Perspektif: Jurnal Pendidikan dan Ilmu Bahasa
meliputi Pendidikan, Antropologi Sosialbudaya, Sastra, Linguistik Terapan, Sejarah, Seni, Arsitektur dan Perencanaan Kota dan Wilayah, Agama dan Filsafat
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263 Documents
<![CDATA[Efektivitas Instrumen Asesmen Afektif dalam Meningkatkan Kualitas Pembelajaran Bahasa Indonesia ]]>
<![CDATA[Ayu Atikah]]>
<![CDATA[ Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 2 No. 3 (2024): September : Jurnal Pendidikan dan Ilmu Bahasa ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/perspektif.v2i3.1451
<![CDATA[This research describes the development and implementation of affective assessment instruments in the context of Indonesian language learning in five junior high schools in Padang. The research used a four-cycle Classroom Action Research (PTK) design with the participation of five teachers and twenty-five eighth grade students. Research instruments include questionnaires, structured interviews, class observations, and student reflective journals to collect data about students' attitudes, interests, motivation and values towards Indonesian language lessons. Data analysis uses qualitative and quantitative approaches, including descriptive, inferential and thematic statistical analysis. The research results show that affective assessment instruments are effective in increasing student understanding and learning motivation, as well as supporting the development of adaptive and responsive teaching strategies. The practical implication is the importance of integrating affective assessment in education to improve the quality and readiness of students to face the challenges of future learning.]]>
<![CDATA[Meningkatkan Kualitas Pembelajaran Melalui Asesmen Efektif di Era Kurikulum 2013 ]]>
<![CDATA[Nur Rahmadani]]>
<![CDATA[ Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 2 No. 3 (2024): September : Jurnal Pendidikan dan Ilmu Bahasa ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/perspektif.v2i3.1452
<![CDATA[This study aims to explore the application of authentic assessment by Indonesian teachers at various levels of education (elementary, junior high, high school) in Indonesia. The main problems discussed are the lack of critical thinking skills development in students and the challenges in the implementation of authentic assessment in the context of daily learning. The research method used is a qualitative approach with case studies as the main focus. Data was collected through in-depth interviews, direct classroom observations, and analysis of documents such as Learning Implementation Plans (RPPs) and student portfolios. The results of the thematic analysis highlight general patterns, key themes, and conclusions related to the benefits, challenges, and strategies in implementing authentic assessments. This research is expected to provide in-depth insights into the effectiveness of authentic assessment in improving Indonesian learning in Indonesia.]]>
<![CDATA[Urgensi Perubahan Kurikulum K13 dengan Kurikulum Merdeka Serta Pengaruhnya di SDN 064037 Medan Tembung ]]>
<![CDATA[Aufa Aufa]]>;
<![CDATA[Ardina Khoirunnisa]]>;
<![CDATA[Buti Sarma Sitompul]]>;
<![CDATA[Iga Nailah Aulia Br lubis]]>;
<![CDATA[Nur Adila]]>;
<![CDATA[Wafi Harahap]]>
<![CDATA[ Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 2 No. 3 (2024): September : Jurnal Pendidikan dan Ilmu Bahasa ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/perspektif.v2i3.1453
<![CDATA[Education is a very important factor for the development of a country. Education helps develop and improve skills and improves the quality of life and human dignity. To date, changes have been made to the curriculum. The curriculum is considered a plan developed to facilitate the teaching and learning process which is the responsibility of the school or educational institution and its teaching staff. (Yulia, 2023). Education in Indonesia has undergone curriculum changes 11 times. Starting from after independence until the latest in 2021-2022. This research aims to compare the implementation of the 2013 Curriculum and the Merdeka Curriculum at State Elementary School 064037 and understand the differences between the two in improving the quality of education. The method used is qualitative research with a content analysis and narrative analysis approach. In-depth content analysis is carried out on written and printed information from mass media to identify message characteristics objectively and systematically. Data was collected through interviews and reviewing controversial mass media news. The research results show that the Merdeka Curriculum, which has only been implemented in grades 1 and 4, gives students greater freedom in the use of knowledge, both inside and outside school, and encourages teacher and student creativity. In contrast, the 2013 Curriculum balances soft skills and hard skills in an integrative manner but still places educators as the main assessors of student abilities. Observations show that the Merdeka Curriculum encourages students to play an active role in learning, with educators acting as facilitators. This change in curriculum leads to a more student-centric approach, where students receive active feedback regarding their self-evaluation. These findings confirm that the Merdeka Curriculum promotes more independent and participatory learning compared to the 2013 Curriculum.]]>
