Institutional Repository UIN Sunan Kalijaga Yogyakarta: No conditions. Results ordered -Date Deposited. 2024-03-28T20:04:14ZEPrintshttp://digilib.uin-suka.ac.id/images/sitelogo.pnghttps://digilib.uin-suka.ac.id/2022-04-19T05:53:03Z2022-04-19T05:53:03Zhttp://digilib.uin-suka.ac.id/id/eprint/50581This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/505812022-04-19T05:53:03ZHubungan Pemahaman Konsep dan Penalaran Matematis
dengan Kemampuan Pemecahan Masalah Matematika
Siswa Kelas IV MI Nurul Ulum MadiunThis research about the relationship between conceptual understanding and mathematical reasoning with mathematics problems solving ability of IV class students in Nurul Ulum Madiun elementary islamic school, and this research aims to determine (1) the relationship between mathematical reasoning and mathematical problem solving ability of IV class students in Nurul Ulum Madiun elementary islamic school. (2) the relationship between concept understanding and mathematical problem solving ability of IV class students in Nurul Ulum Madiun elementary islamic school. (3) the relationship between concept understanding and mathematical reasoning with mathematical problem solving ability of IV class students in Nurul Ulum Madiun elementary islamic school.
This research was conducted using a quantitative research design consisting of three variables, namely understanding concepts and mathematical reasoning as independent variables and problem-solving abilities as dependent variables. This research was conducted at Nurul Ulum Madiun elementary islamic school, using a sample of 40 students. Data collection techniques using tests and documentation. As for data analysis techniques using bivariate correlation and multiple correlation.
The results showed that 1) the relationship between concept understanding and mathematical problem solving ability of IV class students in Nurul Ulum Madiun elementary islamic school showed a correlation level of 0.639. The coefficient value is included in the category of strong relationships. 2) the relationship between mathematical reasoning and mathematical problem solving ability of IV class students in Nurul Ulum Madiun elementary islamic school shows a correlation level of 0.597. The coefficient value is included in the category of a fairly strong relationship, 3) the relationship between concept understanding and mathematical reasoning with mathematical problem solving ability of IV class students in Nurul Ulum Madiun elementary islamic school shows a correlation level of 0.688. The coefficient value is included in the category of strong relationships.NIM: 18204081009 Avita Febri Hidayana2022-01-06T08:16:36Z2022-01-06T08:16:36Zhttp://digilib.uin-suka.ac.id/id/eprint/47978This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/479782022-01-06T08:16:36ZNILAI-NILAI PENDIDIKAN ANAK DALAM RITUAL BETAMAT AL-QURAN DI KABUPATEN BANGKA (KAJIAN ANTROPOLOGI)Penelitian ini dilatarbelakangi oleh manusia tidak bisa terlepas dari sebuah siklus kehidupan, yang dimulai dari kelahiran sampai kematian dan pada dasarnya manusia selalu mencari keselamatan
dan keberkahan hidup dimanapun dia berada. Biasanya dalam melewati masa peralihan kehidupan dari satu tahap ke tahap yang lainnya merupakan masa krisis bagi seseorang. Sehingga perlu
dilaksanakan sebuah kegiatan (upacara/ritual) untuk menghindari hal tersebut, salah satu ritual yang dilaksanakan adalah ritual betamat al-Quran. Ada empat mata pisau yang digunakan dalam
menganalisis penelitian ini, Victor Turner untuk mengungkapkan makna dibalik simbol melalui tiga cara yakni dimensi eksegetik, operasional dan posisional, nilai-nilai pendidikan anak dalam Islam
menurut Abdullah Nashih Ulwan, pendidikan Islam mengacu al-Quran dan Hadist, serta teori fakta sosial E. Durkheim yang menjelaskan hubungan sebab-akibat dan fungsionalisme.
Penelitian ini merupakan kajian Antropologi, yang menggunakan metode kualitatif dengan pendekatan Etnografi. Penelitian dilakuan terhadap budaya ritual betamat al-Quran yang diselenggarakan di Kabupaten Bangka. Penelitian ini difokuskan pada simbol-simbol yang digunakan dalam prosesi ritual dan alat pendukungnya, untuk
mengungkap makna dan nilai-nilai yang terkandung didalamnya, melalui observasi partisipan, dokumentasi, wawancara dan analisis data dilakukan dengan menggunakan model Spradley dan teknik
triangulasi. Hasil penelitian ini menyatakan bahwa: 1) prosesi ritual betamat al-Quran terdiri dari praritual, bermakna orang tua menyuruh anaknya belajar membaca al-Quran sejak dini dan menyiapkan telo idang sebagai reward bagi anak yang sudah mengkhatamkan dalam membaca al- Quran. Prosesi Inti-ritual bermakna kitab al-Quran merupakan pedoman hidup manusia dalam menjalani kehidupan, telur ayam yang bermakna Iman, Islam dan Ihsan seorang anak. Tunas batang pisang berbentuk vertikal menunjukkan habluminallah dan telo idang disematkan ke tunas
batang pisang secara horizontal bermakna habluminannas. Prosesi pasca-ritual bermakna seorang anak selalu minta keridho’an orang tua dan saling berbagai rezeki antar sesama. 2) Nilai-nilai pendidikan anak dalam simbol ritual betamat al- Quran yaitu, pendidikan iman, moral, fisik, rasio, jiwa, sosial dan seks. 3) Relevansi dengan pendidikan Islam dalam simbol telo idang merupakan sebagai reward bagi anak relevan dengan surah az-Zalzalah ayat 7-8, dalam memulai membaca al-Quran dimulai dari laki-laki relevan dengan surah an-Nisa ayat 34. Mendidik anak
dengan belajar membaca al-Quran relevan dengan Hadist riwayat Thabrani. 4) Ritual ini masih tetap bertahan dan dilaksanakan karena berkaitan dengan siklus kehidupan seseorang, memiliki nilai-nilai keimanan, keluhuran, keselamatan, pendidikan dan
sosialisasi dan ritual ini merupakan hasil akulturasi dua budaya yang berbeda serta menjadi aset daerah Kabupaten Bangka.NIM.: 17204080047 Ely Rahmawati, S.Pd2022-01-06T05:59:41Z2022-01-06T05:59:41Zhttp://digilib.uin-suka.ac.id/id/eprint/47976This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/479762022-01-06T05:59:41ZINTERVENSI METODE BELAJAR MULTISENSORI UNTUK ANAK DISLEKSIAPenelitian ini dilatarbelakangi oleh beberapa masalah yang timbul didunia pendidikan, yang mana isu akan penderita disleksia yang berdampak pada kemampuan berbahasa seorang anak. Selain itu disleksia tidak dapat disembuhkan melainkan ditekan angka ketidak mampuan seorang anak itu sendiri, maka dari itu bermunculanlah sebuah metode belajar yang bertujuan untuk membantu ketidak mampuan anak disleksia salah satunya metode Multisensori, namun metode ini masih diragukan tingkat keberhasilan karena ada banyak metode belajar yang tidak banyak memberikan rekomendasi. Namun penelitian ini mencoba memodifikasikan metode belajar dengan intervensi terlebih dahulu, sebelum melakukan metode multisensori anak terlebih dahulu melakukan intervensi untuk mengetahui kekurangan anak laki-laki YA dan sebab-sebab anak mengalami gangguan belajar, setelah itu baru melakukan tahap multisensori selama empat bulan.
Penelitian ini menggunakan penelian Kualitatif untuk mendeskripsikan dengan tujuan untuk melihat roses intervensi dan multisensori dan melihat tingkat keberhasilan intevesi multisensori, dengan bentuk Studi kasus tunggal single-case studies dengan subjek penelitian Anak Laki-laki YA dengan informan penelitian anak laki-laki YA, orang tua dan juga guru dengan data buku, rapot serta laporan hasil peningkatan. Selain itu menggunakan teknik pengumpulan data diantaranya teknik wawancara, teknik pengamatan secara langsung, teknik analisis data, dan teknik catat selain itu teknik analisis data dan teknik pengecekan keabsahan data menggunakan trianggulasi teknik, trianggulasi sumber dan trianggulasi waktu.
