Pub Date : 2023-06-30DOI: 10.47766/itqan.v13i2.811
Daswati Daswati, Wahidah Fitriani
This research provides a more holistic and in-depth understanding of the interplay between creativity, interest, talent, and intelligence in the context of Islamic Religious Education (PAI) learning. Employing a library research method, this study follows several steps, including literature source identification, selection and screening, information gathering, analysis, and synthesis. The outcomes of this library research reveal that: 1) Creativity plays a crucial role in enabling students to apply religious teachings innovatively in their daily lives. 2) Students with a strong interest in PAI tend to exhibit greater enthusiasm and eagerness in exploring religious concepts. 3) Acknowledging and leveraging students' talents in specific domains also contribute to a more meaningful learning experience and enhance student engagement in the learning process. 4) Both cognitive and emotional intelligence play a role in effectively understanding and applying religious teachings in daily life. The implications of these findings underscore that an instructional approach integrating creativity, interest, talent, and intelligence can assist in creating more engaging, relevant, and effective learning experiences within the realm of Islamic Religious Education.
{"title":"Studi Analisis Psikologi Belajar Pendidikan Agama Islam Berdasarkan Kreativitas, Minat, Bakat, dan Intelegensi","authors":"Daswati Daswati, Wahidah Fitriani","doi":"10.47766/itqan.v13i2.811","DOIUrl":"https://doi.org/10.47766/itqan.v13i2.811","url":null,"abstract":"This research provides a more holistic and in-depth understanding of the interplay between creativity, interest, talent, and intelligence in the context of Islamic Religious Education (PAI) learning. Employing a library research method, this study follows several steps, including literature source identification, selection and screening, information gathering, analysis, and synthesis. The outcomes of this library research reveal that: 1) Creativity plays a crucial role in enabling students to apply religious teachings innovatively in their daily lives. 2) Students with a strong interest in PAI tend to exhibit greater enthusiasm and eagerness in exploring religious concepts. 3) Acknowledging and leveraging students' talents in specific domains also contribute to a more meaningful learning experience and enhance student engagement in the learning process. 4) Both cognitive and emotional intelligence play a role in effectively understanding and applying religious teachings in daily life. The implications of these findings underscore that an instructional approach integrating creativity, interest, talent, and intelligence can assist in creating more engaging, relevant, and effective learning experiences within the realm of Islamic Religious Education.","PeriodicalId":476402,"journal":{"name":"Itqan: Jurnal Ilmu-ilmu Kependidikan","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136369320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.47766/itqan.v14i1.1379
Yenni Fitria, Wahidah Fitriani
This research aims to identify the various forms of learning difficulties experienced by learners and present solutions inspired by Qur'anic teachings to overcome these problems. This research used a literature study which involved collecting data through searching and reviewing relevant literature. Literature sources were selected based on inclusion and exclusion criteria. The data analysis process involved summarizing the data, presenting relevant data, and drawing conclusions. The results of the study suggest: 1) Learning difficulties in the Islamic view are influenced by internal (physical and spiritual aspects) and external (environmental situations and conditions) factors. Learning difficulties are classified based on criteria such as the type of difficulty, the field of study affected, the nature of the difficulty, and the factors causing it. 2) To overcome learning difficulties, the solutions exemplified in the Qur'an include increasing the motivation of learners, selecting appropriate learning methods, services that focus on the differences of learners, providing examples of stories and teachings that show the importance of the process of seeking knowledge. In addition, educators are expected to recognize the characteristics and learning styles of learners, provide services that are appropriate to differences, and be good role models. Thus, learning difficulties in the Islamic context are not only an individual problem, but also include external factors and require a holistic approach.
