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THE URGENCE OF CULTURAL INVESTMENT AND THE APPLICATION OF DIGITAL LITERATURE TO THE COMMUNITY Rofia Masrifah; Titi Mildawati; A Mustika Abidin
Jurnal Teknologi Pendidikan Madrasah Vol 5 No 2 (2022): Jurnal Teknologi Pendidikan Madrasah
Publisher : IAI Al-Mawaddah Warrahmah Kolaka

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Digital literacy is the interests, attitudes and abilities of individuals who directly use digital technology and communication tools to access, manage, integrate, analyze and evaluate information, build new knowledge, create and communicate with others in order to participate effectively in society. The implementation of education is held as a process of civilizing and empowering students that lasts a lifetime. This principle is in accordance with the general provisions of the 2003 National Education System Law Article 1 paragraph 1 which states that education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control

KONSEP PENDIDIKAN HUMANISTIK DAN RELEVANSINYA DENGAN PENDIDIKAN ISLAM A. Mustika Abidin
Didaktika : Jurnal Kependidikan Vol 15, No 2 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/didaktika.v15i2.61

Education is a basic need in human life and is one part of human rights because education aims to give freedom to humans to defend their lives. Humanistic education is education that recognizes the personality values of students to be developed through educational activities, while according to the Islamic perspective, humanistic education, especially Islamic education, is an educational process that pays more attention to aspects of human potential as divine beings, human beings, and individuals who are given the opportunity. by Allah swt. to develop their potential. It is clear that the concept of humanistic education and its relevance to Islamic education is believed to bring about better changes in the practice of education and learning, can improve the quality of educational output, and is believed to have great potential to be able to produce a generation of intelligent, emotional, intelligent people. spiritual, big-hearted, active, creative, and able to overcome the various problems of life he faces more wisely and wisely so that he is able to carry out his human functions and roles, namely as abd (servant) as well as caliph (representative) of Allah in the universe.Keywords: humanistic education, Islamic education

The Internalization Of Islamic Values In The Learning Of Aqidah Akhlak In Shaping The Character Of Students At Man 1 Bone A. Mustika Abidin
al-Iltizam: Jurnal Pendidikan Agama Islam Vol 7, No 2 (2022): Pendidikan Agama Islam dan Pembelajaran
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/alt.v7i2.3402

Abstract: This study aims to describe the internalization of Islamic values in the learning of moral aqidah in shaping the character of students at MAN 1 Bone. This research uses empiricism qualitative research. The results showed that: 1) The form of internalization of Islamic values in the learning of moral aqidah in shaping the character of students which was applied by the teacher was by internalizing the value of monotheism, the value of aqidah/faith, moral values, sharia values, and the value of Insan Kamil, 2) Method internalization of Islamic values in the learning of moral aqidah applied by teachers, namely using the lecture method, question and answer, group discussions, stories/examples, creating a conducive atmosphere, habituation, instilling and enforcing discipline, giving good advice, using media/technology, and doing field trips or nature tadabur in shaping the character of students at MAN 1 Bone, 3) The implication of internalizing Islamic values on learning aqidah and morals in shaping the character of students at MAN 1 Bone causes students to always be active, obedient, and subject to the rules, both individually as well as intellectually-religiously. Another implication is that it has a positive impact on the minds, attitudes, and souls of students so that various changes appear that result in the formation of good character. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan internalisasi nilai-nilai Islam pada pembelajaran akidah akhlak dalam membentuk karakter siswa di MAN 1 Bone. Penelitian ini menggunakan penelitian kualitatif empirisme. Hasil penelitian menunjukkan bahwa: 1) Bentuk internalisasi nilai-nilai Islam pada pembelajaran akidah akhlak dalam membentuk karakter siswa yang diterapkan oleh guru yaitu dengan menginternalisasikan nilai tauhid, nilai akidah/keimanan, nilai akhlak, nilai syariah, dan nilai Insan kamil, 2) Metode internalisasi nilai-nilai Islam pada pembelajaran akidah akhlak yang diterapkan oleh guru yaitu menggunakan metode ceramah, tanya jawab, diskusi kelompok, kisah/keteladanan, menciptakan suasana yang kondusif, pembiasaan, penanaman dan penegakan kedisiplinan, memberikan nasihat yang baik, menggunakan media/teknologi, dan melakukan karyawisata atau tadabur alam dalam membentuk karakter siswa di MAN 1 Bone, 3) Implikasi internalisasi nilai-nilai Islam pada pembelajaran akidah akhlak dalam membentuk karakter siswa di MAN 1 Bone menyebabkan siswa selalu aktif, patuh, dan tunduk terhadap aturan-aturan, baik secara individu-kelompok maupun secara intelektual-agama. Implikasi lainnya yaitu, memberi dampak positif bagi pikiran, sikap, dan jiwa siswa sehingga muncul berbagai perubahan yang mengakibatkan terbentuknya karakter yang baik.

