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<![CDATA[Meningkatkan Hasil Belajar PAI melalui Model Pembelajaran Contextual Teaching and Learning Tipe Konstruktivis pada Siswa Kelas XI MIA I SMA Negeri 3 Konawe Selatan ]]>
<![CDATA[Kharis Sulaiman Hasri Nurhidayat]]>
<![CDATA[ Al-Riwayah : Jurnal Kependidikan Vol 11 No 2 (2019): Al-Riwayah: Jurnal Kependidikan ]]>
Publisher : <![CDATA[LPPM IAIN Sorong ]]>
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<![CDATA[The purpose of this study was to determine the improvement of student learning outcomes through the learning model of the Contextual Teaching and Learning of Constructivist Type in class XI MIA I South Konawe 3 High School, Laeya sub-district, South Konawe district. The results of the study indicate that the learning model of Contextual Teaching and Constructivist Learning Types can improve student learning outcomes. The implementation of the first cycle obtained an average value of student learning outcomes of 74.88 or 76% of students who obtained a value of ≥65, so that it was continued in the second cycle. The implementation of the second cycle was obtained by the average learning outcomes of students getting a value of 77 or 84% of students who obtained a value of ≥65. By looking at the test results in the second cycle, this study was carried out only until the second cycle because the indicators of success of this study were achieved and improved learning outcomes in each cycle.]]>
<![CDATA[Perkembangan Kognitif Tercapai pada Anak Sekolah Dasar MIN 1 Bantul Yogyakarta ]]>
<![CDATA[Yeni Wulandari Baiq Arnika Saaadati Suyadi]]>
<![CDATA[ Al-Riwayah : Jurnal Kependidikan Vol 11 No 2 (2019): Al-Riwayah: Jurnal Kependidikan ]]>
Publisher : <![CDATA[LPPM IAIN Sorong ]]>
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<![CDATA[The purpose of this study was to determine the cognitive development achieved in grade IV elementary school (SD/MI) children at the State 1 Madrasah in Bantul, Yogyakarta. The form of research used is qualitative research. The results showed that the cognitive development of children in grade IV of elementary school was in the concrete operational stage (10 years). At this stage, the child has begun to be able to think logically, rationally and objectively, but towards concrete objects. In addition, in elementary school the cognitive development of children is at the stage of thinking, such as the ability to remember, reason, beride, imagine and creativity. Then also can imagine by making works such as poetry and poems. Children who have cognitive development have high levels of intelligence. This evidenced from reports on student learning outcomes from grades I-IV. Also has a good focus and activity during the learning process.Based on the results of interviews with the children studied, it turns out that children who have achieved cognitive development can provide answers related to their dreams in the future. As for the things that support cognitive development achieved by children are genetic and environmental factors.The results showed that these two factors greatly influenced the cognitive development of children. The child studied by the researcher turned out to be one of the children whose parents were one of the lecturers and caregivers of the Islamic boarding school.In addition, the environmental influence of peers and the home environment is very influential. The children studied always study together with children who are in boarding schools. Besides that, he also often invited by his parents to perform poetry at an Islamic cafe in Yogyakarta]]>
<![CDATA[Analisis Perkembangan Fisik-Motorik Tercapai pada Usia Dasar di MIN 2 Sleman Yogyakarta ]]>
<![CDATA[Ely Rahmawati]]>;
<![CDATA[Rizki Maulinisa]]>;
<![CDATA[Suyadi Suyadi]]>
<![CDATA[ Al-Riwayah : Jurnal Kependidikan Vol 11 No 2 (2019): Al-Riwayah: Jurnal Kependidikan ]]>
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<![CDATA[This article departs from Hurlock volume 1 edition 6, stating that children who have a proportion of fat and heavy bodies have a high level of intelligence. However, the facts on the ground found that some children who had thin and long bones had good intelligence and motor power compared to other students. The subjects in this study had good fine motor skills and gross motor skills. The child has the skills to connect the dots correctly. This ability is in line with its ability to mix and match the color of the image, then adjust one image to another in the sticking activity, neat cutting ability. In this case it is influenced by the good factor of parenting and does not put pressure on the education process. In line with that, the nutrition received by children is well regulated and maintained in order to get nutritious food intake, and is also influenced by the school environment and in the community that supports the child's development process.]]>
