cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Sufyan
Contact Email
sufyan@pdfaii.org
Phone
+628992932000
Journal Mail Official
sufyan@pdfaii.org
Editorial Address
Jl. Ir. H. Djuanda Km 03, RT 001 RW 005 Desa Singaraja Kecamatan Indramayu Kabupaten Indramayu Jawa Barat
Location
Kab. indramayu,
Jawa barat
INDONESIA
COMPETITIVE: Journal of Education
Published by Perkumpulan Dosen Fakultas Agama Islam Indramayu
ISSN : -     EISSN : 29642345     DOI : https://doi.org/10.58355/competitive.v2i1.6
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
COMPETITIVE: Journal of Education is a peer-reviewed journal published by Perkumpulan Dosen Fakultas Agama Islam Indramayu. The journal is aimed at spreading the research results conducted by academicians, educators, researchers, administrators at academic institutions, and practitioners in the field education in both theory and practice. In particular, papers which consider the following general topics are invited: Educational research, learning theory in practice, innovative methodologies in learning, teaching and assessment, e-learning, digital classrooms, blended learning, social networks and education, classroom management issues, educational case studies, teaching preparation and performance, learning processes and learning environments, teaching pedagogy, innovative teaching techniques, management learning and education in schools and universities, teacher professional development, Educational leadership, curriculum development, education quality, Computers in educational administration, marketing in education, E-Learning management, organizations as learning communities, Human Resource Management, and Innovation in educational management.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2024): Transformative Education and Learning" : 6 Documents clear
Geometry Learning Strategy at MTs Negeri 1 Sinjai Fetti Fatricia Amdar; Sri Jingga Anggriani Putri; Nurazizah; Irmayanti
COMPETITIVE: Journal of Education Vol. 3 No. 2 (2024): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v3i2.53

Abstract

Geometry learning plays a role in the development of students' spatial and visual understanding. Through geometry, students learn to recognize, understand, and manipulate geometric objects in three dimensions. Effective teaching strategies in learning geometry include a problem-based approach, the use of manipulative aids, and the application of technology. The purpose of this study was to describe the strategies used by teachers at MTs Negeri 1 Sinjai in teaching geometry. The type of research used is descriptive with a qualitative approach. The research subjects were Mathematics teachers at MTs Negeri 1 Sinjai who had taught the material using a purposive sampling technique. The instrument used is an interview sheet. The data collection technique used was interviews to find out in depth about the strategies used by MTs Negeri 1 Sinjai teachers in learning geometry. Data analysis used is data collection, data reduction, data presentation and conclusion drawing. The results of this study stated that the mathematics teacher at MTs Negeri 1 Sinjai used the discovery learning method (guided discovery), conducted group discussions, used picture media, used student worksheets (LKPD), textbooks and power points. In this digital era, it is recommended that teachers introduce the GeoGebra application in learning geometry.
The School of Educational Progressivism Philosophy and Its Implementation in the 2013 Curriculum Faelasup
COMPETITIVE: Journal of Education Vol. 3 No. 2 (2024): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v3i2.84

Abstract

One of the schools in educational philosophy is the philosophy of progressivism. namely a movement and association founded in 1918 by John Dewey who argued that knowledge that is true today may not be true in the future. Education must be child-centered rather than focused on teachers or specific content areas. According to Progressivism, the curriculum should not be universal but should vary according to the conditions that exist in the child and his environment; adapted to the characteristics of students (interests, talents and needs of each student) or chil centered; community-based; and is flexible and subject to change or revision. This research aims to describe the implementation of the educational progressivism philosophy in the 2013 curriculum. This type of research is qualitative research, the approach is library research. where the data and data sources are taken from the literature, namely by reading, comparing, and concluding from several figures' opinions. The analysis used in this research is content analysis. Based on the results and analysis, it is concluded that the implementation of the philosophy of educational progressivism in the 2013 curriculum, namely learning achievement, pays attention to the cognitive, affective and psychomotor domains. The philosophy of progressivism in its learning uses a scientific approach, namely the process of observing, asking, reasoning, trying, and creating networks.
Continuity of Islamic Educational Institutions Iffatul Aimmah; Muhtadi Abdul Mun’im
COMPETITIVE: Journal of Education Vol. 3 No. 2 (2024): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v3i2.86

Abstract

Islamic educational institutions have developed from time to time. This is so that Islamic educational institutions can be present to answer the challenges of the times. This research will discuss continuity in Islamic educational institutions. The research method used in this education is qualitative literature study. The results of this study show that continuity in Islamic educational institutions in accordance with their main objectives can be done by developing curriculum, improving the quality of teaching staff, utilization with technology and holding cooperation with other institutions.
Development of PAI Curriculum at Non-Formal Education Institutions (Majelis Taklim) Dhimas Alunandika; Khozin
COMPETITIVE: Journal of Education Vol. 3 No. 2 (2024): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v3i2.92

