Articles
<![CDATA[Konsep Penilaian Hasil Belajar Perenialisme dan Implementasinya di Madrasah ]]>
<![CDATA[Nasir, Muhammad]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol 10 No 2, Desember 2010 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v10i2.41
<![CDATA[There is a tendency of some communities in Indonesia has always made the learning outcomes in the form of the final value to measure educational success, even being the only measure used to jasticed intelligence of a learner. Children who are considered smart and smart is just a child or children who have ranked highest. While children who have a low value is considered not successful and failed in learning. In this case, some of our communities less attention to aspects of childrens behavior in the form of the attitude of honesty, hard work, creativity, independence, thinking skills and responsibilities and others. Noting the tendency of some communities, the authors saw that the assessment perenialisme still a dominant aspect in the assessment at the schools, including madrasah. This paper attempts to explore how the concept of assessment of learning outcomes perenialisme in madrasah, which is presented by first seeing perenialisme as one of the schools of philosophy of education. Next in succession, the flow is presented that supports education, orientation and model concepts relevant curriculum, policies and implementation of assessment in Madrasah]]>
<![CDATA[Mahasiswa Islam dalam Perspektif Pendidikan Global ]]>
<![CDATA[Nasir, Muhammad]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol 12 No 1, Juni 2012 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v12i1.58
<![CDATA[Development of science and technology has given an impact to every aspect of this life. It has to be quickly responded by Islamic college students as the effort to cope with various problems as a result of the development. History has proven that Islamic college students have played a significant role in the life our state. They have played their role from time to time in four eras; (1) Values breaker, (2) Physical revolution, (4) Politics inside the campus, (5) Role enhancement of college students in the national development. However, Islamic college students still have to deal with various challenges in the global era related to their status as the intellectual moslem. Those challenges are classified into two perspectives. The first one is internal such as less understanding of moslem society about Islamic principles, less qualification of education, fanaticism of Islamic schools, and friction of among the Islamic community. The second one is external from non moslem community.]]>
<![CDATA[Profesionalisme Guru Agama Islam: Sebuah Upaya Peningkatan Mutu melalui LPTK ]]>
<![CDATA[Nasir, Muhammad]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol 13 No 2, December 2013 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v13i2.25
<![CDATA[Ideal and professional profiles of teachers who are able to perform the task of teaching and education. That is to face the challenges in present and in the future . The expected professional teacher of Islamic studies (PAI) are: a) who has four main competencies pedagogic competence, professional, social, and personal competence , b ) who has expertise inIslamic studies and c ) a teacher of Islamic education (PAI ) which are not only experts in a variety of teaching methods but also an expert in applying the methods of education. Required Education and Workforce Education Institutions (LPTK) professional and ideal anyway. Among the traits LPTKs question is : a) has a professional lecturer in the field, b) has a curriculum that distinguishes between prospective teachers of religion in general secondary school ( high school ) and prospective teachers in certain subject areas Madrasah. c) provide lecture material is not merely theoretical but balanced with practical lectures, d) providing training and skills to prospective teachers in terms of how the process of development, implementation and evaluation of curriculum. e) provide expertise with the methods of teaching and educational methods in a balanced manner. f) should be able to produce the prospective teachers of Islamic Education (PAI) is not only an expert in the implementation of the curriculum, but also have an understanding and ability in developing and evaluating curriculum. g) must can produce the future teachers of Islamic Education (PAI) which has four domains as a whole, namely cognitive, affective, psychomotor and value.]]>
