Article Per Year (5 Year)
p-Index From 2021 - 2026
12.803
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Vokasi Humanika : Kajian Ilmiah Mata Kuliah Umum Socia : Jurnal Ilmu-Ilmu Sosial Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal Theologia Jurnal Pendidikan dan Pemberdayaan Masyarakat INVOTEC Religious: Jurnal Studi Agama-Agama dan Lintas Budaya Union: Jurnal Ilmiah Pendidikan Matematika FALASIFA : Jurnal Studi Keislaman PAEDAGOGIA Jurnal Pendidikan : Riset dan Konseptual SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Tarbawi : Jurnal Ilmu Pendidikan Journal of Educational Research and Evaluation Journal of Education Action Research Journal of Education Technology Mimbar Ilmu Pedagogik: Jurnal Pendidikan JOURNAL OF APPLIED LINGUISTICS AND LITERATURE AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Suluh: Jurnal Bimbingan dan Konseling Edsence: Jurnal Pendidikan Multimedia Thinking Skills and Creativity Journal Jurnal Pendidikan Multikultural Indonesia Journal of Asian Orientation in Theology Jurnal Asy-Syukriyyah Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah Jurnal Pedagogi dan Pembelajaran Bakti Cendana: Jurnal Pengabdian Masyarakat Jurnal Paradigma Indonesian Values and Character Education Journal AT-Turost: Journal of Islamic Studies Indonesian Journal of Social Research (IJSR) JOLLT Journal of Languages and Language Teaching Journal of Religious and Socio-Cultural Journal of Comparative Study of Religions (JCSR) International Journal of Research in Education (IJRE) Indonesian Journal of Teaching in Science Journal of Educational Management and Instruction (JEMIn) Journal of Communication Studies Indonesian Journal of Instruction Indonesian Journal Of Educational Research and Review SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) Akademika : Jurnal Pemikiran Islam Chalim Journal of Teaching and Learning Curricula: Journal of Curriculum Development Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Indonesian Journal of Religious Journal of Education, Religious, and Instructions (JoERI) Al-Karim: International Journal of Quranic and Islamic Studies Refleksi : Jurnal Penelitian Tindakan Indonesian Journal of Education and Social Studies Jurnal Asy-Syukriyyah Profesi Pendidikan Dasar Jurnal Pendidikan Ilmu Sosial EMPIRISMA: JURNAL PEMIKIRAN DAN KEBUDAYAAN ISLAM Proceeding Of International Conference On Education, Society And Humanity Interdisciplinary Journal of Social Sciences JERIT: Journal of Educational Research and Innovation Technology Communicative : Jurnal Komunikasi dan Penyiaran Islam Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak TATHO: International Journal of Islamic Thought and Sciences Educalingua Journal International Journal of Research in Education (IJRE) International Journal of Religious and Interdisciplinary Studies Educational Researcher Journal Educational Psychology Journal Lembaran Ilmu Kependidikan Edukasi ASEAN Journal of Educational Research and Technology Jurnal VARIDIKA Jurnal Ekonomi Akuntansi Manajemen Agribisnis International Journal of Universal Education Indonesian Journal of Progressive Pedagogy An-Najmu
Adeoye, Moses Adeleke
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

Published : 105 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 105 Documents
Search

 7   8   9   10   11 
Comic-Based Microlearning Worksheets to Improve Elementary Students’ Numeracy Skills and Motivation Sari, Rita Ratna; Hastuti, Intan Dwi; Zulkarnain, Zulkarnain; Adeoye, Moses Adeleke; Sain, Zohaib Hassan
Profesi Pendidikan Dasar Vol. 13, No. 1, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v13i1.15715

