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Journal of Indonesian Progressive Education
Published by Early Publishing
ISSN : 3047227X     EISSN : 3047227X     DOI : 10.63617
Core Subject : Humanities, Education,
Humanities Education Other
Journal of Indonesian Progressive Education is an education journal published in May and November annually. The journal focuses and scopes are education, learning media, learning technologies, educational psychology, educational sociology and educational anthropology. We invite professional writers,researchers,teachers and lecturers to publish the research paper,technical paper,conceptual paper,case study and literature review in this journal
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 69 Documents
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Critical Study of the Meaning of Modernity in Education Muh. Natsir; Eva Sri Rohani; St Hajrawati; Ismail Usman; Muchlas Khotomi; Suhartina Suhartina; M. Yunus
Journal of Indonesian Progressive Education Vol. 3 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i2.223

Abstract

This study critically examines the meaning of modernity in education, with particular emphasis on the perspective of Islamic education. It aims to analyze the concept of educational modernization, explore the historical background of modernization in Islamic education, identify its key ideas and principles, and examine its implementation in light of educational values, especially Islamic values. Modernity in education is characterized by the rapid advancement of science, technology, and social transformation, which significantly influence educational systems and learning practices. While these developments provide opportunities to improve the quality, effectiveness, and accessibility of education, they also raise challenges in preserving moral values, cultural identity, and character development. Therefore, a critical understanding of modernity is essential to ensure that educational progress is not solely driven by technological advancement but also remains aligned with the fundamental goals of education. This study employed a library research method by reviewing relevant books, scholarly articles, and other academic literature. The findings indicate that educational modernization should be understood as a process of renewal that enhances educational quality and responsiveness to contemporary demands. However, its implementation must be balanced with ethical, spiritual, and character-based values to prevent scientific and technological progress from overshadowing the broader educational mission. The study concludes that modernity should be viewed as an adaptive educational paradigm that integrates innovation with humanitarian, moral, and religious principles, particularly within the framework of Islamic education. Such an approach is expected to foster competent, ethical, and socially responsible individuals capable of addressing the challenges of an increasingly dynamic global society.
Educational Theory Review: Contemporary Perspectives Firman Firman; Ainun Latifah S; Sri Julianti; Haerul Anugerah; Julkarnain Julkarnain; Muh. Natsir; Faisal Faisal
Journal of Indonesian Progressive Education Vol. 3 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i2.225

Abstract

The examination of the review of educational theory is covered in this article. Education is a crucial procedure in determining the caliber of human resources and maximizing each person's potential. The dynamics of learning, scientific advancements, and shifting cultural demands gave rise to a variety of educational philosophies. Thus, it is crucial to analyze different educational theories in order to comprehend the pedagogical, psychological, and philosophical underpinnings of education. The purpose of this study is to evaluate the many educational ideas that have evolved over time, pinpoint the traits, benefits, and drawbacks of each theory, and assess its applicability to modern teaching methods.  Through the examination of several books, scientific publications, and pertinent scholarly sources, the study employs a qualitative approach with the library research method. The analysis's findings demonstrate how several educational theories, including constructivism, behaviorism, cognitivism, and humanism, contribute differently to the explanation of the teaching and learning process. Every theory has a unique viewpoint on the roles of teachers, students, learning methods, and educational objectives. An integrative approach is required based on the characteristics of students and the learning setting because no single theory can adequately address all educational difficulties.
Problem Based Learning (PBL) Based on Multiculturalism at SMA Tonasa 1 Pangkep Suwarni Jayanti; Nurrahmah Nurrahmah; Ma’rifah Ma'rifah; Andi Azis; Alimuddin Alimuddin; Muh. Natsir
Journal of Indonesian Progressive Education Vol. 3 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i2.226

