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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 7 Documents
 1 
Search results for , issue "vol. 4 no. 1 (2026)" : 7 Documents clear
Model Tata Kelola Keamanan Data pada Ekosistem Pendidikan Muhammadiyah: Sintesis ISO 27001:2022 dan Nilai PHIWM Ady Suprayitno
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 1 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i1.803

Abstract

Digital transformation requires educational institutions to manage data as a strategic asset to support learning and academic services, yet it simultaneously increases the complexity of security risks. Muhammadiyah, as an organization overseeing thousands of educational units, faces challenges with fragmented data security governance due to its federative organizational structure. This research aims to develop a federated data security governance model through the synthesis of the ISO/IEC 27001:2022 standard and the values of the Islamic Pedagogy of Life for Muhammadiyah Members (Pedoman Hidup Islami Warga Muhammadiyah or PHIWM). Utilizing a conceptual literature review approach with content and thematic analysis, this study examines international standards, normative organizational documents, and relevant scientific literature. The results formulate a "centralized policy and distributed execution" model that integrates strategic leadership, policy formulation, shared security services, and technical implementation at the educational unit level. This model offers a balance between organizational standardization and operational flexibility for educational institutions, grounded in the ethics of science and technology. This research contributes to the development of a value-based data security governance framework for the digital education ecosystem within Muhammadiyah and similar educational organizations. Transformasi digital menuntut institusi pendidikan mengelola data sebagai aset strategis untuk mendukung pembelajaran dan layanan akademik, namun hal ini juga meningkatkan kompleksitas risiko keamanan. Muhammadiyah, sebagai organisasi dengan ribuan Amal Usaha Muhammadiyah (AUM) di bidang pendidikan, menghadapi tantangan tata kelola keamanan data yang terfragmentasi akibat struktur organisasi yang federatif. Penelitian ini bertujuan menyusun model tata kelola keamanan data terfederasi melalui sintesis standar ISO/IEC 27001:2022 dan nilai Pedoman Hidup Islami Warga Muhammadiyah (PHIWM). Menggunakan metode conceptual literature review dengan analisis isi dan tematik, penelitian ini mengkaji dokumen standar internasional, dokumen normatif organisasi, dan literatur terkait. Hasil penelitian merumuskan model centralized policy and distributed execution yang mengintegrasikan lapisan kepemimpinan strategis hingga pelaksanaan teknis di tingkat unit pendidikan. Model ini menawarkan keseimbangan antara standardisasi kebijakan organisasi dan fleksibilitas operasional institusi pendidikan dengan landasan nilai etika IPTEK. Penelitian ini berkontribusi dalam pengembangan kerangka tata kelola keamanan data berbasis nilai bagi ekosistem pendidikan digital Muhammadiyah dan organisasi pendidikan serupa.
Multicultural Islamic Education and the Challenge of Majority Authoritarianism in Indonesia Siti Handika; Inten Emilya; Ari Wibowo; Asiyah Asiyah
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 1 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i1.804