Abstract

Majelis Taklim Masjid Ad-Din, located in Pagar Dewa urban village, Bengkulu City, needed an understanding of how to manage PAI curriculum contextually. The researcher wanted to know how the PAI curriculum of Majelis Taklim Masjid Ad-Din was developed. The study is usually conducted on Friday dawn and is always enlivened by local residents. The research method used case study-based qualitative. The results of the field research show that the lessons at Majelis Taklim Ad-Din are similar to the school curriculum, with materials selected and set for each subsequent month. However, the material given at Majelis Taklim Masjid Ad-Din each year may differ from the material given at the school each year. So that the speaker only conveys what is decided by the mosque management.  
Research on Madrasas in International Publications: Bibliometric Analysis with Vosviewer Zafrullah, Zafrullah; Zulfa Safina Ibrahim; Rezi Ariawan; Sa'adatul Ulwiyah; Rizki Tika Ayuni
COMPETITIVE: Journal of Education Vol. 3 No. 2 (2024): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v3i2.93

Abstract

The large number of studies on madrasas on Scopus means that madrasas can be used as an option for researchers in conducting research. This research aims to look at the grouping and novelty of keywords using Vosviewer. This research used 323 documents that had been sorted according to keywords. From the results of the analysis, there are fourteen research groups based on keywords in madrasa research in the Scopus database, namely improving educational practices in madrasas, developing madrasa education in rural areas, preserving architectural heritage in madrasas, improving the Arabic language curriculum in Aliyah madrasas, Islamic pedagogy and practice. memorization, heritage preservation and restoration techniques, Islamic boarding school management, integration of character in online learning during the pandemic, madrasas and maktab religious education and national training, teacher performance and academic achievement, development of religious character, leadership in moral education, environmental learning in Muslim communities, as well as the study of Islamic history. Meanwhile, the novelty of keywords such as mausoleum, Islamic boarding schools, learners, character building, online learning, emotional intelligence, critical thinking skills, and learning outcomes indicates the novelty of the keywords so that these keywords can be used as research recommendations in research on madrasas in the Scopus database.
From Lecture Theaters to Online Classrooms: Examining The Growth of the Flipped Classroom Ouariach Soufiane; Ouariach Fatima Zahra; Khaldi Mohamed
COMPETITIVE: Journal of Education Vol. 3 No. 2 (2024): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v3i2.97

Abstract

Traditional models of education involve teachers imparting knowledge to students in a classroom setting. However, new learning theories suggest that students do not all acquire information in the same way. Some learn better through independent exploration and discovery, while others thrive in social environments with hands-on instruction. This debate around student-centered versus teacher-centered pedagogy is far from resolved. One approach that is gaining attention is the "flipped classroom," which restructures learning activities so that domestic tasks typically done as homework are performed in class, with teacher guidance. Meanwhile, lectures previously given during class time are accessed autonomously by students at home, often via online video. This model arguably provides flexibility that better caters to varied student needs and learning styles. However, there are also challenges to consider when transitioning to a flipped model. This article explores the arguments on both sides, providing a balanced perspective on the benefits and limitations of traditional and flipped approaches based on current research in educational psychology. First, the article delves into the term "flipped classroom" and its relationship with the Bloom taxonomy. It then examines different flipped classroom models and finally the benefits and limitations of the flipped classroom application.

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 4 No. 4 (2025): Transformative Education and Learning Vol. 4 No. 3 (2025): Transformative Education and Learning Vol. 4 No. 2 (2025): Transformative Education and Learning Vol. 4 No. 1 (2025): Transformative Education and Learning Vol. 3 No. 4 (2024): Transformative Education and Learning Vol. 3 No. 3 (2024): Transformative Education and Learning Vol. 3 No. 2 (2024): Transformative Education and Learning Vol. 3 No. 1 (2024): Transformative Education and Learning Vol. 2 No. 4 (2023): Transformative Education and Learning Vol. 2 No. 3 (2023): Transformative Education and Learning Vol. 2 No. 3 (2023) Vol. 2 No. 2 (2023): Transformative Education and Learning Vol. 2 No. 2 (2023) Vol. 2 No. 1 (2023): Transformative Education and Learning Vol. 2 No. 1 (2023) Vol. 1 No. 1 (2022) Vol. 1 No. 1 (2022): Transformative Education and Learning More Issue