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All Journal Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam
Arief, Mochamad Budi
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Education

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EVALUASI SISTEM ADMINISTRASI PENGAJARAN, PENELITIAN DAN PENGABDIAN PADA MASYARAKAT MENYONGSONG ERA INDUSTRI 4.0 DI STIT RADEN WIJAYA MOJOKERTO Arief, Mochamad Budi
Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam Vol 8 No 2 (2018)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (894.99 KB) | DOI: 10.32616/tdb.v8.2.180.49-54

Abstract

The role of information technology in teaching, research and administration is that we are aware of the strategic tool for institutions. Data works using digital technology and digital systems is an integral part of teaching administration, research and community service in higher education. Educational institutions are often driven by political and contextual considerations, not evidence of pedagogical impacts. By utilizing the professional experience of college innovators and many international case studies, practical all aspects of university advice and guidance on university management is an interesting, comprehensive and easily accessible practical guide, from culture to university and the role it plays, to providing leadership effective and manage change. At STIT Raden Wijaya Mojokerto. This is a system of teaching, research and community service to meet the industrial era. 1) The availability of abundant information, advanced technology, and rapidly changing societies, greater convenience in the daily life of the capital must reform the education system as the core of international competition, education is developed students to develop student learning and undergraduate education, improving learning environments, and increasing teacher training, transforming learning environments into purposeful, generative learning, attentive learning, and results-based learning. 2) Given the diverse learning needs and involvement of diverse student populations, the institution needs to develop skills with a flexible approach to teaching important to improve student success. Professional development provides exposure to effective evidence-based teaching strategies in online contexts, can improve their teaching practices. 3) Supporting refills and patches reform strategies to improve digital status. While the development of digital technology provides cheap resources for educational practices, this can be done by raising reformist leadership, initiators and strategic planners, supported leadership. building collaborative supported pedagogical systems and learning support organizations and helping teachers develop four new roles: learners, facilitators for student-centered learning, collaborators and researchers.
Menakar Kontradiksi Implementasi Teori Direct Teaching dan Indirect Teaching dalam Permendikbud No 37 Tahun 2018 Arief, Mochamad Budi; Moh. Rodhi
Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam Vol. 10 No. 1 (2020)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32616/tdb.v10.1.266.51-56

Abstract

This article aims to describe the implementation of direct teaching and indirect teaching in Permendikbud No. 37 of 2018 which is not in line with the theory, especially indirect teaching. This research is a qualitative literature study to interpret the phenomena in the literature. The approach used is an empirical approach which is contrasted with an apriorist, rationalistic, or intellectualist orientation. Simultaneous qualitative analysis, each influencing all the others, then, comparisons are made between the different types of organizations to study the unit of analysis. Finally, the book's social artifacts become the unit of analysis. From the results of the discussion, it can be concluded as follows: 1) Indirect teaching strategies exemplify teaching concepts, patterns, and abstracts for inquiry, problem solving, and discovery learning experiences that encourage students to think beyond the facts given, conclude and make generalization as a result or a follow-up to direct instruction or direct learning, where the teacher focuses students' attention on a problem and then provides students with only background information. Contradictory to this, Permendikbud No. 37/2018 concerning amendments to Permendikbud No. 24/2016 on KI and KD Curriculum 2013 mentions the formulation of competency in spiritual attitudes, namely respecting and living up to the teachings of the religion it adheres to. The formulation of social attitude competence is showing honest behavior, discipline, responsibility, courtesy, care, and confidence in interacting with family, friends, teachers, and neighbors. Both competencies are achieved through indirect teaching, namely modeling, habituation, and school culture, by paying attention to the characteristics of subjects and the needs and conditions of students. 2) Indirect learning has the following characteristics: (1) Students are responsible for their own learning processes and outcomes; (2) students learn by absorbing and adapting new information into their cognitive structures with what they already know and believe from the learning process; and (3) students solve problems through active-collaborative discussions in Permendikbud No. 37 of 2018 concerning changes to Permendikbud No. 24 of 2016 concerning KI and KD Curriculum 2013 is very small and does not even touch the characteristics referred to.
Co-Authors Moh. Rodhi