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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora
Bambang Triawan Pamungkas
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Agriculture, Biological Sciences & Forestry Arts Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Other

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IMPLEMENTASI TEKNOLOGI MICRO LEARNING MODULAR SEBAGAI INOVASI STRATEGIS DALAM ADAPTASI PEMBELAJARAN STEM BAGI GENERASI Z Dede Dwi Kurniasih; Nurul Yusri; Bambang Triawan Pamungkas; Luthfiyah Mahrusah; Muhammad Q Abdan Sholihan; Hasri Nur Azizah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34578

Abstract

The rapid development of digital technology presents a complex problem in the form of the incompatibility of conventional learning models with the learning characteristics of Generation Z who are digital, multitasking, and require a flexible and interactive approach. This study aims to analyze the implementation of Micro Learning Modular technology as a strategic innovation in adapting STEM (Science, Technology, Engineering, and Mathematics) learning for Generation Z. The research method uses a qualitative approach with a literature review. Data were obtained through analysis of various scientific literature, indexed articles, academic books, and current education policies. Data analysis was carried out using content analysis through theme categorization, theory synthesis, and triangulation of sources and theories to strengthen the validity of the study results. The results show that Micro Learning Modular increases the effectiveness, efficiency, and engagement of students in STEM learning by fragmenting material into small, flexible and interactive units. This approach strengthens students' critical thinking skills, creativity, collaboration, and digital literacy. In addition, this model supports independent learning and personalized learning that is appropriate to the characteristics of Generation Z. However, implementation in Indonesia still faces challenges such as limited teacher digital literacy, technological infrastructure, and suboptimal policy support. The novelty of this research lies in the development of an integrative model that combines STEM principles with Modular Micro Learning strategies digitally and contextually, to build an adaptive, collaborative learning ecosystem aligned with the Golden Indonesia 2045 vision.
IMPLEMENTASI TEKNOLOGI MICRO LEARNING MODULAR SEBAGAI INOVASI STRATEGIS DALAM ADAPTASI PEMBELAJARAN STEM BAGI GENERASI Z Dede Dwi Kurniasih; Nurul Yusri; Bambang Triawan Pamungkas; Luthfiyah Mahrusah; Muhammad Q Abdan Sholihan; Hasri Nur Azizah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34578

Abstract

The rapid development of digital technology presents a complex problem in the form of the incompatibility of conventional learning models with the learning characteristics of Generation Z who are digital, multitasking, and require a flexible and interactive approach. This study aims to analyze the implementation of Micro Learning Modular technology as a strategic innovation in adapting STEM (Science, Technology, Engineering, and Mathematics) learning for Generation Z. The research method uses a qualitative approach with a literature review. Data were obtained through analysis of various scientific literature, indexed articles, academic books, and current education policies. Data analysis was carried out using content analysis through theme categorization, theory synthesis, and triangulation of sources and theories to strengthen the validity of the study results. The results show that Micro Learning Modular increases the effectiveness, efficiency, and engagement of students in STEM learning by fragmenting material into small, flexible and interactive units. This approach strengthens students' critical thinking skills, creativity, collaboration, and digital literacy. In addition, this model supports independent learning and personalized learning that is appropriate to the characteristics of Generation Z. However, implementation in Indonesia still faces challenges such as limited teacher digital literacy, technological infrastructure, and suboptimal policy support. The novelty of this research lies in the development of an integrative model that combines STEM principles with Modular Micro Learning strategies digitally and contextually, to build an adaptive, collaborative learning ecosystem aligned with the Golden Indonesia 2045 vision.
Epistemologi Pendidikan Agama Islam: Integrasi Sumber Transenden dan Rasional dalam Pembentukan Kesadaran Religius Peserta Didik Gondo Adhi Saputra; Bambang Triawan Pamungkas; Nur Naria Dina Romadhon; Akmalun Najmi; Muhammad Wahyudi Azzukhruf
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.40586

Abstract

Islamic Religious Education in the modern era faces an epistemological challenge in the form of a dichotomy between transcendent sources (revelation) and rational sources (reason and empirical experience), which often gives rise to a normative-dogmatic or, conversely, rationalistic-secular learning approach. This condition impacts the weak formation of students' religious awareness that is complete, reflective, and contextual. This study aims to analyze the epistemological integration of transcendent and rational sources in Islamic Religious Education and its implications for the formation of students' religious awareness. This study uses a qualitative approach with a literature review method of primary and secondary sources in the form of the Qur'an, hadith, works of interpretation, books on Islamic educational philosophy, and relevant journal articles. Data collection techniques are carried out through documentation and systematic searches of literature that has conceptual and theoretical relevance. Data analysis uses a thematic and interpretative analysis model by linking the concepts of Islamic epistemology, educational theory, and the objectives of Islamic Religious Education. Data validity is maintained through triangulation of sources, theories, and perspectives of expert thought. The research results show that the integration of the epistemology of revelation and reason in Islamic Religious Education forms a learning paradigm that not only instills normative beliefs but also encourages critical reasoning, moral reflection, and contextual spiritual awareness. Students' religious awareness does not stop at ritual obedience but develops into a responsible ethical and social awareness. The implications of this research emphasize the importance of developing an Islamic Religious Education curriculum and learning strategies that integrate transcendent and rational dimensions in a balanced manner to develop religious, critical, and civilized students in modern life. Keywords: Epistemology of Islamic Religious Education, Integration of Revelation and Reason, Religious Awareness.
STRATEGI PEMBELAJARAN BERBASIS KESADARAN DIRI (SELF-AWARENESS LEARNING) PADA PESERTA DIDIK ERA DIGITAL Salwa Muin; Bambang Triawan Pamungkas; Fatikhatun Nur; Malikhah Nur Laili; Elok Widiana Sukmawati
Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora Vol 9 No 1 (2026): Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora
Publisher : LPPM Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/ndrumi.v9i1.4591

Abstract

Digital transformation poses challenges to students’ self-regulation, metacognition, and emotional stability within distraction-rich learning environments. This study aims to formulate an integrative and contextual Self-Awareness Learning strategy for the digital era. A qualitative approach with a systematic literature review (SLR) design was employed, guided by the PRISMA 2020 framework. Data sources included peer-reviewed journal articles, academic books, and educational policy documents addressing self-regulated learning, metacognition, social-emotional learning, and digital learning. Data were analyzed using thematic analysis, and trustworthiness was ensured through credibility, dependability, and confirmability procedures. The synthesis produced a five-component conceptual model: Cognitive Awareness, Metacognitive Regulation, Emotional Awareness, Reflective Integration, and Digital Adaptation Layer. The findings emphasize that effective learning requires the systemic integration of reflective epistemic processes and digital adaptability. The study recommends implementing structured reflective cycles in formal instructional design.
Co-Authors Akmalun Najmi Dede Dwi Kurniasih Elok Widiana Sukmawati Fatikhatun Nur Gondo Adhi Saputra Hasri Nur Azizah Luthfiyah Mahrusah Malikhah Nur Laili Muhammad Q Abdan Sholihan Muhammad Wahyudi Azzukhruf Nur Naria Dina Romadhon Nurul Yusri Salwa Muin