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All Journal Jurnal Basicedu Journal of Moral and Civic Education Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Journal of Civic Education Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Indonesian Journal of Sport Management Mauriduna : Journal of Islamic studies Jurnal Educative: Journal of Educational Studies Jurnal Basicedu Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak Journal Education And Islamic Studies Journal of Authentic Research
Effendi, Heri
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Religion Arts Humanities Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Inovasi Pendidikan Di Pesantren: Transformasi Dan Tantangan Di Era 5.0 Afnita, Nora; Nofitayanti, Nofitayanti; Rahmadinur, Wisda; Pulungan, Dedi Zulkarnain; Effendi, Heri; Wandi, Joni Indra
Journal Education And Islamic Studies Vol. 1 No. 2 (2023): Journal Education And Islamic Studies
Publisher : Institut Agama Islam Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55062//JEDIES.2023.v1i1.335/4

Abstract

This research explores educational innovation in Islamic boarding schools (pesantren) and the challenges they face in the era of 5.0. Pesantren, as traditional educational institutions in Indonesia, have undergone significant changes in their efforts to remain relevant in an increasingly interconnected and modern world. In this context, the study takes a qualitative approach to understand how pesantren integrate technology, design integrated curricula, and adopt innovative teaching approaches to meet the demands of the 5.0 era. The research findings reveal that many pesantren have initiated the process of educational innovation. They have integrated digital technology into learning, designed integrated curricula with an emphasis on religious and general subjects, and adopted project-based learning approaches. This educational transformation aims to prepare students with 21st-century skills that are relevant, such as digital literacy, problem-solving, and creativity. However, the study also identifies several challenges faced by pesantren. Technology integration remains a hurdle, especially in rural areas where access and training are inadequate. Teacher training in the use of technology and innovative teaching methods is essential, and preserving traditional values while advancing education is a challenge that requires creative thinking. In conclusion, this research provides a comprehensive overview of the efforts of pesantren in educational innovation in the face of the 5.0 era. While there are challenges to be overcome, positive steps have been taken to ensure that pesantren remain relevant educational institutions in Indonesian society.
A Survey of the Character of Bung Hatta University Based on its Islamic Education Learning Program in the Digital Age Muslim, Muslim; Effendi, Heri; Pebriyenni, Pebriyenni; Nursi, M.; Aisyah, Siti
Jurnal Educative: Journal of Educational Studies Vol. 7 No. 2 (2022): December 2022
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v7i2.5789

Abstract

Education throughout its history has always been intended as a vehicle to prepare the regeneration of students, so that they can carry out their life in a wise and fulfilling way. The demoralization and dehumanization that occurs in student life is attributed, among other things, to lack of honesty, distrust, lack of sense of responsibility, lack of discipline, and lack of self-integrity. This study aims to describe the PAI (Pendidikan Agama Islam - Islamic Education) learning process in the PPKn (Pendidikan Pancasila dan Kewarganegaraan - Pancasila and Civics Education) Study Program at the Bung Hatta University. This study uses a qualitative case study approach. The research subjects are PAI lecturers, Kebunghataan (Bung Hatta inspired ideals) lecturers and all of the students in the PPKn study program. Techniques of data collection used include observation, interviews and documentation studies. Data analysis includes data collection, data reduction, data presentation, and drawing conclusions. The results of the study showed that the PAI learning process in the PPKn Study Program at Bung Hatta University was carried out by referring to the curriculum that applies at Bung Hatta University and the study program. In writing, it has not been integrated with the idea of Kebunghataan. The implications of the above is that students who graduate from this program embody the qualities of Bung Hatta University’s ideals, namely,  politeness, honesty, thrifty, and dignity.
The Analysis of Social Attitudes Rubric Needs Based on Case-Based Learning (CBL) in Islamic Religious Education Learning Muslim; Effendi, Heri; Pebriyenni; Aisyah, Siti; Budiman, Mochammad Arif
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 14 No. 2 (2025)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v14i2.16690

