Paedagogia: Jurnal Pendidikan
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HOMESCHOOLING: A FORMULA FOR ESTABLISHING ISLAMIC EDUCATION IN REMOTE COMMUNITIES IN INDONESIA
No full textThe disparity in the equality of education in Indonesia, especially in backwoods areas, is one of the problems of education in Indonesia. One of the Government's action in overcoming this gap is by distributing teachers to remote areas of the country. In addition, the government also stipulates several laws and regulations as the formal legality of education in backwoods communities. This study aims to explore the possibility of implementing the homeschool education model (homeschooling) for backwoods communities, as an effort to applied Islamic subject matter and prevail education in Indonesia. This study uses a naturalistic phenomenological approach, using triangulation as one of the data analyzes. The research location is in Hansibong, a backwoods hamlet in the Sojol mountains of ParigiMoutong district, Central Sulawesi. The results of this study found that education in Hansibong is carried out informally within the family. Learning process is held in a traditional way, using very minimal of media, methods and subject matter. The material taught is limited to morality values, reading and writing, arithmetic and the ability to survive in nature. Islamic education in its function as a strengthening of cognitive intelegence, morals, spirituality and nationality has not been provided in learning at home. As a research implication, a homeschooling socialization effort is needed so that the student community can continue to a higher level. The implementation of homeschooling that is not in accordance with the technical guidelines issued by the government will only disserve students because learning outcomes cannot be equalized with existing education levels
EFEKTIVITAS MEDIA POWER POINT UNTUK MENINGKATKAN HASIL BELAJAR MEMBACA PEMAHAMAN SISWA KELAS III SD INPRES PARANG MAKASSAR
Full text linkThis study aims to (1) examine the learning outcomes of students' reading comprehension in class III SD Inpres Parang Makassar using power point media; (2) assessing the learning outcomes of students' reading comprehension in grade III SD Inpres Parang Makassar without using power point media; (3) examining the effectiveness of power point media to improve learning outcomes for reading comprehension of third grade students of SD Inpres Parang Makassar. This study used an experimental research design with a posttest only control design. The population of this research is the third grade students of SD Inpres Parang Makassar. The data that had been collected were analyzed using descriptive statistical techniques and parametric inferential statistics type T Test that were processed using the SPSS version 20 windows computer program. The results of hypothesis testing show that (1) the value of t-count shows the number -9.708 with sig. (2 tailed) = 0.000. At the 95% significance level with 46 degrees of freedom. Because the significance value or p-value <0.005, then the null hypothesis (H0) is rejected or in other words the alternative hypothesis (H1) is accepted. Thus, it can be concluded that there is a significant difference between the pretest and posttest scores in the experimental class in the learning outcomes of students in class IIIB SD Inpres Parang Makassar. The use of power point media to improve students' reading comprehension learning outcomes of SD Inpres Parang Makassar is more effective using power point media. This can be seen from the t-test calculation of -9.708 with db = 46 at the 5% significance level. These results indicate that the price p = 0.000. The p value is less than 0.05.
 
IMPLEMENTASI METODE TAMI OTAKA DALAM PEMBELAJARAN HAFALAN AL-QUR’AN DI TK PINTAR KOTA BANDUNG
Full text linkThe purpose of this research is to see the implementation, evaluation, and advantages and disadvantages of the Tami Otaka Method. The Tami Otaka Method is a method of memorizing by using the ability of the right brain by means of the students memorizing the Qur’an while moving their hands from the verse they are reading. The type of research taken is field research using a qualitative approach. The object of this research is TK PINTAR Bandung, which includes the principal, tahfidz teacher, curriculum, and students. To obtain research data, researcher used observation, interview, and documentation techniques. This research uses descriptive qualitative analysis, so that the results of this study are manifested in the form of words both orally and verbally. The results obtained are as follows: first, to achieve purpose of the learning, TK PINTAR Bandung uses the Tami Otaka method with the help of audio, visual, audio-visual and body movements of a teacher. Second, the curriculum used is a synthesis of the National Curriculum and the Typical Curriculum of TK PINTAR Bandung. Third, learning is carried out in groups. Fourth, the evaluation is given continuously everyday and there is also an evaluation every semester.
