scholarly journals URGENSI MATERI PEMBELAJARAN AKHLAK K.H. HASYIM ASY’ARI DALAM MENGHADAPI TANTANGAN PEMBELAJARAN ABAD 21

2020 ◽  
Vol 2 (02) ◽  
pp. 68-81
Author(s):  
Ahmad Dwi Nur Khalim
Keyword(s):  
21St Century ◽  
21St Century Learning ◽  
Teaching Material ◽  
Learning Material ◽  
Moral Teaching ◽  
Library Research ◽  
Moral Learning ◽  
Data Source ◽  
Global World ◽  
Teacher Ethics

21st century learning discourse is getting bigger in the current global world. All countries are competing to prepare the best possible human resources. It's just that if not accompanied by morals will backfire for the country. This study aims to look at the urgency of the moral learning material of ideas from K.H. Hasyim Asy’ari in welcoming 21st century learning. This research is library research. The data source is obtained from the book of adab al-‘alim wa al-muta’alim. Methods of data analysis using descriptive methods, the data obtained by documentation techniques. Then the descriptive data are analyzed deeper using content analysis.  The results showed that in the book of adab al-‘alim wa al-muta’alim by K.H. Hasyim Asy’ari has education significance, ethics that students must possess (ethics in learning, ethics towards  teachers, ethics towards subjects, ethics that must be possessed by teachers (teacher ethics, teacher ethics in teaching, teacher ethics to students, ethics towards books and learning media). While the urgency is clearly seen that the moral teaching material of K.H. Hasyim Asy'ari to directs close to Allah.  hen with the moral teaching material K.H. Hasyim Asy’ari can equip characters in multiple dimension. And with these materials students can have a foundation of integrity in life.

scholarly journals PERAN KO KURIKULER DAN EKSTRAKURIKULER TERHADAP UPAYA PENCAPAIAN KURIKULUM 2013

2019 ◽  
Vol 8 (2) ◽  
pp. 251-270
Author(s):  
Lutviyana Hidayah
Keyword(s):  
Character Education ◽  
Extracurricular Activities ◽  
21St Century ◽  
Positive Impact ◽  
Educational Institution ◽  
21St Century Learning ◽  
Learning Objectives ◽  
Guidance Programs ◽  
Library Research ◽  
School Guidance

This article aims to describe the role and concepts of co-curricular and extracurricular activities so that it is useful for achieving the goals of the 2013 curriculum. This 2013 curriculum has three important objectives, namely Strengthening Character Education, Strengthening Literacy Culture, and 21st Century Learning. This type of research is library research, research sources are found in the literature and sources, or the latest findings regarding the Curricular and Extracurricular activities as well as the 2013 Curriculum. The results of this research are that co-curricular and extracurricular activities play a major role in achieving the three aspects of learning contained in the curriculum 2013, namely cognitive, affective and psychomotor aspects. These three aspects are very helpful in achieving the 2013 curriculum agenda, which consists of character strengthening, literacy culture and 21st century learning. Character strengthening can be achieved through religious extracurricular activities, Hisbul Wathan and BTQ, Kultum, work assignments, and intensive post-school guidance. Literacy culture can be achieved by reading guidance programs both reading the Al-Qur'an or spelling, one verse a day program. 21st century learning is pursued by extracurricular activities, namely tambourine activities, calligraphy and so on. The expected positive impact of this article is the dissemination of information about the urgency of co-curricular and extracurricular activities in an educational institution to achieve learning objectives in the 2013 curriculum.

scholarly journals HOTS-ORIENTED LEARNING LANGUAGE LEARNING, PROJECT-BASED IN THE 21ST CENTURY LEARNING CONTEXT

2020 ◽  
Vol 6 (1) ◽  
pp. 9-19
Author(s):  
Esra Siagian ◽  
Ifan Iskandar
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Digital Literacy ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Context ◽  
Technology Students ◽  
Global World

