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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Studi Sosial Program Pascasarjana P-IPS Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini Aulad : Journal on Early Childhood JURNAL PENELITIAN Forum Tarbiyah KIDDO: Jurnal pendidikan Islam Anak Usia Dini International Journal of Social Learning (IJSL) Universitas Muhammadiyah Yogyakarta Undergraduate Conference Proceeding Analisa: Journal of Social Science and Religion Jurnal Pemberdayaan Masyarakat Al Hikmah: Indonesian Journal of Early Childhood Islamic Education Edukasia Islamika: Jurnal Pendidikan Islam Journal of Pedagogical and Teacher Professional Development
Dwi Istiyani
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Physics Public Health Social Sciences Other

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Model Pembelajaran Membaca Menulis Menghitung (Calistung) pada Anak Usia Dini Di Kabupaten Pekalongan Istiyani, Dwi
Jurnal Penelitian Vol 10 No 1: Mei 2013
Publisher : IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (198.131 KB) | DOI: 10.28918/jupe.v10i1.351

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.
REFLEKSI TERHADAP PEMBELAJARAN KELAS DI SMP ISLAM AL AZHAR 14 SEMARANG: Pendekatan School Knowledge dan Action Knowledge Istiyani, Dwi; Zaduqisti, Esti; Mufidah, Ely
Jurnal Penelitian Vol 9 No 2: November 2012
Publisher : IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (197.919 KB) | DOI: 10.28918/jupe.v9i2.137

Abstract

Penelitian ini mencoba untuk merefleksikan kegiatan belajar dilakukan oleh guru dan siswa di kelas. Apa yang terjadi pada pola mengajar di kelas di sekolah, dan apakah mengajar di kelas di al-Azhar SMP Islam 14 Semarang telah mencapai tingkat pengetahuan tindakan atau masih di sekolah pengetahuan adalah untuk menjawab masalah dalam penelitian ini. Ini Penelitian ini menggunakan pendekatan yang ditawarkan oleh Douglas Barnes, yang pengetahuan sekolah dan pengetahuan tindakan. Hasilnya menunjukkan bahwa kombinasi dari dua pendekatan (pengetahuan sekolah dan pengetahuan tindakan) yang dilakukan di SMP Islam Al Azhar 14, adalah pada dua pendekatan yang diprakarsai oleh Douglas Barnes. Menurut Barnes, secara umum, siswa belajar pengetahuan baru di sekolah tingkat, mahasiswa hanya mendapatkan pengetahuan itu, misalnya, siswa hanya mampu menjawab pertanyaan guru, ujian pertanyaan, dan latihan, tetapi mereka tidak menggunakan pengetahuan itu, atau bahkan melupakannya. Dia mengatakan bahwa idealnya, belajar di kelas harus memperpanjang untuk learning by doing. Siswa tidak hanya menguasai pengetahuan pada waktu di dalam kelas (pengetahuan sekolah), tetapi mereka juga sudah harus menggunakan pengetahuan yang dalam pribadi mereka daerah dalam bentuk tindakan (pengetahuan tindakan). sedang beraksi perspektif pengetahuan, siswa pada dunia dapat diubah, sehingga mereka akan dapat mengambil tujuan hidup mereka sendiri.
KESADARAN DAN SELF -DIRECTED LEARNING SEBAGAI MODEL PEMBELAJARAN ALTERNATIF DALAM ERA NEOLIBERALISME Istiyani, Dwi
Forum Tarbiyah Vol 7 No 2: Desember 2009
Publisher : IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Learning should be ideally done with full awareness of the learner themselves, since through self-awareness on the next stage in the learning process will familiarize learners to be able to study independently, or with which it has would foster soul awareness in order to be independent in learner’s study or life. Consciousness and self-directed learning (SDL) is an essential part of learning solutions. Both these concepts can become an alternative model in dealing with education issues in the context of neoliberalizm. Education is part of the victims of neoliberalizm, due to the policy of privatization and reduced budgets for education. Hence as one of the steps that is representative enough in learning is by providing principles of awareness and stimulating independent learning on learner.
PENINGKATAN AKTIVITAS HASIL BELAJAR PKN MENGGUNAKAN MODEL PERMAINAN ULAR TANGGA KARTU SOAL Dwi Istiyani; Sudjarwo Sudjarwo; M. Thoha B.S. Jaya
Jurnal Studi Sosial / Journal of Social Studies Vol 3, No 3 (2015): Jurnal Studi Sosial
Publisher : Faculty of Teacher Training and Education, University of Lampung

