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Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan
Published by Universitas Islam Negeri Alauddin Makassar
ISSN : 19793472     EISSN : 25805223     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 473 Documents
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PENDIDIKAN ISLAM DALAM PERSPEKTIF HADIS Munirah Munirah
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 19 No 2 (2016): Jurnal Lentera Pendidikan
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2016v19n2a7

Abstract

The importance of education has been emphasized repeatedly in the Qur’an and hadith. The hadith of the Prophet Muhammad also emphasise the value of knowledge. In the Qur’an and hadith, the importance of education is explicit; in Islam seeking education is obligatory, and that knowledge is considered to be the path towards greater closeness to Allah. In the hadith term of education or tarbiyah can be found as Ta'līm, from the root 'alima (to know, to be aware, to perceive, to learn), Tarbiyah, from the root raba (to increase, to grow, to rear), Ta'dīb, from the root addaba (to be cultured, refined, well-mannered). The hadith also affirms that there are two important elements that are necessary ingredients in the formulation of a philosophy of Islamic education namely, the goal of education and educational factors.
PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN REALISTIK St. Hasmiah Mustamin
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 20 No 2 (2017): DECEMBER
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2017v20n2i8

Abstract

Abstrak:Salah satu pembelajaran matematika yang berorientasi pada matematisasi pe­nga­la­man sehari-hari dan menerapkan matematika dalam kehidupan sehari-hari ada­lah pembelajaran matematika realistik. Pembelajaran mate­ma­tika dengan pen­dekatan realistik adalah pendekatan pembelajaran yang menggunakan ma­sa­lah sehari-hari sebagai sumber inspirasidalam pembentukan konsep dan me­ng­ap­­likasikan konsep-konsep tersebut atau bisa dikatakan suatu pembelajaran ma­tematika yang berdasarkan pada hal-hal nyata atau real bagi siswa dan mengacu pa­da konstruktivis sosial. Pengembangan pembelajaran matematika dengan pen­dekatan realistik meru­­pakan salah satu usaha meningkatkan kemampuan siswa me­ma­ha­mi matematika dan memberikan kesempatan kepada siswa untuk mene­mu­­kan kembali dan merekonstruksi konsep-konsep matematika, sehingga siswa mem­punyai pengertian kuat tentang konsep-konsep matematika. Usaha-usaha ini dilakukan sehubungan dengan adanya perbedaan antara ‘materi’ yang dicita-ci­takan oleh kurikulum tertulis (intended curriculum) dengan ‘materi yang di­ajar­kan’ (implemented curriculum), serta perbedaan antara ‘materi yang diajarkan’ de­ngan materi yang ‘dipelajari siswa’ (realized curriculum). Pembelajaran matematika de­ngan pendekatan realistik mem­­beri­kan kesempatan kepada siswa untuk menemukan kem­bali dan mere­kon­struksi konsep-konsep matematika, sehingga siswa mempunyai pe­ngertian kuat tentang konsep-konsep matematika.Abstract:One of the mathematical learning that is oriented to the mathematization of every­day experiences and applying mathematics in everyday life is realistic ma­the­matics instruction. The mathematics instruction with realistic approach is an instructional ap­proach that uses daily problems as a source of inspiration in the formation of con­cepts and apply the concepts or can be said a mathematics instruction based on the real things that refers to the social constructivist. The development of instructional mathematics with a realistic approach is one effort to improve students' abi­lity for understanding mathematics and provide opportunities for students to reconstruct mathematical concepts, so students have a strong un­ders­tanding of the mathematical concepts. These efforts are made in relation to the dif­ference between the 'material' aspired by written curriculum (the intended cur­riculum) and taught material (implemented curriculum), and the difference bet­ween taught material and students learned material (realized curriculum). Ma­the­matical learning with a realistic approach enables students to rediscover and re­construct mathematical concepts, so that students have a strong understanding of mathematical concepts.
FAKTOR SITUASIONAL, ORIENTASI TUJUAN, DAN LOCUS OF CONTROL SEBAGAI PREDIKTOR PRAKTEK MENYONTEK: PENYUSUNAN DAN PENGUJIAN MODEL Mujahidah Mujahidah
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 16 No 1 (2013): Jurnal Lentera Pendidikan
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2013v16n1a3

