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Hasan H.A. Buro
Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pengaruh Pembelajaran Kooperatif, Komunikasi Interpersonal dan Aktifitas KKG Terhadap Prestasi Belajar Sejarah Kebudayaan Islam pada Siswa Kelas V MI Al Muhsinun Kauman dan MI An Nahdiyah Gedeg Hasan H.A. Buro
PROGRESSA: Journal of Islamic Religious Instruction Vol. 1 No. 1 (2017): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (546.218 KB) | DOI: 10.32616/pgr.v1.1.6.49-58

Abstract

Model Cooperative Learning is a learning model which was used as an alternative to delivering innovation learning outcomes. This model has several advantages, which enable students to succeed in learning, skills training, leading the Active Interaction Between Students and teachers learning atmosphere relaxed and fun. the purpose of the study is 1) Describe the effects of cooperative learning in the Islamic Cultural History on student learning achievement. 2) Describe the effect of interpersonal communication in the history of Islamic culture on student learning achievement. 3) Describe the effect of KKG for student achievement Cultural History of Islam in students. 4) Describe the effects of cooperative learning, interpersonal communication and KKG for student achievement Cultural History of Islam in students. From the analysis can be summarized as follows: 1) There is an effect of cooperative learning on the learning achievement of Islamic Cultural History. in MI Al Muhsinun kauman regression coefficient (B) 0.417, with a significance t is 0, .001 Because of the significance of t less than 5% (0001, <0.05) and MI An Nahdiyah Gedeg regression coefficient (B) 0523, with significance of 0,005 t. Because of the importance of not less than 5% (0.005 <0.05), 2) There is an effect of interpersonal communication on the learning achievement of Islamic Cultural History. in class V MI Al Muhsinun kauman regression coefficient (B) 0050, with a significance of 0.004 t. Because of the importance of not less than 5% (0.004 <0.05) and Class V MI An Nahdiyah Gedeg regression coefficient (B) 0.322, with a significance of 0.046 t. Because of the importance of not less than 5% (0, <0.05), 3) There is an effect on learning achievement KKG Cultural History of Islam in class V MI Al Muhsinun kauman regression coefficient (B) 0.290, with a significance of 0.000 t. Because of the importance of not less than 5% (0.000 <0.05), and Class V MI An Nahdiyah Gedeg regression coefficient (B) 0.291, with a significance of 0.000 t. Because of the importance of not less than 5% (0, <0.05), the Nil Hypothesis (H0) 4) There is an effect of cooperative learning, interpersonal communication and KKG for student achievement Cultural History of Islam in class MI Al Muhsinun kauman (value obtained Fhitung 2,236 (significance F = 0.000). So F count> F table (2.236> 1.69) or Sig F <5% (0.000 <0.05).) and MI An Nahdiyah Gedeg. (Provided the value of F from 2803 (significance F = 0.000). So F count> F table (7158.057> 1.69) or Sig F <5% (0.000 <0.05).
Mereproduksi Inti Model Pembelajaran di Madrasah Suatu Pembersihan dari Konsep Liberalisasi Pendidikan Islam abad ke-21 Hasan H.A. Buro
PROGRESSA: Journal of Islamic Religious Instruction Vol. 3 No. 1 (2019): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1365.427 KB) | DOI: 10.32616/pgr.v3.1.164.59-64

Abstract

Modern academic trends towards specialties that see 'education' as a separate study area and limit the study of Islamic education, both for theological research, historiological narratives, or research on social injustice, such generalizations are problematic at the level of difficulty faced, when talking about 'face of civilization' in education, even though the accuracy of such generalizations is questionable, but they still exist as useful types of ideal education that are forged in a (unique) worldview, and in this sense we accept the term 'Islamic education,' although in practice, everything is different, most madrassas are like ordinary business, For many of them controlling the madrasa is only a means of advancing personal, material, and political interests, where they are willing to use 'any acceptable and unacceptable way'. The question of this article is how to reproduce the core core model of learning in the madrasa, a purge of the concept of liberalization of 21st century Islamic education ?. From the results of the discussion it was concluded: 1) modern educators who studied Islamic education initially experienced difficulties and differentiation that seemed tiring, becoming a meaningful and dynamic whole in the madrasa's daily routine, the teachers helped students "manifest" the Qur'an in their hearts with confidence that it leads us to properly understand the spirit of its messages, which in turn will guide them in every aspect of their lives. 2) the curriculum in the Qur'an follows a holistic approach that contrasts with a banking system in which educators store information into students' memories for safekeeping. Learning takes place through the interaction between students and the environment in a democratic and integral class that continues to reflect themselves and the world, building authentic forms of thought and action. 3) People can choose the field of study they want in accordance with the needs or demands of the market, but seeking knowledge is a basic mandate in the curriculum with a Qur'anic background
Studi Komparasi Pencapaian Aspek Afektif Siswa Antara Yang Aktif Dengan Yang Pasif Pada Proses Pembelajaran Aqidah Akhlaq Hasan H.A. Buro
PROGRESSA: Journal of Islamic Religious Instruction Vol. 6 No. 2 (2022): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32616/pgr.v6.2.423.73-82

