PENINGKATAN KINERJA GURU DAN PRESTASI BELAJAR PAI SISWA MADRASAH IBTIDAIYAH NEGERI 2 KOLAKA MELALUI IMPLEMENTASI KURIKULUM 2013 PENINGKATAN KINERJA GURU DAN PRESTASI BELAJAR PAI SISWA MADRASAH IBTIDAIYAH NEGERI 2 KOLAKA MELALUI IMPLEMENTASI KURIKULUM 2013 PENINGKATAN KINERJA GURU DAN PRESTASI BELAJAR PAI SISWA MADRASAH IBTIDAIYAH NEGERI 2 KOLAKA MELALUI IMPLEMENTASI KURIKULUM 2013

Muhammad Nasrullah, 16040202042,, M (2020) PENINGKATAN KINERJA GURU DAN PRESTASI BELAJAR PAI SISWA MADRASAH IBTIDAIYAH NEGERI 2 KOLAKA MELALUI IMPLEMENTASI KURIKULUM 2013 PENINGKATAN KINERJA GURU DAN PRESTASI BELAJAR PAI SISWA MADRASAH IBTIDAIYAH NEGERI 2 KOLAKA MELALUI IMPLEMENTASI KURIKULUM 2013 PENINGKATAN KINERJA GURU DAN PRESTASI BELAJAR PAI SISWA MADRASAH IBTIDAIYAH NEGERI 2 KOLAKA MELALUI IMPLEMENTASI KURIKULUM 2013. Masters thesis, PASCASARJANA IAIN KENDARI.

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Abstract

ABSTRAK Muhammad Nasrullah, 16040202042, Peningkatan Kinerja Guru dan Prestasi Belajar PAI Siswa Madrasah Ibtidaiyah Negeri 2 Kolaka Melalui Implementasi Kurikulum 2013, Tesis Program Studi Pendidikan Agama Islam, Institut Agama Islam Negeri Kendari, Pembimbing I. Dr. Hj. St. Hasniyati Gani Ali, M.Pd.I, Pembimbing II. Dr. H. Moh. Yahya Obaid, M.Ag. Penelitian ini membahas tentang peningkatan kinerja guru dan prestasi belajar PAI siswa Madrasah Ibtidaiyah Negeri 2 Kolaka melalui implementasi kurikulum 2013. Tujuan penelitian ini adalah untuk mengetahui, menganalisis, dan mendeskripsikan beberapa hal, yaitu peningkatan kinerja guru dan prestasi belajar siswa melalui implementasi kurikulum 2013 pada Madrasah Ibtidaiyah Negeri 2 Kolaka, serta hambatan yang dihadapai dalam implementasi kurikulum 2013 pada Madrasah Ibtidaiyah Negeri 2 Kolaka. Jenis penelitian ini menggunakan pendekatan