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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika JURNAL MATEMATIKA STATISTIKA DAN KOMPUTASI AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Penelitian Pendidikan Matematika Jurnal Pendidikan Matematika Jurnal Pembelajaran Berpikir Matematika Jurnal Wahana Kajian Pendidikan IPS Al-Jabar : Jurnal Pendidikan Matematika Sebatik Jurnal Pendidikan dan Kebudayaan Jurnal Amal Pendidikan JURNAL ILMIAH EDUKATIF Mosharafa: Jurnal Pendidikan Matematika Berajah Journal Journal International Inspire Education Technology (JIIET) Jurnal Amal Pendidikan Jurnal Pendidikan Matematika Indo Green Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) Darussalam: Journal of Psychology and Educational Indo Green Journal Research Psychologie, Orientation et Conseil Indonesian Journal of Education (INJOE) International Journal of Educational Narratives
Busnawir Busnawir
Universitas Halu Oleo
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Transformation of Islamic Religious Education Learning in the Era of Society 5.0: A Theoretical and Conceptual Study Izzatul Laili; Tomi Apra Santosa; Hasyim Mahmud Wantu; Busnawir Busnawir
Indo Green Journal Vol. 4 No. 3 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i3.519

Abstract

The Society 5.0 era presents fundamental changes in various aspects of life, including the education sector. The integration of digital technology, artificial intelligence (AI), the Internet of Things (IoT), and big data demands a transformation in the Islamic Religious Education (PAI) learning process to remain relevant to the needs of 21st-century students. This study aims to theoretically and conceptually analyze the transformation of Islamic Religious Education (PAI) learning in the Society 5.0 era and its implications for student competency development. This study used a qualitative approach with library research methods. Data were obtained from various literature sources, such as books, reputable journal articles, education policy documents, and scientific publications relevant to Islamic Religious Education (PAI) learning and Society 5.0. Data analysis was conducted using content analysis techniques to identify key themes related to the transformation of Islamic Religious Education (PAI) learning. The study results indicate that the transformation of Islamic Religious Education (PAI) learning in the Society 5.0 era is characterized by the use of digital technology in the learning process, strengthening digital and religious literacy, implementing student-centered learning models, and integrating Islamic values with 21st-century competencies. Furthermore, the role of teachers has shifted from being primary sources of information to facilitators, mentors, and spiritual guides capable of guiding students in the wise and ethical use of technology.
Transformation of Islamic Religious Education Learning in the Era of Society 5.0: A Theoretical and Conceptual Study Izzatul Laili; Tomi Apra Santosa; Hasyim Mahmud Wantu; Busnawir Busnawir
Indo Green Journal Vol. 4 No. 3 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i3.519

Abstract

The Society 5.0 era presents fundamental changes in various aspects of life, including the education sector. The integration of digital technology, artificial intelligence (AI), the Internet of Things (IoT), and big data demands a transformation in the Islamic Religious Education (PAI) learning process to remain relevant to the needs of 21st-century students. This study aims to theoretically and conceptually analyze the transformation of Islamic Religious Education (PAI) learning in the Society 5.0 era and its implications for student competency development. This study used a qualitative approach with library research methods. Data were obtained from various literature sources, such as books, reputable journal articles, education policy documents, and scientific publications relevant to Islamic Religious Education (PAI) learning and Society 5.0. Data analysis was conducted using content analysis techniques to identify key themes related to the transformation of Islamic Religious Education (PAI) learning. The study results indicate that the transformation of Islamic Religious Education (PAI) learning in the Society 5.0 era is characterized by the use of digital technology in the learning process, strengthening digital and religious literacy, implementing student-centered learning models, and integrating Islamic values with 21st-century competencies. Furthermore, the role of teachers has shifted from being primary sources of information to facilitators, mentors, and spiritual guides capable of guiding students in the wise and ethical use of technology.
The Role of Executive Functions in Early Mathematics Achievement: A Cognitive Psychology Perspective Busnawir Busnawir; Zain Nizam; Nurul Huda
Research Psychologie, Orientation et Conseil Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i4.2524

