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All Journal JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Jurnal Biotek Referensi Islamika: Jurnal Studi Islam
St Syamsudduha
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Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Education Physics Other

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PERBANDINGAN MODEL PEMBELAJARAN KOOPERATIF TIPE TGT DALAM PERMAINAN FINDING ANSWER WITH BARRICADE DAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP HASIL BELAJAR FISIKA SISWA KELAS IX MTSN GOWA Qisthi Amaliah; St Syamsudduha; Muhammad Qaddafi
JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Vol 5 No 1 (2017): Vol 5, No 1, 2017
Publisher : Pendidikan Fisika UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (571.969 KB) | DOI: 10.24252/jpf.v5i1.2989

Abstract

Penelitian ini bertujuan untuk mengetahui apakah  terdapat perbedaan antara model pembelajaran kooperatif tipe TGT dalam permainan finding answer with barricade dan model pembelajaran kooperatif tipe STAD. Jenis penelitian ini adalah  quasi eksperiment yang membandingkan hasil belajar peserta didik antara kelas eksperimen dan kelas kontrol. Desain penelitian   menggunakan  the matching posttest onlycontrol group design.Sampel penelitian berjumlah 80 orang yang dipilih dari dua kelas. Instrumen penelitian yang digunakan yaitu instrumen tes hasil belajar. Teknik analisis data yang digunakan yaitu analisis data statistik deskriptif dan inferensial.  Hasil penelitian menunjukkan rata-rata skor hasil belajar siswa di kelas eksprimen dan kelas kontrol setelah penelitian sebesar 81,75 dan 76,125. Hasil analisis dengan menggunakan  uji t 2 sampel independent diperoleh thitung > ttabel, maka H0 ditolak dan Ha diterima, berarti terdapat perbedaan hasil belajar fisika melalui penerapan model pembelajaran kooperatif tipe TGT dalam  finding answer with barricade dan model pembelajaran kooperatif tipe STAD.
HUBUNGAN ANTARA PENGETAHUAN MIKROBIOLOGI DENGAN SIKAP HIGIENIS MAHASISWA PENDIDIKAN BIOLOGI ANGKATAN 2013 FAKULTAS TARBIYAH DAN KEGURUAN UIN ALAUDDIN MAKASSAR Hasmiati Hasmiati; st Syamsudduha; Jamilah Jamilah
Jurnal Biotek Vol 4 No 2 (2016): Jurnal Biotek
Publisher : Department of Biology Education of Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (772.26 KB) | DOI: 10.24252/jb.v4i2.1795

Abstract

This study aims to: (1) determine microbiological knowledge of students of Biology Education Force 2013 Faculty of MT and Teaching UIN Alauddin Makassar (2) know the attitude of hygienic education students Biology Force 2013 Faculty of MT and Teaching UIN Alauddin Makassar (3) examine the relationship between knowledge of microbiology with hygienic attitudes students Force 2013 Faculty of Biology Education and Teaching Tarbiyah UIN Alauddin Makassar.This study is a correlational study using a quantitative approach. This study used a population of 118 people drawn from all students of the Faculty of Biology Education and Teaching Tarbiyah UIN Alauddin Makassar class of 2013. Sampling was conducted using simple random sampling technique as much as 40 samples. When the study in March 2016. Data collection techniques used were a test to find out how knowledge of microbiology students Force 2013 Faculty of Biology Education and Teaching Tarbiyah UIN Alauddin Makassar and questionnaires to find out how hygienic attitudes education students Force 2013 Biology Faculty of MT and Teaching UIN Alauddin Makassar.The results showed: (1) knowledge of microbiology students of the Faculty of Biology Education and Teaching Tarbiyah UIN Alauddin Makassar class of 2013 were in the high category with an average score of 77. (2) hygienic attitudes of students of Biology Education and Teaching Faculty Tarbiyah UIN Alauddin Makassar force in p2013 were in both categories with an average score of 94. (3) there is a relationship between knowledge of microbiology with student hygienic attitude force in 2013 Faculty of Biology Education and Teaching Tarbiyah UIN Alauddin Makassar with a contribution of 24.1% to the level of siginifikansi a = 0.05 (5 %) where rhitung (0.491)> rtabel (0.263).
EFFECTIVENESS OF THE COUNTENANCE STAKE MODEL IN EVALUATING THE AIHES CURRICULUM Masrifah, Rofia; Sitti Mania; Damopolii, Muljono; St Syamsudduha
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 2 (2026): APRIL
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i2.728

Abstract

This study evaluates the implementation of the Athirah Integrated Holistic Education System (AIHES) curriculum by using the Countenance n model. As a holistic curriculum, AIHES is designed to integrate academic excellence with Islamic values and character. This study aims to examine the congruence between intended curriculum design and  actual implementation. A qualitative approach was employed, with data collected through classroom observations, semi-structured interviews with teachers and school leaders, and analysis of curriculum documents. The analysis applied the Countenance framework by comparing intended conditions, observed practices, and established standards to assess the level of alignment. The findings indicate that the AIHES curriculum effectively strengthens the school’s religious culture and supports character. development, reflecting the institutional identity of holistic Islamic education. Variations remain the integration of Islamic values within general subjects and teachers’ pedagogical practices. These findings highlight need for stronger evaluative supervision and continuous professional development to ensure a more consistent realisation of the curriculum’s holistic and value-based educational goals. This study highlights the importance of evaluation curriculum implementation, particularly in translating holistic and value-based principles into teaching practices. It also suggests that future research should explore the integration of formal and hidden curricula. This study contributes by applying Countenance model to evaluate a holistic Islamic curriculum, with a focus on classroom implementation. It provides empirical evidence of the gap between curriculum design and teaching practice, and offers a practical framework for evaluating value-based and integrative learning.
Co-Authors Hasmiati Hasmiati Jamilah Jamilah Muhammad Qaddafi Muljono Damopolii Qisthi Amaliah Rofia Masrifah Sitti Mania, Sitti