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All Journal Cordova Jurnal Jurnal Ilmiah Mandala Education (JIME)
Deddy Ramdhani
UIN Mataram
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Manajemen Kurikulum dan Pembelajaran Bahasa Arab Deddy Ramdhani
Cordova Journal : languages and culture studies Vol. 10 No. 1 (2020): Juni 2020
Publisher : The Center for Language Development, Mataram State Islamic University.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/cordova.v9i1.2227

Abstract

This study aims to describe the implementation of Arabic language learning, teaching staffs, curriculum planning, and the Arabic language learning evaluation. This study was a field research with descriptive qualitative analysis, and a phenomenological approach. The data was collected through observation, interview, and documentation. To test the validity of the study, triangulation. The result of the study showed that; First, the process of Arabic language learning was based on the learning components of acquiring the capability on becoming an active speaker through kitabah, qiroh, simaah and the ability to examine and analyze Al-Qur’an and As-sunnah. The learning method was conveyed through speech, question and answer, qowaid, direct method, and practice at language laboratory. Textbook, whiteboard, laptop, were employed as the learning media for teaching. The learning evaluation was tested through pre-test, and post-test in direct learning, formative and summative assessment. Second, administration test, written test, oral, and teaching Arabic language practice, preferably Islamic boarding school alumni, and Arabic language-based graduate qualification, well act, and loyal were conducted to prepare the qualified teaching staffs. To increase the competence; seminar, workshop method, Arabic language learning, and training learning. Third, planning for the Arabic language learning curriculum with annual program preparation, semester program as the reference for conducting teaching and syllabus, and RPP planning were implemented as teachers’ guidance for teaching in the classroom setting. Fourth, the Arabic language learning curriculum evaluation was conducted, yet, it was not maximally performed.
IMPLEMENTASI PEMBELAJARAN FIQIH IBADAH DALAM MENINGKATKAN KESADARAN IBADAH SHALAT FARDU PESERTA DIDIK (STUDI KASUS DI MTs NW IJOBALIT) KECAMATAN LABUHAN HAJI KABUPATEN LOMBOK TIMUR Mahrum Mahrum; Fahrurrozi Fahrurrozi; Deddy Ramdhani
Jurnal Ilmiah Mandala Education (JIME) Vol 9, No 1 (2023): Jurnal Ilmiah Mandala Education (JIME)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v9i1.4764

Abstract

Banyak peserta didik yang shalat fardunya masih bolong, bahkan ada yang tidak melaksanakan shalat fardu baik di madrasah, maupun di rumah itu di sebabkan karena kurangnya perhatian orang tua, pergaulan anak dan lingkungan sekolah. Pemahaman orang tua tentang ilmu agama yang berhubungan tentang kewajiban shalat fardu sangat minim menyebabkan kesadaran peserta didik tentang pentingnya melaksanakan ibadah shalat fardu sangat rendah. Tujuan penelitian : Untuk mengetahui (1) implementasi pembelajaran fiqih ibadah (2) cara meningkatkan kesadaran peserta didik dalam melaksanakan shalat fardu (3) kendala dalam implementasi pembelajaran fiqih ibadah (4) faktor pendukung dan penghambat ibadah peserta didik dalam melaksanakan shalat fardu. Jenis penelitian yaitu studi kasus dengan metode kualitatif Deskriptif. Pengumpulan data melalui observasi, wawancara dan dokumentasi. Teknik analisis data deskriptif dengan cara memilah, mengklarifikasi, dan menginterpretasikan data. Hasil penelitian : (1) materi terfokus pada shalat fardu, design pembelajaran menggunakan acuan KEMENAG, metode pembelajaran menggunakan metode ceramah, demonstrasi dan nasihat, media pembelajaran menggunakan audio visual dan evaluasi pembelajaran menggunakan tes. (2) memberikan teladan, membiasakan, menegakkan disiplin, memberikan motivasi, memberikan hadiah terutama psikologis, menghukum, menciptakan suasana yang positif. (3) siswa sering tidak masuk sekolah dan kurang disiplin, guru aktif sedangkan siswa pasif, kurangnya motivasi siswa, hasil belajar belum maksimal. (4) Faktor pendukung yaitu kesadaran siswa itu sendiri, adanya fasilitas yang menunjang ibadah. Sedangkan faktor penghamabat yaitu motivasi siswa dan kurang disiplin.
Co-Authors Fahrurrozi Fahrurrozi Mahrum Mahrum