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Hubungan Penggunaan Media Visual dengan Prestasi Belajar Siswa Mata Pelajaran PAI Arman Paramansyah; Nur Azizah; Ernawati Ernawati; Riyanto Riyanto
Mimbar Kampus: Jurnal Pendidikan dan Agama Islam Vol 20 No 2 (2021): Mimbar Kampus: Jurnal Pendidikan dan Agama Islam
Publisher : Fakultas Tarbiyah IAI Nasional Laa Roiba

The problem to be answered in this paper is the relationship between the use of visual media and the learning achievement of PAI students at SDN Kedung Waringin 02, Bojong Gede Bogor. The writing uses descriptive quantitative research in the correlation approach (correlational research). Correlation research is research conducted to find out whether there is a relationship and if there is, how close the relationship is and whether or not the relationship is meaningful. The main purpose of this research is to find out how much the implementation of the relationship between the use of visual media and student learning outcomes in PAI subjects. The writing concludes that the rxy is 0.291, the figure is in the range of 0.20 – 0.39. This means that the X variable to the Y variable has a low or weak positive correlation. The coefficient of determination (determination) is 8.46%. This shows that the relationship between the use of learning media and student learning outcomes with KD 8.46%, while the remaining KD of 91.54% student learning outcomes are influenced by other factors such as the home or family environment and the community environment or living situation, and other factors not analyzed. tcount < ttable, then Ho is accepted and Ha is rejected, then Ho is accepted and Ha is rejected because tcount (840) > ttable (1.970). From the calculation results above, it can be seen that ttcount is smaller than ttable, meaning Ho is accepted and Ha is rejected, so the hypothesis that the author proposes cannot be accepted. Based on these findings, it is recommended that teachers not only improve teacher performance, the process of implementing teaching in the classroom also plays an important role for the success of student learning. Teachers are required to present material that makes students active. teachers can master, understand and try to be skilled and creative in conducting questions and answers with students, to relevant agencies as education providers there are conducive facilities and infrastructure so that the teaching and learning process will take place well and effectively.

Metode Examples Non Examples Dalam Meningkatkan Prestasi Belajar Siswa pada Mata Pelajaran PAI Kelas VII SMPIT Al-Fikri Depok Eva Siti Faridah; Yunita Sari; Ernawati Ernawati
Jurnal Dirosah Islamiyah Vol 3 No 1 (2021): Jurnal Dirosah Islamiyah
Publisher : Sekolah Pascasarjana Institut Agama Islam Nasional Laa Roiba Bogor

Results of preliminary observations at SMPIF Al-Fikri Depok shows that KKM – Kriteria Ketuntasan Minimum (Minimum Mastery Criterion/students' learning achievement) 72 in Islamic Education subject was low because of the students’ embarrassment to ask questions, not paying attention to lessons and the lack of learning methods used by teachers. One of the factors causing it was that the learning methods used by teachers were less varied so that learning activities were monotonous. The purpose of this research is to find out the effect of applying the Examples Non Examples method in learning PAI. The method used is classroom action research (PTK). The object in this study were 42 students of grade VII. Data was collected by distributing learning achievement questionnaires to each student, and filling out observation sheets. The data was analyzed using quantitative calculations which later translated into presentations. Based on the results of students’ achievements after learning using the Examples Non Examples method, student achievement increases each cycle. The results of the questionnaires in the first cycle was 72.32% and in the second cycle was 83.68%, thus it can be concluded that the application of the Examples Non Examples method has increased students’ learning achievement by 11.11%.

Standarisasi dan Profesionalisas Implementasi Kurikulum 2013 Revisi Dalam Era Industri 4.0 Chira Saidah Yusrie; Ernawati Ernawati; Ahmad Mudrikah; Ujang Cepi Barlian; Arman Paramansyah
Jurnal Dirosah Islamiyah Vol 4 No 2 (2022): Jurnal Dirosah Islamiyah
Publisher : Sekolah Pascasarjana Institut Agama Islam Nasional Laa Roiba Bogor

The revised 2013 curriculum is one of the government's programs to achieve the educational goals of the Indonesian people who are highly insightful, mastering science and technology. Thus, the revised 2013 curriculum is expected to be able to solve various problems that are being faced in the world of education. The implementation of the revised 2013 curriculum is expected to produce people who are productive, creative, innovative and can always protect and care for nature in Indonesia. This is possible, because this curriculum is based on character and competence, which conceptually has several advantages, one of which is natural (contextual), because it departs, focuses and leads to the nature of students to develop various competencies according to their respective competencies. Implementation of the 2013 Curriculum during the pandemic era 4.0 is still lacking. Teachers must provide the best facilities for students regarding the delivery of material, content and foster a passion for learning so that their skills are honed. So they can improve learning outcomes. For madrasas, the implementation of the revised 2013 curriculum during the 4.0 pandemic era was extremely difficult because of the character of the students, the potential of madrasa students was very difficult to know when implementing the 2013 curriculum. 4.0 which is a very difficult challenge, even though socialization and teacher training have been carried out, but not all teachers understand it well. In the implementation of the revised 2013 curriculum, there are many obstacles faced by subject teachers in improving student learning outcomes. Some of these obstacles are: facilities and infrastructure, rating, learning resources, students tend to be passive. Keywords : 2013 curriculum revision, Covid-19 pandemic, Curriculum Implementation

