Abstract:This qualitative descriptive study investigated the impact of using board games into English vocabulary instruction for eleventh-grade students at MA Miftahul Ulum Bettet. Data were collected through classroom observations,…
ions, structured interviews with five students and the teacher, and document analysis (lesson plans, student reflections). Thematic analysis revealed that board games significantly enhanced student engagement and motivation, fostering collaborative learning and contextualized vocabulary acquisition. Students reported increased enjoyment and improved vocabulary retention compared to traditional methods. While challenges related to time management and instructional alignment were identified, the findings strongly suggest that board games offer a valuable and effective supplementary approach to vocabulary instruction, aligning with constructivist and experiential learning principles.
Abstract:Dalam kondisi lingkungan pendidikan keluarga memiliki peran penting di dalam keberhasilan pendidikan. Dalam keluarga tentu akan ada orang tua, saudara, bahkan teman sebaya atau saudara sebaya yang memiliki perbedaan beberapa…
beberapa tingkat kelas tentunya memiliki pengetahuan lebih. Dalam arti luas sumber belajar tidak harus selalu dari guru melainkan juga sumber belajar dari orang lain, seperti sumber belajar dari teman sekelas atau temannya di rumah yang memiliki kemampuan lebih untuk mengajarkan kepada temannya. Sumber belajar teman sebaya ini disebut Peer Lessons. Penerapan model pembelajaran Peer Lessons dalam Pembelajaran Pendidikan Agama Hindu dapat meningkatkan prestasi/hasil belajar siswa di Kelas I SD Negeri 64 Krui. Prestasi/hasil belajar siswa meningkat dari tingkat penguasaan materi dengan Rata-rata sebesar 74,5 atau Daya Serap 74,5% dan Ketuntasan Klasikal sebesar 77,2% dengan kategori Cukup Baik pada tahap observasi pada Siklus I, menjadi meningkat dengan Rata-rata sebesar 85,5 atau Daya Serap 85,5% dan dengan Ketuntasan Klasikal sebesar 100% dalam kategori Amat Baik pada tahap Siklus II.
Abstract:This study examined the management of teacher performance improvement in manifesting professional teachers in schools (Madrasah). The researcher conducted this study because of being motivated by the implementation of teacher…
acher performance management that has not been running optimally, especially in MAN 2 Majalengka and MAS Daarul Uluum PUI Majalengka. The sample in this study was the staff management of the schools, especially the principal, and teacher or educator staff in both schools studied, and the students, both at MAN 2 Majalengka and MAS Daarul Uluum PUI Majalengka. Then, the research method used in this study was descriptive-holistic aiming at finding out descriptive and holistic explanations as well as examining the assumptions used in more depth based on the findings and interpretations of the data in the research field. The data were collected through documentation techniques, interviews, and direct observation by the researcher. The results showed that the management of teacher performance improvement was able to make teachers professional, when the management of improving teacher performance was carried out based on the principles of scientific management and adjusted to the needs and characteristics of the school. Both schools (Madrasah) have been quite successful in implementing teacher performance management optimally. It could be seen in the efforts of both schools in several aspects examined. The planning aspects of both schools (Madrasah) involved a contextual analysis of all school resources and the school’s goals. The implementation of the aspects, in both schools (Madrasah), involved various performance indicators such as; (1) providing the guidance and distributing teacher self-evaluation tools; (2) carrying out academic supervision; (3) studying and concluding the results of academic supervision; (4) communicating the results of academic supervision to the teachers individually; (5) discussed the follow-up including; (a) conducting a non-formal program covering of handling cases that were individual and casuistic in nature (curative); (b) conducting a formal program, namely handling cases that were general in nature, and carried out by all teachers through training in the form of developing and deepening performance points such as composing a lesson plan. Both schools (Madrasah) showed their uniqueness, especially in the indicators of problem solving and following up. The evaluation aspects of both schools (Madrasah) were quite good at measuring existing education services, as well as measuring the extent to which the school elements have achieved predetermined qualifications. In general, this study concluded that both schools (Madrasah) were quite optimal in implementing teacher performance management by referring to the functional aspects of management; planning, implementation, and evaluation.
