ALL STAR

Data Collection Techniques Through Questionnaire

<div style="text-align: center;">
<span title="MAKALAH

">PAPERRESEARCH METHODS I </div>
About <span title="1

">Data Collection Techniques Through Questionnaire <span title="Oleh

">By <span title="Kelompok XII

">Group XII Jamal Pentri BP. 409 131Zeni Mardesnita BP. 409. 223Febri Irhamna BP. <span title="409. 126

">409. 126 SupervisorDr. <span title="H. Gusril Kenedi, M. Pd

">H. Gusril Kenedi, M. Pd ISLAMIC EDUCATION DEPARTMENT MANAGEMENT (MPI)Faculty of MTState Islamic Institute (IAIN)Imam Bonjol Padang<span title="T.A 2011 M/ 1432 H

">T.A 2011 AD / 1432 H <span title="T.A 2011 M/ 1432 H

"> <span title="KATA PENGANTAR

">FOREWORD Assalamuilaikum wr.wbSpoken
 praise and gratitude to Allah, who has given his grace and guidance, so
 it has been able to complete this paper well and smoothly. <span title="Shalawat dan Salam juga tidak lupa diucapkan kepada Nabi Muhammad Saw, sebagai Uswah dalam kehidupan, juga kepada keluarga, dan pengikutnya sampai akhir zaman.

">Prayers and greetings also not forget the spoken to the 
Prophet Muhammad, as Uswah in life, as well as to the family, and his 
followers until the end of time.          In
 the completion of this paper is inseparable from the support and 
guidance of various parties, especially the supervisor courses Research 
Methods I (MP.1) the father of Dr. H. Gusril Kenedi, M. Pd, until the completion of this paper well. <span title="Untuk itu juga diucapkan terima kasih kepada beliau serta juga kepada semua pihak yang telah berkonstribusi hingga terbitnya makalah ini.

">For that also say thank you to him and also to all those who have to contribute to the publication of this paper.          <span title="Sepenuhnya kami menyadari bahwa makalah ini masih jauh kesempurnaan keilmiahannya, untuk itu sangat diharapkan kritik dan saran dari semua pihak yang bersifat membangun, sehingga kedepannya lebih baik lagi, sebelumnya diucapkan terima kasih.
         ">We are fully aware that this paper still much perfection 
keilmiahannya, it is expected to criticism and suggestions from all 
parties constructive, so that future better yet, before say thank you.          <span title="Wassalamualaikum wr.wb

">Wassalamu alaikum warahmatullahi wabarakatuh                                                                                                <span title="Padang, 30 September 2011

">Padang, 30 September 2011                                                                                                                                           <span title="Pemakalah

">Speakers <span title="DAFTAR ISI

">TABLE OF CONTENTS<span title="KATA PENGANTAR………………………………..... .

">FOREWORD………………………………..... .<span title="DAFTAR ISI…………………………………………..... .

">TABLE OF CONTENTS…………………………………………..... .CHAPTER I INTRODUCTION …………………………2.1 Definition Questionnaire .........................................2.2 Types Questionnaire ........................................Principle 2.3 Preparation .......................... Questionnaire.2.4 Strengths and Weaknesses Questionnaire ................          CHAPTER II DISCUSSION…………………………….          CHAPTER III CLOSING             3.1 Conclusion ....................................... ..           <span title="3.2 Saran………………………………………....

">3.2 Advice ............................................. .... <span title="DAFTAR PUSTAKA

">BIBLIOGRAPHY PORKPRELIMINARYResearch is a way to solve the problem of the-problem of the most complicated to broaden the horizon of knowledge. A
 good candidate for preparing undergraduate thesis, Thesis or 
Dissertation will always use scientific research to support obtaining a 
degree of discipline is practiced. Thus, the study hakekaktnya it is a way of thinking and not merely 
collects data notwithstanding the many, but mengolanya thus revealed its
 meaning.The research ultimately aims to seek the truth. Certainly anyone who makes paper, thesis, dissertation or other forms of research should have a scientific attitude. Scientific research using rare-step commonly used in the settlement of the problem of the method or problem solving. In Chapter II of this paper, we wrote about the technique of collecting data through questionnaires. <span title="Semoga bermanfaat bagi kita semua sebagai insan akademisi.

">May be useful for all of us as human beings academia.                                                                       CHAPTER II<span title="PEMBAHASAN

">DISCUSSION2.1 Definition Questionnaire<span title="Angket atau kuesioner merupakan teknik pengumpulan data yang dilakukan dengan cara memberikan seperangkat pertanyaan atau pernyataan tertulis kepada responden untuk dijawabnya.[1] Di lain sumber disebutkan bahwa angket ialah alat penelitian berupa daftar pertanyaan untuk memperoleh keterangan dari sejumlah responden.[2] Angket dapat dikirimkan">Questionnaire
 or questionnaire is the technique of data collection is done by 
providing a set of questions or a written statement to the respondent to
 answer. [1] On the other sources mentioned that the questionnaire is a 
research tool in the form of a list of questions to obtain information 
from a number of respondents. [2] The questionnaire can be sent by mail or filled in the presence of researchers or others who helped him.Desired information contained in thoughts, feelings, attitudes or human behavior that can be fished through a questionnaire. Respondents were selected according to specific sampling, must have knowledge or information we need. Besides, he should be willing to provide that information at the expense of time and energy.The
 questionnaire does not need to be used when information can be obtained
 through dokumetasi, minsalnya list of pupils, the figures reported, and
 so on. Also for the things that are personal or sensitive interview better use of the questionnaire. <span title="Bila hal-hal sensitif dimasukkan dalam angket, minsalnya mengenai sikapnya terhadap atasan, pekerjaan, agama atau suku lain, responden mungkin tidak bersedia.

">When sensitive matters included in the questionnaire, minsalnya about 
his attitude towards the boss, occupation, religion or any other tribe, 
the respondent may not be willing.2.2 Types QuestionnaireBased on the form of questions in the questionnaire can be divided into three types, namely: [3]1. Open-ended questions (open quetions)Open
 question is a question in which respondents were given the freedom as 
possible to answer the question in accordance with the language and 
logic of them. The same thing was also stated that the open questions is a freedom that is given to the respondent to answer questions [4]. Minsalnya: Yanga penalty if you consider the most sserasi if students do not make her homework?So is the length of the short answer given left entirely to the respondent. Open question is the same as the essay question on the evaluation of learning outcomes.2. Question closed (closed quetions)Tetutup
 question is kebalikkan of open-ended questions, in which the respondent
 only has a closed question "option" or choice answers have been 
provided. <span title="Hal senada juga dinyakan bahwa pertanyaan tertutup ialah pertanyaan yang disertai oleh pilihan jawaban yang telah ditentukan oleh peneliti, yakni dapat berbentuk 'ya' atau 'tidak', dapat pula berbentuk sejumlah alternatif atau pilihan ganda.[5]
">The same thing also dinyakan that closed questions are questions 
accompanied by a choice of answers that have been determined by 
researchers, which can be in the form of a 'yes' or 'no', can also form a
 number of alternative or multiple choice. [5]There are two examples of a theory that can be used in tetutup question, namely:a) Likert style formats; twig scales. With this format, the respondents were asked to choose one option were
 provided bekanaan with a statement or question that precedes the 
options.Example:Nobody can really feel how the pain of the wars, but experience it for yourself.a. Strongly agreeb. Agreec. Can not decided. Disagreee. Strongly disagreeb) Semantic differential. This form is the respondents were asked to choose or put the choice 
between the two adjectives that are on the continuum and the two 
extremes. [6]3. The combination of open and closed questions<span title="Dimana disamping menyediakan options jawaban dalam angket, peneliti juga menyediakan satu options atau ruang kosong bagi responden untuk diisi bila options jawaban yang telah disediakan tidak mencakup informasi yang akan diberikan.

">Where options besides providing answers in the questionnaire, the 
researchers also provide the options or a blank space for respondents to
 be filled if the answer options that have been provided do not include 
information that will be provided. 2.3 Principles of Writing and Preparation QuestionnaireUma Sakran reveal some of the principles in the writing and 
preparation of the questionnaire as data collection techniques, namely:a. Content and objectives questions<span title="Maksudnya adalah, apakah isi pertanyaan merupakan bentuk pengukuran atau bukan, kalau ia, dalam membuat pertanyaannya harus teliti namun skala pengukuran dan jumlah itemnya juga mencukupi untuk mengukur variabel dengan teliti.
">The point is, whether the content of the question is a form of 
measurement or not, if he, in making the question should be thorough but
 the scale of measurement and the item number are also sufficient to 
measure variables carefully.b. The language usedThe language used in the questionnaire respondents should pay 
attention to education, social and cultural circumstances, and the 
"frame of reference" of the respondents.c. Types and forms of questionsTypes of questions in the questionnaire may be open or closed, (if in 
the interview: structured and unstructured) and can use traditional 
forms of positive and negative sentences.d. Question unambiguousEach question in the questionnaire do not double (double-barreled) so as make it difficult for respondents to answer.e. Did not ask who had forgottenEach question in the questionnaire instrument, should not ask the 
things that if the respondent had forgotten, or questions that require 
answers with a heavy thinking.f. Pertaanyaan not mengiringQuestions in the questionnaire should also not mengiring kejawaban the fine or to a bad course.g. Long questionsQuestions in the questionnaire should not be too long, so it will make a saturated respondents in filling. Suggested empirically adequate number of questions is between 20 s / d 30 questions.h. The order of questions  <span title="urutan pertanyaan dalam angket, dimulai dari yang umum menuju ke hal yang sepesifik, atau dari yang mudah menuju ke hal yang sulit, atau diacak.

