scholarly journals Studi Penerapan Strategi Pembelajaran Berbasis Multiple Intelligences dalam Mata Pelajaran Pendidikan Agama Islam

2016 ◽  
Vol 8 (2) ◽  
pp. 255
Author(s):  
Dedi Wahyudi ◽  
Tuti Alafiah
Keyword(s):  
Qualitative Research ◽  
Learning Outcomes ◽  
Multiple Intelligences ◽  
Learning Strategies ◽  
Religious Education ◽  
Learning Strategy ◽  
Learning Activity ◽  
Effective Learning ◽  
Library Research ◽  
Qualitative Descriptive

Tulisan ini berusaha menjelaskan tentang penerapan strategi pembelajaran berbasis multiple intelligences dalam mata pelajaran pendidikan agama Islam. Tulisan in merupakan hasil dari penelitian kualitatif yang dengan fokus penelitian kepustakaan atau library research. Sumber data yang digunakan adalah data-data hasil penelitian terdahulu yang relevan dengan pembelajaran berbasis multiple intelligences. Metode analisis deskriptif kualitatif digunakan sebagai pisau analisis tulisan ini. Hasil dari analisis tersebut adalah Multiple intelligences atau kecerdasan majemuk merupakan kemampuan yang dimiliki seseorang untuk menciptakan, menjawab atau menyelesaikan suatu masalah baru. Setiap peserta didik mempunyai kecerdasan dengan kemampuan yang berbeda-beda. peserta didik mempunyai cita-cita dan tentunya cita-cita setiap anak berbeda satu dengan yang lainnya. Oleh sebab itu setiap peserta didik mempunyai keunikan tersendiri dalam kecerdasan dan pola berpikirnya. Peserta didik akan lebih mudah menguasai suatu bidang jika memang dia berbakat dalam bidang itu. Begitu juga dengan keterampilan yang dimiliki setiap anak, akan berbeda juga. Jadi, pada dasarnya peserta didik mempunyai keahlian dan kecerdasan dalam bidangnya masing-masing. Dengan menggunakan metode yang sesuai dalam sebuah aktivitas pembelajaran. Maka akan tercipta proses dan hasil pembelajaran yang efektif. Sesuai dengan kecerdasan yang dimiliki setiap peserta didik. This article tries to explain about the application of multiple intelligences learning strategy based on Islamic religious education subjects. This is the result of a qualitative research with a focus on literature or library research. Sources of data used is data of previous research results that are relevant to multiple intelligences based learning. Qualitative descriptive analytical method of analysis used as the blade of this article. The results of the analysis are multiple intelligences, is the ability of a person to create, answer or solve a new problem, Each learner has the intelligence with the various ability and skill and learners also have different aspiration and ideals. Therefore, every student has its own uniqueness in intelligence. Learners will be easily master the field he is gifted on. The skills possessed by each child, will be also different one another. So, basically learners have the expertise and intelligence in their respective fields. In developing the intelligence necessary learning and learning strategies implemented by a teacher. By using the appropriate method in a learning activity. It will create a process and effective learning outcomes, according to the intelligence of every learner. Kata kunci: strategi belajar, multiple intelligences, peserta didik

scholarly journals PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF THINK PAIR SHARE DAN MINAT BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SISWA SEKOLAH DASAR NEGERI 104192 TANDEM HILIR II DELI SERDANG

2019 ◽  
Vol 3 (1) ◽  
pp. 129
Author(s):  
Sufairi Sufairi
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Religious Education ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Islamic Education ◽  
Education Students ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Learning Interest

The purpose of this study was to find out: (1) learning outcomes of Islamic<br />Religious students taught with cooperative learning strategies think pair<br />share and expository learning strategies, (2) student learning interest after<br />using the think pair share learning strategy, and (3) the influence of<br />strategy learning and interest in learning about the learning outcomes of<br />Islamic Education. The research was conducted at 104192 Public<br />Elementary School Tandem Hilir II Deli Serdang. This type of research is<br />quasi-experimental. The study population was all class V students spread<br />in 3 classes. The sampling technique used is cluster random sampling. The<br />instruments of data collection are questionnaires and tests. The data<br />analysis technique used is the analysis of two-lane variants on the test α =<br />0.05. The results showed: (1) the average learning outcomes of Islamic<br />Religious Education students taught with TPS learning strategies ( X =<br />29.32) higher than the average learning outcomes of Islamic Religious<br />Education students taught with expository learning strategies ( X = 27)<br />with Fcount = 13.32 &gt; Ftable = 4.00, (2) the average learning outcomes of<br />Islamic Education students with high learning interest ( X = 29.90) higher<br />than the learning outcomes of Islamic Education students with low<br />learning interest ( X = 26.20), with Fcount = 10.41 &gt; Ftable = 4.00, and (3) there<br />is an interaction between learning strategies and interest in learning with<br />Fcount = 12.51 &gt; Ftable = 4.00.