Abstract

Abstrak: Masalah  menyontek  telah  menjadi  persoalan  krusial  dalam  dunia  pendidikan, khususnya  di  perguruan  tinggi.  Faktor  situasional,  tujuan,  dan  locus  of  control adalah  sebagian  faktor  yang  dianggap  mempengaruhi  maraknya  praktek  me- nyontek.  Berdasarkan  analisis  model  persamaan  struktural  dapat  disimpulkan model E lebih kuat daripada model A, Model B, Model C, dan model D. Hal ter- sebut  diketahui  berdasarkan  kriteria  nilai  chi-square,  nilai  CFI,  dan  nilai  p  sehingga terdapat kesesuaian antara model dan data. Ketiga hipotesis minor  yang diajukan diterima secara signifikan. Abstract:The  problem  of  cheating  has  become  a  crucial  issue  in  education,  especially  in universities.  Situational  factors,  objectives,  and  locus  of  control  are  some  of  the factors considered affect a lot of cheating practice. Based on the analysis of struc- tural equation models, it can be inferred that E model is more powerful than the model A, Model B, Model C and Model D. It is known by the criteria of the chi- square value, the value of the CFI, and the value of p, therefore there is a corres- pondence between the model and the data. Three minor hypotheses proposed are received significantly.    
ALL IN ONE SYSTEM (Pendekatan dan Prinsip Psikologis Pengajaran Bahasa Arab Terintegrasi) Muhammad Rusydi Rasyid
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 12 No 1 (2009): JUNE
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2009v12n1a3

Abstract

Learning a language particularly Arabic may at first sight look complex, demanding and time consuming. That is why Mukti Ali, the former Minister of Religious Affair, has come up with the idea of having several points of entry to language approach, called All in One System. Teaching Arabic as a Foreign Language—with appropriate techniques—to students who are not native speakers will enable them to learn Arabic effectively. It firstly develops a curri-culum for Islamic secondary learners. This approach—All in One System—asserts that to create an effective teaching program it is not enough merely to use the most sophisticated technology such as CD's, and phonetics software. Teaching methods tested in actual conditions are even more important. The process for teaching Arabic to non native speakers is very different from teaching other languages. Therefore, the concept built on teaching Arabic to introduce integrated four skills at once—listening, reading, speaking, and writing is of great importance.
REBUILDING THE PROFESSIONAL TEACHING CAPACITY OF UNDERGRADUATE ENGLISH EDUCATION STUDENTS OF UIN ALAUDDIN MAKASSAR (A Case Study on Student-Teachers of PBI Students of Tarbiyah Faculty) Mardiana Nurdin
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 17 No 2 (2014): Jurnal Lentera Pendidikan
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2014v17n2a5

