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All Journal International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam
Afifah Febriani
Senior Researcher International Islamic Studies Development and Research Center, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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The Effect of a Deep Learning Approach on Students’ Conceptual Understanding and Critical Thinking Skills in Elementary Social Studies Education Viona Dwi Wulandari; Fauzia Rahma Suci; Yufi Latmini Lasari; Zainal Asril; Afifah Febriani
Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam Vol. 4 No. 1 (2026): March
Publisher : Institute of Research and Community Service STAI Yayasan Tarbiyah Islamiyah Kota Padang

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Abstract

The use of deep learning methods in Social Studies has become a growing approach in elementary schools because it is considered capable of helping students understand concepts more deeply. This study aims to analyze the effect of using deep learning methods on improving students' conceptual understanding and critical thinking skills in Social Studies learning. The study used a mixed methods approach, combining quantitative data through learning achievement tests and qualitative data through observation and interviews. The study sample consisted of 60 students from two classes selected using a cluster sampling technique, while qualitative data were obtained from subject teachers and students involved. Quantitative analysis was conducted using a difference test to observe changes in learning outcomes, while qualitative data were analyzed thematically to describe the process of implementing the method. The results showed that the use of deep learning had a positive effect on improving conceptual understanding and students' ability to relate Social Studies material to real situations. Students appeared more active in providing arguments, processing information, and solving problems. Learning became more focused because the teacher facilitated analysis, in-depth discussions, and reflection. This study has implications that the deep learning method can be applied as an alternative strategy in Social Studies learning in elementary schools to improve the quality of the learning process and outcomes. These findings can form the basis for further research in developing more innovative Social Studies learning designs oriented towards deep understanding.
Tartil Method as an Effective Pedagogical Approach for Enhancing Students’ Interest in Quranic Learning Engkizar Engkizar; Azhar Jaafar; Mohd Isa Hamzah; Syafrimen Syafril; M. Hidayat Ediz; Efendi Efendi; Arif Ridha; Afifah Febriani; Gifa Oktavia
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 1 (2026): (January) Theme Education, Religion Studies, Social Sciences, STEM and Economic D
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i1.637

Abstract

Quranic learning is often perceived as difficult by students, leading to low interest and limited engagement. However, with appropriate teaching methods tailored to learners’ diversity, motivation can be significantly improved. This study aims to analyze the impact of the Tartil method on enhancing students’ interest in Quranic learning. An exploratory sequential mixed-methods design was employed. Qualitative data were collected through in-depth interviews with fifteen informants (teachers and students) selected via purposive sampling, while quantitative data were obtained from 115 respondents using simple random sampling. Qualitative data were analyzed thematically using NVivo 12, while quantitative data were processed descriptively with SPSS 22. Findings revealed nine themes related to increased learning interest after applying the Tartil method. Quantitative analysis showed high student interest with a mean score of 4.14. These findings demonstrate that the Tartil method is a viable alternative for teachers in Quranic pedagogy, as it effectively fosters students’ motivation and engagement in Quranic learning.
Co-Authors Arif Ridha Azhar Jaafar Efendi Efendi Engkizar, Engkizar Fauzia Rahma Suci Gifa Oktavia M. Hidayat Ediz Mohd Isa Hamzah Syafrimen Syafril Viona Dwi Wulandari Yufi Latmini Lasari Zainal Asril