STIT Raden Wijaya: Journal Online of Education
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Meningkatkan Kompetensi Pedagogik Guru dalam Pembelajaran Berbasis Multi Sumber melalui Model Pembelajaran IODE di MI Nurul Huda 2 Surodinawan Prajuritkulon Kota Mojokerto
Full text linkThis research is motivated by (a) the number of teachers who consider books as the only source of learning so that they cannot apply multi-source based learning (b) there are still teachers who have not mastered the IODE learning model, (c) the number of teachers who are only competent in Special Learning Models but difficult to implement new learning models such as IODE, (d) not all teachers have the opportunity to attend KTSP training or training, and (e) the scarcity of MGMP Activities specifically addresses the IODE Learning Model, so that the IODE learning model still feels unfamiliar in MI Nurul Huda 2 Surodinawan Prariorkulon Mojokerto City. Intake, Organizing, Demonstration, and Disclosure (Express) students in receiving learning information is still lacking, this is indicated by the reluctance of students to learn Indonesian, work carelessly and less enthusiastic in learning, to overcome this, the writer needs to do a School of Action Research ( CAR). Realizing the symptoms or facts mentioned above, in this study the writer took the title "Improving Teacher\u27s Pedagogical Competence in Multi-Source Based Learning through the IODE Learning Model in MI Nurul Huda 2 Surodinawan Praututkulon Mojokerto City. Each round consists of four stages, namely: design, activity and reflection and revised observation. The purpose of this study was the teacher at MI Nurul Huda 2 Surodinawan Praututkulon Mojokerto City The data were obtained in the form of observation sheets of learning activities results. Multi-Based Resources through the IODE Learning Model has a positive impact on Efforts to Enhance Student Learning Achievement, this can be seen from students\u27 better understanding of the material delivered by the teacher (mastery learning increases from cycles I, II, and III) namely cycle I 36 , 59%, second cycle 75.61%, da n cycle III 100%. The research is: Learning Based on Various Sources through the IODE Learning Model has a positive influence that can improve student learning achievement as indicated by the average student response which states that students are interested and interested in the Many Source Based Learning through the IODE Learning Model so that they become motivated to learn
Telling stories between fairy tales and Storytelling: a concept of valuing, understanding, and enjoying learning through a model of telling stories in the context of the Qur\u27an
Full text linkFairy tale in the sense of fiction / fiction telling stories, such as: fable, sage, saga, legend, mythe, ephos. Telling stories are interpreted as narrations about events. Fairy tale delivered continuously will be boring, over time the audience is not enthusiastic about listening. Telling stories in fairy talekan differ in taste if they are equipped with movements that reflect the roles and character of characters who are refined talekan, in this case termed storytelling. The purpose of this article is to examine the concepts of fairy tale, telling stories and storytelling and the Qur\u27an about respecting, understanding, and enjoying learning through this model of telling stories. The conclusions of this article are: 1) Telling stories do not use improvisation, fairy tale improvisation in several parts, Storytelling uses the totality of improvisation; 2) Mastering the technique of menfairy tale, telling stories & storytelling well, educators have the opportunity to explore the potential intelligence, emotional and spiritual intelligence; 3) The Qur\u27an alludes to, but does not teach fairy tale, not even fable perspectives, but teaches stories and parables which in this context are amtsaal
Mekanisme Transmisi Pengetahuan dengan Modus Imperatif Kesiapan dan Kemampuan Penerapan Pembelajaran dalam Perspektif Pendidikan Islam
Full text linkGrounding the transmission of knowledge by simplifying the learning process on real-world problems helps students maintain what is taught and remembers lessons learned when and when needed will have benefits and can be achieved using a variety of student-friendly teaching and learning methods that take into account interests, needs, and levels students. This article was written with the aim of studying the mechanism of knowledge transmission with the Readiness and Ability to Apply Learning Mode in the Islamic Education Perspective. The results of the discussion conclude that: 1) The concept of learning from teacher to student is popularly referred to as the \u27Transmission\u27 paradigm in learning and the process as a \u27Transmission mechanism\u27 with a different hierarchical Imperative mode; 2. In Islam, education is based on what Islamic ideals once held about educating all human beings rather than the narrow transmission of discursive knowledge. Islamic knowledge is the knowledge contained in the human body and the ways in which Muslims use it to archive, transmit, decode, and actualize religious knowledge based on a combination of imperative modes; 3) Islamic education aims to develop humans holistically, contrary to western education which focuses primarily on intellectual development. The main purpose of Islamic education is to reform and build human life and develop balanced relationships between individuals, communities and the world based on ethical concepts; 4) regardless of the frame of \u27readiness to learn\u27 or \u27readiness for school\u27, there is far more preparedness than this and far more that we can do to help everyone become more prepared to learn and overcome life
