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All Journal AlphaMath: Journal of Mathematics Education al-Afkar, Journal For Islamic Studies Jurnal BIOEDUIN : Program Studi Pendidikan Biologi EDUPEDIA Laplace : Jurnal Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) GAUSS: Jurnal Pendidikan Matematika Jurnal Ilmiah Profesi Pendidikan Asimetris: Pendidikan Matematika dan Sains Journal of Mathematics Education and Science LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Online Learning in Educational Research QOSIM: Jurnal Pendidikan, Sosial & Humaniora At- Ta'lim : Jurnal Pendidikan EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Journal of Transdisiplinary Studies in Education
Mardiyah
Universitas Islam Negeri Raden Intan Lampung
Religion Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Mathematics Physics Social Sciences Other

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TANGGUNG JAWAB MANUSIA SEBAGAI KHALIFAH DI MUKA BUMI: PERSPEKTIF EKOTEOLOGI ISLAM TERHADAP KRISIS IKLIM GLOBAL Syifa Adilla Zahra; Wiwin Sunita; Idham Kholid; Bambang Sri Anggoro; Mujib Mujib; Mardiyah Mardiyah
EDUPEDIA Vol 10 No 1 (2026): April
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v10i1.3644

Abstract

The threat of the global climate crisis is multidimensional and endangers the survival of humanity as well as the planet’s ecosystems. In the Islamic perspective, humans are positioned as khalifah (vicegerents) who bear moral and spiritual responsibility to preserve the balance of nature. This study aims to examine the concept of the khalifah’s responsibility within the framework of Islamic ecotheology and its relevance to the climate crisis. Using a library research method with a descriptive-analytical qualitative approach, this study analyzes classical Qur’anic exegesis literature, ecotheological thought, and contemporary environmental studies. The findings indicate that current environmental degradation contradicts the principles of tawhid (divine unity), amanah (trust), and mizan (balance). Islamic ecotheology offers a theocentric paradigm that integrates environmental preservation as both an act of worship and a moral obligation. Therefore, this study concludes that revitalizing ecological awareness grounded in Islamic values is an imperative step in responding to the climate crisis in an ethical and spiritual manner.
Research Methodology Design as a Foundation for the Development of Educational Science Wildayah Musyafa; Muhammad Abdullah Sidiq; Vina Nanda Sugesti; Siti Khotimah; Idham Kholid; Bambang Sri Anggoro; Mujib Mujib; Mardiyah Mardiyah
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.3386

Abstract

Research methodology is crucial for the advancement of educational science. For research to be conducted systematically and purposefully, an appropriate methodological design is necessary. The purpose of this article is to explore ideas about research methodology design and its role as a foundation for the advancement of educational science. This study employed a qualitative methodology, along with a library research approach. Data were obtained from various sources, such as research methodology books, scientific journals, and educational research articles. In the documentation, various references related to research methodology were reviewed to facilitate the data collection process. The results of the study indicate that research methodology design encompasses many concepts and theories related to the research problem. The study demonstrates that research methodology design encompasses the formulation of the research problem, the selected research method, data collection techniques, data analysis techniques, and systematic research procedures. An effective research methodology design will assist researchers.
MODEL INTEGRATING SOCIETY, SCIENCE, ENVIRONMENT, TECHNOLOGY AND COLLABORATIVE MIND MAPPING MEMPENGARUHI PENALARAN MATEMATIS DAN MULTIPLE INTELLEGENCES Mujib; Mardiyah; Suherman
At- Ta'lim : Jurnal Pendidikan Vol. 8 No. 1 (2022): January
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v8i1.769

