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Devy Habibi Muhammad
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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 312 Documents
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INTELLECTUAL PROFILE OF AN ELEMENTARY SCHOOL CHILD WITH DYSLEXIA: A CASE STUDY Irpan Zuhri; Abdulah
As-Sulthan Journal of Education Vol. 3 No. 4 (2026): Juli
Publisher : As-Sulthan Journal of Education

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Abstract

This study aimed to describe the intellectual profile of an elementary school child with dyslexia through a psychological case study. A qualitative case study approach was employed involving one third-grade elementary school student aged 8 years and 9 months who was referred for a psychological evaluation due to learning difficulties. Data were collected through clinical interviews, behavioral observations, and the Binet Intelligence Scale. The findings revealed that the participant obtained an IQ score of 119, indicating above-average intellectual functioning with a mental age of 10 years and 8 months. The child demonstrated strengths in reasoning, verbal comprehension, visual-motor abilities, and basic numerical concepts. However, weaknesses were identified in short-term memory, concentration, and vocabulary development. Clinically, the participant exhibited persistent difficulties in distinguishing visually similar letters, particularly b and d, during reading and writing activities, accompanied by limited expressive vocabulary. These characteristics were consistent with indicators of developmental dyslexia despite the child's above-average intellectual capacity. The findings emphasize that dyslexia is not associated with low intelligence but rather with specific deficits in language processing. Comprehensive psychological assessment is therefore essential to identify individual cognitive strengths and weaknesses and to support appropriate educational interventions for children with dyslexia.    
IMPLEMENTASI METODE SAHASKA DALAM MENINGKATKAN KEMAMPUAN MENGHAFAL AL-QUR'AN SANTRI Nunuk Khofifah; Fitri Kurnia; Nur Imama
As-Sulthan Journal of Education Vol. 3 No. 2 (2026): Maret
Publisher : As-Sulthan Journal of Education

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Abstract

This study aims to describe the implementation of the SAHASKA (Satu Hari Satu Kaca Al-Qur'an/One Day One Page of Al-Qur'an) method in improving students' ability to memorize the Qur'an at Tahfidz House Mutiara Qur'an Nusantara Pasuruan, as well as to identify the supporting and inhibiting factors of its implementation. This research used a qualitative descriptive approach. Data were collected through participatory observation, in-depth interviews with the caretaker and tahfidz teachers, and documentation, then analyzed using the Miles and Huberman interactive model covering data reduction, data display, and conclusion drawing, with data validity checked through source and technique triangulation. The findings show that the SAHASKA method has been implemented systematically through a scheduled daily routine of new memorization deposits (ziyadah) of one page per day, combined with repetition (muroja'ah) and periodic recitation tests (tasmi'). This method effectively improved students' memorization accuracy, fluency, and retention while remaining realistic and manageable. Supporting factors include students' discipline and motivation, competent teachers, and a conducive environment, whereas inhibiting factors include limited coordination with formal schools and inconsistent commitment among some students. Sustainable synergy between teachers, parents, and the institution is recommended to optimize outcomes.

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