Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Edukasia: Jurnal Pendidikan dan Pembelajaran Progressive Journal of Educational Science
Noor Zinatul Hamidah
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Analysis of the Blended Learning Model from the Perspective of Progressive Educational Philosophy Noor Zinatul Hamidah; Muhammad Ghafar
Progressive Journal of Educational Science Vol. 1 No. 3 (2025)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v1i3.374

Abstract

Technological advances in education have given birth to a new learning model called blended learning. The birth of blended learning aligns with the philosophical view of progressivism, which holds that education should continually adapt to the times. The problem is that every change offered by both progressivism and blended learning, while bringing various conveniences, also harms education. This study aims to analyze the blended learning model from a progressivist perspective, thereby clarifying the relationship between the two and assessing the suitability of both concepts for current Indonesian education. The research method is qualitative, with a literature review approach, drawing on various writings on blended learning and analyzing them through the theory of progressivism. This study concludes that the philosophies of progressivism and blended learning share similarities, namely in their orientation toward educational development and change. Blended learning is more about developing its learning model. At the same time, progressivism encompasses the development of all aspects of education, including methods, materials, curriculum, and objectives, in keeping with the changing times. Blended learning is a product of the philosophy of progressivism, which assumes that education must dynamically keep pace with the times. In contrast, blended learning is the education sector's response to these changes. Broadly speaking, blended learning, viewed from a progressive perspective, has many similarities across history, learning models, educators, and students. Both perspectives and histories emerge as innovations to conventional learning. Both share a student-centered learning model that focuses on the process rather than the material. Both concepts view the teacher as a monitor and facilitator, and view students as the center of learning.
Digital-Mediated Transformative Learning: A Mezirowan Perspective on Meaning Reconstruction in Arabic Language Education Noor Zinatul Hamidah; Muassomah Muassomah; Raden Taufiqurrochman; Mohammad Shohibul Anwar; Rodiatul Maghfiroh
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i2.1879

Abstract

This study aims to examine how digital media mediates the transformative learning process in Arabic language learning at MAN 1 Jember using the perspective of Jack Mezirow’s transformative learning theory. This study used a qualitative approach with a single-classroom case-study design and a descriptive-interpretive orientation. Data were collected through classroom observations, semi-structured interviews, and analysis of digital learning artifacts. The results show that digital media functions as an epistemic mediator, raising disorienting dilemmas, facilitating critical reflection, strengthening reflective dialogue, and supporting the reconstruction of students’ frames of reference. Digital mediation encourages a shift in students’ understanding of Arabic from a structural subject to contextual, social, and meaning-oriented language practices. Theoretically, this study enriches Mezirow’s framework by emphasizing the role of digital, multimodal cues in meaning reconstruction. Pedagogically, these findings provide a foundation for the development of digital-based Arabic language learning that is reflective and transformative.
Co-Authors Maghfiroh, Rodiatul Mohammad Shohibul Anwar Muassomah Muassomah Muhammad Ghafar Raden Taufiqurrochman