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Inculcating Religious Moderation Values to Counter Radicalism in Islamic Junior Secondary School Students Zainal Abidin; Rizha Ulfatul Fitriana
Edukasia Islamika Vol 6 No 1 (2021): Volume 6, Number 1 2021, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v6i1.3325

Some experts believe that students are considered to be a distinctive target for radical groups’ mobilization, especially for those who are enrolled for Rohis activities at schools. This is in line with some survey result revealing that the rampant radicalism among students has increased. Unfortunately, studies on radicalism prevention tend to be more theoretical and focusing more on MA / SMA / SMK students. This study aims to reveal the rationale behind the radicalism prevention which includes some various efforts to prevent radicalism, and the results accomplished from such effort in Madrasah Tsanawiyah (MTs) students. This is significantly important because MTs students are in their early adolescence phase that is unstable, imitative, and aggressive which makes them vulnerable for being exposed to radicalism. This study utilizes a qualitative approach. The data were collected through interviews, observations, and documentation, which were then, analyzed using the interactive models of Miles, Huberman, and Saldana which consisted of condensation, presentation, and verification. This study suggested that radicalism prevention was driven by the deep concern of principals and teachers of Madrasah over the rise of students who are exposed to radicalism. Madrasahs are seen to be seriously giving vaccines to students so that they are immune from the radicalism virus. The vaccine is internalized systemically and continuously involving the process of strengthening nationalism in daily routine and extracurricular activities, strengthening the counter-radicalization through the subject of PAI and PPKn, and developing the Aswaja-NU based curriculum. The vaccine is at a certain level capable of establishing students’ religious moderation values as well as it can strengthen their immunity from the confrontation of the radicalism virus. Student immunity, of course, is not interminable for the conflict between vaccines and viruses is timeless so that Madrasah must always continuously update the types of vaccines and the internalization methods.

Implementasi Media Tajwid Putar dalam Pembelajaran Ilmu Tajwid Yesi Fadlilah; Zainal Abidin
TARLIM : JURNAL PENDIDIKAN AGAMA ISLAM Vol 3, No 2 (2020): TARLIM Jurnal Pendidikan Agama Islam
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/tarlim.v3i2.3479

Studying Tajwid (science of reciting the Koran) is the fardlu kifāyah, but practicing it in reciting the Koran is fardlu ‘ain, so Tajwid has been taught to Muslim children since they learned to recite the Koran. However, it has been considered to be very demanding and problematic. The conventional methods used tend to be uninteresting and boring. For that reason, a learning media that makes teachers and students is in an interactive, effective and joyful learning process is needed. One of them is Tajwid Putar, a media created by Jeni Agustina Suyanto, a teacher of MAN 1 Lubuklinggau, South Sumatra. According to her, TPQ Ar-Risalah is the only educational institution in East Java that used Tajwid Putar. The objectives of this study were to describe the Tajwid learning process by implementing Tajwid Putar, the students’ interest in learning in Tajwid using Tajwid Putar, and the learning achievement in Tajwid using Tajwid Putar. This study used a qualitative approach. The data was collected by interview, observation and documents, which were then analyzed by using an interactive model of Miles and Huberman. The result suggested that the learning process of Tajwid which employed the Tajwid Putar has been effectively made students to be more active, interactive and festive, so that they quickly understood Tajwid and was able to recite the Koran well. Students’ enthusiasm was increased in learning Tajwid compared to the use of conventional methods. The students' learning achievement was also shown to be increased, which could be measured by the score of the test contained within the student report book

Inculcating Religious Moderation Values to Counter Radicalism in Islamic Junior Secondary School Students Zainal Abidin; Rizha Ulfatul Fitriana
Edukasia Islamika Vol. 6 No. 1 (2021): Volume 6, Number 1 2021, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v6i1.3325

