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Rahmadani
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jurnalilmiahwidyaborneo@gmail.com
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jurnalilmiahwidyaborneo@gmail.com
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INDONESIA
Jurnal Ilmiah Widya Borneo
Published by Balai Diklat Keagamaan Banjarmasin
ISSN : 26542676     EISSN : 28302710     DOI : https://doi.org/10.56266/widyaborneo
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media
This journal aims to disseminate the results of research / studies on approaches, models, strategies, methods, media, learning innovations and the development of teaching material that imprive the quality of training for educational and religious technical personnel. Widyaborneo was first published in print in 2018. It is published regularly twice a year, in June and December. Jurnal Ilmiah Widya Borneo accepts all research and scientific papers from researcher, academics, practitioners who work in the management, human resource, administrative training issues which may include to these issues: - Management and Governance; - Religious; - Education; and - Human Resources Training and Development.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol 1 No 03 (2019): WIDYA BORNEO" : 7 Documents clear
STUDI TENTANG MINAT BELAJAR PESERTA DIKLAT PADA MATA DIKLAT GOOGLE FORM DI BALAI DIKLAT KEAGAMAAN BANJARMASIN TAHUN 2019 Abdul Hamid
WIDYABORNEO Vol 1 No 03 (2019): WIDYA BORNEO
Publisher : Balai Diklat Keagamaan Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (236.781 KB) | DOI: 10.56266/widyaborneo.v1i03.25

Abstract

The purpose of this study was to determine the learning interest of the training participants of the Google Form training course by Balai Diklat Keagamaan Banjarmasin. The subjects of this study were participants of Substantive Technical Training for Multimedia-Based Learning Media in 2019 with 30 respondents. Data collection is done through questionnaires and observations. The data collected is qualitative data with the processing carried out qualitatively which is to do a qualitative descriptive analysis with a percentage. The results obtained in this study are that the learning interest of the training participants with each indicator of feeling happy, attention, relevance, and involvement of the training participants is very good.
PEMAHAMAN GURU MTs TERHADAP IMPLEMENTASI KEPUTUSAN DIRJEN PENDIS NOMOR 5162 TAHUN 2018 TENTANG PETUNJUK TEKNIS PENILAIAN HASIL BELAJAR PADA MADRASAH TSANAWIYAH Haeruman
WIDYABORNEO Vol 1 No 03 (2019): WIDYA BORNEO
Publisher : Balai Diklat Keagamaan Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56266/widyaborneo.v1i03.28

Abstract

Provisions regarding the assessment of learning outcomes in Madrasas are regulated through the Technical Guidelines, namely the Decree of the Director General of Islamic Education number 5162 in 2018 regarding the technical instructions for assessing learning outcomes in Madrasah Tsanawiyah. The 2013 curriculum assessment is expected to prioritize assessment as learning and assessment for learning compared to assessment of learning or learning outcomes. This means that the assessment is prioritizing to encourage or optimize the learning process, and assessment as part of the learning process, namely as a means of improving the learning process, not on learning outcomes. The value of completeness of knowledge and skills competencies is expressed in the form of numbers with a range of values ??0 (zero) - 100 (one hundred). In determining the substance of the material and the time needed to achieve mastery learning is determined solely by the teacher and education unit with reference to the development of student competencies and applicable regulations. Therefore, a teacher or educator must really understand the Technical Guidelines for the Decree of the Director General of Islamic Education number 5162 in 2018 regarding the technical instructions for assessing learning outcomes in Madrasah Tsanawiyah. So that in taking steps in teaching and learning activities in accordance with what is expected, both the educational unit and the Government's expectations. From the results of the study of this theory, it can be concluded that according to the Technical Guidelines, namely the Decree of the Director General of Islamic Education number 5162 in 2018 regarding the technical instructions for assessing learning outcomes in Madrasah Tsanawiyah, in its evaluation, it is more concerned with improving the learning process than learning outcomes.
EFEKTIVITAS DIKLAT TEKNIS SUBSTANTIF KEPALA MADRASAH ANGKATAN I DI KANTOR KEMENAG KABUPATEN BANJAR Rahmadani
WIDYABORNEO Vol 1 No 03 (2019): WIDYA BORNEO
Publisher : Balai Diklat Keagamaan Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (538.302 KB) | DOI: 10.56266/widyaborneo.v1i03.29

