{"title":"Role Model Student Facillitator And Explaning Pada Mata Pelajaran Fiqih","authors":"Qurotul Ayuni, S. Arifin","doi":"10.54471/moderasi.v3i1.41","DOIUrl":null,"url":null,"abstract":"SMA Al Maliki who has implemented the Student Facilitator and Explaning learning model, especially in fiqh subjects where the teacher applies the learning model through which students are made into groups first to discuss the material that has been prepared by the teacher, then students explain the results of the discussion in front of friends. peers in class. Through this learning model, students are expected to be active and increase their activeness in the learning process. The purposes of this study: 1) To find out the application of the Student Facilitator and Explaning Role Model in increasing student activity in fiqh subjects at MA Al Maliki in 2023. 2) To find out the results of the Student Facilitator and Explaning Role Model in increasing student activity in fiqh subjects in MA Al Maliki in 2023. This research uses a qualitative approach. Sources of data in this study consisted of two, namely: primary data and secondary data. This type of research is a case study. Observation data collection techniques, interviews. Data analysis used Miles and Huberman's interactive technique. The validity of the data used is source triangulation and technical triangulation. The results of this study are: 1) The Student Facilitator and Explaning Role Model in increasing student activity in fiqh subjects at MA Al Malik in 2022/2023 is for the teacher to make a Planning: Learning Implementation Plan (RPP) which includes competency standards, basic competencies, indicators , time allocation, learning methods, learning media, learning steps, learning resources, and evaluation. In the process of implementing the learning process, namely material about zakat, the teacher divides students into 4 groups consisting of 3 or 4 students and each group has a different material, namely about zakat. The evaluation used is a summative and formative evaluation in the form of a written test. 2) The results of the Student Facilitator and Explaning Role Model in Increasing Student Activity in the Subject of Fiqh at MA Al Maliki in 2022/2023 is that student activity is going well, students are quite enthusiastic and active in learning activities, both in terms of conveying material, this can This can be seen from the involvement of students during learning activities, such as speaking, delivering material/presentations, discussing, asking and answering questions","PeriodicalId":220702,"journal":{"name":"Moderasi : Journal of Islamic Studies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Moderasi : Journal of Islamic Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.54471/moderasi.v3i1.41","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
SMA Al Maliki who has implemented the Student Facilitator and Explaning learning model, especially in fiqh subjects where the teacher applies the learning model through which students are made into groups first to discuss the material that has been prepared by the teacher, then students explain the results of the discussion in front of friends. peers in class. Through this learning model, students are expected to be active and increase their activeness in the learning process. The purposes of this study: 1) To find out the application of the Student Facilitator and Explaning Role Model in increasing student activity in fiqh subjects at MA Al Maliki in 2023. 2) To find out the results of the Student Facilitator and Explaning Role Model in increasing student activity in fiqh subjects in MA Al Maliki in 2023. This research uses a qualitative approach. Sources of data in this study consisted of two, namely: primary data and secondary data. This type of research is a case study. Observation data collection techniques, interviews. Data analysis used Miles and Huberman's interactive technique. The validity of the data used is source triangulation and technical triangulation. The results of this study are: 1) The Student Facilitator and Explaning Role Model in increasing student activity in fiqh subjects at MA Al Malik in 2022/2023 is for the teacher to make a Planning: Learning Implementation Plan (RPP) which includes competency standards, basic competencies, indicators , time allocation, learning methods, learning media, learning steps, learning resources, and evaluation. In the process of implementing the learning process, namely material about zakat, the teacher divides students into 4 groups consisting of 3 or 4 students and each group has a different material, namely about zakat. The evaluation used is a summative and formative evaluation in the form of a written test. 2) The results of the Student Facilitator and Explaning Role Model in Increasing Student Activity in the Subject of Fiqh at MA Al Maliki in 2022/2023 is that student activity is going well, students are quite enthusiastic and active in learning activities, both in terms of conveying material, this can This can be seen from the involvement of students during learning activities, such as speaking, delivering material/presentations, discussing, asking and answering questions
SMA Al Maliki实施了学生引导者和解释学习模式,特别是在fiqh科目中,教师采用这种学习模式,将学生分成小组,首先讨论教师准备的材料,然后学生在朋友面前解释讨论的结果。在课堂上的同伴。通过这种学习模式,期望学生在学习过程中积极主动,提高他们的积极性。本研究的目的是:1)了解学生促进者和解释角色榜样在2023年在马勒马利大学增加学生在伊斯兰学科活动中的应用。2)了解学生促进者和解释榜样在2023年增加马勒马里奇伊斯兰学科学生活动方面的结果。本研究采用定性方法。本研究的数据来源包括两个,即:一手数据和二手数据。这种类型的研究是个案研究。观察数据收集技术,访谈。数据分析使用了Miles和Huberman的交互技术。所用数据的有效性分为源三角法和技术三角法。本研究的结果是:1)马立中学2022/2023年度学生在fiqh科目中增加学生活动的“学生推动者和解释角色榜样”是由教师制定“计划:学习实施计划”(Planning: Learning Implementation Plan, RPP),包括能力标准、基本能力、指标、时间分配、学习方法、学习媒介、学习步骤、学习资源和评估。在实施学习过程中,即关于天课的材料,老师将学生分成4组,每组3人或4人,每组有不同的材料,即关于天课的材料。所使用的评估是笔试形式的总结性和形成性评估。2)在2022/2023学年,在马勒马基利增加学生在伊斯兰教科目中的活动中,学生引导者和解释榜样的结果是,学生活动进展顺利,学生在学习活动中非常热情和积极,无论是在传达材料方面,这可以从学生在学习活动中的参与中看出,例如演讲,提供材料/演示,讨论,提问和回答问题