Some experts believe that students are considered to be a distinctive target for radical groupsâ€™ mobilization, especially for those who are enrolled for Rohis activities at schools. This is in line with some survey result revealing that the rampant radicalism among students has increased. Unfortunately, studies on radicalism prevention tend to be more theoretical and focusing more on MA / SMA / SMK students. This study aims to reveal the rationale behind the radicalism prevention which includes some various efforts to prevent radicalism, and the results accomplished from such effort in Madrasah Tsanawiyah (MTs) students. This is significantly important because MTs students are in their early adolescence phase that is unstable, imitative, and aggressive which makes them vulnerable for being exposed to radicalism. This study utilizes a qualitative approach. The data were collected through interviews, observations, and documentation, which were then, analyzed using the interactive models of Miles, Huberman, and Saldana which consisted of condensation, presentation, and verification. This study suggested that radicalism prevention was driven by the deep concern of principals and teachers of Madrasah over the rise of students who are exposed to radicalism. Madrasahs are seen to be seriously giving vaccines to students so that they are immune from the radicalism virus. The vaccine is internalized systemically and continuously involving the process of strengthening nationalism in daily routine and extracurricular activities, strengthening the counter-radicalization through the subject of PAI and PPKn, and developing the Aswaja-NU based curriculum. The vaccine is at a certain level capable of establishing studentsâ€™ religious moderation values â€‹â€‹as well as it can strengthen their immunity from the confrontation of the radicalism virus. Student immunity, of course, is not interminable for the conflict between vaccines and viruses is timeless so that Madrasah must always continuously update the types of vaccines and the internalization methods.

Strategi Pemasaran Madrasah Ibtidaiyah di Jember Jawa Timur M. Ilmil Zawawi; Zainal Abidin
LEADERIA: Jurnal Manajemen Pendidikan Islam Vol. 3 No. 1 (2022): LEADERIA: Jurnal Manajemen Pendidikan Islam
Publisher : HMPS MPI FTIK IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/leaderia.v3i1.166

The purpose of this article is to reveal the positioning, differentiation, and brand of Madrasah Ibtidaiyah (Islamic Elementary Schools) Nurul Islam 02 Balung Jember in the context of competition with other Elementary Schools/Islamic Elementary Schools. This research uses a qualitative approach with the type of case study. Data was obtained by observation, interviews, and document review. Data analysis used interactive analysis consisting of data reduction, data presentation, and verification/conclusion. This study reveals: First, Madrasah Ibtidaiyah Nurul Islam 02 Balung Jember establishes its positioning as a madrasa that is superior, religious, and has character according to local wisdom. Second, there are two differentiations highlighted by Madrasah Ibtidaiyah Nurul Islam 02 Balung Jember: image differentiation with A Accreditation and program differentiation with religious programs. Third, the brand built by Madrasah Ibtidaiyah Nurul Islam 02 Balung Jember is excellence with Accreditation A and strengthening aqidah and amaliyah ubudiyah ahlussunnah wal jamaah an-nahdliyah. Tujuan artikel ini adalah mengungkap positioning, diferensiasi, dan brand Madrasah Ibtidaiyah (MI) Nurul Islam 02 Balung Jember dalam konteks persaingan dengan Sekolah Dasar/Madrasah Ibtidaiyah lain. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Data diperoleh dengan observasi, wawancara, dan reviu dokumen. Analisis data menggunakan analisis interaktif yang terdiri atas reduksi data, penyajian data, dan verifikasi/simpulan. Penelitian ini mengungkap: Pertama, MI Nurul Islam 02 Balung Jember menetapkan positioning dirinya sebagai madrasah yang unggul, religius, dan berkarakter sesuai kearifan lokal. Kedua, ada dua diferensiasi yang ditonjolkan oleh MI Nurul Islam 02 Balung Jember: diferensiasi citra dengan Akreditasi A dan diferensiasi program dengan program-program keagamaan. Ketiga, brand yang dibangun oleh MI Nurul Islam 02 Balung Jember adalah keunggulan dengan Akreditasi A dan penguatan aqidah dan amaliyah ubudiyah ahlussunnah wal jamaah an-nahdliyah.