Meningkatkan Kemampuan Nilai-nilai Agama dengan Metode ‘Ibrah di Kelompok A TK Islam Al Husain Sawangan Depok Winda Nidya Putri Fitriana; Elis Siti Maria Ulfah; Ernawati Ernawati
Jurnal Dirosah Islamiyah Vol 4 No 3 (2022): Jurnal Dirosah Islamiyah
Publisher : Sekolah Pascasarjana Institut Agama Islam Nasional Laa Roiba Bogor

During the pandemic, learning for early childhood groups is carried out online. This adds to the difficulty of learning, especially in conveying religious values to early childhood. In response to this, Islamic education offers the ibrah method. The use of this method is carried out through thinking, observing, and investigating by the rational power which is then digested by the heart by measuring the values contained in it. In implementing the concept of ibrah, Classroom Action Research (CAR) was carried out. The author has conducted classroom action research in Group A, Al Husain Islamic Kindergarten, Sawangan, Depok. This effort was carried out in two cycles. Each cycle is carried out in five meetings. Cycle 1 is carried out by applying the ibrah method which involves elements of stories and observations of natural phenomena. Two of these things the achievement of the target is the divine aspect. While in cycle 2 apply learning with exemplary elements. The targets to be achieved are aspects of devotion/worship and exemplary. The two cycles are carried out to carry out the transformation and introduction of religious values, as well as efforts to increase religious values to early childhood. The teacher elaborates between natural knowledge and several aspects of religious values consisting of divinity, worship, and character. the ability to understand religious values can be increased by the ibrah method. It can be seen from the results obtained from the pre-cycle that is equal to 64.16%, da cycle 1 is 71.06%, then increased to 76.9% in cycle 2. As a result, learning using the ibrah method is very effective in increasing the ability to understand religious values for children. Keywords: Early childhood, Learning religious values, and Ibrah Method

Upaya Meningkatkan Kemampuan Mengenal Lambang Bilangan Melalui Kegiatan Bermain Kartu Angka pada Anak Kelompok A di SPS Dahlia Jatisampurna Bekasi Arman Paramansyah; Ahmad Zamakhsari; Ernawati Ernawati
Tarbiatuna: Journal of Islamic Education Studies Vol 3 No 1 (2023): Tarbiatuna: Journal of Islamic Education Studies
Publisher : PKP Pusat Jurnal LPPM IAi Nasional Laaroiba

This study aims to improve the ability to recognize number symbols in Anak Kelompok A at SPS Dahlia Jatisampurna Bekasi through playing number cards. The ability of number symbols studied included making a sequence of numbers 1-10 with objects, pointing and writing symbols for numbers 1-10, pairing number symbols with objects 1 to 10. Early childhood is a unique individual who has a pattern of growth and physical development, cognitive, socio-emotional, creativity, language and communication specifically in accordance with the stages that are being passed by the child. The research used qualitative research with a descriptive approach. In the process of collecting data, researchers used the methods of observation, interviews, and documentation. The validity of the data in this study includes the test of credibility (internal validity), transferability (external validity), dependability (reliability), and confirmability (objectivity). The results showed that there was an increase in the ability to recognize number symbols after learning through number card playing activities. As for what the teacher does before carrying out number card learning, namely: Choosing a theme to be achieved, planning or preparing teaching materials to be delivered, dividing children into several groups, explaining how to play number cards, providing opportunities for children to play number cards, repeating material from the last number card learning activity is to carry out an evaluation. Keywords: ability to recognize number symbols, playing number cards, early childhood

Analisis Keaktifan Pembelajaran Siswa pada Mata Pelajaran Akidah Akhlak di MA Sa’id Yusuf Depok Zaeni Dahlan; Nurul Fadilah; Eva Siti Faridah; Ernawati Ernawati
Mimbar Kampus: Jurnal Pendidikan dan Agama Islam Vol 22 No 1 (2023): Mimbar Kampus: Jurnal Pendidikan dan Agama Islam
Publisher : Fakultas Tarbiyah IAI Nasional Laa Roiba

