THE UTILIZATION OF A NEUROLINGUISTIC APPROACH TO STUDENTS FOR ARABIC LANGUAGE LEARNING DEVELOPMENT

This study aimed to analyze Arabic language learning with a neurolinguistic approach at SMK Muhammadiyah 3 Yogyakarta. Students have not been able to accept the material presented by the teacher. Students have not responded with their brain intelligence, both in understanding mufradât as well as understanding muhâdatsah. This research used a case study approach, involving the principal, the representative of Ismuba (al-Islam, Kemuhammadiyahan, and Arabic Language) and the Arabic language teacher. Data were collected by observation and in-depth interviews. The results of the study prove that the neurolinguistic approach can understand students in mastering Arabic learning through brain synchronization, both right brain, and left brain. Optimizing Arabic language skills rests on his brain. This neurolinguistic approach can facilitate students in mastering istimâ', kalâm, qirâ'ah, and kitâbah abilities in Arabic learning.

Perancangan Website Profil Sekolah Madrasah Tsanawiyah Negeri 2 Medan

In Madrasah Tsanawiyah Negeri 2 Medan, the process of school profile information still uses brochures, pamphlets, banners and delivery through the students themselves so that the scope of promotion does not extend to other areas. To make it easy for the community to see the profile of the Mtsn 2 School and to make it easy for employees to input school profile information data, the authors designed a Web-based system. In the process of collecting data with the aim of solving problems, the authors used descriptive data collection methods, namely observation and interviews. Here the author uses a Web-based system. This website was developed using PHP and MYSQL software. This website contains the vision and mission, organizational structure, teacher data, employee data, academic, non-academic activity data and facility data. Which aims to introduce the Mtsn 2 Medan school to the general public. Based on the results of the tests that have been carried out, this Web-based school profile system can help Mtsn 2 Medan School in promoting the school to the wider community and is able to facilitate employee work

Diversity in the teachers’ lounge in Germany – casting doubt on the statistical category of ‘migration background’

Teachers with so-called migration backgrounds are often assumed to possess higher intercultural competencies or skills for more adequately dealing with migration-related diversity than other teachers. However, these assumptions of higher intercultural competencies, specific pedagogical orientations and attitudes have rarely been systematically empirically examined. On the other hand, such a utilitarian ethnicization is increasingly criticized by migration researchers in educational science in Germany as furthering stigmatization and deprofessionalization. Against this background, our paper aims to contribute to the lively discourse about teacher with so-called migration backgrounds. We start with analysing teacher data from the German National Education Panel Study (NEPS). Our analyses indicate that teachers with and without so-called migration backgrounds do not differ significantly in most respects. These findings led us to methodological considerations with regard to the (non-)usefulness of the statistical category of ‘migration background’ in educational migration research.

Analisis dan Perancangan Sistem Informasi di SMA Negeri 1 Sambuara Kecamatan Essang Selatan Kabupaten Kepulauan Talaud Berbasis Website

Website Design, Information Systems, Information, SMA Negeri 1 Sambuara Essang, Talaud SMA Negeri 1 Sambuara, South Essang District, Talaud Islands Regency is one of the educational institutions that must also manage the data to facilitate information for both the school and the community. Based on the observations, the information management system for SMA Negeri 1 Sambuara still use input system manually, e.g. school profiles, student data, teacher data, and lesson schedule information. The public can only find the information out regarding schools and Teaching & Learning Activities (KBM) by visiting the school directly. This research aims to find out the problem before building an Information System at SMA Negeri 1 Sambuara Based on a Website, it is hoped that this system can facilitate socialization or promote the school to the wider community by using the website. From the results of this discussion, it can be concluded that; this system will make it easier for the school to provide information about student data to visitors or the public, and this system can also make it easier for visitors or the public to find information about student data without knowing distance and time. Comparison of the old system and the new system i.e. The old system is still done manually, while the new system has been carried out in a computerized system, the old system is not efficient and effective, while the new system is the opposite. In the new system, students can input their data directly into the system.

Intelligent Learning Analytics Dashboards: Automated Drill-Down Recommendations to Support Teacher Data Exploration

Learning analytics dashboards commonly visualize data about students with the aim of helping students and educators understand and make informed decisions about the learning process. To assist with making sense of complex and multidimensional data, many learning analytics systems and dashboards have relied strongly on AI algorithms based on predictive analytics. While predictive models have been successful in many domains, there is an increasing realization of the inadequacies of using predictive models in decision-making tasks that affect individuals without human oversight. In this paper, we employ a suite of state-of-the-art algorithms, from the online analytics processing, data mining, and process mining domains, to present an alternative human-in-the-loop AI method to enable educators to identify, explore, and use appropriate interventions for subpopulations of students with the highest deviation in performance or learning process compared to the rest of the class. We demonstrate an application of our proposed approach in an existing learning analytics dashboard (LAD) and explore the recommended drill-downs in a course with 875 students. The demonstration provides an example of the recommendations from real course data and shows how recommendations can lead the user to interesting insights. Furthermore, we demonstrate how our approach can be employed to develop intelligent LADs.

