THE CHARACTERISTICS OF COOPERATIVE LEARNING IMPLEMENTATION IN ELEMENTARY SCHOOL RELIGIOUS EDUCATION

Exploring the attitudes of students and teachers of Islamic religion, this study aimed to determine the characteristics of the implementation of cooperative learning in comparison to traditional teaching in elementary schools. The research was based on the assumption that there are some features of cooperative learning which make it more effective than traditional teaching in elementary school religious education. A method of theoretical analysis, a descriptive-analytical method and testing were used to gather data in the current study. The following instruments were used: 1) a test measuring the knowledge of Islamic religion; 2) a survey exploring the students' and teachers' attitudes about religious education; 3) a survey investigating the teachers' attitudes about cooperative learning in religious education. The research instruments were designed for the purposes of this study. The research sample comprised 25 seventh grade students (13 students of NMS Spittal an der Drau elementary school and 12 students of NMS Villach elementary school in Carinthia, Austria) and 104 Islamic religion teachers (90 from Bosnia and Herzegovina and 14 from Austria). The results showed that the students involved in cooperative learning achieved significantly better results on the test of knowledge of Islamic religion than the students taught in a traditional way. Moreover, the findings revealed that the greatest number of the teachers from B&H and Austria apply cooperative learning in their classrooms, that they consider their learners more motivated when involved in cooperative learning, and that it contributes to more free and open communication among students, a better school achievement, and durability of knowledge.

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A COMPARATIVE ANALYSIS OF THE TRADITIONAL AND INTERACTIVE LEARNING IN ISLAMIC RELIGION CLASSES

Zbornik radova 18 ◽

10.51728/issn.2637-1480.2019.16.137 ◽

2018 ◽

pp. 137-160

Author(s):

Esad Memić ◽

Hasudin Atanović

Keyword(s):

Elementary School ◽

Comparative Analysis ◽

Religious Education ◽

Bosnia And Herzegovina ◽

Interactive Learning ◽

Sixth Grade ◽

Test Results ◽

Sixth Grade Students ◽

Islamic Religion ◽

Teachers Attitudes

The aim of this research was to make a comparative analysis of traditional and interactive learning in Islamic religion classes, based on the results of testing students' knowledge and analyzing the students' and teachers' attitudes. We hypothesized that there would be a difference between traditional and interactive learning in Islamic religion classes, that the test results would be better in the group of students involved in interactive learning, and that both, the students and the teachers, would consider interactive learning better. We used a method of theoretical analysis, a descriptive-analytical survey method and testing. The following instruments were used: 1) a test measuring the knowledge of Islamic religion; 2) a survey exploring the students' and teachers' attitudes about religious education; 3) a survey investigating the teachers' attitudes about interactive learning in religious education. The research sample comprised students (30) and teachers (75): 15 sixth grade students attending NMS 2 Villah elementary school and 15 sixth grade students from NMS 3 Villah elementary school (Carinthia, Austria); 60 Islamic religion teachers from the Tuzla Canton, the Zenica-Doboj and the Sarajevo Canton (B&H) and 14 Islamic religion teachers from Carinthia (Austria). The final test results showed that the students from the experimental group involved in interactive learning achieved better results compared to the control group learning in the traditional way. The results of the students’ attitude analysis revealed that the students consider Islamic religion classes highly interactive, but that they are not thrilled by the way in which interactive learning is implemented, due to the strong presence of the characteristics of teacher behavior and students’ feelings immanent to the traditional learning and teaching. The analysis of the teachers’ attitudes indicated that the teachers consider themselves partially ready for the changes in the methodology of learning, and that collectively they feel even less ready; that there are substantial differences in the state and conditions of learning in schools between Austria and Bosnia and Herzegovina, with a democratic organization dominating in Austria and autocratic in Bosnia and Herzegovina.

