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All Journal Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam
Toni Hendrawan
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Education

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Perancangan Lingkungan Pembelajaran Kondusif Toni Hendrawan; Lena; Siti Khoiriah
Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Vol 16 No 3 (2026)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/qm52xa15

Abstract

An effective learning environment is fundamentaly defined as a space that optimaly facilitates the learning process across physical, social, and psychological dimensions. Creating such an environment is paramount for fostering positive interpersonal interactions and cultivating high intrinsic motivation among learners. A genuinely conducive learning environment empowers both students and educators to engage in optimal, meaningful interactions within an atmosphere characterized by comfort, safety, structural order, and mutual respect. Beyond merely supporting the attainment of academic milestones, a well-structured educational setting plays a transformative role in shaping student character, boosting learning engagement, and nurturing emotional well-being. This study criticaly explores the multifaceted components of a positive learning environment, analyzing how physical infrastructure, supportive social dynamics, and psychological safety collectively influence student success. Employing a qualitative analytical approach, the research highlights the strategic interventions required by educators and school administrators to minimize learning anxiety and promote active participation. The findings demonstrate that when schools systematicaly align their physical settings with supportive social-emotional frameworks, students exhibit higher resilience, superior cognitive performance, and enhanced social skills. Consequently, this article underscores the imperative for continuous environment optimization as a foundational strategy for driving sustainable academic achievement and holistic personal development in contemporary education.
Co-Authors Lena Siti Khoiriah