Pada hasil penelitian ini dapat disimpulkan bahwa Intervensi Metode Belajar Multisensori memberikan hasil dimana intervensi dari sebab-sebab anak Laki-laki YA memang memiliki kekurangan bahasa yang dikatakan disleksia dan dari indikator kekurangan anak mengalami kesulitan mengenal huruf, mengeja kata atau pun kalimat, menulis dengan benar serta mengingat dengan baik, dan menghafal dengan baik Dari keseluruhan tahap yang ada anak menujukkan tingkat keberhasilan yang cukup memuaskan walau pun pada tahapan proses menguatkan ingatan anak perlu membutuhkan waktu yang panjang untuk hasil yang memuaskan namun pada kesimpulan akirnya pun peneliti menemukan potensi anak yang bisa dan dapat dikembangkan.NIM.: 17204080043 Yeni Wulandari2022-01-06T05:50:40Z2022-01-06T05:50:40Zhttp://digilib.uin-suka.ac.id/id/eprint/47975This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/479752022-01-06T05:50:40ZPEMANFAATAN TEKNOLOGI INFORMASI DAN KOMUNIKASI
DALAM PROSES PEMBELAJARAN DI SD MUHAMMADIYAH
KARANGBENDO & MI MA’HAD ISLAMYTuntutan pemanfaatan teknologi informasi dan komunikasi dalam dunia pendidikan terus berkembang dari masa ke masa, bahkan melahirkan beragam lembaga pendidikan non-formal yang memanfaatkan teknologi untuk menyelenggarakan pembelajaran, seperti munculnya beragam startup pendidikan. Sedangkan dalam implementasi kurikulum 2013, penggunaan teknologi dituntut
untuk diintegrasikan ke berbagai jenjang pendidikan salah satunya tingkat sekolah dasar. Adanya tuntutan pemanfaatan teknologi dalam pembelajaran menimbulkan beragam respon dari berbagai sekolah yang mengimplementasikan kurikulum 2013, Sehingga setiap sekolah memiliki upaya tersendiri dalam merespon hal
tersebut.
Tujuan penelitian ini untuk mengetahui 1) Bagaimana upaya sekolah dalam memenuhi tuntutan pemanfaatan teknologi informasi dan komunikasi dalam proses pembelajaran. 2) Bagaimana kemampuan guru dalam pemanfaatan atau penggunaan teknologi dalam proses pembelajaran. 3) Bagaimana strategi guru dalam meningkatkan kemampuan dibidang teknologi informasi dan komunikasi untuk membantu proses pembelajaran.
Penelitian ini, merupakan penelitian kualitatif menggunakan pendekatan deskriptif sedangkan teknik pengumpulan data yang digunakan yaitu observasi, wawancara dan dokumentasi. Adapun teknik analisis data dalam penelitian ini menggunakan model Mile dan Huberman yang meliputi reduksi data (data Reduction), Penyajian Data (data display), penarikan kesimpulan dan verifikasi
(Conclusion Drawing/Verification) sedangkan teknik uji kebasahan data menggunakan triangulasi sumber dan teknik.
Hasil penelitian ini menunjukan bahwa secara umum kedua sekolah telah mengintegrasikan teknologi ke dalam proses pembelajaran, adapun yang dilakukan sekolah sebagai berikut. 1) Upaya yang dilakukan sekolah dalam memenuhi pemanfaatan teknologi informasi dan komunikasi dalam proses pembelajaran yaitu menjadikan kemampuan TIK sebagai salah syarat menjadi tenaga pendidik mengikut sertakan guru dalam beragam kegiatan TIK dan mengadakan program sendiri, memfasilitasi sekolah serta kerjasama dengan beragam instansi. 2) Kemampuan guru dalam bidang teknologi di kedua sekolah secara umum guru sudah mampu mengoperasikan perangkat keras dan lunak serta sudah mampu mengintegrasikan ke dalam kegiatan pembelajaran meskipun pelibatan teknologi tidak semua diterapkan dalam tahapan saintifik. 3). Strategi guru dalam meningkatkan kemampuan dalam bidang teknologi dilakukan dengan mengikuti
pelatihan, kursus, tutor sebaya, pelatihan online, dan kolaborasi dengan orangtua siswa.NIM.: 17204080004 Arip Arizal Mustahidin2021-11-02T01:36:37Z2021-11-02T01:36:37Zhttp://digilib.uin-suka.ac.id/id/eprint/46206This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/462062021-11-02T01:36:37ZKONSEP MERDEKA BELAJAR NAJELAA SHIHAB DALAM DEMOKRASI PENDIDIKAN DEDE ROSYADA DAN RELEVANSINYA DENGAN PENDIDIKAN 4.0 JENJANG SEKOLAH DASARThe background of this research stems from the fact that many teachers are still not ready for the implementation of the concept of independent learning in the classroom. In fact, the freedom of learning in students can be realized if the teacher is free to learn. Freedom to learn is an effort towards democratic education, where children can learn freely without any pressure and demands from any party. Children who are free to learn have the ability to learn independently, and this is very much needed in the education era 4.0. Education 4.0 is education that uses technology in the learning process, and has the goal of creating lifelong learning abilities in children.
This study aims to understand the concept of independent learning Najelaa Shihab which is in the books of Semua Murid Semua Guru, seen from the perspective of educational democracy and its relevance to education 4.0. This research is a library research. The data was collected by analyzing Najelaa Shihab's books on the concept of merdeka belajar. The data analysis technique used is content analysis followed by descriptive analysis.
The results showed that: 1) Merdeka Belajar according to Najelaa Shihab is a learning process that provides freedom of thought to all children, so that children have the ability to learn independently and their potentials can develop properly. There are five components of independent learning towards a democratic education, namely education that is pro-children, digital smart, involvement of mutual success, redefining children's success and children's contributions. 2) The concept of merdeka belajar is relevant to the characteristics of education 4.0 which has the goal of utilizing technology in the learning process through three dimensions, namely commitment to goals in accordance with the component of free choosing to learn, independent learning according to the various components of time and place of learning and reflection according to the component of involvement students in learning.NIM.: 18204081002 Estry Mustikawati2021-11-02T01:33:23Z2021-11-02T01:33:23Zhttp://digilib.uin-suka.ac.id/id/eprint/46205This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/462052021-11-02T01:33:23ZMUATAN HOTS (HIGHER ORDER THINKING SKILLS) DALAM BAHAN AJAR ILMU PENGETAHUAN ALAM KELAS V SD/MIThis research is motivated by the importance of Natural Science teaching materials that contain HOTS (higher order thinking skills), where higher order thinking skills(HOTS) in education are a priority, especially at the elementary school level. Teaching materials are also the main source of teaching and learning activities. Besides, teaching materials containing HOTS can improve the thinking skills of students so that they are familiar with higher order thinking skillsso they can think ahead and be sensitive to problems in the surrounding environment. This research includes library research using content analysis and content interpretation, both qualitatively and quantitatively. This research focuses on Natural Science teaching materials for class V SD / MI from theme 1 to theme 9.
This research produces conclusions, namely: first, load higher order thinking skills (HOTS) in Natural Science teaching materials for class V SD/MI in terms of HOTS aspects as a transfer of knowledge from theme 1 to theme 9 amounted to 28,03%, among them are analyzing (C4), evaluating (C5), and creating (C6). Second, the content of higher order thinking skills (HOTS) in Natural Sciences teaching materials for class V SD/MI in terms of HOTS aspects as critical and creative thinking themes 1 through 9 amounted to 61,73%, including there is in the activity let's observe and let's be creative. Third, the content of higher order thinking skills (HOTS) in Natural Sciences teaching materials for class V SD/MI in terms of HOTS aspects as problem solving skills themes 1 to theme 9 amounted to 10,24%, of which there were activities let's discuss and cooperate with parents. Therefore, it can be concluded that this teaching material is dominated by HOTS aspects as critical and creative thinking.NIM.: 18204080051 Maratul Qiftiyah, S.Pd.2021-11-02T01:28:55Z2021-11-02T01:28:55Zhttp://digilib.uin-suka.ac.id/id/eprint/46204This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/462042021-11-02T01:28:55ZANALISIS MUATAN LITERASI SAINS DALAM BUKU TEMATIK TERPADU SISWA SD/MI KURIKULUM 2013 KELAS V EDISI REVISI 2017Textbooks as a means of learning media have a function to realize learning
objectives, so that textbooks as one of the important aspects in the teaching and
learning process. This research focuses on the content of science literacy in the
thematic books of students on aspects of science as a collection of knowledge,
science as a way for research, science as a way to think, and interaction of
science, technology, and society as well as the advantages and disadvantages of
the thematic books students reviewed from the aspects of science literacy.