Internalisasi Nilai-Nilai Islam Rahmatan Lil Alamin dalam Majelis Ta’lim Pesarean Habib Sholeh Tanggul Jember Risnawati Ruchiyad; Zainal Abidin
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2022): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : HMPS PAI FTIK IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v3i1.303

Kajian ini hendak mengungkap materi, metode dan implikasi pembelajaran majelis taklim pesarean Habib Sholeh Tanggul dalam menginternalisasikan nilai-nilai Islam rahmatan lil alamin. Kajian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Data diperoleh dengan observasi, wawancara, dan dokumen. Analisis data menggunakan analisis interaktif yang terdiri atas reduksi data, penyajian data, dan simpulan. Hasil penelitian ini mengungkap: Pertama, materi pembelajaran Majelis Taklim Pesarean Habib Sholeh Tanggul dalam menginternalisasikan nilai-nilai Islam rahmatan lil alamin yakni mempelajari materi tematik yang menyesuaikan dengan momentum terkini, pembelajaran akhlak serta pembelajaran kitab Risalatul Muawwanah yang di dalamnya mengulas mengenai nasehat-nasehat beserta dalilnya. Kedua, metode pembelajaran Majelis Ta’lim Pesarean Habib Sholeh Tanggul adalah dengan menggunakan metode ceramah (mauidloh hasanah) satu arah. Ketiga, implikasi pembelajaran Majelis Ta’lim Pesarean Habib Sholeh Tanggul dalam menginternalisasikan nilai-nilai Islam rahmatan lil alamin adalah dengan menguatnya sikap tenggang rasa, toleran, menanamkan hidup seimbang, membiasakan hidup adil dan menyeru pada amar ma’ruf nahi munkar, serta damai dengan orang lain dan lingkungan sekitar. Kata kunci: majelis ta’lim, internalisasi nilai, Islam rahmatan lil alamin, Habib Sholeh Tanggul This study aims to reveal the material, methods and learning implications of the Majelis Ta’lim Habib Sholeh Tanggul in internalizing the Islamic values of rahmatan lil alamin. This study uses a qualitative approach with the type of case study. Data are obtained by observation, interviews, and documents. Data analysis used interactive analysis consisting of data reduction, data presentation, and conclusions. The results of this study reveal: First, the learning materials for the Majelis Ta’lim Habib Sholeh Tanggul in internalizing the Islamic values of rahmatan lil alamin, namely studying thematic material that adapts to the latest momentum, moral learning and learning the Risalatul Muawwanah book which includes advice and the argument. Second, the learning method of the Majelis Ta’lim Habib Sholeh Tanggul is by using the one-way lecture (mauidloh hasanah) method. Third, the learning implications of the Majelis Ta’lim Habib Sholeh Tanggul's learning implications in internalizing the Islamic values of rahmatan lil alamin are by strengthening tolerance, tolerance, instilling a balanced life, getting used to living justly and calling for amar ma'ruf nahi munkar, and peace with other people and the environment.

Metode Pembelajaran dalam Peningkatan Motorik Halus Anak Usia Dini Masruroh Masruroh; Zainal Abidin
PRESCHOOL: Jurnal Pendidikan Anak Usia Dini Vol. 3 No. 1 (2022): PRESCHOOL: Jurnal Pendidikan Anak Usia Dini
Publisher : HMPS PIAUD FTIK IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/preschool.v3i1.39

