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KONSEP PENDIDIK DAN PESERTA DIDIK DALAM PARADIGMA PROFETIK Fatkhatul Mar'ah; Tutuk Ningsih
Geneologi PAI: Jurnal Pendidikan Agama Islam Vol 8 No 1 (2021): Juni 2021
Publisher : Program Studi Pendidikan Agama Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/geneologipai.v8i1.4703

Paradigma profetik dalam memaknai pendidik perlu digali lebih dalam agar proses pendidikan benar-benar mencapai esensinya, yaitu proses memanusiakan manusia menuju manusia seutuhnya. Misi utama pendidikan adalah menanamkan kepada peserta didik akhlak yang mulia serta budi pekerti. Pendidik profetik merupakan pendidik yang memiliki misi seperti para nabi dalam melaksanakan tugas kenabiannya, sehingga pendidik diwajibkan meneladani dan memiliki empat sifat Nabi atau Rasul antara lain: jujur (siddiq), dapat dipercaya (amanah), menyampaikan (tabligh), cerdas (fatonah) serta meneladani kisah para Nabi. Peserta didik dalam paradigma pendidikan profetik sangat berkaitan erat dengan pandangan al-Qur'an mengenai hakekat manusia baik jasmani maupun ruhani. Inti orientasi pendidikan Islam bermuara pada misi profetik yang membentuk jiwa muslim yang sholeh yang dapat menyatukan hubungan hablumminannalah dan hablumminannas secara komprehensif. Nilai-nilai profetik yang perlu dimiliki oleh peserta didik antara lain: segala aktifitas belajar diniatkan sebagai ibadah untuk mendekatkan diri kepada Allah, bersikap zuhud, memiliki sikap rendah hati atau tawadhu dan memiliki karakter yang mulia

PENGUATAN KARAKTER LEADERSHIP BERBASIS KEARIFAN LOKAL DALAM BUKU CERITA SUKU PENUNGGANG LAYANG-LAYANG KARYA TERE LIYE Fauzan Ridlo; Tutuk Ningsih
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 6, No 2 (2022): JISIP (Jurnal Ilmu Sosial dan Pendidikan)
Publisher : Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jisip.v6i2.3098

Moral degradation as a form of weak character is not new among society. More and more cases are occurring due to the fading of karaker values. Character planting should be done as early as possible in order for the nation's successor to be a superior successor. Basically setiaap idividu have character and carry it, it's just necessary strengthening to strengthen it. The purpose of this research is to examine the strengthening of leadership character or leadership based on local wisdom contained in Tere Liye's children's storybook entitled Suku Penunggang Layang-Layang published by Gramedia. This type of research is a library research or research ustaka. Where data is obtained from a number of reading sources and references. The results of this research show that the strengthening of leadership character or leadership based on local wisdom is shown by tetukong or the main character of the story must face conflict between himself and his ability to ride a kite. Anxiety and pressure is what makes Tetukong finally dare to make a decision. Until finally Tetukong was determined to dare to ride a kite and with his belief he was finally able to ride the kite. And finally the story ends with Tetukong being the leader of the kite rider to the fire site.Keyword: strengthening character, leadership, based on local wisdom

PENERAPAN MODEL PEMBELAJARAN KREATIF-KRITIS DALAM MATA KULIAH SOSIOLOGI PENDIDIKAN Tutuk Ningsih
Jurnal Penelitian Vol 8 No 2: Nopember 2011
Publisher : IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jupe.v8i2.81

This study aims to (1) form critical and creative learning models in Sociology of Education learning relevant for students, (2) examine student response to a critical-creative learning in Sociology of Education learning courses, and (3) examine the influence of the creative-critical learning model for improving the quality of learning outcomes in students majoring in Sociology of Education on Tarbiyah Departement at STAIN Purwokerto.This research is a classroom action research. The process of action research carried out using two cycles (cyclic), taking into account the following four main components, namely: planning, implementation, monitoring, and reflection. The first cycle consists of two stages with three acts. The second cycle consists of one stage and one effectiveness measurement to the implementation of creative-critical learning model. The fact analysis was performed along with a qualitative description of the reflection and evaluation of the model. Meanwhile, non-parametric statistical analysis and simple statistics were used to examine the impact of creative-critical learning model for improving the quality of learning.The results provide some conclusions as follows: (1) creative-critical learning model that is suitable for students include procedures and measures as follows, which includes: planning, implementation, monitoring and evaluation of learning, reflection, and assessing of the successful action. This model uses a minimum of two cycles, where the First Cycle consists of 3 actions, and the Second Cycle consists of one stage and one action that is implementing a critical-creative learning models that are effective, (2) The response of students to learning critical creative tend to be more positive than using conventional learning , and (3) students' learning achievement using a learning model of creative-critical indicate a better condition compared with conventional learning. Based on these results IPS-learning facilities are suggested, especially laboratories need to be developed and equipped to facilitate the learning process of applying the various models and strategies in accordance with the characteristics of certain subject areas including sosial studies courses Sociology of Education.

