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ISSN : -     EISSN : 30317762     DOI : -
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other
Open Access Journals Published The Journal of Educational Science Learning and Research is published regularly twice a year. With three annual publications: January and June Journal of Educational Science Learning and Research is intended to help researchers develop and communicate original research and current issues regarding education and teaching including: research on learning and teaching strategies, curriculum development, assessment and materials development, development teachers and educational evaluation policies and long-term educational planning. The Journal of Educational Science Learning and Research publishes comprehensive research articles by inviting reviews from leading experts in the field. Incoming articles will undergo blind peer-review and are selected based on high scientific studies and the ability to make important contributions in the field of education. Open Access Journals Published The Journal of Educational Science Learning and Research is published regularly twice a year. With three annual publications: January and June Journal of Educational Science Learning and Research is intended to help researchers develop and communicate original research and current issues regarding education and teaching including: research on learning and teaching strategies, curriculum development, assessment and materials development, development teachers and educational evaluation policies and long-term educational planning. The Journal of Educational Science Learning and Research publishes comprehensive research articles by inviting reviews from leading experts in the field. Incoming articles will undergo blind peer-review and are selected based on high scientific studies and the ability to make important contributions in the field of education.
Arjuna Subject : Umum - Umum
Articles 32 Documents
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LOOKING AT THE BASIS AND ORIENTATION OF ISLAMIC RELIGIOUS EDUCATION Isna Aswaladani S.Pdi
Journal of Educational Science Learning and Research Vol 1 No 2 (2024)
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Abstract

Islamic education is a part of the Islamic religion itself, therefore Islamic education should not run away from the meaning of Islam which aims to seek spiritual and material success in life. Therefore, the basis used in Islamic education is the arguments of the Qur'an and hadith which contain global or detailed information about Islamic education. In addition, other provisions are also used which in the history of Islamic education have been tested for their substance. Islamic education has two main orientations, namely first, serving Allah as the khaliq and understanding oneself as a khalifa on earth. This orientation is useful for designing students' beliefs so that they remain framed in Islamic values ​​and morality. Second, educating by understanding the nature of students, at this limit, not only Islamic education material is urgent but the method and learning process are also important
SOCIODRAMA METHOD WITH STUDENTS' PRAISEABLE MORALS STATE ELEMENTARY SD NEGERI 040470 LINGGA JULU, KEC.SIMPANG EMPAT Ade Ridho Rejeki
Journal of Educational Science Learning and Research Vol 1 No 2 (2024)
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Abstract

The learning methods commonly used by most teachers are discussion, lecture and question and answer methods, where the teacher is the center of information, so that students become less active and only as recipients of information. The sociodrama method is to dramatize behavior in relation to social problems. The sociodrama method used is expected to carve out commendable morals in oneself through habituation in daily life. The commendable morals formed through the sociodrama method are expected to be morals towards Allah, morals towards humans, and morals towards parents. The purpose of this study specifically is to determine the relationship between the sociodrama method and students' commendable morals. This study was conducted in Class VI of Elementary School 040470 Lingga Julu, Simpang Empat District. The data collection technique was a questionnaire distributed to 23 respondents who were students of Elementary School 040470 Lingga Julu, Simpang Empat District. The results of the study on the relationship between the sociodrama method and students' commendable morals can be seen from the Pearson moment correlation analysis obtained a significance value of less than 0.05, namely 0.023 <0.05, so the research hypothesis is accepted. This means that there is a relationship between the sociodrama method and the commendable morals of students at Elementary School 040470 Lingga Julu. The conclusion of this study is that there is a fairly strong relationship between the sociodrama method and the commendable morals of students at Elementary School 040470 Lingga Julu, Simpang Empat
IMPLEMENTATION OF PEER TUTORING METHOD IN OVERCOMING STUDENTS' LEARNING DIFFICULTIES IN ISLAMIC RELIGIOUS EDUCATION SUBJECTS AT SDN 040478 SIGARANG-GARANG Justina Br Sitepu
Journal of Educational Science Learning and Research Vol 1 No 2 (2024)
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Abstract