<![CDATA[Mengidentifikasi Kecerdasan Anak ]]>
<![CDATA[Muhirdan Muhirdan]]>
<![CDATA[ Al-Riwayah : Jurnal Kependidikan Vol 11 No 2 (2019): Al-Riwayah: Jurnal Kependidikan ]]>
Publisher : <![CDATA[LPPM IAIN Sorong ]]>
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<![CDATA[This article aims to deliver the variety of intelligence that a child can possess also identifying children's intelligence so called multiple intelligence. The thing that lies behind this writing is a people belief that someone's success in the future is the fruit of his success in school today. A measure of one's success at school is his ranking or ability in answering all the questions tested at that time. But in fact it is not always true, that there are examples of people who are successful people who are dropped-out students. In this paper, it discusses the multiple intelligences presented by Howard which include 8 intelligences, namely: 1) Linguistic intelligence (word smart); 2) Spatial intelligence (picture smart); 3) Mathematical intelligence (logic smart); 4) Intelligence of kinesthesis (body smart); 5) Music intelligence (music smart); 6) Interpersonal intelligence (smart people); 7) Intrapersonal intelligence (self smart); 8) Naturalist intelligence (nature smart). A child's intelligence can be identified by a consultation and test for the child.]]>
<![CDATA[Meningkatkan Kemampuan Berpikir Matematis Siswa Melalui Model Pembelajaran Matematika Nalaria Realistik pada Madrasah Ibtidaiyah di Kota Sorong ]]>
<![CDATA[Rusdin Rusdin]]>
<![CDATA[ Al-Riwayah : Jurnal Kependidikan Vol 11 No 2 (2019): Al-Riwayah: Jurnal Kependidikan ]]>
Publisher : <![CDATA[LPPM IAIN Sorong ]]>
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<![CDATA[This study aims to capture and identify students of Islamic Education in the city of Sorong who have the competence in mathematics olympiad using the Realistic Mathematical Mathematics learning model (MNR). Through MNR, students will analyze mathematical thinking skills which include aspects of mathematical comprehension ability, mathematical communication, mathematical connections, and mathematical reasoning. The research subjects were 33 students of class V of Al Hidayah Science MI in Sorong City and two people in class VI. This study applies a design research method with three phases namely preliminary design, teaching experiment, and retrospective analysis. Data on students' mathematical thinking skills were obtained through pretest and posttest with descriptive data analysis at each phase. The results of the study in the preliminary design involving 35 students obtained pretest (1) an average of 9.74 and (2) standard deviation of 15.72. The experimental teaching results were obtained posttest (1) an average of 13.57; (2) standard deviation of 13.75 and (3) an increase of 39.32%. The retrospective analysis phase involved 7 students obtained from the results of pretest (1) 38.28 and standard deviation of 23.09. The posttest results were obtained (1) an average of 72.28; (2) standard deviation of 9.81; and (3) an increase of 88.77%. Thus the MNR model significantly contributes to improving students' mathematical thinking skills. Of the 7 students who participated in the final phase, 3 students had good abilities and 4 students had moderate abilities.]]>
<![CDATA[Peran Pendidikan Progresivisme dalam Revolusi Industri 4.0 ]]>
<![CDATA[Mu’minatus Fitriati Firdaus]]>
<![CDATA[ Al-Riwayah : Jurnal Kependidikan Vol 11 No 2 (2019): Al-Riwayah: Jurnal Kependidikan ]]>
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<![CDATA[Industrial revolution 4.0 comes out as shown in the digitalization of the industrial, economic, social and educational sectors. This reality shifts the dynamics of human life from humans as the center of life due to some functions are replaced by mechanical automation and technology digitalization. The main solution to compensate for these changes is by compiling students who are competent in their fields and able to solve life's challenges through education. Indonesian public awareness of the urgency of education has increased in recent years because they believe that education is a bridge for students who are ready to face life change. Progressive education encourages the formation of education that focuses on participants and focuses on students by providing the skills and knowledge needed. Thus, the purpose in progressive education must pay attention to students, educational goals, views on the meaning of learning, a student-based curriculum that is based upon both curriculum and the teacher's role for students.]]>
<![CDATA[Beberapa Pandangan Tentang Guru Sebagai Pendidik ]]>
<![CDATA[Suharmoko Suharmoko]]>
<![CDATA[ Al-Riwayah : Jurnal Kependidikan Vol 11 No 2 (2019): Al-Riwayah: Jurnal Kependidikan ]]>
Publisher : <![CDATA[LPPM IAIN Sorong ]]>
