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All Journal Jurnal Empirika Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Sultan Agung
Ahmad Muflihin
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Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Electrical & Electronics Engineering Law, Crime, Criminology & Criminal Justice Nursing Public Health Social Sciences Other

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Migrant Workers and Higher Education: Paradoxes of Democratization of Higher Education Muna Yastuti Madrah; Ahmad Muflihin; Warsiyah Warsiyah
Jurnal Empirika Vol 6, No 1 (2021)
Publisher : Master Program in Sociology, Faculty of Social and Political Science, Universitas Sriwijay

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (704.955 KB) | DOI: 10.47753/je.v6i1.113

Abstract

Migrant Workers and Higher Education issues seem two different contradictory topics. Many research on migrant workers often associates them with pragmatical activities, the working class, and marginal groups. On the other hand, Higher Education (HE) is more often associated with idealistic spaces, middle classes, and academics environment. This paper presents the phenomenon of Indonesian migrant worker-students in South Korea. We found the increasing number of Indonesian migrant workers who pursue higher education through overseas Indonesian Open University (Universitas Terbuka) in Korea and ICT-based Korean local universities. We examine how migrant workers take advantage of the transformation of higher education. We try to answer whether higher education experienced democratization will reduce social inequality, or on the contrary, it will be trapped in an educational capitalization that sharpens the gap.
IMPLEMENTASI METODE AN-NASHR DALAM MENINGKATKAN KEMAMPUAN MENTERJEMAH AL-QUR’AN PADA MATA PELAJARAN AL-QUR’AN HADIS MAN 1 KOTA SEMARANG Amalia Nur Hdayah; Toha Makhsun; Ahmad Muflihin
Jurnal Ilmiah Penelitian Mahasiswa Vol 2, No 2 (2023): September 2023
Publisher : Jurnal Ilmiah Sultan Agung

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Abstract

Tujuan penelitian ini dilaksanakan untuk mengetahui perencaan kemampuan menterjemah Al-Qur’an pada mata pelajaran Al-Qur’an Hadis dan untuk mengetahui pelaksanaan metode An-Nashr dalam meningkatkan kemampuan menterjemah Al-Qur’an pada pelajaran Al-Qur’an Hadis serta untuk mengetahui peningkatan kemampuan menterjemah Al-Qur’an mata pelajaran Al-Qur’an Hadis XI MIPA 3 MAN I Kota Semarang. Jenis penelitian ini kualitatif dan penelitian ini merupakan penelitian lapangan. Metode yang digunakan dalam pengambilan data yaitu metode observasi, wawancara, dan dokumentasi. Sumber data pada penelitian ini kepala sekolah, guru mata pelajaran Al-Qur’an Hadis dan beberapa peserta didik. Analisis data yang digunakan yaitu dmereduksi data yang disajikan dalam bentuk deskriptif dan verifikasi dengan penarikan kesimpulan. Hasil dari penelitian ini meliputi beberapa hal: Perencanaan dilakukan menyusun Rencana Pelaksanaan Pembelajaran(RPP). Pelaksanaannya peserta didik aktif dalam proses pembelajaran sehingga memenuhi kategori yaitu mampu menterjemah per-ayat . Peningkatan metode An-Nashr dilakukan dengan evaluasi pembelajaran pelaksanaan metode an-nashr dapat dilakukan dengan cara penilaian penilaian harian bisa dari segi setoran hafalan maupun dari ulangan harian (evaluasi formatif). Kata Kunci: Metode An-Nashr, peningkatan kemampuan, menterjemahAl-Qur’an, Al-Qur’an Hadis , MAN 1 Kota Semarang.
THE IMPLEMENTATION DIFFERENTIATED LEARNING IN TEACHING NARRATIVE TEXTS TO ENHANCE STUDENTS’ CRITICAL THINKING Ahmad Muflihin; Dias Andris Susanto; AB. Prabowo K.A
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04 Desember 2024 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.19701

Abstract

In today’s educational landscape, the development of critical thinking skills is essential for equipping students to navigate complex information and real-world challenges. Conventional teaching methods, however, often fall short in fostering these skills, particularly in the context of analyzing narrative texts. Differentiated learning, a teaching strategy that tailors instruction to meet diverse student needs, has shown promise in creating a more engaging and personalized learning environment. This research aims to analyze the effectiveness of differentiated learning in enhancing students' critical thinking skills in learning narrative texts. Differentiated learning was applied to the experimental group, while the control group received conventional instruction. This study utilizes a mixed-methods approach, integrating both quantitative and qualitative data. Quantitative data was collected through pre- and post-tests in both groups and analyzed using statistical methods to measure improvements in critical thinking. The results showed a significant increase in the experimental group's scores, with a pre-test average of 55.0 and a post-test average of 83.6, marking an improvement of 28.6 points, compared to the control group’s increase from 48.3 to 64.6, or 16.3 points. Statistical analysis confirmed that this difference was significant, supporting the hypothesis that differentiated learning more effectively enhances critical thinking than conventional methods. Qualitative data, obtained through observation, interviews, and documentation, provided deeper insights into students’ experiences and perceptions of differentiated learning. Students in the experimental group felt more confident, actively engaged in discussions, and were better able to analyze narrative structures and themes. They also reported that while social media aided learning, it occasionally distracted from focus. Overall, differentiated learning proved effective in improving students' critical thinking, motivation, and reflective abilities. These findings suggest that differentiated methods can enhance the quality of learning in schools, particularly in understanding and analyzing narrative texts. This study underscores the need for innovative teaching strategies to foster critical thinking in education.
Co-Authors AB. Prabowo K.A Amalia Nur Hdayah Dias Andris Susanto Muna Yastuti Madrah Toha Makhsun Warsiyah Warsiyah