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Scolae: Journal of Pedagogy

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Published by Sekolah Tinggi Keguruan dan Ilmu Pendidikan Dampal Selatan

ISSN : - EISSN : 26226790 DOI : https://10.56488/scolae.

Core Subject : Religion, Education,

Religion Education Languange, Linguistic, Communication & Media Mathematics Other

Scolae is a scientific-oriented Journal that focuses on publishing research result and conceptual findings in Education Field.

Arjuna Subject : Umum - Umum

Articles 9 Documents

Search results for , issue "Vol 2 No 2 (2019): Vol 2 No.2 Desember 2019" : 9 Documents clear

PENDIDIKAN PRANIKAH BERBASIS KELUARGA PADA REMAJA PUTRI DI KECAMATAN DAMPAL SELATAN Rus'an Rus'an; Hamzah Hamzah
Scolae: Journal of Pedagogy Vol 2 No 2 (2019): Vol 2 No.2 Desember 2019
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Adolescence for girls takes place in the age of 12-21 years. This period is known as a time full of problems, not only foryoung women themselves, but also problems for parents, families, and their environment. Even further, post-marriagedisharmony in a household has a complex effect that results in the increasingly weakening of the quality of humanresources at a macro level. In adolescence the role of a mother is very important and primary because she is naturallygifted with subtle and gentle feelings, so it is more appropriate to be a coach for her teenage child who ispsychologically turbulent.Methodologically, there are two data collection techniques that will be used in this study, namely questionnaire and indepth interviews. The questionnaire filling will be accompanied by researchers. Thus the research error rate can bereduced as small as possible and the percentage of answers returned is higher. The interview was conducted informally.In this way the information obtained is expected to be more and more in-depth and more representative of the realsituation. Furthermore, the research data will be analyzed quantitatively and qualitatively. The quantitative analysisused is descriptive analysis such as percentages, averages, and modes. While the qualitative analysis applied is domainanalysis and taxonomic analysis.The results showed that in general the level of knowledge of housewives about premarital education for their youngwomen, was at the moderate level of 57.3% and low 23.3%. while in general the knowledge of young women aboutpremarital education is at the moderate level of 56.0% and low at 28.7%. Perceptions / attitudes of housewives towardspremarital for young women as much as 50.0% are low and 32.7% are moderate. Young girls' perceptions / attitudesabout premarital education were also generally low at 52.2% and moderate at 36.7%. Then, the role of familyinstitutions is generally of a moderate level, namely as much as 68.0% while those already classified as high are asmuch as 24.7%.

PEMBAHARUAN PENDIDIKAN ISLAM HARUN NASUTION (Kajian Filsafat Pendidikan) Kasmiati Kasmiati
Scolae: Journal of Pedagogy Vol 2 No 2 (2019): Vol 2 No.2 Desember 2019
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

his article shows the renewal of Islamic education by Harun Nasution in terms of educational philosophy. Aaronstrongly believed that the superiority of human reason. Harun then asserted that reason can understand the purpose ofrevelation, so that reason and revelation can be in line and in line in creating civilization. According to Harun that alQur'an and hadith both give a high position to reason and seek knowledge. According to him that this high appreciationof reason gives rise to a liberal theological style in Islam, in addition to the revelations coming down to help the humanmind in knowing things that lie beyond the reach of human reason. This has earned ijtihad according to him is the thirdsource in Islam, in addition to al-Qur'an and hadith. Ijtihad in various fields has given birth to the face of Islam in manyaspects, such as: theology, worship, morals, mysticism, philosophy, history and culture. Knowledge that is only one ortwo aspects or one aspect will only lead to incomplete understanding, misunderstanding, narrow and rigid.

DYNAMIC DISCOURSE APPROACH TO CLASSROOM RESEARCH (Anne Bannink and Jet van Dam, English Department, University of Amsterdam) Ruslin Ruslin; Firdiansyah Alhabsyi
Scolae: Journal of Pedagogy Vol 2 No 2 (2019): Vol 2 No.2 Desember 2019
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Saat ini, ada kesadaran yang berkembang dari para peneliti dan praktisi pendidikan untuk menghubungkan pembelajaran dan pemikiran, keberhasilan pendidikan dan kegagalan dengan situasi sosial diskursif yang dibangun oleh proses yang masuk akal. The review, oleh karena itu, berfokus pada praktek kelas berurusan dengan pendekatan wacana dinamis berlaku untuk kedua kelas bahasa. Tinjauan ini didasarkan pada dua premis: pertama, praktik kelas diasumsikan menjadi titik kunci keberhasilan siswa dalam belajar. Kedua, dianggap sebagai bagian dari komunitas sosial di mana dampak kebijakan pemerintah terlihat jelas. Secara khusus, tinjauan ini dimaksudkan untuk melihat bagaimana para peneliti mengkonseptualisasikanfitur kelas; bagaimana mereka menghubungkan masing-masing fitur kelas; dan bagaimana mereka menjawab pertanyaan seperti bagaimana dan mengapa fenomena ini terjadi. Tinjauan ini menunjukkan bahwa terlepas dari kekurangan epistemologis dan metodologisnya, studi saat ini merupakan kemajuan yang menjanjikan dibandingkan karya sebelumnya tentang praktik kelas.

