According to Goleman, emotional intelligence is the ability to recognize one's own feelings and the feelings of others, the ability to motivate oneself and the ability to manage emotions well in oneself and in relationships with other people. The curriculum is a very determining component in an education system, therefore the curriculum is a tool to achieve an education system, therefore the curriculum is a tool to achieve educational goals and at the same time as a guideline in the implementation of teaching in an education system. all types and levels of education, the curriculum is part of the learning process which allows students to know (learning to know), learn to do something (learning to do), learn to learn, and learn to live together (learning to live Together). In this way, learning outcomes create students who are able to learn themselves, gain a certain amount of knowledge, students are able to develop it in a broader form and can apply it in everyday life.
{"title":"Emotional Intelligence in Implementation of Islamic Religious Education Curriculum Development for Students of MI Bustanul Ulum Pakuan Aji East Lampung","authors":"Imam Mucklis, Bertha Kusuma Wati, Siti Roudhotul Jannah","doi":"10.62031/8hc6hh64","DOIUrl":"https://doi.org/10.62031/8hc6hh64","url":null,"abstract":"According to Goleman, emotional intelligence is the ability to recognize one's own feelings and the feelings of others, the ability to motivate oneself and the ability to manage emotions well in oneself and in relationships with other people. The curriculum is a very determining component in an education system, therefore the curriculum is a tool to achieve an education system, therefore the curriculum is a tool to achieve educational goals and at the same time as a guideline in the implementation of teaching in an education system. all types and levels of education, the curriculum is part of the learning process which allows students to know (learning to know), learn to do something (learning to do), learn to learn, and learn to live together (learning to live Together). In this way, learning outcomes create students who are able to learn themselves, gain a certain amount of knowledge, students are able to develop it in a broader form and can apply it in everyday life.","PeriodicalId":514673,"journal":{"name":"Kepompong Children Centre Journal","volume":"61 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141110362","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}
Karakter kepemimpinan yang dimiliki oleh peserta didik memiliki tujuan agar peserta didik mempunyai pribadi yang bijak, bertaqwa kepada Allah, berakhlakul karimah, mempunyai sikap adil, jujur, disiplin, bertanggung jawab, profesionalitas, loyalitas, dan sikap positif lainnya. Pada kegiatan yang terdapat di madrasah, Organisasi Santri Pondok Pesantren Madinatunnajah berperan sebagai wadah pembentukan karakter kepemimpinan santri. Tujuan penelitian ini untuk mengetahui: 1) Apa saja Program yang dilakukan dalam pembentukan karakter kepemimpinan santri putra dalam Organisasi Santri Madinatunnajah. 2) Bagaimana Strategi yang digunakan dalam pembentukan karakter kepemimpinan santri putra melalui Organisasi Santri Madinatunnajah. 3) Bagaimana karakter santri pondok pesantren Madinatunnajah melalui Organisasi Santri Madinatunnajah. 4) Faktor Pendukung dan penghambat dalam membentuk karakter kepemimpinan santri dalam Organisasi Santri Madinatunnajah. Jenis penelitian menggunakan kualitatif. Hasil penelitian ini menunjukkan bahwa program dan strategi organisasi santri Madinatunnajah dalam membentuk karakter kepemimpinan santri putra di Pondok Pesantren Madinatunnajah yaitu: 1) Program yang dilaksanakan yaitu melalui kegiatan tahunan dan kegiatan isidental, seperti PORSEKA, keorganisasian, rihlah walisongo, PPM (Praktek Pengabdian Masyarakat). 2) Untuk strategi yang digunakan melalui penerapan Uswatun Hasanah atau suri tauladan yang baik. 3) Karakter santri Madinatunnnajah baik, hal ini terlihat di setiap kegiatan santri berjalan sebagaimana mestinya. 4) Faktor pendukungnya yaitu dukungan dari segenap dewan guru pesantren, orang tua dan teman, dan faktor penghambatnya yaitu diri sendiri dan lingkungan keluarga.