Abstract

This research analyzes the social attitudes rubric needs based on Case-Based Learning (CBL) to objectively assess students’ social attitudes in Islamic Religious Education (PAI) learning. Using a descriptive qualitative approach, the data were gathered by observation, interviews with the lecturers and students, and document study. The research result showed an urgent need for a CBL rubric that contains a measurable indicator of collaboration, empathy, responsibility, and social responsiveness. The Case-Based Learning (CBL) integrity has proven a possibility of assessing the attitude more contextually through a real case study relevant to the students’ lives. In conclusion, this rubric development is important to improve the consistency and objectivity of attitude assessment in Islamic Religious Education. This rubric could be a practical reference for lecturers in evaluating a systematic social attitude, strengthening the internalization of socio-religious values in students.
Tinjauan Sistematis Pembelajaran Berbasis AR/VR dalam PPG untuk Penguatan Nilai Gotong Royong dan Kebhinnekaan Global effendi, heri; Pebriyenni, Pebriyenni; Morelent, Yetty; Rahayu, Ade Riza; Anjela, Puput Mia; Aisyah, Siti
Journal of Moral and Civic Education Vol 9 No 2 (2025): Journal of Moral and Civic Education
Publisher : Jurusan Ilmu Sosial Politik Fakultas Ilmu Sosial Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/8851412922025877

Abstract

The use of Augmented Reality (AR) and Virtual Reality (VR) technologies in education has opened new opportunities to enhance learning quality, including within the Teacher Professional Education Program (PPG). As part of the effort to prepare professional teachers who can integrate the values of the Pancasila Student Profile, the exploration of AR- and VR-based learning becomes increasingly relevant for strengthening the values of gotong royong (mutual cooperation) and global diversity. This study aims to analyze the existing literature on the application of AR and VR in PPG and their impact on reinforcing these values. The research employed a Systematic Literature Review (SLR) approach, reviewing 38 articles published between 2014 and 2024 in reputable journals indexed by Scopus, Sinta, Springer, IEEE Xplore, and Google Scholar, ensuring relevance to the technological developments of the past decade. The findings indicate that AR and VR can create immersive learning environments that allow PPG participants to deeply understand cultural diversity and collaborate effectively through interactive simulations. Moreover, these technologies assist teachers in developing pedagogical competencies that support cross-cultural and project-based learning. Despite their great potential, the adoption of AR and VR remains constrained by issues of accessibility, cost, and the need for intensive teacher training. In conclusion, AR and VR make a significant contribution to promoting the values of gotong royong and global diversity within PPG; however, more inclusive and sustainable implementation strategies are required to maximize their educational impact.
Rekonstruksi Pembelajaran IPS Berbasis Literasi Digital untuk Mempersiapkan Siswa Menghadapi Masyarakat Digital Oktaviani, Neza; Effendi, Heri; Collin, Neil; Gustina, Sarah Marta; Fitri, Adinda Salsa; Sahgita, Alya Dewi; Edisty, Varissa Amelia
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/p6k69h37

Abstract

Perkembangan teknologi digital mengubah cara peserta didik memperoleh informasi, berinteraksi, dan berpartisipasi dalam kehidupan sosial. Kondisi tersebut menuntut pembelajaran Ilmu Pengetahuan Sosial (IPS) di sekolah dasar tidak hanya menyampaikan konsep sosial, tetapi juga membangun literasi digital, keterampilan abad ke-21, dan karakter kewargaan digital. Artikel ini bertujuan merekonstruksi pembelajaran IPS berbasis literasi digital sebagai kerangka konseptual untuk mempersiapkan siswa menghadapi masyarakat digital. Penelitian menggunakan studi literatur dengan pendekatan deskriptif kualitatif. Data diperoleh dari artikel jurnal, buku akademik, laporan organisasi internasional, dan dokumen kebijakan pendidikan yang relevan dengan pembelajaran IPS, literasi digital, model pembelajaran aktif, dan asesmen autentik. Data dianalisis melalui analisis isi dengan tahap identifikasi, seleksi, pengodean tematik, sintesis, dan triangulasi sumber. Hasil kajian menunjukkan bahwa rekonstruksi pembelajaran IPS perlu mencakup pembaruan tujuan, materi, strategi, media, dan asesmen. Strategi utama yang direkomendasikan meliputi student centered learning, Problem Based Learning, Project Based Learning, inkuiri sosial, pemanfaatan media digital, penguatan literasi informasi, etika digital, serta penilaian autentik berbasis proyek dan portofolio. Rekonstruksi tersebut berpotensi meningkatkan kemampuan berpikir kritis, komunikasi, kolaborasi, kreativitas, literasi digital, dan tanggung jawab sosial siswa sebagai warga negara digital. Digital technology has changed how students access information, interact with others, and participate in social life. This condition requires Social Studies learning in elementary schools to move beyond the transmission of social concepts and develop digital literacy, twenty-first-century skills, and digital citizenship character. This article aims to reconstruct digital-literacy-based Social Studies learning as a conceptual framework for preparing students to face the demands of a digital society. The study employed a literature review with a qualitative descriptive approach. Data were collected from journal articles, academic books, international organization reports, and educational policy documents related to Social Studies learning, digital literacy, active learning models, and authentic assessment. The data were analyzed using content analysis through identification, selection, thematic coding, synthesis, and source triangulation. The findings indicate that the reconstruction of Social Studies learning should include the renewal of learning objectives, content, strategies, media, and assessment. The main strategies recommended are student-centered learning, Problem Based Learning, Project Based Learning, social inquiry, digital media integration, information literacy, digital ethics, and authentic assessment through projects and portfolios. Such reconstruction can strengthen students’ critical thinking, communication, collaboration, creativity, digital literacy, and social responsibility as digital citizens.
Implementasi Pembelajaran Ilmu Pengetahuan Sosial Berbasis Kearifan Lokal Di Sekolah Dasar Gustiantri, Renata; Rahmadani, Vingkan Laraz; Melda, Melda; Adrista, Rifka; Putri, Indri Afri Muliani Putri; Effendi, Heri; Nursi, Mogastra Rachmana
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/nrkke470