Changes in time that cannot be undone require changes in society and the system. The change in curriculum is also carried out because of an increasingly competitive future. Students of genertion Z who are born spoiled will be increasingly difficult to live, difficult, resolved, find alternatives, and compete in the global world if not prepared from the bench of education. This paper explains how students are prepared not only able to think alone, but are able to develop critical thinking skills through language improvement so that they are ready to face the world of work. Project-based learning stages with a focus on 21st century competency training. Through Indonesian language learning students can become students who have learning and innovation skills, career, and digital literacy. In addition, 21st century learning trains communicative, collaborative abilities, and the use of cellular technology. Students are also taught to be able to apply the knowledge gained, be able to do what can be used in their lives, and be able to find solutions not only for academic needs but also useful in their lives. Through language learning students are prepared to become individuals who not only have knowledge, but also skills that can be utilized in future life and careers. Besides being a person who has the traits that can be used to survive in the industrial era 4.0.

scholarly journals ASPEK GRAMATIKAL NOVEL HUJAN KARYA TERE LIYE DAN RELEVANSINYA DALAM PEMBELAJARAN DI SEKOLAH MENENGAH ATAS

2019 ◽  
Vol 6 (2) ◽  
pp. 22
Author(s):  
Aprilia Kurniawati ◽  
Suyitno Suyitno ◽  
Slamet Mulyono
Keyword(s):  
High School ◽  
Sampling Technique ◽  
Teaching Material ◽  
Learning Material ◽  
The Novel ◽  
Analysis Model ◽  
Grammatical Aspect ◽  
Analysis Technique ◽  
Simple Language ◽  
Data Source

<em>The purpose of this study is to describe (1) the grammatical aspects contained in Tere Liye's novel "Rain" and (2) the grammatical aspect of Tere Liye's novel "Rain" which can be used as a learning material in High School XII class. This research includes qualitative research with the main data source is Tere Liye's novel "Rain" by 2017. The characteristic of the novel "Rain" is simple, both simple in the use of language, and simple in the story presented. Sampling technique of this research using purposive sampling. Data analysis technique used is discourse analysis model according to text and context. The results of this study indicate that Tere Liye's novel "Rain" uses the appropriate grammatical aspects so as to form a unified discourse. Grammatical aspects used include references, substitutions, ellipsis and conjunctions. The discourse of "Rain" by Tere Liye has relevance as a novel teaching material at High School because the discourse is presented in simple language and featuring a light storyline.</em>

scholarly journals NASKAH DRAMA MUNTANGAN ALIF KARYA R. HIDYAT SURYALAGA UNTUK BAHAN PEMBELAJARAN MEMBACA DRAMA DI SMP/MTS (Kajian Struktural dan Semiotik)

LOKABASA ◽  
2018 ◽  
Vol 9 (1) ◽  
pp. 95
Author(s):  
Tyas Agung Pratama
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Point Of View ◽  
Learning Material ◽  
Alternative Teaching ◽  
Library Research ◽  
Language And Literature ◽  
Semiotic Approach ◽  
Data Source

Latar belakang penelitian ini untuk menemukan nilai-nilai yang terkandung dalam naskah drama Munangan Alif karya R. Hidayat Suryalaga melalui pendekatan struktural dan sémiotik. Tujuan penelitian ini untuk mengidentifikasi dan mendeskripsikan: (1) struktur naskah drama Muntangan Alif karya R. Hidayat Suryalaga; (2) unsur naskah drama Muntangan Alif karya R. Hidayat Suryalaga; (3) unsur sémiotik naskah drama Muntangan Alif karya R. Hidayat Suryalaga; (4) sesuai tidaknya dijadikan alternatif bahan ajar di SMP/MTs. Metode yang digunakan dalam penelitian ini yaitu metode deskriptif analisis. Tehnik yang digunakan dalam penelitian ini yaitu tehnik studi pustaka. Sumber data dalam penelitian ini yaitu naskah drama Muntangan Alif yang tebalnya 35 halaman dan mempunyai 203 dialog. Berdasarkan hasil penelitian, tema naskah drama Muntangan Alif yaitu tema religi, alur maju, tokoh utamanya Bapuh Rohmana dan Ambu Rohimi. Secara umum latar dalam naskah drama Muntangan Alif banyaknya adalah latar geografis, sudut pandang pengarang menggunakan sudut pandang orang ketiga, selain itu pengarang juga menggunakan gaya basa dan pribahasa Sunda. Tanda semiotik yang terdapat dalam naskah drama muntangan alif yaitu 21 ikon, 41 indeks, dan 33 simbol. Hasil penelitian ini direkomendasikan untuk bahan ajar basa dan sastra Sunda. AbstractThe background of this research was to find out the values contained in Muntangan Alif drama script by R. Hidayat Suryalaga through a structural and sémiotic approach. The purpose of this study is to identify and describe: (1) the structure of the Muntangan Alif drama; (2) elements; (3) the sémiotic elements; (4) whether or not it is suitable as an alternative teaching material in Junior High School/MTs. The method used in this research was descriptive analysis method. The technique used in this study was library research techniques. The data source in this study was Muntangan Alif the drama script which is 35 pages and contained 203 dialogues. Based on the results of the research, the theme of the Muntangan Alif drama script is religious themes, chronological plot, the main characters are Bapuh Rohmana and Ambu Rohimi. In general, the setting of the Muntangan Alif drama script is a geographical setting. The author's point of view used a third person's perspective, besides that the author also used Sundanese style and basic proverbs. Semiotic signs contained in Alif vomit drama scripts are 21 icons, 41 indices, and 33 symbols. The results of this study are recommended for teaching and learning material of Sundanese language and literature.

