Instilling Islamic moderation values is done to respond to the coming of some people bringing radicalism which is considered to disturb the peace and harmony of the social life of Indonesian people. Islamic moderation is a response to radicalism that must be implanted and infected to young generations. This research was intended to know how Islamic moderation values were implanted and what Islamic moderation values were implemented in teaching speaking through group work activity. This research used descriptive qualitative field research. The data collection instruments were observation and interview. The steps of data analysis were data condensation, data display, and conclusion drawing. This research revealed that the lecturer employed group work activity. In group work activities, the students were divided into seven groups. The member of the group consisted of five or six students. Each student in the group had their roles such as a master of ceremony, moderator, and presenter. In playing their role, they respected one and another. They discussed the topic within the group. No one dominated. After doing a discussion within the group, then each group had their turns to present their topic. If one group were presenting, the rest became the audience and vice versa. Therefore, Islamic moderation values such as Syura (discussion), Tasamuh (tolerant), Tathawur wa Ibtikar (dynamic, creative, and innovative), and Musawah (egalitarian) were implanted and implemented through group work activity in teaching speaking.
In this modern era, education is required not only to be able to create intelligent students but also to be able to create students who have good attitudes. The attitude that is needed when they are in the midst of society. Such as tolerance, respect for the opinions of others, mutual cooperation and the others. Considering that these attitudes have begun to decrease by the times and the advancement of civilization. Therefore, an educator is expected to be able to develop the ability of students not only in the cognitive domain but also in the affective domain. In this case, the lecturer as educator can give directly positive suggestion or creating a good teaching and learning that contain some valuable meaning. Implementing cooperative can covered both cognitive aspect and affective aspect. The method of study is qualitative approach which descriptive design.This paper aims to describe what attitudes can be developed by applying cooperative learning methods and what strategies in cooperative learning can be done to encourage affective values ??of students. To Achieve the aims of this study, the researcher conducts the research in State Islamic Institute of Madura (IAIN Madura). The subject is the students of English department in the first semester.The result showed that cooperative learning can improve respect, tolerate and solidarity value of the students. The model of cooperative learning that create those values are Number Head Together. Jigsaw, and Think Pair-share
Pengabdian ini bertujuan untuk penanaman karakter berbasis keagamaan di Rumah Tahanan Kelas II.B Kraksaan Probolinggo-Jawa Timur. Meski para warga binaan pemasyarakatan ini merupakan kelompok marginal, akan tetapi penguatan karakter keagamaan merupakan hal yang perlu dilakukan. Proses pengabdian menggunakan pendekatan Participatory Action Research (PAR), yang diawali dengan pemetaan masalah, membangun kepercayaan dengan warga binaan, menentukan masalah prioritas, menyusun strategi gerakan, pelaksanaan program, pengamatan dan refleksi reoretis. Hasil pendampingan yang telah dilakukan adalah; terbentuknya kesadaran agama bagi warga binaan yang dapat membentengi dirinya dari perbuatan pidana/kriminal; terbentuknya kesehatan mental positif melalui layanan hipnoterapi untuk mencegah depresi, stres dan bahkan mencegah dari kecanduan obat-obatan terlarang.
Tujuan peneilitian mencari tahu ada tidaknya hubungan (1) Literasi Matematis terhadap hasil belajar matematika , (2) Kecerdasan Logis Matematis Terhadap Hasil Belajar matematika, dan (3) Literasi Matematis dan Kecerdasan Logis Matematis Terhadap Hasil Belajar Siswa kelas VIII. Metode: menggunakan pendekatan korelasional jenis asosiatif dengan desain penelitian ex-post facto, populasi kelas VIII A,B, dan C namun Sampel yang terpilih kelas VIII-C karena menggunakan Simple Random Sampling, instrument penelitian menggunakan tes, untuk uji hipotesis menggunkan uji regresi sederhana dan uji korelasi berganda. Hasil didapatkan (1) Ada hubungan yang positif antara Literasi Matemtis Terhadap Hasil Belajar Matematika dengan hubungan (R) sebesar 0,911 . (2) Ada hubungan yang positif antara Kecerdasan Logis Matematis terhadap Hasil Belajar Matematika dengan korelasi/hubungan (R) sebesar 0,876, dan (3) Ada hubungan yang positif antara Literasi Matemtis dan Kecerdasan Logis Matematis terhadap Hasil Belajar Matematika dengan korelasi/hubungan (R) sebesar 0,914.
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