UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
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Pengembangan Tata Kelola Laboratorium UIN Sunan Kalijaga Yogyakarta: Pengembangan Tata Kelola Laboratorium UIN Sunan Kalijaga Yogyakarta
No full textPenelitian ini bertujuan mengkaji dan merumuskan model tata kelola laboratorium di UIN Sunan Kalijaga Yogyakarta yang sesuai dengan tuntutan Standar Nasional Perguruan Tinggi serta tren globalisasi pendidikan tinggi abad ke-21. Penelitian dilakukan dengan pendekatan kualitatif melalui wawancara, survei, dokumentasi, dan diskusi dengan 85 responden yang terdiri dari pimpinan, dosen, tenaga kependidikan, dan mahasiswa. Studi banding juga dilakukan terhadap praktik tata kelola laboratorium di Institut Teknologi Sepuluh Nopember (ITS) Surabaya dan Universitas Negeri Malang (UM). Hasil penelitian menunjukkan bahwa pengelolaan Laboratorium Terpadu UIN SUKA belum sepenuhnya berbasis Sistem Penjaminan Mutu Internal (SPMI), karena sebagian besar dokumen mutu (kebijakan, manual, standar, dan formulir) belum tersedia secara lengkap. Sementara ITS telah memulai dengan peraturan rektor dan pedoman pengelolaan laboratorium yang relatif memenuhi standar mutu, UM sedang menempuh langkah serupa. Relevansi bagi UIN SUKA adalah perlunya menyusun regulasi internal serta melengkapi dokumen SPMI agar pengelolaan laboratorium lebih profesional, produktif, dan berdaya guna. Dengan demikian, laboratorium dapat berfungsi optimal tidak hanya sebagai sarana pembelajaran, tetapi juga pusat riset, pengabdian masyarakat, dan pengembangan unit bisnis universitas
A Pengembangan Etika Islami melalui Kisah Hijrah Nabi Muhammad dan Media Talking Stick sebagai Strategi Pembelajaran Partisipatif Siswa Kelas IV SD N Sungapan : Pengembangan Etika Islami melalui Kisah Hijrah Nabi Muhammad dan Media Talking Stick sebagai Strategi Pembelajaran Partisipatif Siswa Kelas IV SD N Sungapan
No full textTujuan – Penelitian tindakan kelas ini bertujuan untuk meningkatkan perilaku etika Islami siswa berupa kedisiplinan, tanggung jawab, komunikasi yang saling menghormati, dan kerja sama melalui integrasi kisah Hijrah Nabi Muhammad dengan menggunakan media Talking Stick di kalangan siswa kelas empat SD Negeri Sungapan.
Metode – Studi ini menggunakan dua siklus Penelitian Tindakan Kelas (Classroom Action Research/CAR) berdasarkan model Kemmis & McTaggart, yang meliputi perencanaan, pelaksanaan, observasi, dan refleksi. Partisipan terdiri dari 28 siswa kelas empat. Data dikumpulkan melalui lembar observasi perilaku etis, wawancara, catatan lapangan, dan tes etika pra-pasca. Instrumen divalidasi secara kualitatif dan kuantitatif, sedangkan data dianalisis secara deskriptif.
Hasil – Hasil penelitian menunjukkan peningkatan yang signifikan dalam perilaku etis siswa. Rata-rata skor etika meningkat dari 56% pada pra-siklus (rendah) menjadi 72% pada Siklus I (memadai) dan mencapai 91% pada Siklus II (sangat baik). Metode Tongkat Bicara berhasil meningkatkan disiplin, kerja sama, dan komunikasi yang penuh hormat, sementara kisah Hijrah memperkuat internalisasi nilai-nilai Islam seperti kesabaran dan kepercayaan.
