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Volume 8 , Number 2, November 2023 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 z 

  

The Influence of the Discovery Learning Model Assisted by 

Cultural Diversity Room Image Media on the Learning Outcomes 

of Pancasila and Citizenship Education of Students 

Sofi Eka Yulianti,    Machful Indra Kurniawan, Isnin Harianti 

sofiekayulianti@gmail.com, 

Accepted: 
May 8th 2023 

Reviewed: 
June 13th 2023 

Published: 
November 30th 2023 

 

Abstract :  In education, the significance of teaching and learning is paramount, with teachers 
assuming a pivotal role in shaping successful educational outcomes. Learning, viewed as an 
ongoing lifelong process, is characterized by purposeful endeavors to cultivate individual potential 
and foster responsible citizenship. Civic education, marked by an emphasis on comprehensive 
comprehension and skill development, encounters persistent challenges such as the limitations of 
conventional lecture-based methods that impede effective learning. In response, this study 
developed a specialized learning module concentrating on two-variable linear equations, employing 
the ADDIE model. Employing a quantitative experimental research approach, data collection 
involved comprehensive methods including questionnaires, observations, interviews, and 
meticulous statistical analysis. The validation process underscored the module's pronounced 
practicality and engagement, further affirming its viability for implementation. The study's 
findings, presented earlier, deduced that the integration of the discovery learning model aided by 
the "bilik" cultural diversity image media significantly influences the learning outcomes of fourth-
grade students studying civic education at SD Muhammadiyah 2 Waru. Notably, pretest results 
averaged at 68.25, while posttest scores displayed an average of 94.7. The t-test calculations 
confirmed a disparity in the averages, with pretest and posttest increments of 71.17 and 96.7, 
respectively. These outcomes substantiate the model's efficacy in elevating posttest scores beyond 
pretest levels, emphasizing its impact on learning outcomes. Consequently, this research offers 
valuable insights into advancing the effectiveness of civic education through innovative 
pedagogical strategies. 

Keywords : education, teaching, learning, outcomes 

 

INTRODUCTION 

In education at schools, teaching and learning activities are essential1. Teachers are a 
determining factor in the success of teaching and learning. Learning is a complex process that 

 
1 James A Banks et al., “Diversity within Unity: Essential Principles for Teaching and Learning in a 

Multicultural Society,” Phi Delta Kappan 83, no. 3 (2001): 196–203; Burton R Clark, “The Modern Integration of 
Research Activities with Teaching and Learning,” The journal of higher education 68, no. 3 (1997): 241–255. 

mailto:sofiekayulianti@gmail.com


 
 

 
 
 

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occurs throughout one's life, from birth to death2. According to Suryosubroto, education is a 
deliberate and planned effort to help develop the potential and abilities of learners for their 
individual and societal well-being3. Citizenship education is a field of study that examines and 
analyzes social phenomena and issues in society from various aspects of life or as a synthesis4. 
Therefore, the values contained in citizenship education must be applied effectively to shape the 
personality of learners, convey knowledge, and develop their skills. 

Learning should begin with a contextual question introduction in the context of citizenship 
education5. By addressing contextual issues, learners are gradually guided to master the concepts 
of citizenship education. The constructivist perspective is the foundation for contextual thinking, 
making the constructivist paradigm suitable for citizenship education learning. 

Efforts to improve the quality of education must encompass all educational components. 
One aspect that needs enhancement is the teaching and learning process. Due to the broad 
curriculum coverage, many educators use lecture methods in citizenship education to save time 
and address the widening gap between taught content and the students' abstract comprehension, 
causing difficulties in applying acquired knowledge6. 

Teachers are expected to possess the ability to implement effective teaching models for more 
efficient learning7. The teaching and learning process in elementary schools should facilitate 
learners in achieving the targeted competencies of the curriculum. The education process standards 
play a vital role in enhancing education quality. Teachers are also crucial in improving educational 
quality, ensuring the material delivery aligns with the syllabus guidelines and instructional program 
design. This necessitates innovative approaches tailored to learner characteristics, enabling them 
to meet the expected Minimum Mastery Criteria set by the school. 

Based on preliminary research conducted on November 15, 2021, a phenomenon involving 
applying the discovery learning model in a fourth-grade class of 22 learners was identified. This 
choice was driven by the fact that some learners had yet to reach the Minimum Mastery Criteria, 

 
2 Yuli Choirul Ummah and Muh Barid Nizarudin Wajdi, “Dismantling Paradigm Book Ta’limul Muta’allim,” Educatio : 
Journal of Education 1, no. 2 (October 30, 2016): 1–10, accessed October 21, 2017, 
http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/26. 

