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INDONESIA
TARBIYA : Journal Education in Muslim Society
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 23561416     EISSN : 24429848     DOI : -
Core Subject : Education,
Education
TARBIYA: Journal of Education in Muslim Society is a peer-reviewed journal on education in the Muslim world. This journal is published by the Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatullah Jakarta, in partnership with HSPAI (Scholars of Islamic Education), an affiliate of ISPI( Association of Indonesian Scholars of Education). Editors welcome scholars, researchers and practitioners of education around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. P-ISSN: 2356-1416 E-ISSN: 2442-9848
Arjuna Subject : -
Articles 441 Documents
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Plural Conceptions of Integration of Science and Religion Zulkifli, Zulkifli; Nurhayati, Cucu; Ruswandi, Bambang; Suralaga, Fadhilah
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 7 NO. 2 2020
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v7i2.18991

Abstract

AbstractAlong with the transformation of Islamic higher educations into full-fledged universities, the concept of integration of science and religion is their key characteristic. Indonesian education has witnessed the dynamic and development of paradigm, concept, and metaphor for Islamic university’s science integration. Many studies dealing with the paradigm and concept of science integration and its implementation in curriculum design and learning process have been conducted but tend to focus on the monolithic understanding of each university. By distancing itself from the general trend, this study attempted to analyze the plural conceptions of science integration and factors affecting the plural conceptions at UIN Syarif Hidayatullah Jakarta. To achieve the goal, we employed a mixed method of quantitative and qualitative approach with questionnaires distributed to the sample of 147 lecturers, focus group discussion with 25 participants, and library studies. The study found three types of conceptions have developed and co-existed at UIN Syarif Hidayatullah Jakarta, namely official conception, senior academia’s conception, and general lecturers' conception. Each has its formulation and emphasis, although they share some similarities. The study also revealed the institutional factor as context and individual factors, mainly experience and expertise, resulting in the plural conceptions of science integration. Thus, the concept of science integration at an Islamic university should be considered as a dynamic and plural entity.AbstrakSeiring dengan transformasi perguruan tinggi keagamaan Islam menjadi universitas penuh, konsep integrasi ilmu dan agama menjadi karakteristik utamanya, dan pendidikan Indonesia telah menyaksikan dinamika dan pengembangan paradigma, konsep, dan metafora integrasi ilmu di universitas-universitas Islam tersebut. Banyak penelitian yang berhubungan dengan paradigma dan konsep integrasi ilmu serta implementasinya dalam desain kurikulum dan proses pembelajaran telah dilakukan, tetapi penelitian-penelitian tersebut cenderung berfokus pada pemahaman monolitik dari masing-masing universitas. Berbeda dengan itu semua, penelitian ini berusaha menganalisis beragam konsepsi tentang integrasi ilmu dan agama dan faktor-faktor yang mempengaruhi beragam konsepsi tersebut di UIN Syarif Hidayatullah Jakarta. Kami menggunakan metode campuran kuantitatif dan kualitatif dengan teknik kuesioner yang disebarkan kepada 147 responden, Focus Group Discussion dengan 25 partisipan, dan studi kepustakaan. Studi ini menemukan bahwa tiga jenis konsepsi telah berkembang dan hidup berdampingan di UIN Syarif Hidayatullah Jakarta, yaitu konsepsi resmi, konsepsi akademisi senior, dan konsepsi dosen umum. Masing-masing memiliki rumusan dan penekanan sendiri meskipun mereka memiliki beberapa kesamaan. Studi ini juga mengungkapkan faktor kelembagaan sebagai konteks dan faktor individu terutama pengalaman dan keahlian yang mempengaruhi beragam konsepsi integrasi ilmu. Dengan demikian, konsep integrasi ilmu di universitas Islam harus dipahami sebagai entitas yang dinamis dan beragam. How to Cite:  Zulkifli, Nurhayati, C., Ruswandi, B., Suralaga, F. (2020).  Plural Conceptions of Integration of Science and Religion. TARBIYA: Journal of Education in Muslim Society, 7(2), 142-157. doi:10.15408/tjems.v7i2.18991.
Inclusive Education at Islamic and General Universities: An Analysis of Policies, Teaching Strategies, and Curriculum Implementation Lessy, Zulkipli; Assegaf, Abd Rachman; Sirait, Sangkot
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 8 NO. 1 2021
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v8i1.18992

