The purpose of this study was to see the impact of implementing collaborative learning learning methods to improve interpersonal skills of PGMI IAIN Purwokerto students. This research is included in the type of classroom action research (CAR) by adopting Mc Kernan's theory which uses seven stages consisting of problem description, needs assessment, idea hypothesis, action plan, plan implementation, evaluation and decision making which is divided into three major activities namely (1) planning, (2) plan implementation, and (3) evaluation and decision making. The data collection techniques used were observation, Focus Group Discussion (FGD), interviews and questionnaires. The results of this study were selected two learning strategies that fall into the category of collaborative learning learning methods, namely the group resume strategy and study group. The application of the group resume strategy can improve students' interpersonal skills in the interpersonal relationship section, but it is not optimal for improving relationships between groups. As for the study group strategy, it is proven to improve students' interpersonal skills both in the relationship between individuals and individuals, individuals with groups and relationships between groups and groups.
Curriculum is a set of plans and arrangements that contain objectives, content, and lesson materials and used as guidelines for the implementation of learning activities so that the learning process can run smoothly. The current 2013 curriculum is defined as a national curriculum, which means all schools are required to use it. However, schools are allowed to develop the curriculum to suit their needs. SDI Al Azhar 38 Bantul is one of the primary schools in Yogyakarta that has developed a curriculum in its education. Al Azhar School uses a mixed curriculum of the national curriculum and curriculum from Al Azhar Central Foundation which is then supplemented with a curriculum of development from school and local potential. Curriculum of Al Azhar is called the Kurikulum Pengembangan Pribadi Muslim (KPPM). KPPM curriculum aims to hone akhlakul karimah in students. In addition Al Azhar 38 Bantul also has a curriculum Education Al Qur'an is an additional curriculum to optimize the ability of children in reading the Qur'an. This curriculum consists of reading material of the Qur'an and recitation juz 30. Keywords: Curriculum Development, Al Azhar
AbstrakBuku mempunyai peranan penting dalam dunia pendidikan, sehingga proses pembelajaran tidak dapat dipisahkan dari adanya media pembelajaran bentuk buku ajar. Buku ajar merupakan salah satu sarana pendidikan yang sangat penting dan strategis untuk menentukan keberhasilan dalam proses belajar mengajar siswa di sekolah. Sehubungan dengan hal tersebut seharusnya buku ajar yang digunakan dapat menunjang dalam peningkatan hasil belajar dan mencerdaskan bangsa, dalam hal ini adalah peserta didik. Mengingat dari pentingnya buku ajar bagi keberlangsungan pembelajaran dan implementasi kurikulum 2013 yang terkesan terburu-buru serta banyaknya revisi dari buku ajar yang diterbitkan pemerintah inilah kemudian muncul pertanyaan terkait dengan kesesuaian isi buku ajar tematik dengan standar isi kurikulum 2013. Dari penelusuran yang telah dilakukan diperoleh kesimpulan bahwa dari Sembilan ruang lingkup materi untuk kelas IV yang telah ditetapkan kemendikbud ada empat materi yang belum tersampaikan di kelas IV dan ada dua materi tambahan yang tidak tercantum dalam ruang lingkup materi yang telah ditentukan. Selain itu juga ditemukan bahwa ada penulisan kompetensi dasar dalam buku guru yang tidak sesuai dengan standar isi dalam beberapa buku. Kata kunci : buku ajar, kurikulum 2013 A. PendahuluanMenurut Nana Sudjana (2007;1) pendidikan tidak terlepas dari adanya kegiatan belajar-mengajar, yang merupakan suatu kegiatan melaksanakan kurikulum suatu lembaga pendidikan, agar dapat mempengaruhi para siswa mencapai tujuan pendidikan yang telah ditetapkan. Selama proses pembelajaran ada kegiatan belajar yang dilakukan siswa, kegiatan mengajar yang dilakukan oleh guru dan ada materi pelajaran yang disampaikan oleh guru, di mana kegiatan ini tidak berlangsung sendiri-sendiri melainkan berlangsung secara bersama-sama pada waktu yang sama sehingga terjadi interaksi komunikasi aktif antara guru, siswa, dan materi pelajaran (Arifin;2005;2). Dengan demikian dapat dikatakan, pembelajaran yang baik adalah pembelajaran yang mampu mengantarkan siswa dalam mencapai tujuan pendidikan maupun tujuan pembelajaran itu sendiri.
Artikel ini mengkaji muatan nilai moderasi beragama yang berasal dari ayat-ayat Al-Qur’an dalam buku siswa Akidah Akhlak MI. Melalui riset pustaka dan analisa konten, ditemukan bahwa pertama, pemetaan kutipan ayat-ayat Al-Qur’an dalam buku teks siswa Akidah Akhlak MI dilihat dari fungsi penggunaannya dibagi menjadi tiga yaitu ayat digunakan sebagai dalil utama lalu diberi penjelas untuk penguatan materi, ayat digunakan sebagai penguat setelah penjelasan materi, dan ayat saja tanpa penjelasan. Kedua, klasifikasi penggunaan ayat-ayat Al-Qur’an yang mengandung nilai moderasi beragama dianalisa berdasarkan tiga perspektif yaitu dilihat dari penggunaan term al-wasaṭ, al-‘adl, dan al-wazn, dilihat dari substansi ayat yang memiliki makna adil, toleran, dan seimbang, dilihat dari indikator moderasi beragama. Berdasarkan tiga perspektif tersebut ditemukan total 18 kutipan ayat yang terdapat dalam buku teks siswa Akidah Akhlak MI kelas I-VI yang mengandung nilai moderasi beragama. Temuan tersebut membuktikan bahwa buku Akidah Akhlak MI tidak memiliki muatan yang bertentangan dengan prinsip-prinsip moderasi beragama.
This study seeks to reveal how the implementation of the PAI supervisory supervision model in improving the personality and social competence of PAI teachers in the Wadaslintang District. This research is a qualitative type, using a descriptive explanatory case study strategy. The subjects used samples with several data sources from school principals, PAI supervisors and PAI teachers in Wadaslintang District, and structured interview data collection techniques, questionnaires or questionnaires, and documentation. After being analyzed, it was written that in choosing the model for the PAI supervisor in the Wadaslintang sub-district, they did not use certain analytical techniques, they simply chose the preferred model and adjusted it to the conditions of the teacher where the PAI teacher was in the Wadaslintang sub-district. Seeing the habits of PAI teachers in the Wadaslintang sub-district who are compact and considerate of the conditions of other people, especially fellow teachers, so that supervisors use artistic models. According to the artistic approach, the supervisor knows about learning and is experienced as a teacher so that the person concerned gives meaning to ongoing learning without deviating from it. Supervisor approach with several steps: (1) Does not provide information about the learning to be observed. (2) Observing teachers who are teaching; (3) Observations that are carried out thoroughly from the beginning to the end of learning; (4) Provide a formal interpretation of the results of observations; (5) Submission of teaching interpretation results to teachers both in writing and orally.
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