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Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan
Published by Yayasan Mentari Meraki Asa
ISSN : -     EISSN : 2830232X     DOI : https://doi.org/10.59086/jkip
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan is a journal that contains articles on research results in the field of teacher training and education. Articles published in Tut Wuri Handayani have gone through a peer-review process, to maintain the best quality of articles in scientific development in the field of teacher training and education. Tut Wuri Handayani published 4 times a year March, June, September, December. Tut Wuri Handayani Jurnal Keguruan dan Ilmu Pendidikan accepts manuscripts in the field of research which are included in the scientific field: Instructional Media, Instructional Models, Learning Approach, Instructional Strategies, Instructional Methods, Teaching Techniques, Teaching Tactics, and Early childhood education, Adult education, Mathematics and science education, Guidance and counseling education, Educational technology, Character education, Special needs education, Global issues in education, Technical and vocational education, Language education, Social science education, Educational management, Sports science and physical education, Other areas in education
Arjuna Subject : Umum - Umum
Articles 90 Documents
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Rendahnya Partisipasi Perempuan Dalam Pencalonan Kepala Desa Di Desa Duwanur Kecamatan Adonara Barat Hamzah, Fitrah; Kasim, Abdullah Muis; Ndori , Vinsensius Herianto
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 4 No. 4 (2025): Desember 2025
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v4i4.1219

Abstract

Partisipasi politik perempuan merupakan prasyarat penting bagi terwujudnya demokrasi yang inklusif, namun di Desa Duwanur keterlibatan perempuan dalam pencalonan kepala desa masih rendah. Penelitian ini bertujuan untuk menganalisis tingkat partisipasi perempuan dalam pencalonan kepala desa serta mengidentifikasi upaya yang dapat meningkatkan partisipasi tersebut. Penelitian menggunakan pendekatan kualitatif deskriptif dengan sumber data primer dari pemerintah desa, tokoh perempuan, dan tokoh masyarakat, serta data sekunder berupa peraturan perundang-undangan dan literatur terkait. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis melalui tahapan reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa rendahnya partisipasi perempuan dipengaruhi oleh kuatnya budaya patriarki, keterbatasan pendidikan politik, rendahnya kepercayaan diri, serta minimnya dukungan pemerintah desa. Temuan utama menegaskan bahwa pendidikan politik yang berkelanjutan dan dukungan institusional dari pemerintah desa berperan signifikan dalam meningkatkan kapasitas dan keberanian perempuan untuk terlibat dalam pencalonan kepala desa. Penelitian ini memberikan implikasi praktis bagi pemerintah desa dalam merancang kebijakan pemberdayaan perempuan guna mendorong demokrasi desa yang lebih partisipatif dan berkeadilan gender.   Women's political participation is an important prerequisite for the realization of inclusive democracy, but in Duwanur Village, women's involvement in village head elections is still low. This study aims to analyze the level of women's participation in village head elections and identify efforts that can increase this participation. The study uses a descriptive qualitative approach with primary data sources from the village government, women leaders, and community leaders, as well as secondary data in the form of laws and regulations and related literature. Data were collected through observation, in-depth interviews, and documentation, then analyzed through the stages of reduction, presentation, and conclusion drawing. The results of the study show that low female participation is influenced by strong patriarchal culture, limited political education, low self-confidence, and minimal support from the village government. The main findings confirm that continuous political education and institutional support from the village government play a significant role in increasing women's capacity and courage to participate in village head elections. This study provides practical implications for village governments in designing women's empowerment policies to promote a more participatory and gender-equitable village democracy.  
Strategi Guru Pai dalam Mengembangkan Instrumen Evaluasi Pembelajaran Sikap, Pengetahuan, dan Keterampilan di SMP Negeri 9 Medan Nurmawati, Nurmawati; Handayani, Irma; Miftahuljannah, Viona; Rahmat, Ilham
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 4 No. 4 (2025): Desember 2025
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v4i4.1244

