Thematic approach to teaching and learning especially for Islamic Religious Education in elementary school. This is a way of teaching and learning, whereby many areas of the curriculum are connected together and integrated within a theme. It allows learning to be more natural and less fragmented than the way, where a school day is time divided into different subject areas and whereby children practice exercises frequently related to nothing other than what the teacher thinks up. It guides connected ideas to follow on easily.The model of thematic learning in primary schools can be said to be using the model to share (shared/participative model). This modelis the integration of learning due to the emergence of a fallen-overlapping (overlapping concept) or an idea in two or more subjects.
Muntasyirul Ulum boarding schools is a boarding house for students MAN PENDAHULUANMemiliki misi ultra prima menjadikan madrasah ini gaungnya menggema, cita-citanya untuk turut mencerdaskan masyarakat dan bangsa disambut riang gembira masyarakat Yogyakarta. Ditengah kesibukan jogja yang padat, antrian kendaraan, hiruk pikuk yang mewarnai kehidupan sosial masyarakat jogja yang notabene juga sebagai masyarakat pelajar kehadiran mayoga dengan wajah baru sebagai madrasah unggulan memberikan harapan besar bagi masyarakat Jogja khususnya.Slowly but sure madrasah ini kian menapak dengan pasti mengejar ketertinggalannya dan segera dapat menyalip sekolah-sekolah berprestasi dibawah naungan Kementerian pendidikan dan kebudayaan. Harapan masyarakat madrasah ini tidak lagi sebagai "the second" karena keberadaannya yang lebih menjadi pilihan masyarakat gressroad ataupun madrasah makmum masbuq tapi lebih kepada madrasah unggulan yang benar-benar memiliki keunggulan dibandingkan dengan sekolah umum berprestasi. Terbukti hampir di setiap kota maju dibidang pendidikan di negeri zamrud katulistiwa ini, seperti Malang dan Yogyakarta, banyak madrasah yang mulai dilirik bahkan sangat diminati masyarakat.MAN Yogyakarta III atau yang lebih familiar dikalangan masyarakat Jogja sebagai
Counselling guidance has been extensively researched for educational purposes to develop the students' knowledge, affective, and skills. Counsellors or counselling guidance teachers train students in achieving these three domains through teaching or training. The purpose of this study is to link counselling guidance and behavior change in students in a private high school located in South Tangerang, Indonesia majoring in social studies. A quantitative approach with a correlational design was chosen in the study. This study involved 30 students of the 11th grade. Convenience sampling is used in the participation recruitment. The results of the study, in general, show that there is a significant relationship between counselling guidance and changes in the student behaviors, such as students trying their best to answer teacher exams, submitting assignments on time, responsibilities when working together, entering class on time, obeying rules, confident in presenting their work in front of the class, willing to share their resources, sympathize and empathize without discrimination.
The results of the study found 1) learning management Indonesian language implemented in Elementary School of Tempel and Sultan Agung there are the teachers prepare learning such as syllabi, semester program, materials and learning tools, and the lesson plan, for implementation beginning teacher learning activities, core and closing, while for the final activity the teacher gives homework assignments and summarize the material. 2) learning management models in the Elementary School Indonesian Foreign Paste conventional while still learning management Indonesian Elementary School in Sultan Agung is conventional but has developed learning by applying thematic learning, active learning, creative, effective and fun, as well as cooperative learning though not maximum **** Hasil penelitian ditemukan 1) manajemen pembelajaran bahasa Indonesia yang dilaksanakan di Madrasah Ibtidaiyah Negeri Tempel dan Sultan Agung antara lain guru menyiapkan pembelajaran seperti silabus, program semester, bahan dan alat pembelajaran, dan rencana pelaksanaan pembelajaran, untuk pelaksanaan pembelajaran guru melakukan kegiatan awal, inti dan penutup, sedangkan untuk kegiatan akhir guru memberikan tugas pekerjaan rumah dan merangkum materi. 2) model manajemen pembelajaran bahasa Indonesia di Madrasah Ibtidaiyah Negeri Tempel masih konvensional sedangkan manajemen pembelajaran bahasa Indonesia di Madrasah Ibtidaiyah Sultan Agung konvensional akan tetapi telah mengembangkan pembelajarannya dengan menerapkan pembelajaran tematik, pembelajaran aktif, kreatif, efektif dan menyenangkan, serta pembelajaran kooperatif meskipun belum maksimal.
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