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Aditya Halim Perdana Kusuma Putra
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Golden Ratio of Social Science and Education
Published by Manunggal Halim Jaya
ISSN : -     EISSN : 27975827     DOI : https://doi.org/10.52970/grsse
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Golden Ratio of Social Science and Education (GRSSE) encourages courageous and bold new ideas, focusing on contribution, theoretical, managerial, and social life implications. Golden Ratio of Social Science and Education (GRSSE) welcomes papers: Arts, Anthropology Communication Education Education method Islamic education Law science Psychology Public administration Public service administration Sociology Teaching Method Linguistic Economic Development Economic Science Publication Frequency: Twice Issue Per Year (May - October) The Golden Ratio of Social Science and Education (GRSSE), with e-ISSN: 2797-5827 is an open-access journal, is peer-reviewed. The journal accepts contributions in English only. Golden Ratio of Social Science and Education (GRSSE) is providing scholars the best in theory, research, and methodology as well as providing a platform to professionals and academics to share their ideas, knowledge, and findings. Golden Ratio of Social Science and Education (GRSSE) is accepted qualitative or quantitative approach. The main objective of this journal is to provide a channel for the publication of articles based on original research as well as commentaries on a range of social science and education area: education, education method, Islamic education, arts, communication, psychology, anthropology, sociology, public administration, public service administration, linguistic. For economics, business, and management field of expertise only accept with qualitative approach.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 190 Documents
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Final Semester Students' Perception of Difficulties in Solving Proof Problems in Real Analysis Course Sri Susilawati Abdullah; I Ikrimah; Rosdiana IM
Golden Ratio of Social Science and Education Vol. 6 No. 1.1 (2026): Special Issue: Transformation of Islamic and General Education in the Era of
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v6i1.1.2336

Abstract

The Real Analysis course is a core course that emphasizes mathematical proof skills as indicators of students' deductive thinking. However, various findings show that proving is still a major difficulty, including for final-semester students. This study aims to describe the perceptions of final-semester students regarding the difficulties in solving proof problems in a Real Analysis course. This study used a descriptive qualitative approach with subjects being final-semester students of the Mathematics Education Study Program who had taken the Real Analysis course. Data were analyzed using thematic analysis and triangulation techniques to ensure data validity. The results show that students perceive difficulties in proving, especially in the stages of determining the initial steps of the proof, using formal definitions, and arranging a logical and systematic proof flow. In addition, negative perceptions of mathematical proof and procedural learning experiences reinforce these difficulties. This study concludes that difficulties in proving in Real Analysis courses are multidimensional, encompassing conceptual, structural, and affective aspects. These findings are expected to serve as a basis for developing Real Analysis learning strategies that are more focused on the proof process and students' needs.
The Relevance of Ibn Sina's Philosophy of Education to the Development of MI Curriculum in the Merdeka Belajar Era Hamima S Toku; Sukardi Abbas; Sahjad M Aksan; Elfira Mahmud
Golden Ratio of Social Science and Education Vol. 6 No. 1.1 (2026): Special Issue: Transformation of Islamic and General Education in the Era of
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v6i1.1.2337

Abstract

This study explores the relevance of Ibn Sina's educational philosophy to the development of the Madrasah Ibtidaiyah curriculum in the Merdeka Belajar era. Using a qualitative approach with a literature review and field study design, data were collected through the analysis of Ibn Sina's works, Merdeka Curriculum policy documents, interviews with 20 madrasah practitioners, and focus group discussions. The results of the study indicate five main philosophical convergences: a student-centered learning paradigm, differentiated learning, a holistic approach, enjoyable learning, and character formation. Ibn Sina's philosophy provides an epistemological foundation for integrating Islamic values with modern pedagogy, a development-stage-based learning framework, and universal pedagogical principles. The integration model is formulated in five dimensions: vision-goal, curriculum design, learning strategies, holistic assessment, and educator development. Implementation challenges include educator competence, learning resources and mindset resistance. A comprehensive strategy is recommended to transform the MI curriculum to be responsive to the 21st century while being grounded in authentic Islamic values.
Implementation of Islamic-Based Character Education at Bina Insania Arrahman PAUD, Ternate City Delvi Samsudin; Miranti Hamid; Nabila Ilham; Nurfitri Sahidun
Golden Ratio of Social Science and Education Vol. 6 No. 1.1 (2026): Special Issue: Transformation of Islamic and General Education in the Era of
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v6i1.1.2338

