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TARBIYATUL ILMU: Jurnal Kajian Pendidikan
Published by Pondok Pesantren Baitul Quran Sambas
ISSN : -     EISSN : 30316960     DOI : -
Core Subject : Science, Education,
Education Mathematics Physics Other
ARBIYATUL ILMU: Jurnal Kajian Pendidikan adalah jurnal yang memfokuskan kepada hal-hal yang berkaitan dengan bidang pendidikan baik dalam ruang lingkup keluarga maupun pendidikan dalam ruang lingkup formal seperti pendidikan dasar, menengah, pendidikan luar sekolah, pendidikan tinggi, assessment pembelajaran, kurikulum pendidikan, filosofi pendidikan, psikologi umum, psikologi pendidikan, filsafat pendidikan dan topik lainnya yang berkaitan dengan pendidikan.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 3 (2024): Maret" : 5 Documents clear
PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MENERAPKAN METODE MEMBACA AL-QUR’AN SISWA DI SD NEGERI 03 PENDAWAN DUSUN PENDAWAN DESA TANGARAN TAHUN 2021/2022 Dini Fitriani; Aslan; Eliyah
TARBIYATUL ILMU: Jurnal Kajian Pendidikan Vol. 2 No. 3 (2024): Maret
Publisher : Pondok Pesantren Baitul Qur`an Sambas

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Abstract

This research aims to determine the problem of the low reading ability of students in elementary schools, especially at SD Negeri 03 Pendawan. At this school, Islamic religious education teachers in delivering learning material use several methods to make it eaiser for the teachers to convey learning material to students. This research is descriptive qualitative in the nature and uses data collection techniques by interviews, observation and documentation. The research result show: 1. Theachers in delivering teaching material to students use several methods according to need according to the needs of the students. Examples often use are : the iqra’ methods and the Jibril method. Apart from using several methods, teachers also play an important role during the learning process. There are several teachers roles that are also apllied during the teaching process, for example: 1. Teacher as a learning resource, 2. Teacher as facilitator, 3. Teacher as administrator, 4. Teacher as demonstrator, 5. Teacher as guide, 6. Teacher as motivator, and 7. Teacher as evaluator.
MODEL PENDIDIKAN AGAMA “ALA PESANTREN” BAGI WARGA BINAAN (NARAPIDANA) DI LEMBAGA PEMASYARAKATAN KALIMANTAN SELATAN Muhniansyah Arasyid Mahani
TARBIYATUL ILMU: Jurnal Kajian Pendidikan Vol. 2 No. 3 (2024): Maret
Publisher : Pondok Pesantren Baitul Qur`an Sambas

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Abstract

It is not easy to educate and train inmates. This is because most of them come from members of society who have low education and minimal religious insight. Various efforts have been made by the government through this institution so that they realize the error of their actions and do not repeat their actions after serving their sentence. Recidivist is the term for those who have been in a correctional institution but after being released, they repeat it again. Not a few have recidivist status. It can be interpreted that while serving prison time and undergoing education did not have a positive impact on them. Therefore, innovative or new models are needed in educating them so that they do not make mistakes again. Their low level of education and lack of awareness and knowledge of their religion are clues to making them aware of the aspect of their education. Islamic religious education provided in correctional institutions is felt to be useful in changing the attitudes and behavior of inmates. Some religious education activities that have been carried out in correctional institutions and detention centers are as follows: Learning to read the Koran (Qur'an) in the form of learning IQRA, learning tahsin, learning recitations, tahfiz Qur'an (juz amma, several juz and 30 juz ), reciting the Koran individually (tadarusan), reciting the Koran with coaching, prayer (obligatory congregational prayers & sunnah prayers), religious lectures (Kajian), tabligh akbar, Friday sermons, weekly recitation, recitation of the yellow book, Batarbang, Haul teacher (Sheikh Samman, Sheikh Arsyad Al-Banjary, Teacher Sekumpul), memorizing and reciting Asmaul Husna, Maulid Habsyi, Maulid Burdah, Fardhu kifayah practice of taking care of "corpses", eclipse prayers, prayers and so on. Meanwhile, the model of religious education implemented in correctional institutions and detention centers in South Kalimantan is using the Sorogan method and Wetonan method, Bandongan method, halaqoh method, training method, pilot classes, seniors in matters of religion coaching juniors and bringing in resource persons from outside parties.
PEMBINAAN KINERJA GURU OLEH KEPALA SEKOLAH UNTUK MENINGKATKAN MUTU PEMBELAJARAN PAI DI MA HIDAYATUL FAIZIEN Mohammad Rif’at
TARBIYATUL ILMU: Jurnal Kajian Pendidikan Vol. 2 No. 3 (2024): Maret
Publisher : Pondok Pesantren Baitul Qur`an Sambas

