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Evaluasi Program Standar Kompetensi Lulusan Al Qurâan (SKL Al Qurâan) Di Jurusan Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah Dan Keguruan, IAIN Surakarta, Tahun 2017 Junanto, Subar
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol 3, No 1 (2018): At-Tarbawi
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Abstract: The purpose of this research is to evaluate SKL Alquran Program. This research used mixed method. Â The students of SKL Quran program are being subject of this study and the lecturers are being informants because they are also the examiner of SKL Quran. This study examines data collection derived from quitioners, intervies, observations, and documentations. It also examines data validity by using triangulation, which means analysis qualitatif using interactive analysis and quantitative using percentile formula. The results show that SKL Quran needs to be evaluated in the context as an important category. The inputs of charateristic form explain that most participants of SKL Quran come from public school education background. Evaluation process also shows that the things of SKL Quran are needed to be improved in the process such as subjectivity examiners that always have been affect to students graduation of SKL Quran. Last, evaluation of the product knowledge of this study is going to graduate 77.42%.Â Keywords: Evaluation, SKL quran, FITK IAIN Surakarta

Evaluasi Pembelajaran di Madrasah Diniyah Miftachul Hikmah Denanyar Tangen Sragen Junanto, Subar
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol 1, No 2 (2016): At-Tarbawi
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

The problems occurred in Madrasah Diniyah Miftachul Hikmah were the lack of funding, teachers competence, facilitiesand infrastructure, as well as theallocation of study time. The aim of this study was to evaluate the learning process at this school. This research employed combined qualitative and quantitative methods;conducted in Madrasah Diniyah Miftachul Hikmah Denanyar village, Tangen subdistrict, Sragen regency on 2015. The subject of this study was the teachers and students of this school.The data was gathered through aquestionnaire, observation, interview, and documentation which later analyzed quantitatively and qualitatively using CIPP (context, input, process, product) evaluation model. The ContextEvaluation showed that communitys participation in administrating this school was low, evidenced by the absent of suggestions and ideas from students parents for the continuation of the program. The Input Evaluation indicated that facilities and infrastructure in this school categorized as inadequate, only 60% of the real need of supporting facilities, learning materials, skills materials and kits are. The Process Evaluation on teachers activities in the learning process observed from preparation, strategy, ending the class, management and evaluation of learning process are categorized as adequate. Lastly, the Product Evaluation based on the data showed that majority of students thought that Madrasah Diniyahprovides enough benefits, none of them thought otherwise.Keywords: Learning evaluation, Madrasah Diniyah, CIPP evaluation model.

INTERNALISASI PENDIDIKAN MULTIKULTURAL PADA ANAK USIA DINI Junanto, Subar; Fajrin, Latifah Permatasari
Jurnal Pendidikan Anak Usia Dini Undiksha Vol 8, No 1 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v8i1.24338

The problem in this research is the rising amount of conflict in society caused by a difference in people?s perspectives. Multicultural education is needed to foster tolerance for early childhood. The purpose of this study is to determine the internalization of multicultural education values in early childhood. This research used a descriptive qualitative approach. This research was conducted at PAUD Insan Kamil Dharma Wanita IAIN Surakarta from December 2019 to April 2020. The research subjects were teachers and class B, while the informants were the headmasters and the teacher of class A. The data were collected by observation, interviews, and documentation. The validity of the data is tested using source and method triangulation. The collected data then analyzed by the stages of data reduction, presentation, and concluding. The result showed that internalization was carried out through three stages. There are a transformation of values, transaction value, and trans-internalization using lecturing method, giving a question-answer method, and demonstration methods. The teacher carries out the internalization process by introducing culture, forms of multicultural education learning activities carried out through the introduction of languages (Arabic, English, and Javanese), culture (traditional clothing), arts (regional dances), field trips (visiting museums) and traditional games. Keywords: Internalization, Multicultural Education, Early Childhood

Evaluation Model of Expertise Practice Programs for Early Childhood Educator Teachers Junanto, Subar; Utami, Tri
Jurnal Pendidikan Usia Dini Vol 13 No 1 (2019): Jurnal Pendidikan Usia Dini Volume 13 Nomor 1 April 2019
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

