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ASESMEN KESULITAN BELAJAR PADA SISWA TK ISLAM TUNAS MELATI YOGYAKARTA TAHUN AJARAN 2018 -2019 Muslikhul Ibad; Syifa Ursula; Ahmad Dwi Nur Khalim
Mukaddimah: Jurnal Studi Islam Vol. 5 No. 1 (2020)
Publisher : Kopertais Wilayah III Yogyakarta

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Tujuan penelitian ini adalah mendeskripsikan proses pengukuran dan hasil dari implementasi asesmen kesulitan belajar bagi Anak Usia Dini. Penelitian ini menggunakan pendekatan deskriptif kualitatatif dengan pengumpulan data dilakukan dengan instrumen asesmen, wawancara, observasi, dan dokementasi. Lokasi penelitian berada di TK Islam Tunas Melati Yogyakarta. Hasil penelitian menunjukkan bahwa: 1). Perkembangan secara motorik anak disimpulkan bahwa anak mampu menggunakan dengan baik. Hal ini didukung oleh kemampuan anak dalam menggunakan otot-otot besarnya pada tangan dan kaki secara terkontrol (motorik besar) dan mampu mengkoordinasi mata dan tangan sesuai dengan perkembangan umurnya (motorik halus). 2).Perkembangan bahasa anak sudah mengalami perkembangan yang baik. Hal ini dibuktikan dengan kemampuan anak dalam memahami percakapan yang terjadi di antara teman-teman seusianya. Perkembangan bahasa lainnya yang nampak ialah ia mampu mengungkapkan dan bercerita secara lancar tentang pengalamannya ataupun mengekspresikan keiinginannya. 3). Adapun secara sosial emosional mulai berkembang dengan cukup baik. Namun, ada beberapa prilaku yang masih mencerminkan ketidakstabilan emosi anak. Terutama dalam pembelajaran yang berbentuk kelompok ataupun yang membutuhkan kerjasama. Hal ini disebabkan masih adanya kecenderungan aktif dengan kegiatannya sendiri tetapi pasif dengan interaksi sosial sehingga berpengaruh kepada tingkat konsentrasi ataupun perhatian terhadap teman-teman di sekelilingnya. Kata kunci: Asesmen, Kesulitan Belajar, Anak Usia Dini

Epistemologi Ibnu Rusyd (Telaah Relasi Wahyu dan Rasio) Muslikhul Ibad; Ahmad Dwi Nur Khalim
AN NUR: Jurnal Studi Islam Vol. 14 No. 1 (2022): Januari-Juni
Publisher : Istitut Ilmu Al-Qur'an (IIQ) An-Nur Yogyakarta Komplek PP An Nur Ngrukem PO BOX 135 Bantul 55702 Yogyakarta Tlp/Fax (0274) 6469012. http://jurnalannur.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37252/annur.v14i1.226

This article was written with the aim of examining Ibn Rushd's thoughts in bringing together religion and philosophy. Ibn Rushd views that there was a peaceful relationship between sharia and philosophy because apart from placing the two as a means of achieving the truth and affirming that they supported each other, not deny each other in the form of the principle of unification. That means, both were in one goal, namely to find the truth. The research method used by the author was library research. While the results of the study explained that in Ibn Rushd's view, to bring together philosophy and religion, a tool was needed, namely the mind. Ibn Rushd gave his own area of ??work on revelation and the intellect (ratio) and tried to link the two through his theory of takwil. Takwil was used to bridge the difference between the meaning of textuality and rational understanding.

PEMBELAJARAN INTERAKTIF MELALUI PROBLEM BASED LEARNING DI SEKOLAH DASAR Setiyorini, Nunung Dwi; Ibad, Muslikhul Ibad
JURNAL INOVASI HASIL PENGABDIAN (JIHAN) Vol. 3 No. 2 (2025): JURNAL INOVASI HASIL PENGABDIAN (JIHAN)
Publisher : 3026-1791

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51792/scq20q08

Penelitian ini bertujuan untuk menganalisis penerapan pembelajaran interaktif melalui model Problem Based Learning (PBL) di SDN Srondol Wetan 04 Kota Semarang dan dampaknya terhadap aktivitas, motivasi, dan hasil belajar siswa sekolah dasar. Pendekatan kualitatif digunakan dengan subjek guru kelas dan siswa, melalui metode observasi, dokumentasi, dan wawancara. Hasil penelitian menunjukkan bahwa penerapan PBL mampu meningkatkan keterlibatan aktif siswa, motivasi belajar, dan prestasi akademik di atas Kriteria Ketuntasan Minimum (KKM). Model PBL efektif menumbuhkan keterampilan berpikir kritis, kemampuan pemecahan masalah, serta nilai-nilai demokratis melalui kolaborasi kelompok. Guru berperan sebagai fasilitator yang mengarahkan siswa secara konstruktif dalam proses diskusi dan eksplorasi ide. Studi ini menyimpulkan bahwa pembelajaran interaktif berbasis PBL merupakan strategi inovatif dan relevan untuk membangun pondasi kompetensi kognitif, sosial, dan karakter siswa sekolah dasar pada era abad 21.

