Journal of Insan Mulia Education

Implementation of Think Pair Share Learning Model to Improve Cognitive Learning Outcomes on the Immune System Topic in MA Ma’arif Ambulu

Kharisma Shofiudin Ma’sum Alwi — 2025-10-27

In reality, biology learning processes in schools still employ conventional methods, where the teacher is the center of learning and students tend to be passive. Based on observations and interviews with biology teachers at MA Ma'arif Ambulu, it was revealed that the lack of student activeness and concentration has resulted in low student scores that have not met the Minimum Mastery Criteria (MMC). Therefore, this study aims to improve students' cognitive learning outcomes on human immune system material by applying the Think Pair Share (TPS) learning model in class XI IPA 1 MA Ma'arif Ambulu. The TPS learning model is a cooperative learning approach that involves three main steps: Think, Pair, and Share. This study was conducted using the Classroom Action Research (CAR) method in class XI IPA 1 MA Ma'arif Ambulu, involving 21 students. The study focused on human immune system material and consisted of two cycles, with each cycle comprising two meetings. Data were collected through interviews, observations, and tests, and then analyzed using quantitative data analysis methods. The results showed an increase in student learning outcomes, from a classical average of 38% in the pre-cycle to 71% in the second cycle, meeting the minimum mastery target. Thus, TPS is effective in improving students' cognitive learning outcomes on human immune system material.

Implementation of Teaching at the Right Level through Differentiated Learning on Senior High School Students’ Learning Outcomes

Saverinus Fambolan — 2025-10-29

The purpose of this study was to examine the improvement of learning outcomes among Grade XI.C students of SMAN 1 Kupang through the implementation of the Teaching at the Right Level (TaRL) approach using differentiated learning. The research method employed was Classroom Action Research (CAR), conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The research sample consisted of 28 students from class XI.C. The findings indicated a significant improvement in students’ learning outcomes through the application of the Teaching at the Right Level approach. This was evidenced by the substantial increase in achievement across each cycle: during the pre-cycle, 17.71% of students achieved mastery, which rose to 42.85% in Cycle I, and further increased to 85.71% in Cycle II. Therefore, the Teaching at the Right Level approach through differentiated learning was proven effective in improving students’ learning outcomes.

The Tradition of the Serahen Ku Tengku Guru Procession in Strengthening Inclusive Democracy in Acehnese Education

Fadhilah Aini — 2025-10-30

This research is motivated by the importance of preserving local wisdom as a basis for character development and inclusive democracy in the Central Aceh educational community through the Serahen Ku Tengku Guru traditional tradition. The purpose of this research is to understand how this traditional procession plays a role and transforms as a mechanism for inclusive democracy while encouraging social participation in education in Aceh. The research method used is a qualitative approach with a case study involving in-depth interviews, participatory observation, and documentation with various stakeholders such as teachers, parents, community leaders, and education officials. The results of the study indicate that the Serahen Ku Tengku Guru procession is effective in strengthening the values of inclusive democracy in the form of active participation, mutual cooperation, respect for diversity, and social responsibility in education, as well as being a medium that strengthens communication and social networks in the educational community. The implications of this research are the importance of formally integrating this traditional procession into the education system and policy support from the government and traditional institutions so that this tradition can be sustainable and remain relevant in the context of modern education that is inclusive and socially just.