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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
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DEVELOPING THE DIGITAL LEADERSHIP ISLAMIC GOVERNANCE INNOVATION MODEL: EVIDENCE FROM INDONESIA’S FIRST CYBER ISLAMIC UNIVERSITY Moh Ali; Siti Maryam Munjiat; Anwar Sanusi; Taqiyuddin Taqiyuddin
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.v12i2.10622

Abstract

Digital transformation has reshaped governance in Islamic Higher Education Institutions (PTKI), yet limited research explains how Islamic leadership values drive digital governance innovation. This study investigates UIN Siber Syekh Nurjati Cirebon, Indonesia’s first cyber-based Islamic state university, as an intrinsic case study. The objectives are to: 1) analyze Islamic digital leadership characteristics and their governance implications; 2) identify governance innovations that strengthen Islamic academic culture; 3) examine implementation challenges and leadership responses; and 4) develop the Digital Leadership–Islamic Governance Innovation (DL-IGI) model. Data were obtained from 24 institutional documents and 32 peer-reviewed publications and analyzed using Miles and Huberman’s interactive model supported by NVivo 14. Findings reveal five core Islamic digital leadership competencies—amanah-based vision, musyawarah-driven decision-making, ta’awun collaboration, tarbiyah-oriented change management, and mas’uliyyah cyber stewardship—and six governance innovations strengthening tafaqquh fi al-din practices. The proposed DL-IGI model offers a four-stage framework for PTKI digital transformation grounded in Islamic governance principles. This study contributes a contextually grounded framework that operationalizes established Islamic governance values within digital governance systems an empirical contribution absent from prior PTKI digital transformation literature.
INVESTIGATING THE CHALLENGES OF DIGITAL COMPETENCE AMONG ENGLISH TEACHERS IN METRO LAMPUNG JUNIOR HIGH SCHOOLS Umi Yawisah; Yeasy Agustina Sari; Suhono Suhono; Raga Driyan Pratama; Andi Mappewali
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.v13i1.14665

Abstract

This study aims to investigate the problem of Digital Competence 2.2 of English instructors of Metro Lampung junior high school. This qualitative study used semi-structured interviews with 20 English teachers from public and private junior high schools in urban, semi-urban and rural areas. Participants were purposefully sampled to represent a variety of teaching scenarios. The five DigComp 2.2 competence areas: Information & Data Literacy, Communication & Collaboration, Digital Content Creation, Safety, and Problem were used to analyze data using theme analysis. Solving- Triangulation, member checking, and peer debriefing were used to establish trustworthiness. The results suggest teachers confront different barriers in the DigComp areas. Teachers are challenged in information and data literacy with search methods, information verification, and digital file management. Basic messaging apps are used more for communication and cooperation than pedagogically rich collaborative systems. The biggest issues teachers have included lack of confidence in designing digital materials, understanding copyright rules, and adapting multimedia resources. Teachers are less aware of data security, cyber hygiene, and digital well-being.
PAMALI CULTURE AND ISLAMIC EDUCATIONAL LEADERSHIP IN PESANTREN OF SOUTH KALIMANTAN Wahyudin Wahyudin; Murjani Murjani; Muhammad Zakiyyul Fuad Rasyid
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.v12i2.11349

Abstract

The intersection between local wisdom and Islamic educational leadership provides a significant perspective for understanding leadership practices in pesantren. Pamali culture, as an indigenous cultural value system, offers a unique context for examining how traditional norms influence ethical leadership and educational management. This study examines the role of pamali culture in Islamic educational leadership within pesantren in South Kalimantan. Employing a qualitative ethnographic approach, data were collected through interviews, observations, and documentation involving pesantren leaders, teachers, and students. The findings reveal that pamali culture functions not merely as a cultural heritage of the Banjar community but also as a value system embedded in pesantren life. It contributes to shaping students’ discipline and obedience, strengthening the leadership legitimacy of Tuan Guru, and fostering organizational loyalty and social cohesion within the pesantren community. The study further demonstrates that leadership effectiveness in pesantren is supported not only by formal organizational structures and religious authority but also by local cultural values that are continuously maintained and reproduced within the community.
Beyond Productivity: How Generative AI Reshapes Creativity, Critical Thinking, and Personalized Learning in Higher Education Kms. Badaruddin
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.v12i2.11009

