Research Repository of UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan
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Figur pendidik humanis di masa pandemi covid 19
Get PDFThe Covid 19 pandemic has shifted the learning process, which was originally running in real terms, now to the virtual world. All hopes that the Covid 19 pandemic period is used to create added value in seeing humans based on moral values (ethics) of religious humanism (religious humanism). Likewise, emulating humanist educator figures during the Covid 19 pandemic. Humanist educators guide students to think positively. Learning that is faced with many applications, via Facebook, Youtube, IG, WA, Line, Zoom, Microsoft Team, Google Classroom, or communication via teleconference seems to give rise to creativity. Humanist educators present their respective roles well so that learning becomes fun and still results in progress
Persepsi orang tua dalam memanfaatkan durasi penggunaan gadget untuk anak usia dini saat situasi pandemi Covid-19
Get PDFAkibat pandemi COVID-19 mewajibkan anak-anak agar belajar di rumah karena diberlakukannya lockdown dan physical distancing. Seluruh sekolah memberlakukan belajar dengan sistem daring/online/jarak jauh. Akibatnya, gadget menjadi media primadona dalam mengatasi masalah bagi anak-anak untuk mengerjakan tugas dari guru. Adapun tujuan penelitian untuk mendeskripsikan persepsi orang tua dalam memanfaatkan durasi penggunaan gadget untuk anak usia dini saat situasi pandemi COVID-19. Penelitian ini menggunakan metode kualitatif. Sumber datanya adalah para orang tua di Padangsidimpuan. Pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Data diperoleh dari informan melalui media sosial online. Analisis data dilakukan dengan cara deskriptif. Keabsahan data menggunakan teknik triangulasi. Alat bantu penelitian menggunakan android atau smartphone. Hasil penelitian menunjukkan bahwa memanfaatkan durasi penggunaan gadget pada anak usia dini saat situasi pandemi COVID-19 sudah cukup baik, karena para orang tua melaksanakan 3D (dibutuhkan, didampingi, dipantau) sehingga anak-anak menggunakan gadget untuk belajar, main game, dan menonton berdurasi selama 1-3 jam/hari. Selain itu, adanya harapan orang tua kepada pihak sekolah untuk tidak harus memberikan selalu tugas dan menghimbau guru agar melakukan pembelajaran kepada anak didiknya dengan memberikan video terkait materi pelajaran dengan mengirim ke WhatsApp para orang tua
Theoanthropocentric: learning strategies for improving students’ conceptual understanding
Get PDFLearning objectives can be achieved in various ways, one of which is by implementing learning strategies. This study aims to explore the effectiveness of Theoanthropocentric learning strategies for improving students’ conceptual understanding skills. The research population is all junior high school students (SMP), and the sample comprises students from class VIII. The random cluster sampling technique was used to choose the study’s sample. The data collection method used in this research is the conceptual understanding test. Descriptive and inferential statistics serve for data analysis, including the independent t-test. The results show a significant difference between the conceptual understanding of students who used Theoanthropocentric learning strategies and those who did not use Theoanthropocentric learning strategies. The descriptive statistical test results show that the students in the experimental group have a higher mean score than students in the control group. The independent t-test result has strengthened the statistical test results, namely, 0.00 (p < 0.05), from the finding, it follows that the application of theoanthropocentric learning strategies has an enormous impact on improving students’ conceptual understanding skills. Therefore, the Theoanthropocentric approach could be used as a solution to improve students’ conceptual understanding skills
The effect of determining main ideas strategy on students` reading comprehension
Get PDFThis research is focused on the effect of Determining Main Ideas strategy on students` reading comprehension. The problems of this research were that most of students get low achievement in reading comprehension, students having lack of motivation in reading, also students did not have good reading strategies, they just read a text without comprehending. The purpose of this research was to find out the effect of Determining Main Ideas strategy on students` reading comprehension.This research employed experimental research. The population of this research was the eighth grade of SMP N 5 Padangsidimpuan. The total population were thirteen classes. Then, the sample of the research was two classes, experiment class (VIII-5) and control class (VIII-6). It was taken randomly after conducting normality and homogeneity test. To collect the data, researcher used
