https://jigm.lakaspia.org/jigm <p><strong>Jurnal Ilmiah Guru Madrasah (JIGM),</strong> formerly published by a collaborative initiative between Madrasah Aliyah Negeri 1 Pidie and the Pidie Regency Ministry of Religion Office, functions as an essential scholarly outlet, primarily catering to the pedagogical community, particularly the Madrasah educators at the Ibtidaiyah, Tsanawiyah, and Aliyah levels. Commencing in 2023, the stewardship of JIGM has been entrusted to LaKaspia, the prestigious Aceh Institute for Social and Political Studies. This institute, with a rich legacy of engagement in socio-political, conflict resolution, peace, and educational research, was established on December 10, 1999, and underwent structural reorganization on October 4, 2022 (Registration No. AHU-0010506.AH.01.07.YEAR 2022).</p> <p>Under the auspices of LaKaspia, JIGM is committed to the propagation of scholarly insights via research articles, classroom action research, comprehensive literature reviews, and dissemination of best educational practices, contributed by esteemed educators, teachers, academicians, and other experts both within Indonesia and globally. The journal, upholding stringent academic protocols, is published biannually, with its issues being released in the periods of January–June and July–December.</p> <p>To uphold the integrity of academic discourse, JIGM subjects all submissions to an exhaustive peer-review process conducted by a panel of experts in the relevant fields. Additionally, to ensure originality and academic honesty, each article must successfully pass a plagiarism evaluation using Turnitin, with a required Similarity Index threshold of below 25%.</p> en-US <p>Authors who publish with this journal agree to the following terms:</p> <ol> <li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" rel="license noopener">Creative Commons Attribution 4.0 International</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> <li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> <li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_blank" rel="noopener">The Effect of Open Access</a>).</li> </ol> [email protected] (Halik) [email protected] (Khairil Fazal) Sat, 30 Dec 2023 00:00:00 +0000 OJS 3.3.0.7 http://blogs.law.harvard.edu/tech/rss 60 https://jigm.lakaspia.org/jigm/article/view/20 <p>This study aims to determine the increase in speaking ability in English class VIII students at MTsN 13 South Jakarta using the Totally Physical Response (TPR) learning model. This type of research is classroom action research with a total of 2 cycles and pre-cycles. The subjects of this study were 33 students of class VIII. Research data is obtained through observation and tests with several stages in each cycle including planning, implementation, observation, and reflection. The results of the study show that the Totally Physical Response (TPR) learning model can improve the English speaking skills of class VIII students of MTs Negeri 13 South Jakarta as evidenced by the average score of English subject ability from 63.6% in pre-cycle to 82.9% in cycle II. Based on the results of the study it can be concluded that the Totally Physical Response (TPR) learning model can improve the English speaking skills of class VIII MTs Negeri 13 Jakarta Selatan</p> <p><strong>Abstrak</strong></p> <p>Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan berbicara pada mata pelajaran bahasa inggris siswa kelas VIII di MTsN 13 Jakarta Selatan menggunakan model pembelajaran Totally Physical Response (TPR). Jenis penelitian ini merupakan penelitian tindakan kelas (PTK) dengan jumlah 2 siklus dan pra siklus. Subyek penelitian ini adalah siswa kelas VIII yang berjumlah 33 siswa. Data hasil penelitian diperoleh melalui observasi dan tes dengan beberapa tahapan dalam setiap siklus meliputi perencanaan, pelaksanaan, observasi dan refleksi. Hasil penelitian menunjukkan bahwa model pembelajaran Totally Physical Response (TPR) dapat meningkatkan keterampilan berbicara bahasa Inggris siswa kelas VIII MTs Negeri 13 Jakarta Selatan terbukti dengan nilai rata-rata kemampuan mata pelajaran Bahasa Inggris dari 63.6% pada pra siklus menjadi 82.9% pada siklus II. Berdasarkan hasil penelitian dapat disimpulkan bahwa model pembelajaran Totally Physical Response (TPR) dapat meningkatkan kemampuan berbicara bahasa Inggris siswa kelas VIII MTs Negeri 13 Jakarta Selatan</p> Siti Nurheny Yuliawaty Copyright (c) 2024 Siti Nurheny Yuliawaty https://creativecommons.org/licenses/by/4.0 https://jigm.lakaspia.org/jigm/article/view/20 Sat, 30 Dec 2023 00:00:00 +0000 https://jigm.lakaspia.org/jigm/article/view/21 <p>This study aims to identify factors influencing Biology learning competencies for the academic year 2021/2022, analyze the effectiveness of teaching methods applied, and evaluate the impact of learning strategies, including the use of technology and pedagogical innovations. Employing a mixed-methods approach, the research involves quantitative methods through surveys and questionnaires, as well