Indonesian Journal of Learning and Educational Studies

Implementation of multicultural-based Islamic religious learning for students in the globalization era

2026-04-15T20:19:27+07:00

The aim of this research is to find out and analyze Implementation of multicultural-based Islamic religious learning for students in the era of globalization. This research method uses library research used to collect data from various library sources relevant to the research topic. The data collection techniques employed by the researcher include documentation, with the researcher themselves serving as the core instrument. After the data is obtained, the researcher processes it by reading and analyzing it, then drawing conclusions. The findings of this study indicate that The application of multicultural-based Islamic religious learning to students can be implemented through: 1) preparing a Learning Plan, 2) the learning process takes place effectively through effective teaching.(effective teaching) and active learning (active learning), 3) Development of Islamic Religious Education Learning Materials based on multiculturalism and 4)Teacher competence in integrating multicultural values. This research provides a valuable contribution to the development of inclusive Islamic Religious Education learning strategies that are relevant to the multicultural context in Indonesia.

Peran mind mapping berbasis budaya terhadap hasil belajar ips siswa sekolah dasar

2025-10-28T16:45:52+07:00

Kajian ini bertujuan untuk mengetahui pengaruh metode Mind Mapping berbasis budaya pada hasil belajar Ilmu Pengetahuan Sosial (IPS) siswa kelas V di SDN Gelaran 1, Karangmojo, Gunungkidul. Latar belakang kajian ini didasarkan pada rendahnya hasil belajar siswa dalam mata pelajaran IPS yang ditunjukkan oleh nilai rata-rata ujian tengah semester yang belum mencapai Kriteria Ketuntasan Minimal (KKM). Metode yang dipergunakan dalam kajian ini ialah eksperimen semu dengan desain kelompok kontrol non-ekuivalen. Subjek penelitian terdiri dari dua kelas, yakni kelas eksperimen yang diajar menggunakan metode Mind Mapping berbasis budaya serta kelas kontrol yang diajar dengan metode konvensional. Data dikumpulkan melalui observasi, dokumentasi, serta tes pretest serta posttest. Hasil penelitian memperlihatkan jika penggunaan metode Mind Mapping berbasis budaya secara signifikan meningkatkan hasil belajar IPS siswa. Hal ini terlihat dari peningkatan nilai posttest pada kelas eksperimen dibandingkan kelas kontrol. Dengan demikian, metode Mind Mapping berbasis budaya terbukti efektif dalam meningkatkan pemahaman serta daya ingat siswa pada materi IPS. Kajian ini merekomendasikan penggunaan metode ini dalam pembelajaran IPS untuk menciptakan suasana belajar yang lebih menyenangkan serta bermakna

Studi komperatif teori among dan zona proximal development dalam pembelajaran sekolah dasar

2025-09-23T06:48:07+07:00

The purpose of this study is to compare Among's theory and Vygotsky's Zone of Proximal Development theory by comparing and providing similarities and differences between the two theories. Both theories were proposed by Ki Hajar Dewantara and Vygotsky, two figures who discussed the concept of a social approach to learning. This research uses a qualitative method with a literature study approach from Ki Hajar Dewantara's perspective on Among Theory and Vygotsky's ZPD theory. The research data is sourced from various books, articles, and accurate information sources. The analysis technique in this research is a comparative study discussing the similarities and differences between the two figures. The results of the reserarch data are: 1) Ki Hajar Dewantara's theory of Among uses the concept of Among, which is divided into Asah, Asih, and Asuh, applied to the learning process, 2) Vygotsky's theory of Zone Proximal Development (ZPD) is related to Scaffolding, which requires interaction between students and teachers with good language skills. 3) Application in primary education, namely the social role in assisting the learning process, such as guidance from teachers and students, students learning in groups, and parental guidance when studying at home. This research contributes by summarizing the concepts of Among and ZPD theories regarding the concepts of the two figures and analyzing their similarities and differences.

Pembelajaran Bahasa Indonesia Berbasis Proyek: Tantangan, Peluang, dan Dampaknya di Sekolah Dasar

2025-09-18T14:56:06+07:00

Penelitian ini bertujuan untuk mengkaji efektivitas strategi pembelajaran Bahasa Indonesia berbasis proyek dalam meningkatkan motivasi belajar, keterampilan berbahasa, dan kompetensi sosial siswa sekolah dasar. Metode penelitian yang digunakan meliputi wawancara, observasi, dan dokumentasi di beberapa sekolah dasar. Hasil penelitian menunjukkan bahwa pembelajaran berbasis proyek secara signifikan mampu merangsang minat dan motivasi siswa dalam belajar, serta meningkatkan keterampilan berbahasa secara praktis, khususnya dalam bidang menulis, berbicara, dan komunikasi interpersonal. Selain itu, pendekatan ini juga memperkuat kompetensi sosial siswa melalui kegiatan kolaboratif. Namun, terdapat beberapa tantangan yang harus dihadapi, seperti keterbatasan waktu pelaksanaan proyek, kesiapan guru, dan ketersediaan sumber daya pembelajaran yang memadai. Implikasi praktis dari penelitian ini menegaskan pentingnya integrasi pembelajaran berbasis proyek secara sistematis dalam kurikulum Bahasa Indonesia untuk menciptakan pembelajaran yang inovatif, bermakna, dan relevan dengan kebutuhan siswa masa kini.

Peningkatan perkembangan kognitif anak usia dini melalui kegiatan bermain Puzzle di TK Diponegoro 171 Windujaya

2025-09-18T10:38:35+07:00

This study investigates the use of educational puzzle games to enhance cognitive development in Group B students at TK Diponegoro 171 Windujaya. Observing low cognitive performance among the children, the teacher initiated classroom action research during the 2024/2025 academic year to improve learning quality through puzzle-based activities. The research followed Kemmis and McTaggart’s (1988) classroom action research model, utilizing descriptive qualitative and quantitative methods over two cycles. Participants included 22 children that consist of 7 boys and 15 girls. Data were collected through observation and documentation. Results indicated a significant improvement in cognitive development, increasing from 71% in Cycle I to 87% in Cycle II. These findings demonstrate that puzzle-based learning activities effectively support young children’s cognitive growth. Furthermore, this approach may be applied in other educational settings to enrich teaching practices and promote further research into cognitive development through puzzle play.