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All Journal Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmiah Mandala Education (JIME) AL MA'ARIEF : JURNAL PENDIDIKAN SOSIAL DAN BUDAYA Aksiologi : Jurnal Pendidikan dan Ilmu Sosial TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Indonesian Research Journal on Education Innovative: Journal Of Social Science Research PPSDP International Journal of Education Society
Azis, Fatimah
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Integrasi Teori Belajar, Metakognisi, dan Pembelajaran Transformatif dalam Desain Pembelajaran Abad ke-21: Suatu Kajian Psikologi Pendidikan Berbasis Sintesis Teoretik Syaharuddin, Syaharuddin; Muliana, Hanana; Mustainah, Mustainah; Azis, Fatimah
Indonesian Research Journal on Education Vol. 5 No. 6 (2025): Irje 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v5i6.3967

Abstract

Pembelajaran abad ke-21 menuntut pendekatan yang tidak hanya berfokus pada penguasaan pengetahuan, tetapi juga pada pengembangan kemampuan berpikir reflektif, regulasi diri, dan transformasi cara pandang peserta didik. Artikel ini bertujuan untuk menganalisis secara konseptual integrasi teori belajar konstruktivistik, metakognisi, dan pembelajaran transformatif sebagai kerangka psikologi pendidikan yang relevan dalam konteks pendidikan kontemporer. Penelitian ini menggunakan pendekatan kajian pustaka sistematis terhadap literatur primer yang relevan dalam bidang psikologi pendidikan dan pembelajaran abad ke-21. Data dikumpulkan melalui penelusuran artikel jurnal bereputasi dan dianalisis menggunakan teknik analisis tematik untuk mengidentifikasi keterkaitan konseptual antar teori. Hasil kajian menunjukkan bahwa konstruktivisme menyediakan landasan epistemologis bagi pembelajaran aktif, metakognisi berperan sebagai mekanisme regulatif yang memperkuat kemandirian belajar, sementara pembelajaran transformatif memungkinkan terjadinya perubahan kerangka berpikir yang lebih reflektif dan adaptif. Integrasi ketiga perspektif tersebut membentuk kerangka pembelajaran multidimensional yang mendukung pengembangan keterampilan abad ke-21, khususnya keterampilan berpikir kritis, kreativitas, komunikasi, dan kolaborasi. Artikel ini berkontribusi pada penguatan diskursus psikologi pendidikan dengan menegaskan pentingnya pendekatan integratif dalam merancang pembelajaran yang bermakna dan berkelanjutan.
IDENTIFIKASI KEBERAGAMAN PESERTA DIDIK SEBAGAI DASAR IMPLEMENTASI PENDIDIKAN INKUSIF: KAJIAN LITERATUR PSIKOLOGI PENDIDIKAN Thahir, Rahmatia; Zaitun, Zaitun; Anisa, Anisa; Azis, Fatimah
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i1.9054

Abstract

ABSTRACT Inclusive education positions learner diversity as the main strength in the learning process, encompassing students with special needs as well as differences in learning styles, cognitive abilities, socio-emotional characteristics, and cultural backgrounds. In the practice of inclusive education, a commonly encountered problem is the suboptimal process of identifying learner diversity as the basis for instructional design; therefore, this study analyzes the utilization of the identification process in designing effective and equitable inclusive learning. This study employs a literature review method with a descriptive qualitative approach through stages of searching, selection, and content analysis of national and international scholarly articles published over the past ten years. The findings indicate that the success of inclusive education is influenced by educators’ ability to understand individual learner characteristics through continuous identification processes. The challenges faced include limitations of identification instruments, diverse teacher competencies, inadequate policy support, and limited parental involvement. To address these challenges, the implementation of instructional strategies such as differentiated instruction, Universal Design for Learning (UDL), and collaborative approaches is considered effective in accommodating learner diversity. The conclusion of this study emphasizes that the identification of learner diversity is a key element in realizing humanistic, equitable, and transformative education. ABSTRAK Pendidikan inklusif menempatkan keberagaman peserta didik sebagai kekuatan utama dalam proses pembelajaran yang mencakup peserta didik berkebutuhan khusus serta perbedaan gaya belajar, kemampuan kognitif, karakter sosial-emosional, dan latar belakang budaya. Dalam praktik pendidikan inklusif, permasalahan yang sering dijumpai adalah belum optimalnya proses identifikasi keberagaman peserta didik sebagai dasar perancangan pembelajaran; oleh karena itu, kajian ini menganalisis pemanfaatan proses identifikasi tersebut dalam merancang pembelajaran inklusif yang efektif dan berkeadilan. Penelitian ini menggunakan metode studi literatur dengan pendekatan kualitatif deskriptif melalui tahapan penelusuran, seleksi, dan analisis isi terhadap artikel ilmiah nasional dan internasional dalam sepuluh tahun terakhir. Hasil kajian menunjukkan bahwa keberhasilan pendidikan inklusif dipengaruhi oleh kemampuan pendidik dalam memahami karakteristik individual peserta didik melalui proses identifikasi yang berkelanjutan. Tantangan yang dihadapi meliputi keterbatasan instrumen identifikasi, kompetensi guru yang beragam, dukungan kebijakan yang belum optimal, serta keterlibatan orang tua yang terbatas. Untuk merespons tantangan tersebut, penerapan strategi pembelajaran seperti differentiated instruction, Universal Design for Learning (UDL), dan pendekatan kolaboratif dinilai efektif dalam mengakomodasi keberagaman peserta didik. Simpulan kajian ini menegaskan bahwa identifikasi keberagaman peserta didik merupakan elemen kunci dalam mewujudkan pendidikan yang humanis, adil, dan transformatif.
Integration Of Local Wisdom Values In Character Education In The Era Of Globalization Hukunala, Engel; Sandi, Nur; Kaharuddin; Azis, Fatimah
Aksiologi : Jurnal Pendidikan dan Ilmu Sosial Vol. 6 No. 1 (2025): Oktober
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/aksiologi.v6i1.354

