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JUPE : Jurnal Pendidikan Mandala
Published by Lembaga Penelitian dan Pendidikan Mandala
ISSN : 25485555     EISSN : 26566745     DOI : -
Core Subject : Education,
Education
The Mandala Education Journal is an educational scientific research article and the results of Social research, Science, Politics, and the results of literature studies.
Arjuna Subject : -
Articles 1,117 Documents
 108   109   110   111   112 
Prospective Christian Religious Education Teacher: Helping Students Find the Meaning of Life with Existentialism Pays, Ordiana Martha; Kikhau, Resna Syarlina; Faot, Ormiaty; Ledoh, Novita Kridayanti; Pellokila, Ireni Irnawati
JUPE : Jurnal Pendidikan Mandala Vol 11, No 1 (2026): JUPE : Jurnal Pendidikan Mandala (Februari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v11i1.10284

Abstract

To become a Christian Religious Education (PAK) teacher candidate, they must have a strong understanding of theology and pedagogy, as well as the ability to help students find meaning in their personal contexts and lives. As a philosophy that emphasizes freedom, responsibility, and the search for meaning, existentialism can be a reflective approach to Christian education. In this article, we discuss how Christian Religious Education (PAK) teacher candidates can integrate the principles of existentialism with the values of Christian faith to help students answer fundamental questions about existence, purpose, and hope in life. PAK teachers are expected to be able to build a learning environment that encourages students to find the true meaning of life in the light of Christ by using approaches such as discussion, critical reflection, and faith experiences. This study emphasizes the importance of teachers helping people grow spiritually and existentially, so that Christian religious education is not only cognitive, but also transformational for students' lives. 
The Impact of Social Media on Students' Language and Interaction in the Educational Environment Adawiyah, Rabiyatul
JUPE : Jurnal Pendidikan Mandala Vol 11, No 1 (2026): JUPE : Jurnal Pendidikan Mandala (Februari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v11i1.10248

Abstract

This study discusses the impact of social media on student language and interaction in educational environments by reviewing four main focuses: (1) changes in student language due to social media use, (2) the influence of social media on learning outcomes, (3) student character and ethical values in the social media era, and (4) challenges and solutions in optimizing the educational use of social media. This study employs a descriptive-qualitative approach through literature review and/or observation of students' communication behavior in the context of learning and school socialization. The results show that the use of social media encourages a shift in student language towards a more concise, informal language, influenced by popular terms, abbreviations, and mixed languages, which has an impact on language habits in the classroom and in academic assignments. On the other hand, social media can positively contribute to learning outcomes through access to information, alternative learning resources, and collaboration, but it also has the potential to reduce concentration and discipline in learning and increase distraction if not controlled. In terms of character and ethics, social media poses challenges such as a decline in polite language, a tendency to imitate negative content, and an increased risk of cyberbullying, but it can also strengthen creativity, self-confidence, and the ability to express opinions if guided properly. These findings emphasize the need for strategies to strengthen digital literacy, instill communication ethics, and foster cooperation between schools and parents through device usage rules, guidance, and the planned use of social media as a learning tool.
Cognitive Analysis of the Understanding of Euclidean Geometry Concepts of Students in the Mathematics Education Study Program Huda, Ristianur
JUPE : Jurnal Pendidikan Mandala Vol 11, No 1 (2026): JUPE : Jurnal Pendidikan Mandala (Februari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v11i1.10324

Abstract

This study aims to conduct a cognitive analysis of mathematics education students' understanding of concepts in Euclidean geometry. Students are often unable to fully achieve and optimize the formal cognitive stages required in Euclidean geometry, resulting in a gap between the complex structure of the material and their thinking abilities. This is a descriptive qualitative study aimed at examining students' cognitive processes. The subjects were 11 second-semester Mathematics Education students who had taken the Euclidean Geometry course in the even semester of the 2024/2025 academic year. The main instrument was a Euclidean geometry comprehension test supported by a questionnaire to explore thinking processes and misconceptions. Evaluation of understanding was reviewed based on the cognitive level. The results showed that many students, even at the tertiary level, were still at a low level in the Van Hiele framework, namely level 0 (Visualization) or level 1 (Analysis). This condition causes students to tend to experience difficulties in conducting formal proofs; 63.6% of students lacked understanding due to a low logical understanding of Euclidean postulates. The level of students' understanding of Euclidean geometry is strongly influenced by how they process information cognitively. Therefore, teachers need to develop structured learning strategies based on Van Hiele's learning phases to facilitate students' cognitive progress in a gradual and planned manner.
Materialism In Modern Education: A Philosophical Analysis And Theological Criticism From The Perspective Of Christian Religious Education Pada, Marniati; Kake, Yada Jufenta; Talan, Lidia; Banu, Maher
JUPE : Jurnal Pendidikan Mandala Vol 11, No 1 (2026): JUPE : Jurnal Pendidikan Mandala (Februari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v11i1.10266

