Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Indonesian Journal of Research and Educational Review (IJRER)
Baso Syafaruddin
Universitas Islam As’adiyah Sengkang
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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STEM Integration as a Catalyst for Learning Revolution in Madrasah Education: The Context of Industry 4.0 and Society 5.0 Satriani Satriani; Besse Mutmainnah; Baso Syafaruddin; Syamsuddin Semmang
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): June - September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.4865

Abstract

The rapid progression of Industry 4.0 and Society 5.0 demands a fundamental paradigm shift in educational practices within Islamic junior high schools (MTsS), which traditionally rely on passive, teacher-centered pedagogies. This study examines the urgency and empirical effectiveness of implementing the STEM approach as an instrument of learning revolution at MTsS As’adiyah Kajuara, South Sulawesi, Indonesia. Employing a descriptive qualitative case study design, data were gathered via participant observation, semi-structured interviews with science and mathematics educators and students, and documentation analysis of STEM-based lesson plans, student project portfolios, and prototype products. Data credibility was established through triangulation and member-checking, while analysis followed Miles, Huberman, and Saldaña’s interactive model. The findings demonstrate that STEM integration generated a 25% average improvement in students’ critical thinking skills, specifically enhancing analysis (+22%), creative problem-solving (+30%), and collaboration (+23%). Students successfully engineered context-specific technological prototypes, including a gravity-fed automatic irrigation system and a computational zakat calculator synthesizing Islamic jurisprudence with algorithmic logic. Despite physical laboratory constraints, the strategic utilization of virtual laboratories (PhET simulations) and digital collaboration platforms (Google Classroom) served as primary enablers. Ultimately, this study demonstrates that STEM-based pedagogy constitutes an empirically validated catalyst for educational reform. Fusing Islamic values with technical frameworks establishes a distinctive "Humanistic STEM" model aligned with Society 5.0 imperatives, supporting broader curricular adoption across resource-constrained religious institutions.
Adaptive-Psychological Learning Framework: Redefining Human Nature and Methodology in the Digital Era Andi Najamuddin; Mansur Mansur; Fatmawati Fatmawati; Baso Syafaruddin
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): June - September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.4967

Abstract

The growing digitalization of education has accelerated the mechanization of learning, frequently marginalizing the psychological dimensions of human nature. Prevailing methodologies prioritize narrow cognitive outcomes while neglecting autonomy, affective engagement, and the social essence of learners, resulting in diminished meaning and learner well-being. This study critically analyzes the philosophical and practical implications of human nature—as conceptualized in behaviorism, cognitivism, and humanistic psychology—for the transformation of learning methodologies in contemporary educational contexts. A qualitative library research design was employed, drawing on systematic searches of Scopus, ScienceDirect, and Google Scholar. Content analysis and thematic synthesis were applied to 28 peer-reviewed sources published between 2000 and 2023, with theoretical triangulation used to ensure rigor. Three complementary psychological pillars were identified: behaviorism’s contribution to structured feedback, cognitivism’s emphasis on scaffolded mental construction, and humanism’s prioritization of autonomy and self-actualization. Synthesis of these pillars yields an Adaptive-Psychological Methodology (APM) framework. Additionally, the concept of Digital Humanism is proposed, repositioning technology as an amplifier of human agency rather than a substitute for it. Student psychological well-being is argued to constitute a primary indicator of educational success, superseding exclusive reliance on cognitive achievement metrics. Meaningful educational transformation requires a paradigm shift from mechanistic, teacher-centered instruction toward human-centered, facilitative methodologies grounded in psychological science. The three-stage Reorientation–Reconstruction–Resonance (3R) strategic framework is offered as a practical guide for educators, curriculum designers, and policymakers.
Co-Authors Andi Najamuddin Besse Mutmainnah Fatmawati Fatmawati Mansur Mansur Satriani Satriani Syamsuddin Semmang