Abstract

Abstrak: Penelitian ini bertujuan untuk mengeksplorasi kapasitas pengajaran yang profe­sional mahasiswa PPL PBI UIN Alauddin Makassar yang melibatkan 4 guru pamong dan 30 mahasiswa PPL. Data dikumpulkan melalui survei online, lembar pengamatan dan dokumentasi yang dianalisis dengan menggunakan metode campuran qualitatif dan kuantitatif. Penelitian ini menyimpulkan bahwa: 1) mahasiswa PPL berpendapat bahwa seorang guru bahasa Inggris seharusnya mampu melakukan tanggung jawabnya sebagai seorang guru yang memiliki kompetensi paedagogik, profesional, sosial, dan kepribadian, 2) mahasiswa PPL cenderung menerima pebelajar mandiri, kerja berpasangan dan kerja kelompok, mengadaptasi pengajaran untuk memenuhi kebutuhan siswa sebelum praktik pembelajaran, tetapi cenderung menguranginya selama proses pembelajaran; mahasiswa PPL juga cenderung menerima pengajaran grammar secara eksplisit, koreksi kesalahan, dan pengucapan seperti penutur asli, pengetahuan teknikal, dan keterampilan interpersonal sebelum praktik mengajar dan meningkatkan proporsinya selama proses mengajar, 3) Guru pamong berpendapat bahwa maha­siswa PPL PBI UIN alauddin harus meningkatkan kemampuan bahasa Inggris, penggunaan metode pengajaran yang inovatif, penilaian autentik, dan penggu­naan media yang bervariasi.Abstract: This research aims to explore the professional teaching capacity of undergraduate English education students of UIN Alauddin Makassar. It involves 4 supervising-teachers and 30 student-teachers. The data were collected through online survey questionnaires, feedback observation sheets and documentation; analyzed quanti­tatively and qualitatively. The research finds that: 1) the student-teachers perceive an EFL teacher should be able to do their responsibilities which involves peda­gogic, professional, social, and personal competences; 2) the student-teachers have a tendency to accept learner autonomy, pair/group work, adapting teaching to cater for learner needs before the teaching-practice but tend to decrease some parts of it during the teaching-practice; the student-teachers are likely to accept explicit grammar instruction, error correction and native like pronunciation, tech­nical knowledge and interper­sonal skills before the teaching-practice and increase the proportion of them during the teaching-practice; 3) The supervising-teachers considered that the student-teachers of PBI UIN Alauddin Makassar still need to improve their English speaking ability, the use of innovative EFL teaching me­thods and authentic assessment and the use of different kind of teaching media. 
E-LEARNING DALAM PEMBELAJARAN Ade Kusmana
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 14 No 1 (2011): JUNE
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2011v14n1a3

Abstract

This article deals the e-learning and how it develops. E-learning system is badly needed to keep up with the development supported by information technology leading to digital era both pro-cess and content. To develop an e-learning system, it should be pre-ceded by a user-need analysis. In line with the paradigm of planned system and software, the user-need analysis is of great importance as it is a basis of design. These are designed to avoid a bad implementa-tion process of e-learning system, which mainly due to the irrelevance of developed system to the real need of users.
MANAJEMEN DAN KEPEMIMPINAN MADRASAH Muh. Akib D.
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 15 No 1 (2012): Jurnal Lentera Pendidikan
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2012v15n1a8

Abstract

Abstract: Management activities covering a broad spectrum, starting from determining organization direction, creating organization activities, encouraging cooperation establishment, as well as supervizing the activities. Management has strategic roles, especially to help the organization meet the goals in utilizing equipment, land, office, product, service, and human relations. Educational leadership at the school level is based on the democratization concept, tasks specialization, authority delegation, professionalism, and tasks integration. Leadership that takes place in educational institutions means running leadership processes that are affecting personnel resources of education. Management and implementation of leadership in Islamic schools (madrassa) are expected to synchronize the various inputs or synergize all components in the learning process among teachers, students and support facilities both inside and outside the classrooms.Abstrak: Aktivitas manajemen mencakup spektrum luas, dimulai dari menentukan arah organisasi, menciptakan kegiatan organisasi, mendorong terbinanya kerjasama, serta mengawasi kegiatan. Manajemen memiliki peranan strategis, terutama untuk membantu pencapaian tujuan dalam mendayagunakan peralatan, lahan, kantor, produk, pelayanan, dan hubungan manusia dalam organisasi. Kepemimpinan pendidikan di madrasah dilandasi konsep demokratisasi, spesialisasi tugas, pendelegasian wewenang, profesionalitas, dan integrasi tugas. Kepemimpinan yang berlangsung pada lembaga pendidikan berarti menjalankan proses kepemimpinan yang sifatnya mempengaruhi sumber daya personel pendidikan. Manajemen madrasah dan pelaksanaan kepemimpinan di madrasah diharapkan mampu mensinkronkan berbagai input atau mensinergikan semua komponen dalam proses pembelajaran, baik antara guru, siswa dan sarana pendukung di kelas dan di luar kelas.
PERSPEKTIF BELAJAR SEBAGAI LANDASAN PSIKOLOGIS DALAM PENGEMBANGAN MEDIA DAN TEKNOLOGI PEMBELAJARAN Sitti Fatimah S. Sirate; Muhammad Yaumi
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 20 No 1 (2017): JUNE
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2017v20n1a8

