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Pengaruh Ekspektasi Guru terhadap Prestasi Belajar Peserta Didik Kelas VI Semester I di Madrasah Ibtidaiyah (MI) Al-Mu’awwanah Jombang Eliyah Eliyah; Imam Muttaqin; Aslan Aslan
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 4 No. 1 (2021): Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Program Studi PGMI STAI Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v4i1.116

This study aims to dig deep information about the effect of positive and negative teacher expectations on the learning achievement of students in MI. The method used is a survey-associative quantitative research method. The population as well as the research sample was 20 people from the teacher for variable X and 30 students for variable Y. Data analysis was carried out by using multiple regression analysis techniques. From the data analysis conducted, several research findings indicate that positive expectations (X1) and negative expectations (X2) simultaneously do not have a significant effect on student achievement (Y). The strength of the relationship between Variable X1 (Teacher Positive Expectations) and X2 (Teacher Negative Expectations) simultaneously to Y (Student Learning Achievement) is 0.304 = 30.4% with the influence of variable X on Variable Y of 9.3% and 90, 7% is influenced by variables other than the expectation variable. The regression equation that can be formed from the results of data processing is as follows: Y '= 5.310 + 0.006X1 - 0.094X2. From the above equation it can be seen that the effect of positive expectations (X1) on student learning achievement (Y) is positive. This means that if teachers' positive expectations increase, the learning achievement of students will also increase. However, if the positive expectations of the teacher decrease, the learning achievement will also decrease. While the direction of the negative expectation variable (X2) on learning achievement (Y) is negative. That is, if negative expectations increase, learning achievement will decrease. But, on the contrary, if the teacher's negative expectations decrease, the learning achievement of students will increase

PROSES PENCIPTAAN MANUSIA SEBAGAI MEDIA PEMBELAJARAN DALAM AL-QURAN Eliyah Eliyah
Cross-border Vol. 1 No. 2 (2018): Cross-border
Publisher : Lembaga Penelitian Dan Pengabdian Masyarakat Institut Agama Islam Sultan Muhammad Syafiuddin Sambas Kalimantan Barat

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The media offered by the Koran are very ordinary and understandable and can be easily found by every rational and normal human being. The claims of modern scientists on the truth of the Koran and the truth of the delivery of the Prophet make it easy for them to solve problems that they do not understand is a clear picture of the scientific analysis process in the Koran. This Scientific Analysis is in dire need of the learning experience that has been expressed by Edgar Dale. It is clear that the Koran is the best medium of education for mankind.

MEDIA GAMBAR DALAM KEGIATAN PEMBELAJARAN BERHITUNG SISWA PEMULA PENDIDKAN DASAR Eliyah Eliyah
Cross-border Vol. 2 No. 1 (2019): Cross-border
Publisher : Lembaga Penelitian Dan Pengabdian Masyarakat Institut Agama Islam Sultan Muhammad Syafiuddin Sambas Kalimantan Barat

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This study aims to explore information about the use of image media from the point of view of its strengths, weaknesses and uses in the design of learning activities. The results of this study are a solution to the concept of image media weaknesses and refer to the advantages of image media: (1) The use of image media should pay attention to the results of research that show the most appropriate methods of using images and attract the most attention of students. (2) The pictures used are pictures that are very relevant to the material being taught. (3) Drawings should be close to realistic. (4) Avoiding images that will create negative impressions. (5) The pictures used should be adjusted to the student's academic and psychological development. (6) Teachers 'delivery techniques and methods should be able to attract students' interest and attention. What does it mean that media is good but not supported by competent teacher capabilities. (7) The results showed that the motion cues shown by the pictures resulted in better understanding for students. In the sense of combining visual media, audio in audio-visual form or if possible more than that it is better if possible a teacher can do it.

Pengaruh Ekspektasi Guru terhadap Prestasi Belajar Peserta Didik Kelas VI Semester I di Madrasah Ibtidaiyah (MI) Al-Mu’awwanah Jombang Eliyah Eliyah; Imam Muttaqin; Aslan Aslan
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 4 No. 1 (2021): Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Program Studi PGMI STAI Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v4i1.116

This study aims to dig deep information about the effect of positive and negative teacher expectations on the learning achievement of students in MI. The method used is a survey-associative quantitative research method. The population as well as the research sample was 20 people from the teacher for variable X and 30 students for variable Y. Data analysis was carried out by using multiple regression analysis techniques. From the data analysis conducted, several research findings indicate that positive expectations (X1) and negative expectations (X2) simultaneously do not have a significant effect on student achievement (Y). The strength of the relationship between Variable X1 (Teacher Positive Expectations) and X2 (Teacher Negative Expectations) simultaneously to Y (Student Learning Achievement) is 0.304 = 30.4% with the influence of variable X on Variable Y of 9.3% and 90, 7% is influenced by variables other than the expectation variable. The regression equation that can be formed from the results of data processing is as follows: Y '= 5.310 + 0.006X1 - 0.094X2. From the above equation it can be seen that the effect of positive expectations (X1) on student learning achievement (Y) is positive. This means that if teachers' positive expectations increase, the learning achievement of students will also increase. However, if the positive expectations of the teacher decrease, the learning achievement will also decrease. While the direction of the negative expectation variable (X2) on learning achievement (Y) is negative. That is, if negative expectations increase, learning achievement will decrease. But, on the contrary, if the teacher's negative expectations decrease, the learning achievement of students will increase

