STIT Raden Wijaya: Journal Online of Education
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Pengaruh Literacy Skills dan Task-Based Instruction terhadap Intelectual Skills Siswa Tingkat Dasar
Get PDFIn a society that is changing, schools cannot provide intellectual costs from items of special knowledge for lifelong use. The shift that must occur in the content of teaching is a change from emphasis mainly on certain knowledge items that may soon become obsolete, into changes with intellectual skills that can be applied to a broad and mostly unexpected list of tasks and situations. This study aims to: 1) Assess Literacy skills and task-based instruction influencing students \u27intellectual skills 2) Assessing Literacy skills and task-based instruction influences students\u27 basic level of intellectual skills. This research is a type of survey research, namely research conducted using a questionnaire as a research tool. The purpose of survey research is to provide a detailed description of the background, traits, and characteristics that are typical of the case will be made into a general matter. In this study the object was a fifth grade student at SDN Kauman II with 15 students and SDN Kauman III Ngoro Jombang with 13 students. The method of sampling in this study is that this study uses a census system because all elementary level students are sampled. Data analysis using multiple linear regression with the help of spss v. 20. The results of the discussion can be summarized as follows: 1) Literacy skills and task-based instruction have an effect on students \u27intellectual skills 2) Literacy skills and task-based instruction have an effect on elementary students\u27 intellectual skills
Peningkatan Kemampuan Berfikir Reflektif untuk Meningkatkan Retensi pada Mata Pelajaran Pendidikan Agama Islam di SMP Islam Brawijaya Mojokerto
Get PDFWhen students study Islamic religious education, there are several problems that cannot be solved easily by students using the usual procedures used, students must understand at least being able to read the Qur\u27an, students must understand the science of jurisprudence, morals, and even the history of Islamic civilization and Arabic almost simultaneously. Often students find it difficult to determine the steps to be taken. For this reason, students need to recall the knowledge that has been held and stored in their memories. The purpose of this study was to describe reflective thinking skills to improve retention in Islamic Religious Education subjects at the Mojokerto Student Islamic Middle School. This research is a qualitative descriptive study, carried out in class IX students of Brawijaya Islamic University in Mojokerto in the academic year 2017/2018. The data collection method used is the interview method. The data obtained are then analyzed based on predetermined reflective thinking indicators. 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 in this study was carried out during and after data collection using descriptive-critical-comparative methods, and content analysis methods. From the results of the analysis concluded: 1) Reflective thinking that must be developed by the teacher so that students can carry out activities that include activities: observing, reflecting, collecting data, considering moral principles, making estimates, considering strategies and actions. 2) At the stage of absorbing and storing learning outcomes (retention) with the knowledge possessed to interpret the problem at hand. At the stage of planning problem solving, students can determine the strategies or steps that will be used to answer test questions or problems in lif
Model Adopsi Daptasi Kurikulum 2013 dan Cambridge University bagi Madrasah
Get PDFCambridge International Examination is a unit at Cambridge University that provides an international curriculum to be adopted in all countries. In accordance with Minister of National Education Regulation (Permendiknas) No. 22/2006, and No.23 / 2006, that schools are given the freedom to develop their education curriculum. The objectives of this study are: 1) Describe the implementation of the 2013 curriculum model and Cambridge University. 2) Describe how to adopt and adapt the 2013 curriculum and Cambridge University. 3) Describe supporting and inhibiting factors Implementation of the 2013 curriculum adaptive adoption model and Cambridge University. This study uses a qualitative approach with a phenomenological study design. Regarding the presence of researchers in qualitative research, researchers acted as the main instrument. To prove that the data in this study can be accounted for, then the technique used is triangulation, which is checking the validity of data by comparing data obtained from one source with the same data from other sources in different times and places. The results of this study concluded: 1) the 2013 curriculum adaptive adoption model and Cambridge University did not leave the Core curriculum and the main points of learning material used from the Ministry of Education and Culture (Kemendikbud) and the Ministry of Religion (Kemenag). 