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PEDAGOGIK : JURNAL PENDIDIKAN
Published by Universitas Nurul Jadid
ISSN : 23547960     EISSN : 25285793     DOI : -
Core Subject : Education,
Education
Pedagogik : Jurnal Pendidikan is a peer-reviewed journal to discuss and spread original and critical analysis on various contemporary educational issues. The journal publishes articles of interest to education practitioners, teachers, education policy makers, and researchers. This journal encompasses research articles, original research report, reviews in education in any fields including: 1) Learning and Teaching, 2) Philosophies of education, 3) Management Education, 4) Religious Education, 5) Social Education, 6) Educational Leadership, 7) Education management, 8) Language Education, 9) Curriculum, Educational Media & Technology, 10) Educational approaches, etc.
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Articles 10 Documents
 1 
Search results for , issue "Vol 12, No 2 (2025)" : 10 Documents clear
INTEGRATING ISLAMIC VALUES IN PROJECT-BASED LEARNING TO ENHANCE STUDENT CREATIVITY THROUGH MARKET DAY Bahri, Saiful; Hayaturrohman, Hayaturrohman; Nurpriatna, Ade
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i2.13386

Abstract

This study examines the limited integration of values-based education and 21st-century competencies into learning practices. This is particularly relevant to enhancing students' creativity and self-directed learning through authentic activities. The purpose of this study was to examine how Market Day activities implement Project-Based Learning (PjBL), how Islamic values are incorporated into them, and how these activities foster student creativity and self-directed learning. The study employed a qualitative case study method, with participants being purposively selected based on their participation in the learning process. An interactive model used condensation, display, and inference to analyze data from various sources. Triangulation techniques were also used to ensure data validity. The results indicate that Market Day-based PjBL is structured through structured planning, implementation, and evaluation stages. Islamic values such as honesty, responsibility, cooperation, and fairness are also embedded in students' social and transactional activities. Furthermore, the learning process allows students to engage in reflective activities, task organization, and idea generation; this indicates increased creativity and self-directed learning. The results indicate that Market Day-based PjBL serves as an integrative learning model that connects experiential learning with value internalization. This helps build broader competencies in education.
RECONSTRUCTING PROFESSIONAL COMMITMENT: EMOTIONAL EXHAUSTION AND RESILIENCE OF UNIVERSITY LECTURERS UNDER ACADEMIC STRAIN Sofia, Sofia; Abdullah, Abdullah; Embong, Rahimah
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i2.12300

Abstract

The professional commitment of lecturers in higher education is increasingly under pressure due to publication demands, administrative burdens, and continuous performance-based evaluations. This condition triggers emotional exhaustion, not only in physical exhaustion but also in the depletion of psychological energy and a reduction in the depth of work’s meaning. This research aims to understand the experience of emotional fatigue and the role of psychological well-being as a resilience mechanism in maintaining professional commitment. Using the qualitative Interpretative Phenomenological Analysis (IPA) approach, data were collected through in-depth interviews, observations, and documentation of lecturers from various universities. The results show that emotional exhaustion shifts professional involvement toward a more mechanistic, defensive stance. In contrast, psychological well-being, through self-acceptance, life goals, autonomy, personal growth, and positive relationships, can reconstruct the profession’s meaning and maintain commitment. This research contributes by presenting a resilience model based on psychological well-being in an academic context. So that means universities need to develop policies that not only reduce workload but also strengthen lecturers’ psychological foundations.
VISUALIZING TRANSPARENCY: THE ROLE OF VIRTUAL SCHOOL TOURS IN STRENGTHENING INSTITUTIONAL ACCOUNTABILITY AND STAKEHOLDER TRUST
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i2.13037

