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All Journal Populer: Jurnal Penelitian Mahasiswa Soko Guru: Jurnal Ilmu Pendidikan
Hermansyah Hermansyah
IAIN Fattahul Muluk Papua
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Ritme Magrib Sebagai Kontrol Sosial dan Penguat Ketahanan Keluarga Pada Masyarakat Donggo Bima Hermansyah Hermansyah; Mansyur Mansyur
SOKO GURU: Jurnal Ilmu Pendidikan Vol. 5 No. 1 (2025): April : Jurnal Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/sokoguru.v5i1.6246

Abstract

Ritme magrib merupakan bagian penting dalam kehidupan keagamaan masyarakat Donggo Bima yang menandai transisi dari aktivitas duniawi menuju kegiatan spiritual dan kekeluargaan. Artikel ini bertujuan untuk mengkaji bagaimana tradisi ritme magrib berfungsi sebagai mekanisme kontrol sosial dan sarana memperkuat ketahanan keluarga. Dengan pendekatan kualitatif deskriptif, penelitian ini menganalisis nilai-nilai sosial, keagamaan, dan budaya yang terkandung dalam kebiasaan masyarakat Donggo Bima menjelang dan sesudah waktu magrib. Hasil kajian menunjukkan bahwa ritme magrib tidak hanya menjadi waktu ibadah, tetapi juga sistem sosial yang menata perilaku masyarakat, mempererat relasi keluarga, dan menumbuhkan nilai religius serta kebersamaan dalam kehidupan sehari-hari.
Konstruksi Kecerdasan Visual-Spasial Anak Usia Dini melalui Permainan Balok di TK Nurul Huda Yapis Arso II Hermansyah Hermansyah
Populer: Jurnal Penelitian Mahasiswa Vol. 5 No. 1 (2026): Maret: Jurnal Penelitian Mahasiswa
Publisher : Universitas Maritim AMNI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58192/populer.v5i1.4153

Abstract

This study aims to describe the construction of visual–spatial intelligence in early childhood through block play–based learning at Nurul Huda Yapis Kindergarten Arso II, Keerom Regency, Papua. The research employed a descriptive qualitative approach with a field study design based on classroom observation to understand pedagogical practices within an authentic learning context. The study was conducted in July of the 2025/2026 academic year, involving 21 children aged 4–6 years and one block-center teacher as participants. Data were collected through participatory observation, semi-structured interviews, and documentation during block center activities. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The analysis process was carried out systematically through stages of open coding, thematic categorization, and meaning interpretation with source triangulation. The findings indicate that the construction of visual–spatial intelligence emerges through an integrative pedagogical model that includes lesson planning, the implementation of center-based constructive activities, and continuous authentic assessment. Children demonstrated development in spatial visualization, pattern recognition, mental rotation, and social collaboration during constructive play activities. Social interaction and teacher scaffolding played a crucial role in supporting the construction of spatial knowledge through manipulative experiences and spatial exploration within the early childhood learning context.
Co-Authors Mansyur Mansyur