<![CDATA[Pengembangan Kurikulum Pendidikan Islam ]]>
<![CDATA[Nasir, Muhammad]]>
<![CDATA[ SYAMIL SYAMIL, VOL. 5 NO. 2, 2017 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/sy.v5i2.924
<![CDATA[The Quran asserts that the purpose of human creation is to serve (al-Ibadah) to Allah. Serving in this case includes the meaning of submission, helplessness, weakness, servitude, obedience and obedience of man to the law of God in living life on earth, whether ritual worship concerning vertical relationship (habl min Allah) and social worship concerning horizontal (hablun min al -Nas). The purpose of human creation is basically the ultimate goal of Islamic education. In order to achieve the goal of human creation as well as the goals of Islamic education above, the setting of objectives, content and teaching materials, learning strategies and evaluation of Islamic education becomes very important to do. Setting objectives may include the arrangement of the herarchical side of the broadest goal to the most narrow goals and objective categories of spiritual, social, knowledge and skill objectives. While the content setting can cover the breadth and depth of material including the development of teaching materials that support. Strategy settings include various models, approaches, strategies, methods, techniques and learning experiences that facilitate the delivery of content and teaching materials to achieve goals. Furthermore, the assessment arrangement includes various types of penilian either in the form of assessment that besifat qualitative or quantitative or assessment that is test or non test.]]>
<![CDATA[Kurikulum Madrasah: Studi Perbandingan Madrasah di Asia ]]>
<![CDATA[Muhammad Nasir]]>
<![CDATA[ Nadwa: Jurnal Pendidikan Islam Vol 9, No 2 (2015): Pendidikan Inovatif dan Pendidikan Karakter ]]>
Publisher : <![CDATA[FITK UIN Walisongo ]]>
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DOI: 10.21580/nw.2015.9.2.524
<![CDATA[Madrasah is one of the oldest Islamic education institution. At first, the school only develop curriculum with Islamic competences are the main objectives .. Madrasah today has been integrating the Islamic knowledge and sciences. Several countries in Asia both predominantly Muslim and minority seems that they have developed madrasa education institutions as one attractive option for people. Every country has the madrassa who coined according to the characteristics typi-cal of a country, There are significant similarities, all madrassas in various countries have a curriculum that combines religious education in the form of Aquran, Hadith, Fiqh, Tawhid, historical and moral theology and general edu-cation based on demands of each country AbstrakMadrasah merupakan salah lembaga pendidikan Islam tertua. Pada mulanya, ma-drasah hanya mengembangan kurikulum dengan kompetensi keislaman yang menjadi tujuan utama. Madrasah masa kini telah memadukan antara ilmu-ilmu kesilaman, ilmu-ilmu umum dan teknoogi. Beberapa negara di Asia baik yang penduduknya mayoritas muslim maupun yang minoritas telah memgembangkan lembaga pendidikan madrasah sebagai salah satu pilihan menarik buat masyara-katnya. Setiap negara memiliki madrasah yang memiiki ciri khas sesuai dengan karakteristik negara di mana madrasah itu berada, Terdapat persamaan yang penting, semua madrasah di berbagai negara memiliki kurikulum yang mema-dukan antara pendidikan keagamaan berupa Aquran, Hadis, Fiqh, Tauhid, sejarah dan akidah akhlak dan pendidian umum yang menjadi tuntutan negara masing-masing]]>
<![CDATA[Keeping the middle path: mainstreaming religious moderation through Islamic higher education institutions in Indonesia ]]>
<![CDATA[Muhammad Nasir]]>;
<![CDATA[Muhammad Khairul Rijal]]>
<![CDATA[ Indonesian Journal of Islam and Muslim Societies Vol 11, No 2 (2021): Indonesian Journal of Islam and Muslim Societies ]]>
