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Kamilia, Nadya
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STRATEGI ADAPTASI PENDIDIKAN DALAM MENGHADAPI DISRUPSI ERA DIGITAL ABAD 21 Mahfudloh, Elok Thohirotul; Zalfa Ramadani, Labibah Putri; Ali AKbar, Maulana; Ramandani, Nabila; Khobir, Abdul; Kamilia, Nadya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48744

Abstract

The era of digital disruption in the 21st century has brought fundamental changes to the education system, where technology is no longer just a tool but has become the main driver of changes in the learning paradigm. This research aims to examine educational adaptation strategies in facing the challenges of digital disruption, with a focus on the balance between technological skills and character formation. The research method used is descriptive qualitative with a literature study approach (library research), where data is analyzed from various relevant literature, theories and previous research results. The research results show that an effective educational adaptation strategy involves optimizing educational technology, such as the use of digital libraries and e-learning systems, to encourage students to think critically, creatively and collaboratively. However, it was found that technological adaptation alone was not enough; educational character remains the main pillar for mitigating the negative impacts of easy access to information, such as exposure to negative content. Therefore, educational strategies in the era of disruption must integrate technological innovation with the cultivation of strong personal values. With proper management through policies such as Merdeka Belajar and digitalization of schools, it is hoped that the world of education will be able to produce a generation that is not only digitally proficient but also has good character integrity in facing the dynamics of the 21st century.
Analisis Batasan Usia Pendidikan Dalam Perspektif Psikologi Perkembangan dan Kesiapan Belajar Purwandoro, Muhammad Galih; Khoiril, Muhammad; Nabilah, Bayyinatun; Balqis, Fadhila Emira; Avriani, Dina; Kamilia, Nadya; Khobir, Abdul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50277

Abstract

ABSTRACT This study discusses educational age limits from the perspectives of developmental psychology and learning readiness. The research aims to analyze children’s developmental stages and their readiness to participate in formal education. This study uses a qualitative approach with a descriptive analytical method through literature review. Data were collected from books, educational regulations, and scientific journals related to developmental psychology, learning readiness, and Islamic education. The findings show that educational age limits should not only be based on chronological age but also on cognitive, emotional, social, and physical maturity. Each developmental stage requires different educational approaches according to children’s characteristics and needs. In Islamic education, the concept of fitrah explains that every child is born with natural potential that must be developed through proper guidance and education. Therefore, understanding developmental psychology and learning readiness is important in creating effective and child-centered education. Keywords: Educational Age, Developmental Psychology, Learning Readiness ABSTRAK Penelitian ini membahas batasan usia pendidikan dalam perspektif psikologi perkembangan dan kesiapan belajar. Penelitian bertujuan untuk menganalisis tahap perkembangan anak dan kesiapan mereka dalam mengikuti pendidikan formal. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif analisis melalui studi pustaka. Data diperoleh dari buku, regulasi pendidikan, dan jurnal ilmiah yang berkaitan dengan psikologi perkembangan, kesiapan belajar, dan pendidikan Islam. Hasil penelitian menunjukkan bahwa batas usia pendidikan tidak hanya didasarkan pada usia kronologis, tetapi juga pada kematangan kognitif, emosional, sosial, dan fisik anak. Setiap tahap perkembangan memerlukan pendekatan pendidikan yang berbeda sesuai karakteristik dan kebutuhan anak. Dalam pendidikan Islam, konsep fitrah menjelaskan bahwa setiap anak lahir dengan potensi alami yang harus dikembangkan melalui bimbingan dan pendidikan yang tepat. Oleh karena itu, pemahaman terhadap psikologi perkembangan dan kesiapan belajar sangat penting dalam menciptakan pendidikan yang efektif dan berpusat pada anak. Kata Kunci: Usia Pendidikan, Psikologi Perkembangan, Kesiapan Belajar
INTEGRASI NILAI- NILAI KARAKTER DALAM PROSES PEMBELAJARAN Khoeriyyah, Ahliyatul; Tri Lestari, Nur Citra; Gustiani Sadisatul Mu’akhiroh; Zhafirah Aldini, Shalfa; Khobir, Abdul; Kamilia, Nadya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50813

