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All Journal Elementary: Islamic Teacher Journal Al-Abshar: Journal of Islamic Education Management
Chalimah, Siti Nok
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Decision Sciences, Operations Research & Management Education

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AKTUALISASI BUDAYA LITERASI MEMBACA DI MI MA’ARIF SALATIGA Chalimah, Siti Nok; Kusumawati, Erna Risfaula
ELEMENTARY: Islamic Teacher Journal Vol 8, No 1 (2020): ELEMENTARY
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/elementary.v8i1.6877

Abstract

AbstractThis study aims to describe the reading literacy activities at MI Ma’arif Hamlet Salatiga, along with obstacles in their implementation and also the short and long term plans of these activities. This research is qualitative involved teachers in the school as well as the principal. Data collection techniques used were interviews, observation and document analysis. The results of the study show that literacy activities at MI Ma’arif have been carried out for all students in grades 1 through 6. They are not only asked to read but also answer questions and also retell in an effort to encourage them to comprehend the reading comprehensively. Some obstacles are still found such as lack of reading books, lack of libraries and also the low support of parents of students. As a shortterm and long-term plan for this activity, the teacher will launch a story deposit activity to the homeroom teacher. This was done not only to train their understanding, but also to train their courage to perform in front of the class AbstrakPenelitian ini bertujuan untuk mendeskripsikan kegiatan literasi membaca di MI Ma’arif Dukuh Salatiga, beserta hambatan dalam pelaksanaannya dan juga rencana jangka pendek dan panjang dari kegiatan tersebut. Penelitian ini melibatkan guru di sekolah serta kepala sekolah. Penelitian ini menggunakan penelitian kualitatif dengan teknik pengumpulan data wawancara, observasi dan juga analisis dokumen. Hasil dari penelitian menunjukkan bahwa kegiatan literasi di MI Ma’arif ini sudah dilaksanakan bagi semua peserta didik kelas 1 sampai 6. Mereka bukan hanya diminta membaca tetapi juga menjawab pertanyaan dan juga menceritakan kembali sebagai usaha untuk mendorong mereka untuk memahami bacaan secara komprehensif. Beberapa kendala masih ditemukan seperti kurangnya sumber buku bacaan, tidak adanya perpustakaan dan juga rendahnya dukungan orang tua peserta didik. Sebagai rencana jangka pendek dan panjang dari kegiatan ini, guru akan mencanangkan kegiatan setor cerita kepada wali kelas. Ini dilakukan selain untuk melatih pemahaman mereka, juga untuk melatih keberanian mereka untuk tampil di depan kelas. Penelitian ini baru karena menggunakan literasi digital yang sebelumnya hanya menggunakan literasi manual.
Self-Regulation as a Key to Meaningful Teaching in the Digital Transformation Era Suliwati, Suliwati; Ratih, Ratih; Chalimah, Siti Nok
Al-Abshar: Journal of Islamic Education Management Vol. 4 No. 1 (2025): June
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-abshar.v4i1.461

Abstract

The success of education depends largely on the quality of human resources, particularly teachers who possess strong self-regulation and a deep sense of work meaning in the digital era. However, many teachers still experience a low level of work meaning, often due to limited self-regulation and a lack of reflective understanding of their teaching purpose. This study aims to examine the level of self-regulation and work meaning, and to analyze the influence of self-regulation on the meaning of work among MTs PAI clump teachers. Using a quantitative approach, data were collected through questionnaires on self-regulation and work meaning from 30 teachers at MTs N 1 Banjarnegara, MTs Muhammadiyah Mandiraja, and MTs Al-Ma’arif Rakit. Data analysis involved classical assumption and regression tests. The results indicate a significant positive effect of self-regulation on the meaning of work, with a significance value of 0.046 and a regression coefficient of 0.403, leading to the rejection of H₀ and acceptance of Hₐ. This finding implies that higher self-regulation enhances teachers’ sense of work meaning. The study contributes to understanding how psychological self-management supports teachers in finding purpose, calmness, and relevance in their teaching practice within the digital education landscape.
Co-Authors Erna Risfaula Kusumawati, Erna Risfaula ratih ratih Suliwati, Suliwati