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Cakrawala Pedagogik
Published by Sekolah Tinggi Keguruan dan Ilmu Pendidikan Syekh Manshur
ISSN : 2579504X     EISSN : 26157829     DOI : -
Core Subject : Humanities, Science, Education,
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science
Berisi tulisan ilmiah hasil penelitian dan gagasan di bidang pendidikan. Terbit dua kali setahun pada April dan Oktober.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 303 Documents
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THE THE ROLE OF TEACHERS IN IMPROVING STUDENT'S INTEREST IN LEARNING IN CLASS V OF CENING PIBLIC PRIMARY SCHOOL, CIKEDAL DISTRICT : THE ROLE OF TEACHERS IN IMPROVING STUDENTS' INTEREST IN LEARNING IN CLASS V OF CENING 2 PUBLIC PRIMARY SCHOOL, CIKEDAL DISTRICT Rika Rika Zahrotul Wardah; Sulistia Dewi Angraeni; Enah Riyanti; Sofi Amalia; Dini Agustini; Yuniken Iranda; Ade Sofyan
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.851

Abstract

The most fundamental aspect of a teacher's job is to fulfill his responsibilities to the school and his students. Developing pupils' interests is one of the teacher's responsibilities. Of course, teachers have a lot of options, like inspiring kids and getting to know them better. This is due to the fact that curiosity is a component of concentrating on something that is linked to emotions of fulfillment and pleasure. The purpose of this study is to ascertain the role that teachers play in helping grade V students at SD Negeri Cening 2 develop their interest as well as the challenges that these teachers must overcome. This study employs a disruptive research design and a qualitative methodology. Students, grade V homeroom instructors, and school principals served as the study's subjects. The findings demonstrated that the role of the teacher had a significant impact on the growth of students' interest, beginning with the procurement of programs and implementation of interest development in schools, understanding the types of student interest, and the teacher's attitude by motivating students and involving them in conventions so that interest is strong and students can contribute to the recognition of student achievement at school. Regarding the challenges educators confront in encouraging students' interest, there are still insufficient specialists in a variety of subject areas. Lack of proper infrastructure is another challenge that teachers frequently face.
ISLAMIC EDUCATION AND INDOCTRINATION THE CASE IN INDONESIA: CHARLENE TAN Yosie Kristin Pandriyani; Hodiqotul Atfaliyah; B.Syafuri; Apud
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.852

Abstract

This study examines the practice of Islamic education and the issue of indoctrination in the context of Indonesian education, based on the perspective of Charlene Tan. The study aims to analyze how Islamic values ??are transmitted in the educational process and to distinguish between educational practices that are educationally educative and indoctrinating. The research approach used is a qualitative case study method, through analysis of curriculum documents, educational policies, and academic literature relevant to Islamic education in Indonesia. The study's findings indicate that Islamic education in Indonesia is not entirely indoctrinating, but rather combines the strengthening of religious values ??with the development of students' critical thinking skills. However, in certain practices, a pedagogical tendency toward normative doctrinal instillation remains. This study emphasizes the importance of a dialogical, reflective, and contextual approach to Islamic education to align with modern educational principles and democratic values
KIAI'S VIEW OF LIFE IN THE ISLAMIC BOARDING SCHOOL TRADITION AND ITS IMPLICATIONS FOR THE FUTURE OF INDONESIA: A STUDY OF ZAMAKHSYARI DHOFIER'S THOUGHTS Hodiqotul Atfaliyah; Yosie Kristin Pandriyani; B.Syafuri; Apud
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.853

Abstract

Studi ini meneliti pandangan hidup para kiai dalam tradisi pesantren dan implikasinya terhadap masa depan Indonesia, berdasarkan pemikiran Zamakhsyari Dhofier. Studi ini bertujuan untuk menganalisis bagaimana nilai-nilai tradisi pesantren membentuk perspektif para kiai tentang kepemimpinan, pendidikan, dan kehidupan nasional. Studi ini menggunakan pendekatan kualitatif dengan riset pustaka. Data dikumpulkan melalui analisis karya Zamakhsyari Dhofier, khususnya tentang pesantren dan kepemimpinan kiai, serta literatur pendukung yang relevan. Analisis isi digunakan untuk mengidentifikasi pandangan hidup para kiai dan relevansinya dalam konteks sosial Indonesia. Hasil penelitian menunjukkan bahwa pandangan hidup para kiai dalam tradisi pesantren menekankan nilai-nilai keilmuan, moralitas, kemandirian, dan tanggung jawab sosial. Nilai-nilai ini memiliki implikasi penting untuk membangun masa depan Indonesia yang bercirikan moderasi dan kesopanan.
RECONSTRUCTING EDUCATIONAL INNOVATION A CONCEPTUAL REVIEW OF CRITICAL PHILOSOPHY PERSPECTIVE BASED ON SOCIAL ISSUE Ai Solihah; Ufiya Putri Adhiyati; Henny Suharyati
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.871

