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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Ta'dibiya: Jurnal Agama dan Pendidikan Islam Tadibiya; Jurnal Agama dan Pendidikan Islam
Nurkhairina
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IDEALITAS DAN REALITAS KEMAMPUAN GURU MI/SD DALAM MENGIMPLEMENTASIKAN PEMBELAJARAN TEMATIK Nurkhairina; Hidayatullah, Agus; Rosyidah, Neneng Aida; Noviyanti
Ta'dibiya Vol 3 No 1 (2023): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v3i1.23

Abstract

Learning in the 2013 curriculum uses integrated thematic learning. This causes teachers to master and carry out thematic learning well. However, there are many problems that occur, then what is the ideal of the teacher in carrying out thematic learning. This research intends to know and explain in detail about the ideals and reality of MI/SD teachers' abilities in implementing thematic learning. The results of this study are; Ideally the teacher in this thematic learning is to provide meaningful teaching and experiences to students. Not only that, a teacher in addition to being a professional educator, is also an educator, teacher, mentor, director, assessor, and evaluator of students, especially in early childhood education and basic education. There are two factors that impact on the obstacles for teachers to implement, namely: internal factors and external factors. Teachers are still lacking in comprehensive education and training; teachers also still find it difficult to integrate tactics in the learning theme.
IDEALITAS DAN REALITAS KEMAMPUAN GURU MI/SD DALAM MENGIMPLEMENTASIKAN PEMBELAJARAN TEMATIK Nurkhairina; Hidayatullah, Agus; Rosyidah, Neneng Aida; Noviyanti
Ta'dibiya Vol 3 No 1 (2023): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v3i1.23

Abstract

Learning in the 2013 curriculum uses integrated thematic learning. This causes teachers to master and carry out thematic learning well. However, there are many problems that occur, then what is the ideal of the teacher in carrying out thematic learning. This research intends to know and explain in detail about the ideals and reality of MI/SD teachers' abilities in implementing thematic learning. The results of this study are; Ideally the teacher in this thematic learning is to provide meaningful teaching and experiences to students. Not only that, a teacher in addition to being a professional educator, is also an educator, teacher, mentor, director, assessor, and evaluator of students, especially in early childhood education and basic education. There are two factors that impact on the obstacles for teachers to implement, namely: internal factors and external factors. Teachers are still lacking in comprehensive education and training; teachers also still find it difficult to integrate tactics in the learning theme.
MODEL KARYAWISATA DALAM IMPLEMENTASI KURIKULUM MERDEKA (STUDI KASUS PERGURUAN TINGGI DI KABUPATEN PANDEGLANG) Desyi Rosita; Agus Hidayatullah; Nurkhairina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 Nomor 1, Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.21719

Abstract

This study aims to identify, describe, and evaluate the effectiveness of the field trip model in supporting the implementation of Merdeka Belajar Curriculum in Pandeglang Regency Colleges. This research uses a qualitative approach with a case study method, involving students and lecturers in universities in Pandeglang Regency as research subjects and objects. Data collection techniques were carried out through observation, interviews, and documentation, while data analysis was carried out by document study, interviews, discussions, and observations. The results showed that the implementation of the field trip model made a significant contribution to the success of the Merdeka Belajar Curriculum. This model allows integration between theory and practice, and provides relevant and meaningful field-based learning experiences. In addition, field trips also support the development of non-academic skills such as critical thinking, creativity, collaboration, and leadership. Constraints encountered include limited budget, facilities, as well as administrative and logistical barriers. Proposed solutions include collaboration with external partners, selection of affordable locations, careful planning, and utilisation of digital technology for more efficient coordination. Overall, this study indicates that the field trip model is effective in improving students' learning motivation, academic and non-academic skills, and supporting adaptive learning objectives relevant to 21st century skills.
INTEGRASI KERANGKA CASEL DALAM PENGEMBANGAN MATERI SOCIAL EMOTIONAL LEARNING UNTUK PENGUATAN INTERAKSI SOSIAL SISWA MI Nurkhairina
Ta'dibiya Vol 5 No 2 (2025): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v5i2.246

Abstract

Education in the 21st century requires the development of student competencies that do not only focus on academic aspects but also emphasize social and emotional development. The Social Emotional Learning (SEL) approach has become one of the learning strategies capable of integrating these three aspects in a balanced manner. One of the widely used frameworks in implementing SEL is the Collaborative for Academic, Social, and Emotional Learning (CASEL). This framework emphasizes the development of five core competencies, namely self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This article aims to analyze the importance of implementing the CASEL approach in the Primary Islamic Teacher Education Study Program (PGMI), particularly in the development of Social Emotional Learning–based teaching materials. This study employs a qualitative approach using a literature review method by examining various books and national scholarly journals published within the last ten years. The findings indicate that the integration of the CASEL approach in the development of PGMI teaching materials can improve the quality of learning in a more holistic manner, as it does not only emphasize cognitive aspects but also promotes character development, empathy, and social skills among students as prospective teachers. Therefore, the implementation of CASEL in developing teaching materials in the PGMI study program becomes a strategic step in preparing professional and character-oriented Islamic elementary school teachers.
INTEGRASI KERANGKA CASEL DALAM PENGEMBANGAN MATERI SOCIAL EMOTIONAL LEARNING UNTUK PENGUATAN INTERAKSI SOSIAL SISWA MI Nurkhairina
Ta'dibiya Vol 5 No 2 (2025): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v5i2.246

Abstract

Education in the 21st century requires the development of student competencies that do not only focus on academic aspects but also emphasize social and emotional development. The Social Emotional Learning (SEL) approach has become one of the learning strategies capable of integrating these three aspects in a balanced manner. One of the widely used frameworks in implementing SEL is the Collaborative for Academic, Social, and Emotional Learning (CASEL). This framework emphasizes the development of five core competencies, namely self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This article aims to analyze the importance of implementing the CASEL approach in the Primary Islamic Teacher Education Study Program (PGMI), particularly in the development of Social Emotional Learning–based teaching materials. This study employs a qualitative approach using a literature review method by examining various books and national scholarly journals published within the last ten years. The findings indicate that the integration of the CASEL approach in the development of PGMI teaching materials can improve the quality of learning in a more holistic manner, as it does not only emphasize cognitive aspects but also promotes character development, empathy, and social skills among students as prospective teachers. Therefore, the implementation of CASEL in developing teaching materials in the PGMI study program becomes a strategic step in preparing professional and character-oriented Islamic elementary school teachers.
Co-Authors Agus Hidayatullah desyi rosita Hidayatullah, Agus NOVIYANTI Rosyidah, Neneng Aida