Publisher : <![CDATA[IAIN Salatiga ]]>
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DOI: 10.18326/ijims.v11i2.213-241
<![CDATA[The Ministry of Religious Affairs of Indonesia continues to voice religious moderation to mainstream a peaceful Islamic discourse. This article aimed at looking at religious moderation values from several Islamic higher education institutions in Indonesia. The focus of article aims to find a pattern of the implementation of moderation in Islam in Islamic universities. This article discusses to what extent Islamic higher education institutions internalize religious moderation values to students. By conducting qualitative research, this article explores 3 Islamic higher education institutions in Indonesia: Universitas Islam Negeri Maulana Malik Ibrahim, Universitas Darussalam Gontor Ponorogo, and Ma’had Aly As'adiyah. The result shows that higher education institutions play a critical role in inculcating religious moderation values through pesantren institutions. The Pesantren universities have a role in transmitting moderate Islamic values through their curriculum and various religious activities. This research reveals that religious moderation is implicated in these 3 Islamic universities. The curriculum is eclectic and reflects moderation values, such as national commitment, tolerance, non-violence, and local culture accommodation. This study concludes that the three pesantrenuniversities in Indonesia have a distinctive pattern of emphasizing moderation in the three areas: theoretical, practical, and ideological aspect. ]]>
<![CDATA[PENGEMBANGAN MODEL PEMBELAJARAN PHYSICS METACOGNITION LEARNING; PEMBELAJARAN INOVATIF DI INDONESIA ]]>
<![CDATA[Muhammad Nasir]]>;
<![CDATA[Madlazim Madlazim]]>;
<![CDATA[I Gusti Made Sanjaya]]>
<![CDATA[ Vidya Karya Vol 33, No 2 (2018): OKTOBER 2018 ]]>
Publisher : <![CDATA[FKIP ULM ]]>
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DOI: 10.20527/jvk.v33i2.5644
<![CDATA[Abstract. The initial research showed that in general, the problem solving skills and students’ metacognition in several secondary high schools in Samarinda such as SMAN 8, Kunjang, SMAN 14 Loa Bakung, SMAN 3 Ulu, and SMAN 10 Seberang are still low. Therefore, the researcher intend to develop physics metacognition learning model to improve problem solving skills and students’ metacognition. This study aims to develop physics metacognition learning model to increase problem solving skills and students’ metacognition. The data collection method used Focus Group Discussion (FGD. The validity of the model was evaluated based on content and construct validity. Validation result by expert showed that physics metacognition learning model and the learning devices can be categorized as valid. The physics metacognition learning model can be implemented in physics to increase problem solving skill and students’ metacognition. Keywords: content validity, construct validity, physics metacognition learning model Abstrak. Hasil studi awal menunjukkan bahwa secara umum, keterampilan pemecahan masalah dan metakognisi siswa SMA Negeri 8 Sungai Kunjang Samarinda, SMA Negeri 14 Loa Bakung, SMA Negeri 3 Samarinda Ulu, dan SMA Negeri 10 Samarinda Seberang masih rendah. Oleh karena itu peneliti bermaksud mengembangkan model physics metacognition learning. Tujuan penelitian ini adalah untuk mengembangkan model physics metacognition learning untuk meningkatkan keterampilan pemecahan masalah dan metakognisi siswa. Metode pengumpulan data validasi menggunakan Focus Group Discussion (FGD). Validitas model pembelajaran physics metacognition learning dinilai berdasarkan validitas isi dan validitas konstruk. Hasil validasi oleh pakar melalui FGD menunjukkan bahwa model physics metacognition learning dan perangkatnya untuk meningkatkan keterampilan pemecahan masalah dan metakognisi siswa dalam penelitian ini termasuk dalam kategori valid. Model physics metacognition learning dapat diimplementasikan dalam pembelajaran fisika untuk meningkatkan keterampilan pemecahan masalah, dan metakognisi siswa. Kata Kunci: Validitas isi, validitas konstruk, dan model physics metacognition learning]]>
