scholarly journals COOPERATIVE LEARNING STRATEGY TYPE STAD IN TEACHING ISLAMIC EDUCATION SUBJECT (PAI) AT SMPN 3 LENGAYANG

Ta dib ◽  
2017 ◽  
Vol 20 (2) ◽  
pp. 62
Author(s):  
Zulvia Trinova ◽  
Sri Dalena
Keyword(s):  
Cooperative Learning ◽  
Group Work ◽  
Time Allocation ◽  
Learning Strategy ◽  
Study Groups ◽  
Islamic Education ◽  
Step Method ◽  
Group Assessment ◽  
Individual Assessment ◽  
Written Test

SMPN 3 Lengayang has applied STAD as a type of cooperative learning to improve students’ passiveness. The learning is initiated by forming study groups and assigning tasks to be discussed together. However, in fact the learning is not effective that the students still can not understand the materials properly. It is noticable that the tasks given have been done by one student only, meanwhile the others are less serious and rely on those who are willing to do the group work. This is a field reasearch which describes the implementation of STAD in teaching PAI qualitatively. Data collection techniques used are in the form of observation, interviews, and documentation. As the result; 1) the planning of STAD strategy in teaching PAI at SMPN 3 Lengayang does not yet fulfill the requirement such as in organizing teaching materials (systematic/systematic demands with unsuitable time allocation), and detail of learning scenario (strategy step / method at each stage not clearly illustrated). 2) the implementation of STAD type in teaching PAI at SMPN 3 Lengayang is not fully implemented from the six STAD type cooperative learning steps, namely on teamwork and quiz, and 3) the evaluation in STAD type co-operative learning at SMPN 3 Lengayang is a written test or in the form of quiz. In addition, a test through a special quiz for individual assessment while group assessment is taken from group work. Especially the group with the highest score is given an additional mark.

scholarly journals Problem-Based Learning Dalam Pembelajaran Pendidikan Agama Islam Dan Budi Pekerti Di SMP Al-Muttaqin Patrang Jember

Fenomena ◽  
2019 ◽  
Vol 18 (2) ◽  
pp. 177-198
Author(s):  
Alek Efendi
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Islamic Education ◽  
Learning Material ◽  
School Year ◽  
Scientific Approach ◽  
Islamic Religion ◽  
Written Test

The learning process should be organized in an interactive, fun, so that students can participate actively. such learning can be realized by using a scientific approach. In its application can use Learning strategy. SMP Al-Muttaqin Patrang Jember has implemented of Problem Based Learning in the learning of Islamic Education and Character. The purpose of this research is to describe the Planning, Implementation and Assessment of Problem-Based Learning Strategy in learning Islamic Education and Character in SMP Al-Muttaqin Patrang Jember School Year 2017/2018. The results of the implementation of the Problem-Based Learning (PBL) strategy in the learning of Islamic Religion and Budi Pekerti at Al-Muttaqin Junior High School Patrang Jember showed that: 1) planning was carried out at the beginning of each school year; those involved in planning activities are Head master, students of the curriculum and subject teachers; the development of learning devices independently; all teachers submit learning device including PAI teachers and Characteristics. 2) The implementation of learning, the teacher presents a problem that must be observed by students. then students formulate questions and collect information, then students discuss it in groups to find solutions to problems and the results are presented in front. 3) Assessment of attitude competency is carried out by the teacher by observing students' behavior in the classroom or outside the classroom. knowledge competence with written test after the end of the learning material. Assessment of skills competencies conducted by the teacher during the learning process.

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 STUDENT’S PERSPECTIVES TOWARD A-AIKEM 3 MODEL IN GROUP WORK PRESENTATION

2020 ◽  
Vol 5 (2) ◽  
pp. 53-67
Author(s):  
Henry Rio Putranto
Keyword(s):  
Cooperative Learning ◽  
Undergraduate Students ◽  
Group Work ◽  
Classroom Teacher ◽  
Peer Assessment ◽  
Group Processing ◽  
Individual Assessment ◽  
Research Questions ◽  
Positive Interdependence ◽  
Positive And Negative Feedbacks