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<![CDATA[This paper aims to convey some views on the position of the teacher as an educator. This is seen as a highly important case because in an implementation of education system, the teacher occupies the leading position in education itself. However, it needs to be realized that in teacher recruitment, there are several requirements that need to be completed. In this paper also presented some insights from various perspectives which underlie the teacher's view as an educator. All of which contain ideas of direction and guidance. In this paper also discusses the teacher typology which includes teacher requirements, teacher nature, and teacher tasks. In addition to the teacher typology that must be considered, an educational institution needs to form a code of ethics that is used as a guide by teachers who educate students at the institution. So that there is a need to standardize the minimum requirements of teachers, such as: believing and devoting to Allah, being mature, knowledgeable, physically and spiritually healthy, noble, and able to educate in a broad sense. Teacher is expected to concern of the awareness of responsibility to maximize the potential of students to become individuals who have noble character and personality, maturity, intelligence (intellectual, emotional and spiritual) who are more mature and can be responsible.]]>
<![CDATA[Multi Pendekatan dalam Pendidikan Islam ]]>
<![CDATA[Muhammad Rusdi Rasyid]]>
<![CDATA[ Al-Riwayah : Jurnal Kependidikan Vol 11 No 2 (2019): Al-Riwayah: Jurnal Kependidikan ]]>
Publisher : <![CDATA[LPPM IAIN Sorong ]]>
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<![CDATA[This paper discusses Islamic education and approaches related to Islamic education. The phenomenon that exists in society is the lack of Islamic education even in an environment that Muslim is the majority as happened in Aimas, Sorong Regency. Therefore, it is necessary to develop Islamic education focusing on coaching, courses and advocacy. The proposed approach contains comprehension related to education comprehensively by experts in the field of Islamic education. It aims to understand clearly the meaning and root words of the term of education, so that in the explanation there is no longer any mistake for the meaning of the development of Islamic education. The development was applied in line with the educational theory proposed by Ki Hajar Dewantara, Ahmad Tafsir, and Law of the Republic of Indonesia Number 20 Tahuan 2003 concerning the National Education system Article 1 paragraph 10.]]>
<![CDATA[Analisis Korelasi Tingkat Absensi dengan Hasil Belajar Siswa MTs. Sains al-Gebra Kota Sorong Papua Barat ]]>
<![CDATA[Agus Yudiawan]]>
<![CDATA[ Al-Riwayah : Jurnal Kependidikan Vol 11 No 2 (2019): Al-Riwayah: Jurnal Kependidikan ]]>
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<![CDATA[Poor attendance (absenteeism) is associated with low academic achievement. A teacher not only assesses student achievement based solely on grades obtained through tests or exams but also assesses one of which comes from student attendance. Students who diligently entered to give a positive value in the assessment and vice versa, if rarely entered it will have a negative impact on learning outcomes. The study aims to determine and prove the relationship of absenteeism with learning outcomes in MTs. Sains Al Gebra Kota Sorong. This research uses quantitative approach with population of 67 people. The sampling technique used a census sample with all members of the population sampled. The data were collected by collecting documents in the form of learning grade and class abscess scores. Data analysis uses product moment correlation with 95% confidence level. The results showed that there is a strong and opposite relationship between absenteeism and student learning outcomes. The conclusion obtained is the greater the absence of students (absenteeism), the lower the students' learning outcomes and vice versa.]]>
<![CDATA[Budaya Literasi ]]>
<![CDATA[Hermanto Hermanto]]>
<![CDATA[ Al-Riwayah : Jurnal Kependidikan Vol 11 No 2 (2019): Al-Riwayah: Jurnal Kependidikan ]]>
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<![CDATA[Literacy is something that has received serious attention in recent years in Indonesia. This is because the results of the 2015 Program for International Student Assessment (PISA) study on students 'reading ability stated that students' reading skills in ndonesia ranked 69th out of 76 countries surveyed. This data is reinforced by the World's Most Literate Nations data, compiled by Central Connecticut State University in 2016, our literacy ranking is in the second lowest position of 61 countries studied. Indonesia is simply better than Bostwana, a country in the southern region of Africa. With this, the role of various parties is demanded, including universities in developing literacy in Indonesia. STAIN Sorong is one of the universities in the Eastern region of Indonesia.]]>
