Articles
<![CDATA[Pengembangan Self Esteem Melalui Pembelajaran Kooperatif ]]>
<![CDATA[Robingatin, Robingatin]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol 12 No 1, Juni 2012 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v12i1.59
<![CDATA[Children with high self esteem are characterized by positive views towards themselves in some dimensions such as physical, academic, and social competence as the basis of their confidence, to make children appreciate themselves, bring sense of secure, and accepted by their friends or others. Children with high self esteem will judge their friends or others same as they are. Self esteem development by a teacher is done to serve children with respect, to help them success in school, to serve children without discrimination, threat, humiliation, and discouragement. Children self esteem development can be done through cooperative learning that teach cooperative principles and skills, establish community in the class, develop positive relationship among friends, tolerance towards the differences which simultaneously develop academic competence.]]>
<![CDATA[Pengembangan Self Esteem Melalui Pembelajaran Kooperatif ]]>
<![CDATA[Robingatin, Robingatin]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 12 No 1, Juni 2012 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v12i1.59
<![CDATA[Children with high self esteem are characterized by positive views towards themselves in some dimensions such as physical, academic, and social competence as the basis of their confidence, to make children appreciate themselves, bring sense of secure, and accepted by their friends or others. Children with high self esteem will judge their friends or others same as they are. Self esteem development by a teacher is done to serve children with respect, to help them success in school, to serve children without discrimination, threat, humiliation, and discouragement. Children self esteem development can be done through cooperative learning that teach cooperative principles and skills, establish community in the class, develop positive relationship among friends, tolerance towards the differences which simultaneously develop academic competence.]]>
<![CDATA[Implementasi Kurikulum Jaringan Sekolah Islam Terpadu di Sekolah Menengah Pertama Islam Terpadu ]]>
<![CDATA[Robingatin, Siti]]>
<![CDATA[ SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) SYAMIL, Vol. 3 No. 1, 2015 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/sy.v3i1.241
<![CDATA[Islamic School Network Integrated Curriculum (JSIT) is a curriculum that integrate curriculum with the curriculum of the National Local Content that based on Islamic education, which includes the National curriculum, the curriculum of Islamic education, Scouting curriculum, and skilled curriculum. Purpose of this study is describing the implementation of the curriculum of Islamic Schools Network Integrated (JSIT) in Junior High School Islam Daarussalaam North Sangatta East Kutai realized in school programs and find the factors supporting and hindering the implementation of the curriculum of Islamic Schools Network Integrated Integrated Islamic (JSIT) in Islamic Integrated Junior High School Daarussalaam North Sangatta East Kutai. Research design of this study is a qualitative research. The main data sources obtained through interviews, observation, and documentation. And data analysis technique obtained from data reduction, data presentation and verification of data by performing triagulasi data. The results of this study that the implementation of the curriculum of Islamic Schools Integrated Network Islamic in Integrated Junior High School (SMPIT) Daarussalaam North Sangatta East Kutai showed the indications on the Internalization of Islamic values in all subjects, local content and program curriculum. Some factors Supported implementation of curriculum Islamic Integrated School Network ISAM (JSIT) are the role of parents both morally and materially. National Education affair minister monitored and evaluated as well as the social environment that religious and strategic place while inhibiting factor Human Resources who lack an understanding of the Integrated Islami Curriculum School (JSIT) and inadequate infrastructure.]]>
