MENINGKATKAN KUALITAS PEMBELAJARAN LOGIKA MATEMATIKA MELALUI PENGGUNAAN MEDIA BALOK DITAMAN KANAK-KANAK :Dikembangkan Berdasarkan Penelitian Tindakan kelas di TKJuwita Kecamatan Cibiru Kota Bandung Tahun Pelajaran 2007 - 2008

Penelitian ini dilatarbelakangi oleh fenomena di lapangan bahwa pemahaman anak terhadap matematika masih abstrak, masih adanya asumsi bahwa belajar matematika itu sulit, pemanfaatan media yang belum maksimal dan peran guru yang masih kurang komunikatif selama proses pembelajaran. Permasalahan yang diangkat dalam penelitian ini adalah bagaimana meningkatkan kualitas pembelajaran logika matematika melalui penggunaan media balok di Taman Kanak-kanak. Penelitian dilakukan dengan menggunakan metode Penelitian Tindakan Kelas (PTK), yang menjadi subjek penelitian adalah guru dan anak TK Juwita tahun ajaran 2007-2008. Penelitian ini dilakukkan melalui tiga siklus masing- masing siklus terdiri dari dua kegiatan atau dua tindakan. Penelitian ini bertujuan untuk mengetahui kondisi objektif, permasalahan, pelaksanaan dan perubahan positif yang terjadi dalam pembelajaran logika matematika melalui penggunaan media balok. Hasil penelitian mengenai pembelajaran logika matematika melalui penggunaan media balok menunjukkan adanya perubahan dalam : (1) metode yang selama ini digunakan yaitu metode tanya jawab dan metode pemberian tugas menjadi lebih beragam setelah ditambah dengan metode demonstrasi dan metode praktek langsung; (2) media balok yang digunakan guru sebagai media bennain anak sudah dimanfaatkan sebagai media dalam pembelajaran logika matematika; (3) cara guru menggunakan media balok dalam pembelajaran logika matematika selama ini berpusat pada guru sekarang mulai berpusat pada anak; (4) peran guru dalam pembelajaran logika matematika selama ini hanya sebagai pemberi tugas dan mengawasi anak sekarang lebih menjadi fasilitator dalam pembelajaran anak baik dalam mengarahkan, membimbing maupun memberi motivasi bagi anak; (5) respon anak lebih senang terhadap materi pembelajaran logika matematika melalui penggunaan media balok, karena melalui media balok tanpa disadari mereka sudah mengetahui konsep warna, konsep waktu, bentuk-bentuk geometri, konsep bilangan, pengukuran dan memahami konsep bilangan baik pengurangan maupun penambahan secara sederhana. Rekomendasi penelitian ditujukan kepada (1) guru TK agar lebih memahami dan menambah pcngetahuan terutama dalam memanfaatkan media, memiiih metode, meningkatkan kualitas pembelajaran dan memfasilitasi anak dalam pembelajaran di TK; (2) Pengelola Program Pendidikan Guru Pendidikan Anak Usia Dini sebagai masukkan baik materi maupun bahan untuk merumuskan materi pembelajaran yang bisa meningkatkan kualitas pembelajaran dan menyiapkan calon-calon guru yang profesional; (3) peneliti selanjutnya agar memberikan kontribusi dalam mengembangkan pengetahuan berkenaan dengan manfaat dari penggunaan media balok dalam meningkatkan kualitas pembelajaran yang terintegrasi dengan bidang pembelajaran lain di T

Internalisasi rukun islam melalui Experience Based Learning di taman kanak kanak : Penelitian di TK negeri pembina Citarip, TK negeri pembina Sadang Serang,TK negeri Centeh kota Bandung

