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All Journal Jurnal Pendidikan Indonesia Potensia Jurnal Al-Tadzkiyyah Jurnal Pendidikan Islam QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Penelitian Pendidikan IPA (JPPIPA) Kindergarten: Journal of Islamic Early Childhood Education FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman PEDAGOGI Ijaz Arabi Journal of Arabic Learning Edukasi Islami: Jurnal Pendidikan Islam Tawazun: Jurnal Pendidikan Islam JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR PrimaryEdu - Journal of Primary Education Jurnal Perspektif SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Ta'dib: Jurnal Pendidikan Islam Jurnal Eduscience (JES) EDUTEC : Journal of Education And Technology Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Taklim : Jurnal Pendidikan Agama Islam Journal of General Education and Humanities Journal of Pedagogy and Education Science Eduvest - Journal of Universal Studies Nuansa: Jurnal Penelitian Ilmu Sosial dan Keagamaan Islam Society Journal of Islamic Education Research Madania: Jurnal Kajian Keislaman International Journal of Educational Narratives
Somad, Momod Abdul
Universitas Pendidikan Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

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The Tamyiz Method, Motto Internalization, and Students' Learning Character in Kitab Kuning Learning Hadi Suhandi Saja; Momod Abdul Somad; Mupid Hidayat
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1802

Abstract

Kitab kuning learning in pesantren requires mastery of Nahwu and Shorof while fostering students' cognitive, affective, and value-based learning character. Previous studies have mainly emphasized cognitive outcomes, with limited evidence explaining how instructional methods contribute to character development through value internalization. This study examined the effectiveness of the Tamyiz Method and the mediating role of the Tamyiz motto. A mixed-methods sequential explanatory design was employed involving 60 junior secondary students at Bayt Tamyiz Islamic Boarding School, divided into experimental and control groups. Data were collected using a kitab kuning comprehension test, questionnaires, observations, and interviews, and analyzed using t-tests, MANOVA, mediation analysis, and thematic analysis. The experimental group showed higher improvement in kitab kuning comprehension (N-Gain = 0.72), with very large effect sizes for comprehension (d = 2.41), learning mentality and enthusiasm (d = 2.68), and motto internalization (d = 3.21). Motto internalization partially mediated the relationship between the Tamyiz Method and learning character (indirect effect = 1.12; proportion mediated = 72.7%). These findings indicate that integrating instructional innovation with value internalization can strengthen learning outcomes and character development in pesantren.
PEDAGOGIK UNTUK ANAK USIA DINI BERBASIS TEKNOLOGI: ANALISIS PEMETAAN KOMPUTASI BIBLIOMETRIK MENGGUNAKAN VOSVIEWER kuswanto kuswanto; Momod Abdul Somad; Putri Fazrin
Pedagogi : Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini Vol 9 No 2 (2023)
Publisher : Universitas Muhammadiyah Surabaya

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Abstract

Penelitian ini bertujuan untuk mengkaji perkembangan penelitian pedagogik untuk anak usia dini berbasis teknologi dengan menggunakan metode analisis pemetaan komputasi bibliometrik menggunakan VOSviewer. Pengumpulan data dari penelitian ini yaitu berupa artikel yang sudah terpublis dari beberapa jurnal yang terindeks baik nasional maupun internasional. Teknik pengumpulan data dilakukan dengan menuliskan kata kunci “early childhood education, pedagogical technology” pada software publish or perish (PoP). Data yang digunakan dalam penelitian ini yaitu database (artikel) terindeks google scholar dari tahun 2013 hingga 2022 (10 tahun), dan ditemukan sebanyak 994 artikel. Hasil penelitian menunjukkan bahwa penelitian dengan tema pedagogik untuk anak usia dini berbasis teknologi mengalami peningkatan dari tahun 2013 hingga 2016, kemudian ditahun 2017-2019 mengalami fluktuasi, ditiga tahun terakhir (2020-2022) mengalami penurunan sangat drastis. Dari hasil tersebut, terdapat tiga tema penelitian yaitu tema early childhood education yang menghasilkan total link 265, total link strength 1538, dan occurrences 192. Selanjutnya tema pedagogik yang menghasilkan total link 161, total link strength 372, dan occurrences 45. Terakhir tema teknologi yang menghasilkan total link 188, total link strength 587, dan occurrences 65. Sehingga dapat disimpulkan bahwa peluang penelitian pada kajian pedagogik untuk anak usia dini berbasis teknologi masih memiliki peluang yang cukup tinggi dan dapat dikaitkan dengan istilah lain. Pendidikan bagi anak usia dini memerlukan inovasi yang harus terus mengikuti perkembangan jaman.
Strengthening the Character of 21st-Century Educators: A Philosophical Analysis of the Ministry of Education and Culture's Teacher Psychological Welfare Program Putra Asga Elevri; Yadi Ruyadi; Encep Syarief Nurdin; Asep Dahliyana; Bunyamin Maftuh; Mupid Hidayat; Momod Abdul Somad; Warlim Isya
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002024

