STAIN Ponorogo Research Articles

THE PERCEPTION OF PONOROGO MUSLIM SOCIETY IN CHOOSING ISLAMIC BANKING SERVICES

<em>Research on the perception of Ponorogo Muslim society in choosing Islamic banking services aims to know their perception toward Islamic bank and to determine the financial transaction done by them. This research was conducted in Ponorogo using quantitative descriptive research method. The population is lecturers of STAIN and FAI UNMUH Ponorogo. The sample of the research is 75 respondents. Primary data were collected using questionnaire. Analysis of the data in the field done by using descriptive quantitative format.Perception of both lecturers of STAIN Ponorogo and Islamic Faculty of UNMUH Ponorogo toward Islamic bank is good. It can be seen from the behavior of the consumers / respondents which was influenced by the factor of education in which it is majority dominated bypostgraduate level, culture factor through Islamic culture in work environment both in STAIN and UNMUH Ponorogo, as well as the stimulus of knowing Islamic products that generate the perception as a feedback of the stimulus. Financial transactions carried out by most of the respondents, or 63% of respondents use the services of conventional banks and <strong>Sharia</strong> banks, while those who use only pure Islamic financial services are just 11 respondents from the whole number of respondents. This has become a new phenomenon found in this study and the respondents use the services of conventional and <strong>Sharia</strong> banks are based on the rules of the institution where they work.</em>

Constraintsof E-Government Implementation in Public Service - A Study on the Application of SIAKAD in STAIN Ponorogo

This research aims to analyze the factors inhibiting the implementation of e-government in public service particularly in the application of SIAKAD Program in STAIN Ponorogo. First, it describes how e-government becomea national policy since the issuance of Presidential Instruction Number 3 of 2003 was applied in STAIN Ponorogo, particularly in SIAKAD program. The factors that affected the implementation of e-government are explained using theory of policy implementation adapted from Edwards and Van Horn Van Meter’s model. This case study concludes that the implementation of e-government in public service were constrainedby poor communication between executors, limited resource available and limited support from the bureaucratic structure of the SIAKAD Program.

Etika, Estetika, dan Dinamika Dalam Novel Roro Mendut Dan San Pek Eng Tay Serta Sumbangannya Dalam Pembelajaran Sastra Pada Program Studi PGMI STAIN Ponorogo

The literature is not a mitigated literary work which has no value. A literary work, such as novel, contains the moral values that exist in the life of society. The values of life can be used as learning materials. The appropriate choice of interesting materials can enhance students' learning motivation and may lead them into better personalities. In this study, RoroMendut and San PekEngTay novels were analyzed the values of ethics, aesthetics, and social dynamics that might affect the literature learning in PGMI program, STAIN Ponorogo. In the course of Indonesian Language 2, there was a particular instructional objective called Indonesian language and literature appreciation. In order that students are able to appreciate the literature well, they need to be equipped with the knowledge and behavioral pattern of people's lives. With knowledge of critical analysis to literature, they are expected to have adequate knowledge to respond the life artistically and imaginatively. This research was a descriptive study with qualitative approach. The analysis showed that the ethical, aesthetic, cultural and social dynamics in both novels could contribute to the study of literature, particularly in PGMI program-STAIN Ponorogo, which could be used as teaching materials of literary learning, particularly in the course of Indonesian Language with the topic of literature appreciation. إن الانتاجات الأدبية ليست كتابات ليس لها معنى بل وفيها قيم. فعلى سبيل المثال الرواية، فيها قيم الحياة في المجتمع. ويمكن أن تكون هذه القيم موادا دراسية. واختيار المادة الجذابة يرقى دوافع الطلاب في التعلم ويدلهم إلى أن يكونوا أفرادا صالحين. تحلل في هذه الدراسة الرواية Roro Mendut و San Pek Eng Tay من حيث الأخلاق وعلم الجمال ودينامياتهما الاجتماعية المؤثرة في تعليم الأدب في قسم PGMI في الجامعة الإسلامية الحكومية فونوروغو. في هذا القسم توجد مادة دراسية الإندونيسية 2 وفيها مبحث للغة الإندونيسية وأدبها. وليكون الطلاب قادرين على تقدير الأدب لابد من تثقيفهم بالمعلومات وتعويدهم على الاتصال بالحياة الاجتماعية. وإذا كان للطالب استجابة أدبية فيرجى أن يكون له عدة لاستجابة واقع الحياة ومواجهتها استجابة فنية خيالية. كانت هذه الدراسة دراسة وصفية نوعية. ونتائج الدراسة هي أن الأخلاق والناحية الجمالية وديناميات اجتماعية ثقافية في هاتين الروايتين تسهم في تدريس الأدب، خاصة في قسم PGMI الجامعة الإسلامية الحكومية فونوروغو، أي هي تصلح أن تكون موادا دراسية في الأدب، خاصة في مادة اللغة الإندونيسية مبحث التقدير للأدب.

