Efektivitas Metode Belajar Mandiri Dalam Mengembangkan Kreativitas Berpikir Siswa Pada Mata Pelajaran Pendidikan Agama Islam Di SD Negeri Kedungwaras Modo Lamongan

AKADEMIKA ◽  
2017 ◽  
Vol 11 (1) ◽  
pp. 92-102
Author(s):  
Siti Maunah
Keyword(s):  
Elementary School ◽  
School Districts ◽  
Creative Thinking ◽  
Field Research ◽  
Further Education ◽  
Student Response ◽  
Islamic Education ◽  
Learning Method ◽  
Elementary School Districts ◽  
Self Learning

Has become a self-learning potential of children born with underdeveloped due to formal-traditional pendidikian system which emphasizes the role of the teacher (teacher center). But with the development of the times, the education system turns into a student center point is more emphasis on the activity and creativity of the students to develop their identity or ability. From the above background, appears formulation of the problem to be discussed: first how the application of self-learning method on subjects PAI (Islamic Education) in Elementary School Kedungwaras districts Modo Lamongan, both how the development of creative thinking of students on subjects PAI (Religious Education Islam) in elementary school districts Kedungwaras Modo Lamongan, third how the effectiveness of self-learning method in developing the creative thinking of students on subjects PAI (Islamic Education) in elementary school districts Kedungwaras Modo Lamongan. Lots of methods applied in the world of learning, related to curriculum diterapkanya 2013 which has general purpose is to improve the competence manifested in intelligence, knowledge, personality, character, and skills to live independently and to follow further education. This research is a field research (field research) with a qualitative descriptive approach and to obtain data on the effectiveness of self-learning method in developing the creative thinking of students on subjects PAI (Islamic Education) in Elementary School Kedungwaras districts Modo Lamongan, after the collected data analysis research the percentage technique, then study dideskriptifkan to the conclusion by using the method of observation, documentation, interviews and questionnaires. The study concluded that the self-learning method is quite effective at all in developing creative thinking of students on subjects PAI (Islamic Education) in elementary school districts Kedungwaras Modo Lamongan with indicators as follows; the percentage calculation above may take the average value of 69.05%, which is between 40-70%, and 50-82% student response was very positive in the category enough. So many students are more responsible, the students were able to argue in accordance with their own ideas, students are more confident, students more easily solve the problem, happy to discuss, more and more skilled active.

scholarly journals THE IMPLEMENTATION OF TEAM TEACHING LEARNING METHOD ON ISLAMIC EDUCATION SUBJECT IN KUPANG ELEMENTARY SCHOOL

Conciencia ◽  
2020 ◽  
Vol 20 (1) ◽  
pp. 66-76
Author(s):  
Fajeri Arkiang ◽  
Rabiatun Adwiah
Keyword(s):  
Elementary School ◽  
Team Teaching ◽  
Teaching Method ◽  
Field Research ◽  
Islamic Education ◽  
Learning Method ◽  
Fifth Grade Students ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

This study aimed to determine the implementation of team teaching-learning method on Islamic education subject in Kupang elementary school. This type of research was field research with a qualitative research method. The research took place at SDN 1 Bonipoi Kupang with the subjects of the study were the principal, 2 PAI teachers, and 49 fifth grade students. The data collection techniques used were interviews, observation, and documentation. The result showed that the team teaching method applied at SDN 1 Bonipoi Kupang was a full team teaching, where all learning activities were carried out jointly by the team teaching teacher, starting from the planning, implementation, and evaluation stages as well as the division of roles, tasks, and teach responsibility. This team teaching method was very helpful for teachers and students in learning because 2 teachers collaborated with each other and worked together in the learning process in class in such a way that led to the creation of effective and efficient learning.

scholarly journals Research Note: School Reopenings During the COVID-19 Pandemic and Implications for Gender and Racial Equity

Demography ◽  
2021 ◽  
Author(s):  
Liana Christin Landivar ◽  
Leah Ruppanner ◽  
Lloyd Rouse ◽  
William J. Scarborough ◽  
Caitlyn Collins
Keyword(s):  
Elementary School ◽  
School Districts ◽  
White Students ◽  
Research Note ◽  
Racial Equity ◽  
Elementary School Districts ◽  
Critical Data ◽  
School Year ◽  
Data Source

