Cendekiawan: Jurnal Pendidikan dan Studi Keislaman
Cendekiawan: Jurnal Pendidikan dan Studi Keislaman is a regular scientific journal published by the Zia Salsabila Foundation, Education and Research Sector since 2022. Cendekiawan: Jurnal Pendidikan dan Studi Keislaman, published four times a year in January-March, April-June, July-September, and October-December. Use Mendeley as a citation manager and Plagiarism Checker & Turnitin as a filter for plagiarism. The focus and scope of Cendekiawan: Jurnal Pendidikan dan Studi Keislaman are on various problems in Islamic education and studies, both as material objects and as formal objects. We invite scientists, academics, researchers, practitioners, and observers in the field of Islamic Education and Studies to publish their research results in our journal, whose articles focus on, among others: 1. Development and Design of Learning in Education 2. Learning Strategy in Education 3. Evaluation of Learning in Education 4. Education Management 5. Inclusive Education 6. Social-Based Research on Education 7. Teacher Professionalism in Education 8. Utilization of Information and Digital Technologies in Education 9. Contemporary Studies of Islamic Studies
Articles
160 Documents
<![CDATA[Enhancing Elementary School Student Learning Outcomes through the Use of Mind Mapping Learning Strategies ]]>
<![CDATA[Isthifa Kemal]]>
<![CDATA[ Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 3 No 1 (2024): March Edition: Multiple Intelligences of Students in Formal, Informal, and Nonfor ]]>
Publisher : <![CDATA[Yayasan Zia Salsabila ]]>
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DOI: 10.61253/cendekiawan.v3i1.231
<![CDATA[One way to help students become more creative in the learning process is to use the mind mapping method. The purpose of this study was to examine how the mind mapping approach can be used to enhance student learning results. This study falls under the category of qualitative research using a descriptive study design. research that aims to describe and analyze the subject of the study—be it an object, phenomena, event, or issue. Observation, interviews, and documentation methods were used as data gathering methods. Data was gathered for this study, which involved multiple primary school children. the outcomes of the information that researchers gathered from sources, including facts discovered through field observations. Learning leads to a shift in behavior rather than mastery.]]>
<![CDATA[Discovery Learning Model in Elementary Schools (Modification of Model Based on Learning Video Media) ]]>
<![CDATA[Khairat]]>
<![CDATA[ Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 3 No 2 (2024): June Edition: Multiple Intelligences of Students in Formal, Informal, and Nonform ]]>
Publisher : <![CDATA[Yayasan Zia Salsabila ]]>
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DOI: 10.61253/cendekiawan.v3i2.232
<![CDATA[This research aims to determine the improvement in student learning outcomes using a discovery learning model based on video learning media. The type of research is experimental research, namely conducting learning as an effort to improve student learning outcomes in Islamic Religious Education (PAI) learning. The research design used in this research is One Groups Pretest-Posttest Design, namely a research design that includes a pretest before treatment and a posttest after treatment. The results of research related to the use of discovery learning learning models based on learning video media obtained an N-Gain value of 0.73 with a high category with a percentage of 73.00% and the calculated results of the significance level of 0.000 were smaller than the significance of 0.05 (0.000<0.05) which concluded that there was an increase in student PAI learning outcomes after learning using the discovery learning learning model based on video learning media in class V of SD Negeri 104242 Lubuk Pakam, Deli Serdang Regency, Academic Year 2022/2023.]]>
<![CDATA[The Influence of Islamic Boarding Schools for Young People in the Era of Globalization ]]>
<![CDATA[Faisal Tamimi]]>
<![CDATA[ Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 3 No 2 (2024): June Edition: Multiple Intelligences of Students in Formal, Informal, and Nonform ]]>
Publisher : <![CDATA[Yayasan Zia Salsabila ]]>
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DOI: 10.61253/cendekiawan.v3i2.233
<![CDATA[Indonesia is a country where the majority of the population is Muslim. One method of Islamic religious education in Indonesia is education in Islamic boarding schools. These Islamic boarding schools themselves are spread throughout almost all of Indonesia. Islamic boarding schools function to educate the younger generation who have a deep religious understanding, noble morals, and the ability to make positive contributions to society. This research uses library research which relies on bibliographies from articles and books. The results of this research show that Islamic boarding schools contribute to efforts to help people in need in various regions of the world, including responding to natural disasters and humanitarian aid. The influence of the young Muslim generation in the era of globalization depends on the perspective, values and personal commitment of each individual. They can become agents of positive change in facing challenges and opportunities in the era of globalization, and play an important role in understanding and implementing Islamic values in an increasingly globally connected world.]]>
<![CDATA[Analysis of the Benefits of Tutoring in Improving Student Learning Skills ]]>
