This research aimed to figure out the role of parents in assisting elementary students’ learning through a distance learning model in Jayapura and its problems faced by the parents. This qualitative research was conducted in Jayapura City, Papua Province. Data collection techniques of this research used interview and questionnaire which was distributed by using google form to the subjects. The findings showed that there were four roles of parents in assisting elementary students’ learning through a distance learning model, namely (1) Educator, meaning that the parents performed as a mentor and teacher of the children at home; (2) Motivator, meaning that the parents motivated their children continuously during distance learning model; (3) Facilitator, meaning that the parents provided facilities and conveniences for their children and provide various learning resources for their children; (4) Inspirator, meaning that the parents became a model for their children as they act as teacher. The problems faced by parents in a distance learning were (1) difficult to manage the time; (2) unstable network; (3) they fear a new technology (technophobe); (4) require patience; and (5) the way to provide assistance when the parents were at work.
Penelitian ini bertujuan untuk memperoleh gambaran proses terbentuknya aqidah dan akhlak serta faktor yang mempengaruhi keberhasilan dalam proses pembentukan aqidah dan akhlak pada siswa Sekolah Dasar (SD) di kota Jayapura. Penelitian kualitatif ini menggunakan desain studi kasus. Penelitian ini dilakukan di Sekolah Dasar Islam Terpadu (SDIT) Permata Hati kota Jayapura. Pengumpulan data dalam penelitian ini dilakukan melalui observasi, interview, dan dokumentasi. Hasil penelitian menunjukkan bahwa proses terbentuknya aqidah dan akhlak pada siswa SDIT Permata Hati melalui empat tahapan yakni (1) Receiving (menerima). Pada tahap ini guru memberikan pemahaman/ pegetahuan tentang nilai-nilai aqidah dan akhlak yang harus dimiliki, (2) Responding (menanggapi). Tahap ini siswa sudah mulai aktif dalam menanggapi apa yang diberikan oleh guru yang terkait dengan aqidah dan akhlak. (3) Acting (bertindak). Pada tahap ini siswa diberi kesempatan untuk mengaktualisasikan nilai-nilai aqidah dan akhlak yang sudah diresponnya dalam kehidupanya sehari-hari. (4) Being (menjadi seperti yang diketahui). Pada tahap ini siswa seharusnya sudah terbentuk aqidah dan akhlaknya atau bisa dikatakan sudah menjadi kebiasan (being). Sedangkan faktor pendukung keberhasilan pembentukan aqidah dan akhlak pada siswa SDIT Permati Hati diantaranya adalah peran guru dan orang tua.
The heterogeneous environment greatly affects students' character. Many tribes, cultures, religions and other differences will cause many problems to the students' aqeedah and akhlaq. To prevent the negative influence of the environment early steps are increasing characterto the children. This embedment will protect the children from a condensive lesson.This research aims to describe the strategy of character embedment in students at SDIT Permata Hati in Jayapura. This research employs qualitative approach using case study design. The data collection techniques are interview, observation, and documentation. The data analysis techniques include data reduction, data presentation and conclusion making. The data validity checking is performed trough triangulation by using various sources and methods. The research results indicate that the embedment strategies of character in students of SDIT Permata Hati are, (1) planning of the learning process, daily life activities, relationships with parents and school's programs; (2) d, the implementation which comprises of strategies of learning, habituation, exemplary, and partnership: (3) evaluation which includes observation and measurement of the planning and implementation that have been carried out, and follow up the improvement or development of the school's programs. Then the results are then reported to the principal and parents.
Landslides are the disasters that frequently happen in Bluncong sub-watershed. These incidents have caused damage and malfunction of road infrastructure, bridges, and irrigation buildings. Therefore, it is important to anticipate landslides through mapping of landslide-susceptibility areas The objective of this study is to map landslide susceptibility at Bluncong sub watershed, Bondowoso, by using Geographical Information System and remote sensing. The landslide susceptibility analysis and mapping are conducted based on landslide occurrences with the Frequency Ratio approach. The landslide sites are identified from field survey data interpretation. Digital Elevation Model maps, geological data, land uses and rivers data, and Landsat 8 images are collected, processed, and then built into the GIS platform's spatial database. The selected factors that cause landslide occurrences are land use, distance to river, aspect, slope, elevation, curvature, and the vegetation index (NDVI). The results show that the accuracy of the map is acceptable. The frequency ratio model gained the area under curve (AUC) value of 0.79. It is found that 9.08% of the area has very high landslide susceptibility. Local governments can use this study's mapping results to minimize the risk at landslidesusceptible zones
Matematika perlu diajarkan sejak sekolah dasar untuk membekali siswa dengan kemampuan berpikir logis, analitis, sistematis, kritis, dan kreatif, serta kemampuan bekerjasama. Siswa membutuhkan kemampuan tersebut dengan tujuan untuk dapat memperoleh, mengelola, dan menggunakan informasi untuk memecahkan masalah dalam kehidupan sehari-hari. Salah satu masalah yang dihadapi dalam proses belajar mengajar matematika di sekolah dasar adalah materi tentang penjumlahan pecahan. Penelitian ini bertujuan untuk meningkatkan penguasaan siswa dalam penjumlahan pecahan rasional dengan menggunakan kartu pecahan. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang terdiri dari dua siklus. Setiap siklus terdiri dari: (1) perencanaan; (2) akting; (3) mengamati; dan (4) mencerminkan. Hasilnya menunjukkanbahwa data awal sebanyak 38,4% siswa mencapai Kriteria Ketuntasan Minimal (KKM). Siklus I mencapai 83,2%, siklus II mencapai 100% dengan indikator yang berbeda. Dengan demikian, hasil penelitian ini membuktikan bahwa penggunaan kartu pecahan mampu: (1) meningkatkan penguasaan soal penjumlahan pecahan biasa, (2) meningkatkan keaktifan siswa, dan (3) meningkatkan siswa. keterampilan dan kerja sama dalam pembelajaran.
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