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<![CDATA[Konsep Pembelajaran Kontekstual di Sekolah ]]>
<![CDATA[Kadir, Abdul]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 13 No 1, June 2013 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v13i1.20
<![CDATA[Contextual learning is one alternative that can reduce verbal learning and theoretical. In addition, this study may provide reinforcement for comprehensive understanding of the meaning or intent of linking science students are learning with hands-on experience in real life. Through contextual learning model, the learning experience is not only the case and held when someone students are in class, but it is much more important than that is how to bring the learning experience out of the classroom, which is when he is required to respond to and solve real problems faced day-to- day. Contextual learning is ideally relate to real-world problems to the theory that will be studied or presented to the students, and students are actively to solve the problem according what he gained through experience and connected with the theory that he learned at school by his teacher. Motivation to learn directly derived from the will or ideals or even certain goals that have been owned by the students in advance, so that only the teacher directs and assists in its capacity as facilitator of learning. Students become more active because he is learning, he is experiencing, and in the end he will apply its knowledge in life.]]>
<![CDATA[Arabic Learning Material of Higher Education Muslim Community North Sulawesi ]]>
<![CDATA[Wekke, Ismail Suardi]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 17 No 2, December 2017 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v17i2.863
<![CDATA[Arabic has a special characters and positions compare to bahasa Indonesia as the mother tongue of students. These conditions are prospect to create joyful learning and teaching. Therefore, through the teaching and learning it is the opportunity to accelerate the process of understanding source language. This research was conducted in higher education of north Sulawesi in Manado. Non-participant observation and in-depth interview were conducted to collect data. Four months of research was studied from May to September of 2016. There was three circles of focus group discussion in validating data for triangulation. This article shows that the learning material consists of two categories language competency and religious teaching. This study illustrate that learning material was integrated to teaching of Islam. Religious material used to developed interactive substantial discussion and the medium of conversation is the Arabic. Additional activities and class hour was programed to enhance student chance to learn and practice outside formal classroom. There were some instructors were provided to maintain student training for couple weeks. This research discusses that in the field of Arabic language learning emphasize constructing learning opportunity environments, it is important which contents are included and it is also students’ great interest how these contents are presented. Lecturers and instructors tried to provide instructional explanations. Furthermore, they communicate and demonstrate prior knowledge and student motivation in determining learning outcomes. The learning provides student opportunity to acquire conceptual knowledge and language competency. The article concludes by considering how embodied language material learning to religious content is the way to speed up two subject in one teaching for curriculum enhancement.]]>
<![CDATA[Mewujudkan Sekolah atau Kampus Digital ]]>
<![CDATA[Mahmud, M. Eka]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 11 No 1, Juni 2011 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v11i1.46
<![CDATA[The information age is supported by the power of information and communication technology, known as ICT (information communication and technology), has a great influence in the lives of everyday people, such as ways of working and managing organizations (including educational institutions) as well as the perception of the outside world. Thus, interactions between individuals, organizations, communities and countries can be carried out unimpeded by space, time and integrated into the global communications network. Management of the school/university-based digital is managing cultural change, values, and ways to communicate and interact in the education building. Strategic steps undertaken to get to school / university digital is the establishment of an agency that works to provide accelerated programs school/university digital works; work easier for the technical operational issues related to the digital world, he worked his support to all operational difficulties be easy.]]>
<![CDATA[The Implementation of Character Education in Kalimantan, Indonesia: Multi Site Studies ]]>
<![CDATA[Abdi, Muhammad Iwan]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 18 No 2, December 2018 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v18i2.1289
<![CDATA[This research was inspired by some of the realities that the author found related to the implementation of character education, especially in several regencies/cities in East Kalimantan. Apart from the author’s concern toward the case of the moral decadence of the nation's children, this should be a demand and obligation for every educator to form the character of his students. Therefore, various models and innovations began to be developed by educational units led by creative teachers starting to package character-based learning designs and innovations. This research focuses on character models developed by the school. This research is a field work research that focuses on multi-site studies. Sources of data in this study include: teachers and students in several schools are the focus of research. The research locus is spread in several regions, namely: Tarakan, Bulungan, East Kutai and Bontang. The data collection techniques that the author uses in this study include: observations, interviews and documentations. Furthermore, the findings of the research data were processed using Milles and Hubberman's interactive analysis using the data reduction flow , data display and data conclusions . Based on the findings of the research, it can be concluded that the character values developed include: religious values, creative, independent and responsible, the spirit of nationality and love for the motherland, tolerance, communication and love the environment.]]>
<![CDATA[Investigation of the effects of the social power and social distance on the realization of apology between Jordanian and English cultures ]]>
<![CDATA[Al-Khaza'leh, Bilal Ayed]]>;
<![CDATA[Zainal Ariff, Tun Nur Afizah]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 15 No 2, December 2015 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v15i2.251
<![CDATA[The current study investigated the influence of context-external variables; social power (High, Equal and Low) and social distance (Familiar and Unfamiliar) on the perception of Jordanian and English speech act of apology. Discourse Completion Test (DCT) and Scaled Response Questionnaire (SRQ) were used to elicit data from three groups: 40 Jordanian L2 speakers in Malaysia, 40 Jordanian non-English speakers in Malaysia and 40 English native speakers from British Council in Jordan. The three groups of respondents were asked to assess four context-internal variables i.e. the severity of the offence, the possibility of the offender apology, the difficulty of the apology by the offender and the likelihood of apology acceptance by the offended party. Â Results of the study were accomplished using one way ANOVA and Tukey HSD post hoc statistical tests. The findings revealed that Jordanians have high sensitivity toward hierarchical power and social distance more than English native speakers. Moreover, results revealed that there are negative sociopragmatic transfers from L1 to L2 by JL2Ss based on their four-context internal variables perception. Â Findings could be used to increase the cultural awareness toward some similarities and differences between both cultures]]>
