Integrasi Pendidikan Agama Islam Multikultural dalam Pembelajaran Tematik

Nadhifah, Nadhifah

doi:10.36835/modeling.v6i1.406

Cited by 6 publications

(9 citation statements)

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“…Pengembangan kesadaran meta kognisi, siswa diharapkan terbiasa untuk selalu memonitor, mengontrol, dan mengevaluasi apa yang telah dilakukannya. Selain itu, pembelajaran berbasis masalah juga dapat membantu siswa untuk berpartisipasi aktif dalam mencari solusi dari sebuah permasalahan yang disajikan dalam pembelajaran (Fathurrohman 2020). Penggunaan Quizizz dalam Pendidikan Agama partisipasi dan aktivitas siswa dalam pembelajaran online.…”

Section: Hasil Dan Pembahasan 1 Partisipasi Siswa Dalam Pembelajaran ...unclassified

“…Anggapan yang kurang menyenangkan tentang pembelajaran agama Islam, seperti anggapan bahwa pembelajaran agama Islam hanya berisi hafalan dan tidak memerlukan pemahaman yang mendalam. Hal ini dapat menjadi hambatan dalam pembelajaran PAI (Fathurrohman 2020). Peraturan Pemerintah Republik Indonesia Nomor 55 Tahun 2007 Tentang Pendidikan agama dan Keagamaan berkesinambungan, oleh karena itu pemerintah kita yang di wakili oleh Kementerian Pendidikan Nasional tiada henti -hentinya melakukan upaya -upaya untuk perbaikan kualitas pendidikan di Indonesia, namun belum semuanya berhasil, terutama menghasilkan insan Indonesia (Muhibah and Maisaroh 2021).…”

Section: Hambatan-hambatan Dalam Pembelajaran Agama Islamunclassified

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Analisis Partisipasi Siswa dalam Pembelajaran Agama Islam: Analisis Studi Literatur

Nofmiyati,

Miftahuddin,

Zatrahadi

2023

JAPKP

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This study aims to identify the factors that influence student participation and the obstacles they face. This research method uses a literature review approach by conducting a literature review of the literature related to student participation in Islamic religious learning. The research results show that learning methods that involve students actively can increase student participation. However, there are obstacles such as lack of time, limited space, lack of student knowledge, lack of student-teacher interaction, and a lack of varied learning resources. In overcoming these barriers, it is important to implement effective learning methods, provide adequate learning resources, involve parents, and create a supportive environment. Thus, student participation in learning Islamic religion in schools can be increased for the formation of strong characters.

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Section: Hasil Dan Pembahasan 1 Partisipasi Siswa Dalam Pembelajaran ...unclassified

Section: Hambatan-hambatan Dalam Pembelajaran Agama Islamunclassified

Analisis Partisipasi Siswa dalam Pembelajaran Agama Islam: Analisis Studi Literatur

Nofmiyati,

Miftahuddin,

Zatrahadi

2023

JAPKP

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“…Moral merupakan suatu kebutuhan penting bagi remaja, terutama sebagai pedoman menemukan identitas dirinya, mengembangkan hubungan personal yang harmonis, dan menghindari konflik-konflik peran yang selalu terjadi dalam masa transisi. Moral merupakan istilah tentang perilaku atau akhlak yang di terapkan kepada manusia sebagai individu maupun sebagai sosial (Mulya Hasanah, 2018;Laila, 2015). Moral merupakan standar baik-buruk yang ditentukan bagi individu oleh nilai-nilai sosial budaya di mana individu sebagai anggota sosial.…”

Section: Pendahuluanunclassified

Manajemen Layanan Bimbingan Dan Konseling Bagi Siswa Broken Home Melalui Pendekatan Aswaja [Management of Guidance and Counseling Services for Broken Home Students Throught the Aswaja Approach]

Nurhayati¹,

Darim²,

Rokhman³

2021

J. Contemp. Islam. Couns.

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The purpose of this research is to discuss planning, organizing, and implementing counseling services for broken home students through the Aswaja approach. This article uses a type of qualitative research with a case study approach. In this research, data collection techniques with observation, interviews, and documentation. In data analysis, the researcher went through the stages of data reduction, presenting the data, and concluding the data. The researcher validated the data obtained using triangulation of techniques and sources. The findings in this research consist of: First, guidance and counseling teachers plan counseling services by making needs analysis, work programs, and activity plans. Second, guidance and counseling teachers organize their activity plans in coordination with the homeroom teacher. The things discussed were the majority of problems that arose in the previous year and the selection of the Aswaja approach as a treatment for the aspirations and input of stakeholders. Third, guidance and counseling teachers carry out counseling services at any time when problems arise, regardless of the schedule of activities made. Fourth, guidance and counseling teachers encounter obstacles in the form of not having special time for counseling services and having to take active lesson hours, while the supporting factors for implementing the Aswaja approach cannot be separated from the support of homeroom teachers and religious teachers.

