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All Journal Tadris: Jurnal Pendidikan Islam JPLED
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Universitas Negeri Makassar
Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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Madrasah Committee: Implementation of “Merdeka Belajar” ‎and The Progress of Islamic Education in Pamekasan M. Sahibuddin; Supandi; Untung; Akhmadul Faruq
TADRIS: Jurnal Pendidikan Islam Vol 19 No 1 (2024)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v19i1.10281

Abstract

The madrasa committee is an independent institution formed by educational institutions to have a role in improving the quality and services of education in the form of direction, support for both educational facilities and infrastructure, and supervision of the implementation of education in each education unit. The madrasa committee plays a role as an Education Advisory, Education Supporting, Education Mediatory, and even controlling the implementation of Education itself. We must carry out the policy of "Merdeka Belajar", because this is a mandate from the government that all education practitioners in each education unit are required to implement "Merdeka Belajar" policy which is then poured into the "Guru Penggerak", the education practitioners are through the program in each education unit. Therefore, madrasa committees must be present and support the policies of this program. In this research method, the researcher used a qualitative approach with a phenomenological descriptive type. The informants in this study are those who the researchers consider to know and are related to this research. The results of the study show that: 1) Madrasah committees have the duty and responsibility to make madrasas a progressive educational institution, 2) The potential and strengths of madrasas must be able to be explored and maximized so that later madrasas are no longer the number 2 educational institution but have become the leading choice of the community, 3) Madrasas become centers of excellence for education because educational institutions in the form of madrasas present more menus and scientific variants when compared to educational institutions in the form of schools.
Pembelajaran Konstruktivis dan Hubungannya dengan Pembelajaran Mandiri dan Keterampilan Pemecahan Masalah di Kalangan Pembelajar Dewasa: pembelajaran konstruktivis, pembelajaran mandiri, keterampilan pemecahan masalah, pembelajar dewasa Savira Widya Puspitasari; Tri ‘Ulya Qodriyati; Untung; Fauzan Hidayatullah
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1205

Abstract

Adult learners require learning approaches that acknowledge their experiences, autonomy, and real-life problem contexts. Constructivist learning has been widely recognized as an instructional approach that supports meaningful learning through active engagement and knowledge construction. This article aims to examine the relationship between constructivist learning, self-regulated learning, and problem-solving skills among adult learners. Using a qualitative conceptual approach supported by recent empirical studies, this paper explains how constructivist learning environments foster self-regulated learning processes, which in turn enhance adult learners’ problem-solving skills. The discussion highlights that self-regulated learning functions as a key mediating process linking constructivist pedagogy and problem-solving competence. This article contributes to adult education literature by offering a process-oriented framework for understanding how learner-centered pedagogies support higher-order skills development in adult learning contexts.
Co-Authors Akhmadul Faruq Fauzan Hidayatullah M. Sahibuddin Puspitasari, Savira Widya Supandi Supandi Tri ‘Ulya Qodriyati