Abstract

The purposes of this study are: 1) to know affective students who are active subjects Aqidah Akhlaq. 2) To know affective students who are subjects Aqidah Akhlaq. 3) To know the big difference between active and passive student affective on Aqidah Akhlaq subject. 69 people, in the sampling, of 69 people were taken on the basis of calculation slovinumlah 100% of people as subjects or respondents. In this study the authors use simple linear regression analysis techniques. The conclusions of this research are 1) Observation result observed to 39 respondents following interpretation which got category very clever category 32 and clever number 7, it shows affective nature of students active in MA Hidayatul Muwaffiq Penompo Mojokerto high category. 2) Observation result observed on 30 respondents following interpretation. Respondents who got the category category are very good at 21, pandaiatas 7 and quite high 2 it shows the affective nature of passive students in MA Hidayatul Muwaffiq Penompo Mojokerto enough category. 3) The parametric test to be used in this test is the Mann-Whitney U Test.
Perbandingan Sikap Disiplin Siswa MI Miftahun Najah dan SDN Mojogebang Kemlagi Mojokerto Hasan HA Buro
PROGRESSA: Journal of Islamic Religious Instruction Vol. 7 No. 1 (2023): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32616/pgr.v7.1.444.70-77

Abstract

Tujuan dari penelitian ini adalah : 1) Untuk mengetahui seberapa besar signifikan sikap disiplin siswa di MI Miftahun Najah Tahun Pelajaran 2022/2023. 2) Untuk mengetahui seberapa besar signifikan sikap disiplin siswa di SDN Mojogebang Kemlagi Mojokerto Tahun Pelajaran 2022/2023. 3) Untuk mengetahui adakah perbedaan yang signifikan sikap disiplin siswa di MI Miftahun Najah dan SDN Mojogebang Kemlagi Mojokerto Tahun Pelajaran 2022/2023. Populasi penelitian dalam penyusunan jurnal ini adalah siswa kelas VI di MI Miftahun Najah Dan SDN Mojogebang yang berjumlah 41 siswa, dengan rincian siswa kelas VI MI Miftahun Najah yang berjumlah 24 dan siswa kelas VI SDN Mojogebang Kemlagi Mojokerto berjumlah 17 siswa. Dalam penelitian ini penulis menggunakan teknik analisis regresi linear sederhana. Kesimpulan dari penelitian ini adalah 1) Hasil penelitian menunjukkan bahwa hasil observasi yang dilakukan kepada 41 siswa interpretasinya adalah siswa yang mendapat penilaian sangat baik sebanyak 389 item atau 94,88%, yang mendapat penilaian baik sebanyak 21 item atau 5,12%, yang mendapat penilaian cukup baik sebanyak 0 item atau 0%, yang mendapat penilaian kurang baik sebanyak 0 item atau 0% dan yang mendapat penilaian sangat kurang baik sebanyak 0 item atau 0%. Dari hasil tersebut terlihat bahwa lebih banyak responden yang mendapat penilaian “sangat baik” hal ini menunjukkan bahwa sikap disiplin di MI Miftahun Najah sangat tinggi. 2) Hasil penelitian menunjukkan bahwa hasil observasi yang dilakukan kepada 41 siswa berikut interpretasinya. Dari hasil observasi yang dilakukan tersebut dapat diketahui bahwa siswa yang mendapat penilaian sangat baik sebanyak 317 item atau 77,32 %, yang mendapat penilaian baik sebanyak 21 item atau 5,12%, yang mendapat penilaian cukup baik sebanyak 32 item atau 7,80 %, yang mendapat penilaian kurang baik sebanyak 18 item atau 4,39 % dan yang mendapat penilaian sangat kurang baik sebanyak 22 item atau 5,37 %. Dari hasil tersebut terlihat bahwa lebih banyak responden yang mendapat penilaian “sangat baik” hal ini menunjukkan bahwa sikap disiplin di SDN Mojogebang sangat tinggi. 3) Untuk mengetahui sejauh mana komparasi sikap disiplin siswa di MI Miftahun Najah dengan sikap disiplin siswa di SDN Mojogebang, pada uji parametrik (Mann-Whitney U) dinyatakan bahwa skor Asymp. Sig/Asymptotic significance dua sisi adalah 0.04. Di sini didapat probabilitasnya di bawah 0,05. Maka H0 diterima atau tidak terdapat perbedaan yang signifikan sikap disiplin siswa di MI Miftahun Najah dan SDN Mojogebang Kemlagi Mojokerto Tahun Pelajaran 2022/2023.
Studi Komparasi Pencapaian Aspek Afektif Siswa Antara Yang Aktif Dengan Yang Pasif Pada Proses Pembelajaran Aqidah Akhlaq Saudah Al-Amilatul Kholisoh Afifi; Hasan H.A. Buro
PROGRESSA: Journal of Islamic Religious Instruction Vol. 6 No. 2 (2022): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32616/pgr.v6.2.423.73-82

Abstract

The purposes of this study are: 1) to know affective students who are active subjects Aqidah Akhlaq. 2) To know affective students who are subjects Aqidah Akhlaq. 3) To know the big difference between active and passive student affective on Aqidah Akhlaq subject. 69 people, in the sampling, of 69 people were taken on the basis of calculation slovinumlah 100% of people as subjects or respondents. In this study the authors use simple linear regression analysis techniques. The conclusions of this research are 1) Observation result observed to 39 respondents following interpretation which got category very clever category 32 and clever number 7, it shows affective nature of students active in MA Hidayatul Muwaffiq Penompo Mojokerto high category. 2) Observation result observed on 30 respondents following interpretation. Respondents who got the category category are very good at 21, pandaiatas 7 and quite high 2 it shows the affective nature of passive students in MA Hidayatul Muwaffiq Penompo Mojokerto enough category. 3) The parametric test to be used in this test is the Mann-Whitney U Test.
Co-Authors Saudah Al-Amilatul Kholisoh Afifi