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EVALUASI SISTEM ADMINISTRASI PENGAJARAN, PENELITIAN DAN PENGABDIAN PADA MASYARAKAT MENYONGSONG ERA INDUSTRI 4.0 DI STIT RADEN WIJAYA MOJOKERTO Arief, Mochamad Budi
Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam Vol 8 No 2 (2018)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

The role of information technology in teaching, research and administration is that we are aware of the strategic tool for institutions. Data works using digital technology and digital systems is an integral part of teaching administration, research and community service in higher education. Educational institutions are often driven by political and contextual considerations, not evidence of pedagogical impacts. By utilizing the professional experience of college innovators and many international case studies, practical all aspects of university advice and guidance on university management is an interesting, comprehensive and easily accessible practical guide, from culture to university and the role it plays, to providing leadership effective and manage change. At STIT Raden Wijaya Mojokerto. This is a system of teaching, research and community service to meet the industrial era. 1) The availability of abundant information, advanced technology, and rapidly changing societies, greater convenience in the daily life of the capital must reform the education system as the core of international competition, education is developed students to develop student learning and undergraduate education, improving learning environments, and increasing teacher training, transforming learning environments into purposeful, generative learning, attentive learning, and results-based learning. 2) Given the diverse learning needs and involvement of diverse student populations, the institution needs to develop skills with a flexible approach to teaching important to improve student success. Professional development provides exposure to effective evidence-based teaching strategies in online contexts, can improve their teaching practices. 3) Supporting refills and patches reform strategies to improve digital status. While the development of digital technology provides cheap resources for educational practices, this can be done by raising reformist leadership, initiators and strategic planners, supported leadership. building collaborative supported pedagogical systems and learning support organizations and helping teachers develop four new roles: learners, facilitators for student-centered learning, collaborators and researchers.

BAHASA ARAB AL-QUR'AN KE DALAM BAHASA INDONESIA: KAJIAN HERMENEUTIKA DAN SERAPAN BENTUK DIGLOSIA, INTERFERENSI, INTEGRASI HINGGA LINGUA FRANCA DALAM PENDIDIKAN ISLAM Tamam, Mohammad Badru
Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam Vol 8 No 2 (2018)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Arabic plays a major role in the work of the repertoire of Indonesian vocabulary, both in the fields of religion, literature, philosophy, law, politics, and education. Islamic education is oriented towards efforts to embody the Divine values ??in each student's personality; Islamic education is a human effort to internalize the attributes of Allah that are in him; The power and absoluteness of God in all its dimensions must be seen in all components of Islamic education, both in purpose, material, and other educational components. This paper aims to describe the Study of Islamic Education Hermeneutics and Absorption of Diglosia, Interference, Integration to the lingua franca of the Arabic Al-Qur'an into Indonesian. From the discussion concluded: 1) Although in many places the Al-Qur'an states the clarity of its verses, in the Al-Qur'an hermeneutical level invites scholars and writers to explain and understand the content with the birth of tons of books and references on their interpretations; 2) the fact that the Qur'anic language supplies the lingua franca, but various linguistic groups treat the same. There is no "Arab civilization"; rather, there is "Islamic civilization" with a unique set of customs, values ??and habits. 3) Phonological interventions when reading the Al-Qur'an that are wrong will result in the authenticity of the Qur'an as the holy book of Muslims will be disturbed and even tarnished; 4) Kitab kuning, the pesantren's knowledge base becomes a conceptual basis holistically and integrally eliminates dichotomy between religious and scientific knowledge (general), transformed with the outside world even though on the one hand it maintains strong traditions in the pesantren itself, factually exists according to the demands of the times.

