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All Journal Jurnal Pendidikan Agama Islam Miazhar Journal of Social Science and Economics
Muhammad Indra Adi Gunawan
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Religion Education Other

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Curriculum Management In Improving The Quality Of Education Muhammad Indra Adi Gunawan; Eng Fadly Usman
Journal of Social Science and Economics Vol. 1 No. 2 (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.v1i2.559

Abstract

Basically, curriculum management has three stages, namely planning, implementation and evaluation. The three stages of management are integrative which determine the success of the school curriculum. Curriculum management is one of the important components in an educational institution where curriculum management is very influential on the quality of education. Education is said to be of quality if it has succeeded in creating outputs whose results are in accordance with the goals that have been set. The purpose of this study was to determine the planning, implementation and evaluation of curriculum management in improving the quality of education at SMA Al-Azhar Menganti. This research uses a qualitative approach with the type of case study research. Data collection is done by observation, interviews, and documentation. Data analysis uses data reduction, data presentation and data verification. Based on the results of the research that has been done, it can be concluded that curriculum planning begins with the formation of a quality assurance team that will prepare a context and SWOT analysis, then based on the results of the analysis a curriculum development team is formed which will compile curriculum documents at the education unit level. Implementation of the curriculum begins with socialization and training to teachers in preparing learning tools. then the evaluation process is carried out with learning supervision, teacher performance assessment, monthly evaluation and evaluation at the end of the school year.
Pengaruh Penggunaan Model Pembelajaran Tipe Team Assisted Individualization Terhadap Peningkatan Hasil Belajar Siswa Pada Akidah Akhlak Kelas IX Madrasah Tsanawiyah Ihyaul Ulum Miru Rodifatun Ilaiyyah; Suparno; Muhammad Indra Adi Gunawan
Jurnal Pendidikan Agama Islam Miazhar Vol. 3 No. 2 (2024): Jurnal Pendidikan Agama Islam Miazhar
Publisher : Jurnal Pendidikan Agama Islam Miazhar

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Abstract

Education is a process of providing anenvironment that allows students to interact with their surroundings to develop their inherent abilities. To become a professional teacher, one must possess teaching skills. The Cooperative Learning Model is a teaching model where learning activities are conducted by the teacher by creating learning conditions that enable peer-to- peer learning among students. In reality, the understanding of Islamic Education, specifically the Akidah Akhlak subject, among 33 students showed that only 9 students (27%) achieved complete understanding, while the remaining 24 students (73%) did not, with the class average only reaching 58.9%. The problem statements are: How is the use of the Team Assisted Individualization Learning Model in the Akidah Akhlak subject for Class IX-A at Madrasah Tsanawiyah Ihyaul Ulum Miru Kedamean Gresik? What are the learning outcomes of students in the Akidah Akhlak subject for Class IX-A at Madrasah Tsanawiyah Ihyaul Ulum Miru Kedamean Gresik? Is there an effect of using the Team Assisted Individualization Learning Model on the improvement of student learning outcomes in the Akidah Akhlak subject for Class IX-A at Madrasah Tsanawiyah Ihyaul Ulum Miru Kedamean Gresik? This study falls under quantitative research, which is an approach that generates data in the form of numbers and analysis using statistics. Data collection techniques include observation, documentation, and tests. Research instruments include observation, documentation, tests, and questionnaires. The research results show that the use of the Team Assisted Individualization Learning Model demonstrates positive results, with student responses showing 44.10% strongly agreeing, 41.61% agreeing, 14.24% somewhat agreeing, and 0% strongly disagreeing. Student learning outcomes before andafter using the Team Assisted Individualization Learning Model based on pre-test results were 55%, while post-test mastery was 82%. The effect of using the Team Assisted Individualization Learning Model on improving student learning outcomes is evidenced by a linear test result showing a correlation coefficient of 0.896 with a significance/p-value of 0.000, as the significance value of 0.000 < 0.05.
Pengaruh Self-Efficacy Dan Motivasi Belajar Terhadap Prestasi Belajar Siswa Cahya Rohmatul Kharisma; Muhammad Indra Adi Gunawan
Jurnal Pendidikan Agama Islam Miazhar Vol. 4 No. 1 (2024): Jurnal Pendidikan Agama Islam Miazhar
Publisher : Jurnal Pendidikan Agama Islam Miazhar

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Abstract

Education is a conscious effort made to prepare students through a series of learning and training activities. Awareness of working together to improve education is the key to success in all fields to create a generation that is healthy, virtuous, capable, skilled and enthusiastic in facing the future without depending on other people. This research aims: 1) to determine the self-efficacy of MA Al-Azhar Menganti Gesik students, 2) to determine the learning motivation of MA Al-Azhar Menganti Gresik students, 3) to determine the learning achievement of MA Al-Azhar Menganti Gresik students, 4) to determine the influence of self-efficacy and learning motivation on the learning achievement of MA Al-Azhar Menganti Gresik students. This research is quantitative research. The population in this study was 199 students. The sampling technique used a simple random sampling technique, namely 50 students as research samples. The data collection method used was a questionnaire. The data analysis technique used is the multiple linear regression equation. Based on this description, there is no significant influence between self-efficacy and learning motivation on the learning achievement of MA Al-Azhar Menganti Gresik students. These results are based on the results of statistical calculation analysis using the multiple linear regression formula, showing the R Square value is 0.020. This means that the influence of self-efficacy and learning motivation on the learning achievement of MA Al-Azhar Menganti Gresik students is 2%. So this research can be considered not to have a significant influence because the magnitude of the influence is too small
Co-Authors Cahya Rohmatul Kharisma Eng Fadly Usman Rodifatun Ilaiyyah Suparno