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PENGEMBANGAN MODEL PENILAIAN KETERAMPILAN INTRAPRIBADI DAN ANTARPRIBADI DALAM PENDIDIKAN KARAKTER DI SEKOLAH DASAR Khilmiyah, Akif; Sumarno, Sumarno; Zuchdi, Darmiyati
Jurnal Penelitian dan Evaluasi Pendidikan Vol 19, No 1 (2015): Juni
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (335.985 KB) | DOI: 10.21831/pep.v19i1.4550

Abstract

Penelitian ini bertujuan untuk mengembangkan model penilaian keterampilan intrapribadi dan antarpribadi dalam pendidikan karakter di SD yang valid, reliabel, dan cocok secara statistik. Penelitian ini menggunakan model research and development dari Plomp dengan lima fase, yaitu: investigasi, desain, realisasi, tes, dan implementasi. Subjek  penelitian yaitu  siswa kelas V SD di DI Yogyakarta. Pengumpulan data menggunakan kuesioner, dokumentasi, wawancara, FGD, dan observasi. Analisis data menggunakan analisis deskriptif, formula Aiken’s V, EFA dan CFA. Simpulan penelitian ini yaitu konstruk penilaian keterampilan intrapribadi dan antarpribadi dalam pendidikan karakter telah memenuhi syarat validitas, reliabilitas, dan goodness of fit statistic; dan panduan penilaian keterampilan intrapribadi dan antarpribadi dalam pendidikan karakter di SD dinilai komprehensif, mudah, dan praktis oleh para guru selaku pengguna.Kata kunci: keterampilan intrapribadi, keterampilan antarpribadi, pendidikan karakter.______________________________________________________________ DEVELOPING OF ASSESSMENT MODEL OF INTRAPERSONAL AND INTERPERSONAL SKILLS BASED ON CHARACTER EDUCATION IN ELEMENTARY SCHOOLS Abstract The objectives of this study is to develop the assessment model of intrapersonal and interpersonal skills in character education of elementary school students that fit into the criteria of validity, reliability and goodness of fit statistic. This study used plomp’s research and development model which consisted of five phases, namely: investigation, design, realization, testing, and implementation. The subjects of this study were the fifth grade students of the elementary schools in Yogyakarta Special Region. The data were collected using a questionnaire, documentation, interview, focus group discussion, and observation, and analyzed using the descriptive analysis, formula aiken's V, Exploratory FactorAnalysis (EFA), and  Confirmatory Factor Analysis (CFA). The results of this study are as follows, (1) the assessment construct of intrapersonal and interpersonal skills based on character education for elementary school students has fulfilled  the criteria of validity, reliability, and the goodness of fit statistic. Keywords: intrapersonal skills, interpersonal skills, character education
Perbandingan Keterampilan Intrapersonal dan Interpersonal Berbasis Pendidikan Karakter Siswa Sekolah Dasar Negeri Kasihan Bantul Khilmiyah, Akif
Jurnal Afkaruna Vol 9, No 1 (2013): Januari - Juni 2013
Publisher : Jurnal Afkaruna

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Abstract

Students’ achievement can be shaped by three types of ability (capacity); academic, vocational and generic (personal ability). It appears that generic ability has predominantly determined 70h students’ achievement, and therefore providing nurturing personal abaility is necessary. The objectives of this research are twofold: to study both intra and interpersonal skills of the students; to study similarities and differences the level of intra- and interpersonal skills of the students based on their sex, parent’s occupation, the level of class, and the order number of children in the family. The research was carried out in State Basic School of Kasihan, Bantul. The subjects of this research are 79 students in the grade IV, V, VI. This reserach concludes that there are 8 types of intrapersonal skills: self-awareness, selfconfidence, effort to handle self-weakness, responsibilities, openness, assertiveness, self dicision making, effort to hadle stressful, and courage to express personal feelings. The lowest ability is self-confidence, and the highest is the courage to express personal feelings. There 8 types in interpersonal: easy to socialize, helpful, emphaty, tolerance, concern with the environment, harmonious, democratic, paying attention to others, and ability to resolve the conflict. The lowest ability is emphaty or effort to understand the others, while the highest is acting democratically, ability to resolve the conflicts, and to pay attention to the others. Kata Kunci: Intrapersonal, Interpersonal, pendidikan karakter
Perbandingan Keterampilan Intrapersonal dan Interpersonal Berbasis Pendidikan Karakter Siswa Sekolah Dasar Negeri Kasihan Bantul Khilmiyah, Akif
Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies Vol 9, No 1 (2013): Juni 2013
Publisher : Fakultas Agama Islam Universitas Muhammadiyah Yogyakarta