<![CDATA[Peningkatan Kemampuan Berhitung Melalui Permainan Tradisional Dakon di Raudhatul Athfal Al Kamal 1 Palaran Samarinda ]]>
<![CDATA[Rinda, Rinda]]>;
<![CDATA[Robingatin, Robingatin]]>;
<![CDATA[Saugi, Wildan]]>
<![CDATA[ Jurnal Ilmiah Pesona PAUD Vol 7, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/108472
<![CDATA[Along with the development of science and technology, traditional games that can develop children’s skills still exist. One of them is dakon. This research is a classroom research aimed to develop arithmetic skills at Raudhatul Athfal Al Kamal 1 Palaran Samarinda. The research subjects were 12 students with 6 males and 6 females. The traditional game dakon focuses on introducing number 1-20, mentioning the number order 1-20, and sorting numbers of dakon. This research was carried out through two cycles with three meetings each cycle. The result of research shows that before the treatment the students’ skill is 0%. After the treatment, the skill on the cycle 1 is 31% with developing criteria. On the cycle 2, the skill is 77% with well-developed criteria. Thus, it can be concluded that the traditional game dakon can develop the students’ arithmetic skills of Raudhatul Athfal Al Kamal 1 Palaran, Samarinda.]]>
<![CDATA[Improving children’s language skills through online learning during covid-19 pandemic ]]>
<![CDATA[Robingatin, Robingatin]]>;
<![CDATA[Saugi, Wildan]]>;
<![CDATA[Susan, Susan]]>
<![CDATA[ JECCE (Journal of Early Childhood Care and Education) Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/jecce.v3i2.2246
<![CDATA[The present study was done to find out the children’s language skill improvement in online learning during Covid-19 pandemic at TK IT Bunga Harapan. In order to maintain children’s language development amid the pandemic, online learning was implemented. Qualitative approach was applied. We involved 12 preschool students as the participants of the study. The data were collected through observation, interview, and documentation. Children’s language skill improvement in TK Bunga Harapan was proven by the decrease in number of students suffering from speech delay, from 4 students (25%) to 1 student (6.25%) out of 12 students. This improvement was noticed after teachers conducted online learning activities that provided children with experience to make videos stimulating them to communicate and speak. With regard to the assessment, teachers used anecdotal notes by observing the children’s development through videos they made.]]>
<![CDATA[Improving children’s language skills through online learning during covid-19 pandemic ]]>
<![CDATA[Robingatin Robingatin]]>;
<![CDATA[Wildan Saugi]]>;
<![CDATA[Susan Susan]]>
<![CDATA[ JECCE (Journal of Early Childhood Care and Education) Vol. 3 No. 2 (2020) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/jecce.v3i2.2246
<![CDATA[The present study was done to find out the children’s language skill improvement in online learning during Covid-19 pandemic at TK IT Bunga Harapan. In order to maintain children’s language development amid the pandemic, online learning was implemented. Qualitative approach was applied. We involved 12 preschool students as the participants of the study. The data were collected through observation, interview, and documentation. Children’s language skill improvement in TK Bunga Harapan was proven by the decrease in number of students suffering from speech delay, from 4 students (25%) to 1 student (6.25%) out of 12 students. This improvement was noticed after teachers conducted online learning activities that provided children with experience to make videos stimulating them to communicate and speak. With regard to the assessment, teachers used anecdotal notes by observing the children’s development through videos they made.]]>
<![CDATA[Implementasi Disiplin Kerja Tata Usaha di Madrasah Tsanawiyah Labbaika Samarinda ]]>
<![CDATA[Indah Permata Sari]]>;
<![CDATA[Robingatin Robingatin]]>;
<![CDATA[Siti Julaiha]]>
<![CDATA[ Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Vol 5 No 3 (2018): TARBIYAH WA TA'LIM ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Samarinda ]]>
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DOI: 10.21093/twt.v5i3.3202