">the order of questions in the questionnaire, starting from a common 
heading Specific things, or of easily lead to a difficult thing, or 
scrambled. i. The principle of measurementQuestionnaire respondents were given the research instruments, which are used to measure lift variables studied.j. The physical appearance of the questionnaireThe physical appearance of the questionnaire as a data collection tool
 will affect the response or the seriousness of the respondents in 
filling out the questionnaire. [7]In connection with the preparation of this questionnaire, DA de Vaus provide some seran as follows:a. Language should be simple.b. Questions should be short.c. Questions should be clear question.d. Questions do not direct or affect the respondent.e. Avoid negative questions.f. Questions should pay attention to the knowledge of the respondents.g. Questions should be understood by all respondden.h. The question should not contain prestige bias.i. Avoid questions were ambiguous.j. Questions do not push or menharuskan respondent to argue, that actually do not know.k. Questions should be asked to consider whether to ask is "personal" or "impersonal".l. <span title="Perlu diperhatikan apakah pertanyaan harus dijawab dengan detail atau narasi verbal atau cukup dalam bentuk kategori seperti tes objektif.[8]

">It should be noted whether the question should be answered in detail 
or narrative verbal or simply into categories like objective tests. [8]2.4 Strengths and Weaknesses QuestionnaireA. Excess questionnaire1) An efficient data collection techniques because researchers know 
for certain variables to be measured and to know what to expect from the
 respondents.2) Questionnaire is suitable for a large number of respondents were fairly broad and scattered in the region.3) Questionnaire can be either open or closed so that the question can
 be given to the respondent directly or can be sent by mail, or the 
Internet.4) Establishment of direct contacts between researcher and respondent 
will create a fairly good condition, so that respondents will 
voluntarily memberkan dat objectively and quickly. [9]5) The advantage of the open questionnaire answer is that variations 
deterima not previously suspected by investigators to expand his 
horizons.<span title="6) Sedangkan angket tertutup memeliki beberapa keuntungan yaitu mudah diisi kerena responden tak perlu menuliskan buah pikirannya, tidaj memerlukan waktu yang banyak untuk mengisinya, lebih besar harapan akan dikembalikan dan mudah diolah.[10]
">6) While the enclosed questionnaire to own some of the advantages that
 easily filled the respondents because they do not need to write down 
his thoughts, tidaj require a lot of time to fill, greater expectations 
will be restored and easily processed. [10]Selo sumarjan suggest several advantages questionnaire as data collectors, namely:<span title="v Angket dapat disusun dengan teliti dan tenang dalam kamar sipeneliti sehingga penyusun serta perumusan pertanyaannya dapat mengikuti suatu sistematik yang sesuai dengan masaalah yang diteliti serta cabang ilmu yang digunakan.
">v The questionnaire can be drafted carefully and quiet in the room 
sipeneliti so compilers as well as the formulation of the question can 
follow a systematic according to the study as well as the problem of the
 branch of science that is used.v In the questionnaire, many responses can be contacted. The important thing is important if researchers want to examine public opinion or people in a community.v To contact the crowds deperlukan relatively short time, therefore 
circulate a questionnaire can be deployed a number of workers collecting
 data in the same time.v Taps questions and answers all written, then the data analysis, the collected data is always easily be rechecked.v People from other fields may also use a questionnaire and the answers to a different analysis. [11]B. Weakness questionnaire<span title="1) Kelemahan dari angket tertutup dapat diketahui pada pilihan jawaban yang mungkin tidak mencakup apa yang terkandung dalam hati responden, sehingga jawaban ynag dipilihnya tidak sepenuhnya sesuai dengan pendapatnya.
">1) The weakness of the enclosed questionnaire can be found in the 
answer choices may not cover what is in the heart of the respondents, so
 the answer ynag chooses not fully comply with the opinion.2) The downside of the open questionnaire can be found on the 
difficulties for respondents to answer because it requires the ability 
to express his thoughts in writing.3) Time to answer one question more, the researchers themselves, cultivate jawanpun cause many difficulties. [12]Besides explaining about the advantages of the questionnaire, as well 
Sumarjan Selo also noted kelemahannay or keterbatasannay is as follows:<span title="v Kerena seua pertanyaan sudah ditetapkan lebih dahulu terutama mengenai isinya, maka sekar sekali untuk menangkap suasana khusus yang ada pada responden yang tidak terpikirkan oleh peneliti sebelumnya yang juga mungkin berpengaruh terhadap penelitian,
">v Because they Seua question has been set in advance, especially 
regarding its contents, then sekar once to capture the special 
atmosphere that existed at the respondent unthinkable by previous 
researchers that also may affect the research,<span title="v Sifat kaku angket tidak atau sedikit sekali memberikan keluasan untuk mengubah susunan pertanyaan agar lebih cocok dengan alam pikiran responden.[13]

">v The nature of rigid questionnaire no or very little give breadth to 
change the order of questions in order to better match the minds of 
respondents. [13] CHAPTER IIICOVER3.1 Conclusion<span title="Pada pembahasan yang tertera pada Bab II diatas tentang cara pengumpulan data melalui angket yang terdiri dari empat itemnya yaitu pengertian, jenis-jenis, prinsip penulisan dan penyusunan serta kelebihan dan kelamahan dari angket, maka dapat disimpulkan sebagai berikut:
">In the discussion contained in Chapter II above on the data collected 
through a questionnaire consisting of four item that definition, types, 
principles of writing and preparation as well as the strengths and 
weaknesses of the questionnaire, it can be concluded as follows:<span title="1. Angket ialah suatu teknik dan alat yang digunakan oleh seorang peneliti untuk mengumpulkan data dengan mengunakan daftar pertanyaan atau pernyataan tertulis untuk memperoleh keterangan dari sejumlah responden untuk dijawabnya.
">1. Questionnaire is a technique and tools used by researchers to 
gather data by using questionnaires or written statement to obtain 
information from a number of respondents to answer.2. The types of questionnaire were classified in three types in terms of the form of the question is; questionnaire open, closed, and a combination of both.3. Principles and the preparation of a questionnaire basically there are only five, namely; introductory part, the sort order of questions, the form of the 
question, the principle of measurement as well as the physical 
appearance of the questionnaire.<span title="4. Sedangkan mengenai kelebihan dan kelemahan angket dapat didasarka pada waktu yang terpakai, data yang didapat serta pengolahan datanya.

">4. As for the strengths and weaknesses of the questionnaire can be 
didasarka the time spent, the data obtained and the data processing.3.2 Suggestions<span title="Demikialah makalah ini dibuat dengan sebagaimana mestinya, namun juga tidak terlepas dari saran dan kritikan yang membangun dari pemabaca yang budiman untuk penyempurnaan keilmiahan makalah ini dimasa yang akan datang.">Demikialah
 this paper made with as they should, but can not be separated from the 
advice and constructive criticism of pemabaca dear to the improvement of
 these scholarly papers in the future. We hope the big, hopefully this paper bermamfaat for us all. <span title="Amiin

">Ameen <span title="DAFTAR PUSTAKA

">BIBLIOGRAPHYDA. de. Vaus, Surveys in Social Research, London: Unwin Hyman, 1990Drs. Hadeli, MA, Educational Research Methods, Padang: Baitul Hikmah Press, 2001Koentjaraningrat, Method-meode Research Society, Jakarta: Gramedia, 1990Prof. Dr. Nasution.S, MA, Research Methods (Scientific Research). Bandung: Jemmars, 1991Prof. Dr. <span title="Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif,Kualitatif, Dan R&D, Jakarta: Alfabeta, 2009

">Sugiyono, Approach Educational Research Methods Quantitative, Qualitative, and R & D, Jakarta: Alfabeta 2009 [1] Prof. Dr. Sugiyono, Education Research Methods / Approach Quantitative, Qualitative, and R & D, (Bandung: Alfabeta 2009) cet. 7, h.199[2] Prof. Dr. S. Nasution, MA, Research Methods (Scientific Research), (Bandung: Jemmars, 1991) cet. 3, p. 169[3] Drs. Hadeli, MA, Educational Research Methods, (Padang: Baitul Hikmah presss, 2001) cet.1, h. 73-77[4] Op Cit, S. Nasution, h. 170[5] Ibid, S. Nasution, p. 170[6] Op Cit, Hadeli, h.74[7] Op Cit, Sugiyono, p. 200-203[8] DA. de. Vaus, Surveys in Social Research, (London: Unwin Hyman, 1990), h.83-85[9] Ibid, Sugiyono, hl. 199-200[10] Ibid, s. Nasution, h.170-10[11] Koentjaraningrat, Method-meode Research Society, (Jakarta: Scholastic, 1990), h.173[12] Ibid, S. Nasution, p. 171[13] Ibid, Koentjaraningrat, p. 173 
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Data Collection Techniques Through Questionnaire

PAPER RESEARCH METHODS I About Data Collection Techniques Through Questionnaire By Group XII Jamal Pentri BP. 409 131 Zeni Mardesnita BP...

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00.21

History of Islamic Education In Islamic Education Growth Period

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 </div>
<div style="text-align: center;">
PAPERHISTORY OF ISLAMIC EDUCATION </div>
<div style="text-align: center;">
About<span title="“Sejarah Pendidikan Islam Pada Periode Pertumbuhan Pendidikan Islam”

"> <span title="“Sejarah Pendidikan Islam Pada Periode Pertumbuhan Pendidikan Islam”

"> </div>
<div style="text-align: center;">
 </div>
<span title="“Sejarah Pendidikan Islam Pada Periode Pertumbuhan Pendidikan Islam”

">History of Islamic Education In Islamic Education Growth Period <span title="Oleh

">By Group V  <span title="M. Rusdi 409.272

">M. Rusdi 409 272 Jamnisef 409 189Zeni Mardesnita 409 223Septika Hasyani 409 229<span title="Mike Aisyah 409.049

">Mike Aisyah 409 049 SupervisorDr. <span title="Rehani, M. Ag

">Rehani, M. Ag ISLAMIC EDUCATION DEPARTMENT MANAGEMENT (MPI)Faculty of MTState Islamic Institute (IAIN)Imam Bonjol Padang<span title="T.A 2012 M/ 1433 H

">T.A 2012 AD / 1433 H <span title="T.A 2012 M/ 1433 H

"> <span title="KATA PENGANTAR

">FOREWORD Assalamuilaikum wr.wbSpoken praise and gratitude to Allah, who has given his grace and guidance, so that the paper can be completed smoothly. <span title="Shalawat dan Salam juga tidak lupa diucapkan kepada Nabi Muhammad Saw, sebagai Uswah dalam kehidupan, juga kepada keluarga, dan pengikutnya sampai akhir zaman.

