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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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The Transformation of Arabic Language Learning in the Digital Era: A Case Study of the Implementation of Responsive Curriculum in Indonesian Private Universities Khumaedi, Avika Afdiana; Burhan, Ali
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/teew2298

Abstract

This study examines curriculum innovation in Arabic language learning in private Islamic universities in Indonesia in response to the challenges of globalization, technological advancements, and changing job market needs. With a qualitative case study approach, this study shows that the integration of digital platforms, communicative teaching methods, and international collaboration can improve student learning outcomes and engagement. Institutions that apply blended learning, flipped classrooms, and industry-based Arabic courses show higher levels of adaptability and relevance. However, obstacles such as inequality of access to technology, lack of qualified lecturers, and low student motivation remain major challenges. This study contributes to the development of the field of study by presenting strategies for reforming the Arabic language curriculum based on national standards (KKNI) and international standards (ACTFL). The findings also recommend the need for further empirical evaluation and expanded cooperation with global institutions to ensure the quality and competitiveness of Arabic language learning in the long term.
Transmission Of The Values Of Monotheism Through Digital-Based Educational Games: Innovation In Islamic Religious Education In The Gen Z Era Idhan, Mohamad
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/e18pzg22

Abstract

The development of digital technology has given birth to a new generation characterized by visual, interactive learning, and integration with digital media. Generation Z requires a religious education approach that is adaptive to their learning style, especially in transmitting the value of monotheism as the core of Islamic teachings. This study aims to explore the effectiveness of digital educational games in transmitting the value of monotheism to elementary school students. The approach used was a qualitative case study method at one of the Islamic Elementary Schools in South Jakarta that applies digital media in Islamic Religious Education learning. Data collection techniques were carried out through participatory observation, in-depth interviews, and documentation studies. The results of the study indicate that educational games based on the value of monotheism are able to create an immersive and reflective learning experience, as well as improve students' spiritual understanding cognitively and affectively. Visual narratives, moral challenges, and interactivity in the game become effective means of internalizing values that are relevant to the characteristics of Generation Z. The conclusion of this study emphasizes the importance of integrating religious content and technology in transformative learning design. The transmission of the value of monotheism through digital educational games has proven to be an innovative strategy in grounding spiritual values in the digital era full of ideological and cultural challenges.
Inclusive English Learning For Students With Disabilities: Challenges And Solutions In The Digital Age Lewaherilla, August
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/n4nx2v98

Abstract

Inclusive English language learning in the digital era has strategic urgency because it functions not only as a means of global communication but also as a gateway to equal education, employment, and social participation for students with disabilities. However, its implementation still faces various obstacles, ranging from pedagogical limitations of teachers, a lack of assistive technology infrastructure, to low digital literacy. This situation is further complicated by social stigma and gaps in technology access that widen inequalities. Although digital technology offers opportunities through features such as speech-to-text, screen readers, and interactive media, their utilization is often suboptimal due to limited resources and teacher preparedness. This study uses a qualitative approach with a literature review method to examine the challenges and solutions for inclusive English language learning. The analysis was conducted thematically by reviewing relevant academic literature from 2015–2025. The results of the study indicate that inclusive English language learning requires systemic transformation that includes strengthening teacher capacity, providing disability-friendly technology, improving infrastructure, and creating a stigma-free school culture. The principles of Universal Design for Learning (UDL) are recommended as a curriculum framework that ensures equal access for all learners from the outset. Thus, true inclusivity can only be realized through sustained pedagogical, technological, and policy integration.
School Without Classroom: An Experimental Study Of The Horizontal Education Model In An Alternative Learning Community Tasya, Amalia
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/ft0p1s59

