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All Journal Teosofi: Jurnal Tasawuf dan Pemikiran Islam Jurnal Pendidikan Islam Bunayya : Jurnal Pendidikan Anak JURNAL PROFESI KEGURUAN Holistik: Journal For Islamic Social Sciences Jurnal Tamaddun MAHKAMAH: Jurnal Kajian Hukum Islam Religious: Jurnal Studi Agama-Agama dan Lintas Budaya JIEM (Journal of Islamic Education Management) EMPATI Panggung Jurnal Ilmiah Peuradeun Risâlah, Jurnal Pendidikan dan Studi Islam Syntax Literate: Jurnal Ilmiah Indonesia al-Afkar, Journal For Islamic Studies Journal EVALUASI Edukasi Islami: Jurnal Pendidikan Islam Eduscience : Jurnal Ilmu Pendidikan GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling JURNAL PENDIDIKAN TAMBUSAI PARAMUROBI JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Pedagogik: Jurnal Pendidikan Paedagogia: Jurnal Pendidikan HUMANISMA : Journal of Gender Studies Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Turast: Jurnal Penelitian dan Pengabdian ACITYA Journal of Teaching & Education Ulumuna: Jurnal Studi Keislaman Edum Journal Jurnal Pendidikan dan Konseling Jurnal Dinamika Manajemen Pendidikan (JDMP) Al-Wardah: Jurnal Kajian Perempuan, Gender dan Agama Journal of Islam and Science Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia JURNAL EDUKASI NONFORMAL JIIP (Jurnal Ilmiah Ilmu Pendidikan) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Sakinah : Journal of Islamic and Social Studies Journal of Dehasen Educational Review TIN: TERAPAN INFORMATIKA NUSANTARA Jurnal Inovasi Pendidikan dan Sains jurnal syntax admiration Tsaqafatuna: Jurnal Ilmu Pendidikan Islam Edulead : Journal of Education Management Equalita: Jurnal Studi Gender dan Anak Journal Corner of Education, Linguistics, and Literature Indo-MathEdu Intellectuals Journal Interaksi Peradaban: Jurnal Komunikasi dan Penyiaran Islam Jurnal Ad-Dariyah IBDA': Jurnal Kajian Islam dan Budaya Journal International Inspire Education Technology (JIIET) Journal of Comprehensive Science HUMANISMA : Journal of Gender Studies ADIBA: Journal of Education Education Journal: General and Specific Research Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Journal of Islamic Education Counseling Tanzhimuna : Jurnal Manajemen Pendidikan Islam Journal of Student Research Jurnal Pendidikan Indonesia (Japendi) Khulasah : Islamic Studies Journal Journal of Education and Culture Action Research Journal Indonesia (ARJI) JURNAL PENDIDIKAN DAN KEGURUAN Sublim: Jurnal Pendidikan Sinar Dunia: Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan HIKMATUNA: Journal for Integrative Islamic Studies Jurnal Penelitian Jurnal Inovasi Pendidikan Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, Dan Sosial Humaniora Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Perspektif: Jurnal Pendidikan dan Ilmu Bahasa Cendikia Pendidikan Edulead Jurnal Penelitian Pendidikan Indonesia (JPPI) MERDEKA: Jurnal Ilmiah Multidisiplin Edukasi Elita : Jurnal Inovasi Pendidikan Symfonia: Jurnal Pendidikan Agama Islam Darussalam: Journal of Psychology and Educational International Journal of Research in Counseling International Journal of Educational Qualitative Quantitative Research Aliansi: Jurnal Hukum, Pendidikan dan Sosial Humaniora EduBase: Journal of Basic Education Ikhlas: Jurnal Ilmiah Pendidikan Islam Panggung Indonesian Journal of Research and Service Studies Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan Eduprof Jurnal Miftahul Ilmi: Jurnal Pendidikan Agama Islam Jurnal Pendidikan dan Sosial Humaniora LEOTECH: Journal of Learning Education and Technology Sharia: Jurnal Kajian Islam PALASTREN: Jurnal Studi Gender Jurnal Pendidikan dan Keguruan Jurnal Salome (Multidisipliner Keilmuan) Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL) Jurnal Komunikasi Edueksos: Journal Pendidikan Sosial dan Ekonomi EL-IBTIKAR Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal) Al-Tarbawi Al-Haditsah ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Septi Gumiandari
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
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Penyimpangan Etika Berbahasa dalam Interaksi Siswa Berstatus Santri dengan Guru antara di Sekolah dan Pesantren Ilman Nafi'a; Masrukhin Masrukhin; Septi Gumiandari
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 11 No. 1 (2022)
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v11i1.10745

