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Intan Juniarmi
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JOP
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30469554     DOI : https://doi.org/10.62872/079ygb43
Core Subject : Science, Education,
Chemistry Education Languange, Linguistic, Communication & Media Other
Journal of Pedagogi (JOP) is a peer-reviewed, open access international journal established for the dissemination of cutting-edge knowledge and providing comprehensive insights on all aspects of life. All submitted manuscripts will be reviewed by the editors and then evaluated by a minimum of two International Reviewers through a double-blind review process. This is to ensure the quality of manuscripts published in the journal. The journal, which has been published since 2024, is published six times each year in February, April, June, August, October, December.
Arjuna Subject : Umum - Umum
Articles 131 Documents
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Practice Of Using Interactive Multimedia In Improving Fiqih Learning Outcomes Raudhatul Fuad; Dhiauddin Dhiauddin; Saifuddin Saifuddin
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/41r2rh79

Abstract

This study aims to examine the implementation of interactive multimedia in Fiqh learning at MIN 13 Pidie Jaya. Using a qualitative descriptive method, this study explores information through data triangulation including observation, interviews, and documentation. The results of the study indicate that the use of interactive multimedia in Fiqh learning has a significant impact on the learning process and outcomes of students. Interactive multimedia makes Fiqh learning, which was previously considered monotonous, more interesting and enjoyable. The role of teachers in the implementation of interactive multimedia is very strategic, namely as learning designers, facilitators, motivators, evaluators, and technical assistants. Through interactive multimedia, students are more motivated, actively participate, and show an increase in understanding of complex Fiqh concepts. This study recommends the need for improved technology infrastructure, ongoing training for teachers, selection of appropriate media, periodic evaluation, and collaboration with parents to optimize the use of interactive multimedia in Fiqh learning  
Implementation of Differentiated Instruction in Increasing Student Participation with Different Learning Styles Nur Patria Pujitama Sari; Reviandari Widyatiningtyas; Nuzul Tenriana
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/bpym0x98

Abstract

This study aims to describe the implementation of Differentiated Instruction (DI) by teachers at SMP Negeri 1 Kongbeng and its impact on the participation of students with different learning styles. Departing from the challenge of learning style diversity that is often overlooked in conventional teaching approaches, this study emphasizes the importance of adaptive and responsive strategies to students' individual needs. Using a descriptive qualitative approach, data were collected through in-depth interviews, classroom observations, and documentation studies of teaching materials. The results showed that teachers began to implement differentiation in content, processes, and learning products, but the implementation was still varied and limited. Inhibiting factors included limited training, administrative burden, and lack of structural support and policies that supported DI. However, several local innovations such as learning stations began to show positive impacts on student engagement. These findings underline that the success of DI depends not only on the method, but also on the teacher's pedagogical competence and systemic support. Therefore, the implementation of DI requires synergy between increasing teacher capacity, reforming education policies, and providing adequate resources in order to realize equitable, participatory, and transformative learning, especially in the context of non-urban schools such as SMP Negeri 1 Kongbeng.
Improving Digital Literacy Among Elementary School Students Through Interactive Learning and Online Platforms: Embracing an Era of Flexible and Inclusive Education Baso Intang Sappaile
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/4gdtyd98

Abstract

The development of digital technology requires the strengthening of digital literacy from elementary school level as part of 21st century competencies. However, students' ability to access, evaluate, and produce digital information is still relatively low. This study aims to evaluate the effectiveness of interactive learning based on online platforms in improving the digital literacy of elementary school students. The study employs a descriptive qualitative approach with a case study design on fifth-grade students at a public elementary school in an urban area. Data were collected through observation, interviews, documentation, and digital literacy assessments before and after the intervention. Over three months, students participated in learning that integrated Google Classroom for task management, Wordwall for interactive evaluation, and Canva for digital content production. The results showed an average increase in students' digital literacy scores from 56 to 84, with significant improvements in information search (35%) and digital content production (42%). Students also began to demonstrate awareness of digital ethics, such as maintaining privacy and recognizing fake news. The main challenges included limitations in devices and internet connectivity, while supporting factors included school principal support, teacher readiness, and parental involvement. The study concluded that interactive learning based on online platforms is effective in improving elementary school students' digital literacy. Implications suggest that this learning model could serve as a strategic alternative to support more flexible, adaptive, and inclusive education in the digital age
Utilization of Mobile-Based Learning Media to Improve Education Accessibility in Remote Areas Ahmad Robith Firdausi
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/h4kwy819

