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Jurnal Pendidikan Tuntas
Published by LPPI Yayasan Almahmudi bin Dahlan
ISSN : -     EISSN : 30255430     DOI : 10.70437/jpt
Core Subject : Religion, Education,
Religion Education Mathematics
Jurnal Pendidikan Tuntas is published by LPPI Yayasan Almahmudi Bin Dahlan, in helping academics, researchers, and practitioners to disseminate their research results. Jurnal Pendidikan Tuntas is a blind peer-reviewed journal dedicated to publishing quality research results in the fields of education. All publications in the Jurnal Pendidikan Tuntas are open access which allows articles to be available online for free without any subscription. Jurnal Pendidikan Tuntas is a national journal with e-ISSN: 3025-5430, and is free of charge in the submission process and review process. Jurnal Pendidikan Tuntas publishes articles periodically four times a year, in March, June, September and December. Jurnal Pendidikan Tuntas uses Turnitin plagiarism checks, Mendeley for reference management and supported by Crossref (DOI) for identification of scientific paper.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 219 Documents
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Meningkatkan Kemampuan Berhitung Anak Usia 5-6 Tahun Melalui Permainan Batu Kerikil TK Negeri Pembina 02 Kampar Mailani Edelwina; Citra Ayu; Lusi Marleni
Jurnal Pendidikan Tuntas Vol. 2 No. 4 (2024): Edisi Desember 2024
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

The purpose of this research is: to determine the improvement of counting skills of children aged 5-6 years through gravel games at TK Negeri Pembina 02 Kampar. This research method is Classroom Action Research (CAR) which is carried out in two cycles. Each cycle consists of two meetings and four stages, namely the planning, implementation, observation, and reflection stages. The time of this research was carried out from July to August 2024. The subjects of this study were 5-6 year old children at TK Negeri Pembina 02 Kampar, totalling 15 children. Data collection techniques are documentation, observation and tests. The results of this study indicate that there is an increase in counting ability from the time of pre-action. Children's counting ability at the time of pre-action showed results in the category of still developing (MB) which was shown from the total assessment only reached 47.5% which was included in the category of Still Developing (MB). Meanwhile, the total score of children's counting ability at the second meeting of cycle I was 215 or 67.2%, while the total score of children's counting ability in cycle II was 268 or 83.8% which is included in the Very Well Developed category (BSB). This achievement has been at 83.8% or part of the students who get the predicate of developing very well, so there is no need to take action again through the third cycle.
Meningkatkan Kemampuan Mengenal Angka Melalui Permainan Pohon Angka Pada Anak Usia 5-6 Tahun Meri Diana; Citra Ayu; Putri Asilestari
Jurnal Pendidikan Tuntas Vol. 2 No. 4 (2024): Edisi Desember 2024
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

This study is motivated by the low ability of children in recognising numbers, therefore researchers provide a solution to solve this problem in the form of using number tree media to improve children's ability to recognise numbers. The type of research applied is classroom action research with the aim of improving the learning process and improving learning outcomes, especially improving children's ability to recognise numbers. This research was carried out in two cycles, each cycle of 2 meetings with the stages of planning implementation observation and reflection as specified in the class action research system. The data collection technique used is observation with the instrument observation sheet and documentation to capture events during the research process, while the first data analysis technique is quantitative the data obtained is then analysed quantitatively both from the teacher's activity teaching student learning activities and student learning outcomes after quantitative data analysis is carried out Then further discussed or analysed qualitatively so that the data collected can be interpreted or interpreted clearly. From the implementation of this study, the data resulted in a significant increase from the cycle which was only 33.7% to 58% at the end of cycle 2 and this research was declared successful.
Upaya meningkatkan kemampuan Motorik Halus Melalui Media Busy Book Irma Safitri; Moh Fauziddin; Masrul Masrul
Jurnal Pendidikan Tuntas Vol. 2 No. 4 (2024): Edisi Desember 2024
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