Abstract

The reasoning is critical in all fields, but especially in mathematics. The purpose of this study is to ascertain the differences in students' mathematical reasoning abilities when they are exposed to learning that integrates society, science, the environment, technology, and collaborative mind mapping (ISSETCM2). This is a quasi-experiment with a population of 220 students and a sample size of 60 students. The sampling technique used is simple random sampling without replacement (without replacement). Mathematical reasoning tests based on essays and questionnaires assessing multiple intelligences. Validity, reliability, normality, homogeneity, and two-way ANOVA were used to analyze the data. The results indicated that while students' mathematical reasoning abilities improved when ISSETCM2 learning was used, there was no difference in students' mathematical reasoning abilities when conventional learning was used. Furthermore, there was no difference in students' mathematical reasoning abilities when multiple intelligences were classified as high, medium, or low. There is no interaction between learning methods and students' mathematical reasoning abilities at the high, medium, or low multiple intelligence levels.
Model Pembelajaran MURDER (Mood, Understanding,Recall,Digest, Expand, Review) Berbantuan Media Gamifikasi dan Self Concept: Dampak terhadap Pemahaman Konsep Matematis Peserta Didik Ina Subekti; Siska Andriani; Mujib; Mardiyah
GAUSS: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2022)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30656/gauss.v5i1.4726

Abstract

Penelitian ini bertujuan untuk mengetahui apakah terdapat dampak model pembelajaran Mood, Understanding, Recall, Digest, Expand, Review (MURDER) berbantuan gamifikasi dan self concept terhadap dampak kemampuan pemahaman konsep matematis peserta didik. Populasi pada penelitian ini adalah peserta didik kelas X SMK Persada Bandar Lampung. Penelitian ini menggunakan sampel terdiri dari dua kelas, kelas yang pertama yaitu kelas eksperimen yang diberi perlakuan menggunakan model pembelajaran Mood, Understanding, Recall, Digest, Expand, Review (MURDER) berbantuan media gamifikasi dan kelas kedua yaitu kelas kontrol yang diberi perlakuan menggunakan model pembelajaran Problem Based Learning. Penelitian ini menggunakan metode kuantitatif dengan menggunakan strategi quasi eksperiment. Hasil rata rata dari penelitian ini pada kelas eksperimen yang menggunakan model MURDER yaitu sebesar 82,181 dan kelas kontrol dengan model PBL yaitu sebesar 65,587. Rata-rata angket yang diperoleh pada self concept tinggi adalah 77,214, dan pada self concept sedang adalah 73,271, sedangkan pada self concept rendah adalah 71,167. Analisis data yang digunakan dalam penelitian ini menggunakan uji normalitas dan homogenitas, dan uji hipotesis menggunakan uji anova dua arah. Kata Kunci : Murder, Gamifikasi, Pemahaman Konsep Matematis, Self Concept
Pengaruh Model Pembelajaran Picture And Picture Terhadap Hasil Belajar Bahasa Indonesia Siswa Kelas 3 MIN 6 Bandar Lampung Muhammad Ismail; Mujib Mujib; Ayu Reza Ningrum; Mardiyah Mardiyah
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 3 (2026): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i3.5338

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Picture and Picture terhadap hasil belajar Bahasa Indonesia siswa kelas III MIN 6 Bandar Lampung. Tujuan penelitian ini untuk mengetahui seberapa pengaruh model pembelajaran Picture and Picture terhadap hasil belajar bahasa indonesia siswa kelas 3 MIN 6 Bandar Lampung. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment melalui desain pretest-posttest control group. Sampel penelitian terdiri atas kelas eksperimen dan kelas kontrol, sedangkan teknik pengumpulan data menggunakan tes, observasi, dan dokumentasi. Instrumen penelitian telah diuji validitas, reliabilitas, tingkat kesukaran, dan daya beda. Analisis data dilakukan melalui uji normalitas, homogenitas, dan uji hipotesis menggunakan SPSS. Hasil penelitian menunjukkan bahwa data berdistribusi normal dan homogen serta terdapat pengaruh yang signifikan dari penerapan model pembelajaran Picture and Picture terhadap hasil belajar Bahasa Indonesia siswa. Model pembelajaran ini mampu meningkatkan keaktifan, motivasi, dan pemahaman siswa sehingga hasil belajar menjadi lebih baik dibandingkan pembelajaran konvensional. Dengan demikian, model pembelajaran Picture and Picture efektif digunakan sebagai alternatif pembelajaran Bahasa Indonesia di sekolah dasar.
SYSTEMATIC LITERATURE REVIEW: EFEKTIVITAS SOCIAL EMOTIONAL LEARNING SEBAGAI PONDASI PENDIDIKAN KELAS RENDAH DI SEKOLAH DASAR Muhammad Hata; Mujib Mujib; Muhammad Muchsin Afriadi; Mardiyah Mardiyah
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.13984