Abstract

The Substantive Technical Training for Madrasah Principals is based on regulatory requirements. In the legislation it has been explained that the headmaster is no longer an additional task but the headmaster is a teacher who is given the task to lead and manage the education unit. In this study only focuses on level 3 (behavior), which is looking at the work behavior of training participants after they return to their work environment, researchers will see the effectiveness of this training. Therefore, the authors assume that this research is very important to be done to see improvements in education and training programs both in the form of design and implementation. This study aims to determine the effectiveness of the substantive technical training of the head of the first generation madrasa at the Ministry of Religion in the Banjar Regency. Based on the results of the study using Kirkpatrick Level 3 (Behavior) evaluation conducted on the alumni of the Training and the perceptions of people around the alumni indicate that the Substantive Technical Training Head of Madrasah Force I Office of the Ministry of Religion in the Banjar Regency is in the GOOD category or at 88.82 . This acquisition is based on 5 aspects or perception, namely; alumni supervisors, alumni colleagues, alumni advisors officials, alumni customers (teachers & students) and the ability of the training participants themselves as alumni. Therefore this training can provide positive benefits to changes in performance (competence and commitment) of the madrasa head. Of the 5 competencies plus perception shows that after attending this training the alumni still need further guidance either by the madrasah supervisors, the Head of Academic Affairs and other staffing supervisors, especially in entrepreneurship and supervision competencies.
MENGOPTILMALKAN KEMAMPUAN GURU DALAM MENYUSUN RPP DENGAN PENDEKATAN SAINTIFIK Anang Nazaruddin
WIDYABORNEO Vol 1 No 03 (2019): WIDYA BORNEO
Publisher : Balai Diklat Keagamaan Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (176.02 KB) | DOI: 10.56266/widyaborneo.v1i03.30

Abstract

The implementation of the 2013 curriculum is an effort to improve education standards in orderto achieve the goals of national education that is able to develop students as a whole in the realm of knowledge, attitudes and skills. In the 2013 Curriculum implementation standard process it is stated that developing aspects of student skills can be done by applying a scientific approach to learning. In order for the implementation of learning with a scientific approach to take place the teacher must be able to design plans for implementing learning with a scientific approach. By understanding the important meaning in the preparation of lesson plans so that learning can take place effectively and efficiently achieve the goals that have been made previously. The preparation of the RPP with a scientific approach consists of 12 principles and 2 stages of activities that begin from reviewing the syllabus to determining the source of learning in accordance with the characteristics of students. The compiled lesson plan starts from the preliminary activities then the core activities consisting of 5 m namely observing, asking questions, gathering information, associating and communicating the results. Then the activity closes by giving positive feedback to students
PENGARUH KOMPETENSI WIDYAISWARA, PENGELOLA DIKLAT, KUALITAS PESERTA DIKLAT, DAN SARANA PRASARANA TERHADAP EFEKTIFITAS PELAKSANAAN DIKLAT PADA BALAI DIKLAT KEAGAMAAN BANJARMASIN Surya Subur
WIDYABORNEO Vol 1 No 03 (2019): WIDYA BORNEO
Publisher : Balai Diklat Keagamaan Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (229.611 KB) | DOI: 10.56266/widyaborneo.v1i03.31

Abstract

This study aims to analyze the effect of widyaiswara competence, education and training management, quality of training participants, and infrastructure on the effectiveness of education and training implementation at Banjarmasin Religious Training Center. The population in thisstudy is widyaiswara and employees who work at Banjarmasin Religious Training Center andalumni of education and training. Given the small population of 40 respondents, the sample taking uses the census method of the entire population to be sampled. Analysis of the results in this study using qualitative and quantitative methods, by testing the validity and reliability of research instruments. Meanwhile, to test the hypothesis using the classic assumption test, F test, t test, partial correlation coefficient test and multiple regression. The analysis results are obtained: F test results show the value of Fcount> Ftable and significant value of 0,000 <0.05 at a level of confidence a = 0.05, meaning that the independent variables X1, X2, X3, and X4 simultaneously influence the dependent variable Y. Test Results t indicates the value of t for each independent variable more than the value of t table means that each independent variable has a partial effect on the dependent variable. From the partial correlation coefficient, the motivation variable has the highest correlation coefficient, which is 0.359, which means that infrastructure is the variable that has the most dominant influence on the performance variable (Y).
PERSEPSI PESERTA TERHADAP PENGGUNAAN METODE CERAMAH PADA DIKLAT PENYULUH AGAMA NON PNS ANGKATAN 74 DI BALAI DIKLAT KEAGAMAAN BANJARMASIN TAHUN 2019 Syaifullah
WIDYABORNEO Vol 1 No 03 (2019): WIDYA BORNEO
Publisher : Balai Diklat Keagamaan Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (407.235 KB) | DOI: 10.56266/widyaborneo.v1i03.33