MENINGKATKAN TANGGUNG JAWAB SISWA DALAM MELAKUKAN SESUATU BERDASARKAN PENJELASAN SECARA LISAN TEMA LINGKUNGAN DENGAN METODE DEMONSTRASI DI KELAS III SDN KEPUH KLAGEN WRINGINANOM GRESIK Suwanti
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 (1330.918 KB)

Thematic learning as a learning model includes one type or type rather than an integrated learning model. The problem of students' responsibility in doing something based on verbal explanations of environmental themes with demonstration methods in researched schools that solving problems is urgently needed. This study aims: 1) Describe the activities of the teacher in increasing the responsibility of students in doing something based on an explanation orally the theme of the environment with a demonstration method in Class III SDN Klagen Wringinanom Gresik. 2) Describing the activities of students in learning activities increases the responsibility of students in doing something based on an explanation orally the theme of the environment with the demonstration method in Class III of SDN Klagen Wringinanom Gresik. 3) Describe learning with demonstration methods in increasing students' responsibility in doing something based on verbal explanations of environmental themes in Class III of Kepuh Klagen SDN Klagen 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 Class III students of 25 children. The study was conducted in odd semester 2018/2019 academic year, for 3 months (August, September and October 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) Teacher's activity experienced an increase in Pre-Action obtaining 65 percent and increasing in Cycle I by 78.57 percent and increasing in Cycle II by 88.57 percent; 2) Student activity has increased in Pre-Action to get 47.86 percent and increase in Cycle I by 66.43 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 a result of 75.2 percent and increase in Cycle I by 78.6 percent and increase in Cycle II by 85.4 percent. Classical Learning Completion has increased in Pre-action gets 64 percent and increases in Cycle I by 80 percent and increases in Cycle II by 84 percent.

MENINGKATKAN KEMAMPUAN SISWA MEMAHAMI DAN MENCIPTA CERITA MATA PELAJARAN BAHASA INDONESIA DENGAN MODEL PROJECT-BASED LEARNING DI KELAS VII-E SMP NEGERI 1 DRIYOREJO KABUPATEN GRESIK SEMESTER GANJIL TAHUN PELAJARAN 2018/2019 Sri, Sulianing
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 (1711.266 KB)

Project-based learning is one of active learning by involving students independently with the criteria that in the learning will also increase students' thinking power towards metacognitive things such as thinking critically about projects that will be done through problems found by students. This project-based learning is authentic, so indirectly this learning will involve the learner in constructive investigation. The hope is that through learning that is autonomous, responsibility for students can be better and can bring creative ideas from students because in the execution of the project they will certainly be different in the process than the traditional project or conventional learning this makes the project a meaningful and challenging task . This study aims: 1) Describe teacher activities in improving students' ability to understand and create Indonesian language subject stories with a project-based learning model in Class VII-E Driyorejo State Junior High School 1 Gresik Regency odd semester 2018/2019 Academic Year. 2) Describe the activities of students in learning activities Improve the ability of students to understand and create Indonesian language subject stories with a project-based learning model in Class VII-E Driyorejo 1 Junior High School 1 Gresik Regency odd semester 2018/2019 Academic Year. 3) Describe learning with a project-based learning model in improving students' ability to understand and create stories of Indonesian subjects in Class VII-E Driyorejo 1 Middle School in Gresik Regency. 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 Driyorejo State Junior High School 1 Gresik Regency with the address Jl. Raya Tenaru, Dusun Wates, Cangkir, Kec. Driyorejo, Kabupaten Gresik. The subjects of this study were Class VII-E students as many as 32 children. The study was conducted in the odd semester of the 2018/2019 academic year, for 3 months (August, September and October 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 obtaining 62.86 percent and increasing in Cycle I by 75 percent and increasing in Cycle II by 87.86 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 a result of 69.68 percent and increase in Cycle I of 73.12 percent and increase in Cycle II of 85.31 percent. Classical Learning Completion has increased in Pre-action obtained 62.5 percent and increased in Cycle I by 84.38 percent and increased in Cycle II by 90.63 percent.

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

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

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

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)

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.

