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Zaenal Abidin
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ZIJEd :Zabags International Journal of Education
Published by Zabags Qu Publish
ISSN : 29886724     EISSN : 29879973     DOI : https://doi.org/10.61233/zijed
Core Subject : Humanities, Science, Education, Social,
Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other
ZIJEd (Zabags International Journal of Education) is an educational journal with an interdisciplinary "education" platform that welcomes and recognizes high quality research papers in the field of education written by researchers, academics, professionals and practitioners from all over the world. This journal is interdisciplinary in education in a variety of approaches and includes case study reports, experiments, surveys, discussions of conceptual and methodological issues and underlying assumptions in educational research in general or specifically, ongoing research reports, and book reviews.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2025): Education" : 5 Documents clear
Focus Group Discussion How to Quickly Build Students' Critical Thinking Skills Abidin, Zaenal; Shah, Zubair Ahmad; Rauf , Muhammad
Zabags International Journal of Education Vol. 3 No. 1 (2025): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v3i1.23

Abstract

This study aims to focus on Group Discussion: How to Quickly Build Students' Critical Thinking Skills. It includes how this strategy can be implemented more optimally at various levels of education and learning contexts for students of the Elementary Madrasah Teacher Education Study Program, Al-Mujaddid Sabak Islamic Institute. In discussing the theme of Focus Group Discussion as an Effective Strategy in Developing Critical Thinking Skills in Students, the appropriate research method is qualitative research with a descriptive approach and in-depth interviews. It can be concluded that the implementation of Focus Group Discussion (FGD) as a learning strategy in the Educational Management course at the Elementary Madrasah Teacher Education Study Program, Al-Mujaddid Sabak Islamic Institute, is very effective in developing students' critical thinking skills. Through a collaborative, interactive, and reflective discussion process, students are actively involved in expressing and evaluating various perspectives, as well as analyzing real cases in educational management. FGD not only helps students understand educational management theory more deeply but also trains them to think critically in dealing with complex situations in the real world. Although there are challenges in its implementation, the role of lecturers as facilitators and creators of an inclusive discussion atmosphere can overcome these obstacles, so that FGD can be carried out more optimally.
The Influence of Integrated Thematic Learning Method on the Academic Achievement of Primary School Students in Indonesia Tryas, Ita; Hashim, Emilda
Zabags International Journal of Education Vol. 3 No. 1 (2025): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v3i1.24

Abstract

This study investigates the influence of integrated thematic learning on the academic achievement of primary school students in Indonesia. Recognizing that elementary education serves as the foundation for cognitive, affective, and psychomotor development, the research explores how integrated learning methods which unify multiple subjects under a single contextual theme impact students’ learning outcome. Employing a mixed methods approach with a correlational design, the study involved questionnaires, interviews, classroom observations, and documentation from third-grade students and teachers in a public elementary school. Quantitative results revealed a statistically significant positive correlation between the implementation of thematic instruction and students' academic performance. Meanwhile, qualitative findings emphasized increased student engagement, contextual understanding, and collaborative learning experiences. These results underscore the pedagogical effectiveness of integrated thematic learning, especially in supporting the holistic development of students under the 2013 Curriculum framework. The study contributes to existing literature by combining statistical evidence with classroom insights and offers practical recommendations for curriculum developers, teachers, and policymakers seeking to improve learning outcomes through innovative, student-centered instructional strategies.
Indonesian Students’ Readiness for the Workforce from the Perspective of the Merdeka Belajar Kampus Merdeka (MBKM) Curriculum Wargo; Arjmand, Reza; Rahmah, Lina Uliatur
Zabags International Journal of Education Vol. 3 No. 1 (2025): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v3i1.25

Abstract

The transformation of higher education in the era of the Industrial Revolution 4.0 and Society 5.0 demands graduates who are not only theoretically proficient but also practically competent, adaptable, and ready to face an unpredictable job market. In response to this challenge, the Indonesian Ministry of Education, Culture, Research, and Technology launched the Merdeka Belajar Kampus Merdeka (MBKM) program, aiming to bridge the gap between academic learning and professional demands. This study investigates the extent to which Indonesian undergraduate students are prepared to enter the workforce through their participation in MBKM activities. Employing a qualitative phenomenological approach, the research draws on primary data collected through observations, interviews, and document analysis involving students, academic supervisors, and industry partners at Institut Islam Al-Mujaddid Sabak. The findings reveal that while MBKM fosters discipline, communication, teamwork, and exposure to real-world work environments, students' overall readiness varies depending on internal motivation, emotional maturity, and the quality of institutional support. This article contributes to the discourse on educational reform by offering a multidimensional framework of student readiness, rooted in experiential learning theory, and highlights the need for more inclusive and structured MBKM implementation across higher education institutions in Indonesia.
The Role of the Program Indonesia Pintar in Increasing School Participation Among Underprivileged Children Fatiroh, Eti; Mutmainnah; Bibi , Tahira; Fauzi, Hairul
Zabags International Journal of Education Vol. 3 No. 1 (2025): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v3i1.26

Abstract

Education is the main foundation for the development of competitive human resources, but access to equitable education is still a serious challenge for children from underprivileged families. Economic inequality results in low school participation among vulnerable groups, although the government has launched the Smart Indonesia Program (PIP) as an affirmative strategy to encourage education sustainability through cash assistance. This study aims to describe the implementation of PIP and analyze its role in increasing school participation of underprivileged children. Using a descriptive qualitative approach, data were collected through in-depth interviews, field observations, and documentation from PIP recipients, parents, principals, and program managers in the research area. The results show that PIP contributes positively to the sustainability of education through the reduction of economic barriers, but its effectiveness is still influenced by the validity of recipient data, delays in the distribution of funds, and social support in the surrounding environment. This research emphasizes the importance of synergy between education policy, technical supervision, and community participation in supporting poor children to continue to access formal education. These findings make conceptual contributions to social justice theory and enrich practical understanding of the implementation of more inclusive and contextual educational assistance programs.
The Effectiveness of Islamic Religious Education in Shaping the Character of Elementary School Students Niskaromah; Abdullah, Anna Christina; Amalia, Putri
Zabags International Journal of Education Vol. 3 No. 1 (2025): Education
Publisher : CV. Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijed.v3i1.27

Abstract

Islamic Religious Education (IRE) plays a strategic role in fostering students’ religious character from an early age, particularly at the elementary level, which serves as a crucial foundation for children’s moral and spiritual development. Amid the challenges of globalization and the declining influence of religious values within family environments, the effectiveness of IRE implementation in instilling Islamic values has become an essential issue for in-depth investigation. This study aims to evaluate the effectiveness of IRE in shaping the religious character of elementary school students and to identify the supporting and inhibiting factors influencing the process. Employing a descriptive qualitative approach with a phenomenological strategy, data were collected through interviews, observations, and documentation involving IRE teachers, students, school principals, and parents, and then analyzed thematically using triangulation techniques. The findings reveal that the effectiveness of IRE is strongly influenced by teachers’ exemplary behavior, the habituation of religious practices within the school environment, and family involvement, although challenges remain regarding instructional methods and the continuity of religious values outside the school setting. This study contributes to the development of a more integrative and contextual Islamic character education practice and offers direction for strengthening collaboration among schools, families, and communities in nurturing religiously devoted young generations from an early age.

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