Abstract

Evaluasi pembelajaran merupakan komponen esensial dalam Pendidikan Agama Islam (PAI) karena tidak hanya menilai aspek kognitif, tetapi juga sikap dan keterampilan peserta didik. Penelitian ini bertujuan untuk menganalisis strategi guru PAI dalam mengembangkan instrumen evaluasi pembelajaran pada ranah sikap, pengetahuan, dan keterampilan di SMP Negeri 9 Medan, serta mengidentifikasi kendala dan solusi yang diterapkan. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara mendalam, dan dokumentasi. Subjek penelitian adalah guru Pendidikan Agama Islam yang mengajar di SMP Negeri 9 Medan. Hasil penelitian menunjukkan bahwa guru PAI telah menggunakan berbagai instrumen evaluasi, seperti tes tertulis dan lisan untuk ranah kognitif, observasi dan jurnal sikap untuk ranah afektif, serta penilaian kinerja dan rubrik praktik ibadah untuk ranah psikomotorik. Namun demikian, implementasi evaluasi pembelajaran masih menghadapi kendala berupa keterbatasan waktu, kesulitan merumuskan instrumen yang objektif untuk menilai sikap dan keterampilan, serta terbatasnya pelatihan teknis bagi guru. Upaya yang dilakukan guru meliputi kolaborasi melalui Musyawarah Guru Mata Pelajaran (MGMP), pemanfaatan teknologi digital sederhana, serta pengembangan instrumen secara bertahap sesuai konteks pembelajaran. Penelitian ini menyimpulkan bahwa strategi evaluasi guru PAI telah mengarah pada penilaian autentik dan komprehensif, meskipun masih memerlukan dukungan sistemik dari sekolah dan pemerintah.   Learning assessment is an essential component of Islamic Religious Education (IRE) because it assesses not only cognitive aspects, but also the attitudes and skills of students. This study aims to analyze the strategies used by IRE teachers in developing learning assessment instruments in the areas of attitude, knowledge, and skills at SMP Negeri 9 Medan, as well as to identify the obstacles and solutions applied. This study uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. The research subjects were Islamic Religious Education teachers who taught at SMP Negeri 9 Medan. The results showed that PAI teachers had used various evaluation instruments, such as written and oral tests for the cognitive domain, observation and attitude journals for the affective domain, and performance assessments and worship practice rubrics for the psychomotor domain. However, the implementation of learning evaluation still faces obstacles in the form of time constraints, difficulties in formulating objective instruments to assess attitudes and skills, and limited technical training for teachers. Efforts made by teachers include collaboration through Subject Teacher Working Groups (MGMP), the use of simple digital technology, and the gradual development of instruments in accordance with the learning context. This study concludes that PAI teachers' evaluation strategies have led to authentic and comprehensive assessments, although there are still.
Metode Pendidikan Dalam Perspektif Al-Qur’an dan Hadits Romadhona, Dhiya Azhomah; Sodiq, Akhmad
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 4 No. 3 (2025): September 2025
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v4i3.1256

