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All Journal Jurnal Pendidikan Karakter JURNAL PENELITIAN KEISLAMAN al-Afkar, Journal For Islamic Studies Edukasi Islami: Jurnal Pendidikan Islam Titian: Jurnal Ilmu Humaniora Pena Kreatif : Jurnal Pendidikan Majority Science Journal Ad-Dhuha: Jurnal Pendidikan Bahasa Arab dan Budaya Islam Indonesian Journal of Islamic Religious Education (INJIRE) Armala : Jurnal Pendidikan dan Sastra Bahasa Arab
Nelly Mujahidah
Unknown Affiliation
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Application of Albert Bandura’s Social-Cognitive Theories in Teaching and Learning Mujahidah, Nelly; Yusdiana, Yusdiana
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 02 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i02.4585

Abstract

This article aims to describe and analiyze about Bandura's theory, commonly known as social-cognitive learning theories. This Theories was developed to explain how a person experiences learning in the surrounding environment. Bandura argues that environmental behavior and internal events in learning that affect perception and action are mutually influential relationships. Learning is a triangular interaction that is mutually influential and binding between the environment, personal factors and behavior which includes cognitive processes of learning. The learning components consist of behavior, the consequences of the model and the learner's cognitive processes. Social cognitive theory has two main implications for education. First, modeling is the main source of information for students. This theory identifies situations in which children obtain information from models in the mass media as well as from family and other models. The second is the importance of a sense of efficacy/personal efficacy and self-regulation ability to be a successful learner. Learning outcomes are in the form of visual and verbal codes that may or may not be retrieved. In planning complex skill learning, in addition to learning the components of the skill itself, it is necessary to develop a sense of efficacy and learner self - regulation . In the learning process, learners should be given sufficient opportunity for mental training before physical exercise, and reinforcement and avoid unnecessary punishment. In learning process according to theory social Albert bandura, a teacher must could presenting good models. Its must could have influence which strong to learners so that could give attention for them. Model here no must from teacher, however depends what which will taught. Theory social study suitable for teaching psychomotor and affective domain, because learners direct could notice, remember and copy from model which presented
KONSEPTUALISASI "KURIKULUM CINTA": KOMPARASI PERSPEKTIF KH. AHMAD DAHLAN DAN KI HAJAR DEWANTARA Hermanto, Hermanto; Mujahidah, Nelly
PENA KREATIF : JURNAL PENDIDIKAN Vol 15 No 1 (2026): Pena Kreatif : Jurnal Pendidikan
Publisher : FKIP UM Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29406/jpk.v15i1.8740

Abstract

Education in Indonesia is often trapped in cognitive formalities and neglects the aspect of affection or "heart". This study aims to explore and compare the concept of education based on compassion or "Curriculum of Love" from two national education figures, KH. Ahmad Dahlan and Ki Hajar Dewantara. The method used in this research is library research with a philosophical-comparative approach to primary and secondary works relevant to the thoughts of both figures. The results show that Ki Hajar Dewantara formulated the concept of love through the "Among System" (Asah, Asih, Asuh) which breathes humanist-nationalist, while KH. Ahmad Dahlan manifested love through Al-Ma'un theology and compassion based on religious-social values. Although departing from different foundations (nationalist vs. religious), the two figures meet at a meeting point, namely placing educators not as rulers who punish, but as guardians who love. The synthesis of this thought is relevant to be applied as a foundation for strengthening character education in the modern era.
Co-Authors Al-Banjari, Faisal ARDIANSYAH ARDIANSYAH Arifudin arifudin Baidhillah Riyadhi Baidhillah Riyadhi Bulqis Bulqis Faizal Amin Hermanto Hermanto Kairinnisa Ulya Media Aprilyanti Pipit Widiatmaka, Pipit Rahmap Rahmap, Rahmap Reno Piansyah robby Mauludy Arif Sulis Aspiyani Wahab Wahab Yusdiana, Yusdiana Zulfikar