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All Journal ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Al-Arfa: Journal of Sharia, Islamic Economics and Law Al-Fadlan: Journal of Islamic Education and Teaching
Redmon Windu Gumati
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Religion Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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The Role of Guidance and Counseling in Overcoming Student Delinquency at Madrasah Aliyah Azkiya Al-Islami Ciheulang Redmon Windu Gumati; Ucu Cahya
ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Vol. 3 No. 2 (2024): Islamic Education and Early Childhood Innovation
Publisher : STIT Attaqwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/attaqwa.v3i2.76

Abstract

The delinquency that occurs in Madrasahs is the behavior of students before entering the Madrasah, meaning that bad behavior before they enter the madrasah is sometimes still carried over and causes Guidance and Counseling (BK) delinquency to recur when they enter the school/madrasah, because the position of the Madrasah is as a religious place where Of course, the character of the students will be shaped religiously, many of the students live in environments that have bad relationships and bring their bad behavior into the school/madrasah environment. In dealing with student delinquency, guidance and counseling teachers have a different role from guidance and counseling teachers in general, where the counseling guidance activity program is very influential with the presence of the madrasa head, decisions taken by guidance and counseling teachers must be agreed upon by the head of the madrasa. In giving punishment, the supervising teacher is only free when students commit violations in the light category, apart from two categories of violations, namely moderate and serious violations, the supervising teacher must report the case to the head of the madrasah. So in cases of moderate and serious delinquency, the supervising teacher only acts as a monitor or supervisor, not as an executor or person who has great authority in giving sanctions. All actions of the supervising teacher must be coordinated first with the head of the madrasah. The sanctions given by guidance and counseling teachers are basically sanctions that have been made by all elements of the madrasah, from the madrasah principal, deputy madrasah principal, supervising teachers and other teachers' councils.
The Influence of Sharia Banking Advertising and Promotion on SMKN 8 Garut Teachers' Interest in Choosing Sharia Banks Redmon Windu Gumati; Dadang Saripudin
Al-Arfa: Journal of Sharia, Islamic Economics and Law Vol. 2 No. 1 (2024): Transformative Islamic Economics and Law
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/arfa.v2i1.48

Abstract

This research aims to find out whether advertising and sales promotion variables influence the interest in saving SMKN 8 Garut teachers at Sharia Banks. This research uses quantitative methods and is associative. Data analysis using multiple linear regression with the SPSS 21 for windows application. Meanwhile, data collection uses questionnaires (questionnaires). The sampling technique in this study used purposive sampling techniques. The population in this study were teachers at SMKN 8 Garut. The results of this research show that the t test of advertising variables has a positive and significant effect on teachers' interest in saving with a t count value of 4.311> 1.97 t table, which means that t count > t table. The t test on the sales promotion variable had a positive and significant effect on the teacher's saving interest with a calculated t score of 9,629 > 1.97 t table, which means that t calculated > t table. And for the f test, f count was obtained at 120,708 and f table 3.04, f count > f table which means that the variables advertising and sales promotion together have a positive and significant effect on teachers' interest in saving at Sharia Banks. Meanwhile, the determination coefficient (R2) is 0.531, which means that the contribution of advertising and sales promotion variables is only able to explain the Teacher savings interest variable of 53.1%. Meanwhile, the remaining 46.9% was explained by other variables.
The Effect of Applying the Concept Map Learning Method on Student Learning Outcomes in SKI Subjects at MA Plus Miftahul Khoer Majalaya Bandung Redmon Windu Gumati; Rika Nurfitria Dewi
Al-Fadlan: Journal of Islamic Education and Teaching Vol. 3 No. 1 (2025): Exploring Trends in Islamic Education
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/fadlan.v3i1.77

Abstract

This research is motivated by the low learning outcomes of students who are below the KKM standard in the subject of Islamic Cultural History (SKI). This study aims to (1) determine the application of the concept map learning method at MA Plus Miftahul Khoer (2) Student learning outcomes in the subject of Islamic Cultural History at MA Plus Miftahul Khoer and (3) The Effect of the Application of the Concept Map Learning Method on Student Learning Outcomes in the Subject of Islamic Cultural History at MA Plus Miftahul Khoer. This research is a quantitative survey research that is associative in nature. The population is 50 students, and the sample is also 50 students. Data collection techniques are through questionnaires, interviews, observations and documentation. The results of the study show that: (1) The application of the concept map learning method at MA Plus Miftahul Khoer is all classified as good. This means that the majority of students agree that SKI learning using the concept map method has an effect on learning outcomes. (2) Student learning outcomes in the subject of Islamic Cultural History at MA Plus Miftahul Khoer have increased significantly after applying the concept map learning method which previously used the conventional method, namely lectures. This can be seen from the average learning outcomes of students with the lecture learning method, namely obtaining a score of 50.4 and the average learning outcomes of students after applying the concept map learning method, namely obtaining a score of 88.8. (3) The Effect of Applying the Concept Map Learning Method on Student Learning Outcomes in the Subject of Islamic Cultural History at MA Plus Miftahul Khoer 51% and 49% influenced by other factors that were not examined.
Co-Authors Dadang Saripudin Rika Nurfitria Dewi Ucu Cahya