This study aims to reveal the various methods used by teachers in fine motor learning in early childhood, teacher and child interactions in fine motor learning, and the level of fine motor learning in early childhood. This research uses a qualitative approach with the type of case study. Data are obtained by observation, interviews, and document review. Data analysis used interactive analysis consisting of data reduction, data presentation, and verification/conclusion. This study reveals: First, the methods used in learning fine motor skills for early childhood are the demonstration method, the assignment method, and the combined method (demonstration method and assignment method). All of these methods can develop fine motor skills in early childhood. Second, teacher-child interactions in early childhood fine motor learning are open, democratic, and active participation and enthusiasm of children in improving fine motor learning. Third, the level of achievement of fine motor development in early childhood is Developing According to Expectations, which is indicated by the work of children in Group A receiving the BSH predicate as much as 59%. Kajian ini bertujuan untuk mengungkap ragam metode yang digunakan guru dalam pembelajaran motorik halus pada anak usia dini, interaksi guru dan anak dalam pembelajaran motorik halus, dan tingkat pembelajaran motorik halus anak usia dini. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Data diperoleh dengan observasi, wawancara, dan reviu dokumen. Analisis data menggunakan analisis interaktif yang terdiri atas reduksi data, penyajian data, dan verifikasi/simpulan. Penelitian ini mengungkap: Pertama, metode-metode yang digunakan dalam pembelajaran motorik halus anak usia dini adalah metode demonstrasi, metode pemberian tugas, dan metode gabungan (metode demonstrasi dan metode pemberian tugas). Semua metode itu dapat mengembangkan motorik halus anak usia dini. Kedua, interaksi guru dengan anak dalam pembelajaran motorik halus anak usia dini adalah terbuka, demokratis, serta partisipasi dan antusias anak aktif dalam meningkatkan pembelajaran motorik halus. Ketiga, tingkat pencapaian perkembangan motorik halus anak usia dini adalah Berkembang Sesuai Harapan (BSH) yang ditunjukkan dengan hasil karya anak Kelompok A mendapat predikat BSH sebanyak 59%. Kata Kunci: metode pembelajaran, skill motorik halus, anak usia dini

Dinamika Kebijakan Seleksi Pimpinan Perguruan Tinggi Keagamaan Islam Negeri Zainal Abidin
LEADERIA: Jurnal Manajemen Pendidikan Islam Vol. 3 No. 2 (2022): LEADERIA: Jurnal Manajemen Pendidikan Islam
Publisher : HMPS MPI FTIK IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/leaderia.v3i2.395

This study aims to reveal the dynamics of the Ministry of Religious Affairs' policies in selecting and appointing State Islamic Higher Education (PTKIN) Rectors. This study used a qualitative approach. In addition to the Minister of Religious Affairs Regulation, data were collected from online sources. All data were grouped thematically, and a comparative analysis was carried out to discover the dynamics of the policy mechanism for the selection and appointment of the Rector/Chairperson of PTKIN. This study concludes that there are changes to the requirements for educational qualifications and available academic positions for Rector' UIN Rector candidates who were originally doctors and Associate Professors to become doctors and Professors. The PTKIN Senate no longer selects the top three candidates but only gives qualitative considerations. A Selection Commission formed by the Minister of Religious Affairs processes the selection process. The change in PMA from PMA 45/2006 to PMA 68/2015 does not change the position of the Minister of Religious Affairs as the party with full authority to appoint the Rector/Chairperson of PTKIN. Studi ini bertujuan untuk mengungkap dinamika kebijakan Kementerian Agama dalam mekanisme seleksi dan pengangkatan Rektor/Ketua PTKIN. Studi ini menggunakan pendekatan kualitatif. Selain Peraturan Menteri Agama, data-data dikumpulan dari sumber online. Semua data dikelompokkan secara tematik dan dilakukan analisis komparatif untuk menemukan dinamika kebijakan mekanisme seleksi dan pengangkatan Rektor/Ketua PTKIN. Studi ini mengungkap bahwa terdapat perubahan syarat kualifikasi pendidikan dan jabatan fungsional akademik calon Rektor UIN yang semula doktor dan Lektor Kepala menjadi doktor dan Guru Besar. Senat PTKIN tidak lagi menyeleksi dan memilih tiga besar calon, melaikan sebatas pemberi pertimbangan kualitatif. Proses seleksi dilakukan oleh Komisi Seleksi yang dibentuk oleh Menteri Agama. Perubahan PMA dari PMA 45/2006 hingga PMA 68/2015 tidak mengubah posisi Menteri Agama sebagai pihak yang berwenang penuh untuk mengangkat Rektor/Ketua PTKIN. Kata Kunci: Seleksi Rektor, Dinamika Kebijakan, PTKIN