Abstract

Twenty-first-century education requires teachers to function not only as knowledge transmitters but also as moral agents who cultivate values, character, and meaningful learning experiences. Yet increasing administrative demands, policy changes, professional dilemmas, and emotional exhaustion often weaken teachers’ psychological well-being and their ability to serve as authentic role models. This study examines how the Teacher Psychological Well-Being Program, comprising the Technical Guidance Program and the Teacher Psychological Well-Being Survey developed by Indonesia’s Ministry of Primary and Secondary Education, strengthens educators’ values and character from a philosophical perspective. Using a qualitative descriptive-analytical case study, the research analyzes official program documents and relevant scholarly literature. Data were examined thematically by mapping program components to Aristotelian eudaimonia, ontological security, Ryff’s psychological well-being framework, and character education through habituation. Findings indicate that the program provides a holistic intervention integrating reflective practices, resilience-building strategies, value habituation, and multidimensional well-being assessment. Through the “My Tree” framework, teachers develop self-acceptance, autonomy, purpose in life, positive relationships, environmental mastery, and personal growth. The program shifts attention from deficit-based stress management toward human flourishing by operationalizing eudaimonia through meaningful professional development and supportive social engagement. Reflective activities and autonomy-enhancing practices also strengthen ontological security by fostering coherent professional identities amid systemic challenges. Positive micro-practices, including gratitude journaling, appreciation circles, grounding techniques, and affirmations, reinforce authentic character formation. The study concludes that philosophically grounded well-being interventions should be integrated into educational policy to support sustainable, human-centered, and high-quality education.
Efektivitas Penggunaan Video Pembelajaran Interaktif terhadap Peningkatan Karakter Disiplin Siswa Sekolah Dasar Via Nurafiati Astuti; Tedi Supriyadi; Saepul Anwar; Momod Abdul Somad
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 7 No. 4 (2026): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Juni- Juli 2026)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v7i4.8667

Abstract

Penelitian ini dilatarbelakangi oleh meningkatnya penggunaan gadget pada siswa sekolah dasar yang lebih banyak dimanfaatkan untuk bermain game dan hiburan sehingga berdampak pada rendahnya disiplin belajar, seperti kurang fokus, tidak mengikuti instruksi guru, dan terlambat mengerjakan tugas. Selain itu, pemanfaatan digitalisasi pembelajaran masih belum optimal akibat keterbatasan guru dalam mengembangkan media pembelajaran yang menarik dan edukatif. Penelitian ini bertujuan menganalisis efektivitas penggunaan video pembelajaran interaktif terhadap peningkatan karakter disiplin siswa sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi-experiment melalui desain one-group pretest-posttest. Subjek penelitian berjumlah 108 siswa kelas VI dari lima sekolah dasar binaan di Kecamatan Rongga. Data dikumpulkan melalui angket skala Likert, observasi, dan dokumentasi, dengan indikator disiplin meliputi ketepatan waktu mengerjakan tugas, kesungguhan menonton video pembelajaran hingga selesai, dan kepatuhan mengikuti instruksi guru saat belajar di rumah. Data dianalisis menggunakan statistik deskriptif dan uji paired sample t-test. Hasil penelitian menunjukkan adanya peningkatan signifikan karakter disiplin siswa setelah penerapan video pembelajaran interaktif. Rata-rata skor pretest berada pada rentang 1–2 dan meningkat menjadi 4–5 pada posttest. Peningkatan tertinggi terjadi pada indikator menonton video pembelajaran hingga selesai. Dengan demikian, video pembelajaran interaktif terbukti efektif dalam meningkatkan karakter disiplin siswa sekolah dasar.
CONCEPTUALIZING PERCEIVED FORM OVER SUBSTANCE (PFOS): A THEORETICAL EMPIRICAL FRAMEWORK FOR UNDERSTANDING EDUCATIONAL PERFORMATIVITY AMONG INDONESIAN PRE-SERVICE TEACHERS Anita Deka; Dasim Budimansyah; Mupid Hidayat; Momod Abdul Somad
JURNAL EDUSCIENCE Vol 13, No 4 (2026): Jurnal Eduscience (JES), (Authors from South Africa, Philippines, and Indonesia
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i4.9319

