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All Journal Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Matematika dan Sains Jurnal Fisika Unand Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran Isti`dal : Jurnal Studi Hukum Islam Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal EDUCATIO: Jurnal Pendidikan Indonesia EDUTEC : Journal of Education And Technology JPPS (Jurnal Penelitian Pendidikan Sains) Studies in Learning and Teaching Ideguru: Jurnal Karya Ilmiah Guru An-Nawa : Jurnal Studi Islam Jurnal Ilmiah Wahana Pendidikan Inovasi Fisika Indonesia (IFI) Inovasi Pendidikan Fisika Journal of Islamic Studies and Education Jurnal Pendidikan Sultan Agung Dedikasi: Journal of Community Engagement and Empowerment Journal of Dedication in Community (JoDiC)
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Religion Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Environmental Science Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Penegakan Disiplin Positif Sebagai Upaya Meminimalisir Hukuman Fisik Dan Non Fisik Ernawati, Ernawati; Munasir, Munasir; Anwar, Rosihan; Nurhadi, Hafidin; Nuriana, Didin
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 16 (2024): Jurnal Ilmiah Wahana Pendidikan 
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.13762303

Abstract

Violence against children has been at a very high rate for the past two years, even though it has decreased in one year, violence against children in the family environment still occupies the highest position followed by violence in the school environment. So far, it has been revealed from several studies that the cause of violence against children perpetrated by parents is the perception of parents about violence against children. Parents' perceptions related to enforcing discipline in children are always related to punishments that contain both physical and non-physical violence. So far, punishments often target the physical in the form of slaps, pinches, or taunts, verbal punishments such as threats, insinuations, and insults, physical stimulus punishments in the form of glaring and sneering, and punishments that make children uncomfortable, such as standing in front of the class or running around the field at school while sun is hot. As is well known, the impact of punishment can affect cognitive development such as inability to learn language and mathematics, emotional in the form of disturbances in intrapersonal and interpersonal relationships, and socially in children such as aggressive behavior when children are attacked by other people. This study used the literature study method in the form of a study of books and positive discipline modules, as well as journals related to the implementation of positive discipline in upholding discipline in children without violence. The results of the study state that enforcing discipline in children without violence can be carried out using positive discipline methods through the seven principles of positive discipline, namely; internal awareness is not external control, logical consequence is not punishment, encouragement is not reward, connection before correction, understanding is not judgmental, self-control is not controlling others, and is both gentle and firm
Peran kepala madrasah dalam meningkatkan mutu pembelajaran melalui suvervisi akademik Munasir, Munasir; Ilyas, R Marpu Muhidin; Erihadiana, Mohamad
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 10 No. 1 (2024): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202423501

Abstract

Supervisi akademik merupakan salah satu strategi yang efektif untuk memastikan kualitas pembelajaran di madrasah. Tujuan dari penelitian ini adalah untuk menganalisis peran kepala madrasah dalam mengelola dan melaksanakan supervisi akademik untuk meningkatkan mutu pembelajaran. Metode penelitian yang digunakan adalah metode kualitatif dengan pendekatan studi kasus. Teknik pengumpulan datanya yaitu melalui observasi, wawancara dan dokumentasi. Dari penelitian ditemukan bahwa kepala sekolah di MA Miftahul Huda Subang sudah menjalankan perannya dengan baik sesuai dengan program yang telah disusun untuk meningkatkan mutu pembelajaran. Secara terperinci peran kepala madrasah dalam melaksanakan supervisi akademik yaitu melaksanakan perencana, pelaksanaan dan melakukan evaluasi supervisi. Pada tahap perencaan kepala madrasah menentukan tujuan supervisi, menyusun progra, supervisi dan menentukan instrumen supervisi. Adapun pada tahap pelaksanaan supervisi kepala madrasah mengamati proses belajar mengajar di kelas untuk melihat bagaimana guru mengajar dan bagaimana siswa belajar, kepala madrasah mengadakan pertemuan dengan guru untuk membahas hasil observasi kelas dan memberikan umpan balik dan pemberian umpan balik secara konstruktif dan objektif. Sedangkan kegiatan evaluasi supervisi yaitu kepala madrasah mengevaluasi hasil supervisi untuk melihat apakah tujuan supervisi telah tercapai dan kepala madrasah menyusun laporan supervisi yang memuat hasil observasi, masukan yang diberikan, dan tindak lanjut yang dilakukan.
KESESUAIAN DAN IMPLEMENTASI KURIKULUM PENDIDIKAN AGAMA ISLAM DALAM MENGAKOMODASI PERKEMBANGAN PARA MURID SERTA INTEGRASI NILAI NILAI KARAKTER: DALAM MENGAKOMODASI PERKEMBANGAN PARA MURID SERTA INTEGRASI NILAI NILAI KARAKTER Lamhatunnisa, Lamhatun; sinta agustin, putri; saputri lubis, salma; Khoir Fadel, Arfakhsyad; munasir, munasir
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In 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.v10i04.39457

