The low quality of teachers in Indonesia indicates that its current professional development programs are yet to reach an ideal form. Therefore, this research aims to determine how the kampus mengajar (teaching campus) program can be used to improve the professionalism of pre-service teachers to bridge the gap between theory and practice. Open interview questions were used to collect data from eleven pre-service teachers, two supervisors, and two principals involved in the kampus mengajar program with 3 months of professional experience placements in elementary schools spread across Indonesia. The data collected were analyzed using the thematic data analysis technique. The results showed that although the kampus mengajar program experiences various challenges, it can be used by pre-service teachers to enhance their professionalism by sharing and receiving experiences. The kampus mengajar program offers real and authentic experiences for pre-service teachers in guiding students, performing various administrative tasks, and learning in the workplace; thus, they have a better understanding of school life realities.
AbstrakMunculnya periode baru yang sering disebut dengan masa desrupsi menuntut sumber daya manusia memiliki kompetensi dan ketrampilan baru. Lembaga pendidikan merupakan sarana untuk menyiapkan sdm yang punya kompetensi dan ketrampilan tersebut. Oleh karena itu, lembaga pendidikan islam harus mampu menyesuaikan desain pembelajarannya agar mampu membekali siswa memiliki kompetensi dan ketrampilan yang dibutuhkan untuk hidup pada abad 21. Dalam perspektif pembelajaran abad 21, ada 4 hal penting yang harus dikembangkan oleh lembaga pendidikan islam, yaitu; critical thingking, creativity, communication, dan collaboration. Artikel ini focus pada dua aspek yaitu, bagaimana desain pembelajaran agar siswa memiliki kompetensi berpikir kritis dan bertindak kreatif. Data dikumpulkan melalui literature review dan dianalisis melalui analisis data deskriptif kualitatif. Kesimpulan menunjukkan bahwa pertama, kompetensi critical thingking dapat dicapai melalui pendekatan saintifik, Kedua, kompetensi creativity, dapat dicapai dengan cara mendesain pembelajaran sehingga dapat menghasilkan produk tertentu. Kata Kunci: Pembelajaran abad 21, Berpikir Kritis dan Kreatif, Lembaga Pendidikan Islam REDESAIN OF ISLAMIC EDUCATION LEARNING IN 21stCENTURY LEARNING PERSPECTIVE Abstract The emergence of a new period often called the desrupsi demands that human resources have new competencies and skills. Educational institutions are a means to prepare the tbsp who have the competence and skills. Therefore, Islamic educational institutions should be able to adapt their learning designs to be able to equip students with the competencies and skills needed to live in the 21st century. In the perspective of 21st century learning, there are 4 important things that should be developed by Islamic educational institutions, namely; critical thingking, creativity, communication, and collaboration. This article focuses on two aspects, namely, how the design of learning so that students have the competence of critical thinking and creative acting. Data were collected through literature review and analyzed through qualitative descriptive data analysis. The conclusion shows that first, critical thingking competence can be achieved through scientific approach; Secondly, creativity competence can be achieved by designing the learning so that it can produce certain product.
Penelitian ini bertujuan untuk mengetahui pengembangan modelboardingschool dan implikasi sebagai upaya peningkatan mutu madrasahdan relevansinya dengan tujuan pendidikan Islam. Metode penelitianyang dipergunakan ialah penelitian lapangan (field research) dengan jenispenelitian kualitatif. Teknik pengumpulan data dengan observasi,dokumentasi dan wawancara mendalam sedangkan pengujian keabsahandata menggunakan teknik trianggulasi sumber. Hasil penelitian inimenunjukkan bahwa dengan melihat pengembangan modelboardingschool dan implikasi sebagai upaya peningkatan mutu madrasahmemiliki relevansi yang signifikan dengan tujuan pendidikan Islam secarakonseptual maupun nilai-nilai pendidikan Islam yang ada di madrasahpada pemenuhan aspek kompetensi peserta didik yang dikembangkan daritujuan pendidikan Nasional.
Since the outbreak of COVID-19, online learning has become the innovation and an alternative virtual education adopted by universities, due to campus closures. The sudden adoption of the innovation without prior preparation and training causes the ineffective implementation of online learning in most institutions. Based on this description, insufficient information is available regarding the experiences of the student population, which are the most affected by online learning in higher education. Therefore, this study aims to explore the experiences of pre-service teachers regarding their numerous abilities to provide a good online learning program. Using a qualitative focus group study design, data were obtained through the focus group discussion (FGD) on 58 and 52 teachers, which were divided into 10 study groups during the first and final semesters. The results showed that both groups had similar and different experiences, regarding lecturers' ability to effectively perform online learning. According to the experience of the participants, the lecturers with pedagogical and social-personal skills were able to emphasize and encourage the attractiveness of online learning. In addition, some of the differences highly depended on the specific indicators of the two aspects. These results are expected to provide a framework for university lecturers and administrators, towards implementing the learning process.
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