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INDONESIA
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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PROFIL GURU/DOSEN DAN TANTANGANNYA DALAM ERA PENGETAHUAN Muhammad Khalifah Mustami
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.2016v19n2a3

Abstract

The knowledge era is an era of challenges and risk aversion. Therefore, in the world of education and learning should be used knowledge era as a challenge. The demands of in order to be a teacher who “SMART (Scientist, Modernist, At-tractive, Revolutionary, and Thinker)” seems to be something that must be in the knowledge era. If you don’t want to lose identity as educator and a teacher. Be-sides that, a teacher “SMART” is one form of the situation is expected to by stu-dent mall-handphone.
PENGARUH PENDEKATAN PEMBELAJARAN DAN KEMAMPUAN BERPIKIR TERHADAP KEMAMPUAN MENULIS PADA PESERTA DIDIK MADRASAH IBTIDAIYAH / SEKOLAH DASAR Elsunarti Elsunarti
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.2017v20n1i10

Abstract

Abstrak:Pendidikan di sekolah dasar bertujuan agar siswa bisa mendapatkan pema­ha­man, keterampilan, dan keahlian dalam hidup. Agar siswa dapat mmperoleh pe­mahaman, keterampilan dan keterampilan belajar yang dibutuhkan, harus diser­tai dengan pendekatan pembelajaran yang dapat menarik minat siswa. Pen­de­ka­tan dalam pembelajaran dapat meningkatkan kreatifitas berfikir siswa. Kem­am­pu­an pemecahan masalah, pemikiran kritis dan pemikiran kreatif menjadi ke­bu­tuhan bagi siswa untuk menghadapi dunia nyata. Menulis adalah salah satu tun­tutan yang harus dimiliki dalam proses belajar siswa. Menulis adalah bentuk ke­mampuan berbicara dan kemampuan berbahasa setelah mendengarkan, kemam­puan berbicara, dan membaca. Kemampuan berpikir dan bernalar sangat erat kaitannya dengan pemikiran kritis. Kemampuan berpikir kritis di Madrasah Ibti­dai­yah (MI)/Sekolah Dasar (SD) akan lebih menekankan pada be­lajar mandiri dan kreativitas yang bermuara pada perbaikan proses pendidikan.Abstract:Education in primary schools is aimed at getting students to gain understanding, skills and skills in life. In order for students to obtain the necessary unders­tanding, skills and learning skills, it must be accompanied by a learning approach that can attract students' interest. Approach in learning can improve student's thinking creativity. Problem solving skills, critical thinking and creative thinking become the need for students to face the real world. Writing is one of the de­mands that must be had in the learning process of students. Writing is a form of speech and language skills after listening, speaking, and reading. The ability to think and reason is closely related to critical thinking. The ability to think cri­tically in Madrasah Ibtidaiyah (MI)/Elementary School (SD) will be more em­phasis on self-learning and creativity that leads to improvement of the edu­ca­tional process.
THE IMPLEMENTATION OF DISTANCE LEARNING IN INDONESIAN HIGHER EDUCATION Muhammad Yaumi
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.2007v10n2a6

Abstract

Artikel ini mengkaji implementasi pembelajaran jarak jauh pada pendidikan tinggi di Indonesia. Tujuannya untuk me-ngungkap berbagai konsep pendidikan jarak jauh termasuk definisi dan sejarah perkembangan serta model pem-belajaran jarak jauh yang telah diterapkan sejak sistem pendi-dikan ini diperkenalkan di Indo-nesia. Pendidikan jarak jauh di Indonesia telah dimulai sejak tahun 1950-an. Pembelajaran jarak jauh dapat dikelompokkan ke dalam tiga fase perkem-bangan, yaitu: fase perkenalan, sosialisasi, dan fase inovasi. Model pendidikan jarak jauh yang telah diterapkan di Indo-nesia adalah correspondence study, satellite Palapa, system komu-nikasi lewat radio, audiocassettes, program slide tape, video, televisi, system komunikasi elektronik Nusantara 21, dan teknologi video-conferencing.
DOMINASI PERADABAN BARAT DALAM PENDIDIKAN ISLAM Hasanuddin Hasanuddin
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.2008v11n2a10

Abstract

The downfall of educational and Islamic civilization after the 13th century was recognized by the stagnation of Islamic thinking towards the 18th century and the fall of Baghdad and Granada as the centre of Islamic education and culture. After the European obtained the philosophy and science from Muslim, the Europe was gradually stronger in science and technology in parti-cular. On the other hand, the Muslim continued to decline as they disregarded the philosophy. Hence, the Muslim may develop, only, if they learn philosophy, science, and technology.
PERSPEKTIF BARU PENGAJARAN BAHASA INGGRIS MELALUI DIRECT METHOD: Sebuah Kajian Kritis Alek Alek
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.2014v17n2a1

