Pub Date : 2024-01-13DOI: 10.58578/tsaqofah.v4i1.2553
Tin Tisnawati, Kasori Mujahid
There are still many elementary school-age children who have learning difficulties in understanding the arithmetic operations of addition and subtraction which are presented in the form of story problems and the arithmetic operations of multiplication and division. The aim of this research is to determine the types of mathematics learning difficulties experienced by students, the factors that influence learning difficulties, and to reveal efforts that can be made to overcome mathematics learning difficulties in grade IV elementary school. This research method uses descriptive qualitative. The research subjects were 23 class IV students and class IV teachers. The data collection procedures used were observation, interviews, and documentation. The research results showed that 10 of the 23 students in class IV had difficulty learning mathematics. The types of learning difficulties for class IV students in mathematics learning at MI Gagaksipat 2 include difficulties understanding concepts, calculating skills, and solving problems. Factors that cause difficulties in learning mathematics come from internal and external factors. Internal factors originating from students include IQ or intelligence, students' attitudes toward learning mathematics, students' low learning motivation, suboptimal physical health, and students' poor sensory abilities. Meanwhile, external factors originating from outside students include the lack of variation in teacher teaching, the use of learning media that is not optimal, the infrastructure at school, and the family environment. Efforts to deal with mathematics learning difficulties can be made by students, teachers, or schools.
仍有许多小学适龄儿童在理解以故事问题形式呈现的加法和减法的算术运算以及乘法和除法的算术运算方面存在学习困难。本研究旨在确定学生遇到的数学学习困难的类型、影响学习困难的因素，并揭示为克服小学四年级数学学习困难可以做出的努力。本研究采用描述性定性研究方法。研究对象为 23 名四年级学生和四年级教师。数据收集程序包括观察、访谈和记录。研究结果显示，23 名四班学生中有 10 名在数学学习方面存在困难。在 MI Gagaksipat 2 的数学学习中，四班学生的学习困难类型包括理解概念困难、计算技能困难和解决问题困难。造成数学学习困难的因素来自内部和外部。来自学生的内部因素包括智商或智力、学生学习数学的态度、学生学习动力不足、身体健康状况不佳、学生感官能力差等。而来自学生外部的因素则包括教师的教学缺乏变化、学习媒体的使用不理想、学校的基础设施以及家庭环境等。解决数学学习困难的努力可以来自学生、教师或学校。
{"title":"Analisis Kesulitan Belajar Matematika dan Upaya Menanganinya pada Siswa Kelas IV MI Gagaksipat 2","authors":"Tin Tisnawati, Kasori Mujahid","doi":"10.58578/tsaqofah.v4i1.2553","DOIUrl":"https://doi.org/10.58578/tsaqofah.v4i1.2553","url":null,"abstract":"There are still many elementary school-age children who have learning difficulties in understanding the arithmetic operations of addition and subtraction which are presented in the form of story problems and the arithmetic operations of multiplication and division. The aim of this research is to determine the types of mathematics learning difficulties experienced by students, the factors that influence learning difficulties, and to reveal efforts that can be made to overcome mathematics learning difficulties in grade IV elementary school. This research method uses descriptive qualitative. The research subjects were 23 class IV students and class IV teachers. The data collection procedures used were observation, interviews, and documentation. The research results showed that 10 of the 23 students in class IV had difficulty learning mathematics. The types of learning difficulties for class IV students in mathematics learning at MI Gagaksipat 2 include difficulties understanding concepts, calculating skills, and solving problems. Factors that cause difficulties in learning mathematics come from internal and external factors. Internal factors originating from students include IQ or intelligence, students' attitudes toward learning mathematics, students' low learning motivation, suboptimal physical health, and students' poor sensory abilities. Meanwhile, external factors originating from outside students include the lack of variation in teacher teaching, the use of learning media that is not optimal, the infrastructure at school, and the family environment. Efforts to deal with mathematics learning difficulties can be made by students, teachers, or schools.","PeriodicalId":504280,"journal":{"name":"TSAQOFAH","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139530684","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 : 2024-01-12DOI: 10.58578/tsaqofah.v4i1.2533
Risko Aris Ardianto, Isa Ansori
Islamic boarding schools, known as pesantren, play a crucial role as traditional Islamic educational institutions in Indonesia and have been a focal point in discussions surrounding radicalism. This research aims to uncover the dynamics of radicalism that may occur within the pesantren environment and analyze the contributing factors to the spread of radical ideologies among the students. The research methodology employs a qualitative approach with data collection techniques including interviews, observations, and content analysis of relevant literature. The findings indicate that while pesantren play a significant role in shaping Islamic character and identity, they are also susceptible to the influence of radical ideologies. Factors such as economic inequality, social dissatisfaction, and a lack of inclusive education contribute to the emergence of radical attitudes among the students. Addressing the challenge of radicalism in pesantren involves enhancing understanding of moderate Islamic teachings, strengthening critical education, and fostering collaboration among the government, society, and pesantren. Prevention efforts should also focus on improving the well-being of pesantren, enhancing teacher capacity, and implementing inclusive educational approaches to minimize the potential for radicalization within pesantren communities. This research contributes to a better understanding of radicalism issues in pesantren and provides a foundation for the development of holistic and sustainable policies and prevention programs.