Abstract In the fall of 2020, school districts across the country reopened under a variety of instructional modes. Some districts returned to in-person instruction and some operated remotely. Others reopened under hybrid models, wherein students alternated times, days, or weeks of in-person instruction. To capture this variation, we developed the Elementary School Operating Status (ESOS) database. ESOS provides data on elementary school districts' primary operating status in the first grading period of the 2020–2021 school year, covering 24 million students in more than 9,000 school districts in all states. In this research note, we introduce these data and offer two analytical examples. We show that school districts with greater representation of Black and Hispanic students were less likely to offer in-person instruction than were districts with greater representation of White students. These racial disparities remained after accounting for geographic locale and COVID-19 prevalence. We also show that the number of in-person elementary school instruction days was associated with mothers' labor force participation relative to fathers and to women without children—that is, the fewer days of instruction, the less likely that mothers were employed. ESOS is a critical data source for evaluating the mid- and long-term implications for students who experienced reduced in-person learning and for mothers who exited employment in the absence of in-person instruction and care.

scholarly journals Metode Pembelajaran Kreatif Mata Pelajaran Bahasa Arab Untuk Kelas 1 Sekolah Dasar Islam

2021 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Imam Kurniawan ◽  
Anung Al Hamat ◽  
Abdul Hayyie Al Kattani
Keyword(s):  
Elementary School ◽  
Focus Group ◽  
Language Learning ◽  
Field Research ◽  
Direct Methods ◽  
Arabic Language ◽  
Learning Method ◽  
Learning Methods ◽  
Islamic School ◽  
Creative Learning

<p class="15bIsiAbstractBInggris">Creative Learning Methods in Arabic Language Subjects For Grade 1 Elementary School is a strategic step in fostering students' learning interest and minimizing student saturation when learning a foreign language. This research aims to produce Creative Learning Methods in Arabic Language Subjects for Grade 1 Elementary School (SD). The research method used in this research is qualitative field research—data collection tools through observation, interviews, and documentation. The formulation of Creative Learning Method in the Arabic Language For Grade 1 elementary school was conducted validity test through Focus Group Discussion (FGD) with four experts, namely: religious experts, linguists, psychologists and education experts. This study's results can be described that the Arabic Language Learning Method for Grade 1 Elementary School at Ibnu Hajar Bogor Islamic School in a structured manner has not looked neat. In its implementation, learning Arabic in grade 1 elementary school at Ibnu Hajar Bogor Islamic School uses Arabic manuals for grade 1 elementary school ordered by the school with exciting methods in its delivery. While in Pioneer School Depok Arabic Language Learning For Grade 1 Elementary School is held once a week, namely on Tuesdays, starting at 09:00- 09:30 by using learning modules created by the school based on students' needs namely lughotuna Arabic language books. The methods used by the two institutions studied in Arabic language learning are very diverse, he said; direct methods, Q&amp;amp; A, Qowa'id, and Game</p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p class="16bIsiAbstrak">Metode Pembelajaran Kreatif pada mata pelajaran Bahasa Arab Untuk Kelas 1 Sekolah Dasar merupakan langkah strategis dalam menumbuhkan minat belajar siswa dan meminimalisir kejenuhan siswa saat belajar bahasa asing.  Tujuan dalam penelitian ini Untuk menghasilkan Metode Pembelajaran Kreatif pada mata pelajaran Bahasa Arab Untuk Kelas 1 Sekolah Dasar (SD). Metode penelitian yang digunakan dalam penelitian ini adalah kualitatif field research. Alat pengumpul data melalui observasi, wawancara, dan dokumentasi. Hasil rumusan Metode Pembelajaran Kreatif pada mata pelajaran Bahasa Arab Untuk Kelas 1 SD dilakukan uji keabsahan melalui Focus Group Discusion (FGD) dengan 4 ahli yaitu: ahli agama, ahli bahasa, ahli psikologi dan ahli pendidikan. Hasil penelitian ini dapat dideskripsikan bahwa Metode Pembelajaran Bahasa Arab Untuk Kelas 1 Sekolah Dasar di Sekolah Islam Ibnu Hajar Bogor secara terstruktur belum terlihat rapi. Dalam pelaksanaannya, pembelajaran bahasa Arab kelas 1 SD di Sekolah Islam Ibnu Hajar Bogor menggunakan buku panduan bahasa Arab untuk kelas 1 SD yang dipesan oleh pihak sekolah dengan penambahan metode menarik dalam penyampaiannya. Sedangkan di Sekolah Pioneer Depok  Pembelajaran Bahasa Arab Untuk Kelas 1 Sekolah Dasar dilaksanakan satu kali dalam sepekan, yaitu di hari Selasa, mulai pukul 09:00- 09:30 dengan menggunakan modul pembelajaran yang dibuat oleh sekolah berdasarkan kebutuhan peserta didik yaitu buku bahasa Arab Lughotuna. Metode yang digunakan oleh dua lembaga yang diteliti dalam pembelajaran bahasa Arab sangat beragam, di antaranya; metode langsung, tanya jawab, Qowa’id, dan metode Game.</p>

