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Management Model for Training of Pedagogical Competence for Lecturers With Non-Teacher Training Background at Stain in Central Java Zaenal Mustakim
Jurnal Hikmatuna Vol 2 No 1 (2016): HIKMATUNA: Journal for Integrative Islamic Studies, June 2016
Publisher : Postgraduate Program, Universitas Islam Negeri (UIN) K. H. Abdurrahman Wahid Pekalongan, Indonesia

The Law of the Republic Indonesia number 14 2015 requires teachers -including lecturers- to have -among others- pedagogical competence. It has been said that a large number of lecturers at higher education institutions show low level of the competence. Although several training programs are conducted to improve their pedagogical competence, the result shows little significance. This calls for serious handling in the management of these training programs, especially ones designed for those with non-teacher training background. This study employs Research and Development approach. Data analysis was conducted using a descriptive model (interactive model) and paired t test/wilcoxon. This research results in a management model for pedagogical training programs for lecturers with nonteacher training background along with its practical manual. The management phases consist of planning, organizing, actuating, evaluating, and monitoring followed by follow-up programs. The research shows that the management model used for training of pedagogical competence is considered effective in enhancing the pedagogical competence of lecturers with non-teacher training background at STAIN in Central Java.

Promoting Models of Moderate Islam-based Education: Insight from Indonesia and Australia Zaenal Mustakim
Jurnal Hikmatuna Vol 6 No 2 (2020): HIKMATUNA: Journal for Integrative Islamic Studies, December 2020
Publisher : Postgraduate Program, Universitas Islam Negeri (UIN) K. H. Abdurrahman Wahid Pekalongan, Indonesia

In response to the need for enacting Islamic education to tackle radicalism and violent extremism (RVE), the present study aims to explore the models of moderate Islam-based education in Indonesia and Australia and to explain the challenges in promoting moderate Islam in both countries. Grounded in an exploratory case study, data were garnered through in-depth interviews and observation. Findings of this study expose that firstly, the Nahdlatul Ulama (NU) chairmen in both Central Java, Indonesia and Melbourne, Australia portrayed the same views on moderate Islam; it was religiously and ideologically situated between two radical and extremist groups, i.e., the fundamentalist group and the liberal one. Secondly, the model of moderate Islam-based education depicted by the NU chairpersons in Central Java, Indonesia employed two approaches, namely: formal madrasas/schools and non-formal education, and the strategies performed in the formal education proposed a design of moderate Islam value-based learning. Meanwhile, the model of moderate Islam-based education in Melbourne, Australia applied non-formal education. Lastly, this study also reveals several challenges encountered in fostering moderate Islam to confront the problem of RVE emerged in the sector of Islamic education in Indonesia and Australia.

Managing Islamic Education Curriculum in Indonesian Schools: Best Practices and Policy Recommendations Zaenal Mustakim
Jurnal Penelitian Volume 16 Nomor 2 2019
Publisher : LPPM UIN K.H. Abdurrahman Wahid Pekalongan

Despite studies in the realm of Islamic education teaching has been extensively conducted, the application of Islamic education curriculum in Indonesian secondary schools receives scant academic attention from the previous researchers. To fill this void, the present exploratory case study aims to explain practices of Islamic education enacted as a nationally-mandated school subject in secondary schools and to explore to what extent the Indonesian government supports Islamic education teachers to handle this compulsory school subject. Four Islamic education teachers of junior secondary schools volunteered to participate in this research. Data were garnered through classroom observation and in-depth interviews. Framed in thematic analysis, this study reports that the syllabus, lesson plan, learning resources, classroom-based practices, and authentic assessment required thorough concern. In response to this, the government support was needed to promote the best practices, i.e. teacher professional development and provision of sufficient school facilities. To policy authorities in Indonesia, the study recommends facilitating Islamic education teachers with sustainable professional development and redesigning the government-prescribed textbooks to foster teacher creativity in their teaching and learning processes.

Studi Komparasi Antara Model Pembelajaran Matematika Realistik dengan Model Pembelajaran Konvensional Terhadap Prestasi Belajar Siswa Nur Ismiati; Salafudin Salafudin; Zaenal Mustakim
Indonesian Journal of Islamic Elementary Education Vol. 1 No. 2 (2021): November 2021
Publisher : Pendidikan Guru Madrasah Ibtidaiyah Study Program, Faculty of Education and Teacher Training, UIN K.H. Abdurrahman Wahid Pekalongan, Indonesia

