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All Journal Cendekia : Jurnal Pendidikan dan Keagamaan ALFIHRIS: Jurnal Inspirasi Pendidikan
Tiara Islamiati
Universitas Muhammadiyah Riau
Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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Peningkatan Minat Belajar Melalui Penerapan Model Pembelajaran Project Based Learning dalam Mata Pelajaran Agama Islam pada Siswa Kelas IV SD Muhammadiyah 3 Unggulan Tiara Islamiati; Deprizon Deprizon; Radhiyatul Fithri
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 2 No. 4 (2024): Oktober: Jurnal Inspirasi Pendidikan
Publisher : LP3M INSTITUT KH YAZID KARIMULLAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59246/alfihris.v2i4.1042

Abstract

Interest in learning has significant urgency in the context of individual development. Students who have a high interest in learning tend to more easily overcome learning obstacles, have the desire to continue learning, and are able to develop their potential to the maximum. The aim of this research is to determine the increase in students' interest in learning in the fourth grade Islamic Religion subject at SD Muhammadiyah 3 Unggulan Pekanbaru after implementing the Project Based Learning (PBL) learning model. This type of research is Classroom Action Research (PTK). The subjects who were respondents in this research were 28 students from class IV of SD Muhammadiah 3 Unggulan, namely 13 male students and 15 female students. After implementing the Project Based Learning (PBL) model, students' interest in learning Islamic Religious Education in class IV of SD Muhammadiyah Unggulan Pekanbar has increased with an average score of 4.6. This increase started from the pre-cycle, namely 2.5, then the Project Based Learning (PBL) model was applied through cycle 1, increasing to 3.3 and continued in cycle II to 4.6, with a significant increase.
The Role of Homeroom Teachers in Student Character Building of Grade 6 at SDIT Al-Fikri Islamic Green School Pekanbaru Masidayu Masidayu; Yolanda Maya Sari; Annisa Octavia; Tiara Islamiati; Tia Salsabila; Yoanda Eka Putera; Ardiansyah Ardiansyah; Deprizon Deprizon
Cendekia : Jurnal Pendidikan dan Keagamaan Vol. 1 No. 2 (2024): September
Publisher : YPI Ulul Albab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69551/cendekia.v2i1.9

Abstract

Character education is very much needed in the current era, from early childhood to teenagers to adults. Character education can be done not only at home but also at school. Teachers at school can provide or teach character education. The aims of this research are: (a) to determine the role of the homeroom teacher in developing the character of grade 6 students at SDIT Al Fikri Islamic Greenschool; (b) to determine the role of the homeroom teacher in developing the character values of grade 6 students at SDIT Al Fikri Islamic Greenschool; (c) to find out the problems faced by the class teacher in implementing character development for grade 6 students at SDIT Al Fikri. This research uses a descriptive qualitative method. It does this by describing a series of events that actually happened to the object the author is studying. In this research, informants are needed who can provide clearer information about the research problem being carried out. The results of the discussion in this research are that there are six character values implemented by the class teacher at SDIT Al-Fikri in developing student character, namely religious, honest, independent, disciplined, hard-working, and responsible character values. The value of honesty is reflected in students' participation in religious activities and is exemplified by the Class Teacher. The value of honesty is developed through students' habit of telling the truth. The value of independence is also reflected in the habit of doing assigned tasks yourself and not cheating. Discipline marks are then earned from the homeroom teacher, who sets an example by arriving on time. The value of hard work is also seen when students remain enthusiastic about learning to achieve their goals, and the value of responsibility is seen in students' efforts to remain trustworthy with the messages given to them.
Co-Authors Annisa Octavia Ardiansyah Ardiansyah Deprizon, Deprizon Masidayu Masidayu Radhiyatul Fithri Tia Salsabila Yoanda Eka Putera Yolanda Maya Sari