DOWNLOAD BAHAN AJAR PAI DAN BAHASA ARAB KURIKULUM 13 UNTUK MTs

Assalaamualaikum Wr. Wb..

Perkenankan pada kesempatan kali ini saya mau share Buku PAI untuk Guru dan Siswa Kurikulum 2013. Bagi yang berminat langsung saja download linknya..

Bahan ajar ini disusun oleh:

DAFTAR NAMA EDITOR/KOORDINATOR/ PENYUSUN BUKU AJAR PAI DAN BAHASA ARAB MADRASAH TSANAWIYAH

No.	Mapel	Kls	Nama Lengkap	Asal Madrasah	Nomor Hp	Alamat Email
1	Al-Quran Hadis	Kls    IX	Drs. H. Moh. Abdul Chafidz	MTsN Malang 1 Jatim	081334430610	mohhafidz37@yahoo.co.id
2		Kls    VIII	Dra. Hj. Dihliz Zunaim	MTsN Salatiga Jateng	085640778919
3		Kls    VII	Munifatunufus, S.Ag	MTsN Malang 1 Jatim	08125222028
4	SKI	Kls    IX	Mokhamad Amin Tohari, S.Ag.	MTsN Malang 1 Jatim	081334371213	arie_tohari2013@yahoo.co.id
5		Kls    VIII	Siti Nadroh	UIN Jakarta	081290381150
6		Kls    VII	Yun Yun Yunadi	Pengawas DKI	081807351894
7	Akidah Akhlak	Kls    IX,   VIII	Moh. Salehuddin, S.Pd	MTsN Malang 1 Jatim	081233097765	aby.dhien@yahoo.com
8		Kls    VII,	Lukman hakim, M.Pd.	MTsN Malang 1 Jatim	081334779753
9	Bhs Arab	Kls    IX	Zaenal Muttaqin, M.Pd.	UIN Jakarta	081312722474
10		Kls    VIII	Momon Mujiburrohman, M.Pd.	MTs Pembangunan Jakarta	085289587480
11		Kls    VII	Faruq Baharudin, M.Pd.	MTsN Malang 1 Jatim	081333513316	faruqnauval@yahoo.co.id
12	Fikih	Kls    IX,	Abdul Kadir Ahmad,M.A.	MTs Al Azhar Asy Syarif	08158900760	abduladir76@gmail.com
13		Kls    VII	Ahmad Hidayat, S.ThI.	MTs  32 Jakarta	085715602930
14		Kls    VIII	Moh Mas’an	UIN Jakarta		Tidak berlanjut

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1. Buku Guru dan Siswa MTs pelajaran Akidah Ahlak 
2. Buku Guru dan Siswa MTs pelajaran Qur'an Hadits
3. Buku Guru dan Siswa MTs pelajaran Fikih
4. Buku Guru dan Siswa MTs pelajaran SKI
5. Buku Guru dan Siswa MTs pelajaran Bahasa Arab

DOWNLOAD BUKU PAI UNTUK SMP

Materi PAI adalah materi pelajaran atau materi pokok bidang studi islam yang lakukan secara terencana guna  menyiapkan peserta didik untuk mengenal, memehami, menghayati, mengimani, mengamalkan ajaran Islam dan berakhlak secara islam serta diikuti tuntunan untuk menghormati agama lain dalam hubungan dengan kerukunan antara umat beragama hingga terwujud kesatuan dan persatuan bangsa.

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Pengembangan Kurikulum.ppt

Suggestopedia

Suggestopedia is a teaching method, which focuses on how to deal with the relationship between mental potential and learning efficacy and it is very appropriate to use in teaching speaking for young language learners (Xue, 2005). This method was introduced by a Bulgarian psychologist and educator, George Lazanov in 1975.

Key Features of Suggestopedia:

1.      Comfortable environment

2.      The use of music

3.      Peripheral Learning

4.      Free Errors

5.      Homework is limited

6.      Music, drama and art are integrated in the learning process

Suggestopedia in the Classroom

1.      Presentation
Presentation is the basis of conducting Suggestopedia in class successfully. The main aim in this stage is to help students relaxed and move into a positive frame of mind, with the feeling that the learning is going to be easy and funny. Desuggestion and suggestion happen at this stage at the same time.

2.      Concert

First Concert.

This involves the active presentation of the material to be learnt. The original form of Suggestopedia presented by Lozanov consisted of the use of extended dialogues, often several pages in length, accompanied by vocabulary lists and observations on grammatical points. Typically these dialogues will be read aloud to YLLs to the accompaniment of music.

Second Concert

The students are now guided to relax and listen to some Baroque music. The best choice of music according to Lozanov, with the text being studied very quietly in the background. During both types of reading, the learners will sit in comfortable seats, armchairs rather than classroom chairs, in a comfortable environment. After the readings of these long dialogues to the accompaniment of music, the teacher will then make use of the dialogues for more conventional language work. The music brings the students into the optimum mental state for the effortless acquisition of the material. The students, then, make and practice dialogue after they memorize the content of the materials.

3.      Practice

The use of a range of role-plays, games, puzzles, etc. to review and consolidate the learning.