Abstract

Kajian metodologi pendidikan Islam kontemporer masih didominasi pendekatan deskriptif-normatif dan belum secara sistematis menempatkan Al-Qur’an dan Hadits sebagai sumber metodologis utama. Kondisi ini menyebabkan belum terbentuknya kerangka teoretis metode pendidikan Islam yang dirumuskan secara akademik. Artikel ini bertujuan menganalisis metode pendidikan Islam yang bersumber dari Al-Qur’an dan Hadits serta kontribusinya terhadap pengembangan metodologi pendidikan Islam. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan melalui analisis ayat-ayat Al-Qur’an, Hadits Nabi, dan literatur ilmiah terkait. Hasil kajian menunjukkan bahwa Al-Qur’an dan Hadits memuat beragam metode pendidikan, antara lain tabligh, dakwah, amtsal (perumpamaan), targhib dan tarhib, pendekatan lemah lembut, pembiasaan, pengulangan, serta pemecahan masalah. Temuan ini menegaskan bahwa metodologi pendidikan Islam bersifat holistik dan aplikatif serta berkontribusi dalam memperkuat landasan teoretis pengembangan metode pendidikan Islam berbasis sumber normatif yang dianalisis secara akademik.   Contemporary studies on Islamic educational methodology are largely dominated by descriptive and normative approaches and have not systematically positioned the Qur’an and the Hadith as primary methodological sources. This condition has resulted in the lack of a clearly formulated theoretical framework for Islamic educational methods grounded in normative Islamic texts. This article aims to analyze Islamic educational methods derived from the Qur’an and the Hadith and to examine their contribution to the development of Islamic educational methodology. This study employs a qualitative approach with a library research design through the analysis of Qur’anic verses, Prophetic traditions, and relevant scholarly literature. The findings show that the Qur’an and the Hadith contain various educational methods, including tabligh, da‘wah, parables (amtsal), targhib and tarhib, gentle approaches, habituation, repetition, and problem-solving. These findings demonstrate that Islamic educational methodology is holistic and applicable and contribute to strengthening its theoretical foundation through an academic analysis of normative Islamic sources.  
University Students’ Use of Artificial Intelligence in Academic Work: Efficiency, Learning Quality, and Academic Integrity Irwan, Dedi
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 4 No. 1 (2025): Maret 2025
Publisher : Lembaga Riset Ilmiah

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Abstract

The rapid integration of artificial intelligence (AI), particularly generative AI tools, has reshaped academic practices in higher education, raising concerns regarding learning quality, academic effort, and ethical conduct. While AI offers significant efficiency gains, its implications for student engagement and integrity remain contested. This study examines university students’ patterns of AI use, their orientation toward efficiency and learning quality, perceptions of academic effort, ethical considerations, and attitudes toward institutional regulation in AI-mediated academic contexts. Using a quantitative cross-sectional survey design, data were collected from 316 undergraduate students across multiple universities and study programs. Responses were gathered through a self-administered online questionnaire consisting of 10 Likert-type items (four- to six-point scales) and analysed using descriptive and correlational statistics in SPSS. The findings reveal that AI use among students is nearly universal, indicating its normalization as an academic resource. Students predominantly employ AI to improve efficiency and accelerate task completion, with efficiency-oriented use more strongly endorsed than learning-oriented use. At the same time, students acknowledge that AI use may reduce academic effort, highlighting a tension between productivity gains and meaningful learning engagement. Ethical concerns are recognised, and perceptions of potential misuse are evident. Importantly, students demonstrate openness toward institutional regulation and AI-aware assessment practices, suggesting a regulation-ready rather than resistant stance. These findings highlight the need for pedagogical and policy approaches that balance efficiency, learning quality, and academic integrity in AI integration.   Integrasi cepat artificial intelligence (AI), terutama AI generatif, telah mengubah praktik akademik di pendidikan tinggi dan memunculkan kekhawatiran tentang kualitas pembelajaran, upaya akademik, dan integritas. Meskipun AI menawarkan efisiensi, implikasinya terhadap keterlibatan belajar dan perilaku etis masih diperdebatkan. Penelitian ini mengkaji pola penggunaan AI oleh mahasiswa, orientasi terhadap efisiensi dan kualitas belajar, persepsi mengenai upaya akademik, pertimbangan etis, serta sikap terhadap regulasi institusional. Menggunakan survei kuantitatif potong lintang, data dikumpulkan dari 316 mahasiswa sarjana dari berbagai universitas dan program studi. Data diperoleh melalui kuesioner daring dengan 10 butir skala Likert dan dianalisis menggunakan statistik deskriptif dan korelasional. Hasil menunjukkan bahwa penggunaan AI hampir universal, menandakan normalisasi AI sebagai sumber akademik. Penggunaan berorientasi efisiensi lebih dominan dibanding penggunaan berorientasi pembelajaran. Mahasiswa mengakui bahwa penggunaan AI dapat menurunkan upaya akademik, menciptakan ketegangan antara efisiensi dan keterlibatan belajar yang bermakna. Kekhawatiran etis teridentifikasi dan persepsi potensi penyalahgunaan terlihat. Mahasiswa juga menunjukkan keterbukaan terhadap regulasi institusional dan penilaian yang melek-AI, mencerminkan sikap siap-regulasi dibanding penolakan. Temuan ini menegaskan perlunya desain kebijakan dan pedagogi yang menyeimbangkan efisiensi, kualitas belajar, dan integritas akademik dalam integrasi AI.
Why Cafés Matter: Rethinking Formal Learning Spaces in Indonesian Higher Education Irwan, Dedi
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 4 No. 4 (2025): Desember 2025
Publisher : Lembaga Riset Ilmiah

