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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.
Arjuna Subject : -
Articles 211 Documents
 18   19   20   21   22 
INSTITUTIONAL DISTINCTIVENESS; THE ROLE OF UNIQUE SELLING PROPOSITIONS IN EDUCATIONAL MARKETING Feriska Listrianti
PEDAGOGIK : JURNAL PENDIDIKAN Vol 11, No 1 (2024)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v11i1.8673

Abstract

This study explores the important aspects of the uniqueness of educational institutions through the concept of Unique Selling Propositions (USP) in the context of effective marketing. Using a qualitative approach, this study aims to explore how a well-defined USP can serve as a differentiation tool for educational institutions and influence the decisions taken by prospective students and parents. The data collection process was carried out through in-depth interviews with various stakeholders, including educators and parents, and analysis of marketing documents implemented by the institution. The study's results revealed that a clear USP not only enhances the institution's image but also significantly contributes to increased enrollment and student loyalty. The emphasis on aspects such as innovation in the curriculum, an inclusive learning environment, and a track record of successful graduates has been shown to positively impact attracting a wider audience. This study presents a new perspective on the significance of USP in educational marketing strategies. It underlines the need for ongoing evaluation to ensure that the strategy remains relevant and effective in the face of the dynamics of the ever-changing educational market needs.
MOSQUE TOURISM PROGRAM MANAGEMENT TO FORM THE CHARACTER OF EARLY CHILDHOOD Novan Ardy Wiyani; Aishath Shina; Rina Rizki Amalia
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 1 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i1.13604

Abstract

The educational function of mosques has not been optimally utilized to shape the character of early childhood due to the stigma that their presence in mosques only creates noise. The purpose of this study is to understand a management procedure for a mosque tourism program to develop the character of early childhood in kindergarten. The researcher used a case study research type. Data were collected through interviews, observations, and documentation, then analyzed using the Miles and Huberman data analysis model. The results of the study indicate four management activities for mosque tourism programs to shape the character of children. First, planning activities, namely determining the objectives, program targets and methods, formulating SOPs, determining needs, determining the time and mosques to be visited. Second, organizing activities include coordination and socialization of the program. Third, implementation, where children explore various things in the mosque, pray dhuha and give alms. Fourth, supervision is carried out through monitoring and evaluation activities by the principal. The implication of this study is the formulation of a conceptual framework for managerial activities in mosque tourism programs to shape the character of early childhood children, namely formulating plans, organizing, implementing, and supervising mosque tourism programs in shaping the character of early childhood children.
SMART CLASSROOM DESIGN FOR INCLUSIVE MADRASAHS: TRANSFORMING CURRICULUM AND DIGITAL LEARNING ENVIRONMENTS FOR STUDENTS WITH SPECIAL NEEDS M. Hafiduddin; Abdullah Abdullah
PEDAGOGIK : JURNAL PENDIDIKAN Vol 11, No 2 (2024)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v11i2.9686

Abstract

This study aims to analyze smart classroom design in supporting curriculum transformation and the creation of a digital learning environment in inclusive Islamic schools. This study uses a qualitative approach with a case study design to gain an in-depth understanding of the implementation of technology-based learning that is responsive to the diversity of student characteristics. Data were collected through observation, in-depth interviews, and institutional document analysis, then analyzed thematically through a process of reduction, categorization, and meaning-making. The results of the study show two main findings. First, the formation of an adaptive digital curriculum characterized by material differentiation, method flexibility, and a variety of technology-based assessments. Second, the development of an inclusive digital learning ecosystem built through equal access, multimodal support, technology integration, student empowerment, active collaboration, and more meaningful learning experiences. These findings confirm that educational transformation depends not only on the availability of digital devices, but also on integrated and systemic pedagogical design. This study contributes by offering a conceptual model of an inclusive smart classroom that can serve as a reference for educational institutions in developing technology-based learning in a fair, adaptive, and sustainable manner.
DEVELOPING TEACHER SELF-EFFICACY THROUGH PROFESSIONAL LEARNING COMMUNITIES IN SCHOOLS OF REMOTE AREA: A PHENOMENOLOGICAL STUDY Maria Vatmawaty Bety; Aan Komariah
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i2.14699

