scholarly journals Implementasi Metode Kisah dalam Pembelajaran Akidah Akhlak di Madrasah Aliyah

2017 ◽  
Vol 5 (1) ◽  
pp. 87-104
Author(s):  
M Irfangi
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Subject Matter ◽  
Social Values ◽  
Learning Method ◽  
Historical Events ◽  
Learning Materials ◽  
Learning Methods ◽  
The Subject

Learning is influenced by several components, such as educators, learners, learning materials, learning methods, infrastructure and the environment. Learning method has a very important role for the achievement of goals, because without methods, the subject matter can not be delivered effectively. Among the methods that are effective in education on the subjects of Akidah Akhlak is the story method. The technique used in this method is to reveal historical events originating from the Qur'an containing moral, spiritual, and social values, both on stories of goodness and injustice. This is a qualitative research and the main  data is related to Akidah Akhlak Learning of  in MAN 2 Banyumas. The data were obtained through observation, interview and documentation. The application of story method in akidah akhlak learning in MAN 2 Banyumas represents a variation in the learning process and is expected to help educators in delivering the subject matter. through this method,students will be moremore enthusiastic and more easily understand the material during the learning process.

scholarly journals Learning Method of Ta'limul Muta’allim Book in Forming Character and Improving Students' Learning Achievement

2020 ◽  
Vol 4 (1) ◽  
pp. 11-15
Author(s):  
Syirotun Nadiyah Agustin ◽  
Devy Habibi Muhammad
Keyword(s):  
Qualitative Research ◽  
Student Achievement ◽  
Subject Matter ◽  
Learning Method ◽  
Character Formation ◽  
Learning Methods ◽  
Learning Achievement ◽  
The Subject ◽  
Improving Student Learning ◽  
Improving Student Achievement

The focus of this study are: 1) How the learning methods of Ta'limul Muta'allim books in character formation, 2) How are the learning methods of Ta'limul Muta Books 'allim in improving student learning achievement, 3) What are the obstacles faced and how are the solutions. The purpose of this study are: 1) To find out how the learning methods of the Ta'limul Muta'allim book in character formation, 2) To find out the learning methods of the Ta'limul Muta'allim Book in improving student achievement, 3) To find out what are the obstacles faced and how the solution. The method used in this study uses qualitative research methods, in the process the researcher uses interview, observation, and doc- umentation techniques. From the results of this study, it can be concluded that learning Ta'limul Muta'allim in character formation using qira'ah and demonstration methods can help students read to better understand the subject matter, then after being explained students practice the results of what is explained and understood.

scholarly journals Metode Pembelajaran Tafsir di Sekolah Berbasis ‘Ulum Al-Qur'an

2020 ◽  
Vol 8 (2) ◽  
pp. 476-484
Author(s):  
Agus Imam Kharomen
Keyword(s):  
Content Analysis ◽  
Learning Process ◽  
Analytical Method ◽  
Data Sources ◽  
Analysis Approach ◽  
Learning Material ◽  
Learning Method ◽  
Learning Materials ◽  
Learning Methods ◽  
Research Results

[TAFSEER LEARNING METHODS IN 'ULUM AL-QUR'AN BASED SCHOOL]. This paper is aimed to respond to the lack of formulation of tafsir learning methods at schools. This study shows that the learning method with the basis of Ulum al-Qur’an consists of three aspects, i.e. the foundation, learning material, and method. The foundation of tafsir learning comprises three elements; it must be based on the function of the Qur'an, gradual, and not burdensome. Then, the learning materials of tafsir can use the stories contained in the Qur'an, asbab al-nuzul (reason of revelation), and the main themes of the Qur'an. Meanwhile, the tafsir learning process uses the ijmali method. This is a library based study with data sources from books, especially ‘Ulum al-Qur'an Mabahits fi 'Ulum al-Qur'an by Manna' al-Qathan, 'Ulum al-Qur'an by Nuruddin' Itr, Kaidah Tafsir by M. Quraish Shihab, and Membumikan Ulumul Qur’an by Ahsin Sakho Muhammad as well as research results in the form of journals and others in the field of education. In the process, this study uses a descriptive-analytical method with a content analysis approach and contextual interpretation.

scholarly journals Mushkilāt Ta‘līmi al-Lughah al-‘Arabiyyah fī Thailand wa al-Ḥulūl ‘Alaiha