Abstract

Higher education has changed dramatically because to GenAI. Academic productivity remains the focus of most studies. The study examines how GenAI transforms creativity, critical thinking, and individualized learning from a Beyond Productivity perspective. This study used qualitative case study design. In-depth interviews, observations, and document analysis of GenAI-using professors and students provided data. The Miles, Huberman, and Saldaña interactive approach was used for data analysis, including condensing, presenting, and extracting conclusions from triangulation of sources and approaches. Two significant findings emerged from the investigation. GenAI helps students develop creativity, critical thinking, introspection, and knowledge construction by shaping human-AI co-creation. GenAI creates an adaptable and personalized learning ecosystem by providing real-time feedback, personalised learning support, and self-regulated learning. This study establishes GenAI as a productivity tool and a catalyst for higher education cognitive and pedagogical change. This finding affects how higher education institutions create AI learning strategies and policies to develop 21st-century competences.
THE EFFECTIVENESS OF DIGITAL MONOLOGUE LEARNING MODEL IN ENHANCING ACTING EXPRESSION AND INNER ACTING SKILLS AMONG DRAMA EDUCATION STUDENTS Welly Suryandoko; Autar Abdillah; Syaiful Qadar Basri
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.v12i2.10864

Abstract

The rapid advancement of digital technology has transformed drama education, particularly acting instruction delivered through online platforms. However, limited research has examined the effectiveness of digital learning in improving students' expressive abilities and inner acting. This study evaluates the effectiveness of the Digital Monologue learning model as an e-learning strategy for enhancing expression and inner acting among undergraduate drama education students. A quasi-experimental design was employed involving four classes in the Drama, Dance, and Music Education program at Surabaya State University. Two classes served as the experimental group, while two acted as the control group. Data were collected through performance assessments measuring expression and inner acting and analyzed using normalized gain (N-Gain) and paired-sample t-tests. The findings revealed that the experimental group achieved moderate N-Gain scores (0.42–0.43), outperforming the control group (0.20–0.28). Paired-sample t-test results indicated significant improvements between pre-test and post-test scores (p < 0.05). These findings demonstrate that the Digital Monologue learning model effectively enhances acting performance and provides an innovative digital framework for preserving artistic quality while supporting online drama education.
AI-ASSISTED DIGITAL STORYTELLING FOR LEARNING ISLAMIC CIVILIZATION HISTORY; HOW AI-ASSISTED DIGITAL STORYTELLING ENHANCES LEARNING Maryam Maryam; Arum Puspitasari; Bety Bety; Chairun Niswah; Alimni Alimni
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.v13i2.14610

Abstract

Artificial intelligence (AI) opens up new opportunities for learning Islamic history in higher education. However, its use remains largely limited to information retrieval, failing to fully optimize support for students' historical thinking processes. This study aims to analyze the role of AI-assisted digital storytelling in helping students construct historical narratives, verify sources, compare historiographical perspectives, and revise historical interpretations. A qualitative approach with a case study design was employed. Data were collected through interviews, classroom observations, and analyses of students' digital storytelling projects, then analyzed using the Miles and Huberman interactive model. The results indicate that AI-assisted digital storytelling supports learning through four key processes: historical narrative construction, source verification, comparison of historiographical perspectives, and revision of historical interpretations. AI functions not merely as a source of information but also facilitates historical exploration, analysis, evaluation, and reflection. These findings demonstrate that integrating AI into digital storytelling can strengthen students' digital literacy, historical thinking, and interpretation skills within the context of Islamic history education.
ENHANCE STUDENT'S GROWTH MINDSET: EXPLORING THE INTERVENTION ALL AROUND THE WORLD USING BIBLIOMETRIC ANALYSIS Ma&#039;rifatin Indah Kholili; Nandang Rusmana; Ahman Ahman; Nandang Budiman; M Sholehuddin; Arifah Wulandari
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.v13i2.14895