{"title":"Dinamika Radikalisme di Pesantren: Tinjauan terhadap Isu dan Tantangan","authors":"Risko Aris Ardianto, Isa Ansori","doi":"10.58578/tsaqofah.v4i1.2533","DOIUrl":"https://doi.org/10.58578/tsaqofah.v4i1.2533","url":null,"abstract":"Islamic boarding schools, known as pesantren, play a crucial role as traditional Islamic educational institutions in Indonesia and have been a focal point in discussions surrounding radicalism. This research aims to uncover the dynamics of radicalism that may occur within the pesantren environment and analyze the contributing factors to the spread of radical ideologies among the students. The research methodology employs a qualitative approach with data collection techniques including interviews, observations, and content analysis of relevant literature. The findings indicate that while pesantren play a significant role in shaping Islamic character and identity, they are also susceptible to the influence of radical ideologies. Factors such as economic inequality, social dissatisfaction, and a lack of inclusive education contribute to the emergence of radical attitudes among the students. Addressing the challenge of radicalism in pesantren involves enhancing understanding of moderate Islamic teachings, strengthening critical education, and fostering collaboration among the government, society, and pesantren. Prevention efforts should also focus on improving the well-being of pesantren, enhancing teacher capacity, and implementing inclusive educational approaches to minimize the potential for radicalization within pesantren communities. This research contributes to a better understanding of radicalism issues in pesantren and provides a foundation for the development of holistic and sustainable policies and prevention programs.","PeriodicalId":504280,"journal":{"name":"TSAQOFAH","volume":"33 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139532105","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 : 2024-01-12DOI: 10.58578/tsaqofah.v4i1.2531
Zachro Soleha, Kasori Mujahid
This research discusses the analysis of the obstacles and challenges faced by teachers in implementing the Independent Curriculum. The Merdeka Curriculum is an educational innovation that aims to increase students' creativity and intelligence. However, the implementation process in the field often faces various obstacles that affect the effectiveness of learning. This study uses a qualitative approach with in-depth interviews with a number of teachers who have implemented the Merdeka Curriculum. Research findings identified several key barriers, such as lack of resources, uneven understanding, and challenges in integrating technology in learning. An in-depth analysis of these obstacles provides a comprehensive picture of the complexity of implementing the Merdeka Curriculum at the teacher level. The implications of these findings can contribute to improved training strategies and support for teachers to overcome the challenges faced in implementing this educational approach.
{"title":"Analisis Hambatan dan Tantangan: Implementasi Kurikulum Merdeka dalam Kehidupan Sehari-hari Guru","authors":"Zachro Soleha, Kasori Mujahid","doi":"10.58578/tsaqofah.v4i1.2531","DOIUrl":"https://doi.org/10.58578/tsaqofah.v4i1.2531","url":null,"abstract":"This research discusses the analysis of the obstacles and challenges faced by teachers in implementing the Independent Curriculum. The Merdeka Curriculum is an educational innovation that aims to increase students' creativity and intelligence. However, the implementation process in the field often faces various obstacles that affect the effectiveness of learning. This study uses a qualitative approach with in-depth interviews with a number of teachers who have implemented the Merdeka Curriculum. Research findings identified several key barriers, such as lack of resources, uneven understanding, and challenges in integrating technology in learning. An in-depth analysis of these obstacles provides a comprehensive picture of the complexity of implementing the Merdeka Curriculum at the teacher level. The implications of these findings can contribute to improved training strategies and support for teachers to overcome the challenges faced in implementing this educational approach.","PeriodicalId":504280,"journal":{"name":"TSAQOFAH","volume":"52 36","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139532956","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 : 2024-01-12DOI: 10.58578/tsaqofah.v4i1.2535
S. Supatmi, S. Sukari
This paper aims to explore the issues of education outside of school commonly encountered in families and communities. The research utilizes a Systematic Literature Review (SLR) approach to collect various literature and journals. The findings of this study indicate that efforts in education beyond the school setting can be pursued through families, communities, and various other initiatives. This is done to safeguard the mental health of children from an early age and for their future well-being.
