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All Journal ISTORIA Jurnal Ilmu Sosial dan Humaniora Journal of Education and Learning (EduLearn) JURNAL IQRA´ Jurnal Bina Praja Historika Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Kamaya: Jurnal Ilmu Agama Edukasi Islami: Jurnal Pendidikan Islam Jurnal Ilmiah Sekolah Dasar Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP) Attractive : Innovative Education Journal Community Development Journal: Jurnal Pengabdian Masyarakat Journal Of Human And Education (JAHE) HISTORIA: Jurnal Program Studi Pendidikan Sejarah Innovative: Journal Of Social Science Research Jurnal Ilmu Pendidikan Nasional Ta'dib IJSS Complex : Jurnal Multidisiplin Ilmu Nasional Jurnal Ragam Pengabdian Educational Dynamics: International Journal of Education and Social Sciences Green Economics: International Journal of Islamic and Economic Education Jurnal Teknologi Pendidikan Journal of Social Humanities and Education: Scripta Humanika 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)
Moh. Imron Rosidi
Universitas Negeri Gorontalo
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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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

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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.
NEW HORIZONS OF EDUCATION: SHARPENING DIGITAL INTELLIGENCE FOR TODAY'S COMPETENCIES Haryanto Haryanto; Moh. Imron Rosidi; Jefri Rieski Triyanto
International Journal of Teaching and Learning Vol. 3 No. 6 (2025): JUNE
Publisher : Adisam Publisher

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Digital intelligence is a key element in modern education that explores how determination, skills, and ethics in using technology can be enhanced-integral to improving students' digital competence. The research method in this study uses literature by searching for literature that fits the context of the study. The results show that digital intelligence is not simply about mastering technological tools, but includes informatics skills, media knowledge, ethics and online social competence. The results highlight the importance of a holistic approach to education that refers to the creative, critical and responsible use of technology. This includes flexible and integrated curriculum implementation, effective teacher training and fostering a school climate that supports digital learning.
ENHANCING THE PROFILE OF PANCASILA STUDENTS AS AN EFFECTIVE STRATEGY IN SHAPING THE CHARACTER OF YOUNG CITIZENS: A LITERATURE REVIEW Moh. Imron Rosidi
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
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This study aims to explore the role of the Pancasila Student Profile in shaping the character of young citizens and to identify effective implementation strategies based on a literature review. In the face of globalisation and rapid social change, character education through the Pancasila Student Profile is an important instrument in maintaining national identity while equipping the younger generation with moral, social, and intellectual values. The research method used is a qualitative literature study, analysing various academic sources, government policies, and relevant research reports. The results of the study show that the six dimensions of the Pancasila Student Profile, namely being faithful and noble, globally diverse, cooperative, independent, critically reasoning, and creative, are a strong foundation for character building. Effective implementation strategies include curriculum integration, project-based learning, strengthening school culture, increasing teacher capacity, and collaboration with families and communities supported by technology and sustainable policies. This study provides recommendations for education stakeholders to strengthen the role of the Pancasila Student Profile in creating a young Indonesian generation that is intelligent, has good character, and is ready to face the challenges of the times.
IMPLEMENTATION OF THE LOVE CURRICULUM IN SHAPING CHARACTER BASED ON COMPASSION IN STUDENTS AND ITS IMPACT ON HARMONIOUS RELATIONSHIPS BETWEEN EDUCATORS AND STUDENTS: A LITERATURE REVIEW Moh. Imron Rosidi; Aslan Aslan
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL)
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This study aims to examine the implementation of the love curriculum as a learning approach that places the value of love as the main foundation in shaping student character and its impact on creating harmonious relationships between educators and students. Through a literature review method, this study analyses various scientific sources that discuss the concepts, strategies, and practices of the love curriculum in education, as well as how the value of love can strengthen social and emotional interactions in the learning environment. The results of the study show that the implementation of the love curriculum is effective in shaping love-based character, which includes empathy, honesty, and a sense of social responsibility in students. In addition, the consistent application of the value of love encourages harmonious relationships that increase learning motivation, effective communication, and reduce conflict between educators and students. This study emphasises that the love curriculum is not only idealistic but also a practical strategy that is relevant to improving the quality of education, requiring a strong commitment from all education stakeholders
CHANGE IN THE PROFESSIONALISM OF TEACHERS IN THE GLOBALIZATION ERA: OPPORTUNITIES AND CHALLENGES Yadi Suryadi; Yasin Muhammad Syibli; Muhammad Khoiri; Eduar Baene; Moh. Imron Rosidi
International Journal of Teaching and Learning Vol. 1 No. 7 (2024): International Journal of Teaching and Learning (INJOTEL)
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Education is the most important element for the advancement of a nation's civilization. The industrial era and globalization have had an impact on educational processes, in Indonesia. On the one hand, globalization has the positive impact of facilitating access to information, but on the other hand, the dominance of technology has the negative impact of dehumanizing a mentality that places technology above everything else. In fact, education in the modern era of globalization is experiencing a value crisis. Education only produces cognitively intelligent outputs, mastering theory and technology but lacking in human and social values. (dehumanisasi). As a solution, education as an investment must be capable of “humanizing man”; integrating man and techno or integrating science and religion, as well as re-paradigmatizing education with a value approach, a sociocultural approach, an approach to cognitive skills, and a policy approach, which is of course necessary to the goal of national education to form a professional education. A generation of moral, responsible, and dignified.
TECHNOLOGY USE IN IPS IN SMP LEARNING Mustopa; Rismiwati; Moh. Imron Rosidi; Abdul Wahab Syakhrani; Iyad Abdallah Al- Shreifeen
International Journal of Teaching and Learning Vol. 1 No. 7 (2024): International Journal of Teaching and Learning (INJOTEL)
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The literature review carried out was aimed at empirically measuring the use of technology in social studies learning. This involves monitoring, measuring, and analyzing the effectiveness of technology in improving student understanding, information retention, and learning outcomes. Evaluate educational policies that support or hinder the integration of technology in the teaching and learning process. In this modern era, technology has become an integral component in education, with significant implications on how learning and teaching is conducted. With the existence of educational technology and learning technology in this social studies education study, students will be more enthusiastic, active and continue to try in terms of learning. Because as the era develops, education must also follow it as long as it is positive and has a good impact on educators and their students. Therefore it is very helpful in a learning environment. Usually in learning using a projector, laptop, salon, microphone etc. It is very helpful for educators and students to grasp or be sensitive to current learning concepts.
INTEGRATION OF SOCIAL EDUCATION IN THE SCHOOL CURRICULUM Wardatul Ilmiah; Moh. Imron Rosidi; Nofridayati
International Journal of Teaching and Learning Vol. 2 No. 8 (2025): International Journal of Teaching and Learning (INJOTEL)
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This research examines the importance of integrating social education in the school curriculum as an effort to prepare students to face social challenges in the modern era. This study uses the literature analysis method. The results show that the integration of social education in the curriculum can improve students' social intelligence, ability to empathise and understanding of contemporary social issues. However, effective implementation requires adequate teacher training, policy support and continuous evaluation. The study concludes that the integration of social education in the school curriculum is a key strategy in shaping a generation that not only excels academically but also has the necessary social skills to contribute positively in society.
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.
SOCIAL EDUCATION: BUILDING CHARACTER AND CARE IN SOCIETY Wisnu Wardoyo; Moh. Imron Rosidi; Melyana R Pugu
INJOSEDU: International Journal of Social and Education Vol. 2 No. 1 (2025): JANUARY
Publisher : Adisam Publisher