Abstract

The Islamic Religious Education (PAI) curriculum plays a strategic role in shaping students’ faith, morality, and character. To achieve these objectives optimally, the PAI curriculum must be aligned with students’ developmental stages and effectively implemented in educational practice. This article aims to examine the alignment of the PAI curriculum with students’ cognitive, affective, social, and moral-spiritual development, as well as to analyze its implementation in educational settings and the integration of character values. This study employs a library research method by reviewing various sources, including textbooks, scholarly journals, and educational policy documents. The findings indicate that the PAI curriculum has generally been designed in accordance with students’ developmental stages and emphasizes character formation. However, its implementation in practice still faces several challenges, such as gaps in teachers’ competencies, limited facilities, differences in socio-cultural backgrounds, and disparities in digital literacy. Therefore, strengthening teachers’ competencies, promoting instructional innovation, and enhancing collaboration among schools, families, and communities are necessary to ensure that the PAI curriculum functions optimally in shaping a generation that is faithful, morally upright, and socially responsible.
Co-Authors Adiyanto, Afandi Putra Alhamidy, Muh. Hakim ali, Mohamad Fikri Aliansah Amanati, Anis Yulia Anam, Muhammad Abil Andy, Agus Anggraeni, Anggian Arrayan, Hamdi Budi Jatmiko Darminto, D Diah Hari Kusumawati Dian Sari, Agung Suci Dwikoranto Dyaz, Nandaru Eni Sugiarti Ernawati Ernawati F, Fitriana Famani, Silamai Tya Mariani Fasih Bintang Ilhami, Fasih Bintang Febryan Andinata Fredina Destyorini Gola, Nofefta Hariyono, Eko hudi, hudi Ilma Aulia, Ilma Ilyas, R Marpu Muhidin Jubaedah, Ubed Kemas A. Zaini T. Khoir Fadel, Arfakhsyad Krisdiana, Anita Kurniasari, Laily Yosie Lamhatunnisa, Lamhatun Lydia Rohmawati MACHFIRO, ARI Mahmudin, Wildan Millenia, Salsabila Happy Mohamad Erihadiana, Mohamad Muhamad Januaripin Muhidin, R Marpu Mustofa, Muh Azam Muyasaroh, Anisa Fitri Nadi Suprapto Nafi’a, Ilman Nahar, Agus Samsul Nugrahani Primary Putri NUGROHO, TANTRIANA nurhadi, hafidin Nuriana, Didin Oka Saputra Pratiwi, Taufanny Putri Qiqi Yuliati Zaqiah, Qiqi Yuliati Rachmawati, Tsaniyah Nabilah Rahayu, Nella Puji Rahmadanty, Ferina Ramdani, Miswan Rizky Firmansyah Rosihan Anwar, Rosihan Royani, Alifia Ruswandi, Uus saputri lubis, salma Sihombing, Rizky Agassy sinta agustin, putri Siti Helmyati Suaebah, Evi Subaidi Subaidi, Subaidi Suroaji, Ahmad Syihabuddin, Dimas Muhamad Triwikantoro Triwikantoro Utama Alan Deta Utami, Yekti Purnama Wahono Widodo WAHYU YULIANTI, ZUN Wakfiyah, Khofidotul Wijayaningputri, Arinta Rezty Wulancahayani, Entang Zainuddin, Abu Zainuri, M