PEMBELAJARAN INTERAKTIF MELALUI PROBLEM BASED LEARNING DI SEKOLAH DASAR Setiyorini, Nunung Dwi; Ibad, Muslikhul Ibad
JURNAL INOVASI HASIL PENGABDIAN (JIHAN) Vol. 3 No. 2 (2025): JURNAL INOVASI HASIL PENGABDIAN (JIHAN)
Publisher : 3026-1791

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51792/scq20q08

Penelitian ini bertujuan untuk menganalisis penerapan pembelajaran interaktif melalui model Problem Based Learning (PBL) di SDN Srondol Wetan 04 Kota Semarang dan dampaknya terhadap aktivitas, motivasi, dan hasil belajar siswa sekolah dasar. Pendekatan kualitatif digunakan dengan subjek guru kelas dan siswa, melalui metode observasi, dokumentasi, dan wawancara. Hasil penelitian menunjukkan bahwa penerapan PBL mampu meningkatkan keterlibatan aktif siswa, motivasi belajar, dan prestasi akademik di atas Kriteria Ketuntasan Minimum (KKM). Model PBL efektif menumbuhkan keterampilan berpikir kritis, kemampuan pemecahan masalah, serta nilai-nilai demokratis melalui kolaborasi kelompok. Guru berperan sebagai fasilitator yang mengarahkan siswa secara konstruktif dalam proses diskusi dan eksplorasi ide. Studi ini menyimpulkan bahwa pembelajaran interaktif berbasis PBL merupakan strategi inovatif dan relevan untuk membangun pondasi kompetensi kognitif, sosial, dan karakter siswa sekolah dasar pada era abad 21.

The Role of Pesantren Education in Preparing Students to be Globally Competitive and Have Noble Morals Setiyorini, Nunung Dwi; Ibad, Muslikhul
ALSYS Vol 5 No 5 (2025): SEPTEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v5i5.6988

This study analyzes the role of Pondok Pesantren Al Ulya Kendal in preparing santri (students) to achieve global competitiveness while maintaining noble character in the context of 21st-century technological advancement and globalization. Employing a qualitative case study approach, data were gathered through interviews, observations, and documentation at Pondok Pesantren Al Ulya Kendal. The findings reveal a comprehensive educational strategy encompassing three key dimensions: (1) curriculum integration that blends religious and general education using interactive methods such as sorogan, bandongan, group discussions, and collaborative projects; (2) character formation through habituation and role modeling, emphasizing daily discipline, independence, regular worship, and the exemplary conduct of kyai and ustadz; and (3) the cultivation of 21st-century competencies and leadership skills via programs such as muhadharah (speech training), student organizations (OPPM), and digital literacy initiatives. While challenges such as limited technological infrastructure and resource constraints persist, the pesantren leverages strong alumni networks and community support to sustain its mission. The study concludes that Pondok Pesantren Al Ulya effectively nurtures intellectually capable, morally grounded, and globally adaptable individuals, demonstrating that Islamic educational institutions can harmonize tradition with modernity to meet contemporary global demands.

Moral development and its relevance to contemporary education: A comparative perspective of Ibn Miskawayh and Lawrence Kohlberg Muslikhul Ibad; Nunung Dwi Setiyorini
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 10 No. 2 (2025): December 2025 (In Progress)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2025.102.04

Purpose – This study aims to conduct a comparative analysis of moral development theories proposed by Ibn Miskawayh, a classical Islamic ethical philosopher, and Lawrence Kohlberg, a moral development psychologist. It also seeks to identify points of convergence and divergence between their moral concepts that have practical relevance for moral education in the contemporary era. Design/methods/approach – This research employs a qualitative approach, drawing on a literature review and comparative conceptual analysis. Data were collected through an in-depth examination of the primary works of Ibn Miskawayh and Kohlberg, as well as of previous scholarly works discussing their ideas. The analysis compared essential aspects, including educational objectives, curriculum content, educational methods, moral foundations, and moral characteristics. Findings – The study finds a fundamental paradigmatic difference between the two theories. Ibn Miskawayh’s theory is grounded in the Islamic–Aristotelian ethical tradition, with the ultimate goal of moral education being the attainment of true happiness (al-sa‘ādah al-ḥaqīqiyyah). In contrast, Kohlberg’s theory is rooted in cognitive constructivism, focusing on the development of moral reasoning through a series of universal stages culminating in the Universal Ethical Principle of justice. Nevertheless, both thinkers agree that moral development is a hierarchical process that involves the function of reason (‘aql) as the primary determinant in the transition toward mature, internally grounded moral principles. Research implications/limitations – The findings indicate the need for a comprehensive approach to moral education. Ibn Miskawayh’s model is highly relevant for emphasizing character formation and the affective and spiritual dimensions of morality through habituation, which serve as the foundation of moral behavior. Meanwhile, Kohlberg’s model is particularly relevant for developing students’ cognitive abilities and critical moral reasoning. The integration of these two perspectives offers a more holistic framework that balances character formation with the development of moral reasoning capacities. Originality/value – This study contributes to building a theoretical bridge and fostering interdisciplinary dialogue between Islamic ethical philosophy and developmental psychology, offering new insights for addressing the challenges of contemporary moral education.

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