Paedagogia: Jurnal Pendidikan
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<![CDATA[KEEFEKTIFAN PENGGUNAAN MEDIA FILM DALAM PEMBELAJARAN MENULIS TEKS CERPEN SISWA KELAS VII SMP NEGERI 34 MAKASSAR ]]>
<![CDATA[Andi Nur Faizah]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 8 No 2 (2019): Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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<![CDATA[The study aims at describing the effectiveness of the use of film media in learning to write short story of class VII students at SMPN 34 Makassar. The study is an experimental true design with posttest-only control design. The study was conducted at SMPN 34 Makassar. The populations of the study were 292 students of class VII. The samples were taken by employing simple random sampling and obtained class VII1 as the experiment class and class VII3 as the control class. Data collections were then analyzed using descriptive statistic analysis an inferential statistics analysis. The results of the study indicated that students’ ability at the experiment class that wrote short story by employing film media showed extremely sufficient result. Students who were able to abtain above the set KKM was 83,3% or 25 students, and students who obtained below the set KKM was 16,7% or 5 students. On the other hand, students’ ability at the control class that wrote short story by employing conventional media (pictures) showed sufficient result. Students who were able to abtain above the set KKM was 54,8% or 17 students, and students who obtained below the set KKM was 45,2% or 14 students. So, the results indicated that the use of film media is effective to be used in learning to write short story proved by the hypothesis test which used inferential statistic of independent sample test obtained the t score by 4,405 with the independent degree 59 at the level of significant p= 0,000 because α = 0,05 > p = 0,000 so H0 hypothesis was rejected and H1 hypothesis was accepted. Suggestions based on the study are teachers should use variation, one of the examples is by using film media in learning to write short story. Students should be active to learn how to write and should have more practices in writing short story. Students should be active to learn how to write and should have more practices in writing short story. The researches should use this research as a reference to conduct further study with different learning strategy to obtain alternative of learning strategies.]]>
<![CDATA[IMPLEMENTASI MANAJEMEN PENDIDIKAN BERBASIS KARAKTER DI SEKOLAH ]]>
<![CDATA[Colle Said]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 8 No 2 (2019): Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol8.Iss2.50
<![CDATA[Character-based education management aims to integrate everything, both personal, spiritual, attitudes and behaviors as well as material related to the achievement of educational goals. In the process, education of all the efforts of the people involved in the process of achieving these educational goals is then effectively integrated, organized and coordinated, and all materials needed, and existing ones are used efficiently. Character-based education management in schools can be as a basic knowledge that has its own characteristics that are different from other administrative sciences that lie in its operational principles, and not in general principles. Every activity in the education administration process is directed to achieve educational goals. In the management of character-based education, it is also necessary to have good coordination and supervision or supervision from the leadership. Keywords:]]>
<![CDATA[KONSEP SETTING DAN STRATEGI PENGELOLAAN RUANG BERMAIN DALAM PENGEMBANGAN KREATIVITAS ANAK USIA DINI ]]>
<![CDATA[Ufiyah Ramlah Yasir Arafat]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 9 No 1 (2020): Jurnal Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol9.Iss1.51
