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Integrasi Pembelajaran Sosial Emosional dalam Pendidikan Dasar: Strategi Meningkatkan Motivasi Belajar Peserta Didik Hilman Yusri
Jurnal Pendidikan Tuntas Vol. 4 No. 1 (2026): Edisi Maret 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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This study aims to examine the influence of the implementation of Collaborative for Academic, Social, and Emotional Learning (CASEL) on elementary school students’ learning motivation through a literature review approach. The research was conducted by analyzing various scientific articles, national and international journals, and relevant references related to social-emotional learning in elementary education. Data collection was carried out through literature searches on Google Scholar, ScienceDirect, Springer, and SINTA-indexed journals published between 2014 and 2024. The data were analyzed using a thematic analysis approach to identify patterns, trends, and major findings from previous studies. The results of the study indicate that the implementation of CASEL has a positive impact on improving students’ learning motivation, classroom engagement, collaboration skills, emotional management, and character development. Furthermore, the integration of social-emotional learning creates a more inclusive, supportive, and conducive learning environment for both academic and non-academic growth. The findings confirm that CASEL should be integrated more systematically into elementary school learning processes to support holistic education and optimize students’ overall development. Therefore, teachers and educational policymakers are encouraged to strengthen social-emotional learning practices in order to improve educational quality and student well-being in elementary schools.

Pembelajaran Sosial Emosional Pada Jenjang Sekolah Dasar Elmira Chintiya Sari
Jurnal Pendidikan Tuntas Vol. 4 No. 1 (2026): Edisi Maret 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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This study aims to examine the implementation of Social Emotional Learning (SEL) in elementary schools in Indonesia using a Systematic Literature Review (SLR) approach. The study analyzes various scholarly articles published between 2019 and 2024 to identify patterns of implementation, benefits, and challenges in applying SEL. The findings indicate that SEL plays a crucial role in supporting students’ holistic development, particularly in emotional regulation, social skills, empathy, and responsible decision-making. Furthermore, SEL implementation has been shown to enhance students’ learning motivation, engagement, and the creation of a positive classroom environment. However, the implementation of SEL in elementary schools still faces several challenges, including limited teacher training, constrained curriculum time, and insufficient supporting resources. The study also reveals a gap between educational policies and actual practices in schools. Therefore, strategic efforts are needed, such as improving teacher competencies, integrating SEL into the curriculum, and strengthening sustainable educational policies. Ultimately, SEL implementation is expected to foster students who are not only academically competent but also socially and emotionally well-developed.

Hakikat Peserta Didik: Studi Kepustakaan Aisyah Miftakhul Jannah
Jurnal Pendidikan Tuntas Vol. 4 No. 1 (2026): Edisi Maret 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Learners are the primary element in the educational process, possessing potential, human nature (fitrah), and the ability to develop through appropriate guidance and learning. In the philosophy of Islamic education, learners are viewed as a trust (amanah) from Allah SWT, endowed with intellectual, spiritual, emotional, and social dimensions that need to be balanced through education based on Islamic values. This article aims to discuss the nature of learners from the perspective of Islamic education philosophy, covering their definition, characteristics, potential, and position in the educational process. This study utilizes a literature review method by examining various relevant sources, including the Qur'an, hadith, books, and scientific journals. The results of the study show that learners are not only the objects of education but also active subjects in developing their potential toward becoming individuals with faith, knowledge, and noble character. Learners at the Islamic Elementary School (Madrasah Ibtidaiyah/MI) and Elementary School (SD) levels possess characteristics such as high curiosity, being active, easily imitating, and requiring engaging learning as well as exemplary models from educators. Therefore, educators do not only act as conveyers of knowledge but also as guides capable of understanding the needs and development of learners so that the learning process runs effectively, humanely, and meaningfully. Understanding the nature of learners serves as an essential foundation in realizing the goals of Islamic education, which is to form a generation capable of developing their entire potential optimally as a perfect human being (insan kamil).

