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All Journal Konselor Bunayya : Jurnal Pendidikan Anak TATHWIR: Jurnal Pengembangan Masyarakat Islam Takuana: Jurnal Pendidikan, Sains, dan Humaniora TOFEDU: The Future of Education Journal Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak Tarbiya Islamica Journal of Innovative and Creativity Al Irsyad : Jurnal Bimbingan Konseling Islam Nida Al-Qur'an: Jurnal Pengkajian Islam Indonesian Journal of Innovation Multidisipliner Research Referensi Islamika: Jurnal Studi Islam
Nurfarida Deliani
Universitas Islam Negeri Imam Bonjol Padang
Religion Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PROBLEMATIKA PERKEMBANGAN ANAK USIA DINI DI ERA DIGITAL DAN IMPLIKASINYA TERHADAP PEMBELAJARAN Wina Susanti; Nurfarida Deliani; Juliana Batubara
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 7 No. 3 (2026): Juli
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/htpjgz61

Abstract

The rapid development of digital technology has brought about significant changes in the growth and development patterns of students. This study aims to examine the challenges facing student development in the digital age, identify the factors influencing it, explain the principles and laws of development, and understand the nature of humanity from an Islamic perspective as the foundation of holistic education. The study employs a qualitative approach using an integrative literature review of relevant primary and secondary sources. The findings indicate that uncontrolled use of technology has a negative impact on students’ concentration, social interaction, and emotional development. Additionally, biological, socio-economic, family environment, and cultural factors also influence the developmental process. Student development proceeds according to the principles of gradualism, individuality, and holism, and is influenced by maturity and experience. From an Islamic perspective, students are beings with inherent potential (fitrah) that must be developed in a balanced manner across the aspects of intellect, spirit, and body. The solutions offered include differentiated instruction, digital literacy, teacher-parent collaboration, and the integration of Islamic values into the learning process. This study contributes to the development of an integrative educational framework that combines modern pedagogical aspects with Islamic spiritual values.
Integrasi Pendekatan Sistem, Multiple Intelligences, dan Nilai-nilai Islam dalam Proses dan Hasil Belajar Nur Manna; Nurfarida Deliani; Juliana Batubara
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 2 (2026): Takuana (July-September)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i2.591

Abstract

This study aims to develop a conceptual synthesis of the factors influencing the learning process and learning outcomes by integrating the educational systems approach, the Multiple Intelligences theory, and Islamic values. A library research method with content analysis was employed to examine relevant national and international books and scholarly publications. The findings indicate that learning outcomes are shaped by the interaction among raw input, instrumental input, environmental input, the learning process, output, and outcome. The Multiple Intelligences theory broadens the understanding of students' diverse potentials, while Islamic values provide a spiritual and moral foundation for meaningful learning. This study proposes a holistic learning model that integrates the systems approach, multiple intelligences, and Islamic values as a foundation for learning in the digital era. The findings emphasize that optimizing learning outcomes requires strengthening not only academic achievement but also students' character, morality, and spirituality in a balanced manner.
The Factors Affecting the Learning Process and Outcomes Tomi Satria; Juliana Batubara; Nurfarida Deliani
The Future of Education Journal Vol 4 No 8 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1183

Abstract

This study examines the educational system through a comprehensive analysis of four key components: raw input, process instrumental, output, and outcome. The issue addressed in this research lies in the need for an integrated framework capable of explaining how students’ initial characteristics interact with instructional processes to produce both immediate and long-term learning results. The purpose of this study is to provide a systematic conceptual understanding of these components and their interrelations in shaping educational effectiveness. Using a qualitative descriptive method with a conceptual-analytical approach, this article reviews theoretical perspectives from educational psychology, curriculum studies, and systems theory. The findings show that raw input covering students’ physiological, psychological, and sociocultural characteristics significantly influences their readiness to learn. Meanwhile, process instrumental, which includes curriculum design, teacher competence, instructional strategies, and learning environments, serves as a crucial mechanism that transforms student potential into measurable achievements. The study also reveals that output, reflected in academic performance and behavioral changes, does not fully capture the long-term impact of education, making the outcome dimension essential for understanding students’ real-life capabilities and social contributions. This article acknowledges limitations in its conceptual nature and the absence of empirical data, suggesting that future research should empirically test the interactions among these educational components across various educational levels. Such empirical studies are expected to strengthen evidence-based educational policy and practiceAbstrak terdiri dari uraian singkat tentang isu dan tujuan penelitian, metode penelitian dan hasil penelitian. Abstrak harus ditulis dalam satu paragraf dalam bahasa Inggris maksimal 250 kata. Kata kunci harus dimasukkan untuk menggambarkan ranah masalah, dan istilah yang mendasari pelaksanaan penelitian. Kata kunci dapat berupa kata tunggal atau gabungan kata. Jumlah kata kunci 3-5 kata/kelompok kata. Penelitian dan pencarian judul abstrak menjadi mudah dengan kata kunci ini.
Social Learning Theory and Constructivism from the Perspective of Islamic Psychology Mutia Chairunnisa; Nurfarida Deliani; Juliana Batubara
The Future of Education Journal Vol 4 No 9 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1231

