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<![CDATA[LITERASI SAINS DAN PENDIDIKAN KARAKTER DI ERA GLOBALISASI ]]>
<![CDATA[Fajar Dwi Mukti]]>
<![CDATA[ Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah Vol 1, No 1 (2018): Juni ]]>
Publisher : <![CDATA[Sekolah Tinggi Pendidikan Islam (STPI) Bina Insan Mulia Yogyakarta ]]>
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DOI: 10.36768/abdau.v1i1.1
<![CDATA[Era globalisasi memberikan dampak yang cukup luas dalam berbagai aspekkehidupan, terutama pada penyelenggaraan pendidikan, dimana sumber dayamanusia yang bermutu merupakan faktor penting dalam pembangunan di eraglobalisasi saat ini. Metode pada kajian ini adalah kajian literatur yang membahastentang pentingnya literasi sains dan pendidikan karakter di eraglobalisasi.Sehingga cara untuk bisa mengatasi berbagai persoalan yang terjadibaik persoalan politik, ekonomi, dan sosial, budaya serta masalah dekadensimoral dan intelektual khususnya dikalangan para pelajar, maka dibutuhkanpenguatan karakter SDM dan literasi sains siswa yang kuat berdasarkan padakarakter bangsa indonesia melalui berbagai jenis pendidikan (formal, informaldan non formal) serta pada berbagai jenjang pendidikan (mulai dari pendidikandasar, menengah, dan perpendidikan tinggi).]]>
<![CDATA[PENDIDIKAN KETAATAN BERIBADAH DAN AKTUALISASINYA DI SD AL-ISLAM YOGYAKARTA ]]>
<![CDATA[Muhammad Idris Maas Zaid]]>;
<![CDATA[Fajar Dwi Mukti]]>
<![CDATA[ Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah Vol 2, No 1 (2019): Juni ]]>
Publisher : <![CDATA[Sekolah Tinggi Pendidikan Islam (STPI) Bina Insan Mulia Yogyakarta ]]>
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DOI: 10.36768/abdau.v2i1.26
<![CDATA[Pendidikan merupakan sebuah proses dalam pembentukan unsur-unsur nilai melalui sebuah pendekatan sehingga tertanamnya nilai-nilai kepada siswa-siswa yang diharapkan nilai itu akan tumbuah dalam aktualisasi ibadahnya. Berdasarkan hasil penelitian diketahui tidak semua siswa yang taat dalam melakukan ibadah. Hal ini terbukti hanya beberapa siswa saja yang taat melakuan ibadah baik di sekolah dan di rumah. Penelitian ini merupakan penelitian kualitatif deskriptif dengan menggunkan pendekatan studi kasus terhadap 8 informan di SD AL-ISLAM Yogyakarta. Pengumpulan data dilakukan dengan mengadakan observassi, wawancara, dan dokumentasi. Informan dalam penelitian ini adalah beberapa peserta didik kelas V, guru, dan kepala sekolah SD AL-ISLAM Yogyakarta.Hasil penelitian ini adalah; Aktualisasi ketaatan beribadah di SD AL-ISLAM Yogyakarta berjalan dengan baik di lingkungan sekolah. Sedangkan di lingkungan rumah, siswa dalam aktualisasinya belum berjalan sepenuhnya. Aktualisasi ketaatan ibadah yang diterapkan di SD AL-ISLAM Yogyakarta adalah kegiatan shalat dhuha berjamaah, shalat fardhu berjamaah, membaca al-Quran, mengahafal al-Quran, mabit (Tahajjut-dan membaca Al-Masturat). Bahwa dalam ranah pendidikan tidak hanya semata belajar mengajar (transfer of knowledge), tetapi bagaimana menanamkan kepada siswa dengan melibatkan aspek pengetahuan tentang kebaikan (moral knowing), yang mengarahkan keinginan atau kecintaan (moral feeling), dari kecintaan itu akan mengarahkan bagaimana berbuat kebaikan atau disebut dengan (moral action).]]>
<![CDATA[Ontologi Pendidikan Islam ]]>
<![CDATA[Fajar Dwi Mukti]]>;
<![CDATA[Ayu Sholina]]>
<![CDATA[ Al-fahim : Jurnal Manajemen Pendidikan Islam Vol. 1 No. 2 (2019): AL-FAHIM : Jurnal Manajemen Pendidikan Islam ]]>
Publisher : <![CDATA[STAI Terpadu Yogyakarta ]]>
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DOI: 10.54396/alfahim.v1i2.58
<![CDATA[Ontology is built from the greek roots “Ontos”which means what exists and “Logos” which mens the study. Globally, the term ontology can be interpreted as a study of being and by extension of existence. Ontology studies is the actual state of something, not a temporary state that is always changing. Ontology is an analysis of material objects from science, namely empirical matters that discuss about what you want to know, analyze about the objects studied by science, what is the actual form of the object, how the relationship between these objects with human capture (for example: thinking, feeling and sensing) that produces knowledge.]]>
<![CDATA[NAQSABANDIYAH BANTUL IN THE DIARY OF PSYCHOLOGY ]]>
<![CDATA[Samidi Samidi]]>;
<![CDATA[Lukman Lukman]]>;
<![CDATA[Fajar Dwi Mukti]]>
<![CDATA[ Jurnal Multidisipliner Bharasa Vol 1 No 2 (2022): Jurnal Multidisipliner Bharasa ]]>
