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All Journal PRISMA Edukasi Islami: Jurnal Pendidikan Islam DAYAH: Journal of Islamic Education Journal of Advanced Sciences and Mathematics Education Smart Society: Community Service and Empowerment Journal Online Learning in Educational Research
Syamsul Huda
Institut Agama Islam Negeri Kediri
Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Concept of Character Learning: A Comparative Study of Al-Ghazali and Thomas Lickona’s Perspectives Syamsul Huda; Muhamim Sarifudin; Munifah Munifah; Anis Humaidi; Saifullah Idris; Mawardi Mawardi
DAYAH: Journal of Islamic Education Vol 5, No 1 (2022): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v5i1.11974

Abstract

The main goal in character education is to achieve noble character to create a harmonious human life, helping each other, being fair, and having a balanced relationship in social life. Because of that, instilling character in students is fundamental so that when they grow up, they can become the next generation of solid character. This study uses library research that compares the concept of learning the character of al-Ghazali and Thomas Lickona. The research method carried out in this study was carried out with several steps, such as collecting qualitative data based on reputable data sources and analyzing data to obtain final results. The study results show that Al-Ghazali's educational method is a traditional nuanced method of "lecture and uswah hasanah". Furthermore, Al-Ghazali's educational materials are all forms of teachings contained in the Islamic religion. More clearly and concretely, the concept of education initiated by Al-Ghazali contains two elements: transcendence (rububiyyah: divine) and humanization. Meanwhile, the concept of character learning initiated by Thomas Lickona formulates character learning that involves all components in the education process, both family, school, and community. In addition, the character learning process, according to Thomas Lickona is an effort that involves three aspects of intelligence, including cognitive through moral knowing, affective through moral feeling, and psychomotor through moral acting as follows: The purpose of character learning is to help students become intelligent and good in manners.
LEARNING MODEL TO IMPROVE THE ABILITY TO UNDERSTAND MATHEMATICAL CONCEPTS Syamsul Huda; Lusi Anggraini; Rizka Dwi Saputri; Muhamad Syazali; Rofiqul Umam
PRISMA Vol 8, No 2 (2019): Jurnal PRISMA Volume 8, No 2 tahun 2019
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v8i2.769

Abstract

Teaching and learning process to determine student learning outcomes requires the selection of appropriate learning models so that it can provide maximum learning impact. This study aims to determine the effectiveness of better learning models for the ability to understand mathematical concepts. This type of research is quantitative using the Quasi-experimental design method. Data collection in this study uses a description test with the type of questions based on indicators of mathematical concept understanding ability. Hypothesis testing uses a non-correlated 2-sample t test with decisions taken through the left-side test. This shows that the Flipped Classroom learning model is more effective than the Auditory Intellectually Repetition learning model in influencing students' mathematical concepts
Pesantren and Tradition (Study Of Ta'dzim Affiliates in Character Education Al-Ghazali and Thomas Lickona) Try Heni Aprillia; Agus Harisuddin Masrof; Nur Ahid; Syamsul Huda
Edukasi Islami : Jurnal Pendidikan Islam Vol 12, No 01 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i01.2738

Abstract

The academic problems of this research stem from the environmental phenomenon of the Pesantren Al-Falah Ploso where the students still respect their Kyai, in other words, the ta’dzim attitude towards the teacher (Kyai) is still very well maintained. This is different from general education institutions in Indonesia. Ta’dzim itself is a form of character education and is a typical pesantren tradition. The research method used is Library Research with a qualitative approach. This study aims to examine the conception of character education of al-Ghazali and Tomas Lickona’s and its relation to the ta’dzim tradition at the Pesantren Al-Falah Ploso. The results showed that the ta’dzim tradition at the Pesantren Al-Falah Ploso was still well sublimated through divine values and human values. This is explained in detail in Al-Ghazali's conception of character education, namely to purify oneself (tazkiyat al-nafs) from despicable traits. Tazkiyat al-nafs is a way to get physical, spiritual, material and spiritual happiness, in this world and the hereafter. Meanwhile, according to Thomas Lickona, there are three important components in building character education, namely: Moral knowing, moral feeling, and moral action.
Enhancing conceptual understanding and learning skills: The role of strategy, motivation, teacher support, and self-efficacy Ummiy Fauziyah Laili; Syamsul Huda; Atika Anggraini; Fareza Chandri Maharani; Luthfiyatul Muniroh; Rofiqul Umam
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.653

