scholarly journals KEPEMIMPINAN KEPALA MADRASAH DALAM MEWUJUDKAN PEMBELAJARAN EFEKTIF DI MADRASAH IBTIDAIYYAH RAHMAH EL YUNUSIYYAH DINIYYAH PUTERI PADANG PANJANG

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Emi Ratna Aprilana ◽  
Muhammad Kristiawan ◽  
Hafulyon Hafulyon
Keyword(s):  
Primary School ◽  
Technical Skills ◽  
Effective Learning ◽  
School Based ◽  
Teachers And Students ◽  
Human Skills ◽  
Conceptual Skills ◽  
Character Building ◽  
Good Attitude

<p><strong><em>Abstract</em></strong><em>: This study was aimed at describing the headmaster’ leadership of Islamic Primary School Rahmah El Yunusiyyah in applying effective learning. The informants of this study were sectional leader of education, headmaster, teachers, staffs, parents and students. This study applied qualitative case study. The headmaster’s leadership of Islamic Primary School Rahmah El Yunusiyyah produced many achievements. The effective learning was done in order to produce students’ good attitude and achievement. The headmaster’s leadership was seen good, because his caring on developing teachers and students’ participation. The headmaster applied </em>1) <em>technical skills</em>; 2) <em>human skills</em>; and 3) <em>conceptual skills on his leadership. The headmaster suggested the teachers to use Curriculum 2013 and School Based Curriculum by using domain approach. The domain approach tend to grow the project based character building in order to empower students’ understanding. The school was also did learning by using environment and earth. </em></p><p><strong>Abstrak: </strong>Penelitian ini bertujuan untuk mengetahui kepemimpinan Kepala Madrasah dalam mewujudkan pembelajaran efektif di Madrasah Ibtidaiyyah Rahmah El Yunusiyyah. Partisipan dalam penelitian ini adalah semua Kasi Pendidikan Madrasah, Kepala Madrasah, tenaga pendidik dan kependidikan, orang tua siswa, dan siswa. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Hasil penelitian ini mengungkapkan bahwa kepemimpinan Kepala Madrasah telah menghasilkan prestasi-prestasi gemilang. Pembelajaran efektif dilaksanakan dengan menghasilkan peserta didik yang berakhlak mulia dan berprestasi. Kepemimpinan Kepala MI REY dinilai baik, karena kepedulian Kepala MI REY dalam mengembangkan kemampuan partisipatif guru dan siswa. Kepala MI REY berusaha memenuhi sarana prasarana untuk kelancaran pembelajaran. Kepala MI REY telah menerapkan 1) <em>technical skills</em>; 2) <em>human skills</em>; dan 3) <em>conceptual skills. </em>Kepala MI REY mengharuskan guru menggunakan Kurikulum 2013 dan KTSP dengan Pendekatan Domain. Pendekatan domain menitikberatkan pada<em>.</em>penanaman nilai karakter siswa program unggulan pembelajaran efektif berbasis proyek, yang bertujuan untuk menguatkan pemahaman peserta didik dengan materi yang diberikan. Selain itu MI REY melaksanakan pembelajaran dengan lingkungan dan alam.</p>

scholarly journals KEPEMIMPINAN KEPALA MADRASAH DALAM MEWUJUDKAN PEMBELAJARAN EFEKTIF DI MADRASAH IBTIDAIYYAH RAHMAH EL YUNUSIYYAH DINIYYAH PUTERI PADANG PANJANG

2020 ◽  
Author(s):  
Muhammad Kristiawan
Keyword(s):  
Primary School ◽  
Qualitative Case Study ◽  
Effective Learning ◽  
School Based ◽  
Teachers And Students ◽  
Human Skills ◽  
Conceptual Skills ◽  
Character Building ◽  
Good Attitude

This study was aimed at describing the headmaster’ leadership of Islamic Primary School Rahmah El Yunusiyyah in applying effective learning. The subjects were sectional leader of education, headmaster, teachers, staffs, parents and students. This study applied qualitative case study. The headmaster’s leadership of Islamic Primary School Rahmah El Yunusiyyah produced many achievements. The effective learning was done in order to produce students’ good attitude and achievement. The headmaster’s leadership was seen good, because his caring on developing teachers and students’ participation. The headmaster applied 1) technical skills; 2) human skills; and 3) conceptual skills on his leadership. The headmaster suggested the teachers to use Curriculum 2013 and School Based Curriculum by using domain approach. The domain approach tend to grow the project based character building in order to empower students’ understanding. The school was also did learning by using environment and earth.

