2019
DOI: 10.35542/osf.io/f8w4x
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Pembelajaran Fiqh Mu’āmalāt Berorientasi Literasi Finansial

Abstract: Riset ini bertujuan untuk mendapatkan desain untuk program pembelajaran yang menyelaraskan fiqh mu'āmalāt dan literasi finansial. Kami menggunakan pendekatan research and development model four-D yang direduksi menjadi tiga tahap: mendefinisikan, merancang, dan mengembangkan. Diperoleh hasil berupa silabus yang dilengkapi oleh rencana pembelajaran, lembar kerja siswa, dan instrumen penilaian, yang divalidasi oleh para pakar dan praktisi serta keandalan dihitung berdasarkan uji coba.

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Cited by 13 publications
(16 citation statements)
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“…In our research, we solved all of the issues inherent in the previous work. L. Robinson [2] and Sato and Wilson [6] introduced the first known instance of empathic archetypes. J. Dongarra developed a similar framework, nevertheless we argued that our methodology runs in Θ(n 2 ) time [11,30,31].…”
Section: Experiments and Resultsmentioning
confidence: 99%
“…In our research, we solved all of the issues inherent in the previous work. L. Robinson [2] and Sato and Wilson [6] introduced the first known instance of empathic archetypes. J. Dongarra developed a similar framework, nevertheless we argued that our methodology runs in Θ(n 2 ) time [11,30,31].…”
Section: Experiments and Resultsmentioning
confidence: 99%
“…Kami menganggap bahwa untuk membimbing siswa dalam memperoleh literasi saintifik, perlu sedini mungkin dimulai di sekolah dasar yang merupakan tahap awal kehidupan pelajar. Alasan utama yang mendasari anggapan kami ialah nilai penting berfokus kepada anak-anak untuk membekali keterampilan yang penting untuk keseharian, lebih efektif dalam melatih literasi saintifik di sekolah dasar yang tingkat kerumitan topik pembelajaran lebih sederhana dibanding sekolah menengah, serta lebih efisien untuk membiasakan hal ini sejak dini daripada melakukan tindakan perbaikan untuk orang yang berusia tua (Setiawan, Puspaningrum, & Umam, 2019;.…”
Section: Pendahuluanunclassified
“…19 Many contemporary pesantren are now providing both traditional Islamic education and modern national education. In addition to the general curriculum, many kiai have found it useful to offer extra courses-(English and 13 (OECD & ADB, 2015) 14 (Musfiroh, 2017) 15 16 17 18 (Setiawan, Puspaningrum, & Umam, 2019) 19 (Siayah, Conversation with Syarofis Siayah in Malang on 4 October 2019 computer science are the most popular)-as well as vocational training in skills such as driving, automobile repair, sewing, small business management, and welding. In part, this is in response to government programs designed to encourage the improvement of human resources.…”
Section: The Structure Of Religious Education In Southeast Asiamentioning
confidence: 99%