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INSANIA : Jurnal Pemikiran Alternatif Kependidikan
Published by Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto
ISSN : 14100053     EISSN : 25983091     DOI : https://doi.org/10.24090/insania
Core Subject : Education,
Education
INSANIA adalah jurnal kependidikan yang diterbitkan oleh Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto. INSANIA menerbitkan artikel ilmiah dengan rumpun keilmuan pendidikan antara lain Perencanaan pendidikan, Evaluasi Pendidikan, Pembelajaran, Kurikulum Pendidikan, Strategi Pendidikan, Pendidikan Islam, Pendidikan Dasar Islam, Pendidikan Anak Usia Dini, dan tema kependidikan lain
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "Vol 30 No 1 (2025)" : 8 Documents clear
Empowering Future Educators through Team-Based Projects: A Pathway to SDG 4 in Teaching Material Development Sarkity, Dios; Pratama, Yudi
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i1.10836

Abstract

Teaching materials are a cornerstone of effective learning, yet many educators struggle with designing resources that truly meet classroom needs. This study investigates the capabilities of prospective biology teachers in developing teaching materials that are responsive to real educational challenges and student needs, facilitated through team-based project learning in the Teaching Material Development course. Using a descriptive-analytical method, the research analyzed student-created materials and accompanying reports. Results revealed that 44.44% of participants successfully produced printed materials, while 55.55% developed digital resources aligned with contextual problems. Although students generally demonstrated technical proficiency in formatting their products, many fell short in addressing pedagogical relevance and learner-centered design. These findings highlight a critical need to enhance teacher education by emphasizing the development of teaching materials that are not only visually appealing but also pedagogically sound and contextually grounded. To support the goals of Sustainable Development Goal 4 (SDG 4), teacher training programs must prioritize equipping future educators with the skills to create impactful, inclusive, and needs-based learning resources.
Development Strategy of Teacher Competence with the 70-20-10 Model for SDG-Aligned Community-Based Education: A Literature Review Hasanah, Enung; Ghazi, M Ikhsan Al
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i1.11257

Abstract

Education plays a vital role in shaping the development of society and the nation. In a rapidly changing world, teachers are key players in preparing the next generation to face increasingly complex challenges. Within this dynamic context, improving teacher competencies has become a critical need. One alternative approach is the 70-20-10 Model, which combines formal learning, informal learning, and learning through experience, while also integrating community-based learning, and social engagement to support the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 17 (Partnerships for the Goals). This paper explores the key principles of the 70-20-10 Model in the context of teacher professional development and its potential to encourage local and global collaboration for achieving inclusive, equitable, and sustainable education outcomes. Through a comprehensive literature review, this study discusses the implications, benefits, and challenges related to the implementation of this model. The findings highlight that the 70-20-10 Model provides a solid framework for continuous teacher development, where 10% of learning comes from structured activities such as workshops or training sessions, 20% from collaborative learning through interactions with peers and mentors (both online and offline), and 70% from practical classroom experience integrated with community involvement. However, the implementation of this model also faces several challenges, including limited resources, resistance to change, and difficulties in measuring learning outcomes. Therefore, to fully realize the potential of this model, strong commitment from all stakeholders is needed, along with supportive systems and well-planned strategies that are responsive to both local contexts and global education priorities.
Pedagogi Hybrid Learning untuk Memperkuat Literasi Digital Guru Madrasah dalam Mencapai SDG 4 (Pendidikan Berkualitas) Ashoumi, Hilyah; Ahid, Nur; Fatmawati, Diani
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i1.13569

