IJSTR

International Journal of Scientific & Technology Research

Home About Us Scope Editorial Board Blog/Latest News Contact Us
0.2
2019CiteScore
 
10th percentile
Powered by  Scopus
Scopus coverage:
Nov 2018 to May 2020

CALL FOR PAPERS
AUTHORS
DOWNLOADS
CONTACT

IJSTR >> Volume 8 - Issue 4, April 2019 Edition



International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616



Practical Model Of Scientific Approach In Learning Islamic Studies And Budi Pekerti Courses At Indonesian Secondary Schools

[Full Text]

 

AUTHOR(S)

Ahmad Sabri, Martin Kustati, Nana Sepriyanti

 

KEYWORDS

Scientific Approach; structured assignment; Islamic Studies; Budi Pekerti.

 

ABSTRACT

The implementation of the scientific approach by the teachers in teaching Islamic Studies in Secondary Schools has faced many obstacles e.g. inadequate distribution of time to seized the steps of the scientific approach and the limited skills of the teachers in utilizing the media and students who are less serious during the learning process. This study aims to illustrate the development of a scientific approach model in learning Islamic Studies and Budi Pekerti at Secondary Schools. The method of this research is research and development Four-D model by adapting research steps according to Gall and Borg. There were 14 teachers of 6 Secondary Schools in Padang, Indonesia. Observation, interviews, and documentation were used to collect the data. The findings of the research found that the development of a scientific approach model in learning Islamic Studies in Secondary Schools could be done by giving structured assignments to students in groups.

 

REFERENCES

[1] R. A. Lukens-Bull, “Two sides of the same coin: Modernity and tradition in Islamic education in Indonesia,” Anthropology & education quarterly, vol. 32, no. 3, pp. 350–372, 2001.

[2] J. C. Richards, Curriculum development in language teaching. Ernst Klett Sprachen, 2001.

[3] A. Azra, D. Afrianty, and R. W. Hefner, “Pesantren and madrasa: Muslim schools and national ideals in Indonesia,” Schooling Islam: The culture and politics of modern Muslim education, pp. 172–98, 2007.

[4] C. Bjork, “Decentralisation in education, institutional culture and teacher autonomy in Indonesia,” International review of education, vol. 50, no. 3–4, pp. 245–262, 2004.

[5] F. Huang, “Internationalization of higher education in the developing and emerging countries: A focus on transnational higher education in Asia,” Journal of Studies in International Education, vol. 11, no. 3–4, pp. 421–432, 2007.

[6] S. Marginson and E. Sawir, “University leaders’ strategies in the global environment: A comparative study of Universitas Indonesia and the Australian National University,” Higher Education, vol. 52, no. 2, pp. 343–373, 2006.

[7] H. Retnawati, S. Hadi, and A. C. Nugraha, “Vocational High School Teachers’ Difficulties in Implementing the Assessment in Curriculum 2013 in Yogyakarta Province of Indonesia.,” International Journal of Instruction, vol. 9, no. 1, pp. 33–48, 2016.

[8] E. Darsih, “Indonesian EFL Teachers’perception on the Implementation of 2013 English Curriculum” English Review: Journal of English Education, vol. 2, no. 2, pp. 192–199, 2015.
[9] B. Muhamad and S. Saparahayuningsih, “An attitude and character instructional development based on Curriculum 2013 in elementary school,” Creative Education, vol. 7, no. 02, p. 269, 2016.

[10] E. Surya and E. Syahputra, “Improving High-Level Thinking Skills by Development of Learning PBL Approach on the Learning Mathematics for Senior High School Students.,” International Education Studies, vol. 10, no. 8, pp. 12–20, 2017.

[11] Y. A. Wahyudin and D. Sukyyadi, “A Closer Look at the Implementation of the Curriculum 2013 in Indonesia: Should the Scientific Approach Be Used in EFL Classroom,” RJES,(online), vol. 2, no. 2, 2006.

[12] D. Ahmad, “Understanding the 2013 curriculum of English teaching through the teachers‟ and policymakers‟ perspectives,” International Journal of Enhanced Research in Educational Development (IJERED), vol. 2, no. 4, pp. 6–15, 2014.

[13] N. Kurniasih, N. Komariah, and S. Rodiah, “Designing Sundanese Cultural Literacy Programs Based on National Curriculum of 2013 for Students of Elementary Schools in Cileunyi Sub-district, Bandung Regency, Indonesia,” 2017.

[14] W. Maba, “Teacher’s perception on the implementation of the assessment process in 2013 curriculum,” International journal of social sciences and humanities, vol. 1, no. 2, pp. 1–9, 2017.

[15] M. R. Nur and A. Madkur, “Teachers’voices on the 2013 Curriculum for English Instructional Activities,” IJEE (Indonesian Journal of English Education), vol. 1, no. 2, pp. 119–134, 2014.

[16] C. R. Prihantoro, “The perspective of curriculum in Indonesia on environmental education,” International Journal of Research Studies in Education, vol. 4, no. 1, pp. 77–83, 2015.

[17] H. P. Widodo, “Language policy in practice: Reframing the English language curriculum in the Indonesian secondary education sector,” in English language education policy in Asia, Springer, 2016, pp. 127–151.

[18] U. Usmeldi, “The Development of Research-based Physics Learning Model with Scientific Approach to Develop Students’ Scientific Processing Skill,” Jurnal Pendidikan IPA Indonesia, vol. 5, no. 1, pp. 134–139, 2016.

[19] H. K. Gerde, R. E. Schachter, and B. A. Wasik, “Using the scientific method to guide learning: An integrated approach to early childhood curriculum,” Early Childhood Education Journal, vol. 41, no. 5, pp. 315–323, 2013.
[20] L. M. Kelting-Gibson, “Comparison of curriculum development practices.,” Educational Research Quarterly, vol. 29, no. 1, pp. 26–36, 2005.

[21] R. S. Schwartz, N. G. Lederman, and B. A. Crawford, “Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry,” Science education, vol. 88, no. 4, pp. 610–645, 2004.

[22] M. B. Miles, A. M. Huberman, and J. Saldana, Qualitative data analysis. Sage, 2014.

[23] F. Tuli, “Understanding undergraduate students Practicum experience: A qualitative case study of Jimma university,” Ethiopian Journal of Education and Sciences, vol. 5, no. 1, 2009.

[24] M. A. Brackett and N. A. Katulak, “Emotional intelligence in the classroom: Skill-based training for teachers and students,” Applying emotional intelligence: A practitioner’s guide, pp. 1–27, 2006.