Abstract

AbstractThis study recruited participants from UIN Sunan Kalijaga and Universitas Sanata Dharma in Yogyakarta and the University of Sydney, and the University of Western Sydney in Australia and aimed at investigating whether policies are implemented as a bridge to accommodate disabled students for admission and academic pursuits. In this combined policy research and case study, individual, group, and policymaker interviews were conducted. The findings indicate that, while university policymakers admit students with special needs, a lack of academic advocates among faculty has hampered understanding of pertinent policies. As a result, some lecturers do not pay attention to inclusiveness. There are environmental impediments, a dearth of services throughout the enrollment process, a lack of faculty competencies, and a paucity of information in syllabi indicating where impaired students can access resources. In Australia, colleges are more forthright about accommodating students with special needs during the enrolling process and during class time. Both campuses have disability assessment clinics. However, some are more physically and centrally positioned to facilitate impaired students who self-refer for services. The purpose of this paper is to argue that genuinely inclusive education is not segregated schooling that separates 'normal' pupils from those with special needs. For authentic inclusion, disabled populations require considerate, if not extraordinary, care and services.  AbstrakPenelitian ini merekrut partisipan  di UIN Sunan Kalijaga dan Universitas Sanata Dharma di Yogyakarta serta University of Sydney dan University of Western Sydney di Australia dan bertujuan untuk investigasi apakah kebijakan sebagai sarana untuk mengakomodasi mahasiswa difabel pada proses pendaftaran dan pencapaian akademik. Penelitian kebijakan dan studi kasus ini dilakukan melalui serangkaian interview dengan individu, kelompok, pembuat kebijakan. Hasil penelitian menunjukkan bahwa meskipun para pengambil kebijakan menjamin penerimaan mahasiswa dengan kebutuhan khusus, lemahnya dukungan para pengajar telah mengurangi perhatian penerapan kebijakan yang relevan. Akibatnya, beberapa pengajar kurang menaruh perhatian pada inklusivitas. Terdapat halangan lingkungan, kurangnya layanan selama proses pendaftaran dan kompetensi para pengajar, serta kurangnya petunjuk dalam silabus menjelaskan dimana mahasiswa difabel mengakses sumber-sumber yang diperlukan. Kampus-kampus di Sydney lebih transparan dalam memfasilitasi mahasiswa difabel selama proses pendaftaran dan kuliah. Terdapat banyak pusat layanan, beberapa secara struktural terpusat di kampus untuk diakses. Artikel ini berargumentasi bahwa pendidikan inklusif itu bukan sistem kelas yang memisahkan mahasiswa ‘normal’ dari yang berkebutuhan khusus. Untuk inklusi, mahasiswa difabel perlu digandeng dan mendapatkan pengajaran dan layanan yang memadai.How to Cite: Lessy, Z., Assegaf, A. R., Sirait, S. (2021). Inclusive Education at Faith-Based and Non-Faith Based Universities: A Policy, Teaching, and Curriculum Analysis. TARBIYA: Journal of Education in Muslim Society, 8(1), 1-15. doi:10.15408/tjems.v8i1.18992.
Promoting EFL Students’ Academic Character through Instructional Practice in Revolution Industry 4.0 Hadiyanto, Hadiyanto
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 7 NO. 2 2020
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v7i2.18998