Nilai-Nilai Pendidikan Islam dalam Hadis tentang Menuntut Ilmu: Kajian Tafsir Hadis Perspektif Tarbawi Sahrinal Adiansa Hasibuan
Jurnal Pendidikan Tuntas Vol. 4 No. 2 (2026): Edisi Juni 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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This research aims to comprehensively examine the Islamic educational values embedded within hadiths concerning the pursuit of knowledge, employing a hadith interpretation approach from a tarbawi (educational) perspective. The prevalent phenomenon of limited public understanding regarding the urgency and ethics of seeking knowledge motivates this study to delve into the primary sources of Islamic teachings. The methodology employed is qualitative descriptive, utilizing a literature review approach, which involves the selection, collection, analysis, and interpretation of relevant hadith texts along with their exegesis works. The key findings of this study reveal that hadiths on the pursuit of knowledge are rich in fundamental tarbawi values, encompassing the obligation of seeking knowledge for every Muslim, the importance of sincere intention, the virtues of patience and humility in the learning process, and the encouragement to act upon acquired knowledge. This study concludes that a comprehensive understanding of these hadiths through tarbawi exegesis can serve as a robust foundation for building an effective and character-driven Islamic educational system, thereby shaping individuals who are knowledgeable and faithful.

Analisis Kurikulum dalam Perspektif Islam: Kajian terhadap Konsep, Komponen, dan Implementasi Kurikulum Pendidikan Islam Alfina Nadzira
Jurnal Pendidikan Tuntas Vol. 4 No. 2 (2026): Edisi Juni 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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The curriculum is a fundamental component in the educational system that determines the direction, objectives, and content of learning. In the context of Islamic Education, the curriculum functions not only as an academic guide but also as an instrument for shaping the character, faith, and morality of students based on the values of the Qur'an and Hadith. This article aims to analyse the concept of curriculum from an Islamic perspective, identify the components of the Islamic education curriculum, and examine its implementation in Islamic educational institutions in the modern era. This study employs a qualitative method using a literature review approach, analysing various books, academic journals, and relevant literary sources. The findings indicate that the Islamic education curriculum has a strong theological foundation, rooted in divine revelation and the scholarly consensus of Islamic scholars. The components of the Islamic education curriculum include objectives (al-ahdaf), content (al-muhtawa), methods (al-thariqah), and evaluation (al-taqwim), all of which must be aligned with maqashid al-syariah. The implementation of the Islamic education curriculum faces various challenges in the modern era, including the dichotomy of knowledge, limited resources, and a mismatch between the formal curriculum and the needs of society. Therefore, an integrative, comprehensive, and insan kamil-oriented curriculum reform is required to address the challenges of the times

Hakikat Peserta Didik Aisyah Miftakhul Jannah
Jurnal Pendidikan Tuntas Vol. 4 No. 2 (2026): Edisi Juni 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Learners are the primary element in the educational process, possessing potential, human nature (fitrah), and the ability to develop through appropriate guidance and learning. In the philosophy of Islamic education, learners are viewed as a trust (amanah) from Allah SWT, endowed with intellectual, spiritual, emotional, and social dimensions that need to be balanced through education based on Islamic values. This article aims to discuss the nature of learners from the perspective of Islamic education philosophy, covering their definition, characteristics, potential, and position in the educational process. This study utilizes a literature review method by examining various relevant sources, including the Qur'an, hadith, books, and scientific journals. The results of the study show that learners are not only the objects of education but also active subjects in developing their potential toward becoming individuals with faith, knowledge, and noble character. Learners at the Islamic Elementary School (Madrasah Ibtidaiyah/MI) and Elementary School (SD) levels possess characteristics such as high curiosity, being active, easily imitating, and requiring engaging learning as well as exemplary models from educators. Therefore, educators do not only act as conveyers of knowledge but also as guides capable of understanding the needs and development of learners so that the learning process runs effectively, humanely, and meaningfully. Understanding the nature of learners serves as an essential foundation in realizing the goals of Islamic education, which is to form a generation capable of developing their entire potential optimally as a perfect human being (insan kamil).

Analisis Metode Pendidikan Islam: Konsep, Bentuk dan Relevansinya Dalam Pembelajaran Preti Sinta
Jurnal Pendidikan Tuntas Vol. 4 No. 2 (2026): Edisi Juni 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Islamic education is not merely concerned with the acquisition of knowledge but also with the development of faith, morality, and students' personalities. In this context, educational methods play an important role in determining how Islamic knowledge and values are conveyed and internalized in students' daily lives. This article aims to analyze the concept of the tarbiyah method, its various forms, and its relevance to contemporary Islamic education. This study employed a library research approach by analyzing relevant books and scholarly literature on Islamic education and tarbiyah methods. The data were analyzed descriptively through identification, classification, interpretation, and synthesis. The findings indicate that the tarbiyah method includes exemplary conduct (uswah hasanah), habituation (ta'widiyah), advice (mau'izah), dialogue (hiwar), reward and punishment (targhib wa tarhib), and attention and supervision. These methods complement one another in developing students' spiritual, moral, intellectual, social, and emotional dimensions. The relevance of the tarbiyah method remains strong in contemporary education; however, its implementation needs to be adapted to students' characteristics, technological developments, and current learning needs while maintaining fundamental Islamic values. Therefore, the tarbiyah method can be understood as an educational approach that emphasizes not only knowledge transfer but also value internalization and character development.

