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As-Sulthan Journal of Education
Published by Pt Sulthan Journal Publisher
ISSN : -     EISSN : 30638313     DOI : -
Core Subject : Education, Social,
Education Social Sciences
As Sulthan Journal of Education (ISSN 3063 8313) is a peer reviewed open access journal that publishes high quality research articles in the field of education. The journal operates under a double blind review process to ensure the integrity and rigor of the review process, with the aim of fostering the exchange of ideas and knowledge among researchers, academics, and practitioners. As Sulthan Journal of Educational journal focused on exploring the dialogue between research and practice in educational settings. This journal publishes a range of studies in the fields of research, experience, and perspectives on various aspects of education, teaching, development, instruction, educational projects and innovations, learning methodologies, and new technologies in education and learning. The journal welcomes articles from various approaches and methods and encourages submissions from the broader fields of education and learning from around the world. As Sulthan Journal of Education is committed to advancing the understanding of education and its role in society. We welcome original research articles, literature reviews, case studies, and conceptual papers that contribute to the body of knowledge in education. As Sulthan Journal of Education is published four times a year, in January, March, May, July, September, November
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 307 Documents
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RELASI ANTARA DESAIN MODEL PEMBELAJARAN, PENDEKATAN STRATEGIS, DAN METODE KOLABORATIF DALAM KONTEKS PENDIDIKAN MODERN Rohmatun Fitriana
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
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This study aims to understand the triadic relationship between instructional design models, strategic approaches, and collaborative methods within the modern educational ecosystem. The background of this research is the gap between the theoretical demands of 21st-century learning and the empirical realities in the classroom, where teachers tend to apply these three components separately or inconsistently. The research method used is library research with a qualitative approach through literature studies from various written sources. Data were analyzed using data reduction, data display, and data verification with content analysis, discourse analysis, and interpretive analysis techniques. The findings indicate that the instructional design model functions as a systematic planning framework, the strategic approach serves as an integrative e adhesive and an adaptation instrument to the classroom context, while collaborative methods emphasize active cooperation through various models such as Jigsaw, STAD, and Group Investigation. The relationship among the three is reciprocal determinism (mutually determining) rather than linear. This study concludes that the success of modern learning does not lie in the dominance of any single component, but rather in the creation of a harmonious, adaptive, and mutually reinforcing triadic relationship within diverse classroom contexts.
STRATEGY FORMULATION IN MANAGEMENT OF SUSTAINABLE ISLAMIC EDUCATIONAL INSTITUTIONS: STRATEGY FORMULATION IN MANAGEMENT OF SUSTAINABLE ISLAMIC EDUCATIONAL INSTITUTIONS AHMAD JUNAIDI; Sulistyorini Sulistyorini; Agus Zaenul Fitri Agus Zaenul Fitri
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
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The success of Islamic Educational Institutions depends on leaders’ ability to formulate appropriate and accurate strategies. Through strategy formulation, Institutions can identify their strengths, weaknesses, opportunities, and threats. This study is library research with a qualitative approach. Primary data used is the book "Leadership Psychology and Management Psychology" Meanwhile, secondary data consists of books, articles, and other relevant sources. Data collection techniques were carried out by searching for sources, reading, reviewing, linking and recording necessary materials. Data analysis was carried out with reference to Miles and Huberman model, consisting of data condensation, data reduction, and drawing conclusions. This was refined by applying source triangulation to increase findings validity. The results of study indicate that strategy formulation is manifested in three activities: goal setting, environmental analysis, and aligning institution with environment. Fred R. David clarifies these three stages by establishing five strategy formulation phases: developing a clear vision and mission, analyzing external and internal environment, identifying strategic issues, selecting alternative strategies, and evaluating and selecting best strategy
