cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Solihah Titin Sumanti
Contact Email
medanresourcecenter@gmail.com
Phone
+6285358326272
Journal Mail Official
medanresourcecenter@gmail.com
Editorial Address
Office: Jl. Benteng Hilir Perumahan Setia Jadi No. C9 Bandar Khalipah, Deli Serdang, Sumatera Utara, Indonesia 20371
Location
Kab. deli serdang,
Sumatera utara
INDONESIA
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 101 Documents
 7   8   9   10   11 
Analisis Keterlaksanaan Asesmen Hasil Belajar Siswa pada Kurikulum Merdeka Belajar Yulis, Sara; Mutia, Nur Balqis; Husna, Raudatul
Education & Learning Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v5i1.1674

Abstract

This research was conducted at SDN Kabu Aceh Timur to analyze the implementation of student learning assessment, with the background of challenges in providing adequate facilities and infrastructure. The study aims to understand the implementation of assessment and the challenges faced by teachers. The type of research used is descriptive qualitative. The result show that in the Merdeka Curriculum, the student learning evaluation includes both academic and character assessments. Formative assessments are used TP track student progress, while summative assessment evaluate the achievement of learning goals. This evaluating also integrates character values through Pancasila-based projects. However, teacher face challenges in implementing the learning assessment, such as limited facilities, difficulties in mastering the curriculum, and applying project-based evaluations, nevertheless, the school strives to improve facilities and provide training for educators to address these obstacles.
Implementasi Kurikulum Merdeka Pada Pembelajaran Sejarah Kelas X SMA Swasta Dharmawangsa Siregar, Sahala Baik Budi; Purba, Dien Sarinata; Novika Asrima Azzura; Siti Nurmaida; Nst, Mhd Ihsan Syahaf
Education & Learning Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v5i1.1697

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi Kurikulum Merdeka pada pembelajaran sejarah kelas X di SMA Swasta Dharmawangsa. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru sejarah telah menerapkan strategi pembelajaran berbasis proyek, diskusi kelompok, dan studi kasus untuk mengembangkan keterampilan berpikir kritis siswa. Namun, implementasi masih terkendala oleh keterbatasan fasilitas teknologi, kesiapan guru, dan pemahaman siswa terhadap konsep pembelajaran mandiri. Upaya yang dilakukan sekolah meliputi penyediaan perangkat digital, pelatihan guru, dan bimbingan belajar tambahan bagi siswa. Evaluasi pembelajaran dilakukan melalui penilaian proyek, reflektif, dan proses, namun masih memerlukan penguatan agar lebih relevan dengan materi sejarah. Dengan optimalisasi fasilitas dan peningkatan kompetensi guru, implementasi Kurikulum Merdeka berpotensi meningkatkan kualitas pembelajaran sejarah.
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.
Strategi Guru dalam Mengatasi Tantangan Pembelajaran Tahfidz di Tahfidz Intensive Center Beby, Saidah Nur; Kamil, Kamil; Rahmadi, Fuji
Education & Learning Vol. 6 No. 1 (2026): February 2026
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v6i1.2012

Abstract

This study aims to evaluate teachers’ strategies in addressing learning challenges in Qur’an memorization (tahfidz) at the Tahfidz Intensive Center (TIC) in Medan. The study focuses on the effectiveness of instructional strategies, their alignment with students’ characteristics, and their impact on memorization outcomes.This research employs a qualitative evaluative approach. Data were collected through observations, semi-structured interviews, and documentation involving active students, tahfidz teachers, and the head of the tahfidz program. Data analysis was conducted through the processes of data reduction, data display, and conclusion drawing, while the validity of the findings was ensured through source and method triangulation. The findings indicate that structured stages of tahfidz, the application of the tikrar (repetition) method, continuous monitoring through a tiered evaluation system, and emotional–spiritual mentoring contribute positively to the quality of students’ memorization. However, challenges persist in maintaining the consistency of revision (muroja’ah) and ensuring long-term retention of memorization. The study concludes that flexible instructional strategies, strengthened discipline, sustained motivational support, and the integration of individualized learning approaches with adaptive pacing are essential to enhancing the effectiveness of tahfidz learning.
Strategi Guru Tahfidz dalam Meningkatkan Kualitas Hafalan Tahfidzul Quran di SMP Islam Plus Al-Fatih Artasyah Nst, Muhammad Hafiz; Panggabean, Hadi Saputra; Tumiran, Tumiran
Education & Learning Vol. 6 No. 1 (2026): February 2026
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v6i1.2013