Abstract

Inequality in access to education between urban and remote areas is still a serious problem in the education system in Indonesia. Many students in remote areas face obstacles in obtaining proper education, mainly due to the limited number of educators, lack of educational facilities, and difficult access to transportation. Along with the rapid development of information and communication technology, mobile-based learning media emerged as a potential solution to overcome these obstacles. This study aims to examine the utilization of mobile-based learning media in improving accessibility and quality of education in remote areas. The method used is a qualitative study with a case study approach in several primary and secondary schools in remote areas in Indonesia. The results show that the use of mobile media such as educational applications, learning videos, and Android-based e-learning platforms can expand the range of learning, increase student participation, and allow teaching and learning activities to take place flexibly without relying on the physical presence of teachers. In addition, students show increased motivation to learn and independence in completing tasks. However, the implementation of this media still faces several challenges, including limited internet network, lack of mobile devices, and low digital literacy of teachers and students. Support from various parties, both government and private, is needed to provide infrastructure, training and development of appropriate learning content. With the right approach, mobile-based learning media has the potential to be a strategic tool in expanding access to inclusive and equitable education throughout Indonesia.
Early Childhood Education Based On Local Wisdom: Learning Innovations To Shape Children's Cultural Character Adim Dwi Putranti
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/714wwg50

Abstract

Early Childhood Education (PAUD) plays a vital role in shaping the foundation of children's personalities, moral values, and character from an early age. In an era of globalization that poses challenges to cultural identity, integrating local wisdom into the PAUD learning process is an innovative, relevant, and strategic approach. This article discusses how early childhood education based on local wisdom can be an effective means of shaping children's cultural character. This approach emphasizes the importance of promoting local values such as mutual cooperation, mutual respect, love for the environment, and honesty through contextual learning media, such as folk tales, traditional games, regional songs, and cultural practices adapted to the children's age. This research uses a literature review method on various scientific works and educational practice reports in the field, particularly in early childhood education institutions in various regions of Indonesia. The results of the study show that the local wisdom-based learning approach not only increases children's interest in learning but also fosters a love for the homeland, appreciation for diversity, and builds a strong foundation for noble character. Furthermore, family and community involvement in education becomes more intensive through this approach. Therefore, it is important for educators, policymakers, and other stakeholders to encourage the development of an early childhood education curriculum that is adaptive to local values in order to support sustainable and culturally sensitive character education.
The Implementation of Islamic Education in Shaping Students' Religious Behavior at Yala Rajabhat University, Southern Thailand Fitri Amira; Asep Saepudin; Inayatillah Ridwan
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/50kpb026

Abstract

This study aims to examine the implementation of Islamic education in shaping the religious behavior of students at Yala Rajabhat University, Thailand a higher education institution located within a Muslim minority community that upholds strong religious values. The research employs a qualitative descriptive approach, utilizing data collection techniques such as direct observation on campus, in-depth interviews with lecturers and students, and documentation review of religious activities. The findings indicate that the implementation of Islamic education is reflected through various programs, including memorization of hadith (tahfizhul hadits), the delivery of religious advice before classes begin, the fostering of social bonds among academic members, commemorations of Ma’al Hijrah, celebrations of the Prophet Muhammad’s birthday (Maulid Nabi), and collective Qur’anic recitations. These programs are not merely ritualistic but contribute to the formation of positive habits and reinforce students' Islamic identity in daily life. Carried out in a structured and continuous manner by the university, these efforts significantly contribute to instilling religious values that influence students’ character, ethics, and spiritual commitment.
Digital Narratives and Student Identity: A Phenomenological Study of Generation Alpha in Education Hayati, Rifaatussalwa; Murtado, Dodo
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/4mp9yd65

