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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 845 Documents
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Penerapan Pembelajaran Kontekstual untuk Menumbuhkan Kepedulian Lingkungan pada Siswa Kelas I melalui Pendidikan Pancasila Putri Prilin, Roofisyha Anggel; Dewi, Afni Khalistania; Ulfah, Eka Aslamiyah; Widodo, Susilo Tri
YASIN Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8232

Abstract

Although environmental concern among elementary school students has been widely studied, research that specifically highlights the integration of contextual learning in Pendidikan Pancasila for Grade 1 students remains very limited. This study aims to evaluate the effectiveness of contextual learning in fostering environmental concern among Grade 1 elementary school students. A qualitative approach with a single case study design was employed, involving 20 participants selected through purposive sampling. Data were collected through observation, interviews, documentation, and field notes, and were analyzed using thematic analysis techniques. The findings show that contextual learning significantly enhances students’ awareness of cleanliness, their engagement in caring for the environment, and their ability to relate the values of Pancasila to concrete actions in daily life. These results contribute to the development of constructivist learning theory and broaden the understanding of character education implementation at the early elementary level. The study concludes that contextual learning is a key strategy for shaping environmentally responsible behavior and recommends that teachers design real-life-based activities within Pendidikan Pancasila lessons. The implications of this research include theoretical contributions to the character education literature and practical recommendations for educational institutions in designing meaningful learning, while also opening opportunities for further research on the application of contextual learning at different educational levels.
Pemahaman Guru PAI tentang Hakikat Manusia dan Daya-daya Ruhani dalam Pembelajaran: Studi Fenomenologis pada SDIT Mutiara Hati Rahmi, Laila Kamilatu; Putra, Heru Yama; Fadriati, Fadriati; Suryana, Ermis
YASIN Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8236

Abstract

Although the nature of the human being and spiritual faculties has been widely discussed in the Islamic education literature, research that specifically explores how guru PAI interpret and implement these concepts in classroom practice through a phenomenological approach remains very limited. This gap highlights the need for studies that examine teachers’ authentic experiences in understanding fitrah, akal, and qalb as pedagogical foundations, particularly in the context of Sekolah Dasar Islam Terpadu. This study aims to describe guru PAI’s understanding of human nature, identify their interpretations of students’ spiritual faculties, and explain how these understandings influence pedagogical strategies at SDIT Mutiara Hati. The research employs a qualitative approach with an interpretative phenomenological design, involving six teachers selected through purposive sampling. Data were obtained through in-depth interviews, classroom observations, and documentation, and were analyzed using phenomenological stages that include horizontalization, clustering of essential themes, and interpretation of meaning. The findings show that all teachers view humans as beings endowed with fitrah, akal, and qalb, which are manifested in classroom practice through habituation of moral conduct, role modeling, reflective dialogue, and the facilitation of emotional–spiritual experiences. Students’ rational faculties are activated through value-based discussions and reflective questioning, the qalb is nurtured through gentle approaches and the presentation of exemplary stories, and fitrah is preserved through daily spiritual activities and the habituation of positive behaviors. These findings contribute theoretically to the development of a holistic Islamic education paradigm that integrates cognitive, affective, and spiritual dimensions. Practically, the study underscores the importance of strengthening teachers’ competence in spiritual guidance and the need for school support in building a learning culture oriented toward character and spiritual formation, while also opening avenues for further research on the development of instruments for assessing spiritual dimensions and more systematic learning models grounded in fitrah, akal, and qalb.
Peran Regulasi Emosi Siswa dalam Menghadapi Depresi: Studi SMK X Jurusan Teknik Komputer Jaringan Syaputri, Ambar Aulia; Idulfilastri, Rita Markus
YASIN Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8239

