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Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam
Published by STIT Raden Wijaya Mojokerto
ISSN : 20884540     EISSN : 25804626     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 14 Documents
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Search results for , issue "Vol 8 No 2 (2018)" : 14 Documents clear
MANAJEMEN KURIKULUM PENDIDIKAN KARAKTER BERBASIS NILAI-NILAI KEAGAMAAN Ubaidillah, Aan Eko Khusni
Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam Vol 8 No 2 (2018)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1730.001 KB) | DOI: 10.32616/tdb.v8.2.184.91-106

Abstract

Education requires good management including Islamic education. The main aspect of the success of national education is the curriculum. Therefore, good management (management / regulation) of a curriculum is a necessity in achieving educational goals. Curriculum management is a system of managing a curriculum that is cooperative, comprehensive, systemic, and systematic in order to realize the achievement of curriculum objectives. Character education should be carried out in planned and measurable stages and have a strong foundation, especially religious-based values
MENGINTEGRASIKAN PLATFORM MAKRO-SOSIAL DAN PRAKTIK KERJA UNTUK MANAJEMEN PERGURUAN TINGGI DALAM MENGHADAPI ERA DISRUPTION Mustain, Mustain
Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam Vol 8 No 2 (2018)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (566.918 KB) | DOI: 10.32616/tdb.v8.2.185.107-106

Abstract

Higher education is held on the basis of the spirit of discovery to orient its activities to be able to achieve great "discoveries" that are useful for changes in human life in the future. This macro-social platform raises a new paradox, to express opinions and creativity tend to be regarded as mere products, so that in higher education, the prevailing consensus is that we do not really face the same changes faced by business. Because the substantial dependence of various systems and actors in developing and implementing innovative solutions involves renegotiating tertiary institutions in a progressive or renewal manner. The purpose of this paper is to describe Integrating macro-social platforms and work practices for management of universities in the face of era disruption. The results of the discussion concluded: 1) Management of teaching and learning must be project-based in a tangible manner by utilizing an interdisciplinary and problem-based approach through collaboration with industrial and academic partners. 2) Supporting student autonomy requires support in managing their learning transitions by requiring (i) empathy awareness of the fact that individuals learn differently (ii) clarifying with students that cognitive styles are as important as their learning abilities to support them in developing attention more adaptive; (iii) support students' basic psychological needs related to intrinsic motivation to increase satisfaction and adoption of a deeper approach to learning; (iv) supporting students to develop different / more appropriate terms of reference for new learning environments; (v) work with students to increase cognitive flexibility; (vi) ensuring coherent program design; (vii) explicit introduction, and induction into the requirements of the new learning environment and the objectives of specific learning activities. 3) The aim of higher education is to equip students with the skills they need to succeed in the world of work and to make an impact on the world in general by avoiding traditional lectures and textbooks for project-based learning activities where students work in teams to solve problems without solutions clear. 4) Today's demands for higher education managers are greater than before. Effectiveness as a college leader requires managers to master four important prerequisites. They must know their environment, know their university, know their department and know themselves as individuals. 5) understanding the company creating wealth through labor investment can be complicated and a line of sight to assess company-level results is not always direct. However, developing such an understanding is key for practitioners and academics.
MEMUTUSKAN MENGATUR WAKTU BELAJAR: SUATU UPAYA PERBAIKAN LINGKUNGAN BELAJAR DENGAN PEMBELAJARAN DISTRIBUTED PRACTICE Mufidah, Yenny Imroatul
Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam Vol 8 No 2 (2018)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (889.145 KB) | DOI: 10.32616/tdb.v8.2.186.117-124

