23 research outputs found
MODEL PEMBELAJARAN AGAMA DALAM MEMBANGUN TOLERANSI DI RUANG PUBLIK SEKOLAH
No full textTulisan ini melihat model pembelajaran agama sebagai salah satu strategi
pengajaran pendidikan agama di sekolah yang dapat memberi masukan bagi konstruksi
pembelajaran agama yang inklusif, humanis dan toleran. Fenomena kehidupan
keagamaan di Indoneisa dengan sistem pendidikan yang lebih menekankan pada aspek
intelektual semata telah memberi dampak pada merosotnya sikap prilakusiswa. Sebagai
contoh dapat dilihat kekerasan dan intoleransi yang terjadi dikalangan siswa, maupun
antar sekolah, Melalui penelusuran konseptual model pembelajaran agama diharapkan
dapat memberi konstribusi terhadap sikap toleransi siswa.Artikel ini dimaksudkan untuk
memberikan pemahaman terhadap pentingnya penggunaan model pembelajaranmodel
beyond the wall menjadi pilihan yang cocok dengan sekolah yang plural.Model ini tidak
hanya memberi ruang bagi hubungan dialogis dan mengajak siswa beda agama
membangun perdamain,dan menghargai perbedaan di ruang publik sekola
RUANG PUBLIK PENDIDIKAN SEBAGAI RELASI ETNIK DAN AGAMA
No full textWhen Arab traders traveled to the archipelago, followed by the Portuguese and Dutch in the 16th century and the presence of Arab traders brought religion. Islam. Conflicts in various places including in Maluku, which have an impact on the pattern of inter-religious and ethnic relations. This phenomenon has an impact on relations in the public sphere, especially in universities, so that a good education pattern is needed for the formation of community character. This research is a qualitative descriptive study. The purpose of this research is to analyze the role of public education spaces in establishing ethnic and religious relations. The type of research is field research where data collection is done through observation, interviews, and documentation techniques, then analyzed through the stages of data reduction, data display, data interpretation and conclusion drawing. Research result; 1. Educational institutions are effective public spaces for the creation of ethnic and religious relations. This is possible because there are at least three main elements that are always involved in interactions or reciprocal relationships in the education public sphere, namely educators, students and parents. Through the interaction and assimilation of various elements in the education public sphere, everyone knows each other and learns from the diversity they have, individuals are expected to be able to transform themselves to find self-perception in encounters with other groups outside themselves, so as to form better inter-religious and ethnic relations. 2. Strategic educational institutions are used as media to form the character of the community (students) because the essence of education is to humanize humans
POLA KOMUNIKASI GURU DI RUANG PUBLIK SEKOLAH
No full textThe communication of teachers in the public room is one of the strategies for transferring the lesson material to the participants. Done through forms of communication so that students are motivated to build dialogue and interaction as part of the learning process. The results of this research show that the teacher's community pattern in the school public room has been effectively and intensely: [1] Process of communication of teachers conducted through observations of behavioral students to know the ins and outs of psychology every learner. Then the teacher seeks to establish good communication with the aim of attracting sympathy. This is done because some learners who are less eager in the learning process, such as: not focused on learning, can not memorize in front of the class, and pay less attention to school assignments. [2] Teacher communication patterns used in learning are: personal and group communication patterns include; [a] Such verbal communication, delivering the material directly to the learners. [b] Non-verbal, such as: demonstrated behavior, neat dressing style, style of speech and the way of dialogue with teachers when delivering material. [3] Media such as: using books relating to the material being taught. With this teacher's communication pattern gives a positive impact on learners so that they can be motivated to follow the subject matter.