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Abstract

The increasing use of cafés as learning spaces among university students reflects broader changes in how learning is organised beyond formal academic environments. While previous studies have explored informal learning spaces, empirical evidence from developing higher education contexts remains limited. Addressing this gap, the present study investigates why Indonesian university students choose cafés over libraries as learning spaces and examines the perceived learning affordances of both environments. Using a quantitative cross-sectional survey design, data were collected from 355 undergraduate students across diverse academic disciplines and years of study. Descriptive statistics and cross-tabulation analyses with chi-square tests were employed to examine associations between learning space preferences, perceived productivity, collaboration, creativity, motivation, and spatial design. The findings reveal that cafés are strongly associated with collaborative learning, creative idea exchange, and higher learning motivation, whereas libraries remain central for focus-intensive and individual academic tasks. Rather than competing spaces, cafés and libraries function as complementary components within students’ broader learning ecology. Interpreted through Third Place Theory, Affordance Theory, and Learning Ecology, the results highlight a critical mismatch between students’ contemporary learning practices and the design of formal learning spaces. The study concludes by arguing for a rethinking of Indonesian formal learning spaces toward hybrid, multi-zone learning environments that integrate the functional and motivational affordances currently sought by students in informal settings.
Tradisi Perang Topat dan Implikasinya Terhadap Pendidikan Multikulturalisme di Pulau Lombok Nurhasanah
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 4 No. 4 (2025): Desember 2025
Publisher : Lembaga Riset Ilmiah

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Abstract

Tradisi Perang Topat, merupakan sebuah tradisi yang unik. Pada kegiatan Perang Topat ini melibatkan dua suku yang berbeda dan dua agama yang berbeda pula secara langsung. Kedua kelompok masyarakat ini terlibat aktif  pada kegiatan tradisi Perang Topat tersebut dengan berbaur satu sama lainnya, penuh kekeluargaan, rasa toleransi dan gotong royong. Metode penelitian menggunakan kajian literatur.  Sumber yang digunakan dalam penelitian ini berupa buku-buku teks, artikel ilmiah, jurnal, literatur review yang sesuai dengan tema yang diteliti. Pendidikan multikulturalisme yang muncul pada upacara Perang Topat antara lain; toleransi, kebersamaan, gotong royong,  nilai religius, dan nilai musyawarah. Nilai sikap multikulturalisme dalam upacara Perang Topat harus dapat di pelihara dan dilestarikan dalam kehidupan sehari-hari.   The Topat War tradition, is a unique tradition. The Topat War activities involved two different tribes and two different religions directly. These two community groups are actively involved in the traditional activities of the Topat War by blending in with each other, full of kinship, tolerance and mutual cooperation. The research method uses a literature review. The sources used in this research are text books, scientific articles, journals, literature reviews that are in accordance with the theme under study. The attitude of multiculturalism that emerged at the Topat War ceremony included; tolerance, togetherness, mutual cooperation, religious values, and deliberation values. The value of multiculturalism in the Topat War ceremony must be maintained and preserved in everyday life.
The Authority of Ḥadīth in Tafsīr bi al-Maʾthūr: A Critical Study of Fabricated Narrations on the Virtues of Sūrat Yāsīn in al-Durr al-Manthūr Lensa, Hendri Waluyo; Mas’ud, Marwan; Solehuddin, Solehuddin; Atsal, Dafif
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 1 (2026): Maret 2026
Publisher : Lembaga Riset Ilmiah

