Article Per Year (5 Year)
p-Index From 2021 - 2026
3.108
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Karakter Jurnal Civics: Media Kajian Kewarganegaraan Abjadia, International Journal of Education Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar JPK (Jurnal Pancasila dan Kewarganegaraan) Widya Yuridika Citizenship Jurnal Pancasila dan Kewarganegaraan J-MPI (Jurnal Manajemen Pendidikan Islam) Jurnal Gentala Pendidikan Dasar Madrosatuna: Journal of Islamic Elementary School J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Bada'a: Jurnal Ilmiah Pendidikan Dasar Preschool : Jurnal Perkembangan dan Pendidikan Anak Usia Dini Engagement: Jurnal Pengabdian Kepada Masyarakat Pedagogy Review Al Ibtida: Jurnal Pendidikan Guru MI
Galih Puji Mulyoto
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Arts Humanities Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

Published : 24 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 24 Documents
Search

 1   2   3 
Continuous Professional Development with a Problem-Solving Approach for Elementary Madrasah Teachers in Madiun Regency Mifftahusyai'an, Mohammad; Mulyoto, Galih Puji; Munir, Misbah; Fahruddin, Mohammad Mukhlis; Sanihah, Mutia
Abjadia : International Journal of Education Vol 10, No 4 (2025): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v10i4.33946

Abstract

The implementation of the Pancasila Student Profile Strengthening Project (P5) in the Independent Curriculum is a new face of Education in Indonesia. However, in fact, there are still many teachers who experience obstacles in understanding P5 in MI. The purpose of this study is to determine the strategy and impact of continuous professional development in the workshop on making the Pancasila student profile strengthening project module (P5) for MI teachers in Madiun Regency.The research approach used is action research. Action research is known as Participatory Action Research (PAR). The steps used combine problem solving methods. Data collection techniques use documentation, interviews, observations and questionnaires. Data analysis techniques use interactive analysis techniques (interactive analysis model).The results of the study showed that there was an increase in teachers' abilities in designing creative and contextual modules. In addition, they were able to apply the principles of active and collaborative learning. The impact of the workshop on making the Pancasila student profile strengthening project module (P5) for MI teachers in Madiun Regency can be seen from the increase in teachers' understanding and skills in implementing project-based learning that encourages students to think critically, creatively, and provide solutions in facing real-life challenges. The output obtained from this activity is a learning module that is ready to be used by teachers to teach the values of the Pancasila Student Profile in elementary schools, as well as improving the quality of the learning process that is more oriented towards the formation of student character in accordance with the Pancasila Student Profile.
Need Analysis of Digital Microlearning Materials with Scaffolding for Generation Z Pre-Service Teachers in Islamic Primary Education Rizki Amelia; Agus Mukti Wibowo; Sigit Priatmoko; Wiku Aji Sugiri; Galih Puji Mulyoto
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.18811

Abstract

AbstractThis study aims to analyze the need for digital teaching materials based on microlearning with scaffolding to support Generation Z pre-service elementary school teachers. The research method used was a quantitative descriptive survey, with data collected through an online questionnaire filled out by 216 Generation Z students, pre-service teachers in the Madrasah Ibtidaiyah Education Study Program (PGMI) at UIN Maulana Malik Ibrahim Malang, Indonesia. The study results indicate that most students have adequate access to digital devices and the internet and a strong preference for the blended learning method. Students also prefer short and interactive video-based teaching materials, which support flexibility in arranging time and place of study. These findings emphasize the importance of developing microlearning teaching materials for the characteristics of the digital native generation. Scaffolding is identified as a supportive approach in compiling microlearning-based teaching materials. Therefore, it can provide gradual guidance that helps students understand the material more deeply. All in all, this study provides insight into developing teaching materials that are adaptive, effective, and in line with learning needs in the digital era.Keywords: microlearning, scaffolding, Gen Z.AbstrakPenelitian ini bertujuan untuk menganalisis kebutuhan bahan ajar digital berbasis microlearning dengan scaffolding untuk mendukung calon guru SD Generasi Z. Metode penelitian yang digunakan adalah survei deskriptif kuantitatif, dengan data dikumpulkan melalui kuesioner daring yang diisi oleh 216 mahasiswa Generasi Z calon guru Program Studi Pendidikan Guru Madrasah Ibtidaiyah UIN Maulana Malik Ibrahim Malang, Indonesia. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa memiliki akses yang memadai terhadap perangkat digital dan internet serta preferensi yang kuat terhadap metode blended learning. Mahasiswa juga lebih menyukai bahan ajar berbasis video yang singkat dan interaktif, yang mendukung fleksibilitas dalam mengatur waktu dan tempat belajar. Temuan ini menekankan pentingnya pengembangan bahan ajar microlearning bagi karakteristik generasi digital native. Scaffolding diidentifikasi sebagai pendekatan yang suportif dalam menyusun bahan ajar berbasis microlearning. Dengan demikian, scaffolding dapat memberikan bimbingan bertahap yang membantu mahasiswa memahami materi lebih dalam. Secara keseluruhan, penelitian ini memberikan wawasan tentang pengembangan bahan ajar yang adaptif, efektif, dan sejalan dengan kebutuhan pembelajaran di era digital.Kata kunci: pembelajaran mikro, scaffolding, Gen Z.
The differential effects of critical thinking and digital literacy on civic engagement in project-based civic learning: Evidence from Indonesian higher education Galih Puji Mulyoto; Agus Mukti Wibowo; Mohammad Miftahusyai'an; Basori Basori; Varidlo Fuad
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 23 No. 2 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v23i2.96905

