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All Journal Abjadia, International Journal of Education Journal of General Education and Humanities Social Pedagogy: Journal of Social Science Education Jurnal Muhammadiyah Studies Edukara: Jurnal Pendidikan, Sejarah, dan Budaya Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Muslim Muslim
Universitas Sebelas Maret
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Effective Pedagogy in Primary Education: A Review of Current Literatures Ciptro Handrianto; Ahmad Jazimin Jusoh; Yanti Karmila Nengsih; Alfurqan Alfurqan; Muslim Muslim; Amayra Tannoubi
Abjadia Vol 6, No 2 (2021): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v6i2.12978

Abstract

The implementation of effective pedagogy in instructional strategies is an interesting discussion among educationists due to the rapidly transformation in educational context. The aims of this study is to identify the current literature related to effective pedagogy in primary education and highlights its categories in teaching learning situation.  The method used in this study is literature approach by reviewing 15 current journal articles in five years, from 2017 to May 2021.  The study shows that several characteristics of effective pedagogy still attract the researchers to discuss in their papers during the current five years. The fundamental characteristics of effective pedagogy frequently highlighted in primary education are: classroom management, teachers` competences, instructional strategies, valuable learning, and students` achievement. The conclusion of this study, several current literatures highlight that the effective pedagogy is the general view of teachers to specify their action to carry out the new strategies, approaches, and methods to fostering primary school pupils.
Peran Pendidikan IPS Dalam Pembentukan Perilaku Sosial Dan Tanggung Jawab Sosial Era Abad 21 Muslim Muslim
SOCIAL PEDAGOGY: Journal of Social Science Education Vol 1 No 2 (2020): Social Pedagogy: Journal of Social Science Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (218.05 KB) | DOI: 10.32332/social-pedagogy.v1i2.2745

Abstract

Tujuan dari kajian ini adalah untuk mengetahui bagaimana peran pendidikan IPS dalam pembentukan perilaku sosial dan tanggung jawab sosial di era abad 21. Metode penelitian kualitatif dengan pendekatan deskriptif dan studi kepustakaan. Hasil kajian ini menunjukkan bahwa: 1) Dalam membentuk perilaku sosial dan tanggung jawab sosial pada diri siswa pada mata pelajaran IPS dapat dikembangkan melalui kompetensi personal, kompetensi sosial dan kompetensi intelektual. 2) Kompetensi sosial yang dikembangkan ialah kesadaran dirinya sebagai anggota masyarakat sehingga perlu saling menghormati dan menghargai; toleransi, pemahaman dan kesadaran atas kesantunan hidup bermasyarakat dan berbangsa; kemampuan berkomunikasi dan kerjasama antara sesama; sikap prososial; kemampuan dan kepedulian sosial pada lingkungan; memperkokoh semangat kebangsaan, pemahaman tentang perbedaan dan kesederajatan. Kajian ini pada akhirnya setelah keterampilan sosial dan kompetensi sosial dikembangkan pada mata pelajaran IPS maka perilaku sosial dan tanggung jawab sosial pada diri siswa dapat terbentuk dengan baik.
Haji Abdul Karim Amrullah dan Sejarah Muhammadiyah di Maninjau Sumatera Barat Muslim Muslim
Jurnal Muhammadiyah Studies Vol. 6 No. 1 (2021): Juli 2021
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jms.v6i1.12652

Abstract

Kajian ini bertujuan untuk menjelaskan kepeloporan Haji Abdul KarimAmrullah dalam organisasi Muhammadiyah di Maninjau. Melalui pendekatan sejarah,kajian mengenai hal ini memanfaatkan langkah-langkah heuristik, kritik sumber,interpretasi, dan historiografi. Hasil yang diperoleh dari kajian ini adalah pertama,Haji Abdul Karim Amrullah adalah seorang ulama yang lahir dan besar dari keluargayang taat beragama. Sejak kecil, ia telah mendapatkan pendidikan agama dari keduaorang tuanya dan kemudian melanjutkan pendidikannya melalui jalur non formal.Kedua, kepeloporan Haji Abdul Karim Amrullah dalam organisasi Muhammadiyahdi Maninjau, dilatarbelakangi oleh kondisi beragama masyarakat yang cenderungsinkretik, atau bercampur aduknya antara ajaran Islam yang murni dan yangbermuatan bid’ah dan khurafat, serta ilmu sihir sangatlah dipercaya oleh masyarakatsetempat. Hal-hal inilah yang mendorong Haji Abdul Karim Amrullahmengupayakan pembaharuan terhadap ajaran dan praktik agama Islam yangdianggapnya telah rusak di Maninjau. Oleh sebab itu, untuk mempercepat gerakanpembaharuannya ini, ia mempelopori pendirian Muhammadiyah di Maninjau, setelahkepulangannya dari Jawa pada tahun 1925 M. Pada akhirnya kajian ini memberikansebuah saran kepada semua pihak untuk selalu mengadakan pendekatan denganlembaga terkait untuk mengejar keterbelakangan umat dalam mengamalkan ajaranIslam adalah lurus dan benar, terutama bagi generasi muda yang punya perhatianbesar terhadap kemajuan agama Islam.
Communal Land Conflicts as Contextual Social Studies Learning in West Sumatra Refinaldi Refinaldi; Sumarni Sumarni; Muslim Muslim; Zulvia Trinova; Mahesa Putri Kencana
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.v5i4.1525

