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All Journal JURNAL LENTERA : Kajian Keagamaan, Keilmuan dan Teknologi ASKETIK: Jurnal Agama dan Perubahan Sosial Asketik: Jurnal Agama dan Perubahan Sosial Tarqiyatuna: Jurnal Pendidikan Agama Islam dan Madrasah Ibtidaiyah
Anjar Sri Wahyuni, Anjar Sri
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Efektivitas Media Dalam Pembelajaran Wahyuni, Anjar Sri
JURNAL LENTERA : Kajian Keagamaan, Keilmuan dan Teknologi Vol 1 No 1 (2015): March 2015
Publisher : STAI Miftahul Ula Nganjuk

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Abstract

Abstract: Advances in technology in various fields, for example in communications and information technology at the moment, learning media has a central position in the learning process and not solely aids. The media is an integral part of the learning process. In this process, using instructional media associated with anything that can be done by the media. Instructional media used in learning activities can influence the learning efektitas. At first, learning media only serves as a tool for teachers. Two approaches / models of learning media in the electoral process, namely: selecting the model enclosed and open selection model. Closed election occurs when alternative media has been determined. Open selection model is the inverse of the secret ballot. We are still free to choose any type of media, according to our needs. Alternative media is still wide open. Choose open procedures more flexible in nature, because really we adjust to the needs and conditions.
HISTORISITAS POTRET ISLAM DI AMERIKA Wahyuni, Anjar Sri
ASKETIK Vol 2, No 1 (2018)
Publisher : P3M IAIN KEDIRI

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The American state that it became the object of the first Islamic dawah in about 1875, from what was then known as Greater Syria (Great Syria [now includes Syria itself, Lebanon, Jordan and Palestine]) until the end of World War I. Followed by a second wave, in the 1920s to then be stopped because of World War II. Immigration laws in this period are rather limiting. Only black or Caucasian people can enter the United States. Arabs are considered not to fall into the two categories. While the third wave, between the mid-1940s and mid-1960s took place along with the occurrence of important changes outside the United States. Muslims who enter the US in this category are more educated. Most of them migrated because of political oppression. At the same time, especially in the 1960s various changes took place in US immigration policy. The job market is expanding and the country needs potential immigrants to fill the posts. Here ethnic or racial boundaries are loosened. Then the fourth wave, lasting about 1967 and still going on until now. They are generally very fluid and fluent in English. Their immigration is in place for various reasons such as for the improvement of professional ability and avoiding Government oppression. They also have the intention to settle or preach Islam in this Country. And the fifth wave started from 1967 until now. Those who came to America in this wave, in addition to economic reasons, political factors are also the main reasons that encourage them to migrate. There are some proofs that Islam came to America long before Columbus and the West.
Historisitas Potret Islam di Amerika Wahyuni, Anjar Sri
Asketik: Jurnal Agama dan Perubahan Sosial Vol. 2 No. 1 (2018): Asketik: Jurnal Agama dan Perubahan Sosial
Publisher : Prodi Sosiologi Agama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asketik.v2i1.1087

Abstract

The American state that it became the object of the first Islamic da’wah in about 1875, from what was then known as Greater Syria (Great Syria [now includes Syria itself, Lebanon, Jordan, and Palestine]) until the end of World War I. Followed by a second wave, in the 1920s then be stopped because of World War II. Immigration laws in this period are rather limiting. Only black or Caucasian people can enter the United States. Arabs are considered not to fall into the two categories. While the third wave, between the mid-1940s and mid-1960s, took place along with the occurrence of important changes outside the United States. Muslims who enter the US in this category are more educated. Most of them migrated because of political oppression. At the same time, especially in the 1960s various changes took place in US immigration policy. The job market is expanding and the country needs potential immigrants to fill the posts. Here ethnic or racial boundaries are loosened. Then the fourth wave, lasting about 1967 and still going on until now. They are generally very fluid and fluent in English. Their immigration is in place for various reasons such as for the improvement of professional ability and to avoid Government oppression. They also have the intention to settle or preach Islam in this Country. And the fifth wave started in 1967 until now. For those who came to America in this wave, in addition to economic reasons, political factors are also the main reasons that encourage them to migrate. There is some proof that Islam came to America long before Columbus and the West.
Implementasi Autentik Assessment pada Pembelajaran Fikih di Madrasah Tsanawiyah Wahyuni, Anjar Sri
Tarqiyatuna: Jurnal Pendidikan Agama Islam dan Madrasah Ibtidaiyah Vol. 2 No. 1 (2023): Tarqiyatuna: Jurnal Pendidikan Agama Islam dan Madrasah Ibtidaiyah
Publisher : STAI Asy-Syukriyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36769/tarqiyatuna.v2i1.323

Abstract

Tujuan penelitian ini adalah untuk mengkaji Asesmen Otentik pada Pembelajaran Fikih Kelas IV di MTsN Magetan 8 dan mengkaji hasil asesmen autentik pada mata pelajaran Fikih kelas IV di MTsN 8 Magetan. Penelitian tesis ini menggunakan metode kualitatif dengan pendekatan deskriptif. Peneliti menggunakan teknik wawancara, observasi, dan studi dokumen untuk mengumpulkan data, dan untuk memperkuat validitas data yang ditemukan dan keaslian penelitian, mereka mengacu pada standar validitas data seperti kredibilitas, transferabilitas, dependabilitas, dan konfirmabilitas . Temuan penelitian ini menunjukkan bahwa penilaian autentik mata pelajaran Fikih dilaksanakan di MTsN Magetan 8 pada awal pembelajaran, selama pembelajaran, dan setelah pembelajaran. Penilaian dalam pembelajaran Fikih dilakukan secara terpadu. Penilaian ini dilakukan untuk mencapai kompetensi dalam Kurikulum 2013, dengan kegiatan pembelajaran meliputi tiga aspek penilaian yaitu kognitif, afektif, dan psikomotorik. Beberapa teknik penilaian yang digunakan dalam proses penilaian autentik untuk mata pelajaran Fikih antara lain tes tertulis, tes tertulis, penugasan, praktik, proyek, portofolio, observasi, penilaian diri, penilaian peer-to-peer, dan jurnal guru.
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