Pr - Fakultas Tarbiyah dan Keguruanhttp://hdl.handle.net/123456789/97212024-03-29T01:02:59Z2024-03-29T01:02:59ZPengajaran Al-Quran Untuk AnakInten, Dinar Nurhttp://hdl.handle.net/123456789/308702023-04-07T06:35:14Z2021-11-20T00:00:00ZPengajaran Al-Quran Untuk Anak
Inten, Dinar Nur
Mayoritas penduduk Indonesia adalah muslim, namun 65%nya atau sekitar 149 juta penduduknya tidak mampu
membaca Al-Quran. Padahal Al-Quran merupakan pedoman hidup orang Islam yang sudah selayaknya setiap muslim
mampu membaca, memahami dan mengamalkannya dalam keseharian. Berkaitan dengan Al-Quran maka sangat erat
hubungannya dengan perkembangan moral agama seorang individu. Dimana salahsatu penentu perkembangan moral
agama seseoorang merupakan pendidikan yang diberikannya dalam keluarga oleh orang tuanya. Semakin dini dan
semakin baik keteladanan dan pembiasaan yang diberikan orang tua terkait pengamalan Al-Quran dalam keseharian
maka hal tersebut akan menjadi role model dan pengalaman yang melekat, membekas dalam ingatan anak serta
diamalkan anak selama hidupnya. Saat ini para guru berlomba memberikan pengajaran Al-Quran sebaik mungkin
kepada anak dengan berbagai model dan metode pembelajaran termutakhir. Namun disaat pandemi melanda dan semua
aktivitas belajar mengajar berpindah ke rumah maka orang tua dituntut mampu memberikan materi, metode dan bentuk
evaluasi yang terbaik dan menyenangkan bagi anak. Maka tujuan dari penelitian ini adalah untuk mengetahui
pengajaran Al-Quran untuk anak yang dilakukan oleh guru PAUD yang sesuai dengan tahapan perkembangan anak,
menggunakan metode juga evaluasi yang tepat serta penggemasan kegiatan tersebut agar dapat dilakukan oleh orang
tua saat di rumah. Metode penelitian menggunakan deskriptif dengan jenisnya survey. Survey dilakukan kepada
sejumlah guru PAUD dan orang tua yang berada di Kecamatan Tamansari. Analisis data dilakukan dengan penyebaran
quesioner, kemudian data disusun, di analisis dan di tafsirkan. Hasil penelitian membuktikan bahwa sebagian besar
guru PAUD sudah mengetahui pentingnya pengajaran Al-Quran, metode dan materi namun dalam hal tahapan
pelaksanaan dan pelibatan orang tua dalam pengajaran masih perlu ditingkatkan.
2021-11-20T00:00:00ZImproving the Pedagogic Competence of Madrasa Diniyah Takmiliyah Teachers as an Attempt to Improve the Quality of Quran Learning Based on Blended Learning during the COVID-19 PandemicAziz, HelmiKhambali, KhambaliInten, Dinar NurMulyani, Dewihttp://hdl.handle.net/123456789/308602023-04-07T04:05:51Z2022-04-23T00:00:00ZImproving the Pedagogic Competence of Madrasa Diniyah Takmiliyah Teachers as an Attempt to Improve the Quality of Quran Learning Based on Blended Learning during the COVID-19 Pandemic
Aziz, Helmi; Khambali, Khambali; Inten, Dinar Nur; Mulyani, Dewi
Madrasah as the oldest Islamic educational institutions in Indonesia have unique characteristics because they were born from the thoughts of the community where the madrasa was founded, hence resulting in diverse madrasas quality. The empowerment focus of these training and mentoring is to improve the pedagogic competence of madrasa teachers in Pangalengan and Cimaung Sub-districts, Bandung Regency. The empowerment strategies were done by carrying out various activities, namely: preparation, program planning, program implementation, and lastly program reflection and evaluation. The results of the empowerment show that the pedagogic competence of madrasa teachers has increased significantly through planning for Quran learning, implementation of Quran learning through MATA method (Reading, Playing and Storytelling), teacher pedagogical competencies in industrial era 4.0. and evaluation of Quran learning during the COVID-19 pandemic. Assistance and training for madrasa teachers must always be carried out as an attempt to improve the competence of madrasa teachers towards a better direction
2022-04-23T00:00:00ZDisaster Mitigation Learning Using Katumbiri Model in Early Childhood EducationInten, Dinar NurMulyani, DewiKhambali, KhambaliTiwi, DiesLichandra, Funnyhttp://hdl.handle.net/123456789/308592023-04-07T03:54:05Z2022-04-23T00:00:00ZDisaster Mitigation Learning Using Katumbiri Model in Early Childhood Education
Inten, Dinar Nur; Mulyani, Dewi; Khambali, Khambali; Tiwi, Dies; Lichandra, Funny
Currently, many disasters occur in all corners of the world, and no one can avoid it, including children. Children are individuals who are still weak and need protection, and the provision of knowledge and skills so that they can protect themselves from every disaster that befalls them. Children’s resilience to disasters must be physically and mentally strong, so disaster mitigation teaching is needed for children who integrate Islamic values so that children can become individuals who have mental strength and are aware that every disaster has various life lessons to make every human always be grateful and better. Therefore, the model used in teaching is the Katumbiri disaster mitigation model, which is a disaster mitigation learning model that is in accordance with children’s development and integrates Islamic values. The method used in this research is a pre-experiment, and a one group pretest-posttest design. The method started with a pretest activity to determine children’s understanding of disaster mitigation and ended with a posttest that was conducted to determine the level of understanding of children after using the Katumbiri disaster mitigation learning model. The results of the research prove that there is a significant difference between the children’s abilities on the pretest results and the children’s abilities on the posttest results. This showed that there is a significant effect of teaching disaster mitigation using the Katumbiri model on children’s understanding and skills related to disaster mitigation.
2022-04-23T00:00:00Z21st Century Learning: Strategies and CompetenciesAlhamuddin, AlhamuddinInten, Dinar NurMulyani, DewiErlangga, Revan Dwihttp://hdl.handle.net/123456789/308582023-04-07T03:44:18Z2022-04-23T00:00:00Z21st Century Learning: Strategies and Competencies
Alhamuddin, Alhamuddin; Inten, Dinar Nur; Mulyani, Dewi; Erlangga, Revan Dwi
Education is expected to be future-oriented and answer the challenges of the times. The challenges of 21st century education is certainly different from the previous century. Stakeholders in this case schools, teachers, parents, and graduate users are very interested in the competencies and skills that students who graduate from schooling institutions must possess today. Various demands arise to answer the global demands of 21st century education, teachers who understand the various competencies and skills that must be developed for students in the 21st century, teachers who understand and are able to apply 21st century learning models and strategies, as well as a child-friendly environment for learning in the 21st century. Responding to the challenges of education in the 21st century requires the cooperation of all parties, including the government, schools, graduate users, and parents.
2022-04-23T00:00:00Z