This study aims to create a model for developing expertise evaluation programs at the IAIN Surakarta PIAUD Department. The research method used is development research (Research and Development). The results showed that the EPPK model produced had two-dimensional constructs, namely processes and products. The dimensions of the process of publishing in-strument planning, implementation and output. The product dimensions are complete instru-ments of dance ability, musical ability, storytelling ability and artistic ability. This EPPPK model has approved the feasibility of criteria: a. has a good format (average 79.7%), b. has approved the substance of a good evaluation model (average 79.2%), c. has a good evalua-tion procedure (average 80%). The EPPK model has a very good success rate, it is proven that expertise program lecturers can use the EPPK model easily. The results of the evaluation using the EPPK model can provide a complete and comprehensive description of the pro-gram for conducting expertise in the Surakarta IAIN PIAUD Department. Key Words: Early Childhood Education (PIAUD), Evaluation Model, Expertise Practice Programs for Early Childhood (EPPK) References Amrein-Beardsley, A., Polasky, S., & Holloway-Libell, J. (2016). Validating Bvalue added^ in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educational Assessment, Evaluation and Accountability. Educational Assessment, Evaluation and Accountability. Borg, W. R., & Gall, M. D. (1989). Educational research. New York: Longman. Briggs, D. C., & Dadey, N. (2017). Principal holistic judgments and high-stakes evaluations of teachers. Educational Assessment, Evaluation and Accountability. Cizek, B. J. (2000). Pockets of resistance ini the assessment revolution. Educational Measurement Issues and Practice Journal, 192. Elliot, R. B. (2018). Understanding Faculty Engagement in Assessment through Feedback and Dialogues: A Mixed Methods Approach. International Journal of Evaluation and Research in Education, 7(2). Eseryel, D. (2002). Approaches to evaluation of training: Theory & Practice. Educational Technology & Society, 5(2). Hallinger, P., Heck, R., & Murphy, J. (2014). Teacher evaluation and school improvement: an analysis of the evidence. Educational Assessment, Evaluation and Accountability. Hasan, H. (2009). Evaluasi Kurikulum (II). Bandung: PT Remaja Rosdakarya. Herpich, S., & Pratoreus, K. A. (2018). Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education. Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability.Ovretveit, J. (2002). Evaluation of quality improvement programmes. Quality and Safety in Health Care, 11(3), 270–275. https://doi.org/10.1136/qhc.11.3.270 Podsakoff, P. M., MacKenzie, S. B., Moorman, R. H., & Fetter, R. (2015). Transformational Leader Behaviors and Their Effects on Trust , Satisfaction , and Organizational Citizenship Behaviors. JAI Press Inc., (August), 107–142. https://doi.org/10.1016/1048-9843(90)90009-7 Roegman, R., Goodwin, A. L., & Reed, R. (2016). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educational Assessment, Evaluation and Accountability. Seng, K.-H., Diez, C. R., Lou, S.-J., Tsai, H.-L., & Tsai, T.-S. (2010). Using the Context, Input, Process and Product model to assess an engineering curriculum. World Transactions on Engineering and Technology Education, 8(3). Skedsmo, G., & Huber, S. G. (2016). Teacher evaluation—accountability and improving teaching practices. Teacher Evaluation—Accountability and Improving Teaching Practices. Skedsmo, Guri, & Huber, S. G. (2018). Teacher evaluation: the need for valid measures and increased teacher involvement. Educational Assessment, Evaluation and Accountability, 30(1), 1–5. https://doi.org/10.1007/s11092-018-9273-9 Steinert, Y., Cruess, S., Cruess, R., & Snell, L. (2005). Faculty development for teaching and evaluating professionalism: From Programme Design To Curriculum Change. Medical Education. Stufflebeam, D. L. (2003). The CIPP model for evaluation. Oregon Program Evaluators Network. Uerz, D., Vorman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education. Vrasidas, C. (2000). Constructivism Versus Objectivism: Implications for interaction, Course Design, And Evaluation In Distance Educatio. International Journal of Educational Telecommunications, 6(4). Wahyuni, A., & Kartawagirun, B. (2018). Developing Assessment Instrument Of Qirāatul Kutub At Islamic Boarding School. Jurnal Penelitian Dan Evaluasi Pendidikan, 22(2).

