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PENGARUH KECERDASAN MORAL DAN KECERDASAN SPIRITUAL TERHADAP KESADARAN SOSIAL DENGAN BUDAYA KAMPUS SEBAGAI VARIABEL MODERASI PADA MAHASISWA TADRIS IPS IAIN PAREPARE Jumaisa Jumaisa; Fawziah Zahrawati B; Andi Aras
Jurnal PIPSI (Jurnal Pendidikan IPS Indonesia) Vol 8, No 1 (2023): VOLUME 8 NUMBER 1 JANUARI 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpipsi.v8i1.3438

This study aims to analyze the effect of moral intelligence and spiritual intelligence on campus culture as a moderating variable on students’ social awareness. This research is classified as quantitative research. The population in this study were students in the Tadris IPS study program, Faculty of Tarbiyah IAIN Parepare class 2018-2021, totaling 176 students. The sample in this study was 122 students whose determination of the number of samples referred to the Slovin formula. Data collection techniques using questionnaires and documentation. Research hypothesis testing was carried out with the help of SmartPLS software. The findings of this study are: (1) there is a positive and significant effect of moral intelligence on students’ social awareness with P Values of 0.002 < 0.05, (2) there is a positive and significant effect of spiritual intelligence on students’ social awareness with P Values of 0.013 < 0, 05, (3) campus culture cannot moderate the effect of moral intelligence on students’ social awareness with P Values 0.062 > 0.05, and (4) campus culture can moderate the effect of spiritual intelligence on students’ social awareness with P Values 0.005 < 0.05. The effect of moral intelligence and spiritual intelligence with campus culture as a moderating variable on students’ social awareness is 58.8%. From these findings, it can be concluded that it is necessary to pay attention to moral intelligence, spiritual intelligence, and campus culture because they have a positive and significant effect on students’ social awareness.

Reflection learning innovation in the context of the lipa sabbe bunga caramming motif Andi Aras; Rully Charitas Indra Prahmana; Fawziah Zahrawati B; Buhaerah Buhaerah; Zulfiqar Busrah; Jumaisa Jumaisa; Wirawan Setialaksana
Al-Jabar: Jurnal Pendidikan Matematika Vol 14, No 1 (2023): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v14i1.15912

The low ability of students to understand and transform the concept of reflection to solve everyday problems is the main problem with learning mathematics because the implementation of learning mathematics is mechanical. Mathematics is taught by conveying formulas practically without linking them to students' daily activities. For this reason, this study aims to design a reflection learning trajectory in the context of the Lipa Sabbe Bunga Caramming motif as a starting point in learning to help students understand reflection material for solving everyday problems. The method used in this study is design research, which consists of three stages: preliminary design, design trials, and retrospective analysis. The subjects of this study were 23 students in class VIII-A of SMP Negeri 1 Tanasitolo. The instruments used in this study were student activity sheets (LAS), learning achievement tests, and interview guidelines. Student activity data during learning were analyzed retrospectively, and learning outcomes data were analyzed descriptively. The results of this study found that the learning trajectory of transformation geometry using the context of the lipa sabbe bunga caramming motif has four learning stages: (1) informal; (2) modes of; (3) modes of; and (4) formal. The learning stages can easily increase students' understanding of the concept of reflection. In the learning process, mathematical concepts are connected with daily habits, so students are enthusiastic and active in the learning process. This learning trajectory can assist teachers in optimizing learning so that students can easily understand the concept of reflection, equip them with critical thinking skills, and shape their character (cooperation, empathy, respect for others, awareness of social problems, a social spirit, and responsibility).

Reflection learning innovation in the context of the lipa sabbe bunga caramming motif Andi Aras; Rully Charitas Indra Prahmana; Fawziah Zahrawati B; Buhaerah Buhaerah; Zulfiqar Busrah; Jumaisa Jumaisa; Wirawan Setialaksana
Al-Jabar: Jurnal Pendidikan Matematika Vol 14, No 1 (2023): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v14i1.15912

The low ability of students to understand and transform the concept of reflection to solve everyday problems is the main problem with learning mathematics because the implementation of learning mathematics is mechanical. Mathematics is taught by conveying formulas practically without linking them to students' daily activities. For this reason, this study aims to design a reflection learning trajectory in the context of the Lipa Sabbe Bunga Caramming motif as a starting point in learning to help students understand reflection material for solving everyday problems. The method used in this study is design research, which consists of three stages: preliminary design, design trials, and retrospective analysis. The subjects of this study were 23 students in class VIII-A of SMP Negeri 1 Tanasitolo. The instruments used in this study were student activity sheets (LAS), learning achievement tests, and interview guidelines. Student activity data during learning were analyzed retrospectively, and learning outcomes data were analyzed descriptively. The results of this study found that the learning trajectory of transformation geometry using the context of the lipa sabbe bunga caramming motif has four learning stages: (1) informal; (2) modes of; (3) modes of; and (4) formal. The learning stages can easily increase students' understanding of the concept of reflection. In the learning process, mathematical concepts are connected with daily habits, so students are enthusiastic and active in the learning process. This learning trajectory can assist teachers in optimizing learning so that students can easily understand the concept of reflection, equip them with critical thinking skills, and shape their character (cooperation, empathy, respect for others, awareness of social problems, a social spirit, and responsibility).

Constraints in the Utilization of Map and Globe Media in Geography Learning Fawziah Zahrawati B; Andriani Andriani; Asrikayana Asrikayana; Darma Darma; Agustina Agustina; Aslam Raja Purwanto
MANDALIKA : Journal of Social Science Vol. 1 No. 1 (2023): February
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/mandalika.v1i1.53

Learning media is one component of the learning process used by teachers in the classroom. Students will understand learning more easily when using media compared to not. This study aims to examine the implementation of the use of map and globe media, the obstacles in using map and globe media in geography learning and the solutions to these obstacles. This research is a qualitative research conducted at UPT SMA Negeri 3 Parepare, South Sulawesi, Indonesia. Data collection techniques, including interviews, observation, and documentation. The data validity was obtained through triangulation of theories, methods, and sources. This study found that the use of map and globe media in geography learning can improve students’ understanding of regionalism, but there are some students who are still constrained in understanding the use of maps and globes. This relates to student learning styles. This obstacle is related to the availability of graphic media, teacher skills in utilizing instructional media, and teacher preparation in understanding each student’s learning style. To get out of these obstacles, a teacher is expected to have skills in choosing the right media and methods by considering the diversity of student learning styles and the learning facilities owned by the school.

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