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Dinamika Ilmu
Published by Institut Agama Islam Negeri Samarinda
ISSN : 14113031     EISSN : 24429651     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
DINAMIKA ILMU (P-ISSN: 1411-3031; E-ISSN: 2442-9651) is an International Education Journal published by Faculty of Education and Teacher Training of IAIN Samarinda, Indonesia. It is a peer-reviewed journal of Education, including: English Language Teaching and Islamic Education. The journal is published twice a year.
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Articles 398 Documents
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Teaching Media in the Teaching of Arabic Language to Non-Native Arabic Speakers Abdullah, Rais
Dinamika Ilmu Dinamika Ilmu Vol. 16 No 1, June 2016
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v16i1.294

Abstract

Learning media has demonstrated its superiority in helping educators or teachers in the process of conveying the message of learning more quickly and easily caught by the students. The media play a role in enriching the learning experience of students, increase their attention to the lesson, minimize differences in perception between teachers and students as well as to help resolve personal differences between students. The teaching Arabic to non-native speaker would be more interesting and easier to learn, remembered, understood and practiced by the students, if taught through the media. This article aims to explore the benefits, importance and role of instructional media in teaching Arabic to non- native Speaker
Prinsip Pendidikan Karakter dalam Islam: Studi Komparasi Pemikiran Al-Ghazali dan Burhanuddin Al-Zarnuji Setiawan, Agus
Dinamika Ilmu Dinamika Ilmu Vol 14 No 1, June 2014
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v14i1.4

Abstract

The impelemtantion of character education that is done by the Indonesian government recently has been provoked by al-Ghazali and Burhanuddin al-Zarnuji long ago. It was proven by some written thoughts of al-Ghazali and Burhanuddin al-Zarnuji. They were very famous scientists in their era and widely welknown as educational experts who produced some phenomenal thoughts many people use today. Al-Ghazali and Burhanuddin al-Zarnuji lived in the era of Bani Abbasiyah monarchy, but Both of them lived in different era. Al-Ghazali was born first, then Burhanuddin al-Zarnuji. They had different mazhab, al-Ghazali went to the traditional principle of mazhab Syafi’I and Burhanuddin al-Zarnuji went to the modern principle of mazhab Hanafi. The differences, of course, would create a different thought. Still, they might have a similar principle of Islamic character education. The thoughts of character education of al-Ghazali have been poured in the “Ayyuha Walad” focusing to the students’ character building characterized by religiously obedient, skillfull of general and religious knowledge, socially helpful, affectionate, generous, good citizen, and coloring the society. Some applicable thoughts of character education of Ayyuha al-Walad of al-Gazhali to the contemporary education are: the balance of the happiness purposes of the recent life and the life after death, qana’ah and tawakal, affectionate, caring other, patience, honesty, philanthrophy, social works, generousity, democratic, peace makers, and patriotic. Those characters are also directed in the islamic character education nowdays. So that, the thoughts of al-Ghazali positively and responsively are absorbed by the Indonesian government to build the national character widely implementing in the national curriculum based on the local wisdom and the Islamic values. In the end, the students are able to live happily based on the Islamic rules by implementing the good behavior. Similar to the al-Ghazali’s thought, Burhanuddin al-Zarnuji, in “Ta’lim al-Muta’alim”, wrote some important principles of character building consists of the phisycal and inner values in education.
Evaluasi Pembelajaran Bahasa Inggris pada Sekolah Menengah Kejuruan Harjali, Harjali
Dinamika Ilmu Dinamika Ilmu Vol 12 No 2, Desember 2012
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v12i2.29

Abstract

Instructional evaluation cannot be separated from the effort of classroom based assessment done by teachers. Teachers are expected to have sufficient competency to do the evaluation so that it can provide information of the actual data of their student’s competency. Foreign language instructional process in vocational school is one of the competencies which is required to be optimally achieved because students are expected to apply it directly in their job later. Therefore, teachers play an important role to do instructional activity and particularly in terms of evaluation. This article aims at describing English teachers’ competence in SMK PGRI 2 Ponorogo, by analyzing deeply: instructional evaluation activity, English teacher’s evaluation competence, and also the efforts to improve English teachers’ competence in that school. Assessment activities done based on the educational assessment standard determined by government regulation and they are technically done in accordance with competence based assessment principles. Assessment activities have been done in various techniques. They are test and non test in order to assess both cognitive and psychomotor aspects. In fact, affective aspect has not been assessed yet. In general, In relation to English teachers’ competence, SMK PGRI 2 Ponorogo has done the instructional evaluation well through classroom based assessment. There are three competence aspects which are investigated; they are competence to prepare the evaluation, to implement the evaluation, and to report the evaluation. From those three aspects, the first aspect which is dealing with preparation still needs to be improved. Efforts to improve the evaluation are continuously done by teachers both individually and institutionally supported by the school. It is done by teachers individually through their participations to join several seminars and workshops both in local and also national level. The school supports them by setting the agenda and implements it by sending the teachers to seminars and trainings outside the school, to have socialization which are dealing with evaluation and assessment activity, and to provide technology based infrastructures.
PRWR: Evidence of Its Effectiveness in Teaching Academic Content-Area Reading Across English Proficiency Lubis, Azhar Aziz; Sulistyo, Gunadi Harry
Dinamika Ilmu Dinamika Ilmu Vol 18 No 1, June 2018
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v18i1.1070

