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All Journal Al-Tahrir: Jurnal Pemikiran Islam JURNAL TADRIS STAIN PAMEKASAN EDUKASI: Jurnal Pendidikan Islam Al-Wijdan : Journal of Islamic Education Studies Al-Hayat: Journal of Islamic Education Martabat: Jurnal Perempuan dan Anak Misykat: Jurnal Ilmu-ilmu Al-QurÆan, Hadist, Syariah dan Tarbiyah Paedagogia: Jurnal Pendidikan JURNAL PUSAKA : Media Kajian dan Pemikiran Islam JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI IRSYADUNA: Jurnal Kemahasiswaan Ihsanika : Jurnal Pendidikan Agama Islam Muhibbul Arabiyah: Jurnal Pendidikan Bahasa Arab Journal of Educational Research and Practice The Elementary Journal JURNAL PUSAKA: Media Kajian dan Pemikiran Islam
Luk-luk Nur Mufidah
UIN Sayyid Ali Rahmatullah Tulungagung
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : The Elementary Journal

 1 
Strategi Guru Dalam Pembelajaran Menghafal Juz Amma pada Anak Usia Dini di TK Plus Hasyim Asy’ari Pikatan Blitar Indria Neng Putri; Luk-luk Nur Mufidah
The Elementary Journal Vol. 1 No. 2 (2023): Oktober 2023
Publisher : Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/tej.v1i2.77

Abstract

This research is based on the condition of researchers in the field that there are at least some Qur'ani programs in early childhood education institutions because of the limited facilities and infrastructure that are inadequate at the institution. The research focus of this thesis is: (1) How is the teacher planning in learning to memorize juz 'amma in early childhood at TK Plus Hasyim Asy'ari Pikatan? (2) How is the implementation of the teacher in learning to memorize juz 'amma in early childhood at TK Plus Hasyim Asy'ari Pikatan? (3) How is the teacher's evaluation in learning to memorize juz 'amma in early childhood at TK Plus Hasyim Asy'ari Pikatan?. The purpose of this study is to find out the strategies used by teachers in learning to memorize juz 'amma, as well as to provide inspiration or reference for other early childhood education institutions that the limitations that exist in the institution do not make it an obstacle for educators to be able to teach the Qur'an. 'an to students well. This study uses a qualitative approach. The type of research used is field research (field research).
Implementasi Model Pembelajaran Kooperatif Tipe Student Team Achievement Division Dalam Menguatkan Karakter Tanggung Jawab Peserta Didik Pada Mata Pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) MIN 4 Tulungagung Venytia Eka Lukitasari; Luk-luk Nur Mufidah
The Elementary Journal Vol. 2 No. 1 (2024): April 2024
Publisher : Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/tej.v2i1.89

Abstract

This research is motivated by the character of responsibility which is an important character. According to the data that has been obtained, MIN 4 Tulungagung has implemented a cooperative approach, one of which is the (STAD) Model. With this model, the good character that emerges is the character of responsibility. The research focus in writing this thesis is how to plan, implement and evaluate the model (STAD). The aim of this research is to describe in depth the planning, implementation and evaluation of the learning model (STAD) to strengthen the character of responsibility. This research uses a qualitative descriptive research method. Data was obtained through interviews, observation and documentation. Data analysis uses data condensation, data presentation, and drawing conclusions. Test the validity of the data using a credibility test which includes increased persistence and triangulation. The results of this research show that the STAD model planning used includes activities for planning the learning process, preparing competent staff and teachers who already have a teacher certification certificate. For the implementation stage of the STAD or discussion model, the STAD steps are followed, namely: the teacher presents lessons, forms discussion groups, gives discussion group assignments and individual assignments, provides learning evaluations and awards, and finally the teacher and students draw conclusions about the learning. There are two stages of evaluating the STAD learning model, namely the teacher evaluates the students' abilities and evaluates the students' responsible character through the STAD model.
Co-Authors Anin Nurhayati Anissatul Mufarohah Faizah, Bilqis Nurul Fitria, Nabila Nayyirotul Hanifah, Indaful Indria Neng Putri Mu'awwanah, Roisatul Nik Haryanti Nisa', Beta Fadiatun Nur Kholis Nurhayati , Anin Nurhidayati, Anin Prim Masrokan Muthohar Renaldi, Frisna Septian Reni Marvianasari Setiawati, Puput Siti Muslihah Venytia Eka Lukitasari