/2023. Metode penelitian yang digunakan adalah Quasi Eksperimen. Populasi penelitian sebanyak 46 siswa dimana dua kelas dipilih sebagai sampel, dengan satu kelas menerapkan model pembelajaran ekspositori sebagai kelompok kontrol, sementara kelas lainnya menerapkan model pembelajaran Problem Open Ended sebagai kelompok eksperimen. Instrumen penelitian menggunakan tes pilihan ganda sebanyak 25 soal digunakan sebagai penilaian hasil belajar siswa secara akademik. Teknik análisis data menggunakan uji normalitas, homogenitas, dan uji t-test. Hasil studi menunjukkan bahwa kelompok eksperimen memiliki nilai prestasi rata-rata 87,82 dengan standar deviasi 5,04, sedangkan kelompok kontrol memiliki nilai prestasi rata-rata 79,13 dengan standar deviasi 4,50. Hasil uji homogenitas dan normalitas menunjukkan bahwa distribusi dan varians data homogen. Hasil uji hipotesis menunjukkan nilai t hitung sebesar 6,167 dan t tabel sebesar 1,684 yang menunjukkan bahwa t hitung > t tabel. Hipotesis alternatif diterima. Kesimpulan yang diperoleh bahwa penerapan model pembelajaran masalah terbuka memiliki pengaruh yang signifikan terhadap prestasi Pembelajaran dasar elektronika dan listrik untuk siswa TITL SMK Teknologi Galela","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141922611","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 : 2024-08-09DOI: 10.51878/learning.v4i3.3120
Muhammad Rifdillah, Shalima Sappayani, Wawan Wahyudin, Rijal Firdaos
Kiai leadership patterns are very important in Islamic boarding school education. The life and death of an Islamic boarding school depends on the Kiai's teaching patterns that are practiced at the Islamic boarding school. Here, Islamic boarding school educational leaders are expected to be able to stimulate the formation of a dynamic learning community. This research aims to analyze the impact of leadership policies implemented by kiai in Islamic boarding schools on teacher welfare. The research method used is qualitative with a case study approach. Data was obtained through in-depth interviews with kiai, teachers and related stakeholders, as well as direct observation at several Islamic boarding schools which were the focus of the research. The analysis was carried out using content analysis techniques to identify the leadership policies implemented and their impact on teacher welfare. It is hoped that the findings of this research will provide a deeper understanding of the role of kiai in improving the welfare of teachers in Islamic boarding schools. ABSTRAKPola kepemimpinan Kiai sangat penting dalam pendidikan pesantren. Hidup matinya suatu pondok pesantren tergantung pada pola pengajaran Kiai yang diamalkan di pondok pesantren tersebut. Di sini, pimpinan pendidikan pesantren diharapkan mampu merangsang terbentuknya komunitas belajar yang dinamis Penelitian ini bertujuan untuk menganalisis dampak kebijakan kepemimpinan yang diterapkan oleh kiai di pondok pesantren terhadap kesejahteraan guru. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus. Data diperoleh melalui wawancara mendalam dengan kiai, guru, dan stakeholder terkait, serta observasi langsung di beberapa pondok pesantren yang menjadi fokus penelitian. Analisis dilakukan dengan menggunakan teknik content analysis untuk mengidentifikasi kebijakan kepemimpinan yang diterapkan dan dampaknya terhadap kesejahteraan guru. Temuan penelitian ini diharapkan dapat memberikan pemahaman yang lebih mendalam tentang peran kiai dalam meningkatkan kesejahteraan guru di pondok pesantren.
