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All Journal FALASIFA : Jurnal Studi Keislaman Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah
Moh. Nahrowi
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Manajemen Mutu Sekolah Dasar Moh. Nahrowi
Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2019): APRIL
Publisher : Program Studi PGMI, IAI Al-Falah As-Sunniyyah Kencong

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (429.782 KB) | DOI: 10.36835/au.v1i1.168

Abstract

Sekolah Dasar sebagai intitusi pendidikan dasar, merupakan wadah tempat proses pendidikan untuk anak usia 7 – 12 tahun, memiliki sistem yang kompleks dan dinamis serta memiliki kekhasan yang sangat unik . Dalam kegiatannya, sekolah adalah tempat yang bukan hanya sekedar tempat berkumpul guru dan murid, melainkan berada dalam satu tatanan sistem yang komplek dan saling berkaitan, oleh karena itu sekolah dasar dipandang sebagai suatu organisasi pendidikan yang membutuhkan pengelolaan yang sangan intensif guna mewujudkan mutu dalam institusi tersebut. Lebih dari itu, kegiatan inti organisasi sekolah dasar adalah mengelola sumber daya manusia (SDM) yang diharapkan menghasilkan lulusan yang berkualitas, memiliki pengetahuan dasar yang utuh pada tataran kognitif, afektif dan psikomotorik sebagai bekal untuk melanjutkan ke jenjang pendidiakan yang lebih tinggi. Berdasarkan kenyataan-kenyataan tersebut di atas, tentu saja perlu dilakukan upaya-upaya perbaikan, salah satunya adalah melakukan reorientasi penyelenggaraan pendidikan yaitu melalui manajemen mutu sekolah. Pendekatan manajemen yang memusatkan perhatian pada peningkatan mutu pendidikan melalui peningkatan mutu dengan konsep Quality Assurance, Quality Assurance,Change of culture, Upside down organizatian dan Keeping close to the customer. Aspek-aspek yang menjadi daya tawar tinggi yang dianggap sebagai ukuran mutu bagi masyarakat meliputi Manajemen mutu Peserta Didik, Manajemen mutu Tenaga Pendidikan dan Kependidikan, Manajemen mutu Kurikulum dan Pembelajaran, Manajemen mutu Keuangan, Manajemen mutu Sarana Prasarana, Manajemen mutu Hubungan Masyarakat, Manajemen mutu layanan Khusus.
Urgensi Supervisi Pendidikan Di Sekolah Moh. Nahrowi
Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah Vol 3 No 1 (2021): April
Publisher : Program Studi PGMI, IAI Al-Falah As-Sunniyyah Kencong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/au.v3i1.505

Abstract

Quality of educational institutions is supported by several elements of the system including educational supervision carried out by school principals as supervisors as mandated by the Minister of National Education Regulation (Permendiknas) Number 13 of 2007 concerning Standards for Principals who must supervise education in the form of supervision and assessment of teacher performance. and employees who aim to assist teachers and employees in achieving educational goals ranging from planning, implementation and evaluation so that they can be optimal in carrying out institutional tasks within an organizational frame that leads to institutional quality. Educational supervision functions to coordinate all school efforts including all stakeholders in the school organization and expand experience through giving constructive criticism from the principal to teachers and employees. References for educational supervision include curriculum components, curriculum content and curriculum development strategies, improvement of teaching references in terms of making lesson plans, optimizing educational functions and educational goals as stated in the school's vision and mission.
Code Switching In English Teaching Learning Process At Year Tenth Of State Islamic Senior High School 3 Jember Anik Nur Maidah; Moh. Nahrowi
FALASIFA : Jurnal Studi Keislaman Vol 13 No 02 (2022): September
Publisher : STAIFAS-Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/falasifa.v13i02.1050

Abstract

This study aims to explain the way of native teacher and non-native teachers do code switch during classroom interaction, to describe the types of code-switching, to explain the factors that cause the occurrence of code-switching, and to explain the functions of code-switching in English teaching learning process used by native teacher and non-native teacher. This study uses descriptive qualitative since this study is to analyze and find the social phenomena which are running naturally based on Hoffman theory to describe code-switching in English teaching learning process. There are three types of code-switching: inter-sentential, intra-sentential, and emblematic-switching. The result shows that all of the three types found in this study used by native teacher and non-native teacher. Furthermore, the most type used by native teacher and non-native teacher is intra-sentential code-switching. Besides, the most dominant factors that cause the occurrence of code-switching is talking about particular topic since to help the learners understand the meaning of the topic. Moreover, the most significant functions of code-switching to teachers is affective function since the teacher wanted to build intimate relations with the students and the most dominant function to students is conflict-control since the students used code-switching to avoid misunderstanding of teachers’ explanation.
Co-Authors Anik Nur Maidah