Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Journal Al Adzka Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah have a number p-ISSN: 2088-9801 and e-ISSN:2597-937X Al-Adzka is a Journal that published scientific study of research results on primary education which contributes to the understanding, development of theories and concepts of elementary education, as well as its application to the education of madrasah Ibtidaiyah in Indonesia. Journal of Al-Adzka check plagiarisme Quetext.
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<![CDATA[Peningkatan Kemampuan Penyusunan Rencana Pelaksanaan Pembelajaran Guru MIN Amkoteng melalui Supervisi Akademik ]]>
<![CDATA[Berkati, Berkati]]>
<![CDATA[ Journal of Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol 8, No 1 (2018): Januari-Juni ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin ]]>
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DOI: 10.18592/aladzkapgmi.v8i1.2179
<![CDATA[The purpose of this study was to determine the increase in the ability of teachers in preparing Learning Implementation Plans (RPP) through academic supervision. This research is a school action research with steps: planning, implementation, observation, and reflection. This research is planned to consist of two cycles. This research was carried out at MIN Amkoteng Subdistrict Anjir Muara, Barito Kuala District, South Kalimantan Province. Quantitative data analysis was used to determine the increase in the value of the practice of making RPP by teachers based on the standards set by the Ministry of National Education. The results of the study show that the teacher's ability to prepare RPP can be improved by academic supervision; collaboration between teachers and Supervisors of Primary Schools can be well established and useful in fostering teachers to improve their abilities in preparing RPP; the complete document II of the Education Unit (KTSP) MIN Amkoteng curriculum is complete, in the form of RPP collection documents; and this academic supervision can be used as a model in the following years in terms of drafting RPP, and can be used as an example for other schools.]]>
<![CDATA[Penerapan Model Time Token Arends untuk Meningkatkan Hasil Belajar pada Pembelajaran PKn Siswa Kelas IV SDN Tunjungtirto 02 ]]>
<![CDATA[Susilowati, Susilowati]]>
<![CDATA[ Journal of Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol 8, No 1 (2018): Januari-Juni ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin ]]>
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DOI: 10.18592/aladzkapgmi.v8i1.2170
<![CDATA[The purpose of this research is to describe the application of Cooperative Time Token Arends learning model to increase learning outcomes of fourth grade students of SDN Tunjungtirto 02, Singosari. This research uses Classroom Action Research (PTK) with 2 (two) cycles. The subjects of this study were 16 students of grade IV SDN Tunjungtirto 02 Singosari. Data collection techniques in this study are observation, interviews, documentation, and tests. The technique to analyze the data used in this research is descriptive qualitative analysis technique. The results show that learning by applying the Time Token Arends Cooperative model on the subject of globalization can increase learning outcomes. Student learning outcomes also experienced an average increase from cycle I (72.12) to cycle II (76.9). Classical mastery increased by 12.5% from cycle I to cycle II.]]>
<![CDATA[Penerapan Model Talking Stick untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa Kelas V SDN Randuagung 02 pada Materi Persiapan Kemerdekaan Indonesia ]]>
<![CDATA[Sudyastuti, Ety]]>
<![CDATA[ Journal of Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol 8, No 1 (2018): Januari-Juni ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin ]]>
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DOI: 10.18592/aladzkapgmi.v8i1.2171
<![CDATA[The aim of study was to describe the application of Talking Stick model, student activity when applied Talking Stick model, and student learning result after applied Talking Stick model. This study uses a classroom action research design (PTK) with two cycles and each cycle has two meetings. The data were collected by observation techniques and field notes. The data collection instrument uses observation and test sheets. The collected data is analyzed descriptively qualitative and quantitative. The results showed that the application of Talking Stick model can improve student activity and learning outcomes in learning IPS material Preparation of Indonesian Independence SDN 1 Randuagung. Class V student learning activity in IPS study increased by 10.1%. The learning outcomes of grade V students in IPS study increased after applied Talking Stick model. Students who have completed learning criteria successively in the first cycle of meeting 1 to cycle II meeting 2 as many as 17 students or 63%, 20 students or 74%, 22 students or 81.4%, and 25 students or 92.5%.]]>
<![CDATA[Peningkatan Hasil Belajar Siswa Kelas VI SDN 02 Toyomarto Materi Luas Bangun Datar Gabungan dengan Model Pembelajaran Jigsaw ]]>
<![CDATA[Hariyanto, Hariyanto]]>
<![CDATA[ Journal of Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol 8, No 1 (2018): Januari-Juni ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin ]]>
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DOI: 10.18592/aladzkapgmi.v8i1.2172
