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Lencana: Jurnal Inovasi Ilmu Pendidikan
Published by Politeknik Pratama Purwokerto
ISSN : 29649463     EISSN : 29649684     DOI : 10.55606
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media Other
Sub Rumpun PENDIDIKAN ILMU SOSIAL 1 Pendidikan Pancasila dan Kewarganegaraan 2 Pendidikan Sejarah 3 Pendidikan Ekonomi 4 Pendidikan Geografi 5 Pendidikan Sosiologi dan Antropologi 6 Pendidikan Akuntansi 7 Pendidikan Tata Niaga 8 Pendidikan Administrasi Perkantoran 9 Pendidikan Bahasa Jepang 10 Pendidikan Sosiologi (Ilmu Sosial) 11 Pendidikan Koperasi 12 Pend Kependudukan dan Lingkungan Hidup 13 Pendidikan Ekonomi Koperasi 14 Bidang Pendidikan Ilmu Sosial Lain Yang Belum Tercantum Sub Rumpun ILMU PENDIDIKAN BAHASA DAN SASTRA 1 Pendidikan Bahasa, Sastra Indonesia dan Daerah 2 Pendidikan Bahasa (dan Sastra) Inggris 3 Pendidikan Bahasa (dan Sastra) Indonesia 4 Pendidikan Bahasa (dan Sastra) Jerman 5 Pendidikan Bahasa (dan Sastra) Perancis 6 Pendidikan Bahasa (dan Sastra) Arab 7 Pendidikan Bahasa (dan Sastra) Perancis 8 Pendidikan Bahasa (dan Sastra) Jawa 9 Pendidikan Bahasa (dan Sastra) Cina (Mandarin) 10 Bidang Pendidikan Bahasa (dan Satra) Lain Yang Belum Tercantum Sub Rumpun ILMU PENDIDIKAN OLAH RAGA DAN KESEHATAN 1 Pendidikan Jasmani, Kesehatan dan Rekreasi 2 Pendidikan Jasmani dan Kesehatan 3 Pendidikan Olahraga dan Kesehatan 4 Pendidikan Kepelatihan Olahraga 5 Ilmu Keolahragaan 6 Pendidikan Olah Raga dan Kesehatan Lain Yang Belum Tercantum Sub Rumpun ILMU PENDIDIKAN MATEMATIKA DAN ILMU PENGETAHUAN ALAM (MIPA) 1 Pendidikan Biologi 2 Pendidikan Matematika 3 Pendidikan Fisika 4 Pendidikan Kimia 5 Pendidikan Ilmu Pengetahuan Alam (Sains) 6 Pendidikan Geografi 7 Pendidikan Mipa Lain Yang Belum Tercantum Sub Rumpun ILMU PENDIDIKAN TEKNOLOGI DAN KEJURUAN 1 Pendidikan Teknik Mesin 2 Pendidikan Teknik Bangunan 3 Pendidikan Teknik Elektro 4 Pendidikan Teknik Elektronika 5 Pendidikan Teknik Otomotif 6 Pendidikan Teknik Informatika 7 Pendidikan Kesejahteraan Keluarga (Tataboga, Busana, Rias Dll) 8 Pend. Teknologi dan Kejuruan 9 Bidang Pend. Teknologi dan Kejuruan Lain yang Belum Tercantum Sub Rumpun ILMU PENDIDIKAN 1 Pendidikan Luar Biasa 2 Pendidikan Luar Sekolah 3 Pgsd 4 Pgtk dan (Paud) 5 Psikologi Pendidikan 6 Pengukuran dan Evaluasi Pendidikan 7 Pengembangan Kurikulum 8 Teknologi Pendidikan 9 Administrasi Pendidikan (Manajemen Pendidikan) 10 Pendidikan Anak Usia Dini 11 Kurikulum dan Teknologi Pendidikan 12 Bimbingan dan Konseling 13 Bidang Pendidikan Lain Yang Belum Tercantum Sub Rumpun ILMU PENDIDIKAN KESENIAN 1 Pendidikan Seni Drama, Tari dan Musik 2 Pendidikan Seni Rupa 3 Pendidikan Seni Musik 4 Pendidikan Seni Tari 5 Pendidikan Keterampilan dan Kerajinan 6 Pendidikan Seni Kerajinan 7 Bidang Pendidikan Kesenian Lain Yang Belum Tercantum
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 255 Documents
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Perkembangan Sistem Pendidikan di Inggris Nur Sakinah Siregar; Mislaini Mislaini; Putri Salehah Siregar
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 3 No. 1 (2025): Januari : Jurnal Inovasi Ilmu Pendidikan
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v3i1.4575

