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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.

Implementasi Media Audio-Visual Dalam Pembelajaran IPAS Kelas IV di MIM Bandingan Kecamatan Kejobong Kabupaten Purbalingga Vera Regina Azaria; Abu Dharin
JURNAL ILMIAH NUSANTARA Vol. 3 No. 1 (2026): Jurnal Ilmiah Nusantara Januari 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v3i1.7911

The use of technology-based learning media has become an important requirement in improving the quality of the learning process, including in science education at MI Muhammadiyah Bandingan, which has implemented audio-visual media to support the delivery of material. This study aims to analyze the implementation of audio-visual media in IPAS learning in grade IV and to identify the supporting and inhibiting factors in its implementation. The study uses a descriptive qualitative method with data collection techniques through observation, interviews, and documentation. The result show that MI Muhammdiyah Bandingan has implemented audio-visual media in IPAS learning in grade IV quite well. The implementation was carried out in three stages, namely planning, which included the preparation of teaching modules, materials, learning tools, and evaluation instruments, implementation, which included introductory, core, and closing activities using videos and powerppoint presentations to improve student understanding, and evaluation, which was carried out through the assessment of attitudes, knowledge, and skills. Supporting factors for this media include the availability of school facilities, student enthusiasm, and the ease with which teachers can deliver material, while inhibiliting factors include technical constraints such as power outages, limited media content, and the potential for noise disturbance between classes.

Hubungan Antara Pemahaman Ibadah Salat dengan Kebiasaaan Menjalankannya bagi siswa SMK Ma'arif NU 1 Cilongok Nidiana Shokhifatul Atqiya; Abu Dharin
QAZI: Journal of Islamic Studies Vol 2 No 2 (2025): 2025
Publisher : PT.Hassan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/qz.v2i2.604

Penelitian ini bertujuan untuk mengetahui hubungan antara pemahaman ibadah shalat dengan kebiasaan menjalankannya pada siswa SMK Ma’arif Nu 1 Cilongok. Metode penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi penelitian adalah seluruh siswa SMK Ma’arif Nu 1 Cilongok, dengan sampel sebanyak 306 siswa yang dipilih secara propotional random sampling. Data dikumpulkan melalui angket tertutup menggunakan skala likert yang telah diuji validitas danreliabilitas. Analisis data menggunakan uji korelasi Pearson. Hasil penelitian menunjukkan bahwa pemahaman ibadah shalat siswa berada dalam kategori tinggi dengan nilai rata-rata 87,76 (skala 0-116). Kebiasaan menjalankan shalat siswa berada dalam katogeri sedang dengan nilai rata-rata 63,45 (skala 0-80). Terdapat hubungan yang positif yang signifikan antara pemahaman ibadah shalat dengan kebiasaan menjalankannya, dengan koefisien korelasi r =0,736(p <0,05). Simpulan penelitian ini mengindikasikan bahwa semakin tinggi pemahaman ibadah shalat, semakin baik kebiasaan menjalankannya. Oleh karena itu, sekolah disarankan untuk mengoptimalkan program pembinaan keagamaan yang aplikatif, memfasilitasi shalat berjamaah, dan melibatkan orang tua dalam memantau konsistensi ibadah siswa.

SOCIAL-EMOTIONAL LEARNING PROGRAMS IN ELEMENTARY SCHOOLS: ENHANCING STUDENT COMPETENCIES AND ACADEMIC OUTCOMES Romli, Faiz; Prima, Ellen; Dharin, Abu
JURNAL PENDIDIKAN DASAR Vol. 13 No. 2 (2025): Desember 2025
Publisher : STKIP Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/jpd.v13i2.4722

