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Experiential Learning pada Kisah Nabi Musa dan Nabi Khidr dalam Q.S Al-Kahfi Ayat 62-82 Yulianti, Ferina; Muslih, Hafid; Karman, Karman
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 9 No. 2 Januari-Juni 2023
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v9i2.21185

Experiential learning in educational research studies has proven effective in improving students' academic performance. Therefore, it is important to check the Al-Quran for any verses that might be applicable in this situation. In Q.S. Al-Kahf [18]: 62–82, the narrative of Prophet Musa and Prophet Khidr is an example of experiential learning that will be examined in this study. The strategy is a qualitative strategy. This kind of investigation is done at libraries. The Al-Qur'an and books of interpretation served as primary data sources for this study's literature review, while articles from journals served as secondary data sources. At the same time, the maudhu'i interpretation approach is the one that is employed. The findings indicated that Prophet Musa's learning while he studied under Prophet Khidr implied several levels of experience-based learning, including: 1) the real experience stage, namely when Prophet Musa was directly involved in demonstrations conducted by Prophet Khidr; 2) the reflection observation stage, namely when Prophet Musa observed a series of events shown by Prophet Khidr from a sharia perspective; 3) the conceptualization stage, namely when the Prophet Khidr explained his actions during their journey; and 4) the implementation or experiment stage which is implicitly known from the process of training and habituation of patience carried out by Prophet Musa during his journey with Prophet Khidr.

Literasi Digital dan Perilaku Keberagamaan Siswa Sekolah Dasar (Fenomena Perilaku Self-Harm di Media Sosial) Rifqi, Ahsanur; Fitriani, Fitriani; Muflihah, Muflihah; Yulianti, Ferina
Jurnal Basicedu Vol. 8 No. 1 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v8i1.6821

Media sosial menjadi salah satu faktor yang mempengaruhi perilaku siswa, terutama usia siswa Sekolah Dasar (SD) yang dianggap sebagai periode penting dalam pembentukan nilai dan etika. Penelitian ini bertujuan untuk mendeskripsikan literasi digital dan perilaku keberagamaan siswa SD pada fenomena perilaku self-harm di media sosial. Penelitian ini menggunakan pendekatan kualitatif metode studi pustaka, sedangkan data penelitian dikumpulkan melalui metode dokumentasi dengan menggunakan metode analisis data interaktif, yang mencakup pengumpulan, analisis, verifikasi, kesimpulan, dan perumusan hasil. Hasil penelitian menunjukkan bahwa a) pentingnya membentuk perilaku keberagamaan di usia sekolah dasar; b) terdapat dampak signifikan dari interaksi dengan media sosial terhadap perilaku self-harm di kalangan siswa SD; c) usia SD belum mampu berpikir abstrak dan cenderung mengikuti apa yang mereka lihat; d) terdapat urgensi literasi digital dalam menghadapi konten-konten negatif di media sosial. Implikasi penelitian ini adalah memberi masukan kepada orang tua, pendidik dan pemangku kebijakan untuk membatasi dan mengawasi penggunaan media sosial di kalangan anak-anak, serta menggiatkan literasi digital sebagai upaya pencegahan pengaruh konten negatif

Literasi Digital dan Perilaku Keberagamaan Siswa Sekolah Dasar (Fenomena Perilaku Self-Harm di Media Sosial) Rifqi, Ahsanur; Fitriani, Fitriani; Muflihah, Muflihah; Yulianti, Ferina
Jurnal Basicedu Vol. 8 No. 1 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v8i1.6821

Media sosial menjadi salah satu faktor yang mempengaruhi perilaku siswa, terutama usia siswa Sekolah Dasar (SD) yang dianggap sebagai periode penting dalam pembentukan nilai dan etika. Penelitian ini bertujuan untuk mendeskripsikan literasi digital dan perilaku keberagamaan siswa SD pada fenomena perilaku self-harm di media sosial. Penelitian ini menggunakan pendekatan kualitatif metode studi pustaka, sedangkan data penelitian dikumpulkan melalui metode dokumentasi dengan menggunakan metode analisis data interaktif, yang mencakup pengumpulan, analisis, verifikasi, kesimpulan, dan perumusan hasil. Hasil penelitian menunjukkan bahwa a) pentingnya membentuk perilaku keberagamaan di usia sekolah dasar; b) terdapat dampak signifikan dari interaksi dengan media sosial terhadap perilaku self-harm di kalangan siswa SD; c) usia SD belum mampu berpikir abstrak dan cenderung mengikuti apa yang mereka lihat; d) terdapat urgensi literasi digital dalam menghadapi konten-konten negatif di media sosial. Implikasi penelitian ini adalah memberi masukan kepada orang tua, pendidik dan pemangku kebijakan untuk membatasi dan mengawasi penggunaan media sosial di kalangan anak-anak, serta menggiatkan literasi digital sebagai upaya pencegahan pengaruh konten negatif

