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All Journal Indonesian Journal of Educational Science (IJES) Tafkir: Interdisciplinary Journal of Islamic Education PTK: Jurnal Tindakan Kelas ISTIQRA: JURNAL HASIL PENELITIAN
Elya
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Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Membangun Budaya Sekolah Melalui Pengembangan Pendidikan Agama Islam Di SMA Negeri 3 Palu Elya
ISTIQRA: Jurnal Hasil Penelitian Vol. 9 No. 2 (2021): Juli - Desember 2021
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LP2M) UIN Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/ist.v9i2.801

Abstract

Penelitian ini membahas bagaimana membangun budaya sekolah melalui pengembangan pendidikan agama Islam di SMA Negeri 3 Palu. Penelitian ini bertujuan untuk mengembangkan dan melestarikan school culture (budaya sekolah) yang berkarakter dan kokoh. Target khusus yang dicapai adalah bagaimana seluruh warga sekolah dapat berpartisipasi dan mengaplikasikan budaya religius, budaya tim work dan budaya leadership dalam berinteraksi baik di dalam kelas maupun di luar kelas dengan berbagai program yang telah disusun oleh sekolah. Metode penelitian yang digunakan adalah deskriptif kualitatif, data yang diperoleh melalui hasil observasi, wawancara dan dokumentasi, foto lokasi dan perilaku seluruh warga sekolah SMA Negeri 3 Palu. Data dianalisis dengan model Hubberman yang meliputi pengumpulan data, analisis data, verifikasi data dan reduksi data. Hasil penelitian menunjukkan bahwa ada tiga komponen budaya sekolah yang dikembangkan di SMA Negeri 3 Palu, adalah: pertama,budaya religius, yaitu budaya menanamkan perilaku dan tatakrama yang tersistematis dalam pengamalan agamanya masing-masing sehingga terbentuk kepribadian dan sikap yang baik (akhlaqul Karimah) serta disiplin dalam berbagai hal, baik di dalam kelas maupun di luar kelas. Kedua, budaya tim work adalah Menanamkan rasa kebersamaan dan rasa sosial melalui kegiatan bersama.Bentuk kegiatan Masa Orientasi Sekolah (MOS), kunjungan industri, Parents Day, bakti sosial, teman asuh, Sport And Art, Kunjungan Museum, Pentas Seni, Studi banding, Ekskul, Labs Channel, Labs TV, Labs Care, Pelepasan Siswa, Seragam Sekolah, Majalah Sekolah, Potency Mapping. Ketiga, budaya kepemimpinan (Leadhership),adalah menanamkan jiwa kepemimpinan dan keteladanan dari sejak dini. Bentuk Kegiatan, Career Day; budaya kerja keras, cerdas dan ikhlas, budaya Kreatif; Mandiri dan bertanggung jawab, budaya disiplin, lintas juang OSIS, ceramah umum, upacara bendera, Olah Raga Jumat Pagi, studi kepemimpinan siswa, LKMS, OSIS. Dengan motto yang disepakati bersama oleh sekolah misalnya kreatif dan berprestasi, akan menjadikan sekolah itu unggul dan berkualitas. Implikasi penelitian ini diharapkan bahwa budaya sekolah (school culture) harus tetap kokoh dan terjaga bahkan pihak sekolah siap membagi pengalaman atas prestasi sekolah adiwiyata nasional yang diraih, kepada sekolah-sekolah lainnya yang ada di Sulawesi Tengah.
Penerapan Problem Based Learning untuk Meningkatkan Hasil Belajar dan Partisipasi Peserta Didik Elya; Ratnaningsih, Nani
PTK: Jurnal Tindakan Kelas Vol. 5 No. 2 (2025): Mei 2025
Publisher : Cipta Media Harmoni

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53624/ptk.v5i2.565

Abstract

This study is based on findings regarding the low learning outcomes of students, as observed from the initial test results and classroom observations. This study aims to improve the learning outcomes and participation of fourth-grade students at SD Islamic Leader School Tasikmalaya through the implementation of the Problem-Based Learning (PBL) model in the topic of multiplication and division. This study employs a classroom action research method consisting of two cycles, with 22 students from SD Islamic Leader School Tasikmalaya as participants during the first semester of the 2024/2025 academic year. Data collection techniques include observation and learning outcome tests. In the pre-cycle phase, student participation was only 29%, and the percentage of students meeting the Learning Objective Achievement Criteria (KKTP) was 31.82%. After implementing PBL, student participation increased to   60% in cycle I and reached 82% in cycle II, while the percentage of students meeting the KKTP rose to 54.55% in cycle I and 86.36% in cycle II. The implementation of the PBL model has proven effective in improving students' learning outcomes and participation in the topic of multiplication and division.
Implementation of Differentiated Learning to Improve Student Learning Results on Algebra Operations Material Lestari, Liska; Elya; Supratman
Indonesian Journal of Educational Science (IJES) Vol 7 No 2 (2025): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v7i2.4641