As there is a tendency to regard that a classroom without the label of cooperative learning is not a good one, recent instructional practices then often utilize group work to encourage students to gain knowledge from one another – to assist and to seek assistance from their peers in addition to from the classroom teacher. Classrooms have the typical characteristics of small groups. With the trend to incorporate cooperative learning in the classroom practices, this Positive Interdependence is undoubtedly to be imposed to obtain the beneficial outcomes of cooperative efforts.This research would like to employ a new model in group work presentation called A-aikem 3.  This A-aikem 3 model is an innovative group work presentation model which emphasizes on CL approach. This model can be used to strengthen positive interdependence, individual accountability, interpersonal and also group processing skill from students. Basically,A-aikem 3 model is one of many A-aikem models formulated and designed by Tamah and Prijambodo on their book.  The A-aikem 3 model developed based on three new insights that are (1) transition from individual (conventional) assessments to group assessment, (2) transition from individual assessment to peer assessment , and (3) transition from Individual assessment without discussion to a representative assessment with discussion. (Tamah & Prijambodo, 2015 in Tamah, 2017) Deriving from the title of this thesis and the background of the study, two relevant research questions are formulated as follows: How do the undergraduate students perceive A-aikem 3 model? What are the positive and negative feedbacks of A-aikem 3 model’? In relation to the research questions above, this study aims to investigate the student’s perspective towards A-aikem 3 model and also their feedback after experiencing A-aikem 3 model.

Pengaruh Penggunaan Model Pembelajaran dan Konsep Diri terhadap Kemampuan Berpikir Kretif Mahasiswa

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Nurul Hikmah
Keyword(s):  
Significant Interaction ◽  
Creative Thinking ◽  
Study Groups ◽  
Learning Model ◽  
Descriptive Statistics ◽  
Self Concept ◽  
Significant Interaction Effect ◽  
Significant Difference ◽  
Written Test ◽  
Self Learning

<p>The purpose of this study were to determine: 1) the influence of the learning <br />model of creative thinking; 2) the influence of self-concept to think creatively, and 3) the influence of the interaction and the concept of self-learning model for creative thinking. The research method used was experimental method. A sample of 80 people selected at random from the 13 study groups. The data was collected by administering a written test questions to measure variables studied. Data analysis using descriptive statistics and 2-way ANOVA. The results showed: 1) a significant difference to the learning model with the ability to think creatively sig = 0.000; 2) there is a significant effect of self-concept of <br />the ability to think creatively with sig = 0.000, and 3) there is a significant interaction effect of learning model and self-concept of the ability to think creatively with sig = 0.018. </p>

Evaluation of a Cooperative Learning Strategy

1983 ◽  
Vol 20 (4) ◽  
pp. 687-696 ◽  
Author(s):  
Joel M. Moskowitz ◽  
Janet H. Malvin ◽  
Gary A. Schaeffer ◽  
Eric Schaps
Keyword(s):  
Cooperative Learning ◽  
Learning Strategy

A Study on the Effectiveness of a Strategy Based on Cooperative Learning for Science Teaching in Class VII

2021 ◽  
pp. 123-136
Author(s):  
Mary Vineetha Thomas ◽  
R.G Kothari
Keyword(s):  
Cooperative Learning ◽  
Science Teaching ◽  
Education System ◽  
Learning Strategy ◽  
Technological Development ◽  
Teaching Strategy ◽  
The Social ◽  
Working Together ◽  
Education Today ◽  
Teaching Learning

Education today needs to be responsive to the diverse needs of our learners in order to make them globally competent. Innovative initiatives need to be brought into the present education system in order to meet the growing demands of our society. Our education system does not function in isolation with our society and so, along with academic aspects, the social aspects of learning too, have to be focussed on. This is possible with quality teaching strategies being introduced in our teaching learning process and one such strategy promoting the same is Cooperative Learning. Cooperative learning involves students working together in small groups to accomplish shared goals. It is widely recognized as a teaching strategy that promotes socialization and learning among students from kindergarten through college and across different subjects and science is no exception. Science enables pupils to be involved in group work where they have the opportunity to share ideas and cooperate with each other in collaborative practical activity. What is needed today is a new wave of educated students ready for modern scientific research, teaching and technological development. With students of diverse abilities and differing rates of learning in our classrooms, it is, therefore, essential for the teacher to have the knowledge of how students learn science and how best to teach. The present study was taken up in this context to find out the effectiveness of cooperative learning strategy in science teaching.

scholarly journals SPIRITUAL INTELLEGENCE

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Ramdani R
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Analysis Of Covariance ◽  
Learning Goals ◽  
Ministry Of Education ◽  
Mathematical Concepts ◽  
Test Analysis ◽  
Initial Learning ◽  
Class Viii ◽  
Written Test