PENINGKATAN SELF HELP SKILL ANAK USIA DINI MELALUI EXERCISE OF PRACTICAL LIFE (EPL) DI PAUD AR-RAUYANI KELURAHAN MUARA PIJOAN Bunga Anggeraini; Dr. Herwina Dewi Librianty, S.E., M.Pd; Erdiyan Saputra, S.Pd., M.Pd.I; Novi Susanti, S.Pd., M.Pd
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
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Abstrak : Penelitian ini bertujuan untuk meningkatkan self help skill anak usia dini melalui penerapan Exercise of Practical Life (EPL) di PAUD Ar-Rauyani Kelurahan Muara Pijoan. Latar belakang penelitian ini adalah rendahnya kemampuan kemandirian anak dalam melakukan aktivitas sederhana, seperti memakai sepatu, membuka bekal, merapikan mainan, dan menggunakan alat makan secara mandiri. Penelitian menggunakan metode Penelitian Tindakan Kelas model Kemmis dan Taggart yang dilaksanakan dalam dua siklus melalui tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian berjumlah sepuluh anak kelompok B usia lima sampai enam tahun. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan Exercise of Practical Life efektif meningkatkan self help skill anak. Pada pra-siklus sebagian besar anak berada pada kategori belum berkembang. Setelah tindakan siklus kedua, seluruh anak mencapai kategori berkembang sesuai harapan dan berkembang sangat baik. Dengan demikian, metode EPL mampu menumbuhkan kemandirian anak secara bertahap, menyenangkan, dan berkelanjutan. Metode ini juga membantu anak menjadi percaya diri dalam kehidupan sehari-hari.
KONSEP DASAR PENDIDIKAN INKLUSI: LANDASAN FILOSOFIS, PRINSIP, DAN IMPLEMENTASINYA DALAM SISTEM PENDIDIKAN Muhammad Mukhlas Adi Putra PUTRA; Muhammad Hasan Noufal; Ahmad Agus Sholehuddin; M. Mahbubi
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
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Inclusive education is an educational paradigm that positions every individual regardless of physical, intellectual, social, emotional, or cultural background as a subject entitled to education within a shared learning environment. This article aims to comprehensively examine the fundamental concepts of inclusive education, including its historical development, philosophical and legal foundations, operational principles, as well as the challenges and strategies for its implementation in Indonesia. The study employs a literature review approach by analyzing various relevant academic sources. Historically, the concept of inclusive education emerged from the integration movement for children with special needs in the 1970s and was later reinforced by the 1994 Salamanca Statement, which affirmed every child's right to learn together without discrimination. In Indonesia, the legal foundation is reflected in the 1945 Constitution, the National Education System Law, and Ministerial Regulation No. 70 of 2009 on inclusive education. Philosophically, inclusive education is rooted in the values of social justice, respect for human dignity, and the recognition of diversity as a strength rather than an obstacle. Its operational principles include curriculum flexibility, differentiated instruction, collaboration between regular teachers and special assistant teachers, as well as active participation from parents and the community. Nevertheless, implementation in the field still faces serious obstacles, including teachers' limited understanding of differentiated teaching strategies, inadequate physical accessibility facilities, social attitudes that remain less than fully inclusive, and uneven distribution of resources across regions. Strengthening strategies needed include continuous professional development for educators, reinforcing the role of school-based disability service units, formulating more operational policies at the school-unit level, and engaging communities to build collective awareness of the importance of diversity. The findings indicate that the success of inclusive education does not rely solely on formal regulations, but requires a fundamental paradigm shift in how society perceives difference, the readiness of educators, and the provision of adequate systemic support. Inclusive education is not merely a policy project but a reflection of a nation's moral commitment to justice and respect for human diversity.    
