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All Journal Ash-Shahabah: Jurnal Pendidikan dan Studi Islam
Henny Sukmawati
Sekolah Tinggi Agama Islam (STAI) DDI Sidrap
Religion Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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METODE QUANTUM (Pengertian, Prosedur penggunaan dan keutamaannya) Henny Sukmawati
Ash-Shahabah : Jurnal Pendidikan dan Studi Islam Vol. 3 No. 1 (2017): Ash-Shahabah: Jurnal Pendidikan dan Studi Islam
Publisher : Fakultas Agama Islam Universitas Islam Makassar (UIM)

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Abstract

Quantum Method is a method of learning that paved the way active participation of both parties to create a learning situation is pleasant, happy, motivating interest, for stimuli presented as well as beneficial for learners. The procedure for applying quantum learning model is a paradigm measures that must be adopted by students and teachers in learning activities. Learning is most effective when done in a pleasant atmosphere, environment and atmosphere that is not too formal, so that participants feel relaxed and relaxed. Lesson modules should not be complicated but should be presented in a simple and more into a real case. Learning strategies quantum learning and virtue is a strategy that is in use teachers who have a concept to be able to absorb the facts, concepts, procedures, and principles of a science with a quick, fun, and memorable.
FUNGSI SUPERVISI PENDIDIKAN Henny Sukmawati
Ash-Shahabah : Jurnal Pendidikan dan Studi Islam Vol. 3 No. 2 (2017): Ash-Shahabah: Jurnal Pendidikan dan Studi Islam
Publisher : Fakultas Agama Islam Universitas Islam Makassar (UIM)

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Abstract

The purpose of national education is to educate the life of the nation and to develop a whole human being, that is man who is virtuous with noble character, possesses knowledge and skills, physical and spiritual health, solid and independent personality and sense of community responsibility and nationality. The purpose of educational supervision is to help teachers to better understand / realize the goals of education in schools, and the function of schools in achieving educational goals, to help teachers to be more aware and understand the needs and problems faced by students. The function of educational supervision consists of various activities that must be done, but in essence the activities include four things: (1) carrying out educational leadership, (2) conducting research, (3) conducting objective assessment, and (4) carry out appropriate services.
KORELASI KEMAMPUAN TES MEMBACA TERHADAP PEMAHAMAN SISWA PADA TEMA BACAAN Henny Sukmawati
Ash-Shahabah : Jurnal Pendidikan dan Studi Islam Vol. 4 No. 2 (2018): Ash-Shahabah: Jurnal Pendidikan dan Studi Islam
Publisher : Fakultas Agama Islam Universitas Islam Makassar (UIM)

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Abstract

Reading is a process carried out and used by the reader to get the message to be conveyed by the author through the medium of words / written language. The main purpose of reading is to find and obtain information, in the form of content, understanding the meaning of reading. The reading ability test is intended to measure the level of students' congressive abilities, understanding written discourse in the form of congritive levels of memory (C1), understanding (C2), Application (C3), Analysis (C4), Synthesis (C5), and evaluation (C6). In the choice of discourse, it should consider in terms of the level of difficulty, content, length and form of discourse. The discourse that is tested can be in the form of prose, dialogue, or poetry by considering the lengths.
TES KEMAMPUAN GRAMATIKA DALAM PEMBELAJARAN BAHASA INDONESIA Henny Sukmawati
Ash-Shahabah : Jurnal Pendidikan dan Studi Islam Vol. 5 No. 1 (2019): Ash-Shahabah: Jurnal Pendidikan dan Studi Islam
Publisher : Fakultas Agama Islam Universitas Islam Makassar (UIM)

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Abstract

Grammar evaluation focuses on grammatical competence, namely mastery of linguistic code, ability to remember vocabulary, morphology, syntax, and phonological characteristics of a language and manipulate these characteristics to form words and form sentences. In choosing the grammar test, four things need to be considered, namely (1) level and type of school, (2) curriculum and grammar test book, (3) test objectives (4) language status taught. The form of grammar tests, namely subjective tests and objective tests, namely subjective tests and objective tests. Grammar tests aim to determine the level of students' initial abilities, diagnose student learning difficulties, know the development of students' abilities, know the development of students' abilities, encourage teachers to carry out learning activities better, know the results of learning, encourage students to learn, and know the achievement of the curriculum. In the implementation the teacher uses the form of tests that are subjective tests which can be in the form of bounded description tests and free descriptions that refer to cognitive levels including multiple choice forms, forms of memory errors, forms of rearrangement, forms of completing, transformation, changing words, broken sentences, matchmaking, matching, merging and additions. This test requires students to be able to connect facts and concepts, organize them in logical coherence and then pour the results of their thoughts into written expressions. Objective tests are tests that demand or require students to only give short answers, even just by choosing a specific code that represents an alternative answer that has been prepared.
MODEL PEMBELAJARAN KOOPERATIF (COOPERATIVE LEARNING) Henny Sukmawati
Ash-Shahabah : Jurnal Pendidikan dan Studi Islam Vol. 5 No. 2 (2019): Ash-Shahabah: Jurnal Pendidikan dan Studi Islam
Publisher : Fakultas Agama Islam Universitas Islam Makassar (UIM)

