Articles
<![CDATA[Peran Teknologi dalam Pendidikan di Era Globalisas ]]>
<![CDATA[Lestari, Sudarsri]]>
<![CDATA[ JURNAL EDURELIGIA Vol 2, No 2 (2018): Desain Pembelajaran Inovatif ]]>
Publisher : <![CDATA[Islamic Faculty of Nurul Jadid ]]>
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<![CDATA[The aim of the government in organizing education is to educate the life of the nation. Intelligence is needed by everyone to face the times that have entered the era of globalization.Education in the global era can be interpreted as the integration of national education into world education. In the era of globalization, the progress of the nation is largely determined by the use of science and technology. Technology that is developing now has entered the digital era, where all fields have utilized technology to facilitate work, including in the field of education. Educational technology is a system that is used to support learning so that desired results are achieved. The role of technology in education is implemented in the use of learning media,administrative tools, and lerning resources. The positive impact of technology implementation in education is more efficient in terms of time, cost, logistics and other institutional problems, while the negative impact is that technology can change social life]]>
<![CDATA[MEMBANGUN KOMUNIKASI ANTARA GURU DAN SISWA GUNA MENANGANI PERILAKU SISWA YANG BERMASALAH DI KELAS ]]>
<![CDATA[Lestari, Sudarsri]]>;
<![CDATA[Sholekah, Salmahtus]]>
<![CDATA[ Jurnal Pena Karakter (Jurnal Pendidikan Anak dan Karakter) Vol 1 No 2 (2019) ]]>
Publisher : <![CDATA[Elementary School Teacher Education of STKIP Al Hikmah Surabaya ]]>
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<![CDATA[Communication is also an important thing that must be owned by the teacher. In delivering teaching material to students, a teacher who has good communication skills can encourage students to be able to absorb lessons well and the smooth learning process can achieve maximum results. Communication between teacher students who do not work well can cause problems in class. One of them is the behavior of problematic students in the classroom that can disturb the concentration of other students in absorbing lessons. The main characteristic of SD/MI students is to display many individual differences, including, differences in intelligence, cognitive and language abilities, personality development and physical development. Differences between individuals in SD/MI students that ultimately can give birth to diversity of behavior. Teachers need to master good communication in order to be able to control the behavior of students in the classroom. To realize good communication skills, there are three steps that need to be done, namely knowing, learning, and applying the three main aspects of communication. The three aspects of communication include speaking skills, listening skills, and non verbal skills.]]>
<![CDATA[PENGGUNAAN MEDIA PEMBELAJARAN OLEH GURU SEKOLAH DASAR SEBAGAI PENUNJANG KEGIATAN BELAJAR MENGAJAR ]]>
<![CDATA[Lestari, Sudarsri]]>
<![CDATA[ Ar-Risalah: Media Keislaman, Pendidikan dan Hukum Islam Vol 14 No 2 (2016): (OKTOBER 2016) ]]>
Publisher : <![CDATA[Institut Agama Islam Ibrahimy Genteng Banyuwangi ]]>
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<![CDATA[Each of teachers andpractitioners should have to be ableto develop a learning tool. Instructional media is part of a learningtool. The purpose of this study is to determine: (1) the ability ofprimary school teachers in the use of instructional media; (2) theexperience of primary school teachers in the use of instructionalmedia; and (3)the problems faced by teachers in the use ofinstructional media. This study used a qualitative approach withcase study. The results showed that: (1) not all teachers are ableand willing to make learning media to support any teaching andlearning activities; (2) at the time of using instructional media,students be more enthusiastic and interested to participate inlearning, but teachers are reluctant to use instructional media inthe teaching and learning process; and (3) to teach usinginstructional media, teachers feel it is rather difficult to use mediafor classroom management.]]>
<![CDATA[ANALISIS SIKAP SOSIAL SISWA SEKOLAH DASAR PADA PEMBELAJARAN TEMATIK DENGAN MODEL INKUIRI TERBIMBING ]]>
<![CDATA[Lestari, Sudarsri]]>;
<![CDATA[Ammah, Erisy Syawiril]]>;
<![CDATA[Ramiati, Eka]]>
<![CDATA[ Tarbiyatuna : Kajian Pendidikan Islam Vol 4 No 2 (2020): (September 2020) ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Institut Agama Islam Ibrahimy Genteng Banyuwangi ]]>