scholarly journals PENGGUNAAN STRATEGI PEMBELAJARAN UNTUK MENCIPTAKAN PEMBELAJARAN AKTIF DAN INOVATIF

Edupedia ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 67-74
Author(s):  
Achmad Yusuf ◽  
Mahmudi Mahmudi
Keyword(s):  
Learning Strategies ◽  
Religious Education ◽  
Time Allocation ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
School Principals ◽  
Effective Learning ◽  
Creative Learning ◽  
Different Characteristics ◽  
To Receive

the effective learning is the learning that can stimulate the enthusiasm and enjoyment of students follow the learning process. However, the obstacle of that, there are no many Islamic religious education teachers who are skilled in preparing and implementing lessons that are able to arouse the enthusiasm of their students and the lack of attention from school principals on the development of PAI learning in schools, including the availability of inadequate facilities and infrastructure. Therefore, teachers must be creative in designing learning activities, one of which is using appropriate learning strategies. The learning strategy that can create active and creative learning is the PAIKEM strategy. PAIKEM is a teaching and learning strategy that contains six important elements, that are learning, active, innovative, creative, effective and fun. The six elements have different characteristics and interpretations and must be integrated by the teacher who will apply them. The supporting factors of PAIKEM implementation include infrastructure, the ability of teachers to implement PAIKEM, and the readiness of students to receive the lessons. The inhibiting factors in implementing PAIKEM include the number of students, time allocation, and schedule changes.

scholarly journals Multiple Intelligence in the Perspective of the Qur'an

2020 ◽  
Vol 3 (2) ◽  
pp. 141-159
Author(s):  
M. Husnaini ◽  
Ahmad Syauqi Fuady ◽  
Irnie Victorynie
Keyword(s):  
Qualitative Research ◽  
Literature Review ◽  
Multiple Intelligences ◽  
Learning Strategies ◽  
Multiple Intelligence ◽  
Educational Institutions ◽  
Musical Intelligence ◽  
Spatial Intelligence ◽  
Visual Spatial ◽  
Qualitative Descriptive

This is a qualitative-descriptive analytic research aims to explore cues in the Qur'an that describe the concept of multiple intelligences. In Islam, the Qur’an is a complete guide for life. Indeed, many books that talk about multiple intelligences. However, there hasn’t been a book that specifically explain multiple intelligences according to the perspective of the Qur’an. This qualitative research used a literature review (research library)—data obtained through a literary approach in library data collection. The data were then analyzed using a thematic interpretation approach (maudhu'i). The results of this study: (1) deep linguistic intelligence-Nisa: 82, Al-Baqarah: 171, Al-An'am: 50, Ali Imran: 7; (2) Logical-mathematical intelligence in Al-Waqiah: 58-59, Al-Insan: 2, Ar-Ra'du: 3, Al-Anbiya: 30, An-Nur: 43; (3) visual-spatial intelligence in Ar-Ra'du: 3, Qaf: 7-8; (4) kinesthetic intelligence in Al-Baqarah: 219, Yasin: 68; (5) musical intelligence in Asy-Syuara: 221-227; (6) intrapersonal intelligence in Adz-Dzariyat: 21, Al-Baqarah: 44, Yasin: 62, Al-Mulk: 10; (7) interpersonal intelligence in Ar-Rum: 21, Al-Baqarah: 76, Ali Imran: 118; (8) naturalist intelligence in Al-Baqarah: 164, An-Nahl: 11, An-Nahl: 69, Al-Ghasyiyah: 17; (9) existentialist intelligence in Yunus: 24, Az-Zumar: 42, Al-Baqarah: 269. Researchers suggest educational institutions should add new insights regarding their learning strategies with multiple intelligences, especially those whose source of inspiration is the Qur'an and to other researchers should examine concept of musical intelligence, interpersonal intelligence, and naturalist intelligence perspective of the Qur’an

scholarly journals Scaling Effective Learning Strategies: Retrieval Practice and Long-Term Knowledge Retention in MOOCs