{"title":"Isu-isu Pendidikan di Luar Sekolahan (Keluarga dan Masyarakat)","authors":"S. Supatmi, S. Sukari","doi":"10.58578/tsaqofah.v4i1.2535","DOIUrl":"https://doi.org/10.58578/tsaqofah.v4i1.2535","url":null,"abstract":"This paper aims to explore the issues of education outside of school commonly encountered in families and communities. The research utilizes a Systematic Literature Review (SLR) approach to collect various literature and journals. The findings of this study indicate that efforts in education beyond the school setting can be pursued through families, communities, and various other initiatives. This is done to safeguard the mental health of children from an early age and for their future well-being.","PeriodicalId":504280,"journal":{"name":"TSAQOFAH","volume":"58 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139532822","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 : 2024-01-12DOI: 10.58578/tsaqofah.v4i1.2536
Futiha Alambarra Amaan Ahmada, M. Anshory
Pesantren is an educational institution in the form of a dormitory that plays a dual role in teaching general insights and providing guidance and care to students for 24 hours / day. The basic concept of education in pesantren includes Islamic religious learning, boarding guidance, and instilling values and norms. The pesantren equips its students with specific religious insights and general knowledge accompanied by religious spiritual guidance, character education, and the cultivation of noble manners. One of the educational reformers who carried the concept of pesantren in her educational thought was Rahmah El Yunusiyyah. To find out how Rahmah El Yunusiyyah's basic concept of education towards pesantren, this research intends to explain Rahmah El Yunusiyyah's educational thinking used in building her school. In conducting this research process, the author uses a literature study-based qualitative method in which the final findings of the research are in the form of descriptive explanations. From the analysis, it is known that in the establishment of her school, Rahmah El Yunusiyyah specialized in education for women. Meanwhile, the basic concept of pesantren education promoted by Rahmah El Yunusiyyah is summarized in the triangle of woman's education which includes education in schools, education in dormitories, and education in the community. This concept applies the cooperation of educators/teachers, caregivers in dormitories, parents and the community in providing education to children. This aims to produce a generation of women who are competent in their role as mothers who are the first school for their children in the future.
Pesantren 是一种宿舍形式的教育机构，它扮演着双重角色，既教授一般知识，又为学生提供 24 小时的指导和照顾。长老院教育的基本概念包括伊斯兰宗教学习、寄宿指导以及灌输价值观和规范。通过宗教精神指导、品德教育和培养高尚的礼仪，长老院向学生传授具体的宗教见解和常识。拉赫玛-艾尔-尤努西耶是将寄宿学校的概念融入其教育思想的教育改革者之一。为了探究 Rahmah El Yunusiyyah 的基本教育理念是如何走向 pesantren 的，本研究打算解释 Rahmah El Yunusiyyah 在建设学校时所使用的教育思想。在研究过程中，作者采用了以文献研究为基础的定性研究方法，研究的最终结果以描述性解释的形式出现。通过分析可知，拉赫玛-艾尔-尤努西耶在创办学校时，专门从事妇女教育。同时，Rahmah El Yunusiyyah 提倡的长老会教育的基本概念概括为妇女教育三角，包括学校教育、宿舍教育和社区教育。这一概念将教育者/教师、宿舍看护人、家长和社区合作起来，共同为儿童提供教育。这样做的目的是培养一代能够胜任母亲角色的妇女，她们是孩子未来的第一所学校。
{"title":"Konsep Dasar Pendidikan Pesantren dalam Sudut Pandang Rahmah El Yunusiyyah","authors":"Futiha Alambarra Amaan Ahmada, M. Anshory","doi":"10.58578/tsaqofah.v4i1.2536","DOIUrl":"https://doi.org/10.58578/tsaqofah.v4i1.2536","url":null,"abstract":"Pesantren is an educational institution in the form of a dormitory that plays a dual role in teaching general insights and providing guidance and care to students for 24 hours / day. The basic concept of education in pesantren includes Islamic religious learning, boarding guidance, and instilling values and norms. The pesantren equips its students with specific religious insights and general knowledge accompanied by religious spiritual guidance, character education, and the cultivation of noble manners. One of the educational reformers who carried the concept of pesantren in her educational thought was Rahmah El Yunusiyyah. To find out how Rahmah El Yunusiyyah's basic concept of education towards pesantren, this research intends to explain Rahmah El Yunusiyyah's educational thinking used in building her school. In conducting this research process, the author uses a literature study-based qualitative method in which the final findings of the research are in the form of descriptive explanations. From the analysis, it is known that in the establishment of her school, Rahmah El Yunusiyyah specialized in education for women. Meanwhile, the basic concept of pesantren education promoted by Rahmah El Yunusiyyah is summarized in the triangle of woman's education which includes education in schools, education in dormitories, and education in the community. This concept applies the cooperation of educators/teachers, caregivers in dormitories, parents and the community in providing education to children. This aims to produce a generation of women who are competent in their role as mothers who are the first school for their children in the future.","PeriodicalId":504280,"journal":{"name":"TSAQOFAH","volume":"30 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139532319","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 : 2023-12-31DOI: 10.58578/tsaqofah.v4i2.2436
Chiyokuna Mukholis Aji Prasetyo
Representation is a student’s ability to communicate mathematical ideas or thoughts learned in a certain way. Mathematical representation abilities can help students build concepts and express mathematical ideas, as well as make it easier for students to develop their abilities. Representation can help students to organize their thinking. Mathematical representation is learning that demands optimal mental activity of students in understanding a concept. The aim of this research is to find out how elementary school students use mathematical representation. Representation plays an important role in efforts to develop and optimize students’ mathematical abilities. The concept of mathematical representation learning is a concept that refers to an approach to students through emphasizing the importance of understanding and using various forms of representation to facilitate students’ understanding of mathematics.