<![CDATA[Strategi Penilaian dan Evaluasi Efektif Untuk Meningkatkan Kemampuan Siswa Serta Umpan Balik Dalam Pembelajaran Bahasa Indonesia ]]>
<![CDATA[Ayu Atikah]]>;
<![CDATA[Ivoni Amelia]]>
<![CDATA[ Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 2 No. 3 (2024): September : Jurnal Pendidikan dan Ilmu Bahasa ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/perspektif.v2i3.1454
<![CDATA[Assessment and evaluation in the context of Indonesian learning plays an important role in assessing and improving the quality of student learning. Effective assessments not only provide an overview of a student's abilities but also provide constructive feedback to improve learning outcomes. Specific and timely feedback, as well as technology integration, are critical to improving assessment efficiency. The differentiation approach is discussed to adapt the assessment strategy to the individual needs of the students. Overall, an assessment approach that is inclusive, competency-oriented, and relevant to the times is expected to help students prepare for global challenges.]]>
<![CDATA[Meningkatkan Kopetensi Guru Bahasa Indonesia Melalui Program Pengembangan Profesional ]]>
<![CDATA[Grisma Yuli Arta]]>;
<![CDATA[Wendrizal Wendrizal]]>;
<![CDATA[Aulia Almeyda]]>
<![CDATA[ Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 2 No. 3 (2024): September : Jurnal Pendidikan dan Ilmu Bahasa ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/perspektif.v2i3.1457
<![CDATA[This study examines the effectiveness of professional development programs for Indonesian language teachers at SMA 2 and SMA 9 Sijunjung in improving their teaching competence. The focus of the research includes analysis of improving teaching competence, student involvement, and creativity in teaching after participating in the program. The research method used included observation and interviews with the five teachers involved. The results of the study show that professional development programs have a significant positive impact. Teachers have experienced an increase in the application of innovative teaching methodologies and the use of educational technology. Student involvement in the learning process also increases, characterized by active participation in class discussions and assignments. The use of digital media such as learning videos and podcasts helps increase teachers' creativity in delivering more interesting and relevant material. In conclusion, professional development programs play an important role in supporting the improvement of the quality of Indonesian education, with positive implications for developing students' potential and preparing them for an increasingly complex future..]]>
<![CDATA[Kesehatan Mental Dan Implikasinya Dalam Pendidikan Agama Islam Perspektif Pemikiran Zakiah Daradjat ]]>
<![CDATA[Nadia Ayu Putri]]>;
<![CDATA[Burhanuddin Ridlwan]]>
<![CDATA[ Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 2 No. 3 (2024): September : Jurnal Pendidikan dan Ilmu Bahasa ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/perspektif.v2i3.1458
<![CDATA[Mental health is a very impottant dimension of life, because with mental health life will run smoothly and naturally. Mental health can in general be defined as a normal mental condition and have the motivation to live both professionally and in his or her environment. While islamic education is an institution used as a medium to instill islamic values, it remains in its application and remains a problem for mental health especially in Indonesia. As for the focus of this study is: 1) mental health according to zakiah daradjat. 2) islamic religious education according to zakiah daradjat. 3) mental health implications in islamic religious education according to zakiah daradjat.]]>
<![CDATA[Kolaborasi Orang Tua dan Guru untuk Pembelajaran Bahasa Indonesia yang Efektif ]]>
<![CDATA[Rizka Frasa Kutia]]>;
<![CDATA[Mutiara Mutiara]]>
<![CDATA[ Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 2 No. 3 (2024): September : Jurnal Pendidikan dan Ilmu Bahasa ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/perspektif.v2i3.1459