Publisher : <![CDATA[Institut Teknologi Bisnis dan Kesehatan Bhakti Putra Bangsa Indonesia ]]>
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DOI: 10.56691/jurnalmultidisiplinerbharasa.v1i2.248
<![CDATA[Tarekat is an activity in an effort to draw closer to Allah through self-purification in accordance with the teachings exemplified by the Messenger of Allah the companions, and the tabii'n, who are guided by a mursyid. In the view of psychology, the psyche as the essence of man requires satisfaction, which in the concept of order can be obtained through closeness to the Creator. This paper aims to explain the activities of the naqsabandiyah order in religious activities, to be further seen in the perspective of psychology. This research is a type of field research. Data collection through interviews, observations and documentation. Data analysis is carried out descriptively by triangulation. The results showed that the dhikr carried out by the Naqsabandiyah order contains elements of catharsis (venting of hidden emotions) and insight (awareness of something that can happen). The harmony of human life psychologically can be achieved one of which is through maturity or spiritual intelligence. A new finding in this study is the conformity of the purpose of dhikr in the Naqsabandiyah order with the concept of existential psychology pioneered by Victor E Frankl, where basically humans need happiness and meaningfulness in their lives. Abstrak Tarekat merupakan kegiatan dalam upaya mendekatkan diri kepada Allah melalui penjernihan diri sesuai dengan ajaran yang dicontohkan oleh Rasulullah para sahabat, dan tabii'n, yang dibimbing oleh seorang mursyid. Dalam pandangan psikologi, jiwa sebagai esensi manusia membutuhkan kepuasan, yang dalam konsep keteraturan dapat diperoleh melalui kedekatan dengan Sang Pencipta. Tulisan ini bertujuan untuk menjelaskan kegiatan ordo naqsabandiyah dalam kegiatan keagamaan, agar dapat dilihat lebih lanjut dalam perspektif psikologi. Penelitian ini merupakan jenis penelitian lapangan. Pengumpulan data melalui wawancara, observasi dan dokumentasi. Analisis data dilakukan secara deskriptif dengan triangulasi. Hasil penelitian menunjukkan bahwa dzikir yang dilakukan oleh ordo Naqsabandiyah mengandung unsur katarsis (pelampiasan emosi tersembunyi) dan wawasan (kesadaran akan sesuatu yang dapat terjadi). Keharmonisan kehidupan manusia secara psikologis dapat dicapai salah satunya melalui kedewasaan atau kecerdasan spiritual. Temuan baru dalam penelitian ini adalah kesesuaian tujuan dzikir dalam tatanan Naqsabandiyah dengan konsep psikologi eksistensial yang dipelopori oleh Victor E Frankl, dimana pada dasarnya manusia membutuhkan kebahagiaan dan kebermaknaan dalam hidupnya.]]>
<![CDATA[The Development of Augmented Reality (Ar) Based Science Learning Media at MI Yaa Bunayya ]]>
<![CDATA[Fajar Dwi Mukti]]>
<![CDATA[ Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol 12, No 2 (2022): JULY - DECEMBER ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin ]]>
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DOI: 10.18592/aladzkapgmi.v12i2.7274
<![CDATA[This study aims to produce an Augmented Reality (AR)-based learning media in the science field at MI Yaa Bunayya. The development method in this study uses a modified Thiagarajan 4D model with three stages (Define, Design, and Develop). The Augmented Reality (AR) learning media, later named the SANDIR Application, was assessed by the reviewer and 10 class V students of MI Yaa Bunayya to find student responses. The instrument used is a checklist questionnaire. The data obtained is in the form of qualitative data which is converted into quantitative, analyzed descriptively to determine the quality of the product. The results showed that the SANDIR Application learning media for science subjects that had been developed was based on reviewers' assessments with an average score of 33.7, classified as very good (SB). SANDIR application learning media based on student responses has a percentage of 99.13 with a positive value category in helping students' understanding while learning and is included in the very good quality category. Based on the data acquisition results, the SANDIR Application learning media is in accordance with the cognitive development of elementary school-aged children and is suitable for use as a learning resource for fifth grade students of elementary school.]]>