NILAI-NILAI PENDIDIKAN KARAKTER DALAM AL-QUR’AN SURAH LUQMAN AYAT 12-19 (Studi Tafsir Al-Misbah) Meli Meli
Scolae: Journal of Pedagogy Vol 2 No 2 (2019): Vol 2 No.2 Desember 2019
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

The formulation of the values of character education in the Qur'an Surah Luqman verses 12-19 basically includes threefundamental education, namely: faith education in verses 12,13 and 15, shari'ah education in verses 14, 15, and 17, andmoral education in paragraphs 14, 15, 16,18, and 19. Character education in Surah Luqman includes the command amarma'ruf nahi mungkar, and this exemplaryness is very relevant to the 18 values of nation's character education whichcontain disciplinary characters. Discipline is an example that must be internalized to every individual as Luqman ingiving lessons to his son in terms of worship properly and correctly and on time.The realization of karakrater education makes the formation of Islamic personality as an option in order to fortifychildren as early as possible from negative environmental influences. The formation of children's personality is inprinciple an ongoing process. The role of various parties, especially parents in realizing sustainable character educationby establishing good communication and cooperation between parents and schools in educating must use theappropriate strategies and methods in accordance with the times.

STAFF’S UNDERSTANDING OF ENGLISH LOAN WORD IN FINANCIAL TERMS (A STUDY AT PT. SARANA SULTENG VENTURA) Nahdawati Nahdawati
Scolae: Journal of Pedagogy Vol 2 No 2 (2019): Vol 2 No.2 Desember 2019
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

This research is descriptive qualitative research. It aims at finding out level of staff’s understanding of English loanword in financial terms incorporated borrowing. The objectives of this research are: to enlist the English financial loanterms commonly used by the staff of PT. Sarana Sulteng Ventura, to find out staff’s understanding on English loanfinancial terms by the staff of PT. Sarana Sulteng Ventura, and to find out the causes of difficulties encountered by thestaff of PT. Sarana Sulteng Ventura to comprehend English loan financial terms. In-depth interview, questionnaire, anddocument analysis data were collected and analyzed descriptively. There were 10 staffs that researcher took asrespondents at PT. Sarana Sulteng Ventura. Based on the result of data analysis, it was found that the staff’sunderstanding about English loan word in financial terms at PT. Sarana Sulteng Ventura was 80% categorized highlevel and 20% staffs categorized medium level.

SINOPSIS DALAM PEMBELAJARAN SEJARAH (Cara Mudah Memahami dan Mengingat Peristiwa Sejarah) Hairuddin Cikka
Scolae: Journal of Pedagogy Vol 2 No 2 (2019): Vol 2 No.2 Desember 2019
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

History includes the journey of human life in filling the development of the world from time to time. Every history hasmeaning and value, so humans can make their own history and history shapes humans, using history as a living materialwill cause a variety of analyzes in the atmosphere of historical culture. History repeats itself again and again. Historyhas meaning and gives meaning where humans are like a world that revolves around itself. History is written as apicture or as a teacher who gives a guide. The Qur'an, among others, explains the stories as role models to be used as abasis for consideration for mankind in every action and attitude.In order to easily understand history learning, new breakthroughs need to be made so that students or anyone who readsor studies history are interested in learning history in order to understand and take advantage of every event that occurs,so the most effective solution is to make a synopsis in history courses or learning

MEMBANGUN SUASANA AKADEMIK MAHASISWA STKIP DAMPAL SELATAN MELALUI DISKUSI DI LUAR KELAS Zaifullah Zaifullah
Scolae: Journal of Pedagogy Vol 2 No 2 (2019): Vol 2 No.2 Desember 2019
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Makalah ini bertujuan untuk membangun kesadaran komunitas akademik Lembaga Pelatihan dan Pendidikan Guru Dampal Selatan (STKIP) tentang pentingnya membangun suasana akademik di lingkungan tersier , salah satunya dimulai dengan siswa melalui membuat forum diskusi di luar kelas. Dalam Berbeda dengan organisasi baim dibentuk oleh mahasiswa dari program studi atau lembaga pendidikan tinggi yang cenderung lebih formal karena mereka memiliki diskusi manajemen forum struktural di luar kelas, ini adalah fasilitas yang dapat dibuat sebagai tempat untuk kritis membangun siswa kehidupan menuju lingkungan yang non-formal.