{"title":"Programs and Strategies of the Madinatunnajah Santri Organization in Forming the Leadership Character of Santri at the Madinatunnajah Islamic Boarding School, South Tangerang","authors":"Muhamad Rohim, Diah Mutiara","doi":"10.62031/9q0w0f07","DOIUrl":"https://doi.org/10.62031/9q0w0f07","url":null,"abstract":"Karakter kepemimpinan yang dimiliki oleh peserta didik memiliki tujuan agar peserta didik mempunyai pribadi yang bijak, bertaqwa kepada Allah, berakhlakul karimah, mempunyai sikap adil, jujur, disiplin, bertanggung jawab, profesionalitas, loyalitas, dan sikap positif lainnya. Pada kegiatan yang terdapat di madrasah, Organisasi Santri Pondok Pesantren Madinatunnajah berperan sebagai wadah pembentukan karakter kepemimpinan santri. Tujuan penelitian ini untuk mengetahui: 1) Apa saja Program yang dilakukan dalam pembentukan karakter kepemimpinan santri putra dalam Organisasi Santri Madinatunnajah. 2) Bagaimana Strategi yang digunakan dalam pembentukan karakter kepemimpinan santri putra melalui Organisasi Santri Madinatunnajah. 3) Bagaimana karakter santri pondok pesantren Madinatunnajah melalui Organisasi Santri Madinatunnajah. 4) Faktor Pendukung dan penghambat dalam membentuk karakter kepemimpinan santri dalam Organisasi Santri Madinatunnajah. Jenis penelitian menggunakan kualitatif. Hasil penelitian ini menunjukkan bahwa program dan strategi organisasi santri Madinatunnajah dalam membentuk karakter kepemimpinan santri putra di Pondok Pesantren Madinatunnajah yaitu: 1) Program yang dilaksanakan yaitu melalui kegiatan tahunan dan kegiatan isidental, seperti PORSEKA, keorganisasian, rihlah walisongo, PPM (Praktek Pengabdian Masyarakat). 2) Untuk strategi yang digunakan melalui penerapan Uswatun Hasanah atau suri tauladan yang baik. 3) Karakter santri Madinatunnnajah baik, hal ini terlihat di setiap kegiatan santri berjalan sebagaimana mestinya. 4) Faktor pendukungnya yaitu dukungan dari segenap dewan guru pesantren, orang tua dan teman, dan faktor penghambatnya yaitu diri sendiri dan lingkungan keluarga.","PeriodicalId":514673,"journal":{"name":"Kepompong Children Centre Journal","volume":"63 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141121553","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}
Ability to know colour is one aspect of ability. It is an essential cognitive function for brain development in children at an early age. Improving the ability to know colour must supported with adequate methods and facilities, but based on conditions in the field, fewer children still understand draft colour with good Research objectives This is to increase the ability of cognitive children to know draft colour through method simple science experiment. The research used is Classroom Action Research in nature collaborative. Amount of samples from the study: This totalled 11 people. The data collection method used is sheet observation (checklist). Data analysis techniques were carried out quantitatively. Research results show that cognitive knowledge of draft colour can increase with method simple science experiments. This matter is proven by Mark's ability cognitive child with an average value of 38 with the predicate is very lacking. As for the implementation process activity method experiment For increasing cognitive child seen from teacher activities and activities, children in cycle I and Cycle II experienced enhancement that is average percentage of implementation Teacher activity in cycle I reached 67.85% with predicate sufficient, and the average percentage of implementation activity children in cycle II reached 79.85% with predicate Good. after applied activity simple science experiments, abilities know color in group B experienced enhancement from cycle I was 42.20 to cycle II amounted to 71.39 pages This prove that activity simple science experiment can improve ability cognitive child.
