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PENGEMBANGAN KURIKULUM DI SD ISLAM AL AZHAR 38 BANTUL YOGYAKARTA Sekarinasih, Anggitiyas
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 24 No 1 (2019)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Abstract: Curriculum is a set of plans and arrangements that contain objectives, content, and lesson materials and used as guidelines for the implementation of learning activities so that the learning process can run smoothly. The current 2013 curriculum is defined as a national curriculum, which means all schools are required to use it. However, schools are allowed to develop the curriculum to suit their needs. SDI Al Azhar 38 Bantul is one of the primary schools in Yogyakarta that has developed a curriculum in its education. Al Azhar School uses a mixed curriculum of the national curriculum and curriculum from Al Azhar Central Foundation which is then supplemented with a curriculum of development from school and local potential. Curriculum of Al Azhar is called the Kurikulum Pengembangan Pribadi Muslim (KPPM). KPPM curriculum aims to hone akhlakul karimah in students. In addition Al Azhar 38 Bantul also has a curriculum Education Al Qur'an is an additional curriculum to optimize the ability of children in reading the Qur'an. This curriculum consists of reading material of the Qur'an and recitation juz 30. Keywords: Curriculum Development, Al Azhar

Implementasi Metode Collaborative Learning untuk Meningkatkan Keterampilan Interpersonal Mahasiswa Anggitiyas Sekarinasih
QUALITY Vol 10, No 1 (2022): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v10i1.13830

The purpose of this study was to see the impact of implementing collaborative learning learning methods to improve interpersonal skills of PGMI IAIN Purwokerto students. This research is included in the type of classroom action research (CAR) by adopting Mc Kernan's theory which uses seven stages consisting of problem description, needs assessment, idea hypothesis, action plan, plan implementation, evaluation and decision making which is divided into three major activities namely (1) planning, (2) plan implementation, and (3) evaluation and decision making. The data collection techniques used were observation, Focus Group Discussion (FGD), interviews and questionnaires. The results of this study were selected two learning strategies that fall into the category of collaborative learning learning methods, namely the group resume strategy and study group. The application of the group resume strategy can improve students' interpersonal skills in the interpersonal relationship section, but it is not optimal for improving relationships between groups. As for the study group strategy, it is proven to improve students' interpersonal skills both in the relationship between individuals and individuals, individuals with groups and relationships between groups and groups.

Kesesuaian Materi IPA Dalam Buku Ajar Tematik Edisi Revisi 2017 Kelas IV SD/MI Dengan Standar Isi Kurikulum 2013 Anggitiyas Sekarinasih
JIP Jurnal Ilmiah PGMI Vol 4 No 1 (2018): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v4i1.2266

Buku mempunyai peranan penting dalam dunia pendidikan, sehingga proses pembelajaran tidak dapat dipisahkan dari adanya media pembelajaran bentuk buku ajar. Buku ajar merupakan salah satu sarana pendidikan yang sangat penting dan strategis untuk menentukan keberhasilan dalam proses belajar mengajar siswa di sekolah. Sehubungan dengan hal tersebut seharusnya buku ajar yang digunakan dapat menunjang dalam peningkatan hasil belajar dan mencerdaskan bangsa, dalam hal ini adalah peserta didik. Mengingat dari pentingnya buku ajar bagi keberlangsungan pembelajaran dan implementasi kurikulum 2013 yang terkesan terburu-buru serta banyaknya revisi dari buku ajar yang diterbitkan pemerintah inilah kemudian muncul pertanyaan terkait dengan kesesuaian isi buku ajar tematik dengan standar isi kurikulum 2013. Dari penelusuran yang telah dilakukan diperoleh kesimpulan bahwa dari Sembilan ruang lingkup materi untuk kelas IV yang telah ditetapkan kemendikbud ada empat materi yang belum tersampaikan di kelas IV dan ada dua materi tambahan yang tidak tercantum dalam ruang lingkup materi yang telah ditentukan. Selain itu juga ditemukan bahwa ada penulisan kompetensi dasar dalam buku guru yang tidak sesuai dengan standar isi dalam beberapa buku.

Moderasi Beragama Sebagai Hidden Curiculum Di Perguruan Tinggi Hendri Purbo Waseso; Anggitiyas Sekarinasih
EDUCANDUM Vol 7 No 1 (2021): Jurnal Educandum
Publisher : Balai Penelitian dan Pengembangan Agama Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Tumbuhnya radikalisme di perguruan tinggi berdasar hasil survey dalam beberapa tahun terakhir mengalami kenaikan. Artikel ini hendak menawarkan suatu ramuan agar pemikiran radikal di perguruan tinggi tidak menular dan menginfeksi secara sistemik. Melalui literature review dan analisa kualitatif ditemukan bahwa: a) dalam kacamata Apple, tumbuhnya radikalisme di perguruan tinggi berasal dari ideologi yang bekerja dalam sistem pendidikan yang dibangun; b) moderasi beragama perlu dijadikan sebagai tameng atau counter dari tumbuhnya benih-benih radikalisme; c) operasionalisasi moderasi beragama (sikap toleran dan inklusif) sebagai hidden curriculum dapat dilakukan dalam tiga posisi sekaligus yaitu hidden curriculum menjadi instrument, moderasi beragama sebagai nilai yang di-hidden dan moderasi beragama sebagai hidden curriculum direncanakan secara tersembunyi dengan menurunkan CPL menjadi CPMK yang lebih operasional dan dapat diukur.