<![CDATA[The purpose of this research is to know the improvement of the result of the study of the widespread joint building material in the second grade students in SD Negeri 02 Toyomarto Singosari with Jigsaw learning model. The research method using Classroom Action Research with 2 cycles consisting of 4 phases, namely planning, action, observation and reflection. Data collection method used in this research is observation and post test. Data analysis used is descriptive quantitative data analysis obtained from observation result of learning and post test result at every meeting. The result of the analysis shows that learning with Jigsaw learning model can improve the result of the study of the joint wake up area in the students of class VI SDN 02 Toyomarto academic year 2017/2018. The average value of cognitive learning outcomes I (60.82), then the average cognitive learning outcome II (78.9) showed an increase compared to cognitive learning outcomes I. In addition, Jigsaw learning model also improves student activeness. This is indicated by the percentage of active students more on the learning cycle II (31.11%) compared to cycle I (13,%).]]>
<![CDATA[Peningkatan Kinerja Guru melalui Supervisi Edukatif Kolaboratif secara Periodik ]]>
<![CDATA[Noor, Muhammad]]>
<![CDATA[ Journal of Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol 8, No 1 (2018): Januari-Juni ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin ]]>
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DOI: 10.18592/aladzkapgmi.v8i1.2177
<![CDATA[The purpose of this study was to describe the steps of collaborative educative supervision periodically in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up on student achievement learning. This research was carried out at MI Missbahussalam Sungai Punggu Lama Subdistrict Anjir Muara there was the 2017/2018 school year. This research is an action research and carried out two cycles with the stages of action preparation, action implementation, monitoring and evaluation, and reflection. Data collection techniques in this study consisted of four main activities, namely the initial data collection, data analysis results at the end of each cycle, and other responses from the teacher on the implementation of collaborative supervision of educational models. The data has been collected and then analyzed by using qualitative and quantitative analysis. Qualitative analysis is used to explain changes in teacher behavior in learning and supervisor behavior in implementing teacher supervision. The results showed that with peer supervision and collaborative educative can improve teacher performance in preparing learning plans, implementing learning, assessing learning achievement and follow-up on the results of assessment of student learning achievement.]]>
<![CDATA[Kreativitas Mengajar Mahasiswa PPL II Jurusan PGMI Fakultas Tarbiyah dan Keguruan UIN Antasari Banjarmasin Tahun 2015/2016 ]]>
<![CDATA[Shalihah, Siti]]>
<![CDATA[ Journal of Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol 8, No 1 (2018): Januari-Juni ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin ]]>
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DOI: 10.18592/aladzkapgmi.v8i1.2178
<![CDATA[The study aims to determine the creativity of teaching students PPL II PGMI FTK UIN Antasari Year 2015/2016 and the factors that influence it. This type of research is field research (field research) with qualitative approach. The design used in this research is descriptive research. Objects in this research is the creativity of teaching students PPL II Faculty of Tarbiyah and Teacher Training Program PGMI Antasari Banjarmasin Year Ajisi 2015/2016. Subjects in this study were Students PPL II force 2012 Department of PGMI Faculty of Tarbiyah and Teacher Training UIN Antasari Banjarmasin located in MI Al Istiqamah, amounting to ten people. Techniques of data collection using observation, interviews, and documentation. Data analysis technique used is descriptive qualitative. The result of the research shows that the creativity of teaching students of PPL II UIN can be seen from the variation of active learning strategy and the variation of media used. While for the source of learning, PPL II students are still many who only use learning resources in the form of textbooks. Factors that affect the creativity of teaching students PPL II, including teacher candidate factors consisting of educational background and learning experience, facilities and learning resources, as well as conductive environmental conditions.]]>
<![CDATA[PENERAPAN MODEL TALKING STICK UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA KELAS V SDN RANDUAGUNG 02 PADA MATERI PERSIAPAN KEMERDEKAAN INDONESIA ]]>
<![CDATA[Sudyastuti, Ety]]>
<![CDATA[ Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol 8, No 1 (2018): Januari-Juni ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin ]]>
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DOI: 10.18592/aladzkapgmi.v8i1.2171
<![CDATA[The aim of study was to describe the application of Talking Stick model, student activity when applied Talking Stick model, and student learning result after applied Talking Stick model. This study uses a classroom action research design (PTK) with two cycles and each cycle has two meetings. The data were collected by observation techniques and field notes. The data collection instrument uses observation and test sheets. The collected data is analyzed descriptively qualitative and quantitative. The results showed that the application of Talking Stick model can improve student activity and learning outcomes in learning IPS material Preparation of Indonesian Independence SDN 1 Randuagung. Class V student learning activity in IPS study increased by 10.1%. The learning outcomes of grade V students in IPS study increased after applied Talking Stick model. Students who have completed learning criteria successively in the first cycle of meeting 1 to cycle II meeting 2 as many as 17 students or 63%, 20 students or 74%, 22 students or 81.4%, and 25 students or 92.5%.]]>