Abstract

AbstractThis study investigates English as a Foreign Language (EFL) teachers' instructional practices in developing students' academic character. Self-evaluation questionnaires were distributed to 37 teachers, and 26 were returned. Seven Focus Group Discussion (FGD) participants were selected based on their availability. The study reveals that EFL teachers averagely facilitated students to enhance their academic character and rated developing students' academic character at a critical level. There are five majors handicap for EFL teachers in developing students' academic character.  First, the curriculum does not integrate the academic character with the courses offered. Second, implementing academic character into the curriculum is time-consuming. Besides, teachers assume that their students can automatically apply academic character in their life without it should be integrated into the courses. Lastly, the teaching loads that teachers must do are enormous. Drawing from those problems, several recommendations are proposed: curriculum policy at the university level should be taken, providing a standard syllabus application, providing a simple evaluation system, and freeing EFL teachers from bureaucratic and administrative burdens. Furthermore, the current study has sounded the research result to university academic authority and recommended that the department embed students' academic character in learning and suggested the EFL teachers embed and assess students' academic character development through instructional practices.AbstrakStudi ini menyelidiki praktik instruksional guru English as a Foreign Language (EFL) dalam mengembangkan karakter akademik siswa. Kuesioner evaluasi diri dibagikan kepada 37 guru, dan 26 dikembalikan. Tujuh peserta Focus Group Discussion (FGD) dipilih berdasarkan ketersediaan mereka. Studi ini mengungkapkan bahwa guru EFL rata-rata memfasilitasi siswa untuk meningkatkan karakter akademis mereka dan menilai pengembangan karakter akademis siswa pada tingkat kritis. Ada lima jurusan yang menjadi kendala bagi guru EFL dalam mengembangkan karakter akademik siswa. Pertama, kurikulum tidak mengintegrasikan karakter akademik dengan mata kuliah yang ditawarkan. Kedua, menerapkan karakter akademik ke dalam kurikulum memakan waktu. Selain itu, guru beranggapan bahwa siswanya dapat secara otomatis menerapkan karakter akademik dalam kehidupannya tanpa perlu diintegrasikan ke dalam mata pelajaran. Terakhir, beban mengajar yang harus dilakukan guru sangat besar. Berangkat dari permasalahan tersebut, beberapa rekomendasi diusulkan: kebijakan kurikulum di tingkat universitas harus diambil, penyediaan penerapan silabus yang standar, penyediaan sistem evaluasi yang sederhana, dan membebaskan guru EFL dari beban birokrasi dan administrasi. Selanjutnya, penelitian ini telah menjajaki hasil penelitian kepada otoritas akademik universitas dan merekomendasikan agar departemen tersebut menanamkan karakter akademik siswa dalam pembelajaran dan menyarankan guru EFL untuk menanamkan dan menilai pengembangan karakter akademik siswa melalui praktik pembelajaran.How to Cite:  Hadiyanto. (2020).  Promoting EFL Students' Academic Character Through Instructional Practice in Revolution Industry 4.0. TARBIYA: Journal of Education in Muslim Society, 7(2), 167-182. doi:10.15408/tjems.v7i2.18998.
A Comparison of Muslim Millennial Students' Religiousity at Islamic and Non-Faith Based Universities Suzanawaty, Leis; Aisyah, Muniaty; Umiyati, Umiyati
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 8 NO. 1 2021
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v8i1.19210

Abstract

AbstractThe purpose of this study was to assess the influence of learning in a higher education institution and the type of institution, on the religiosity of Muslim Millennial students in Indonesia. In this study, religiosity is defined using an Islamic theoretical framework and divided into two sub-variables: hablumminallah and hablumminannas behavior, which serve as dependent variables hablumminallah behavior also serve as an intervening variable. Thus, this work used the Structural Equation Modeling technique using 292 samples to analyze direct and indirect influences. The findings indicated that higher educational institutions directly affect the habluminallah behavior, but not on the habluminannas behavior. While this has an indirect effect on hablumminannas behavior, it is mediated by hablumminallah behavior. It suggests that the level of students' hablumminallah behavior, which is high, makes the higher educational institutions potentially affect the students' hablumminannas too. Moreover, this study used the One-way Anova test to determine whether there are differences in the socio-religious milieu and student religiosity of Islamic and non-faith-based universities. The findings indicate that religious facilities are superior in non-faith-based universities to those in Islamic universities, whereas Islamic subject professors' roles and management support are identical. , there is no difference in the behavior of hablumminallah and hablumminannas students. This shows that if a university provides adequate religious facilities, both Islamic and non-faith-based universities will encourage students' religiosity similarly. AbstrakPenelitian ini bertujuan menganalisis pengaruh perguruan tinggi terhadap religiusitas mahasiswa muslim milenial di Indonesia. Penelitian ini menggunakan kerangka teori dengan pendekatan Islami dimana religiusitas terbentuk dari dua sub variabel yaitu perilaku habluminallah dan hablumminannas sebagai variabel terikat, dimana perilaku hablumminallah juga sebagai variabel antara. Karenanya, untuk dapat menganalisis pengaruh langsung dan tidak langsung, penelitian ini menggunakan teknik Structural Equation Modelling dengan 292 sampel. data. Hasilnya menunjukkan bahwa secara langsung, perguruan tinggi hanya mempengaruhi perilaku habumminallah mahasiswa, namun tidak perilaku hablumminannasnya. Sedangkan secara tidak langsung, perguruan tinggi mampu mempengaruhi perilaku hablumminannas mahasiswanya yang dimediasi oleh perilaku hablumminallahnya. Hal ini mengindikasikan bahwa perilaku hablumminallah mahasiswa yang tinggi, menjadikan perguruan tinggi berpotensi mempengaruhi perilaku hablumminanas mahasiswanya pula. Penelitian ini juga melakukan uji One-way Anova untuk menganalisis apakah terdapat perbedaan kondisi sosial keagamaan di lingkungan kampus dan perilaku religius mahasiswa di universitas Islam dengan di universitas Umum. Hasilnya menunjukkan bahwa fasilitas keagamaan di universitas Umum lebih tinggi dibandingkan universitas Islam. Yang mengejutkan, tidak terdapat perbedaan perilaku habluminallah maupun hablumminannas antara mahasiswa universitas Islam dengan Umum. Hal ini mengimplikasin bahwa, jika fasilitas keagamaan di lingkungan universitas memadai, maka baik universitas Islam maupun Umum akan efektif mempengaruhi religiusitas mahasiswanya.How to Cite: Suzanawaty, L., Aisyah, M., Umiyati. (2021). A Comparison of Muslim Millennial Students' Religiousity at Islamic and Non-Faith Based Universities. TARBIYA: Journal of Education in Muslim Society, 8(1), 44-56. doi:10.15408/tjems.v8i1.19210.
Elementary Math Learning Design: An Integration with Islamic Environmental Ethics in the First Grade Mauluah, Luluk; Marsigit, Marsigit; Wangid, Muhammad Nur
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 7 NO. 2 2020
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v7i2.19975

