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<![CDATA[DIAGNOSIS KESULITAN BELAJAR DALAM PERSPEKTIF AL-QUR’AN ]]>
<![CDATA[Sari, Windy Dian]]>
<![CDATA[ Madani Institute : Jurnal Politik, Hukum, Ekonomi, Pendidikan dan Sosial-Budaya Vol. 14 No. 1 (2025): Madani Institute | Jurnal Politik, Hukum, Pendidikan, sosial dan Budaya ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Studi kebijakan MADANI Instutute ]]>
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<![CDATA[This paper examines verses of the Qur'an on the diagnosis of student learning difficulties. Learning difficulties or problems can be known based on symptoms manifested in various forms of behavior, both cognitively, affectively, and psychomotorly. This paper uses a descriptive qualitative approach. The results showed that the diagnosis of the Qur'ani can be done through three stages, namely understanding students who have disorders, localizing learning difficulties, and detecting learning difficulties in depth while providing appropriate alternative solutions. The solution given to students who have learning difficulties is to perform stages according to student needs]]>
<![CDATA[TUJUAN PENDIDIKAN BERBASIS AL-QUR’AN ]]>
<![CDATA[Sari, Windy Dian]]>
<![CDATA[ Profesi : Jurnal Ilmu Pendidikan dan Keguruan Vol. 15 No. 2 (2025): Profesi | Jurnal Ilmu Pendidikan dan Keguruan ]]>
Publisher : <![CDATA[MPP: Lembaga Penelitian Dan Studi Kebijakan ]]>
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<![CDATA[This paper examines the verses of the Qur'an based on an expert understanding of the purpose of education. This article uses a descriptive qualitative approach. The results of the study showed that education is organized to educate each individual in his role as a servant of God, personal, part of the profession, part of society, citizen and citizen of the world. In the Qur'an, education aims to educate individuals to develop their potential. The Qur'an teaches that people are educated to have sufficient knowledge, good manners, qualified skills, and based on faith. The purpose of such education, is described by Islamic education experts who understand the verses of the Qur'an from various sides]]>
<![CDATA[DIAGNOSIS KESULITAN BELAJAR DALAM PERSPEKTIF AL- QUR’AN ]]>
<![CDATA[Sari, Windy Dian]]>
<![CDATA[ Statement: Jurnal Media Informasi Sosial dan Pendidikan Vol 15 No 2 (2025): Statement | Jurnal Media Informasi Sosial dan Pendidikan ]]>
Publisher : <![CDATA[PMPP Lembaga Penelitian dan Studi Kebijakan ]]>
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<![CDATA[This paper examines verses of the Qur'an on the diagnosis of student learning difficulties. Learning difficulties or problems can be known based on symptoms manifested in various forms of behavior, both cognitively, affectively, and psychomotorly. This paper uses a descriptive qualitative approach. The results showed that the diagnosis of the Qur'ani can be done through three stages, namely understanding students who have disorders, localizing learning difficulties, and detecting learning difficulties in depth while providing appropriate alternative solutions. The solution given to students who have learning difficulties is to perform stages according to student needs]]>
<![CDATA[LANDASAN TEORI, KERANGKA BERFIKIR, DAN PENGAJUAN HIPOTESIS DALAM PENELITIAN KUANTITATIF ]]>
<![CDATA[Sari, Windy Dian]]>
<![CDATA[ Statement: Jurnal Media Informasi Sosial dan Pendidikan Vol 14 No 2 (2024): Statement | Jurnal Media Informasi Sosial dan Pendidikan ]]>
Publisher : <![CDATA[PMPP Lembaga Penelitian dan Studi Kebijakan ]]>
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<![CDATA[This paper describes the theoretical basis, framework of thinking, and hypotheses. The writing uses a qualitative approach to literature study to describe the desired data. The results of the study indicate that a researcher or writer of scientific work needs to understand the theory used for his research. An understanding of the theory can guide researchers in preparing the next stage of problem solving. In addition to theory, researchers or scientific paper writers can develop a framework of thinking and research hypotheses. The framework of thinking helps researchers develop research steps. Meanwhile, the hypothesis helps researchers understand the framework of the expected findings]]>
<![CDATA[Penerapan Deep Teaching untuk Meningkatkan Kualitas Diskusi dalam Pembelajaran Fiqh di Perguruan Tinggi Islam ]]>
