Article Per Year (5 Year)
p-Index From 2020 - 2025
3.11
P-Index
This Author published in this journals
All Journal Ta´dib Conciencia Jurnal Pendidikan Matematika RAFA JIP: Jurnal Ilmiah PGMI Elementary: Jurnal Ilmiah Pendidikan Dasar AL ISHLAH Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah Indonesian Journal of Islamic Education Studies (IJIES) Muaddib: Islamic Education Journal Cendikia : Media Jurnal Ilmiah Pendidikan Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Journal Research in Islamic Education Limas Pendidikan Guru Madrasah Ibtidaiyah Ihsanika : Jurnal Pendidikan Agama Islam Indonesian Journal of Islamic Education Studies (IJIES) Jurnal Pendidikan Dasar Taawun: Jurnal Pengabdian kepada Masyarakat
Elhefni Elhefni
Universitas Islam Negeri Raden Fatah Palembang
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 26 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 26 Documents
Search

 1   2   3 
STRATEGI PENGEMBANGAN PENDIDIKAN MULTIKULTURAL DI INDONESIA Elhefni Elhefni; Apri Wahyudi
Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 3 No 1 (2017): Elementary
Publisher : Jurusan PGMI FTIK IAIN Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (160.055 KB)

Abstract

Multicultural education needs to be nurtured both in formal and non-formal education because of Indonesia's cultural potential, tradition, and geographical environment, and demographics is remarkable. Education has a major role to play in promoting multicultural understanding. The cultivation of such understanding should be carried out as early as possible, so that it will continue to be constructed in the cognition of the child's sense of ownership and pride of the nation's culture until he grows up so that a democratic and egalitarian attitude will emerge to accept cultural diversity. To achieve that, the strategy of multicultural education development is needed. Multicultural education development strategies that can be undertaken, ie curriculum development, professional quality improvement of educational staff, development of education management systems, development of higher education system, equality of community perception, inculcation of recognition and appreciation of diversity (culture or culture, ethnicity, race, Religion, worldview and so on), avoiding views that assume that one group is superior to the other, and fosters and accustoms to a dialogical attitude.
STRATEGI PAIKEM TIPE CERAMAH PLUS DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN AL-QUR’AN-HADITS DI MADRASAH IBTIDAIYAH MA’HAD ISLAMI PALEMBANG Elhefni Elhefni; Ahmad Syarifuddin
Ta'dib: Jurnal Pendidikan Islam Vol 19 No 01 (2014): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v19i01.8

Abstract

The pretest result of an experimental group in al-Qur’an-Hadits subject on Tajwid material before PAIKEM strategy type lecturing plus (lecturing, singing, memorizing, and bribing) was implemented at Madrash Ibtidaiyah (MI) Ma’had Islami Palembang was at fair category or there were 20 students (71%) from 28 students that were taken as a sample. Moreover, there were 23 students (82%) at fair category from 28 students that were taken as a sample. Additionally, after comparing t value (to = 2,12) and t table (tt.ts.5% = 2.05 dan tt.ts. 1% = 2,77) it was found that to is higher than tt ; it was 2,05<2,12<2,77. Finally, because of that to is higher than tt it can be concluded that null hypothesis is rejected. It means that there was a significant different between the students who were taught before implementing PAIKEM strategy type lecturing plus and after implementing it.
MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE DAN HASIL BELAJAR DI SEKOLAH Elhefni Elhefni
Ta'dib: Jurnal Pendidikan Islam Vol 16 No 02 (2011): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v16i02.65

Abstract

Cooperative learning is learning that requires students to be responsible for himself and his group are responsible for. With cooperative learning students will more easily find and understand difficult concepts if they were in discussions with his students regularly work in groups to help each other in solving complex problems. In cooperative learning are learning techniques of the type of think-pair-share. Type of cooperative learning model think-pair-share it has the advantage that students can be a lot of time to think, respond, and help each other, the teacher only to deliver the material briefly, then ask a question, then the teacher wants students to think more deeply about the material that has been described and experienced. This technique can encourage students to enthusiastic in working together, and by applying a type of cooperative learning model think-pair-share is expected to better learning outcomes for students who learn on their own.
PENINGKATAN HASIL BELAJAR PAI DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE DI SDN 2 PALAK TANAH MUARA ENIM Elhefni Elhefni; Susilawati Susilawati
Ta'dib: Jurnal Pendidikan Islam Vol 15 No 02 (2010): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v15i02.73