Abstract

Abstrak: Pendidik (dosen dan guru) harus kreatif dalam memilih dan menentukan metode atau pendekatan yang sesuai untuk diterapkan dalam pembelajaran. Pemilihan metode, pendekatan, model, atau strategi harus dilakukan sebelum hadir dalam ruang kelas. Pemilihan metode harus sejalan dengan tujuan pembelajaran. Ana­lisis teoretik ini mencoba mengungkap perspektif baru penggunaan metode lang­sung dalam pelaksanaan pembelajaran bahasa Inggris. Menginterpretasi dan me­ma­nipulasi metode secara tepat bukan hanya meningkatkan kualitas pembe­la­jar­an melainkan juga prestasi belajar peserta didik. Menggunakan metode langsung da­­lam pembelajaran bahsa Inggris khususnya dalam mengajarkan keterampilan ba­­hasa seperti, aspek tata bahasa dan berbicara secara lisan dan bahkan dalam ba­­hasa tulis. Penerapan metode langsung dalam proses pembelajaran seharusnya me­­merhatikan karakteristik peserta didik dan bahan ajar yang hendak diberikan. Peng­gunaan metode langsung seharusnya digunakan secara terus-menerus da­lam pembelajaran bahasa Inggris sebagai bahasa asing atau target.Abstract: Lecturers and teachers should be creative in choosing and determining an ap­pro­priate method or approach to be applied in their teaching and learning. The acti­vi­ty of choosing and determining any technique, method, approach, model, and strategy is such a main activity before coming to the class. The fallacy of choosing method in teaching can be a paradoct to the instructional objectives. This the­oretical anlaysis try to reunlock any new perspective of using direct method in con­ducting English teaching and learning process. The way of interpretation and ma­nipulation of method appropriately not only can enhance the quality of tea­ching and learning process but also leaning outcome or students’ achievement. Using direct method in teaching English, especially for teaching language skills, such as speaking, grammar aspect, not only in spoken aspect but also written one. Applying direct method in teaching and learning English should pay attention to the students and the characteristics of the materials that will be taught. The using of direct method should be continuously used in teaching and learning English as a foreign language or target language. 
FUNGSI PENDIDIKAN ISLAM DALAM KEHIDUPAN MANUSIA Muhammad Yahdi
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 13 No 2 (2010): 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.2010v13n2a7

Abstract

The Almighty God blesses human with ‘fitrah’ (basic competence) to play their role as the most noble creature. Human can observe their nature and it may lead them to perfection. Misbehaved human are those who do not understand the meaning of ‘fitrah’ correctly. Fitrah controls all human activities and behaviours in the community. This is the reason why human should do something advantageous and be advantageous to others.
IMPLEMENTASI ETNOMATEMATIKA DALAM PEMBELAJARAN MATEMATIKA PADA JENJANG PENDIDIKAN SEKOLAH DASAR Fatimah S. Sirate
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.2012v15n1a4

Abstract

Abstract: This article examines the implementation of ethnomathematics in mathematics instruction at elementary school level. The purpose of this study is to describe the implementation process of mathematics instruction that the instructional materials are taken from the local cultural values that is called ethnomathematics. This research is a qualitative study with a phenomenological approach that aims at obtaining information regarding the implementation of ethnomathematics. The methods of data collection used in this study are observation, interviews, and documentation. Methods of analyzing data include data reduction, presentation, verification, and conclution. The result shows that mathematics teachers at the IV, V, and VI grade applied ethnomathematics in learning mathematics, although the lesson plan did not contain the ethnomathematics contents. Application of ethnomathematics was used as a means to motivate and stimulate the students to overcome boredom and give a new situation to the learning of mathematics.Abstrak: Artikel ini mengkaji implementasi etnomatematika dalam pembelajaran matematika pada jenjang pendidikan sekolah dasar. Tujuan tulisan ini adalah untuk mendeskripsikan pelaksanaan proses pembelajaran matematika yang materinya diangkat dari nilai-nilai budaya lokal yang bersifat matematika atau disebut dengan etnomatematika. Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan fenomenologis bertujuan untuk mendapatkan informasi selengkap mungkin mengenai implementasi etnomatematika dalam pembelajaran matematika pada tingkat sekolah dasar. Metode pengumpulan data menggunakan teknik observasi, wawancara, dan dokumentasi, kemudian dianalisis dengan reduksi data, sajian data, verifikasi, dan penyimpulan. Hasil penelitian menunjukkan bahwa dalam  proses pembelajaran matematika, guru kelas IV, V, VI telah memanfaatkan etnomatematika dalam pembelajaran matematika, walaupun dalam menyusun rencana pembelajaran sama sekali tidak terlihat etnomatematika termuat di rencana pembelajaran yang dibuat. Penerapan etnomatematika sebagai sarana untuk memotivasi, menstimulasi siswa, dapat mengatasi kejenuhan dan memberikan nuansa baru pada pembelajaran matematika.
OPTIMALISASI FUNGSI MANAJEMEN DALAM PEMBELAJARAN Saprin Saprin
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 15 No 2 (2012): 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.2012v15n2a9

