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All Journal BELIA: Early Childhood Education Papers Journal of Accounting, Management and Economics Research Journal of Elementary Education Research
Faila Sufa, Faila
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Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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PERAN GURU DAN KEIKUTSERTAAN ORANG TUA DALAM MENANAMKAN NILAI AGAMA ISLAM PADA ANAK USIA 5-6 TAHUN Sufa, Faila
BELIA: Early Childhood Education Papers Vol 3 No 1 (2014): June 2014
Publisher : Jurusan PGPAUD FIP UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Minimum 0-6 years of golden age at the same time is critical in the life cycle, which will determine the next child development, this period was the right time to put the foundations of the development of physical abilities, language, social-emotional, self-concept, morals, and values religion. The role of teachers and parents determine the childs subsequent behavior. The purpose of this study (1) To know how the teacher’s role and the participation of parents in instilling Islamic values in children 5-6 years old in early childhood in PAUD Sekar Nagari UNNES in a family environment, (2) To know the factors driving and inhibiting teachers in instilling religious values Islam in children aged 5-6 years in early childhood Nagari UNNES Sekar, (3) To know the factors of driving and inhibiting the parents in instilling Islamic values in children 5-6 years old in a family environment. The method of this research was qualitative descriptive approach is housed in PAUD Sekar Nagari UNNES. Sources of research data is teachers and parents also the documents that used as RKM and RKH. The methods of data collection are observation, interviews, and documentation. The result of the research showed that the teachers role in instilling Islamic values in early childhood education teaching Sekar Nagari about faith , morality , worship , and the qiroatul Qur’an was good . Meanwhile , the participation of parents in instilling Islamic values in the family environment on the education of worship , reading the Quran , good moral , and faith did well good . The driving factor in instilling Islamic values in early childhood Sekar Nagari is the motivation of parents and the childs motivation , while inhibiting factor is the lack of existing infrastructure and the level of activity of parents . The driving factor in instilling Islamic values in society is parental support , school support , and community support , while inhibiting factor is the family environment , school environment , and the environmental community.
PERAN GURU DAN KEIKUTSERTAAN ORANG TUA DALAM MENANAMKAN NILAI AGAMA ISLAM PADA ANAK USIA 5-6 TAHUN Sufa, Faila
BELIA: Early Childhood Education Papers Vol 3 No 1 (2014): June 2014
Publisher : Jurusan PGPAUD FIP UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/belia.v3i1.3425

Abstract

Minimum 0-6 years of golden age at the same time is critical in the life cycle, which will determine the next child development, this period was the right time to put the foundations of the development of physical abilities, language, social-emotional, self-concept, morals, and values religion. The role of teachers and parents determine the child's subsequent behavior. The purpose of this study (1) To know how the teacher’s role and the participation of parents in instilling Islamic values in children 5-6 years old in early childhood in PAUD Sekar Nagari UNNES in a family environment, (2) To know the factors driving and inhibiting teachers in instilling religious values Islam in children aged 5-6 years in early childhood Nagari UNNES Sekar, (3) To know the factors of driving and inhibiting the parents in instilling Islamic values in children 5-6 years old in a family environment. The method of this research was qualitative descriptive approach is housed in PAUD Sekar Nagari UNNES. Sources of research data is teachers and parents also the documents that used as RKM and RKH. The methods of data collection are observation, interviews, and documentation. The result of the research showed that the teacher's role in instilling Islamic values in early childhood education teaching Sekar Nagari about faith , morality , worship , and the qiroatul Qur’an was good . Meanwhile , the participation of parents in instilling Islamic values in the family environment on the education of worship , reading the Qur'an , good moral , and faith did well good . The driving factor in instilling Islamic values in early childhood Sekar Nagari is the motivation of parents and the child's motivation , while inhibiting factor is the lack of existing infrastructure and the level of activity of parents . The driving factor in instilling Islamic values in society is parental support , school support , and community support , while inhibiting factor is the family environment , school environment , and the environmental community.
Key Factors Shaping Millennials' Decisions to Choose Sharia Mortgage Financing Sufa, Faila; Nursanita, Nursanita
Journal of Accounting, Management, and Economics Research (JAMER) Vol 3 No 2 (2025): JANUARY 2025
Publisher : Lembaga Penelitian Universitas YARSI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33476/jamer.v3i2.210

Abstract

This study examines the factors influencing millennials' decisions to take Sharia mortgages. It employs causal hypothesis testing with a quantitative approach, using multiple linear regression analysis via SPSS Statistics 25. The population includes DKI Jakarta residents aged 20-40 years with income or employment. A sample size of 100 respondents was determined using the Slovin formula based on the Nine Targeted Samples Method. Primary data were collected through online questionnaires distributed via Google Forms. The study findings reveal that house prices positively and significantly affect millennials' decisions to opt for Sharia mortgages. Conversely, house location has a significant negative effect on their decisions. Additionally, promotion and religiosity both have positive and significant influences on the decision to take Sharia mortgages. The results underscore the importance of promoting the benefits and advantages of Sharia mortgages, particularly highlighting their differences from conventional mortgages. The implications of these findings suggest that stakeholders should provide clear, accessible, and educational information to help millennials understand the unique features of Sharia mortgages. By addressing pricing, location concerns, and promotional efforts while aligning with religious values, organizations can better cater to the preferences of this demographic, ultimately increasing the adoption of Sharia-compliant financial products.
Strategi Guru dalam Pengembangan Mutu Pembelajaran Berbasis Higher Order Thinking Skills Pada Mata Pelajaran Matematika Sufa, Faila; Nikmah, Ulin; Rohim, Ahmad Abdul; Haq, Ahmad Khanif Izzul; Febrianti, Evita Nurma; Basyar, Mohammad Aniq Khoirul; Malihah, Zahlatul; Safira, Zona Nofiana
Journal of Elementary Education Research Vol 2, No 2 (2023): Agustus
Publisher : Sekolah Tinggi Agama Islam Pati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56322/jeer.v2i2.104

Abstract

The background of this research is to determine teacher strategies in developing the quality of HOTS-based learning in Mathematics Subjects. This research aims to 1) find out and explain teachers' strategies in developing the quality of HOTS-based learning in Mathematics Subjects in Class V 2) find out the supporting factors and inhibiting factors for teachers' strategies in developing the quality of HOTS-based learning in Mathematics Subjects in Class V. Data collection with interviews, observation and documentation. This research uses a historical approach. This qualitative research data analysis uses interactive analysis, namely data reduction, data display, and drawing conclusions. The research results show: 1) The teacher's strategy in developing the quality of HOTS-based learning is implemented in three stages: the planning stage, the teacher makes a Learning Implementation Plan with high- level thinking learning indicators: cognitive level (C4, C5 and C6). In the implementation stage, the teacher gives problems to students using video and LCD. The teacher applies the Problem Based Learning model where the teacher becomes a facilitator, while students are encouraged to solve problems. Teacher assessment stage: written test, description test and performance test. 2) Supporting factors: a) professional class teachers, b) the head of the madrasah carries out academic supervision activities, c) the availability of learning media and supporting tools, and d) the existence of regular coaching meetings once a month. 3) Inhibiting factors: a) limited allocation of learning time, b) differences in parenting styles for children at home, c) differences in students' ability to understand the material.
Co-Authors Basyar, Mohammad Aniq Khoirul Febrianti, Evita Nurma Haq, Ahmad Khanif Izzul Malihah, Zahlatul Nikmah, Ulin Nursanita, Nursanita Rohim, Ahmad Abdul Safira, Zona Nofiana