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All Journal Madinah: Jurnal Studi Islam Alamtara: Jurnal Komunikasi dan Penyiaran Islam Darajat: Jurnal Pendidikan Agama Islam Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Imam Azhar
Institut Agama Islam Tarbiyatut Tholabah Lamongan, Indonesia
Religion Education Languange, Linguistic, Communication & Media Other

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Manajemen Diri Dalam Meningkatkan Kecapakan Literasi Digital dan Kritikal Bagi Para Pebelajar Masa Pandemi Covid-19 Imam Azhar
ALAMTARA: Jurnal Komunikasi dan Penyiaran Islam Vol 4 No 2 (2020): Alamtara: Jurnal Komunikasi dan Penyiaran Islam
Publisher : Program Studi Komunikasi dan Penyiaran Islam (KPI) Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH)

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Abstract

Whatever literacy is, it [has] something to do with reading. And reading is always reading something. Furthermore, if one has not understood [made meaning from] what one has read then one has not read it. So reading is always reading something with understanding. [T]his something that one reads with understanding is always a text of a certain type which is read in a certain way. The text might be a comic book, a novel, a poem, a legal brief, a technical manual, a textbook in physics, a newspaper article, an essay in the social sciences or philosophy, a “self-help” book, a recipe, and so forth through many different types of text. Each of these different types of text requires somewhat different background knowledge and somewhat different skills. (Gee, Hull, & Lankshear, 1996). In this essay, the writer talked about several kinds of literacies; they are critical litercay, digital literacy, contemporerary literacy, and the benefit of them to the learning proces. Here, Critical literacy is defined as the ability to take apart various texts in media or writing to find any possible discrimination that the author might have embedded in his or her presentation of the world since authors have social and political influence. Critical literacy happens when readers examine the social, political and cultural purposes and values that the texts reflect. Critical readers may ask who is behind the text, and why the argument is being made. They may ask whose voices are missing from the text. They may “talk back” to the text, and construct different readings of it. Then they are becoming “text critics. While, Digital literacy is as the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers.The awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesise digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process. Contemporary Literacy its self meant by several leteracies as technology leteracy, information leteracy, communication leteracy, internet literacy, dan Internet information literacy. It concluded that all students should be aware and concious about literacy especially in the pandemic ‘COVID-19’
The Power Of Learning Motivation; Potensi Utama Pebelajar Yang (Terkadang) Terlupakan Imam Azhar
Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 3 No. 1 (2020): Awwaliyah: Jurnal PGMI
Publisher : rogram Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

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Abstract

This artcile deals to the motivation; learning and motivatioan on academic performance of students. It proceeded by defining the motivation as a general term applying to the class of drives, desires, needs, wishes, and similar forces initiated for students and teachers, in order to induce the students to act in desirable academically productive manner; leaning and learning achievement as the outcome of learning. It constitutes the extent to which a students has achieved their educatioanl goals. Determinants of teacher-learner interactions for better students’ academic performance were found to include.There are two different kinds of motivation as intrinsic motivation and extrinsic motivation, intrinsic motivation is the act of completing an activity for the pleasure of doing the activity Itself. Extrinsic motivation, on the other hand, is the act of completing an activity in order to receive some type of reward from another source. As a result of these definitions, researchers began to question the effects of the different kinds of motivation, and school became a widely used testing ground. The presence of intrinsic motivation produces many behaviors that result in school success like sustained interest in tasks, risk taking, and the conquering of new challenges. Different forms of extrinsic motivation tend to take attention away from the most important aspect of school; a child's learning. Rewards can undermine intrinsic interest in an activity, and even deter a person from returning to an activity later on. Teacher motivation provides the desire in students to learn. This is because learners are encouraged to leran, to express themselvess through answering questions, taking part in both individual and group assignments; and getting involved or committed in the learning process by acquiring ideas, skill and concepts for total development.
Konstruktivisme Dalam Pendidikan: (Sebuah Kajian Filosofis) Imam Azhar
MADINAH Vol 3 No 2 (2016): Madinah: Jurnal Studi Islam
Publisher : INSTITUT AGAMA ISLAM TARBIYATUT THOLABAH LAMONGAN, INDONESIA

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Abstract

In simple terms constructivism assumes that one's knowledge is the construction (formation) of someone who knows something. Resnick (1983), which attributes him to science and mathematics, concludes that 'the learned person forms understanding'. While Bettencourt (1989) says that people who learn not only imitate or reflect what is taught or that he reads, but creates understanding.
The Usage Of Language In Multi-Perspective Imam Azhar
MADINAH Vol 4 No 1 (2017): Madinah: Jurnal Studi Islam
Publisher : INSTITUT AGAMA ISLAM TARBIYATUT THOLABAH LAMONGAN, INDONESIA