This study aims to determine the application of peer tutoring methods in overcoming the problem of students' learning difficulties in Islamic Religious Education subjects and the factors that support and inhibit the application of peer tutors in overcoming students' learning difficulties in Islamic Religious Education subjects at SDN 040478 Sigarang Garang. This study is a study that uses descriptive methods with a qualitative approach. Based on the results of the study, the implementation of peer tutoring methods at SDN 040478 Sigarang Garang can run with satisfactory results for teachers and students, as evidenced by the Islamic Religious Education teacher here as a guide, tutor determinant, helping to organize groups, helping with learning difficulties and evaluating at the end of each month. Supporting internal factors include maturity, intelligence, motivation, and internal inhibiting factors that arise from within the student including students who are less able to understand the information given by the teacher or lack of self-motivation in learning and students cannot apply religious material received at school in everyday life While external supporting factors are factors that are outside the individual or social factors such as teachers, family, society, school, friends. And inhibiting factors from outside are the lack of cooperation between teachers and parents of students and the lack of science and technology. Learning with the peer tutoring method shows very well and will be implemented continuously both in and out of class. So that the results of this study are close to the reality of the participants' conditions.
EFFORTS TO IMPROVE STUDENTS' LEARNING OUTCOMES THROUGH THE ROLE PLAYING METHOD IN PAI SUBJECTS AT SMP AL WASHLIYAH 42 BERASTAGI Epiyani
Journal of Educational Science Learning and Research Vol 1 No 2 (2024)
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Abstract

This study aims to determine efforts to improve student learning outcomes through the role playing method in Islamic Religious Education subjects at SMP Al Washliyah 42 Berastagi. This role playing method uses at least 2 (two) cycles for 29 children. Data acquisition was carried out using observation, testing and documentation techniques. The collected data were analyzed using descriptive analysis. The results of this study indicate that the application of the role playing method to Islamic Religious Education subjects on the growth of knowledge during the Umayyad dynasty can improve the learning outcomes of class VII students of SMP Al Washliyah 42 Berastagi in the 2022/2023 academic year. This can be seen from the increase in the presentation results of each cycle. In the pre-cycle activities, the percentage of completion was 20.68. The percentage of completion increased in cycle I, which was 75.86%. Then in cycle II, it reached a percentage of 93.13%. In cycle II, it was stopped because 100% of students had experienced completion. Thus, the application of this method is categorized as successful in helping to improve student learning outcomes.
THE INFLUENCE OF TECHNOLOGY USE ABILITY AND ONLINE LEARNING POLICY DURING THE CORONA PANDEMIC ON THE QUALITY OF EDUCATION AT MTs. AL HUDA PANGKALAN SUSU Sri Anitawati
Journal of Educational Science Learning and Research Vol 1 No 1 (2024)
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Abstract

At MTs Al Huda Pangkalan Susu, teachers' technological abilities during the pandemic have had a big impact on the quality of education. This is because learning during the pandemic was carried out online. The aim of this research is to look at how the quality of education during Covid has been implemented as the government's online learning policy has been implemented. The research was conducted at MTs Al Huda Pangkalan Susu from January - March 2024. This research is quantitative research, the population and sample size are the same, namely 12 people, using the Totally Sampling method. There is a positive and significant influence of interpersonal communication on the quality of learning. amounting to 29.3%. There is a positive influence and use of technology on teacher performance of 71.0%. There is a positive and significant influence on the quality of learning of 70.9%.
THE ROLE OF THE PRINCIPAL OF MADRASAH IN IMPROVING THE SENSE OF NATIONALISM AND TOLERANCE IN REJECTING RADICALISM AT MTs AL HUDA PANGKALAN SUSU Muhammad Ikhsan Ritonga
Journal of Educational Science Learning and Research Vol 1 No 1 (2024)
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Abstract

The many problems of radicalism that are currently developing are demanded by the role of madrasahs to fight the emerging radicalism. As the head of the madrasah to avoid radicalism especially in madrasahs, a sense of nationalism and tolerance are needed. This is what drives the research in this madrasah so that we can see how nationalism and tolerance are needed by students and how the madrasah increases the sense of nationalism and tolerance and how the head of the madrasah changes the radicalism of Al Huda Pangkalan Susu. This study uses quantitative research. Therefore, this study is expected to be able to bring up radicalism in Madrasahs. Because with a strong sense of nationalism, radicalism will not develop anywhere. From these choices using the SPSS 2.5 application with a multiple regression formula, significant results were found, namely rejecting radicalism by fostering a sense of nationalism and tolerance. This is evidenced by the regression discussed being lower than the regression table (0.000 <0.05). While the role of the head of the madrasah in increasing the sense of nationalism and increasing in rejecting radicalism with the level of regression discussed being lower than the regression table (0.008 <0.05)
LEARNING MANAGEMENT ISLAMIC EDUCATION Fitriana, S.Pd.I
Journal of Educational Science Learning and Research Vol 1 No 1 (2024)
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Abstract

