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All Journal JPGMI (Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Multazam) Juwara : Jurnal Wawasan dan Aksara Arshaka: Pedagogy and Learning Review
Royan Rosyadi, Royan
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Religion Humanities Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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PENGARUH PENGGUNAAN MODEL PEMBELAJARAN COOPERATIVE LEARNING TIPE THINK TALK WRITE TERHADAP HASIL BELAJAR IPS TERPADU SISWA KELAS VIII SEMESTER GENAP SMP PGRI 4 LABUHAN RATU Rosyadi, Royan
JPGMI (Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Multazam) Vol 3, No 1 (2017): JPGMI (Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Multazam)
Publisher : STIT AL MULTAZAM

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Model cooperative learning adalah  mengerjakan sesuatu secara bersama-sama dengan saling membantu satu sama lainnya sebagai satu kelompok  atau satu tim. Tipe pembelajaran cooperative  dilaksanakan dengan cara siswa diberikan kesempatan untuk memulai belajar dengan memahami permasalahan terlebih dahulu kemudian terlibat secara aktif dalam diskusi kelompok, dan akhirnya menuliskan dengan bahasa sendiri dari hasil belajar yang diperoleh. Berdasarkan hasil observasi pada siswa kelas VIII semester genap SMP PGRI 4 Labuhan Ratu menemukan permasalahan yaitu: ‘‘ masih ada siswa yang belum tuntas hasil belajar IPS terpadu kelas VIII semester genap SMP PGRI 4 Labuhan Ratu. Dengan demikian dapat dikatakan bahwa hasil belajar hasil belajar IPS terpadu  siswa kelas VIII semester genap SMP PGRI 4 Labuhan Ratu banyak yang belum tuntas. Dari permasalahan tersebut, maka penulis merumuskan masalah yaitu ‘‘ Ada pengaruh penggunaan model pembelajaran Cooperative lerning tipe Think Talk Write terhadap hasil belajar IPS tahun pelajaran 2016/2017’’ berdasarkan masalah dan rumusan masalah diatas, maka penulis mengangkat judul ‘‘ Pengaruh penggunaan model pembelajaran Cooperative Learning tipe Think Talk Write terhadap hasil belajar IPS terpadu siswa kelas semester genap SMP PGRI 4 Labuhan Ratu’’. Dengan menggunakan model pembelajaran cooperative learning tipe Think Talk Write dalam peroses pembelajaran dapat meningkatkan hasil belajar IPS terpadu siswa kelas VIII SMP PGRI 4 Labuhan Ratu. Dimana siswa yang dinyatakan tuntas belajar dengan KKM > setelah diberikan treatment sebanyak 26 siswa atau 76,47% dan siswa yang dinyatakan belum tuntas sebanyak 8 siswa atau 26,53 %, maka peroses belajar yang dilaksanakan dinyatakan berhasil dalam meningkatkan hasil belajar ekonomi siswa. 
PENGARUH PENGGUNAAN MODEL PEMBELAJARAN COOPERATIVE LEARNING TIPE THINK TALK WRITE TERHADAP HASIL BELAJAR IPS TERPADU SISWA KELAS VIII SEMESTER GENAP SMP PGRI 4 LABUHAN RATU Rosyadi, Royan
JPGMI (Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Multazam) Vol 3, No 1 (2017): JPGMI (Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Multazam)
Publisher : STIT AL MULTAZAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54892/jpgmi.v3i1.21

