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Edumaspul: Jurnal Pendidikan
Published by Universitas Muhammadiyah Enrekang
ISSN : 25800469     EISSN : 25488201     DOI : https://doi.org/10.33487/edumaspul.v10i1
Core Subject : Education,
Other
Edumaspul: Jurnal Pendidikan is concern in publishing the original research articles, review articles from the contributors and the current issues related to multidisipline of education. Edumaspul: Jurnal Pendidikan focuses on the following topics: Curriculum development, teacher education and professional development, teacher training, cross-cultural studies, learning, evaluation, English language teaching, counseling, management, quality of education, and the use of communication and information technology, at various levels of education and how to deliver learning. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. Edumaspul: Jurnal Pendidikan is first published in March 2017 and covers much research in all levels of education (primary, secondary, and higher education). Edumaspul: Jurnal Pendidikan become a CrossRef Member since the year 2019. Therefore, all articles published will have a unique DOI number. Beginning from Vol. 1 No. 1 (2017), all articles will be published in the English version and Indonesia version. The publication frequency is twice a year in March and October. This journal has been accredited in Grade 4 (Sinta 4) based on the Director General of Higher Education, Research and Technology No. 158/E/KPT/2021, December 27, 2021.
Arjuna Subject : Umum - Umum
Articles 2,416 Documents
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The Implementation of Role-Playing Method to Enhance Self-Confidence at Taman Kanak-Kanak Islam Ahsan Jambi City Siti Sulthonah Hana Mahana Nur Hani'am Mari'a; Raoda Tul Jannah Maruddani; Kaspul Anwar; Mardiana Mardiana; Mastikawati Mastikawati; Fitriah Fitriah
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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This study aims to enhance the self-confidence of young children at Taman Kanak-Kanak Islam Ahsan in Jambi City through the application of role-playing methods. Based on initial observations conducted on January 15-19, 2024, it was found that aspects of self-confidence development, including self-belief, Tidak mudah putus asam, objectivity, responsibility, and rationality, were still underdeveloped. Among the 12 children observed, all showed a lack of self-confidence (100%), 10 children were less Tidak mudah putus asatic (80%), only 5 children demonstrated objectivity and responsibility (40% each), and 7 children displayed rational and realistic thinking (60%). This research employed Classroom Action Research (CAR) using the Kemmis & McTaggart model with a cycle-based approach involving planning, action, observation, and reflection. The results indicated that implementing the role-playing method effectively increased the children’s self-confidence. Throughout Cycles I and II, there was a noticeable increase in the number of children categorized as "Developing Well" and "Developing Very Well." By the second session of Cycle II, 75% of the children demonstrated positive developments in self-confidence aspects. These findings suggest that the role-playing method is not only effective in boosting self-confidence but also supports social and emotional growth in young children, positively impacting the quality of education at Taman Kanak-Kanak Islam Ahsan in Jambi City.
Analysis of the Qur’an Recitation Development Institution in Improving Qari and Qariah Training in Jambi Province Fahrizal Nover; Mukhtar Mukhtar; Wahyudi Wahyudi
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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This study investigates the role of the Quran Recitation Development Institution (LPTQ) in enhancing the quality of Qari and Qariah training in Jambi Province. The findings indicate that LPTQ plays a vital role in advancing Quranic recitation skills by providing structured training programs, mentorship initiatives, and competitive platforms. These initiatives focus on improving the technical proficiency of participants in tajwid, fasohah, and maqamat while also fostering mental preparation and character development. However, challenges such as limited resources, inadequate facilities, and lack of stakeholder coordination hinder the optimal development of Quranic reciters. This research employs a qualitative approach, utilizing interviews, observations, and document analysis to provide an in-depth understanding of LPTQ’s strategies, challenges, and their impact on participants. The results highlight the importance of enhancing training facilities, improving stakeholder collaboration, and integrating advanced teaching materials and technologies to better address evolving societal needs. This study contributes to the understanding of Quranic education and offers practical recommendations for improving the effectiveness of LPTQ programs.
Integrated Problem-Solving in Developing the Skills of State Madrasah Tsanawiyah Principals in Jambi Province Audra Ayu Bagascary; Mukhtar Mukhtar; Wahyudi Wahyudi
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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Madrasah Tsanawiyah principals in Jambi Province face a unique set of challenges in balancing academic achievements with the moral and religious education of students. While traditional leadership development programs often focus on technical management skills, they overlook the need for integrated problem-solving strategies that address the multifaceted issues these principals encounter. This research explores how integrated problem-solving can enhance the leadership skills of Madrasah Tsanawiyah principals in Jambi, aligning their leadership practices with both the academic and moral responsibilities of their roles. The study employs a qualitative approach, involving semi-structured interviews, observations, and document analysis to understand the leadership challenges and strategies used by principals. Findings indicate that integrated problem-solving improves decision-making, fosters a culture of continuous improvement, and enhances both interpersonal and strategic leadership skills. Moreover, by incorporating Islamic values, principals are better equipped to manage diverse student populations and improve school performance in a way that aligns with the moral mission of Madrasah Tsanawiyah. This research proposes a framework for integrating problem-solving into leadership development programs, offering a practical solution to the challenges faced by Madrasah principals in Jambi Province.
