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Progressa: Journal of Islamic Religious Instruction

pgr
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Published by STIT Raden Wijaya Mojokerto

ISSN : 25799665 EISSN : 25799673 DOI : https://doi.org/10.32616/pgr

Core Subject : Religion, Education, Social,

Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

Progressa, a periodic scientific publication since 2017 published 2 (two) times a year using a peer-reviewed system in article selection. Scientific work on research results, surveys, and literature review closely related to the field of Islamic religious education viewed from various perspectives: Development of Education, Educational Psychology, Education, Sociology of Education, Religion, interreligious relations (Pluralism) or comparative studies of Islamic Education.

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 13 Documents

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Search results for , issue "Vol. 3 No. 1 (2019): Februari" : 13 Documents clear

Pengembangan Profesional Awal Guru Pendidikan Agama Islam dan Strategi untuk Melanjutkan Pengembangannya Happy Ikmal
PROGRESSA: Journal of Islamic Religious Instruction Vol. 3 No. 1 (2019): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Teaching is lifelong learning. Turning on all the time, new and old teachers, beginners or professionals will still grapple with how to improve many aspects of teaching, each year demanded to show more improvement. Every idea considers continuing professional development throughout your career. This article examines the following questions: 1. How to start assessing a teacher's professional skills? 2. Do teachers need to understand the standards used by others to assess their professional skills? 3. What model is used to describe the teacher's journey from 'beginner' to 'expert'? 4. How do expert teachers assess themselves and how do they overcome and adapt to change? 5. How can teachers collaborate to make structured observations of their work, as required by the assessment requirements? The results of the discussion concluded: 1) The complexity of assessment that binds teachers and schools continues to increase because assessment is used for various purposes in different contexts; 2) Interstate New Teacher Assessment and Support Consortium (InTASC) was formed to create "compatible with institutions" standards that can be reviewed by professional organizations and state institutions as a basis for licensing beginner teachers. The InTASC standard (Miller, 1992) is written as 10 principles, which are then further explained in terms of teacher knowledge, disposition, and performance; 3) There are many different theories describing the journey of preparation for beginner teachers to become professionals, this requires time, effort, and support and finally changes follow the predictable stages of development; 4) Teachers with high levels of expertise can observe and adapt their own actions. To do this, they must be in harmony with the feelings and behavior of children and pay attention to what children do and say, rather than focusing primarily on themselves, otherwise they do not equate judgment with testing. they take into account test scores, but their judgments are transient and are based on a much broader bank of evidence, specifically that progress over absolute scores and children's knowledge and context; 5) Teachers rarely can be authentic and accurate participant observers because of the inherent differences in their roles, but student / teacher collaborators have a unique perspective on insiders and outsiders, colleagues and observers, class members involved and critical collaborators

Hubungan Antara Tipe Kepemimpinan Kepala Sekolah dengan Semangat Kerja Guru di UPT SMP Negeri 7 Kota Mojokerto Tahun Pelajaran 2016/2017 Muhammad Muhajir
PROGRESSA: Journal of Islamic Religious Instruction Vol. 3 No. 1 (2019): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

The effectiveness of PBM can be determined by the number of factors ranging from climate, infrastructure, human resources and so forth. But people tend to think that the effectiveness of PBM is more determined by the learning climate. Even for capitalists the quality of PBm is more determined by the availability of educational facilities. The objectives of this study are: 1) To find out the leadership model applied by the Head of SMP Negeri 7 Kota Mojokerto.2) To find out the teacher's work spirit in SMP Negeri 7 Kota Mojokerto.3) To find out how far the relationship between the Principal's leadership model and morale teacher at SMP Negeri 7 Kota Mojokerto. This study uses quantitative research with analysis of product moment from Pearson and simple linear regression. The population in this study were 55 people and all of them were used as research samples, so that they were called saturated samples. From the results of the analysis it was concluded that: 1) The leadership model applied by the Head of Mojokerto City Middle School 7 was very good with an average score of 95.09%. 2) The work spirit of teachers in SMP Negeri 7 Kota Mojokerto is very high with an average of 94.36%. 3) There is a strong relationship between the Principal Type of School Leadership and Teacher's Spirit of Work in the 7th grade of Mojokerto City 2011/20112 Academic Year with the regression equation Y = - 7,471 X + 0.428 K + ? and based on the test of the leadership of the headmaster teacher work is 62.8% while the remaining 37.2% is influenced by other factors

