STIT Raden Wijaya: Journal Online of Education
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Membangkitkan Filologi Siswa dalam Belajar Melalui Ritme Mengajar Kognitif Perpektif Qs. Al An\u27am [6]:99 dan Relevansinya dengan Kurikulum 2013 serta Titik Temunya dengan Taksonomi Bloom
No full textThe purpose of this research is to describe how to generate students\u27 philology in learning through the rhythm of teaching cognitive Qs perspective. Al An\u27am [6]: 99 and its relevance to the 2013 Curriculum and its point of contact with Bloom\u27s Taxonomy. This research is a qualitative literature study. Research design becomes a reflexive process at every stage of the research. Qualitative analysis involves developing an awareness of the types of data that can be examined and how they can be explained; and a number of practical activities that help with data types. Then, comparisons are made to study the larger unit of analysis. From the results of the discussion it is concluded as follows: 1) Teaching is about making a difference in the lives of children, but not all can be done successfully due to several congenital factors, therefore the Qur\u27an systematically provides solutions to generate cognitive energy power with relatively articulated function modes starting with field-dependent (FD) and continuing with field-independent (FI) not the other way around. The teacher, as a facilitator, must consider all types of knowledge in the learning process. 2) Cognitive learning must start with a new mode of analysis and then synthesis, in the learning process the teacher must really know that students are very satisfied (able) in carrying out analytical activities, then the process is transferred to synthesis. In addition, building higher-order thinking skills starts from critical thinking and continues creative thinking. 3) Cognitive advantages in learning are very dangerous. Often tasks don\u27t go smoothly because we start out too big. If when the teacher finds that the group size is too large or too small in various perspectives, stop and review as this will not result in greater success in teaching. 4) In Islamic teaching the emphasis of the final test and evaluation is small, the test needs, process, and efficiency. In the process of becoming dominant, except in the final output of the lesson or one meter there are students who do not master the lesson, from that output, remedies are held, the more students who remedy it can be said that the teacher is less successful in carrying out learning. It may be premature if the previous aspects have not been adequately addressed. Evaluations that show problematic results, perhaps that program objectives have not been achieved, may reflect a lack of proper implementation of the program or even unnecessary in the first phase. 5) In order for the outcome to be created in the implementation of Islamic education, the application of Islamic education values ??is carried out through several methods. The internalization process related to student management consists of three stages, namely: Value Transformation, Value Transaction and Trans-internalization
Konsep Ulama dalam Pandangan Mufassir Indonesia: Studi Aspek-aspek Keindonesiaan dan Metodologi Tafsir al-Azhar Karya Hamka dan Penafsirannya terhadap Term “Ulama” dalam al-Qur’an
Full text linkHamka is one of Indonesia\u27s most productive scholars. His work is no less than 85 titles in various fields of science. One of them is Tafsir Al-Qur\u27an 30 juz named Tafsir al-Azhar. His role as an ulama was evidenced, among others, by his organizational position as Chairman of the Indonesian Ulema Council (MUI) in 1975-1981, and the honorary Doctorate Award from the Al-Azhar University, Cairo, and Kebangsaan University, Malaysia. His work as a national figure is also evident in a series of activities he does. His expertise and expertise in the field of literature certainly gives its own influence and color in the works he wrote, not least in his Tafsir book. Hamka\u27s capacity as an ulema of the archipelago, Muhammadiyah\u27s missionary figure, chairman of the Indonesian Ulema Council, his love for the country and the struggle he undertook certainly gave a special color in interpreting the Qur\u27an, including his views on the concept of Ulama. In Al-Azhar\u27s Tafsir, Indonesian nuances and specific phenomena of the Archipelago are evident, which represent the breadth of knowledge and rich experience, love and pride towards the Indonesian people, and their firmness in interpreting the concept of Ulam
Hubungan Antara Tipe Kepemimpinan Kepala Sekolah dengan Semangat Kerja Guru di UPT SMP Negeri 7 Kota Mojokerto Tahun Pelajaran 2016/2017
