Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal Elementary: Islamic Teacher Journal QUALITY Journal of Research and Thought on Islamic Education (JRTIE)
Yumidiana Tya Nugraheni
UIN Sunan Kalijaga Yogyakarta, Indonesia
Religion Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
PENERAPAN QUANTUM TEACHING UNTUK MENINGKATKAN KREATIVITAS DAN PROBLEM SOLVER DI SEKOLAH DASAR Agus Firmansyah; Yumidiana Tya Nugraheni
ELEMENTARY: Islamic Teacher Journal Vol 8, No 1 (2020): ELEMENTARY
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/elementary.v8i1.7225

Abstract

AbstractIslamic Education teachers predominantly use the lecture method in learning. Provision of teaching materials with one method for one semester or even two semesters makes children become bored. This research is to find out the application of the Quantum Teaching learning model to improve creativity and problem solving skills in Al-Islam subjects. This research is a classroom action research with steps to compile the action plan, action implementation, observation and reflection. This research was conducted at Yogyakarta Muhammadiyah Condongcatur Elementary School with research subjects in grade VI in the 2019- 2020 academic year. The results of research is: can develop students’ abilities in terms of solving problems and increase their creativity and encourage students to be enthusiastic in the learning process. This Quantum Teaching Model can encourage teachers to develop themselves in the learning process. The Quantum Teaching Model, which in the first cycle only gets 6 points. In second cycle the learning process gets 8 points. In first cycle the results of the problem solving value is “lacking” (2.80) and creativity is lacking (2.61). In second cycle the results of the problem solving value are “enough” (3.22) and creativity is “sufficient” (3.21). PAI teachers are advised to apply the Quantum Teaching model in the learning process, so as to increase student creativity and problem solving. AbstrakPendidik PAI dominan menggunakan metode ceramah dalam pembelajaran. Metode ini dianggap paling baik. Pemberian materi ajar dengan satu metode selama satu semester bahkan dua semester membuat anak menjadi jenuh. Penelitian ini untuk mengetahui penerapan model pembelajaran Quantum Teaching dapat meningkatkan kreativitas dan kemampuan pemecahan masalah pada mata pelajaran Al-Islam. Penelitian ini adalah penelitian tindakan kelas dengan langkah menyusun rancangan tindakan, pelaksanaan tindakan, pengamatan dan refleksi. Penelitian ini dilaksanakan di SD Muhammadiyah Condongcatur Yogyakarta dengan subyek penelitian siswa kelas VI D tahun pelajaran 2019- 2020. Hasil dari penelitian ini, antara lain: dapat mengembangkan kemampuan siswa dalam hal memecahkan masalah serta meningkatkan kreativitasnya serta mendorong siswa antusias dalam proses pembelajaran. Model Quantum Teaching ini dapat mendorong guru dalam mengembangkan diri dalam proses pembelajaran. Model Quantum Teaching yang pada siklus I yang hanya mendapatkan 6 point yang berarti proses pembelajaran BT (belum terlihat). Pada Siklus II proses pembelajaran mendapatkan 8 point proses pembelajaran MT (mulai terlihat). Pada siklus I hasil nilai pemecahan masalah “kurang” (2,80) dan kreativitas kurang (2,61). Pada siklus II hasil nilai pemecahan masalah “cukup” (3,22) dan kreativitas “cukup” (3,21). Pendidik PAI disarankan menerapkan model Quantum Teaching dalam proses pembelajaran, sehingga dapat meningkatkan kreativitas dan pemecahan masalah siswa
Model Pengembangan Pendidikan Karakter di Pesantren Khalaf (Studi Kasus di Pondok Pesantren Modern Muhammadiyah Boarding School Yogyakarta) Yumidiana Tya Nugraheni; Agus Firmansyah
QUALITY Vol 9, No 1 (2021): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v9i1.9887

