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All Journal Well Being International Journal of Health and Pharmaceutical (IJHP) Al'Ulum Jurnal Pendidikan Islam Innovative: Journal Of Social Science Research TARBIYAH: Jurnal Pendidikan Agama Islam Al Fattah Ejournal Sma Al Muhammad Cepu Ekobis: Journal of Economy and Business Masyarakat Mandiri dan Berdaya Genius: Jurnal Ekonomi Dan Manajemen PEDAGOGIA : JURNAL KEGURUAN DAN PENDIDIKAN
Fatoni, Imam
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Journal : PEDAGOGIA : JURNAL KEGURUAN DAN PENDIDIKAN

 1 
Transformasi Pendidikan Melalui Kurikulum Merdeka Belajar: Studi Tren Model Pembelajaran Di Sekolah Dan Madrasah Fatoni, Imam
PEDAGOGIA : JURNAL KEGURUAN DAN PENDIDIKAN Vol. 1 No. 01 (2024): Pedagogia: Jurnal keguruan dan Kependidikan
Publisher : https://journal.metanusantara.com/pedagogia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.010125/v7a0jf65

Abstract

The transformation of education in Indonesia through the implementation of Merdeka Belajar Curriculum has encouraged the implementation of various innovative learning models in schools and madrasah. This research aims to analyse the effectiveness and challenges of implementing Inquiry Learning, Problem-Based Learning, Project-Based Learning, Blended Learning, and Flipped Classroom learning models in improving learning quality and students' 21st century skills. This research uses a qualitative approach with a case study method. Data sources were obtained through in-depth interviews with 30 educators in schools and madrasahs, classroom observations, and analysis of education policy documents. The results show that the implemented learning models are able to increase student engagement, critical thinking, creativity, and collaboration in learning. Blended Learning and Flipped Classroom models received positive responses regarding flexibility and accessibility, although there are still obstacles in digital infrastructure readiness. Meanwhile, the Problem-Based Learning and Project-Based Learning models proved effective in building students' problem-solving and cooperation skills
Analisis Komparatif Model Pembelajaran Project Based Learning (PjBL) dan Problem Based Learning (PBL) dalam Meningkatkan Keterampilan Berpikir Kritis Jauhari Manasik; Fatoni, Imam
PEDAGOGIA : JURNAL KEGURUAN DAN PENDIDIKAN Vol. 2 No. 01 (2025): Pedagogia: Jurnal keguruan dan Kependidikan
Publisher : https://journal.metanusantara.com/pedagogia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.010125/hh4am159

Abstract

21st-century education demands the development of critical thinking skills, yet classroom practices are still dominated by less effective conventional methods. This quasi-experimental study aimed to analyze the difference in effectiveness between Project-Based Learning (PjBL) and Problem-Based Learning (PBL) models in enhancing the critical thinking skills of high school students. The data sources were 90 students of class XI Social Studies at a public high school in  Bojonegoro Regency, divided into three groups: PjBL, PBL, and control. Data were collected using a validated structured essay test and analyzed using ANCOVA. The results showed that: (1) There was a significant difference in critical thinking skills between the experimental groups (PjBL and PBL) and the control group; (2) Comparatively, the PjBL model proved significantly more effective than the PBL model in improving students' critical thinking skills. These findings indicate that while both constructivist models are effective, the product-oriented nature of PjBL has a more powerful impact on training synthesis and evaluation, the highest levels of critical thought. This study recommends that educators consider PjBL as a primary strategy to optimize the development of 21st-century competencies.
Co-Authors A Halim Aini, Inayatul Amalia, Whenni Arif Wijaya Effendi, Zainudin Falesta, Octo Gyan Happi, M Jauhari Manasik Kristianingrum, Dhita Yuniar Muhammad Husaini Ramadhan, Anggoro Dwi wahyu Ratna Nurhayati, Ratna Roni, Faishol Ruliati, Ruliati Setiarini, Dwi Anik Karya Siti Shofiyah Sugiarto, Kresna Bagus Tiara Fatma Pratiwi Yosin, Esti Pratiwi