Implementation of Islamic Religious Education in Inclusive Schools: Historical Study of Islamic Education in Muzdalifah Special School Medan Muhammad Sapii Harahap
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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This study aims to determine the development of Special School C Muzdalifah, 2) to determine the curriculum and teaching methods of Special School C Muzdalifah, and 3) to determine the Implementation of Islamic Religious Education at Special School C Muzdalifah. In this study the author uses a historical method or historical method. The historical method consis of data collection, source criticism, interpretation and finally historiography. The research approaches used in this study are the geographical approach, sociological approach, educational approach and historical education. The results of this study are 1) Special School (SLB) C Muzdalifah is an educational unit that is managed in an integrated manner (one roof) consisting of SDLB, SMPLB, and SMALB. Based on its geographical location, SLB C Muzdalifah is located at Latitude 3 Longitude 98 which is near the Medan city crossroads, North Sumatra. Initially, before changing its name to an educational unit, SLB C Muzdalifah was established as a halfway house for street children and scavengers. They were given an education and skills so that the Foundation Management found children who were physically good and good but experienced intellectual delays. The Foundation Mother was motivated to collect mentally retarded students to be given education so that the education office gave advice and recommendations and gave permission for the establishment of a special school in 2000 so that with the passage and development of time, SLB C Muzdalifah was established. 2) The curriculum used at SLB C Muzdalifah is the independent curriculum. In the implementation of this curriculum, children are given the opportunity to develop themselves with their desires and can develop their potential, and teachers are only facilitators. and 3) Implementation of Islamic Religious Education at Special School C Muzdalifah, namely a) Learning and Practicing Prayer, b) Learning Morals, c) Learning pronunciation and writing of hijaiyyah letters, d) memorizing prayers, and muroja'ah Al-Quran.
Implementation of Numbered Head Together Assisted by Number Card Media to Improve the Ability to Recognize Number Symbols at Al-Barokah Kindergarten Jambi City Shalsha Widianti; Dian Syafitrah; Mukhlas Nugraha; Mardiana Mardiana; Mastikawati Mastikawati; Munawaroh Munawaroh
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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This research aims to improve the ability of early childhood students to recognize number symbols through the implementation of the numbered head together method assisted by number card media at Al-Barokah Kindergarten, Jambi City. The background of this study is the low ability of children to recognize number symbols, including counting concrete objects, identifying numbers according to their symbols, and calculating quantities. Based on initial observations, the majority of children were at the "Not Yet Developing" (BB) and "Starting to Develop" (MB) stages, indicating a lack of mastery in basic numerical concepts. This research used the Classroom Action Research (CAR) method conducted in two cycles. During the pre-action phase, all children were categorized as BB (50%) and MB (50%), with none achieving the "Developing as Expected" (BSH) or "Very Well Developed" (BSB) stages. After interventions using the numbered head together method and number card media, the results showed significant improvements. At the end of Cycle I, 44% of the children reached the BSH stage, and 6% reached the BSB stage. A more significant improvement occurred in Cycle II, where 87% of the children were categorized as BSB, and 17% as BSH. By the end of Cycle III, no children remained in the BB or MB categories. The conclusion of this study indicates that the implementation of the numbered head together method assisted by number card media is effective in enhancing the ability of 5-6-year-old children to recognize number symbols at Al-Barokah Kindergarten. This method successfully helped children grasp numerical concepts in an interactive and enjoyable manner, improving their cognitive ability to recognize number symbols and their counting skills.
The Foundation’s Commitment to Enhancing the Individual Well-Being of Integrated Islamic Junior High School Teachers in Jambi Province Boby Yasman Purnama; Mukhtar Mukhtar; Wahyudi Wahyudi; M. Thontawi
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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This research examines the commitment of foundations in enhancing the individual well-being of Integrated Islamic Junior High School (SMPIT) teachers in Jambi Province. The study explores multifaceted strategies, including financial stability, professional growth opportunities, and socio-cultural support, aimed at improving the quality of life and job satisfaction for teachers. Drawing upon Herzberg's Two-Factor Theory and Maslow's Hierarchy of Needs, the research emphasizes the importance of addressing both intrinsic and extrinsic factors in fostering teacher well-being. The findings reveal that a comprehensive and collaborative approach by foundations significantly impacts teacher motivation and performance, contributing to the sustainability of education development in Islamic schools. The study provides practical insights and recommendations for policymakers and educational stakeholders to further enhance teacher welfare systems.
