Garuda - Garba Rujukan Digital

Bakri, Zainal

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Author-ID : 7314392

Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Use of The Tabaraq Method in Early Childhood Education Bakri, Zainal; Wahyudin, Dinn
12 Waiheru Vol. 8 No. 1 (2022): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Early Childhood Education is a crucial thing that must be considered by teachers and parents. This period is the golden age for children who can determine their future. The success of early childhood education can be a good starting point for children in determining their interests and future direction. However, sometimes people think Early Childhood Education is just a game, without prioritizing learning for children. One of the interesting breakthroughs in the tabaraq method in early childhood. This method is a way of memorizing Al-Qur’an that can be applied to early childhood. One of the schools that uses the tabaraq method is the AZ Tabaraq Early Childhood Education School which is the location of the research. This research is qualitative research with a descriptive research type. The aim is to find out the use of the tabaraq method in learning. By conducting observations and interviews, it was found that AZ Tabaraq carried out a class 1 tabaraq program specifically for toddlers, with an age range of 3-5 years. The purpose of this program is for children to memorize Al-Qur'an juz 30 and daily prayers. From the implementation, methods, and evaluations used, it can be concluded that the use of the tabaraq method is quite significant in helping children memorize the Al-Quran.

Interactive Website: Dynamic Virtual Classroom Creation Training Rahmadani, Rahmadani; Bakri, Zainal
12 Waiheru Vol. 9 No. 2 (2023): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47655/12waiheru.v9i2.164

The integration of Information and Communication Technology (ICT) in teaching in the current era of the industrial revolution opens opportunities to enhance the learning experience and provide a more inclusive, innovative, and engaging education. One of the latest trends receiving attention in the field of education is the implementation of Interactive Websites through the Google Sites platform. Therefore, BDK Ambon, as an educational and training institution, conducts Multimedia Learning Training. In this training, the facilitator, represented by the trainer, conducts research to describe the training process for creating Google Sites as a Learning Portfolio. The research is carried out in Southeast Maluku Regency, involving 35 teachers. This research employs a descriptive survey method divided into three stages: the preparation stage, the implementation stage, and the evaluation stage. The research findings revealed that 90% of the teachers were unfamiliar with how to use Google Sites as a learning portfolio, as observed during the preparation phase. However, during the implementation phase of the training, the participants enthusiastically engaged in the training activities, and by the end of the session, they were capable of creating and utilizing Google Sites to support learning. Moving on to the evaluation phase, the results showed that all participants were categorized above the established standard. The scores of all participants fell into the categories of fairly competent, competent, and highly competent. This demonstrates the effectiveness of multimedia learning training and its ability to provide positive benefits for teachers. Looking ahead, it is necessary to conduct similar training to enable all teachers in the BDK Ambon working area to utilize and leverage technology to its fullest potential.

The Effective Methods for Analyzing and Interpreting Data in Classroom Action Research Rahmadani; Bakri, Zainal
12 Waiheru Vol. 10 No. 2 (2024): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v10i2.314

Educators widely use Classroom Action Research (C.A.R.) to improve teaching quality. In its process, effectively analyzing and interpreting data becomes crucial to generating valid and relevant findings. However, many teachers still need help with analyzing and interpreting C.A.R. data. This article discusses practical ways to analyze and interpret C.A.R. data so teachers can better understand it. The method used in this research is qualitative with descriptive analysis. The results from the literature review and examination of C.A.R. reports show several C.A.R. data collection techniques, including interviews, observations, questionnaires, and documentation. Meanwhile, interviews with teachers who have conducted C.A.R. revealed that C.A.R. data analysis techniques are divided into two types: quantitative data analysis and qualitative data analysis. Every piece of data analyzed requires interpretation to understand the obtained data properly. Applying appropriate strategies in managing C.A.R. data can lead to more accurate and applicable interpretations. This can support more effective decision-making as part of efforts to improve learning. The implication of this study is the development of a practical guide, complete with examples, for conducting C.A.R. data analysis and interpretation, which teachers and other education practitioners can use.

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