Article Per Year (5 Year)
p-Index From 2021 - 2026
7.616
P-Index
This Author published in this journals
All Journal Candra Sangkala Al Ishlah Jurnal Pendidikan Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Edukasi Islami: Jurnal Pendidikan Islam Journal of Education Technology Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP) Journal of Social Studies (JSS) Community Development Journal: Jurnal Pengabdian Masyarakat Bakti Cendana: Jurnal Pengabdian Masyarakat Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) JURNAL ILMIAH EDUKATIF Journal of Education Research Journal Of Human And Education (JAHE) Jurnal Penelitian Ilmu Pendidikan Indonesia HISTORIA: Jurnal Program Studi Pendidikan Sejarah Innovative: Journal Of Social Science Research Jurnal Kabar Masyarakat Jurnal Ragam Pengabdian Educational Dynamics: International Journal of Education and Social Sciences Green Economics: International Journal of Islamic and Economic Education Jurnal Abdimas Mahakam INDONESIAN JOURNAL OF SOCIAL SCIENCE EDUCATION (IJSSE) INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER) International Journal of Teaching and Learning (INJOTEL) International Journal of Social and Education (INJOSEDU) Journal of Community Dedication Indonesian Journal of Education (INJOE) Edukara: Jurnal Pendidikan, Sejarah, dan Budaya Scientia Causa: Journal of Contemporary Pedagogy and Learning Science Safīnah: Indonesian Journal of Sharia and Islamic Sciences
Ismaul Fitroh
Universitas Negeri Gorontalo
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

Published : 53 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 53 Documents
Search

 2   3   4   5   6 
Virtual Field Trips: Alternatif Pembelajaran IPS pada Masa Pandemi Covid-19 Moh Imron Rosidi; Ismaul Fitroh
Indonesian Journal of Social Science Education (IJSSE) Vol 3, No 1 (2021): Januari
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v3i1.7847

Abstract

The Covid 19 pandemic has an impact on various sectors of human life, one of which is education. Therefore, the continuity of education must be considered seriously so that students continue to learn even during the Covid 19 pandemic. One of the breakthroughs for students to continue learning is by using a device connected to the internet or often referred to as online learning. In online learning through virtual field trips, teachers and students can access a variety of information, one of which is about learning material based on the values of kebo-keboan tradition in social studies learning which includes the theme 1. the beauty of togetherness, the sub-theme of cultural diversity in my nation in grade IV of elementary school. The design of the implementation of social studies learning based on the traditional values of kebo-keboan through virtual field trips is expected to make it easier for teachers to teach local culture-based learning materials to students, because the learning steps have been described clearly and systematically.
LOCAL RITUALS IN THE DIGITAL AGE: THE INTERSECTION OF RELIGIOUS TRADITIONS AND GLOBAL TECHNOLOGY Abdul Wahab Syakhrani; Ismaul Fitroh; Moh. Imron Rosidi
INTERNATIONAL JOURNAL OF SOCIETY REVIEWS Vol. 3 No. 6 (2025): JUNE
Publisher : Adisam Publisher

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

Abstract

This study discusses the transformation of local rituals in Indonesia in the face of the digital age, particularly at the intersection between religious traditions and the penetration of global technology. Through literature review and analysis of various sources, this study identifies patterns of adaptation in local rituals, ranging from virtual documentation and participation, the use of digital applications, to the emergence of new figures such as spiritual influencers. The findings reveal that digitalisation opens opportunities for the preservation and revitalisation of traditions, but also poses challenges such as the potential commodification of traditions, shifts in religious authority, and the risk of losing sacred meaning. Successful adaptation depends heavily on the community's ability to balance the use of technology with the protection of core traditional values. This study emphasises that technology can be a tool for cultural empowerment and preservation, provided it is used wisely and based on ethics that respect the essence of religious rituals
GAMIFICATION IN EDUCATION: TRANSFORMING LEARNING TO BE MORE FUN AND EFFECTIVE Perengki Yansah; Ismaul Fitroh; Moh. Imron Rosidi
INTERNATIONAL JOURNAL OF SOCIETY REVIEWS Vol. 2 No. 8 (2025): INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER)
Publisher : Adisam Publisher

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

Abstract

Gamification in education is an innovative approach that applies game elements and principles to the learning process. Its main goal is to increase student engagement and motivation, thus creating a more enjoyable and effective learning experience. In its implementation, gamification incorporates technology to provide an interactive learning environment that focuses on achievement and skill development. While it offers many benefits, gamification implementation also faces challenges, including the need for proper planning and adaptation according to the specific needs of the curriculum. This shows that when implemented correctly, gamification can be a powerful tool to advance pedagogy and improve student academic outcomes.
BRIDGING GENERATIONS: MORAL EDUCATION IN SCHOOLS IN FACING SOCIAL AND CULTURAL CHANGE Husna Amin; Loso Judijanto; Ismaul Fitroh; Dina Indriyani; Hasni Noor
International Journal of Teaching and Learning Vol. 1 No. 7 (2024): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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

