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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 66 Documents
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Development Of Material On Creed And Morality Based On The Values Of Religious Moderation In The Material On Ethics In Social Media Puteri Amelia Rosanti; Muhammad Noor Alamsyah; Mardhiya Agustina
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 2 No. 3 (2026)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v2i3.824

Abstract

This study aims to develop Akidah Akhlak learning materials based on religious moderation values on the topic of social media etiquette for Grade VIII students of Madrasah Tsanawiyah. The study employed the Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed products included learning modules, learning videos, student worksheets (LKPD), and assessment instruments integrating the values of tolerance, national commitment, non-violence, and accommodation of local culture. The research subjects were Grade VIII students of MTsN 1 Hulu Sungai Selatan. The results showed that the developed product achieved a validity score of 82.19%, categorized as very feasible. Practicality testing indicated positive results, with student activity reaching 88.60% and student responses reaching 87.80%, both categorized as very good. The effectiveness test demonstrated an increase in learning outcomes from a pretest score of 65.20 to a posttest score of 85.60, with an N-Gain score of 0.59 in the moderate category. These findings indicate that the developed materials effectively improved students’ understanding and application of Islamic social media etiquette. The novelty of this study lies in integrating religious moderation values into a comprehensive Akidah Akhlak learning package focused on social media etiquette. The developed product is considered feasible, practical, and moderately effective, contributing to Islamic education by strengthening students’ digital character, tolerance, responsibility, and awareness of ethical behavior in digital environments.
The Implementation Of A Humanistic Islamic Education Curriculum In Developing Students’ Social Intelligence Rosmiati Ramli; Syawal Syawal; Muhammad Naim
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 2 No. 3 (2026)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v2i3.825

Abstract

This study aims to analyze the implementation of a humanistic-based Islamic Religious Education (IRE) curriculum in developing students’ social intelligence through a literature review approach. Social intelligence has become an essential competency in the twenty-first century due to increasingly complex social interactions influenced by globalization, technological advancement, and cultural diversity. However, IRE learning practices often remain focused on cognitive achievement and religious content mastery, while the development of social competencies receives less attention. This study employed a library research method by reviewing relevant journal articles, books, conference proceedings, and other scholarly publications. Data were analyzed using content analysis, including literature identification, thematic classification, evaluation, and synthesis. The findings reveal five major themes. First, a humanistic-based IRE curriculum shifts learning orientation from knowledge transmission toward the development of social competencies. Second, the internalization of Islamic humanistic values, such as compassion, tolerance, brotherhood, mutual assistance, and social justice, provides a foundation for social intelligence. Third, participatory learning strategies enhance empathy, communication skills, and collaboration. Fourth, authentic social experiences through service-learning and community-based activities strengthen students’ ability to apply Islamic values in real-life contexts. Fifth, the transformation of teachers’ roles from information providers to facilitators, mentors, and role models supports students’ social development. This study contributes conceptually by highlighting the relevance of humanistic educational principles in Islamic Religious Education and their role in fostering social intelligence. The findings suggest that a humanistic-based IRE curriculum can serve as a strategic framework for developing socially responsible, tolerant, empathetic, and religiously committed learners.
The Development Of Project-Based Islamic Cultural History Learning Materials On Ali Ibn Abi Talib’s Exemplary Character To Strengthen Generosity And Love Values In Fifth-Grade Madrasah Ibtidaiyah Students Siti Fauziah; Mardhiya Agustina
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 2 No. 3 (2026)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v2i3.826

Abstract

Background: Islamic Cultural History (SKI) learning in Madrasah Ibtidaiyah is often focused on cognitive understanding and provides limited opportunities for students to practice character values in real-life situations. Consequently, the value of generosity exemplified by Ali bin Abi Talib has not been optimally internalized by students. Objective: This study aimed to develop and evaluate the feasibility, practicality, and effectiveness of Project-Based Learning (PjBL)-based SKI instructional materials integrated with CINTA values to foster generosity among fifth-grade Madrasah Ibtidaiyah students. Method: This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were fifth-grade students of MIN 6 Tapin. Data were collected through observations, interviews, questionnaires, documentation, learning achievement tests, project assessments, and attitude observations. Data were analyzed using descriptive qualitative and quantitative techniques. Results: The developed product achieved a very high level of validity with an average expert validation score of 84.55%, was highly practical based on teacher assessments (92.1%), and received highly positive student responses (93.3%). The implementation process was rated excellent with a score of 92.9%. Learning outcomes improved from a pretest mean score of 67.4 to a posttest mean score of 88.6, while students’ generosity attitudes increased from 70.8% to 92.4%. Novelty: This study integrates the CINTA values framework into PjBL-based SKI instructional materials focusing on the exemplary character of Ali bin Abi Talib, providing a systematic approach to character education through authentic learning experiences. Conclusion: The developed instructional materials are valid, practical, and effective in enhancing students’ understanding of Islamic historical figures while fostering generosity and character development through meaningful project-based learning activities.
Educational Values In The Children's Short Story Perkedel Sukun: A Pragmatic Study Of Children's Literature Adellia Intan Maharani; Uum Qomariyah
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 2 No. 3 (2026)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v2i3.837