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KURIKULUM DAN METODOLOGI PEMBELAJARAN PESANTREN

Cendekia Jurnal Kependidikan dan Kemasyarakatan ◽

10.21154/cendekia.v10i1.400 ◽

2012 ◽

Vol 10 (1) ◽

pp. 29

Author(s):

A Idhoh Anas

Keyword(s):

Religious Education ◽

Formal Education ◽

Boarding School ◽

Educational Institutions ◽

Traditional Teaching ◽

Human Beings ◽

University System ◽

Islamic Schools ◽

Traditional Teaching Methods ◽

Islamic Religion

Abstract: Education is possibly to have people attain the perfection of life both in their relationship with God, fellow human beings and nature. A well relationship is only possible if people have a balance between their orientation in the world and in the hereafter. Therefore, in order to achieve the aforementioned objective, they should have adequate religious education and general equally through educational institutions. One of the Islamic educational institutions is a dormitory or boarding school where students (Islamic pupils) learn to improve the Islamic religion. Education on Islamic educational institutions also aims to establish a generation of believers-Muslim virtuous, health, broad-minded, and social, rise intelligent scholars who have equal devotions and thought, as well as establish nationalism of Indonesian citizen who have a faithful and pious to Allah Almighty. In general, Islamic educational institutions are classified into three categories: a) traditional pesantren (Salaf), which still retains the traditional teaching methods and teaching materials with classic books (yellow book), b) modern pesantren (khalaf), which seeks to fully integrate the classical and the current school and university system, and 3) semi salaf and khalaf Islamic schools who defend the teaching of classical Islamic books, as well as open public educational institutions (formal or non-formal education).

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Teachers Attitudes on Sports Talent in Primary School Pupils Transferring From Class to Subject Teaching / Stavovi nastavnika o sportskoj nadarenosti učenika osnovne škole koji prelaze iz razredne u predmetnu nastavu

Спортске науке и здравље - АПЕИРОН ◽

10.7251/ssh1902114b ◽

2020 ◽

Vol 18 (2) ◽

Author(s):

Osmo Bajrić ◽

Slobodan Goranović ◽

Senad Bajrić

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Primary School ◽

Measuring Instrument ◽

Level Of Education ◽

Working Status ◽

Teachers Attitudes ◽

Primary School Pupils ◽

Post Hoc

The study was conducted on a sample of 102 respondents (teachers / professors) employed in the elementary schools of the Zenica-Doboj Canton, Federation of Bosnia and Herzegovina. The main objective of the research is to determine the teachers / professors views on sport talent and any differences in attitudes on the students who pass from class to subject teaching, in activities that engage the student in terms of gender, working status, age and level of education of teachers. The total number of respondents was 102 teachers / professors permanently employed in the elementary school of the Zenica-Doboj Canton of the Federation of BiH.A five-level Likert scale questionnaire was used as a measuring instrument in the research, in which each statement has 5 answers (completely disagree, disagree, don’t have opinion / neutral, agree, completely agree). The questionnaire contains 4 indicators for declaring the sporting talents of children-students, as well as questions related to gender, job / position, age and level of education.LSD Post Hoc tests of success were applied for determination of the statistically significant differences between these group of subjects, the results of the test and analysis of the variation of the different groups.The results obtained indicate that there are no statistically significant differences in the attitudes of teachers / professors or sports talents (above-average achievements) in activities that engage the student in terms of gender, working status, age and level of education.

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THE ROLE OF ISLAMIC EDUCATION IN REALIZING SOCIAL INTERACTION BASED ON MULTICULTURALISM AMONG STUDENTS OF DIFFERENT RELIGIONS IN ELEMENTARY SCHOOLS

International Journal of Islamic Education, Research and Multiculturalism (IJIERM) ◽

10.47006/ijierm.v1i1.2 ◽

2019 ◽

Vol 1 (1) ◽

pp. 1-17

Author(s):

