Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
This journal focuses on matters relating to general Education and Islam with field studies and literature. The scopes in this study include; Education in the family, Education in schools (from early childhood education to high school education), Al-Quran and Hadith Studies on Education, Philosophy of Islamic and General Education, History of Islamic and General Education, Theology of Islamic and General Education, Islamic Education Policy and General, Islamic and General Education Politics, Islamic and General Education Professionalism, Islamic and General Education Curriculum, ICT in Islamic and General Education, E-Learning in Islamic and General Education, Islamic and General Educational Institutions, Teaching and Learning in Islamic and General Education, Ethnography of Islamic and General Education, Islamic Education Based on Local Wisdom, Theory Development and Learning Design, Psychology of Islamic Education, Paradigm of Islamic Education, Character of Islamic Education, Gender in Islamic Education and other studies.
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<![CDATA[INCLUSIVE EDUCATION STRATEGIES IN IMPROVING ACCESS AND QUALITY OF LEARNING FOR STUDENTS WITH SPECIAL NEEDS ]]>
<![CDATA[Yasozanolo Halawa]]>;
<![CDATA[Herlina Salmi]]>;
<![CDATA[Zetmin]]>
<![CDATA[ Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 4 No. 3 (2024): JUNI ]]>
Publisher : <![CDATA[CV. ADIBA ASIHA AMIRA ]]>
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<![CDATA[This study aims to examine inclusive education strategies that can improve access and quality of learning for students with special needs. Using the literature research method, this study analyzed a number of relevant journal articles, textbooks and policy documents to identify key principles, strategies and challenges in implementing inclusive education. Through thematic analysis, the study found that inclusive education requires a holistic approach that includes continuous teacher training, curriculum adaptation, integration of assistive technology and the application of differentiated and collaborative learning methods. The results show that the effectiveness of inclusive education depends on schools' readiness to adopt changes in policies and practices and their ability to provide adequate resources. The main challenges identified include limited resources, lack of specialized training for teachers and resistance to changes in teaching practices. Nonetheless, successful inclusive education strategies highlight the importance of collaboration between teachers, parents and students and the importance of continuous program evaluation and adjustment to meet the needs of students with special needs.]]>
<![CDATA[THE INFLUENCE OF HYBRID LEARNING ON STUDENT MOTIVATION AND ACHIEVEMENT IN THE DIGITAL ERA ]]>
<![CDATA[Shinta Dzauharoh]]>;
<![CDATA[Silvia Ekasari]]>;
<![CDATA[Sufia Widi Kasetyaningsih]]>
<![CDATA[ Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 4 No. 3 (2024): JUNI ]]>
Publisher : <![CDATA[CV. ADIBA ASIHA AMIRA ]]>
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<![CDATA[This research focuses on a comprehensive literature analysis on the effect of hybrid learning on students' motivation and learning achievement. Through the literature research method, this study collects, reviews and analyses relevant scholarly works from journals, books, conferences and other academic sources. The results show that hybrid learning, when designed by effectively blending face-to-face and online elements, can increase students' motivation by giving them more control over their learning process. This not only helps in meeting students' individual needs but also in encouraging a sense of responsibility for their own learning. In the context of learning achievement, hybrid learning is proven to deliver positive results, especially when accompanied by strong pedagogical support and active participation from students. Conclusions from the literature analysis emphasise the importance of the teacher's role in designing and implementing hybrid learning to maximise its benefits on students' motivation and academic achievement. This research provides important insights for educational practitioners and policy makers on how hybrid learning can be optimised to support successful educational attainment.]]>
<![CDATA[ANALISIS KEBIJAKAN PEMERINTAH TERHADAP GURU DAN DOSEN SERTA IMPLIKASINYA TERHADAP MUTU PENDIDIKAN ISLAM ]]>
<![CDATA[Yesy Afrida Hani]]>;
<![CDATA[Ira Mutia Agustina]]>
<![CDATA[ Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 4 No. 3 (2024): JUNI ]]>
Publisher : <![CDATA[CV. ADIBA ASIHA AMIRA ]]>