The type of research used in this research is descriptive qualitative with content
analysis or content analysis. The subjects in this study were thematic books of
grade V students. Data was netted with instruments of science literacy aspect
guidelines adapted and modified from Chiappetta, Filman & Sethna in Keshni
Padayache (2012) with the contents of indicators of aspects of science literacy.
Then each statement is carried out beheading to analyze the emergence of
indicators of science literacy and changed in percentage of each aspect of science
literacy. Data analysis in this study uses content analysis or content analysis and
data interpretation in integrated thematic books of elementary school students /
MI curriculum 2013 grade V revised edition 2017.
The results of this study showed that the content of science literacy in the thematic
books of grade V students for elementary school / MI curriculum 2013 revised
edition 2017 is more revealing aspects of science as the tortic tor body of science
with a percentage of 42.76% then aspects of science as a way to to investigate the
next 3.30% aspects of science as a way to think by 15.41% and aspects of
interaction of technology science and society is still very low compared to other
aspects of literacy, namely 7.53% of the 38 indicators in the four aspects of
science literacy. The advantages of the thematic books of grade V students are
reviewed from aspects of science literacy including a) aspects of science as the
most dominant collection of knowledge displayed, b) the use of scientific
approaches to stimulate students in improving science literacy, c) presenting
factual knowledge with dense, clear, systematic, and logical language. The lack of
thematic books of grade V students is reviewed from the content of aspects of
science literacy including a) the proportion of the spread of aspects of science
literacy is not evenly distributed, b) the science skills displayed are still very few.NIM.: 18204080040 Aswatun Hasanah2021-10-26T11:34:38Z2021-10-26T11:34:38Zhttp://digilib.uin-suka.ac.id/id/eprint/45960This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/459602021-10-26T11:34:38ZPEMBINAAN KECERDASAN SPIRITUAL PESERTA DIDIK
MADRASAH IBTIDAIYAH DALAM SISTEM FULL DAY SCHOOL
(Studi di kelas V MI Nurul Ummah Kotagede Yogyakarta)The development of spiritual intelligence is indispensable to be associated with the education or process of teaching learning activities, because it can be one way out of the problems faced in the modern era, bearing in mind the moral decadence of students, such as the lack of concern for fellow friends and the awareness of cleanliness the madrasah..
Currently Madrasah has an important role in guiding learners by conducting positive and beneficial activities for the future, then emerged full day school system that is finally widely applied in the MI in Indonesia. Full Day School aims to foster attitudes or morality and to form a better character in students, the program is also accompanied by the provision of religious values because the students have a lot of time in the school then the construction will be easy by the Madrasah.
This research aims to know the program or activities about the development of the spiritual intelligence of the five-class, then to know the level of spiritual intelligence owned by fifth-graders in the full day school system that has been applied at MI Nurul Ummah Kotagede Yogyakarta.
This type of research is qualitative research with descriptive methods. Data collection was carried out using observation, interview, questionnaire, and documentation techniques. Data processing and analysis techniques used are data reduction, presentation, and conclusion drawing techniques, then analysis of questionnaire descriptions by editing, scoring, tabulating, and analyzing. Test the validity of the data using a type of triangulation technique.
The results showed that spiritual intelligence development was carried out through a structured program that is in daily routine teaching and learning activities and unstructured programs with various extracurricular activities on certain days. Then from all questionnaire data that has been collected, the author obtained the results of research on the level of spiritual intelligence of students with an average accumulation of 77.9% of the calculation results, it can be concluded that the level of spiritual intelligence of fifth grade students at MI Nurul Ummah Kotagede is high.NIM: 18204081010 Heru Prasetyo2021-10-26T11:28:32Z2021-10-26T11:28:32Zhttp://digilib.uin-suka.ac.id/id/eprint/45959This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/459592021-10-26T11:28:32ZANALISIS HIGHER ORDER THINKING SKILLS (HOTS) PADA SOAL PENILAIAN TENGAH SEMESTER PEMBELAJARAN TEMATIK PESERTA DIDIK KELAS IV DI MI KABUPATEN SLEMANThe background of this research is the low competence of Indonesian children compared to other countries. The results of the 2018 PISA report, Indonesia ranked 71 out of 78 countries. To improve the quality of education in Indonesia, one of which is developing an assessment system. Currently in the 2013 curriculum the evaluation of learning is more emphasis on higher order thinking skills or Higher Order thinking skills (HOTS) which is one component of creative thinking skills and critical thinking. Creative thinking and critical thinking can develop someone to be more innovative, have good creativity, ideal and imaginative. Critical and creative thinking at the elementary school level (SD) or Madrasah Ibtidaiyah (MI) can be done one of them on the evaluation of thematic learning, by loading HOTS questions. This study aims to determine the composition of the questions based on cognitive levels according to Bloom's Taxonomy, the characteristics of each item also how difficult it is, and the number of percentage of questions that have HOTS characteristics in class IV thematic questions in each MI Regency Sleman. The thematic questions contained 2 question packages, the first question package contained 3 subjects namely Civics, Indonesian Language and Science, the second question package contained 2 subjects namely IPS and SBdP. This type of research is a combination of qualitative and quantitative analysis.
The results of this study indicate, the composition of questions based on cognitive levels according to Bloom's revised taxonomy, which includes C1 "remembering" 32.6%, level C2 "understanding" 22.6%, level C3 "applying" 26.1%, level C4 "analyze" 16.5%, level C5 "evaluate" 1.7% and level C6 "create" 0.4%. HOTS characteristics that emerge are, critical thinking, creative thinking, argumentative ability, decision making ability and problem solving. Contextual problems that arise are relating, experiencing, applying and communicating. Based on the results of the level of difficulty that has been calculated on the version 4.0.9 between HOTS characteristics with the level of difficulty shows there is no relationship between the two. The percentage of HOTS questions in Sleman Regency MI was 43 items percentage of 18.6%. Each school, namely, MIN 2 Sleman in the first question package 8 items is 3.4%, second question package 4 items is 1.7%. MI Al Ihsan in the first item package 6 items is 2.6%, the second item package 2 items is 0.9%. MI Al Huda in the first package of questions about 20 items is 8.7%, the second question package is 3 items is 1.3%.NIM: 18204081005 Yuli Setiawati2021-10-26T11:22:00Z2021-10-26T11:22:00Zhttp://digilib.uin-suka.ac.id/id/eprint/45958This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/459582021-10-26T11:22:00ZKEBIJAKAN KANTOR KEMENTERIAN AGAMA KABUPATEN BOYOLALI
DALAM MENINGKATKAN KOMPETENSI PROFESIONAL GURU MADRASAH
IBTIDAIYAH TAHUN PELAJARAN 2019/2020The teacher as an educational setting has a very important function, role and position, which can create
an intelligent and competitive generation. Teachers have an obligation to develop their profession
through activities that can support their duties, Boyolali District has 209 Marasah ibtidayah, 16, 6% of
the teachers have not yet graduated. And 56.4% of them teach not in accordance with their educational
background. Government Regulation Number 17 of 2010 article 1 paragraph 1 authority of the
provincial, district or city government to carry out education, training and development. Boyolali
Regency Ministry of Religion Office as a stake holder who is responsible for education and education
staff and conducts in service training in improving teacher professionalism
This study aims to determine the stages of in service training in improving teacher professionalism in
Boyolali district, in the process of planning in service training activities, implementing in service training
and the impact felt by educators as participants in service training. To obtain these results, the research
method used is a qualitative method with a naturalistic approach that seeks to see firsthand events in
service in-service training by the Boyolali Ministry of Religion office in 2019/2020 Academic Year.