Abstract

Penyimpangan bahasa merupakan kesalahan berbahasa secara sistematik dari kaidah yang berlaku ketika pembelajar belum menguasai sesuatu sehingga secara konsisten menggunakannya dengan cara yang salah. Pendidikan di Pondok Pesantren dengan pola-pola komunikasi beranekaragam dan mengutamakan unsur sopan santun menjadi prinsip utama yang diadopsi di MTs NU Putra 1 Buntet Pesantren. Penelitian ini bertujuan untuk mengetahui; (1) Bentuk-bentuk penyimpangan etika berbahasa dalam interaksi siswa berstatus santri di MTs NU Putra 1 Buntet Pesantren dengan gurunya antara di sekolah dan di pesantren, (2) Penyebab terjadinya penyimpangan bahasa, (3) Dampak dari penyimpangan etika berbahasa, dan (4) Upaya guru dalam mengatasi penyimpangan etika berbahasa. Metode dalam penelitian ini adalah deskriptif kualitatif. Data diperoleh dengan metode observasi dan wawancara. Analisis data menggunakan metode reduksi data, display data, dan kesimpulan/verifikasi. Keabsahan data diperoleh melalui ketekunan pengamatan dan diskusi dengan teman sejawat. Hasil penelitian menunjukkan beberapa hal berikut. Pertama; bentuk penyimpangan etika berbahasa, meliputi; (1) Siswa menggunakan bahasa Jawa Biasa (kasar), (2) Siswa menggunakan bahasa gaul dan singkatan, dan (3) siswa menggunakan penggabungan dengan Bahasa Asing. Kedua, Penyebab penyimpangan etika berbahasa, meliputi; faktor internal dan faktor eksternal. Ketiga; Dampak penyimpangan etika berbahasa, meliputi; (1) Terancamnya eksistensi Bahasa Indonesia, (2) Menurunnya citra baik Instansi/Lembaga dan diri sendiri, (3) Menyebabkan punahnya Bahasa Indonesia dan Bahasa Jawa Kromo. Keempat; Upaya guru dalam mengatasi penyimpangan etika berbahasa adalah dengan pengajaran dan pembiasaan.
PROFIL GURU PROFESIONAL ABAD 21 DALAM PERSPEKTIF MAHASISWA IAIN SYEKH NURJATI CIREBON Ratnawati Ratnawati; Septi Gumiandari
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 31 No. 1 (2021)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ath.v31i1.8493

Abstract

AbstrakPada abad 21, banyak orang memiliki pandangan berbeda terkait profil guru yang profesional, termasuk mahasiswa IAIN Syekh Nurjati Cirebon yang memiliki pandangan berbeda terkait dengan isu ini. Penelitian ini bertujuan untuk mengungkap melalui perspektif mahasiswa IAIN Syekh Nurjati Cirebon tentang profil guru profesional abad 21. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Hasil dari penelitian menunjukan bahwa para mahasiswa IAIN Syekh Nurjati Cirebon mempersepsi kriteria guru profesional abad 21 dengan tujuh keterampilan, yakni: (1) kemampuan berkomunikasi, (2) berkolaborasi, (3) berpikir kritis, kreatif dan inovatif, (4) kemampuan memecahkan masalah, (5) kemampuan memahami karakteristik peserta didik, (6) pola pikir yang imajinatif, serta (7) terampil dalam penguasaan teknologi informasi. Disamping ketujuh keterampilan tersebut, profil guru abad 21 pun harus memiliki beberapa karakter berikut: (1) ulet dan cekatan, (2) menjunjung tinggi profesi dan kode etik guru, (3) disiplin (tepat waktu), (4) terbuka, (5) jujur, (6) amanah dan bertanggungjawab, (7) professional (tidak mencampur adukan masalah pribadi ke dalam masalah akademik dunia pendidikan).Kata kunci: Abad 21, guru profesional, mahasiswa IAIN Syekh Nurjati Cirebon  AbstractIn the 21st century, many people have different views regarding the profile of professional teachers, including students of IAIN Syekh Nurjati Cirebon who have different views on this issue. This study aimed to reveal the perspectives of IAIN Syekh Nurjati Cirebon students on the profile of 21st century professional teachers.  This study used a qualitative method with a descriptive approach. The results of the study show that students of IAIN Syekh Nurjati Cirebon perceive the criteria of 21st century professional teachers with seven skills, namely: (1) communication skills, (2) collaboration, (3) critical and creative thinking, (4) problem solving skills, (5) the ability to understand the characteristics of students, (6) an imaginative mindset, and (7) being skilled in mastering information technology. In addition to these seven skills, the profile of a 21st century teacher must also have the following characters: (1) tenacious and agile, (2) upholding the profession and teacher's code of ethics, (3) discipline (being on time), (4) open-minded, (5) honest, (6) reliable and responsible, (7) professional (no interference of personal problems in the academic problems in the world of education).Keywords: 21st century, professional teachers, students of IAIN Syekh Nurjati Cirebon
URGENSI PENDIDIKAN TASAWUF PADA REMAJA MILENIAL Ilman Nafi'a; Muhammad Ziyan Naufal; Septi Gumiandari
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 32 No. 1 (2022)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ath.v32i1.10788

