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" CENDEKIA VOL 10 NO 2 TAHUN 2012"
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<![CDATA[TASK BASED APPROACH IN WRITING ARTICLE (A Field Study: The Seventh Semester Students of PBI 2008 D of STKIP Ponorogo in Academic Year 2011/2012) ]]>
<![CDATA[Susilowati, Tintin]]>
<![CDATA[ Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 2 TAHUN 2012 ]]>
Publisher : <![CDATA[IAIN Ponorogo ]]>
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DOI: 10.21154/cendekia.v10i2.415
<![CDATA[Abstrak: Menulis adalah salah satu skill dari keterampilan bahasa yang masih menjadi masalah serius bagi mahasiswa secara umum bahkan bagi mahasiswa semester tujuh jurusan pendidikan bahasa Inggris. Berdasarkan data ditemukan bahwa banyak mahasiswa semester tujuh memiliki keterbatasan pengetahuan tentang struktur paragrap terkait dengan esensi dan proposi dalam penulisan pendahuluan, tubuh dari paragrap untuk mengembangkan ide, serta kesimpulan bahkan mereka juga masih mengalami kesulitan dalam menulis sebuah paragrap. Paragrap seharusnya telah dikuasai oleh mahasiswa semester atas. Sebagai mahasiswa semester tujuh, mereka seharusnya telah mampu untuk menghasilkan tulisan jurnalistik seperti artikel. Penulisan artikel artikel, diterapkan dalam pembelajaran di kelas menulis. Dalam materi menulis, diuraikan melalui serangkaian kegiatan dari langkah awal sampai produk akhir secara sisematis menggunakan âTask-Based Approachâ. Implementasi dari pembelajaran ini menggunakan pendekatan kualitatif. Data diambil dari hasil tulisan mahasiswa dan di analisa menggunakan skala rubrik. Dengan Task-Based Approach, mahasiswa diarahkan untuk mampu menulis artikel. Pembelajaran dilakukan berbasis tugas dengan fokus yang berbeda untuk tiap pertemuan namun tujuan akhirnya mahasiswa mampu menulis artikel secara utuh setelah melakukan tugas-tugas yang diberikan.]]>
<![CDATA[MISKONSEPSI MATERI FOTOSINTESIS DALAM PEMBELAJARAN ILMU PENGETAHUAN ALAM (IPA) DI SD/MI ]]>
<![CDATA[Muna, Izza Aliyatul]]>
<![CDATA[ Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 2 TAHUN 2012 ]]>
Publisher : <![CDATA[IAIN Ponorogo ]]>
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DOI: 10.21154/cendekia.v10i2.411
<![CDATA[Abstract: The quality of science education that is still unsatisfying can be effected by misconceptions and learning conditions that less pay attention to learnersâ preconceptions. Misconception is frequently happened among students in all levels of education, including elementary school students, secondary schools students, up to university or college students and even someone who have already worked. The most common misconceptions are caused by the initial concept (preconception) in which it was taken to formal education. As a result, many of elementary school students are encountered with misconception. Since childhood, people have already constructed such concepts through daily experiences, and it is possible to say that they have undergone a process of learning early. The cause of misconceptions that happen to learners are vary, including learners from itself, educators, textbooks, contexts, and methods of teaching. All science materials are possible to create misconception among learners, for instance, photosynthesis. The example of misconceptions in this material include the process of photosynthesis in which students assume that it occurs only during the day with the help of sunlight, only plants whose green leaf that capable to have photosynthesis; chlorophyll present in the leaves alone, as well as plants perform photosynthesis during the day while at night plants do breathe. The misconception is a major problem in learning science as it can disrupt the formation of a scientific conception. ]]>
<![CDATA[PEMBELAJARAN BAHASA ARAB BERBASIS MULTIMEDIA ]]>
<![CDATA[Chusna, Aliba`ul]]>
<![CDATA[ Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 2 TAHUN 2012 ]]>
Publisher : <![CDATA[IAIN Ponorogo ]]>
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DOI: 10.21154/cendekia.v10i2.416
<![CDATA[Abstract: Teaching Arabic language is difficult for many teachers. The Arabic teachers faces various problems while they were explaining the lesson. Mostly, these problems are caused by not understanding learners to the content of the lesson. So, the teachers should use the teaching aids or modern technological devices that help them to solve these problems significantly. Many kind of the teaching aids has made that are information and communication technology or commonly known as the multimedia. Multimedia means is one of the new technology based on computer program that can make the media more complete. It use various methods and reliable for education. Multimedia as new product from modern technology seeks to involve all the senses, including visual, hearing and feeling. And if we compared it with other educational media, multimedia are the tools and methods used to make the good communication between teachers and learners during the learning process.]]>
<![CDATA[MANAJEMEN IMPLEMENTASI KURIKULUM BAHASA ARAB DI MADRASAH ]]>
<![CDATA[Zubaidi, Ahmad]]>
<![CDATA[ Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 2 TAHUN 2012 ]]>
Publisher : <![CDATA[IAIN Ponorogo ]]>
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DOI: 10.21154/cendekia.v10i2.412
