Nia Yunia Sari
Institut Agama Islam Riyadlotul Mujahidin Ngabar Ponorogo

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Pancasila Sebagai Dasar dan Ideologi Bangsa (Pentingnya Rumusan Butir-Butir Pancasila Sebagai Dasar Pendidikan Moral dan Pemersatu Keberagaman Bangsa Indonesia) Nia Yunia Sari
Tarbawi: Journal of Islamic Education Vol 2 No 1 (2021)
Publisher : Institut Agama Islam Riyadlotul Mujahidin Ngabar Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55380/tarbawi.v2i1.93

Abstract

Eksistensi suatu bangsa dapat dilihat dari sejauhmana bangsa tersebut mampu menunjukkan kemajuan peradaban. Berkembangnya suatu bangsa adalah peradaban yang juga berkembang sebagai produk yang didalamnya terdapat masyarakat berbudaya, bermoral dan memiliki pola fikir yang baik. Setiap bangsa pasti memiliki keberagaman budaya,adat istiadat, bahasa, kepercayaan dan lain-lain. Akan tetapi, Setiap bangsa juga pasti memiliki dasar yang menjadi pedoman dalam pelaksanaan nilai-nilai kehidupan bermasyarakat, berbangsa dan bernegara. Suatu bangsa dapat dikatakan kuat apabila dasar dan pedoman yang dimiliki teraplikasi dengan baik untuk merangkul keberagaman dan perbedaan yang ada sehingga setiap keberagaman dan perbedaan yang ada menjadi warna indah dalam perkembangan bangsa. Salah satu dasar dan ideologi bangsa Indonesi adalah pancasila. Sebagai ideologi suatu bangsa tentu pancasila menjadi pandangan dan pegangan hidup masyarakat Indonesia. Butir-butir yang terkandung dalam pancasila memiliki nilai-nilai aturan bermasyarakat, berbangsa, bernegara,berketuhanan, keberagaman, dan nilai norma Meskipun dewasa ini bangsa Indonesia dihadapkan pada uforia persoalan dan permasalahan yang memanas.
Industri 4.0 dan Pendidikan (Upaya Perguruan Tinggi dalam Mempersiapkan Kelulusan yang Siap Terhadap Gencaran Serangan Revolusi Industri 4.0) Nia Yunia Sari
Tarbawi: Journal of Islamic Education Vol 2 No 2 (2021)
Publisher : Institut Agama Islam Riyadlotul Mujahidin Ngabar Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55380/tarbawi.v2i2.129

Abstract

The society will always continue to change along with the times. And changes that occur in these communities are natural and unavoidable, although that the changes between one community and another will be different. Likewise with the modernization process. The modernization in certain societies will be different from other societies both in the process and in acceptance depending on the needs and desires of the community itself. Changes that occur in these societies are modernization process that will handcuff the community to consumerist culture, hedonism and others. Modernization is a form of society social change from a traditional society to a developed society following the development of other society which are considered to be more advanced and developing first. Era 4.0 is where the current development are running so fast and rapid. Era 4.0 brought much of changes with all its effect. The world community is always changing so fast. The change was dramatic at exponential speed. Changes that are very influential in several sektors of human life. And nothing can be separated from this change. The entry of the 4.0 era in people’s lives is colored with artificial intelligence, the era of super computers, genetic engineering, nanothecnology, innovation, etc. where sophisticated technology such as the internet of things, wearables, robotic and 3D printing enters all sektors of the industri and involves various stakeholders ranging from institution, governments, industri association, businesses, technology providers, research institutions and also education. The world of education is also inseparable from the grip of the 4.0 era modernization. Now a days, education runs fast in catching up with the times, following modernization. However, with this relity the community must be smart in choosing which of the modernization processes will be able to change society for the better, so that the benefits of modernization can be felt positively.
Strategi Pembelajaran Pada Masa Covid-19 di Madrasah Aliyah 7 Bungkal Ponorogo Tahun Pelajaran 2020/2021 Ahmad Dardiri; Nia Yunia Sari
Tarbawi: Journal of Islamic Education Vol 3 No 2 (2022)
Publisher : Institut Agama Islam Riyadlotul Mujahidin Ngabar Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55380/tarbawi.v3i2.173

Abstract

This research is motivated by the spread of the Covid-19 virus in various parts of the world. All sectors were affected. One of them is the education sector. Even though it is currently in the period of the Covid-19 epidemic, learning must continue. Various policies have been taken by the government to support the implementation of learning. Many schools are affected by the current situation. One of them is Madrasah Aliyah Muhammadiyah 7 Bungkal Ponorogo. In the learning process as a teacher, you must have a method or strategy so that the material can be conveyed to students so that the curriculum targets can be completed. This research to determine the impact caused by the presence of covid-19, learning process constraints and learning strategies used by teachers during the Covid-19 epidemic at Madrasah Aliyah Muhammadiyah 7 Bungkal Ponorogo. This research is a research with a qualitative approach. The design of this research is descriptive qualitative. Data collection techniques used in this study include observation, interviews and documentation. To analyze data using data reduction, data presentation and drawing conclusions. The results of this research indicate that the impact of Covid 19 is that learning becomes ineffective. MA Muhammadiyah 7 Bungkal currently uses online and offline learning strategies and collaborates both, or better known as "Blended Learning". The learning constraints during the Covid-19 pandemic at MA Muhammadiyah 7 Bungkal are: in the online learning process many students do not have phones or gadget and data packages so that learning is not optimal. The strategy used by the teacher is inquiry and assignment learning. While the obstacle during offline learning is the reduction in face-to-face hours, which is only 30 minutes per subject. The strategy used is to use an expository strategy or direct delivery with the lecture method. This is done because of the limited time for offline learning and following suggestions from the school.