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Kammer Tuahman Sipayung
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INDONESIA
Jurnal Pendidikan dan Pengajaran
Published by Merwinspy Publisher
ISSN : -     EISSN : 30259088     DOI : https://doi.org/10.69820/jupeja.v1i1
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Menyediakan sarana publikasi penelitian empiris dan bidang pengajaran dan linguistik terapan. Menyebarluaskan hasil-hasil penelitian ilmiah baru dalam bidang tersebut yang dapat diterapkan sebagai solusi alternatif dalam bidang linguistik terapan maupun pengajaran. Mempercepat transfer pengetahuan dari penelitian ke praktik. Oleh karena itu, jurnal ini memuat artikel empiris dan ulasan kritis baik menggunakan pendekatan kuantitatif (mainstream), pendekatan kualitatif (alternatif), dan metode lainnya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 44 Documents
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IMPLEMENTASI PEMBELAJARAN KONSELING DENGAN PENDEKATAN TERAPEUTIK LOVE LANGUAGE TERHADAP MOTIVASI BELAJAR ANAK USIA DINI Rina Hizriyani; Cici Masriah; Cucu Sopiah
Jurnal Pendidikan dan Pengajaran (JUPEJA) Vol. 3 No. 1 (2025): Februari
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jupeja.v3i1.606

Abstract

Learning motivation in early childhood education remains a significant challenge, as young children are developmentally prone to experiencing fluctuations in attention, interest, and engagement during learning activities. These conditions may affect their participation and enthusiasm in the classroom. This study aims to describe the implementation of a counseling-based learning approach grounded in language-of-love therapy to enhance the learning motivation of Group A children. The study employed a qualitative research design, with data collected through classroom observations, interviews, and documentation. The findings indicate that the counseling-based learning approach integrated with language-of-love therapy was implemented effectively through teachers’ affectionate interactions, emotional attentiveness, positive communication, and responsive support for children’s individual needs. This approach contributed positively to children’s learning motivation, as reflected in increased enthusiasm, active participation, engagement, and willingness to take part in learning activities. The findings suggest that integrating therapeutic counseling principles with a language-of-love approach can foster a safe, emotionally supportive, and enjoyable learning environment for young children. Therefore, this approach has potential as an alternative pedagogical strategy for strengthening learning motivation and supporting the social-emotional development of children in early childhood education settings
IMPLEMENTASI MODEL KONSELING CALM CORNER DALAM MEMBANTU PERKEMBANGAN EMOSIONAL ANAK USIA DINI Rina Hizriyani; Alda Thalia Salsabila
Jurnal Pendidikan dan Pengajaran (JUPEJA) Vol. 3 No. 2 (2025): November
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jupeja.v3i2.607

Abstract

Emotional development is an important aspect of human development, including in early childhood. Emotional development in young children refers to their ability to recognize and express their feelings toward themselves and others. To support appropriate emotional development, teachers can employ various methods to facilitate the developmental process. One method that can be used is the Calm Corner counseling model, also known as a quiet corner for children. This study employed a qualitative research method aimed at examining the implementation of the Calm Corner counseling model in supporting the emotional development of young children in Group A at TK Aisyiyah Bustanul Athfal Tengah Tani. The subjects of the study consisted of six children. The results showed that all six children initially experienced difficulties in emotional development. However, their emotional development gradually improved after the implementation of the Calm Corner in the classroom. This improvement was reflected in the final results, which showed an increase in the percentage of children who demonstrated emotional development. Initially, none of the children (23%) were able to demonstrate the expected emotional development independently. After the implementation of the Calm Corner, this percentage increased to 83%. Meanwhile, the percentage of children who were able to demonstrate the expected emotional development with assistance decreased from 83% to 17%. Children who were previously unable to demonstrate the expected emotional development subsequently became able to do so with assistance. Therefore, the findings of this study indicate that the Calm Corner can be used as an alternative strategy to support the emotional development of young children.
STRATEGI PENGASUHAN TERINTEGRASI DALAM PEMBENTUKAN KEDISIPLINAN IBADAH SANTRIWATI DI PONDOK PESANTREN ANNAKHIL DARUNNAJAH 6 MUKOMUKO BENGKULU Nisa Fadillah Rahmah; Andi Aziz; Eka Zendriyan Pangestu
Jurnal Pendidikan dan Pengajaran (JUPEJA) Vol. 4 No. 2 (2026): November In Progress
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jupeja.v4i2.626

