At- Ta'lim : Jurnal Pendidikan
At-Talim: Jurnal Pendidikan is a scientific journal that contains and disseminate the results of research, in-depth study, and the ideas orinnovative work in the field of science education. The innovative work of the teachers and lecturers of the development of the education sector which is able to make a positive contribution to the schools and educational institutions the focus of this journal. Character Education, Education Issues and Policy, Special Need Education, Educational Technology and Curriculum, Educational Management and Leadership, Guidance and Counseling, Multicultural Education, Early-Childhood Education, Elementary Education, Non-Formal Education, Educational Psychology, Teaching and Learning, Education Assessment and Evaluation.
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<![CDATA[IMPLEMENTASI PILAR PENDIDIKAN SEKOLAH DAN MADRASAH PADA ERA REVOLUSI INDUSTRI 4.0 ]]>
<![CDATA[Saidah]]>;
<![CDATA[Nur Hikmah]]>
<![CDATA[ At- Ta'lim : Jurnal Pendidikan Vol. 10 No. 1 (2024): January ]]>
Publisher : <![CDATA[LP3M Universitas Islam Zainul Hasan Genggong ]]>
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DOI: 10.55210/attalim.v10i1.1218
<![CDATA[Advances in science and technology are very rapid, reaching the fourth industrial revolution (4.0). Science and technological advances have an impact on education, both positively and negatively. It is vital to have pillars in the educational process. Learning to know, learning to do, learning to live together, learning to be, and learning to believe in God are the pillars of education. The pillars are used during the learning process.]]>
<![CDATA[PROYEK PENULISAN CERITA RAKYAT KABUPATEN PROBOLINGGO SEBAGAI KONSERVASI LITERASI LUMBUNG PENGETAHUAN ]]>
<![CDATA[Widiastuti, Yuanita]]>;
<![CDATA[Suyono, Suyono]]>;
<![CDATA[Widyartono, Didin]]>
<![CDATA[ At- Ta'lim : Jurnal Pendidikan Vol. 10 No. 1 (2024): January ]]>
Publisher : <![CDATA[LP3M Universitas Islam Zainul Hasan Genggong ]]>
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DOI: 10.55210/attalim.v10i1.1407
<![CDATA[Indonesia has its own story in every regional point. Unfortunately, the stories that have developed in society have not been preserved in the form of reading media. So the literacy potential that comes from folklore needs to be revitalized so that it can be read by people throughout the world and can be passed down from generation to generation. The project method carried out in four stages was proposed by researchers in this discussion. This method is carried out in the stages of determining sources, describing the plot, and imagining ideas. Researchers participate with students to make changes and encourage transformational action in folklore writing literacy. This activity is carried out in stages 1) introduction to folklore, 2) implementation plan, 3) presentation of each student's information about their area of origin, 4) preparation of the story framework, 5) writing of folklore and mentoring, 6) editing, 7) presentation of the work, 8) assessment of the manuscript, 9) submission of folklore to the village head. The project of writing Indonesian folk tales by students as an effort to conserve knowledge stores was carried out well. A total of 16 story titles were produced. These folk tales are also handed over to the village head in each village according to the story's origin. Folk tales are printed in banner form and displayed in the village office or local village library.]]>
<![CDATA[PEMBELAJARAN PROJECT BASED LEARNING (PjBL) BERBANTUAN MEDIA KOMIK LINET (LITERASI,NUMERASI,ETNOMATEMATIKA) PADA MATERI TEOREMA PYTHAGORAS ]]>
<![CDATA[Panglipur, Indah]]>;
<![CDATA[Palayukan, Hersiyati]]>;
<![CDATA[Dewanti, Lucky]]>
<![CDATA[ At- Ta'lim : Jurnal Pendidikan Vol. 10 No. 1 (2024): January ]]>
Publisher : <![CDATA[LP3M Universitas Islam Zainul Hasan Genggong ]]>
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DOI: 10.55210/attalim.v10i1.1430