Abstract

Adolescent mental health problems, particularly among students in vocational high schools (SMK), are becoming increasingly prominent and constitute a critical concern in educational settings, including among students in the Computer and Network Engineering (Teknik Komputer dan Jaringan, TKJ) Department at SMK X who face academic pressure, limited emotional support, and the absence of counseling services, all of which contribute to the emergence of depressive symptoms. This study aims to understand the role of emotion regulation in dealing with depression among TKJ students at SMK X. A non-experimental quantitative method was employed, involving 150 students aged 15–18 years. Data were collected using the Emotion Regulation Questionnaire (ERQ) and the Beck Depression Inventory-II (BDI-II), and analyzed using Spearman correlation and simple linear regression. The findings show that emotion regulation has a significant effect on depression, accounting for 33.4% of the variance in depressive symptoms. The cognitive reappraisal strategy has a positive relationship with depression, indicating that the more frequently students change the way they think about emotional situations, the higher their depressive symptoms. Conversely, expressive suppression shows a negative relationship with depression, meaning that the greater their ability to suppress emotional expression, the lower the depressive symptoms they experience. These findings confirm that certain emotion regulation strategies are not yet fully adaptive for students and underscore the importance of paying attention to emotion regulation in understanding the dynamics of depression among vocational high school adolescents.
Hubungan Disfungsional Family dan Triangular of Love pada Remaja yang Sedang Menjalin Hubungan Romantis Sudrajat, Zahra Kayla; Sahrani, Riana
YASIN Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8243

Abstract

Adolescence is a developmental phase characterized by identity formation, emotion regulation, and increasingly complex interpersonal relationships, in which family experiences play a crucial role in shaping the dynamics of romantic relationships, including how adolescents develop intimacy, passion, and commitment as described in Sternberg’s Triangular Theory of Love. Although dysfunctional families are known to disrupt emotional development and relationship quality, studies that specifically examine how such conditions affect the components of love in adolescents remain limited. This study aims to determine the relationship between family dysfunction and the Triangular Theory of Love among adolescents who are currently in romantic relationships. A quantitative method with purposive sampling was employed, involving 280 adolescents aged 17–24 years who met the research criteria. Data were collected through an online questionnaire using the Family Assessment Device (FAD) to measure the level of family dysfunction and Sternberg’s Triangular Love Scale (STLS) to measure intimacy, passion, and commitment, and were then analyzed through validity and reliability testing, assumption testing, and Pearson correlation analysis. The results show that most respondents fall into the low family dysfunction category and report generally high love quality, particularly in the dimensions of intimacy and commitment. Correlation analysis reveals a significant negative relationship between family dysfunction and love quality (r = –0.199; p < 0.001), indicating that the higher the level of family dysfunction, the lower the quality of intimacy, passion, and commitment in adolescents’ romantic relationships. These findings underscore the importance of functional family conditions in fostering healthy romantic relationship quality among adolescents and provide an empirical basis for the development of family-based interventions and adolescent mentoring programs in educational and psychosocial service contexts.
Membangun Reputasi Islami yang Otentik: Branding SD IT Madani Islamic School Payakumbuh sebagai Sekolah Berbasis Fitrah Genetik Novita, Oten; Karim, Hamdi Abdul
YASIN Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8247

Abstract

Although Islamic school branding has been the focus of several studies, research that specifically integrates value-based Islamic branding with a genetic fitrah-based educational approach at the elementary school level remains very limited. This study aims to analyze the process of constructing an authentic Islamic reputation at SD IT Madani Islamic School Payakumbuh through value habituation, teacher role modeling, personalized learning, humanistic public communication, and a child-friendly religious school culture. A qualitative approach with a descriptive case study design was employed. Participants consisted of the principal, six teachers, twelve students, and eight parents selected using purposive sampling. Data were collected through participatory observation, in-depth interviews, and documentation, and were analyzed using the Miles, Huberman, and Saldana model. The findings show that the school’s Islamic reputation is built through consistent habituation of ibadah, reinforcement of adab, the development of fitrah portfolios as the basis for mapping students’ potentials, and transparent, empathetic public communication; a safe, child-friendly school culture further strengthens the institution’s image. These results contribute to the expansion of the concept of practice-embedded Islamic branding and underscore the importance of value consistency in fitrah-based educational practice. The study recommends strengthening teachers’ capacities and implementing long-term evaluation of fitrah-based education to ensure the sustainability of an authentic Islamic reputation.
Penerapan Model Game-Based Learning Berbantuan Media Tantangan Panca Cilik terhadap Hasil Belajar Siswa pada Materi Pancasila Wachdaniyah, Achla Inayatul; Nuriyana, Faizatun; Widodo, Susilo Tri; Suryaningtyas, Ariana Dwi
YASIN Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8248

