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All Journal Jurnal Konseling dan Pendidikan Jadila: Journal of Development and Innovation in Language and Literature Education Journal Evaluation in Education (JEE) International Journal of Innovation and Education Research Ghaitsa: Islamic Education Journal
Irwan Satria
Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Steps of learning strategies in social science learning activities Irwan Satria
Jurnal Konseling dan Pendidikan Vol 10, No 3 (2022): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/183900

Abstract

This study aims to determine the learning strategy implementation that is applied in social science learning activities at MIN 2 Bengkulu City “as a representative, purposive and inspirational sample. This is due to a number of reasons, such as in social science learning activities at the basic education level only using teacher-centered expository learning strategies. In addition, the teacher is not right in selecting, sorting, and implementing learning strategies. The lack of variety in learning methods increasingly makes students less/less versed in the subject matter. In the end, with fewer/not mastering students in social science subjects, the learning outcomes/grades are poor. The research method used is field research with a qualitative descriptive approach. The results of this study in the form of implementing learning strategies in learning activities in the field of social science are generally divided into three steps, namely planning; time, sequence of learning activities, methods, media/learning materials, implementation; preliminary activities, core activities and closing activities and follow-up and end with evaluation; test and non-test. The learning strategies used in learning social sciences are reading aloud, active sharing of knowledge, and small group discussions.
An Analysis the Character Education in Student’s Textbook Entitled English Skills for the Future for 10th Grade Publishing by Grafindo Media Pratama Sucita Mova Lestari; Feny Martina; Irwan Satria
International Journal of Innovation and Education Research Vol. 1 No. 2
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v1i2.28787

Abstract

Character education is everything that is the teacher, who is capable of influencing the character of the learner. The teacher helps shape the disposition of learners. It's exemplary how a teacher behaves, how a teacher talks or conveys material, how teachers tolerate, and various other related things. The aim of this research is to found the character education in the English Textbook of 2013 curriculum entitled “English for the Future for Grade X of Senior High School Students published by Grafindo Media Pratama”. This researcher use the methodology Qualitative content analysis in this research. Qualitative content analysis goes beyond counting words or extracting objective content from texts to examine meanings, themes and patterns that may be manifest or latent in a particular text. The result showed that character education found in the English textbook of 2013 curriculum entitled English for the Future for tenth grade of Senior High school Students Published by Grafindo Media Pratama. The researcher found there is 18 character education in this book, those, religious approximately 7.3% found the this book, honest around 3.3%, tolerance about 0.6%, discipline approximately 12.1% , hardwork 12.67%, creative 13,3%, independent 0.6%, democratic 4.67%, curiosity 12%, nationalism 4%, patriotism 2.67%, rewarding achievement 2.67%, friendly/communicate 6%, love of peace 0.67%, love to read 6.67%, caring the environment 2%, social care 6.67%, and responsibility 9.33%. The second question is about how the character education were delivery in this book. The researcher found there is 82.14% character education were deliver implicitly in this book, while the character education the deliver explicitly is about 17.86%.
The Use of First Language in General English Class of Non-English Major Students Feny Martina; Liza Nurhasanah Lubis; Irwan Satria
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 3 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v3i3.537

Abstract

The objectives of this research are to examine how first languages are perceived in English language classes and to look at how both teachers and students use their first language in these types of situations. This research used a mixed-method approach, where both quantitative and qualitative research is undertaken. The type of data from this research was obtained from 2 data. Questionnaire data from 60 respondents. Interview data from 5 students and 1 lecturer. In this research, the researchers found (1) Students` perceptions of first language use in English class (2) Reasons why teachers and students use their first language in English class (3) The reasons teachers allow students to use first language in English class (4) Students'' reasons prefer to use the first language during the teaching and learning process. Language teaching not only embraces the use of first language (Indonesian) in EFL education, but is also considered a valuable resource that should not be neglected. English teachers must speak up against the excessive use of their first language. However, it can be put to good use in understanding new abstract words, assessing comprehension, giving instructions, and explaining grammar. Therefore, first language is once again in the spotlight, becoming a useful but neglected resource in EFL education.
Pengaruh Pembelajaran Akidah Akhlak Terhadap Karakter Tanggung Jawab Peserta Didik Kelas VII Di MTsN 1 Bengkulu Utara Zelasti Murdidarwani; Irwan Satria; Dian Jelita
GHAITSA : Islamic Education Journal Vol. 3 No. 2 (2022): Juni
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v3i2.447

