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MANAJEMEN PENGEMBANGAN KOMPETENSI PEDAGOGIK GURU BERBASIS RELIGIUS DI SDIT ANAK SHOLEH MATARAM Hadi, Lalu Sirajul
JURNAL PENELITIAN KEISLAMAN Vol 12, No 2 (2016): (Juli)
Publisher : LP2M IAIN Mataram

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Kualitas proses dan hasil pembelajaran ditentukan oleh kompetensi yang dimiliki guru, yang didasarkan pada nilai-nilai religius yang dirujuk sebagai keyakinan, pengetahuan, pemahaman dan pengamalan. Maka, dibutuhkan manajemen pengembangan yang tepat, baik pada aspek pedagogik maupun pada aspek religius. Penelitian ini bertujuan untuk menemukan (1) konsep performance kompetensi pedagogik guru berbasis religius (2) strategi pengembangan kompetensi pedagogik guru berbasis religius dan (3) implikasi manajemen pengembangan kompetensi pedagogik guru berbasis religius di SDIT Anak Sholeh Mataram. Penelitian ini menggunakan pendekatan kualitatif, jenis studi kasus. Tekhik pengumpulan data dilakukan dengan wawancara mendalam, observasi partisipan dan dokumentasi. Teknik analisis dilakukan dengan proses reduksi data (data reduction), penyajian data (data display), dan penarikan serta pengujian kesimpulan data (drawaing and verifying conclusions).Pengecekan keabsahan data dilakukan dengan tingkat kepercayaan (credibility), kebergantungan (dependability) dan objektivitas (confirmablity). Hasil penelitian menunjukan bahwa (1) konsep performance kompetensi pedagogik religius adalah unjuk kerja guru yang dibangun berdasarkan potensi, ability, capabeltiey, capacity dan afeksi religius dalam mewujudkan kinerja guru dalam proses dan hasil pembelajaran yang dilandasai dengan nilai-nilai religius sebagai spirit, motivasi dan ideologi (2) pengembangan kompetensi pedagogik religius guru belum dilakukan melalui tahapan dan langkah-langkah yang sistematis, holisitk dan sestemik, kegiatan pengembangan bersifat general-temporary karena tanpa melalui proses analisis penilaian (assessment analysis) dan analisis kebutuhan (need analysis) yang komprehensif dan objektiv. Strategi pengembangan dapat dilakukan dengan menggunakan model pengembangan kompetensi berkelanjutan melalui pendekatan religius learning community (3) implikasi manajemen pengembangan kompetensi pedagogik berbasis religius, adalah; Pertama, implikasi bagi guru (personal impact), terbangunnya kepercayaan diri (self confident), kepuasan diri (self satisfication), kualitas kinerja, dan produktivitas dalam proses pembelajaran dengan menjadikan nilai-nilai religius sebagai spirit, motivasi dan ideologi. Kedua, implikasi bagi sekolah (institution impact), tercipta dan terjaganya kepercayaan stakeholder sebagai pengguna pendidikan.

STAREGI KEPEMIMPINAN KEPALA MADRASAH SEBAGAI AGENT OF CHANGE DALAM MEWUJUDKAN MODERASI BERAGAMA Lalu Sirajul Hadi
SOCIETY Vol. 11 No. 2 (2020): Desember 2020
Publisher : UIN Mataram

Madrasa is not only a place to study, but also a place to meet many people with different backgrounds, ideas, thoughts and ideas, which are different each other. Education in madrasa aims to make humans as creatures who believe and devote to Allah Almighty, by good religion, promoting goodness through the implementation of the teaching of Islam rahmatan lil’alamin (a blessing for all nature). One of the approaches taken to realize the religion of rahmatan lil’alamin is to recpect each other and tolerance for the achievment of harmonious and civilized human life goals. Moderate religious in madrasa is one method that can be place of religious education, which is not only about religious knowledge but also implemented in religious life in democratic life, through habituation and good attitude. The character of moderate religious requires openness, acceptance and coorporation from each of the diffrent groups and respect to others. Head master has a role in encouraging and moving these ideas and agent of change and reformer towards the good of the future for the young generation.