<![CDATA[Project-based learning (PjBL) that focuses on projects has not used much media to help the learning process. Learning media helps understanding during the learning process. Project Based Learning (PjBL) in addition to the project as a medium can be added to other learning media to improve learning outcomes and student activity. The purpose of this study is to describe the Project Based Learning (PjBL) learning process with the help of linet comic media (literacy, numeracy, and ethnomathematics) on the Pythagorean theorem. Qualitative research and descriptive approaches are used in helping to describe the results of the study. Teacher observation sheet instruments and student activities were used in data collection. The documentation method was also used to obtain project results through project reports. The conclusion that can be drawn is that project-based Based Learning (PjBL) learning with the help of using linet comic media can be concluded to be implemented well because all learning steps have been implemented. Student activity during the learning process is in the active category. Linet comics can provide an initial illustration of understanding the concept of the Phytagoras theorem applied in the building of places of worship. Recommendations are given with the expansion of material on comic media developed into digital comic media (e-comics) that are illustrative and interactive so that comic students actively learn.]]>
<![CDATA[IDENTIFIKASI POTENSI BULLYING DAN PENCEGAHANNYA PADA PESERTA DIDIK MADRASAH IBTIDAIYAH ]]>
<![CDATA[Ida Fitri Shobihah]]>
<![CDATA[ At- Ta'lim : Jurnal Pendidikan Vol. 10 No. 1 (2024): January ]]>
Publisher : <![CDATA[LP3M Universitas Islam Zainul Hasan Genggong ]]>
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DOI: 10.55210/attalim.v10i1.1438
<![CDATA[Students at Madrasah Ibtidaiyah (MI) level are children and are still in the stage of developing cognitively, emotionally and socially. Bullying is a negative action that often occurs at all levels of education. As a first step in prevention, it is necessary to identify potential perpetrators of bullying in MI level students and develop an effective implementation plan to stop potential bullying in children. The research was conducted using qualitative research methods with 2 research stages. The first stage is to identify potential bullying and the second stage is to plan prevention activities and implement them. The results of the research show that there are 11 potential forms of bullying among MI level students and there are 3 forms of bullying prevention activities that are easy to put into practice and have quite good effectiveness. Keyword: potensial of bullying, prevention, students at MI]]>
<![CDATA[PROBLEMATIKA PEMBELAJARAN IPA PADA IMPLEMENTASI KURIKULUM MERDEKA DI SEKOLAH DASAR ]]>
<![CDATA[Syamsudin, Syamsudin]]>;
<![CDATA[Fitriani, Siti Lailatul]]>
<![CDATA[ At- Ta'lim : Jurnal Pendidikan Vol. 10 No. 1 (2024): January ]]>
Publisher : <![CDATA[LP3M Universitas Islam Zainul Hasan Genggong ]]>
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DOI: 10.55210/attalim.v10i1.1440
<![CDATA[The implementation of Kurikulum Merdeka is an educational approach that aims to provide greater freedom and flexibility to students in determining the course of learning. The changes seen in the independent learning curriculum are not required to use a thematic approach. So that each subject is separated according to the science of study and what is unique is that the learning of Natural Sciences (IPA) and Social Sciences (IPS) is combined into one as IPAs in Elementary Schools. The purpose of doing this research is to examine the problems of learning science in the implementation of Kurikulum Merdeka in Elementary Schools. By using a literature review and using existing data analysis, researchers found several facts including that there were still many teachers who did not fully understand the concept of independent learning, teachers had difficulties in determining approaches, models, strategies, methods to the science learning media to be used, and teachers had difficulty in assessing science subjects. Teachers also have difficulty integrating technology in science learning. For students, they are more likely to feel confused by the changing process of teaching and learning activities because the independent curriculum practice has only been implemented in grades I and IV only. In order to minimize all existing problems, commitment and collaboration of stakeholder are needed to achieve the full educational goals.]]>
<![CDATA[PENGGUNAAN METODE QUESTION STUDENT HAVE DALAM MENINGKATKAN KEAKTIFAN BELAJAR SISWA ]]>
<![CDATA[Fathor Rozi]]>;
<![CDATA[Fajri, Zaenol]]>;
<![CDATA[Intan Nuraini, Yulia Putri]]>
<![CDATA[ At- Ta'lim : Jurnal Pendidikan Vol. 10 No. 1 (2024): January ]]>
Publisher : <![CDATA[LP3M Universitas Islam Zainul Hasan Genggong ]]>
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DOI: 10.55210/attalim.v10i1.1444