">Prayers and greetings also not forget the spoken to the 
Prophet Muhammad, as Uswah in life, as well as to the family, and his 
followers until the end of time.          In
 the completion of this paper is inseparable from the support and 
guidance of various parties, especially the supervisor subjects History 
of Islamic Education (SPI), namely Dr. Rehani, M. Ag, until the completion of this paper well. <span title="Untuk itu diucapkan terima kasih kepada beliau dan juga kepada semua pihak yang telah berkonstribusi hingga terbitnya makalah ini.

">For that say thank you to him and also to all those who contribute to the publication of this paper.          <span title="Sepenuhnya kami menyadari bahwa makalah ini masih jauh kesempurnaan keilmiahannya, untuk itu sangat diharapkan kritik dan saran dari semua pihak yang bersifat membangun, sehingga kedepannya lebih baik lagi, sebelumnya diucapkan terima kasih.
         ">We are fully aware that this paper still much perfection 
keilmiahannya, it is expected to criticism and suggestions from all 
parties constructive, so that future better yet, before say thank you.          <span title="Wassalamualaikum wr.wb

">Wassalamu alaikum warahmatullahi wabarakatuh                                                                                    <span title="Padang, 24 Januari 2012

">Padang, January 24, 2012                                                                                           <span title="Pemakalah

">Speakers <span title="DAFTAR ISI

">TABLE OF CONTENTS<span title="KATA PENGANTAR………………………………..... .

">FOREWORD………………………………..... .<span title="DAFTAR ISI…………………………………………..... .

">TABLE OF CONTENTS…………………………………………..... .<span title="BAB I PENDAHULUAN ………………………..

">CHAPTER I INTRODUCTION ………………………..CHAPTER II DISCUSSION…………………………..           2.1 Background ............................................... ,           2.2 Effect of Leninisasi Against Development                         Islamic thought ...............................................          CHAPTER III CLOSING           3.1 Conclusion ................................................ ....           3.2 Suggestions ................................................ <span title="............

">............ <span title="DAFTAR PUSTAKA

">BIBLIOGRAPHY PORK<span title="PENDAHULUAN

">PRELIMINARYExamines
 the institutions of Islamic education in the early era, meaning a close
 look at the various components and systems as well as the methods used 
in the implementation of education at that time. Judging from the actual history of eye glass creation process of Islamic educational institutions are very democratic. This
 can be seen in the creation of the first man, for example, Allah has 
made dialogue and debate directly to the creation, the angel. As Allah teaches basic competencies for our Ancestors Prophet Adam, various names of objects. At the time of the comprehensive exam between Angel and Prophet Adam 
by God, Adam at that time declared successful mastering basic 
competencies than the Angels.That
 process continues, performed by God in the delivery of revelation to 
the Prophet and His Messenger on the surface of the earth. Although at the time, historical data has not been revealed information agencies such as what is used by God at that time. But the process is carried out through the educational institutions 
have successfully performed change of knowledge and change of value to 
learners, namely the Prophets and Messengers.<span title="Melalui tulisan singkat ini kami akan mencoba membahas pada bab II lebih dalam bagaimana latar belakang lahirnya lembaga pendidikan Islam serta lembaga-lembaganya seperti Shuffah, Kuttab, Halaqah, Masjid, Perpustakaan, Majlis, Rumah-rumah Ulama, Rumah Sakit dan Badiah ( Padang Pasir,">Through
 this short article we will try to discuss in chapter II, more in how 
the background of the birth of Islamic educational institutions as well 
as institutions such as Shuffah, Kuttab, Halaqah, mosque, library, 
Majlis, houses Ulama, Hospitals and Badiah (Desert, <span title="dusun tempat tinggal Badui ).

">Bedouin village residence). CHAPTER II<span title="PEMBAHASAN

">DISCUSSIONA. Background The development of Islamic Education InstitutionsArab
 communities outside the accepted Islam, in general, has been living in a
 culture system that has evolved, exceeds the development of the 
cultural system of the Arabs during the fall of Islam. Islam is a religion of nature, religion is a basic human potential by grounding the instructions of God. <span title="Pendidikan Islam berarti menumbuhkan dan mengembangkan porensi fitrah tersebut dan mewujudkan dalam sistem budaya manusia yang Islami pada masa pertumbuhan kebudayaan Islam, terjadi dialog yang seru antaraa prinsip-prinsip budaya Islami sebagimana yang terangkum dalam al- Quran dengan budaya yang telah berkembang pada masa itu.">Islamic
 education means to cultivate and develop the nature porensi and embody 
the Islamic system of human culture during the growth of Islamic 
culture, the dialogue exciting antaraa principles of Islamic culture 
sebagimana summarized in the Koran to the culture that has developed at 
the time. <span title="Bentuk konkritnya adalah timbulnya berbagai aliran dan mazhab dalam berbagai aspek budaya Islam.

">Concrete forms are the emergence of various schools and schools in various aspects of Islamic culture.<span title="Pendidikan Islam pada hakikatnya ialah proses mewariskan nilai budaya Islam kepada generasi muda dan mengembangkannya sehingga mencapai dan memberikan manfaat maksimal bagi hidup dan kehidupan manusia sesuai dengan tingkat perkembangannya, pendidikan Islam masa pada ini berarti penanaman secara luas nilai dan kebudayaan Islam agar tumbuh dangan suburnya dalam lingkungan">Islamic
 education in essence is the process of passing the value of Islamic 
culture to the younger generations and develop it so as to achieve and 
provide maximum benefits for life and human life in accordance with the 
level of development, Islamic education period on this means planting 
widely values and Islamic culture to grow invitation fertile 
environment <span title="yang lebih luas.

">wider.Arab
 communities outside the accepted Islam, in general, has been living in a
 culture system that has evolved, exceeds the development of the 
cultural system of the Arabs during the fall of Islam. Islam is a religion of nature, religion is a basic human potential by grounding the instructions of God. <span title="Pendidikan Islam berarti menumbuhkan dan mengembangkan porensi fitrah tersebut dan mewujudkan dalam sistem budaya manusia yang Islami pada masa pertumbuhan kebudayaan Islam, terjadi dialog yang seru antaraa prinsip-prinsip budaya Islami sebagimana yang terangkum dalam al- Quran dengan budaya yang telah berkembang pada masa itu.">Islamic
 education means to cultivate and develop the nature porensi and embody 
the Islamic system of human culture during the growth of Islamic 
culture, the dialogue exciting antaraa principles of Islamic culture 
sebagimana summarized in the Koran to the culture that has developed at 
the time. <span title="Bentuk konkritnya adalah timbulnya berbagai aliran dan mazhab dalam berbagai aspek budaya Islam.

">Concrete forms are the emergence of various schools and schools in various aspects of Islamic culture.The companions have problems after Prophet Muhammad's death, such as the question of who and how to replace it. <span title="Sistim poitik dan kepemimpinan ini mengalami perubahan-perubahan pada masa-masa berikutnya dan berakhirnya dengan berhasilnya Muawiyah merebut kekuasaan dan memutuskan bahwa kekhalifahan adalah jabatan yang turun temurun.
">Political exclusion and leadership system is experiencing changes in 
subsequent periods and ending with the success of Muawiyah seized power 
and ruled that the Caliphate is hereditary position.With the development of the political system develops a pattern and the pattern of community life. <span title="Pola kehidupan lama oleh sebagian masyarakat ingin dipertahankan, sehingga menimbulkan permasalahan-permasalahan baru yang dihadapi oleh para sahabat, seperti timbulnya masalah-masalah hukum yang baru sifatnya sehingga mendorong para sahabat untuk menetapkan ketentuan hukum.

">Long life pattern by some people to be maintained, giving rise to new 
problems faced by the friends, such as the emergence of legal problems 
that the new nature so as to encourage the friends to establish legal 
provisions.Faced
 with the theological thought of Christianity that has developed before 
the advent of Islam, it is also developing a system of Islamic thought. Islam arose in the thought that is theological, which later became known as the science of Kalam. At the time of Prophet Muhammad thought not much developed, because of all the problems can be asked directly to him. <span title="Setelah beliau wafat dan umat Islam mengalami berbagai permasalahan baru, maka pemikiran-pemikiran tersebut mulai muncul dan berkembang[1].

">After he died and Muslims experience a variety of new problems, then these thoughts began to emerge and develop [1].Islamic Education Institutions Before Kebangkaitan Madarsah, including:1. Shuffah.At the time of the Prophet, shuffah is a place that is used for educational activities. Usually this place provides the salaries for those newcomers and those who are poor. Here, students are taught to read and memorize the Quran properly and Islamic law under the direct guidance of the Prophet. <span title="Dalam perkembangan berikutnya, sekolah shuffah juga menawarkan pelajaran dasar dasar berhitung, kedokteran, astronomi, dan geologi[2].

