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IMPLEMENTASI MODEL PEMBELAJARAN TEMATIK DAN KOLABORATIF DI KELOMPOK BERMAIN AISYIAH MUTIARA UMMI KALASAN YOGYAKARTA Maulida Maulida; Nadiyah - Nadiyah
DARRIS: Jurnal Pendidikan Madrasah Ibtidaiyah Vol 2, No 1 (2019): April
Publisher : Program Studi PGMI STAI Al Falah Banjarbaru

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Abstract

This research uses descriptive qualitative research. The subjects in this study were teachers, principals, school administrators or chairmen of the Aisyiah Play Group Mutiara Ummi Kalasan Yogyakarta Foundation. The technique of collecting data uses observation and interviews. While the instruments used are guidelines for observation and interviews. Data analysis techniques are data reduction, data display and conclusion drawing/verification. The results of this study are the implementation of thematic and collaborative learning models in the Mutiara Ummi Kalasan Yogyakarta Playgroup providing effective and conducive learning outcomes for students. Various activities are implemented by the teacher so that children can collaborate in playing activities with their friends. This process is applied using diverse and unique tools and media. This process also makes students feel comfortable, calm, of course also a fun learning process. The process of applying thematic and collaborative learning models is interrelated and continuous, during the learning process in the classroom and outside the classroom. Keywords: learning models, thematic, collaborative
PROBLEMATIKA GURU PADA PEMBELAJARAN BAHASA ARAB DI KELAS VI MADRASAH IBTIDAIYAH NEGERI 10 BANJAR M. Ilmi M. Ilmi; Nadiyah - Nadiyah
DARRIS: Jurnal Pendidikan Madrasah Ibtidaiyah Vol 2, No 2 (2019): October
Publisher : Program Studi PGMI STAI Al Falah Banjarbaru

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Abstract

This study discusses the problems of teachers in learning Arabic in class VI Madrasah Ibtidaiyah Negeri 10 Banjar. The formulation of the problem in this study is how the teacher's problematics in learning Arabic in class VI Madrasah Ibtidaiyah Negeri 10 Banjar and what factors influence it. Subjects in this study were Arabic language teachers and 58th grade VI students. While the object in this study is the problematic of teachers in learning Arabic in class VI Madrasah Ibtidaiyah Negeri 10 Banjar and what factors influence it. This type of research is descriptive field research, while the approach used in this study is qualitative research. For data mining, researchers used interviews, observation, questionnaire and documentary techniques. Based on the results of the study, it is known that the problematic of teachers in learning Arabic in class VI Madrasah Ibtidaiyah Negeri 10 Banjar is a problem related to curriculum material because the material is too much and difficult to understand by students and because of the limited allocation of time available and problems related to teaching methods are caused because it is difficult for teachers to apply the methods commonly used for learning Arabic at the ibtidaiyah level and the factors that influence teacher problems in learning Arabic in class VI Madrasah Ibtidaiyah Negeri 10 Banjar are student factors, teacher factors, facility factors, and factors Time Allocation. Keywords: Teacher Problems, Arabic Learning, Madrasah Ibtidaiyah.
PROBLEM GURU MADRASAH IBTIDAIYAH DALAM MENERAPKAN PENILAIAN SIKAP PADA KURIKULUM 2013 Nadiyah - Nadiyah
DARRIS: Jurnal Pendidikan Madrasah Ibtidaiyah Vol 3, No 2 (2020): OCTOBER
Publisher : Program Studi PGMI STAI Al Falah Banjarbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47732/darris.v3i2.132

Abstract

Attitude is the reaction of students in facing an object. Assessing students' attitudes towards certain objects can be done by looking at the responses observed in dealing with the object in question. In the 2013 curriculum, attitude competencies consisted of two, namely spiritual attitudes and social attitudes. Spiritual attitudes are related to the formation of the character of students who believe and fear. Social attitudes are related to the formation of the character of students who are noble, independent, democratic and responsible. The development of values and attitudes or behaviors as a process of developing moral and behavior is carried out in each subject and in every activity that occurs in class, school, and society. The process in practice, the teacher can add a certain attitude or character value which becomes an extension of the scope of attitude assessment. Based on the basic competency characteristics of spiritual attitudes and social attitudes. This competence can be achieved through indirect learning. Learning is not directly related to the development of values and certain attitudes or behaviors. The problem of the teacher in applying the first attitude assessment is that it is less measurable in conducting assessments during the learning process because the teacher is only more focused on assessing knowledge and skills. The second is the lack of understanding of the teacher in translating core competencies and basic competencies in both aspects of the attitude into indicators of achievement of competencies and understanding of techniques from attitude assessment. The aim is to achieve competence in certain attitudes or character values, the teacher can formulate in advance what aspects of spiritual and social values are to be developed in learning activities, and can reinforce and limit the understanding of each aspect to be developed. Keywords: curriculum 2013, attitude assessment, teacher problem