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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktika: Jurnal Kependidikan
Alfiani Nur Julia
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Journal : Pendas : Jurnah Ilmiah Pendidikan Dasar

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Orientasi Baru dalam Pedagogik: Transformasi Paradigma Pendidikan Abad ke-21 Alfiani Nur Julia; Rugaiyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.33319

Abstract

The transformation of pedagogical paradigms is a response to the changing times, marked by technological advancements, the demand for 21st-century competencies, and an increasing awareness of the need for more humanistic learning approaches. This study aims to examine the new orientations in pedagogy through a systematic review of 30 national and international scholarly journals published over a ten-year period (2015–2025). The Systematic Literature Review (SLR) method is employed to identify key themes such as the shifting role of teachers, technology integration, authentic assessment, project-based learning, and character development. The findings indicate that contemporary pedagogy requires a comprehensive transformation in curriculum design, learning strategies, and assessment systems. Furthermore, learning must be contextualized to remain relevant to both local and global needs, while fostering the development of reflective, adaptive, and competitive students. Thus, the new orientation in pedagogy addresses not only the technical aspects of instruction but also reflects a transformative, inclusive, and sustainable vision of education.
Orientasi Baru dalam Pedagogik: Transformasi Paradigma Pendidikan Abad ke-21 Alfiani Nur Julia; Rugaiyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.33319

Abstract

The transformation of pedagogical paradigms is a response to the changing times, marked by technological advancements, the demand for 21st-century competencies, and an increasing awareness of the need for more humanistic learning approaches. This study aims to examine the new orientations in pedagogy through a systematic review of 30 national and international scholarly journals published over a ten-year period (2015–2025). The Systematic Literature Review (SLR) method is employed to identify key themes such as the shifting role of teachers, technology integration, authentic assessment, project-based learning, and character development. The findings indicate that contemporary pedagogy requires a comprehensive transformation in curriculum design, learning strategies, and assessment systems. Furthermore, learning must be contextualized to remain relevant to both local and global needs, while fostering the development of reflective, adaptive, and competitive students. Thus, the new orientation in pedagogy addresses not only the technical aspects of instruction but also reflects a transformative, inclusive, and sustainable vision of education.
Co-Authors Jihan Fadia Salsabila Rugaiyah Teguh Trianung Djoko Susanto