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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Jurnal Ilmiah Al-Syir'ah Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia Islamika : Jurnal Ilmu-Ilmu Keislaman Jurnal Basicedu At-Ta'lim : Media Informasi Pendidikan Islam Journal of Civic Education Takuana: Jurnal Pendidikan, Sains, dan Humaniora Jurnal Basicedu Journal of Education, Cultural, and Politics Ghaitsa: Islamic Education Journal Jurnal Ideologi dan Konstitusi At-Ta'lim : Media Informasi Pendidikan Islam Journal of Educational and Learning Studies
Hasrul Piliang
Universitas Negeri Padang
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Integrating self-efficacy reinforcement into problem-based learning enhances critical creative and communicative skills Indra Sabdarudin; Al Rafni; Suryanef Suryanef; Hasrul Hasrul
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02972

Abstract

This study aimed to examine the effect of Problem-Based Learning (PBL) integrated with self-efficacy reinforcement on students' critical thinking, creative thinking, and communicative skills in Civic Education. A quantitative quasi-experimental design with a pretest–posttest nonequivalent control group was employed involving 68 tenth-grade students divided into experimental (n = 34) and control (n = 34) groups. Data were collected using critical thinking essay tests, observation rubrics for creative thinking and communicative skills, and a self-efficacy questionnaire. The data were analyzed using paired-samples t-tests, independent-samples t-tests, normalized gain (N-Gain), and MANOVA. The experimental group demonstrated significantly greater improvements than the control group in critical thinking (N-Gain = 60.81%), creative thinking (59.09%), and communicative skills (54.65%). MANOVA indicated a significant multivariate effect (F = 44.285, p < 0.001; Pillai's Trace = 0.675), while students also exhibited high self-efficacy across all measured dimensions. Integrating self-efficacy reinforcement into PBL effectively enhances higher-order thinking and communicative competencies, providing an effective instructional approach for developing twenty-first-century skills in secondary Civic Education
Improving critical thinking through problem-based learning with flipped classroom in pancasila education Cici Purnamasari; Isnarmi Moeis; Suryanef Suryanef; Hasrul Hasrul
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/03062

Abstract

Objective: This study aimed to examine the effectiveness of integrating the Problem-Based Learning (PBL) model with Flipped Classroom principles in improving students' critical thinking skills in Pancasila Education. Methods: This study employed Classroom Action Research based on the Kemmis and McTaggart model involving 35 Grade XI students at SMAN 1 Tigo Nagari. The intervention was conducted over two action cycles comprising planning, action, observation, and reflection. Data were collected through observations, tests, interviews, questionnaires, and documentation, and analyzed using descriptive qualitative and quantitative techniques. Results: Students' critical thinking improved from 27.14% before the intervention to 54.05% in Cycle I and 80.00% in Cycle II. The mean learning achievement increased from 67.14 to 89.86, while classical mastery improved from 22.86% to 97.14%. Conclusion: Integrating PBL with Flipped Classroom principles effectively enhanced students' critical thinking skills and learning achievement by promoting active participation, collaborative inquiry, and meaningful learning experiences.
Kesulitan guru mengimplementasikan metode proyek dalam pembelajaran PPKn di Sekolah Menengah Kejuruan Khanza Sabina Maharani; Al Rafni; Hasrul Hasrul; Monica Tiara
Journal of Education, Cultural and Politics Vol. 6 No. 1 (2026): Fifteenth Edition
Publisher : Departemen Pendidikan Kewarganegaraan dan Ilmu Hukum Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jecco.v6i1.949

Abstract

This study aims to analyze the difficulties faced by teachers in implementing the project method and efforts to overcome these difficulties in implementing the project method in Pancasila Education learning at SMKN 4 Padang. This study uses a qualitative approach with a descriptive research design and was conducted at SMKN 4 Padang, located on Jl. Raya Padang - Indarung, Cangkeh Nan XX, Lubuk Begalung, Padang City, West Sumatra. Informants were selected using a purposive sampling technique, which involves self-identification of informants based on certain considerations or criteria in accordance with the research objectives. The research informants consisted of 21 people: the principal, curriculum representatives, facility and infrastructure representatives, Pancasila Education teachers of grades 10, 11, and 12, and five students of grades 10, 11, and 12. Data were collected through observation, interviews, and documentation studies. Data validity was tested using source triangulation techniques, while data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions which were carried out continuously from the data collection process until the research was completed, so that it could answer the research problem formulation precisely and in depth. The results of the study indicate that teachers face various difficulties in implementing the project method in Pancasila Education learning at SMKN 4 Padang. Difficulties in the planning stage lie in the teachers' ability to translate general learning outcomes into concrete projects, develop project learning plans, and design the division of tasks and activity stages that are appropriate to time, student abilities, and facility conditions. Teachers' efforts to overcome difficulties in evaluating the project method include simplifying and adjusting assessment instruments to be relevant and easy to understand, combining process and outcome assessments, and strengthening individual assessments for group equality. Teachers also manage time efficiently, increasing consultation and feedback.
Implementation of Multicultural Education at the Al-Qur'an Harsallakum Islamic Boarding School in Bengkulu City Riska Mardela; Hasrul Piliang; Maria Montessori; Susi Fitira Dewi
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.1940