<![CDATA[Penelitian ini untuk mengetahui: 1) konsep setting ruang bermain yang dapat menunjang kreativitas anak; 2) penataan ruang bermain yang dapat menunjang kreativitas anak yang sesuai dengan perkembangannya; 3) pengelolaan elemen fsik ruang bermain dalam mengembangkan kreativitas anak; 4) pola seting ruang bermain (indoor) yang dilakukan di dua tempat penitipan anak (TPA) besar di Yogyakarta. Jenis penelitian ini adalah penelitian lapangan (field research) bersifat deskriptif kualitatif non statistik dengan menggunakan studi kasus (case study). Data diperoleh melalui observasi, dokumentasi, dan wawancara kemudian dianalisis dengan analisis tringulasi Moleong, yakni tringulasi sumber, tringulasi dengan metode, dan tringulasi dengan teori. Penelitian ini dilakukan di dua tempat peneitipan anak (TPA) besar yang ada di Yogyakarta yaitu Taman Pengasuhan Anak (TPA) Beringharjo dan Lembaga Pendidikan Islam Terpadu Untuk Anak Usia Dini Tiara Candra. Hasil penelitian ini menemukan bahwa: 1) konsep setting ruang bermain yang pada setiap lembaga yaitu menggunakan konsep home schooling dengan beyound centre and circle times (BCCT). 2) penataan ruang bermain dengan menggunakan sistem pembelajaran berdasarkan BCCT dan sudut ruang bermain yang disesuaikan dengan peralatan dan sesuai dengan masa perkembangannya. 3) pengelolaan elemen fisik ruang bermain seperti pemilihan warna dan furniture disesuaikan dengan kebutuhan anak serta tidak mengandung bahan yang berbahaya. 4) pola setting ruang bermain ditata sesuai dengan konsep ruang bermain seperti yang telah diprogramkan. Kata kunci: Ruang Bermain, Anak Usia Dini, Kreativitas]]>
<![CDATA[PEMBINAAN SEX EDUCATION DALAM MENGHADAPI PENYIMPANGAN SEKSUAL KAUM NABI LUTH ZAMAN NOW ]]>
<![CDATA[Rahma Fitria Purwaningsih]]>;
<![CDATA[Mhd. Rasidin]]>;
<![CDATA[Doli Witro]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 9 No 1 (2020): Jurnal Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol9.Iss1.55
<![CDATA[Indonesia mengalami degradasi karakter yang ditandai dengan maraknya penyimpangan moral, baik sosial maupun agama. Penyimpangan tersebut jauh dari nilai-nilai keislaman namun ramai digandrungi generasi muda seperti budaya pacaran, seks bebas hingga homoseksual. Kasus aborsi di Indonesia terjadi sekitar 2,5 juta jiwa setiap tahunnya yang 30% diantaranya adalah remaja. Selain itu hasil survei lembaga independen menyebutkan 3% atau sederhananya 3 dari 100 penduduk Indonesia adalah pelaku homoseksual. Fenomena tersebut tidak lain disebabkan karena adanya dorongan perkembangan media dalam memfasilitasi free sex dengan tawaran akses yang semakin lengkap dan jauh meninggalkan nilai agama dan moral. Oleh sebab itu, pendidikan seks diharapkan menjadi jalan tengah yang perlu digalakkan dengan keyakinan bahwa pendidikan ini mampu membentengi dan mengarahkan mereka kepada pemahaman seks yang baik dalam pandangan agama maupun negara. Maka tujuan dari penelitian ini adalah untuk mengetahui bagaimana materi dalam melakukan pembinaan pendidikan seks menurut pandangan Islam. Desain penelitian menggunakan analisis konten dengan pendekatan kualitatif. Hasil studi ini menunjukkan bahwa sex education masih tabu dan kental akan pro dan kontra, namun substansi perdebatan tersebut hanya berputar pada materi dalam pendidikan seks. Oleh kebab itu, pembinaan sex education hendaknya melibatkan orang tua dan pendidik yang disertai dengan pengawasan berdasarkan Al-Quran dan As-Sunnah, yakni memberikan pemahaman terkait fitrah manusia, sopan dan memahami waktu yang tidak diperkenankan berkunjung, menahan diri dan menjaga pandangan, dan menjauhi zina.]]>
<![CDATA[IMPLEMENTASI STRATEGI HAFALAN AL-QUR'AN TERHADAP HASIL BELAJAR SISWA DI MADRASAH ALIYAH AL-HUDA KOTA GORONTALO ]]>
<![CDATA[ILHAM AMPO]]>;
<![CDATA[Muh. Arif]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 9 No 1 (2020): Jurnal Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol9.Iss1.57
