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All Journal Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam Muaddib: Journal of Islamic Teaching and Learning
Viona Dwi Wulandari
International Islamic University Malaysia, Malaysia
Religion Humanities Education Social Sciences Other

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The Effect of a Deep Learning Approach on Students’ Conceptual Understanding and Critical Thinking Skills in Elementary Social Studies Education Viona Dwi Wulandari; Fauzia Rahma Suci; Yufi Latmini Lasari; Zainal Asril; Afifah Febriani
Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam Vol. 4 No. 1 (2026): March
Publisher : Institute of Research and Community Service STAI Yayasan Tarbiyah Islamiyah Kota Padang

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The use of deep learning methods in Social Studies has become a growing approach in elementary schools because it is considered capable of helping students understand concepts more deeply. This study aims to analyze the effect of using deep learning methods on improving students' conceptual understanding and critical thinking skills in Social Studies learning. The study used a mixed methods approach, combining quantitative data through learning achievement tests and qualitative data through observation and interviews. The study sample consisted of 60 students from two classes selected using a cluster sampling technique, while qualitative data were obtained from subject teachers and students involved. Quantitative analysis was conducted using a difference test to observe changes in learning outcomes, while qualitative data were analyzed thematically to describe the process of implementing the method. The results showed that the use of deep learning had a positive effect on improving conceptual understanding and students' ability to relate Social Studies material to real situations. Students appeared more active in providing arguments, processing information, and solving problems. Learning became more focused because the teacher facilitated analysis, in-depth discussions, and reflection. This study has implications that the deep learning method can be applied as an alternative strategy in Social Studies learning in elementary schools to improve the quality of the learning process and outcomes. These findings can form the basis for further research in developing more innovative Social Studies learning designs oriented towards deep understanding.
Seven Habits of Islamic Education Teachers as Role Models for Students Viona Dwi Wulandari; Zaky Habiburrahman; Burhanuddin Burhanuddin
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 2 (2026): July
Publisher : Muaddib: Journal of Islamic Teaching and Learning

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Islamic Education teachers play a strategic role not only in delivering religious knowledge but also in shaping students’ character through exemplary attitudes and behavior. Their daily habits influence both the learning process and the moral and spiritual development of students. This study analyzes seven key habits of Islamic Education teachers that serve as role models for learners. The research employed a qualitative case study approach, with data collected through in-depth interviews, literature review, and classroom reflections. Thematic analysis was conducted using NVivo 12 to identify consistent behavioral patterns. The findings highlight seven essential habits: punctuality, thorough preparation of lesson materials, enthusiastic teaching, empathetic listening, consistent appreciation, continuous self-development, and exemplary conduct. These habits collectively foster discipline, motivation, confidence, and moral integrity among students. The implications of this study emphasize that adopting such habits strengthens the role of Islamic Education teachers as agents of character building. Schools and educational institutions are encouraged to integrate these practices into teachers’ daily routines to enhance both academic achievement and moral development.
Co-Authors Afifah Febriani Burhanuddin Burhanuddin Fauzia Rahma Suci Yufi Latmini Lasari Zainal Asril Zaky Habiburrahman