Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Mandalika Social Science Jurnal Ilmu Pendidikan dan Bahasa
Ahmad Faqihudin
STAI Al-Aulia Bogor, Indonesia
Humanities Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Social Sciences Other

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

Found 2 Documents
Search

 1 
A Problem Solving Based Learning Model for Enhancing Students’ Critical Thinking and Creativity Skills in the Digital Era Danan Wuryanto Pramono; Moh. Yahya Obaid; Bagiya Bagiya; Pariyati Pariyati; Ahmad Faqihudin
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 2 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i2.413

Abstract

This study explores the effectiveness of the Problem Solving Based Learning (PSBL) model in enhancing students’ critical thinking and creativity within digital learning environments. A qualitative literature review approach was employed to examine scholarly sources related to PSBL, critical thinking, creativity, and the integration of digital technologies in education. The findings indicate that PSBL promotes higher-order cognitive skills through authentic problem-solving tasks, collaborative learning, and reflective practices. These components encourage students to engage with real-world issues, evaluate information critically, generate innovative solutions, and reflect on their learning processes. Furthermore, the integration of digital tools, including online platforms, simulations, and virtual reality, enriches the problem-solving experience by expanding access to information, facilitating real-time collaboration, and providing immersive learning opportunities. The novelty of this study lies in the development of an integrated conceptual framework that synthesizes problem-solving processes, collaborative learning, reflective practices, and digital technologies into a unified model for fostering both critical thinking and creativity. The study also contributes theoretically by extending constructivist and digital pedagogy perspectives through a comprehensive explanation of the mechanisms linking PSBL implementation to higher-order cognitive and creative outcomes. It is concluded that PSBL, when effectively supported by digital technologies, offers a robust pedagogical framework for preparing students to meet the complex challenges of the 21st century. Future research should investigate the long-term effectiveness of the model across diverse educational contexts and technological settings.
Curriculum Alignment and Learning Outcomes in Primary Education Yuni Misrahayu; Marastika Wicaksono Aji Bawono; Tri Nathalia Palupi; Ahmad Faqihudin; Miftahuddin Miftahuddin
Journal of Mandalika Social Science Vol 4 No 1 (2026): Journal of Mandalika Social Science
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jomss.v4i1.419

Abstract

This study examines the relationship between curriculum alignment and learning outcomes in primary education through a qualitative library research approach. The study aims to analyze how coherence among curriculum objectives, instructional content, teaching and learning activities, and assessment practices contributes to the improvement of student learning outcomes. The data were derived from selected scholarly literature discussing constructive alignment, outcome-based curriculum design, curriculum mapping, instructional coherence, assessment alignment, curriculum progression, and holistic learning outcomes. The analysis was conducted through systematic reading, thematic classification, conceptual extraction, and critical synthesis of the selected sources. The findings indicate that curriculum alignment functions as a systemic and pedagogical framework that connects intended learning outcomes with classroom instruction and assessment. Aligned curricula support clearer competency targets, coherent instructional sequences, valid assessment practices, and continuity of learning across grade levels and educational stages. The study also shows that learning outcomes in primary education should not be limited to academic achievement, but should include conceptual understanding, engagement, socio-emotional development, and readiness for lifelong learning. The study concludes that curriculum alignment is a fundamental prerequisite for improving the quality of primary education because it enables teachers, schools, curriculum developers, and policymakers to ensure that curriculum intentions are translated into meaningful and measurable learning experiences.
Co-Authors Bagiya Bagiya Danan Wuryanto Pramono Marastika Wicaksono Aji Bawono Miftahuddin Miftahuddin Moh. Yahya Obaid Pariyati Pariyati Tri Nathalia Palupi Yuni Misrahayu