Abstract

This article aims to analyze the implementation of multicultural education at the Al-Qur'an Harsallakum Islamic Boarding School in Bengkulu City and identify supporting and inhibiting factors in its implementation. This research uses a qualitative approach with a case study type. This research uses a qualitative approach with a case study type of research. The research informants consisted of Islamic boarding school leaders, tutors, and students who were selected purposively. Data collection techniques were carried out through observation, in-depth interviews, and documentation. Data analysis used the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of multicultural education in Islamic boarding schools is carried out through heterogeneous dormitory-based care, the use of a unified language in communication, the implementation of a student code of ethics, and collective activities that foster values of tolerance and togetherness. Supporting factors for the implementation of multicultural education include inclusive Islamic boarding school leadership, a tolerant social environment, and the integration of religious and social values in the lives of students. The inhibiting factors are related to the dynamics of adaptation of students who come from diverse cultural backgrounds and the complexity of the 24-hour dormitory life system.
Phenomenological study of margondang tradition and cultural resilience in mandailing society Huwaida Afra Hasibuan; Susi Fitria Dewi; Hasrul Piliang; Fatmariza Fatmariza; Pendi Hasibuan
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/03232

Abstract

Objective: This study aimed to explore the implementation of the Margondang tradition, identify the factors sustaining its existence, and examine its social implications within the Mandailing community of Sihapas Barumun District, Padang Lawas Regency, Indonesia. Methods: A qualitative study employing a phenomenological approach was conducted using purposive sampling. Data were collected through participant observation, in-depth semi-structured interviews with customary leaders, religious leaders, village officials, youth representatives, and community members, as well as document analysis. The data were analyzed using the interactive model of Miles and Huberman, including data collection, reduction, display, and conclusion drawing. Results: The findings revealed that Margondang comprises six interconnected ritual stages that reinforce customary governance, kinship solidarity, and cultural identity. Its continuity is sustained by strong adherence to customary values, collective participation, and the integration of cultural and religious principles, while simultaneously strengthening social cohesion and intergenerational cultural transmission. Conclusions: Margondang remains a resilient cultural institution that preserves indigenous knowledge and community identity while adapting to contemporary social change.
Co-Authors Aci Zakia Yulia Adilla Fitri Aisya Rahma Fitri Al Rafni Alfino Muliadi Alya Cindana Anisa Endriani Annisa Maesa Apaking Basuki Arieska Dwi Asmil Azizah, Cici Nur Azwar Ananda Boby Kurniawan Brilliany Dwi Mitry Cici Purnamasari Dewi, Susi Fitria Dhea Marchelia Diana Yualiska Dika Kurnia Sari Efrinaldi Pratama Eki Aris Cendika Eni Kurniawati Ersya, Muhammad Prima Fadli Ilham Fadli Nofratama Fatmariza Fatmariza febraningsih Febraningsih Fini Maitalia Ghani Syuhada Putra Haryani, Meri Henni Muchtar Huwaida Afra Hasibuan Ibnu Umar Ideal Putra Ifnindira Ifnindira Ifnindria Ifnindria Ilen Putri Handayani Indra Sabdarudin Indrawadi, Junaidi Intan Krisnawati Intan Tri Sundari Irfan Saputra Irwan Irwan Isnarmi Moeis Kamilatil Abdi Khairani Khairani Khanza Sabina Maharani Mardiatul Latifah Maria Montessori Marnisa Hidayah Meljulia Sartika Mery Lyani Kusuma Dewi Monica Tiara Muhammad Refdinal Netra Yulita Noor Latifa Zatulhimma Nur Rezki Nurman Nurman Nurman S Nurman S Nurul Fitri Yani Pendi Hasibuan Putri Fadilah Ratna Rosima Wulandari Rega Angrea Putri Rehan Febri Reza Novriana Rilla Suci Dafitri Rinia Zatalini Riny Syavira Riska Mardela Sencia Nurkhaini Siska Pratama Suci Rahmadani Suryanef Suryanef Susi Fitira Dewi Syafira Saisa Billah Tika Miranda Asra Tika Rosmadini Tri Yulia Arma try wiganda irfan Try Wiganda Irfan Viotari Ayu Adeno Yeni Aswita Yessi Warminda Yusnanik Bakhtiar Zola Oktavia