12 Waiheru
12 Waiheru Journal, the official scientific journal of Balai Diklat Keagamaan Ambon. The printed versions were firstly published in 2015. From 2021 onwards, the electronic version has been made available twice a year, June and December. The e-journal version accepts all research and scientific papers from widyaiswara or instructors, researchers, academics, madrasah teachers, practitioners, and the contributors who work in the education, training, and religious issues.
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<![CDATA[Training on The Use of Edmodo as A Learning Media ]]>
<![CDATA[Rhaishudin Jafar Rumandan]]>;
<![CDATA[Muhammad Kashai Ramdhani Pelupessy]]>
<![CDATA[ 12 Waiheru Vol. 9 No. 1 (2023): 12 Waiheru ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Ambon ]]>
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DOI: 10.47655/12waiheru.v9i1.20
<![CDATA[The purpose of this training is to train teachers to use the online learning media platform Edmodo to make it easier for teachers to learn. The method used in this training was training and workshops. The participants in this training were teachers of SMP Negeri 3 Huamual, West Seram Regency, totaling 30 people, with a male percentage of 36% and a female of 64%. The steps in conducting the training are as follows: Conducting a survey at Huamual 3 Public Middle School, West Seram Regency, and identifying the problems faced by schools related to distance learning. (1) We analyze the needs of schools for widely used E-learning platforms. (2) Conduct a literature study on the use of the Edmodo application. (3) Prepare training support tools and materials. (4) Determine and prepare the material to be delivered. Training on the use of Edmodo Media in the learning process went well and smoothly. The results of this activity are: After this training, teachers will acquire new knowledge and skills in using the Edmodo-based learning environment in the teaching and learning process. The results of the evaluation through observation during training using Edmodo, the teacher was very enthusiastic, this was seen during the question and answer during the work practice.]]>
<![CDATA[Development of Video-Based Learning Media for Christian Religious Education Culture Using the ADDIE Model ]]>
<![CDATA[Martha Anthoneta Talakua]]>
<![CDATA[ 12 Waiheru Vol. 9 No. 1 (2023): 12 Waiheru ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Ambon ]]>
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DOI: 10.47655/12waiheru.v9i1.90
<![CDATA[Development of video-based cultural learning media in Christian religious education subjects to build a harmonious life order for the Maluku people with various differences as learning material for students at school. So that children can know, understand, interpret and practice the behaviour of coexisting harmoniously in Maluku society. The purpose of this article is to help students understand multicultural material by using active, innovative, creative, effective and fun video-based cultural learning media in the teaching process. The video-based learning media development model is the ADDIE model which consists of 5 (five) stages, namely analysis, planning, development, implementation and evaluation. Learning media is made in video form with PowerPoint. It is hoped that it can help students in the class to better understand multicultural topics.]]>
<![CDATA[Characteristics, Approaches, and Competency Learning Processes of Students in The 21st Century ]]>
<![CDATA[Syarifuddin Syarifuddin]]>;
<![CDATA[Iriani Iriani]]>;
<![CDATA[La Ali Akbar]]>
<![CDATA[ 12 Waiheru Vol. 9 No. 1 (2023): 12 Waiheru ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Ambon ]]>
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DOI: 10.47655/12waiheru.v9i1.91
<![CDATA[The research aims to describe the competencies of 21st-century students which include the characteristics, approach, and sequence of 4C competencies in the learning process. This information is very important to be used as a reference for schools and teachers in designing curricula and learning instruments. The method used in this study is a literature study. The data source comes from Google Scholar in the period 2018 to 2022. Data were analyzed using a qualitative descriptive approach. The results of the study show that: (1) The competency characteristics of 21st-century students include critical thinking, Communication, Collaboration, and Creativity. (2) The competency learning approach for 21st-century students is to integrate ICT with learning content. (3) The sequence of 4C competencies in the learning process with two versions namely: version 1. starting from Communication-Collaboration – Critical Thinking – Creativity for the MA/SMA/SMK education levels, and version 2. starting from Communication - Collaboration - Creativity - Critical Thinking at the MI/SD and MTs/SMP levels. (4) Critical Thinking competence is still low so it needs attention to be improved for teachers and students.]]>
<![CDATA[Integrated Method Management 'Ilman Wa Ruuhan at Madrasah Ibtidaiyah Terpadu (MIT) As Salam Ambon ]]>
<![CDATA[M Sahrawi Saimima]]>;
<![CDATA[Thati Kaplale]]>
<![CDATA[ 12 Waiheru Vol. 9 No. 1 (2023): 12 Waiheru ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Ambon ]]>
