Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Diniyah: Jurnal Pendidikan Dasar
Akbar, Harun
Unknown Affiliation
Education Transportation Other

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

Found 2 Documents
Search

 1 
Family Environment and Student Compliance with School Rules in Indonesian Primary Education: Evidence from a Cross-Sectional Survey Wiratni, Ambar; Rasmi, Rasmi; Akbar, Harun
Diniyah: Jurnal Pendidikan Dasar Volume 6 Nomor 2, 2025
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v6i2.8950

Abstract

Student compliance with school rules is essential for safe, orderly learning and is shaped by socialization across home and school contexts. This study examined the profile of the family environment and its relationship with compliance among Grade 5 pupils in an Indonesian public elementary school. A quantitative cross-sectional survey was conducted with 52 students selected through random sampling from a population of 105. Data were collected using two Likert-type questionnaires measuring family environment and compliance with school rules and analyzed using descriptive statistics, Pearson correlation, and simple linear regression. Most students reported a “good” family environment (55.76%) and “good” compliance (53.84%). Family environment was positively associated with compliance (r = .334, p = .015) and significantly predicted compliance (B = 0.469, t = 2.508, p = .015), explaining 11.2% of variance (R² = .112). The findings indicate that supportive and structured home conditions contribute modestly to rule-following, while substantial variability likely reflects school climate, peer dynamics, and individual self-regulation. Strengthening home–school alignment may support more consistent student discipline. Keywords: family environment; student compliance; school rules; elementary school; parental monitoring
Integrating scientific learning and differentiated instruction in elementary IPAS: Implementation and conceptual understanding Ilham, Muhammad; Raehang, Raehang; Pratiwi, Enggar Dwi; Fatimah, Waode Sitti; Akbar, Harun
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 2 (2026): In-Press
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i2.14789

Abstract

Conceptual understanding in Natural and Social Sciences (IPAS) learning requires inquiry-based instruction responsive to students’ diverse needs. This study examined the implementation of scientific learning integrated with differentiated instruction and its relationship with students’ conceptual understanding. A quasi-experimental nonequivalent pretest–posttest control group design involved 30 fifth-grade students from two intact classes in Southeast Sulawesi, Indonesia. The three-meeting intervention was supported by classroom observations and a teacher interview. The experimental group demonstrated greater mean improvement (14.30 vs. 7.40 points) and normalized gain (0.23 vs. 0.12) than the control group, with a statistically significant between-group difference (p = .004). However, both gains remained low. The findings suggest that guided inquiry and differentiated scaffolding offer promising instructional support, although the short intervention and limited classroom replication constrain causal interpretation. Keywords: Conceptual understanding; differentiated instruction; IPAS learning; scientific learning
Co-Authors Fatimah, Waode Sitti Muhammad Ilham Pratiwi, Enggar Dwi Raehang Raehang, Raehang Rasmi Rasmi, Rasmi Wiratni, Ambar