PENERAPAN METODE PEMBELAJARAN PEER TEACHING TERHADAP HASIL BELAJAR MATA PELAJARAN GDPIB SISWA KELAS XI DPIB DI SMKN 1 LUBUK SIKAPING Faiza Rahmadani; Nidal Zuwida; Laras Oktavia Andreas; Yose Fajar Pratama
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
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Rendahnya hasil belajar peserta didik pada elemen Desain Pemodelan Bangunan menunjukkan perlunya penerapan strategi pembelajaran yang mampu meningkatkan keterlibatan peserta didik dalam proses belajar. Penelitian ini bertujuan untuk menganalisis efektivitas metode pembelajaran Peer Teaching dalam meningkatkan hasil belajar peserta didik kelas XI Program Keahlian Desain Pemodelan dan Informasi Bangunan (DPIB) di SMK Negeri 1 Lubuk Sikaping. Penelitian menggunakan pendekatan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian berjumlah 32 peserta didik, dengan kelompok perlakuan yang terdiri atas 16 peserta didik. Data dikumpulkan melalui tes (pretest dan posttest), observasi, serta dokumentasi, kemudian dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa penerapan metode Peer Teaching mampu meningkatkan hasil belajar peserta didik secara bertahap. Pada Siklus I, nilai rata-rata meningkat dari 40,63 menjadi 74,69 dengan ketuntasan belajar sebesar 63%. Setelah dilakukan perbaikan pada Siklus II, nilai rata-rata meningkat menjadi 90,31 dengan ketuntasan belajar mencapai 88%. Selain meningkatkan hasil belajar, metode Peer Teaching juga meningkatkan aktivitas belajar, komunikasi, kolaborasi, dan kepercayaan diri peserta didik selama praktik menggambar menggunakan Building Information Modeling (BIM).
PENINGKATAN HASIL BELAJAR SISWA MENGGUNAKAN MODEL PEMBELAJARAN SAVI PADA MATA PELAJARAN DASAR-DASAR DPIB KELAS X SMKN 1 LUBUK SIKAPING Shinta Dewi; Nidal Zuwida; Laras Oktavia Andreas; Yose Fajar Pratama
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
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Pembelajaran Dasar-dasar Desain Pemodelan dan Informasi Bangunan (DPIB) pada elemen Building Information Modelling (BIM) di SMKN 1 Lubuk Sikaping masih didominasi oleh metode pembelajaran konvensional yang menyebabkan partisipasi siswa rendah dan berdampak pada hasil belajar yang belum optimal. Penelitian ini bertujuan untuk menganalisis peningkatan hasil belajar siswa setelah penerapan model pembelajaran Somatic, Auditory, Visual, and Intellectually (SAVI) pada mata pelajaran Dasar-dasar DPIB elemen BIM. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-experimental tipe one-group pretest-posttest. Subjek penelitian terdiri atas seluruh siswa kelas X DPIB pada satu kelas. Data dikumpulkan melalui tes pretest dan posttest untuk mengukur hasil belajar kognitif serta lembar penilaian praktik untuk mengukur hasil belajar psikomotor. Analisis data dilakukan menggunakan uji paired t-test dan uji N-Gain. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran SAVI mampu meningkatkan hasil belajar siswa pada aspek kognitif maupun psikomotor. Nilai N-Gain hasil belajar kognitif sebesar 67% dan hasil belajar praktik sebesar 69%, yang keduanya berada pada kategori sedang. Dengan demikian, model pembelajaran SAVI efektif meningkatkan hasil belajar siswa pada elemen BIM di SMKN 1 Lubuk Sikaping.