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Abstract

Artikel ini mengkaji secara kritis sejumlah hadis tentang keutamaan (faḍāʾil) Surah Yāsīn sebagaimana tercantum dalam al-Durr al-Manthūr fī al-Tafsīr bi al-Maʾthūr karya al-Suyūṭī. Dengan menggunakan pendekatan kritik hadis klasik, penelitian ini menelaah sanad (isnād) dan teks (matn) dari riwayat-riwayat tersebut melalui metode naqd al-isnād dan naqd al-matn, serta merujuk pada penilaian para ulama jarḥ wa al-taʿdīl baik klasik maupun kontemporer. Hasil penelitian menunjukkan bahwa tidak semua riwayat yang dikategorikan sebagai maʾthūr dalam tafsir Al-Qur’an berbasis riwayat memenuhi standar metodologis yang dapat diterima. Penelitian ini mengidentifikasi empat (4) hadis tentang keutamaan Surah Yāsīn yang telah diklasifikasikan sebagai hadis palsu (mawḍūʿ) oleh para ulama hadis klasik dan kontemporer, sehingga tidak dibenarkan untuk diriwayatkan maupun diamalkan. Temuan ini menunjukkan bahwa karakter kompilatif hadis-hadis yang terdapat dalam al-Durr al-Manthūr fī al-Tafsīr bi al-Maʾthūr tidak dapat dilepaskan dari kecenderungan metodologis al-Suyūṭī, yang secara luas dikenal memiliki sikap relatif longgar (tasāhul) dalam mengutip hadis lemah dan palsu dalam karya-karyanya, serta dari mekanisme transmisi hadis yang berkembang pada konteks sejarah zamannya. Penelitian ini berkontribusi dalam penguatan studi hadis dengan menghadirkan pembacaan kritis terhadap tafsir Al-Qur’an berbasis riwayat, meskipun ditulis oleh seorang ulama besar yang karya-karyanya telah diterima dan digunakan secara luas oleh masyarakat. Selain itu, penelitian ini mendorong umat Islam untuk bersikap lebih selektif dalam mengamalkan hadis-hadis faḍāʾil al-aʿmāl dalam praktik keagamaan sehari-hari. This article critically examines a number of ḥadīths concerning the virtues (faḍāʾil) of Sūrat Yāsīn as recorded in al-Durr al-Manthūr fī al-Tafsīr bi al-Maʾthūr by al-Suyūṭī. Employing a classical ḥadīth criticism approach, this study investigates the chains of transmission (isnād) and textual content (matn) of these narrations through the methods of naqd al-isnād and naqd al-matn, while also referring to the assessments of classical and contemporary scholars of jarḥ wa al-taʿdīl. The findings reveal that not all narrations categorized as maʾthūr within tradition-based Qurʾānic exegesis meet acceptable methodological standards. The study identifies four (4) ḥadīths on the virtues of Sūrat Yāsīn that have been classified as fabricated (mawḍūʿ) by both classical and contemporary ḥadīth scholars, rendering them impermissible to transmit or practice. These findings indicate that the compilatory nature of the ḥadīths included in al-Durr al-Manthūr fī al-Tafsīr bi al-Maʾthūr cannot be separated from al-Suyūṭī’s methodological tendency, which is widely recognized for its relative leniency (tasāhul) in citing weak and fabricated ḥadīths in his works, as well as from the mechanisms of ḥadīth transmission prevalent in his historical context. This research contributes to the strengthening of ḥadīth studies by offering a critical reading of tradition-based Qurʾānic exegesis, even when authored by a renowned scholar whose works have been widely received and utilized by the public. Furthermore, the study encourages Muslims to adopt a heightened level of selectivity in the application of faḍāʾil al-aʿmāl ḥadīths within everyday religious practice.
Pengembangan Konten Multimedia Achsania, Dinda; Rahman, Abdul; Rambe, Diki Rahman
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 1 (2026): Maret 2026
Publisher : Lembaga Riset Ilmiah