Abstract

AbstrakPendidikan tasawuf berfungsi untuk menjadikan manusia berkepribadian shalih dan memiliki laku-lampah yang baik dan mulia serta mempunyai ibadah yang berkualitas, yang menghasilkan output berupa manusia yang jujur, istiqāmah dan tawadu. Pendidikan tasawuf pada remaja sangat dibutuhkan demi mencegahnya kenakalan-kenakalan pada remaja. Artikel ini bertujuan untuk mengetahui dan memahami urgensi pendidikan tasawuf demi mencegahnya kenakalan-kenakalan pada remaja. Artikel ini menggunakan pendekatan tinjauan literatur. Pencarian literatur dilakukan secara online melalui Google Cendekia yang dibatasi dari tahun 2012-2022 dengan proses percarian menggunakan kata kunci “Pendidikan Tasawuf”, “Pendidikan Tasawuf Remaja”, dan “Pendidikan Tasawuf Milenial”. Hasil dari penelitian ini menunjukkan bahwa secara garis besar pendidikan tasawuf adalah sarana untuk seseorang mendekatkan diri kepada Allah melalui penyucian jiwa dan hati. Hal ini yang dibutuhkan untuk menghadapi kehidupan modern yang dialami oleh manusia, khususnya para remaja milenial yang dekat dengan dunia teknologi dan internet. Pendidikan tasawuf juga harus masuk dan perlu dikemas dengan pendekatan-pendekatan yang terkini agar relate dengan para remaja milenial. Hai ini demi terciptanya remaja yang mempunyai akhlakul karimah dan menjaga pribadinya dari krisis ruhani.Kata kunci: milenial, pendidikan, remaja, tasawuf  AbstractTasawuf education serves to make humans have pious personalities, good and noble behavior, and the best worship, resulting in output in the form of honest, istiqāmah and tawadu humans. Tasawuf education for teenagers is really needed to prevent juvenile delinquency. This article aimed to identify and understand the urgency of tasawuf education in order to prevent juvenile delinquency.  This article used a literature review approach. The literature search was conducted online through Google Scholar which was limited from 2012-2022 with the search process using the keywords of "Tasawuf Education", "Tasawuf Education for Teenagers", and "Millennial Tasawuf Education". The result of this study shows that in general, tasawuf education is a means for a person to get closer to Allah through the purification of the soul and heart. This is what is needed to face the modern life experienced by humans, especially the millennial teens who are keen to the world of technology and the internet. Tasawuf education must also be included and presented with the latest approaches so that it relates to millennial teens. It is for the sake of creating teenagers who have good morals and protecting their personalities from spiritual crisis. Keywords: milenialls, education, teenagers, tasawuf
Islamic digital storytelling as a strategy for Islamic education teachers in fostering the religious character of madrasah students Fajriani Fajriani; Septi Gumiandari
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 36 No. 1 (2026)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/a6q74x75