Abstract

Background: Effective learning involves more than mere exposure to information; it requires learners to engage strategically, be motivated, and operate within supportive environments. In junior high school science education, students often face challenges in developing a deep conceptual understanding and acquiring scientific skills. Addressing this issue calls for the implementation of learning strategies that promote active engagement and student-centered learning. Aim: This study aims to investigate the impact of the Reading, Questioning, and Answering (RQA) learning strategy on students’ conceptual understanding and science learning skills. It also explores the role of learning motivation, teacher support, and self-efficacy in supporting students' learning processes. Method: A quantitative research design was employed, utilizing the Partial Least Squares (PLS) analysis approach. The sample consisted of 40 junior high school students selected through a saturated sampling technique. Data were gathered through questionnaires, classroom observations, and documentation, and analyzed using SmartPLS software to assess the relationships among the studied variables. Result: The results revealed that the RQA learning strategy significantly influences students’ conceptual understanding and science learning skills. While learning motivation, teacher support, and self-efficacy also have positive effects, the RQA strategy was identified as the most influential factor in enhancing science learning outcomes.Conclusion: The findings underscore the importance of innovative and student-centered learning strategies, such as RQA, in improving science education at the junior high school level. These insights are valuable for educators and curriculum developers in designing more interactive and supportive learning environments that foster deeper understanding and scientific competence among students.
Socialization and Debriefing in Educating Mentally Retarded Children: Optimizing Teacher Strategies in Teaching Syamsul Huda
Smart Society Vol. 1 No. 2 (2021): Smart Society
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (356.798 KB) | DOI: 10.58524/smartsociety.v1i2.61

Abstract

Various strategies that have been used in teaching mental retardation include promoting an emotional approach, thoroughness and strengthening of children's abilities. But in reality, educating mentally retarded children is not easy to accept in teaching. They prefer to play alone and find it difficult to respond to every event and experience what they get. For that we need a strategy in educating so that the teaching and learning system becomes optimal. The purpose of this study was to determine the ability of mentally retarded children to understand PAI subjects. This study uses a qualitative approach, which is a research procedure that produces descriptive data in the form of written or spoken words from people or observed behavior from people (subjects themselves). To obtain data that is as expected, this research uses two methods of data collection, namely interviews and observations. The study has a strategy that needs to be done by teachers, in educating mentally retarded children in PAI subjects, is to use individual learning. This individual learning is considered effective and efficient, considering that mentally retarded students have below average intelligence, as well as their lack of ability in socializing and communicating.
Transformation of Physics Learning: Integrating Virtual Laboratories to Improve Students' Scientific Literacy Skills Aziza Anggi Maiyanti; Syamsul Huda; Atika Anggraini; Ummiy Fauziyah Laili; Luthfiyatul Muniroh; Rofiqul Umam
Online Learning In Educational Research (OLER) Vol. 5 No. 1 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i1.661

Abstract

The literacy outcomes of the PISA 2022 test results show that Indonesian students are weak in literacy, suggesting a large gap between the current student performance and the needs of an autonomous curriculated framework. By focus on science literacy viewpoint attitude, this research uses R and D research model, 4D pattern is using to create and validate the module. The purpose of this study is to develop a physics module for teaching that combined with virtual laboratory, to enhance students’ scientific literacy. This study aims to develop a virtual laboratory-based basic physics teaching module, to improve students’ concepts in physics, science literacy of basic physics concepts, and skills. The implementation result support the effectiveness of the module to improve science literacy, and the validation indicates the feasibility of the module. Students' attitude towards science literacy pretest versus posttest assessment significantly different. Summary of this study comprises a more complete teaching tool that it includes modules, videos, and worksheets in a single platform to science literacy. Such findings emphasize that literal experiences need to be mapped on to abstract concepts if literacy is meaningful, and fit with accounts provided by cognitive theory. The pretest and posttest scores of the students produced significant influence on the student’s attitude toward science literacy. According to cognitive theorizing, children must be able to link objects, events, and empirical experiences to develop abstract thinking.
Co-Authors Achi Rinaldi Agus Harisuddin Masrof Anak Agung Gede Sugianthara Andika Eko Prasetiyo Anis Humaidi Atika Anggraini Aziza Anggi Maiyanti Dian Widi Astuti Fareza Chandri Maharani Hasan Said Tortop Iip Sugiharta Kittisak Jermsittiparsert Lusi Anggraini Luthfiyatul Muniroh Mawardi Mawardi Mu'min Firmansyah Muhamad Syazali Muhamim Sarifudin Munifah Munifah Nur Ahid Okis Fatimah Rahmi Ramadhani Rizka Dwi Saputri Rizqi Prastowo Rofiqul Umam Rofiqul Umam Saifullah Idris Suherman Try Heni Aprillia Ummiy Fauziyah Laili