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International Journal of Education and Digital Learning (IJEDL)
Published by CV. LAFADZ JAYA
ISSN : -     EISSN : 2962052X     DOI : https://doi.org/10.47353/ijedl
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
International Journal of Education and Digital Learning (IJEDL) | ISSN (e): 2962-052X is an international peer-reviewed Open Access journal that publishes original and relevant articles in all fields of education research. It publishes both theoretical as well as empirical and methodological contributions to education research. Its coverage encompasses all forms of teaching and learning at all levels, from early childhood development to lifelong learning. The journal provides the readers with free and permanent access to all content worldwide; and the authors with article promotion, long-time preservation, language assistance, no space constraints and immediate publication.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 3 Documents
 1 
Search results for , issue "vol. 4 no. 3 (2026)" : 3 Documents clear
Examining the Concept of Independent Learning from an Islamic Perspective Siti Halimah
International Journal of Education and Digital Learning (IJEDL) Vol. 4 No. 3 (2026)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v4i3.396

Abstract

This research was directed by the genesis of the Freedom Learning Concept which was initiated by the Indonesian government with the aim of providing freedom and flexibility in the learning process, so that students can learn according to their potential and interests. From an Islamic perspective, the concept of freedom in learning has strong relevance, because Islam emphasizes the importance of knowledge and education which frees people from ignorance. The aim of this research is to describe the concept of freedom to learn in Islam and try to examine how the concept of freedom to learn can be integrated with educational principles in Islam. The method used is the library research method using a descriptive qualitative approach. The conclusions of this research produce that the concept of freedom learning established by the Ministry of Education and Culture is in accordance with the Islamic concept stated in the Koran QS. Al-Alaq verses 1-5, where in the practice of teaching and learning activities between teachers and students there are no boundaries in learning, it is not just a process of transferring knowledge but greater than that, students can freely gain knowledge from any source.
Digital Literacy and The Quality of Students' Democratic Participation: A Synthesis of Empirical Evidence in Pancasila Education Hamidah Hamidah; Cecep Wahyu Hoerudin; Opan Arifudin; Ulfah Ulfah
International Journal of Education and Digital Learning (IJEDL) Vol. 4 No. 3 (2026)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v4i3.404

Abstract

This study aims to identify and analyze the relationship between digital literacy and the quality of students' democratic participation within the framework of Pancasila education. A qualitative research approach using literature review and synthetic analysis methods was used to collect and integrate empirical evidence from various previous studies. Data were collected through document reviews, scientific journals, and relevant research reports. The results of the study indicate that high digital literacy can improve students' understanding of Pancasila values ​​and strengthen their democratic participation in various discussion forums and academic community activities. Furthermore, good digital literacy plays a role in expanding access to information, increasing critical awareness, and encouraging students to actively participate constructively in the democratic process. This study confirms that strengthening digital literacy as part of Pancasila education is crucial for developing intelligent, critical, and active students in democratic life. The conclusion of this study is that digital literacy plays a strategic role in improving the quality of students' democratic participation, and the integration of digital literacy into the Pancasila education curriculum requires greater attention. The recommendation is the development of a comprehensive and relevant digital literacy program to support the strengthening of students' democratic character within the context of national education.
The Dilemma of Service and Professionalism: A Case Study of Non-Linear Teacher Pedagogical Competence in a Traditional Islamic Boarding School-Based Elementary Madrasah Syarif Maulidin; Dzul Qornain
International Journal of Education and Digital Learning (IJEDL) Vol. 4 No. 3 (2026)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v4i3.409

Abstract

This study is motivated by the disconnect between macro-regulations on teacher academic qualifications (Law No. 14 of 2005) and the micro-governance of teacher development in traditional Islamic boarding school-based Madrasah Ibtidaiyah (MI). Recruitment based on the culture of khidmah (devotion) without regarding educational linearity triggers pedagogical mismatch in the classroom. This study aims to: (1) describe the placement practices and pedagogical competencies of teachers at MI Pondok Pesantren Al-Anshar; (2) analyze the factors causing the lack of formal orientation/training; (3) formulate practical recommendations for training (e.g., parenting, child psychology, and MI teaching methods) without dissolving the spirit of khidmah; and (4) provide guidelines for competency-based teacher appointment. The research employed a qualitative approach with an intrinsic case study design. The findings reveal four main insights: (1) a structural methodological deficit exists among non-linear teachers who tend to apply text-bound, monotone, teacher-centered learning, in contrast to linear PGMI/PGSD teachers who employ student-centered models; (2) an erosion of professionalism leads to substitute teaching without evaluation behavior due to the lack of a professional identity; (3) a prevalent adoption of repressive and punitive disciplinary approaches (yelling, physical punishment, and threats) by non-linear teachers stems from a lack of understanding of concrete operational child psychology; and (4) normative commodification of the khidmah culture serves as an ideological justification to tolerate pedagogical weaknesses and resist national educational standardization. This study recommends providing child psychology and teaching methodology training for teachers in pesantren environments to balance khidmah values with national professional standards.

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