Syamsul Bahri

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Social Interaction ◽

Social Interactions ◽

Religious Education ◽

School Environment ◽

National Curriculum ◽

Research Approach ◽

Document Review

this research seeks to reveal the role of Islamic Religious Education (PAI)in realizing multiculturalism-based social interactions in elementary schools.PAI is one lesson in the national curriculum that is taught at each educationalinstitution. Islamic Religious Education is very appropriate to be carried out torealize harmonious social interaction among students of different religions basedon multiculturalism. This research was conducted at Taman HarapanElementary School and Bina Budi Mulia Elementary School Malang City, aprivate school that has multi-ethnic and multi-religious students. The problemsraised in this study are how is the role of PAI in realizing multiculturalism-basedsocial interaction among students of different religions in elementary schools?The research method used is qualitative and the research approach isphenomenology. The Researcher collected data through observation, interviewsand document review. Interviews were conducted with school principals, PAIteachers and students. The research results showed that Taman HarapanElementary School and Bina Budi Mulia Elementary School strongly supportedthe harmonious interaction of students of different religions in the schools. TheConducive social interactions occur in two forms, namely interactions within theclassroom, and social interactions outside the classroom. The social interaction inthe classroom takes place by working together, learning together, discussing andhelping each other. While the interactions outside the school take place inextracurricular activities such as sports, religious holidays, arts performances,outbound, and friendship interactions in the school environment. Keywords: PAI, social interaction, Taman Harapan Elementary School, Bina BudiMulia Elementary School

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ISLAMIC RELIGIOUS EDUCATION LEARNING STRATEGY TO REALIZE EIGHT STUDENT CHARACTERS IN STATE ELEMENTARY SCHOOL 107405 SEI ROTAN

ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam ◽

10.30821/ansiru.v3i2.5865 ◽

2019 ◽

Vol 3 (2) ◽

pp. 172

Author(s):

Erna Wati

Keyword(s):

Elementary School ◽

Learning Outcomes ◽

Religious Education ◽

Extracurricular Activities ◽

Learning Strategy ◽

Public Elementary School ◽

Learning Patterns ◽

Islamic Religion ◽

Innovative Learning ◽

Learning Plans

This study aims to determine: (1) the program carried out in 107405 Sei Rotan Public Elementary School in realizing eight student characters, (20 plans carried out by Islamic Religious Education teachers in realizing eight student characters in 107405 Sei Rotan Public Elementary School, (3) strategy what can be done by Islamic Religious Education teachers in realizing the eight characters of students, and (4) the implications arising from the strategies carried out by Islamic Religious Education teachers on the formation of student characters in practicing worship. The research method uses qualitative research, namely research conducted naturally by utilizing researchers as research instruments. The subjects of this study were Islamic Religious Education teachers, principals, and students. Data retrieved through observation, documentation, and interviews. Data is analyzed based on data reduction, data presentation, and drawing conclusions. The results of this research can be concluded as follows: (1) the program carried out by has accommodated the coaching of eight student characters (religious, honest, tolerance, hard work, creative, independent, democratic, and disciplined) through the 3 S program, duha prayers, midday prayers, commemoration of Islamic holidays, flag ceremonies, extracurricular activities (scouting, sports, and art), clean Friday activities, gymnastics, OSN activities, (2) planning by teachers of Education Islamic religion in realizing the eight characters of students is done by teachers by preparing learning plans based on the vision and mission of the school, competency standards, and also based on interesting and innovative learning patterns, (3) strategies undertaken by Islamic Religious Education teachers in the development of eight student characters implemented from the implementation of learning was interesting and fun shows an enthusiastic attitude towards learning carried out by the teacher, and (4) the implication of coaching the eight characters of students is a positive change in the character of students and achievement of learning outcomes.

