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Journal of Education Method and Learning Strategy
Published by Riset Press International
ISSN : -     EISSN : 29869129     DOI : https://doi.org/10.59653/jemls
Core Subject : Humanities, Education, Social,
Humanities Education Mathematics Social Sciences Other
Journal of Education Method and Learning Strategy (JEMLS) is indexed by an international indexer. JEMLS is an open-access, international, double-blind peer-reviewed journal published by Riset Press International. It aims to promote excellence through the dissemination of high-quality research findings, specialist knowledge, and discussion of professional issues that reflect the diversity of this field. The journal publishes a broad range of papers from all branches of education and individual or group learning relating to education, including but not limited to curriculum, elementary and secondary education, higher and adult education, teacher education, the education of special groups, gender and education, applied linguistics or language education, educational and information technology, educational theory, research and methodologies. This journal is published bimonthly in both print and online versions. All articles and issues are available for free download online.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 137 Documents
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Motivation in Islamic Education: An Integrative Analysis of Motivational Hadiths with Modern Educational Psychology Theory Ihsan, Muhammad Aufa; Thalib, Abdurrahman; Nazrin, Marina
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2128

Abstract

This study aims to integrate motivational hadiths with modern educational motivation theories to create a more comprehensive motivational model in the context of Islamic education. The method used is library research with content analysis and comparative analysis of hadith texts in Al-Lu’lu’ wal Marjan and contemporary motivational theories. The results of the study indicate that the motivational messages in the hadiths such as patience in the first test, sincerity in good deeds, the process of training in developing patience and the importance of small deeds, have a strong alignment with the theories of Growth Mindset, Grit Theory, Self-Determination Theory, and Expectancy-Value Theory. All the hadiths studied have the status of muttafaqun alaih so that they have high normative legitimacy as a theoretical basis. These findings show that spiritual values in the hadiths can strengthen modern psychological explanations and provide answers to the need for a motivational model that combines transcendental dimensions with empirical dimensions. This study concludes that this integration produces a more complete motivational framework and has the potential to improve the quality of Islamic education by developing students with more character, resilience, and strong intrinsic motivation.
The Role of Role-Playing Approaches in Enhancing Learning Outcomes in Primary Social Studies Burhan, Imron; Ridhoh, M. Yunasri; Musfirah, Musfirah
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2059

Abstract

This study aims to analyze the role of the role-playing learning model in improving students’ learning outcomes in primary school Social Studies through a literature review of 15 previous research articles. The review was conducted by examining various types of studies, including experiments, classroom action research, comparative studies, and descriptive research, to identify patterns of findings and factors influencing the effectiveness of role-playing. The results show that most studies reported improvements in students’ learning outcomes, learning activities, and conceptual understanding after the implementation of role-playing. This model has been proven to provide concrete learning experiences, increase student engagement, and foster communication and collaboration skills. However, some studies also found that improvements in learning outcomes were not always significant, especially when scenario planning, media support, and student readiness were not optimal. These variations indicate that the success of role-playing is strongly influenced by the context and quality of instructional implementation. Overall, this review confirms that role-playing has strong potential as an active learning strategy that can enhance Social Studies learning outcomes in primary schools. The findings are expected to serve as a reference for teachers in designing more effective applications of role-playing and as a foundation for future research on innovations in Social Studies learning.
Emotional Intelligence and Affective Pedagogy: Pillars for a Humanized Education in the Health Sciences García, Fernanda Irene Gómez
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2095

Abstract

Emotional intelligence is an essential competency in the training of health sciences students, as it promotes psychological well-being, improves academic performance, and strengthens the doctor-patient relationship. Affective pedagogy, which incorporates emotions into the educational process, is a key strategy for developing this type of intelligence in the university setting. Through a narrative review of 27 articles, we analyzed the relationship between emotional intelligence and affective pedagogy as the basis for a humanized education for health sciences students. The results indicated that students with higher emotional intelligence manage their emotions better in challenging contexts, which positively impacts their learning and the healthcare they provide. Furthermore, emotionally competent teachers and the use of affective methodologies significantly contribute to the development of these skills in students. Emotional intelligence in higher education is crucial for training more empathetic, resilient, and effective healthcare professionals. This requires educational environments that integrate the emotional component into teaching.
Playing Blocks Against Early Childhood Social-Emotional Development Cinna, Paramidhita Buana; Wahira, Wahira; Asrifan, Andi; Herlina, Herlina
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2174