DARI CERAMAH KE GAMIFIKASI: EFEKTIVITAS WORDWALL DALAM MENINGKATKAN HASIL BELAJAR AKIDAH AKHLAK DI MADRASAH ALIYAH Muhammad Abid Farkhan; Amang Fathurrohman
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
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  This study aims to analyze the effect of using Wordwall learning media on the learning outcomes of Akidah Akhlak for grade XII students at MA YTI Nguling Pasuruan. The background of this research is the low learning outcomes caused by conventional teaching methods that are less interactive and do not align with the characteristics of the digital generation. This study employed a quantitative approach with a quasi-experimental method using a one-group pretest-posttest design. The population consisted of 19 students who were selected as the research sample through purposive sampling. The research instruments included a multiple-choice test of 20 questions that had passed validity and reliability tests (Cronbach's Alpha = 0.889), as well as a student perception questionnaire of 20 statements using a Likert scale. Data analysis techniques included descriptive statistics, Shapiro-Wilk normality test, Wilcoxon Signed Rank Test, and N-Gain Score analysis. The results showed that: (1) students' learning outcomes before using Wordwall were in the low category with a mean pretest score of 59.21; (2) students' learning outcomes after using Wordwall improved with a mean posttest score of 86.05, with 84.21% of students reaching the Minimum Mastery Criterion (KKM); (3) there was a significant effect of using Wordwall on Akidah Akhlak learning outcomes, as proven by the Wilcoxon test (Asymp. Sig. = 0.000 < 0.05). These results were reinforced by an average N-Gain score of 0.67 (medium category) and a student perception questionnaire score of 3.00 (high category). Abstrak : Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan media pembelajaran Wordwall terhadap hasil belajar Akidah Akhlak siswa kelas XII di MA YTI Nguling Pasuruan. Latar belakang penelitian ini adalah rendahnya hasil belajar yang disebabkan oleh metode pembelajaran konvensional yang kurang interaktif dan tidak sesuai dengan karakteristik generasi digital. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian eksperimen semu desain One-Group Pretest-Posttest. Populasi penelitian berjumlah 19 siswa yang sekaligus dijadikan sebagai sampel penelitian melalui teknik purposive sampling. Instrumen penelitian berupa tes pilihan ganda sebanyak 20 soal yang telah melalui uji validitas dan reliabilitas (Cronbach's Alpha = 0,889), serta angket persepsi siswa sebanyak 20 pernyataan skala Likert. Teknik analisis data menggunakan statistik deskriptif, uji normalitas Shapiro-Wilk, uji hipotesis Wilcoxon Signed Rank Test, dan analisis N-Gain Score. Hasil penelitian menunjukkan bahwa: (1) hasil belajar siswa sebelum penggunaan media Wordwall berada pada kategori rendah dengan rata-rata nilai pretest 59,21; (2) hasil belajar siswa sesudah penggunaan media Wordwall mengalami peningkatan dengan rata-rata nilai posttest 86,05 dan 84,21% siswa telah mencapai KKM; (3) terdapat pengaruh yang signifikan dari penggunaan media Wordwall terhadap hasil belajar Akidah Akhlak, dibuktikan dengan uji Wilcoxon (Asymp. Sig. = 0,000 < 0,05). Hasil ini diperkuat oleh rata-rata N-Gain sebesar 0,67 (kategori sedang) dan skor angket persepsi siswa sebesar 3,00 (kategori tinggi).