<![CDATA[PENINGKATAN KREATIVITAS MATA PELAJARAN IPA MELALUI MODEL PEMBELAJARAN COOPERATIVE LEARNING DI KELAS IV MIN KOTA JAYAPURA ]]>
<![CDATA[Fajar Dwi Mukti]]>
<![CDATA[ Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah Vol 5, No 2 (2022): Desember ]]>
Publisher : <![CDATA[Sekolah Tinggi Pendidikan Islam (STPI) Bina Insan Mulia Yogyakarta ]]>
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DOI: 10.36768/abdau.v5i2.371
<![CDATA[Tujuan penelitian ini adalah: Untuk meningkatkan kreativitas IPA melalui model pembelajaran cooperative learning di kelas IV MIN Kota Jayapura. Jenis penelitian ini adalah penelitian tindakan kelas sebanyak 2 siklus. Tiap siklus terdiri dari 4 tahap yaitu perencanaan, pelaksanaan tindakan, observasi dan refleksi. Subyek penelitian adalah siswa kelas IV MIN Kota Jayapura. Teknik pengumpulan data menggunakan observasi. Adanya peningkatan kreativitas siswa yang ditunjukkan dengan peningkatan sikap siswa saat mengikuti pembelajaran dalam setiap siklus. Pada siklus I dengan persentase 74% termasuk kriteria cukup. Pada siklus II diperoleh persentase 92.5 % dengan kriteria kreativitas Sangat baik. Pembelajaran menggunakan model pembelajaran cooperative learning dapat meningkatkan kreativitas IPA di kelas IV MIN Kota Jayapura Kota Jayapura]]>
<![CDATA[INCREASING THE CREATIVITY OF NATURAL SCIENCES IN THE WATER CYCLE MATERIALS THROUGH A CONTEXTUAL APPROACH IN GRADE 5 MI YAA BUNAYYA ]]>
<![CDATA[Anis Farahanim Abd Rahman]]>;
<![CDATA[Fajar Dwi Mukti]]>
<![CDATA[ WANIAMBEY: Journal of Islamic Education Vol. 3 No. 1 (2022): Juni, Waniambey: Journal of Islamic Education ]]>
Publisher : <![CDATA[Fakultas Tarbiyah, IAIN Fattahul Muluk Papua ]]>
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DOI: 10.53837/waniambey.v3i1.432
<![CDATA[The aims of this study were: To increase the creativity of science learning on the water cycle material through a contextual approach to fifth-grade students at MI Yaa Bunayya. This type of research is a class action research of 2 cycles. Each cycle consists of 4 stages: planning, implementation of the action, observation, and reflection. The research subjects were fifth-grade students at MI Yaa Bunayya. Data collection techniques using observation. There is an increase in student creativity, as indicated by the rise in student attitudes when participating in learning in each cycle. Cycle I, with a percentage of 65%, includes sufficient criteria. Cycle II obtained a percentage of 8 7.5% with creativity criteria very good. Contextual can increase the creativity of science learning on the water cycle material through a contextual approach to grade 5 MI Yaa Bunayya]]>
<![CDATA[INCREASING THE CREATIVITY OF NATURAL SCIENCES IN THE WATER CYCLE MATERIALS THROUGH A CONTEXTUAL APPROACH IN GRADE 5 MI YAA BUNAYYA ]]>
<![CDATA[Anis Farahanim Abd Rahman]]>;
<![CDATA[Fajar Dwi Mukti]]>
<![CDATA[ WANIAMBEY: Journal of Islamic Education Vol. 3 No. 1 (2022): Juni, Waniambey: Journal of Islamic Education ]]>
Publisher : <![CDATA[Fakultas Tarbiyah, IAIN Fattahul Muluk Papua ]]>
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DOI: 10.53837/waniambey.v3i1.432
<![CDATA[The aims of this study were: To increase the creativity of science learning on the water cycle material through a contextual approach to fifth-grade students at MI Yaa Bunayya. This type of research is a class action research of 2 cycles. Each cycle consists of 4 stages: planning, implementation of the action, observation, and reflection. The research subjects were fifth-grade students at MI Yaa Bunayya. Data collection techniques using observation. There is an increase in student creativity, as indicated by the rise in student attitudes when participating in learning in each cycle. Cycle I, with a percentage of 65%, includes sufficient criteria. Cycle II obtained a percentage of 8 7.5% with creativity criteria very good. Contextual can increase the creativity of science learning on the water cycle material through a contextual approach to grade 5 MI Yaa Bunayya]]>
<![CDATA[THE URGENCY OF TECHNOLOGY-BASED EDUCATION FOR PRIMARY SCHOOL IN INDONESIA ]]>
<![CDATA[Djusmalinar Djusmalinar]]>;
<![CDATA[Fajar Dwi Mukti]]>
<![CDATA[ WANIAMBEY: Journal of Islamic Education Vol. 3 No. 1 (2022): Juni, Waniambey: Journal of Islamic Education ]]>
Publisher : <![CDATA[Fakultas Tarbiyah, IAIN Fattahul Muluk Papua ]]>
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DOI: 10.53837/waniambey.v3i1.434