INTERNALISASI NILAI-NILAI NASIONALISME DALAM PEMBELAJARAN PENDIDIKAN ANAK USIA DINI Subar Junanto; Abdul Wahid; Retno Wahyuningsih
Tunas Siliwangi Vol 6, No 2 (2020): VOL 6 NO 2, OKTOBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ts.v6i2p%p.2044

Masalah dalam penelitian ini adalah rasa nasionalisme sudah mulai luntur seiring dengan perkembangan jaman. Tujuan dari penelitian ini adalah untuk mengetahui internalisasi nilai-nilai nasionalisme dalam pembelajaran Pendidikan Anak Usia Dini. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Penelitian ini dilaksanakan di PAUD Insan Kamil Dharma Wanita Persatuan IAIN Surakarta dari bulan Desember 2019 sampai dengan April 2020. Subyek penelitian adalah guru dan siswa kelas B. Informan yaitu kepala sekolah dan siswa kelas A. Data dikumpulkan dengan cara observasi, wawancara, dan dokumentasi. Keabsahan data diperoleh menggunakan triangulasi, sumber, dan metode. Data yang terkumpul kemudian dianalisis dengan tahapan reduksi data, penyajian data, dan menarik kesimpulan. Hasil penelitian menunjukan bahwa internalisasi yang dijalankan melalui tiga tahapan yaitu transformasi nilai, transaksi nilai dan transinternalisasi melalui metode ceramah, pembiasaan dan pengulangan yang dilakukan oleh guru dalam menyampaikan materi. Rasa cinta tanah air atau nasionalisme diinternalisasikan pada aspek pengembangan nilai agama dan moral adalah nilai tolong menolong, kerjasama, saling menghargai dan toleransi.Kata Kunci: Internalisasi, Nilai Nasionalisme, Pembelajaran PAUD

Pemanfaatan Microsoft Sway dan Microsoft Form Sebagai Media Pembelajaran Interaktif Pendidikan Agama Islam Ari Priyono; Subar Junanto
MUADDIB Jurnal Kependidikan dan Keislaman Vol 12, No 2 (2022)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/muaddib.v12i2.6290

The purpose of this study is to explain how to use the Microsoft Sway and Microsoft Form programs in history education and how to create interactive Islamic Religious Education media that can be accessed via a link. One of the challenges of learning Islamic religious education at this time during this pandemic is that the online learning materials used are less attractive so that it makes students less interested in using learning materials made by the teacher. In addition, students must download an application to access the media sent and must have a communication device with high mobile specifications to be able to open learning materials sent by the teacher. Students can quickly open Islamic Religious Education teaching materials using the Microsoft Sway and Microsoft Forms applications. Students can easily access Islamic Religious Education learning materials by clicking on links sent by teachers using the Microsoft Sway and Microsoft Forms applications, and teachers can use the Microsoft Sway application. to add media in the form of text, audio, video, animation, and quizzes in one link. This study uses a qualitative methodology. Microsoft Office 365 provides tools including Microsoft Sway and Microsoft Forms, according to the research findings. Teachers can produce interactive media in Islamic Religious Education creative learning using Microsoft Sway and Microsoft Forms without having to download certain software because these programs can be accessed online and have larger storage than Google Drive, so there's no need to worry while watching videos.