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Abstract

Cooperative Learning is a learning system which is known as group learning process, Cooperative learning prioritizes a group working in solving a problem to apply the knowledge and skill to get the goal of learning process. It is also hoped that it can improve the result of students’ cognitive ability. Cooperative learning can improve students’ academic achievement, either talented students or low capalibity students. The most important thing is students appreciate each other, they build their friendship through this learning model. Cooperative learning is a group learning that can be continued by educators to apply in learning process.
MODEL PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) Henny Sukmawati
Ash-Shahabah : Jurnal Pendidikan dan Studi Islam Vol. 6 No. 1 (2020): Adh-Shahabah: Jurnal Pendidikan dan Studi Islam
Publisher : Fakultas Agama Islam Universitas Islam Makassar (UIM)

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Abstract

Learning through the problem-based learning approach is a series of learning activities that are expected to empower students to become an independent individual and be able to face every problem encountered in his life. Problem-based learning is innovation in learning, this is because in problem-based learning students' thinking abilities can be optimized through systematic group work processes so students can hone, test and develop their thinking abilities on an ongoing basis. In application of problem-based learning requires the readiness of teachers and students to be able to collaborate in solving problems raised. The teacher must be ready to be a mentor as well as a tutor for students who can provide motivation and help students to master problem solving skills. For teachers, an understanding of various student-centered approaches, one of which is problem-based learning needs to be improved to face the challenges of life now and in the future.
Peranan Guru Dalam Mengimplementasikan Kurikulum Pembelajaran Henny Sukmawati
Ash-Shahabah : Jurnal Pendidikan dan Studi Islam Vol. 9 No. 2 (2023): Ash-Shahabah: Jurnal Pendidikan dan Studi Islam
Publisher : Fakultas Agama Islam Universitas Islam Makassar (UIM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ash.v9i1.324

Abstract

In the learning process the role of the teacher determines student learning outcomes. Therefore, the main role of the teacher at school is to convey knowledge as a past cultural heritage which is considered useful so that it must be preserved, so that the teaching process that is the responsibility is more successful, the role of the teacher as a source of learning is related to mastery of learning material, however great the progress technology, the teacher's role will still be needed in implementing it, thanks to the teacher's expertise, the curriculum has meaning and value. This means that through the teacher the values ​​contained in the curriculum can be conveyed to students, and the actualization and transformation of values, attitudes, knowledge and skills contained in the curriculum/syllabus is carried out by the teacher through curriculum implementation, namely the real or actual curriculum.
Peningkatan Kemampuan Membaca Siswa melalui Pembelajaran Bahasa Indonesia Henny Sukmawati
Ash-Shahabah : Jurnal Pendidikan dan Studi Islam Vol. 10 No. 1 (2024): Ash-Shahabah: Jurnal Pendidikan dan Studi Islam
Publisher : Fakultas Agama Islam Universitas Islam Makassar (UIM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ash.v10i1.979

Abstract

In the world of education, reading activities and assignments are non-negotiable. The success of a person's studies will be largely determined by the ability and willingness to read. A reading test is an exam that measures/tests students' ability to understand, interpret and analyze reading on certain topics presented. The main purpose of reading is to search for and obtain information, including the content of understanding the meaning of reading. The reading ability test is intended to measure the level of students' cognitive abilities in understanding written discourse. Reading is a process carried out and used by readers to acquire. The main purpose of reading is to search for and obtain information, in the form of content, and understand the meaning of the reading. The reading ability test is intended to measure the level of students' cognitive abilities, understanding written discourse in the form of cognitive levels of memory (C1), comprehension (C2), Application (C3), Analysis (C4), Synthesis (C5), and evaluation (C6). When selecting a discourse, you should consider the level of difficulty, content, length and form of the discourse. The discourse tested can be in the form of prose, dialogue or poetry, taking into account the length and shortness.
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