Abstract

AbstractThis research discusses the design of mathematics learning based on   Islamic Environmental Ethics (IEE). The purpose of the research was to discover how to implement IEE in elementary mathematics learning, especially grade 1. This qualitative research method begins with the analysis of condition grade1 to 6. By analyzing the themes of grade 1 to grade 6, then themes are qualified percentage according to the use of terms related to Islamic Environmental Ethics (IEE) and after that,  compiled a matrix containing competencies, classes, activities and assessments to implement it. The results of this study are, the first year has the lowest percentage of 32.5 % of its IEE content so it needs to be developed. From the selection of basic competencies, 3.5, 4.5, 3.6 and 4.6 are selected for their implementation. The implications obtained by the IEE component concerning Islamic concern for the earth, especially those listed in the hadith on cleanliness. Based on the hadith, learning activities are arranged using used goods at worksheet one and worksheet 2. Based on its activities, assessment is prepared through rubrics, performance assessments and questionnaires.                                                                      Abstrak     Penelitian ini membahas tentang desain pembelajaran matematika berbasis Islamic Environmental Ethics (IEE). Tujuan dari penelitian ini adalah untuk mengetahui bagaimana penerapan IEE pada pembelajaran matematika SD khususnya kelas 1. Metode penelitian kualitatif ini diawali dengan analisis kondisi kelas 1 sampai dengan kelas 6. Dengan menganalisis tema dari kelas 1 sampai dengan kelas 6, maka tema tersebut memenuhi syarat. persentase sesuai penggunaan istilah terkait Islamic Environmental Ethics (IEE) dan setelah itu disusun matriks yang berisi kompetensi, kelas, kegiatan dan penilaian untuk mengimplementasikannya. Hasil dari penelitian ini, tahun pertama memiliki persentase terendah yaitu 32,5% konten IEE-nya sehingga perlu dikembangkan. Dari pemilihan kompetensi dasar tersebut dipilih 3.5, 4.5, 3.6 dan 4.6 untuk pelaksanaannya. Implikasi yang diperoleh komponen IEE tentang kepedulian Islam terhadap bumi, terutama yang tercantum dalam hadits tentang kebersihan. Berdasarkan hadits, kegiatan pembelajaran disusun dengan menggunakan barang bekas pada LKS satu dan LKS dua. Berdasarkan kegiatannya disusun penilaian melalui rubrik, penilaian kinerja dan angket.How to Cite:  Mauluah, L., Marsigit, Wangid, M. N. (2020).  Elementary Math Learning Design: An  Integration with Islamic Environmental Ethics in the First Grade. TARBIYA: Journal of Education in Muslim Society, 7(2), 241-251. doi:10.15408/tjems.v7i2.19975.
Fiqh Learning Methodology in Responding Social Issues in Madrasa Mansir, Firman; Karim, Abdul
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 7 NO. 2 2020
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v7i2.20024

