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At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Published by Universitas Islam Lamongan
ISSN : 25796259     EISSN : 2621895X     DOI : https://doi.org/10.30736/atl.v4i1.120
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
The focus and scope of At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah is: Curriculum Development in Elementary Education (MI/SD), Learning Mathematics, Science, Social Studies, Civics, English, Indonesian, Islamic Education, Art and Local content in Elementary Education (MI/SD), Media and Instructional Technologies in Elementary Education (MI/SD), Learning Strategies in Elementary Education (MI/SD), Teacher Competence in Elementary Education (MI/SD), Assessment in Elementary Education (MI/SD), Neuro Psycholinguistics for Children in Elementary Education (MI/SD).
Arjuna Subject : Umum - Umum
Articles 127 Documents
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PENERAPAN PERANGKAT PEMBELAJARAN IPA DENGAN PENDEKATAN SCIENTIFIC PADA POKOK BAHASAN PENCEMARAN LINGKUNGAN UNTUK MELATIHKAN THINKING SKILLS SISWA MI DI LAMONGAN Ummu Khairiyah; Mudzaki Risma; Muhammad Sigit Prasetyo
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 3, No 1 (2019): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (640.738 KB) | DOI: 10.30736/atl.v3i1.200

Abstract

This study aims to determine students' thinking skills (critical thinking skills) after using learning tools with a scientific approach. This study was carried out on 12 students SDN Tenggerejo 2 Kedungpring Lamongan. technique of collecting data by providing pretest and posttest questions. This study usesthe design of the one group pretest posttest. The results show that there is an increase in students' critical thinking skills after learning with a scientific approach
PENGEMBANGAN KURIKULUM BERBASIS PENDIDIKAN KARAKTER Anggreni Anggreni
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 4, No 1 (2020): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (694.951 KB) | DOI: 10.30736/atl.v4i1.118

Abstract

Character education is a system of instilling character values in students which includes components of awareness, understanding, concern and high commitment to implement these values. The world of education recognizes a curriculum that is able to produce educational output in accordance with educational goals. The curriculum continues to experience development from various sides, including the development of a character education-based curriculum.So the authors feel the need to make writing that includes how to develop the values of cultural education, strategies and procedures for developing a curriculum based on character MI, assessing success and how to redevelop a curriculum based on character education.On this basis, our education must be managed properly and correctly in order to produce graduates of higher quality and ready to face the future "world" which is full of problems and challenges and can produce graduates who have noble character, namely: having intelligence as well as intelligence, having high creativity as well as polite and courteous in communicating. In other words, education must be able to carry out the character building mission (character building) so that students and their graduates can participate in filling development properly and successfully without leaving the values of noble character. Keywords: Develop, curriculum, character education
Analisis Sikap Tanggung Jawab Siswa dalam Proses Pembelajaran Daring Melalui Aplikasi Whatsapp Rohmatus Syafi'ah; Wahyu Sari
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 4, No 2 (2020): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v4i2.234

Abstract

Abstract: On the covid-19 pandemic, all of the education systems are conducted online. In online learning, the 4th-grade students of SDN Tegalrejo Tulungagung use Whatsapp. Online learning using Whatsapp refers to the 2013 curriculum, which is several sub-theme into a theme. The 2013 curriculum has some attitudes which are needed to learn. One of them is a responsible attitude. This study's responsibility attitude consists of two indicators: 1) fulfill its obligations, and 2) self-discipline. This research was conducted in grade 4 SD Negeri Tegalrejo Tulungagung. The research design in this study was qualitative research with a descriptive system. The data collecting method of this study were questionnaire, interview, and documentation. Data analysis in this study used transcripts of the results of questionnaires and interviews, data reduction, data interpretation, and triangulation. This study's work from students' questionnaire shown students' responsibility attitude in online learning using WhatsApp on Theme 9 Sub-theme 3 Lesson 3 get a percentage of 91%; it is classified as "very good."
Teori Gestalt (Meningkatkan Pembelajaran Melalui Proses Pemahaman) Sabilla Irwina Safitri; Dwi Saraswati; Esa Nur Wahyuni
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 5, No 1 (2021): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v5i1.450