Abstract

Model cooperative learning adalah  mengerjakan sesuatu secara bersama-sama dengan saling membantu satu sama lainnya sebagai satu kelompok  atau satu tim. Tipe pembelajaran cooperative  dilaksanakan dengan cara siswa diberikan kesempatan untuk memulai belajar dengan memahami permasalahan terlebih dahulu kemudian terlibat secara aktif dalam diskusi kelompok, dan akhirnya menuliskan dengan bahasa sendiri dari hasil belajar yang diperoleh. Berdasarkan hasil observasi pada siswa kelas VIII semester genap SMP PGRI 4 Labuhan Ratu menemukan permasalahan yaitu: ‘‘ masih ada siswa yang belum tuntas hasil belajar IPS terpadu kelas VIII semester genap SMP PGRI 4 Labuhan Ratu. Dengan demikian dapat dikatakan bahwa hasil belajar hasil belajar IPS terpadu  siswa kelas VIII semester genap SMP PGRI 4 Labuhan Ratu banyak yang belum tuntas. Dari permasalahan tersebut, maka penulis merumuskan masalah yaitu ‘‘ Ada pengaruh penggunaan model pembelajaran Cooperative lerning tipe Think Talk Write terhadap hasil belajar IPS tahun pelajaran 2016/2017’’ berdasarkan masalah dan rumusan masalah diatas, maka penulis mengangkat judul ‘‘ Pengaruh penggunaan model pembelajaran Cooperative Learning tipe Think Talk Write terhadap hasil belajar IPS terpadu siswa kelas semester genap SMP PGRI 4 Labuhan Ratu’’. Dengan menggunakan model pembelajaran cooperative learning tipe Think Talk Write dalam peroses pembelajaran dapat meningkatkan hasil belajar IPS terpadu siswa kelas VIII SMP PGRI 4 Labuhan Ratu. Dimana siswa yang dinyatakan tuntas belajar dengan KKM setelah diberikan treatment sebanyak 26 siswa atau 76,47% dan siswa yang dinyatakan belum tuntas sebanyak 8 siswa atau 26,53 %, maka peroses belajar yang dilaksanakan dinyatakan berhasil dalam meningkatkan hasil belajar ekonomi siswa. 
Parental Obligation to Provide Religious Education to Children under Islamic Family Law in Indonesia Liwayanti, Umi; Zainuri, Muhamad; Nurjamilah, Umi; Rosyadi, Royan
Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 1 (2025)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v5i1.383

Abstract

This research aims to examine the obligations of parents in providing religious education to children from the perspective of Islamic family law in Indonesia. Religious education is a basic right of children guaranteed by law, as well as the main responsibility of parents as the first and main educators in the family. Through a normative juridical method with a descriptive-analytical approach, this study analyzes various relevant regulations, such as the Compilation of Islamic Law (KHI), Law Number 1 of 1974 concerning Marriage, and Law Number 35 of 2014 concerning Child Protection. The results of the study show that Islamic family law explicitly obliges parents to instill religious education to children as part of the process of shaping children's morals, morals and character from an early age. The implications of the results of this study indicate that the lack of legal awareness and weak implementation of religious education responsibilities by parents can lead to the formation of a young generation that is spiritually weak and prone to deviant behavior. Thus, strengthening the role of the family in children's religious education is an important aspect in creating a generation of faith, piety and noble character.
The role of sincerity (ikhlas) in coping with depressive symptoms among student in schools: A narrative literature review Vina Fadhilatu Faizah; Rosyadi, Royan
Arshaka: Social Sciences and Education Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v1i2.21

Abstract

Depression among school students is a mental health problem that affects the learning process, academic motivation, and psychological development of students. In the context of educational psychology, adaptive coping strategies are needed that are in harmony with the characteristics of student development as well as cultural and religious values. This study aims to examine the role of sincerity as a form of spiritual coping in dealing with symptoms of depression among students in the school environment and to explore its implications for the practice of educational psychology and school guidance and counseling services. The study uses a narrative literature review approach from scientific articles published between 2020 and 2025 and obtained from accredited academic databases. A total of 12 articles discussing student mental health, academic stress, religious coping and educational psychology were analyzed thematically and narratively. The results of the literature review show a consistent pattern of findings that suggest that sincerity, as well as related concepts such as acceptance and tawakal (trust in God), are often associated with students' ability to cope with academic stress, manage negative emotions, and maintain psychological well-being. The literature reviewed also shows that the value of sincerity helps students interpret academic stress more adaptively and supports emotional stability. Conceptually, sincerity is in line with the principle of acceptance in modern psychology and can be positioned as a potential supporting factor in the psychological development of students in school. These findings emphasize the importance of integrating the value of sincerity into religious education, character education, and Islamic educational psychology-based school guidance and counseling services to support students' psychological well-being holistically and contextually.
Co-Authors Liwayanti, Umi Muhamad Zainuri Nurjamilah, Umi Vina Fadhilatu Faizah