Abstract

This study aims to describe the implementation of Islamic-based character education at PAUD Bina Insania Arrahman in Ternate City, with a focus on the form of implementation, the process of internalizing character values in early childhood, and the role of teachers and the school environment in the formation of Islamic character. This study used a qualitative approach with descriptive research. The research subjects included the principal, teachers, and parents of students who were selected purposively. Data collection techniques included in-depth interviews, observations, and documentation. Data analysis used the interactive model of Miles and Huberman, which includes data reduction, data presentation, and drawing conclusions, while the validity of the data was guaranteed through triangulation of sources and techniques. The results of the study indicate that Islam-based character education is implemented in an integrated manner through religious habits, teacher role models, and an Islamic-nuanced school culture. The process of internalizing character values takes place gradually through consistent introduction, habituation, and reinforcement according to the developmental stages of early childhood. Teachers and the school environment play a key role in the success of Islamic character formation, with parental support as a reinforcement of values in the family environment. This study confirms that Islamic-based character education in early childhood is an ongoing process that requires synergy between schools and families.
Islamic Counseling Approach in Developing Students' Morals at MTs Negeri 1 Ternate Eka Deviyanti S. Djafar; Munisa Husen; Asriyani M Arifin; Adiyana Adam
Golden Ratio of Social Science and Education Vol. 6 No. 1.1 (2026): Special Issue: Transformation of Islamic and General Education in the Era of
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v6i1.1.2341

Abstract

This study aims to analyze the implementation and effectiveness of the Islamic counseling approach in fostering students' morals at the State Islamic Junior High School 1 Ternate. The increasingly complex problems of adolescent morals in the digital era demand a holistic and integrative approach, particularly in Islamic schools as Islamic educational institutions. This study used a qualitative approach with descriptive research. The research subjects consisted of the Madrasah Principal, Guidance and Counseling teachers, Islamic Religious Education teachers, and students selected by purposive sampling. Data were collected through observation, in-depth interviews, and documentation, and then analyzed using the Miles, Huberman, and Saldaña model with the stages of data condensation, data presentation, and conclusion drawing. Data validity was ensured through triangulation of sources, techniques, and time, as well as member checking. The results of the study indicate that the implementation of Islamic counseling at MTsN 1 Ternate was carried out systematically through individual counseling services, group counseling, and classical guidance with the methods of muhasabah, advice (mau'izhah), exemplary stories (qashash), habituation (ta'widiyah), role models (uswah hasanah), and a spiritual approach through dhikr and prayer. Islamic counseling has proven effective in increasing students' spiritual awareness, strengthening self-control, improving social interactions, and increasing discipline. Supporting factors include the commitment of madrasah management, the competence of guidance and counseling teachers, and the religious environment of the school. Obstacles included the lack of awareness among some students, the limited number of counselors, and the negative influence of the external environment. This study recommends the addition of competent counselors, increased coordination between stakeholders, the development of systematic and measurable programs, and strengthening religious activities to optimize the development of students' morals.
Carl Rogers' Humanistic Education Concept and its Implementation in Independent Learning-Based Learning Maida Rorano; Sahja M Aksan; Adiyana Adam; Nurmala Buamona
Golden Ratio of Social Science and Education Vol. 6 No. 1.1 (2026): Special Issue: Transformation of Islamic and General Education in the Era of
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v6i1.1.2342

Abstract

An abstract in a scientific journal should succinctly summarize the key elements of the research conducted. It should begin with a brief background that highlights the relevance or importance of the research topic. Next, the main objective or research question addressed in the study should be clearly stated. The Methods section should concisely describe the approach, techniques, and data used. The abstract should then present the key findings of the study, emphasizing significant results without excessive detail. Finally, the implications or contributions of the research to the relevant field or practice should be discussed. The entire abstract should be written in a single, coherent paragraph, avoiding overly technical terms to ensure accessibility for readers from various disciplines.
Collaboration Model between Guidance Counselors and Homeroom Teachers in Guiding Students with Discipline Problems at MTSN 1 Ternate Isti Saindra; Muhamad Taib Hi Bendar; Ria Hayati; Mawardi Djamaluiddin
Golden Ratio of Social Science and Education Vol. 6 No. 1.1 (2026): Special Issue: Transformation of Islamic and General Education in the Era of
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v6i1.1.2343

Abstract

Student discipline issues are a major challenge in the implementation of education in Islamic schools, and require comprehensive and sustainable management. This study aims to analyze the collaboration model between Guidance and Counseling (BK) teachers and homeroom teachers in guiding students with disciplinary problems at MTsN 1 Ternate. This study used a qualitative approach with a case study design. The research subjects included BK and homeroom teachers, the madrasah principal, and students experiencing disciplinary problems. Data were collected through in-depth interviews, observations, and documentation studies and analyzed using interactive thematic methods. The results showed that collaboration between BK and homeroom teachers has been functioning well, but is still semi-formal and not yet structured in a written collaboration model. The division of roles between BK teachers and homeroom teachers is formed in practice, with homeroom teachers acting as early detectors and daily discipline coaches, and BK teachers acting as assessors and primary mentors. Collaborative interventions tend to use restorative and persuasive approaches, which are considered more effective than punitive ones. The main obstacles to collaboration include limited time, teacher workload, and lack of collaboration SOPs. This study recommends developing a systematic and sustainable collaboration model to increase the effectiveness of handling student discipline problems in madrasas.
Directed Play Approach in Improving Early Literacy Skills of Children at RA An-Nisa Ternate City Jelita Hi Usman; Irma Dewi Sartika; Radjiman Ismail; Rinelsa R Husain
Golden Ratio of Social Science and Education Vol. 6 No. 1.1 (2026): Special Issue: Transformation of Islamic and General Education in the Era of
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v6i1.1.2344

