cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Irwan Hadi
Contact Email
m.h4di@yasin-alsys.org
Phone
-
Journal Mail Official
m.h4di@yasin-alsys.org
Editorial Address
Jalan Lingkok Pandan No 208 Kwang Datuk, Desa Selebung Ketangga, Kec. Keruak, kab. Lombok Timur, Prov. Nusa Tenggara Barat, Indonesia
Location
Kab. lombok timur,
Nusa tenggara barat
INDONESIA
YASIN: Jurnal Pendidikan dan Sosial Budaya
Published by Lembaga Yasin Alsys
ISSN : 28082346     EISSN : 28081854     DOI : -
Core Subject : Education, Social,
Social Sciences Other
This journal was published by Lembaga Yasin alSys which was published six times a year, February, April, June, August, October, and December with a minimum of 5 articles. The journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills. Scientific manuscript dealing with education, social, and culture topics are particularly welcome to be submitted. The journal encompasses research articles, original research report, and scientific reviews in education.
Arjuna Subject : -
Articles 1,296 Documents
 126   127   128   129   130 
Integrasi Nilai Budaya Minangkabau dalam PAI untuk Pembinaan Akhlak Siswa di SDN 01 Batuhampar, Kec. Akabiluru, Kab. Lima Puluh Kota Nuril Arifa; Muhiddinur Kamal
YASIN Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i5.11962

Abstract

The integration of Minangkabau cultural values into Islamic Religious Education (PAI) represents an effort to connect religious education with local wisdom in developing students’ moral character. Although local culture has the potential to serve as a source of character education, studies specifically examining the integration of Minangkabau cultural values into PAI instruction at the elementary school level remain limited. This study aimed to describe the forms of integration of Minangkabau cultural values into PAI for students’ moral development and to identify the supporting and inhibiting factors affecting its implementation at SDN 01 Batuhampar. This study employed a descriptive qualitative approach with a field research design. The informants comprised PAI teachers, classroom teachers, students, and parents selected based on their involvement and relevance to the research focus. Data were collected through observation, interviews, and documentation and subsequently analyzed through data reduction, data presentation, and conclusion drawing and verification. Data trustworthiness was strengthened through source and method triangulation. The results showed that Minangkabau cultural values were integrated through lesson planning and implementation, moral habituation, teacher role modeling, and school activities. The prominent values included kato nan ampek, courtesy, respect, mutual cooperation, and care for others. The implementation of this integration was supported by school culture, teacher role modeling, religious activities, parental support, and cooperation with the Office of Religious Affairs (KUA). Meanwhile, the inhibiting factors included influences from outside the school environment, social media, limited teaching materials, and inconsistent habituation within the family environment. These findings emphasize that integrating Minangkabau cultural values into PAI requires continuity among instruction, role modeling, habituation, and support from students’ social environments. This study contributes to the development of local wisdom-based PAI instruction and provides practical implications regarding the need to strengthen school–family collaboration and develop teaching materials based on Minangkabau culture.
Pengaruh E Modul Berbasis Canva terhadap Hasil Belajar Siswa pada Mata Pelajaran SKI di MTsN 1 Lima Puluh Kota Syifa Urrahmah; Puti Andam Dewi
YASIN Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i5.11963

Abstract

The use of digital teaching materials is an alternative for improving the quality of the learning process and outcomes in Islamic Cultural History (SKI). However, studies on the use of Canva-based e-modules for the Umayyad Caliphate topic at the Islamic junior secondary school level remain limited. This study aimed to analyze the effect of using a Canva-based e-module on students’ learning outcomes in SKI at MTsN 1 Lima Puluh Kota. This study employed a quantitative approach with a quasi-experimental nonequivalent control group design. The sample comprised 60 students: 30 students from Grade VII C as the experimental group and 30 students from Grade VII D as the control group, selected through purposive sampling. Data were collected through a pretest, posttest, and documentation and subsequently analyzed using normality, homogeneity, N-gain, and independent-samples t-tests with the assistance of IBM SPSS Statistics version 27. The results showed that the experimental group obtained a mean N-gain of 0.7707, which was classified as high, whereas the control group obtained a mean of 0.5592, which was classified as moderate. The independent-samples t-test indicated a significant difference in learning outcomes between the two groups (p < 0.001). These findings indicate that using a Canva-based e-module produced a greater improvement in SKI learning outcomes than the instruction provided to the control group. This study provides empirical evidence for the development of digital teaching materials in SKI instruction and confirms that Canva-based e-modules can be used as an alternative learning resource for teachers and students. Future research should involve a larger sample and a longer intervention period to strengthen the generalizability of the findings.
Kolaborasi Guru PAI dan Guru BK dalam Menanamkan Nilai Akhlakul Karimah pada Forum Annisa di SMK Negeri 2 Padang Panjang Rida Dwi Cahyani; Januar
YASIN Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i5.11965

