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PEMBUATAN MEDIA PEMBELAJARAN POP UP BOOK BAGI GURU MADRASAH IBTIDAIYAH Barsihanor Barsihanor; Abdul Hafiz; Galuh Nashrulah KMR; Iman Setya Budi
JMM (Jurnal Masyarakat Mandiri) Vol 4, No 4 (2020): September
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (447.059 KB)

Abstrak Pop up book merupakan suatu media yang memiliki unsur tiga dimensi. Buku pop-up mempunyai kemampuan untuk memperkuat kesan yang ingin disampaikan dalam suatu materi sehingga membuat materi lebih mudah diingat dan dipelajari. Permasalahan yang dialami oleh MI Tarbiyatul Islamiah, di antaranya 1). Sebagian besar guru berasal dari lulusan yang tidak linear dari segi kualifikasi, 2). masih rendahnya pengetahuan guru terhadap pentingnya media pembelajaran, 3). Masih rendahnya kreatifitas guru dalam pembuatan media pembelajaran. Metode yang digunakan adalah pelatihan, melalui pelatihan ini guru diberikan pengetahuan mengenai pentingnya sebuah media pemebelajaran pada saat proses pembelajaran. Selain itu peserta dibekali keterampilan dalam membuat media pembelajaran pop up book, sehingga para peserta pelatihan memiliki peningkatan kemampuan dasar dalam membuat media pembelajaran pop up book sebesar 23,34%. Abstract: Abstract Pop up book is a media that has three dimensional elements. Pop-up books reinforce the impression that will be conveyed in learning materials so that it makes them easier to remember and learn. Problems experienced by MI Tarbiyatul Islamiah, including 1). Most teachers come from graduates whose field of study is not linear, 2). Lack of teacher awareness of the importance of learning media, 3). Teacher creativity is limited in making learning media. This community service uses the training method. This training provides teachers with knowledge about the importance of learning media during the learning process. In addition, the training drills participants to be skilled in making media for learning pop up books. After having the training, participants acquire basic skills in making learning media pop up books by 23,34%.

PELATIHAN PENERAPAN PENILAIAN AUTENTIK PADA KELOMPOK KERJA GURU DI KECAMATAN MEKARSARI KABUPATEN BARITO KUALA Barsihanor Barsihanor; Abdul Hafiz
JCES (Journal of Character Education Society) Vol 1, No 1 (2018): Januari
Publisher : Universitas Muhammadiyah Mataram

Abstrak: Penilaian autentik diperlukan guru untuk mengetahui apakah siswa benar-benar belajar atau tidak, apakah pengalaman belajar siswa memiliki pengaruh yang positif terhadap perkembangan siswa, baik intelektual maupun mental siswa. Pada penilaian autentik siswa tidak hanya dinilai pengetahuannya saja, tetapi siswa juga dinilai keterampilan dan sikap siswa sehari-hari. Siswa yang pintar secara pengetahuan belum tentu memiliki keterampilan dan sikap yang baik di kehidupan sehari-hari, begitu juga sebaliknya. Oleh karena itu, penilaian autentik sangat penting diterapkan di SD agar siswa dapat dibimbing untuk tidak hanya memiliki kemampuan di bidang pengetahuan saja, tetapi juga sikap dan keterampilan. Kegiatan pengabdian ini bertujuan untuk meningkatkan kemampuan mahasiswa dalam mendesain penilaian dengan pendekatan autentik. Metode pelaksanaan kegiatan ini berupa pelatihan, Metode pelatihan dilakukan dalam dua bagian utama, yaitu pembuatan instrument tes dan cara melakukan penilaiannya serta terakhir dilakukan tanya jawab.Kata Kunci: Penilaian, Autentik.Abstract: Authentic assessment is required teachers to find out whether students really learn or not, whether the learning experience of students have a positive influence on students development, both intellectual and mental students. Authentic assessment on students not only assessed knowledge alone, but students are also assessed the skills and attitudes of students daily. Smart students are not necessarily have knowledge of skills and good manners in daily life, as well as vice versa. Therefore, authentic assessment is very important to applied in the elementary school so that students can be guided to not only have the ability in the field of knowledge, but also attitudes and skills. This devotion activities aims to improve students’ ability in designing an assessment with an authentic approach. The method of implementation of these activities in the form of training, methods of training are conducted in two main parts, namely the making of instrument tests and how to do the assessment and the last done question and answer.Keywords: Assessment, Authentic.