This research was conducted based on the factor of low activity in the learning process of students and teaching teachers so that it affects various factors in learning activities, for example, motivation to learning outcomes that are less than optimal from the learning process. From the results of observations at MA Sa'id Yusuf Depok, especially in class X on the subject of moral aqidah, that there are some students who are very passive in the learning process. So the teacher must be able to create an active and interesting and fun learning atmosphere so that students are interested in being active in the learning process. The purpose of this study was to find out the description of student learning activities, and to find out what were the obstacles in developing student learning activities and what efforts were made by the institution in developing student activity, so as to know the results obtained after efforts were made in the learning process of class X students. MA Sa'id Yusuf on the subject of AkidahAkhlak. The method used is observation, researchers make observations by going directly into the classroom by paying attention and analyzing the learning process at MA Sa'id Yusuf Depok. Then the research data analysis used descriptive qualitative methods to determine the level of activeness of students and teachers and to find out what efforts should be made and get optimal results. Keywords: active learning of students, the subject of moral aqidah

Strategi Pengembangan Sosial Emosional Anak Berkebutuhan Khusus: Hartin Kurniawati; Rosidah Rosidah; Ernawati Ernawati
Mimbar Kampus: Jurnal Pendidikan dan Agama Islam Vol 22 No 1 (2023): Mimbar Kampus: Jurnal Pendidikan dan Agama Islam
Publisher : Fakultas Tarbiyah IAI Nasional Laa Roiba

Children show an increased ability to reflect emotions, when they are 4 to 5 years old. They also came to understand that the same incident can evoke different feelings in different people. They maintain an increased awareness so that they are able to manage their emotions and meet social standards. The objectives to be achieved in this study were to determine the stages of achieving the social emotional development of children with special needs and how the social emotional development strategies of children with special needs at PAUD Pondok Anak Pertiwi. The research method used is a qualitative approach. In conducting research, data sources are needed, and data collection uses primary and secondary sources. Primary sources are data sources obtained directly from informants, in this case the principal and homeroom teacher and psychologist, as well as 3 (three) children with special needs aged 4-5 years who are made cases. Meanwhile, secondary data is in the form of several documents required for completeness of research data. The data analysis technique used is descriptive qualitative through data reduction, data presentation and conclusion drawing. The results showed: 1. The results of the level of achievement of social emotional development for children with special needs can be seen from prosocial behavior by working with friends, willing to queue and take turns playing, being able to communicate with people they meet verbally or non-verbally. It can also be seen in being able to control normal emotions by showing separation behavior when not crying, being easily persuaded during tantrums and showing pride in the work by smiling, laughing and jumping around as a feeling of pleasure. 2. The learning strategy carried out in developing the social emotional of children with special needs is through habituation activities. Habit is carried out at school and continues to be stimulated by parents at home, such as greeting, greeting, washing hands, taking out trash, queuing, and others. The success of this habituation depends on a stimulating environment, consistent collaboration between teachers and the environment at school and parents at home. Keywords: Strategy, Social Emotional, Children with Special Needs

Penerapan Metode Tamyiz Dalam Meningkatkan Menerjemah Al-Quran di Sekolah SMK Informatika Utama Krukut Depok Eva Siti Faridah; Shofwatun Nida; Zaeni Dahlan; Ernawati Ernawati
Mimbar Kampus: Jurnal Pendidikan dan Agama Islam Vol 22 No 1 (2023): Mimbar Kampus: Jurnal Pendidikan dan Agama Islam
Publisher : Fakultas Tarbiyah IAI Nasional Laa Roiba

This Islamic education is taught by parents to children from the Koran. Because the Qur'an is a symbol of the very essence of Islamic teachings, the Qur'an was revealed by means of the Arabic language so that it is known that Arabic is the only wasilah for understanding the Qur'an and Sunnah. In understanding the contents of the Koran we must be able to know the translation of the Koran. The Tamyiz method is a practical and easy way to understand Arabic with the specific purpose of translating the Quran. The purpose of this study is to find out the systematic improvement of the translation of the Qur'an after the implementation of the Tamyiz Method. The research was conducted in class XII B with a total of 29 students. Data analysis used in this study used two types of data, namely; 1.) Quantitative Data Analysis is used to answer research problems related to data in the form of numbers and statistical programs. 2.) Qualitative Data Analysis is made to describe, describe and determine the improvement of the learning process, especially the various actions taken by the teacher. The results of this study indicate that the study of the application of the tamyiz method in learning to translate the Koran at SMK Informatika Utama Krukut increased. The increase in learning after the application of the Tamyiz Method, from pre-cycle by 68%, increased in the first cycle by 75.09% and in the second cycle to 81.15%. Keywords: Al-Quran Translation, Tamyiz Method, Islamic Religious Education

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