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All Journal JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Vava Iman Agus Faisal
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PSIKOLOGI PENDIDIKAN DALAM PENGELOLAAN KELAS ABAD 21 Trisna Wahyuningsih; Vava Iman Agus Faisal
JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Vol. 14 No. 2 (2025): Desember
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

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This study aims to examine the application of educational psychology principles in classroom management in 21st-century learning and its implications for the effectiveness of the learning process. The study used a qualitative approach with descriptive methods. The research procedures included planning, data collection, data analysis, and drawing conclusions. Data collection techniques were carried out through learning observations, interviews with teachers, and documentation studies. Data analysis was carried out systematically through data reduction, data presentation, and verification. The results of the study indicate that the application of educational psychology principles, such as understanding individual differences, learning motivation, reinforcement, and social interaction, contributes to creating a conducive and participatory classroom climate. Effective classroom management encourages active student involvement and supports the development of 21st-century skills, including critical thinking, collaboration, communication, and creativity. These findings emphasize the importance of integrating educational psychology principles as a foundation for classroom management in improving the quality of learning in the modern education era.
PERSPEKTIF GURU TENTANG SCREEN TIME DAN PERKEMBANGAN BAHASA ANAK USIA DINI Anisa Triyani; Vava Iman Agus Faisal
JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Vol. 14 No. 2 (2025): Desember
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

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This research aims to describe language development in children with excessive screen time duration through the perspective of teachers at Aisyiyah Kindergarten 02 Pasurenan. The method used is qualitative descriptive with data collection techniques through structured interviews with class teachers and direct observation of the learning process. Research results show significant differences in communication patterns; children with high screen time intensity tend to be more silent, insulative, and only respond to one word. There was also an ecolalia phenomenon in which children imitate foreign terms from videos without understanding their meaning, as well as a decrease in focus when interacting directly. This study concluded that collaboration between teachers and parents in limiting screen duration as well as increasing interactive activities such as role-playing is essential to optimizing children's expressive and receptive language abilities.
TEORI HUMANISTIK DAN KONSTRUKTIVISTIK DALAM PSIKOLOGI PENDIDIKAN KONTEMPORER Adhela Falaby Rahman; Dwi Cahyo Setyono; Vava Iman Agus Faisal
JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Vol. 14 No. 2 (2025): Desember
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

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This article aims to examine the relevance of both theories within the context of modern education, which emphasizes holistic, active, and meaningful learner development. This study employs a literature review method by analyzing various academic sources, including books, national and international journals, and scholarly documents related to humanistic theory, constructivist theory, and contemporary educational psychology. The findings indicate that humanistic learning theory highlights the importance of affective aspects, learner autonomy, self-actualization, and positive relationships between teachers and learners. Meanwhile, constructivist theory positions learners as active agents who construct knowledge through experience, social interaction, and cultural contexts. In contemporary educational practice, these two theories are complementary and highly relevant to learner-centered learning, collaborative learning, and the development of 21st-century skills. Therefore, the integration of humanistic and constructivist learning theories contributes significantly to strengthening adaptive, humanistic, and contextual practices in educational psychology.
TRADISI HAFLAH : INTEGRASI BUDAYA LOKAL DAN KEISLAMAN DI PONDOK PESANTREN AL ASY'ARIYAH WONOSOBO Lia Amalia; Adi Prasetyo; Vava Iman Agus Faisal
JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Vol. 14 No. 2 (2025): Desember
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

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This study aims to describe the implementation of the Haflah tradition and analyze the form of integration of local culture and Islamic values ​​​​at the Al Asy'ariyah Wonosobo Islamic Boarding School. Adopting a descriptive qualitative method, data were gathered via observation, interviews, and documentation, with informants chosen through purposive and snowball sampling. Results indicate HKQ extends beyond celebrating students' Qur’an memorization achievements, acting as a platform for Islamic outreach and fostering ties between the pesantren and local society. Diverse events—including santri contests, napak tilas treks, grave visits, Hamalatul Qur’an, communal recitations, blood drives, and mass circumcisions—highlight the fusion of spiritual piety and social commitment. This practice is vital for upholding moderate Islam, bolstering students' faith identity, and preserving indigenous values against modernization pressures.
IMPLEMENTASI PRINSIP NEUROSAINCE DALAM KEGIATAN BELAJAR MENGAJAR Aditya Yoga Syahputra; Vionita; Vava Iman Agus Faisal
JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Vol. 14 No. 2 (2025): Desember
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

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This study aims to describe the implementation of Neuroscience principles in teaching and learning activities at SD Negeri Bumireso. The study used a descriptive qualitative approach to obtain an in-depth picture of learning practices that are aligned with the workings of the brain of elementary school students. The research procedure is carried out through the stages of planning, implementation of data collection, data analysis, and conclusion. Data collection techniques include in-depth interviews with teachers as well as direct observation of the learning process in the classroom. The data were analyzed by means of data reduction, data presentation, and thematic conclusions. The results showed that the principles of neuroscience have been applied practically in learning, among others, through the creation of a safe and conducive learning environment, active learning that involves students directly, the provision of positive reinforcement, as well as the Association of learning materials with students’ real experiences. The implementation has an impact on increasing students ' attention, motivation, and involvement in learning. This study shows that the application of Neuroscience principles contributes positively to improving the quality of teaching and learning in primary schools.
Co-Authors Adhela Falaby Rahman Adi Prasetyo Aditya Yoga Syahputra Anisa Triyani Dwi Cahyo Setyono Lia Amalia Trisna Wahyuningsih Vionita