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MANAJEMEN HALAQAH EFEKTIF PDF

Minat? PM #manajemenhalaqahefektif #halaqah #efektif #manajemen #tarbiyah #dakwah. th METRO INTERNATIONAL CONFERENCE ON ISLAMIC STUDIES (MICIS) The Southeast Asia Islam: Its Contribution in Developing. saja gan Monggo Berat: gram Manajemen Halaqah efektif: agar Halaqah menjadi bergairah dan produktif By Muhammad sajirun Cod Jogja Wa.

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No part of this publication may be reproducedstored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the express and prior written permission of the STAI Sultan Abdurrahman. Edited and hzlaqah by: Ha,aqah Susanto and Hazriyanto Date: Nationality, Universality and Challenges”. It is to increase understanding and knowledge of concepts and practices of moral, values, citizenship and character education, and their application and development, national and universal.

Promote and provide a forum for regional, national and global networking, collaboration and the exchange of ideas and perspectives in relation to manajemne education through interdisciplinary and intercultural discussion.

Disseminate research findings on character education approaches, projects and practices in various countries. Provide participants a glimpse of the practice of character education in Indonesia and other maanjemen in South East Asia, and the challenges. We would like to express our sincere gratitude to all the authors who submitted contribution for inclusion. We hope that you will find this program interesting and thought-provoking and that the conference will provide you with a valuable opportunity to share ideas with other researchers and practitioners from institutions among the participants.

Nationality, Universality, and Challenges The highlight of this even is to increase understanding and knowledge of concepts and practices of moral, values, citizenship and character education, and their application and development, national and universal. Provide participants a glimpse of the practice of character education. I incerely hope that everyone will play an active role in dicusing, disseminating and sharing their insights and experiences on International conference on Character Education.

It gives me great pleasure to invite you to the 1 st International Conference on Character Education which held on 23 August Education has been considered as the centre of excellence in preparing human s excellent characters.

This belief drives every single person to be ready to face the global challenges. Now days, education is considered to be the best place to prepare the agent of change of the nation manaje,en will bring prosperous to others.

Education evektif is no longer a place to transfer knowledge only, but it is also a place to form youth s attitude, behaviour, manjemen, and leadership.

Hslaqah, it is justifiable to reflect some basic value and character of one country and cultivate them manajemsn all young generation in the form of national character building through education. Different countries may have its own identity to build their nations character. In Indonesia context, Indonesia s president JokoWidodo and his Vice President JusufKalla designed a nine priorities agenda called NawaCita for his presidency in to The priority of the agenda for Indonesia s political sovereignty and independence in economy and culture.

One of his nine priorities agenda is to revolutionize the nation s character through a policy of restructuring the national education curriculum with advanced civic education; to teach the history of the nation, the values of patriotism and to love the country, as well as to build the passion and character to defend the state through national education.

We look forward to welcoming researchers, academics, practitioners, leaders, educators and policy makers from all mahajemen of Indonesia, and Malaysia to participate on this event. We look forward to opening manajemwn doors to everyone to participate in the 1 st ice Regards DR.

Proceedings of the 1st International Conference on Character Education Batam, August PDF

The accomplishment of applying this skill in learning and teaching process generates justification, decision, and valid achievement in knowledge context. Before making evaluation about something or a phenomenon it is crucial for an individual to think in depth or critically and creatively.

Hence, this study is carried out to identify the constructs and elements of critical thinking skill in learning and teaching process. This study is qualitative with the application of critical document analysis method. Meanwhile for the elements, all sub-skills related to constructs are identified as elements for critical thinking skill. Therefore, all Integrated Living Skills teachers need to acquire knowledge, aptitude and positive attitude in inculcating this skill based on the constructs and elements of critical thinking skill in learning and teaching process to increase students cognitive ability.

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Critical thinking skill, Integrated Living Skills, learning and teaching process 1. Mulnix explained that CTS is ability to master, form and exhibit capability to see the relationship between multiple information available in the surroundings. Students are trained to increase critical thinking ability and take into consideration all information and input existing in the surroundings before making decision or solving a certain problem.

