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Metode Menghafal Al-Qur’an bagi Anak Usia Sekolah Dasar (Studi Kasus di Pondok Pesantren Yanbu’ul Qur’an Kebumen dan Pondok Pesantren An-Nur Bantul).
No full textPenelitian ini bertujuan untuk mengkaji: (1) metode menghafal Al-Qur’an yang khas bagi anak usia sekolah dasar di Pondok Pesantren Yanbu’ul Qur’an Kebumen dan Pondok Pesantren An-Nur Bantul; (2) pola bimbingan menghafal Al- Qur’an bagi anak usia sekolah dasar sesuai dengan perkembangannya di pondok pesantren; (3) faktor-faktor yang memengaruhi hafalan Al-Qur’an bagi anak usia sekolah dasar; (4) metode dan pola bimbingan menghafal Al-Qur’an yang ideal bagi anak usia sekolah dasar.
Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus eksplanatori yang melibatkan sembilan subjek penelitian di Pondok Pesantren Yanbu’ul Qur’an Kebumen dan tiga belas subjek penelitian di Pondok Pesantren An-Nur Bantul. Data dikumpulkan melalui teknik observasi, wawancara, dan dokumentasi. Keabsahan data diuji dengan triangulasi data, sedangkan analisis data menggunakan teknik analisis data kualitatif model interaktif Miles & Huberman.
Hasil penelitian menunjukkan bahwa: (1) metode menghafal Al-Qur’an di Pondok Pesantren Yanbu’ul Qur’an Kebumen adalah menyimak, wahdah, bi nadzri, tiqrar, deresan, dan tauladan, sedangkan metode menghafal Al-Qur’an di Pondok Pesantren An-Nur Bantul adalah metode dikte, wahdah, bi nadzri, tiqrar, deresan, dan bimbingan; (2) pola bimbingan kedua pesantren meliputi pembagian majelis, peran ustaz dan orang tua, serta motivasi yang mempunyai kekhasan masing-masing dalam membimbing santri; (3) faktor pendukung santri menghafal Al-Qur’an di Pondok Pesantren Yanbu’ul Qur’an Kebumen meliputi semangat dan motivasi santri dan lingkungan kondusif, perhatian ustaz dan orang tua, dan doa pengasuh, ustaz, dan orang tua, serta adanya target hafal 30 juz pada saat lulus sekolah dasar, sedangkan di Pondok Pesantren An-Nur Bantul, faktor pendukungnya meliputi fokus dan keseriusan santri, lingkungan yang nyaman, kerja sama pihak pesantren dan orang tua, sedangkan faktor penghambat di kedua pesantren itu meliputi faktor dari dalam diri santri karena mereka belum mampu fokus dan kesulitan untuk mengontrol; (4) metode menghafal Al-Qur’an ideal bagi anak sekolah dasar adalah metode menyimak atau dikte yang dibantu dengan metode-metode lain, sedangkan pola bimbingan ideal bagi anak usia sekolah dasar dalam mengahafal Al-Qur’an adalah pembimbing memiliki penentu utama, dukungan dari orang tua, pembagian kelompok berdasarkan usia atau kelas, motivasi, dan penyediaan waktu yang tepat
Validasi Model Pembelajaran IPAS Berbasis Kearifan Lokal untuk Meningkatkan Science Process Skills dan Social Skills Siswa Sekolah Dasar
Full text linkKurikulum merdeka di tingkat pendidikan dasar memberikan perubahan, salah satunya pelajaran IPAS. Perubahan itu menjadikan konsekuensi bagi pola pembelajaran yang selama ini dilakukan. Hadirnya IPAS juga menghadirkan kebingungan sebagian guru dalam mengimplementasikan di kelas yang dituntut menekankan pada science process skills dan social skills. Penelitian ini bertujuan untuk menghasilkan model pembelajaran IPAS berbasis kearifan lokal untuk meningkatkan science process skills dan social skills untuk siswa sekolah dasar yang valid. Penelitian menggunakan desain penelitian Research and Development model Borg and Gall yang mengambil 5 dari 10 langkah, yaitu (1) mengumpulkan informasi, (2) merancang model, (3) mengembangkan produk awal, (4) melakukan uji coba awal produk, (5) merevisi produk awal. Instrumen penelitian berupa lembar validasi instrumen. Analisi data menggunakan analisis deskriptif kualitatif dan kuantitatif. Hasil penelitian berhasil mengembangkan model pembelajaran berbasis kearifan lokal yang valid dalam meningkatkan science process skills dan social skills siswa sekolah dasar dengan kriteria sangat baik pada 4 aspek, yaitu teori pendukung, sintaks, pengelolaan kelas, dan tujuan