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Abstract

This study aimed to analyze the differences of learning activity for students by using a model of snake-ladder game and card question, analyze the differences of learning outcomes for students by using a model of snake-ladder game and card question, analyze the increasing of learning outcomes which learning was using models of snake-ladder game and card question compared to talkingsticks learning model. This study used quantitative approach with experimental methods that researchers can divide an existing group without distinguishing between control and experimental. The results of this study concluded that there was a difference in learning activity of civic education by using a model of snake-ladder game and card question. There was a learning outcomes difference of civic education by using a model of snake-ladder game and card question. There was an increasing of learning outcomes which learning was using snake-ladder game and card question models than talkingsticks learning model.Penelitian ini bertujuan untuk menganalisis perbedaan aktivitas belajar PKN yang pembelajarannya menggunakan model permainan ular tangga dan kartu soal. Menganalisis perbedaan hasil belajar PKN yang pembelajarannya menggunakan model permainan ular tangga dan katu soal. Menganalisis peningkatan hasil belajar yang pembelajarannya menggunakan model permainan ular tangga dan kartu soal dibandingkan dengan model pembelajaran talkingstick. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen. Hasil penelitian ini menyimpulkan bahwa ada perbedaan aktivitas belajar PKN yang pembelajarannya menggunakan model permainan ular tangga dan kartu soal dengan talkingstick. Ada perbedaan hasil belajar PKN yang pembelajarannya menggunakan model permainan ular tangga dan kartu soal dengan talkingstick. Ada peningkatan hasil belajar yang pembelajarannya menggunakan model permainan ular tangga dan kartu soal daripada model pembelajaran talkingstick.Kata kunci: aktivitas belajar, hasil belajar, kartu soal, ular tangga
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: November 2012
Publisher : IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jupe.v9i2.137

Abstract

Penelitian ini mencoba untuk merefleksikan kegiatan belajar dilakukan oleh guru dan siswa di kelas. Apa yang terjadi pada pola mengajar di kelas di sekolah, dan apakah mengajar di kelas di al-Azhar SMP Islam 14 Semarang telah mencapai tingkat pengetahuan tindakan atau masih di sekolah pengetahuan adalah untuk menjawab masalah dalam penelitian ini. Ini Penelitian ini menggunakan pendekatan yang ditawarkan oleh Douglas Barnes, yang pengetahuan sekolah dan pengetahuan tindakan. Hasilnya menunjukkan bahwa kombinasi dari dua pendekatan (pengetahuan sekolah dan pengetahuan tindakan) yang dilakukan di SMP Islam Al Azhar 14, adalah pada dua pendekatan yang diprakarsai oleh Douglas Barnes. Menurut Barnes, secara umum, siswa belajar pengetahuan baru di sekolah tingkat, mahasiswa hanya mendapatkan pengetahuan itu, misalnya, siswa hanya mampu menjawab pertanyaan guru, ujian pertanyaan, dan latihan, tetapi mereka tidak menggunakan pengetahuan itu, atau bahkan melupakannya. Dia mengatakan bahwa idealnya, belajar di kelas harus memperpanjang untuk learning by doing. Siswa tidak hanya menguasai pengetahuan pada waktu di dalam kelas (pengetahuan sekolah), tetapi mereka juga sudah harus menggunakan pengetahuan yang dalam pribadi mereka daerah dalam bentuk tindakan (pengetahuan tindakan). sedang beraksi perspektif pengetahuan, siswa pada dunia dapat diubah, sehingga mereka akan dapat mengambil tujuan hidup mereka sendiri.
Model Pembelajaran Membaca Menulis Menghitung (Calistung) pada Anak Usia Dini Di Kabupaten Pekalongan Dwi Istiyani
Jurnal Penelitian Vol 10 No 1: Mei 2013
Publisher : IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jupe.v10i1.351