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Comparative Study of Islamic Religious Education (PAI) Leraning Management at Elementary School

WARAQAT : Jurnal Ilmu-Ilmu Keislaman ◽

10.51590/waraqat.v5i2.114 ◽

2020 ◽

Vol 5 (2) ◽

pp. 15

Author(s):

Lisawati Lisawati

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Data Analysis ◽

Comparative Study ◽

Religious Education ◽

Educational Institution ◽

Education Management ◽

Public Elementary Schools ◽

Learning Evaluation ◽

Learning Plans

Islamic religious education learning at each educational institution has a different management pattern even though at one level within the education unit level, differences in management need to be disclosed as an effort to obtain information related to the strengths and weaknesses of each institution, related to this, this study aimed to find out the management of Islamic religious education carried out by teachers at two public elementary schools. From the data analysis conducted, Islamic religious education management at SD Negeri 02 and 13 Petok Pasaman are: 1) Islamic teachers carry out various preparations and designs before implementing learning, the preparation of learning plans was carried out through studies of various aspects related to learning. 2) the learning implementation by the teachers of SDN 02 was quite creative and innovative, in contrast to the Islamic religious education at SD Negeri 13 which still relies on conventional aspects of learning methods and media. 3)Islamic teacher of SD Negeri 02 Petok conducted a conceptual, structured, and systematic learning evaluation.

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Studying Natural Science in Elementary School Using NOS-Oriented Cooperative Learning Model with the NHT Type

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v7i2.9863 ◽

2018 ◽

Vol 7 (2) ◽

pp. 138-146

Author(s):

I. N. Jampel ◽

F. Fahrurrozi ◽

G. Artawan ◽

I. W. Widiana ◽

D. P. Parmiti ◽

...

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Cooperative Learning ◽

Elementary School Students ◽

Natural Science ◽

Science Learning ◽

Learning Model ◽

School Students ◽

Positive Effects ◽

Significant Difference

Elementary school students’ achievement in natural science in the academic year of 2015/2016 at Cluster V, Buleleng regency, Bali province was considerably low. An early observation also revealed low motivation, negative attitudes towards teachers, low self-esteem and low confidence in self-capability. Therefore, a breakthrough approach was urgently required to improve the students' performance in natural science learning. The current article aimed at investigating the effects of the (Nature of Science) NOS-oriented cooperative learning model with the Numbered Head Together (NHT) on the elementary school students’ achievement in natural science. The study was a quasi-experimental research adopting the post-test only control group design. The research conducted in elementary schools in Cluster V Buleleng sub-district, Buleleng regency, Bali, Indonesia. The research subject was 137 students in Grade 5 consisting of six classes from 5 elementary schools. The hypothesis was examined using an inferential statistics, the t-test. The results showed that there was a significant difference in the learning results of natural science between the students taught with the NOS-oriented cooperative learning model with the NHT type and those with the conventional learning model (t count = 7,048 >t table = 2,000). The students taught with the NOS-oriented constructive learning model with the NHT type achieved better than those with the conventional learning model. Therefore, it concluded that the NOS-oriented cooperative learning model with the NHT type gave positive effects on the fifth year students’ achievement in natural science learning.

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The Effects of Learning Model and Achievement Motivation on Natural Science Learning Outcomes of Students at State Islamic Elementary Schools in Medan, Indonesia

Journal of Education and Training ◽

10.5296/jet.v4i2.11144 ◽

2017 ◽

Vol 4 (2) ◽

pp. 131

Author(s):

