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All Journal Khulasah : Islamic Studies Journal Jurnal Pendidikan Educandum Iftitiah: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini
Fatimatuz Zahra
Sekolah Tinggi Agama Islam Pangeran Dharma Kusuma Segeran Indramayu
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Neuroscience Nursing Other

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Upaya Pembina Pramuka Dalam Menumbuhkan Sikap Kemandirian Siswa Di MIN 2 Indramayu Sliyeg Indramyu Fatimatuz Zahra; Agus Karim
Khulasah : Islamic Studies Journal Vol. 5 No. 2 (2023): Khulasah: Islamic Studies Journal
Publisher : LPPM STAIS Dharma Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55656/kisj.v5i2.101

Abstract

Penelitian ini bertujuan untuk: 1) mengetahui sikap kemandirian siswa kelas V MIN 2 Indramayu Sliyeg Indramayu, 2) mengetahui upaya menumbuhkan sikap kemandirian siswa kelas V MIN 2 Indramayu Sliyeg Indramayu, 3) mengetahui faktor pendukung dan kendala dalam menumbuhkan sikap kemandirian siswa kelas V MIN 2 Indramayu Sliyeg Indramayu. Jenis penelitian ini studi kasus dan menggunakan metode penelitian kualitatif. Adapun teknik pengumpulan data yang digunakan menggunakan metode observasi, wawancara dan dokumentasi, sedangkan teknis analisis datanya terdiri dari reduksi data, penyajian data, kemudian kesimpulan. Dari hasil penelitian terdapat sebuah kesimpulan: 1) Sikap kemandirian siswa kelas V sudah baik, dibuktikan mereka mampu mengerjakan tugas dengan baik. Hal tersebut karena mereka sudah dididik sejak dini atau sejak dia memasuki kelas tingkat rendah, sehingga menurut pembina sikap kelas V cukup mandiri dengan apa yang pembina tugaskan, 2) Upaya pembina pramuka dalam menumbuhkan sikap kemandirian siswa kelas V, dengan menugaskan siswa untuk mengikuti kegiatan upacara, pionering, kemah, membuat yel- yel, pembuatan dlakbar, dan mengikuti perlombaan, dan 3) Faktor pendukung dalam menumbuhkan sikap kemandirian siswa adalah siswa yang senang mengikuti kegiatan pramuka. Kendala yang dihadapi dalam menumbuhkan kemandirian antara lain: kurangnya kesadaran siswa, kurangnya sarpras dan pelatih serta dukungan dari orang tua dan pengaruh teman sebaya.
Pelaksanaan Model Pembelajaran Area di Sekolah PAUD Sejenis (SPS) Asri Wangi Desa Karangwangi Kecamatan Depok Kabupaten Cirebon Fatimatuz Zahra
Khulasah : Islamic Studies Journal Vol. 2 No. 1 (2020): Khulasah: Islamic Studies Journal
Publisher : LPPM STAIS Dharma Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55656/kisj.v2i1.115

Abstract

This research discusses the implementation of the area learning model in PAUD Asri Wangi, Karangwangi Village, Depok District, Cirebon Regency. The formulation of the problem in this research is how to implement the area learning model in PAUD Asri Wangi, Karangwangi Village, Depok District, Cirebon Regency. What factors are the obstacles in implementing the area learning model in PAUD Asri Wangi, Karangwangi Village, Depok District, Cirebon Regency. principal in developing teacher knowledge in the Area Learning Model at Rizani Putra Kindergarten. The research uses a descriptive qualitative research approach, which can provide answers to the results of the problems described. The data collection techniques used in this research are observation, interviews and documentation. The results of the research show that the implementation of the area learning model at Rizani Putra Kindergarten in the learning implementation process does not implement what has been planned by the teacher in the program design and designing the learning environment as specified in the area learning model. The obstacles faced or the factors that hinder the implementation of the area learning model in PAUD Asri Wangi, Karangwangi Village, Depok District, Cirebon Regency, are the lack of teaching staff and infrastructure, both of which are very important facilitators in the teaching and learning process. Efforts made to develop teachers' knowledge of area learning models in PAUD Asri Wangi, Karangwangi Village, Depok District, Cirebon Regency are training, workshops, seminars, and routine KKG/IGRI teacher activities once a month to increase knowledge insight. These efforts can increase knowledge and experience for teaching staff.
Manajemen Pembinaan Akhlak Siswa Berbasis Pesantren di SMP VIP Al Huda Kutosari Kebumen Fatimatuz zahra
Jurnal Pendidikan Educandum Vol. 2 No. 1 (2022): Jurnal Pendidikan Educandum
Publisher : Fakultas Pendidikan IAI Pangeran Dharma Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55656/jpe.v2i1.20

