伊斯兰视角下多元智能学习理念在贝伊特希克玛初中的实施

Muhammad Munzaini, Sugiyo Sugiyo, Dardiri Hasyim
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引用次数: 1

摘要

本研究旨在确定多元智能学习概念在SMP Bayt al-Hikmah Pasuran伊斯兰寄宿学校(SBP)的实施模式。使用的研究类型是定性方法描述。数据收集是通过深度访谈、参与式观察和文件审查进行的。使用定性数据分析技术对收集到的数据进行分析。本研究的结论是:(1)多元智能理论可以作为传递易于消化的知识概念的桥梁。事实证明,它可以增加兴趣,天赋。(2)学生输入;通过继续进行测试,以了解儿童对Pesantren的基本能力,并了解儿童不是有需要的儿童,特别是因为该机构没有能力准备设施。而收到的金额是根据班级和可用房间的容量,然后举行多元智能研究(MIR)。教师输入;条件。最主要的是愿意继续学习和投入,进行笔试、实践(微教学)和面试。学习过程;在“守护天使”顾问的陪同下,根据MIR和SOP的结果编写教师教案,根据大脑的运作方式实施多种智能策略,评估/评估学生的能力。学生的输出。学生输出;学生的能力包括认知能力、精神运动能力和有效能力,这些能力的评估是基于真实的评估,并以感性发现能力为概念。而教师能力的评估基于4个组成部分(学生学习成果、课程计划、创造力和教师行为)。每学期学生和老师都会收到报告。教师的成绩单是成绩的决定因素,会导致工资和等级的增加。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Implementation of the Concept of Multiple Intelligences Learning in an Islamic Perspective at Bayt Al-Hikmah Junior High School Pasuruan Islamic Boarding School (SBP)
This study aims to determine the implementation model of the learning concept multiple intelligences in an Islamic perspective at SMP Bayt al-Hikmah Pasuran Islamic Boarding School (SBP). The type of research used is a qualitative approach descriptive. Data collection was carried out through in-depth interviews, participatory observation, and a review of documents. Data that has been collected were analyzed using qualitative data analysis techniques. The conclusions of this study are: (1) The theory of multiple intelligences can be used as a bridge to transfer a concept of knowledge that can be digested easily easier. The proof is that it can increase interest, talent. (2) Student input; by continuing to hold tests to find out the child's basic abilities about Pesantren and knowing that children are not children who have needs especially because this institution has not been able to prepare the facilities. Whereas the amount received is in accordance with the capacity of the class and available rooms, then held Multiple Intelligences Research (MIR). Teacher input; condition. The main thing is to be willing to continue to learn and be committed, a written test is carried out, practice (micro-teaching), and interviews. Learning process; Composing teacher lesson plan based on MIR and SOP results, implementing multiple strategies bits of intelligence based on how the brain works, and evaluate/assess competence students, accompanied by a consultant “Guardian Angel. Student output. Student outputs; student competencies include cognitive, psychomotor, and effective, which are assessed based on authentic assessment with the concept of ipsative-discovery ability. While teacher competence is assessed based on 4 components (student learning outcomes, lesson plan, creativity, and teacher behavior). Every semester students and teachers receive reports. The teacher's report card serves as a determinant of achievement resulting in an increase in salary and rank.
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