Sholeh, Makherus
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PENDIDIKAN KARAKTER MELALUI IMPLEMENTASI BUDAYA RELIGIUS DI SEKOLAH (STUDI DI SD LPI ZUMROTUS SALAMAH TULUNGAGUNG) Sholeh, Makherus
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol 6, No 1 (2016)
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v6i1.1648

Abstract

Leadership is an important life skill. Effective and strong leadership is necessary to initiate the creation and developmet of character education through religious culture at schools in achieving their goals. There are at least two ways to develop character education through religious culture at schools: formal-structural and cultural-nonstructural. The following are the research results in Islamic Elementary School LPI Zumrotus Salamah Tulungagung (1) life characters developed there covers: obedience to Allah, being fifial to parents, loving Alquran, morality, honesty, and caring for environment. Those values are manifested in the students? daily activities at school, such as: congregational prays(dluha, dluhur, jumat, and ashar); memorizing daily prays relating to themselves, parents, teachers, and fellow muslims; memorizing short surahs and/or two last sections of Alquran (section 29 and 30), and asmaul husna; saying salam when meeting fellow friends or when teachers greet them first, smiling, greeting, shaking hands, politeness, respecting differences and being tolerance; café of honesty; separating organic trash from non organic trash, the organic ones are put in a composter, and planting plants around the class using organic compost they made themselves. (2) The character education development is done through two approaches, habituation and modeling, at two synergic levels, schools and classroom (learning). At school level, students and teachers develop school cultures, develop disciplines, and celebrateIslamic Holidays and National Day. At school level, the character education development is integrated into curriculum, elaborated into lesson plans, then implemented.
METODE JIGSAW DALAM PEMBELAJARAN MATEMATIKA UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK KELAS V DI MI DARUT TAQWA Sholeh, Makherus
Jurnal PTK dan Pendidikan Vol 3, No 1 (2017): Januari - Juni
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (584.226 KB) | DOI: 10.18592/ptk.v3i1.1525

Abstract

Pembelajaran dengan menggunakan metode Jigsaw dapat memberi manfaat  baik dari sisi siswa yang berperan dalam kelompok karena siswa belajar  memecahkan masalah dengan musyawarah bukan sebagai individual serta menambahkan wawasan baru bagi siswa. Dengan diskusi jigsaw yang berpusat pada siswa pembelajaran terasa hidup dan berkualitas. Hasil penelitian: 1) Pembelajaran melalui metode diskusi teknik jigsaw pada pelajaran Matematika pada pokok bahasan operasi hitung bilangan bulat merupakan pengajaran berbasis latihan yang menggunakan soal-soal latihan sebagai suatu konteks bagi siswa untuk belajar tentang cara berpikir kritis dan keterampilan memecahkan masalah secara bersama-sama dan berbentuk penguatan, serta untuk memperoleh pengetahuan dan konsep yang esensial dari materi pelajaran. Teknik jigsaw ini lebih menekankan keaktifan siswa di kelas dalam proses pembelajaran, sehingga keberhasilan jigsaw tidak hanya pada hasil belajardari nilai ulangan, tetapi juga mempertimbangkan proses pembelajaran, 2) Metode diskusi teknik jigsaw sangat efektif untuk meningkatkan keberhasilan berlajar siswa. Hal ini dibuktikan dengan tingkat keberhasilan belajar siswa yang cukup memuaskan yang dapat diketahui dari indikator keberhasilan yang berupa nilai hasil belajar siswa dan proses pembelajaran. Proses belajar sangat menentukan hasil belajar. Nilai rata-rata hasil belajar peserta didik pada pre-test adalah 57,8, pada tes akhir siklus pertama adalah 77,8, sedangkan pada tes akhir siklus kedua adalah 83,3. Nilai hasil belajar ini tingkat keberhasilanya berada pada criteria sangat baik. Sedangkan ketuntasan peserta didik pada pre-test adalah 36% , pada siklus 1 peserta didik tuntas adalah 67,8 dan siklus 2 adalah 78,5%
Development Of Teacher Competence In Creative Writing To Actualize Literacy Of Madrasah Sholeh, Makherus; Aziz, Abd; Kholis, Nur
ELEMENTARY: Islamic Teacher Journal Vol 9, No 2 (2021): ELEMENTARY
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/elementary.v9i2.11903

Abstract

AbstractTeachers often have difficulty in developing competence in the writing aspect, especially in Islamic-based educational institutions. This study aims to explain the concept of developing teacher competence in creative writing to realize madrasa literacy. This study involved six informants, including school principals and teachers who are members of the writing community. Data was collected through direct interviews (telephone, WhatsApp messages, and video calls), observation, and documentation. The results showed several steps to developing teacher competence in writing at MI Perwanida Blitar: 1) Forming a writing community called ARUNIKA CAKRAWALA. It was started by building mutual commitment, self-efficacy, motivation, and writing habits, and determining rewards and punishments. 2) Implementation of the writing community by actively participating in seminars, workshops, writing training, and webinars, actively writing in external and internal communities of the institution, holding peer tutors, supporting school literacy programs, and publishing teacher and student writings in various genres. 3) Obstacles faced by writing teachers are limited time, limited ideas, and unstable teachers' motivation in writing. This finding offers the concept of developing teacher competence in writing. The findings are expected to be adopted in developing teacher competence in creative writing in other institutions.