Articles
<![CDATA[Motivasi Mahasiswa Usia Dewasa Mengikuti Perkuliahan pada Program Studi Pendidikan Guru Paud di FKIP Uninus Bandung ]]>
<![CDATA[Agus Ruswandi]]>
<![CDATA[ PG-PAUD Trunojoyo Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Trunojoyo Madura ]]>
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DOI: 10.21107/pgpaudtrunojoyo.v5i2.4882
<![CDATA[This research is based on data from observation data of students of PG PAUD Uninus Bandung, which in conclusion about 40% of students of PG PAUD study program from the age side including middle age or other term is included in middle age. This condition attracts the attention of researchers so it is important to examine the background of students, motivation, goals and reasons of the students of the adult age group to attend the lectures in the PG PAUD Uninus FKIP. It is expected to obtain data for the stakeholders both at the level of Prodi, Faculty and University level. The method used in this research use descriptive analytical research method with qualitative approach. This method is supported by data collection techniques such as observation, documentation and interviews. The sample of this research is students of PG PAUD Uninus FKIP study program which is in the adult age range or about 25 and up to 60 years old. Technique of data analysis this research use three step analysis, that is data reduction, data display and data verification. The expected output of this research is in the form of scientific articles published in accredited national journals. The results showed that adult students who attended lectures at Prodi PG PAUD mostly aged between 51 to 55 years from the employment side of most of the students is a non-civil servant or honorary teachers and most have not been certified. adult students attending or continuing lectures in Prodi PG PAUD, among others, because the demands of their professions as PAUD teachers for the benefit of linearity or for students who have not previously had a diploma equivalent to some other scholars who have civil servants but the diploma is not linear with PAUD so that they have to go to college or PAUD field so that the diploma in accordance with the profession. The results conclude that economic factors are not the dominant factor for students to follow or continue their lectures in the area of early childhood is more dominated by linearity with their work not because of economic factors. As for economic reasons, certification. or civil servants that only a small part of one of the factors of adult students continue studying in Prodi PG PAUD.]]>
<![CDATA[Manajemen Pemenuhan Fasilitas Pendidikan di SMK As-Sulaimaniyyah Kabupaten Cianjur Provinsi Jawa Barat ]]>
<![CDATA[Agus Ruswandi]]>;
<![CDATA[Aang Mahyani]]>;
<![CDATA[Mohamad Erihadiana]]>
<![CDATA[ Jurnal Bahana Manajemen Pendidikan Vol 10, No 2 (2021): Volume 10 Nomor 2 Tahun 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jbmp.v10i2.115271
<![CDATA[The purpose of this study was to describe the planning, organization and implementation monitoring the fulfillment of facilities and maintenance of educational facilities at SMK As Sulaimaniyyah Cianjur Regency, West Java. The research method is a naturalistic descriptive research method through a qualitative approach with interview and documentation data collection. The results of this research indicate that schools carry out facility management planning by making specific, general, short and long-term work programs. The draft work program is submitted to the principal for discussed with the committee, foundation and parents of students. Once approved, then determine the design for the procurement and maintenance of facilities and infrastructure in the form of an estimate for the procurement of a full academic periode. The organization and implementation of the fulfillment of facilities at SMK As-Sulaimaniyyah is carried out at least in 6 stages. The school determines the source of funds, ensures the availability of sources, determines the allocation of funds and the amount, procurement of goods or services both for facilities that do not yet exist and for the maintenance of existing facilities. Conduct an inventory of existing or newly provided facilities, and carry out maintenance of facilities in schools. Supervision of the management of facilities and infrastructure is carried out by internal and external parties. Internal parties supervise all procurement of facilities, while external parties only supervise facilities originating from BOS funds. With the current conditions, this insitution schools can meet about 60% of the standard facilities set by government regulations]]>