Abstract

Differentiated learning is an important strategy in the world of education to address the challenges of student heterogeneity, especially in algebraic operations material which requires a strong understanding of concepts and procedures. This research aims to analyze the implementation of differentiation learning in improving student learning outcomes in Mathematics subjects on the subject of Algebra operations. This research uses differentiated learning involving three elements, namely visual, auditory and kinesthetic. This research is classroom action research which is divided into two cycles and begins with a pre-cycle. Each cycle consists of planning, implementing actions, observing, evaluating, and reflecting. The research was carried out on class VIIA odd semester students at MTs Persis Benda for the 2024/2025 academic year. As for the results of research carried out on 31 students, in the pre-cycle activities the number of students who completed was 5 students (16.13%), while 26 students who did not complete it were 26 students (83.87%), with an average score of 51.16. In the first cycle, students experienced an increase, the number of students who completed was 17 students (54.84%) while 14 students who had not completed it were 14 students (45.16%) with an average score of 66.65. Then in cycle II there was a very high increase compared to the previous cycle, namely 28 students who had reached the KKM (90.32%), while 3 students who had not yet completed it, with an average score of 80.71. The results of this research show that the application of differentiated learning can improve Mathematics learning outcomes in algebraic operations material for class VIIA odd semester students at MTs Persis Benda for the 2024/2025 academic year.
Implementation of Islamic Religious Education Learning in Building Students' Social Attitude Naima; Yaumi, Muhammad; Nursyam; Elya; Rahayu, Fitri
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 5 No. 1 (2024): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v5i1.1052

Abstract

This article discusses and analyzes the implementation of Islamic religious education learning and the supporting and inhibiting factors in shaping students' social attitudes at Balaroa Elementary School, Palu City. The type of research used in this research is qualitative field research using the Miles and Huberman analysis technique. The results showed that the implementation of Islamic religious education learning in Palu City consisted of three stages, namely initial activities, core activities, and closing activities. The supporting factor for Islamic religious education teaching at Balaroa Primary School is the addition of Islamic religious education class hours. Meanwhile, the inhibiting factors are the need for more motivation for some students and the lack of facilities and infrastructure to support learning. The analysis results show that the initial activities of Islamic religious education learning at SDN Balaroa can shape the social attitudes of students by forming an attitude of discipline, responsibility, and compassion for students. Likewise, the core learning activities can create and build an attitude of sympathy and empathy in students. Furthermore, the closing activities of Islamic religious education learning can also form an open attitude and the ability to work with students. Thus, implementing Islamic religious education at SDN Balaroa has implications for forming social attitudes in students.
The Role of Akidah Akhlak Teachers in Shaping the Praiseworthy Morals of Student Nursyam; Samintang; Muhammad Sarib Abdul Razak; Rusli Takunas; Elya; Nurhanifah
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 6 No. 2 (2025): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v6i2.1827

Abstract

Education is the main foundation in shaping the character of a civilization and determining the direction of a nation's development. However, over time, the entry of the globalization era in the world of education brings various problems and challenges. The main problem faced by the world of education in the era of globalization is moral decline. This study aims to look at and examine the role of akidah akhlak teachers in shaping the praiseworthy morals of grade VI students at MI Alkhairaat Biromaru, Sigi Regency. This research uses qualitative field research methods using Miles and Huberman data analysis. The results showed that the teacher of akidah akhlak in class VI MI Alkhairaat Biromaru played a role in shaping the praiseworthy morals of students. The role played by the moral character teacher in class VI MI Alkhairaat Biromaru includes the role of the teacher as a motivator, inspirer, demonstrator, corrector, mentor, and evaluator. The various roles are implemented in providing material and exemplary practices. The results of this study confirm previous research that moral creed teachers play a role in shaping the morals of students. This research is limited to the object of research which only focuses on the Madrasah Ibtidaiyah level.
Co-Authors Fitri Rahayu Lestari, Liska Muhammad Sarib Abdul Razak Muhammad Yaumi, Muhammad Naima Nani Ratnaningsih Nurhanifah Nursyam Rusli Takunas Samintang Supratman