نآرقلا يف  ةيبرتلا  موهفم  يف  ثحبت  ةلاسرلا  هذهيعوضوملا نراقملا جهنملاب ثحبلا للاخ نمو ،ميركلاةيتلآا  تافشتكملا  ضعب  ثحابلا  دجو ( : ىلولأا ) نإ يساسلأا  فدهلا غييصت  وه  نآرقلا يف  ةيبرتلا  نمنم  ىجريف  ،ايوبرت  اكولس  كلسي  يذلا  لماكلا  ناسنلإاءايحلإو هريغلو هسفنل عفني نأ لماكلا ناسنلإا اذه لثمةيوايندلاو  ةينيدلا  هتايح  يف  ةيملاسلإا  ميلاعتلا .( ةيناثلا ) ىلاعت للها سياقم نم سايقم يه ةيبرتلا نإدابع  تاجرد  اهب  للها  عفر  يتلا مهم  ساسأ  ةيبرتلاف  ،هةينيدلا  هتايح  يف  يف  نمؤملا  ةجرد  ةعفر  يفةيوايندلاو ( . ةثلاثلا ) اهنم  ىجري  نآرقلا يف  ةيبرتلا  نإيف  هادأ  دبلا  اممف  ،تاملظلا  نم  اهلوح  ام  ئيضت  نأجهنمو  يراوح  جهنم  اهنم  جهانم  ةيبرتلل  نأ  ةيبرتلاارج ملهو يصصف جهنمو يليثمت

/pdf/pendidikan-dalam-perspektif-al-qur-an-e1w6g7hz72.pdf

Pendidikan Dalam Perspektif Al-Qur’an

Lack of critical thinking skills of elementary schools’ students was influenced by teachers’ domination in instructional activities; meanwhile students did not play independently as the learners. Theoretically, multiple intelligences based instruction is an appropriate solution. For that reason, this research aims to know the impact of multiple intelligences based instruction on students' critical thinking skills. The research was conducted at Al-Amanah and Buahati Islamic Elementary Schools by using a quantitative approach with case study method. Data collected through critical thinking tests was analyzed by using independent sample t-test to examine the impact of instruction on students' critical thinking skills. The results showed that the implementation of multiple intelligences based intruction had significant effect on students’ critical thinking skills. From the finding, some recommendations are given as follows: 1) The teacher’s role is not only for transferring knowledge based on his/her competencies but also students’ characteristics reflecting their instruction styles; and 2) for further researcher, it is suggested to investigate this issues more specifically and comprehensively. Kurangnya keterampilan berpikir kritis dari siswa sekolah dasar dipengaruhi oleh dominasi guru dalam kegiatan pembelajaran; Sementara itu siswa tidak bermain secara independen sebagai peserta didik. Secara teoritis, pendekatan berbasis kecerdasan ganda merupakan solusi yang tepat. Untuk itu, penelitian ini bertujuan untuk mengetahui dampak pendekatan berbasis kecerdasan ganda pada keterampilan berpikir kritis siswa. Penelitian ini dilakukan di Sekolah Dasar Islam Al-Amanah dan Buahati dengan menggunakan pendekatan kuantitatif dengan metode studi kasus. Data dikumpulkan melalui tes berpikir kritis dianalisis dengan menggunakan sampel independent t-test untuk menguji dampak dari pendekatan pada keterampilan berpikir kritis siswa. Hasil penelitian menunjukkan bahwa pelaksanaan pendekatan berbasis kecerdasan ganda memiliki dampak yang signifikan terhadap kemampuan berpikir kritis siswa. Dari temuan tersebut, beberapa rekomendasi yang diberikan sebagai berikut: 1) Peran guru tidak hanya untuk mentransfer pengetahuan berdasarkan kompetensinya, tapi juga karakteristik siswa mencerminkan gaya pendekatan mereka; dan 2) bagi peneliti selanjutnya, disarankan untuk menyelidiki ini secara lebih spesifik dan komprehensif.

/pdf/the-effect-of-multiple-intelligence-based-instruction-on-4xq6rxjqev.pdf

The Effect of Multiple Intelligence-Based Instruction on Critical Thinking of Full Day Islamic Elementary Schools Students

Nowadays, online learning has forced educational stakeholders to sufficiently involve online learning by handling the fundamental difference from traditional learning platforms. While educative interaction is vital but very limited to online learning, the teachers should condition the new environment to enable the learning process. However, educative interaction on online learning requires exact syntax to help the teachers implement it correctly. Therefore, this study aimed to identify the implementation of educative learning on online learning and formulate the syntax to help teachers create educative interaction. The study focused on Islamic and Character Education subjects. The research method is qualitative, using in-depth interviews to gather the data. The informants were from 2 different elementary schools. The study result revealed two types of syntax for educative interaction on online learning: the syntax of educative interaction on real-time chatting app and syntax of educative interaction on the video conference app. Every syntax has similar general phases: preparation, introduction, core, and closing. However, every phase has different details, adjusted to the service provided by the application used. Eventually, the teachers' competence and spirit and supporting infrastructure become the primary factors in maximizing the interaction. Besides, application choice determines the strategy that will be done.