The results of this study indicate that based on a juridical basis, the stages of in service training activities
by the Office of the Ministry of Religion in Boyolali Regency in the 2019/2020 school year were carried
out well. In-service training activities carried out are continuing in accordance with the program and
direction of the Central Java Regional Office with activities carried out in the 2019/2020 school year as
follows: Madrasah Head Performance Evaluation carried out by madrasah supervisors through face-toface
activities with interview methods, documentation documentation supports others, involve teachers
and madrasa committees. PKKM is held in Madrasah Ibtidaiyah Negeri which totals 12 MIN with grades
84-87 categorized as good or successful. then Teacher Professional Education is carried out by LPTK or
higher education institutions that have been determined by the Regional Office before going through
stages: pre test, online, workshop, PPL, work test and UP, in 2019 there were 438 participants, of which
there were 11% participants who had not graduated and repeated UP next year and 89% of them were
declared to have graduated and received an educator inauguration certificate in December of the same
year. National Mathematics Seminar by the Indonesian Mathematics Institute conducted through face-toface
activities with the methods of discussion, question and answer, lectures, and using instructional
media in the form of LCD projectors, seminar activities can increase the knowledge of educators and
students proven by using Indonesian mathematical methods or tricks. cube root material increased
rapidly 51% from a total of 25 students. These activities produce outputs of educators who are
experienced and useful in increasing the professionalism of teachers and increasing the knowledge, skills
of educators so that they can produce quality students.NIM :18204081003 Anna Fista Nugraheni2021-10-26T10:58:25Z2021-10-26T10:58:25Zhttp://digilib.uin-suka.ac.id/id/eprint/45955This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/459552021-10-26T10:58:25ZBUDAYA LITERASI DAN IMPLIKASINYA
TERHADAP MINAT MEMBACA SISWA KELAS IV
DI MI QURROTA A’YUN SLEMAN
YOGYAKARTAMinimnya minat literasi membaca siswa di Indonesia yang sangat memprihatinkan, hal ini membuat peneliti ingin menelaah lebih dalam terkait masalah yang terjadi terutama di tempat penelitian yang dilakukan yaitu di MI Qurrota A‟yun Sleman Yogyakarta. Di MI Qurrota A‟yun sebenarnya sudah menerapkan Gerakan Literasi Sekolah (GLS), Namun masih banyak kendala termasuk interst siswa untuk membaca masih sangat minim, ini menunjukan bahwa perlu adanya upaya serius yang lakukan oleh pihak Madrasah dan pengawasan serta pembiasaan secara intens oleh para guru di Madrasah. Penelitian ini bertujuan untuk menemukan bagaimana model dan penerapan budaya literasi dan dampaknya terhadap minat membaca siswa di Madrasah Ibtidaiyah. Jenis penelitian yang digunakan dalam penelitian ini adalah kualitatif deskriptif dengan teknik pengumpulan data yaitu, Observasi, wawancara mendalam dan dokumentasi. Adapun proses analisis data menggunakan model Miles dan Huberman, yaitu reduksi data, analisis data dan menarik kesimpulan/Conglution.
Hasil penelitian menunjuan bahwa: 1) Model budaya literasi di MI Qurrota A‟yun dilakukan dengan tiga tahap yaitu, melalui pembiasaan, pengembangan dan pembelajaran. 2) Penerapanya budaya literasi dapat dilakukan dalam kelas dan di luar kelas dengan menggunakan metode SQ3R (survey, question reading, recite dan review), tanya jawab dan kooperatif. 3) Implikasi budaya literasi terhadap minat membaca siswa sangat signifikan, hal itu dapat dilihat dari, a). Perasaan senang, b). Keterlibatan siswa, dan c). Ketertarikan siswa dalam merespon kegiatan literasi, d). Siswa sangat antusias dan kritis ketika diskusi maupun tanya jawab dengan guru, hal ini menggambarkan bahwa kemauwan siswa untuk membaca sudah ada tinggal diasah dan dikembangkan lagi.Nim: 18204080009 Hermansyah2021-09-20T06:52:13Z2021-09-20T06:52:13Zhttp://digilib.uin-suka.ac.id/id/eprint/44603This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/446032021-09-20T06:52:13ZPENDEKATAN ANDRAGOGI DALAM KONTEKS IN-SERVICE TRAINING
UNTUK MEMBEKALI GURU PADA PEMBELAJARAN JARAK JAUH DI
SD NEGERI CANDIThis research is motivated by the many problems faced by teachers of SD
Negeri Candi, especially in teaching and learning activities, both from the learning
method or the limited interaction between students and teachers during the Covid-19
pandemic, which really requires teachers to constantly develop their teaching skills,
problems This was quite well responded to by the principal who acted quickly to
organize a training program for teachers at the elementary school in order to improve
teacher skills which were beneficial for the continuity of teaching and learning
activities at the school, this training activity was called in service training.
This type of research is field research, which is qualitative in nature, the
approach used is a qualitative descriptive approach. Sources of data in this study are
the in service training committee and training participants. In collecting data,
researchers used observation, interview, documentation and triangulation techniques.
The data analysis technique used was data reduction, data display and conclusion
drawing. To test the validity of the data, the credibility test with triangulation was used.
Based on the results of the research, it can be concluded that: 1) in service
training activities begin with problems that make it a reason to proceed to planning
activities which consist of setting goals, formulating conditions at that time, identifying
facilities and obstacles, developing a series of activities, then implementing in service
training activities. This activity is carried out four times with different materials and
facilitators at each meeting. This activity uses an andragogic approach so that it invites
participants to be active and take part in the training, then conduct an evaluation of the
activity and follow-up that refers to the existing evaluation.NIM.: 16204080009 Nurroqim Indrasumarno, S.Pd.2021-09-13T06:30:15Z2021-09-13T06:30:15Zhttp://digilib.uin-suka.ac.id/id/eprint/44260This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/442602021-09-13T06:30:15ZEVALUASI PROGRAM SEKOLAH RAMAH ANAK DI SD NEGERI NGUPASAN YOGYAKARTA MENGGUNAKAN MODEL CIPP (CONTEXT, INPUT, PROCESS DAN PRODUCT)The child-friendly school program is an educational institution that is
conditioned as a place that is safe, comfortable, fun for children by ensuring that
children's rights are fulfilled. This study aims to evaluate the running of the childfriendly
school program at SD Negeri Ngupasan Yogyakarta with the CIPP
evaluation model in four components, including: (1) Context component; (2) Input
Components; (3) Process component; and (4) Product Components.
This type of research used in this research is a type of evaluative research
model Context, Input, Process and Product using a descriptive evaluative approach.
The data collection techniques used documentation study, observation, and
interviews. Then the data analysis was carried out through the process of data
reduction, data presentation, conclusions and recommendations. Furthermore, the
data validity technique in this study used triangulation of sources and techniques
The results of the evaluation research on child-friendly school programs at
SDN Ngupasan Yogyakrta using the Context, Input, Process and Product evaluation
model resulted in four conclusions as follows: (1) The results of the evaluation were
examined on the context aspect of the three sub-indicators that have been formulated
showing that the child-friendly school program is feasible. to be implemented at
SDN Ngupasan Yogyakarta due to the suitability and accuracy of the background of
the problem, goals and objectives. (2)The results of the evaluation of the childfriendly
school
program
in
the
input
aspect
in
terms
of
three
sub
indicators
show
that
the
implementation of the child-friendly school program can be implemented
because most schools already have the resources needed to assist the implementation
of the program. (3)The results of the evaluation of the child-friendly school program
in the process aspect based on the results of the analysis of the four sub-indicators as
a whole, the implementation of the child-friendly school program shows that the
implementation of the child-friendly school program has been going well, although
there are still a few shortcomings, especially in the sub-indicators of policy
implementation. child friendly school. (4) The results of the product evaluation
studied in four indicators show that the objectives of implementing child-friendly
school programs have largely been achieved, especially the achievement of school
goals in creating a pleasant school environment in accordance with children's
development, establishing positive participation between parents and teachers,
creating a school environment that is safe for children, However, the indicators of
the success of the child-friendly school program in realizing a clean and healthy
school environment still need attention. The results of this study recommend that the
program be continued considering the many positive things that have resulted from
program implementation.NIM.:18204080008 Nura Azkia2021-09-13T04:48:18Z2021-09-13T04:48:18Zhttp://digilib.uin-suka.ac.id/id/eprint/44295This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/442952021-09-13T04:48:18ZPENERAPAN MEDIA PEMBELAJARAN BERBASIS DIGITAL MELALUI KREATIFITAS GURU KELAS 4 MIN 1 BANTULThe application of digital-based learning media is an important effort in the
world of education. To face the industrial revolution 4.0, it is necessary to have a
learning model that can adapt to the needs of the times which are fully supported by
digital technology. Therefore, the authors raised the research title “Application of
Digital-Based Learning Media through the Creativity of Class IV Teachers of MIN 1
Bantul”. The objectives of this study include, 1) To describe how educators apply
digital-based learning media. 2) To find out the role of digital-based learning media. 3)
This is to find out how creative the grade IV teachers of MIN 1 Bantul are in
implementing digital-based learning media.
