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All Journal Bunayya : Jurnal Pendidikan Anak FOKUS: Jurnal Kajian Keislaman dan Kemasyarakatan Sumatra Journal of Disaster, Geography and Geography Education FIKRAH Al-Ta'lim JPIB : Jurnal Psikologi Islam dan Budaya INSPIRASI (JURNAL ILMU-ILMU SOSIAL) Journal of Advanced Guidance and Counseling ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Journal of Education Research Idarah Tarbawiyah: Journal of Management in Islamic Education Tsaqofah: Jurnal Penelitian Guru Indonesia El-Rusyd Innovative: Journal Of Social Science Research TOFEDU: The Future of Education Journal Tarbiya Islamica Tashdiq: Jurnal Kajian Agama dan Dakwah Indonesian Journal of Islamic Education INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of International Multidisciplinary Research QOUBA : Jurnal Pendidikan Fikrah : Jurnal Pendidikan Agama Islam Variable Research Journal
Nurfarida Deliani
Faculty of Dakwah and Communication, State Institute of Islamic Studies Imam Bonjol Padang
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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PEMBELAJARAN REMEDIAL SEBAGAI CARA MENGATASI KESULITAN BELAJAR SISWA: STUDI KEPUSTAKAAN Nur Aisyah Agustin Bakhri; Deliani, Nurfarida; Batubara, Juliana
Tarbiya Islamica Vol. 13 No. 2 (2025): juli-desember
Publisher : Fakutas Tarbiyah Institut Agama Islam Sultan Muhammaad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ti.v13i2.4706

Abstract

Education is something that strives to create an active learning environment and process for students, as well as a platform for developing their potential. However, every child has a different learning process and outcome, which is why teachers are required to be able to make the learning process active and conducive. There are many things that interfere with the learning process, also known as learning difficulties. Learning difficulties vary from student to student, some caused by physical, psychological, or social factors. Learning difficulties in students can interfere with their learning outcomes. Therefore, to overcome this, teachers need to diagnose learning difficulties in students and improve unsatisfactory learning outcomes by providing remedial learning. The method used was qualitative library research. The results of this study indicate that remedial learning greatly improves the learning outcomes of students who experience learning difficulties. Because remedial learning is not just about repeating lessons, but also helping students learn according to their needs and in a very focused manner. Remedial learning is provided to students whose learning outcomes are unsatisfactory. Remedial learning is conducted individually so that students can focus better, and the learning methods are tailored to the types of learning difficulties experienced by students.
STRATEGI PEMBELAJARAN GURU BAHASA INDONESIA BAGI SISWA SLOW LEANERS DALAM MENINGKATKAN HASIL BELAJAR DI SEKOLAH DASAR NEGERI 343 KUBANGAN TOMPEK BATAHAN Nst, Herlina Yusroh; Deliani, Nurfarida; Batubara, Juliana; Mukholik, Idghom
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v5i4.8150

Abstract

This research is motivated by academic challenges at State Elementary School 343, Kubang Tompek Batahan, where some students are slow learners, possessing relatively low cognitive capacity and slower comprehension of material compared to their peers. This study focuses on exploring the learning process and analyzing the strategies of Indonesian language teachers in optimizing these students' learning outcomes. The method used was field research with a descriptive qualitative approach, involving classroom teachers and students through observation, in-depth interviews, and documentation. The research findings revealed that student learning was facilitated through the provision of structured materials, independent repetition at home, and the completion of diagnostic assignments. The comprehensive strategies implemented by the teachers included the application of a variety of teaching methods, the integration of play-based learning concepts to reduce anxiety, strategic seating arrangements, the use of supportive peers as tutors, and continuous motivation. The main conclusion indicates that the pedagogical interventions implemented by the teachers through these various strategies successfully facilitated learning access, created an inclusive environment, and had a significant positive impact on the academic progress of slow learner students. ABSTRAK Penelitian ini dilatarbelakangi oleh permasalahan akademik di Sekolah Dasar Negeri 343 Kubangan Tompek Batahan, di mana terdapat siswa dengan karakteristik slow learner yang memiliki kapasitas kognitif relatif rendah dan proses pemahaman materi yang lebih lambat dibandingkan teman sebayanya. Penelitian ini berfokus untuk mengeksplorasi gambaran proses belajar serta menganalisis strategi guru Bahasa Indonesia dalam mengoptimalkan hasil belajar siswa tersebut. Metode yang digunakan adalah penelitian lapangan (field research) dengan pendekatan kualitatif deskriptif, melibatkan guru kelas dan siswa melalui teknik pengumpulan data observasi, wawancara mendalam, dan dokumentasi. Temuan penelitian mengungkapkan bahwa proses belajar siswa difasilitasi melalui pemberian materi terstruktur, pengulangan mandiri di rumah, dan penyelesaian tugas diagnostik. Strategi komprehensif yang diterapkan guru mencakup penerapan variasi metode pengajaran, integrasi konsep belajar sambil bermain untuk mengurangi kecemasan, pengaturan tempat duduk strategis, pemanfaatan teman sebaya yang suportif sebagai tutor, serta pemberian motivasi yang berkelanjutan. Simpulan utama menunjukkan bahwa intervensi pedagogis yang dilakukan guru melalui berbagai strategi tersebut berhasil memberikan kemudahan akses belajar, menciptakan lingkungan yang inklusif, serta memberikan dampak positif yang signifikan terhadap kemajuan akademik siswa slow learner.    
Cognitive Learning Theory from an Islamic Perspective: A Conceptual and Content Analysis Lubis, Khairan Nur; Deliani, Nurfarida; Batubara, Juliana; Akbar, Ali
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.504

