Articles
<![CDATA[POTRET KARAKTER MANUSIA INDONESIA DALAM DINAMIKA IDENTITAS KEBANGSAAN ]]>
<![CDATA[Asep Mulyana]]>
<![CDATA[ Edueksos : Jurnal Pendidikan Sosial & Ekonomi Vol 2, No 2 (2013) ]]>
Publisher : <![CDATA[Department of Tadris IPS FITK IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/edueksos.v2i2.916
<![CDATA[Potret atau citra diri manusia Indonesia sejatinya merupakan ekspresi holistik dari nilai-nilai budaya yang kompleks. Kompleksitas budaya tersebut telah menempatkan manusia Indonesia dalam pusaran dinamika kebangsaan secara global. Pencarian identitas diri kebangsaan menjadi arena dari pergulatan dan benturan antar nilai. Nilai-nilai Barat yang bersifat humanisme-antroposentris telah dikemas dalam tarian-tarian kemoderenan yang menjanjikan. Kondisi ini sering melahirkan deformasi budaya yang cenderung mendistorsi dan mereduksi jati diri manusia sehingga mengarah kepada ekslusifisme kebangsaan yang primordial dan primitif. Di sinlahi pentingnya merekonstruksi bangsa Indonesia menjadi bangsa yang memiliki caharacter building yang kuat, bersifat arif dan inklusif dalam menafsirkan berbagai realitas budaya yang kompleks. Merajut kembali identitas kebangsaan yang luhur, dengan basis kebangsaan yang multikultur dan nilai-nilai spiritualitas yang agung. Kata kunci: Deformasi budaya, multikultur dan relijius-profetik.]]>
<![CDATA[Religious Ability: assessment of early childhood aged 5-6 years ]]>
<![CDATA[Asep Mulyana]]>;
<![CDATA[Diani Magasida]]>;
<![CDATA[Aip Saripudin]]>
<![CDATA[ AWLADY : Jurnal Pendidikan Anak Vol 8, No 1 (2022) ]]>
Publisher : <![CDATA[Jurusan PIAUD IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/awlady.v8i1.10306
<![CDATA[Religious assessment in early childhood aims to determine the child's development and plan the stimulation that will be carried out by the teacher in the next lesson. This study aims to identify the religious abilities of children aged 5-6 years in the city of Cirebon. This research was conducted in two stages, namely conducting a preliminary study and conducting observations in 13 kindergartens in the city of Cirebon. Data were analyzed using qualitative descriptive supported by quantitative data. The results showed that 85% of children aged 5-6 years in the city of Cirebon have shown good religious abilities. This can be seen from the child's ability to know God, carry out worship according to his beliefs, respect his parents, and love God's creation. The findings show that teachers have stimulated children through daily habituation. Habituation is not only done at school but also done at home. The teacher collaborates well with parents through intensive communication both through whatsup groups and contact books. Keywords: Assessment, Early Childhood, Development of religious values]]>
<![CDATA[Development Of Animation Based Quiz Media Themes Of Animals To Improve Expressive Language Skills ]]>
<![CDATA[Rere Setianingsih]]>;
<![CDATA[Ahmad Yani]]>;
<![CDATA[Asep Mulyana]]>;
<![CDATA[Alfiyanti Nurkhasyanah]]>
<![CDATA[ JOYCED: Journal of Early Childhood Education Vol. 1 No. 1 (2021): JOYCED : Journal of Early Childhood Education ]]>
Publisher : <![CDATA[PROGRAM STUDI MAGISTER PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA ]]>
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DOI: 10.14421/joyced.2021.11-03
<![CDATA[The use of media that is still low at the level of children's expressive language skills makes researchers create media that aims to improve graphic language skills of children 4-5 years old by making magazines as children's worksheets. The research method used is by using research and development methods with data collection techniques through data collection, product design, and produce results which are then processed into data which is then analyzed. Based on the study results, the expressive language skills of the students of Play Group PAUD Harapan Bangsa Cirebon Regency after the trial showed an increase of 22.50% with the outcome of 78.50%, namely in the very well developed category. Animated animal-themed quiz game contains animations (moving pictures), including sub-themes of animal types, animal characteristics, and animal food. Therefore, creating an animated quiz media based on animal themes can improve the expressive language skills of early childhood.]]>