Abstract

This research aims to analyze the implementation of multicultural-based Problem Based Learning (PBL) in the 11th grade at SMA Tonasa 1 Pangkep, its impact on students, as well as the supporting and inhibiting factors. This research uses a qualitative approach with a case study design. Data were obtained thru observations, interviews with teachers and school principals, as well as learning documentation. The research results show that the implementation of multicultural-based PBL proceeds gradually and contextually by utilizing problems that are close to students' social experiences. This model encourages students to be more active, enhances critical thinking skills, learning participation, tolerance, empathy, communication, and appreciation of differences. Conceptually, multicultural-based PBL contributes to the formation of active, inclusive, and humanistic learning, while theologically it is grounded in the values of the Qur'an, specifically Qs. Al-Mumtahanah verse 8 and Qs. Al-Hujurat verse 13. Supporting factors for the implementation of this model include teacher commitment, the formation of heterogeneous groups, contextual problem design, and learning device support. The inhibiting factors include time constraints, curriculum load, limited facilities, and differences in students' communication skills. This study concludes that multicultural-based PBL has the potential to enhance students' academic competence as well as their social attitudes if supported by teacher facilitation, an inclusive school environment, and parental involvement.  
Analysis Of Local Wisdom Of The Mappadendang Tradition In The Perspective Of Islamic Education In Barru Regency Suwarni Jayanti; Nurrahmah Nurahmah; Ma'rifah Ma'rifah; Alimuddin Alimuddin; Supriandi Supriandi
Journal of Indonesian Progressive Education Vol. 3 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i2.227

Abstract

The focus of the research includes the implementation of the Mappadendang tradition as the local wisdom of the community, the values of Islamic education contained in it, the analysis of the tradition from the perspective of Islamic Education, and its relevance to the learning of Islamic Religious Education. This study uses a descriptive qualitative method with a type of field research. Data was obtained through observation, interviews, and documentation involving traditional leaders, religious leaders, village governments, traditional actors, and communities involved in the implementation of Mappadendang. Data analysis was carried out using the Miles, Huberman, and Saldaña model which included data condensation, data presentation, and conclusion drawn. The results of the study show that the Mappadendang tradition is still preserved by the people of Barru Regency as a form of expression of gratitude for the harvest as well as a means of strengthening the community's social relations. This tradition contains Islamic educational values which include the value of gratitude, Islamic ukhuwah, mutual cooperation, cooperation, responsibility, and noble morals. From the perspective of Islamic Education, the Mappadendang tradition is acceptable as long as it does not contradict the aqidah and sharia of Islam. This tradition has a strong relevance to Islamic Religious Education because it can be used as a source of learning based on local wisdom that supports the formation of students' character. Therefore, the Mappadendang tradition not only functions as a cultural heritage, but also as an educational medium that integrates local cultural values with Islamic teachings in people's lives.
Islamic Education and Civilization During the Khulafaur Rasyidin: A Historical Analysis Alda Alda; Wahyuni Wahyuni; A. Widya Asih Muhammad; Maman Roestaman; Agus Susilo; Supriandi Supriandi
Journal of Indonesian Progressive Education Vol. 3 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i2.229

Abstract

The Khulafaur Rasyidin period represents a crucial phase in the history of Islamic civilization following the death of Prophet Muhammad (PBUH), spanning from 632 to 661 CE. This era was led by four caliphs: Abu Bakr Ash-Shiddiq, Umar ibn Khattab, Uthman ibn Affan, and Ali ibn Abi Talib. Their leadership played a significant role in preserving the unity of the Muslim community, expanding Islamic territories, and establishing a governance system based on the values of justice, consultation (shura), and Islamic teachings. Moreover, this period marked the early development of administrative and legal systems that became the foundation for the subsequent growth of Islamic civilization. Therefore, the Khulafaur Rasyidin era is regarded as an ideal model of Islamic leadership that remains relevant as a reference for social and political life in the modern era. In addition, the Khulafaur Rasyidin period illustrates the successful integration of religious principles with political governance, creating a balanced and stable societal structure. The legacy of this era continues to influence contemporary discussions on ethical leadership, governance, and social justice within both Islamic and global contexts. Apart from building a government system, Khulafaur Rasyidin's time was also an important period in the development of Islamic education through strengthening the learning of the Koran, hadith, moral development, sending teachers to various regions, as well as the codification of the Al-Qur'an mushaf which became the foundation for development. Islamic education in the future.
Motivation to Study in the Perspective of Islamic Education Psychology Firdaus Firdaus; Isma Isma; Nursiah Nursiah; Amalia Syurgawi
Journal of Indonesian Progressive Education Vol. 3 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i2.230

