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Yenny Imro'atul Mufidah

Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Author-ID : 5588827

Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Penggunaan Teknologi Literasi Informasi dalam Kolaborasi Kemitraan sebagai Basis Pembelajaran di STIT Raden Wijaya Mojokerto menuju Era Digital Native Yenny Imro'atul Mufidah
PROGRESSA: Journal of Islamic Religious Instruction Vol. 2 No. 1 (2018): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Information literacy promises a change that focuses on the development and use of information technology to improve the efficiency and effectiveness of education services. With regard to Online learning, the point of view has changed, that the learning environment is no longer centralized, but is distributed and open through learning features, facilitated by the Internet and network-based technology. This learning environment facilitates learning and knowledge development through meaningful interactions and actions. Ditulsinya This article aims to describe the Use of Information Literacy Technology in the Collaboration of Partnerships as a Learning Base at STIT Raden Wijaya Mojokerto towards the Digital Native Era. This research is library research Data obtained from books in the library and Internet media are secondary data. The data collection technique used by the authors in this study is documentation. The results of the discussion can be summarized as follows: 1). The sense of 'self' developing lecturer as teacher educator provides deep motivation beyond specific ways of working in a particular place. These beginner teacher educators have a broad workplace, working in various communities. 2). Shifting learning to digital with the presence of information and communication technology, especially computers and the internet has long been used by developed countries and it is time for STIT Raden Wijaya learning citizens to literate information literacy and carry out online learning activities at least to build communication and interaction through social networks such as Facebook, Twitter, online games, etc. for the benefit of partnership collaboration learning as a learning base. 3). In the future literacy competence is an absolute requirement for teachers at STIT Raden Wijaya.

Pengembangan Kemampuan CoRe (Content Representation) Calon Guru PAI dalam Meningkatkan Kemampuan Merangsang Siswa Berpikir Kritis pada Mahasiswa Semester VII STIT Raden Wijaya Mojokerto Yenny Imro'atul Mufidah
PROGRESSA: Journal of Islamic Religious Instruction Vol. 1 No. 2 (2017): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Kerangka kerja CoRe (Representasi Konten) untuk pengajaran mempertimbangkan apa yang paling penting dalam mengkonseptualisasikan topik untuk pengajaran. Kerangka kerja CoRe menciptakan cara yang koheren untuk mengonseptualisasikan konten yang merefleksikan pengetahuan praktik yang melekat pada calon guru. Tujuan dari penelitian ini adalah: Membuat model pembelajaran berbasis CoRe (Content Representation) yang telah diterapkan pada Mahasiswa semester VII STIT Raden Wijaya Mojokerto. Produk pembelajaran berbasis CoRe (Content Representation) dalam Meningkatkan Keterampilan Berpikir Kritis pada mahasiswa semester VII STIT Raden Wijaya Mojokerto telah disempurnakan berdasarkan analisis data percobaan. Berdasarkan langkah-langkah yang telah dilaksanakan dapat disimpulkan sebagai berikut. 1). Produk yang direvisi berdasarkan hasil tes teoritis dan empiris adalah: a) Lembar Kerja Siswa Revisi (LKS) oleh para ahli: (1) Waktu yang memadai untuk setiap langkah perlu direvisi b) Revisi siswa: (1) meningkatkan penggunaan sumber daya dalam menerapkan the model (2) Mengubah cara evaluasi dalam penggunaan model (3) Meningkatkan tampilan model atau mengubah strategi pembelajarannya. 2) Produk yang dikembangkan menarik untuk pembelajaran di kelas dengan cara klasik dan mandiri. 3) Produk produk ini dapat meringankan beban calon guru dalam mengajar. 4) Hasil validasi ahli dan uji coba, kemampuan CoRe (Content Representation) calon guru PAI ini layak digunakan untuk mata pelajaran PAI. 5) Produk yang dikembangkan dapat meningkatkan Keterampilan Berpikir Kritis.

Analisia Kegagalan Pengajaran Pendidikan Agama Islam secara Klasikal dalam Perspektif Komunikasi Verbal Monologis Yenny Imro'atul Mufidah
PROGRESSA: Journal of Islamic Religious Instruction Vol. 2 No. 2 (2018): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Implementation of 2013 Curriculum in Indonesia with a scientific approach shows that most learning activities are directly related to communication. This study aims to describe: failure of teaching classical Islamic education in a monological verbal communication perspective. This research is "Digital Library Research" The research data used is secondary data. The data collection technique used by the authors in this study is documentation. Data processing is carried out by conducting study activities, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. While the data analysis in this study was carried out during and after data collection using descriptive-critical-comparative methods, and content analysis methods. From the results of the analysis concluded that: failure of teaching Islamic religious education classically in the perspective of monological verbal communication is influenced by several factors including 1) Psychological reasons: That there can be some students who can not catch what the teacher said well and there are also some students who have limitations to understand teacher explanations, and some are not able to digest various teacher explanations for too long, or some have various limitations in some of the above aspects, simultaneously, so that the effectiveness of teaching becomes very disturbed. 2) Emotional Reason: That indeed there are students who have limitations in learning participation in Islam because of the form of delivery, either because they are in an angry atmosphere, feel embarrassed because of being humiliated by the teacher, fear or feeling displeased with the teacher delivering the subject of Religious Education Islam. All these emotional symptoms will interfere with the effectiveness of delivering teaching materials from the teacher to students. 3) Cultural Reasons (Culture): namely that among students there are those who have cultural constraints in the communication process, such as weaknesses in understanding various clues, or weaknesses in understanding the symbols used in communication, so that the process of delivering information on Religious Education becomes ineffective. Personal reasons, which can occur if there are students who are personally really not interested in listening to the delivery of Islamic Education teaching materials from the teacher, although many of them like it

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Journal : Progressa: Journal of Islamic Religious Instruction