Abstract

Many methods can be used in learning in a training, one of which is the lecture method. Thelecture method is considered the conventional method and the oldest learning method; however, this method is still effective if used in the right way. The purpose of this study was to determine how participants' perceptions of the lecture method used by the trainers in teachingin the substantive technical training of Non PNS religious instructors’ class 74 in 2019. Thisresearch was a quantitative descriptive study. The population and sample of the study were34 training participants. Data were collected through a structured questionnaire totaling 11items. The data of the research were analyzed using descriptive statistics. The results showedthat the training participants' perceptions of the lecture method were very good, 35.3% saidthey really liked it, 47.1% said they liked it, and 17.6% said they sometimes liked the lecturemethod. The trainers conveyed the learning objectives, 38.2% stated always, 50% statedfrequently, and 11.8% stated sometimes. Delivering the benefits of learning materials, 55.9% stated always, 41.2% stated frequently, and 2.9% stated sometimes. Delivering the scope of learning, 47.1% stated always, 44.1% stated often, and 8.8% stated sometimes. Usinglanguage that is easy to understand, 67.6% states always, 29.4% states often, and 2.5% states sometimes. Complementing the explanation with examples, 58.8% stated always, 38.2% stated frequently, and 2.9% stated sometimes. Bringing out relevant humor, 55.9% stated always, 32.4% stated often, and 11.8% stated sometimes. Repeating key points, 17.6% stated always, 58.8% stated frequently, and 20.6% stated sometimes. Using sound volume and intonation are good, 61.8% stated always, 32.4% stated frequently, and 5.9% statedsometimes. Transition of material delivery from one point to another, 35.3% stated always,47.1% stated often, and 17.6% stated sometimes. Summing up the learning material, 41.2%stated always, 38.2% stated frequently, and 17.6% stated sometimes.
EVALUASI MODEL KIRKPATRICK DIKLAT TEKNIS SUBSTANTIF MODERASI BERAGAMA ANGKATAN I TAHUN 2019 DI BALAI DIKLAT KEAGAMAAN BANJARMASIN Yasir Arafat
WIDYABORNEO Vol 1 No 03 (2019): WIDYA BORNEO
Publisher : Balai Diklat Keagamaan Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (201.426 KB) | DOI: 10.56266/widyaborneo.v1i03.34

Abstract

To find out whether the training was effective or not, an evaluation was needed. Evaluation is an inseparable part of training activities. An evaluation of the impact of the effectiveness of a training is needed so that the advantages and disadvantages in the program can be identified so that improvements can be followed up. Efforts to improve the quality of training can be pursued through improving the quality of learning and the quality of the evaluation model, this shows the link between the two aspects. Various evaluation models have been developed by evaluation experts and are very popular which can be used as work guidelines for evaluating training program programs. Among the evaluation models include: 1) Kirkpatrick Model Evaluation (Kirkpatrick Four Level Evaluation Models), 2) Evaluation of the CIPP Model (Contest, Input, Process, and Product) and 3) Evaluation of the Stake Model (Couintenance Model). From the three sample models above, each has advantages and disadvantages. The Kirkpatrick evaluation model, is an evaluation model that is widely accepted and used, on the grounds; simple, complete, clear and easy to implement. The evaluation includes four evaluation levels, namely level 1 reaction, level 2 learning, level 3 behavior, and level 4 result. Research only uses two levels in this study, namely levels 3 and 4. Based on the distribution of data conducted on the alumni of Education and Training and the perception of people around the alumni shows that the Technical Training for Substantive Religious Moderation of Class I is in the category of GOOD, VERY GOOD, VERY GOOD or at numbers 81.54-96.67 and 90.00. This acquisition is based on 3 aspects or perceptions, namely; alumni superiors, alumni colleagues, and widyaiswara who support the religious moderation core. Therefore, the Substantive Technical Training of Religion Moderation Class I has a positive impact on the performance of alumni and can contribute positively to their institutions.

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