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.
KESADARAN DAN SELF -DIRECTED LEARNING SEBAGAI MODEL PEMBELAJARAN ALTERNATIF DALAM ERA NEOLIBERALISME Dwi Istiyani
Jurnal Forum Tarbiyah Vol 7 No 2: Desember 2009
Publisher : IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Learning should be ideally done with full awareness of the learner themselves, since through self-awareness on the next stage in the learning process will familiarize learners to be able to study independently, or with which it has would foster soul awareness in order to be independent in learner’s study or life. Consciousness and self-directed learning (SDL) is an essential part of learning solutions. Both these concepts can become an alternative model in dealing with education issues in the context of neoliberalizm. Education is part of the victims of neoliberalizm, due to the policy of privatization and reduced budgets for education. Hence as one of the steps that is representative enough in learning is by providing principles of awareness and stimulating independent learning on learner.
Internalizing Nationalism Awareness in Early Childhood Islamic Education Institution with The Spirit of Aswaja an-Nahdliyah Istiyani, Dwi; Wibowo, A.M.
Analisa: Journal of Social Science and Religion Vol 5, No 2 (2020): Analisa: Journal of Social Science and Religion
Publisher : Balai Penelitian dan Pengembangan Agama Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18784/analisa.v5i02.1168

Abstract

This study aims at describing and analyzing the internalization of national awareness through raudlotul athfal (RA; an Islamic early childhood education institution) with the spirit of Aswaja an-Nahdliyah. Aswaja an-Nahdliyah is an ideology adopted by Nahdlatul Ulama, a major Islamic religious organization in Indonesia. This study argues that the internalization of the national awareness needs to be instilled from early age to anticipate the influence of globalization which is feared to erode the original character of a nation. Within the study, the qualitative method was adopted in order to answer two research questions: (1) how Islamic early childhood educational institutions develop nationalism awareness through the teachings of Ahlusunnah wal Jamaah; and (2) how the institutions construct the awareness of nationalism through the teachings of Ahlusunnah wal Jamaah. The results of the study show that the internalization of nationalism awareness through Islamic early childhood education institutions with the Aswaja an-Nahdliyah’s spirit has been carried out through curriculum content which has been systematically arranged in each research subject with the principle of considering early childhood characteristics. At the same time, the results of the study also show that the construction of nationalism awareness in the Islamic early childhood education institutions can be seen in Islamic holidays and national activities which were held on the Islamic early childhood institutions. 
Formation of Early Childhood Religious Character Through Storytelling Television Media (Viber) in Islamic History Learning at Kindergarten in Semarang City Fitri, Asya Ainul; Istiyani, Dwi; Nurussaniyyah, Aqilah; Rachman, Syadzsa Fathna; Fi BaitiAgustin, Nur Lintang
CAKRAWALA DINI: JURNAL PENDIDIKAN ANAK USIA DINI Vol 14, No 2 (2023): NOVEMBER 2023
Publisher : UPI Kampus Cibiru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/cd.v14i2.63678