Abstract

This study examines the role of multicultural-informed Islamic education in addressing the challenges of majority authoritarianism within plural societies, particularly in the Indonesian context. Majority authoritarianism refers to the tendency of dominant religious interpretations to shape educational narratives and institutional practices in ways that marginalize alternative perspectives and limit recognition of diversity. Employing a Systematic Literature Review (SLR) approach, this research analyzes scholarly works, policy documents, and theoretical discussions related to Islamic education, multiculturalism, and democratic values. The analysis focuses on three main themes: the manifestation of majority authoritarianism in Islamic education, the conceptual foundations of multicultural-based Islamic education, and the development of multicultural education policies in Indonesia. The findings indicate that multicultural-informed Islamic education provides a critical pedagogical framework capable of challenging exclusivist religious narratives and promoting inclusive learning environments. By integrating principles of justice, dialogue, and respect for diversity, Islamic education can function as a transformative space that cultivates democratic awareness and social responsibility. The study also highlights that although Indonesia has adopted policies promoting religious moderation and multicultural education, significant challenges remain in translating these policies into classroom practices. This article contributes theoretically by introducing majority authoritarianism as an analytical lens in Islamic education studies and practically by emphasizing the importance of strengthening multicultural-based pedagogical approaches to enhance democratic resilience in plural societies. Penelitian ini mengkaji peran pendidikan Islam berbasis multikultural dalam merespons tantangan otoritarianisme mayoritas dalam masyarakat plural, khususnya dalam konteks Indonesia. Otoritarianisme mayoritas merujuk pada kecenderungan interpretasi keagamaan dominan yang membentuk narasi pendidikan dan praktik kelembagaan sehingga memarginalkan perspektif alternatif dan membatasi pengakuan terhadap keberagaman. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR) dengan menganalisis berbagai karya ilmiah, dokumen kebijakan, dan kajian teoretis yang berkaitan dengan pendidikan Islam, multikulturalisme, dan nilai-nilai demokrasi. Analisis difokuskan pada tiga tema utama, yaitu bentuk-bentuk otoritarianisme mayoritas dalam pendidikan Islam, landasan konseptual pendidikan Islam berbasis multikultural, serta perkembangan kebijakan pendidikan multikultural di Indonesia. Hasil kajian menunjukkan bahwa pendidikan Islam berbasis multikultural menawarkan kerangka pedagogis kritis yang mampu menantang narasi keagamaan eksklusif sekaligus mendorong terciptanya lingkungan pembelajaran yang inklusif. Dengan mengintegrasikan prinsip keadilan, dialog, dan penghargaan terhadap keberagaman, pendidikan Islam dapat berfungsi sebagai ruang transformatif untuk membangun kesadaran demokratis dan tanggung jawab sosial. Penelitian ini juga menunjukkan bahwa meskipun kebijakan pendidikan di Indonesia telah mendorong moderasi beragama dan nilai-nilai multikultural, masih terdapat kesenjangan antara kerangka kebijakan dan praktik pembelajaran di tingkat institusi pendidikan. Secara teoretis, artikel ini memperkaya kajian pendidikan Islam dengan menghadirkan konsep otoritarianisme mayoritas sebagai lensa analitis, serta secara praktis menekankan pentingnya penguatan pendekatan pedagogi multikultural dalam meningkatkan ketahanan demokrasi di masyarakat plural.
Korupsi dari Sudut Pandang Pembelajaran Kolektif : Kritik terhadap Paradigma Moral-Individualistik dalam Pendidikan Antikorupsi Rahmat Aiman
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 1 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i1.822

Abstract

Anti-corruption education has largely focused on shaping individual morality through the internalization of integrity values. However, the persistence of corruption in the public sector indicates the limitations of a moral–individualistic approach in explaining the reproduction of corrupt practices within organizations. This article aims to reconceptualize corruption as a form of collective learning embedded in organizational structures and power relations. The study employs a qualitative approach based on a conceptual literature review through conceptual mapping, critical evaluation, and theoretical synthesis of literature on anti-corruption education, organizational corruption, and collective learning theory. The analysis reveals that corrupt practices are produced and normalized through cycles of socialization, interpretation, and dissemination of norms within hierarchical contexts. This article proposes a Collective Learning Framework in Anti-Corruption Education as a multilevel model explaining the interaction between individual values, organizational practices, and institutional logics. Theoretically, this study expands anti-corruption scholarship by integrating perspectives of collective learning and power dynamics. Practically, the findings highlight the importance of reform strategies that simultaneously target the transformation of collective norms and the redesign of organizational structures. Pendidikan antikorupsi selama ini lebih banyak berfokus pada pembentukan moral individu melalui internalisasi nilai integritas. Namun, persistensi korupsi di sektor publik menunjukkan keterbatasan pendekatan moral-individualistik dalam menjelaskan reproduksi praktik koruptif di dalam organisasi. Artikel ini bertujuan merekonseptualisasi korupsi sebagai hasil pembelajaran kolektif yang terlembagakan dalam struktur dan relasi kekuasaan organisasi. Penelitian menggunakan pendekatan kualitatif berbasis kajian literatur konseptual melalui pemetaan konseptual, evaluasi kritis, dan sintesis teoretis atas literatur pendidikan antikorupsi, korupsi organisasi, dan teori pembelajaran kolektif. Analisis menunjukkan bahwa praktik koruptif diproduksi dan dinormalisasi melalui siklus sosialisasi, interpretasi, dan diseminasi norma dalam konteks hierarkis. Artikel ini mengembangkan Collective Learning Framework dalam Pendidikan Antikorupsi sebagai model multilevel yang menjelaskan interaksi antara nilai individu, praktik organisasi, dan logika institusional. Secara teoretis, penelitian ini memperluas studi antikorupsi dengan mengintegrasikan perspektif pembelajaran kolektif dan dimensi kekuasaan. Secara praktis, temuan ini menegaskan pentingnya strategi reformasi yang menargetkan transformasi norma kolektif dan desain struktur organisasi secara simultan.
Pendidikan Hukum bagi Calon Hakim dalam Tradisi Common Law dan Civil Law: Pelajaran dari Harvard dan Utrecht Siti Rohmah; Nur Chanifah; Muhammad Sulthon Zulkarnain; Moh. Anas Kholish; Ahmad Qirom As-Suvi
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 1 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i1.824

