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All Journal Al Ishlah Jurnal Pendidikan
Bagus Endri Yanto
Kanwil Kementerian Agama Bengkulu
Education Languange, Linguistic, Communication & Media Mathematics Other

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Fostering Learning Base Digital Mind Maps To Improve Student’s Problem-Solving Skills in Senior High Schools Ningsih Fahruddin; Yenita Zuriani; Bagus Endri Yanto
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6768

Abstract

Problem-solving skills are essential for fostering creativity and enhancing students' decision-making abilities. One promising strategy to develop these skills is through active learning using digital mind maps, which help students visually structure and connect information. This study employed a quasi-experimental, non-equivalent control group design to assess the effectiveness of digital mind maps in enhancing problem-solving skills. A total of 100 students were selected through cluster sampling. The experimental group engaged in active learning using digital mind maps, while the control group followed a traditional learning approach. Data were collected using standardized test instruments, with validity evaluated through the Aiken index and reliability measured using Cronbach’s alpha. Quantitative descriptive analysis was used to interpret the results. The findings showed a statistically significant improvement in problem-solving skills among students in the experimental group compared to the control group (Sig = 0.00 α), indicating the effectiveness of digital mind maps in facilitating learning. The use of digital mind maps within an active learning framework significantly enhances students' ability to solve problems. This method not only supports the development of critical thinking and decision-making skills but also promotes a shift in how students process and engage with information in science education. Digital mind maps are an effective active learning tool for improving students' problem-solving abilities and have meaningful implications for educational practices.
Implementation of the Holistic Education Approach in Inclusive Schools based on School Culture in Senior High Schools Rupiah Rupiah; Nursyamsiah Nursyamsiah; Bagus Endri Yanto
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6760

Abstract

Inclusive schools require comprehensive educational services that support all aspects of student development. Holistic education nurtures students' intellectual, emotional, physical, social, aesthetic, and spiritual capacities. This study explores how school culture influences the implementation of holistic education in inclusive educational settings. A qualitative descriptive method with a case study approach was employed. Data were collected through interviews and observations, with purposive sampling used to select participants. The validity of the research instrument was assessed using the Aiken index, and reliability was measured with Cronbach’s alpha. Data were analyzed through reduction, presentation, and conclusion drawing. Findings revealed that school culture plays a critical role in shaping holistic education practices. Core cultural values—such as religious beliefs, leadership, environmental stewardship, and discipline—are embedded into daily routines, including regular prayer, cleanliness, and a sense of responsibility. These practices promote consistent and meaningful integration of holistic values into the learning environment. The study highlights how school culture can facilitate the practical application of holistic education in inclusive schools. Educators and administrators can use these insights to foster environments that support diverse student needs through cultural reinforcement. This research offers a valuable reference for teachers, researchers, and education practitioners interested in holistic education. Future studies should aim to design holistic education models that include quality assurance measures and explore multicultural approaches to inclusive service delivery.
Co-Authors Ningsih Fahruddin Nursyamsiah Nursyamsiah Rupiah Rupiah Yenita Zuriani