Keywords: teacher communication pattern, student motivatio
Learning Outcomes of Islamic Religious Education in Various Studies in Indonesia: Correlation Meta-Analysis and Systematic Literature Review
No full textThe learning outcomes of Islamic religious education can be in the form of knowledge of Islamic teachings, the ability to read and write the Qur'an, the ability to worship according to religious guidance, and an understanding of morals and morals in accordance with Islamic teachings. Islamic religious education is a compulsory subject in Indonesia from elementary school to university. This study aims to prove the impact of various studies in improving learning outcomes of Islamic religious education and to identify, study, evaluate, and interpret aspects of the study. This type of research is mixed methods designs with an Exploratory Sequential approach. The research variables consist of learning outcomes of Islamic religious education as the independent variable and various studies as the dependent variable. Data were obtained from online databases, namely Google Scholar and Dimensions, which were selected using specific criteria. Quantitative data analysis with correlation meta-analysis assisted by R Studio and qualitative analysis with Systematic Literature Review assisted by NVivo. The results showed that there was a positive and significant correlation between learning outcomes for Islamic religious education with various studies and n bias. The most important components in learning Islamic religious education are learning methods and attitudes, and cognitive and learning media that must be considered to achieve learning goals
KERENDAHAN HATI RELASIONAL DALAM PROSES PEMBELAJARAN MEMPREDIKSI SKEMA RELIGUS MAHASISWA DI DAERAH PASCA KONFLIK
No full textLately, research on humility has begun to lead to the world of education. This is because relational humility facilitates a dialogic learning process that positively impacts students, namely the formation of religious schemes. Nonetheless, research on this topic has never been conducted on individuals living in post-interfaith conflict areas. Even though individuals who live in post-conflict areas have formed their humility and religious schemes. Does relational humility strongly predict the emergence of student religious schemas in post-conflict areas? This is the question that is explained in this study. This study used ex-post facto research with a sample of 49 students from four universities in Ambon City. The research data were obtained from the subjects' answers on two scales, namely the Rational Humility Scale (RHS) and the Religious Schema Scale (RSS). The results of a simple linear regression test prove that relational humility also predicts the religious schema of students living in post-religious conflict areas. Nonetheless, the predictive magnitude is minimal due to the limitations of the research sample. Therefore, it is recommended that further researchers consider the size of the research sample and the need to examine relational humility and religious schemas as a mediator or moderator variables for tolerant behavior in the educational context
Analisis semiotika terhadap aksara penggalan kalender dalam tradisi keagamaan di Hatuhaha dan Ulakan
No full textv, 155 halaman; 21c
PENILAIAN DALAM PEMBELAJARAN BERDASARKAN KURIKULUM 2013 TAHUN 2013
No full textDesain pembelajaran mencakup tiga aspek: (1) menyusun tujuan pembelajaran, (2) menetapkan materi pembelajaran, (3) menentukan metode yang digunakan, dan (4) menetapkan penilaian yang akan dilakukan. Tujuan pembelajaran dapat diwujudkan dalam menetapkan kompetensi pembelajaran, baik standar kompetensi, kompetensi dasar maupun indicator pembelajaran. Materi pembelajaran berkaitan dengan isi pembelajaran yang disampaikan kepada peserta didik. Metode pembelajaran berkaitan dengan cara melaksanakan tujuan pembelajaran yang telah disusun dalam materi pembelajaran. Penilaian, evaluasi pembelajaran merupakan alat ukur keberhasilan kegiatan pembelajaran. Desain pembelajaran yang disebut terakhir ini merupakan alat ukur keberhasilan kegiatan pembelajaran. Desain pembelajaran yang disebut terakhir ini merupakan salah satu aktifitas yang harus dilakukan guru dalam mengakses materi pembelajaran dan mengukur pula keberhasilan guru dalam melaksanakan tugas mengajar. Keywords: Penilaian, pembelajaran
LEMBAGA PENDIDIKAN SEBAGAI RUANG PUBLIK RELASI ETNIK DAN AGAMA BAGI PEMBENTUKAN KARAKTER MASYARAKAT
No full textRealitas masyarakat Indonesia yang multikultur secara sosiologis membentuk kelompok-kelompok yang kemudian mengidentifikasi diri dalam masing-masing identitas kultural. Proses pembentukan identitas terjadi dalam perjumpaan dengan etnis lain dalam lingkup pergaulan yang intens serta melakukan hubungan lintas budaya dan mengintegrasikan identitas kultural masing-masing. Dibutuhkan keharmonisan hubungan antar agama dan etnik, dengan tetap menghargai keberadaan kelompok etnik dan agama masing-masing. Di Maluku, terjadi konflik di berbagai tempat termasuk di Maluku, yang berdampak pada pola hubungan antaragama dan etnik. Fenomena tersebut berdampak pula terhadap relasi di ruang publik khususnya di perguruan tinggi, sehingga diperlukan pola pendidikan yang baik bagi pembentukan karakter masyarakat.
