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Diskursus Terminologi Model, Pendekatan, Strategi, Dan Metode Pembelajaran Reksiana, Reksiana
Alim | Journal of Islamic Education Vol 1 No 1 (2019): Alim | Journal of Islamic Education
Publisher : Kopertais Wilayah I DKI Jakarta dan Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51275/alim.v1i1.122

Abstract

Dalam dunia pendidikan, beberapa istilah seperti strategi, pendekatan, model dan metode sering digunakan untuk menggambarkan situasi belajar-mengajar. Dan istilah-istilah tersebut sering tidak konsisten dan acap kali terjadi overlapping dalam penggunaannya. Untuk membedakan dan memperjelas perbedaan masing-masing istilah tersebut, perlu dikaji dan dibahas secara kontekstual dan komprehensif. Hal ini perlu dilakukan, guna tidak terjadi lagi kerancuan dan salah pemahaman makna dari beberapa istilah tersebut. Tulisan ini secara khusus akan mencoba menguraikan keempat istilah tersebut, karena keempat istilah tersebut paling banyak digunakan dan diacu oleh para praktisi di bidang pendidikan. Klarifikasi terhadap istilah-istilah tersebut akan membantu untuk menguraikan kerancuan pemahaman makna dalam dunia pendidikan dan dunia literasi.
KERANCUAN ISTILAH KARAKTER, AKHLAK, MORAL DAN ETIKA Reksiana, Reksiana
THAQAFIYYAT: Jurnal Bahasa, Peradaban dan Informasi Islam Vol 19, No 1 (2018): Thaqãfiyyãt
Publisher : Fak. Adab dan Ilmu Budaya UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (338.722 KB)

Abstract

In academic world, the terminology of character, akhlak, morals and ethics are often equated. However, it will be differentiated. This paper will elaborate comprehensively both in perspective of the derivation of the words, theory, related science and its implementation in education. Among some experts who have different arguments such as Althof, Berkowitz and Victor Battistich differentiate these fourth terminologies in terms of theory and implementation. Both of these figures state that if moral and ethical theory is derived from philosophical theory. On its implementation, moral education tends to have a narrower scope, for instance only on cognitive development while character education has wider and comprehensive scope. In addition, Yoke Suryadarma and Ahmad Hifdzil Haq state the difference of these the fourth terminologies in the barometer and its implementation. The argument of these two figures refers to the opinion of Imam Al-Ghazali, who states that morality is not merely acts, or just the ability to do, not just knowledge also. However, moral is an effort to integrate akhlak with the situation of the soul who are ready to bring up good and bad deeds, not just for a moment but forever. This article exerts a descriptive analysis approach, which is based on analyzing all the fourth related terminology arguments in the perspective of the derivation of the word, theory, related science and its implementation.  Keywords: Character, ecthic, attitude and terminologi of character
MODEL DAN PEMANFAATAN PENELITIAN ETNOGRAFI DALAM DUNIA PENDIDIKAN Reksiana, Reksiana
Almarhalah | Jurnal Pendidikan Islam Vol 5, No 2 (2021): Almarhalah | Jurnal Pendidikan Islam
Publisher : STIT Al-Marhalah Al-Ulya Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38153/alm.v5i2.63

Abstract

AbstractThis study discusses about the ethonographic approach in educational research. Ethnographic research, at first, was widely used in anthropological research, and developed in various fields of science such as medicine, health, psychology, and education and other social sciences. then, it can be concluded that there are four types of ethnographic research analysis in Spredley's model, they are: domain analysis, taxonomic analysis, compound analysis, and model analysis (ethnographic results. The qualitative research stages of the Spradley model consisted of 12 stages starting with determining a reliable or accurate key informant. Next, do an interview. Then, the researcher began asking descriptive questions, with an analysis of the interview. The results of the interview analysis, then the researcher conducted a domain analysis. In the next step, the researcher has determined the focus, and conduct a taxonomic analysis, then the researcher asks contrast questions, which are followed by a comparative analysis. The results of the comparative analysis, then the researcher found cultural themes. And the final step, the researcher wrote an ethnographic research report. And of course all of these stages must be adjusted to the field of education if research is in the field of education.Keyword: Ethnography Research, Ethnography Approach, Etnografi in Education.
IMPLEMENTATION OF SCHOOL FEATURED PROGRAMS IN ACHIEVING STUDENT LEARNING ACHIEVEMENT AT STATE ISLAMIC JUNIOR HIGH SCHOOL STUDENTS Reksiana, Reksiana; Indah Sapirna, Maura
Proceeding International Seminar of Islamic Studies Vol 3, No 1 (2022)
Publisher : Proceeding International Seminar of Islamic Studies

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Abstract

The research aims to prove that the application of the superior class program at Mts Negeri 1 Lampung Selatan can achieve student achievement in the cognitive, affective, and psychomotor domains. The research method used is a qualitative method with descriptive analysis type. Primary sources come from the person in charge of the superior class section, such as the tahfiz teacher, and several top class students at MTs Negeri 1 South Lampung. The secondary sources are books, journals, thesis. And documentary sources in the form of observation results in the form of field notes during observations, interviews, photo and audio documentation. Data collection techniques in the form of observation, interviews, and documentation. And data analysis techniques using Miles Hubermen analysis through predetermined stages. The results of this study prove that the application of the superior class program at MTs Negeri 1 Lampung Selatan can achieve and even improve student learning achievement from several aspects. First, the cognitive aspect is seen from the success of learning in the classroom. Superior class students can understand learning materials well both inside and outside the classroom. Second, the affective aspect can be achieved in the attitude of students who respect each other. Then students have high enthusiasm/motivation to learn, and students have good morals. Third, the psychomotor aspect is reflected in students being able to practice the skills of learning activities both inside and outside the classroom well.Keywords: Implementation, School Featured Programs, Learning Achievement