Abstract

Abstrak: Teori Gestalt memandang bahwa pembelajaran tidak hanya tentang rangsangan dan respon tetapi lebih pada pemahaman tentang suatu masalah yang mampu menarik kesimpulan baru yang berwawasan. Pencetus teori Gestalt termasuk Max Wetheimer, Wolfgang Kohler dan Kurt Kofka. Dalam teori Gestalt terdapat beberapa hukum yaitu hukum kedekatan, hukum ketertutupan dan hukum kesamaan. Diantara prinsip pembelajaran Gestalt adalah pembelajaran melalui wawasan (pemahaman), pembelajaran merupakan reorganisasi dari pengalaman, pembelajaran akan lebih berhasil bila sesuai dengan minat siswa. Sedangkan prinsip persepsi Gestalt termasuk prinsip kontinuitas dan hubungan figur-ground. Kekuatan teori Gestalt adalah anak mampu membangun suatu masalah menjadi pengetahuan atau pemahaman baru, namun teori Gestalt ini juga memiliki kelemahan, yakni teori Gestalt tidak bisa diterapkan pada maeri-materi tertentu.Kata Kunci: Teori Pembelajaran, Gestalt, Pemahaman. Abstract: Gestalt theory views that learning is not only about stimuli and responses but rather about understanding a problem faced which is able to draw new insightful conclusions. Gestalt characters include Max Wetheimer, Wolfgang Kohler and Kurt Kofka. In Gestalt theory, there are several laws, namely the law of closeness, the law of closure and the law of equality. Among the principles of Gestalt learning is that learning through insight (understanding), learning is a reorganization of experiences, learning will be more successful when it comes to interests. Meanwhile, the principles of Gestalt perception include the principle of continuity and Figure-ground relationship. The strength of Gestalt theory is that children are able to reconstruct a problem into new knowledge or understanding, however in the Gestalt theory has also the weaknesses that the gestalt theory cannot be applied to certain materials.Keywords:Learning Theory, Gestalt, Comprehension
Upaya Mewujudkan Program Kampus Merdeka Pada Kurikulum PGMI STIT Al Ittihadiyah Labuhanbatu Utara Muhammad Shaleh Assingkily
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 4, No 2 (2020): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v4i2.263

Abstract

Abstract: The development of science and technology, the challenges of the quality of institutions, and skills in the 21st century are the main reasons for the need for an independent learning campus curriculum. This is an opportunity as well as a challenge for higher education institutions in producing quality human resources. This article aims to analyze efforts to realize an independent-campus learning curriculum in the PGMI STIT Al Ittihadiyah study program, North Labuhanbatu. The focus of this article's discussion is on the campus's efforts in realizing an independent campus curriculum. This study uses a qualitative approach to field research methods. Data collection was carried out by using online interview techniques using WhatsApp and document review. Through this research, it was found that the efforts made by the campus in realizing an independent campus (independent learning) were (1) Aligning the profile of graduates with the needs of society, (2) Determining approaches, strategies, and methods of learning by community demands, (3) Determining types and assessment techniques and (4) maps of curriculum alignment including Learning Outcomes (CPL), materials, methods, and assessment.
RESPON SISWA TERHADAP PENGGUNAAN MODUL TEMATIK DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS Yuliana, Elya
At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1, No 1 (2017): At-Thullab: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v1i1.42

Abstract

Nasution, S. (2007). Metode Research: Penelitian Ilmiah. Jakarta: Bumi Aksara.Trianto. (2011). Penelitian Tindakan Kelas Teori dan Praktek. Jakarta: Prestasi Pustaka Karya. Arikunto, Suharsimi.  (2002). Prosedur Penelitian. Jakarta: Rineka Cipta.Asril, Zainal. (2011).  Microteaching. Jakarta: Rajawali Pers.Depdiknas. (2003). Pendekatan Kontekstual (Contextual Teaching and Learning), Jakarta. Dirjen Pendidikan Dasar dan Menengah, Direktorat PLP.Dimyati, dkk. (2003).  Belajar dan Pembelajaran. Jakarta: Rineka Cipta.Hamalik, Oemar. (2002). Perencanaan Pengajaran Berdasarkan Pendekatan Sistem. Jakarta: Bumi Aksara.Ihsan, Fuad. (2008). Dasar-Dasar Kependidikan. Jakarta: Rineka Cipta.Jauhari, Heri. (2010).  Panduan Penulisan Skripsi Teori dan Aplikasi. Bandung: Pustaka Setia.Joseph, Abruscato. (1995).  Teching Children Sience: A Discovery Approach. United States Of America: A Simon And Schuster Company.Maimun, Menjadi Guru Yang Dirindukan. Yogyakarta: Kurnia Kalam Semesta, 2011.Nur, Muhammad. (2011).  Modul Keterampilan-Keterampilan Proses Sains.Surabaya: Universitas Negeri Surabaya.Nuryantini, Ade Yeti. (2004). Pandai Belajar Sains. Bandung: Regina.Purwanto, (2011) Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar.Subana, M., Sunarti. (2000).  Strategi Belajar Mengajar Bahasa Indonesia.Bandung: CV Pustaka Setia.Sugianto, Agus. (2009) Pembelajaran IPA MI Edisi Pertama. Jakarta: LAPIS.Sukmadinata, Nana Syaodih. (2010). Metode Penelitian Pendidikan. Bandung: PT Remaja Rosdakarya.Uzer , Moh. Usman. (2007). Menjadi Guru Profesional, Bandung: Remaja.
Implementasi Pembelajaran Daring di Masa Pandemi Covid-19 Bagus Cahyanto; Masyinta Maghfirah; Nur Hamidah
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 5, No 1 (2021): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v5i1.508