test for measuring students’ reading comprehension. To analysis the data, the researcher used t-test. Based on the result of the research, researcher showed the description of the data was found that the result of experimental class was higher than control class (81.15>65), and the score of tcount was bigger than ttable (32.35 > 2.000). It means that the hypothesis alternative (Ha) was accepted. It was concluded that there was the significant effect of Determining Main Ideas strategy on students` reading
comprehension at grade VIII of SMP N 5 Padangsidimpuan
Analisis hadis tentang shalat tarwih
Get PDFSolat tarwih dalilnya hadis ziyadah dan syaz riwayat al-Baihaqi. Menurut dalil yang sohih namanya adalah solat lail dan sesuai dengan Alquran suroh al-Isro’ ayat 79 dan suroh al-Muzzammil ayat 1-4 dan ayat 20 dan hadis sohih lain. Pelaksanannya boleh 4+4+3 solat witrnya atau 2+2+2+2+2+1 solat witrnya 1 rokaat.Tidak benar berdasarkan riwayat an-Nasai nomor 1680 solat witr 2 tambah 1.Sebaiknya di rumah baik dibulan romadon atau diluar romadon 11 rokaat.Kerjakan sesuai dengan dalil yang sohih
Analisis puasa romadon dengan puasa sunnah :nasikh wa al-mansukh
Get PDFThe Prophet Dawud's fast is the first obligatory fast to be practiced by the Prophet in the month of Romadon, 1 SH. Number of days 354: 2 + 177 days. This fasting was practiced by the Prophet since the month of Romadon knew 1 SH after Prophet Isro 'and mi'roj in 1 AH until the month of Robiul at the beginning of 1 H. The fast of David had not explained the double reward. This fast is a baid fast or 3-day fast carried out on the 13,14 and 15 of each month, starting in 1 H. 3X10 = 30 days, the amount of 1 year 3X12 = 36 days X 10 reward = 360. Dawud fast = 177 days. Then in the month of Sha'ban in the 2nd year of H, the order of the Romadon fasting began in the month of Sha'bannya, to translate the Pausa Baid. In the month of Shawwal in the second year of H, a hadith about the sunnah fasting for 6 days of the month of Shawwal was issued, also a hadith on fasting Monday came out. Two observations of this hadith must be compromised. Namely the 6 days of the month of Shawwal are fasting Monday and Thursday. The minimum number of 6 days can be practiced in the month of dzuilhijjah. Because if 'Idil Adha' is Monday then Thursday, then the total is 4X2 = 8 days-2 days = 6 days, otherwise it can be 8 days. Then came out a hadith about fasting on jumu'ah, with the condition that the previous fast was Thursday, if there is an obstacle then the fast afterward is Saturday. Fasting mandatory romadon = 30 days + with fasting sunnah on Monday, Thursday and jumu'ah. 12X11 = 132 = 362 days. Dawud fasting 177 days - 362 = 15 days. Illegal fasting 5 days a year remaining = 10 days. The rest is the time for the qodo fast, nazdar kaffaroh on the other Mondays, Thursdays and jumu'ah. Besides this 3rd day. Finally, the current fasts with the Prophet Dawud's fast are almost the same at once. And this is the meaning of the verse كَمَا which means the same as QS al-Bqoroh 2: 183. The mandatory romadon fast and the sunnah fast is quite enough on Mondays and jumu'ah
Keresahan mahasiswa dalam pembelajaran di masa Covid-19
Get PDFPandemi Corona Virus Diseases yang dikenal dengan Covid – 19 telah berlangsung selama lebih kurang 4 (empat) bulan di Indonesia, termasuk juga meliputi wilayah Sumatera bagian Utara. Segala aktivitas berubah dengan adanya pandemic ini, mulai dari kegiatan administrasi, perkuliahan, hubungan sosial, ekonomi, dan lain sebagainya
Sumber belajar PPKn di SD/MI: jas merah (jangan sekali-kali meninggalkan sejarah)
Get PDFBuku ini berisikan tulisan antologi yang di dalamnya ada 33 judul dari gagasan maupun penemuan terkait tempat-tempat sejarah maupun kisah perjuangan para pahlawan dalam memerdekakan negara Indonesia, sehingga nantinya dapat dijadikan sebagai sumber belajar. Buku ini ditulis dari hasil riset yang dilakukan oleh 74 mahasiswa program studi PGMI stambuk 2018 semester IV IAIN Padangsidimpuan Sumatera Utara sebagai tuntutan kurikulum KKNI (Kerangka Kualifikasi Nasional Indonesia) yang harus terintegrasi.
