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All Journal Journal of Education and Learning (EduLearn) Elementary: Islamic Teacher Journal Jurnal CARE Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Kindergarten: Journal of Islamic Early Childhood Education Edukasi Islami: Jurnal Pendidikan Islam Edumaspul: Jurnal Pendidikan El Midad : Jurnal Jurusan PGMI Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian Dawuh Guru: Jurnal Pendidikan MI/SD
Istiningsih Istiningsih
UIN SUNAN KALIJAGA YOGYAKARTA
Humanities Chemical Engineering, Chemistry & Bioengineering Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Tarbiyah analysis in life: Historical approach and curriculum development Mohamad Agung Rokhimawan; Istiningsih Istiningsih
Journal of Education and Learning (EduLearn) Vol 13, No 4: November 2019
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (72.128 KB) | DOI: 10.11591/edulearn.v13i4.13311

Abstract

The findings of the research are the tarbiyah curriculum journey grouped into eight stages of curriculum development. Starting from the embryo curriculum in 1961, this is the first stage as a curriculum based on the main points of the Pancasila Education System. The second stage of the curriculum, which contains prioritising the mastery of science and technology, has not been focused on formulating its abilities. In the third stage, the paradigm shift to the concept of competency-based curriculum. The college itself developed the fourth stage of the curriculum. The fifth stage is the university curriculum is developed and implemented based on competency for each study program. Sixth, the curriculum of learning achievement is adjusted to the level of KKNI. The seventh stage, the competence of graduates, is determined by referring to KKNI. In the eighth stage, the higher education curriculum contains an equal quality of learning outcomes. Find curriculum design concepts for tarbiyah in the future. Where the eight components of the curriculum concept are Competence Achievement, Continuous Improvement, Functional for users, Adaptable to the social community, Sharing on core values of UIN, Build real scientist. This is all to answer the challenges of developing the tarbiyah curriculum in the future.
STRATEGI GURU DALAM MENGIMPLEMENTASIKAN KURIKULUM 2013 PAUD (STUDI KASUS DI TK ANNUR II MAGUWOHARJO SLEMAN YOGYAKARTA) Milda Wiranti; Novi Cynthia Yusnita; Nur Saadah; Istiningsih Istiningsih; Mohamad Agung Rokhimawan
Jurnal CARE (Children Advisory Research and Education) Vol 8, No 2 (2021)
Publisher : UNIVERSITAS PGRI MADIUN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract Strategy is an important thing that is one of the determinants of success in realizing the 2013 curriculum as expected. Therefore, researchers conducted a case study conducted at TK Annur II Yogyakarta. This research aims to identify and describe the strategies used by teachers in the implementation of the 2013 Curriculum at TK Annur II Yogyakarta. This research is a qualitative descriptive study with a case study research design. Data collection techniques used in the form of observation of students, interviews with teachers and principals, and documentation. Based on the results of data analysis, several findings related to the teacher's strategy in implementing the 2013 Curriculum were: a) the teacher had a discussion in the process of preparing the RPPH; b) the teacher prepares the RPPH through the appropriate steps; c) the teacher carries out detailed learning; d) the teacher as a facilitator; e) the teacher provides character education; f) the teacher guides the child in learning in accordance with a scientific approach; g) the teacher chooses and uses various methods, media, and learning resources, h) the teacher makes authentic assessments; i) the teacher chooses and uses various assessment techniques; and j) the teacher provides learning development.Abstrak Strategi merupakan hal penting yang menjadi salah satu penentu keberhasilan dalam mewujudkan kurikulum 2013 sebagaimana yang diharapkan. Oleh karena itu, peneliti melaksanakan studi kasus yang dilaksanakan di TK Annur II Yogyakarta.Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan strategi yang digunakan guru dalam implementasi Kurikulum 2013 di TK Annur II Yogyakarta. Penelitian ini merupakan penelitian deskriptif kualitatif dengan rancangan penelitian studi kasus. Teknik pengumpukan data yang digunakan berupa observasi terhadap siswa, wawancara kepada guru dan kepala sekolah, serta dokumentasi. Berdasarkan hasil analisis data, diperoleh beberapa temuan terkait strategi guru dalam implementasi Kurikulum 2013, yaitu: a) guru melakukan diskusi dalam proses penyusunan RPPH; b) guru menyusun RPPH melalui langkah-langkah yang sesuai; c) guru melaksanakan pembelajaran secara rinci; d) guru sebagai fasilitator; e) guru memberikan pendidikan karakter; f) guru membimbing anak dalam belajar sesuai dengan pendekatan saintifik; g) guru memilih dan menggunakan metode, media, dan sumber belajar yang bervariasi, h) guru melakukan penilaian otentik; i) guru memilih dan menggunakan teknik penilaian yang bervariasi; dan j) guru memberikan pengembangan pembelajaran. 
TRI N (NITENI, NIROAKE, NAMBAHAKE) DALAM MENGEMBANGKAN KREATIVITAS SISWA SEKOLAH DASAR Ana Fitrotun Nisa; Zuhdan Kun Prasetyo; Istiningsih Istiningsih
El Midad Vol. 11 No. 2 (2019): El Midad: Jurnal PGMI
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v11i2.1897

