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Academicus
Published by Perkumpulan Dosen Tarbiyah Islam Indonesia
ISSN : -     EISSN : 29632846     DOI : http://doi.org/10.59373/academicus
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Academicus: Journal of Teaching and Learning is a peer-reviewed academic journal dedicated to advancing research, theory, and practice in the field of education. The journal welcomes high-quality scholarly contributions from researchers, academics, and practitioners engaged in education and learning worldwide. The scope of the journal includes the following topics, Innovations in Teaching and Learning, Curriculum and Program Development, Educational Technology, Educational Psychology, Teacher Education and Professional Development, Inclusive Education and Equity in Education, and Learning Evaluation and Assessment.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 99 Documents
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Analisis Bibliometrik Terhadap Penerapan Penggunaan Software Geogebra Pada Pembelajaran Geometri di Sekolah Menengah Sudrajat, Sudrajat
Academicus: Journal of Teaching and Learning Vol. 4 No. 2 (2025): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v4i2.92

Abstract

The use of GeoGebra as an interactive learning medium in geometry has become a major focus in various mathematics education studies. GeoGebra allows dynamic visualization of geometric objects and supports student engagement in understanding concepts more deeply. As the number of publications discussing the use of GeoGebra in geometry learning at the secondary school level increases, a comprehensive review is needed to identify trends, focus directions, and open research gaps. Therefore, this study aims to identify and map trends and research focuses on the use of GeoGebra in geometry learning in secondary schools through a descriptive bibliometric approach. Data in this study were obtained from the Google Scholar database with a total of 480 published articles that have been selected through the stages of identification, screening, eligibility, and inclusion. The results of the analysis show that the publication trend increased significantly in the period 2020–2025, with the highest citation peak occurring in 2022, namely 840 citations. The most dominant journals covering this topic are the Rafflesia Journal of Mathematics Education and the Cendekia Journal. The main focus of the research is divided into six large groups: GeoGebra; geometry; junior high school students; mathematics learning in secondary schools; application of the discovery model; and studies of algebra and problem solving. These findings not only provide a comprehensive overview of the development of GeoGebra research but also reveal potential new themes that can be developed in further studies.
Pengembangan Model Pembelajaran Berbasis Proyek Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Sekolah Dasar Yulianti Fiyul, Arfiani; Supratono, Eko
Academicus: Journal of Teaching and Learning Vol. 4 No. 2 (2025): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v4i2.93

Abstract

Penelitian ini memiliki tujuan untuk menciptakan Model pembelajaran yang berfokus pada proyek yang mampu mengoptimalkan kemampuan berpikir kritis siswa di sekolah dasar negeri dan swasta. Pendekatan pembelajaran yang berfokus pada proyek memberi peluang bagi siswa untuk berkolaborasi atau berkelompok dalam menyelesaikan proyek yang berkaitan dengan materi pelajaran. Kemampuan berpikir kritis sangatlah krusial untuk dipahami oleh siswa untuk dapat menghadapi tantangan dari globalisasi dan digitalisasi. Metode pengembangan yang diterapkan dalam penelitian ini adalah ADDIE (Analisis, Desain, Pengembangan, Implementasi, Evaluasi), yang meliputi lima tahap penelitian: tahapan yang meliputi analisis, perancangan, pengembangan, penerapan, dan penilaian. Temuan dari penelitian ini mengindikasikan bahwa. model pendekatan pembelajaran yang berfokus pada tugas berbasis proyek yang dikembangkan efektif dalam meningkatkan keterampilan berpikir kritis siswa sekolah dasar, baik negeri maupun swasta. Penelitian ini merekomendasikan penggunaan model ini sebagai pendekatan pembelajaran alternatif untuk meningkatkan kemampuan berpikir kritis siswa.
Peran Pendidikan Agama Islam dalam Moderasi Beragama untuk Mencegah Radikalisasi di Sekolah Umum di Malang Raya Nadhif, Moh; Sirojuddin, Akhmad; Hakim, Muhammad Nur
Academicus: Journal of Teaching and Learning Vol. 4 No. 2 (2025): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v4i2.94

