@article{Mardhatillah_Usm_2020, title={DISCOVERY LEARNING LEARNING ANALYSIS IN THE 2013 CURRICULUM IN PRIVATE VOCATIONAL SCHOOL OF SUAK PANDAN STATE SCHOOL, KECAMATAN SAMATIGA, WEST ACEH DISTRICT}, volume={1}, url={https://www.teunulehjournal.com/index.php/jiteunuleh/article/view/16}, DOI={10.51612/teunuleh.v1i1.16}, abstractNote={The formulation of the research problem is how is discovery learning in the 2013 curriculum at Suak Pandan Elementary School, Samatiga District, West Aceh Regency. The purpose of this study was to determine discovery learning in the 2013 curriculum at Suak Pandan Elementary School, Samatiga District, West Aceh Regency. This type of research is descriptive (descriptive research). The subjects in the research were 2 grade teachers of SD Negeri Suak Pandan. The research time was in August 2019. The data collection techniques were: observation, interview, and documentation. Instruments such as observation sheets, interview sheets, and documentation sheets. Based on the results of the study, the study concluded that discovery learning in the 2013 curriculum at the Suak Pandan Elementary School, Samatiga District, West Aceh Regency, seen from the teacher having carried out his profession as a highly competent teacher in the field that was managed by applying competency assessment in the learning process while learning Discovery learning has been implemented very well, where each teacher carries out the steps of discovery learning where in learning activities students learn actively to find concepts, the meaning of previous knowledge then combine new knowledge and existing knowledge and apply it during the learning process.}, number={1}, journal={Jurnal Ilmiah Teunuleh }, author={Mardhatillah, Mardhatillah and Usm, Riski Syahwal}, year={2020}, month={Sep.}, pages={51-60} }

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      <depositor_name>Mardhatillah</depositor_name>
      <email_address>mardhatillah.atjeh@gmail.com</email_address>
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        <full_title>Jurnal Ilmiah Teunuleh </full_title>
        <abbrev_title>JITeunuleh</abbrev_title>
        <issn media_type="electronic">2746-4393</issn>
        <issn media_type="print">2807-193X</issn>
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        <publication_date media_type="online">
          <month>03</month>
          <day>28</day>
          <year>2025</year>
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          <volume>6</volume>
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          <title>Qur'an Learning Strategies In Batee Shok Village, Sabang City</title>
          <subtitle>(Comparative Study Of Tpa Al-Ikhlas And Meunasah Nurul Badri)</subtitle>
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            <given_name>Irmayani</given_name>
            <surname>Irmayani</surname>
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            <given_name>Zulfatmi</given_name>
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            <given_name>Hayati</given_name>
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          <jats:p>This study aims to analyze and compare the Quran learning strategies for children in Gampong Batee Shok, Sabang City, focusing on two Quranic institutions: TPA Al-Ikhlas and Meunasah Nurul Badri. The research uses a qualitative approach with a comparative study design. Data were collected through interviews, observations, documentation, and tests conducted at both institutions. Data analysis was carried out using a comparative descriptive analysis technique to identify the differences and similarities in the learning strategies applied at each location. The results of the study show that the Quran learning strategies at TPA Al-Ikhlas and Meunasah Nurul Badri in Gampong Batee Shok, Sabang City, are comprehensive despite the differences. TPA Al-Ikhlas uses the Ummi curriculum with a focus on Tajwid, reading fluency, and gradual understanding of verses, along with rewarding students to motivate them. Meunasah Nurul Badri combines the Iqra' and Mujawad techniques with color visualization and congregational prayer practice. Both institutions have motivational programs in the form of competitions and awards, as well as a focus on teacher training. TPA Al-Ikhlas faces challenges related to attendance and parental involvement, while Meunasah Nurul Badri struggles with limited facilities and teachers. The teaching approaches at both institutions are diverse, with TPA Al-Ikhlas emphasizing a fun and structured learning environment, while Meunasah is more creative and flexible. The evaluation at TPA Al-Ikhlas is more structured with weekly and monthly exams, whereas Meunasah follows a more flexible bi-weekly evaluation with better results at Meunasah. Both institutions involve parents in the evaluation process to monitor the students' progress.</jats:p>
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          <year>2025</year>
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