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DOI: 10.47655/12waiheru.v9i1.92
<![CDATA[Current learning methods, experiencing significant development. In terms of management, there are those who provide convenience to teachers, there are also teachers who need training to understand them. Like metode terpadu ’ilman wa ruuhan. Since the introduction of this method at MIT As Salam Ambon in 2020, this method is considered to still require adjustment by some teachers. This research was carried out with the aim of knowing how the integrated management method ‘ilman wa ruuhan at MIT As Salam Ambon. Then what advantages and disadvantages are experienced when this method is applied. This paper uses qualitative research as a process in answering these two questions. The subjects of this study are teaching staff (ustazah) in classes I and II. The results showed that the integrated management method ‘ilman wa ruuhan was carried out in two stages, namely time management and setting the rhythm of reading. In time management for the application of the integrated method ‘ilman wa ruuhan, the ustazah at MIT As Salam Ambon set aside 1 hour to teach this method. During the 60 minutes, the process starts from the opening stage with a duration of 5 minutes, memorization of 15 minutes, core activities of 35 minutes and closing of 5 minutes. Meanwhile, for rhythm setting, it takes the expertise of the ustazah to practice it to students. Then for the advantages of this method has been equipped with a guidebook, which can be used by the ustazah to apply it to the students. For its own shortcomings, perhaps the fundamental factor is that the method is relatively new, and requires adjustment from the teachers.]]>
<![CDATA[Teacher Respons to Curriculum Changes in Madrasah Learning ]]>
<![CDATA[Hanafi Pelu]]>;
<![CDATA[Rosmiati Rosmiati]]>
<![CDATA[ 12 Waiheru Vol. 9 No. 1 (2023): 12 Waiheru ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Ambon ]]>
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DOI: 10.47655/12waiheru.v9i1.94
<![CDATA[This paper aims to explain the teachers’ reaction to curriculum changes in Madrasah learning. The qualitative research method will be applied in this study where researchers will describe data in the form of phrases rather than statistics. While descriptive research is commonly utilized by researchers. Descriptive types only explain phenomena, symptoms, events, and episodes that occur in certain populations or communities. According to the conclusions of this study, learning tools are the compass and forward and backward directions of educational institutions in Indonesia, particularly in Madrasas. Learning tools can be helpful in gaining success and success in implementing learning programs in certain educational units. Looking at the times, compiling a curriculum is not a simple task, but the curriculum is developed based on the needs for the development of a country's educational quality. Furthermore, the curriculum is a notion that must rise to meet all obstacles, yet changes to the curriculum cannot be avoided due to the necessity. Curriculum design is critical because education can meet the requirements of society. As a learning designer, the teacher must begin with a modest and concrete problem, such as the problem of the Madrasah environment. However, the teacher must also think broadly and be visionary. Teachers must remain professional in their tasks even when the curriculum in Indonesia changes, and they must provide a stimulating learning environment so that students feel challenged and like studying.]]>
<![CDATA[Descriptive Analysis of The Integrative Curriculum of SMP Islam Terpadu Wahdah Islamiyah Makassar ]]>
<![CDATA[Syamsuar Hamka]]>
<![CDATA[ 12 Waiheru Vol. 9 No. 1 (2023): 12 Waiheru ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Ambon ]]>
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DOI: 10.47655/12waiheru.v9i1.96
<![CDATA[This study examines the formulation of problem 1). What is the profile of this school, and 2). What is the pattern of integration of the curriculum? The approach used is descriptive-qualitative, with interview, observation, and documentation methods. The results of this study indicate 1) SMP Islam Terpadu Wahdah Islamiyah Makassar has the vision to produce alumni who have good morals and have achievements in the field of Islam and science based on the Qur'an and as-Sunnah. 2) The curriculum structure of SMP Islam Terpadu Wahdah Islamiyah Makassar includes the substance of lessons taken at one level for three years by combining the curriculum of the education service and the curriculum of Islamic content.]]>
<![CDATA[Religious Moderation in Indonesia According to Islamic Views ]]>
<![CDATA[Ani Kurniawati]]>
<![CDATA[ 12 Waiheru Vol. 9 No. 1 (2023): 12 Waiheru ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Ambon ]]>
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DOI: 10.47655/12waiheru.v9i1.103
