Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Journal of Smart Pedagogy and Education Journal Emerging Technologies in Education
Darliana Sormin
Muhammadiyah University of South Tapanuli
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementing Pancasila Philosophy in Early Childhood Education: An Indonesian Educational Model Study Maesaroh Lubis; Darliana Sormin
Journal of Smart Pedagogy and Education Vol. 1 No. 4 (2026): Journal of Smart Pedagogy and Education
Publisher : Yayasan Cerdas Pedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65101/spedu.v1i4.243

Abstract

This study examines the philosophical transformation of early childhood education in the smart pedagogy era through ontological, epistemological, and axiological analysis of the Merdeka curriculum based on Pancasila. Smart technology disruptions and globalization dynamics demand a recalibration of the educational system that does not merely focus on technological proficiency, but also on moral character resilience. Using a qualitative integrative literature review method, this research confronts the Western materialism framework with Pancasila philosophy. The results indicate that ontologically, Pancasila positions children as monopluralist entities with sacred purity. Epistemologically, knowledge transmission is realized through backward learning design based on dialectical inquiry, subordinating digital instruments under strict pedagogical control. Axiologically, this technological innovation must be calibrated to manifest the Pancasila Student Profile as a defense mechanism against the social degradation of contemporary cyber civilization. Conclusively, harmonious synergy between noble Pancasila values and smart pedagogy innovation constitutes an absolute prerequisite to sculpt superior character.
Implementation of Digital Literacy Based Hybrid Classes in Islamic Education (PAI) Study Programs in Higher Education Darliana Sormin; Muksana Pasaribu; Riski Ananta; Nor Kalsum Mohd Isa
Journal Emerging Technologies in Education Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i2.3872

Abstract

Background: The rapid development of digital technology has encouraged universities to integrate technology into the learning process, including in Islamic education. The implementation of hybrid classes has become an innovative learning solution that combines online and offline learning to enhance the digital literacy of students and lecturers. However, the implementation of hybrid learning in the Islamic Education Study Program still requires the development of an effective model aligned with Islamic educational values. Purpose: This study aims to develop a hybrid class-based Islamic education model to improve the digital literacy skills of the academic community in the Islamic Education Study Program, Faculty of Islamic Studies, Muhammadiyah University of South Tapanuli. Method: This study employed a qualitative approach using the Plomp Model, which consists of the stages of Planning, Learning, Organizing, Operating, Monitoring, and Product. Data were collected through observation, interviews, and documentation, and then analyzed through data reduction, data presentation, and conclusion drawing. Results: The findings revealed that the implementation of hybrid classes significantly improved students' digital literacy skills, lecturers' competencies in utilizing learning technology, and the overall quality of digital-based learning within the faculty. Hybrid learning also encouraged active student participation through the use of Learning Management Systems (LMS), virtual discussions, and collaborative digital projects. Conclusion: The hybrid class-based Islamic education development model proved effective in enhancing digital literacy and supporting learning transformation that is relevant to technological advancements while maintaining Islamic educational values.
Co-Authors Maesaroh Lubis Muksana Pasaribu Nor Kalsum Mohd Isa Riski Ananta