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All Journal PAEDAGOGIA Bulletin of Educational Management and Innovation
Hakeem Nafiu
Carolina University
Education

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Digital Learning and Religious Moderation: An Educational Management Perspective Moses Adeleke Adeoye; Heldy Ramadhan Putra; Hakeem Nafiu; Jamiu Tamitope Sulaimon
PAEDAGOGIA Vol 28, No 2 (2025): PAEDAGOGIA Jilid 28 No 2 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i2.102178

Abstract

The rapid advancement of digital technologies is transforming educational paradigms worldwide. This article explores the relationship between digital learning and religious moderation from an educational management perspective, focusing on how these technologies can promote inclusivity, mitigate extremist ideologies, and enhance learning experiences. The literature review covered key concepts such as digital learning, educational management, and religious moderation, highlighting the dual-edged nature of digital technology in education. The research adopted a mixed-method approach, combining qualitative and quantitative data collection techniques. The study also found that digital learning has improved educational outcomes and personalised learning experiences, indicating high agreement between students and educators that digital learning has improved educational outcomes and personalised learning experiences. The qualitative analysis explores the themes of digital learning in religious education, focusing on access to diverse perspectives and interfaith understanding. The content analysis of digital religious education materials varies significantly, from promoting tolerance and understanding to emphasising religious distinctiveness. In conclusion, the themes revealed a dynamic yet challenging landscape for digital learning in religious education. The research suggests several recommendations, which include developing inclusive digital learning policies, promoting digital literacy skills, prioritising teacher training, and investing in high-quality digital learning materials that promote religious understanding, tolerance, and respect for diverse perspectives
Google Sites-based statistics learning: Integrating Tri-N ethnopedagogy and cognitive load theory Istiqomah Istiqomah; Betty Kusumaningrum; Tiara Pramudianti; Sri Adi Widodo; Denik Agustito; Trisniawati Trisniawati; Hakeem Nafiu
Bulletin of Educational Management and Innovation Vol. 4 No. 1 (2026): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i1.165

Abstract

Background: Google Sites is commonly used as a static repository for learning materials, limiting its potential to foster meaningful cognitive engagement in mathematics education. Moreover, few studies have integrated Ki Hadjar Dewantara's Tri-N philosophy (Niteni, Nirokke, Nambahi) with Cognitive Load Theory (CLT) to design culturally responsive and cognitively structured e-learning, particularly for junior high school statistics. Purpose: This study aimed to develop and validate a Google Sites-based e-learning platform grounded in Tri-N philosophy and CLT for Grade VIII statistics learning. Method: This Research and Development (R&D) study employed a modified 3D development model adapted from Thiagarajan's 4D model, consisting of the Define, Design, and Develop stages. Participants included 32 Grade VIII students and one mathematics teacher. Data were gathered through observations, interviews, expert validation questionnaires, and student response questionnaires. Specific instruments were used to measure CLT aspects (e.g., intrinsic, extraneous, and germane cognitive load items) and Tri-N integration (e.g., items assessing niteni–observation, nirokke–imitation, and nambahi–creation activities). Data were analyzed using descriptive qualitative and quantitative techniques. Findings: The developed e-learning product showed high validity and practicality. Content expert validation yielded a mean score of 4.05 (Valid), and media expert validation reached 4.44 (Highly Valid). Student practicality assessments indicated Practical levels, with overall means of 3.61 (limited trial) and 3.93 (large-scale trial). These findings suggest that integrating Tri-N with CLT provides a culturally responsive and cognitively optimized framework that enhances meaningful digital learning. This approach offers practical implications for designing local wisdom-based e-learning and warrants further research on its effectiveness in broader educational contexts and longer implementation periods
Co-Authors Betty Kusumaningrum Denik Agustito Heldy Ramadhan Putra P Istiqomah Istiqomah Jamiu Tamitope Sulaimon Moses Adeleke Adeoye Sri Adi Widodo Tiara Pramudianti Trisniawati Trisniawati