PENGEMBANGAN ALAT PERMAINAN EDUKATIF (APE) â€œKARTU BACA-NGAJI ASYIKâ€ SEBAGAI MEDIA BELAJAR BAGI ANAK USIA DINI DI TK AISYIYAH KECAMATAN SOKARAJA KABUPATEN BANYUMAS Tutuk Ningsih
Jurnal Penelitian Agama Vol 17 No 2 (2016)
Publisher : IAIN Purwokerto

Abstract: Playing methods are important in achieving the child's learning objectives. Therefore, educators should guide the course of the game in order not to hamper the development of children in terms of cognitive, affective, and psychomotor. Children are also given a place and opportunity as possible to play. Tools educational games (APE) are needed as a learning medium that will help the implementation of the method of play. In this study, at the design stage are at least three things to do, namely the analysis of concepts or ideas, translating the results of analysis of the concept, and describes the initial design of the game "Kartu Baca-Ngaji Asyik". Then the stage of development includes the setting up of pictures and text materials, preparing and designing the "Kartu Baca-Ngaji Asyik" game, print the results of the Ki "Kartu Baca-Ngaji Asyik" and create a game guidebooks. The results showed that the product" Kartu Baca-Ngaji Asyik" game generally good and fit for use as a medium of learning for young children. This is evidenced by the response, enthusiasm, and assessment scores from respondents and users. Players gave positive comments like fun, wants to return to play, and communicating with cheerful experience of playing on his friends. The concept and design of the game "Kartu Baca-Ngaji Asyik" simple makes it easy to develop and expanded materials by educators and parents. Keywords: Games Educational Tool, Media and Learning, Early Childhood

Implementasi Pendidikan Karakter dalam Perspektif di Sekolah Tutuk Ningsih
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 16 No 2 (2011)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Abstract: Character education requires a basis of conceptualization of the character and moral comprehensively by cultural basis which is clear and focused. To form students who have a positive character, it should also require the environment which has character. Personâ€™s behavior is determined by the environment it means someone is going to be a person who has character if grown in environments characterized. Thatâ€™s what needs to be built the basic character which is from the moral values of humanity in the community, both as individuals or groups. Education establishes good character and personality intact someone, besides every parent in the family, it can also be done through moral guidance in schools, moral guidance should be designed and managed in such a way so that in the learning process there is also the process of establishing good attitudes and behavior, in practising character values can be taught through activities intracurricular (integrated subjects) and extracurricular activities so that students can translate in real behavior. Character education is everything is done by the teacher, which could affect the character of students. Teacher helps forming the character of students. This includes how the implementation of exemplary character education in the perspective at schools especially teacher behavior, the way teachers speak or deliver material, how teacher tolerates and other related matters. Character education is an investment system of values character to the citizens of the school which includes the components of knowledge, awareness or volition/ will, and action to implement those values. Implementation can be realized through the methods: (1) know how to lose, (2) understand the difference between winning and success, (3) respect for others, (4) work with others, (5) demonstrated integrity, (6) show self-confidence, and, (7) give return. Keywords: Implementation, character education, school

Kompetensi Pedagogik Guru dalam Implementasi Pembelajaran Tematik Terpadu di Madrasah Ibtidaiyah Tutuk Ningsih; Mursida Aziz
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 26 No 2 (2021)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

One of the competencies of teachers in the 21st century is pedagogical competence. This competence is one of the important factors in determining the success of teachers in carrying out teaching and learning activities. This study aims to analyze the pedagogical competence of teachers in integrated thematic education at Madrasah Ibtidaiyah Ma'arif 04 Gentasari. This research is field research using a qualitative approach. Data collection uses three techniques, namely: field observation, direct interviews with informants, and documentation. After the data is collected, the data is analyzed by reducing, presenting, and verifying the data. The result of this research is that the teacher has met the standard of pedagogic competence. This is indicated by the understanding and analysis that educators get from students. The fulfillment of the standard of teacher pedagogical competence is evidence of the achievement of educators in providing for the needs of students. Educators' pedagogical competences include implementing learning, planning and conducting learning assessments, analyzing the findings of the evaluation to identify the level of learning mastery, and using the results to improve the quality of learning programs. The development carried out in learning at MI Ma'arif 04 Gentasari has a good system. In addition, it is also supported by competent educators to provide well-established teaching to students.

Metode Daring dan Luring Guna Meningkatkan Penerimaan Peserta Didik Baru di Kabupaten Banyumas dan Purbalingga Tutuk Ningsih; Anggita Isty Intansari
Solidaritas: Jurnal Pengabdian Vol. 2 No. 1 (2022): Solidaritas: Jurnal Pengabdian
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat UIN Prof. K.H. Saifuddin Zuhri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/sjp.v2i1.5259

Kegiatan Pengabdian kepada Masyarakat dilaksanakan dengan mengembangan model humas dan penerapanya untuk meningkatkan Penerimaan. .Peserta..Didik….Baru.(PPDB)..Madrasah.. melalui.. daring. dan ..luring …di…kabupaten… Purbalingga dan Banyumas. Metode pelaksanaan dalam kegiatan pengabdian masyarakat dilakukan melalui wawancara, ceramah observasi, workshop dan pendampingan pada model Daring (online) dan luring (offline). Hasil pelaksanaan pengabdian masyarakat di madrasah melalui implementasi model Humas melalui strategi yang diterapkan di masyarakat, strategi tersebut adalah: 1) pendekatan kepada masyarakat, 2) partisipasi dalam program kemasyarakatan, 3) Anjangsana pada masyarakat sebagai pengguna pendidikan, 4) Program - Program sekolah yang diberikan kepada masyarakat untuk dipresentasikan, 5) keprofesionalan humas. Sedangkan aplikasinya, yang dapat dilakukan oleh petugas humas melalui formulir online, dalam memberikan informasi tentang institusinya kepada publik tidak jauh berbeda dengan formulir online, yang memberikan informasi tentang sekolah untuk disediakan oleh Komunitas, tetapi yang lebih ditekankan adalah formulir online pada media teknologi berbasis internet / media digital online dan informasi pada umumnya. Penyampaiannya menggunakan media sosial seperti: Whatsapp, Facebook, Instagram, Youtube dan website، baik dengan template foto maupun dalam bentuk video

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