The purpose of this study was to describe the management of Islamic Religious Education learning at SD Negeri 3 Sampoiniet. This research method uses a qualitative descriptive method. Data were collected by interview, observation, and documentation. Subjects of the study: principal, curriculum representative, Islamic Religious Education teacher and students. The results of this study are that Islamic Religious Education teachers at the beginning of the school year have prepared learning tools, implementation of Islamic Religious Education teacher learning using various methods and classroom management, learning evaluation, including cognitive, affective, and psychomotor, problems and solutions, Islamic Religious Education teachers held Islamic Religious Education KKG
IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT THROUGH APPLICATION OF JIGSAW STRATEGY Siti Fitri Hasibuan; Sri Rahma Yani Harahap
Journal of Educational Science Learning and Research Vol 2 No 1 (2025)
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Abstract

This study was aimed to find out the improvement of students’ achievement in reading narrative text by using Jigsaw Strategy at Mts Swasta Al husna. The subject of this study was grade IX of Mts Swasta Al husna . It was consisted of 32 Students. The objective of the study was to improve the students’ achievement in reading Narrative text by using Jigsaw Strategy. The research of this study was conducted by using Jigsaw Strategy in Classroom Action Research. The technique of analyzing the data of this research is applied qualitative and quantitative data. The qualitative data were taken from diary notes, interview sheet, observation sheet and documentation. The quantitative data were taken from reading test. In the pre-test the student’s gotten up 65 there were only 2 of 32 students (6,25%). In the post-test of cycle 1, students who got up 65 there were 8 of 32 students (25%). It means that there was improvement about 18,75%. In the post-test of cycle II, students who got up 65 there were 29 of 32 students (90,62%). The improvement was about 65,62%. The total improvement of the students’ score pre-test to post test of cycle II was 84,37%. In another words, the students got the better score to the next meeting. Based on the finding, the alternative hypothesis was accept. It means, that jigsaw strategy could improve students’ achievement in reading Narrative text.
APPLICATION OF DISCUSSION METHODS IN PAI LEARNING STATE ELEMENTARY SCHOOL 056642 KAMPUNG BARU Nurlia, S.Pd
Journal of Educational Science Learning and Research Vol 1 No 1 (2024)
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Abstract

There are many teaching methods applied by teachers in schools. One of them is the discussion method. This method emphasizes interaction between fellow students and also teachers in discussing or finding solutions to learning materials. If implemented properly, this discussion method can stimulate students to think or express their own opinions so that it will also train students to think critically and confidently. In Islamic religious education learning, the discussion method is not just an ordinary conversation or debate, but discussions arise because there are problems that require various answers or opinions. This is necessary for students in the future, not only because humans are always faced with various problems that cannot be solved alone, but also because through cooperation or deliberation a better solution may be obtained. The application of the discussion method carried out by students, especially with the guidance of teachers in Islamic religious education learning, is believed to be one of the right methods in channeling useful knowledge and deeper understanding
IMPLEMENTATION OF INQUIRY LEARNING STRATEGY TO IMPROVE MOTIVATION AND PAI LEARNING OUTCOMES OF GRADE 5 ELEMENTARY SCHOOL STUDENTS OF SDN 047166 SUKADAME, TIGA PANAH DISTRICT, KARO REGENCY Yanti Maryani
Journal of Educational Science Learning and Research Vol 1 No 2 (2024)
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Abstract

This research is motivated by the need for problem-solving skills both in class and in the community, the ability to overcome problems faced, and also the need for the ability to apply the knowledge, skills and skills they have acquired. The purpose of this study is to improve the motivation and learning outcomes of Islamic Religious Education in grade V students of SDN SDN 047166 Sukadame by applying the inquiry learning strategy. This inquiry learning strategy includes the steps (1) orientation, (2) formulating problems, (3) formulating hypotheses, (4) collecting data, (5) testing hypotheses (6) formulating conclusions. The research approach used in this study is called classroom action research. Based on the results of the study, using the inquiry learning strategy has been proven to increase student motivation and learning outcomes. Before the action, the average score of student motivation was 37.4 with moderate criteria, in cycle I the average score of student learning motivation increased to 42.2 with moderate criteria and in cycle II the average student learning motivation increased with high criteria (average score 46.4). Meanwhile, the increase in the average value of learning outcomes, namely before the action the average class value was 65.45; cycle I increased to 72.15; and in cycle II increased to 81.25. In the pre-cycle test, student learning completeness was 35%, in cycle I student completeness increased to 75% while in cycle II student learning completeness reached 85% of students or 17 students achieved a value above KKM (65).

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