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Muhamad Parhan
Universitas Pendidikan Indonesia, Bandung, 40154
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Veterinary Other

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Reactualization of Student-Oriented Educational Evaluation: A Pedagogical Perspective in Junior High School: A Mini Research Exploring Student-Oriented Educational Evaluation Practices at SMP Negeri 2 Dawuan Gina Meilina Syarifah; Muhamad Parhan
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.708

Abstract

This study aims to explore the practices of student-centered educational evaluation at State Junior High School 2 Dawuan. Educational evaluation is a crucial component of the learning process that not only measures final outcomes but also supports the comprehensive development of students' skills and understanding. Using a qualitative approach and case study design, data were collected through questionnaires from 20 teachers to understand their perspectives on evaluations that are responsive to students' needs. The research findings reveal that although most teachers recognize the importance of student-centered evaluation, its implementation in the field still faces various challenges. Approximately 50% of teachers report using diverse evaluation instruments, but only around 30% consistently apply diagnostic assessments. These findings indicate a gap between theory and practice in the implementation of educational evaluation at this junior high school. The study recommends the need for further teacher training and the development of educational policies that support the implementation of student-centered evaluation methods to improve learning quality.
The Implementation of Fun-Based Learning as a Deep Learning Approach Strategy in 21st Century Education: A Perspective Study of Social Studies Teachers in Bandung City Syahida Karim; Muhamad Parhan
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.709

Abstract

In the era of globalization and the Fourth Industrial Revolution, 21st-century education demands a transformation towards learner-centered approaches that are enjoyable, meaningful, and reflective. Fun-Based Learning (FBL) is a strategy that supports the implementation of deep learning, especially in Social Studies (IPS) education. This study aims to explore the perspectives of Social Studies teachers in Bandung City regarding the application of FBL as a strategy for deep learning. A descriptive qualitative method was employed involving 30 Social Studies teachers as respondents through questionnaires and in-depth interviews. The results indicate that most teachers have yet to fully understand that FBL can effectively support deep learning. However, those who have implemented FBL acknowledge that this approach enhances students’ emotional engagement, motivation, and deep understanding of Social Studies material. These findings align with constructivist and humanistic learning theories emphasizing active, enjoyable, and reflective learning experiences. In conclusion, FBL is a relevant and effective strategy to strengthen deep learning in Social Studies education today, but improved teacher understanding and training are needed for optimal implementation in accordance with the Merdeka Curriculum and 21st-century education demands.
Educating a Moderate Generation: The Role of Non-Religious Teachers in Instilling the Values of Religious Moderation at SMPN 1 Rengasdengklok Devi Hidayat; Muhamad Parhan
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.710

Abstract

This article explores the strategic role of non-religious subject teachers in promoting religious moderation values at SMPN 1 Rengasdengklok, a school with students from diverse religious and cultural backgrounds. Using a qualitative approach and case study method, the study investigates how these teachers integrate core values of moderation national commitment, tolerance, anti-violence, and acceptance of local culture into general subject instruction. Data were collected through interviews, observations, and documentation, and analysed descriptively. The findings reveal that non-religious subject teachers successfully foster an inclusive and harmonious learning environment through contextual approaches, collaborative learning, and integration of local and national values. As a result, students show increased tolerance, a stronger sense of nationalism, and improved dialogical thinking. However, challenges remain, such as student intolerance, social media influence, and limited family support. Therefore, collaboration among schools, families, and communities, along with enhanced digital literacy and experiential learning, is essential to sustaining religious moderation practices. This study underscores the vital role of non-religious teachers as agents of moderation in shaping inclusive, peaceful, and patriotic student character.
Identification of Cultural Values in the Unjungan Buyut Tradition in Sukamelang: Contextual Learning for Social Studies Learning Resources Anggun Gumilar; Muhamad Parhan
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.711

Abstract

The tradition of visiting the ancestors is seen as a cultural heritage that is believed by indigenous people to respect their ancestors. This study focuses on identifying the values contained in the tradition of visiting the ancestors in contextual social studies learning. The method used is a qualitative research method using Roland Barthes' semiotic design. The results of this study indicate that the tradition of visiting the ancestors as a contextual learning resource in social studies subjects is able to increase the values of mutual cooperation, family, togetherness, spirituality, and love of culture. This tradition strengthens intergenerational relationships and has the values of mutual cooperation, family, togetherness, spirituality, and love of culture, making it relevant as a contextual learning resource in social studies.
Co-Authors Anggun Gumilar Devi Hidayat Gina Meilina Syarifah Syahida Karim