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All Journal DUNAMIS: Jurnal Teologi dan Pendidikan Kristiani JURNAL PENDIDIKAN TAMBUSAI Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Pendidikan dan Kewirausahaan Journal of Community Service and Empowerment Jurnal Cahaya Mandalika Journal of English Language and Education Edu Cendikia: Jurnal Ilmiah Kependidikan Journal of Education Research Journal Of Human And Education (JAHE) Edu Research : Jurnal Penelitian Pendidikan Chalim Journal of Teaching and Learning Education Journal: General and Specific Research Indonesian Research Journal on Education Innovative: Journal Of Social Science Research At-Tasyrih: Jurnal Pendidikan dan Hukum Islam Journal of International Multidisciplinary Research Jurnal Pengabdian Masyarakat Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Intelek Insan Cendikia Cendekia : Jurnal Pendidikan dan Keagamaan Global Education : International Journal of Educational Sciences and Languages Jurnal Pendidikan dan Keguruan Journal Emerging Technologies in Education International Journal of Educational Narratives
Singgih Prastawa
Pendidikan Bahasa Inggris, UNISRI Surakarta
Religion Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance 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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The Future of AR-Driven Immersive Classrooms: Pedagogical Impacts for the Next Generation Abdul Sahib; Achmad Nashrul Waahib; M. Syahputra; Aminah Aminah; Singgih Prastawa
Journal Emerging Technologies in Education Vol. 2 No. 5 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i5.1364

Abstract

Background. The integration of Augmented Reality (AR) technology in educational environments has the potential to revolutionize classroom dynamics by creating immersive, interactive learning experiences. This research is based on the growing need to explore how AR-driven classrooms can enhance pedagogy and cater to the learning styles of the next generation. AR offers unique opportunities to create more engaging, personalized, and collaborative learning environments, aligning with the educational goals of the 21st century.. Purpose. This research investigates the pedagogical impacts of AR in immersive classrooms, explicitly focusing on student engagement, knowledge retention, and collaborative learning. It aims to evaluate how AR can transform traditional teaching methods and better prepare students for future technological landscapes. Method. The research employs a mixed-methods approach, combining qualitative and quantitative data collection techniques. Surveys and interviews were conducted with educators and students in AR-enabled classrooms, and performance data were analyzed to assess learning outcomes. AR applications across various subjects, including science, history, and the arts, were evaluated to determine their effectiveness in enhancing the learning experience. Results. Findings indicate that AR significantly improves student engagement, increases knowledge retention, and fosters greater student collaboration. The immersive nature of AR motivates students to participate actively in lessons, creating deeper connections with the content. Conclusion. In conclusion, AR-driven immersive classrooms can potentially reshape educational practices, offering new pathways for experiential learning. The integration of AR technology into classrooms holds promise for the future of education by aligning pedagogical approaches with the needs of the digital generation.
Philosophical Foundations of Holistic Education in the 21st Century Muhammad Nasir; Muhammad Khairul Rijal; Amie Primarni; Lucas Lima; Singgih Prastawa
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1610

Abstract

The 21st century brings an increasing demand for educational approaches that develop not only intellectual but also emotional, social, and ethical dimensions of learners, positioning holistic education as a relevant framework. Rooted in philosophies that value the interconnectedness of knowledge, self-awareness, and community responsibility, holistic education emphasizes the development of well-rounded individuals prepared to engage with complex global issues. This research aims to explore the philosophical foundations of holistic education, examining key principles from thinkers such as Rousseau, Dewey, and Steiner that support a balanced, learner-centered approach. A qualitative research methodology was used, involving a comprehensive literature review of philosophical texts and educational theory. Analysis focused on identifying core values in holistic education, including the nurturing of emotional intelligence, ethical understanding, and social responsibility. The study also examined modern adaptations of these philosophies in contemporary educational practices, highlighting how traditional philosophies inform current holistic teaching methods. Findings indicate that holistic education effectively addresses the multidimensional needs of learners, promoting critical thinking, empathy, and personal growth. The results reveal that integrating these philosophical principles encourages an inclusive and adaptable educational model that aligns with 21st-century learning objectives. Holistic education thus provides a viable alternative to conventional models focused solely on academic achievement. This study concludes that embracing the philosophical foundations of holistic education can foster a more inclusive, adaptive, and socially responsible approach to learning. Further research is recommended to explore practical applications and the impact of holistic education on diverse learning environments.
Rethinking Paulo Freire: The Essence of Liberating Education and Its Contemporary Relevance Singgih prastawa; Kevin Tonny Rey
Cendekia : Jurnal Pendidikan dan Keagamaan Vol. 1 No. 2 (2024): September
Publisher : YPI Ulul Albab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69551/cendekia.v2i1.8

