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Jalan Lingkok Pandan No 208 Kwang Datuk, Desa Selebung Ketangga, Kec. Keruak, kab. Lombok Timur, Prov. Nusa Tenggara Barat, Indonesia
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ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar
Published by Lembaga Yasin Alsys
ISSN : 28094484     EISSN : 28094093     DOI : -
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
The journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills. Scientific manuscript dealing with education, and science topics are particularly welcome to be submitted. The journal encompasses research articles, original research report, and scientific reviews in education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 443 Documents
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Persepsi Manfaat Penggunaan Siantar.Dukcapil.Online oleh Masyarakat Kota Pematangsiantar Saragih, Nurhafifah; Aisyah, Siti
ARZUSIN Vol 2 No 6 (2022): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v2i6.687

Abstract

This study aims to see how the people of the city of Pematangsiantar view the emergence of using the website siantar.dukcapil.online which was just implemented during the pandemic and the benefits felt after using the website issued by the Pematangsiantar city population and civil registration office. The methodes used in this research are interviews, literature studies and questionnaires for website users. The results obtained are the influence of the benefits received using the UTAUT (The unified Theory of Acceptance and Use of Technology) method variables which are interconnected.
Pendidikan Agama Islam dan Strategi Melawan Radikalisasi Kekerasan di Spanyol Ramayanti, Ani
ARZUSIN Vol 2 No 6 (2022): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v2i6.704

Abstract

Spain’s public schools need Islamic religious education to prevent terrorism. This is because many children in Spain’s schools are Muslim, which means they need to be educated about Islamic religious ideas. This is why Spain passed a law for Islamic religious education in public schools. They also passed new legislation that emphasized adaght against Islamic terrorism. These laws gave teachers of Islamic Education a significant role in countering Islamic terrorist messages and preventing violent radicalization.
Manajemen Pendidikan Inklusi di Sekolah Dasar Lestari, Atun; Setiawan, Farid; Agustin, Eviana
ARZUSIN Vol 2 No 6 (2022): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v2i6.703

Abstract

Knowing how the management or management of inclusive education in elementary schools is the goal of this research. Inclusive education that has been implemented in Indonesia has many problems, these problems include principal policies, teacher-student relations, and it is often found that educators lack the ability to run inclusive programs. In this case the educator is the most important part of a school institution for the smooth running of the previously agreed upon program, because educators will communicate directly with normal students and students with special needs. The understanding, knowledge, experience and skills of an educator determine how good and well an inclusive program is manifested in inclusive schools, especially in the classroom. To make this happen, educators are required to attend several trainings to accommodate and carry out agendas or plans properly.
Implementasi Program Literasi di sekolah Dasar terhadap Minat Baca Siswa di SDN 66/IV Kota Jambi Nuranisa, Dedek; Sari, Diana Ayu Puspita; Bastian, Oktavioni; Rosdianah, Puput Tri; Sulistia, Vina
ARZUSIN Vol 2 No 6 (2022): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v2i6.722

Abstract

This research was motivated by the existence of a school literacy movement program that was launched by the ministry of education and culture in 2015. This movement has three (3) stages, namely habituation, development, and learning. At SDN 66/IV Jambi City, literacy habituation activities have been carried out every Thursday morning in the school field. The formulation of the problem in this research is how to design the literacy program at SDN 66 Jambi City, what are the supporting factors in its implementation, and the efforts made to overcome the obstacles in the program being run. This study uses a descriptive qualitative approach and data collection techniques, namely observation, interviews and literature. The results show that the school literacy movement program at SDN 66 Jambi City that has been implemented includes reading books, both story books and lessons that can increase students' interest, knowledge and insight, literacy facilities in the form of reading corners that already exist in several classes, so that they can create an environment that is rich in literacy even though it is still minimal.
Peranan Kepala Madrasah dalam Penguatan Pendidikan Karakter (Tinjauan Literatur) Suryani, Ita; Jasminto, Jasminto; Bakhtiar, Iwan; Suwarno, Suwarno; Nasikin, Nasikin; Muslimin, Muslimin
ARZUSIN Vol 2 No 6 (2022): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v2i6.723

