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INDONESIA
Jurnal Pedagogy
Published by Sekolah Tinggi Agama Islam Muhammadiyah Blora
ISSN : 19795351     EISSN : 27231879     DOI : -
Core Subject : Religion, Humanities, Science, Education,
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media
The Pedagogy Journal is a scientific publication medium related to Islamic education. This journal is managed by STAI Muhammadiyah Blora under the supervision of the Institute for Research and Community Service (LPPM). This journal contains scientific works from lecturers, teachers, students, and other researchers conducting studies on Islamic education and multiculturalisme. The scientific works published in this journal are the results of both library and field research that have not been published in any other journal. This journal is published twice a year, in April and December. Indexing 2024-10-15 The journal has been indexed by several indexing engines such as Google Schooler, Scopus The focus of Jurnal Pedagogy is the leading journal in the field of Islamic education and multiculturalism. Scope: - Islamic Education and Multiculturalism - Islamic Education and Democracy - Islamic Education and Leadership - Islamic Educational in Madrasah (Islamic Schools) - Islamic Educational in Pesantren (Islamic Boarding School) - Islamic Educational in University. - Islamic Education for Disabilities - Islamic Education Thought - Progressive Islamic Education - Traditional and Conservative Islamic Education - Technology in Islamic Education - Community-Based Islamic Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 171 Documents
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21st Century Teachers In The Perspective Of Modern And Islamic Education: Answering The Challenges Of The Digital Era And Globalization Reistanti, Agustina Putri; Irchamni, Achmad; Permatasari, Kristina Gita; Sule, Muhammad Maga
JURNAL PEDAGOGY Vol. 18 No. 1 (2025): Volume 18 Nomor 1 Tahun 2025
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v18i1.311

Abstract

Education today is a very crucial aspect and a major need, especially in this modern era. To remain relevant, education must be able to adapt to the development of digital technology, so that it can produce competent students through collaboration between schools and teachers in the learning process. The rapid advancement of science and technology has brought great changes in human life. The role of teachers in the 21st century has undergone a significant transformation from the traditional model that is authoritative and teacher-centered, to a modern model that is student-oriented, collaborative, and adaptive to the times. 21st century teachers are no longer just transmitters of knowledge, but also facilitators of active learning, spiritual and moral guides, and agents of social change who can shape students' character to be ready to face global challenges. In the face of the challenges of the 21st century, teachers must have a deep understanding of digital technology to carry out their roles effectively. The competencies required include personality, professionalism, social skills, and pedagogic abilities that must be continuously updated to be able to meet the learning needs of students and the demands of society in this era
Humanist And Multicultural Islamic Education Learning Models Rosanti, Cholisa; Murtyaningsih, Rina; Nurhartanto, Armin
JURNAL PEDAGOGY Vol. 18 No. 1 (2025): Volume 18 Nomor 1 Tahun 2025
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v18i1.312

Abstract

This research is motivated by the urgency of the need for an Islamic Religious Education (PAI) learning approach that can instill human values and multiculturalism in facing the complexity of a pluralistic society. In practice, PAI learning still tends to focus on normative-doctrinal aspects and does not provide space for cross-cultural understanding, empathy, and tolerance. The gap in previous research lies in the lack of in-depth studies related to PAI learning models that explicitly integrate humanist and multicultural approaches, both in concept and practical implementation in the classroom. This study uses a descriptive qualitative approach that focuses on literature studies (library research) as the main method. Data was collected through a systematic review of secondary sources, such as scientific journal articles, academic books, and previous research results relevant to the themes of Islamic education, humanism, and multiculturalism. The analysis process is carried out by content analysis techniques, which examine the content and meanings of various sources to formulate key concepts and learning patterns by humanistic and multicultural principles. The results of the study show that several PAI learning models have the potential to be developed based on humanist and multicultural approaches, such as dialogue-based learning, reflective-critical learning, and contextual learning that are oriented toward strengthening the values of peace, tolerance, and social justice. These models not only foster an inclusive understanding of religion but also build students' awareness of the importance of coexistence in diversity. This research makes a theoretical contribution to the development of a more humanist and multicultural discourse of Islamic education while offering a conceptual basis for educators and policymakers in designing relevant and transformative religious learning in the era of plurality.
Muhammadiyah And Islamic Education Reform Utami, Yeri; Tri, Yunanto Andang
JURNAL PEDAGOGY Vol. 18 No. 1 (2025): Volume 18 Nomor 1 Tahun 2025
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v18i1.313

