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INDONESIA
Mamangan Social Science Journal
Published by Universitas PGRI Sumatera Barat
ISSN : 23018496     EISSN : 25031570     DOI : 10.22202/mamangan
Core Subject : Humanities, Education, Social,
Humanities Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences
Jurnal Ilmu Sosial Mamangan with registered number ISSN 2301-8496 (Print) and ISSN 2503-1570 (Online) is peer review journal published by Sociology Education Department of PGRI University West Sumatera The journal is to disseminating research and conceptual article in the field of social and humanity. The primary topics will publish on this journal is : Social and Economic Development and Policy; Community Empowerment on Poverty Reduction; Poverty Reduction Program & Issues on Social Exclusion; and Education, culture and Demograph But the other relevant topics with is available. Journal published two number in a year by Sociology Education Department of PGRI University West Sumatera. Please read author guideline before submit article. The author guidleine and Template can download HERE Since 2016, Jurnal Ilmu Sosial Mamangan has ACCREDITED SINTA 3 by The Indonesia Ministry for Research and Technology (Kemenristek RI) (SK Dirjen Ristek Dikti No. 158/E/KPT/2021). This official recognition will valid from volume 10 No. 2, 2021 until Volume 14 No. 2, 2025.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 602 Documents
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From Text To Theological Debate: An Evangelical Exegesis Of Genesis 1:26–28 As An Apologetic Framework For Engaging Affirmative LGBTQ+ Hermeneutics Daniel Rusli Wibowo; Jusak Nugraha; Kevin Thomas
Jurnal Mamangan Vol 14, No 2 (2025): Special Issue
Publisher : LPPM Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/mamangan.v14i2.10669

Abstract

This study addresses the absence of a coherent, exegetically rigorous evangelical apologetic framework capable of engaging the foundational textual arguments of affirmative LGBTQ+ hermeneutics, specifically those rooted in Genesis 1:26–28. Amid rapid denominational shifts toward affirming positions, evangelical communities require a constructive theological response grounded in the Bible’s own grammar. Employing a theological synthesis research design, this qualitative study integrates grammatical-historical exegesis, systematic theological deduction, and critical typological analysis of affirmative hermeneutical strategies. The main finding demonstrates that Genesis 1:26–28 establishes male-female complementarity as an irreplaceable theological foundation for human sexuality, and that affirmative readings must either abandon or radically distort this text. The novelty of this research is the development of the Integrative Exegetical-Apologetic Framework (IEAF), a three-stage methodological tool that systematically refutes affirmative claims while offering a positive theological vision of embodiment and relationality. The contribution of this study is twofold: it provides evangelical scholars and pastors with a structured, defensible model for engaging the sexuality debate at its exegetical core, and it fills a critical gap in the literature by offering a unified framework that addresses the spectrum of affirmative hermeneutical strategies from a single, foundational text.
Improving Students’ Learning Outcomes in Mathematics on Fraction Introduction through the Demonstration Method in Grade II Haholongan Simanjuntak; Desi Irawati Kirana
Jurnal Mamangan Vol 14, No 2 (2025): Jurnal Ilmu Sosial Mamangan Accredited 2 (SK Dirjen Ristek Dikti No. 0173/C3/DT
Publisher : LPPM Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/mamangan.v14i2.10503

Abstract

This study aimed to improve Grade II students’ mathematics learning outcomes on the topic of fraction introduction through the implementation of the demonstration method using concrete objects. The study employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were Grade II students of SD Negeri Cipari, Klapanunggal District, Indonesia. Data were collected using quantitative and qualitative techniques, including achievement tests administered at the end of each cycle and classroom observations to document students’ learning activities and engagement during the instructional process. Quantitative data were analyzed by calculating mean scores and mastery percentages, while qualitative data were analyzed descriptively to support the interpretation of learning outcomes. The findings revealed a consistent improvement in students’ mathematics achievement across cycles following the implementation of the demonstration method. The mean scores increased from the pre-cycle stage to Cycle I and showed a more substantial improvement in Cycle II. Similarly, the percentage of students achieving the minimum mastery criterion increased and exceeded the predetermined success indicators by the end of the second cycle. Observation results also indicated a positive change in students’ learning behavior, including increased participation, attention, and interaction during mathematics lessons. These results suggest that the demonstration method, supported by the use of concrete learning materials, effectively facilitates students’ conceptual understanding of fractions and enhances learning engagement. The study concludes that demonstration-based instruction is a pedagogically appropriate and effective strategy for teaching abstract mathematical concepts to lower primary students and recommends its broader application in elementary mathematics instruction

Page 61 of 61 | Total Record : 602

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