PROJECT-BASED LEARNING TO RAISE STUDENTS’ SPEAKING ABILITY: ITS’ EFFECT AND IMPLEMENTATION (A MIX METHOD RESEARCH IN SPEAKING II SUBJECT AT STAIN PONOROGO)

This research tries to attempt to know the effect of Project-based learning toward speaking ability and its’ effective implementation. The design of the research sequential was designs in which data that are collected and examined in one stage inform the data collected in the next phase. This research applied a quantitative design for the first stage. It is categorized into causal comparative method, or ex post facto research design and the second stage is qualitative design. Population in this research was the 2 STAIN Ponorogo. The total numbers of the students are 85 students and the sample was 70 students. The researcher used questionnaires, test, observation and interview as data collection. Since the hypothesis is intended to find the effect of the Project-Based Learning toward students’ speaking ability, the Simple Linier Regression by using SPSS 19.00 for Windows was applied. The second phase, the result of observation and interview were analyzed by Miles and Huberman’s view of qualitative data analysis consisting of data reduction, data display, and drawing conclusion. The result of analysis showed that there was significant effect of Project-Based Learning toward students’ speaking ability. Moreover, the effective procedures for the implementation of Project-Based Learning are (a) dividing the class into group, (b) explaining the project and (c) performing the project. At last, the students showed significantly positive attitude toward the implementation of Project-Based Learning in speaking class. semester of English Department Students in STAIN Ponorogo. The total numbers of the students are 85 students and the sample was 70 students. The researcher used questionnaires, test, observation and interview as data collection. Since the hypothesis is intended to find the effect of the Project-Based Learning toward students’ speaking ability, the Simple Linier Regression by using SPSS 19.00 for Windows was applied. The second phase, the result of observation and interview were analyzed by Miles and Huberman’s view of qualitative data analysis consisting of data reduction, data display, and drawing conclusion. The result of analysis showed that there was significant effect of Project-Based Learning toward students’ speaking ability. Moreover, the effective procedures for the implementation of Project-Based Learning are (a) dividing the class into group, (b) explaining the project and (c) performing the project. At last, the students showed significantly positive attitude toward the implementation of Project-Based Learning in speaking class.

INTERNALISASI PENDIDIKAN KARAKTER DI PERGURUAN TINGGI: Studi Kasus di Jurusan Tarbiyah STAIN PONOROGO

This study will examine the internalization of character values at the Tarbiyah Department of STAIN Ponorogo. It has been found out that STAIN Ponorogo, in particular the Tarbiyah Department, has made efforts to undertake character education to the students through three patterns: during the learning process, during process of academic administrative services, and during extracurricular and intraccurricular activities followed by students at STAIN Ponorogo. The characters to be internalized are honesty, discipline, religiousity, creativity, self-reliance, responsibility, tolerance, communication and responsibility.Keywords: character education, morality, internalization

BENTUK FUNGSI, DAN MAKNA KIAS DALAM JUDUL BERITA MAJALAH GATRA DAN PEMANFAATANNYA PADA PEMBELAJARAN BAHASA INDONESIA DI PGMI STAIN PONOROGO

Abstract: One of the uses of language to convey messageis through written language, including printed media such as newspapers or magazines. The word choices in news, both oral and written communication, are very essentialin order that the message can beconveyedwell, even they prevail beauty. With a qualitative approach, this study was aimed to uncover the types of figurative language how it functions and its utilization in Gatra magazine and on students of PGMI STAIN Ponorogo. Based on the research result, it revealed figurative language in the news titles ofGatra magazine in 2013 to 2015. The figurative language used was (1) a simile used as many as 5 times, (2) metaphor 23 times, (3) metonymy 25 times, (4) anthropomorphisms 25 times, (5) Symbolic 17 times, (6) hyperbole 21 times, (7) allegory 92 times, (8) periphrasis 25 times, (9) personification 22 times, (10) Innuendo, (11) sarcasm first time, (12) synecdoche 16 times, (13) synesthesia 9 times, and (14) proverb 2 times. Thus, the total of figurative words used in the headlines inGatra magazineon 2013 to 2015 are as many as 267 times consisting of 14 types of figurative language form. If it was ranged, the use of figurative language wasdominated with the allegory type that was 86 times. Next, it is followed with metaphor and metonymy, which appeared 23 times of use respectively. The third rank was the use ofperiphrasis that was about 22 times, personification 20 times, followedwith the forth rank that was synecdoche as many as 15 times. Then, the sequential low uses of figurative language were Innuendo and sarcasm only once, proverb 4 times, simile 5 times, and synesthesia 8 times. Meanwhile, the function varied from one type of figurative language to others. The use of figurative language was revealed to function variously, i.e.,to awaken, shorten, beautify, explain, illustrate, visualize,enliven and stressed.