2) Adaptation carried out is the adjustment of certain elements that already exist in the National Education Standards by referring to the Education standards at Cambridge University, or SI / SKL following Islamic education institutions that use SI / SKL from OECD member countries. Adoption of the curriculum is to improve certain elements with other curricula that have certain special qualities or Adoption used is done after going through a mapping process between SI / SKL and SI / SKL by improving KKM and teacher quality. 3) Factors supporting adaptive adoption of 2013 curricula and Cambridge University: 1) extra principal\u27s physical and mental performance, 2) vertical and horizontal coordination of school principals, and 3) innovative thinking of school principals 4) school committees in this case fully support school policy 5) the attitude of the people who have received socialization or at least know that they are very trusting and supportive. 6) the enthusiasm and dedication of teachers who are constantly upgrading themselves and further studies. 7) Learning facilities that meet the requirements 8) availability of funds. The inhibiting factors are: 1) Too idealistic principals so that the ranks are less able to catch up, 2) the headmaster is too careful to make adaptive adoption of the 2013 curriculum and Cambridge University not yet fully implemented, 3) school committees still lack understanding of the 2013 curriculum adaptive system Cambridge University, 4) people who did not know about this implementation, they ridiculed and sanctioned specifically with HR readiness. 5) the distribution of increasing teacher understanding is not balance
Mempersiapkan Warga Belajar STIT Raden Wijaya Mojokerto dalam Era Disruptions dengan Motto Toward Excellence As Integrated Education untuk Mengatasi Isu Kebangkrutan Perguruan Tinggi Secara Umum
Get PDFThe internet and its ability to provide faster and more extensive ways to access content are the main drivers of disruption in this story. This allows the aggregation and sorting of content and the dissemination of content to groups of people larger than is possible through previous forms of distribution. The researcher formulated a study on how to prepare the learning citizens of STIT Raden Wijaya Mojokerto in the era of disruptions with the motto toward excellence as integrated education ?. This research is "Online Library Research". The research data used is secondary data. Data collection techniques used by the authors in this study are documentation aimed at the subject of research, but study the available documents. From the results of the discussion it can be concluded that by holding the two main streams of higher education (discovery and assembly), in this case it is more appropriate to integrate the STIT Raden Wijaya motto toward excellence as integrated education, so that concerns over the possibility of STIT RAden Wijaya\u27s bankruptcy are not reasoned again. In addition to the existence of STIT RAden Wijaya, it can still be maintained, so that its higher education has been restored to its role as a guide or guide to human civilization, rather than as an impostor of what has been done by the industrial worl
engaruh Pembelajaran Berbasis Literasi Digital Terhadap Motivasi Dan Hasil Belajar Kognitif di MTs N Mojosari dan MTs N Sooko Mojokerto
Get PDFLearning based on Digital Literacy is learning that applies functional skills to digital media so as to be able to find and select relevant information, evaluate critically, be creative, collaborate with others, communicate effectively, and pay attention to aspects of electronic security and socio-cultural contexts that are increasingly developing in the luast community. The objectives of this study were: 1) To find out the differences in learning motivation of MTs N Mojosari students and Sooko Mojokerto MTs N by using Digital Literacy-based learning. 2) To determine the differences in cognitive learning outcomes of MTs N Mojosari students and Sooko Mojokerto MTs N by using Digital Literacy-based learning. 3) To determine the interaction of learning using Digital Literacy based on motivation and cognitive learning outcomes in MTs N Mojosari and MTs N Sooko Mojokerto. The results of the analysis can be summarized as follows: 1) From the results of the analysis it is known that Digital Literacy-based learning influences motivation in MTs N Mojosari Mojokerto gets a Fcount of 616,286 (significance F = 0,000). And in Sooko MTs N Mojokerto got Fcount 655,544 (significance F = 0,000), then the Zero Hypothesis (H0) was rejected and the Working Hypothesis (H1) was accepted. 2) From the results of the analysis it is known that the vision of Digital Literacy-based learning has an effect on cognitive learning outcomes in MTs N Mojosari Mojokerto obtained Fcount 6.398 (significance F = 0.013). And in Sooko Mojokerto MTs N, the value of Fcount is 8.041 (significance F = 0.007), then the Zero Hypothesis (H0) is rejected and the Working Hypothesis (H1) is accepted, 3) There is an interaction of Digital Literacy based learning on motivation and cognitive learning outcomes in MTs N Mojosari and Sooko Mojokerto MTs N Digital Literacy-based learning interactions on motivation in MTs N Mojosari amounted to 0.593 (59.3%), Dlanggu Mojokerto 1 Junior High at 0.217 (21.7%). While the cognitive learning outcomes at MTs N Mojosari were 0.869 (86.9%), in MTs N Sooko Mojokerto was 0.334 (33.4%