Full text linkThe effectiveness of PBM can be determined by the number of factors ranging from climate, infrastructure, human resources and so forth. But people tend to think that the effectiveness of PBM is more determined by the learning climate. Even for capitalists the quality of PBm is more determined by the availability of educational facilities. The objectives of this study are: 1) To find out the leadership model applied by the Head of SMP Negeri 7 Kota Mojokerto.2) To find out the teacher\u27s work spirit in SMP Negeri 7 Kota Mojokerto.3) To find out how far the relationship between the Principal\u27s leadership model and morale teacher at SMP Negeri 7 Kota Mojokerto. This study uses quantitative research with analysis of product moment from Pearson and simple linear regression. The population in this study were 55 people and all of them were used as research samples, so that they were called saturated samples. From the results of the analysis it was concluded that: 1) The leadership model applied by the Head of Mojokerto City Middle School 7 was very good with an average score of 95.09%. 2) The work spirit of teachers in SMP Negeri 7 Kota Mojokerto is very high with an average of 94.36%. 3) There is a strong relationship between the Principal Type of School Leadership and Teacher\u27s Spirit of Work in the 7th grade of Mojokerto City 2011/20112 Academic Year with the regression equation Y = - 7,471 X + 0.428 K + ? and based on the test of the leadership of the headmaster teacher work is 62.8% while the remaining 37.2% is influenced by other factor
Meningkatkan Kemampuan Menerapkan Prosedur Kombinasi Gerak Dasar Jalan, Lari, Lompat dan Lempar dengan Permainan Olahraga yang Dimodifikasi dan Olahraga Tradisional di Kelas V (lima) SDN 1 Sumengko Kecamatan Wringinanom Kabupaten Gresik
Full text linkSports and health physical education lessons are basically an integral part of the overall education system, aimed at developing aspects of health, physical fitness, critical thinking skills, emotional stability, social skills, reasoning and moral actions through physical and sporting activities. This study aims to: 1) Describe the activities of the teacher in improving the ability to apply a combination of basic road, running, jumping and throwing procedures with modified sports and traditional sports. 2) Describing the activities of students in learning activities increases the ability to apply the procedure of a combination of basic road, running, jumping and throwing with modified sports and traditional sports. 3) Describe learning with modified sports games and traditional sports in improving the ability to apply a combination of basic road, running, jumping and throwing procedures with modified sports and traditional sports. 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 conducted at Sumengko 1 Elementary School with the address Ds. Sumengko - Wringinanom- Gresik Postal Code: 61176 Tel. 031 8982812. The subjects of this study were Class V students (five) of 30 children. The study was conducted in odd semester 2018/2019 academic year, for 3 months (September, October, and November 2018). 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 getting 63.57 percent and increasing in Cycle I by 74.29 percent and increasing in Cycle II by 88.57 percent; 2) Activities of students experienced an increase in Pre-Action to obtain a result of 43.57 percent and increase in Cycle I by 65.71 percent and increase in Cycle II by 87.14 percent; 3) The average value of the test (Classical Absorption) has increased in Pre-Action to get 7 percent and increased in Cycle I by 7.51 percent and increased in Cycle II by 7.76 percent. Classical Learning Completion has increased in Pre-Action obtained 76.67 percent and increased in Cycle I by 83.33 percent and increased in Cycle II by 93.33 percen
Upaya Meningkatkan Kompetensi Sikap, Pengetahuan dan Keterampilan Tentang Selalu Berhemat Energi (Tema 2) Menggunakan Model Project-Based Learning Semester I Tahun Pelajaran 2018/2019 di Kelas IV SDN Kepuh Klagen Wringinanom Gresik
Full text linkProject-based learning is more focused on meaningful life problems for students, the role of the teacher presents problems, asks questions and facilitates students in designing a project they are doing. The problem of attitudinal competence, knowledge and skills about always saving energy (Theme 2) using a project-based learning model in researched schools that is solving the problem is immediately needed. This study aims: 1) Describe the activities of teachers in learning activities to improve the competency of attitudes, knowledge and skills about always saving energy (Theme 2) using the first semester project-based learning model for Academic Year 2018/2019 in Class IV of Kepuh Klagen Wringinanom Gresik SDN. 2) Describe the activities of students in learning activities to improve the competency of attitudes, knowledge and skills about always saving energy (Theme 2) using the first semester of the 2018/2019 Academic Year project-based learning model in Class IV of Kepuh Klagen Elementary School Wringinanom Gresik. 