<![CDATA[IMPLEMENTASI MODEL BELAJAR BERBASIS FORTOFOLIO DALAM MENINGKATKAN PEMAHAMAN MAHASISWA DALAM PENGEMBANGAN MEDIA PEMBELAJARAN ]]>
<![CDATA[Reni Nurapriani]]>;
<![CDATA[Agus Ruswandi]]>;
<![CDATA[Riki Ruswandi]]>
<![CDATA[ AWLADY : Jurnal Pendidikan Anak Vol 6, No 1 (2020) ]]>
Publisher : <![CDATA[Jurusan PIAUD IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/awlady.v6i1.5366
<![CDATA[For managing learning and teaching there needs to be a suitable strategy to be able to organize learning so that it becomes better. One of the strategies that must be used by kindergarten teachers is the strategy in developing learning media. Learning media should be educational, economical, practical and contextual. To support this problem, the lecture who teach “Strategi Pembelajaran PAUD”, with based on fortfolio learning model. The method used in this research is quasy experiment with one group pre test posttest design model with independent t test. The results of this study indicate that the learning based on portfolio model can improve student understanding in terms of development strategies for kindergarten learning media with an average pretest of 54.00 and posttest increasing to 84.33. Based on the t test through SPSS it was concluded that there was a significant influence on the use of fortfolio-based learning on student understanding in developing learning media]]>
<![CDATA[UPAYA KEPALA SEKOLAH DALAM MEMBINA KOMPETENSI PROFESIONAL GURU DI TK BINA MULYA LESTARI DAN PAUD PLUS NURUL IKHLAS ]]>
<![CDATA[Nenden Widayanti]]>;
<![CDATA[hendi suhendraya muchtar]]>;
<![CDATA[agus ruswandi]]>
<![CDATA[ EduChild: Majalah Ilmiah Pendidikan Vol 5, No 2 (2021): EDUCHILD DESEMBER 2021 ]]>
Publisher : <![CDATA[Universitas Islam Nusantara ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui perencanaan, proses, hasil, faktor pendukung dan penghambat kepala sekolah dalam membina kompetensi profesional guru di TK Bina Mulya Lestari dan PAUD Plus Nurul Ikhlas Kota Bandung. Penelitian ini melibatkan 2 kepala sekolah dan 4 orang guru. Upaya pembinaan yang dilakukan oleh kepala sekolah dengan cara supervisi dan gugus sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif naturalistik. Hasil penelitian tentang upaya pembinaan kompetensi profesional guru oleh kepala sekolah adalah (1) Perencanaan dengan menyusun jadwal, materi, sarana dan prasarana, penilaian dan merevisi program pembinaan (2) Proses pembinaan dengan mengikutsertakan guru-guru mengikuti kegiatan KKG dan pelatihan IT (3) hasil pembinaan kompetensi profesional guru adalah meningkatnya kemampuan guru dalam menyusun RPPM, RPPH serta mampu mengembangkan kemampuan dalam penguasaan IT (4) Faktor pendukung yaitu dari diri guru sendiri dan faktor penghambat keterbatasan waktu kepala sekolah dan sarana prasarana kurang memadai.]]>
<![CDATA[METODE QIROATI SEBAGAI MODEL PEMBELAJARAN MEMBACA AL QUR`AN UNTUK TINGKAT SEKOLAH DASAR (PENELITIAN PADA SD IT AL ICHWAN CIKARANG UTARA BEKASI) ]]>
<![CDATA[Agus Ruswandi]]>
<![CDATA[ Penamas Vol 32 No 1 (2019): Volume 32, Nomor 1, Januari-Juni 2019 ]]>
Publisher : <![CDATA[Balai Penelitian dan Pengembangan Agama Jakarta ]]>
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DOI: 10.31330/penamas.v32i1.287
<![CDATA[Studying the Qur'an is a must for every Muslim, because the Qur'an as a religious guide must be properly understood. Reading the Qur'an is not like reading other texts. In the Qur'an there are certain rules which if the rule is not used then the meaning of the Qur'an will be wrong. Therefore, there needs to be an innovative method in the study of the Qur'an, as it is known that in elementary school the subject of Islamic Education is only around 2-3 hours for a week. Al-Ichwan Elementary School is one of the schools that innovates by applying the Al-Qur'an reading method through the Qiroati method. The purpose of this research was to find out how the learning design model, the learning process, the form of evaluation, excellence, learning outcomes, and the problems and solutions in learning the Qur'an with the Qiroati method at Al-Ichwan Elementary School. This research uses a qualitative approach and the type of research uses descriptive analytical methods, with the aim of producing conceptual models of Al-Qur'an learning by applying the Qiroati method to the elementary school level. Data collection techniques through observation, interviews and documentation. To analyze the data used descriptive qualitative method, namely the description based on the symptoms that appear. In order for the assessment results to go well, the data analysis process is carried out by steps of data reduction, data display and conclusion drawing.]]>