Abstract

Teachers are expected to increase quality of learning outcomes in the learning process. This research aims to know whether Cooperative Learning type of think pair can improve learning outcomes of Islamic religious subject. Based on data analysis it conclude that before deploying this learning model the frequency of the overall student learning outcomes as follows: 6 students (15%) is high (good), 26 students (65%) classified as medium, and 8 students (20%) is low. After application of the model the outcomes are as follows: high category (good) 4 people (10% of students), moderate 28 people (70% of students), and a low 8 people (20% of students).
PENGARUH MODEL PEMBELAJARAN CIRC TERHADAP KEMAMPUAN MENYELESAIKAN SOAL CERITA MATERI SPLDV KELAS VIII Rusmala Dewi; Elhefni Elhefni; Gusmelia Testiana
Jurnal Pendidikan Matematika RAFA Vol 3 No 1 (2017): JURNAL PENDIDIKAN MATEMATIKA RAFA
Publisher : Program Studi Pendidikan Matematika UIN Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jpmrafa.v3i1.1443

Abstract

Tujuan penelitian ini adalah mengetahui model pembelajaran yang memberikan kemampuan menyelesaikan soal cerita yang lebih baik di antara model pembelajaran Cooperative Integrated Reading and Composition (CIRC) atau model pembelajaran konvensional. Penelitian ini menggunakan metode penelitian eksperimen. Instrumen yang digunakan dalam penelitian ini berupa tes subjektif uraian sebanyak 4 soal uraian. Teknik pengambilan sampeldilakukan secara Purposive Sampling. Sampel yang digunakan dalam penelitian ini sebanyak 67 siswa, dengan perincian siswa kelas VIII.A sebagai kelompok eksperimen dengan jumlah siswa 33 anak, dan siswa kelas VIII.B  sebagai kelompok kontrol dengan jumlah 34 orang. Dalam pembelajarannya, kelompok eksperimen menggunakan model pembelajaran Cooperative Integrated Reading and Composition, sedangkan kelompok kontrol menggunakan model pembelajaran konvensional. Pengumpulan data dalam penelitian menggunakan teknik tes. Uji normalitas menggunakan metode Lilliefors, uji homogenitas menggunakan metode Fisher, dan uji hipotesis dengan uji t. Berdasarkan hasil pengolahan data akhir (posttest) diperoleh nilai rata-rata kelompok eksperimen sebesar 88 dan rata-rata kelompok kontrol sebesar 72,64. Pada hasil uji dengan taraf signifikansi 0,05. nilai thitung  = 7,539 > ttabel  = 1,999, ini berarti Ho ditolak dan Ha diterima. Simpulan penelitian ini adalah kemampuan menyelesaikan soal cerita pada pokok bahasan sistem persamaan linear dua variabel dengan menggunakan model pembelajaran Cooperative Integrated Reading and Composition lebih baik dari pada menggunakan model pembelajaran konvensional.
PEMBELAJARAN MEMBACA PERMULAAN MELALUI METODE EJA BAGI SISWA BERKESULITAN MEMBACA (DISLEKSIA) (STUDI KASUS MATA PELAJARAN BAHASA INDONESIA DI KELAS III MADRASAH IBTIDAIYAH QURANIAH VIII PALEMBANG) Septiani Andriani; Elhefni Elhefni
JIP Jurnal Ilmiah PGMI Vol 1 No 1 (2015): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v1i1.521