The ability of understanding mathematical concepts and was a math learning goals stated by the Ministry of Education, and was a very important aspect in learning mathematics. Lack of understanding of mathematical concepts students will affect the quality of student learning that result in low student achievement in school, it was also happening in SMP N Lembah Gumanti. Think Talk Write learning strategies was one alternative to improve the liveliness and creativity of students in learning.This research is a Quasi Experiment. The population in this study were students of SMP N Lembah Gumanti District. The samples in this study were students of class VIII 1 SMP N 3 Lembah Gumanti as experimental class and VIII 2 grade students as a class randomly selected controls. Instrument used was a written test. The data obtained were analyzed using ANCOVA test (analysis of Covariance).The results showed that the ability of understanding the overall concept and capable students who are taught by low initial learning strategy TTW higher than students taught with conventional learning.

scholarly journals Effect of Example Non Example Method Implementation in Scientific Approach and Discovery Learning Model on VII Grade Students' Affective Competence in Learning Natural Science

2019 ◽  
Author(s):  
Amrianto Amrianto ◽  
Lufri
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Learning Model ◽  
Discovery Learning ◽  
Scientific Approach ◽  
Quasi Experimental ◽  
Written Test

The 2013 Curriculum emphasizes on active learning pattern. However, based on the questionnaire spread in junior high school 18 Padang, it was gotten the result that teachers still have difficulty in implementing it, especially in affective competence of confidence. The affective competence of confidence will encourage students to be active in learning process, both in asking questions and expressing opinion. In cooperative learning, students are provided a vehicle to increase their confidence through presenting their discussion result in front of the class. By considering this issue, there is an alternative solution that can be used by teacher, which is example non example method. This method is one of cooperative learning method. Besides that, it can support the implementation of scientific approach and discovery learning model in learning process. The scientific approach and discovery learning model are the approach and model recommended in the 2013 Curriculum. Purpose of the research was to know effect of example non example method in scientific approach and discovery learning model on students' affective competence. It was a quasi-experimental research. It was done in junior high school 18 Padang to grade VII students. The instrument used was written test in form of multiple-choice and essay. Technique of data analysis used Mann Whitney U test. It was done by using SPSS software. The finding shows that example non example method in scientific approach and discovery learning model has significant effect on students' affective competence, with sig. value (0.036) &lt; 0.05.

scholarly journals POTRET PENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM

2016 ◽  
Vol 3 (1) ◽  
pp. 187
Author(s):  
Abd. Rouf
Keyword(s):  
Religious Education ◽  
Time Allocation ◽  
Islamic Education ◽  
Teaching Staff ◽  
Religious Knowledge ◽  
Credit Hours ◽  
Instructional Process ◽  
Religious Teaching ◽  
The Subject ◽  
Optimal Implementation

<p><strong>Bahasa Indonesia:</strong></p><p>Praktik pendidikan agama Islam di sekolah (umum) amatlah minim atau kurang maksimal. Secara umum, jumlah jam pelajaran agama di sekolah rata-rata 2 jam per minggu. Dengan alokasi waktu seperti itu, jelas tidak mungkin untuk membekali peserta didik dengan pengetahuan, sikap, dan keterampilan agama yang memadai. Oleh karena itu, harus dilakukan strategi alternatif dalam memenuhi kebutuhan peserta didik akan pendidikan agama di sekolah umum, antara lain: melalui kegiatan ekstra kurikuler berbasis keruhanian, tambahan-tambahan materi kegamaan di luar jam pelajaran, menyisipkan muatan keagamaan kedalam semua bidang studi umum, dan lain sebagainya. Sumber daya guru agama Islam juga perlu terus ditingkatkan kualitasnya, baik dari segi content maupun metodologi. Di samping itu, proses pelaksanaan pendidikan agama Islam harus selalu dilaksanakan dengan baik dan maksimal. Evaluasinya tidak cukup hanya menilai aspek kognitif siswa, tetapi harus juga melihat dan menilai aspek afektif dan psikomotoriknya. Ketiga domain (kognitif, afektif, psikomotorik) pendidikan agama Islam harus dilihat dalam pelaksanaan penilaian, sehingga bersifat komprehensif.</p><p> </p><p><strong>English:</strong></p><p>Islamic education subject in secular school is quite minimal in its duration. Generally, it takes only two credit hours per week in such kind of school. Due to the time allocation, it is clearly impossible to hand down student standard religious knowledge, attitude, and skills. Therefore, the school needs to find an alternative way to respond the needs of standard religious education in secular schools. Some of the implemented strategies are the religious extra-curricular program, extra hours for the subject, and integrated the religious messages in non-religious subjects. Religious teaching staff must also be upgraded in terms of the quality, either the subject matter enrichment or the instructional process. In addition, the instructional process needs optimal implementation. The evaluation should cover the cognitive, affective, and psychomotor areas. The three previously mentioned domain in Islamic education subject must be carefully and comprehensively assessed.</p>

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