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All Journal PEDAGOGIK : JURNAL PENDIDIKAN
Abdullah Abdullah
Nurul Jadid University, East Java
Education

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RECONSTRUCTING PROFESSIONAL COMMITMENT: EMOTIONAL EXHAUSTION AND RESILIENCE OF UNIVERSITY LECTURERS UNDER ACADEMIC STRAIN Sofia Sofia; Abdullah Abdullah; Rahimah Embong
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i2.12300

Abstract

The professional commitment of lecturers in higher education is increasingly under pressure due to publication demands, administrative burdens, and continuous performance-based evaluations. This condition triggers emotional exhaustion, not only in physical exhaustion but also in the depletion of psychological energy and a reduction in the depth of work’s meaning. This research aims to understand the experience of emotional fatigue and the role of psychological well-being as a resilience mechanism in maintaining professional commitment. Using the qualitative Interpretative Phenomenological Analysis (IPA) approach, data were collected through in-depth interviews, observations, and documentation of lecturers from various universities. The results show that emotional exhaustion shifts professional involvement toward a more mechanistic, defensive stance. In contrast, psychological well-being, through self-acceptance, life goals, autonomy, personal growth, and positive relationships, can reconstruct the profession’s meaning and maintain commitment. This research contributes by presenting a resilience model based on psychological well-being in an academic context. So that means universities need to develop policies that not only reduce workload but also strengthen lecturers’ psychological foundations.
INNOVATIVE APPROACH IN CURRICULUM DEVELOPMENT; IMPROVING EDUCATION AND TRAINING PROGRAMS THROUGH MULTIDIMENSIONAL STRATEGIES Akmal Mundiri; Dinda Febrianti Putri; Abdullah Abdullah
PEDAGOGIK : JURNAL PENDIDIKAN Vol 11, No 2 (2024)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v11i2.9290

Abstract

The rapid advancements in the digital era present educational institutions with increasingly complex challenges in maintaining curriculum relevance to the demands of the modern world. Traditional curricula, which predominantly focus on academic aspects, are increasingly viewed as insufficient in equipping graduates with the competencies required to navigate real-world challenges. Graduates are expected not only to excel academically but also to demonstrate adaptability, problem-solving capabilities, and interpersonal skills. This study investigates the potential of a multidimensional strategy to enhance curriculum design by integrating key elements, such as digital competencies, quality of learning materials, effective technology utilization, and active stakeholder involvement. Utilizing qualitative methods, the research collected data through interviews with students, educators, educational managers, and technology developers to gather insights on best practices and the inherent challenges in curriculum innovation. The research findings indicate that the implementation of multidimensional strategies in curriculum development includes the integration of social and emotional skills, enhancement of learning material quality, utilization of technology in learning, cross-sectoral collaboration, and the development of practical skills.
SMART CLASSROOM DESIGN FOR INCLUSIVE MADRASAHS: TRANSFORMING CURRICULUM AND DIGITAL LEARNING ENVIRONMENTS FOR STUDENTS WITH SPECIAL NEEDS M. Hafiduddin; Abdullah Abdullah
PEDAGOGIK : JURNAL PENDIDIKAN Vol 11, No 2 (2024)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v11i2.9686

Abstract

This study aims to analyze smart classroom design in supporting curriculum transformation and the creation of a digital learning environment in inclusive Islamic schools. This study uses a qualitative approach with a case study design to gain an in-depth understanding of the implementation of technology-based learning that is responsive to the diversity of student characteristics. Data were collected through observation, in-depth interviews, and institutional document analysis, then analyzed thematically through a process of reduction, categorization, and meaning-making. The results of the study show two main findings. First, the formation of an adaptive digital curriculum characterized by material differentiation, method flexibility, and a variety of technology-based assessments. Second, the development of an inclusive digital learning ecosystem built through equal access, multimodal support, technology integration, student empowerment, active collaboration, and more meaningful learning experiences. These findings confirm that educational transformation depends not only on the availability of digital devices, but also on integrated and systemic pedagogical design. This study contributes by offering a conceptual model of an inclusive smart classroom that can serve as a reference for educational institutions in developing technology-based learning in a fair, adaptive, and sustainable manner.
Co-Authors Akmal Mundiri Dinda Febrianti Putri M. Hafiduddin Rahimah Embong Sofia Sofia