<![CDATA[Abstract: The Arabic language teaching has begun to exist in the Madrasah curriculum since 1976. Based on Permenag no. 2 on 2008, the SKL & SI of Arabic includes four proficiencies that should be mastered by students; they are listening, speaking, reading and writing. In relation to its implementation in Madrasah, school principals and Arabic teachers have ultimate responsibility. The realization of curriculum is divided into two levels: 1) implementation at the school level and 2) implementation at the classroom level. In this vein, school principals should establish good and fruitful coordination with the teachers. There are at least three essential things which may affect the implementation of the Arabic curriculum that must be considered by both the principals and Arabic teachers, they are the characteristic of curriculum, implementation strategy, and the users of Arabic curriculum. After implementing the curriculum, it should be proceeded by conducting evaluation which aims (1) to look at the process of the implementation of the Arabic language curriculum functioning as a control whether its implementation has achieved the objective, and as a refinement if there is a deficiency in the process, 2) to see the final result which can be achieved compared to the planning phase. ]]>
<![CDATA[PEMBELAJARAN MATEMATIKA USIA SD/MI MENURUT TEORI BELAJAR PIAGET ]]>
<![CDATA[Hidayati, Kurnia]]>
<![CDATA[ Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 2 TAHUN 2012 ]]>
Publisher : <![CDATA[IAIN Ponorogo ]]>
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DOI: 10.21154/cendekia.v10i2.417
<![CDATA[Abstract: Mathematics is a science related to the abstract views/concepts arranged hierarchically with the use of deductive reasoning. This is contrary to the nature of young learnersâ learning development in which they are still at the stage of concrete thinking. In accord to these, it seems quite hard for elementary students to learn mathematics that considered as abstract in nature as they have concrete way of thinking. Hence, Piaget endeavored to bridge the two conflicting phenomena by providing the four stages of learning mathematics, such as the stage of concrete, semi-concrete, semi-abstract and abstract. By using these four stages, it is expected that all educators can facilitate the students in learning mathematics optimally, in so doing, the abstract concept of mathematics can be easily understood by learners at SD / MI whose way of thinking is still concrete. ]]>
<![CDATA[PERAN PENDIDIK PAI DALAM PENGEMBANGAN PEMBELAJARAN AGAMA YANG INKLUSIF DI SEKOLAH ]]>
<![CDATA[Munadi, Muhammad]]>
<![CDATA[ Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 2 TAHUN 2012 ]]>
Publisher : <![CDATA[IAIN Ponorogo ]]>
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DOI: 10.21154/cendekia.v10i2.408
<![CDATA[Abstract: This research was aimed to reveal the religious inclusivism contents on Islamic Education subject taught at senior high school level, learning model of Islamic Religious Education is taught in secondary education pursue the development of tolerance and religious inclusivism on the learners and the teachers and instructional materials provide inspire for learners to develop attitudes of tolerance and religious inclusivism.           Type of research is qualitative research methods. Subjects Research and Sources of Data in this study is the teachers of Islamic education on SMAN 4 Surakarta. Setting in this study took place in Surakarta, who have a variety of Islamic dynamics that are considered to be moderate to radical. Data collection techniques used were: In-depth Interviews, participant observation, and documentation. The validity of data used in this research are triangulation methods and sources. The data analysis was done by following the interactive model analysis of Miles and Huberman consisting of collecting the data, reducing the data, describing the data, and making conclusion and verification.            Result of the research showed that the content of religious tolerance and inclusivism is taught in class XI semester 1 and 2 are expressly or directly relate to other religions or indirectly, the model simulation in concept (analysis of the teaching program) exists, but not operationalized at the level of material and learning . But in the great Day of Islam, students are encouraged to appreciate the opinions of others and the inspiration to develop attitudes of tolerance and religious inklusifisme contained in textbooks through the verses of the nuances of this, such as Surat al-Baqara verse 285 and Surah Al Hujurat paragraph 13.]]>
<![CDATA[TRANSMISI ILMU DALAM PENDIDIKAN SUFISTIK ]]>
<![CDATA[Humaisi, M. Syafiq]]>
<![CDATA[ Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 2 TAHUN 2012 ]]>
Publisher : <![CDATA[IAIN Ponorogo ]]>
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DOI: 10.21154/cendekia.v10i2.413
<![CDATA[Abstract: Transmission of knowledge through Wasilah in Sufi education paradigm has led students to be human beings who have impeccable character. Sufi education seeks to integrate the common mind, the heart and the actualization of the common mind and heart in man towards the purification of the soul. There are at least three stages taught by educators in building studentsâ character, the first stage, the seeker (al-murid) is a person who has sets of awareness and belief as a creature of God as creator. The second is musafir (al-sair), a servant of the upright walk with God. The last stage is al-wasil, a servant who attains perfect knowledge of God. The education that is now unfolding should refer to the objectives and philosophy of Sufi essential educational goals. The foundation listed in the Law on National Education System (UUSPN) should not only be an ideal setting and the plain theory, but also come in the realm of actualization and realization that can shape the character of each individual learner. Meaningful education that contains educational value should be the priority in the learning process. This can be done by activating the three basic domains in education such as cognitive, affective and psychomotor. ]]>