<![CDATA[Diadra Dewina Alti]]>;
<![CDATA[Uli Makmun Hasibuan]]>;
<![CDATA[Halimah Tusadiah]]>
<![CDATA[ Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 3 No 2 (2024): June Edition: Multiple Intelligences of Students in Formal, Informal, and Nonform ]]>
Publisher : <![CDATA[Yayasan Zia Salsabila ]]>
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DOI: 10.61253/cendekiawan.v3i2.236
<![CDATA[This research aims to analyze the benefits of tutoring programs in helping to improve students' learning skills. This study used a qualitative method based on data collection and was carried out by reviewing several books, journals and other documents in print and electronic form. Tutoring is a process that involves a tutor or teacher who provides additional assistance in mastering lesson material. Tutoring can help students learn effective study techniques. Trained tutors can teach students different study methods such as creating a study schedule, reading with comprehension, taking notes, and mastering memory techniques. With this guidance, students will be able to improve their learning efficiency and achieve better results.]]>
<![CDATA[Mathematics Learning for Students of Basic Age: Montessori Theory Applicative Review ]]>
<![CDATA[Muhammad Shaleh Assingkily]]>
<![CDATA[ Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 3 No 2 (2024): June Edition: Multiple Intelligences of Students in Formal, Informal, and Nonform ]]>
Publisher : <![CDATA[Yayasan Zia Salsabila ]]>
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DOI: 10.61253/cendekiawan.v3i2.240
<![CDATA[Although previous studies have discussed about the theme of Montessori theory in learning mathematics, but the focus of studying in basic age students needs to be done in depth. Because, basic age children are seen as crucial age in teaching concrete and critical thinking skills using the Montessori method. This study aims to describe how the Montessori method in learning mathematics. The research procedure is carried out based on literature or literature studies. The results of the study found that operationally the application of the Montessori method in mathematics learning: First, the introduction of identity that can be done by making a relationship between the visual aspects of an object and its name. Second, recognition of comparison. This step is carried out to find an affirmation of the level of student understanding of the material. Third, make a variety of visualizations but allied and require students to be able to explain it. With the steps that provide attention to the development of the learning reasoning will gradually reduce the "phobia" of students to mathematics, and will have implications for increasing mathematical learning outcomes.]]>
<![CDATA[The Effect of Self Talk Therapy to Change Negative Thinking Patterns in Students' Mathematics Learning ]]>
<![CDATA[Dearni Anggita Damanik]]>;
<![CDATA[Sri Ngayomi Yudha Wastuti]]>
<![CDATA[ Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 3 No 2 (2024): June Edition: Multiple Intelligences of Students in Formal, Informal, and Nonform ]]>
Publisher : <![CDATA[Yayasan Zia Salsabila ]]>
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DOI: 10.61253/cendekiawan.v3i2.242
<![CDATA[Previous research shows that the majority of students have a negative mindset towards learning mathematics, ranging from boredom, boredom, difficulty and uninteresting. This research aims to determine the effect of Self Talk Therapy to change the negative mindset in learning mathematics for class group guidance with a self-talk therapy approach. This research uses a quantitative approach, with a one group pretest-posttest design. The results of the research show changes in the negative mindset of students learning mathematics in the pre-test in the low category before being treated with group guidance services. There is a positive and significant difference in changes in students' negative mindset about learning mathematics in the post test after being treated with group guidance services with self-talk therapy. There is an influence of Self Talk Therapy to change the negative mindset of studying mathematics in class XI social sciences students at Muhammadiyah 1 Medan senior high school.]]>
<![CDATA[Science Learning Using the Jigsaw Strategy to Improve Primary School Student Learning Outcomes ]]>
<![CDATA[Abdul Kadir]]>;
<![CDATA[Rahmaini]]>
<![CDATA[ Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 3 No 2 (2024): June Edition: Multiple Intelligences of Students in Formal, Informal, and Nonform ]]>
Publisher : <![CDATA[Yayasan Zia Salsabila ]]>
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DOI: 10.61253/cendekiawan.v3i2.243
<![CDATA[Previous studies have indeed discussed jigsaw strategies from various scientific aspects, but the differences in setting, time and methods in this research are new aspects that are revealed in depth. This research aims to analyze science learning using the jigsaw strategy to improve elementary school students' learning outcomes. This is intended to develop students' potential in a collaborative, cooperative and radical way through direct learning experiences using jigsaw active learning strategies. From the results of this research it can be concluded that the learning process in elementary schools using the jigsaw method can improve student learning outcomes, by meeting the minimum completeness criteria and the increase in student learning outcomes can be seen from each cycle. Thus, learning using the jigsaw strategy is effectively applied to science learning for elementary school students.]]>
