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Implementation of Smart School (Sekolah Cerdas) Program of Muhammadiyah Disaster Management Center (Mdmc): the Case Study of the SMP Muhammadiyah 1 Surakarta 2017/2018 Istanto, Istanto; Ayiyah, Siti Nur
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol.2, No.1, May 2018 (In Press)
Publisher : Muhammadiyah University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v2i1.6217

CERDAS School is one of new programs implemented in school learning. This program is important and very useful to be implemented in schools considering its excellent orientation and output for students and teachers of Islamic Religious Education and Counseling Guidance. The purpose of the CERDAS School Program is that the schools will have knowledge, skills and policies to respond to the risks of natural disasters or human-induced disasters (bullying/violence at school) and becoming agent of peace and reconciliation. The program was implemented and delivered through learning and training that were set as game in each of material delivery. In learning, CERDAS school materials were inserted in Akhlaq subject and counseling guide, while the training was held to equip and train representatives of school peace.This research was of field research and data was collected by using observational data record, interview and documentation that can support the research study. The data was analyzed by using deductive model.Findings of the research indicated that 1) Implementation of CERDAS School Program of Muhammadiyah Disaster Management Center (MDMC) in SMP Muhammadiyah 1 Surakarta was quite successful in changing the way and attitude of learners to become agents of peace for themselves and others at the school. It was seen since the implementation of CERDAS School Program that learners with advantages were not showing arrogant attitude, but they can be humble. Likewise, those who had some inferiority were not feeling inferior with their shortcomings. In fact, the shortcoming was a whip to be more eager to appreciate Gods blessings. With the CERDAS School Program, learners know how to make peace with themselves, barriers to the peace, and find a way to the peace. 2) Implementation of TANDUR method in Smart School Program of SMP Muhammadiyah 1 Surakarta can be conducted during Training of CERDAS School Representatives through Wisdom Word, introduction to and core of learning, model and practice and action. While, the TANDUR method was delivered duringschool hours in core of learning only.

Comprehensive Guidance: Internalization of Transformative Islamic Values (Case Study at SMP Muhammadiyah Al-Kautsar Special Program, Gumpang) Istanto, Istanto; Taslimah, In
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol.1, No.1, November 2017
Publisher : Muhammadiyah University Press

This study revealed the implementation of the Comprehensive Guidance program in inculcating the character values in the students of SMP Muhammadiyah Al-Kautsar Special Program in academic year 2016/2017. The purpose of this study was to find out the character values promoted in the program. It is a field research using the methods of in-depth interview, observation and documentation. The findings conclude that Comprehensive Guidance is thorough guidance or counseling for students that includes several programs of Upgrading Motivation, Character Building, Spiritual Guidance, Academic Coaching, Counseling Program, Home Visit, Mentoring, Out Door Program, and Holistic Monitoring. The implementation of Comprehensive Guidance program can instill the values of transformative Islam, such as religious, honest, discipline, creative, independent, enthusiast, patriotic, friendship, caring, and responsible.

IMPLEMENTATION OF SMART (CERDAS) SCHOOL PROGRAM OF MUHAMMADIYAH DISASTER MANAGEMENT CENTER (MDMC): THE CASE STUDY OF THE SMP MUHAMMADIYAH 1 SURAKARTA 2017/2018 Istanto, Istanto; Ayiyah, Siti Nur
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 2 (2018): November
Publisher : Muhammadiyah University Press