Pengaruh Critical thinking dan Open-mindedness terhadap Pemahaman Konsep Pembelajaran Mahasiswa Semester VII (Studi pada Mahasiswa Peserta PPL di STIT Raden Wijaya Mojokerto)
Full text linkEducation also fosters cultural innovation, because it can stimulate intellectual inquiry and foster critical thinking which is the basis for developing new ideas. The purpose of this paper is 1). Identifying critical thinking and open-mindedness simultaneously influence the understanding of the seventh semester student learning concepts; 2). Identifying critical thinking and open-mindedness partially influence the understanding of the seventh semester student learning concepts; 3). Identify variables that predominantly influence the level of understanding of the seventh semester student learning concepts. The results showed that Critical thinking and Open-mindedness had a simultaneous effect on understanding the learning concepts of semester VII students, namely X1 (Critical thinking) and X2 (Open-mindedness). The calculated F value was greater than the F table value (4,391> 3,35). . Open-mindedness Critical thinking and prices have a partial effect on the t-value of understanding the seventh semester student learning concept (3.45> 2.055) with a significance level of less than 0.05 0.008 and X2 (Open-mindedness) variable greater than t table (8.561> 2,055) with a significance level below 0.05 which is 0.002. And the most dominant variable influencing the understanding of the seventh semester student learning concept is Open-mindedness from the SPSS results which shows between X1 (Critical thinking) and X2 (Open-mindedness) variables obtained in X1 variable, Pearson correlation 0.381 <Pearson X2 correlation 0.081 This means that the Open-mindedness X2 variable has more influence on understanding the seventh semester student learning concepts
Relevansi dan Tantangan Bangunan Pemikiran Kritis dan Pemecahan Masalah Pendidikan Islam dalam Mengembangkan Literasi Informasi dan Kesadaran global Abad 21
Full text linkThroughout written history, starting from the plateau with its republic, critical thinking and problem solving are considered to be a 3rd century BC skill, today with technological advances marked by Artificial intelligence it still considers it to be 21st Century thinking or the main thought of the revolution Industry 4.0. the assumption that the emergence of digital technology requires fundamental changes to the curriculum and to the teaching and learning approach to educating "digital native" or "network generation" generations. There is emptiness in this context so the building of critical thinking and 21st century skills is inadequate, even in combination. The presence of superior character or character must be specially prepared in the 21st century with respect to digital skills. The purpose of this paper is to describe the Relevance and Challenges of Building Critical Thinking and Problem Solving Islamic Education in Developing Information Literacy and Global Awareness in the 21st Century. From the discussion it concludes: 1) Business people, politicians, and educators unite around the idea that students need "century skills" 21st "to be successful today by ignoring morals or characters whose temptations are heavier than before. 2) the challenges of Islamic education in the post-modern world (21st century) various contradictions about the definition of moral acts that abound and change the idea of ??a good life, the philosophical foundation of the instrumental and normative pillars continue to erode, here Islamic Education must be present and play its role . 3) The effectiveness of Islamic education teachers individually being the main focus of school improvement over the past decade, the success of teachers in improving the quality of learning also affects the success of students as adults, is more likely to go on to college, have better jobs and have superior character called morals noble
Mereproduksi Inti Model Pembelajaran di Madrasah Suatu Pembersihan dari Konsep Liberalisasi Pendidikan Islam abad ke-21
