This study aimed to test and develop the theory of Condition of Learning by examining the presence or absence of the influence of yellow book learning on PAI subjects and then analyzing the effect of curriculum management perspectives, both supporting and inhibiting factors. This research uses a mixed quantitative and qualitative method, and data collection is carried out by observation, interviews, documentation and questionnaires. The results of research showed that PAI subjects were slightly influenced by yellow book learning with a percentage of 2.45%, meaning that other factors influenced 97.55%. Supporting factors the influence include, in planning the learning of the yellow book is positioned as the foundation of knowledge for PAI subjects, in its organization it is mastered by Kyai and Ustadz and is considered to have a high honorific value, in its implementation, The yellow books and PAI have many material similarities even more comprehensive, in its evaluation the learning of the yellow book is structured as PAI subjects. Meanwhile, the factor causing the low influence is that, in its planning, the yellow book learning reference is not balanced concerning PAI subjects, in its organization, the teacher is less competent so that students feel difficult, in its implementation, the yellow book learning is still less than optimal because it is not intensive in supporting PAI subjects. However, in its evaluation, the fundamental ideology is oriented toward cognitive knowledge so that few students get good grades.
This study aims to analyze the implementation of quality management in Islamic religious education learning as well as the supporting and inhibiting factors. This research is descriptive qualitative. Data was collected through interviews, observation, and documentation. The data were analyzed by means of data reduction, data presentation, and conclusions. The results of the analysis 1) are summarized in the preparation of effective week plans, mapping SK/KD, KKM, annual programs, semester programs, syllabus, and lesson plans, (2) applying interesting media, carrying out extracurricular activities, (3) teachers providing media and learning equipment form the authority to coordinate learning in the classroom, participate in training, (4) the teacher supervises learning activities in the classroom, evaluates the results of the implementation of learning, supervising in the evaluation process in the form of tests or assignments. (5) Prepare questions/assessment tools, carry out assessments, check answers, assess learning outcomes, manage learning outcomes, analyze learning outcomes, conclude assessment results clearly and logically, compile reports on learning outcomes, and improve assessment questions/tools. Supporting factors (1) increased time allocation, (2) training assistance, (3) good relations between teachers, (4) school principal support for teachers, (5) teacher supervision, and (6) supervision by school school principals. In contrast, the inhibiting factors are (1) the lack of learning facilities and media, (2) the lack of innovation in the preparation of learning plans, and (3) the lack of student practice outside of school.
The alternative of character building of students can be done through school culture in accordance with the Grand Design of character education because the character as a character is built based on applicable values. Therefore, character education through the school culture that students have based on values essentially shapes the child into a better character and in a positive direction. For this reason, the writer analyses the Implementation of Character-Based Education and School Culture at SDIT Permata Bunda 1 Bandar Lampung. This research is a descriptive study using a qualitative approach. Descriptive research tries to explain the current solution based on the data, then presents the data and interprets it. Data collection techniques in this study were interviews, observation, and documentation. For the sample, the principals and teachers of SDIT Permata Bunda 1 Bandar Lampung. The Qur'anic generation are youths who hold fast to the Qur'an, make the Qur'an as a guide for their lives, read, memorise and understand its contents, and practice it in all aspects of life in the world. Children's character education is a process of forming a child's character or personality and is used as a provision from childhood to adulthood. Therefore, character education is an important thing that must be given to children because these fundamental values are needed in the future. Achievement is a standardised test to measure a student's knowledge and proficiency in one or more knowledge in a subject.
Towards the 21st century, there are quite interesting changes regarding the trend of education in Indonesia. The dominance of Islamic educational institutions consisting of islamic boarding schools, madrasas, and schools began to shift, this was due to the emergence of Integrated Islamic Schools throughout the country. This Islamic educational institution has spread throughout Indonesia, first established by activists of the ITB campus mosque and UI. Such a rapid distribution of schools shows that the Integrated Islamic School is a new trend of Islamic education in Indonesia, this school emphasizes the education of religious moral values and excellent modern education today, this school also provides a new pattern regarding the reislamization of the Indonesian Muslim middle class. So the author is interested in conducting research related to the Integrated Islamic Coding Institute. In this study, the author uses a qualitative descriptive approach, which the author uses library research, namely collecting books related to the object of research or research that is literature. The Integrated Islamic School has the aim offostering students to become intelligent, noble muttaqien people who have skills that provide benefits and benefits for mankind, to achieve these goals, to implement good human resource management which includes various activities and processes namely, qualifications, recruitment patterns, employee orientation, employee wages, employee rules, coaching and development, employee assessment, employee career and rank, and welfare.
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