Abstract

Perkembangan zaman menuntut semua pihak memiliki sikap kreatif. Pendidikan merupakan salah satu aspek yang harus peka terhadap perubahan zaman.Pendidikan dasar (Sekolah Dasar) memiliki peranan yang sangat penting dalam mengembangkan sikap kreatif siswa sejak dini. Salah satu alternatif cara yang dapat dilakukan untuk mengembangkan sikap kreatif adalah dengan mengimplementasikan ajaran Tri N (niteni, niroake, nambahake) dalam proses pembelajaran. Tri N merupakan salah satu ajaran Tamansiswa yang digunakan oleh Ki Hadjar Dewantara dalam proses pembelajaran. Artikel ini bertujuan untuk memaparkan implementasi ajaran Ki Hadjar Dewantara yang berupa Tri N dalam meningkatkan kreativitas siswa melalui pembelajaran IPA di SD. Jenis penelitian ini merupakan penelitian kualitatif deskriptif dengan subjek sebanyak 70 siswa dan tiga guru. Teknik pengumpulan data dilakukan dengan teknik observasi, rubrik pengamatan sikap kreatif, wawancara dan dokumentasi.Teknik analisis data menggunakan teknik analisis Milles and Huberman yang terdiri dari reduksi data, penyajian data dan penarikan kesimpulan (verifikasi).Hasil penelitian yang telah dilakukan menunjukkan bahwa dengan mengimplementasikan ajaran Tri N menjadikan siswa memiliki kreativitas tinggi sehingga mampu menghasilkan karya-karya yang inovatif yang menjadikan bekal bagi siswa untuk mampu menyesuaikan diri dengan perkembangan zaman yang ada
Pembelajaran Saintifik pada Anak Usia Dini dalam Pengembangan Kreativitas di Taman Kanak-Kanak Sri Marwiyati; Istiningsih Istiningsih
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol 5, No 1 (2021)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v5i1.508

Abstract

Penelitian ini bertujuan untuk mengetahui penerapan pembelajaran saintifik anak usia dini di TK Negeri Pembina Salatiga. Metode penelitian yang digunakan adalah kualitatif deskriptif. Data yang diperoleh dari hasil wawancara, observasi dan dokumentasi yang bersumber dari TK Negeri Pembina Kota Salatiga. Data yang terkumpul ditindaklanjuti dengan reduksi data, display data dan menarik kesimpulan. Kurikulum 2013 merupakan kurikulum yang menekankan pada pendekatan saintifik, meskipun dalam pelaksanaannya masih ada guru belum sepenuhnya menerapkannya. TK Negeri Pembina merupakan sekolah PAUD pertama di Salatiga yang menerapkan pembelajaran dengan pendekatan saintifik. Hasil penelitian menunjukkan pelaksanaan pembelajaran saintifik belum terlaksana dengan maksimal, guru kesulitan dalam mengontrol dan memberikan penilaian di setiap aktivitas anak dikarenakan rasio guru terhadap murid di TK Negeri Pembina kelompok B melebihi rasio ideal yaitu lebih dari 1:15. Pembelajaran saintifik mampu merangsang kreativitas anak karena anak lebih mandiri, percaya diri, berani berpendapat, dan rasa ingin tahu yeng tinggi sebagai ciri kreatif.
IMPLEMENTASI KURIKULUM 2013 DI TK ANNUR III YOGYAKARTA Mukhamad Hamid Samiaji; Muidatul Faziyah; Istiningsih Istiningsih; Mohamad Agung Rokhimawan
KINDERGARTEN: Journal of Islamic Early Childhood Education Vol 3, No 2 (2020): November
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/kjiece.v3i2.10150