<![CDATA[PENINGKATAN HASIL BELAJAR SISWA KELAS VI SDN 02 TOYOMARTO MATERI LUAS BANGUN DATAR GABUNGAN DENGAN MODEL PEMBELAJARAN JIGSAW ]]>
<![CDATA[Hariyanto, Hariyanto]]>
<![CDATA[ Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol 8, No 1 (2018): Januari-Juni ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin ]]>
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DOI: 10.18592/aladzkapgmi.v8i1.2172
<![CDATA[The purpose of this research is to know the improvement of the result of the study of the widespread joint building material in the second grade students in SD Negeri 02 Toyomarto Singosari with Jigsaw learning model. The research method using Classroom Action Research with 2 cycles consisting of 4 phases, namely planning, action, observation and reflection. Data collection method used in this research is observation and post test. Data analysis used is descriptive quantitative data analysis obtained from observation result of learning and post test result at every meeting. The result of the analysis shows that learning with Jigsaw learning model can improve the result of the study of the joint wake up area in the students of class VI SDN 02 Toyomarto academic year 2017/2018. The average value of cognitive learning outcomes I (60.82), then the average cognitive learning outcome II (78.9) showed an increase compared to cognitive learning outcomes I. In addition, Jigsaw learning model also improves student activeness. This is indicated by the percentage of active students more on the learning cycle II (31.11%) compared to cycle I (13,%).]]>
<![CDATA[PENINGKATAN KINERJA GURU MELALUI SUPERVISI EDUKATIF KOLABORATIF SECARA PERIODIK ]]>
<![CDATA[Noor, Muhammad]]>
<![CDATA[ Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol 8, No 1 (2018): Januari-Juni ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin ]]>
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DOI: 10.18592/aladzkapgmi.v8i1.2177
<![CDATA[The purpose of this study was to describe the steps of collaborative educative supervision periodically in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up on student achievement learning. This research was carried out at MI Missbahussalam Sungai Punggu Lama Subdistrict Anjir Muara there was the 2017/2018 school year. This research is an action research and carried out two cycles with the stages of action preparation, action implementation, monitoring and evaluation, and reflection. Data collection techniques in this study consisted of four main activities, namely the initial data collection, data analysis results at the end of each cycle, and other responses from the teacher on the implementation of collaborative supervision of educational models. The data has been collected and then analyzed by using qualitative and quantitative analysis. Qualitative analysis is used to explain changes in teacher behavior in learning and supervisor behavior in implementing teacher supervision. The results showed that with peer supervision and collaborative educative can improve teacher performance in preparing learning plans, implementing learning, assessing learning achievement and follow-up on the results of assessment of student learning achievement.]]>
<![CDATA[KREATIVITAS MENGAJAR MAHASISWA PPL II JURUSAN PGMI FAKULTAS TARBIYAH DAN KEGURUAN UIN ANTASARI BANJARMASIN TAHUN 2015/2016 ]]>
<![CDATA[Shalihah, Siti]]>
<![CDATA[ Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol 8, No 1 (2018): Januari-Juni ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin ]]>
Show Abstract
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DOI: 10.18592/aladzkapgmi.v8i1.2178
<![CDATA[The study aims to determine the creativity of teaching students PPL II PGMI FTK UIN Antasari Year 2015/2016 and the factors that influence it. This type of research is field research (field research) with qualitative approach. The design used in this research is descriptive research. Objects in this research is the creativity of teaching students PPL II Faculty of Tarbiyah and Teacher Training Program PGMI Antasari Banjarmasin Year Ajisi 2015/2016. Subjects in this study were Students PPL II force 2012 Department of PGMI Faculty of Tarbiyah and Teacher Training UIN Antasari Banjarmasin located in MI Al Istiqamah, amounting to ten people. Techniques of data collection using observation, interviews, and documentation. Data analysis technique used is descriptive qualitative. The result of the research shows that the creativity of teaching students of PPL II UIN can be seen from the variation of active learning strategy and the variation of media used. While for the source of learning, PPL II students are still many who only use learning resources in the form of textbooks. Factors that affect the creativity of teaching students PPL II, including teacher candidate factors consisting of educational background and learning experience, facilities and learning resources, as well as conductive environmental conditions.]]>