Abstract

This study analyzes the implementation of Islamic digital storytelling by Islamic Education (PAI) teachers and studies the Islamic values of this medium and their impact on strengthening the religious character of madrasah adolescents in the digital age. The study uses qualitative research with a case study approach involving two PAI teachers and three madrasah students obtained through purposeful sampling . Data were obtained through in-depth interviews, participant observation, documentation, and thematic analysis of 6 stages. This analysis uses digital storytelling narrative theory and the theory of religious character of adolescents. The research analysis shows that the implementation of Islamic digital storytelling covers five main aspects, namely the pedagogical artistic Islamic storytelling narrative design creativity, the pedagogical integration of digital technology and education da'wah, the students' emotional and spiritual resonance, the internalization of digital story Islamic values, and the enhancement of adolescents' religious character in the digital world. The digital storytelling medium demonstrates the capacity to develop madrasah students' affective engagement, moral reflection, and spiritual experience. Therefore, Islamic digital storytelling serves as an important innovative teaching approach combining integrated values, technological and spiritual aspects, and Islamic education.
Peer Counseling Islami sebagai Strategi BK dalam Membina Kemandirian dan Karakter Religius Peserta Didik MA Al-Mahdi Serang Lilis Kholilah; Septi Gumiandari
Ikhlas : Jurnal Ilmiah Pendidikan Islam Vol. 3 No. 2 (2026): April : Ikhlas : Jurnal Ilmiah Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ikhlas.v3i2.2109

Abstract

At MA Al-Mahdi Serang, there are challenges in the form of psychological distance between students and guidance and counseling teachers, as well as the negative influence of peers in the digital era that threaten students' independence and religious character. Islamic peer counseling is an alternative guidance and counseling strategy to support students' psychological needs while strengthening their independence and religious character. This study aims to (1) analyze the implementation of Islamic peer counseling services, (2) determine their influence on student independence, (3) explore their contribution to fostering religious character, and (4) formulate an effective Islamic guidance and counseling service model at MA Al-Mahdi Serang. This study uses a qualitative approach with a case study design. The research informants were 13 people consisting of the principal who is also a guidance and counseling teacher, the vice principal for curriculum, subject teachers, and students. Data were collected through participant observation, in-depth interviews, and documentation, then analyzed using thematic analysis. The results of the study indicate that: (1) the implementation of Islamic peer counseling is carried out through a peer counselor recruitment process based on the criteria of noble character and communication skills, as well as counseling skills training based on the values ​​of brotherhood and tabayyun; (2) Islamic peer counseling services have a positive influence on student independence, particularly in self-management and decision-making; (3) Islamic peer counseling contributes to the development of religious character through the internalization of the values ​​of honesty, responsibility, discipline in worship, and the culture of tawashau bil haqq; and (4) the formulation of an Islamic peer counseling model based on the values ​​of brotherhood as an adaptive and contextual guidance and counseling service in madrasas.
Resiliensi Kognitif dan Motivasi Belajar Anak Broken Home: Studi pada Siswa Madrasah Ibtidaiyah Al-Ikhlas Ancaran Wida Nengsih; Septi Gumiandari
Ikhlas : Jurnal Ilmiah Pendidikan Islam Vol. 3 No. 2 (2026): April : Ikhlas : Jurnal Ilmiah Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ikhlas.v3i2.2112

Abstract

The phenomenon of broken home families among elementary school students has become a significant social and psychological issue affecting learning motivation, emotional stability, character development, and academic achievement. This study aims to analyze the relationship between incomplete family conditions and students’ learning motivation, as well as the role of cognitive resilience, social support, and the school environment in maintaining academic achievement among students at MI Al Ikhlas Ancaran. Specifically, this study examines: (1) students’ cognitive conditions and learning motivation, (2) factors influencing cognitive resilience, (3) the role of Islamic Religious Education (PAI) in supporting learning motivation, and (4) Islamic value-based strategies to strengthen students’ cognitive resilience and learning motivation. This study employed a qualitative descriptive approach using observation, in-depth interviews, and documentation as data collection techniques. The participants included students from broken home families, Islamic Religious Education teachers, and homeroom teachers. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while validity was ensured through source and method triangulation. The findings indicate that students from broken home families generally possess relatively good cognitive resilience, enabling them to adapt to academic challenges and manage emotional stress effectively. Their learning motivation was categorized as moderate to good, reflecting strong internal encouragement to achieve despite family difficulties. The study also found that Islamic value-based strategies effectively strengthen cognitive resilience and learning motivation. Furthermore, a positive relationship exists between cognitive resilience and learning motivation, where higher resilience contributes to stronger learning motivation. Supportive family environments, madrasah settings, and positive peer relationships were identified as important factors in enhancing students’ resilience and academic motivation.
Enhancing Family Resilience for Religious Moderation: Preventing Radicalism through Digital Religious Literacy Ilman Nafia; Slamet Firdaus; Septi Gumiandari
Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam Vol. 9 No. 2 (2024): Pendidikan Islam
Publisher : Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruann, IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/tarbawi.v9i2.18883

