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INDONESIA
ONTOLOGI: Jurnal Pembelajaran dan Ilmiah Pendidikan
Published by Rahis Cendekia Indonesia
ISSN : -     EISSN : 30264634     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
ONTOLOGI: Jurnal Pembelajaran dan Ilmiah Pendidikan (ISSN 3026-4634) is a national, open-access, peer-reviewed journal. Published three times in April, August, and December by Rahis Scholar Indonesia. This journal focuses on curriculum development, education management, inclusive education, local heritage regarding education, language education, and education at all levels.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2023): December" : 5 Documents clear
DRIVING EDUCATIONAL INNOVATION THROUGH COLLABORATIVE LEARNING MODELS Putri Mahanani
ONTOLOGI : JURNAL PEMBELAJARAN DAN ILMIAH PENDIDIKAN Vol. 1 No. 2 (2023): December
Publisher : Rahis Cendekia Indonesia

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Abstract

In the rapidly evolving landscape of education, traditional teaching approaches are increasingly inadequate for preparing students with the skills required in the 21st century. Collaborative learning models have emerged as a vital strategy to drive educational innovation by fostering active engagement, critical thinking, and the development of essential interpersonal skills. This paper explores the theoretical foundations, practical applications, and challenges of implementing collaborative learning across diverse educational settings. Findings indicate that collaborative learning not only enhances academic achievement but also transforms the role of educators and integrates effectively with digital technologies to expand learning opportunities. Despite challenges such as unequal participation and technological barriers, best practices including structured tasks and reflective assessment contribute to successful outcomes. Ultimately, collaborative learning offers a powerful framework for creating more inclusive, relevant, and future-ready educational experiences.
THE ROLE OF TEACHER EDUCATION IN ENHANCING EDUCATIONAL QUALITY Sekar Purbarini Kawuryan
ONTOLOGI : JURNAL PEMBELAJARAN DAN ILMIAH PENDIDIKAN Vol. 1 No. 2 (2023): December
Publisher : Rahis Cendekia Indonesia

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Abstract

Teacher education plays a fundamental role in shaping the quality and effectiveness of education systems worldwide. This paper explores how structured and continuous teacher preparation contributes to improved teaching practices, student outcomes, and educational equity. Through a qualitative, literature-based approach, the study examines key elements of successful teacher education programs, including the integration of theory and practice, ongoing professional development, and the role of teacher educators. The findings suggest that countries investing in robust teacher education systems consistently achieve higher educational performance. However, challenges remain, including the theory-practice gap, insufficient training in digital pedagogy, and inequities in access to quality programs. Addressing these challenges requires coordinated policy reform and sustained investment. Ultimately, enhancing teacher education is essential for building inclusive, adaptive, and high-performing education systems capable of meeting 21st-century demands.
INNOVATIVE TEACHING STRATEGIES TO BOOST STUDENT ACHIEVEMENT Ary Purwantiningsih
ONTOLOGI : JURNAL PEMBELAJARAN DAN ILMIAH PENDIDIKAN Vol. 1 No. 2 (2023): December
Publisher : Rahis Cendekia Indonesia

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Abstract

In an era of rapid educational transformation, traditional teaching methods are increasingly being replaced by innovative approaches aimed at improving student engagement and achievement. This study explores the implementation of innovative teaching strategies—such as project-based learning, flipped classrooms, gamification, and the use of educational technology—and their impact on student learning outcomes. Using a qualitative descriptive method, data were collected through interviews and classroom observations involving secondary school teachers who actively apply such strategies. The results reveal that these approaches foster active learning, critical thinking, and increased motivation, leading to improved academic performance. However, the study also highlights key challenges, including limited resources, lack of training, and institutional resistance. The findings suggest that while innovative teaching holds great potential, its success depends on systemic support, teacher readiness, and a shift toward learner-centered education. This research contributes to the growing discourse on effective pedagogical reform and underscores the need for sustainable innovation in education.
REIMAGINING TEACHER EDUCATION FOR FUTURE CLASSROOMS Vidi Sukmayadi
ONTOLOGI : JURNAL PEMBELAJARAN DAN ILMIAH PENDIDIKAN Vol. 1 No. 2 (2023): December
Publisher : Rahis Cendekia Indonesia

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Abstract

The rapid evolution of digital technologies, shifts in student learning preferences, and the growing complexity of 21st-century education demand a rethinking of traditional teacher education models. This study explores how teacher education programs are adapting—or failing to adapt—to the emerging needs of future classrooms. Employing a qualitative descriptive approach, data were gathered through interviews, document analysis, and limited classroom observations at selected teacher training institutions. The findings reveal five major themes: uneven digital integration, inconsistent implementation of student-centered pedagogy, challenges in practicum experiences, limited development of 21st-century skills, and varied levels of institutional readiness. While there is a shared understanding of the importance of innovation, practical transformation remains constrained by systemic and structural barriers. The study concludes that meaningful reform in teacher education requires not only updated curricula but also a broader shift in institutional culture, policy alignment, and professional mindset. These changes are essential for preparing educators capable of leading dynamic, inclusive, and future-oriented classrooms.
EMPOWERING EDUCATORS THROUGH PROFESSIONAL DEVELOPMENT AND TRAINING Nabillah Syifauzzuhrah
ONTOLOGI : JURNAL PEMBELAJARAN DAN ILMIAH PENDIDIKAN Vol. 1 No. 2 (2023): December
Publisher : Rahis Cendekia Indonesia

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Abstract

Empowering educators through professional development and training is essential to enhancing teaching quality and addressing the evolving challenges of modern classrooms. This study explores how continuous, relevant, and collaborative professional development initiatives impact teachers’ pedagogical skills, confidence, and professional identity. Data collected from interviews, focus groups, and document analysis reveal that sustained support, leadership involvement, and a culture of collaboration significantly contribute to the effectiveness of professional learning. However, systemic barriers such as limited time, resources, and occasional misalignment of training content hinder the full realization of professional development benefits. The findings emphasize the need for educational policies and school leadership to prioritize and facilitate meaningful professional growth opportunities. Ultimately, well-designed professional development programs empower educators to become innovative and reflective practitioners, better equipped to meet the diverse needs of their students in a rapidly changing educational landscape.

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