Abstract

The Society 5.0 agenda has accelerated the demand for digitally competent teachers, including in Indonesian madrasahs where professional development must also safeguard Islamic educational values. This study develops a conceptual model for transforming madrasah teachers’ digital literacy through hybrid learning and positions the model as a practical contribution to SDG 4 (Quality Education), particularly target 4.c on qualified teachers. Using a systematic literature review and qualitative content analysis, the study synthesizes research on digital literacy, teacher professional development, and hybrid learning in Islamic and general education settings. The findings indicate that effective transformation requires (1) staged capacity building (basic digital skills to advanced media design), (2) pedagogical integration (TPACK-aligned lesson planning for synchronous and asynchronous modes), (3) institutional support (leadership, infrastructure, and policy), and (4) continuous mentoring and evaluation. The proposed model emphasizes iterative training, classroom implementation, reflective coaching, and community-of-practice support to reduce technology resistance and improve instructional quality. This conceptual contribution offers guidance for madrasah leaders and policymakers to design scalable hybrid professional development programs that strengthen teachers’ digital literacy while enhancing equitable access to meaningful learning.
Transformasi pembelajaran bahasa di era kecerdasan buatan: Tinjauan cakupan menuju pencapaian SDGs Sombilon, Ren Sherlaine B.; Maharani, Aisyah Puan; Monteza, Ana Mae M.; Husni, Muhammad Wazid
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i1.13578

Abstract

This study of AI integration into language learning is a literature review research design that focuses on understanding the different aspects of AI integration into language learning. It investigates AI’s potential to enhance language learning, emphasizing advantages and disadvantages. Methodologically, this study utilized a scoping review to collect and analyze secondary data from sixteen qualified articles retrieved from Google Scholar and Scopus databases. AI applications are becoming more common in educational settings, especially in language acquisition, due to the quick advancement of technology. The study highlights the effects of AI on learner engagement, tailored education, and flexible learning solutions by synthesizing findings from studies carried out between 2020 and 2024. The efficiency of chatbots and intelligent tutoring systems, the ethical implications of academic honesty, and the improved social presence of students through AI tools are some of the major themes. AI’s potential benefits, issues, including data privacy, technology accessibility, and teacher preparation requirement,s were also discussed. Aligned with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities), the findings highlight the need for continued study and the creation of AI solutions suited to various learner requirements. This study provides insights that guide future pedagogical approaches and technology advancements, making it a valuable tool for researchers and educators attempting to comprehend the intricate dynamics of AI integration in language learning.
Transformasi Budaya Sekolah melalui Disiplin Positif dan Deep Learning untuk SDGs: Studi Kasus di SMP Negeri 2 Mranggen Ulfah, Maria; Kusumaningsih, Widya; Nurkolis, Nurkolis; Jeng, Ismaila Ousman; Fitriani, Artika Wina
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i1.13631

Abstract

This research aims to examine the transformation of school culture through the implementation of positive discipline and deep learning strategies in order to support the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4 on quality education. This study was conducted at SMP Negeri 2 Mranggen using a mixed-method approach and case study design. Data were collected through in-depth interviews, participatory observations, documentation, and questionnaires, involving the principal, teachers, and students as participants. The research results show that the planned and consistent implementation of positive discipline successfully builds a supportive, inclusive school climate and encourages individual responsibility. Meanwhile, the deep learning approach in the learning process strengthens student engagement, critical thinking, and collaboration in line with sustainability values. The transformation of school culture is manifested in the form of changes in values, interaction patterns, and more humanistic pedagogical practices. This research recommends the importance of integrating SDG values into school culture management through strengthening teacher capacity and transformative school leadership.
Pendidikan Umum, Nilai, dan Karakter dalam Bingkai Pilar Pembangunan Berkelanjutan di Indonesia Putra, Agung Dwi; Dasim Budimansyah; Encep Syarief Nurdin; Rita Milyartini; Lanang Riyadi; Maksud Khoshimov
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i1.13689