FOSTERING STUDENTS’ CRITICAL THINKING BY PROJECT-BASED LEARNING

<p>This research focused on fostering students’ critical thinking through Project-Based Learning. The design of the research was descriptive qualitative method. The subjects were the lecturer of TEFL 1 course and 25 students in C class of the fourth semester of STAIN Ponorogo who took TEFL 1 course. The instruments used are in the form of observation sheet and interview guideline. The data analysis applied in this research used data reduction, data display, and conclusion drawing. The findings showed that the implementation Project-Based Learning that fosters the students’ critical thinking in TEFL class are through the following steps: (1) Discussing the materials about English Language Teaching Method, (2) working with the group to construct scenario of teaching practice, (3) practicing the scenario, (4) recording the teaching practice into video, and (5) evaluating the video product. Moreover, the result of interview indicates that the students showed significantly positive attitude toward the implementation of Project-Based Learning. Finally, English teachers are recommended to implement Project-Based Learning in EFL class since it facilitates the students to build their critical thinking.</p><p><strong>Keywords:</strong> <em>critical thinking, Project-Based Learning</em></p>

PEMBELAJARAN MENULIS (INSYA’) Dengan Pendekatan Komunikatif-Interaktif di Sekolah Tinggi Agama Islam Negeri Ponorogo

Abstrak:Writing skills are used to record, recording, convincing, report, inform, and influence the reader. The purpose and goal of the study can only be achieved by either by the learners who can compose and assemble the mind and bring it in writing with a clear, smooth, and communicative. This clarity depends on the mind, organization, usage and word choice, and sentence structure. Write essays (Insha') may be regarded as the most difficult skill than premises other language skills. What a student using a second or foreign language orally (syafawi), then a native speaker can understand and accept less than perfect pronunciation or phrases that are less appropriate or even incom­patible with the rules grametikal. However, when learning a second language use/foreign kitabi, the native speakers who read it will be harder assess writing a lot of spelling or grammar errors. Although the meaning is conveyed was quite clear and his pretty neat, but a written essay is required to be good and as far as possible without errors because thought to reflect the level of education concerned shall essay writer.Kata Kunci: Insya’, Pendekatan Komunikatif-Interaktif, STAIN Ponorogo

AUTHENTIC MATERIALS IN EXTENSIVE READING CLASS AT STAIN PONOROGO

It is widely believed that English Foreign Language (EFL) learners need todevelop their language proficiency by getting so much input. Moreover, studentsneed to be familiarized with the real English usage where real forms ofcommunication and cultural knowledge are crucially exposed. Teaching throughauthentic materials will make the learners feel that they are learning a reallanguage which is used by the real native speakers for real communication.incorporating authentic materials helps students acquire an effectivecommunicative competence in the language focus. The research intended todescribe the implementation of authentic materials in extensive reading class, theproblems arise and the students’ responses toward the authentic materials inextensive reading class. The design of the research was Descriptive Qualitativemethod and the research subject was the lecturer of Extensive Reading class and33 students in B class of the fourth semester of STAIN Ponorogo who tookExtensive Reading subject. The instruments used were in the form of observationsheet, interview guideline and questionnaire. The implementation of authenticmaterials in extensive reading class covered some procedures into three mainphases namely (1) Pre-Activity, (2) Main-Activity and (3) Post-Activity. Theactivities in main activity are as follows: (a) Pre-Activity; (b) Whilst-Activity; and(3) The language focus stage. There were problems arose during theimplementation in terms of complicated planning, more time allocation and somedisinterested students. Finally, the students showed significantly positive attitudetoward the implementation of authentic materials in extensive reading class.

IMPLEMENTASI PEMBELAJARAN AKTIF, KREATIF, EFEKTIF DAN MENYENANGKAN DI MI MITRA PGMI STAIN PONOROGO

This study aimed to describe the implementation of active learning, creative, effective and fun at MI Partners PGMI STAIN Ponorogo which include: 1) preparation PAKEM learning, 2) implementation PAKEM learning, 3) PAKEM learning assessment, and 4) factors inhibiting and supporting learning PAKEM. This research is a qualitative research subject was a teacher at MI Partners Ma'arif Polorejo and Setono. Research instrument is the researcher himself. Data were collected through interviews, observation, documentation. The validity of data obtained by performing triangulation and constant observation. Data analysis was performed since the data were collected using an interactive model that consists of three stages, namely data reduction, data entry, and conclusion. The results showed that the preparation of learning PAKEM, found some teachers had not made in accordance with the characteristics of RPP PAKEM, this is because the model was still hung up on previous learning. Implementation of the learning PAKEM already running but not fully performed by all classes, only a few classes. Implementation of assessment, and classroom-based assessment using 3 domains, cognitive, affective and psychomotor, but to apply all that trouble. Barriers and support in learning PAKEM, obstacle lies in the teachers themselves and infrastructure facilities in the form of instructional media, while support from all stakeholders.<br /><br />Keywords: active, creative, and effective learning (PAKEM), Madrasah<br /><br />