1,720,972 research outputs found
ANALISIS KEMAMPUAN GENERIK SAINS MAHASISWA CALON GURU BIOLOGI PADA PRAKTIKUM ANATOMI TUMBUHAN
Full text linkKeterampilan generik sains merupakan kemampuan dasar yang harus dimiliki oleh mahasiswa calon guru biologi. Dalam satu proses praktikum (eksperimen) mata kuliah Anatomi Tumbuhan mahasiswa calon guru biologi dituntut untuk dapat terampil tidak saja pada aspek psikomotorik tetapi juga menganalisis dan memecahkan masalah. Penelitian ini bertujuan untuk mengungkap keterampilan generik sains mahasiswa calon guru biologi pada praktikum anatomi tumbuhan dari ragam pengamatan, pemodelan dan inferensi. Kemampuan generik sains di perguruan tinggi salah satunya adalah melakukan pengamatan langsung, melakukan pemodelan maupun menggunakan inferensi logis. Penelitian ini bersifat deskriptif menggunakan metode analisis kuantitatif dari data kualitatif deskriptif terhadap laporan akhir eksperimen mahasiswa dalam kegiatan praktikum. Objek penelitian adalah mahasiswa semester 2 berjumlah 38 orang di IAIN SN Cirebon. Berdasarkan hasil analisis data pada ragam pengamatan diperoleh KGS sedang. Pada ragam pemodelan dan inferensi diperoleh KGS tinggi. Dengan demikian masih diperlukan bimbingan secara intensif guna meningkatkan KGS bagi mahasiswa calon guru biologi. Generic science skills are basic skills that must be held by prospective teachers of biology students. In the process of practicum (experimental) Plant Anatomy subject, prospective teachers of biology students are required to be skilled not only in the psychomotor aspect but also in analyzing and solving problems. This research aims to reveal the generic skills of prospective teachers of biology student at the anatomy of plants from various observations, modeling and inference. Ability of generic science in college one of them is a direct observation, perform modeling and logical inference. This research was descriptive using methods of quantitative analysis of qualitative data descriptive of the final report of a student experiment in lab activities. Object of research is the second semester students, amounting to 38 people at the IAIN SN Cirebon. Based on the analysis of data on a variety of observations were obtained KGS. On a variety of modeling and inference obtained high KGS. Thus, intensive guidance is still needed to improve the KGS for prospective teachers of biology students.</p
PERAN PROFESSIONAL LEARNING COMMUNITY (PLC) PADA PENGEMBANGAN PROFESIONALISME GURU DALAM LITERASI SAINTIFIK GURU MADRASAH IBTIDAIYAH
Full text linkTujuan penelitian ini adalah untuk mengungkapkan dan mengkonstruksi peran PLC dalam pengembangan professional guru Madrasah Ibtidaiyah pada literasi saintifik di Kota Cirebon. Penelitian ini menggunakan pendekatan kualitatif Grounded Theory. Informan penelitian berjumlah 29 guru, Kepala Madrasah Ibtidaiyah, Koordinator Kelompok Kerja Pengawas Guru Madrasah Ibtidaiyah, Ketua dan Sekretaris Kelompok Kerja Guru Tahun 2019/2020 serta Dosen di Perguruan Tinggi Agama Islam Negeri (PTAIN). Pengumpulan data dilakukan melalui wawancara mendalam. Data dianalisis melalui tiga langkah kerja Strauss dan Corbin, serta dibantu NVivo 12. Hasil penelitian menunjukkan bahwa peran PLC dalam pengembangan profesionalisme guru dapat meningkatkan kompetensi. Namun demikian dalam penyelenggaraanya harus ada komitmen dari guru dan pengurus PLC. Kegiatan pengembangan profesionalisme harus berdasarkan pada kebutuhan guru. Terdapat banyak kendala internal dan eksternal dalam penyelenggaraan kegiatan. Tahapan kegiatan membutuhkan regulasi, koordinasi, kolaborasi, dan kerjasama dengan banyak pihak. Pengembangan profesionalisme guru melalui PLC didominasi oleh kegiatan Pendidikan Agama Islam dan integrasi nilai-nilai keagamaan pada berbagai materi kegiatan.