Abstract

Although collaboration between Islamic Religious Education (PAI) teachers and Guidance and Counseling (BK) teachers plays an important role in students’ character development, studies examining their collaboration through Forum Annisa activities in vocational high schools (SMKs) remain limited. This study aimed to analyze the forms of collaboration between PAI and BK teachers in instilling akhlakul karimah values through Forum Annisa and to identify the factors supporting and hindering its implementation at SMK Negeri 2 Padang Panjang. This study employed a qualitative approach using a descriptive method and a field research design. The key informants comprised PAI and BK teachers, whereas the supporting informants included students participating in Forum Annisa, the Vice Principal for Student Affairs, and the principal. Data were collected through observation, interviews, and documentation and were subsequently analyzed through data reduction, data display, conclusion drawing, and verification. Data credibility was established through methodological and source triangulation. The findings showed that collaboration was implemented through joint program planning, the division of tasks and roles, communication and coordination, the implementation of character-building activities, the provision of guidance and motivation, mentoring, role modeling, and evaluation. The implementation of this collaboration was supported by effective communication, shared goals, school support, task allocation, the availability of facilities, and teacher role modeling. The inhibiting factors included time constraints, limited interest among some students, differences in students’ characteristics and backgrounds, environmental and social media influences, and the lack of a structured evaluation process. This study confirms that planned collaboration between PAI and BK teachers is an essential component of instilling akhlakul karimah values through Forum Annisa. These findings contribute to the development of research on interteacher collaboration in character development and provide practical implications for schools to strengthen coordination and establish a more structured program evaluation system.
Implementasi DOMPES (Domino Pecahan Senilai) untuk Mendukung Literasi Numerasi Siswa Kelas IV SD Denok Aulia Ditasari; Nurita Primasatya; Wahid Ibnu Zaman
YASIN Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i5.11983

Abstract

Numeracy literacy is a fundamental competency that needs to be developed from primary school, including through equivalent-fraction instruction, which requires an understanding of symbols, representations, and relationships among fractions. However, the use of domino game media that specifically integrate the concept of equivalent fractions with numeracy literacy activities remains limited. This study aimed to implement DOMPES (Domino Pecahan Senilai) and evaluate its validity, practicality, and effectiveness in supporting the numeracy literacy skills of fourth-grade primary school students. This study employed a quantitative approach using the Research and Development (R&D) method and the ADDIE model, which comprises the Analysis, Design, Development, Implementation, and Evaluation stages. The participants were fourth-grade students at SDN Gayam 3 Kota Kediri. Data were collected through observations, interviews, expert validation, teacher and student response questionnaires, and pretests and posttests, and were subsequently analyzed using quantitative descriptive analysis and normalized gain (N-gain). The results showed that DOMPES achieved a validity score of 88%, categorized as highly valid, and a practicality score of 94.81%, categorized as highly practical. The students’ mean score increased from 52.60 on the pretest to 92.95 on the posttest, with an N-gain value of 0.86, which was categorized as high. These findings indicate that DOMPES is a valid, practical, and effective concrete game medium for increasing student engagement, facilitating the understanding of equivalent fractions, and supporting the development of numeracy literacy skills. Future research is recommended to test DOMPES with larger samples and across broader school contexts using more robust experimental designs.
Analisis Penerapan Pembelajaran IPAS Kontekstual Berbasis Lingkungan Sekitar pada Siswa Kelas V SDN 17 Pekanbaru Aldi Pratama; Dea Mustika
YASIN Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i5.11986

Abstract

Natural and Social Sciences (IPAS) learning in elementary schools continues to face challenges in connecting learning materials with students’ real-life experiences. This study aimed to analyze the implementation of contextual IPAS learning based on the surrounding environment among fifth-grade students at SDN 17 Pekanbaru. The study employed a qualitative descriptive approach involving four fifth-grade teachers and six students from Class V-D as informants. Data were collected through observation, interviews, and documentation from August 10 to 13, 2026, as part of a research process conducted from December 2025 to August 2026. Data trustworthiness was examined through triangulation, while data analysis involved data condensation, data display, and conclusion drawing and verification. The results showed that seven components of contextual learning—constructivism, inquiry, questioning, learning community, modelling, reflection, and authentic assessment—had been implemented in IPAS learning. Teachers connected the material with students’ experiences, utilized the school environment, including family medicinal plants (TOGA), and facilitated observation, question-and-answer sessions, group discussions, demonstrations, reflection, and the assessment of both learning processes and outcomes. However, the implementation was not entirely consistent because of limitations in time, learning media, and planning. This study concludes that contextual IPAS learning based on the surrounding environment has been implemented and has the potential to create more active and meaningful learning. These findings imply the need for school support in strengthening planning, providing learning media, and enhancing teacher capacity to ensure that the surrounding environment is utilized systematically in learning.
Pengaruh Minat Belajar, Lingkungan Belajar dan Kebugaran Jasmani terhadap Konsentrasi Belajar Siswa MAS TI Canduang Eistle La Fiolla; Sri Hartati
YASIN Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i5.11993

