<span><em>This article focuses on the understanding “tasamuh” concept by the </em><span><em>students in the learning Islamic. This article is the result of research </em><span><em>that using quantitative method, while to get the data using collecting </em><span><em>data technique: observation, questionnaire, and documentation. The </em><span><em>result of this research shows that: First, variable of Qur’an-Hadith lesson</em><br /><span><em>has contribution to understanding “tasamuh” concepts by the students </em><span><em>significantly. This is evidenced by the result of SPSS analysis for windows </em><span><em>with significance level p= 0,042 and in the partial analysis the contribution </em><span><em>is 4,9%. Second, variable of Qur’an-Hadith lesson has contribution to </em><span><em>understanding “tasamuh” concepts by the students significantly. This is </em><span><em>evidenced by the result of SPSS analysis for windows with significance </em><span><em>level p= 0,012 and in the partial analysis the contribution is 6,9%. Third, </em><span><em>variable of Qur’an-Hadith lesson do not have contribution to understanding </em><span><em>“tasamuh” concept by the students significantly. This is evidenced by the </em><span><em>result of SPSS analysis for windows with significance level p= 0,469 and</em><br /><span><em>in the partial analysis the contribution is 0,7%. Fourth, based on the </em><span><em>result of double regression analysis use SPSS for window was obtained </em><span><em>determinant coefficient R</em><span><em>2</em><span><em>= 0,117; p= 0,009. Its mean 12% variation of </em><span><em>variable of understanding “tasamuh” concept of the students influenced</em><br /><span><em>by Al-Qur’an Hadith lesson, Aqidah Akhlak, and Fiqh at the same time. </em><span><em>The rest are influenced by other variable beside the variable of Al-Qur’anHadith, Aqidah Akhlak, and Fiqh.</em><br /><span><strong>keywords</strong><span><em>: Understanding, Tasamuh, Contribution</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span></span></span>
The purpose of this study was to improve teacher skills, increase student activity, and improve student learning outcomes in writing descriptions through the application of the Picture and Picture model. This classroom action research was carried out in 3 cycles, each cycle consisting of 2 meetings. The subjects of this study were the teacher and 18 second grade students of SDN 3 Bangkleyan. The research data in the form of quantitative data and qualitative data were analyzed using descriptive analysis techniques. From the results of the study it can be concluded that: (1) the skills of teachers in the first cycle got an average score of 29 with good criteria and in the second cycle got an average score of 31 with good criteria, the third cycle got an average score of 35 with very good criteria. (2) student activities in cycle I obtained an average score of 24 with sufficient criteria, in cycle II obtained an average score of 27 with good criteria, and in cycle III obtained an average score of 30 with good criteria. (3) student learning outcomes in the form of descriptive writing skills at the end of the first cycle obtained an average value of 65.5 and classical learning completeness 50%, in the second cycle an average value of 69 and classical learning completeness of 69.4% cycle III got an average score of 79 and classical learning completeness of 83.3%.
This study aims to comprehensively reveal the construction of moderate values of Islam developed by (KBM) literacy community in Bojonegoro were internalized to their members. Th case study design. Data were collected using observation, interviews, and documentation techniques. The data collected was analyzed using an interactive analysis model that included data collection, data reduction, data display, and conc The results showed that the moderate values of Islam by KBM in Bojonegoro were based on equality values. Then it developed into pluralism, authenticity, brotherhood, tolerance, and progressiveness. To internalize these values, KBM used four strategies that included giving reinforcement, modeli habituation, and discussion, so that the moderate values of Islam are properly internalized. ABSTRAK Penelitian ini bertujuan untuk mengungkap secara komprehensif konstruksi nilai dikembangkan oleh komunitas literasi Kita Belajar Menulis (KBM) di Bojonegoro dan bagaimana nilai diinternalisasikan kepada anggotanya. Penelitian ini menggunakan desain studi kasus. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Data yang dikumpulkan dianalisis menggunakan model analisis interaktif yang meliputi pengumpulan data, reduksi data, tampilan data, dan penarikan menunjukkan bahwa nilai dikembangkan oleh KBM di nilai kesetaraan. Kemudian berkembang menjadi pluralisme, autentisitas, persaudaraan, toleransi, dan progresif. Untuk menginternalisasikan nilai-nilai tersebut, KBM menggunakan empat strategi yang meliputi pemberian pembiasaan, dan diskusi, sehingga nilai terinternalisasi dengan baik.
This article describes the students' nationalistic attitudes, the classroom teachers' efforts to instil an attitude of nationalism, and the obstacles faced by classroom teachers in instilling students' nationalistic attitudes at MI al-Ma'arif 04 Singosari Malang. It is because the spirit of nationalism has regressed. The research in this article used a descriptive qualitative approach to describe the phenomenon comprehensively through data collection and compiled in the narrative form. Data collection techniques used in-depth interviews, observation, and documentation. Furthermore, the data analysis used generally included data reduction, data presentation, and conclusion. The results showed that the students of Madrasah Ibtidaiyah already had an excellent nationalism attitude with an understanding of nationalism that was by the standards. To create this nationalist attitude in real, classroom teachers have tried it through 1) academic activities and 2) non-academic activities such as carrying out flag ceremonies, commemorating national days such as the Youth Pledge, Santri Day, and carrying out Scout activities. Meanwhile, the obstacles faced by classroom teachers in instilling an attitude of nationalism were meaningless and could be overcome. Hence, classroom teachers must continually improve in developing this nationalistic attitude in order to make the Indonesian nation to be strong with its unity and integrity.
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