Abstract

Although interactive activity-based learning in Pendidikan Pancasila has been widely examined, research that specifically evaluates the effectiveness of Game-Based Learning (GBL) supported by the Tantangan Panca Cilik media remains limited. This study aims to evaluate the effectiveness of GBL in improving Pancasila learning outcomes among fifth-grade elementary school students. A quantitative approach with a simple experimental design was employed, involving 38 students selected through total sampling. Data were collected through achievement tests, observations, and informal interviews, and were analyzed descriptively using frequency percentages. The findings show that GBL supported by the Tantangan Panca Cilik media is effective in enhancing Pancasila learning outcomes, as indicated by the majority of students achieving the “Sangat Baik” (60.5%) and “Baik” (15.8%) categories. These results contribute to the development of constructivist learning theory and broaden the understanding of the use of educational games in Pendidikan Pancasila instruction. The study underscores the importance of game-based learning strategies in creating active and enjoyable learning environments and recommends that teachers integrate innovative media such as Tantangan Panca Cilik into their teaching practice. In addition, this study opens opportunities for further research in other subject areas and with broader samples.
Peran Pola Asuh terhadap Kemandirian Urutan Anak Tengah di Keluarga pada Dewasa Awal Ramadhani, Layda Rizkina; Idulfilastri, Rita Markus
YASIN Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8257

Abstract

This study examines the role of parenting styles in shaping the autonomy of individuals who occupy the middle-child position in the family during early adulthood. The problem arises from the phenomenon that some middle children tend to exhibit lower levels of independence due to feelings of being overlooked within family dynamics, which affects their decision-making abilities, emotional regulation, and personal autonomy. The study aims to determine the extent to which authoritative, authoritarian, permissive, and neglectful parenting styles contribute to the development of autonomy among middle children in early adulthood. Using a correlational quantitative survey method, the research involved 459 participants aged 18–29 years who occupy the middle-child position, with measurements conducted using validated autonomy and parenting style scales. Data were analyzed using Spearman correlation and regression to examine the relationships and the magnitude of parenting style contributions to autonomy. The findings show a significant effect of parenting styles on autonomy (R² = 0.086), indicating that 8.6% of the variance in autonomy is explained by parenting styles. Specifically, the authoritative parenting style provides the largest contribution (R² = 0.031), followed by authoritarian (R² = 0.020) and permissive (R² = 0.010) styles, whereas the neglectful parenting style does not show a significant effect (p = 0.901). These findings underscore that positive parenting, particularly the authoritative style that integrates warmth and control, plays an important role in fostering the autonomy of middle children in early adulthood. The implications highlight the urgency of implementing balanced and supportive parenting practices to optimize the development of middle children’s independence within complex family dynamics.
Model Teacher Centric Branding sebagai Strategi Membangun Reputasi Sekolah Islam Terpadu: Studi Kualitatif Deskriptif di Indonesia Ramadhan, Angga; Karim, Hamdi Abdul
YASIN Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8261

Abstract

Although educational branding has received attention in previous studies, research that specifically examines Teacher Centric Branding (TCB) as a teacher-based value approach to building the reputation of Sekolah Islam Terpadu (SIT) remains very limited. This study aims to conduct an in-depth analysis of the mechanisms through which institutional reputation is formed via the internalization of Islamic values, exemplary practice, and the support of teachers’ spiritual leadership as a living brand. The study employs a qualitative approach with an interpretative phenomenological design, involving 12 participants selected through purposive and snowball sampling. Data were collected through in-depth interviews, participatory observation, and document analysis, and were analyzed using Interpretative Phenomenological Analysis (IPA). The findings show that value internalization through structured spiritual development serves as the foundation of teachers’ professional identity; teacher role modeling in interactions with students and parents emerges as the most influential factor in shaping public perceptions; and spiritual leadership plays a crucial role in ensuring value consistency and institutional cultural stability. These findings expand theoretical understanding of internal branding, the human brand, and value-based leadership in the context of Islamic education, and affirm that SIT reputation is more strongly built through the quality of teachers’ values and behaviors than through external promotional strategies. The implications of this study include strengthening teacher development programs, enhancing communication competencies, and developing indicators of role modeling as an integral part of school branding strategies, while also opening opportunities for further research in other SIT contexts by involving more stakeholders and employing longitudinal designs to more comprehensively understand the dynamics of TCB formation.
Implementasi Diferensiasi Pembelajaran untuk Mengatasi Kesenjangan Kemampuan Belajar pada Mata Pelajaran Pendidikan Pancasila di Kelas IV Wardhani, Ridha Yogie; Putri, Elisa Setia; Widodo, Susilo Tri; Rahayu, Heti Kristining
YASIN Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8262