/pdf/the-strategy-to-build-educative-interaction-in-islamic-3lil51p9pg.pdf

The Strategy to Build Educative Interaction in Islamic Education on Online Learning Setting

/pdf/media-online-untuk-asesmen-pendidikan-karakter-terpadu-2d5535ju4m.pdf

Media online untuk asesmen pendidikan karakter terpadu

Degradation of moral consciousness, especially in the politic and Indonesian government bureaucracy, in recent times that was pictured by various anomalies and immorality, such as a corruption, has become a negative “cultural norm”, which seem very difficult to be controlled. The condition of national spirit and morality suggested the need of redevelopment of model of character education (character building) as a national healing. Imam Zarkasyi implemented several principles of character building in the Pesantren of Darussalam Gontor. He taught his pupils on the basis of the virtues of the excellences with refer to the Panca Jiwa and the Four Mottos of Modernity of the Pesantren as their living values. His reformative efforts in the context of contemporary Islamic education are actually intended to the development of character, in other words, “character building”, by implementing the principle of the Golden Mean of Ibn Miskawaih. Some aspects of Zarkasyi's principles of education that might be supportive for developing the national character education program, and still relevant for today are: firstly, moral education should have the leadership insights; secondly, moral education should have the objective moral values as the teleological purposes; thirdly, moral education should be built through the best environment, in order to be optimized and efficient; and fourthly, moral education curriculum should be integrated and comprehensive. So, the Zarkasyi's concept of character building, and the education movement became the concept of character education that quite mature and should be extracted by our nation.

https://jurnal.ugm.ac.id/wisdom/article/download/12616/9077

Character building dalam konsep pendidikan imam zarkasyi ditinjau dari filsafat moral ibnu miskawaih

Massive development in technology has enforced the educational system to be able to adjust its activity . While maintaining conventional learning environment in character education is challenging, online learning environment provides different characteristics that require distinct strategies to meet the learning objectives. It requires different syntax to implement learning methods for character education on online setting. However, previous studies rarely discussed about character education syntaxes for online learning. Thus, this study aimed to fill the gap by synthesizing the syntax and strategies of implementing some learning methods in character education through online learning. It was chosen Islamic and Character Education as the subject and role model and habituation methods as the focus of the study. This study is a qualitative study using in-depth interview as data collection technique. The informants were teachers experiencing in implementing role model and habituation methods on online learning. The research findings showed that the general syntax of online learning is started from preparation, preliminary activity, core activity, closing, and strengthening activities. Preparation and strengthening activities are conducted in unscheduled time while the other activities are conducted in scheduled time. The proposed syntax is given but further studies are required to testify the syntax for different situations. Abstrak Perkembangan pesat dalam teknologi telah mendorong sistem Pendidikan untuk dapat menyesuaikan diri. Ketime mengkondisikan lingkungan belajar dalam pendidikan character dalam lingkup pendidikan konvensiona memiliki tantangan tersendiri, pengkondisian lingkungan belajar daring membutuhkan strategi yang berbeda untuk pencapaian tujuan pembelajaran. Diperlukan sintaks yang berbeda untuk menerapkan metode-metode pembelajaran untuk pendidikan karakter secara daring. Namun dari penelitian terdahulu jarang ditemukan penelitian yang fokus membahas tentang sintaks metode pembelajaran dalam pendidikan karakter secara daring. Oleh karena itu, penelitian ini bertujuan untuk mensintesa sintaks dan stategi dalam menerapkan beberapa metode pembelajaran yang populer digunakan dalam pendidikan karakter. Fokus penelitian ini adalah Pendidikan Karakter Islami dalam mata pelajaran Pendidikan Agama Islam dan Budi Pekerti dan metode yang diinvestigasi adalah Metode Keteladanan dan Habituasi. Penelitian ini merupakan penelitian kualitatif yang menggunakan teknik wawancara mendalam untuk mengumpulkan data. Informan adalah guru-guru yang berpengalaman dalam menerapkan Metode Keteladanan dan Habituasi dalam pembelajaran daring. Dalam penelitian ini ditemukan bahwa sintaks umum dimulai dari persiapan, pendahuluan, aktivitas utama, penutupan dan aktivitas penguatan. Aktivitas Persiapan dan penguatan dilakukan pada waktu yang tidak terjadwal, sedangkan aktivitas yang lain dilaksanakan pada waktu yang terjadwal pada jam pembelajaran. Penelitian lebih lanjut diperlukan untuk pengujian sintaks di berbagai situasi di sekolah yang berbeda.

/pdf/the-strategy-of-islamic-character-education-with-role-model-2m6hmm29sb.pdf

Sunarti Sunarti

Papers

The strategy of islamic character education with role model and habituation method on online learning