Penerapan teori belajar behaviorisme dalam pembelajaran (studi pada anak) Andi Mustika Abidin
AN-NISA : Jurnal Studi Gender dan Anak Vol 13, No 2 (2020)
Publisher : Institut Agama Islam Negeri (IAIN) Bone-Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/annisa.v13i2.3990

Pengaruh Faktor Sosial terhadap Pengelolaan Ternak Sapi Potong di Desa Kampili, Kecamatan Pallangga, Kabupaten Gowa: The Effect of Social Factors on Beef Cattle Management in Kampili Village, Pallangga District, Gowa Regency Astati; Mursidin; Amriana Hifizah; Anas Qurniawan; Muhammad Basir Paly; A. Mustika Abidin; Fitri Handayani
Anoa: Journal of Animal Husbandry Vol 2 No 1 (2023): Februari
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/anoa.v2i1.35543

The beef cattle rearing business is one of the businesses that can be used as a source of livelihood for people in rural areas. The benefits of cattle for human life can be classified into economic, nutritional fulfillment and socio-cultural aspects. This study aims to determine the influence of socioeconomic factors on beef cattle management in Kampili Village, Pallangga District, Gowa Regency. This research was conducted in Kampili Village, Pallangga District, Gowa Regency from September to October 2020. This type of research is descriptive quantitative, which is a type of research that explains the influence of socioeconomic factors on the management of beef cattle. Simple random sampling of 42 breeders. The results of multiple linear regression analysis shows that the family environment and community environment affect the management of beef cattle in Kampili Village, Pallangga District, Gowa Regency. Meanwhile, social status has no effect on the management of beef cattle in Kampili Village, Pallangga District, Gowa Regency. Based on this, people in general run beef cattle businesses because of family environmental factors and the community environment not to get higher appreciation from people who do not run this business.

PENGARUH KOMPETENSI SOSIAL GURU TERHADAP MOTIVASI BELAJAR PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) KELAS XI DI SMA NEGERI 3 BONE A. Mustika Abidin
Jurnal Teknologi Pendidikan Madrasah Vol 6 No 1 (2023): Jurnal Teknologi Pendidikan Madrasah 2023
Publisher : IAI Al-Mawaddah Warrahmah Kolaka

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This study uses an ex-post facto research approach. The results showed that: 1) The social competence of class XI PAI teachers at SMA Negeri 3 Bone has a high level of social competence, namely by having an inclusive attitude, acting objectively, and not discriminating based on gender, religion, race, physical condition, family background , and socioeconomic status; have an adaptive attitude to the socio-cultural environment in which they work; and have a communicative attitude with the teacher community, school residents and community members, 2) The learning motivation of students in Islamic education class XI at SMA Negeri 3 Bone has a high level of learning motivation, namely by having intrinsic motivation (motivation from within the students) and extrinsic motivation (external motivation) on Islamic Religious Education (PAI) lessons. 3) There is an influence of teacher social competence on students' learning motivation in Islamic Religious Education (PAI) class XI at SMA Negeri 3 Bone. This study has succeeded in testing that there is an influence of teacher social competence on students' learning motivation in class XI Islamic Religious Education (PAI) subjects at SMA Negeri 3 Bone. Thus, the implications of this research are that both in the learning process and outside the learning process, teachers are expected to always have social competence so that it influences student learning motivation.

PENGARUH KOMPETENSI SOSIAL GURU TERHADAP MOTIVASI BELAJAR PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) KELAS XI DI SMA NEGERI 3 BONE A. Mustika Abidin
Jurnal Teknologi Pendidikan Madrasah Vol 6 No 1 (2023): Jurnal Teknologi Pendidikan Madrasah 2023
Publisher : IAI Al-Mawaddah Warrahmah Kolaka

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

This study uses an ex-post facto research approach. The results showed that: 1) The social competence of class XI PAI teachers at SMA Negeri 3 Bone has a high level of social competence, namely by having an inclusive attitude, acting objectively, and not discriminating based on gender, religion, race, physical condition, family background , and socioeconomic status; have an adaptive attitude to the socio-cultural environment in which they work; and have a communicative attitude with the teacher community, school residents and community members, 2) The learning motivation of students in Islamic education class XI at SMA Negeri 3 Bone has a high level of learning motivation, namely by having intrinsic motivation (motivation from within the students) and extrinsic motivation (external motivation) on Islamic Religious Education (PAI) lessons. 3) There is an influence of teacher social competence on students' learning motivation in Islamic Religious Education (PAI) class XI at SMA Negeri 3 Bone. This study has succeeded in testing that there is an influence of teacher social competence on students' learning motivation in class XI Islamic Religious Education (PAI) subjects at SMA Negeri 3 Bone. Thus, the implications of this research are that both in the learning process and outside the learning process, teachers are expected to always have social competence so that it influences student learning motivation.