<![CDATA[PENGARUH DIFERENSIASI BUDAYA TERHADAP INTERAKSI SOSIAL MTS AGAMA ISLAM MERTAPADA KULON KABUPATEN CIREBON ]]>
<![CDATA[Sri Wahyu Ningsih]]>;
<![CDATA[Asep Mulyana]]>;
<![CDATA[Apriyanda Kusuma Wijaya]]>
<![CDATA[ Jurnal Pendidikan Sosiologi dan Humaniora Vol 13, No 2 (2022): Edisi Oktober 2022 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/j-psh.v13i2.54852
<![CDATA[The purpose of this study was "To find out whether there is an influence of cultural differentiation on the social interactions of class IX students of Islamic Islamic Junior High School Mertapada Kulon". This study uses quantitative research methods using the type of research used causal comparative (Ex Post Facto), suggesting that the study was conducted before the differences in the independent variables due to the natural development of events. 50 samples, data obtained using research instruments in the form of questionnaires distributed to students and analyzed statistically or quantitatively. The results of this study show the number of Likert scale calculations getting results 0% strongly agree (STS), 1% disagree (TS), 8% doubtful (RR), 47% agree (S), and 44% strongly agree (SS). ) in the Likert scale percentage, which is sufficient because the average score of 4.17 (41%) is in the range of 40% – 59.99% = Enough. Based on the T test for the cultural differentiation variable (X) on the social interaction variable (Y) it shows a significance value of 0.00 which is smaller than 0.05 (0.00 < 0.05) and the t-count value is greater than ttable (11,414 > 2.021). So the decision taken is that Ho is rejected and Ha is accepted, that there is a significant influence of cultural differentiation. The test that has been carried out by researchers has an R Square value of p.731, this explains that the influence of the variable (Cultural Differentiation) on Y (Social Interaction) is 73.1% and based on 27.0% is explained by other factors other than the independent variable]]>
<![CDATA[Peran Guru dalam Perspektif Sosiologi Pendidikan ]]>
<![CDATA[Ratu Bilkis Fathoni Imam]]>;
<![CDATA[Nanang Tantowi]]>;
<![CDATA[Bambang Yuniarto]]>;
<![CDATA[Asep Mulyana]]>
<![CDATA[ TSAQAFATUNA : Jurnal Ilmu Pendidikan Islam Vol 4 No 2 (2022): Ilmu Pendidikan Islam ]]>
Publisher : <![CDATA[Sekolah Tinggi Ilmu Tarbiyah Buntet Pesantren Cirebon ]]>
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DOI: 10.54213/tsaqafatuna.v4i2.162
<![CDATA[The purpose of this paper is to describe the sociology of education in Islam as well as the duties and responsibilities of teachers in the perspective of the sociology of education. The approach used is qualitative by using library research method (library study). The main data sources in this paper are books or scientific journals on the sociology of education, while the secondary sources are books or other relevant articles. Data analysis uses content analysis techniques. Data analysis was carried out in stages: data presentation, data filtering, classification, and drawing conclusions. The results of the study from this paper are: (1) The teacher is an element of education that has a very important role; (2) The duties and responsibilities of teachers in the sociological review of education include activities in schools and the community. Keywords: Teacher, Education, Sociology.]]>
<![CDATA[PELATIHAN TARI KREATIF MENGGUNAKAN PROPERTI TARI SEBAGAI MEDIA EKSPLORASI GURU PAUD DI KECAMATAN PLUMBON KABUPATEN CIREBON ]]>
<![CDATA[Ayu Vinlandari Wahyudi]]>;
<![CDATA[Lutfatulatifah Lutfatulatifah]]>;
<![CDATA[Yunita Dwi Jayanti]]>;
<![CDATA[Asep Mulyana]]>
<![CDATA[ Abdimas Galuh Vol 4, No 2 (2022): September 2022 ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/ag.v4i2.7661