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Dan Davis ◽  
René Kizilcec ◽  
Claudia Hauff ◽  
Geert-Jan Houben
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Large Scale ◽  
Retrieval Practice ◽  
Learning Strategy ◽  
Scientific Evidence ◽  
Knowledge Retention ◽  
Learning Context ◽  
Effective Learning

Scientific evidence for effective learning strategies is primarily derived from studies conducted in controlled laboratory or classroom settings with homogeneous populations. Large-scale online learning environments such as MOOCs provide an opportunity to evaluate the efficacy of these learning strategies in an informal learning context with a diverse student population. Retrieval practice, a learning strategy focused on actively recalling information, is recognized as one of the most effective learning strategies in the literature. In this study, we evaluate the extent to which retrieval practice facilitates long-term knowledge retention among MOOC learners using an instructional intervention. We conducted a pre-registered randomized encouragement experiment to test how retrieval practice affects learning outcomes in a MOOC. We observed no effect on learning outcomes and high levels of treatment non-compliance. This suggests that even evidence-based strategies may not work "out of the box" in new learning contexts and require context-aware research on effective implementation approaches. We conducted a series of exploratory studies on the extent to which learners recall knowledge gained in MOOCs over the long term. To our surprise, passing and non-passing learners scored similarly on a knowledge post-test, and both retained approximately two-thirds of what they learned over the long term.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF NUMBERED HEAD TOGETHER DENGAN STUDENT TEAMS ACHIEVEMENT DIVISION DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR IPS

2019 ◽  
Vol 12 (1) ◽  
pp. 75
Author(s):  
Maulina Siregar ◽  
Abdul Hasan Saragih ◽  
Julaga Situmorang
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Multiple Intelligences ◽  
Learning Strategies ◽  
Research Method ◽  
Learning Strategy ◽  
Multiple Intelligence ◽  
Student Teams ◽  
Quasi Experimental ◽  
Intrapersonal Intelligence

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar kelompok siswa yang diajar dengan menggunakan strategi pembelajaran NHT lebih tinggi daripada siswa yang diajar dengan menggunakan strategi pembelajaran STAD; (2) kelompok siswa yang memiliki kecerdasan interpersonal memperoleh hasil belajar IPS lebih tinggi dibandingkan dengan kelompok siswa yang memiliki kecerdasan intrapersonal; dan (3) interaksi antara strategi pembelajaran NHT dan strategi pembelajaran STAD dan kecerdasan ganda (kecerdasan intrapersonal dan kecerdasan interpersonal) terhadap hasil belajar IPS. Metode yang digunakan dalam penelitian ini adalah metode penelitian eksperimen semu (quasi eksperiment). Hasil penelitian menunjukkan: (1) hasil belajar IPS siswa yang diajar dengan menggunakan strategi pembelajaran NHT (rata-rata 81,95) lebih tinggi dibandingkan hasil belajar siswa yang diajarkan dengan strategi pembelajaran STAD (rata-rata 79,10); (2) hasil belajar IPS siswa yang memiliki kecerdasan interpersonal (rata-rata 84,06) lebih tinggi dibandingkan kelompok siswa yang memiliki kecerdasan intrapersonal (rata-rata 77,64); dan (3) terdapat interaksi antara strategi pembelajaran dan kecerdasan ganda tehadap hasil belajar IPS siswa.  Kata Kunci: strategi pembelajaran NHT, STAD, kecerdasan ganda, IPS Abstract: This study aims to determine: (1) the learning outcomes of groups of students taught using NHT learning strategies are higher than students taught by using STAD learning strategies; (2) groups of students who have interpersonal intelligence get higher social studies learning outcomes compared to groups of students who have intrapersonal intelligence; and (3) the interaction between NHT learning strategies and STAD learning strategies and multiple intelligences (intrapersonal intelligence and interpersonal intelligence) on social studies learning outcomes. The method used in this research is quasi-experimental research method. The results showed: (1) Social studies learning outcomes of students who were taught using the NHT learning strategy (an average of 81.95) were higher than the learning outcomes of students taught with the STAD learning strategy (an average of 79.10); (2) social studies learning outcomes of students who have interpersonal intelligence (on average 84.06) higher than groups of students who have intrapersonal intelligence (on average 77.64); and (3) there is an interaction between learning strategies and multiple intelligences towards students' social studies learning outcomes. Keywords: NHT learning strategies, STAD, multiple intelligence, social studies

TEAM GAMES TOURNAMENT COOPERATIVE LEARNING STRATEGY AND LEARNING MOTIVATION ON STUDENT LEARNING OUTCOMES OF ISLAMIC RELIGIOUS EDUCATION SMP NEGERI 2 BABALAN LANGKAT REGENCY