Abstract

The dominant discourse of educational innovation largely technocratic and market-oriented—tends to neglect emancipatory dimensions, social justice, and the humanization of learners. This condition calls for a more critical philosophical inquiry to reframe how educational innovation is understood. This study aims to reconstruct the concept of educational innovation from the perspective of critical philosophy so that innovation is not merely conceived as a technical improvement, but as a project of liberation and humanization of learners. Employing a qualitative approach, this research adopts a conceptual review design through an in-depth literature study of critical philosophy, philosophy of education, and educational innovation discourse. The primary data sources include books, journal articles, and policy documents that explicitly address critical theory and educational innovation. The analysis proceeded in three stages: identifying key concepts, critically examining the ideological assumptions underpinning mainstream innovation discourse, and reconstructing a conceptual framework of educational innovation grounded in emancipation, dialogue, and social justice. The findings indicate that mainstream educational innovation remains dominated by instrumental rationality and market logics; therefore, it must be reoriented toward innovation that affirms education as a space for forming critical and emancipatory subjects. This study concludes that reconstructing educational innovation within critical philosophy requires a paradigm shift from efficiency- and performativity-driven innovation toward innovation oriented to dialogue, equality, and human emancipation. Theoretically, this study contributes a critical-philosophy-based conceptual framework that may serve as a reference for policymakers, researchers, and educational practitioners in designing more humanistic and transformative innovations.
INNOVATIVE AI-BASED MATHEMATICS LEARNING: A PHILOSOPHICAL PERSPECTIVE OF PRAGMATISM Siti Julaeha; Maria Edistianda Eka Saputri; Henny Suharyati
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.872

Abstract

The Industrial Revolution 4.0 era has transformed the way humans work, constantly integrating technology. Therefore, mathematics learning needs to be more innovative, contextual, and meaningful to meet the challenges of technological development and social change. The use of Artificial Intelligence (AI) in mathematics learning is considered innovative learning. The implementation of AI-based learning innovations appears to increase the effectiveness, efficiency, and engagement of students in mathematics learning, but not all of them are grounded in philosophical understanding. This article aims to examine innovative AI-based mathematics learning from a pragmatist philosophical perspective, in order to provide a more meaningful, reflective, and contextual conceptual foundation. This study uses a qualitative method with a library research approach, through a critical review of books, journal articles, and relevant scientific publications from the past five years obtained from academic databases such as Google Scholar, Scopus, and ScienceDirect. Data analysis was conducted through the interpretation of texts and discourses and a review of empirical facts to identify patterns, trends, and research gaps related to AI in mathematics learning. The results of the study indicate that although AI is effective in supporting procedural practice and learning engagement, there are conceptual gaps in strengthening the pedagogical foundation, reflective dimensions, and value orientation of learning. Through a pragmatist framework, AI is repositioned not as an epistemic authority but rather as a pedagogical partner that enriches the mathematical learning experience through inquiry, reflection, and meaningfulness in real-world contexts. The study's conclusions emphasize that the success of AI integration in mathematics learning in the Society 5.0 era is determined not only by technological sophistication but primarily by the alignment between pedagogical design, value orientation, and humanistic, democratic, and equitable educational goals.
INFORMATION OVERSTIMULATION, STRESS, AND ACADEMIC BURNOUT: AN ONTOLOGICAL ANALYSIS OF SCHOOL LEARNING PRACTICES Nurmala Dewi Qadarsih; Purni Munah Hartuti; Henny Suharyati
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.873

Abstract

The phenomenon of digitalization of education has resulted in a significant transformation in learning practices in schools, especially through the rapid flow of information received by students. This condition causes symptoms of information overstimulation which has the potential to cause academic stress and learning fatigue. This research aims to examine the ontological essence of information overstimulation, stress, and academic fatigue in the context of learning practices in schools. This research uses a qualitative approach with a critical review of the literature on educational philosophy, educational psychology, and modern learning theory. The findings of this research indicate that, ontologically, information overstimulation is an objective reality that arises from an imbalance between students' cognitive capacities and the demands of an information-rich learning environment. Stress and burnout in learning are understood as psycho-educational entities that are not only individual but also socially and systemically constructive in the educational ecosystem. These findings underscore the need for a reorganization of modern educational practices, taking into account the ontological boundaries of learners as holistic educational subjects. This research implies the importance of learning design that focuses on cognitive balance, psychological well-being, and meaningfulness of learning.
A QUALITATIVE CONTENT STUDY "ANALYSIS OF NETIZEN SATISFACTION RESPONSES TOWARD MBG WEEKLY MENUS ON TIKTOK @SPPGCIKARET.KEBONPEDES : A QUALITATIVE CONTENT STUDY": A QUALITATIVE CONTENT STUDY Nadila Jihan Tia Amelia; Euis Nurfitriyani; Sri Rahayu
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.874