Abstract

This article discusses the importance of the family's role in preventing religious radicalism and promoting religious moderation through digital religious literacy. The research aims to explore the level of family digital literacy among Muslims in Cirebon and its role in strengthening family resilience as a key element in addressing potential radical challenges. Using a mixed-methods approach with questionnaire surveys and interviews, the study reveals that religious conflicts in Indonesia, particularly in Cirebon, stem from factors like low religious literacy among millennials, driven by a lack of interest in reading and a limited understanding of religious teachings. Technology and social media exacerbate these conflicts, involving violations of religious freedom, intolerance, and blasphemy, persisting despite regulations and threatening multicultural harmony. Family resilience, encompassing economic, psychosocial, and socio-cultural aspects, plays a crucial role in countering religious radicalism. As the smallest social institution, the family transmits values, with economic resilience preventing the infiltration of radical ideas. Empowering families as moderation agents is vital, and strategies for enhancing family digital literacy, including education and awareness campaigns, monitoring online activities, promoting quality information sources, developing critical thinking skills, and using content filters, contribute to building resilience against radical influences. The study's results are expected to enrich academic literature by applying the concept of family resilience, specifically in preventing radicalism and promoting religious moderation. The findings strive for a direct impact on practical efforts to prevent radicalism, contributing to the formation of an inclusive and moderate society.Keywords: Family Resilience, Digital Religious Literacy, Religious Moderation 
Multicultural Islamic Education Model Based On Local Wisdom: Implementation of the Tafsir Lenyepaneun by Moh. E. Hasim in the Cicendo Bandung Community Alam Tarlam; Eti Nurhayati; Septi Gumiandari; Ahmad Asmuni
Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam Vol. 11 No. 01 (2026): Pendidikan Islam
Publisher : Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruann, IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/93zq2764

Abstract

This study examines the implementation of an Android-based Islamic learning media grounded in Acehnese local wisdom among Generation Z students at State Islamic Higher Education Institutions (PTKI) in Aceh Province. Responding to the digital-native characteristics of Generation Z and drawing on constructivist learning theory and culturally responsive pedagogy, the research employs a qualitative case study design involving lecturers, Generation Z students, educational technologists, cultural leaders, and educational technology practitioners. Data were collected through in-depth semi-structured interviews, participant observation, and document analysis, and analyzed using thematic analysis. The findings reveal that integrating local wisdom values such as the philosophy of “Adat bak Poe Teumeureuhom, Hukom bak Syiah Kuala,” the Peusijuek tradition, and Kenduri Blang into interactive multimedia significantly enhances student engagement and contextual understanding of Islamic teachings. Among the application features, gamification elements (points, badges, and challenges) and social learning tools (discussion forums and peer feedback) demonstrated the highest impact on motivation and active participation, while content personalization strengthened individual learning pathways. The study contributes theoretically by proposing a culturally integrated digital learning model that bridges Islamic education innovation with local wisdom preservation. However, challenges remain in infrastructure readiness, human resource competence in application development, and ensuring the authenticity of digitally represented cultural content. Overall, this implementation supports effective Islamic education innovation while fostering a technologically adaptive generation rooted in Islamic values and Acehnese cultural heritage. Keywords: Educational technology, local wisdom of Aceh, Generation Z, Islamic education innovation, Android application.    
TELAAH PEMIKIRAN JEAN PIAGET DAN AL-GHAZALI TENTANG PERKEMBANGAN KOGNISI ANAK Khairul Umam; Septi Gumiandari
TANZHIMUNA : Jurnal Manajemen Pendidikan Islam Vol. 3 No. 2 (2023): Manajemen Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/tanzhimuna.v3i02.380