Abstract

Concentration during learning is an important factor supporting the success of the learning process and can be influenced by various internal, external, and physical factors. This study aimed to analyze the individual and simultaneous effects of interest in learning, the learning environment, and physical fitness on the concentration of students at MAS TI Canduang. This study employed a quantitative approach with a causal-associative design and involved 176 students as respondents. Data were collected using a questionnaire and analyzed through simple and multiple linear regression with SPSS version 26. The results showed that interest in learning had a positive and significant effect on concentration during learning (t = 7.505; p < .001; R² = .245). The learning environment also had a positive and significant effect on concentration during learning (t = 9.149; p < .001; R² = .325), as did physical fitness (t = 10.233; p < .001; R² = .376). Simultaneously, interest in learning, the learning environment, and physical fitness had a significant effect on concentration during learning (F = 53.708; p < .001) and explained 48.4% of the variance in students’ concentration (R² = .484). These findings broaden the understanding of the contributions of psychological, environmental, and physical factors to students’ concentration during learning. In practical terms, improving concentration during learning requires an integrated approach involving the strengthening of interest in learning, the creation of a conducive learning environment, and the maintenance of physical fitness. Future research is recommended to include broader locations and respondent populations and to consider other factors not examined in this study.
Kemampuan Literasi Membaca Siswa pada Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti di SDN 11 Bukik Batabuah Muhammad Iqbal; Arifmiboy
YASIN Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i5.12035

Abstract

Reading literacy is an important competency that supports students’ understanding of Islamic Religious Education and Character Education (PAI-BP) materials. However, the reading literacy skills of students at SD Negeri 11 Bukik Batabuah remain suboptimal. This study aimed to identify the factors contributing to students’ low reading literacy skills in PAI-BP learning at the school. This study employed a qualitative approach with a descriptive design. The research informants comprised students as the primary informants and the PAI-BP teacher, principal, and classroom teachers as supporting informants. Data were collected through interviews, observations, and documentation and subsequently analyzed through data reduction, data presentation, and conclusion drawing and verification. Data trustworthiness was examined through source and method triangulation. The results showed that students’ reading literacy skills remained suboptimal, with mean scores of 65.83 in Grade IV, 66.11 in Grade V, and 73.46 in Grade VI. This condition was influenced by low interest and motivation in reading, differences in learning abilities and readiness, limited family support, underdeveloped reading habits, limited reading materials and facilities, insufficient integration of literacy into instructional strategies, psychological factors, and the use of mobile phones for entertainment. These findings confirm that low reading literacy is a multidimensional problem influenced by the interrelationships among personal, family, school, and technology-use habit factors. This study provides a contextual overview that can serve as a basis for teachers, schools, and parents to design integrated efforts to improve students’ reading literacy.
Implementasi Nilai Kesetaraan dalam Pembelajaran Pendidikan Agama Islam pada Pendidikan Inklusif di SDN 02 Percontohan Bukittinggi Muhammad Irfan; Puti Andam Dewi
YASIN Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i5.12036

Abstract

The implementation of equality values in Islamic Religious Education (IRE) within inclusive education has received considerable research attention. However, studies specifically examining the implementation of equality values through human values, cooperation, and mutual support in IRE learning at inclusive primary schools remain limited. This study aimed to analyze the implementation of equality values in IRE learning within inclusive education at SDN 02 Percontohan Bukittinggi. This study employed a qualitative approach with a descriptive design. The research informants comprised an IRE teacher, a Special Education Support Teacher (GPK), students in the slow learner and borderline categories, the principal, and students’ parents, who were selected through purposive sampling. Data were collected through observations, in-depth interviews, and documentation and subsequently analyzed using an interactive qualitative data analysis model comprising data reduction, data presentation, and conclusion drawing and verification. The results showed that equality values were implemented through nondiscriminatory treatment, equal learning opportunities, the adaptation of materials, methods, assignments, and learning targets to students’ abilities, the formation of heterogeneous learning groups, and the provision of individual and collaborative support. The IRE teacher, GPK, peers, principal, and parents played roles in creating an inclusive learning environment. These findings confirm that equality in inclusive education is manifested not only through equal treatment but also through the provision of equitable support according to each learner’s needs. This study contributes to broadening the understanding of substantive equality in inclusive education and has implications for strengthening equitable, adaptive, collaborative, and nondiscriminatory IRE learning practices.
Pengaruh Penggunaan Media Pembelajaran E Learning Berbasis Google Sites terhadap Kemandirian Belajar pada Mata Pelajaran PAI di SMA Negeri 3 Pariaman Amelia Maharani; Puti Andam Dewi
YASIN Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i5.12037

