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INDONESIA
Cendekia
Published by Institusi Agama Islam Negeri Ponorogo
ISSN : -     EISSN : -     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education
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Articles 180 Documents
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PENGEMBANGAN PENDIDIKAN KARAKTER MELALUI METODE PEMBIASAAN DAN KETELADANAN Luqman, Asasuddin
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOl 12 NO 1 TAHUN 2014
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v12i1.368

Abstract

Abstract: The character is a subject of an education that is very interesting and always discussed by educators in educational practice today. The Quran as an educational book also teaches the importance of both; morality education (aqidah) and character education (akhlaq), which are an integral and inseparable. This shows the importance of education and character building in every educational process at all levels. Despite the struggle between good characters and bad characters in every human being, but basically a good character can be formed through the soul treatment, habituation of right conduct, exemplary and good social environment. The teachers are demanded to treat a pupil’s soul and habituation right conduct so that the pupils have a good character. Besides a good social environment, the more important in order to build the character is the teacher should be an exemplary model for the surrounding community. Rosululloh is the best role model for anyone who wants to follow his character in order to be a person who has a noble character.ملخص: إن التربية الأخلاقية موضوع تربوي جذّاب يناقشها المربون الآن تطبيقيا. والقران ككتاب تربوي يعلّمنا شيئين، هما التربية العقدية والتربية الأخلاقية وهما شيئ واحد لا يتجزأ. دل هذا على أهمية التربية وبناء الأخلاق في جميع مستويات العملية التربوية. ومهما هناك صراع بين الأخلاق الكريمة والأخلاق الذميمة في الحياة، فإن الأخلاق الكريمة يمكن تكوينها عن طريق التعامل النفسي، وتعويد أفضل الأعمال، وبالمثال والبيئة الاجتماعية الجيدة. ويرجى أن يعامل المدرس طلابه نفسيا وأن يعوّدهم فعل الخيرات ليكون لهم أخلاق كريمة. بجانب البيئة الحسنة، والأهم من ذلك أن يكون المدرس قدوة في هذا التكوين في مجتمعه. والرسول محمد صلى الله عليه وسلم خير مثال لجميع الناس في الالتزام بالأخلاق الكريمة.  Keywords: Pendidikan karakter, kebiasaan, keteladanan
EFEKTIVITAS PENERAPAN METODE PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISIONS DAN TEAM ASSISTED INDIVIDUALIZATION PADA MATERI REGRESI LINIER Wulansari, Andhita Dessy
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOl 12 NO 1 TAHUN 2014
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v12i1.373

Abstract

Abstract; in general, learning statistics in class do not working at all, active lecturer predominate and student tend to passive as good hearer. Conventional study like this, make student only memorizing and working procedure without comprehend concept in fact. According to Hudojo, "With cooperative learn method give a chance to its student to develop themselves". Of course not all of cooperative learn method can be applied, should be selected as same as the field condition. This research, cooperative learn method of TAI (Team Assisted Individualization) and STAD (Student Teams Achievement Divisions) selected to be applied. Aim of this research is to compare applying effectiveness empirically of cooperative learn method between TAI, STAD and conventional through result statistics 2 of regression linear, grade 5th student of STAIN Ponorogo year of academic 2013 / 2014. According to data analysis using of One Way ANOVA statistics method, concluded that, there is difference result, learn statistics 2 of regression linear between class using learning method TAI, STAD and conventional. Where learning method TAI more effective than STAD and conventional; and STAD more effective if compared to conventional learning method.ملخص: كان تدريس مادة الاحصائيات –عامة- لا يسير سيرا متوازنا، لأن المدرس هو المهيمن والفاعل والطلاب صامتون. أدى هذا النوع من التدريس إلى أن يحفظ الطلاب ويعملون رسميا ولا يفهمون حقيقة النظريات. يري هودوجو أن تطبيق طريقة التعليم الاشتراكي يعطى الطلاب الفرصة الواسعة للتنمية الذاتية. وطبعا أن جميع أنواع التعلم الأشتراكي لا يمكن تطبيقها، بل لابد من اختيار الأنسب منها بالواقع. يختار هذا البحث تطبيق التعليم الاشتراكي نوع TAI (Team Assited Individualization)  و STAD (Student Team Achievement Division)   . وأهداف هذا البحث هي المقارنة واقعيا بين تطبيق التعليم الاشتراكي نوع TAI AND STAD  والتقليدي، عبر نتائج تعلم الاحصائيات (2) مادة REGRESI LINIER  لدى طلاب الجامعة الإسلامية الحكومية فونوروغو المستوى الخامس العام الدراسى 2013/2014 . اعتمادا على تحليل البيانات باستخدام طريقة احصائية One Way ANOVA  يستنتج منها نتائج أن هناك فرق في نتائج تعلم مادة الاحصائيات (2) في مادة regresi linier بين الصف المستخدم طريقة التعليم TAI, STAD  والطريقة التقليدية. وتكون طريقة TAI أكثر فعالا بالنسبة إلى طريقة STAD  والطريقة التقليدية ، وطريقة STAD  أكثر فعالا بالنسبة إلى الطريقة التقليدية.Keywords: Efektivitas, TAI, STAD, Statistika
POLA PENDIDIKAN ALTERNATIF BAGI MASYARAKAT NELAYAN DI WONOKERTO KABUPATEN PEKALONGAN Fihris, Fihris
Cendekia: Jurnal Kependidikan dan Kemasyarakatan Cendekia Vol 11 No. 1 Tahun 2013
Publisher : STAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v11i1.392

