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All Journal Auladuna Jurnal Ilmiah Ekonomi dan Bisnis AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman Risâlah, Jurnal Pendidikan dan Studi Islam al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Transformatif Jurnal Ilmiah Sekolah Dasar Cakrawala : Jurnal Kajian Manajemen Pendidikan Islam dan Studi Sosial Jurnal Pendidikan Islam AL-ILMI Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Awwaliyah Jurnal Studi Kependidikan dan Keislaman Jurnal Ilmiah Wahana Pendidikan Bansi (Jurnal Bisnis Manajemen Akuntansi) ALSYS : Jurnal Keislaman dan Ilmu Pendidikan Ihsanika : Jurnal Pendidikan Agama Islam AT-TAKILLAH : Jurnal Pendidikan dan Keislaman Journal Educational Research and Development Jurnal Ilmu Manajemen Dan Pendidikan PRIMER: Journal of Primary Education Research PRIMER: Journal of Primary Education Research
Sedya Santosa
Unknown Affiliation
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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PERAN GURU BESERTA ORANG TUA DALAM MENGATASI KESULITAN MEMBACA SISWA TERHADAP PROSES PEMBELAJARAN DI SEKOLAH DASAR Imam, Nurul; Sedya Santosa; Nisa Syuhda; Muhammad Nizar Al Bashir; Asnafiyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 Nomor 1, Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.21723

Abstract

This research aims to describe the role of teachers and parents in overcoming students' reading difficulties during the learning process in elementary schools. The method used in this research is Systematic Literature Review (SLR), with data sources coming from articles that have been published through the Online Journal System (OJS). A total of 10 relevant articles obtained through a search using Google were documented and tabulated based on the similarity of findings or conclusions from each article. After the tabulation process, the data is analyzed, reduced, and then compiled into conclusions. The results of this research provide an overview of the role of teachers and parents in supporting students to overcome reading difficulties during the learning process in elementary school. Based on these findings, it is hoped that educators, especially teachers, can continue to increase synergy with parents in supporting students' literacy development, as well as, if relevant, integrating Islamic values ​​into the learning process.
MENGANALISIS PEMBELAJARAN IPS DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBER HEAD TOGETHER (NHT)” Siti Asmaul Husna; Sedya Santosa; Lailatul Husna Al-Illahiyah; Liza Septiani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.26960

Abstract

This study aims to describe the success of the Number Head Together (NHT) cooperative learning model through strategies that can increase student involvement in the learning process. This model encourages students to work together in groups, discuss with each other, and share information before answering questions from the teacher. The teacher in the learning process is less modified in this social science learning method. This can happen in the learning mindset which is interpreted as the acquisition of knowledge to students, learning is emphasized on results, not on the process. As a result, learning in class becomes monotonous because the teacher delivers material through notes and memorization. Qualitative and descriptive methods are used to collect data through observation, interviews, and document studies. The results are that students have improved in Numbered Head Together learning, including: 1) student learning activities are quite good. 2) students find it easier to understand learning materials. 3) it is necessary to exemplify how to teach using an active student learning model, 4) the teaching aids used support the achievement of the learning objectives set.
Resiliensi Infrastuktur Dalam Mengelola Sarana Prasarana Di Lembaga Pendidikan Abdulloh Muhamad Al-Kaff; Nadilla Aleyda Maqhfira Agustin; Sedya Santosa
Journal Educational Research and Development | E-ISSN : 3063-9158 Vol. 2 No. 2 (2025): Oktober - Desember
Publisher : GLOBAL SCIENTS PUBLISHER

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Abstract

This study aims to analyze strategies for managing educational facilities and infrastructure, as well as their resilience against disasters in educational institutions, to support sustainable education in the digital era and amid high-risk conditions. The method employed is a literature review with a qualitative approach, involving data collection from national/international journals, scientific articles, and books via platforms such as Google Scholar, PubMed, and DOAJ, followed by descriptive analysis to summarize findings and identify knowledge gaps. The results indicate that facility and infrastructure management encompasses seven main strategies planning, reception, inventory, security, storage, disposal, and evaluation while resilience against disasters involves five steps: disaster-resistant building design, utility backups, training simulations, recovery planning, and external collaborations. Integrating these strategies enhances resilience, minimizes disruptions, and ensures safety and continuity of the teaching-learning process.
Manajemen Sarana Pembelajaran Melalui Kebijakan Penggunaan Alat Elektronik dalam Mendukung Pendidikan Ganda di Pondok Pesantren Mannallah Umi Habibah; Ahmad Syawal; Sedya Santosa; Musdalifa, Musdalifa
Jurnal Ilmu Manajemen dan Pendidikan | E-ISSN : 3062-7788 Vol. 2 No. 4 (2026): Januari - Maret
Publisher : CV. ITTC INDONESIA