Abstract

This factorial quasi-experimental 22 study aimed to corroborate the effect of PRWR strategy compared to Translation and Reading Aloud on students’ academic content-area reading comprehension as observed from their English proficiency. The interaction between the strategy and English proficiency was also examined. Data were obtained from a reading comprehension test, a TOEFL PBT Equivalent test, and a questionnaire on students’ perception towards the PRWR strategy. Both the reading test and the questionnaire were expert validated and tried out, whereas the TOEFL PBT Equivalent test was conducted under the auspices of an English institute. 58 sophomore students at a state university in Malang, Indonesia, served as the subjects of the study. This turned out that first; students taught by the PRWR strategy have better reading comprehension than that of by Translation and Reading Aloud. Second, students with high English proficiency taught by the PRWR strategy have better reading comprehension than that of taught by Translation and Reading Aloud. Third, there was no interaction between reading strategy and English proficiency. All in all, the employment of the PRWR strategy was highly recommended in academic content-area reading comprehension.
Pengelompokan Prestasi Matematika Siswa Indonesia Berdasarkan Hasil Survey Timss Menggunakan Analisis Logistik Kelas Laten Riswan, Riswan
Dinamika Ilmu Dinamika Ilmu Vol 13 No 1, June 2013
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v13i1.66

Abstract

Conventional methods of clustering become weak when meet measured objects with qualitative or categorical data.Latent class logistic analysis can bean alternative method of clustering to overcome this problem. This research is aim to see the application of latent class logistic analysis to clusterthe measured objects with qualitative and quantitative variable andat once to find out backgrounds of the clusters. The objects in this research are 2171 eight grade students from 133 schools in Indonesia. There are two resultsinthis research; first in clustering and second in logistic analysis. In clustering, the students have beenclustered intofour ideal clusters,e.g.39.16 percent students were in cluster1, 32.42 percent in cluster2, 21.46 percent in cluster3, and 6.97 percent in cluster4.Each cluster representsthe students with very low, low,medium, andhigh ability in mathematics. In logistic analysis, overall, eachcluster has been explained well by covariatese.g. student’s interest, attitude, aptitudeand motivation on mathematics, parent’ssocial-economic condition, parent’s highest education level, teacher’s highest education level,teacher’s major study of mathematics and educations,teacher’s perceptions on schools,school’s facilities, etc.
Abdurrahman Al- Nasir : Studi atas Peranannya dalam Pengembangan Ilmu Pengetahuan di Andalusia Samsir, Samsir
Dinamika Ilmu Dinamika Ilmu Vol.9 No 2, Desember 2009
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v9i2.286

Abstract

Abdurrahman al-Nasir was the leader of Bani umayyah in Andalusia that famous and be a good model for every people. In his government period, Bany Umayyah could achieve the glory especially in knowledge field. In advancing the society’s need of knowledge, Abdurrahahman al-Nasir built Cordova University and library to facilitate the education system. Furthermore, education world in Abdurrahman al-Nasir government period becomes the priority and made Cordova as the center of intellectual activities, it was the same that happened in Toledo and Suville. The education center connected the education dualism of Religious knowledge and general knowledge such as Astronomy, Geometry, Health, Law, History, Language, Geography, and Science. Soon there were born Muslim scientists from any kinds of knowledge fields. With the persistence of Abdurrahman al-Nasir, he created the composure and also the prosperous Andalusia especially Cordova. With the result that Islamic government in the West painted the brilliant history and could compete with Islamic civilization in the East.
Index Subject/Authors Journal, Dinamika Ilmu
Dinamika Ilmu Dinamika Ilmu Vol. 16 No 2, December 2016
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v16i2.565

Abstract

Pendidikan Seumur Hidup dan Implikasinya Jannah, Fathul
Dinamika Ilmu Dinamika Ilmu Vol 13 No 1, June 2013
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v13i1.19

Abstract

Long life education is a process of continuous education lasts indefinitely and the place. that starts from birth to the end of life. That is that occurred in the family, at school, at work and in public life. Long life educational purposes is to develop the potential of the human personality in accordance with the nature and essence, develop awarnes that the growth anddevelopment of the human personality is vibrant and dynamic, expands and increases hope and human life. The implications long life education programs can be grouped into several categories: functional literacy education, vocational education, professional education, education in the direction of change and development and civic education and politicalmaturity.
Musyahadat Al Fidyu: Youtube-Based Teaching and Learning of Arabic as Foreign Language (AFL) Albantani, Azkia Muharom; Madkur, Ahmad
Dinamika Ilmu Dinamika Ilmu Vol 17 No 2, December 2017
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v17i2.854

Abstract

Today, it is not surprising to say that there is a swiftly rising use of internet in education. Internet with the enormous features has provided up prospects for rich and ground-breaking approaches to deal with educational issues and present solutions to the escalating needs for learning resources. Despite this fact, it is still found few studies and practices of utilizing the internet as the media in the field of teaching Arabic as foreign language. This paper specifically focuses on elaborating the use of YouTube in Arabic language classroom. It is attempting to give the answer for some following questions: why using YouTube as Arabic language learning media? How to search for learning resources on YouTube? What Arabic skills and competencies can be trained? How to effectively integrate these resources in the Arabic language classroom? How to do the internet source evaluation? How to find out which the students prefer? What are the strengths and weaknesses of YouTube as learning media? This paper ends its conclusion by recommending the Arabic language teachers to use sources available on YouTube but they must selectively give to the students.
Aspek Pengembangan Peserta Didik: Kognitif, Afektif, Psikomotorik Hamzah, Syeh Hawib
Dinamika Ilmu Dinamika Ilmu Vol 12 No 1, Juni 2012
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v12i1.56

Abstract

Education is the most important thing to students as guidance to go through the life. In this case, education process has to be designed specifically in terms of students’ development of cognitive, affective, and psychomotor competence. These three aspects need to be developed comprehensively so that academic, social, and creative competence of students can be maximally actualized.

Page 11 of 40 | Total Record : 398

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