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All Journal Statistika Jurnal Rekayasa Mesin Jurnal Kesehatan Reproduksi Paediatrica Indonesiana Al-I´lam: Jurnal Komunikasi dan Penyiaran Islam Jurnal Kesehatan Reproduksi ARBITER: Jurnal Ilmiah Magister Hukum Dakwah: Jurnal Kajian Dakwah dan Kemasyarakatan Jurnal Abdi Masyarakat Saburai (JAMS) JOURNAL OF HUMANITIES, SOCIAL SCIENCES AND BUSINESS (JHSSB) Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Jurnal Media Pengabdian Kepada Masyarakat (JM-PKM) Madani: Multidisciplinary Scientific Journal International Journal of Community Engagement and Development Media for Empowerment, Mobilization, and Innovation in Research & Community
M. Lutfi
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Journal : Madani: Multidisciplinary Scientific Journal

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Menyorot Kesenjangan Penanaman Nilai-Nilai Etika di SD Negeri 062 Tabone Lutfi, M.; Achruh, Andi; R, Rosdiana
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 5 (2025): Volume 3, Nomor 5, June 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15746667

Abstract

This study aims to identify the forms of social disparities in the inculcation of ethical values in Tabone Public Primary School 062 as well as analyze the role of teachers, parental parenting patterns, and the environment in addressing such inequalities through an inclusive and educational approach to education. The social disparities that occur in schools are often triggered by differences in socioeconomic status, parenting patterns, as well as the influence of learners residential environments. The study used a descriptive qualitative approach with data collection techniques through observation and interviews. The results of the study indicate that teachers have a central role as educators, coaches, and guides in helping learners deal with the social challenges they experience. Additionally, positive parenting patterns of parents as well as a supportive environment also contribute to a childs social and psychological development. Public School 062 Tabone has made various efforts to reduce social disparities, such as through Islamic Religious Education-based counseling guidance, moral learning, teacher example, and the application of punishment of an educational nature. This study affirms the importance of a multidimensional approach in addressing social inequalities in school environments in order to create an inclusive and equitable education.
Konstruksi Teori dalam Proses Pembelajaran Lutfi, M.; A, Arifuddin; S, Saprin
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 5 (2025): Volume 3, Nomor 5, June 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15661722

Abstract

Learning theory, which is a set of principles, ideas, concepts, and procedures that can be tested and analyzed, as well as having a function in explaining the process of learning interaction between teachers and students. Learning is defined as the process of relatively permanent change in behavior due to reinforced experience or training. Learning activities involve the interaction of the individual with the environment and produce behavioral changes both cognitively, affectively, and psychomotorically. Further, factors affecting the teaching and learning process, both internal in nature such as maturity, readiness, psychological condition and health of the learners; as well as external ones such as family, school, and community environments. An understanding of these factors is important for creating learning approaches that are adaptive and responsive to student needs. Theory construction in education is described through two main approaches: deductive and inductive. Deductive construction starts from basic postulates or assumptions to generate hypotheses that are then tested through experiments. In contrast, the inductive approach gathers empirical facts to form generalizations and compiles theories gradually from the bottom up. The generated theory needs to be verified to test its validity, using syntactic (internal logic of the theory), semantic (predictive ability and validity), and parsimony (simplicity of the theory compared to other equally strong theories logically and empirically) approaches. Psychology helps teachers identify students needs, abilities, and behaviors, as well as choose effective learning strategies. Teachers are also demanded to have pedagogical and professional competencies, including in terms of techniques of studying student behavior, analyzing learning processes, as well as adapting teaching methods according to diverse learning styles.
Co-Authors A, Arifuddin Achruh, Andi Ade Irma Rismala Agus Wahyudi Andi Herman Jaya Aryani, Gustina Budi Andru Daniel Makes Darda, Ahmad Elmi Rahadi Gunawan, Tedi Harry Tetra Antono Huldiya Syamsiar Ilza Febrina Iswari Komalasari Jose R. L. Batubara Latifatuz Zuhro Lilis Sri Wahyuni M. Hakimi M. Hakimi M. Sibuea Malik, Adam Faisal Mita Apriliasari Miya Witri Syafa Munzirol Hasanati Octavia Handayani Paruhum T. Siregar Permana, Ridho Purwanti, Yuli R, Rosdiana Rachman, Fathur Rais, Muhamad Fauzi Rais, Muhammad Fauzi Ramdany, Ramdany Ratna Kumala Sari, Ratna Kumala Rendy Renaldy Retno Damayanti Soejoedono Ridho Permana Rinayatul Aini S, Saprin Saputra, Ahmad Shofwal Widad Sibuea, M. Siti Rabiatul Adawiyah SUHARTIWI SUHARTIWI Sukenti, Desi Surya Pratama, Satrya Tallesang, M. Wati, Lela Nurlaela Wawan Hermawan Wibowo, Farras Adi Yeni Maulida Yunus, Santi