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Apri Wardana Ritonga
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Journal of Education and Social Culture
Published by Sekolah Tinggi Ilmu Al-Qur'an As-Syifa Subang
ISSN : -     EISSN : 31092136     DOI : https://doi.org/10.58363/jesc.v1i2
Core Subject : Humanities, Education, Social,
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences
Journal of Education and Social Culture is an open-access, peer-reviewed journal that aims to provide a platform for researchers, educators, practitioners, and policymakers to share and discuss contemporary issues, theories, and practices related to education and social sciences. The journal encourages interdisciplinary approaches and innovative perspectives that contribute to the advancement of knowledge and practical solutions within educational and socio-cultural contexts. The journal welcomes contributions to the following topics, including but not limited to: Educational Management and Leadership, Gender Issues in Education and Society, Cross-Cultural and Intercultural Studies, Language Education and Literacy, Educational Psychology and Counseling, Sociology of Education and Social Change, Lifelong Learning and Adult Education, Teacher Education and Professional Development, Religious and Moral Education, Environmental Education and Sustainability Journal of Education and Social Culture values submissions that highlight emerging trends, reflect critical analyses, or offer evidence-based solutions to issues in education and society. The journal is particularly interested in works that explore the dynamic interaction between education and social culture in various contexts.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 22 Documents
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Pedagogical Compatibility Between Active Learning Approaches and Islamic Educational Values: A Conceptual Review R Mhd Kadri; Fuji Arifzapni; Ravvi Yuhendri Saputra; Arwansyah Kirin
Journal of Education and Social Culture Vol. 2 No. 1 (2026): Journal of Education and Social Culture
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58363/jesc.v2i1.32

Abstract

This study aims to examine the concepts, characteristics, advantages, and relevance of implementing active learning, cooperative learning, and collaborative learning from the perspective of Islamic education. It focuses on analyzing the compatibility between group-based active learning approaches and Islamic values such as consultation (shura), mutual assistance, responsibility, and brotherhood. This research employs a library research method with a qualitative descriptive approach. Data were collected from scientific journal articles, academic books, and normative Islamic sources, including the Qur’an, Hadith, and classical and contemporary scholars’ works. Data were analyzed using content analysis by examining and synthesizing key ideas from the sources. The findings indicate that cooperative and collaborative learning enhance student engagement, develop social skills, and shape character. These approaches are consistent with Islamic educational principles emphasizing togetherness, justice, and collective responsibility. Thus, group-based active learning is pedagogically, morally, and spiritually relevant in Islamic education.
Communicative-Based Arabic Language Training in Enhancing Students’ Public Speaking Skills at MAN 1 Kota Padang Sanra Mahenra Hatoguan Ritonga; Fuji Arifzapni; Amal Syahidin
Journal of Education and Social Culture Vol. 2 No. 1 (2026): Journal of Education and Social Culture
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58363/jesc.v2i1.33

Abstract

This study aims to examine the extent to which Arabic language training can improve students’ public speaking skills at MAN 1 Kota Padang. Public speaking is an essential competency that madrasah students need to master in response to increasingly complex and competitive challenges. The Arabic training program was systematically designed to develop students’ confidence, courage, articulation, and oral communication skills. This research employed a qualitative descriptive method with a case study approach. Data were collected through direct observation, in-depth interviews with teachers and students, and documentation of training activities. The findings revealed that Arabic language training had a significant positive impact on students’ public speaking abilities, particularly in terms of self-confidence, speaking fluency, vocabulary mastery, and the ability to organize ideas systematically. The study also found that interactive and practice-based learning methods were more effective than conventional approaches. Therefore, the integration of Arabic language training with public speaking programs should continue to be strengthened in madrasah education.

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