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Abstract

Pemanfaatan konten multimedia dalam pembelajaran merupakan salah satu upaya strategis untuk meningkatkan kualitas dan efektivitas proses pendidikan di era digital. Keberhasilan penerapan konten multimedia tidak hanya ditentukan oleh kecanggihan teknologi yang digunakan, tetapi juga sangat bergantung pada dukungan kebijakan pendidikan serta ketersediaan infrastruktur yang memadai. Penelitian ini bertujuan untuk mengkaji peran kebijakan dan infrastruktur dalam mendukung pemanfaatan konten multimedia dalam pembelajaran. Metode yang digunakan adalah studi kepustakaan dengan menganalisis berbagai sumber ilmiah, dokumen kebijakan, serta hasil penelitian yang relevan. Hasil kajian menunjukkan bahwa kebijakan pendidikan yang jelas dan terarah mampu mendorong integrasi teknologi secara sistematis dalam proses pembelajaran, sementara ketersediaan infrastruktur seperti jaringan internet, perangkat digital, dan sistem pembelajaran daring menjadi faktor penentu keberhasilan implementasi multimedia. Namun demikian, masih ditemukan berbagai kendala, seperti ketimpangan akses teknologi dan keterbatasan sarana di sejumlah wilayah. Oleh karena itu, diperlukan sinergi antara pemerintah, lembaga pendidikan, dan pemangku kepentingan lainnya untuk memastikan pemerataan infrastruktur serta penerapan kebijakan yang berkelanjutan. Dengan dukungan kebijakan yang kuat dan infrastruktur yang memadai, pemanfaatan konten multimedia diharapkan mampu meningkatkan kualitas, efektivitas, dan relevansi pembelajaran di era digital.   The utilization of multimedia content in learning is one of the strategic efforts to enhance the quality and effectiveness of education in the digital era. The successful implementation of multimedia content is not only determined by technological sophistication but also strongly influenced by supportive educational policies and adequate infrastructure. This study aims to examine the role of policy and infrastructure in supporting the use of multimedia content in learning. The method employed is a literature review by analyzing various scholarly sources, policy documents, and relevant research findings. The results indicate that clear and well-directed educational policies encourage the systematic integration of technology into the learning process, while the availability of infrastructure such as internet connectivity, digital devices, and online learning systems serves as a crucial foundation for effective multimedia utilization. However, challenges remain, including unequal access to technology and limited facilities in certain regions. Therefore, synergy among governments, educational institutions, and other stakeholders is essential to ensure equitable infrastructure development and sustainable policy implementation. With strong policy support and adequate infrastructure, the use of multimedia content can significantly enhance the quality, effectiveness, and relevance of learning in the digital era.
Etika dalam Penggunaan Media Pembelajaran Bukhori, Ahmad; Rahman, Abdul; Panjaitan, Miftahul Jannah; Aisyah, Siti
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 1 (2026): Maret 2026
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Perkembangan teknologi informasi dan komunikasi telah mendorong pemanfaatan media pembelajaran secara luas dalam proses pendidikan. Media pembelajaran digital memberikan kemudahan akses informasi, meningkatkan interaktivitas, serta mendukung efektivitas pembelajaran. Namun, penggunaan media pembelajaran tanpa memperhatikan aspek etika berpotensi menimbulkan berbagai permasalahan, seperti penyalahgunaan hak cipta, pelanggaran privasi, penyebaran konten yang tidak sesuai dengan nilai pendidikan, serta ketergantungan berlebihan pada teknologi. Penelitian ini bertujuan untuk mengkaji pentingnya penerapan etika dalam penggunaan media pembelajaran serta implikasinya terhadap proses dan hasil belajar peserta didik. Metode penelitian yang digunakan adalah studi pustaka dengan menganalisis berbagai sumber berupa buku, artikel ilmiah, dan peraturan terkait etika pendidikan dan penggunaan media digital. Hasil kajian menunjukkan bahwa penerapan etika dalam penggunaan media pembelajaran mencakup tanggung jawab pendidik dalam memilih konten yang sesuai, menghormati hak kekayaan intelektual, menjaga keamanan dan privasi data peserta didik, serta menanamkan nilai moral dan karakter dalam proses pembelajaran. Dengan penerapan etika yang baik, media pembelajaran tidak hanya berfungsi sebagai sarana penyampaian materi, tetapi juga sebagai alat pembentukan sikap dan karakter peserta didik secara positif. The development of information and communication technology has encouraged the widespread use of instructional media in the educational process. Digital instructional media provide easy access to information, enhance interactivity, and support the effectiveness of learning. However, the use of instructional media without considering ethical aspects may lead to various problems, such as copyright infringement, privacy violations, the dissemination of inappropriate content, and excessive dependence on technology. This study aims to examine the importance of implementing ethics in the use of instructional media and its implications for the learning process and students’ learning outcomes. The research method employed is a literature review by analyzing various sources, including books, scholarly articles, and regulations related to educational ethics and digital media usage. The results indicate that the ethical use of instructional media involves educators’ responsibility to select appropriate content, respect intellectual property rights, protect students’ data security and privacy, and instill moral and character values in the learning process. Proper ethical implementation ensures that instructional media function not only as tools for delivering learning materials but also as instruments for fostering positive attitudes and character development among students.
Strategi Pembelajaran Mufradat Di Mts. Babul ‘Ulum Pajak Rambe Kecamatan Medan Labuhan Fildzah, Nurul; Siregar, Alimuddin; Nasution, Umy Fitriani
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 4 No. 4 (2025): Desember 2025
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v4i4.1285