{"title":"KEBIJAKAN KEPEMIMPINAN KIAI YANG BERDAMPAK KEPADA KESEJAHTERAAN GURU DI PONDOK PESANTREN","authors":"Muhammad Rifdillah, Shalima Sappayani, Wawan Wahyudin, Rijal Firdaos","doi":"10.51878/learning.v4i3.3120","DOIUrl":"https://doi.org/10.51878/learning.v4i3.3120","url":null,"abstract":"Kiai leadership patterns are very important in Islamic boarding school education. The life and death of an Islamic boarding school depends on the Kiai's teaching patterns that are practiced at the Islamic boarding school. Here, Islamic boarding school educational leaders are expected to be able to stimulate the formation of a dynamic learning community. This research aims to analyze the impact of leadership policies implemented by kiai in Islamic boarding schools on teacher welfare. The research method used is qualitative with a case study approach. Data was obtained through in-depth interviews with kiai, teachers and related stakeholders, as well as direct observation at several Islamic boarding schools which were the focus of the research. The analysis was carried out using content analysis techniques to identify the leadership policies implemented and their impact on teacher welfare. It is hoped that the findings of this research will provide a deeper understanding of the role of kiai in improving the welfare of teachers in Islamic boarding schools.\u0000ABSTRAKPola kepemimpinan Kiai sangat penting dalam pendidikan pesantren. Hidup matinya suatu pondok pesantren tergantung pada pola pengajaran Kiai yang diamalkan di pondok pesantren tersebut. Di sini, pimpinan pendidikan pesantren diharapkan mampu merangsang terbentuknya komunitas belajar yang dinamis Penelitian ini bertujuan untuk menganalisis dampak kebijakan kepemimpinan yang diterapkan oleh kiai di pondok pesantren terhadap kesejahteraan guru. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus. Data diperoleh melalui wawancara mendalam dengan kiai, guru, dan stakeholder terkait, serta observasi langsung di beberapa pondok pesantren yang menjadi fokus penelitian. Analisis dilakukan dengan menggunakan teknik content analysis untuk mengidentifikasi kebijakan kepemimpinan yang diterapkan dan dampaknya terhadap kesejahteraan guru. Temuan penelitian ini diharapkan dapat memberikan pemahaman yang lebih mendalam tentang peran kiai dalam meningkatkan kesejahteraan guru di pondok pesantren.","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"86 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141922383","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}
Penelitian ini bertujuan untuk mengetahui peningkatan minat dan hasil belajar peserta didik kelas VII-B SMP Negeri 51 Surabaya dengan menerapkan pendekatan TaRL (Teaching at the Right Level) pada materi Ekologi dan Keanekaragaman Hayati Indonesia. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus dengan pendekatan deskriptif kualitatif. Metode pengumpulan data meliputi lembar observasi untuk mengukur minat belajar peserta didik dan tes pre-test serta post-test untuk mengukur hasil belajar mereka. Hasil penelitian menunjukkan bahwa pendekatan TaRL berhasil meningkatkan minat dan hasil belajar peserta didik. Minat belajar peserta didik dengan kategori tinggi meningkat sebesar 35,2%, kategori minat belajar sedang meningkat sebesar 14,5%, dan kategori minat belajar rendah menurun sebesar 49,9%. Hasil belajar pada siklus I menunjukkan nilai rata-rata pre-test sebesar 68 dengan 10 peserta didik yang tuntas dan 18 yang belum tuntas, sementara nilai rata-rata post-test meningkat menjadi 83,4 dengan 23 peserta didik tuntas. Pada siklus II, nilai rata-rata pre-test meningkat menjadi 74,2 dengan 15 peserta didik tuntas dan 13 belum tuntas, dan nilai rata-rata post-test naik menjadi 86,6.
