Articles
<![CDATA[Strategi Guru Kelas dalam Membimbing Karakter Jujur Siswa di Madrasah Ibtidaiyah Palembang ]]>
<![CDATA[Noptario Noptario]]>;
<![CDATA[Faisal Faisal]]>;
<![CDATA[Tastin Tastin]]>
<![CDATA[ Limas PGMI Vol 3 No 2 (2022): Limas Pendidikan Guru Madrasah Ibtidaiyah ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/limas_pgmi.v3i2.14497
<![CDATA[Pendidikan di era saat ini sudah menjadi kebutuhan pokok yang harus didapatkan oleh setiap anak. Melalui pendidikan diharakan dapat membentuk karakter anak yang baik, setidaknya anak yang menempuh pendidikan akan dikelilingi oleh lingkungan akademik yang menggiring anak untuk terus belajar. Jujur merupakan karakter yang sangat penting untuk dimiliki oleh manusia, karena jujur adalah karakter utama yang mampu menopang karakter-karakter baik lainya. Penelitian ini menggunakan metode penelitian kualitatif dengan jenis penelitian lapangan, pengumpulan data yang dilakukan pada penelitian ini dilakukan melalui wawancara, observasi dan dokumentasi. Sedangkan teknik analisis data yang dilakukan menggunakan triangulasi, dengan menggunakan reduksi data, display data dan penarikan kesimpulan. Narasumber wawancara penlitian ini adalah ibu EP selaku guru kelas 4B dan 3 orang siswanya. penelitian ini berfokus pada strategi guru kelas dalam membimbing karakter jujur siswa. Ada 3 strategi yang bisa dilakukan oleh guru dalam membimbing karakter jujur siswa, antara lain dengan membuat kantin kejujuran, mengajarkan keteladanan nabi melalui sirah nabawiyah dan bekerja sama dengan orang tua siswa dalam upaya membimbing karakter jujur siswanya]]>
<![CDATA[IMPLEMENTASI PENDAMPINGAN GURU PADA ANAK BROKEN HOME DI SEKOLAH DASAR ]]>
<![CDATA[Noptario]]>;
<![CDATA[Ichsan]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 7 No. 2 (2022): Volume 07, Nomor 02, Desember 2022 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v7i2.6616
<![CDATA[Seorang guru tidak hanya sekedar memberikan pembelajaran di kelas saja, akan tetapi lebih dari itu seorang guru harus mampu memecahkan setiap persoalan di kelas. Salah satu contohnya adalah anak yang memiliki latar belakang keluarga broken home. Guru harus melakukan pendampingan agar anak broken home dapat memiliki semangat belajar yang sama dengan anak yang memiliki keluarga lengkap. Penelitian ini menggunakan metode penelitian kualitatif dengan teknik pengumpulan data melalui wawancara, peneliti terdahulu dan pendapat ahli sebagai penguat. Dari hasil wawancara yang dilakukan menunjukan bahwa anak yang memiliki latar belakang keluarga yang broken home cenderung memiliki semangat belajar dan hasil belajar yang rendah dibandingkan teman sekelasnya. Hal ini harus diperhatikan oleh guru agar tercapainya tujuan pembelajaran. ada beberapa cara untuk melakukan pendampingan terhadap anak yang broken home, antara lain guru harus memposisikan diri sebagai teman anak, Guru harus mampu melakukan pendekatan persuasip kepada anak, dan guru harus mampu memberikan pengetahuan kepada keluarga anak yang broken home perihal pentingnya pendidikan keluarga.]]>
<![CDATA[Formulasi Konsep Pendidikan Akhlak Pada Mata Pelajaran Akidah Akhlak di Madrasah Ibtidaiyah Palembang Dalam Mewujudkan Siswa Yang Berakhlakul Karimah ]]>
<![CDATA[Noptario Noptario]]>;
<![CDATA[Fitria Nurliana Zulfa]]>;
<![CDATA[Mahmud Arif]]>
<![CDATA[ Jurnal Ilmiah Wahana Pendidikan Vol 9 No 3 (2023): Jurnal Ilmiah Wahana Pendidikan ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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DOI: 10.5281/zenodo.7627259
<![CDATA[Moral education is very important to be obtained by students. In this fast-paced era, the influx of globalization into the country has had a lot of impact on students, one of which is on student morals. The purpose of this research is to reveal the formulation of the concept of moral education in the subject of moral ethics at Madrasah Ibtidaiyah Palembang. The research method used in this research is a qualitative research method with data collection techniques through interviews conducted with 2 Aqidah Akhlak teachers at Madrasah Ibtidaiyah Palembang. While the data analysis technique is done by using data reduction, data presentation and drawing conclusions. The formulation of the concept of moral education carried out by aqidah moral subject teachers in realizing students who have good morals is carried out in several ways, including giving direct examples to students so that students can imitate the behavior of their teachers, using appropriate learning media so that learning in class is interesting and not boring, rewards and punishment to motivate students, and teachers not only teach but familiarize students with applying akhlakhul kharimah in their daily lives so that students are not only cognitively smart but also affectively superior]]>