<![CDATA[The Teaching of EFL Writing in Indonesia ]]>
<![CDATA[Ariyanti, Ariyanti]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol. 16 No 2, December 2016 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v16i2.274
<![CDATA[Writing is one of the most important aspects in English language acquisition. Teaching writing has its own challenges since there are some steps and requirements that teachers should prepare to undertake in the classroom. This article is aimed to discuss teaching and learning writing in the classroom based on theoretical conceptualisation. In addition, curriculum of teaching writing will be another important factor to consider as well as research and practice in teaching writing. Based on comparison to many theoretical concepts from various researchers, it shows that most of Indonesian students still struggle to figure out their problems of grammatical area. The biggest challenge is derived from the difference in cultural backgrounds between the students’ mother tongue and English, so it is possible to know the production of their writing does not ‘sound’ well in appropriate culture of English. Several problems also occur when the teachers have big classes to teach and the result of teaching writing to the students may be defeated. In this case, time also being a big challenge for the teachers to have the students’ writing improve because to accomplish a good composition in English, it needs complex steps such as brainstorming, prewriting, drafting, and editing. However, new techniques in teaching writing are needed to develop the students’ writing outcomes.]]>
<![CDATA[Pengajaran Bahasa Arab di Pondok Pesantren Salafiyah Kalimantan Timur ]]>
<![CDATA[Abdullah, Rais]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 14 No 1, June 2014 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v14i1.10
<![CDATA[The Arabic Language, as the language of Islam religion, and also the language of the Holy Quran, obtaining a privileged position in the heart of Indonesians, especially Muslims. Due to its privileged position, the Arabic language was able to survive from its extinction since its appearance in Indonesia until now. Unfortunately, the privileged position of Arabic language is not directly proportional to its fate in various educational institutions in Indonesia, especially in East Kalimantan. The Arabic language teaching in those institutions faces very complex problems especially the lack of an integrated curriculum that can be relied upon to fulfill the needs of teaching Arabic language to non- Arabs with a better method. The current curriculum is the curriculum that does not have comprehensive programs and is not accompanied with modern teaching methods. While at the Teaching and Learning Activities stage, teaching the Arabic language is not supported by professional and competent teachers. This study aims to analyze and evaluate approaches used in teaching Arabic at some boarding school in East Kalimantan viewed from the perspective of the curriculum and methods of teaching Arabic to non- Arabs.]]>
<![CDATA[Resistensi Pendidikan Islam dalam Lintas Sejarah Indonesia ]]>
<![CDATA[Hamzah, Syeh Hawib]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 11 No 2, Desember 2011 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v11i2.35
<![CDATA[In Indonesia, there are challenges of the Islamic educational institutions. They are the first, internal challenge and the second, external challenge. The first is Human resource readiness and modernization of educational institutions. Islamic education in Indonesia such as Islamic Boarding Schools (pesantren), madrasah and Islamic schools have challenges to find an alternative to adapt to the development of civilization and modernization. The second challenges is the colonists who meddle in education policy in Indonesia. Islamic Boarding Scholls (pesantren) as holding of Islamic education in Indonesia has always received intimidation and discrimination in policies by the occupiers and even this policy go on in the early post-independence era to the new order that still feels unfair treatment to the institutions of Islamic education in Indonesia.]]>
<![CDATA[The Existence of Mangaji Tudang Method in Enhancing Students’ Arabic Skills at Islamic Boarding Schools ]]>
<![CDATA[Kartini, Kartini]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 18 No 2, December 2018 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v18i2.1174
<![CDATA[Islamic boarding schools play a significant role to run the best education to dig up knowledge for young generation. The integration of the national curriculum into Islamic boarding schools (pesantren) has become a serious concern in education system in Indonesia. Language teaching methods took a part to facilitate the language teaching and learning. This study discusses mangaji tudang method conducted in Ma’had Aly As'adiyah, Sengkang. This qualitative study discusses the method used by teachers in the Nahwu learning process. The data were collected through interview, observation, literature review and documentary. The data were analysed through coding process. The results of the study show that Mangaji Tudang carried out in Ma'had Aly As'adiyah Sengkang is a tradition of Islamic Boarding School learning models that integrates Islamic studies and Arabic language skills focusing on the integration of reading, listening, and writing skills. The most significant outcomes of the method are reading skills and mufradat (vocabulary) mastery.]]>
<![CDATA[Curriculum of EFL Teacher Education and Indonesian Qualification Framework: A Blip of the Future Direction ]]>
<![CDATA[Susilo, Susilo]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 15 No 1, June 2015 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v15i1.98
<![CDATA[Indonesian Qualification Framework (IQF) is a description of qualification levels for all Indonesian learning outcomes or certificate statements in Indonesian schooling from year 9 to higher education. The IQF holds a legal endorsement in the form of Presidential Decree no. 8/2012. This IQF will specify equivalencies between Indonesian and foreign qualifications, thus improving Indonesia’s international competitiveness and making the country more open to global trade. As a consequence, the structures of curriculum in all Indonesian educations should base on this document. Defined as the expanding circle countries in Kachru’s concentric circles, Indonesia needs English language teacher education with appropriate structures of curriculum relevant to the global world and 21st century learning. This article intends to describe the IQF, the 21st Century learning, and the upcoming structure of the EL Teacher education Curriculum in Indonesia. More specifically, this article aims at analyzing: 1) how Indonesian Teachers should develop their curriculum according to the IQF descriptors; 2) how macro-social factors in SLA such as global and national status of L2, boundaries and identities, or institutional forces and constraints should be considered in the development of the curriculum structures of English language teacher education; and 3) how the 21st century trends should be blended in the curriculum.]]>
