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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 6 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2025): April" : 6 Documents clear
CREATING INCLUSIVE LEARNING ENVIRONMENTS: GENDER SENSITIVITY IN ISLAMIC EDUCATION CLASSROOMS Nurfaisal
ONTOLOGI : JURNAL PEMBELAJARAN DAN ILMIAH PENDIDIKAN Vol. 3 No. 1 (2025): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/ontologi.v3i1.562

Abstract

This study explores the integration of gender sensitivity in Islamic education classrooms at the elementary level to foster inclusive learning environments. Using a qualitative case study approach, data were gathered through interviews with teachers and administrators, focus group discussions with students, classroom observations, and analysis of curricular materials. Findings reveal that although educators recognize the importance of gender equality grounded in Islamic principles, traditional gender norms continue to influence curriculum content and classroom interactions, limiting the full realization of inclusive practices. Female representation in teaching materials remains minimal, and subtle gender biases persist in student participation and teacher engagement. Nonetheless, there is an emerging commitment among educators to adopt more gender-sensitive approaches, supported by efforts to include alternative narratives and role models. The study underscores the need for comprehensive curriculum reform, professional development, and community involvement to create genuinely inclusive Islamic education environments that respect both religious values and gender equity.
CURRICULUM DEVELOPMENT IN THE 21ST CENTURY: TRENDS AND CHALLENGES Kalayo Hasibuan
ONTOLOGI : JURNAL PEMBELAJARAN DAN ILMIAH PENDIDIKAN Vol. 3 No. 1 (2025): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/ontologi.v3i1.563

Abstract

This paper explores the evolving landscape of curriculum development in the 21st century, focusing on emerging global trends and the challenges that accompany them. As education systems respond to rapid technological advancement, globalization, and shifting labor market demands, curriculum frameworks are increasingly moving toward competency-based, student-centered, and technology-integrated models. The study employs a qualitative descriptive approach, including document analysis and expert interviews, to identify the key elements shaping modern curriculum design. Findings reveal that while there is significant progress in incorporating 21st-century skills, digital literacy, and global awareness into curricula, various barriers hinder effective implementation. These include insufficient teacher training, policy inconsistency, and the continued dominance of standardized testing. The paper concludes that successful curriculum reform requires a collaborative, inclusive, and context-sensitive approach that aligns educational policy, practice, and assessment with the evolving needs of learners and society.
ASSESSMENT AND EVALUATION IN MODERN EDUCATION SYSTEMS Evi Diyah Novita
ONTOLOGI : JURNAL PEMBELAJARAN DAN ILMIAH PENDIDIKAN Vol. 3 No. 1 (2025): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/ontologi.v3i1.564

Abstract

This article explores the evolving role of assessment and evaluation within modern education systems. As educational priorities shift toward developing 21st-century skills such as critical thinking, creativity, and collaboration, traditional assessment methods are increasingly being replaced or complemented by more formative, student-centered approaches. The integration of digital technologies has further transformed assessment practices, enabling real-time feedback, personalized learning, and greater accessibility. Additionally, there is a growing emphasis on inclusive and culturally responsive assessment strategies to support diverse learners. Through a qualitative review of recent literature and educational frameworks, this article discusses the benefits, challenges, and implications of these developments. The findings highlight the need for sustained professional development, policy reform, and collaboration among stakeholders to ensure that assessment remains relevant, equitable, and effective in supporting lifelong learning.
INSTRUCTIONAL STRATEGIES FOR DIVERSE CLASSROOMS: A PEDAGOGICAL PERSPECTIVE Dimitruk Elena
ONTOLOGI : JURNAL PEMBELAJARAN DAN ILMIAH PENDIDIKAN Vol. 3 No. 1 (2025): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/ontologi.v3i1.565

Abstract

The increasing diversity within today’s classrooms presents both significant opportunities and challenges for educators. Students now bring with them a wide range of cultural backgrounds, languages, learning abilities, socio-economic statuses, and personal experiences. This article explores effective instructional strategies that educators can implement to support inclusive, equitable, and responsive teaching in such diverse learning environments. Drawing from a broad review of educational theory and literature, the study identifies key pedagogical approaches including differentiated instruction, universal design for learning (UDL), culturally responsive teaching, cooperative learning, scaffolding, and the integration of educational technology. Through a qualitative descriptive analysis, this article examines how these strategies align with inclusive education principles and how they can be practically applied across varied educational contexts. The findings emphasize that successful teaching in diverse classrooms requires flexibility, cultural competence, and a commitment to continuous professional growth. Ultimately, this article advocates for a pedagogical shift that not only addresses academic needs but also fosters equity, identity affirmation, and holistic student development.
EDUCATIONAL DEVELOPMENT IN THE DIGITAL AGE: TRENDS AND BEST PRACTICES Nurin Fitriana
ONTOLOGI : JURNAL PEMBELAJARAN DAN ILMIAH PENDIDIKAN Vol. 3 No. 1 (2025): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/ontologi.v3i1.566

Abstract

The rapid advancement of digital technologies has significantly transformed the global education landscape. This study explores key trends and best practices in educational development within the digital age, focusing on how technology reshapes teaching, learning, and institutional strategies. Using a qualitative descriptive method based on literature review and case analysis, the study identifies several pivotal developments: increased access to education through digital platforms, the emergence of personalized and adaptive learning models, the transformation of the teacher’s role, and the implementation of blended learning approaches. The findings highlight the importance of inclusive digital policies, teacher training in digital pedagogy, and equitable access to infrastructure as core components of effective educational transformation. Despite the benefits, challenges such as the digital divide and ethical concerns in technology use remain. This research concludes that sustainable and equitable educational development in the digital age requires a holistic approach that aligns technological innovation with pedagogical goals and social equity.
Implementation of Group Guidance at Alwasliyah Gading Private Islamic High School in Tanjungbalai City Rizki Ananda Putri; Waris Tholib
ONTOLOGI : JURNAL PEMBELAJARAN DAN ILMIAH PENDIDIKAN Vol. 3 No. 1 (2025): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/ontologi.v3i1.590

Abstract

The purpose of this research is to know the program and implementation of group coaching in the city of Madrasah Aliyah Alwashliyah private Tanjungbalai. This research is backed by the interest of researchers to examine the process of implementing the group guidance at private Madrasah Aliyah Alwashliyah Gading Kota Tanjungbalai. The method used in this study is qualitative in the type of research method of phenomenon (phenomenology), because all who want to be researched are sourced from a deep interview to the object or informant in the research, observation directly and documentation. The results of the research from the implementation of group guidance in private Madrasah Aliyah Alwashliyah town Tanjungbalai is: The first implementation of group guidance is one of the Guidance and Counseling programs in the group guidance service. Secondly, Of in the implementation of the group's guidance is implemented in a programmatic or asynchronous basis between theory with the implementation of Group guidance services.

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