Internalization of Cooperation Value in Drum Band Extracurricular Activities

This study aims to define the internalization of cooperation value in drum band extracurricular activities, as well as the supporting and inhibiting factors in its process. This study uses field research (field research) using a qualitative descriptive method. Data collection techniques in this study are observation, interviews, and documentation. Data processing techniques in this study include data editing, classification, and interpretation. While the subjects of this study are school principals, trainers, teachers, parents, and students. The study results show that the internalization of cooperation value has been applied to drum band extracurriculars in the form of group exercises, group exercises, and joint exercises, effective communication, openness, shared responsibility, and understanding of common goals. The supporting and inhibiting factors in this internalization process include trainers, students, parents, classrooms, fields, funds, and infrastructure. The implications of internalizing the cooperation value in the drum band extracurricular are 1) it makes it easier for teachers to convey material, 2) it makes it easier for students to memorize material, 3) students are more enthusiastic about participating in activities, 4) makes it easier for students to practice cooperation and cohesiveness, 5) the sound of the music produced is better because of their solid cooperation, 5) form an attitude of cooperation and mutual help and benefit for the future. Education practitioners need to develop a mature strategy to internalize character values in extracurricular activities and minimize obstacles to get maximum results.

Building Religious Moderation through Strengthening the Quality of Human Resources in Madrasah

This study aims to analyze the strengthening of the quality of human resources to build religious moderation in the Madrasah Ibtidaiyah Sullamut Taufiq, Banjarmasin and the Madrasah Ibtidaiyah Nurul Islam, Banjarmasin. This research used a qualitative case study, where data were obtained from interviews, observation and documentation. Data analysis was carried out through data collection, data reduction, data presentation, and concluding. The results of the study show that strengthening the quality of human resources to build religious moderation is carried out through strengthening national commitment through flag ceremonies and learning activities, accommodating to local culture shown in habituation activities and acculturation of madrasa activities, curricular learning, habituation activities, the commemoration of Islamic holidays. This research has implications for the importance of human resources in the success of religious moderation activities in schools so that the spirit of nationalism, patriotism and inclusivism is optimally awakened

KEMAMPUAN LITERASI BACA TULIS NUMERASI SERTA BUDAYA DAN KEWARGAAN SISWA MI DI KOTA BANJARMASIN

This study aims to find out the ability of literacy, numeracy, citizenship and cultural literacy of Islamic elementary school students in Banjarmasin. The sample in this study amounted to 106 students of class V Madrasah Ibtidaiyah Banjarmasin which was determined by purposive sampling. The technique of collecting data is objective test. Data processing through editing, classification, scoring, and tabulating. Data were analysed by quantitative descriptive method with inductive decision-making techniques. Student ability in literacy is still sufficient with an average value of 56.03, while numeracy literacy is still lacking with an average value of 34.84. The citizenship cultural literacy also showed the same results as literacy, which was on the sufficient criteria with an average value of 54.19. The lacking in numeracy is caused by student ability to operate addition, multiplication and division that is not yet good. Meanwhile, the respondents did not understand the content of the text. In addition, the respondent’s achievement is also influent by the format or type of question. Students are not used to doing test with the AKM format

Implementasi Pembelajaran Aktif, Inovatif, Kreatif, Efektif dan Menyenangkan (PAIKEM) oleh Guru PAI SMP Negeri di Banjarmasin (Studi pada SMPN 3, 7, 23 dan 30)

Guru harus mampu menciptakan pembelajaran aktif, inovatif, kreatif, efektif dan menyenangkan (PAIKEM). Dengan penerapan PAIKEM oleh guru diharapkan pembelajaran lebih mendapatkan respon positif dari siswa, dan menjadikan pembelajaran sebagai sesuatu yang menyenangkan, sehingga dapat terwujud hasil yang maksimal. Rumusan masalah penelitian adalah bagaimana implementasi PAIKEM oleh guru-guru PAI di SMPN Banjarmasin dan faktor-faktor yang mempengaruhinya

