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INDONESIA
Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Published by CV. Adiba Aisha Amira
ISSN : -     EISSN : 29640687     DOI : -
Core Subject : Education,
Education Mathematics
This journal focuses on matters relating to general Education and Islam with field studies and literature. The scopes in this study include; Education in the family, Education in schools (from early childhood education to high school education), Al-Quran and Hadith Studies on Education, Philosophy of Islamic and General Education, History of Islamic and General Education, Theology of Islamic and General Education, Islamic Education Policy and General, Islamic and General Education Politics, Islamic and General Education Professionalism, Islamic and General Education Curriculum, ICT in Islamic and General Education, E-Learning in Islamic and General Education, Islamic and General Educational Institutions, Teaching and Learning in Islamic and General Education, Ethnography of Islamic and General Education, Islamic Education Based on Local Wisdom, Theory Development and Learning Design, Psychology of Islamic Education, Paradigm of Islamic Education, Character of Islamic Education, Gender in Islamic Education and other studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 2 No. 6 (2022): Desember" : 6 Documents clear
MOTIVASI BELAJAR SISWA MATA PELAJARAN PAI MELALUI FILM KARTUN SYAMIL DAN DODO DI SD NEGERI 3 LAMPUYANG Lisa Nurhikmah
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 2 No. 6 (2022): Desember
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

Motivation to learn is the encouragement of students to achieve learning goals, for example understanding material or developing learning. So that to achieve student learning goals in the PAI subject at SD Negeri 3 Lampu, a cartoon film of Syamil and Dodo is needed which can foster understanding of the material for students. As in the material, let's carry out prayers, a cartoon film of Syamil and Dodo is needed, because in this material an explanation is needed that directly uses movement so that students are very easy to understand the material that has been conveyed. This study aims to describe student learning motivation after using the cartoon film Syamil and Dodo on the PAI subject at SD Negeri 3 Lampuyang, describe student responses to the cartoon film Syamil and Dodo, and describe the barriers for students and teachers to understand the messages in the Syamil cartoon film. and Dodo. As for the subjects in this study were PAI subject teachers and 15 fourth grade students at SD Negeri 3 Lampuyang. This research uses a descriptive qualitative approach. Data collection was carried out by observation, interviews and documentation. The validity of the data was done by using triangulation techniques and triangulation of sources. This research uses a descriptive qualitative approach. Data collection was carried out by observation, interviews and documentation. The validity of the data was done by using triangulation techniques and triangulation of sources. Data analysis was carried out by inductive method. Therefore, the results show that (1) After watching the cartoon film Syamil and Dodo, students are motivated to learn the material, let's pray, among them the students look very enthusiastic about learning, are curious about what the teacher will teach, pay attention to what displayed by the teacher, and students look enthusiastic about doing the assignments given by the teacher.(2) The students' response to the cartoon film Syamil and Dodo was very good, because it made it easier for them to understand the lesson. During the lesson the students listened carefully to the cartoon film Shamil and Dodo. The material let's pray. (3) There are almost no barriers between students and teachers in understanding the messages in the cartoon film Syamil and Dodo, because the messages conveyed are very clear and easily understood by both teachers and students. The only obstacle was felt by the teacher when broadcasting, sometimes the electricity went out, so that the showing of the cartoon film Syamil and Dodo was delayed.
PENDIDIKAN KARAKTER DI PONDOK PESANTREN MODERN PALANGKARAYA Zainatur Rahmah
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 2 No. 6 (2022): Desember
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

This study aims to determine and describe the implementation of character education in modern pesantren. The benefit is to provide knowledge and enrich scientific insight for researchers and for readers about character education. This research is field research with a qualitative approach. Data collection methods used are observation, interviews, and documentation. Researchers used data triangulation to see the validity of the data. While the data analysis used is the technique of data reduction, data presentation, and drawing conclusions. The results of this study indicate that the implementation of character education in the Modern Pondok Pesantren Darul Ulum Palangka Raya instills character values, ​​including religious character values, independence, discipline, responsibility, love of knowledge, courtesy, honesty, tolerance (tasamuh), and love of the land. Please assist (ta'awun).The application of these character values ​​uses the yellow book teaching method, habituation of daily religious activities, and the example of kyai and ustadz.This study aims to determine and describe the implementation of character education in modern pesantren. The benefit is to provide knowledge and enrich scientific insight for researchers and for readers about character education. This research is field research with a qualitative approach. Data collection methods used are observation, interviews, and documentation. Researchers used data triangulation to see the validity of the data. While the data analysis used is the technique of data reduction, data presentation, and drawing conclusions. The results of this study indicate that the implementation of character education in the Modern Pondok Pesantren Darul Ulum Palangka Raya instills character values, ​​including religious character values, independence, discipline, responsibility, love of knowledge, courtesy, honesty, tolerance (tasamuh), and love of the land. Please assist (ta'awun).The application of these character values ​​uses the yellow book teaching method, habituation of daily religious activities, and the example of kyai and ustadz.
ANALISIS DAYA SAING DAN PENERAPAN STRATEGI DI TK YAA BUNAYYA HIDAYATULLAH KUMAI Desty Angga Wulan; Siminto Siminto
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 2 No. 6 (2022): Desember
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

