PEMBERDAYAAN MASYARAKAT BERBASIS TAUHID

Pengabdian masyarakat merupakan proses pembelajaran bagi mahasiswa yang dikembangkan melalui kegiatan pengabdian kepada masyarakat dalam memberikan pengalaman ilmu, teknologi, seni dan agama yang dilakukan dalam waktu kurang lebih 40 hari. Pengabdian masyarakat dapat meningkatkan kemampuan mahasiswa dalam berinteraksi dengan dunia luar kampus secara nyata yakni bisa berhadapan langsung dengan masyarakat. Mahasiswa sebagai Agent Of Change atau agen perubahan juga dapat mengembangkan pengetahuan dan wawasannya dalam menghadapi berbagai permasalahan yang ada di masyarakat Desa Sukagalih untuk melakukan pembangunan berkelanjutan yang diperlukan dalam meningkatkan peran dan pemberdayaan masyarakat dengan tujuan mencerdaskan dan mewujudkan kesejahteraan masyarakat Desa Sukagalih yang sesuai dengan lingkungan tauhid melalui berbagai bidang antara lain bidang pendidikan, bidang keagamaan, bidang kesehatan & lingkungan, bidang ekonomi kreatif, dan bidang sosial. Kata kunci: pengabdian masyarakat. COMMUNITY EMPOWERMENTD BASED ON TAWHEEABSTRACTCommunity Service is learning process for student developed through community service activities in providing experience science, technology, art and religion, conducted within approximately 40 days. Community service can improve the ability of students in interacting with the real world outside the campus that is able to deal directly with the community. Student as an Agent Of Change can also develop their knowledge and insight in facing various problems that exist in Sukagalih Village community to do sustainable development that is needed in improving role and empowerment of society with aim to educate and realize prosperity of society of Sukagalih Village which is suitable with tauhid environment through various fields such as education, field of religion, health & environment, creative economy, and social field.

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Effects of Learning Process and Self-Efficacy in Real-World Education for Sustainable Development

Sustainability ◽

10.3390/su13010403 ◽

2021 ◽

Vol 13 (1) ◽

pp. 403

Author(s):

Bach Q. Ho

Keyword(s):

Sustainable Development ◽

Knowledge Acquisition ◽

Implicit Learning ◽

Learning Process ◽

Real World ◽

Self Efficacy ◽

Education For Sustainable Development ◽

Equation Modeling ◽

The Real ◽

Citizenship Development

To solve the “wicked problems” of sustainability, education for sustainable development (EfSD) that raises the young generation to become change agents is necessary. For this purpose, fieldtrips that educate students in the real world about other stakeholders are effective, but since sustainable issues do not have clear solutions, cooperative learning (CL) in which students learn from each other is useful. The purpose of this study is to clarify the influence of the learning process on learning outcomes and their influence on learning objectives in real-world EfSD using CL. A hypothesis model consisting of seven hypotheses was set up, and a questionnaire survey of high school students who participated in the real-world EfSD was conducted. Results of the structural equation modeling of data from 2441 respondents supported all seven hypotheses. Implicit learning as a learning process promotes knowledge acquisition as a learning outcome, while explicit learning enhances self-efficacy. Although knowledge acquisition promotes citizenship development as the learning objective of EfSD, self-efficacy does not promote citizenship development. Self-efficacy affects knowledge acquisition more than implicit learning. This study contributes to EfSD research by clarifying the difference in the effects of the learning process.

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EMIT Parchment Paper

10.31219/osf.io/xr8b6 ◽

2021 ◽

Author(s):

Edward Yourdon

Keyword(s):

Information Technology ◽

Sustainable Development ◽

Real World ◽

World Economy ◽

The Real ◽

Initial Stage ◽

Development Direction ◽

Material Information ◽

Basic Level ◽

World Development

A t the beginning of this paper, the decentralized world (DW) and decentralized world economy (DeWe) were defined. And the blockchain industry was pointed out to be at the initial stage of the decentralized world parallel to the real world. Then a set of systematicsolutions, named Electronical Material Information Technology (EMIT), was proposed, after which the development direction and path of the decentralized world economy was put forward, from its limitations, by arguing how to provide sufficient and necessary basic conditions for the decentralized world development. In the end, the EMIT was proved to be an effective reference for building the decentralized world from the basic level to the application level and enabling its sustainable development.

