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All Journal Jurnal Ilmu Pendidikan Islam Polinomial : Jurnal Pendidikan Matematika
Viandrayanti, Asri
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Religion Education Languange, Linguistic, Communication & Media

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PERAN GURU DALAM MENGEMBANGKAN SIKAP RELIGIUS SISWA MELALUI KEGIATAN EKSTRAKURIKULER KEAGAMAAN DI MTS PANCASILA KOTA BENGKULU Jelita, Dian; Surmiya Wati, Hermika; Viandrayanti, Asri; Serli, Serli
Jurnal Ilmu Pendidikan Islam Vol 23 No No.1 (2025): JIPI: Jurnal Ilmu Pendidikan Islam, Maret 2025
Publisher : FAKULTAS TARBIYAH UNIVERSITAS QOMARUDDIN GRESIK - JAWA TIMUR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/jipi.v23iNo.1.4406

Abstract

Penelitian ini bertujuan untuk menganalisis peran guru dalam membentuk sikap religius siswa melalui kegiatan ekstrakurikuler keagamaan di MTs Pancasila Kota Bengkulu. Nilai-nilai religius sangat penting dalam membentuk karakter siswa agar memiliki moralitas yang baik, tidak hanya secara teoretis tetapi juga aplikatif dalam kehidupan sehari-hari. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif, melibatkan observasi, wawancara, dan dokumentasi sebagai teknik pengumpulan data. Hasil penelitian menunjukkan bahwa guru berperan sebagai pembimbing, motivator, dan teladan dalam pelaksanaan kegiatan ekstrakurikuler keagamaan. Kegiatan seperti pengajian, shalat berjamaah, dan pelatihan membaca Al-Qur’an berkontribusi signifikan terhadap peningkatan pemahaman agama siswa dan pembentukan karakter religius. Perubahan sikap siswa terlihat dari antusiasme mereka dalam mengikuti kegiatan serta perilaku positif yang mereka tunjukkan di lingkungan sekolah dan masyarakat. Faktor pendukung keberhasilan kegiatan ini meliputi kompetensi guru, dukungan sekolah, serta keterlibatan aktif siswa. Namun, beberapa kendala seperti keterbatasan waktu dan fasilitas masih menjadi tantangan. Oleh karena itu, diperlukan peningkatan pelatihan guru, pengadaan fasilitas, dan pengelolaan waktu yang lebih baik untuk mendukung keberlanjutan kegiatan ini.
Analisis Kemampuan Berpikir Kritis Siswa Kelas VII SMPN 20 Kota Bengkulu dalam Menyelesaikan Soal Cerita Materi Aljabar Ditinjau dari Gender Viandrayanti, Asri; Syafri, Fatrima Santri
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.3086

Abstract

This study aims to describe the critical thinking skills of seventh-grade students in solving word problems on algebra material from a gender perspective. This study uses a descriptive qualitative approach. The research subjects consisted of 29 seventh-grade students of SMP Negeri 20 Bengkulu City, with five students selected as the main subjects based on their level of critical thinking skills and gender representation. Data collection techniques included written tests, observations, interviews, and documentation. Data analysis was carried out using the Miles and Huberman model which includes data reduction, data presentation, and conclusion drawing.Findings reveal that, in aggregate, the learners’ mathematical critical-reasoning acuity resides at a middling tier, with 38% situated within the exceptionally high category, 48% classified as high, 7% occupying the moderate bracket, and 7% falling into the rudimentary level. Learners within the exceptionally high tier demonstrated the ability to articulate explanations with exactitude, adopt appropriate problem-solving stratagems, and procure accurate solutions. Conversely, those in the high category exhibited comprehension of algebraic notions yet were occasionally inattentive in executing procedural sequences. Students within the moderate classification manifested misjudgements in selecting suitable solution pathways, whereas those in the rudimentary group encountered impediments in deciphering essential information and constructing mathematical representations, often resorting to conjectural responses. The gender-oriented appraisal indicated the presence of stylistic and strategic discrepancies between male and female students in confronting problem-solving tasks, although such distinctions did not exert a substantive influence on their overall critical-reasoning competence. Broadly considered, this study accentuates the necessity of fortifying algebraic conceptualisation and sustaining systematic problem-solving practice as a means of enhancing learners’ critical-thinking aptitude.
Co-Authors Fatrima Santri Syafri, Fatrima Santri Jelita, Dian Serli, Serli Surmiya Wati, Hermika