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All Journal Social Science Academic Muaddib: Jurnal Pendidikan Agama Islam
Nanik ernawati
Institut Agama Islam Sunan Giri
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Penggunaan Teknologi Informasi dalam Meningkatkan Hasil Belajar Peserta Didik Pada Mata Pelajaran Fiqih di MI Sailul Ulum Desa Pagotan Kecamatan Geger Kabupaten Madiun Erna Nur Ma'sumah; Nanik ernawati; Yuni vara Awalya
Social Science Academic Vol. 2 No. 2 (2024)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.v2i2.5705

Abstract

Penelitian ini bertujuan untuk mengetahui penggunaan teknologi informasi dalam pembelajaran Fiqih di MI Sailul Ulum Desa Pagotan Kecamatan Geger Kabupaten Madiun dan dampaknya terhadap hasil belajar peserta didik. Menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui wawancara, observasi, dan studi dokumentasi, melibatkan peserta didik, guru, dan pihak administrasi. Hasil penelitian menunjukkan bahwa pemanfaatan teknologi seperti laptop, PowerPoint, dan internet secara signifikan meningkatkan efektivitas dan kualitas pengajaran dengan membuat pembelajaran lebih interaktif dan menarik, serta meningkatkan minat dan motivasi peserta didik. Namun, terdapat kendala seperti keterbatasan penguasaan teknologi oleh sebagian guru dan peserta didik, serta masalah koneksi internet. Kesimpulannya, meskipun teknologi informasi memberikan dampak positif, penting untuk mengatasi kendala tersebut dan meningkatkan keterampilan teknologi untuk memaksimalkan manfaat dalam pembelajaran.
Konsep Belajar Dalam Kaitan Materi Pengembangan Kognisi Nanik Ernawati
Muaddib: Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2025): Muaddib: Jurnal Pendidikan Agama Islam
Publisher : https://ejournal.insuriponorogo.ac.id/

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Abstract

This paper explores the pivotal role of cognitive learning in the development of key academic skills across various disciplines, including reading, writing, mathematics, science, and social studies. Cognitive learning is defined as an active process involving the acquisition, processing, storage, and application of knowledge, with an emphasis on critical cognitive functions such as memory, critical thinking, information processing, perception, and decision-making. Through a thorough review of relevant literature, the study highlights how cognitive learning facilitates students' understanding of fundamental concepts, from phonemic awareness and text comprehension in reading to logical reasoning and problem-solving in mathematics and science. It also underscores the importance of cognitive learning in developing the ability to analyze social structures and historical contexts within social studies. The research advocates for the integration of cognitive learning strategies in educational practices, emphasizing techniques such as modeling, repetitive practice, constructive feedback, and open-ended questioning to enhance cognitive engagement and promote higher-order thinking. Additionally, the study calls for a holistic approach to education that incorporates cognitive learning with other dimensions of learning, ultimately aiming to improve students' academic performance and their ability to apply knowledge in practical, real-world contexts.
Co-Authors Erna Nur Ma'sumah Yuni vara Awalya