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All Journal Jurnal Ilmiah Pendidikan Holistik (JIPH) Jurnal Indonesia Sosial Sains IJoEd: Indonesian Journal on Education
Resa Agustina
Institut Agama Kristen Negeri Palangka Raya
Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Neuroscience Physics Social Sciences

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Philosophy of Materialism and Philosophy of Naturalism Ayut Nursusanti; Jessica Andriany; Resa Agustina; Arita Wahyuni; Hestia Alika K; Selvi Oktavia
Jurnal Ilmiah Pendidikan Holistik (JIPH) Vol. 1 No. 3 (2022): December 2022
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/jiph.v1i3.1982

Abstract

This article looks at the historical materialism approach of Karl Max and naturalism according to J.J Rousseau. Materialism is an understanding that only relies on material that does not believe in what is behind the unseen world. Not believing in the unseen world means not believing in the existence of a power that controls the universe and that automatically denies the existence of God as the creator of the universe, because according to this understanding nature and everything in it originate from one source, namely matter. Marx believed that human intellectual development was determined by the material conditions of human life. That is, material needs precede consciousness. This theory is often called historical materialism. Naturalism is a school that believes in nature and also milieu (environment). The flow of naturalism views that the child created by the creator is good while the environment is bad. Naturalism is a school that believes in nature and also milieu (environment). The flow of naturalism views that the child created by the creator is good while the environment is bad.
Pandangan Studi Gender Terhadap Bullying Resa Agustina; Rosita Rosita; Salini Salini; Sarmauli Sarmauli
Indonesian Journal on Education (IJoEd) Vol. 1 No. 2 (2024)
Publisher : Lembaga Penelitian Dan Publikasi Ilmiah (lppi) Yayasan Almahmudi Bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/ijoed.v1i2.18

Abstract

Studi gender terhadap bullying yaitu menjelaskan bahwa bullying merupakan perilaku atau tindakan yang tidak menyenangkan sehingga membuat orang tidak nyaman, sakit hati dan tertekan. Sehingga dengan cara tersebut, studi gender mendorong pendekatan yang lebih menyeluruh dan memiliki pandangan pada konteks sosial untuk mengatasi bullying. Penelitian ini bertujuan untuk menganalisis bagaimana perspektif studi gender dapat diterapkan dalam memahami dan mengatasi bullying. Metode Penelitian yang digunakan studi literatur, di mana peneliti mengumpulkan dan menganalisis informasi dari berbagai sumber tertulis untuk mendapatkan pemahaman mendalam tentang topik penelitian, studi literatur merupakan metode penelitian kualitatif yang melibatkan pengumpulan dan analisis data dari berbagai sumber tertulis seperti buku, jurnal ilmiah, artikel, dan dokumen resmi. Hasil penelitian menunjukkan bahwa studi gender memberikan kerangka kerja yang komprehensif untuk memahami bullying, dengan mempertimbangkan faktor-faktor seperti stereotipe gender, ketidaksetaraan gender, kekerasan gender, peran gender, dan identitas gender. Studi gender juga menyoroti pentingnya mengakui perbedaan gender, mendukung pendekatan menyeluruh, menantang norma gender, memberdayakan korban, dan meningkatkan kesadaran serta sensitivitas terhadap bullying. Saran yang diberikan untuk mengintegrasikan perspektif studi gender dalam program pencegahan dan penanganan bullying, serta untuk mempromosikan pendidikan dan kesadaran gender di masyarakat. Kata Kunci: Studi Gender, Gender,
Pengaruh Metode Pembelajaran dalam Meningkatkan Kemampuan Berbahasa Indonesia Anak di SD Tumbang Jalemu Mesa Krismawati; Resa Agustina; Alda Sentosa
Indonesian Journal on Education (IJoEd) Vol. 1 No. 2 (2024)
Publisher : Lembaga Penelitian Dan Publikasi Ilmiah (lppi) Yayasan Almahmudi Bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/ijoed.v1i2.23

Abstract

Kemampuan berbahasa Indonesia merupakan aspek penting dalam perkembangan anak, karena berperan dalam proses belajar, komunikasi, dan interaksi social. Tujuannya untuk memberikan gambaran secara lugas mengenai hasil penelitian ini, populasi dan sampel penulis ambil dari kelas 4 SDN 1 desa Tumbang Jalemu, sampel yang diambil sudah mencakup seluruh siswa karena faktanya siswa di kelas tersebut hanya berjumlah 3 orang. Metode yang digunakan wawancara dan observasi penulis juga menggunakan metode eksperimen kelas. Penelitian ini mengadopsi metode eksperimen kelas dengan pendekatan interaktif, melibatkan kegiatan pembelajaran, permainan, dan interaksi langsung dengan peneliti. Hasil penelitian menunjukkan peningkatan yang signifikan dalam kemampuan berbahasa Indonesia siswa setelah mengikuti eksperimen, yang ditandai dengan peningkatan frekuensi penggunaan bahasa Indonesia dalam interaksi dengan peneliti. Penelitian ini menganalisis teori belajar sosial (social learning theory) dan teori sistem ekologi untuk menjelaskan faktor-faktor yang memengaruhi kemampuan berbahasa siswa, termasuk lingkungan keluarga, teman sebaya, dan lingkungan sekolah. Saran menekankan pentingnya penggunaan bahasa Indonesia sebagai bahasa pengantar dalam proses pembelajaran untuk meningkatkan kemampuan berbahasa siswa di desa tersebut dan memberikan rekomendasi untuk penelitian lebih lanjut.
Development of Fine Motor Skills in Early Childhood Through Beading Activities at Imanuel Christian Preschool Palangka Raya Resa Agustina; Wirastiani Binti Yusuf; Agus Sutrisno Muljono
Jurnal Indonesia Sosial Sains Vol. 7 No. 7 (2026): Jurnal Indonesia Sosial Sains
Publisher : CV. Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jiss.v7i7.2449

Abstract

Fine motor development is an essential aspect of early childhood growth because it supports children's ability to control hand and finger movements, coordinate eye and hand movements, and perform daily activities independently. However, learning practices at Imanuel Christian Kindergarten Palangka Raya still show limitations in providing varied and stimulating activities, causing some children to experience difficulties in precision, coordination, and concentration. This study aims to describe the development of fine motor skills in early childhood and analyze the implementation of beading activities (meronce) as a learning strategy to stimulate fine motor development at Imanuel Christian Kindergarten Palangka Raya. This study employed a qualitative descriptive approach. Data were collected through non-participant observation, semi-structured interviews, and documentation involving one classroom teacher and children aged 5–6 years. Data analysis was conducted using the Miles and Huberman model, consisting of data reduction, data presentation, and conclusion verification. The results showed that beading activities contributed positively to children's fine motor development. Through five learning meetings with different themes, children demonstrated gradual improvements in eye-hand coordination, finger flexibility, accuracy, concentration, creativity, and independence. The implementation of beading activities was carried out systematically through preparation, teacher demonstration, children’s practice, and evaluation. Supporting factors included teacher guidance, attractive learning materials, and children's motivation, while inhibiting factors involved differences in children's initial abilities and concentration levels. In conclusion, beading activities are effective as a meaningful and enjoyable learning medium for stimulating fine motor development in early childhood. This activity is recommended as an alternative learning strategy to support children's developmental needs.
Co-Authors Agus Sutrisno Muljono Alda Sentosa Arita Wahyuni Ayut Nursusanti Hestia Alika K Jessica Andriany Mesa Krismawati Rosita Rosita Salini Salini Sarmauli, Sarmauli Selvi Oktavia Wirastiani Binti Yusuf