<![CDATA[Salah satu indikator keberhasilan disiplin kerja adalah tanggung jawab yang tinggi terhadap pekerjaan. Realita di lapangan, sebagian staf tata usaha Madrasah Tsanawiyah Labbaika Samarinda sudah sepenuhnya baik dalam disiplin kerja seperti yang diharapkan. Oleh karena itu diperlukan upaya meningkatkannya, antara lain dimulai dari menciptakan disiplin kerja yang baik dan berkelanjutan. Rumusan masalah yang diangkat yaitu bagaimana kepala sekolah melakukan disiplin kerja pada staf tata usaha, bagaimana implementasi disiplin kerja staf tata usaha dalam aktivitas sehari-hari, dan apa saja faktor pendukung dan penghambat implementasi disiplin kerja pada staf tata usaha. Tujuan dari penelitian ini untuk mengetahui implementasi disiplin kerja tata usaha di Sekolah Madrasah Tsanawiyah Labbaika Samarinda. Penelitian menggunakan metode kualitatif deskriptif. Sumber data dalam penelitian ini adalah kepala sekolah, kepala tata usaha, dan staf tata usaha. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan metode analisi data di lapangan model Miles and Huberman. Hasil penelitian menunjukkan bahwa implementasi disiplin kerja staf tata usaha di MTs Labbaika Samarinda disiplin. Hal ini dilihat dari kepala madrasah mampu menerapkan disiplin kerja staf tata usaha yang ada di madrasah tersebut. Disiplin kerja berupa ketepatan waktu, menggunakan peralatan kantor dengan baik,tanggung jawab yang tinggi terhadap pekerjaan, dan menaati peraturan kantor. Faktor pendukung implementasi disiplin kerja staf tata usaha yaitu kesadaran untuk meningkatkan performa kerja terutama dalam aktivitas kerja sehari-hari. Sedangkan faktor penghambat dalam disiplin kerja pada staf tata usaha dijadikan sebagai motivasi bagi staf tata usaha agar disiplin kerja lebih baik lagi.]]>
<![CDATA[Pengaruh Kegiatan Mencetak Dengan Pelepah Pisang Terhadap Kreativitas Mewarnai Anak ]]>
<![CDATA[Robingatin Robingatin]]>;
<![CDATA[Siti Nor Asiah]]>;
<![CDATA[Arrum Alfianingsih]]>
<![CDATA[ Jurnal Tarbiyah dan Ilmu Keguruan Borneo Vol 3 No 1 (2022): Jurnal Tarbiyah dan Ilmu Keguruan Borneo, 3(1), Februari 2022 ]]>
Publisher : <![CDATA[UIN Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/jtikborneo.v3i1.4895
<![CDATA[Kegiatan mencetak adalah salah satu kegiatan karya dua dimensi yang bisa dilakukan oleh anak usia dini dengan menggunakan alat cetak membentuk gambar yang berasal dari bahan tertentu (bahan alam, daur ulang, dll) serta diberi tinta berupa cat air atau pewarna makanan. Kegiatan mencetak pada anak merupakan kesenangan dan penyaluran bakat kreatif pada anak. Kegiatan mencetak menggunakan bahan alam yaitu pelepah pisang sebagai salah satu cara untuk mengembangkan kreativitas mewarnai pada anak, karena melalui kegiatan mencetak anak dapat mengekspresikan imajinasinya dalam membuat suatu gambar, menyusun suatu bentuk gambar, anak mampu mengkombinasikan warna sesuai dengan keinginan anak, anak mampu melakukan gradasi warna pada saat kegiatan mencetak, anak juga tidak mudah bosan karena media yang digunakan jarang dilihat yaitu dengan media pelepah pisang. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian eksperimen dengan pendekatan kuantitatif dan desain eksperimen yaitu pre-test post-test one group design. Populasi sebanyak 20 siswa dan menggunakan sampel jenuh maka sampel yang digunakan adalah 20 siswa. Teknik pengumpulan data yang digunakan adalah observasi dan dokumentasi. Instrumen uji data yang digunakan adalah uji validitas dan uji reabilitas. Sedangkan, teknik analisis data yang digunakan adalah uji normalitas, uji homogenitas dan uji hipotesis dengan uji-t. Hasil analisis statistik inferensial menggunakan uji paired t-test diperoleh yaitu tobs 18,982 > ttabel 1,729 dan nilai signitifikansi sebesar 0,00 < 0,05 sehingga H0 ditolak dan H1 diterima. Maka arti dari H1 diterima yaitu adanya pengaruh pada kegiatan mencetak dengan pelepah pisang terhadap kreativitas mewarnai anak.]]>
<![CDATA[The Ability of Early Childhood Education Teachers in Counseling Communication in East Kalimantan ]]>
<![CDATA[Robingatin Robingatin]]>;
<![CDATA[Lina Revilla Malik]]>;
<![CDATA[Anis Komariah]]>