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Abstract

This thesis discusses the development of the performance of teachers by principals to improve the quality of learning PAI. The background of the problem is not optimal implementation guidance teacher performance by the principal, teacher competence weakness, lack of infrastructure facilities, has not been optimal management of information technology, and weak competitiveness, resulting in weakness of the quality of learning. The purpose of this study is to obtain an overview of Planning, Organizing, Implementation, Monitoring and assessment of performance coaching teacher by the principal to improve the quality of learning PAI. This study used a qualitative descriptive approach with case study method. Data collection techniques used observation, interviews and documentation. Results of this study summarized as follows: Planning begins with the consolidation of the principal by coaching participants (educators) and involves all aspects in schools through meetings and meetings; Organizing done by forming a management arrangement; Implementation by doing: fostering discipline, motivation, rewards and training; supervision is done by monitoring how the performance of teachers in schools and assessments carried out by assessing the performance of teachers whether in accordance with what is expected by the school or not. Suggestions from this study, among others, (1) The principal, should further enhance its role optimally and objectively by involving all the components and resources that exist in the school; (2) The PAI teachers should improve their competence and performance; (3) Disdik and MORA is expected to further enhance attention and assistance to schools in its territory; (4) The parents, should contribute to the school program and also support her son in collaboration with the school.
MENINGKATKAN KEMANDIRIAN ANAK MELALUI METODE PEMBIASAAN DI PAUD KB MAWAR Ade Sumarni; Alfian Ashidiqi Popyariyana
TARBIYATUL ILMU: Jurnal Kajian Pendidikan Vol. 2 No. 3 (2024): Maret
Publisher : Pondok Pesantren Baitul Qur`an Sambas

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Abstract

This study employs the Classroom Action Research (CAR) method to enhance the independence of children in PAUD KB Mawar. CAR is a reflective approach involving action participants, designed to improve rational capabilities in performing tasks and deepen understanding of the actions taken. It is conducted in four stages: planning, action implementation, observation, and reflection. The research subject is PAUD KB Mawar, with the object being the independence of 3-4-year-old children, totaling 10 children. Research instruments consist of observation and documentation instruments used to measure natural and social phenomena observed during CAR implementation. The findings indicate that learning at PAUD KB Mawar provides significant opportunities for educators to develop children's values, attitudes, knowledge, and skills. Before this research, daily activities felt monotonous, prompting educators to develop children's independence through habituation methods. Active teacher involvement plays a crucial role in observing and guiding children during habituation. CAR analysis reveals a significant improvement in children's independence. Initially, most children were unable to perform tasks such as tidying up toys, putting on shoes, and others. However, through well-executed habituation methods, children were able to achieve criteria for very good development in several aspects of independence. Supporting factors include the role of educators as role models, conducive environments, and continuous positive habituation. On the other hand, inhibiting factors involve parents' behaviors of overly pampering their children and being reluctant to leave them at school. This can delay the formation of children's independence From the research and observation results, it is concluded that habituation methods can effectively enhance children's independence at PAUD KB Mawar. Despite inhibiting factors, consistent efforts in providing positive habituation can overcome these obstacles.
UPAYA KEMAMPUAN MENYIMAK ANAK DENGAN METODE BERCERITA MENGGUNAKAN PAPAN FLANEL DI SPS MEKAR KARYA IV BABAKANBARU Entin
TARBIYATUL ILMU: Jurnal Kajian Pendidikan Vol. 2 No. 3 (2024): Maret
Publisher : Pondok Pesantren Baitul Qur`an Sambas

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Abstract

This research aims to improve children's listening skills using the storytelling method using flannel board media for children in Group A SPS Mekar Kary IV Babakan Baru, Ciracap District, Sukabumi Regency. This research is Classroom Action Research. The subjects of this research were children from Group A SPS Mekar Kary IV Babakan Baru. The object of research is listening ability. The method used in collecting data is observation and documentation taken during the learning process. The analysis technique used in this research is quantitative descriptive. This research was carried out in 2 cycles, each cycle lasting 2 meetings. The results of the research show that the listening ability of Group A SPS Mekar Kary IV Babakan Baru children can be improved. The results of pre-action observations showed that there were no children who had the criteria for developing very well or who got a percentage of 76-100%. After the actions in Cycle I, the average ability of children increased to 66% with the criteria of developing according to expectations (BSH), and in Cycle II the average ability of children increased to 82.5% with the criteria of developing very well (BSB).

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