Abstract

Background: Children's literature serves not only as entertainment but also as an effective medium for developing children's character through meaningful language use. However, studies examining speech acts in children's short stories from a pragmatic perspective remain limited, particularly in revealing how communicative functions convey character education values. Objective: This study aimed to identify the types of speech acts based on John Searle's speech act theory and to reveal the character education values embedded in Sarah Nafisah's children's short story Perkedel Sukun, published in Bobo magazine. Method: This study employed a descriptive qualitative approach using a pragmatic perspective. The data consisted of words, phrases, sentences, and dialogues containing speech acts in the short story. Data were collected through reading and note-taking techniques and analyzed by identifying, classifying, describing, and interpreting the speech acts according to Searle's classification. Results: The findings revealed that the short story is dominated by directive and representative speech acts. Directive speech acts appeared in the form of prohibitions, advice, and suggestions, while representative speech acts were expressed through statements, evaluations, and personal experiences. The analysis also identified several character education values, including sharing, cooperation, togetherness, caring, respect for others, and clean and healthy living habits. Novelty: This study integrates pragmatic speech act analysis with character education in children's literature, demonstrating how speech acts function as a medium for moral value transmission. Conclusion: The findings indicate that Perkedel Sukun is not only an entertaining literary work but also an effective educational resource for fostering positive character development among children through contextual language use.
Reconstructing Islamic Education In Schools In Response To The Challenges Of Globalization And Digital Transformation Kurnia Alex; Fitriani Muh Amin; Juhariati Juhariati; Misbah Misbah; Amaluddin Amaluddin
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 2 No. 3 (2026)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v2i3.893

Abstract

Globalization and digital transformation have fundamentally reshaped social, cultural, technological, and educational landscapes. As key institutions for Islamic learning, schools face the dual challenge of preserving Islamic values while responding to rapid advances in science, technology, and the evolving characteristics of contemporary learners. Islamic education can no longer be viewed merely as a process of transmitting religious knowledge; instead, it must be reconstructed into an educational system capable of cultivating students who are spiritually grounded, morally responsible, critically minded, adaptable, digitally literate, and able to engage constructively in an increasingly interconnected global society. This article aims to analyze the need for reconstructing Islamic education in schools in response to the challenges of globalization and digital transformation. The study employed a qualitative descriptive literature review. Data were collected from peer-reviewed journal articles, scholarly books, and relevant research publications addressing Islamic education, globalization, digital transformation, pedagogy, digital literacy, character education, and teacher competencies. The data were analyzed through systematic stages of identification, selection, classification, interpretation, and thematic synthesis. The findings reveal five major dimensions of reconstruction. First, Islamic education should shift its orientation from knowledge transmission toward the development of comprehensive Islamic competencies and contextual character formation. Second, the curriculum should be redesigned through the integration of Islamic values, scientific knowledge, technological advancement, and contemporary global realities. Third, Islamic Religious Education (IRE) teachers are expected to possess integrated pedagogical, digital, religious, and ethical competencies. Fourth, digital technology should be utilized as a pedagogical instrument while remaining firmly grounded in Islamic values and ethical principles. Finally, strengthening Islamic education requires a collaborative educational ecosystem involving schools, families, communities, and digital environments. The study concludes that reconstructing Islamic education does not entail abandoning its intellectual traditions but rather recontextualizing Islamic values to ensure their continued relevance in addressing the challenges of globalization and digital transformation.
Inovasi Media Digital Storytelling dalam Pembelajaran IPS untuk Meningkatkan Literasi Sosial Siswa Treesly Y.N Adoe; Markus Sampe; Taty R Koroh; Vera R Bulu
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 1 (2025)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i1.905

Abstract

This study aims to analyze the effectiveness of Digital Storytelling media in improving students’ social literacy in Social Studies learning at SD Inpres Naikoten 1, Kupang. The study employed a quantitative approach using a quasi-experimental method with a Pretest–Posttest Control Group Design. The participants consisted of 64 fifth-grade students, comprising 32 students in the experimental class and 32 students in the control class. The experimental class received Social Studies instruction using Digital Storytelling media, while the control class received conventional instruction. Data were collected through social literacy tests, student activity observation sheets, student response questionnaires, and documentation. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, Independent Sample t-test, and Normalized Gain analysis. The results showed that the experimental class achieved a higher posttest mean score of 87.63 compared with 73.28 in the control class. The Independent Sample t-test produced a significance value of 0.000 (<0.05), indicating a significant difference between the two groups. Furthermore, the experimental class obtained an N-Gain score of 0.69, while the control class obtained 0.35. These findings indicate that Digital Storytelling is more effective than conventional learning in improving students’ social literacy. The integration of narration, images, animation, video, music, and reflective questions creates a more contextual, interactive, and meaningful learning experience. Digital Storytelling also encourages students to analyze social problems, communicate ideas, collaborate, demonstrate empathy, and formulate responsible solutions. Therefore, Digital Storytelling can be considered an effective and innovative learning medium for supporting Social Studies learning and strengthening elementary school students’ social literacy in the context of 21st-century education and the implementation of the Merdeka Curriculum.

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