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INDONESIA
Paedagogia: Jurnal Pendidikan
Published by Institut Agama Islam Negeri Palu
ISSN : 23023066     EISSN : 25800477     DOI : -
Core Subject : Education, Social,
Education Social Sciences
FOKUS Fokus jurnal ini adalah upaya mengaktualkan pemahaman yang lebih baik tentang keilmuan dan praktik pendidikan, baik lokal maupun internasional melalui publikasi artikel, laporan penelitian, dan ulasan buku. SKOP Berisi kajian-kajian Pendidikan secara teoritik dan praktik.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 194 Documents
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Implementation of the Independent Curriculum in Islamic Religious Education Learning: a Comparative Study of Madrasah Aliyah at Palu City Sabriyah Aziz; Askar Askar; Ubadah Ubadah; Muhammad Munif
Paedagogia: Jurnal Pendidikan Vol 15 No 1 (2026): PAEDAGOGIA: Jurnal Pendidikan (On Progress...)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol15.Iss1.1220

Abstract

This study examines the planning, implementation, and enabling and constraining factors of the Merdeka Curriculum in Islamic Religious Education at two state Islamic senior high schools in Palu. Using a qualitative comparative case study, data were collected through in-depth interviews, classroom observations, and document analysis involving principals, curriculum vice principals, and teachers directly engaged in curriculum implementation. Data were analyzed thematically through data condensation, data display, and conclusion drawing and verification, while trustworthiness was ensured through triangulation and member checking. The findings show that both schools have formally responded to the curriculum through instructional planning and classroom adjustment, but the depth of implementation differs. State Islamic Senior High School 1 Palu is more adaptive in contextualizing teaching documents and adopting innovative learning practices, whereas State Islamic Senior High School 2 Palu is more cautious, particularly in topics requiring accurate transmission of religious knowledge. Implementation is supported by school leadership and teacher collaboration, but constrained by limited infrastructure, administrative burden, and inadequate learning resources. The study concludes that curriculum implementation in Islamic Religious Education is shaped not only by policy adoption but also by institutional adaptive capacity, teacher readiness, and local school context.
The Effectiveness of Image-Based Learning Media in Enhancing Student Motivation in Geography Classrooms: A Quasi-Experimental Study Putri Wahyuni
Paedagogia: Jurnal Pendidikan Vol 15 No 1 (2026): PAEDAGOGIA: Jurnal Pendidikan (On Progress...)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol15.Iss1.1228

Abstract

This study aims to examine the effect of image-based learning media on students' learning motivation in Geography at SMA Negeri 4 Pekanbaru. A quantitative approach with a quasi-experimental design was used. The population consisted of 229 grade XI IPS students, with a sample of 77 students selected using a random sampling method. Data were collected using a validated 24-item questionnaire that demonstrated high reliability (Cronbach's Alpha ≥ 0.8) to measure students' learning motivation before and after the intervention. The intervention involved the use of image-based learning media during Geography lessons, where students were presented with visual representations of concepts and phenomena to facilitate understanding and engagement. Descriptive and inferential analyses, including independent t-tests, were conducted to evaluate the results. The findings indicated that the use of image-based media significantly improved students' motivation, with a post-test mean difference of 12.28 (t = 6.811, p = 0.000) and an effect size of 1.55, indicating a strong practical impact. In conclusion, integrating image-based media into Geography teaching effectively increases student motivation, particularly in understanding complex topics such as natural disasters. Further research is recommended to explore the combination of image-based media with other active learning methods and to examine its impact on cognitive and critical thinking skills at various school levels.
Scientific Approach With Inquiry Method To Improve Students' Science Literacy In Natural Changes debby enjelika putri
Paedagogia: Jurnal Pendidikan Vol 15 No 1 (2026): PAEDAGOGIA: Jurnal Pendidikan (On Progress...)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol15.Iss1.1354

Abstract

The low level of elementary school students' scientific literacy requires innovative and student-centered learning methods. This study aims to determine the effectiveness of the scientific approach using the inquiry method in improving the scientific literacy of fifth-grade elementary school students regarding the topic of natural changes. This research employed a quantitative method with a pre-experimental design, specifically the One-Group Pretest-Posttest Design. The sample consisted of 26 students selected using a saturated sampling technique. Data collection methods included tests, observations, and documentation. The research instrument was an essay test developed based on the PISA 2022 scientific literacy indicators. Data analysis was conducted using the N-Gain formula to determine the level of improvement in students’ scientific literacy. The results showed a significant increase in students’ scientific literacy skills, with an average N-Gain score of 0.64, falling into the medium category. These findings indicate that the scientific approach combined with the inquiry method is highly effective in improving students’ scientific literacy regarding natural change.
Inclusive Islamic Education From The Perspective of Tariq Ramadan: An Integrative Strategy for Bridging Gaps in The Islamic Education Curriculum Anis Sukmawati; Ali Mas'ud; M. Yunus Abu Bakar; Dulyawit Naknawa
Paedagogia: Jurnal Pendidikan Vol 15 No 1 (2026): PAEDAGOGIA: Jurnal Pendidikan (On Progress...)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol15.Iss1.1035

Abstract

This article aims to examine the concept of inclusive Islamic education from the perspective of Tariq Ramadan’s thought and to propose an integrative strategy to bridge the gap between the principles of inclusivity and the implementation of the Islamic education curriculum. In general, Islamic education in Indonesia remains largely normative and formalistic, with a strong emphasis on religious identity, yet it provides insufficient space for social dialogue, critical reflection, and the appreciation of diversity. Tariq Ramadan offers an inclusive framework grounded in the principles of being faithful and being open and the notion of multiple belongings, which highlight the importance of cultivating a strong Muslim identity while remaining open, adaptable, and actively engaged in a pluralistic society. This study employs a descriptive qualitative approach through a literature review of Tariq Ramadan’s primary works, national curriculum documents, and relevant academic sources. This study finds that Tariq Ramadan’s concept of inclusivity is relevant to the notion of musawah (equality), which aligns with the objectives of the Project for Strengthening the Profile of Pancasila Students and Rahmatan lil ‘Alamin (P5RA). However, its implementation remains largely symbolic and has yet to engage with more complex and tangible social realities. This article identifies existing implementation gaps and proposes strategies for more effectively integrating inclusive principles into the Islamic education curriculum.

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