Abstract

AbstractThis research aims to find out how students in Fiqh learning should have the ability to direct or form themselves in the learning process, what will be studied and to what extent, when, and how they will learn. Thus, students do not just become passive recipients in the learning process itself. In this case, it also emphasizes the importance of emotions, open communication and the values that each student has. This type of research uses a qualitative research methodology with a focus on literature research methods (data collection/sources). The results of this research show that Fiqh subjects in madrasas and public schools that should be able to raise awareness of students in terms of religion after studying Fiqh are increasingly motivated to practice it, but in fact, the students have not been able to adjust the learning maximally in their daily lives.                                                                      Abstrak     enelitian ini bertujuan untuk mengetahui bagaimana siswa dalam pembelajaran Fiqih harus memiliki kemampuan mengarahkan atau membentuk diri sendiri dalam proses pembelajaran, apa yang akan dipelajari dan sejauh mana, kapan, dan bagaimana mereka akan belajar. Dengan demikian, siswa tidak hanya menjadi penerima yang pasif dalam proses pembelajaran itu sendiri. Dalam hal ini juga ditekankan pada pentingnya emosi, komunikasi yang terbuka dan nilai-nilai yang dimiliki setiap siswa. Jenis penelitian ini menggunakan metodologi penelitian kualitatif dengan menitikberatkan pada metode penelitian kepustakaan (pengumpulan / sumber data). Hasil penelitian ini menunjukkan bahwa mata pelajaran Fiqih di madrasah dan sekolah negeri yang semestinya dapat meningkatkan kesadaran siswa dalam hal agama setelah mempelajari Fiqh semakin termotivasi untuk mengamalkannya, namun nyatanya siswa belum mampu menyesuaikan belajar secara maksimal dalam kehidupan sehari-hari mereka.  How to Cite:  Mansir, F., Karim, A. (2020).  Fiqh Learning Methodology in Responding Social Issues in Madrasa. TARBIYA: Journal of Education in Muslim Society, 7(2), 241-251. doi:10.15408/tjems.v7i2.20024.
Enculturated Education for Strengthening Character Education in Preventing Intolerance and Radicalism Cardinale, Pamela; Rofi’i, Muhammad Syaroni; Samputra, Palupi Lindiasari; Achdiawan, Ramadhani
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 8 NO. 1 2021
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v8i1.20359

Abstract

AbstractIntolerance and extremism have recently increased in the academic atmosphere or among students. The purpose of this study was to discover the origins of intolerance and radicalism among students, identify the core cause of educational problems, and examine the role of cultural education in building the character of Indonesian students. The Delphi approach was used to assess data gathered from a variety of expert informants. The study's findings revealed four significant causes of intolerance and radicalization: personal factors, education, economic-social-political-cultural issues, and a lack of religious comprehension. The study also found that religious education is less in-depth, with less reading, weak persuasive logic, and a focus on binary truth. Cultural education begins with establishing superior national identity through the Pancasila character ("gotong-royong" or cooperation, empathy, and good critical-thinking abilities); fosters the habit of reading texts critically and comprehensively. Both serve as the foundation for pupils' capacity to solve complex challenges. This study makes recommendations for promoting pupils' religious belief in God and tolerance values. Intoleransi dan ekstremisme akhir-akhir ini meningkat di lingkungan akademik atau di kalangan mahasiswa. Tujuan dari penelitian ini adalah untuk mengetahui asal mula intoleransi dan radikalisme di kalangan siswa, mengidentifikasi inti penyebab masalah pendidikan, dan mengkaji peran pendidikan budaya dalam membangun karakter siswa Indonesia. Pendekatan Delphi digunakan untuk menilai data yang dikumpulkan dari berbagai informan ahli. Temuan penelitian mengungkapkan empat penyebab signifikan intoleransi dan radikalisasi: faktor pribadi, pendidikan, masalah ekonomi-sosial-politik-budaya, dan kurangnya pemahaman agama. Studi tersebut juga menemukan bahwa pendidikan agama kurang mendalam, dengan bacaan yang kurang, logika persuasif yang lemah, dan fokus pada kebenaran biner. Pendidikan budaya diawali dengan pembentukan jati diri bangsa yang unggul melalui karakter Pancasila (“gotong-royong” atau kerjasama, empati, dan kemampuan berpikir kritis yang baik); menumbuhkan kebiasaan membaca teks secara kritis dan komprehensif. Keduanya berfungsi sebagai dasar bagi kapasitas siswa untuk memecahkan tantangan yang kompleks. Kajian ini memberikan rekomendasi untuk mempromosikan keyakinan agama siswa kepada Tuhan dan nilai-nilai toleransi.How to Cite: Cardinale, P., Rofi’I, M. S., Samputra, P. L., Achdiawan,  R. (2021). Enculturated Education for Strengthening Character Education in Preventing Intolerance and Radicalism. TARBIYA: Journal of Education in Muslim Society, 8(1), 20-43. doi:10.15408/tjems.v8i1.20359.
Teachers' Perspectives and Practices on Effective Teaching Methods and Strategies at a Primary School in Prishtina Jahiu, Edona
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 8 NO. 1 2021
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v8i1.20451