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DOI: 10.29062/tarbiyatuna.v4i2.471
<![CDATA[Thematic learning can be strengthened by research based learning such as inquiry, so that collaboration can contribute to one another in building active and student-centered learning, and can have a positive influence on students' social attitudes. Based on the description, a study was conducted with the aim of: (1) knowing the implementation of thematic learning with the guided inquiry model; and (2) knowing students' social attitudes on thematic learning with the guided inquiry model. This study uses a qualitative approach, with field research designs. Data collection techniques using interviews, observation, and field notes. The results showed that: (1) teachers and students could carry out the thematic learning stages with guided inquiry models in learning 1 to 6 very effectively; and (2) students' attitudes towards thematic learning with guided inquiry models experience positive development. In learning 1, students' social attitudes are still dominant. While in learning 2, social attitude began to develop. Continued in learning 3 and 4, most of the social students begin to develop and culture, and in learning 5 and 6 the majority of students have a social attitude.]]>
<![CDATA[BERBAHASA (INDONESIA) DENGAN TAMPAN DAN BERANI: MENUJU JALAN LITERASI KRITIS DALAM PRAGMATISME PEMBELAJARAN ]]>
<![CDATA[Erisy Syawiril Ammah]]>;
<![CDATA[Sudarsri Lestari]]>
<![CDATA[ FKIP e-PROCEEDING 2020: SEMINAR NASIONAL #5: BAHASA, SASTRA, DAN PEMBELAJARANNYA UNTUK MEMPERSIAPKAN GENERASI EMAS 204 ]]>
Publisher : <![CDATA[Pendidikan Fisika FKIP UNEJ ]]>
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<![CDATA[Abstrak: Tulisan ini secara ringkas-konseptual membeberkan jalan literasi kritis yang harus ditempuh dalam pragmatisme pembelajaran bahasa (Indonesia). Bagaimana seharusnya berbahasa Indonesia dengan tampan (estetis) dan berani (logis). Terkait dengan hal itu, tulisan ini juga mewedar pelbagai masalah pembelajaran bahasa Indonesia yang belum berkembang secara multidemensional dan masih mengalami ketaksaan (proses) selama ini. Tidak bisa dipungkiri hal tersebut mengakibatkan tercerabutnya fungsi bahasa sebagai sebagai alat berpikir. Maka ditawarkan formula dan solusi dalam pembelajaran bahasa Indonesia guna menyiapkan generasi emas 2045. Kata kunci: literasi kritis, pembelajaran bahasa Indonesia, pragmatisme.]]>
<![CDATA[PENDIDIKAN LITERASI DIGITAL MELALUI MEDIA GOOGLE PLAY BOOKS ]]>
<![CDATA[Sudarsri Lestari]]>;
<![CDATA[Erisy Syawiril Ammah]]>
<![CDATA[ INCARE, International Journal of Educational Resources Vol 1 No 5 (2021): February 2021 ]]>
Publisher : <![CDATA[FKDP (Forum Komunikasi Dosen Peneliti) ]]>
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<![CDATA[The digital literacy education described in this paper is in line with the concept developed by UNESCO. Digital literacy education is related to the process of strengthening skills (life skills) which does not only involve the ability to use technology, information and communication devices. But also the ability to socialize, the ability to learn, think critically, creatively, and inspire as a form of digital competence. Digital literacy education is an important foundation in understanding technology, information and communication tools. Digital literacy education can be built and strengthened by accessing various information and communication in various forms in digital media, especially through google play books. It is through this media that digital literacy education can be developed according to its objectives, namely to understand, create, and collaborate on technology effectively. Digital literacy education must always develop in line with the changing era, especially in the 21st era which demands comprehensive digital literacy skills.]]>
<![CDATA[UPAYA PENINGKATAN KUALITAS PENDIDIKAN MELALUI PERAN KKN TEMATIK POSDAYA BERBASIS MASJID ]]>
<![CDATA[Rima Trianingsih]]>;
<![CDATA[Sudarsri Lestari]]>
<![CDATA[ ABDI KAMI: Jurnal Pengabdian Kepada Masyarakat Vol 1 No 1 (2018): (Februari 2018) ]]>
Publisher : <![CDATA[LPPM Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi ]]>
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<![CDATA[The implementation of this devotion program is based on a preliminary study indicated that the level of public education and awareness of the importance of education is still low. KKN Thematic Posdaya Mosque-Based Nurul Huda Rejoagung village Sumberagung sub-district Pesanggaran developed several programmes aimed at improving the quality of dedication to public education. The program runs well, among them tutoring, mentoring and training for the students of SMK Nusa Pesanggaran, and teaching TPQ. The program will be continued by the community in self-help.]]>
