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[PENGARUH KETELADANAN GURU TERHADAP AKHLAK PESERTA DIDIK KELAS IX MTS AS’ADIYAH PUTERI 1 SENGKANG KABUPATEN WAJO ]]>
<![CDATA[Amri, Muhammad]]>;
<![CDATA[Assad, Andi Baso Muammar]]>
<![CDATA[ Inspiratif Pendidikan Vol 9 No 1 (2020): JUNE ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v9i1.13277
<![CDATA[The results showed that the influence of teacher exemplary behavior on the morals of grade IX students of MTs As'adiyah Puteri 1 Sengkang, Wajo Regency was very influential. The results of the descriptive analysis of the teacher's example of the morals of class IX MTs As'adiyah students, taking into account 36 students as samples, 17 people or 47.22% of respondents were in the excellent category (SS) from the aspect of visual activity, 11 people or 36 , 11% of respondents were in the good category (S) writing activity, 5 people or 13.8% of respondents were in the unfavorable category (ST) from the aspect of oral activity, 3 people or 8.5% of respondents who were in the no category both (STS) in terms of motor activity. This illustrates that the teacher's example of the morals of grade IX MTs As'adiyah Puteri 1 Sengkang students in Wajo Regency is in the category of strongly agree (SS) 47.22% of the aspects of writing activities.]]>
<![CDATA[HUBUNGAN MODEL PEMBELAJARAN TUNTAS DAN METODE DISCOVERY TERHADAP MOTIVASI BELAJAR SISWA DI SMA NEGERI 1 KUPANG ]]>
<![CDATA[Benu, Asti Yunita]]>
<![CDATA[ Inspiratif Pendidikan Vol 9 No 1 (2020): JUNE ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v9i1.14453
<![CDATA[The relationship of mastery learning models and methods of discovery due to the motivation to learn of students. Each student has a different motivation to learn inborn but is not ready to be a motivation to learn. One container to form a motivation to learn that is through education, namely concrete form through the learning process. But the learning process in the classroom is still dominated by the role of the teacher (teacher centered) and less precise methods used by teachers in teaching. More teachers putting students as objects and not as subjects students. This study aims to: (1) Knowing the relationship mastery learning model due to the formation of the motivation to learn of students at SMAN 1 Kupang, (2) Knowing the relationship discovery method to motivation to learn formation of students at SMAN 1 Kupang, (3) determine the relationship of mastery learning thoroughly and use methods discovery on motivation to learn formation of students at SMAN 1 Kupang. This research is a quantitative correlation using the questionnaire method. Mechanical testing data in this study is a reliability test questionnaire, questionnaire validity, normality test, homogeneity test and t-test statistics. The results of the analysis obtained after correlated, the first correlation between X1 on Y, t = 2.819 t table while the error level of 0,05) = 1.721.a5% ( 0,05) = 1.721. The second correlation between X2 on Y, t = 4.211 t table while the error level of 5% ( 0.05). The third correlation multiple correlation between X1, X2 on Y obtained by R of 0.67, F 12.77,p = 0.000 > 0,05. Based on these calculations it can be concluded that (1) there is a positive and significant relationship between the variables of mastery learning models due to the motivation to learn of the student, (2) there is a positive and significant relationship between the variable method of discovery to the motivation to learn of students, and (3) there is a positive and significant relationship between the variables mastery learning models and methods of discovery due to the motivation to learn of students.]]>
<![CDATA[NILAI MORALITAS KEPEMIMPINAN PENDIDIKAN ISLAM ]]>
<![CDATA[Wahab, Jamal]]>
<![CDATA[ Inspiratif Pendidikan Vol 9 No 1 (2020): JUNE ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v9i1.14124
<![CDATA[The terms used by Qur'an in discussing leadership are al-Imam, al-khilafah, Ulil amri, and Al-Mulk. Leadership is the ability and readiness for someone to know, to guide, to direct and to motivate others so that they work to achieve the same goals. The morality values of Islamic leadership prioritize religiosity which is integrated with moral values. These moral values include humanity, social, and aegis values. Religiosity leads a leader to act, decide, organize, and run the system based on Qur'an and hadith. Ethical leadership makes the atmosphere of work relations in an organization or an Islamic educational institution more comfortable and avoids vertical or horizontal conflicts.]]>
<![CDATA[PENDIDIKAN HUMANISTIK DALAM BELAJAR ]]>
<![CDATA[Anwar, Bakri]]>
<![CDATA[ Inspiratif Pendidikan Vol 9 No 1 (2020): JUNE ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v9i1.14469
<![CDATA[Learning cannot be separated from human life. However, each of the human beings learn differently and will need different approaches. One of the interesting learning approaches is humanistic approach. This particular approach focuses on the students. It is assumed that students are the first and the main actors in education. The students are the subjects which become the center of attention in all educational activities. Humanistic educators believe that students have potentials, abilities, and strengths to develop. Education should not only focus on physical and intellectual but social and affective aspects of the students. This writing aims to describe humanistic approach and its learning activities in detailed.]]>