Abstract

Materialism is a philosophical school that views matter as the highest reality and rejects the existence of the spiritual dimension. This view has had a major influence on the development of modern science and education, especially in the emphasis on cognitive, empirical aspects and measurable achievements. This article aims to examine the basic concept of materialism, the main figures who influence it, and the implications of its application in the world of education. Furthermore, this article critically analyzes materialism from the perspective of Christian faith and Christian Religious Education (PAK). Through a literature review approach and theological analysis, it was found that materialism has made a positive contribution to the development of scientific methods, but at the same time has serious weaknesses because it reduces humans to purely physical creatures. This view is contrary to the teachings of the Bible which emphasizes humans as God's creation who have a body, soul and spirit. Therefore, this article recommends that Christian Religious Education develop a holistic educational approach by integrating cognitive, moral and spiritual aspects, so that students are not trapped in a materialistic mindset
Nggusu Waru Local Wisdom as an Ethical Framework for Gender-Inclusive and Child-Friendly Social Transformation in the Context of Social Development in Bima Society Nurbayan, ST; Wahyuni, Wahyuni
JUPE : Jurnal Pendidikan Mandala Vol 11, No 1 (2026): JUPE : Jurnal Pendidikan Mandala (Februari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v11i1.10335

Abstract

Gender inequality and the vulnerability of women and children remain structural and cultural problems in many regions of Indonesia, including Bima. Various government policies have not yet been fully effective, as their implementation does not always align with the local values embedded in society. Nggusu Waru, a form of local wisdom from Bima that embodies eight moral principles related to knowledge, integrity, social responsibility, and the protection of vulnerable groups, actually holds significant potential as an ethical framework for promoting more gender-just social development. However, these values have experienced a decline in meaning due to modernization and the lack of cultural regeneration. This conceptual article proposes the integration of Nggusu Waru into social development through processes of value re-articulation, participatory approaches, and mainstreaming into village-level policies. Theoretical analysis indicates that gender inequality can only be addressed effectively when structural change is accompanied by transformation in social norms. By integrating gender theory, social norms theory, cultural capital, and Participatory Action Research (PAR) methodology, this article formulates a conceptual model that positions Nggusu Waru as a value-based foundation for strengthening the protection of women and children, enhancing women’s participation in the public sphere, and fostering a new, more egalitarian social culture. This integration is not merely an effort at cultural preservation, but a pragmatic, contextual, and sustainable strategy of social transformation aimed at creating a women-friendly and child-caring environment within Bima society.
Idealism in Christian Religious Education: Concept, Implementation, and Challenges Fallo, Abryani; Langkola, Adinda Lestari; Taek, Delni; Lopo, Diance; Tofeto, Vantri; Pellokila, Ireni Irnawati
JUPE : Jurnal Pendidikan Mandala Vol 11, No 1 (2026): JUPE : Jurnal Pendidikan Mandala (Februari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v11i1.10252

Abstract

Christian Religious Education (PAK) plays an important role in shaping students' character and moral awareness. One philosophical stream that can serve as a foundation for Christian Religious Education (PAK) is idealism. Idealism emphasizes that true reality is ideas, mind, or spirit, not material objects. This article discusses the concept of idealism in Christian Religious Education (PAK), the implementation of idealism in Christian Religious Education (PAK), and the challenges faced in implementing idealism in Christian Religious Education (PAK). Research results show that idealism can serve as a strong foundation for PAK to shape students' character and moral awareness, as well as improve the quality of Christian religious education. However, the implementation of idealism in PAK must be carried out carefully and consider existing challenges, such as limited resources, teachers' skills, inappropriate curriculum, and diverse student needs.
The Dynamics of Formal Islamic Education in Developing Student Character in the Wetu Telu Indigenous Community Sumiadi, Raden
JUPE : Jurnal Pendidikan Mandala Vol 11, No 1 (2026): JUPE : Jurnal Pendidikan Mandala (Februari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v11i1.10403

Abstract

This study examines the dynamics of formal Islamic education in character development among students in the Wetu Telu indigenous community in Lombok. The Wetu Telu community has a unique belief system and traditions, a blend of Islamic values with deeply rooted animist and Hindu practices. This situation presents unique challenges for formal Islamic educational institutions in instilling Islamic values while respecting the local wisdom that exists within the community. This study uses a qualitative approach with ethnographic methods to explore in depth how schools or madrasahs formulate learning strategies, integrate Islamic religious education curricula, and build harmonious relationships between normative Islamic values and Wetu Telu traditions. The results indicate that formal Islamic education plays a significant role in shaping students' character through a dialogical and accommodative approach, not eliminating local traditions but instead serving as a bridge for internalizing moral values, honesty, responsibility, and religiosity. However, various structural and cultural barriers remain that need to be addressed for the character development process to be optimal and sustainable. 

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