Improving the quality of education and teaching is a must and absolutely for all elements of education in this country, not except for a teacher. Good teachers are teachers who understand and understand their responsibilities and obligations. The teacher is the key actor in the learning. Teachers must follow learning trends that are relevant to current conditions, namely 21st century learning. To develop 21st century learning based on “merdeka belajar”, teachers must carry out student-center learning. The learning tools developed must have the principles of efficiency, effectiveness, and be learner-oriented. This is done by considering the readiness, interest and learning needs of students in the classroom so that they can achieve maximum learning goals and national education goals. This community service activity is implemented using a workshop method for 3 (three) days with speakers by lecturers according to their fields of expertise and in collaboration with the FOGIPSI organization. This event seeks to provide understanding, guidance, and experience for teachers in Pelalawan Regency related to 21st century learning tools based on “merdeka belajar” that are relevant to the current era of the industrial revolution 4.0.
This paper describes the history-based learning local history, which takes the case of the existence of the Kampar River as local aspects in the learning of the maritime history in Indonesia. The data obtained through the triangulation by collecting interviews, observation, documentation study and refered to articles, journals, textbooks and data other documents in the library that supported the teaching of history based on local history in the analyzing of maritime history in Indonesia, then it was investigated and drawn as a conclusion that the Kampar River was able to be used as the study of history in the local context in understanding of the teaching history in Indonesia related to maritime history. The results in this study show that first, Kampar River is a river that is loaded with historical events of the Kingdom of Sriwijaya, The Kingdom of Islamic until the independence of Indonesia. Second, the existence of Kampar River as a aspect of emergence of history / local aspect which is able to be used as information about the maritime historyto the learners. For learning process, it involves local aspects of learners to connect, internalize and develop cooperation in analyzing of the concept aspects practicely in teaching maritime history. The concept of local history-based teaching history is contextually-learning learning concept that emphasizes the relevance of teaching materials with real world of learners. The existence of Kampar River is a means emergence of history / local aspect can be used as information about the maritime history to assist in the understanding of teaching maritime history on the learner, for learning involving local aspects for learners to connect, internalize and develop cooperation in analyzing aspects of the concept to praxis in teaching maritime history. The concept of local history-based teaching history is contextually-learning learning concept that emphasizes the relevance of teaching materials with real world of learners. The existence of Kampar River is a means emergence of history / local aspect can be used as information about the maritime history to assist in the understanding of teaching maritime history on the learner, for learning involving local aspects for learners to connect, internalize and develop cooperation in analyzing aspects of the concept practically in learning the maritime history. The concept of local history-based learning is contextually-learning that emphasizes the relevance of teaching materials with real world of learners.
This service activity aims to provide training on learning tools for teachers in Indragiri Hulu Regency, Riau. The service method used the form of discussions and practices, while the steps for implementing the service were; 1) the stage of preparation and development of training materials; 2) the training stage; 3) the stage of assistance in making learning devices. The results of this service indicated that the training could improve teachers' ability to make learning tools, namely RPP, Media, Teaching Materials, LKPD, and Evaluation.
Kelompok tani Mustang merupakan salah satu kelompok tani yang berada di Kecamatan Marpoyan Damai yang melakukan usahatani sayur di lahan milik Lanud (Landasan Angkatan Udara). Selama ini kelompok tani Mustang bertani dengan memanfaatkan lahan milik Lanud yang memiliki total luas lahan sebesar ± 4.4 Ha yang dibagi menjadi 20 petakan yang rata-ratanya memiliki luas sebesar ± 0.22 Ha. Adapun tujuan dari penelitian ini yaitu 1) Untuk mengetahui awal terbentuknya kelompok tani sayur Mustang. 2) Untuk mengetahui bagaimana perkembangan kelompok tani sayur Mustang pada tahun 2000-2015. 3) Untuk mengetahui bagaimana kondisi sosial ekonomi kelompok tani sayur Mustang pada tahun 2000-15. Dalam Penelitian ini penulis menggunakan metode penelitian sejarah. Kelompok Tani Mustang memulai pertanian sejak pertama kali dibentuk pada 18 Desember 2000. Dalam perjalanannya dinamika tahun 2000 -2015 kelompok tani sayur Mustang mengalami perkembangan banyak sekali perubahan yang terjadi seperti sosial dan ekonomi. Namun dengan kegigihan akhirnya mereka bisa memasuki dekade keberhasilan dengan pendapatan yang besar pada tahun 2015.