Abstract

This article examines the formulation of legal education for prospective judges through a comparative analysis of the Common Law and Civil Law traditions. The study draws institutional insights from Harvard Law School and Utrecht University School of Law as representative models of two major paradigms of global legal education. Using a library research approach with a juridical-comparative orientation, the research analyzes contemporary academic literature and studies on judicial education to explore epistemological and methodological differences in the formation of judges. The findings indicate that the Common Law tradition emphasizes case-based learning, Socratic dialogue, and experiential approaches that develop argumentative and pragmatic reasoning skills. In contrast, the Civil Law tradition prioritizes doctrinal analysis grounded in legal codification and the integration of academic education with professional judicial training to ensure interpretative consistency and legal certainty. Rather than demonstrating the superiority of one system, these differences highlight the importance of an integrative model of judicial education. The study argues that combining case-based reasoning with doctrinal coherence can provide the foundation for a hybrid judicial education model that supports both justice and legal certainty in contemporary judicial systems. Artikel ini menganalisis formulasi pendidikan hukum bagi calon hakim melalui kajian komparatif antara tradisi Common Law dan Civil Law. Kajian ini mengambil pelajaran institusional dari Harvard Law School dan Utrecht University School of Law sebagai representasi dua paradigma utama pendidikan hukum global. Penelitian menggunakan pendekatan library research dengan karakter yuridis-komparatif melalui analisis literatur akademik mutakhir dan studi tentang pendidikan yudisial untuk menelaah perbedaan epistemologis dan metodologis dalam pembentukan hakim. Hasil penelitian menunjukkan bahwa tradisi Common Law menekankan pembelajaran berbasis kasus melalui case method, Socratic dialogue, dan pendekatan berbasis pengalaman yang membentuk kemampuan argumentatif dan penalaran pragmatis. Sebaliknya, tradisi Civil Law lebih menekankan pendekatan doktrinal berbasis kodifikasi hukum serta integrasi pendidikan akademik dengan pelatihan profesi yudisial guna menjaga konsistensi interpretasi dan kepastian hukum. Perbedaan tersebut menunjukkan pentingnya model pendidikan hakim yang bersifat integratif. Penelitian ini menegaskan bahwa sintesis antara case-based reasoning dan doctrinal coherence dapat menjadi dasar bagi model pendidikan hakim hibrid yang mampu mendukung keadilan sekaligus kepastian hukum dalam sistem peradilan modern.
Rekonstruksi Pendidikan Karakter Anak Usia Dini melalui Filosofi Jouer dalam Model Pembelajaran Atelier Latifatul Khasanah
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 1 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i1.829

