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All Journal Al Ishlah Jurnal Pendidikan
Fadilla Syahriani
Universitas Negeri Padang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Multicultural Education Based on Minangkabau Proverbs to Integrate Democratic Values in History Learning Fini Fajri Mulyani; Gunartati Gunartati; Ofianto Ofianto; Antonia Soriente; Reyhan Ainun Yafi; Fadilla Syahriani; Mhd Asrian Syah; Tri Zahra Ningsih
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i1.4989

Abstract

This research aimed to analyze the implementation of the Minangkabau proverbs as a source of democratic values in history learning. The method used in this research used descriptive qualitative research methods with a phenomenological approach. The sample in this study was selected using a purposive sampling technique consisting of 2 teachers of religious subjects and 8 students from each school.  Data collection methods used were interviews, questionnaires and literature studies. The data analysis technique in this research uses Huberman's qualitative analysis technique, which includes stages of data reduction, data presentation, and data verification. The results of this research showed that: 1) Minangkabau proverbs contained deep democratic values and were highly respected by the Minangkabau people; 2) The implementation of multicultural education in instilling democratic values based on Minangkabau proverbial traditions with the stages of moral knowing, moral feeling, and moral action helped students understand, reflect on, and apply democratic values in everyday life.; 3) The implementation of multicultural education in history learning faced several challenges, including students' difficulties in understanding the relationship between the Minangkabau proverb tradition and history, as well as a lack of adequate understanding regarding these proverbs. The implication of this research was that integrating the Minangkabau proverbs tradition as a source of democratic values in history learning could make a significant contribution to the development of students' multicultural education.
Jigsaw Strategy on Learning Outcomes and Higher Order Thinking Skills of Students in Social Science at Madrasah Tsanawiyah Fadilla Syahriani; Ferdi Yufriadi; Awis Alhkarni; Meisya Anggraini Rizki; Nadyya Zahratul Jannah; Valensius Ngardi; Tri Wibowo
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6059

Abstract

Innovative teaching strategies are essential for improving student learning outcomes and developing Higher Order Thinking Skills (HOTS). This study examines the effectiveness of the Jigsaw learning strategy in enhancing students’ critical thinking, analytical abilities, and problem-solving skills in Social Science at MTsS Ashhabul Yamin Lasi. A quasi-experimental design was used, involving two groups: an experimental group that implemented the Jigsaw strategy and a control group that followed conventional teaching methods. Data were collected through pretests and posttests, incorporating multiple-choice and descriptive tests to assess both learning outcomes and HOTS. Statistical analysis included correlation techniques and simple regression, processed using SPSS version 2.6. The study sample comprised eighth-grade students, selected from the total student population at the school. The research process included three phases: pretest, Jigsaw strategy implementation, and posttest. The findings indicate that students in the Jigsaw group demonstrated significant improvements in learning outcomes and HOTS compared to those in the control group. The strategy fostered collaborative learning, enhancing students’ ability to think critically, analyze concepts, and solve problems more effectively. The results suggest that the Jigsaw learning strategy is a valuable pedagogical tool for promoting student engagement and cognitive development. Its application in Social Science education provides insights into improving teaching effectiveness in secondary schools. This study highlights the positive impact of collaborative learning on student performance and supports the broader implementation of student-centered teaching approaches. The findings offer practical implications for enhancing educational strategies globally.
Innovative Learning Strategies in Social Sciences: The Merdeka Curriculum Experience at Madrasah Tsanawiyah Diana Mardiati; Syafri Anwar; Darmansyah Darmansyah; Erianjoni Erianjoni; Fadilla Syahriani
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5128

Abstract

This study explores social science teaching strategies implemented under the Merdeka Curriculum at Madrasah Tsanawiyah. The Merdeka Curriculum grants schools autonomy in designing educational approaches to meet specific student needs while aligning with overarching objectives. A qualitative case study approach was employed, incorporating interviews, observations, and document analysis to examine the strategies used by social science teachers at Madrasah Tsanawiyah. The research focused on understanding how educators navigate the curriculum's flexibility and address challenges. The findings reveal that teachers adopt diverse strategies tailored to their students’ needs, emphasizing creativity and engagement despite limited resources and time constraints. These strategies demonstrate educators' commitment to maximizing the potential of the Merdeka Curriculum while overcoming implementation barriers. The study provides valuable insights into the practical application of the Merdeka Curriculum in social science education, particularly in resource-limited contexts. It highlights the importance of teacher adaptability and innovation in achieving curricular goals. These findings have implications for curriculum development, professional growth initiatives, and the broader improvement of social science education. This research contributes to the understanding of curriculum autonomy by illustrating its implementation challenges and opportunities within Madrasah Tsanawiyah. Future studies could explore specific teaching strategies in greater depth, evaluate the curriculum's impact on student outcomes, and identify global parallels to enhance the effectiveness of autonomous educational models in diverse contexts.
Co-Authors Antonia Soriente Awis Alhkarni Darmansyah Diana Mardiati Erianjoni Erianjoni Ferdi Yufriadi Fini Fajri Mulyani Gunartati Gunartati Meisya Anggraini Rizki Mhd Asrian Syah Nadyya Zahratul Jannah Ofianto, Ofianto Reyhan Ainun Yafi Syafri Anwar Tri Wibowo Tri Zahra Ningsih Valensius Ngardi