Abstract

Penelitian ini bertujuan menelaah secara sistematis bagaimana kearifan lokal diterapkan dalam pembelajaran IPS SD, bentuk media yang dimanfaatkan, dampaknya terhadap peserta didik, serta hambatan yang muncul dalam pelaksanaannya. Metode yang digunakan ialah Systematic Literature Review terhadap publikasi tahun 2019–2025 yang dipilih melalui proses penelusuran, seleksi, dan pengolahan tematik. Temuan penelitian menunjukkan bahwa penerapan kearifan lokal tercermin melalui pengembangan modul dan LKPD berorientasi budaya, pemanfaatan cerita, artefak, video lokal, serta penggunaan pembelajaran berbasis proyek dan kegiatan eksplorasi lapangan. Berbagai studi melaporkan peningkatan motivasi belajar, wawasan budaya, dan pembentukan karakter siswa, meskipun masih terdapat kendala seperti keterbatasan kompetensi guru dan kurangnya sumber belajar lokal yang terdokumentasi. Penelitian ini menegaskan bahwa integrasi kearifan lokal memberikan kontribusi nyata bagi pembelajaran IPS yang lebih bermakna dan berbasis nilai, sekaligus menawarkan sumbangan teoretis berupa pemetaan model penerapan dan rekomendasi praktis untuk pengembangan pembelajaran berlandaskan budaya di sekolah dasar. This study aims to systematically examine how local wisdom is implemented in elementary school social studies learning, the forms of learning media used, its impact on students, and the challenges encountered in its implementation. The method used is a Systematic Literature Review of publications from 2019–2025, selected through searching, screening, and thematic analysis. The findings show that the implementation of local wisdom is reflected in the development of culture-oriented modules and student worksheets, the use of stories, cultural artifacts, local videos, as well as project-based learning and field exploration activities. Various studies report improvements in learning motivation, cultural awareness, and students’ character development, although challenges remain, such as limited teacher competence and the lack of well-documented local learning resources. This study confirms that the integration of local wisdom makes a significant contribution to making social studies learning more meaningful and value-based, while also providing theoretical contributions in the form of mapping implementation models and practical recommendations for developing culture-based learning in elementary schools.
Co-Authors Adrista, Rifka Afnita, Nora Ahmad Sabri Alfiqroam , Alfiqroam Kumar Anjela, Puput Mia Azmi, Faizul Collin, Neil Dede Rosyada Dedi Zulkarnain Pulungan Desfitri, Eni Edisty, Varissa Amelia Enjoni, Enjoni Fitri, Adinda Salsa Gusmaweti Gusmaweti Gustiantri, Renata Gustina, Sarah Marta Hendrizal Hendrizal Ihsan, Sartika Fortuna Kurnia, Asraf Lelfita, Lelfita Melda, Melda Mochammad Arif Budiman Mufti, Zaki Aulia Muhammad Zalnur Muslim Muslim Muslim Muspardi Muspardi Nofitayanti, Nofitayanti Nurpatri, Yeni Nursi, M. Nursi, Mogastra Rachmana Oktaviani, Neza Pebriyenni Pebriyenni Pebriyenni Pramadita, Yulia Putri, Indri Afri Muliani Putri Rahayu, Ade Riza Rahmadani, Vingkan Laraz Rahmadinur, Wisda Remiswal Rizka Aprilia, Cici Sahgita, Alya Dewi Sayuti, Muhammad Siti Aisyah Suud Cahyo Alben, Ary Syafruddin Syafruddin Ucale Douw, Ronaldo Wandi, Joni Indra Yetty Morelent Yusmanila, Yusmanila