2019 ◽  
Vol 3 (2) ◽  
pp. 79
Author(s):  
Eka Dewi
Keyword(s):  
Middle School ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Religious Education ◽  
Junior High School ◽  
Learning Strategy ◽  
Learning Motivation ◽  
Islamic Education ◽  
Education Students

<p>This study aims to find out and stress: (1) the effect of learning strategies<br />on the learning outcomes of Islamic Religious Education in Babalan State<br />Junior High School 2, Langkat Regency, (2) the effect of learning<br />motivation on learning outcomes of Islamic Religious Education in<br />Babalan Middle School 2, Langkat Regency, and 3) the interaction between<br />learning strategies and learning motivation towards the learning outcomes<br />of Babalan Middle School 2 Islamic Education in Langkat District. The<br />study was conducted at Babalan 2 Public Middle School, Langkat<br />Regency. This type of research is quantitative with experimental research<br />methods. The population in the study were all students of class VII (seven)<br />SMP Negeri 2 Babalan District Langkat 2018/2019 which consisted of 5<br />(five) classes. The sampling technique is done by cluster random<br />sampling. Data collection techniques are questionnaires and test results.<br />Data analysis techniques used two-way variance analysis with a<br />significance level of α = 0.05. The results of the study are: (1) the average<br />learning outcomes of Islamic Education students taught with the TGT<br />cooperative learning strategy higher than the average learning outcomes<br />of Islamic Religious Education students taught with expository learning<br />strategies, (2) the average learning outcomes of Islamic Education students<br />with high learning motivation igher than the learning outcomes of Islamic<br />Education students with low learning motivation, and (3) there is an<br />interaction between learning strategies and learning motivation towards<br />the learning outcomes of Islamic Education.</p>

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

2020 ◽  
Vol 1 (1) ◽  
pp. 36-54
Author(s):  
Latifah Hanum
Keyword(s):  
Knowledge Sharing ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Religious Education ◽  
Learning Strategy ◽  
Test Statistic ◽  
Average Value ◽  
Large Samples ◽  
Test Instrument ◽  
Main Instrument

The aims of this study are to compare learning outcomes of Islamic Religious Education using active knowledge sharing learning strategies and lecture strategies. This research was conducted at MTs Bina Taruna Marelan with 60 students as the sample in this study. The research method used in this study is a quantitative method with the type of experiment. The main instrument used in data collection is an objective test instrument consisting of 20 questions. The material provided is about Zakat Fitrah and Malls. The comparative analysis used is the t test statistic for two large samples which do not have a relationship with each other. The results showed that learning outcomes using active knowledge sharing learning strategies obtained an average value of 73.50 included in category B (good). While using lecture learning strategies obtained an average value of 62.83 included in category C (enough). So that the active knowledge sharing learning strategy is more effective by 16.88% of the lecture learning strategy in improving the learning outcomes of Islamic Religious Education grade VII students of MTs Bina Taruna Marelan.

scholarly journals Pengembangan Strategi Pembelajaran Pendidikan Agama Islam (PAI) dalam Merespon Era Digital

FIKROTUNA ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 717-740
Author(s):  
Muhammad Tang
Keyword(s):  
Learning Strategies ◽  
Religious Education ◽  
Critical Analysis ◽  
Learning Strategy ◽  
Islamic Education ◽  
Religious Values ◽  
Digital Era ◽  
Library Research ◽  
Technological Tools ◽  
The Many

In today's digital era, people generally think that the current learning of Islamic Religious Education (PAI) has been considered a failure to instill moral / religious values ​​to learners. This can be seen by the many crimes committed by teenagers who are students. For example; begal, drug abuse, brawl, promiscuity and other forms of crime. The failure of learning PAI, according to the author one of the reasons is because in general learning PAI done in monotonous and conventional. Therefore, as PAI educators / teachers should be innovative and creative in developing learning strategies that are interesting and fun for learners. So the values ​​of Islamic education can be well internalized in the learners. This paper comes to dissect and offer the concept of PAI learning strategies that are integrative in response to the development of technological tools in the digital era today. This paper uses the method of library research with a critical-analysis approach, thus giving birth to a concept or model of learning strategy that is integrative between religious values, science and technology.

scholarly journals Application of Learning Model Strategies to improve Islamic Learning Outcomes

