Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Ahlussunnah: Journal of Islamic Education Nida Al-Qur'an: Jurnal Pengkajian Islam
Juliana Batubara
Universitas Islam Negeri Imam Bonjol Padang, Indonesia
Religion Humanities Education Environmental Science Other

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

Found 2 Documents
Search

 1 
Implementation of Abraham Maslow's Humanistic Learning Theory in the Learning Process Abdul Rahman; Nurfarida Deliani; Juliana Batubara; Rahmat Rahmat; Samsurizal Samsurizal; M. Hidayat Ediz
Nida Al-Qur'an: Jurnal Pengkajian Islam Vol. 4 No. 2 (2023): December
Publisher : Sekolah Tinggi Agama Islam Pengembangan Ilmu Al-Qur`an Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63061/jpi.v4i2.24

Abstract

This research aims to examine the implementation of Abraham Maslow's humanistic learning theory in the learning process. The method used in this research is the Systematic Literature Review (SLR) method. This research data uses the main source of information by analyzing documents related to Abraham Maslow's Humanistic learning theory in the learning process. The research results show that the implementation of Abraham Maslow's humanistic learning theory is very relevant to the learning process where there are five human needs that can be applied in the learning process, namely: first, physiological needs where parents must pay attention to children starting from nutrition and other needs because this will relate to development a child; second, the need for safety and security where educators such as parents and teachers must provide a sense of security and safety for children; third, the need to be loved and loved, where the need to love and have someone, parents must create good closeness to their children and a teacher must provide motivation; fourth, the need to be respected. In the learning process, every effort made by students should be respected and the attitude must be equal to all children and there should be no favoritism between students because each child has their own strengths; fifth, the need to increase self-actualization where in implementing humanistic learning theory students are given the opportunity to actualize themselves according to their talents and interests.
Deep-Contextual Teaching and Learning in Islamic Religious Education: Effects on Students’ Learning Outcomes Nurfadhilah Nurfadhilah; Zainal Asril; Milya Sari; Rehani Rehani; Rivdya Eliza; Juliana Batubara; Musalwa Musalwa
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study is motivated by the condition of Islamic religious education learning in schools, which has not yet achieved its ideal outcomes. Ideally, successful learning should be reflected in students’ attitudes and behaviors in their daily lives, contributing to positive personal development. However, this condition has not been fully realized, as instruction is still often conducted using conventional approaches that limit student participation and hinder the achievement of learning objectives. Therefore, this study aims to develop and examine the effectiveness of a deep-contextual teaching and learning model in Islamic religious education at the junior high school level. This study employed a pre-experimental design using a one-group pretest and posttest approach with cluster random sampling. Data analysis was conducted using comparative statistical testing and gain score analysis to evaluate improvements in student learning outcomes. The findings indicate a significant difference between students’ performance before and after the implementation of the model, demonstrating a meaningful improvement in learning outcomes. The gain score analysis shows a moderate level of improvement, indicating that the model has a positive impact on student learning. The deep-contextual teaching and learning model is effective in improving learning outcomes in Islamic religious education at the junior high school level.
Co-Authors Abdul Rahman M. Hidayat Ediz Milya Sari Musalwa Musalwa Nurfadhilah Nurfadhilah Nurfarida Deliani Rahmat Rahmat Rehani Rehani Rivdya Eliza Zainal Asril