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All Journal Parole (Jurnal Pendidikan Bahasa dan Sastra Indonesia) Ikhlas: Jurnal Ilmiah Pendidikan Islam
Wida Nengsih
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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PENERAPAN METODE PEMBELAJARAN CIRC TERHADAP MENULIS TEKS CERAMAH PADA SISWA SMA Wida Nengsih; Nur Atikah; Alfa Mitri Suhara
Parole (Jurnal Pendidikan Bahasa dan Sastra Indonesia) Vol 2, No 3 (2019): VOLUME 2 NOMOR 3, Mei 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (688.981 KB) | DOI: 10.22460/p.v2i3p333-338.2777

Abstract

The matter of this study is the problem of students who find it difficult when writing lecture texts, this can be seen from the results of repeated tests of students who did not meet the achievement targets of the success of evaluation. The researcher formulated this research problem in improving students' ability in writing pre-text lectures and after applying the CIRC method. The purpose of this study is to improve student learning outcomes in learning to write lecture texts. This research is in the form of one group pretest-posttest research, and the subject is class XI students totaling 44 students. The techniques applied are test and observation techniques. After all, data has been collected, researchers carry out data processing by analyzing data in the form of the results of all student work. Based on these results, the researcher can conclude that the test results have increased the value of students pre and post using the learning method. From the results of the pretest, the students' scores were 73.8. While the posttest value of students is 83.6. This refers to the hypothesis made if the teacher uses the CIRC learning method, the ability of students to write lecture texts will increase.
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.
Co-Authors Alfa Mitri Suhara Nur Atikah Septi Gumiandari