">In the next development, the school also offers lessons shuffah basic 
fundamentals of arithmetic, medicine, astronomy, and geology [2].2. Al Kuttab / Maktab<span title="Alkuttab merupakan lembaga pendidikan Islam yang terlama, Alkuttab didirikan oleh orang Arab pada masa Abu Bakar, yaitu sesudah mereka melakukan penaklukan-penaklukan dan sesudah mereka mempunyai hubungan dengan bangsa-bangsa yang telah maju.
">Alkuttab is the oldest Islamic institution, Alkuttab founded by the 
Arabs at the time of Abu Bakr, that is, after they do conquests and 
after they have relations with nations that have advanced.According
 to Asma Hasan Fahmi, in his book History and philosophy of Islamic 
education, al Kuttab was founded by an Arab to teach the Koran to 
children anank. <span title="Di masa Nabi Saw, karena perkembangan umat Islam yang semakin banyak belajar agama, termasuk anak-anak yang dikhawatirkan akan mengotori Masjid, maka muncullah lembaga di samping Masjid dengan sebutan al Kuttab.

">In the period of the Prophet, because the development of a growing 
number of Muslims who study religion, including children who are feared 
to contaminate the mosque, then comes the institution in addition to the
 mosque as al Kuttab.After Islam came, form and function Kuttab unchanged. At the beginning of Islam until the era of the first four caliphs, is generally performed without any payment. Among
 the residents of Mecca who first learned to write Arabic in Kuttab is 
Sofyan ibn Umayya ibn Abd Shams and Abu Qais bin Abdul Manaf bin Zuhroh 
bin Kilab. <span title="Keduanya belajar dari Basyr bin A. Malik yang mempelajarinya dari Hirah.

">Both learned from Basyr bin A. Malik, who learned it from Hirah.Since the 8th century AD, kuttab began to teach general knowledge in addition to knowledge of Islam. This
 occurs as a result of hostile Islamic cultural heritage perubaahan 
Hellenism so much experience in the field of Islamic education 
curriculum [3]. <span title="Alkuttab memegang peranan pentung dalam kehidupan Islam karena mengajarkan al Quran bagi anak-anak dianggap satu hal yang amat perlu, sehingga kebanyakan para ulama berpendapat mengajarkan al Quran bagi anak-anak semacam fardu kifayah.">Alkuttab
 club plays in the life of Islam as it teaches the Koran to children is 
considered a very necessary thing, so most of the scholars believe the 
Koran to teach such children kifayah obligatory. <span title="Disamping itu Nabi sendiri menyatakan bahwa belajar itu sangat perlu, sehingga beliau mewajibkan tiap-tiap tawanan perang badar untuk mengajarkan dua belas orang anak-anak orang muslim sebagai ganti tebusan perang[4].

">Besides, the Prophet himself stated that it was necessary to learn, so
 he obliges each prisoner of war of Badr to teach twelve children of the
 Muslims in exchange for a ransom of war [4].<span title="Kepandaian tulis baca dalam kehidupan sosial dan politik umat Islam ternyata memegang peranan penting, sejak masa Nabi Muhammad Saw digunakan sebagai media komunikasi dakwah kepada bangsa-bangsa di luar bangsa Arab.">Versatility
 literacy in social and political life of Muslims turned out to play an 
important role, since the time of Prophet Muhammad used as communication
 media propaganda to the nations outside the Arab nation. <span title="Pada mulanya, di awal perkembangan Islam, Kuttab dilaksanakan di rumah guru-guru yang bersangkutan dan yang diajarkan adalah semata-mata menulis dan membaca, kemudian pada abad pertama hijriah mulai timbul jenis Kuttab, yang di samping memberikan pelajaran menulis dan membaca juga pokok-pokok">At
 first, in the early development of Islam, Kuttab held at the home 
teachers concerned and taught is solely writing and reading, then in the
 first century of Hijra nascent kind Kuttab, which in addition to 
providing teaching writing and reading also points <span title="ajaran agama[5].

">religion [5].3. HalaqahHalaqah means circle, namely the teaching-learning process conducted in which students encircling teacher. A teacher usually sits explains floor, read the essay or leave a comment on the work of other people's thinking. Halaqah activity can occur in mosques or homes [6]. Halaqah activity is not specific to teach or discuss religious knowledge but also general science, including philosophy. <span title="Oleh karena itu, halaqah ini dikelompokkan kedalam lembaga pendidikan Islam yang terbuka ilmu pengetahuan umum[7].

">Therefore, this halakah grouped into Islamic educational institutions were open general science [7].4. MajlisThe term majlis has dipdakai in education since the first century of Islam. At first he refers to the meaning of the places the implementation of teaching and learning. In
 the next development in the world is currently experiencing a golden 
age of Islamic education, majlis means teaching session where activists 
[8] or discussion occurred. <span title="Seiring berkembangnya pengetahuan dalam Islam, majlis digunakan sebagai transfer ilmu pengetahuan sehingga majlis banyak ragamnya.

">As the development of knowledge in Islam, majlis is used as the transfer of knowledge so that the council are manifold.5. Masjid<span title="Sejarah pendidikan Islam sangat erat kaitannya dengan Masjid, karena itu bila kita membicaarakan Masjid berarti kita membicarakan suatu tempat yang dipandang sebagai tempat yang asasi untuk mengajarkan ilmu pengetahuan dan kebudayaan Islam.">History
 of Islamic education is closely associated with the mosque, because it 
was when we membicaarakan mosque means we are talking about a place that
 is seen as fundamental to teaching science and Islamic culture. <span title="Lingkaran-lingkaran pelajaran telah diadakan di Masjid semenjak Masjid didirikan dan keadaan itu berjalan terus sepangjang masa, dengan tidak putus-putusnya diseluruh negeri Islam[9].

">The circles lesson has been held in Masjid mosque since it was founded
 and circumstances continue sepangjang period, with unfailing throughout
 the lands of Islam [9].<span title="Proses yang mengantar Masjid sebagai pusat dan pengetahuan adalah karena Masjid tempat awal pertama mempelajari ilmu agama yang baru lahir dan mengenal dasar-dasar, hukum-hukum dan tujuan-tujuannya.">The
 process that brought the mosque as the center and the mosque where 
knowledge is due to the start of the first to study the science of 
religion newborn and to know the basics, laws and objectives. <span title="Semenjak didirikan Masjid di zaman Nabi Saw, Masjid telah menjadai pusat kegiatan dan informasi bebagai masalah kaum muslimin, baik yang menyangkut pendidikan maupun social ekonomi[10] Kurikulum pendidikan di Masjid biasanya merupakan tumpuan memperoleh pejabat-pejabat pemerintahan, seperti Qadhi, Khatib dan Imam Masjid">Since
 established Mosque in the days of the Prophet, the mosque has menjadai 
centers and information-many problems of the Muslims, both concerning 
education and socioeconomic [10] The education curriculum in mosques 
usually a pedestal obtain government officials, such as Qadi, Khatib and
 Imam Mosque , <span title="Melihat antara Masjid dan kekuasaan hal ini dapat dikatakan bahwa Masjid merupakan lembaga pendidikan formal[11].

">See between the mosque and the power it can be said that the mosque is a formal education institution [11].6. houses Scholars<span title="Walaupun sebenarnya, rumah bukanlah tempat yang baik untuk memberikan pelajaran umum pada zaman kejayaan perkembangan ilmu pengetahuan dan kebudayaan Islam, banyak juga rumah-rumah para ulama dan ahli ilmu pengetahuan menjadi tempat belajar dan mengembangkan ilmu pengetahuan.">Although
 in fact, the house is not a good place to give a general lesson in the 
glory days of the development of science and culture of Islam, many also
 houses the scholars and scientists to be a place of learning and 
developing science. <span title="Hal ini pada umumnya disebabkan para ulama dan ahli ilmu yang bersangkutan tidak mungkin memberikan pelajaran di Masjid, sedangkan para pelajar banyak yang berminat untuk mempelajari ilmu darinya[12].

">This is generally due to the scholars and scientists are concerned not
 possibly giving lessons in mosques, while those students who are 
interested to learn the science of it [12].<span title="Nabi Muhammad Saw menjadikan rumah Arqam bin abi Arqam sebagai tempat berkumpul para sahabat dalam menyampaikan wahyu yang diterima dari Allah swt melalui malaikat Jibril, ini membuktikan bahwa rumah merupakan lembaga pendidikan pertama dalam Islam[13].

">Prophet Muhammad made the house of Arqam ibn Abi Arqam as a gathering 
place for friends in conveying revelation from Allah through the angel 
Gabriel, this proves that the house is the first educational institution
 in Islam [13].7. shops Books and Perpusakaan<span title="Pada permulaaan Bani Abbasiyah, dimana ilmu pengetahuan dan kebudayaan Islam sudah tumbuh dan berkembang dan diikuti oleh penulisan kitab-kitab dalam berbagai cabang ilmu pengetahuan, maka berdirilah toko-toko kitab.">At
 permulaaan Abbasids, where science and Islamic culture has grown and 
developed and followed by the writing of the books in various branches 
of science, then stand the book shops. <span title="Pada mulanya toko-toko buku tersebut berfungsi sebagai tempat berjual beli kitab-kitab yang tela ditulis dalam berbagai ilmu pengetahuan yang telah berkembang dimasa itu.

">At first stores the book serves as a buying and selling books tela 
written in a variety of knowledge that has evolved the future.<span title="Kemudian toko-toko tersebut berkembang fungsinya bukan hanya sebagai tempat berjual beli kitab-kitab saja, tetapi juga merupakan tempat berkumpulnya para ulama, pujangga dan ahli ilmu pegetahuan lainnya, untuk berdiskusi, berdebat, bertukar fikiran dalam berbagai kajian Ilmiyah dan juga berfungsi sebagai lembaga pendidikan">Then
 the stores evolved functions not only as the buying and selling books, 
but also a gathering place for scholars, poets and scientists pegetahuan
 other, to discuss, debate, exchange of thoughts in various studies 
Ilmiyah and also serves as an educational institution <span title="dalam rangka pengembangan berbagai macam ilmu pengetahuan dan kebudayaan Islam[14].

