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All Journal Khulasah : Islamic Studies Journal Iftitiah: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini
Muasromatul Azizah
STAI Pangeran Dharma Kusuma Segeran Indramayu
Religion Humanities Education Languange, Linguistic, Communication & Media Neuroscience Nursing Other

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Upaya Meningkatkan Prestasi Belajar PAI Siswa Melalui Pemberian Tugas Berbasis Portofolio : Penelitian Tindakan Kelas pada Siswa Kelas VIII A SMP Negeri 1 Kertasemaya Indramayu) Muasromatul Azizah
Khulasah : Islamic Studies Journal Vol. 1 No. 2 (2019): Khulasah Islamic Studies Journal
Publisher : LPPM STAIS Dharma Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55656/kisj.v1i2.128

Abstract

This research aims to find out: 1) determine the implementation of portfolio-based assignments to improve PAI learning achievement in class VIII A students of SMP Negeri 1 Kertasemaya Indramayu, 2) improve PAI learning achievement in class VIII A students of SMP Negeri 1 Kertasemaya Indramayu through assignment-based assignments. portfolio. This research is Classroom Action Research (PTK), consisting of three cycles, each cycle consisting of planning, implementation, observation, analysis and reflection. The subjects of this research were students in class VIII A of SMP Negeri 1 Kertasemaya Indramayu who had low learning achievement in PAI subjects due to the lack of variety in learning methods that had been taking place. The researcher then used a learning strategy by giving portfolio-based assignments to improve PAI learning achievement in class VIII A students of SMP Negeri 1 Kertasemaya Indramayu. The data collection technique in this research is to use the test method to determine the level of students' understanding of the concept of Islamic religious education, the observation method to observe the learning process of Islamic religious education through giving portfolio-based assignments (teacher activity, student participation), and the documentation method to find out the names of students. , the number of students and the value of Islamic religious education both before / after being given learning by giving portfolio-based assignments. After taking action through giving portfolio-based assignments, the PAI learning achievement of class VIII A students at SMP Negeri 1 Kertasemaya Indramayu increased. This is shown by the increase in the average student final test assessment in each cycle, namely: cycle I = 6.70, cycle II = 7.10 and cycle III = 7.70. From the results of this research, it is hoped that learning strategies by providing portfolio-based assignments to improve student learning achievement can be applied by teachers of PAI subjects in particular and other subjects in general.
Upaya Meningkatkan Prestasi Belajar Siswa Pada Pelajaran Pai Pokok Bahasan Aku Anak Shalih Melalui Metode Pembelajaran Tanya Jawab : (Penelitian Tindakan Kelas Di Kelas IV SDN Sukaurip 2 Balongan Indramayu) Muasromatul Azizah
Khulasah : Islamic Studies Journal Vol. 2 No. 2 (2020): Khulasah Islamic Studies Journal
Publisher : LPPM STAIS Dharma Indramayu

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

Abstract

Based on empirical observations in class IV of SD Negeri Sukaurip 2 Balongan Indramayu, the author observed that the implementation of learning methods that have been applied so far tend to be passive, so that students are less interested in the methods applied by PAI subject teachers. As an implication of the student's lack of interest, student learning outcomes tend to not meet the KKM (Minimum Completeness Criteria). Therefore, the author is interested in applying the question and answer learning method to PAI subjects in class IV of Sukaurip 2 Balongan Indramayu Elementary School, with the hope that student activity in taking these subjects will be good and ultimately student learning outcomes will improve. The method used in this research is classroom action research. The term classroom action research is used to emphasize the classroom as the setting of the research. The subjects in this research were a teacher (writer) and Class IV students at Sukaurip 2 Balongan Indramayu Elementary School, totaling 27 students. In practice, the cycles applied are three cycles, namely Cycle I, Cycle II, Cycle III. In this research, the research instruments used were as follows: (1) Observations regarding the implementation of the question and answer learning method in PAI subjects regarding the material I Am a Pious Child in Class IV of Sukaurip 2 Balongan Indramayu Elementary School. (2) Interviews with students regarding the question and answer learning method applied by PAI subject teachers on the subject of Solid and Liquid Objects, and Changes in Their Forms. and (3) Value of student learning outcomes in PAI subjects on the subject of Solid and Liquid Objects and Changes in Their Forms, taken from Cycle I, Cycle II, and Cycle III. Based on research that has been carried out, it can be concluded that by learning using the question and answer learning method, student learning outcomes have improved. In the pre-cycle the average learning outcome was 51.48, and in the first cycle the average learning outcome was 61.48, and in the second cycle the average learning outcome was 69.25. The average value of learning outcomes in pre-cycle, cycle I and cycle II still does not meet the KKM (Minimum Completeness Criteria). Meanwhile, in cycle III, the average learning outcome was 77.03.
KEDUDUKAN PROFESI GURU DALAM TINJAUAN ISLAM Muasromatul Azizah
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.v2i1.362