3) Describe learning using the project-based learning model in improving the competency of attitudes, knowledge and skills about always saving energy (Theme 2) in Class IV of Kepuh Klagen Elementary School Wringinanom Gresik. 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 25 Grade IV students. The study was conducted in the odd semester of the 2018/2019 academic year, for 3 months (July, August and September 2018). 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-Actual outcomes 67.14 percent and increased in Cycle I by 77.14 percent and increased in Cycle II by 89.29 percent; 2) Student activity has increased in Pre-Action to get 42.86 percent and increase in Cycle I by 65 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 get 75 percent and increased in Cycle I by 83.4 percent and increased in Cycle II by 88.4 percent. Classical Learning Completion has increased in Pre-Action get 60 percent and increase in Cycle I by 76 percent and increase in Cycle II by 92 percent
Melatih Keterampilan Berpikir Kreatif melalui Pembelajaran Berbasis Proyek dalam Mempersiapkan Tenaga Kerja untuk Menghadapi Kompetisi Global
Full text linkOften we find the fact that skills gaps begin with the basic idea that many jobs exist, but skilled workers do not. The relationship exists between labor readiness, business and industrial development, and educational institutions have been around for a long time. However, this relationship cannot refute the fact that prospective employees are not ready to enter the workplace in the future. The Law of the Republic of Indonesia concerning the national education system addresses the importance of training in creative thinking skills by stating that the education system must develop the potential of students to be religious, respectful, well-educated, and competent in thinking creatively, independently, democratically, and responsibly. While empirical studies show that Indonesian students have unsatisfactory creative thinking skills. This study aims to describe how to train Creative Thinking Skills through project-based learning in preparing the Workforce to face global competition. From the results of the discussion it was concluded: 1) The government needs to be more serious in entering tertiary education and setting targets for maximum workforce readiness. 2) Educational institutions in their learning activities need to improve their mastery of high-level thinking skills in determining their educational success by improving high-level cognitive functions (metacognition, metamemory and metacomprehension, or assessing the truth of one\u27s own memories; solving problems, or taking appropriate steps when dealing with unknown things, and think critically, or evaluate the quality of ideas). 3) For most educators today who are well connected and driven by technology, the mastery of technology literacy in education is still lacking, therefore mastery of technology literacy needs to be improved at the level of the teachers in this country. 4) Potential to integrate Project Based Learning (PBL) in the classroom to improve students\u27 soft skills which in turn will ensure greater results for them in the future. To achieve that, their soft skills need to be improved by using the PBL approach. This approach is relevant to the concept of 21st century learning, especially in education
Counterpoint to the primordial nature of human learning processes in Gagné and alFarabi\u27s perspective about learning behavior
Full text linkEducation focuses on vehicles seeking knowledge in it, because it has specific goals and meanings in the Islamic worldview. The principle promoted by Gagné has led to a number of learning design conventions and techniques that determine the full sequence of content related to the learning objectives provided, and techniques have also been expanded to design and sequence learning programs. On the other hand, the emphasis on the vertical, eternal or spiritual dimensions is the ideological basis for Islamic education. While Western education theory emphasizes materialistic and utilitarian, Islam is not complete if it touches a holistic individual. This is a form of worship intended for the improvement of this world and the hereafter. al-Farabi put forward the theory that humans have the power that if honed properly will make humans able to capture the science of hudana in the form of revelation and inspiration and called mustfad sense. The conclusion of this discussion is: Gagné classifies learning outcomes in five main categories; intellectual skills, cognitive strategies, verbal information, motor skills and attitudes as abilities learned while Al-Farbï also speaks of three