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All Journal Bhineka Tunggal Ika: Kajian Teori dan Praktik Pendidikan PKN JTERA (Jurnal Teknologi Rekayasa) IQRO: Journal of Islamic Education Journal of Moral and Civic Education ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) EDUKATIF : JURNAL ILMU PENDIDIKAN TELKA - Telekomunikasi, Elektronika, Komputasi dan Kontrol Jurnal Menara Ekonomi : Penelitian dan Kajian Ilmiah Bidang Ekonomi Civics Education And Social Science Journal (CESSJ) International Journal of Educational Management and Innovation (IJEMI) Solidaritas: Jurnal Pengabdian Alfuad: Jurnal Sosial Keagamaan Islam Transformatif : Journal of Islamic Studies Jurnal Dedikasia : Jurnal Pengabdian Masyarakat ADIBA: Journal of Education Cendekia: Jurnal Ilmu Sosial, Bahasa dan Pendidikan Concept: Journal of Social Humanities and Education Jurnal Ilmu Sosial, Pendidikan Dan Humaniora Indonesian Research Journal on Education JURNAL PENDIDIKAN DAN KEGURUAN Madani: Multidisciplinary Scientific Journal Sinar Dunia: Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan Jurnal Pendidikan Kewarganegaraan Dan Filsafat JIP: Jurnal Ilmu Pendidikan HUMANITIS : Jurnal Humaniora, Sosial dan Bisnis Birokrasi: Jurnal Ilmu Hukum dan Tata Negara Alfuad: Jurnal Sosial Keagamaan JURNAL ILMIAH PENELITIAN MAHASISWA SURAU : Journal of Islamic Education Politika Progresif : Jurnal Hukum, Politik dan Humaniora Konsensus: Jurnal Ilmu Pertahanan, Hukum dan Ilmu Komunikasi Jurnal Faidatuna Bhineka Tunggal Ika: Kajian Teori dan Praktik Pendidikan PKn
Bambang Trisno
Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
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Journal : ADIBA: Journal of Education

 1 
PEMBINAAN KARAKTER SISWA MELALUI PEMBIASAAN SHOLAT DHUHA DI MTsS MADINATUL MUNAWWARAH BUKITTINGGI Yona Nofita Sari; Bambang Trisno; Yusratul Hayati
ADIBA : JOURNAL OF EDUCATION Vol. 4 No. 1 (2024): JANUARI
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

Character education aims to guide students to become individuals who have character, without satisfaction in heart, mind, body and taste. Character education in Islam, especially through the Dhuha prayer, is considered an important bulwark in moral improvement. The qualitative approach in research allows for an in-depth understanding of its impact on students' moral degradation, thought patterns and behavior. How the results of this research can help further development in the context of character education. Data collection procedures involving direct observation, interviews, and documentation provide a strong foundation for research. The results of research showing character development through Dhuha prayers at MTsS Madinatul Munawwarah, Bukittinggi by students and teachers provide a positive picture. Are there any special findings or recommendations from the research results that can be implemented further? The character values developed, such as religion, discipline, honesty and responsibility, are reflected in students' behavior. Positive actions such as carrying out Dhuha prayers continuously, upholding the rules of behavior, speaking honestly in prayer movements and readings, as well as responsibility in carrying out tasks provide a positive contribution to character formation. How does the school support and strengthen the development of these character values in the daily learning environment.
PENERAPAN PENDIDIKAN KARAKTER DISIPLIN TERHADAP SANTRI MADRASAH ALIYAH DI PONDOK PESANTREN MODERN AL-MA’ARIF Elsa Nofita; Bambang Trisno; Yelvi Kurniati
ADIBA : JOURNAL OF EDUCATION Vol. 4 No. 1 (2024): JANUARI
Publisher : CV. ADIBA AISHA AMIRA

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This research is motivated by the importance of disciplined character for students because disciplined character forms a better person starting from the behavior, character and personality of students in carrying out the rules in the madrasah. Based on the phenomena that the author found, there are many students who do not follow the rules in madrasas, such as there are still many students who arrive late, students are late in participating in the learning process around 15 minutes to 30 minutes from the time the teacher enters the class and they are not allowed to enter the class and ask permission to picket teacher. The character of the santri lacks discipline who enters the class in groups when the pela lesson begins, where the santri do not respect the teacher when they are late and they are not afraid of the teacher, and do not listen to the teacher so that the santri do not obey school rules and abuse the teacher. This research uses a field research type of research, namely field research that is seen directly using qualitative descriptive methods as a procedure that produces data in the form of written or spoken words from people and behavior that can be observed in this research. The number of class XI students who will be studied 22 students. And data collection techniques are by observation and interviews. The key informants in this research were student representatives, and supporting informants were the boarding school leaders and class xi students at the Al-Ma'arif modern Islamic boarding school. The results of this research show that, the application of disciplined character education to Madrasah Aliyah students at the Al-Ma'arif Islamic Boarding School in Koto Selayan Bukittinggi. The boarding school leaders have included a disciplined character for the students and have established regulations and scheduled madrasas. Where in applying disciplinary character there is a method, namely looking at the objectives, materials and methods in applying disciplinary character. And also looking at the obstacles teachers have in implementing disciplinary character, one of the reasons we see is that students have different characters. The schedule for coming to school is to be at the madrasah at 7.00. and in Arsama it is also scheduled at what time to bathe, eat and so on and each has its own regulations and regulations. There are still students who are late for various reasons.
IMPLEMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) PADA PENDIDIKAN AGAMA ISLAM DI SMP NEGERI 1 TANJUNG MUTIARA Putri Andini; Bambang Trisno; Helen Triyani
ADIBA : JOURNAL OF EDUCATION Vol. 4 No. 1 (2024): JANUARI
Publisher : CV. ADIBA AISHA AMIRA

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So far, the learning system that occurs in elementary schools is still filled with a word view which states that information is a set of realities that must beremembered In addition, most of the learning space situation is still centered on the instructor (focused on educators or teachers) as a source of basic information, and the use of speaking techningues as the main decision of the teaching and learning system. Such a learning teaching situation does not include students in making guestions. To foster a teaching and learning environment that can foster courage, mentality, and inventive and innovative behaviour, it is very important to have a relations hip between the parts of the training such as instructors, students, educational plans, apparatus (learning media) and learning assets, materials, technigues, and assessment tools work together to create usefull learning measures, the Problem Based Learning model is the best decision in today’s learning. The problem is how to apply the issue – based learning model in PAI learning in elementary schools?
PERAN TEKNOLOGI DALAM MENINGKATKAN KEAKTIFAN SISWA KELAS X DALAM PEMBELAJARAN AKIDAH AKHLAK DI MAN 1 PASAMAN Yona Sefriani; Bambang Trisno; Zunaldi Zunaldi
ADIBA : JOURNAL OF EDUCATION Vol. 4 No. 1 (2024): JANUARI
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This research contains the role of technology in increasing the activity of class The aim of this research is to identify how this technology can be used in the Aqidah Akhlak learning process and what impact it will have on students' activeness in understanding and implicating moral values ​​in everyday life. The research method used in this research is a qualitative research method, where the researcher will involve interviews with PAI teachers who have utilized technology in teaching Aqidah Akhlak. The research results show that technology has played an important role in creating a more interesting and interactive learning experience for students. And the PAI teacher also mentioned that the use of technology in learning the Aqidah Moral, such as Power Point, Learning Videos, Quiz conducted online and other digital resources, is able to support students' better understanding of the concepts of the Aqidah Moral. Although many PAI teachers see the positive impact of this technology in increasing the activeness of class The implication of this research is that the use of technology in teaching Aqidah Akhlak can provide good benefits in developing students' moral skills and also requires careful planning and training to overcome challenges that may arise. This research contributes to an understanding of the role of technology in teaching the Aqidah Akhlak and provides insights that can help PAI teachers in designing more effective learning and motivating students to be more active in understanding and applying the values ​​of the Aqidah Akhlak in everyday life.
PENGARUH PENERAPAN KURIKULUM MERDEKA TERHADAP MOTIVASI BELAJAR SISWA DI SDN 27 LADANG HUTAN Sadria Idaman; Bambang Trisno; Nelfanita Nelfanita
ADIBA : JOURNAL OF EDUCATION Vol. 4 No. 1 (2024): JANUARI
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This research aims to determine the relationship between increasing student learning motivation by implementing the independent learning curriculum at SDN 27 Ladang Hutan. The type of research used is qualitative research, the objects of research are the principal, teachers and students at Sdn 27 Ladang Hutan. Data collection is used through interviews, observations, questionnaires and library studies. Data analysis techniques use SWOT analysis techniques. Identifying internal and external factors is a stage that must be passed through interviews using the IFE matrix, EFE matrix, SWOT matrix and finally using score weight table analysis. Where there is high encouragement in learning and students are willing to provide enough time to study so that students are able to increase learning motivation in implementing the independent curriculum, the level of student motivation in learning will increase well and make it easier to implement the independent learning curriculum.
