Apakah Beragama Membuat Bahagia? Meta-Analisis

Ghufron, M. Nur; Suminta, Rini Risnawita

doi:10.21043/fikrah.v6i2.4081

Cited by 4 publications

(6 citation statements)

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“…Basically, we can all learn, but we don't learn in the same way. Where learning is an approach or method, as the saying goes (Ghufron et al, 2012), there is no one approach that suits everyone, if teaching is designed and implemented taking into account differences in learning styles, students will be able to improve concentration, during the learning process and students will also get more material and retain more difficult material.…”

Section: Research Results and Discussionmentioning

confidence: 99%

“…For this reason, it is important for lecturers to know the learning styles of their students (Rante, Tulak, & Mantung, 2022;Sulle & Tulak, 2021). (Ghufron et al, 2012) states that there are several reasons why the teacher's understanding of student learning styles needs to be considered in the teaching process, namely; create a dialogic teaching and learning process.…”

Section: Research Results and Discussionmentioning

confidence: 99%

“…As a result, students must take different approaches to understanding each lesson or information that is always the same (Wahyuddin, 2016;Winkel, 2009). (Ghufron, Suminta, & Risnawati, 2012) said that one of the reasons why a teacher's understanding of a person's learning style needs to be considered in the teaching process, namely making the teaching and learning process dialogical. The key to someone's success in learning is to use the right learning style so that in learning activities a person needs to get directions in recognizing the right learning style so that learning goals are achieved (Priyatna, 2013;Saleh et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Analysis of Learning Style Characteristics of UKI Toraja Elementary School Teacher Education Students Class of 2022

Tulak,

Rubianus,

Tangkearung

et al. 2023

edumaspuljr

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Gaya belajar merupakan cara khas seseorang mengamati dan berproses dalam aspek kognitif, yang sifatnya individu yang kadang-kadang tidak disadari dan dapat bertahan menjadi ciri khasnya dalam belajar. Selain itu, gaya belajar merupakan salah satu faktor yang mempengaruhi keberhasilan proses pembelajaran. Pada umumnya semua orang bisa belajar, namun cara belajarnya berbeda-beda. Memahami gaya belajar sangat besar manfaatnya bagi mahasiswa, di antaranya dapat membuat keadaan belajar jadi lebih menyenangkan, motivasi belajar jadi meningkat, serta meminimalisir masalah dalam belajar. Kunci keberhasilan seseorang dalam belajar yaitu menggunakan gaya belajar yang tepat sehingga pada aktivitas belajar seseorang perlu mendapat arahan dalam mengenali gaya belajar yang pas sehingga tujuan belajar tercapai. Untuk meningkatkan kemampuan yang dimiliki oleh mahasiswa, dibutuhkan dosen untuk mendampingi dan mengarahkan sehingga mahasiswa dapat dikatakan manusia yang dewasa. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Subjek penelitian dalam penelitian ini adalah seluruh mahasiswa PGSD UKI Toraja angkatan 2022. Instrumen penelitian menggunakan kuesioner gaya belajar. Pemberian kuesioner ini bertujuan untuk mengetahui gaya belajar bagi seluruh mahasiswa PGSD angkatan 2022. Kesimpulan dari penelitian ini adalah mahasiswa Program Studi Pendidikan Guru Sekolah Dasar (PGSD) angkatan 2022 kebanyakan memiliki gaya belajar kinestetik dibanding yang lain kecuali kelas D yang cenderung ke gaya belajar visual. Identifikasi gaya belajar mahasiswa PGSD kelas A didominasi oleh gaya belajar kinestetik yaitu sebanyak 44%, mahasiswa kelas B didominasi oleh gaya belajar kinestetik yaitu sebanyak 71%, mahasiswa kelas C didominasi oleh gaya belajar kinestetik yaitu sebanyak 55%, mahasiswa kelas D didominasi oleh gaya belajar visual yaitu sebanyak 43%, mahasiswa kelas E didominasi oleh gaya belajar kinestetik yaitu sebanyak 46%, dan mahasiswa kelas F didominasi oleh gaya belajar kinestetik yaitu sebanyak 37%. Dari hasil penelitian yang dilakukan dapat memberikan informasi kepada tenaga pendidik bahwa dalam mengajar diharapkan dosen bisa membagi mahasiswa dalam beberapa kelompok dalam satu kelas sesuai dengan gaya belajarnya. Dalam hal ini dosen dapat menyampaikan materi dan memberikan tugas yang bervariasi sesuai gaya belajar yg ada dalam setiap kelompok sehingga mahasiswa mampu memaksimalkan potensi mereka tentang apa yang diajarkan dan mampu mengerjakan tugas-tugas yang diberikan berdasarkan gaya belajarnya masing-masing.

