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Jurnal Pendidikan Tuntas
Published by Yayasan Almahmudi Bin Dahlan
ISSN : 30255430     EISSN : -     DOI : 10.70437/jpt
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Jurnal Pendidikan Tuntas is published by LPPI Yayasan Almahmudi Bin Dahlan, in helping academics, researchers, and practitioners to disseminate their research results. Jurnal Pendidikan Tuntas is a blind peer-reviewed journal dedicated to publishing quality research results in the fields of education. All publications in the Jurnal Pendidikan Tuntas are open access which allows articles to be available online for free without any subscription. Jurnal Pendidikan Tuntas is a national journal with e-ISSN: 3025-5430, and is free of charge in the submission process and review process. Jurnal Pendidikan Tuntas publishes articles periodically four times a year, in March, June, September and December. Jurnal Pendidikan Tuntas uses Turnitin plagiarism checks, Mendeley for reference management and supported by Crossref (DOI) for identification of scientific paper.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 225 Documents
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Penerapan Metode Diskusi Terhadap Peningkatan Hasil Belajar PAI di Kelas X.E.4 SMA Negeri 8 Padang Taqwyma, Ahsani
Jurnal Pendidikan Tuntas Vol. 2 No. 4 (2024): Edisi Desember 2024
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

This study aims to determine the effectiveness of implementing the discussion method in improving Islamic Religious Education (PAI) learning outcomes in class X.E.4 at SMA Negeri 8 Padang. This research employs a Classroom Action Research (CAR) approach consisting of four cycles: planning, action, observation, and reflection. The results show that the discussion method can enhance students' understanding of the subject matter and their involvement and confidence in expressing opinions. In the first cycle, the percentage of student learning completeness was 60%, which increased to 80% in the second cycle and reached 100% in the third cycle. With effective teacher guidance and well-prepared planning, this method can serve as an innovative and effective learning strategy.
Peningkatan Hasil Belajar PAI Pada Siswa Kelas XI Dengan Model Problem Based Learning di SMK N 1 Batipuh Putra, Irvan Darma
Jurnal Pendidikan Tuntas Vol. 2 No. 4 (2024): Edisi Desember 2024
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

This study aims to improve student learning outcomes in Islamic Religious Education (PAI) subjects through the application of the Problem Based Learning (PBL) learning model in class XI of SMK Negeri 1 Batipuh. The method used was Classroom Action Research (PTK) which was carried out in two cycles, each consisting of planning, action, observation, and reflection stages. The focus of the research was on the material of Marriage in Islam. The results showed that the application of the PBL model was effective in improving learning outcomes and student activeness. The average class score increased from 72 in cycle I to 80 in cycle II, with the percentage of student completeness increasing from 60% to 85%. In addition, student activeness in discussions and presentations increased significantly. The PBL model not only improved students' academic results but also encouraged the development of critical thinking skills, collaboration, and self-confidence. This study concludes that the application of the PBL model is worth using as an innovative method in PAI learning, especially to improve the quality of education in SMK. It is recommended that teachers utilize this model regularly with structured guidance and relevant teaching materials.
Peningkatan Keterampilan Membaca Huruf Hijaiyah Menggunakan Metode Tilawati Pada Anak Kelompok A TK 011 Permataku Mahera, Sena Bella; Marleni, Lusi; Asilestari, Putri
Jurnal Pendidikan Tuntas Vol. 3 No. 1 (2025): Edisi Maret 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