Abstrak: Matematika masih dianggap sebagai suatu pelajaran yang sulit. Untuk itu dalam pembelajaran matematika perlu diterapkannya sebuah model pembelajaran yang menghubungkan konsep pembelajaran agar lebih dekat kehidupan siswa. Tujuan penelitian ini adalah untuk mengetahui perbedaan prestasi belajar antara kelas yang menggunakan model pembelajaran konvensional dengan kelas yang menggunakan model PMR (Pembelajaran Matematika Realistik) dalam proses pembelajaran matematika di MI Kebonrowopucang Pekalongan. Penelitian ini merupakan jenis penelitian Quasi experiment dengan pendekatan kuantitatif. Teknik pengumpulan data dilakukan dengan metode tes dan dokumentasi. Data yang diperoleh kemudian dianalisis menggunakan teknik analisis independent sample t-test. Sampel penelitian ini adalah seluruh peserta didik kelas IV A dan IV B di MI Walisongo Kebonrowopucang Karangdadap. Hasil penelitian ini menunjukkan bahwa thitung > ttabel (thitung = 5,777, ttabel =2,000), maka H0 ditolak dan Ha diterima. Dengan demikian dapat disimpulkan bahwa terdapat perbedaan yang signifikan prestasi belajar matematika siswa antara yang menggunakan model pembelajaran matematika realistik dengan yang menggunakan model pembelajaran konvensional dan model pembelajaran PMR (Pembelajaran Matematika Realistik) lebih baik dari pada model pembelajaran konvensional. Kata Kunci: Model Pembelajaran Realistik (PMR), Model Pembelajaran Konvensional, Prestasi Belajar. Abstract: Mathematics is still considered a difficult subject. For this reason, in learning mathematics, it is necessary to apply a learning model that connects learning concepts so that students' lives are closer. The purpose of this study was to determine the difference in learning achievement between classes using conventional learning models and classes using PMR (Realistic Mathematics Learning) models in the mathematics learning process at MI Kebonrowopucang Pekalongan. This research is a quasi-experimental research type with a quantitative approach. Data collection techniques were carried out by test and documentation methods. The data obtained were then analyzed using the independent sample t-test analysis technique. The sample of this research is all students of class IV A and IV B at MI Walisongo Kebonrowopucang Karangdadap. The results of this study indicate that tcount > ttable (tcount = 5,777, ttable = 2,000), then H0 is rejected and Ha is accepted. Thus, it can be concluded that there is a significant difference in students' mathematics learning achievement between those using realistic mathematics learning models and those using conventional learning models and the PMR (Realistic Mathematics Learning) learning model is better than conventional learning models. Keywords: Realistic Learning Model (PMR), Conventional Learning Model, Learning Achievement.

Studi Komparasi Antara Model Pembelajaran Matematika Realistik dengan Model Pembelajaran Konvensional Terhadap Prestasi Belajar Siswa MI Walisongo Kebonrowopucang Pekalongan Ismiati, Nur; Mustakim, Zaenal
Indonesian Journal of Islamic Elementary Education Vol 1 No 2: November 2021
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/ijiee.v1i2.4237

Mathematics is still considered a difficult subject. For this reason, in learning mathematics, it is necessary to apply a learning model that connects learning concepts so that students' lives are closer. The purpose of this study was to determine the difference in learning achievement between classes using conventional learning models and classes using PMR (Realistic Mathematics Learning) models in the mathematics learning process at MI Kebonrowopucang Pekalongan. This research is a quasi-experimental research type with a quantitative approach. Data collection techniques were carried out by test and documentation methods. The data obtained were then analyzed using the independent sample t-test analysis technique. The sampleof this research is all students of class IV A and IV B at MI Walisongo Kebonrowopucang Karangdadap. The results of this study indicate that tcount > ttable (tcount = 5,777, ttable = 2,000), then H0 is rejected and Ha is accepted. Thus, it can be concluded that there is a significant difference in students' mathematics learning achievement between those using realistic mathematics learning models and those using conventional learning models and the PMR (Realistic Mathematics Learning) learning model is better than conventional learning models.

Pengaruh Kepemimpinan Guru dan Ketrampilan Manajemen Kelas Terhadap Perilaku Belajar Siswa di SDI Islam 01 YMI Wonopringgo Ismiati, Nur; Mustakim, Zaenal; Zuhri, Saefudin; Mahmudah, Umi
IBTIDA-Jurnal Kajian Pendidikan Dasar Vol 1 No 2 (2021)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyyah (PGMI) IAINU Kebeumen

One manifestation of teacher leadership is the existence of classroom management. For this reason, if teacher leadership is associated with teacher skills in classroom management, there is a very close relationship. The higher the quality of classroom management, the better the teacher’s leadership. Then further in a learning process in the classroom, it is expected to be able to create positive behavior when students are participating in learning activities. But in reality forming positive behavior when student are taking part in learning is not easy, it is necessary to have quality leadership and be accompained managment skills.the purpose of this study was to determine the effect of teacher ledership and classroom management skills on student learning behavior. Based on the result of the multiple linear based on the result of the multiple linear regression equation test conducted by the researcher, it can be concluded that teacher leadership and classroom management skills have an influence on student behavior. This is evidenced by the acquisition of the calculated F value 32,075 > F table 4,02

Analisis Keterampilan Dasar Mengajar Dalam Meningkatkan Efektivitas Pembelajaran Luthfiyah Luthfiyah; Zaenal Mustakim
PROSIDING SEMINAR NASIONAL PENDIDIKAN, BAHASA, SASTRA, SENI, DAN BUDAYA Vol. 3 No. 1 (2024): Mei : PROSIDING SEMINAR NASIONAL PENDIDIKAN, BAHASA, SASTRA, SENI, DAN BUDAYA
Publisher : Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/mateandrau.v3i1.1976

