This study aims to analyse and describes the implementation of PAI (Islamic religious education) learning method innovation and the procedures of creating innovative learning methods in the new normal era. This study uses a qualitative case study approach. The researcher tries to reveal learning method innovation and the procedures in the unstable era of the COVID-19 pandemic. The researcher conducted interviews, observations, and documentation to obtain information about the themes studied. Data analysis was carried out circularly, starting with data presentation, data reduction, and concluding. The results showed that PAI learning method innovation in the new normal era is running effectively through the integration of various learning methods, consists of three kinds, the first is the home visit method integrated with project-based learning, the second is the online method integrated with blended learning, and the third is the offline method integrated with inquiry learning. Identification, development and evaluation are the three procedures of creating integrated PAI learning method innovation in the new normal era.
This research aims to analyze data related to the implementation of giving sticker rewards in shaping students' disciplinary character. The research approach uses a qualitative type of case study. Data collection using observation techniques, interviews, and documentation. Data analysis techniques in this study consisted of data condensation, data presentation, then the stages of conclusion. The results of this study are 1) giving rewards in shaping the character of student discipline through the distribution of stickers which are very important in motivating students to take positive actions; 2) The steps for giving reward stickers start with preparing learning materials, conveying material to students, observing students' attitudes, the lastly giving reward stickers to students who have done good performance; 3) Factors supporting the success of this program are good motivation from teachers, self-awareness in students, libraries, places of worship, and proportionate classes. While the inhibiting factors are the playing environment and colleagues. Abstrak Penelitian ini bertujuan untuk menganalisis data terkait pelaksanaan pemberian reward sticker dalam membentuk karakter disiplin siswa. Pendekatan penelitian menggunakan kualitatif, jenis studi kasus. Pengumpulan data menggunakan teknik observasi, wawancara, dan dokumentasi. Teknik analisis data dalam penelitian ini terdiri dari kondensasi data, penyajian data, kemudian tahapan penarikan kesimpulan. Hasil penelitian ini adalah 1) pemberian reward dalam membentuk karakter kedisiplinan siswa melalui pendistribusian stiker sangat penting dalam memotivasi siswa untuk melakukan tindakan positif; 2) Langkah-langkah pemberian reward-sticker diawali dengan menyiapkan materi pembelajaran, menyampaikan materi kepada siswa, mengamati sikap siswa, terakhir memberikan reward-stiker kepada siswa yang berprestasi baik; 3) Faktor pendukung keberhasilan program ini adalah motivasi yang baik dari guru, kesadaran diri pada siswa, perpustakaan, tempat ibadah, dan kelas yang proporsional. Sedangkan faktor penghambatnya adalah lingkungan bermain dan teman sejawat.
This research aims to analyze data related to the implementation of giving sticker rewards in shaping students' disciplinary character. The research approach uses a qualitative type of case study. Data collection using observation techniques, interviews, and documentation. Data analysis techniques in this study consisted of data condensation, data presentation, then the stages of conclusion. The results of this study are 1) giving rewards in shaping the character of student discipline through the distribution of stickers which are very important in motivating students to take positive actions; 2) The steps for giving reward stickers start with preparing learning materials, conveying material to students, observing students' attitudes, the lastly giving reward stickers to students who have done good performance; 3) Factors supporting the success of this program are good motivation from teachers, self-awareness in students, libraries, places of worship, and proportionate classes. While the inhibiting factors are the playing environment and colleagues.
