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All Journal Jurnal Manajemen Indonesia PAEDAGOGIA al-Afkar, Journal For Islamic Studies Atthulab: Islamic Religion Teaching and Learning Journal DAYAH: Journal of Islamic Education Buana Ilmu Gunung Djati Conference Series Jurnal Keprofesian Guru Keagamaan
Rahman, Asep Andi
UIN Sunan Gunung Djati Bandung
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Identifying Issues and Contexts: Obstacles for TPE Students in Designing Problem-Based Learning Nurhamzah, Nurhamzah; Rahman, Asep Andi; Nurdiansyah, Rikrik; Fikri, Miftahul; Nasrudin, Dindin; Ramdani, Zulmi
PAEDAGOGIA Vol 27, No 3 (2024): PAEDAGOGIA Jilid 27 No 3 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i3.96104

Abstract

Problem-Based Learning (PBL) is widely recognized as an effective approach to developing students' critical thinking and problem-solving skills. However, its implementation often encounters significant challenges, particularly in teachers’ ability to identify relevant contextual issues. This study investigates the perceptions and challenges faced by students in the Teacher Professional Education (TPE) Program in selecting and designing contextual issues for PBL. Using a sequential exploratory mixed-method design, the research began with a qualitative phase analyzing student assignments, followed by a quantitative phase involving questionnaires to assess perceptions and influencing factors. Results revealed that most TPE students have not yet fully developed the ability to select appropriate issues to serve as contexts in PBL. 90% of participants found it "Difficult" to identify relevant issues, while only 10% considered it "Easy." Among the factors contributing to these difficulties, limited knowledge of relevant issues (30%) was the most significant, followed by a lack of understanding of PBL concepts (23%) and difficulty connecting theory to practice (18%). Other barriers included limited access to resources (13%), time constraints (8%), and other minor reasons (8%). These findings emphasize the importance of structured and practical training programs to enhance teachers' competence in identifying contextual issues for PBL. The study concludes with recommendations for designing intensive professional development programs and highlights the need for further research with larger and more diverse samples to validate these findings.
Peran Guru Dalam Mengembangkan Kurikulum Pendidikan Agama Islam Di Sekolah Ria Komariah; Mohammad Erihadiana; Asep Andi Rahman
Jurnal Keprofesian Guru Keagamaan Vol. 1 No. 1 (2023): Jurnal Keprofesian Guru Keagamaan
Publisher : Department of Teacher Professional Education, Tarbiya and Teacher Training Faculty, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jkgk.v1i1.557

Abstract

Penelitian ini berfokus pada peran guru dalam mengembangkan kurikulum Pendidikan Agama Islam di Sekolah. Peran guru tidak hanya sebagai pengajar, tetapi juga sebagai pengembang kurikulum. Guru memiliki peran penting dalam merancang, mengimplementasikan, dan mengevaluasi kurikulum. Tujuan penelitian ini yaitu untuk menganalisis peran guru dalam proses pengembangan kurikulum PAI di Sekolah. Metode penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian library research. Hasil penelitian ini yaitu peran guru sangatlah besar karena keberhasilan pengajaran ditentukan oleh guru. Guru berperan dalam mengembangkan kurikulum yang dikelola secara sentralisasi, desentralisasi, dan sentral-desentral. Peran guru mencakup implementer, adapter, developer, dan researcher. Guru melaksanakan peran ini melalui kegiatan seperti merumuskan tujuan pendidikan secara konkret sesuai dengan tujuan kurikulum, karakteristik siswa, bahan ajar, dan kebutuhan sekolah; merancang pembelajaran yang efektif; melaksanakan rencana pembelajaran yang konkret; mengevaluasi hasil belajar dan proses pembelajaran; serta mengevaluasi interaksi antar komponen kurikulum yang dilaksanakan. Berkenaan dengan penelitian ini, semoga menjadi bahan studi, literatur dan khazanah pendidikan Islam yang dapat diimplementasikan oleh guru-guru. Penelitian ini juga dapat berimplikasi terhadap peneliti lain yang hendak melakukan penelitian dengan topik yang serupa untuk lebih dielaborasi dan dikembangkan kembali.
Ultizing Team Games Tournament Method to Enchance Learning Outcomes on Islamic Studies at Elementary School Endang Widiyanti; Asep Andi Rahman
Jurnal Keprofesian Guru Keagamaan Vol. 2 No. 2 (2024): Jurnal Keprofesian Guru Keagamaan
Publisher : Department of Teacher Professional Education, Tarbiya and Teacher Training Faculty, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jkgk.v2i2.984

Abstract

This study aims to improve student learning outcomes in Islamic Religious Education (PAI) subjects on Fathu Makkah material in class V of SDN 064 Padasuka using the Team Games Tournament (TGT) method. The TGT method, as a cooperative learning model, involves student collaboration through group games and tournaments to increase active participation and student understanding of the material. This study uses a Classroom Action Research (CAR) design consisting of two cycles, each with stages of planning, implementation, observation, and reflection. The research subjects were 30 students. Data collection was carried out through learning outcome tests, observation sheets, and documentation. The results of the study showed a significant increase in student learning outcomes, with learning completeness reaching 70% in cycle I and increasing to 85% in cycle II. In addition, the TGT method also increases student involvement and motivation in learning. Thus, this method is effective in improving learning outcomes in PAI learning.
Co-Authors Acep Komarudin Adah Aliyah ADI ROSADI Al Husaeni, Dwi Fitria Arifin, Bambang Samsul Asep Herdi Azahra Auliana Fitri Cecep Anwar D. Miharja Dindin Jamaluddin, Dindin Endang Widiyanti Epa Paujiah, Epa Fikri, Miftahul Herdian Kertayasa Imas Masripah Imas Masripah Ine Sinthia Jamaluddin Jamaluddin Khaerul Umam Mohamad Erihadiana, Mohamad Nasrudin, Dindin Nurdiansyah, Rikrik Nurhamzah, Nurhamzah Nurhamzah, Nurhamzah Nurul Firdaus Nurulhaq, Dadan Qiqi Yuliati Zaqiah, Qiqi Yuliati Qomaruzzaman, Bambang Ria Komariah Ruswandi, Uus Sandra Khoirul Ummah Tedi Priatna Zulmi Ramdani