Abstract

This study aims to explore the effectiveness of the horizontal education model in alternative learning communities, focusing on the implementation of the "classless school" concept at Sanggar Anak Alam (SALAM) Yogyakarta. Traditional education systems that tend to be hierarchical and rely on memorization as the primary method often neglect active student engagement and the development of critical skills. As an alternative, the horizontal education model offers a more flexible and inclusive approach by emphasizing equality between teachers and students, project-based learning, and cross-age collaboration. This study used a quasi-experimental design with a quantitative approach and a pre-test post-test control group method. The results showed that the horizontal education model significantly improved students' academic achievement, creativity, collaboration, learning independence, and learning satisfaction. These findings provide empirical evidence supporting the transition to a more student-centered education system that is relevant to the challenges of the modern world. This education model has the potential to be adapted in the context of global education to create a more inclusive, progressive, and sustainable learning environment.
Collaboration Of Families, Schools, And Communities Through Tri Education Centers To Support Creativity And Innovation In Basic Education Nurmayani; Mazaya Intan Putri; Claudia Zahra; Nurmaya Suci; Winda Julia Panena
Journal of Pedagogi Vol. 2 No. 5 (2025): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/879y7v34

Abstract

Basic education is a crucial stage in forming the intellectual foundation, character, and skills of students. However, the orientation of education that still focuses on academic achievement makes the development of creativity and innovation less attention. This study aims to describe the collaboration between family, school, and community through the concept of Tri Center Education in supporting the creativity and innovation of elementary school students, as well as analyzing obstacles and mitigation strategies to maintain collaboration sustainability. The research method uses a qualitative approach with a case study design, involving school principals, teachers, parents, and community leaders as purposively selected informants. Data was obtained through in-depth interviews, participatory observations, and documentation studies, then analyzed with thematic techniques through coding, categorization, and triangulation of sources. The results show that family collaboration is seen in material, emotional, and ideative support; the community acts as an alternative space provider, mentor, and creative resource; while schools function as mediators that synergize both external actors. The impact of this collaboration appears in increased motivation, courage to experiment, and innovative works relevant to the socio-cultural context. Main obstacles include limited parental time, creative literacy capacity, communication gaps, limited facilities, and fluctuating commitments. Effective mitigation strategies include creative literacy training, flexible scheduling, liaison team formation, curriculum integration, external funding alliances, and participatory evaluations. In conclusion, the Tri Education Center can strengthen the creative and innovative education ecosystem if supported by systematic sustainability strategies.
Teachers’ Psychological Foundations in Enhancing Student Motivation and Creativity in Primary Schools: A Literature Review Nurmayani; Rahmadani, Putri Adilah; Nisa, Novia Mawla; Lutfiah Gracia; Silalahi , Baihaqi Alexsius
Journal of Pedagogi Vol. 2 No. 5 (2025): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/61bs0637

Abstract

In primary education, student motivation and creativity often remain underdeveloped despite curricular innovations. This study addresses this issue by examining the role of teachers’ psychological foundations including their beliefs about learning, motivational literacy, and creative self-concept in shaping instructional practices that foster engagement and creativity in young learners. Guided by Self-Determination Theory (SDT), the research aimed to construct and validate a conceptual framework linking teacher psychology to motivating instructional support, student engagement, and creative outcomes. A qualitative constructivist grounded theory design was employed, involving semi-structured interviews, classroom observations, and document analysis. Participants consisted of primary school teachers with at least three years of experience, complemented by input from school leaders and student focus groups. Data analysis followed a coding cycle from initial open coding to theoretical integration, with triangulation and member checking ensuring trustworthiness. Findings revealed a four-stage pathway model: teacher psychological foundations, motivating instructional support, students’ need-satisfying experiences, and creative learning expressions. The results emphasize that autonomy-supportive and structured practices such as providing meaningful choices, explanatory feedback, and scaffolded open tasks significantly enhance student engagement and creativity. Moreover, teacher self-efficacy and tolerance for creative uncertainty emerged as mediators that determine whether psychological beliefs are enacted in practice.In conclusion, the study highlights that cultivating teachers’ psychological resources is essential for sustaining student motivation and creativity in primary classrooms. Professional development should therefore prioritize efficacy-building, creative identity, and integrated autonomy-supportive practices to strengthen long-term pedagogical impact.
The Effect of The PBL Model on Improving Critical Thinking Skills of V Grade Students in IPAS at SDN 122345 Pematangsiantar Betsaida, Elisabeth; Thesalonika, Emelda; Pasaribu, Eva
Journal of Pedagogi Vol. 2 No. 5 (2025): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/m8cn9j88