{"title":"Analisis dan Solusi Kesulitan Belajar dalam Pendidikan Islam","authors":"Yenni Fitria, Wahidah Fitriani","doi":"10.47766/itqan.v14i1.1379","DOIUrl":"https://doi.org/10.47766/itqan.v14i1.1379","url":null,"abstract":"This research aims to identify the various forms of learning difficulties experienced by learners and present solutions inspired by Qur'anic teachings to overcome these problems. This research used a literature study which involved collecting data through searching and reviewing relevant literature. Literature sources were selected based on inclusion and exclusion criteria. The data analysis process involved summarizing the data, presenting relevant data, and drawing conclusions. The results of the study suggest: 1) Learning difficulties in the Islamic view are influenced by internal (physical and spiritual aspects) and external (environmental situations and conditions) factors. Learning difficulties are classified based on criteria such as the type of difficulty, the field of study affected, the nature of the difficulty, and the factors causing it. 2) To overcome learning difficulties, the solutions exemplified in the Qur'an include increasing the motivation of learners, selecting appropriate learning methods, services that focus on the differences of learners, providing examples of stories and teachings that show the importance of the process of seeking knowledge. In addition, educators are expected to recognize the characteristics and learning styles of learners, provide services that are appropriate to differences, and be good role models. Thus, learning difficulties in the Islamic context are not only an individual problem, but also include external factors and require a holistic approach.","PeriodicalId":476402,"journal":{"name":"Itqan: Jurnal Ilmu-ilmu Kependidikan","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136369322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-20DOI: 10.47766/itqan.v14i1.1521
Tri Endah Puspitasari, Robingatin Robingatin, Akhmad Muadin
This research study investigates the implementation of Project Based Learning (PBL) to enhance early childhood interpersonal intelligence. The study explores the steps involved in planning PBL and presents specific strategies for its implementation in early childhood settings. This study used a qualitative approach with data collection techniques in the form of semi-structured interviews, non-participant observation, and documentation. Data analysis used Milles, Huberman, and Saldana's interactive data analysis, namely: data condensation, data display, and conclusion. The research findings show that the implementation of PBL has a positive impact on students' interpersonal intelligence by promoting interaction, collaboration, and problem-solving skills. Strategies such as the division of diverse groups, assigning different roles, encouraging group discussions, providing peer feedback, and facilitating reflection, and evaluation were found to be effective in fostering interpersonal skills. Evaluation of PBL implementation involved formative and summative assessments, which allowed observation of student participation, feedback on interpersonal skills, assessment of project outcomes, and collecting feedback from students, parents, and teachers. The comprehensive evaluation process supports the effectiveness of PBL in improving early childhood interpersonal intelligence. The implications of this study highlight the importance of incorporating established educational theories and research findings into PBL planning, strengthening the theoretical foundation, and providing evidence-based support for the effectiveness of PBL in fostering early childhood interpersonal intelligence. The findings contribute to the field of early childhood education by providing practical guidance for educators who want to improve students' interpersonal skills through a project-based learning approach.
本研究旨在探讨项目型学习(PBL)在幼儿人际智能提升中的应用。本研究探讨了规划PBL所涉及的步骤，并提出了在幼儿环境中实施PBL的具体策略。本研究采用定性方法，采用半结构化访谈、非参与性观察和文献记录的形式收集数据。数据分析采用Milles, Huberman, and Saldana的交互式数据分析方法，即:数据浓缩-数据显示-结论。研究结果表明，实施PBL对学生的人际智能有积极的影响，促进了学生的互动、协作和解决问题的能力。研究发现，诸如划分不同的小组、分配不同的角色、鼓励小组讨论、提供同伴反馈、促进反思和评估等策略，对培养人际交往能力是有效的。PBL实施的评估包括形成性评估和总结性评估，包括对学生参与情况的观察、对人际交往能力的反馈、对项目成果的评估，以及从学生、家长和老师那里收集反馈。综合评价过程支持PBL在提高幼儿人际智能方面的有效性。本研究强调了将已有的教育理论和研究成果纳入PBL规划的重要性，加强了PBL的理论基础，并为PBL在培养幼儿人际智能方面的有效性提供了证据支持。这些发现为希望通过基于项目的学习方法提高学生人际交往能力的教育工作者提供了实践指导，有助于幼儿教育领域的发展。
{"title":"Implementation of Project Based Learning in Improving Early Childhood Interpersonal Intelligence","authors":"Tri Endah Puspitasari, Robingatin Robingatin, Akhmad Muadin","doi":"10.47766/itqan.v14i1.1521","DOIUrl":"https://doi.org/10.47766/itqan.v14i1.1521","url":null,"abstract":"This research study investigates the implementation of Project Based Learning (PBL) to enhance early childhood interpersonal intelligence. The study explores the steps involved in planning PBL and presents specific strategies for its implementation in early childhood settings. This study used a qualitative approach with data collection techniques in the form of semi-structured interviews, non-participant observation, and documentation. Data analysis used Milles, Huberman, and Saldana's interactive data analysis, namely: data condensation, data display, and conclusion. The research findings show that the implementation of PBL has a positive impact on students' interpersonal intelligence by promoting interaction, collaboration, and problem-solving skills. Strategies such as the division of diverse groups, assigning different roles, encouraging group discussions, providing peer feedback, and facilitating reflection, and evaluation were found to be effective in fostering interpersonal skills. Evaluation of PBL implementation involved formative and summative assessments, which allowed observation of student participation, feedback on interpersonal skills, assessment of project outcomes, and collecting feedback from students, parents, and teachers. The comprehensive evaluation process supports the effectiveness of PBL in improving early childhood interpersonal intelligence. The implications of this study highlight the importance of incorporating established educational theories and research findings into PBL planning, strengthening the theoretical foundation, and providing evidence-based support for the effectiveness of PBL in fostering early childhood interpersonal intelligence. The findings contribute to the field of early childhood education by providing practical guidance for educators who want to improve students' interpersonal skills through a project-based learning approach.","PeriodicalId":476402,"journal":{"name":"Itqan: Jurnal Ilmu-ilmu Kependidikan","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135288202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the implementation of Project-Based Learning (PBL) as a means to improve critical thinking skills in early childhood. The research was conducted at Nurul Hikmah Integrated Islamic Kindergarten (TKIT) and Handayani III Kindergarten (TK) in Penajam Paser Utara District, with the aim of supporting the implementation of the independent curriculum. This study uses a qualitative research design, using data collection techniques such as interviews, observations, and document studies. while data collection techniques are carried out by condensing data, displaying data, and drawing conclusions. The research findings show that PBL has proven to be an effective approach in improving early childhood critical thinking skills. Through the implementation of carefully planned PBL activities, children showed significant progress in their ability to identify problems, generate creative solutions, and consider different perspectives. In addition, PBL encourages the development of social skills, collaboration and creativity through teamwork and group discussions. Based on the research findings, it is recommended that the implementation of PBL in early childhood education follows a structured process. This includes defining clear learning objectives, selecting interesting and relevant project topics, setting realistic time frames, defining assessment criteria, providing necessary materials and resources, and offering guidance and support throughout the learning process. This research contributes to the existing literature by providing insights into the effective implementation of PBL to enhance critical thinking skills in early childhood education. The findings underscore the importance of well-structured planning, implementation, and evaluation to maximize the benefits of PBL. Further research is encouraged to explore additional factors and strategies that can further improve PBL implementation and outcomes in early childhood education settings. This study also identified several supporting factors that influence the successful implementation of PBL, including: the presence of creative and visionary teachers, a conducive learning environment, relevant learning content and the availability of resources. Conversely, inhibiting factors such as limited support from families, rigid curriculum constraints, limited resources and time constraints were also recognized.
{"title":"Implementation of Project Base-Learning in Improving Critical Thinking Skills in Early Childhood","authors":"Okta Sulistiyo Rina Hatuwe, Sy. Nurul Syobah, Husni Idris","doi":"10.47766/itqan.v14i1.1543","DOIUrl":"https://doi.org/10.47766/itqan.v14i1.1543","url":null,"abstract":"This study investigates the implementation of Project-Based Learning (PBL) as a means to improve critical thinking skills in early childhood. The research was conducted at Nurul Hikmah Integrated Islamic Kindergarten (TKIT) and Handayani III Kindergarten (TK) in Penajam Paser Utara District, with the aim of supporting the implementation of the independent curriculum. This study uses a qualitative research design, using data collection techniques such as interviews, observations, and document studies. while data collection techniques are carried out by condensing data, displaying data, and drawing conclusions. The research findings show that PBL has proven to be an effective approach in improving early childhood critical thinking skills. Through the implementation of carefully planned PBL activities, children showed significant progress in their ability to identify problems, generate creative solutions, and consider different perspectives. In addition, PBL encourages the development of social skills, collaboration and creativity through teamwork and group discussions. Based on the research findings, it is recommended that the implementation of PBL in early childhood education follows a structured process. This includes defining clear learning objectives, selecting interesting and relevant project topics, setting realistic time frames, defining assessment criteria, providing necessary materials and resources, and offering guidance and support throughout the learning process. This research contributes to the existing literature by providing insights into the effective implementation of PBL to enhance critical thinking skills in early childhood education. The findings underscore the importance of well-structured planning, implementation, and evaluation to maximize the benefits of PBL. Further research is encouraged to explore additional factors and strategies that can further improve PBL implementation and outcomes in early childhood education settings. This study also identified several supporting factors that influence the successful implementation of PBL, including: the presence of creative and visionary teachers, a conducive learning environment, relevant learning content and the availability of resources. Conversely, inhibiting factors such as limited support from families, rigid curriculum constraints, limited resources and time constraints were also recognized.","PeriodicalId":476402,"journal":{"name":"Itqan: Jurnal Ilmu-ilmu Kependidikan","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135288201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-10DOI: 10.47766/itqan.v14i1.1457
None Alfurqan, None Khairara
The research aims to describe the implementation of the Merdeka curriculum in the subject of Islamic Religious Education at SMA Negeri 1 Ulakan Tapakis. The study adopts a qualitative descriptive method with a phenomenological approach. The findings indicate that Islamic Religious Education teachers apply Problem-Based Learning strategies and utilize Audio-Visual learning media. In terms of assessment, teachers provide assignments, quizzes, and remedial sessions. The challenges in implementing the Merdeka curriculum include difficulties faced by teachers in creating lesson plans to determine the appropriate learning media, lack of updates on the use of strategies and learning media, and limited access to the internet. Teachers employ various efforts in implementing the Merdeka curriculum, such as evaluating attendance, competence, and activeness. They also receive training on the implementation of the Merdeka curriculum. The impact of implementing the Merdeka curriculum in Islamic Religious Education at SMA Negeri 1 Ulakan Tapakis is that students find it easier to comprehend PAI subjects, and they become more actively engaged in learning.