Historia Dilemma Pendidikan Islam: Mengutamakan Kesalehan dan Moral atau Prestasi Akademik atau Integrasi Keduanya dalam Pembelajaran yang Berpusat pada Siswa
Get PDFThe purpose of this article is to examine historically the dilemma of Islamic Education in practice prioritizing piety and morals or academic achievement or the integration of both and whether student-centered learning comes from the concept of Islam. The results of the discussion concluded that the progress and decline of Islamic education along with political and other developments in each era of large-scale gradations began the attack of the orientalist era of Al Ghozali, external invasion had attacked the heart of Islam which began from the continuous 11th and 12th crusades and Mongol invasion during the 13th century, and afterwards, Islamic education underwent several transformations in its main characteristics even though it was slowed down by the issue of taqlid. The point is the combination of the deadly taqlid invasion and foreign attacks significantly dims the prominence of Islam in the artistic and scientific world. Between the emergence of the appearance of Islamic thinkers and their relationship with the rulers of their time, differences must be made between Madrasahs and Maktab because both are related to Islamic education. Islam regards science as another form of worship and that humans must be close to Allah. Science studies are expected to strengthen faith: "Muslim educators unanimously agree that the purpose of education is not to cram students\u27 minds with facts alone, but more important is to prepare them for a pure and sincere life". In the Muslim world, regardless of differences in religious doctrine, the curriculum is ideally the same, regardless of the composition of race, language or school. The curriculum in the Maktab is centered on the Quran. Student piety and moral behavior are considered as important as student academic achievement in Islam. The consensus of Islamic education holds the idea that a teacher must persuade students to be brighter than dictate or force - the teacher assures students of the truth. Along with instilling students with his knowledge he must be an example of a model of behavior, because washing, cheating and corruption are not considered as professions in Islam. A teacher must be an example of the religious values ??expected by students. This opens the way for developing Students\u27 intelligence and personality in the right direction. From this study, it has historically proven that Islamic education is student-centered educatio
Perilaku Efektif Guru dalam Melaksanakan Kegiatan Pembelajaran Individu secara Klasikal
No full textEffective classroom teachers don\u27t have many problems, while ineffective classroom teachers are characterized by continuous disruption and chaos. By observing classroom teachers who are effective and ineffective. A good teacher is a teacher who in his PBM is able to inspiring teaching students, he is able to turn on great ideas, great desires for his students, able to develop creative and innovative traits. Based on the focus of the study, this study aims to describe the Effective Behavior of Teachers in Implementing Individual Learning Activities in a classical manner. The teacher\u27s approach is the process, method or action that is approached by a teacher to students to create an effective and efficient learning process, in teaching, the teacher must be clever in using a wise and wise approach, the teacher\u27s view of students will determine attitudes and actions. For teachers, the ability to apply the principles of learning in the learning process will help improve the effectiveness of learning management which in the end can be achieved with the learning objectives formulate
Pengaruh Pembelajaran Adaptif dan Pembelajaran Demokratis terhadap Kinerja Mengajar Guru PNS se Kabupaten Mojokerto