Mengintegrasikan Pendidikan Akademik dan Pelatihan Kerja Menuju Kesiapan Kerja Lulusan Program Studi Pendidikan Agama Islam STIT Raden Wijaya Mojokerto Menyongsong Era Industri 4.0 Achmad Padi
PROGRESSA: Journal of Islamic Religious Instruction Vol. 3 No. 1 (2019): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

The heated discussion and debate about university disruptions triggered by the recent Jim Clifton article, "University: The Impending Disruption" in social media outlines questions and concerns about the future role of higher education in supplying industrial labor in the world. The trigger is Google and Ernst & Young ads will pay anyone who is able to work with him without having to have a diploma, including a diploma from a university. It's like lightning in broad daylight, surprising and reaching a position that has been enjoyed by universities in the world which in fact are suppliers of expertise, results of research, and thoughts needed by the industrial world. however, it seems that it has been canceled by Google and Ernst & Young, which soon followed other giant global companies. The college death bell was stretched by two giant companies, following an article written by Terry Eagleton, entitled "University Slow Death". Then the question is how does the STIT Islamic Education Study Program Raden Wijaya Mojokerto integrate academic education and job training towards graduate work readiness to meet the Industrial Age 4.0 ?. The results of the discussion concluded: The STIT Raden Wijaya Mojokerto Islamic Education Study Program in integrating academic education and job training towards graduate work readiness to meet the Industrial Age 4.0 must integrate the following dual tracks: 1) make alumni achieve professional talent from three qualification levels (skilled, expert and degree) because every job needs to learn practices that are embedded in a dual structure of education and training programs which essentially understand theory and master practice. Therefore, the content of practice needs to regulate the elements of training in each subject; 2) To obtain the ability to complete professional assignments fully expressed more precisely by the idea of ??holistic problem solving by playing an objective situation scenario for students competing with each other in high functionality and low cost.

Mereproduksi Inti Model Pembelajaran di Madrasah Suatu Pembersihan dari Konsep Liberalisasi Pendidikan Islam abad ke-21 Hasan H.A. Buro
PROGRESSA: Journal of Islamic Religious Instruction Vol. 3 No. 1 (2019): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Modern academic trends towards specialties that see 'education' as a separate study area and limit the study of Islamic education, both for theological research, historiological narratives, or research on social injustice, such generalizations are problematic at the level of difficulty faced, when talking about 'face of civilization' in education, even though the accuracy of such generalizations is questionable, but they still exist as useful types of ideal education that are forged in a (unique) worldview, and in this sense we accept the term 'Islamic education,' although in practice, everything is different, most madrassas are like ordinary business, For many of them controlling the madrasa is only a means of advancing personal, material, and political interests, where they are willing to use 'any acceptable and unacceptable way'. The question of this article is how to reproduce the core core model of learning in the madrasa, a purge of the concept of liberalization of 21st century Islamic education ?. From the results of the discussion it was concluded: 1) modern educators who studied Islamic education initially experienced difficulties and differentiation that seemed tiring, becoming a meaningful and dynamic whole in the madrasa's daily routine, the teachers helped students "manifest" the Qur'an in their hearts with confidence that it leads us to properly understand the spirit of its messages, which in turn will guide them in every aspect of their lives. 2) the curriculum in the Qur'an follows a holistic approach that contrasts with a banking system in which educators store information into students' memories for safekeeping. Learning takes place through the interaction between students and the environment in a democratic and integral class that continues to reflect themselves and the world, building authentic forms of thought and action. 3) People can choose the field of study they want in accordance with the needs or demands of the market, but seeking knowledge is a basic mandate in the curriculum with a Qur'anic background