Abstract

In the era of globalization, the influx of foreign cultures and rapid modernization present significant challenges to the preservation of local values as part of national identity. Character education based on local wisdom serves as an essential strategy to maintain moral integrity and cultural rootedness among younger generations. This article reviews recent news reports on the role of local wisdom amid globalization and analyzes how values such as mutual cooperation, deliberation, and responsibility can be integrated into character education systems. Through literature analysis and case studies, the findings reveal that although awareness of local wisdom remains strong, its implementation in schools and communities requires synergy between teachers, educational institutions, cultural communities, and the government. The article also highlights spelling and linguistic issues found in public communication about local wisdom, reflecting the need for greater precision in narrating cultural topics.
Analysis of Classical Educational Philosophy Streams in Shaping Modern Educational Paradigms Hasyim D, Nur Fadhilah Rukmana; Azis, Fatimah; Kaharuddin; Silapa, Sarajuddin
Aksiologi : Jurnal Pendidikan dan Ilmu Sosial Vol. 6 No. 1 (2025): Oktober
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/aksiologi.v6i1.368

Abstract

The classical philosophy of education holds a fundamental contribution to shaping the construction of the modern educational paradigm. Major schools of thought such as perennialism, essentialism, progressivism, and reconstructionism play a significant role in directing the development of contemporary educational orientations, both in curriculum formulation and pedagogical application. This study aims to comprehensively analyze the relevance of these classical philosophical traditions in the formation of the modern educational paradigm through a literature-based approach. The research findings indicate that the modern educational paradigm did not emerge instantaneously but is instead the result of an evolutionary interaction between classical philosophical principles and the continuously developing dynamics of socio-cultural change. Key concepts such as the pursuit of universal truth, the importance of mastering essential knowledge, learner-centered instruction, and the significance of critical education serve as foundational elements in the formulation of contemporary educational policies and practices. Thus, this study affirms that classical educational philosophy retains strategic relevance as a conceptual foundation for strengthening the development of a modern education system that emphasizes humanistic values, adaptive capacities, and transformative aims.
Co-Authors A. Ratnawati Andi Tenri Ampa Anisa Anisa Arifin, Jamaluddin Bosra, Mustari Eka Damayanti firdaus, Tizar Hadisaputra, Hadisaputra Halima, Halima Hasyim D, Nur Fadhilah Rukmana Hukunala, Engel Kaharuddin Kaharuddin Krestina Huwae, Rachel Mochammad Imron Awalludin Mukramin, Sam'un Muliana, Hanana Munirah Munirah Mustainah Mappatoba Nur Sandi Nur, Andi Asywid Nur, Rahmat Nursalam Nursalam Nurwijayanti Nuzulia, Esby P, Reski Rudi Rudi Silapa, Sarajuddin Syaharuddin Thahir, Rahmatia Wibowo, A. Arika Widaty, Cucu Zaitun Zaitun Zulaeni Esita