{"title":"PENINGKATAN MINAT DAN HASIL BELAJAR IPA MATERI EKOLOGI DAN KEANEKARAGMAN HAYATI INDONESIA DENGAN PENDEKATAN TaRL (TEACHING AT THE RIGHT LEVEL)","authors":"Annida Izzatul Millah, Wahono Widodo, Etiek Dyah Prasetyani Haryono, Nidya Puri Surya Grahani","doi":"10.51878/learning.v4i3.3123","DOIUrl":"https://doi.org/10.51878/learning.v4i3.3123","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui peningkatan minat dan hasil belajar peserta didik kelas VII-B SMP Negeri 51 Surabaya dengan menerapkan pendekatan TaRL (Teaching at the Right Level) pada materi Ekologi dan Keanekaragaman Hayati Indonesia. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus dengan pendekatan deskriptif kualitatif. Metode pengumpulan data meliputi lembar observasi untuk mengukur minat belajar peserta didik dan tes pre-test serta post-test untuk mengukur hasil belajar mereka. Hasil penelitian menunjukkan bahwa pendekatan TaRL berhasil meningkatkan minat dan hasil belajar peserta didik. Minat belajar peserta didik dengan kategori tinggi meningkat sebesar 35,2%, kategori minat belajar sedang meningkat sebesar 14,5%, dan kategori minat belajar rendah menurun sebesar 49,9%. Hasil belajar pada siklus I menunjukkan nilai rata-rata pre-test sebesar 68 dengan 10 peserta didik yang tuntas dan 18 yang belum tuntas, sementara nilai rata-rata post-test meningkat menjadi 83,4 dengan 23 peserta didik tuntas. Pada siklus II, nilai rata-rata pre-test meningkat menjadi 74,2 dengan 15 peserta didik tuntas dan 13 belum tuntas, dan nilai rata-rata post-test naik menjadi 86,6.","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925262","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 : 2024-08-09DOI: 10.51878/learning.v4i3.3164
Beti Susilawati, Zahra Rahmatika, A. Susanti, Rudy Irawan, Hani Amelia
This research is a qualitative research conducted in the form of a case study. The research location is at SMA Gajah Mada Bandar Lampung. The data sources are homeroom teachers, parents of students, and Islamic religious education (PAI) subject teachers. Data collection techniques are observation and interviews. Data were obtained from various sources using different data collection techniques (triangulation). The results of this study indicate that: (1) The self-concept of students at SMA Gajah Mada Bandar Lampung is divided into two, namely students who have negative self-concepts and students who have positive self-concepts. (2) Factors that shape the self-concept of students at SMA Gajah Mada Bandar Lampung, namely parental education, social environment, entertainment, and electronic sophistication. (3) The role of Islamic Religious Education teachers in forming students' self-concept in SMA Gajah Mada Bandar Lampung students is through Islamic Religious Education learning in class, namely by reading the Quran before learning begins, memorizing short surahs, creating a fun class, increasing motivation, creating a humorous atmosphere, calling students who are embarrassed to appear, reflecting on the lessons that have been taught. As for outside the classroom, namely by carrying out religious activities, digging up information about students, observing students, providing exclusive guidance, implementing congregational prayers, and utilizing time to read the Quran. ABSTRAKPenelitian ini merupakan penelitian kualitatif yang dilakukan dalam penelitian dalam bentuk studi kasus. Lokasi penelitian terletak pada SMA Gajah Mada Bandar Lampung. Sumber datanya adalah