Pembentukan Karakter Profil Pelajar Pancasila Melalui Implementasi Kurikulum Merdeka di MAN 1 Mataram Hadi, Lalu Sirajul
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 3 (2024): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i3.2448

National character reflects civilization and culture as a symbol of identity, education is an instrument to form the integrity of national identity. The implementation of the Independent Curriculum is an effort to shape the character of students into individuals who are devout, independent, cooperative, globally diverse, critical thinkers, and creative. This research examines the implementation of the Independent Curriculum in shaping students' character through habituation. The purpose of this research is to examine the effectiveness of the implementation of the Independent Curriculum in character formation of students. This research uses a qualitative approach with a descriptive research type. Data collection techniques used include observation, interviews, and documentation. Data analysis techniques are carried out through data reduction, data presentation, and drawing conclusions. The results of the research show that character formation is very effective through the strategy of habituating attitudes, activities, and rules that serve as references in the school environment. Character is also formed through the example of teachers as role models for students. The conclusion of this research is that the implementation of the Independent Curriculum can significantly shape students' character through habituation and exemplary behavior. The implications of this research emphasize the importance of the role of schools and teachers in shaping students' character with integrity.

Implementasi Gerakan Literasi Sekolah di SDN 2 Labuapi Kabupaten Lombok Barat Fitriani, Baiq Yati; Zain, Moh. Irawan; Hasnawati; Hadi, Lalu Sirajul
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/89j0dd57

Rendahnya minat baca dan kemampuan literasi siswa menuntut adanya upaya peningkatan budaya literasi melalui program Gerakan Literasi Sekolah (GLS). Penelitian ini bertujuan mendeskripsikan implementasi GLS di SDN 2 Labuapi, Kabupaten Lombok Barat, yang meliputi perencanaan, pelaksanaan, dan hasil program literasi sekolah. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif dan dilaksanakan pada semester genap tahun ajaran 2025/2026. Subjek penelitian meliputi 1 kepala sekolah, 3 guru wali kelas, dan 12 siswa kelas IV yang dipilih secara purposive. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif dengan 18 indikator, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperiksa melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa perencanaan GLS telah dilakukan melalui pembentukan tim literasi, analisis kebutuhan literasi, penyusunan program, serta penyediaan sarana dan prasarana literasi. Pelaksanaan program dilakukan melalui kegiatan membaca 15 menit sebelum pembelajaran yang mencapai 83,3% keterlaksanaan di akhir semester, pemanfaatan perpustakaan dan pojok baca, serta integrasi kegiatan literasi dalam pembelajaran. Hasil pelaksanaan program menunjukkan peningkatan minat baca yang tercermin dari frekuensi kunjungan perpustakaan yang meningkat 65%, kemampuan membaca, kemampuan menulis, kemampuan berpikir kritis, kemandirian belajar, dan hasil belajar siswa, yang ditunjukkan oleh kenaikan nilai rata-rata Bahasa Indonesia siswa kelas IV dari 51,75 pada semester I menjadi 64,96 pada semester II, serta peningkatan nilai terendah dari 20 menjadi 45 yang mengindikasikan dampak signifikan pada siswa berkemampuan rendah. Berdasarkan temuan tersebut disimpulkan bahwa implementasi Gerakan Literasi Sekolah di SDN 2 Labuapi yang melibatkan seluruh komponen sekolah terbukti efektif dalam meningkatkan budaya literasi dan hasil belajar siswa secara signifikan pada tahap awal penerapan program.

Implementasi Sustainable Development Goals (SDG) 4 Dalam Meningkatkan Mutu Pendidikan Dasar Ikhsan, Alyvia Nur; Sobri, Muhammad; Hadi, Lalu Sirajul
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/gn9jvn66

Penelitian ini bertujuan untuk mendeskripsikan implementasi Sustainable Development Goals (SDGs) 4 dalam meningkatkan mutu pendidikan dasar di SDN 29 Cakranegara, serta mengidentifikasi faktor penghambat dan strategi penanganannya. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus instrumental. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi dengan informan yang terdiri dari kepala sekolah, tiga guru kelas rendah, dan lima siswa yang dipilih secara purposif. Data dianalisis melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan, dengan uji keabsahan data melalui triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa implementasi SDGs 4 di SDN 29 Cakranegara telah berjalan secara bertahap melalui penguatan proses pembelajaran di kelas, peningkatan kompetensi dasar siswa terutama literasi dan numerasi, serta pengembangan profesionalisme guru melalui kegiatan pelatihan, forum K3S, dan gugus sekolah. Pada aspek prestasi, sekolah lebih menonjol pada bidang non-akademik seperti keagamaan (Hifzil Qur'an) dan olahraga (O2SN), yang mencerminkan penguatan kultur religius lokal dan pendekatan holistik. Namun demikian, implementasi tersebut masih menghadapi beberapa hambatan multidimensional, terutama rendahnya keterlibatan orang tua dalam pendampingan belajar (ditunjukkan dengan tingkat kehadiran orang tua pada kegiatan sekolah yang hanya mencapai 40-50%), kondisi sosial ekonomi keluarga yang kurang stabil, keterbatasan keberlanjutan belajar di rumah, serta adanya peserta didik dengan kebutuhan khusus yang belum tertangani secara profesional. Strategi adaptif yang dilakukan sekolah meliputi penguatan pembelajaran melalui pengulangan materi di kelas, pendampingan individual bagi siswa, komunikasi persuasif dengan orang tua, serta peningkatan kompetensi guru melalui pelatihan dan forum profesional. Secara keseluruhan, implementasi SDGs 4 di SDN 29 Cakranegara menunjukkan arah yang positif, namun keberhasilannya masih sangat dipengaruhi oleh dukungan lingkungan keluarga dan sosial peserta didik, sehingga diperlukan kolaborasi yang lebih erat antara sekolah, keluarga, dan masyarakat sebagai prasyarat utama pencapaian target SDG 4 secara berkelanjutan.