Abstract

: Muhammadiyah is an Islamic organization founded by K.H. Ahmad Dahlan in 1912 in Yogyakarta and has become one of the largest Islamic organizations in Indonesia that has an important role in Islamic education reform. Muhammadiyah integrates Islamic values with modern science to create a generation that is intellectually and morally competent. To date, Muhammadiyah has managed more than 10,000 educational institutions, ranging from early childhood education to universities spread throughout Indonesia. Talking about Muhammadiyah education is certainly inseparable from the discussion of Muhammadiyah's educational philosophy which emphasizes the integration between religious and general knowledge, rejecting the dichotomy of "world science" and "hereafter". This approach is based on the values of the Qur'an and As-Sunnah, as well as the principle of tajdid which aims to educate the life of the nation. The dynamics of Muhammadiyah's education involve adapting to various socio-political challenges from the Dutch colonial period, Japan, to the modern era, including the development of a progressiveprophetic educational model. This study uses the literature study method to examine the concept, history, and implementation of Muhammadiyah educational reform. The results of the study show that Muhammadiyah has made a significant contribution to building Islamic education based on the integration of religious and scientific values, making it a pioneer in the modernization of education in Indonesia.
Cultivating Qur'anic Character Through The Sekolah Sisan Ngaji Program In Paud Institutions (Implementation Of Blora Regency Government Program) Irchamni, Achmad; Kristiyuana, Kristiyuana; Kaswari, Haji
JURNAL PEDAGOGY Vol. 18 No. 2 (2025): Volume 18 Nomor 2 Tahun 2025
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v18i2.314

Abstract

Character education is an effort to realize values that are considered lost today. Good character will form a good soul. Quality character needs to be fostered and formed from an early age (golden age), because this period has been proven to be very decisive in determining a child's ability to develop their potential. This research is field research using a qualitative descriptive approach, which is research that seeks to describe systematically, factually and accurately the facts and characteristics of a particular population. Based on the results of research on the cultivation of Qur'anic character in early childhood at BA Aisyiyah Ngawen, the research findings include: 1) Methods of cultivating Qur'anic character in early childhood. The cultivation of Qur'anic character in early childhood at BA Aisyiyah Ngawen consists of habituation of Dhuha Prayer, Qur'an Recitation, and reading Stories of Prophets and Messengers. 2) Supporting factors and inhibiting factors for cultivating Qur'anic character in early childhood at BA Aisyiyah Ngawen, namely supporting factors include maturity and good environmental factors. And the inhibiting factors are nutritional or dietary intake factors and poor environmental factors.
Development of Performance Evaluation Model for Elementary Schools Implementing Inclusive Education Nur'aini, Siti; Purnawanto, Ahmad Teguh
JURNAL PEDAGOGY Vol. 18 No. 2 (2025): Volume 18 Nomor 2 Tahun 2025
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v18i2.315

Abstract

The purpose of this research is to develop an Inclusive Education Performance Evaluation (IEPE) Model in Elementary Schools (ES). This research uses a Mixed Methods approach. The research method was modified from the Borg & Gall model and involves School Principals, Teachers, and Parents. Data were collected through Focus Group Discussion (FGD), interviews, observations, and documentation studies. The research findings show that (1) the IEPE model is one of the best evaluation models based on the assessment results of experts and practitioners of inclusive education implementation in elementary schools; (2) the performance evaluation model for elementary schools implementing inclusive education consists of seven components: leadership, strategic planning, focus on students-parents, needs analysis, focus on teachers-staff, inclusive classroom management, and results; and (3) the evaluation of the IEPE model in the implementation process at elementary schools is capable of revealing data that is: (a) comprehensive; (b) factual; (c) flexible; and (d) diversity-oriented service.
Moral and Physical Philosophy in Al-Ghazali's Islamic Thought: A Comparative Study through Western and Literary Perspectives Mahmudulhassan, Mahmudulhassan; Anwar, Sholihul; Sukisno, Sukisno; Amin, Saidul
JURNAL PEDAGOGY Vol. 19 No. 1 (2026): Volume 19 Nomor 1 Tahun 2026
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v19i1.326

Abstract

Al-Ghazali is one of the most influential philosophers in the history of Islamic thought. His thinking provides a profound synthesis between Physical Education and Moral Education, which is still relevant in contemporary intellectual discourse. This article discusses the complex relationship between moral education and physical education according to Al-Ghazali, using a critical comparative approach through the framework of Western philosophy and literature analysis. Through this study, it can be seen that the treasures of classical Islamic thought have provided an important foundation in answering various modern challenges, especially related to human development as a whole. The comparative approach used in this article confirms that Al-Ghazali's integrative vision remains of strong relevance in contemporary discussions of philosophy, ethics, and the role of physical education in moral formation.
Public Relations Communication in Building Parents' Trust in Islamic Education Institutions Andrianto, Andrianto; Agus Fawaid; Suheri
JURNAL PEDAGOGY Vol. 19 No. 1 (2026): Volume 19 Nomor 1 Tahun 2026
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v19i1.346