3 Buang Suryosubroto, “Proses Belajar Mengajar Di Sekolah: Wawasan Baru, Beberapa Metode Pendukung, 
Dan Beberapa Komponen Layanan Khusus” (1997). 

4 Angela Bermudez, “Four Tools for Critical Inquiry in History, Social Studies, and Civic Education,” Revista 
de estudios sociales, no. 52 (2015): 102–118; Heela Goren and Miri Yemini, “Global Citizenship Education Redefined–
A Systematic Review of Empirical Studies on Global Citizenship Education,” International Journal of Educational Research 
82 (2017): 170–183. 

5 Walter C Parker, “Knowing and Doing in Democratic Citizenship Education,” Handbook of research in social 
studies education (2008): 65–80; Paul R Carr, Gary Pluim, and Lauren Howard, “Linking Global Citizenship Education 
and Education for Democracy through Social Justice: What Can We Learn from the Perspectives of Teacher-
Education Candidates,” Journal of Global Citizenship & Equity Education 4, no. 1 (2014): 1–21. 

6 Howard S Adelman and Linda Taylor, “Moving Prevention from the Fringes into the Fabric of School 
Improvement,” in Implementation of Prevention Programs (Routledge, 2013), 7–36; Jane Knight, Internationalization: Elements 
and Checkpoints. CBIE Research No. 7. (ERIC, 1994). 

7 Eric M Hass, Gustavo E Fischman, and Joe Brewer, Dumb Ideas Won’t Create Smart Kids: Straight Talk about 
Bad School Reform, Good Teaching, and Better Learning (Teachers College Press, 2014); James H Stronge, Qualities of Effective 
Teachers (Ascd, 2018); Hass, Fischman, and Brewer, Dumb Ideas Won’t Create Smart Kids: Straight Talk about Bad School 
Reform, Good Teaching, and Better Learning. 



 
 

 
 
 

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particularly in citizenship education. The data showed that learners' understanding of citizenship 
education was below the required standard due to their inability to accurately analyze the content’s 
ideas and low interest in reading. These factors resulted in subpar student learning outcomes, 
aggravated by the need for more facilities to support the learning process, especially learning media. 
The teaching methods remained teacher-centered8. 

Using suitable teaching models within the 2017 curriculum, such as discovery learning, aims 
to engage learners actively in discovering concepts related to the material. In this way, learners 
analyze and explain what they have learned, presenting their findings independently. Discovery 
learning is a mental learning process where learners assimilate a concept, categorize it, and explain 
it. The need for innovations in teaching models presents a solution to enhance learners' reasoning 
abilities in problem-solving. Thus, direct experiences are crucial for effective learning, requiring 
learners to be directly involved and responsible for their outcomes. 

Therefore, the researcher aims to apply the discovery learning model with the assistance of 
cultural diversity room images to citizenship education in fourth-grade learners at SD 
Muhammadiyah 2 Waru. Through this approach, it is anticipated that the influence of discovery 
learning with diverse cultural room images will positively impact the citizenship education learning 
outcomes of fourth-grade learners at SD Muhammadiyah 2 Waru. 

Using the discovery learning model, learners are expected to influence cognitive learning 
outcomes in citizenship education for fourth-grade learners at SD Muhammadiyah 2 Waru. Based 
on this background, the researcher seeks to understand the impact of discovery learning with the 
assistance of diverse cultural room images on cognitive learning outcomes in citizenship education 
for fourth-grade learners at SD Muhammadiyah 2 Waru.  

METHOD 

This study is an experimental quantitative research. Experimental quantitative research 
begins with data collection, data interpretation, and then uses statistics to present the final results 
in numerical form, which are analyzed to answer questions and hypotheses, and then works with 
data and numbers9. 

The research method in this experiment uses the One Group Pretest-Posttest Design. The 
collected or obtained data will be processed and analyzed using calculations with the assistance of 
SPSS Version 26 for easy data calculation. The results of the conducted analysis can lead to a 
conclusion to answer the research questions posed by the researcher. 

