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All Journal JEE (Jurnal Edukasi Ekobis) Lentera: Jurnal Ilmiah Kependidikan
Messy Amalia Resky
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Metode Pengajaran dan Kegiatan Pondok Pesantren Nuurusshoolihiin Atika Pratiwi; Joko Sampurno; Messy Amalia Resky; Wardani Wardani
JEE (Jurnal Edukasi Ekobis) Vol 7, No 4 (2019): JEE (Jurnal Edukasi Ekobis)
Publisher : FKIP Unila

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Abstract

Pondok pesantren adalah suatu tempat tinggal pelajar/santri dimana dipimpin oleh seorang kiyai untuk proses pembelajaran ilmu (agama islam) yang mana pelajar/santri jauh dari asalnya. Tujuan peneliti adalah untuk mengethui metode pengajaran dan kegiatan pondok pesantren nuurusshoolihiin karena pondok pesantren nuurusshoolihiin belum lama berdiri (masih baru). Metode penelitian yang digunakan yaitu  metode deskriptif kualitatif. Hasil penelitian pada Pondok Pesantren Nuurusshoolihiin terdapat kegiatan harian, mingguan, bulanan, tahunan dan Metode pengajaran yang digunakan pada  Pondok Pesantren Nuurusshoolihiin yaitu metode sorogan atau menyimak, metode ceramah , metode bahs almasil atau musyawarah, metode hafalan, metode praktik ibadah.Kata kunci : Pondok Pesantren, Kegiatan dan Metode Pengajaran
Manajemen Konflik dalam Organisasi Ikatan Mahasiswa Pecinta Seni Institut Agama Islam Negeri Metro Anita Lisdiana; Messy Amalia Resky
JEE (Jurnal Edukasi Ekobis) Vol 9, No 1 (2022): JEE (Jurnal Ekonomi Ekobis)
Publisher : FKIP Unila

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Abstract

Organisasi kemahasiswaan merupakan wadah atau sarana pengembangan diri mahasiswa yang berada di kampus dengan tujuan supaya mahasiswa memiliki wawasan luas, soft skill yang mumpuni serta integritas kepribadian untuk mencapai tujuan pendidikan tinggi. Salah satu organisasi kemahasiswaan yang ada di kampus IAIN Metro yaitu Ikatan Mahasiswa Pecinta Seni (IMPAS) merupakan salah satu unit kegiatan mahasiwa yang terdapat di IAIN Metro yang bergerak di bidang seni. Setiap organisasi pasti akan mengalami konflik oleh karena itu di sini peneliti mengkaji bagaimana peran manajemen konflik untuk menyelesaikan konflik organisasi Mahasiswa di IAIN Metro. Metode penelitian yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif dan studi pustaka. Dimana metode deskriptif kualitatif digunakan peneliti untuk mendapatkan data serta menggambarkan secara rinci fenomena atau hal yang diteliti pada penelitian sedangkan metode studi pustaka digunakan untuk memperoleh sumber-sumber informasi yang relevan dengan penelitian. Hasil penelitian menunjukan bahwa dalam suatu organisasi sangat diperlukan sebuah manajemen konflik. Manajemen konflik dalam organisasi merupakan suatu proses pengelolaan, pengaturan yang menjamin suatu kelancaran dalam mencapai tujuan yang hendak dicapai pada sebuah organisasi.Kata kunci : Manajemen Konflik, Organisasi Mahasiswa, UKM IMPAS, IAIN Metro
Kreativitas Guru dalam Pembelajaran IPS di SMP Negeri 10 Metro Messy Amalia Resky; Anita Lisdiana
Lentera: Jurnal Ilmiah Kependidikan Vol. 16 No. 2 (2023): Lentera
Publisher : STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/lentera.v16i2.1263

Abstract

This study describes and describes the creativity of teachers in social studies learning. The type of research used by the researcher is field qualitative research (field research) with a qualitative approach. The data collection technique used is observation, making observations related to teacher creativity in social studies learning, interviews with resource persons, namely teachers, students, school principals, and documentation used by researchers to obtain information sourced from written documents in the form of books, magazines, journals, diaries. and so forth. Teacher creativity is needed in order to maximize learning. The results of the study indicate that there are forms of teacher creativity in social studies learning, namely: (1) Fluency, namely there are new ideas in learning, (2) Flexibility, namely being flexible in learning, (3) Being able to read the character of students, (4) Variation in using learning methods such as question and answer methods, discussions, assignments, varied lectures, and role play. (5) Varied use of learning media, such as internet, whatsapp group, google classroom, google form, youtube, interactive power point, film, DVD, and zoom meeting. (6) Have a good and inspiring character. There are factors supporting and inhibiting teacher creativity in social studies learning. Factors supporting the creativity of teachers, namely there is support from the school, the availability of infrastructure, the activity of teachers and students in the learning process. The inhibiting factors are the limitations of face-to-face learning, the different abilities of students, and the difficulty of students' internet network access.
Kreativitas Guru dalam Pembelajaran IPS di SMP Negeri 10 Metro Messy Amalia Resky; Anita Lisdiana
Lentera: Jurnal Ilmiah Kependidikan Vol. 16 No. 2 (2023): Lentera
Publisher : STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/lentera.v16i2.1263

Abstract

This study describes and describes the creativity of teachers in social studies learning. The type of research used by the researcher is field qualitative research (field research) with a qualitative approach. The data collection technique used is observation, making observations related to teacher creativity in social studies learning, interviews with resource persons, namely teachers, students, school principals, and documentation used by researchers to obtain information sourced from written documents in the form of books, magazines, journals, diaries. and so forth. Teacher creativity is needed in order to maximize learning. The results of the study indicate that there are forms of teacher creativity in social studies learning, namely: (1) Fluency, namely there are new ideas in learning, (2) Flexibility, namely being flexible in learning, (3) Being able to read the character of students, (4) Variation in using learning methods such as question and answer methods, discussions, assignments, varied lectures, and role play. (5) Varied use of learning media, such as internet, whatsapp group, google classroom, google form, youtube, interactive power point, film, DVD, and zoom meeting. (6) Have a good and inspiring character. There are factors supporting and inhibiting teacher creativity in social studies learning. Factors supporting the creativity of teachers, namely there is support from the school, the availability of infrastructure, the activity of teachers and students in the learning process. The inhibiting factors are the limitations of face-to-face learning, the different abilities of students, and the difficulty of students' internet network access.
Co-Authors Anita Lisdiana Atika Pratiwi Joko Sampurno Wardani Wardani