UPAYA MENUMBUHKAN MINAT BACA SISWA MELALUI BUDAYA LITERASI DI SDIT QURRATA A’YUN KANDANGAN Shinta Ramadhini; Barsihanor Barsihanor; Muhammad Fahmi Arifin; Abdul Hafiz
Muallimuna : Jurnal Madrasah Ibtidaiyah Vol 6, No 1 (2020): OKTOBER 2020
Publisher : Fakultas Studi Islam UNISKA MAB Banjarmasin

Abstrak: Penelitian bertujuan untuk mendeskripsikan upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrta A’yun Kandangan. Metode penelitian ini peneliti menggunakan pendekatan kualitatif dengan jenis studi kasus dan subjek dalam penelitian ini adalah Kepala Sekolah, Waka Kurikulum Sekolah, Waka Kesiswaan Sekolah, Kepala Perpustakaan, Koordinator Perpustakaan, Guru, Siswa dan Orang tua. Pengumpulan data dilaksanakan melalui observasi, wawancara dan dokumentasi. Teknis analisis yang digunakan penelitia adalah reduksi data, display data, dan penerikan kesimpulan. Peneliti menggunakan trianggulasi Teknik dan trianggulasi sumber untuk memperoleh keabsahan data. Berdasarkan hasil penelitian dapat disimpulkan bahwa upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrata A’yun Kandangan dengan upaya melalui kegiatan: 1) Penyediaan buku, 2) Jadwal Literasi, 3) Membuat Mading, 4) Reward, 5) Pojok Baca, dan 6) Perpustakaan Keliling. Faktor pendukung upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrata A’yun Kandangan adalah 1) Buku-buku Baru, 2) Motivasi Guru, 3) Fasilitas, 4) Lingkungan, dan 5) Motivasi Orang tua. Faktor penghambat upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrata A’yun Kandangan adalah 1) Buku yang tidak diperbaharui, 2) Gadget, 3) Waktu yang tidak mencukupi dan 4) Kurangnya dukungan orang tua.EFFORTS TO FOSTER STUDENTS’ INTEREST THROUGH LITERACY CULTURE AT SDIT QURRATA A’YUN KANDANGANAbstract: This study aims to describe the efforts to foster students 'reading interest through literacy culture at SDIT Qurrta A'yun Kandangan. This research uses a qualitative approach, a case study type with the subject of the Principal, School Curriculum Deputy, School Student Assistant, Head of the Library, Library Coordinator, Teachers, Students and Parents. Data collection was carried out through observation, interviews and documentation. The analysis technique used in this research is data reduction, data display, and conclusion. Researchers used technical triangulation and source triangulation to obtain data validity. Based on the results of the study, it can be concluded that the effort to foster students' reading interest through literacy culture at SDIT Qurrata A'yun Kandangan through the following activities: 1) Provision of books, 2) Schedule of Literacy, 3) Making Wallings, 4) Rewards, 5) Reading Corner and 6) Mobile Library. The supporting factors for the efforts to foster students 'reading interest through literacy culture at SDIT Qurrata A'yun Kandangan are 1) New Books, 2) Teacher Motivation, 3) Facilities, 4) Environment, and 5) Parents' Motivation. The inhibiting factors in trying to foster students' interest in reading through literacy culture at SDIT Qurrata A'yun Kandangan are 1) books that are not updated, 2) gadgets, 3) insufficient time and 4) lack of parental support.

Pengembangan Buku Ajar Berbasis Alquran dan Hadis Abdul Hafiz
Muallimuna : Jurnal Madrasah Ibtidaiyah Vol 1, No 1 (2015): Oktober 2015
Publisher : Fakultas Studi Islam UNISKA MAB Banjarmasin

IndonesiaPendahuluan: Pengembangan buku ajar berbasis Alquran dan Hadis di Madrasah Ibtidaiyah ini didasarkan pada kenyataan bahwa belum tersedianya bahan ajar yang terintegrasi dengan Alquran dan Hadis. Pengembangan ini dimaksudkan untuk dapat memenuhi tersedianya buku ajar yang dapat meningkatkan hasil belajar peserta didik.Metode:Penelitian ini menggunakan jenis penelitian pengembangan Research and Development (R & D), dengan model Dick & Carey yang memiliki sepuluh langkah dalam prosedur pengembangannya. Hasil penelitian: Penelitian ini telah menghasilkan buku ajar tema “Tempat Tinggalku” berbasis Alquran dan Hadis. Kesimpulan: Buku ajar yang dihasilkan termasuk dalam kategori layak digunakan untuk sistem pembelajaran tematik terpadu berbasis Alquran dan Hadis. EnglishIntroduction: The reality of Islamic Elementary School textbooks which consist of Al-Quran and Hadist is not provide yet. This research aims to develop Islamic Elementary School textbooks which consist of Al-Quran and Hadist to improve students’ achievement in Islamic Elementary School. Method: Research and Development (R & D) with ten steps of development procedure by Dick and Carey Model was used in this research. Result: This research had produced textbook based on Alquran and Hadist which have theme “Tempat Tinggalku”. Conclusion: The textbook which consist of Alquran and Hadist is being developed and having good qualification achievement, so that it is good to use in the thematic learning.

