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All Journal Madani: Multidisciplinary Scientific Journal Socius: Social Sciences Research Journal
S, Saprin
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Memahami Teori Pembelajaran Jannah, Raihanil; Hamid, Abdul; S, Saprin
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 5 (2025): Volume 3, Nomor 5, June 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

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Abstract

Education is a learning activity carried out by educational components to improve the potential of students in various ways. Learning theory is a collection of integrated principles that provide prescriptions for organizing learning situations or environments in such a way that they can help students achieve their learning goals easily. The types of theories used in learning are Behaviorist Theory, Cognitive Theory, Humanistic Theory, Constructivist Theory, and Social Learning Theory. Learning design is an activity that is designed to facilitate someone in the learning process with the aim that someone can be active in following it, so that mental and attitudinal changes can occur as expected due to these activities. Reform in education needs to be carried out in an effort to improve the quality of education and learning. Reform means radical change in an effort to improve the social, political, or religious fields in a society or country. People who carry out or think about reform are called reformers, namely people who advocate for non-violent improvement efforts.
Konstruksi Teori dalam Proses Pembelajaran Lutfi, M.; A, Arifuddin; S, Saprin
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 5 (2025): Volume 3, Nomor 5, June 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15661722

Abstract

Learning theory, which is a set of principles, ideas, concepts, and procedures that can be tested and analyzed, as well as having a function in explaining the process of learning interaction between teachers and students. Learning is defined as the process of relatively permanent change in behavior due to reinforced experience or training. Learning activities involve the interaction of the individual with the environment and produce behavioral changes both cognitively, affectively, and psychomotorically. Further, factors affecting the teaching and learning process, both internal in nature such as maturity, readiness, psychological condition and health of the learners; as well as external ones such as family, school, and community environments. An understanding of these factors is important for creating learning approaches that are adaptive and responsive to student needs. Theory construction in education is described through two main approaches: deductive and inductive. Deductive construction starts from basic postulates or assumptions to generate hypotheses that are then tested through experiments. In contrast, the inductive approach gathers empirical facts to form generalizations and compiles theories gradually from the bottom up. The generated theory needs to be verified to test its validity, using syntactic (internal logic of the theory), semantic (predictive ability and validity), and parsimony (simplicity of the theory compared to other equally strong theories logically and empirically) approaches. Psychology helps teachers identify students needs, abilities, and behaviors, as well as choose effective learning strategies. Teachers are also demanded to have pedagogical and professional competencies, including in terms of techniques of studying student behavior, analyzing learning processes, as well as adapting teaching methods according to diverse learning styles.
Kondisi Belajar dan Pembelajaran (Lima Kategori Kemampuan: Keterampilan Intelektual, Strategi Kognitif, Informasi Verbal, Keterampilan Motorik, dan Sikap) Fachrani, Anisa; Sari, Renika Indah; R, Risdayanti; S, Saprin
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 5 (2025): Volume 3, Nomor 5, June 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15573058

Abstract

This study examines the conditions of learning and instruction as core components of the educational process. Learning is defined as a relatively permanent change in behavior resulting from experience, while instruction refers to the systematic interaction between educators, learners, and learning resources within a specific environment to achieve educational goals. The study uses a qualitative library research method to review educational theories, particularly the perspective of Robert Gagne. Gagne classifies learning outcomes into five categories: intellectual skills, cognitive strategies, verbal information, motor skills, and attitudes. In addition, the study discusses internal and external factors that influence learning and instructional conditions. Understanding these aspects is expected to help educators design more effective and contextual instructional strategies.
Penerapan Konsep Behaviorisme Dalam Pendidikan Islam Aji, Wahyu; S, Ramlah; S, Saprin
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 2, No 12 (2025): July 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

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Abstract

The role of educators is crucial in designing learning, choosing the right theories, strategies, and methods to make teaching more effective. Every teacher also has a different approach in choosing the theories they use. Behaviourism learning theory can be used to help the learning process so it needs to be further studied by delving into behaviourism learning theory according to the experts, the models of behaviorism learning theory and the perspective of Islamic education towards behaviorism learning theory. This study is a literature study using sources from written references. The result of this research is learning behaviorism according to the experts is a view that emphasizes that learning is a change in behavior that can be directly observed. The learning theory models of behaviorism emphasize that learning occurs through associations between stimuli and directly observable responses. Behaviorism Learning Theory in Islamic Educational Perspective is that it emphasizes on the formation of behavior through stimulus and response. In Islamic education, this approach can be integrated with Islamic teachings that prioritize the formation of morals and positive behavior through habituation (ta’dib), example, and repetition.
Prinsip-Prinsip Situational Pembelajaran (Prinsip-Prinsip Situasional dan Sistem-Sistem Umum Metode Pembelajaran) Y, Yulianti; Vera, Andi Ana; S, Saprin
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 2, No 11 (2025): June, 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

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Abstract

This study aims to examine the situational principles of learning and general systems of learning methods. This research uses a qualitative descriptive research method, an approach to studying documents or texts which is a study of written documentary materials that can be in the form of textbooks, newspapers, magazines, letters, films, diary, manuscripts, articles, and the like, material can also come from a person’s mind contained in published books or manuscripts to be analyzed, interpreted, explored to determine the level of achievement of understanding of the topic of a material or text. The result of this literature research is that situational learning principles are guidelines used to design relevant and effective learning experiences by paying attention to the social, cultural, and emotional context of students. The situational principles of learning include: 1) Linkage to Real Life, 2) Cultural and Social Context, 3) Practical Experience, 4) Social Interaction, 5) Flexibility and Adaptation, 6) Application of Technology, 7) Reflection and Feedback, and 8) Emotional Context and Motivation. General systems of learning methods refer to approaches or strategies designed to facilitate the teaching and learning process by taking into account the characteristics of students and educational goals. The following are some common systems of learning methods that are often used in education: 1) Direct Learning, 2) Constructivist Learning, 3) Collaborative Learning, 4) Problem-Based Learning, 5) Project-Based Learning, 6) Online Learning, 7) Differentiated Learning, 8) Contextual Learning, 9) Game-Based Learning, and 10) Emperiential Learning.
An Analysis of the Relevance of Humanistic Learning Theory within the Context of Islamic Education S, Saprin; M, Mustari; Firdaus, M; Pabbe, Surdi
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 4 (2025): November
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17646273

Abstract

This study aims to analyze the relevance of humanist learning theory to Islamic education. Humanist learning theory focuses on optimally developing human potential through freedom of learning and meaningful experiences. Meanwhile, Islamic education emphasizes the formation of the whole person (insan kamil) based on the values of monotheism, morality, and human nature. This study used a qualitative method with a library research approach sourced from educational psychology books and scientific works in the field of Islamic education. The results show that humanist learning theory aligns with the principles of Islamic education in terms of respect for student potential, the role of teachers as guides, and student-centered learning. However, there are fundamental differences in philosophical aspects: humanist theory is oriented towards humans (anthropocentric), while Islamic education is centered on divine values (theocentric). Thus, the application of humanist theory in Islamic education needs to be directed at strengthening spiritual values so that the educational process does not lose its divine dimension.
Co-Authors A, Arifuddin Abdul Hamid Aji, Wahyu Fachrani, Anisa M Firdaus M, Mustari M. Lutfi Pabbe, Surdi R, Risdayanti Raihanil Jannah, Raihanil S, Ramlah Sari, Renika Indah Vera, Andi Ana Y, Yulianti