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Mohammad Fauziddin
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Journal of Education Research
Published by Perkumpulan Pengelola Jurnal PAUD Indonesia
ISSN : -     EISSN : 27460738     DOI : https://doi.org/10.37985
Core Subject : Humanities, Education, Social,
Humanities Education Mathematics Social Sciences
Journal of Education Research is a peer-refereed open-access journal which has been established for the dissemination of state of the art knowledge in the field of education. This Journal is published for time per year at March, June, September and December by Perkumpulan Pengelola Jurnal PAUD Indonesia. It is intended to be the journal for publishing original articles on the latest issues and trends occurring in education curriculum, instruction, learning, policy, and preparation of teachers with the aim to advance our knowledge of education theory and practice. Moreover, this journal also covers the issues concerned with environmental education. All submitted manuscripts will be initially reviewed by editors and are then evaluated by a minimum of two reviewers through the blind review process. This is to ensure the quality of the published manuscripts in the journal. Journal of Education Research is research and Community services related to education, include; development of moral and religious values, physical motor development, emotional social development, cognitive development, language development, artistic and creative development, parenting, parenting, management institution, development assessment, child development psychology, child empowerment, learning strategy, Educational tool play, instructional media, innovation in education and various fields related education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2,623 Documents
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Rekonstruksi Kurikulum dalam Pendidikan Alternatif : Analisis Praktik Pembelajaran di Sanggar Anak Alam (SALAM) Yogyakarta Salsabilla Firdaus; Pascalia Putria Hanindya; Erfina Okta Auliasari; Maylani Eka Putri; Moh Krisna Setiawan Nugraha; Muhammad Adam Al Faruh; Okta Hadi Nurcahyono
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.3981

Abstract

Standardized formal education systems frequently fail to accommodate diverse learning interests and needs, necessitating more flexible, child-centered learning models. This study aims to describe the implementation of research-based learning in fostering self-directed learning among students at Sanggar Anak Alam (SALAM) Yogyakarta. A qualitative approach with a case study method was employed; data were collected through observations, in-depth interviews, and documentation involving the founder, principal, facilitators, parents, and students, then analyzed through data reduction, display, and conclusion drawing. Findings reveal that research-based learning is implemented by allowing students to select research topics according to their interests, following a learning cycle of experiencing, doing, expressing, analyzing, concluding, and applying. This approach fosters self-directed learning by developing students' abilities to set learning goals, manage learning activities, seek resources independently, reflect on learning, and take responsibility for both the process and outcomes.
Educational Policy Frameworks for Children with Chronic Diseases: A Cross-National Comparative Study Defa Rahmatun Nisaa; Iman Subasman; Ade Aspandi; Dede Jajat; Muhammad Ridwan; Didi Rusmidi; Kiki Mustaqimah
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.3984

Abstract

Ensuring equitable access to education for children with chronic diseases remains a significant policy challenge, as prolonged medical treatment often disrupts learning continuity and social participation. This study aims to comparatively examine educational policies supporting children with chronic diseases in the United States, the United Kingdom, Finland, Australia, Japan, South Korea, and Indonesia. Employing a comparative policy analysis approach, the study analyzes national policy documents, international reports, and relevant scholarly literature to assess legal protection, hospital-based education, homebound learning, digital learning, psychosocial support, and cross-sector collaboration. The findings indicate that countries with comprehensive legal frameworks and well-established inclusive education systems provide more effective educational support through integrated services and flexible learning models. In contrast, Indonesia continues to face regulatory, institutional, and implementation challenges. The study concludes that strengthening legal protection, expanding hospital schooling, integrating educational technology, and enhancing collaboration between education and health sectors are essential to achieving inclusive and sustainable education for children with chronic diseases.
Strengthening Students' Technopreneurship Competencies through International Higher Education Best Practices Gentur Priguna Suwarto; Iman Subasman; Agus Jamaluddin; Unang Nuansah; Fahmi Syahidi; Sukron; Adlan Khoerul
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.3985

