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All Journal JAMPARING: Jurnal Akuntansi Manajemen Pariwisata dan Pembelajaran Konseling SAKOLA: Journal of Sains Cooperative Learning and Law
Fahri, Muhammad Raja Iqbal
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Astronomy Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences

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Pengaruh Apresiasi Guru Kepada Murid Berdasarkan Teori Motivasi Al-Ghazali dan Abraham Maslow Fahri, Muhammad Raja Iqbal; Fauzan, Mochammad Naufal; Arifudin, Muhammad Irfan; Gunawan, Jujun; Arifin, Bambang Samsul
JAMPARING: Jurnal Akuntansi Manajemen Pariwisata dan Pembelajaran Konseling Vol 2, No 1 (2024): Februari 2024
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jamparing.v2i1.2030

Abstract

This research aims to find out the influence of giving appreciation by teachers in increasing students' learning motivation. The method used in this research ismix methods or mixed methods, combining qualitative and quantitative research approaches. Qualitative approach by trying to provide descriptions, distributing questionnaires to students, teachers and also literature reviews carried out by researchers and then analyzed. The quantitative approach is by analyzing questionnaire data. This research was carried out at PGII 1 Bandung Junior High School, taken from two points of view of teachers and students carrying out the learning process, and the results of the questionnaire were presented in the form of diagrams and numbers, so that readers can easily understand them. The research results show that the teacher's role in providing appreciation has a big impact on children's motivation, in line with the theory put forward by al-Ghazali and Abraham Maslow. This can be seen from the survey results that 94.7% of students agree that giving appreciation to students can increase motivation in learning. Meanwhile, 89.5% of students stated that they were motivated to learn more after seeing the results of assignment assessments, exam assessment results and/or report card results which showed positive support from teachers in the form of grade appreciation in any form which could increase students' enthusiasm for learning and self-confidence.
Implementation of Learning Theory in the Curriculum of MTs Fatahillah: An Analysis of Teaching Strategies Based on Cognitivism and Constructivism Erihadiana, Mohamad; Algifari, Muhaemin; Fahri, Muhammad Raja Iqbal
SAKOLA: Journal of Sains Cooperative Learning and Law Vol 2, No 1 (2025): April 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/sakola.v2i1.5533

Abstract

The understanding and application of cognitive and constructivist theories in teaching at MTs Fatahillah demonstrate variations in implementation effectiveness. Cognitivism, which emphasizes mental processes and information processing, is applied through visual aids and analytical exercises, such as concept maps in Fikih subjects. This helps students understand the material deeply and think critically. Meanwhile, constructivism emphasizes active experiences and interaction in the learning process, such as group projects to study moral values. Although this approach has a positive impact on students' intellectual and social skills development, its implementation faces challenges, such as limited time and resources and students' readiness. The implementation of the 2013 Curriculum at MTs Fatahillah, which is based on religious values and character development, provides a foundation for integrating these two theories despite limitations. Support from the school is needed to optimize teacher training and improve facilities to support active learning. Thus, despite the obstacles, the adaptation of cognitivism and constructivism can enhance student engagement and provide meaningful learning experiences, in line with holistic educational goals.
Implementation of Learning Theory in the Curriculum of MTs Fatahillah: An Analysis of Teaching Strategies Based on Cognitivism and Constructivism Erihadiana, Mohamad; Algifari, Muhaemin; Fahri, Muhammad Raja Iqbal
SAKOLA: Journal of Sains Cooperative Learning and Law Vol 2, No 1 (2025): April 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/sakola.v2i1.5533

Abstract

The understanding and application of cognitive and constructivist theories in teaching at MTs Fatahillah demonstrate variations in implementation effectiveness. Cognitivism, which emphasizes mental processes and information processing, is applied through visual aids and analytical exercises, such as concept maps in Fikih subjects. This helps students understand the material deeply and think critically. Meanwhile, constructivism emphasizes active experiences and interaction in the learning process, such as group projects to study moral values. Although this approach has a positive impact on students' intellectual and social skills development, its implementation faces challenges, such as limited time and resources and students' readiness. The implementation of the 2013 Curriculum at MTs Fatahillah, which is based on religious values and character development, provides a foundation for integrating these two theories despite limitations. Support from the school is needed to optimize teacher training and improve facilities to support active learning. Thus, despite the obstacles, the adaptation of cognitivism and constructivism can enhance student engagement and provide meaningful learning experiences, in line with holistic educational goals.
Co-Authors Algifari, Muhaemin Arifin, Bambang Samsul Arifudin, Muhammad Irfan Fauzan, Mochammad Naufal Gunawan, Jujun Mohamad Erihadiana, Mohamad