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Peradaban Journal of Interdisciplinary Educational Research
Published by Pustaka Peradaban
ISSN : -     EISSN : 30252121     DOI : https://doi.org/10.59001/pjier
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Peradaban Journal of Interdisciplinary Educational Research extends an invitation for contributions across various educational topics through an interdisciplinary approach. The primary focus of the journal is to excavate and analyze thoughts and research that encompass diverse educational aspects. This encompasses a range of fields including formal and non-formal education, educational technology, pedagogical methodologies, curriculum development, educational psychology, and the analysis of the social and cultural impacts on education. Through an interdisciplinary approach, this journal encourages the fusion of perspectives from different disciplinary fields. This enables authors and readers to explore educational aspects from a multitude of vantage points, connecting concepts and knowledge from various domains. Consequently, this journal fosters a more enriched and comprehensive understanding of the complex contemporary educational issues.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2024)" : 5 Documents clear
Supervisi Pembelajaran Pasca Pembelajaran Daring untuk Mengatasi Kecanduan Gadget : Pengalaman dari Malang Muhamad Khanif Alaudin
Peradaban Journal of Interdisciplinary Educational Research Vol. 2 No. 1 (2024)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v2i1.100

Abstract

This study explores the implementation of post-online learning supervision as a strategy to address gadget addiction among students. Online learning has surged in popularity since the onset of the COVID-19 pandemic, but it has also led to new challenges, such as increased gadget dependency among students. Using a qualitative descriptive method, this research investigates how the head of a madrasah supervises teachers during the Limited Face-to-Face Learning (PTM Terbatas) period amid the pandemic and its impact on teacher performance. Interviews with the madrasah head, staff, and teacher council were conducted to gather data. The findings reveal that systematic and constructive supervision was carried out, starting from planning and followed by class observation and feedback evaluation. Additionally, the study highlights the importance of enjoyable and interactive learning to support the effectiveness of supervision. The results suggest that well-conducted supervision can help reduce the negative impact of post-pandemic gadget use on students by improving the quality of learning and creating a more interactive learning environment. Penelitian ini mengeksplorasi implementasi supervisi pasca pembelajaran daring sebagai strategi untuk mengatasi kecanduan gadget di kalangan siswa. Pembelajaran daring telah meningkat popularitasnya sejak dimulainya pandemi COVID-19, namun juga menimbulkan tantangan baru, seperti peningkatan ketergantungan pada gadget di kalangan siswa. Dengan menggunakan metode deskriptif kualitatif, penelitian ini menyelidiki bagaimana kepala madrasah melakukan supervisi terhadap guru-guru selama periode Pembelajaran Tatap Muka Terbatas (PTM Terbatas) di tengah pandemi dan dampaknya terhadap kinerja guru. Wawancara dengan kepala madrasah, staf, dan dewan guru dilakukan untuk mengumpulkan data. Temuan menunjukkan bahwa supervisi yang dilakukan bersifat sistematis dan konstruktif, dimulai dari perencanaan, dilanjutkan dengan observasi kelas dan evaluasi umpan balik. Selain itu, penelitian ini menyoroti pentingnya pembelajaran yang menyenangkan dan interaktif untuk mendukung efektivitas supervisi. Hasil penelitian menunjukkan bahwa supervisi yang dilakukan dengan baik dapat membantu mengurangi dampak negatif penggunaan gadget pasca pandemi pada siswa dengan meningkatkan kualitas pembelajaran dan menciptakan lingkungan pembelajaran yang lebih interaktif.
Habituasi Toleransi sebagai Upaya Menguatkan Pendidikan Anti Bullying di Sekolah Ni'mah, Zetty
Peradaban Journal of Interdisciplinary Educational Research Vol. 2 No. 1 (2024)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v2i1.143