2020 ◽  
Vol 3 (2) ◽  
pp. 1157-1166
Author(s):  
Akrim Akrim
Keyword(s):  
Middle School ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Religious Education ◽  
Junior High School ◽  
Learning Process ◽  
Learning Strategy ◽  
Junior High ◽  
Analysis Model ◽  
Improving Student Learning

This study aims to analyze the learning process of Islamic religious education in junior high schools. This study uses qualitative research, with the phenomenological approach of Al-Ulum MedanJakarta Integrated Islamic Middle School. Data collection techniques used in this study were observation, interviews, focus group discussions and documentation and then analyzed descriptively with an interactive analysis model. The results obtained are modeling learning strategies that have a good impact on improving student learning outcomes, by making some characters become models who practice certain materials in the learning process, so learning to dance from opening, core activities to closing. The conclusion of this study is the modeling learning strategy designed by the Al-Ulum Integrated Islamic Middle School to be superior and integrated characteristics of a junior high school, modeling learning strategies pay attention to the interests of students, the learning outcomes of Islamic religious education taught with modeling learning strategies are higher than those taught with conventional learning strategies.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR IPS

2021 ◽  
Vol 14 (1) ◽  
pp. 75
Author(s):  
Maulina Siregar ◽  
Abdul Hasan Saragih ◽  
R Mursid
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Multiple Intelligences ◽  
Learning Strategies ◽  
Random Sampling ◽  
Learning Strategy ◽  
Average Score ◽  
Learning Achievement ◽  
Intrapersonal Intelligence ◽  
Cluster Random Sampling

Abstrak: Penelitian bertujuan untuk mengetahui pengaruh hasil belajar IPS dengan startegi pembelajaran NHT dan STAD, mengetahui pengaruh hasil belajar IPS terhadap kecerdasan interpersonal dan intrapersonal, mengetahui adanya interaksi antara strategi pembelajaran dan kecerdasan ganda terhadap hasil belajar IPS. Populasi penelitian siswa kelas XI SMK Negeri 1 Meranti. Sampel penelitian siswa kelas XI yang terdiri dari 2 kelas. Teknik pengambilan sampel adalah cluster random sampling. Metode penelitian menggunakan desain eksperimen semu dengan faktor 2 × 2. Teknik analisis data yang digunakan adalah ANOVA dua jalur dengan taraf signifikansi α = 0,05. Hasil penelitian menunjukkan bahwa: Prestasi belajar IPS siswa yang diajar dengan strategi pembelajaran NHT lebih tinggi daripada siswa yang diajar dengan Strategi Pembelajaran STAD;Prestasi belajar siswa yang memiliki kecerdasan interpersonal lebih tinggi daripada siswa yang memiliki kecerdasan intrapersonal; dan terdapat interaksi antara strategi pembelajaran NHT dan strategi pembelajaran STAD dan kecerdasan berganda (kecerdasan intrapersonal dan interpersonal) terhadap prestasi belajar IPS siswa. Berdasarkan nilai rata-rata siswa memberikan indikasi bahwa kelompok siswa yang memiliki kecerdasan interpersonal akan lebih baik diajar dengan menggunakan strategi pembelajaran NHT dan siswa yang memiliki kecerdasan intrapersonal akan lebih baik diajar dengan menggunakan strategi pembelajaran STAD. Kata Kunci: strategi pembelajaran, kecerdasan ganda, ilmu pengetahuan sosial Abstract: This study aims to determine the effect of social studies learning outcomes with NHT and STAD learning strategies, to determine the effect of social studies learning outcomes on interpersonal and intrapersonal intelligence, to determine the interaction between learning strategies and multiple intelligences on social studies learning outcomes. The research population of the XI grade students of SMK Negeri 1 Meranti. The research sample of class XI students consisted of 2 classes. The sampling technique was cluster random sampling. The research method used a quasi-experimental design with a factor of 2 × 2. The data analysis technique used was two-way ANOVA with a significance level of α = 0.05. The results showed that: The social studies learning achievement of students who were taught with the NHT learning strategy was higher than students who were taught with the STAD Learning Strategy; The learning achievement of students who had interpersonal intelligence was higher than students who had intrapersonal intelligence; and there is an interaction between NHT learning strategies and STAD learning strategies and multiple intelligences (intrapersonal and interpersonal intelligence) on students' social studies learning achievement. Based on the average score of students, it indicates that groups of students who have interpersonal intelligence will be better taught using the NHT learning strategy and students who have intrapersonal intelligence will be better taught using the STAD learning strategy. Keywords: learning strategy, multiple intelligence, social science

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