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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 238 Documents
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Analisis Kepuasan Orang Tua Siswa Dalam Layanan Pendidikan di Madrasah Ibtidaiyah Nurul Huda Kota Dumai Syawal Simatupang
Jurnal Pendidikan Tuntas Vol. 3 No. 3 (2025): Edisi September 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

This study aims to analyze the level of parental satisfaction with educational services at Madrasah Ibtidaiyah (MI) Nurul Huda Dumai City. The research employed a descriptive method with both quantitative and qualitative approaches. Data were collected through questionnaires distributed to 46 parents as samples using a random sampling technique. The research instrument was developed based on service quality dimensions (SERVQUAL), specifically focusing on three main dimensions: reliability, assurance, and tangibles. The results of the data analysis indicated that the parental satisfaction level reached 75%, which falls into the "Satisfied" category. The findings revealed that the school has provided good services through teacher discipline, student quality assurance programs (such as Al-Qur'an memorization), and adequate facilities and infrastructure.
Penerapan School Well-Being Dalam Pendidikan Dasar Aditya Gunawan
Jurnal Pendidikan Tuntas Vol. 3 No. 3 (2025): Edisi September 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

This study aims to examine the importance of implementing the concept of school well-being in the primary education environment as a fundamental basis for creating a meaningful learning ecosystem. Amidst the global educational paradigm shift, schools are no longer only required to pursue academic mastery but also to ensure students' mental health and happiness. The research method employed is library research with a systematic literature review approach towards eight relevant scientific articles. The findings indicate that school well-being, which encompasses dimensions of school conditions (having), social relations (loving), self-fulfillment (being), and health, contributes significantly to increasing learning motivation, active student engagement, and positive character building. These findings emphasize that a school environment that is emotionally safe and socially supportive can minimize the academic pressure often experienced at the primary education level. In conclusion, the implementation of school well-being requires a holistic approach involving synergy between school policies, curriculum, teachers, and the active role of parents. The integration of these welfare principles is expected to produce a generation that is not only intellectually bright but also emotionally and morally strong.
Membangun Karakter Siswa melalui Pembelajaran Sosial Emosional Berbasis Experiential Learning Dinda Yendra
Jurnal Pendidikan Tuntas Vol. 3 No. 4 (2025): Edisi Desember 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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This research is motivated by the challenges of education in the globalization era, which demand a balance between academic proficiency and social-emotional maturity. The primary focus of this study is to explore the implementation of Social Emotional Learning (SEL) based on Experiential Learning as an innovative strategy for building student character at the primary education level. The method employed is library research, analyzing relevant literature from the last five years. The findings indicate that the integration of five core SEL competencies—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—through real-world experiences (experiential learning) significantly enhances students' resilience, learning motivation, and adaptability. The study reveals that the main obstacles to SEL implementation include a lack of teacher understanding, limited professional training, and high administrative burdens. However, using an experience-based learning approach is proven to provide deep reflection space for students to apply character values in their daily lives. In conclusion, SEL based on Experiential Learning is a strategic solution to bridge the gap between cognitive and non-cognitive aspects in the current education system. The success of this implementation depends heavily on the teacher's role as a facilitator and strong policy support to create an educational ecosystem that humanizes students.
Strategi Penguatan Sosial Emosional Pada Siswa Sekolah Dasar Dicky Rinaldi
Jurnal Pendidikan Tuntas Vol. 3 No. 4 (2025): Edisi Desember 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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The development of social and emotional skills in students has become a major focus in education, as the importance of non-academic aspects of life for long-term success increases. These skills include the ability to empathize, cope with stress, collaborate with others, and communicate effectively. Research shows that students who have social and emotional skills tend to be more successful in academic settings and in everyday life. In some schools, social and emotional skills programs have been integrated into the curriculum, with the goal of helping students develop self-confidence, emotional management skills, and healthy interpersonal relationships. These programs often include project-based activities, role-playing, group discussions, and mindfulness exercises. This article will explore the various approaches and strategies that educators can use to develop social and emotional skills in students. It will also discuss the challenges and opportunities in implementing these programs in schools, as well as strengthening the long-term benefits of student development. With a deeper understanding of educational psychology, it is hoped that educators can be more effective in supporting students’ holistic development, helping them achieve not only academic success but also emotional and social well-being.
Analisis Implementasi dan Efektivitas Pembelajaran Sosial-Emosional pada Jenjang Pendidikan Dasar Andini Novianti