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<![CDATA[This article is intended to study the profession of Islamic religious education teacher (PAI teacher) in carrying out the profession of Islamic religious teacher in religious subjects. According to Law of the Republic of Indonesia Number 14 of 2005 concerning Teachers and Lecturers (UU RI No. 14 of 2005 concerning Teachers and Lecturers), there are four competencies that must be possessed by every teacher in carrying out their professional teaching, including Islamic religious education teachers, such as ; competence from knowledge, personal competence, socialism competence, and professionalism competence. So, the four competencies above will be an indication that a superior teacher of Islamic religious education can be said to be a professional teacher in his teaching profession. In practical terms, the teacher's four competencies in Islamic religious education are described in the design of the learning program, the learning process, and the evaluation process of Islamic religious subjects that will be given to students.]]>
<![CDATA[PENERAPAN PRINSIP PENDIDIKAN ISALAM DALAM PENGEMBANGAN KURIKULUM SEKOLAH MENENGAH DI ERA DIGITAL ]]>
<![CDATA[Hilal Solikin]]>
<![CDATA[ Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 4 No. 3 (2024): JUNI ]]>
Publisher : <![CDATA[CV. ADIBA ASIHA AMIRA ]]>
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<![CDATA[Developing a secondary school curriculum in the digital era is a complex challenge that requires the integration of Islamic values as a moral and spiritual foundation. This research aims to investigate the application of Islamic education principles in developing secondary school curricula in the digital era, with a focus on the challenges and opportunities faced by educators in combining Islamic values with technological advances. The research methods used are literature analysis, library data collection, reading and taking notes, as well as managing research materials and case studies of curriculum implementation in several secondary schools. The research results show that the integration of Islamic values in the curriculum in the digital era requires a holistic approach that involves a deep understanding of Islamic teachings, development of technology-based skills, stakeholder involvement, and continuous training for educators. Despite facing various challenges, such as resistance to change and limited resources, there are also great opportunities to improve the quality of Islamic education in the digital era through implementing appropriate strategies and collaboration between schools, families and communities. These findings provide valuable insights for educators and policy makers in developing relevant and meaningful curricula for students in an increasingly complex digital era.]]>
<![CDATA[PENERAPAN MEDIA PEMBELAJARAN BERBASIS ANIMASI MULTIMEDIA UNTUK MENGENALKAN MATA UANG KEPADA ANAK ]]>
<![CDATA[Afit Syahputra]]>;
<![CDATA[M. Sani Hafiz Rusydi]]>;
<![CDATA[Afif Imran Prasetyo]]>;
<![CDATA[Muhammad Fajar]]>;
<![CDATA[Apdi Lubis]]>
<![CDATA[ Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 4 No. 3 (2024): JUNI ]]>
Publisher : <![CDATA[CV. ADIBA ASIHA AMIRA ]]>
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<![CDATA[Introducing currency is a crucial aspect of financial education, especially for children. However, traditional methods often lack appeal for them. Hence, this research aims to implement multimedia animation-based currency introduction learning media for children. The method involves developing engaging and easy-to-understand multimedia animation content for children. Data collection is done through direct observation of children's reactions and understanding levels towards the implemented learning media. Additionally, assessment is conducted on children's ability to identify and understand currency values after using this learning media. The research findings indicate that implementing multimedia animation-based currency introduction learning media can significantly enhance children's interest and understanding of currency. Children demonstrate high levels of engagement during the learning process, and their ability to identify and understand currency values improves significantly after using this learning media.]]>
<![CDATA[IMPLEMENTASI TEKNOLOGI DALAM DESAIN PEMBELAJARAN INTERAKTIF UNTUK MEGOPTIMALKAN KEMAMPUAN KOGNITIF ANAK ]]>
<![CDATA[Tiara Lisa Br Tarigan]]>;
<![CDATA[Nurdianti]]>;
<![CDATA[Nur Intan]]>;
<![CDATA[Mayzura]]>;
<![CDATA[Khairunnisa Mifta Ababil]]>
<![CDATA[ Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 4 No. 3 (2024): JUNI ]]>
Publisher : <![CDATA[CV. ADIBA ASIHA AMIRA ]]>
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<![CDATA[This research explores the implementation of technology in interactive learning design to enhance children's cognitive skills. The problem revolves around the lack of engagement and effectiveness in traditional learning methods to facilitate children's cognitive development. The aim is to investigate the extent to which technology usage can improve engagement and cognitive learning outcomes. The research methodology involves the development and implementation of technology-based learning applications specifically designed to reinforce children's cognitive skills. Data were collected through participatory observation, interviews, and cognitive tests. The results indicate that interactive learning design with technology is effective in enhancing engagement and cognitive learning outcomes for children. In conclusion, integrating technology into learning can be an effective approach to strengthening children's cognitive skills, providing more engaging and enriching learning experiences.]]>
