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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 41 Documents
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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.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/ontologi.v1i2.567

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/ontologi.v1i2.568

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/ontologi.v1i2.569

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/ontologi.v1i2.570

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/ontologi.v1i2.571

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.

Page 3 of 5 | Total Record : 41

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