2020 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Masrupi Masrupi ◽  
Nurul Murtadho ◽  
Ibnu Samsul Huda
Keyword(s):  
Qualitative Research ◽  
Research Methods ◽  
Learning Process ◽  
Qualitative Research Methods ◽  
Learning Objectives ◽  
Learning Method ◽  
Learning Methods ◽  
Alternative Solutions ◽  
Linguistic Problem ◽  
Descriptive Qualitative

<p class="ABSTRACT">The present research aims to describe linguistic and non-linguistic problems in Arabic learning process at “Songserm Wittaya Mulnithi Kuttao”, Thailand and to offer alternative solutions for both. This research uses descriptive qualitative research methods. The result of this research are linguistic and non-linguistic problems; the linguistic problems are the difficulty in pronouncing some Arabic letters, the presence of tashrif in Arabic, and the differences in sentence arrangement and the non-linguistic problems are the learning method I used did not have any variation, the learning media I used did not have any variation, and the students are not motivated to learn Arabic. The alternative solutions to the linguistic problem are the repeating of Arabic letters that are different by Siam language for phonology problems, simplify the material of binyah kalimah and the material of mawaqi’ al i’rob for morphology problems, the giving of patterns of jumlah ismiyyah and jumlah fi’liyah and their examples for syntax efficiency problems. The alternative solutions to the non-linguistic problem are the use of learning methods that are varied and in accordance with the learning objectives, student conditions, and the material taught for the problems in the learning method, the use of learning media that are varied for the problems in the learning media, developing students' enthusiasm by learning Arabic for the problems in students.</p>

scholarly journals Meningkatkan Rentang Perhatian Anak Autis dalam Pembelajaran Pengenalan Huruf

INKLUSI ◽  
2017 ◽  
Vol 3 (2) ◽  
pp. 245
Author(s):  
Titisa Ballerina
Keyword(s):  
Autistic Child ◽  
Learning Process ◽  
Children With Autism ◽  
Letter Recognition ◽  
Main Question ◽  
Learning Method ◽  
Learning Methods ◽  
Attention Span ◽  
The Subject

One characteristic of an autistic child is having obstacles in attention span, which affects their learning process. Children with autism need appropriate learning methods to help them engaging the learning process. This study is aimed at figuring out an appropriate learning method for the subject in recognizing letters. The main question of this study is how to improve the subject’s attention span in learning letter recognition. This case study was conducted through five processes, i.e.: (1) accessing the subject; (2) analyzing the problem; (3) preparing interventions for the subject; (4) implementing interventions; (5) evaluating the effects of interventions. The study found that the learning method of movement and song can enhance the autistic child’s attention span. Therefore, children with autism need appropriate learning methods based on their interests.[Salah satu karakteristik anak autis adalah memiliki hambatan dalam rentang perhatian, yang berdampak pada proses pembelajaran. Anak autis memerlukan metode belajar yang sesuai dengan karakteristiknya,  agar dapat membantu proses belajarnya. Studi kasus ini bertujuan untuk mengetahui metode belajar yang sesuai untuk subjek dalam mengenal huruf. Pertanyaan utama pada penelitian ini adalah bagaimana cara meningkatkan rentang perhatian subjek dalam pembelajaran pengenalan huruf. Proses yang telah dilakukan yaitu: (1) mengases subjek; (2) menganalisis permasalahan; (3) menyusun intervensi untuk subjek; (4) menerapkan intervensi; (5) mengevaluasi efek intervensi. Kesimpulan dari studi ini adalah terdapat peningkatan rentang perhatian pada subjek, setelah menggunakan metode belajar gerakan dan lagu. Anak autis memerlukan metode belajar yang sesuai dengan minatnya.]

scholarly journals Efektivitas Metode Cooperatif Learning dan Jig Saw Learning Terhadap Belajar Siswa

2019 ◽  
Vol 2 (2) ◽  
pp. 122
Author(s):  
Savitaria Savitaria
Keyword(s):  
Learning Outcomes ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Test Validity ◽  
Learning Activities ◽  
Learning Method ◽  
Learning Methods ◽  
Student Activity ◽  
Learning Patterns ◽  
The Subject