Abstract

AbstractThis study examined and analyzed nine teachers' teaching practices with children in the sixth to seventh grades of primary school.   Effective teaching was discovered in this study to be dependent on three components of a classroom: 1) introduction – linking prior experience to the new issue; 2) sharing/discussing the primary topic; and 3) reflection/summarizing the lesson learned and new terms acquired. The findings indicated that students' learning and comprehension appeared to be contingent on the teacher's strategies for collaborating with students and constantly focusing their attention on the lesson (particularly on crucial features), which facilitated students' willingness to volunteer for discussion participation through open questions, constructive feedback, and so forth. Additionally, it provided teachers with insight on how to handle unforeseen classroom circumstances. For instance, numerous "attention-seeking" conflicts may arise, preventing the achievement of the objectives when time is spent on them. When reprimands and punishments are utilized, learners are reluctant to seek assistance or express their thoughts. Teachers must demonstrate their managerial competence by refraining to single out specific students in this situationAbstrakStudi ini meneliti dan menganalisis praktik mengajar sembilan guru dengan anak-anak di kelas enam hingga tujuh sekolah dasar. Pengajaran yang efektif ditemukan dalam penelitian ini bergantung pada tiga komponen ruang kelas: 1) pengantar – menghubungkan pengalaman sebelumnya dengan masalah baru; 2) berbagi/membahas topik utama; dan 3) refleksi/meringkas pembelajaran dan istilah-istilah baru yang diperoleh. Temuan menunjukkan bahwa pembelajaran dan pemahaman siswa tampaknya bergantung pada strategi guru untuk berkolaborasi dengan siswa dan terus-menerus memusatkan perhatian mereka pada pelajaran (terutama pada fitur-fitur penting), yang memfasilitasi kesediaan siswa untuk secara sukarela berpartisipasi dalam diskusi melalui pertanyaan terbuka, umpan balik yang membangun, dan sebagainya. Selain itu, ini memberi para guru wawasan tentang bagaimana menangani keadaan kelas yang tidak terduga. Misalnya, banyak konflik "mencari perhatian" mungkin muncul, mencegah pencapaian tujuan ketika waktu dihabiskan untuk itu. Ketika teguran dan hukuman digunakan, peserta didik enggan untuk mencari bantuan atau mengungkapkan pikiran mereka. Guru harus menunjukkan kompetensi manajerial mereka dengan menahan diri untuk memilih siswa tertentu dalam situasi ini.How to Cite: Jaihu, E. (2021). Teachers' Perspectives and Practices on Effective Teaching Methods and Strategies at a Primary School in Prishtina. TARBIYA: Journal of Education in Muslim Society, 8(1), 82-95. doi:10.15408/tjems.v8i1.20451.
Didactical Design for Overcoming Students' Learning Obstacles on the Inverse Function Concept Muin, Abdul; Pratiwi, Arista Ambar; Satriawati, Gusni
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 7 NO. 2 2020
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v7i2.20455

