cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Hasan Baharun
Contact Email
ha54nbaharun@gmail.com
Phone
-
Journal Mail Official
ha54nbaharun@gmail.com
Editorial Address
-
Location
Kab. probolinggo,
Jawa timur
INDONESIA
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.
Arjuna Subject : -
Articles 188 Documents
 15   16   17   18   19 
THE USE OF PICTURE BOOKS IN DEVELOPING CRITICAL THINKING IN EARLY CHILDHOOD CLASSES Kwambaza, Clement Peter; Gwajekera, Fidel Dassan
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 Manshur, Umar; Rozi, Fathor
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 Choir, Abu; Habib, Zainal; 'Arifin, Zainal; Shobirin, Muhammad
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 Wibowo, Adi; Nisa, Khoirun
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 Dermawan, Oki; Salamah, Imah; Gokaru, Shuaibu Umar
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.
DETERMINANTS OF RELIGIOUS MODERATION AMONG UNIVERSITY STUDENTS IN INDONESIA Ansori, Raden Ahmad Muhajir; Wiyono, Bambang Budi; Sultoni, Sultoni; Sobri, Ahmad Yusuf
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 1 (2026): IN PRESS
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i1.13485

Abstract

This study examines the factors influencing religious moderation among university students and explores the role of life stress in shaping these relationships. Despite growing attention to religious moderation in higher education, limited research has systematically addressed how individual, instructional, and contextual factors interact in this process. Data were collected using a quantitative approach with an explanatory research design. The study involved university students selected through a structured sampling technique, and the data were analyzed using inferential statistical methods. The findings reveal that lecturer professionalism, student management, religiosity, religious understanding, and tolerance are positively associated with students’ religious moderation. In contrast, anti-radicalism shows a negative relationship with religious moderation. Further analysis indicates that life stress does not function as a significant moderating variable overall, although it slightly alters the strength of certain relationships, particularly by weakening the influence of religiosity while strengthening the effects of tolerance and anti-radicalism. This study contributes to the literature by highlighting the importance of integrating pedagogical practices, student development, and socio-psychological factors in fostering religious moderation.
DIGITAL TRANSCENDENT LEADERSHIP: A GROUNDED STUDY ON MADRASAH PRINCIPALS’ STRATEGIC AGILITY IN NAVIGATING THE MERDEKA CURRICULUM Mulyadi, Mus; Onia, Saifaldin Idris
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 1 (2026): IN PRESS
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i1.13444

Abstract

This study explores the emergence of Digital Transcendent Leadership (DTL) as a novel paradigm for navigating the complexities of the Merdeka (Emancipated) Curriculum within Islamic formal schools (Madrasahs). Employing a Constructivist Grounded Theory approach involving twelve Madrasah principals across Indonesia, the research reveals that strategic agility in faith-based educational contexts is not merely a technical proficiency but a deeply anchored metacognitive process rooted in transcendence. The findings construct the core category of the "Digital-Mursyid," a leadership model that synthesizes technological sophistication (high-tech) with spiritual depth (high-soul). Through the dimension of "Spiritualized Digitalization," leaders transform administrative burdens into forms of theological stewardship (Amanah) and utilize "Cultural Synthesis" to harmonize global digital standards with traditional ethical values (Adab). Theoretically, this research contributes to the decolonization of digital leadership by demonstrating that spiritual stability serves as the primary engine for ethical and agile innovation. Practically, the DTL model offers a theoretical roadmap for educational leaders to remain technologically progressive without compromising their foundational value systems.
LINKING SCHOOL FINANCIAL MANAGEMENT TO EDUCATIONAL EFFECTIVENESS Riinawati, Riinawati; Sigit, Bambang; Karwanto, Karwanto; Rusnadi, Rusnadi; Sulistiono, Dany
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 1 (2026): IN PRESS
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i1.14416