 

 

 
8 Maryam Sulaeman and Yuli Marlina, “The Use of Multimedia in Teaching Dirasah Islamiyah Course in Higher 

Education Institution in Indonesia.,” Journal of Education and Practice 8, no. 15 (2017): 207–216. 
9 R. Burke Johnson and Anthony J. Onwuegbuzie, “Mixed Methods Research: A Research Paradigm Whose 

Time Has Come,” Educational Researcher (2004). 



 
 

 
 
 

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Independent Variable 

The independent variable is a variable that influences or causes changes or the emergence 
of the dependent variable. The independent variable in this study is the discovery learning model 
aided by visual media. 

Dependent Variable 

The dependent variable is a variable that is influenced or caused due to the presence of the 
independent variable. In this study, it is the learning outcomes in the cognitive aspect of fourth-
grade students in theme 7, subtheme 1, related to ethnic and religious diversity in our country. 

Population and Sampling 

The population is an area of objects or subjects with certain qualities and characteristics 
related to a research problem and then drawn to a conclusion. This study’s population consists of 
all fourth-grade students at SD Muhammadiyah 2 Waru. Sampling is a technique of sample 
selection. Various sampling techniques are utilized to determine the sample used in the study. The 
sampling technique used in this study is Quota Sampling. Quota sampling is a technique where the 
researcher determines the quota or number of samples beforehand. The sample used in this study 
consists of all fourth-grade students at SD Muhammadiyah 2 Waru. 

 

Data Collection Techniques 

Data collection techniques are methods used to obtain research data. Data collection is 
performed using the following methods: 1) Observation, An activity aimed at perceiving and 
understanding knowledge about a phenomenon based on known knowledge or ideas to obtain 
necessary information for further research, 2) Documentation, An activity aimed at implementing 
documentation methods. The researcher investigates written materials such as books, magazines, 
documents, regulations, meeting minutes, diaries, etc, 3) Test Method, A test is an activity aimed 
at assessing the success of learners in learning. This involves conducting a pre-test and a post-test. 
The pre-test is given before the learning process, while the post-test is given after the learning 
process. 

 

Data Collection Instruments 

The survey tool used in this study is a test consisting of citizenship questions. The test 
comprises a pre-test and a post-test for the control and experimental groups. 

The analysis method used to analyze the effect of the discovery learning model aided by 
cultural diversity room images on the learning outcomes of fourth-grade students in citizenship 
education is Hypothesis Testing Data. Using the one-sample t-test is a method used to assess the 



 
 

 
 
 

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effectiveness of treatment, indicated by the difference in means before and after the treatment is 
applied. 

 

RESULT AND DISCUSSION 

This study aims to determine the "Effect of Discovery Learning Model Assisted by Cultural 
Diversity Room Image Media on Learning Outcomes of Civic Education for Grade IV Students 
at SD Muhammadiyah 2 Waru." Various methods were used in data collection for this research. 

Data presentation in this study was obtained through data collection during the teaching of 
Civic Education for Grade IV students at SD Muhammadiyah 2 Waru, with a total of 20 
respondents. 

Table 4.1 Descriptive Scores of Pretest-Posttest 

Results of Pretest and Posttest Scores 

 

NO. 
 

SUBJECT 

SCORE 

PRE TEST POST TEST 

1. AMBS 55 89 

2. ADK 58 90 

3. AAA 56 85 

4. GLS 65 97 

5. HIK 68 98 

6. KAVA 68 100 

7. MIU 77 100 

8. MSRP 74 97 

9. RRN 76 95 

10. SNRN 71 95 

11. SAFOAF 69 93 

12. TCP 66 95 

13. HW 77 95 

14. ZWP 70 90 

15. MAGF 69 90 

16. M 74 100 

17. DRP 69 100 

18. MSRPA 68 95 

19. JFM 69 98 

20. NAJ 66 92 
 Highest Score 77 100 

Lowest Score 55 85 

Mean 68 94 

Median 69 95 



 
 

 
 
 

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Mode 69 95 

Variance     39 18 

Std Deviation 6 4 

 

Based on the Pre-Test and Post-Test results, the scores obtained from class IV Siti Walidah 
show that the highest pre-test score is 77, while the lowest score is 55. Furthermore, the highest 
post-test score is 100, while the lowest is 85. Thus, it can be concluded that the students’ learning 
outcomes before and after the treatment (treatment) indicate a significant difference in the scores 
obtained in class IV of SD Muhammadiyah 2 Waru. 