Abstract

Penelitian ini dilatar belakangi bahwa masih ada peserta didik yang belum memiliki karakter tanggung jawab yang baik. Dimana pembelajaran sebagai proses yang dibangun oleh guru untuk mengembangkan kreativitas berfikir sehingga dapat meningkatkan kemampuan berfikir peserta didik dan dapat membangun pengetahuan baru sebagai upaya meningkatkan penguasaan kemampuan terhadap materi pelajaran. Pembelajaran akidah akhlak diharapkan dapat menumbuhkan dan meningkatkan keimanan peserta didik yang mewujudkan prilaku tanggung jawab. Berdasarkan permasalahan ini peneliti tertarik mengangkat judul tentang pengaruh pembelajaran akidah akhlak terhadap karakter tanggung jawab peserta didik kelas VII di MTSN 1 Bengkulu Utara. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran akidah akhlak terhadap karakter tanggung jawab peserta didik kelas VII di MTSN 1 Bengkulu Utara. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kuantitatif dengan metode expost pacto. Penelitian ini dilakukan di MTSN 1 Bengkulu Utara yang dilaksanakan pada tanggal 14 Februari s.d tanggal 31 Maret 2022. Sampel yang digunakan adalah 35 siswa kelas VII dan 1 guru mata pelajaran akidah akhlak. Teknik pengumpulan sampel yang digunakan adalah menggunakan teknik Random Sampling. Penelitian ini menggunakan teknik pengumpulan data berupa instrumen angket. Sedangkan teknik analisis datanya menggunakan Uji Prasyarat Analisis Statistik (Uji Normalitas dan Uji Homogenitas). Berdasarkan hasil uji hipotesis menggunakan rumus product moment, diperoleh harga rxy 0,359 ≥ rtabel 0,329 dengan taraf signifikan 5%. Dengan demikian H0 di tolak dan Ha di terima. Jadi kesimpulannya adalah terdapat pengaruh pembelajaran Akidah Akhlak terhadap karakter tanggung jawab peserta didik kelas VII di MTSN 1 Bengkulu Utara.
Strengthening Integrated Mutual Understanding of Social Sciences Learning in Islamic Education Institutions: A Comparative Study in Madrasas, Islamic Boarding Schools and Integrated Islamic Schools in Bengkulu City Irwan Satria; Budrianto Budrianto
Journal Evaluation in Education (JEE) Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i1.1330

Abstract

Purpose of the Study: This study aims to examine the role of social studies learning in strengthening mutual understanding among students in Islamic educational institutions in Bengkulu City. It explores how Islamic values, cultural integration, and national principles can be used as foundations to promote harmony and social cohesion within diverse educational contexts. Methodology: A case study approach with a multiple-case type was employed, guided by Yin’s design of connecting data with theoretical propositions. The study began with theoretical propositions to shape the research framework, aligning data collection and analysis with pattern-matching techniques. Data were gathered through interviews, classroom observations, and document analysis, focusing on social studies teachers' practices and perspectives in three Islamic educational institutions. Main Findings: The findings reveal that social studies teachers universally emphasize the importance of mutual understanding as a core objective in their teaching. They integrate Islamic principles, Pancasila (Indonesia's foundational philosophy), and local culture to foster tolerance, empathy, and collaboration among students. Teachers adopt diverse learning models and approaches, including discussion-based, problem-solving, and project-based learning, to contextualize lessons and encourage critical engagement. These strategies have significantly promoted mutual understanding and reduced social prejudices within the student body. Novelty/Originality of the Study: This study uniquely highlights the strategic role of Islamic educational institutions in using social studies learning to strengthen mutual understanding. By connecting religion, national values, and cultural heritage, the study provides new insights into the transformative potential of education in shaping harmonious and inclusive communities, offering practical implications for policymakers and educators.
Co-Authors Budrianto Budrianto Dara Atika Dian Jelita Feny Martina Liza Nurhasanah Lubis Sucita Mova Lestari Zelasti Murdidarwani