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All Journal Jurnal Interaktif: Warta Pengabdian Pendidikan (JIWPP) Jurnal Cakrawala Pendas Priviet Social Sciences Journal Academicus
Mujahidin Farid
Universitas Negeri Surabaya
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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MAPPING PERSONALIZED LEARNING IN ELEMENTARY EDUCATION: A BIBLIOMETRIC STUDY Putri Rachmadyanti; Sumarmi; Hari Wahyono; Riska Pristiani; Mujahidin Farid; Zetti Finalli
Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i1.11511

Abstract

This research aims to map the landscape of personalized learning in basic education through bibliometric analysis. The data used in this study was taken from the Scopus database, covering publications from 2004 to 2023. Using bibliometric analysis methods assisted by Vos Viewer, this research explores trends, publication patterns, and key topics that emerge in research related to personalized learning in elementary school level. The study results include 3 major theme clusters, namely Teachers, Schools and Learning Environment. Teachers, schools, and learning environments are three important pillars in a personalized learning approach, complementing each other to create meaningful learning experiences. The teacher acts as a key facilitator who designs learning methods according to the needs of each student. Schools provide policies, infrastructure and systemic support to support the implementation of personalized learning. The learning environment includes physical, social and technological components that encourage students to learn independently and collaboratively. Thoroughly understanding these three components is crucial for developing effective and relevant strategies in advancing personalized learning at the basic education level. Further exploration is needed on technological approaches in personalized learning, case-based research in specific schools, the role of feedback and teacher evaluation. These findings are important for understanding how learning innovations can be more effectively implemented in basic education contexts.
Decolonizing the past: Integrating the 'practical past' and local literature in Southeast Asian primary history education Mujahidin Farid; Styo Mahendra Wasita Aji
Priviet Social Sciences Journal Vol. 5 No. 12 (2025): December 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i12.779

Abstract

The​‍​‌‍​‍‌ history curriculum in primary schools across Southeast Asia frequently continues to be the inheritance of colonialism, which means that it is dominated by a Western-derived, evidence-based "historical past" that largely disregards local narratives and ways of knowing. This​‍​‌‍​‍‌ article argues for the decolonization of history through the deliberate application of Michael Oakeshott's concept of the "practical past" and the use of regional and local literature. The present study, through a systematic review of the literature, shows that the dominant "historical past" model not only structures but also deepens the dependence of the knowledge system from which it originates. Therefore, it explores literary works to liberate the local people, such as historical novels, folktales, and legends, as authentic and reliable sources of community identity, core values, and "practical" historical knowledge. The findings show that such a blend results in a social change pedagogy that makes the class a dialogical space for the teacher's knowledge delivery and historical ​‍​‌‍​‍‌deliberation. Students' historical empathy, critical multimedia literacy, and deep bond with their cultural heritage are some of the outcomes of this approach. However, there are still many issues, such as the lack of teacher preparedness, the conflict between fact and meaning in the curriculum, and the limitations of standardized testing. The article posits that the "decolonial" strategy, which accords the "practical past" equal ontological and epistemological status with other aspects, does not mean the abandonment of academic rigor but rather its enhancement. This, in turn, facilitates the development of a pluriversal historical consciousness, which is a prerequisite for the formation of identity-secure and critically engaged future generations in Southeast ​‍​‌‍​‍‌Asia.
Exploring the Legend of Sarip Tambak Oso: Development and Practicality Testing of an Interactive E-Module for Indonesian Language Instruction in Elementary Schools Yunia Dwi Arini; Hendratno; Nurul Istiq'faroh; Mujahidin Farid
Academicus: Journal of Teaching and Learning Vol. 5 No. 2 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i2.163

Abstract

This study aims to examine the practicality of an interactive e-module based on the Legend of Sarip Tambak Oso as a teaching material for the Indonesian language for sixth-grade elementary school students, specifically in the learning of the analysis of the intrinsic elements of fictional stories. The focus of the study lies on the level of practicality of the e-module’s use from the perspectives of both teachers and students. The novelty of this study lies in the integration of the local legend of Sarip Tambak Oso as content in the interactive e-module, which provides contextual learning based on local wisdom, a departure from typical e-modules that tend to use generic content. The method used was research and development (R&D) based on the ADDIE model. A limited practicality test was conducted with 1 teacher and 22 sixth-grade students at SDN Kalisampurno 1 using a four-point Likert scale questionnaire, and the data were analyzed using quantitative descriptive methods. The results showed a practicality level of 91.25% (teacher) and 87.9% (students), both falling into the “very practical” category. This indicates that the e-module is easy to use, engaging, and supports interactive learning. Furthermore, the inclusion of local legends has the potential to strengthen students’ understanding of local wisdom. Thus, this e-module demonstrated a very high level of practicality in the limited pilot test and can serve as an alternative contextual teaching material for Indonesian language instruction in elementary schools.
SOSIALISASI PEMANFAATAN SMARTPHONE DALAM PEMBELAJARAN DI KELAS UNTUK SISWA KELAS IV SDN MENGGARE KAB. PONOROGO Styo Mahendra Wasito Aji; Mujahidin Farid; Heri Setiawan
Jurnal Interaktif: Warta Pengabdian Pendidikan Vol 5 No 2 (2025): Edisi Desember 2025
Publisher : Jurusan Ilmu Pendidikan, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/interaktif.v5i2.537

Abstract

The rapid technological advancements of the 21st century necessitate a transformation of smartphone usage from entertainment tools into productive educational media at the elementary school level. This community service program aimed to enhance digital literacy and ethical smartphone use among fourth-grade students at SDN Menggare, Ponorogo. The activity was conducted by a collaborative team of lecturers from the Elementary School Teacher Education (PGSD) departments of Surabaya State University and Mataram University, involving 17 students as participants. The methods employed included material presentations, demonstrations of educational features, and hands-on experience in utilizing smartphones for classroom learning. The impact of the program was measured using pre-socialization and post-socialization questionnaires consisting of 10 items. The results showed a significant increase in student understanding, with the average score rising from 48.5 to 90. Students are now able to identify digital learning features and are committed to using devices wisely. It is concluded that direct practice methods are effective in shifting students' mindsets toward productive technology integration. Continuous guidance from both teachers and parents is highly recommended to support students' academic achievement.
Co-Authors Hari Wahyono HENDRATNO Heri Setiawan Nurul Istiq'faroh Putri Rachmadyanti Riska Pristiani Styo Mahendra Wasita Aji Styo Mahendra Wasito Aji Sumarmi Yunia Dwi Arini Zetti Finalli