CERDAS School is one of new programs implemented in school learning. This program is important and very useful to be implemented in schools considering its excellent orientation and output for students and teachers of Islamic Religious Education and Counseling Guidance. The purpose of the CERDAS School Program is that the schools will have knowledge, skills and policies to respond to the risks of natural disasters or human-induced disasters (bullying/violence at school) and becoming agent of peace and reconciliation. The program was implemented and delivered through learning and training that were set as game in each of material delivery. In learning, CERDAS school materials were inserted in Akhlaq subject and counseling guide, while the training was held to equip and train representatives of school peace. This research was of field research and data was collected by using observational data record, interview and documentation that can support the research study. The data was analyzed by using deductive model. Findings of the research indicated that 1) Implementation of CERDAS School Program of Muhammadiyah Disaster Management Center (MDMC) in SMP Muhammadiyah 1 Surakarta was quite successful in changing the way and attitude of learners to become agents of peace for themselves and others at the school. It was seen since the implementation of CERDAS School Program that learners with advantages were not showing arrogant attitude, but they can be humble. Likewise, those who had some inferiority were not feeling inferior with their shortcomings. In fact, the shortcoming was a whip to be more eager to appreciate God's blessings. With the CERDAS School Program, learners know how to make peace with themselves, barriers to the peace, and find a way to the peace. 2) Implementation of TANDUR method in Smart School Program of SMP Muhammadiyah 1 Surakarta can be conducted during Training of CERDAS School Representatives through Wisdom Word, introduction to and core of learning, model and practice and action. While, the TANDUR method was delivered duringschool hours in core of learning only.

SCHOOL LEADERSHIP LEADERSHIP IN DEVELOPING A LEADING PROGRAM IN SMA MTA SURAKARTA Nurmuslimah, Datik; Istanto, Istanto
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 2 (2018): November
Publisher : Muhammadiyah University Press

Principal Leadership is how school principals lead to be able to influence all school members to achieve quality schools. Principal leadership as a manager in developing special class programs at MTA Surakarta High School by doing planning, organizing, mobilizing, and monitoring. Whereas the style used by the Principal in developing special class programs is a collaborative style, a combination of visionary style and democratic style.The purpose of this study is to describe the principal's leadership in developing a Special Class Program in Surakarta MTA High School 2018/2019 Academic Year, describing the principal's leadership style in developing Special Class Programs in Surakarta MTA High School 2018/2019 Academic Year.This study took place in MTA Surakarta High School. Data collection techniques using interview methods, observation methods, and documentation methods. Data analysis was carried out through four stages, including: data collection, data reduction, data presentation, and conclusion. The data validity test uses data triangulation which is to re-inquire the main subject statement to the supporting source to find out whether it is true or not.The results of this study are (1) Principal leadership in MTA Surakarta High School as a manager especially in developing special class programs is to establish good cooperative relations with partner institutions, namely Tahfidz with teachers who are already hafidz, Arabic Language in collaboration with Ma'had Abu Bakr, and English in collaboration with IEC. The principal in collaboration with the curriculum divides the lesson schedule in the special class program with the format of half the number of students in the class taking regular lessons, half of them taking tahfidz lessons. The headmaster always invites discussion of teachers who teach special class programs for better development. The principal conducts meetings both jointly and individually in accordance with the necessary interests. The principal is always trying to follow all educational activities. The principal always gives motivation to teachers, staff / employees, and students. (2) Principal leadership style in developing special class programs using collaborative styles, namely the visionary style and democratic style. This means that principals provide motivation that is always associated with death, listen to all criticisms and suggestions from school members and stakeholders, respect the ideas and creativity of school people, always act decisively towards policies that have been made, always try to be fair to every problem.

IMPLEMENTATION OF LEADERSHIP COMPETENCY OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN DEVELOPING ISLAMIC CULTURE IN SMP MUHAMMADIYAH 1 KLATEN Widyaningrum, Widyaningrum; Istanto, Istanto
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 2 (2019): NOVEMBER
Publisher : Muhammadiyah University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v3i2.12503