<![CDATA[Student learning activity in general is a student who is involved in the process of teaching and learning activities, such as finding the main idea of subject matter, solving problems or applying what students learn to a problem that exists in real life. In increasing activeness in learning, there needs to be a teacher factor, where this factor is the most important in the learning process, in essence the teacher is the one who directly facilitates the learning process. Because activeness in learning greatly influences learning outcomes or achievements with students being active in the classroom, actively asking questions, actively answering teacher questions, writing, listening and so on. The research aims to determine the use of the Student Have Question Method in increasing student learning activity. This research uses a qualitative method with a case study type, the case study type was chosen to explore data, explain facts, understand and explain phenomena and events that occur at an object located at MTs Miftahul Khair. The use of this type of research method is carried out within an integrated framework. The results of this field research found that the implementation of the Question Student Have method at MTs Miftahul Khair positively increased student participation, opened up opportunities for developing critical thinking skills, and had a positive impact on student memory and understanding. This method succeeds in creating a more interactive learning environment and supports holistic student growth. The implications of using the Question Student Have Method encourage students to ask questions, and can increase student involvement in the learning process. Students who actively ask questions tend to be more mentally and emotionally involved in the learning material]]>
<![CDATA[PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP OPERASI ALJABAR ANAK SPECTRUM AUTIS DENGAN MEDIA VIDEO INTERAKTIF ]]>
<![CDATA[SUCIATI, DWI WAHYU]]>;
<![CDATA[Panglipur, Indah Rahayu]]>;
<![CDATA[Murtinasari, Frida]]>
<![CDATA[ At- Ta'lim : Jurnal Pendidikan Vol. 10 No. 1 (2024): January ]]>
Publisher : <![CDATA[LP3M Universitas Islam Zainul Hasan Genggong ]]>
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DOI: 10.55210/attalim.v10i1.1449
<![CDATA[The objective of this study is to enhance the algebraic skills of children on the autism spectrum by employing interactive media. This research introduces a novel approach aimed at boosting the capabilities of children with autism spectrum disorder through the utilization of interactive video media. The study was conducted directly on a 14-year-old child identified as AK, who is in the sixth grade of elementary school and has autism spectrum disorder. Data for this research was gathered through interviews, observations, and documentation methods. The findings of the research indicated a notably limited grasp of algebraic operations concepts among children on the autism spectrum. The underlying cause for this limited understanding was found to be is because appropriate learning media is needed for learning. Subject AK, who is a child on the autism spectrum, experienced an increase in his ability to understand concepts in algebraic operations using interactive video media. Improvement is shown in response, activity, and being able to interact well. This interactive video media was specially created to suit the needs and conditions of AK's initial knowledge of algebraic operations. A follow-up recommendation that can be carried out is to conduct development research on interactive video media specifically for children on the autism spectrum.]]>
<![CDATA[KEMAMPUAN KONSELING MAHASISWA CALON GURU SEBAGAI PROFESIONAL KONSELOR DI SD/MI ]]>
<![CDATA[Taufiq , Moh.]]>;
<![CDATA[Nurdianah, Lutfiyan]]>;
<![CDATA[Zuhdan, Muchammad Tazdad]]>
<![CDATA[ At- Ta'lim : Jurnal Pendidikan Vol. 10 No. 1 (2024): January ]]>
Publisher : <![CDATA[LP3M Universitas Islam Zainul Hasan Genggong ]]>
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DOI: 10.55210/attalim.v10i1.1454
<![CDATA[One of the duties of a teacher is to be a guide or what could also be called a counselor for their students. Teachers who act as counselors must be able to guide students in choosing educational programs at school according to their abilities, interests and aspirations. In addition, you must also be skilled in helping students to solve problems and make healthy adjustments. Therefore, students must have the provisions and abilities to act as counselors at school. This research aims to find out how much students' abilities are to prepare themselves as counselors at school and how to improve these abilities for students.This research uses descriptive qualitative research. The subjects in this research were PGSD/PGMI students in Surabaya who were/had taken guidance and counseling courses. Based on research data and results, prospective