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Algebra : Jurnal Pendidikan Sosial dan Sains
Published by Yayasan Amanah Nur Aman
ISSN : 2807663X     EISSN : 2807629X     DOI : https://doi.org/10.58432/b4gdqd95
Core Subject : Science, Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other
Focus and Scope Algebra: Journal of Education, Social and Science focuses on interdisciplinary studies on the integration of education, social science, and science in improving the quality of education. Algebra: Journal of Education, Social and Science has a scope: Education Field Education (Teaching, Teaching development, Educational Psychology, Educational projects and innovations, learning methodologies and new technologies in education and learning, assessment). Science Education in Social Context Character Education and Social Values Interdisciplinary Models and Approaches in Education The Influence of Education on Social Change Interdisciplinary Education Policy and Innovation Artificial Intelligence-based education technology Social Field Sociology Anthropology Political Science Social Communication Social Education Social Economics Social Welfare Law and Human Rights Contemporary Social Issues Science Fields Natural Sciences Applied Sciences Environmental Science Interdisciplinary Science Materials science Integrated environmental science
Arjuna Subject : Umum - Umum
Articles 198 Documents
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OUTCOME-BASED EDUCATION (OBE) LEARNING DESIGN Ahmad Munir Romdhoni; Saifudin; Imam Turmidzi
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 3 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/qnbn6f18

Abstract

Outcome-Based Education (OBE) is an educational approach that emphasizes the achievement of specific, measurable, and relevant learning outcomes aligned with workforce demands and contemporary societal developments. This paper aims to critically examine the concept of Outcome-Based Education (OBE), identify its fundamental principles and implementation challenges, and propose an integrated perspective for designing OBE-based learning in contemporary educational contexts. The study employs a qualitative literature review approach by systematically analyzing scholarly sources related to OBE. The review focuses on conceptual foundations, implementation models, curriculum alignment, assessment practices, and challenges reported in previous studies. The findings indicate that OBE focuses on the competencies learners are expected to demonstrate upon completing the learning process. Consequently, all educational components, including the curriculum, instructional strategies, and assessment systems, are designed in an integrated and coherent manner. The fundamental principles of OBE include clarity of focus, design down, high expectations, and expanded opportunities. The design of OBE-based learning involves several stages, namely the formulation of learning outcomes, curriculum development, instructional planning, the implementation of active learning strategies, authentic assessment, and continuous evaluation. The implementation of OBE offers significant advantages in enhancing the quality of education by promoting a more structured, relevant, and competency-based learning process. Nevertheless, its implementation also faces several challenges, including the need for a paradigm shift among educators, the readiness of institutional resources, and the complexity of developing comprehensive evaluation systems. Therefore, a strong commitment and adequate preparedness from all educational stakeholders are essential to optimize the successful implementation of Outcome-Based Education in educational institutions.
FROM EXCLUSIVITY TO ATTACHMENT: THE TRANSFORMATION OF IPHONE’S MEANING IN GENERATION Z’S SELF-PRESENTATION PRACTICES Fahmy Fotaleno; Liliyana
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 3 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/3dgd0w11

Abstract

This study examines the symbolic meaning of the iPhone beyond its functional technological dimensions, particularly in the self-presentation practices of selected Indonesian Generation Z users. Rather than seeking statistical generalization, this exploratory study aims to understand how meanings are constructed through personal experiences and social interactions. Smartphones, and the iPhone in particular, are no longer regarded merely as communication tools but have been transformed into cultural artefacts that carry meanings of identity, social status, and self-expression. Using a qualitative approach through in-depth interviews, this research explores the experiences and perceptions of two female iPhone users representing two distinct patterns: a user with strong emotional attachment and brand identity, and a user who re-evaluates her choice on functional-rational grounds. Data were analyzed using thematic analysis, anchored in Goffman’s impression management theory, Veblen’s conspicuous consumption, Belk’s extended self theory, and Blumer’s symbolic interactionism. The findings reveal that the iPhone functions as a caste marker within the digital social hierarchy of Gen Z, where ownership is closely tied to exclusivity, social acceptance, and identity construction. The study identifies a shift in meaning from exclusivity grounded in financial accessibility toward brand loyalty rooted in emotional attachment, in line with changing market conditions and the widening penetration of the iPhone across economic segments. At the same time, a form of functional resistance emerges from within the user community itself, reflecting a critical awareness of the symbolic construction embedded in the product. These findings enrich theoretical understandings of Goffman’s dramaturgical model in the digital era and offer practical implications for brand communication strategists.
THE INFLUENCE OF DIGITAL LEARNING MEDIA ON LEARNING MOTIVATION IN PAI STUDENTS AT MA MIFTAKHUL ULUM Noufal Ramadhan Setiawan; Ahmad Nur Faizin; Dafid Andryansah
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 3 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/e0f9e615