<![CDATA[Sari, Windy Dian]]>;
<![CDATA[Rahmawati, Sri Tuti]]>;
<![CDATA[Sarnoto, Ahmad Zain]]>;
<![CDATA[Hidayat, Rachmat]]>
<![CDATA[ Indonesian Research Journal on Education Vol. 5 No. 1 (2025): Irje 2025 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/irje.v5i1.2115
<![CDATA[Deep Teaching adalah metode pengajaran yang menekankan pemahaman mendalam, refleksi kritis, serta keterlibatan aktif mahasiswa dalam proses pembelajaran. Dalam konteks pendidikan fiqh di perguruan tinggi Islam, penerapan Deep Teaching diharapkan mampu meningkatkan kualitas diskusi akademik dan pemahaman mahasiswa terhadap hukum Islam. Artikel ini membahas prinsip-prinsip Deep Teaching, manfaatnya dalam pengajaran fiqh, serta strategi implementasinya dalam kelas. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi literatur dan observasi. Hasil penelitian menunjukkan bahwa penerapan Deep Teaching dalam pembelajaran fiqh mampu meningkatkan pemahaman konseptual, argumentasi kritis, serta keterlibatan aktif mahasiswa dalam diskusi. Kesimpulan dari artikel ini menegaskan bahwa Deep Teaching dapat menjadi strategi efektif untuk meningkatkan kualitas pembelajaran fiqh di perguruan tinggi Islam.]]>
<![CDATA[PERAN TEKNOLOGI PEMBELAJARAN DALAM IMPLEMENTASI KURIKULUM 2013 ]]>
<![CDATA[Sari, Windy Dian]]>;
<![CDATA[Ika, Ika]]>
<![CDATA[ Statement: Jurnal Media Informasi Sosial dan Pendidikan Vol 13 No 1 (2023): Statement | Jurnal Media Informasi Sosial dan Pendidikan ]]>
Publisher : <![CDATA[PMPP Lembaga Penelitian dan Studi Kebijakan ]]>
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<![CDATA[Penelitian ini akan mengkaji bagaimana peran teknologi pembelajaran dalam implementasi kurikulum 2013. Dalam kurikulum 2013 juga ada strategi pengembangan pendidikan, salah satunya adalah penambahan jam pelajaran. Rasionalitas penambahan jam pelajaran dapat dijelaskan bahwa perubahan proses pembelajaran (dari siswa diberitahu menjadi mencari tahu) dan proses penilaian (dari berbasis output menjadi berbasis proses dan output) memerlukan tambahan jam pelajaran. Dengan alokasi waktu per jam pelajaran. Teknologi pembelajaran meningkatkan produktivitas pendidikan, lebih banyak membina dan mengembangkan kegiatan belajar anak didik, memberikan kemungkinan pendidikan yang sifatnya lebih individual, memberikan dasar pembelajaran yang lebih ilmiah, lebih memantapkan pengajaran, meningkatkan kemampuan pembelajaran dengan memperluas jangkauan penyajian, memungkinkan belajar lebih akrab karena dapat mengurangi jurang pemisah antara pelajaran di dalamdan di luar sekolah, dan memungkinkannya pemerataan pendidikan yang bermutu]]>
<![CDATA[Investigating the Influence of Instagram Content on Self-Doubt: Implications for Psychological Well-being and Digital Literacy ]]>
<![CDATA[Sarnoto, Ahmad Zain]]>;
<![CDATA[Rahmawati, Sri Tuti]]>;
<![CDATA[Sari, Windy Dian]]>;
<![CDATA[Hidayat, Rachmat]]>
<![CDATA[ Jurnal Sosial, Sains, Terapan dan Riset (Sosateris) Vol. 12 No. 2 (2024): June: Sosateris ]]>
Publisher : <![CDATA[Intitute of Computer Science (IOCS) ]]>
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DOI: 10.35335/7am3h280
<![CDATA[This study investigates the influence of Instagram social media content on individuals' levels of self-doubt, employing a mixed-methods approach to explore the complex dynamics at play in the digital landscape. Quantitative analysis of survey data from 300 participants reveals a positive correlation between frequency of Instagram use and levels of self-doubt, with certain types of content, such as idealized lifestyles and glamorous imagery, significantly exacerbating feelings of inadequacy. Social comparison tendencies emerge as a key predictor of self-doubt, highlighting the role of perceived social norms and standards in shaping users' self-perceptions. Qualitative insights from in-depth interviews further illuminate users' subjective experiences and coping mechanisms, emphasizing the importance of digital literacy and resilience-building strategies in navigating the pressures of online environments. The findings offer actionable implications for promoting positive mental health in the digital age, advocating for digital literacy education, and fostering supportive online communities.]]>
<![CDATA[The Effectiveness of Ethno-Religious Based Jigsaw Model to Improve Critical Thinking of PAI in Indonesia ]]>
<![CDATA[Nursalim, Eko]]>;
<![CDATA[Satriah, Satriah]]>;
