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Al- SAMBASY: Jurnal Kajian Pendidikan
Published by CV. Adiba Aisha Amira
ISSN : -     EISSN : 30893844     DOI : Zenodo
Core Subject :
Al- SAMBASY: Jurnal Kajian Pendidikan, mencakup penelitian dan kajian di bidang pendidikan dan kebudayaan, seperti, manajemen pendidikan, praktik terbaik pendidikan, kurikulum, evaluasi pendidikan, kebijakan pendidikan, teknologi pendidikan, bahasa, arkeologi, pendidikan khusus misalnya dalam ruang lingkup keluarga, sekolah dari Tingkat PAUD sampai perguruan tinggi, sekolah kejuruan dan lain-lain baik kajian dalam bidang umum maupun dalam kajian Islam.
Arjuna Subject : -
Articles 20 Documents
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ANALISIS KECEPATAN MEMBACA PADA TINGKAT PEMAHAMAN ISI BACAAN SISWA KELAS V SD YPK SILO KABILOL Yuliance Sarlota Louw; Ahmad Yulianto; Syams Kusumaningrum
Al-SAMBASY: Jurnal Kajian Pendidikan Vol. 2 No. 1 (2025): Al- SAMBASY: Jurnal Kajian Pendidikan
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17620829

Abstract

This study uses quantitative descriptive research because the researcher wants to present an overall picture of the phenomenon based on facts that occurred in the field during the research period, which was conducted in July. The research was conducted in the fifth grade of YPK Silo Kabilol Elementary School, Tiplol Mayalibit District, Raja Ampat Regency. Data collection in this study consisted of observation, tests, interviews, and documentation. Based on the results of observations, tests, and interviews conducted by the researcher and students in Grade V and Grade V teacher Mrs. M.W. during the fieldwork, the researcher concluded that there was no consistent correlation between the two variables. There were three different relationship patterns: 1) positive correlation in some students, 2) negative correlation with no correlation, and 3) inconsistent patterns in most students. High reading speed does not guarantee optimal comprehension. Most students (53.6%) had low reading comprehension, even though their reading speeds varied. The significant findings of this study indicate that there is no consistent correlation between reading speed and reading comprehension among fifth-grade students at SD YPK Silo Kabilol. The analysis results reveal the paradox that the student with the highest reading speed, namely Y.K with 95 words per minute, did not have the highest comprehension score in the study group. Conversely, the student with the highest comprehension score, E.K with 90 points, had a moderate reading speed of 85 words per minute. This phenomenon indicates that reading speed and reading comprehension are two different cognitive skills and require specific learning approaches to optimise both aspects simultaneously.
ANALISIS FAKTOR INTERNAL DAN EKSTERNAL KESULITAN MEMBACA SISWA DI SD YPK SILO KABILOL, RAJA AMPAT Elda Gasilce Aitem; Desti Rahayu; Kartika Tiara
Al-SAMBASY: Jurnal Kajian Pendidikan Vol. 2 No. 1 (2025): Al- SAMBASY: Jurnal Kajian Pendidikan
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17620851

Abstract

This study aims to analyse the internal and external factors that cause reading difficulties among Year 2 students at YPK Silo Kabilol Primary School, Tiplol Mayalibit District, Raja Ampat Regency, Southwest Papua. The background to this study is the low level of early reading skills in lower primary grades, which has an impact on the overall learning process of students. The study used a qualitative descriptive approach with four second-grade students and one homeroom teacher as subjects. Data collection techniques included observation, interviews, and documentation. The results of the study show that students' reading difficulties are caused by two main categories: (1) internal factors, including age, readiness to learn, delayed cognitive development, concentration disorders, and low motivation to read; and (2) external factors, including lack of family support, limited school facilities, conventional learning methods, and the geographical conditions of remote areas. Teachers overcome reading difficulties through the application of phonetic methods, the use of visual-audio media, individual approaches, cooperation with parents, and daily reading habits. These findings emphasise the importance of collaborative and contextual approaches in improving basic literacy in 3T areas.
ANALISIS KESULITAN BELAJAR SISWA DALAM MATERI PECAHAN  KELAS V SD YPK SILO KABILOL Romima Wakaf; Desti Rahayu; Kartika Tiara
Al-SAMBASY: Jurnal Kajian Pendidikan Vol. 2 No. 1 (2025): Al- SAMBASY: Jurnal Kajian Pendidikan
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17620855