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Pesantren Dan Pendidikan Politik Di Indonesia: Sebuah Reformulasi Kepemimpinan Islam Futuristik

Al-Tahrir Jurnal Pemikiran Islam ◽

10.21154/al-tahrir.v16i2.503 ◽

2016 ◽

Vol 16 (2) ◽

pp. 461

Author(s):

Mukodi Mukodi

Keyword(s):

Real World ◽

Life Skills ◽

Boarding School ◽

Political Awareness ◽

The Real ◽

Real World Problem ◽

Agent Of Change ◽

As If

Abstract: There is an increasing concern as if discussing politics in pesantren (Islamic Boarding School) was uncommon. This oddity is due to the conception of a person who puts pesantren merely a decontextualised scholarly reproduction of an-sich (from the real world problem or real politics) and not as an agent of change. In fact, pesantren is a replica of life integrating various life skills, including politics. The most interesting finding was that the diverse activities of life in the boarding school had raised the seedling of students’ political sense. This article also recommends the presence of political boarding school establishment, as a political incubator for Islamic activists as the continuity of conditioning political awareness in pesantren. Its realization is believed to be able to trigger the acceleration of the Islamic ideal leader candidate in Indonesia.

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Why Do Lessons Learned Often Fail?

Handbook of Research on Organizational Culture Strategies for Effective Knowledge Management and Performance - Advances in Knowledge Acquisition, Transfer, and Management ◽

10.4018/978-1-7998-7422-5.ch010 ◽

2021 ◽

pp. 176-193

Author(s):

Ian Fry

Keyword(s):

Learning Process ◽

Real World ◽

Lessons Learned ◽

The Real ◽

Drill Down

Organisations know they should do lessons learned. Standards like ISO9001 and ISO30401 say they should. Many try; few succeed. Traditionally, the first answer to the question is “lessons were observed, but not learned,” which reflects meaningful action was not taken as a result of the reported lesson. A lesson may have been identified, but nothing changed. As a result, learning did not happen. So why is this so? It is important to identify the ways in which the process towards effective lesson learning is becoming lost within the stages and how knowledge practitioners and those responsible for lessons learned can best help. This chapter will attempt to drill down on this answer, concentrating on the processes deployed and the real-world issues around the lesson-learning process.

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The Role of Written Feedback in Numeracy in the Primary School Classroom

International Journal of Education ◽

10.5296/ije.v11i2.14550 ◽

2019 ◽

Vol 11 (2) ◽

pp. 52 ◽

Cited By ~ 1

Author(s):

Miedzo Mutendi ◽

Chipo Makamure

Keyword(s):

Primary School ◽

Learning Process ◽

Real World ◽

Learning Goals ◽

Written Feedback ◽

Classroom Performance ◽

The Real ◽

School Classroom ◽

The Impact

This study seeks to establish the quality and type of feedback necessary and suitable for learners, understandable by learners and implementable in the learning process by the learners to improve progress in learning numeracy. However, although written feedback is believed to be instrumental in shaping the pupils’ classroom performance, there is less agreement on whether this is workable in the real world of the classroom or has remained an intended goal of feedback. There is limited work in literature on how pupils respond or use written feedback to improve their performance. A questionnaire was administered to a group of Year 5 students at a school in England to solicit the pupils’ perceptions of the usefulness of written feedback and the challenges that were likely to be faced in interpreting and implementing the feedback. In order to measure the impact of feedback on students’ performance, a pre-test was given, pupils’ recommendations from the questionnaire were incorporated, and a second test was given two days later. The two sets of marks were then compared. It was found that pupils find it difficult to understand written feedback at times, mainly because of unfamiliar vocabulary used in the feedback and when they do understand the language, they often find it unhelpful in achieving their learning goals. Teachers are recommended to simplify and add more detail to feedback, making it as informative as possible about what was done well and suggest improvements that could be made.

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Connecting Research to Teaching: Geometry Classroom Pictures: What's Developing?

Mathematics Teacher ◽

10.5951/mt.91.7.0606 ◽

1998 ◽

Vol 91 (7) ◽

pp. 606-609

Author(s):

Kay A. Wohlhuter ◽

Penelope H. Dunham

Keyword(s):

Learning Process ◽

Real World ◽

Inductive Reasoning ◽

Active Participation ◽

Curriculum Standards ◽

The Real ◽

Mathematics Classrooms ◽

Teaching Geometry ◽

Clear Vision

In the NCTM's curriculum standards, teachers find a clear vision of mathematics classrooms as rich environments where students can explore, conjecture, reason logically, and connect mathematics with the real world. The Standards’ vision assumes that teachers will use strategies that promote students’ active participation in the learning process. For geometry, especially, those strategies should include activities that foster the interplay of deductive and inductive reasoning (NCTM 1989).

