scholarly journals The Development of Natural Disaster Digital Literacy (DILIBA) Android Based of Students’ Understanding at Primary Teacher Education Study Program, Peradaban University.

2019 ◽  
Author(s):  
Yuni Suprapto ◽  
Eka Fasha ◽  
Dewi Liesnoor ◽  
Erni Suharini
Keyword(s):  
Teacher Education ◽  
Natural Disaster ◽  
Digital Literacy ◽  
Primary Teacher ◽  
Study Program ◽  
Primary Teacher Education ◽  
Education Study

scholarly journals THE STUDENTS’ INTEREST TOWARDS READING AL-QUR’AN

2018 ◽  
Vol 3 (2) ◽  
pp. 10-19
Author(s):  
Ervika Dewi Wahyuni
Keyword(s):  
Teacher Education ◽  
Qualitative Method ◽  
Daily Basis ◽  
Islamic Education ◽  
Primary Teacher ◽  
Study Program ◽  
Class A ◽  
Primary Teacher Education ◽  
Education Study ◽  
The University

This research aims to explore, understand, and describe Universitas Islam Balitar students’ interest towards reading Al-Qur’an. Deploying qualitative method, observation, and interview, it appears that there were 65 out of 100 students who have finished reading Al-Qur’an, and it was revealed that most of the students read Al-Qur’an inside the college; nevertheless, most of them still read Al-Qur’an haltingly. However, all the students said that they had great interest in reading Al-Qur’an fluently either those who found themselves difficult to read Al-Qur’an or even those who were unable to read Al-Qur’an at all. The students were also aware that Al-Qur’an must be read on a daily basis, and due to the importance of reading Al-Qura’an nowadays, they thought that Reading Al-Qur’an should be a particular subject in the university. The results revealed that a great number of students who have either finished reading Al-Qur’an or read Al-Qu’ran on a daily basis were found in Class A. The data were obtained from the students Attendance List under the supervision of Islamic Education lecturers in Primary Teacher Education study program at UNISBA Blitar

scholarly journals THE STUDENTS’ INTEREST TOWARDS READING AL-QUR’AN

2018 ◽  
Vol 3 (2) ◽  
pp. 10-19
Author(s):  
Ervika Dewi Wahyuni
Keyword(s):  
Teacher Education ◽  
Qualitative Method ◽  
Daily Basis ◽  
Islamic Education ◽  
Primary Teacher ◽  
Study Program ◽  
Class A ◽  
Primary Teacher Education ◽  
Education Study ◽  
The University

This research aims to explore, understand, and describe Universitas Islam Balitar students ’ interest towards reading Al-Qur ’an. Deploying qualitative method, observation, and interview, it appears that there were 65 out of 100 students who have finished reading Al-Qur ’an, and it was revealed that most of the students read Al-Qur ’an inside the college; nevertheless, most of them still read Al-Qur ’an haltingly. However, all the students said that they had great interest in reading Al-Qur ’an fluently either those who found themselves difficult to read Al-Qur ’an or even those who were unable to read Al-Qur ’an at all. The students were also aware that Al-Qur ’an must be read on a daily basis, and due to the importance of reading Al-Qura ’an nowadays, they thought that Reading Al-Qur ’an should be a particular subject in the university. The results revealed that a great number of students who have either finished reading Al-Qur ’an or read Al-Qu ’ran on a daily basis were found in Class A. The data were obtained from the students Attendance List under the supervision of Islamic Education lecturers in Primary Teacher Education study program at UNISBA Blitar

PENGARUH MEDIA PEMBELAJARAN DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR TEKNOLOGI INFORMASI DAN KOMPUTER (TIK) MAHASISWA PGSD UNIVERSITAS NEGERI MEDAN

2012 ◽  
Vol 5 (2) ◽  
Author(s):  
Harun Sitompul ◽  
Reni Astuti
Keyword(s):  
Teacher Education ◽  
Multiple Intelligences ◽  
Interactive Multimedia ◽  
Primary Teacher ◽  
Instructional Media ◽  
Learning Achievement ◽  
Instructional Process ◽  
Regular Class ◽  
Primary Teacher Education ◽  
Level Of Significance

Abstract: The Effect Of Instructional Media And Multiple Intelligences On Student’s Learning Achievement On Information And Comunication Technology (ICT) Of Primary Teacher Education,  State University Of Medan. The objectives of  this quasi – experimental research were to discover: 1) whether the students learning achievement of Primary Teacher Education (PTE) in ICT taught by using CD interactive multimedia interactive instructional media was higher than learning achievement of  PTE taught by using module instructional media, 2) whether the students learning achievement of  PTE in ICT with spasial visual multiple intelligences was higher than student’s with verbal linguistic multiple intelligences, and 3) the interaction between instructional media and multiple intelligences in affecting the student’s learning achievement in ICT. The population of the study was 180 students of PTE who took the ICT from 6 classes namely 2 regular classes, 3 extension classes from the city government Academic year 2010/2011.Based on cluster random sampling technique 4 clasess taken from 2 reguler classes and 2 extention classes. The A regular class and A extension class using CD interactive multimedia instructional media and module was used in B regular class and B extention class. The research findings showed that : (1) the students’ learning  achievement in ICT taught by using CD interactive multimedia instructional media was higher than the students’ taught by using module instructional media with Fcount = 11.65 > Ftables = 4.00 at the level of  significance α = 0.05; (2) the students’ learning achievement in ICT with multiple intelligences spatial visual was higher than students’learning achievement with multiple intelligences verbal linguistic with Fcount = 11.65 > Ftables = 4.00 at the level of  significance α = 0.05, and (3) there was an interaction between instructional media and multiple intelligences on students’ learning achievement in ICT where Fcount =  8,85  > Ftable =  4.00 at the level of  significance α = 0.05.         The conclusion of research is that application of the instructional media in the instructional process can improve the student’s learning achievement especially for PTE. Therefore, the implication is lecturers should be trained in order they can apply a more variative instructional process. So, it is the suggested that the lecturers should able use a variety of media for the success of the instructional process. Keywords : instructional media, multiple intelligences, interactive multimedia, module, spatial visual, verbal linguistic.

scholarly journals Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme

2019 ◽  
Vol 8 ◽  
Author(s):  
Proscovia S. Nantongo
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Inclusive Education ◽  
Curriculum Design ◽  
Policy Design ◽  
Daily Practice ◽  
Education Programme ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Group Interviews

Background: Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.Objectives: This study aimed to explicate education practitioners’ interpretations of Uganda’s flagship inclusive education programme in preservice primary teacher education.Method: Drawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.Results: Three main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a ‘label’ under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.Conclusion: Uganda’s flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.

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