Abstract

Penelitian ini bertujuan untuk mengetahui telah pemeikiran Jean piaget dan Al-Ghazali merupakan dua tokoh Psikologi perkembangan yang berpengaruh, keduanya memiliki keunikan tersendiri dalam mengemukakan pendapat tentang psikologi perkembangan. Baik makna maupun tahapan tahapan perkembangan.tentu juga banyak persamaan yang memiliki titik temu dari pemikirannya. Perbedaan pandangan itu dipengaruhi oleh latar belakang pendidikan dan dasar argumentasi yang digunakan, jean piaget dikenal sebagai tokoh barat sedangkan Al-Ghazali dikenal sebagai seorang tokoh muslim yang meletakan dasar pemikirannya pada wahyu / Nash Alquran. Penelitian ini bermaksud untuk mengkaji dan membahas tentang psikologi perkembangan yang dikemukakan oleh piaget dan Al-Ghazali. Penelitian ini menggunakan metode deskriptif kualitatif melalui kajian pustaka. Studi Pustaka (Library Research) merupakan suatu metode pengumpulan data dengan cara memahami dan mempelajari teori –teori dari berbagai literatur yang berhubungan dengan penelitian yang diperoleh dari jurnal, buku, dan Sumber lainnya yang dapat menunjang kontruktifitas keterangan yang dibutuhkan. Penelitian ini bersifat deskriptif, komparatif, analitik, yaitu menjelaskan, membandingkan dan menganalisis pemikiran Jean Piaget dan Al-Ghazali secara sistematis. Berdasarkan penelitian yang dilakukan maka dapat disimpulkan bahwa Perkembangan kognisi pada manusia menurut jean Piaget terbagi ke dalam tahapan empat yaitu: sensoris-motoris, pra-operasional, kongkret-operasional, dan formal-operasional. Sedangkan konsep perkembangan kognisi pada manusia menurut Al-Ghazali Terbagi Menjadi tahapan empat yaitu al- 'aql al-hayulani, al-'aql bi al-malakat, al-'aql bi al-fi'il, dan al-'aql al- mustafad. Persamaan konsep perkembangan kognitif (akal)
LEARNING ENGLISH FOR STUDENTS WITH SPECIAL NEEDS THROUGH SOCIAL CONSTRUCTIVISM PEDAGOGY-BASED JOYFUL LEARNING Septi Gumiandari; Ilman Nafi'a
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 6 No. 2 (2021): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v6i2.7993