Abstract

Numeracy skills and learning motivation are important competencies that need to be developed at elementary school level. However, conventional learning methods have not fully supported the development of these competencies. This study aims to analyse the effect of integrating comic-based microlearning with student worksheets on the numeracy skills and learning motivation of elementary school students. A quantitative approach with a quasi-experimental design was used, involving a control group of 30 fourth-grade students divided into an experimental group and a control group. Data were collected through numeracy ability tests and learning motivation questionnaires. Analysis of the results showed a significant difference in numeracy ability and learning motivation between the two groups. These findings suggest that integrating Student Worksheets with comic-based microlearning effectively improves elementary school students' numeracy skills and learning motivation in a meaningful, contextual manner. Therefore, this learning model has the potential to serve as an innovative, relevant alternative learning medium for elementary school students, providing empirical contributions to the development of visual and digital learning media for numeracy learning.
Digital Learning and Religious Moderation: An Educational Management Perspective Adeoye, Moses Adeleke; Putra, Heldy Ramadhan; Nafiu, Hakeem; Sulaimon, Jamiu Tamitope
PAEDAGOGIA Vol 28, No 2 (2025): PAEDAGOGIA Jilid 28 No 2 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i2.102178

Abstract

The rapid advancement of digital technologies is transforming educational paradigms worldwide. This article explores the relationship between digital learning and religious moderation from an educational management perspective, focusing on how these technologies can promote inclusivity, mitigate extremist ideologies, and enhance learning experiences. The literature review covered key concepts such as digital learning, educational management, and religious moderation, highlighting the dual-edged nature of digital technology in education. The research adopted a mixed-method approach, combining qualitative and quantitative data collection techniques. The study also found that digital learning has improved educational outcomes and personalised learning experiences, indicating high agreement between students and educators that digital learning has improved educational outcomes and personalised learning experiences. The qualitative analysis explores the themes of digital learning in religious education, focusing on access to diverse perspectives and interfaith understanding. The content analysis of digital religious education materials varies significantly, from promoting tolerance and understanding to emphasising religious distinctiveness. In conclusion, the themes revealed a dynamic yet challenging landscape for digital learning in religious education. The research suggests several recommendations, which include developing inclusive digital learning policies, promoting digital literacy skills, prioritising teacher training, and investing in high-quality digital learning materials that promote religious understanding, tolerance, and respect for diverse perspectives
Soft Skills as Pillars of Success in Educational Leadership: An In-Depth Analysis Adeoye, Moses Adeleke
PAEDAGOGIA Vol 28, No 1 (2025): PAEDAGOGIA Jilid 28 No 1 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i1.99059

Abstract

In the dynamic realm of educational leadership, the significance of soft skills has become increasingly recognised as essential to fostering effective and collaborative environments. This research discourse employs a systematic review approach to explore these competencies' critical role in enhancing leadership effectiveness. A comprehensive search of academic databases was conducted using relevant keywords related to soft skills and educational leadership, adhering to strict inclusion and exclusion criteria to ensure the quality of selected studies. The findings reveal that essential soft skills such as communication, motivation, conflict management and trust-building are critical in influencing not only educational leaders' performance but also educational institutions' overall success. The analysis identifies common themes across various studies, highlighting how leaders who excel in these areas create inclusive, engaging environments that promote collaboration and innovation. Furthermore, the research underscores the necessity for educational institutions to integrate soft skills training into leadership development programs, thereby equipping future leaders with the tools to navigate complex challenges effectively. In conclusion, this discourse emphasises that soft skills are not just ancillary traits but foundational elements of successful educational leadership. By prioritising these competencies, educational leaders can cultivate dynamic learning communities that empower both educators and students, ultimately enhancing the educational experience and outcomes for all stakeholders involved
The Role of Analytical Convergence in Student Learning: Mapping Cognitive Strategies in Higher Education Assessment Adeoye, Moses Adeleke; Olude, Motunrayo Elizabeth
PAEDAGOGIA Vol 28, No 3 (2025): PAEDAGOGIA Jilid 28 No 3 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i3.107833