IMPLEMENTASI MODEL PEMBELAJARAN FLIPPED CLASSROOM PADA MATA PELAJARAN AL-QUR’AN HADITS di MTsN LIMAPULUHKOTA TAHUN PELAJARAN 2023/2024 Elvia Agustina; Bambang Trisno; Anti Aina
ADIBA : JOURNAL OF EDUCATION Vol. 4 No. 1 (2024): JANUARI
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

The research focuses examined in this study are: 1) How is the implementation of the flipped classroom learning model in the subject of Al-Qur'an Hadith at MTsN 3 LimaPuluhKota in the 2023/2024 academic year? 2) How is the effectiveness of the implementation of the flipped classroom learning model in the subject of Al-Qur'an Hadith at MTsN 3 LimaPuluhKota in the academic year 2023/2024? The objectives of this study are: 1) describe the implementation of the flipped classroom learning model in the subject of Al-Qur'an Hadith at MTsN 3 LimaPuluhKota in the 2023/2024 academic year. 2) describe the effectiveness of the implementation of the flipped classroom learning model in the subject of Al-Qur'an Hadith at MTsN 3 LimaPuluhKota in the 2023/2024 academic year. This research uses a qualitative approach, with a type of case study research. While data collection techniques use interviews, observation, and documentation. Data analysis techniques used according to Miles Huberman's theory, namely: Data condensation, data presentation, and conclusion drawing. Data validity in this study uses source triangulation and technical triangulation. The results of this study are 1) the implementation of the flipped classroom learning model in the subject of Al-Qur'an Hadith at MTsN 3 LimaPuluhKota: students are asked to study the material at home first, students are asked to review the material that has been learned by raising their hands to scramble scores, students are told to memorize surah verses or hadith. The process of memorizing 2 to 3 times, then depositing the memorization. 2) Effective to motivate students to be active in learning. Those who previously stuttered in reading, memorizing and reviewing the teaching material that had been delivered by the teacher then they became more confident, and fluent. besides that they also have a strong enough memory.
PEMANFAATAN TES STIFIN DALAM KEGIATAN KEPENDIDIKAN DI SD IT MADANI 2 ISLAMIC SCHOOL PAYAKUMBUH Gusti Mulia Sari; Bambang Trisno; Wita Wulandari
ADIBA : JOURNAL OF EDUCATION Vol. 4 No. 1 (2024): JANUARI
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

Education is guidance given by adults to immature people to achieve a goal, namely maturity. Education is also defined as a conscious effort to develop the personality and abilities of students inside and outside school and lasts a lifetime. In order to survive, humans need education, because with education humans can develop all the potential they have. What is meant by potential is the ability or strength possessed by an individual. Meanwhile, genetic potential is the main ability of humans which can be a reference in designing the future or which things should be chosen according to our respective potential. To find out this potential, a test called the STIFIn test is carried out. The STIFIn concept can be used to help recognize our potential, apart from that, the STIFIn test can also be used to find out how a person's character is formed. In educational activities, the STIFIn test has certain benefits, starting from helping teachers in determining models, methods, learning evaluations, and so on. The aim of this research is to find out what are the benefits of the STIFIn test in educational activities, especially learning at SD IT Madani 2 Payakumbuh. The research that the researcher conducted was descriptive qualitative research, where in this research, the researcher will present a complete picture of the conditions that occur in the field.
IMPLEMENTASI MODEL PEMBELAJARAN JIGSAW DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM KELAS X DI SMA N 2 LUBUK SIKAPING Yomita Afrina; Bambang Trisno; Irhamni Irhamni
ADIBA : JOURNAL OF EDUCATION Vol. 4 No. 1 (2024): JANUARI
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This research was conducted to understand how the Jigsaw learning model and Islamic Religious Education learning are implemented at SMA N 2 Lubuk Suhuing, as well as what factors are applied and how they are implemented. The Jigsaw learning model is used in Islamic Religious Education at SMA N 2 Lubuk Sikaping. The research was conducted using a qualitative approach. Data collection techniques use observation, questionnaires and documentation. Based on the results of the research and analysis that has been carried out, it can be concluded that the Jigsaw learning model used has succeeded in making students become active participants in the class when studying Islamic religious education subjects at SMA N 2 Lubuk Suhuing, which includes first, the teacher divides the students into 5 After that, students were instructed to choose one leader from each member of the group. After that, the group leader took the questions that had been prepared by the teacher. After that, each member of the group discussed the topic that had been agreed upon by the teacher and each group discussed. After completing the discussion, each group member moves to another group to understand the next question, unless the group leader remains in his or her original group. secondly, students have to think in order to explain the meaning of the questions given by the teacher, after that each group returns to their original group to present the results they got. Supporting factors refer to all factors that play a role in, facilitate, support, smooth, support, help, speed up, and whatever happens in a particular situation. What is meant by inhibiting factors are all types of factors that have the property of inhibiting (making things slow), or more specifically, preventing and preventing something from happening. Another inhibiting factor is the duration of time, where this teaching model requires a longer period of time, but the application of this method needs to be aligned with the curriculum. Apart from that, students are included in a group that is less active because each individual accepted into the Expert Team group only makes small talk with the books they own. What is clear is that students only memorize and do not understand it, so that when they return to the group in general, the delivery is limited to reading the book again. Apart from the existence of supporting and inhibiting factors in the Jigsaw learning.
