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PENGEMBANGAN KREATIVITAS SISWA DALAM PEMBELAJARAN DI MI MAâ€™ARIF NU 01 PAGERAJI KECAMATAN CILONGOK KABUPATEN BANYUMAS Dharin, Abu
Jurnal Penelitian Agama Vol 16 No 1 (2015)
Publisher : IAIN Purwokerto

Abstract: The results showed that: The efforts that teachers in developing students' creativity in the leaming process are: a) Giving full freedom to students in leaming, for example, provide an opportunity to ask questions, ideas and suggestions; b) Creating a leaming atmosphere that is comfortable and pleasant, c) Teacher appearances are democratic, friendly, patient, fair, consistent, flexible, cheerful, humorous, intimate, and always pay attention to all students; d) The teacheralways motivate students to be active in leaming and help them with leaming difficulties; e) Teachers often use a variety of leaming methods so that students are not saturated in the leaming process. f) Teachers use a variety of instructional media that is easy to understand the material presented and the students can visually stimulate students. 2) Teachers also try to create a conducive leaming environment design so that the leaming process can run effectively and efficiently. 3) In the process of leaming that support the creativity of the students do various activities, namely: motor activity, oral activity, the activity of listening, and writing activities. The student activity varied use is that the students are not saturated in leaning activities. Keywords: Creativity Development, Learning

PENGEMBANGAN PEMBELAJARAN ILMU PENGETAHUAN SOSIAL SEKOLAH DASAR BERWAWASAN SOSIAL-BUDAYA BERBASIS PAIKEM Azis, Donny Khoirul; Dharin, Abu; Waseso, Hendri Purbo
INSANIA: Jurnal Pemikiran Alternatif Kependidikan Vol 25 No 1 (2020)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

This paper describes the development of social science (IPS) learning in social-cultural and PAIKEM-based elementary schools. Development of Elementary School Social Sciences Learning based on socio-cultural and PAIKEM-based learning as an innovative step in social studies learning at the elementary school level can minimize deficiencies in teaching students to understand social studies in elementary schools as well as to improve the quality of elementary school social studies learning processes. teachers need to be active, creative and selective in applying learning models and approaches. Based on the main problems and results and discussion as described above, several conclusions can be formulated as follows: 1) learning procedures with learning models with socio-cultural approach provide optimal flexibility for students to improvise during the course of learning so that they can create a climate and conducive learning activities; 2) The effectiveness of the socio-cultural learning model towards increasing understanding of social studies material by students, it appears that students' understanding of the material taught shows an increasing graph, and at the model testing stage, the results of evaluation tests conducted indicate that the average evaluation evaluation score students who are taught by learning models with socio-cultural approaches are higher than the average scores of students who are taught by conventional learning models; and 3) there is an increase in the socio-cultural literacy of students related to the material taught in social studies learning with a socio-cultural approach and based on PAIKEM.

PENGEMBANGAN PEMBELAJARAN ILMU PENGETAHUAN SOSIAL SEKOLAH DASAR BERWAWASAN SOSIAL-BUDAYA BERBASIS PAIKEM Donny Khoirul Azis; Abu Dharin; Hendri Purbo Waseso
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 25 No 1 (2020)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

This paper describes the development of social science (IPS) learning in social-cultural and PAIKEM-based elementary schools. Development of Elementary School Social Sciences Learning based on socio-cultural and PAIKEM-based learning as an innovative step in social studies learning at the elementary school level can minimize deficiencies in teaching students to understand social studies in elementary schools as well as to improve the quality of elementary school social studies learning processes. teachers need to be active, creative and selective in applying learning models and approaches. Based on the main problems and results and discussion as described above, several conclusions can be formulated as follows: 1) learning procedures with learning models with socio-cultural approach provide optimal flexibility for students to improvise during the course of learning so that they can create a climate and conducive learning activities; 2) The effectiveness of the socio-cultural learning model towards increasing understanding of social studies material by students, it appears that students' understanding of the material taught shows an increasing graph, and at the model testing stage, the results of evaluation tests conducted indicate that the average evaluation evaluation score students who are taught by learning models with socio-cultural approaches are higher than the average scores of students who are taught by conventional learning models; and 3) there is an increase in the socio-cultural literacy of students related to the material taught in social studies learning with a socio-cultural approach and based on PAIKEM.

