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All Journal Journal of Education and Learning (EduLearn) Jurnal Psikologi Terapan dan Pendidikan Nadwa : Jurnal Pendidikan Islam Edukasi: Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman Kuttab: Jurnal Ilmu Pendidikan Islam MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran GERVASI: Jurnal Pengabdian kepada Masyarakat J-ADIMAS (Jurnal Pengabdian kepada Masyarakat) Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Bubungan Tinggi: Jurnal Pengabdian Masyarakat At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah ASANKA: Journal of Social Science And Education Sosiolium: Jurnal Pembelajaran IPS Ma'alim: Jurnal Pendidikan Islam ALMUJTAMAE: Jurnal Pengabdian Masyarakat JANITA Al-Ijtima: Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Masyarakat: BAKTI KITA Jurnal Ilmu Sosial, Humaniora dan Seni Journal in Teaching and Education Area Tamaddun: Jurnal Ilmu Sosial, Seni, dan Humaniora Jurnal Padamu Negeri Al-Ijtimā: Jurnal Pengabdian Kepada Masyarakat
Siti Zazak Soraya
Institut Agama Islam Negeri Ponorogo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Social Sciences Other

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Peran Guru dalam Mengevaluasi Hasil Belajar Siswa melalui Nilai-Nilai Sosial dan Budaya Kaffahasana, Fi Silmi; Septina, Pradita Wahyu; Wicaksono, Priagung; Soraya, Siti Zazak; Najamudin, Najamudin
TAMADDUN: Jurnal Ilmu Sosial, Seni, dan Humaniora Vol. 3 No. 2 (2025): TAMADDUN: Jurnal Ilmu Sosial, Seni, dan Humaniora
Publisher : Yayasan Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/tamaddun.v3i2.297

Abstract

This study aims to examine the role of teachers in evaluating student learning outcomes through assessments based on social and cultural values. The research uses a library research method by analyzing various up-to-date scientific literatures, including journals, books, and relevant articles. The results show that teachers play a significant role as designers of assessment tools, facilitators of contextual learning, and reflective evaluators of students' diverse social and cultural backgrounds. Assessments that integrate values such as mutual cooperation, tolerance, and local wisdom have been proven to enhance student motivation, engagement, and character development. Therefore, assessments should encompass not only cognitive aspects but also affective and psychomotor dimensions. Despite the benefits of this approach, challenges still exist, such as limited teacher training, resources, and support from schools. Adequate training, relevant instrument development, and collaboration with the community are needed for the effective implementation of social-cultural-based assessments.
Peran Multiple Intelligences dalam Pengembangan Keterampilan 6C pada Generasi Z Soraya, Siti Zazak; Musyahid, Musyahid
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol 11 No 2 (2025)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.2025112.358

Abstract

This research aims to understand the roles, strategies, impacts, and challenges of implementing multiple intelligences to support the development of 6C skills. The study employed qualitative; with library research, the study was analyzed using content analysis. The research findings indicate that (1) applying multiple intelligences theory in education plays a crucial role in developing 6C skills. (2) Identifying various types of student intelligence through project-based strategies and intelligence mapping can enhance learning effectiveness. (3) The positive impacts of implementing multiple intelligences include increased student engagement, communication skills, and collaboration. (4) However, challenges such as a lack of training for educators and inadequate facilities need to be addressed through collaboration among schools and ongoing training programs.
Internalisasi Nilai Karakter Disiplin dan Tanggung Jawab dalam Pembelajaran IPS Terpadu Rachmawati Fanan, Aufa; Soraya, Siti Zazak
ASANKA : Journal of Social Science and Education Vol. 5 No. 1 (2024)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/asanka.v5i2.6190

Abstract

The research aimed to discover methods and the factors that help and hinder the development of discipline and student accountability from developing character values of discipline and student accountability in the integrated social studies learning process at SMP Ma'arif 2 Ponorogo. This study employed a qualitative research method. Observation, interviews, and documentation were employed to obtain data for this study. The analysis technique employed in this study is interactive data analysis. The result of study showed that (1) the instillation of discipline-related character values is well implemented through a) lesson plans integrated with character education of discipline and responsibility, b) exemplary teacher, c) habituation. (2) The instillation of the character of student responsibility is going well, as evidenced by: a) lesson plan that is integrated with the character of responsibility; b) teacher's example; and c) habituation. (3) Environmental variables and teachers assist the instillation of student discipline characters. Still, student and parent awareness impede establishing discipline. (4) The school and the environment are supporting factors for instilling the character of student responsibility. In contrast, (a) teachers and (b) students' laziness are factors that impede the development of the character of student responsibility.
Teacher Competence and Religious Character on Learning Achievement: The Mediating Role of Islamic Extracurriculars Pratiwi, Nanda; Soraya, Siti Zazak; Daryono, Rihab Wit
FITRAH: Jurnal Kajian Ilmu-ilmu Keislaman Vol 10, No 1 (2024): 8 Articles, Pages 1-166
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/fitrah.v10i1.10906