Abstract

AbstractHumans begin to lose their true character identity. Humans have abandoned the values of religiosity and spirituality. The character that is built is the character of pragmatism, hedonism, and materialism. This research is a field research and the method of collecting data is observation to observe the character education development model, interviews by asking questions to the asatidz, administrators and students about the character education development model, and the problems faced during implementation and documentation. This research aims to determine the character values instilled in students in the Yogyakarta Muhammadiyah Boarding School and determine the model of character education development in Yogyakarta Muhammadiyah Boarding School. The results of this research are the formation of characters in Yogyakarta Muhammadiyah Boarding School consists of several values. These values include: respect, responsibility, honesty, tolerance, discipline, help, caring for others and cooperation, courage, and democracy. The pillars of character education include: pesantren residents, kitab kuning, santri organizations and pesantren culture. Based on the four pillars of character education and democratic kyai leadership and the formation of pesantren culture, it produces a holistic-inclusive character education model in Yogyakarta Muhammadiyah Boarding School.AbstrakPenelitian ini bertujuan mengetahui nilai-nilai karakter yang ditanamkan kepada santri di PPM MBS Yogyakarta dan mengetahui model pengembangan pendidikan karakter di PPM MBS Yogyakarta. Penelitian ini merupakan penelitian kualitatif. Jenis penelitian ini adalah studi kasus dan metode dalam mengumpulkan data-data tersebut yakni observasi untuk mengamati model pengembangan pendidikan karakter, wawancara dengan mengajukan beberapa pertanyaan kepada asatidz, pengurus dan santri tentang model pengembangan pendidikan karakter, serta kendala yang dihadapi pada saat pelaksanaannya dan dokumentasi. Hasil penelitian ini adalah pembentukan karakter di PPM MBS Yogyakarta terdiri dari beberapa nilai. Nilai-nilai tersebut antara lain: rasa hormat, tanggung jawab, kejujuran, toleransi, disiplin, tolong-menolong, peduli sesama dan kerjasama, keberanian, dan demokratis. Pilar-pilar pendidikan karakter tersebut antara lain: warga pesantren, kitab kuning, organisasi santri dan budaya pesantren. Berdasarkan empat pilar pendidikan karakter yang dimiliki PPM MBS Yogyakarta dan peran kyai yang bersifat demokratis selama kepemimpinan dan pembentukan budaya pesantren, menghasilkan model pendidikan karakter holistik-inklusif di PPM MBS Yogyakarta. Model pendidikan karakter holistic-inklusif merupakan salah satu alternatif pengembangan pendidikan karakter yang dapat digunakan dari internalisasi pendidikan karakter kepada peserta didik.
IMPLEMENTASI KURIKULUM PAI BERBASIS KEMANDIRIAN DI SD MUHAMMADIYAH CONDONGCATUR SLEMAN YOGYAKARTA Yumidiana Tya Nugraheni; Agus Firmansyah
Journal of Research and Thought on Islamic Education Vol 3, No 1 (2020)
Publisher : IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (204.773 KB) | DOI: 10.24260/jrtie.v3i1.1583

Abstract

Islamic education learning aims to foster cognitive, psychomotoric, and affective aspects of participants. Based on reality, Islamic education learning implemented in elementary schools tends to focus on cognitive and ideological aspects. The cognitive aspect referred to as pie learning focuses the transfer of knowledge. The ideological aspect referred to Islamic education which was related was related to the religious ideology of the teacher. The ideological aspect of Islamic education occurs because the school was founded by a particular foundation or organization. Islamic education learning that focuses on internalizing values has a small portion. Based on that reality, Muhammadiyah elementary school is a conditional chess school that balances cognitive, affective, and psychomotoric aspects in Islamic education learning. One way to do this is to implement the self-reliant Islamic education curriculum. The research is a field research that aims to find out the concept and implementation of independent curriculum-based pies in Muhammadiyah elementary school Condongcatur, Depok, Sleman, Yogyakarta. The concept of Islamic education curriculum based on independence can be seen from the vision, mission, curriculum. The implementation of Islamic education curriculum based on Independence can be reviewed and intracurriculer, extracurricular, and supporting activities that are monthly, semester, and yearly.
Co-Authors Agus Firmansyah Agus Firmansyah