Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Attractive : Innovative Education Journal Ashlach : Journal of Islamic Education
Ishak Syairozi
Universitas Islam Jakarta, Indonesia
Religion Education Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pengalaman Belajar Siswa dan Teori Perkembangan Jean Piaget: Studi Proses Belajar Mengajar di Sekolah Dasar Islam Terpadu Ishak Syairozi; Nur Irsyadiah; Syahrullah
Ashlach : Journal of Islamic Education Vol. 4 No. 01 (2026): Ashlach: Journal Of Islamic Education (April)
Publisher : Universitas Nahdlatul Ulama Pasuruan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/ashlach.v4i01.778

Abstract

Tujuan: Penelitian ini menggali perkembangan proses belajar mengajar di SDIT Al-Barkah Bekasi dan SDIT As-Sa’adah Condet Jakarta Timur dengan landasan komponen tersebut dan pengamatan pengalaman belajar siswa melalui teori perkembangan Jean Piaget. Metode: Penelitian menggunakan kualitatif deskriptif untuk menggali gambaran pengalaman belajar siswa di sekolah tersebut. Teknik yang digunakan melalui observasi, wawancara, dan dokumentasi, serta didukung dengan data kepustakaan yang relevan dengan judul penelitian. Selanjutnya data-data terkumpul diolah, dianalisis, disimpulkan dan dideskripsikan untuk memberikan makna. Untuk memperoleh hasil yang benar dan baik dalam menganalisis data, penulis menggunakan teknik analisis isi, yaitu pembahasan mendalam terhadap semua informasi data. Temuan: Penelitian ini menggambarkan perkembangan siswa sekolah dasar pada; 1) Fase pra operational, siswa kelas I-II telah memasuki ranah kognitif C1, awal C2 dengan belajar mengenal dan berbicara merespon informasi guru, dan pada siswa kelas II-III mulai pada C2 dan C3 dalam konsep pembelajaran meski baru tingkatan rendah. 2) Fase concrete operational thought, siswa kelas III-IV sudah masuk tingkat C4 dan C5 dengan menafsirkan suatu masalah dari berbagai dimensi dan membandingkan objek yang ada. 3) Fase operational formal, siswa kelas V-VI sudah dapat berpikir tentang objek yang bersifat abstrak dan mampu berpikir secara kritis. Implikasi: Penelitian ini meneguhkan perlunya pengembangan teori dalam praktik pembelajaran di SDIT Al-Barkah Bekasi dan SDIT As-Sa’adah Condet Jakarta Timur. Orisinalitas: Penelitian ini memberikan kontribusi dalam konstruk pembelajaran ranah kognitif pada setiap jenjang kelas pada setiap fasenya.
Synergy between Learning Interests and Learning Environment as Determinants of Learning Outcomes Nur Irsyadiah; Ishak Syairozi; Finantyo Eddy Wibowo
Attractive : Innovative Education Journal Vol. 8 No. 2 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i2.2620

Abstract

Learning outcomes are influenced by both internal and external factors, particularly learning interest and the learning environment. However, previous studies have shown inconsistent findings regarding the contribution of the learning environment to academic achievement. Therefore, This study aims to examine the the partial and simultaneous influence of learning interest and learning environment on students’ learning outcomes at SMK Bina Insan Mandiri Cirebon. A quantitative correlational design with an ex-post facto approach was employed. Data were collected from 48 students using Likert-scale questionnaires and academic score documentation. The data were analyzed using multiple linear regression. The findings revealed that learning interest had a significant positive effect on learning outcomes (β = 0.781; p < 0.001), while the learning environment showed no significant direct effect (β = 0.027; p = 0.832). Simultaneously, both variables significantly influenced learning outcomes with an R² value of 0.642, indicating that 64.2% of the variance in learning outcomes could be explained by the model. These findings suggest that learning interest is the dominant predictor of students’ academic achievement, while the learning environment functions as a supporting factor in creating conducive learning conditions. This study contributes to strengthening the theoretical understanding of the hierarchical relationship between intrinsic and extrinsic factors in vocational education learning outcomes, while offering practical implications for educators to prioritize instructional strategies focused on enhancing students' internal motivation.
Co-Authors Finantyo Eddy Wibowo Nur Irsyadiah Syahrullah