Arsyadana

Implementasi Program Exmadha dan Relevansinya dengan Standar Kompetensi Lulusan dan Visi Misi di MA Darul Huda Ponorogo

2024-11-30T14:48:58+00:00

Madrasah programs are of course adjusted to graduate competency standards and the madrasah's vision and mission. To determine the success of a program in a madrasah, which is the embodiment of the madrasah's vision and mission, it can be seen from the output/graduates produced by the madrasah. The Exmadha program at MA Darul Huda Ponorogo is a new program, this program has been running for around 2 years, so the madrasah does not yet have output/graduates from the Exmadha program, while whether the Exmadha program is successful or not in accordance with the madrasah's vision and mission can be seen from the graduates. This research aims to describe the background to the implementation of the Exmadha program, the implementation of the Exmadha program, and the relevance of Exmadha activities to graduate competency standards and vision and mission at MA Darul Huda Ponorogo. The method used is qualitative with a case study type of research. The results of the research can be concluded that the background for holding the Exmadha program at MA Darul Huda Ponorogo is to improve the quality of graduates, develop students' talents and interests, and prepare students for competition events, the implementation of the Exmadha program at MA Darul Huda Ponorogo is to develop talents and interests students are doing very well. Implementation of the Exmadha Program is carried out in three steps, namely planning, implementation and evaluation, there is relevance (compatibility) between the Exmadha program and SKL and the vision and mission at MA Darul Huda Ponorogo, especially in supporting the mental readiness and knowledge of students to be ready to enter society. The Exmadha program also has relevance to the madrasah's vision and mission, namely in the aspects of knowledge, charity, piety and good morals, where in the Exmadha program students are provided with knowledge and knowledge that is appropriate to their abilities, students are also provided with amaliyah worship. and morals.

Peran Guru PAI Dalam Membangun Minat Literasi Pada Generasi Z Melalui Kegiatan Jumat Literasi di SMAN 1 Balong

2024-11-30T14:57:54+00:00

This research aims to (1) determine the implementation of literacy Friday activities by PAI teachers at SMAN 1 Balong which are deliveret al in a variet al and collaborative manner; (2) knowing the response of generation Z to Friday literacy activities at SMAN 1 Balong which were very intensely carriet al out to build their interest in literacy; (3) find out the implications of Friday literacy activities held by PAI teachers at SMAN 1 Balong. This research uses a qualitative approach with a case study type of research. Data was collectet al through observation of literacy activities, in-depth interviews with PAI teachers, the literacy team and generation Z, as well as analysis of documents or portfolios relatet al to Literacy Friday activities. Observations were carriet al out to observe the dynamics of implementing the activities, while interviews were conductet al to gain an in-depth understanding of the views of PAI teachers, the literacy team and generation Z regarding this activity. The results of the research conductet al show that (1) the implementation of literacy Friday activities by PAI teachers is designet al by going through the planning stage (making a promissory note), the implementation stage (ongoing literacy Friday activities) and the evaluation stage (verbal and written assessment). This activity is consistently carriet al out once a month with various and variet al themes; (2) Generation Z's response to literacy Friday activities is that they realize the importance of literacy activities such as those implementet al at SMAN 1 Balong. However, some of them are not very consistent with these activities because they are monotonous, both in terms of theme and agenda; (3) The implications of literacy Friday activities increase generation Z's insight. Many works resultet al from these activities. For example: LIPA (My Literacy with Pet allets), Understanding Heroes' Day, and many others.

Pengelolaan Lingkungan Belajar dalam Pengembangan Kepribadian Siswa Kelas VIII di SMPN 1 Siman

2024-11-30T14:48:59+00:00

The learning process not only includes interactions between teachers and students, but also includes the learning environment in developing students' personalities. In a dynamic educational context, a deep understanding of the learning environment and student personality is key in designing effective learning strategies. At SMPN 1 Siman, various student personality problems were found, such as bullying behavior, guidance on leaving class, and violations of manners. Strengthening students' personalities is important because a good personality will be received positively by the social environment and vice versa. This research aims to: (1) describe the management of the physical learning environment in developing the personality of class VIII students at SMPN 1 Siman; (2) describe the management of the non-physical learning environment in developing the personality of class VIII students at SMPN 1 Siman. The research method used is a case study, where the researcher explores and studies a particular social unit. Data was collected through observation, interviews and documentation. Data analysis as described by Miles, Huberman, and Saldana, namely data condensation, drawing and verifying conclusions, and conclusions, drawing/verification, with the validity of the data confirmed through triangulation of techniques and sources. The results of the research show that (1) the management of the physical learning environment at SMPN 1 Siman, despite facing limitations, has succeeded in creating a conducive learning atmosphere, fostering students' motivation and interest in learning, but also concretely contributing to the development of students' personalities who are more disciplined and responsible. , and appreciate their surroundings. (2) on the other hand, managing non-physical learning environments emphasizes the importance of positive social interactions between teachers and students, as well as understanding students' diverse personalities. Through a sustainable approach, a harmonious learning environment has contributed to positive changes in students' personalities, enabling them to adapt to their surroundings well.