This study uses a qualitative research approach. Research collected data by
interviewing, observing, and documenting the headmaster, the coordinator of the
madrasah curriculum development team, and also the fourth-grade homeroom teachers
at MIN 1 Bantul. This study applies data analysis in the form of data education, data
presentation, then concluding. Followed by data triangulation to check the validity of
the data.
In this study, the results obtained in the form of, 1) Educators gradually apply
digital-based learning media. Starting by providing introduction and training on digitalbased
media
to
educators
first.
The
applied
to
students
who
are
accompanied
by
parents
to
match
the
learning
targets
to
be
achieved.
2)
The
role
of
digital-based
learning
media
is
considered important as a form of education in the face of the industrial revolution
4.0. 3) Through the creativity of class IV teachers of MIN 1 Bantul, digital-based
learning media are massively applied to students. This is to meet learning needs that
must use digital-based learning media intermediaries.NIM.: 18204081016 Amannasrullah Amin2021-09-13T04:38:53Z2021-09-13T04:38:53Zhttp://digilib.uin-suka.ac.id/id/eprint/44292This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/442922021-09-13T04:38:53ZPENDIDIKAN HUMANIS SEBAGAI DASAR KEBIJAKAN PENDIDIKAN NASIONAL “MERDEKA BELAJAR” DAN RELEVANSINYA DALAM PEMBELAJARAN DI TENGAH PANDEMI COVID-19The background of this research is that human education aims to restore
the function of education it self, namenly to humanize human according to their
physycal and mental nature. The Indonesia national education polyce cerries the
concept of merdeka belajar by the minister of education nature Nadiem Anwar
Makarim. The need foe humanist values to be held fermly as the basic form policy,
so the policies to abel are realize human need and are the abel and to courage the
humanits education practise. The emergency corona virus disaese (Covid-19)
global pandemic case hase forced the word of education to immplement a
dictancing learning system (PJJ). The police of merdeka belajar was in
placebefore pandemi global in Indonesia. Then, how can online learning provide
freedom to learning in the emergency covid-19.
This study aims to reveal the concept of humanism in national education
policy RI “merdeka belajar” and reveals the concept of merdeka belajar amid
Covid-19 online learning. This type of research is library research. The data
source of this research is paper and people. The data collection methods used
were observation of document contents and unstructured interviews. The data
analysis technique used is content analysis. Then, checking the validity of the data
used the reference.
The results of this study include: 1) The concept of humanism in the policy
of Merdeka Belajar Nadiem are humans are complete creatures, humans are
intelligent creatures, humans have the motivation to learn, every humans being
has uniqueness, education is a human right, teachers are learning facilitator. 2)
the concept merdeka belajar in Covid-19 online learning are humanist online
learning, democratic online learning, problem-based online learning, and
teachers as online learning facilitator.NIM.: 18204081011 Munganatul Khoeriyah2021-09-13T04:07:46Z2021-09-13T04:07:46Zhttp://digilib.uin-suka.ac.id/id/eprint/44258This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/442582021-09-13T04:07:46ZINTERAKSI DALAM PROSES PEMBELAJARAN ANTARA GURU DAN SISWA DI MI TERPADU AR RIFQI KABUPATEN BANDUNGHumans as social creatures require dealing with other people through
interaction activities. Interaction needs can be done by communication. It
should be noted that the role of interaction is not only in social life, but in
the process of implementing learning. In essence, the learning process
involves a communication process, namely the process of conveying
messages (material) that comes from the teacher through learning media to
message recipients (students).
The purpose of this study was directed to determine: (1) the process of
interaction in teacher and student learning includes verbal and non-verbal
communication; (2) the form of interaction in the learning process between
teachers and students includes one-way, two-way and multi-direction
interactions at MI Terpadu Ar Rifqi Bandung Regency.
This research was conducted at MI Terpadu Ar Rifqi Bandung Regency.
The research approach used is descriptive analytical using a qualitative
approach. Data collection techniques used include observation, interviews
and documentation.
The results of the research that have been carried out show that: First, the
learning interaction process is divided into three activities, planning, namely
compiling a syllabus and learning implementation plan (RPP) in which there
is non-verbal communication, second, implementation activities are divided
into three, initial activities, core activities and appraisal. The teacher's verbal
communication is to say greetings, motivate students, convey goals, deliver
learning materials and learning media, and non-verbal communication is
done by approaching students, intonation of material delivery and facial
expressions. Meanwhile, students' verbal communication is in the form of
questions asked to the teacher and friends and making a presentation.
Meanwhile, non-verbal communication raises the hand when going to ask
and nods his head.
The two forms of interaction between teachers and students in learning
include, one-way interaction, two-way interaction and multi-way
interaction. One-way interaction activities, namely, activities that provide
action such as a teacher delivering material. Two-way interaction activities,
in which the teacher and students give each other actions, such as student
feedback after the teacher delivers the material the students ask questions
and come to the front of the class. Multi-directional interaction activities, in
which the teacher and students provide transactions in the form of teachers
and interact with each other, such as students in discussions and the teacher
becomes the facilitator.NIM.:18204080024 Maulida Rizqia S.Pd2021-09-13T04:07:26Z2021-09-13T04:07:26Zhttp://digilib.uin-suka.ac.id/id/eprint/44257This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/442572021-09-13T04:07:26ZANALISIS KEMAMPUAN MEMBACA DITINJAU DARI ASPEK
FONOLOGI PADA PEMBELAJARAN DARING
(STUDI KASUS SISWA KELAS 2 DI MIN 9 BOYOLALI)Reading is one of the important aspects to support other aspects of skills. Reading
people will know more about many things that were not previously known. Reading
lessons in elementary schools are the basis for language development at a higher level
This study aims to determine students 'reading skills in terms of phonological aspects
of online learning and the efforts made by the teacher to determine students' reading
skills in online learning.
This research was conducted at MIN 9 Boyolali using descriptive qualitative research.
Data were analyzed by describing or describing the data according to the rules of
descriptive qualitative research by collecting observation data, reading tests,
interviews and documentation. In this study, the informants were students and teachers
of class 2 MIN 9 Boyolali in terms of students 'reading abilities and the impact of
online learning on students' reading abilities in terms of phonological aspects. Data
were analyzed by means of data reduction, data presentation, and conclusions. The
data were also verified using the validity of the source triangulation data.
The results of this study are: (1) Research on reading in students is important because
reading skills are one of the skills that absolutely must be mastered by all students. In
general, students' reading skills include three things, namely, students can pronounce
the letters of the alphabet, read words and sentence, and read aloud. This is a basic
skill in reading because by reading students can understand and understand the subject
matter delivered by the teacher and can develop their knowledge according to the
stages. (2) The reading ability of grade 2 students at MIN 9 Boyolali is in a score of
84% in the good category. The results of the reading ability analysis in terms of
phonological aspects, the acquisition of phonemes of the 2nd grade students of MIN 9
Boyolali were complete and found errors in the pronunciation of the phonemes / e /, /
d /, / q /, / r /, and / x /. (3) The impact of online learning on students' reading ability is
that the average student reads independently and parents focus on the process of
recording, making videos or doing other work so that it is not uncommon for students
to read many words that do not match the reading and cause differences in meaning.
words read. Another impact is that the teacher cannot provide a direct learning
experience as a result of the students' vocabulary or vocabulary is not large and is
limited to theme books without being able to apply them.NIM.: 18204080015 Himmatul Hasanah2021-09-13T04:06:16Z2021-09-13T04:06:16Zhttp://digilib.uin-suka.ac.id/id/eprint/44259This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/442592021-09-13T04:06:16ZKOMUNIKASI INTERPERSONAL ANTARA PENDIDIK DAN PESERTA DIDIK DALAM PEMBELAJARAN DARING DI KELAS VI A MIN 1 YOGYAKARTAThis study aims to: 1) describe the interpersonal communication model
between educators and students in online learning in class VI A MIN 1
Yogyakarta City; 2) describe the interpersonal communication process between
educators and students in online learning in class VI A MIN 1 Yogyakarta City.