<![CDATA[Management of Authentic Learning Strategies to Improve Children's Thinking Abilities ]]>
<![CDATA[Syamsuddin]]>;
<![CDATA[Muhammad Fadhli]]>;
<![CDATA[Suwandi Simangunsong]]>
<![CDATA[ Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 3 No 2 (2024): June Edition: Multiple Intelligences of Students in Formal, Informal, and Nonform ]]>
Publisher : <![CDATA[Yayasan Zia Salsabila ]]>
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DOI: 10.61253/cendekiawan.v3i2.244
<![CDATA[Many previous studies have discussed efforts to improve children's thinking abilities, but no one has discussed managing authentic learning strategies. This research aims to describe the management of authentic learning strategies to improve children's thinking abilities. The type of research used is a qualitative approach with descriptive study methods. Data collection through interviews, observation and documentation studies. Data analysis uses reduction, display and conclusion techniques. The results of this research conclude that authentic learning strategies can help improve children's thinking abilities, namely in the form of student coaching that is directly put into practice by teachers, student-centered and problem-solving oriented learning, contextual project-based learning, and extra involvement for students to gain impressive learning experiences. Likewise, in practice authentic learning strategies also experience problems with textual learning content, and require complete learning facilities. Through this research, it is hoped that teachers can measure economic needs, strategic teaching, and interesting content that can be practiced during authentic learning strategies.]]>
<![CDATA[Structured Number Head Learning Strategy to Increase Elementary School Students' Learning Activeness ]]>
<![CDATA[Maulida Rizqia]]>;
<![CDATA[M. Rofi Fauzi]]>;
<![CDATA[Mustapa Ahmad]]>
<![CDATA[ Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 3 No 2 (2024): June Edition: Multiple Intelligences of Students in Formal, Informal, and Nonform ]]>
Publisher : <![CDATA[Yayasan Zia Salsabila ]]>
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DOI: 10.61253/cendekiawan.v3i2.246
<![CDATA[Active learning is a contemporary material that requires teachers to be able to condition students, classes and the learning process. Even though many previous articles discuss active learning strategies, studies that focus on structured number head learning strategies in elementary age children have not yet been discussed in depth. This research seeks to reveal the use of structured number head strategies in natural science learning in elementary school age children. Data collection uses observation, interviews and documentation studies methods. Next, the data was analyzed using data reduction, data display and verification techniques, then its validity was tested using data triangulation techniques. The results of this research conclude that learning the type of numbered head structure for teacher observation is in the good category for increasing the activeness of student learning activities. Because learning with this strategy forms groups that work together to fulfill their respective responsibilities and are interdependent with their peers, as each group can present and explain the results of the discussion according to their understanding. Through the implementation of the numbered head structure strategy, it is hoped that students will have active interest and enthusiasm in participating in the learning process, both in class and outside of class.]]>
<![CDATA[Effectiveness of Classical Services with Jigsaw Technique to Improve Pancasila Student Profile in Madrasahs ]]>
<![CDATA[Putri Dwi Oktavia]]>;
<![CDATA[M. Fauzi Hasibuan]]>
<![CDATA[ Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 3 No 2 (2024): June Edition: Multiple Intelligences of Students in Formal, Informal, and Nonform ]]>
Publisher : <![CDATA[Yayasan Zia Salsabila ]]>
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DOI: 10.61253/cendekiawan.v3i2.250
<![CDATA[Although various previous studies have examined the theme of Jigsaw as an active learning approach in the classroom, no one has examined it from the aspect of student character development. This study aims to analyze the effectiveness of classical services with Jigsaw techniques to improve the profile of Pancasila students in madrasah. The setting of this research is Madrasah Aliyah Negeri 3 Langkat, North Sumatra. This research used quantitative experimental method, by comparing the experimental group that received classical service with Jigsaw technique and the control group with conventional classical service. Data were collected through questionnaires and analyzed statistically. The results of this study showed a significant increase in students' empathic attitudes after treatment, with the experimental group showing a higher increase. Wilcoxon Signed Ranks Test and Kolmogorov-Smirnov 2 Independent Samples analysis confirmed the effectiveness of the Jigsaw technique (p < 0.05). The majority of experimental group students (88%) achieved the very high category in empathic attitude. This success was attributed to students' active participation, cooperative learning, and diverse interactions. Despite limitations, this study provides strong evidence of the effectiveness of the Jigsaw technique in improving empathic attitudes, contributing to the development of students' character and social skills as per the Pancasila Learner Profile.]]>