Co-Authors Abda Abda Absharini Kardena Afriliani Afriliani Agus Salim Agusrida Agusrida Agusrida, Agusrida Al Munawaroh Alwi Usman Matondang Alya Arrahmah Amelia Rahmi Anisa Purnama Sari Anna Sari Hasibuan Annisa Saskia Anti Aina Apria Putra Apria Putra Arsya, Fajriyani Asy’ari, Irfan Awida, Nono Ayu Monia, Fenny Ayu Monia Azhariah Fatya Aziizirrahman, Abdul Budiman, Rendy Adiyana Bunga Sovia Erik Cindy Azkhya Darmawan Siregar , Agung Dewi, Puti Andam Deyaninda Safira Dwi Putri Lestari Edypoerwa, Mugni Labib Efendi, Roni Efendi, Roni Elfita Elfita Elsa Febriyanti Elsa Nofita Elvia Agustina Elviana Elviana Endang Sukawati Etri, Anjelia Fajriyani Arsya Farel Febriananda Fathur Rahmi Fauzan Fauzan Fauziyah Maulia Fedri Yani Wulandari Fina Nurhaliza Gusti Mulia Sari Halida Halida Helen Triyani Herdalina Hidaytullah, Syarif Hidra Ariza Iltavia Iltavia Imah Yulianti Indah Nurbaiti Intan Nurbaiti Intan S Intan Yulia Putri Irhamni Irhamni Irsyad Bagus Satria ismy ismy Iswantir Iswantir M J, Januar Jendrizal, Jendrizal Jesika Indriani Jowaldi, Jowaldi Jumadilla Afifah Juwita Optalia Khairani Khairani Khairuddin - Khairul Arifin Laila Sari Lainah Lainah Lainah Lainah Lainah Lainah Lainah Lainah Lainah Lainah, Lainah Mastanora, Refika Media Rahmah Mitha Rafina Muhammad Arif Mulya, Vivi Mavika Muspardi Muspardi Muspardi Nabila Zahara Nelfa Tri Safitri Nelfanita Nelfanita Nopi Nopita Sari Nurli Hayati Nurul Aisyah Nurul Atikah Oriza Latifah Oti Aprillia Oza Salsa Padilatul Ilmi NST Padmadewi, Ayu Laksmi Parinduri, Khoirunnisa Pebrienti Siregar Pramudita, Resa Puti Andam Dewi Putri Andini Putri Ayu Nabila Rafli Dwilianto Rahma, Elma Rahmadani Rahmadani Rahmi, Asyfida Raihanah Abdullah Raihanah Abdullah Raihanah Muttmainnah Ramadhani, Umar Hanif Ratmiati Ratmiati ratmiati, Ratmiati Resky Putra Hrp Riska Mulyana Riswana, Ridwan Rona Afrina Sabrina Nurul Aisyah Sabrina Sabrina Sadria Idaman Sandi Pratama Selva Octaria Septiani, Tira Sinta Sinta Siti Aisyah SITI FATIMAH Siti Fatimah Mustari Suci Amelia Suteguh , M. Ibnu Syajaro Tuddur Syawal Muslianti Syawaluddin Syawaluddin Syawaluddin Syawaluddin, Syawaluddin Tasya Amanda Putri Tya Aryani Violla Wulandari Wahyuni, Wira Wita Wulandari Yelvi Kurniati Yeti Murniati Yogi Damai Syaputra Yomita Afrina Yona Nofita Sari Yona Sefriani Yuli Fatmawati Yulia Rahman Yulia Rahman Yulia Yulia Yulifda Elin Puspita Yusra, Syaifullah Yusratul Hayati Yusrizal Yusrizal Zahara Lutfya Zaskya Rahmadani Zulmuqim Zulmuqim Zunaldi Zunaldi