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All Journal Al-I'tibar : Jurnal Pendidikan Islam PeTeKa Islamika: Jurnal Keislaman dan Ilmu Pendidikan Wahana Karya Ilmiah Pendidikan Al-Hasanah : Jurnal Pendidikan Agama Islam Innovative: Journal Of Social Science Research Al I'tibar Jurnal Pendidikan Islam Edumaspul: Jurnal Pendidikan
Jaenal Abidin
Universitas Singaperbangsa Karawang
Religion Humanities Computer Science & IT Education Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Penerapan Metode Muraja’ah Dalam Menghafal Al-Qur’an Siswa Rizka Nurbaiti; Undang Ruslan Wahyudin; Jaenal Abidin
JURNAL PENDIDIKAN ISLAM AL I’TIBAR Vol 8 No 2 (2021): Jurnal Pendidikan Islam: Al I'tibar
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jpia.v8i2.1091

Abstract

Penelitian ini dilatar belakangi oleh adanya sekolah dasar yang memperhatikan para penghafal Al-Qur’an yaitu SD Darussalam. Lulusan sekolah ini dapat menghafal juz 29 & 30. Dalam pembelajaran tahfidz disini menggunakan metode muraja’ah agar hafalan siswa tetap terjaga dan terpelihara dengan baik yakni dari segi tajwid maupun makhrajnya. Tujuan penelitian ini untuk mengetahui penerapan metode muraja’ah dalam menghafal Al-Qur’an. Serta untuk mengetahui hasil dari penerapan metode muraja’ah dalam menghafal Al-Qur’an. Subjek penelitian adalah kepala sekolah, guru tahfidz dan siswa. Metode yang digunakan dalam penelitian ini adalah kualitatif.Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Sedangkan teknik analisis datanya yaitu reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian dapat disimpulkan bahwa penerapan metode muraja’ah dalam menghafal Al-Qur’an siswa di SD Darussalam yaitu: muraja’ah hafalan bersama-sama dan disimak guru, muraja’ah hafalan dengan teman, setoran muraja’ah hafalan yang lama dan baru kepada guru dan ujian hafalan Al-Qur’an. Hasil dari penerapan metode muraja’ah dalam menghafal Al-Qur’an siswa di SD Darussalam yaitu para siswa mampu menghafal Al-Qur’an dengan baik dan benar sesuai makhraj dan tajwid nya serta mampu untuk mengejar target hafalan yang diprogramkan di sekolah ini hingga hasilnya pun terus meningkat
Teachers’ Beliefs and Practice of Interaction Strategies on Students’ Willingness to Communicate Jaenal Abidin; Mansyur Srisudarso; Putri Kamalia Hakim
Edumaspul: Jurnal Pendidikan Vol 5 No 2 (2021): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v6i2.1773

Abstract

Willingness to Communicate (WTC) has become an important concept in second language (L2) classroom context. WTC is proven as a predictor of classroom participation since students who tend to have high WTC participated more in classroom interaction and they are likely to be ready to get involved in any interactions using their L2 both inside and outside classroom. Given the central role teachers play in pedagogy, who shape the curriculum within the context and content, and shape the decisions of teaching methods and strategy play dynamic role in maintaining students’ willingness to communicate. This study aims: (1) to portray teachers’ beliefs about their role and practice of interaction strategies in maintaining students’ WTC; (2) to find out interaction strategies employed by the teacher in maintaining students’ WTC. Employing narrative inquiry, the two experience English teacher was gathered by means of personal narrative and interview. The findings revealed that teacher plays a very crucial role in students’ WTC. This study also highlight that the use of three interaction strategies such as teacher-front, facilitator-oriented, and learner-oriented strategy can contribute in maintaining students’ WTC, by applying appropriate techniques. This study suggest that teacher should perform various roles to become an ideal guide in shaping students’ WTC. The use of various effective strategies with involving familiar term of topic, and the use of encouragement can be applied in encouraging English interaction. This present study is expected to create awareness on the significance of EFL teachers to share their interaction skills and vary effective interaction strategies improve the quality of English teaching and learning.
Co-Authors Aisyah Apriliyanti Akil Astuti Darmiyanti De Aprina Deden Suryana Fahmi, Ilham Ihsan Maolana Indah Fasikha Ayuningsih Mansyur Srisudarso Masykur H Mansyur Masykur H. Mansyur Mega Mulyana Muhamad Fachri Adlurrizal Muhammad Rio Gilang Ramadhan Muhammad Yasin Naila Khoerunnisa Nurul Robiatul Adawiyah Putri Kamalia Hakim Rida Nurul Huda Rizka Nurbaiti Rizky Budi Nugraha Sarah Sarah Syahputri Widyastuti Syahrir Akil Taufik Hidayat Ulfah Fitriyah Undang Ruslan Wahyudin Windy Eka Putri