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All Journal AL-ATHFAL : JURNAL PENDIDIKAN ANAK Journal of Integrated Elementary Education
Khasanah, Felakhah
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Demystifying Religious Tolerance Practices at an Indonesian Early Childhood Education Context: Responding to Diversity Muallifatul Khorida Filasofa, Lilif; Prayogo, Agus; Khasanah, Felakhah
Al-Athfal: Jurnal Pendidikan Anak Vol. 7 No. 1 (2021)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2021.71-02

Abstract

Purpose – Teaching religious tolerance should be conducted from early childhood, but studies and references on religious tolerance among young children are limited. This study explores how to implement religious tolerance in schools and how early Muslim children instill religious values in response to diversity. Design/methods/approach – This study was an exploratory case study deploying an ethnographic classroom approach conducted in a playgroup and kindergarten in Semarang city, Central Java, Indonesia. The participants consisted of the school principal, teachers, Play Group students, and Kindergarten children, while the empirical data of this research were gathered through observation and interview. Findings – The findings showed that religious tolerance at the early childhood education level was enacted by celebrating religious events and conducting school activities containing togetherness. Additionally, religious teachings that supported religious tolerance were inculcated during religious lessons and worship. Research implications/limitations – All study respondents were from Semarang City, Indonesia, which might limit the generalizability of the findings. Practical implications – This case study demonstrated how religious tolerance and religious values inculcation prepare children to encounter and respond to diversity in a real-life setting. Originality/value – This paper contributes to understanding the implementation of religious tolerance in schools and recommends teachers design lesson plans that include inculcating the values of religious tolerance. Paper type Case study
Penerapan Pembelajaran Tematik Berbasis Problem-Based Learning untuk Meningkatkan Hasil Belajar dan Sikap Percaya Diri Siswa Khasanah, Felakhah; Utami, Ratnasari Dyah; Hartati, Sri
Journal of Integrated Elementary Education Vol 1, No 2 (2021): September 2021
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (239.926 KB) | DOI: 10.21580/jieed.v1i2.9220

Abstract

AbstrakKeterlibatan siswa Sekolah Dasar di dalam proses pembelajaran masih menghadapi berbagai permasalahan. Salah satunya adalah karena guru masih cenderung menjadi pusat atau aktor utama. Penelitian tindakan kelas ini bertujuan untuk meningkatkan hasil belajar dan sikap percarya diri peserta didik pada pembelajaran tematik materi energi melalui penerapan strategi pembelajaran berbasis masalah. Partisipan penelitian ini berjumlah 17 siswa Sekolah Dasar yang terdiri dari 6 laki-laki dan 11 perempuan. Penelitian tindakan kelas ini dilaksanakan dalam dua siklus pembelajaran. Teknik pengumpulan data yang digunakan adalah observasi dan tes, dimana data yang diperoleh dianalisa secara kuantitatif dan kualitatif. Hasil penelitian ini menunjukkan bahwa pembelajaran berbasis masalah dapat meningkatkan hasil belajar siswa pada materi energi, sikap percaya diri dan aktif di dalam proses pembelajaran.AbstractThe involvement of elementary school students in the learning process still faces various problems. One of them is because the teacher still tends to be the center or the main actor. This classroom action research aims to improve learning outcomes and students' self-confidence in the thematic learning of energy materials through the application of problem-based learning strategies. The participants of this study were 17 elementary school students consisting of 6 boys and 11 girls. This classroom action research was carried out in two learning cycles. The data collection techniques used were observation and tests, where the data obtained were analyzed quantitatively and qualitatively. The results of this study indicate that problem-based learning can improve student learning outcomes in terms of energy, self-confidence and activeness in the learning process.
Penerapan Pembelajaran Tematik Berbasis Problem-Based Learning untuk Meningkatkan Hasil Belajar dan Sikap Percaya Diri Siswa Khasanah, Felakhah; Utami, Ratnasari Dyah; Hartati, Sri
Journal of Integrated Elementary Education Vol. 1 No. 2 (2021): September 2021
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v1i2.9220

Abstract

AbstrakKeterlibatan siswa Sekolah Dasar di dalam proses pembelajaran masih menghadapi berbagai permasalahan. Salah satunya adalah karena guru masih cenderung menjadi pusat atau aktor utama. Penelitian tindakan kelas ini bertujuan untuk meningkatkan hasil belajar dan sikap percarya diri peserta didik pada pembelajaran tematik materi energi melalui penerapan strategi pembelajaran berbasis masalah. Partisipan penelitian ini berjumlah 17 siswa Sekolah Dasar yang terdiri dari 6 laki-laki dan 11 perempuan. Penelitian tindakan kelas ini dilaksanakan dalam dua siklus pembelajaran. Teknik pengumpulan data yang digunakan adalah observasi dan tes, dimana data yang diperoleh dianalisa secara kuantitatif dan kualitatif. Hasil penelitian ini menunjukkan bahwa pembelajaran berbasis masalah dapat meningkatkan hasil belajar siswa pada materi energi, sikap percaya diri dan aktif di dalam proses pembelajaran.AbstractThe involvement of elementary school students in the learning process still faces various problems. One of them is because the teacher still tends to be the center or the main actor. This classroom action research aims to improve learning outcomes and students' self-confidence in the thematic learning of energy materials through the application of problem-based learning strategies. The participants of this study were 17 elementary school students consisting of 6 boys and 11 girls. This classroom action research was carried out in two learning cycles. The data collection techniques used were observation and tests, where the data obtained were analyzed quantitatively and qualitatively. The results of this study indicate that problem-based learning can improve student learning outcomes in terms of energy, self-confidence and activeness in the learning process.
Co-Authors Agus Prayogo Muallifatul Khorida Filasofa, Lilif Ratnasari Diah Utami Sri Hartati