<![CDATA[KOMPETENSI GURU DALAM PERSFEKTIF PERUNDANG - UNDANGAN ]]>
<![CDATA[., Hasnawati]]>
<![CDATA[ Inspiratif Pendidikan Vol 9 No 1 (2020): JUNE ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v9i1.14125
<![CDATA[Teacher competence is the ability of a teacher to do duties responsibly and properly. Competence is the ability and authority of teachers to carry out their teaching profession. Teacher competence is also the skill or ability possessed by teachers regulated in Law Number 14 in 2005 concerning Teachers and Lecturers, Ministry of Education Number 16 in 2007, and Government Regulation Number 74 in 2008. Teacher competency standards is a set of knowledge, skills and behaviors that must be possessed, comprehended, mastered, and actualized by the teacher to fulfill their professional duty. Teacher competences as referred to article (1) PP 74/2008 include pedagogical, personal, social, and professional competences obtained through professional education. These four teacher competences are holistic which means whole integrated and interrelated. Specifically for PAI (Islamic education) teachers, based on regulation of Religion Ministry Number 16 in 2010 Article 16, there is an additional competency namely leadership.]]>
<![CDATA[PENGARUH BURNOUT DAN SELF EFFICACY TERHADAP KINERJA DOSEN PASCASARJANA UIN ALAUDDIN MAKASSAR ]]>
<![CDATA[Gemely, Delfina]]>
<![CDATA[ Inspiratif Pendidikan Vol 9 No 1 (2020): JUNE ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v9i1.13750
<![CDATA[The objectives of the study were to determine: 1. The influence of burnout on the Postgraduate lecturers’ performance of UIN Alauddin Makassar, 2. The influence of self-efficacy on the Postgraduate lecturers’ performance of UIN Alauddin Makassar, 3. The influence of burnout and self-efficacy on the Postgraduate lecturers’ performance of UIN Alauddin Makassar. The study was the quantitative research with ex-post facto method, conducted at the Postgraduate of UIN Alauddin Makassar. The total number of population of lecturers at the Postgraduate of UIN Alauddin Makassar was 72 lecturers. Accidental sampling technique was employed in taking the samples of 30 lecturers. The instrument used to collect the data was a questionnaire, which then analyzed using descriptive and inferential statistical techniques (simple and multiple linear regressions). The results of the study through simple and multiple regression analysis revealed that there was a positive and significant influence of burnout on the lecturers’ performance with the t count> t table (2.315> 2.056) and a significance of 0.028 <0.05, so H1 was accepted. The coefficient of determination was observed at the value of R Square = 0.161 meaning that 16% of performance was explained by burnout and 84% of performance was influenced by other factors. There was no positive and significant influence of self-efficacy on performance with the value of t count <t table (1.574 <2.056) and the significance of 0.127> 0.05, so H1was rejected. The coefficient of determination was identified at the value of R Square = 0.081 meaning that 8% of the variability of the performance variable was explained by self-efficacy and 92% of the performance was influenced by other factors. For the third variable, there was a positive and significant influence of burnout and self- efficacy collaboratively on the lecturers’ performance with the value of F count > F table (3.758> 3.35) and a significance of 0.036 <0.05, so H1was accepted. The coefficient of determination was seen at the value of R Square = 0.218 meaning that 21.8% of the variability of the performance variable was explained by burnout and self-efficacy while 78.2% of the performance was influenced by other variables not included in this study. The implications of the study indicated that the existence of successful adaptation to stressful demands will prevent the appearance of burnout in working. The success of this adaptation exemplified the existence of self-efficacy that was the belief possessed to be able to achieve the objectives as expected.]]>
<![CDATA[METODE PENYAMPAIAN DALAM PENDIDIKAN ISLAM ]]>
<![CDATA[Al Qifari, Abudzar]]>
<![CDATA[ Inspiratif Pendidikan Vol 9 No 1 (2020): JUNE ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v9i1.14335
<![CDATA[The basics of disseminating Islamic education consist of religious and bio-psychological basics. Bio-psychological basic is divided into three types, namely; biological, psychological and social basics. The classical method that was carried out during the Abbasiyah dynasty led the society realized the importance of the science development and community needs. The teaching methods used at that time were oral, memorizing, and writing. Oral method included dictation, lecture, qira’ah and discussion. The methods that could be applied in schools/madrasah, namely: lecture, discussion, experimental, demonstration, assignment, socio-drama, drill method, group-work, question and answer, and project methods. Besides, the most important was the exemplary and the habituation methods.]]>