THE URGENCE OF CULTURAL INVESTMENT AND THE APPLICATION OF DIGITAL LITERATURE TO THE COMMUNITY Masrifah, Rofia; Mildawati, Titi; Abidin, A Mustika
Jurnal Teknologi Pendidikan Madrasah Vol 5 No 2 (2022): Jurnal Teknologi Pendidikan Madrasah
Publisher : IAI Al-Mawaddah Warrahmah Kolaka

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

Digital literacy is the interests, attitudes and abilities of individuals who directly use digital technology and communication tools to access, manage, integrate, analyze and evaluate information, build new knowledge, create and communicate with others in order to participate effectively in society. The implementation of education is held as a process of civilizing and empowering students that lasts a lifetime. This principle is in accordance with the general provisions of the 2003 National Education System Law Article 1 paragraph 1 which states that education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control

ANALYSIS OF HYPERACTIVE CHILD BEHAVIOR AND HANDLING EFFORTS IN EDUCATION Abidin, Mustika
al-Iltizam: Jurnal Pendidikan Agama Islam Vol. 8 No. 1 (2023): Education and Learning
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/alt.v8i1.4489

Abstract: This study discusses the analysis of hyperactive children's behavior and efforts to handle it in education through the literature review method. The behavior of hyperactive children is a child who experiences attention deficit disorder which is characterized by frequent movements and this can affect the child's psychological, physical, and social problems. The impact of hyperactive behavior has an impact on the children themselves and the environment. Handling in overcoming the behavior of hyperactive children is by doing therapy such as drug therapy, music therapy, play therapy, consulting with child psychologists, taking time for children, providing adequate and appropriate affection, not always meeting the child's demands, giving adequate attention. adequate for children, monitor children at all times, and guide them in learning, parents and teachers must examine and understand children, be patient in caring for children, train their focus and raise children's confidence. The need to establish good communication relationships between parents, teachers, and schools by assigning tasks that ensure the success of children.Abstrak: Penelitian ini membahas analisis mengenai perilaku anak hiperaktif dan upaya penanganannya dalam pendidikan melalui metode tinjauan literatur. Perilaku anak hiperaktif adalah anak yang mengalami gangguan pemusatan perhatian yang ditandai dengan seringnya melakukan gerakan dan hal tersebut dapat mempengaruhi psikis, fisik, maupun masalah sosial anak. Dampak yang ditimbulkan dari perilaku hiperaktif yaitu berdampak bagi diri anak sendiri maupun lingkungan. Penanganan dalam mengatasi perilaku anak hiperaktif yaitu dengan melakukan terapi seperti terapi obat-obatan, terapi musik, terapi bermain, berkonsultasi dengan ahli psikolog anak, meluangkan waktu untuk anak, memberikan kasih sayang yang memadai dan tepat, tidak selalu memenuhi tuntutan anak, memberikan perhatian yang memadai kepada anak, memantau anak setiap saat, dan membimbing mereka dalam belajar, orang tua dan guru harus memeriksa dan memahami anak, sabar dalam merawat anak, melatih fokusnya dan membangkitkan kepercayaan diri anak. Perlunya menjalin hubungan komunikasi yang baik antara orang tua, guru, dan sekolah dengan memberikan tugas-tugas yang menjamin keberhasilan anak-anak.

STRATEGI GURU PAI DALAM PENGELOLAAN KELAS UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN PAI Abidin, Andi Rahmat; Latuapo, Ridhwan; abidin, Mustika
al-Iltizam: Jurnal Pendidikan Agama Islam Vol. 8 No. 2 (2023): Education and Learning
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/alt.v8i2.6480

Penelitian ini bertujuan untuk mengetahui strategi pengelolaan kelas guru Pendidikan Agama Islam secara kuratif dan prefentif serta untuk mengetahui kualitas pembelajaran Pendidikan Agama Islam sehingga dapat meningkatkan kualitas pembelajaran peserta didik. Hasil penelitian menunjukan bahwa strategi pengelolaan kelas secara preventif adalah menyediakan 15 menit untuk tadarus bersama, memberikan pengantar-pengantar berupa cerita motivasi, merapikan posisi tempat duduk agar peserta didik merasa nyaman sebelum memulai pelajaran. Sementara pengelolaan kuratif adalah memberikan teguran saat terjadi kekacauan dalam kelas, adapun hasil dari fokus penelitian kualitas pembelajaran ditemukan kesimpulan bahwa pendidik atau guru pendidikan agama islam telah melakukan persiapan berupa, menyiapkan RPP (rencana proses pembelajaran) yang merupakan kerangka apa saja yang akan di lakukan guru dari masuk sampai keluar kelas. selain itu juga guru menyiapkan beberapa metode yang akan dipakai dan alat-alat pendukung seperti power point atau buku-buku serta memiliki keterampilan mengajar guru pendidikan agama islam terhadap tercapainya hasil tujuan pembelajaran dikategorikan cukup pada kemampuan mengelola kelas, mengadakan pembelajaran yang bevariasi, dan memimpin diskusi kelompok.

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