GAMIFIKASI MAKE A MATCH BERBASIS SISTEM POIN UNTUK MENINGKATKAN KEAKTIFAN SISWA DALAM PEMBELAJARAN SKI Maulidiah; Ning Mukaromah
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
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This study is motivated by the low level of student learning engagement in the Islamic Cultural History (SKI) subject in class X at MA Sunan Giri Branang, Lekok, Pasuruan, caused by limited school facilities that push teachers toward lecture-based instruction, requiring a simple (low-cost) innovation, namely the Make a Match model with a point system, to actively boost student engagement. This study aims to describe the implementation of this model on the topic of the Prophet Muhammad's da'wah in Mecca, the resulting student engagement, and the supporting and inhibiting factors of its implementation. A qualitative descriptive approach was used, with data collected through observation, interviews, and documentation, analyzed through data reduction, display, and conclusion drawing, with triangulation for data validity. Results show implementation was carried out through planning, implementation, and evaluation stages: teachers prepared teaching tools and media; learning opened with introductory activities, continued with core activities of matching cards and collecting points, then closed with reflection, reinforcement, and appreciation; while in evaluation, teachers assessed students' understanding, engagement, cooperation, and points earned. This model improved student engagement through discussion, cooperation, and card-matching activities. Supporting factors included the game element, point system, and simple media, while inhibiting factors included the need for closer supervision and limited instructional time.     Abstrak : Penelitian ini dilatarbelakangi oleh rendahnya keaktifan belajar siswa pada mata pelajaran Sejarah Kebudayaan Islam (SKI) di kelas X MA Sunan Giri Branang, Lekok, Pasuruan, akibat keterbatasan fasilitas sekolah yang membuat guru dominan menggunakan metode ceramah, sehingga diperlukan inovasi pembelajaran sederhana (low-cost) berupa model Make a Match dengan sistem poin untuk meningkatkan keterlibatan siswa aktif. Penelitian ini bertujuan mendeskripsikan implementasi model tersebut pada materi Peristiwa Penting dalam Dakwah Rasulullah SAW di Makkah, keaktifan siswa selama penerapannya, serta faktor pendukung dan penghambat implementasinya. Penelitian menggunakan pendekatan kualitatif deskriptif, dengan data dikumpulkan melalui observasi, wawancara, dan dokumentasi, dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan, serta triangulasi untuk keabsahan data. Hasil penelitian menunjukkan implementasi dilaksanakan melalui tahap perencanaan, pelaksanaan, dan evaluasi: guru menyiapkan perangkat dan media pembelajaran; pembelajaran diawali kegiatan pendahuluan, dilanjutkan kegiatan inti berupa mencari pasangan kartu dan mengumpulkan poin, lalu ditutup dengan refleksi, penguatan materi, dan apresiasi; sedangkan pada tahap evaluasi guru menilai pemahaman, keaktifan, kerja sama, dan perolehan poin siswa. Penerapan model ini mampu meningkatkan keaktifan siswa melalui diskusi, kerja sama, dan aktivitas mencari pasangan kartu. Faktor pendukungnya meliputi unsur permainan, sistem poin, dan media sederhana, sedangkan faktor penghambatnya meliputi kebutuhan pengawasan guru yang lebih intensif dan keterbatasan waktu pembelajaran.  
PENINGKATAN MOTIVASI BELAJAR SKI MELALUI INTEGRASI GAME EDUKATIF BERBASIS ZEPQUIZ DAN MIND MAPPING Yusrotul Widad; Ning Mukaromah
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
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Abstract : This study was motivated by the low learning motivation of tenth-grade students in the History of Islamic Culture (SKI) subject at MA Darul Ulum Karangpandan due to the use of conventional teaching methods that were monotonous and provided limited opportunities for active student participation. The study aimed to describe the improvement of students' learning motivation through the integration of the ZepQuiz educational game and Mind Mapping, as well as to identify the supporting and inhibiting factors in its implementation. A descriptive qualitative approach was employed, with data collected through observations, interviews, and documentation. Data were analyzed through data reduction, data presentation, and conclusion drawing, while source and technique triangulation were applied to ensure the trustworthiness of the findings. The results showed that the integration of ZepQuiz and Mind Mapping was implemented through systematic planning, implementation, and evaluation stages. This approach successfully enhanced students' learning motivation, as reflected in their increased enthusiasm, active participation, self-confidence, and engagement during the learning process. Students responded positively because the learning activities became more interesting, interactive, and easier to understand. Supporting factors included adequate learning facilities, teacher readiness, and students' enthusiasm, whereas the inhibiting factors were limited internet connectivity and differences in students' digital literacy. Abstrak : Penelitian ini dilatarbelakangi oleh rendahnya motivasi belajar siswa pada mata pelajaran Sejarah Kebudayaan Islam (SKI) di kelas X MA Darul Ulum Karangpandan akibat penggunaan metode pembelajaran konvensional yang monoton dan kurang melibatkan siswa secara aktif. Penelitian ini bertujuan untuk mendeskripsikan peningkatan motivasi belajar siswa melalui integrasi game edukatif berbasis ZepQuiz dan Mind Mapping, serta mengidentifikasi faktor pendukung dan penghambat dalam penerapannya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan triangulasi sumber dan teknik untuk menguji keabsahan data. Hasil penelitian menunjukkan bahwa integrasi ZepQuiz dan Mind Mapping dilaksanakan melalui tahap perencanaan, pelaksanaan, dan evaluasi yang terstruktur. Penerapan kedua metode ini mampu meningkatkan motivasi belajar siswa yang terlihat dari meningkatnya antusiasme, keaktifan, rasa percaya diri, dan keterlibatan siswa selama pembelajaran. Siswa memberikan respon positif karena pembelajaran menjadi lebih menarik, interaktif, dan mudah dipahami. Faktor pendukung meliputi fasilitas pembelajaran yang memadai, kesiapan guru, dan antusiasme siswa, sedangkan faktor penghambat meliputi keterbatasan jaringan internet dan perbedaan kemampuan siswa dalam menggunakan media digital.
