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PEMBENTUKAN KARAKTER PEDULI LINGKUNGAN PADA SISWA DI SEKOLAH DASAR ALAM AL-IZZAH KRIAN umah, faridatul
JUSEDA Vol 7 No 2 (2023): JTIEE
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jtiee.v7i2.7088

Penelitian ini bertujuan untuk mengetahui pendidikan karakter peduli lingkungan melalui kegiatan pendidikan karakter pada siswa di SD Alam Al-Izzah Krian. Metode penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan studi kasus, dimana dalam penelitian kualitatif instrumen pertama adalah peneliti sendiri. Dalam penelitian ini teknik pengumpulan data yang digunakan meliputi wawancara, observasi dan dokumentasi. Penelitian ini keabsahan datanya triangulasi. Permasalahan yang muncul menjadi pemicu bagi pendidikan untuk menghasilkan jenis pendidikan berbasis alam yang bertujuan untuk membentuk peserta didik sebagai individu yang berkarakter dan berkepribadian peduli terhadap lingkungan. Karakter peduli lingkungan adalah sikap dan tindakan manusia untuk berusaha mencegah kerusakan lingkungan alam. Permasalahan yang ingin dicari jawabannya melalui penelitian ini adalah program pembelajaran yang dilaksanakan di sekolah alam untuk membentuk karakter peduli lingkungan yaitu dengan pembelajaran BBA (Belajar Bersama Alam), kegiatan outbond, OTFA (Out Tracking Fun Adventure) dan lain sebagainya. . Pembiasaan siswa untuk membentuk karakter peduli lingkungan adalah melalui kegiatan BRT (Bersih, Rapi dan Tertib) yang dilakukan setiap hari oleh guru dan siswa, serta pengolahan sampah organik menjadi pupuk organik dan sampah non organik. Selain melalui program ini, siswa dapat mengembangkan karakter peduli lingkungan melalui proses pembelajaran di sekolah alam dimana alam merupakan tempat belajar, media belajar, dan objek belajar.

The Role Of Class Teachers In Learning During Covid-19 Pandemic At Sdn Jatiduwur Kesamben Jombang Kalimatusyaro, Mei; Umah, Faridatul
Journal of Social Science and Economics Vol. 1 No. 1 (2022): Journal of Social Science and Economics
Publisher : Journal of Social Science and Economics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37812/josse.v1i1.441

Quality in the world of education including the educator or teacher. Thus, educators are required to understand that each student has a different way of learning from one another in physical aspects, thinking patterns, how to respond or learn something new. So, educators must be active in directing students to continue to be motivated in learning. Due to the Covid-19 pandemic, the government enforces online and offline learning for students to study from home or study in groups with a schedule set by each class teacher. Because of this, the teacher's role is very important in increasing student learning motivation, especially all activities related to academics are carried out online. The impact of Covid-19 is not only a challenge in life but the impact of Covid-19 is also a challenge in the world of education. What are the media used by classroom teachers in the learning process during the COVID-19 pandemic, How is the process of implementing learning during the COVID-19 pandemic, starting from planning, implementing and evaluating. as well as what are the obstacles for classroom teachers in learning during the covid-19 pandemic. Thus, this study aims to determine the role of classroom teachers in learning during the COVID-19 pandemic at SDN Jatiduwur, Kesamben, Jombang. Furthermore, from the results of the study, it was written that the learning media used was using an online system through WhatsApp groups. The process of implementing learning during the COVID-19 pandemic, teachers use mixed learning.The learning constraints during the COVID-19 pandemic are the lack of maximum student involvement in learning activities, the involvement of students in online learning is not as big as direct or face-to-face learning, the availability of facilities in online learning, namely Smartphones/Mobile phones, Internet networks are also an obstacle in learning. learning,, The role of parents in learning in online learning during the Covid-19 pandemic, parents find it difficult to accompany students' learning because some parents are workers, some of them are less able to operate smartphones / cellphones.

