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All Journal JURNAL PENDIDIKAN TAMBUSAI ITQAN: Jurnal Ilmu-ilmu Kependidikan Cendikia Pendidikan
Ginting, Rahmadani Fitri
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STRATEGI GURU DALAM PENGELOLAAN KELAS YANG EFEKTIF UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA Ginting, Rahmadani Fitri; Sari, Endang Puspa
Sindoro: Cendikia Pendidikan Vol. 6 No. 9 (2024): Sindoro Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v6i9.5989

Abstract

Strategies for effective classroom management include several aspects, such as arranging classroom layouts that support interaction, using technology as a learning medium, and using an individualized learning approach so that the needs of each student are met. This research uses a qualitative approach with descriptive methods. The data in this research are in the form of words and actions carried out by teachers. It is hoped that empirical findings can be described in more detail, clearer and more accurate, regarding teacher strategies in classroom management to increase student learning motivation. The research results showed that teachers need to develop appropriate strategies, such as good classroom settings, interactive learning approaches, and fair discipline, to encourage students' active involvement in the learning process. In addition, effective communication between teachers and students, as well as the use of technology and relevant teaching methods, also contribute to successful classroom management. With planned strategies and efficient implementation, teachers can facilitate a pleasant learning atmosphere, where students are motivated to participate actively, study harder, and achieve better results in academics.
ETIKA SEORANG GURU DALAM PROSES BELAJAR MENGAJAR Azhara, Sabrina; Ginting, Rahmadani Fitri
Sindoro: Cendikia Pendidikan Vol. 6 No. 9 (2024): Sindoro Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v6i9.5997

Abstract

The ethics of a teacher in the teaching and learning process plays a crucial role in creating a positive and productive educational environment. Teachers are figures who hold a respectable and noble position, as expressed by al-Ghazali: "The most glorious creature in the kingdom of heaven is a man who knows, practices, and teaches." Thus, teachers are believed to occupy key positions in education, serving as sources of inspiration and enlightenment for students. As educators, teachers have a significant impact on the character and knowledge development of their students. Therefore, a teacher must be a role model to be emulated, both in knowledge and behavior. The ideal teacher should possess various qualifications related to physical, ethical, moral, and scientific aspects. In the context of ethics, there are three interrelated distinctions: a general pattern or way of life, a set of rules or "moral code," and an investigation into the way of life and rules of behavior. Through understanding and applying good ethics, teachers can create a learning atmosphere that not only educates academically but also shapes students' character, making them quality individuals with integrity. Etika seorang guru dalam proses belajar mengajar memegang peranan penting dalam menciptakan lingkungan pendidikan yang positif dan produktif. Guru adalah sosok yang memiliki posisi terhormat dan mulia, seperti yang diungkapkan oleh al-Ghazali, “makhluk paling mulia di kerajaan langit adalah orang yang berilmu, mengamalkan, dan mengajarkan.” Dengan demikian, guru diyakini menempati posisi kunci dalam pendidikan, berfungsi sebagai sumber inspirasi dan pencerahan bagi siswa. Sebagai pendidik, guru memiliki dampak signifikan terhadap perkembangan karakter dan pengetahuan siswa. Oleh karena itu, guru harus menjadi teladan yang dapat diikuti, baik dalam pengetahuan maupun perilaku. Guru ideal seharusnya memiliki berbagai kualifikasi yang terkait dengan aspek fisik, etika, moral, dan ilmiah. Dalam konteks etika, terdapat tiga perbedaan yang saling terkait: pola atau cara hidup yang umum, seperangkat aturan atau "kode moral," serta kajian tentang cara hidup dan aturan perilaku. Melalui pemahaman dan penerapan etika yang baik, guru dapat menciptakan suasana belajar yang tidak hanya mendidik secara akademis tetapi juga membentuk karakter siswa, menjadikannya individu yang berkualitas dan berintegritas.
KODE ETIK GURU DALAM MENINGKATKAN MUTU PENDIDIKAN DI INDONESIA Lubis, Makmur; Ginting, Rahmadani Fitri
Sindoro: Cendikia Pendidikan Vol. 6 No. 9 (2024): Sindoro Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v6i9.5998