stages of intelligence: potential or latent intelligence, intelligence in action, and acquired intelligence. Gagne Also identifies different learning levels for the purpose of sequeneing instructions. He believes that teaching must begin with the simplest skills and continue hierarchically to a greater level of difficulty while Al-Fàbï indicates that education must begin after the age of eleven, the education process must be designed so that the first ten years of a child\u27s life are dedicated to physical training and training while the next ten years are dedicated to learning various sciences (arithmetic, astronomy, and music) and the next five years for logic and polemics. The student must then spend the next fifteen years of his life developing skills and skills in whatever he has learned and, after reaching the age of fifty, he must concern himself with teaching and educating other
Keterampilan Berpikir yang Dibangun dalam Pengajaran di Perguruan Tinggi Islam: Survey di STIT Raden Wijaya Mojokerto
Full text linkEducation must consist of more than an accumulation of unreasonable facts and skills, and that modern society demands a highly developed critical awareness to overcome its increasing complexity. The purpose of teaching a subject is to teach the contents of the subject, not to teach thinking. We are all students in elementary and secondary schools. How long does our teacher offer for teaching thought? The purpose of this study is to describe and analyze the thinking skills that are built in teaching in Islamic universities: survey at STIT Raden Wijaya Mojokerto. from the results of the analysis concluded: Teaching at Islamic universities (STIT Raden Wijaya Mojokerto) skills built by lecturers is 75% based on LOTS-Lower Order Thinking Skill. And 25% are based on HOTS-Higher Order Thinking Skil
Mereformulasikan Area Pendekatan Sistematis dan Bijaksana dalam Pendidikan Islam untuk Anak di Sekolah Awal
Full text linkThe continuous development of problems in the field of education and religion demands the formulation of new paradigms, new theories, and new methods of operationalization that are able to solve new problems that are more complex, on the basis of which it is necessary to update thinking, study and research on Islamic education to reconstruct aspects of theological, philosophical, substantive, methodological, and learning systems in the hope that the implementation of religious education will be effective effectively. This paper is based on the aim of formulating an area of ??systematic and prudent approach in Islamic education for children in early school. From the results of the discussion concluded: 1) According to the Islamic view, education must prioritize faith education. History proves that education will produce education who lack moral character; 2) The historical reconstruction of Islamic philosophy as wisdom certainly indicates a thorough integration of modes of thinking and speaking which is the philosophy of philosophy into larger and speaking mode of thinking which is constitutive of historical Muslim society; 3) the critical area of ??Islamic education for children is the transmission of facts and information about Islam to the personality and character of Kaaffah, the curriculum must be relevant paradigm shift must be effective and relevant to the communities in which they live
Meningkatkan Kreatifitas dan Inovatif dalam lintasan pembelajaran hipotetis pendidikan Islam pada era industri 4.0
Full text linkEducation, a major agenda of life requires trajectories in a continuous series of creativity and innovation, so that it is ordered to be sought from cradle to grave, or in other words lifelong education. In reaching an education there needs to be trajectories and not just transmitting knowledge. Islamic education must be returned to its essence, which is to prepare, direct, and return the goals of education to its essence. The core purpose of education is to make students understand and realize their position in the order of existence and creation of an orderly cosmos, and their relationship as creatures with Allah (khaliq). The purpose of this paper is to examine how to Increase Creativity and Innovation in the hypothetical learning trajectory of Islamic education in the industrial era 4.0. From the results of the discussion it was concluded: 1) Islamic education in the industrial revolution era 4.0 must be handled by Human Resources who truly become agents of transdisciplinary change. 2) The complete hypothetical learning trajectory covers all three aspects: learning objectives, thought development and learning, and the influence of instructional assignments. 3) efforts to "mix" Islamic science with modern Western forms of learning ultimately aim to undermine the ability of the ulama to instill authoritative Islamic learning