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Ady Akbar
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jurnalpip@gmail.com
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l. Kandea No.127, Bontoala Tua, Kec. Bontoala, Kota Makassar, Sulawesi Selatan
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Kota makassar,
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INDONESIA
Jurnal Pedagogi dan Inovasi Pendidikan
Published by Universitas Sawerigading Makassar
ISSN : 30895367     EISSN : 30898781     DOI : -
Core Subject : Humanities, Science, Education,
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Pedagogi dan Inovasi Pendidikan uniquely identifies and details important issues regarding pedagogy and innovation in education. As a peer review forum for researchers, educators, and practitioners, the journal accepts papers representing a variety of theoretical perspectives. In particular, the journal is interested in papers that advance new and existing methodological approaches, and constitute innovative work on theory, practice, and research in pedagogy and educational innovation. Papers can relate to all age levels and any environment (formal, non-formal, informal) as long as the paper is related to pedagogy and educational innovation. The journal specifically welcomes several types of research articles: Empirical studies that address important issues in the field of pedagogy and innovation that are directly relevant to advancing education; Critical reports on research and innovation practices in identifying major debates in advancing the quality of pedagogy and educational innovation; Synthetic reviews; New departures in methodological, theoretical, and conceptual case studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 22 Documents
 1   2   3 
Environmental Education Based on Women's Empowerment to Support Sustainable Environmental Management in Kabupaten Pangkajene dan Kepulauan Abdul Muin; Rahma Amin; Dety Yunita Sulanjari
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 2 No. 2 (2026): Jurnal Pedagogi dan Inovasi Pendidikan
Publisher : Jurnal Pedagogi dan Inovasi Pendidikan

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Abstract

Limited environmental literacy and the underrepresentation of women in environmental management remain significant challenges to achieving sustainable development in Pangkajene and Kepulauan Regency, Indonesia. These conditions highlight the need for environmental education programs that not only improve community knowledge but also strengthen women's capacity as key agents of environmental stewardship. This Community Service Program aimed to enhance community environmental literacy through women's empowerment-based environmental education to support sustainable environmental management. The program was implemented in Balocci Baru Village using participatory and collaborative approaches involving community leaders, women's groups, youth organizations, and local government officials. The activities included environmental assessments, environmental education sessions, waste management training, participatory discussions on gender equality, community clean-up campaigns, and collaborative planning for the establishment of a community environmental group and a community-based waste bank. The program resulted in an increase in participants' understanding of environmental management from 50% to 80%, greater awareness of women's strategic role in environmental conservation, and a stronger community commitment to establishing inclusive environmental initiatives. These findings demonstrate that women's empowerment-based environmental education is an effective approach to improving environmental literacy, strengthening community participation, and promoting sustainable environmental management at the community level.
Etnopedagogy in Primary Social Studies Education: A Literature Review on Fostering Students' Creativity Yuli Budhiarti; Lutma Ranta Allolinggi
Jurnal Pedagogi dan Inovasi Pendidikan Vol. 2 No. 2 (2026): Jurnal Pedagogi dan Inovasi Pendidikan
Publisher : Jurnal Pedagogi dan Inovasi Pendidikan

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Abstract

Creativity is an essential competency that should be developed through meaningful learning experiences in primary education. However, Social Studies learning is often dominated by teacher-centered instruction, limiting students' opportunities to think creatively and connect learning with their cultural environment. Ethnopedagogy, which integrates local wisdom and cultural values into the learning process, has the potential to create more contextual and engaging learning experiences. This study aims to examine the role of ethnopedagogy in fostering students' creativity in primary Social Studies education through a literature review. Relevant publications from 2018 to 2026 were collected from reputable academic databases and analyzed using content analysis and narrative synthesis. The findings indicate that ethnopedagogy promotes contextual learning by connecting Social Studies content with students' local culture and everyday experiences. This approach encourages inquiry, collaboration, problem-solving, and reflective learning, thereby supporting the development of creativity through fluency, flexibility, originality, and elaboration. In addition, ethnopedagogy strengthens students' cultural awareness and active participation in the learning process. The review concludes that ethnopedagogy provides an effective pedagogical framework for enhancing creativity in primary Social Studies education and recommends its integration into curriculum design and classroom practices. Further empirical studies are needed to validate its effectiveness in different educational contexts

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