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PEMIKIRAN MUHAMMAD ATHIYA AL-ABRASYI TENTANG PENDIDIKAN DAN RELEVANSINYA DENGAN DUNIA MODERN Sedya Santosa; Karim Abdillah
JURNAL PENDIDIKAN ISLAM AL-ILMI Vol 4, No 2 (2021)
Publisher : Fakultas Agama Islam Universitas Muhammadiyah Luwuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/al-ilmi.v4i2.982

This study aims to determine the thoughts of Muhammad Athiya Al-Abrasyi about education and its relevance to education to education in the modern world. This research uses literature study and analytical studies to build a theoretical framework for this material. In conclusion, Muhammad Athiya Al-Abrasyi saw the importance of education and the environment for humans to facilitate the process of building morals. In this way, humans can intellectually choose and distinguish what should be done and what should be left behind. Ibn Maskawaih's thinking in education rests on the concept of education and its relation to technology.

PEMBELAJARAN TEMATIK (METODOLOGI DALAM ISLAM) Sedya Santosa; Zahratul Fitria
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 10, No 6 (2021)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Konsep dasar pembelajaran tematik sebagai salah satu pembelajaran yang menggunakan metodologi dalam Islam. Adapun tujuan dalam karya ilmiah ini mengungkapkan seperti apa konsep dasar dari pembelajaran yang kontektual atau tematik yang menggunakan suatu metode dalam prespektif islam dan mengapa pembelajaran tematik menjadi suatu konsep pembelajaran bagi anak sekolah dasar maupun anak madrasah ibtidaiyah. Dalam penelitian ini peneliti menggunakan jenis penelitian Library Reseach (Kepustakaan) dengan teknik pengumpulan data menggunakan dokumentasi. Metode analisis data yang digunakan dalam penelitian ini menggunakan analisis. Adapun dari hasil penelitian ini sendiri menjelaskan tentang bagaimana (1) konsep pembelajaran tematik yang mana merupakan suatu metodologi dalam islam yang berlandaskan pada al-quran terdapat padah surah al-baqarah ayat 129 dan ayat 151 yang mana dalam ayat tersebut sudah dijelaskan bahwasannya dalam suatu pembelajaran yang mengintegralkan suatu pemahaman untuk keterampilan, ilmu, integritas, sikap dan karakter. (2) pada pembelajaran tematik ini sendiri tentunya sangat tepat untuk diterapkan bagi anak sekolah dasar atau anak madrasah ibtidaiyah tentunya yang mana pembelajaran tematik merupakan turunan dari konsep ilmu dalam islam atau sering disebut dengan (Wahdah Al-ulum) atau dikenal dengan istilah integrasi ilmu, asimilasi ilmu, objetifitas ilmu, dan interkoneksi ilmu. (3) pembelajaran tematik terpadu yang diterapkan dan yang mana semua itu dapat dilihat dari berbagai aspek peseta didik itu sendiri baik aspek kognitif, afektif dan psikomotorik peserta didik itu sendiri.

Analisis Materi Pendidikan dan Kewarganegaraan (PKn) Di SD/MI Sedya Santosa; Zaenuri Zaenuri
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 3 (2022): Jurnal Pendidikan dan Konseling
Publisher : Universitas Pahlawan Tuanku Tambusai

Pendidikan kewarganegaraan atau yang sering disebut dengan PKn adalah mata pelajaran yang diajarkan sejak MI/SD. Proses pembelajaran PKn ini bertujuan agar peserta didik secara aktif dapat mengembangkan berbagai potensi yang ada dalam dirinya sehingga mampu meningkatkan kecerdasan keterampilan, kecakapan dan kesadaran mengenai hak-hak dan kewajiban mereka sebagai seorang warga negara Indonesia mampu memahami dan mengahargai hak-hak asasi manusia. Jenis metode penelitian yang digunakan dalam penelitian ini adalah studi kepustakaan atau literatur dengan pendekatan kualitatif deskriptif. Hasil dalam pembahasan ini yaitu Standar kompetensi dan kompetensi dasar menjadi arah dan landasan untuk mengembangkan materi pokok, kegiatan pembelajaran, dan indikator pencapaian kompetensi untuk penilaian. Dalam merancang kegiatan pembelajaran dan penilaian perlu memperhatikan Standar Proses dan Standar Penilaian. Kecakapan kewarganegaraan merupakan kemampuan siswa untuk menerapkan pengetahuan kewarganegaraan. Selain itu, siswa mampu memiliki jiwa pancasilais, menjadi warga negara yang baik, tanggung jawab yang cukup tinggi dalam segala hal, pandai bergaul, dan mampu membedakan perbuatan yang menyimpang sehingga bisa merusak lingkungan.