Abstract

Artikel ini membahas kedudukan profesi guru dalam tinjauan Islam, dengan fokus pada pengertian, tugas, kinerja, serta faktor-faktor yang mempengaruhi kinerja guru. Secara etimologis, guru memiliki berbagai istilah dalam bahasa Arab seperti mu'addib, mu'allim, muraabi, ustadz, dan mudarris, yang masing-masing mencerminkan aspek pendidikan, moral, dan pengembangan ilmu pengetahuan. Dalam Islam, profesi guru dianggap sebagai bentuk jihad dalam menegakkan agama dan memelihara masyarakat, yang tercermin dalam perintah untuk memperdalam ilmu agama, seperti yang dijelaskan dalam Al-Qur'an Surah At-Taubah [9]:122. Tugas utama guru mencakup mendidik, mengajar, dan melatih, yang mengharuskan mereka untuk memiliki kompetensi dalam berbagai aspek, termasuk pengajaran, perencanaan pembelajaran, manajemen kelas, dan pengembangan siswa. Kinerja guru dipengaruhi oleh berbagai faktor, seperti penguasaan materi, kemampuan mengajar, manajemen kelas, hubungan dengan siswa, serta penggunaan teknologi dan sumber daya pembelajaran. Selain itu, motivasi, dukungan administratif, dan lingkungan kerja juga memainkan peran penting dalam meningkatkan kinerja guru. Dalam konteks ini, artikel ini menekankan bahwa guru bukan hanya profesi yang berfokus pada transfer pengetahuan, tetapi juga sebagai agen perubahan sosial yang berkontribusi terhadap pembangunan peradaban yang berkualitas. Dengan memahami faktor-faktor yang mempengaruhi kinerja guru, diharapkan dapat tercipta lingkungan yang mendukung profesionalisme guru untuk mencapai tujuan pendidikan yang lebih baik.
KARAKTERISTIK DAN KEDUDUKAN MODEL PEMBELAJARAN DALAM PROSES PEMBELAJARAN Muasromatul Azizah
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.v3i1.369

Abstract

Model pembelajaran memiliki karakteristik yang beragam, yang membedakannya satu sama lain dalam mencapai tujuan pembelajaran, baik dalam ranah kognitif, afektif, maupun psikomotorik. Pemilihan model pembelajaran yang tepat oleh pendidik sangat menentukan efektivitas proses belajar-mengajar, dengan mempertimbangkan interaksi antara guru dan siswa serta penggunaan sumber belajar yang optimal. Setiap model memiliki pendekatan yang berbeda, mulai dari yang berpusat pada guru hingga yang berpusat pada siswa, seperti flipped classroom, problem-based learning, dan cooperative learning. Evaluasi dalam model pembelajaran menjadi bagian integral untuk mengukur keberhasilan dan memberikan umpan balik kepada siswa. Fleksibilitas dalam penerapan model pembelajaran juga menjadi faktor utama dalam memastikan efektivitasnya, terutama dalam lingkungan kelas yang heterogen atau dengan keterbatasan sumber daya. Model pembelajaran juga mencerminkan perkembangan teori pendidikan dan teori belajar yang menjadi dasar dalam penyusunannya, seperti teori konstruktivisme dalam pendekatan berbasis masalah. Kedudukan model pembelajaran dalam proses pendidikan sangatlah penting, karena berfungsi sebagai kerangka kerja yang memandu interaksi, strategi pengajaran, serta evaluasi hasil belajar. Model pembelajaran yang efektif mendukung pengembangan kompetensi abad ke-21, seperti keterampilan berpikir kritis, komunikasi, kolaborasi, dan kreativitas. Dengan memilih dan menerapkan model pembelajaran yang tepat, pendidik dapat menciptakan pengalaman belajar yang lebih bermakna, interaktif, dan relevan bagi siswa, sehingga tujuan pendidikan dapat tercapai secara optimal.
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