<![CDATA[Kegiatan ini bertujuan untuk memberikan pelatihan tari kepada para guru Pendidikan Anak Usia Dini di Kecamatan Plumbon guna meningkatkan kompetensi guru Pendidikan Anak Usia Dini mengenai gerak tari. Pelatihan tari kreatif tersebut dilakukan dengan menggunakan media bantu yakni properti tari. Hal tersebut bertujuan untuk mengembangkan tingkat eksplorasi dan menambah pembendahraan gerak guru Pendidikan Anak Usia Dini terhadap ragam gerak tari serta agar mereka mampu membangkitkan gairah seni kepada anak-anak usia dini. Permasalahan pembelajaran seni yang dihadapi oleh guru Pendidikan Anak Usia Dini dalam proses pembelajaran adalah minimnya tingkat pengetahuan tentang tari. Kegiatan ini menggunakan pendekatan parcipatory action research (PAR) di mana peneliti menjadi pelatih untuk guru-guru Pendidikan Anak Usia Dini di Pusat Kegiatan Gugus Kecamatan Plumbon Kabupaten Cirebon. Adapun metode yang digunakan adalah deskriptif kualitatif. Tahapan dalam pelatihan tari kreatif ini terdiri atas proses apresiasi, eksplorasi, dan demonstrasi. Setelah diberikannya pelatihan tari kreatif dengan menggunakan properti tari, terlihat bahwa guru-guru Pendidikan Anak Usia Dini lebih menguasai teknik gerak tari dan juga dapat menambah berbagai macam ragam gerak tari]]>
<![CDATA[Terapi Seni sebagai Media untuk Menjaga Kesehatan Mental Ibu dalam Mendidik Anak Usia Dini ]]>
<![CDATA[Ayu Vinlandari]]>;
<![CDATA[Syifauzakia Syifauzakia]]>;
<![CDATA[Asep Mulyana]]>
<![CDATA[ Annual Conference on Islamic Early Childhood Education (ACIECE) Vol 6 (2022): The 6th Annual Conference On Islamic Early Childhood Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[Penelitian ini bertujuan untuk menganalisis serta mendeskripsikan proses terapi seni sebagai media untuk menjaga kesehatan mental ibu dalam mendidik anak usia dini. Terapi seni merupakan sebuah upaya dalam penyelesaian konflik melalui aktivitas seni. Terapi seni yang dilakukan yakni melalui aktivitas gerak dan lagu, serta kegiatan melukis. Kesehatan mental merupakan satu hal yang sangat penting dimiliki oleh seseorang, khususnya bagi seorang ibu yang dimana memiliki beban serta tugas yang berat dalam mengurusi rumah tangga serta mendidik anaknya terlebih jika anaknya masih tergolong dalam usia dini. Penelitian ini merupakan penelitian kualitatif dengan metode deskriptif analisis. Teknik pengambilan data dilakukan melalui observasi melalui kuesioner, wawancara, serta dokumentasi. Teknik analisis data yang dilakukan yakni melalui reduksi data, penyajian data, serta penarikan kesimpulan. Terlihat adanya perubahan pada diri para ibu setelah mengikuti proses terapi seni, karena melalui terapi seni para ibu dapat meluapkan emosi serta ekspresinya. Dengan demikian, hasil penelitian tersebut menunjukkan bahwa terapi seni dapat dijadikan sebagai media yang efektif untuk menjaga kesehatan mental ibu dalam mendidik anak usia dini.]]>
<![CDATA[Non-Muslim Students' Perceptions of Islamic Religious Education Learning in class X at YPI Tunas Bangsa High School Palembang ]]>
<![CDATA[Asep Mulyana]]>;
<![CDATA[Mumun Munawaroh]]>;
<![CDATA[Yayat Suryatna]]>;
<![CDATA[Miftahus Surur]]>;
<![CDATA[Syafruddin Syafruddin]]>
<![CDATA[ Edukasi Islami : Jurnal Pendidikan Islam Vol 11, No 01 (2022): Edukasi Islami: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al Hidayah ]]>
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DOI: 10.30868/ei.v11i01.2862
<![CDATA[The purpose of this study was to determine how the perceptions of non-Muslim students towards learning Islamic religious education in Class X at YPI Tunas Bangsa High School Palembang. The research method used is a quantitative method with descriptive analysis. The total population is four non-Muslim students in class X. The data collection technique uses interviews, observation, documentation and questionnaire techniques. The data analysis technique used quantitative analysis to find out the perception data of non-Muslim students towards Islamic religious education learning by describing its implementation analytically using the percentage model. The results show 1) non-Muslim students like to hear PAI teachers with alternative answers: strongly agree (75%) and agree (25%); 2) non-Muslim students enjoy reading Islamic religious books with alternative answers: strongly agree (50%) and agree (50%); 3) non-Muslim students pay attention to all islamic education activities with alternative answers: agree (25%), unsure (25%) and disagree (50%); 4) non-Muslim students feel that Islamic religious lessons are not boring with alternative answers: strongly agree (25%), agree (50%) and disagree (25%); 5) non-Muslim students find it challenging to do islamic education lesson