Abstract

Character or morality is a very important aspect of life. It should be developed from an early age because early childhood is a crucial period of rapid growth and development for children. Therefore, it is necessary to instill good character and morals, one of which is through stories and exemplary tales of righteous predecessors. The stories of the Prophets serve as the primary alternative in enhancing the character and morality of children through storytelling. Hence, it is essential to design an engaging and appropriate medium for this purpose. This research employs a Research Development (RD) methodology, which is a type of research and development. The author has designed Viber as an engaging storytelling medium for children. Viber is designed to enhance the formation of religious character in early childhood. According to validation by media experts, it achieved an excellent rating of 86.6 out of 20, while the validation by content experts yielded a score of 77.5 out of 20. The results of the pre-test obtained a score of 22.2, while the post-test score was 30.6. Both values show significant improvement with an average increase of 8.4. Therefore, it can be concluded that the Television Storytelling Medium (Viber) is effective in enhancing the formation of religious character in early childhood.
Kemampuan Berpikir Kritis dalam Menyelesaikan Masalah Bangun Ruang Sisi Datar Ditinjau dari Gaya Kognitif Istiyani, Dwi; Rakhmawati , Astri
Proceedings of Universitas Muhammadiyah Yogyakarta Graduate Conference Vol. 2 No. 1 (2022): Strengthening Youth Potentials for Sustainable Innovation
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/umygrace.v2i1.455

Abstract

ABSTRAK Kemampuan berpikir kritis sangat diperlukan dalam menyelesaikan masalah matematika. Pada saat menyelesaikan masalah, siswa menggunakan berbagai strategi yang dipengaruhi oleh gaya kognitif. Banyak siswa kesulitan dalam menyelesaikan masalah yang terkait dengan volume limas. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa dalam menyelesaikan masalah bangun ruang sisi datar ditinjau dari gaya kognitif visualizer dan verbalizer. Metode penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif, berupa hasil kerja siswa dalam pengerjaan soal masalah bangun ruang sisi datar dan dilanjutkan dengan wawancara secara mendalam. Subjek penelitian ini adalah siswa kelas VIII SMPN 3 Sampit dengan mempertimbangkan gaya kognitif dan kemampuan komunikasinya agar pengungkapan berpikir kritisnya dapat dilakukan dengan baik. Hasil penelitian diperoleh bahwa siswa dengan gaya kognitif visualizer mampu berpikir kritis dalam menyelesaikan masalah bangun ruang sisi datar dengan dengan kategori tinggi. Siswa visualizer menyelesaikan materi bangun ruang sisi datar menggunakan kemampuan berpikir kritis: interpretasi, analisis, evaluasi, inferensi, eksplanasi dan regulasi diri. Siswa dengan gaya kognitif verbalizer mampu berpikir kritis dalam menyelesaikan masalah bangun ruang sisi datar dengan kategori sedang. Siswa verbalizer menyelesaikan materi bangun ruang sisi datar menggunakan kemampuan berpikir kritis: interpretasi, analisis, evaluasi dan inferensi. Dalam pembelajaran matematika, hendaknya guru mengajarkan atau menganjurkan siswa untuk menggunakan gaya kognitif yang dimiliki siswa dalam menjawab masalah matematika. Agar siswa mampu menyelesaikan masalah bangun ruang sisi datar yang berhubungan dengan kehidupan sehari-hari.
Co-Authors A.M. Wibowo Ahmad Baihaki Ahsin, Lu'lu' Chiquita Irmawati Astri Rakhmawati Awar, Herson Bariyah, Nusrotul Chahyani, Isna Nur Chahyani Eko Atmanto, Nugroho Ely Mufidah Esti Zaduqisti Esti Zaduqisti Fatimah Djafar Fatmawati, Nilal Muna Fi BaitiAgustin, Nur Lintang Fitri, Asya Ainul Humaidi, Rif'an Karimah Azzahra, Hilyatul Karnadi, Karnadi Laili Noviani, Nur M. Thoha B.S. Jaya Mudis Taruna, Mulyani Muntakhib, Ahmad Mursid Mursid Musfirotun Yusuf Nurussaniyyah, Aqilah Otaya, Lian Gafar Rachman, Syadzsa Fathna Rohaeti, Cucu Sari, Eky Adelia Siti Muawanah Sopiah Sopiah Sudjarwo Sudjarwo Trisnawati, Erwin Tsany, Nabillah Umi Muzayanah Wahab Wahab Wahidatus Sa'diyah, Wafiq Wibowo, A. M.