Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal JIIP (Jurnal Ilmiah Ilmu Pendidikan) At-Tadris: Journal of Islamic Education
Syahida, Nadila Aulia
Unknown Affiliation
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Hubungan Kompetensi Sosial Guru dengan Perkembangan Karakter Siswa di MIS Takmiliyah Tuamang Neliwati, Neliwati; Amini, Aisyah; Ainun, Nur; Syahida, Nadila Aulia
JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 4 (2023): JIIP (Jurnal Ilmiah Ilmu Pendidikan)
Publisher : STKIP Yapis Dompu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (209.224 KB) | DOI: 10.54371/jiip.v6i4.1838

Abstract

Kompetensi sosial guru merupakan peranan penting dalam proses pembelajaran terkhusus pada perkembangan siswa, Tujuan dari penelitian ini yaitu untuk mendeskripsikan hubungan kompetensi sosial guru dengan perkembangan karakter siswa di MIS Takmiliyah Tuamang. Penelitian ini dilaksanakan di Mis Takmiliyah Tuamang. Metode yang digunakan dalam penelitian ini adalah metode penelitian kualitatif deskriptif, mengumpulkan data menggunakan wawancara, dokumentasi dan observasi lapangan. Hasil penelitian ini menunjukkan kompetensi sosial guru di MIS Takmiliyah Tuamang saling berinteraksi satu sama lain dengan baik bersama guru mereka tidak membedakan meski terdapat perbedaan profesi. Akan tetapi kompetensi sosial guru terhadap peserta didik kategori cukup. Karena guru MIS Takmiliyah Tuamang masih banyak yang acuh tak acuh dalam proses pembelajaran terhadap siswanya. Ini artinya kompetensi sosial guru mempunyai hubungan yang kuat dengan guru-guru dan juga wali murid/masyarakat lainnya, akan tetapi kurang baik dalam berinteraksi terhadap peserta didik dalam pembelajaran.
Meningkatkan Keterlibatan Siswa di Kelas Menggunakan Model Pembelajaran Think Pair Share Arlina; Hasibuan, Raudhatul Ma'wa; Syahida, Nadila Aulia; Aqilla, Najla Puteri; Aulaz, Ibnu
At-Tadris: Journal of Islamic Education Vol. 2 No. 2 (2023): At-Tadris: Journal of Islamic Education
Publisher : Ikatan Dai Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56672/8ke1h609

Abstract

There is still low student learning participation. There has not been an application of a learning model that attracts students and can foster active student learning participation and students also still find it difficult to understand the material being learned during learning. The data collection techniques used in this study were observation and documentation. Qualitative data analysis techniques to determine how much student learning participation has increased. In this Class Action Study, researchers plan 2 cycles of action using the Kemmis and Mc Taggart model research procedures. Kemmis and Mc Taggart's model research begins with planning then action, observation and reflection. The hypothesis in this study is that the use of the Think Pair Share learning model can increase student learning participationThe Think-Pair-Share strategy is a group discussion strategy which is a participatory pedagogic concept through social interaction, togetherness, and action-oriented communication explaining that TPS is a learning method developed by combining independent and group learning methods. With this TPS, students will be helped in changing the positive behavior in communication skills that occurs when they listen to each other and bring out mutual respect. Think Pair Share learning model activities can develop the thinking of individual students because of the thinking time, so that the quality of answers can also increase. By using the Think Pair Share type cooperative learning learning model, before discussing in groups, students try to think first, then discuss with their partners so that students already have material to bring in group discussions. This can be a strong factor in improving students' ability to respond to questions and foster an attitude of mutual help to each other. Thus, students will be actively involved in the learning process and can improve learning outcomes.
Co-Authors Amini, Aisyah Aqilla, Najla Puteri Arlina Aulaz, Ibnu Hasibuan, Raudhatul Ma'wa Neliwati Nur Ainun