Abstract

The education system in the United Kingdom has undergone significant development over time, encompassing primary, secondary, and higher education. Primary and secondary education is structured within a framework that ensures universal access and high standards, starting from mandatory education for children aged 5 to 16 years. Higher education in the UK is renowned for its quality, with prestigious universities focusing on research and professional development. Public policies, such as the Education Act of 1944 and the national curriculum introduced in 1988, have played a vital role in shaping and updating the education system. However, modern challenges such as social and economic disparities, inconsistent policy changes, and academic pressure and mental health issues among students remain ongoing concerns. With continued efforts to improve the education system, the UK continues to adapt to changes in time and global challenges.
Sejarah Perkembangan dan Peradaban Islam di Afrika Utara Putri Nadila; Nasril Nasril
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 3 No. 1 (2025): Januari : Jurnal Inovasi Ilmu Pendidikan
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v3i1.4576

Abstract

The development of Islam in North Africa began during the reign of Caliph Umar bin Khattab (634–644 AD), who sent Amru bin Ash to conquer Egypt. This effort was then systematically continued by the ruling dynasties that followed. The spread of Islam by Muslim rulers not only made Arabic the official language spoken by Muslim communities in various regions, especially North Africa, but also had a great influence on civilization as a whole. History records various advances in North Africa, both in the fields of government administration, science, architecture, and historical buildings. The pattern of the relationship between the ruler and the community also shows how Islam is a blessing for all nature (rahmatan lil 'alamin). The splendor of buildings with high architecture is proof that only an advanced, stable, and prosperous government is able to achieve it.
Model Pembelajaran Tradisional dan Kontemporer dalam Pendidikan Agama Islam Tiara Dwi Putri; Zumirrahilza Haq; Gusmaneli Gusmaneli
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 3 No. 1 (2025): Januari : Jurnal Inovasi Ilmu Pendidikan
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v3i1.4579

Abstract

Islamic religious education plays an important role in shaping individual character and morality. In this context, the learning model used has a significant impact on learning effectiveness. This article discusses the comparison between traditional and contemporary learning models in Islamic religious education. Traditional models, which are often didactic and teacher-centered, tend to emphasize memorization and repetition, whereas contemporary models emphasize interactive, collaborative, and problem-based approaches. This research uses qualitative methods with case study analysis in several Islamic educational institutions. The results show that contemporary learning models increase student engagement, understanding of concepts, and ability to apply religious values in everyday life. Meanwhile, traditional models still have relevance in providing a strong knowledge base. This article recommends the integration of both models to create a more holistic and effective learning environment, where students not only memorize religious teachings but are also able to apply them in a modern context. It is hoped that these findings can contribute to the development of an Islamic religious education curriculum that is more adaptive and relevant to the needs of the times.
Penerapan Model Induktif dan Deduktif untuk Meningkatkan Hasil Belajar Matematika Siswa SD Intan Mustika Hulu; Ngatini Ngatini; Faradiba Rukmanti; Enjelika Paulina Simarmata; Taruli Marito Silalahi
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 3 No. 1 (2025): Januari : Jurnal Inovasi Ilmu Pendidikan
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v3i1.4580

Abstract

This scientific article is intended to find out the final results of student learning with inductive and deductive models in elementary school students. The type of article in data collection is a literature review (library research). The source of this research data is secondary data, namely supporting data and complementary research data. The data collection technique for this research is library research. The data analysis technique with the description method, the analysis process used is 3, namely data reduction, data presentation, verification or conclusion. Through this research design, it was produced that: (1) inductive and deductive model learning in mathematics subjects has an effect on student learning outcomes; (2) differences in students' initial talents affect the final results of student learning. The results through the following 2 findings indicate that student learning outcomes in each of their initial abilities are influenced by behavior in applying authentic problem-based learning techniques to inductive-deductive integration. The application of typical problem-based learning empirically can be suspected of being able to provide improvements in student learning outcomes with mathematics learning models.
Sistem Pendidikan di Australia Nadia Nauli; Mislaini Mislaini; Sila Angraini
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 3 No. 1 (2025): Januari : Jurnal Inovasi Ilmu Pendidikan
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v3i1.4582

Abstract

Australia's education system reflects the long history and development of its diverse society. Since the arrival of British colonialists in 1788, Australia has undergone a significant transformation, from a colony to an independent country with a strong identity. The education system in Australia consists of preschool, primary, secondary and tertiary education, and is equipped with various vocational education institutions. Even though Australia is known to have a high-quality education system, there are several problems it faces, such as unequal access to education among indigenous communities, challenges in integrating international students, and issues of unequal funding between regions. Education policy in Australia focuses on improving the quality of education through a variety of initiatives, including teacher skills enhancement programs, inclusive curriculum development, and improving educational facilities. The government is also trying to overcome the problem of inequality by implementing policies that support access to education for all levels of society. Thus, despite facing various challenges, the Australian education system continues to adapt and develop to meet the needs of a dynamic society.
Sistem Pendidikan di Korea Selatan : Struktur, Tahapan Pendidikan, Kurikulum, Perbandingan Pendidikan, Inovasi dan Tantangan Yusra Ramadhana; Mislaini Mislaini; Sri Gina Miranti
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 3 No. 1 (2025): Januari : Jurnal Inovasi Ilmu Pendidikan
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v3i1.4583