Implementation of Islamic Religious Education for Children with Special Needs: A Systematic Literature Review 2020-2025 Arif, Muhamad; Hassan, Hazman Bin; Sakdiyah, Nur Halimatus; Umah, Faridatul
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) STIT Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i2.2060

Children with special needs have the same rights to receive good education, without exception in Islamic religious education learning as one of the learning that teaches how to become individuals with broad knowledge, both with fellow human beings and with God, based on this urgency, researchers want to study how to implement Islamic Religious Education (PAI) for Children with Special Needs (ABK)?, What are the challenges in implementing Islamic Religious Education for Children with Special Needs? What is the role of teachers in increasing the involvement of ABK in Islamic Religious Education learning? The method used is the systematic literature review method, in the last five years (2020-2025). The results of the literature findings will be analyzed using the PRISMA Flow diagram. The results show that the implementation of Islamic religious education for children with special needs has almost the same tendency as regular students, namely starting from planning, implementation in the classroom, and evaluation of learning outcomes. However, in practice, several challenges are still found, starting from; limited facilities and infrastructure, human resources/teachers, and training for teachers according to the needs of children. So the important role of teachers in increasing the involvement of children with special needs in learning is inevitable, some other roles of teachers are; providing assistance according to the limitations and needs of students, creating an inclusive learning space so that time and space management can provide a sense of justice, safety and comfort to students.

Developing Students' Critical Thinking Skills Through The Implementation of the Cambridge Curriculum Mafaidah, Khil Miyatul Mafaidah; Mahfud, Muhammad; Umah, Faridatul
Antroposen: Journal of Social Studies and Humaniora Vol. 4 No. 1 (2025): June
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/antroposen.v4i1.12505

This study aims to describe the implementation of the Cambridge international curriculum as a basis for developing students' critical thinking skills at Chalidana Islamic School, Gresik. The focus of the research is directed at the strategy of planning, implementation, and evaluation of learning that integrates the Cambridge curriculum with the national and Islamic curriculum. This research uses a qualitative approach with a case study method, through observation, interview, and documentation techniques, and data validation is done by triangulation and member check. The results show that curriculum implementation is systematic and contextual, emphasizing active learning and problem- based learning, with teachers developing structured lesson plans and attending regular training. Learning encourages student participation in discussions, presentations and reflections, while evaluation is done through formative, summative and Checkpoint Test assessments. There was significant improvement in students' critical thinking skills, although constraints were found in the use of English and teacher preparedness. Successful implementation was supported by school leadership, adequate facilities and a collaborative learning culture. The integration of Islamic values in the international curriculum helped strengthen students' character spiritually and intellectually. This study recommends improving teacher competence and English literacy programs as strategies to improve the implementation of the Cambridge curriculum.

Implementation of Islamic Religious Education for Children with Special Needs: A Systematic Literature Review 2020-2025 Arif, Muhamad; Hassan, Hazman Bin; Sakdiyah, Nur Halimatus; Umah, Faridatul
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) STIT Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i2.2060

Children with special needs have the same rights to receive good education, without exception in Islamic religious education learning as one of the learning that teaches how to become individuals with broad knowledge, both with fellow human beings and with God, based on this urgency, researchers want to study how to implement Islamic Religious Education (PAI) for Children with Special Needs (ABK)?, What are the challenges in implementing Islamic Religious Education for Children with Special Needs? What is the role of teachers in increasing the involvement of ABK in Islamic Religious Education learning? The method used is the systematic literature review method, in the last five years (2020-2025). The results of the literature findings will be analyzed using the PRISMA Flow diagram. The results show that the implementation of Islamic religious education for children with special needs has almost the same tendency as regular students, namely starting from planning, implementation in the classroom, and evaluation of learning outcomes. However, in practice, several challenges are still found, starting from; limited facilities and infrastructure, human resources/teachers, and training for teachers according to the needs of children. So the important role of teachers in increasing the involvement of children with special needs in learning is inevitable, some other roles of teachers are; providing assistance according to the limitations and needs of students, creating an inclusive learning space so that time and space management can provide a sense of justice, safety and comfort to students.

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