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
PENGEMBANGAN PEMBELAJARAN ILMU PENGETAHUAN SOSIAL SEKOLAH DASAR BERWAWASAN SOSIAL-BUDAYA BERBASIS PAIKEM
No full textThis paper describes the development of social science (IPS) learning in social-cultural and PAIKEM-based elementary schools. Development of Elementary School Social Sciences Learning based on socio-cultural and PAIKEM-based learning as an innovative step in social studies learning at the elementary school level can minimize deficiencies in teaching students to understand social studies in elementary schools as well as to improve the quality of elementary school social studies learning processes. teachers need to be active, creative and selective in applying learning models and approaches. Based on the main problems and results and discussion as described above, several conclusions can be formulated as follows: 1) learning procedures with learning models with socio-cultural approach provide optimal flexibility for students to improvise during the course of learning so that they can create a climate and conducive learning activities; 2) The effectiveness of the socio-cultural learning model towards increasing understanding of social studies material by students, it appears that students\u27 understanding of the material taught shows an increasing graph, and at the model testing stage, the results of evaluation tests conducted indicate that the average evaluation evaluation score students who are taught by learning models with socio-cultural approaches are higher than the average scores of students who are taught by conventional learning models; and 3) there is an increase in the socio-cultural literacy of students related to the material taught in social studies learning with a socio-cultural approach and based on PAIKEM.Tulisan ini mendeskripsikan tentang pengembangan pembelajaran Ilmu Pengetahuan Sosial (IPS) Sekolah Dasar berwawasan sosial-budaya berbasis PAIKEM. Pengembangan Pembelajaran Ilmu Pengetahuan Sosial Sekolah Dasar berwawasan sosial-budaya berbasis PAIKEM sebagai sebuah terobosan baru dalam proses pembelajaran Ilmu Pengetahuan Sosial tingkat Sekolah Dasar. Pengembangan ini dapat meminimalisir kekurangan-kekurangan dalam proses pembelajaran peserta didik dalam memahami mata pelajaran Ilmu Pengetahuan Sosial di Sekolah Dasar. Pengembangan ini juga ditujukan untuk meningkatkan kualitas proses pembelajaran IPS di Sekolah Dasar. Dalam menerapkan model-model pembelajaraan guru juga dituntut aktif, kreatif, dan selektif. Dari hasil pembahasan yang telah diuraikan, peneliti memformulasikan beberapa simpulan sebagai berikut: 1) proses pembelajaran menggunakan pendekatan sosial-budaya dapat menciptakan iklim belajar yang kondusif dan memberikan keleluasaan bagi peserta didik untuk melakukan improvisasi selama proses belajar; 2) model pembelajaran pendekatan sosial-budaya dapat meningkatkan pemahaman peserta didik tentang materi IPS, hal itu dapat dilihat dari grafik pemahaman peserta didik yang meningkat, hasil uji coba menunjukan bahwa rata-rata skor peserta didik dengan model belajar menggunakan pendekataan sosial-budaya lebih tinggi dari pada daripada skor rerata peserta didik yang dibelajarkan dengan model belajar konvensional; dan 3) terjadi peningkatan literasi sosial-budaya peserta didik yang berkaitan dengan materi yang dibelajarkan dalam pembelajaran IPS berpendekatan sosial-budaya dan berbasis PAIKEM
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