In this day and age the noble character of a person wears off, so it is necessary to make improvements, one of which can be done through the field of education in schools. In SMP Muhammadiyah 1 Klaten the cultivation of noble character can be done through Islamic culture in schools. Here Islamic Religious Education teachers with their leadership competencies play an important role in the formation and development of Islamic culture in schools. There are still some Islamic Religious Education teachers who are less concerned about the leadership competencies that they must possess. So that the inculcation and development of the leadership spirit of a teacher of Islamic Education is very necessary to do because it can affect the success of a school in developing Islamic culture.Â Â Â Â Based on the background of the problem, the problem formulation was obtained, namely how the implementation of leadership competencies of Islamic Religious Education teachers in SMP Muhammadiyah 1 Klaten and how Islamic Religious Education teachers developed Islamic culture in SMP Muhammadiyah 1 Klaten. This study aims to describe the implementation of leadership competencies of Islamic Education Teachers in Muhammadiyah 1 Klaten Middle School and to describe Islamic Religious Education Teachers in developing Islamic culture in Muhammadiyah 1 Klaten Middle School. This type of research is field research using a qualitative approach. The method for data collection is the interview, documentation and observation. The data analysis technique is done through the stages of data reduction, data display and conclusion drawing.Â Â Â Â Based on the results of the analysis of research data, it can be concluded that: Islamic Religious Education Teachers at SMP Muhammadiyah 1 Klaten have implemented their leadership competencies both in learning and outside learning. The Teacher of Education has made plans, organized, became an innovator, motivator, facilitator, mentor and counselor, as well as guarded, controlled, and directed every activity. So that it is in accordance with Regulation of the Minister of Religion of the Republic of Indonesia number 16 of 2010 concerning the management of religious education in schools. In developing Islamic culture in SMP Muhammadiyah 1 Klaten Islamic Religious Education teachers through every religious activity carried out always exemplifies, motivates or encourages, and enforces discipline and witnesses for students who violate the rules that have been made so that Islamic activities can be well entrenched in junior high Muhammadiyah 1 Klaten and formed the noble character of students.

DEVELOPMENT OF INTEGRATED ISLAMIC CURRICULUM IN AN INTEGRATED ISLAMIC SCHOOL NETWORK TO IMPROVE THE QUALITY OF EDUCATION IN SMA IT NUR HIDAYAH KARTASURA Handayani, Dwi Utari; Istanto, Istanto
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 2 (2019): NOVEMBER
Publisher : Muhammadiyah University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v3i2.12504

Curriculum is a school-designed activity to provide a variety of experiences to students, both inside and outside the classroom. The curriculum is not only identic with the subject matter, but all activities designed by the school to develop the student's self capacity are also included in the curriculum. Education is a process that must be developed according to human needs. Human needs have always evolved every time the rapid growth of the times. In the development of the school curriculum, the curriculum is integrated with the national curriculum and the unified Islamic curriculum, which is where the school has developed both curriculum since 2015 and refers to the Qur'an and As-Sunnah.This research examines how the curriculum development in IT Nur Hidayah Kartasura High School in improving the quality of education and integration of national and Islamic curriculum integrated in the SMA IT Nur Hidayah Kartasura. This research aims to describe the problem of curriculum development and what is integrated national and Islamic curriculum to improve the quality of education in IT Nur Hidayah Kartasura High School.This research is a type of qualitative research, taking place at SMA IT Nur Hidayah Kartasura. In data collection, the authors conduct field studies with data collection methods in the form of interviews, observations and documentation. The analysis of data carried out using the deductive method i.e. departing from the theoretical foundation is then adjusted to be reduced to a more detailed data cause. Based on the results of research conducted by researchers, it can be concluded that SMA IT Nur Hidayah has been conducting curriculum development well and correctly and in accordance with the procedures where the school established a curriculum development team ( TPK). In the formation of TPK need preparation of human resources which include: Skills for training, curriculum documents planning, and the implementation of the curriculum. So in the election of this TPK an educator must be competent. In addition, the writing that was done at SMA IT Nur Hidayah has implemented two curricula in a single curriculum, namely the National Curriculum and integrated Islamic Curriculum (IT). The national curriculum or 2013 curriculum has been referring to scientific approaches designed in such a way that learners can be 5M (observe, formulate problems, file or formulate hypotheses, collect data, communicate). Therefore students are more active in demand. While the integrated Islamic curriculum is based on the Qur'an and As-Sunnah which is where this approach is not only the earthly only Melanikan to Ukhrowi or the hereafter.Curriculum is a school-designed activity to provide a variety of experiences to students, both inside and outside the classroom. The curriculum is not only identical with the subject matter, but all activities designed by the school to develop the self-capacity of students. Education is a process that should be developed according to human needs. Human needs have always evolved every time the rapid growth of the times. In the development of the school curriculum to develop an integrated Islamic curriculum that joins the integrated Islamic School Network (JSIT), where the school has developed the curriculum since the year 2015 and refers to the Qur'an and As-Sunnah.