Internalisasi Pendidikan Karakter dalam Kurikulum Pendidikan Agama Islam Abdul Hafiz; Hamdan Husein Batubara
Muallimuna : Jurnal Madrasah Ibtidaiyah Vol 2, No 1 (2016): Oktober 2016
Publisher : Fakultas Studi Islam UNISKA MAB Banjarmasin

IndonesiaPendahuluan: Penelitian ini bertujuan untuk mengetahui bagaimana internalisasi pendidikan karakter dalam kurikulum PAI serta faktor-faktor yang mempengaruhinya. Metode: Penelitian ini adalah adalah penelitian lapangan dengan metode deskriptif kualitatif. Hasil penelitian: Internalisasi pendidikan karakter dalam pembelajaran PAI telah diterapkan pada dokumen perencanaan pembelajaran. Nilai-nilai karakter yang dimasukkan dalam kurikulum pendidikan agama Islam adalah karakter religius, disiplin, tanggungjawab dan bersahabat/ komunikatif. Faktor-faktor yang mempengaruhi internalisasi Pendidikan karakter adalah faktor berlatar belakang pendidikan dan pengalaman mengajar guru, kesiapan, kemampuan, motivasi siswa dalam mengikuti pembelajaran, dan dukungan lingkungan. EnglishIntroduction: This research aims to determine how the internalization of character education on the curriculum of Islamic education and the factors influencing it in Integration Islamic Elementary School (SDIT) Qurrata ‘Ayun Kandangan. Method: This research is qualitative. Result: Internalization of character education for learning Islamic education has been done on document of lesson plan. The values of character founded on curriculum Islamic education is religius, discipline, responsibilities and friendly/ communicative. Factors influencing internalization character education is a factor of educational background and teacher teaching experience, readiness, ability, motivation of student on following learning, and environmental support.

Studi Komparasi Keterampilan Sosial antara Siswa Sekolah Dasar yang Menggunakan Sistem Full Day dan Reguler Barsihanor Barsihanor; Abdul Hafiz
Muallimuna : Jurnal Madrasah Ibtidaiyah Vol 2, No 1 (2016): Oktober 2016
Publisher : Fakultas Studi Islam UNISKA MAB Banjarmasin

IndonesiaPendahuluan: Penelitian ini bertujuan untuk mengetahui secara nyata tingkat keterampilan sosial anak yang sekolah di SD full day dan SD regular dan perbandingan di antara mereka. Metode: Penelitian ini menggunakan pendekatan penelitian kuantitatif dengan jenis komparatif. Adapun sumber data atau responden dalam penelitian ini adalah siswa kelas V SDIT Nurul Fikri Banjarmasin dan SDN Teluk Tiram 2. Adapun Teknik pengumpulan data yang digunakan adalah observasi, dokumentasi, dan angket. Setelah data terkumpul dilakukan analisis data menggunakan rumus prosentase dan uji beda independent sample t-tes. Hasil: Keterampilan sosial siswa Sekolah Dsar yang menggunakan system full day adalah: 19,2% berkategori sangat rendah, 42.3% berkategori rendah, 26,9% sedang, 7,6% tinggi dan 3,8% berkategori sangat tinggi. Sedangkan keterampilan sosial siswa Sekolah Dasar regular adalah: 11,5% berkategori sangat rendah, 30.7% berkategori rendah, 26,9% sedang, 26,9% tinggi dan 3,8% berkategori sangat tinggi. Hasil uji independent sampel t-test memperoleh nilai t-hitung sebesar 4,748 dengan probabilitas (sig.) 0,000. Artinya terdapat perbedaan yang signifikan antara keterampilan sosial anak yang sekolah di SD full day dan SD Reguler. Nilai rata-rata keterampilan sosial siswa SD yang menggunakan sistem full day school adalah 131,62 dan siswa SD regular adalah 122,96. Selisih keduanya adalah: 8,66. EnglishIntoduction: This study aims to determine the differences between social skills of children in full day elementary school and regular elementary school. Method: This study uses a quantitative approach and is a comparative research type. The source of the data or the respondents in this study are students of class V in SDIT Nurul Fikri Banjarmasin and SDN Teluk Tiram 2. The data collection techniques are observation, documentation, and questionnaire. Data was analyzed using percentage dan formula of different-test independent sample t-test. Result: Social skills of elementary school using full day system are: 19,2% are very low, 42.3% are low, 26,9% are moderate, 7,6% are high, and 3,8% are very high. Result of social skills in reguler elementary school children are: 11,5% are very low, 30.7% are low, 26,9% are moderate, 26,9% are high, and 3,8%) are very high. The result of t-count of t-tet independent is 4,748 with probability of (sig.) 0,000. There are differences on social skills between student of elementary school full day and student of elementary school regular. The average value of social skills of students in elementary school using a full day system is 131.62 and in regular system is 122.96. Their differences is 8.66.