PENGARUH MODEL PEMBELAJARAN EXAMPLE NON EXAMPLE TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VI MIS ISLAMIYAH SUNGGAL Sedya Santosa; Septi Lastri Siregar
CERMIN: Jurnal Penelitian Vol 6 No 1 (2022): JULI
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat - Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/cermin_unars.v6i1.1666

Tujuan penelitian ini adalah untuk mengetahui (1) Hasil belajar matematika siswa kelas VI dengan menggunakan model pembelajaran Konvensional (2) Hasil belajar matematika siswa kelas VI dengan menggunakan model pembelajaran Example Non Example (3) Pengaruh penggunaan model pembelajaran Example Non Example terhadap hasil belajar matematika siswa kelas VI MIS Islamiyah Sunggal. Penelitian ini menggunakan pendekatan kuantitatif. Teknik pengumpulan data dengan menggunakan tes, serta teknik analisis data dengan menggunakan analisis inferensial (uji normalitas, uji wilcoxon, dan uji Mann-Whitney). Populasi dalam penelitian ini berjumlah 57 siswa, yaitu kelas eksperimen yang berjumlah 30 siswa dan kelas kontrol yang berjumlah 27 siswa. Hasil temuan dalam penelitian ini menunjukkan (1) Hasil belajar matematika siswa menggunakan model pembelajaran Konvensional sebesar 75,92593. (2) Hasil belajar matematika siswa menggunakan model pembelajaran Example Non Example memperoleh sebesar 84,8333. (3) Terdapat pengaruh model pembelajaran Example Non Example terhadap hasil belajar matematika siswa kelas VI di MIS Islamiyah Sunggal. Hal ini dibuktikan dengan hasil uji Mann-Whitney yaitu Zhitung sebesar 2,142 dengan nilai Sig. 0,0032. Nilai signifikansi tersebut lebih kecil dari = 0,05 sehingga Ha diterima. Simpulan dalam penelitian menjelaskan bahwa hasil belajar matematika siswa yang diajar dengan menggunakan model pembelajaran Example Non Example lebih baik dibandingkan dengan menggunakan model pembelajaran Konvensional.

PENERAPAN E-LEARNING DALAM PEMBELAJARAN DARING DI PRODI MANAJEMEN PENDIDIKAN ISLAM FAKULTAS ILMU TARBIYAH DAN KEGURUAN PADA MASA PANDEMI COVID-19 Ainur Rahman; Sedya Santosa; Nora Saiva Jannana
Evaluasi: Jurnal Manajemen Pendidikan Islam Vol 6, No 2 (2022): SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/evaluasi.v6i2.726

During the covid-19 pandemic, new rules in the world of education have started, namely the shift of a learning process form face to face to online. Therefore, the researcher aims to find out what e-lear ing media are widely used in the online learning process and the advantages and disadvantages of learning in the Islamic Education Management Study Program, Faculty of Tarbiyah and Teacher Training at UIN Sunan Kalijaga Yogyakarta. This study uses a qualitative descriptive approach. Google classroom and whatsapp are online learning media that are quite in demand by users, both as the only media or as supporting media. The advantages of implementing e-learning are that students become independent, flexible, save on stationery, and students become active. The drawbacks of implementing e-learning are that the interaction between lecturers and students becomes more distant, students who do not have the motivation to learn tend to fail, limited internet access, and the teaching and learning process tends towards training rather than education.

MENINGKATKAN HASIL BELAJAR DENGAN PENGGUNAAN STRATEGI MAKE A MATCH DI SEKOLAH DASAR Sedya Santosa; Deni Indrawan
Muróbbî: Jurnal Ilmu Pendidikan Vol. 7 No. 1 (2023): Maret
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v7i1.1399

This action research is motivated by the teaching and learning process of teachers less able to create active and fun learning, the use of methods that are still conventional results in the learning process in the classroom making students feel bored and seem inactive and student learning outcomes below KKM. Classroom action research is the method used in this study. The research subjects were students of class V B MI Al Huda consisting of 37 students. The instruments used were observation, tests and documentation. The results of this study indicate that the implementation of social studies subjects, learning with the make a match strategy can improve student learning activities and outcomes. This can be proven from the results of each cycle designed. In cycle I only 40.54% (15 students completed) with an average of 56.29, cycle II amounted to 56.76% (21 students completed) average score 65.27 and cycle III amounted to 94.60% (35 students completed) with an average of 77.02

Pendekatan Filosofis Terhadap Studi Islam (Islamic Studies) Hukma Fikria; Sedya Santosa
Risalah, Jurnal Pendidikan dan Studi Islam Vol. 9 No. 2 (2023)
Publisher : Fakultas Agama Islam Universitas Wiralodra Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/jurnal_risalah.v9i2.529

Mini Riset ini bertujuan untuk menguraikan tentang pendekatan filosofis yang digunakan dalam studi Islam (Islamic Studies). Adapun jenis penelitian ini adalah penelitian kualitatif yaitu library research (kepustakaan) yang sumber datanya berasal dari buku, artikel dan beberapa literatur lainnya. Data yang dikumpulkan kemudian dianalisis menggunakan analisis konten supaya memudahkan untuk menemukan ide pokok dari berbagai sumber yang telah dikumpulkan, kemudian dinarasikan ke dalam fokus kajian. Adapun hasil dari kajian ini adalah Studi Islam dalam telaah ontologis merupakan studi terkait dengan ajaran, prinsip, nilai, dan segala hal yang berkaitan dengan Islam baik dilakukan sebagai outsider atau insider. Epistemologi kajian Islam meliputi tentang teori-teori kebenaran pengetahuan, dapat digambarkan teori-teori itu adalah korespondensi, koherensi, praktis-pragmatis dan performatif, sumber pengetahuan, proses dan metode untuk memperoleh pengetauan, cara untuk membuktikan kebenaran pengetahuan, dan tingkat-tingkat kebenaran pengetahuan. Studi Islam dalam telaah aksiologis atau hal yang berkaitan dengan nilai meliputi nilai religious dapat dinilai melalui sikap imannya dan fenomena perbuatan takwanya.

