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The Golden Age : Perkembangan Anak Usia Dini dan Implikasinya Terhadap Pendidikan Islam Bonita, Eva; Suryana, Ermis; Hamdani, M. Imron; Harto, Kasinyo
Tarbawiyah Jurnal Ilmiah Pendidikan Vol 6 No 2 (2022): Tarbawiyah : Jurnal Ilmiah Pendidikan
Publisher : Universitas Islam Negeri (UIN) Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tarbawiyah.v6i2.5537

This study aims to discuss the golden age, the developmental tasks of infancy, and their implications for Islamic education. The method used in this paper is a type of library research and is complemented by field observations. The results showed that during this period many patterns of behavior and attitudes were formed as well as patterns of emotional expression or known as the golden age. Infancy lasts for the first two years after the newborn period. The golden period of growth and development is a very effective period in maximizing the intelligence potential of every baby to create quality human resources. The stages of human infant development are at the sensorimotor stage. and in infancy physical development can be observed clearly, at the age of six months the growth and development is rapid. At an early age, all aspects of development during the growth period influence each other. That is, in the absence of one of these aspects, whether physical, emotional, intellectual, social or religious, then all aspects of individual development influence each other. The golden age can provide solutions to the problems of Islamic education by developing Kamil's personality from an early age.

Optimalisasi Pembelajaran Mahasiswa Magister Pendidikan Agama Islam Yang Bekerja: Studi Tentang Motivasi Dan Strategi Belajar dalam Mendukung Kesuksesan Akademik Bonita, Eva; Suryana, Ermis; Elhefni, Elhefni
Bahasa Indonesia, Bahasa English Vol 7 No 2 (2024): Muaddib: Islamic Education Journal
Publisher : Program Magister Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/muaddib.v7i2.29090

Penelitian ini bertujuan untuk menganalisis motivasi belajar mahasiswa magister Pendidikan Agama Islam yang bekerja, mengidentifikasi strategi belajar yang mereka gunakan, serta mengeksplorasi kontribusi keduanya terhadap kesuksesan akademik. Dengan menggunakan pendekatan kualitatif deskriptif, penelitian ini melibatkan sepuluh mahasiswa aktif Program Magister Pendidikan Agama Islam Universitas Islam Negeri Raden Fatah Palembang yang juga bekerja. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi, serta dianalisis secara naratif melalui proses reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa motivasi belajar mahasiswa terbentuk dari kombinasi antara motivasi intrinsik dan ekstrinsik. Motivasi intrinsik mencakup dorongan spiritual, komitmen religius, dan keinginan memperbaiki kualitas diri sebagai bentuk ibadah dan tanggung jawab moral. Sementara itu, motivasi ekstrinsik mencakup dorongan untuk peningkatan karier, tuntutan profesional, serta pencapaian pengakuan sosial. Dalam hal strategi belajar, mahasiswa menunjukkan kedisiplinan tinggi dalam merancang jadwal belajar yang realistis, menggunakan teknik belajar aktif seperti membaca kritis, mencatat poin penting, mengulang materi secara teratur, serta melakukan manajemen konsentrasi dan waktu yang efektif. Mereka juga mengembangkan mekanisme adaptasi untuk mengatasi tekanan pekerjaan tanpa mengorbankan komitmen akademik. Temuan ini juga mengindikasikan bahwa keberhasilan akademik mahasiswa magister yang bekerja tidak hanya dipengaruhi oleh faktor kognitif semata, tetapi juga sangat ditentukan oleh kekuatan motivasional dan strategi belajar yang terstruktur. Kombinasi keduanya terbukti mampu meningkatkan efektivitas belajar, ketahanan dalam menghadapi tantangan, dan pencapaian hasil studi yang optimal.

Readiness of Islamic Religious Education Teachers to Implement the Independent Curriculum Assessment at Elementary School 99, Bengkulu City Lidya, Lidya; Bonita, Eva; Wiwinda, Wiwinda; Yulizah, Yosi
International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i1.1600

This study aims to describe teacher readiness in implementing the Independent Curriculum assessment. A descriptive qualitative approach was used at SDN 99, Bengkulu City, using data from Islamic Religious Education (PAI) teachers and the principal. The results indicate that teachers at SDN 99, Bengkulu City, have basic readiness to implement the Independent Curriculum assessment. This is evident in their understanding of assessment concepts, including diagnostic, formative, and summative assessments, and their efforts to implement them in their lessons. Teachers have also developed lesson plans through teaching modules that include learning objectives, CP, ATP, and assessment plans. Furthermore, teachers demonstrate a positive attitude toward curriculum changes and strive to implement various assessment methods, such as observation, assignments, discussions, and tests, to assess student learning processes and outcomes. However, the implementation of these assessments has not been fully optimized due to various obstacles, such as time constraints, administrative burdens, lack of technical understanding, and skills in documentation and feedback. Formative assessments have not been well documented, while summative assessments are still more dominant than other types of assessment. Therefore, it is necessary to improve teacher competency through continuous training, mentoring, and strengthening learning communities.

Readiness of Islamic Religious Education Teachers to Implement the Independent Curriculum Assessment at Elementary School 99, Bengkulu City Lidya, Lidya; Bonita, Eva; Wiwinda, Wiwinda; Yulizah, Yosi
International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i1.1600

This study aims to describe teacher readiness in implementing the Independent Curriculum assessment. A descriptive qualitative approach was used at SDN 99, Bengkulu City, using data from Islamic Religious Education (PAI) teachers and the principal. The results indicate that teachers at SDN 99, Bengkulu City, have basic readiness to implement the Independent Curriculum assessment. This is evident in their understanding of assessment concepts, including diagnostic, formative, and summative assessments, and their efforts to implement them in their lessons. Teachers have also developed lesson plans through teaching modules that include learning objectives, CP, ATP, and assessment plans. Furthermore, teachers demonstrate a positive attitude toward curriculum changes and strive to implement various assessment methods, such as observation, assignments, discussions, and tests, to assess student learning processes and outcomes. However, the implementation of these assessments has not been fully optimized due to various obstacles, such as time constraints, administrative burdens, lack of technical understanding, and skills in documentation and feedback. Formative assessments have not been well documented, while summative assessments are still more dominant than other types of assessment. Therefore, it is necessary to improve teacher competency through continuous training, mentoring, and strengthening learning communities.

Readiness of Islamic Religious Education Teachers to Implement the Independent Curriculum Assessment at Elementary School 99, Bengkulu City Lidya, Lidya; Bonita, Eva; Wiwinda, Wiwinda; Yulizah, Yosi
International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i1.1600

This study aims to describe teacher readiness in implementing the Independent Curriculum assessment. A descriptive qualitative approach was used at SDN 99, Bengkulu City, using data from Islamic Religious Education (PAI) teachers and the principal. The results indicate that teachers at SDN 99, Bengkulu City, have basic readiness to implement the Independent Curriculum assessment. This is evident in their understanding of assessment concepts, including diagnostic, formative, and summative assessments, and their efforts to implement them in their lessons. Teachers have also developed lesson plans through teaching modules that include learning objectives, CP, ATP, and assessment plans. Furthermore, teachers demonstrate a positive attitude toward curriculum changes and strive to implement various assessment methods, such as observation, assignments, discussions, and tests, to assess student learning processes and outcomes. However, the implementation of these assessments has not been fully optimized due to various obstacles, such as time constraints, administrative burdens, lack of technical understanding, and skills in documentation and feedback. Formative assessments have not been well documented, while summative assessments are still more dominant than other types of assessment. Therefore, it is necessary to improve teacher competency through continuous training, mentoring, and strengthening learning communities.

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