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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 Inovasi : Jurnal Sosial Humaniora dan Pendidikan Tsaqofah: Jurnal Penelitian Guru Indonesia El-Rusyd Innovative: Journal Of Social Science Research TOFEDU: The Future of Education Journal Indonesian Journal of Innovation Multidisipliner Research Referensi Islamika : Jurnal Studi Islam 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 Innovative and Creativity Journal of International Multidisciplinary Research QOUBA : Jurnal Pendidikan Indonesian Journal of Innovation Multidisipliner Research 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 Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management 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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STUDI ANALISIS KEMITRAAN ORANG TUA DAN SEKOLAH DALAM MENINGKATKAN KEDISIPLINAN SISWA Akhyar, Muaddyl; Batubara, Juliana; Deliani, Nurfarida
FIKRAH Vol 8 No 1 (2024): JUNI
Publisher : Ibn Khaldun University, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/fikrah.v8i1.20610

Abstract

The case of the teacher who dared to reprimand a student for smoking is a clear example of how the partnership between parents and schools can be a decisive factor in overcoming problems that arise in the world of education. This incident illustrates the role of parents who are active in supporting their children's educational process, as well as schools that are committed to character building and student discipline. The purpose of this study is to explain the Urgency of Parent and School Partnerships in Improving Student Discipline (Case Study of Teacher Reprimanded by Parents for Reprimanding Smoking Students). The method used in this study uses a qualitative method with a case study approach. The case study approach is a powerful tool for exploring a particular situation or event carefully, deeply, and in detail. This approach allows researchers to gain a better understanding of the complexity and dynamics of a phenomenon or problem in a real context. The results of this study indicate that the Urgency of Parent and School Partnerships in Improving Student Discipline. These partnerships have a significant impact in shaping student character and creating an effective educational environment are Strengthening Values and Discipline, Holistic Approach to Education, Open and Constructive Communication, Key Support in Rule Implementation, Improved Academic Performance, Better Monitoring and Support, Reducing Rule Breaking, Teaching Cooperation and Responsibility.
Stages and Developmental Tasks of Students and Their Implications in the Educational and Learning Process: An Islamic Psychopedagogical Perspective Ummah, Khaira; Deliani, Nurfarida; Batubara, Juliana
The Future of Education Journal Vol 4 No 8 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1036

Abstract

The success of learning practices depends heavily on the extent to which educators understand the developmental characteristics of students at each age range. This study aims to analyze the stages of human development from childhood to adulthood, identify the competencies that need to be achieved at each stage, and explore their relevance to designing teaching and learning activities within an Islamic psychopedagogical framework. The method used is a literature review, which examines classical and contemporary developmental psychology literature and Islamic educational concepts. The findings indicate that early childhood requires a fun approach, elementary school children need concrete and collaborative experiences, adolescents need identity guidance and value reinforcement, and adults need meaningful and contextual learning. The Islamic perspective emphasizes that students have an innate nature that must be developed holistically, not limited to intellectual aspects alone. This study also identifies current issues such as promiscuity and early marriage as indications of failure to achieve developmental tasks that require values-based educational solutions. In conclusion, aligning learning strategies with developmental stages is key to achieving the goal of holistic education that prepares quality individuals in all dimensions of their lives.
Analisis Konseptual tentang Peran Kecerdasan Interpersonal dalam Pembelajaran Ditinjau dari Perspektif Al-Qur’an dan Hadis: Penelitian Ahmad, Arbi Salam; Deliani, Nurfarida; Batubara, Juliana
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3706

Abstract

This study aims to conceptually analyze the role of interpersonal intelligence in learning from the perspective of the Qur’an and Hadith. Interpersonal intelligence is defined as the ability to understand, empathize with, and appropriately respond to others’ feelings and behaviors to create harmonious social relationships. In the context of education, this intelligence plays an essential role in fostering positive interactions between teachers and students and in creating a conducive learning environment. This research employs a qualitative approach using the library research method by analyzing educational psychology literature, Qur’anic exegesis, and Hadith sources. The analysis was carried out descriptively and analytically to integrate theories of interpersonal intelligence with Qur’anic and Prophetic values. The findings indicate that interpersonal intelligence is reflected in four key verses: QS. Al-Hujurat [49]:10 on brotherhood, QS. Ali Imran [3]:159 on gentleness, QS. An-Nisa [4]:36 on kindness toward others, and QS. Al-Mujadilah [58]:11 on respect for knowledge. Furthermore, the Hadiths of the Prophet Muhammad (peace be upon him) emphasize empathy, compassion, and mutual respect in social relations. Thus, interpersonal intelligence has a strong theological foundation in Islam and plays a vital role in realizing a humanistic and Qur’an-based learning process.
Formation of Student Character Regarding Disciplinary Aspects of School Regulations Silvia, Elvi; Deliani, Nurfarida; Batubara, Juliana
Indonesian Journal of Islamic Education Vol. 1 No. 2 (2023): November 2023
Publisher : Departement of PAI, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijie.v1i2.7578