<![CDATA[Abstrak Artikel ini bertujuan untuk mengungkapkan Implementasi Hafalan Al-Qur’an terhadap Hasil Belajar Siswa di Madrasah Aliyah Al-Huda Kota Gorontalo bahwasanya mengikuti program tahfiz peserta didik senantiasa terlatih untuk mempermantap bacaan Al-Qur’an mengetahui penerapan ilmu tajwid yang baik dan benar. Strategi implementasi hafalan Al-Qur’an bagi peserta didik ialah untuk menuntun siswa agar mudah dalam mengahafal Al-Qur’an, peserta didik yang ikut serta dalam program tahfiz rata-rata memiliki kemampuan yang baik dalam membaca Al-Qur’an yang baik dan benar berdasarkan kaidah tajwid, serta memiliki hafalan ayat-ayat Al-Qur’an yang nantinya menjadi bekal dasar untuk memperdalam ilmu pengetahuan agama. Implikasi penelitian ini adalah guru tahfiz di Madrasah Aliyah Al-Huda Kota Gorontalo terus meningkatkan sumber daya dalam strategi hafalan Al-Qur’an untuk menunjang proses kegiatan pembelajaran khususnya mata pelajaran yang membidangi Al-Qur’an seperti Al-Qur’an Hadist, Ilmu Al-Qur’an Tajwid dan Tahfiz. Kepada semua komponen yang ada di Madrasah Aliyah Al-Huda Kota Gorontalo yakni pihak yayasan, komite, orang tua dan kepala sekolah, diharapkan dapat bekerjasama untuk kelancaran program pendidikan terutama pada program tahfiz Al-Qur’an. Kata Kunci: Strategi, Hafalan Al-Qur’an, dan Hasil Belajar.]]>
<![CDATA[NILAI-NILAI PENDIDIKAN ISLAM DALAM TRADISI MERTI DESO DI DESA SUKU MENANTI REJANG LEBONG, BENGKULU ]]>
<![CDATA[Dedik Prianto]]>;
<![CDATA[Lukman Asha]]>;
<![CDATA[Guntur Putra Jaya]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 9 No 1 (2020): Jurnal Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol9.Iss1.58
<![CDATA[This study aimed at finding out Islamic education values embedded in the tradition of Merti Deso in Suku Menanti Village, Sindang Jati District, Rejang Lebong Regency, Bengkulu. This study used a descriptive qualitative approach. The data collection techniques used in this study encompassed observation and interviews conducted periodically. After the data were collected, the data were further analyzed by means of Miles, Haberman, and Saldana’s version of stages, namely data selection, data presentation, and drawing conclusion. This study concluded that the Islamic education values embedded in the tradition of Merti Deso were religious and spiritual values, muamalah/social values, and economic values.]]>
<![CDATA[IMPLEMENTASI METODE ROTE LEARNING DALAM PEMBELAJARAN ILMU TAJWID ]]>
<![CDATA[Ramhadi Ramhadi]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 9 No 1 (2020): Jurnal Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol9.Iss1.59
<![CDATA[The present study aimed at finding out the portrayal of rote learning method implementation which was applied by the coaches of TPQ al-Barokah in Kampung Melayu Village, Rejang Lebong, Bengkulu. This study used a qualitative approach. The data were gathered by means of observation and interview techniques. After the data were collected, the data were analyzed using phases referring to Miles, Huberman, and Saldana comprising data condensation, data display, and drawing conclusion. The findings of this study concluded that the rote learning method for Tajwid learning was considered very effective to be applied, and its merit was evident in students’ competence in the recitation of Qur’an at TPQ al-Barokah. Their competence was seen when they were re-examined by their Qur’anic coaches, and they could provide examples of Tajwid’s application in the Qur-an properly and correctly.]]>
<![CDATA[ANALISIS IMPLEMENTASI KURIKULUM 2013 DI SMA NEGERI 3 REJANG LEBONG, BENGKULU ]]>
<![CDATA[Gita Yolanda]]>;
<![CDATA[Saidil Mustar]]>;
<![CDATA[Deri Wanto]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 9 No 1 (2020): Jurnal Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol9.Iss1.60