Abstract

Early mathematics achievement is a critical predictor of long-term academic success, and understanding the cognitive mechanisms underlying mathematical learning is essential for educational psychology. Executive functions (EF) including working memory, inhibitory control, and cognitive flexibility play a pivotal role in supporting problem-solving, numerical reasoning, and the acquisition of mathematical concepts. This study aims to examine the contribution of executive functions to early mathematics achievement from a cognitive psychology perspective. A mixed-methods approach was employed, combining standardized EF assessments with mathematics performance tests in a sample of children aged 5–7 years. Data were analyzed using correlational and regression techniques to determine the predictive power of specific executive function components. Results indicate that working memory and inhibitory control are strongly associated with early numeracy skills, while cognitive flexibility contributes to adaptive problem-solving in novel mathematical tasks. Children with higher EF scores demonstrated significantly better performance in arithmetic, pattern recognition, and applied problem-solving. The study concludes that integrating EF training into early education curricula could provide a foundation for sustained mathematical competence and cognitive growth.
EVOLUSI KURIKULUM PENDIDIKAN DI INDONESIA DAN DAMPAKNYA TERHADAP KUALITAS PEMBELAJARAN DALAM DUA DEKADE TERAKHIR Almira Ulimaz; Muthmainnah Mursidin; Busnawir
Berajah Journal Vol. 6 No. 3 (2026): Berajah Journal
Publisher : CV. Lafadz Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/bj.v6i3.671

Abstract

Education in Indonesia has undergone significant curricular transformations over the past two decades, ranging from the 2004 Competency-Based Curriculum (KBK), the 2006 School-Based Curriculum (KTSP), the 2013 Curriculum, to the 2022 Merdeka Curriculum. This study aims to analyse the evolution of the education curriculum in Indonesia and its impact on the quality of learning from 2004 to 2024 using a literature review method with a descriptive qualitative approach. The research findings indicate that each curriculum change has introduced a new paradigm: shifting from teacher-centred to student-centred learning, from a focus on subject mastery to the development of competencies, and from national standardisation to flexibility and differentiation in learning. The positive impact of these changes is evident in the increased emphasis on critical thinking skills, creativity, collaboration, and character development through the Pancasila Student Profile. However, implementation faces significant challenges, including uneven teacher readiness, disparities in facilities between regions, an increased administrative burden on teachers, and instability in the education system due to overly frequent changes. Consequently, curriculum changes alone are insufficient to significantly improve the quality of education, as factors such as teacher quality and regional disparities have a greater influence on learning outcomes. This study concludes that the successful implementation of the curriculum requires holistic systemic improvements, including the continuous enhancement of teacher competencies, the equitable distribution of educational infrastructure and resources, and the support of a strong educational ecosystem.
The Influence of STEM-Based Learning on Students’ Critical Thinking Skills Busnawir Busnawir; Ming Kiri; Chenda Dara
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.2157

Abstract

Background. The integration of Science, Technology, Engineering, and Mathematics (STEM) into education has gained significant attention for its potential to foster students’ critical thinking and problem-solving skills. Purpose. STEM-based learning emphasizes hands-on, inquiry-driven approaches that encourage students to engage in real-world applications of knowledge. However, the impact of STEM-based learning on students’ critical thinking skills remains a subject of debate. Method. This study investigates the influence of STEM-based learning on the development of critical thinking skills among high school students. The research employs a quasi-experimental design, with one group of students receiving STEM-based instruction and another following a traditional curriculum. Pre- and post-assessments of critical thinking skills were conducted using standardized critical thinking tests. Results. The findings reveal that students in the STEM-based learning group showed significant improvements in their critical thinking abilities, particularly in areas such as analysis, evaluation, and problem-solving. In contrast, the traditional curriculum group showed little to no improvement. Conclusion. The study concludes that STEM-based learning has a positive impact on enhancing students’ critical thinking skills, suggesting that incorporating STEM approaches into educational practices can better prepare students for complex real-world challenges.
Teachers’ Life Stories as a Source of Pedagogical Innovation: A Narrative Inquiry into Professional Growth Busnawir Busnawir; Sobirin Sobirin; Eva Syafaah Hasanah; Ahmad Yani; Zain Nizam
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2548