Abstract

Education is the primary source of motivation for students to meet their learning objectives, and learning motivation is one of the key elements that significantly influences student achievement. Islamic educational psychology views learning motivation as spiritual values, awareness of worship, and human responsibility in pursuing knowledge in addition to psychological motivation that originates both from within and outside the student. The purpose of this study is to examine the fundamental ideas of learning motivation, the psychological elements that influence learning motivation, and methods for boosting learning motivation in Islamic educational settings. Through the examination of several educational psychology publications and pertinent Islamic sources, a literature study with an analytical descriptive approach is the research methodology employed. The study's findings demonstrate how psychological elements including interests, needs, self-assurance, learning objectives, social surroundings, and teacher support affect students' motivation to learn. According to the Islamic viewpoint, learning motivation is reinforced by the idea that knowledge is paramount, sincere intents, human responsibility awareness, and the goal of receiving benefits and glory in Allah's eyes. Meaningful learning, setting an example for teachers, awarding students, fostering a religious learning atmosphere, and bolstering students' spiritual beliefs are all effective ways to increase learning motivation in Islamic educational institutions.  
Integrating Life Skills into the Curriculum to Enhance Student Well-Being at SMP Alam Balikpapan Winarni Winarni; Dian Hidayati; Muhammad Zuhaery
Journal of Indonesian Progressive Education Vol. 3 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i2.235

Abstract

Student well-being has recently received serious attention from the government, as reflected in the policy of providing free nutritious meals. This study aims to examine the extent to which life skills embedded in the curriculum contribute to improving student wellbeing. The research employed a qualitative case study approach involving one principal, one teacher, and two eighth-grade students as participants. Data were collected through observation, interviews, and document analysis, while data validity was ensured through triangulation of data sources and research techniques. The findings indicate that the principal of SMP Alam Balikpapan plays a crucial role not only as an administrative manager but also as a visionary leader who directs school policies and culture toward strengthening life skills and student wellbeing. The principal actively integrates life skills into the curriculum, promotes experiential learning, and creates a safe learning environment that supports students’ social and emotional development. This role is reinforced through collaboration with teachers and support for instructional innovation. The implementation of contextual learning through outdoor activities and real-world projects has been shown to enhance students’ independence, responsibility, leadership, cooperation, and self-regulation, leading to increased self-confidence, resilience, and positive social relationships as key components of student wellbeing.
Religious and Moral Values Learning Based on Integration-Interconnection in Early Childhood Education Dwi Hastuti; Shomiyatun Shomiyatun
Journal of Indonesian Progressive Education Vol. 3 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i2.236

Abstract

Religious and moral values (RMV) form one of the six developmental domains that must be nurtured from an early age, yet ECE institutions in practice still tend to deliver RMV instruction separately from other domains such as science, language, art, and social life, leaving religious values understood mainly through text and memorisation rather than internalised behaviour. This article conceptually examines how the integration-interconnection paradigm popularised by M. Amin Abdullah can be adapted as a learning framework for RMV in ECE. Using a library research method, this study reviewed accredited national and international journal articles and books on the topic. The findings show that integration-interconnection in ECE RMV learning is best realised through a thematic-holistic strategy that weaves spiritual values into science, art, language, and social activities via storytelling, role-play, habituation, and digital media, supported by close collaboration between educators and parents. This study recommends an integrated curriculum that removes the dichotomy between religious and general education from an early age. Unlike earlier work, which treats integration-interconnection as a higher-education discourse or discusses RMV strategies in isolation from it, this article's novelty lies in synthesising both bodies of literature into a single thematic-holistic framework tailored to ECE in the digital era.
The Politics of Independent Curriculum Policy and the Challenge of Equal Education in Indonesia Fikratul Munawarah; Avrilia Puja; Nur Amin Nurdin; Abdul Haq'e; Nabila Zalzabila T
Journal of Indonesian Progressive Education Vol. 3 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i2.239

Abstract

This study aims to analyze the political dynamics of the independent curriculum policy and examine the challenges of education equity in Indonesia. The research uses a qualitative approach with the library research method. Data was obtained from various secondary sources in the form of scientific journal articles, books, government policy documents, and regulations related to the independent curriculum, education politics, and educational equity. The data collection technique is carried out through documentation studies, while data analysis uses content analysis with a qualitative descriptive approach through the stages of data reduction, categorization, interpretation, and literature synthesis. The results of the study show that the independent curriculum is a form of education policy reform that is oriented towards learning flexibility, strengthening competencies, and developing students' character. Its implementation provides a wider space for schools and teachers to develop learning according to the needs of students and the local context. However, the implementation of the policy still faces various challenges, including inequality in the quality of human resources, limited facilities and infrastructure, gaps in access to technology, and differences in local government capacity which have an impact on the uneven quality of education in Indonesia. Therefore, the success of the implementation of the independent curriculum is not only determined by the quality of the policies formulated, but also requires sustainable political commitment, equitable distribution of educational resources, strengthening teacher competence, and synergy between stakeholders to realize inclusive, quality, and equitable education.

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