Abstract

The integration of character values into the learning process is an urgent necessity amid the increasing phenomenon of moral degradation among students. This article aims to examine the concepts, strategies, and implementation of character value integration in learning activities across various levels of education. The study employs a library research method with a qualitative descriptive approach through the analysis of scientific journals, books, and relevant educational policy documents published between 2018 and 2025. The findings indicate that the integration of character values including honesty, responsibility, discipline, cooperation, and tolerance can be effectively achieved through three main strategies: (1) explicit embedding of values in character-based teaching materials, (2) application of active and contextual learning methods grounded in local wisdom, and (3) holistic evaluation encompassing affective aspects in a formative and ongoing manner. The Character Education Strengthening Policy (PPK) and the Merdeka Curriculum provide a strong normative foundation; however, implementation remains constrained by insufficient teacher understanding, limited parental support, and the influence of global culture. This article affirms that the integration of character values is not merely a curricular addition, but the very essence of the entire learning process that educators must consistently and sustainably embody. Strong synergy among schools, families, and communities, along with systematic strengthening of teachers' professional capacity, is essential to ensure character education is genuinely internalized in students' daily lives.
KEBIJAKAN PENDIDIKAN SEPANJANG HAYAT DI INDONESIA: TINJAUAN TERHADAP REGULASI DAN IMPLEMENTASI DALAM SISTEM PENDIDIKAN NASIONAL Faizah, Usrotul; Amelia Putri, Rizka; Putra Sasmitla, Muhamad Azmi; Qomar Arifin, Nurul; Kamilia, Nadya; Khobir, Abdul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51122

Abstract

Lifelong learning is an educational concept that views learning as a continuous process conducted through formal, non-formal, and informal pathways. This study aims to analyze the concept, regulatory foundation, implementation, and challenges of lifelong learning in Indonesia’s national education system. The research employed a qualitative approach using a literature review method through the analysis of national regulations, UNESCO reports, scientific journal articles, and supporting literature. The findings indicate that Indonesia has recognized the principle of lifelong learning through Law Number 20 of 2003 concerning the National Education System, Law Number 13 of 2003 concerning Employment, and the National Long-Term Development Plan 2025–2045. Its implementation is carried out through the integration of formal, non-formal, and informal education pathways. However, several challenges remain, including the absence of comprehensive regulations, unequal digital access, weak inter-agency coordination, limited recognition of Recognition of Prior Learning (RPL), and low public learning culture. Therefore, strengthening regulations, improving digital infrastructure, and fostering a sustainable learning culture are necessary to support the realization of Golden Indonesia 2045.
Kompetensi Guru dalam Perspektif Undang-Undang Menurut Sistem Pendidikan Nasional Rachmah, Anisah Aulia; Ifadah, Alik; Hisyam Hilmi, Muhamad; Dinal Haq, M. Da'i; Khobir, Abdul; Kamilia, Nadya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52122

Abstract

The purpose of this study is to assess teacher skills and competencies as referenced in Indonesian national education regulations, specifically Law Number 20 of 2003 and Law Number 14 of 2005. This study employed qualitative methods and utilized desk research. Various studies, regulations, and articles relevant to this topic were analyzed. This research focused on understanding teacher competencies, National Education Standards, and the factors that determine teacher competency. The results indicate that teacher competency is a key element in determining the quality of national education. Law Number 14 of 2005 concerning Teachers and Lecturers states that teachers are required to possess four competencies: pedagogic, personality, social, and professional. The National Education Standards aim to improve the quality and professionalism of teaching. Various government policies, training programs, continuing professional development (PPB), and teacher certification play a crucial role in supporting teacher competency improvement. However, teacher professional development still faces various challenges in the education sector, such as budget constraints, inadequate facilities, and low teacher motivation to improve their quality and competency. The study results show that teacher competencies stipulated in legislation are closely linked to the realization of quality education and the achievement of national education goals. Therefore, optimizing relevant and sustainable professional development requires a synergistic partnership between the government, educational institutions, and teachers.
Co-Authors Abdul Khobir Ali AKbar, Maulana Amelia Putri, Rizka Avriani, Dina Balqis, Fadhila Emira Dinal Haq, M. Da'i Faizah, Usrotul Gustiani Sadisatul Mu’akhiroh Hisyam Hilmi, Muhamad Ifadah, Alik Khoeriyyah, Ahliyatul Khoiril, Muhammad Mahfudloh, Elok Thohirotul Nabilah, Bayyinatun Purwandoro, Muhammad Galih Putra Sasmitla, Muhamad Azmi Qomar Arifin, Nurul Rachmah, Anisah Aulia Ramandani, Nabila Tri Lestari, Nur Citra Zalfa Ramadani, Labibah Putri Zhafirah Aldini, Shalfa