Kata kunci: Etika Islam, Tongkat Bicara, Kisah Hijrah, Pendidikan Islam, Penelitian Tindakan Kela
Menakar Peran Mahasiswa Saintek dan Soshum dalam Riset Ilmiah di UIN Sunan Kalijaga: Pendekatan, Tantangan, dan Kontribusi: abstrak, pendahuluan, rumusan masalah, isi, penutup, daftar pustaka
No full textArtikel ini mengkaji peran mahasiswa rumpun Sains dan Teknologi (saintek) serta Sosial Humaniora (soshum) dalam kegiatan riset di UIN Sunan Kalijaga dengan menyoroti pendekatan yang digunakan, tantangan yang dihadapi, serta kontribusi yang mungkin diberikan. Penelitian ini menggunakan pendekatan kuantitatif-deskriptif dengan metode survei melalui kuesioner daring yang diisi oleh mahasiswa dari berbagai program studi. Hasil menunjukkan bahwa sebagian besar mahasiswa belum memiliki pengalaman riset yang mendalam; keterlibatan riset umumnya terbatas pada tugas kuliah atau kegiatan lomba. Tingkat frekuensi membaca jurnal ilmiah berkisar antara "jarang" hingga "cukup sering", mencerminkan kesadaran yang sedang berkembang terhadap pentingnya riset. Tantangan utama yang diidentifikasi meliputi keterbatasan akses data dan literatur, pemahaman metodologi, serta kurangnya bimbingan dari dosen. Mahasiswa menilai riset sebagai instrumen penting untuk mengembangkan pengetahuan dan solusi terhadap permasalahan sosial maupun ilmiah. Namun, sebagian besar responden merasa fasilitas dan dukungan riset dari kampus masih kurang, baik untuk rumpun Saintek maupun Soshum. Temuan ini menunjukkan perlunya penguatan infrastruktur riset, pelatihan metodologis, dan kolaborasi antar-disiplin sebagai strategi untuk meningkatkan peran serta mahasiswa dalam kegiatan riset yang bermakna
Unlocking Learner Potential: Assessment as a Tool for Understanding Learning Styles in the Merdeka Curriculum
No full textThis research delves into the multifaceted realm of student learning styleswithin the assessment framework of the Merdeka Curriculum. Employing aqualitative approach through an extensive review of academic literature, itmeticulously examines a vast array of scholarly journals and books to unravela comprehensive understanding of learning styles and their profoundimplications for assessment practices. The meticulous analysis unveils threeprominent categories of learning styles: visual, auditory, and kinesthetic. Thesestyles are not merely static traits but rather dynamic constructs shaped by acomplex interplay of internal factors, such as individual personalitycharacteristics, and external influences, including the ever-evolving modernera. As a result, many contemporary students exhibit a combination of learningstyles, defying rigid categorization into a single style. The MerdekaCurriculum, with its inherent flexibility, empowers educators to embark on ajourney of mapping the diverse learning styles of their students. This valuableinformation is then strategically transformed into a powerful tool for designingassessments that resonate with the unique strengths and preferences of eachlearner. By tailoring assessments to align with a student\u27s preferred learningstyle, educators can foster a more inclusive and supportive learningenvironment, ultimately propelling each student towards achieving thedesignated learning objectives. This research serves as a valuable contributionto the evolving landscape of understanding learner styles and their profoundimplications for assessment practices in the era of the Merdeka Curriculum. Byrecognizing the multifaceted nature of learning styles and the importance ofcatering to learner diversity, educators can embark on a transformative journeytowards designing assessments that empower each student to reach their fullpotential and achieve the desired learning outcomes
The Cipp Model in Evaluating the Independent Curriculum: A Study of Islamic Religious Education and Ethics in Muhammadiyah Kleco II Elementary School Kotagede, Yogyakarta