Abstract

Social Emotional Learning (SEL) has become an increasingly important approach in 21st-century education due to its role in fostering students' social, emotional, and academic competencies. The implementation of SEL in lower elementary school grades is considered strategic, as this stage represents a critical period for developing children's character and social-emotional skills. This study aims to analyze the effectiveness of SEL implementation as a foundation for education in lower elementary school classrooms, identify teachers' competencies in implementing SEL, and examine research trends related to SEL. The study employed a Systematic Literature Review (SLR) method based on the PRISMA 2020 protocol. The literature search was conducted using Publish or Perish, with articles sourced from nationally accredited SINTA journals and internationally indexed Scopus journals. Following the selection process, 20 articles met the inclusion criteria and were analyzed descriptively. The synthesis findings indicate that SEL implementation has a positive impact on improving emotional regulation, self-awareness, empathy, social skills, collaboration, and responsible decision-making. Furthermore, SEL contributes to enhanced academic achievement, learning motivation, student participation, and psychological well-being. The effectiveness of SEL implementation is influenced by teachers' conceptual, pedagogical, and collaborative competencies, as well as support from schools, families, and the learning environment. Research trends also reveal increasing attention to SEL alongside the implementation of the Merdeka Curriculum, which emphasizes strengthening students' character development. Therefore, SEL has significant potential to serve as a foundational approach to education in lower elementary school grades, highlighting the need to strengthen teacher competencies, integrate SEL into the curriculum, and establish sustainable support from the broader educational ecosystem. ABSTRAK Pembelajaran sosial emosional (Social Emotional Learning/SEL) merupakan pendekatan yang semakin penting dalam pendidikan abad ke-21 karena berperan dalam mengembangkan kompetensi sosial, emosional, dan akademik peserta didik. Implementasi social emotional learning pada kelas rendah sekolah dasar dipandang strategis mengingat fase ini merupakan masa pembentukan karakter dan keterampilan sosial-emosional anak. Penelitian ini bertujuan untuk menganalisis efektivitas implementasi social emotional learning sebagai pondasi pendidikan di kelas rendah sekolah dasar, mengidentifikasi kompetensi guru dalam penerapannya, serta mengkaji tren penelitian terkait social emotional learning. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan mengacu pada protokol PRISMA 2020. Pencarian literatur dilakukan melalui Publish or Perish dengan sumber artikel yang berasal dari jurnal nasional terakreditasi SINTA dan jurnal internasional terindeks Scopus. Dari hasil proses seleksi diperoleh 20 artikel yang memenuhi kriteria inklusi dan dianalisis secara deskriptif. Hasil sintesis menunjukkan bahwa implementasi social emotional learning memberikan dampak positif terhadap peningkatan kemampuan pengelolaan emosi, kesadaran diri, empati, keterampilan sosial, kerja sama, serta pengambilan keputusan yang bertanggung jawab. Selain itu, social emotional learning juga berkontribusi terhadap peningkatan prestasi akademik, motivasi belajar, partisipasi siswa, dan kesejahteraan psikologis. Efektivitas implementasi social emotional learning dipengaruhi oleh kompetensi konseptual, pedagogis, dan kolaboratif guru, serta dukungan sekolah, keluarga, dan lingkungan belajar. Tren penelitian juga menunjukkan peningkatan perhatian terhadap SEL seiring implementasi Kurikulum Merdeka yang menekankan penguatan karakter peserta didik. Dengan demikian, SEL memiliki potensi besar untuk menjadi fondasi pendidikan kelas rendah di sekolah dasar, sehingga diperlukan penguatan kompetensi guru, integrasi dalam kurikulum, serta dukungan ekosistem pendidikan yang berkelanjutan.
SYSTEMATIC LITERATURE REVIEW: PENDIDIKAN INKLUSI TERHADAP PERKEMBANGAN LITERASI MEMBACA SISWA DI SEKOLAH DASAR Muhammad Ikhlasul Amal; Mujib Mujib; Muhammad Muchsin Afriyady; Mardiyah Mardiyah
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.13832

