Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Wahana Pendidikan Journal of Innovation and Research in Primary Education
Azmira, Rihla
Unknown Affiliation
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Implementasi Bimbingan Belajar “Teman Terang” Dalam Meningkatkan Hasil Belajar Siswa Di Kecamatan Percut Sei Tuan Asuat, Azral; Lubis, Harijul; Firza, Nadiah; Azmira, Rihla; Azhari, Syaidatul; Daulay, Afrahul Fadhila
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 15 (2024): Jurnal Ilmiah Wahana Pendidikan 
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.13768966

Abstract

Bimbingan belajar “Teman Terang” merupakan sebuah lembaga pendidikan alternatif belajar yang dapat mendukung pemahaman dan pengetahuan siswa. Saat ini sudah ada 20 peserta didik (siswa) yang mengikuti pelatihan bimbingan belajar di tempat tersebut, dengan kurang lebih 10 guru yang mengajar di tiap program belajar yang berbeda-beda seperti belajar membaca, berhitung, dan menulis untuk tingkatan TK. Program belajar Matematika, IPA, dan Bahasa Indonesia untuk tingkatan SD serta mata pelajaran Matematika, Kimia, Fisika, Biologi, dan Bahasa Inggris untuk tingkatan SMP. Banyak manfaat yang dapat diperoleh siswa dengan mengikuti bimbingan belajar yaitu siswa akan merasa terbantu untuk memahami pelajaran yang belum dipahami atau dikuasainya dan dapat bertanya dan berdiskusi tentang segala sesuatu yang dirasa masih membingungkan sehingga dapat menambah ilmu pengetahuan yang miliki. Siswa mendapatkan jawaban-jawaban yang praktis dengan teknik menjawab yang cepat dari lembaga bimbingan belajar swasta. Praktis disini maksudnya adalah cara sederhana yang lebih menyingkat waktu untuk menjawab soal.
Teacher Strategies in Civic Education for Internalizing Tolerance Values as Social Conflict Prevention in Multicultural Schools Azmira, Rihla; Saleh, Syarbaini
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2891

Abstract

This study examines strategies employed by Civic Education (PPKn) teachers in internalizing tolerance values as conflict prevention efforts at SMA Negeri 1 Medang Deras, a multicultural secondary school in North Sumatra, Indonesia. Grounded in Berger and Luckmann's social construction theory, the research addresses the knowledge gap regarding how PPKn teachers operationalize tolerance education in heterogeneous school environments. A descriptive qualitative design was employed, collecting data through classroom observations, semi-structured interviews with teachers and students, and document analysis during April-July 2025. Purposive sampling identified PPKn teachers as key informants, eleventh-grade students as primary informants, and school administrators as supporting informants. Data analysis followed Miles et al.'s interactive model, employing triangulation to ensure trustworthiness. Findings reveal five synergistic strategies: value-based learning integrating tolerance into curriculum content, problem-based learning addressing real social issues, teacher role modeling demonstrating respectful behavior, contextual teaching linking theoretical concepts to students' lived experiences, and reflective practices encouraging critical self-examination. These strategies successfully transformed abstract tolerance concepts into concrete behavioral dispositions, evidenced by students' spontaneous promotion of tolerance beyond instructional contexts and increased comfort among minority students. The study validates social construction theory in educational settings, demonstrating how tolerance values undergo externalization through teacher modeling, objectification within classroom culture, and internalization through student meaning-making. Results offer evidence-based guidance for educators implementing tolerance education in multicultural contexts while identifying the necessity of multi-strategy approaches for effective values internalization.
Co-Authors Asuat, Azral Azhari, Syaidatul Daulay, Afrahul Fadhila Firza, Nadiah Lubis, Harijul Saleh, Syarbaini