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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Perspektif
Diah Mutiara
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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KOMPETENSI GURU DI ERA REVOLUSI INDUSTRI 4.0 Nurokhim; Diah Mutiara
Perspektif Vol 2 No 1 (2022)
Publisher : Yayasan Jaringan Kerja Pendidikan Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53947/perspekt.v2i1.217

Abstract

Abstrak Guru adalah komponen utama dalam pendidikan. Di samping itu masih ada komponen penting lainnya, seperti Kurikulum, Silabus, Program tahunan, program semester dan lainnya. Komponen tersebut menjadi satu kesatuan yang saling berhubungan dan saling membutuhkan. Sebagai komponen utama guru dibutuhkan kinerja yang nyata dengan sesuai dengan tupoksi. Menjadi guru profesional merupakan suatu keniscayaan Guru juga dituntut untuk menyesuaikan dengan era Revolusi Industri 4.0 dengan merujuk berbagai literatur yang otoritatif, tulisan ini disajikan secara deskriptif analitis dengan memfokuskan pembahasan guru profesional di era Revolusi Industri 4.0. Tujuan dari artikel ini adalah memberikan motivasi dan penguatan kepada guru agar lebih profesional dalam kinerja, aktif dalam pembentukan karakter peserta didik melalui kompetensi kepribadiannya, serta bisa menempatkan profesionalitas di era Revolusi Industri 4.0 Abstract Teachers are the main component in education. In addition, there are other important components, such as curriculum, syllabus, annual program, semester program and others. These components become a single unit that are interconnected and need each other. As the main component of the teacher, real performance is needed in accordance with the main tasks and functions. Becoming a professional teacher is a necessity. Teachers are also required to adapt to the Industrial Revolution 4.0 era by referring to various authoritative literature, this paper is presented in an analytical descriptive manner by focusing on discussing professional teachers in the Industrial Revolution 4.0 era. The purpose of this article is to provide motivation and reinforcement for teachers to be more professional in performance, active in building the character of students through their personality competencies, and to be able to place professionalism in the Industrial Revolution 4.0 era.
PEMBELAJARAN PENDIDIKAN AGAMA ISLAM MELALUI MEDIA VIDEO ANIMASI PADA PESERTA DIDIK BERKEBUTUHAN KHUSUS DI SEKOLAH KHUSUS NURASIH CIPUTAT TANGERANG SELATAN Kirana, Andi Ade Diandra; Diah Mutiara
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13453

Abstract

This study examines the implementation of Islamic Religious Education (PAI) learning through the use of animated video media for students with special needs at Sekolah Khusus Nurasih Ciputat, Tangerang Selatan. The background of this research is based on the low effectiveness of conventional teaching methods, especially lectures, which are less able to attract attention and facilitate understanding for students with cognitive and attention limitations. Therefore, innovative and adaptive learning media are needed, one of which is animated video. This research aims to describe the planning, implementation, and evaluation of PAI learning through animated video media. This study uses a qualitative approach with a descriptive method. Data were obtained from the principal and PAI teachers as primary sources, while documentation served as secondary data. Data collection techniques included observation, interviews, and documentation, with data analysis conducted through data reduction, data presentation, and conclusion drawing, as well as data validation through triangulation techniques. The results show that: (1) learning planning is adjusted to the characteristics of students with special needs and learning objectives; (2) the implementation of animated video media increases students' attention, interest, and understanding due to its visual and concrete presentation; and (3) evaluation emphasizes not only cognitive aspects but also affective and psychomotor aspects tailored to students' abilities. Thus, the use of animated video media has a positive impact on the learning process and outcomes of students with special needs.
Co-Authors Kirana, Andi Ade Diandra Nurokhim