kualitatif. Data-data yang diperoleh melalui fakta yang ada dilapangan dengan teknik observasi, wawancara sdan dokumentasi. Data-data yang diperoleh kemudian dianalisis melalui tiga jalur kegiatan yaitu reduksi data, penyajian data dan penarikan kesimpulan. Pengecekan keabsahan data dilakukan dengan cara perpanjangan waktu penelitian, ketekunan pengamatan, dan triangulasi data. Hasil penelitian mengugkapkan bahwa (1)peningkatan kinerja guru Madrasah Ibtidaiyah Negeri 2 Kolaka melalui implementasi kurikulum 2013 adalah cukup baik yang ditandai dengan tiga indikator utama yaitu perencanaan guru senantiasa menyiapkan Rencana Pelaksanaan Pembelajaran (RPP )sebelum mengajar dalam kelas, pelaksanaan proses pembelajaran guru senantiasa mengacu pada langkahlangkah kegiatan yang ada dalam RPP, dan penilaian dalam proses pembelajaran untuk mengukur sampai di mana tujuan pembelajaran tercapai. (2 ) Peningkatan prestasi siswa pada al-Qur’an Hadis adalah baik yang tertuang dalam rapor siswa kurikulum 2013. (3)Hambatan yang dihadapi pihak guru dari segi penilaian masih dirasakan rumit dan solusinya dengan mengadakan pendampingan atau pelatihan kurikulum 2013, hambatan dari siswa masih ada yang belum lancar membaca alQur’an dan solusinya dengan memberikan motivasi dan semangat, mengadakan komunikasi atau kerja sama dengan orang tua siswa, kemudian dibentuk Taman Pendidikan al-Qur’an (TPQ ), hambatan sarana prasarana dengan terbatasnya buku siswa yang telah disiapkan oleh pemerintah dan solusinya dengan memaksimalkan buku yang ada serta mengkopi hasil download yang disiapkan guru, hambatan ruang kelas yang terbatas kepala sekolah dan komite madrasah berusaha menambah gedung/ruang kelas. Implikasi penilitian ini adalah dapat memberikan referensi bagi guru Pendidikan Agama Islam khususnya