Abstract

The Sustainable Development Goals (SDGs) have become a global agenda emphasizing the balance among the social, economic, and environmental pillars, with the governance pillar serving as a reinforcing element. This article aims to critically and comprehensively review the contribution of general education in the internalization of values and character formation as the social pillar of sustainable development. The method employed is a systematic literature review of various academic sources and relevant documents. The review findings indicate that quality education integrating values and character not only supports the achievement of education Goals (SDG 4) but also plays a strategic role in building an inclusive, just, and environmentally conscious society. General education that instills character traits such as mindfulness, curiosity, courage, resilience, ethics, and leadership serves as a crucial foundation in addressing global challenges and strengthening the social pillar of sustainable development. This review implies the need for the development of holistic and contextual curricula and teaching methods to realize a sustainable and just future in Indonesia. Thus, character education within general education can become a strategic instrument in supporting the success of sustainable development.
Tren dan Perkembangan Penelitian Kurikulum Pendidikan Islam: Perspektif Bibliometrik terhadap Pendidikan Berkualitas dan Inklusivitas dalam SDGs Safitri, Lis; Nurlaela; Musmuallim; Huda, Ulul; Asyik, Noor; Rohman, Abdul
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i1.13951

Abstract

This study aims to analyze the trends and developments in Islamic education curriculum research during the past decade (2014-2024) through a bibliometric approach. Employing the Bibliometrix R package and VOSviewer, 616 Scopus-indexed documents were analyzed to identify publication patterns, scholarly collaboration, bibliographic coupling, thematic evolution, and keyword co-occurrence. The results indicated a notable rise in academic publications during the past decade, particularly from Indonesia, Malaysia, and the United Kingdom. Five main keyword clusters were identified, namely integration of Islamic education within the framework of educational reform, multicultural education, institutional practices, socio-cultural involvement, and curriculum development. Thematic evolution indicated that character education, multiculturalism, and Islamic identity were the basic themes, although topics like sex education and extremism exhibited a changing pattern facing global challenges. Despite the growing interest in these issues, bibliographic analyses reveal fragmented work and limited local citations. Additionally, the study highlights the increasing role of international collaborations in advancing Islamic education research and the growing focus on integrating contemporary societal issues within the curriculum. This research offers significant insights into the shifting focus areas within Islamic education, reflecting both regional and global academic trends, and suggests areas for further development in curriculum and educational practices. This research contributes to achieving SDG 4 by advancing understanding of how Islamic education can be aligned with global educational objectives, promoting a more inclusive and equitable approach to curriculum development.
Self-directed learning pada pendidikan orang dewasa di Indonesia: sebuah tinjauan sistematis untuk mewujudkan pendidikan berkualitas dan inklusif Wijayakusuma, Muhamad Yusuf; Lutfiansyach, Dadang Yunus; Pramudia, Joni Rahmat; Nudiati, Deti
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i1.14006

Abstract

As new learning methods continue to emerge, Self-Directed Learning (SDL) remains a crucial element in the field of education, specifically for promoting inclusive quality education. This research is a Systematic Literature Review using the PRISMA framework to explore research trends, factors, and impacts of self-directed learning within Indonesian adult education, focusing on 25 Scopus-indexed publications from 2019 to 2024. The findings indicate a notable rise in related publications, particularly post-2022, with quantitative research methods being the most applied and undergraduate students serving as the primary subjects, which highlights a gap in representing broader adult learner populations. Thematic analysis reveals that SDL is effectively cultivated through structured antecedents, specifically gamified MOOCs, Learning Management Systems, and flipped classroom pedagogies, which causally link to enhanced digital literacy, creativity, and learner autonomy. Crucially, the study distinguishes that while purposeful educational technology fosters independence, uncontrolled social media usage acts as a potential hindrance to self-regulation. Based on these insights, the researchers recommend prioritizing guided technology integration and suggest that future studies diversify methodologies and broaden participant scopes beyond undergraduate students to better address the inclusive nature of adult education. Aligning with SDG 4 and SDG 10, this study positions SDL as a catalyst for inclusive quality education and reduced inequalities, empowering diverse learners, particularly marginalized groups, to achieve autonomy and lifelong growth.

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