The purpose of this research was to reveal and construct the role of PLC in the
professional development of Islamic Primary School teachers on scientific literacy skills
in Cirebon city. This research was qualitative grounded theory. The research informants
consisted of 29 teachers, headmasters, Coordinator of the Working Group for
Supervision of Primary School Teachers, leader and secretary of the Teacher Working
Group for 2019/2020 and lecturers of State Institute for Islamic Studies. Data collection
was carried out through in-depth interviews. Data were analyzed through three steps of
work by Strauss and Corbin, and assisted by NVivo 12. The results of the study showed
that the role of PLC in developing teacher professionalism increased teachers’
competences. Even so, there should be commitment from teachers and administrators.
The activities were based on the needs of teachers. There were many internal and
external obstacles in organizing activities. All stages of activities required regulation,
coordination, collaboration, and cooperation with many parties. The development of
teacher professionalism through PLC was dominated by Islamic Religious Education
activities and the integration of religious values in many activity materials
PEMBELAJARAN TEMATIK INTEGRATIF IPA DAN IPS DI MADRASAH IBTIDAIYAH PADA KURIKULUM 2013
No full textNatural science and social science are integrated into the 2013 curriculum based on the themes in all subjects of Madrasah Ibtidaiyah (MI) (Islamic Primary School). The integration is done in two ways, namely the integration of attitudes, skills and knowledge in the learning process and the related basic concepts. Themes related to the meaning of the basic concepts, so students do not learn them partially. This approach is appropriate for MI students because of the psychological point of view; they have not been able to think abstractly to understand content of a separate subject. Thereby, the classroom atmosphere are comfortable and fun, students can learn to solve social problems and mutual respect, they get opportunities as possible to learn better, get the information quickly, apply materials directly in the context of daily life, and apply the principle of mastery learning. Keywords: Tematik, IPA, IPS, Madrasah Ibtidaiyah</p
PEMBANGUNAN HUTAN KOTA DI KOTA CIREBON
Full text linkCirebon is a growing city that is characterized by fast population growth. It influences on increase of needs, residential land, recreation, transportation, health, education, and other facilities that support the sustainability of social and economic life of Cirebon city dwellers. The development of industrial areas and the use of means of transportation, such as motorcycles and cars can cause pollution or contamination. Meanwhile, Cirebon is a coastal city which has a hot temperature. Therefore, Cirebon requires urban open space as a solution to the problem in order to create beautiful, cool, pollution free of the city lungs and the availability of public space to relieve fatigue from urban tension. Unfortunately, the local government provids only 9% city forest from 30% the ideal of the total area.Not to mention that the existing urban open space, actually, seem to be ignored. This situation is certainly not healthy for the life quality of Cirebon city dwellers.Key words: Hutan, Kota, Pembangunan, Manfaat</p
PENERAPAN PROJECT BASE LEARNING (PBP) BAGI MAHASISWA CALON GURU BIOLOGI PADA MATA KULIAH SAINS TERAPAN
Full text linkPembelajaran Berbasis  (PBL/PBP) memiliki potensi yang amat besar untuk membuat pengalaman belajar yang lebih menarik dan bermakna untuk pebelajar usia dewasa(andragogi) termasuk mahasiswa calon guru biologi,guna mempersiapkan untuk memasuki lapangan kerja. Tidak terkecuali bagi mahasiswa calon guru biologi pada mata kuliah sains terapan yang menuntut mahasiswa untuk aktif secara mandiri maupun kolaboratif dalam mengintegrasikan teoritik dengan masalah-masalah yang terkait dengan konsep sains. Penelitian dilakukan pada mahasiswa calon guru biologi di semester 7 dengan instrumen berupa observasi dan penilaian unjuk kerja. Didapatkan hasil pada penerapan PBL/PBP efektif dengan rerata indikator observasi sebesar 80,5. Pada penilaian produk hasil kerja/proyek mandiri didapatkan rerata 89,7 dan penilaian produk hasil kerja/proyek kelompok didapatkan rerata 91,6. Dengan demikian PBL/PBP efektif bagi mahasiswa calon guru biologi pada mata kuliah sains terapan. Kata Kunci : PBP, Sains Terapan</p