Abstract

This study aims to describe the factors that cause fifth-grade elementary school students to experience difficulties in learning fractions. This study was motivated by the difficulties experienced by fifth-grade students at YPK Silo Kabilol Elementary School in learning fractions. The objectives of this study are to describe the factors that cause students' learning difficulties in fractions and the efforts made to overcome these difficulties. This study uses a qualitative approach with data collection through observation, interviews, questionnaires, and documentation. The instruments used in this study include observation sheets, questionnaires for teachers and students, and interview guidelines. Data analysis was conducted using the triangulation method to ensure the validity of the data obtained. The results showed that the factors causing students' learning difficulties in fractions included a lack of understanding of basic fraction concepts, such as distinguishing between numerators and denominators, and understanding fractions as part of a whole. In addition, a lack of motivation to learn, an unfavourable classroom atmosphere, and low support from families also contributed to the difficulties experienced by students. Efforts made by teachers to overcome these difficulties included providing assistance using learning media and holding tutoring activities for students. This study recommends that teachers use more varied and contextual learning methods and increase family support in the student learning process. It is hoped that with these efforts, students' difficulties in learning fractions can be minimised and the learning process can be more effective.
ANALISIS KONFLIK SISTEM ZONASI PPBD DALAM LENSA STRATIFIKASI SOSIAL Lu’lu ‘Aabidah; Nur Khasanah
Al-SAMBASY: Jurnal Kajian Pendidikan Vol. 2 No. 1 (2025): Al- SAMBASY: Jurnal Kajian Pendidikan
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17620880

Abstract

Kebijakan sistem zonasi untuk Penerimaan Peserta Didik Baru (PPDB) yang bertujuan untuk pemerataan pendidikan telah menimbulkan konflik publik yang besar. Penelitian ini bertujuan untuk meneliti konflik dalam sistem zonasi PPDB melalui sudut pandang stratifikasi sosial. Masalah utamanya adalah bagaimana kebijakan yang semula dirancang untuk mengurangi ketimpangan justru menciptakan ketegangan baru yang berasal dari struktur sosial ekonomi yang sudah ada. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi literatur, menganalisis artikel akademis, dokumen kebijakan (Permendikbud), serta laporan terkait pelaksanaan PPDB. Data dianalisis dengan menggunakan analisis konten tematik yang berlandaskan teori stratifikasi sosial dari Bourdieu. Temuan penelitian menunjukkan bahwa konflik zonasi merupakan wujud dari pertarungan kelas. Kelas atas melakukan konversi modal ekonomi mereka untuk mengakses ruang (manipulasi domisili). Kelas menengah, yang modal budayanya (prestasi akademik) mengalami penurunan nilai, melakukan perang simbolik melalui aksi protes terbuka. Di sisi lain, kelas bawah, yang menjadi target dari kebijakan ini, justru mengalami reproduksi stratifikasi akibat 'terkunci' di wilayah dengan sumber daya yang sedikit. Dalam praktiknya, kebijakan ini memperlihatkan dan bahkan memperkuat stratifikasi sosial yang ada alih-alih membongkarnya.
HUBUNGAN KEDISIPLINAN GURU TERHADAP HASIL BELAJAR SISWA DI SMK YPK PENGHARAPAN AIMAS KABUPATEN SORONG Yunus Aisnak; Sirojjuddin; Jaharudin Jaharudin
Al-SAMBASY: Jurnal Kajian Pendidikan Vol. 2 No. 1 (2025): Al- SAMBASY: Jurnal Kajian Pendidikan
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17620874