Abstract

Digital transformation driven by Industry 4.0 compels higher education institutions to evolve into innovation ecosystems capable of developing students' technopreneurship competencies. However, significant disparities persist across institutions in cultivating such competencies. This study aims to examine international best practices in technopreneurship development within leading higher education systems and formulate strategic recommendations for Indonesian universities. A qualitative benchmarking design was employed using a literature-based approach, drawing on peer-reviewed international articles, OECD, UNESCO, and World Bank reports, and higher education policy documents from selected countries. Data were analysed through thematic synthesis and comparative analysis. Findings indicate that successful technopreneurship development is consistently supported by curricular integration of technological literacy, sustained innovation culture, strong university–industry collaboration, conducive startup ecosystems, and innovation-oriented institutional leadership. Indonesian higher education institutions should adopt a comprehensive educational framework integrating technological capability, entrepreneurial competence, and ethical leadership to prepare adaptive and globally competitive graduates for the Industry 4.0 and Society 5.0 era.
Comparing Teacher Professional Development Effectiveness Across High-Performing PISA Systems: A Cross-Continental Policy Analysis Using the New World Kirkpatrick Model Inu Eka Nugraha; Iman Subasman; Moh Firdaos Agih; Dodi Suhendi; Syibli Maufur; M Syamsul Ma'arif; Aini Mazaya El Banna
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.3986

Abstract

This study examines why several education systems sustained high learning performance following the global disruption caused by the COVID-19 pandemic, while many others experienced substantial learning loss. It aims to compare how teacher professional development is translated into classroom practice across four high-performing PISA 2022 systems representing different continents: Singapore, Estonia, Ontario (Canada), and Australia. A qualitative descriptive approach employing comparative policy analysis was adopted, with the New World Kirkpatrick Model serving as the analytical framework to examine training effectiveness across the dimensions of reaction, learning, behavior, and results. The analysis demonstrates that although all four systems have well-established professional learning structures, their distinguishing strength lies in the institutional mechanisms that facilitate behavioral transfer after training. These mechanisms include instructional leadership, professional collaboration, performance monitoring, and transparent career progression. The study concludes that sustainable educational excellence depends not merely on the quality of teacher training but on coherent performance management systems that systematically connect professional learning with instructional practice and long-term educational outcomes.
AI-Driven Smart Education: Comparative Analysis of Digital Learning Readiness in Indonesia and Four Advanced Countries Dirlam Dirlam; Iman Subasman; Ahmad Mujtahid; Ali Mumin Budiman; Umyati Umyati; Faat Nasyiruddin; Muhammad Azhar Muttaqin
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.3987

Abstract

The advancement of artificial intelligence (AI) has shifted educational paradigms from digitalization toward adaptive, data-driven, and learner-centered ecosystems. This study analyzes the readiness of AI-based digital learning systems in Indonesia, Australia, Finland, the United States, and Japan. A comparative qualitative multiple-case study design was employed, drawing on national policy documents, international organizational reports, and recent scholarly publications, analyzed through thematic content analysis and cross-case comparison. Five dimensions were examined: policy and regulatory frameworks, digital infrastructure, teacher competencies, student AI literacy, and ethical governance. Findings indicate that AI readiness is determined by the institutional integration of all five dimensions rather than technological advancement alone. Countries with stronger cross-dimensional alignment demonstrate higher readiness levels. Indonesia has advanced through national AI policies but faces persistent challenges in infrastructure equity, human resource capacity, and regulatory comprehensiveness. This study proposes an integrated conceptual framework to guide the development of inclusive, sustainable, and human-centered education policies.
Pengaruh Metode Guided Writing terhadap Keterampilan Menulis bagi Siswa MTs Al-Ittihadiyah Mamiyai Puriandari Angkat; Budiman Budiman
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.4000