Abstract

This study aims to determine the effect of digital-based learning media utilization on students' learning motivation in Islamic Religious Education (PAI) subject at MA Miftakhul Ulum Pasuruan. The background of this research is grounded in the observed phenomenon of low learning motivation among some students in PAI classes despite the growing use of digital media in the learning process. This study employs a quantitative approach with a correlational research design. Data were collected through observation, questionnaires, interviews, and documentation involving students of MA Miftakhul Ulum Pasuruan. Data were analyzed using statistical techniques to determine the relationship and influence between variables. The results indicate that the use of digital-based learning media has a positive influence on students’ learning motivation in PAI. The use of digital media such as educational videos, interactive presentations, and audiovisual materials proved effective in improving student engagement, attention, enthusiasm, and comprehension of the subject matter. The implication of this research is the necessity to develop digital infrastructure in schools and to enhance teacher competence in utilizing educational technology.
IMPLEMENTATION OF THE HADITH “MAN SALAKA THARĪQAN YALTAMISU FĪHI ‘ILMAN” ON STUDENTS’ ACADEMIC MOTIVATION: A CASE STUDY OF STDIIS JEMBER STUDENTS Ayatullah; Akhmad Fahrisan Lutfi Abdullah
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 3 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/7f65t186

Abstract

Academic motivation is a critical element influencing student success in Islamic higher education. This study examines the integration of Islamic theological values, specifically the Prophetic tradition (hadith) "Man salaka thariqan yaltamisu fihi 'ilman," in fostering academic drive based on Suratman's (2019) motivational framework. The objective of this research is to analyze the textual interpretation (sharah) of the hadith and investigate its practical implementation and behavioral implications on the academic motivation of students at STDI Imam Syafi'i Jember. A qualitative case study design was employed, involving 5 distinct subject categories: a scholarship recipient, a high-knowledge student, an average-knowledge student, a low-knowledge student, and a student organization activist, spanning from semester 4 to the final semester. Primary data collection was conducted through in-depth structured interviews, academic observations, and documentary analysis. Data were analyzed using Miles and Huberman's iterative thematic reduction, verification, and triangulation techniques. The results reveal that a profound comprehension of the prophetic promise which bridges the arduous pursuit of knowledge with spiritual salvation acts as a potent intrinsic motivator across all categories, shifting the academic paradigm to an act of spiritual devotion (ibadah). Scholarship recipients are driven by accountability, while high-knowledge students aim for scholarly authenticity (itqan). Conversely, low-knowledge students highly depend on the supportive religious environment (bi'ah shalihah) to maintain their learning resilience against structural challenges like unvocalized Arabic texts. The study concludes that embedding prophetic traditions within the core culture of higher education effectively aligns religious values with academic persistence, providing a robust psychological buffer for undergraduate students.  
ENTREPRENEURSHIP IN SCHOOLS: IMPLEMENTATION OF THE WASTE BANK PROGRAM AS AN ENTREPRENEURSHIP EDUCATION MEDIA FOR STUDENTS AT MIN 12 MEDAN Nurdiana Siregar; Rani Pratiwi Akbar; Tengku Reihahildatan; Evi Junita; Siti Nuraminah
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 3 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/5x21zx78

Abstract

Madrasah (Islamic boarding schools) as educational institutions have undergone a transformation in their role of providing entrepreneurial education to their students. However, many madrasah still view entrepreneurship education as less important compared to religious education. This study focuses on the implementation of student Entrepreneurship Education through a Waste Bank at MIN 12 Medan. The research employs a qualitative descriptive approach. The findings of this study show that the implementation of Student entrepreneurship education through the Waste Bank at MIN 12 Medan is a non-formal education based on community empowerment. The approach used in implementing the program is experiential learning, which emphasizes environmental awareness and creativity to foster an entrepreneurial mindset. Additionally, the implementation also incorporates leadership management and financial management theories. This research also observes positive changes in the student, encompassing five aspects: capability, self-confidence, connections, character, and care.
THE IMPLEMENTATION OF THE IQRA' EXTRACURRICULAR PROGRAM IS MANDATORY IN IMPROVING STUDENTS' QUR'AN READING SKILLS AT BUDISATRYA MEDAN PRIVATE JUNIOR HIGH SCHOOL Rohima Donna Siregar; Dedi Masri; Nuristiqamah Awaliyahputi B
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 3 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/8tqhh123