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Abstract

Social education is an integral part of the educational process that focuses on developing students' character and social awareness. Social education is key in shaping individuals who not only excel academically, but are also aware and concerned about social issues and have a strong character. The study conducted in this research uses the literature research method. The results show that; firstly, the integration of social values early on in the curriculum and school activities has a positive impact on students' behaviour and attitudes, enriches learning experiences, and instils a sense of social responsibility. Secondly, there are challenges such as difficulties in integrating the social education curriculum, the need for more intensive teacher training and barriers related to socio-economic and cultural diversity in the classroom. Thirdly, the effectiveness of social education largely depends on the quality and preparedness of teachers in designing and implementing a curriculum that includes a social component, as well as their ability to respond to the needs of diverse students. Social education requires students' active participation in projects and activities that promote empathy and social care. Inclusively and contextually designed curricula and adaptive teaching methods are proven to increase students' interest and participation in social learning.
Co-Authors Abdul Wahab Syakhrani Abdul Wahab Syakhrani Abdul Wahab Thomas ADE RISNA SARI Ade Risna Sari Agus Hidayat Agus Hidayat Agus Rofi'i Agus Rofi'i Ainur Ridho Andi Fitriani Djollong Andi Fitriani Djollong Anggraeni, Lussy Arrazaq, Naufal Raffi Arvy N. Osma Aslan Aslan Aslan Aslan Aslan Aslan Aura Aprilianti Katili Bahtiar Afwan Buruji, Yuliyanti Dadang Muhammad Hasyim Dicky Fadlan Hafiz Pulukadang Didik Cahyono Disman Disman Disman Eka Selvi Handayani Eka Selvi Handayani Eliagus Telaumbanua Erlina Wiyanarti Euis Kusumarini Euis Kusumarini Fadli, Muhammad Rijal Fikri, Mu'tasim Hapudin, Muhammad Soleh Haryanto Haryanto Haryanto, Haryanto Hasan, Renol Herlina Heru Widoyo Iis Husnul Hotimah Irvan Tasnur Iskandar Iskandar Iskar Dai Iskayanti A. Umar Ismail Ismail Ismail Ismail Ismaul Fitroh Iyad Abdallah Al- Shreifeen Iyad Abdallah Al- Shreifeen Iyan Setiawan Jefri Rieski Triyanto Joko Sugiarto Joko Sugiarto Juniarti, Gita Junus, Hasnawati Kokom Komalasari Kokom Komalasari Latief, Nur Fitri Mardiyah A.S. Taulama Masrukhan Masrukhan Melyana R Pugu Moha, Lulun Mohammad Fakhry Mu'tasim Fikri Muhammad Hanif Muhammad Khoiri Muhammad Khoiri Mujazi Mukni'ah Mukni'ah Mustopa Mustopa Mustopa Nadira A. Jaya Najamuddin Petta Solong Nanang Abdillah Nanda W. Kountu Nofridayati Nofridayati Nofridayati Noviandri, Yandy Novianti Sisilia Nur Indawati Udin Nurfadila Perengki Yansah Perengki Yansah Pujiyana , Pujiyana Rieny Sulistijowati Rismiwati Rismiwati, Rismiwati Robby Cahyadi Robby Cahyadi Rosyid, Ainur Samavia Zia Sarini N. Laindjong Sariyatun, S Sawitri Sawitri Setiawan, Johan Sri Lusiana M. Laisa Suparno Suparno Tanveer Shah Tapoto, Rahmat Viona Corrnellya Putri Kodestama Wahyudin Tuke Waluyo, Herman J. Wardatul Ilmiah Wardatul Ilmiah Widjanarko Widjanarko Widjanarko Wijaya, Sugeng Hendra Wisnu Wardoyo Wisnu Wardoyo Yadi Suryadi Yadi Suryadi Yasin Muhammad Syibli Yasin Muhammad Syibli