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Muhammad Fajri Hamdy
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Nalar: Journal of Pedagogy and Society
Published by Nalar Global
ISSN : -     EISSN : 27228673     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Nalar: Journal of Pedagogy and Society is published by the Education Division of Nalar Global Foundation. This open access journal aims to promote researches on pedagogy and society at various educational levels and educational community settings. As a peer-reviewed journal, it focuses on the scholarship and practice of teaching and learning and the impact of education on society, covering: teaching, learning, curriculum, assessment, policy, management, leadership and related areas.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 4 Documents
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Search results for , issue "Vol. 1 No. 1 (2020): Nalar: Journal of Pedagogy and Society" : 4 Documents clear
The correlation between full-day school effectiveness and junior high school learners’ character building Eriswandi
Nalar: Journal of Pedagogy and Society Vol. 1 No. 1 (2020): Nalar: Journal of Pedagogy and Society
Publisher : Nalar Global Foundation

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Abstract

This study aimed to investigate the correlation between full-day school effectiveness and Junior High School learners’ character building in Pekanbaru. The samples were selected from 10% (226) of total 2.226; all junior high school learners in one of region in Pekanbaru city. The data were collected by using questionnaire and were analyzed by applying product moment correlation technique. The results demonstrated that full day school program was implemented very well in Pekanbaru (81-100 with the percentage of 86.7%). In addition, Junior high school learners’ character was also categorized into very good (81-100 with the percentage of 86.7%). Furthermore, it was found out that the very well implemented-full day school program positively correlated with Junior high school learners’ character building in Pekanbaru (0,138< 0,281>0,181 and R Square 0.79 or 7.9%). Moreover, the findings suggested that aside from its negative influence, full day school program influence learners’ character to the extent that it established academic intercommunication system and social relationship. In addition, it avoided learners from brawling against different school learners and performing useless activities. However, it should be emphasized that full day school program provided more benefits to learners.
Wahbah Az-Zuhaili’s thoughts on social education in surah Al-Hujurat verses 10-13: A study on Al-Munir’s interpretation Taubatan Nasuha
Nalar: Journal of Pedagogy and Society Vol. 1 No. 1 (2020): Nalar: Journal of Pedagogy and Society
Publisher : Nalar Global Foundation

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Abstract

This study aims to determine Wahbah Az-Zuhaili's thoughts on social education in surah Al-Hujurat verses 10-13 by studying Al-Munir's interpretation and identifying what methods that can be used to design instructional activities for teaching social education based on the contents of surah Al-Hujurat verses 10-13. This study was carried out in the design of library research, which used various literatures as the sources of research data and maudu'i as the interpretation method. Primary data sources are the Qur'an and At-Tafsir al-Munir fil-Aqidah wasy-Syari'ah wal-Manhaj. Then, secondary data sources include books, articles, magazines, newspapers, and other sources which are relevant to the primary data. Based on the results of analysis, it can be concluded that surah Al-Hujurat verses 10-13 discusses in detail about attitudes and social education.
The influence of implementing Discovery Learning Model and giving motivation on students’ learning outcomes in Islamic education subject Shilfia Alfitry
Nalar: Journal of Pedagogy and Society Vol. 1 No. 1 (2020): Nalar: Journal of Pedagogy and Society
Publisher : Nalar Global Foundation

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Abstract

This study aims to solve initial problem on students’ low learning outcomes for Islamic religious education subject. The data analysis technique of this study used a regression analysis method. Based on the results of the analysis, the effect of implementing the discovery learning model to the students’ learning outcomes shows that t-test result is greater than t-table both at the significant level of 5% and the significant level of 1% (2,000 <14,242> 2,660). It means that Ha is accepted and H0 is rejected. Then, the effect of giving motivation by teachers on the students’ learning outcomes also shows that t-test result is greater than t-table both at the significant level of 5% and the significant level of 1% (2,000 <14,336> 2,660). It can be inffered that Ha is accepted and H0 is rejected. The data analysis on the influence of both implementing discovery learning model and giving motivation by the teacher on the student learning outcomes results show a significant level at the 5% significance level and 1% significance level (2,000 <5.576> 2.660). It can be concluded that implementing discovery learning model and giving motivation by teacher have a positive influence to help the students in achieving the learning outcomes.
Multicultural education in Indonesian education regulations and its relevance to Islamic education Ali Akbar
Nalar: Journal of Pedagogy and Society Vol. 1 No. 1 (2020): Nalar: Journal of Pedagogy and Society
Publisher : Nalar Global Foundation

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Abstract

Multicultural demands recognition and respect for others of different races, tribes, languages, customs, and religions. Humankind is equal on the face of God. What distinguishes them from others is their obedience quality (al-Qur'an Al-Hujurat: 13). Therefore, the differences caused by ethnical groups, languages, customs, and social status do not make one higher than the others. Historically, Muslims have practiced multicultural education long before the idea emerges. Moreover, Islamic concept related to the importance of appreciating differences is more advance than what western scientist offered related to the concept of multicultural education. Although it contains a relatively sensitive meaning, the term “multicultural education” might still be maintained in the development of religious education, especially Islamic education. After the thorough study, it is concluded that multicultural education has a juridical legislation, namely UU No. 20 of 2003 regarding Sisdiknas chapter III article IV paragraph 1. The content of the regulation indicates a determination to realize multicultural education in Indonesia and relevant to Islamic education in some apects including its rationale, conception, and objective.

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