Abstract

This paper addresses a critical yet under-theorised issue in higher education assessment: the limited recognition and evaluation of analytical convergence—students’ ability to synthesise diverse perspectives into coherent, epistemically grounded conclusions. Despite widespread adoption of outcomes-based education and constructive alignment frameworks, current assessment practices often reward structural clarity and content accuracy over cognitive integration, thus undervaluing a key indicator of deep learning. Grounded in a conceptual, qualitative methodology informed by interpretivism and constructivist epistemology, the study synthesises insights from educational psychology, curriculum theory and assessment studies. It draws on metacognitive theory, cognitive load theory, and models of constructive alignment to map the cognitive processes underlying convergence—such as abstraction, epistemic triangulation, and conceptual reframing. Findings indicate that convergence often emerges in student work through reflective synthesis and problem redefinition but remains obscured by rubrics and feedback mechanisms that privilege surface-level indicators. The paper identifies task types and pedagogical strategies—such as open-ended inquiry, comparative critique, and scaffolded reflection—that enable intellectual integration. This study contributes to the re-theorisation of assessment by articulating convergence as a developmental, assessable cognitive process. It addresses a key gap in the literature by operationalising convergence as both a learning outcome and an evaluative construct. The paper concludes with implications for educators, curriculum designers, and policymakers, calling for rubric reform, metacognitive scaffolding, and alignment of assessment with the intellectual demands of contemporary higher education.
Fostering Assessment Literacy: Enhancing Teaching and Learning in Modern Education Systems Paramole, Oyeronke Christiana; Adeoye, Moses Adeleke; Ibkunle, Yejide Adepeju
PAEDAGOGIA Vol 28, No 2 (2025): PAEDAGOGIA Jilid 28 No 2 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i2.102179