PENGEMBANGAN KURIKULUM DI SD ISLAM AL AZHAR 38 BANTUL YOGYAKARTA Anggitiyas Sekarinasih
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 24 No 1 (2019)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Abstract: Curriculum is a set of plans and arrangements that contain objectives, content, and lesson materials and used as guidelines for the implementation of learning activities so that the learning process can run smoothly. The current 2013 curriculum is defined as a national curriculum, which means all schools are required to use it. However, schools are allowed to develop the curriculum to suit their needs. SDI Al Azhar 38 Bantul is one of the primary schools in Yogyakarta that has developed a curriculum in its education. Al Azhar School uses a mixed curriculum of the national curriculum and curriculum from Al Azhar Central Foundation which is then supplemented with a curriculum of development from school and local potential. Curriculum of Al Azhar is called the Kurikulum Pengembangan Pribadi Muslim (KPPM). KPPM curriculum aims to hone akhlakul karimah in students. In addition Al Azhar 38 Bantul also has a curriculum Education Al Qur'an is an additional curriculum to optimize the ability of children in reading the Qur'an. This curriculum consists of reading material of the Qur'an and recitation juz 30. Keywords: Curriculum Development, Al Azhar

Model Pembelajaran IPA Berbasis Pendekatan Konstruktivisme untuk Meningkatkan Karakter Peserta Didik Anggitiyas Sekarinasih
Tarbiyah al-Awlad Vol 12, No 1 (2022): Vol 12 Nomor 1 (2022)
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/alawlad.v12i1.4494

Pendidikan, sains menekankan pada pemberian pengalaman langsung untuk mengembangkan kompetensi agar siswa mampu menjelajahi dan memahami alam sekitar secara ilmiah. Salah satu tujuan pembelajaran IPA pada aspek sosial untuk siswa adalah siswa menunjukkan perilaku disiplin dan tanggung jawab, Sedangkan pada aspek pengetahuan siswa diharapkan mampu memahami pengetahuan faktual dengan cara mengamati dan menanya berdasarkan rasa ingin tahu. Sayangnya kondisi di sekolah masih banyak dijumpai pembelajaran IPA dengan metode ceramah. Jika melihat tujuan pembelajaran yang demikian tentu pembelajaran ceramah tidak mampu mencapai tujuan pembelajaran yang diharapkan. Pembelajaran IPA di sekolah dasar seharusnya memberikan kesempatan siswa untuk memupuk rasa ingin tahu secara alamiah. Salah satu paradigma terbaru yang dapat digunakan adalah dengan pendekatan konstruktivisme. Penelitian ini dilakukan dengan menggunakan metode deksriptif kualitatif. Teknik pengumpulan data yang digunakan adalah dengan observasi, dan self assessment atau penilaiain diri oleh siswa. Hasil penelitian menunjukkan bahwa implementasi model pembelajaran berbasis konstruktivisme terbukti mampu meningkatkan karakter rasa ingin tahu, disiplin, dan tanggung jawab siswa dilihat dari skor rata-rata penilain diri dan observasi guru adalah 2,84 termasuk kategori baik dan mengalami peningkatan sebesar 0,33 atau 33%.

Pemetaan Penggunaan Ayat-Ayat Al-Qur’an sebagai Sumber Nilai Moderasi Beragama dalam Buku Siswa Akidah Akhlak MI Hendri Purbo Waseso; Muhtar Sofwan Hidayat; Anggitiyas Sekarinasih
SUHUF Vol 15 No 1 (2022)
Publisher : Lajnah Pentashihan Mushaf Al-Qur'an

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22548/shf.v15i1.702

The findings of indications of radicalism and intolerance in student textbooks in previous studies became the initial basis for the importance of mapping the use of the verses of the Qur'an in the student book Akidah Akhlak MI. This article aims to ensure that there are values of religious moderation derived from the verses of the Qur'an in the student book Akidah Akhlak MI. The construction of moderate understanding from an early age is needed as an effort to prevent the growth of radical understanding. Through library research and content analysis of the books of Akidah Akhlak MI students in grades I-VI, it was found that first, the mapping of quotations from the Qur'anic verses in the Akidah Akhlak MI student textbooks seen from the function of their use was divided into three, namely the verse used as the main argument. then an explanation is given to strengthen the material, explain the material first and then quote the verses of the Qur'an, and the quotations from the verses of the Qur'an are not accompanied by explanations. Second, the classification of the use of the Qur'anic verses that contain the value of religious moderation is analyzed based on three perspectives, namely from the use of the terms al wasaṭ, al 'adl and al wazn, viewed from the substance of the verse which has a fair, tolerant, and balanced meaning. from indicators of religious moderation (national commitment, tolerance, anti-violence, and accommodating to local culture). Based on these three perspectives, it was found that a total of 18 verse quotes contained in the Akidah Akhlak MI student textbooks for grades I-VI contain the value of religious moderation. These findings prove that the MI Book of Akidah Akhlak does not contain content that is contrary to the principles of religious moderation.