该研究旨在描述在SMA Negeri 1 Ulakan Tapakis伊斯兰宗教教育主题中默迪卡课程的实施情况。本研究采用现象学的定性描述方法。研究结果显示，伊斯兰宗教教育教师运用问题导向学习策略，并使用视听学习媒体。在评估方面，教师提供作业、测验和补习课程。实施默迪卡课程的挑战包括教师在制定课程计划以确定适当的学习媒体方面面临的困难，缺乏使用策略和学习媒体的最新信息，以及上网受限。教师在实施默迪卡课程时采取了各种努力，例如评估出勤率、能力和积极性。他们还接受关于实施独立课程的培训。在SMA Negeri Ulakan Tapakis实施伊斯兰宗教教育中的默迪卡课程的影响是，学生们发现更容易理解PAI科目，并且他们变得更加积极地参与学习。
{"title":"Analisis Penerapan Kurikulum Merdeka pada Mata Pelajaran Pendidikan Agama Islam Kelas X di SMA Negeri 1 Ulakan Tapakis Kabupaten Padang Pariaman","authors":"None Alfurqan, None Khairara","doi":"10.47766/itqan.v14i1.1457","DOIUrl":"https://doi.org/10.47766/itqan.v14i1.1457","url":null,"abstract":"The research aims to describe the implementation of the Merdeka curriculum in the subject of Islamic Religious Education at SMA Negeri 1 Ulakan Tapakis. The study adopts a qualitative descriptive method with a phenomenological approach. The findings indicate that Islamic Religious Education teachers apply Problem-Based Learning strategies and utilize Audio-Visual learning media. In terms of assessment, teachers provide assignments, quizzes, and remedial sessions. The challenges in implementing the Merdeka curriculum include difficulties faced by teachers in creating lesson plans to determine the appropriate learning media, lack of updates on the use of strategies and learning media, and limited access to the internet. Teachers employ various efforts in implementing the Merdeka curriculum, such as evaluating attendance, competence, and activeness. They also receive training on the implementation of the Merdeka curriculum. The impact of implementing the Merdeka curriculum in Islamic Religious Education at SMA Negeri 1 Ulakan Tapakis is that students find it easier to comprehend PAI subjects, and they become more actively engaged in learning.","PeriodicalId":476402,"journal":{"name":"Itqan: Jurnal Ilmu-ilmu Kependidikan","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135050687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study discusses forms of cooperation between domestic libraries and foreign libraries that aim to exchange information and expand collection materials and improve collection services to users so that the insights of visitors who come and access libraries that have collaborated are broader and gain a lot of experience. Methods of data collection using literature (print and non-print). The data obtained is then arranged or classified, analyzed, and interpreted. The results of the study concluded: 1) The forms of library collaboration that can be carried out are: (a) sharing digital collections through a platform that can be accessed by all libraries involved in the collaboration, (b) collaboration in creating and managing joint databases to expand reach and enriching library collections, as well as facilitating access for users to find the information needed, (c) library cooperation in the development of digital technology and infrastructure. 2) The steps for building digital-based library collaboration are as follows: (a) identify libraries that wish to work together, (b) determine the goals and benefits of collaboration, (c) form a work team, (d) discuss and determine standards, (e) infrastructure and system development, (f) collection development and management, (g) monitoring and evaluation.
