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All Journal ADIBA: Journal of Education Education Journal: General and Specific Research Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL) Cross-border Indonesian Journal of Education (INJOE)
Muhammad Nur
MAN Insan Cendekia Paser, Kalimantan Timur, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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IMPLEMENTASI TEKNIK BERTANYA SEJARAH UNTUK MENINGKATKAN HASIL BELAJAR SISWA DI MAN SENGKOL Fathurrahman Fathurrahman; Muhammad Nur
EDUCATIONAL JOURNAL : General and Specific Research Vol. 2 No. 3 (2022): OKTOBER
Publisher : CV. ADIBA AISHA AMIRA

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ABSTRACT This research is motivated by the condition of learning history that has been carried out so far is still very conventional with a style of learning; namely: (1) learning is still teacher centered, does not involve students, (2) the limited knowledge of history teachers in developing student-centered learning approaches and models. This study uses classroom action research, with the aim of improving student learning outcomes and teacher performance. The results of this study include; (1) The application of this questioning technique changes the process and learning outcomes, the initial conditions for learning at MAN Sengkol Pujut so far still use Teacher-centered and students are not yet as learning subjects. The results of learning history are decreasing and students' interest in learning history is low. (2) the questioning technique carried out by partner teachers, namely in the application of the types of questions made through good planning, so that the number and types of questions asked by partner teachers, from low-level and high-level questions are balanced and carried out continuously, (3) partner teachers can carry out learning with good questioning techniques, (4) able to improve student learning outcomes. This can be seen by increasing the average value of students after using the questioning technique. Thus the questioning technique can be used as an alternative in learning history to improve student learning outcomes both in the process and in the form of results or scores.
PENGEMBANGAN KEWIRAUSAHAAN DAN EKONOMI KREATIF DI MADRASAH Muhammad Nur; Anisaurrohmah Anisaurrohmah
Cross-border Vol. 5 No. 2 (2022): Juli-Desember
Publisher : Lembaga Penelitian Dan Pengabdian Masyarakat Institut Agama Islam Sultan Muhammad Syafiuddin Sambas Kalimantan Barat

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In building the future of special madrasas through entrepreneurship, communicative attitudes are needed including being a good listener and energetic, not solely profit-oriented, having integrity, being aggressive, competitive, adventurous, perfectionist, cooperative, imaginative, being a pleasant person, being honest, change oriented, disciplined so that they can control themselves, visionary, become change managers, and want to excel, organizers, hard workers who have strong motivation, are committed, enthusiastic, negotiative and are able to market services/products.
PEMBELAJARAN IPS BERBASIS LITERASI DIGITAL Muhammad Nur
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 2 No. 6 (2022): Desember
Publisher : CV. ADIBA ASIHA AMIRA

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The results of this study indicate that; 1) Social studies learning based on digital literacy in schools increases the digital literacy level of the majority of students at the medium level. This indicates that the majority of students have an intermediate level in using digital media, know the functions of digital media in more depth, are able to operate digital media more complexly, know how to obtain and evaluate the information needed, can evaluate information search strategies, and have been active in production. content and participation in digital media. Then refer to the 9 elements of digital literacy with the lowest score on the repurposing content element. This means the low ability of students to use or combine existing content to produce creative new content. 2) Indicators of the school-based digital literacy movement according to the Ministry of Education and Culture, the school-based digital literacy movement also includes the application and utilization of digital literacy not only in Social Sciences but also in several subjects (Indonesian, English, Mathematics, and Natural Sciences) at the initiative of subject teachers. In addition, there is already a teacher's understanding of the concept of digital literacy, which places more emphasis on cognitive aspects.
PENDEKATAN KONSTRUKTIVISME DALAM PROSES PEMBELAJARAN IPS Muhammad Nur
ADIBA : JOURNAL OF EDUCATION Vol. 2 No. 4 (2022): OKTOBER
Publisher : CV. ADIBA AISHA AMIRA

