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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Islamic Education Research
Lisdiawati, Lilis
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Religion Humanities Education

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MENINGKATKAN HASIL BELAJAR SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE TGT PADA MATERI NEGARA MAJU DAN NEGARA BERKEMBANG DI KELAS IX F SMP NEGERI 1 CIBOGO TAHUN 2017 Lisdiawati, Lilis
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 4 No. 2 (2018): Vol. 4, No. 2 Desember 2018
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (133.978 KB) | DOI: 10.36989/didaktik.v4i2.78

Abstract

Rendahnya minat siswa untuk belajar IPS yang berakibat pada rendahnya hasil akhir peserta didik dalam kegiatan pembelajaran menjadi alasan yang mendasari lahirnya penelitian ini. Subyek penerima tindakan adalah siswa kelas IX F SMP Negeri 1 Cibogo Tahun Pelajaran 2017/2018 yang berjumlah 34 siswa, sementara subyek pelaksana adalah peneliti. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) . Tehnik pengumpulan data yang digunakan dalam penelitian ini adalah lembar observasi, catatan dilapangan pada waktu melaksanakan tindakan, lembar wawancara, lembar penilaian individu setelah mengikuti pelajaran. Prosedur dalam penelitian ini ada empat tahap yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian ini dilakukan dengan dua siklus dimana tiap siklus dilakukan dalam dua kali pertemuan yang dilakukan untuk memperoleh data peningkatan aktivitas dalam pembelajaran IPS siswa. Hasil penelitian pembelajaran ini menunjukan bahwa sebelum adanya tindakan di peroleh rata-rata tingkat aktivitas siswa sebesar 14%. Pada siklus 1 tingkat rata-rata aktivitas siswa meningkat menjadi 41%. Pada siklus II tingkat rata-rata aktivitas siswa meningkat menjadi 79%. Berdasarkan data hasil Tindakan Penelitian Kelas tersebut maka dapat disimpulkan bahwa dengan penerapan model pembelajaran Kooperatif Tipe TGT dapat meningkatkan hasil pembelajaran IPS pada materi Negara Maju dan Negara Berkembang di kelas IX F SMP Negeri 1 Cibogo Tahun pelajaran 2017/2018. Hal ini karena Model pembelajaran Kooperatif Tipe TGT mengandung unsur permainan sehingga dapat meningkatkan aktivitas belajar siswa baik secara kognitif, afektif, maupun psikomotorik.
Reconceptualizing Teacher Professionalism in Islamic Primary Education: Integrating Islamic and Global Frameworks Fauzi, Anis; Lisdiawati, Lilis; Muhtofin, Piping; Lugowi, Rifyal; Rusdi, Mikdar
Journal of Islamic Education Research Vol. 7 No. 2 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i2.520

Abstract

This study critically reconceptualizes teacher professionalism and performance in Islamic primary education by positioning Islamic intellectual traditions in dialogue with contemporary global educational frameworks. Despite extensive research, dominant models of teacher professionalism remain largely technocratic, systematically privileging measurable competencies while neglecting ethical and spiritual dimensions. This study employs a systematic literature review (SLR) following PRISMA guidelines, analyzing peer-reviewed articles retrieved from Scopus, Web of Science, and Google Scholar, published between 2016 and 2025. The study selection process involved identification, screening, eligibility assessment, and final inclusion stages, ensuring methodological transparency and rigor. The data were analyzed using thematic analysis to identify key patterns related to teacher professionalism, performance, and learning quality. The findings reveal that teacher professionalism in Islamic education is a multidimensional construct integrating pedagogical competence, professional expertise, and ethical-spiritual values such as adab, amanah, and ihsan. Teacher performance is shaped by both internal factors, including motivation and psychological well-being, and external conditions such as institutional support and professional learning environments. Furthermore, the results demonstrate that the interaction between professionalism and performance significantly enhances learning quality, particularly in fostering holistic student development. The novelty of this study lies in its integrative framework, which challenges dominant technocratic models by embedding ethical and spiritual dimensions within contemporary theories of teacher effectiveness. This study contributes theoretically by advancing a more holistic and context-sensitive understanding of teacher professionalism and practically by informing the design of teacher development programs that are both globally informed and ethically grounded.
Co-Authors Anis Fauzi, Anis Lugowi, Rifyal Muhtofin, Piping Rusdi, Mikdar