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All Journal Hikmah Ar-Rasyid: Jurnal Pendidikan Agama Islam
Dairina Yusri
Sekolah Tinggi Agama Islam Sumatera
Religion Education Languange, Linguistic, Communication & Media Social Sciences

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Implementasi Pendidikan Karakter Melalui Budaya Sekolah di SMP Shafiyyatul Amaliyyah Medan Dairina Yusri; Nanda Nurul Baiti; Wahyu Pertiwi Batu Bara; Fikry Chairanda; Fahri Azizi
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Publisher : AR-RASYID : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (658.016 KB) | DOI: 10.30596/arrasyid.v1i2.8750

Abstract

This study aims to describe the implementation of character education through school culture at SMP Shafiyyatul Amaliyah Medan. The data of this research can be obtained through the results of interviews, observations and documentation. This research itself basically provides some information that school culture has a big influence on the formation of student characters. A good school culture will give birth to good character in these students. some positive activities can be a strategy in implementing student characters through school culture. Teachers and students must work together in synergy to create good characters for the students themselves
Penerapan Strategi Pembelajaran Jigsaw Learning untuk Meningkatkan Hasil Belajar Akidah Akhlak Siswa Tingkat Dasar Rahmat Rifai Lubis; Nurul Zahriani Jf; Dairina Yusri
Hikmah Vol. 19 No. 1 (2022): Januari-Juni 2022
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (533.412 KB) | DOI: 10.53802/hikmah.v19i1.146

Abstract

This study aims to determine student learning outcomes in the Aidah Akhlak lesson in the Final Day material before and after the application of the Jigsaw Learning Learning Strategy for Class V MIS Pendidikan Agama Islam Students. This study uses a classroom action research method consisting of 2 cycles, where each cycle consists of planning , action, observation and reflection. The results of the study explain that (1) The results of student learning before the application of the Jigsaw Learnig learning strategy were from 20 students there was only 1 student who could achieve the KKM score while 19 students were categorized as incomplete. (2) Student learning outcomes in the first cycle of the application of the Jigsaw Learnig learning strategy from the total number of students, namely 20 students, there were only 15 students who could achieve the KKM score while 5 students were categorized as incomplete. (3) Student learning outcomes in the second cycle of the application of the Jigsaw Learnig learning strategy from the total number of students, namely 20 people have completed, and 20 students are in very good grades. Of the 20 people, none were in the good or sufficient and less categories. (4) The students' response to the application of the Jigsaw Learning learning strategy was that they admitted that they were very happy with this method. The reason is that with this method they will not be monotonous just listening to the teacher lecture.
Penerapan Strategi Pembelajaran Jigsaw Learning untuk Meningkatkan Hasil Belajar Akidah Akhlak Siswa Tingkat Dasar Rahmat Rifai Lubis; Nurul Zahriani Jf; Dairina Yusri
Hikmah Vol. 19 No. 1 (2022): Januari-Juni 2022
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/hikmah.v19i1.146

Abstract

This study aims to determine student learning outcomes in the Aidah Akhlak lesson in the Final Day material before and after the application of the Jigsaw Learning Learning Strategy for Class V MIS Pendidikan Agama Islam Students. This study uses a classroom action research method consisting of 2 cycles, where each cycle consists of planning , action, observation and reflection. The results of the study explain that (1) The results of student learning before the application of the Jigsaw Learnig learning strategy were from 20 students there was only 1 student who could achieve the KKM score while 19 students were categorized as incomplete. (2) Student learning outcomes in the first cycle of the application of the Jigsaw Learnig learning strategy from the total number of students, namely 20 students, there were only 15 students who could achieve the KKM score while 5 students were categorized as incomplete. (3) Student learning outcomes in the second cycle of the application of the Jigsaw Learnig learning strategy from the total number of students, namely 20 people have completed, and 20 students are in very good grades. Of the 20 people, none were in the good or sufficient and less categories. (4) The students' response to the application of the Jigsaw Learning learning strategy was that they admitted that they were very happy with this method. The reason is that with this method they will not be monotonous just listening to the teacher lecture.
Co-Authors Fahri Azizi Fikry Chairanda Nanda Nurul Baiti Nurul Zahriani Jf Rahmat Rifai Lubis Wahyu Pertiwi Batu Bara