MPLEMENTASI MODEL PEMBELAJARAN THINK PAIR SHARE PADA MATA PELAJARAN SEJARAH DI KELAS XI IPS 1 SMA NEGERI 1 TORUE Ni Luh Sriasih; Mutawakkil Mutawakkil
Scolae: Journal of Pedagogy Vol 2 No 2 (2019): Vol 2 No.2 Desember 2019
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

The formulation of the problem in this article are (1) How is the implementation of the Think Pair Share learning modelin history subjects in class XI IPS 1 of SMA Negeri 1 Torue ?. (2) What are the obstacles faced by teachers inimplementing Think Pair Share learning models in history subjects in class XI IPS 1 of SMA Negeri 1 Torue? Thepurpose of this article is (1) to explain the implementation of Think Pair Share learning models in history subjects inclass XI IPS 1 of SMA Negeri 1 Torue. (2) explain the obstacles faced by teachers in implementing Think Pair Sharelearning models in history subjects in class XI IPS 1 of SMA Negeri 1 Torue. This article is a qualitative research. Datacollection techniques used were observation, interview, and documentation techniques. Based on the results of the studyshowed that the implementation of the Think Pair Share method in history subjects in class XI IPS 1 of SMA Negeri 1Torue went well. The initial step in implementing this learning model is the Think stage: giving a problem to studentsthen giving some time to think, the next step is the Pair stage: forming students into groups each consisting of twostudents (classmates) , the final step is Share: students present the results of their discussion to the front of the class.Think Pair Share learning model makes students more active in asking questions and doing the assignments given bythe teacher, besides that students become more confident because they are trained to explain the results of the discussionin front of the class. The obstacles faced by the teacher in implementing Think Pair Share learning models in historysubjects are (a) Limited time which causes the teacher difficulty in guiding students more individually, besides the timefor presentations in front of the class takes longer because the student groups are formed more. (b) There is a passivepartner, only one person doing the task so they are not paired in solving problems but copy the answers from theirpartners. (c) The number of students in one class is an odd number, so that there is only one person left without apartner

ANALISIS PERBANDINGAN TEACHER CENTERED DAN LEARNER CENTERED Mujahida Mujahida; Rus'an Rus'an
Scolae: Journal of Pedagogy Vol 2 No 2 (2019): Vol 2 No.2 Desember 2019
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Dalam dunia pendidikan, paradigma lama mengenai proses belajar mengajar dimulai dengan teori atau asumsi "Tabula Rasa" karya John Locke yang mengatakan bahwa pikiran seorang anak seperti kertas kosong dan siap untuk menunggu coretan gurunya. Dengan kata lain, otak anak seperti botol kosong yang siap diisi dengan semua pengetahuan dan kebijaksanaan seorang guru master. Berdasarkan asumsi ini, jumlah guru yang melakukan kegiatan belajar mengajar, antara lain yaitu 1) mentransfer pengetahuan dari guru kepada siswa. Tugas seorang guru adalah memberi. Dan tugas seorang siswa adalah menerima. Guru memberikan informasi dan mengharapkan siswamenghafal dan mengingatnya. 2) Isi botol kosong dengan sepengetahuan. Siswa adalah penerima pengetahuan pasif. The guru memiliki pengetahuan yang akan diingat oleh siswa. 3) Kotak siswa. Guru mengelompokkan siswa berdasarkan nilai dan menempatkan siswa dalam kategori, siapa yang berhak atas kelas, siapa yang tidak lulus, siapa yang bisa lulus, dan siapa yang tidak. Kemampuan dinilai berdasarkan peringkat dan siswa dikurangi menjadi angka. Berdasarkan beberapa kekurangan dari pembelajaran yang berpusat pada guru yang disebutkan di atas, hal itu dapat membuat anak menjadi pasif, tidak berani mengatakan perasaannya, verbalisme, sakit mental, rendah diri, rendah diri, tidak kritis, dan tidak produktif. Karena itu, pendekatan yang berpusat pada siswa, peran guru adalah membantu siswa menemukan fakta, konsep, atau prinsip untuk diri mereka sendiri

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Jalan Drs. Husain Laewang No. 3 Soni, Kec. Dampal Selatan, Kab. Toli-toli, Sulawesi Tengah

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Kab. toli toli,

Sulawesi tengah

INDONESIA