Abstract

The use of Google Sites-based e-learning media represents an alternative for supporting students’ learning autonomy. However, studies specifically examining its effect on Islamic Religious Education (IRE) learning at the senior high school level remain limited. This study aimed to analyze the effect of using Google Sites-based e-learning media on students’ learning autonomy in IRE at SMA Negeri 3 Pariaman. This study employed a quantitative approach with a pre-experimental one-group pretest–posttest design. The research sample comprised students from Class XI F9 who were selected using purposive sampling. Data were collected using a learning-autonomy questionnaire administered before and after the treatment and subsequently analyzed using SPSS version 26 through a normality test, paired-samples t test, and normalized gain (N-gain). The results showed that the mean learning-autonomy score increased from 99.72 on the pretest to 106.12 on the posttest. The paired-samples t test showed a significant difference in learning autonomy before and after the use of Google Sites (p < .001). The mean N-gain value of 0.3035 was in the moderate category. These findings indicate that the use of Google Sites-based e-learning media contributed to improving students’ learning autonomy. This study provides practical implications for developing digital media in IRE learning, while future research should involve a control group, a larger sample, and more diverse research approaches to produce stronger evidence.
Strategi Guru Tahfiz dalam Memotivasi Siswa Menghafal al-Qur’an di SMPN 6 Gunung Talang Kabupaten Solok Kurnia Yunil Fitri; Alimir
YASIN Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i5.12038

Abstract

Tahfiz teachers’ strategies for motivating students to memorize the Qur’an are important for sustaining school tahfiz programs. However, studies specifically describing these strategies in the context of public junior high schools remain limited. This study aimed to analyze the strategies used by tahfiz teachers to motivate students to memorize the Qur’an at SMP Negeri 6 Gunung Talang, Solok Regency, and to identify the factors supporting and hindering their implementation. This study employed a descriptive qualitative approach with a field research design. The research informants comprised tahfiz teachers, eighth-grade students participating in extracurricular tahfiz activities, and the principal, who were selected through purposive sampling. Data were collected through observations, interviews, and documentation and subsequently analyzed through data reduction, data presentation, and conclusion drawing. The results showed that tahfiz teachers motivated students by explaining the purposes and virtues of memorizing the Qur’an, providing recognition through praise and simple rewards, applying the wahdah, muraja’ah, and talaqqi methods, and providing personalized guidance according to students’ abilities. Factors supporting the implementation of tahfiz activities included support from the school, parents, and teachers, as well as the availability of facilities and a learning environment. The inhibiting factors included differences in students’ abilities, limited time, suboptimal implementation of muraja’ah at home, students’ demanding schedules, and a less conducive environment. These findings confirm that motivation to memorize the Qur’an requires a combination of spiritual reinforcement, recognition, appropriate methods, individualized guidance, and environmental support. This study provides practical implications for developing adaptive, collaborative, and sustainable tahfiz mentoring strategies in schools.

Page 129 of 130 | Total Record : 1296

 126   127   128   129   130 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol 6 No 5 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 6 No 4 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 6 No 3 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 6 No 2 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 6 No 1 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 5 No 6 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 5 No 5 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 5 No 4 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 5 No 3 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 5 No 2 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 5 No 1 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 4 No 6 (2024): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 4 No 5 (2024): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 4 No 4 (2024): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 4 No 3 (2024): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 4 No 2 (2024): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 4 No 1 (2024): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 3 No 6 (2023): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 3 No 5 (2023): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 3 No 4 (2023): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 3 No 3 (2023): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 3 No 2 (2023): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 3 No 1 (2023): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 2 No 6 (2022): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 2 No 5 (2022): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 2 No 4 (2022): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 2 No 3 (2022): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 2 No 2 (2022): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 2 No 1 (2022): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 1 No 2 (2021): YASIN: Jurnal Pendidikan dan Sosial Budaya Vol 1 No 1 (2021): YASIN: Jurnal Pendidikan dan Sosial Budaya More Issue