METODE PARTISIPATIF, CERAMAH, DAN DISKUSI PADA AL QURAN SURAT AS-SHAFFAT AYAT 102

This research is motivated by a phenomenon of poor communication between parents and children. In the world of education, there was a lack of approaches and methods used by educators in providing subject matter so that what was delivered by the educator did not achieve the expected goals. The problem in this research is how the participatory methods, lectures and discussions contained in the As-Shaffat letter verse 102. The purpose is to describe the educational methods contained in the As-Shaffat letter verse 102 in the form of participatory methods, lecture methods and discussion methods. This research is a Library Research. The method of interpretation used in this study is the method of interpretation of maudhu 'or thematic methods which interpret verses of the Qur'an based on specific themes. The method used in the explanation of the verse is the method of tahlili or analysis that explains the verses of the Qur'an by examining its aspects and revealing its whole purpose. The results of study and analysis, as well as data processing from various sources, obtained the first result that the educational method contained in the As-Shaffat verse 102 is a participatory method used by educators, which involves all elements in the educational process especially students, with active participation from participants students will facilitate educators in delivering the material to be given. Both lecture methods, in conveying information, especially learning materials can be done with the lecture method. An educator prioritizes good attitudes so that the material can be accepted by students. The third method of discussion is to involve students in giving their opinions. With the discussion in learning, the lessons will become warmer and will train students to be more courageous in opinion.

Teachers Alternate Conceptions About the Concept of Physical Changes in Terms of Particulate Nature of Matter

The teaching of science has undergone many changes over the years depending on how the functions of science have been viewed. According to the constructivist philosophy children do not come to class with empty minds. They have rich ideas or conceptions about the world around them. These views often differ from the 'scientific view' and therefore are called children's alternative conceptions. In the same way teachers also possess alternate conceptions. Alternative conceptions (ACs) refer to children's and adults' understanding of a concept that differs in significant ways from the commonly accepted scientific understanding of that concept. The focus of the study was to explore alternative conceptions of science teachers of two government schools on the topic 'Physical changes in terms of particulate nature of matter' which was selected from the science textbook of class VII. Besides exploring teachers' alternative conceptions I also investigated the possible reasons for the existence of the ACs and their effect on childrens' learning. The sample of the study consisted of four science teachers and twelve of their students. Several tools were used in the study including, teachers' classroom observations; three questionnaires called ‘learning experience sheet’, ‘recalling experience sheet' and task sheet'; and in-depth interviews based on the Interviews-About-Instances' teachings. Classroom observations, learning experience sheets, task sheets and interviews helped me to explore both the teachers' and childrens' conceptions about the topic, possible reasons for then holding these alternate conceptions and possible effects of ACs on children's learning. Through this research I became more aware of the ways in which children perceived their teachers' alternative conceptions. The data indicated that teachers' alternative conceptions closely resemble those of children. The study data revealed that teachers' superficial learning is influenced by textbooks, daily life experiences, lack of hands-on activities, and the lack of ability to reflect upon their teaching.