Abstract

Fenomena radikalisasi di kalangan pelajar menjadi isu krusial yang memengaruhi stabilitas sosial di Indonesia. Penelitian ini mengeksplorasi peran Pendidikan Agama Islam dalam mencegah radikalisasi di sekolah umum di Malang Raya dengan menanamkan nilai-nilai moderasi beragama. Tujuan penelitian ini untuk mengidentifikasi bagaimana moderasi beragama dapat diintegrasikan dalam kurikulum PAI dan strategi pengajaran untuk membentuk karakter siswa yang toleran dan inklusif. Melalui pendekatan studi literatur sistematis, penelitian ini menganalisis berbagai sumber primer dan sekunder mengenai moderasi beragama, deradikalisasi, dan pendidikan Islam. Hasil penelitian menunjukkan bahwa penerapan kurikulum PAI berbasis moderasi beragama sangat efektif dalam mengurangi sikap radikal dan meningkatkan sikap inklusif di kalangan siswa. Penanaman nilai-nilai seperti tawassuth, tawazun, i'tidal, dan tasamuh membantu siswa untuk memahami pentingnya kerukunan antar umat beragama. Penelitian ini juga menemukan bahwa 70% siswa di Malang Raya mengalami peningkatan sikap toleransi terhadap agama lain setelah mengikuti pendidikan berbasis moderasi beragama. Selain itu, 85% siswa menunjukkan sikap inklusif yang lebih tinggi terhadap kelompok agama lain. Peran guru yang terlatih dalam mengimplementasikan moderasi beragama sangat krusial, karena mereka tidak hanya mengajarkan teori, tetapi juga menjadi teladan dalam menciptakan lingkungan belajar yang inklusif. Temuan ini memberikan rekomendasi untuk penguatan pelatihan guru dan integrasi lebih lanjut nilai-nilai moderasi beragama dalam kurikulum sekolah. Penelitian ini berkontribusi pada pengembangan kebijakan pendidikan yang mendukung pembentukan generasi moderat dan toleran, serta menawarkan pendekatan strategis untuk mencegah radikalisasi dan memajukan hubungan antarumat beragama di sekolah.
Transformasi Pembelajaran Pendidikan Agama Islam Berbasis Deep Learning: Dari Pendekatan Hafalan Menuju Internalisasi Nilai Wafa, Ali; Syarifah, Syarifah; Nadhif, Moh.
Academicus: Journal of Teaching and Learning Vol. 4 No. 2 (2025): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v4i2.95

Abstract

Pembelajaran pendidikan agama masih dominan menggunakan pendekatan hafalan (rote learning). Model ini terbukti kurang efektif dalam membentuk pemahaman peserta didik terhadap nilai-nilai spiritual serta penerapannya dalam kehidupan sehari-hari. Model pembelajaran integratif yang memberikan kesempatan bagi semua anak didik mendapatkan pengetahuan secara utuh dan lebih bermakna, melalui internalisasi niali. Artikel ini bertujuan untuk mengungkap transformasi pembelajaran pendidikan agama berbasis deep learning: dari pendekatan hafalan menuju internalisasi nilai. Metode penelitian menggunakan pendekatan kualitatif yang tujuan memahami transformasi pembelajaran secara mendalam melalui wawancara mendalam, observasi terhadap pelaksanaan pembelajaran, serta telaah dokumen yang relevan. Analisis data dilakukan melalui reduksi data penyajian data serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) transformasi pembelajaran membutuhkan komitmen dan dukungan kelembagaan; (2) penerapan deep learning meningkatkan kesadaran metakognitif, refleksi nilai spiritual, kemampuan berpikir tingkat tinggi, serta internalisasi nilai melalui pengalaman nyata; (3) integrasi strategi refleksi diri, studi kasus, dan proyek berbasis pengalaman nyata menjadikan pembelajaran lebih bermakna, menyenangkan, dan mampu meningkatkan profesionalisme guru. Kesimpulannya, pembelajaran berbasis deep learning dapat menjadi alternatif yang efektif untuk menginternalisasikan nilai-nilai spiritual dalam pendidikan agama.
Examining the Role of Compensation and Work Ethic in Enhancing Teacher Performance Ari Kartiko; Cut Ulfatul Ulya Manik
Academicus: Journal of Teaching and Learning Vol. 5 No. 1 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i1.109

Abstract

Teachers play a pivotal role in educational implementation, functioning not only as administrative executors but also as strategic agents in enhancing educational quality through professional competence and moral integrity. In Islamic educational institutions, teacher performance is particularly crucial, as it reflects the integration of pedagogical expertise and ethical values. However, prior studies generally examine compensation and work ethic separately or focus mainly on public schools, creating a gap in understanding their combined effect within Islamic secondary education. This study investigates the influence of compensation and work ethic on teacher performance at MAN 2 Mojokerto. Using a quantitative approach, data were collected from all 62 teachers through a census-based survey. Instrument validity and reliability were confirmed, and multiple linear regression analysis was conducted using IBM SPSS version 22. The findings reveal that compensation and work ethic simultaneously exert a positive and significant effect on teacher performance (F = 71.561 > F-table = 3.15). Partially, compensation shows a more dominant influence (β = 0.736) than work ethic (β = 0.214). These results provide empirical evidence of the relative contribution of financial and ethical factors in shaping teacher performance within Islamic educational settings. The study underscores the importance of implementing equitable, performance-based compensation systems alongside strengthening work ethic to achieve sustainable improvements in educational quality.
Ruhul Ma’had Compass: Integrating Spirituality and Scientific Excellence in Pesantren Mahasiswa Al-Hikam Malang Moh. Nadhif; Mamluatu Solihah; Umi Nahril Ula; Rodifatul Chasanah; A. Samsul Ma'arif
Academicus: Journal of Teaching and Learning Vol. 5 No. 1 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i1.113