guru wali kelas, orang tua peserta didik, dan guru mata pelajaran pendidikan agama islam (PAI). Teknik pengumpulan data yaitu observasi dan wawancara. Data diperoleh dari berbagai sumber dengan menggunakan teknik pengumpulan data yang berbeda-beda (triangulasi). Hasil penelitian ini menunjukkan bahwa: (1) Self concept peserta didik pada SMA Gajah Mada Bandar Lampung, terbagi dua yaitu peserta didik yang memiliki konsep diri negatif dan peserta didik yang memiliki konsep diri positif. (2) Faktor yang membentuk self concept peserta didik pada SMA Gajah Mada Bandar Lampung, yaitu pendidikan orang tua, lingkungan sosial, tontonan, serta kecanggigihan elektronik. (3) Peran yang dilakukan oleh guru PAI dalam membentuk self concept peserta didik pada peseta didik SMA Gajah Mada Bandar Lampung adalah melalui pembelajaran PAI dikelas yaitu dengan melakukan kegiatan membaca Al Quran sebelum pembelajaran dimulai, menghafal surah pendek, menciptakan kelas yang menyenangkan, meningkatkan motivasi, menciptakan suasana humor, memanggil peseta didik yang malu untuk tampil, merefleksi kembali pelajaran yang telah diajarkan. Adapun di luar kelas yaitu dengan melakukan kegiatan-kegiatan keagamaan, menggali informasi mengenai peserta didik, melakukan pengamatan terhadap peserta didik, melakukan bimbingan secar
本研究是以个案研究的形式进行的定性研究。研究地点位于楠榜市的 SMA Gajah Mada Bandar Lampung。数据来源包括班主任、学生家长和伊斯兰宗教教育（PAI）科目教师。数据收集技术包括观察和访谈。使用不同的数据收集技术（三角测量法）从不同来源获取数据。研究结果表明：（1）楠榜加亚马达中学（SMA Gajah Mada Bandar Lampung）学生的自我概念分为两种，即具有消极自我概念的学生和具有积极自我概念的学生。(2) 影响楠榜中学学生自我概念的因素，即父母教育、社会环境、娱乐和电子产品的先进性。(3) 伊斯兰宗教教育教师在楠榜中学学生自我概念形成中的作用是通过伊斯兰宗教教育课堂学习，即在学习开始前阅读《古兰经》、背诵简短的苏拉经文、创造有趣的课堂、提高积极性、营造幽默的氛围、召集不好意思出现的学生、反思已教授的课程。至于课外，即通过开展宗教活动、挖掘学生信息、观察学生、提供专门指导、实施集体祈祷、利用时间阅读《古兰经》。研究地点是楠榜市加乍玛达中学（Gajah Mada High School Bandar Lampung）。数据来源包括班主任、学生家长和伊斯兰宗教教育（PAI）科目教师。数据收集技术包括观察和访谈。使用不同的数据收集技术（三角测量）从不同来源获取数据。研究结果表明(1) 加雅马达中学（Gajah Mada High School Bandar Lampung）学生的自我概念分为两种，即具有消极自我概念的学生和具有积极自我概念的学生。(2) 影响楠榜加乍玛达中学学生自我概念的因素，即父母教育、社会环境、奇观和电子产品的先进性。(3) PAI 教师在塑造 Gajah Mada Bandar Lampung 高中学生自我概念方面所起的作用是通过课堂 PAI 学习，即在学习开始前阅读《古兰经》、背诵简短的苏拉经文、创造有趣的课堂、提高积极性、营造幽默氛围、号召害羞的学生表演、反思所授课程。至于课外，即通过开展宗教活动、挖掘学生信息、观察学生、进行专门指导、实施集体祈祷、利用时间诵读《古兰经》。
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Pub Date : 2024-08-08DOI: 10.51878/learning.v4i3.3171
Taufik Rachman, Asropi Asropi, S. Suhardjo
This study aims to produce a strategy formulation to increase the effectiveness of LAKIP preparation training at the BPSDMD of South Kalimantan Province. The data used in this study are 1) Primary data, namely data from interviews by the author on a number of informants including training organizers, training instructors, training participants, non-training practitioners for training instructor participants, and users of training results, related to the implementation of LAKIP Education and Training. 2) Secondary data, including books, literature, documents and articles. The results of this study are: 1) The implementation of the LAKIP education and training policy as a whole can be implemented effectively, but in terms of achieving the objectives of the LAKIP Training implementation, especially in the success of preparing the LAKIP Document, it is still not as expected, 2) The causes of the implementation of the Government Agency Performance Accountability Report (LAKIP) Education and Training Policy at the BPSDMD of South Kalimantan Province, have not been effective in achieving the objectives of the LAKIP training program, due