Full text linkModern academic trends towards specialties that see \u27education\u27 as a separate study area and limit the study of Islamic education, both for theological research, historiological narratives, or research on social injustice, such generalizations are problematic at the level of difficulty faced, when talking about \u27face of civilization\u27 in education, even though the accuracy of such generalizations is questionable, but they still exist as useful types of ideal education that are forged in a (unique) worldview, and in this sense we accept the term \u27Islamic education,\u27 although in practice, everything is different, most madrassas are like ordinary business, For many of them controlling the madrasa is only a means of advancing personal, material, and political interests, where they are willing to use \u27any acceptable and unacceptable way\u27. The question of this article is how to reproduce the core core model of learning in the madrasa, a purge of the concept of liberalization of 21st century Islamic education ?. From the results of the discussion it was concluded: 1) modern educators who studied Islamic education initially experienced difficulties and differentiation that seemed tiring, becoming a meaningful and dynamic whole in the madrasa\u27s daily routine, the teachers helped students "manifest" the Qur\u27an in their hearts with confidence that it leads us to properly understand the spirit of its messages, which in turn will guide them in every aspect of their lives. 2) the curriculum in the Qur\u27an follows a holistic approach that contrasts with a banking system in which educators store information into students\u27 memories for safekeeping. Learning takes place through the interaction between students and the environment in a democratic and integral class that continues to reflect themselves and the world, building authentic forms of thought and action. 3) People can choose the field of study they want in accordance with the needs or demands of the market, but seeking knowledge is a basic mandate in the curriculum with a Qur\u27anic backgroun
Aspek Ideational, Interpersonal, Social, dan Textual dalam Pembelajaran Pendidikan Agama Islam
Full text linkThe teacher is the key to the success of an educational institution. The good or bad behavior or teaching methods of teachers will greatly affect the image of educational institutions. the focus of this study rests on the ideational, interpersonal, social, and textual aspects of Islamic Education Learning. This research uses "Library Research". The research data used is secondary data. The data collection technique used by the authors in this study is documentation. Data processing is carried out by conducting study activities, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. While data analysis uses descriptive-critical-comparative method, and content analysis method. The results of the discussion can be summarized as follows: 1) The ideational aspects of teaching include the \u27approach\u27 or ideal methodology 2. With self-emotion, self-control and teacher performance, inner beauty of the teacher becomes a personal reflection that is closely embedded in each step. 3) At least social skills include abilities: Communicating verbally, writing and or polite gestures. Mastering functional communication and information technology. Associate effectively with students, fellow educators, educational staff, leaders of educational units, parents / guardians of students. Hang out politely with the surrounding community by heeding the prevailing norms and value system: and applying the principle of true brotherhood and a spirit of togetherness. 4) Teachers provide varied activities so that they can serve individual student differences; more activating students and teachers; encourage the development of new abilities; and creating a network of learning activities in schools, homes, and community environment
Meningkatkan Kemampuan Memahami Cerita dan Teks Drama Tentang Penggunaan Pecahan Uang Rupiah dan Pecahan Ukuran dengan Metode Pembelajaran Sosiodrama di Kelas III SDN Kepuh Klagen Wringinanom Gresik
Full text linkLearning will take place effectively and efficiently if it is supported by the teaching role that regulates learning strategies well and maximally. In presenting learning methods, a teacher cannot be confined to just one type of technique. The old paradigm that considers the teacher as the only source and center of information, as well as students is just like an empty glass that can be filled with anything according to the instructor\u27s wishes or likened to a white paper that can be written whatever according to the instructor\u27s wishes, may need to be reviewed. When students enter the classroom, the teacher must be aware that inside the student has been embedded and built up information, knowledge and experience they have acquired outside the classroom from interaction with their environment. This study aims to: 1) Describe the activities of teachers in improving the ability to understand stories and drama texts about the use of rupiah denominations and fractions of size with sociodrama learning methods in Class III Kepuh Klagen Wringinanom Gresik SDN. 2) Describing the activities of students in learning activities increases the ability to understand stories and drama texts about the use of rupiah denominations and fractions of size with the sociodrama learning method in Class III of Kepagen Klagen Wringinanom Gresik SDN. 3) Describe learning with sociodrama learning methods to improve the ability to understand stories and drama texts about the use of rupiah denominations and fractions of size in Class III SDN Klagen Wringinanom Gresik SDN. This research is a classroom action research conducted collaboratively. Designing problem situations, and ways to collaborate with children, is the main focus of meetings that occur between