Abstract

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PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA (PMRI) DI SD/MI Hidayati, Kurnia
Cendekia: Jurnal Kependidikan dan Kemasyarakatan Cendekia Vol 11 No. 1 Tahun 2013
Publisher : STAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v11i1.397

Abstract

Abstract: PMRI  is a realistic mathematics education which employs real life problems that are considered appropriate to the students’ minds. PMRI is developed with reference to constructivist philosophy. PMRI is in line with the new paradigm of education in Indonesia, which is to improve the quality of mathematics education that is solely dominated by the issue on how to improve students’ understanding of mathematicsand develop reasoning skill. In this regard, the real world is mainly used as a starting point for the development of ideas and concepts of Mathematics. The role of teacher is only as a guide and facilitator for students in the process of reconstructing their ideas and concepts of Mathematics. Additionally, through the learning activities assisted by the teacher, it is expected that students can find the characteristics, definitions, theorems, or rules themselves. Students are encouraged to understand mathematics through real-world contexts frequently faced or the things that can be possibly imagined by them. Mathematics learning cannot be separated from its nature when someoneattempts to search a problem, solve the problem and organize the subject matter. Hence, Mathematics learning should be directed to the use of situations and opportunities thatallow students to reinvent mathematics by their own efforts.
PERBANDINGAN KETEPATAN KLASIFIKASI ANTARA METODE REGRESI LOGISTIK DAN KLASIFIKASI POHON PADA KASUS PROGRAM WAJARDIKDAS 9 TAHUN Wulansari, Andhita Dessy
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 1 TAHUN 2012
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v10i1.402

Abstract

Abstract: Wajardikdas 9 years is a compulsory government program that requires the Indonesian people to get a formal education certificate minimally at junior high school level/equivalent. In order to succeed the program, the availability of information relating to the classification of rural/village is absolutely important. Due to this information,the regency/city government can more easily prioritize which rural/village that needs a special attention. There are at least two statistical methods: 1) binary logistic regressionand 2) logistic regression. This study compared the results of the classification accuracy between the logistic regression method and tree classification to get a more precise technique used in classifying the rural/village in case of 9 years Wajardikdas program. By using the data testing, it showed that the classification accuracy produced by the method of tree classification was higher than that of logistic regression. Therefore, it could be concluded that tree classification was more effective method to use. This was because the factors that affected the success of Wajardikdas 9 years like the ratio of student/teacher and student/school had been known.
MODEL DAN PROBLEMATIKA PEMBELAJARAN BAHASA ARAB DI SMA ISLAM KELING JEPARA Nafisah, Aliyatin
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 1 TAHUN 2012
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v10i1.407

Abstract

Abstract:  Whatever the teaching-learning process going on, every teacher should have the policy and strategy to take on the Model of the teaching-learning and get out the record of problems with the teaching-learning process, then search the best solution for them. Especially for the Arabic teacher should have the policy and strategy to take on the Model of the teaching-learning and get out the documentation of challenges with the teaching-learning process, then seek out the best suspension for them. If the Arabic teacher does not do that all, he/she makes self on the place is as far as the Professional Arabic Teacher. the Arabic Teacher in the Tenth Grades of Jepara Keling Islamic Senior High School had do the best way in making the teaching-learning process; His curriculum and Teaching-learning Administration had NR score = 3.35 at level B (High – Good), The Model of the teaching-learning had NR score = 3.55 at level B (High – Good), and the type of Examination and giving the students’ score had NR score = 3.47 at level B (High – Good).
MANAJEMEN IMPLEMENTASI KURIKULUM BAHASA ARAB DI MADRASAH Zubaidi, Ahmad
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 2 TAHUN 2012
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v10i2.412

Abstract

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.
PEMBELAJARAN MATEMATIKA USIA SD/MI MENURUT TEORI BELAJAR PIAGET Hidayati, Kurnia
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 2 TAHUN 2012
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v10i2.417

Abstract

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 learners’ 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.
HUBUNGAN ANTARA KECERDASAN EMOSIONAL (EQ) DAN MOTIVASI BELAJAR DENGAN PERILAKU BELAJAR SISWA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) DI SMPN 01 JENANGAN PONOROGO Wahyuningttyas, Putri
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOl 12 NO 1 TAHUN 2014
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v12i1.363

