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All Journal Qathrun Jurnal Keilmuan dan Pendidikan Islam Jurnal Pendidikan Sultan Agung Ihsanika : Jurnal Pendidikan Agama Islam Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Jurnal Pendidikan dan Sosial Humaniora
Atiyah Atiyah
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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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MODEL PENGEMBANGAN KURIKULUM PERGURUAN TINGGI ISLAM DAN PERGURUAN TINGGI UMUM Atiyah Atiyah
QATHRUNÂ Vol 5 No 1 (2018): Juni 2018
Publisher : Program Studi Pendidikan Agama Islam Program Pascasarjana Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

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Abstract

Pengembangan kurikulum Pendidikan Agama Islam adalah suatu proses kegiatan penyusunan, pelaksanaan, penilaian dan penyempurnaan kurikulum pendidikan agama Islam. Ada empat asas dalam pengembangan kurikulum yaitu asas filosofis, sosiologis, organisatoris dan psikologis. Selain itu, terdapat empat pendekatan dalam pengembangan kurikulum di antaranya, yaitu pendekatan subjek akademik, pendekatan humanistic, pendekatan teknologi, dan pendekatan rekonstruksi social. Untuk meningkatkan mutu PTAI, maka kurikulum yang diterapkan perlu terus dikembangkan dengan memperhatikan asas-asas pengembangan kurikulum di atas. Pengembangan kurikulum PTAI harus berbasis kompetensi, agar lulusannya memiliki kompetensi handal sesuai bidang garapannya. [1]Pemerintah menempatkan pendidikan agama sebagai khasanah bangsa yang harus dilestarikan dan ditumbuhkembangkan di kalangan generasi muda. Dalam setiap jenjang pendidikan, agama menjadi mata pelajaran wajib tanpa kecuali. Tuntunan ke arah itu cukup beralasan. Pemahaman tentang Pendidikan Agama Islam (PAI) di sekolah/ perguruan Tinggi dapat dilihat dari dua sudut pandang, yaitu PAI sebagai aktivitas dan PAI sebagai fenomena. Pada domain yang pertama dimaksudkan bahwa PAI sebagai upaya yang dilakukan secara sadar dirancang untuk membantu seseorang atau sekelompok orang dalam mengembangkan pandangan hidup dan kehidupannya, sikap hidup, dan keterampilan hidup, baik yang bersifat manual (petunjuk praktis) maupun mental dan sosial yang bernafaskan atau dijiwai oleh ajaran dan nilai-nilai Islam. Sedangkan PAI sebagai fenomena merupakan peristiwa perjumpaan antara dua orang atau lebih dan/atau penciptaan suasana yang dampaknya kepada berkembangnya suatu pandangan hidup yang bernafaskan atau dijiwai oleh ajaran-ajaran Islam, yang diwujudkan dalam sikap hidup serta keterampilan hidup pada salah satu atau beberapa pihak.
Optimalisasi Motorik dan Pemahaman IPAS Siswa melalui Permainan Hula Hoop Inovatif dalam Kegiatan Pramuka Siaga di MIS Dadirejo Atiyah Atiyah
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 3 No. 1 (2025): February : Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v3i1.1378

Abstract

This study aims to integrate the learning of Natural and Social Sciences (IPAS) with the traditional hula hoop game in Pramuka Siaga extracurricular activities at MIS Dadirejo. The research employs a qualitative approach with a descriptive design. The subjects of the study include fourth and fifth-grade students actively participating in Pramuka activities. Data collection techniques involve observation, interviews, and documentation. The findings reveal that the innovative use of hula hoop games can enhance students' motor skills, such as body coordination and balance, as well as their understanding of concepts like force, energy, and gravity taught in IPAS subjects. The implications of this study emphasize the importance of integrating traditional games into active learning to simultaneously improve students' physical and academic skills.
Dampak Asesmen Formatif terhadap Pengembangan Karakter Disiplin dalam Pembelajaran Sekolah Dasar Atiyah Atiyah
IHSANIKA : Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2025): Jurnal Pendidikan Agama Islam
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/ihsanika.v3i2.2670

