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INDONESIA
Indonesian Journal of Learning and Educational Studies
Published by Piramida Akademi
ISSN : -     EISSN : 30218780     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Indonesian Journal of Learning and Educational Studies is a multi-disciplinary, peer-refereed, and academic journal creating a forum for the publication of critical research on learning and education studies. This journal is published by Piramida Akademi with the online ISSN 3021-8780. The journal provides a platform for the publication of the most advanced scientific research in the areas of Learning Methods, Technology in Learning, Curriculum and Development of Learning Materials, Measurement and Evaluation of Learning, Online and Distance Learning, Innovation in Learning, Teacher Professional Development, Continuing Education, educational thinking, educational philosophy, and Character Education. This journal is published two times a year (May and November).
Arjuna Subject : Umum - Umum
Articles 2 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2025): In Press" : 2 Documents clear
Studi komperatif teori among dan zona proximal development dalam pembelajaran sekolah dasar Huda, Mas Rukhin Lubabul
Indonesian Journal of Learning and Educational Studies Vol. 3 No. 2 (2025): In Press
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/ijles.v3i2.216

Abstract

The purpose of this study is to compare Among's theory and Vygotsky's Zone of Proximal Development theory by comparing and providing similarities and differences between the two theories. Both theories were proposed by Ki Hajar Dewantara and Vygotsky, two figures who discussed the concept of a social approach to learning. This research uses a qualitative method with a literature study approach from Ki Hajar Dewantara's perspective on Among Theory and Vygotsky's ZPD theory. The research data is sourced from various books, articles, and accurate information sources. The analysis technique in this research is a comparative study discussing the similarities and differences between the two figures. The results of the reserarch data are: 1) Ki Hajar Dewantara's theory of Among uses the concept of Among, which is divided into Asah, Asih, and Asuh, applied to the learning process, 2) Vygotsky's theory of Zone Proximal Development (ZPD) is related to Scaffolding, which requires interaction between students and teachers with good language skills. 3) Application in primary education, namely the social role in assisting the learning process, such as guidance from teachers and students, students learning in groups, and parental guidance when studying at home. This research contributes by summarizing the concepts of Among and ZPD theories regarding the concepts of the two figures and analyzing their similarities and differences.
Peran mind mapping berbasis budaya terhadap hasil belajar ips siswa sekolah dasar Pamungkas, Dwian Damai; Wijayanti, Dwi; Setyawan, Arya Dani
Indonesian Journal of Learning and Educational Studies Vol. 3 No. 2 (2025): In Press
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/ijles.v3i2.223

Abstract

Kajian ini bertujuan untuk mengetahui pengaruh metode Mind Mapping berbasis budaya pada hasil belajar Ilmu Pengetahuan Sosial (IPS) siswa kelas V di SDN Gelaran 1, Karangmojo, Gunungkidul. Latar belakang kajian ini didasarkan pada rendahnya hasil belajar siswa dalam mata pelajaran IPS yang ditunjukkan oleh nilai rata-rata ujian tengah semester yang belum mencapai Kriteria Ketuntasan Minimal (KKM). Metode yang dipergunakan dalam kajian ini ialah eksperimen semu dengan desain kelompok kontrol non-ekuivalen. Subjek penelitian terdiri dari dua kelas, yakni kelas eksperimen yang diajar menggunakan metode Mind Mapping berbasis budaya serta kelas kontrol yang diajar dengan metode konvensional. Data dikumpulkan melalui observasi, dokumentasi, serta tes pretest serta posttest. Hasil penelitian memperlihatkan jika penggunaan metode Mind Mapping berbasis budaya secara signifikan meningkatkan hasil belajar IPS siswa. Hal ini terlihat dari peningkatan nilai posttest pada kelas eksperimen dibandingkan kelas kontrol. Dengan demikian, metode Mind Mapping berbasis budaya terbukti efektif dalam meningkatkan pemahaman serta daya ingat siswa pada materi IPS. Kajian ini merekomendasikan penggunaan metode ini dalam pembelajaran IPS untuk menciptakan suasana belajar yang lebih menyenangkan serta bermakna

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