Abstract

This study aims to determine the relationship between teacher discipline and student learning outcomes at SMK YPK Pengharapan Aimas in Sorong Regency. This study used a quantitative research design with a correlational approach. The study involved 20 tenth-grade students as samples, selected through purposive sampling. Data collection was conducted using a teacher discipline questionnaire and documentation of student learning outcomes. The collected data were analysed using Pearson's correlation test. The results showed a significant positive relationship between teacher discipline and student learning outcomes, with a correlation coefficient of 0.645, indicating a fairly strong influence. Teacher discipline in managing time, arriving on time, and consistency in giving assignments and evaluations played a major role in improving student learning outcomes. The researchers recommend that teacher discipline continue to be improved to encourage better student learning outcomes, as well as the importance of cooperation between teachers and students to create a conducive learning atmosphere.
SUPERVISI DI TAMAN KANAK-KANAK DAN RAUDHATUL ATHFAL NURAINI
Al-SAMBASY: Jurnal Kajian Pendidikan Vol. 2 No. 2 (2026): Al- SAMBASY (Jurnal Kajian Pendidikan)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19971362

Abstract

Supervision at every level of education must be carried out, as it helps nursery schools and Raudhatul Athfal institutions to improve the quality of learning, enhance teacher performance, and ensure that administration and teaching methods meet standards. This is not merely monitoring, but guidance aimed at improving teacher competence, fostering learning innovation, and enhancing the quality of early childhood education services. Broadly speaking, it involves the professional development of teachers and educational staff, ensuring standards are met, problem-solving, and targeted performance. The difference lies in the academic supervision of kindergartens, which focuses more on the national curriculum approach, emphasising the development of children’s motor, cognitive, language, and socio-emotional skills. Meanwhile, at Raudhatul Athfal, supervision emphasises the integration of Islamic values, etiquette, memorisation of short surahs, prayers, and daily worship practices into learning activities. Supervision in kindergartens checks administration and lesson planning in accordance with the national curriculum. Raudhatul Athfal checks the alignment of lesson plans with Islamic values. Kindergartens focus more on cognitive, motor, social-emotional and language development using a general thematic approach or specific methods such as Montessori.
REFORMASI KURIKULUM PENDIDIKAN ISLAM DI PERGURUAN TINGGI ISLAM INDONESIA PADA ABAD KE-20 Nida Wahyu Sa’bani; Qurrotu Aini; Rizka Prihatiningsih
Al-SAMBASY: Jurnal Kajian Pendidikan Vol. 2 No. 2 (2026): Al- SAMBASY (Jurnal Kajian Pendidikan)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19971444

Abstract

Islamic education in Indonesia has undergone a long journey in reforming its curriculum to remain relevant to the demands of the modern era. This study aims to examine the curriculum reform of Islamic higher education in Indonesia during the 20th century, encompassing its background, forms and processes of change, and its overall impact on Islamic education. A qualitative approach was employed using library research method through analysis of relevant written sources. The findings reveal that curriculum reform was driven by both internal and external factors, including dissatisfaction with the traditional and dichotomous education system, the influence of reformist Islamic thought from the Middle East, and pressures of modernization and globalization. The reform process unfolded gradually, characterized by a structural shift from a monodisciplinary curriculum toward integrated models of knowledge, culminating in the transformation of IAIN into State Islamic Universities (UIN). Various integration models were developed, including the Integration-Interconnection concept by Amin Abdullah, Wahdatul Ulum by UIN North Sumatra, and Unity of Sciences by UIN Walisongo. Pedagogical renewal accompanied the curricular changes, marked by a shift from teacher-centered to student-centered learning approaches. Key figures such as Harun Nasution and Azyumardi Azra, supported by national and international institutions, played decisive roles in driving these reforms. Curriculum reform has demonstrably improved graduate quality and broadened the orientation of Islamic education, although implementation challenges such as infrastructure disparities and resistance to change continue to require sustained attention.
BUDAYA ORGANISASI PADA DUNIA PENDIDIKAN: SEBUAH TINJUAN LITERATUR REVIEW Achmad Fadil Firmansyah; Addinnia Dhiya' Ulhaq Nasution; Nurul Fauziyah Rahmawati
Al-SAMBASY: Jurnal Kajian Pendidikan Vol. 2 No. 2 (2026): Al- SAMBASY (Jurnal Kajian Pendidikan)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19971554

