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All Journal Al Ishlah Jurnal Pendidikan EDUPEDIA Journal of Community Empowerment Sustainable
Ryan Juppenny
Universitas Muhammadiyah Ponorogo
Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Developing Project-Based Learning Modules on Ponoragan Culture in the Merdeka Curriculum for Early Childhood Education Betty Yulia Wulansari; Ardhana Januar Mahardhani; Nurtina Irsad Rusdiani; Siti Khoirul Bariyah; Ryan Juppenny
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7711

Abstract

Preserving local culture through early childhood education is a strategic step in sustaining national identity. The Merdeka Curriculum emphasizes project-based learning (PjBL) through the Strengthening Pancasila Student Profile (P5) framework, offering opportunities to integrate cultural heritage into early learning. However, cultural representation in ECE, particularly of Ponoragan traditions, remains limited. This study employed a Research and Development (RD) design to create PjBL modules rooted in Ponoragan culture for Early Childhood Education (ECE). The development process included a preliminary cultural and curriculum review, module design aligned with P5 principles, and expert validation by ECE practitioners, cultural experts, and curriculum specialists. Data were collected through interviews, observations, and validation questionnaires, then analyzed descriptively. Four thematic modules were developed: Wonderful of Reyog Ponorogo, Gajah Wengker Cultural Heritage, Keling Guno Joyo Dance, and Gong Gumbeng Wringinanom. Each module included structured activities such as outings, STEAM-based projects, visual literacy, and performance exhibitions. Expert validation confirmed their cultural relevance, feasibility, and alignment with curriculum goals, including development of children's moral values, identity, creativity, and collaboration. The modules demonstrate potential in fostering cultural literacy and Pancasila values from an early age. Despite successful validation, broader implementation and empirical impact assessments remain areas for further study. This research contributes a culturally responsive curriculum model for ECE, supporting both educational development and cultural preservation under the Merdeka Curriculum framework.
KEPEMIMPINAN TRANSFORMASIONAL DALAM MEMBANGUN BUDAYA DISIPLIN GURU DI SEKOLAH ISLAM TERPADU QURROTA A’YUN Ryan Juppenny; Sulton Sulton
EDUPEDIA Vol 10 No SpecialIssue(1) (2026): Ilmu Pendidikan
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v10iSpecialIssue(1).3607

Abstract

This study aims to analyze the transformational leadership strategies of school principals in building a culture of discipline and work ethic among teachers at SDIT Qurrota A’yun Ponorogo. The research focuses on the relationship between leadership practices, managerial systems, school organizational climate, and the internalization of moral and professional values within the context of an integrated Islamic school. The research subjects include the principal, teachers, and internal school documents related to teacher discipline and performance. This study employed a qualitative approach using a case study design. Data were collected through in-depth interviews, non-participant observation, and document analysis, and analyzed using an interactive data analysis model consisting of data reduction, data display, and conclusion drawing. The findings indicate that teacher discipline and work ethic have not been evenly established as a collective organizational culture. While some teachers demonstrate high levels of discipline and professional responsibility, others show inconsistent work behavior. The results reveal that the principal’s leadership tends to be administrative rather than fully transformational, particularly in terms of inspirational motivation, individualized consideration, and value internalization. This study concludes that strengthening a culture of discipline in Islamic schools requires the integration of transformational leadership practices with the reinforcement of moral values such as amanah and itqan as the foundation of professional work ethics. These findings contribute theoretically and practically to the development of a holistic and value-based model of Islamic school leadership.
REFLEKSI KOLEKTIF DAN DOKUMENTASI DIGITAL UNTUK MENINGKATKAN LITERASI SOSIAL MAHASISWA DALAM KEGIATAN KULIAH KERJA LAPANGAN Sri Wahyuningsih; Riska Kartikasari; Diana Wahyu Panglipur; Ryan Juppenny; Ardhana Januar Mahardhani
Journal of Community Empowerment Vol 4, No 3 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v4i3.36670