SCHOOL HEAD INNOVATION IN IMPROVING DAYA COMPETITION IN SMP MUHAMMADIYAH 1 KLATEN Istanto, Istanto; Nur Jannah, Ernani
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 2 (2019): NOVEMBER
Publisher : Muhammadiyah University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v3i2.12501

This research aims to describe the Principal's innovation in increasing competitiveness in SMP Muhammadiyah 1 Klaten and describe the implementation of School Principals' innovation in increasing competitiveness in SMP Muhammadiyah 1 Klaten in the academic year 2019 / 2020. The type of research the researchers conducted was field research. with a qualitative - descriptive approach. Namely research that describes and analyzes events, social activities, attitudes, thoughts of individuals individually or in groups. The data collection technique used by researchers is in three stages. Observation, interview and documentation stages in order to get accurate information. In this study the source of data obtained by snowballing include Principals, Teachers, Students and Staff Staff. As a result of this determination, there were a number of school principals' innovations in improving competitiveness at SMP Muhammadiyah 1 Klaten. Among other innovations carried out are: (1) Developing a Full day class program with three choices. (2) The Extracurricular Program as a support in fostering students in a Full Day three-choice class. (3) Developing the 2013 curriculum, SBC and curriculum from the school. Innovations improve school competitiveness are also supported by improvements in facilities and infrastructure in the teaching and learning process. This three day full day program was initiated to carry out the vision that was created by the school to instill religious based character education (Islam and based on the needs of the community. In improving the school's competitiveness, the teachers also included workshops to understand and practice curricula that were in accordance with the government.

SCHOOL LEADERSHIP LEADERSHIP IN DEVELOPING A LEADING PROGRAM IN SMA MTA SURAKARTA Datik Nurmuslimah; Istanto Istanto
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 2 (2018): November
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v2i2.10265

Principal Leadership is how school principals lead to be able to influence all school members to achieve quality schools. Principal leadership as a manager in developing special class programs at MTA Surakarta High School by doing planning, organizing, mobilizing, and monitoring. Whereas the style used by the Principal in developing special class programs is a collaborative style, a combination of visionary style and democratic style.The purpose of this study is to describe the principal's leadership in developing a Special Class Program in Surakarta MTA High School 2018/2019 Academic Year, describing the principal's leadership style in developing Special Class Programs in Surakarta MTA High School 2018/2019 Academic Year.This study took place in MTA Surakarta High School. Data collection techniques using interview methods, observation methods, and documentation methods. Data analysis was carried out through four stages, including: data collection, data reduction, data presentation, and conclusion. The data validity test uses data triangulation which is to re-inquire the main subject statement to the supporting source to find out whether it is true or not.The results of this study are (1) Principal leadership in MTA Surakarta High School as a manager especially in developing special class programs is to establish good cooperative relations with partner institutions, namely Tahfidz with teachers who are already hafidz, Arabic Language in collaboration with Ma'had Abu Bakr, and English in collaboration with IEC. The principal in collaboration with the curriculum divides the lesson schedule in the special class program with the format of half the number of students in the class taking regular lessons, half of them taking tahfidz lessons. The headmaster always invites discussion of teachers who teach special class programs for better development. The principal conducts meetings both jointly and individually in accordance with the necessary interests. The principal is always trying to follow all educational activities. The principal always gives motivation to teachers, staff / employees, and students. (2) Principal leadership style in developing special class programs using collaborative styles, namely the visionary style and democratic style. This means that principals provide motivation that is always associated with death, listen to all criticisms and suggestions from school members and stakeholders, respect the ideas and creativity of school people, always act decisively towards policies that have been made, always try to be fair to every problem.