<![CDATA[Efforts to Shape Akhlakhul Kharimah Student Through Moral Education (Comparative Study of Elementary School and Madrasah Ibtidaiyah in Palembang) ]]>
<![CDATA[Noptario Noptario]]>;
<![CDATA[Sutrisno Sutrisno]]>
<![CDATA[ Al-Aulad: Journal of Islamic Primary Education Vol 6, No 1 (2023): Al-Aulad: Journal of Islamic Primary Education ]]>
Publisher : <![CDATA[Jurusan Pendidikan Guru Madrasah Ibtidaiyah ]]>
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DOI: 10.15575/al-aulad.v6i1.21444
<![CDATA[Moral education is a learning material that must be truly understood and applied by students in everyday life. Because morals determine the personality and character of students. In the current era, students often encounter moral crises caused by several factors. A teacher must be able to solve this problem so that students have commendable morals and can achieve learning goals. This study uses qualitative research methods by carrying out data collection techniques through interviews, previous research and expert opinions as reinforcement. While the data analysis technique is using data reduction, data display and drawing conclusions. This research reveals that both MI and SD provide education on commendable morals, but MI has more moral education because it is taught in three subjects, namely fiqh, akidah akhlak and al-Quran hadith. Whereas in elementary school the subjects that contain moral education are in PAI but thematic and PKn lessons also often discuss moral education. SD and MI also have programs to guide student morals, starting from students shaking hands with the teacher every morning, Friday imtaq at MI and reading juz amma at the beginning of every month at SD.Keywords: elementary school, madrasah ibtidaiyah, moral education.]]>
<![CDATA[Integrasi Pendidikan Islam dalam Pembelajaran Tematik sebagai Upaya Penguatan Profil Pelajar Pancasila di Sekolah Dasar ]]>
<![CDATA[Noptario Noptario]]>;
<![CDATA[Mamkua Mamkua]]>;
<![CDATA[Sedya Santosa]]>
<![CDATA[ MODELING: Jurnal Program Studi PGMI Vol 10 No 2 (2023): Juni ]]>
Publisher : <![CDATA[Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto ]]>
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DOI: 10.36835/modeling.v10i2.1660
<![CDATA[Thematic learning is very intense learning taught in class. This makes the thematic lessons properly taught by the teacher. One way that teachers can do to achieve learning goals in thematic subjects is to integrate thematic lessons and Islamic Education. The purpose of this study is to describe the implementation of Islamic education in thematic learning as an effort to strengthen the profile of Pancasila students in elementary schools in one of the cities of Palmebang. This type of research is a type of qualitative research approach. Sources of data in this study were obtained through interviews. Interviews were conducted with two informants consisting of class 2 thematic teachers and class 3 thematic teachers. This research was conducted in the even semester of the 2022/2023 academic year. Thematic learning that is integrated with Islamic Education is in line with the program to strengthen the Pancasila student profile. This is because the aspects contained in the Pancasila student profile are an illustration of the character taught through thematic learning and also taught by religious teachings. Therefore if students get thematic lessons that are integrated with Islamic Education, then students will get knowledge from two disciplines.]]>
<![CDATA[Analisis Standar Penilaian Pendidikan Di Indonesia (Permendidkbud No 21 Tahun 2022) ]]>
<![CDATA[Noptario Noptario]]>;
<![CDATA[Siti Aisyah]]>;
<![CDATA[Muhammad Najib]]>;
<![CDATA[Shaleh Shaleh]]>
<![CDATA[ Jurnal Ilmiah Wahana Pendidikan Vol 9 No 11 (2023): Jurnal Ilmiah Wahana Pendidikan ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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DOI: 10.5281/zenodo.8088817