Abstract

Teacher professional development in remote areas continues to face challenges due to limited access to resources, professional isolation, and a lack of ongoing support. In this context, Professional Learning Communities (PLCs) are viewed as a collaborative approach with the potential to enhance teacher capacity and self-efficacy. However, empirical evidence regarding the role of PLCs in remote areas remains limited. This study aims to explore teachers' experiences in developing self-efficacy through participation in PLCs in remote schools in East Nusa Tenggara, Indonesia. The study employed a qualitative approach with a descriptive phenomenological design. Data were collected through in-depth semi-structured interviews and document analysis, then analyzed through phenomenological stages. The results indicate that participation in PLCs enhances teacher self-efficacy through collaborative learning, peer support, and reflective practice. This study emphasizes the role of PLCs as a mechanism for teacher empowerment in remote areas and the importance of leadership support, structured collaboration, and resource facilitation for ongoing professional development.
STRENGTHENING STUDENT TOLERANCE THROUGH INTERNALIZING THE VALUES OF RELIGIOUS MODERATION IN SCHOOLS Dede Setiawan; Restiana Abelia; Saiful Bahri
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 1 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i1.10698

Abstract

Religious moderation is a priority of Indonesian education policy because of the intolerance and likely social conflict over numerous religious identities. In addition to knowledge transfer, schools also teach pupils tolerance, openness, and respect for differences. This study will discuss the absorption of the ideas of religious moderation to increase tolerance in the classroom and develop religion-based character education. The design of this qualitative study was a case study. Observation and documentation supplemented semi-structured interviews with five teachers and ten pupils. Data reduction, presentation and conclusion were made by interactive theme analysis approach. The results indicated that classroom instruction, teacher role models, inclusive school culture, and character-building activities such as Anti-Violence Ambassadors could assist kids to internalize religious moderation. The results indicate that children comprehend religious moderation and can apply it in social interactions at school. Therefore, religious moderation in school learning and culture provides a tolerant, harmonious, and inclusive educational atmosphere and enhances the character education model that can be duplicated in other Indonesian schools.
AHLUSSUNNAH WAL JAMA'AH LEADERSHIP IN ISLAMIC EDUCATION DEVELOPMENT Subaidi Subaidi; Abdul Wahab; Sukarman Sukarman; Isrohmawati Isrohmawati; Muhammad Dhiyaul Haq
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 1 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i1.10487

Abstract

Leadership in Islamic higher education faces increasingly complex challenges in maintaining Islamic identity while responding to the demands of educational transformation and institutional competitiveness. This study aims to explore Aswaja-based leadership and its contribution to the development of Islamic education. Employing a qualitative case study approach, data were collected through in-depth interviews, observations, document analysis, and student questionnaires, and subsequently analyzed using the Miles and Huberman interactive analysis model. The findings reveal that the core values of Ahlussunnah Wal Jama'ah, namely tawassuth, tasamuh, tawazun, i'tidal, and uswah hasanah, which have been systematically institutionalized through participatory governance, transparent decision-making, academic management, organizational culture, student character development, and strategic collaboration with external stakeholders. These values function not only as theological principles but also as operational leadership mechanisms that strengthen institutional legitimacy, enhance educational quality, and ensure organizational sustainability. Accordingly, the findings confirm the existence of an integrated Aswaja-based leadership model that bridges the gap between the normative values of Islam and their practical implementation in higher education governance. 
AN INDUSTRY-INTEGRATED LEARNING MODEL FOR MARITIME VOCATIONAL EDUCATION: DEVELOPMENT AND EVALUATION THROUGH INDUSTRIAL WORKFLOWS AND SIMULATOR-BASED LEARNING Wegig Pratama; Suhono Suhono; Bambang Sudarsono; Muhammad Amin
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i2.13349