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The Didactic Case in Teaching International Law

Meridiano 47 - Journal of Global Studies ◽

10.20889/m47e18009 ◽

1970 ◽

Vol 18 ◽

Author(s):

Michelle Ratton Sanchez Badin ◽

Douglas Castro ◽

Arthur Roberto Capella Giannattasio

Keyword(s):

International Relations ◽

International Law ◽

Learning Process ◽

Real World ◽

Active Participation ◽

The Real ◽

Empirical Framework

According to a theoretical and empirical framework, didactic cases are an important tool to teacho International Law. This instrument increase students’ active participation in the classroom, empowers them to exercise their autonomy in the learning process, helps professors to present the foundations of the discipline and its complexity in the real world and helps to build the interdisciplinary bridge between International Law and International Relations.

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Survival Ethics in the Real World: The Research University and Sustainable Development

Science and Engineering Ethics ◽

10.1007/s11948-013-9441-8 ◽

2013 ◽

Vol 20 (1) ◽

pp. 135-154 ◽

Cited By ~ 8

Author(s):

Charles Verharen ◽

John Tharakan ◽

Flordeliz Bugarin ◽

Joseph Fortunak ◽

Gada Kadoda ◽

...

Keyword(s):

Sustainable Development ◽

Real World ◽

Research University ◽

The Real

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AGAMA DAN PENDIDIKAN KARAKTER: PENGEMBANGAN KEILMUAN DAN KOMPETENSI PROGRAM STUDI PADA UIN SUNAN KALIJAGA YOGYAKARTA

Jurnal Pendidikan Agama Islam ◽

10.14421/jpai.2014.112-01 ◽

2017 ◽

Vol 11 (2) ◽

pp. 149-168

Author(s):

Mochammad Fu'ad

Keyword(s):

Character Education ◽

Learning Process ◽

Independent Living ◽

Educational Development ◽

Global Scale ◽

Educational Process ◽

Future Perspectives ◽

New Paradigm ◽

The Real ◽

Science Technology

The problems of the present and future perspectives change IAIN Sunan Kalijaga be UIN will undoubtedly bring new problems, namely how to formulate the curriculum and implementation of education. In the global scale of the problem is always related to the issue of “ten educational issues of the future” as a result of changes in the field of science and technology, economic and demographic, social, cultural, and religious. By way of putting this issue will be developed research that questioned whether functionally-paedagogis UIN could produce improved inter-generational and intra-generational Muslim personality, the ability of science, technology and art, as well as spirited interpreneurship (skills for independent living).Religion and character education seems to be the cornerstone of this program of education and the learning process in UIN Sunan Kalijaga Yogyakarta. Changes that occur in the real UIN Sunan Kalijaga is a change in the college of the Institute into a university. The changes are made to declare a new paradigm and conducted a study of the religious sciences and general sciences, ie interconnect integration paradigm. This paradigm requires the effort to dialoging openly and intensive educational development Qur’anic perspective, the program and the whole educational process between the study of Scripture (hadlarah an-nas), scholarly study (hadlarah al-ilm), and are concerned with the territory implementation, real praxis in reality and ethics (hadlarah al-falsafah).

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Efektifitas Pembelajaran Kontekstual Untuk Meningkatkan Prestasi Belajar Materi Luas Bangun Datar Kelas Vi Di Min Malang I

MADRASAH ◽

10.18860/jt.v7i2.3322 ◽

2016 ◽

Vol 7 (2) ◽

pp. 22

Author(s):

Suroto ..

Keyword(s):

Learning Process ◽

Real World ◽

Structure Learning ◽

Contextual Learning ◽

Concept Acquisition ◽

Learning Models ◽

It Use ◽

Learning Achievement ◽

The Real ◽

New Concepts

One of the causes of those unsuccessfull students is the monotonous learning model. The learning process of the concept, it cannot well associate the abstract ideas to the real world. One of the learning models that can solve this problem is the contextual learning. The procedures of the contextual learning done in this research involve the process of : (1) exploring and using the students’ concept which have been achieved by the students in the opening learning; (2) creating a study society in mastering new concepts; (3) utilization of learning medias in learning process; (4) reflction of the concepts which have been studied; and (5) testing the concept acquisition by personal student. From this results, if it use the contextual learning model, the students’ achievement will increase. Keywords: Contextual Learning, song of flt structure, various table of flt structure, Learning Achievement

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