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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Women, Education, and Social Welfare
Hilmiati
Universitas Islam Negeri Mataram
Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Environmental Science Law, Crime, Criminology & Criminal Justice Physics Social Sciences

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Implementasi Pembelajaran PKn dalam Menumbuhkan Rasa Cinta Siswa terhadap Budaya Lokal Begibung di Kelas IV MI Riadhussolihin Tohir Yasin Haeratun Umi; Hilmiati; Syudirman
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1985

Abstract

This study is motivated by the importance of fostering students’ love for local culture amid the increasing influence of external cultures. Civic Education (Civics) learning can serve as a means to introduce and instill local cultural values, one of which is the Begibung culture, which embodies the values of togetherness, mutual cooperation, unity, and tolerance. This study aims to determine the implementation of Civics learning in fostering students’ love for the local Begibung culture and the challenges faced by teachers in integrating it in Grade IV at MI Riadhussolihin Tohir Yasin. This research uses a descriptive qualitative approach with a case study design. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model. The results show that the implementation of Civics learning based on Begibung culture is carried out through the stages of planning, implementation, and evaluation of learning. Teachers integrate Begibung values into materials on cooperation, unity, and togetherness, thereby fostering students’ interest, awareness, appreciation, and pride in local culture. The challenges encountered include limited learning media and resources, students’ low understanding of Begibung cultural values, limited instructional time, and the influence of external cultures. Nevertheless, Civics learning based on Begibung culture has contributed to fostering students’ love for local culture.
Integration of Multiple Intelligences in Tahfizh Program: Strategy to Enhance Quranic Memorization Competence and Retention Muhammad Ilham Hadinugraha; M. Sobry; Hilmiati
Women, Education, and Social Welfare Vol. 3 No. 3 (2026): July - September 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i3.770

Abstract

Qur’anic memorization (tahfizh al-Qur’an) requires not only the acquisition of new verses but also accuracy, fluency, retrieval, and sustainable retention. However, conventional memorization practices may not fully accommodate the diversity of students’ cognitive characteristics and learning engagement. This study examines the integration of Multiple Intelligences (MI) within a Tahfizh program as a differentiated instructional strategy for enhancing Qur’anic memorization competence and retention. Employing a qualitative case study design, the study was conducted in an Islamic educational institution implementing structured talaqqi, tasmi’, ziyadah, and murāja’ah activities. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving Tahfizh teachers, program coordinators, institutional leaders, and students. Data were analyzed thematically through iterative coding, categorization, and interpretation, supported by triangulation and member checking to strengthen trustworthiness. The findings indicate four interconnected dimensions of MI integration: differentiated learning pathways, integration with established Tahfizh practices, strengthening of memorization competence through multimodal engagement, and reinforcement of retention through systematic retrieval and murāja’ah. The study demonstrates that MI integration does not replace conventional Qur’anic memorization methods but provides a differentiated pedagogical framework that connects learner diversity with accurate acquisition, active retrieval, and durable retention. The study contributes a contextualized model for developing more adaptive and sustainable Tahfizh instruction.
Upaya Meningkatkan Keterampilan Menulis Teks Eksplanasi melalui Strategi Menulis Terbimbing pada Mata Pelajaran Bahasa Indonesia di Kelas VC Min 1 Kota Mataram Tahun Pelajaran 2025/2026 M. Ikbal Fahrurrozi; Hilmiati; Akmaluddin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.3234

Abstract

This study aimed to improve students’ explanatory text writing skills through the implementation of a guided writing strategy in the Indonesian language subject for Class VC students at MIN 1 Mataram City in the 2025/2026 academic year. This study employed Classroom Action Research (CAR), which was conducted in two cycles. Each cycle consisted of four stages: planning, action implementation, evaluation, and reflection. The research subjects were 37 students. Data were collected through written tests, observations of students’ activities, and documentation. The data were analyzed using descriptive qualitative and quantitative methods. The results showed that the implementation of the guided writing strategy improved students’ explanatory text writing skills. In Cycle I, the students’ mean score was 76.7, with a classical mastery level of 70%, consisting of 26 students who achieved mastery and 11 students who had not yet achieved mastery. In Cycle II, the mean score increased to 86.6, with a classical mastery level of 92%, consisting of 34 students who achieved mastery and 3 students who had not yet achieved mastery. Students’ activities also improved from the moderately active category in Cycle I to the very active category in Cycle II. Based on these findings, it can be concluded that the guided writing strategy can improve the explanatory text writing skills of Class VC students at MIN 1 Mataram City and achieve the predetermined success indicators.
Co-Authors Akmaluddin Haeratun Umi Hery Rahmat M. Ikbal Fahrurrozi M. Sobry Muhammad Ilham Hadinugraha Syudirman, Syudirman