scholarly journals Characteristic of Teaching Materials for Arabic Reading Skill with Inductive Approach

IZDIHAR ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 95-112
Author(s):  
Himatul Istiqomah ◽  
Mohammad Jawad Habeeb Al-Badrani
Keyword(s):  
Reading Skill ◽  
Qualitative Approach ◽  
Definite Article ◽  
Teaching Material ◽  
Teaching Materials ◽  
Short Vowels ◽  
Library Research ◽  
Stop Sign ◽  
Data Source ◽  
The Law

Himmati is deliberately created as a textbook modification to recognize the Qur'an prepared for beginners. This research aimed to describe the characteristics of teaching material contained in Himmati. This research was a qualitative approach and content analysis of the perspective of Thu’aimah.  It also belonged to library research with the main data source is a book, named Himmati: Modifikasi Pembelajaran Dasar Mengenali al-Qur’an from volume 1 to volume 5. The results showed that: 1) Generally, the teaching materials in Himmati were divided into 5 volumes which were presented inductively, namely the introduction of letters, words, tajweed, gharib, and verses in the Qur’an. Specifically, the teaching materials in Himmati were divided into 7 volumes which were presented with examples from the Qur'an and colored in the order of the frequency of visible light, from red to violet. The 1st volume focused on pronunciation, the 2ndA volume was on short vowels, long vowels, nunation (tanwin), and original sukuun, the 2ndB volume was on non-original sukuun and shadda, the 3rdA volume was on the law of nuun sukuun, nunation, germination nuun and miim, the 3rdB volume was on the law of miim sukuun, definite article al, and madd, the 4th volume was on the rule of exception, and the 5th volume was on the stop sign. The teaching materials in Himmati presented for beginners level

scholarly journals TEACHER SKILLS IN GUIDING DISCUSSION IN CENTURY LEARNING 21

2021 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Achmad Ali Fikri ◽  
Atmim Nurona ◽  
Latifatus Saadah ◽  
Lin Eflina Nailufa ◽  
Viki Ismah
Keyword(s):  
Small Group ◽  
21St Century ◽  
Group Discussion ◽  
21St Century Learning ◽  
Research Literature ◽  
Group Discussions ◽  
Teacher Skills ◽  
Library Research ◽  
Small Group Discussions ◽  
Descriptive Method

Skills to guide small group discussions conducted by teachers in 21st century learning , using descriptive methods in qualitative research. Descriptive method in research is research for the purpose of explaining or describing events, objects, circumstances, or variables that are explained using numbers and words. Type a descriptive method in research qualitative is a kind of library research ( library research ) literature documents from various sources related to the keter. Visible lead small group discussions conducted by the teacher in the 21st century learning. The skill of guiding small group discussions conducted by the teacher is the teacher trainee skills In teaching activities there are times when conducting group discussion activities. Discussion activities involve mental and emotional activities that can improve the ability of relationships between individuals. So that teachers' skills in guiding small group discussions are needed to ensure the continuity of discussions effectively. In this study, the learning environment was developed to skills of critical thinking and problem solving, collaboration, and communication , creativity and innovation. Skills include 21st century skills.