Abstract

Abstrak: Kajian ini bertujuan untuk mendeskripsikan konsep dasar belajar dan mengu­ra­i­kan berbagai perspektif belajar sebagai landasan psikologis dalam pengem­ba­ngan media dan teknologi pembelajaran. Hasil kajian menunjukkan bahwa be­la­jar merupakan perubahan kemampuan manusia yang relatif permanen sebagai aki­bat dari pengalaman dan interaksi dengan lingkungan. Terdapat tiga pers­pek­tif belajar sebagai landasan dalam pengembangan media dan teknologi pem­be­la­ja­ran. Perspektif behavioris menekankan pada pengembangan media dan tek­no­lo­gi untuk pengelolaan dan penyajian sumber belajar, serta penyelesaian tugas man­diri melalui CAL. Perspektif kognitif fokus pada pemanfaatan piranti lunak un­­tuk pengaktifan proses memori dalam belajar. Perspektif konstruktivis per­pi­jak pada integrasi social media untuk memfasilitasi interaksi sosial secara ko­la­bo­ra­tif dan membangun makna melalui aktivitas sesuai dunia nyata.Abstract:This study aims at describing the basic concepts of learning and elaborating va­rious learning perspectives as a psychological foundation in the development of instructional media and technology. The results show that learning is a relative per­manent change in human capabilities as a result of experience and interaction with the environment. There are three learning perspectives as the basis for ins­truc­tional media and technologydevelopment. Behavioral perspectives emphasize media and technology development for managing and presentinginstructional re­sources, as well as the completion of independent tasks through CAL. The cog­nitive perspectivesfocus on the utilization of software for the activation of me­mo­ry processes in learning. Constructivist perspectivescentralize on social media integration to facilitate collaborative social interaction and construct meaning through real world activity.
SINERGI AGAMA DAN SAINS: Suatu Paradigma Menuju Era Globalisasi Pendidikan Muhammad Wayong
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 10 No 2 (2007): DECEMBER
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2007v10n2a1

Abstract

Modern scientific theory today finds itself quite close to the Qur'an. One reason for this is that science has not been able to produce theories or experiments that fundamentally contradict the Qur'an. Another reason for the harmony between the Qur'an and science is the presence in the Qur'an itself of very clear and positive encouragement to contemplate and investigate the world around us. However, the Qur'an goes beyond simply encouraging all human beings to be aware of the natural world. The non-Muslims in the West have already been advanced in this respect, but…why are Muslims left far behind?
PENDIDIKAN MORAL: ANTARA HARAPAN DAN REALITAS Abdul Rahman Barakatu
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 11 No 2 (2008): DECEMBER
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2008v11n2a5

Abstract

The application of moral education has honest aim. The Educational Institution is expected able to educate every learner in order to have behavior based on valid moral code. They are honest, believable, altruistic, sensible, and able to make relationship without breaking norm and another good action. This hope can be enlarged. The out put of educational Institution is expected to have morality consistently in daily relationship among the society. Even though the reality shows that its aims and hope have been reached yet. The phenomenon seems that the behavioral diverge from moral value such as; cheating, dishonest, mass fighting, violence, exportation and so on. This moral diverge, of course has causality. The causality can be divided into four aspects, namely; cultural system, educational system, internal learner’s condition, and external influencing the learner’s psychological development.

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