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All Journal Journal of Social Research International Education Trend Issues
Chandra Halim
MAN 1 Subulussalam
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Social Sciences

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Educator: To The Awesome Educators and Students Febri Mira Rizki; Chandra Halim
Journal of Social Research Vol. 2 No. 7 (2023): Journal of Social Research
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v2i7.1514

Abstract

Literacy has spread throughout Indonesia, especially in the world of education. This program was increasingly promoted after the Independent Curriculum was hammered by the government. Strengthening literacy competencies in madrasahs is also accelerating because educators are working so that this knowledge can be smoothly transmitted to students for their intake. Both in terms of theory and terms of practice. One of the products born in the name of literacy in Indonesian language learning is work. In one writing skill, for example: poetry, short stories, articles, essays, reviews, rhymes, prose, etc. With the work of educators and students, literacy in madrasas will be increasingly felt. This activity will make the madrasah trusted by the community because the ability of its educators can advance their students. So that from whatever point of view the madrasah is monitored it will shine.
Assessing the Effect of Online Learning Platforms in Promoting Inclusive Education for Students with Disabilities Tongam E Panggabean; Arman Paramansyah; Chandra Halim; Siti Maliha
International Education Trend Issue Vol. 2 No. 2 (2024): International Education Trend Issue July–December
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v2i2.696

Abstract

This study assesses the effectiveness of online learning platforms in promoting inclusive education for students with disabilities. Utilizing a mixed-methods approach, the research combines quantitative data from surveys with qualitative insights from interviews and document analysis. The findings indicate that platforms with comprehensive accessibility features and Universal Design for Learning (UDL) principles significantly enhance educational outcomes and satisfaction for students with disabilities. However, disparities in satisfaction among different disability groups highlight the need for more tailored accommodations. Key themes identified include accessibility, usability, support, engagement, and persistent challenges. The study concludes that while online learning platforms have made significant strides, continuous improvement and stakeholder collaboration are essential for optimizing inclusivity and educational equity.
A Comparative Study of Montessori and Traditional Education Approaches: Cognitive Development and Academic Achievement Nurunnisa Mutmainna; Vini Rizqi; Chandra Halim; Peni Astuti
International Education Trend Issue Vol. 2 No. 2 (2024): International Education Trend Issue July–December
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v2i2.697

Abstract

This study investigates the comparative impacts of Montessori and traditional education approaches on cognitive development, academic achievement, and social-emotional skills among primary school students. Employing a mixed-methods design, the research involved 500 students aged 6 to 12 years from both educational settings. Quantitative data were collected through standardized assessments, while qualitative insights were gathered via interviews with teachers, parents, and students. The results revealed that Montessori students demonstrated significantly higher cognitive development, particularly in processing speed, working memory, and perceptual reasoning. Additionally, Montessori students outperformed their peers in traditional schools in mathematics and language arts, though no significant difference was found in science achievement. Social-emotional skills, including social competence and behavioral self-control, were also more developed in Montessori students. Qualitative findings highlighted the perceived benefits of the Montessori approach in fostering independence, creativity, and intrinsic motivation, while traditional education was noted for its structured curriculum and academic rigor. The study suggests that a hybrid educational model integrating elements of both Montessori and traditional methods could optimize educational outcomes, promoting both academic excellence and holistic development.
Exploring the Role of Emotional Intelligence Training in Enhancing Teacher-Student Relationships and Academic Performance Petrus Jacob Pattiasina; Ahmad Zamakhsari; Chandra Halim
International Education Trend Issue Vol. 2 No. 2 (2024): International Education Trend Issue July–December
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v2i2.713

Abstract

This study explores the impact of emotional intelligence (EI) training on enhancing teacher-student relationships and improving academic performance in middle schools. Using a quasi-experimental design, the research involved 60 teachers and 600 students, with the teachers randomly assigned to either an intervention group, which received EI training, or a control group. Quantitative measures included the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Teacher-Student Relationship Inventory (TSRI), and academic performance assessments through grades and standardized test scores. Qualitative data were collected via semi-structured interviews and focus groups. The results indicated significant improvements in teachers' EI levels, better teacher-student relationships, and higher academic performance among students in the intervention group. Qualitative findings corroborated these outcomes, highlighting enhanced communication and classroom climate. These findings underscore the potential benefits of integrating EI training into teacher professional development programs to foster both emotional well-being and academic success among students.
Co-Authors Ahmad Zamakhsari Arman Paramansyah Febri Mira Rizki Nurunnisa Mutmainna Peni Astuti Petrus Jacob Pattiasina Siti Maliha Tongam E Panggabean Vini Rizqi