Abstract This study aims to analyze the role of Aisyiyah in the development of education in Pekanbaru City in 1975-2015, so as to find out the background of the establishment of Aisyiyah Pekanbaru. Aisyiyah as a special Autonomous Muhammadiyah organization can foster women to be educated to become leaders, and be prepared to become administrators in Muhammadiyah women's organizations. Aisyiyah's presence in developing her educational role in Riau Province, especially in Pekanbaru City has given birth to strong cadres in organizing through Muhammadiyah-Aisyiyah cadre education. Aisyiyah's presence in Pekanbaru is inseparable from the arrival of Muhammadiyah's understanding and thoughts. Aisyiyah is engaged in social, educational, health and religious fields. This research uses historical methods consisting of heuristics, verification, interpretation, historiography. Aisyiyah has activities with several programs, one of which is in the field of education, especially at the Bustanul Athfal Aisyiyah Kindergarten (TK) on worship programs that are guided by the Central Leadership (PP) in Jakarta regarding Muhammadiyah and KeAisyiyah. Based on the results of the study, it can be concluded: The presence of 'Aisyiyah in Pekanbaru is inseparable from the arrival of Muhammadiyah's understanding and thoughts. The entry of the notion of renewal (Muhammadiyah) to Riau is the establishment of da'wah and trade interactions with the surrounding area. Aisyiyah in education is concerned with Islamic children's education, cadre education in Baitul Arqom training, Aisyiyah's women's orphanage provides formal and non-formal education with noble character. Keywords: Role, Aisyiyah, Development, Education Abstrak Penelitian ini bertujuan untuk menganalisis peran Aisyiyah dalam pengembangan pendidikan di Kota Pekanbaru tahun 1975-2015, sehingga dapat mengetahui latarbelakang berdirinya Aisyiyah Pekanbaru. Aisyiyah sebagai organisasi Otonomi khusus Muhammadiyah dapat membina kaum perempuan untuk di didik menjadi pimpinan, serta dipersiapkan untuk menjadi pengurus dalam organisasi perempuan Muhammadiyah. Kehadiran Aisyiyah dalam mengembangkan peran pendidikannya di Provinsi Riau terkhususnya di Kota Pekanbaru telah melahirkan kader-kader yang tangguh dalam berorganisasi melalui pendidikan pengkaderan Muhammadiyah-Aisyiyah. Kehadiran Aisyiyah di Pekanbaru tidak terlepas dari kedatangan paham dan pemikiran Muhammadiyah. Aisyiyah bergerak dalam ranah sosial, pendidikan, kesehatan dan keagamaan, Penelitian ini menggunakan metode sejarah yang terdiri atas heuristik, verifikasi, intepretasi, Historiografi. Aisyiyah mempunyai kegiatan dengan beberapa program salah satu di bidang pendidikan terutama di Taman Kanak-kanak (TK) Bustanul Athfal Aisyiyah program mengenai ibadah yang di tuntun dari Pimpinan Pusat (PP) di Jakarta tentang Kemuhammadiyahan dan Keaisyiyahan. Berdasarkan hasil penelitian dapat disimpulkan: Kehadiran ‘Aisyiyah di Pekanbaru tidak terlepas dari kedatangan paham dan pemikiran Muhammadiyah. Masuknya paham pembaharuan (Muhammadiyah) ke Riau ini terjalinnya interaksi dakwah dan perdagangan dengan daerah sekitar. Aisyiyah dalam pendidikan konsen terhadap pendidikan anak yang Islami, pendidikan perkaderan dalam pelatihan Baitul Arqom, panti asuhan putri Aisyiyah memberikan pendidikan formal dan non-formal yang berakhlak mulia. Kata kunci : Peran, Aisyiyah, Pengembangan, Pendidikan
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