Abstract

This study examined how critical thinking and digital literacy contribute to civic engagement among pre-service primary school teachers in a Civic Education course using Project-Based Civic Learning (PjBCL) at an Indonesian university. Using a quantitative correlational design, data from 126 students were analysed with partial least squares structural equation modelling. Pre-post gains were large for critical thinking (d = 1.116), digital literacy (d = 1.418) and civic engagement (d = 1.726). The two competencies operated through different mechanisms. Critical thinking partially mediated the effect of PjBCL on civic engagement (indirect effect = 0.038; 95% CI [0.012, 0.072]), whereas digital literacy did not. Although digital literacy was the strongest direct predictor of civic engagement (β = 0.350; f² = 0.124), its link with PjBCL was negligible (β = 0.004; Q² = 0.001), suggesting students develop it mainly through informal online engagement rather than the curriculum. Building on dual-process theory, the study proposes Digitally Scaffolded Civic Learning (DSCL), which embeds digital literacy in each stage of project-based civic instruction, offering implications for curriculum planners in Indonesian civic education.
Critical Thinking, Collaboration, and Technology Use in Islamic Religious Education: A Qualitative Case Study of Teachers in Indonesia Agus Mukti Wibowo; Mohammad Asrori; Imroatul Hayyu Erfantinni; Dessy Putri Wahyuningtyas; Mohammad Miftahusyai’an; Galih Puji Mulyoto; Muhammad Aga Yudha
Pedagogy Review Vol 5, No 4 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i4.pp570-584

Abstract

This study examines how critical thinking, collaboration, and technology utilization are manifested in technology-based Islamic Religious Education among teachers participating in the Subject Teacher Forum (MGMP) in Blitar, Indonesia. This qualitative case study design explored teachers’ experiences, practices, and perceptions within their professional learning context. The study involved 96 Islamic Religious Education teachers affiliated with the MGMP, from whom 22 teachers were selected as intensive participants based on their active participation in more than 75% of forum meetings and their involvement in the forum’s professional learning activities on technology-supported instruction. Data were collected over one semester through semi-structured interviews and focus group discussions. The data were analyzed using the interactive qualitative analysis process of data condensation, data display, and conclusion drawing and verification, supported by open, axial, and selective coding. The findings indicate that critical thinking was manifested in teachers’ efforts to identify instructional problems, evaluate the relevance and credibility of information from digital sources, compare alternative teaching strategies, and make pedagogical decisions. Collaboration was reflected in knowledge sharing, joint lesson planning, collective problem solving, and mutual support among teachers. Technology functioned as an enabling medium through which teachers accessed learning resources, communicated with colleagues, shared instructional materials, and implemented digital learning activities. The findings further indicate that critical thinking and collaboration were interconnected rather than hierarchical competencies: critical thinking supported the evaluation and selection of information and instructional alternatives, whereas collaboration provided opportunities for teachers to discuss, validate, and refine their decisions collectively. The study concludes that technology-based Islamic Religious Education requires the simultaneous development of teachers’ critical thinking, collaborative practices, and digital competence. The findings have implications for MGMP-based professional development, particularly in designing collaborative activities that strengthen teachers’ capacity to critically evaluate digital religious learning resources.   Keywords: critical thinking; collaboration; technology; Islamic education
Co-Authors Agus Mukti Wibowo Anif Istianah Ayu Puspitasari, Debi Basori Basori Bidasari, Anindya Budiastanti, Dhaniar Eka Damayanti, Setia Debi Ayu Puspitasari Dessy Putri Wahyuningtyas Feriandi, Yoga Ardian Fitriana, Wiwin Nuris Hidayah, Yayuk Imro'atul Hayyu Erfantinni Imroatul Hayyu Erfantinni Laila, Khotbatul Luthfia Aldila Arsy Subagyo Subagyo M Mukhlis Fahruddin Mifftahusyai'an, Mohammad Miftahusya’ian, Moh. Miftahusyai'an, Mohammad Miftahusyaian, Mohammad Miftahusyai’an, Mohammad Miftahusyai’an, Mohammad Misbah Munir, Misbah Mohammad Asrori Mohammad Miftahusyai'an Mohammad Miftahusyai’an Mohammad Padil Muhammad Aga Yudha Muhammad Nur Kholilul , Firdaus Muhammad Shofiyulloh Al Kamil Mulyadi, Galih Puji Mulyono, Galih Puji Nurlaeli Fitriah Nuzulia, Nuril Nuzulia Prayudi Lestantyo Rizki Amelia Samsuri Samsuri Sanihah, Mutia Setiawan, Moch Rizki Sigit Priatmoko SUTOMO Sutomo Sutomo Tsamrotu Imani Mufida Varidlo Fuad Wiku Aji Sugiri Wisuda, Selvia Zulailiana, Susetna Lily