Learning outcomes are the culmination of all teaching and learning activities, because they are part of the benchmarks for the assessment of learners and teachers through various learning patterns and methods within a certain period of time. This is to become a new and further framework for teaching and learning activities (KBM).  Learning outcomes are also inspired by methods from the teacher to students and their feedback. Various types of learning methods have been used as a learning formulation, one of which is Jig Saw Learning, this method is an interesting strategy to use if the material to be studied can be divided into several parts and the material is not in the order. The advantages of this strategy are all students learn and teach others.  This method is can be implemented in various subjects with supporting capacities and tools such as syllabus, implementation of learning (RPP), student activity sheets (LKS), formative tests, and test validity. In this study the authors conducted a study to what extent the effectiveness of the Jig Saw Learning method was applied in Indonesian language lesson by comparing the theory with the application of the method, not only on learning outcomes, but also on students' understanding and mastery of the subject matter.

scholarly journals CONTRIBUTION OF MAHMUD YUNUS ISLAMIC EDUCATION LEARNING METHOD IN AL-TARBIYAH WA-ALTA’LIM BOOK

2019 ◽  
Vol 26 (1) ◽  
Author(s):  
Zulfikar Ali Buto
Keyword(s):  
Qualitative Research ◽  
Religious Education ◽  
Learning Process ◽  
Critical Analysis ◽  
Islamic Education ◽  
Learning Method ◽  
Learning Methods ◽  
Study Approach ◽  
Character Study

Mahmud Yunus’ contribution to the development of learning methods has poured in a bookentitled al-Tarbiyah wa al-Ta’lim. The bookprovides inspiration to researchers to conduct critical analysis of analysis figures. This study aimed to see the contribution of learning methods of Islamic Religious Education Mahmud Yunus in the book al-Tarbiyah wa al-Ta’lim. This research used qualitative research with the character study approach. The findings of contribution of learning method of Islamic Education Mahmud Yunus such as al-Istiqraiyah learning method, al-Tatbiqiyah learning method, al-Khabariyah learning method, and al-Tahawuriyah learning method Mahmud Yunus was able to develop the learning process in the five stages of the learning process. These five stages include al-Ta’aruf, Muqaddimah, al-‘Arad, al-Tatbiq, and al-Ikhtitam.

scholarly journals Implementasi Kurikulum 2013 di SMK Kota Semarang

2018 ◽  
Vol 6 (2) ◽  
pp. 121
Author(s):  
Wisudani Rahmaningtyas, Ismiyati, Ayunda, Nurul Izza
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Subject Matter ◽  
Student Involvement ◽  
Lesson Plans ◽  
Cipp Model ◽  
The Subject

The result of the observation showed that the teachers have prepared lesson plans<br />according to the Curriculum 2013 guidelines, however the lesson plans has not been quite<br />implemented in the learning process, in addition to the lack of the availability of the<br />infrastructures to support the learning process. The objective of the study was to determine<br />the extent to which the implementation of the Curriculum 2013 learning and the obstacles<br />encountered in the Archival subject by the teacher and students of 10th Office Administration<br />at SMK Negeri 9 Semarang. It was a qualitative research using the CIPP model of evaluation<br />method. The results of the study showed that: 1) the mechanism of the lesson plans<br />implementation in archive learning has been in accordance with Curriculum 2013<br />guidelines and the phases were complete. However, there were some inappropriateness, such<br />as the undelivered information about the scope of the subject matter and the assessment<br />technique, the lack of student involvement, and the absence of archive laboratory to support<br />the learning process, 2) the obstacles in the implementation of the lesson plans in archive<br />learning were from three sources, i.e. the teacher, the students, and the infrastructure.

scholarly journals Using curriculum differentiation to respond to students’ diversity

2021 ◽  
Vol 47 ◽  
Author(s):  
Viktorija Sičiūnienė
Keyword(s):  
Statistical Analysis ◽  
Mathematics Teachers ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Method ◽  
Learning Methods ◽  
Curriculum Differentiation ◽  
The Subject ◽  
Teaching Learning