This type of research is descriptive qualitative research. The data
collection techniques used in this study were observation, interviews, and
documentation. Data analysis was performed by means of data reduction, data
presentation, and drawing conclusions.
This study resulted in two conclusions, namely: 1) The interpersonal
communication model between educators and students in online learning in class
VI A MIN 1 Yogyakarta, namely: (1) linear (one-way) model that is when
educators remind students to activate the mute button in the application zoom so
that the voice does not occur in trouble, when educators order students to be
conducive to following online learning, then when students collect assignments
via whatsapp chat; (2) interaction model (two-way), two-way communication
between educators and students using the WhatsApp video call application to
interact with each other; (3) transactional model (many directions), multidirectional
communication
is
carried
out
between
educators
and
students,
namely
by
using the
WhatsApp
group and
collaborating
with the
VIB
class
using
the
zoom
application.
2) The process of interpersonal communication between educators
and students in online learning in class VI A MIN 1 Yogyakarta, namely: (1)
understanding. the online learning process so that messages can be conveyed
using a laptop or cellphone installed with the zoom application, google meet,
WhatsApp and other applications, using clear and easy to understand language,
learning media used by PowerPoint, videos, pictures and direct practice through
live zoom; (2) providing fun, namely motivating students, delivering material in a
friendly manner and using fun learning media; (3) influence attitudes. Changes in
positive attitudes of students in online learning, namely more discipline in using
time, independent learning, and mutual respect when someone talks using the
zoom application; (4) improve relationships. interpesaonal communication
process in online learning in building good relationships between educators and
students, namely by showing openness, being attentive, carrying out ice breaking
and making an approach through video calls; (5) action. The real action after the
implementation of online learning interpersonal communication is that students
are able to appreciate the educator or their friends while talking using the zoom
application, get used to reading books for five minutes before starting learning
and use polite and neat and orderly clothes following learning from start to finish
learning.NIM.: 18204080031 Miptah Parid2021-09-13T03:58:58Z2021-09-13T03:58:58Zhttp://digilib.uin-suka.ac.id/id/eprint/44275This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/442752021-09-13T03:58:58ZMODEL PEMBELAJARAN MATEMATIKA DI SD NEGERI 01 PONTIANAK UTARA: PERSPEKTIF PEMBELAJARAN KONSTRUKTIVISTIKThis research was conducted to determine the stages of the mathematics
learning model in SD Negeri 01 Pontianak Utara with a constructivist learning
perspective.
This type of research is a qualitative descriptive study. The techniques used
in data collection are through observation, interviews and documentation. The data
obtained in this study included: Results of interviews conducted with school
principals, mathematics teachers and students, observations about activities carried
out during group study visits at students' homes during the Covid-19 pandemic, and
documentation regarding the process of implementing activities and other
supporting matters. Analysis of the data in this study as expressed by Miles and
Huberman. In testing the validity of the data using data triangulation techniques.
The results of the research that have been done are about the stages of
constructivist learning from Yager theory and are supported by Jean Piaget's
learning theory. The stages are divided into four, namely: The first stage of
perception, awakening students' skills in speaking and familiarizing students to
build an open attitude to give and receive opinions or ideas. The second stage of
exploration, students find initial knowledge, then explored by trying to classify the
results obtained during observations and students still need guidance or direction
from the teacher. The three stages of discussion and explanation of the teacher's
concept provide encouragement to students to ask their own questions, encourage
students to work in groups and assess student learning processes and outcomes in
the context of learning. The four stages of development and application of the
concept of students can construct the concepts learned so that the teacher is only a
mediator and facilitator. Of the four stages, it can be said that the teacher is quite
capable in implementing it and there are still a few stages that have not appeared
during the learning process.NIM.: 18204080048 Ria Mutiani2021-09-13T03:54:54Z2021-09-13T03:54:54Zhttp://digilib.uin-suka.ac.id/id/eprint/44274This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/442742021-09-13T03:54:54ZPERAN GURU SERTA ORANG TUA DALAM MEMBINA
KARAKTER PERILAKU SOSIAL SISWA
(STUDI KASUS KELAS VI SD MUHAMMADIYAH
KARANGBENDO, BANGUNTAPAN BANTUL, DAERAH ISTIMEWA YOGYAKARTA)Character guidance is very important for social behaviour, and not doing the
social deviation, so that teacher and parent role are very important to keep close and
monitoring the child at home, and also at the school. So That, the social behaviour
that often faced in this era can be resolved, for example dating. As we know that
dating could happen because they were learning to their environment, that is
forbidden for them cause they were too young and it will take a negative effect for
children character. This thesis aims to study about teacher and parent role in
founding social behaviour character of SD Muhammadiyah Karangbendo Students
to purpose: First, to know how the teacher's role founding the social behaviour
character students grade VI SD Muhammadiyah Karangbendo. Second, to know
how the parent's role founding the social behaviour character students grade VI SD
Muhammadiyah Karangbendo. Third, to describe how the teacher's effort to
founding the social behaviour character students grade VI SD Muhammadiyah
Karangbendo. Fourth, to describe how the parent's role founding the social
behaviour character students grade VI SD Muhammadiyah Karangbendo.
This thesis oriented to qualitative research using descriptive methods to
explain and describe the social behavior character in a relationship of the opposite
sex or usually called "dating" In SD Muhammadiyah Karanbendo by seeing how
teacher and parents role in that case. The data collected by observation and direct
recording in observe, interview, and documentation. The secondary data is data that
already exists that related to the research case and obtained from a literature review.
The Research result indicates First, teachers have been complete their role
in guiding students' social behavior as an educator. The teacher guide and direct the
students to positive things, but the students keep doing deviation such as dating is
just catching it internally, and didn’t tell anyone to avoid miss-communication
between the headmaster and their parents. Second, Parents' role, in this case, they
admit if the children often being at home it will be easier to keep in close and
communicating intensely about their progress at school but parents didn’t know
more about their puberty life. Third, teachers effort in guiding the students that
dating just takes the internal approach, such as giving some advice and realized the
integration in that study about educated students, but there is some misscommunication
between
the
headmaster
teachers
and
parents
so
that
the
headmaster
feel
enough
to
separate
the
class
between
girls
and
boys
students.
Fourth,
the
effort
to
educated
parents
that
they
have
to
monitor
the
children,
about
this
case
because
the
parents
didn’t
gap
their
children
dating
but,
the
parents
surely
have
the
way
how
to
respond
and
catch
their
children
about
this
case.NIM.: 18204080043 Julrissani, S. Pd2021-09-13T03:43:16Z2021-09-13T03:43:16Zhttp://digilib.uin-suka.ac.id/id/eprint/44276This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/442762021-09-13T03:43:16ZUPAYA GURU DALAM MENGATASI KESULITAN BELAJAR SISWA PADA MATA PELAJARAN IPS DI MASA PANDEMI COVID-19 (STUDI KASUS PADA SISWA KELAS 5 SD MUHAMMADIYAH KARANGBENDO YOGYAKARTA)Researchers want to conduct research at Muhammadiyah SD Karangbendo
Yogyakarta in order to find out how the social studies learning process in grade 5 is
appropriate or not with existing theories, so that the learning process is in accordance
with the nature of social studies learning. Likewise, there are not many studies that
examine this research, although there are they only discuss learning difficulties in
learning science, learning difficulties in mathematics, learning difficulties in social
studies economics, while this research examines the factors of learning difficulties from
the internal aspect which can be seen from the aspects of conceptual understanding,
intellectual, interest, motivation and talents while external factors can be seen from the
aspects of the learning process and school facilities / infrastructure.
This research is oriented towards qualitative research with a descriptive
method where the researcher intends to describe or describe an event, namely the
factors that cause learning difficulties in social studies subjects in grade 5 SD
Muhammadiyah Karangbendo by looking at how the learning process is. The type of
data obtained from direct observation and recording of events through observation,
interviews and documentation. Meanwhile, secondary data is data that already exists
and is related to research problems obtained through literature studies.