Abstract

This study aims to describe and analyze the implementation, supporting and inhibiting factors, and evaluation of the mandatory Iqra' extracurricular program at Budisatrya Private Junior High School Medan. This program was initiated in 2015 as a response to the low ability of students to read the Qur'an due to the lack of parental attention and the dominance of gadget use. This research is a descriptive qualitative research. Data collection is carried out through observation, interview, and documentation techniques, with data analysis techniques including data reduction, data presentation, and conclusion drawn. The research data sources are the principal, the iqra' extracurricular coach, the Iqra' extracurricular coordinator, and students who participate in iqra' extracurricular activities at the Budisatrya Private Junior High School in Medan. The results of the study showed that: First, the implementation of the program began with a diagnostic test that netted 79 students, followed by a homogeneous grouping into three study groups every Saturday. Learning applies a variety of methods (bandongan, sorogan, Qiraati, and Wafa) as well as a peer tutor system, with the sorogan method as the most dominant and effective method. Second, the supporting factors of the program include strict policies of school leaders, the competence of supervisors of S1 PAI graduates, motivational support from parents, and the existence of peer motivation. Meanwhile, the inhibiting factors are the low interest of students, the dominance of the use of gadgets that interfere with murajaah, and limited time allocation. Third, program evaluation runs systematically through monthly process evaluation using a monitoring book and evaluation of results in the form of practical exams at the end of the semester. The results of the evaluation in the sample class (VII-1) showed a significant increase in the ability to read the Qur'an individually, where the majority of students managed to increase the volume level (Iqra') even until they were declared passed. Based on these results, the Iqra' extracurricular program must prove effective in improving the Qur'an reading ability of students at Budisatrya Medan Private Junior High School.
UNDERSTANDING DESTINY AND ISLAMIC WORK ETHIC IN TEGAL SARI VILLAGE Maulida Rahmi Lubis; Hasnah Nasution; Aminuddin
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 3 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/5fbn1q86

Abstract

This study examines how the understanding of destiny (takdir) is expressed through work ethic and social behavior in Tegal Sari Village, Dolok Masihul District, Serdang Bedagai Regency. The study addresses three questions: how residents understand destiny, how Islamic work ethic appears in everyday work, and how this understanding affects social attitudes. A descriptive qualitative field-research design was used. Data were collected through in-depth interviews, observation, and documentation involving six informants representing three families, supported by information from religious and community figures. Data were analyzed through data reduction, data display, and conclusion verification. The findings indicate that the dominant pattern is moderate: Allah is recognized as the ultimate determinant of outcomes, while human beings remain responsible for ikhtiar and are expected to practice tawakkal after making an effort. Work ethic is manifested in diligence, discipline, responsibility, honesty, perseverance, planning, and adaptation to economic and environmental changes. The understanding of destiny also supports humility, gratitude, mutual assistance, community harmony, sharing, and the provision of employment opportunities. The study concludes that belief in destiny does not inherently produce passivity. When combined with effort, evaluation, and tawakkal, it can function as a source of spiritual resilience and constructive Islamic work ethic.
THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING SPEAKING TO THE TENTH GRADE BEAUTY PROGRAM STUDENTS Aura Azzahra Hermansah
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 3 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/vk77dx58

Abstract

In the Merdeka Curriculum framework, vocational English instruction must fundamentally transition from generalized linguistic competence toward highly contextualized English for Specific Purposes (ESP) tailored directly to the dynamics of the modern digital economy. However, empirical observations indicate that students enrolled in vocational beauty programs frequently exhibit low speaking performance, high baseline performance anxiety, and descriptive incoherence regarding product specifications. This study aims to describe the structural operationalization of Deep Learning-based Project-Based Learning (PjBL) utilizing YouTube and to investigate the resulting nature of students’ speaking performance after its execution. This study employed a Classroom Action Research (CAR) design using a mixed-methods approach involving 30 tenth-grade students of Kelas X Kecantikan 2 at SMKN 3 Kediri. Qualitative and quantitative data were gathered through observation checklists, field notes, semi-structured post-cycle interviews, and oral speaking tests evaluated via a contextualized rubric adapted from Brown (2004). The findings revealed that the integrated PjBL framework incorporating scriptwriting as a critical cognitive scaffolding technique effectively mitigated foreign language speaking anxiety and accelerated professional vocabulary acquisition. Quantitative oral scores demonstrated robust upward mobility: the class mean score progressed from 53.2 in the initial cycle to 79.5 in the subsequent cycle, successfully surpassing the established minimum passing criterion (KKM) of 75. The systematic integration of digital pedagogy through YouTube product review vlogs provides an authentic, immersive instructional environment that successfully fosters 21st-century competencies and improves vocational workforce readiness.

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