Abstract

Abstrak: Pandemi Covid-19 membawa dampak besar terhadap praktik pembelajaran yang beralih menggunakan metode online. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan, kendala, dan strategi sekolah dalam mengatasi kendala pembelajaran daring di kelas III SD Brawijaya Smart School. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik wawancara, observasi, dan dokumentasi untuk pengumpulan data. Hasil penelitian menunjukkan bahwa pembelajaran daring dilaksanakan dengan memanfaatkan platform dan aplikasi berbasis online yaitu Microsoft Teams. Guru melakukan virtual meeting di awal pembelajaran untuk menyampaikan materi, kemudian memanfaatkan Youtube dan Whatsapp untuk penguatan materi, penugasan, dan penilaian. Kendala-kendala yang muncul diantaranya (a) tidak semua siswa menggunakan handphone secara mandiri, (b) adanya orang tua yang belum mampu mendampingi belajar siswa dengan maksimal, (c) jaringan internet yang kurang stabil, dan (d) terbatasnya waktu yang digunakan dalam pembelajaran daring, sehingga guru kesulitan untuk memantau sikap siswa saat belajar dirumah. Langkah strategis yang sudah dilakukan sekolah yaitu (a) peningkatan kapasitas guru dalam penguasaan teknologi digital, (b) penggunaan media pembelajaran daring yang lebih variatif dan interaktif untuk mengurangi kebosanan belajar siswa, (c) mengupayakan peyampaian materi kepada siswa sehari sebelum pembelajaran, dan (d) melibatkan orang tua siswa secara intensif untuk komunikasi dan koordinasi dalam upaya membantu mengawasi dan mendampingi belajar siswa di rumah.  Abstract: The Covid-19 pandemic has impacted the learning practices to shifted using online methods. This study aims to describe the implementation, the obstacles, and the strategy of online learning to overcome learning constraints at the third grade of Brawijaya Smart School Elementary School. This research used a descriptive qualitative approach with an interview, observation, and documentation technic for collecting data. Online learning used online-based platforms and applications, namely Microsoft Teams. Teachers conduct virtual meetings to deliver material by using Youtube and Whatsapp application to strengthen student's understanding, to give assignments, and to do assessments. As a result, this study found some learning obstacles: (1) a few of students can use cellphones independently,(2) parents are not able to accompany student well, (3) unsupportive internet network, and (4) limited time in online learning so that teachers have difficulty monitoring student attitudes when studying at home. Strategic steps taken by the school include (a) increasing the capacity of teachers in mastering digital technology, (b) using online learning media that is more varied and interactive, (c) delivering material to students the day before, and (d) involving parents of students intensively in helping and accompanying student learning.
Strategi Pengelolaan Siswa ABK Jenis Tunagrahita di Kelas Inklusi Rahmah Nurfitriani; Muhammad Almi Hidayat
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 4, No 2 (2020): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v4i2.193