Tujuan dari penelitian ini adalah untuk mengetahui pelaksanaan, penerapan, evaluasi serta kelebihan dan kekurangan dari Metode Tami Otaka. Metode Tami Otaka adalah Metode menghafal menggunakan kemampuan otak kanan dengan cara siswa menghafal Al-Qur’an sambil menggerakkan tangan dari arti ayat yang dibaca. Jenis penelitian yang diambil adalah penelitian lapangan dengan menggunakan pendekatan kualitatif. Objek penelitian ini adalah lembaga TK PINTAR Bandung yang di dalamnya ada kepala sekolah, guru tahfidz, kurikulum, dan siswa. Untuk memperoleh data penelitian, peneliti menggunakan teknik observasi, wawancara, dan dokumentasi. Penelitian ini menggunakan analisis kualitatif deskriptif, sehingga hasil dari penelitian ini diwujudkan dalam bentuk kata-kata baik tulisan maupun lisan. Hasil penelitian diperoleh sebagai berikut: pertama, untuk mencapai tujuan pembelajaran, TK PINTAR Bandung menggunakan metode Tami Otaka dengan dibantu media auido, visual, audio-visual dan gerakan tubuh dari seorang guru. Kedua, kurikulum yang digunakan sintesis dari kurikulum Nasional dan kurikulum khas TK PINTAR Bandung. Ketiga, pembelajaran dilakukan secara berkelompok. Keempat, evaluasi diberikan terus menerus setiap harinya dan ada juga evaluasi tiap semester.
 
PENDIDIKAN AGAMA ISLAM (PAI) MULTIKULTURAL PERSPEKTIF PEMBELAJARAN INTEGRATIF
Full text linkTulisan ini mengkaji tentang PAI multikultural sebagai model pembelajaran integratif yang memadukan antara ilmu pengetahuan dan agama. Dari aspek konten, multikulturalisme mengkaji keragaman bangsa, suku, warna kulit, bahasa, agama dan keragaman lain yang terbentang dalam realitas sosial kehidupan manusia sebagai ayat-ayat Allah yang bersifat kauniyah. Sedangkan PAI mempelajari normativitas ajaran Islam dan dimensi historis yang banyak termuat dalam al-Qur’an sebagai ayat-ayat Allah yang bersifat qauliyah. Pembelajaran kedua bidang keilmuan tersebut sama-sama sebagai proses pencarian kebenaran yang merujuk kepada Allah sebagai episentrum kebenaran Hakiki dan sumber ilmu pengetahuan. Dari konsep pembelajaran integratif yang dikemukakan pemikir Islam dan Barat, PAI multikultural berada pada pola relasi antardispliner, yaitu integrasi antara ilmu umum dan ilmu agama. PAI multikultural sebagai pembelajaran integratif tergambar pada aspek: tujuan, materi, metode, media dan sumber belajar dan penilaian yang saling terintegrasi dalam membentuk kompetensi beragama peserta didik secara integral, yaitu: keterpaduan antara unsur duniawi dan ukhrawi, antara dimensi spritual dan intelektual, antara ranah personal dan sosial dalam konteks membangun harmoni kehidupan warga sekolah, masyarakat dan bangsa Indonesia yang pluralistik dari segala aspeknya
Manjemen Kepemimpinan Kepala Sekolah Dalam Peningkatan Kinerja Guru di Madrasah Ibtidaiyah Mujahidin Loloan Barat
Full text linkDalam menjalankan organisasi sekolah, seorang pemimpin harus mampu mengemudikan dan menjalankan organisasinya. Artinya seorang pemimpin harus mampu membawa perubahan, karena perubahan adalah tujuan pokok dari kepemimpinan.