PROFIL KOMPETENSI GURU DAN FASILITAS PENDUKUNG PEMBELAJARAN BIOLOGI PADA MADRASAH ALIYAH BERBASIS PESANTREN DI CIREBON (Studi Kasus di MAN Kalimukti dan MA As-Shighor Ad-Dauly)
Full text linkThe teachers who teach science in schools based Islamic boarding are not all science educational background; some are teachers who "forced" to teach science. They were forced to "take advantage" of existing teachers to teach science because it does not have the ability to pay teachers from outside. The impact is learning science can not be implemented optimally, in terms of the depth of the material, the application of learning strategies, learning model selection and implementation of instructional media. The impact of teacher uncompetence and inadequate laboratory facilities are unoptimal science teaching learning process, in terms of the depth of the material, the application of learning strategies, learning model selection and implementation of instructional media. The purpose of this study is to know the competences of teachers and facilities of biology learning in Madrasah Aliyah based Islamic boarding school in Cirebon. The research method is descriptive qualitative method. The results showed that all the competences of teachers both in Madrasah Aliyah As-Shighor and Madrasah Aliyah Kalimukti are classified good and very good as well as biology laboratory. The implication of this research is science teaching and learning process both in Madrasah Aliyah As-Shighor and Madrasah Aliyah Kalimukti are could be implemented optimally. Background guru/tutor yang mengajar IPA di sekolah-sekolah yang berafiliasi dengan pondok pesantren tidak semua berlatar belakang pendidikan IPA, sebagiannya adalah para ustad yang “dipaksa†untuk mengajarkan IPA kepada para santri. Mereka terpaksa “memanfaatkan†ustad yang ada untuk mengajarkan IPA karena tidak memiliki kesanggupan untuk membayar guru dari luar. Dampaknya adalah pada saat pembelajaran IPA tidak dapat dilaksanakan secara maksimal, ditinjau dari kedalaman materi, penerapan strategi pembelajaran, pemilihan model pembelajaran maupun penerapan media pembelajaran. Dampak dari kompetensi guru yang tidak sesuai maupun pendukung pembelajaran berupa fasilitas laboratorium yang kurang memadai adalah pada saat pembelajaran IPA tidak dapat dilaksanakan secara maksimal, ditinjau dari kedalaman materi, penerapan strategi pembelajaran, pemilihan model pembelajaran maupun penerapan media pembelajaran. Tujuan dari penelitian ini adalah untuk mengetahui profil kompetensi guru dan fasilitas pendukung pembelajaran biologi pada Madrasah Aliyah berbasis Pesantren di Cirebon. Metode penelitian yang digunakan adalah metode kualitatif deskriptif. Hasil penelitian menunjukkan bahwa seluruh kompetensi guru di kedua Madrasah Aliyah As-Shighor dan Kalimukti sudah tergolong baik dan sangat baik. Demikian pula dengan fasilitas laboratorium Biologi di kedua sekolah tersebut belum sepenuhnya terpenuhi sarana dan prasarananya bahkan di MA As Shighor sangat minim. Implikasinya bahwa pembelajran IPA di kedua madrasah tersebut bisa terlaksana dengan baik dengan kompetensi guru yang dimilikinya meskipun fasilitas laboratorium belum sepenuhnya menunjang proses pembelajaran. Key Words: Kompetens Guru, Fasilitas Laboratorium Biologi, MA Pesantre
TANAMAN DALAM PENGATURAN RUANG KELAS UNTUK MENCIPTAKAN MEDIA DAN LINGKUNGAN PEMBELAJARAN YANG KONDUSIF
