Article Per Year (5 Year)
p-Index From 2019 - 2024
0.23
P-Index
This Author published in this journals
All Journal Cendekia Kodifikasia: Jurnal Penelitian Islam
Kasnun Kasnun, Kasnun
JurusanTarbiyah STAIN Ponorogo
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
PERKEMBANGAN PESERTA DIDIK DALAM AL-QUR`AN ( Telaah Psikologi Perkembangan ) Kasnun, Kasnun
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL. 9. NO. 2 TAHUN 2011
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v9i2.891

Abstract

This paper tries to describe the phases of human development in terms of various dimensions, and in addition, it is compared with the phases of human education in Al-Qur’an. Through this comparison, it is expected that the periodicity of education can be criticized, whether or not it is in line with the demands of each phase and then find out the solution for the development of education in the future. Individuals might never be in static condition or circumstance; they always experience a change in themselves. In the field of education, this change is supposed to be the crux of the matter. Therefore, educator must be aware how the process of development happens, what are the factors that influence it, and how are the individual traits during a particular development. This notion is crucial to understand in order that educators can act and behave rationally and proportionally in accordance with the psychological state of individuals due to the fact that the core of the education process is to stimulate and give direction towards the change with the development of individuals that is aspired to education.حاولت هذه المقالة تقديم مراحل نمو الانسان في مختلف جوانبه ثم مقارنتها بتربية الإنسان في ضوء القرآن. يرجى من وراء المقارنة امكان تفتيش مراحل التربية هل هي مناسبة بمتطلبات كل مرحلتها ؟، ثمّ الاتيان بحلولها لترقية التربية وتنميتها في المستقبل. ولا يثبت كل إنسان في موقف واحد بل يتغيّر دائما. والتغيّر في الإنسان هو مسألة مهمة في التربية. وعلى المدرس أن يفهم  كيف تقع هذه التغيّرات جيدا، وما العوامل المؤثرة فيها، وكيف مواصفات الفرد في في هذه الفترة من التجدّد والتغيّر. هذا ليقدر المدرس العمل بما يناسب حالة نفسية التلاميذ. فلذلك فهم المدرس عن كيفية وقوع عملية هذا التطور، وأسبابها المؤثرة وكيف مواصفات الفرد في مرحلة التطور أمر لابدّ منه، لأنّ نواة التربية هي المحاولات والدفع وتوجيه التغيّر ليناسب تطور الفرد المرجو في التربية. 
STRATEGI AKTIVE LEARNING DALAM PEMBELAJARAN BAHASA ARAB DI STAIN PONOROGO 2014 Kasnun, Kasnun
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 13 NO 1 TAHUN 2015
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v13i1.237

Abstract

Abstract: Learning is an activity that is not limited to the school context only. It can be done anywhere and anytime as the availability of space and time. The system of Mastery learning deals with how students master the material at least 80%. Mastering the material needs extra effort from teachers as well as students. The use of Mastery learning through STAD method in Arabic learning can enhance cooperation between the personal in groups, provide insight, deepen understanding, and train students to express ideas into question so that the atmosphere of group discussion is more optimal. Furthermore, the application of STAD method in Arabic learning provides the values  and sense of responsibility for individual or group. ناك تقو وأ ناكم  ّ يأ في سيردتلا نوكي نأ نكيم انمإو ،بسحف ةيسردلما ةئيبلا في رصحني لا ميلعتلا ناك ىلع نيرطيسي بلاطلا لعج )Mastery learning( طنم ىلع ةساردلا ماظن ناكو .ناكلماو تقولا ةيناكمإ بسح ينسردلما لبق نم ةّ دالجا ةلوالمحا لىإ ه ّ جوتلا اذه جاتحا .)ةئالما في ينناثم ( 80 % لقلأا ىلع ةيساردلا داولما نكيم ةيبرعلا ةغللا ميلعت في STAD ةقيرطلاب )Mastery learning(بولسلأا مادختساو .بلاطلاو مهسفنأ لكش في ءارلآاو راكفلأا حرط ىلع بيردتلاو مهفلا ءاطعإو ةعاملجا في دارفلأا ينب يعاملجا لمعلا يّ قري نأ ميقلا سرغي ةيبرعلا ةغللا ميلعت في STAD قيبطت ناك اذكهو .اّ يح ةعاملجا في شاقنلا نوكي ىتح ةلئسلأا .مهيرغ نعو مهسفنأ نع بلاطلا ىدل ةيلوؤسلما ىنعمو
PENERAPAN STRATEGI INQUIRY LEARNING DALAM PEMBELAJARAN MUFRADAT BERBASIS MODIFIED FREE INQUIRY Kasnun, Kasnun; Maslihah, Rizka Eliyana; Hasnawan, Dedi
Kodifikasia Vol 13, No 1 (2019)
Publisher : IAIN PONOROGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (244.662 KB) | DOI: 10.21154/kodifikasia.v13i1.1676

