Garuda - Garba Rujukan Digital

Mempersiapkan Warga Belajar STIT Raden Wijaya Mojokerto dalam Era Disruptions dengan Motto Toward Excellence As Integrated Education untuk Mengatasi Isu Kebangkrutan Perguruan Tinggi Secara Umum Mohammad Badru Tamam
PROGRESSA: Journal of Islamic Religious Instruction Vol. 2 No. 1 (2018): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

The internet and its ability to provide faster and more extensive ways to access content are the main drivers of disruption in this story. This allows the aggregation and sorting of content and the dissemination of content to groups of people larger than is possible through previous forms of distribution. The researcher formulated a study on how to prepare the learning citizens of STIT Raden Wijaya Mojokerto in the era of disruptions with the motto toward excellence as integrated education ?. This research is "Online Library Research". The research data used is secondary data. Data collection techniques used by the authors in this study are documentation aimed at the subject of research, but study the available documents. From the results of the discussion it can be concluded that by holding the two main streams of higher education (discovery and assembly), in this case it is more appropriate to integrate the STIT Raden Wijaya motto toward excellence as integrated education, so that concerns over the possibility of STIT RAden Wijaya's bankruptcy are not reasoned again. In addition to the existence of STIT RAden Wijaya, it can still be maintained, so that its higher education has been restored to its role as a guide or guide to human civilization, rather than as an impostor of what has been done by the industrial world

Implementasi Model Belajar Kolaboratif Kelas Digital di Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto Mohammad Badru Tamam
PROGRESSA: Journal of Islamic Religious Instruction Vol. 1 No. 2 (2017): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Collaboration has become a 21st century trend. The community's need to think and work together on issues of significant concern has increased, shifting the emphasis from individual efforts to group work, from independence to society. This review tries to provide a clear concept of collaborative learning, keeping in mind the main elements in a collaborative setting and looks at the benefits of following cooperative learning. Collaboration is a philosophy of interaction and personal lifestyle in which individuals are responsible for their actions, including learning and respecting the abilities and contributions of their peers. The concept of CL, grouping and pairs of students to achieve learning goals, has been widely researched and recommended; the term CL refers to teaching methods in which students at various levels work together in small groups to achieve common goals. The students are responsible for each other who learns and themselves. Thus, the success of one student helps other students become successful. Rapid technological developments have changed the way of learning in learning classrooms. At present teachers have used technology to help them face the challenges posed by existing changes and developments. The development of digital collaborative learning opens up careful planning and mature feasibility studies so that its application and development are able to answer various problems in learning, education, the world of work, and science. With the implementation of the collaborative learning model the digital class has the advantage of improving thinking skills, communication, collaboration and the use of digital-based technology as a learning tool.

Pengaruh Literacy Skills dan Task-Based Instruction terhadap Intelectual Skills Siswa Tingkat Dasar Mohammad Badru Tamam
PROGRESSA: Journal of Islamic Religious Instruction Vol. 2 No. 2 (2018): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

In a society that is changing, schools cannot provide intellectual costs from items of special knowledge for lifelong use. The shift that must occur in the content of teaching is a change from emphasis mainly on certain knowledge items that may soon become obsolete, into changes with intellectual skills that can be applied to a broad and mostly unexpected list of tasks and situations. This study aims to: 1) Assess Literacy skills and task-based instruction influencing students 'intellectual skills 2) Assessing Literacy skills and task-based instruction influences students' basic level of intellectual skills. This research is a type of survey research, namely research conducted using a questionnaire as a research tool. The purpose of survey research is to provide a detailed description of the background, traits, and characteristics that are typical of the case will be made into a general matter. In this study the object was a fifth grade student at SDN Kauman II with 15 students and SDN Kauman III Ngoro Jombang with 13 students. The method of sampling in this study is that this study uses a census system because all elementary level students are sampled. Data analysis using multiple linear regression with the help of spss v. 20. The results of the discussion can be summarized as follows: 1) Literacy skills and task-based instruction have an effect on students 'intellectual skills 2) Literacy skills and task-based instruction have an effect on elementary students' intellectual skills.