Abstract

Growth mindset therapy research has grown considerably in the past decade. Intervention effectiveness is assessed, not global design, delivery, and implementation changes. This study used bibliometrics to map 2010–2025 growth mindset intervention structural change. From Publish or Perish, Google Scholar included 100 most-cited intervention studies. Topic trends, intervention typologies, and bibliometric mapping patterns emerged from VOSviewe co-occurrence and co-authorship studies. Quick, digital, scalable, and low-cost interventions replaced classroom ones. Growth mindset is now a cross-domain intervention to improve academic, mental, resilience, and career outcomes. Most influential research are from Western countries, mostly the US, indicating limited cross-cultural validation. Short and online interventions dominated the five intervention typologies because to their scalability and usefulness. This study provides a growth mindset intervention research approach and finds a significant scalability-impact trade-off. Systematic reviews, meta-analyses, and cross-cultural empirical investigations should examine intervention faithfulness, contextual variables, and cultural adaptability in addition to efficacy.
REFRAMING CUSTOMARY INSTITUTIONS AS SOCIO-CULTURAL CAPITAL IN FAMILY EDUCATION: EVIDENCE FROM AN INDIGENOUS COMMUNITY IN INDONESIA Ewi Darman Ndraha; Serafin Wisni Septiarti; Fauzi Kurniawan; Ratna Natalia Mendrofa; Arsen Lawolo; Viqri Rolanda
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.v13i2.14718

Abstract

Customary institutions remain an important part of social life in many indigenous communities, yet studies examining their role as socio-cultural capital in strengthening family education are still limited. This study aims to analyze the role of customary institutions in reinforcing family education. The research employed a qualitative case study approach using in-depth interviews, observation, and documentation. Informants consisted of customary leaders, married couples, and community members selected purposively. The findings reveal that customary institutions contribute significantly to family strengthening through various traditional mechanisms, including Falöwa as a medium for reinforcing kinship relations, Famotu Ono Nihalö as premarital guidance for women, Fanika Era-Era Mböwö as moral education for men, and Amatunowa as a customary forum for family conflict resolution. These practices transmit values of responsibility, respect, solidarity, cooperation, and social harmony across generations. This study concludes that customary institutions function not only as cultural heritage but also as socio-cultural capital that enhances family resilience and maintains social cohesion within indigenous communities.
WHAT MATTERS MOST FOR LECTURER PRODUCTIVITY? ASSESSING THE RELATIVE CONTRIBUTIONS OF COMPETENCE, MOTIVATION, AND WELL-BEING IN PRIVATE HIGHER EDUCATION Hary Murcahyanto; Hartini Haritani
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.v13i2.14845

Abstract

Improving instructional quality, research performance, and institutional competitiveness has made lecturer productivity a key priority for higher education institutions. Although competence, motivation, and well-being are widely recognized as important determinants of academic performance, these factors are often examined separately, particularly in private universities. This study investigates the influence of competence, motivation, and well-being on lecturer productivity in private universities in West Nusa Tenggara, Eastern Indonesia. Using a quantitative explanatory design with Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 39 purposively selected lecturers. The findings indicate that competence is the strongest predictor of lecturer productivity, followed by motivation, while well-being has a relatively smaller influence. The proposed model explains 48.1% of the variance in lecturer productivity, indicating moderate explanatory power. By integrating these three factors into a single analytical model, this study provides empirical evidence from an underrepresented higher education context. According to the findings, lecturer productivity should be focused on competency growth and motivation and well-being should be strengthened to maintain academic success.
PRE-SERVICE TEACHERS' CLASSROOM MANAGEMENT PRACTICES AND PERCEIVED SCIENCE PROCESS SKILLS IN MADRASAH IBTIDAIYAH Juhji Juhji; Mansur Mansur; Falyad’u Nadiyah; Ira Marliana
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.v13i2.14472

Abstract

Developing students' science process skills is a key goal of inquiry-based science education, but empirical research on how pre-service teachers' classroom management methods enhance these skills is scarce, particularly in Islamic primary education. This study investigated how pre-service teachers' classroom management strategies influenced their perceptions of students' science process skills. A quantitative cross-sectional approach was used, with 52 pre-service teachers enrolling in or having completed a teacher professional education program. A structured questionnaire was used to collect data on classroom management methods and students' perceived science process skills, which were then analyzed using descriptive statistics and simple linear regression. Classroom management practices positively impact students' science process skills (β = 0.715, t = 7.224, p < 0.001). Effective classroom management leads to higher perceptions of students' ability to plan investigations, conduct observations, analyze data, draw conclusions, and communicate findings. These findings contribute to the classroom management literature by emphasizing its pedagogical function in promoting inquiry-based science learning from the perspective of pre-service teachers. Practically, the study emphasizes the necessity of improving classroom management competences in teacher education programs to better prepare future teachers to enable science learning and increase students' science process skills.

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