Keterampilan Berpikir yang Dibangun dalam Pengajaran di Perguruan Tinggi Islam: Survey di STIT Raden Wijaya Mojokerto Hariris Nurcahyo
PROGRESSA: Journal of Islamic Religious Instruction Vol. 3 No. 1 (2019): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Education must consist of more than an accumulation of unreasonable facts and skills, and that modern society demands a highly developed critical awareness to overcome its increasing complexity. The purpose of teaching a subject is to teach the contents of the subject, not to teach thinking. We are all students in elementary and secondary schools. How long does our teacher offer for teaching thought? The purpose of this study is to describe and analyze the thinking skills that are built in teaching in Islamic universities: survey at STIT Raden Wijaya Mojokerto. from the results of the analysis concluded: Teaching at Islamic universities (STIT Raden Wijaya Mojokerto) skills built by lecturers is 75% based on LOTS-Lower Order Thinking Skill. And 25% are based on HOTS-Higher Order Thinking Skill

Perguraun Tinggi dalam Mempersiapkan Keterampilan Non-Teknis Mahasiswa di Era Revolusi Industri 4.0 Mohammad Rodli
PROGRESSA: Journal of Islamic Religious Instruction Vol. 3 No. 1 (2019): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Education in thisali era of digital disturbances cannot predict what will happen to future graduates who are preparing for new positions and professions that will emerge, driven not only by the fourth industrial revolution, but also by non-technological factors such as demographic pressure , geopolitical change, and social and cultural norms that occur through the discovery of new functions, and the mobility of people through reflecting new roles by digital technology is not an ordinary labor or ordinary capital ; but people who can create new ideas and innovations. The purpose of this paper is to describe the non-technical skills of Islamic religious teachers prepared in the era of industrial revolution 4.0. 1) Non-technical skills are known as the main attributes for graduates to be employed, for this reason the university is creating a sustainable pathway to develop leadership to create a vision that is in line with the needs of college stakeholders that include lectures that combine great opportunities and practices, such as practice-based final assignments that are integrated into lectures from the beginning of the program and new mentoring components were designed based on professional knowledge. 2) Non-technical skills that are capable of being accepted in the Industrial 4.0 era must at least contain Knowledge Work elements that have a role to mediate knowledge worker productivity between process management (knowledge generation, knowledge sharing, and knowledge applications) and innovation . 3) The second non-technical skill is Thinking Tools to develop optimal solutions to technical problems that depend on structured and complex thinking, technology design and programming, critical thinking and analysis and system analysis and evaluation capabilities. 4) The dynamic non-technical skills of a learning research consists of originality and creativity initiatives, ability to solve problem solving and reasoning, problem solving and ideas. 5) The fourth non-technical skill is Digital Lifestyle in Leadership and social influence.

Meningkatkan Kemampuan Menerapkan Prosedur Kombinasi Gerak Dasar Jalan, Lari, Lompat dan Lempar dengan Permainan Olahraga yang Dimodifikasi dan Olahraga Tradisional di Kelas V (lima) SDN 1 Sumengko Kecamatan Wringinanom Kabupaten Gresik Santje Wulansari
PROGRESSA: Journal of Islamic Religious Instruction Vol. 3 No. 1 (2019): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Sports and health physical education lessons are basically an integral part of the overall education system, aimed at developing aspects of health, physical fitness, critical thinking skills, emotional stability, social skills, reasoning and moral actions through physical and sporting activities. This study aims to: 1) Describe the activities of the teacher in improving the ability to apply a combination of basic road, running, jumping and throwing procedures with modified sports and traditional sports. 2) Describing the activities of students in learning activities increases the ability to apply the procedure of a combination of basic road, running, jumping and throwing with modified sports and traditional sports. 3) Describe learning with modified sports games and traditional sports in improving the ability to apply a combination of basic road, running, jumping and throwing procedures with modified sports and traditional sports. This research is a classroom action research conducted collaboratively. Designing problem situations, and ways to collaborate with children, is the main focus of meetings that occur between teachers and researchers. This research was conducted at Sumengko 1 Elementary School with the address Ds. Sumengko - Wringinanom- Gresik Postal Code: 61176 Tel. 031 8982812. The subjects of this study were Class V students (five) of 30 children. The study was conducted in odd semester 2018/2019 academic year, for 3 months (September, October, and November 2018). Procedures for cyclical action research are: 1) planning, 2) implementation, 3) observation, and 4) reflection, through a series of cycles. Data collection through observation (observing), artifacts and documents (testing) and nonstandard tests. Test instrument items with validity test, reliability test, calibration test (level of difficulty) and distinguishing test. the entire process of data analysis is interactive using the Miles and Huberman models with the final mix method analysis. The results of the study concluded: 1) The teacher's activity experienced an increase in Pre-Action getting 63.57 percent and increasing in Cycle I by 74.29 percent and increasing in Cycle II by 88.57 percent; 2) Activities of students experienced an increase in Pre-Action to obtain a result of 43.57 percent and increase in Cycle I by 65.71 percent and increase in Cycle II by 87.14 percent; 3) The average value of the test (Classical Absorption) has increased in Pre-Action to get 7 percent and increased in Cycle I by 7.51 percent and increased in Cycle II by 7.76 percent. Classical Learning Completion has increased in Pre-Action obtained 76.67 percent and increased in Cycle I by 83.33 percent and increased in Cycle II by 93.33 percent