Pudarnya perilaku positif pada diri anak menjadi fenomena di masyarakat. Hal ini ditandai dengan berkurangnya sopan santun, kurang ramah, kurang empati, kurangnya sikap tolong-menolong, yang paling penting adalah pondasi spiritual anak semakin menurun. Anak lebih asik bermain dengan gadget-nya dibandingkan pergi mengaji ke masjid, anak lebih sering terlihat memegang cell-phone dibandingkan dengan memegang Al Qur’an. Penelitian ini bertujuan untuk mengidentifikasi: 1) Tujuan internalisasi; 2) Program internalisasi; 3) Proses internalisasi; 4) Evaluasi internalisasi; 5) Faktor pendukung dan faktor penghambat internalisasi; dan 6) Dampak internalisasi Rukun Islam terhadap sikap dan perilaku keagamaan anak di TK Negeri Pembina Citarip, TK Negeri Pembina Sadang Serang dan TK Negeri Centeh Kota Bandung. Anak usia TK berada pada masa golden age, anak memiliki kemampuan meniru yang sangat tinggi, anak berada pada tahap berpikir konkret. Pada tahap berpikir konkret sangat tepat untuk menerapkan internalisasi Rukun Islam melalui pembelajaran berbasis pengalaman (experience-based learning) dalam mempersiapkan anak didik menjadi pribadi yang mandiri dan berkarakter serta memiliki akhlak yang mulia. Penelitian ini menggunakan pendekatan kualitatif (qualitatife approach) dengan metode deskriptif analitis. Teknik yang digunakan untuk mengumpulkan data penelitian adalah studi dokumentasi, teknik observasi dan wawancara dengan kepala sekolah, guru dan tenaga kependidikan. Teknik analisis data kualitatif dengan menggunakan pemaparan data, reduksi data dan penarikan simpulan. Hasil penelitian ini menunjukkan bahwa: 1) tujuan internalisasi Rukun Islam menjadikan Rukun Islam sebagai suatu kebutuhan yang tercermin pada diri anak sebagai sikap, perasaan, dan keyakinan kuat terhadap Allah SWT; 2) program internalisasi Rukun Islam terdiri dari program ikrar syahadat, mengenalkan shalat, mengenalkan zakat, mengenalkan puasa dan mengenalkan ibadah haji; 3) proses internalisasi Rukun Islam yaitu: a) proses ikrar syahadat; b) proses mengenalkan shalat;c) proses mengenalkan zakat melalui pembiasaan memberi sedekah; d) proses mengenalkan puasa dengan membiasakan tidak makan minum disiang hari di bulan puasa; e) proses mengenalkan ibadah haji melalui kegiatan manasik haji. 4) evaluasi internalisasi Rukun Islam terhadap tujuan, program dan proses melalui studi dokumentasi, observasi dan wawancara; 5) faktor pendukung adalah guru yang berpengalaman, sarana prasarana yang lengkap, dan latar belakang orangtua memiliki tingkat pendidikan akademik yang tinggi, faktor penghambatnya adalah status TK Negeri sebagai milik pemerintah yang bermuatan pembelajaran umum lebih banyak dibandingkan muatan keagamaan; dan 6) dampak internalisasi Rukun Islam yaitu anak mampu menerapkan Rukun Islam dalam kehidupan sehari-hari secara sederhana

Dynamics of Darul Dakwah wal Irsyad Education Institute

This study aims to determine the dynamics of Darud Dakwah Wal Irsyad Education Institute. This study uses quantitative research. The data used in this research is secondary data. Data obtained were obtained from literature studies or literature studies from articles and books. Data analysis was performed using content analysis. Based on the results presentation of the literature study, it can be concluded that the dynamics of DDI educational institutions can be summarized as follows: 1) There are 800 Madrasas in Indonesia. Education is general in nature, consisting of DDI Islamic Kindergarten (TKI) to DDI Islamic Senior High School (SMAI). Education is Fanniyah in nature which consists of: DDI Islamic Community Schools (SKI), DDI Islamic Trade Courses (KDI), DDI Islamic Teacher Schools (SGI), DDI Islamic Kindergarten Teacher Schools (SGTKI), DDI Islamic Boarding Schools (SKTI); 2) 50 DDI Islamic Boarding Schools throughout Indonesia, 36 in South Sulawesi each, 3 in Central Sulawesi, 3 in Southeast Sulawesi, 2 in Gorontalo, 2 in East Kalimantan, 1 in South Kalimantan, 1 in Riau, one fruit in East Java, one fruit in Timika, one fruit in Jayapura, and one fruit in Biak; 3) For tertiary institutions, fourteen DDI assisted units, 1 STAI in Barru, 1 STAI in Pare-Pare, 1 STAI and STKIP in Pinrang, 3 STAI in Polmas (1 STAI, 1 STKIP, 1 STIP), 1 STAI in Sidrap, 1 STAI in Maros, 1 STAI in East Kalimantan, 1 STAI in Makassar, 1 STAI in Jeneponto, 1 STAI in Majene, 1 STAI in Pangkep, and 1 STAI and STKIP in Mamuju. Madrasas abroad, especially in Malaysia, have not submitted their reports to PB-DDI, so data collection cannot be carried out. Based on the results above, it can be concluded that DDI is developing in the field of education

Dynamics of Islamic Unity Education Institute

The purpose of this study was to find out the history and dynamics of Persis educational institutions. The research method uses library research with data sources in books form and scientific journals related to the dynamics of educational institutions, and data analysis techniques use content analysis. The study results revealed that Persis birth began with a Tadarusan formation (Islamic religious study) group in Bandung city led by H. Zamzam and H. Muhammad Yunus. Persis has been led by several figures who have their own characteristics of thought, including KH. Zamzam as Persis founder. Ahmad Hasan is the main teacher and founder of Persis. Mohammad Natsir is a political scholar. KH. E. Abdurrahman was a great scholar and a humble legal expert. Persis gives great attention to the education field. In this education field, Persis has established educational institutions ranging from early childhood or kindergarten to tertiary institutions, both in madrasas form, schools, and Islamic boarding schools. Apart from that, Persis also organizes courses and discussion groups. So it is necessary to continue to maintain this spirit, especially in eradicating stupidity context, backwardness, superstition, heresy, and superstition, as well as Indonesian people colonization by carrying out enlightenment among Muslims