IMPLEMENTATION OF LEADERSHIP COMPETENCY OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN DEVELOPING ISLAMIC CULTURE IN SMP MUHAMMADIYAH 1 KLATEN Widyaningrum Widyaningrum; Istanto Istanto
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 2 (2019): NOVEMBER
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v3i2.12503

In this day and age the noble character of a person wears off, so it is necessary to make improvements, one of which can be done through the field of education in schools. In SMP Muhammadiyah 1 Klaten the cultivation of noble character can be done through Islamic culture in schools. Here Islamic Religious Education teachers with their leadership competencies play an important role in the formation and development of Islamic culture in schools. There are still some Islamic Religious Education teachers who are less concerned about the leadership competencies that they must possess. So that the inculcation and development of the leadership spirit of a teacher of Islamic Education is very necessary to do because it can affect the success of a school in developing Islamic culture. Based on the background of the problem, the problem formulation was obtained, namely how the implementation of leadership competencies of Islamic Religious Education teachers in SMP Muhammadiyah 1 Klaten and how Islamic Religious Education teachers developed Islamic culture in SMP Muhammadiyah 1 Klaten. This study aims to describe the implementation of leadership competencies of Islamic Education Teachers in Muhammadiyah 1 Klaten Middle School and to describe Islamic Religious Education Teachers in developing Islamic culture in Muhammadiyah 1 Klaten Middle School. This type of research is field research using a qualitative approach. The method for data collection is the interview, documentation and observation. The data analysis technique is done through the stages of data reduction, data display and conclusion drawing. Based on the results of the analysis of research data, it can be concluded that: Islamic Religious Education Teachers at SMP Muhammadiyah 1 Klaten have implemented their leadership competencies both in learning and outside learning. The Teacher of Education has made plans, organized, became an innovator, motivator, facilitator, mentor and counselor, as well as guarded, controlled, and directed every activity. So that it is in accordance with Regulation of the Minister of Religion of the Republic of Indonesia number 16 of 2010 concerning the management of religious education in schools. In developing Islamic culture in SMP Muhammadiyah 1 Klaten Islamic Religious Education teachers through every religious activity carried out always exemplifies, motivates or encourages, and enforces discipline and witnesses for students who violate the rules that have been made so that Islamic activities can be well entrenched in junior high Muhammadiyah 1 Klaten and formed the noble character of students.

إدارة المناهج الدراسية في فترة الوباء في المدرسة الثنوية المحمدية الخاص بمحمدية الكوثر Titi Nur Karimah; Istanto Istanto
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 5, No 1 (2021): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v5i1.15986