<![CDATA[PENGEMBANGAN KURIKULUM BERBASIS MADRASAH ]]>
<![CDATA[Muhammad Nasir]]>
<![CDATA[ Hunafa: Jurnal Studia Islamika Vol 6 No 3 (2009): Studi Keislaman ]]>
Publisher : <![CDATA[State Institute of Islamic Studies (IAIN) Palu ]]>
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DOI: 10.24239/jsi.v6i3.138.273-300
<![CDATA[Education decentralization in Indonesia provides new atmosphere in managing and improving the school curriculum. The reason is that schools are provided with broad apportunity to manage education based on the school-based curricuculum. In other words, the authority to manage education-which was formally under the Centre Government-is recently under the authority of each school.It is in this context that the Government of Indonesia through the National Education Department views that there should be authonomy for schools to managing curriculum.Kata Kunci: pengembangan kurikulum, Kurikulum Berbasis Madrasah, desentralisasi pendidikan, otonomi sekolah]]>
<![CDATA[PENGEMBANGAN MODEL PEMBELAJARAN ALQURAN HADIS MADRASAH ALIYAH (MA) DI SAMARINDA ]]>
<![CDATA[Muhammad Nasir]]>
<![CDATA[ Al-Qalam Vol 20, No 1 (2014) ]]>
Publisher : <![CDATA[Balai Penelitian dan Pengembangan Agama Makassar ]]>
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DOI: 10.31969/alq.v20i1.178
<![CDATA[Penelitian ini bertujuan mengembangkan sebuah model pembelajaran yang dapat meningkatkanpemahaman siswa kelas sebelas Madrasah Aliyah MA di Kota Samarinda. Masalah utama penelitian iniadalah bagaimana efektifitas model pembelajaran yang dikembangkan dalam meningkatkan pemahamansiswa kelas Teori yang terkait adalah konsep model pembelajaran kooperatif, pendekatan grup investigasisecara teoritis, hakekat pengajaran Alquran dan hadis serta karakteristik siswa Madrasah Aliyah. Jenispenelitian yang digunakan adalah penelitian dan pengembangan dengan teknik pengumpulan dataobservasi, dokumentasi, wawancara, angket dan tes. Temuan penelitian memperlihatkan bahwa; a)hasil uji coba terbatas dan uji coba luas dengan tiga kategori Madrasah Eksperimen (ME) menunjukkanadanya peningkatan signifikan pemahaman siswa kelas XI dalam mata pelajaran Alquran hadis setelahperlakuan model hasil pengembangan (μ ≤ 0,05); b) hasil uji validasi menunjukkan adanya perbedaanpemahaman signifikan antara skor rata-rata posttest kelompok Madrasah Eksperimen dengan skor ratarataposttest kelompok Madrasah Kontrol (μ ≤ 0,05). Dengan demikian, model pembelajaran kooperatiftipe grup investigasi hasil pengembangan, efektif dalam meningkatkan pemahaman siswa kelas sebelaspada mata pelajaran Alquran Hadis.]]>
<![CDATA[Implementation of Learning Management System based on Moodle Ruang Belajar for Optimizing Online Learning ]]>
<![CDATA[Siti Qomariah]]>;
<![CDATA[Muhammad Nasir]]>;
<![CDATA[Rahmadani Rahmadani]]>
<![CDATA[ Jurnal Komputasi Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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DOI: 10.23960/komputasi.v10i1.2957
<![CDATA[Pandemi Covid-19 yang melanda seluruh dunia menimbulkan dampak di segala bidang salah satunya pendidikan, dimana pola pembelajaran tatap muka berubah menjadi pola pembelajaran daring dan sekarang menjadi pembelajaran campuran dimana pemebelajaran dilakukan secara tatap mukan dan juga secara virtual. Penelitian ini betujuan adalah menghasilkan pengembangan LMS sebagai media pembelajaran daring mengunakan plaform moodle dengan metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan yang digunakan model ADDIE yaitu Analysis, Design, Development, Implementation, Evaluation. Untuk instrument penelitian adlah kuisioner dengan respondenn adalah dosen dan mahasiswa. Untuk pengujian aplikasi Ruang Belajar digunakan pengujian blackbox. Hasil penelitian menunjukan bahwa media pemebelajara ruang belajar dibangun dengan mengunkan software moodle, dengan server local adalah XAMMP. Pada pengujian blackbox sistem kerja berjalan dengan baik, komponen mau fungsi juga berjalan dengan baik dapat disimpulkan bahwa LMS ruang belajar sangat setuju "digunakan dalam pembelajaran. Berdasarkan pengujian beta testing dengan instrument penelitian didapakan hasil berupa 89% media pembelajaran dinilai sangat setuju terhadap aplikasi ini.]]>