assignments with alternative answers: strongly agree (75%) and agree (25%); 6) non-Muslim students find islamic education lesson very enjoyable with alternative answers: strongly agree (25%), agree (50%) and disagree (25%); 7) non-Muslim students feel islamic education lesson are easy to understand with alternative answers: agree (75%) and unsure (25%); 8) non-Muslim students are not happy with Islamic religious lessons with alternative answers: unsure (25%) and disagree (75%); 9) religious education provides benefits in the lives of non-Muslim students with alternative answers: strongly agree (25%) and undecided (75%). Based on the results of the questionnaire above, it can be concluded that Islamic religious education has been carried out well, and all students participate in classroom learning. Although non-Muslim students are not required to take Islamic religious lessons, non-Muslim students remain silent in class and often participate in Islamic religious studies.]]>
<![CDATA[PENGARUH METODE READING GUIDE TERHADAP MOTIVASI BELAJAR DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN IPS DI SMP NEGERI 1 GEMPOL KABUPATEN CIREBON ]]>
<![CDATA[Nur Hasanah]]>;
<![CDATA[Asep Mulyana]]>;
<![CDATA[Yunita Yunita]]>
<![CDATA[ Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[Jurusan Ilmu Pendidikan, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Riau ]]>
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DOI: 10.31258/jta.v6i1.54-60
<![CDATA[The purpose of this study is to determine the influence of the reading guide method on learning motivation in social studies subjects, to determine the influence of the reading guide method on student learning outcomes in social studies subjects, and to determine the influence of the reading guide method on learning motivation and student learning outcomes in social studies subjects at SMP Negeri 1 Gempol, Cirebon Regency.This research is a quantitative research. The design of this study Quasi experimented using the nonequivalent posttest-onty control group design. The study population was 15 students from class IX H and 15 students from class IX I, totaling 30 students selected through random sampling. The instruments used in this study were in the form of tests, questionnaires, observations of learning activities and documentation. The results of this study show that, there is an influence of the reading guide method on learning motivation in social studies subjects with a Sig value of 0.003, there is an influence of the reading guide method on student learning outcomes in social studies subjects with a sig value of 0.012, and there is an influence of the reading guide method on learning motivation and student learning outcomes in social studies subjects with a p value (sig) of 0.451. this means that student learning motivation and learning outcomes are influenced by the reading guide method.]]>
<![CDATA[Pendekatan Sosiologi dalam Model Pembelajaran Smart Classroom di Sekolah ]]>
<![CDATA[Edi Gunarto]]>;
<![CDATA[Asep Mulyana]]>
<![CDATA[ JoIEM (Journal of Islamic Education Management) Vol. 4 No. 1 (2023) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/joiem.v4i1.828
<![CDATA[To shed light on sociology's function in managing Islamic educational institutions, an article must be offered on the topic of the sociological approach to smart classroom management. Smart Classroom as a modern learning model has many risks or negative impacts that are likely to keep students away from accomplishing educational objectives. For this reason, an appropriate approach is is required in addressing the various risks that may occur due to the use of technology in learning. The purpose of this article is to determine what a smart classroom is, what its potential negative effects are, how the smart classroom program is managed, and what sociological approaches can be utilized in this smart classroom program. This article was written using a qualitative approach, with the author accumulating data from various sources of literature, such as existing books and journals. This article concludes that one of the sociological approaches utilized in the smart classroom program is the formulation of a rule, followed by its affirmation and consistent application.]]>