Abstract

Reading literacy is a fundamental competence that plays a crucial role in elementary school students’ learning success. In the context of inclusive education, the diversity of students’ characteristics and learning needs requires adaptive and equitable learning practices to ensure that all learners have optimal learning opportunities. This study aims to synthesize empirical evidence on the contribution of inclusive education to the development of reading literacy among elementary school students and to identify instructional strategies and supporting factors that contribute to literacy development through a Systematic Literature Review (SLR) approach. Articles were retrieved from Google Scholar, Scopus, ScienceDirect, and Semantic Scholar using Publish or Perish. The selection process followed predetermined inclusion and exclusion criteria and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, covering publications from 2020 to 2025. Of the 517 identified articles, 17 met the eligibility criteria and were analyzed in depth. The synthesis revealed that inclusive education contributes to reading literacy development through adaptive and differentiated instruction, Individualized Education Programs (IEPs), multisensory approaches, and support from teachers, schools, and parents. Supporting factors include teacher competence, educational facilities, school policies, parental involvement, as well as curriculum and instructional media innovation. Therefore, inclusive education supports reading literacy development through adaptive, collaborative, and student-centered learning practices. ABSTRAK Literasi membaca merupakan kompetensi dasar yang berperan penting dalam keberhasilan pembelajaran siswa sekolah dasar. Dalam konteks pendidikan inklusi, keberagaman karakteristik dan kebutuhan peserta didik menuntut penyelenggaraan pembelajaran yang adaptif dan setara agar seluruh siswa memperoleh kesempatan belajar yang optimal. Penelitian ini bertujuan mensintesis bukti empiris mengenai kontribusi pendidikan inklusi terhadap perkembangan literasi membaca siswa sekolah dasar serta mengidentifikasi strategi pembelajaran dan faktor-faktor pendukung yang berperan dalam pengembangan literasi membaca melalui pendekatan Systematic Literature Review (SLR). Penelusuran artikel dilakukan melalui Google Scholar, Scopus, ScienceDirect, dan Semantic Scholar menggunakan aplikasi Publish or Perish. Seleksi artikel dilakukan berdasarkan kriteria inklusi dan eksklusi serta mengikuti pedoman Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) pada rentang publikasi tahun 2020–2025. Dari 517 artikel yang teridentifikasi, sebanyak 17 artikel memenuhi kriteria dan dianalisis secara mendalam. Hasil sintesis menunjukkan bahwa pendidikan inklusi berkontribusi terhadap perkembangan literasi membaca melalui penerapan pembelajaran adaptif dan berdiferensiasi, Program Pembelajaran Individual (PPI), pendekatan multisensori, serta dukungan guru, sekolah, dan orang tua. Faktor-faktor yang mendukung pengembangan literasi membaca meliputi kompetensi guru, sarana dan prasarana, kebijakan sekolah, keterlibatan orang tua, serta inovasi kurikulum dan media pembelajaran. Dengan demikian, pendidikan inklusi mendukung perkembangan literasi membaca melalui penyelenggaraan pembelajaran yang adaptif, kolaboratif, dan berpusat pada kebutuhan peserta didik.
Co-Authors Adolf Simatupang Ahmad Mukhayat Aneva Meilandari Ayu Reza Ningrum Bambang Sri Anggoro Dewanti Intan Lestari Eka Cahyaningsih Eka Widiyasari Idham Kholid Ina Subekti KOMARUDIN Lidya Betty Setiyaningsih Muhammad Abdullah Sidiq Muhammad Hata Muhammad Ikhlasul Amal Muhammad Ismail Muhammad Muchsin Afriadi Muhammad Muchsin Afriyady Mujib Mujib Nukhbatul Bidayati Haka Nur Sa’adah Nurul Hidayah Ridwan Ridwan Riyan Saputra Rizki Wahyu Yunian Putra Siska Andriani Siti Khotimah Siti Ulfa Nabila Suherman Suherman Suherman Syifa Adilla Zahra Vina Nanda Sugesti Wildayah Musyafa Wiwin Sunita Yuliyanti