Abstract

The dominance of digital technology in the lives of Generation Alpha has created fundamental changes in the way self-identity is formed, understood, and expressed. Since an early age, this generation has grown up in a digital environment filled with algorithms, social media, and online culture that is both interactive and performative. The digital narratives they consume and produce not only shape their self-representation, but also influence their cognitive, affective, and social structures. This study aims to examine in depth how digital narratives play a role in the process of identity formation of Generation Alpha students, especially in the context of education. Using a qualitative approach with a phenomenological method, this study involved junior high school students who actively use digital media as key participants. Data were collected through in-depth interviews, participant observation, and digital documentation, then analyzed using Moustakas' (1994) framework. The results of the study show that student identities develop fluidly, temporarily, and are often curated to meet social expectations in online spaces, which are not always in line with the norms of educational institutions. These findings highlight the need for adaptive, reflective, and empathetic pedagogical transformation, as well as the importance of critical digital literacy in guiding students to build authentic, healthy, and empowered identities amidst the complex challenges of the digital world
Schools As Emotional Safe Spaces: Micro-Strategies Of Teacher Intervention In Preventing Public Health Crises Juniarmi, Intan; Rosmaria, Rosmaria; Rachmawati, Denny Aulia
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/6cra1t02

Abstract

The increasing prevalence of mental health disorders among students has become a structural crisis in the education system, especially in Indonesia which still focuses solely on academic achievement. This study aims to conceptually examine the strategic role of schools and teachers in building an emotional safe space through a micro-intervention approach and the integration of social-emotional dimensions into education policies. Using a descriptive qualitative method with literature studies as the main technique, data were collected from various scientific sources and education policies in the last five years, then analyzed using a thematic content analysis approach. The results of the study indicate that schools that ignore emotional well-being tend to worsen students' psychological distress, while teacher micro-interventions such as emotional validation and restorative approaches have proven effective in increasing mental resilience. Lack of teacher training and the absence of psychosocial intervention standards in the curriculum are major obstacles. This study recommends the need for education policy reform that places Social-Emotional Learning (SEL) as a core competency, as well as strengthening synergy between sectors in supporting students' mental health. Thus, schools can function as emotional safe havens that protect and empower the younger generation in facing current and future psychosocial challenges
Interactive Learning Media Innovation : The Role Of Education Games In Sharpening Students Problem Solving Skill Sihombing, Chintani; Kalil, Nur Cahyani; Tulung, Windhy Chrysty; Semuruk, Angelina Helda
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/djsda949

Abstract

This study aims to examine the effectiveness of the application of interactive learning media based on educational games in developing students' problem solving skills. Using a descriptive qualitative approach, data was collected through structured interviews with teachers and students, as well as direct observation of learning activities in the classroom. The results showed that the application of educational games created a more interactive, challenging, and motivating learning atmosphere for students to think critically. During the learning process, students showed improvement in the ability to analyze problems, design alternative solutions, evaluate the results of decisions, and dare to take the initiative in solving various problem solving situations simulated through games. Teachers also noted the development of independent thinking, increased collaboration between students, and students' courage in expressing their opinions during the learning session. Educational games are proven to provide meaningful learning experiences through the application of the principles of constructivism, experiential learning, and gamification, which allow students to actively build understanding through direct involvement in problem solving. This research emphasizes that educational games have significant potential as interactive learning innovations that support the strengthening of problem solving competencies as one of the key skills in facing 21st century learning challenges
Evaluation of Project-Based Assessment in Improving Critical Thinking Skills of Middle School Students Aras, Muhamad
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/stsqbg83

Abstract

This study aims to in-depth evaluate the implementation of project-based assessment in improving the critical thinking skills of secondary school students. The main focus of this study is to examine how this approach is implemented in the learning process and its impact on students' higher-order thinking skills. The method used is a descriptive qualitative approach with data collection techniques such as participatory observation, in-depth interviews with teachers and students, and analysis of learning project documentation. The research subjects included teachers and students who were actively involved in project-based learning activities in a secondary school. The results show that project-based assessment contributes positively to increasing student participation and strengthening critical thinking skills, especially in the aspects of analysis, evaluation, interpretation, and problem-solving. Students demonstrated higher cognitive engagement, were able to work collaboratively in developing solutions to real-life problems, and reflected more deeply on their learning processes and outcomes. Furthermore, teachers assessed this approach as providing a more comprehensive picture of learning compared to conventional assessment methods. However, the implementation of project assessment still faces several obstacles, such as limited learning time, gaps in teachers' understanding of authentic assessment, and differences in student abilities. Based on these findings, the study recommends the need for intensive training for teachers on planning and implementing project-based assessments, as well as school policy support that accommodates the allocation of time, resources, and technical guidance to ensure the sustainability and effectiveness of this approach in the context of 21st-century learning.

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