Abstract

“This study aims to analyze the code of ethics and professionalism of teachers in improving the quality of education in Indonesia. The method used is qualitative descriptive analysis with a library research approach. The results show that teachers play a crucial role in shaping students' potential through talent development. There are four competencies that teachers must possess to enhance educational quality: pedagogical, personal, social, and professional competencies. The teacher's code of ethics emphasizes a commitment to improving educational quality, faith, piety, and noble character. Teachers who meet academic qualifications and possess good competencies have professional responsibilities and legal protection guarantees. However, the challenges faced by teachers today include rapid developments in information technology and the dynamics of decentralization and centralization in education. This study is expected to provide insights for educational policy development and the enhancement of teacher professionalism in Indonesia.”. Penelitian ini bertujuan untuk menganalisis kode etik dan profesionalisme guru dalam upaya meningkatkan mutu pendidikan di Indonesia. Metode yang digunakan adalah analisis deskriptif kualitatif dengan pendekatan library research. Hasil penelitian menunjukkan bahwa guru memiliki peran krusial dalam membentuk potensi siswa melalui pengembangan bakat. Terdapat empat kompetensi yang harus dimiliki guru untuk meningkatkan mutu pendidikan, yaitu kompetensi pedagogik, personal, sosial, dan profesional. Kode etik guru menekankan komitmen terhadap peningkatan mutu pendidikan, keimanan, ketakwaan, dan akhlak mulia. Guru yang memenuhi kualifikasi akademik dan kompetensi yang baik memiliki tanggung jawab profesional serta jaminan perlindungan hukum. Namun, tantangan yang dihadapi guru saat ini mencakup perkembangan teknologi informasi yang pesat dan dinamika desentralisasi serta sentralisasi pendidikan. Penelitian ini diharapkan dapat memberikan wawasan bagi pengembangan kebijakan pendidikan dan peningkatan profesionalisme guru di Indonesia.
MOTIVASI, PENGAJARAN, DAN PEMBELAJARAN Safitri, Alya Nur; Ginting, Rahmadani Fitri
Sindoro: Cendikia Pendidikan Vol. 6 No. 9 (2024): Sindoro Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v6i9.5999

Abstract

This research examines the relationship between motivation, teaching, and learning in the context of effective education. Both intrinsic and extrinsic motivation play a key role in triggering students' interest and commitment to learning. We begin by exploring various theories of motivation, highlighting inherent needs such as competence, autonomy, and relatedness. Next, we analyze the teacher's role in fostering intrinsic motivation through student-centered teaching strategies, relevant curricula, and collaborative learning environments. Additionally, this study acknowledges the importance of extrinsic motivation, such as positive reinforcement and feedback, while emphasizing the need for balance to maintain intrinsic motivation. Learning is viewed as an active process in which students critically engage with information and construct their own understanding. This paper underscores the importance of creating learning environments that encourage exploration, collaboration, and inquiry. By understanding and leveraging the dynamic relationship between motivation, teaching, and learning, educators can create motivating and empowering learning spaces, enabling students to reach their full potential.”. Penelitian ini mengkaji hubungan antara motivasi, pengajaran, dan pembelajaran dalam konteks pendidikan yang efektif. Motivasi, baik intrinsik maupun ekstrinsik, memainkan peran kunci dalam memicu minat dan komitmen siswa untuk belajar. Kami memulai dengan meneliti berbagai teori motivasi, menyoroti kebutuhan bawaan seperti kompetensi, otonomi, dan keterkaitan. Selanjutnya, kami menganalisis peran guru dalam menumbuhkan motivasi intrinsik melalui strategi pengajaran yang berpusat pada siswa, kurikulum yang relevan, dan lingkungan belajar yang kolaboratif. Selain itu, penelitian ini mengakui pentingnya motivasi ekstrinsik, seperti penguatan positif dan umpan balik, serta tekanan perlunya keseimbangan untuk menjaga motivasi intrinsik. Pembelajaran dipandang sebagai proses aktif di mana siswa terlibat secara kritis dengan informasi dan membangun pemahaman mereka sendiri. Makalah pentingnya ini menciptakan lingkungan belajar yang mendorong eksplorasi, kolaborasi, dan pertanyaan. Dengan memahami dan memanfaatkan hubungan dinamis antara motivasi, pengajaran, dan pembelajaran, guru dapat menciptakan ruang belajar yang memotivasi dan memberdayakan, sehingga memungkinkan siswa mencapai potensi penuh mereka.
PERAN MICROTEACHING DALAM MENINGKATKAN KETERAMPILAN MENGAJAR BAGI CALON GURU Ginting, Rahmadani Fitri; Aulia, Putri
Sindoro: Cendikia Pendidikan Vol. 6 No. 9 (2024): Sindoro Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v6i9.6003