Abstract

Judul penelitian ini adalah “Pembelajaran Membaca Permulaan Melalui Metode Eja bagi Siswa Berkesulitan Membaca (Disleksia) (Studi Kasus Mata Pelajaran Bahasa Indonesia di Kelas III Madrasah Ibtidaiyah Quraniah VIII Palembang)”. Penelitian ini dilatarbelakangi oleh beberapa kasus dimana masih terdapat siswa sekolah dasar pada kelas lanjut yang belum mampu membaca, dalam hal ini belum melek huruf. Di antara mereka ada yang sama sekali belum bisa (baru mengenal huruf, namun tidak bisa merangkaikan) ada pula yang sudah bisa namun belum lancar atau masih terbata-bata.Penelitian ini dilakukan di MI Quraniah VIII Palembang. Untuk mengetahui perbedaan pembelajaran membaca permulaan pada mata pelajaran Bahasa Indonesia sebelum dan sesudah tindakan menerapkan metode Eja bagi siswa berkesulitan membaca (disleksia).Adapun pengambilan sampel dalam penelitian ini dengan sample random sampling, penulis melakukan tes lisan membaca kepada 25 orang siswa dan didapat 6 orang siswa yang mengalami kesulitan dalam membaca (disleksia) yang akan menjadi sampel dalam penelitian ini. Jenis penelitian yang digunakan adalah penelitian kuantitatif yakni penuntutan pemecahan masalah berdasarkan data berupa angka. Untuk mendapatkan data, penulis memberikan tes. Jadi teknik pengumpulan data yang digunakan adalah tes, wawancara, observasi dan dokumentasi.Hasil penelitian yang penulis lakukan menunjukkan hal-hal sebagai berikut: Pertama, pembelajaran membaca permulaan siswa pada mata pelajaran Bahasa Indonesia mengalami peningkatan nilai mean pada pre-test dan post-test, yaitu 57,3 (pre-test) meningkat menjadi 71,8 (post-test). Kedua, ada perbedaan yang signifikan antara pembelajaran membaca permulaan pada mata pelajaran Bahasa Indonesia. Dengan melihat hasil uji hipotesis yang didapat dalam perhitungan (  = ) dan besarnya “t” yang tercantum pada tabel nilai t (  = 2,57 dan  = 4,03) maka dapat diketahui bahwa  adalah lebih besar daripada , yaitu: 2,57< > 4,03. Karena  lebih besar daripada  maka Hipotesis Nihil yang diajukan di muka ditolak, ini berarti bahwa adanya perbedaan nilai pembelajaran membaca permulaan antara sebelum dan sesudah diterapkannya metode Eja merupakan pengaruh yang berarti atau perbedaan yang signifikan.
Pengaruh Penerapan Pembelajaran Bermakna (Meaningfull Learning) Pada Pembelajaran Tematik IPS Terpadu Terhadap Hasil Belajar Siswa Kelas III di MI Ahliyah IV Palembang Donas Ahmad Najib; Elhefni Elhefni
JIP Jurnal Ilmiah PGMI Vol 2 No 1 (2016): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v2i1.1063

Abstract

Latar belakang masalah dalam penelitian ini adalah dari hasil observasi awal penulis di Madrasah Ibtidaiyah Ahliyah IV Palembang, bahwa proses pembelajaran dan hasil belajar siswa masih kurang baik, pembelajaran masih monoton dan kurang menarik motivasi belajar siswa yang berpengaruh terhadap rendahnya hasil belajar siswa.Perumusan masalah dalam skripsi ini adalah Bagaimana hasil belajar siswa sebelum penggunaan pembelajaran bermakna (meaningfull learning) pada mata pelajaran Tematik IPS Terpadu di MI Ahliyah IV Palembang? Bagaimana hasil belajar siswa setelah penggunaan pembelajaran bermakna (meaningfull learning) pada mata pelajaran Tematik IPS Terpadu di MI Ahliyah IV Palembang? dan bagaimana pengaruh penerapan hasil belajar siswa sebelum penggunaan pembelajaran bermakna (meaningfull learning) pada mata pelajaran Tematik IPS Terpadu di MI Ahliyah IV Palembang?Hasil belajar siswa sesudah pembelajaran bermakna (meaningfull learning) dapat dikatakan tinggi dan berhasil lebih baik. Terdapat pengaruh yang signifikan penggunaan pembelajaran bermakna (meaningfull learning) terhadap hasil belajar siswa dengan to jauh lebih besar daripada tt yaitu : 2,01 < 4,2 > 2,68. pembelajaran bermakna (meaningfull learning) dapat meningkatkan hasil belajar siswa di MI Ahliyah IV Palembang. 
Optimization of Google Classroom in Blended Learning in Junior High School Ishak Talibo; Pandu Adi Cakranegara; Muhammad Asrori Muazar Habibi; Faisal Faisal; Elhefni Elhefni
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (385.836 KB) | DOI: 10.35445/alishlah.v14i2.1992

Abstract

This study aims to optimize the learning of Islamic Religious Education with Google Classroom. This type of research is quantitative. The population as well as the sample is 4 teachers. Data was collected by means of a questionnaire via Google Form. Assessment of the questionnaire using the Guttman scale. Next is the interpretation of the calculation results. This study shows that the teacher's perception, ease of access, and the benefits of Google Classroom are on average 4.15 or 83.18%, this indicates that it is very good. Thus, Google Classroom can optimize online learning in blended learning on Islamic Religious Education subjects. This study recommends teachers to use Google Classroom in online learning or distance learning as an alternative application.
The Implementation Of Character Values Through Islamic Religious Education (PAI) Lessons In Online Learning At SDIT Al-Fatih Baturaja Inti Pitasari; Dian Erlina; Elhefni Elhefni; Abdullah Idi; Leny Marlina
Journal of Research in Islamic Education Vol. 3 No. 2 (December 2021)
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v3i2.2033

