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Education & Learning
Published by Medan Resource Center
ISSN : -     EISSN : 2808862X     DOI : 10.57251
Core Subject : Social,
Social Sciences
Education & Learning is a peer-reviewed journal published by the Medan Resource Center. The journal aims to facilitate academic articles and scholarly writings on empirical research in the field of education. The journal emphasizes the importance of appreciating the interplay of local, national, regional, and global contexts and dynamics in shaping education for learning. It covers education in its broadest sense, including both formal and non-formal modes, from preschool to adult education. It is also interested in comparative studies that explore these approaches to deepen our understanding of the relationship between education and learning. The journal is published biannually in February and August and accepts articles in Bahasa Indonesia or English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 4 Documents
 1 
Search results for , issue "Vol. 5 No. 2 (2025)" : 4 Documents clear
Internalisasi Nilai Resolusi Konflik Tanpa Kekerasan : dalam Pembelajaran Sejarah dari Konflik Petani Jenggawah 1998 Prasetyo, Guruh
Education & Learning Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v5i2.1717

Abstract

The 1998 Jenggawah agrarian conflict reflected the inequality of land ownership and the impact of non-inclusive development policies from the colonial era to the New Order. This study aims to analyze the transformation of peasant resistance from physical to symbolic and internalize the value of non-violent conflict resolution in history learning. Using a descriptive qualitative approach, data were collected through documentation and literature studies and then analyzed using qualitative data strategies. The results show that the change in the Reformation regime and peasant awareness encouraged a shift in struggle strategies towards dialogue and negotiation, culminating in the 1998 right to cultivate (Hak Guna Usaha) release agreement. This case proves that conflict resolution can be achieved without violence, providing a pedagogical foundation for teaching conflict dynamics, social transformation, and non-violent approaches to justice. Learning history through this case study facilitates the internalization of the value of non-violent conflict resolution, equips students with an understanding that conflict is dynamic and can be changed through constructive strategies, and develops empathetic and critical characters.
Situs Kota Cina sebagai Media Edukasi Sejarah untuk Meningkatkan Kesadaran Sejarah Siswa SMA di Medan Fadhillah M.R, Ivan; Tanjung, Yushar
Education & Learning Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v5i2.1749

Abstract

Penelitian ini bertujuan untuk mengkaji pemanfaatan Situs Kota Cina sebagai media edukasi sejarah dalam meningkatkan kesadaran sejarah siswa SMA di Medan. Latar belakang penelitian ini adalah rendahnya pemahaman siswa terhadap sejarah lokal serta kurangnya pemanfaatan situs sejarah sebagai sumber belajar. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi langsung di lokasi, wawancara mendalam dengan guru dan siswa, serta dokumentasi. Hasil penelitian menunjukkan bahwa sebelum pelaksanaan kegiatan pembelajaran di situs, sebagian besar siswa tidak mengetahui keberadaan dan nilai penting Situs Kota Cina. Setelah mengikuti pembelajaran kontekstual berbasis situs, siswa menunjukkan peningkatan pemahaman materi sejarah, antusiasme yang lebih tinggi, serta munculnya sikap peduli terhadap pelestarian warisan budaya lokal. Evaluasi dilakukan melalui refleksi siswa dan wawancara pasca kegiatan yang memperlihatkan perubahan signifikan dalam kesadaran sejarah mereka. Hasil ini menegaskan bahwa pembelajaran berbasis situs berperan efektif dalam menciptakan pengalaman belajar yang bermakna
Strategi Guru dalam Mengembangkan Kecerdasan Eksistensial Anak di TK Terpadu Cinta Bunda Batubara Mariani; Rahman, Mhd. Habibu
Education & Learning Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v5i2.1788

Abstract

This study aims to describe teacher strategies for developing existential intelligence in early childhood at the Cinta Bunda Batubara Integrated Kindergarten. Existential intelligence is a child's ability to understand the meaning of life, the purpose of existence, and their relationship with God and others. This study used a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The results showed that teachers implemented various strategies such as reflective activities, integrating spiritual values into learning, asking simple philosophical questions, using meaningful role-playing, and creating a religious and supportive classroom environment. These strategies have proven effective in stimulating children's self-awareness, fostering awareness of life values, and developing positive spiritual and emotional attitudes. These findings confirm the crucial role of teachers in guiding the development of existential intelligence in children from an early age through a planned and developmentally appropriate approach
Upaya Guru dalam Menanamkan Nilai Kejujuran pada Anak Usia Dini melalui Bermain Peran di KB Madani Mandailing Natal Lisnawati; Rahman, Mhd. Habibu
Education & Learning Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v5i2.1789

Abstract

This study aims to describe teachers' efforts to instill the value of honesty in early childhood through role-playing at the Madani Mandailing Natal Kindergarten. The method used was a descriptive qualitative approach, with data collection techniques including observation, interviews, and documentation. The results showed that teachers employed various strategies, such as designing role-play scenarios containing the value of honesty, providing positive reinforcement, guiding children's reflection after play, creating a supportive learning environment, and integrating the value of honesty into daily activities. Through these activities, children began to demonstrate behavioral changes toward greater honesty, such as telling the truth, admitting mistakes, and not taking others' rights. The conclusion of this study is that role-playing is an effective method for teaching the value of honesty to early childhood when implemented consistently and creatively.

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