The scores that were collected were then subjected to a Normality Test prior to conducting 
the research. This Normality Test was performed using SPSS version 26. The results of the 
Normality Test for the Pretest and Posttest scores can be seen in Table 4.2 below: 

Tests of Normality 

Kolmogorov-Smirnova Shapiro-Wilk 

Statistic df Sig. Statistic df Sig. 

PRETEST ,184 20 ,074 ,908 20 ,057 

POSTTEST ,178 20 ,097 ,928 20 ,143 

a. Lilliefors Significance Correction 

Data follows a normal distribution in the Shapiro-Wilk test when the Sig. value is greater 
than 0.05 (Singgih Santoso, 2014: 191). Based on the table above, the pretest data shows a Shapiro-
Wilk Sig. value of 0.057 > 0.05. Similarly, for the posttest data, the Shapiro-Wilk Sig. value is 0.143 
> 0.05. This indicates that both the pretest and posttest data follow a normal distribution. 

Table 4.3 Test of Homogeneity of Variances 

Levene Statistic df1 df2 Sig. 

2,418a 4 8 ,134 

a. Groups with only one case are ignored in computing the test of homogeneity of variance for 
POSTTEST. 

Based on the table above, it is observed that the significance value (Sig.) for the variable of learning 
outcomes in Pancasila and Civic Education for fourth-grade students of Siti Walidah is 0.134, 
which is greater than 0.05. Therefore, it can be concluded that the presented data is homogenous. 
Since the Sig. value of 0.134 > 0.05, the null hypothesis (H0) is accepted, and parametric analysis 
can be continued. 

Based on the tests of normality and homogeneity of learning outcomes for fourth-grade students 
of Siti Walidah, it can be determined that the data meets the criteria and is suitable for conducting 



 
 

 
 
 

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a hypothesis test (t-test). This hypothesis test is conducted to address the second research question. 
The decision-making criteria to determine the results of the hypothesis test using SPSS version 26 
are as follows: 

    If the value of Prob/Significance/P–value < a, then Hₒ is rejected. 

    If the value of Prob/Significance/P–value > a, then Hₐ is accepted. 

    Explanation: 

a) Ho is rejected: There needs to be more influence of the Discovery Learning model assisted 
by the cultural diversity room media on the learning outcomes of fourth-grade students at 
SD Muhammadiyah 2 Waru. 

b) Hₐ is accepted: The Discovery Learning model is influenced by the cultural diversity room 
media on the learning outcomes of fourth-grade students at SD Muhammadiyah 2 Waru. 

    The following is the number of fourth-grade students of Siti Walidah who took the posttest and 
the results of the hypothesis test analysis using the One-sample t-test, presented in Table 4.4. 

 

Table 4.4 Hypothesis Test for Posttest-Pretest Values Using One-Sample Test 

 
 
 

t 

 
 
 

df 

 
 
 

Sig. (2-
tailed) 

 
 
 

Mean Difference 

95% Confidence Interval of the 

Difference 

Lower Upper 

PRE_TEST 48,784 19 ,000 68,25000 65,3218 71,1782 

POST_TEST 98,930 19 ,000 94,70000 92,6965 96,7035 

In the table above, it can be seen that the Sig. value (2-tailed) is 0.000 < 0.05 or the calculated 
t-value 98.930 > the t-table value 48.784. This indicates a positive and significant influence of the 
discovery learning model on the learning outcomes of students in civic education and nationalism 
for fourth-grade students at SD Muhammadiyah 2 Waru. Based on the One-Sample T-Test, the 
obtained Sig. value (2-tailed) is 0.000 < 0.05, and the calculated t-value 98.930 > the t-table value 
48.784. Therefore, it can be concluded with a 95% confidence level that there is a positive and 
significant influence of the discovery learning model assisted by the cultural diversity image media 
on students’ learning outcomes in civic education and nationalism for fourth-grade students at SD 
Muhammadiyah 2 Waru. 

 

Discussion 

This study aims to determine the influence of the discovery learning model on the learning 
outcomes of fourth-grade students. The study was conducted for three face-to-face meetings. In 



 
 

 
 
 

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each meeting, the researcher delivered the material and conditioned students according to the steps 
outlined in the Lesson Plan (RPP), which includes the steps of the discovery learning teaching 
model. The effectiveness of the discovery learning model is attributed to educators who possess a 
mastery of the discovery learning teaching model. Furthermore, in education, teachers cannot 
perform their duties alone; they require effective collaboration with colleagues and the students' 
guardians (community). An educator must also serve as a positive role model for students, as their 
role is not only that of an instructor but also a leader and exemplar for students. 