Abstract

Penelitian ini bertujuan untuk mengkaji strategi pembelajaran mufradat dalam pembelajaran bahasa Arab serta mengidentifikasi faktor-faktor penghambat dalam pelaksanaannya di MTs. Babul ‘Ulum Pajak Rambe, Kecamatan Medan Labuhan. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Keabsahan data dijamin melalui teknik triangulasi, sedangkan analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran mufradat memiliki peran penting dalam mendukung penguasaan empat keterampilan berbahasa Arab, yaitu menyimak, berbicara, membaca, dan menulis. Guru menerapkan strategi pembelajaran yang variatif dan menyenangkan, antara lain melalui penghafalan kosakata dengan metode bernyanyi serta kegiatan muhadatsah yang dilakukan di dalam dan di luar kelas. Strategi tersebut mampu meningkatkan keterlibatan dan motivasi belajar peserta didik. Namun demikian, pelaksanaan pembelajaran mufradat masih menghadapi beberapa kendala, seperti kondisi cuaca yang tidak mendukung pembelajaran luar kelas, kemampuan membaca tulisan Arab yang belum merata di kalangan siswa, serta kurangnya ketertiban kelas yang memengaruhi konsentrasi belajar This study aims to examine vocabulary (mufradat) learning strategies in Arabic language instruction and to identify the obstacles encountered in their implementation at MTs. Babul ‘Ulum Pajak Rambe, Medan Labuhan District. The research employed a qualitative approach, with data collected through observation, interviews, and documentation. Data validity was ensured through triangulation, while data analysis was conducted through data reduction, data display, and conclusion drawing. The findings indicate that vocabulary learning plays a crucial role in supporting students’ mastery of the four Arabic language skills, namely listening, speaking, reading, and writing. Teachers implemented various engaging learning strategies, including memorizing vocabulary through songs and conducting daily conversation (muhadatsah) activities both inside and outside the classroom. These strategies were effective in enhancing students’ motivation and participation. Nevertheless, several challenges were identified, such as unfavorable weather conditions affecting outdoor learning activities, students’ limited ability to read Arabic script fluently, and classroom discipline issues that hinder learning concentration.

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