<![CDATA[The rapid development of technology and the need for Primary School-age children in educational innovation to compete in the modern era provide a paradigm that needs to be studied more deeply on how urgent technology is in Primary School. Based on this, the researchers analyzed the urgency of technology-based education for Primary School in Indonesia. The method in this research is a literature review that examines the importance of the topics discussed and compares the results with findings in other studies on the same issue. Based on the research results, the urgency of technology-based education in Primary School is as follows. (1) The characteristics of Primary School-age children who like exciting things and like varied learning enable technology as a concrete solution, (2) Technology can facilitate educators in giving assignments to students in gathering information from various sources, including from the internet (3) Technology can minimize internal weaknesses, (4) Technology-based education can reach all learning areas anytime and anywhere so that the role of technology in learning in Primary School can facilitate the formation of collaborative relationships and build meaning in easier contexts. Technology-based education for Primary School has three main functions used in learning activities: (1) Technology functions as a tool. In this case, technology is used as a tool for educators to convey learning information in the form of knowledge to students to make it easier for them to understand the material. (2) Technology functions as science. In this case, technology is part of a scientific discipline that students must master. (3) Technology functions as materials and tools for learning (literacy). In this case, technology is interpreted as a learning material and a tool to master a computer-assisted competency. In this case, the position of technology is no different from that of a teacher who functions as a facilitator, motivator, transmitter, and evaluator]]>
<![CDATA[THE URGENCY OF TECHNOLOGY-BASED EDUCATION FOR PRIMARY SCHOOL IN INDONESIA ]]>
<![CDATA[Djusmalinar Djusmalinar]]>;
<![CDATA[Fajar Dwi Mukti]]>
<![CDATA[ WANIAMBEY: Journal of Islamic Education Vol. 3 No. 1 (2022): Juni, Waniambey: Journal of Islamic Education ]]>
Publisher : <![CDATA[Fakultas Tarbiyah, IAIN Fattahul Muluk Papua ]]>
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DOI: 10.53837/waniambey.v3i1.434
<![CDATA[The rapid development of technology and the need for Primary School-age children in educational innovation to compete in the modern era provide a paradigm that needs to be studied more deeply on how urgent technology is in Primary School. Based on this, the researchers analyzed the urgency of technology-based education for Primary School in Indonesia. The method in this research is a literature review that examines the importance of the topics discussed and compares the results with findings in other studies on the same issue. Based on the research results, the urgency of technology-based education in Primary School is as follows. (1) The characteristics of Primary School-age children who like exciting things and like varied learning enable technology as a concrete solution, (2) Technology can facilitate educators in giving assignments to students in gathering information from various sources, including from the internet (3) Technology can minimize internal weaknesses, (4) Technology-based education can reach all learning areas anytime and anywhere so that the role of technology in learning in Primary School can facilitate the formation of collaborative relationships and build meaning in easier contexts. Technology-based education for Primary School has three main functions used in learning activities: (1) Technology functions as a tool. In this case, technology is used as a tool for educators to convey learning information in the form of knowledge to students to make it easier for them to understand the material. (2) Technology functions as science. In this case, technology is part of a scientific discipline that students must master. (3) Technology functions as materials and tools for learning (literacy). In this case, technology is interpreted as a learning material and a tool to master a computer-assisted competency. In this case, the position of technology is no different from that of a teacher who functions as a facilitator, motivator, transmitter, and evaluator]]>