Abstract

Organizational culture in educational institutions is a system of values that encompasses norms, beliefs, and customs serving as guidelines for organizational behavior and activities. Organizational culture In modern education, has become a strategic element that influences the performance of educators, the quality of learning, and students’ academic achievement. However, research on this topic remains fragmented and has not yet been comprehensively integrated. This study aims to analyze the concept, determining factors, impacts, and implications of organizational culture through a Systematic Literature Review approach. Data were collected from scientific articles indexed in Google Scholar and Garuda using the keywords “organizational culture,” “educational institutions,” and “education” for the period 2022–2026, with 20 selected articles analyzed systematically. The results indicate that organizational culture is shaped by leadership, ethical values, and organizational communication that continuously internalizes these values. Organizational culture impacts teachers’ performance and motivation, and influences learning quality, academic achievement, and students’ character development. Furthermore, organizational culture serves as a strategy for enhancing the effectiveness and sustainability of educational institutions, influenced by human resource readiness, the organizational environment, and adaptation to technological advancements and social changes. Overall, organizational culture serves as a crucial foundation that requires a holistic, adaptive, and sustainable approach.
PENGUATAN KARAKTER MELALUI PEMBELAJARAN BERBASIS PROYEK PADA JENJANG SEKOLAH MENENGAH KEJURUAN Ni Wayan Widyani
Al-SAMBASY: Jurnal Kajian Pendidikan Vol. 2 No. 2 (2026): Al- SAMBASY (Jurnal Kajian Pendidikan)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19971636

Abstract

The purpose of this study is to analyze the strengthening of students’ character through the implementation of project-based learning at the vocational high school level. The issue addressed is the suboptimal integration of character education into learning, which tends to focus on cognitive aspects. The research methodology employed is a qualitative descriptive study using field observations and a literature review. Data were obtained through direct observation of learning activities and a review of relevant literature. The study’s findings demonstrate that the application of project-based learning can foster active student engagement in the learning process while promoting the development of character values such as responsibility, cooperation, discipline, creativity, and social concern. Meanwhile, this approach also has a positive impact on changes in attitude, increased self-confidence, and students’ problem-solving skills. However, its implementation requires careful planning and consistent guidance from teachers to ensure optimal results. Thus, project-based learning can serve as an effective alternative for integrating character development into the educational process.
PENGARUH PEMBELAJARAN AKIDAH AKHLAK DALAM MENGATASI PERILAKU VERBAL BULLYING PADA SISWA  (Penelitian di MTs. Negeri 4 Sukabumi Waluran Kabupaten Sukabumi) Gesti Agisna Yuniar; Mulyawan; Muhammad Syamsudin Nurfalah
Al-SAMBASY: Jurnal Kajian Pendidikan Vol. 2 No. 2 (2026): Al- SAMBASY (Jurnal Kajian Pendidikan)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19971690

Abstract

This study is motivated by the persistence of verbal bullying among students despite the implementation of Aqidah Akhlak learning. The objective of this study is to examine the effect of Aqidah Akhlak learning on verbal bullying behavior among students at MTs Negeri 4 Sukabumi. This research employed a quantitative method with a survey approach. The population consisted of 251 students, with a sample of 72 respondents determined using the Slovin formula. Data were collected through questionnaires that had been tested for validity and reliability, supported by interviews. Data analysis was conducted using descriptive and inferential statistics. The results indicate that Aqidah Akhlak learning is categorized as strong, while verbal bullying behavior is categorized as low. Statistical testing shows that the F-count value of 49.78 is greater than the F-table value of 3.98, with a correlation coefficient of 0.645. This finding demonstrates a positive and significant effect of Aqidah Akhlak learning on reducing verbal bullying behavior, with a contribution level of 64.5%. Therefore, higher intensity of Aqidah Akhlak learning is associated with lower levels of verbal bullying behavior among students.

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