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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar TOFEDU: The Future of Education Journal
Padua, Shirley A
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Integration of Dental Health into School Curriculum: A Comparison of Models from 5 Countries Sutrisman, Henny; Padua, Shirley A; Sicat, Alvin S; Ramadhona, Rossa; Simanjuntak, Rosmerry; Kusumo, Bayu; Prihartanto, Adrianus
The Future of Education Journal Vol 4 No 5 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i5.521

Abstract

Dental health among school-aged children is a critical issue that directly impacts quality of life and academic achievement. This article examines models for integrating dental health education into school curricula in Indonesia and other countries to formulate effective strategies for the national context. The methodology involves a literature review with an international comparative study approach. The analysis reveals that countries such as Finland, Japan, Malaysia, and New Zealand have successfully implemented relevant, effective, and sustainable intervention models. Drawing from these best practices, this article recommends developing a hybrid model for Indonesia that integrates daily thematic activities, collaboration with healthcare professionals, and active engagement of parents and communities within the education system.
KNOWLEDGE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN IMPLEMENTING THE DEEP LEARNING APPROACH IN PALEMBANG ELEMENTARY SCHOOLS Ramadhona, Rossa; Padua, Shirley A
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52652

Abstract

This study aimed to analyze the level of knowledge of Islamic Religious Education (IRE) teachers in implementing the deep learning approach in elementary schools in Palembang, Indonesia. The study focused on a single research variable, namely teacher knowledge, which comprised five dimensions: conceptual understanding, technical competence, curriculum integration skills, pedagogical knowledge, and assessment. A quantitative descriptive survey design was employed. The respondents consisted of 208 elementary IRE teachers in Palembang City. Data were collected using a researcher-developed questionnaire that had undergone expert validation and reliability testing. The data were analyzed using descriptive statistics, particularly mean and standard deviation. The findings indicated that IRE teachers demonstrated a high level of knowledge across all five dimensions. The assessment dimension obtained the highest mean score (M = 3.20), followed by technical competence and pedagogical knowledge (M = 3.17), curriculum integration skills (M = 3.16), and conceptual understanding (M = 3.14). These findings suggest that IRE teachers possess a promising cognitive foundation for implementing deep learning. Nevertheless, professional development remains necessary, particularly in strengthening conceptual clarity, designing student-centered learning activities, aligning assessment with deep learning outcomes, and integrating digital resources in meaningful, ethical, and contextually relevant ways. The study recommends practice-based professional development, school-based mentoring, and collaborative teacher learning communities to support the sustainable implementation of deep learning in elementary IRE.
Co-Authors Henny Sutrisman, Henny Kusumo, Bayu Prihartanto, Adrianus Ramadhona, Rossa S Sicat, Alvin Sicat, Alvin S Simanjuntak, Rosmerry