No full textEducation plays a crucial role in preparing generations to face future challenges, and the curriculum is key to ensuring relevant learning. The Independent Curriculum (Kurikulum Merdeka) is a flexible innovation that adapts to the needs of the 21st century, particularly following the learning loss caused by the COVID-19 pandemic. However, its implementation in elementary schools continues to face challenges, necessitating a comprehensive evaluation. This study applies the Independent Curriculum to fourth-grade Islamic Religious Education and Character Education (PAI and BP) at Muhammadiyah Kleco II Elementary School, Kotagede, the driving school and pilot study. The study used a qualitative approach with the CIPP (Context, Input, Process, Product) model. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Huberman and Saldana model. The research subjects consisted of a content standard coordinator teacher, a PAI and BP teacher, and six fourth-grade students. The study lasted six months, with data validity tested through source triangulation, technique triangulation, and method validation. The results showed that the implementation of the Independent Curriculum in PAI and BP was successful, with school support, teacher readiness, and flexible and collaborative learning. Students experienced improvements in character and understanding. However, challenges remained, such as time constraints, lack of parental understanding, and the need for teacher training. These solutions were implemented through time management, teacher competency improvement, intensive communication, and collaboration between teachers
Deep Learning Approach in The Merdeka Curriculum to Shape Students\u27 Character Through Islamic Religious Education
No full textCurriculum changes always go hand in hand with the needs and problems of students. The decline in character building among students has become a major issue. The Merdeka Curriculum offers a new approach through deep learning that emphasizes deep, meaningful, and reflective learning, rather than simply memorizing concepts. The purpose of this study is to identify the strategies used in the application of deep learning in Islamic Religious Education to shape student character. The research method used is library research by reviewing various relevant literature. The results show that deep learning provides space for teachers to integrate Islamic values into the real lives of students through various strategies. With this approach, students not only understand religious concepts cognitively but also internalize religious values in their daily lives. The implementation of deep learning in IRE has proven to be able to create a learning environment that supports the development of positive character in students. Students are accustomed to thinking critically, reflecting on experiences, and connecting Islamic teachings with the challenges of modern life
Analysis of Class VII Students\u27 Experiences in the Implementation of the Two Stay Two Stray Learning Model in the Nahwu Subject at Daarul Huffaadz Alfalahiyah Islamic Boarding School: Analisis Pengalaman Belajar Siswa dalam Penerapan Model Pembelajaran Two Stay Two Stray pada Mata Pelajaran Nahwu
No full textThis article analyzes the experiences of seventh-grade students in the implementation of the Two Stay Two Stray (TSTS) learning model in the Nahwu subject at Daarul Huffaadz Alfalahiyah Islamic Boarding School. The study aims to evaluate the effectiveness of the TSTS model in enhancing student engagement and comprehension of Nahwu material, which has often been perceived as difficult and tedious by many students. The research employs a descriptive qualitative method, with data collected through interviews with students and classroom observations. The findings reveal that the majority of students experienced a significant improvement in their understanding of Nahwu after the application of the TSTS model. Students reported feeling more active and involved in the learning process, particularly due to the opportunity to discuss, express opinions, and explain material to their peers. One student stated, “After participating in Nahwu learning with the TSTS model, I feel very happy and more confident. This method made learning more interactive and enjoyable.” In addition to improving comprehension, the model also helps develop students\u27 communication and collaboration skills. Observations indicated that student interactions became more dynamic compared to traditional teaching methods. The teacher\u27s role as a facilitator, guiding discussions without dominating them, aligns with constructivist principles, which emphasize the importance of social interaction in the learning process. Key factors that support the success of this model include student readiness, teacher support, and a conducive learning environment. However, challenges remain, such as the model’s dependence on effective student collaboration, which needs to be carefully managed.
