Inspiratif Pendidikan
Inspiratif Pendidikan is a scholarly journal published by Department of Islamic Religion Education, Faculty of Tarbiyah and Teaching, Universitas Islam Negeri Alauddin Makassar. The journal only accepts research findings, thoughts that related to education and teaching development in general, and more specifically in Islamic point of view.
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<![CDATA[Islam dan Lingkungan Sosial ]]>
<![CDATA[Suarga, Suarga]]>
<![CDATA[ Inspiratif Pendidikan Vol 5 No 1 (2016): Inspiratif Pendidikan ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v5i1.3468
<![CDATA[Islam as a religion which has social paradigm is a concept of community of Islamic treatise Truth as a mercy for human beings – it lies in the perfection of Islam itself. Islam is in the unity of doctrine, between one teaching and other teachings have intertwined ascription and relationships. So, Islam can be seen simultaneously in three aspects, namely faith, Shari'ah and the nizam. In one insight, Islam is a aqidah or faith. Starting instead of Islam itself as a totality is a belief that the values taught are absolutely truth because it comes from the Supreme Absolute from all that He commanded and allowed is a haq.]]>
<![CDATA[Islam Terhadap Misi Pendidikan ]]>
<![CDATA[Azis, Rosmiaty]]>
<![CDATA[ Inspiratif Pendidikan Vol 5 No 1 (2016): Inspiratif Pendidikan ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v5i1.3211
<![CDATA[One of Islamic objectives is related to the desired change in the process of education in Islam dealing with the improvement of human resources for students themselves, the community or the environment of where they live. Among purposes should be clear, so that education in Islam can be measured its success step by step. Then, the mission of education in Islam, namely the achievement of a whole person and the happiness of the world and the hereafter, requires human consciousness to serve and fear to God and strengthen ukhuwah islamiyah (the concept of brotherhood in Islam) among Muslims and the establishment of a real human being. It does not mean letting people in doubt and heresy in establishing their selves on their own individual willingness. However, it deals with the formation of clear characteristics through a strategy that really steady. The characteristic of the real human beings is a man who has a high degree of knowledge and always prays to God. It is different with the unlimited sense of multi-dimensional problems of life that are covering all activities in the relation to the individual and social which is based on Islamic values.]]>
<![CDATA[Upaya Meningkatkan Hasil Belajar Geografi Melalui Penerapan Model Pembelajaran Kooperatif Tipe STAD ]]>
<![CDATA[Syamsuddin, Syamsuddin]]>
<![CDATA[ Inspiratif Pendidikan Vol 5 No 1 (2016): Inspiratif Pendidikan ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v5i1.3216
<![CDATA[This study was a Classroom Action Research) that aims to improve the learning achievement of Class XI IPS 1 students at SMAN 2 Pallangga in the geography lesson through STAD model. The subjects were the students of class XI IPS 1 at SMAN 2 Pallangga. The total numbers of learners were 20 students consisting of 12 females and 8 males in the academic year 2015/2016.This study was conducted in two cycles in which the both the cycles were conducted in 2 meetings. It was conducted in 2 months starting from October 5 until December 5, 2015. The findings showed that the students’ learning achievements in Geography lesson increased significantly both in the first and the second cycle. It was supported by the evidences that the level of students’ learning achievements in the first cycle (the first and the second meeting) were categorized as a medium with the average score of 65.95. Then, in the second cycle (the first and the second meeting), the students’ learning achievements were categorized as a high category with the average score of 75.25. Thus, STAD model can improve the students’ achievement in Geography lesson, both qualitatively and quantitatively. It can be seen in the tables and explanations in the attachment for in the first cycle and the second cycle from the first and second action I.Based on the findings stated previously, this model is totally effective applied in teaching especially on the subjects of geography because it can improve the students’ learning achievements both in doing their work in school and trying to provide opportunities for students to always try to do their learning activities. So, they can be more motivated to achieve maximum achievement based on the passing grade that has been determined.]]>
<![CDATA[LKS DAN MODEL COOPERATIF LEARNING (Salah Satu Alternatif Mengefisienkan Waktu pada KTSP) ]]>
<![CDATA[Tayeb, Thamrin]]>
<![CDATA[ Inspiratif Pendidikan Vol 5 No 1 (2016): Inspiratif Pendidikan ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v5i1.3469
<![CDATA[Education Unit Level Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP) is a curriculum that almost deals with competency-based curriculum. KTSP is loaded with various kinds of administration and the possibilities if it is implemented by teachers. It spends about 8-9 hours for a week. Meanwhile, the average time set by the educational unit in the classroom, for example, mathematics subjects fo class X, XI, and XII, is only 4 hours per a week. So, how can a teacher be able to implement the curriculum in schools. Therefore, the author offers students worksheets and Cooperative Learning model as the solutions for time efficiency in implementing the curriculum in the Educational Unit. Students’ worksheet is a sheet that contains guidelines for students to doing planned activities systematically, rather than just solving problems. While cooperative learning model is learning that emphasizes the students work collaboratively associated with the work of the group consisting of 4-5 students. The goal is that the group provides the opportunity for students to engage actively in thinking and learning process.]]>
<![CDATA[Paradigma Pendidikan Islam ]]>
<![CDATA[Yahdi, Muhammad]]>
<![CDATA[ Inspiratif Pendidikan Vol 5 No 1 (2016): Inspiratif Pendidikan ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v5i1.3212