Abstract: Elementary education has increasingly recognized social-emotional learning (SEL) as a vital pedagogical framework for promoting comprehensive student growth. SEL encompasses processes through which children acquire knowledge, attitudes, and skills to understand emotions, achieve goals, demonstrate empathy, maintain relationships, and make responsible decisions. This narrative literature review investigates contemporary evidence regarding SEL efficacy, influences on socioemotional capabilities and educational performance, and implementation factors in primary settings. A purposive review of 26 peer-reviewed articles spanning 2017-2025, focused on research from Scopus, ERIC, Google Scholar, and PubMed, synthesized findings thematically. Converging meta-analytic evidence indicates SEL programs positively influence social-emotional development across competency domains. Research documents positive associations between SEL participation and academic outcomes (effect sizes d = 0.17-0.35). However, effectiveness varies substantially based on implementation quality, teacher factors, organizational context, and student characteristics. Whole-school approaches show particular promise for sustainable impact. SEL represents valuable evidence-based strategy requiring adequate teacher preparation, ongoing professional development, organizational support, and contextual attention for successful implementation. Keywords: academic achievement, elementary school, implementation, program effectiveness, social-emotional learning Abstrak: Pendidikan dasar semakin mengakui pembelajaran sosial-emosional (SEL) sebagai kerangka pedagogis vital untuk pertumbuhan siswa komprehensif. SEL mencakup proses dimana anak memperoleh pengetahuan, sikap, dan keterampilan untuk memahami emosi, mencapai tujuan, menunjukkan empati, memelihara hubungan, dan membuat keputusan bertanggung jawab. Tinjauan literatur naratif ini menyelidiki bukti kontemporer mengenai kemanjuran SEL, pengaruhnya pada kemampuan sosioemosional dan kinerja pendidikan, serta faktor implementasi dalam lingkungan pendidikan dasar. Tinjauan purposif terhadap 26 artikel peer-review periode 2017-2025 dari Scopus, ERIC, Google Scholar, dan PubMed, mensintesis temuan secara tematik. Bukti meta-analitik konvergen menunjukkan program SEL mempengaruhi positif perkembangan sosial-emosional lintas domain kompetensi. Penelitian mendokumentasikan asosiasi positif antara partisipasi SEL dan hasil akademik (ukuran efek d = 0,17-0,35). Namun, efektivitas bervariasi substansial berdasarkan kualitas implementasi, faktor guru, konteks organisasi, dan karakteristik siswa. Pendekatan seluruh sekolah menunjukkan janji khusus untuk dampak berkelanjutan. SEL merupakan strategi berbasis bukti berharga yang memerlukan persiapan guru memadai, pengembangan profesional berkelanjutan, dukungan organisasi, dan perhatian kontekstual untuk implementasi sukses. Kata kunci: efektivitas program, implementasi, pembelajaran sosial-emosional, prestasi akademik, sekolah dasar

Integrating Pancasila Values and Islamic Culture: Developing An Instructional Module For Character Strengthening in Islamic Elementary Schools Dharin, Abu; Ma’arif, Muhammad Anas; Hermawan, M. Ajib; Yuslam, Yuslam; Anantama , Agam; Hamdi , Syukrul
Jurnal Pendidikan Islam Vol 12 No 1 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i1.48576

The integration of national character development with Islamic cultural values is a crucial issue for Islamic elementary schools as they implement the government-mandated Pancasila Student Profile Strengthening Project (P5). This study aimed to develop a P5 module integrated with Islamic culture and evaluate its validity, practicality, and effectiveness for use in Islamic elementary school learning. The research employed a Research and Development (R&D) approach, following the systematic stages of the Dick & Carey instructional design model. Data were gathered through observation, interviews, documentation, questionnaires, and formative tests, with module feasibility assessed via expert validation and practicality examined through teacher and student classroom trials. Effectiveness was determined using Aiken’s formula and paired sample t-tests. The findings indicate that the developed module is highly feasible for implementation, requiring only minor revisions to illustrations and sentence clarity. Furthermore, the module was proven practical in classroom settings and effective in significantly improving students’ mastery of the Pancasila Student Profile. This research implies that integrating Islamic culture into the P5 framework offers a contextual and meaningful approach to character education, providing a valuable learning resource for Islamic educational institutions in strengthening student character with both national and religious values.

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