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Qalam: Jurnal Ilmu Kependidikan
Published by Universitas Muhammadiyah Sorong
ISSN : 20883331     EISSN : 26555603     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Qalam: Jurnal Ilmu Kependidikan (p-ISSN: 2088-3331, e-ISSN: 2655-5603) is published by the LPPM Universitas Muhammadiyah Sorong. This journal focuses on information delivery of scientific research findings conducted by the academic community in particular internal and external of Universitas Muhammadiyah Sorong. Qalam: Jurnal Ilmu Kependidikan publishes articles about the research results in the field of education both in the broad sense (general education) or specific (refers to certain fields of study). This Journal has also been accredited by KEMENRISTEKDIKTI Grade 5 in accordance with the SK No: 14/E/KPT/2019. Qalam: Jurnal Ilmu Kependidikan publishes articles on practice, theory, and research in all areas Education which includes, but is not limited to: Guidance and Counseling Educational Technology and Curriculum Educational Administration Educational Management Educational Leadership Nonformal Education Primary Education Early Childhood Education Special Education
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 163 Documents
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PEDAGOGI DAN FILOSOFI PENDIDIKAN: PONDASI DALAM MEMBANGUN PEMBELAJARAN BERKUALITAS Fauzan Yasa Arrafi; Carsiwan; Fifi Nangimah; Fathir Muhammad Nugraha; Fawaz Fauzani
Qalam : Jurnal Ilmu Kependidikan Vol. 15 No. 1 (2026): Juni
Publisher : Universitas Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33506/jq.v15i1.5747

Abstract

Kualitas pendidikan di Indonesia saat ini masih menghadapi berbagai rintangan signifikan, seperti yang terlihat dari peringkat rendah dalam survei PISA 2018 dan 2023. Permasalahan ini muncul akibat isu-isu besar seperti disparitas infrastruktur antara kota dan desa serta kesejahteraan para pendidik, serta tantangan yang lebih kecil berupa kurangnya pemahaman pedagogis yang kohesif di dalam kelas. Banyak guru masih menerapkan metode pengajaran yang bersifat spekulatif dan intuitif tanpa dukungan dasar ilmiah yang kuat. Penelitian ini bertujuan untuk merancang ulang pembelajaran yang berkualitas dengan menguatkan dasar pedagogi serta tiga pilar dari filosofi pendidikan (ontologi, epistemologi, dan aksiologi). Melalui tinjauan literatur, ditemukan bahwa pedagogi seharusnya diingat kembali sebagai panduan menyeluruh yang meliputi aspek kognitif, afektif, dan psikomotorik siswa. Dari perspektif ontologis, siswa harus dipandang sebagai individu yang utuh dan terus berkembang; dari sudut pandang epistemologi, guru harus memilih metode berdasarkan bukti ilmiah; dan dari sisi aksiologi, tujuan pendidikan harus mencakup nilai-nilai etika dan estetika. Dalam praktiknya, kurikulum yang berbasis kompetensi dan kurikulum merdeka yang menggabungk an nilai-nilai pancasila serta kearifan lokal menjadi sarana yang sesuai untuk mengatasi tantangan di abad ke-21. Selain itu, peningkatan kualitas ini membutuhkan sinergi antara karakter ideal guru yang bersifat adaptif, humanistis, dan melek teknologi dengan kebijakan makro pemerintah yang sejalan dengan tujuan Sustainable Development Goals (SDGs) untuk mengurangi kesenjangan pendidikan.  
Pengaruh Digital Wellbeing, Cognitive Load, dan Digital Learning Readiness terhadap Hasil Belajar Spreadsheet M. Azzahra; E. Takidah; S. Susanti
Qalam : Jurnal Ilmu Kependidikan Vol. 14 No. 2 (2025): Desember
Publisher : Universitas Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33506/jq.v14i2.5873

Abstract

This study examines the partial and simultaneous effects of Digital Wellbeing, Cognitive Load, and Digital Learning Readiness on Spreadsheet Learning Outcomes. A quantitative approach with a survey method and causal associative design was employed. The sample consisted of 125 Grade X Accounting and Financial Institution students from SMKN 40, 48, and 50 in East Jakarta, selected through Proportionate Stratified Random Sampling. Data were collected via a Likert-scale questionnaire and report-card documentation, then analyzed using multiple linear regression. Results show that Digital Wellbeing and Digital Learning Readiness have significant positive effects, while Cognitive Load has a significant negative effect on Learning Outcomes. Collectively, the three variables account for 62.3% of the variance in Learning Outcomes. These findings suggest managing digital device usage duration, structuring clearer teacher instruction, and developing a healthy digital learning ecosystem at school.
Penerapan Project Based Learning berbantuan Media Pembelajaran Digital Interaktif terhadap Hasil Belajar Siswa Kelas XI Akuntansi SMK Negeri 19 Jakarta Salsa Bela Winafa Putri; Ati Sumiati; Achmad Fauzi
Qalam : Jurnal Ilmu Kependidikan Vol. 15 No. 1 (2026): Juni
Publisher : Universitas Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33506/jq.v15i1.6035

Abstract

This study aims to determine the effectiveness of implementing the Project-Based Learning (PjBL) model assisted by interactive digital learning media—namely Quizizz, Mentimeter, Canva, Google Spreadsheet, and Google Form on students' cognitive learning outcomes. The research methodology employed a Quasi-Experiment with a Non-Equivalent Control Group Design. The population comprised all Grade XI Financial Accounting students at SMK Negeri 19 Jakarta, with a final sample consisting of 35 students in the experimental group and 35 students in the control group. Data collection instruments included pre-tests and post-tests, which were analyzed using non-parametric statistical tests. The test results indicated a significant increase in learning outcomes from pre-test to post-test in both groups. However, comparative test results proved that the experimental class achieved a significantly higher competency attainment within the effective category, whereas the control class fell into the ineffective category. Furthermore, these findings offer an innovative reference for accounting teachers to deliver complex material interactively, while equipping students with authentic learning experiences that hone 21st-century skills and digital literacy in line with industry needs. For school stakeholders and the department of education, this study provides concrete data to replicate project-based teaching modules across other vocational subjects and to design professional development programs for teachers. Additionally, it offers positive implications for industry by narrowing the competency gap among vocational graduates and provides valid instruments and intervention procedures for future researchers. Conclusively, the implementation of the Project-Based Learning model assisted by interactive digital media is significantly more effective in accelerating students' cognitive accounting competencies compared to conventional methods.

Page 17 of 17 | Total Record : 163

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