Abstract

Indonesia still face challenge triple burden of malnutrition , namely nutrition malnutrition?? more, and deficiency nutrition micro . As effort reach For the Golden Generation of 2045, the National Nutrition Agency (BGN) launched the Free Nutritious Meals Program (MBG). Research This aim For analyze response netizens to daily menu upload TikTok account @SPPGCikaret.Kebonpedes as form communication and promotion digital health . The research method used is qualitative descriptive with technique analysis content analysis and non - participatory observation to column comment over the past two weeks . The results of the study show that response audience divided become three category main : visual and menu variety , portions and taste , and education related to the MBG program. Findings show that visual aesthetics of the menu ( such as printed rice) character ) effective increase interest , but appear criticism about inequality quality between regions and lack of understanding public about shift The concept of "4 Healthy 5 Perfect " becomes "Fill My Plate". Conclusion study This emphasize that TikTok is an effective transparency medium , but SPPG needs to increase content education nutrition For complete content menu aesthetics . With Thus , society No only play a role as supervisor quality , but also get literacy proper nutrition? through digital platforms.
RESEARCH INSTRUMENT FOR VOCATIONAL HIGH SCHOOL (SMK) TEACHERS’ INSTRUCTIONAL INNOVATION: VALIDITY AND RELIABILITY ANALYSITITLE Ufiya Putri Adhiyati; Ai Solihah; Andi Hermawan
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.877

Abstract

Learning innovation is an important aspect of improving the quality of vocational education and strengthening teachers’ human resources. However, measuring teachers’ instructional innovation still requires an instrument that is practical, easy to use, and demonstrates adequate psychometric quality. This study aims to examine an instructional innovation instrument for Vocational High School (SMK) teachers by testing its validity and reliability using a quantitative survey approach. The instrument was developed based on a review of the literature on instructional innovation and educational human resource development, and then empirically tested through item–total correlation analysis and Cronbach’s Alpha coefficient using SPSS 26. Data were collected from 30 SMK teachers using a five-point Likert-scale questionnaire. The results showed that 19 out of 20 statement items met the validity criteria with correlation coefficients ? 0.361, while one item was eliminated. The reliability test produced a Cronbach’s Alpha value of 0.898, indicating excellent internal consistency. These findings confirm that the SMK teachers’ instructional innovation instrument is suitable for use as a measurement tool in vocational education contexts.
THE USE OF THE PICTURE-BASED STORYTELLING METHOD IN DEVELOPING READING INTEREST IN CHILDREN AGED 5-6 YEARS AT CIKAL PAUD Marsonah; Nuryati; Beni Junedi
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.878

Abstract

This study aims to determine efforts to foster reading interest in children aged 5–6 years through the picture story series method at CIKAL Early Childhood Education Center (PAUD CIKAL), Citangkil District, Cilegon City, Banten Province. The background of this study is based on the low reading interest of children who are more interested in playing than reading or looking at books. The picture story series method is used as an engaging learning medium that is appropriate to the characteristics of early childhood, to stimulate their thinking skills and active involvement in the reading process.This study used a descriptive qualitative approach. Data collection techniques were conducted through observation, interviews, and documentation of six children in group B, the class teacher, and the principal. The results showed that all children demonstrated a very high interest in reading with the picture story series method, as evidenced by their full attention during reading activities, enthusiasm in discussions, and the ability to retell the story content using pictures. Teachers and the principal also responded positively to the effectiveness of this method. The implementation of the illustrated story series method in reading activities at Cikal Early Childhood Education (PAUD) has demonstrated success in fostering reading interest in children aged 5–6 years. Based on observations of six children, all indicators of reading interest showed excellent results. This method provides visual and verbal stimulation that can capture children's attention, increase active participation in discussions, and encourage children to understand and remember the story content. Images play a significant role in helping children connect the story content to their concrete experiences. It can be concluded that the picture story series method is effective in fostering reading interest in early childhood. Engaging learning media encourages children to be more focused, active, and interested in books. This method can be a fun learning strategy to implement in early childhood education settings.
NEGOTIATION OF MEANING IN SPEAKING CLASS: A CASE STUDY Dentamira Rafi Kumala Sari; Rahman Hakim; Akhmad Baihaqi
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.879

Abstract

The purpose of this study was to investigate the components, types, and role of negotiation of meaning among students during oral interaction in a speaking class of eleventh grade at one private vocational school in Tangerang, Indonesia. The researchers employed a case study including non-participant observation, unstructured interviews, and documentation as data collection techniques. The participants of this study were thirty pharmacy students. The data analysis processes were reducing the data, data display, and drawing/ verification. The procedures of this research included: collecting the data, observing students conversations, analyzing the data, and concluding/interpreting the data. The findings revealed that the most frequently used component was trigger, and the most commonly used type was repetition. The role of negotiation of meaning facilitated collaborative efforts among students to seek clarification, creating a supportive environment. This process boosted confidence, aided comprehension, and encouraged active contributions to language development, fostering a mutually beneficial learning community.

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