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JURNAL KAJIAN PENDIDIKAN DAN CAKRAWALA PEMBELAJARAN
Published by Universitas Sulawesi Tenggara
ISSN : -     EISSN : 30899702     DOI : 10.64690
Core Subject : Education,
Education Other
JAKAP – Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran is a scientific journal that focuses on in-depth studies and the latest developments in the world of education and learning. This journal invites research, literature studies, and critical thinking from various disciplines to develop a broad perspective (horizon) related to the educational process from elementary to higher education. Articles published in JAKAP cover topics such as learning innovation, teaching methods, educational technology, educational policy, and challenges and solutions in the ever-evolving world of education. As a multidisciplinary journal, JAKAP aims to make a significant contribution to the development of education by presenting research results that can provide new insights and best practices for educators, researchers, and education policy makers. This journal is committed to facilitating the exchange of ideas and the development of in-depth knowledge in order to create education that is more qualified, inclusive, and relevant to the needs of the times.
Arjuna Subject : Umum - Umum
Articles 46 Documents
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Transformasi Pembelajaran Bahasa Indonesia di Sekolah Dasar melalui Pendekatan Deep Learning Yoma Hatima
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 3 (2025): Edisi Agustus 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i3.295

Abstract

The transformation of education in the digital era demands renewed learning strategies, including in Indonesian language lessons in elementary schools. One emerging innovative approach is deep learning, a form of in-depth learning that emphasizes conceptual understanding, critical reflection, and the connection of knowledge to students' real-life experiences. This study aims to explore the implementation of the deep learning approach in Indonesian language instruction in elementary schools, specifically at SD Negeri 2 Bojongmenteng, and its impact on improving students' literacy competencies. The method used was qualitative research with a case study approach. Data collection techniques included classroom observations, teacher and student interviews, and analysis of learning documents. The results indicate that the deep learning approach is able to increase active student participation, deepen text comprehension, and facilitate critical and creative thinking skills. Project-based learning, digital media integration, and structured reflection are key to the successful implementation of this approach. However, challenges such as teacher preparedness, limited facilities, and the need for digital pedagogy training remain obstacles. This study recommends strengthening teacher competencies in designing deep learning-based lessons and providing supporting resources. Thus, the transformation of Indonesian language instruction in elementary schools can be more meaningful and relevant to the demands of the 21st century.
Pengaruh Model Pembelajaran Discovery Learning Dan Inkuiri Terhadap Hasil Belajar IPAS Siswa Kelas V Sekolah Dasar La Sisi; Chairan Zibar L. Parisu; Nur Haizah Aopmonaim
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 3 (2025): Edisi Agustus 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i3.299

Abstract

This study aims to determine: (1) the effect of the Discovery Learning model on improving students’ science learning outcomes; (2) the effect of the Inquiry Learning model on improving students’ science learning outcomes; and (3) the significant difference in the gain value of science learning outcomes between students taught using the Discovery Learning model and those taught with the Inquiry model. This research employed a quasi-experimental method with a Pretest-Posttest Non-Equivalent Multiple Group Design. The population consisted of all fifth-grade students at SD Negeri 9 Lawa, and the sample was selected purposively, consisting of 48 students divided equally into two classes: Class VA (Discovery Learning) and Class VB (Inquiry Learning). Data were collected through pretests and posttests using a 15-item multiple-choice test. The analysis included normality tests, homogeneity tests, N-Gain calculations, and hypothesis testing using the Mann-Whitney U test with a significance level of 0.05. The results showed that the Discovery Learning model improved students’ learning outcomes from an average pretest score of 59.44 to a posttest score of 78.11, while the Inquiry Learning model increased scores from 56.39 to 76.11. The average N-Gain for Discovery Learning (0.42) was slightly higher than for Inquiry Learning (0.41), indicating a moderate improvement in both groups. Although both models significantly enhanced learning outcomes, Discovery Learning demonstrated a marginal advantage. The findings suggest that active, student-centered learning models, particularly Discovery Learning, can effectively improve science learning outcomes in elementary school. Teachers are encouraged to integrate these models into instructional practices to foster students’ critical thinking, problem-solving skills, and conceptual understanding.
Media Ajar PPKn Berbasis Perilaku Organisasi Dengan Menggunakan Karakter Doraemon di Sekolah Dasar Ridwan Ardi
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 3 (2025): Edisi Agustus 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i3.306