Abstract

This study aims to explore the role of microteaching in enhancing teaching skills for prospective teachers. The method employed is a qualitative approach through literature review, where data is collected by searching for relevant information on academic platforms such as Google Scholar. The analysis results indicate that microteaching serves as an effective means of preparing students to teach systematically. This practice not only helps prospective educators master fundamental teaching skills but also provides direct experience in managing and leading a classroom. Given the complexity of teaching tasks, microteaching is crucial for students pursuing careers in education. Therefore, integrating microteaching courses into higher education curricula is highly recommended to improve the quality of future teachers. Penelitian ini bertujuan untuk mengeksplorasi peran microteaching dalam meningkatkan keterampilan mengajar bagi calon guru. Metode yang digunakan adalah pendekatan kualitatif dengan studi pustaka, di mana data dikumpulkan melalui penelusuran informasi terkait di platform akademik seperti Google Scholar. Hasil analisis menunjukkan bahwa microteaching berfungsi sebagai sarana yang efektif dalam mempersiapkan mahasiswa untuk mengajar secara sistematis. Praktik ini tidak hanya membantu calon pendidik dalam menguasai keterampilan dasar mengajar, tetapi juga memberikan pengalaman langsung dalam mengelola dan memimpin kelas. Mengingat kompleksitas tugas pengajaran, microteaching menjadi krusial bagi mahasiswa yang akan berkarir di bidang pendidikan. Dengan demikian, pengintegrasian mata kuliah microteaching dalam kurikulum pendidikan tinggi sangat dianjurkan untuk meningkatkan kualitas calon guru.
KETERAMPILAN MEMBERIKAN PENGUATAN PEMBELAJARAN (MICRO TEACHING) Ginting, Rahmadani Fitri; Mustika, Intan Sicha
Sindoro: Cendikia Pendidikan Vol. 6 No. 9 (2024): Sindoro Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v6i9.6004

Abstract

The skill of providing learning reinforcement through the micro teaching method is a crucial aspect in the increasingly developing world of education. In the current era of globalization and information technology, demands for the quality of education are increasingly high, so teachers are required to have adequate skills in delivering learning material. This research aims to explore and analyze the skills of providing learning reinforcement in the context of micro teaching. By focusing on developing teacher competency, this research is expected to identify effective strategies and techniques used in providing positive reinforcement to students. This research method uses a qualitative approach with descriptive methods. The data in this research are in the form of words and actions carried out by teachers when providing reinforcement in learning. The research results showed that the skill of providing reinforcement in learning, especially in the context of micro teaching, is a crucial element that can influence the effectiveness of the teaching and learning process. Through appropriate verbal and nonverbal reinforcement, teachers are able to significantly increase student motivation and engagement. Additionally, the ability to provide immediate and specific feedback, as well as tailor reinforcement approaches based on individual student needs, is critical to creating a positive and inclusive learning environment
MICROTEACHING SEBAGAI FASILITATOR PENGUASAAN KETERAMPILAN DASAR MENGAJAR OLEH CALON GURU Ginting, Rahmadani Fitri; Ramadhani, Sabila
Sindoro: Cendikia Pendidikan Vol. 6 No. 10 (2024): Sindoro: Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v6i10.6010

Abstract

This study aims to explore the role of microteaching as a facilitator for prospective teachers in mastering basic teaching skills essential for their future professionalism. The research employs a qualitative method involving observation and feedback analysis from peer reviews during microteaching sessions. The results indicate that while most prospective teachers effectively engage students at the beginning of lessons, challenges remain in concluding lessons and managing classroom dynamics. Furthermore, clarity in explanation and the ability to pose discussion-provoking questions emerged as key areas for improvement. These findings underscore the value of microteaching as a practical tool in teacher education programs.
EFEKTIVITAS MICRO TEACHING DALAM MENINGKATKAN KETERAMPILAN MENGAJAR: TINJAUAN LITERATUR Ginting, Rahmadani Fitri; Hamidah, Nurul
Sindoro: Cendikia Pendidikan Vol. 6 No. 10 (2024): Sindoro: Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v6i10.6011

Abstract

This research aims to determine the effectiveness of micro teaching in improving the teaching skills of prospective teachers through a literature review. Using a literature study approach, this research explores various views from books and academic journals regarding micro teaching, as well as its impact on the development of teaching competence. The study results show that micro teaching is effective in strengthening basic teaching skills such as lesson planning, classroom management, and communication. This article also discusses the benefits and limitations of implementing micro teaching based on the results of previous research.
HAKIKAT PEMBELAJARAN MICRO Fahrianyah, Muhamad Rizky; Ginting, Rahmadani Fitri
Sindoro: Cendikia Pendidikan Vol. 6 No. 10 (2024): Sindoro: Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v6i10.6012