Abstract

Penelitian ini menguji sejauh mana metode Guided Writing mampu meningkatkan keterampilan siswa Madrasah Tsanawiyah dalam mengarang cerita pendek. Masalah utama yang melatarbelakangi studi ini adalah lemahnya kemampuan mengarang siswa akibat rendahnya dorongan belajar, keterlibatan kelas yang minim, dan penggunaan teknik mengajar yang belum optimal. Penelitian kuantitatif ini menerapkan rancangan quasi-experimental pretest-posttest two-group design. Sebanyak 46 siswa dipilih sebagai sampel menggunakan teknik purposive sampling, yang terbagi seimbang ke dalam kelas eksperimen (pembelajaran Guided Writing) dan kelas kontrol (pembelajaran konvensional) masing-masing 23 orang. Pengukuran dilakukan menggunakan angket persepsi serta instrumen tes menulis cerpen (skor tertinggi 16) yang mengevaluasi aspek alur, tema, bahasa, dan karakterisasi. Menggunakan bantuan SPSS 26, data terbukti homogen dan berdistribusi normal. Hasil uji beda (Independent Sample T-Test) menghasilkan t=18,383 (df=44, sig." 2-tailed"<0,001), yang bermakna H_0 gugur dan H_1 terdukung. Dengan marjin rata-rata mencapai 31,000 unggul pada kelas eksperimen, temuan ini mengonfirmasi bahwa Guided Writing merupakan strategi yang efektif untuk meningkatkan kemampuan menulis cerpen sekaligus membangkitkan keaktifan belajar siswa MTs.
Model Tata Kelola Kolaboratif Pembelajaran Digital: Analisis Peran Aktor Pendidikan Berbasis Mactor Muhammad Izzan Naqiba; Woro Yustia Pratiwi; Pujiono Pujiono; Muhammad Muhammad; Ari Priyono; Karyono Karyono; Muzakar Isa
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.4001

Abstract

Implementasi pembelajaran berbasis teknologi di sekolah menghadapi kendala kolaborasi antarpemangku kepentingan yang belum optimal. Penelitian ini bertujuan merumuskan strategi peningkatan kualitas pembelajaran berbasis teknologi melalui analisis faktor strategis dan peran aktor pendidikan. Pendekatan kuantitatif digunakan dengan metode MACTOR (Matrix of Alliances and Conflicts: Tactics, Objectives and Recommendations). Data dikumpulkan melalui kuesioner terhadap lima aktor: Kepala Sekolah, Guru, Pengawas Sekolah, Tim IT, dan Peneliti Pendidikan Digital. Analisis mencakup identifikasi tingkat pengaruh, ketergantungan, konvergensi, dan divergensi antaraktor terhadap tujuan strategis. Hasil menunjukkan Peneliti Pendidikan Digital memiliki influence, competitiveness, dan net scale of influence tertinggi. Kompetensi digital guru, inovasi pembelajaran, dan kolaborasi pemangku kepentingan menjadi prioritas strategis utama, didukung konvergensi tinggi tanpa divergensi kepentingan. Penelitian menghasilkan Collaborative Digital Learning Governance Model yang mengintegrasikan peran seluruh aktor sebagai landasan transformasi pembelajaran digital secara kolaboratif, adaptif, dan berkelanjutan.
Penerapan Pembelajaran Berdiferensiasi pada Guru Biologi di SMA Kabupaten Parigi Moutong Putri Anisah; Gamar B.N Shamdas; Moh. Sabran; Bustamin Bustamin; Syech Zainal; Mohammad Jamhari
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.4003