">in order to develop a wide range of science and culture of Islam [14].In addition to the bookstore, the library also has an important role in the transmission of the Islamic scientific activities. <span title="Perpustakaan-perpustakaan dalam dunia Islam pada masa jayanya, menjadi aspek budaya yang penting, sekaligus sebagai tempat belajar dan sumber pengemban ilmu pengetahuan[15].

">The libraries in the Islamic world in its heyday, it became an 
important cultural aspects, as well as a place of learning and a source 
of bearers of science [15].8. HospitalHospitals
 in classical times was not only a place to care for and treat people 
who are sick, but also educate the personnel associated with treatment 
and care. <span title="Pada masa itu, penelitian dan percobaan dalam bidang kedokteran dan obat-obatan juga dilaksanakan sehingga ilmu kedokteran dan obat-obatan berkembang cukup pesat[16].

">At that time, research and experiments in the field of medicine and 
drugs is also implemented so that medicine and pharmaceuticals is 
growing rapidly [16].<span title="Rumah Sakit juga merupakan tempat pratikum dari sekolah-sekolah kedokteran yang didirikan di luar rumah sakit, tetapi tidak jarang juga sekolah-sekolah kedokteran tersebut didirikan tidak terpisah dari rumah sakit.">Hospitals
 also a place pratikum of medical schools established outside the 
hospital, but not infrequently also medical schools are not established 
separately from the hospital. <span title="Dengan demikian ruah sakit dalam dunia Islam juga berfungsi sebagai lembaga pendidikan[17].

">Thus the bulk sick in the Islamic world also serves as an educational institution [17].9. Badiah (Desert, Bedouin village residence)<span title="Sejak berkembang luasnya Islam, bahasa Arab digunakan sebagai bahasa pengantar oleh bangsa-bangsa di luar bangsa Arab yang beragama Islam terutama di kota-kota yang banyak pencampuran dengan bahasa-bahasa lain, maka bahasa Arab berkembang luas, tetapi bahasa Arab cenderung kehilangan keaslian dan kemurniannya">Since
 developing the breadth of Islam, Arabic is used as the language of 
instruction by nations outside the Arab Moslems, especially in cities 
that a lot of mixing with other languages, the Arabic widespread, but 
Arabic tend to lose the authenticity and purity <span title=".

">,By karen it, badiah-badiah be a native Arabic lessons and pure. So
 many children Khalifah, scholars, and the Experts Science went to 
badiah-badiah in order to study linguistics and Arabic literature. <span title="Dengan begitu, badiah-badiah telah berfungsi sebagai lembaga pendidikan[18].

">By doing so, badiah-badiah have functioned as an educational institution [18].A. Effect of Hellenization Against Development of Islamic ThoughtHellenization is a process of change of civilization, of Western civilization to the Islamic civilization. <span title="Masyarakat yang berada di bawah naungan Kristen yang cenderung menolak ilmu pengetahuan dan budaya berfikir atau filsafat dan bapak-bapak gereja Kristen menggunakan perbahasa untuk kebencian mereka pada pengetahuan “ ketidaktahuan adalah sumber kesalahan” atas anjuran bapak-bapak gereja perpustakaan di bumi hanguskan, sekolah filsafat ditutup">Society
 under the auspices of Christians who tend to reject the science and 
culture of thinking or philosophy and fathers of the Christian church 
use perbahasa for their hatred of knowledge, "ignorance is the source of
 the error" at the instigation of the fathers of the church library on 
earth scorch, schools of philosophy closed , teachers were expelled and banned people read the works of the ancient Greek and Roman authors.<span title="Para ilmuwan dianggap kafir dan keluar dari agama Masehi, mereka dihina disiksa, dan dihukum dengan berbagai macam hukuman, para wali gereja dilanda pelanggaran moral yang menolak jabatan-jabatan gereja diperoleh dengan tipu daya, kemarahan hati, kelonggaran, jadi bangsa barat mengalami masa kegelapan akibat">Scientists
 considered infidels and out of religion AD, they humiliated tortured 
and punished with various penalties, the prelates stricken moral 
transgression that reject church offices was obtained by deceit, anger 
liver, looseness, so the western nations experienced a period of 
darkness due <span title="doktrin gereja.

">church doctrine.Some scientists ran away to Asia and settled in Syria, Iraq and the Arabian Peninsula. There, the scientists were free to teach the science and Greek philosophy. <span title="Saat dunia Barat berada pada masa kegelapan terutama dalam bidang ilmu pengetahuan akibat dari doktrin gereja, dunia Islam sibuk melakukan pengkajian dan pengembangan ilmu pengetahuan yang begitu pesat sehingga melahirkan peradaban yang bernilai tinggi.">When
 the Western world is in the dark times, especially in the field of 
science as a result of the doctrine of the church, the Islamic world is 
busy doing the assessment and development of science is so rapid that 
gave birth to civilization high value. It is driven in terms of the internal form of Islam that is very encouraging his people to developing science. Where the first revelation of the Prophet Muhammad was Iqra command 'which shows that Islam gives great attention to science. <span title="Dan didorong dari segi eksternal diperoleh melalui kekeuatan system pendidikan yang integral dan dinamis, serta dorongan dari para penguasa dengan menyediakan sarana-sarana yang dibutuhkan oleh para ilmuan dalam mengembangkan teori-teorinya bahkan menghargai temuan-temuan para ilmuan dengan harga yang sangat tinggi[19]">And
 driven in terms of externally acquired through kekeuatan education 
system that is an integral and dynamic, as well as the encouragement of 
the authorities to provide the means needed by scientists to develop 
theories even respect the findings of scientists at very high [19] , <span title="Dengan adanya helenisasi ini sangat menguntungkan bagi pendidikan Islam, adanya transfer ilmu pengetahuan memajukan umat Islam dari bangsa barat.

">With the Hellenization is very beneficial for Islamic education, the 
transfer of knowledge to advance the Muslims of western nations.The curriculum is taught in Islamic educational institutions in the early period is simply the science of religion. <span title="Namun setelah adanya persentuan dengan peradaban helenisme, maka pelajaran yang ditawarkan tidak hanya ilmu agama, tetapi juga ilmu pengetahuan umum, seperti filsafat, matematika dan kedokteran.">However,
 after the persentuan with Hellenic civilization, the subjects offered 
not only religious knowledge, but also general knowledge, such as 
philosophy, mathematics and medicine. On
 this basis, the Islamic educational institutions are classified into 
two, namely the educational institutions of formal and informal 
educational institutions. <span title="Lembaga pendidikan yang informal biasanya menawarkan pelajaran umum sementara yang formal, tidak.

">Informal education institutions usually offer general lessons while formal, no.Here
 it appears that when it has emerged a general view of the dichotomy 
between science and religion in the Islamic educational institutions. This occurs as a result of fighting between Islamic and Hellenistic civilization. The dichotomy view still occurred until now. In fact, Islam does not recognize the distinction between the general science of religion with science. <span title="Bahkan sebaliknya, puncak sejarah dan peradaban Islam justru terjadi ketika menyatunya pengetahuan agama dengan pengetahuan

">On the contrary, the peak of the history and civilization of Islam is 
precisely the case when the merging of religious knowledge with 
knowledge CHAPTER III<span title="PENUTUP

">COVERA. ConclusionThe existence of institutions of Islamic education is the answer to the times, appear, grow, rooted in society. One is the Islamic educational institutions. Comes after God gave a mandate to the Prophet Muhammad in the Cave of Hira, marked by the decline in letter al Alaq verses 1-5. The first revelation demands of human desires at that time should make the process of education and learning.Allah
 instruction is executed by the Prophet to gather his companions in the 
house of Arqam ibn Arqam well as direct acting as Mudarris. <span title="Maka berlansunglah institusi lembaga pendidikan Islam pertama dalam Islam, kemudian dikembangkan dalam bentuk Kuttab Shuffah, Halaqah, Masjid, Perpustakaan, Majlis, Rumah-rumah Ulama, Rumah Sakit dan Badiah (Padang Pasir, dusun tempat tinggal Badui)

">Then berlansunglah first institution of Islamic educational 
institutions in Islam, then developed in the form Shuffah Kuttab, 
Halaqah, mosque, library, Majlis, houses Ulama, Hospitals and Badiah 
(Desert, Bedouin village residence)B. Suggestions<span title="Demikialah revisi makalah ini dibuat dengan sebagaimana mestinya, namun juga tidak terlepas dari saran dan kritikan yang membangun dari pemabaca yang budiman untuk penyempurnaan keilmiahan makalah ini dimasa yang akan datang.">Demikialah
 revision of this paper is made with as they should, but can not be 
separated from the advice and constructive criticism of pemabaca dear to
 the improvement of these scholarly papers in the future. <span title="Besar harapakan kami, semoga makalah ini bermamfaat bagi kita semua.