Abstract

Background. Teachers’ personal life stories serve as valuable sources of pedagogical reflection and innovation, providing insight into how experience shapes teaching identity and practice. Purpose. This study aims to explore how teachers’ lived experiences contribute to their professional growth and pedagogical creativity.   Method. Using a qualitative narrative inquiry approach, data were collected through in-depth interviews and reflective journals from six teachers across different educational levels. Results. The findings indicate that, regardless of proficiency level, L1, FLCA, or Thematic analysis revealed three major dimensions of professional development: (1) autobiographical reflection as a catalyst for pedagogical innovation, (2) transformation of challenges into creative teaching strategies, and (3) emotional resilience as the foundation for professional identity reconstruction. Conclusion. The study concludes that narrative-based reflection enhances teachers’ awareness of their professional journey, enabling them to reinterpret personal experiences as a source of renewal in pedagogical practices.
Co-Authors ., Arvyaty Abda Abda Abdul Asis adam, Pasrun Afrah Fatina Nasir Ahmad Yani Ahmad Zaeni Aji Darmawan Aksan, Sitti Kurnia Purnama Al Irsyad Alberth, Alberth Alfari, Zulham Almira Ulimaz Alwahab Alwahab Amirullah -, Amirullah Ana Wati Anisa Anisa Anwar Bey Aprilia Ayu Nita Aris Badara Arvyaty Arvyaty Arvyaty Arvyaty Aslan Aslan Asriyawan, Asriyawan Aulia Rahmi, Aulia Awaludin Awaludin, Awaludin Ayu Nita, Aprilia Baharuddin Baharuddin Burhan Burhan Chenda Dara Edi Cahyono Edi Cahyono Elisa Nur Hasanah Elvita Beliana Viktor Erniwati Erniwati Eva Syafaah Hasanah Fadaruddin, Fadaruddin Fahinu Fahinu Fahinu, Fahinu Hafiluddin Samparadja Hafiludin Samparadja Hafiludin Samparadja Hardianti . Harmawati Amrin Hasnawati Hasnawati Hasnawati Hasnawati Hasyim Mahmud Wantu Herlin Herlin Hidayat Ahmad Ika Yuniawati, Ika Ili, La Iqbal Pratama Izzatul Laili Jafar Jafar Jamal, Asri Janna Murti, Andi Mifthahul Kadir Kara, Sevda Kaya, Cemil Kodirun La Arapu La Aso La Masi La Ndia, La Ndia La Ode Ahmad Jazuli La Ode Ali Matrahim Lambertus Lambertus Lambertus Lambertus, Lambertus Latief Sahidin Latief Sahidin M Nasir Makkulau Makkulau Mardiati Mardiati Mery Aryanti Ming Kiri Misu, La Mohamad Salam Muhammad Imron, Muhammad Muhammad Sudia Muhammad Sudia Mukhsar . Murniyati, Murniyati Mustamin Anggo Muthmainnah Mursidin Nana Sumarna Nana Sumarna Noerjuniaty Noerjuniaty Nurhayati, Sitti Nuriali, Wa Nuriftitah, Nuriftitah Nurlena Nurlena Nurlena, Nurlena Nurmin Nurmin Nursyahda Nursyahda Nurul Evianti Nurul Huda Poerwanto Poerwanto PRIMA ENDANG SUSILOWATI Rachmady, Rasdiana Rachmawati . Rahmad Prajono Rahmat Rahmat Rahmayanti, Arni Riam Niscaya Mustakim Risfandi . Ristantia Wahid Rosdiana . Rusman . Safri Safri Saleh Saleh Salim Salmin Dengo Samirudin Rujumi Samparadja, Hafiludin Samparadja, Hafiludin Sarbia . Sidu, Sabaruddin Sitepu, Ediaman Siti Maemuna Sobirin Sobirin SRI UTAMI Sri Utami Suhar Suhar Suhar Suhar Suhari Suhari Sulfi Yanti Sulhijah Jago Syaiful Akbar Syamsul Arifin Syukriah Hermanto Tomi Apra Santosa Ulfa Sari, Dian Wa Ode Indrawati Zain Nizam Zamsir Zamsir Zamsir Zamsir Zamsir Zuari Anzar