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All Journal Jurnal Dinamika Pendidikan Islam
Rachmat Panca Putera
Universitas Islam Lampung
Religion Humanities Education

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EKOSISTEM TEKNOLOGI PENDIDIKAN MASA DEPAN Dedi Lazwardi; Rachmat Panca Putera; Sucipto
Jurnal Dinamika Pendidikan Islam Vol 1 No 1 (2025): Fokus Tematik: Inovasi dan Teknologi Pendidikan
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55981/dinamika.2025.v1i1.9

Abstract

Future educational technology ecosystem represents a transformative paradigm in learning through digital innovation and humanistic approaches. Research explores advanced technologies like artificial intelligence in creating adaptive and personalized learning environments. The study analyzes technology integration complexity, focusing on multidisciplinary collaboration and digital infrastructure development. It identifies key challenges, including digital divide and maintaining ethical dimensions in technological transformation.Findings demonstrate the need for a holistic approach beyond mere technology implementation. The primary goal is empowering individuals to address global challenges, emphasizing 21st-century skills and strong character development. Conclusions affirm the balance between technological innovation and human values in designing sustainable educational futures.
LITERASI GEOGRAFIS DAN EKONOMI GLOBAL DALAM PEMBELAJARAN IPS Rachmat Panca Putera; Mira Arini; Fajar Rahmalia; Ines Kinanti Sutisna
Jurnal Dinamika Pendidikan Islam Vol 1 No 3 (2025): Fokus Tematik: Dinamika Pendidikan Islam
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55981/dinamika.2025.v1i3.104

Abstract

This study aims to analyze the learning process of Social Studies (IPS) in elementary schools from the perspective of geographic literacy and global economic literacy. The study employed a qualitative approach with a descriptive-analytical design. The research subjects were teachers and students of grade III and grade VI at SD Negeri 2 Jojog, East Lampung. Data were collected through non-participant classroom observation and documentation analysis. The findings indicate that Social Studies learning on geographic content (maps) in grade III has introduced basic geographic literacy; however, student engagement remains uneven due to limited instructional media and strategies. Meanwhile, Social Studies learning on economic content (exports and imports) in grade VI demonstrates higher student engagement as the material is presented contextually and connected to real-life economic phenomena. Overall, geographic literacy and global economic literacy have not yet been systematically integrated in Social Studies instruction. This study recommends the development of integrative and literacy-oriented Social Studies learning to strengthen students’ understanding of the relationship between geographic space and global economic dynamics from the elementary level.
PENDEKATAN EKOSISTEM DALAM MEDIA PEMBELAJARAN SEBAGAI UPAYA KONTEKSTUALISASI HUBUNGAN INTERNASIONAL INDONESIA Rachmat Panca Putera; Az Zahra Lihaya Sofa; Isnaini Titilas Nurjayanti; Ika Septiani Yuanda Putri
Jurnal Dinamika Pendidikan Islam Vol 1 No 3 (2025): Fokus Tematik: Dinamika Pendidikan Islam
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55981/dinamika.2025.v1i3.105

Abstract

Learning about Indonesia’s international relations at the elementary school level often remains abstract and decontextualized. This study aims to analyze the use of an ecosystem-based approach in instructional media as an effort to contextualize students’ understanding of Indonesia’s international relations. The research employed a qualitative descriptive-interpretative design. The participants were third-grade and sixth-grade students at SD Negeri 2 Siraman Pekalongan, Lampung Timur, with classroom teachers serving as key informants. Data were collected through classroom observations, in-depth interviews, and document analysis, and analyzed thematically. The findings indicate that the ecosystem-based approach enables students to understand Indonesia’s international relations as systemic and interconnected relationships linked to their local social and environmental contexts. Third-grade students developed basic contextual understanding through ecosystem analogies, while sixth-grade students demonstrated more complex reasoning regarding interdependence and the impacts of international relations. This study concludes that an ecosystem-based approach has strong potential to enhance global literacy at the elementary level when supported by reflective and dialogic teacher mediation.
REKONSTRUKSI RASA BANGGA TERHADAP TRADISI DAERAH MELALUI PEMBELAJARAN BERBASIS LINGKUNGAN Rachmat Panca Putera; Vella Nur Fatmawati; Shinta Septiana Pratiwi; Dinda Meividiana
Jurnal Dinamika Pendidikan Islam Vol 1 No 3 (2025): Fokus Tematik: Dinamika Pendidikan Islam
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55981/dinamika.2025.v1i3.106

Abstract

The weakening of students’ pride in local traditions has become a critical issue in primary education amid the pressures of cultural globalization. Cultural learning that is predominantly textual and symbolic has proven insufficient in fostering emotional attachment and cultural identity among students. This study aims to examine the role of environment-based learning in reconstructing students’ pride in local traditions among third- and fifth-grade students at MI Muhammadiyah Sidobasuki. A qualitative approach with a descriptive-interpretative design was employed. Data were collected through classroom observations, in-depth interviews with teachers and students, and documentation of environment-based learning activities. The data were analyzed thematically, with credibility ensured through source and technique triangulation. The findings indicate that environment-based learning facilitates a gradual reconstruction of pride in local traditions. Among third-grade students, reconstruction is reflected in increased interest and affective responses toward local traditions through concrete learning experiences. In contrast, fifth-grade students demonstrate a more reflective understanding, perceiving local traditions as an integral part of cultural identity and a collective heritage that should be preserved. This study concludes that environment-based learning is an effective contextual pedagogical strategy for fostering cultural pride from an early age. The findings contribute to the development of culturally responsive learning practices in primary education, particularly in strengthening students’ cultural identity through meaningful engagement with their local environment.
DINAMIKA PENGGUNAAN MEDIA PEMBELAJARAN DAN ANTUSIAS BELAJAR SISWA DALAM INTERAKSI KELAS Rachmat Panca Putera; Dwi Nadya Cahyanti; Sri Handayani; Lesya Ningsih; Alisa Adelia
Jurnal Dinamika Pendidikan Islam Vol 1 No 3 (2025): Fokus Tematik: Dinamika Pendidikan Islam
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55981/dinamika.2025.v1i3.107

Abstract

This study aims to examine the dynamics of instructional media use and students’ learning enthusiasm within classroom interactions at Madrasah Ibtidaiyah (MI) Negeri 1 Lampung Timur. Employing a qualitative approach with a descriptive-interpretative design, the study involved third- and fourth-grade students as well as classroom teachers directly engaged in the learning process. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed thematically to identify patterns of interaction and the meanings constructed by students during learning activities. The findings indicate that instructional media function as pedagogical mediators that shape students’ learning enthusiasm through classroom interaction. In Grade III, instructional media primarily serve as affective stimuli that generate interest and positive emotions, resulting in situational enthusiasm. In contrast, in Grade IV, instructional media act as dialogical tools that foster more reflective and sustained learning engagement. These findings demonstrate that students’ learning enthusiasm does not arise automatically from the presence of instructional media, but is constructed through teachers’ pedagogical strategies in mediating media use. This study highlights the importance of dialogical, contextual, and developmentally appropriate use of instructional media to support meaningful classroom interaction.
Co-Authors Alisa Adelia Az Zahra Lihaya Sofa Dedi Lazwardi Dinda Meividiana Dwi Nadya Cahyanti Fajar Rahmalia Ika Septiani Yuanda Putri Ines Kinanti Sutisna Isnaini Titilas Nurjayanti Lesya Ningsih Mira Arini Shinta Septiana Pratiwi Sri Handayani Sucipto Vella Nur Fatmawati