Why Does Women's Underrepresentation Transpire in the Leadership of Indonesian State Islamic Universities? Zainal Abidin; Muhammad Faizal A. Ghani; Mustaqim Pabbajah; Erma Fatmawati
JURNAL AL-TANZIM Vol 7, No 3 (2023)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v7i3.5914

Underrepresentation of women still occurs in the top-level management of higher education, including in State Islamic Higher Education (SIHE/PTKIN) in Indonesia, a country with the largest Muslim population in the world. This study aims to reveal the portrait of women's underrepresentation in the top-level management of SIHE, the determinant factors that cause the underrepresentation of women in the top-level management of SIHE, and the policies that need to be taken in response to the underrepresentation of women in top-level management of SIHE. A qualitative approach was chosen for this study by collecting data using interviews and document reviews. It objectively shows the inequality between women and men in top-level management. Men still dominate strategic positions such as rector, vice-rector, and dean. This inequity is caused by qualification barriers of female lecturers, patriarchal culture, and gender-biased religious understanding. This inequity has an impact on the slow realization of gender-responsive campuses. Thus, through the Ministry of Religious Affairs, the Government must make affirmative policies to accelerate women's representation at the management level of SIHE so that more women occupy the positions of rector, vice-rector, and dean.

Duties and Responsibilities of the Principal in Madrasa towards Teachers’ Professionalism Development Totok Sudarmanto; Abd. Muis; Mundir Mundir; Zainal Abidin
JIEMAN: Journal of Islamic Educational Management Vol. 4 No. 1 (2022): JIEMAN: Journal of Islamic Educational Management
Publisher : The Faculty of Education and Teaching Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jieman.v4i1.91

The purpose of this study was to describe the role of the principal as a leader and manager in developing teacher professionalism. This research uses a case study approach. Data was obtained by observation, interviews, and document review. Data analysis used interactive analysis consisting of data reduction, data presentation, and conclusions. This research resulted in three findings. First, as the innovator, duties and responsibilities of madrasah principals are enriching insight and related information about madrasa, opening a new madrasa program, restructuring madrasah, conducting reinforcement, developing the professionalism of teachers individually and in teams, managing the physical environment, and performing alternation. Second, as the motivator, duties and responsibilities of madrasa principals are provide a spiritual approach, apply the motto of ki hadjar dewantara motto "ing ngarso sung tulodho, ing madya mangun karso, tut wuri handayani, encourage teachers to improve their educational qualifications, provide rewards, initiate discipline, strengthen the friendship, and improve teacher welfare, provide recreation, pay attention to subordinates' conditions, and resolve conflicts. Third, as the administrator, duties and responsibilities of the madrasa principals are constructing job description and job specifications, constructing job description and job specifications, allocating all of the resources in the madrasa, assigning a capable person to lead a group of people, coordinating the performance of teachers and staff within madrasa, arranging program scheduling in madrasa, collaborating with other parties. Tujuan penelitian ini adalah untuk mendeskripsikan peran kepala sekolah sebagai pemimpin dan manajer dalam mengembangkan profesionalisme guru. Penelitian ini menggunakan pendekatan studi kasus. Data diperoleh dengan observasi, wawancara, dan telaah dokumen. Analisis data menggunakan analisis interaktif yang terdiri dari reduksi data, penyajian data, dan penarikan kesimpulan. Penelitian ini menghasilkan tiga temuan. Pertama, sebagai inovator, tugas dan tanggung jawab kepala madrasah adalah untuk menambah wawasan dan informasi terkait madrasah, membuka program madrasah baru, restrukturisasi madrasah, melakukan penguatan, mengembangkan profesionalisme guru secara individu maupun tim, dan mengelola lingkungan fisik, melakukan pergantian. Kedua, sebagai motivator, tugas dan tanggung jawab kepala madrasah adalah untuk memberikan pendekatan spiritual, menerapkan semboyan Ki Hadjar Dewantara “Ing ngarso sung tulodho, ing madya mangun karso, tut wuri handayani, mendorong guru untuk meningkatkan kualifikasi pendidikannya, memberikan penghargaan, memprakarsai disiplin, mempererat silaturrahmi, dan meningkatkan kesejahteraan guru, memberikan rekreasi, memperhatikan kondisi bawahan, dan menyelesaikan konflik. Ketiga, sebagai administrator, tugas dan tanggung jawab kepala madrasah adalah membuat deskripsi pekerjaan dan spesifikasi pekerjaan, mengalokasikan semua sumber daya yang ada di madrasah, menugaskan orang yang cakap untuk memimpin sekelompok orang, mengkoordinir kinerja guru dan staf di lingkungan madrasah, menyusun jadwal program di madrasah, dan bekerjasama dengan pihak lain.