mata pelajaran al-Qur’an Hadis untuk meningkatkan kinerja dan prestasi belajar siswa dalam proses pembelajaran, juga diharapkan dapat memberikan sumbangsih kepada madrasah atau lembaga pendidikan sebagai usaha dalam meningkatkan mutu pendidikan. ABSTRACT Muhammad Nasrullah, 16040202042, The Improvement of the Teacher' Performance and Students' Achievement on Studying Islamic Education Subject of MIN 2 Kolaka Throug the Curriculum of 2013 Implementation. Thesis of Islamic Education Study Program, State Institute of Islamic of Kendari. First Consultant, Dr. Hj. St. Hasniyati Gani Ali, M.Pd.I, Second Consultant, Dr. H. Moh. Yahya Obaid, M.Ag. The research discussed about the Improvement of the teacher's performance and students' achievement on studying islamic education through the curiculmn of 2013. The objective of the research was to find, analyze, and describe several things, were the Improvement of the teacher's performance through curriculum of 2013 implemenation on MIN 2 Kolaka, the Improvement of the students' achievement through curriculum of 2013 implemenation, and the problem was faced in implementing the curriculum of 2013 in MIN 2 Kolaka. The type of the research used qualitatif approach. The data was obtained through the fact by using techique of observation and interview, as well as documentation. The data was obtained then analyzed through three ways activity were data reduction, data interpretation, and conclussion. Checking the validity of data was done by way of time extension, researching, and triangulation of data. The result of the research revealed that (1) the Improvement of the teacher's performance of MIN 2 Kolaka through implementing the curriculum of 2013 was good enough signed by three principal indicators were teacher's planning always prepair the lesson