Article Per Year (5 Year)
p-Index From 2021 - 2026
2.663
P-Index
This Author published in this journals
All Journal Bunayya : Jurnal Pendidikan Anak Cakrawala : Jurnal Kajian Manajemen Pendidikan Islam dan Studi Sosial Takuana: Jurnal Pendidikan, Sains, dan Humaniora Lencana: Jurnal Inovasi Ilmu Pendidikan TOFEDU: The Future of Education Journal Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak Tarbiya Islamica Indonesian Journal of Islamic Education Indonesian Journal of Innovation Multidisipliner Research Referensi Islamika: Jurnal Studi Islam Jurnal Agama Sosial dan Budaya Islamic Education
Juliana Batubara
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

Published : 15 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 15 Documents
Search

 1   2 
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.
PERAN ORANG TUA TERHADAP PEMBINAAN AKHLAK ANAK DI RUMAH Nurul Hidayah Siregar; Nurfarida Deliani; Juliana Batubara
Religion : Jurnal Agama, Sosial, dan Budaya Vol. 2 No. 6 (2023): November: Religion: Jurnal Agama, Sosial, dan Budaya
Publisher : CV. Maryam Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68352/religion.v2i6.864

Abstract

Orang tua sangat berperan penting dalam pembinaan akhak anak. Sehingga orang tua harus mampu memberikan contoh teladan yang baik untuk anak-anaknya. Penelitian ini bertujuan untuk mengetahui cara yang dilakukan orang tua dalam pembinaan akhlak. Sehingga tugas dan kewajiban orang tua dalam pembinaan akhlak sangat dibutuhkan. Kemudian metode penelitian yang dilakukan pada artikel ini yaitu penelitian field research (Penelitian Lapangan) dengan menggunakan pendekatan kualitatif deskriptif. Adapun hasil penelitian ini adalah Beberapa peran yang dilakukan orang tua untuk pembinaan akhlak yang dilakukan dirumah yaitu seperti membiasakan dan mengajarkan anak untuk melaksanakan shalat dan membaca al-Quran serta membiasakan untuk bersikap disiplin dan mengawasi setiap pergaulan anak. berbagai bentuk peran yang dilakukan oleh orang tua kepada anak yang diharapkan bisa membuat anak melakukan segala sesuatu hal yang baik dalam lingkungan keluarga maupun di lingkungan tempat dirinya bergaul. Sehingga menjadi anak yang berakhlahkul karimah yang baik. Dan berbakti kepada kedua orang tuanya.
PERANAN GURU PENDIDIKAN AGAMA ISLAM DALAM MENGANGGULANGI PERILAKU BODY SHAMING PADA PESERTA DIDIK Dinda Dwi Azizah; Martin Kustati; Rezki Amelia; Juliana Batubara
Islamic Education Vol. 1 No. 4 (2023): October : journal Islamic Education
Publisher : CV. Maryam Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68352/education.v1i4.881

Abstract

This research was conducted to find out how the role of Islamic religious education teachers in overcoming body shaming behavior in schools to form students who have good character. In this study, the data sources were taken from 3 Islamic religious education teachers in superior junior high schools in Padang City. This research uses qualitative methods with a case study approach. The data collection techniques used in this research are observation, interview, and documentation using purposive sampling technique. While the data analysis technique used is the Miles and Huberman technique, namely collecting data, after the data is collected, then the analysis is carried out, then reducing the data and concluding the research. Furthermore, the results of data analysis are presented in the form of narrative descriptions. The results obtained in this study are that there are three activity themes as a form of the role of Islamic religious education teachers in overcoming body shaming behavior. The three themes of these activities are i) preventive and curative actions; ii) analysis of child development; iii) moral formation.
Co-Authors Ahmad Sabri Berillya Imandika Dinda Dwi Azizah Febriyoli Elfa Gusril Kanedi Martin Kustati Miftahul Husnah Muhammad Syahril Mutia Chairunnisa Nur Aisyah Agustin Bakhri Nur Manna Nurfarida Deliana Nurfarida Deliani Nurul Hidayah Siregar Rezki Amelia Ridhatul Husna Rifqah Husnul Khatimah Tomi Satria Wina Susanti Yusnil Khoiriah Siregar Zilfadlia Nirmala