El-Miaz: Jurnal Pemikiran dan Pendidikan Dasar

Upaya Guru Tahfidz dalam Meningkatkan Hafalan Al-Qur’an Siswa Di SDIT Ustman Bin Affan Surabaya

Muhammad Luthfi Efendi — 2024-09-14

Memorizing the Qur'an is not something easy but it is also not impossible, because at the time of the Prophet many people memorized the Qur'an. In public or private schools, introducing students to the Koran, teaching them to read and memorizing it is the responsibility of a teacher. Therefore, to be able to fulfill his duties as a teacher in providing guidance, the teacher must of course make various efforts because the success or success of a student in memorizing depends on the efforts made by the teacher. The aim of this research is to determine the efforts of a tahfidz teacher and the obstacles – what obstacles do teachers face in improving students' memorization of the Koran at SDIT Ustman Bin Affan Surabaya. This research is qualitative field research. The subjects of this research were tahfidz teachers, as well as students at SDIT Ustman Bin Affan Surabaya. The data collection method uses observation, interviews and documentation. After that, the data is presented in an appropriate form so that it is easy to read and can be understood, then the data is analyzed and conclusions are drawn. Based on the research results, the efforts made by teachers to improve students' memorization of the Qur'an at SDIT Ustman Bin Affan Surabaya are: providing motivation to students, giving assignments and punishments to students, guiding students to remain muraja'ah, using appropriate methods. varies. Apart from teachers trying to improve students' memorization of the Qur'an, tahfidz teachers also experience obstacles, including: there are students who still do not read the Qur'an well, teachers' health which can interfere with teaching and learning activities, lack of motivation from students in memorizing the Qur'an, there is a feeling of laziness on the part of students when memorizing the Qur'an, as well as time allocation

Pengaruh Model Childrean Learning in Science (CLIS) Terhadap Kemampuan Berfikir Kritis Siswa di UPT SDN 207 Gresik

Sa'diyah — 2024-09-14

This research aims to find out: Is there an influence of ability Critical Thinking Students taught using the Children Learning in Science (CLIS) model in learning science and science on the topic of magnetic force. Critical thinking is to include judgment or careful evaluation, such as assessing the suitability of an idea or product. Muhibbin identifying rational thinking and critical thinking are manifestations learning behavior, especially those related to solutions to these problems. Matter It is understood that students have critical thinking skills use basic principles and foundations of understanding to answer questions, such as "how" (how) and "why" (why). Terms Critical thinking too It requires students to use several appropriate cognitive strategies to test ideas troubleshoot and resolve errors or deficiencies. Hence this research aims to determine the effect of using the Children Learning in Science model (CLIS) on the critical thinking abilities of UPT SDN 207 Gresik students. Types of research This is quantitative using pre-experimental research methods (Non Design) One Group Pretest-posttest means the research only uses one class an experiment without a comparison class or control class. The population of this study are all class IV students at UPT SDN 207 Gresik with a total of 39 participants educate. The influence of the Children Learning in Science (CLIS) model on abilities Students' critical thinking in the science and science subject on the topic of magnetic force was carried out using the T Test, namely it is known that the correlation coefficient value is 0.572 with the value significant of 0.000 because the Sig value. 0.000 < 0.05 then it can be said that there is relationship between pretest and posttest variables. So the Children's learning model Learning in Science (CLIS) has a positive effect on critical thinking skills students at UPT SDN 207 Gresik.

Keywords: Children Learning in Science (CLIS) Model, Critical Thinking

Membangun Sekolah Ramah Diversitas: Implementasi Pendidikan Inklusif Di Madrasah Ibtidaiyyah

Muhammad Nasir — 2024-11-20

Inclusive education is an educational approach that emphasizes the full participation of all students, including those who have special learning needs, in regular school learning. The implementation of inclusive education at MI AL-Ishlah Jepara (MI) is an important step in realizing a diversity-friendly and inclusive school, where every child can learn and develop optimally according to their individual potential and needs. This journal aims to discuss the concept of inclusive education and its relevance to building diversity-friendly schools in MI. This journal will also examine the strategies and steps for implementing inclusive education in MI, as well as the various challenges and opportunities faced in its implementation. Inclusive education is an important focus in the world of modern education, aiming to create a friendly learning environment for all children, regardless of their background, abilities and needs. The implementation of inclusive education at MI Al-Ishlah Jepara (MI) is a crucial step in building a generation that is tolerant, open and appreciates diversity. This research uses grounded theory methodology to examine the process of implementing inclusive education in MI, identifying factors that influence its success, and producing a theory about how to build diversity-friendly schools.