<![CDATA[HUBUNGAN MOTIVASI RELIGIUS DENGAN PENINGKATAN PRESTASI BELAJAR PESERTA DIDIK ]]>
<![CDATA[Amin, Muhammad]]>
<![CDATA[ Inspiratif Pendidikan Vol 9 No 1 (2020): JUNE ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v9i1.13752
<![CDATA[One of the main benchmarks for perceiving the triumph of learning of student is by beholding the extent to which learning achievements are attained. Learning achievement is the degree to which student’s knowledge of the given material is received.This study focuses on the extent to which religious motivation of the students relates to their learning achievements. Data were obtained by using a questionnaire. The subjects of this study were 116 students of Madrasah Aliyah Negeri 1 Makassar. The data were analyze with descriptive correlational analysis.The result of this study indicates a significant relationship between religious motivation and student achievements. There is 0,233 of correlation coefficient with a significance of 0,001. Hypothesis was tested by comparing the significance level (p-value)with matrix that if the significance is 0,05 then Ho is accepted, if significance <0,05, then Ho is rejected and Ha is accepted. In this case, it could be seen that there is 0,233 of the correlation coefficient with 0,001 if significance. Owing to that significance which is <0.05 then Ho is rejected and Ha is accepted. ]]>
<![CDATA[STUDI EVALUATIF SISTEM PEMBELAJARAN BAHASA ARAB DI MA PUTRA PONDOK MODERN DARUSSALAM LIABUKU KOTA BAU BAU ]]>
<![CDATA[Talim, Ahmad]]>
<![CDATA[ Inspiratif Pendidikan Vol 9 No 1 (2020): JUNE ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v9i1.14413
<![CDATA[The focus of this research is the Arabic learning system in MA Putra Bau Bau Darussalam Islamic Boarding School in Bau Bau City. From these problems, this study aims to evaluate the Arabic learning system in Darussalam Islamic Boarding School which is focused on the main issues, namely: 1) How is the compatibility of the Antasedent Arabic learning system entry in Darussalam Liabuku Bau Bau Islamic boarding school with the process standard?This type of research is a program evaluation with a descriptive qualitative approach, in this study the authors assess the quality level and conditions of the Arabic language learning system in Darussalam Islamic Boarding School Liabuku Bau Bau. To obtain the data, three data collection techniques were used, namely observation, interviews and documentation. After data collection, the data processing is then processed through three stages, namely: 1) data reduction, 2) data display, 3) and drawing conclusions / verification.The results of this study indicate that learning Arabic in MA Putra Darussalam Liabuku Islamic boarding school is fulfilled with 3 standard processes, namely: achieving the existing Arabic learning objectives, teachers in MA Kulliyatul Muallimin al-Islamiyah Darussalam Liabuku Islamic boarding school Bau Bau make I 'dad al-Tadrīs to support the existing Arabic teaching and learning activities, because all of his learning uses Arabic as the medium. In evaluating students 'theoretical or practical language skills, the teacher evaluates learning in the form of oral examinations (imtihᾶn syafahi) and written examinations (imtihᾶn tahrīrī), so that the assessment of students' Arabic Arabic abilities cannot be separated in the four language skills.From this research, a strategic recommendation can be adopted in improving the learning system of KMI Pondok Modern Darussalam Liabuku, namely teachers working with Language Builders in language programs to improve the ability of the Santri Arabic language and provide a Language Laboratory to improve students' listening skills.]]>
<![CDATA[KORELASI ANTARA POLA PEMBINAAN AKHLAK DENGAN PERILAKU PESERTA DIDIK KELAS XI PONDOK PESANTREN DARUL AMAN GOMBARA MAKASSAR ]]>
<![CDATA[B, Muhammad Rusmin]]>
<![CDATA[ Inspiratif Pendidikan Vol 9 No 1 (2020): JUNE ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/ip.v9i1.13753
<![CDATA[The results of the moral development of the students of class XI of the Darul Aman Gombara Islamic Boarding School in Makassar are quite good. This is based on a questionnaire distributed and interviews with several teachers, not found any students who have committed acts that violate the norms of behavior / morals. Behavior of students of class XI Darul Aman Gombara Makassar Islamic Boarding School which obtained the highest score was 87 and the lowest score was 67. The average value obtained from 30 students was 78.3. So it can be concluded that the behavior of students of class XI Darul Islamic Boarding School safe in Gombara Makassar is included in both categories. The relationship between moral development and the behavior of students in class XI Darul Aman Gombara Islamic Boarding School Makassar, namely the level of relationship is classified as very strong. In the correlation coefficient table and the t test results obtained rtable is 0.99> 0.361, then H0 is rejected and H1 is accepted. This can be concluded that there is a correlation or the relationship between moral development with the behavior of students of class XI Darul Aman Gombara Islamic Boarding School in Makassar, with a very strong correlation level.]]>