Abstract

Through an exploration of how value-centered frameworks could thoroughly influence student development in an Islamic boarding school context, the present study aims to address the ongoing disconnect between spiritual values and academic achievement in the realm of higher education settings. The purpose is to conceptualize and statistically examine the Ruhul Ma'had Compass as a paradigm of unifying spiritual values and student development in Pesantren Mahasiswa Al-Hikam Malang. Utilizing the qualitative case study method of data collection, in which in-depth interviews, participant observation, and document analysis are employed in conjunction with a theoretical application of spirituality theories, micro-foundational theories, and value-based education theories to uncover the underlying processes of value assimilation, the results of the present study indicate that Ruhul Ma'had serves as an ethical and intellectual guidance system in which the cognitive frameworks of the student are methodically imbued with essential values such as honesty, integrity, simplicity, respect, and independence, thereby informing student academic and life processes. Moreover, the Pesantren Mahasiswa Al-Hikam Malang slogan of amaliah agama, prestasi ilmiah, and kesiapan hidup is reinterpreted from an essentially symbolic perspective to an instrumental model of unifying moral, intellectual, and practical competencies. The study reveals that Ruhul Ma'had Compass provides a unique micro-level theory of understanding the application of spirituality in higher education, which places pesantren as a relevant global example of value-integrated educational systems that go beyond the traditional dichotomy of the study of religion and scientific exploration.
Model STIND dalam Pembelajaran PAI: Argumentasi dan Pemahaman Konseptual Mahasiswa Figo Zulfan Alfaraby; Nur Ali; Helmi Syaifuddin; Ali Muchasan
Academicus: Journal of Teaching and Learning Vol. 5 No. 1 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i1.114

Abstract

Pendidikan tinggi dituntut tidak hanya mentransfer pengetahuan, tetapi juga membentuk kemampuan argumentasi dan pemahaman konseptual mahasiswa, sementara pembelajaran Pendidikan Agama Islam (PAI) di perguruan tinggi masih cenderung didominasi metode ceramah yang kurang mendorong keterlibatan kognitif secara mendalam. Penelitian ini bertujuan untuk menganalisis penerapan model Structured Thematic Interactive Notation and Discussion (STIND) dalam pembelajaran PAI, mengidentifikasi pola argumentasi mahasiswa, dan menjelaskan bagaimana pemahaman konseptual mahasiswa terbentuk melalui model tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus intrinsik di IAI Hasanuddin Pare, melalui observasi partisipatif, wawancara mendalam, dan studi dokumentasi, yang dianalisis secara interaktif melalui kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa STIND diterapkan secara sistematis melalui tahapan segmentasi tematik, notasi manual, presentasi mahasiswa, diskusi sejawat, disiplin HP-off, dan sintesis reflektif. Model ini berkontribusi pada perkembangan kemampuan argumentasi mahasiswa, terutama dalam menyusun claim, data, dan warrant, meskipun unsur rebuttal masih terbatas. Selain itu, STIND juga memperkuat pemahaman konseptual mahasiswa, yang tampak dari kemampuan menafsirkan, memberi contoh, mengklasifikasikan, menyimpulkan, dan menjelaskan konsep secara lebih runtut. Dengan demikian, STIND dapat dipahami sebagai model pembelajaran alternatif yang tidak hanya meningkatkan keaktifan kelas, tetapi juga membentuk nalar yang lebih argumentatif, konseptual, dan reflektif dalam pembelajaran PAI di perguruan tinggi.
Transformation of Teaching Practices in the Digital Era: A Sociological Perspective on Changes in Social Interaction and the Reproduction of Inequality Muh. Ahyar; Sarwadi Sarwadi; Wirham Wirham; Nursamak; Sahril Sidik; M. Fathul Aziz; Umar Perwira; Ahmad Yani
Academicus: Journal of Teaching and Learning Vol. 5 No. 1 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i1.115