Abstract

Early Childhood Education (ECE) practices in Indonesia face challenges due to the dominance of an academic paradigm that emphasizes premature literacy and numeracy skills, potentially overlooking the essence of play as a medium for character formation. This article aims to offer a perspective on reconstructing character education through the integration of the jouer philosophy within the Atelier learning model. The study employs a literature review combined with critical reflection on early childhood education practices in Belgium. The analysis shows that within Atelier pedagogy, character formation develops through trajectories of play—jouer pour jouer, jouer pour imiter et s’exprimer, jouer pour construire, and jouer avec des règles—which nurture values such as independence, empathy, creativity, responsibility, and intrinsic discipline. This model also transforms the role of educators into facilitators who design the learning environment as a “third teacher.” In the Indonesian context, opportunities for adaptation are open through the use of loose parts from local materials and the development of project-based learning that utilizes the surrounding environment. This approach suggests that character education in early childhood becomes more effective when play is positioned as a meaningful and contextual learning experience. Praktik Pendidikan Anak Usia Dini (PAUD) di Indonesia menghadapi tantangan berupa dominasi paradigma akademik yang menekankan kemampuan membaca, menulis, dan berhitung secara prematur sehingga berpotensi mengabaikan hakikat bermain sebagai medium pembentukan karakter anak. Artikel ini bertujuan untuk menawarkan perspektif mengenai rekonstruksi pendidikan karakter melalui integrasi filosofi jouer dalam model pembelajaran Atelier. Penelitian ini menggunakan metode studi pustaka disertai refleksi kritis terhadap praktik pendidikan anak usia dini di Belgia. Hasil analisis menunjukkan bahwa dalam pedagogi Atelier, pembentukan karakter berkembang melalui trajektori bermain—jouer pour jouer, jouer pour imiter et s’exprimer, jouer pour construire, dan jouer avec des règles—yang menumbuhkan nilai kemandirian, empati, kreativitas, tanggung jawab, dan disiplin intrinsik. Model ini juga mentransformasi peran pendidik menjadi fasilitator yang merancang lingkungan belajar sebagai “guru ketiga”. Dalam konteks Indonesia, peluang adaptasi terbuka melalui pemanfaatan loose parts dari bahan lokal serta pengembangan pembelajaran berbasis proyek yang memanfaatkan lingkungan sekitar. Pendekatan ini menunjukkan bahwa pendidikan karakter pada anak usia dini lebih efektif ketika bermain ditempatkan sebagai pengalaman belajar yang bermakna dan kontekstual.
Community-Based Tolerance Education: The Role of Village Government and Community Leaders in a Multi-Religious Community Lita Suryaningsih; Mufida Aulia Asrofi; Agus Nur Ismail; Dinda Astiya Ningsih; Ali Sholihin; Siti Faiq Qotul Nurla Hidariyanti
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 1 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i1.1324

Abstract

This study aims to analyze community-based tolerance education in Patoman Village, Banyuwangi, focusing on the forms and practices of tolerance education, the roles of the Village Government and Community Leaders as educational actors or facilitators, and the process of transmitting and shaping tolerance values through social interactions and interfaith activities. Using a descriptive qualitative approach, data were gathered through direct observation, in-depth interviews, and documentation. The findings indicate that tolerance education takes place dynamically within the community's social space through socialization, interactive dialogues, mutual assistance (gotong royong), and interfaith youth activities. The Village Government functions as a learning environment facilitator providing regulations and mediation spaces, whereas Community and Religious Leaders act as informal educational agents and role models through exemplary conduct and guidance. Tolerance values are transmitted through respect for religious boundaries and active collaboration in public affairs. Although facing challenges such as differing doctrinal interpretations and potential external political provocations, the synergy of local leadership and strong social capital proves effective in maintaining interfaith harmony amidst diversity. Penelitian ini bertujuan untuk menganalisis pendidikan toleransi berbasis masyarakat di Desa Patoman, Banyuwangi, dengan berfokus pada bentuk dan praktik pendidikan toleransi, peran Pemerintah Desa dan Tokoh Masyarakat sebagai aktor atau fasilitator pendidikan, serta proses transmisi dan pembentukan nilai toleransi melalui interaksi sosial dan kegiatan lintas agama. Menggunakan pendekatan kualitatif dengan metode deskriptif, data penelitian dikumpulkan melalui observasi langsung, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa pendidikan toleransi berlangsung secara dinamis dalam ruang sosial masyarakat melalui sosialisasi, dialog interaktif, gotong royong, dan kegiatan pemuda lintas iman. Pemerintah Desa berperan sebagai fasilitator lingkungan pembelajaran yang menyediakan regulasi dan ruang mediasi, sementara Tokoh Masyarakat bertindak sebagai agen pendidikan informal sekaligus role model melalui keteladanan dan nasihat. Nilai toleransi ditransmisikan melalui penghormatan batas-batas ajaran keagamaan serta kerja sama aktif dalam kegiatan sosial. Kendati dihadapkan pada tantangan seperti perbedaan penafsiran ajaran dan potensi provokasi dari luar desa, sinergi kepemimpinan lokal dan modal sosial yang kuat terbukti efektif dalam merawat kerukunan di tengah kemajemukan.
Association between the Two Stay Two Stray Cooperative Learning Model, Learning Preferences, and Cognitive Outcomes in Pancasila Education Ning Azizah Nursyah; Vieza Syirina Salwa; Hellina Cindy Yolalita; Abida Ardelia; Nita Humaidah; Evie Desy Safitri
Peradaban Journal of Interdisciplinary Educational Research Vol. 4 No. 1 (2026)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v4i1.1325