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Abstract

Language is obviously a vital tool. Not only is it a means of communicating thoughts and ideas, but it forges friendships, cultural ties, and economic relationships.Throughout history, many have reflected on the importance of language. For instance, the scholar Benjamin Whorf has noted that language shapes thoughts and emotions, determining one’s perception of reality. John Stuart Mill said that Language is the light of the mind. Language is not only a vehicle for the expression of thoughts, perceptions, sentiments, and values characteristic of a community; it also represents a fundamental expression of social identity. In this work, Language is seen from philosophical, psychological, and psicolinguistical sights. In addition, it alsosees the differences of language used among human kinds, they are; the use of language in the area of common people, the use of language in scientific knowledge.The last but not least, it also discusses the function and the benefit of language in critical thinking.
Pengaruh Penggunaan Absensi Sidik Jari (Fingerprint) dan Pemberian Hukuman (Punishment) Terhadap Kedisiplinan Siswa Imam Azhar
Darajat: Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2018): Darajat : Jurnal PAI
Publisher : rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

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Abstract

The problem in this research is (1) Whether the use of a fingerprint directly effect senstencing giving punishment, (2) Whether the use of fingerprint directly effect on the discipline, (3) Whether the giving punishment directly effect the discipline (4) Whether the use of fingerprint attendance indirect effect on discipline throuht punishment. The population in this research were all students at MA TABAH Kranji totaling 994 students.. To determine the number of samples to be taken in this research, researchers used Taro Yamane formula in order to obtain 90 students to use as a sample. Sampling technique used in this research is to use the technique of questionnaires and documentation. The results of hypothesis testing using SPSS 16.0 for windows is known that: ( 1 ) the use of a fingerprint directly influence sentencing. This is shown in the results of the analysis on the significance test t count > t table (11,59 >1,987) and the P value (0,000< 0,05). ( 2 ) the use of a fingerprint directly affect student discipline. This is shown in the results of the analysis on the significance test test t count > t table (13,59 >1,987) and the P value (0,000> 0,05). ( 3 ) giving punishment directly affect student discipline. This is shown in the results obtained by the analysis of the significance test t count > t table (13,93 >1,987) and the P value (0,000<0,05). ( 4 ) the use of fingerprint indirect effect on student discipline is 38,44%.
Pengaruh Kompetensi Pedagogik dan Profesional Guru Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Faraid Kelas IX MTs. Tarbiyatut Tholabah Lamongan Imam Azhar
Darajat: Jurnal Pendidikan Agama Islam Vol. 1 No. 1 (2018): Darajat: Jurnal PAI
Publisher : rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

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Abstract

This article aims to analyze the influence of pedagogical and professional competence of teachers on student learning outcomes in the subjects of the chapter sections of the IX class MTs heirs. Tarbiyatut Tholabah kranji is going to flee Lamongan in the academic year 2017/2018. The type of research is quantitative correlational research. According to Fox in Azhar's book, correlational research is research that is designed to determine the degree of relationship of different variables in one population. The description in this study is about the effect of teacher's pedagogic and professional competence on student learning outcomes in IX grade MTs. Tarbiyatut tholabah. Based on the research activities, it was found that the effect of pedagogical competence on student learning outcomes was 42.7%. While the rest is 57.3%. The percentage effect of learning interest on student learning outcomes is 32.2%. While the remaining 67.8%.
Pengaruh Lingkungan Sosial Madrasah Dan Gaya Kepemimpinan Kepala Madrasah Terhadap Motivasi Berprestasi Guru Imam Azhar
MADINAH Vol 1 No 1 (2014): Madinah: Jurnal Studi Islam
Publisher : INSTITUT AGAMA ISLAM TARBIYATUT THOLABAH LAMONGAN, INDONESIA

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Abstract

Achievement motivation of teachers is a strength or spirit that encourages teachers to excel. So that teachers have a strong achievement motivation. In addition to the school environment, leadership role is also important for achievement motivation of teachers. In exercising leadership, headmaster needs to use the appropriate leadership strategies so that objectives can be achieved. The population in this research was all teachers totaling 67 teachers. The technique sampling used is a stratified random sampling. To determine the number of samples used Taro Yamane formula in order to obtain 40 teachers. The independent variable of this research is the social environmental school and Leadership Styles of Headmaster, and the achievement motivation of teachers as the dependent variable. Sampling technique used in this research is to use the technique of questionnaires and documentation. The results of hypothesis test using SPSS 16.0 while the findings are as follows: (1) there is a positive and significant correlation between social environmental school with leadership styles of headmaster. This is shown in the results obtained by the analysis of the significance test value t count > t table (9.784 > 2.024) and the P value (0.000 < 0.05). (2) There is a positive and significant influence between social environment schools to the Achievement Motivation of Teachers. This is shown in the results obtained by the analysis of the significance test value t count > t table (2.920 > 2.024) and the P value (0.006 < 0.05), and (3) There is a positive and significant influence between leadership styles of headmaster to the Achievement Motivation of Teachers.This is shown in the results obtained by the analysis of the significance test value t count > t table (3.267>2.024) and the P value (0.002<0.05), (4) There is a positive and significant influence between social environmental school and leadership styles of headmaster together to the achievement motivation of teachers. This is shown in the results obtained by the analysis of the significance test value of F count > F table (5.305 > 3.252) and the P value (0.009 < 0.05).
Perbedaan Prestasi Belajar Pebelajar Yang Diajar Dengan Menggunakan Problem Solving dan Ekspositori Yang Memiliki Modalitas Belajar Berbeda Imam Azhar
MADINAH Vol 3 No 1 (2016): Madinah: Jurnal Studi Islam
Publisher : INSTITUT AGAMA ISLAM TARBIYATUT THOLABAH LAMONGAN, INDONESIA