Jurnal Pendidikan Tuntas Vol. 3 No. 4 (2025): Edisi Desember 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Pembelajaran Sosial-Emosional (PSE) merupakan pendekatan yang mengembangkan kompetensi sosial dan emosional siswa, seperti kesadaran diri, pengelolaan diri, kesadaran sosial, keterampilan hubungan sosial, dan pengambilan keputusan yang bertanggung jawab. Kajian ini bertujuan untuk menganalisis implementasi dan efektivitas PSE pada jenjang pendidikan dasar melalui tinjauan literatur. Metode yang digunakan adalah analisis isi tematik terhadap literatur yang relevan. Hasil kajian menunjukkan bahwa PSE memiliki dampak positif terhadap perkembangan sosial-emosional dan prestasi akademik siswa. Namun, implementasinya menghadapi berbagai tantangan, seperti kurangnya pelatihan guru, keterbatasan waktu, dan rendahnya keterlibatan orang tua. Diperlukan strategi komprehensif, termasuk integrasi PSE dalam kurikulum, pelatihan guru, dan keterlibatan komunitas untuk mengoptimalkan pelaksanaannya. Temuan ini diharapkan dapat menjadi acuan bagi pengembangan program PSE di sekolah dasar.
Meningkatkan Hasil Belajaran PKn Tema 8 Dengan Penerapan Model Pembelajaran Kooperatif Tipe the Power Of Two Pada Siswa Kelas III SDN 006 Bukit Kapur Dumai Sucitra Dewi
Jurnal Pendidikan Tuntas Vol. 3 No. 4 (2025): Edisi Desember 2025
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his research is motivated by findings among third-grade students at SDN 006 Bukit Kapur, Dumai, during Civics (PKN) lessons on Theme 8, Subtheme "I am a Scout" (Aku Anggota Pramuka). It was observed that 52% of students had not yet reached the Minimum Mastery Criterion (KKM), with only 48% achieving passing scores, categorizing the results as poor. In addition to low learning outcomes, the quality of the instructional process was also suboptimal. Consequently, improvements in the learning process are necessary to enhance student competence.The objective of this study is to improve student achievement in Civics Theme 8 by implementing the "The Power of Two" Cooperative Learning Model. The conceptual framework proposed is that if the third-grade teacher at SDN 006 Bukit Kapur utilizes peer discussion media through "The Power of Two" method, learning outcomes will increase. The first cycle was conducted on May 4, 2020, followed by the second cycle for further improvement on May 8, 2020. The results showed a significant increase in achievement among the students. Based on these findings, it can be concluded that applying the "The Power of Two" Cooperative Learning method can improve student learning outcomes in Civics Theme 8, Subtheme "I am a Scout," for third-grade students at SDN 006 Bukit Kapur, Dumai, during the second semester of the 2019/2020 academic year.
Peningkatan Hasil Belajar IPS Menggunakan Model Mind Mapping Pada Siswa Sekolah Dasar Puji Astuti
Jurnal Pendidikan Tuntas Vol. 3 No. 4 (2025): Edisi Desember 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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This research is motivated by the low social studies (IPS) learning outcomes among elementary school students caused by conventional learning processes that tend to be monotonous and teacher-centered. The primary focus of this study is to describe the improvement of social studies learning outcomes by implementing the Mind Mapping cooperative learning model. The research method employed is classroom action research with a descriptive qualitative and quantitative approach. The results indicate that the use of the Mind Mapping model effectively transforms the learning atmosphere to be more creative, cheerful, and enjoyable. Through the use of colors, curved lines, symbols, and images, students are able to absorb and retrieve information from the brain more naturally compared to traditional rote learning methods. The findings reveal a shift in learning patterns from teacher-centered to active learning, where students become more confident in presenting their ideas and possess a strong "visual guide" through the mind maps they create. Furthermore, this model is proven to build a naturally collaborative classroom climate through organic discussions among students without negative competition. The reduction in learning anxiety is evident as students no longer view social studies as a heavy memorization burden. In conclusion, the application of the Mind Mapping model significantly improves social studies learning outcomes for fourth-grade elementary students. This study recommends educators to adopt mind mapping techniques to create more meaningful, effective, and innovative learning experiences for students at the primary level.
Meningkatkan Hasil Belajar Matematika Pada Materi Statistika Dengan Penerapan Model Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) Pada Siswa Kelas V SD Belly Setiadi
Jurnal Pendidikan Tuntas Vol. 3 No. 4 (2025): Edisi Desember 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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This research is motivated by the low mathematics learning outcomes of fifth-grade students at SD Negeri 005 Bukit Kapur, Dumai City, specifically in Statistics material. The main problem identified is the conventional learning process, which leads to low concentration, lack of activity, and low student motivation towards mathematics, which is often perceived as a difficult subject. The primary objective of this study is to describe how the implementation of the Numbered Head Together (NHT) cooperative learning model can improve learning outcomes and students' active engagement in the learning process. The research method employed is Classroom Action Research (CAR), conducted in two cycles, where each cycle includes the stages of planning, implementation, observation, and reflection. Data collection techniques were carried out through observations of teacher and student activities as well as learning outcome tests at the end of each cycle. The research results show a significant increase in students' learning completeness. In Cycle I, the percentage of student learning completeness only reached 60%, but after corrective actions were taken in Cycle II, the percentage increased drastically to 90%, representing a 30% improvement. In addition to the increase in cognitive scores, the implementation of the NHT model also proved capable of increasing student concentration because each individual has responsibility for the number they hold. Students became more enthusiastic in group discussions, more confident in expressing opinions, and mastery of the material became deeper through collaboration between group members. The NHT model successfully created a more dynamic and healthily competitive classroom atmosphere. In conclusion, the NHT type cooperative learning model is highly effective in improving mathematics learning outcomes in Statistics for elementary school students. The researcher recommends the use of this model as an alternative learning strategy to increase students' active participation in the classroom.

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