Abstract

Morality is an asset in the process of self-development. Morality has become a universal problem, both in advanced and traditional societies, because damage to morality in one person will disturb the peace of others. If there are so many morally corrupt people in society, it could be that society will be shocked. Moral education in children can change their behavior, so that when they grow up, they will become responsible adults who have respect for others and are able to face the challenges of a rapidly changing world. Increasing moral considerations in children designed through school education can improve the formation of children's personalities. By forming moral considerations, children will behave in accordance with their moral way of thinking. The three elements proposed by Durkheim to become a moral person are discipline, group attachment, and autonomy. Every individual should have these three elements to become a moral person. And moral actions are essentially the main focus in the world of morality which forms a personality that is responsible, disciplined, and becomes a good person in society, avoiding bad behavior and acting in accordance with the given moral thoughts.
IMPLEMENTATION OF TECHNOLOGY IN LEARNING Elmiwati Elmiwati; Agus Fawait; Ismaul Fitroh; Antono Damayanto; Agus Rofi'i
International Journal of Teaching and Learning Vol. 1 No. 7 (2024): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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

Abstract

Technological developments that continue from time to time provide media products that can be used in educational aspects. Whatever type of technology and media is used, the most important thing that must be prioritized is how the two-way interaction between students and their educators must be reciprocal with each other. The choice of type of technology used will usually be adjusted to the needs of education and training providers. Because, there is no technology that is best than each other, but technology that can adapt and be fun, so that it can achieve effective learning goals. The purpose of this study is to provide an overview of how technology is used in education. Research in which the research object is examined using a variety of library resources is known as library data collecting. This research is characterized by descriptive analysis, which entails routinely analyzing the collected data and then offering clarification and insight to ensure the reader understands it fully. The internet is used by the data gathering approach to look up different book references and earlier research publications that are relevant to the study discussion issue. The conclusion of this research is that technology facilitates the development of critical skills, creativity and problem solving needed to face the demands of an increasingly digital world of work. One of the roles of technology in teaching is to facilitate teacher and student access to various teaching and educational resources.
A PRACTICAL GUIDE TO SOCIAL EDUCATION FOR TEACHERS AND EDUCATORS Dedy Ari Nugroho; Ismaul Fitroh; Suhana Sarkawi
International Journal of Teaching and Learning Vol. 2 No. 9 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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

Abstract

This practical guide aims to equip teachers and educators with effective strategies in teaching social education, which is an essential element in the development of students' life skills. The main focus of the guide is on instilling social values such as empathy, co- operation and responsibility, which are vital for positive participation in society. Inclusive and adaptive learning methods are emphasised to accommodate the diverse needs of students, through techniques such as project-based learning and group activities. In addition, the guide highlights the utilisation of technology as a tool to improve access and interactivity of learning, and to introduce a global perspective on social issues. With this holistic approach, the guide aims to create a supportive and collaborative learning environment that supports students' social and emotional development.
Meaningful History Learning through the Contextual Teaching and Learning (CTL) Approach Based on Otanaha Fortress Ismaul Fitroh; Moh. Imron Rosidi
Jurnal Ragam Pengabdian Vol. 2 No. 3 (2025): September-Desember "Community Empowerment Through Digital Literacy Programs to
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/exbj8c26

Abstract

History education plays an important role in building historical awareness, cultural identity, and character among students. However, history teaching practices in schools are still dominated by memorisation of facts and chronology, making them less meaningful and contextual. An approach to learning is needed that can relate historical material to the real lives of students. The Contextual Teaching and Learning (CTL) approach is a relevant alternative, especially through the use of local historical sites. This study aims to examine meaningful history learning through the CTL approach based on the Otanaha Fort as a source of local history learning. This study uses a qualitative approach with a literature study method of articles and books published between 2017 and 2025 that are relevant to history learning, CTL, and the utilisation of historical sites. Data analysis was conducted using content analysis techniques. The results of the study indicate that the application of CTL based on Otanaha Fort is capable of creating contextual and meaningful history learning through authentic learning experiences. The utilisation of local historical sites also strengthens historical understanding, instils local wisdom values, and builds the identity and character of students.
Improving Student Activities and Learning Outcomes through the Application of the Virtual Field Trips Learning Model Moh. Imron Rosidi; Ismaul Fitroh
Jurnal Ragam Pengabdian Vol. 2 No. 3 (2025): September-Desember "Community Empowerment Through Digital Literacy Programs to
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/v6cerp42

Abstract

History learning in the Indonesian History during the Hindu-Buddhist Period course has not yet implemented innovative learning models and has limited historical learning resources. This has resulted in students not being interested in learning. The purpose of this study was to improve students' history learning outcomes by implementing a virtual field trip learning model. This study used classroom action research conducted in two cycles. The results of this study can be seen from the percentage of student activity and learning outcomes. Student learning activity in cycle I reached 71.17%, and in cycle II, the percentage of student learning activity reached 85.98%. In cycle I, 25 out of 37 students completed the course, or 67.57%, with a moderate category. Meanwhile, in cycle II, 31 out of 37 students completed the course, representing 83.78% with a very good category. Based on this data, the success indicators in this study have been achieved, so it can be concluded that the use of the virtual field trips learning model can improve student activity and learning outcomes.
TECHNOLOGY AND COGNITIVE SKILLS: INTEGRATING MODERN EDUCATION TO CREATE A GENERATION OF CRITICAL THINKERS Husna Amin; Ismaul Fitroh; Rita Hayati
INJOSEDU: International Journal of Social and Education Vol. 2 No. 1 (2025): JANUARY
Publisher : Adisam Publisher

