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All Journal Nadwa : Jurnal Pendidikan Islam Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Halaqa : Islamic Education Journal FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Ijtimaiya : Journal of Social Science and Teaching ADDIN KONSELING EDUKASI : Journal of Guidance and Counseling Fitrah: Journal of Islamic Education Tafkir: Interdisciplinary Journal of Islamic Education Muẚṣarah: Jurnal Kajian Islam Kontemporer QOSIM: Jurnal Pendidikan, Sosial & Humaniora SIGNIFICANT : JOURNAL OF RESEARCH AND MULTIDISCIPLINARY ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Quality EDUKASIA: Jurnal Penelitian Pendidikan Islam
Puspo Nugroho, Puspo
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Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Internalisasi Nilai-Nilai Karakter pada Anak Usia Dini di Era Pandemi Covid-19 Nugroho, Puspo; Inayah, Faiq Zahrotul; Musdalifah, Novi Linda
THUFULA Vol 9, No 2 (2021): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v9i2.12897

Abstract

This study aims to find out how the teacher’s efforts to internalize character values in early childhood during the covid-19 pandemic at Masyithoh Cebolek Margoyoso Pati Kindergarten and the problems they face. In its implementation, it uses a qualitative case study approach with data collection techniques through observation, interviews, and documentation. Research subjects include teachers and literature searches. The results showed that the first; character values instilled in early childhood consist of 18 character values as referred to by the Ministry of Education and Culture, second; teachers’ efforts to internalize character values during the Covid-19 pandemic through several ways including a) continuous habituation, b) application of blended learning systems, c) application of multiple methods in every learning and d) strengthening of parenting parents offline and online. Third; the emergence of problems in the implementation of internalization such as the lack of responsiveness of parents in assisting learning, technological stuttering, inadequate network availability, loss of children’s independence due to excessive parental assistance, limited parental assistance time. All of these problems are dealt with by forming a communication platform in the form of a parent association as a medium for sharing, communicating, and sharing information and experiences.
Pandangan Kognitifisme dan Aplikasinya dalam Pembelajaran Pendidikan Agama Islam Anak Usia Dini Nugroho, Puspo
THUFULA Vol 3, No 2 (2015): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v3i2.4734

Abstract

Early Childhood Education becomes a very important phase of education.Phase which will color the world of children’s cognitive thinking. In this phase ofbrain development in children achieve the remarkable level, which in this phasethe child reaches the golden era (golden age) so that the child is able to developthe power of perception based on what is seen, heard and felt, so that the childwill have a thorough understanding and comprehensive. From that some figuressuch as Jerrome Brunner, Ausabel and Jean Piaget contributed cognitive learningstyle and thinking according to each, According to Jerome Bruner in the learningprocess is more determined how the teacher is able to organize learning accordingto the student’s learning style. The students are learning according to Ausubelmust be “meaningful” (meaningfull). Meaningful learning is a process where newinformation, in which new information is associated with the structure of therelevant concepts, cognitive structure that is already owned by someone learners.Meanwhile, according to Jean Piaget every child develops the capacity to thinkin an orderly phase. At a certain stage of development will emerge schemes orcertain cognitive structures whose success at each stage is highly dependent on theprevious stage. Of the three characters are interrelated and complementary. Thirdapplication of the above theory in PAI learning, especially for young children, ateacher needs to know in depth protege start developmentally age, style oflearning styles, as well as in packaging materials must be meaningful, it means tohave linkages with prior knowledge of children, use of media educative abstract tostimulate the understanding, delivery of content delivered ranging from the simpleto the complex, the learning process needs to be developed based activities, etc.Through these principles is expected socio-emotional development, intelligenceand personality of children will grow up.
Model for Developing a Multicultural Islamic Religious Education Curriculum in Islamic Higher Education Rodliyatun, Mushbihah; Nugroho, Puspo; Baidhawy, Zakiyuddin
EDUKASIA Vol 17, No 2 (2022): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v17i2.14043

Abstract

This study aims to determine the importance of implementing multicultural education and strategies in developing multicultural-based Islamic religious education (PAI) curriculum in the Undergraduate Islamic Religious Education Study Program of the Faculty of Tarbiyah and Teacher Sciences (FTIK), IAIN Salatiga. This qualitative research used observation, interview, and documentation methods. The results uncovered that multicultural education is crucial for students. The lecturer's strategy in implementing the learning process was adjusted to the curriculum. Also, there is a curriculum evaluation by opening up students' thinking insights and developing student potential through expanding Islamic knowledge insights on contemporary issues. The strategies used in instilling multicultural education include (1) fostering noble morals and developing inter-religious harmony; (2) multicultural education was carried out comprehensively; (3) lecturers implemented multicultural values both in lectures and off-campus activities; (4) building teamwork involving stakeholders; (5) the curriculum development model was conducted through subject matter curriculum; (6) institutional support for multicultural-based Islamic religious education curriculum development. Implementing multicultural education in the Undergraduate Islamic Religious Education Study Program of the Faculty of Tarbiyah and Teacher Sciences (FTIK), IAIN Salatiga, can be a real solution to heterogeneous or plural conflicts as a preventive effort in undergoing socio-cultural problems.
Co-Authors Aat Hidayat Ahmad Fatah, Ahmad Aquil, Anzar Dani Rohmatulloh, Naufal Farha, Asfiya Fitriani, Akhadiah Habiba, Bella Inayah, Faiq Zahrotul Khusnah, Nailal Luthvia, Saudah Mufidah, Nisrinatul Muhammad Arief Nugroho Musdalifah, Novi Linda Nanda Pratama, Farandika Nia, Nia Ifa Nisak, Siti Latifatun Noviyanti, Indah Nurul Rahayu Aditya, Sukma Rahmawati, Nur Halyza Rifa Zakaria, Ahmad Rifatul Muna, Lia Rodliyatun, Mushbihah Rozaq, Mohammad Khoirur Salamah, Nur Salsabila, Unik Hanifah Sri Mulyani Sumadi, Eko Syah, Muhammad Noor Sulaiman Tiyaningsih, Seifi Ulya, Annisa Mustagfirotul Varadis, Muhammad Desilva Adis Wahyu Febriani, Elok Zafi, Ashif Az Zakiyuddin Baidhawy