<![CDATA[Education, particularly Islamic education, develops and changes dealing with the implementation of learning methodology. These developments always follows students’ problems and needs as well as human civilization development. The students who have the information accesses require learning methodologies that can fulfill the needs and develop the information obtained learners. Learning always refers to students as an effort to increase knowledge, broaden the analysis and shaping personality. The goals will be important to develop self-learners themselves facilitated by the teachers.]]>
<![CDATA[Implementasi Program Character Building Training ( Studi Kasus Mahasiswa Pendidikan Agama Islam Angkatan 2013) ]]>
<![CDATA[Amri, Muhammad]]>
<![CDATA[ Inspiratif Pendidikan Vol 5 No 1 (2016): Inspiratif Pendidikan ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v5i1.3217
<![CDATA[Character Building Program (CBP) as an institution that can provide guidance and capacity building of students both in the field of intellectual, skills and attitudes. Bids institutional program refers to three things: the resolution of the human relationship with God, the resolution of the human relationship with itself and the resolution of the human relationship with the environment. Directions guidance mentioned above, with the emphasis on resolution improvement of man's relationship with God will bring the space to give birth attitude obedience and submission to God and the implications for compliance and obedience to others. Resolution on yourself to bring students to identify, develop their potential so that students can be more advanced and competitive. And the resolution of the human relationship with the environment to bring students to recognize and appreciate all the circumstances around it.]]>
<![CDATA[Prinsip dan Tujuan Penilaian Tindakan Kelas ]]>
<![CDATA[Nurhayati, A.]]>
<![CDATA[ Inspiratif Pendidikan Vol 5 No 1 (2016): Inspiratif Pendidikan ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v5i1.3200
<![CDATA[Classroom Assessments are conducted in various ways, such as a written test (Paper and Pencils), students' work assessment through the ability of students’ work (portfolio), three-dimensional product assessment, and students’ performance assessment (performance). Classroom assessment is a process conducted through planning, gathering information through a number of evidences demonstrating the achievement of learning outcomes, reporting, and collecting information of the learning outcomes. In the implementation of classroom assessment, the roles of the teachers are very important in determining the accuracy of assessments to assess students’ success and failure. Types of the assessments designed should meet the standards of validity and reliability in order to achieve the results in accordance with what is expected. Therefore, the teachers’ professional competencies are essential requirement in assessing. In everyday life at school, it often appears assessment information that generates benefits both for teachers and students. In a class discussion, for example, the statements made by some students could be a guide for teachers to believe that students do not understand the concepts taught to them.]]>
<![CDATA[PENDIDIKAN ISLAM SEBAGAI ILMU (Ontologi, Epistimologi dan Aksiologi) ]]>
<![CDATA[Wahyuddin, Wahyuddin]]>
<![CDATA[ Inspiratif Pendidikan Vol 5 No 1 (2016): Inspiratif Pendidikan ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v5i1.3470
<![CDATA[In connection with this community, education meaningful cultural heritage of the older generation to the younger generation in order to remain sustainable community living in other words, society has cultural values or mores that want passed down to the next generation in order to remain preserved. This century has given great kakuasaan on humanity that has never happened in history. Progress and tremendous technological strength is easy to use and utilized by us today. How does one use these technologies rely on moral maturity is concerned. This was clearly stated by the historian Arnold Toynbee in his British Civilization on Trial reminds us that advances in modern technology requires an emphasis on the moral and spiritual dimensions.]]>
<![CDATA[Sudut Pandang Perencanaan dalam Pengembangan Pembelajaran ]]>
<![CDATA[Dolong, M.Jufri]]>
<![CDATA[ Inspiratif Pendidikan Vol 5 No 1 (2016): Inspiratif Pendidikan ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v5i1.3213
<![CDATA[An educator’s or teacher’s planning of teaching programs should emphasize to the implementation of the learning process more smoothly and the results should be more effective. Therefore, there are some things that need to be considered in the planning of teaching programs. First, the curriculum is the first thing that needs attention in the teaching planning or the preparation of a teaching program. Second, the school condition is one of the important things need to be considered in teaching planning, especially for the availability of infrastructure and teaching aids. The means and tools of teaching support the implementation of the students’ learning activities. Third, the students’ ability and development; in preparing or planning a teaching, students’ also require more attentions in order to prepare teaching materials and method in accordance with students’ needs. In this case, the breadth and depth of teaching materials need to be tailored to the capabilities and the development of students. Fourth, the teacher; the circumstances and the ability of teachers really do not need to be considered because the teachers are required to have the ability in all matters pertaining to the implementation of education and teaching. If at any time they feel have shortcomings, it is a demand for them to learn and improve their competences in their capacity as a teacher and educator.]]>
<![CDATA[Tanggung Jawab Guru Dalam Pengembangan Kompetensi Profesional ]]>
<![CDATA[Marjuni, A.]]>
<![CDATA[ Inspiratif Pendidikan Vol 5 No 1 (2016): Inspiratif Pendidikan ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v5i1.3218
<![CDATA[The teachers principles and responsibilities in competence development of professional teachers are; 1) having commitments to the quality of planning, process, and results achieved in education; 2) having a good moral to be a role model for students; 3) having a sincere intention for God in educating; and 4) having human relations with the various involved parties in improving lesson on learners. So that competence in this case can be interpreted as an ability that should be had by the teachers in order to realize their performance appropriately and effectively. Professional teachers always master the science substance related to their field of study and master the structures and methods of science.]]>