认识颜色的能力是能力的一个方面。它是儿童早期大脑发育的基本认知功能。提高认识颜色的能力必须有足够的方法和设施支持，但根据实地的情况，能很好地理解草图颜色的儿童仍然较少 研究目标 通过简单的科学实验方法，提高认知儿童认识草图颜色的能力。研究采用的是合作性质的课堂行动研究。研究样本数量：共计 11 人。采用的数据收集方法是片面观察法（检查表）。数据分析技术采用定量分析。研究结果表明，通过简单的科学实验方法，可以增加对草稿颜色的认知。马克的认知能力证明了这一点，平均值为 38 的儿童对谓词的认知能力非常欠缺。在活动方法实验的实施过程中，从教师活动和活动对幼儿认知能力的提高来看，周期 I 和周期 II 的幼儿都有提高，即周期 I 中教师活动的平均实施率达到 67.85%，谓之充分；周期 II 中幼儿活动的平均实施率达到 79.85%，谓之良好。
{"title":"Cognitive ability to know colour concepts through method simple science experiments in early children","authors":"Tazkia Syafira Afifa, Hilman Mangkuwibawa, Aam Kurnia","doi":"10.62031/mmstx614","DOIUrl":"https://doi.org/10.62031/mmstx614","url":null,"abstract":"Ability to know colour is one aspect of ability. It is an essential cognitive function for brain development in children at an early age. Improving the ability to know colour must supported with adequate methods and facilities, but based on conditions in the field, fewer children still understand draft colour with good Research objectives This is to increase the ability of cognitive children to know draft colour through method simple science experiment. The research used is Classroom Action Research in nature collaborative. Amount of samples from the study: This totalled 11 people. The data collection method used is sheet observation (checklist). Data analysis techniques were carried out quantitatively. Research results show that cognitive knowledge of draft colour can increase with method simple science experiments. This matter is proven by Mark's ability cognitive child with an average value of 38 with the predicate is very lacking. As for the implementation process activity method experiment For increasing cognitive child seen from teacher activities and activities, children in cycle I and Cycle II experienced enhancement that is average percentage of implementation Teacher activity in cycle I reached 67.85% with predicate sufficient, and the average percentage of implementation activity children in cycle II reached 79.85% with predicate Good. after applied activity simple science experiments, abilities know color in group B experienced enhancement from cycle I was 42.20 to cycle II amounted to 71.39 pages This prove that activity simple science experiment can improve ability cognitive child.","PeriodicalId":514673,"journal":{"name":"Kepompong Children Centre Journal","volume":"22 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140435486","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 declaration of inclusive education that focus to facilitate the educational needs of children with special needs (ABK) has been running in many area in Indonesia, especially in big citiessuch as Jakarta, Yogyakarta, Surabaya, Malang. However, many problems rose for it’s implementation. This study aims to determine the problems experienced by the teachers and schools using qualitative metode and indigenous approach that involved 112 teachers from 18 inclusive schools in Tanjung Agung Kecamatan Muko – Muko Bathin VII as subjects. Data was collected through open-ended questionnaire and was analyzed by coding techniques. The results showed a wide range of problems faced by the teachers and schools such as lack of competence in dealing with students with special needs, lack of parental awareness of children with special needs, the number ofstudents with special needs in every class, lack of cooperation of various parties such as professional government and soceity.
印尼许多地区，尤其是雅加达、日惹、泗水和马朗等大城市，都已开始实施全纳教育宣言，其重点是满足有特殊需要儿童的教育需求（ABK）。然而，在实施过程中出现了许多问题。本研究采用定性方法和本土方法，以丹戎亚贡市（Tanjung Agung Kecamatan Muko - Muko Bathin VII）18 所全纳学校的 112 名教师为研究对象，旨在确定教师和学校遇到的问题。数据通过开放式问卷收集，并通过编码技术进行分析。结果表明，教师和学校面临着各种各样的问题，如缺乏与有特殊需要的学生打交道的能力、家长对有特殊需要的儿童缺乏认识、每个班级有特殊需要的学生人数过多、专业政府和社会等各方缺乏合作等。
{"title":"Teacher problems on children with special needs, special intelligence/talents in learning process","authors":"Helfi Liani, Jeni Mardiana, Sephia Hermaliza, Sri Devi Fitri Ananda, Opi Andriani","doi":"10.62031/kccj.v1n2.33","DOIUrl":"https://doi.org/10.62031/kccj.v1n2.33","url":null,"abstract":"The declaration of inclusive education that focus to facilitate the educational needs of children with special needs (ABK) has been running in many area in Indonesia, especially in big citiessuch as Jakarta, Yogyakarta, Surabaya, Malang. However, many problems rose for it’s implementation. This study aims to determine the problems experienced by the teachers and schools using qualitative metode and indigenous approach that involved 112 teachers from 18 inclusive schools in Tanjung Agung Kecamatan Muko – Muko Bathin VII as subjects. Data was collected through open-ended questionnaire and was analyzed by coding techniques. The results showed a wide range of problems faced by the teachers and schools such as lack of competence in dealing with students with special needs, lack of parental awareness of children with special needs, the number ofstudents with special needs in every class, lack of cooperation of various parties such as professional government and soceity.","PeriodicalId":514673,"journal":{"name":"Kepompong Children Centre Journal","volume":"5 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139592387","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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