<![CDATA[THE CONCEPT OF INTEGRATION OF RELIGION AND SCIENCE IN THE CONTEXT OF ISLAMIC EDUCATION ]]>
<![CDATA[Agus Ruswandi]]>;
<![CDATA[Nanat Fatah Natsir]]>;
<![CDATA[Erni Haryanti]]>
<![CDATA[ TA'DIB: JURNAL PENDIDIKAN ISLAM Vol 11, No 2 (2022): Ta'dib: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Pusat Penerbitan Universitas (P2U) Unisba ]]>
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DOI: 10.29313/tjpi.v11i1.9315
<![CDATA[Religion and science are actually two things that cannot be separated. The dichotomy between general and religious sciences causes an imbalance between scientific aspects and ethical and moral aspects. Humans are not enough just to have intelligence in terms of intellectuality, but humans are required to have good spiritual aspects so that this becomes a balance so that there is no excessive fanaticism between religious knowledge and general science. Integration between science and religion is absolute because basically all knowledge comes from God. Religious science does not only talk about matters related to religious rituals, but also regulates social sciences, humanities, and science to understand everything that exists in this world. In the context of Islamic education, several concepts emerged to unite science and religion, including the concepts offered at the state and private Islamic religious universities with their characteristics. With the concept of integration, it is hoped that there will no longer be a dichotomy of thought that distinguishes or separates absolutely between religion and science]]>
<![CDATA[Readiness of Islamic Religious Education Teachers for Digital Learning Post Pandemic Covid 19 ]]>
<![CDATA[Agus Ruswandi]]>;
<![CDATA[M Aditya Firdaus]]>;
<![CDATA[Riki Ruswandi]]>
<![CDATA[ International Journal of Ethno-Sciences and Education Research Vol 3, No 3 (2023) ]]>
Publisher : <![CDATA[Research Collaboration Community (RCC) ]]>
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DOI: 10.46336/ijeer.v3i3.465
<![CDATA[The consequence of the Covid 19 pandemic is an increase in the use of digital-based information technology, which also applies to education. Learning was obligated to use the internet network during the Covid 19 pandemic. Regarding the Covid 19 pandemic, digital-based learning would become a necessity for teachers and students to be able to use digital-based learning devices. Teachers and students must be able to use digital devices for learning process. But the state of the problem is whether Islamic Religious Education teachers are already ready to meet the requirements of digital learning. Therefore, It is necessary to investigate the extent to which Islamic Religious Education teachers are equipped to confront all-digital learning in the future. The purpose of this study was to investigate the preparedness of Islamic Religious Education teachers in Madrasa` for digital-based learning. This study's research method is a descriptive reserach. This study's data source is Islamic Religious Education teachers in the Madrasa` in West Java, with a 15 Madrasa and 42 teachers as source of data. According to the findings of this study, as many as 26.18% of teachers were "very capable" of using computer devices. As many as 21.43% of teachers were "very capable" of using Microsoft office. As many as 4.76% were "very ready" for e-learning on Islamic Religious Education. An average of 9.52 teachers are "very ready" to learn through video conferencing applications. Islamic Religious Education teachers are still unprepared to deal with digital-based learning. This is due to the fact that not all teachers have mastered the software applications used for learning, as well as the limited facilities available in schools to support digital-based learning. The findings of this study suggest that teachers should improve their skills in using software for e-learning and creating digital learning tools, teaching materials, and learning documents. Madrasa provide adequate facilities to support the digital-based learning process to keep up with current technological and information developments.]]>
<![CDATA[Peran Keteladanan Orang Tua dalam Pembiasaan Ibadah Bagi Anak Usia 4-6 Tahun ]]>
<![CDATA[Agus Ruswandi]]>;
<![CDATA[Avirda Nuri Quroini Avirda]]>;
<![CDATA[Ghina Fauziyyah Mar’atus Shalihah]]>
<![CDATA[ Jurnal Keislaman Vol. 6 No. 2 (2023): Jurnal Keislaman ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Taruna Surabaya ]]>