Abstract

Curriculum is important to note because the curriculum directs all forms and activities of the education process in order to achieve educational objectives. From here, the problem in the research to describe in detail about how implementation planning, the process of implementation of learning with scientific approaches, authentic judgment and how obstacles faced and solutions in implementing the curriculum 2013 PAUD in Annur III TK Yogyakarta.  This type of research is field research with the research object of Annur III TK Yogyakarta. The nature of this research is a descriptive-qualitative that seeks to give an overview of the implementation of existing learning and assessment, to explore the data is done by means of intensive relationship with the data sources of principals, teachers and learning activities. Data in the form of a description of the activity or behavior of subjects and other documents obtained through interviews, observations and documentation. The results showed that: first, planning implementation of curriculum 2013 PAUD in Annur III TK Yogyakarta with the preparation of Semester Program, weekly learning implementation plan, daily Learning Plan, and assessment planning. Secondly, the process of learning with scientific approaches is done during the main step and during the main activities. Thirdly, an authentic assessment process is carried out with daily assessments using data collection techniques, weekly data compilation, monthly data compilation and fourth child Development Report, obstacles faced and solution in implementing PAUD 2013 curriculum in Annur III TK Yogyakarta is a planning format (Prosem, RPPM, RPPH and valuation) that is complicated, scientific approach is only done when learning only, scientific process that is not recorded during play , lack of knowledge in theme sub themes and lack of data processing assessments.
GAYA KEPEMIMPINAN WALI KELAS DALAM PERSPEKTIF PSIKOLOGI Azlansyah Armansyah; Istiningsih
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 3 No. 1 (2022): Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian
Publisher : Yayasan Hurriah, Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5806/jh.v3i1.63

Abstract

English: This study aims to describe homeroom leadership traits, which are very important in educating students, describe homeroom leadership psychology, and design homeroom leadership models from a psychological perspective. The research was conducted at the Kapuas High School (SMA) Pontianak. The research method used is qualitative research with a case study design. While the technique through data from interviews, observations, and documentation. Data analysis with interactive models. The results of the research conducted that the leadership traits displayed by the homeroom teacher are objective, empathetic, sensitive, build communication with parents of students, manage class administration neatly, fairly, master educational psychology, friendly, humorous, motivator, religious, firm and patient. Based on the psychological characteristics of homeroom leadership, it is with a calm personality, patient, thorough, not easily influenced, woles, and not easily influenced. The homeroom leadership model in perspective reflects leadership that gives rise to choleric and plagiarism contributions. Bahasa: Penelitian ini dengan bertujuan mendeskripsikan sifat-sifat kepemimpinan wali kelas, yang sangat penting dalam mendidik peserta didik, mendeskripsikan psikologi kepemimpinan wali kelas, serta merancang model kepemimpinan wali kelas dalam perspektif psikologi. Penelitian dilaksanakan di Sekolah Menengah Atas (SMA) Kapuas Pontianak. Metode penelitian yang digunakan adalah penelitian kualitatif dengan rancangan studi kasus. Sedangkan Tekniknya melalui data hasil wawancara, observasi, dan dokumentasi. Analsis data dengan model interaktif. Hasil Penelitian yang dilakukan bahwa sifat-sifat kepemimpinan yang ditampilkan wali kelas adalah obejektif, empati, peka, membangun komunikasi kepada orang tua murid, mengolah administrasi kelas dengan rapi, adil, menguasai psikologi pendidikan, ramah, humoris, motivator, relegius, tegas dan sabar. Berdasarkan karakteristik psikologis kepemimpinan wali kelas adalah dengan pribadi yang tenang, sabar, teliti, tidak mudah terpengaruh, woles, dan tidak mudah terpengaruh. Model kepemimpinan wali kelas dalam perspektif psikologis mencerminkan kepemimpinan yang  beartribut koleris dan  plagmatis.  
Analisis Kesiapan Mengajar Mahasiswa Prodi PGMI melalui Program Pengayaan Keterampilan Mengajar Nur Rohman; Istiningsih Istiningsih; Ahmad Tarmizi Hasibuan
Edumaspul: Jurnal Pendidikan Vol 6 No 1 (2022): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (895.821 KB) | DOI: 10.33487/edumaspul.v6i1.3286