to several things such as: a. Participant aspects, b. Curriculum aspects: c. Resource Person aspects; 3) Constraints and supporting factors in the implementation of the Education and Training Policy of the Government Agency Performance Accountability Report (LAKIP) at the South Kalimantan Provincial Human Resources Development Agency: a. No constraints were found; b. Supporting factors: (1) Human resources, (2) finance, (3) methods, (4). equipment are all available sufficiently to meet the needs of the implementation of the Training. Further study of the less successful implementation of the LAKIP education and Training policy, in achieving the LAKIP education and training objectives, is due to the LAKIP education and Training policy document still having shortcomings. 4) Strategies to increase the effectiveness of improving the Education and Training Policy of the Government Agency Performance Accountability Report (LAKIP) at the South Kalimantan Regional Human Resources Development Agency to be effective in implementing the LAKIP Training objectives (which is the Novelty of this study), can be taken in several ways, namely: a) Improvement of the LAKIP education and training policy document. b) Improvement of the implementation policy ABSTRAKPenelitian ini bertujuan Tujuan untuk menghasilkan rumusan strategi peningkatan efektifitas Diklat penyusunan LAKIP pada BPSDMD Provinsi Kalimantan Selatan. Data yang digunakan dalam penelitian ini yaitu 1) Data primer, yaitu data hasil wawancara oleh penulis atas sejumlah informan yang meliputi penyelenggara diklat, widyaiswara diklat, peserta diklat, Praktisi non widyaiswara bagi peserta Diklat Widyaiswara, dan pengguna hasil Diklat, yang terkait dengan pelaksanaan Pendidikan dan Pelatihan LAKIP. 2) data Sekunder, meliputi Buku, literatur, dokumen dan artikel. Hasil penelitian in
本研究旨在制定一项战略，以提高南加里曼丹省 BPSDMD 的 LAKIP 准备培训的有效性。本研究使用的数据有 1)原始数据，即作者对一些信息提供者的访谈数据，这些信息提供者包括培训组织者、培训讲师、培训参与者、培训讲师参与者的非培训从业者以及培训结果的使用者，这些信息都与 LAKIP 教育和培训的实施有关。2)二手资料，包括书籍、文献、文件和文章。本研究的成果有1)LAKIP 教育与培训政策的实施从整体上看能够得到有效落实，但在实现 LAKIP 培训实施的目标方面，尤其是在 LAKIP 文件的成功编制方面，仍不尽如人意，2)南加里曼丹省 BPSDMD 实施政府机构绩效问责报告（LAKIP）教育与培训政策的原因未能有效地实现 LAKIP 培训计划的目标，原因有以下几个方面：a. 参与者方面；b. 课程方面；c. 资源方面。课程方面： c. 资源人员方面； 3)在南加里曼丹省人力资源开发局实施《政府机构绩效问责报告》（LAKIP）教育与培训政 策的制约因素和支持因素：a. 没有发现制约因素；b. 支持因素：（1）人力资源，（2）资金，（3）方法， （4）设备都足以满足实施培训的需要。进一步研究发现，LAKIP 教育与培训政策的实施在实现 LAKIP 教育与培训目标方面不太成功，这是因为 LAKIP 教育与培训政策文件仍然存在缺陷。4) 为提高南加里曼丹地区人力资源开发局政府机构绩效问责报告（LAKIP）教育培训政策的效 力，以有效实施 LAKIP 培训目标（这是本研究的新颖之处），可采取以下几种策略：a) 改进 LAKIP 教育培训政策文件。 ABSTRACTThis research aims to produce a formulation of strategies to increase the effectiveness of LAKIP preparation training at BPSDMD South Kalimantan Province.本研究使用的数据包括 1)第一手数据，即作者对一些信息提供者的访谈数据，包括培训组织者、培训 widyaiswara、培训参与者、Widyaiswara 培训参与者的非 Widyaiswara 实践者以及培训结果的使用者，这些数据与 LAKIP 教育和培训的实施有关。2) 二手资料，包括书籍、文献、文件和文章。本研究的成果有1）LAKIP 教育与培训政策的实施从整体上看能够有效地进行，但在实现 LAKIP 培训的实施目标方面，特别是在 LAKIP 文件的成功编制方面，还不尽如人意，2）LAKIP 教育与培训政策的实施在一定程度上还存在一些问题。2) 南加里曼丹省地区人力资源开发局（BPSDMD）实施政府机构绩效问责报告（LAKIP） 教育培训政策未能有效实现 LAKIP 培训计划目标的原因，包括以下几个方面：a. 参与者方面；b. 课程方面；c. 专家方面；3) 南加里曼丹省地区人力资源开发局实施政府机构绩效问责报告（LAKIP）教育培训政策的制约因素和支持因素：a. 制约因素未遇到障碍；b. 支持因素：(1) 人力资源；(2) 资金；(3) 方法；(4) 设备。进一步研究拉克佩普教育培训政策实施的不成功，在实现拉克佩普教育培训目标方面，是由于拉克佩普教育培训政策文件还存在不足之处。4) 为提高南加里曼丹地区人力资源开发局《政府机构绩效问责报告》（LAKIP）教育与培训政策的改进效果，以有效实现 LAKIP 培训目标（这是本研究的新颖之处），可采取以下策略：a) 改进 LAKIP 教育与培训政策文件。