Abstract

Worship discipline is a central indicator of character formation in Islamic boarding schools, yet it is still reported as a list of caregiving practices rather than analysed as a mechanism. This study describes how the integrated student care system at Annakhil Darunnajah 6 Islamic Boarding School, Mukomuko, Bengkulu, forms female students' worship discipline, how educative reward and punishment function within it, and which contextual factors regulate its pace. A single instrumental case study with a descriptive-interpretive qualitative design was used, with nine participants selected purposively and sufficiency justified through information power. Data came from seven observation episodes across May 2026 (about twenty-two contact hours), in-depth interviews, and document analysis, examined through the Miles and Huberman interactive model combined with reflexive thematic analysis, triangulation, member checking, peer debriefing, an audit trail, and reflexivity over the first author's insider position. The four strategies form a graded regulatory sequence rather than parallel techniques: habituation and supervision as external regulation, exemplary conduct and formative guidance as guided practice, dialogue and a personal approach as support for self-regulation, with reward and punishment acting as a pace regulator rather than the principal engine. Participants perceived a shift towards autonomous religious motivation, yet a negative case among new students shows discipline collapses when scaffolding is withdrawn prematurely.
SISTEM PENGASUHAN SANTRI DAN PENGELOLAAN PROGRAM EKSTRAKURIKULER SEBAGAI PREDIKTOR KARAKTER DISIPLIN SANTRI DI PESANTREN BERASRAMA Agif Septa Meswari; Andi Aziz; Hasim Abdul Jamil
Jurnal Pendidikan dan Pengajaran (JUPEJA) Vol. 4 No. 2 (2026): November In Progress
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jupeja.v4i2.633

Abstract

Meta-analytic evidence shows that character education programmes yield only small average effects and that boarding in itself is not consistently associated with better student development; the quality of the arrangements operating inside the residential setting is therefore a more plausible focus of inquiry. Which of those arrangements carries greater predictive weight remains unknown, because the santri care system and extracurricular programme management have so far been examined separately rather than in a single model. This study estimates the relative predictive weight of both when they are modelled simultaneously. A cross-sectional survey analysed with multiple linear regression was administered to the entire population of 112 santri at Annakhil Darunnajah 6 Islamic Boarding School, Mukomuko, Bengkulu (census). Three scales care system (16 items, α = .897), extracurricular management (10 items, α = .851), and discipline (10 items, α = .827) met the criteria for content validity and internal consistency; inter-construct correlations corrected for attenuation (.61–.76) remained below the .85 discriminant threshold. Both predictors were positively and significantly associated with discipline: care system β = .515, 95% CI [.35, .68], p < .001, f² = .37; extracurricular management β = .270, 95% CI [.11, .43], p = .001, f² = .10. Together they explained 48.5% of the variance in discipline scores (R² = .485; adjusted R² = .476; F(2, 109) = 51.38, p < .001), with effective contributions of 33.9% and 14.7%, respectively. Descriptively, the care system is therefore the dominant predictor and extracurricular management a complementary predictor; the difference between the two coefficients was not formally tested. Because the design is correlational and both the predictors and the outcome were reported by the same respondents, the findings describe statistical association and explained variance within this population, not causal effects. The weakest indicators consistency of rule enforcement and habituation to the daily schedule mark the point at which the explanatory power of the model diminishes.

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