Abstract

Assessment literacy is a critical yet underdeveloped component of teacher competency in many educational systems. In Kwara State, Nigeria, educators face persistent challenges in designing and implementing assessments that effectively support student learning. This study investigates the assessment literacy of public secondary school educators, focusing on their understanding of key assessment principles, the strategies they employ, and the relationship between their assessment practices and student academic achievement. A mixed-methods approach was adopted, combining quantitative surveys with semi-structured interviews. Data were collected from 232 educators, with 205 valid responses (88.3% response rate), and complemented by NECO examination performance data. Descriptive statistics and regression analysis were used to evaluate assessment literacy levels and their correlation with student outcomes, while thematic analysis of qualitative interviews provided contextual insights. Findings revealed that while educators showed moderate understanding of assessment concepts, significant gaps remain in aligning assessments with learning objectives and adapting them for diverse learners. A positive correlation (R = 0.85, p < 0.001) was found between educators’ assessment literacy scores and student achievement, underscoring the impact of assessment practices on academic performance. Interview data further revealed a need for ongoing training, especially in differentiated and formative assessment techniques. The study concludes that enhancing educators’ assessment literacy is vital to improving student outcomes. It recommends that policymakers, teacher training institutions, and educational leaders implement structured, ongoing professional development programs. Such interventions should focus on building practical assessment competencies that can be adapted across diverse educational settings to drive systemic improvement.
Co-Authors Abdullateef Hassanat Jimoh Abdulrazak , Mohammed Abdulrazak, Mohammed Abiola, Muhydeen Olaitan Abisoye, Fausat Motunrayo Adebiyi, Sunday Adetunji Adisa, Taofiq Adesola Adong, Christine Afolabi, Ojo Kayode Agus R, Abu Hasan Ahmad Muzakki Aini, Tsamar Nur Ainnubi, Olaolu Paul Ajala, Sodiq Ajape, Rasheedat Oladunni Ajeng Setyorini Ajewole, Idowu Philip Akinnubi, Olaolu Paul Akinnubi, Paul Olaolu Alabi, Opeyemi Abdullahi Alahmari, Sarah A. Aldizeeri , Maram Miftah Amilda Amilda Aminatur Rosyidah Andi Priyolistiyanto Ardianto, Hendri Are, Seyi Ari Syahidul Shidiq Arowosaye, Saheed Abiodun Ayoku, Oba Baba Azisi, Azisi Badawi, Habib Baharun, Hasan Banderas , Antoni Benjamin, Theophilus Bolaji, Hameed Olalekan Bolaji, Oluwafemi Tajudeen Busari, Jamiu Muhammad Curle, Samantha Dias Andris Susanto Dias Andris Susanto Ehindero, Ronke Elizabeth Entika Fani Prastikawati Fajenyo, Ridwan Ayodele FASHAGBA, Irewolede Fathurrahman Fathurrahman Fawale, Afiss Adebayo Firmansyah Firmansyah Hakim, Ahmad Muzakki Hanifan, Muhammad Zakie Heldy Ramadhan Putra P Hidayat, Ahmad Wahyu I Wayan Widiana Ibikunle, Yejide Adepeju Ibkunle, Yejide Adepeju Ibrahim Solahudeen Owoyale-Abdulganiy Iliasu, Samuel Femi Imam Shofwan Intan Dwi Hastuti Issa, Hammed Okiki Jamiu, Tajudeen Ade Jibril, Ayuba Olaniyi Jimoh, Hassanat Abdullateef Jolaoye, Joshua Durotoye Lailatul Fitriyah Lere Omiwole, Joseph Lestari, Liana Lestari, Risti Dwi Lulut Widyaningrum Luwoye, Akindeyi M. Yogi Riyantama Isjoni Mahmud, Musa Aremu Makinde, Semiu Olawale Medupin, Abiodun Johnson Mista, Hunaidah Mohammed, Lawal Mustapha Mowafg Abrahem Masuwd Muhammad Arifudin, Muhammad Munawwaroh, Izzatul Murtiningsih Nafiu, Hakeem Ni'am, Muhammad Durrin Niji-Olawepo, Olaide Abidemi Oba-Suleiman, Raimi Obi, Sabina Nwakaego Oderinde, Olayinka Ibiyemi Oladimeji, Rasheedat Modupe Olaifa , Ebunlomo Oreoluwa Olaifa, Adeseko Sunday Olaifa, Ebunlomo Oreoluwa Olude, Motunrayo Elizabeth Onikoyi, Olawale Abayomi Oshin, Olubunmi Olufunke Otemuyiwa, Bridget Idowu Oyekunle, Taiye Wasiu Oyelakin, Akinyemi Moruff Paramole, Oyeronke Christiana Peters, Olorunjeedalo Anu Pradnyani, Made Shania Satya Pristiwiyanto Putri, Dinda Febrianti R, Abu Hasan Agus Ratih Laily Nurjanah Rohmat rohmat Rohmatillah, Layli Febrianti Rozi, Fathor Rusman Rusman Ryan, John Charles Sabela, Windari Safitri, Mayliana Ariyani Sagaya, Amdalat Abiodun Sain, Zohaib Hassan Sani, Lauratu Haruna sari, Rita Ratna Septiarini, Nyoman Intan Setyoningsih Setyoningsih Shidiq*, Ari Syahidul Shogbesan, Yusuf Olayinka Sholihah, Mar'atus Sri Nurhayati Sulaimon, Jamiu Tamitope Sulaimon, Jamiu Temitope Suleiman, Bilkisu Aliyu Suleiman, Mordecai Gimba Suleiman, Yusuf Sunday Olaifa, Adeseko Syahrum Agung Tamami, Febby Rizka Taridi, Taridi Taufikin, T taufikin, taufikin Wahyuni, Neng Ayu Sri Widiastuti Agustina Eko Setyowati Widyawati, Anggun Wijaya, Kristian Wirawan, Kadek Adrian Surya Indra Yahaya, Ajoke Kudirat Yayat Suharyat Yusuf, Jamilla Zulkarnain, Zulkarnain