<![CDATA[The emergence of various conflicts in multicultural countries, especially in Indonesia, is triggered by individual or group differences. Among these differences, religious differences are very sensitive to conflict. Although in fact few people use religion as a shield and eventually trigger conflicts between religions. From this fact, the government made a religious moderation policy as an effort to create harmony between religious communities. The purpose of this study is to find out the postulates of religious moderation in the Qur'an, Hadith and to find out the characteristics of religious moderation according to Islamic views. This is done to provide a basis for religious moderation policies implemented in Indonesia. By using literature review, which is looking for reading literature related to this research both from books, journals and news. As for analyzing data, researchers use content analysis as an effort to obtain valid data. This research resulted in findings that religious moderation has existed since the time of the Holy Prophetsa when the Qibla moved from Jerusalem to the Grand Mosque and also the hadith narrated by Bukhari Muslim describes the attitude of wasathan. Religious moderation is an effort to be middle between two attitudes with the characteristics of the spread of Islam without violence, modern way of life, rational thinking, using a contextual approach and also being able to use the ijtihad method in determining the law of a case.]]>
<![CDATA[Using Google forms as a Learning Evaluation Tool in Information and Communication Technology Training for Teachers ]]>
<![CDATA[Warda Tuny]]>
<![CDATA[ 12 Waiheru Vol. 9 No. 1 (2023): 12 Waiheru ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Ambon ]]>
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DOI: 10.47655/12waiheru.v9i1.104
<![CDATA[This study aims to describe participants' responses or perceptions of the use of Google forms as an alternative learning evaluation tool in Information and Communication Technology (ICT) Technical Training for Madrasah Teachers in East Seram District. This type of research is qualitative research using the descriptive analysis method. Data collection was carried out using a questionnaire distributed to all participants, totaling 30 people. The results of the study show that learning evaluation using Google forms is very effective, there are no problems when using it, the access is fast, it is very easy to use and not complicated, and the results are very accurate so that the evaluation objectives can be achieved, it is also fun, efficient in terms of time and cost, so can be recommended for the facilitator to use it.]]>
<![CDATA[Religious Moderation Understanding of Islamic Education Teachers in SMA/SMK/MA in Polewali Mandar Regency, West Sulawesi ]]>
<![CDATA[Sabara Sabara]]>
<![CDATA[ 12 Waiheru Vol. 9 No. 1 (2023): 12 Waiheru ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Ambon ]]>
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DOI: 10.47655/12waiheru.v9i1.105
<![CDATA[This paper aims to obtain a descriptive and ideographic description of the understanding of religious moderation among Islamic Religious Education (PAI) teachers at the senior high school (MA and SMA/SMK). Research problems include religious background, cases related to moderation, and patterns of understanding of religious moderation of PAI teachers. Religious moderation is described in three areas, namely understanding the diversity of religions and minority groups, the relationship between religion and the state, and the relationship between religion and culture. The research method is descriptive qualitative which makes the 25 PAI teachers as key informants who are interviewed in depth. The research location was in Polewali Mandar Regency, West Sulawesi Province. This study found that in general PAI teachers have traditional Islamic religious backgrounds, but have a low tendency of religious literacy, including literacy around religious moderation. There are two cases related to religious moderation in different contexts for PAI teachers. In the first case, a PAI MA teacher finally resigned as an ASN because he refused to salute the flag. Second, a non-ASN PAI MA teacher who is active in interfaith activities. In general, the pattern of understanding of religious moderation for PAI teachers (religion teachers) is relatively good, especially in terms of nationalism and culture. Relations in religious diversity need to be improved a little, especially with regard to understanding and tolerance towards adherents of other religions. ]]>
<![CDATA[The Implementation of Pela Gandong Cultural Values in Fostering Harmonious Community Living in Maluku from the Perspective of the Qur'an ]]>
<![CDATA[R Def Mochtar Hassannusi]]>
<![CDATA[ 12 Waiheru Vol. 9 No. 1 (2023): 12 Waiheru ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Ambon ]]>
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DOI: 10.47655/12waiheru.v9i1.106
<![CDATA[This article was compiled to describe the implementation of the Pela Gandong Cultural values in Fostering Harmonious Community Life in Maluku from the Perspective of the Qur'an. The method used in this research is a literature study. Therefore, to answer the research questions, a literature study approach is carried out related to the research question. The results of the study conducted, obtained information on a number of things, including: there are four cultural values of Pela Gandong in fostering harmony in community life in Maluku based on the perspective of the Koran, including equality of human dignity, tabayyun, moderation, and the rule of law.]]>