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Abstract

Learning strategy that tested its effectiveness in this research is problem solving strategy juxtaposed with expository in course of learning strategy in semester V Department of PAI STAIDRA. The research problems proposed are: 1) Is there any difference in learning achievement between the learners group treated using the learning strategy of the PS and the learning group using the expository learning strategy on the learners?, 2) Is there a difference in the learning achievement of learners who have different learning modalities on the learners ?, and 3) Is there an interaction between learning strategies and learning modalities to learning achievement learners? This research uses pretest & posttest design nonequivalent control group design with 3x2 factorial variance analysis. The result of 3x2 factorial ANOVA test shows that 1) The result of the data test using the two path ANOVA obtained the price of F equal to 22.342 and the significance level of 0.000. Because the level of significance <0.05, then Ho is rejected and means Ha accepted. This means that there are differences in learning achievement learners who are treated using learning strategies PS and groups of learners using expository learning strategies. 2) The test results using ANOVA obtained the price of F for 1727 and the level of significance of 0.186. Because the level of significance> 0.05, then Ho accepted and Ha means rejected. This means there is no difference in learning achievement learners based on learning modalities. 3) The results of data testing obtained price F of 0,560 and significance level 0.574. Because the level of significance> 0.05, then Ho accepted and Ha means rejected. That is, there is no interaction between learning strategies (PS and expository) and Modality of learning to learning achievement.
The Comparison Of Students’ Academic Achievement Taught Using Jigsaw Versus Demonstration On Students’ Different Self-Confidence Imam Azhar; Nafilatur Rohmah
Darajat: Jurnal Pendidikan Agama Islam Vol. 4 No. 1 (2021): Darajat: Jurnal PAI
Publisher : Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah dam Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/darajat.v4i1.645

Abstract

The study investigated the effect of jigsaw cooperative learning method and students’ self-confidence on students’ academic achievement in fiqih in seventh grade of Junior Islamic High School. Three research questions and three hypothesis guided the study. The study used factorial design 2 x 3 which was a part of quasi experimental design. The subject research was 61 students that was devided into two groups by random assignment sampling. The instruments of study consisted questionaire and test. The questionaire was used to obtain the data of self-confidence, while test was used to gain the data of students’ academic achievement (outcomes). The questionaire contained 20 questions in accordance with compatibility and incompatibility of reaserch sample with the existing statement item while the test instrument contained 25 multiple choice questions. Both of instruments were pilot tested on the students to determine its usability as well as to gain its validity and realiability. The independent sample t-test was used to measure the mean scores of differences between achievement scores of experiment group and control group on pretest while the paired sample t-test was used to measure to measure the mean scores differences between achievement scores of experiment and control group on posttest. The two way analysis of varian (two-way anova) was used to measure the main effect (different teaching methods on students’ academic achievement) and interaction effect (different teaching methods and self-confidence on students’ academic achievement). The risults shew that jigsaw cooperative learning method helps students to obtain higher academic achievement than demontration teaching method. The risult was also revealed that the academic achievement of experiment group that at higer self-confidence gets higher score than another one. Lastly, there was not significant interaction effect between the two variables (teaching methods and self-confidence) on students’ academic achievement. Otherwise, it indicated that the two variables had a separate effect. This study recommanded that the next study should be done in accordance with these risults by adding or changing the independent variables
Sukses Menggapai Prestasi Akademik Melalui Self Regulated Learning Imam Azhar
MADINAH Vol 5 No 2 (2018): Madinah: Jurnal Studi Islam
Publisher : INSTITUT AGAMA ISLAM TARBIYATUT THOLABAH LAMONGAN, INDONESIA

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Abstract

To achieve a successful academic performance depends on intern and on extern factors. the factor that plays an important role in learning internally such as motivation, self-regulated learning, learning styles and multiple intelligences. Externally, something like learning enviroment, learning resources, adn learning facilities had become important factors. The essence of writing here is self-regulated learning. Self-regulated learning is not a mental ability or an academic performance skill; rather it is the self-directive process by which learners transform their mental abilities into academic skills. Learning is viewed as an activity that students do for themselves in a proactive way rather than as a covert event that happens to them in reaction to teaching. Self-regulated learning refers to self-generated thoughts, feelings, and behaviors that are oriented to attaining goals. In this cases, the learners should be self-regulated learners who analyzing task requirements, setting productive goals, and selecting, adapting or inventing strategies to achieve their objectives. These learners also monitor progress as they work thorough the task, managing intrusive emotions and waning motivation as well as adjusting strategies processed to foster success. These are the students who ask questions, take notes, and allocate their time and their resources in ways that help them to be in charge of their own learning.
Co-Authors Nafilatur Rohmah