<![CDATA[Panjaitan, Hendripal]]>;
<![CDATA[Sari, Windy Dian]]>;
<![CDATA[Ghofur, Abdul]]>;
<![CDATA[Sarnoto, Ahmad Zain]]>;
<![CDATA[Santosa, Tomi Apra]]>
<![CDATA[ Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 6 (2024) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/obsesi.v8i6.6380
<![CDATA[This study aims to determine the irrigators of ethno-religious based jigsaw models to improve students' critical thinking skills in learning Islamic religious education in Indonesia. This type of research is quantitative research with a meta-analysis approach. This study analyzed 27 effect sizes obtained from Google scholars, ERIC, Wiley, and Taylor of Francis from the 2021-2024 issue with 1034 students. The JASP application assists the data analysis in this study. Effect size analysis is calculated with a 95% confidence level. The study results concluded that the effect size value obtained through the random effect model was 1,952 (high effect size category). These findings explain that, on average, students who apply the ethno-religious-based jigsaw model are effective in improving students' critical thinking skills in learning Islam. This study provides important information on using the jigsaw model in the future.]]>
<![CDATA[The Effectiveness of SAVI Learning Model Based on Flipped Classroom on Children's Problem Solving Ability ]]>
<![CDATA[Happy, Nurina]]>;
<![CDATA[Mardiati, Mardiati]]>;
<![CDATA[Hidayati, Nur]]>;
<![CDATA[Latifah, Nur]]>;
<![CDATA[Safira, Ifa]]>;
<![CDATA[Sukini, Sukini]]>;
<![CDATA[Sarnoto, Ahmad Zain]]>;
<![CDATA[Sari, Windy Dian]]>;
<![CDATA[Wantu, Hasyim Mahmud]]>;
<![CDATA[Nugraha, Aat Ruchiat]]>;
<![CDATA[Dewanto, Dewanto]]>;
<![CDATA[Yastanti, Unpris]]>;
<![CDATA[Santosa, Tomi Apra]]>;
<![CDATA[Solissa, Everhard Markiano]]>
<![CDATA[ Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 1 (2025) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/obsesi.v9i1.6753
<![CDATA[This study aims to determine the effectiveness of the flipped classroom-based SAVI learning model on children's problem-solving skills. This research is a type of meta-analysis research. The eligibility criteria in this study are: a) the research must be published in 2022-2024; b) this research was obtained through the Google Scholar database; Mendeley; ScienceDirect; and Wiley; c) the research must be relevant; d) the research must have complete data to calculate the effect size value; and the sample size > 30 participants. The data in this meta-analysis is analyzed with the help of JASP and Microsoft Excel applications. The results of the analysis of 19 effect sizes concluded that the summary effect size value ( d = 1.077 ; z = 8.172 ; p < 0.001) of the effect size category was strong. These findings show that the application of the effectiveness model of the flipped classroom-based SAVI learning model has a positive influence on children's problem-solving skills]]>
<![CDATA[Religious Literacy In The PAI Curriculum In Madrasah ]]>
<![CDATA[Sari, Windy Dian]]>
<![CDATA[ Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 04 (2023): Edukasi Islami: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al Hidayah ]]>
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DOI: 10.30868/ei.v12i04.5240
<![CDATA[The Curriculum of Islamic Religious Education (PAI) in Madrasah based on Religious Literacy can be referred to as a conceptual reality. This means that this idea is conceptual in nature. Therefore, what is referred to as Madrasah based on Religious Literacy is an attempt to describe how the concept of the PAI curriculum in Madrasah is based on religious literacy. It also explains that due to the conceptual crisis of Islamic Religious Education in Madrasah, which has moved further away from the values and cultural system of Salafi Islamic education, a conceptual solution is proposed that the appropriate Islamic Religious Education should be based on religious literacy. The research method used is a literature study by gathering data. Religious literacy in the PAI curriculum is highly essential for Madrasah students and it should start with research activities. This research aims to determine the implementation of religious literacy in the PAI curriculum in Madrasah. This research employs a qualitative approach. It is hoped that many Madrasahs will implement religious literacy in the PAI curriculum. Innovation, particularly in the PAI curriculum, should also incorporate religious literacy.]]>