Abstract

This study aims to analyze the strategies employed by tahfidz teachers to enhance the quality of students’ Qur’an memorization at SMP Islam Plus Al-Fatih. The research adopts a qualitative approach to explore, in depth, the teaching strategies, learning processes, and supporting factors that influence memorization quality. The findings reveal that the strategies implemented by tahfidz teachers are structured, varied, and oriented toward achieving comprehensive memorization quality, including accuracy of recitation, fluency, and retention. The instructional process involves the application of tajwid and tartil methods to ensure correct pronunciation, as well as consistent repetition (muroja’ah) to strengthen memory retention. In addition, teachers play a crucial role as both motivators and facilitators by fostering students’ intrinsic motivation, promoting character education, and utilizing digital Qur’an applications as learning media. These approaches contribute to increased student engagement, discipline, and consistency in memorization. Furthermore, periodic memorization assessments are conducted to monitor and improve students’ memorization quality. These assessments function not only as evaluative tools but also as feedback mechanisms that support continuous improvement. Overall, the study concludes that effective tahfidz learning is achieved through the integration of structured instructional strategies, motivational support, and continuous evaluation. This synergy serves as a key factor in enhancing the quality of students’ Qur’an memorization
Strategi Guru Akidah Akhlak dalam Meningkatkan Mutu Pendidikan Melalui Manajemen Pembelajaran di Mts Tahfidz Terpadu Anbata Medan Hannum, Latifah; Tumiran, Tumiran; Tambunan, Nurhalima
Education & Learning Vol. 6 No. 1 (2026): February 2026
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v6i1.2014

Abstract

This study aims to examine teachers’ strategies for improving educational quality through learning management at MTs Tahfidz Terpadu Anbata Medan. The study employs a qualitative method with a descriptive approach. Data were collected through observations, interviews, and documentation. The findings indicate that the strategies implemented by Akidah Akhlak teachers in enhancing educational quality through learning management involve several stages. The planning stage includes the preparation of effective weeks, annual programs (Prota), semester programs (Promes), as well as the development of syllabi, lesson plans (RPP), and the analysis of Minimum Completeness Criteria (KKM). In the organizing stage, teachers align instructional materials with appropriate learning resources and media based on students’ characteristics and the school’s capacity. The implementation stage involves classroom management, the use of instructional strategies and approaches, the selection of learning media, and the application of various teaching methods to facilitate students’ understanding. The assessment or evaluation stage encompasses both process and outcome evaluation in the cognitive, psychomotor, and affective domains, including pre-tests, daily assessments, midterm examinations, and final examinations. Overall, these integrated stages of learning management contribute to improving the quality of education at the institution.
Konsep Pendidik Menurut Ahmad Tafsir dalam Buku Filsafat Pendidikan Islami dan Relevansinya Terhadap Pendidikan Islam Kontemporer Inayyah, Nur; Harahap, Muhammad Yunan; Tambunan, Nurhalima
Education & Learning Vol. 6 No. 1 (2026): February 2026
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v6i1.2015

Abstract

This study aims to analyze Ahmad Tafsir’s concept of the educator as articulated in his work Filsafat Pendidikan Islami: Integrasi Jasmani, Rohani, dan Kalbu Memanusiakan Manusia. This study is significant because contemporary Islamic education faces serious challenges, including spiritual degradation, the weakening of character education, and the declining quality and role of educators. This research employs a library research method with a descriptive-analytical approach. Data were analyzed through careful reading, interpretation, and critical examination of Ahmad Tafsir’s ideas concerning the integration of human potential, the role of educators, and the relevance of these concepts in contemporary Islamic education. The findings reveal that Ahmad Tafsir conceptualizes educators as central agents in the process of humanizing individuals through the integrated development of physical, intellectual, spiritual, and inner (qalb) dimensions. Therefore, educators are not merely transmitters of knowledge but also guides who nurture spirituality, cultivate moral character, and exemplify ethical values. This holistic, tauhid-based educational concept remains highly relevant in addressing the challenges of modern education.

Page 10 of 11 | Total Record : 101

 7   8   9   10   11 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 1 (2026): February 2026 Vol. 5 No. 2 (2025) Vol. 5 No. 1 (2025) Vol. 4 No. 2 (2024) Vol. 4 No. 1 (2024) Vol. 3 No. 2 (2023) Vol. 3 No. 1 (2023) Vol. 2 No. 2 (2022) Vol. 2 No. 1 (2022) Vol. 1 No. 2 (2021) Vol. 1 No. 1 (2021) More Issue