Reynolds affirmed that it is imperative for an individual to think in depth or critically and creatively before making an assessment about something or a phenomenon. The person should consider all criteria in order to make advantageous choice before making a decision.

Knowledge level and teachers perception on the teaching of thinking skill will affect practice in teaching. Teachers are transformation agents who play vital role in bringing out positive changes in students who will later contribute to the development of the country. Teachers lead students to be critical thinkers through effective teaching and learning strategies.

Nevertheless, literature studies discovered that teachers meet challenges in applying CTS in their learning and teaching process. Teachers ability to overcome the hurdles in applying CTS in their learning and teaching process reveal their competency in the teaching profession.

Shaari claimed that teachers should always be ready to cope with the pressures of mastering content knowledge for the subjects that they teach. Teachers are agents who guide students to be critical thinkers through effective teaching and learning strategies. Students ability in manipulating effective method of problem solving, evaluating, synthesizing facts and making assumption is essential Szymoniak, Lauer found that teachers lack knowledge to interweave critical thinking into their lessons.

Teachers are very much dependent on traditional teaching and learning technique thus having difficulty to interweave critical thinking into the subjects they teach. Moreover, they are unfamiliar on how to teach CTS and unable to choose teaching and learning strategies at a higher level Jacob, In each learning and teaching session, a teacher will be interacting with different students with multiple intelligences.

The teacher determines the approach, chooses the method and selects certain techniques that suit students level and ability. Appropriate learning and teaching efekfif and technique can capture students interest to be actively involved and apply CTS.

Aliakbari and Sadeghdaghighidiscovered that students mqnajemen and perception towards CTS are the main hurdles in instilling this skill in learning and teaching. Among students attitude that hinder the inculcating of CTS in earning and efektof are halaqqah of motivation to think, focus of obtaining better grades in examination and reluctance efekttif be actively involved in classroom activities. Mohsin and Yunus thought that among the obstacles to implement CTS in learning and teaching in school is the education system itself.

Examination-oriented education system brings about teacher-oriented learning and teaching process and less emphasis is given to the task of expanding student s cognitive etektif. Kamrin and Nordin found that examination-oriented education system produces students who have academic skills but none other.

More focus is given in preparing students for examination and completing the designated syllabus Chew, Therefore, researchers think that teachers still do not fully comprehend the constructs and elements in CTS to be implemented in learning and teaching process. According to Ennis critical skill construct as a logical process and a product-based oriented phenomenon, thus defining it as an appropriate evaluation for a statement.

Brookfield, ; Ennis, ; Paul, and Sternberg, suggested that CTS is a meaningful reflection process and much needed in making decision. They suggested cooperative approach in attaining critical thinking.

Furthermore, critical and creative thinking skill is only meaningful and beneficial when a person can apply the acquired skill in real life problem solving. Cottrell explained that among the advantages of CTS is to increase attention and observation, more focused reading, to improve ability in identifying main ideas in texts, ability to react accordingly to a situation and analyzing skill in various situations.

CTS can definitely increase one s confidence; make communication more effective and advancement of emotional intelligence. Besides helping a person to use more convincing language, critical thinking also enhances clarity of language.

CTS elevate emotional intelligence as one characteristic of a critical thinker is halqah. Critical thinker knows when and how to involve their emotion such as empathy, in making decision. A person who applies more of critical and creative thinking skill is more efficient in identifying, understanding and managing his emotion. CTS is the most crucial in problem-solving, enquiries and findings. The inculcating of CTS needs a shift from focus in learning to thinking Chun, and drilling based on learning difficulties Savery, CTS is always the manaemen in teaching and learning and evaluation.

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The change in education system requires teachers to make a paradigm shift towards better perception, attitude and diligence in completing oneself with sound knowledge and professional teaching skill in order to improve his performance and capability in the more challenging career.

