Garuda - Garba Rujukan Digital

Pengaruh Critical thinking dan Open-mindedness terhadap Pemahaman Konsep Pembelajaran Mahasiswa Semester VII (Studi pada Mahasiswa Peserta PPL di STIT Raden Wijaya Mojokerto) Anwar Sholihin
PROGRESSA: Journal of Islamic Religious Instruction Vol. 2 No. 1 (2018): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Education also fosters cultural innovation, because it can stimulate intellectual inquiry and foster critical thinking which is the basis for developing new ideas. The purpose of this paper is 1). Identifying critical thinking and open-mindedness simultaneously influence the understanding of the seventh semester student learning concepts; 2). Identifying critical thinking and open-mindedness partially influence the understanding of the seventh semester student learning concepts; 3). Identify variables that predominantly influence the level of understanding of the seventh semester student learning concepts. The results showed that Critical thinking and Open-mindedness had a simultaneous effect on understanding the learning concepts of semester VII students, namely X1 (Critical thinking) and X2 (Open-mindedness). The calculated F value was greater than the F table value (4,391> 3,35). . Open-mindedness Critical thinking and prices have a partial effect on the t-value of understanding the seventh semester student learning concept (3.45> 2.055) with a significance level of less than 0.05 0.008 and X2 (Open-mindedness) variable greater than t table (8.561> 2,055) with a significance level below 0.05 which is 0.002. And the most dominant variable influencing the understanding of the seventh semester student learning concept is Open-mindedness from the SPSS results which shows between X1 (Critical thinking) and X2 (Open-mindedness) variables obtained in X1 variable, Pearson correlation 0.381 <Pearson X2 correlation 0.081 This means that the Open-mindedness X2 variable has more influence on understanding the seventh semester student learning concepts.

Orkestra Tong Sampah Pembelajaran: Hubungan Simbiotik Fungsional antara Ajaran Islam dengan Kegiatan Pembelajaran Anwar Sholihin
PROGRESSA: Journal of Islamic Religious Instruction Vol. 1 No. 2 (2017): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

To be "educated" today requires mastery of core subjects, 21st century themes, and 21st century skills. To help students achieve skills in 21st century skills, teachers and administrators need an educational support system that strengthens their teaching capacity, leadership and management and both students and educators need a conducive learning environment for satisfying results. In implementing the teaching and learning of Islamic education, Islamic education teachers are seen in the community as the best example or role model that forms people who are moral and pious. This study aims to identify and explain the functional symbiotic relationship between Islamic teachings and learning activities. The conclusions of this paper are the elements described in this section as "21st century student results" (represented by pelangi) are the skills, knowledge, and skills students must master to succeed in work and life in the 21st century. While in Islam the Prophet Muhammad is a person who teaches: 1) by example and example with the principle of "Talkless, Do More", 2) a person who constantly learns. 3) teaching with stories to learn from, 4) teaching with dialogue, practicing thinking and analyzing, 5) teaching with portrayals. If one does not run, the orchestra of the learning trash can is running

Pengaruh Pelatihan dan Supervisi terhadap Prestasi Kerja Dimediasi Variabel Etos Kerja Guru pada SMP Negeri Gondang 2 Mojokerto Anwar Sholihin
PROGRESSA: Journal of Islamic Religious Instruction Vol. 2 No. 2 (2018): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Kepala sekolah perlu mendorong para gurunya agar mempunyai prestasi kerja yang tinggi dengan harapan memperoleh banyak keuntungan bagi sekolah, namun tidak membuat guru merasa dirugikan. Kondisi ini sangat dipengaruhi oleh peran seorang pemimpin dalam organisasi, supervisi dan pengembangan guru. Tujuan dari penelitian ini adalah : 1) Untuk mengetahui dan menganalisis pengaruh pelatihan terhadap etos kerja guru. 2) Untuk mengetahui dan menganalisis pengaruh Supervisi terhadap etos kerja guru. 3) Untuk mengetahui dan menganalisis pelatihan terhadap prestasi kerja. 4) Untuk mengetahui dan menganalisis pengaruh Supervisi terhadap prestasi kerja. 5) Untuk mengetahui dan menganalisis pengaruh etos kerja guru terhadap prestasi kerja. 6) Untuk mengetahui dan menganalisis pelatihan terhadap prestasi kerja dimediasi variabel etos kerja guru. 7) Untuk mengetahui dan menganalisis pengaruh Supervisi terhadap prestasi kerja dimediasi variabel etos kerja guru. Berdasarkan pada pertimbangan waktu, tenaga, dan dana, serta ruang lingkup permasalahan dan banyaknya jumlah subjek dalam populasi yang jumlahnya 336 orang, maka penelitian ini menggunakan rumus slovin dengan signifikasi (p) (0,1) sehingg ditentikan sampel sehumlah 79 orang. Dimana seluruh anggota populasi dijadikan sampel, alat analisis data menggunakan software SmartPLS versi 3.3.7. Dari hasil penelitian dapat disimpulkan sebagai berikut: 1) Pelatihan berpengaruh signifikan terhadap Etos kerja guru 2) Supervisi tidak berpengaruh terhadap Etos kerja guru 3) Pelatihan tidak berpengaruh terhadap Prestasi kerja 4) Supervisi berpengaruh signifikan terhadap Prestasi kerja 5) Etos kerja guru tidak berpengaruh terhadap Prestasi kerja 6) Pelatihan berpengaruh secara tidak langsung terhadap Prestasi kerja melalui Etos kerja guru 7) Supervisi berpengaruh secara tidak langsung terhadap Prestasi kerja melalui Etos kerja guru

Key factor keberhasilan transfer of knowledge Pendidikan Agama Islam dalam perspektif keterbukaan Informasi Anwar Sholihin
PROGRESSA: Journal of Islamic Religious Instruction Vol. 3 No. 1 (2019): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

The education process can be formulated as a process of humanization, meaning that it develops a sense of humanity that has a sense of moral and religious values, which takes place both in the personal, family, community and national, present and future environment. From the results of the discussion concluded: 1) The presence of self-understanding of critical, dialogical and transformative education is the key to facilitating the emergence of a balanced and mature Islamic sense in the modern world. 2) so that the learning process of Islamic education is truly transformative, each theological reflection incorporates an empirical dimension with critical involvement to facilitate a smart and meaningful perspective. 3) to assess the validity of information on the internet, special competencies are needed, which have not been taught in formal education. the development of new skills to build a 'digital learning' framework is an important part of the process of re-establishing a transformative educational culture. 4) Transformative learning is not just transforming knowledge or information to students, but more important is the transformation of mindset, thought patterns and methodology. In this way students will process science or information that is obtained critically, reflective, and openly not only to look for the right, but the most correct.

Title

Found 4 Documents
Search

Abstract

Abstract

Abstract

Abstract

Title Search

Found 4 Documents Search

Abstract

Abstract

Abstract

Abstract

Title

Found 4 Documents
Search