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All Journal Jurnal Manajemen Pendidikan ANTHOR: Education and Learning Journal Information Technology Education Journal
Andi Fitriani Djollong
Universitas Muhammadiyah Parepare, Indonesia
Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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The Role of Technology-Based Learning in Mediating the Influence of Cultural Diversity Perception on Students’ Inclusive Attitudes Suyuti; Andi Fitriani Djollong; Yulian Purnama; Heppy Sapulete; Feby Arief Nugroho
Information Technology Education Journal Vol. 4, No. 3, August (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i3.10078

Abstract

This study investigates the mediating role of technology-based learning in the relationship between students’ perception of cultural diversity and their inclusive attitudes in Jakarta’s multi-campus higher-education environment. Using a quantitative explanatory design, data were collected from 280 students across five universities—Universitas Indonesia, Universitas Negeri Jakarta, BINUS University, Universitas Katolik Atma Jaya, and Universitas Tarumanagara—through a Likert-scale survey. The variables measured included perception of cultural diversity (X), technology-based learning (Z), and inclusive attitude (Y). Data were analyzed using multiple regression with mediation testing via the Baron and Kenny (1986) approach and Sobel test using SPSS 26. The results reveal that perception of cultural diversity significantly predicts both technology-based learning (β = 0.55, p < 0.001) and inclusive attitude (β = 0.42, p < 0.001). When the mediator is included, the direct effect decreases to β = 0.19, while the indirect effect remains significant (Sobel z = 5.98, p < 0.001), confirming partial mediation. The inclusion of the mediator also increases the model’s explanatory power (ΔR² = 0.16). These findings indicate that digital learning environments act as catalysts that convert intercultural awareness into inclusive behavior through collaborative and reflective online experiences. The study concludes that fostering inclusive attitudes requires both positive cultural perception and deliberate integration of inclusive digital pedagogy. It contributes to theoretical understanding of digital mediation and provides practical insights for curriculum design and institutional policy in promoting inclusive education
PENGEMBANGAN STRATEGI PEMBELAJARAN KOGNITIF BERBASIS HOTS (HIGHER ORDER THINKING SKILLS) PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM Nur Amalina Abdul Rahman; Andi Fitriani Djollong; Dewi T; Muhammad Kharis; Siti Rondhiyah; Mardiah Wahyuni
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1816

Abstract

The development of 21st-century education requires learning approaches that emphasize the cultivation of Higher Order Thinking Skills (HOTS) as essential competencies for students. However, the implementation of Islamic Religious Education (PAI) learning remains predominantly focused on Lower Order Thinking Skills, resulting in limited development of students’ analytical, evaluative, and creative abilities. This study aims to analyze and develop cognitive learning strategies based on HOTS within the context of Islamic Religious Education. This research employs a qualitative approach through conceptual library research. Data were collected from reputable national and international academic journals, key reference books, and relevant educational policy documents published within the last ten years. Data analysis was conducted using content analysis and thematic-conceptual analysis of recent literature. The findings indicate that HOTS-based cognitive learning strategies in Islamic Religious Education are characterized by problem-oriented, reflective, contextual, and integrative learning processes that combine Islamic conceptual understanding with the development of critical and creative thinking skills. The implementation of HOTS in PAI faces several challenges, including limited pedagogical competence among teachers, learning designs that are not yet HOTS-oriented, and assessment practices that still emphasize lower-level cognitive skills. Nevertheless, the application of HOTS-based strategies demonstrates strong potential to enhance the quality and relevance of Islamic Religious Education. The novelty of this study lies in the integrative contribution between HOTS theory and the value-based characteristics of Islamic education, offering a conceptual framework for transforming PAI learning in response to the demands of 21st-century education.
PENGEMBANGAN STRATEGI PEMBELAJARAN KOGNITIF BERBASIS HOTS (HIGHER ORDER THINKING SKILLS) PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM Nur Amalina Abdul Rahman; Andi Fitriani Djollong; Dewi T; Muhammad Kharis; Siti Rondhiyah; Mardiah Wahyuni
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1816

Abstract

The development of 21st-century education requires learning approaches that emphasize the cultivation of Higher Order Thinking Skills (HOTS) as essential competencies for students. However, the implementation of Islamic Religious Education (PAI) learning remains predominantly focused on Lower Order Thinking Skills, resulting in limited development of students’ analytical, evaluative, and creative abilities. This study aims to analyze and develop cognitive learning strategies based on HOTS within the context of Islamic Religious Education. This research employs a qualitative approach through conceptual library research. Data were collected from reputable national and international academic journals, key reference books, and relevant educational policy documents published within the last ten years. Data analysis was conducted using content analysis and thematic-conceptual analysis of recent literature. The findings indicate that HOTS-based cognitive learning strategies in Islamic Religious Education are characterized by problem-oriented, reflective, contextual, and integrative learning processes that combine Islamic conceptual understanding with the development of critical and creative thinking skills. The implementation of HOTS in PAI faces several challenges, including limited pedagogical competence among teachers, learning designs that are not yet HOTS-oriented, and assessment practices that still emphasize lower-level cognitive skills. Nevertheless, the application of HOTS-based strategies demonstrates strong potential to enhance the quality and relevance of Islamic Religious Education. The novelty of this study lies in the integrative contribution between HOTS theory and the value-based characteristics of Islamic education, offering a conceptual framework for transforming PAI learning in response to the demands of 21st-century education.
Strategies for Implementing Social and Pedagogical Competencies of Islamic Religious Education Teachers in Overcoming Student Learning Difficulties at UPT SDN 74 Bolang Enrekang Regency Sukriati Sukriati; Syarifuddin Yusuf; Muhammad Naim; Andi Fitriani Djollong; Suredah Hamid
ANTHOR: Education and Learning Journal Vol 5 No 3 (2026): Anthor 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v5i3.510

Abstract

This study aims to analyze the social and pedagogical competencies of Islamic Religious Education (PAI) teachers in overcoming student learning difficulties at UPT SDN 74 Bolang, Enrekang Regency. Employing a qualitative descriptive approach with a case study method, data were collected through participatory observation, in-depth interviews, and documentation involving the principal, two PAI teachers, four homeroom teachers, and eight students. The findings reveal that: (1) The social and pedagogical competencies of PAI teachers play a vital role in creating a conducive learning environment through empathic communication, personal approaches, and differentiated instruction; (2) Student learning difficulties are multidimensional, encompassing cognitive difficulties in understanding abstract religious concepts and Arabic readings, as well as affective and psychomotor challenges influenced by internal and external factors; (3) Key supporting factors include teachers' adaptive competencies, school policy support, and inter-teacher collaboration, while barriers include student ability heterogeneity, limited time, minimal learning media, administrative burden, and low parental involvement; (4) The implementation of personal, active-contextual, and collaborative strategies proved effective in enhancing students' comprehension and participation. This study recommends continuous technology-based teacher competency development and a holistic approach involving schools, families, and the social environment.
Co-Authors Dewi T Feby Arief Nugroho Heppy Sapulete Mardiah Wahyuni Muhammad Kharis Muhammad Naim Nur Amalina Abdul Rahman Purnama, Yulian Siti Rondhiyah Sukriati Sukriati Suredah Hamid Suyuti Suyuti Syarifuddin Yusuf