Abstract

Penelitian ini bertujuan untuk menganalisis pemahaman guru biologi tentang pembelajaran berdiferensiasi, implementasinya dalam pembelajaran biologi, serta kendala yang dihadapi dalam penerapannya di sekolah menengah atas. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus yang melibatkan 10 guru biologi dari tiga SMA yang dipilih secara purposive karena telah menerapkan pembelajaran berdiferensiasi dalam Kurikulum Merdeka. Data dikumpulkan melalui angket tertutup dan wawancara semi-terstruktur, kemudian dianalisis menggunakan model interaktif Miles dan Huberman yang didukung analisis deskriptif persentase. Hasil penelitian menunjukkan bahwa 85% guru memiliki pemahaman yang baik mengenai konsep dan prinsip pembelajaran berdiferensiasi serta telah mengimplementasikannya melalui penyesuaian metode, media, dan aktivitas pembelajaran sesuai kebutuhan peserta didik. Namun, implementasi belum berjalan optimal akibat keterbatasan sarana dan prasarana, jumlah siswa yang besar dalam satu kelas, serta terbatasnya pelatihan dan kompetensi guru dalam merancang pembelajaran berdiferensiasi. Penelitian ini menyimpulkan bahwa pembelajaran berdiferensiasi berpotensi meningkatkan kualitas pembelajaran biologi, tetapi memerlukan dukungan fasilitas, pengembangan profesional guru, dan kebijakan sekolah yang berkelanjutan agar implementasinya lebih efektif dan konsisten.
Internalisasi Nilai Profetik Hadis dalam Membentuk Karakter Religius Peserta Didik di Era Digital Indra Lesmana; Romlah Abubakar Askar; Miftahuddin Miftahuddin
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.4007

Abstract

Internalisasi nilai profetik hadis menjadi penting dalam membentuk karakter religius peserta didik di era digital yang ditandai oleh meningkatnya tantangan moral akibat perkembangan teknologi informasi. Penelitian ini bertujuan mengkaji internalisasi nilai profetik hadis serta merumuskan strategi internalisasinya dalam membentuk karakter religius peserta didik di era digital. Penelitian menggunakan pendekatan kualitatif melalui studi kepustakaan dengan sumber data berupa hadis-hadis dalam Kutub al-Sittah. Data dianalisis secara tematik melalui proses identifikasi, klasifikasi, interpretasi, dan sintesis terhadap nilai-nilai profetik yang terkandung dalam hadis. Hasil penelitian mengidentifikasi lima nilai utama, yaitu kejujuran (ṣidq), disiplin (istiqāmah), tanggung jawab (amānah), kasih sayang (raḥmah), dan kebijaksanaan (ḥikmah). Internalisasi nilai-nilai tersebut dirumuskan melalui integrasi kurikulum, pembiasaan perilaku (habit formation), dan keteladanan (uswah ḥasanah) pendidik. Temuan penelitian menunjukkan bahwa strategi internalisasi tersebut berkontribusi dalam membentuk karakter religius peserta didik di era digital.
Peran Guru dalam Pengembangan Literasi Dini Melalui Pendekatan Bermain di Raudhatul Athfal Nurul Islam III Bungo Desi Saputri; Sriyani Sriyani; Wiwin Narti
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.4011

Abstract

Literasi dini merupakan fondasi penting bagi perkembangan bahasa dan kesiapan belajar anak usia dini, namun kajian tentang peran guru dalam konteks PAUD Islam masih terbatas. Penelitian ini bertujuan menganalisis peran guru dalam pengembangan literasi dini melalui pendekatan bermain di lembaga PAUD Islam. Pendekatan kualitatif deskriptif digunakan dengan informan kepala RA dan guru Kelompok B. Data dikumpulkan melalui observasi, wawancara semi terstruktur, dan dokumentasi, dianalisis menggunakan model interaktif Miles dan Huberman, serta diuji keabsahannya melalui triangulasi sumber, teknik, dan member check. Hasil menunjukkan bahwa guru berperan sebagai fasilitator, motivator, mediator, dan evaluator; pendekatan bermain diintegrasikan melalui pancing huruf, bermain peran, sudut baca, bercerita, bernyanyi, dan permainan tradisional berbasis literasi. Kendala meliputi keterbatasan media, perbedaan kemampuan anak, dan kurang optimalnya keterlibatan orang tua. Pendekatan bermain terbukti efektif menciptakan pengalaman belajar aktif dan menyenangkan, serta memperkuat kolaborasi guru, sekolah, dan orang tua.

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