Get PDFAdaptive challenges require re-orientation of thinking and operation, the gap between aspiration and reality is closed when they learn new ways, in addition to adaptive teaching, there is also democratic teaching, democratic teachers must respect the rights of students, including the right to be guided, to be humanized. The purpose of this research are: 1) To know whether Adaptive learning and democratic learning have an effect simultaneously on teaching performance of teacher 2) To know whether adaptive learning and democratic learning have partial influence on teachers\u27 teaching performance 3) To know which of them is most dominant influence among adaptive learning organizations. And democratic learning on teacher teaching performance. This research uses quantitative description analysis with explanatory research, Number of subjects in population 385 people. Sampling method using saturated sampling. In this study the authors use multiple linier regression analysis techniques. The technique, described briefly among variables. From the research results can be summarized as follows: 1) Adaptive learning and democratic learning effect simultaneously on teacher teaching performance. 2) Adaptive learning and parochial learning partially affect teacher teaching performance. 3) Democratic learning has the most dominant influence on teachers\u27 teaching performance
Ath-thoriqah ahammu minal madah dalam Perspektif KH. Hasyim Asy’ari dan Operasionalisasi dalam Pembelajaran di STIT Raden Wijaya Mojokerto
Get PDFThe problem of education in this country, in addition to the curriculum, methods are also in the spotlight. This can be understood because the method is indeed more important than the curriculum, you know that your knowledge is good. But the method also depends on the implementation of the teacher, because the teacher is more important than the method itself, al-mudarris ahammu min ath thariqah. However, the spirit of a teacher is more meaningful than his own body, wa ruhul mudarris ahammu min mudarris nafsuhu. Because of any sophisticated method, if you are in a teacher who is not eager to have nothing. The principle of the interrelationship between curriculum, methods, and teachers, has been recognized by the importance of Hasyim Asy\u27ari and the muktabar scholars who are directly involved in the care of educational institutions. The purpose of this study is to describe Ath-thoriqah your understanding is in the perspective of KH. Hasyim Asy\u27ari and Operationalization in Learning at STIT Raden Wijaya Mojokerto. 1) Education offered by KH. Hasyim Asy\u27ari is a character-based education that is being heralded by the current Minister of Education to be used as a reference in the formation of character of students. 2) In the process of improving teaching, Ath-thoriqah will understand. Or At-thorikotu ahammu minal maddah wal mudarisu ahammu interest in tharikoh wa ruhul mudaris ahammu minal mudarris as conveyed by Kyai Dr. H. Syukri Zarkasyi, MA, needs to be sustained by the Soul of a Teacher and not limited to the capacity of his own teacher who is still reluctant in his heart "wallahu a\u27la
Analisia Kegagalan Pengajaran Pendidikan Agama Islam secara Klasikal dalam Perspektif Komunikasi Verbal Monologis
Get PDFImplementation of 2013 Curriculum in Indonesia with a scientific approach shows that most learning activities are directly related to communication. This study aims to describe: failure of teaching classical Islamic education in a monological verbal communication perspective. This research is "Digital 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 the data analysis in this study was carried out during and after data collection using descriptive-critical-comparative methods, and content analysis methods. From the results of the analysis concluded that: failure of teaching Islamic religious education classically in the perspective of monological verbal communication is influenced by several factors including 1) Psychological reasons: That there can be some students who can not catch what the teacher said well and there are also some students who have limitations to understand teacher explanations, and some are not able to digest various teacher explanations for too long, or some have various limitations in some of the above aspects, simultaneously, so that the effectiveness of teaching becomes very disturbed. 2) Emotional Reason: That indeed there are students who have limitations in learning participation in Islam because of the form of delivery, either because they are in an angry atmosphere, feel embarrassed because of being humiliated by the teacher, fear or feeling displeased with the teacher delivering the subject of Religious Education Islam. All these emotional symptoms will interfere with the effectiveness of delivering teaching materials from the teacher to students. 3) Cultural Reasons (Culture): namely that among students there are those who have cultural constraints in the communication process, such as weaknesses in understanding various clues, or weaknesses in understanding the symbols used in communication, so that the process of delivering information on Religious Education becomes ineffective. Personal reasons, which can occur if there are students who are personally really not interested in listening to the delivery of Islamic Education teaching materials from the teacher, although many of them like i