Abstract

Purpose – This study aims to conceptualize and examine Perceived Form Over Substance (PFOS) as a theoretical-empirical framework for explaining why Indonesian pre-service teachers may prioritize administrative form, academic image, and measurable outcomes over substantive pedagogical learning.Methodology – This study employed an exploratory quantitative design. The instrument was developed through preliminary observations, focus group discussions, literature review, and two rounds of pilot testing to refine the theoretical domains. The main survey was administered to 347 pre-service teachers in Indonesia. The final instrument consisted of the PFOS scale, Personal Traits (PTRAIT), and Systemic Pressure (PSIST). Quantitative data were analyzed using Principal Component Analysis (PCA) with Promax rotation, reliability analysis, descriptive statistics, and multiple linear regression.Findings – The results indicate that PFOS comprises three dimensions: Academic Formalism, Image Management, and Outcome Orientation. The factor structure was empirically supported by KMO = 0.86, Bartlett’s test p < 0.001, and total variance explained of 45.47%. The PFOS scales demonstrated satisfactory reliability, with Cronbach’s alpha ranging from 0.71 to 0.76. Regression results indicate that systemic pressure, particularly procedural certainty and task structure, is the strongest and most consistent predictor of all PFOS dimensions. Thus, PFOS is better understood as an adaptive response to academic systemic pressures rather than a deficit in individual character.Contribution – This study contributes to educational performativity literature by proposing PFOS as a multidimensional construct in Indonesian teacher education. It offers practical insights for evaluation systems that support autonomy, pedagogical meaning, and substantive learning.
Panca Waluya as Narrative Pedagogy: A Hermeneutic Reconstruction of Character Education Values in the Pandawa-Kurawa Tradition of Wayang Bratayuda Ade Sutisna; Bunyamin Maftuh; Yadi Ruyadi; Momod Abdul Somad
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3920

Abstract

Background. Contemporary character education faces growing challenges in addressing moral complexity, social fragmentation, and declining ethical awareness among young people. Approaches relying on value transmission offer limited space for reflective engagement with moral dilemmas, whereas cultural narratives offer a meaningful pedagogical space for cultivating moral imagination, ethical reasoning, empathy, and responsible action. Purpose. This study aims to reconstruct Panca Waluya as a culturally grounded framework of narrative pedagogy through a hermeneutic interpretation of the Pandawa-Kurawa narrative in Bratayuda, examining its theoretical and pedagogical relevance for contemporary character education. Method. Employing a qualitative approach within an interpretive paradigm, the study used cultural hermeneutics informed by Ricoeur and Gadamer, with Bratayuda by R. Ng. Kartapraja as primary source. Five focal narrative units containing moral conflicts and reflective judgment were purposively selected and analyzed through contextual reading, hermeneutic interpretation, Panca Waluya categorization, and theoretical synthesis, with credibility strengthened through reflexivity and peer debriefing. Results. The analysis reconstructed five interconnected character dimensions Cageur (self-regulation), Bageur (empathy), Bener (integrity and justice), Pinter (ethical reasoning), and Singer (practical wisdom) that mutually reinforce one another rather than forming a fixed hierarchy, showing conceptual affinities with contemporary perspectives on moral functioning and narrative pedagogy. Conclusion. The Pandawa-Kurawa narrative functions as narrative pedagogy in which moral dilemmas are interpreted reflectively rather than transmitted as prescriptions, offering a conceptual and hermeneutic foundation for culturally responsive character education.
Co-Authors Abdul Hakam Abdulah, Mulyana Aceng Kosasih, Aceng Ade Abdul Muqit ADE SUTISNA, ADE Ahmad Syamsu Rizal Ahmad Syamsu Rizal Ai Sutini Aid Samsudin Akmal Rijal Alwi, Wildan Anita Deka Asep Dahliyana Azhar, Mohd. Bunyamin Maftuh Chairil Faif Pasani Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, Dede Pitri Dede Trie Kurniawan Edi Suresman Elly Malihah Encep Syarief Nurdin Endis Firdaus, Endis Fata, Nahriyah Garuzooka John Francis Hadi Suhandi Saja Idrus Affandi Idrus Affandi Kama Abdulhakam Kaspul Kaspul kuswanto kuswanto Kuswanto, Kuswanto Lestari, Gyan Puspa M Naelul Mubarok Maryatin, Teni Milah, Saepul Mokh. Iman Firmansyah Mubarok, M Naelul Muhamad Parhan Muhammad Naelul Mubarok Muharami Aisyah Hanafi Munawar Rahmat Mupid Hidayat Muqit, Ade Abdul Mustapha Almasi Nahriyah Fata Nurdin, Encep Syarif Parina, Parina Putra Asga Elevri Putri Fazrin Restu Adi Nugraha Rizal Firdaus Rizal Firdaus Saepul Anwar Saepul Milah Siti Komariah Sofyan Iskandar, Sofyan Sofyan Sauri Sofyan Sauri, Sofyan Sutiapermana, Aden Syahidin Syahidin, Syahidin Syarif Hendriana Syihabuddin Syihabuddin Syihabuddin Tatang Hidayat Tedi Supriyadi Teni Maryatin Teti Nurhayati Usup Romli Via Nurafiati Astuti Warlim Warlim Wildan Alwi Yadi Ruyadi