scholarly journals DEVELOPMENT OF PHYSICS LEARNING TEACHING MATERIALS BASED ON SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS

2020 ◽  
Vol 17 (34) ◽  
pp. 711-717
Author(s):  
Dwi YULIANTI ◽  
A. WIYANTO ◽  
Ani RUSILOWATI ◽  
Sunyoto Eko NUGROHO
Keyword(s):  
21St Century ◽  
Physics Education ◽  
21St Century Learning ◽  
Teaching Material ◽  
Teaching Materials ◽  
Learning Skills ◽  
Physics Learning ◽  
Science Technology ◽  
21St Century Learning Skills ◽  
And Mathematics

Learning based on Science Technology Engineering and Mathematics (STEM) has been widely implemented in learning to assist students in understanding learning in the 21st century. Developing teaching materials is one way to implement them, but these teaching materials must be in accordance with competencies in the 2013 curriculum and apply the values and concepts contained in learning in the 21st century. This study aimed to describe the characteristics of physics learning teaching material based on STEM to develop 21st Century Learning Skills and testing readability and feasibility. This study was divided into four stages (preliminary studies, planning, development, and testing). The trial design uses One Group Pretest-Posttest. The subjects of the small and large group trials were students of the fifth-semester Physics Education Study Program Universitas Negeri Semarang. The teaching materials showed data about the importance of STEM and 21st-century learning skills, STEM material, and 21st Century Learning Skills, and Physics Learning Teaching based STEM and examples. The results of the feasibility test using a questionnaire showed that the teaching material was in the category of feasible. Readability test results using a cloze test and Raygor graphic showed that the teaching material included in the easy to understand category.

scholarly journals Characteristics of Chemistry Teaching Material Voltaic Cells on Students’ Creativity and Concept Mastery

2020 ◽  
Vol 8 (2) ◽  
pp. 218-227
Author(s):  
Giyanto Giyanto ◽  
Bibin Rubini ◽  
Leny Heliawati
Keyword(s):  
High Schools ◽  
Learning Outcomes ◽  
21St Century ◽  
Creative Thinking ◽  
21St Century Learning ◽  
Teaching Material ◽  
Chemistry Teaching ◽  
Concept Mastery ◽  
Vocational High Schools ◽  
Materials Used

This study aims to find the characteristics of chemistry teaching material used by 16 teachers on the concept of voltaic cells in vocational high schools. The characteristics of teaching material accommodate 21st-century learning which includes the accuracy of the contents, the accuracy of the scope, the updating of the material, the comprehensibility of the text, the use of the language, and the use of the illustrations. The research identifies student competency profiles that are indispensable in 21st-century learning, namely creativity and concept mastery. The subject of the research is teaching material used by 16 chemistry teachers in 16 vocational high schools with 95 students studied. Data were collected using observation sheets, product creativity questionnaires, and tests of students' concept mastery. The data obtained were analyzed using a quantitative descriptive method. The results show that the teaching materials used in learning had not used an approach that encouraged creativity and learning outcomes for students. This resulted in low creative-thinking ability at a rate of 27.03% and in low mastery concept showed from the mean of learning outcomes at a score of 22.4 from a maximum score of 100. The study concludes that the characteristics of chemistry teaching material voltaic cells are not under the demands of the characteristics of 21st-century learning in the aspect of the content.

Developing Science Teaching Material to Increase Elementary Students’ Science Process Skill

2019 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Ai Hayati Rahayu ◽  
Bunyamin Faisal Syarifudin
Keyword(s):  
Research And Development ◽  
Elementary Students ◽  
Teaching Material ◽  
Learning Material ◽  
Development Method ◽  
Process Skill ◽  
Science Process Skill ◽  
The Mean ◽  
Problem Solving Process ◽  
Development Of Students

Mastering science process skill is very beneficial in problem solving process. This research aimed to develop teaching materials such as science process skill-based textbooks on energy and its changes. The method used in this research was research and development, by using the 4D design, which include define, design, develop, and disseminate. Research and development method were used to produce a product and to test its efficiency. The result showed that the learning material fulfill the assessment criteria. The mean validation result of textbook showed a number of 3.58 indicated as a good category. Based on T test, it was proven that the use of textbooks is indeed influential towards the development of students’ science process skill.

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