MODEL KEPEMIMPINAN KEPALA MADRASAH IBTIDAIYAH NEGERI DAN SWASTA DI KABUPATEN BANYUMAS DHARIN, ABU
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 1 No 2 (2014): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v1i2.1316

This study aims to assess the implementation of leadership models MIN Head Elementary School in Purwokerto, MI Maarif NU 01 Pageraji and MIM Karanglewas Kidul in the development of the quality of institutions. The method used in this study descriptive qualitative research. The results show that: the model be applicable each of the three different Madrasah adapted to climaticconditions and madrassas that are influenced by the lead figure / head of school.

Pendidikan Agama Islam Berbasis Amtsal Sebagai Implementasi Pembelajaran Bermakna (Meaningful Learning) Musringah; Dharin, Abu
At-Tadris: Journal of Islamic Education Vol. 4 No. 1 (2025): At-Tadris: Journal of Islamic Education
Publisher : Ikatan Dai Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56672/6vd18y09

Islamic Religious Education (PAI) plays a central role in shaping the character and morals of students. To achieve this goal, it will be effective to study proverbs (parables) that are widely found in the Quran and Hadith. Amtal functions not only as an illustrative medium but also as a means to internalize spiritual and ethical values. In this article, we analyze how the PAI approach based on amtsal can be applied to support meaningful learning, a learning process that emphasizes deep understanding and contextual relevance in everyday life, rather than just memorizing. The study found that through a qualitative approach and literature analysis, Amtsal can improve students' ability to criticize, reflect, and connect with reality. The analogy of the Quran that concretely describes the concept of faith, good and bad, helps students understand abstract concepts in a simpler and more easily applied way. Furthermore, this approach creates a situational and personal learning experience that is in line with constructivist theory and involves students in the learning process as active agents. The meaning of education based on this proverb is to produce a generation that not only understands religious teachings from textbooks, but also has a strong moral awareness and practices Islamic values in everyday life. Therefore, service-based education is the key to building a learning ecosystem that focuses on sustainable intellectual and spiritual development.

Analysis of TPACK-Based Learning for Teachers of Madrasah Tsanawiyah in Banyumas Regency, Indonesia Dharin, Abu; Agus Setiawan; Nugroho, Ischak Suryo; Sahabuddin, Erma Suryani; Priyanto, Dwi
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 2 (2025): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i2.118

Integrating technology, pedagogy, and content knowledge is critical for effective teaching in the 21st century, particularly in the aftermath of the COVID-19 pandemic, which has intensified the reliance on digital tools in education. This study examines the interrelationships among the six components of the Technological Pedagogical Content Knowledge (TPACK) framework as demonstrated by Madrasah Tsanawiyah teachers in Banyumas Regency, Indonesia. A quantitative research design was employed, with participants selected through proportional random sampling from the population of Madrasah Tsanawiyah teachers in the region. Data were collected using a questionnaire based on a 4-point Likert scale and analyzed through Structural Equation Modeling (SEM). The findings indicate that each component: Technological Knowledge (TK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK): exerts a positive and statistically significant influence on overall TPACK. Specifically, significant positive relationships were observed between TK and TPACK, PK and TPACK, TCK and TPACK, PCK and TPACK, and TPK and TPACK. These results underscore the necessity of reinforcing all dimensions of the TPACK framework to improve teaching effectiveness in Madrasah Tsanawiyah, with the quantitative analysis affirming the strength and significance of these associations.

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