<![CDATA[KONTRIBUSI ADVERSITY QUOTIENT DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA UNIVERSITAS NEGERI PADANG YANG SEDANG MENGERJAKAN SKRIPSI ]]>
<![CDATA[Diflatul Amini]]>
<![CDATA[ Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 4 No. 3 (2024): JUNI ]]>
Publisher : <![CDATA[CV. ADIBA ASIHA AMIRA ]]>
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<![CDATA[One of the obligations of students is to complete a thesis as one of the requirements for obtaining a bachelor's degree. The reality that occurs in the field is that there are still many UNP students who are still struggling to complete their thesis according to the applicable regulations. This procrastination in the academic realm is often called academic procrastination and is supported by many factors. There are many challenges that need to be overcome and an individual's ability to face obstacles and turn them into opportunities is called the adversity quotient. This research aims to see the contribution of the adversity quotient to academic procrastination in UNP students who are working on their thesis. This research uses quantitative research methods with a correlational descriptive approach. The subjects were 345 people (according to Isaac and Michael) who were taken using a cluster sampling technique from students from the Department of Psychology, Mathematics Education, Physics, Chemistry, Mining Engineering, Civil Engineering, Mechanical Engineering and Information Engineering Education. The data collection technique uses research scales, namely the academic procrastination scale and the adversity quotient scale, then analyzed using simple regression analysis techniques. Based on the results of the hypothesis test, a significance value of 0.000 <0.05 was obtained with an R Square value of 0.092. It can be interpreted that there is an adversity quotient contribution to academic procrastination among UNP students who are working on their thesis with a contribution to academic procrastination of 9.2%.]]>
<![CDATA[HUBUNGAN ANTARA POLA MAKAN DAN TINGKAT KONSENTRASI DALAM BELAJAR PADA MAHASISWA: (STUDI KASUS : MAHASISWA UNIVERSITAS BHAYANGKARA JAKARTA RAYA) ]]>
<![CDATA[Ridwan Prasetyo]]>;
<![CDATA[Frans Destri Bintang S]]>;
<![CDATA[Raka Rossian Saputra]]>;
<![CDATA[Yossie Saputra]]>;
<![CDATA[Muhammad Thoriq]]>;
<![CDATA[Fajar Muhammad]]>
<![CDATA[ Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 4 No. 3 (2024): JUNI ]]>
Publisher : <![CDATA[CV. ADIBA ASIHA AMIRA ]]>
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<![CDATA[The purpose of this study is to find out whether or not there is a significant relationship with diet and concentration levels in learning in students of Bhayangkara University Jakarta Raya. The data analysis methods used in this study are the Kormogolov-Smirnov Normality Test and the Correlation Test. The discussion of this study is to test 2 variables with a normality test to find out whether the data tested is normally distributed or not, and a correlation test to find out whether there is a significant relationship between diet and concentration level in learning in students. The conclusion of this study is that there is a significant relationship between 2 variables, namely diet and concentration level.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN TALKING STICK PADA MATA PELAJARAN AQIDAH AKHLAK DI MIN 22 HULU SUNGAI TENGAH ]]>
<![CDATA[Mohammad Arief]]>
<![CDATA[ Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 4 No. 3 (2024): JUNI ]]>
Publisher : <![CDATA[CV. ADIBA ASIHA AMIRA ]]>
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<![CDATA[The selection of the right learning model can support the achievement of learning objectives in the classroom. The subject of Aqidah Akhlak contains the basics of religion and Islamic moral values. Therefore, a learning model is needed that can help teachers and students in developing learning activities and creativity. One of the effective methods to be applied to learning Aqidah Akhlak is the Talking Stick learning model. Because this learning model can create student activity in acquiring intellectual skills, attitudes, and motor skills. In addition, it can generate positive responses, can create better relationships between friends, and can instill an attitude of self-confidence and responsibility. Learning Aqidah Akhlak with the Talking Stick learning model provides students with the opportunity to practice expressing opinions, speaking, and self-confidence so as to create a pleasant atmosphere. The Talking Stick learning model is implemented in learning Aqidah Akhlak at the MI level in grades III to VI.]]>