<![CDATA[This study aimed at analyzing qualitatively the implementation of K13 curriculum which has long been applied in the state senior high school number 3 of Rejang Lebong. The data were garnered using observations and interviews for the sake of eliciting information to answer the proposed problem. The other technique considered important was documentation to see the curriculum-based depictions and loads in the existing documents. After the data were gathered, the selection of data was undertaken in order to be displayed in findings; the data were analyzed and discussed; and they were concluded as the ultimate answer to the formulated problem. The present study drew a conclusion that the implementation of k13 curriculum ran well although some obstacles were faced such as learning facilities. The entire school’s community seemed to be committed to carry out the mandate of this national educational system’s law such as training for teachers’ competence, doing the duties of making lesson plans in the form of RPP and syllabi, providing a monthly report concerning the implementation of learning by teachers, and carrying out evaluations alongside giving guidance for teachers’ performances.]]>
<![CDATA[LITERACY EDUCATION URGENCY FOR CENTENNIAL GENERATION IN INDUSTRIAL REVOLUTION 4.0 ]]>
<![CDATA[Muhamad Yusuf]]>;
<![CDATA[Mira Zuzana]]>;
<![CDATA[Doli Witro]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 9 No 2 (2020): Jurnal Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol9.Iss2.61
<![CDATA[When talking about children’s abilities, they indeed cannot be separated from their educational or training background. Moreover, he has entered the working age that must have productivity in his work, especially at this time, where the era has entered the industrial revolution 4.0. The industrial revolution 4.0 is marked by the development of digitalization in various lines of life. On the one hand, the industrial revolution 4.0 had many positive impacts. However, on the other hand, as the McKinsey Global Institute states that as a result of the 4.0 industrial revolution in the next five years, there will be 52.6 million jobs that will decline and even disappear. This certainly will be a challenge for the centennial generation (children born from 1996-2011) at this time, which they have to survive with the existing conditions and situations. This paper will discuss several factors that describe and address issues such as what is meant by the centennial generation, literacy, and the urgency of literacy education for the centennial generation in the digital age. According to authors, thi is essential to discuss, given the increasingly rapid development and technological progress resulting in the loss of much work.]]>
<![CDATA[ISOMERISM: IS THERE MISCONCEPTION? ]]>
<![CDATA[Syahrial Syahrial]]>;
<![CDATA[Sri Winarni]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 9 No 1 (2020): Jurnal Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol9.Iss1.62
<![CDATA[Nine articles have been analyzed containing research results on misconceptions about isomerism. Analysis was conducted to examine the potential to causes emergence of the misconception. The analysis result are expected to be useful for teachers in learning for the same concepts. At least the teacher can avoid misconceptions that have happened before and innovate to find the right learning strategy. Isomerism can be categorized as a defined concept so that students are expected to be able to use rules for the purpose of classifying objects or events. The analysis showed 31 misconceptions experienced by grade 11 students to prospective chemistry teachers on isomerism concept. Thirty-one misconceptions are classified into three groups based on students' abilities needed to understand the concept of isomerism. The three groups are: (1) understanding the definition and application of rules; (2) spatial understanding; and (3) microscopic understanding. At this time only eleven misunderstandings were discussed, namely misunderstandings whose causes belong to the group (1). As an indicator caused misconception is inability of the sample to classify objects/events based on the attributes or characters indicated by the object/event. To teach a defined concept, it is recommended to use a strategy that contains detailed explanatory definitions and rules, examples and non-examples, and the elaboration process. In order to increase student reasoning, it is recommended to use a isomerism concept logic scheme]]>