Abstract

ABSTRAK                                                                                     Kegiatan belajar di lapangan di universitas sering kali tidak disertai dengan proses refleksi bersama serta penggunaan dokumentasi digital yang teratur, sehingga potensi pengembangan literasi sosial mahasiswa tidak optimal. Penelitian pengabdian ini bertujuan untuk mengembangkan model refleksi kolektif dan dokumentasi digital dalam meningkatkan kecakapan sosial mahasiswa selama pelaksanaan Kuliah Kerja Lapangan (KKL) di Semarang. Metode pelaksanaan menerapkan pendekatan experiential learning yang mencakup observasi langsung di Kota Semarang dokumentasi visual berupa foto, video, dan catatan lapangan; serta sesi refleksi kolektif dan penerbitan digital. Hasil kegiatan menunjukkan bahwa penggabungan refleksi bersama dan dokumentasi digital dapat meningkatkan pemahaman mahasiswa mengenai dinamika sosial, budaya, manajerial, dan keagamaan di tempat KKL. Mahasiswa juga memperlihatkan perkembangan dalam kemampuan berpikir kritis, analisis sosial, dan literasi digital melalui pembuatan video refleksi dan materi publikasi. Secara keseluruhan, model ini berhasil mengubah pengalaman lapangan menjadi pengetahuan sosial yang relevan. Rekomendasi utama penelitian ini adalah pentingnya institusionalisasi sesi refleksi kolektif yang terstruktur dan penerbitan digital sebagai komponen wajib dalam kurikulum KKL untuk meningkatkan proses pembelajaran mahasiswa Kata kunci: dokumentasi digital, pembelajaran eksperiental, kuliah kerja lapang, literasi sosial, refleksi kolektif ABSTRACTField-based education in higher learning frequently lacks comprehensive collective reflection or organized digital records, leading to inadequate growth of students’ social literacy. This study on community engagement seeks to create and assess a collective reflection and digital documentation model to improve students’ social literacy during a fieldwork program in Semarang. The methodology utilized an experiential learning strategy that included field observations at Semarang City; visual documentation through images, videos, and field notes; and subsequently collective reflection sessions alongside digital publication activities. The findings show that combining group reflection with digital documentation greatly enhances students’ comprehension of social, cultural, managerial, and religious dynamics experienced during fieldwork. Students showed enhanced critical thinking, social analysis, and digital literacy skills, particularly noticeable in their reflective videos and online publications. The research indicates that this model successfully converts field experiences into significant social understanding. The primary suggestion is to make structured collective reflection and digital publication mandatory aspects of fieldwork programs to enhance students' educational experiences Keywords: digital documentation; experiential learning; fieldwork; social literacy; collective reflection
The Relevance of Paulo Freire’s Liberation Education to the Implementation of the Independent Curriculum in Indonesia Ryan Juppenny; Hadi Cahyono; Singkir Hudijono; Ardhana Januar Mahardhani
Sustainable Vol. 8 No. 1 (2025): Integrating Innovation, Technology, and Management in Education
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/yr06mx68

Abstract

Education in Paulo Freire's view has a great urgency as a means of liberation from social, political and economic injustice. This article examines the concept of Paulo Freire education which is oriented to humanization and critical awareness (conscienient) to fight dehumanization. Freire rejected the education model "bank style," which only positioned students as passive objects, and offers a dialogical approach as a solution to create interactive, critical, and relevant learning spaces to social contexts. The method used in this article is the study of literature, by examining various books, journals, and articles related to Freire thought. This study found that liberating education involved dialogue as the core of learning, where the teacher and students both acted as subjects. This process builds critical awareness that allows individuals to understand and change the structure of oppression in society. Education must be relevant to the life experience of students, allowing them to develop critical thinking to understand the root of the problem and take solutive. The results of the discussion show the relevance of the concept of Freire to the free curriculum of learning in Indonesia, which emphasizes the freedom and autonomy of students in exploring the potential of themselves. This article recommends the application of dialogue and reflection -based education as an approach to overcoming the challenges of globalization and improving the quality of education. Thus, education is not only a means of transferring knowledge, but also a tool to empower individuals as agents of social change.
Co-Authors Betty Yulia Wulansari Diana Wahyu Panglipur Hadi Cahyono Mahardhani, Ardhana Januar Nurtina Irsad Rusdiani Riska Kartikasari Singkir Hudijono Siti Khoirul Bariyah Sri Wahyuningsih Sulton Sulton