Abstract

This study aims to analyze the meaning of virtual tours as a form of transparency in school facilities and their role in building institutional accountability and stakeholder trust. The study used a qualitative approach with a case study design. Data were collected through in-depth interviews with the principal, vice principal for facilities and infrastructure, teachers, public relations staff, and parents of students, along with observations of the content of the school's virtual tours. Data analysis was conducted thematically through a process of reduction, presentation, and conclusion drawing. The results show that virtual tours are interpreted as a practice of openness that displays the condition of school facilities visually, as they are, and easily accessible to the public. Visual transparency serves to reduce information gaps, strengthen perceptions of honesty, and build parental trust from the initial stage of interaction. Furthermore, virtual tours contribute to strengthening school relations with stakeholders and encouraging improvements in internal facility governance. The implications of this study emphasize the importance of using digital technology as an instrument of transparency and accountability in educational management.
PROVERB-BASED PICTURE STORYBOOKS FOR STRENGTHENING THE PANCASILA LEARNER PROFILE IN ELEMENTARY LITERACY
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i2.13388

Abstract

The implementation of the Kurikulum Merdeka emphasizes the Pancasila Learner Profile as the foundation of character education; however, there remains a lack of culturally responsive literacy materials that integrate local wisdom into early-grade learning. This study aims to develop and evaluate a proverb-based picture storybook grounded in Sumbawanese local wisdom to support elementary students’ literacy and character development. Adopting a design-based research approach, the study involved needs analysis, iterative design and development, expert validation, and classroom trials in four elementary schools. The findings demonstrate that eighteen selected proverbs were systematically transformed into a structured literacy product consisting of denotative explanations, illustrated narratives, connotative interpretations, guided questions, and a teacher guide; the materials were validated as culturally relevant, instructionally feasible, and effective in promoting student engagement and emerging moral understanding. This study presents a validated design model that integrates local proverbs into illustrated literacy materials and offers practical implications for implementing culturally responsive literacy and character education within the Pancasila framework in primary education.
VALUES OF COLLABORATIVE-BASED ISLAMIC LEADERSHIP EDUCATION AT THE 2025 WORLD MUSLIM SCOUT JAMBOREE EVENT
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i2.12582

Abstract

The World Muslim Scout Jamboree (WMSJ) 2025 offers a meeting space for Muslim youth from across countries that is rarely studied as an arena for the formation of global Islamic leadership. This study aims to gain a deep understanding of the experiences, values, and constructions of meaning experienced by the participants and organizers of WMSJ 2025. The research uses a qualitative, phenomenological design. Data were collected through in-depth interviews, participatory observations, and analysis of official activity documents and narratives, and then analyzed using thematic coding to capture the essence of the experience and identify recurring patterns of meaning. The findings show four categories of values that are internalized and interact simultaneously, namely: Islamic values (ukhuwah, ta'awun, morals, collective worship), scouting values (discipline, responsibility, independence, courage), civilizational values (innovation, leadership, environmental concern, ecotheology-based technological literacy), and pesantren values (Panca Jiwa Gontor as a cadre ethos). Thus, this study's findings show that normative values are translated into social practices through cross-cultural interaction in transnational scouting events.
THE USE OF PICTURE BOOKS IN DEVELOPING CRITICAL THINKING IN EARLY CHILDHOOD CLASSES
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i2.11821

Abstract

This study explores the use of picture books in developing students’ critical thinking skills using a qualitative approach with a case study design. Data were collected through in-depth interviews and analyzed thematically to identify patterns in teachers’ perceptions and practices. The findings indicate that teachers recognize the benefits of picture books in enhancing critical thinking, appreciate their cultural relevance, and acknowledge their ability to engage students’ interest. Teachers implement various strategies, such as narrative analysis, theme integration, stimulating predictive skills, connecting stories to real-life experiences, enhancing visual literacy, encouraging creativity, and promoting collaboration. However, despite this awareness, limitations in professional training hinder the optimal implementation of picture books in classroom practice. Therefore, the study recommends the systematic integration of picture books into lesson planning to stimulate discussion and analytical thinking, as well as the provision of continuous professional development to equip teachers with practical strategies for maximizing the use of picture books in fostering students’ critical thinking skills.
THE TRANSFORMATION OF LEARNING MODEL BASED ON CRITICAL DIGITAL LITERACY IN HIGHER EDUCATION
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i2.12314