Abstract

Pancasila and Citizenship Education (PPKn) in elementary schools plays a crucial role in shaping students' character, democratic attitudes, and social responsibility. However, PPKn learning is often considered monotonous due to the use of conventional, less engaging methods. This literature study aims to analyze the development of PPKn teaching media based on organizational behavior with an innovative approach using the Doraemon character as a visual aid. Doraemon was chosen because of its closeness to children's world, thus attracting attention and facilitating the internalization of organizational behavior values, such as cooperation, leadership, discipline, and responsibility. The research method used is a literature study by reviewing various previous research results related to popular character-based learning media, PPKn learning, and the application of organizational behavior concepts in elementary education. The results of the study indicate that teaching media with the integration of popular characters can increase learning motivation, strengthen the understanding of abstract concepts, and instill character values ​​through a fun approach. In addition, the contextual use of the Doraemon character encourages students to be more active in class discussions, fosters social skills, and builds collective awareness in solving problems together. This study concludes that the development of organizational behavior-based PPKn teaching media using the Doraemon character is a potential innovation for improving learning effectiveness and shaping the character of elementary school students in accordance with national education goals.
Pendekatan Pembelajaran Mendalam sebagai Upaya Peningkatan Keterampilan Menulis Kreatif Anita Candra Dewi
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 3 (2025): Edisi Agustus 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i3.307

Abstract

Creative writing is a crucial skill that students must master, especially in elementary and secondary education. However, creative writing skills are often low due to conventional learning approaches that do not motivate students to think critically and reflectively. Deep learning is an approach that emphasizes in-depth conceptual understanding, critical reflection, and the development of creative thinking skills. This article aims to review the literature related to the implementation of deep learning in improving creative writing skills. The method used was a literature review, which searched for articles, journals, and books from current academic databases that discussed the relationship between deep learning and creative writing. The review results indicate that implementing deep learning through strategies such as reflective discussions, creative assignments, and connecting personal experiences with written materials can improve the quality of students' ideas, structure, and creative expression. Furthermore, the integration of technology, such as digital learning platforms and interactive media, also supports the effectiveness of deep learning in the context of creative writing. This article concludes that the deep learning approach not only improves technical writing skills but also fosters students' creativity, critical thinking, and intrinsic motivation. The implications of this research can serve as a basis for educators to design more effective and innovative writing learning strategies.
Model Penilaian Moderasi Beragama Dalam Pembelajaran PAI Untuk Penguatan Karakter Toleran Dan Inklusif Taufik Taufik; Andi Fitriani Djollong; Usnul Lestari; Hamran Hamran; Syamsuriah Syamsuriah
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 4 (2025): Edisi Nopember 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i4.475

Abstract

Religious moderation is a crucial effort in building a tolerant and inclusive character in educational settings, particularly in Islamic Religious Education (PAI) learning. This literature review aims to examine relevant and applicable assessment models for religious moderation in the context of Islamic Religious Education (PAI) learning in schools. A literature-based approach was used to identify concepts, principles, and implementation of assessment models that support the strengthening of students' character. The analysis shows that religious moderation assessments assess not only cognitive aspects but also affective and psychomotor aspects, oriented toward the values ​​of justice, balance, tolerance, and respect for diversity. Effective assessment models include authentic assessments, observation-based attitude assessments, reflective journals, portfolios of moderation values, and collaborative projects across religions and cultures. The implementation of these models strengthens students' spiritual and social dimensions while fostering a peaceful and harmonious school culture. Therefore, developing an assessment model for religious moderation in PAI is a strategic part of creating a generation with moderate, open characters and appreciating differences as part of the nation's diversity.
Integrasi Taksonomi Bloom Digital Dalam Evaluasi Kompetensi Spiritual Dan Kognitif Peserta Didik Pada Pembelajaran Pendidikan Agama Islam Jupri Jupri; Andi Fitriani Djollong; Irma Irma; Jumawati Jumawati; Muhammad Afit Imran
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 4 (2025): Edisi Nopember 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i4.476