The results of this study indicate first, students named Padillah, Syafwan
Filazuardi, Bagas Guna, Affan Miftahul Khasanah and Barakanindra Ahmad Yasir
belong to the learning disorder type difficulties. Whereas what happened in grade 5B
students named: Raditya, Zuhair, Bima, Azahra, Maharani, and Dedy were included
in the learning disfunction types of learning difficulties. Second, Syafwan, Bagas from
grade 5A and Bima from grade 5B the causes of learning difficulties occur because of
understanding concepts, Maharani, participants in grade 5B, the cause of learning
difficulties occurs because of intellectual, Barakanindra class 5A and class 5B the
cause of learning difficulties occurs because of lack of interest in social studies
learning, Azahra Class 5B causes learning difficulties due to a lack of motivation in
him to study social studies material, Affan class 5A causes learning difficulties because
his talent is lacking in memorization so it is difficult to memorize social studies
materials, Deddy in class 5B causes learning difficulties to occur because the learning
process likes to sleep in the classroom so that they do not understand the social studies
material taught by the teacher, Padillah grade 5A causes learning difficulties that
occur because of the disinterest in the learning media used by the teacher so that they
are lazy to listen to the material being taught. Third: Efforts made by the madrasah:
streamlining learning, making visits to students' homes, providing rewards, and
viii
providing positive habituation., Class 5A homeroom teacher: linking social studies
material with daily life, conducting evaluations, seeing values followed by interviews
with parents of students., homeroom teacher of class 5B: linking social studies material
to students' daily lives, doing learning outside the classroom, entrusting student
development more to their parents because students spend more time at home because
learning is still onlineNIM.: 18204080041 Safikri Taufiqurrahman2021-09-13T03:36:28Z2021-09-13T03:38:57Zhttp://digilib.uin-suka.ac.id/id/eprint/44277This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/442772021-09-13T03:36:28ZRELASI NILAI-NILAI KEISLAMAN DAN MATERI POKOK ILMU PENGETAHUAN SOSIAL (IPS) DALAM BUKU TEKS TERBITAN KEMENTERIAN PENDIDIKAN DAN KEBUDAYAANThe relationship between science and religion is often a hot topic of
conversation among the public. Many scientists argue that science and religion are
two different things, even contradicting each other. Based on these assumptions,
this study aims to analyze and describe the relationship between Islamic values
and the subject matter of social studies in textbooks published by the Ministry of
Education and Culture on theme 3 "Care for Living Beings". In this research, the
writer uses Ian G. Barbour's theoretical framework which suggests that the
relationship between science and religion consists of conflict, independence,
dialogue, and integration.
The research method used in this research is library research or content
analysis with data collection techniques using documentation techniques to
find/observe, collect information, then analyze in the hope of obtaining relevant
and valid data. Meanwhile, in analyzing the data the author prepares equipment
(pencils, pens, and notebooks), work bibliography, organizes time, reads and
concludes. While the object in this study is the theme book 3 "Care for Living
Things" revised the 2017 edition of the ministry of education and culture for grade
IV SD / MI.
The results show that the relationship between Islamic values and the main
subject of social studies is not contradictory, separated, or not just similar, but can
be unified between the two of them by tracing the verses of the Koran and Hadith
to find a meeting point for the relationship between the two. Furthermore (1)
Islamic values contained in a thematic book on theme 3 consists of aqidah values
in the form of responsibility and religion; the value of worship includes caring for
the environment; and moral values in the form of discipline. Furthermore (2) The
relationship between Islamic values and social science issues contained in the
textbook consists of 3 of 4 typologies proposed by Barbour, namely a)
independent, c) dialogue, and d) integration.NIM.: 18204080037 Rina Rahmi2021-07-26T06:10:26Z2021-07-26T06:10:26Zhttp://digilib.uin-suka.ac.id/id/eprint/43072This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/430722021-07-26T06:10:26ZPERAN SEKOLAH DAN ORANG TUA DALAM MINIMALISASI GENG PENYIMPANGAN SOSIAL DI SEKOLAH DASAR NEGERI BALIREJO UMBULHARJO YOGYAKARTAPenelitian ini didasarkan kepada fenomena penyimpangan sosial pelajar yang terjadi di dalam dunia pendidikan, kususnya pada jenjang sekolah dasar yang dewasa ini masih disibukkan oleh problem kemunculan geng-geng pelajar yang dilatar belakangi oleh beberapa faktor seperti hobi, kepercayaan maupun latar belakang keluarga. Berbagai faktor tersebut yang akhirnya membuat sifat merasa sama dan setara timbul di
antara mereka dan menjadi wadah suatu interaksi yang selaras, sehingga terbentuklah suatu perkumpulan geng.
Tesis ini bertujuan untuk mengetahui: (1) Terbentuknya sebuah
geng penyimpangan sosial pada tingkat Sekolah Dasar Negeri Balirejo. (2) Dampak terbentuknya geng penyimpangan sosial di Sekolah Dasar Negeri Balirejo. (3) Tindakan guru, tenaga pendidikan dan keluarga dalam meminimalisir geng pada siswa Sekolah Dasar Negeri Balirejo. Penelitian ini dilakukan di SDN Balirejo Umbulharjo Yogyakarta dengan menggunakan penelitian kualitatif. Sumber data pada penelitian ini adalah dokumentasi dan narasumber. Teknik pengumpulan datanya
berupa observasi, dokumentasi dan wawancara. Teknik pengumpulan datanya dilakukan melalui redaksi data, penyajian data dan kemudian menverifikasi atau mengambil kesimpulan. Hasil penelitian menunjukkan bahwa :
Pertama, Proses terbentuknya geng penyimpangan sosial pada di Sekolah Dasar Balerejo Umbulharjo Yogyakarta mempunyai dua faktor, yaitu eksternal dan internal. Eksternal disini siswa mempunyai latar belakang dengan minimnya perhatian lingkungan baik dari sekolah ataupun tempat tinggal, sedangkan faktor internal yang menunjang terbentuknya geng penyimpangan sosial, siswa mempunyai suatu hobi yang sama, karakter, dan mindsat yang serupa, sehingga saling
berkomunikasi yang menjadikan mereka semakin akrab dan terbentuklah suatu komunitas geng dengan pembentukan konsep penyimpangan sosial dengan tujuan siswa mencari perhatian lebih pada lingkungannya dan jika mendapatkan suatu masalah, ada anggota yang siap membela dan
melindungi perbuatannya.
Kedua, Dampak dari terbentuknya geng penyimpangan sosial pada Siswa di SDN Balerejo Umbulharjo yaitu menjadikan contoh yang tidak baik pada siswa yang lain, memberikan nilai yang kurang pada lembaga Sekolah Dasar Negeri Balerejo baik dari mata masyarakat ataupun lembaga pendidikan yang lain. Dampak pada keluarga siswa akan dijauhi teman sebaya ataupun keluarga dikarenakan jika bergaul dengan siswa
yang menyimpang maka karakter sang anak akan ikut sesuai pergaulan.
Ketiga, Tindakan Guru, Tenaga Pendidikan Dan Orang Tua
Meminimalisir Geng Pada Siswa di SDN Balerejo Umbulharjo, yaitu memberikan suatu peringatan, baik nasihat, teguran, punishment yang mendidik, dan memaksimalkan fungsi masing-masing peran dalam membantu membangun karakter siswa yang lebih baik, sehingga tujuan dalam pendidikan bisa tercapai dengan maksimal. Guru ataupun warga sekolah berupaya dan berusaha bekerjasama dengan pihak orang tua,
dengan lebih sering berkomunikasi dan mengadakan pertemuan secara berskala.NIM.: 1520420020 Anin Nurun Nadzifah2020-12-18T03:58:40Z2020-12-18T04:01:24Zhttp://digilib.uin-suka.ac.id/id/eprint/41480This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/414802020-12-18T03:58:40ZPERSEPSI DOSEN TENTANG PEMBELAJARAN TEMATIK DI SD/MI
(Studi Kasus: Universitas Sarjanawiyata Taman Siswa Dan Universitas
Islam Negeri Sunan Kalijaga Yogyakarta)Ahmad Tarmizi Hasibuan, 18204080013. PERSEPSI DOSEN TENTANG
PEMBELAJARAN TEMATIK DI SD/MI (Studi Kasus: Universitas
Sarjanawiyata Taman Siswa dan Universitas Islam Negeri Sunan Kalijaga
Yogyakarta). Tesis. Program Magister Pendidikan Guru Madrasah Ibtidaiyah,
Universitas Islam Negeri Sunan Kalijaga Yogyakarta, 2020.