Abstract

Although differentiated instruction has been widely examined in the context of the Kurikulum Merdeka, research that specifically focuses on its application to address disparities in students’ learning abilities in Pendidikan Pancasila at the elementary school level remains limited. This study aims to evaluate the effectiveness of differentiated instructional strategies in improving the learning outcomes of Grade IV students at SDN Protomulyo 2. Using a quantitative approach with a Classroom Action Research (Penelitian Tindakan Kelas, PTK) design based on the Kemmis and McTaggart model, the study was implemented over several cycles comprising planning, implementation, observation, and reflection stages, involving 30 students selected through total sampling. Data were collected through achievement tests and observations of student activities, and were analyzed descriptively to identify changes in learning outcomes and engagement. The results show a substantial improvement in learning outcomes, as evidenced by 66.7% of students achieving the very good category after the intervention. In addition, classroom learning became more active, inclusive, and responsive to individual learning needs in terms of content, process, and product. These findings reinforce the theoretical foundations of differentiation and extend understanding of its application in Pendidikan Pancasila at the elementary level. The study underscores the importance of instructional strategies that are adaptive to diverse student abilities and recommends that schools optimize teacher training in the design and sustainable implementation of differentiated instruction.
Efektivitas Media Visual Flipbook Peta dalam Meningkatkan Pemahaman Siswa pada Materi IPS Kelas VI Mariska, Nova; Nurazizah, Salma Tasya; Rahmadani, Mabda; Fitri, Alfia Nur; Nugraha, Rana Gustian
YASIN Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8267

Abstract

Although visual learning media have been widely examined in social studies education, research that specifically investigates the integration of a digital flipbook format with spatial map visualization to address the spatial literacy crisis among elementary school students remains limited. This study aims to empirically test and analyze the effectiveness of the Media Visual Flipbook Peta in improving sixth-grade students’ understanding of IPS content, particularly related to spatial and geographical concepts. A quantitative approach with a one-group pretest–posttest experimental design was employed, involving 22 sixth-grade students at SDN Citengah selected through saturated sampling. Data were collected using pretest and posttest instruments and analyzed using the Wilcoxon Signed Rank Test, paired t-test, and Normalized Gain (N-Gain). The results show a statistically significant increase in understanding, as evidenced by the Wilcoxon test (p = 0.000) and paired t-test (p = 0.000), with the mean score increasing from 95.45 to 99.09 and the standard deviation decreasing from 8.18 to 4.33, indicating a more homogeneous distribution of understanding. The N-Gain value of 0.381 (38.1%) falls within the medium effectiveness category and is influenced by a ceiling effect, as 77.27% of students had already achieved the maximum score on the pretest. These findings contribute to the development of the Cognitive Theory of Multimedia Learning (CTML) in the context of primary education and deepen understanding of the integration of interactive digital media to enhance spatial literacy. The study concludes that the Media Visual Flipbook Peta is important for improving conceptual understanding and equalizing students’ levels of understanding in spatial social studies content and recommends that educators and curriculum developers adopt multimodal and interactive digital media for teaching abstract concepts. The implications include theoretical contributions to the educational technology and multimedia instructional design literature, as well as practical implications for elementary schools, teachers, and policymakers to invest in the development of digital learning media and teacher capacity building in technology integration, while opening avenues for further exploration of long-term retention, affective and psychomotor dimensions, and replication in student populations with more diverse initial ability levels.

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