The article observes the results of the questionnaire of 1923 tenth-formers and their mathematics teachers. Statistical analysis of these results has been done using SPSS 13.0.The practice of curriculum differentiation in Lithuania is the subject of the observation.The research has shown that about 70 per cent of teachers more or less base their syllabus on the content of the textbook. The students’ achievements are dependent both on the teacher‘s understanding that syllabus has to be adapted to the students and ability to do that effectively. The following conclusion could be done: about 60 per cent of mathematics teachers should improve their competence in planning and developing syllabus.Organizing learning process about 80 per cent of teachers basically use reproductive teaching-learning method which requires little independent students’ activity. The institutions that prepare teachers and care about their competence should pay more attention to teachers’ qualification to apply teaching and learning methods in practice.The article has also observed the students and teachers’ understanding of principles and criteria and assessment used in schools and the quality of students’ feet-back.More attention should be paid to teachers’ competence providing faster and more efficient feet-back to students and help they need.

scholarly journals Peranan Guru dalam Menerapkan Metode Belajar Sebaya

2020 ◽  
Vol 1 (2) ◽  
pp. 169
Author(s):  
Dewi Sitorus
Keyword(s):  
Qualitative Methods ◽  
Learning Process ◽  
Subject Matter ◽  
Peer Learning ◽  
Learning Method ◽  
Cognitive Domains ◽  
Cognitive Values ◽  
The Subject ◽  
Role Of Teachers

The role of teachers to achieve KKM in the affective, spikomotor, and cognitive domains. In the reality of education, many students are unable to complete the KKM. Because, teachers are not able to find and apply appropriate, consistent, and continuous methods in the learning process applied by the teacher. Where, the teacher focuses more on students who easily understand the subject matter. So that students who have difficulty understanding lessons are ignored and end up skipping school or going to class. The author describes the peer learning method as an approach in improving the abilities of each student in the affective, spikomotor, and cognitive domains during daily, semester, and national exams in achieving KKM. The author uses qualitative methods in gathering information through observation and the accumulated results of affective, psychomotor, and cognitive values. The author hopes that this paper can be a contribution for schools in Jayawijaya, Wamena. AbstrakGuru berperanan untuk mencapai KKM dalam ranah afektif, psikomotorik, dan kognitif. Dalam realitanya, banyak peserta didik tidak mampu menuntaskan KKM. Karena, guru tidak mampu menemukan dan menerapkan metode yang tepat, konsisten, dan kontinu dalam proses pembelajaran yang diterapkan oleh guru. Dimana, guru lebih fokus pada peserta didik yang mudah memahami materi pelajaran sehingga peserta didik yang kesulitan memahami pelajaran terabaikan dan akhirnya bolos ke sekolah. Penulis menguraikan metode belajar sebaya sebagai salah satu pendekatan dalam meningkatkan kemampuan setiap peserta didik dalam ranah afektif, psikomotorik, dan kognitif untuk pencapaian KKM. Penulis menggunakan metode kualitatif dalam mengumpulkan informasi melalui observasi dan hasil akumulasi nilai afektif, psikomotorik, dan kognitif. Penulis mengharapkan tulisan ini dapat menjadi sumbangsih bagi sekolah di Jayawijaya, Wamena.

scholarly journals Sistem Pembelajaran di Pesantren Kebon Jambu al-Islami Babakan Ciwaringin Cirebon

2019 ◽  
Vol 3 (2) ◽  
pp. 165
Author(s):  
Ratu Suntiah ◽  
H Maslani
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Subject Matter ◽  
Geographical Location ◽  
Boarding School ◽  
Religious Activities ◽  
The People ◽  
Purpose Of Education ◽  
Teachers And Students ◽  
The Subject

This research departs from the view that education is an effort to preserve, transfer and transform values in all its aspects. In the context of improving education in pesantren institutions there needs to be developed. This study applies qualitative research methods. Therefore, the source of the data and the type of data determined by the researcher himself as the center of information and are purposive as long as they are considered representative. The researcher participated with the teachers and students in the implementation of educational learning at the Kebon Jambu al-Islami Islamic Boarding School in Ciwaringin Cirebon. The results showed that the background of the establishment of the Kebon Jambu al-Islami Islamic Boarding School in Ciwaringin Cirebon was due to the demands of the people who needed guidance to understand and practice Islamic teachings. The purpose of education is to form an intellectual cadre of ulama and asatidz. The subject matter taught is in the form of salaf and Khalaf books. The learning process consists of scheduled teaching and religious activities. Supporting factors for the implementation of activities are wise and sincere Kiai, many asatidz levels of education that have scholars, strategic geographical location, support of alumni.

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