Implementation of Extracurricular Tahfidzul Qur’an in Response to Student Decadence as the Impact of Digital Era

Abstract: As a native generation to digital era, iGeneration especially Madrasa Tsanawiyah’s student can not read and understand the Qur’an while it is known that Z Generation can easily surfing in the internet to learn everything. It means, digital era does not giving positive impact but also negative impact towards madrasa tsanawiyah’s student. The negatives drive student indolent habit. It is the background that the madrasa giving extracurricular of tahfidzul Qur’an for the students. This research’s data gathered using qualitative approach. The result show that (1) Optimizing teacher performance is not only taking part in activities only for formality but focusing on quality, (2) Develop a memorization process that is more organized again with existing memorization methods, (3) Utilizing teachers with a background of tahfidz to improve student memorization results each semester, (4) A special team is formed to carry out an effective evaluation to monitor each program activity, (5) Increase the capacity of rote learning methods by utilizing the methods obtained from intelligent teachers, (6) The opportunity to enter secondary school is easier with a strong teacher's vision and mission, and (7) More optimizing the cooperation with teachers or trainers from outside the school to increase the quality of non-academic achievement (extracurricular). It can be conclude that the extracurricular helps teacher to teach Qur’an to madrasa tsanawiyah’s students at least reciting the Qur’an nor memorizing it which is must for moslems

Contextual-Based Qiroatul Kutub Learning Using The Plickers

During the past decades, Qiroatul Kutub has been adopted as the learning model, therefore, this study is aimed to explore the development of the Qiroatul Kutub model using the Plickers application and the feasibility of it. Driven by Borg and Galls model of research and development (RnD), the researchers collected the data through documentation of 35 University students including expert assessments of learning method, materials and media. The expert validity test is based on 3 aspects of the module, learning model, and learning media using five scale analysis techniques, namely very good to very poor. From the expert validity test, an average score of 3.7 (A) was obtained, which was very good in terms of modules, learning models, and learning media, while the limited test to 32 student respondents obtained 3.8 (A) or very well from 3 aspects. Then after the revision, field testing was carried out and got an average score of 4 (A) or very good with an increase in student achievement from the pre-test and post-test results of 19.15%, indicating that the development of this learning model is very feasible to use. Drawing on the findings, this study provided an insightful finding on the adoption of Plickers application in Arabic reading skills. Thus, the teacher could incorporate this application to gain better students reading skills

Islamic Education Laboratory in Blended Learning Perspective

Abstract. This study aims to develop a discourse related to the position of the Islamic Education laboratory. The development of the Islamic Education laboratory was carried out to adapt to the development of the era. Blended learning becomes a relevant era and perspective to become the basis for developing Islamic Education laboratories. Based on the discourse analysis, it is concluded that Islamic education laboratory can be designed by combining conventional media and digital platforms, Islamic education laboratory are equipped with various learning resources that are multi-perspective and multi-disciplinary, and Islamic education laboratory can be integrated by optimizing various sources and learning media in the Muslim community or community. Keywords: Islamic Education; Laboratory; Blended learnin

The responses of roselle (Hibiscus sabdariffa L.) to the application of plant growth regulators in developing seedless fruit and maintaining its quality

Seedless fruit is a fruit developed to possess no mature seeds. Today lifestyle, consumers and/or manufacturers prefer fruit without seeds as removing it is time-consuming and troublesome. Indeed, seedless fruits have better organoleptic attributes than seeded fruits. To produce seedless roselle and maintain its postharvest quality, various spray applications of synthetic and naturally occurring plant growth regulators were investigated. Roselle is perishable and non-climacteric fruit that is exposed to rapid postharvest physiological deterioration following harvest. Thus, producing seedless fruit may reduce time and labor costs during the removing seed process. The experimental treatments were arranged in randomized complete block design with different types of plant growth regulators and spray applications. The PGRs treatments at varying frequencies were sprayed on roselle flower buds at 35, 45, 55, and 65 days after transplanting (DAT). Among all PGRs treatments, the plant treated with 800 mg/L GA3 + seaweed extract (4 sprays) had developed seedless roselle fruit by exhibiting the smallest capsule diameter, capsule volume, and a low number of seeds. In a conclusion, the application of 800 mg/L GA3 + seaweed extract (4 sprays) was the effective concentration to produce seedless roselle fruit and maintain its postharvest quality

Platform on Online Learning for Students with Mental Retardation

This study discusses the use of platforms in online learning for students with special needs. Students with special needs have participated in online learning in the last 2 years following government policies regarding the implementation of learning during the pandemic. The learning process certainly has its own challenges because of the different conditions of the students. Various adjustments that must be made are constrained by existing limitations. The rapid development of various learning platforms does not seem to have much contribution in the implementation of learning for students with special needs. This research was conducted in several schools in Java which represent the research topic. Data were collected through interviews with 3 groups of informants consisting of teachers, parents, and students. The data is supported by the results of observations and documentation of the implementation of online learning which is followed by students with special needs. The results show that in general there are 3 platforms used in online learning for students with special needs. The platforms used are Whatsapp„ Google Workspace, and Youtube. the three platforms are used in the process of delivering material, storing and categorizing learning documents, and used in the learning evaluation process. The selection of the platform was based on several considerations, namely: it is familiar to students, easy to use, and does not require a large quota. Keywords: Platform; Online Learning; Student with Special Need