Manajemen Pembelajaran Jarak Jauh pada Mata Pelajaran PAI dan BP SMP di Kota Tegal

Kurniawati, Indah; B.S, Abdul Wachid

doi:10.21043/quality.v9i1.10015

Cited by 6 publications

(7 citation statements)

References 3 publications

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“…Distance learning systems require a different approach in terms of planning, design, course delivery and communication (8). Selfmotivation is essential for participants to engage in self-directed activities and develop persistence and competence (27).…”

Section: Distance Learning System Approachmentioning

confidence: 99%

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Quality Management of Distance Learning Higher Education

Niku¹

2023

IJSSHR

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This article aims to describe the implementation of distance learning necessitates a quality management system for higher education. The method is qualitative, which can be explained by the reality of quality management in distance learning higher education. Literature related to quality management of distance learning in higher education, including problems and constraints of distance learning, management models in distance learning, distance learning systems approaches, roles in distance learning, online learning design components, and long-distance higher education quality assurance systems, serves as a data source. The results of the discussion can indicate actions for maintaining quality levels, such as (a) quality management, management so that there is still quality control for graduates who are expected to meet nationally accepted competency standards (quality control), and (b) higher education with distance learning is able to respond to any situation. Changes in learning include the development of distance education, and (c) distance education is the development of the concept of a cyber university or what is commonly known as distance learning in Indonesia.

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Section: Distance Learning System Approachmentioning

confidence: 99%

“…Designing is one of the primary steps in the development of online learning (27). It is not possible to create designs without first doing a full analysis and investigation.…”

Section: F Online Learning Design Componentsmentioning

confidence: 99%

Quality Management of Distance Learning Higher Education

Niku¹

2023

IJSSHR

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“…Selain itu, pengembangan modul PAI berbasis nilainilai akhlak Al-Karimah juga menjadi salah satu pendekatan yang digunakan untuk meningkatkan karakter religius siswa (Lestari et al, 2023). Dalam konteks pembelajaran jarak jauh, manajemen pembelajaran PAI juga telah dikaji untuk memastikan ketercapaian kompetensi siswa (Kurniawati & B.S, 2021).…”

Section: Gambar 1 Pemetaan 10 Partisipanunclassified

Diferensiasi Konseptual Dan Praktis Pendidikan Islam, Pendidikan Islami Dan Pendidikan Agama Islam

Faqihuddin,

Romadhon

2023

TJPAI

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AbstactThis study aims to analyze the conceptual and practical distinctions among Islamic Education, Islamic Pedagogy, and Islamic Religious Education. Employing a qualitative approach and a comparative study design, data were gathered through in-depth interviews with education practitioners, literature review, and direct observation of the learning process in selected educational institutions in Indonesia. The research sample was purposively chosen to encompass a representative range of institutions implementing these three educational approaches. The findings highlight significant conceptual variances: Islamic Education encompasses a broad spectrum of education grounded in Islamic values; Islamic Pedagogy emphasizes the integration of character education and morality within the curriculum; while Islamic Religious Education focuses on imparting knowledge of Islamic religious beliefs. It is anticipated that this research will enrich the Islamic education literature by elucidating the distinctions among these three educational paradigms and their implications for the formulation of education policies, curricula, and pedagogical practices in Islamic educational institutions.Keywords: Islamic Education, Islamic Pedagogy, Islamic Religious Education, Concept of Islamic Education, Islamic Education Paradigm.AbstrakPenelitian ini bertujuan untuk menganalisis perbedaan konseptual dan praktis antara Pendidikan Islam, Pendidikan Islami, dan Pendidikan Agama Islam. Melalui pendekatan kualitatif dan desain studi komparatif, penelitian ini mengumpulkan data melalui wawancara mendalam dengan praktisi pendidikan, studi pustaka, serta observasi langsung pada proses pembelajaran di lembaga pendidikan yang terpilih di Indonesia. Sampel penelitian dipilih secara purposive untuk mendapatkan variasi representatif dari lembaga yang menerapkan ketiga pendekatan pendidikan tersebut. Hasil penelitian mengidentifikasi perbedaan konseptual yang signifikan antara Pendidikan Islam, yang mencakup aspek luas pendidikan berdasarkan nilai-nilai Islam; Pendidikan Islami, yang lebih fokus pada integrasi pendidikan karakter dan moralitas dalam kurikulum; dan Pendidikan Agama Islam, yang terfokus pada pengajaran aspek keagamaan Islam. Penelitian ini diharapkan dapat berkontribusi pada literatur pendidikan Islam dengan menyediakan pemahaman yang lebih jelas tentang diferensiasi antara ketiga pendekatan pendidikan ini dan implikasinya terhadap pengembangan kebijakan pendidikan, kurikulum, dan praktik pengajaran di lembaga pendidikan Islam. Kata Kunci: Pendidikan Islam, Pendidikan Islami, Pendidikan Agama Islam, Konsep Pendidikan Islam, Paradigma Pendidikan Islam

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“…Penilaian portofolio pada aspek kompetensi keterampilan ini dilakukan guru PAI sebagai penilaian formatif, namun dapat saja penilaian ini dijadikan penilaian sumatif diakhir proses kegiatan pembelajaran jika memungkinkan. Penilaian portofolio pada aspek keterampilan diharapkan berguna bagi peserta didik dalam memahami, mengeksplorasi, dan menerapkan pengetahuan yang telah diperoleh pada proses pembelajaran (Kurniawati & Wachid, 2021).…”

Section: Penilaian Kompetensi Keterampilan Berbasis Portofolio Padaunclassified

Penilaian Kompetensi Keterampilan Berbasis Portofolio Pada Pembelajaran Pai Di Masa Pandemi Covid-19

Afif,

Maemoenah

2022

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The COVID-19 pandemic that hit Indonesia significantly impacted all lines of life, including the world of education. Teaching and learning activities are required to be done remotely/online. Of course, this also affects the components of teaching and learning activities, one of which is assessment. Assessment activities usually carried out in the classroom cannot be carried out due to social restrictions, especially when it comes to skills competency assessment, usually done with a practical assessment. This study aims to determine the Portfolio-Based Skills Competency Assessment in PAI Learning during the Covid19 Pandemic at SMA UII Yogyakarta. From this study, it can be concluded that the appropriate assessment used to assess skill competency in PAI learning during this pandemic is a portfolio-based assessment. PAI teachers have carried out this assessment at UII SMA to assess PAI learning in skill competence. In its application, the portfolio-based assessment used to assess the competence of PAI learning skills found no significant problems.

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Manajemen Pembelajaran Jarak Jauh pada Mata Pelajaran PAI dan BP SMP di Kota Tegal

Cited by 6 publications

References 3 publications

Quality Management of Distance Learning Higher Education

Quality Management of Distance Learning Higher Education

Diferensiasi Konseptual Dan Praktis Pendidikan Islam, Pendidikan Islami Dan Pendidikan Agama Islam

Penilaian Kompetensi Keterampilan Berbasis Portofolio Pada Pembelajaran Pai Di Masa Pandemi Covid-19

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