Menjadi Guru Abadi: Membuat Koneksi yang Benar, Menegakkan Standar Etika dan Serapan Materi Pelajaran Tinggi Cahyo, Hariris Nur
Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam Vol. 9 No. 1 (2019)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32616/tdb.v9.1.241.1-8

Changes in society do not occur without structural and cultural changes that are influenced by internal and external factors of the community itself. Indonesians generally believe that school is a strong institution in transforming culture into future generations, despite the fact that cultural transformation occurs more often than interaction or social contact between students and the community outside of school. Teaching in class is an eternal aspect of teaching that requires time and patience, the teacher cares about the social foundation of education with the desire for participatory democracy, shifts the emphasis from following leaders to being leaders of social ethics, understanding each other, listening, and learning from each other. teachers are strong precisely because they teach us who we are, and show us who we can be. Anxiety that develops around intergenerational touch settings has emerged and increased in recent years. Teachers are sometimes reluctant to connect with students in fashion and the prospect of teaching and learning from behind the classroom in any way. Some teachers are still not able to build a true relationship with students, in fact, have not succeeded in achieving the target, producing a clear and convincing and fatal narrative is the teacher's deep self-confidence because his teacher failed to unravel his hopes that students obey the directions in the hope ability As a result, ethical standards cannot be enforced and absorption of subject matter becomes low. This paper aims to describe being an eternal teacher: making the right connections, upholding ethical standards and uptake of high learning material. The results of the discussion can be concluded: 1) Teachers need a more comprehensive approach. Many schools are starting to try various programs, hoping to better serve these students. The basis of many programs is the call for stable, positive learning and student relations. 2) Teacher support outside the class arena in depth looks at the meaning of teaching outside the classroom to activate a particular curriculum and context in the school as a whole, with a special focus on communication, collaboration and collaboration in the wider school community. 3) Good teachers already know not to use sarcasm, not to mention children, in front of their friends. We don't need to visit effective teacher classrooms to learn this. But we can always reap good ideas from successful educators. 4) working with students is never as simple as yes or no, bad or good, right or wrong. Teaching is more like an open essay exam. This will not help many of the most unprepared test takers; On the other hand, even though we might disagree with everything in the best essay, we can still learn from it. At the very least, we might see some new ideas that we can build

Mendefinisikan Ulang dan Memperluas Domain Pengajaran dalam Program Persiapan Praktik Pembelajaran Calon Guru PAI di STIT Raden Wijaya Mojokerto Padi, Achmad
Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam Vol. 9 No. 1 (2019)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32616/tdb.v9.1.242.9-16

The paradoxical fact that education has become one of the main obstacles to intelligence and freedom of thought is lack of creativity in the education system. Creative pedagogy consists of three components: creative teaching, teaching for creativity and creative learning. Rapid developing domains that require teachers to keep abreast of developments, although both theory and realization of learning can be interpreted as creative actions, it is important to provide the same teacher constructive opportunities that we value for students, by avoiding the division of labor into 'theoretical' and those practical '(indeed, these are two activities that are not completely separate), and encourage agile adoption. In the Industry 4.0 era, humans and machines will work collaboratively using cognitive technology in the industrial environment. This scenario shows 21st century skills or lifelong learning competencies, including knowledge construction; adaptability; the ability to find, organize, and retrieve information; management; critical thinking; and teamwork. This is a PAI Teacher Candidate Learning practice program preparation at STIT Raden Wijaya Mojokerto? The results of discussion can be summarized as follows: 1) Developing a clear, practical approach to improving teacher skills and capacity for creativity in programs that present certain challenges. Integration of program architecture must be holistic in developing the creativity of prospective teachers; 2) Pedagogical practices that support and models creative thinking in a collaborative and supportive environment accelerating students' creative processes. The belief that creativity is the process of education is needed is very important for curriculum reform. The products of the creative process and processes are limited, because the prospective teachers cannot distinguish creative actions in the class and do not know the teachings of strategies.

Home Page

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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

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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

Abstract

Abstract

Abstract

Abstract

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