Problem-Based Learning-Based Ipa Practicum Module To Improve Problem-Solving Ability

This study aims to determine the characteristics of Problem Based Learning-based science modules to improve problem-solving skills and to determine the feasibility of Problem Based Learning-based science modules. The method used in this study is the Research and Development proposed by Dick and Carey. Module development is assessed based on the feasibility of materials, learning tools, media, and language by 3 lecturers, 1 language expert, and 1 teacher. Data collection ability to solve problems using tests. The development stage of the Problem Based Learning-based science module to improve problem-solving skills in human and environmental materials begins with a needs analysis, the design stage is in the form of drafting the module draft, the develop stage is in the form of validating the module draft, after being valid, a trial is carried out. The modules developed have a very good quality category so that they are suitable for use in science learning. Furthermore, there is an increase in the average problem-solving ability during learning using a Problem Based Learning-based science module to improve problem-solving skills as indicated by the results of the pre-test and post-test.

PENDAMPINGAN IMPLEMENTASI KURIKULUM 2013 MELALUI SULASTRI DI SMPN 15 BANJARMASIN

The 2013 Curriculum Implementation assistance activity is an essential first step to accelerate understanding and skills in implementing the curriculum. To maintain and improve the continuity, performance, and implementation of the 2013 curriculum in each education unit, a study was carried out to implement the 2013 curriculum through "Sulastri" at SMPN 15 Banjarmasin. This mentoring program was carried out as a strengthening in understanding the concept of the 2013 curriculum.Cycle I Planning consists of a) determining teacher data to be given Sulatri, b) preparing observation sheets in the form of Sulastri instruments, namely teaching and learning administrative supervision instruments and classroom supervision instruments, c) holding initial meetings with teachers who would be given Sulastri for information and scheduling for each teacher, d) delivering the supervision instrument to each teacher who would be supervised, e) explaining the assessment that the teacher needs to know contained in the supervision instrument, f) explaining the main components of learning administration tools collected before the implementation of classroom supervision. In cycle II, it was carried out if the results of cycle I were considered unsuccessful or the indicators of research success had not reached the predetermined target.From the implementation of the first cycle, which was applied where Sulastri was carried out on 14 teachers, there had been an increase in the quality of performance even though it was still in the early stages, and the results were as follows: 1) The results of the supervision of learning administration (teaching and learning administration), the achievement of good and very good performance quality were 41.67%, 2) The results of classroom supervision, the achievement of good and excellent performance quality were 58.33%. Implementation of cycle II, which was re-implemented, was carried out by Sulastri activities. Against 14 teachers as research subjects, there has been a very significant increase in the quality of performance, namely: 1) The results of the supervision of the learning administration (lesson planning) have achieved a good and very good quality of performance by 100%. 2) The results of classroom supervision (implementation of learning), the achievement of good and excellent quality performance was 92.85%.With continuous supervision that is applied to all teachers at least once a year, teachers in carrying out their duties properly because they feel that there is supervision/control as well as coaching, so that it can be used to measure the quality of teacher performance on professional competencies both in the aspects of learning planning and implementation of learning. Implementing an integrated classroom supervision strategy abbreviated as Sulastri, and through Sulastri, it turns out to motivate the growth of willingness and ability to change, which leads to changes in improving the quality of teacher performance in learning. ABSTRAKKegiatan pendampingan Implementasi Kurikulum 2013 menjadi langkah awal yang sangat penting untuk mempercepat pemahaman dan keterampilan dalam mengimplementasikan kurikulum tersebut. Untuk memelihara dan meningkatkan kesinambungan, pemahaman dan implementasi kurikulum 2013 pada di masing-masing satuan pendidikan, dilaksanakan penelitian tentang pendampingan implementasi kurikulum 2013 melalui “Sulastri” pada SMPN 15 Banjarmasin. Program pendampingan ini dilakukan sebagai penguatan dalam memahami konsep kurikulum 2013. Siklus I Perencanaan terdiri dari: a) Menetapkkan data guru yang akan diSulastri, b) Menyiapkan lembar observasi dalam bentuk instrumen Sulastri, yaitu instrumen supervisi administrasi KBM dan instrumen supervisi kelas, c) Mengadakan temu awal dengan para guru yang akan di Sulastri dalam rangka informasi dan penyusunan jadwal pada masing-masing Guru, d). Menyampaikan instrumen supervisi kepada masing-masing guru yang akan disupervisi, e) Menjelaskan penilaian yang perlu diketahui oleh guru yang terdapat dalam instrumen supervisi, f) Menjelaskan komponen perangkat utama administrasi pembelajaran yang dikumpulkan pada saat sebelum pelaksanaan supervisi kelas. Pada siklus II dilakukan apabila hasil siklus I dianggap belum berhasil atau indikator keberhasilan penelitian belum mencapai target yang telah ditetapkan. Dari pelaksanaan siklus I yang diterapkan dimana dilakukan Sulastri terhadap 14 orang guru telah terdapat peningkatan kualitas kinerja walaupun masih dalam tahaf awal, yang hasilnya adalah sebagai berikut:Hasil supervisi administrasi pembelajaran (administrasi KBM) pencapaian kualitas kinerja baik dan sangat baik sebesar 41,67%.Hasil supervisi kelas, pencapaian kualitas kinerja baik dan sangat baik sebesar 58,33%. Pelaksanaan siklus II yang diterapkan kembali dilakukan kegiatan Sulastri terhadap 14 orang guru sebagai subyek penelitian telah terdapat peningkatan kualitas kinerja yang sangat berarti, yaitu: 1) Hasil supervisi administrasi pembelajaran (perencanaan pembelajaran) pencapaian kualitas kinerja baik dan sangat baik sebesar 100%. 2) Hasil supervisi kelas (pelaksanaan pembelajaran), pencapaian kualitas kinerja baik dan sangat baik sebesar 92,85%. Dengan supervisi berkesinambungan yang diterapkan pada semua guru minimal setahun sekali, maka guru dalam melaksanakan tugasnya dengan baik, karena mereka merasa adanya pengawasan/kontrol sekaligus pembinaan, sehingga dapat digunakan untuk mengukur kualitas kinerja guru pada kompetensi profesional baik aspek perencanaan pembelajaran maupun pelaksanaan pembelajarannya adalah dengan menerapkan strategi supervisi kelas terintegrasi disingkat Sulastri, dan dengan Melalui Sulastri ternyata dapat memotivasi tumbuhnya kemauan dan kemampuan untuk berubah yang berujung pada perubahan peningkatan kualitas kinerja guru dalam pembelajaran. Kata Kunci: Pendampingan Implementasi Kurikulum 2013, Melalui Sulastri.

