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All Journal Jurnal Pendidikan Madrasah
Budiati, Asih
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Education

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Pembelajaran “Rasenda” untuk Meningkatkan Keaktifan dan Hasil Belajar IPA di MTs Negeri 1 Bantul Budiati, Asih
Jurnal Pendidikan Madrasah Vol. 9 No. 1 (2024): Jurnal Pendidikan Madrasah
Publisher : Pusat Pengembangan Madrasah (PPM), dan Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpm.2024.37-44

Abstract

This study aims to improve student activeness and learning outcomes in science subjects. This research is a best practice with the subject of research being class IX-E students at MTs Negeri 1 Bantul. This study tries to describe Rasenda's learning method (Summarizing, Percentage, and Deepening of Material). Data were collected through observation, documentation, and learning outcomes tests. Data analysis uses qualitative analysis techniques. The results showed that the Rasenda model had a positive effect on the activeness and learning outcomes of science. This is shown by the increase in student activity during learning at all stages of Rasenda by 60.8% in material I and increased to 80.7% at the end of material II. Similarly, student learning outcomes are the highest score of 78 in material I to 87 in material II, the lowest score of 60 in material I to 67 in material II, and the average score from 65.56 in material I to 80.20 in material II. The Rasenda method can improve activeness and science learning outcomes in MTs Negeri 1 Bantul for the 2023-2024 academic year.
Peer Review Kolaboratif sebagai Model Pendampingan untuk Meningkatkan Keterampilan Guru dalam Menyusun RPP di MTs Negeri 10 Sleman Budiati, Asih
Jurnal Pendidikan Madrasah Vol. 11 No. 2 (2026): Jurnal Pendidikan Madrasah
Publisher : Pusat Pengembangan Madrasah (PPM), dan Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpm.2026.443-452

Abstract

Improving the quality of learning in madrasahs depends not only on teachers’ instructional competence but also on their ability to systematically plan learning activities. One of the problems identified at MTsN 10 Sleman was the limited ability of teachers to develop lesson plans and the lack of a collaborative culture in reviewing learning documents. This best practice aimed to analyze the effectiveness of peer review as a mentoring strategy for improving teachers’ skills in developing lesson plans and the quality of the resulting documents. The activity was conducted during the 2025/2026 academic year through two practices, in August 2025 and January 2026, involving 27 teachers divided into 12 subject-based groups. The peer review model consisted of five stages: drafting, exchanging lesson plans, reviewing using an instrument, reflection, and revision. Data were collected through teacher-skill observation and analysis of lesson-plan quality and were examined using descriptive-comparative analysis. The results showed that the proportion of teachers categorized as skilled and highly skilled increased from 17 teachers (63%) in Practice I to 22 teachers (81%) in Practice II. The proportion of lesson plans categorized as good and very good increased from 20 documents (74%) to 24 documents (89%). These findings indicate that collaborative peer review combined with mentoring, reflection, and curriculum reinforcement can serve as an effective model for improving teachers’ lesson-planning skills.
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