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All Journal Al Ishlah Jurnal Pendidikan Jurnal Pendidikan Indonesia (Japendi)
Koderi Koderi
UIN Raden Intan Lampung, Indonesia
Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other

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Literatur Riview: Technological Pedagogical and Content Knowledge (TPACK) dalam Pengajaran Keterampilan Berbahasa Arab Ana Mualimah; Koderi Koderi; Fachrul Ghazi; Ahmad sodiq
Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i1.7236

Abstract

21st century learning requires teachers to be able to involve communication and collaboration skills as well as the use of information technology in learning that can be arranged in a framework in the form of TPACK. There are 7 components that need to be known in TPACK, namely Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, Pedagogical Content Knowledge, and Technological Pedagogical Content Knowledge. The purpose of this article is to describe 1) the concept of TPACK, and 2) the implementation of TPACK in learning arabic. The results of this study were 1) TPACK is a combination of three essential elements in learning a technology (technological knowledge) that can be used to facilitate the delivery of teaching materials, pedagogical (pedagogical knowledge) that includes methods and learning model that will be applied, and content (content knowledge) which contains learning materials, where the three elements can be arranged in a learning design. 2) Implementation of TPACK in Learning arabic is to combine all components of TPACK in the learning that will be implemented.
Developing a Model for Religious Tolerance Management Among University Students Rukimin Rukimin; Agus Pahrudin; Koderi Koderi; Ahmad Fauzan
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.3838

Abstract

Religious tolerance is a critical aspect of student development, particularly in diverse educational environments. This study focuses on developing a Religious Tolerance Management Model at Baitul Arqom, Muhammadiyah Mataram University (UMMAT), to promote tolerance among students. The research employs the Dick and Carey system design and a Research and Development (RD) approach. The study involves systematic stages, including model design, flowchart creation, and the development of modules as final outputs. The resulting Religious Tolerance Management Model comprises specific objectives, indicators, training goals, learning materials, and instructional methods. Key components include: (1) the basics of religious tolerance, (2) student religious tolerance, (3) multiculturalism in religion, (4) tolerance and pluralism, (5) management model design, (6) implementation strategies, and (7) follow-up mechanisms. The model focuses on fostering tolerance attitudes, emphasizing organizing group behaviors and mobilizing peer engagement. By implementing the proposed model, Baitul Arqom participants demonstrated improved abilities to organize and influence others in fostering religious tolerance. The structured module design facilitates practical learning steps, time allocation, and assessment to ensure effective outcomes. The study successfully develops a Religious Tolerance Management Model that enhances student attitudes toward religious tolerance at UMMAT. This model serves as a valuable framework for promoting harmony and pluralistic understanding in higher education institutions.
Literatur Riview: Technological Pedagogical and Content Knowledge (TPACK) dalam Pengajaran Keterampilan Berbahasa Arab Ana Mualimah; Koderi Koderi; Fachrul Ghazi; Ahmad sodiq
Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i1.7236

Abstract

21st century learning requires teachers to be able to involve communication and collaboration skills as well as the use of information technology in learning that can be arranged in a framework in the form of TPACK. There are 7 components that need to be known in TPACK, namely Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, Pedagogical Content Knowledge, and Technological Pedagogical Content Knowledge. The purpose of this article is to describe 1) the concept of TPACK, and 2) the implementation of TPACK in learning arabic. The results of this study were 1) TPACK is a combination of three essential elements in learning a technology (technological knowledge) that can be used to facilitate the delivery of teaching materials, pedagogical (pedagogical knowledge) that includes methods and learning model that will be applied, and content (content knowledge) which contains learning materials, where the three elements can be arranged in a learning design. 2) Implementation of TPACK in Learning arabic is to combine all components of TPACK in the learning that will be implemented.
Co-Authors Agus Pahrudin Ahmad Fauzan Ahmad sodiq Ana Mualimah Fachrul Ghazi Rukimin Rukimin