Abstract

Tulisan ini bertujuan untuk menganalisis sejauh mana kesiapan mahasiswa pendidikan guru madrasah ibtidaiyah (PGMI) STAIN Teungku Dirundeng Meulaboh untuk menjadi guru yang profesional. Metode yang digunakan dalam penelitian ini adalah menggunakan pendekatan kualitatif dengan latar kegiatan berupa program pengayaan mahasiswaProdi PGMI semster VI. Adapun hasil penelitian yang diperoleh adalah: (1) Program pengayaan keterampilan mengajar merupakan kegiatan tahunan yang selalu dilakukan oleh Prodi PGMI STAIN Teungku Dirundeng Meulaboh guna mempersiapkan calon-calon pendidik yang handal. (2) Kegiatan ini dilakukan melalui tiga tahapan yaitu: kegiatan perencanaan yang berisi penetapan panitia penanggungjawab, Dosen pendamping lapangan, madrasah lokasi kegiatan, guru instruktur, serta konsep materi yang akan diajarkan. Pelaksanaan yang terbagi menjadi tiga tahapan berupa penjelasan teori konsep materi oleh guru instruktur, praktik pengayaan di madrasah, dan evaluasi dan perbaikan oleh guru instruktur. Evaluasi program dari seluruh elemen yang berperan dalam kegiatan pengayaan keterampilan mengajar. (3) Kegiatan pengayaan keterampilan mengajar berdampak kepada kesiapan mahasiswa dalam mengajar sebesar 57,5% sangat siap, 22,5% cukup siap, dan 20% menyatakan siap. Ke dua, adanya peningkatan pengetahuan berupa keterampilan mengkondisikan kelas, membaca karakter siswa, menyesuaikan hukuman kepada siswa, serta kemampuan praktik mengajar berdasarkan perangkat pembelajaran yang telah disusun. Kata kunci: Kegiatan pengayaan, kesiapan mengajar, pendidikan dasar islam ANALYSIS OF TEACHING READINESS OF PGMI STUDENTS THROUGH THE TEACHING SKILLS ENRICHMENT PROGRAM Abstract This paper aims to analyze the readiness of students of Madrasah Ibtidaiyah teacher education (PGMI) STAIN Teungku Dirundeng Meulaboh to become professional teachers. The method used in this research is to use a qualitative approach with the background of the activity in the form of an enrichment program for students of the PGMI Study Program in semester VI. The research results obtained are: (1) The teaching skills enrichment program is an annual activity that is always carried out by the PGMI STAIN Teungku Dirundeng Meulaboh Study Program in order to prepare reliable prospective educators. (2) This activity is carried out through three stages, namely: planning activities containing the determination of the responsible committee, field assistant lecturers, madrasas where the activities are located, instructor teachers, and the concept of the material to be taught. The implementation is divided into three stages in the form of an explanation of the theory of material concepts by the instructor teacher, the practice of enrichment in the madrasa, and evaluation and improvement by the instructor teacher. Program evaluation of all elements that play a role in teaching skills enrichment activities. (3) Teaching skill enrichment activities have an impact on student readiness in teaching by 57.5% very ready, 22.5% quite ready, and 20% ready. Second, there is an increase in knowledge in the form of class conditioning skills, reading student characters, adjusting punishments to students, and teaching practice skills based on learning tools that have been prepared. Keywords: enrichment activities, teaching readiness, islamic elementary education
Model of Teacher – Student Interaction Based on Students’ Uniqueness in Elementary School (Benchmarking to Sto. Rosario Montessori School Philippine) Istiningsih Istiningsih; Na'imah Na'imah; Mohamad Agung Rokhimawan
ELEMENTARY: Islamic Teacher Journal Vol 10, No 1 (2022): ELEMENTARY
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/elementary.v10i1.14059