plan before teaching in the classroom, learning process implemenation always refer to the steps of activity on the lesson plan, and the assesment in learning process to measure the extent to which learning objectives were achieved. (2 ) the Improvement of students' achievement on Alquran hadis was good which was contained on the book of the report card students of the curriculum of 2013. (3)the obstacles faced by the teacher in terms of assesment still felt complicated and the solution is to hold a mentoring or training curriculum of 2013, the resistance of the students is there are still not fluent in reciting al-Qur’an and the solution is to give motivation and spirit, to hold communication or cooperation with students’ parents, then formed al-Qur’an education center, barriers infrastructure with limited student book has been prepared by the government an the solution is maximizing an existing books as well as copying the download result that prepared by the teachers, the solution of the limited classroom is the headmaster and the committee of school trying to add bulding/ classroom. The implication of this research is to provide a reference for the teachers of Islamic Education in particular subjects of the qur'an Hadits to improve the performance and learning achievements of students in the learning process, it is also expected to contribute to the School or educational institution in an effort to improve the quality of education. ﺚﺤﺒﻟا ﺺﺨﻠﻣ ﻦﯾد ﺔﯿﺑﺮﺘﻟ سرﺪﻟا ﺐﻗﺎﻨﻣ و سرﺪﻤﻟا ﺔﯿﺋاﺪﺘﺑﻹا ﺔﺳرﺪﻤﻟا ١٦٠٤٠٢٠٢٠٤٢ ﷲ ﺮﺼﻧ ﺪﻤﺤﻣ , ءادأ ﺮﯾﻮﻄﺗ , ﺞﮭﻨﻣ ﻖﯿﺒﻄﺗ ﺔﻘﯾﺮﻄﺑ ﺎﻛﻻﻮﻛ ﺔﺳارﺪﻟا ﺔﯿﻣﻮﻜﺤﻟا ﺔﯿﻣﻼﺳﻹا بﻼﻄﻟ مﻼﺳﻹا  ﺔﯿﻣﻼﺳﻹا ﺔﻌﻣﺎﺠﻟا ﺔﯿﻣﻼﺳﻹا ﺔﯿﺑﺮﺘﻟا ﺔﺳارﺪﻟا ﻢﺴﻘﻟ ﻰﻤﻠﻌﻟا ﺚﺤﺒﻟا ىراﺪﻨﻛ ,  ﻰﻠﻋ ﻰﻧﺎﻏ ﻰﺗﺎﯿﻨﺴﺣ ﻰﺘﺳ ﺔﺟﺎﺤﻟا , فﺮﺸﻤﻟا , فﺮﺸﻤﻟا / د د / ﻰﯿﺤﯾ جﺎﺤﻟا ﺪﯿﺋﺎﺑأ . ﻦﯾد ﺔﯿﺑﺮﺘﻟ سرﺪﻟا ﺐﻗﺎﻨﻣ و سرﺪﻤﻟا ﺔﯿﺋاﺪﺘﺑﻹا ﺔﺳرﺪﻤﻟا ءادأ ﺮﯾﻮﻄﺗ ﻦﻋ ﻰﻤﻠﻌﻟا ﺚﺤﺒﻟا اﺬھ ﺚﺤﺑ ﺞﮭﻨﻣ ﻖﯿﺒﻄﺗ ﺔﻘﯾﺮﻄﺑ ﺎﻛﻻﻮﻛ ﺔﺳارﺪﻟا ﺔﯿﻣﻮﻜﺤﻟا ﺔﯿﻣﻼﺳﻹا بﻼﻄﻟ مﻼﺳﻹا  ﻰھ و ءﺎﯿﺷﻷا ﻒﺻو و ﻞﯿﻠﺤﺗ و ﺔﻓﺮﻌﻤﻟ ﻲھ ﺚﺤﺒﻟا اﺬھ ﻦﻣ ف .