Hubungan Metode Tanya Jawab dengan Minat Belajar Peserta Didik pada Mata Pelajaran Pendidikan Agama Islam

Ahmad, Muhammad Yusuf; Tambak, Syahraini

doi:10.25299/althariqah.2017.vol2(1).650

Cited by 15 publications

(14 citation statements)

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“…This is due to the time allocation given in the discussion and the responses given by the presenters were in accordance with the expectations of the participants. This result is reinforced by the statement which says that one of the factors for the success of Islamic religious education learning is that teachers provide answers (Ahmad et al, 2017). In addition, feedback or responses to questions are also one of the factors that affect the learning interest and outcomes (Seruni & Hikmah, 2014).…”

Section: Discussionmentioning

confidence: 99%

Educational Props Development for Primary School and Early Childhood Education Teachers: Teachers Satisfaction Aspect

Mujtahid

Berlian

Vebrianto

et al. 2021

International j.of Elementary Education

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To maintain the continuity of science education through practicum/experimental activities, teachers have several problems in developing alternative simple science teaching aids which are easier and more affordable to provide and simple to use because they do not break easily. This study aims to analyze the level of satisfaction of the Community Service Program based on the problems faced by Elementary School and Early Childhood Education Teachers. This research is a cross-sectional study using a satisfaction survey of the assistance that has been carried out. The research subjects involved in this study were 30 participants who would be assessed in this study. The results showed that the Community Service Program succeeded in overcoming the problems faced by Elementary School and Early Childhood Education Teachers. This is evidenced by the high participation of teachers in participating in training and the success of teachers in developing educational teaching aids. This research has clear implications in developing innovative alternative media in the field of science.

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Section: Discussionmentioning

confidence: 99%

Educational Props Development for Primary School and Early Childhood Education Teachers: Teachers Satisfaction Aspect

Mujtahid

Berlian

Vebrianto

et al. 2021

International j.of Elementary Education

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“…Metode tanya jawab ialah cara penyampaian pelajaran dengan jalan guru mengajukan pertanyaan dan murid memberikan jawaban. Siswa pun dapat bertanya dan guru memberikan jawaban (Ahmad & Tambak, 2017). Kelebihan metode tanya jawab, suasana atau situasi kelas akan lebih hidup karena siswa dirangsang aktif berfikir dan menyampaikan pikirannya melalui pemberian jawaban dari pertanyaan guru; Sangat positif untuk melatih keberanian siswa untuk mengemukakan pendapatnya melalui lisan; Adanya perbedaan jawaban pada siswa akan membawa kelas pada situasi diskusi; Memberikan dorongan aktifitas dan kesungguhan siswa.…”

Section: Metode Pembelajaran Aqidah Akhlakunclassified

Efektivitas pembelajaran aqidah akhlak di Madrasah Tsanawiyah Sunan Kalijaga Gunungkidul Yogyakarta

Rubini

2021

hum

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Tujuan penelitian ini adalah untuk mengetahui proses pembelajaran aqidah akhlak, efektivitas pembelajaran, faktor pendukung dan penghambat dalam pembelajaran aqidah akhlak di madrasah tsanawiyah sunan kalijaga gunung kidul Yogyakarta. Jenis penelitian kualitatif dengan pendekatan deskriptif, subjek penelitian adalah guru dan siswa madrasah tsanawiyah sunan kalijaga gunung kidul Yogyakarta kelas VIII dengan jumlah 15, tekhnik pengumpulan data metode observasi, wawancara dan dokumentasi, serta angket. Metode analisis data adalah untuk menganalisis data yang telah terkumpul untuk lebih lanjut diinterpretasikan dan disimpulkan. Hasil penelitian adalah proses pembelajaran aqidah akhlak menggunakan kurikulum Kementerian Agama dan Kementerian Diknas, pembelajaran dilaksanakan setiap hari rabu pukul 07.00–08.30, diawali dengan pembukaan membaca basmallah dan lanjutkan dengan penyampaian materi atau inti, kemudian diakhiri dengan evaluasi dan di tutup dengan pembacaan hamdallah. dalam penyampaian materi, guru menggunakan berbagaimacam metode yang variatif sesuai dengan materi yang disampaikan, dan dalam proses pembelajaran siswa dapat mengikuti pembelajaran dengan tertib. Efektivitas pembelajaran aqidah akhlak terbukti efektif. Dan faktor pendukung dalam pembelajaran ini adalah adanya dukungan yang baik dari kepala sekolah, adanya fasilitas yang memadai, penggunaan metode pembelajaran yang tepat, dan minat siswa yang cukup tinggi dalam mengikuti pembelajaran aqidah akhlak, sedangkan faktor penghambatnya adalah kurangnya kerjasama antara pihak sekolah dengan orang tua. The purpose of this study was to determine the process of learning aqidah akhlak, the effectiveness of learning, supporting and inhibiting factors in learning aqidah akhlak at Madrasah Tsanawiyah Sunan Kalijaga Gunung Kidul Yogyakarta. This type of qualitative research with a descriptive approach, research subjects are teachers and students of the madrasah Tsanawiyah Sunan Kalijaga Gunung Kidul Yogyakarta class VIII with a total of 15, data collection techniques are observation methods, interviews and documentation, and questionnaires. The data analysis method is to analyze the data that has been collected for further interpretation and conclusion. The results of the study are the process of learning aqidah akhlak using the curriculum of the Ministry of Religion and the Ministry of National Education, learning is carried out every Wednesday at 07.00 - 08.30, starting with opening reading basmallah and continuing. with the delivery of the material or core, then it ends with an evaluation and closes with a reading of the hamdallah. In delivering the material, the teacher uses various methods which vary according to the material presented, and in the learning process students can follow the learning in an orderly manner. The effectiveness of learning aqidah morals is proven to be effective. And the supporting factors in this learning are the existence of good support from the principal, the existence of adequate facilities, the use of appropriate learning methods, and the high interest of students in participating in learning aqidah morals, while the inhibiting factor is the lack of cooperation between the school and parents

