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All Journal Al Ishlah Jurnal Pendidikan Bina Gogik: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar
Tengku Hafinda
STAIN Teungku Dirundeng Meulaboh
Education Languange, Linguistic, Communication & Media Mathematics Other

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Integrated Thematic Learning during COVID-19 Pandemic Suharman Suharman; Maya Agustina; Tengku Hafinda
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (548.124 KB) | DOI: 10.35445/alishlah.v14i2.1602

Abstract

The present study was driven by the conditions of students and teachers encountering challenges while implementing integrated thematic learning, notably during the online classroom activities. This study aimed at identifying the planning, implementation, and evaluation of integrated thematic learning. Mixed Methods were employed as the research design. The class teachers (thematic teachers) and headmaster of MIN Kota Banda Aceh were recruited as the investigative participants. Quantitatively, the data were collected through questionnaire administration based on Likert. Qualitatively, interviews were performed to gain more qualitative data. The participants were the thematic teachers and the headmasters of MIN 11 and 6 Banda Aceh. The findings reported that the thematic teachers of MIN 11 and 6 were able to design lesson plans effectively. Although the COVID 19 forced them to implement and evaluate integrated thematic learning online, they could perform them well. In particular, they argued that the activities were very good (55%) and good enough (44%). On the other hand, the teachers of MIN 6 and 11 faced challenges while actualizing thematic learning. Those challenges were encountered when the participants began their learning experiences of teaching in the post-pandemic.
KEMAMPUAN MENGAJAR CALON GURU: TPACK PADA MATA KULIAH PEMBELAJARAN MATEMATIKA MI/SD Tengku Hafinda
Bina Gogik : Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Vol 9, No 1 (2022): Bina Gogik: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar
Publisher : Bina Gogik: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar

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Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui gambaran kemampuan mengajar mahasiswa calon guru Madrasah Ibtidaiyah ditinjau dari Technological Pedagogical and Content Knowledge (TPACK) pada mata kuliah Pembelajaran Matematika MI/SD dengan fokus penelitian mahasiswa Pendidikan Guru Madrasah Ibtidaiyah STAIN Teungku Dirundeng Meulaboh yang mengikuti mata kuliah Pembelajaran Matematika MI/SD pada semester gasal tahun akademik 2021/2022. Metode yang digunakan pada penelitian ini adalah metode penelitian kualitatif dengan pendekatan deskriptif. Subjek penelitian ini adalah mahasiswa Pendidikan Guru Madrasah Ibtidaiyah STAIN Teungku Dirundeng Meulaboh yang mengikuti mata kuliah Pembelajaran Matematika MI/SD sebanyak 23 orang. Data penelitian dikumpulkan melalui hasil kuesioner dengan menggunakan skala Likert.  Data penelitian memaparkan tentang komponen-komponen TPACK yang meliputi data-data: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) dan Technological Pedagogical Content and Knowledge (TPACK). Kesimpulan dari penelitian ini bahwa kemampuan mengajar mahasiswa calon guru ditinjau dari Technological Pedagogical and Content Knowledge (TPACK) pada mata kuliah Pembelajaran Matematika MI/SD berada pada kategori rendah dengan nilai rata-rata 2.94 dan persentase sebesar 58.8.Kata-kata kunci: kemampuan mengajar; calon guru Madrasah Ibtidaiyah; TPACK; pembelajaran matematika MI/SD.
KEMAMPUAN MENGAJAR CALON GURU: TPACK PADA MATA KULIAH PEMBELAJARAN MATEMATIKA MI/SD Tengku Hafinda
Jurnal Binagogik Vol. 9 No. 1 (2022): JURNAL BINAGOGIK
Publisher : LPPM STKIP Bina Bangsa Meulaboh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (700.325 KB) | DOI: 10.61290/pgsd.v9i1.52

Abstract

Penelitian ini bertujuan untuk mengetahui gambaran kemampuan mengajar mahasiswa calon guru Madrasah Ibtidaiyah ditinjau dari Technological Pedagogical and Content Knowledge (TPACK) pada mata kuliah Pembelajaran Matematika MI/SD dengan fokus penelitian mahasiswa Pendidikan Guru Madrasah Ibtidaiyah STAIN Teungku Dirundeng Meulaboh yang mengikuti mata kuliah Pembelajaran Matematika MI/SD pada semester gasal tahun akademik 2021/2022. Metode yang digunakan pada penelitian ini adalah metode penelitian kualitatif dengan pendekatan deskriptif. Subjek penelitian ini adalah mahasiswa Pendidikan Guru Madrasah Ibtidaiyah STAIN Teungku Dirundeng Meulaboh yang mengikuti mata kuliah Pembelajaran Matematika MI/SD sebanyak 23 orang. Data penelitian dikumpulkan melalui hasil kuesioner dengan menggunakan skala Likert. Data penelitian memaparkan tentang komponen-komponen TPACK yang meliputi data-data: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) dan Technological Pedagogical Content and Knowledge (TPACK). Kesimpulan dari penelitian ini bahwa kemampuan mengajar mahasiswa calon guru ditinjau dari Technological Pedagogical and Content Knowledge (TPACK) pada mata kuliah Pembelajaran Matematika MI/SD berada pada kategori rendah dengan nilai rata-rata 2.94 dan persentase sebesar 58.8.
Religious Education for Non-Muslim Students in Aceh: An Evaluation of Inclusivity and Implementation Suharman Suharman; Tengku Hafinda; Nur Rohman; Rahmad Syah Putra; Khairuddin Hasan; Maya Agustina; Farah Sumaiyah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8599

Abstract

The right to religious education for all students is guaranteed by Indonesian law. However, in Muslim-majority regions such as Aceh, the implementation of religious education for non-Muslim students remains inconsistent and under-explored. This study investigates how such education is implemented and evaluated in public schools, with a focus on inclusivity and compliance with legal standards. Using a qualitative phenomenological approach, the study explored the lived experiences of principals, religious teachers, non-Muslim students, and religious leaders across four regions in Aceh: Aceh Singkil, West Aceh, Sabang, and Lhokseumawe. Data were collected through semi-structured interviews, questionnaires, and document analysis, and analyzed using thematic triangulation. Findings reveal that due to the lack of non-Muslim religious teachers, schools rely on external religious leaders to provide instruction and conduct evaluations. Most learning takes place in houses of worship and is integrated into regular religious activities. While schools facilitate this process, the absence of standardized curricula and assessment rubrics has led to inconsistent learning outcomes and unequal educational experiences for minority students. The study identifies a hybrid model of religious education delivery that partially fulfills legal obligations but lacks integration with national educational standards. It concludes that while efforts to provide religious education for non-Muslim students exist, they are fragmented and depend heavily on local initiatives. A national policy framework is urgently needed to ensure equitable, inclusive, and accountable religious education for all students.
Co-Authors Farah Sumaiyah Hasan, Khairuddin Maya Agustina Nur Rohman Rahmad Syah Putra Suharman Suharman