THE EMERGENCE OF CHATGPT: EXPLORING ITS POTENTIAL IN DESIGNING ISLAMIC RELIGIOUS EDUCATION LEARNING Suhendi, Saca; Yulianti, Ferina; Isnaini, Nurul Azizatul; Jamal, Jamal; Tamim, Ahmad; Wulandari, Reksahati; Ruswandi, Uus
Edukasi Islami: Jurnal Pendidikan Islam Vol. 13 No. 02 (2024): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v13i02.5894

The phenomenon of the emergence of ChatGPT certainly provides a new colour in various sectors of life, including in the field of education, both general education and Islamic education. ChatGPT is reliable enough to have potential in the learning process, but in its application, it can cause pros and cons. Therefore, this study aims to describe the potential of ChatGPT in Islamic Religious Education and the challenges faced in applying ChatGPT in Islamic Religious Education. This type of research is qualitative research with a library research method. The results showed that ChatGPT has great potential to have a significant impact on Islamic Religious Education learning because it can increase the productivity of both teachers in facilitating the development of teaching tools and materials and students in exploring ideas freely. However, in its application, ChatGPT has several challenges that can cause problems related to accuracy, ethics, and compatibility with values in Islamic education, as well as general academic integrity issues that include the risk of plagiarism, fraud, and misuse of information sources. ChatGPT has enormous potential in facilitating the learning process of Islamic Religious Education, but behind this potential, there are several challenges faced in its application. Therefore, teachers must always be proactive in integrating ChatGPT into the learning process to ensure that the information obtained by Islamic values is upheld. Teachers' policies in using ChatGPT for students also need to be carried out so that the degradation of critical reasoning and in-depth understanding of Islamic Religious Education materials does not occur.

Tantangan evaluasi mutu lulusan berdasarkan Instrumen Akreditasi Satuan Pendidikan 2020 Yulianti, Ferina; Rifqi, Ahsanur; Nurdiyanto, Nurdiyanto; Rochman, Chaerul; Nuryantini, Ade Yeti
Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Vol 12 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/wd.v12i1.15244

Mutu lulusan sebuah komponen utama yang menjadi target dari suatu lembaga pendidikan dalam mewujudkan tujuan pendidikan. Tujuan penelitian ini untuk menganalisis tantangan evaluasi mutu lulusan berdasarkan IASP 2020. Pendekatan yang dilakukan adalah kualitatif dengan jenis deskriptif analitis, adapun teknik pengumpulan data dilakukan dengan studi dokumen dan kajian kepustakaan (library research). Hasil dari penelitian ini menunjukan bahwa tantangan evaluasi mutu lulusan berdasarkan IASP 2020 datang dari kesiapan sekolah serta perlunya asesor yang berkompeten. Sekolah harus benar-benar memahami mekanisme akreditasi berdasarkan IASP 2020. Selain itu, kesiapan sekolah untuk evaluasi mutu lulusan berasal kesiapan guru sebagai evaluator dalam menyiapkan dokumen yang sesuai serta penyelenggaraan pembelajaraan yang sesuai dengan IASP 2020. Sementara itu, tantangan bagi asesor adalah bahwa mereka diwajibkan memiliki integritas, kompetensi, dan pengetahuan dalam n dalam penilaian, sikap dan kepribadian yang terpuji, pemahaman dan penguasaan yang baik terhadap perangkat akreditasi sekolah/madrasah, yaitu IASP 2020, keterampilan menggunakan software Aplikasi Penskoran dan Pemeringkatan Hasil Akreditasi, kemampuan menggali informasi secara baik, kemampuan berkomunikasi yang baik dan kemampuan membuat rekomendasi yang solutif dan dapat dilaksanakan Challenges for evaluation of graduate quality based on the 2020 Education Unit Accreditation Instrument Abstract: The quality of graduates is a major component that is the target of an educational institution in realizing educational goals. The purpose of this study was to analyze the challenges of evaluating the quality of graduates based on the 2020 IASP. The approach taken was qualitative with an analytical descriptive type, while the data collection technique was carried out using document studies and library research (library research). The results of this study show that the challenge of evaluating the quality of graduates based on the 2020 IASP comes from school readiness and the need for competent assessors. Schools must really understand the accreditation mechanism based on IASP 2020. In addition, the readiness of schools to evaluate the quality of graduates comes from the readiness of teachers as evaluators in preparing appropriate documents and implementing learning in accordance with IASP 2020. Meanwhile, the challenge for assessors is that they are required to have integrity, competence, and knowledge in assessment, commendable attitude and personality, good understanding and mastery of school/madrasah accreditation tools, namely IASP 2020, skills in using scoring application software and ranking of accreditation results, the ability to gather information properly, good communication skills and the ability to make recommendations that are solution and can be implemented.

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