scholarly journals Research Note: School Reopenings During the COVID-19 Pandemic and Implications for Gender and Racial Equity

2021 ◽  
Author(s):  
Liana Christin Landivar ◽  
Leah Ruppanner ◽  
Lloyd Rouse ◽  
William Scarborough ◽  
Caitlyn Collins
Keyword(s):  
Elementary School ◽  
School Districts ◽  
White Students ◽  
Research Note ◽  
Racial Equity ◽  
Elementary School Districts ◽  
Critical Data ◽  
School Year ◽  
Data Source

In the fall of 2020, school districts across the country reopened under varied instructional modes. Some school districts returned to in-person instruction; some operated remotely. Others reopened under hybrid models, wherein students alternated times, days, or weeks of in-person instruction. To capture this variation, we developed the Elementary School Operating Status (ESOS) database. ESOS provides data on elementary school districts’ primary operating status in the first grading period of the 2020-2021 school year, covering 24 million students in over 9,000 school districts in all states. In this research note, we introduce these data and offer two analytical examples. We show that school districts with greater representation of Black and Hispanic students were less likely to offer in-person instruction compared to districts with greater representation of White students. These racial disparities remained after accounting for geographic locale and COVID-19 prevalence. We also show that fewer in-person elementary school instruction days was negatively associated with mothers’ labor force participation relative to fathers and women without children. ESOS is a critical data source to evaluate the mid- and long-term implications for students who experienced reduced in-person learning and for mothers who exited employment in the absence of in-person instruction and care.

scholarly journals Designing Assesment Task of Student Creative Thinking Assisted by Google Form

2020 ◽  
Vol 5 (7) ◽  
pp. 512-517
Author(s):  
Rahmat Setyawan ◽  
Tatag Yuli Eko Siswono ◽  
Wiryanto .
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Creative Thinking ◽  
Student Response ◽  
Assessment Instrument ◽  
Design Stage ◽  
School Students ◽  
D Model ◽  
Expert Validation

This study aims to describe the process of developing and assessing the quality of mathematical creative thinking instruments for elementary school students assisted by Google Form. The method used is a 4-D model development research carried out through four stages, namely defining, designing, developing, and distributing. The subjects in this research were students of 6th grade Ketintang I /409 elementary school Surabaya, consisting of four classes (VI A, B, C, and D) of 115 students. Data collection is done through expert validation, teacher questionnaires, student response questionnaires, and assessment of students' creative thinking. The results of the research are the process of developing an instrument for evaluating the mathematical creative thinking of elementary school students assisted by Google Form carried out with a 4-D model consisting of 4 stages: the defining stage (initialfinal analysis, students, assignments, concepts, and formulation of learning objectives), the design stage (preparation of the evaluation grid and assessment criteria as well as the initial design of the assessment instruments), the development stage (expert validation and development trials), and the deployment stage. The quality of the product development of the development of an assessment instrument for mathematical creative thinking of elementary school students assisted by Google Form is valid with an average result of instrument format validation 85, content validation 100 and language validation 95. Very efficient (very practical) with an average efficiency result of 3.6 of maximal 4. Effective because the product produced can measure students' creative thinking abilities. Based on the analysis of creative thinking, the results of the assessment of creative thinking carried out can be used to measure the level of students' creative thinking abilities.

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