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Section: Research Results and Discussionmentioning

confidence: 99%

Section: Research Results and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Analysis of Learning Style Characteristics of UKI Toraja Elementary School Teacher Education Students Class of 2022

Tulak,

Rubianus,

Tangkearung

et al. 2023

edumaspuljr

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show abstract

“…Efikasi diri siswa tidak selalu berbanding lurus dengan hasil belajar siswa. Hasil penelitian ini tidak sejalan dengan hasil penelitian yang menyatakan bahwa semakin tinggi tingkat efikasi diri siswa maka semakin tinggi pula hasil belajar yang diraihnya, begitupun sebaliknya (Chairiyati, 2013;Ghufron & Suminta, 2018).…”

Section: Pendahuluanunclassified

Hasil Belajar Dan Efikasi Diri Siswa Sekolah Menengah Pertama Pada Mata Pelajaran Matematika

Amalia

Sudihartinih

2020

Sigma

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This research is a quantitative descriptive study that aims to determine the level of student self-efficacy in mathematics and the relationship of self-efficacy with student mathematics learning outcomes. The population of this research was 56 junior high school students in Serang, Banten. The sample of this research was 30 students with the sampling technique used was a simple random sampling technique simple. To determine the relationship between student’s self-efficacy and mathematics learning outcomes, a simple linear regression test and Pearson correlation test were performed. The results of this research were the level of student’s self-efficacy is in the medium category and student’s self-efficacy has an influence but not significant on student’s mathematics learning outcomes.

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“…Religion gives people the need to find meaning in a life filled with compassion. (Ghufron & Suminta, 2018).…”

Section: Introductionmentioning

confidence: 99%

Theological Values Internalization in Central Learning Management at Kindergarten

Ningsih¹,

Wiyani²

2021

jei

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Parents are more aware of the urgency of spiritual intelligence for their children. Spiritual intelligence is the ability of a person to always present his Lord in every activity. Various studies show that one of the success factors people is mostly determined by his spiritual intelligence. Parents also want the teacher to be able to develop their children's spiritual intelligence. This desire was responded to by the head of kindergarten al-Irsyad al-Islamiyyah Purwokerto by managing the learning central based on theological values. This qualitative research is intended to describe the internalization of theological values in the management of learning centrals in kindergarten al-Irsyad al-Islamiyyah Purwokerto. Data were collected using interview, observation, and documentation techniques and then analyzed using the Miles and Huberman data analysis technique. The results showed that the internalization of theological values in the management of learning centrals was carried out through five attempts. First, the internalization of theological value into the vision and quality assurance of graduates. Second, the internalization of theological values by organizing ritual centrals. Third, the internalization of theological values by integrating religion and science into learning themes. Fourth, the internalization of theological values through habituation activities. Fifth, the internalization of theological value through the activities of telling stories about the Prophet and the Prophet and the Companions of the Prophet. The implication of internalization theological values in the management of learning centrals is that students become obedient individuals to their Lord, their Prophet, and their teachers and parents.

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Apakah Beragama Membuat Bahagia? Meta-Analisis

Cited by 4 publications

References 0 publications

Analysis of Learning Style Characteristics of UKI Toraja Elementary School Teacher Education Students Class of 2022

Analysis of Learning Style Characteristics of UKI Toraja Elementary School Teacher Education Students Class of 2022

Hasil Belajar Dan Efikasi Diri Siswa Sekolah Menengah Pertama Pada Mata Pelajaran Matematika

Theological Values Internalization in Central Learning Management at Kindergarten

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