<![CDATA[The purpose of this study was to find out the standards for evaluating education in Indonesia based on Permendikbud No. 21 of 2022. The research method used was literature study. The type of data used is data generated from literature studies, namely data related to Permendikbud No. 21 of 2022. Using a descriptive analysis method. Permendikbud No.21 of 2022 contains student assessment standards and aspects that are developed in the learning process. Assessment of student learning outcomes is carried out in accordance with the objectives of the assessment in a fair, objective and educative manner. In carrying out the assessment the teacher must first determine the assessment criteria before making a decision and must be adjusted to the conditions that exist in the class. Structured and systematic assessment procedures consist of formulation of assessment objectives, selection and development of assessment instruments, processing of assessment results and reporting of assessment results. The assessment is carried out by educators taking into account the characteristics of the needs of students and based on an assessment plan that is in accordance with the lesson plan.]]>
<![CDATA[Application of the Skilbeck Model Curriculum Development in Elementary Schools in School Quality Assurance Efforts ]]>
<![CDATA[Noptario Noptario]]>;
<![CDATA[Alia Latifah]]>;
<![CDATA[Happy Fitria]]>;
<![CDATA[Fitria Nurliana Zulfa]]>
<![CDATA[ JIP (Jurnal Ilmiah PGMI) Vol 9 No 1 (2023): JIP (Jurnal Ilmiah PGMI) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah ]]>
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DOI: 10.19109/jip.v9i1.17101
<![CDATA[The curriculum is a school design as a guideline for implementing learning activities to achieve educational goals. Curriculum development is an effort made so that the curriculum used is relevant to use according to the conditions that exist in schools. Many schools only imitate the curriculum from other educational units and do not develop a curriculum using the curriculum development model. The purpose of this study is to reveal the application of the Skillbeck model of curriculum development in an effort to guarantee school quality which is expected to be useful for schools as a reference in efforts to develop curriculum in their schools. This study uses a qualitative research approach. While the data collection techniques used in this study were obtained through interviews. Interviews were conducted with 3 informants consisting of the school principal, vice curricula and class teacher. Data analysis techniques are carried out by condensing data, presenting data and drawing conclusions or verification. The Skilbeck curriculum development model is a curriculum development design that has the advantage of being structured in stages and able to answer existing problems with organized and clear stages. This can be seen from the systematic stages and being able to represent the goals of curriculum development. The difference between the Skillbeck curriculum development model and other curriculum development models is that the teacher has the right to determine the school curriculum so that it is in accordance with the goals to be achieved because this curriculum is dynamic. The skilbeck curriculum development model is carried out by carrying out five stages, namely situation analysis, formulating objectives, formulating programs, implementation, and finally monitoring and evaluation.]]>
<![CDATA[PENGGUNAAN MEDIA PEMBELAJARAN BERBASIS AUDIO VISUAL PADA MATA PELAJARAN MATEMATIKA BERDASARKAN PRINSIP KREATIF DAN MENARIK DI SEKOLAH DASAR ]]>
<![CDATA[Noptario]]>;
<![CDATA[Andi Prastowo]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 7 No. 2 (2022): Volume 07, Nomor 02, Desember 2022 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v7i2.6642
<![CDATA[Seorang guru harus benar benar selektif dalam memilih media pembelajaran, tentunya dalam memilih media pembelajaran harus berdasarkan dengan kebutuhan siswa. penelitian ini mengkaji penggunaan media pembelajaran berbasis audio visual pada mata pelajaran Matematika di sekolah dasar. Penelitian ini menggunakan metode penelitian kualitatif dengan teknik pengumpulan data melalui wawancara, penelitian sebelumnya dan artikel artikel terkait sebagai penguat dan refrensi. Sedangkan teknik analisis data menggunakan triangulasi. Pembelajaran berbasis teknologi memiliki empat pinsip dasar, yaitu prinsip efektif dan efesien, prinsip optimal, prinsip menarik dan prinsip merangsang kreativitas siswa. Penelitian ini mengkaji lebih dalam mengenai prinsip dasar menarik dan prinsip dasar merangsang kreativitas siswa pada penggunaan media audio visual di mta pelajaran Matematika. Pembelajaran yang bervariasi akan meningkatkan antusias belajar siswa sehingga tujuan pembelajaran dapat tercapai. Untuk itu seorang guru harus kreatif untuk menggunakan media pembelajaran yang menarik dan kreatif, agar siswa dapat antusias dalam mengikuti pembelajaran. Itulah mengapa penggunaan media pembelajaran berbasis audio visual dapat membuat pembelajaran menjadi bervariasi dan tidak monoton. Pembelajaran berbasis audio visual juga dapat merangsang kretaivitas siswa, ini juga disampaikan oleh narasumber 1 dimana materi penjumlahan dan pengurangan yang dianalogikan menggunakan buah apel, siswa berfikir kreatif dengan bertanya mengenai buah-buahan. Untuk sekala siswa kelas rendah mempelajari sesuatu yang baru dengan bertanya ke guru seperti itu sudah termasuk kreatif. Tentu hal itu tidak terlepas dari peran media pembelajaran yang menstimulus siswa untuk berpikir kreatif.]]>
