Analisis Perkembangan Sosial-Emosional Tercapai dan Tidak Tercapai Siswa Usia Dasar

Abstract

This article aims to examine social-emotional development of the student's age. As for the formulation of a problem in this study i.e. (1) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah in learning, (2) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah outside of learning, and (3) how the efforts of teachers in developing social-emotional grade IV MI Nurul Ummah. This research used the qualitative approach with observations on the social-emotional development of grade IV MI Nurul Ummah. As for the results of this study suggest that (1) social-emotional development of students in learning that are achieved, i.e. students show an attitude of caring, participation, communication, interactive, teamwork, ability and showing confidence, While that is not achieved, i.e. quiet, it's hard to adapt, a closed, private, and difficult to communicate with people deems foreign.; (2) the social-emotional development of students outside the learning achieved, i.e. students show the attitude of empathy, caring, helpful friends, don't show the attitude of keakuan, and being able to control your emotions when interacting or play, while not achieved,i.e. play only with friends nearby, less concerned with what is happening around him, speaking only when needed, and enjoy learning more than play.; (3) efforts undertaken teacher in developing social-emotional students; sets the position of the seated students, giving the same attention to all students, and to give guidance to students in order to encourage the achievement of social- emotional development of children.Keywords: Analysis, Social-Emotional Development is Achieved and not Achieved

The Habituation Approach of Memorising Short Al-Qur’an Letters and Their Daily Practice in Elementary School Students

“…This condition is where the teacher's role in accompanying was more intense. Lack of self-confidence in students can be caused by not having confidence in their abilities (Lestari et al, 2022;Assingkily & Hardiyati, 2019). Some students have memorised a few letters but can practice the aspects contained in the letters they memorise, seen from how they speak/speak, good morals with teachers, friends and parents at home, socialisation in relationships and many more.…”

School Climate in Improving Conducive Learning Quality in MIN 2 Sibolga

“…It is considered to be important to raise students' spirit and appreciate the process passed by the students.Inline, (Firdausi & Hidayah, 2018) explain that recitation by giving sorogan cards could stimulate students to improve their recitation.Regarding the explanation above, the effort of creating school climate as soul and heart of the school (Pretorius & De Villiers, 2009), is required changing the culture that students received from their homes to school, and it is affected by the policy, leadership style, belief, values, and productivitiesapplied in school (Syafaruddin, 2019). Even, this social subjectivity creates the Qur'anic contextualization in school (Assingkily, 2019;Assingkily & Baroroh, 2017;Assingkily & Hardiyati, 2019).…”

“…It is supported by spirit and activity facilities given by MIN 2 Sibolga.The selfdevelopment refers to learn PAI (Islamic teachings) material deeply, including reading, writing, memorizing Qur'anic verse and hadith, and practicing ablution procedures, salat (prayer), zikir, and praying. This activity is done every Friday for three learning sessions or 3x35 minutes.The adequate time allocation and good guidance could help the process of students' selfdevelopment, included cognitivepsychomotor, social-emotional (Assingkily & Hardiyati, 2019), language-art, religion, and moral values.Based on the explanation above, it could be seen that self-development activity could improve the quality and conducive climate in MIN 2 Sibolga, this conducive sequence is known as the school climate.…”

Analisis Strategi Pembelajaran Active Knowledge Sharing dan Ceramah Terhadap Hasil Belajar Pendidikan Agama Islam

“…Pemilihan strategi pembelajaran merupakan sesuatu yang urgen. Salah satu dasar pemilihan itu terletak pada kemampuan strategi dalam mengembangkan kompetensi peserta didik agar dapat untuk berpikir logis, kritik, dan kreatif (Assingkily & Mikyal: 2019). Penentuan strategi yang tepat akan dapat menghantarkan siswa pada peningkatan keaktifan dalam proses pembelajaran sehingga ia mampu untuk menyampaikan pendapat, berinteraksi dengan teman-teman lain, bahkan sampai juga mampu untuk memberikan respon terhadap pemikiran siswa dan pemikiran teman lainnya (Assingkily & Miswar: 2020).…”