{"title":"Penerapan Teori Belajar Behavioristik dalam Pembelajaran","authors":"Chiyokuna Mukholis Aji Prasetyo","doi":"10.58578/tsaqofah.v4i2.2436","DOIUrl":"https://doi.org/10.58578/tsaqofah.v4i2.2436","url":null,"abstract":"Representation is a student’s ability to communicate mathematical ideas or thoughts learned in a certain way. Mathematical representation abilities can help students build concepts and express mathematical ideas, as well as make it easier for students to develop their abilities. Representation can help students to organize their thinking. Mathematical representation is learning that demands optimal mental activity of students in understanding a concept. The aim of this research is to find out how elementary school students use mathematical representation. Representation plays an important role in efforts to develop and optimize students’ mathematical abilities. The concept of mathematical representation learning is a concept that refers to an approach to students through emphasizing the importance of understanding and using various forms of representation to facilitate students’ understanding of mathematics.","PeriodicalId":504280,"journal":{"name":"TSAQOFAH","volume":"107 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139133529","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 : 2023-12-30DOI: 10.58578/tsaqofah.v4i2.2430
Yeni Marlina
The aim of this research is to understand the importance of applying learning theories to Islamic Religious Education learning. The method used by the author is a literature review which takes sources from books, journals, articles, websites, etc. & attempts to explain the application of learning theory so that it can produce changes in behavior towards students & also its relationship with Islamic Religious Education learning. Based on the research results, it was found that the application of learning theory in PAI learning uses reinforcement, motivation, stimulus and practice. Meanwhile, changes in student behavior in a positive direction are motivated in learning, interactive, strengthening memory, and tolerance.
本研究旨在了解将学习理论应用于伊斯兰宗教教育学习的重要性。作者采用的方法是文献综述，从书籍、期刊、文章、网站等获取资料，并试图解释学习理论的应用，从而使学生的行为发生变化，以及学习理论与伊斯兰宗教教育学习之间的关系。研究结果表明，学习理论在 PAI 学习中的应用包括强化、激励、刺激和实践。同时，学生的行为朝着积极的方向变化，如学习积极性、互动性、强化记忆和宽容。
{"title":"Hubungan Teori Belajar dengan Pembelajaran Pendidikan Agama Islam","authors":"Yeni Marlina","doi":"10.58578/tsaqofah.v4i2.2430","DOIUrl":"https://doi.org/10.58578/tsaqofah.v4i2.2430","url":null,"abstract":"The aim of this research is to understand the importance of applying learning theories to Islamic Religious Education learning. The method used by the author is a literature review which takes sources from books, journals, articles, websites, etc. & attempts to explain the application of learning theory so that it can produce changes in behavior towards students & also its relationship with Islamic Religious Education learning. Based on the research results, it was found that the application of learning theory in PAI learning uses reinforcement, motivation, stimulus and practice. Meanwhile, changes in student behavior in a positive direction are motivated in learning, interactive, strengthening memory, and tolerance.","PeriodicalId":504280,"journal":{"name":"TSAQOFAH","volume":" October","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139137205","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 : 2023-12-30DOI: 10.58578/tsaqofah.v4i2.2433
Fadillah Annisak, Rora Rizky Wandini
Communication is a routine activity of every human interaction between two or more people. Basically, every activity in transferring ideas or ideas from one party to another or between humans or between humans and the natural surroundings and vice versa. Mathematical communication is an important skill in mathematics, namely the ability to describe mathematical ideas in an integrated manner to teachers, friends and others through written and spoken language. The research method used is qualitative research with descriptive analysis through a literature study approach.