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Abstract

This study aims to analyze the management of learning facilities through electronic device restriction policies in supporting dual education at Pondok Pesantren Mannallah. Dual education that integrates diniyah and formal curricula creates complexity in facility needs, especially when pesantren implements strict restrictions on the use of electronic devices. This qualitative research with a case study design involves 29 santri and 5 administrators as research subjects selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and documentation, then analyzed using the Miles, Huberman & Saldana model. The research results show: (1) the condition of learning facilities is still conventionally oriented with significant limitations in digital facilities there are no shared computers for santri, internet access is very limited, and the management system is manual-based; (2) the implementation of electronic device restriction policy creates a pedagogical paradox that is effective in maintaining the focus of diniyah learning but hinders the fulfillment of formal education needs; (3) optimization strategies require a controlled digital access model that provides controlled technology facilities without sacrificing pesantren values. The practical implications of this research recommend the provision of digital learning spaces with scheduled access, monitoring systems based on direct supervision, and integration of digital literacy into the pesantren curriculum as solutions to balance value preservation with 21st-century learning technology adaptation.
Integration of Technology in Islamic Religious Education Sedya Santosa
AT-TAKILLAH : Jurnal Pendidikan dan Keislaman Vol. 3 No. 2 (2025): November
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/at-takillah.v3i2.639

Abstract

The rapid advancement of technology has transformed educational practices worldwide, offering new opportunities for enhancing teaching and learning processes. Islamic Religious Education (IRE), or Pendidikan Agama Islam (PAI), traditionally relies on conventional methods such as lectures, memorization, and discussion. However, integrating technology into IRE has the potential to create more engaging, interactive, and meaningful learning experiences while supporting the internalization of Islamic values. This study aims to explore the strategies, practices, and challenges of integrating technology in IRE to improve students’ understanding of Islamic teachings and promote moral and spiritual development. A qualitative research design was employed in this study, involving classroom observations, semi-structured interviews with IRE teachers, and document analysis of lesson plans and teaching materials. Participants were selected through purposive sampling from Islamic-based schools where technology is actively used in teaching. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, with triangulation of multiple data sources to ensure validity and reliability. The findings indicate that technology integration in IRE is implemented through the use of multimedia content, interactive activities, and digital platforms. Multimedia presentations, educational videos, and interactive quizzes were found to increase student engagement and motivation, while digital tools facilitated collaborative learning and self-directed exploration of Islamic teachings. Teachers deliberately selected and adapted materials to ensure alignment with Islamic values, emphasizing principles such as honesty, discipline, responsibility, respect, and cooperation. Classroom routines, teacher modeling, and value-based activities further reinforced the internalization of these values. Despite these benefits, challenges were identified, including limited access to devices and internet connectivity, varying levels of digital literacy among teachers and students, and the need for appropriate digital resources that integrate Islamic values. Addressing these challenges requires professional development for teachers, provision of value-oriented digital teaching materials, and strategies to ensure equitable access to technology in educational settings. In conclusion, the integration of technology in Islamic Religious Education enhances students’ learning outcomes, engagement, and moral development. Thoughtful and deliberate implementation of digital tools enables teachers to deliver lessons that are both interactive and aligned with the ethical and spiritual objectives of IRE. This study highlights the potential of technology to transform Islamic education into a holistic, value-oriented learning experience that balances cognitive, spiritual, and moral growth, preparing students to navigate the modern world with knowledge, skills, and ethical integrity.
Memahami Konsep Belajar Anak Usia Dasar: Studi Analisis Teori Belajar Carl Rogers Serta Penerapannya di Sekolah Dasar Hidayat, Wahyu; Sedya Santosa
Journal of Primary Education Research Vol. 2 No. 1 (2024): Journal of Primary Education Research
Publisher : Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/primer.v2i1.18

