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All Journal KONSELING EDUKASI : Journal of Guidance and Counseling Madrasah Ibtidaiyah Research Journal Jurnal Sejarah dan Budaya
Abdun Nasir, Muhammad Fikri
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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Perkembangan Sosial-emosional Siswa Broken Home di Usia Sekolah Dasar (Studi Kasus: Analisis Siswa Kelas II Mi Roudlotus Saidiyyah Semarang) Abdun Nasir, Muhammad Fikri; Ichsan, Ichsan
Konseling Edukasi : Journal Of Guidance and Counseling Vol 5, No 2 (2021): Konseling Edukasi : Journal Of Guidance and Counseling
Publisher : IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/konseling.v5i2.12066

Abstract

Socio-emotional Development of Broken Home Students at Elementary School Age (Case Study: Analysis of Class II Student Mi Roudlotus Saidiyyah Semarang). This study aims to (1) determine the socio-emotional development of Broken home students at MI Roudlotus Saidiyyah Semarang during the learning process, (2) determine the socio-emotional development of Broken home students at MI Roudlotus Saidiyyah Semarang when outside of class (playing), (3) knowing the teacher's efforts in developing students' socio-emotional. This study uses a qualitative research method with a case study approach. Data obtained through interviews and observations. After the data is collected then perform data reduction-data presentation-and conclude. The results of this study are, Broken home students are able to interact and communicate well, have high trust, show mutual affection, participate in cooperative activities, easy to get along with, sensitive to the environment. The child can achieve socio-emotional development in accordance with his peers with special guidance by the teacher who is in his environment. In guiding, the teacher always provides direction, encouragement, support, and stimulus so that the child is able to stimulate well.Keywords: Developmental, Socio-Emotional, Child Broken Home
Perbandingan Pendekatan Inklusif dan Eksklusif dalam Pembelajaran Sains di MI: Implikasinya terhadap Pemahaman Konsep dan Karakter Religius Siswa Abdun Nasir, Muhammad Fikri
Madrasah Ibtidaiyah Research Journal Vol. 2 No. 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/maraja.v2i2.5596

Abstract

Penelitian ini bertujuan untuk membandingkan dua pendekatan pembelajaran sains di Madrasah Ibtidaiyah, yaitu pendekatan inklusif dan eksklusif, dalam hal implikasinya terhadap pemahaman konsep dan karakter religius Islam siswa. Pendekatan inklusif menekankan pada keterlibatan semua siswa dalam pembelajaran, sedangkan pendekatan eksklusif menekankan pada pengelompokan siswa berdasarkan kemampuannya. Penelitian ini menggunakan metode grounded theory untuk menganalisis data yang diperoleh dari observasi kelas, wawancara dengan guru dan siswa, dan analisis dokumen. Hasil penelitian ini menunjukkan bahwa pendekatan inklusif lebih efektif dalam meningkatkan pemahaman konsep dan karakter religius Islam siswa dibandingkan dengan pendekatan eksklusif. Hal ini disebabkan oleh beberapa faktor, seperti (a) pendekatan inklusif memberikan kesempatan yang sama bagi semua siswa untuk belajar dan berpartisipasi dalam pembelajaran; (b) pendekatan inklusif mendorong siswa untuk saling membantu dan belajar dari satu sama lain; dan (c) pendekatan inklusif menciptakan lingkungan belajar yang lebih positif dan mendukung. Temuan penelitian ini memiliki implikasi penting bagi praktik pembelajaran sains di Madrasah Ibtidaiyah. Guru perlu mempertimbangkan untuk menggunakan pendekatan inklusif dalam pembelajaran sains untuk meningkatkan pemahaman konsep dan karakter religius Islam siswa.
KURIKULUM DAN PEMBELAJARAN PENDIDIKAN DASAR ISLAM MASA TURKI USMANI DAN RELEVANSINYA DI ERA 5.0 Abdun Nasir, Muhammad Fikri
FIHROS: Jurnal Sejarah dan Budaya Vol 8 No 2 Agustus (2024): Fihros: Jurnal Sejarah dan Budaya
Publisher : Sekolah Tinggi Agama Islam Program Studi Sejarah dan Kebudayaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63915/fihros.v8i2 Agustus.95

Abstract

In this article, we will discuss the basic education curriculum in the Ottoman era. The education system is the totality of interactions of a set of educational elements that work together in an integrated manner and complement each other towards achieving educational goals that have achieved the common goals of the actors. It is clear that something is expected to be realized after people experience Islamic education as a whole, namely a person's personality that makes him a human being. Muslims experienced a golden peak during the reign of the Abbasids. During that time, famous Islamic thinkers emerged whose thoughts are still discussed and used as a basis. Looking back at the history of Ottoman Turkey, the state of education in Turkey at that time played a very important role in the development of a nation. Most Ottoman rulers tended to be taqlid and fanatical towards one school of thought and opposed other schools of thought. The teaching system developed in Ottoman Turkey was to memorize matan-matan even though students did not understand the meaning, such as memorizing Matan al-Jurumiyah, Matan Taqrib, Matan Alfiah, Matan Sultan, and others. After students memorize the matan, they learn the sharah. Because of this, the lessons became heavier and more difficult for him to memorize. This in turn makes learning more of a textual study rather than an effort to understand and encourages memorization rather than actual understanding. In the history of Muslims, Turkey has a very important role, especially in. The method used in this writing is descriptive qualitative, the author reveals historical facts that occurred during the Ottoman era, through literature review.
KURIKULUM DAN PEMBELAJARAN PENDIDIKAN DASAR ISLAM MASA TURKI USMANI DAN RELEVANSINYA DI ERA 5.0 Abdun Nasir, Muhammad Fikri
FIHROS: Jurnal Sejarah dan Budaya Vol 8 No 2 Agustus (2024): Fihros: Jurnal Sejarah dan Budaya
Publisher : Sekolah Tinggi Agama Islam Program Studi Sejarah dan Kebudayaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63915/fihros.v8i2 Agustus.95

Abstract

In this article, we will discuss the basic education curriculum in the Ottoman era. The education system is the totality of interactions of a set of educational elements that work together in an integrated manner and complement each other towards achieving educational goals that have achieved the common goals of the actors. It is clear that something is expected to be realized after people experience Islamic education as a whole, namely a person's personality that makes him a human being. Muslims experienced a golden peak during the reign of the Abbasids. During that time, famous Islamic thinkers emerged whose thoughts are still discussed and used as a basis. Looking back at the history of Ottoman Turkey, the state of education in Turkey at that time played a very important role in the development of a nation. Most Ottoman rulers tended to be taqlid and fanatical towards one school of thought and opposed other schools of thought. The teaching system developed in Ottoman Turkey was to memorize matan-matan even though students did not understand the meaning, such as memorizing Matan al-Jurumiyah, Matan Taqrib, Matan Alfiah, Matan Sultan, and others. After students memorize the matan, they learn the sharah. Because of this, the lessons became heavier and more difficult for him to memorize. This in turn makes learning more of a textual study rather than an effort to understand and encourages memorization rather than actual understanding. In the history of Muslims, Turkey has a very important role, especially in. The method used in this writing is descriptive qualitative, the author reveals historical facts that occurred during the Ottoman era, through literature review.
Co-Authors Ichsan Ichsan