Abstract

Management is seen as a process or framework that involves guidance or direc-tion of a group of people toward the organizational goals or real purposes. The substances that become management studies in the process of instructional imple-mentation at school are planning, organization, actuation, and supervision. The effectiveness of the application of management function in instructional activity is indicated by the application of lesson plan principles, implementing organizati-onal actuating, and supervision functions in instructional activities.
BELAJAR SEBAGAI SUATU PROSES AKTIVITAS KOGNITIF Wahyuni Ismail
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 10 No 1 (2007): 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.2007v10n1a6

Abstract

Learning is a word often heard and it is an activity done by everyone started since birth, childhood, teens, up to the adulthood. It can be stated that learning is a process occurring from birth to death. It is an activity done a long the life. Furthermore, Learning is a process occurring in various aspects. How can the learning process occurring according to human cognitive activity? According to psychology, learning process is formed due the presence of the psychological ability of the internal aspect of human to respond the stimulus. The response is then processed through indra. From indra, perception, association, reproduction, fantasy, memory, thinking, are all formed to rich what is called intellectual ability. Cognitive activity process is different between one individual to another. 
Pengembangan Model Pembelajaran Virtual untuk Meningkatkan Efektivitas Pembelajaran pada Madrasah Negeri di Kota Parepare Hamdanah Said
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 17 No 1 (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.2014v17n1a2

Abstract

Abstrak: Penelitian ini bertujuan untuk mendesain pembelajaran virtual untuk meningkat­kan efektifitas pembelajaran pada madrasah negeri di Kota Parepare. Metode pengumpulan data yang dipergunakan dalam penelitian dan pengembangan ini adalah tes, angket, observasi, dan dokumentasi yang dianalisis secara kuanti­tatif dengan analisis statistik deskriptif dan inferensial. Hasil penelitian ini me­nunjuk­kan: 1)realitas pelaksanaan pembelajaran pada madrasah negeri di Kota Parepare yakni dominan menggunakan model konven­sional. 2) Gambaran pengembangan model pembelajaran virtual meliputi: (a) langkah-langkah pengembangan model pem­be­lajaran yakni: studi pendahuluan tentang potensi dan masalah, pengum­pulan data, desain produk, validasi desain, uji coba pemakaian, revisi produk, dan uji coba di madrasah, (b) tahap-tahap kegiatan dalam pembelajaran yakni: orientasi dan pre test, pembelajaran secara mandiri, interaksi secara face to face di kelas, post test, dan tindak lanjut. 3) Penerapan model pembelajaran virtual dalam uji coba sangat signifikan dalam meningkatkan motivasi dan hasil belajar peserta didik. 4) Pengaruh pene­ra­pan model pembelajaran virtual terhadap efektivitas pembe­lajaran pada madrasah negeri di Kota Parepare sa­ngat signifikan. Hal ini berarti bahwa efektivitas pembelajaran dapat ditingkatkan melalui penerapan model pembelajaran virtual.Abstract: This Research aimed to develop Virtual learning model to increase learning effectiveness Madrasah in Parepare. The data was collected through test, questionnaire, observation, and documentation. Data processing and analysis were stated quantitative descriptive and inferencial.The result of the study indicated that; 1) The learning process at Madrasah in Parepare was the learning process dominantly used conventional method. 2) The development of Virtual learning model was described; (a) the stages of development study were as follows; identified the problem, collected the data, designed product, validation, tried out product, revised product, and experimented product in Madrasah. (b) the stages of activities were as follows; orientation and pre-test, self-studied learner, interaction by face to face, post-test, and follow-up. 3) The application of Virtual learning at Madrasah in Parepare was significant in improving student’s motivation and student’s achievement. 4) The influence of Virtual learning to students’ learning effectiveness at Madrasah in Parepare showed significant improvement. This indicated that the students’ learning effectiveness can be increased  through the implementation of Virtual learning. 

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