Wahyudin Nur Nasution

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Cooperative Learning ◽

Learning Outcomes ◽

Achievement Motivation ◽

Direct Instruction ◽

Natural Science ◽

Science Learning ◽

Learning Model ◽

Instruction Model

The research aimed to study the effects of learning model and achievement motivation on natural science learning outcomes. It was a 2 x 2 factorial experimental design. The research was conducted at two state Islamic elementary schools in Medan, Indonesia, namely: Medan Tembung State Islamic Elementary School and Medan Sunggal State Islamic Elementary School. Samples in the research were 60 students at the two schools. Data in the research was collected by using an achievement motivation scale and a learning outcome test. Then, the collected data was analyzed by using a two-way analysis of variance (ANOVA). The research found that (1) natural science learning outcomes of students who were taught by using a cooperative learning model were higher than those of students who were taught by using a direct instruction model; (2) natural science learning outcomes of students with high achievement motivation who were taught by using a cooperative learning model were higher than those of students with high achievement motivation who were taught by using a direct instruction model; (3) natural science learning outcomes of students with low achievement motivation who were taught by using a direct instruction model were higher than those of students with low achievement motivation who were taught by using a cooperative learning model and; (4) there was an interaction between learning model and achievement motivation and its effects on natural science learning outcomes.

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The Attitude of Islamic Religious Education Teachers Against the Implementation of Inclusive Education at the Elementary School Level

Madrosatuna Journal of Islamic Elementary School ◽

10.21070/madrosatuna.v4i2.795 ◽

2020 ◽

Vol 4 (2) ◽

pp. 69-74

Author(s):

Amka Amka ◽

Mirnawati Mirnawati

Keyword(s):

Elementary Schools ◽

Teacher Attitudes ◽

Religious Education ◽

Inclusive Education ◽

Islamic Education ◽

School Level ◽

Survey Method ◽

Education Experience ◽

Several Variables ◽

Teachers Attitudes

This study aims to determine the attitude of Islamic Religious Education teachers in elementary schools towards the implementation of inclusive education. The study used a non-experimental quantitative approach with a survey method. Subjects or informants in this study were teachers of Islamic Education who were scattered from 16 elementary schools in South Kalimantan. Data collection was carried out using questionnaires and interviews. Data were analyzed using descriptive statistics using percentages; teacher attitudes were assessed based on five criteria, namely excellent, good, sufficient, lacking, and very poor. These criteria adjust to the percentage range obtained. The results showed that the percentage of Islamic education teachers' attitudes towards the implementation of inclusive education in South Kalimantan was 67.18%, which was categorized as quite good. Several variables affect teacher attitudes in terms of gender, recent education, experience in training.

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Influence of Cooperative Learning Model of Bamboo Dancing to Students Learning Outcomes in Social Sciences in Elementary School

International Journal of Science and Applied Science Conference Series ◽

10.20961/ijsascs.v3i1.32454 ◽

2019 ◽

Vol 3 (1) ◽

pp. 163

Author(s):

Sri Rohartati

Keyword(s):

Social Sciences ◽

Elementary School ◽

Elementary Schools ◽

Cooperative Learning ◽

Social Studies ◽

Social Science ◽

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Learning Models

This research is entitled, The Influence of Cooperative Learning Models Type Bamboo Dancing Against Learning Outcomes of Students in Social Sciences Subjects in Primary Schools. This study aims to describe the implementation and influence of the cooperative model type bamboo dancing on improving student learning outcomes in social science subjects. The research problem formulation was formulated as "Is there any influence of cooperative learning model type bamboo dancing on student learning outcomes on social science subjects in elementary school?" The research method used was an experiment with the nature of quantitative research. The research design used is Quasi Experimental Design. The population of this study were students of the Public elementary School Mandalawangi district Cipatat West Bandung District. The research instrument uses observation sheets and test questions. The results of the test research data show that there is an increase in learning outcomes of students in social studies learning in elementary schools with the use of a cooperative type type bamboo dancing, can be seen from the results of the t-test on the sig (2-tailed) section showing differences in learning outcomes of students in post- the test obtained 0,000 this shows 0,000 <0,05, then H0 is rejected means that there is a significant difference in the learning outcomes of students between the experimental class and the control class there are differences after treatment. This difference suggests that the experimental class is superior and better the results can be seen through the average social studies learning outcomes of students in the experimental class using bamboo dancing models. Based on the proof of the hypothesis that reads "there is a significant influence on cooperative learning models of bamboo dancing type on the learning outcomes of students on social science subjects in elementary schools", the H1 hypothesis is accepted.

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