<![CDATA[PENINGKATAN KOMPETENSI PESERTA DIDIK MADRASAH MELALUI PENDIDIKAN KARAKTER BERBASIS PESANTREN ]]>
<![CDATA[Salim, Ahmad]]>
<![CDATA[ Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 2 TAHUN 2012 ]]>
Publisher : <![CDATA[IAIN Ponorogo ]]>
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DOI: 10.21154/cendekia.v10i2.409
<![CDATA[Abstract: An issue of character education in Indonesia has been widely discussed since the character education movement launched on May 2, 2010. Character education has become an important part of the national education system and become preventive cure on various social ills. Islamic education has some appropriate terminologies used in the character learning approach, such as: tilâwah, taâlîmâ, tarbiyah, taâdîb, tazkiyah dan tadlrîb. Recitations (tilâwahi) is related to the ability to read; taâlim related to the development of intelligence (intellectual quotient); tarbiyah regarding care and affection instinctively, tadib associated with the development of emotional intelligence (emotional quotient); tazkiyah related to the development of spiritual intelligence (spiritual quotient), and tadlrib associated with physical intelligence or skills (physical quotient or adversity quotient). The integration of character education in all subjects at the school is regarded as one way to improve the competence of cognitive, affective and psychomotor of learners equally. This study discusses the system of Islamic boarding schools with the characteristics, clerics, mosques and dormitories to be an alternative solution to implement character education in such effective, consistent and sustainable ways. The system of Pesantren will optimize the educators role as an educator, conservator, innovators, transformers, organizers and all stakeholders of madrasah so that its value or characters can be internalized and implemented by students optimally. ]]>
<![CDATA[CHARACTERISTICS OF SOUTH AMERICAN AS THE EFFECT OF SLAVERY AS IT REFLECTED IN LITERATURE ( A Historical View of Tennessee Williamâs The Glass Menagerie) ]]>
<![CDATA[Widyawati, Wiwin]]>
<![CDATA[ Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 2 TAHUN 2012 ]]>
Publisher : <![CDATA[IAIN Ponorogo ]]>
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DOI: 10.21154/cendekia.v10i2.414
<![CDATA[Abstrak: Karya sastra merupakan sebuah cerminan dari era tertentu, karena penulis sering menggambarkan kondisi-kondisi dan fenomena-fenomena melalui karya sastra. Salah satu cara untuk mengetahui cerminan tersebut adalah dengan melihat atau meneliti setting atau latar belakangnya. Setting dari drama The Glass Menagerie karya Tennesse William adalah St. Louis yang merupakan kota terbesar kedua di Missouri yang dulunya adalah sebuah negara di bagian selatan yang menjadi tempat perbudakan. Salah satu tokoh utama di dalam cerita ini adalah Amanda Wingfield, seorang ibu yang dulunya adalah seorang majikan dari beberapa budak. Amanda menganggap dirinya sebagai seorang aristokrat atau kalangan kelas tinggi tetapi para generasi mudanya yang diwakili oleh anak-anak Amanda, menunjukkan sifat yang berbeda dari generasi Amanda. Ini menunjukkan bahwa Amanda tidak selamanya bisa bertahan dengan sifatnya itu yaitu berhenti bermimpi dan berkhayal tentang keglamouran masa lalunya. Lebih lanjut berarti juga untuk berhenti dari tradisi Amerika Selatan yang bersifat aristokratik.]]>
<![CDATA[PENDIDIKAN KARAKTER (Sebuah Usaha Penanaman Kebaikan) ]]>
<![CDATA[Harjali, Harjalai]]>
<![CDATA[ Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 2 TAHUN 2012 ]]>
Publisher : <![CDATA[IAIN Ponorogo ]]>
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DOI: 10.21154/cendekia.v10i2.410
<![CDATA[Abstract: Character education plays an important role to build an individuals character. In this notion, since about 2500 years ago Socrates had argued that the fundamental purpose of education is to make someone good and smart. In Islamic history, about 1500 years ago Muhammad, the last Prophet of Islam, also confirmed that the primary mission of educating people is to facilitate the formation of good character in which the ultimate teaching objective is about honesty (al-amien) and how can build such good character is to learn (iqra) from written texts and the passages that are not written. Thousands of years afterwards, the formulation of the main goals of education remain similar, that is to build good personality of learners. Undeniably, school or campus have great influence and impact on the character of students, whether intentionally or not. This fact became the entry point to state that the school or college has a duty and responsibility to make moral education and character building. Furthermore, some experts on educational value, moral or character argue that it is not only a duty or responsibility, but also an effort that should be a priority.]]>