Abstract

This study aims to analyze the role of public relations communication in building parental trust in Islamic educational institutions, especially in the Abu Zairi Salafiyah Islamic Boarding School. Using qualitative approaches and case study methods, this study collects data through interviews, observations, and documentation. The results show that communication that is open, transparent, and involves various information channels, such as regular meetings, social media, and internal newspapers, has a significant impact on increasing parental trust. Parents feel more involved in their children's educational process, which strengthens emotional connections and supports the achievement of educational goals. This research contributes to the development of educational communication theory, especially in the context of Islamic educational institutions, and suggests the importance of a holistic communication approach in building and maintaining parental trust in Islamic boarding schools. However, this study is limited to one institution, so further research with a wider sample is needed.
The Development of Arabic Language Education in the Digital Age: A Systematic Literature Review Widodo, Widodo; Khadiatun, Khadiatun; Sunoko, Ahmad; Jafar Nashir, Muhammad
JURNAL PEDAGOGY Vol. 19 No. 1 (2026): Volume 19 Nomor 1 Tahun 2026
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v19i1.354

Abstract

This study presents a Systematic Literature Review (SLR) aimed at mapping the development of Arabic language education in the digital era over the past decade (2014–2024). Guided by the PRISMA 2020 protocol (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), this review analyzed 42 peer-reviewed articles selected from an initial pool of 187 studies identified across Google Scholar, ERIC, Scopus, and the national SINTA journal portal. Thematic synthesis revealed four major themes: (1) the integration of digital platforms and mobile applications in Arabic language instruction; (2) the effectiveness of blended learning and e-learning approaches for developing maharah lughawiyah (Arabic language skills); (3) the design and validation of gamification-based digital learning media; and (4) systemic challenges in implementing educational technology within Arabic language education contexts in Indonesia. Findings indicate a sharp increase in digital technology research following the COVID-19 pandemic (2020–2021), which catalyzed a paradigm shift from teacher-centered to student-centered, technology-mediated instruction. This review concludes that while digitalization presents significant opportunities for Arabic language education, persistent challenges, particularly educators' digital literacy gaps, unequal digital infrastructure, and a scarcity of contextually relevant Arabic digital content, must be addressed systemically to ensure equitable and effective learning outcomes.
The Transformation of PAI Learning Based on Deep Learning in Shaping Students' Religious and Critical Character: A Case Study at SMAN 2 Blora Nur'aini, Siti; Srifariati, Srifariati; Risdiani, Risdiani
JURNAL PEDAGOGY Vol. 19 No. 1 (2026): Volume 19 Nomor 1 Tahun 2026
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v19i1.355

Abstract

This study aims to explore the transformation of Islamic Religious Education (PAI) learning based on a deep learning approach in shaping students’ religious and critical character at SMAN 2 Blora. Deep learning in this context refers to a student-centered learning approach that emphasizes meaningful understanding, reflective thinking, contextual engagement, and the internalization of values rather than mere memorization. This research employed a qualitative case study design to gain an in-depth understanding of how deep learning principles are implemented in PAI classrooms and how they contribute to character formation. Data were collected through classroom observations, in-depth interviews with PAI teachers and students, and documentation analysis. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that the transformation of PAI learning through deep learning strategies such as problem-based learning, reflective discussions, contextual case analysis, and collaborative activities—encourages students to critically examine religious texts and relate them to contemporary social issues. This approach fosters not only a stronger religious commitment, reflected in attitudes of responsibility, honesty, and spiritual awareness, but also enhances students’ critical thinking skills in analyzing moral and societal challenges. Furthermore, the teacher’s role shifts from knowledge transmitter to facilitator and mentor, creating a more dialogical and participatory learning environment. The study concludes that deep learning based PAI instruction significantly contributes to the holistic development of students’ religious and critical character in the secondary school context
Pedagogical Philosophies of Teacher Educators in the Philippines: Implications for Teacher Quality La Ramba, Hardin; Yorov , Amirkhon; Muthoifin, Muthoifin; Elbann, Mariam
JURNAL PEDAGOGY Vol. 19 No. 1 (2026): Volume 19 Nomor 1 Tahun 2026
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to examine the pedagogical philosophies of teacher educators in the Ilocos Region, Philippines, to understand their implications for teacher quality amid national reforms. The research sought to identify espoused philosophies, categorize them into distinct profiles, and analyze their variation across educator and institutional characteristics. A convergent parallel mixed-methods design was employed to analyze survey data from 391 teacher educators. Thematic analysis of open-ended responses was combined with quantitative profiling and cross-tabulations to map the pedagogical landscape. The results revealed a dominant model of "Pragmatic Constructivism with Cultural Grounding," emphasizing theory-practice integration (33.7%), experiential learning (31.8%), and authentic contexts (23.4%). An eclectic approach was the most common profile (57.3%). A significant "experience paradox" emerged: pedagogical sophistication declines as teaching experience increases, while no significant differences were found across institutional types. The study concludes that although teacher educators' philosophies align with evidence-based practices, the experience paradox poses a significant threat to the sustained implementation of pedagogical innovation. Improving teacher quality requires intentional institutional strategies, such as intergenerational learning communities and support for novice-led innovation, to ensure progressive pedagogies are maintained and integrated system-wide.

Page 17 of 18 | Total Record : 171

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