<![CDATA[PERAN PPL DALAM IMPLEMENTASI KEGIATAN KOKURIKULER MENGHAFAL SURAT-SURAT PENDEK AL-QUR’AN MELALUI METODE GERAKAN TANGAN DI SDN 1 GENTENG WETAN BANYUWANGI ]]>
<![CDATA[Sudarsri Lestari]]>;
<![CDATA[Imam Wahyono]]>
<![CDATA[ ABDI KAMI: Jurnal Pengabdian Kepada Masyarakat Vol 2 No 2 (2019): (Oktober 2019) ]]>
Publisher : <![CDATA[LPPM Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi ]]>
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DOI: 10.29062/abdi_kami.v2i2.246
<![CDATA[Kokurikuler activities are intended to further deepen and appreciate the subject matter that has been learned in intracurricular activities in the classroom. In grade IV elementary school subjects there is material about memorizing short letters in the Qur'an. If it is associated with the cognitive development stage of elementary school students who are still in the concrete operational stage, the material for memorizing short letters in the Qur'an is still difficult for students to understand because it is still abstract. In order to facilitate and understand the material of memorizing short letters in the Qur'an, the teacher needs a method of hand movements so that the letters are not only memorized but also can be understood by the students. The activity of memorizing the Qur'an's short letters with hand gestures is part of the form of dedication carried out at SDN 1 Genteng Wetan. The method of hand movements carried out by the child is in accordance with the meaning, so that the child knows the meaning of each verse. The application of the hand movement method is not boring for children. Through this method the child does not have to sit and listen and repeat reading. Learning activities with movement, playing, verse reciting quizzes, and giving each child the opportunity to practice.]]>
<![CDATA[MEMBINA KEPEDULIAN MASYARAKAT TERHADAP YATIM PIATU MELALUI PROGRAM SANTUNAN KHATMIL QUR’AN ]]>
<![CDATA[Erisy Syawiril Ammah]]>;
<![CDATA[Sudarsri Lestari]]>
<![CDATA[ ABDI KAMI: Jurnal Pengabdian Kepada Masyarakat Vol 5 No 1 (2022): (Februari 2022) ]]>
Publisher : <![CDATA[LPPM Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi ]]>
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DOI: 10.29062/abdi_kami.v5i1.1271
<![CDATA[Tujuan dari kegiatan ini adalah membina kepedulian masyarakat terhadap anak yatim piatu. Metode pelaksanaan kegiatan pengabdian ini dilakukan melalui pendidikan masyarakat, yakni dengan memberikan pendampingan untuk melaksanakan program santunan melalui kegiatan khatmil Qur’an guna memberdayakan anak-anak yatim piatu. Pelaksanaan program kegiatan dilakukan dalam lima tahap, yakni: (1) sosialisasi; (2) koordinasi; (3) distribusi; (4) pengumpulan dana; dan (5) santunan. Hasil dari kegiatan pengumpulan dana melalui khatmil didistribusikan kepada anak yatim piatu yang ada di lingkungan setempat. Kegiatan ini dilaksanakan secara konsisten dan berkelanjutan setiap bulan. Melalui program kegiatan santunan khatmil Qur’an terbukti dapat mendidik orang-orang yang mampu untuk mengambil bagian dan berkontribusi pada kesejahteraan anak yatim piatu serta menumbuhkan kesadaran sosial akan mengikat ikatan persaudaraan.]]>
<![CDATA[PENGGUNAAN MEDIA PEMBELAJARAN OLEH GURU SEKOLAH DASAR SEBAGAI PENUNJANG KEGIATAN BELAJAR MENGAJAR ]]>
<![CDATA[Sudarsri Lestari]]>
<![CDATA[ Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan dan Hukum Islam Vol 14 No 2 (2016): (OKTOBER 2016) ]]>
Publisher : <![CDATA[LPPM IAI IBRAHIMY GENTENG BANYUWANGI ]]>
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<![CDATA[Each of teachers andpractitioners should have to be ableto develop a learning tool. Instructional media is part of a learningtool. The purpose of this study is to determine: (1) the ability ofprimary school teachers in the use of instructional media; (2) theexperience of primary school teachers in the use of instructionalmedia; and (3)the problems faced by teachers in the use ofinstructional media. This study used a qualitative approach withcase study. The results showed that: (1) not all teachers are ableand willing to make learning media to support any teaching andlearning activities; (2) at the time of using instructional media,students be more enthusiastic and interested to participate inlearning, but teachers are reluctant to use instructional media inthe teaching and learning process; and (3) to teach usinginstructional media, teachers feel it is rather difficult to use mediafor classroom management.]]>