Abstract

Abstract: Abstract; several things need to get attention from student are emotional quotation (EQ), learn motivation and study behavioral. Various research proved that many people who have high IQ often fall because unable to monitor its emotion better. As well as learn motivation, impossible student to do learning activity if they had no motivation to learn. With EQ and high learn motivation, hence student expected to have good learn behavior so the result of learning filled. Relate to that, target of this research is to know how emotional question (EQ), learn motivation and grade 7th student study behavioral at Islamic study and to know how relation between emotional question (EQ) and learn motivation and grade 7th student study behavioral at Islamic study in SMPN 1 Jenangan, Ponorogo. This study represent quantitative research which is population grade 7th student, 169 students. Sample technique used sampling random simple with 117 students. This research use questioner, observation, and documentation as collecting data. While its data analysis use double correlation formula. Result of this research found that there are 64,10 % respondent with enough EQ; 61,54 % respondent with enough learn motivation; there are 64,10 % respondent with enough study behavioral; there are significant correlation between emotional question (EQ) and learn motivation with grade 7th student study behavioral at Islamic study ( PAI) in SMPN 01 Jenangan, Ponorogo with coefficient correlation equal to 0,823. ملخص:هناك أمور لابد من الاهتمام بها من قبل الطالب حين يدرس وهي الذكاء العاطفي ودافع التعلم وسلوك التعلم لديه. وقد أثبتت الدراسات أن هناك أذكياء لكنهم فشلوا لعدم قدرتهم على تنسيق عواطفهم جيدا. وهكذا ما يتعلق بدوافع التعلم. لا يمكن أن يدرس الطالب دون أن يكون له دوافع للتعلم في نفسه. فبالذكاء العاطفي ودافع التعلم العالية يستطيع الطالب أن يوجد له السلوك التعلمي الجيد حتى يحصل على نتائج التعلم الجيدة. فبهذا تكون أهداف هذا البحث هي معرفة الذكاء العاطفي ودافع تعلم طلاب الصف السابع وسلوكهم فيه ولمعرفة الارتباط بين الذكاء العاطفي وبين دوافع تعلم طلاب الصف السابع المدرسة الثانوية العامة الحكومية  الأولى جناعان فونوروغو في مادة التربية الإسلامية  . ونوع هذا البحث بحث كمّي، ومجتمع هذا البحث هو طلاب الصف السابع وعددهم 169 طالبا، وتجمع البيانات بالاستبيانات والملاحظة والوثائق المكتوبة. أما تحليل البيانات فبتحليل الارتباط التعددي. ونتائج هذا البحث، هناك 64,10% من المستجيبين لهم الذكاء العاطفي الكافي، و % 61,54 من المستجيبين لهم دوافع التعلم الكافية، و % 64,10 من المستجيبين لهم سلوك التعلم الجيد، وهناك ارتباط ذو معنى بين الذكاء العاطفي ودوافع التعلم وبين سلوك التعلم لدى طلاب الصف السابع في مادة التربية الإسلامية في المدرسة الثانوية العامة الحكومية  (1) جناعان فونوروغو وعدده 0,823. Keywords: Kecerdasan Emosional (EQ), motivasi belajar, perilaku belajar
PENDIDIKAN BEBAS BIAYA DALAM MENINGKATKAN MUTU PENDIDIKAN DI SEKOLAH/MADRASAH Winarsih, Sri
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOl 12 NO 1 TAHUN 2014
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v12i1.369

Abstract

Abstract: Cost isflow of resource, calculated in set of monetary which released to buy or pay inventory,service, labor,product, equipment and other goods, used for business or others interest. Education is process where someone obtain to get knowledge (knowledgeacquisition), developing skill or ability (development skill) attitude or change attitude. Education is a process of student’s transformationin order to reach certain things as effect of follow education. Cost of education consist of (1).Direct cost is the expense from parent to learn, example: cost of the text book,practice etc.(2).Indirect costis the expense from parent, people or governmentwhich indirect relate to learning process, for example: levyingthe building, public utilities, canteen, school health unit, etc.ملخص:  التكاليف هي الموارد المحسوبة في حساب العملة المتصرفة للبيع أو دفع الأشياء المعدة، والعمل، والعمّال، والانتاج، والأدوات، وغيرها من الأشياء المستعملة لمصلحة التجارة أو غيرها. والتربية هي عملية يحصل فيها المرء على المعارف والمعلومات، وتنمية استعداداته وكفاءاته، وسلوكياته. والتربية كذلك عملية اصلاح التلاميذ ليحصل على الأشياء الخاصة نتيجة عملية التربية التي اتبعها. وثمة تكاليف تربوية وهي : 1) التكاليف المباشرة، هي التكاليف التي دفعها الطالب أو والداه لمهمة عملية التعلم والتعليم، وعلى سبيل المثال لشراء الكتب، والتربية التدريبية وغيرها، 2) التكاليف غير المباشرة، وهي التي يدفعها الطالب أو والداه، أو المجتمع، أو الحكومة للمهمة التي لا ترتبط مباشرة بعملية التعلم والتعليم، مثل التكاليف لبناء المدارس، أو الوسائل العامة، أو المقصف للمصدرسة، أو عيادة الصحة وغيرها. Keywords: Pendidikan, bebas biaya, mutu, sekolah.

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