: Kurikulum merupakan sebuah susunan rencana untuk mengatur tentang tujuan, isi dan bahan pelajaran yang secara orientatif akan diberikan maupun diterapkan dalam ruang lingkup belajar mengajar di sekolah.P engelolaan kurikulum meliputi proses perencanaan, pengorganisasian, pelaksanaan, hingga tahap pengawasan dan evaluasi. Tahap pengelolaan ini berkenaan dengan semua tindakan yang berhubungan dengan perincian dan pembagian tugas yang kemungkinan biasa dilaksanakan. Tujuan dalam penelitian ini yaitu untuk mendeskripsikan manajemen kurikulum di SMP Muhammadiyah Al Kautsar PK pada masa pandemi dan mengidentifikasi kriteria keberhasilan manajemen kurikulum di SMP Muhammadiyah Al Kautsar PK pada masa pandemi. Karena Penelitian ini berusaha memahami tentang manajemen kurikulum pada masa pandemi di SMP Muhammadiyah Al Kautsar Program Khusus.Jenis penelitian ini yaitu penelitian lapangan dengan menggunakan pendekatan kualitatif deskriptif. Metode pengumpulan data yang digunakan yaitu wawancara, observasi dan dokumentasi. Sedangkan metode analisis data yang digunakan yaitu reduksi data, penyajian data, dan penarikan kesimpulan.Hasil penelitian menjelaskan tentang manajemen kurikulum pada masa pandemi di SMP Muhammadiyah Al-Kautsar Program Khusus yang pelaksanaan dalam belajaran daring terbagi dalam 5 periode, dimana setiap periode ada 4 tahap. Tahap yang pertama adalah video conference dengan aplikasi zoom meeting, tahap yang kedua adalah pembelajaran e-learning dengan edmodo, kemudian yang ketiga adalah kegiatan kunjungan kerumah untuk memastikan kegiatan pelaksanaan keagamaan siswa di rumah dan yang keempat adalah CBT (computer based test) sebagai evaluasi materi pelajaran yang telah dilaksanakan.Pengelolaan kurikulum meliputi proses perencanaan di SMP Muhammadiyah Al Kautsar PK sebulan sebelum memasuki semester baru akan mengadakan workshop untuk mengerti bagaimana pembelajaran yang akan dibagikan kepada peserta didik dalam pembelajaran daring selama satu semester ini. Workshop yang dilakukan seperti pembuatan silabus, perangkat pembelajaran dan pembuatan video sekaligus. Pengorganisasian di SMP Muhammadiyah Al Kautsar Program Khusus dalam mengkoordinir kegiatan pembelajaran sudah direncanakan di awal yang melalui workshop. Media yang digunakan untuk pembelajaran yaitu video pembelajaran yang diupload di youtube, diskusi daring menggunakan edmodo, pembelajaran yang menggunakan video conference zoom, kunjungan kerumah dan penilaian harian. Dan untuk pelaksanaan pembelajaran menggunakan edmodo yang di upload sesuai dengan jadwal yang sudah ditentukan masing-masing pelajaran yang mendapatkan jatah 2 jam. Satu jam untuk proses siswa memahami video, kemudian satu jam setelahnya untuk siswa mengerjakan tugas-tugas. hingga tahap pengawasan Konsep pengawasan peserta didik melalui sistem absensi yang teratur, sapa wali kelas sebelum pembelajaran di gabung dengan melihat persiapan anak, kelengkapan anak, kegiatan pra sebelum pembelajaran yang akan di gabung oleh wali kelas kurang lebih satu jam sebelum pembelajaran dimulai. Pengawasan lain yaitu kegiatan ibadah yang menggunakan buku monitoring yang kerjasama dengan wali murid dalam mengontrol dan mengawasi pelaksanaan pembelajaran siswa dengan penandatangan di buku peserta didik untuk memastikan anak mengikuti kegiatan pembelajaran yang diberikan dari sekolah ataupun tidak, dan evaluasi untuk bapak ibu guru dilaksanakan setiap hari sabtu untuk mengevaluasi tentang apa yang sudah dilakukan dalam satu minggu. Dan diakhir bulan juga ada evaluasi terkait dengan apa yang sudah disampaikan oleh bapak ibu guru melalui video pembelajaran. Kemudian evaluasi untuk peserta didik yaitu dilakukan secara periodikal berdasarkan yang telah disampaikannya kompetensi dasar tentang mata pelajaran tertentu. Kemudian diakhir bulan ada evaluasi dari bapak ibu guru yang menggunakan kuis, penugasan menggunakan item yang sudah ada di edmodo, dan ulangan harian yang dilaksanakan akhir bulan. Kurikulum yang digunakan pada masa pandemi di SMP Muhammadiyah Al Kautsar PK yaitu menggunakan kurikulum darurat covid-19. Dan keberhasilan yang sudah tercapai pada masa pandemi yaitu tercipta pembelajaran yang kreatif dan inovatif, bapak ibu guruyang semangat dalam meningkatkan etos kerja, siswa mampu beradaptasi dengan metode pembelajaran jarak jauh, siswa mampu memahami dengan metode pembelajaran yang digunakan guru, siswa mampu beradaptasi dengan cepat terhadap pembelajaran pada masa pandemi, kemandirian siswa lebih tumbuh ketika pembelajaran daring, dan kesadaran pribadi peserta didik lebih baik dengan pemberian tugas kepada siswa

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Journal : Iseedu: Journal of Islamic Educational Thoughts and Practices