This research was motivated by the results of observations at the Kemala Bhayangkari Bangkinang City Kindergarten regarding children's fine motor skills that had not developed optimally. So improvements need to be made through busy book media. The problem in this research is that children have difficulty holding a pencil, children lack concentration, are not precise and neat and lack patience in carrying out learning activities related to fine motor skills, children are not able to follow the pattern lines ordered by the teacher, children have difficulty recognizing colors. This research aims to improve the fine motor skills of class A children at the Kemala Bhayangkari Bangkinang City Kindergarten through busy book media. The subjects in this study were 15 children consisting of 8 girls and 7 boys. This research uses classroom action research methods. This research consisted of two cycles and each cycle was held in 2 meetings. The data collection techniques used are observation and documentation. From the calculations carried out, it can be seen that the percentage of children's fine motor skills has increased from the initial condition of the number of children with the Not Yet Developed (BB) criteria of 59.9%. In cycle I the criteria for Not Yet Developed (BB) was reduced to 17.9%. In cycle II, the criteria for Not Yet Developed (BB) were reduced again to 1.65%. This proves that busy book media can improve children's fine motor skills at the Kemala Bhayangkari Bangkinang City Kindergarten.
Peningkatan Keterampilan Membaca Huruf Hijaiyah Menggunakan Metode Tilawati Pada Anak Kelompok A TK 011 Permataku Sena Bella Mahera; Lusi Marleni; Putri Asilestari
Jurnal Pendidikan Tuntas Vol. 3 No. 1 (2025): Edisi Maret 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

This study aims to improve the skills of reading hijaiyah letters using the tilawati method in group A children of TK 011 Permataku. The ability to read hijaiyah letters studied is to read hijaiyah letters randomly and distinguish hijaiyah letters that are almost similar. This type of research is class action research. The subjects of this study were 15 group A children consisting of 8 boys and 7 girls. The object of this research is the skill of reading hijaiyah letters using the tilawati method. Data collection techniques through observation and tests. Data analysis techniques carried out descriptively qualitative and quantitative. The success indicator in this study is said to be successful if the ability to read hijaiyah letters with good categories has reached a minimum percentage of 86%. The results showed that the ability to read hijaiyah letters can be improved through the tilawati method. The success is done with steps, reading together using tilawati props, giving children the opportunity to read alone using tilawati tones, giving greater opportunities to children whose improvement in the ability to read hijaiyah letters is still difficult and the teacher motivates and accompanies the child. The increase can be seen from the change in good criteria in each cycle, at the time of pre-action showing the results of 14%, then began to increase in Cycle I by 46% and in Cycle II by 86%.
Penerapan Experiential Learning dalam Pengembangan Kompetensi Sosial Emosional Peserta Didik Safia Safitri
Jurnal Pendidikan Tuntas Vol. 3 No. 1 (2025): Edisi Maret 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