School-based curriculum development in Singapore: a case study of a primary school

2018 ◽  
Vol 38 (4) ◽  
pp. 518-532 ◽  
Author(s):  
Salleh Hairon ◽  
Catherine Siew Kheng Chua ◽  
Wei Leng Neo
Keyword(s):  
Curriculum Development ◽  
Primary School ◽  
School Based

scholarly journals Learning Innovation Management on Effective Classes at SMPIT Cordova Samarinda

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (2) ◽  
pp. 225-236
Author(s):  
Zaenab Hanim ◽  
Masyni Masyni ◽  
Rahmad Soe`oed ◽  
Siti Nor Asiah
Keyword(s):  
Time Allocation ◽  
Innovation Management ◽  
Day School ◽  
Effective Learning ◽  
Teacher Qualification ◽  
Teachers And Students ◽  
Research Findings ◽  
Management Functions ◽  
Effective Output

The research is intended to find out (1) the concept of learning innovation, (2) the implementation of learning innovation management functions, (3) the implication of learning innovation management, and (4) obstacles and solutions of the implementation of learning innovation management at effective classes at Integrated Islamic Secondary School (SMPIT) Cordova Samarinda. This research used a qualitative approach with case study and the data was collected through deep interview, observation and documentation. The informans of the research are the head and his vice of the foundation, coordinator of the effective classes, teachers and students. The data was analysed by using descriptive technique. For the research findings, it was  found that (1) the concept of learning innovation for effective classes is built through middle input with an effective learning process and produces an effective output; (2) the implementation of learning innovation management functions of effective classes was carried out through planning design by determining input sellection standard, an effective process standard, an effective output standard, learning innovation organization through enriched curriculum, time allocation, teachers’ roles and duties, learning  sources,  learning innovation  through moving class, a standardized teachers, IT-based management, full day school program, and  three evaluations of learning innovation, namely test and non-test with mastery learning standard, and high competition class assessment; (3) the implication of learning innovation management covers integrated learning management system, better teacher qualification standard, and increase school reputation; and (4) obstacles and solution disrupt the implementation of learning innovation management of effective classes at SMPIT Cordova Samarinda.

scholarly journals CHARACTER BUILDING: ARE EFL TEACHERS READY? (VOICES FROM LANGUAGE CLASSROOMS)

2019 ◽  
Vol 1 (2) ◽  
pp. 35-46
Author(s):  
Retno Wiyati
Keyword(s):  
Character Education ◽  
Social Life ◽  
The Social ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Preliminary Study ◽  
Character Building ◽  
Learning Institutions ◽  
Good Attitude

Character building education in classroom contexts is nowadays gaining a lot more attention than in the past as a way to provide solution to the social misbehavior that students often conduct outside classroom and even school levels. This is in line with the new curriculum of 2013 in which “Pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat....peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan yang Maha Esa, berakhlak mulia,sehat, berilmu, cakap, kreatif, mandiri, dan mejadi warga negara yang demokratis serta bertanggung jawab (Suherdi, 2013). This indicates that character building education is very important in producing students who have a strong religious character as well as a good attitude to make them not only succeed academically in school but also in their social life. This study is thus aimed at finding out the aspects of characters that teachers and students need to possess, the teachers’ role in promoting character education in the classrooms, and the importance of character education to enhance students’ learning activities. This study involves several teachers and students of different classes from some English learning institutions. The preliminary study revealed that teachers do not have a significant role in emphasizing character building in the classrooms and that most students are not fully aware of the importance of character education in enhancing their learning.

Indigenous Sky Stories: Reframing How we Introduce Primary School Students to Astronomy — a Type II Case Study of Implementation

2016 ◽  
Vol 45 (2) ◽  
pp. 170-180 ◽  
Author(s):  
Nicholas Ruddell ◽  
Lena Danaia ◽  
David McKinnon
Keyword(s):  
Primary School ◽  
Local Community ◽  
Science Curriculum ◽  
Science Program ◽  
Primary School Students ◽  
School Students ◽  
National Science ◽  
Teachers And Students ◽  
Positive Engagement

The Indigenous Sky Stories Program may have the potential to deliver significant and long-lasting changes to the way science is taught to Year 5 and 6 primary school students. The context for this article is informed by research that shows that educational outcomes can be strengthened when Indigenous knowledge is given the space to co-exist with the hegemony of current western science concepts. This research presents a case study of one primary school involved in the Indigenous Sky Stories Program. It showcases how teachers and students worked in conjunction with their local community to implement the program. The results suggest that introducing cultural sky stories into the science program, engaged and primed Year 5 and 6 students to seek out additional sky stories and to investigate the astronomical content mapped to the National Science Curriculum. The involvement of Aboriginal elders and community enriched the experience for all involved. The integrated science program appears to generate positive engagement for both Indigenous students and their non-Indigenous peers. Additionally, the program provided a valuable template for teachers to emulate and which can act as a model for the requirement to include Indigenous perspectives in the new National Science Curriculum.

scholarly journals Children at transition from primary school reflecting on what schools are for – narratives of connectedness, (mis)recognition and becoming

Childhood ◽  
2021 ◽  
pp. 090756822199285
Author(s):  
Daniela Sime ◽  
Robbie Gilligan ◽  
Jennifer Scholtz
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Sense Of Self ◽  
School Based ◽  
Emotional Aspects ◽  
Recognition Theory

This article draws on a school-based case study carried out in Scotland with 11–12-year-olds reflecting on their views and experiences of school before transitioning from primary to secondary school. Drawing on Honneth’s recognition theory, and the dimensions of love, rights and solidarity, the findings show that school was seen by children as a place of dialogue, reciprocity and recognition; the learning and knowledge activities cannot be separated from the relational and emotional aspects. When misrecognition happens, subjects’ identity and sense of self-respect can be deeply violated.

Sign in / Sign up

Export Citation Format

Share Document