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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Profesi Pendidikan
Hazawawi, Muhtar
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Eksplorasi Teori Pembelajaran dan Implementasinya dalam Pendidikan Kontemporer Afkarina, Miftahul; Hazawawi, Muhtar
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 1 (2025): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i1.2887

Abstract

This study is a literature review using a descriptive qualitative approach to evaluate and compile data from various sources related to learning theories. The aim of the research is to describe the application of key learning theories, including behaviorism, cognitivism, constructivism, and humanism, in the context of education in Indonesia. The data sources include books, scholarly articles, and relevant previous research findings. The results of the study show that each learning theory offers a unique perspective on understanding the learning process. Behaviorism emphasizes behavioral change through stimulus-response relationships, while cognitivism focuses on the mental processes that support deep understanding. Constructivism prioritizes experiential learning and problem-solving, while humanism is oriented toward the holistic development of individual potential. The implementation of these theories in teaching, such as through group discussions, experiments, and personalized approaches, has proven to create a learning environment that supports students' cognitive, affective, and social development. Educators play a crucial role in the learning process, not only as information providers but also as facilitators who support students' intellectual, social, and emotional development. The teacher’s role as a source of learning, facilitator, manager, mentor, motivator, and evaluator significantly contributes to creating a conducive environment for effective learning. The success of learning is highly dependent on the teacher's skills in designing and managing the learning process to achieve educational goals optimally. 
PERAN LINGKUNGAN KERJA DAN MODAL SOSIAL TERHADAP KETAHANAN GURU DI SEKOLAH DASAR ISLAM: UJI SEM-PLS Hazawawi, Muhtar; Sutrisno; Ambo' Dalle, Abd. Rahman
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45218

Abstract

The background of this study is based on the high number of private Islamic Elementary Schools (Madrasah Ibtidaiyah) in Malang, which ranks third in East Java, and the complexity of structural pressures faced by teachers, such as low welfare, excessive administrative burdens, and limited professional certification coverage. The study used a quantitative explanatory approach with a cross-sectional survey method of 56 Islamic elementary school teachers in Malang Regency who were selected purposively. Data analysis was conducted using SEM-PLS to test a structural model involving two exogenous variables (work environment and social capital) and one endogenous variable (teacher resilience). The results of the analysis showed that the work environment had a positive and significant effect on teacher resilience (t = 5.775; p = 0.00), and social capital also had a positive and significant effect on teacher resilience (t = 2.202; p = 0.028). These findings confirm that amid the structural pressures surrounding private madrasah teachers, resilience is not merely a personal attribute, but rather a psychosocial construct that can be strengthened through the creation of a conducive work environment, encompassing both physical and non-physical dimensions, as well as the development of social capital in the form of collective norms, relational networks, and trust among madrasah members. Practically, the results of this study recommend that stakeholders at the Ministry of Religious Affairs and Islamic education foundations design institutional interventions that focus on optimizing work ecology and strengthening social cohesion as non-financial strategies to support teacher resilience and maintain the sustainability of the quality of basic Islamic education.
Co-Authors Afkarina, Miftahul Ambo' Dalle, Abd. Rahman Sutrisno