Abstract

Micro-learning is an approach that emphasizes the importance of classroom management in creating an effective learning environment. A teacher's ability to manage a classroom effectively plays a crucial role in developing students' interest and motivation to learn. This study aims to investigate teachers' skills in managing classrooms in ways that foster a lifelong love of learning among students. The methodology used in this research is a library-based approach, involving the analysis of various journals, books, and related resources. The findings indicate that the application of classroom management techniques, such as learning rules, positive reinforcement, and behavior management, can significantly enhance students' motivation to learn at the elementary school level. These findings highlight the importance of developing effective classroom management skills to support an inspiring and enjoyable learning process for children. Pembelajaran mikro merupakan pendekatan yang menekankan pentingnya manajemen ruang kelas dalam menciptakan lingkungan belajar yang efektif. Kemampuan guru untuk mengelola kelas secara efektif berperan krusial dalam mengembangkan minat dan motivasi belajar siswa. Penelitian ini bertujuan untuk menginvestigasi keterampilan guru dalam mengelola kelas dengan cara yang mendorong kecintaan belajar seumur hidup pada siswa. Metodologi yang digunakan dalam penelitian ini adalah pendekatan berbasis perpustakaan, yang melibatkan analisis berbagai jurnal, buku, dan sumber daya terkait. Hasil penelitian menunjukkan bahwa penerapan teknik manajemen kelas, seperti peraturan pembelajaran, penguatan positif, dan pengelolaan perilaku, dapat secara signifikan meningkatkan motivasi belajar siswa di tingkat sekolah dasar. Temuan ini menegaskan pentingnya pengembangan keterampilan manajemen kelas yang efektif untuk mendukung proses pembelajaran yang inspiratif dan menyenangkan bagi anak-anak.
PERANAN GURU DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA Ginting, Rahmadani Fitri; Rati, Agieasta Sera
Sindoro: Cendikia Pendidikan Vol. 6 No. 10 (2024): Sindoro: Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v6i10.6013

Abstract

The role of teachers in enhancing student learning motivation is one of the integral activities that must be present in the learning process. In addition to providing and transferring knowledge, teachers are also tasked with improving students' motivation to learn. It is undeniable that each student has different learning styles, making it essential for teachers to continuously motivate students to maintain a strong spirit of learning. With good motivation, students are expected to become outstanding individuals and develop themselves optimally. The learning process will succeed if students possess strong motivation. Therefore, teachers need to foster optimal student motivation. Teacher creativity in creating an engaging learning environment is crucial for stimulating student motivation. Learning motivation is related to the meaning, value, and benefits of learning activities that are interesting for students Peranan guru dalam meningkatkan motivasi belajar siswa merupakan salah satu kegiatan integral yang harus ada dalam proses pembelajaran. Selain memberikan dan mentransfer pengetahuan, guru juga memiliki tugas untuk meningkatkan motivasi siswa dalam belajar. Tidak dapat dipungkiri bahwa setiap siswa memiliki cara belajar yang berbeda, sehingga penting bagi guru untuk terus memotivasi agar siswa memiliki semangat belajar yang tinggi. Dengan motivasi yang baik, siswa diharapkan dapat menjadi individu yang unggul dan mampu mengembangkan diri secara optimal. Proses pembelajaran akan berhasil jika siswa memiliki motivasi yang kuat. Oleh karena itu, guru perlu mengembangkan motivasi belajar siswa secara optimal. Kreativitas guru dalam menciptakan suasana belajar yang menarik sangat diperlukan untuk membangkitkan motivasi siswa. Motivasi belajar berkaitan dengan makna, nilai, dan manfaat dari kegiatan pembelajaran yang menarik bagi siswa.
Co-Authors Adharia, Dwika Aulia, Putri Ayu Wulandari Azhara, Sabrina Ciptasari Br Ginting Fahrianyah, Muhamad Rizky Fitri, Hilya Annisa Harahap, Ade Erbayani Harahap, Hasnaun Nasika Indah Puspita Sari, Indah Puspita Juliyanda, Irfin Juniarti, Indah Khafiyya, Nida’an Lubis, Harun Lubis, Makmur Malinda, Dea Redha Mustika, Intan Sicha Nurul Hamidah, Nurul Putri, Cindy Aulia Ramadhani, Sabila Rati, Agieasta Sera Safitri, Alya Nur Sari, Endang Puspa SARIFAH HANUM Syahir, Muhamad Tirta Yogi Aulia