This study aims to improve the skills of reading hijaiyah letters using the tilawati method in group A children of TK 011 Permataku. The ability to read hijaiyah letters studied is to read hijaiyah letters randomly and distinguish hijaiyah letters that are almost similar. This type of research is class action research. The subjects of this study were 15 group A children consisting of 8 boys and 7 girls. The object of this research is the skill of reading hijaiyah letters using the tilawati method. Data collection techniques through observation and tests. Data analysis techniques carried out descriptively qualitative and quantitative. The success indicator in this study is said to be successful if the ability to read hijaiyah letters with good categories has reached a minimum percentage of 86%. The results showed that the ability to read hijaiyah letters can be improved through the tilawati method. The success is done with steps, reading together using tilawati props, giving children the opportunity to read alone using tilawati tones, giving greater opportunities to children whose improvement in the ability to read hijaiyah letters is still difficult and the teacher motivates and accompanies the child. The increase can be seen from the change in good criteria in each cycle, at the time of pre-action showing the results of 14%, then began to increase in Cycle I by 46% and in Cycle II by 86%.
Penerapan Experiential Learning dalam Pengembangan Kompetensi Sosial Emosional Peserta Didik Safitri, Safia
Jurnal Pendidikan Tuntas Vol. 3 No. 1 (2025): Edisi Maret 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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This research is a literature review that aims to explore the application of experiential learning approach in developing learners' social-emotional competence. The background of this study is based on the increasing need for learning strategies that not only develop cognitive aspects, but also support learners' emotional and social growth holistically. The method used in this review is narrative synthesis and thematic analysis of relevant literature selected through certain inclusion criteria, such as publication within the last 10 years and focus on primary to secondary education. The results of the literature review show that the application of experiential learning has a significant influence on the development of learners' social-emotional competence. Three main themes emerged through thematic analysis: first, direct experience as the foundation of emotional learning; second, the role of reflection in shaping self-awareness and emotion regulation; and third, the importance of collaborative social contexts in fostering empathy and interpersonal skills. It is hoped that the results of this study can serve as a reference for pre-educators in designing more effective learning to increase students' independence.
Pembelajaran Sosial Emosional di Sekolah Dasar Murtiningsih, Dwi Rahayu
Jurnal Pendidikan Tuntas Vol. 3 No. 1 (2025): Edisi Maret 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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This study discusses the importance of implementing Social, and Emotional Learning (SEL) at the Elementary School level as a foundation for holistic character development and student competency. The purpose of this study is to identify and analyze the concept, implementation, and impact of social emotional learning in the elementary school environment. This study uses a literature review method with a content analysis approach and narrative synthesis of various academic literature, including journals, books, and relevant research reports. The results of the study indicate that SEL makes a positive contribution to the development of social skills, emotional management, increased empathy, and increased student academic achievement. In addition, the success of SEL implementation is influenced by teacher support, an integrated curriculum, and a conducive learning environment. This study concludes that systematic integration of SEL in learning in elementary schools is very important for forming students' emotionally and socially balanced personalities. The implications of this study point to the importance of teacher training and the formulation of educational policies that support the sustainable implementation of SEL.
Implementasi Pembelajaran Sosial Emosional dalam Meningkatkan Kesejahteraan dan Prestasi Peserta Didik Rahayu, Indah Dwi
Jurnal Pendidikan Tuntas Vol. 3 No. 1 (2025): Edisi Maret 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Social Emotional Learning (SEL) is a crucial educational approach aimed at holistically developing students’ social and emotional competencies. This article aims to examine the implementation of SEL in school environments to improve students’ psychological well- being and academic performance. The research method used is a literature review, which involves analyzing various scholarly journals, books, and relevant articles to identify the concepts, objectives, benefits, implementation strategies, and impacts of SEL. The findings indicate that SEL implementation significantly enhances students’ abilities to manage emotions, build positive social relationships, and improve focus and learning motivation. SEL also contributes to the creation of an inclusive and supportive learning environment. However, challenges such as limited resources, time constraints, and the need for teacher training remain obstacles to effective implementation. This article is expected to serve as a reference for educators and policymakers to effectively integrate SEL into the education system.
Penguatan Karakter dan Kecakapan Abad 21 melalui Pembelajaran Sosial Emosional Hafizah, Hafizah
Jurnal Pendidikan Tuntas Vol. 3 No. 1 (2025): Edisi Maret 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Social Emotional Learning (PSE) is an educational approach that emphasizes the development of students' social, emotional and character skills. This review aims to understand the basic concepts of EE, identify the challenges of its implementation in schools, and offer strategic solutions to strengthen the implementation of EE in various educational contexts in Indonesia. The literature review was conducted on accredited national journals in the last ten years with a narrative synthesis approach. The results show that PSE has a positive impact on students' academic achievement and well-being, although it still faces implementation constraints such as limited teacher understanding, resources and policy support. Therefore, strengthening teachers' capacity and integrating PSE in education policy are key.
Menumbuhkan Karakter Sejak Dini Tentang Pembelajaran Sosial Emosional Dalam Pendidikan Dasar Delnanda, Afadia
Jurnal Pendidikan Tuntas Vol. 3 No. 1 (2025): Edisi Maret 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Social Emotional Learning (SEL) is an approach that aims to shape students' competencies in managing emotions, establishing positive relationships, and making responsible decisions. This study aims to understand the basic concept of SEL, identify implementation challenges, explore solutions offered in the literature, and initiate the development of SEL at the elementary education level. Using a library research method with a narrative synthesis strategy, literature was collected from various trusted sources in the last five years (2019–2024). The results of the study indicate that although SEL has many benefits, its implementation is still hampered by a lack of teacher understanding, curriculum limitations, and minimal policy support. The solutions offered include teacher training, integration of SEL values in learning, and development of contextual and local culture-based programs. This study recommends the need to strengthen policies and develop an integrated SEL model in the Indonesian elementary education system.
Pembelajaran Sosial Emosional: Konsep, Permasalahan, Solusi dan Gagasan Pengembangan di Sekolah Dasar Khairunnisya, Khairunnisya
Jurnal Pendidikan Tuntas Vol. 3 No. 2 (2025): Edisi Juni 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Social emotional learning (SEL) is an educational approach that focuses on developing social and emotional skills, attitudes and values in learners. This literature review aims to understand the basic concept of SEL, identify problems in its implementation, and offer solutions and development ideas in the primary school environment. The method used is content analysis and narrative synthesis of relevant literature, focusing on publications from 2003 to 2025. The results show that SEL plays an important role in improving learners' motivation to learn, academic outcomes, and social skills. However, the implementation of SEL still faces challenges such as lack of teacher training, lack of integration in the curriculum, and low student motivation due to lack of understanding and practice of SEL in the classroom. Proposed solutions include teacher training, integration of SEL in learning, and development of collaborative and project-based learning models. The article also provides ideas for the development of SEL through literacy approaches, emotional education, and the creation of a safe and inclusive learning environment.
Peran Guru dalam Menerapkan Pembelajaran Sosial Emosional untuk Mewujudkan Sekolah yang Ramah dan Empatik Khairani, Indah
Jurnal Pendidikan Tuntas Vol. 3 No. 2 (2025): Edisi Juni 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Social Emotional Learning (SEL) has become an essential approach in modern education as it focuses on the development of students’ social and emotional competencies, such as self- awareness, empathy, and the ability to build positive relationships. This article aims to examine the strategic role of teachers in implementing SEL as an effort to create a friendly and empathetic school environment. Using a descriptive-qualitative approach, this article explores various strategies employed by teachers to integrate SEL into the learning process, the challenges they face, and its impact on school climate. The discussion reveals that teachers play a central role as facilitators, role models, and motivators in shaping a school culture that supports students’ character development. Consistent implementation of SEL contributes to reducing social conflicts, enhancing students’ emotional well-being, and creating an inclusive and supportive learning atmosphere. Therefore, teacher training, policy support, and collaboration among school members are key factors in the success of this program.

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