Abstract

This study aims to analyze school financial management and its role in improving educational effectiveness. The approach is descriptive qualitative, with data collected through semi-structured interviews and financial document analysis. Data analysis was conducted through data reduction, presentation, and drawing conclusions, with validity maintained through source triangulation. The results indicate that budget planning is carried out collaboratively based on program needs, budget implementation follows structured administrative procedures, and accountability is realized through systematic reporting supported by transaction evidence. Good financial management contributes to the smooth running of programs and operational support for learning. Educational effectiveness is evident in the implementation of activities and the availability of facilities, but the link between budget policies and improved learning quality remains underdeveloped. This study recommends strengthening the orientation of budget planning towards learning development and increasing transparency to encourage school community participation.
GOOD TOUCH, BAD TOUCH: IMPLEMENTING LIFT-THE-FLAP BOOK TO ENHANCE EARLY SEXUAL EDUCATION FOR CHILDREN Fitriana, Siti; Rakhmawati, Ellya; Suhendri, Suhendri; Kusdaryani, Wiwik
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 1 (2026): IN PRESS
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i1.14445

Abstract

The lack of an appropriate approach in delivering early sexuality education results in children not fully understanding body boundaries and safe and unsafe forms of touch. This condition increases children's vulnerability to potential sexual violence, requiring developmentally appropriate learning strategies. This study aims to examine the implementation of lift-the-flap books in improving children's understanding of the concepts of good and bad touch, while simultaneously encouraging active engagement in the learning process. This study used a descriptive qualitative approach with 25 children aged 4–6 years as subjects. Data were collected through participant observation and semi-structured interviews, then analyzed using thematic analysis techniques. The results showed that the use of lift-the-flap books can improve children's understanding of body boundaries in a more concrete way and encourage active engagement through interactive and fun exploratory activities. Furthermore, this media also helps children express their understanding more openly. These findings confirm that the integration of interactive media in learning not only strengthens cognitive aspects but also creates meaningful, contextual learning experiences that are responsive to the developmental needs of early childhood.
BEYOND INCLUSION: UNCOVERING THE ROLE OF INCLUSIVE LEARNING IN SHAPING STUDENTS' PERSPECTIVE-TAKING Fajriyah, Nurul; Agus R, Abu Hasan; Munawwaroh, Izzatul; Sain, Syahzadi Hina
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 1 (2026): IN PRESS
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i1.13871

Abstract

This study aims to uncover the role of inclusive learning in shaping students' perspective-taking abilities through social interactions and pedagogical practices in the classroom. The study employed a qualitative approach with a case study to gain a deeper understanding of the contextual learning process. Data were collected through observation, in-depth interviews, and documentation, then analyzed interactively through systematic data reduction, data presentation, and conclusion drawing. The results indicate that students' perspective-taking abilities are formed through two main interrelated mechanisms. First, structured social interactions, such as heterogeneous group discussions, collaborative work, and reflective dialogue, encourage students to understand, compare, and reflect on others' perspectives more deeply. Second, teachers' pedagogical practices, such as the use of reflective questions, facilitating open discussions, participatory approaches, and empathy modeling, act as guides and strengthen these processes. These findings confirm that inclusive learning functions not only as a space for social integration but also as a transformational process that sustainably shapes students' socio-cognitive abilities. This study makes both theoretical and practical contributions by emphasizing the importance of quality interactions and pedagogical strategies in developing the ability to understand others' perspectives in a more reflective, adaptive, and contextual manner.

Page 18 of 19 | Total Record : 188

 15   16   17   18   19 

Filter by Year

2015 2026


Reset
Filter By Issues
All Issue Vol 13, No 1 (2026): IN PRESS Vol 12, No 2 (2025) Vol 12, No 1 (2025) Vol 11, No 2 (2024) Vol 11, No 1 (2024) Vol 10, No 2 (2023) Vol 10, No 1 (2023) Vol 9, No 2 (2022) Vol 9, No 1 (2022) Vol 8, No 2 (2021) Vol 8, No 1 (2021) Vol 7, No 2 (2020) Vol 7, No 1 (2020) Vol 6, No 2 (2019) Vol 6, No 1 (2019) Vol 5, No 2 (2018) Vol 5, No 1 (2018) Vol 4, No 2 (2017) Vol 4, No 1 (2017) Vol 3, No 2 (2016) Vol 3, No 1 (2016) Vol 2, No 1 (2015) Vol 1, No 1 (2015) More Issue