Evaluasi Pembelajaran di Madrasah Diniyah Miftachul Hikmah Denanyar Tangen Sragen Subar Junanto
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 1 No. 2 (2016): At-Tarbawi
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

The problems occurred in Madrasah Diniyah Miftachul Hikmah were the lack of funding, teachers’ competence, facilitiesand infrastructure, as well as theallocation of study time. The aim of this study was to evaluate the learning process at this school. This research employed combined qualitative and quantitative methods;conducted in Madrasah Diniyah Miftachul Hikmah Denanyar village, Tangen subdistrict, Sragen regency on 2015. The subject of this study was the teachers and students of this school.The data was gathered through aquestionnaire, observation, interview, and documentation which later analyzed quantitatively and qualitatively using CIPP (context, input, process, product) evaluation model. The ContextEvaluation showed that community’s participation in administrating this school was low, evidenced by the absent of suggestions and ideas from students’ parents for the continuation of the program. The Input Evaluation indicated that facilities and infrastructure in this school categorized as inadequate, only 60% of the real need of supporting facilities, learning materials, skills materials and kits are. The Process Evaluation on teachers activities in the learning process observed from preparation, strategy, ending the class, management and evaluation of learning process are categorized as adequate. Lastly, the Product Evaluation based on the data showed that majority of students thought that Madrasah Diniyahprovides enough benefits, none of them thought otherwise.Keywords: Learning evaluation, Madrasah Diniyah, CIPP evaluation model.

Evaluasi Program Standar Kompetensi Lulusan Al Qurâ€™an (SKL Al Qurâ€™an) Di Jurusan Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah Dan Keguruan, IAIN Surakarta, Tahun 2017 Subar Junanto
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 3 No. 1 (2018): At-Tarbawi
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Abstract: The purpose of this research is to evaluate SKL Alquran Program. This research used mixed method. Â The students of SKL Quran program are being subject of this study and the lecturers are being informants because they are also the examiner of SKL Quran. This study examines data collection derived from quitioners, intervies, observations, and documentations. It also examines data validity by using triangulation, which means analysis qualitatif using interactive analysis and quantitative using percentile formula. The results show that SKL Quran needs to be evaluated in the context as an important category. The inputs of charateristic form explain that most participants of SKL Quran come from public school education background. Evaluation process also shows that the things of SKL Quran are needed to be improved in the process such as subjectivity examiners that always have been affect to students graduation of SKL Quran. Last, evaluation of the product knowledge of this study is going to graduate 77.42%.Â Keywords: Evaluation, SKL quran, FITK IAIN Surakarta

DESIGNING STAGES OF LEARNING FOR CHILDREN WITH CEREBRAL PALSY IN MEMORIZING THE QURAN Hanik Fitriyatun; Subar Junanto
BUANA GENDER : Jurnal Studi Gender dan Anak Vol. 8 No. 1 (2023)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/bg.v8i1.6536

This research was conducted based on the need to identify the learning stages of children with cerebral palsy in relation to their potential to memorize the Qur’an. The purpose of this study was to find out the stages of learning carried out by parents and teachers in teaching children with cerebral palsy to memorize the Qur’an. The method used in this study was a qualitative method with a case study design. Data collection techniques used interviews, observation and documentation. To test the validity of the data, triangulation techniques was used and interactive models was implemented to analyze the data. The results of the study show that the learning stages in teaching children with Cerebral Palsy to memorize the Qur’an are by analyzing the learning types of children with Cerebral Palsy, being used to listening to the Qur’an verses, monitoring their progress with routine murajaah and supporting them with educational facilities based on their development needs. Keywords: Learning Stages, Children with Cerebral Palsy, Memorizing the Qur'an

Penguatan Pendidikan Karakter Peserta Didik Sesuai Enam Pilar Karakter Di Nadzom Alala di Era 5.0 Syahir Naashiruddin; Subar Junanto
DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman Vol. 8 No. 2 (2023): Desember
Publisher : Universitas KH. A. Wahab Hasbullah Tambakberas Jombang

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

Character education is the main value that a learner must have, especially in facing global challenges and the rapid development of information technology. Therefore, it is necessary to strengthen the character of a learner who is relevant to what they experience. Here the basis of the strengthening literature is to use the 6 pillars of character value in a nadzom alala. This study uses the library research method by looking for papers that are relevant to the theme raised and then analyzed and described. The problem of Character Education in Era 5.0 is where Technology and Information can be enjoyed by all parties, not only adults but even small children can now enjoy it and there are also internal and external factors from the human The form of character education in Nadhom Alala is 6: Smart, earnest, patient, cost, teacher's blessing and long time.

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