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REFLEKSI TERHADAP PEMBELAJARAN KELAS DI SMP ISLAM AL AZHAR 14 SEMARANG: Pendekatan School Knowledge dan Action Knowledge Dwi Istiyani; Esti Zaduqisti; Ely Mufidah
Jurnal Penelitian Vol 9 No 2: November 2012
Publisher : IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jupe.v9i2.137

Penelitian ini mencoba untuk merefleksikan kegiatan belajar dilakukan oleh guru dan siswa di kelas. Apa yang terjadi pada pola mengajar di kelas di sekolah, dan apakah mengajar di kelas di al-Azhar SMP Islam 14 Semarang telah mencapai tingkat pengetahuan tindakan atau masih di sekolah pengetahuan adalah untuk menjawab masalah dalam penelitian ini. Ini Penelitian ini menggunakan pendekatan yang ditawarkan oleh Douglas Barnes, yang pengetahuan sekolah dan pengetahuan tindakan. Hasilnya menunjukkan bahwa kombinasi dari dua pendekatan (pengetahuan sekolah dan pengetahuan tindakan) yang dilakukan di SMP Islam Al Azhar 14, adalah pada dua pendekatan yang diprakarsai oleh Douglas Barnes. Menurut Barnes, secara umum, siswa belajar pengetahuan baru di sekolah tingkat, mahasiswa hanya mendapatkan pengetahuan itu, misalnya, siswa hanya mampu menjawab pertanyaan guru, ujian pertanyaan, dan latihan, tetapi mereka tidak menggunakan pengetahuan itu, atau bahkan melupakannya. Dia mengatakan bahwa idealnya, belajar di kelas harus memperpanjang untuk learning by doing. Siswa tidak hanya menguasai pengetahuan pada waktu di dalam kelas (pengetahuan sekolah), tetapi mereka juga sudah harus menggunakan pengetahuan yang dalam pribadi mereka daerah dalam bentuk tindakan (pengetahuan tindakan). sedang beraksi perspektif pengetahuan, siswa pada dunia dapat diubah, sehingga mereka akan dapat mengambil tujuan hidup mereka sendiri.

SISTEM PENGUPAHAN DAN PEMBAGIAN KERJA PEREMPUAN BURUH BATIK BERBASIS PUTTING OUT SYSTEM DI KOTA PEKALONGAN (Proses dan Implikasi Marginalisasi Terhadap Perempuan Buruh Batik) Rita Rahmawati; Shinta Dewi Rismawati; Esti Zaduqisti
Jurnal Penelitian Vol 10 No 2: November 2013
Publisher : IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jupe.v10i2.365

This research was motivated by the rampant of batik female workers who worked with the Putting Out System (POS) and were marginalized in Pekalongan City. This study was aimed to answer the research questions: what was the marginalization form of women workers through the wage system and division of labor in the production chain based on POS was; the actors who were involved in the process; what factors caused it; and what was implications for women workers, their family and bosses inside production process as well as outside the production process. In-depth interview and observation were used to investigate data. Triangulation of data source and investigating method were also used to validate the investigated data. In addition, Interactive model was used to analyze. The results were: (1) the actors who played a role in the process of marginalization of women workers in Pekalongan batik is the boss, makloon, religious elite (Kyai / Ustazd - ah), and the state; (2) the cause root of that marginalization was manipulated by patriarchal and capitalism ideology; and (3) the implication of that marginalization for woman workers inside production process was that they were positioned as a production machine to make a profit. While the implications outside the production process, they still lived in poverty.

STEREOTIPE PERAN GENDER BAGI PENDIDIKAN ANAK Esti Zaduqisti
Muwazah Vol 1 No 1 (2009)
Publisher : UIN K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/muwazah.v1i1.281

Stereotype concerning gender role has attached on society. Paradigm which views the label differential between female and male characteristics is affected by many factors. Biological, social standpoints, theories of gender psychoanalytical, social cognitive and scheme have concealed influential factors based on its own perspectives. Education based on gender has been one of the programs for government therefore gender bias will be able to be eliminated and the awareness of it will be augmented on many education aspects, for teachers in classes and parents as well. There are many alternative solutions for parents and teachers to be able to encourage learners in having awareness therefore gender bias might be abbreviated.

PROBLEM-BASED LEARNING (Konsep Ideal Model Pembelajaran untuk Peningkatan Prestasi Belajar dan Motivasi Berprestasi) Esti Zaduqisti
Jurnal Forum Tarbiyah Vol 8 No 2: Desember 2010
Publisher : IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar

As the development of age into the era of globalization, allthe problems on this planet turns increasingly complex, innovativeand transparent. People who are not creative, and innovative absolutelywill be left behind by the rapid flow of these developments. Thesame case takes place in education, particularly in the learning process,in which there are many learning models emerging for the purpose ofprogress and success in learning. One such model is the ProblemBased Learning or often referred to as PBL (Problem BasedLearning) with an which is innovatively pictured by effective conceptin improving learnersâ€™ learning achievement and increasingachievemnt motivation of learners as well.

Bangunan Pendidikan Karakter Di Indonesia Esti Zaduqisti
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 16 No 3 (2011)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Abstract: Holistic education model using the method of knowing the good, feeling the good, and acting the good. Knowing the good can easily be taught because of cognitive knowledge only. After knowing the good, it must be grown feeling loving the good, that is how to feel and love of virtue into a machine that can make people always want to do something good. Once accustomed to do good things, the good acting then it turns into a habit. The formulation is embodied in a program named: education culture and national character, which is interpreted as an education that develops the cultural values and national character in students. Keywords : Character education and national character.