Abstract

Students with special needs have different characteristics from students in general. Their different characteristics require more specific teaching services adjusted to their capacities and potentials. Their emotional, mental, intellectual, or social characteristics require special attention and treatment to strengthen their understanding of the learning materials. This article aims to explain the implementation of English language learning to students with special needs using joyful learning based on social constructivism pedagogy. This study employed a descriptive qualitative method and was conducted at SADA Ibu Inclusion School and Cirebon Pancaran Kasih Perjuangan Special Education. The findings of the research show that (1) the implementation of the joyful learning method encouraged students in English classes; (2) in combining joyful learning with a social constructivism pedagogy approach, the results had  significant differences at the two schools. Joyful learning-based social constructivism pedagogy is more appropriately applied at SADA Ibu Inclusion School rather than in Cirebon Pancaran Kasih Perjuangan Special Education.
Co-Authors 'ulya, himatul Abdul Basit Abdullah Syafi’i Abdullah Syihabuddin Achmad Fauzan Dainuri Ade Hidayat, Ade Adin Hamzah Al Arif Adin Hamzah Al-Arif Adji Firmansyah Afi Nur Afianti Afifah Khairunisa Agis Selviani Ahmad Asmuni Ahmad Asmuni Ahmad Asmuni Ahmad Azis, Ahmad Azis Badruudin Abdussallam Ahmad Gunawan Alam Tarlam Alfin Nazmi Al a’la Anda Juanda Andika Noer Rizkiawan Asmuni, Ahmad Ayu Sabrina Aziizah, Qoonitah Azis, Ahmad Azis Badruudin Abdussallam Azizah, Hasri Nur Azzahra, Niken Fatimatu Bumela, Lala Caswito Caswito Caswito, Caswito Cut Andiyani Priatna Putri Daniel Happy Putra Dea Tresna Amalia Dedi Djubaedi Desyandri Desyandri Devi Imron Rosadi Didin Nurul Rosidin Dindin Jamaluddin, Dindin Eis Nabillah Eliza Qoyum Wilhana Elliot, McCarty Erlita, Tita Dwi Eti Nurhayati Eti Nurhayati Fadhil Muhamad pratama Fajriani Fajriani Faridsyah Dzikri Maulana Faridsyah Dzikri Maulana Fathoro, Nurul Fatimatuzzahra Fatimatuzzahra Fifi Nur Afifa Firdaus, Slamet Fitri Nurkholipah Fitriana Giyast Munarfaul Adli Halimatussa’diyyah, Halimatussa’diyyah Halimatussa’diyyah Halimatussa’diyyah Hamid, Abdul Hamzawi , M. Adib Hidayat, Abas Himatun Mardhiyah Huriyah Huriyah Huriyah Huriyah Huriyah Huriyah, Huriyah Ibrohim Ibrohim Iip Muhammad Ila Nuroktaviani Ilman Nafi'a Ilman Nafi'a Ilman Nafi'a Ilman Nafi'a Ilman Nafi'a Ilman Nafi'a Ilman Nafi'a Ilman Nafia Ilman Nafia Ilman Nafi’a Ilman Nafi’a Ilman Nafi’a, Ilman Nafi’a Inriyani Intan Indriawati Intan Sari ‎ Iyan Nopiyanto Iyan Nopiyanto Jamali Jamali Sahrodi Jamali Sahrodi Kafitri, Kafitri Khaeriyah, Umamatul Khairul Umam Khairul Umam Khalid Mawardi Khuzie Sahala Hidayah Komar, Komarudin Humaedi Kurniawan, Dodi Lala Bumela Lidia Ratnaningsih Lilis Kholilah Lilis Lisdayanti Lina Rahmawati Lisa Nurhasanah Mansir, Firman Mansur Masrukhin Masrukhin Maula, Regina Cahyatul Maula, Siti Salma Tuh Fatul Maulana Mualim Miratul Munawwaroh Moh Noerfiadi Moh Noerfiadi Moh. Agis Ghoni Chakim Mualim, Maulana Muhamad Ade Suranto Muhamad Ade Suranto Muhamad Fathi Ilmy Muhammad Fathi Ilmy Muhammad Ziyan Naufal Mutaali, Ghoni Mutiah, Dewi Mu’tazza, Ma’bad Fathi Nafi'a, Ilman Nafi'a, Ilman Nafi'an, Ilman Nafia, Ilman Nafi’a, Ilman Nafi’a, Ilman Nakhma’ussolikhah , Nakhma’ussolikhah Nakhma’Ussolikhah Nakhma’Ussolikhah Nakhma’ussolikhah, Nakhma’ussolikhah Nazwa Ilmy Nengsih , Wida Nisa, Fadlun Nugroho, Dimas Aji Nurhayati , Eti Nurlaela , Nurlaela Nurliasari, Hanifa Nuroktaviani , Ila Nurul Ain, Aiyuhan Nuryaman, Handi Purnomo, Halim Qorina Awa Rosi Rachel Aziza Rukmantara Rahayu, Tatang Rahayu Ratnawati Ratnawati Ratnawati, Ratnawati Riri Trinanda Rizka Amalia Solehah Rizky Amalia, Lola Royan, Raehan Saarah Shafa Salsabila Saarah Shafa Salsabila Saeful Bakhri Saepa Wastam Safii Safii Selamet Selamet SITI AMINAH Siti Chodijah Nur Indah Berliani Siti Fatimah Nur I'aly Hasanah Siti Nurnaena Slamet Firdaus Slamet Firdaus Sodikin Sodikin Suklani Supena, Fitriani Ramadhanti Sya’bani, Ahmad Deby Syifa Alifia Fauziah Tarlam, Alam Teti Sumiati Tita Dwi Erlita Tri Intan Febriany Tri Intan Febriany Tumin Tumin Tumin, Tumin Ubaidillah Kamal Faseh Ulya, Himayatul Umamatul Bahiyah Via Oktaviani Wastam, Saepa Wawan Ahmad Ridwan, Wawan Ahmad Wida Nengsih Widia Alawiyah Xavier, Murphy Yani Setiani, Yani Yeni Sriyeni Zaenal Muttaqin