Judul-judulnya yang terdapat di dalam buku ini, yaitu: Tugu Pahlawan Kotanopan Mandailing Natal, Pasanggarahan Kotanopan Mandailing, Pembangkit Listrik Tenaga Air Angkola Selatan, Makam Pahlawan Taman Bahagia, Tugu Perjuangan di Padangsidimpuan, Jembatan Merah Panyabungan, Tugu Juang 45 Lobusona Rantauprapat, Tugu Salak Kota Padangsidimpuan, Makam Pahlawan di Sipirok, Tangga Seratus, Benteng Huraba, Masjid Syekh Zainal Abidin, Tugu Tatengger, Masjid Sri Alam Dunia Sipirok Museum Tuanku Imam Bojol, Mohammad Hatta: Bapak Proklamator Indonesia Berdarah Minang, Masjid Syekh Maulana Islam (Raya Lama), Asal Muasal Daerah Tapak Tuan di Aceh Selatan, Candi Bahal, Jembatan Batang Toru di Sumatera Utara, Museum TB. Silalahi, Sisingamangaraja XII, Willem Iskandar, Sejarahwan Ferdinand Lumban Tobing, Candi Sipamutung, Syekh Musthafa Husein Nasution, Letnan Oswald Siahaan, Lobang Jepang, Bagas Godang Mandailing, Negeri Seribu Kubah, Syekh Syihabuddin Aek Libung Sayurmatinggi.
Buku ini adalah output dari mata kuliah Kajian PPKn Kelas Rendah SD/MI yang bertujuan untuk melengkapi angka kredit akreditasi program studi PGMI IAIN Padangsidimpuan. Semoga buku ini dapat dijadikan sumber pengetahuan bagi siswa, guru, maupun dosen. Mudah-mudahan isi tulisan di dalam buku ini dapat bermanfaat bagi bangsa Indonesia
Analisis hadis-hadis tentang solusi perbedaan pendapat
Get PDFDissent unity eventually will be depleted little by little, fraternity will be depleted. Differences of opinion are prohibited from the Qur'an and Sunnah. Solutions dissent is read fiqh books are there, if any argument then the next step please Takhrij Hadith worship in terms of sanad and matannya. If there is already a noble task argument then we next return track sanad and the Hadith of as matan. If there are differences of opinion then restore the Qur'an and Sunnah. The aimmatul schools wrote the opinion, because of the limited sunnah they found they were not wrong. Our job resume their message, if there is sunnah that sohih, then resume practicing sunnah that you leave our opinion. Aimmatul the four schools and in others is Sunnah wal Jamaah sect, not a school of their names. If the four schools of Sunnah wal Jamaah sect of course we too should Sunnah wal Jamaah. Finally was reached a people who are united to cling to the Sunnah wal Jamaah, much of the dissent. The motto of dissent is grace neglected, then reached common understanding that grace according to the duties of the Prophet was sent rohmatal lil'alamin