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All Journal Alim | Journal of Islamic Education Andragogi: Jurnal Pendidikan Islam dan Manajemen Pendidikan Islam JMI Statement : Jurnal Media Informasi Sosial dan Pendidikan Madani Institutte : Jurnal Politik, Hukum, Ekonomi, Pendidikan, sosial dan Budaya el-Moona: Jurnal Ilmu Pendidikan Islam

Siskandar Siskandar

Institut PTIQ Jakarta

Author-ID : 2786154

Religion Education Social Sciences Other

Published : 12 Documents Claim Missing Document

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Title

Model Pembelajaran CTL (Contextual Teaching And Learning) Pada Mata Pelajaran PAI dan Implementasinya di SMP Islam Asysyakirin Pinang Kota Tangerang EE Junaedi Sastradiharja; Siskandar Siskandar; Irtifa’an Khoiri
Jurnal Statement : Media Informasi Sosial dan Pendidikan Vol. 10 No. 1 (2020): Statement | Jurnal Media Informasi Sosial dan Pendidikan
Publisher : PMPP Lembaga Penelitian dan Studi Kebijakan

This research is a qualitative descriptive study, the subjects in this study are the principal of Asysyakirin Middle School, WAKA Curriculum, Homeroom 7.4 and Islamic Subjects. Data collection techniques used are: observation, and interviews. This research was conducted from August to October 2018. The results of this study showed that some Islamic Religious Education teachers in Asysyakirin Middle School had understood the meaning of the contextual learning model, the teacher just needed to deepen and gradually introduced the CTL (Contextual Teaching and Learning) learning model to student. The implementation of Islamic Religious Education learning more or less has reflected the application of the CTL (Contextual Teaching and Learning) learning model which includes 5 principles and 7 pillars of contextual learning, with the results of implementing the components of the CTL (Contextual Teaching and Learning) learning model as follows: interest (related), direct experience (esprecing), application (appliying), cooperation (cooperating), transfer of knowledge (transfering), constructivism (contruktivisem), finding (inquiry), asking (questioning), learning communities (learning comunity), modeling (modeling), reflection (reflection), true assessment (authentic assessment). It is expected that all teachers can use active learning, to develop the learning process one of them by using the CTL learning model, because the implementation of CTL can activate students in the learning process and increase student motivation. Because there are still inhibiting factors in the implementation of CTL, it is expected to frequently attend seminars and workshops and frequently read books related to CTL learning to better master and deepen how the application of CTL is good and right. So that it can improve the quality of education on an ongoing basis and establish better interactions to be able to achieve the expected learning goals

PENGARUH KEMAMPUAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) GURU DAN BUDAYA KERJA TERHADAP KINERJA GURU (Di Sekolah Islam Ruhama Ciputat Tangerang Selatan) Siskandar Siskandar; Akhmad Shunhaji; Andi Subandi
Jurnal Statement : Media Informasi Sosial dan Pendidikan Vol. 12 No. 1 (2022): Statement | Jurnal Media Informasi Sosial dan Pendidikan
Publisher : PMPP Lembaga Penelitian dan Studi Kebijakan

This study aims to determine and examine empirical data on the influence of teachers' information and communication technology (ICT) abilities and work culture on teacher performance partially (alone) or simultaneously (together). The author uses a survey method with a regression approach to quantitative data obtained from the object of research. The research sample was taken from the entire population (saturated sample) totaling 65 teachers at the Ruhama Islamic School Ciputat, South Tangerang. Data was collected using a questionnaire/questionnaire, interviews, and documentation techniques. The type of analysis used is simple and multiple regression analysis which is described descriptively. The results showed that there was a positive and significant effect of teachers' ICT skills and work culture on teacher performance, either partially or simultaneously. Partially, the magnitude of the influence or coefficient of determination (R2) of teachers' ICT abilities and work culture on teacher performance are 30.5% and 61.1%, respectively. Meanwhile simultaneously, the magnitude of the influence or coefficient of determination (R2) of teachers' ICT abilities and work culture on teacher performance is 65.0%

Co-Authors Ahmad Muhammad Syafi’i Ahmad Mulyono Ahmad Yani Ahmad Zain Sarnoto Akhmad Shunhaji Alviatur Rohmaniah Andi Subandi EE Junaedi Sastradiharja Etika Nailur Rahma Faozan Sodik Farizal MS Firman Ma’duali Irtifa’an Khoiri Rangga Umbara K Susanto Susanto

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Journal : Statement : Jurnal Media Informasi Sosial dan Pendidikan