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

Abstract

In today's digital age, technology integration in education has significant potential to develop students' cognitive skills and shape a generation of critical thinkers. The use of innovative educational tools and applications can stimulate analytical thinking, problem-solving and creativity. Technology offers a range of interactive tools that can be customised to students' skill levels, allowing for more individualised and effective learning. However, the application of technology in education also presents challenges that need to be overcome. Issues such as disparities in access to technology, varying digital skills among teachers, as well as the disruption that technology use can cause in the classroom, necessitate appropriate strategies and policies. Inclusive programmes that provide equitable access to tools and training, as well as improving teacher competencies through continuous training, are important steps to overcome these barriers. Ultimately, the successful integration of technology in education depends not only on the availability of technological devices, but also on how they are used to transform teaching and learning methods. A comprehensive approach involving active and collaborative learning, and a focus on developing critical and creative thinking skills, will create a more dynamic and empowering learning environment for students. As such, technology can be a major catalyst in the effort to create a generation ready to face future challenges with superior cognitive skills.
TECHNOLOGY AND SCIENCE-BASED EDUCATION AS A PILLAR OF INTELLECTUAL DEVELOPMENT IN THE 21ST CENTURY: A LITERATURE REVIEW ON THE DEVELOPMENT OF ADAPTIVE, INCLUSIVE, AND SUSTAINABLE LEARNING MODELS IN THE DIGITAL AGE Ismaul Fitroh; Aslan Aslan
INJOSEDU: International Journal of Social and Education Vol. 2 No. 10 (2026): International Journal of Social and Education (INJOSEDU)
Publisher : Adisam Publisher

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

Abstract

This study aims to examine the role of technology and science-based education as a pillar of intellectual development in the 21st century through a literature review approach. Digital transformation has changed the paradigm of education from a conventional model to an adaptive, inclusive, and sustainable learning system. Technology not only functions as a learning tool, but also as a catalyst for the formation of a creative, critical, and innovative knowledge-based society. This study highlights how the integration of technology and science strengthens intellectual competitiveness through expanded access, personalised learning, and the strengthening of 21st-century competencies such as critical thinking, collaboration, communication, and digital literacy. In addition, a conceptual framework for adaptive, inclusive, and sustainable learning models has been developed as a strategic solution to global challenges in modern education. The results of the study show that the successful implementation of this model depends on the readiness of human resources, digital infrastructure support, and progressive and humanistic education policies. Thus, technology- and science-based education not only improves academic quality but also shapes intellectual and social characters that are relevant to the demands of the digital age without abandoning human values
Co-Authors Abdul Wahab Syakhrani Achmad Afif Fikri ADITA KUSUMAWATI, ERNA Agus Fawait Agus Hidayat Agus Hidayat Agus Rofi'i Agus Rofi'i Alya Nabila Adistia Ansori Ansori Ansori Antono Damayanto Antono Damayanto Arrazaq, Naufal Raffi Aslan Aslan Dedy Ari Nugroho Dedy Ari Nugroho Dina Destari Dina Destari Dina Indriyani Dina Indriyani Dion Marselo Koano Disman Disman Disman Elmiwati Elmiwati Elmiwati Elmiwati, Elmiwati Erna Adita Kusumawati Erniati Erniati Fikri, Mu'tasim Firdaus Jeka Fitrahtul Saahira Khairunnisa` Frida Utami, Rhisty Hasan, Renol Hasni Noor Hasni Noor Heri Usodo Hermila A Heru Widoyo Husna Amin Iis Husnul Hotimah Irvan Tasnur Jimoh, Olumide Yusuf Joni Apriyanto Juniarti, Gita Kokom Komalasari Kokom Komalasari Liputo, Sri Wahyuni Loso Judijanto Loso Judijanto Ma. Criselda Robles Mamat Ruhimat, Mamat Mawar Mawar, Mawar Moh. Imron Rosidi Muh Syamsul Arifin Muhammad Akram Mursalim Muhammad Arsyad Muhammad Arsyad Muhammad Zia Alghar Nasiru, La Ode Gusman Ni Made Widi Lestari Olfin Anuke Perengki Yansah Perengki Yansah Rahmat Taufik R.L Bau Resmiyati Yunus Rhisty Frida Utami Rita Hayati Rusiadi Samavia Zia Samsul Arifin Shavira Salsabila Sugeng Hendra Wijaya Suhana Sarkawi Suhana Sarkawi Sutrisno Mohamad Tonny Iskandar Mondong Yunus, Rermiyati