Keyword: Lembaga Pendidikan, Relasi Etni
KERENDAHAN HATI RELASIONAL DALAM PROSES PEMBELAJARAN MEMPREDIKSI SKEMA RELIGUS PESERTA DIDIK DI DAERAH PASCA KONFLIK
No full textLately, research on humility has begun to lead to the world of education. This is because relational humility facilitates a dialogic learning process that positively impacts students, namely the formation of religious schemes. Nonetheless, research on this topic has never been conducted on individuals living in post-interfaith conflict areas. Even though individuals who live in post-conflict areas have formed their humility and religious schemes. Does relational humility strongly predict the emergence of student religious schemas in post-conflict areas? This is the question that is explained in this study. This study used ex-post facto research with a sample of 49 students from four universities in Ambon City. The research data were obtained from the subjects' answers on two scales, namely the Rational Humility Scale (RHS) and the Religious Schema Scale (RSS). The results of a simple linear regression test prove that relational humility also predicts the religious schema of students living in post-religious conflict areas. Nonetheless, the predictive magnitude is minimal due to the limitations of the research sample. Therefore, it is recommended that further researchers consider the size of the research sample and the need to examine relational humility and religious schemas as a mediator or moderator variables for tolerant behavior in the educational context
PERAN GURU BIMBINGAN KONSELING DALAM MENINGKATKAN SELF ESTEEM PESERTA DIDIK DI MAN 1 DAN MAN 2 MALUKU TENGAH
No full textThe problem in this study is how the role of counseling guidance teachers in increasing self-esteem of students in MAN 1 and MAN 2 Central Maluku, Central Maluku district. And what are the factors that support and inhibit the role of counseling guidance teachers in increasing self-esteem of students in MAN 1 and MAN 2 Central Maluku. This type of qualitative descriptive research. This research was conducted from 6 June to 6 July 2022 in MAN 1 and MAN 2 Central Maluku. The informants in MAN 1 consist of 1 BK teacher and 4 students and in MAN 2 there are 1 BK teacher and 4 students. Collecting data through observation, interviews and documentation, analyzed data using data reduction, data assessment and drawing conclusions. The role of BK teachers in increasing self-esteem of students in MAN 1 includes: 1. Build a positive mindset in students, 2. Recognize the weaknesses and strengths of students, 3. Increase the competitive spirit of students, 4. Provide training to students to increase self-esteem, and 5. Ask each student to appear in front of the class, b. Supporting factors include: 1. Factors the role of teachers and homeroom teachers), 2. Cooperation with parents of students, 3. BK room facilities and infrastructure, 4. Support from the school and the school environment, and 5 Personality of guidance and counseling teacher,c. Inhibiting factors, including: 1. Internal factors (from students), 2). External factors (association in the community). Meanwhile, the role of BK teachers in increasing and self-esteem of students at MAN 2 Maluku includes; 1. Directing students to do good, 2. Look for the uniqueness (weaknesses and strengths) of students to be used as examples, 3. Creating student competition, 4. Train students, b. Supporting factors include; 1. School element factors, 2. Parental cooperation, 3. BK room facilities, 4. The authority of the BK teacher, c. Inhibiting factors: 1. Internal factors from students and 2. External factors, community environment.Tujuan penelitian untuk mendeskripsikan dan menganalisis peran guru bimbingan konseling dalam meningkatkan self esteem peserta didik di MAN 1 dan MAN 2 Maluku Tengah dan menguraikan faktor pendukung dan penghambat peran guru bimbingan konseling dalam meningkatkan self esteem peserta didik di MAN 1 dan MAN 2 Maluku Tengah. Tipe penelitian deskriptif kualitatif, Informan di MAN 1terdiri dari 1 orang guru BK dan 4 orang peserta didik dan di MAN 2 terdiri dari 1 orang guru BK dan 4 peserta didik. Pengumpulan data melalui observasi, wawancara dan dokumentasi, analisis data menggunakan reduksi data, pengkajian data dan penarikan kesimpulan. Hasil penelitian, yaitu peran guru BK dalam meningkatkan self esteem terdiri dari 1. Membangun pola pikir positif pada peserta didik, 2. Mengenali kekurangan dan kelebihan peserta didik, 3.Meningkatkan semangat kompetitif peserta didik, 4. Memberikan pelatihan meningkatkan rasa harga diri, dan 5) Meminta setiap peserta didik tampil di depan kelas b. Faktor pendukung : 1) Peran guru dan wali kelas, 2) Kerjasama dengan orang tua, 3) Sarana dan prasana ruang BK, 4) Dukungan pihak sekolah dan lingkungan, dan 5) Kepribadian guru bimbingan dan konseling, c. Faktor penghambat: 1. Faktor internal peserta didik, 2). Faktor eksternal: pergaulan di lingkungan masyarakat. Sedangkan peran guru BK dalam meningkatkan self esteem peserta didik di MAN 2 Maluku Tengah meliputi; 1) Mengarahkan siswa untuk berbuat baik, 2) Mencari keunikan (kekurangan dan kelebihan) siswa untuk dicontoh, 3) Menciptakan persaingan siswa, 4) Melatih siswa, b. Faktor pendukung; 1. Faktor elemen sekolah, 2. Kerjasama orang tua, 3. Fasilitas ruang BK, 4. Kewibawaan guru BK, c. Faktor penghambat: 1. Faktor internal dari peserta didik dan 2. Faktor eksternal: lingkungan masyarakat