PERSEPSI GURU PAMONG TERHADAPKETERAMPILAN MENGELOLA KELASGURU PRAKTIK PENGALAMAN LAPANGAN INSTITUT AGAMA ISLAM SAMBAS ANGKATAN 2019 DI SDS TARBIYATUL ISLAM Haliza Nur Putri; Eliyah Eliyah; Sera Yuliantini
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 2 No. 7 (2024): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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This thesis discusses the Perceptions of Civil Service Teachers on Class Management Skills of Practical Field Experience Teachers at the Sambas Islamic Institute Class of 2019 at SDS Tarbiyatul Islam. This research has two objectives, namely: 1) Describe the skills of the 2019 IAIS Sambas Field Experience Practice teachers in managing classes at SDS Tarbiyatul Islam. 2) Describe the teacher's perception of the skills of the 2019 IAIS Sambas Field Experience Practice teachers in managing classes at SDS Tarbiyatul Islam. This research uses a qualitative approach and a phenomenological type of research. Data collection techniques use interviews and documentation. The data analysis technique uses data reduction, presenting data and drawing conclusions. The data validity checking technique uses triangulation and member checking. The research results show that: 1. The skills of the 2019 IAIS Sambas Field Experience Practical teacher in managing the class apply the principles of class management (warm and enthusiastic, challenge, variety, flexibility and self- discipline), use an approach to class management, use an approach according to the learning conditions faced, organize study room by paying attention to (seating arrangements, arrangement of teaching tools, arrangement of beauty and cleanliness of the classroom, ventilation and lighting). When controlling learning conditions, PPL teachers try to create conducive learning conditions in several ways (showing responsiveness, dividing attention, giving clear instructions, reprimanding and providing reinforcement, modifying behavior and solving behavior that causes problems). 2. The teacher's perception of the IAIS Sambas Field Experience Practice teacher's skills in managing the classroom has shown good results because they have implemented the principles of classroom management, apart from that the teacher has also been free to use the classroom management approach, organize the learning space and control learning conditions properly. Good.

PENGARUH KEGIATAN EKTRAKURIKULER MUHADHARAH TERHADAP KARAKTER RELIGIUS PERSERTA DIDIK KELAS XII DI MADRASAH ALIYAHYASTI SEKURA TAHUN PELAJARAN 2022/2023 Nadia Nadia; Eliyah Eliyah; Sera Yuliantini
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 2 No. 7 (2024): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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This study aims to clearly describe: First. How are the extracurricular muhadharah activities at Madrasah Aliyah Yasti Sekura, second, how is the religious character of class XII students at Madrasah Aliyah Yasti Sekura, third is there a significant influence between extracurricular muhadharah activities on improving the religious character of class XII students at Madrasah Aliyah Yasti Sekura in the 2022/2023 academic year. This study uses a quantitative method with a survey research type. Data collection techniques use indirect communication techniques and observation. The data analysis techniques used are percentage, central tendency and simple linear regression. The results of the study concluded that: How are the extracurricular muhadharah activities at Madrasah Aliyah Yasti, namely: First, requiring all students to take part in extracurricular Muhadharah activities. Second All students get a turn to present a lecture or sermon. How is the religious character of class XII students at Madrasah Aliyah Yasti Sekura, namely: First, students are required to pray Zuhur and Asr in congregation until it becomes a habit for students to carry out their obligations as Muslims, second, students have good ethics. Is there a significant influence between muhadharah extracurricular activities on improving the religious character of class XII students at Madrasah Aliyah Yasti Sekura, there is a significant influence between muhadharah extracurricular activities and religious character at MA Yasti Sekura. The R square value = 0.151 or 15.1% is the contribution of muhadharah extracurricular activities to religious character values, while the remaining 84.9% is influenced by other factors, which are explained by other variables not examined in this study.

PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MENERAPKAN METODE MEMBACA AL-QUR’AN SISWA DI SD NEGERI 03 PENDAWAN DUSUN PENDAWAN DESA TANGARAN TAHUN 2021/2022 Dini Fitriani; Aslan Aslan; Eliyah Eliyah
ADIBA : JOURNAL OF EDUCATION Vol. 5 No. 2 (2025): APRIL
Publisher : CV. ADIBA AISHA AMIRA

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This research aims to determine the problem of the low reading ability of students in elementary schools, especially at SD Negeri 03 Pendawan. At this school, Islamic religious education teachers in delivering learning material use several methods to make it eaiser for the teachers to convey learning material to students. This research is descriptive qualitative in the nature and uses data collection techniques by interviews, observation and documentation. The research result show: 1. Theachers in delivering teaching material to students use several methods according to need according to the needs of the students. Examples often use are : the iqra’ methods and the Jibril method. Apart from using several methods, teachers also play an important role during the learning process. There are several teachers roles that are also apllied during the teaching process, for example: 1. Teacher as a learning resource, 2. Teacher as facilitator, 3. Teacher as administrator, 4. Teacher as demonstrator, 5. Teacher as guide, 6. Teacher as motivator, and 7. Teacher as evaluator.

