Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan JURNAL ILMU PENDIDIKAN AHLUSSUNNAH
Gamar, Mahfud M
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
THE THE INFLUENCE OF JIGSAW'S TYPE OF COOPERATIVE LEARNING MODELS ON IPS RESULTS AT FOUR GRADE STUDENTS IN THE 16TH ELEMENTARY SCHOOL OF BUNGKU Rifa'i, Abdul; _, Lukman; _, Jamaludin; Gamar, Mahfud M
Jurnal Ilmu Pendidikan Ahlussunnah Vol 7 No 1 (2024): JIPA : Jurnal Ilmu Pendidikan Ahlussunnah
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat STKIP Ahlussunnah

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

Abstract

Research is aims to identify the impact of jigsaw's type of cooperative learning model and the learning style of ips results in 4th grade at 16th elementary school of Bungku. The study aims to find out the impact of the cooperative learning model of the jigsaw type and the learning style on the learning outcomes of social sciences in the fourth grade at 16th Bangku State Elementary School. This research has been discouraged because, in the present day, there are schools that use the method of lectures where learning is only centered on the teacher, making students look bored and sleepy so that the student's learning results are not optimal. This research is a quantitative research type of quasi-experimental design research, with the subject of the study being students of Class Four State Elementary Schools 16th. There are 26 people, consisting of 14 men and 12 women, who are divided into two groups: 13 people in the experimental group and 13 people in the control group. The Descriptive analysis results showed an average increase of 26.3% for the experimental class and 21% for the control class. Based on the test results of the hypothesis, the calculated value is greater than the value in the table with a significance value of 0.05, so H0 is rejected and Ha is accepted. That is, students' learning outcomes are significantly influenced by the cooperative learning model of the jigsaw.
Pedagogical Strategies for Strengthening Nationalism through History Learning in Madrasah Aliyah Darud Da’wah Wal Irsyad Soni Yuliana, Yuliana; Nuraedah, Nuraedah; Rore, Idrus; Gamar, Mahfud M
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 5 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/wjwdyq85

Abstract

This study examines pedagogical strategies for strengthening nationalism through history learning at Madrasah Aliyah Darud Da’wah Wal Irsyad Soni, Indonesia. It focuses on the implementation of history learning, teachers’ strategies for integrating nationalism values, and students’ responses to these learning experiences. A qualitative descriptive design was employed. Data were collected through classroom observations, semi-structured interviews with one history teacher and 14 Grade XI students, and documentation of learning activities. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that history learning was organized through structured instructional stages, including the communication of learning objectives, presentation of historical materials, discussion, assignments, and reflection. Four pedagogical strategies were identified: teacher role modeling, contextual use of learning media, dialogical discussion, and historical reflection. Students participated in classroom activities and articulated connections between historical values and everyday practices, including cooperation, respect for others, and maintaining unity. These findings highlight how purposeful pedagogical strategies can connect historical knowledge with character-oriented learning experiences in a religious secondary school context. However, the qualitative descriptive design does not establish causal effects or measurable changes in students’ nationalism. This study contributes contextual evidence on pedagogical practices for integrating nationalism values into history learning and offers insights for developing meaningful, reflective, and character-oriented instructional experiences.
Pedagogical Strategies for Strengthening Nationalism through History Learning in Madrasah Aliyah Darud Da’wah Wal Irsyad Soni Yuliana, Yuliana; Nuraedah, Nuraedah; Rore, Idrus; Gamar, Mahfud M
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 5 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/b6geqw46

Abstract

This study examines pedagogical strategies for strengthening nationalism through history learning at Madrasah Aliyah Darud Da’wah Wal Irsyad Soni, Indonesia. It focuses on the implementation of history learning, teachers’ strategies for integrating nationalism values, and students’ responses to these learning experiences. A qualitative descriptive design was employed. Data were collected through classroom observations, semi-structured interviews with one history teacher and 14 Grade XI students, and documentation of learning activities. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that history learning was organized through structured instructional stages, including the communication of learning objectives, presentation of historical materials, discussion, assignments, and reflection. Four pedagogical strategies were identified: teacher role modeling, contextual use of learning media, dialogical discussion, and historical reflection. Students participated in classroom activities and articulated connections between historical values and everyday practices, including cooperation, respect for others, and maintaining unity. These findings highlight how purposeful pedagogical strategies can connect historical knowledge with character-oriented learning experiences in a religious secondary school context. However, the qualitative descriptive design does not establish causal effects or measurable changes in students’ nationalism. This study contributes contextual evidence on pedagogical practices for integrating nationalism values into history learning and offers insights for developing meaningful, reflective, and character-oriented instructional experiences.
Co-Authors Nuraedah Rifa'i, Abdul Rore, Idrus Yuliana Yuliana _, Jamaludin _, Lukman