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Afifah Afifah
Fakultas Tarbiyah, Sekolah Tinggi Agama Islam Taruna Surabaya, Indonesia
Religion Computer Science & IT Decision Sciences, Operations Research & Management Languange, Linguistic, Communication & Media Mathematics

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PENGARUH PENGGUNAAN METODE TOTALLY PHYSICAL RESPONCE (TPR) TERHADAP KETERAMPILAN BERBICARA MATA PELAJARAN BAHASA ARAB MI MIFTAHUR RAHMAN BENOWO SURABAYA Afifah Afifah; Imam Mashuri
INCARE, International Journal of Educational Resources Vol 3 No 1 (2022): June 2022
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v3i1.388

Abstract

This study aims to determine the effect of the total physical response method on students' speaking skills in Arabic class II MI Miftahur Rahman Benowo Surabaya. This type of research is an associative research with a population as well as a sample of all students of class II MI Miftahur Rahman Benowo Surabaya, totaling 60 students with details, namely class II A totaling 30 students and class B totaling 30 students. Data collection techniques in this study used a questionnaire totaling 15 items and scores based on the Likert scale to be given to 60 respondents who were carried out in google foam at the end of the lesson. This research uses a “google form” type of questionnaire and also an oral test. Data analysis in this study used the Pearson correlation test and simple linear regression test. This study uses Windows SPSS version 16.0. Based on the results of the Totally Physical Response method questionnaire in Arabic subjects, the percentage value of 55.43% is in the 50.01% - 75.00% interval. It can be interpreted that the use of the Totally Physical Response method in Arabic subjects is classified as good. Then the results of the oral test of speaking skills in Arabic subjects obtained an average value of 84.63% and a percentage value of 92% when consulted on the table of completeness criteria for learning outcomes, namely 86% - 100%. Thus, it can be interpreted that speaking skills in Arabic subjects are classified as very high. Therefore, it can be concluded that the method variable totally physical response (X) has an effect on the speaking skill variable (Y).
IMPLEMENTATION OF PROBLEM SOLVING METHOD TO IMPROVE STUDENTS' COGNITIVE ASPECTS IN PAI SUBJECTS AT SMP JATI AGUNG TAMAN SIDOARJO Afifah Afifah; Imam Mashuri
INCARE, International Journal of Educational Resources Vol 3 No 6 (2023): April 2023
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v3i6.645

Abstract

The background of this research is to provide opportunities for students to participate in solving problems that are studied between individuals and groups in solving problems given by the teacher. The aim is to find out the stages of implementing the problem solving method in PAI subjects, to find out the cognitive aspects of students after the problem solving method is applied to PAI subjects and to find out the supporting factors and inhibiting factors in implementing the problem solving method to improve students' cognitive aspects in subjects PAI at SMP Jati Agung Taman Sidoarjo. The method used in this research is descriptive qualitative, using interview, observation and documentation techniques. Interactive analysis which includes three components, namely data reduction, data presentation, and data verification or drawing conclusions. The results showed that the stages of implementing the problem solving method in PAI subjects began with identification, representation/presentation, planning for solving, implementing, assessing planning, assessing the results of solving. Students' cognitive aspects increased after the problem solving method was applied, factors that supported the implementation of problem solving methods to improve students' cognitive aspects in PAI subjects, namely students' intellectual abilities, the active role of teachers and students in teaching and learning activities. The inhibiting factors are lack of student motivation, lack of teacher support, and students who are afraid or don't dare to express their opinions.
Co-Authors Imam Mashuri