Abstract

This research the management of morals in SMP VIP Al Huda Kebumen, which is one of the schools based on Islamic boarding school. This research is conducted with qualitative approach.. Technique of collecting data from this research using observation method, interview, and documentation. The results of this study indicate that, Student morality planning is done starting from the formulation of school vision and mission, the selection of students who enter in the school. Organizing in the form of stewardship structure in schools and boarding schools. 3) Implementation of morality of students is done through intra-curricular activity that is the integration of character education / character based on Islamic values into all subjects. Implementation of extracurricular activities with the implantation of Islamic teachings values. The establishment of Islamic culture in the school environment is also supported by the creation of a conducive school atmosphere. 4) Evaluation of student morals through monthly meetings, quarterly and semester meetings.
PROBLEMATIKA PEMBELAJARAN PAI DAN UPAYA MENGATASINYA Fatimatuz Zahra; Umi Habibah; Nurela Nurela
Jurnal Pendidikan Educandum Vol. 4 No. 1 (2024): Jurnal Pendidikan Educandum
Publisher : Fakultas Pendidikan IAI Pangeran Dharma Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55656/jpe.v4i1.175

Abstract

In the learning process there will definitely be a problem, whether it is a problem from outside or a problem from within the students. Problems in learning are not only found in the school environment but the family environment and community environment can also become problems in student learning, when the environment is not in accordance with educational expectations, all of this is very influential in the success of students' learning. The aim of this research is to find out the problems of PAI learning and solutions to overcome these problems. This research uses a literature review method with a content analysis approach. The results of this research are: There are three environments that cause problems in learning, namely the school environment, family and community. Problems in the school environment include low student interest in learning, problems from educators themselves, namely the use of monotonous methods, inadequate teacher quality, incomplete facilities and infrastructure, and the learning methods used do not emphasize student activity. Problems in the family environment include parenting styles or the way parents educate their children, parent-child relationships, disharmonious family atmosphere, and unsupportive economic factors. Meanwhile, the problem with society is having toxic friends, namely friends who always look for other people's faults, don't want to be blamed, feel they are right, are lazy, have negativity and so on.
IMPLEMENTASI ETIKA GURU MENURUT PANDANGAN ISLAM Fatimatuz Zahra
Iftitiah: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini Vol. 2 No. 1 (2024): IFTITIAH: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini
Publisher : Prodi PIAUD IAI Pangeran Dharma Kusuma Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55656/ijpiaud.v2i1.363

Abstract

Artikel ini membahas implementasi etika guru menurut pandangan Islam dalam konteks pendidikan. Pola pikir guru yang berkualitas mempengaruhi cara mereka mengajar dan berinteraksi dengan siswa. Dalam Islam, pendidikan dipandang sebagai ibadah yang membawa manfaat vertikal dan horizontal, yakni mendekatkan diri kepada Tuhan dan memberi dampak positif bagi masyarakat. Beberapa aspek penting yang memengaruhi pola pikir guru termasuk keyakinan terhadap potensi siswa, pemahaman terhadap proses pembelajaran, serta sikap terbuka terhadap perubahan dan kolaborasi. Guru juga diharapkan dapat mengembangkan motivasi siswa dengan menciptakan lingkungan yang mendukung, mengaitkan materi dengan kehidupan nyata, serta memberikan umpan balik yang konstruktif. Pendekatan pembelajaran yang dapat diterapkan meliputi pembelajaran berbasis proyek, kolaboratif, berbasis masalah, inkuiri, dan aktif, yang bertujuan menciptakan suasana belajar yang lebih holistik dan sesuai dengan kebutuhan siswa. Artikel ini menekankan pentingnya guru sebagai fasilitator yang tidak hanya mengajarkan materi tetapi juga membimbing siswa untuk mengembangkan potensi mereka secara maksimal.
LANDASAN MODEL-MODEL PEMBELAJARAN Fatimatuz Zahra
Iftitiah: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini Vol. 1 No. 2 (2019): IFTITIAH: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini
Publisher : Prodi PIAUD IAI Pangeran Dharma Kusuma Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55656/ijpiaud.v1i2.370

Abstract

Landasan model pembelajaran merupakan prinsip dan teori yang menjadi dasar dalam merancang dan menerapkan metode pembelajaran yang efektif. Artikel ini membahas enam landasan utama dalam pengembangan model pembelajaran, yaitu filosofis, psikologis, sosiologis, teknologis, ekologis, dan kultural. Landasan filosofis menyoroti tujuan pendidikan yang berorientasi pada nilai-nilai moral dan etis, sementara landasan psikologis berfokus pada pemahaman cara siswa belajar berdasarkan teori perkembangan, behaviorisme, kognitivisme, dan konstruktivisme. Landasan sosiologis memastikan pendidikan relevan dengan kehidupan sosial siswa, membentuk individu yang mampu beradaptasi dalam masyarakat. Landasan teknologis menekankan pentingnya pemanfaatan teknologi dalam pembelajaran untuk meningkatkan aksesibilitas dan interaktivitas. Sementara itu, landasan ekologis mengajarkan kesadaran lingkungan dalam proses pendidikan, dan landasan kultural membantu siswa menghargai keberagaman budaya. Dengan memahami dan mengintegrasikan keenam landasan ini, pendidikan dapat menciptakan pengalaman belajar yang holistik, adaptif, dan bermakna bagi siswa.
Co-Authors Agus Karim Nurela Nurela Umi Habibah