{"title":"PENGEMBANGAN DAN MODIFIKASI IMPLEMENTASI KEBIJAKAN PENDIDIKAN DAN PELATIHAN LAPORAN AKUNTABILITAS KINERJA INSTANSI PEMERINTAH (LAKIP) DI BADAN PENGEMBANGAN SUMBER DAYA MANUSIA DAERAH PROVINSI KALIMANTAN SELATAN","authors":"Taufik Rachman, Asropi Asropi, S. Suhardjo","doi":"10.51878/learning.v4i3.3171","DOIUrl":"https://doi.org/10.51878/learning.v4i3.3171","url":null,"abstract":"This study aims to produce a strategy formulation to increase the effectiveness of LAKIP preparation training at the BPSDMD of South Kalimantan Province. The data used in this study are 1) Primary data, namely data from interviews by the author on a number of informants including training organizers, training instructors, training participants, non-training practitioners for training instructor participants, and users of training results, related to the implementation of LAKIP Education and Training. 2) Secondary data, including books, literature, documents and articles. The results of this study are: 1) The implementation of the LAKIP education and training policy as a whole can be implemented effectively, but in terms of achieving the objectives of the LAKIP Training implementation, especially in the success of preparing the LAKIP Document, it is still not as expected, 2) The causes of the implementation of the Government Agency Performance Accountability Report (LAKIP) Education and Training Policy at the BPSDMD of South Kalimantan Province, have not been effective in achieving the objectives of the LAKIP training program, due to several things such as: a. Participant aspects, b. Curriculum aspects: c. Resource Person aspects; 3) Constraints and supporting factors in the implementation of the Education and Training Policy of the Government Agency Performance Accountability Report (LAKIP) at the South Kalimantan Provincial Human Resources Development Agency: a. No constraints were found; b. Supporting factors: (1) Human resources, (2) finance, (3) methods, (4). equipment are all available sufficiently to meet the needs of the implementation of the Training. Further study of the less successful implementation of the LAKIP education and Training policy, in achieving the LAKIP education and training objectives, is due to the LAKIP education and Training policy document still having shortcomings. 4) Strategies to increase the effectiveness of improving the Education and Training Policy of the Government Agency Performance Accountability Report (LAKIP) at the South Kalimantan Regional Human Resources Development Agency to be effective in implementing the LAKIP Training objectives (which is the Novelty of this study), can be taken in several ways, namely: a) Improvement of the LAKIP education and training policy document. b) Improvement of the implementation policy \u0000ABSTRAKPenelitian ini bertujuan Tujuan untuk menghasilkan rumusan strategi peningkatan efektifitas Diklat penyusunan LAKIP pada BPSDMD Provinsi Kalimantan Selatan. Data yang digunakan dalam penelitian ini yaitu 1) Data primer, yaitu data hasil wawancara oleh penulis atas sejumlah informan yang meliputi penyelenggara diklat, widyaiswara diklat, peserta diklat, Praktisi non widyaiswara bagi peserta Diklat Widyaiswara, dan pengguna hasil Diklat, yang terkait dengan pelaksanaan Pendidikan dan Pelatihan LAKIP. 2) data Sekunder, meliputi Buku, literatur, dokumen dan artikel. Hasil penelitian in","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"24 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927315","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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