ANALISIS STRATEGI GURU DALAM MENERAPKAN MODEL PROBLEM BASED LEARNING (PBL) BERBANTUAN GOOGLE EARTH PADA MATA PELAJARAN IPAS KELAS V SDN 2 LABUHAN LOMBOK Wahyuni, Aulia; Lalu Sirajul Hadi; Ilham Handika
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Released
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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This study was motivated by the highly abstract nature of concepts in Natural and Social Sciences (IPAS) subjects particularly the topic of earth's relief which resulted in low student engagement and conceptual understanding among elementary students. This research aimed to describe in depth the teacher's strategies in planning, implementing, and evaluating IPAS instruction by integrating the Problem-Based Learning (PBL) model assisted by Google Earth media in Grade V at SDN 2 Labuhan Lombok. A qualitative descriptive approach was employed in this study. The primary subject was the fifth grade class teacher selected through purposive sampling. Data collection techniques included structured observations, semi-structured interviews, and documentation. Data were analyzed using the Miles and Huberman model comprising data reduction, data display, and conclusion drawing with data validity verified through triangulation. The results revealed that the teacher's strategy was executed systematically across three stages. In the planning stage, the teacher designed instructional modules aligning PBL syntax with Google Earth's 3D spatial visualization, selected contextual local environmental issues (such as local flooding phenomena), and prepared digital infrastructure. During implementation, the teacher presented authentic problems via interactive satellite imagery, managed structured task-oriented group activities, and provided scaffolding and peer tutoring to resolve digital navigation hurdles. In the evaluation stage, the teacher applied a comprehensive authentic assessment covering affective, psychomotor, and cognitive domains through performance observation sheets and student worksheet analysis

Meningkatkan Kemampuan Literasi Melalui Program Bimbingan Membaca Pada Siswa Kelas Rendah Di SDN 27 Mataram Revi Maelani; Baiq Mutiara Nabila; Marlina Hidayatul Islamiah; Aulia Fani; Lalu Sirajul Hadi
Kreasi: Jurnal Inovasi dan Pengabdian kepada Masyarakat Vol. 6 No. 3 (2026): Oktober
Publisher : BALE LITERASI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kreasi.v6i3.4987

Reading ability is an essential foundation for successful learning among elementary school students. However, preliminary observations at SDN 27 Mataram revealed that 29 lower-grade students still struggled to recognize letters, combine syllables and words, and read simple sentences. This study aims to describe the implementation of a reading guidance program and the development of reading literacy skills among lower-grade students at SDN 27 Mataram. This study employed a descriptive qualitative approach. The participants consisted of 29 students from classes IA, IB, IIA, IIB, and IIIB, five homeroom teachers, and the school principal. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model and validated through method and source triangulation. The program involved identifying students’ initial abilities, grouping them according to reading proficiency, providing guidance using picture books, singing together, and evaluating progress through the *Tantangan Berani Maju* method. The findings indicate increased enthusiasm, engagement, and confidence in reading aloud in front of peers. Some students who initially struggled with spelling began to spell words more effectively. The program was supported by the school principal, teachers, appropriate teaching materials, and collaboration with parents. Challenges included differences in learning pace, limited time, and unequal family literacy support. This study concludes that a consistent reading guidance program tailored to students’ needs has the potential to support early reading development. Therefore, elementary schools, particularly in West Nusa Tenggara, can develop similar programs by considering student grouping, varied teaching methods, and stronger parental involvement in supporting literacy at home.

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