Abstract

This study aims to analyze the association between the implementation of the Two Stay Two Stray (TSTS) cooperative learning model, along with students' learning preferences, and cognitive learning outcomes in Pancasila Education among Grade XI students at SMAN 1 Banyuwangi. This intervention addressed low academic achievement caused by teacher-centered learning dominance. Employing a non-experimental associative quantitative design, the study involved a sample of 72 students selected via purposive sampling. Data were collected through learning preference questionnaires, structured observation sheets, and cognitive test scores. Inferential data analysis was conducted using non-parametric statistics, specifically the Pearson Chi-Square test and Contingency Coefficient. The results revealed a marked improvement in students' average scores, increasing from 76 to 90, with the minimum score baseline rising from 62 to 85. The Chi-Square test confirmed a statistically significant association between the studied variables (Chi-Square = 4.192, p = 0.041 < 0.05). A Contingency Coefficient value of 0.235 indicated a moderate strength of association. This association aligns with the preferences of the majority of students who favor group learning modes (61.1%) and practical-kinesthetic understanding (36.1%). Consequently, the TSTS syntax is shown to align well with diverse learning modalities in facilitating the mastery of cognitive learning outcomes in Pancasila Education. Penelitian ini bertujuan untuk menganalisis keterkaitan antara penerapan model pembelajaran kooperatif tipe Two Stay Two Stray (TSTS) serta preferensi belajar peserta didik terhadap ketuntasan hasil belajar kognitif Pendidikan Pancasila kelas XI SMAN 1 Banyuwangi. Intervensi ini dilakukan untuk mengatasi rendahnya ketuntasan belajar akibat dominasi metode pembelajaran searah (teacher-centered). Penelitian ini menggunakan desain kuantitatif asosiatif non-eksperimental dengan sampel sebanyak 72 peserta didik yang dipilih melalui teknik purposive sampling. Pengumpulan data dilakukan menggunakan angket preferensi belajar, lembar observasi terstruktur, dan dokumentasi tes hasil belajar kognitif. Data dianalisis secara inferensial menggunakan statistik non-parametrik Pearson Chi-Square dan uji Koefisien Kontingensi (Contingency Coefficient). Hasil penelitian menunjukkan peningkatan nilai rata-rata peserta didik dari 76 menjadi 90, dengan batas nilai minimum melompat dari 62 menjadi 85. Pengujian Chi-Square mengonfirmasi keberadaan hubungan yang signifikan secara statistik antara variabel yang diteliti (Chi-Square = 4.192, p = 0.041 < 0.05). Nilai Koefisien Kontingensi sebesar 0,235 mengindikasikan tingkat kekuatan asosiasi berada pada kategori moderat. Keberadaan asosiasi ini sejajar dengan karakteristik mayoritas peserta didik yang menyukai moda belajar kelompok (61,1%) serta gaya pemahaman kinestetik-praktis (36,1%). Oleh karena itu, sintaks TSTS terbukti berkesesuaian dalam memfasilitasi keberagaman modalitas belajar peserta didik guna meningkatkan ketuntasan hasil belajar Pendidikan Pancasila.

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