Abstract

The application of inclusive education in Indonesia is a way for the government to continue to provide educational services to the community openly and non-discriminatively, both for typical children and children with special needs, one of which is mentally disabled children. This study aims to understand about 1) Characteristics of Tunagrahita Students in the Junrejo 01 SDN inclusion class and 2) Tunagrahita Student Management Strategies in the Junrejo 01 SDN inclusion class in Batu. This research method is a qualitative approach, the type of case study located at SDN Junrejo 01 Kota Batu for ABK students with mental disabilities class II inclusion in the 2019 school year. This study indicates that the mentally disabled students have IQ characteristics below between 70 -80, have the same physical condition as an average child, have high imagination despite weak language skills, and have low self-confidence. From the motor aspect, the mentally retired student can perform psychomotor activities like other students. The mental retardation student management strategies are 1) Applying cooperative learning models, 2) Learning with the Peer Teaching method, 3) Giving the same task in study groups, 4) Assigning homework specifically for mentally disabled people, 5) Using educational games in learning, 6) Giving Rewards for Group and Personal Achievement 7) Environmental Therapy to Train the Solidarity of Retarded Students, 8) Teachers Establish Cooperative Relations with Parents of Tunagrahita students.
Peningkatan Aktivitas Bertanya Dan Hasil Belajar Siswa Melalui Penerapan Pendekatan Keterampilan Proses Pada Materi Pokok Pesawat Sederhana Kelas V Mi Yusuf Abdussatar Kediri Lombok Barat Yuliana, Elya
At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1, No 1 (2017): At-Thullab: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v1i1.71

Abstract

The purposes of this research are to increase the students asking activity and student learning outcomes in class V of MI Yusuf Abdussatar Kediri, totaling 23 people. Learning to apply the process skills approach, teaches students to discover and develop the facts by themselves. the concept of learning presenting, students' courage in ideas, opinions and questions, effort, activity and creativity in the learning process and the level of student attitudes that dominate in the learning process. This learning activity helps students to be more active in asking.This research is a classroom action research conducted in two cycles, consisting of the action planning stage, the stage of implementation of the action, observation, and the stage of evaluation and reflection. Students and teacher activity data derived from observations and interviews for the assessment process, while data on student learning outcomes obtained through tests given at the end of each cycle. Indicators of success of this study extend from the average value grade students can reach the KKM 65 and with a percentage of 85%. The results showed that the average value of students in cycle I and II increased from 72.70 into 82.43 with the difference in value of 9.73. While the percentage of students who earn a minimum value standard upward cycle I and II also increased from 73.91% to 86.95% by a margin of 13:04%. This means that action research is in compliance indicators to be achieved. The results showed that the application process can increase the skill of asking activity and science learning outcomes in science teaching class VKey word: Process skills, asking question activities, learning outcomes
Metode Brain Based Learning: Mengembangkan Kemampuan Berfkir Siswa Dalam Pembelajaran Akidah Akhlak safinatur Robikah
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 5, No 1 (2021): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v5i1.457

Abstract

Abstrak: Pembelajaran aqidah akhlak membutuhkan sebuah inovasi pembelajaran agar terbentuk iman yang sempurna berdasarkan pemahaman dan pengetahuan siswa. Artikel ini bertujuan mendeskripsikan metode brain based learning dalam pembelajaran aqidah akhlak. Metode penulisan artikel menggunakan pendekatan deskriptif dengan jenis penelitian kajian kepustakaan. Artikel ini menjelaskan bahwa terdapat bermacam-macam cara yang dapat dilaksanakan pada pembelajaran aqidah akhlak yang mengaplikasikan metode brain based learning yakni: 1) pembelajaran aqidah akhlak dapat dilaksanakan menggunakan metode hafalan, 2) pembelajaran dengan menunjukkan gambar-gambar, 3) visualisasi berupa vidio dan lain sebagainya, sehingga dengan metode tersebut siswa menjadi lebih aktif serta bersemangat ketika belajar aqidah akhlak. Selain itu pembelajaran dengan menggunakan metode brain based learning terbukti menarik dalam meningkatnya pemahamam pengetahuan siswa, sekaligus juga menjamin peningkatan kemampuan siswa pada umumnya.  itu, juga dapat menjamin peningkatan perkembangan kemampuan siswa pada umumnya.  Abstract: Aqidah Akhlak learning needs an innovation in learning process in order to form a faith based on the understanding and knowledge of students. This study aims to describe the brain based learning method in akidah akhlak moral learning. The method of this study used a descriptive approach with literature review. This article explains that there are various ways that can be used in aqidah akhlak learning using the brain-based learning method including: 1) aqidah akhlak learning can be carried out by memorizing methods, 2) learning by showing pictures , 3) visualization in the form of videos and etc, so that with the brain based learning method the students could be more active and enthusiastic in aqidah akhlak learning process. In addition, using this method is good to increase students' knowledge generally. 

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