Abstract

Cognitive Learning Theory emphasizes mental processes as the foundation of how individuals acquire, organize, and process knowledge. Rather than viewing learning solely as a response to external stimuli, this theory highlights the role of cognitive structures, perception, memory, attention, and higher-order thinking. This study aims to examine the core concepts of Cognitive Learning Theory and analyze their relevance from an Islamic perspective. Using a qualitative content analysis approach, this study reviews key sources in educational psychology, peer-reviewed journals, and Islamic literature, including Quranic verses and the perspectives of Muslim scholars. The findings indicate that fundamental cognitive concepts such as reason, understanding, reflective thinking, and internal reinforcement are strongly aligned with Islamic educational principles. The Quran emphasizes the use of reason through concepts such as tadabbur, tafakkur, and ta‘aqqul, which correspond to cognitive processes highlighted in modern learning theory. This study argues that integrating Cognitive Learning Theory with Islamic educational values contributes to the development of learning strategies that are both cognitively effective and ethically grounded.
Social Learning Theory and Constructivism from the Perspective of Islamic Psychology Chairunnisa, Mutia; Deliani, Nurfarida; Batubara, Juliana
The Future of Education Journal Vol 4 No 9 (2025): #1
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1231

Abstract

The development of modern education demands a learning approach that not only focuses on cognitive aspects, but also develops social, moral, and spiritual skills. However, learning practices in many educational institutions are still dominant using lecture methods and have not been integrated with Islamic learning, so they lack effective learning theory. This study aims to describe Bandura's social learning theory and Piaget and Vygotsky's constructivism as a conceptual foundation for learning that is in line with the principles of Islamic education. Through a qualitative method based on literature studies, this study examines the literature on educational psychology and Islamic references to understand the characteristics, components, and implications of the two theories in holistic learning. The results show that social learning theory, which emphasizes the process of observation, modeling, and social reinforcement, is in line with the concept of exemplary (uswah hasanah) in Islam. Meanwhile, Piaget and Vygotsky's constructivism that emphasizes cognitive development, social interaction, and scaffolding in the Zone of Proximal Development (ZPD) is also in line with Islamic learning that is gradual, dialogical, and experiential. These findings provide a direction that these modern psychological theories can be the basis for the development of Islamic learning that touches on intellectual, spiritual, emotional, and social aspects, as well as become a theoretical foothold for a more comprehensive and contextual model of Islamic education.
Integration of Humanistic Learning Theory in Islamic Education: A Psychopedagogical Study of Contemporary Educational Challenges Mardhatillah, Mardhatillah; Batubara, Juliana; Deliani, Nurfarida
The Future of Education Journal Vol 4 No 9 (2025): #2
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1287

Abstract

This study aims to describe humanistic learning theory and examine its relevance within the context of Islamic education. Humanistic theory emphasizes holistic human development through meaningful learning experiences, freedom, self-actualization, and respect for learners’ dignity. This study employs a literature review method by analyzing the theories of Abraham Maslow and Carl Rogers, as well as scholarly works on Islamic education. The findings indicate that humanistic theory is aligned with the concept of Islamic education, which views human beings as endowed with fitrah (innate potential) and responsible for the development of their personal capacities. Humanistic learning is also found to be relevant in addressing contemporary educational issues, such as discrimination against students with special needs and excessive academic pressure that hinders learners’ psychological development. The integration of humanistic theory with Islamic values provides a conceptual foundation for fostering inclusive, empathetic, and humanizing educational practices.
Co-Authors A. Muri Yusuf Ahmad, Arbi Salam Akhyar, Muaddyl Ali Akbar Anggi Fitria Asnur, Latifah Azima, Rizqiyul Chahnia, Juwi Chairunnisa, Mutia Dina Haya Sufya Dzunuren, Arifal Farid, Abdul Feri, Dores okta Gusril Gusril Halim, Candra Hanum, Ardina Hermawati Hermawati, Hermawati Insani Herlando, Husnul Irfansyah Irmayanti, Azizah Putri Jamaris Jamaris Jihana, Nabilah Juliana Batubara Juliana Batubara Kuriaya, Kunalan Lailatul Munawwaroh Lubis, Khairan Nur Mardhatillah, Mardhatillah Maulana, Febrian Muaddyl Akhyar Mukholik, Idghom Mulya, Sri Nirmala, Zilfadlia Nst, Herlina Yusroh Nur Aisyah Agustin Bakhri Pranita, Elsy Prayitno Prayitno Putra, Ahmad Pratama Ramadhoni Aulia Gusli Rishan, Muhamad Rosdialena sa'adah, nailus Silfia Hanani Silvia, Elvi Sinta, Aulia Siregar, Yusnil Khoiriah Syahrani P, Shancy Syamsi Syamsi Ummah, khaira Uswatun Hasanah Wulandari, Roza Zaky, Muhammad