Defining Management Strategy for the Excellence Class Program during the 2019 Coronavirus Disease Pandemic Rizki Syiam; Zainal Abidin; Khotibul Umam
JIEMAN: Journal of Islamic Educational Management Vol. 4 No. 2 (2022): JIEMAN: Journal of Islamic Educational Management
Publisher : The Faculty of Education and Teaching Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jieman.v4i2.133

The purpose of this study is to describe and analyze the planning, implementation, and evaluation of the strategies for madrasa principals in the Coronavirus Disease 19 pandemic era in managing the superior class program at MTs Negeri 11 Banyuwangi. This research uses a qualitative approach which is research that produces descriptive data in the form of written or spoken words from people and observable behavior. The results of this study indicate that: focus 1. a). The school conducts a needs analysis. b). Schools set goals according to school targets. c). The school establishes several programs including teachers teaching subjects that are taught in accordance with qualifications and competence in their fields as well as schools preparing teacher training for online learners. focus 2. a). Availability of adequate electronics for teachers and students. b). The learning process through several applications and links to the learning process is given by the teacher. c). The teacher has followed the guidance of technology. focus 3. a). In the form of files via the Whatsapp application and instructions via video calls. b). Attendance system via Whatsapp and fill out Google form. c). Materials and evaluations are uploaded to Youtube and Google Sites. The head of the madrasa is the key that determines the success of the madrasa in achieving its goals. The head of the madrasa is required to always improve the effectiveness of the performance of the staff at the madrasa. The emergence of the Covid-19 Pandemic which has spread throughout the world including Indonesia has had an impact on all sectors. Not being left behind also has implications for the education sector, so it requires changes in systems and policies, even the way students learn is also required to follow established policies. Such as remote management, giving lots of assignments and a more flexible learning system, and so on. The head of the madrasa has a very decisive role in the progress of an educational institution. This is because the madrasa head has a very large role in developing an educational institution. For this reason, one of the ways that can be taken is through improving the quality of education management. The focus of the research is how to plan, implement and evaluate the strategy of the head of the madrasa in the era of the Coronavirus Disease 19 pandemic in managing the superior class program at MTs Negeri 11 Banyuwangi. The purpose of this study is to describe and analyze the planning, implementation, and evaluation of the strategies for madrasa principals in the Coronavirus Disease 19 pandemic era in managing the superior class program at MTs Negeri 11 Banyuwangi. This research uses a qualitative approach which is research that produces descriptive data in the form of written or spoken words from people and observable behavior. The results of this study indicate that: focus 1. a). The school conducts a needs analysis. b). Schools set goals according to school targets. c). The school establishes several programs including teachers teaching subjects that are taught in accordance with qualifications and competence in their fields as well as schools preparing teacher training for online learners. focus 2. a). Availability of adequate electronics for teachers and students. b). The learning process through several applications and links to the learning process is given by the teacher. c). The teacher has followed the guidance of technology. focus 3. a). In the form of files via the Whatsapp application and instructions via video calls. b). Attendance system via Whatsapp and fill out Google form. c). Materials and evaluations are uploaded to Youtube and Google sites

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