{"title":"Kerja Sama Perpustakaan Berbasis Digital: Membangun Akses dan Kolaborasi untuk Pendidikan dan Inovasi","authors":"Yana Annur Harahap, Sopian Lubis, Khairul Azhar, Suasana Nikmat Ginting, Mulkan Hasibuan","doi":"10.47766/itqan.v13i2.779","DOIUrl":"https://doi.org/10.47766/itqan.v13i2.779","url":null,"abstract":"This study discusses forms of cooperation between domestic libraries and foreign libraries that aim to exchange information and expand collection materials and improve collection services to users so that the insights of visitors who come and access libraries that have collaborated are broader and gain a lot of experience. Methods of data collection using literature (print and non-print). The data obtained is then arranged or classified, analyzed, and interpreted. The results of the study concluded: 1) The forms of library collaboration that can be carried out are: (a) sharing digital collections through a platform that can be accessed by all libraries involved in the collaboration, (b) collaboration in creating and managing joint databases to expand reach and enriching library collections, as well as facilitating access for users to find the information needed, (c) library cooperation in the development of digital technology and infrastructure. 2) The steps for building digital-based library collaboration are as follows: (a) identify libraries that wish to work together, (b) determine the goals and benefits of collaboration, (c) form a work team, (d) discuss and determine standards, (e) infrastructure and system development, (f) collection development and management, (g) monitoring and evaluation.","PeriodicalId":476402,"journal":{"name":"Itqan: Jurnal Ilmu-ilmu Kependidikan","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135050686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-10DOI: 10.47766/itqan.v14i1.664
None Nurlaila
In the 2013 Curriculum (Kurtilas), learning through any method or model is inseparable from the evaluation of determining the Minimum Competency Criteria (KKM) as the initial stage of assessing learning outcomes. In reality, many teachers still fail to analyze and consider the principles in determining the KKM. The aim of this research is to improve teachers' skills in developing KKM at MTsN 2 Kota Lhokseumawe. The emancipatory type was chosen as the method for this action research. The Kemmis model design was used as the research design, consisting of four stages: planning, implementation, observation, and reflection. This action research also encouraged the researcher to deeply address practical problems in educational institutions. Based on the research findings and discussions, it can be concluded that the workshop enhanced teachers' ability to develop KKM. In the first cycle, three out of five criteria for assessing teachers' performance did not meet the criteria. However, in the second cycle, all aspects met the criteria. The assessment results for determining the KKM improved; in the first cycle, the ability to determine the KKM reached 83.75%, while in the second cycle, there was an increase to 93.25%. The research findings also indicated a significant increase in the percentage of teachers ready to fulfill the workshop implementation aspect. Therefore, it can be said that the response of teachers at MTsN 2 Lhokseumawe towards the workshop activities was very positive.
{"title":"Peningkatan Kemampuan Guru dalam Penyusunan Kriteria Ketuntasan Minimal (KKM) melalui Workshop (Penelitian Tindakan di MTsN 2 Kota Lhokseumawe)","authors":"None Nurlaila","doi":"10.47766/itqan.v14i1.664","DOIUrl":"https://doi.org/10.47766/itqan.v14i1.664","url":null,"abstract":"In the 2013 Curriculum (Kurtilas), learning through any method or model is inseparable from the evaluation of determining the Minimum Competency Criteria (KKM) as the initial stage of assessing learning outcomes. In reality, many teachers still fail to analyze and consider the principles in determining the KKM. The aim of this research is to improve teachers' skills in developing KKM at MTsN 2 Kota Lhokseumawe. The emancipatory type was chosen as the method for this action research. The Kemmis model design was used as the research design, consisting of four stages: planning, implementation, observation, and reflection. This action research also encouraged the researcher to deeply address practical problems in educational institutions. Based on the research findings and discussions, it can be concluded that the workshop enhanced teachers' ability to develop KKM. In the first cycle, three out of five criteria for assessing teachers' performance did not meet the criteria. However, in the second cycle, all aspects met the criteria. The assessment results for determining the KKM improved; in the first cycle, the ability to determine the KKM reached 83.75%, while in the second cycle, there was an increase to 93.25%. The research findings also indicated a significant increase in the percentage of teachers ready to fulfill the workshop implementation aspect. Therefore, it can be said that the response of teachers at MTsN 2 Lhokseumawe towards the workshop activities was very positive.","PeriodicalId":476402,"journal":{"name":"Itqan: Jurnal Ilmu-ilmu Kependidikan","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135050688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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