elementary/MI student teachers understand the theory, principles, techniques and procedures of guidance and counseling in elementary schools, however, there is a gap between theoretical understanding and its application, including how to prepare a service implementation plan (RPL) and how to identify characteristics. students directly. This is proven by the results of the questionnaire where of the 93.5% of respondents who stated that they understood the theories, principles, techniques and procedures of guidance and counseling, only 21.7% understood their implementation. To deepen your insight regarding counseling guidance services and improve students' counseling skills, do lots of practice, both in simulations and in the field, in order to increase your sensitivity as a counselor. By implementing these steps, it is hoped that prospective elementary/MI teacher students can improve their teaching skills so that they can provide more effective counseling services and support optimal student development in the Madrasah Ibtidaiyah/Primary School environment.]]>
<![CDATA[IMPLEMENTASI METODE MUSTAQILLI DALAM MENINGKATKAN HASIL BELAJAR BAHASA ARAB SISWA-SISWI MTS MAMBAUL ULUM ]]>
<![CDATA[Khotimah, Isnol]]>;
<![CDATA[Muthmainnah, Inni]]>
<![CDATA[ At- Ta'lim : Jurnal Pendidikan Vol. 10 No. 1 (2024): January ]]>
Publisher : <![CDATA[LP3M Universitas Islam Zainul Hasan Genggong ]]>
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DOI: 10.55210/attalim.v10i1.1472
<![CDATA[This study aims to provide solutions to the problem of Arabic learning at MTS Mambaul Ulum, where students tend to consider Arabic subjects as foreign and less interesting due to monotonous curriculum, less attractive teaching methods, and inappropriate use of educational media. As a solution, the Arabic teacher decided to apply the Mustaqilli method in the first grade of MTS Mambaul Ulum. This study used a descriptive qualitative approach involving 98 students. Data are obtained through interviews, observation, and documentation. Data analysis was carried out with data condensation stages to analyze the results of observations, interviews, and documentation related to the implementation of the Mustaqilli method. The results showed that the implementation of the Mustaqilli method was able to increase student activeness in learning Arabic. The learning process is carried out at 07.00-09.00 WIB, with emphasis on the importance of learning Arabic and reading the book without harokat. The formal findings of the implementation of the Mustaqilli Method are able to create an active, fun learning atmosphere, and provide positive results for students' progress in understanding and practicing Arabic.]]>
<![CDATA[INTEGRATION OF FORMAL EDUCATION AND ISLAMIC BOARDING SCHOOLS AS NEW PARADIGM FROM INDONESIAN PERSPECTIVE ]]>
<![CDATA[Hosaini, Hosaini]]>;
<![CDATA[Rif’ah, Rif’ah]]>;
<![CDATA[Muslimin, Muslimin]]>
<![CDATA[ At- Ta'lim : Jurnal Pendidikan Vol. 10 No. 1 (2024): January ]]>
Publisher : <![CDATA[LP3M Universitas Islam Zainul Hasan Genggong ]]>
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DOI: 10.55210/attalim.v10i1.1497
<![CDATA[Islamic boarding schools are typical Indonesian educational institutions that adhere to various correlative learning systems between formal and non-formal. Problems that often occur are related to learning practices that require integration between the learning system at school and the learning system implemented at Islamic boarding schools. This research aims to describe the character-based Islamic education learning system which is one of the goals of national education in order to create a baldatun thayyibatun wa rabbun ghafur country. One effort to achieve this goal is the educational process in formal, non-formal and informal institutions which is directed not only at equipping students with textual knowledge. However, preparing students to become human beings who have a spirit of patriotism and nationalism for the nation is a necessity which is the main vision of this country. The approach used in this research is a literature study with a literature review type of research. The findings of this research explain that Islamic boarding schools are a form of non-formal education with an integrative learning system as the forerunner of a new paradigm and Indonesian perspective in achieving maximum educational and learning goals, namely an education system that is able to produce quality human resources so that they can contribute to country. This is while still being guided by Islamic teachings and values which are based on the Al-Quran and Hadith.]]>