This research is a literature review that aims to explore the application of experiential learning approach in developing learners' social-emotional competence. The background of this study is based on the increasing need for learning strategies that not only develop cognitive aspects, but also support learners' emotional and social growth holistically. The method used in this review is narrative synthesis and thematic analysis of relevant literature selected through certain inclusion criteria, such as publication within the last 10 years and focus on primary to secondary education. The results of the literature review show that the application of experiential learning has a significant influence on the development of learners' social-emotional competence. Three main themes emerged through thematic analysis: first, direct experience as the foundation of emotional learning; second, the role of reflection in shaping self-awareness and emotion regulation; and third, the importance of collaborative social contexts in fostering empathy and interpersonal skills. It is hoped that the results of this study can serve as a reference for pre-educators in designing more effective learning to increase students' independence.
Pembelajaran Sosial Emosional di Sekolah Dasar Dwi Rahayu Murtiningsih
Jurnal Pendidikan Tuntas Vol. 3 No. 1 (2025): Edisi Maret 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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This study discusses the importance of implementing Social, and Emotional Learning (SEL) at the Elementary School level as a foundation for holistic character development and student competency. The purpose of this study is to identify and analyze the concept, implementation, and impact of social emotional learning in the elementary school environment. This study uses a literature review method with a content analysis approach and narrative synthesis of various academic literature, including journals, books, and relevant research reports. The results of the study indicate that SEL makes a positive contribution to the development of social skills, emotional management, increased empathy, and increased student academic achievement. In addition, the success of SEL implementation is influenced by teacher support, an integrated curriculum, and a conducive learning environment. This study concludes that systematic integration of SEL in learning in elementary schools is very important for forming students' emotionally and socially balanced personalities. The implications of this study point to the importance of teacher training and the formulation of educational policies that support the sustainable implementation of SEL.
Implementasi Pembelajaran Sosial Emosional dalam Meningkatkan Kesejahteraan dan Prestasi Peserta Didik Indah Dwi Rahayu
Jurnal Pendidikan Tuntas Vol. 3 No. 1 (2025): Edisi Maret 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Social Emotional Learning (SEL) is a crucial educational approach aimed at holistically developing students’ social and emotional competencies. This article aims to examine the implementation of SEL in school environments to improve students’ psychological well- being and academic performance. The research method used is a literature review, which involves analyzing various scholarly journals, books, and relevant articles to identify the concepts, objectives, benefits, implementation strategies, and impacts of SEL. The findings indicate that SEL implementation significantly enhances students’ abilities to manage emotions, build positive social relationships, and improve focus and learning motivation. SEL also contributes to the creation of an inclusive and supportive learning environment. However, challenges such as limited resources, time constraints, and the need for teacher training remain obstacles to effective implementation. This article is expected to serve as a reference for educators and policymakers to effectively integrate SEL into the education system.
Penguatan Karakter dan Kecakapan Abad 21 melalui Pembelajaran Sosial Emosional Hafizah Hafizah
Jurnal Pendidikan Tuntas Vol. 3 No. 1 (2025): Edisi Maret 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Social Emotional Learning (PSE) is an educational approach that emphasizes the development of students' social, emotional and character skills. This review aims to understand the basic concepts of EE, identify the challenges of its implementation in schools, and offer strategic solutions to strengthen the implementation of EE in various educational contexts in Indonesia. The literature review was conducted on accredited national journals in the last ten years with a narrative synthesis approach. The results show that PSE has a positive impact on students' academic achievement and well-being, although it still faces implementation constraints such as limited teacher understanding, resources and policy support. Therefore, strengthening teachers' capacity and integrating PSE in education policy are key.
Menumbuhkan Karakter Sejak Dini Tentang Pembelajaran Sosial Emosional Dalam Pendidikan Dasar Afadia Delnanda
Jurnal Pendidikan Tuntas Vol. 3 No. 1 (2025): Edisi Maret 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Social Emotional Learning (SEL) is an approach that aims to shape students' competencies in managing emotions, establishing positive relationships, and making responsible decisions. This study aims to understand the basic concept of SEL, identify implementation challenges, explore solutions offered in the literature, and initiate the development of SEL at the elementary education level. Using a library research method with a narrative synthesis strategy, literature was collected from various trusted sources in the last five years (2019–2024). The results of the study indicate that although SEL has many benefits, its implementation is still hampered by a lack of teacher understanding, curriculum limitations, and minimal policy support. The solutions offered include teacher training, integration of SEL values in learning, and development of contextual and local culture-based programs. This study recommends the need to strengthen policies and develop an integrated SEL model in the Indonesian elementary education system.
Pembelajaran Sosial Emosional: Konsep, Permasalahan, Solusi dan Gagasan Pengembangan di Sekolah Dasar Khairunnisya Khairunnisya
Jurnal Pendidikan Tuntas Vol. 3 No. 2 (2025): Edisi Juni 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Social emotional learning (SEL) is an educational approach that focuses on developing social and emotional skills, attitudes and values in learners. This literature review aims to understand the basic concept of SEL, identify problems in its implementation, and offer solutions and development ideas in the primary school environment. The method used is content analysis and narrative synthesis of relevant literature, focusing on publications from 2003 to 2025. The results show that SEL plays an important role in improving learners' motivation to learn, academic outcomes, and social skills. However, the implementation of SEL still faces challenges such as lack of teacher training, lack of integration in the curriculum, and low student motivation due to lack of understanding and practice of SEL in the classroom. Proposed solutions include teacher training, integration of SEL in learning, and development of collaborative and project-based learning models. The article also provides ideas for the development of SEL through literacy approaches, emotional education, and the creation of a safe and inclusive learning environment.

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