Analisis Lingkungan Pendidikan Islam Nayla Refania
Jurnal Pendidikan Tuntas Vol. 4 No. 2 (2026): Edisi Juni 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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The educational environment is an important component of Islamic education because the development of students' personality and character occurs not only through formal learning but also through interactions within the family and community. This study aims to analyze the roles of family, school, and community environments in Islamic education and examine the interrelationships among these three environments in supporting students' character development at the Madrasah Ibtidaiyah (MI) and elementary school (SD) levels. This study employed a descriptive qualitative approach using library research. Data were obtained through the identification, reading, examination, and classification of relevant literature on Islamic educational environments. The data were analyzed using content analysis by comparing and synthesizing information concerning the functions of each educational environment and their interrelationships. The findings indicate that the family serves as the first educational environment that provides the foundations of faith, morality, habits, and character development through role modeling, habituation, communication, and supervision. The school functions as a formal educational environment that strengthens students' knowledge, discipline, character, and religious culture through learning activities and teacher role modeling. Meanwhile, the community provides a social space in which students interact with others and apply Islamic values in everyday life. The synthesis indicates that these three environments have distinct but complementary functions. Consistency of values, communication, and cooperation among families, schools, and communities are important elements in creating a conducive Islamic educational environment for MI/SD students. Therefore, Islamic education needs to be developed through synergy among the three educational environments to ensure a continuous process of character development.

Strategi Pedagogis Internalisasi Nilai Pancasila dalam Pembelajaran PKn di Perguruan Tinggi: Tinjauan Literatur Sistematis Annisa Ramadhanti; Biah Sabandyani; Fitri Aulia
Jurnal Pendidikan Tuntas Vol. 4 No. 2 (2026): Edisi Juni 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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The internalization of Pancasila values in higher education cannot rely solely on the transmission of conceptual knowledge but requires learning strategies that enable students to understand, reflect on, and actualize these values in real-life contexts. In this context, Civics Education (PKn) has a strategic role in developing students’ civic knowledge, skills, and dispositions. This article aims to analyze pedagogical strategies used to support the internalization of Pancasila values in Civics Education at the higher education level. The study employed a Systematic Literature Review (SLR) approach by examining relevant scholarly literature on Pancasila education, Civics Education, character education, and pedagogical strategies. The selected literature was analyzed through thematic categorization and content synthesis to identify patterns of pedagogical strategies used in the internalization process. The findings indicate that the pedagogical strategies identified include contextual learning, experiential learning, project-based learning, reflective discussion, lecturer role modeling, community service activities, and the use of digital technology. These strategies provide complementary contributions by connecting Pancasila values with students’ academic experiences and social realities through active participation, direct experience, reflection, collaboration, and value enactment. Therefore, the internalization of Pancasila values in higher education Civics Education should emphasize participatory, reflective, contextual, and experience-based approaches so that Pancasila is not merely understood as academic knowledge but can develop into an orientation for students’ civic attitudes and behavior.

Home Page

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Reviewer

Google Scholar

Contact Name
joni

Contact Email
jurnaltuntas@gmail.com

Phone
+6285364448322

Journal Mail Official
joni061617@gmail.com

Editorial Address
Jl. Naga Sakti, Perum Griyo Puspito, Rt 001/Rw 008,Blok G 06, Binawidya Pekanbaru

Location
Kota pekanbaru,

Riau

INDONESIA

Abstract

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Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name joni

Contact Email jurnaltuntas@gmail.com

Phone +6285364448322

Journal Mail Official joni061617@gmail.com

Editorial Address Jl. Naga Sakti, Perum Griyo Puspito, Rt 001/Rw 008,Blok G 06, Binawidya Pekanbaru

Location Kota pekanbaru, Riau INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
joni

Contact Email
jurnaltuntas@gmail.com

Phone
+6285364448322

Journal Mail Official
joni061617@gmail.com

Editorial Address
Jl. Naga Sakti, Perum Griyo Puspito, Rt 001/Rw 008,Blok G 06, Binawidya Pekanbaru

Location
Kota pekanbaru,

Riau

INDONESIA