Abstract

The South Korean education system is renowned for its structured organization and focus on high academic achievement. Its curriculum incorporates modern technology to enhance the learning experience, but high academic pressure poses significant challenges, particularly concerning students’ mental well-being. Compared to Indonesia, which adopts a more holistic approach through the Merdeka Curriculum, South Korea excels in producing globally competitive students. This article explores the comparison of the two education systems, highlighting innovations, challenges, and reforms needed to create inclusive and sustainable education.
Mengembangkan Karakter Peserta Didik yang sesuai Profil Pelajar Pancasila melalui Implementasi Kurikulum Merdeka Leny Leny
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 3 No. 1 (2025): Januari : Jurnal Inovasi Ilmu Pendidikan
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v3i1.4585

Abstract

The purpose of this study is to develop the character of students according to the Pancasila Student Profile through the implementation of the Independent Curriculum. (1) How the implementation of the independent curriculum can improve the character of students according to the profile of Pancasila students, (2) Factors that can influence the success of developing student character through the independent curriculum. This data collection technique uses a qualitative literature study method. In collecting data by collecting journals from various sources as a comparison. The results of this study are that there is one way to develop the character of students according to the profile of Pancasila students, namely by implementing several learning models such as Project Based Learning and Problem Based Learning learning models that are considered in accordance with the Independent Curriculum. In addition, there are also several factors that support the success of developing student character such as support from the school, competent teachers, parental support and the implementation of a relevant curriculum. Suggestions for further researchers are to go deeper into the collection and processing of data both from library sources or direct observation so that the research results are even better.
Adaptasi Siswa Terhadap Pembelajaran Pendidikan Pancasila dalam Kurikulum Merdeka Nenia Nabila Patimah
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 3 No. 1 (2025): Januari : Jurnal Inovasi Ilmu Pendidikan
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v3i1.4586

Abstract

The implementation of Merdeka Curriculum in learning Pancasila Education has brought major changes in the learning process at the high school level. This change requires students to adapt to a learning approach that is more focused on students (student centered learning). This study aims to analyze student adaptation in learning Pancasila Education in the Merdeka Curriculum at SMA Negeri 6 Serang City. The research method uses a descriptive qualitative approach with data collection through in-depth interviews. The results showed that the student adaptation process took place gradually, where students began to adapt to the demands of active learning which required them to be involved in building their own knowledge. In this adjustment process, students face several challenges. Despite facing various challenges, the impact of adjustment on learning outcomes shows positive progress.
Peran Kurikulum Merdeka dalam Membangun Partisipasi Aktif Mahasiswa Berlandaskan Sila Ke - 4 Pancasila Mayang Arum Rahmanita
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 3 No. 1 (2025): Januari : Jurnal Inovasi Ilmu Pendidikan
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v3i1.4587

Abstract

This research aims to determine the implementation of the independent curriculum for students in the learning process, strategies to increase students' active participation in the learning process, active participation of students in community activities and student challenges in implementing the independent curriculum. The approach to this research uses a qualitative approach by collecting data through observations and interviews about the role of the independent curriculum in building active student participation based on the 4th principle of Pancasila. The population in this study consisted of students who implemented active participation in the independent curriculum both in the learning process and community activities. Based on the research results, it shows that many students are actively involved in participation during the learning process and community activities, but the research results also show that there are still many challenges faced by students to actively participate in implementing the independent curriculum.
Persepsi Mahasiswa PPKn Terhadap Efektitivitas Kurikulum Merdeka dalam Membentuk Karakter Bangsa Windi Hartati
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 3 No. 1 (2025): Januari : Jurnal Inovasi Ilmu Pendidikan
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v3i1.4589

Abstract

This study aims to investigate the perspectives of Pancasila and Citizenship Education (PPKn) students on the effectiveness of the Merdeka Curriculum in fostering student character. Employing survey methods and qualitative analysis, data were gathered from students at Sultan Ageng Tirtayasa University. The findings reveal that students possess a strong awareness of the Merdeka Curriculum, which they view as having a beneficial effect on their educational experiences. They report feeling more engaged in the learning process, particularly through project-based activities that promote collaboration and independence. Additionally, students acknowledge the curriculum's role in character development, highlighting improvements in communication skills and self-confidence. Nevertheless, the study also identified various challenges, such as maintaining consistent motivation for learning and balancing character development with academic performance. To address these issues, it is recommended that the curriculum be tailored to local contexts and that there be enhanced collaboration among schools, parents, and the community. These results underscore the significance of a holistic and contextual approach to education in enhancing the quality of education in Indonesia.

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