The Effect of Teacher’s Corrective Feedback Through Online Conferencing on Elementary Students’ English-Speaking Confidence

The purpose of this study is to investigate the effect of teacher's corrective feedback through online conferencing on elementary students' English-speaking confidence. This study was conducted for 4 months from August to December 2020. There were 6 participants, aged 8 to 13 enrolled in a private education institute where they attended English classes using mobile devices. During this case study, the students were asked to use English, learners’ target language when interacting with their teacher. When learners struggled to understand the teacher’s English instructions, the teacher guided them in Korean. All the classes were video-recorded and transcribed by the teacher. Data were analyzed in order to examine the progress of participants’ voluntary English production stimulated by having conversational interactions with the teacher. The findings were as follows. First, participants’ anxiety level was high in the beginning. Second, they were able to speak English words, give their opinions in English, and join the conversation in English with the teacher. Lastly, feedback from the teacher through conversational interactions helped learners understand how to speak in English better and build up confidence. As a result, it is necessary to interact with the teachers and peers using learners’ target language to improve English communication skills.

Elementary School Students' Character Conditions During Online Learning

Online learning today was said to be unsuccessful and far from expected. It had a less good impact on the formation of characters where children depend heavily on parents and less interaction with others. This was one reason for research aimed at analyzing the implementation of character value in online learning. This type of research is qualitatively discrete. Data was collected from the principal, two teachers who have been certified who have taught for 15 years after the local content teacher. Data collection methods include interviews and observations. The data analysis used was triangulation. The research results stated that implementing the main character values, namely religion, nationalism, media, teamwork, and integrity, is not carried out in the implementation and evaluation stages because learning is done online. So, in online learning, the central values of religion, nationalism, media, teamwork, and integrity are not done, to overcome this can be done by conducting supervision programs.

Aktualisasi Penggunaan Metode dan Pengembangan Materi Nahwu di Pondok Pesantren Salafi Al-Fathaniyyah Serang

The background of the problem of the number of students studying Nahwu material shows that the Nahwu learning method tends to memorize the Nazham verse and the development of Nahwu material which tends to be traditional and editorial which is not functional and not contextual. This study aims to make an inventory of the Nahwu learning method developed at the Al-Fathaniyyah Islamic boarding school in Serang and the development of the Nahwu material developed at the Al-Fathaniyyah Islamic boarding school in Serang. Identifying the Nahwu learning method used by the Nahwu instructor and the development of the Nahwu. a Nahwu learning material developed in the classroom for students at the Al-Fathaniyah Islamic boarding school. This research methodology used an expository survey approach. This approach is carried out to describe the Nahwu learning method used by Nahwu instructors at the Al-Fathaniyyah Islamic boarding school and the development of Nahwu material that is conveyed to students in receiving Nahwu material which can be meaningful to students and teacher. Data collection techniques were obtained from interviews and observations of researchers in the field. The results of the study found that the Nahwu learning method in the process of delivering the Nahwu material is the al-tharîqah al-qiyâsiyyah method (deductive method). The process of presenting Nahwu material with the books studied at the Al-Fathaniyyah Islamic boarding school includes Jurûmiyyah, Matan Binâ, Mutammimah, 'Awâmil, and Matan Alfiyyah. The Nahwu first, then followed by examples that can clarify the rules that have been learned. Meanwhile, the development of Nahwu material as the "substance" of Arabic. The Nahwu material that was studied was passed through memorizing the verses of the Nahwu rules, starting from the book Imrithî to Ibn Malik's Alfiyyah, which was still quite dominant, and the orientation of Qawa'id learning still tended to be traditional and reduction, not functional and not contextual.