Implementasi pembelajaran PAI dengan pendekatan Model Team Teaching (Tim Mengajar) dalam Meningkatkan Prestasi Belajar Siswa
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstrak Penelitian ini bertujuan: 1) untuk mengetahui perencanaan pembelajaran team teaching. 2) Untuk mengetahui pelaksanaan pembelajaran team teaching. 3) untuk mengetahui Perstasi Belajar Siswa Di SDIT AL-Fityan School Gowa. Penelitian ini bersifat kualitatif dengan menggunakan observasi, wawancara dan dokumentasi sebagai metode mengumpulkan data. Kemudian aktivitas dalam analisis data yaitu reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian ini menunjukkan: 1) Implementasi pembelajaran team teaching berpedoman pada RPP dan Silabus, guru bidang studi berkolaborasi dengan guru bidang studi Pendidikan Agama Islam yang sama-sama mengajar dalam satu level atau kelas lain dalam menyusun RPP menentukan metode serta media yang akan digunakan yang disesuaikan dengan materi yang akan diajarkan. 2) Pelaksanaan pembelajaran team teaching menggunakan jenis semi team teaching sejumlah guru mengajar mata pelajaran yang sama di kelas yang berbeda, perencanaan materi dan metode yang digunakan juga disepakati bersama oleh guru team teaching. 3) Prestasi belajar siswa merupakan hasil evaluasi yang digunakan delam mengukur hasil belajar siswa dengan menggunakan berbagai jenis evaluasi untuk melihat peningkatan hasil belajar dari setiap evaluasi yang diberikan. Kata Kunci: Implementasi Pembelajaran Pendidikan Agama Islam (PAI), Team Teaching (Tim Mengajar), prestasi belajarAbstract This study aims: 1) to determine team teaching lesson plans. 2) to find out the implementation of team teaching learning. 3) to find out student achievement at SDIT Al-Fityan School Gowa. This study is a qualitative by using an observation, interviews and documentation as a method of collecting data. Then, the activity in analyzing data is data reduction, data presentation and conclusion drawing. The results of this study indicate: 1) Implementation of team teaching learning is guided by Lesson Plans and Syllabus, subject matter teachers collaborate with Islamic Education subject teachers who both teach in one level or another class in preparing lesson plans to determine methods and media to be used that are tailored to the material that will taught. 2) The implementation of team teaching learning using a semi-team teaching type a number of teachers taught the same subjects in different classes, the material planning and methods used were also agreed upon by the team teaching teacher. 3) Student learning achievement is the result of evaluations used in measuring student learning outcomes by using various types of evaluations to see the improvement in learning outcomes from each evaluation given. Keywords: Implementation of Islamic Education Learning (PAI), Team Teaching, Learning Achievement.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.000 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.007 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it