Abstract

Customary land conflicts in Indonesia reflect complex interactions among indigenous communities, the state, and economic actors, and offer meaningful learning opportunities for Social Studies Education. This study aims to analyze customary land conflicts as a source of social learning, legal awareness, and local wisdom-based education, and to develop a contextual Social Studies learning model. The research employed a qualitative approach using a single-case study design conducted in Kenagarian Kepala Hilalang, West Sumatra. Data were collected through in-depth interviews, participatory observation, and document analysis involving traditional leaders, local communities, and village officials. The findings reveal that customary land conflicts reflect real social dynamics marked by power imbalances, legal pluralism, and struggles for justice. Conflict experiences encourage reflective legal awareness, collective solidarity, and a deeper understanding of rights among indigenous communities. Minangkabau local wisdom, particularly deliberation, mutual cooperation, and restorative justice, plays a significant role in peaceful conflict resolution and in the transmission of values. Based on these findings, a conflict-based Social Studies learning model was formulated through stages of issue identification, actor analysis, value discussion, reflection, and social attitude formation to enhance students’ critical thinking, legal literacy, and civic responsibility.
Integrasi Pendidikan Karakter Berbasis Budaya dalam Perspektif Teori Sosial Kritis: Sebuah Kajian Konseptual Nismawati Nismawati; Aswanto Aswanto; Muslim Muslim
Jurnal Pendidikan, Sejarah, dan Budaya Vol 1 No 1 (2026): April: Edukara: Jurnal Pendidikan, Sejarah, dan Budaya
Publisher : CV Cendekia Paramartha

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This conceptual study examines the integration of culture-based character education within the framework of critical social theory by synthesizing interdisciplinary literature on education, culture, and social structures. The analysis reveals that character education is not merely a normative moral transmission process but a socially constructed practice shaped by power relations, ideological interests, and cultural negotiations within educational institutions. Findings indicate that the interaction between cultural values, pedagogical practices, and structural conditions produces a dialectical process in which values are both internalized and contested. Critical social theory provides an analytical lens to uncover how educational systems may reproduce dominant ideologies while simultaneously offering possibilities for emancipation through critical consciousness. The study further identifies that local wisdom, religious values, and global educational demands interact in complex ways that require reflective and contextual interpretation. The proposed integrative framework positions character education as a transformative space that bridges normative, contextual, and critical dimensions. Ultimately, it contributes to reconceptualizing education as a site of social reflection and structural transformation.  
Curriculum Reform and the Implementation of Independent Learning Policies in Indonesian Schools Andri Cahyo Purnomo; Sahal Hanafi; Ali Anhar Syi’bul Huda; Muslim Muslim; Samsul Arifin
Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 1 (2026): :February:Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/e2bb9z38

Abstract

This study examines curriculum reform and the implementation of Independent Learning (Merdeka Belajar) policies in Indonesian schools through a non-empirical design combining systematic narrative literature review and policy document analysis. Drawing on peer-reviewed studies and official policy materials, the analysis investigates how governance structures, pedagogical translation, and institutional capacity shape school-level enactment of the Independent Curriculum (Kurikulum Merdeka). Findings indicate that reform outcomes are strongly mediated by leadership competence, professional development ecosystems, and resource distribution, producing significant variation between schools and regions. Teacher agency emerges as the primary mechanism through which autonomy-oriented policy ideals are operationalized, yet interpretive ambiguity and accountability pressures frequently redirect implementation toward procedural compliance. Differentiated learning and project-based orientations are widely positioned as core pedagogical principles, but they remain fragile in contexts lacking sustained institutional support and coherent operational routines. The synthesis further shows that autonomy-based reform can intensify systemic inequity when capacity conditions are uneven, enabling innovation in well-resourced schools while constraining meaningful enactment in disadvantaged settings. The study contributes a multi-level interpretive framework for understanding curriculum reform as capacity-mediated policy enactment.  
Co-Authors Ahmad Jazimin Jusoh Alfurqan, Alfurqan Ali Anhar Syi’bul Huda Amayra Tannoubi Andri Cahyo Purnomo Aswanto Aswanto Ciptro Handrianto Mahesa Putri Kencana Nengsih, Yanti Karmila Nismawati Nismawati Refinaldi Refinaldi Sahal Hanafi Samsul Arifin Sumarni Sumarni Zulvia Trinova