During the research conducted using the discovery learning model, the learning atmosphere 
became livelier, and students exhibited greater enthusiasm for learning the material provided by 
the researcher. However, constraints included time limitations and the adjustment of students to 
the new instructional approach, which had yet to be previously implemented in the classroom. 
These constraints were encountered during the implementation of the discovery learning model. 
The primary factor was that educators must thoroughly master the discovery learning model. To 
address this, the researcher limited the time for discussion during the learning process to ensure 
sufficient time for instruction. 

Based on the One-Sample T-Test, the obtained Sig. value (2-tailed) is 0.000 < 0.05, and the 
calculated t-value is 98.930 > the t-table value 48.784. Therefore, it can be concluded with a 95% 
confidence level that there is a positive and significant influence of the discovery learning model 
on students’ learning outcomes in civic education and nationalism for fourth-grade students at SD 
Muhammadiyah 2 Waru. The research seeks to ascertain the extent of the influence of the 
discovery learning teaching model aided by the cultural diversity image media on students’ 
cognitive learning outcomes. The research analyzed descriptive statistical hypotheses from the 
examined samples, which include pretest and posttest scores. For the pretest scores, the average 
learning outcome was 68.25, while the posttest scores yielded an average learning outcome of 
94.70. The research sample comprised 20 students. The Standard Deviation for pretest was 
6.25658; for posttest, it was 4.28092. The Std. Error Mean for pretest was 1.39901, and for posttest, 
it was 0.95724. As the average learning outcome for pretest (68.25) < posttest (94.70), it can be 
descriptively interpreted that there is a difference in the average learning outcomes between pretest 
and posttest. The researcher concludes that the discovery learning teaching model aided by the 
cultural diversity image media substantially influences daily instructional activities. 

This research is aligned with a study conducted by Dwi Rahayu titled " Penerapan Model 
Discovery Learning dengan Media Citra Nonfoto untuk Meningkatkan Hasil Belajar Pada Materi Penginderaan 
Jauh di Kelas Xii-PIS1 SMAN 2 Pematang Siantar."10 The research aims to determine the impact of 
applying the Discovery Learning teaching model to enhance the learning outcomes of the social 
studies subject. It is an experimental research design conducted in a single session. The 
experimental class scored 82.08, while the control class received 70.22%. The congruence between 
the above study and the present one lies in utilizing the Discovery Learning teaching model, with 
the difference being the subject matter—social studies in the former and civic education (PKn) in 
the latter. 

 
10 Adventina Dwi Rahayu, “PENERAPAN MODEL DISCOVERY LEARNING DENGAN MEDIA 

CITRA NONFOTO UNTUK MENINGKATKAN HASIL BELAJAR PADA MATERI PENGINDERAAN 
JAUH DI KELAS XII-PIS1 SMAN 2 PEMATANG SIANTAR” (UNIMED, 2018). 



 
 

 
 
 

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Another related study is by Ria Fita Lestari (2013) titled " Pengaruh Media Kartu Bergambar 
Terhadap Hasil Belajar IPS Pada Siswa Kelas IV SD N Kotagede 5 Yogyakarta Tahun Ajaran 2012/2013." 
The research utilizes a quantitative method applied to the fourth-grade class of SDN Kotagede 5 
Yogyakarta, using a pretest-posttest experimental one-group design11. 

In conclusion, the discovery learning model allows students to engage in their learning 
environment, enabling them to take responsibility for discovering new aspects in their 
surroundings. By connecting classroom learning with real-life discoveries, students become more 
active in honing their critical thinking skills to solve problems in the learning process. 

 

CONCLUSION 

Based on the research findings presented in the previous chapter, the conclusion drawn from 
this study is that there is an influence of the discovery learning teaching model aided by the cultural 
diversity image media on the learning outcomes of fourth-grade students in the subject of civic 
education at SD Muhammadiyah 2 Waru. The pretest results obtained an average score of 68.25, 
while the posttest yielded an average score of 94.7. The t-test calculation on the posttest yielded a 
t-value smaller than the t-table value, indicating a difference in the average scores. The increase 
from pretest (71.17) to posttest (96.7) signifies a positive trend in the learning outcomes. 