Abstract

The development of modern education demands a learning approach that not only focuses on cognitive aspects, but also develops social, moral, and spiritual skills. However, learning practices in many educational institutions are still dominant using lecture methods and have not been integrated with Islamic learning, so they lack effective learning theory. This study aims to describe Bandura's social learning theory and Piaget and Vygotsky's constructivism as a conceptual foundation for learning that is in line with the principles of Islamic education. Through a qualitative method based on literature studies, this study examines the literature on educational psychology and Islamic references to understand the characteristics, components, and implications of the two theories in holistic learning. The results show that social learning theory, which emphasizes the process of observation, modeling, and social reinforcement, is in line with the concept of exemplary (uswah hasanah) in Islam. Meanwhile, Piaget and Vygotsky's constructivism that emphasizes cognitive development, social interaction, and scaffolding in the Zone of Proximal Development (ZPD) is also in line with Islamic learning that is gradual, dialogical, and experiential. These findings provide a direction that these modern psychological theories can be the basis for the development of Islamic learning that touches on intellectual, spiritual, emotional, and social aspects, as well as become a theoretical foothold for a more comprehensive and contextual model of Islamic education.
Analysis of the Physical Environment and Socio-Emotional Environment in an Islamic Psychopedagogical Perspective and Its Implementation in Contemporary Education Rifqah Husnul Khatimah; Juliana Batubara; Nurfarida Deliani
The Future of Education Journal Vol 4 No 9 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1306

Abstract

From the standpoint of Islamic psychopedagogy and its applicability to modern education, this article explores the concepts of physical environment and socio-emotional environment.  This study examines theories from educational professionals and Quranic foundations for learning environments, which are crucial to the success of the educational process, using a qualitative library research technique. The results show that learning assessment functions not only as a measurement tool for cognitive achievement but also as a means of fostering affective and psychomotor development. Islamic principles emphasize fairness, proportionality, accountability, and appreciation for effort, which align with modern assessment approaches such as authentic assessment and competency-based evaluation. Current issues including imbalance between formative and summative assessment, the challenge of assessing character, and the integration of digital technology are also discussed. This study concludes that holistic assessment-integrating pedagogical theory and Islamic values is essential to developing an equitable and meaningful learning process.
PEMBELAJARAN REMEDIAL SEBAGAI CARA MENGATASI KESULITAN BELAJAR SISWA: STUDI KEPUSTAKAAN Nur Aisyah Agustin Bakhri; Nurfarida Deliani; Juliana Batubara
Tarbiya Islamica Vol. 13 No. 2 (2025): juli-desember
Publisher : Fakutas Tarbiyah Institut Agama Islam Sultan Muhammaad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ti.v13i2.4706

Abstract

Education is something that strives to create an active learning environment and process for students, as well as a platform for developing their potential. However, every child has a different learning process and outcome, which is why teachers are required to be able to make the learning process active and conducive. There are many things that interfere with the learning process, also known as learning difficulties. Learning difficulties vary from student to student, some caused by physical, psychological, or social factors. Learning difficulties in students can interfere with their learning outcomes. Therefore, to overcome this, teachers need to diagnose learning difficulties in students and improve unsatisfactory learning outcomes by providing remedial learning. The method used was qualitative library research. The results of this study indicate that remedial learning greatly improves the learning outcomes of students who experience learning difficulties. Because remedial learning is not just about repeating lessons, but also helping students learn according to their needs and in a very focused manner. Remedial learning is provided to students whose learning outcomes are unsatisfactory. Remedial learning is conducted individually so that students can focus better, and the learning methods are tailored to the types of learning difficulties experienced by students.
Co-Authors Abdul Rahman Abdurrahman Abdurrahman Adi Sahyogi Ahmad Putra Ahmad Putra Anggi Fitria Bima Prasetya Candra Halim Dinda Dinda Febri Wandha Putra Febriyoli Elfa Ira Sumarni Juliana Batubara Juliana Batubara Khairunnas Rajab Kunalan Kuriaya Lubis, Khadijah M. Hidayat Ediz Miftahul Husnah Mutia Chairunnisa Nona Nurfadhilla Nur Aisyah Agustin Bakhri Nur Manna Rahman Pranovri Putra Rahmat Rahmat Rena Kinnara Arlotas Rifqah Husnul Khatimah Silfia Hanani Sri Kendiyol Jelisa Syawaluddin Syawaluddin Thaheransyah Tomi Satria Wina Susanti Yusnil Khoiriah Siregar Zilfadlia Nirmala