Abstract:The purpose of this study was to find out how MAN 1 Banjarmasin implements character education in learning, and to determine the factors that influence character education in MAN 1 Banjarmasin learning. This research is…
descriptive and qualitative research. The object of this research amounted to 6 people, including the head of the madrasa, waka of the course, several teachers, and several students. Using data collection techniques from interviews, observation, and recording. The results of the research of MAN 1 Banjarmasin on the implementation of character education in learning include learning planning and learning implementation. At the lesson plan stage, the teacher includes various characters in the lesson plan to be applied in learning. At the implementation stage of learning, the teacher internalizes character values in the initial, core, and final activities aimed at developing student character. There is a kind of stimulus or interactive stimulus in the learning process, its function is to instill personality in the learning process. In the implementation stage of learning, teachers also use various methods to shape students' character, namely exploring children's knowledge and skills through lectures, discussions, demonstrations, and questions and answers, and they use scientific methods to make the learning process more focused on student activities. student character formation. Only then can the implementation of character education in language learning be carried out properly. There are two factors that influence the implementation of character education learning at MAN 1 Banjarmasin, namely supporting factors and inhibiting factors. Supporting factors include activities carried out in religious schools to support the successful formation of student character and school environmental conditions. Inhibiting factors include the time of learning implementation, students or students from different backgrounds, and lesson plans.
Abstract:Perkembangan teknologi kecerdasan buatan atau Artificial Intelligence (AI) telah memberikan dampak transformasi yang masif di berbagai sektor, termasuk pendidikan. Guru dituntut untuk beradaptasi dengan alat digital guna…
menciptakan suasana belajar interaktif bagi siswa generasi Z dan Alpha. Pengabdian kepada Masyarakat (PkM) ini bertujuan memberikan solusi atas keterbatasan literasi digital guru di SD Brainfor Islamic School melalui pelatihan intensif pemanfaatan Generative AI. Fokus kegiatan meliputi penggunaan AI Teks (ChatGPT, Notion AI) untuk administrasi, serta AI Multimodal (Gemini AI, Canva AI, Suno AI) untuk pembuatan RPP, ilustrasi kelas, dan musik edukatif. Metode pelaksanaan menggunakan pendekatan Participatory Action Learning System (PALS) yang terdiri dari tahap sosialisasi, pelatihan hands-on, dan evaluasi. Hasil kegiatan menunjukkan lonjakan rata-rata pemahaman peserta dari 35% pada tahap pre-test menjadi 88% pada tahap post-test. Seluruh peserta berhasil menghemat 50% waktu penyusunan administrasi dan menghasilkan minimal satu produk media pembelajaran interaktif secara mandiri. Pemanfaatan AI terbukti mereduksi kebosanan belajar siswa dan sangat membantu guru berinovasi.
The development of Artificial Intelligence (AI) technology has brought massive transformation in various sectors, including education. Teachers are required to adapt to digital tools to create interactive learning environments for Generation Z and Alpha students. This Community Service (PkM) aims to provide a solution to the limited digital literacy of teachers at SD Brainfor Islamic School through intensive training on Generative AI. The focus includes the use of Text AI (ChatGPT, Notion AI) for administration, and Multimodal AI (Gemini AI, Canva AI, Suno AI) for creating lesson plans, class illustrations, and educational music. The implementation method uses the Participatory Action Learning System (PALS) approach consisting of socialization, hands-on training, and evaluation stages. The results showed a surge in participants' average understanding from 35% in the pre-test to 88% in the post-test. All participants successfully saved 50% of their administration time and independently produced at least one interactive learning media product. The use of AI is proven to reduce student boredom and greatly helps teachers innovate.