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All Journal International Journal of Evaluation and Research in Education (IJERE) NADWA Jurnal Inspirasi Pendidikan Conciencia Jurnal Moral Kemasyarakatan JNKI (Jurnal Ners dan Kebidanan Indonesia) (Indonesian Journal of Nursing and Midwifery) Jurnal SOLMA Jurnal Ilmiah Dikdaya Idaarah: Jurnal Manajemen Pendidikan Saliha : Jurnal Pendidikan dan Agama Islam Jurnal Pengabdian Kepada Masyarakat MEMBANGUN NEGERI Al-Manar : Jurnal Komunikasi dan Pendidikan Islam Jurnal Pengabdian Masyarakat Karya Husada (JPMKH) Journal of Islam and Science Community Engagement and Emergence Journal (CEEJ) Tarbiyatuna : Kajian Pendidikan Islam Journal of Innovation in Community Empowerment (JICE) Sulawesi Tenggara Educational Journal AKHLAQUL KARIMAH: Jurnal Pendidikan Agama Islam
Sutipyo Ru’iya
Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Veterinary Other

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Journal : Saliha : Jurnal Pendidikan dan Agama Islam

 1 
Mengembangkan Kepribadian Empati Guru Pendidikan Agama Islam dalam Kurikulum K13 di SDN 06 LALAN Olvy Mailandari; Sutipyo Ru’iya
SALIHA: Jurnal Pendidikan & Agama Islam Vol. 5 No. 2 (2022): SALIHA : Jurnal Pendidikan dan Agama Islam
Publisher : STAI Terpadu Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54396/saliha.v5i2.364

Abstract

In education, professional educators are needed in their attitudes, one of which is the personality of the educator in being empathetic to their students. For this reason, this paper was made solely to teach students to be empathetic, especially in the teaching and learning process. An educator is required to have more knowledge.  and good communication skills for that an educator must have a good empathetic attitude, educators are role models for their own educators The problem is that a student lacks interaction with his students so that communication is not good, this results in a gap in educator empathy in enforcing the rules  towards students, so that educators are not able to understand what is experienced by a student so that students feel neglected and alienated, for that it takes some efforts to increase the sense of empathy of educators towards their students so that students feel  These students feel cared for and with that can increase the confidence of students to share what is in the heart of an educator, for that we as high quality educators and professional educators must have a high empathy attitude, so what do you want to do ? by educators will be exemplified for their students and also students will be reluctant or polite to their educators if an educator has a high attitude of empathy not only among students, students will be known but also among the community for that empathy is very good, good  in the lives of students or educators.
Implementasi Metode Contextual Teaching and Learning (CTL) Pada Pembelajaran Bahasa Arab di Madrasah Tsanawiyah Thontowi; Sutipyo Ru'iya
SALIHA: Jurnal Pendidikan & Agama Islam Vol. 6 No. 2 (2023): SALIHA : Jurnal Pendidikan dan Agama Islam
Publisher : STAI Terpadu Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54396/saliha.v6i2.658

Abstract

Arabic is a language that has unique difficulties in learning it. Therefore, learning Arabic requires the right strategy so that students can achieve the predetermined competencies. This article describes the implementation of Contextual Teaching and Learning (CTL) learning strategies in learning Arabic at Madrasah Tsanawiyah. This research is a naturalistic qualitative research with a descriptive approach. Primary data was obtained from an Arabic teacher and secondary data was obtained from five students. Collecting data using in-depth interviews and observation techniques. Data analysis through three stages, namely data reduction, data presentation, and drawing conclusions. This research resulted that learning Arabic in MTs with the CTL strategy went through three main stages, namely planning by taking into account the competencies to be achieved, the condition of students' abilities, and students' learning styles. The implementation of classroom learning applies the Contextual Teaching and Learning strategy by connecting material with students' experiences in the real world, using several learning media available in madrasas. The last stage of the learning process is to evaluate learning by implementing an authentic evaluation system that pays attention to all aspects and domains and includes process assessment in the final grade decision.
Co-Authors Abdul Hopid Amalia Nur Kurniawati Amrih Latifah Anjar Sulistiawan Arifani Maulida Rahman Bassanti Santika Dewi Fitriani Dian Hidayati Diana Putwiyani Difa'ul Husna Dwi Nur Indah Sari Dzaky Fauzan Abid Fadlhurahman Fadlhurahman Fandi Akhmad Fitri Maulan Herina Octaviani Saputri Herina Oktaviani Saputri Kistoro, Hanif Cahyo Adi Olvy Mailandari Sujono Riyadi Sukirman Sukirman Sutarman Sutarman Sutarman Sutarman Sutrisno Suyadi Suyono Suyono Syahril Marzuki Teguh Santoso Dody S Thontowi Yusron Masduki Yusron Masduki, Yusron