PELATIHAN PEMBELAJARAN MENGGUNAKAN PENDEKATAN SAINTIFIK PADA KELOMPOK KERJA GURU DI KECAMATAN MEKARSARI KABUPATEN BARITO KUALA Barsihanor Barsihanor; Abdul Hafiz
JURNAL PENGABDIAN AL-IKHLAS UNIVERSITAS ISLAM KALIMANTAN MUHAMMAD ARSYAD AL BANJARY Vol 2, No 2 (2017): AL-IKHLAS JURNAL PENGABDIAN
Publisher : Universitas Islam kalimantan MAB

This training tries to help the teachers of KKG members at Mekarsari Barito KualaRegency in understanding more about the scientific approach in learning, this training involves the teachers who are members of KKG organization. The activity begins with the delivery of a matter to scientific approach and continued with simulation study using the scientific approach and closed with a question and answer activity. After the delivery of the material and simulated learning many of the participants are asked, it shows the desire from the teachers to understand the scientific approach, and from the question that they would convey to indicate the level of their understanding about the scientific approach after a given exercise is already fairly well. They are asking more about the implementation of learning using scientific approach. Implementation of training with simulations that we combine between learn while play, making many teachers interested to apply them in their respective schools.

Peran Guru Pendamping Khusus pada Program Layanan Pendidikan Inklusi di TK Idaman Banjarbaru Siti Liani; Barsihanor Barsihanor; Abdul Hafiz
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 3 No. 1 (2021)
Publisher : Universitas Ngudi Waluyo

The concept of learning in inclusion education requires the right strategy. The strategy is tailored to the needs of children with special needs. Ability in classroom management is emphasized for a teacher in an inclusion school, in addition, teachers are required to have competencies in managing learning and understanding aspects of children's development. This research aims to find out the role of special companion teachers in the program inclusion education services at Tk Idaman Banjarbaru. The role of a special companion teachers in the inclusion education service program at Tk Idaman Banjarbaru is carried out in several ways, namely: assessing students at the beginning of the new school year by involving psychologists to find out the types and levels of problems that children experience, makingÂ Individual Learning Programs that are suitable for children with special needs, which are carried out through learning in the classroom and also through resource space provided in order to provide stimulus to ABK, and play a role in assessing, and edification of standards / indicators that have been adjusted to the circumstances of students with special needs.

ISLAMIC-ORIENTED CHARACTER EDUCATION FOR ENVIRONMENTAL SUSTAINABILITY: A CASE STUDY OF PRIMARY SCHOOLS IN BANJARMASIN Galuh Nashrulloh Kartika MR; Abdul Hafiz; Barsihanor Barsihanor
Muallimuna : Jurnal Madrasah Ibtidaiyah Vol 10, No 1 (2024): OKTOBER 2024
Publisher : Fakultas Studi Islam UNISKA MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/muallimuna.v10i1.16481

This study explores the implimentation and implications of Islamic-based environmentally sustainable character education in elementary schools in Banjarmasin. Using a qualitative case study approach, the research focuses on principals, teachers, and students as primary subjects. Data were collected through observation, interviews and documentation, with. data analysis involving reduction, presentation, and synthesis for conclusions. To ensure data validity, the study employed technical and source triangulation. Findings indicate that Islamic-based environmentally sustainable character education was facilitated through a series of initiatives: daily reporting, the GPS (Garbage Collection Movement), LISA (see trash pickup) practices, community service actvities, establishement of waste banks, composting, nurseries, hydroponics and TOGA (Medicinal Plant Garden), cultivation,water and energy conservation, innovations in environmentally sustainable behaviors, environmental education programs, formation of Adiwiyata cadres, and guidance for Adiwiyata schools. The implications of this approach for elementary schools in Banjarmasin are reflected in four primary components; the establishment of environmentally conscious school policies, integration of environmentally themes within the curriculum, participatory environmental engagement, and the management of eco-friendly facilities and infrastructure.

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