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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Gurutta Education
Wakka, Ahmad
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Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Other

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Optimalisasi Keterampilan Mengajar Guru PAI Berbasis Kompetensi Profesional dan Pedagogik Hasan, Salim; Bazith, Akhmad; Wakka, Ahmad; Assegaf, Abd. Rauf
Journal of Gurutta Education Vol. 3 No. 2 (2024): Journal of Gurutta Education (JGE)
Publisher : Program Pascasarjana Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/jge.v3i2.1792

Abstract

This study aims to analyze teacher professionalism and professionality as professional educators. The problem examined is the competencies that professional teachers must possess according to the mandate of the law. The method used is a literature study by examining various sources related to teacher professionalism. The results show that professional teachers must master four main competencies, namely pedagogical, professional, social, and personality competencies. Teacher professionalism is determined by the quality of attitudes towards the profession and the level of knowledge and expertise possessed. Teacher competence is a combination of knowledge, skills, values, and attitudes reflected in habits of thinking and acting. It can be concluded that increasing teacher professionalism requires comprehensive mastery of competencies and development of positive attitudes towards the teaching profession. Efforts to improve teacher competence and qualifications need to be carried out continuously to realize quality education.
KESULITAN BELAJAR MATEMATIKA (STUDI KASUS) PESERTA DIDIK KELAS IV MADRASAH IBTIDAIYAH AL-FITRAH UMI KOTA MAKASSAR Hilwa Tenriola, Andi; Syahid, Akhmad; Wakka, Ahmad; Martini; Aidil Sudamono R, Muh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44782

Abstract

This study aims to determine the mathematics learning process for fourth-grade students at Madrasah Ibtidaiyah Al-Fitrah UMI, identify the types of learning difficulties experienced by students in long multiplication and long division materials, and analyze the factors causing these learning difficulties. This research employed a qualitative method with a descriptive approach. The subjects of this study were the fourth-grade mathematics teacher and students at Madrasah Ibtidaiyah Al-Fitrah UMI. Data were collected through observation, interviews, and documentation. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The results showed that mathematics learning in the fourth grade followed the Kurikulum Merdeka using lecture methods and practice exercises. The identified learning difficulties included a low understanding of long-form arithmetic operations, evidenced by the majority of students scoring below the Minimum Mastery Criterion (KKM) during assessments. Students faced obstacles in calculating large numbers and frequently felt confused by the steps of long division. The causal factors for these learning difficulties consisted of internal and external factors: 1) The teacher's teaching method, which tended to be monotonous, thereby decreasing student motivation and concentration; 2) Students' limited cognitive abilities in mastering basic arithmetic concepts; and 3) A lack of learning assistance from parents at home, which resulted in students having difficulty reviewing the material in-dependently. Keywords: Learning Difficulties, Mathematics, Long Multiplication and Division,
INTEGRASI KURIKULUM KOMUNIKASI DAN PENYIARAN ISLAM DALAM PENGUATAN MODERASI BERAGAMA FAKULTAS AGAMA ISLAM UNIVERSITAS MUSLIM INDONESIA Hasriani, Andi; Samsuduha, St; Wakka, Ahmad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49204

Abstract

ABSTRACT This study aims to analyze the integration of the Islamic Communication and Broadcasting Study Program curriculum in strengthening religious moderation at the Faculty of Islamic Studies, Universitas Muslim Indonesia. Religious moderation is a crucial issue in Islamic higher education, fostering a tolerant, inclusive attitude and the ability to respond to the dynamics of a multicultural society in the digital era. The KPI curriculum is not only oriented toward mastering communication and da'wah theory but also aims to shape students' moderate character in understanding and conveying Islamic teachings. This study used a qualitative approach with descriptive methods. Data were obtained through observation, interviews, and documentation with lecturers, students, and study program administrators. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results indicate that the integration of religious moderation into the KPI curriculum is achieved through strengthening moderation-based courses, a dialogic learning approach, developing digital da'wah literacy, and communication practices that emphasize tolerance and anti-radicalism. Furthermore, the implementation of religious moderation is also realized through academic and non-academic activities that encourage students to be open to social, cultural, and religious differences. This study concludes that the integration of the Islamic Communication and Broadcasting (KPI) curriculum based on religious moderation can create a learning pattern that instills values of tolerance, balance, and inclusiveness in students' academic lives. This integration is realized through strengthening learning materials, a dialogical approach, and internalizing the values of moderation in the educational process. The results show that a curriculum integrated with religious moderation plays a role in developing students' perspectives that are more open, respectful of differences, and capable of maintaining social harmony in community life.
Co-Authors Aidil Sudamono R, Muh Assegaf, Abd. Rauf Bazith, Akhmad Hasan, Salim Hasriani, Andi Hilwa Tenriola, Andi MARTINI Samsuduha, St Syahid, Akhmad