Abstract

Cases of bullying have been deeply concerning in schools or even Islamic schools. Educational institutions, which should be safe and comfortable places for learning, have unfortunately become hellish and traumatic places remembered as painful scars by the victims. This article explores the importance of instilling the character of tolerance as an effort to address bullying in educational institutions. Programs such as child-friendly schools and the internalization of tolerance through school programs are key to building an inclusive school culture that respects diversity. The process of internalizing the character of tolerance in schools can be done by referring to the theory of social construction, through externalization, objectification, and internalization. Instilling attitudes of tolerance in the context of anti-bullying can be done in various ways, including character development programs, anti-bullying movements, integration with school culture, integration into curriculum and school self-development programs, as well as building communication and cooperation with parents. With a comprehensive and integrated approach, instilling the character of tolerance can be one of the effective solutions to address bullying in educational institutions. Kasus bullying sudah sangat memprihatinkan terjadi di sekolah atau madrasah bahkan pesantren. Lembaga Pendidikan yang seharusnya menjadi tempat aman dan nyaman untuk menimba ilmu harus berbanding terbalik menjadi neraka dan tempat traumatik yang diingat sebagai luka menyakitkan oleh para korban. Artikel ini mengeksplorasi pentingnya pembiasaan karakter toleransi sebagai upaya mengatasi bullying di lembaga pendidikan. Program-program seperti sekolah ramah anak dan internalisasi karakter toleransi melalui program-program sekolah menjadi kunci dalam membangun budaya sekolah yang inklusif dan menghormati keberagaman. Proses internalisasi karakter toleransi di sekolah dapat dilakukan dengan mengacu pada teori konstruksi sosial, melalui eksternalisasi, obyektifikasi, dan internalisasi. Pembiasaan sikap toleransi dalam konteks anti bullying bisa dilakukan melalui berbagai cara, termasuk program pengembangan karakter, gerakan anti bullying, integrasi dengan budaya sekolah, integrasi dalam program pembelajaran dan pengembangan diri sekolah, serta membangun komunikasi dan kerjasama dengan orang tua. Dengan pendekatan yang komprehensif dan terintegrasi, pembiasaan karakter toleransi dapat menjadi salah satu solusi efektif dalam mengatasi bullying di lembaga pendidikan.  
Dilema Pembentukan Karakter Siswa dalam Penerapan Kurikulum Merdeka Sasmita Sari, Ajeng Yuri Eka; Hadi, Nur; Rozuli , Ahmad Imron; Purba, Dano
Peradaban Journal of Interdisciplinary Educational Research Vol. 2 No. 1 (2024)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v2i1.150

Abstract

This study examines the impact of curriculum system changes on student behavior and character patterns at SMA Negeri 2 Batu, Kota Batu, related to the transition from Curriculum 13 to the Merdeka Curriculum. The Merdeka Curriculum is part of the Merdeka Belajar program, which aims to provide freedom to educational units, teachers, and students to develop their potential to the fullest. The results show that students face complex dilemmas. Although project-based learning in the Merdeka Curriculum offers a deeper learning experience, students face various challenges such as high workloads, risk of stress, and the "flood" of information through technology. Students must filter information, develop critical thinking skills, and maintain moral sensitivity. It is important for the education sector to pay attention to student welfare in implementing project-based learning. Measures such as managing workloads wisely, increasing access to resources, and psychological and social approaches can help reduce the negative impact of this curriculum change. The application of Pancasila values is also necessary to shape good attitudes, behavior, and morals in students. Thus, students can reap the maximum benefits of project-based learning without sacrificing their well-being and life balance. Penelitian ini menginvestigasi keterhubungan antara sistem kurikulum yang diberlakukan dengan pola perilaku dan karakter siswa di SMA Negeri 2 Batu, Kota Batu, terkait peralihan dari Kurikulum 13 ke Kurikulum Merdeka. Kurikulum Merdeka merupakan bagian dari program Merdeka Belajar yang bertujuan memberikan kebebasan kepada satuan pendidikan, guru, dan peserta didik untuk mengembangkan potensi mereka secara maksimal. Hasil penelitian menunjukkan bahwa siswa dihadapkan pada dilema kompleks. Meskipun pembelajaran berbasis proyek dalam Kurikulum Merdeka menawarkan pengalaman belajar yang lebih mendalam, siswa menghadapi berbagai tantangan seperti beban kerja yang tinggi, risiko stres, dan "bajirnya" informasi melalui teknologi. Siswa harus memfilter informasi, mengembangkan kemampuan kritis, dan menjaga kepekaan moral. Penting bagi pihak pendidikan untuk memperhatikan kesejahteraan siswa dalam mengimplementasikan pembelajaran berbasis proyek. Langkah-langkah seperti pengelolaan beban kerja yang bijaksana, peningkatan aksesibilitas sumber daya, serta pendekatan psikologis dan sosial dapat membantu mengurangi dampak negatif dari perubahan kurikulum ini. Penerapan nilai-nilai Pancasila juga diperlukan untuk membentuk sikap, perilaku, dan akhlak yang baik pada siswa. Dengan demikian, siswa dapat merasakan manfaat yang maksimal dari pembelajaran berbasis proyek tanpa mengorbankan kesejahteraan dan keseimbangan hidup mereka.
Manajemen Strategis dalam Penerapan ISO 21001:2018 di Madrasah : Upaya Menjawab Tantangan Peningkatan Kualitas Agustina; Masykur, Rubhan; Hadiati, Eti; Koderi
Peradaban Journal of Interdisciplinary Educational Research Vol. 2 No. 1 (2024)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v2i1.151