Keywords: Learning Model, Nahwu, Studentd Experiences, Two Stay Two Stray (TSTS)
The Urgency of Digital Technology Transformation in the Arabic Language Education: Media and Learning Strategies: Pentingnya Transformasi Teknologi Digital dalam Pendidikan Bahasa Arab: Media dan Strategi Pembelajaran
No full textThe digital era affects all aspects of human life, including education. Internet users in Indonesia reached 78.19% in 2023 and continue to grow every year. According to the Ministry of Religious Affairs, planning is needed from all sectors for Indonesia\u27s digital aspirations in 2045. Education as a human competency development sector must be able to educate students to compete globally and meet professional needs. As an effort to realize this, of course, the transformation of digital technology in the learning process cannot be avoided. This research aims to find out how urgent digital transformation is in Arabic language learning media and strategies. The researcher used qualitative research methods with library data sources. Researchers conducted an in-depth study of the urgency of digital technology transformation in Arabic language learning media and strategies. The results of the study show that digital technology transformation is needed in the process of learning Arabic, especially in psycholinguistic and sociolinguistic aspects. Digital technology can encourage learning that is effective, efficient, easy, and unlimited in space and time.
Keywords: Arabic Language Education, Curriculum, Digital Technolog
Taṭbīq Ṭarīqah al-Tamthīl al-Dawrī fī Ta‘līm Mahārah al-Kalām fī al-Madrasah al-Thānawiyyah al-Islāmiyyah al-Ḥukūmiyyah al-Thāniyah Tūlūngāgūng: The Implementation of the Role Play Method in Teaching Speaking Skills at State Islamic Senior High School 2 Tulungagung
No full textThis study aims to address the challenges in improving students\u27 speaking skills at State Islamic Senior High School 2 Tulungagung through the implementation of the Role Play method. The focus of this study is: (1) to describe the implementation of the Role Play method in Arabic language teaching, and (2) to identify the challenges and solutions during the implementation process. This research employs a qualitative descriptive approach with the subject of Arabic language learning using the Role Play method. The data sources include teachers, students, and learning documents. Data were collected through semi-structured interviews, participatory observation, and documentation, and were then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results show that the Role Play method is implemented through stages of providing context, role assignment, dialogue practice, and role performance in the classroom. The teacher acts as a facilitator, while the students actively participate in the role-playing activities. This implementation makes the learning process more dynamic and contextual, and proves effective in improving students\u27 speaking abilities.
Keywords: Arabic, Role Play Method, Speaking Skill
Reflective–inspirational learning model in teaching research methodology in higher education: an analysis of student reflections
No full textPurpose – This study aims to describe and analyze the Reflective-Inspirational Learning Model applied in the Research Methodology course at the university level. It explores students’ learning experiences within a pedagogical approach that integrates reflection, inspiration, and academic ethics to foster conceptual understanding, moral awareness, and motivation toward research engagement.Design/methods/approach – A descriptive qualitative design with embedded quantitative data was employed. The data were drawn from 30 written reflections of students in the Biology Education Study Program during the first semester of the 2025/2026 academic year. Using content analysis, the reflections were coded, categorized, and quantified to identify dominant themes and their frequency. Inter-rater reliability (r = 0.87) was ensured to strengthen coding consistency, and descriptive statistics supported the thematic interpretation.Findings – The results show that the reflective-inspirational model effectively enhanced students’ research competence and ethical consciousness. Quantitatively, 83% of students described the class as inspiring and motivating, 76% emphasized ethical awareness and honesty, and 70% reported increased confidence to conduct research. Thematic analysis revealed four main categories: learning comfort (80%), ethical awareness (70%), research literacy (76%), and reflective self-growth (68%). The most memorable topics were data collection techniques (40%), research ethics and plagiarism awareness (27%), instrument validity and reliability (17%), and problem formulation (10%). These findings confirm that the model fosters conceptual understanding, moral integrity, and academic motivation.Research Implications/Limitations – The model can serve as an innovative pedagogy for improving research literacy and ethical sensitivity in higher education. However, its contextual limitation—focused on one study program—calls for further validation through larger and longitudinal studies.Originality/Value – This research contributes original insights by integrating reflective learning and inspirational teaching within research instruction. The combination of qualitative and quantitative evidence demonstrates that humanistic, value-based approaches can holistically strengthen students’ research competence, ethics, and self-confidence