IMPLEMENTASI METODE PEMBELAJARAN TEAMS GAMES TOURNAMENT (TGT) DALAM MEMBENTUK PEMAHAMAN SISWA TERHADAP MATA PELAJARAN AL-QUR’AN HADITS MATERI BIRRUL WALIDAIN DI MA SUNAN GIRI BRANANG Dina Ayu Susilowati; Nailatul Khoiriyah C
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
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This research is motivated by the low level of students' understanding in the Al-Qur'an Hadith lesson, especially regarding the material of birrul walidain, at MA Sunan Giri Branang. The learning process still relies heavily on lecture methods, so that students become less active and have difficulty understanding the meaning of the material. The purpose of this study is to describe the implementation of the Teams Games Tournament (TGT) learning method, to determine students' understanding of the material of birrul walidain after the implementation of the method, and to identify factors that support and hinder its implementation. This study uses a descriptive qualitative approach with data collection techniques in the form of observation, interviews, and documentation, which are analyzed through data reduction, data presentation, and drawing conclusions. The results show that the implementation of TGT is carried out through group formation, material delivery, group discussions, games, and tournaments between groups, which create an interactive and enjoyable learning atmosphere. The level of student understanding increases both cognitively and affectively, marked by students' ability to explain and relate the meaning of verses and hadiths to everyday life. Supporting factors include teacher readiness and student enthusiasm, while limited time and differences in student abilities within the group are the main obstacles. Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya tingkat pemahaman siswa dalam pelajaran Al-Qur'an Hadits, terutama mengenai materi birrul walidain, di MA Sunan Giri Branang. Proses pembelajaran masih banyak mengandalkan metode ceramah, sehingga siswa menjadi kurang aktif dan kesulitan memahami makna materi. Tujuan dari penelitian ini adalah untuk mendeskripsikan implementasi metode pembelajaran Teams Games Tournament (TGT), mengetahui pemahaman siswa terhadap materi birrul walidain setelah penerapan metode tersebut, serta mengidentifikasi faktor-faktor yang mendukung dan menghalangi pelaksanaannya. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi, yang dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi TGT dilakukan melalui pembentukan kelompok, penyampaian materi, diskusi kelompok, permainan, dan turnamen antar kelompok, yang menciptakan suasana pembelajaran yang interaktif dan menyenangkan. Tingkat Pemahaman siswa meningkat baik secara kognitif maupun afektif, ditandai dengan kemampuan siswa menjelaskan dan mengaitkan makna ayat serta hadis dengan kehidupan sehari-hari. Faktor pendukung meliputi kesiapan guru dan antusiasme siswa, sedangkan keterbatasan waktu dan perbedaan kemampuan siswa dalam kelompok menjadi hambatan utama.

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