Abstract

This study aims to describe the role of the madrasa head in strengthening character education. The method used in this research is descriptive qualitative with a literature study approach. Sources of research data come from various previous research literature that examines the role of school principals or teachers in strengthening character education in educational institutions. The research data is in the form of sentence excerpts collected through the reading-note technique. The results of the study show that the madrasa head as one of the highest leaders in a madrasa has a central role in strengthening the character education system. The principal in an educational institution he leads has the role of manager, leader, educator, and innovator. The role as a manager means that the principal acts as a policy maker who is able to accommodate all student needs related to character education. The principal as a leader means being able to provide instructions and supervision, make decisions, and have the ability to communicate. As an educator, it means that the principal is required to be able to provide education to all elements he leads regarding strengthening character education. The role of the principal as an innovator means that the principal and the team are required to provide new, enlightening ideas related to the pattern of character education that is implemented in the educational institution they lead.
Mengembangkan Budaya Mutu Sekolah melalui Kepemimpinan Transformasional di SD Negeri 3 Pengkelak Mas Muhammad, H.
ARZUSIN Vol 2 No 6 (2022): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v2i6.725

Abstract

The development of the quality culture in schools is carried out through the development of innovative learning programs, the development of extracurricular activities, the development of the students' culture and character, and the development of academic and non-academic achievement. The obstacles faced by teachers in implementing the culture quality improvement program are the incomplete understanding of the implementation of the 2013 curriculum. The solution to overcome this matter is that the principal applies transformational leadership with a mentoring approach to the teacher when performing his duties in the classroom. The principal's approach through management approach includes: First, the planning stage by determining the quality target, disseminating the quality target to the school community. Second, the organizing stage involves the establishment of an organizational structure, the delivery of tupoksi, and the delegation of authority. Third, the leadership stages include training teachers, assisting teachers and employees, monitoring teachers in the classroom, motivating, discussing findings, focusing on quality targets and follow-up. Fourth, the monitoring and evaluation stage includes: school programs evaluation. The impact of this action is: First, the original learning process of teacher-centered learning with lecture method turned into a more innovative student-centered learning (PAKEM) with an integrated thematic approach to the scientific model, using various media in the classroom and outside the classroom as well utilizing resource persons from community leaders / DUDI. Second, the initial assessment of the knowledge aspect only changes to an authentic assessment by assessing aspects of attitude, knowledge and skills. Second, the initial assessment of the knowledge aspect only changes to an authentic assessment by assessing aspects of attitude, knowledge and skills. Thirdly, the extracurricular development increased, initially, it was only the scouts, but today the other activities are including music, independent garbage management (PSM), Hadroh Art, Vocal, English, Art, Batik, ICT, Qiroati. Fourth, the development of attitude and character has been entrusted, i.e. religious, discipline, environmental care, and achievement. Fifth, academic and non-academic achievement increased from the district-level championship increased until DIY level and even into national level.
Kreatifitas Guru dalam Proses Pembelajaran SBdP di Kelas V SDN 85/VII Semaran Siswanto, Argi Eko; Habbah, Eka Sumbulatim Miatu; Kurnia, Fetiami Dwi; Ilham, Muhammad; Parastu, Rekhano Andria; Arista, Reni
ARZUSIN Vol 2 No 6 (2022): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v2i6.726

Abstract

In the world of education, the teacher is a key success factor in achieving educational goals and improving the quality of learning. When studying SBdP in elementary schools, students still think that learning is difficult to understand, so teachers must have high creativity to teach this. Creativity in this case is a person's ability to create new products, both in the form of ideas and in real works, which are relatively different from those that existed before. The type of research method used is qualitative research, namely research used to describe and analyze phenomena, events, social activities, beliefs, perceptions, and people individually and in groups (Sukmadinata, 2009:53-60). The research objective is teacher creativity in the SBdP learning process in class V at SD Negeri No. 85/VII Semaran. The location used as the research site is SD Negeri No. 85/VII Semaran, Pauh District, Sarolangun Regency, Jambi. Creative educators are expected to be able to help realize the creativity of students. Therefore, an educator must be able to determine the right learning approach and determine the success criteria of a lesson. Each student has a different character, even has unique strengths, weaknesses, interests and talents, and attention that is not the same as that of other students. Based on the description of the explanation that has been explained above, creativity is something that must exist in a person in order to realize something that can produce something both in educational life and for everyday life.
Peran Guru Tahfiz dalam Meningkatkan Motivasi Siswa untuk Menghafal Al–Quran di Rumah Tahfiz Asshadiq Aur Birugo Tigo Baleh Fajri, Ahmad; Husni, Arman
ARZUSIN Vol 3 No 1 (2023): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v3i1.821