Abstract

Madrasah in Indonesia often face challenges in improving the quality of education, especially regarding management, curriculum, teacher quality, and community participation. The ISO 21001:2018 standard is important as it can help madrasah improve the quality of educational management and provide the best services for students. This article highlights the importance of strategic management in the implementation of this standard, clarifying strategic management steps such as environmental analysis, strategy formulation, strategy implementation, and strategy evaluation that can be applied in the madrasah context. With this approach, it is hoped that madrasah can be more effective in meeting the established educational quality standards. Madrasah di Indonesia seringkali menghadapi kendala dalam peningkatan kualitas pendidikan, terutama terkait manajemen, kurikulum, kualitas tenaga pendidik, dan partisipasi masyarakat. Standar ISO 21001:2018 menjadi penting karena dapat membantu madrasah meningkatkan kualitas pengelolaan pendidikan dan memberikan pelayanan terbaik bagi peserta didik. Artikel ini menggarisbawahi pentingnya manajemen strategis dalam implementasi standar ini, memperjelas langkah-langkah manajemen strategis seperti analisis lingkungan, formulasi strategi, implementasi strategi, dan evaluasi strategi yang dapat diterapkan dalam konteks madrasah. Dengan pendekatan ini, diharapkan madrasah dapat lebih efektif dalam memenuhi standar mutu pendidikan yang ditetapkan.
Exploring the Impact of Language Models on Undergraduate Thesis Writing Skills among Higher Education Students Ilma, Agnia; Riza Ady Sampurna
Peradaban Journal of Interdisciplinary Educational Research Vol. 2 No. 1 (2024)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v2i1.152

Abstract

This article explores the impact of language models on undergraduate thesis writing skills among higher education students. With advancements in technology, language models have become integral to the digital writing landscape. This study examined the influence of language models on students' confidence and motivation in academic writing. The research employs a qualitative approach, conducting semi-structured interviews with five students from an English Language Education program who utilized AI tools in their thesis writing process. Despite acknowledging the advantages, participants underscored challenges encompassing overreliance, inaccuracies, and disruptions in the natural flow of their writing. The impact of these tools on participants' confidence and motivation in academic writing manifested diversely, introducing varying degrees of perceived artificiality in writing proficiency. There were already numerous researches regarding the pretinence of language models usage on students’ writing aptitude. However, there remains a gap in understanding their specific influence on undergraduate thesis writing. Thematic analysis of the interview data reveals insights into the influence of language models, on the writing proficiency of higher education students engaged in the process of crafting undergraduate theses. Employing a methodology encompassing interviews, participants reported noteworthy enhancements in the coherence, clarity, grammar, syntax, and vocabulary of their theses facilitated by the utilization of these language tools. Overall, the incorporation of language models in the writing process emerged as a catalyst for heightened efficiency, skills development, and enhanced clarity in undergraduate theses, affirming the constructive role of AI technology in educational settings. Individualized experiences with language models exhibited variance contingent upon personal preferences and attitudes towards the writing process.

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