PENGARUH IMPLEMENTASI KURIKULUM MERDEKA BELAJAR TERHADAP HASIL BELAJAR KOGNITIF PESERTA DIDIK PADA MATA PELAJARAN ILMU PENGETAHUAN ALAM DAN SOSIAL KELAS IV DI SEKOLAH DASAR NEGERI 20 MAKRAMPAI TAHUN PELAJARAN 2024-2025 Ismawati Ismawati; Eliyah Eliyah; Maskupah Maskupah
Jurnal Salome : Multidisipliner Keilmuan Vol. 3 No. 2 (2025): MARET
Publisher : CV. ADIBA AISHA AMIRA

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This study aims to obtain complete, detailed, accurate, and in-depth information about the impact of the implementation of the Independent Learning Curriculum on cognitive learning outcomes of students in Science and Social Studies subjects in the 4th grade at SD Negeri 20 Makrampai for the 2024-2025 academic year. The research is quantitative, using a survey research method. The study population consists of 27 4th-grade students at SD Negeri 20 Makrampai. Data were collected through a questionnaire consisting of 21 statements and a multiple-choice test consisting of 20 questions. Data analysis techniques used descriptive statistics and simple linear regression. The research findings indicate that: 1) The implementation of the Independent Learning Curriculum is in very good condition, with a percentage of 83.2%; 2) Cognitive learning outcomes of students in Science and Social Studies subjects in the 4th grade are in good condition, with a percentage of 80.92%; 3) There is no significant influence between the implementation of the Independent Learning Curriculum and cognitive learning outcomes of students in Science and Social Studies subjects in the 4th grade at SD Negeri 20 Makrampai. This is because the sig value obtained is 0.310, which is greater than the significance level of 0.05. However, the relationship between the two variables is positive, meaning that the better the implementation of the Independent Learning Curriculum, the higher the cognitive learning outcomes of students in Science and Social Studies. The R Square value obtained is 4.1%, indicating that the contribution of the Independent Learning Curriculum to cognitive learning outcomes in Science and Social Studies is 4.1%, while the remaining 95.9% is influenced by other factors.

PENERAPAN MEDIA KARTU HURUF DALAM PEMBELAJARAN DI TK NEGERI PEMBINA SUBAH Lestari Lestari; Eliyah Eliyah
Jurnal Salome : Multidisipliner Keilmuan Vol. 1 No. 1 (2023): Jurnal Salome: Multidisipliner Keilmuan
Publisher : CV. ADIBA AISHA AMIRA

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This study aims to find out how the teacher's creativity in making learning media, especially letter card media, how the media used can improve student competence. The method used is action research method. By actualizing the design that is designed into learning. The results of the study showed: The innovations carried out in this activity in the form of applying letter card media have succeeded in increasing the Language Development of KD 3.12 children to recognize early literacy through playing on indicators of recognizing letter sounds. In carrying out this activity it can be seen that 10 children have entered the Developing According to Expectations (BSH) stage. This proves that there is an increase in children's language development using letter card media, because previously only 5 children reached the Developing According to Expectations (BSH) stage.

STUDI KOMPARASI PRESTASI BELAJAR PESERTA DIDIK PADA MATA PELAJARAN MATEMATIKA YANG SANGAT GEMAR, KADANG-KADANG DAN TIDAK GEMAR BERMAIN GAME ONLINE DI KELAS V SDN 15 SEMPALAI KECAMATAN TEBAS TAHUN PELAJARAN 2019/2020 Nazrin Nazrin; Eliyah Eliyah; Arnadi Arnadi
Jurnal Salome : Multidisipliner Keilmuan Vol. 1 No. 1 (2023): Jurnal Salome: Multidisipliner Keilmuan
Publisher : CV. ADIBA AISHA AMIRA

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This study aims to reveal the significant differences between student achievement in mathematics subjects who like, sometimes and do not like playing online games in class V SDN 15 Sempalai, Tebas District, 2019/2020 academic year. This study uses a mixed approach or Mix Method. The type of research used is Sequential Exploratory Design. The number of research samples totaling 44 people is the whole of the research population, so this research is called population research or saturated population. Data collection techniques using interviews, and documentation. The qualitative data analysis technique used is the Miles and Huberman model, while the quantitative data analysis technique uses the One Sample t test and One Way Anova analysis. The results showed that; There is no significant difference between the learning achievement of students in the group who really likes, sometimes and does not like to play online games, seen from the value of learning achievement in Mathematics for Class V at SDN Sempalai. This is evidenced by the value of Sig. One Way Anova analysis of 0.298 > from 0.05; it means that Ho is accepted and Ha is accepted, that is, there is no significant difference between mathematics learning achievement of fifth grade students at SDN 15 Sempalai. With the average of each group: The group who really likes to play online games: 46%; Group that occasionally plays online games: 45%; and Groups who do not like to play online games: 51.21%

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