Kindergarten which is a level of education prior to basic education must formulate strengths, weaknesses, opportunities and threats and have a SWOT strategy in order to compete with other schools in a healthy manner. This type of research is classified as qualitative and quantitative research. Data were collected through questionnaires, observations, and interviews. The method of data analysis is the analysis of internal and external factors, IFAS, EFAS and SWOT matrices. In conclusion, based on the SWOT analysis, according to the Cartesian diagram, Yaa Bunayya Kindergarten is located in Quadrant I, namely internal factors with a score of (1.95) and external factors with a score of (1.37). Yaa Bunayya Kindergarten's SO strategy includes continuing to motivate and explore to add quality learning in order to maintain the school's A accreditation, more intensive promotions to stakeholders so that they want to become regular donors and have more trust in stakeholders so that they want to become regular donors and have more trust in this school , Make the funds provided by sponsors as support to increase development in schools such as mosques and libraries. Locations that are far from cities should make teachers more solid with good communication, Maintain good relations with other schools and accept suggestions and criticism if there are deficiencies. Yaa Bunayya Kindergarten's WO strategy includes adding new tahfidz teachers, reviving committee funds to fill the school's unique vacancies, implementing outdoor learning so that learning is varied and opening children's insights about nature, holding training, training and teacher work groups to improve quality and teacher performance as educators. Use BOP funds to buy, equip and fund schools to add school equipment and games. ST TK Yaa Bunayya's strategy includes improving communication with stakeholders, submitting a funding proposal to the regent to repair roads, improving services with stakeholders, changing the tahfidz schedule which previously could be 3x a week and adjusting the schedule to the condition of the teacher, providing evidence and attachments to financial documents that relevant for submitting funds to foundations. Yaa Bunayya's WT TK strategy includes increasing promotion and outreach to the community around the kindergarten, increasing government relations to make it easier to apply for funds to local governments, increasing stakeholders and promotions can be carried out outside the school district, holding scholarships for undergraduate education schools, applying for funds to foundations done remotely. Far in advance so that the proposed financing is not too late.
STRATEGI PEMBELAJARAN BAGI ANAK BERKEBUTUHAN KHUSUS Nuraini Nuraini
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 2 No. 6 (2022): Desember
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

Learning for children with special needs (students with special needs) requires a separate strategy according to their individual needs. The learning strategy is a learning procedure in assisting student learning efforts, organizing learning experiences, organizing and planning teaching materials, in order to create a more effective and efficient learning process to achieve learning goals. In order for the learning objectives to be achieved, it is necessary to choose the right learning strategy, for example, the teacher's mental retardation learning strategy can use cooperative learning strategies, behavior modification and individual strategies. Learning strategies for blind children can use expository, heuristic, and team learning strategies. Learning strategies for disabled people can be integrated, segressive and structuring the learning environment. Tunalaras can use biogenetic, behavioral, psychodynamic, and ecological learning strategies. The deaf can use deductive, inductive, heuristic, expository, classical, and behavior modification learning strategies.
PERANAN KEMENTRIAN AGAMA DALAM PENDIDIKAN ISLAM DI INDONESIA Imam Sanusi; Bahaking Rama; Muhammad Rusdi Rasyid
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 2 No. 6 (2022): Desember
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

The Ministry of Religion is one of the government agencies, especially in the field of Islamic Education. This is certainly able to make this an advantage and convenience in creating the development of Islamic education in its work area which is superior to other work areas. The research method used in this research is a qualitative descriptive study. Data collection techniques through observation, interviews, and documentation studies. The results of this study indicate that in general education policies in the aspect of developing/developing Islamic Education at the Ministry of Religion of West Kalimantan are more mandated than the Ministry of Religion of the Republic of Indonesia. However, in practice these programs are relatively easier to implement, one of which is even though the coverage area is very wide. Institutionally, the ministry of religion in the framework of the development policy of fostering Islamic education in the Ministry of Religion West Kalimantan divides management responsibility into three work units, namely the Islamic Religious Education Section (PAPKIS), Madrasah Education Section (PENMAD) and Early Education and Islamic Boarding Schools Section (PD PONTREN). The Islamic Education Section (PAIS) has a working area for fostering and managing Islamic education in public schools at all levels, the Madrasah Education Section (PENMAD) for Islamic education oversees all levels in Madrasas and the Early Education and Islamic Boarding Schools Section (PD PONTREN) is responsible for responsible for fostering the ongoing Islamic education in Madrasas. The Role of the West Kalimantan Office of the Ministry of Religion in Islamic Education Development Policy Diniyah includes TPA and Islamic Boarding Schools, so that each section has a policy for developing Islamic Education in its own work program.
PEMBELAJARAN IPS BERBASIS LITERASI DIGITAL Muhammad Nur
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 2 No. 6 (2022): Desember
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

The results of this study indicate that; 1) Social studies learning based on digital literacy in schools increases the digital literacy level of the majority of students at the medium level. This indicates that the majority of students have an intermediate level in using digital media, know the functions of digital media in more depth, are able to operate digital media more complexly, know how to obtain and evaluate the information needed, can evaluate information search strategies, and have been active in production. content and participation in digital media. Then refer to the 9 elements of digital literacy with the lowest score on the repurposing content element. This means the low ability of students to use or combine existing content to produce creative new content. 2) Indicators of the school-based digital literacy movement according to the Ministry of Education and Culture, the school-based digital literacy movement also includes the application and utilization of digital literacy not only in Social Sciences but also in several subjects (Indonesian, English, Mathematics, and Natural Sciences) at the initiative of subject teachers. In addition, there is already a teacher's understanding of the concept of digital literacy, which places more emphasis on cognitive aspects.

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