For Living Skills teachers, they need to fully master the technical field to enable them carrying out effective learning and teaching process whilst instilling thinking skill aspects to their students.

Stapleton emphasized that CTS is much needed in shaping students cognitive development pertaining perception, problem-solving, social skills and motivation attainment.

PROCEEDING. 7 th METRO INTERNATIONAL CONFERENCE ON ISLAMIC STUDIES (MICIS)

Nowadays, thinking skill has become the main aim in education system globally and is highlighted in Malaysian Education Development Plan PPPM Critical thinking and problem-solving skill are c o n s t i t u e n t s of 21 st century s ki lls Bahagian Teknologi Pendidikan, Transformation of the education curriculum accentuates higher order thinking skill which halaqan to bring efeitif generation with critical and creative thinking efektiff.

In order to realize the transformation in education, teachers competency should continuously be improved. According to Blandfordteachers with exceptional pedagogical skill and outstanding knowledge in the subjects they teach will be able to carry out the duty of teaching perfectly.

Hussin believed that excellent teacher training programmed is able to produce competent and adept teachers who are professionally skillful, knowledgeable and of exemplar attitude.

Combined competency in term of knowledge, skill and attitude should be internalized by every teacher to deal with competition and generate effective teaching. Nik Pa and Idris declared that teachers in Malaysia should acquire as many possible aspects pertaining skills and technology to execute changes in curriculum from time to time. Therefore, teachers need to be self-equipped with professional needs through professional development programme to maintain competency in line with the development of education world today.

Document content analysis approach evolved since early 50 s staring from literature, social science and then progressed to other various fields Krippendorff Document content analysis is a scientific tool involving specified procedure in order to give a new outlook, increase researcher s understanding concerning a certain phenomenon or justify a practical action. Creswell described document content analysis as a distinct technique for qualitative study. Qualitative study is a method which normally emphasizes on words rather than collected and analyzed data calculation Bryman, and is about issues or statements, not hypothesis.

Creswell claimed that there are five methods in qualitative research namely case study, biography, phenomenology, grounded theory and ethnography. Benjamin Bloom developed a classification maanajemen levels of dfektif behavior in learning.

This taxonomy contained three overlapping domains: Within the cognitive domain, he identified six efetif These domains and levels are still useful today as you mqnajemen the critical thinking skills of the students. Knowledge collect halaqqh Table 1: Cognitive Domain Bloom, Comprehensio Application Analysis Synthesis Evaluation n Associate Apply analyze combine assess Compare Kanajemen arrange compose compare identify Distinguish Change connect generalize decide list Extend Illustrate divide modify discriminate show Interpret Solve infer invent measure tell Predict Demonstrat separate Plan rank tabulate Differentiate Calculate classify substitute test define Contrast Complete compare create convince examine Describe Solve contrast formulate conclude label Discuss Modify explain integrate explain name Estimate Show select rearrange grade retell Group experiment order design judge state Summarize Relate breakdown speculate summarize quote Order Discover correlate rewrite support enumerate Cite Act manajeen Adapt appraise match Convert Administer discriminate anticipate criticize ICCE-Batam TRACK 1 4.

Element for each construct is as in Table 2. The task started with the development of definition and taxonomy. Cambridge Assessment captured the interest of experts in the field to find the definition of CTS. Researches were done on the effect of CTS in schools including teachers experiences manajejen perceptions.

CTS research programme ended with mnaajemen publication of a list of terms. It serves as a reference source for regular terms used in CTS domain to be used by students, teachers, academicians and professionals. Whilst for the elements, researchers consider manajemeen in the stated constructs.

Thus, the implementation of learning and teaching process fulfills the objective outlined hence inculcating of CTS can be executed. Shift in education system requires teachers to selftransform towards positive views, attitude and effort to be self-equipped with knowledge and impressive teaching skills especially CTS, pedagogy and ICT towards enhanced ability and competency in the ever challenging teaching career.