Counseling Skills Training for Service Officers of Women's Empowerment and Child Protection Consultation Institute (LKP3A)in Pekalongan Regency Esti Zaduqisti; Purnomo Rozak; Teddy Diyatmika; Syamsul Bakhri
Islamic Studies Journal for Social Transformation Vol 3 No 2 (2019)
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/isjoust.v3i2.11924

LKP3A counselor in terms of quality and quantity is still very lacking. One of the indicationsis there are still many unskillful bachelor degree graduates that work as counselors. Thus,there is a need for assistance and empowerment to meet the needs of the community. Thiscommunity empowerment program aims to improve knowledge and counseling skills thatare still relatively minimal for mentors at LKP3A Fatayat Nadhalatul Ulama Pekalongan. Thisresearch is a participatory action research (PAR) with a qualitative approach. This researchwas carried out for 1 year in the NU building in Pekalongan. The subjects of this study weredivided into two community categories namely the Core Trainer Team (TIP) and LKP3AWomen's Citizens (WP). Counseling skills training is carried out through three activities,namely planning, implementation, and evaluation monitoring activities. The results of thisresearch show that after LKP3A counselors received training and mentoring, it showed manychanges, including being able to understand ethical principles for counseling and payingattention to risk management; able to bring up a friendly attitude; empathize; want to listento clients; understand and appreciate individual differences. The counselor provides servicesbased on these differences. The focus on the client is greater. The counselor understands herposition as a counselor, able to integrate theory into counseling practice, able to evaluate thecourse of counseling both in the process and results.

Mandiri dengan Arahan Spesifik dan Umpan Balik Dialogis: Efektifitas “Writing Journal” di Madrasah Ibtidaiyyah Esti Zaduqisti; Tri Astutik Haryati
Jurnal Penelitian Psikologi Vol. 16 No. 2 (2025): Jurnal Penelitian Psikologi
Publisher : Program Studi Psikologi Fakultas Psikologi dan Kesehatan Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29080/jpp.v16i2.1413

Self-regulated learning siswa di sekolah dasar masih menjadi perhatian yang cukup serius. Tujuan penelitian ini adalah untuk menyajikan bagaimana upaya peningkatan self-regulated learning siswa sekolah dasar yang dilakukan melalui pembelajaran menulis jurnal dengan teknik arahan dan umpan balik. Menggunakan rancangan penelitian kuasi-eksperimen, penelitian ini melibatkan 33 siswa kelas lima sekolah dasar di Pekalongan Jawa tengah. Instrument menggunakan skala self-regulated learning dengan menggunakan lima alternatif jawaban (skala Likert). Adapun instrumen panduan treatmen adalah pedoman dalam bentuk buku panduan untuk guru kelas sebagai pedoman pembelajaran. Hasil penelitian menunjukan bahwa self-regulated learning siswa dapat dikembangkan melalui metode menulis jurnal belajar yang disertai arahan spesifik sekaligus dengan umpan balik. Upaya pengembangkan self-regulated learning siswa sekolah dasar melalui metode menulis jurnal belajar harus disertai dengan arahan yang spesifik dan umpan balik baik secara tulisan maupun lisan.

REFLEKSI TERHADAP PEMBELAJARAN KELAS DI SMP ISLAM AL AZHAR 14 SEMARANG:: Pendekatan School Knowledge dan Action Knowledge Dwi Istiyani; Esti Zaduqisti; Ely Mufidah
JURNAL PENELITIAN Vol 9 No 2 (2012): Volume 9 Nomor 2 2012
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/10h9cy68

This research tried to reflect on learning activities done by teachers and students in classroom. What happens to the pattern of teaching in the class at the school, and whether teaching in the class at al-Azhar Islamic SMP 14 Semarang has reached the level of action knowledge or it is still at school knowledge are the problems to answer in this research. This research used the approach offered by Douglas Barnes, the school knowledge and action knowledge. The result shows that the combination of the two approaches (school knowledge and action knowledge) done at SMP Islam Al Azhar 14, is upon the two approaches initiated by Douglas Barnes. According to Barnes, in general, students learn new knowledge at school level, the students only gain knowledge of it, for example, students are only able to answer teacher’s questions, exam questions, and exercises, but they do not use that knowledge, or even forget it. He said that ideally, learning in the class should extend to learning by doing. Students do not only master the knowledge at the time in the classroom (school knowledge), but they also already have to use that knowledge in their personal area in the form of the action (action knowledge). In action knowledge, students’ perspective on the world can be changed, so that they will be able to take their own life goals.

The Impact of Cultural Dimensions on Islamic Students’ Attitude Towards Problem-Based Learning Esti Zaduqisti
JURNAL PENELITIAN Vol 13 No 1 (2016): Volume 13 Nomor 1 2016
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/aek0ze48

The current study aims to examine the impact of cultural dimensions (i.e., collectivism, power distance, uncertainty avoidance, and masculinity) on students’ attitudes toward problem-based learning. The design of the study was a correlational survey, in which participants were recruited through convenient sampling. Inspection of a multiple regression analysis (N = 549) revealed that collectivism and masculinity positively corresponded with students’ attitudes. In particular, the findings showed that the higher the levels of collectivism and masculinity, the more students supported the implementation of problem-based learning. In contrast, uncertainty avoidance was negatively related to students’ attitudes, such that the higher this cultural dimension, the less students supported problem-based learning. Power distance was the only predictor that did not significantly predict students’ attitudes toward problem-based learning. Overall, these findings suggest the importance of taking into account the characteristics of norms and values held within a country that may contribute to the success, feasibility, and suitability of problem-based learning. Theoretical implications and study limitations are discussed, along with practical strategies highlighting how to address cultural potentials and pitfalls in an effort to promote problem-based learning.

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