">We hope the big, hopefully this paper bermamfaat for us all. <span title="DAFTAR PUSTAKA

">BIBLIOGRAPHYAsrohah, Hanum, History of Islamic Education, Jakarta: Logos, 1999Fahmi, Asma Hasan, History and Philosophy of Islamic Education, Jakarta: Crescent Star 1979http://azmi1803.wordpress.com/2009/03/05/20/Nata, Abuddin, History of Islamic Education, Jakarta: Rajawali press 2004Nizar, Samson, History of Islamic Education, Jakarta: Kencana 2007Salabi, Ahmad, History of Islamic Education, Jakarta: Month Bintag 1973www.google.com<span title="Zuharaini,dkk, Sejarah Pendidikan Islam, Jakarta: Bumi Aksara,1997

">Zuharaini, et al, History of Islamic Education, Jakarta: Earth Literacy, 1997 [1] Zuhairi et al, History of Islam Earth Literacy Education, 1996, p, 107[2] Abuddin Nata, History of Islamic Education, Eagle Press. h, 31-32[3] Samson Nizar, History of Islamic Education, Kencana Prenada Media Group. h, 113-114[4] Asma Hasan Fahmi, History and Philosophy of Islamic Education, the Crescent Star. h, 30[5] Zuharaini et al, History of Islamic Education, earth characters. h, 90[6] Aaron Asrohah, History of Islamic Education, Jakarta, Logos, 1999. h, 49[7] Abuddin nata, History of Islamic Education, Eagle Press, 2004. h, 34-35[8] opcit. h, 51[9] Ahmad Salabi, History of Islamic Education, the Crescent Star. h, 92[10] Samson Nizar, History of Islamic Education, Kencana Prenada Media Group. h, 116-117[11] Aaron Asrohah, History Education Isalm, Jakarta, Logos. h, 59[12] Zuharaini et al, History of Islamic Education, Earth Literacy, 1997. h, 95[13] Samson Nizar, History of Islamic Education, Kencana Prenada Media Group. h, 111[14] Ibid. h, 94[15] Abuddin Nata, history education was Islam, Eagle Press. h, 41[16] Ibid. h, 41[17] Zuharaini et al, History of Islamic Education. Earth Akssara. h, 98.[18] Ibid. h, 96-97[19] Samson Nizar, History of Islamic Education, Kencana Prenada Media Group. h, 136-137 
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History of Islamic Education In Islamic Education Growth Period

PAPER HISTORY OF ISLAMIC EDUCATION About History of Islamic Education In Islamic Education Growth Period By Group V M. Rusdi ...

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00.18

SKILL EXPLAIN

SKILL EXPLAIN. Explains ItselfSkills
 are very important for the teacher to explain because most of the 
conversation teacher who has an influence on the students' understanding
 is a form of explanation. <span title="Penguasaan keterampilan menjelaskan yang didemonstrasikan guru akan memungkinkan siswa memiliki pemahaman yang mantap tentang masalah yang dijelaskan, serta meningkatnya keterlibatan siswa dalam kegiatan pembelajaran.
">Demonstrated mastery of skills explains that teachers will allow 
students to have a solid understanding of the problems described, as 
well as increased student engagement in learning activities.Is
 described verbally explain about some object, circumstances, facts and 
data in accordance with the time and the laws in force. Explaining
 is an important aspect that must be held by teachers, given that most 
learning requires teachers to give an explanation. Therefore, to explain the skills need to be improved in order to achieve an optimal result.<span title="Betapapun pandainya seorang guru dalam menguasai suatu bahan pelajaran, akan sia-sia saja apabila ia kurang atau tidak mampu menguasai keterampilan menjelaskan bahan pelajaran yang dikuasainya, demikian pula sebaliknya, kurang lengkap seorang guru apabila hanya terampil menjelaskan pelajaran, tetapi tidak menguasai bahan pelajaran yang diajarkan">No
 matter how clever a teacher in mastering a material, will be in vain if
 it is less or not be able to master the skills to explain learning 
materials under their control, and vice versa, the complete lack of a 
teacher, if only skilled explain the lesson, but not mastered the 
material taught of course the ideal is a master teacher teaching materials cultivated 
and have a strategy in explaining the lesson materials effectively 
making it easy to understand the student.<span title="Keterampilan menjelaskan dalam pengajaran dapat diartikan sebagai penyajian informasi secara lisan yang diorganisasi secara sistematis, (Usman, 2006:88) mengenai suatu benda, keadaan, fakta, dan data sesuai dengan waktu dan hukum-hukum yang berlaku (Mulyasa, 2007:80).">Skills
 explained in teaching can be interpreted as presenting information 
orally organized systematically, (Usman, 2006: 88) on an object, 
circumstances, facts and data in accordance with the time and the laws 
in force (Mulyasa, 2007: 80). Emphasis explanation was student reasoning process and not indoctrination (Hasibuan and Moedjiono, 2006: 70). <span title="Berdasarkan pemikiran tersebut, dapat disimpulkan bahwa menjelaskan pelajaran adalah keterampilan guru dalam menyampaikan bahan pelajaran kepada siswa secara lisan yang diorganisasikan secara terencana dan sistematis sehingga bahan pelajaran yang disampaikan guru tersebut dengan mudah dipahami siswa.

">Based on that idea, it can be concluded that the lesson is to explain 
the skills of teachers in delivering learning materials to students 
verbally organized in a planned and systematic so that the lesson 
material presented teachers with easy to understand students.Explaining the core skills that must be held by teachers (Sudirwo, 2002: 107). The reasons behind them are (Hasibuan and Moedjiono, 2006: 70) as follows:1) In general, the interaction of oral communication in the classroom dominated by the teacher;2) Most of the activities of teachers are informed. Therefore, the effectiveness of the talks need to be improved;3) The explanation given teachers are often not clear to the students, and the only obvious to the teachers themselves;4) Not all students can dig itself on information obtained from the book. This fact requires the teacher to explain to students for certain things.5) Source of information available that can be utilized students are often very limited.6) Teachers often can not distinguish between telling and provide an explanation.B. Purpose Explain1) Guiding students to understand the concepts, laws, principles or procedures.2) Guiding the students answered questions in reasoning.3) Engaging learners to think.4) To get feedback on students understanding.5) Assist learners appreciate some of the reasoning process.C. Principles ExplainThere are several principles that should be considered in giving an explanation.1) The explanation can be given for learning, both at the beginning, in the middle or at the end of the lesson, among others:2) Explanation should attract the attention of learners and in accordance with standard materials and basic competencies.<span title="3) Penjelasan dapat diberikan untuk menjawab pertanyaan peserta didik atau menjelaskan materi standar yang sudah direncana-kan untuk membentuk kompetensi dasar dan mencapai tujuan pembelajaran.
">3) The explanation can be given to answer questions or explain the 
material learners standards already direncana-right to form the basic 
competencies and achieve learning objectives.4) The material described must be in accordance with the basic competencies, and meaningful to learners.5) The explanation given must comply with the background and the level of ability of learners.D. Instructions In ExplainTo be able to explain well the lesson material that the teacher should
 consider practical guide describes the following skills (Sudirwo, 2002:
 107-108):1) Using clear language, good words, ungka¬pan and volume of his voice.2) The sound should be heard through the back of the class.3) The sound varies, kadang¬ sometimes high, sometimes low in accordance with the tone that is being described.4) Avoid words that are not necessary; and has no meaning at all for example: e ..., um ... what is ... what it is ....5) Avoid the word "possible" that one should definitely use for example but it is always said to be possible. So that what is described as everything always use the word "may" then
 acquired by the students is not ke¬pastian but possibility.6) The terms of new foreign and should be explained thoroughly, so it does not result in any verbal among students.7) Berbahasalah well and properly.8) Examine students' understanding of the teacher's explanation, it is clear or not. If it is not yet clear repeat things that are not yet understood;9) Give an example of a real suit sehari¬ day life;10) The explanation can be given deductive and inductive and kaitkanlah with generalizations;11) We recommend using multi-media to a particular subject;12) Explain the chart to explain the relationship and hierarchy;13) Accept the feedback from students to teachers' lessons;14) Give students opportunities provide samples according to their experiences.15) Give emphasis on certain parts of the material being described with verbal cues. For example "The most important thing is", "Take a good look this concept", or "Look, that's a bit difficult".E. The Things That No Good Do Teachers In Time Explains1) Facing the chalkboard, his back to the students too long.2) Pacing in front of the right and left, forward and back too often.3) Describe while sitting in a chair teachers continuously.4) Empty the board, there is no text or pictures on the board.5) The sound less loud, audible only by students who are about 
teachers, students sitting in the back can not hear the teacher's voice.F. Laws In ExplainEffectiveness
 describes the subject matter can also be achieved with regard to 
Effective Communication Law 5 (The 5 Inevitable Laws of Effective 
Communication). The
 fifth law is summed up in one word that reflects the essence of the 
communication itself is REACH (Respect, Empathy, Audible, Clarity, 
Humble). Means to embrace or grab. <span title="Karena kita berkeyakinan bahwa komunikasi itu pada dasarnya adalah upaya bagaimana kita meraih perhatian, cinta kasih, minat, kepedulian, simpati, tanggapan, maupun respon positif dari siswa (Prijosaksono, A. dan Sembel, R., 2002)
">Because we believe that communication is basically how our efforts to 
grab the attention, love, interest, concern, sympathy, response, and the
 positive response from the students (Prijosaksono, A. and Sembel, R., 
2002)a) The first law in communicating effectively, in the classroom is respect comity and respect for students. This is the first law in communicating with others. Teachers must have an attitude (attitude) to respect and appreciate the students. Teachers must remember that in principle the human being wants to be appreciated and considered important. If teachers even have to criticize the students, do it with full respect for the dignity and pride of the students.b) The second law is empathy, the ability of teachers to put yourself in situations or conditions faced by students. Empathy
 will enable teachers to deliver the message (message) in the manner and
 attitude that will allow recipients of the message (receiver) to 
receive it. <span title="Oleh karena itu dalam berbicara di kelas, guru harus terlebih dulu memahami latar belakang, golongan, lapisan sosial, tingkatan umur, pendidikan, kebutuhan, minat, harapan dan sebagainya, dari siswa (audiences).">Therefore,
 in speaking in the classroom, teachers must first understand the 
background, class, social strata, regardless of age, education, needs, 
interests, expectations and so on, from students (audiences). So
 before teachers establish communication or sending messages, teachers 
need to know and understand with empathy the prospective recipient of 
the message. So the message will be delivered without a hitch psychological or rejection of the student. Empathy
 can also mean the ability to hear and be perceptive or ready to accept 
input or feedback whatsoever with a positive attitude. There are so many teachers who do not want to listen to advice, let alone criticism of student input. Yet the essence of communication is two-way flow. One-way
 communication will not be effective when there is no feedback 
(feedback) which is the reverse flow of the message recipient. Therefore, in speaking in the classroom, teachers need to be prepared to receive feedback with a positive attitudec) The third law is audible. Meaning of audible among others, can be heard or understood well. Audible means the subject matter presented the teacher can be received by students. This
 law says that the message should be delivered through the medium or the
 delivery channel so as to be well received by the message recipient. <span title="Hukum ini mengacu pada kemampuan guru untuk menggunakan berbagai media maupun perlengkapan atau alat bantu audio visual yang akan membantu guru agar materi pelajaran yang sampaikan dapat diterima dengan baik.
">This law refers to the ability of teachers to use a variety of media 
or equipment or audio-visual aids that will help teachers to convey the 
subject matter can be received well.d) The fourth commandment is the clarity of the subject matter presented teachers (clarity). <span title="Selain pesan harus dapat diterima dengan baik, hukum keempat yang terkait dengan itu adalah kejelasan dari pesan itu sendiri sehingga tidak menimbulkan multi interpretasi atau berbagai penafsiran yang berlainan.">In
 addition to the message should be received well, the fourth law 
associated with it is the clarity of the message itself so as not to 
cause multiple interpretations or different interpretations. Clarity is also highly dependent on the quality of the teacher's voice and the language used. Use of a language not understood by the students, will make the learning objectives can not be achieved. <span title="Seringkali orang menganggap remeh pentingnya clarity dalam mengajar, sehingga tidak menaruh perhatian pada suara (voice) dan kata-kata yang dipilih untuk digunakan dalam menjelaskan materi pelajaran.
">Often people underestimate the importance of clarity in teaching, so 
do not pay attention to the sound (voice) and the words chosen for use 
in explaining the subject matter.e) The law is the fifth in explaining the attitude of humility (humble). This
 attitude is an element associated with the first law to establish a 
sense of respect for others, usually based on an attitude of humility. Humility also can mean not arrogant and consider themselves important when the teacher explains the subject matter. Precisely with humility warned teachers can capture the attention and positive response from the students.I. Classroom Management Skills<span title="Keberhasilan guru dalam mengajar tidak hanya ditentukan oleh faktor-faktor yang langsung berhubungan dengan proses pembelajaran saja, tetapi juga ada faktor lain yaitu kemampuan dalam mencegah timbulnya tingkah laku peserta didik yang mengganggu jalannya proses pembelajaran serta kondisi fisik yang tersedia dan pengolahannya.">The
 success of teachers in teaching is not only determined by factors 
directly related to the learning process, but also there is another 
factor, namely the ability to prevent the behavior of students who 
disrupt the learning process and the available physical condition and 
processing. For example: learners sleepy, reluctant to do the work, late for 
class, likes to annoy your friends, ask questions strange, dirty 
classroom, chairs and so many bedbugs.A. DefinitionClassroom management is the creation of conditions that enable the management of learning can take place optimally.B. Benefits of Classroom Management1) To encourage students to develop individual responsibility and 
classical in that behave according to the rules as well as the ongoing 
activity.2) Recognizing the needs of students<span title="3) Memberikan respon yang efektif terhadap prilaku siswa.