The success and effectiveness of learning is determined by whether or not learning objectives and outcomes are achieved. To achieve the level of learning effectiveness, a teacher or educator must have a good understanding of the process of carrying out learning and have basic teaching skills. Teacher skills in managing learning cannot appear out of thin air. To master basic teaching skills, of course, you must go through programmed exercises or develop skills. The research method used in this journal uses the literature study method. A teacher must master teaching skills in the following areas: (1) reinforcement skills, (2) questioning skills, (3) variation skills, (4) explanation skills, (5) lesson opening and closing skills, (6) small group and individual teaching skills, (7) classroom management skills, and (8) group discussion guiding skills. Basic teaching skills as a form of professionalism which is one of the efforts to achieve an effective teaching-learning process. For example, to foster students' interest in learning. If the teacher masters the basic teaching skills well then the classroom atmosphere is not boring, conducive and fun. In the end, it has an impact on high student achievement and increases learning effectiveness.

Promoting Models of Moderate Islam-based Education: Insight from Indonesia and Australia Mustakim, Zaenal
Hikmatuna : Journal for Integrative Islamic Studies Vol 6 No 2 (2020): Hikmatuna: Journal for Integrative Islamic Studies, December 2020
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/hikmatuna.v6i2.8757

In response to the need for enacting Islamic education to tackle radicalism and violent extremism (RVE), the present study aims to explore the models of moderate Islam-based education in Indonesia and Australia and to explain the challenges in promoting moderate Islam in both countries. Grounded in an exploratory case study, data were garnered through in-depth interviews and observation. Findings of this study expose that firstly, the Nahdlatul Ulama (NU) chairmen in both Central Java, Indonesia and Melbourne, Australia portrayed the same views on moderate Islam; it was religiously and ideologically situated between two radical and extremist groups, i.e., the fundamentalist group and the liberal one. Secondly, the model of moderate Islam-based education depicted by the NU chairpersons in Central Java, Indonesia employed two approaches, namely: formal madrasas/schools and non-formal education, and the strategies performed in the formal education proposed a design of moderate Islam value-based learning. Meanwhile, the model of moderate Islam-based education in Melbourne, Australia applied non-formal education. Lastly, this study also reveals several challenges encountered in fostering moderate Islam to confront the problem of RVE emerged in the sector of Islamic education in Indonesia and Australia.

The Role of Halal Certification of Food Products in Economic Improvement in the Batang Integrated Industrial Estate Mustakim, Zaenal; Anggraeni, Dewi; Ali, Fachri; Kamal, Rahmat
Islamic Studies Journal for Social Transformation Vol 7 No 1 (2023)
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/isjoust.v7i1.6967

This study aims to analyze the role of halal certification on economic aspects by increasing the income of MSME actors in Kedawung village. The choice of location is in Kedawung village because it is directly adjacent to the Batang Integrated Industrial Estate. This research uses the Participatory method with a Participatory Rural Appraisal approach involving the active role of 25 MSME actors in Kedawung village, Batang Regency. The construct of this research was carried out in three stages, planning, implementing, and evaluating sustainable activities. Data collection techniques in this study were through observation, interviews, documentation studies, Focus Group Discussion (FGD), and literature studies. The results of this study show that; 1) Kedawung Village has the potential for people-based economic growth through MSMEs; 2) Halal certification can be a factor in increasing the income of MSME actors and providing trust to consumers who care about the halal aspects of food; 3) The Batang city government responded the existence of the Integrated Industrial Estate by creating an MSME Corner facilitated with halal certification and product digitalization. This research has implications for the benefits of halal certification for economic growth and sustainable development of halal tourism.

Managing Islamic Education Curriculum in Indonesian Schools: Best Practices and Policy Recommendations Mustakim, Zaenal
JURNAL PENELITIAN Vol 16 No 2 (2019): Volume 16 Nomor 2 2019
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

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

Despite studies in the realm of Islamic education teaching has been extensively conducted, the application of Islamic education curriculum in Indonesian secondary schools receives scant academic attention from the previous researchers. To fill this void, the present exploratory case study aims to explain practices of Islamic education enacted as a nationally-mandated school subject in secondary schools and to explore to what extent the Indonesian government supports Islamic education teachers to handle this compulsory school subject. Four Islamic education teachers of junior secondary schools volunteered to participate in this research. Data were garnered through classroom observation and in-depth interviews. Framed in thematic analysis, this study reports that the syllabus, lesson plan, learning resources, classroom-based practices, and authentic assessment required thorough concern. In response to this, the government support was needed to promote the best practices, i.e. teacher professional development and provision of sufficient school facilities. To policy authorities in Indonesia, the study recommends facilitating Islamic education teachers with sustainable professional development and redesigning the government-prescribed textbooks to foster teacher creativity in their teaching and learning processes.

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