Education is a powerful tool to change the world by changing the behavior of society to be better. In Islamic education, one most important thing is the education of faith or belief, because it all starts from it. Faith is the foundation of knowledge and value. Islam emphasizes how important it is to teach values to kids in primary school level and how important is the role of parents and teachers. This method is very essential to build strong values for kids so that those values which are taught from that age would last forever. This happens because kids have powerful memory to remember everything. This paper explaines the importance of teaching values to primary school students and the best methods to instill Islamic values related to “akidah” in age 7 – 13 years old by using axiology theory and trying to relate it to philosophy. Axiology is one of philosophy study which focuses on the theory of values. Its study contains about how to reach knowledge to get values in ethic, logic and aesthetic ways. The result of this paper explaines that there are some steps which can be used for teachers in primary school to educate students about values in general and about Islamic values which most of students have the foundation before from their parents. Keywords: Islamic, education, values, primary school

The main aim of this study was to investigate the effects of the Remap RT (Reading – Concept Mapping – Reciprocal Teaching) learning model on low-ability students’ achievement in biology. This quasi-experimental research made use of a pre-test-post-test non-equivalent control group design. The population of this research was 125 tenth-grade students from the Natural Science classes aged around 16 years old. Four classes were randomly selected as the samples, and they were divided into two groups: two classes belonged to the high ability classes, and the other two were categorised into the low ability groups. The students’ achievement was measured using an essay test. The results of the test were analysed using ANCOVA. The findings indicated that 1) students who learned using Remap RT had better academic achievement in biology than students who learned using a conventional method; 2) students with high academic ability had better academic achievement than students with low academic achievement; and 3) low-ability students who learned using Remap RT and high-ability students who learned using a conventional method had equal academic achievement. The results of the research suggest that Remap RT was effective in improving low-ability students’ achievement in biology.

Islamic religious education is very important for shaping character, especially in social society. In today's era, students tend not to care about society, therefore forming a good character is very important, especially in the social community in Islamic religious education itself, it teaches us that we are required to have good character as taught by the Prophet Muhammad; Allah SWT said, which means "and indeed you (Muhammad) have a noble character". Because of this, it can be concluded that the Prophet Muhammad, was sent to earth to improve the character of all human beings. Thus, the character of education from an Islamic point of view is needed, especially in Islamic educational institutions. So, from various problems related to morals which are ideally able to realize character education, especially in social society in an Islamic perspective in the form of mutual care. courtesy to parents. sense of responsibility and care for fellow human beings.

This research is motivated by the problem of low self-confidence of students. The purpose of this study was to test the effectiveness of educational cinema techniques as a medium to increase students' low self-esteem. The research design used pre experimental research with one group pretest and posttest design. The research subjects were 16 students of class VIII SMPN 6 Malang, the subjects were selected using purposive sampling technique. Data collection used (1) self-confidence scale; (2) experimental guidelines and (3) observation guidelines. Data analysis used descriptive and statistical analysis (Wilcoxon signed rank test). The results of data analysis produce that H0 is rejected and H1 is accepted, this means that there is a significant increase in student self-confidence after being given educational cinema techniques. The findings of the study show that there are differences in the improvement of students 'self-confidence between before (pretest) and after (posttest) being given educational cinema techniques, thus the results of the study concluded that educational cinema techniques were effective in increasing students' self-confidence. Keywords: educational cinema technique, self-confidence, students

Abstrak. Keberhasilan calon guru dalam pembelajaran ditentukan oleh banyak hal, salah satunya adalah kesadaran metakogntif. Penelitian ini bertujuan mengukur kesadaran metakognitif calon guru di Universitas Islam Balitar (UNISBA) Blitar. Penelitian ini dilakukan dengan teknik survei yang menggunakan angket Metacognitive Awareness Inventory (MAI). Angket terdiri dari dua aspek yaitu pengetahuan metakognitif dan regulasi metakognitif. Hasil dari penelitian menunjukkan kesadaran metakognitif calon guru di UNISBA Blitar tergolong tinggi (rentang skor 35-49). Pengetahuan prosedural memiliki nilai presentase tertinggi dalam aspek pengetahuan metakognitif.  Pada aspek regulasi metakognitif, skor tertinggi ada di indikator mengoreksi (93.75 persen). Skor terendah berada pada indikator mengevaluasi (76,25 persen).Abstract. The success of prospective teachers in learning is determined by many things, one of which is metacognitive awareness. This study aims to measure the metacognitive awareness of prospective teachers at the Balitar Islamic University (UNISBA) Blitar. This research was conducted using a survey technique using a Metacognitive Awareness Inventory (MAI) questionnaire. The questionnaire consists of two aspects, namely metacognitive knowledge and metacognitive regulation. The results of the study show that the metacognitive awareness of prospective teachers at UNISBA Blitar is high (score range 35-49). Procedural knowledge has the highest percentage value in the aspect of metacognitive knowledge. In the aspect of metacognitive regulation, the highest score was in the correcting indicator (93.75 percent). The lowest score is on the evaluating indicator (76.25 percent).

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Tujuan penelitian ini untuk mesdeskripsikan analisis kebutuhan mahasiswa terhadap bahan ajar mikrobiologi. Metode penelitiannya adalah deskriptif kualitatif dengan subjek 24 mahasiswa program studi pendidikan Biologi Universitas Islam Balitar yang telah menempuh mata kuliah mikrobiologi dan dosen pengampu mata kuliah mikrobiologi. Teknik pengumpulan data dengan wawancara dan angket. Instrumen yang digunakan adalah lembar wawancara untuk dosen pengampu dan lembar angket mahasiswa untuk analisis kebutuhan bahan ajar mikrobiologi. Data hasil wawancara dianalisis secara deskriptif dan data hasil angket dianalisis dengan dibuat persentase. Hasil penelitian menunjukkan bahwa belum tersedia bahan ajar untuk mata kuliah mikrobiologi dan perlu dikembangkan bahan ajar mikrobiologi berbasis gambar dan teks salah satunya yaitu atlas..

Yayasan Bina Asih Surakarta yang memiliki siswa-siswa berkebutuhan khusus, yaitu tuna rungu, tuna wicara, tuna grahita, autis, dan anak-anak yang memiliki IQ di bawah standar.  Pelatihan ini bertujuan meningkatkan pengetahuan guru dalam menerapkan keterampilan  komunikasi antar pribadi kepada siswa. Metode yang digunakan adalah ceramah, diskusi, serta praktek mengajar menggambar dan mewarnai. Hasil kegiatan menunjukkan ada peningkatan keterampilan  guru dalam menerapkan komunikasi interpersonal sebagai proses penyampaian materi ajar di kelas. Kedekatan personal guru membuat siswa  lebih fokus dalam menyelesaikan tugas. Kegiatan ini juga membuat guru mampu mengidentifikasi kemampuan menggambar dan mewarnai siswa.