Abstract

This study aims to describe the application of a directed play approach to improve early literacy skills in children at RA An-Nisa Kota Ternate. This study used a qualitative approach with a descriptive design. The research subjects included the students of RA An-Nisa, classroom teachers, and the head of RA. Data collection techniques were conducted through observation, interviews, and documentation. Data analysis was conducted descriptively and qualitatively through the stages of data reduction, data presentation, and drawing conclusions, with data validity ensured through source and technique triangulation. The results of the study indicate that the directed play approach is implemented through systematic lesson planning by integrating play activities with literacy goals, such as letter recognition, connecting sounds and symbols, enriching vocabulary, and expressing ideas orally. The implementation of this approach can increase children's engagement, motivation, and activity in early literacy learning. Children learn in a fun, stress-free environment that is appropriate for their developmental stages. Thus, the guided play approach has proven effective in improving early literacy skills in young children and is relevant for implementation in learning at RA institutions.
Air Quality Analysis in Ternate Urban Area Based on Lichen Biological Indicators Wa Inda; Rosita Tabaika; Lintal Muna
Golden Ratio of Social Science and Education Vol. 6 No. 1.1 (2026): Special Issue: Transformation of Islamic and General Education in the Era of
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v6i1.1.2345

Abstract

Urban air quality is an increasingly important environmental issue due to increasing transportation activity and urban growth. This study aims to analyze air quality in the urban area of Ternate City using lichen as a biological indicator. The study was conducted at several locations representing main roads, residential areas, and areas with relatively good vegetation cover. The method used was a field survey with a purposive sampling technique, identification of lichen species, and calculation of the Shannon-Wiener Diversity Index (H’). The results showed that the lichen diversity index value in the main road area was low, while that in the residential and vegetated areas was medium. No high diversity index values were found at all observation locations, indicating that urban air quality in Ternate City is still under pressure due to anthropogenic activities, especially transportation. These findings confirm that lichens are effective as bioindicators of air quality and are relevant for application as a simple and sustainable environmental monitoring method in the archipelago.
Experience of PPL Students in Managing Problem-Based Mathematics Learning at MAN 1 Ternate Nur Cahya Samin; I. Ikrimah; Yani Djawa
Golden Ratio of Social Science and Education Vol. 6 No. 1.1 (2026): Special Issue: Transformation of Islamic and General Education in the Era of
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v6i1.1.2346

Abstract

An abstract in a scientific journal should succinctly summarize the key elements of the research conducted. It should begin with a brief background that highlights the relevance or importance of the research topic. Next, the main objective or research question addressed in the study should be clearly stated. The Methods section should concisely describe the approach, techniques, and data used. The abstract should then present the key findings of the study, emphasizing significant results without excessive detail. Finally, the implications or contributions of the research to the relevant field or practice should be discussed. The entire abstract should be written in a single, coherent paragraph, avoiding overly technical terms to ensure accessibility for readers from various disciplines.
The Concept of Epistemology in Islamic Education and Its Challenges in the Era of Artificial Intelligence Fitriani Musa; Sahjad M Aksan; Arif Rahman Firianto; Adiyana Adam; B. Baharuddin
Golden Ratio of Social Science and Education Vol. 6 No. 1.1 (2026): Special Issue: Transformation of Islamic and General Education in the Era of
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v6i1.1.2347

Abstract

The development of Artificial Intelligence (AI) has brought significant changes to the field of education, including Islamic education. These changes have given rise to epistemological challenges related to the nature of knowledge, sources of truth, and the role of humans in the learning process. This study aims to examine the concept of epistemology in Islamic education and analyze the challenges and opportunities of integrating Artificial Intelligence within the context of Islamic education. This study employed a qualitative approach using library research. Data were obtained through document studies of books, journal articles, and relevant scientific sources discussing Islamic epistemology and Artificial Intelligence in education. Data analysis was conducted using content analysis and a descriptive-analytical approach to identify the epistemological differences between Islamic education and AI technology. The study results indicate that the epistemology of Islamic education is holistic and integrative, making revelation, reason, and experience the primary sources of knowledge in Islamic education. Meanwhile, Artificial Intelligence operates within a rational-empirical framework that is instrumental and value-free, thus unable to replace the human role in shaping moral and spiritual values. Therefore, the integration of AI in Islamic education must be conducted critically and selectively, while still making Islamic values the main foundation for achieving the goals of Islamic education, namely, forming individuals who are faithful, knowledgeable, and of noble character.

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