Abstract

The development of digital technology has transformed the paradigm of Islamic Religious Education (PAI) learning, including the evaluation of students' spiritual and cognitive competencies. One relevant approach in this context is the application of Bloom's Digital Taxonomy, which is a development of the classic Bloom's Taxonomy with adaptations to 21st-century skills. This literature review aims to analyze the integration of Bloom's Digital Taxonomy in Islamic Religious Education (PAI) learning evaluation, specifically in comprehensively assessing students' spiritual and cognitive competencies. The research was conducted through a literature review of various national and international scientific sources relevant to the themes of digitalization of learning, authentic assessment, and character education based on Islamic values. The results indicate that Bloom's Digital Taxonomy provides a systematic framework for developing evaluation instruments that involve higher-order thinking skills and the appreciation of spiritual values. Through the use of digital media such as reflective apps, da'wah vlogs, or e-portfolios, PAI teachers can assess students' analytical, synthesis, and evaluation skills while also observing their spiritual development. This integration requires teachers to be creative, innovative, and technologically literate so that assessments emphasize not only cognitive aspects but also facilitate the holistic development of students' character and faith.
Penilaian Kecerdasan Spiritual Sebagai Pendekatan Interdisipliner Dalam Pendidikan Islam Abd. Rahman Saleh; Andi Fitriani Djollong; Muhammad Ikhwan Ahmad; Suherni Suherni; Sukriati
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 4 (2025): Edisi Nopember 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i4.477

Abstract

Spiritual intelligence is a crucial dimension in shaping students' character and personality, balancing intellectual, emotional, and spiritual aspects. In the context of Islamic education, assessing spiritual intelligence serves as a strategic instrument for measuring the success of a learning process that focuses not only on cognition but also on values ​​of faith, morality, and social sensitivity. This study, a literature review, aims to examine the concept of assessing spiritual intelligence as an interdisciplinary approach in Islamic education. The analysis was conducted through a review of various current scientific sources related to spiritual intelligence theory, interdisciplinary paradigms, and principles of Islamic educational evaluation. The results indicate that assessing spiritual intelligence can be conducted through the integration of psychological, educational, and Islamic theological dimensions, prioritizing affective, reflective, and contextual approaches. The application of this assessment model encourages students to internalize Islamic values ​​in real life. Thus, assessing spiritual intelligence serves not merely as a measuring tool but also as a means of fostering students' character and spirituality. This study recommends the development of an interdisciplinary assessment instrument oriented toward the formation of a perfect human being in modern Islamic education.
Transformasi Pembelajaran dan Prinsip-Prinsip Metodologi Pendidikan Agama Islam dalam Penguatan Pengalaman Belajar Siswa Andi Abd. Muis; Muh. Hafiz Ahmad; Anugrah Anugrah; Muh. Yusuf; Kasna Kasna; Muslimin B; Abdul Azan Tuanaya; Fitraya Fitraya; Annisa Ansar; Nurpitra Nurpitra; Isdawati Isdawati
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 4 (2025): Edisi Nopember 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i4.485