Abstract

This study aims to find out: 1) what obstacles are faced by teachers in instilling character values ​​through Islamic Religious Education subjects in online learning at SDIT Al-Fatih Baturaja. 2) To find out the strategies used by PAI teachers to instill character values ​​in online learning. This type of research is descriptive qualitative, with data collection observations, interviews and documentation. This qualitative approach is based on the research objective which is to find a solution to problems in instilling character values ​​through PAI subjects in online learning at SDIT Al-Fatih Baturaja. The results of this study indicate that: 1) Cultivating character values ​​through PAI subjects In online learning it is very important to be implanted and developed in every PAI subject, because the character possessed by students is very important to be applied in life in society. 2) obstacles to inculcating character values ​​through PAI subjects in online learning in the form of level of awareness, lack of support from both parents, decreased discipline, not being able to monitor directly, internet quotas, and the environment. The solution in overcoming the obstacles to inculcating character values ​​through PAI subjects in online learning at SDIT Al-Fatih Baturaja is to give more attention to students, invite parents to participate in educating character and be active in students' daily activities, provide deeper understanding of the positive and negative impacts of increasingly advanced technology, providing focus for students' learning time at home, providing motivation and support to students, and facilitating students in financial terms.
Efektivitas Media E-Learning pada Pembelajaran Pendidikan Agama Islam (PAI) di Universitas Islam Negeri Raden Fatah Palembang Al Ihwanah; Elhefni Elhefni
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 4 No. 1 (2021): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v4i1.1675

Abstract

The effectiveness of Islamic religious education (PAI) learning will be realized by the existence of tools that make it easier for students, please students, and can achieve lecture outcomes as they should. Utilization of learning media is an effort to improve the quality of lecture activities. If the quality of learning increases, the quality of student learning outcomes also increases. E-learning media help lecturers as a means of transferring knowledge and transferring values ​​according to lecture achievements. Based on the test results of the experimental class and the test results of the control class, data is obtained that there is a difference in the average increase in test scores between each class, where the average test score of the experimental class is higher than the control class. Thus, this e-learning media is effective in PAI learning. The use of e-learning media in the PAI learning process can improve the quality of lectures. E-learning media has various features and advantages that play a role in delivering innovative learning messages so that students are motivated in lecture activities. In addition, the learning materials in it can be delivered more effectively and efficiently, either typed directly or linked to other online media links.
Co-Authors Abdullah Idi Abdurrahmansyah Abdurrahmansyah, Abdurrahmansyah Afifah, Ni'mah Agra Dwi Saputra Agra Dwi Saputra Ahmad Syarifuddin Ahmad Syarifuddin Ahmad Syarifudin Al Ihwanah Al Ihwanah, Al Ihwanah Alihawanah Alihawanah Amir Hamzah Apri Wahyudi Ari Sandi Arnensi, Arnensi Astri Harmita Ayu Nur Shawmi Ayu Nurfitriya Cakranegara, Pandu Adi Dian Andesta Bujuri Dian Erlina Djoko Rohadi Wibowo Djoko Rohadi Wibowo Djoko Rohadi Wibowo DJOKO ROHADI WIBOWO, DJOKO ROHADI Donas Ahmad Najib Dwi Noviani Dyah Putri Ayu Fadhilah Ermis Suryana Fadhilah, Dyah Putri Ayu Faisal Gusmelia Testiana Helen Sabera Adib Hilmin Hilmin Ihwanah, Al Inti Pitasari Ishak Talibo Junaidi Junaidi Kamila, Musyafa Diya Ketut Tirtayasa M.A. Muazar Habibi Meila Puspitasari Miftahul Husni Miftahul Husni Muhammad Roh Madani Munir Munir Mustafiyanti Mustafiyanti Nurlaeli Nurlaeli Rahma Sifitri, Rahma Ria Safitri Ria Safitri Ria Safitri Rita Ariani Rita Ariani Rohadi Wibowo, Djoko Septiani Andriani Sudarti, Dwi Okti Susilawati Susilawati Syarifudin, Ahmad Tutut Handayani Wiwik Handayani Yuni Lestari