Abstract

Low literacy and critical thinking skills remain a serious challenge to improving the quality of education in Indonesia. In the context of Islamic boarding schools (pesantren), this challenge is further complicated by the need to integrate Islamic values, the scholarly traditions of Islamic boarding schools, and the demands of 21st-century competencies. Therefore, transforming learning models that integrate critical digital literacy is an urgent need to improve the quality of learning. This study aims to analyze the transformation of critical digital literacy-based learning models in Islamic boarding schools (pesantren). The study employed a qualitative approach with a multi-site case study design. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model. The results show the development of critical digital literacy characteristics in students, including the use of digital devices, information management, digital content transformation, and socio-cultural understanding. Furthermore, the evolving learning model is adaptive, with technology integration, information exploration, collaboration, project-based learning, and a shift in the role of lecturers to facilitators. These findings confirm that critical digital literacy is not only technical but also reflective and contextual, integrated with Islamic boarding school values.
SOCIAL PROJECT-BASED RELIGIOUS MODERATION LEARNING MANAGEMENT IN FORMING THE CHARACTER OF STUDENTS WITH A GLOBAL INSIGHT
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i2.12173

Abstract

Religious moderation learning in Islamic educational institutions often focuses on strengthening cognitive aspects through the teaching of normative values rather than on internalising values through reflective social experiences. This study aims to understand how religious moderation learning is managed through social project-based learning to shape students’ character with a global perspective. The study used a qualitative case study design. Data were collected through participant observation, in-depth interviews, and documentation. Data were analysed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results show that religious moderation is not only taught as a theological concept but is also internalised through the design of social projects integrated into the Islamic boarding school character curriculum, which involve cultural exploration activities, interactions with multireligious communities, ecological activities, and social practices. These findings suggest that social project-based learning can be an innovative pedagogical approach in religious moderation education, while expanding the practice of character education in Islamic boarding schools by connecting religious values, nationality, and global citizenship competencies.
BUILDING MODERATE AND NATIONALLY MINDED: HOW ISLAMIC MODERATION AND NATIONAL EDUCATION ARE CULTIVATED IN A TAREKAT-BASED PESANTREN
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i2.12088

Abstract

This study examines the concepts of Islamic moderation and national education in the educational thought and practice. This research is based on concerns about religious radicalism and the weakening of national commitment among the younger generation in Indonesia, which demands an educational model that integrates religious values with civic responsibility. Using a qualitative case study design, this study analyzes data collected through observation, interviews, documentation, and lecture materials, which are then reduced, triangulated, and critically interpreted in relation to relevant theoretical frameworks. The findings indicate that Islamic moderation is implemented through nationalist da'wah, political ijtihad based on national commitment, and character education in Islamic boarding schools (pesantren). This confirms that Islamic boarding schools are effective in cultivating moderate Islamic values while strengthening national consciousness. This study contributes to the growing body of scholarship on Islamic moderation by demonstrating that traditional Islamic boarding schools and local ulama can play a crucial role in fostering inclusive religiosity, social cohesion, and resistance to radical ideologies in contemporary Indonesia.
MANAGEMENT EVALUATION OF AN INCLUSIVE EDUCATION PROGRAM IN AN ELEMENTARY SCHOOL: A CIPP MODEL CASE STUDY
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i2.12196

Abstract

Inclusive education in Indonesia continues to face implementation gaps, especially in teacher capacity, accessibility, and stakeholder participation. This study evaluated the management of an inclusive education program in an anonymized elementary school in Metro City, Lampung Province, using the Context–Input–Process–Product (CIPP) model. A qualitative evaluative case study was conducted over approximately four weeks, drawing on classroom and school observations (around six sessions across three grade levels), semi-structured interviews with key stakeholders (n≈12), and document analysis (planning, budgeting, curriculum, supervision, and student learning records). Contextual conditions were supportive, reflected in community demand for non-discriminatory access, policy alignment, and a peer-supportive school culture. Inputs were partly adequate: teachers showed strong commitment and used the flexibility of the Merdeka Curriculum, but technical capacity for adaptive assessment and individualized planning varied, while accessibility features and specialized learning supports remained limited. Implementation was generally consistent through differentiated, child-friendly instruction, peer-support routines, and reflective supervision, although time constraints and uneven family engagement reduced the consistency of individualized support. Outcomes were most evident in socio-emotional development and participation; academic progress was reported but not consistently documented across classes. Strengthening routine individualized planning and progress monitoring, focused technical development for teachers, and more stable resourcing and partnerships are needed to sustain improvements.

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