PENGEMBANGAN MODEL PEMBELAJARAN EFEKTIF DAN BERMAKNA DI MI PERWANIDA BLITAR

Abstrak: Riset ini bermaksud untuk menjelaskan pengembangan model pembelajaran efektif dan bermakna di Madrasah Ibtidaiyah Perwanida Blitar. Tipe riset ini kualitatif deskriptif. Informasi dikumpulkan melalui wawancara mendalam, observasi partisipan dan dokumentasi. Analisis informasi dicoba dengan mereduksi, menguraikan serta merumuskan. Keabsahan informasi diuji dengan kredibilitas, triangulasi informasi serta member check. Hasil riset menunjukkan perencanaan model pembelajaran efektif dan bermakna ditentukan oleh  kemampuan pedagogi guru dan dukungan sumber daya manusia; 1) kemampuan pedagogis terdiri dari; a) pembuatan silabus, b) menentukan tujuan intrusksional umum dan tujuan intruksional khusus, c) pengintegrasian kurikulum, d) menentukan penilaian, e) menentukan waktu pelaksanaan, f) menentukan sumber belajar, g) menentukan media yang digunakan 2) Dukungan sumber daya manusia dengan memberikan a) pelatihan, b) workshop dan c) seminar. Sedangkan pelaksanaan model pembelajaran efektif dan bermakna dengan menekankan pada  a) kedisiplinan, b) menjaga kebersihan kelas, c) menumbuhkan motivasi individu guru dan peserta didik, d) menciptakan komunikasi efektif, e) menggunakan media pembelajaran yang bervariasi, f) menggunakan model pembelajaran yang bervariasi, dan g) pembelajan kolaboratif. Sedangkan evaluasi atau penilaian untuk mengembangkan pembelajaran efektif dan bermakna terdiri penilaian pengetahuan menggunakan teknik test, penilaian sikap dengan teknik non test dan penilaian keterampilan dengan teknik performa. Penilaian pengetahuan dikemas  dalam computer basic test  dengan memperhatikan instrumen penilaian yang meliputi Lower Order Thinking Skills , Midle Order Thinking Skills dan Higher Order Thinking Skills. Penilaian sikap  dengan menggunakan instrument rubrik. Sedangkan penilaian keterampilan menggunakan instrumen kriteria.DEVELOPMENT OF EFFECTIVE AND MEANINGFUL LEARNING MODELS IN MI PERWANIDA BLITARAbstract: This research intends to explain the development of an effective and meaningful learning model in Madrasah Ibtidaiyah Perwanida Blitar. This type of research is qualitative descriptive. Information is collected through in-depth interviews, participant observation and documentation. The analysis of information is attempted by reducing, describing and formulating. The validity of the information is tested by credibility, information triangulation and member check. The research results show that planning an effective and meaningful learning model is determined by the pedagogical ability of teachers and human resource support; 1) pedagogical ability consists of; a) making a syllabus, b) determining general intrusional goals and specific instructional goals, c) integrating the curriculum, d) determining the assessment, e) determining the implementation time, f) determining learning resources, g) determining the media used 2) Human resources support by providing a) training, b) workshops and c) seminars. While the implementation of the learning model is effective and meaningful by emphasizing a) discipline, b) maintaining classroom cleanliness, c) fostering individual motivation for teachers and students, d) creating effective communication, e) using a variety of learning media, f) using a learning model that varied, and g) collaborative learning. Meanwhile, evaluation or assessment to develop effective and meaningful learning consists of assessment of knowledge using test techniques, assessment of attitudes using non-test techniques and assessment of skills using performance techniques. Assessment of knowledge is packaged in a computer basic test with attention to assessment instruments which include Lower Order Thinking Skills, Midle Order Thinking Skills and Higher Order Thinking Skills. Attitude assessment using a rubric instrument. Meanwhile, the assessment of skills uses criteria instruments

Pengembangan Model Pembelajaran Efektif dan Bermakna di Mi Perwanida Blitar

Riset ini bermaksud untuk menjelaskan pengembangan model pembelajaran efektif dan bermakna di Madrasah Ibtidaiyah Perwanida Blitar. Tipe riset ini kualitatif deskriptif. Informasi dikumpulkan melalui wawancara mendalam, observasi partisipan dan dokumentasi. Analisis informasi dicoba dengan mereduksi, menguraikan serta merumuskan. Keabsahan informasi diuji dengan kredibilitas, triangulasi informasi serta member check. Hasil riset menunjukkan perencanaan model pembelajaran efektif dan bermakna ditentukan oleh kemampuan pedagogi guru dan dukungan sumber daya manusia; 1) kemampuan pedagogis terdiri dari; a) pembuatan silabus, b) menentukan tujuan intrusksional umum dan tujuan intruksional khusus, c) pengintegrasian kurikulum, d) menentukan penilaian, e) menentukan waktu pelaksanaan, f) menentukan sumber belajar, g) menentukan media yang digunakan 2) Dukungan sumber daya manusia dengan memberikan a) pelatihan, b) workshop dan c) seminar. Sedangkan pelaksanaan model pembelajaran efektif dan bermakna dengan menekankan pada a) kedisiplinan, b) menjaga kebersihan kelas, c) menumbuhkan motivasi individu guru dan peserta didik, d) menciptakan komunikasi efektif, e) menggunakan media pembelajaran yang bervariasi, f) menggunakan model pembelajaran yang bervariasi, dan g) pembelajan kolaboratif. Sedangkan evaluasi atau penilaian untuk mengembangkan pembelajaran efektif dan bermakna terdiri penilaian pengetahuan menggunakan teknik test, penilaian sikap dengan teknik non test dan penilaian keterampilan dengan teknik performa. Penilaian pengetahuan dikemas dalam computer basic test dengan memperhatikan instrumen penilaian yang meliputi Lower Order Thinking Skills , Midle Order Thinking Skills dan Higher Order Thinking Skills. Penilaian sikap dengan menggunakan instrument rubrik. Sedangkan penilaian keterampilan menggunakan instrumen kriteria.DEVELOPMENT OF EFFECTIVE AND MEANINGFUL LEARNING MODELS IN MI PERWANIDA BLITA

Human Resource Management in Improving the Quality of Teachers in Indonesian Islamic Primary Education Institutions

Human Resource Management (HRM) problems are familiar at all educational institutions, such as the Islamic Basic Educational Institution. This study aims to reveal and introduce the concept of HRM in improving the quality of teachers at the SDI (Islamic elementary education) Qurrota A'yun Tulungagung, Indonesia, to show the importance of HR in improving the quality of teachers in Islamic Primary Educational Institutions. Furthermore, this research involves ten informants, including a school principal, teachers, committees, parents, and community leaders. Subsequently, data were collected through in-person interviews (via telephone and online by WhatsApp messaging services), participant observation, and documentation. The results show the process of human resource management in improving the quality of teachers through planning, training, and evaluation. Firstly, the planning strategy is conducted through pre-service education or recruitment, while the training strategy is conducted by making on-the-job and off-the-job training programs. Lastly, Every week, semester, and year, the evaluation is completed, and rewards are given. In conclusion, the findings imply that human resource management has an important role in determining the quality of teachers