Penelitian ini dilatarbelakangi mutu pendidikan di Indonesia yang buruk
berdasarkan peringkat Program for International Pisa (PISA) dan laporan World
Economic Forum (WEF) bahwa Negeri Kepuluan Maritim (Indonesia) memperingkati
posisi ke-62 atau menempati urutan 8 terbawah dari 69 Negara serta Sumber Daya
Manusia (Guru) yang lemah menyebabkan terjadinya kekerasan pada anak, sehingga
banyak ditemukan anak sekolah dasar yang putus sekolah. Realita kenyataan dan
kelemahan-kelemahan di atas menjadi alasan pemerintah mengeluarkan kebijakan yang
memberikan implikasi berupa pembelajaran tematik yang digunakan bagi anak usia dasar.
Pembelajaran tematik diyakini sebagai salah satu model pengajaran yang efektif karena
mampu mewadahi dan menyentuh (otak, emosi dan fisik) secara empirik serta
meningkatkan kualitas dan kapasitas memori anak usia dasar. Namun dalam
pengimplementasiannya masih ditemukan kendala-kendala, salah satunya Output dari
Prodi PGSD UST dan UIN Sunan Kalijaga Yogyakarta. Hal inilah yang menarik
perhatian peniliti untuk menjawab dan mencari bukti kebenaran. Dalam hal ini prodi dan
dosen PGSD Universitas Sarjanawiyata Taman Siswa (UST) dan prodi dan dosen PGMI
Universitas Islam Negeri Sunan Kalijaga Yogyakarta (UIN SUKA) menjadi latar
belakang penelitian untuk menggali data terkait tentang permasalahan yang terjadi,
sehingga membutuhkan persepsi dosen tentang perencanaaan, pelaksanaan dan
pengevaluasian dalam pembelajaran. Tematik.
Penelitian ini adalah kualitatif dengan pendekatan analisis deskriptif. Alasan
menggunakan pendekatan analisis deskriptif dikarenakan peneliti menggali data. Subyek
penelitian adalah Dosen Pembelajaran Tematik yang minimal sudah mengajar selama
3Tahun dibuktikan dengan Surat Keputusan (SK) mengajar di Instansinya. Dalam
pengumpulan datanya peneliti menggunakan teknik triangulasi, dimana pengumpulan
datanya dengan cara observasi, wawancara, dan dokumentasi. Analisis data menggunakan
teori Miles dan Huberman dengan cara mereduksi data kemudian diuji keabsahan datanya
untuk menghasilkan kevalidan dalam penelitian.
Hasil penelitian ini menyatakan bahwa: 1) persepsi dosen tentang Tahapan
perencanan pembelajaran tematik guru dan calon guru dalam pembelajaran tematik harus
memiliki careful planning (perencanaan matang). Pertama, dimulai dari pemilihan tema
yang dapat disesuaikan (starting from the selection of themes that can be adjusted).
Kedua, melaksanakan atau melakukan analisis terhadap SKL, KI dan KD (conduct an
analysis of SKL, KI and KD). Ketiga, melangsungkan pemetaan atau pemaduan KD dan
indikator dengan tema (hold KD mapping and indicators with the theme). Keempat,
membuat jaringan atau bangan kompetensi dasar (Create a network or basic competency
chart). Kelima, menyusun silabus tematik (compiling thematic syllabus). Keenam,
menyusun RPP tematik (develop a thematic learning implemantion plan). 2) Persepsi
dosen tentang pelaksanaan pembelajaran tematik adalah suatu proses untuk
melakukan aktivitas ataupun kegiatan perencanaan pembelajaran, dengan
menggunakan tiga tahapan. Pertama, Tahapan Awal membuka dengan salam dan
do’a, memberikan motivasi yang menginpirasi agar peserta mau belajar,
memberikan penguatan, kemudian menyampaikan tujuan pembelajaran. Kedua,
tahapan inti persepsi dosen tentang kegiatan inti pelaksanaan pembelajaran
tematik setidaknya guru menggunakan multimetode dan media, menggunakan
pendekatan saintifik. Ketiga, tahapan akhir, persepsi dosen tentang tahapan akhir
pelaksanaan pembelajaran tematik adalah memberikan penegasan, membuat
kesimpulan atau rangkuman, memberikan penilaian untuk menguji pemahaman
peserta didik. 3) Tahapan Evaluasi digunakan guru dan calon guru untuk melihat KD
dan KI yang sudah dibelajarkan dengan menggunakan teknik dan instrument penilaian
yang sesuai dengan aspek sikap, pengetahuan dan keterampilan, kemudian pelaporannya
dalam bentuk kuantitatif dan kuanlitatif yang dideskripsikan dalam rapot.18204080013 Ahmad Tarmizi Hasibuan, S.Pd2020-12-16T04:34:30Z2020-12-16T04:35:22Zhttp://digilib.uin-suka.ac.id/id/eprint/41463This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/414632020-12-16T04:34:30ZANALISIS WACANA KRITIS DAN PERSEPSI
SISWA TERHADAP KARANGAN BEBAS DI
KELAS IV MIN 2 SLEMAN YOGYAKARTARizki Maulinisa. Nim 17204080048. Analisis Wacana Kritis pada Karangan Bebas Siswa Kelas IV MIN 2 Sleman Yogyakarta. Tesis, Program Magister Pendidikan Guru Madrasah Ibtidaiyah, Universitas Islam Negeri Yogyakarta, 2020.
Keterampilan berbahasa yang harus dikuasai oleh peserta didik salah satunya adalah keterampilan menulis karena menulis dapat menunjukkan tingkat intelektual seseorang. Peserta didik dituntut mampu menuangkan ide dan pikiran mereka kedalam sebuah tulisan dengan pengetahuan kebahasaan yang baik. sementara itu, kesulitan yang dialami siswa di antaranya adalah kesulitan menggunakan kaidah tata bahasa, pemilihan kosakata, dan penyusunan kalimat. Sementar itu, dalam dunia kajian ilmiah, terdapat berbagai jenis metode yang bisa digunakan dalam menganalisis sebuah topik atau permasalahan, salah satunya ialah metode Analisis Wacana Kritis yang dikembangkan oleh Norman Fairclough. Metode tersebut menawarkan model diskursus yang didalamnya dapat menganalisis sebuah teks menggunakan tiga dimensi atau aspek. Yakni pertama, aspek Linguistik / Kebahasaan. Kedua, aspek Praktik Wacana. dan Ketiga, aspek Praktik Sosial. Jenis penelitian ini adalah penelitian kombinasi atau mixed method yang menggunakan strategi eksploratori sekuesial dengan pendekatan Analisis Wacana Kritis. Subjek dalam penelitian ini adalah siswa kelas IV di MIN 2 Sleman. Teknik pengumpulan data menggunakan teknik dokumentasi, observasi, wawancara, dan penyebaran angket. Data kualitatif di analisis menggunakan Analisis Wacana Kritis dan analisis data kuantitatif.
Hasil dari penelitian ini adalah: Pertama, peserta didik masih mengalami kesulitan dalam kemampuan menulis terutama menulis karangan. Hal tersebut terlihat dari hasil analisis karangan siswa yang menemukan banyak kesalahan yang meliputi tata bahasa, penggunaan diksi dan pembentukan kalimat baik dari segi kohesi dan koherensi serta pemberian makna dalam setiap tulisan. Tulisan siswa juga memiliki konteks sosial dan budaya yang berbeda yang dipengaruhi oleh situasi dan kondisi saat karangan tersebut dibuat. Kedua, tingkat keterampilan menulis siswa masih belum baik. hal tersebut berdasarkan pada hasil analisis yang dilakukan menggunakan metode Analisis Wacana Kritis. Ketiga, hasil analisis tersebut juga di dukung dengan hasil analisis data kuantitatif yang menunjukkan adanya hubungan yang signifikan yakni 0.295>0,220 dengan arah hubungan yang positif. Artinya bahwa semakin tinggi Analisis Wacana Kritis maka Keterampilan Menulis Karangan Bebas siswa akan semakin baik.17204080048 Rizki Maulinisa