Based on the above research results, it is evident that the posttest scores are higher than the 
pretest scores. Thus, the researcher can conclude that applying the discovery learning teaching 
model aided by the cultural diversity image media influences the learning outcomes of fourth-grade 
students in civic education at SD Muhammadiyah 2 Waru. 

 

REFERENCES 

Adelman, Howard S, and Linda Taylor. “Moving Prevention from the Fringes into the Fabric of 
School Improvement.” In Implementation of Prevention Programs, 7–36. Routledge, 2013. 

Banks, James A, Peter Cookson, Geneva Gay, Willis D Hawley, Jacqueline Jordan Irvine, Sonia 
Nieto, Janet Ward Schofield, and Walter G Stephan. “Diversity within Unity: Essential 
Principles for Teaching and Learning in a Multicultural Society.” Phi Delta Kappan 83, no. 3 
(2001): 196–203. 

Bermudez, Angela. “Four Tools for Critical Inquiry in History, Social Studies, and Civic 
Education.” Revista de estudios sociales, no. 52 (2015): 102–118. 

Carr, Paul R, Gary Pluim, and Lauren Howard. “Linking Global Citizenship Education and 
Education for Democracy through Social Justice: What Can We Learn from the Perspectives 
of Teacher-Education Candidates.” Journal of Global Citizenship & Equity Education 4, no. 1 
(2014): 1–21. 

 
11 Ria Fita Lestari, “Pengaruh Media Kartu Bergambar Terhadap Hasil Belajar IPS Pada Siswa Kelas IV SD N 

Kotagede 5 Yogyakarta Tahun Ajaran 2012/2013,” Yogyakarta: Universitas Negeri Yogyakarta (2013). 



 
 

 
 
 

Volume 8, Number 2, November 2023| 380 

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Clark, Burton R. “The Modern Integration of Research Activities with Teaching and Learning.” 
The journal of higher education 68, no. 3 (1997): 241–255. 

Goren, Heela, and Miri Yemini. “Global Citizenship Education Redefined–A Systematic Review 
of Empirical Studies on Global Citizenship Education.” International Journal of Educational 
Research 82 (2017): 170–183. 

Hass, Eric M, Gustavo E Fischman, and Joe Brewer. Dumb Ideas Won’t Create Smart Kids: Straight 
Talk about Bad School Reform, Good Teaching, and Better Learning. Teachers College Press, 2014. 

Johnson, R. Burke, and Anthony J. Onwuegbuzie. “Mixed Methods Research: A Research 
Paradigm Whose Time Has Come.” Educational Researcher (2004). 

Knight, Jane. Internationalization: Elements and Checkpoints. CBIE Research No. 7. ERIC, 1994. 

Lestari, Ria Fita. “Pengaruh Media Kartu Bergambar Terhadap Hasil Belajar IPS Pada Siswa Kelas 
IV SD N Kotagede 5 Yogyakarta Tahun Ajaran 2012/2013.” Yogyakarta: Universitas Negeri 
Yogyakarta (2013). 

Parker, Walter C. “Knowing and Doing in Democratic Citizenship Education.” Handbook of research 
in social studies education (2008): 65–80. 

Rahayu, Adventina Dwi. “PENERAPAN MODEL DISCOVERY LEARNING DENGAN 
MEDIA CITRA NONFOTO UNTUK MENINGKATKAN HASIL BELAJAR PADA 
MATERI PENGINDERAAN JAUH DI KELAS XII-PIS1 SMAN 2 PEMATANG 
SIANTAR.” UNIMED, 2018. 

Stronge, James H. Qualities of Effective Teachers. Ascd, 2018. 

Sulaeman, Maryam, and Yuli Marlina. “The Use of Multimedia in Teaching Dirasah Islamiyah 
Course in Higher Education Institution in Indonesia.” Journal of Education and Practice 8, no. 
15 (2017): 207–216. 

Suryosubroto, Buang. “Proses Belajar Mengajar Di Sekolah: Wawasan Baru, Beberapa Metode 
Pendukung, Dan Beberapa Komponen Layanan Khusus” (1997). 

Ummah, Yuli Choirul, and Muh Barid Nizarudin Wajdi. “Dismantling Paradigm Book Ta’limul 

Muta’allim.” Educatio : Journal of Education 1, no. 2 (October 30, 2016): 1–10. Accessed October 
21, 2017. http://www.ejournal.staimnglawak.ac.id/index.php/educatio/article/view/26. 

 

 

  