">3) To provide an effective response to student behavior.C. Components Classroom Management1. Skills related to the creation and maintenance of optimal learning conditions, by:a. Indicates the responsivenessb. Dividing attention both visually and verballyc. Focusing on a group of students by demanding responsibility.d. Petnjuk-giving clear instructions.e. Admonish wisely is clear and firm, not the form of a warning or babble and make the rules.f. Provide reinforcement if necessary.2. The skills associated with controlling the optimal learning conditions. These skills are related to the response of teachers to students 
continuing negative response, there are three types of strategies, 
namely:a. Modify behaviorThere are three main things that harusdikuasai teachers are:1) To teach a new behavior that is desired by way of example and guidance memberiakn.2) Improve the appearance of good behavior with memberiakan reinforcement / reinforcement either to individuals or to the class.3) Reduce the appearance of poor behavior with punishment (if necessary).b. Management / process groupAt this strategy the group utilized in solving classroom management problems, usually by discussion.c. Find and solve behavior that cause problems. Some of the techniques that can be applied to teachers, namely:1) Abandonment yag planned.2) Interference with gestures.3) Encouraging awareness of students to express their feelings.4) Keep an eye on the close.5) Recognize negative feelings of students.6) Keep objects that will interfere.7) Perform humor.8) physical restraint / seclusion.D. Principles of Classroom Management1. The warmth and enthusiasm in teaching can create a pleasant classroom climate.2. Can use words or actions that can challenge students to think.3. The teacher can do variations4. Flexibility in the implementation of the tasks of teachers needs to be improved.5. Planting self-discipline is the basis of teachers capital.6. The emphasis on things that are positive to note.(Prof. Dr. H. Buchari Alma, MPD. Dkk Teachers Page: 82-84)E. Approaches In Classroom ManagementSpecifically
 concerning the management of the class (learners) can be individual or 
keIompok, then to deal with the necessary prudence. Usually the techniques used include: advice, warning, prohibition, threats, exemplary, punitive and so on.According to James Cooper et al. suggests three approaches to classroom management techniques in which there are:1. Approach Alodifikasi Behavior.This
 approach is based on the behavioral psikalogi with the basic assumption
 that human behavior, both good and bad within the batastertentu is the 
result of learning. <span title="Pendekatan ini memanfaatkan hasil penelitian tentang bagai mana tingkah laku manusia terbentuk melalui hubungan manusia dengan lingkungan guna merumuskan teknik-teknik yang dapat dihandalkan dalam membina manusia, yaitu:
">This approach utilizes the results of research on how where human 
behavior is formed through the human relationship with the environment 
in order to formulate techniques that can be reliable in fostering human
 being, namely:<span title="1) Penguatan negatif yaitu: pengurangan hingga penghilangan suatu stimulus yang tidak menyenangkan untuk mendorong terulang kembali suatu tingkah laku yang timbul sebagai akibat dari pengurangan dan penghilangan tersebut.
">1) Strengthening the negative, namely: a reduction of up to removal of
 an unpleasant stimulus to encourage the recurrence of a behavior that 
arises as a result of the reduction and elimination.<span title="Contoh: misalnya guru ingin agar peserta didik berani mengeluarkan pendapat, guru selalu menunjuk langsung peserta didik yang tidak berani mengeluarkan pendapat agar mengeluarkan pendapat (stimulus yang tidak menyenangkan).Bila suatu saat peserta didik berani mengeluarkan pendapat tanpa menunggu ditunjuk guru maka guru mulai mengurangi secara">Example:
 for example, the teacher wants the students come forward and speak, the
 teacher always point directly learners who do not come forward and 
speak in order to issue an opinion (an unpleasant stimulus) .When a time
 learners come forward and speak without waiting for the appointed 
teacher then the teacher started to reduce gradually by pointing directly (strengthening negatit). <span title="Pengurangan itu semakin meningkat sejalan dengan semakin seringnya,peserta didik mengeluarkan pendapat tanpa ditunjuk guru hingga akhirnya ditiadakan bila peserta didik telah terbiasa mengeluarkan pendapat.
">The reduction is increasing in line with the more frequent, learners 
of expression without designated teachers and eventually eliminated if 
the students have been accustomed to issuing opinions.Things that need to be avoided in the use of negative reinforcement:a) Avoid painful stimulusb) Its targets clearc) Provision of reinforcement immediately<span title="d) Penyajian stimulus yang bervariasi e) Keantusiasan.