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Abstract

Students’ achievement can be shaped by three types of ability (capacity); academic, vocational and generic (personal ability). It appears that generic ability has predomi- nantly determined students’ achieve- ment, and therefore providing nurturing personal abaility is necessary. The objectives of this research are twofold: to study both intra and interpersonal skills of the students; to study similarities and differences the level of intra- and inter- personal skills of the students based on their sex, parent’s occupation, the level of class, and the order number of children in the family. The research was carried out in State Basic School of Kasihan, Bantul. The subjects of this research are 79 students in the grade IV, V, VI. This reserach concludes that there are 8 types of intrapersonal skills: self-awareness, self- confidence, effort to handle self-weak- ness, responsibilities, openness, assertiveness, self dicision making, effort to hadle stressful, and courage to express personal feelings. The lowest ability is self-confidence, and the highest is the courage to express personal feelings. There 8 types in interpersonal: easy to socialize, helpful, emphaty, tolerance, concern with the environment, harmonious, democratic, paying attention to others, and ability to resolve the conflict. The lowest ability is emphaty or effort to understand the others, while the highest is acting democratically, ability to resolve the conflicts, and to pay attention to the others
STRES KERJA GURU PEREMPUAN DI KECAMATAN KASIHAN BANTUL YOGYAKARTA Khilmiyah, Akif
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 15, No 2 (2012)
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2012v15n2a1

Abstract

MODEL PEMBELAJARAN PAI DENGAN PENDEKATAN SOCIAL EMOTIONAL LEARNING (SEL) UNTUK MEMPERKUAT KARAKTER DAN AKHLAK MULIA SISWA SEKOLAH DASAR Khilmiyah, Akif
Didaktika Religia Vol 1, No 1 (2013)
Publisher : STAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v1.i1.p%p.2013

Abstract

This paper aims at assessing the superiority of Islamic education learning model (PAI) with Social and Emotional Learning (SEL) to strengthen efforts of establishing the character and moral values of primary school students. Analysis of inductive method is conducted by an in-depth literature review to discover the design of PAI learning model PAI with SEL to shaping the character and moral values of primary school students. Conclusion of this paper shows that model of Social-Emotional Learning (SEL) for PAI should be done in a holistic manner to foster emotional and social intelligence. Holistic learning occurs when PAI curriculum shows themes that encourage the exploration of the authentic and natural events. Through the themes, meaningful learning processes and materials occur that are designed to be interconnected with various areas of curriculum development in the PAI. Holistic learning approach, based on inquiry in which children are involved in planning, explores and shares ideas. Keywords: Character education; Social Emotional Learning; Morals noble.
Children’s Education in The Story of Single Mothers in Qur’ȃn Chaer, Moh. Toriqul; Wasim, Alef Theria; Khilmiyah, Akif
International Journal of Education and Learning Vol 1, No 2: December 2019
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v1i2.36

Abstract

This research aims to find the concept of child education in the story of the single true mother in the Qur'an. The study uses library studies with subjective hermeneutic approaches. The results of the study were found: first, the current status of single mother hakiki and single mother majazi. Second, the relevance of children's education in the story of single mothers follows the stage of the psychology of child development. It is starting from the prenatal phase, covering the child's spiritual and physical education. In the postnatal period, it includes education, supervision and responsible children. Child education in a single mother is done holistically, not partially and not mechanically
PROBLEMATIKA PSIKOLOGIS PESERTA DIDIK DALAM PEMBELAJARAN MEMBACA AL- QUR’AN DI SMP NEGERI SE KECAMATAN SLEMAN Mukaromah, Siti; Khilmiyah, Akif; Hamami, Tasman
Widya Komunika Vol 7 No 1 (2017): JURNAL KOMUNIKASI DAN PENDIDIKAN WIDYA KOMUNIKA
Publisher : Jurusan Ilmu Komunikasi Fakultas Ilmu Sosial dan Ilmu Politik Universitas Jenderal Soedirman

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Abstract

Penelitian ini bertujuan untuk mengetahui kemampuan peserta didik dalam membaca Al Qur?an,problem psikologis peserta didik yang mengalami kesulitan membaca Al Qur?an, dan upayapendidik dalam mengahadapi problem psikologis tersebut. Penelitian ini menggunakan jenispenelitian deskriptif kualitatif. Subyek penelitian ini adalah guru dan siswa SMPN di KecamatanSleman yang mengalami kesulitan dalam pembelajaran membaca Al Quran. Data dikumpulkanmelalui observasi, wawancara, tes dan dokumentasi. Analisis data mengikuti model Miles danHuberman dibagi dalam tiga tahap, yakni reduksi data, display data, dan verifikasi. Hasilpenelitian menunjukkan bahwa, kemampuan peserta didik dalam membaca Al-Quran termasukrendah. Problem psikologis yang dihadapi peserta didik saat pembelajaran membaca Al Quranyaitu: merasa cemas, merasa malas, bosan, merasa tertekan, tidak percaya diri, dan berusahamenghindar ketika disuruh membaca Al Quran. Ketiga, upaya guru dalam menghadapi problempsikologis tersebut berbeda-beda, ada yang membiarkan karena dipandang sebagai sesuatu yangwajar, mengkondisikan peserta didik merasa tenang, memotivasi siswa, mengajak siswa untuksabar, memberikan bimbingan dan bantuan serta mengapresiasi proses belajar yang telah dijalanipeserta didik. Upaya guru dalam menghadapi peserta didik yang menghindari tugas membaca AlQuran adalah dengan tetap meminta peserta didik bersangkutan untuk membaca.