Dynamics of Management of Muhammadiyah Islamic Education Institute

This study aims to explain the dynamics of the management of Muhammadiyah Education Institutions. This research type is qualitative with a library research approach. The research data is in data form on the Dynamics of Muhammadiyah Education Institutions in management aspects from primary sources in the form of relevant books and journals. Data collection techniques are carried out with documentation. Sources of research data were obtained from books and journals on the Dynamics of Muhammadiyah Educational Institutions in management aspect. Data analysis using Content Analysis. Based on the descriptions made, it is concluded that since its establishment, Muhammadiyah educational institutions have continued to develop and increase both in quantity and quality, but there are also institutions that have experienced setbacks and even closed. This is the dynamics of educational institutions that must be accepted. So far, the management used by Muhammadiyah has made the founders of Muhammadiyah schools eager to compete. However, according to the author, the current management needs to be thoroughly evaluated to improve the quality of Muhammadiyah education as a whole

Human Resource Management in Islamic Schools

The goal of this study is to identify trends in the administration of human resources (HR) in integrated Islamic schools (SIT). This study employs collecting books on research objects as qualitative descriptive technique. The results state that qualifications, recruitment strategies, staff orientation, pay policies, employee regulations, coaching and development, employee evaluation, career and employee ranks, and welfare are just a few of the tasks that make up human resource management in an integrated Islamic school. All staff members who participate in the Integrated Islamic School are required to successfully complete each of these management processes

Islamic Education and Muslim Revival Indonesian Association of Muslim Intellectuals

This qualitative study tells the emergence of ICMI as a new political force in Indonesian politics cannot be divorced from its advantages and disadvantages. In moderation, pro circles believe that the emergence of ICMI is, on the one hand, a strategy for the government with its interests, but on the other hand, Muslims can benefit from it. Meanwhile, those who oppose ICMI argue that if it becomes too close to the bureaucracy, it will exacerbate the symptoms of exclusivism and elitism and may even damage the roots of Islamic culture that have been painstakingly built thus far. Furthermore, ICMI was criticized as a tool for election success, allowing Suharto to be re-elected President. ABRI, which played an important political role from the beginning of independence until the New Order, appears to have responded to the rise of Islamic groups, particularly with regard to the birth of ICMI

Dinamika Organisasi Lembaga Pendidikan Islam di Indonesia

This study expects to decide the job of pesantren, association, and presence of advanced education in creating Islamic instructive establishments in Indonesia. In this review utilizing the writing concentrate on a technique that depends on bibliographic sources from articles in the most recent diaries and books connected with the items in the primary issue. The consequences of the conversation show that: Islamic live-in schools are the verifiable foundations of Islamic training in Indonesia, despite the fact that it has not been said that formal schooling was legal at its beginning. Notwithstanding, the elements of the advancement of Islamic life experience in schools got an unprecedented welcome locally. This occurred during the Majapahit time frame. The job of associations, for example, social religion, schooling, and da'wah like Muhammadiyah, Nahdlatul Ulama (NU), Al-Irsyad, Jamiyyatul Al-Washliyah, and others, Islamic Training started to foster quickly in a cutting edge and contemporary heading. Advanced education in Indonesia, both Islamic and private, has shown its presence and is quite possibly of the best arrangement in the genuine states of Islamic Schooling as expressed by Muslim specialists and researchers, for example, Azyumardi Azra, As-Syaibany, A. Malik Fajar, and Muhammad Tliolhah Hasan

The Evolution of Islamic Educational Institutions in Indonesia

The aim of this library research is to describe the history of Islamic educational institutions in Indonesia. The instrument in this study is documentation of literatures. The study found that the educational institutions are a strategic tool for the process of transforming values and culture in a social community. The existence of Islamic educational institutions cannot be separated from the process of the arrival of Islam in Indonesia. The emergence of Islamic educational institutions in a community does not experience a vacuum, but is always dynamic, both in terms of function and learning. The presence of Islamic educational institutions has provided its own spectrum in opening insights and intellectual dynamics of Muslims. Islamic educational institutions have experienced a long history. The study concluded that Islamic educational institutions cannot be separated from the history of Islamic education. Islamic education in Indonesia is as old as the existence of Islam in the archipelago

The Rise and Development of Madrasas in Indonesia

Madrasa is an educational institution that has gone through a long process as an educational institution. The emergence of madrasas as higher education institutions after non-formal educational institutions in previous times was due to the expansion of Islamic areas and the development of science which resulted in the consideration of these educational institutions as Islamic educational institutions which were no longer considered capable and adequate for the continuity of Islamic education. especially for those who wish to continue on to higher education. The emergence of the Nizhamiyah madrasah was basically a reaction to the development of Shi’ah understanding at that time, which began in the fourth century. This understanding seems to have developed so rapidly in many Islamic areas that were promoted by the Fatimid dynasty in Egypt. Bearing in mind that it was not enough to fight Shi’ah with force of arms, the government at that time fortified society from Shi’ah influence through education. So since then, madrasas have begun to develop institutionally and autonomously from various regions and develop as a whole as institutions that are sovereign in the power of Islamic political elites as purification of Islamic teachings from an early age and are legally institutionalized