">d) Presentation of the stimulus varies e) enthusiasm.<span title="2) Penghapusan yaitu: usaha mengubah tingkah laku peserta didik dengan cara menghentikan pemberian respons terhadap suatu tingkah laku peserta didik yang semula dikuatkan dengan respons tersebut.Sebagai contoh, seorang peserta didik yang selalu mengomentari penjelasan guru saat guru sedang menerangkan, misalnya, mungkin karena setiap">2)
 Elimination namely: an attempt to change the behavior of learners with a
 way to stop giving a response to the behavior of students who initially
 confirmed by responses tersebut.Sebagai example, a learner who always 
comment on the teacher's explanation when the teacher was explaining, 
for example, may be due to any <span title="kali peserta didik mengomentari penjelasan guru, guru selalu memberikan respons yang memberikan kesan pada peserta didik bahwa guru tidak berkeberatan dengan komentar komentar seperti itu (padahal guru sebenarnya tidak mengharapkan komentar seperti itu).">time
 learners comment on the teacher's explanation, the teacher always gave a
 response which gives the impression to the students that the teacher 
does not object to the comments of such comments (when teachers actually
 do not expect a comment like that). <span title="Untuk mengurangi artau menghilangkan kebiasaan seperti tersebut, salah satu teknik yang dapat digunakan adalah penghapusan, yaitu dengan menghentikan pemberian respons yang memberikan kesan pada peserta didik bahwa guru tidak berkebertaan terhadap kebiasan peserta didik tersebut.
">To reduce the artau eliminate such habits, one technique that can be 
used is the elimination, is to stop giving the impression the response 
gives learners that teachers do not berkebertaan against habits such 
learners.Things that need to be considered in the elimination of the use, namely:<span title="a) Untuk mengurangi kekecewaan peserta didik sebagai akibat ditiadakannya pengukuh yang diharapkan, sebaiknya teknik ini dikombinasikan dengan teknik lain, khususnya teknik penguatan positif, bila ternyata ada hal-hal yang dilakukan oleh peserta didik.
">a) To reduce the disappointment of learners as a result of the removal
 of pengukuh expected, this technique should be combined with other 
techniques, particularly the technique of positive reinforcement, if it 
turns out there are things that are done by learners.<span title="b) Bila guru sulit menemukan penguatan yang membentuk tingkah laku peserta didik, lalu setelah mencoba-coba beberapa pengukuh ternyata gagal, sebaiknya digunakan teknik lain agar peserta didik tidak terlalu larut dalam tingkah laku yang hendak dihapus lersebut.
">b) If a teacher is difficult to find a reinforcement that shape the 
behavior of learners, and after try some pengukuh failed, other 
techniques should be used so that learners are not very soluble in 
behavior to be removed lersebut.c) It takes a relatively long time to eliminate the behavior of learners who use you deviate when the erasure techniques. <span title="Sementara penghapusan berlangsung dan peserta didik melakukan tindakan yang sangat mengganggu kelancaran proses pembelajaran, misal menyebab kan peserta didik sekelas tertawa berkepanjangan, sebaiknya teknik ini tidak dilanjutkan pemakaiannya dan diganti dengan teknik lain.
">While the elimination of ongoing and learners to act very disturbing 
the smooth process of learning, such menyebab the learners classmates 
laugh prolonged, this technique should not be continued use and replaced
 with other techniques.<span title="d) Bila suatu penguatan telah ditetapkan untuk tidak diberikan kepada peserta didik, maka sedapat mungkin penguatan tersebut tidak diberikan.Untuk itu perlu ada koordinasi antar staf pengajar agar tidak terjadi ada guru tidak memberikan penguatan, dipihak lain ada guru yang tetap memberikan.Bila hal demikian">d)
 When a reinforcement has been set to not be given to learners, then as 
far as possible the strengthening of diberikan.Untuk not there needs to 
be coordination among the teaching staff in order to avoid some teachers
 do not provide reinforcement, on the other hand there are teachers who 
remain memberikan.Bila such event the case will be more difficult to remove the behavior of learners who are deviant.3) Penalties.<span title="Penyajian stimulus yang tidak menyenangkan untuk menghilangkan dengan segera tingkah laku peserta didik yang tidak dikehendaki.

">Presentation of an unpleasant stimulus to eliminate immediately the behavior of learners that are not desired.Things that need to be considered in the use of punishment:a) As far as possible the rules of punishment was created jointly 
between the teacher and the learner or the minimum agreed upon by the 
participants didik.Dengan so he is more sincere if convicted.b) Penalties should be provided as soon as a violation occurs so that 
learners memilikik strong impression on the relationship between the 
offense and the punishment.c) To the extent possible punishment combined with other techniques, 
especially the technique of positive reinforcement, if any O-positives 
in self-learners.d) After punishing learners, teachers should be natural as before that
 relationship may be impaired as a result of penalties should be 
restored.e) The forms used vary hukukman so that learners do not become saturated or immune to some form of punishment.2. Social Emotional Approach claim<span title="Pendekatan ini bertolak dari psikologi klinis dan konseling, dengan anggapan dasar bahwa proses pembelajaran yang efektif dan efisien mempersyaratkan hubungan sosial emosional yang baik antara guru dengan peserta didik dan antar peserta didik.">This
 approach is based on the clinical and counseling psychology, with the 
basic assumption that the learning process effective and efficient 
requires good emotional social relationships between teachers and 
learners and between learners. The teacher is seen plays an important rolein creating good relations. Experience
 in daily life shows us that if our relationship with partners working 
well, various kejasama activities can take place smoothly. And if there is a misunderstanding easy way out. <span title="Demikin halnya dengan proses pembelajaran disekolah, bila hubungan antara guru dengan peserta didik baik, maka proses pembelajaran dapat berlangsung dengan lancar, kesalahpahaman yang timbul dapat diatasi dengan mudah.
">Accordingly it is with the learning process at school, when the 
relationship between teachers and learners well, then the learning 
process can take place smoothly, misunderstandings that arise can be 
resolved easily.<span title="1) Sikap umum, yaitu terbuka, menerima dan menghargai peserta didik sebagai manusia, empati, membicarakan situasi pelanggaran dan bukan pelakunya, demokratis (melibatkan peserta didik dalam pengambilan keputusan yang menyangkut kepentingannya).
">1) The general attitude, ie open, accept and appreciate learners as 
human beings, empathy, discuss the situation and the offense is not the 
culprit, democratic (involving learners in decisions concerning their 
interests).2) special attitude. Rudolf Dreikurs and Pearl Cassel grouping behavior of learners that 
normally interfere with the learning process into four kinds:a)
 Learners who have attracted the attention of behavior will always try 
to wear a variety of ways unfuk attract the attention of teachers. He
 might laugh louder than his friends, often tease friends disebeiahnya, 
malingering, pretending not to understand that asking questions and 
sebagainnya. Such things should be left alone, indifferent.<span title="b) Peserta didik yang memiliki tingkah laku menguasai akan selalu berusaha mengalahkan orang lain.Bila tidak dapat secara wajar, ia akan marah dan melakukan tindakan agresif, atau sebaliknya menarik diri sama sekali clan tidak mau melaksanakan kewajibannya.Hal ini atasi dengan memberikan tugas untuk memimpin">b)
 Students who have mastered the behavior will always try to beat the 
lain.Bila could not reasonably, he would get angry and aggressive 
action, or otherwise withdraw completely clan does not want to implement
 this kewajibannya.Hal overcome by giving the task to lead requiring kebera man or physical strength.c) Students who have behavioral revenge will always do acts that hurt others both physically and psychologically. This leave it to psychologists and teachers only assist its implementation in the classroom.<span title="d) Peserta didik yang memiliki tingkah laku merasa tidak mampu akan selalu mengatakan bahwa ia tidak mampu mengerjakan tugas.Karena bisannya ia yakin akan gagal atau merasa gagal sebelum mulai.">d)
 Learners who have felt inadequate behavior would always say that he was
 not able to do tugas.Karena bisannya he believes will fail or feel like
 a failure before it began. This should not be blamed directly but provide encouragement and guidance.3. Process Approach groups.This
 approach is based on the psychology and group dynamics, with the basic 
assumption that the process is effective and efficient learning takes 
place in the context of groups, namely the class. Therefore,
 the role of the teacher in the management of the class is to create a 
class that has a strong bond and can work effectively and efficiently. At the beginning of the lesson, the students are usually still the crowd with goals, thoughts, feelings are very different. <span title="Tugas guru adalah memadu kepentingan-kepentingan perseorangan tersebut menjadi kepentingan kelompok, kemudian membentuk kerumunan tersebut rnenjadi satu kelompok dengan ikatan yang kuat dan mampu bekerja sama secara produktif.">The
 task of teachers is mixing personal interests are the interests of the 
group, the crowd rnenjadi then formed a group with a strong bond and are
 able to work together productively. <span title="Guna mengikat kerumunan peserta didik menjadi satu kelompok yang mempunyai ikatan yang kuat, ada sejumlah unsur yang diperlukan.Unsur-unsur penting yang amat diperlukan adalah tujuan, aturan, dan pemimpin.
">In order to bind a crowd of students into one group that has a strong 
bond, there are a number of elements that diperlukan.Unsur-essential 
elements that are necessary are goals, rules, and leader.1) Purpose Group.<span title="Karena para peserta didik biasanya hadir di kelas dengan tujuan yang berbeda, maka tugas guru yang pertama adalah mengarahkan para peserta didik ke tujuan kelas, khususnya indikator .Tujuan yang dapat mendorong usaha untuk mencapainnya antara lain adalah tujuan yang jelas dan realistis.">Because
 students typically attend classes with different objectives, then the 
first task of the teacher is directing the students to class 
destination, especially The purpose indicator that can encourage 
businesses to mencapainnya include clear objectives and realistic. Therefore, teachers need to formulate realistic goals and communicate clearly to learners.2) Rules.Rules
 that are capable of binding students into a cohesive group is a rule 
that can be made jointly between teachers and learners, or at least 
approved by learners. If there are students who do not approve of rules in the group will reduce the holding capacity of these rules.3) Leader.A teacher by itself would be the leader of a group of students in a class he taught. As
 the leader of the first things that must be done is to explain the 
purpose of the group and establish the rules of the group. <span title="Selain itu daiam menciptakan dan memelihara suasana kerja kelompok yang sehat ada beberapa hal yang perlu dilakukan, yaitu mendorong dan memeratakan partisipasi, mengusahakan kompromi, mengurangi ketegangan, memperjelas komunikasi, mengatasi pertentangan antar pribadi atau antar kelompok dan menunjukkan kehadiran serta menerapkan sangsi.
">In addition Emitter create and maintain a healthy work environment 
groups there are some things that need to be done, which is to encourage
 and equalize participation, work out a compromise, reducing tensions, 
clarify communication, resolve conflict between individuals or between 
groups and indicate the presence and apply sanctions.Bibliography1. Alma Buchari, (2010). Teachers Mastering Teaching Methods and Skilled. Alfabeta Bandung.2. Mulyasa, Enco. (2007). Being Teachers, Creating Learning Creative and Fun. Bandung: PT Young Rosdakarya.3. Usman, Uzer. (2006). Being Teachers. Bandung: PT Young Rosdakarya4. Moh. Uzer Usman, Being Teachers, (Bandung: PT Young Rosdakarya, 1992), Cet. 45. George Brown, Micro Teaching: teaching skills program, (Surabaya: Airlangga University Press, 1991)6. Wiryawan, Sri Anitah and Noorhadi. Teaching and Learning Strategies. Jakarta: UT 1999

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SKILL EXPLAIN. Explains Itself Skills are very important for the teacher to explain because most of the conversation teacher who has an in...

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