Abstract

This research aims to determine the formation of students' character regarding the disciplinary aspects of regulations related to school regulations. The research method in this article is qualitative research with a descriptive approach. The type of research used in this article is field research with a descriptive qualitative approach. The results of this research are that character formation through disciplined behavior is very important for students' futures. Because disciplined behavior has characteristics such as obedience, obedience, loyalty, regularity and orderliness, it is the most important thing to achieve national education goals. Implementing student character formation through disciplinary behavior by teachers aims to encourage students to achieve more, have good personalities and have dignity as individuals. This research examines the formation of student character through instilling aspects of student discipline regarding school regulations. From the results above it can be concluded that character formation through disciplined behavior is very important for students' future. Disciplinary behavior has characteristics such as obedience, obedience, loyalty, regularity and orderliness which are the most important things to achieve national education goals. Implementing student character formation through disciplinary aspects aims to encourage students to achieve more, have good personalities.
ANALISIS KESULITAN BELAJAR MEMBACA (DISLEKSIA) TERHADAP HASIL BELAJAR PESERTA DIDIK KELAS IV SDN 21 LUBUK ALUNG Syahrani P, Shancy; Deliani, Nurfarida; Batubara, Juliana
VARIABLE RESEARCH JOURNAL Vol. 1 No. 03 (2024): OKTOBER 2024
Publisher : Media Inovasi Pendidikan dan Publikasi

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Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan kesulitan belajar membaca oleh peserta didik yang mengalami gangguan Disleksia. Penelitian ini merupakan penelitian studi kasus pada siswa kelas IV dengan gangguan Disleksia di SDN 21 Lubuk Alung dengan menggunakan pendekatan kualitatif. Teknik pengumpulan data yang penulis gunakan dalam penelitian ini yaitu mengggunakan wawancara, observasi dan tes terkait kemampuan membaca peserta didik yang mengalami gangguan Disleksia. Berdasarkan hasil penelitian bahwa peserta didik Disleksia kesulitan dalam mengidentifikasi kata sukar dan kata dasar, memaknai kata, memahami isi bacaan, kesulitan dalam menulis karena tidak mengetahui huruf. Dan faktor yang menyebabkan kesulitan peserta didik dalam membaca adalah kurangnya motivasi dan minatnya dalam membaca, lingkungan keluarga kurangnya perhatian orang tua terhadap aktivitas belajar anaknya dirumah. Kurangnya semangat belajar dari peserta didik dan metode mengajar serta media yang digunakan oleh guru saat belajar kurang menarik perhatian dari peserta didik tersebut. Dari faktor-faktor tersebut berdampak pada hasil belajar peserta didik yang kurang baik dan tidak bagus selama proses pembelajarannya.
PERAN PSIKOLOGI PENDIDIKAN ISLAM DALAM MENGIMPLEMENTASIKAN KURIKULUM MERDEKA DI SEKOLAH DASAR feri, dores okta; Batubara, Juliana; Deliani, Nurfarida
VARIABLE RESEARCH JOURNAL Vol. 2 No. 01 (2025): JANUARI 2025
Publisher : Media Inovasi Pendidikan dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Psikologi Pendidikan Islam memiliki peran yang sangat penting dalam mengimplementasikan Kurikulum Merdeka di Sekolah Dasar, dengan pendekatan yang mengedepankan pengembangan aspek kognitif, afektif, dan spiritual siswa sejak usia dini. Kurikulum Merdeka memberi kesempatan bagi siswa untuk belajar sesuai dengan minat dan potensi mereka, yang memerlukan pendekatan pembelajaran yang lebih menyeluruh dan adaptif. Psikologi Pendidikan Islam memberikan panduan untuk memahami kebutuhan psikologis dan spiritual siswa, serta cara yang tepat untuk mengembangkan karakter dan kecerdasan mereka sesuai dengan nilai-nilai agama. Dalam konteks Sekolah Dasar, penerapan psikologi pendidikan Islam dalam Kurikulum Merdeka dapat menciptakan lingkungan belajar yang lebih inklusif dan relevan, yang memperhatikan keseimbangan antara pengembangan intelektual dan moral. Artikel ini membahas bagaimana psikologi pendidikan Islam dapat diintegrasikan dalam Kurikulum Merdeka di Sekolah Dasar, serta dampaknya terhadap perkembangan karakter, spiritualitas, dan prestasi akademik siswa secara menyeluruh.
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.
Co-Authors A. Muri Yusuf Ahmad, Arbi Salam Akhyar, Muaddyl Ali Akbar Anggi Fitria Arlotas, Rena Kinnara Asnur, Latifah Azima, Rizqiyul Chahnia, Juwi Chairunnisa, Mutia Dina Haya Sufya Dinda, Dinda Dzunuren, Arifal Elfa, Febriyoli 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 Putra, Rahman Pranovri 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