Upaya Meningkatkan Kompetensi Sikap, Pengetahuan dan Keterampilan Tentang Selalu Berhemat Energi (Tema 2) Menggunakan Model Project-Based Learning Semester I Tahun Pelajaran 2018/2019 di Kelas IV SDN Kepuh Klagen Wringinanom Gresik Madaniyah
PROGRESSA: Journal of Islamic Religious Instruction Vol. 3 No. 1 (2019): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Project-based learning is more focused on meaningful life problems for students, the role of the teacher presents problems, asks questions and facilitates students in designing a project they are doing. The problem of attitudinal competence, knowledge and skills about always saving energy (Theme 2) using a project-based learning model in researched schools that is solving the problem is immediately needed. This study aims: 1) Describe the activities of teachers in learning activities to improve the competency of attitudes, knowledge and skills about always saving energy (Theme 2) using the first semester project-based learning model for Academic Year 2018/2019 in Class IV of Kepuh Klagen Wringinanom Gresik SDN. 2) Describe the activities of students in learning activities to improve the competency of attitudes, knowledge and skills about always saving energy (Theme 2) using the first semester of the 2018/2019 Academic Year project-based learning model in Class IV of Kepuh Klagen Elementary School Wringinanom Gresik. 3) Describe learning using the project-based learning model in improving the competency of attitudes, knowledge and skills about always saving energy (Theme 2) in Class IV of Kepuh Klagen Elementary School Wringinanom Gresik. This research is a classroom action research conducted collaboratively. Designing problem situations, and ways to collaborate with children, is the main focus of meetings that occur between teachers and researchers. This research was carried out at the Kepagen Klagen Wringinanom Gresik Elementary School with the address Bureng Kidul, Kepuhklagen, Kec. Wringinanom, Gresik Regency, East Java 61176. The subjects of this study were 25 Grade IV students. The study was conducted in the odd semester of the 2018/2019 academic year, for 3 months (July, August and September 2018). Procedures for cyclical action research are: 1) planning, 2) implementation, 3) observation, and 4) reflection, through a series of cycles. Data collection through observation (observing), artifacts and documents (testing) and nonstandard tests. Test instrument items with validity test, reliability test, calibration test (level of difficulty) and distinguishing test. the entire process of data analysis is interactive using the Miles and Huberman models with the final mix method analysis. The results of the study concluded: 1) The teacher's activity experienced an increase in Pre-Actual outcomes 67.14 percent and increased in Cycle I by 77.14 percent and increased in Cycle II by 89.29 percent; 2) Student activity has increased in Pre-Action to get 42.86 percent and increase in Cycle I by 65 percent and increase in Cycle II by 86.43 percent; 3) The average value of the test (Classical Absorption) has increased in Pre-Action to get 75 percent and increased in Cycle I by 83.4 percent and increased in Cycle II by 88.4 percent. Classical Learning Completion has increased in Pre-Action get 60 percent and increase in Cycle I by 76 percent and increase in Cycle II by 92 percent.