Abstract

The importance of understanding Carl Rogers' learning theory and its application to elementary age children not only has an impact on improving the quality of the learning process, but can also support the holistic development of children's individual potential. This research is qualitative research with a literature review approach. This research includes a comprehensive review of the literature relevant to Carl Rogers' learning theory and its application in the context of primary childhood learning. Analyze the literature to identify key concepts in Carl Rogers' theory of learning. This may include concepts such as self-concept, self-actualization, unconditional appreciation, and empathy as the main focus. Review the literature that discusses the application of Carl Rogers' learning theory in elementary age learning. It involves reviewing research results, case studies, and practical implementation of Rogers' concepts in classrooms or primary age educational environments. The results of this study are explained pointedly from the urgency of Carl Rogers learning theory for children, the concepts underlying Carl Rogers learning theory, the implementation of the basic concepts of Carl Rogers learning theory in elementary age education, and analysis of the application of Carl Rogers learning theory in elementary school age children.. The implications through this study are expected to find strategies and approaches that can make a positive contribution to elementary age learning, in accordance with the learning principles advocated by Carl Rogers.
Analisis Nilai-Nilai Karakter dalam Al-Qur’an dan Hadis serta Relevansinya terhadap Pendidikan Karakter di Era Modern Evi Sulfaningsih; Sedya Santosa; Dani Alamsyah
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8870

Abstract

The moral crisis of the modern era, marked by declining honesty, empathy, and responsibility, as well as pervasive violence and intolerance among young people, underscores the urgency of strengthening character education grounded in Islamic values. This study aimed to identify Islamic character values in the Qur’an and Hadith, the methods for instilling these values, and their relevance to contemporary character education. A qualitative library research method was employed, drawing on Qur’anic verses, hadiths of the Prophet Muhammad, works of Qur’anic exegesis, hadith commentaries, and literature on Islamic education. The data were analyzed using content analysis and thematic descriptive techniques. The findings indicate seven core character values—gratitude, patience, honesty, compassion, justice, responsibility, and sincerity, which encompass both vertical–spiritual and horizontal–social dimensions. In addition, six methods of value internalization were identified, namely role modeling, guidance, motivation, sustained habituation, advice, and organizational structuring, all of which are consistent with modern educational approaches such as role modeling, mentoring, and school culture formation. The study concludes that Qur’anic and Prophetic character values are highly relevant for addressing contemporary moral problems such as dishonesty, low empathy, violence, and intolerance. Its theoretical implications enrich the discourse of Islamic education through the formulation of a comprehensive conceptual framework of Islamic character, while its practical implications include the development of character education policies, the design of a more applicative Islamic Religious Education (PAI) curriculum, value-based instructional strategies, and the strengthening of school–family collaboration in character formation. The study also recommends further empirical research to test the effectiveness of these value internalization methods in real classroom contexts and to develop integrative models of character education.
Co-Authors Abdulloh Muhamad Al-Kaff Ahmad Syawal Al Bashir, Muhammad Nizar AL, Albab shodikin Asnafiyah Dani Alamsyah Dwi Mutiansi Evi Sulfaningsih Havifa Nurhijatina Hera Apriliana Saputri Heru Sulistya Ika Wahyuningsih khairullina05, Alifia Lailatul Husna Al-Illahiyah Larasati, Nabila Joti Liza Septiani Machasin Machasin Maya Sarita Mirna Astuti Mohammad Khoirul Abidin Mohammad Nurul Yaqin Muhammad Fakhri Salim Kavabih Muhammad Nizar Al Bashir Muhammad Zainudin Sani Mukhmad Averros Azzam Al Islami Musdalifa Musdalifa Muzaini, M. Choirul Nadilla Aleyda Maqhfira Agustin Nisa Syuhda Niswa Nadia Ummami Nur Ali Yasin Nurul Yaqin Setyo Pambudi Sinta Bella Siswahyudianto Siti Asmaul Husna Syarifah Risma Aulia Umi Habibah Vina Tamarin Wahyu Hidayat Yayuk Purwati Yuliarsih, Tiara Yusra Arsila Zulhijrah