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All Journal JIR : Jurnal Ilmiah Roqooba
M. Khairul Amri
IAI Agus Salim Metro
Education Social Sciences

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EXPERIENTIAL LEARNING SEBAGAI MODEL PEMBELAJARAN ALTERNATIF DI MADRASAH IBTIDAIYAH M. Khairul Amri; Winsidi
Roqooba Journal of Islamic Education Management Vol 2 No 1 (2022): JIR: Roqooba Journal of Islamic Education Management
Publisher : IAI AGUS SALIM METRO LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (418.834 KB) | DOI: 10.47902/roqoba.v2i1.450

Abstract

Among the learning alternatives that can be used to answer one of the problems in educationrelated to the learning experience is to use an experiential learning model which is almostsimilar to the scientific approach in thematic learning. Where thematic learning emphasizesmore on the application of the concept of learning by doing something (learning by doing).Therefore, teachers need to package or design learning experiences that will affect thesignificance of student learning. Learning experiences that show the relationship of theseconceptual elements make the learning process more effective. The conceptual relationshipbetween the subjects studied and will form a schema, so that students will gain knowledgeabout unity and unity. In addition, the implementation of thematic learning in elementaryschools will help students, because it is in accordance with the stage of development ofstudents who still see everything as a whole (holistic). Learning will provide opportunities forstudents to understand the complex problems that exist in the surrounding environment with acomplete view. With this thematic learning, students are expected to have the ability to identify,collect, assess and use the information around them in a meaningful way. This can be obtainednot only through the provision of new knowledge to students but also through the opportunityto strengthen and apply it in a variety of new situations that are increasingly diverse. Thus, theintegration in this thematic learning can be seen from the process aspect, curriculum aspect,and teaching and learning aspect.
COOPERATIVE LEARNING MANAGEMENT IN IBTIDAIYYAH MADRASAH M. Khairul Amri
Roqooba Journal of Islamic Education Management Vol 1 No 1 (2022): JIR: Roqooba Journal of Islamic Education Management
Publisher : IAI AGUS SALIM METRO LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.12 KB) | DOI: 10.47902/roqoba.v1i1.477

Abstract

One of the strategies and learning models is a cooperative learning strategy. Cooperative learning is a learning strategy that has recently received attention and is recommended by education experts to use. There are two reasons why cooperative learning is the choice, first, several research results prove that the use of cooperative learning can improve student achievement while at the same time increasing social relationship skills, fostering an attitude of acceptance of the shortcomings of self and others, and can increase self-esteem. Second, cooperative learning can realize students' needs in learning to think, solve problems, and integrate knowledge with skills. And these two reasons, then cooperative learning is a form of learning that can improve the learning system that has had weaknesses. In a good learning plan, a teacher must prepare carefully the learning scenarios that will be carried out in the class later. Starting from the goals and competencies that will or must be achieved in the meeting, certain methods and teaching aids needed, evaluations to be used and so on, so that with detailed preparation procedures will make a teacher really ready to teach.
Co-Authors Winsidi