Abstract

At the time of teaching, the teacher has several methods used to support the learning program that has been made. One method used to train techniques is the method of distribution practice. The method of distribution practice is the principle of regulating the turnover of material in learning that is carried out through alternating arrangements of rest periods. Building knowledge has focused on distributed practices to make learning and remembering something new, easier for the brain. This paper aims to describe the steps for deciding to study time to improve the learning environment by learning distributed practice. From the discussion concluded: 1) Subjectively and comparatively there are types of distributed practice learning, namely distributed practice itself and mass practice. to show the two extremes of the break-to-work continuum, involving longer periods of rest and shorter periods of active practice (that is, work), and mass practices that involve less time in rest and longer in active practice (working) . Objectively to define both distribution schedules, especially when distributive effects on skills are continuously different from one training session. In this situation, the practice distributed can be defined as a training session in which the amount of rest time equals or greater than the amount of time in work, while a shared practice is then defined as a practice schedule where there is a greater amount of time in work than rest. 2) in general, most students learn a lot before and during the exam and ultimately are unable to remember most of the texts learned during the exam. 3) The act of learning in school is aimless, while activities that give rise to learning in the real world are goals. When the learning environment has an appropriate design, student attitudes and motivation increase. In addition to the academic success of students, he found that learning makes students happy during the learning process by giving them a rich learning experience, on the other hand psychological transformation is based on prerequisite skills, knowledge, and motives. When these prerequisites have not been developed in students, generic contradictions arise. The act of learning [not an activity] is a prerequisite for obtaining certain material, but they cannot be formed (obtained, learned) without being involved in the appropriate material. It is impossible to learn the appropriate learning actions first and then study the material. The actions, content, structure, and course are determined by the object; there is no formal action without content or aimlessly to be transferred to different materials. 4) Today The way to deliver academic information can only be understood by students when they join several new features of the academic learning environment that characterize the digital age. Without knowing how to take advantage of these new features, scholars and graduates will experience successful difficulties in the global economy characterized by three main features: competition and cost, globalization, and information intimacy.
MENINGKATKAN PEMAHAMAN ANAK DALAM MENGURUS JENAZAH DENGAN METODE DEMONSTRASI DI KELAS X-AGAMA MAN KOTA MOJOKERTO SEMESTER GANJIL TAHUN PELAJARAN 2018/2019 Inayati, Dwi Imanora
Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam Vol 8 No 2 (2018)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1399.682 KB)

Abstract

The learning process is basically a process of communication between teacher and student and can be said to be successful if students achieve the expected competence, because it is a reflection of students' ability to master a material that is inseparable from the teacher's ability to choose and use appropriate and effective strategies. The application of the demonstration method will be able to provide a more meaningful learning experience for students. Students are able to learn directly and discover their own learning experiences by doing hands-on practice. The application of this method is also very useful because it has advantages including to overcome the limitations of language in exposure to the material, provide more skills for students through learning experiences, and focus student attention on the learning process. This study aims: 1) Describe the activities of teachers in learning to improve children's understanding in managing bodies with demonstration methods in class X-RELIGION MAN Mojokerto City. 2) Describe the activities of students in learning activities to improve children's understanding in taking care of the body with a demonstration method in class X-RELIGION MAN Mojokerto City. 3) Describe learning with demonstration methods in improving children's understanding in managing bodies in Class X-RELIGION MAN Mojokerto City. This research is a classroom action research conducted in collaboration. The design of the problem situation, and the ways for collaboration with children, are the main focus of the meeting that takes place between the teacher and researcher. This research was conducted at MAN Mojokerto with the address Jl. Cinde Baru VIII Kec. Warrior Kulon Mojokerto 61326 (0321) 390742 Kota Mojokerto. The subjects of this study were 39 students of Class X-AGAMA. The study was conducted in odd semester 2018/2019 academic year, for 3 months (July, August, September 2018). The cyclical action research procedures 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 Non-Standardized Tests. Testing Instrument items with validity test, reliability test, Calibration test (Difficulty Level) and Distinguishing Power test. the entire data analysis process is interactive using the Miles and Huberman model with the final mix method analysis. The results of the study concluded: 1) Teacher activity has increased in Pre-Action to get results 62.86 percent and increased in Cycle I by 75 percent and increased in Cycle II by 87.86 percent; 2) Student activity has increased in Pre-Action to get 42.86 percent results and increased in Cycle I by 65 percent and increased in Cycle II by 86.43 percent; 3) The average value of the test (Classical Absorption) has increased in Pre-Action to get 68.97 percent results and increased in Cycle I by 77.43 percent and increased in Cycle II by 85.89 percent. Classical Learning Completion has increased in Pre-Action obtained a result of 61.54 percent and increased in Cycle I by 69.23 percent and increased in Cycle II by 87.18 percent.

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