Abstract

This study aims to analyze the influence of teacher competence and religious character on the learning outcomes of students' moral creed in MAN 1 Trenggalek. A quantitative approach is used with the survey method, which is conducted retrospectively to examine the variable construction of learning outcomes of moral creed students. This research design uses explanatory and correlational approaches with Partial Least Squares Structural Equation Modeling (PLS-SEM) as an analytical tool. This study involved 98 MAN 1 Trenggalek students as samples, selected using purposive sampling techniques. Data were collected through questionnaires with four variables: Teacher Competence (X1), Religious Character (X2), Islamic Extracurricular as a mediator (Z), and Learning Achievement in Islamic Education (Y). Data collection is done through Google Forms. Data analysis using PLS-SEM, with testing stages of measurement and structural models. Measurement model testing aims to validate and estimate the reliability of indicators and constructs. The results show that all indicators meet the requirements of validity and reliability. Structural model evaluation aims to assess model predictions against empirical data and the predictive power of the model. The results show that teacher competence and religious character significantly impact the learning outcomes of students' moral creeds. Religious extracurriculars mediate the relationship between teacher competence and moral creed learning outcomes. This study concludes that teacher competence and religious character contribute significantly to the learning outcomes of students' moral creeds. This research contributes to the development of educational theory by highlighting the relationship between teacher competence, religious character, and student learning achievement, as well as the mediating role of Islamic extracurricular activities. This research concludes that teacher competence and student religious character have a positive influence on student learning achievement.
Building Multicultural Personality Through Religious Moderation In Early Childhood Education: Case Study in Ponorogo Puspitasari, Ratna Nila; Soraya, Siti Zazak
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 6 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v8i6.6165

Abstract

Integrating religious moderation into early childhood education is an important approach to forming multicultural personalities in children. This research explores the application of religious moderation in early childhood education and its impact on children's growth and development. This research involved using a qualitative case study method, which involved six teachers from three kindergartens in Ponorogo. Data collection was carried out through interviews, observation, and document analysis, with data analysis following an interactive model that included data collection, condensation, display, and verification. The findings reveal that religious moderation forms a multicultural personality using culture-based activities that can develop cultural empathy and accommodation towards local culture, routine ceremonies and those included in learning activities develop open-mindedness and national commitment, religious activities develop flexibility and tolerance, and fair treatment of teachers and principals. schools and students develop emotional stability and anti-violence, and social activities develop social initiative and tolerance. Although there are challenges, such as differences in religious viewpoints and difficulties in integrating national and local curricula, the benefits include reducing excessive religious fanaticism and encouraging empathy and tolerance. 
Co-Authors Aditya, Nicko Agna Virlia Andarista Alfiani Zubaidah Anisa, Nindi Aulya Aufa Rachmawati Fanan Ayu Agustin Ayu, Suci Hesty Pajar Azizah, Shofia Nur Dani Rizki Fadilah Daryono, Rihab Wit Dwi Kurniawati, Dwi Dwi Ulfa Nurdahlia Dwi Ulfa Nurdahlia Ferika Andani Haikal, Addinul Haq Harisatunisa, Harisatunisa Hasn, Fatma Aisyah Intan Asyikin Jagad Padang Gemilang Kaffahasana, Fi Silmi Kurniawati Kurniawati Lusiana, Deva Lusiani, Diva Maulida, Zeni Latifalul Mei-Ying Chen Mila Nur Aini Muawanah, Risalatul Mustofa, Nabilah Fairuz Fathiyah Yusfi Musyahid, Musyahid Nafidatul Vindi Riswanto Najamudin Najamudin Najib, M. Akhsan Nanda Pratiwi Nofiya Wahyuningtyas Nugrahini, Dyas Ria Rachmawati Fanan, Aufa Ramadhan, Nauku Ifallah Ratna Nila Puspitasari, Ratna Nila Retno Pratiwi Rifka Anisa Rosyid Nihru Mas'ul Safitri, Lilis Nur Septina, Pradita Wahyu Siti Afifah Fitriani Siti Aisyah Sulamudiana Sulamudiana Susanto, Richy Ari Tasaki Fattah Hidayat Afriansyah Wicaksono, Priagung Yogo Bekti Kusuma Yuyun Sukmawati