as qualitative methods through in-depth interviews and direct observations. The sample consists of Biology students and teachers from several high schools (SMA), selected via purposive sampling. Data is analyzed using descriptive and inferential statistics for quantitative data, and thematic analysis for qualitative data. The results show that teaching quality, student engagement, and the use of technology are key elements in enhancing Biology learning competencies. Teaching methods that involve active learning and multimedia are found to be more effective than traditional methods, with technology such as interactive software contributing to student competency achievement. In conclusion, innovative teaching methods and technology have a significant positive impact. To maximize outcomes, training and support for teachers, along with ongoing evaluation of learning strategies, are necessary. Schools should adopt technology-based methods and support active learning to improve students' competencies in Biology</p> <p><strong>Abstrak</strong></p> <p>Penelitian ini bertujuan untuk mengidentifikasi faktor-faktor yang mempengaruhi kompetensi pembelajaran Biologi pada tahun pelajaran 2021/2022, menganalisis efektivitas metode pengajaran yang diterapkan, dan mengevaluasi dampak strategi pembelajaran, termasuk penggunaan teknologi dan inovasi pedagogi. Menggunakan pendekatan campuran, penelitian ini melibatkan metode kuantitatif melalui survei dan kuesioner, serta metode kualitatif melalui wawancara mendalam dan observasi langsung. Sampel penelitian terdiri dari siswa dan guru Biologi di beberapa sekolah menengah atas (SMA) yang dipilih secara purposive sampling. Data dianalisis dengan menggunakan statistik deskriptif dan inferensial untuk data kuantitatif, serta analisis tematik untuk data kualitatif. Hasil penelitian menunjukkan bahwa kualitas pengajaran, keterlibatan siswa, dan penggunaan teknologi merupakan elemen kunci dalam meningkatkan kompetensi pembelajaran Biologi. Metode pengajaran yang melibatkan pembelajaran aktif dan multimedia terbukti lebih efektif dibandingkan metode tradisional, dan penggunaan teknologi seperti perangkat lunak interaktif berkontribusi pada pencapaian kompetensi siswa. Kesimpulannya, metode pengajaran inovatif dan teknologi memiliki dampak positif yang signifikan. Untuk memaksimalkan hasil, diperlukan pelatihan dan dukungan untuk guru serta evaluasi berkelanjutan terhadap strategi pembelajaran. Sekolah sebaiknya mengadopsi metode berbasis teknologi dan mendukung pembelajaran aktif untuk meningkatkan kompetensi siswa dalam mata pelajaran Biologi</p> Titi Hananingsih Copyright (c) 2024 Titi Hananingsih https://creativecommons.org/licenses/by/4.0 https://jigm.lakaspia.org/jigm/article/view/21 Sat, 30 Dec 2023 00:00:00 +0000 https://jigm.lakaspia.org/jigm/article/view/22 <p>This research aims to find out how coaching methods in academic supervision can improve teacher competence in the 21st century. To find out efforts to improve teacher competence in making teaching modules through coaching methods carried out by researchers/madrasah supervisors. Teachers of the 21st century are required to apply designed learning strategies, provide quality learning experiences, pay attention to the characteristics of students. Teachers carry them out by understanding the roles, functions and uses of the subjects they teach. This study used action research methods which were carried out in two cycles. The results of the study showed an increase in teacher competency with the coaching method. Furthermore, it is proven by the existence of observational data</p> <p><strong>Abstrak</strong></p> <p>Penelitian ini bertujuan untuk mengetahui metode coaching pada supervisi akademik dapat meningkatkan kompetensi guru abad 21. Untuk mengetahui mengetahui usaha meningkatkan kompetensi guru dalam membuat modul Ajar melalui metode coaching yang dilakukan peneliti/pengawas madrasah. Guru abad 21 dituntut untuk menerapkan strategi pembelajaran yang dirancang, memberi pengalaman belajar yang berkualitas, memperhatikan karakteristik Peserta Didik guru melaksanakannya dengan memahami peran, fungsi dan kegunaan mata pelajaran yang diajarnya. Penelitian ini menggunakan metode penelitian tindakan yang dilangsungkan dalam dua silus. Hasil penelitian menunjukkan adanya peningkatan kompetensi guru dengan metode coaching. Selanjutnya dibuktikan dengan adanya data hasil observasi</p> Umi Nurhayati Copyright (c) 2024 Umi Nurhayati https://creativecommons.org/licenses/by/4.0 https://jigm.lakaspia.org/jigm/article/view/22 Sat, 30 Dec 2023 00:00:00 +0000 https://jigm.lakaspia.org/jigm/article/view/23 <p>This research provides an overview of the implementation of integrated Al-Qur'an Hadith teaching materials with the internet to enhance digital literacy among students at MAS Miftahussalam Demak. The method used is qualitative research, with data collection techniques including observation, interviews, and documentation. The researcher employed the Miles and Huberman data