Full text linkThe learning process in schools mostly occurs in the classroom where students learn to interact for many hours. Meanwhile the condition of the class frequently does not support, classes are too crowded, hot, stuffy, and others. So complete sufferings of those who learn in them. In fact comfortable classrooms can ensure the achievement of effective learning. In this case, how can it be achieved? One of the frequently overlooked in classroom management, to create a learning conducive atmosphere, is the placement of plants. In addition to the aesthetic of class decoration, plants are useful to create the ideal temperature, produce oxygen for the needs of the students in class that are generally crowded, and clean up pollutants. Thereby, the class will be lovely and comfortable which ultimately will lead to a positive attitude and mind in learning. Kata Kunci: Tanaman, Kelas, Pembelajaran, Kondusi
PERAN SEKTOR PERTANIAN DALAM MEMENUHI KECUKUPAN PANGAN NASIONAL
Full text linkSektor pertanian di Indonesia saat ini mengalami kondisi yang memprihatinkan, sebuah ironi bagi Negara kita yang notabene dikenal sebagai Negara agraris. Persoalan yang membelit sector pertanian antara lain adalah SDM, bidang teknologi, manajemen dan pengelolaan pasar sampai ketersediaan lahan pertanian. Semua itu berdampak pada kesejahteraan masyarakat petani maupun kondisi pangan nasional. Â </p
Pembelajaran Tematik Integratif IPA Dan IPS di Madrasah Ibtidaiyah (MI) dalam Kurikulum 2013
No full textThis research is inspired by a question: why does curriculum 2013 using integrated thematic learning. To address this question, a philosophical, psychological, and juridical basis should be discussed. By understanding those things, integrated thematic learning is suited with curriculum 2013. As the description above, this study is to focus on how the integrated thematic learning at MI level is implemented because this learning will become a main model that educators should develop the curriculum 2013. Referring to Integrated thematic learning of curriculum 2013, science and social studies are not removed but they are integrated based on theme. Those studies will be topics of all subjects in MI. This integration is done in two points: (1) attitude, skill, and knowledge integration in learning process and (2) integration of basic concepts that are closely related. The theme makes a meaning among basic concepts so the students do not learn partially. Therefore, science and social studies give a whole meaning to the learners as reflected at the available theme: انطلقت هذه الدراسة من السؤال "لما لابد أن يكون تطبيق المنهج الدراسي 2013 على أساس التعليم الوموضوعي الموØّد" ØŸ . لإجابة هذا السؤال لابد من دراسة أسسه الÙلسÙية والنÙسية والØكمية، ÙبالÙهم العميق لهذه الأسس الثلاثة Ùالتعليم الموضوعى الموØّد هو المناسب للمنهج الدراسي 2013. وعلى هذا الأساس Ø£Ùجريت هذه الدراسة مركزّة ÙÙŠ "كي٠يكون التدريس الموضوعي الموØّد ÙÙŠ مستوى المدرسة الإبتدائية "ØŒ لأن هذا النموذج من التدريس هو نموذج رئيس ويجب على المدرس تطويرها لأجل تطبيق النهج الدراسي 2013. ÙˆÙÙŠ المنهج الدراسي 2013ØŒ كانت مادة علم الطبيعة وعلم الإجتماع لا تØØ°Ùان وإنما تÙÙˆØّدان على أساس الموضوع. أصبØت هاتان المادتان موضوع دراسة ÙÙŠ جميع المواد الدراسية ÙÙŠ المدارس الإبتدائية. ويكون هذا التوØيد والتمزيج ÙÙŠ جانبين، الأول ،التمزيج الموقÙÙŠ والمهاري والمعلومات ÙÙŠ عملية التعليم، والثاني تمزيج المÙاهيم الأساسية المتعلقة بها. كان الموضوع جمع شتّى المÙاهيم الأساسية Øتى لا يدرس الطلاب المÙاهيم الأساسية Ù…Ùرّقة. بهذا كان تدريس علم الطبيعة وعلم الإجتماع يعطيان الطلاب المعنى الموØّد كما يظهر ذلك ÙÙŠ المواد الدراسية المتنوعØ
INTEGRASI NILAI ISLAM DALAM PEMBELAJARAN IPA (Perspektif Pendidikan Islam)
Full text linkThis paper aims to examine the possibility of spiritual values that is integrated with subject-matter of general subjects, especially science (IPA). The method of analysis in this paper adopts the basic principles of values education in Islam is monotheism, science and morals, which is based on the integration of knowledge between public science with the science of religion (non-dichotomous). Integration of Islamic values in the science learning manifest in the pattern of the overall science learning (integral-holistic) appreciates the existence of a general science or science as the study of Islamic religious knowledge as well as responding to the needs of society and the family. In regard to the implementation of learning the values of unity, stimulating science search continuously and pay attention to aspects of students' moral and noble character.</p
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