Abstract

The uniqueness of learning in elementary school Sto. Rosario Montessori School Philippines Using the k-12 curriculum, by imitating the United States model, namely the Cooperative Learning model and the Communicative Learning approach. The purpose of this study is to design a teacher-student interaction model for basic education in Indonesia. This model is designed with the benchmarking Sto. Rosario Montessori School, Philippines. This research approach uses a qualitative approach. With the research method of level 1 R&D studies. Then qualitative data processing and data analysis were carried out. Data analysis gives meaning to the data from observations, interviews, documentation, and literature studies that have been collected so that they get a very important meaning in a study. Analyzing qualitative data can be done by reducing data, displaying data, and data conclusions. The result of this research is the design of the teacher-student interaction model for elementary school students which contains the philosophy, concepts, mechanisms and general guidelines for the application of the model. The model in this study uses cooperative learning and communicative learning. (1) The philosophy of the model “students are unique creatures”; (2) The concept of the model: cases, individual conditions of students and solving cases faced by students; (3) The model mechanism: (a) Mapping of students’ conditions; (b) Teacher training on leadership patterns; (c) The teacher classifies the students’ condition; (d) implementation of teaching and learning; (4) General instructions for implementing the designed model.
Pengembangan Profesionalitas Guru dalam Memahami Karakter Siswa Sekolah Dasar Aisyah Sabilla Rahmi; Siti Fatiya Rosyidah; Fiki Risma Durrotul Mukhoyyaroh; Ika Damayanti; Shabrina Salsabila; Istiningsih Istiningsih
Dawuh Guru: Jurnal Pendidikan MI/SD Vol 2 No 2 (2022): Agustus 2022
Publisher : Mafapress bekerja sama dengan Prodi PGMI Fakultas Tarbiyah IPMAFA Pati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/guru.v2i2.400

Abstract

Perkembangan zaman yang pesat tidak mampu menggantikan seorang guru sebagai pemegang tombak dalam mengembangkan sikap yang dimiliki oleh siswa. Seorang guru perlu mengambangkan profesionalitas guna mencapai karakter yang menjadi tujuan dari pembelajaran. Penelitian ini bertujuan untuk mengetahui pengembangan yang dilakukan oleh guru profesional dalam memahami karakter dari siswa. Metode penelitian yang digunakan adalah metode kualitatif dengan data diperoleh melalui wawancara dan dilengkapi kajian literatur. Subyek dari penelitian ini adalah salah satu guru kelas V di SDN Brajan. Hasil penelitian menunjukkan bahwa guru telah memiliki kemampuan untuk memahami karakteristik siswa dilihat dari beberapa aspek seperti melakukan kontrak belajar, menggunakan berbagai metode pembelajaran serta memberikan pengajaran yang tepat terhadap setiap siswa. Dengan demikian guru telah mampu mengembangkan kemampuan sebagai guru profesional.
EDUPRENEURSHIP BERBASIS TEKNOLOGI DIGITAL DITINJAU DARI EVALUASI PROGRAM CIPP Istiningsih Istiningsih; Nur Rohman
Edukasi Islami : Jurnal Pendidikan Islam Vol 11, No 01 (2022): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v11i01.3062

Abstract

This study aims to see the achievement of edupreneurship as the goal of the  PGMI UIN Sunan Kalijaga Yogyakarta Study Program institution which is implemented through a series of learning activities.  To see this achievement, the authors used a qualitative descriptive research method with the CIPP program evaluation model as a tool to evaluate the eduprenenurship program.  The results of the research obtained are: first, contex evaluation  includes a description of edupreneurship, the position of edupreneurship in the curriculum, and edupreneurship as the goal of the PGMI study program.   Second, the input evaluation  includes Human Resources (HR) in this case lecturers, the Business Development Center (PPB) as a supporting institution, and all PGMI study program students who are targeted.   The three evaluations of prosess start from the planning stage which includes the preparation of curriculum programs, rps and syllabus; the implementation stage in the form of program implementation activities as outlined in digital technology-based learning activities; as well as the evaluation stage which includes student assessment activities both in terms of theory and practice.  Fourth, product  evaluation  in the form of student scores based on theoretical exams and entrepreneurial products in the form of private tutoring, making digital-based learning media, and selling books run by students of the PGMI UIN Sunan Kalijaga Yogyakarta Study Program.
Co-Authors Ahmad Tarmizi Hasibuan Aisyah Sabilla Rahmi Ana Fitrotun Nisa, Ana Fitrotun Azlansyah Armansyah Fiki Risma Durrotul Mukhoyyaroh Ika Damayanti Milda Wiranti Mohamad Agung Rokhimawan Mohamad Agung Rokhimawan Muidatul Faziyah Mukhamad Hamid Samiaji Na'imah Na'imah Nepri Handayani Siregar Novi Cynthia Yusnita Nur Rohman Nur Saadah Shabrina Salsabila Siti Fatiya Rosyidah Sri Marwiyati Zuhdan Kun Prasetyo