teachers and researchers. This research was carried out at the Kepagen Klagen Wringinanom Gresik Elementary School with the address Bureng Kidul, Kepuhklagen, Kec. Wringinanom, Gresik Regency, East Java 61176. The subjects of this study were Class III students of 25 children. The study was conducted in the even semester of the school year 2018/2019, for 3 months (April, May, June 2019). Procedures for cyclical action research are: 1) planning, 2) implementation, 3) observation, and 4) reflection, through a series of cycles. Data collection through observation (observing), artifacts and documents (testing) and nonstandard tests. Test instrument items with validity test, reliability test, calibration test (level of difficulty) and distinguishing test. the entire process of data analysis is interactive using the Miles and Huberman models with the final mix method analysis. The results of the study concluded: 1) The teacher\u27s activity experienced an increase in Pre-Action to get results of 60.71 percent and increased in Cycle I by 75.71 percent and increased in Cycle II by 89.29 percent; 2) Student activity has increased in Pre-Action to get a result of 45.71 percent and increase in Cycle I by 68.57 percent and increase in Cycle II by 86.43 percent; 3) The average value of the test (Classical Absorption) has increased in Pre-Action to obtain a result of 76.6 percent and increase in Cycle I by 82.2 percent and increase in Cycle II by 90.6 percent. Classical Learning Completion has increased in Pre-action gets 64 percent and increases in Cycle I by 80 percent and increases in Cycle II by 92 percent
Penggunaan Metode Simulasi untuk Meningkatkan Hasil Belajar dan Keaktifan Siswa Mata Pelajaran Fiqih Materi Ketentuan Islam Tentang Peradilan dan Hikmahnya Kelas X di MAN I Pasuruan Tahun Pelajaran 2017-2018
Full text linkThis paper is about the application of the simullation method to improve student learning outcomes about Islamic provisions regarding justice and wisdom on Fiqih class X MAN 1 Pasuruan. This learning improvement is done because it is considered necessary to overcome the problems that arise in the learning process. The purpose of this study is to improve student learning outcomes of Fiqih subjects about Islamic provisions regarding justice and wisdom through the use of the simullation method. This study uses Classroom Action Research that starts from planning, action, observation, and reflection. The subjects of the study were tenth grade students at MAN 1 Pasuruan. Sources of data obtained from students and teachers during learning. Data collection tools in the form of observation, test results, data instruments are observation sheets and test sheets. Based on the results of research that has been described that an increase in student learning outcomes and activeness in each cycle, starting from cycle one to the second cycle. so that it can be concluded if the simulation method can improve student learning outcomes and activeness of the provisions of Islamic material about justice and wisdom, fiqh subjects in class X MAN 1 Pasurua
Perguraun Tinggi dalam Mempersiapkan Keterampilan Non-Teknis Mahasiswa di Era Revolusi Industri 4.0
Full text linkEducation in thisali era of digital disturbances cannot predict what will happen to future graduates who are preparing for new positions and professions that will emerge, driven not only by the fourth industrial revolution, but also by non-technological factors such as demographic pressure , geopolitical change, and social and cultural norms that occur through the discovery of new functions, and the mobility of people through reflecting new roles by digital technology is not an ordinary labor or ordinary capital ; but people who can create new ideas and innovations. The purpose of this paper is to describe the non-technical skills of Islamic religious teachers prepared in the era of industrial revolution 4.0. 1) Non-technical skills are known as the main attributes for graduates to be employed, for this reason the university is creating a sustainable pathway to develop leadership to create a vision that is in line with the needs of college stakeholders that include lectures that combine great opportunities and practices, such as practice-based final assignments that are integrated into lectures from the beginning of the program and new mentoring components were designed based on professional knowledge. 2) Non-technical skills that are capable of being accepted in the Industrial 4.0 era must at least contain Knowledge Work elements that have a role to mediate knowledge worker productivity between process management (knowledge generation, knowledge sharing, and knowledge applications) and innovation . 3) The second non-technical skill is Thinking Tools to develop optimal solutions to technical problems that depend on structured and complex thinking, technology design and programming, critical thinking and analysis and system analysis and evaluation capabilities. 4) The dynamic non-technical skills of a learning research consists of originality and creativity initiatives, ability to solve problem solving and reasoning, problem solving and ideas. 5) The fourth non-technical skill is Digital Lifestyle in Leadership and social influence