Abstract

This study examines changes in teaching practices in the digital era from the perspective of Sociology of Education, with a focus on social interaction and educational inequality. The study employed a mixed-methods design by integrating quantitative and qualitative data collected from higher education students and lecturers in Nusa Tenggara Barat, Indonesia. The quantitative phase measured several indicators, including patterns of teacher–student interaction, digital participation, access to technology, digital literacy, and perceptions of learning inequality through questionnaire-based surveys. The qualitative phase involved interviews and classroom observations to explore participants’ experiences and interpretations of digital learning practices. The quantitative findings indicate that the use of digital learning platforms is associated with changes in interaction patterns, particularly in the shift from direct classroom communication toward technology-mediated learning environments. Survey results also suggest differences in digital access, participation, and learning engagement among students from different socio-economic backgrounds. These findings were further supported by qualitative data showing that lecturers and students experienced changes in classroom authority, communication patterns, and assessment practices due to the increasing use of digital platforms and data-based evaluation systems. The integrated findings suggest that digital learning environments provide greater flexibility and opportunities for independent learning; however, these benefits may not be equally experienced by all students. Variations in technological access and digital literacy appear to influence the quality of participation and engagement in online learning. In addition, the study found indications that digital participation is increasingly shaped by measurable online activities and platform-based monitoring systems. Overall, the study highlights that the digitalization of teaching practices may reshape existing educational interactions and inequalities, emphasizing the importance of inclusive and critical approaches in digital pedagogy.
Islamic Educational Epistemology in the Algorithmic Era: A Critical Discourse Analysis of Religious Authority on Digital Social Media Mohammad Zaki; Murdan Murdan; Samsul Fahmi; Rizwan Hakiki; Lalu Tata Gresa Wangsa; Budi Hartawan; Lalu Ahmad Kholis` Bukran; Khaeruman Al Kaelani
Academicus: Journal of Teaching and Learning Vol. 5 No. 1 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i1.116

Abstract

This study examines Islamic educational epistemology in the algorithmic era, focusing on how religious authority is shaped through digital social media. Using Critical Discourse Analysis (CDA), the research analyzes religious content on TikTok, Instagram, and YouTube to explore how algorithm-driven platforms influence the production and legitimization of Islamic knowledge. Using a qualitative approach, data were collected from videos, captions, hashtags, and audience interactions. The findings show that algorithmic systems tend to prioritize short, emotionally engaging, and highly interactive religious content over academically grounded explanations. As a result, religious authority is increasingly determined by digital visibility, such as followers, likes, and virality, rather than traditional scholarly credibility. The study also found that complex Islamic concepts are often simplified into motivational and performative narratives to suit platform algorithms and audience preferences. These findings indicate that digital media not only expands access to Islamic learning but also reshapes the epistemological foundation of Islamic education. Therefore, this study highlights the importance of integrating critical digital literacy into Islamic education curricula to help students critically evaluate online religious content and distinguish between algorithmic popularity and scholarly authority.
Pola Asuh Ayah dalam Perspektif Pendidikan Islam dan Implikasinya terhadap Regulasi Emosi Anak Usia Dini: Gita Candra Wulan wulan; Khotimatus Sholikhah; Aisyah Durrotun Nafisah
Academicus: Journal of Teaching and Learning Vol. 5 No. 1 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i1.118

Abstract

Rendahnya keterlibatan ayah dalam pengasuhan anak usia dini di Indonesia menjadi isu krusial, meskipun ajaran Islam telah memberikan panduan komprehensif mengenai peran ayah sebagai pendidik utama. Penelitian ini bertujuan untuk menganalisis pola asuh ayah dalam perspektif Pendidikan Islam serta implikasinya terhadap regulasi emosi anak usia dini melalui pendekatan systematic literature review. Data dikumpulkan melalui penelusuran literatur secara sistematis pada Google Scholar dengan rentang tahun 2017–2026, dengan total 25 artikel yang memenuhi kriteria inklusi. Analisis data menggunakan metode content analysis dengan pendekatan tematik. Hasil penelitian menunjukkan bahwa dalam perspektif Pendidikan Islam, ayah berperan sebagai pemimpin (ra’i), teladan (uswah hasanah), dan pendidik adab (mu’addib). Keterlibatan ayah terbagi menjadi tiga tipe, yaitu delegasi, partisipasi, dan kolaborasi, di mana keterlibatan langsung (engagement) terbukti memiliki pengaruh paling signifikan terhadap kemampuan regulasi emosi anak. Nilai-nilai Islam seperti kesabaran, syukur, pengendalian diri, dan komunikasi yang lembut menjadi fondasi utama dalam pembentukan regulasi emosi anak usia dini. Penelitian ini juga menemukan adanya kesenjangan antara konsep ideal dalam ajaran Islam dan praktik pengasuhan di masyarakat yang masih dipengaruhi oleh budaya patriarki serta rendahnya keterlibatan emosional ayah. Kebaruan penelitian ini terletak pada integrasi antara perspektif Pendidikan Islam dan temuan empiris terkait keterlibatan ayah dalam membentuk regulasi emosi anak usia dini secara sistematis dan komprehensif.

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