tujuan penelitian di antaranya untuk mendeskripsikan gaya kepemimpinan kepala sekolah di Madrasah Ibtidaiyah Mujahidin Loloan Barat. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif. Teknis pengumpulan data menggunakan tiga cara yaitu observasi, wawancara dan dokumentasi. Data yang terkumpul kemudian dianalisis dengan mengikuti prosedur Reduksi data, Display data, dan kesimpulan
Hasil dari penelitian ini disimpulkan bahwa: Pertama, Gaya kepemimpinan kepala sekolah di Madrasah Ibtidaiyah Mujahidin Loloan Barat lebih dominan menggunakan gaya kepemimpinan demokratis dan dalam pengambilan keputusan yang mendesak, gaya kepemimpinan yang digunakan adalah gaya kepemimpinan otokrasi atau otoriter. Kedua, Kinerja guru di Madrasah Ibtidaiyah Mujahidin Loloan Barat dapat dikatakan sangat baik dan tingkat tinggi karena dengan melihat kompetensi guru yang meliputi kompetensi paedagodik, kompetensi kepribadian, kompetensi sosial, dan kompetensi profesional. Ketiga, Manajemen kepemimpinan kepala sekolah dalam peningkatan kinerja guru di Madrasah Ibtidaiyah Mujahidin Loloan Barat dapat dikatakan sangat baik dengan menggunakan gaya kepemimpinan demokratis dan otoriter serta supervisi observasi kelas dalam kegiatan-kegiatan, yaitu kegiatan harian, mingguan, bulanan, dan semester
PENINGKATAN MUTU PEMBELAJARAN MELALUI SUPERVISI AKADEMIK PADA MTS NEGERI 2 BANGGAI
Full text linkTujuan penelitian ini adalah untuk mengetahui peningkatan kinerja guru di MTS Negeri 2 Banggai Semester 1 Tahun Pelajaran 2018/2019 setelah mengikuti supervisi akademik. Penelitian ini adalah penelitian tindakan sekolah. Subjek penelitian adalah guru di MTS Negeri 2 Banggai yang berjumlah 8 orang guru. Data kinerja guru pada penelitian ini dikumpulkan menggunakan kuesioner. Teknik analisis data menggunakan analisis deskriptif. Indikator keberhasilan penelitian ini adalah: apabila rata-rata kinerja guru minimal pada kategori Tinggi, dan ketuntasan klasikal sebesar 90%. Berdasarkan penelitian yang telah dilakukan dapat disimpulkan bahwa: penerapan supervisi akademik secara efektif dapat meningkatkan kinerja guru di MTS Negeri 2 Banggai Semester 1 Tahun Pelajaran 2018/2019. Hal ini ditunjukkan dari rerata kinerja guru sebelum penelitian sebesar 130,50 berada pada kategori sedang, meningkat pada siklus I menjadi 150,13 berada pada kategori tinggi dan meningkat lagi pada siklus II menjadi 167 berada pada kategori sangat tingg
PEMANFAATAN MEDIA DAN SUMBER BELAJAR ABAD 21
Full text linkABSTRAK
Artikel ini bertujuan untuk mendeskripsikan tentang pemanfaatan sumber dan media belajar di era modernisasi dan globalisasi seperti di abad ke 21 ini, pendidikan menjadi semakin penting untuk menjamin peserta didik memiliki keterampilan (life skills). Hal ini sesuai dengan tuntutan abad 21 dimana peserta didik harus memiliki kompetensi berpikir dan belajar. Kompetensi-kompetensi tersebut diantaranya adalah kompetensi komunikasi (communication), kolaborasi (collaboration), berpikir kritis dan memecahkan masalah (critical thinking and problem solving) kreatif dan inovatif (creativity and innovation). Dalam pesatnya perkembangan IPTEK menuntut berbagai perubahan mendasar termasuk perubahan dalam memanfaatkan penggunaan media dan sumber belajar. Sehingga dengan adanya media dan sumber belajar yang lebih bervariatif, maka akan menjawab berbagai permasalahan pembelajaran sehingga akan menciptakan tujuan hasil pembelajaran yang lebih maksimal.