Abstract

This study aims to determine the effect of the Problem Based Learning (PBL) learning model on improving the critical thinking skills of fifth grade students in the science subject at SD Negeri 122345 Pematangsiantar. The research used a quantitative method with a One Group Pretest-Posttest design. The research sample was all 32 fifth-grade students. The research instrument was a descriptive test validated by experts. Data were collected through pretests and posttests, then analyzed using N-gain calculations. The results of the study showed an increase in the average value from 59.59% in the pretest to 94.19% in the posttest with an N-gain value of 0.86 which is included in the high category (≥0.7). This proves that the implementation of the Problem-Based Learning model has a significant impact on improving students' critical thinking skills in science learning. Therefore, PBL can be used as an effective alternative learning strategy to develop critical thinking skills and student engagement in elementary schools.
The Influence of the Project Based Learning Model to Improve Students' Creative Thinking Skills in IPAS Subjects in Class IV of UPTD SD Negeri 124401 Pematangsiantar Saragih, Jihan Nurhadillah; Thesalonika, Emelda; Siagian, Asister Fernando
Journal of Pedagogi Vol. 2 No. 5 (2025): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/tn0dzb96

Abstract

This study aims to determine the effect of the Project Based Learning model on improving students' creative thinking skills in the Natural Sciences subject with the material "My Indonesia is Rich in Culture" in class IV of UPTD SD Negeri 124401 Pematangsiantar. The research used an experimental method with a One Group Pretest-Posttest Design. The research sample consisted of 25 fourth-grade students. The research instrument was an essay test that had been validated by two validators with high content, construct, and language validity results (Aiken 0.80 V 1.00). The results showed that the average pretest score was 48.08 and the posttest score was 88.00, with an N-Gain value of 0.7832, which is considered high. Thus, the Project Based Learning model is effective in improving students' creative thinking skills in science learning.
Lifelong Learning as a Strategic Framework for Human Resource Development, Digital Literacy, and Sustainable Education in the Era of Global Transformation Nurmayani; Sukma Intan Nur’Aini; Okmika Greselly Sembiring; Boby Saputra Hasibuan
Journal of Pedagogi Vol. 2 No. 5 (2025): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/cq7a6h21

Abstract

Lifelong learning is the key to improving human resource quality, adapting to change, and achieving sustainable development. This paper employs a literature study approach, systematically elaborating on schools, lifelong education, and formal, non-formal, and informal learning based on journals and books to understand the framework of lifelong education. Lifelong learning is a comprehensive system encompassing all learning activities that occur throughout human life. The concept aims to create better individuals and societies while serving as a major project in modern communities living in an ever-changing and information-rich world. Lifelong education plays a vital role in helping people continuously adapt to change. Also known as Life Long Education, it emphasizes continuous learning from birth to death through various educational pathways, formal, non-formal, and informal. Thus, lifelong learning underscores that education does not end with formal schooling but continues throughout life across multiple modes of learning.
The Impact of Educational Resources Availability on Students Learning Motivation in Primary Schools Nurmayani; Nursholatiyah Semaya; Deani Salsabila; Nazwa Chelsy Bangun; Rizka Enjeli Situmorang
Journal of Pedagogi Vol. 2 No. 5 (2025): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/wpvhm631

Abstract

Education is an essential part of human life as it serves as the primary process for developing individual potential from an early age. However, in practice, not all elementary schools have adequate and high-quality educational tools. This study employs a qualitative method with a descriptive approach to describe and analyze the factors influencing students’ learning motivation and the impact of educational tool availability on motivation in elementary schools. The qualitative approach reveals social situations scientifically through accurate descriptions and relevant data analysis based on natural conditions. This research adopts a library study approach by reviewing theories and findings from various scholarly sources. The purpose of this study is to examine the influence of educational tool availability on elementary students’ learning motivation. The findings indicate that the availability of educational tools significantly affects students’ motivation to learn. Concrete, visual, and digital media have been proven to enhance students’ attention, comprehension, and engagement, although their effectiveness largely depends on teacher creativity. Furthermore, disparities in school facilities across regions and differences in family socioeconomic conditions affect the equitable distribution of learning resources. The main obstacles include limited funding, insufficient teacher training, and poor maintenance of educational facilities. Therefore, the provision of adequate tools, the improvement of teacher competence, and equitable educational policies are key to strengthening learning motivation and improving the overall quality of elementary education.

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