Implementasi Kurikulum Tersembunyi Pada Mata Pelajaran Pendidikan Agama Islam di SMA Negeri 1 Rejang Lebong

Warsah, Idi; Destriani,; Septian, Rahmat Yudhi; Nurhayani,

doi:10.32505/ikhtibar.v9i1.632

Cited by 5 publications

(6 citation statements)

References 17 publications

(20 reference statements)

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“…Method learning interactive emphasize involvement active student in the educational process with involve they in various activity interactive , like discussion group , game role , simulation , project collaborative , and utilization technology education . With adoption method learning interactive , expected student will feel more motivated , enthusiastic , and enthusiastic in learn , so create atmosphere positive and supportive class (Warsah, Septian and others, 2022) . According to Suparman in (Majid, 2014) , learning model interactive own seven characteristics typical .…”

Section: Methods Learning Interactive: Facilitate Understanding Deep ...mentioning

confidence: 99%

Reactualization Islamic Theology in Education: Designing Curriculum, Method Learning, and Technology Integration for Transformation Educative

Asep Abdullah,

Qiqi Yuliati Zaqiah,

Mohammad Ridwan

et al. 2024

biolae

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The development of Islamic education has become the main focus of the effort to formulate return religious teachings to be more in accordance with the demands of the times and achieve transformation in system education. This article aims To explore How Islamic theology is actualized in the aspect of education, considering design curriculum, methods of learning, and integration technology. The method research used is qualitative analysis with studies of comprehensive library. Through a review of in-depth literature and articles, this identifies draft reactualization of Islamic theology in context education and explains the goals and approaches required to achieve it. Research results highlight the importance of the integration of values of Islamic theology in curriculum-relevant education with the demands of the times. Besides that, This review is about using interactive methods of learning, like discussion groups and technology, to facilitate a deep understanding of Islamic teachings. With the integration of Islamic theology in the curriculum, implementing method learning interactive, and utilising technology in a way that is wise and transformational, more educational , extensive and sustainable can achieved in Islamic education.

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Section: Methods Learning Interactive: Facilitate Understanding Deep ...mentioning

confidence: 99%

Reactualization Islamic Theology in Education: Designing Curriculum, Method Learning, and Technology Integration for Transformation Educative

Asep Abdullah,

Qiqi Yuliati Zaqiah,

Mohammad Ridwan

et al. 2024

biolae

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“…Faktor Pendukung dan Penghambat: Berbagai faktor seperti kontak mata, mimik wajah, gerak tubuh, suara, kecepatan, dan alat peraga dapat memengaruhi keberhasilan storytelling (Wati, 2022).…”

Section: Metode Storytellingunclassified

Pelaksanaan Metode Storytelling dalam Meningkatkan Hasil Belajar Peserta Didik

Rani,

Rahman

2024

alsys

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The lecture method in the teaching and learning process has been developed into the storytelling method to address the inefficiency of PAI learning at SDN 13 Sungai Betung, thereby stimulating the activity, courage, and skills of students, both individually and in groups. This research uses a qualitative method with a descriptive approach (Hanel, 2013). To select informants, the researcher uses purposive sampling technique based on specific considerations or criteria. The informants in this study are the principal, the curriculum vice principal, the Islamic Education teacher, and five fifth-grade students chosen based on class rankings and teacher recommendations. Data collection techniques include interviews, observations, and documentation, while data analysis is carried out through data reduction, data presentation, and conclusion drawing. The implementation of the storytelling method involves the preparation of visual aids such as laptops, projectors, and animated videos, as well as classroom setup. The teacher must ensure the classroom is prepared, convey the learning objectives according to the Lesson Plan (RPP) and syllabus, and use storytelling by paying attention to eye contact, facial expressions, vocal emphasis, and body movements in sync with the animated videos. The success of this method heavily relies on the preparation of media, classroom readiness, and the teacher's storytelling skills, making the learning process engaging, effective, and easy for students to understand.

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“…Mengoptimalkan Implementasi Kurikulum Aspek kurikulum dan pembelajaran, implementasi kurikulum memiliki peranan yang sangat penting dalam keberhasilan program peningkatan mutu pendidikan. Kurikulum tidak hanya dianggap sebagai sebuah mata pelajaran dan proses belajar mengajar, tetapi juga dilihat sebagai sesuatu yang terencana dengann sistem belajar yang harus tertata dengan sistematis (Warsah et al, 2022). Kurikulum dapat diartikan sebagai peraturan yang harus ditaati peserta didik sehingga mereka mampu mencapai gelar atau bukti dari kelulusan dalam pembelajaran (Warsah, Imron, et al, 2020).…”

Section: Pemilihan Kepala Sekolah Yang Tepatunclassified

Strategi Kepala Sekolah Dalam Meningkatkan Mutu Pendidikan Di Pondok Pesantren Darussalam Kepahiang

Yanto¹,

Dianto²,

Bastian³

et al. 2023

EDU

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Pendidikan yang bermutu harus memiliki Sumber Daya Manusia yang baik dan berkompeten. Kepala sekolah memiliki peran yang penting dalam meningkatkan mutu pendidikan. Tujuan penelitian ini untuk mengetahui strategi yang dilakukan kepala sekolah dapat meningkatkan mutu pendidikan. Penelitian ini merupakan penelitian deskriptif kualitatif yang dilaksanakan di Pondok Pesantren Darussalam Kepahiang. Data penelitian diperoleh melalui wawancara, observasi, dan dokumentasi. Hasil penelitian dapat disimpulkan bahwa strategi kepala sekolah Pondok Pesantren Darussalam Kepahiang dalam meningkatkan mutu pendidikan yaitu: (1) Peningkatan dan penguatan dari dalam dengan cara pemberian materi ketika rapat koordinasi bulanan; (2) Melakukan supervisi rutin dengan melakukan kunjungan kelas dan menganalisa RPP yang akan digunakan guru; (3) Evaluasi Kegiatan Belajar Mengajar (KBM), evaluasi terkait dengan proses pembelajaran yang sedang berlangsung; (4) Pembinaan kedisiplinan guru melalui rapat tiap bulan dan teguran secara langsung; (5) Promosi secara berkala dengan cara menyebarkan brosur, mengadakan sosialisasi ke berbagai pihak, instansi dan lembaga terkait se-Kabupaten Kepahiang, dan sekitarnya; (6) Peningkatan sarana dan prasarana seperti pembuatan ruang kelas baru, laboratorium komputer, laboratorium bahasa, kantin, tempat parkir, dan lapangan olahraga; (7) Pendekatan kontesktual yakni pendekatan di lingkungan internal pondok pesantren; (8) Pemilihan kepala sekolah yang tepat dengan pemahaman yang utuh terhadap lingkungan; (9) Optimalisasi implementasi dan penerapan kurikulum; (10) Stabilisasi limgkungan dan sekolah dan budaya pondok pesantren; (11) Melakukan pengorganisasian kelas.

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Implementasi Kurikulum Tersembunyi Pada Mata Pelajaran Pendidikan Agama Islam di SMA Negeri 1 Rejang Lebong

Cited by 5 publications

References 17 publications

Reactualization Islamic Theology in Education: Designing Curriculum, Method Learning, and Technology Integration for Transformation Educative

Reactualization Islamic Theology in Education: Designing Curriculum, Method Learning, and Technology Integration for Transformation Educative

Pelaksanaan Metode Storytelling dalam Meningkatkan Hasil Belajar Peserta Didik

Strategi Kepala Sekolah Dalam Meningkatkan Mutu Pendidikan Di Pondok Pesantren Darussalam Kepahiang

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