Kata kunci: Media, Sumber, Belajar
ABSTRACT
This article aims to describe the use of learning resources and media in the era of modernization and globalization such as in this 21st century, Education to be more and more important to guarantee the member of education to have skills (life skills).It is in accordance with the 21st century pursuit , where they should have the competence of thinking and learning. Those competences are such as competence to communicate, collaborate, think critically, solve problems, and to be creative and innovative. Along with rapid development of Science and Technology it pursue many basic – changes including the changes in utilizing the use of media and learning resources.So that with the media and learning resources that are more varied, it will answer various learning problems so that it will create a goal of learning outcomes that is more leverage.Keyword: Media, Resources, Learnin
IMPLEMENTASI KEBIJAKAN SISTEM ZONASI PADA PENERIMAAN PESERTA DIDIK BARU (PPDB) 2019/2020 DI KOTA YOGYAKARTA
No full textThe acceptance of new students (PPDB) using the zoning system was first implemented in Yogyakarta in 2018/2019. This zoning system aims to equalize education and improve the quality of education. This research was conducted to find out how the zoning system policy in Yogyakarta city under the auspices of the Yogyakarta City Education Office. This research uses qualitative approach with case study method. The results of the study showed that the zoning system in Yogyakarta has changed from the previous year. In 2019/2020 the zoning system provides a 10% chance of superior seeds, 30% of school zones, 10% of poor learners, 40% of quality pathways, 5% of out-of-school zoning pathways, and 5% of special pathways such as prospective learners whose parents moved from other regions to Yogyakarta. With this zoning system, the whole community has the opportunity to get a good quality education
PENINGKATAN KUALITAS PEMBELAJARAN MENYIMAK CERPEN DENGAN MENGGUNAKAN MEDIA REKAMAN PEMBACAAN CERPEN PADA SISWA KELAS XI IPA2 SMA NEGERI 1 BONTOTIRO KABUPATEN BULUKUMBA
Full text linkImproving the Quality of Learning to Listen to Short Stories by Using Recorded Media for Reading Short Stories for Class XI IPA2 Students of SMA Negeri 1 Bontotiro, Bulukumba Regency.” This study aims to describe the improvement in the quality of learning to listen to short stories using short story reading recording media for students of class XI IPA2 SMA Negeri 1 Bontotiro, Bulukumba Regency.
The results of the study prove that improving the quality of learning to listen to short stories using short story reading recording media in class XI IPA2 SMA Negeri 1 Bontotiro Bulukumba Regency at the planning stage found an increase in the ability of teachers in the field of study to plan better learning implementation in cycle II. In the implementation stage, there was an increase in student activity during the learning process, such as the sincerity, discipline, and self-confidence of students following the learning process. The evaluation stage found an increase in the results of the short story listening test, showing that in the first cycle 56.09% of students experienced mastery learning, and in the second cycle it reached 97.56% who experienced learning mastery. Based on the results of the study, it was concluded that the recording media for reading short stories could improve the quality of learning to listen to short stories in class XI IPA2 SMA Negeri 1 Bontotiro, Bulukumba Regenc
IMPLEMENTASI BLENDED LEARNING DALAM MATA KULIAH ULUMUL QUR’AN PADA PASCASARJANA UNIVERSITAS ISLAM NEGERI ALAUDDIN MAKASSAR
Full text linkThis study aims to see the implementation of blended learning in Ulumul Qur'an courses at uin Alauddin Makassar Postgraduate. The method used in this study uses a type of qualitative research related to the implementation of Blended Learning Courses Ulumul Qur'an at the Postgraduate UIN Alauddin Makassar. The results showed that: (1) the description of the model of implementation of the implementation of the study blended Ulumul Qur'an courses at the Postgraduate UIN Alauddin Makassar using a dual-system that is a combination of conventional systems with online. More use of online learning systems during the Pandemic (80%) compared to traditional face-to-face learning systems. The merger of the two systems includes the incorporation of learning resources as well (learning modules, textbooks, and journals), the implementation of learning (online discussions, watching videos, and accessing supporting resources, and the incorporation of a learning evaluation system, including standardized assessment through quizzing, midterm exams, and final exams. (2) the results of the implementation of blended learning in Ulumul Qur'an courses are illustrated from five main aspects, namely (a) increased utilization of various sources, (b) increased active participation, (c) increased ability to construct knowledge, (d) activation of feedback, and (e) improvement of academic achievemen