Abstract

Di era globalisai ini, dunia pendidikan Indonesia banyak mengimplementasikan pembelajaran berbasis active learning. Pembelajaran active learning merupakan pembelajaran yang berpusat pada mahasiswa (student centered). Salah satu strategi pembelajaran berbasis active learning adalah Inquiry Learning. Tujuan dari implementasi strategi ini adalah, supaya mahasiswa terbiasa untuk selalu berpikir kritis, analitis dan sistematis. Sehingga mampu menyelesaikan permasalahan terkait materi pembelajaran secara mandiri. Strategi inquiry learning berbasis modified free inquiry ini diimplementasikan dalam pembelajaran kosakata (mufradat) materi bahasa Arab. Yaitu di Jurusan Manajemen Pendidikan Islam kelas A (MP.A) Institut Agama Islam Negeri (IAIN) Ponorogo tahun 2017. Adapun yang diteliti adalah rencana pembelajaran, desain materi ajar serta langkah-langkah pembelajaran kosakata (mufradat) materi bahasa Arab. Penelitian ini menggunakan metode kualitatif dengan pendekatan Penelitian Tindakan Kelas (PTK). Teknik pengumpulan data menggunakan metode observasi, dan dokumentasi. Instrumen penelitian mengunakan lembar observasi keterlaksanaan serta angket. Hasil penelitian ini adalah: a) Berdasarkan pada lembar Observasi Keterlaksanaan Rencana Pembelajaran, seluruh rencana pembelajaran yang tertulis dalam RPS dapat terlaksana dalam proses kegiatan pembelajaran kosakata (mufradat) Bahasa Arab di kelas dengan baik. B) Desain materi ajar yang digunakan oleh dosen dalam pembelajaran kosakata (mufradat) dibagi kedalam sub materi berdasarkan kecakapan, serta dijabarkan dalam indikator materi tertentu, yaitu: qiro?ah, qowaid, tadrib I, hiwar dan tadrib II. C) Berdasarkan observasi keterlaksanaan langkah-langkah pembelajaran, dapat disimpulkan bahwasanya mahasiswa telah terbiasa untuk berpikir ktitis, serta berusaha memecahan masalah terkait sub materi pembelajarankosakata (mufradat) dengan usaha mereka sendiri maupun melalui diskusi kelompok. ??????: ???? ??????? ??????? ??? ??????? ????????? ?? ???? ??????? ??????????  ?? ??? ????? ???????. ???? ??????? ??????? ??? ??????? ?????? (student centered). ?????? ???? ?????????? ???? ??????? ?????? (Inquiry Learning). ???? ??????? ?? ??????? ?? ????? ?????? ????????  ???????? ????????? ?????????. ????? ?????? ??? ????? ?????? ??????? ???? ?????. ???? ??????? ??????? ?? ??????? ?????? (Inquiry Learning)? ??? ???? ??????? ??? ??????? (Modified Free Inquiry) ??  ????? ???????? ????? ????? ???????. ???? ??????? ?? ??? ????? ??????? ????????? (MP.A) ???????? ???????? ????????? ???????? (IAIN) ????? ???????? 2017/2018. ???? ???????? ?? ????? ???????? ?????? ?????? ?????????? ?????? ????? ???????? ?? ???? ????? ???????.  ??????? ???????? ?????? ??????? ???? ???? ????? ???????? ?? ??? ???????? ?? ????? (PTK). ??????? ???????? ????????? ?? ??? ????????. ??????? ???? ???????? ?????? ?????????. ???? ??????? ??  ??? ????? ??: ?) ??? ????? ????? ??????? ?? ??? ???? ????????? ????? ????? ??????? ??? ?? ?????? ???? ?? ????? ????? ???????? ????? ????? ??????? ???? ????? ????????. ?) ????? ??????? ????? ?????? ???????? ??? ??? ??????? ??? ??????? ???????? ???????? 1 ??????? ???????? 2. ?) ?????? ?????? ??? ???????  ???????? ????????? ????????? ?? ??? ???????? ????????? ????????? ?? ???? ????? ??????? ??? ???????? ?????? ?? ??????? ?????? ????????.
Co-Authors Hasnawan, Dedi Maslihah, Rizka Eliyana