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All Journal JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Karnita Sarina
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IMPLIKASI PEDAGOGIS AL-QUR’AN SURAT AT-TAUBAH AYAT 122 : (Analisis Kajian Tafsir Terhadap Kewajiban Belajar Mengajar) Karnita Sarina
JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 11 No. 1 (2022): Juni
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

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The Obligation to Learn to Teach according to the study of interpretation as human beings is to deepen religion and analysis knowledge, then practice and teach it to others and as educational objects or students are all Muslims, both himself and his family relatives and the people around him. Mufassir's interpretation of the Qur'an at-Taubah verse 122 is that in surah, it shows that the objects of education or students are some believers and the general public who have received instruction and teaching. The pedagogical implications of Al-Qur'an letter At-Taubah verse 122 concerning the obligation to learn and teach through the analysis of Tafsir Studies as a reference. Muslims should understand the division of tasks and roles of each so that they can benefit from one another in survival.
Penerapan Model Pembelajaran Inside Outside Circle (IOC) untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Aqidah Akhlak Karnita Sarina
JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 11 No. 2 (2022): Desember
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

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This study aims to determine the effect of student activeness and learning outcomes by applying the Inside Outside Circle (IOC) learning model. This research is a Classroom Action Research conducted through two cycles. Data collection techniques were carried out at the end of the cycle using test questions, teacher and student activity observation sheets, and questionnaires. The results of the data analysis obtained showed that the application of the Inside Outside Circle (IOC) learning model could increase student activeness and enthusiasm for learning with a percentage of teacher activity in cycle I at 66% and increased to 90% in cycle II and student activity with 68% in cycle I and 93% in cycle II. The completeness of student learning outcomes in the process I obtained 74% of students who were complete while in cycle II, increased to a percentage of 88% in very high criteria with three students who still needed to be finished out of 27 students. Student response to applying the inside-outside circle (IOC) learning model in cycle I was excellent, with an overall percentage of 85.37%. I increased in cycle II, with a rate of 88.61%.
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