The urgency of learning becomes something vital in the education process. Humans can gain new insights and knowledge in their lives through learning activities. By learning too, human behavior develops in a more beautiful direction. In the course of a relatively long time learning activities had been in a conservative position. Where students are positioned as learning objects while the teacher is positioned as an omniscient subject in class. This has implications for the increasingly dynamic development of knowledge. Because learning activities carried out focused on the concept of unidirectional learning. So that a new learning paradigm is born that emphasizes the critical awareness of students to understand the reality of the world and the natural surroundings. The learning activities implemented are multi-communication learning and tend to be dialogic. This learning is oriented to solving problems faced by students. Various kinds of learning paradigms that have been put forward, there needs to be a more massive refreshment so that it can be enjoyed and felt its influence by all people in the world of education.Abstrak: Urgensitas pembelajaran menjadi suatu hal yang sangat vital dalam proses pendidikan. Manusia dapat memperoleh wawasan dan pengetahuan baru dalam hidupnya melalui kegiatan belajar. Dengan belajar pula, tingkah laku manusia berkembang ke arah yang lebih babik. Dalam perjalanan waktu yang relatif lama kegiatan belajar sempat berada pada posisi yang konservatif. Di mana peserta didik diposisikan sebagai objek pembelajaran sedangkan guru berposisi sebagai subjek yang maha tahu dalam kelas. Hal ini berimplikasi pada perkembangan pengetahuan yang semakin tidak dinamis. Karena kegiatan pembelajaran yang dilakukan terpaku pada konsep pembelajaran searah. Sehingga lahirlah paradigma baru pembelajaran yang lebih menekankan pada kesadaran kritis peserta didik untuk memahami realitas dunia dan alam sekitarnya. Adapun kegiatan pembelajaran yang diimplementasikan adalah pembelajaran multi komunikasi dan cenderung dialogis. Pembelajaran ini berorientasi pada pemecahan masalah yang dihadapi oleh peserta didik. Berbagai macam paradigma pembelajaran yang telah dikemukakan, perlu adanya penyegaran yang lebih masif sehingga
Pesantren’s cottage is the olddest education institute in Indonesia that the existence still be confessed in this world, education model in the style of pesantren proofed very effective to stabilizer human character, especially milenial’s generation. Milenial’s generation that shackled with technology terrible influence of information can his self and to be lessened through education in the style of pesantren who contain balance values between worldly and ukhrawi, social aspect, body aspect and spiritual, and other its as.
Orientalist groups have been continuously investigating Islam and Muslim communities. One of their aspiring projects was to doubt the hadith of the Prophet Muhammad Peace be upon him through several divergences of its theoretical constructions. In responding to this case, the subject of hadith critique became an urgent tool to examine and maintain hadith authenticity. This library research analyzed descriptively several sources such as scientific articles, books, and research reports to answer the formulation of the problem. In this case, this article aims to identify the definition of hadith and its historical development, to disclose the brief orientalists' biographies discerned on inquiring the criticism of sanad through its theoretical framework. Finally, to respond to the hadits theoretical criticism by the orientalists. The findings in this paper were (1) Hadith criticism was regarded as a tool to distinguish the authenticity of hadith and determine the narrator's competency and disability; (2) Ignaz Goldziher conveyed his theoretical construction on the issue of hadith authenticity using a critical approach. While Goldziher introduced a projecting back theory to doubt the existence of hadith and transmission of sanad; (3), He ignored the tsiqah aspects of the narrators, history, reasoning, and comparisons with the Qur'an. What is more, Goldziher also made a deliberate change in matan. Hadith had existed during the Prophet Muhammad, and the Companions had used it to implement Islamic law, and the strict method of receiving and transmitting the sanad dismantled Schacht's projecting back theory.
Abstrak: Perkembangan teknologi yang semakin cepat dan arus globalisasi yang tidak dapat dibendung lagi berimplikasi pada sistem penddidikan pesantren yang berkamuflase dari satu sektor menuju sektor yang lebih baik. Hal tersebut menjadi indikator penting akan perhatian pesantren terhadap out-come para lulusannya. Sehingga berbagai upaya dilakukan demi mempersiapkan kader-kader pesantren yang militan, cerdas, berintegritas, kreatif dan dapat memberikan kontribusi besar terhadap pembangunan Negara Kesatuan Republik Indonesia. Aktivitas pembelajaran yang aktif dan komunikatif dapat merangsang peserta didik memiliki gairah, motivasi, semangat dan konsentrasi belajar guna mencapai tujuan pembelajaran yang ditetapkan. Salah satu kompetensi vital yang harus dimiliki seorang guru untuk menciptakan aktivitas pembelajaran komunikatif-interaktif yang berlandaskan pada two ways communication adalah pengelolaan kelas. Pengelolaan kelas adalah sebuah usaha yang tersistematis dan terstruktur untuk mencapai tujuan tertentu dalam proses kegiatan pembelajaran. Urgensitas pengelolaan kelas bagi kalangan pendidik di pesantren sebab memiliki tujuan menjadikan setiap anak yang berada di dalam kelas dapat bekerja (berpikir, berinteraksi dan berpendapat) sehingga akan tercapai tujuan pengajaran secara efektif dan efisien. Kata Kunci: Pengelolaan Kelas, Pendidik, Pesantren.
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