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Journal : Jurnal Penelitian

REFLEKSI TERHADAP PEMBELAJARAN KELAS DI SMP ISLAM AL AZHAR 14 SEMARANG:: Pendekatan School Knowledge dan Action Knowledge Dwi Istiyani; Esti Zaduqisti; Ely Mufidah
JURNAL PENELITIAN Vol 9 No 2 (2012): Volume 9 Nomor 2 2012
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/10h9cy68

Abstract

This research tried to reflect on learning activities done by teachers and students in classroom. What happens to the pattern of teaching in the class at the school, and whether teaching in the class at al-Azhar Islamic SMP 14 Semarang has reached the level of action knowledge or it is still at school knowledge are the problems to answer in this research. This research used the approach offered by Douglas Barnes, the school knowledge and action knowledge. The result shows that the combination of the two approaches (school knowledge and action knowledge) done at SMP Islam Al Azhar 14, is upon the two approaches initiated by Douglas Barnes. According to Barnes, in general, students learn new knowledge at school level, the students only gain knowledge of it, for example, students are only able to answer teacher’s questions, exam questions, and exercises, but they do not use that knowledge, or even forget it. He said that ideally, learning in the class should extend to learning by doing. Students do not only master the knowledge at the time in the classroom (school knowledge), but they also already have to use that knowledge in their personal area in the form of the action (action knowledge). In action knowledge, students’ perspective on the world can be changed, so that they will be able to take their own life goals.
MODEL PEMBELAJARAN MEMBACA MENULIS MENGHITUNG ( CALISTUNG) PADA ANAK USIA DINI DI KABUPATEN PEKALONGAN Dwi Istiyani
JURNAL PENELITIAN Vol 10 No 1 (2013): Volume 10 Nomor 1 2013
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/3fjsfw94

Abstract

The focus of this research is the widespread phenomenon of learning to read, write and count in early childhood around the District of Wiradesa, Pekalongan. Why such a phenomenon appears? How the model of learning to read, write and count in early childhood around the District of Wiradesa, Pekalongan? And how it impacts their ability to read, write and count and their psychological. To answer these questions, observation, in-depth interview and documentation were used in this study. To analysis data, review and reflection, exploration, and reduction were used. The results showed that the phenomenon of learning to read, write and count in early childhood in Pekalongan appeared on concerns of parents with a basic level of selection into the elementary school. Many early childhood activities were included in the part-time formal learning. Most of them also followed that lesson in educational institutions. Consequently, those who were following the course outside their formal school mastered faster, although their psychological impact tended to quickly become bored with learning. Meanwhile, the introduction of learning to read, write and count in early childhood in kindergarten was slower because it did not focus solely on that learning, but dominantly in play activities. On the one hand, the kids did not get bored and did not realize they were learning to read, write and count, because learning is integrated in play activities.