Abstract

Learning transformation is a strategic demand in modern education, including in the context of Islamic Religious Education (PAI). The shift in the learning paradigm from conventional to more active, participatory, and student-centered learning requires the application of adaptive and contextual methodological principles. This literature review aims to examine how learning transformation and Islamic Religious Education (PAI) methodological principles contribute to strengthening students' learning experiences. This research uses a literature review approach by reviewing various scientific sources from national and international journals for the 2019–2025 period. The results indicate that Islamic Religious Education (PAI) learning transformation emphasizes not only mastery of religious material but also the internalization of spiritual, moral, and social values ​​relevant to students' lives. Methodological principles such as role modeling, habituation, active participation, reflection, and contextualization are fundamental to creating meaningful learning experiences. By utilizing digital technology and a humanistic approach, teachers can foster deeper emotional and spiritual engagement in students. This study confirms that Islamic Religious Education (PAI) learning transformation, grounded in a strong and contextual methodology, can strengthen students' learning experiences holistically, across cognitive, affective, and psychomotor aspects.
Integrasi Teori-Teori Belajar dalam Pembelajaran untuk Mencapai Tujuan Holistik Pendidikan Agama Islam Andi Abd. Muis; Rahayu Binti Kasper; Sopian Atjo; Arjun Arjun; Ragil Nugaraha; Hartono Hartono; Nur Hiqma; A. Alya Indriani; Fitriani Fitriani; Imba Lalunggaeng
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 4 (2025): Edisi Nopember 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i4.486

Abstract

Islamic Religious Education (PAI) has a holistic goal, namely to shape individuals who are faithful, have noble character, are knowledgeable, and behave in accordance with Islamic teachings. To achieve this goal, the integration of modern learning theories into teaching practices is necessary. This literature review article aims to analyze various learning theories including behaviorist, cognitive, constructivist, humanistic, and social in the context of Islamic Religious Education (PAI) learning in schools. This approach is used to identify the relevance between psychological principles of learning and the comprehensive spiritual values ​​of Islam. This study uses a literature review method, reviewing various scientific sources such as journals, books, and research reports from 2015–2025. The results indicate that the integration of learning theories can enrich the Islamic Religious Education (PAI) learning process by balancing cognitive, affective, and psychomotor aspects. Behaviorist theory supports the formation of worship habits through positive reinforcement, cognitive theory fosters the development of understanding of religious concepts, constructivist theory emphasizes meaningful experiences in understanding Islamic values, humanistic theory fosters spiritual self-awareness, and social theory emphasizes the importance of teacher role models. Thus, Islamic Religious Education (PAI) learning integrated with learning theories can create a holistic, humanistic, and contextual Islamic education that meets the demands of the 21st century.
Mengembangkan Kreativitas Dan Inovasi Peserta Didik Melalui Nilai-Nilai PAI Abdul Majid; Abdul Solahudhin; Iswahyudi Iswahyudi
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 4 (2025): Edisi Nopember 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i4.517

Abstract

Innovation in Islamic Religious Education (PAI) learning is a strategic necessity in facing the dynamics of 21st-century education and supporting the achievement of the Sustainable Development Goals (SDGs), particularly SDG 4 on quality education and SDG 9 on innovation and technology. As Faizah (2023) emphasized, Islamic Religious Education (PAI) learning is no longer solely oriented toward knowledge transfer but must also be directed toward developing an innovative curriculum based on global ethics and sustainability. Furthermore, Anwar (2024) emphasized that the use of digital technology has been proven to enhance students' critical and creative thinking skills, particularly through the use of interactive media based on digital learning. This finding is reinforced by Yusuf (2024), who stated that teacher creativity is a dominant factor in ensuring active student engagement through collaborative and project-based learning models. In terms of implementation, Rahmawati's (2024) research shows that SDG-based learning innovations at the elementary school level have begun to be implemented through a contextual learning approach, although challenges remain regarding teachers' digital competencies. Meanwhile, a study by Wijaya (2025) showed that the project-based learning (PjBL) approach significantly improved students' creativity and problem-solving skills in Islamic Religious Education (PAI). Based on a literature synthesis, this study concluded that technology integration, innovative pedagogical approaches, and teacher competency are key factors in successfully transforming Islamic Religious Education (PAI) learning into a visionary, adaptive, and relevant learning environment for future needs. This study recommends improving teacher training, providing a digital learning ecosystem, and providing educational policies that support sustainable innovation.

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