Kebijakan pemisahan tempat duduk moda transportasi umum dalam perspektif gender (Studi kasus pengguna bus Transjateng jalur Purwokerto-Purbalingga) A. Luthfi Hamidi; Anggitiyas Sekarinasih; Endang Sartika; Hendri Purbo Waseso
Yinyang: Jurnal Studi Islam Gender dan Anak Vol. 18 No. 1 (2023)
Publisher : Pusat Studi Gender dan Anak (PSGA) IAIN Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/yinyang.v18i1.7766

This study aims to find the formulation of the policy of separation of seats in a gender perspective on the Trans Jateng Barlingmascakeb Bus Corridor I Purwokerto-Purbalingga. This field research used documentation, observation, interview and questionnaire techniques in the collection of data and then analyzed qualitatively by describing narratively the results of the analysis found. The results of this research are (1) the policy of separation of seats in the Central Java Trans Barlingmascakeb Bus Corridor I Purwokerto-Purbalingga is a formal policy in the form of an oral regulation because there are no documents that specifically explain it; (2) The policy of separation of seats or gender segregation is applied by the Central Java Transportation Office as a preventive measure for crimes such as sexual harassment; and (3) The application of the seat separation policy on the Trans Jateng Barlingmascakeb Bus Corridor I Purwokerto-Purbalingga is not yet effective. This is indicated by the disproportionate seating between men and women resulting in the non-compliance of users to occupy seats according to sex.

Supervision Model of Supervisors of Islamic Religious Education in Improving The Personal and Social Competence of PAI Teachers in Wadaslitang District Salis Irvan Fuadi; Robingun Suyud El Syam; Anggitiyas Sekarinasih; Hendri Purbo Waseso
EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Vol 6 No 1 (2023): Edu-Religia : Jurnal Keagamaan dan Pembelajarannya
Publisher : Program Pascasarjana Pendidikan Islam Universitas Islam Darul Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edu-religia.v6i1.4176

This study seeks to reveal how the implementation of the PAI supervisory supervision model in improving the personality and social competence of PAI teachers in the Wadaslintang District. This research is a qualitative type, using a descriptive explanatory case study strategy. The subjects used samples with several data sources from school principals, PAI supervisors and PAI teachers in Wadaslintang District, and structured interview data collection techniques, questionnaires or questionnaires, and documentation. After being analyzed, it was written that in choosing the model for the PAI supervisor in the Wadaslintang sub-district, they did not use certain analytical techniques, they simply chose the preferred model and adjusted it to the conditions of the teacher where the PAI teacher was in the Wadaslintang sub-district. Seeing the habits of PAI teachers in the Wadaslintang sub-district who are compact and considerate of the conditions of other people, especially fellow teachers, so that supervisors use artistic models. According to the artistic approach, the supervisor knows about learning and is experienced as a teacher so that the person concerned gives meaning to ongoing learning without deviating from it. Supervisor approach with several steps: (1) Does not provide information about the learning to be observed. (2) Observing teachers who are teaching; (3) Observations that are carried out thoroughly from the beginning to the end of learning; (4) Provide a formal interpretation of the results of observations; (5) Submission of teaching interpretation results to teachers both in writing and orally.

Kreativitas Guru Kelas Dalam Pembelajaran Bahasa Indonesia Putri, Shera Luvita; Sekarinasih, Anggitiyas
Tarbiyah al-Awlad Vol 14, No 1 (2024): Vol 14 Nomor 1 (2024)
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/alawlad.v14i1.8839

Abstrak : Penelitian ini bertujuan untuk mendeskripsikan bagaimana kreativitas guru Bahasa Indonesia dalam melaksanakan pembelajaran. Hal ini menjadi penting untuk diteliti karena tidak semua guru mampu dan memiliki kreativitas dalam melaksanakan pembelajaran sehingga proses pembelajaran menjadi membosankan. Penelitian ini merupakan penelitian studi lapangan berjenis deskriptif kualitatif. Penelitian dilakukan di MI Muhammadiyah Karanglewas Kidul, Kabupaten Banyumas. Adapun subjek dalam penelitian ini yakni kepala madrasah, guru kelas IV dan siswa kelas IV MI Muhammadiyah Karanglewas Kidul. Adapun teknik pengumpulan data yang digunakan yakni wawancara, observasi dan dokumentasi. Dari hasil penelitian diketahui bahwa kreativitas guru kelas IV dalam melaksanakan pembelajaran bahsa indonesia yakni meliputi, pertama kreativitas guru dalam menggunakan metode pembelajran seperti metode tanya jawab, metode proyek/kegiatan, metode demonstrasi dan belajar kelompk. Kedua, kreativitas guru dalam menggunakan media pembelajaran seperti menggunakan media lcd proyektor, media gambar, dan media audio (speaker). Ketiga, krativitas guru dalam pengelolaan kelas seperti pengaturan pola tempat duduk peserta didik.

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