The learning style diagnostic assessment is one of the main assessments that must be carried out in the independent curriculum. This study aims to raise the learning styles of class VII students at SMPN 4 Padang Panjang. The research question raised is what is the learning style of class VII students at SMPN 4 Padang Panjang? The research was conducted at SMPN 4 Padang Panjang by distributing a learning style questionnaire to students. The research population consisted of all students in class VII at SMPN 4 Padang Panjang and the sample was taken from students in class VII.I. The research was conducted on December 12, 2022 at SMPN 4 Padang Panjang. The results of the study describe the learning styles of class VII students at SMPN 4 Padang Panjang varying with a ratio of 33.9% to visual learning styles, 33.2% to auditory learning styles and 32.9% to kinesthetic learning styles. These learning style variations are spread out in relatively equal comparisons.
Among potentials that children have as they were born, religious potential is one that needs to be developed in line with other potentials by means of education. Pre-school aged children refer to those who are between 0 and 6 years old. They are in their ultimate growing and developing period in intelligence, emotion, social, and language. Specifically, characteristics of religious awareness among children is reflected in the form of unreflective, egocentrical, antropomorphical, vebal, ritual and imitative. Introducing and familiarizing religious among children can be done by making use of their initial growth and developing through good model, stories, field trip to behold the great and glory of Allah, to get used to worship, good moral, help each other, and so on. It is believed that introducing religion in early ages will provide children with guidance and foundation in their life.
Penelitian ini bertujuan untuk menjelaskan kronstribusi Kelompok Kerja Guru (KKG) PAI SD di Kecamatan Lika Kaum Batusangkar. Penelitian bersifat diskriptif kualitatif, informan penelitian ini adalah peserta yang aktif dalam mengikuti program kegiatan KKG yang berjumlah 15 orang minimal kehadirannya 75 % dari total kehadiran keseluruhan. Sementara sebagai data sekundernya adalah kepala sekolah dari peserta yang aktif. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah wawancara dengan informan. Hasil penelitian menunjukkan bahwa KKG PAI SD Lima Kaum Batusangkar memberikan konstribusi positif dalam meningkatkan profesionalisme guru PAI. Konstribusi positif kelembagaan KKG dalam meningkatkan profesionalisme guru PAI karena ada factor penentu keberhasilan tersebut yakni semangat dan motivasi, aktifitas dan kedisiplinan kehadiran mengikuti program dan pengembangan diri. Efektifitas pelaksanaan program KKG dalam meningkatkan profesionalisme guru dilakukan dengan cara kegiatan tersebut berorientasi kepada latihan mengajar, kelengkapan sarana dan prasarana serta adanya pengawasan.
Decreasing attitude and/or moral values among students forced Indonesian government to be responsible to solve this problem through character building. Considering ‘Undang-Undang RI No.17 Tahun 2005’, this is a must for every school to over-come all problems that contribute to the decreasing attitute/ moral values of the students. Inhence, this research was done to know how was the implementation character education at schools. The design of the research was qualitative one. The researcher came to the class to observe the teaching and learning proseses (pre, whilst, and post activities) in order to get complete data. After analyzing the lesson plan and observation result of the teaching and learning proseses in the classroom, it could be known that there was the information of character building in the lesson plan (the learning objective, teaching steps and measurment). Then, the moral values were integrated in teaching materials by using cooperative learning, active learning, contexttual and expository strategy. In measuring the students’ attitute/ behaviour, the teacher faced difficulties in interpreting and scoring because there was no clear information of scoring students’ character/ attitute.
Basic implementation of learning Islamic Religious Education (Law No.20 of 2003, PP No.5 of 2007). Researchers found problems in the implementation of learning PAI, the dominant was cognitive, and the learning method used tended to lecture, the lack of critical thinking, systematic, analytic development, and the independence of learning. This had an impact on the interest of learning so that the students were not accustomed to construct the knowledge. One of the alternative ways to solve the problem is to develop an inquiry model of learning. This PAI inquiry learning model is designed with the ADDIE model. Data were collected using questionnaires, observations, interviews and tests to determine the effectiveness of the model. Data were analyzed using qualitative and quantitative methods with Aiken analysis technique. Based on the results of the study note that the Category Book was very valid with score of 0.847, BPKP was very valid with a score of 0880, and BPKPD with 0879 was very valid. Practical aspect was very practical with score of 3.23, BPKP was practical with score of 3.32, BPKPD was practical with score of 3.08. The effectiveness of the model was analyzed by SPSS-assisted version of T-count 20, based on the results of the calculations, it was found that there was a significant difference between the pre-test and the post test, thus the model was effective for use.
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