Counterpoint to the primordial nature of human learning processes in Gagné and alFarabi's perspective about learning behavior Ahmad Mustofa Jalaluddin Al Mahalli
PROGRESSA: Journal of Islamic Religious Instruction Vol. 3 No. 1 (2019): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Education focuses on vehicles seeking knowledge in it, because it has specific goals and meanings in the Islamic worldview. The principle promoted by Gagné has led to a number of learning design conventions and techniques that determine the full sequence of content related to the learning objectives provided, and techniques have also been expanded to design and sequence learning programs. On the other hand, the emphasis on the vertical, eternal or spiritual dimensions is the ideological basis for Islamic education. While Western education theory emphasizes materialistic and utilitarian, Islam is not complete if it touches a holistic individual. This is a form of worship intended for the improvement of this world and the hereafter. al-Farabi put forward the theory that humans have the power that if honed properly will make humans able to capture the science of hudana in the form of revelation and inspiration and called mustfad sense. The conclusion of this discussion is: Gagné classifies learning outcomes in five main categories; intellectual skills, cognitive strategies, verbal information, motor skills and attitudes as abilities learned while Al-Farbï also speaks of three stages of intelligence: potential or latent intelligence, intelligence in action, and acquired intelligence. Gagne Also identifies different learning levels for the purpose of sequeneing instructions. He believes that teaching must begin with the simplest skills and continue hierarchically to a greater level of difficulty while Al-Fàbï indicates that education must begin after the age of eleven, the education process must be designed so that the first ten years of a child's life are dedicated to physical training and training while the next ten years are dedicated to learning various sciences (arithmetic, astronomy, and music) and the next five years for logic and polemics. The student must then spend the next fifteen years of his life developing skills and skills in whatever he has learned and, after reaching the age of fifty, he must concern himself with teaching and educating others

Mekanisme Transmisi Pengetahuan dengan Modus Imperatif Kesiapan dan Kemampuan Penerapan Pembelajaran dalam Perspektif Pendidikan Islam Sudar Kajin
PROGRESSA: Journal of Islamic Religious Instruction Vol. 3 No. 1 (2019): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Grounding the transmission of knowledge by simplifying the learning process on real-world problems helps students maintain what is taught and remembers lessons learned when and when needed will have benefits and can be achieved using a variety of student-friendly teaching and learning methods that take into account interests, needs, and levels students. This article was written with the aim of studying the mechanism of knowledge transmission with the Readiness and Ability to Apply Learning Mode in the Islamic Education Perspective. The results of the discussion conclude that: 1) The concept of learning from teacher to student is popularly referred to as the 'Transmission' paradigm in learning and the process as a 'Transmission mechanism' with a different hierarchical Imperative mode; 2. In Islam, education is based on what Islamic ideals once held about educating all human beings rather than the narrow transmission of discursive knowledge. Islamic knowledge is the knowledge contained in the human body and the ways in which Muslims use it to archive, transmit, decode, and actualize religious knowledge based on a combination of imperative modes; 3) Islamic education aims to develop humans holistically, contrary to western education which focuses primarily on intellectual development. The main purpose of Islamic education is to reform and build human life and develop balanced relationships between individuals, communities and the world based on ethical concepts; 4) regardless of the frame of 'readiness to learn' or 'readiness for school', there is far more preparedness than this and far more that we can do to help everyone become more prepared to learn and overcome life.

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Satria Kamal Akhmad

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satriakamalakhmad@stitradenwijaya.ac.id

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+6287761577535

Journal Mail Official
redaktur@jurnal.stitradenwijaya.ac.id

Editorial Address
Jl. Pekayon 1 No 99/A Kranggan Mojokerto

Location
Kota mojokerto,

Jawa timur

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Satria Kamal Akhmad

Contact Email satriakamalakhmad@stitradenwijaya.ac.id

Phone +6287761577535

Journal Mail Official redaktur@jurnal.stitradenwijaya.ac.id

Editorial Address Jl. Pekayon 1 No 99/A Kranggan Mojokerto

Location Kota mojokerto, Jawa timur INDONESIA

Abstract

Abstract

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Abstract

Abstract

Abstract

Abstract

Contact Name
Satria Kamal Akhmad

Contact Email
satriakamalakhmad@stitradenwijaya.ac.id

Phone
+6287761577535

Journal Mail Official
redaktur@jurnal.stitradenwijaya.ac.id

Editorial Address
Jl. Pekayon 1 No 99/A Kranggan Mojokerto

Location
Kota mojokerto,

Jawa timur

INDONESIA