Abstract

AbstractThe inverse function in secondary schools is still a difficult concept to learn. Meanwhile, in national exams or competitions this problem often arises. Didactic design is an attempt to improve the learning process. The purpose of this study is to identify the epistemological obstacle, to develop the learning designs, and to describe the students’ responses regarding the implementation of inverse function’s concept learning designs in the class. This research was held in one of Senior High School in South Tangerang of 38 people from class X. The research method is Didactical Design Research (DDR). This method is conducted from three stages, prospective analysis, metapedia didactic analysis, and retrospective analysis. The result of the study was indicated that the student’s obstacles are according to predictions and didactical design still generates some new epistemological obstacle. The revised didactical design was obtained by updating the initial didactical design to resolve the obstacle. The revised didactical design includes choosing vocabulary, adding new instructions, and expanding predictions and anticipating student responses.AbstrakFungsi invers di sekolah menengah masih merupakan konsep yang sulit dipelajari. Sedangkan dalam ujian atau kompetisi nasional masalah ini sering muncul. Desain didaktik merupakan upaya untuk meningkatkan proses pembelajaran. Tujuan penelitian ini adalah untuk mengidentifikasi hambatan epistemologis, mengembangkan desain pembelajaran, dan mendeskripsikan tanggapan siswa terkait penerapan desain pembelajaran konsep fungsi invers di kelas. Penelitian ini dilaksanakan di salah satu Sekolah Menengah Atas di Tangerang Selatan yang berjumlah 38 orang dari kelas X. Metode penelitian yang digunakan adalah Penelitian Desain Didaktik. Metode ini dilakukan dari tiga tahap yaitu analisis prospektif, analisis metapedadidaktik, dan analisis retrospektif. Hasil penelitian menunjukkan bahwa kesulitan yang dialami siswa sesuai dengan prediksi dan desain didaktis masih menimbulkan hambatan epistemologis baru. Desain didaktis yang direvisi diperoleh dengan memperbarui desain didaktis awal untuk menyelesaikan kesulitan. Desain didaktis yang direvisi terdiri atas: memilih kosakata, menambahkan instruksi baru, dan memperluas prediksi dan mengantisipasi respon siswa. How to Cite:  Muin, A., Pratiwi, A. A., Satriawati, G. (2020).  Didactical Design for Overcoming Students' Learning Obstacles on the Inverse Function Concept. TARBIYA: Journal of Education in Muslim Society, 7(2), 183-191. doi:10.15408/tjems.v7i2.13041.
Family Engagement in Nurturing Students’ Resilience During Remote Learning in COVID-19 Pandemic Sururin, Sururin; Mahmuda, M. C.; Muslim, Moh.
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 7 NO. 2 2020
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v7i2.20582

Abstract

AbstractThis research aims (1) to explore the family's role in remote learning practice and (2) to find out what family can do to nurture students' resilience during the COVID-19 pandemic. This study employed qualitative descriptive methodology with a case study approach to obtain and analyse data narratively. The findings of this study are: (1) Family become the observer of students’ resilience and personality development, their observation will determine teachers’ approach in teaching and educating resilience virtue. Their role as facilitator in home learning shows their support and passion to engage with their children’s learning process. (2) Direct assistance during video conferencing is part of collaboration between school and family to participate in resilience-building, but only few parents did so due to diversed backgrounds. AbstrakPenelitian ini bertujuan (1) untuk mengeksplorasi peran keluarga dalam praktik pembelajaran jarak jauh dan (2) untuk mengetahui apa yang dapat dilakukan keluarga untuk memelihara ketahanan siswa selama pandemi COVID-19. Penelitian ini menggunakan metodologi deskriptif kualitatif dengan pendekatan studi kasus untuk memperoleh dan menganalisis data secara naratif. Temuan penelitian ini adalah: (1) Keluarga menjadi pengamat ketahanan dan perkembangan kepribadian siswa, observasi mereka akan menentukan pendekatan guru dalam mengajar dan mendidik ketahanan kebajikan. Peran mereka sebagai fasilitator dalam pembelajaran di rumah menunjukkan dukungan dan semangat mereka untuk terlibat dengan proses pembelajaran anak-anak mereka. (2) Bantuan langsung selama konferensi video merupakan bagian dari kerjasama antara sekolah dan keluarga untuk berpartisipasi dalam pembangunan ketahanan, tetapi hanya sedikit orang tua yang melakukannya karena latar belakang yang berbeda.. How to Cite:  Sururin,  Mahmuda, M.C., Muslim, M. (2020).  Family Engagement in Nurturing Students’ Resilience During Remote Learning in COVID-19 Pandemic. TARBIYA: Journal of Education in Muslim Society, 7(2), 204-216. doi:10.15408/tjems.v7i2.20582.

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