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All Journal Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Multidisciplinary Indonesian Center Journal
Fitri Barokah
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Religion Humanities Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Other

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PELUANG DAN TANTANGAN PENDIDIKAN KARAKTER DI ERA DIGITAL Fitri Barokah; Sari, Zalia; Chanifudin
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 6 No. 3 (2024): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/muaddib.v6i3.1209

Abstract

This article aims to discuss opportunities and challenges in implementing character education in the digital era in the context of Islamic education. Analysis carried out through library research methods, this article shows that the digital era offers various positive opportunities for character education, such as wider access to learning resources and the use of more interactive learning methods. However, there are also significant challenges that need to be addressed, including digital ethics, cyber security, cyber bullying, sexting, copyright and plagiarism. To overcome this challenge, educational policy makers must play an active role in the sustainable development of digital character learning. This is important to ensure the implementation of digital learning is effective and beneficial for the formation of student character in the digital era. Character education in the digital era requires a holistic approach that includes the development of digital ethics and technical skills. The active role of policy makers and cooperation of all parties is very important to ensure the effectiveness of character education in a digital context. Although the digital era provides various opportunities to improve character education, there are also significant challenges that must be overcome. Collaborative efforts between educators, policy makers, and society are essential to developing effective character education in the digital era. Successful implementation requires a balance between technology and strong moral values, as well as a commitment to developing a holistic approach that supports student character formation. It is hoped that the results of this research will provide new insights for educators, policy makers and the public in developing and implementing effective character education in the digital era. It is also hoped that this research can become the basis for developing educational policies that are more adaptive to the technological and social changes that are occurring.
FULL DAY SCHOOL VS. MODULAR EDUCATION SYSTEM: A COMPARATIVE STUDY OF INDONESIA AND THE UNITED KINGDOM Ika Kurnia Sofiani; Mardiana; Nurlidia Putri; Fitri Barokah
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 3 (2025): Vol. 2 No. 3 Edisi Juli 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i3.869

Abstract

The transformation of Indonesia's education system faces significant challenges in aligning with the demands of globalization, digitalization, and lifelong learning. These challenges have sparked debates regarding the effectiveness of the full-day school model and the modular education system. This study aims to comparatively analyze these two approaches within the context of primary and secondary education in Indonesia, referencing modular education practices in the United Kingdom as an international benchmark. The study employs a qualitative approach based on a literature review, utilizing thematic content analysis of 20 accredited scholarly sources selected through strict inclusion criteria, and analyzed with the assistance of NVivo software to ensure thematic accuracy.The findings indicate that the full-day school model excels in fostering discipline and consistent learning structures; however, it poses risks of cognitive fatigue and is less supportive of differentiated instruction. In contrast, the modular system offers flexibility, opportunities for personalized learning, and deeper conceptual understanding, yet requires adequate digital infrastructure and self-directed learning literacy, which are not evenly distributed.The study concludes that no single educational model is universally superior; instead, each holds contextual relevance. This research contributes theoretically by enriching the comparative education literature and practically by informing the design of more adaptive, inclusive, and responsive learning policies to meet the challenges of the 21st century, while also supporting efforts to achieve quality education as outlined in the Sustainable Development Goals (SDGs).
CLASSROOM ACTION RESEARCH IN THE PERSPECTIVE OF TEACHER PROFESSIONALISM: A THEORETICAL STUDY AND ITS IMPLICATIONS Ervina, Ervina; Dwi Rahmah Fitri; Fitri Barokah; Zalia Sari
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 3 (2025): Vol. 2 No. 3 Edisi Juli 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i3.903

Abstract

Classroom Action Research (PTK) is a scientific approach that not only functions as a solution to learning problems in the classroom, but also as a strategic means in developing teacher professionalism. Through systematic reflection and continuous improvement, PTK encourages teachers to improve their pedagogical, professional, social, and personality competencies. Theoretically, PTK strengthens the foundations of constructivism and reflective learning practices, allowing teachers to dynamically connect theory and classroom reality. From a practical perspective, PTK has a direct impact on improving the quality of learning, student involvement, and changing teachers' professional attitudes. Although its implementation is faced with various challenges, both technical and psychological, solutions can be found through ongoing training, mentoring, and institutional support. Thus, PTK plays an important role in building an innovative work culture and improving the quality of education holistically.
Co-Authors Chanifudin Chanifudin Dwi Rahmah Fitri Ervina Ervina Ika Kurnia Sofiani MARDIANA Nurlidia Putri Sari, Zalia Zalia Sari