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All Journal Jurnal Pendidikan Islam al-Aulad: Journal of Islamic Primary Education AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal)
Nasihudin, Nasihudin
UIN SUNAN GUNUNG DJATI BANDUNG
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Penerapan Teknik Akrostik Untuk Meningkatkan Keterampilan Menulis Puisi Siswa Madrasah Ibtidaiyah Ina Diana; Nasihudin Nasihudin
Al-Aulad: Journal of Islamic Primary Education Vol 1, No 2 (2018): al-Aulad: Journal of Islamic Primary Education
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/al-aulad.v1i2.3521

Abstract

The purpose of this study was to determine students' poetry writing skills before the application of acrostic techniques, the process of applying acrostic techniques in each cycles, and the increase produced after applying the acrostic technique. The research method used is Classroom Action Research (CAR), consisting of planning, implementing, observing, and reflecting. Based on data analysis, it was concluded that 1) the students' poetry writing skills before applying the acrostic technique obtained an average score of 46.87. 2) The application of acrostic techniques goes well according to the stages. The activity of teachers and students has increased dramatically, in the first cycle the teacher's activity gained a percentage of 64.15%, in the second cycle teacher activity increased to 89.1%. Student learning activities in the first cycle reached 61.65%, in cycle II it increased by 87.5%. 3) Students' poetry writing skills after applying acrostic techniques have increased. In the first cycle, the average score of students was 69.45, and the percentage of learning completeness was 51.75%. In cycle II the average value of students skill increased sharply to 89.37, and the percentage was 91%. Thus, the CAR carried out has been completed with the expected goal of improving poetry writing skills in Indonesian Language Subjects.
The Implementation of National Standard-Based Curriculum in Private Islamic Higher Education: Leadership Impact A. Rusdiana; Nasihudin Nasihudin
Jurnal Pendidikan Islam Vol 4, No 1 (2018): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v4i1.2116

Abstract

The implementation of KKNI (Kerangka Kualifikasi Nasional Indonesia/national standard–based curriculum), especially in PTKIS (Perguruan Tinggi Keagamaan Islam Swasta/Private Islamic Higher Education) demands the role of its study program leaders. The purpose of this study was to explore the implementation of KKNI curriculum on several perspectives: role, performance, teaching steps, understanding factors related to the distribution KKNI, and impact to education in Indonesia. This study used a descriptive qualitative method, including interview, observation, and documentation as technique for collecting data and triangulation technique for ensuring data validity. The results indicated that the performance of eight heads of PAI (Pendidikan Agama Islam/Islamic education) Study Program was not in optimum condition as a determinant of the direction, representative of spokesperson, communicator, mediator, and integrator. The implementation of the curriculum was also not effective yet. Then, the factors that influence the implementation are the lack of resources, time, campus ethics, knowledge support, professional interests and attitudes. To understand this condition, we also investigated the impact of knowledge, in which the result showed no information regarding what the policy/program offers, what the target group needs, and why the average student's score is still low. National accreditation, in the eight PAI Study Programs, did not reach the excellence category. Thus, the performance on the study program has not been accountable and will have implications for the weakness of social legitimacy.
PENGARUH MODEL PEMBELAJARAN MEANINGFULL INSTRUCTIONAL DESIGN TERHADAP HASIL BELAJAR KOGNITIF SISWA PADA MATA PELAJARAN MATEMATIKA Neni Yuliani; Nasihudin Nasihudin; Inne Marthyane Pratiwi
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 30, No 1 (2020)
Publisher : Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (59.698 KB) | DOI: 10.24235/ath.v30i1.6401

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan perbedaan hasil belajar kognitif antara siswa yang menggunakan model pembelajaran Meaningful Instructional Design (MID) dengan siswa yang menggunakan pembelajaran langsung. Penelitian ini merupakan penelitian kuasi eksperimen dan desain yang digunakan adalah nonequivalent pretest-posttest control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas V MI Al Islam Majalaya. Sampel dalam penelitian ini adalah kelas V-A sebagai kelas kontrol dan kelas V-B sebagai kelas eksperimen. Instrumen yang digunakan adalah lembar observasi dan tes uraian untuk mengukur hasil belajar kognitif siswa dengan berdasarkan indikator yang dikemukakan oleh Anderson & Karthwohl. Teknik analisis data yang digunakan peneliti yaitu uji-t. Hasil Penelitian menunjukkan terdapat perbedaan hasil belajar kognitif siswa antara yang menggunakan model MID dengan siswa yang menggunakan model pembelajaran langsung. Hal ini disebabkan siswa yang mengikuti model pembelajaran MID khususnya pada aspek reconstrucion mengutamakan terciptanya interpretasi pemahaman siswa terhadap pengetahuan yang diperoleh, sedangkan siswa yang mengikuti pembelajaran langsung karena pengetahuan yang diperoleh bukan penemuan sendiri sehingga siswa akan lebih cepat lupa dengan pengetahuan yang diperoleh.Kata Kunci : Model Meaningiful Instructional Design, Hasil Belajar Kognitif , Matematika   AbstractThis research aimed to describe the differences in cognitive learning outcomes between students who utilized the Meaningful Instructional Design (MID) learning model and those who utilized direct learning. It was quasi-experimental research and the design used was nonequivalent pretest-posttest control group design. The population in this study were all fifth-grade students of MI Al Islam Majalaya. The sample in this study was class V-A as a control class and class V-B as an experimental class. The instruments used were observation sheets and essay tests to measure students’ cognitive learning outcomes based on indicators proposed by Anderson & Karthwohl. The data analysis technique used by the researcher was the t-test. The results show that there are differences in students’ cognitive learning outcomes between those utilizing the MID model and those utilizing the direct learning model. It is because students who take the MID learning model especially in the aspect of reconstruction prioritizing the creation of interpretations of their understanding of the knowledge obtained. Meanwhile, the knowledge of the students who take part in direct learning is not obtained from their findings, so they will more quickly forget it.Keywords : Meaningful Instructional Design Model, Cognitive Learning Outcomes, Mathematics
Co-Authors Ina Diana Neni Yuliani Pratiwi, Inne Marthyane Rusdiana Rusdiana Rusdiana, Rusdiana Rusdiana