Abstract

The gap between Maritime Vocational Education (MVE) and shipping industry demands has resulted in graduates with technical skills but limited workplace readiness. This study developed and evaluated an Industry-Integrated Learning Model (IILM) that integrates industrial workflows, authentic operational scenarios, behavioral assessment, and reflective debriefing into simulator-based learning. Unlike conventional simulator-based approaches that mainly focus on technical performance, IILM embeds industry practices within the learning process to strengthen work readiness. The study employed a modified ADDIE-based Research and Development (R&D) approach involving 60 Nautical Studies students. Data were collected through expert validation, bridge simulator assessment, and the Work Readiness Assessment Rubric (WRAR). The model achieved high feasibility (M = 4.62/5.00), and the experimental group obtained significantly higher post-test scores (M = 84.67) than the control group (M = 71.33, p < 0.001). The findings demonstrate that IILM improves students’ work readiness, particularly in situational awareness and collaborative communication.
STUDENT LOYALTY IN PRIVATE SECONDARY EDUCATION: THE ROLES OF SERVICE QUALITY, SATISFACTION, AND COMPETITOR INTENSITY Hasnawati Hasnawati; Mona Novita; Najmi Diyana Lathifah
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 1 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i1.10271

Abstract

Private secondary schools increasingly face competitive pressure as students and parents compare institutions based not only on academic provision but also on service quality, teacher competence, institutional value, and alternative school options. This study examines how educational staff services and teacher competence influence student loyalty through student satisfaction and whether competitor intensity strengthens the satisfaction–loyalty relationship. A quantitative explanatory survey was conducted with 315 students from private senior high schools in a highly competitive urban educational market. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that both educational staff services and teacher competence significantly enhance student satisfaction, with teacher competence showing the stronger effect. Student satisfaction significantly increases student loyalty and partially mediates the effects of both educational staff services and teacher competence on loyalty. Furthermore, Competitor Intensity significantly strengthens the relationship between student satisfaction and student loyalty, indicating that satisfaction becomes more consequential for loyalty when students perceive stronger school competition. 
EXPLORING DIGITAL PROFESSIONAL LEARNING ECOSYSTEMS: TRANSFORMING TEACHER COMPETENCY DEVELOPMENT POLICIES IN PRIVATE MADRASAS Jejen Musfah; Sita Ratnaningsih; Fachri Aldin; Hasan Baharun
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 1 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i1.13404

Abstract

The rapid expansion of digital education requires teacher competency development to move beyond fragmented training toward sustainable professional learning ecosystems. However, private madrasas continue to exhibit substantial disparities in teachers' digital competency outcomes. suggesting that existing policies have not effectively transformed professional development into institutional learning ecosystems. This study employed a qualitative multiple-case study design. Data were collected through in-depth interviews, observations, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal three major transformations. First, teacher competency development policies have shifted from fragmented training initiatives toward digital professional learning ecosystems that promote continuous learning and collaborative knowledge sharing. Second, adaptive leadership emerged as the primary driver of policy transformation through strategic supervision, institutional resource allocation, and collaborative professional learning. Third, policy implementation remains constrained by limited institutional readiness, disparities in teachers' digital competencies, dependence on externally driven professional development, and weak professional learning cultures, resulting in uneven policy transformation across private madrasas.
TEACHER INNOVATIVE WORK BEHAVIOR IN TAHFIDZ ISLAMIC BOARDING SCHOOLS: THE ROLE OF SELF-EFFICACY, TRANSFORMATIONAL LEADERSHIP, AND ORGANIZATIONAL SUPPORT Lina Novita; Rohimah Rohimah; Elly Sukmanasa; Hasan Baharun
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i2.14843

Abstract

Innovative Work Behaviour (IWB) is increasingly required for teachers in responding to educational transformation. However, empirical evidence from faith-based boarding schools remains limited. This study aims to analyse the combined influence of self-efficacy, transformational leadership, and organizational support on teachers’ innovative work behaviour in tahfidz-based Islamic boarding schools in Indonesia. A quantitative correlational design was employed involving 159 teachers selected through proportionate random sampling. Data were collected using validated Likert-scale instruments and analysed using Pearson correlation and multiple regression. The results indicate that self-efficacy (β = 0.298, p < .001), transformational leadership (β = 0.355, p < .001), and organizational support (β = 0.332, p < .001) significantly influence innovative work behaviour. These variables explain 83.2% of the variance in IWB (R² = .832), with transformational leadership as the strongest predictor. This study contributes theoretically by extending innovation behaviour models into faith-based educational settings, highlighting the dominant role of leadership in structured and value-based institutions.

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