Telling stories between fairy tales and Storytelling: a concept of valuing, understanding, and enjoying learning through a model of telling stories in the context of the Qur'an Mohammad Badru Tamam
PROGRESSA: Journal of Islamic Religious Instruction Vol. 3 No. 2 (2019): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Fairy tale in the sense of fiction / fiction telling stories, such as: fable, sage, saga, legend, mythe, ephos. Telling stories are interpreted as narrations about events. Fairy tale delivered continuously will be boring, over time the audience is not enthusiastic about listening. Telling stories in fairy talekan differ in taste if they are equipped with movements that reflect the roles and character of characters who are refined talekan, in this case termed storytelling. The purpose of this article is to examine the concepts of fairy tale, telling stories and storytelling and the Qur'an about respecting, understanding, and enjoying learning through this model of telling stories. The conclusions of this article are: 1) Telling stories do not use improvisation, fairy tale improvisation in several parts, Storytelling uses the totality of improvisation; 2) Mastering the technique of menfairy tale, telling stories & storytelling well, educators have the opportunity to explore the potential intelligence, emotional and spiritual intelligence; 3) The Qur'an alludes to, but does not teach fairy tale, not even fable perspectives, but teaches stories and parables which in this context are amtsaal.

Membangkitkan Filologi Siswa dalam Belajar Melalui Ritme Mengajar Kognitif Perpektif Qs. Al An'am [6]:99 dan Relevansinya dengan Kurikulum 2013 serta Titik Temunya dengan Taksonomi Bloom Mohammad Badru Tamam
PROGRESSA: Journal of Islamic Religious Instruction Vol. 4 No. 2 (2020): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32616/pgr.v4.2.267.1-14

The purpose of this research is to describe how to generate students' philology in learning through the rhythm of teaching cognitive Qs perspective. Al An'am [6]: 99 and its relevance to the 2013 Curriculum and its point of contact with Bloom's Taxonomy. This research is a qualitative literature study. Research design becomes a reflexive process at every stage of the research. Qualitative analysis involves developing an awareness of the types of data that can be examined and how they can be explained; and a number of practical activities that help with data types. Then, comparisons are made to study the larger unit of analysis. From the results of the discussion it is concluded as follows: 1) Teaching is about making a difference in the lives of children, but not all can be done successfully due to several congenital factors, therefore the Qur'an systematically provides solutions to generate cognitive energy power with relatively articulated function modes starting with field-dependent (FD) and continuing with field-independent (FI) not the other way around. The teacher, as a facilitator, must consider all types of knowledge in the learning process. 2) Cognitive learning must start with a new mode of analysis and then synthesis, in the learning process the teacher must really know that students are very satisfied (able) in carrying out analytical activities, then the process is transferred to synthesis. In addition, building higher-order thinking skills starts from critical thinking and continues creative thinking. 3) Cognitive advantages in learning are very dangerous. Often tasks don't go smoothly because we start out too big. If when the teacher finds that the group size is too large or too small in various perspectives, stop and review as this will not result in greater success in teaching. 4) In Islamic teaching the emphasis of the final test and evaluation is small, the test needs, process, and efficiency. In the process of becoming dominant, except in the final output of the lesson or one meter there are students who do not master the lesson, from that output, remedies are held, the more students who remedy it can be said that the teacher is less successful in carrying out learning. It may be premature if the previous aspects have not been adequately addressed. Evaluations that show problematic results, perhaps that program objectives have not been achieved, may reflect a lack of proper implementation of the program or even unnecessary in the first phase. 5) In order for the outcome to be created in the implementation of Islamic education, the application of Islamic education values ??is carried out through several methods. The internalization process related to student management consists of three stages, namely: Value Transformation, Value Transaction and Trans-internalization.

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