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DOI: 10.54298/jk.v6i2.3905
<![CDATA[The aim of the study was to instill the practice of prayer in children and introduce them to Islam through the practices of their parents from an early age. Qualitative research methods were chosen, especially descriptive qualitative research. The study, conducted at TK Al Amanah, included five parents with children aged 4 to 6. The findings highlighted the significant role parents play in habituating worship in children within this age group. Leading by example proved to be influential in motivating and encouraging children to engage in worship activities, such as prayer, recitation, and supplication. Consistent and continuous parental guidance in worship had a positive impact on shaping children's moral and spiritual character. Effective communication and a gentle approach from parents also contributed positively to worship habituation. Furthermore, the study emphasized the influence of the environment on children's worship activities, as a comfortable setting facilitated familiarity and regularity in daily worship practices.]]>
<![CDATA[Integration Of Character Education With Islamic Religious Education Subjects Based On School Culture ]]>
<![CDATA[Agus Ruswandi]]>;
<![CDATA[Muhammad Aditya Firdaus]]>;
<![CDATA[Riki Ruswandi]]>;
<![CDATA[Amir Supriatna]]>
<![CDATA[ At-Tarbiyat Vol 6 No 2 (2023): Islamic Education In Indonesia ]]>
Publisher : <![CDATA[Institut Agama Islam An-Nawawi Purworejo ]]>
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DOI: 10.37758/jat.v6i2.702
<![CDATA[Character education must be applied holistically in an educational institution, not only in the form of incidental activities utilizing cognitive learning or only through symbols. It is necessary to integrate holistic character values, one of which is in learning and through school culture. Strengthening character in elementary school students is not enough just with advice and lectures but must be made systematically with the learning process and activities at school. The purpose of this study is to describe the integration of character in school culture-based Islamic Religion Education learning. This research design used a qualitative design with purposive sampling at SD Darul Amal Jampangkulon, Sukabumi Regency. Data collection techniques were interviews, observation, and documentation. The results showed that the integration of character education was carried out by habituation and internalization of character in Islamic Religion Education learning based on 6 pillars of character. The integration of character education in Islamic Education based on school culture is proven to build better student character. This is evident from the results of the Sibanu questionnaire which shows the progress of students' character development while in the family environment.]]>
<![CDATA[The Readiness of Islamic Religious Education Teachers in Implementing the Merdeka Curriculum ]]>
<![CDATA[Taufik Mustofa]]>;
<![CDATA[Agus Ruswandi]]>;
<![CDATA[Ahmad Hapidin]]>;
<![CDATA[Uus Ruswandi]]>;
<![CDATA[Ferianto Ferianto]]>;
<![CDATA[M Makbul]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i4.4557
<![CDATA[Despite the rollout of the Merdeka Curriculum, its adoption in some madrasas remains incomplete. This study explores the readiness of PAI (Islamic Religious Education) instructors in Madrasah Tsanawiyah and Madrasah Aliyah to implement the Curriculum Merdeka, focusing on the challenges posed by limited socialization opportunities and a general lack of motivation among teachers. Utilizing a qualitative research design, this study employed descriptive methodologies to gather insights. Data was collected through questionnaires from 36 respondents and analyzed using a systematic approach involving data reduction, data display, and verification processes. The findings reveal significant gaps in the readiness of PAI teachers to effectively implement the Curriculum Merdeka. Only 16.67% of teachers demonstrated a high level of awareness of the curriculum’s content. About 11.11% of the instructors showed a deep understanding of its fundamental principles and could distinguish it from the previous curriculum. Furthermore, only 16.67% had access to the necessary curriculum and learning documents, and a mere 11.11% possessed adequate learning resources to apply the Curriculum Merdeka effectively. This study underscores the need for enhanced training and resource allocation to ensure the successful adoption of the Curriculum Merdeka in madrasas.]]>