ANALISIS PEMBELAJARAN SAINTIFIK DALAM PENDIDIKAN ISLAM Nur Asyiah Bulqist Rahman; Ani Khoitotun Nisa; Sedya Santosa
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 2 (2023): Volume 09 No 02, Juni 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i2.889

Islamic education learning aims to develop students' morals, morals and spirituality, as well as help students understand the teachings of Islam and apply them in everyday life. In Islamic education learning, the scientific learning approach can be used to help students understand religious teachings more deeply and apply them in everyday life. The methodology used in this article is literature research or literature review. The author searches and selects literature related to scientific learning and Islamic education from various sources such as journals, books, articles, and websites. After that, the author processes the information found to be analyzed and associated with scientific learning in Islamic education. The results show that scientific learning is a learning approach that allows students to develop critical thinking skills and find solutions to problems using scientific methods. In religious learning, Curriculum 2013 prioritizes religious learning that touches on aspects of students' daily lives. Students are invited to develop an understanding of religious teachings that are relevant to everyday life and apply them in everyday life. The learning process with a scientific approach uses 5 M steps in learning activities: observing, questioning, gathering information (experimentation), associating (processing information), and communicating.

PERAN GURU PAI DALAM MENERAPKAN KURIKULUM MERDEKA BELAJAR DI SMAN 6 MATARAM Muh. Maskur; Sedya Santosa
Al-Ulum: Jurnal Pendidikan Islam Vol 4, No 3 (2023)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v4i3.10733

Education in Indonesia is facing a paradigm shift with the introduction of the Independent Learning Curriculum (KMB). This curriculum provides flexibility and concerns for schools, teachers and students in the teaching and learning process. However, Islamic Religious Education (PAI) teachers have an important role in determining the success of KMB implementation. The aim of this research is to find out the role of PAI teachers in implementing the Independent Learning Curriculum at SMAN 6 Mataram. The research method used in this research is descriptive qualitative. The data collection techniques used in conducting this research were observation, interviews and documentation. Meanwhile, the data analysis used is data reduction, data presentation, and drawing conclusions and the researcher uses data validity testing with Triangulation. The technique is to test the credibility of the data by checking the data from the same source with different techniques. The research results are presented descriptively according to the problem and research objectives. The research results show that SMAN 6 Mataram has implemented KMB well, although gradually. PAI teachers act as learning facilitators and must take part in various supporting programs. Challenges faced by PAI teachers include limited learning resources, increasing digital literacy, integrating religious values, in-depth understanding of the curriculum, KMB-based assessment, alignment with KMB principles, training and support, student diversity, self-evaluation, and professional development. This article provides insight into the role and challenges of PAI teachers in implementing KMB and illustrates how schools and teachers collaborate in facing curriculum changes. Joint efforts from all parties, including teachers, schools and the government, will be the key to success in implementing KMB and improving the quality of education in Indonesia.

PERAN GURU PAI DALAM MENERAPKAN KURIKULUM MERDEKA BELAJAR DI SMAN 6 MATARAM Muh. Maskur; Sedya Santosa
Al-Ulum: Jurnal Pendidikan Islam Vol 4, No 3 (2023)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v4i3.10733

Education in Indonesia is facing a paradigm shift with the introduction of the Independent Learning Curriculum (KMB). This curriculum provides flexibility and concerns for schools, teachers and students in the teaching and learning process. However, Islamic Religious Education (PAI) teachers have an important role in determining the success of KMB implementation. The aim of this research is to find out the role of PAI teachers in implementing the Independent Learning Curriculum at SMAN 6 Mataram. The research method used in this research is descriptive qualitative. The data collection techniques used in conducting this research were observation, interviews and documentation. Meanwhile, the data analysis used is data reduction, data presentation, and drawing conclusions and the researcher uses data validity testing with Triangulation. The technique is to test the credibility of the data by checking the data from the same source with different techniques. The research results are presented descriptively according to the problem and research objectives. The research results show that SMAN 6 Mataram has implemented KMB well, although gradually. PAI teachers act as learning facilitators and must take part in various supporting programs. Challenges faced by PAI teachers include limited learning resources, increasing digital literacy, integrating religious values, in-depth understanding of the curriculum, KMB-based assessment, alignment with KMB principles, training and support, student diversity, self-evaluation, and professional development. This article provides insight into the role and challenges of PAI teachers in implementing KMB and illustrates how schools and teachers collaborate in facing curriculum changes. Joint efforts from all parties, including teachers, schools and the government, will be the key to success in implementing KMB and improving the quality of education in Indonesia.

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