cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Hanif Maulaniam Sholah
Contact Email
hanif@alqolam.ac.id
Phone
+6285755597533
Journal Mail Official
hanif@alqolam.ac.id
Editorial Address
Raya Putat Lor Street Gondanglegi Malang
Location
Kota malang,
Jawa timur
INDONESIA
Jurnal Tinta: Jurnal Ilmu Keguruan dan Pendidikan
Published by Universitas Al-Qolam
ISSN : 26570416     EISSN : 2656505X     DOI : https://doi.org/10.35897/jurnaltinta.v1i1
Core Subject : Religion, Science, Education,
Religion Education Languange, Linguistic, Communication & Media Library & Information Science
This Journal covers the area of Teaching learning in Indonesia and the science of Teaching Learning at educational system in such areas of teaching science, teaching social knowledge, teaching language, teaching religion, teaching culture and teaching technology and publishes articles biannually in March and September. The focus of this journal cover on the following scope: theory of education, curriculum of education, history of education, management of education, psycology of education and antropology of education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 232 Documents
 20   21   22   23   24 
Implementasi Model Active Learning dalam Pembelajaran Sejarah Kebudayaan Islam di MA Fatwa Alim Madiun Muhammad Amrillah; Alfin Maskur; Ahmid Ryan Wahabulloh
Jurnal Tinta Vol. 8 No. 1 (2026): Jurnal Tinta
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/jurnaltinta.v8i1.2722

Abstract

Penelitian ini dilatarbelakangi oleh pembelajaran di kelas yang masih cenderung pasif, didominasi metode ceramah, dan berorientasi pada hafalan. Penelitian ini bertujuan untuk mengeksplorasi perencanaan, pelaksanaan, dan evaluasi model active learning dalam pembelajaran Sejarah Kebudayaan Islam (SKI) di MA Fatwa Alim Madiun. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui observasi nonpartisipan, wawancara mendalam dengan kepala madrasah dan guru SKI, serta dokumentasi internal madrasah. Hasil penelitian menunjukkan bahwa: (1) perencanaan active learning dilakukan melalui penyusunan RPP yang selaras dengan model pembelajaran, penentuan kompetensi dasar, serta penyiapan perangkat dan media pembelajaran dengan alokasi waktu yang memprioritaskan aktivitas peserta didik; (2) pelaksanaan dilakukan melalui strategi historical analysis dengan menempatkan peserta didik sebagai “detektif sejarah” melalui tahapan pertanyaan pemantik, diskusi kelompok untuk menganalisis data sejarah, presentasi hasil, dan refleksi untuk menemukan ibrah atau nilai moral; dan (3) evaluasi dilakukan secara komprehensif melalui penilaian autentik yang mencakup proses pembelajaran, aktivitas kolaboratif, keterlibatan aktif, karya kreatif, dan karakter peserta didik, tidak hanya berorientasi pada hasil ujian. Implementasi active learning mampu menciptakan suasana pembelajaran yang lebih aktif dan antusias, meningkatkan kemampuan berpikir kritis, serta memberikan pengalaman belajar yang lebih bermakna bagi peserta didik.
Exploring Differentiated Learning in the Independent Curriculum for English Subject at Islamic Junior High School Mulis; Berta Aprilia Yuwanda; Abdul Mukib
Jurnal Tinta Vol. 8 No. 1 (2026): Jurnal Tinta
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/jurnaltinta.v8i1.2724

Abstract

Differentiated learning is an approach to maximize the competence of different students by providing a variety of content, processes, and products. This becomes a way to learning styles of students. This research took a descriptive qualitative. The purpose is to explore the implementation of differentiated learning of independent curriculum in English subjects at MTs As-Sholihuddin. The data were obtained by observation and interview. The observation was done through direct observation of the teaching and learning process, while the interview was done by asking some questions to the teacher and some of the students. The data then were analysed by data reduction, data display, and conclusion drawing. Then, the conclusions were drawn from the data which have been obtained, analyzed, and checked. The results revealed that content differentiated, process differentiated, and product differentiated (learning outcome) were applied. Besides, time limitation and concentration were the teacher’s obstacles.

Page 24 of 24 | Total Record : 232

 20   21   22   23   24 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol. 8 No. 1 (2026): Jurnal Tinta Vol. 7 No. 2 (2025): Jurnal Tinta Vol. 7 No. 1 (2025): Jurnal Tinta Vol. 6 No. 2 (2024): Jurnal Tinta Vol. 6 No. 1 (2024): Jurnal Tinta Vol. 5 No. 2 (2023): Jurnal Tinta Vol. 5 No. 1 (2023): Jurnal Tinta Vol. 4 No. 2 (2022): Jurnal Tinta Vol. 4 No. 1 (2022): Jurnal Tinta Vol. 3 No. 2 (2021): Jurnal Tinta Vol. 3 No. 1 (2021): Jurnal Tinta Vol. 2 No. 2 (2020): Jurnal Tinta Vol. 2 No. 1 (2020): Jurnal Tinta Vol. 1 No. 2 (2019): Jurnal Tinta Vol. 1 No. 1 (2019): Jurnal Tinta More Issue