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p-Index From 2021 - 2026
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All Journal Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan Academy of Education Journal
Siti Aminah
Balai Diklat Keagamaan Semarang
Education Social Sciences Other

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Kemampuan Guru PAI Sekolah Dasar Mendesain Pembelajaran Berbasis Kecakapan Abad 21 Melalui Teknik Tediprasi Siti Aminah
Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan Vol 10 No 1 (2022): Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan
Publisher : Pusdiklat Tenaga Teknis Pendidikan dan Keagamaan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36052/andragogi.v10i1.275

Abstract

Tujuan penulisan karya tulis ini adalah untuk membuktikan secara empirik tentang peningkatan kemampuan mendesain pembelajaran berbasis kecakapan abad 21 setelah mengikuti pelatihan dengan menggunakan teknik Tediprasi pada peserta Pelatihan Jarak Jauh guru Pendidikan Agama Islam Sekolah Dasar Angkatan I Tahun 2021 pada Balai Diklat Keagamaan Semarang. Metode yang digunakan adalah metode penelitian kuantitatif-deskriptif. Hasil penelitian menunjukkan bahwa terjadi peningkatan kemampuan pada aspek critical thinking sebesar 74,36%, aspek communication sebesar 71,79%, aspek creativity sebesar 73,74% dan aspek collaboration sebesar 82,08%. Kesimpulan menunjukkan terjadi peningkatan kompetensi dalam mendesain pembelajaran berbasis kecakapan abad 21 pada guru Pendidikan Agama Islam Sekolah Dasar setelah mengikuti Pelatihan Jarak Jauh dengan menggunakan teknik Tediprasi.
Pengembangan Kompetensi PTK Guru PAI SMP/ MTs di Kabupaten Sleman Siti Aminah
Academy of Education Journal Vol. 17 No. 2 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i2.3767

Abstract

This study aims to analyze the development of Classroom Action Research (CAR) competence among Islamic Religious Education teachers at junior secondary schools and Islamic junior secondary schools in Sleman Regency, identify the determinants of training success, and formulate strategies for strengthening product based CAR training. The study was motivated by the suboptimal training outputs, including CAR proposals categorized as good that reached only 33% and career impact that appeared in only 7.5% of alumni. The study employed a sequential explanatory mixed methods design. Quantitative data were collected from 35 Islamic Religious Education teachers who had participated in CAR training, while qualitative data were obtained through open interviews, document review, and explanatory follow up of the quantitative findings. The findings show that teachers mastery of CAR competence falls into the categories of mastered and sufficiently mastered, but has not reached an optimal level, particularly in developing instruments, reviewing theories, analyzing previous studies, determining classroom actions, and managing references. The study also identified the need to integrate 15 new competencies, especially digital technology, higher order thinking skills, innovative learning models, twenty first century skills, learning assessment, and noble character values. Training success was found to be systemic, involving committee readiness, curriculum relevance, technological facilities, trainer competence, participant engagement, and evaluation of action plan implementation. The article recommends product based CAR training supported by clinical mentoring, academic review, and sustainable post training monitoring.
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