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The research results show that; 1) The constructivism approach in social studies learning is considered to be able to bridge the gap between social studies learning in the classroom and the development of social dynamics in society. The flood of information and scientific progress should be balanced with continuous innovation in the learning process. Therefore, it is the teacher who holds the primary responsibility. Teachers can implement a constructivist learning approach with the following learning implementation procedures: (a) giving independent assignments to students; (b) make presentations using power point media; (c) presentations and discussions by students guided by the teacher; and (d) activities to access various learning resources in the community. 2) Teachers can further develop IPS learning with a constructivist approach while minimizing obstacles in the field. The steps that can be taken are as follows: (a) students explore social issues; (b) students identify and formulate actual social problems; (c) students explore information from various learning sources; (d) students determine several alternative solutions to problems; (e) students formulate solutions to social problems in the field; (f) students determine an action plan to get support from the surrounding community; (g) students make scientific work on social issues; (h) students present findings of social problems in group discussions in class; and (i) teachers and students reflect on learning experiences.
PENDEKATAN PEMBELAJARAN IPS BERBASIS MUSEUM Muhammad Nur
EDUCATIONAL JOURNAL : General and Specific Research Vol. 2 No. 1 (2022): Februari
Publisher : CV. ADIBA AISHA AMIRA

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The results of this study indicate that; 1) A visit to the Museum is something worthy of attention as a source of visual learning for students. Observation and analysis in deepening historical social studies material is a requirement for students in studying history, because children are required not only to have cognitive competence, but also affective and psychomotor. Through direct museum visits, it is hoped that it can change students' perceptions that social studies lessons are interesting and fun. The use of the museum has a positive impact on social studies learning, especially history, namely learning outside the classroom with a different atmosphere while at the same time increasing students' critical abilities. 2) Adjustment of competency standards and basic competencies for social studies subjects indirectly makes teachers also a source of learning that can increase student learning motivation. In addition, the learning objectives that have been planned will be strived to be achieved optimally so that the museum-based learning approach in social studies history is more effective. The realization of Project base learning assignments resulting from visits to museums becomes a student experience that is not only limited to visits but continues with discussions in class. 3) Utilization of Museums Museums are representative historical social studies learning resources to add insight and knowledge about past events so that students have love for their nation and homeland. Museum collections that are utilized in social studies history lessons for MTsN 2 Tanah Laut students have taught students to understand past events, learn to analyze and think critically. However, the use of museums must still be in accordance with basic competencies and learning objectives. The stages that must be carried out by students so that the implementation is optimal, namely: developing questions according to the theme given by the teacher to museum staff, data collection, data analysis and data synthesis. Students appreciate the museum visit by writing articles or scientific works about museums.
SOULMATE CARD GAME FOR HUMANIST ECONOMIC LEARNING IN THE DISRUPTION ERA Anisaurrohmah Anisaurrohmah; Muhammad Nur
Indonesian Journal of Education (INJOE) Vol. 3 No. 1 (2023): APRIL
Publisher : CV. ADIBA AISHA AMIRA

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The use of attractive media can overcome the passivity of students. Card games are not something strange in the daily lives of students, but unfortunately they are rarely designed for learning activities. Even for teenagers, the game can easily be played with friends. The cards that are often played are like Bridge, Uno, Tarot, Rummy and others. Based on these descriptions, the authors try to create an innovative learning media named "Soulmate Card". This media is very flexible to be applied to other economic materials or to other subjects. So this learning innovation is entitled "Soulmate Card Game for Humanist Economic Learning in the Era of Disruption". This research is a classroom action research that uses quantitative descriptive analysis techniques because it uses measurements to determine the percentage of learning implementation and student learning result. The subjects were teachers and students of 10th grade of social class MAN Insan Cendekia Tanah Laut, that Consist of 25 student with 12 male and 13 female. Soulmate Card is a development of flash cards. In Soulmate Card students are invited to find a pair of question cards (questions) held by the teacher. If their partners meet, they are called "Soulmate". When do not find a partner, students must take the "No" card contains other questions that will be answered by students who read the "No" card or throw it to other students. If it`s true, then students who answer correctly will take the "Yes" card and must read aloud the information written on the "Yes" card. For soulmate card games, it takes 85 minutes. The opening and pretesting are about 20 minutes, delivery of additional information for 10 minutes, final test and closing are in 20 minutes. Observation results show that students actively participate in learning, learning activities seems fun, good student literacy and no students fall asleep in class. This habit of learning can increase the activeness of students to make social interaction better. Good social interaction can realize humanist learning activities, namely the realization of a better social life. Based on an analysis of student learning result classically in cycle 1 was 82.4 while in cycle 2 was 90.1. The Increasing of average student learning result show that economic learning with soulmate card games can improve student learning result.
Co-Authors Anisaurrohmah Anisaurrohmah Fathurrahman Fathurrahman