Abstract

Play has many roles in a child's development. It's the same with playing blocks. Blocks are toys that we often see in school, blocks are educational games that are made of wood or foam and are played by shaping the desired building. This study aims to determine the influence of block games on children's social-emotional development and to determine the level of early childhood social-emotional development before and after being given block play activities. The research method used the One Group Pretest–Posttest design. In this design, there is only one group of subjects who are given treatment in the form of block play. through pretest and posttest which is carried out using direct observation of the research sample. The data analysis used was descriptive analysis and inferential analysis. The results of the study show that block play activities have a significant and positive influence on improving the social-emotional development of children aged 5-6 years. Descriptively, there was a substantial increase in social-emotional development scores. This is shown by a significant increase in the average score, from 75.38 in the pretest stage  to 92.92 in the posttest stage. The results of hypothesis testing using the Wilcoxon Signed Rank Test confirmed the existence of a significant influence. A p-value of 0.001498 was obtained, which is far below the significance level. These findings support the rejection of the Null Hypothesis (), which means that there is a significant difference between  pretest and posttest scores.
Puzzle Media on Early Childhood Cognitive Abilities Jumaedah, Jumaedah; Herlina, Herlina; Herman, Herman; Wahira, Wahira; Darwis, Assidiq
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2175

Abstract

Puzzles stimulate children to recognize relationships between parts and wholes, understand patterns and shapes, hone visual memory skills, practice cause-and-effect logic, and develop simple strategies through trial and error. This study aims to determine the cognitive abilities of children in the control group and the experimental group before and after being given learning using puzzle media. The type of research used is quantitative with quasi-experimental design or pseudo-experimental research. Using data collection techniques in the form of observations, tests, interviews, and documents. The data analysis used goes through two stages, namely descriptive statistical analysis and inferential analysis. Descriptive analysis is used to provide an overview of children's cognitive development, while inferential analysis is used to test hypotheses whether there is a significant difference between the experimental group (puzzle media) and the control group (conventional learning). The results showed that the gross motor development of children aged 5-6 years after participating in learning with fuzzle media  in the experimental group could be said to be significant based on the results  of the paired sample t test with a p-value smaller than the significance level of 5%. The gross motor development of children aged 5-6 years after participating in learning with conventional media can be said to be significant based on the results  of the Wilcoxon Signed Rank test with a p-value greater than the significance level of 5%. Based on the results  of the Independent Sample T-Test, it was found  that the p-value was smaller than the significance level of 5%, so there was a significant difference in the cognitive development of children aged 5-6 years between the groups that participated in learning using fuzzle media and conventional media.
Problem-Based Learning as an Innovative Approach in Elementary Social Studies Education: A Thematic Analysis of Empirical Studies Burhan, Imron
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2209

Abstract

Social Studies learning in elementary schools is required not only to focus on the mastery of concepts but also to promote the development of critical thinking skills, problem-solving abilities, and active student participation. One instructional approach considered capable of addressing these demands is Problem-Based Learning (PBL). This study aims to thematically analyze empirical research findings on the implementation of PBL in elementary Social Studies education. The research method employed is a literature review using a qualitative approach based on thematic analysis of national scholarly articles published between 2018 and 2025. The data were analyzed through coding procedures and the categorization of research findings into major themes. The results indicate that the implementation of PBL consistently improves students’ Social Studies learning outcomes, enhances critical thinking and higher-order thinking skills, and increases students’ motivation, activeness, and engagement in learning. Furthermore, the integration of PBL with various instructional media has been shown to strengthen the effectiveness of Social Studies learning, although challenges related to teacher readiness and limited supporting facilities remain. This study concludes that PBL is an innovative, effective, and relevant instructional approach for improving the quality of Social Studies education in elementary schools and has important implications for the development of instructional practices and future research.
Beyond Rote Memorization: Reconstructing Quranic Pedagogical Frameworks Through Neurocognitive Learning Principles in Indonesian Islamic Schools Rasmuin, Rasmuin; Khasani, Fahim
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2299

Abstract

This article addresses a gap between Islamic educational philosophy and contemporary learning science: the absence of a theoretically grounded framework that reconciles the ḥifẓ (Quranic memorization) tradition with neurocognitive evidence on deep, durable learning. Quranic memorization has long served as the epistemological foundation of Islamic scholarly transmission in Indonesia and the wider Muslim world. However, its dominant pedagogical form—mechanical repetition-based rote learning—has increasingly been identified as cognitively suboptimal and poorly aligned with how the human brain encodes and retains complex knowledge over time. Existing scholarship tends to take two opposing positions. Some defend memorization through theological arguments without engaging cognitive science, while others critique it through secular constructivist frameworks that overlook the spiritual and epistemic dimensions of Quranic pedagogy. Using qualitative conceptual library research and interdisciplinary thematic synthesis, this article brings Islamic pedagogical traditions into dialogue with neurocognitive learning theories. It focuses particularly on the concepts of tartīl, tadabbur, and tarbiyah, and relates them to theories such as cognitive load theory, retrieval practice, spaced repetition, neuroplasticity, and embodied cognition. The analysis yields a novel conceptual model: the Neurocognitive Quranic Pedagogy (NQP) Framework, which proposes a reconstructed pedagogy that preserves the spiritual and epistemic integrity of ḥifẓ while substantially deepening its cognitive architecture. The article contributes to global debates on religious memorization pedagogy and offers actionable implications for Islamic school curriculum reform, teacher education, and knowledge transmission practices in Indonesia and beyond.

Page 14 of 14 | Total Record : 137

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