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“…Students are also expected to be able to hone and apply creativity, activity, and service to provide better benefits for themselves and the environment around them. Activities carried out can also be in the form of individual or group activities (Amaliyah, 2017;Tresnawati, 2019).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the Creativity Activity Service (Cas) Program at a Private International Baccalaureate School Using Stake’s Evaluation Model

Sibarani

2024

PJI

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Creativity Action Service (CAS) is one of the Diploma Program requirements in the International Baccalaureate (IB) curriculum for students in grade 11 and 12. Through this CAS program, students are expected to grow in awareness of their own strengths and potential, learn to overcome the challenges from new activities they have initiated and planned, work collaboratively, show persistence and commitment to be involved in global issues. Periodic evaluation of the program in IB curriculum schools is necessary to investigate the quality of the program and its components which can be used for assessment and decision making towards the improvement and/or accountability of the program. The evaluation result also contributes to increased organizational and social values not only for the school itself, but also for the community affected by this program. This evaluation research uses a descriptive qualitative method by implementing the Countenance Stake evaluation model that emphasizes descriptions and judgments to see the objective conditions at the antecedent (context), transaction (process), and outcome (result) stages. Data collection was carried out through documentation studies, interviews with CAS coordinators, teachers as CAS advisors, students, as well as observing the program implementation. The evaluation results were analyzed and categorized as best practices, challenges, and support systems which in the end became suggestions for improvements in short-term, medium-term, and long-term implementation strategies for the school.Bahasa Indonesia AbstrakBerkenaan dengan fakta bahwa pembelajaran penulisan Bahasa Inggris sering dianggap sebagai aktivitas individual, budaya menulis kolaboratif memegang sebuah peranan penting untuk meningkatkan motivasi menulis pelajar Bahasa Inggris di seluruh dunia yang dapat membawa mereka menjadi penulis optimis, inovatif, dan cakap. Studi pustaka skala kecil ini diperuntukan secara mendalam untuk menyelidiki apakah budaya menulis kolaboratif dapat tumbuh dengan dukungan Google Docs. Oleh karena itu, peneliti dengan sangat kritis meninjau hasil penelitian yang telah dihasilkan oleh 20 penelitian menulis kolaboratif dan Google Docs dengan bantuan dari analisis tematik. Metode analisis tematik diterapkan untuk memastikan kredibilitas, kepercayaan, dan keandalan dari setiap hasil penelitian yang telah dikelompokan secara spesifik. Untuk menghasilan hasil penelitian yang relevan dan kontekstual, peneliti memilih penelitian menulis kolaboratif dan Google Docs dari tahun 2019 hingga 2023. Berkenaan dengan hasil penelitian yang telah didapat, instruktur menulis Bahasa Inggris di seluruh dunia disarankan untuk menggabungkan penerapan strategi menulis kolaboratif dengan Google Docs agar secara terus menerus mentransformasi pelajar Bahasa Inggris menjadi penulis seumur hidup yang lebih kolaboratif, tangguh, dan ulet.

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Integrasi Pendidikan Agama Islam Multikultural dalam Pembelajaran Tematik

Cited by 6 publications

References 0 publications

Analisis Partisipasi Siswa dalam Pembelajaran Agama Islam: Analisis Studi Literatur

Analisis Partisipasi Siswa dalam Pembelajaran Agama Islam: Analisis Studi Literatur

Manajemen Layanan Bimbingan Dan Konseling Bagi Siswa Broken Home Melalui Pendekatan Aswaja [Management of Guidance and Counseling Services for Broken Home Students Throught the Aswaja Approach]

Evaluation of the Creativity Activity Service (Cas) Program at a Private International Baccalaureate School Using Stake’s Evaluation Model

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