Abstract

Students are still not perfect in pronouncing the tajwid letters and it is difficult to memorize the Al-Qur'an because students are still playing around a lot and are not serious in memorizing the Al-Qur'an. Therefore, the role of the tahfiz teacher is needed to motivate students to memorize the Qur'an at the ASSHADIQ Aur Birugo Tigo Baleh tahfiz house. This type of research is field research (fried research) which is descriptive qualitative in nature. The key informant in this study was the ASSHADIQ tahfiz teacher Aur Birugo Tigo Baleh while the supporting informants were ASSHADIQ Aur Birugo Tigo Baleh students. Researchers used observation techniques, interviews and supported by documentation. The collected data is then analyzed using data analysis techniques. From the research conducted by the author, it can be concluded that the role of the tahfiz teacher in increasing students' motivation in memorizing the Qur'an is: the tahfiz teacher's responsibility for discipline is to invite, guide, and motivate students to memorize the Al-Qur'an at tahfiz's home ASSHADIQ Aur Birugo Tigo Baleh. The teacher informs the fast time in memorizing the Al-Qur'an, namely during the last third of the night, after performing the dawn and midday prayers, this time makes it easier to memorize the Al-Qur'an. The knowledge that the teacher gives to students is the virtue of someone who memorizes the Al-Qur'an and there are many virtues such as: being able to intercede for the family, getting a noble position before Allah SWT. The teacher guides students who have problems memorizing the Qur'an by coming to them, communicating directly with students and asking what problems they are facing. The teacher provides training to students by memorizing the Al-Qur'an to educate the brain and form good and polite character.
Hukum Islam dan Hukum di Indonesia tentang Pernikahan Beda Agama Hidayat, M. Taufiq; Nu'man, Ali; Yamin, Ashabul; Hafidh, Hafidh; Saiban, Kasuwi
ARZUSIN Vol 3 No 1 (2023): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v3i1.822

Abstract

This research aims to examine the perspective of Islamic law regarding interfaith marriage. The method used is qualitative, with a comparative approach. In the study of Islamic law, interfaith marriages are classified into three categories: marriages between Muslim men and polytheistic women; Muslim man's marriage to ahlulkitab woman; and the marriage of Muslim women to non-Muslim men. Regulatively, interfaith marriages in Indonesia do not have legal force, because Law Number 1 of 1974 concerning Marriage and the Compilation of Islamic Law as positive law has prohibited interfaith marriages. Therefore, the Office of Religious Affairs and the Civil Registry will not carry out administrative records of interfaith marriages.
Implementasi Pendidikan Karakter Peserta Didik di Sekolah MIS Az-Zahra Sendang Rejo Binjai Br Sinulingga, Sri Apulina; Br Sitepu, Indri Yani
ARZUSIN Vol 3 No 1 (2023): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v3i1.825

Abstract

The education institutions become a central place to create a young better generation than the privous ones through character education. The character education is a process of creating the students become an intactly good-characterized human in the dimension of mind, way of thinking, physically healthy, and hearted human. The character education is carving the students’ ahlaq through a process of knowing the good, loving the good, and acting the good. That process involves the coqnitive, emotional, and physical aspects, so the noble ahlaq can be carved become the habit of the mind, heart, and hands. The character education is directed to create a tough, competitive, noble hearted, moraly, tolerant, helpful, patriotic, and dinamic person who has the orientation of science and knowledge based on the belief and piety of Allah SWT. A teacher implements the character education in the teaching and learning process by making the students formulate the questions actively, find the sources of learning, collect the information, work with the information, reconstruct the fact, and present the result of reconstruction. The character education learning should be done by the teachers from the planning, implementaion, and evaluation.

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