Self-Awareness in thr Work of Enhancing the Authentic Leadership of the Headmaster of Madrasah Aliyah Negeri in Riau Province Agung Setiabudi; Mukhtar Mukhtar; Wahyudi Wahyudi
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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Self-awareness plays a crucial role in the development of authentic leadership, particularly for the headmasters of Madrasah Aliyah Negeri (MAN) in Riau Province. Authentic leadership refers to a leadership style that emphasizes transparency, ethical behavior, and self-awareness, fostering an environment where followers feel valued and supported. This study explores how self-awareness in the work of headmasters can enhance their leadership effectiveness in improving the quality of education and the religious behavior of students. Through qualitative research methods, including interviews and observations, this study investigates the practices, challenges, and strategies employed by the headmasters in fostering an authentic leadership style. The findings indicate that self-awareness allows headmasters to recognize their strengths and weaknesses, reflect on their actions, and adapt their leadership approach to better align with the school’s values and goals. Furthermore, headmasters who demonstrate a high level of self-awareness are more capable of creating a positive school culture, building trust with teachers and students, and guiding the school toward continuous improvement. This study contributes to the understanding of the role of self-awareness in the leadership development of school heads, particularly in the context of Madrasah Aliyah Negeri in Riau Province. By enhancing self-awareness, headmasters can effectively lead their schools towards achieving educational excellence while fostering a religious and moral environment for students
Policy on Principal Recruitment in Implementing Change Management the Education Office Jambi Province Septariani Septariani; Mukhtar Mukhtar; Wahyudi Wahyudi
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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This study investigates the recruitment policy of school principals in implementing change management at the Education Office Jambi Province. The research highlights how competency-based recruitment practices contribute to leadership effectiveness in driving educational reform. Using a qualitative case study approach, the study identifies critical components, such as the selection process, principal competencies, and challenges in implementation, including resistance to change and resource limitations. Findings emphasize the importance of comprehensive recruitment policies that align with both national standards and local educational needs. This research contributes to developing strategic frameworks for principal recruitment and offers actionable recommendations for policymakers to enhance educational leadership.
Welfare Services of the Foundation in Improving the Quality Management System of Integrated Islamic Junior High Schools in Jambi Province Meira Dwi Indah Purnama; Mukhtar Mukhtar; Wahyudi Wahyudi
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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The role of welfare services provided by foundations is crucial in enhancing the quality management systems of Integrated Islamic Junior High Schools (SMP IT) in Jambi Province. These services address various aspects of school management that directly influence the educational experience. This study explores the contribution of foundation-supported welfare programs to creating a conducive learning environment, improving teacher competencies, and fostering student development. A conducive learning environment is essential for achieving educational excellence. Foundation support provides schools with the necessary financial resources to improve infrastructure, procure teaching aids, and ensure that learning spaces are comfortable and well-equipped. These improvements create an atmosphere that motivates students to engage in learning actively. Additionally, welfare services significantly impact teacher development. Foundations often fund professional development programs, workshops, and training sessions to enhance teachers' pedagogical skills anpd subject matter expertise. Empowered and well-trained teachers are better equiped to deliver high-quality education, positively influencing student outcomes. Student development is another area supported by foundation welfare services. Scholarships, extracurricular activities, and character-building programs funded by these services play a pivotal role in shaping well-rounded individuals. These initiatives ensure that students not only excel academically but also develop the character and values aligned with Islamic principles. The findings of this study highlight that a well-structured welfare service system encompassing financial support, professional development, and resource allocation can significantly elevate the overall quality of school management. This research underscores the importance of foundation support in creating sustainable educational excellence in Islamic schools. Such support ensures that these institutions can fulfill their mission of producing a generation that is not only knowledgeable but also morally upright and socially responsible. Through the integration of welfare services, foundations play a vital role in shaping the future of Islamic education in Jambi Province.
Paradigm of Islamic Religious Education Rahmatan Lil-Alamin in Various Perpectives Baharuddin Baharuddin; Tobroni Tobroni; Elihami Elihami
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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Penelitian ini bertujuan untuk menganalisis peran pendidikan Islam kultural dalam membentuk karakter siswa sekolah dasar yang berada dalam lingkungan multikultural. Pendidikan Islam kultural menekankan penerapan nilai-nilai Islam yang sejalan dengan kebudayaan yang beragam, yang mengedepankan sikap toleransi, saling menghargai, serta pemahaman terhadap perbedaan. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus yang dilakukan di beberapa sekolah dasar yang menerapkan pendidikan Islam kultural di lingkungan yang multikultural. Data dikumpulkan melalui wawancara mendalam dengan guru, siswa, dan orang tua, serta observasi terhadap proses pembelajaran di kelas. Hasil penelitian menunjukkan bahwa pendidikan Islam kultural memiliki dampak positif dalam membentuk karakter siswa, terutama dalam mengembangkan sikap toleransi, empati, dan keterbukaan terhadap keberagaman budaya. Selain itu, pendidikan Islam kultural juga membantu siswa untuk memahami dan menghargai perbedaan agama dan budaya yang ada di sekitar mereka, yang pada gilirannya mendukung terciptanya hubungan sosial yang harmonis di dalam komunitas sekolah yang multikultural. Penelitian ini merekomendasikan penguatan integrasi nilai-nilai Islam dalam kurikulum pendidikan dasar, sebagai upaya untuk membentuk karakter siswa yang lebih inklusif dan multikultural.

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