<![CDATA[ Southeast Asian Journal of Islamic Education Vol 4 No 2 (2022): Southeast Asian Journal of Islamic Education, June 2022 ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of UINSI Samarinda ]]>
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DOI: 10.21093/sajie.v4i2.4499
<![CDATA[The background of this research is that Early Childhood Education teachers play an important role in interactions both as teachers in learning and as mentors and counselors for children. PAUD (Early Childhood Education) teachers are expected to have counseling communication skills, including empathy, active listening, and the ability to ask questions. This research aimed to find out the ability of Early Childhood Education Teachers in East Kalimantan in counseling communication. The research design was descriptive qualitative. The subjects in this study were Early Childhood Education Teachers from 8 PAUD institutions in 4 (four) City Districts in the East Kalimantan regions. There are Samarinda, Bontang, Kutai Kartanegara, and Kutai Timur. This subject was taken purposively from two teachers selected in each institution that was used as a place of research. The research object was the teacher's ability to conduct counseling communication by attending, empathizing, asking questions, and active listening skills. From this study, the researcher concluded that most Early Childhood Education Teachers can empathize but have not implemented empathic communication and effective listening in asking questions to explore children's emotions and thoughts. Most teachers used advising, seducing, persuading, and diverting children's problems in counseling communication. For further suggestions, school principals should evaluate the teachers’ ability in counseling communication to children and implement teacher counseling communication through tutorials and training among colleagues or peer tutors among teachers.]]>
<![CDATA[Penerapan Metode Bermain Peran dalam Meningkatkan Sosial Emosional Anak Usia 5-6 Tahun ]]>
<![CDATA[Robingatin Robingatin]]>;
<![CDATA[Siti Nor Asiah]]>;
<![CDATA[Elisa Maulidya Saputri]]>
<![CDATA[ Borneo Journal of Primary Education Vol 1 No 2 (2021): Borneo Journal of Primary Education, 1(2), Juni 2021 ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of UINSI Samarinda ]]>
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DOI: 10.21093/bjpe.v1i2.4897
<![CDATA[Penerapan metode bermain peran dalam dunia anak sangat penting dan sangat cocok untuk anak mengontrol emosi, dan bersosialisasi dengan cara berdiskusi dan memperagakannya hal ini juga berkaitan dengan tahap perkembangan anak prasekolah dan tahap perkembangan kognitif anak, bermain peran merupakan suatu permainan yang menggunakan daya khayal dan imajinasi. Penelitian ini bertujuan untuk melihat bagaimana peningkatan social emosional anak usia 5-6 tahun dengan melalui bermain peran di TK Dewi Sartika Kutai Barat, serta factor pendukung dan penghambat menyertainya. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Subjek penelitian ini adalah anak-anak usia 5-6 tahun di TK Dewi Sartika Kutai Barat yang berjumlah 13 anak terdiri dari 4 orang anak berjenis kelamin (laki-laki) dan 9 anak berjenis kelamin (perempuan). Penelitian ini dilaksanakan dalam II siklus, tahap-tahap dalam penelitian ini yaitu mengikuti prosedur penelitian Tindakan kelas (PTK) diantaranya yaitu: (1) Perencanaan, (2) Pelaksanaan, (3) Pengamatan atau Observasi, dan yang ke (4) Refleksi. Hasil penelitian ini menunjukkan bahwa penerapan bermain peran dalam meningkatkan sosial emosional anak usia 5-6 tahun di TK Dewi Sartika Kutai Barat menunjukkan bahwasanya dengan bermain peran sosial emosional anak disebut meningkat, hal ini telah dibuktikan pada pelaksanaan siklus I dimana mencapai 46,7% dan pada siklus II meningkat sesuai target peneliti mencapai 84%. Hasil penelitian penerapan bermain peran dalam meningkatkan social emosional anak usia 5-6 tahun di TK Dewi Sartika Kutai Barat yaitu disebut meningkat sesuai harapan peneliti. Refleksi yang dilakukan yaitu melihat dari factor pendukung serta melihat antusias anak pada saat bermain peran dengan menggunakan alat dan bahan yang lengkap serta antusias dari kedua orang tua yang ingin mengenalkan sayur kepada anaknya. Factor penghambatnya yaitu karena keterbatasan waktu.]]>