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“…Cara ini terbukti ampuh untuk membangkitkan ingatan atau pemahaman siswa. Ahmad, Tambak, & Constantiani (2017) menyatakan bahwa tanya jawab adalah suatu cara mengajar yang menimbulkan umpan balik antara guru dan siswa dalam pembelajaran dengan cara memberikan suatu pertanyaan sehingga dijawab oleh siswa. Dengan demikian, tanya-jawab materi sebelumnya dapat mempersiapkan siswa untuk mengikuti materi pada kegiatan pembelajaran yang akan dilakukan.…”

Section: Analogiunclassified

Apersepsi Guru dalam Pembelajaran Membaca Permulaan Bagi Anak Usia Dini

Jayapada

Suyitno

Suyono

2020

Jur.Pend.Teo.Pen.Peng.

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Abstract: This article aims to describe the form of teacher apperception in early reading and writing learning for young children in the biMBA AIUEO. This study uses a qualitative approach to the design of field studies. Based on the results of the study, it was found that in apperception teachers in learning to begin reading can be classified into three things, namely analogy, question-answer, singing. First, use an analogy. The analogy conducted by the teacher includes (1) analogy using flashcard media, (2) analogy using objects and or symbols. Second, do question and answer. Question and answer that is done by the teacher includes questioning the old or previous material and question-answer of new material. Third, do the singing. Singing activities performed by the teacher use the BDG-KMPSY song.Abstrak: Artikel ini bertujuan untuk mendeskripsikan wujud apersepsi guru dalam pembelajaran membaca permulaan bagi anak usia dini di biMBA AIUEO. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi lapangan. Berdasarkan hasil penelitian, ditemukan bahwa dalam apersepsi guru dalam pembelajaran membaca permulaan dapat diklasifikasikan menjadi tiga temuan, yaitu analogi, tanya-jawab, bernyanyi. Pertama, menggunakan analogi. Analogi yang dilakukan oleh guru, meliputi (1) analogi menggunakan media flashcard dan (2) analogi menggunakan benda atau simbol. Kedua, melakukan tanya-jawab. Tanya-jawab yang dilakukan oleh guru, meliputi tanya-jawab materi lama atau sebelumnya dan tanya-jawab materi baru. Ketiga, melakukan kegiatan bernyanyi. Kegiatan bernyanyi yang dilakukan guru menggunakan lagu BDG-KMPSY.

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Hubungan Metode Tanya Jawab dengan Minat Belajar Peserta Didik pada Mata Pelajaran Pendidikan Agama Islam

Cited by 15 publications

References 0 publications

Educational Props Development for Primary School and Early Childhood Education Teachers: Teachers Satisfaction Aspect

Educational Props Development for Primary School and Early Childhood Education Teachers: Teachers Satisfaction Aspect

Efektivitas pembelajaran aqidah akhlak di Madrasah Tsanawiyah Sunan Kalijaga Gunungkidul Yogyakarta

Apersepsi Guru dalam Pembelajaran Membaca Permulaan Bagi Anak Usia Dini

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