اﺣﺪا  : ﺔﺳارﺪﻟا ﺞﮭﻨﻣ ﺔﻘﯾﺮﻄﺑ سرﺪﻤﻟا ﺔﯿﻠﻤﻋ ﺮﯾﻮﻄﺗ ﺔﯿﻣﻮﻜﺤﻟا ﺔﯿﺋاﺪﺘﺑﻹا ﺔﺳرﺪﻤﻟا ﻰﻓ   ﺔﯿﺋاﺪﺘﺑﻹا ﺔﺳرﺪﻤﻟا ﻰﻓ ﺔﯿﻣﻮﻜﺤﻟا ﺔﺳارﺪﻟا ﺞﮭﻨﻣ ﺔﻘﯾﺮﻄﺑ بﻼﻄﻟا سرد ﺐﻗﺎﻨﻣ ﺮﯾﻮﻄﺗ ﺎﻛﻻﻮﻛ  , ﺔﺳرﺪﻤﻟا ﻰﻓ ﺔﯿﺋاﺪﺘﺑﻹا ﺔﺳارﺪﻟا ﺞﮭﻨﻣ ﻖﯿﺒﻄﺗ ﻰﻓ ﻞﺑﺎﻘﺗ ﻰﺘﻟا ﺔﺒﻘﻌﻟا و  ﺎﻛﻻﻮﻛ  , ﺔﯿﻣﻮﻜﺤﻟا  ﺎﻛﻻﻮﻛ . و ﺔﻈﺣﻼﻤﻟا ةروﺎﺼﻤﻟا و ﺔﻠﺑﺎﻘﻤﻟا ﺞﮭﻨﻤﺑ ﺐﻌﻠﻤﻟا ﻰﻓ ﺔﻘﯿﻘﺣ ﻦﻣ تﺎﻧﺎﯿﺒﻟا ﺪﺟﻮﺗ ﺔﯿﻋﻮﻧ ﺔﺒﻗاﺮﻣ ﺚﺤﺒﻟا اﺬھ تﺎﻧﺎﯿﺒﻟا ضﺮﻋ و ضﺎﻔﺨﻧإ ﺔﻄﺸﻧأ ﺔﺛﻼﺜﺑ تﺎﻧﺎﯿﺒﻟا ﻞﻠﺤﺗ ﻢﺛ , ﻢﺛ تﺎﻧﺎﯿﺒﻟا ﺺﯿﻠﺨﺗ : , ﺚﯿﻠﺜﺗ و ﺔﻈﺣﻼﻤﻟا ﺚﺤﺒﻟا تﺎﻗوأ ﻞﯾﻮﻄﺘﺑ تﺎﻧﺎﯿﺒﻟا ﺔﺤﺻ ﺺﺤﻓ , ةﺮﺑﺎﺜﻣ تﺎﻧﺎﯿﺒﻟا . . ﺔﯿﻣﻮﻜﺤﻟا ﺔﯿﻣﻼﺳﻹا ﺔﯿﺋاﺪﺘﺑﻹا ﺔﺳرﺪﻤﻟا سرﺪﻣ ﺚﺤﺒﻟا ﺞﺋﺎﺘﻧ . ( ءادأ  ﺮﯾﻮﻄﺗ  تاﺮﺷﺆﻣ ﺔﺛﻼﺜﺑ فﺮﻌﯾ ﺔﺳارﺪﻟا ﺞﮭﻨﻣ ﻖﯿﺒﻄﺗ ﺔﻘﯾﺮﻄﺑ ﺎﻛﻻﻮﻛ  ﺪﯿﺟ : ﺮﯿ ﺔﺳارﺪﻟا ﺬﯿﻔﻨﺗ ﺮﯿﺑﺪﺗ ﺪﻌﯾ لاز ﺎﻣ ىﺬﻟا سرﺪﻤﻟا ﺑﺪﺗ , , ﻞﺼﻔﻟا ﻰﻓ ﺲﯾرﺪﺗ ﻞﺒﻗ , لاز ﺎﻣ سﺎﯿﻘﻟ ﺔﺳارﺪﻟا ﺔﯿﻠﻤﻋ ﻰﻓ ﻢﯿﯿﻘﺗ و ﺔﺳارﺪﻟا ﺬﯿﻔﻨﺗ ﺮﯿﺑﺪﺗ ﻰﻓ تاﻮﻄﺨﻟا ﻰﻟا ﻊﺟﺮﯾ سرﺪﻤﻟا ﻞﺼﺤﯾ ىﺬﻟا ﺔﺳارﺪﻟا فﺪھ ( )ر ﺪﯿﺟ ﺚﯾﺪﺤﻟا و ناﺮﻘﻟا ةدﺎﻣ ﻰﻓ بﻼﻄﻟا ﺐﻗﺎﻨﻣ ﺮﯾﻮﻄﺗ , ﺔﺳارﺪﻟا ﺞﮭﻨﻣ ﻰﻓ . ( . بﻼﻄﻠﻟ تﺎﺟرﺪﻟا ﻒﺸﻛ ﻰﻓ بﻮﺘﻜﻣ ىﺬﻟا . ( ﻰﺘﻟا ﺔﺒﻘﻌﻟا ﺎﺒﻌﺻ لازﺎﻣ ﻢﯿﯿﻘﺘﻟا ﺔﯿﺣﺎﻧ ﻦﻣ سرﺪﻤﻟا ﺎﮭﻠﺑﺎﻘﯾ  . ﻲﺳارﺪﻟا ﺞﮭﻨﻤﻟا ﺐﯾرﺪﺗ ﺔﻣﺎﻗإ ﮫﻟﻮﻠﺣ و , ﻢﮭﻌﯿﺠﺸﺘﺑ ﺔﻣﺎﻗإ ﮫﻟﻮﻠﺣ و ناﺮﻘﻟا ةءاﺮﻗ ﻰﻓ ﻊﺘﻌﺘﺘﯾ ﻦﻣ ﻢﮭﻨﻣ ﺬﯿﻣﻼﺘﻟا ﻦﻣ ﺔﺒﻘﻌﻟا ,و  , ناﺮﻘﻟا ﺔﯿﺑﺮﺗ ﺔﺿور ﺔﻣﺎﻗإ ﻢﺛ ﺬﯿﻣﻼﺘﻟا يﺪﻟاو ﻊﻣ نوﺎﻌﺘﻟا ﺔﻣﺎﻗإ و , ( ﻖﻓاﺮﻣ ﺔﺒﻘﻋ تق ) ةدﻮﺟﻮﻤﻟا ﺐﺘﻜﻟا ماﺪﺨﺘﺳا ﮫﻟﻮﻠﺣ و ﺔﻣﻮﻜﺤﻟا ﺎﮭﺗﺪﻋأ ﻰﺘﻟا ﺬﯿﻣﻼﺘﻟا ﺐﺘﻛ تدﺪﺤﺗ ﺔﯿﺘﺤﺘﻟا ﺔﯿﻨﺒﻟا ﯾﻮﺼﺗ و ﺎﻤﯿﻈﻌﺗ ةدوﺪﺤﻤﻟا ﺔﯿﺳارﺪﻟا لﻮﺼﻔﻟا ﺔﺒﻘﻋ سرﺪﻤﻟا ﺎھﺪﻋأ ﻰﺘﻟا ﻞﯿﻤﺤﺘﻟا ﺔﻠﺻﺎﺣ ﺮ , ﻰﺳارﺪﻟا ﻞﺼﻔﻟا . ةدازإ ﺔﻨﺠﻠﻟا و ﺔﺳرﺪﻤﻟا ﺮظﺎﻧ لوﺎﺤﯾ . ةدﺎﻤﻟ ﺔﺻﺎﺧ ﻰﻣﻼﺳﻹا ﻦﯾﺪﻟا ﺔﯿﺑﺮﺗ سرﺪﻤﻟ ﻊﺟاﺮﻤﻟا ءﺎﻄﻋإ ﺚﺤﺒﻟا اﺬھ ﻦﻣ ﺞﺋﺎﺘﻨﻟا ﻟا تﺎﯿﻠﻤﻋ ﻰﻓ ﺔﺳارﺪ بﻼﻄﻠﻟ ﺔﺳارﺪﻟا ﺔﻠﺻﺎﺣ و ءادﻷا ﺮﯾﻮﻄﺘﻟ ﺚﯾﺪﺤﻟا و ناﺮﻘﻟا . و ﺔﯿﺑﺮﺘﻟا ﺔﻤﯿﻗ ﺮﯾﻮﻄﺗ ﻰﻓ ﺎﺑﺎﺴﺘﻛا ﺪﮭﻌﻤﻟا وأ ﺔﺳرﺪﻤﻠﻟ تﺎﮭﻣﺎﺴﻤﻟا ﻲﻄﻌﯾ نأ ﺎﻀﯾأ ﻰﺟﺮﯾ .

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