<![CDATA[This research aims to describe the form of collaboration between schools and parents in improving the learning process of students in elementary, middle and high schools; understand the implementation of collaboration between school management and parents in improving student learning outcomes in elementary, middle and high schools; as well as identifying factors that support and hinder the process of implementing collaboration between school management and parents. This research is a qualitative descriptive research with data collection techniques in the form of interviews, observation and document study. Data analysis was carried out through data reduction, data presentation, and drawing conclusions. The research results show that the form and implementation of collaboration between schools and parents includes parenting education, communication and parental involvement. Factors supporting collaboration between schools and parents include professional teaching staff, supporting funds such as BOS funds, and the role of the school committee. Inhibiting factors include limited parental time, parental views about the role of teachers, and low parental self-confidence.]]>
<![CDATA[Pengembangan Instrumen Penilaian Portofolio dalam Pembelajaran Bahasa Indonesia ]]>
<![CDATA[Sawalichia Kusuma Ningrum]]>
<![CDATA[ Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 2 No. 3 (2024): September : Jurnal Pendidikan dan Ilmu Bahasa ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/perspektif.v2i3.1461
<![CDATA[Assessment is very necessary in evaluating student performance. Portfolio assessment is useful for measuring students' ability to formulate and reflect on an assignment by collecting material related to predetermined goals and desires. This research aims to identify, explain and summarize. Forms of developing portfolio assessment instruments in Indonesian language learning. The research method used is the literature review research method. The research results show that in portfolio assessment, the implications of portfolio assessment that refer to criteria can influence students, teachers and parents.]]>
<![CDATA[Ta'lim Muta'alim Fasal 9 Tentang Kasih Sayang Dan Nasihat ]]>
<![CDATA[Adawiyyah Filantrophi]]>;
<![CDATA[Martoyo Martoyo]]>
<![CDATA[ Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 2 No. 3 (2024): September : Jurnal Pendidikan dan Ilmu Bahasa ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/perspektif.v2i3.1474
<![CDATA[The book of Ta “limul Muta'allim covers various topics related to learning, including learning strategies, principles, objectives, and methodologies. The main purpose of learning techniques, learning principles, learning strategies, and so on is to guide a person towards morality and akhlaqul karimah. Akhlakul is any praiseworthy or good action that is embedded in a person's soul and eventually develops into a positive habit, the human soul, which then turns into a virtue. The Rationale Behind Morality. The purpose of morality is for humans to behave well towards God and other living beings so as to raise their status in the eyes of these beings and ensure that God is higher than others and achieve a higher status than other creatures, receive the pleasure of God, and ultimately experience worldly and ukhrawi happiness.]]>
<![CDATA[Gambaran Sikap Percaya Diri Korban Bullying Verbal Di MAN 3 Sleman ]]>
<![CDATA[Tutik Ernawati]]>;
<![CDATA[Nararya Rahadyan Budiyono]]>
<![CDATA[ Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 2 No. 3 (2024): September : Jurnal Pendidikan dan Ilmu Bahasa ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/perspektif.v2i3.1479
<![CDATA[Verbal bullying, namely bullying that is carried out by mocking or throwing words that lead to excessive humiliation which causes excessive fear and a decrease in self-confidence in the victim. The purpose of this study was to determine the description of the self-confidence of MAN 3 Sleman verbal bullying victims. The method used in this research is descriptive qualitative. The subjects in this study amounted to 7 students who were victims of verbal bullying and 21 students as observers as observers of the validity of verbal bullying events and see the self-confidence of victims of bullying. The results of this study indicate that verbal bullying behavior has an impact on the self-confidence of victims of bullying, namely there are victims of bullying who experience a decrease in self-confidence, such as when doing activities or learning at school, victims become afraid to express their opinions or arguments, prefer to be alone, quiet, and even dare not go to school, but there are also victims of verbal bullying who experience increased self-confidence because the bullying behavior becomes motivation. The benefits of this research are to provide an overview and also knowledge about the description of the self-confidence of victims of verbal bullying MAN 3 Sleman so as to add theoretical references regarding the impact, anticipation and efforts regarding verbal bullying.]]>