Abstract

Education is a need for every individual who needs knowledge. Education has a strong foundation for thinking, namely the presentation of human values. Education that produces problems lacks a strong foundational basis. Education is a deliberate, programmed effort aimed at the learner and others. Education should be implemented with respect and appreciation of human values. Not education that makes learners like programmed robots by eliminating their self-awareness, making transformation difficult. Freire offers an alternative education based on the paradigm of intellectual and emotional freedom awareness that can ultimately produce social transformation. This education is also based on a rational, critical, dialogical framework so that the subject's creativity emerges and can communicate human values. Freire's education can still be accepted today, where education still treats subjects as objects that suffer or are oppressed.
Co-Authors A. Darussalam Aat Ruchiat Nugraha Abdul Sahib Abdurrajab Latandu Achmad Nashrul Waahib Agus Faisal Asyha Ahmad Amarullah, Ahmad Ahmad Fahrudin Ahmad Faruk Ahmad Muktamar B Ahmad Zain Sarnoto Akhmad Ramli Al Ikhlas Al Ikhlas, Al Ikhlas Ali Ramatni Almira Ulimaz Aminah Ana Krisnawati Andi Muh suktomansyah Anggini Sifa Zalzadella Bashori Bashori Baso Intang Sappaile, Baso Intang Budi Mardikawati Daheri, Mirzon Dasep Supriatna Dedi Gunawan Saputra Devin Mahendika Dewi, Maftuhah Didik Cahyono Dony Kristian Eka Selvi Handayani, Eka Selvi Ekowati Ekowati Eskawida Eskawida Esra Sitanggang Ferdi Zulkarnain Ferdiawan Florentina Wijayani Kusumawati Gamar Al Haddar H. Jumeri Habibie Habibie Hendri Mulyadi Hetty Elfina I Ketut Addy Putra Indrawan Ilham Arief Joni Wilson Sitopu Karimah, Saidatul Kevin T. Rey Kevin Tonny Rey Kevin Tony Rey Khasanah Khasanah Latandu, Abdurrajab Lima, Lucas Loria Wahyuni, Loria Lucas Lima M. Syahputra M. Torero Rigel Centeury Mafruhah, Anisatul Malau, Ezra Gibbor Ronggur May Ester Marbun Meilana, Septi Fitri Melinda Yusri Rizki Merakati, Indah Mey Ester Marbun Mirdan Kurniawan, Mirdan Moh. Ifkhal Sianto Muhammad Khairul Rijal Muhammad Nasir Muhammad Nasir Muhammad Rifai Mukhtar Efendi Nanda Dwicahya Natalia Ayu Larasati Naufal, Dhiwangkara Arno Ni Putu Wulantari Nur Fajrin Maulana Yusuf Nurul Husnul Lail Nurzaima, Nurzaima Pahmi Patimah, Lilis Priyadi Rahmat Syaifudin Ratna Susanti Rendi Hadian A. Tamagola Rey, Kevin Tonny Roni Chandra Rosidin Rosidin Rukhmana, Trisna Sahib, Abdul Satria Omega Kadun Sefian Bintang Pangestuti Sitanggang, Esra br Sitti Hartinah DS Slamet Riyadi Solissa, Everhard Markiano Sri Tuti Rahmawati St Rahmah Sudadi Suharti Sujarot Sujarot, Sujarot Sumardiono Sumardiono Sumardiono Sumardiono, Sumardiono Suprihartini, Yayuk Sutrisno, Ribut Agung Taryana Taryana, Taryana Theodora Desy Natalia Theodora Desy Natalia Harli Martono Unan Yusmaniar Oktiawati Utomo, Bekti Utomo, Widodo Febri Vandan Wiliyanti Waahib, Achmad Nashrul Waluyo Erry Wahyudi Wardhani, Vanessa Kusuma Windy Wonmally Yanti, Dawi Yanuar Triadi Yenny Anggreini Sarumaha Yohanes Selvianus Tola Yosep Heristyo Endro Baruno