{"title":"Kemampuan Komunikasi Matematika Siswa dalam Pembelajaran","authors":"Fadillah Annisak, Rora Rizky Wandini","doi":"10.58578/tsaqofah.v4i2.2433","DOIUrl":"https://doi.org/10.58578/tsaqofah.v4i2.2433","url":null,"abstract":"Communication is a routine activity of every human interaction between two or more people. Basically, every activity in transferring ideas or ideas from one party to another or between humans or between humans and the natural surroundings and vice versa. Mathematical communication is an important skill in mathematics, namely the ability to describe mathematical ideas in an integrated manner to teachers, friends and others through written and spoken language. The research method used is qualitative research with descriptive analysis through a literature study approach.","PeriodicalId":504280,"journal":{"name":"TSAQOFAH","volume":" 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139138569","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 : 2023-12-30DOI: 10.58578/tsaqofah.v4i2.2432
S. Fadilla, Rora Rizki Wandini
Mathematical Representation Ability is an ability that students need to transform mathematical problems into other forms. Because representation skills are one of the keys to mathematical communication skills. Mathematical representation ability is one of the mathematical skills that students are required to have. Representations provide support to students in understanding mathematical concepts and their relationships. This research aims to explore mathematical representation abilities. This research uses a qualitative descriptive method which systematically presents data obtained from literature studies.
{"title":"Kemampuan Representasi Matematika dalam Pembelajaran Matematika","authors":"S. Fadilla, Rora Rizki Wandini","doi":"10.58578/tsaqofah.v4i2.2432","DOIUrl":"https://doi.org/10.58578/tsaqofah.v4i2.2432","url":null,"abstract":"Mathematical Representation Ability is an ability that students need to transform mathematical problems into other forms. Because representation skills are one of the keys to mathematical communication skills. Mathematical representation ability is one of the mathematical skills that students are required to have. Representations provide support to students in understanding mathematical concepts and their relationships. This research aims to explore mathematical representation abilities. This research uses a qualitative descriptive method which systematically presents data obtained from literature studies.","PeriodicalId":504280,"journal":{"name":"TSAQOFAH","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139139961","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 : 2023-12-30DOI: 10.58578/tsaqofah.v4i2.2431
Ismail Hasan, Sriyono Fauzi
Many philosophers have contributed their thoughts to the field of education, including Ibn Khaldun. He was a bold individual who introduced innovative ideas. Specifically in the realms of knowledge and education, he successfully mapped and positioned Islamic and general knowledge effectively, making it easy for anyone to study and conduct further research. This study aims to analyze Ibn Khaldun's thoughts on education as the reproduction of values and its implementation in Amanah Ummah Junior High School, Sukoharjo. The research employs a qualitative method (Field Research). The results obtained by the author include the following: concerning the aspect of Islamic educational goals, Ibn Khaldun's perspectives are; 1) shaping the Complete Individual (Insan Kamil), 2) the importance of teachers having models and approaches in teaching, 3) using techniques appropriate to the subject matter, and 4) implementing knowledge into positive values.
{"title":"Pendidikan sebagai Reproduksi Nilai Menurut Ibnu Khaldun dan Implementasinya di SMP Islam Amanah Ummah","authors":"Ismail Hasan, Sriyono Fauzi","doi":"10.58578/tsaqofah.v4i2.2431","DOIUrl":"https://doi.org/10.58578/tsaqofah.v4i2.2431","url":null,"abstract":"Many philosophers have contributed their thoughts to the field of education, including Ibn Khaldun. He was a bold individual who introduced innovative ideas. Specifically in the realms of knowledge and education, he successfully mapped and positioned Islamic and general knowledge effectively, making it easy for anyone to study and conduct further research. This study aims to analyze Ibn Khaldun's thoughts on education as the reproduction of values and its implementation in Amanah Ummah Junior High School, Sukoharjo. The research employs a qualitative method (Field Research). The results obtained by the author include the following: concerning the aspect of Islamic educational goals, Ibn Khaldun's perspectives are; 1) shaping the Complete Individual (Insan Kamil), 2) the importance of teachers having models and approaches in teaching, 3) using techniques appropriate to the subject matter, and 4) implementing knowledge into positive values.","PeriodicalId":504280,"journal":{"name":"TSAQOFAH","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139137229","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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