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All Journal Al-Munawwarah : Jurnal Pendidikan Islam
Wulandari Wulandari
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, Indonesia

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Faktor Psikologis dan Sosial Perilaku Bullying pada Siswa Sekolah Menengah: A Systematic Literature Review Dyah Aziiza Yeniudin; Wulandari Wulandari; Shafa Shafa; Habib Anwar Al Anshori
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 18 No. 2 (2026): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/al-munawwarah.v18i2.829

Abstract

Bullying remains a concern among secondary school students despite their cognitive and social development. This study aims to identify psychological and social factors associated with bullying behavior. We conducted a Systematic Literature Review (SLR) of ERIC and ScienceDirect publications (2025-2026), following PRISMA 2020. We analyzed seven primary studies through narrative synthesis, supported by three review articles. The findings indicate that empathy and emotional intelligence are associated with lower bullying involvement, while peer relationships, school policies, teacher support, and school climate are important social factors. These findings suggest that bullying prevention requires an integrated approach that strengthens students' social-emotional skills, promotes positive peer relationships, and improves the implementation of school policies
Reciprocal Teaching dalam Pembelajaran Membaca: A Systematic Literature Review Agustina Agustina; Wulandari Wulandari; Anwar Efendi; Ary Kristiyani
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 18 No. 1 (2026): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/al-munawwarah.v18i1.843

Abstract

This study examines the implementation, outcomes, facilitating and hindering factors, and research gaps of Reciprocal Teaching in reading instruction. A systematic literature review (SLR) followed PRISMA 2020 guidelines. We identified studies published between 2022 and 2026 through ERIC, ScienceDirect, and scholarly journal websites. We analyzed ten empirical studies using narrative-thematic synthesis and assessed methodological quality using the Mixed Methods Appraisal Tool (MMAT) 2018. The findings show that Reciprocal Teaching employs four main strategies: predicting, questioning, clarifying, and summarizing, implemented through conventional and technology-supported instruction. Several studies reported positive reading comprehension outcomes, while another found no significant difference compared with a control group. Evidence of improvements in inferential and critical reading remains limited, whereas Internet Reciprocal Teaching extends reading activities to searching for and evaluating digital information. The findings highlight the importance of teacher scaffolding, learner characteristics, and technological readiness in implementation
Co-Authors Agustina Agustina Anwar Efendi Ary Kristiyani Dyah Aziiza Yeniudin Habib Anwar Al Anshori Shafa Shafa