Abstract

This study aims to analyze the impact of formative assessment on the development of elementary school students' disciplinary character. Formative assessment is an assessment that is carried out continuously to provide feedback to students in order to improve their learning process. In the context of character education, especially discipline, formative assessment not only functions as an academic evaluation tool, but also as an instrument for forming attitudes. This study uses a qualitative approach with a case study method in one of the public elementary schools in Central Java. Data were collected through classroom observations, interviews with teachers, and assessment documentation. The results of the study indicate that the implementation of formative assessment consistently has a positive impact on the habituation of student discipline behavior, such as punctuality in collecting assignments, regularity in taking notes, and readiness to participate in learning. The feedback provided by teachers in formative assessment encourages students to reflect on and improve their learning attitudes. This study recommends the integration of formative assessment as part of a character-based learning strategy, especially in strengthening disciplinary values ​​from an early age.
Revitalisasi Pembelajaran Matematika : Pembagian Lewat Permainan Tradisional Congklak di Kelas 4 MI Salafiyah Dadirejo Atiyah Atiyah
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 5 No. 1 (2025): Maret : Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v5i1.5820

Abstract

The purpose of this study is to investigate how the traditional game of Congklak is used in teaching the concept of division in the 4th-grade mathematics class at MI Salafiyah Dadirejo. Mathematics is often considered difficult and uninteresting by students, especially division, which can be quite challenging to understand. Therefore, creative teaching methods are needed to enhance students' understanding. As a more interactive and enjoyable tool for teaching division, the traditional game of Congklak, which is known in various regions of Indonesia, is introduced. This study uses a qualitative research method with a case study approach at MI Salafiyah Dadirejo. Data collection methods include observation, interviews, and documentation. The results of the study show that integrating the Congklak game into the learning process helps students better understand the concept of division. In addition to improving students' understanding of division, this game also enhances their social skills and increases their participation in the classroom. Traditional games like Congklak, which offer a more tangible and direct approach to learning, are a great alternative for teaching mathematics, especially concepts that require more practical understanding. These findings highlight the potential of using traditional games in modern education to create engaging and effective learning experiences for students.
KETERAMPILAN GURU SEKOLAH DASAR DI ERA KURIKULUM MERDEKA: KAJIAN LITERATUR SISTEMATIS Winda Restalia; Atiyah Atiyah; Rahmat Kamal; Khairul Anwar
Jurnal Pendidikan Sultan Agung Vol 5, No 3 (2025)
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jp-sa.5.3.348-363

Abstract

Kurikulum Merdeka menuntut guru Sekolah Dasar (SD) untuk memiliki keterampilan yang relevan dengan kebutuhan abad ke-21. Kajian literatur sistematis ini bertujuan untuk mengidentifikasi dan menganalisis keterampilan dasar yang diperlukan guru SD dalam mengimplementasikan Kurikulum Merdeka. Metode yang digunakan meliputi penelusuran, seleksi, dan analisis literatur dari berbagai sumber, seperti jurnal ilmiah, buku, dan dokumen kebijakan. Hasil kajian menunjukkan bahwa guru SD perlu menguasai beragam keterampilan, antara lain: (1) pedagogik, meliputi pembelajaran berpusat pada peserta didik, asesmen holistik, dan pembelajaran berbasis proyek; (2) teknologi, meliputi literasi digital dan pemanfaatan platform pendidikan; (3) sosial-emosional, meliputi empati, komunikasi efektif, dan manajemen kelas positif; dan (4) kepemimpinan, meliputi kemampuan berinovasi, kolaborasi, dan advokasi. Pengembangan profesional guru yang berkelanjutan diperlukan untuk memastikan implementasi Kurikulum Merdeka yang efektif.Kata Kunci: Kurikulum Merdeka, keterampilan dasar guru, Sekolah Dasar.
Co-Authors KHAIRUL ANWAR Rahmat Kamal Winda Restalia