<![CDATA[Strategi Kepemimpinan Kepala Sekolah dalam Upaya Pengembangan Mutu Sumber Daya Manusia (Studi Kasus Sekolah Dasar Pemulutan) ]]>
<![CDATA[Noptario, Noptario]]>;
<![CDATA[Mamonto, Rubi]]>;
<![CDATA[Shaleh, Shaleh]]>
<![CDATA[ Mitra PGMI: Jurnal Kependidikan MI Vol. 9 No. 2 (2023): Mitra PGMI: Jurnal Kependidikan MI ]]>
Publisher : <![CDATA[Program Studi PGMI STAI Auliaurrasyidin Tembilahan ]]>
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DOI: 10.46963/mpgmi.v9i2.943
<![CDATA[The role of the principal in improving human resources in schools is very important. This is because the role of a leader who goes well in schools will produce solutive policies and be able to answer the problems that exist in schools. This is the background for researchers to raise the issue of the principal's leadership strategy in efforts to develop the quality of human resources. This study used a qualitative research method with data collection techniques through interviews. Interviews were conducted with 3 informants consisting of school principals, teachers, and business administration staff. The data analysis technique used in this study is the data analysis technique with the Miles and Hubermans theory, namely by reducing data, presenting data and drawing conclusions. There are several obstacles encountered by the Pemulutan Elementary School principal in efforts to develop the quality of their human resources, including the large number of senior teachers, inadequate school facilities and infrastructure and the location of the school which is quite far from urban areas. However, the Pemulutan Elementary school principal made several strategies so that the quality of the school's human resources could increase, the things that were done by the school principal in developing school human resources were teaching material policies, opening discussion rooms, reward and punishment and conducting training and guidance for teachers to become a professional teacher and be able to keep up with the times.]]>
<![CDATA[Pengembangan Kurikulum 2013 dalam Melaksanakan Pendidikan Karakter Profil Pelajar Pancasila di Sekolah Dasar ]]>
<![CDATA[Latifah, Alia]]>;
<![CDATA[Noptario, Noptario]]>;
<![CDATA[Prastowo, Andi]]>
<![CDATA[ MODELING: Jurnal Program Studi PGMI Vol 10 No 3 (2023): September ]]>
Publisher : <![CDATA[Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto ]]>
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DOI: 10.69896/modeling.v10i3.1639
<![CDATA[Kurikulum merupakan suatu program pendidikan yang direncanakan dan dilaksanakan untuk mencapai sejumlah tujuan pendidikan. Suatu kurikulum akan mampu berperan sebagai alat pendidikan jika sanggup merubah dirinya dan menyesuaikan diri dengan perubahan-perubahan yang ada. Salah satu usaha perbaikan kualitas pendidikan adalah munculnya gagasan mengenai pentingnya pendidikan karakter dalam dunia pendidikan di Indonesia. Untuk penyempurnaan pendidikan karakter Menteri Pendidikan dan Kebudayaan (Mendikbud) Nadiem Anwar Makarim telah menjadikan Profil Pelajar Pancasila sebagai salah satu Visi dan Misi Kementerian Pendidikan dan Kebudayaan. Penelitian ini bertujuan untuk mengungkapkan pengembangan kurikulum 2013 dalam melaksanakan pendidikan karakter bermuatan profil pelajar pancasila di sekolah dasar. Metode penelitian yang digunakan adalah kualitatif dengan teknik pengumpulan data berupa wawancara. Subjek peneitian ini ialah salah satu guru kelas VI di Kota Bandung. Hasil penelitian mengungkapkan bahwa tujuan pengembangan kurikulum 2013 dalam melaksanakan pendidikan karakter profil pancasila ialah sebagai upaya perbaikan pembelajaran dari dampak ketertinggalan/ perbaikan pembelajaran pasca pandemi covid-19, pengembangan kurikulum dalam pelaksanaan pendidkan karakter profil pelajara pancasila yaitu dilaksanakannya berbagai program pembentukan karakter, mengintergrasikan nilai-nilai karakter dalam berbagai kegiatan, termasuk dalam proses pembelajaan yang lebih banyak dilakukan secara kolaborasi, serta kegiatan proyek yang dilakukan sesuai dengan tema proyek penguatan profil pancasila yang telah ditentukan pada setiap semester.]]>