analysis model, which involves data reduction, data display, and conclusion drawing. The research findings indicate that students have a relatively high level of digital literacy when measured using Bawden's conception. This is evident from several aspects: all students possess basic digital literacy skills, as they are able to connect to various platforms intended for following Al-Qur'an Hadith learning online and can use Google Slides to access specified PowerPoint presentations. Regarding information background knowledge, almost all students are capable of searching for supplementary learning materials and identifying their relevance to the provided assessments. In terms of core digital literacy competencies, most students can identify key terms from the material and articulate the concepts in a concept map they create. Additionally, almost all students demonstrate positive attitudes and perspectives as information users, evidenced by their ability to complete all assigned tasks</p> <p><strong>Abstrak</strong></p> <p>Penelitian ini merupakan gambaran implementasi bahan ajar al-qur’an hadist terintegrasi internet untuk meningkatkan literasi digital peserta didik MAS Miftahussalam Demak. Metode yang digunakan adalah penelitian kualitatif, teknik pengumpulan data dilakukan dengan observasi, wawancara dan dokumentasi, peneliti menggunakan metode analisis data model Miles dan Huberman yakni: reduksi data, penyajian data, dan penarikan kesimpulan. Penelitian yang dilakukan menunjukkan bahwa peserta didik memiliki tingkat literasi digital yang cukup tinggi jika diukur menggunakan Konsepsi Bawden. Hal ini dilihat dari aspek kemampuan dasar literasi digital, semua peserta didik mampu terhubung ke berbagai platform yang dimaksudkan untuk mengikuti pembelajaran Al-Qur’an Hadist secara online, kemudian mampu menggunakan teknologi Google Slide untuk membuka powerpoint yang ditentukan. Pada aspek kedua, latar belakang pengetahuan informasi, hampir semua peserta didik mampu mencari suplemen pembelajaran dalam bentuk materi dan menemukan relevansinya dengan penilaian yang disediakan. Pada aspek ketiga, kompetensi utama literasi digital, sebagian besar peserta didik mampu mengidentifikasi kata kunci dari materi tersebut, serta mampu menjelaskan kembali konsep materi tersebut dalam peta konsep yang dibuatnya. Pada aspek sikap dan perspektif pengguna informasi hampir semua peserta didik mampu menyelesaikan semua tugas yang diberikan</p> Zarkasi Zarkasi Copyright (c) 2023 Zarkasi Zarkasi https://creativecommons.org/licenses/by/4.0 https://jigm.lakaspia.org/jigm/article/view/23 Sat, 30 Dec 2023 00:00:00 +0000 https://jigm.lakaspia.org/jigm/article/view/16 <p>John Locke's thoughts about education have become an important subject in the study of education. The background of the problem shows the complexity of society's demands during Locke's time and how his thinking tried to answer the educational challenges of his time. This research aims to detail Locke's educational concepts, analyze their philosophical foundations, and evaluate their impact on the development of the education system. The research method involves an intensive literature review of Locke's original works and expert interpretations. The research results outline Locke's views on the role of experience and the origins of knowledge in the formation of individual character. In addition, this research discusses the concept of human rights in the educational context advocated by Locke, revealing its relevance to the development of the modern education system. The conclusion highlights Locke's valuable contribution in establishing an educational paradigm that emphasizes the development of natural human potential and the formation of rational citizens</p> <p><strong>Abstrak</strong></p> <p>Pemikiran John Locke tentang pendidikan telah menjadi subjek penting dalam kajian ilmu pendidikan. Latar belakang masalah mengemukakan kompleksitas tuntutan masyarakat pada masa Locke dan bagaimana pemikirannya berusaha menjawab tantangan pendidikan pada zamannya. Penelitian ini bertujuan untuk merinci konsep-konsep pendidikan Locke, menganalisis landasan filosofisnya, serta mengevaluasi dampaknya terhadap perkembangan sistem pendidikan. Metode penelitian melibatkan telaah pustaka intensif terhadap karya-karya asli Locke dan interpretasi para ahli. Hasil penelitian menguraikan pandangan Locke tentang peran pengalaman dan asal-usul pengetahuan dalam pembentukan karakter individu. Selain itu, penelitian ini membahas konsep hak asasi manusia dalam konteks pendidikan yang diadvokasi oleh Locke, mengungkapkan relevansinya dengan perkembangan sistem pendidikan modern. Kesimpulan menyoroti kontribusi berharga Locke dalam membentuk paradigma pendidikan yang menekankan pada pengembangan potensi alami manusia dan pembentukan warga negara yang berakal budi</p> Muhammad Ravi Akbar Copyright (c) 2024 Muhammad Ravi Akbar https://creativecommons.org/licenses/by/4.0 https://jigm.lakaspia.org/jigm/article/view/16 Sat, 30 Dec 2023 00:00:00 +0000