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Angelia Putriana
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INDONESIA
Jurnal Bersama Ilmu Pendidikan
Published by Yayasan Literasi Sains Indonesia
ISSN : 30900891     EISSN : 30908418     DOI : https://doi.org/10.55123/didik
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Bersama Ilmu Pendidikan, yang disingkat sebagai DIDIK, adalah jurnal ilmiah yang diterbitkan empat kali dalam setahun, yaitu pada bulan Februari, Mei, Agustus, dan November, oleh Yayasan Literasi Sains Indonesia. Jurnal ini berfokus pada publikasi hasil penelitian, kajian teoretis, dan tinjauan konseptual dalam bidang pendidikan serta pengajaran di semua jenjang pendidikan. Lingkup topik yang diangkat mencakup berbagai isu yang relevan, mulai dari pendidikan dan pengajaran di sekolah dasar, sekolah menengah, hingga pendidikan tinggi. Selain itu, jurnal ini juga terbuka untuk penelitian pendidikan yang inovatif dan relevan, yang mendukung pengembangan ilmu di bidang pendidikan. Dengan cakupan yang luas, DIDIK bertujuan menjadi wadah bagi akademisi, peneliti, dan praktisi untuk berbagi pengetahuan, wawasan, serta solusi atas berbagai tantangan dalam dunia pendidikan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 32 Documents
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Meningkatkan Berpikir Kritis dan Pemahaman Mendalam Matematika melalui STEM dan Merdeka Belajar: Suatu Tinjauan Sistematis Idham Kholid
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 1 No. 4 (2025): November 2025
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v1i4.342

Abstract

Conventional mathematics education often faces the problem of procedural and abstract learning, which fails to cultivate students' critical thinking and deep conceptual understanding. Coinciding with the implementation of the Merdeka Curriculum, which emphasizes contextual learning and competency development, the Science, Technology, Engineering, and Mathematics (STEM) approach emerges as a potential and synergistic solution. This study aims to investigate the potential of integrating STEM within the Merdeka Belajar framework to enhance deep learning and critical thinking in mathematics through a Systematic Literature Review (SLR). The research method followed the PRISMA protocol, analyzing selected articles from the Scopus, Garuda, and Google Scholar databases published between 2019 and 2024. The synthesis results reveal that STEM learning designs, which position mathematics as a tool for solving authentic problems integrated with the engineering design cycle, effectively create an intrinsic need for students to understand concepts deeply and train their analysis, evaluation, and self-regulation skills. Furthermore, the Merdeka Belajar philosophy provides an ideal structural foundation for STEM implementation through teacher autonomy, a student-centered focus, and authentic assessment. The study concludes that the integration of STEM and the Merdeka Curriculum forms a powerful synergy for transforming mathematics learning. The implication is that teachers need to be empowered to act as collaborative learning designers, while supportive policies such as teacher capacity building and adequate resource allocation are prerequisites for the success of this transformation in the classroom.
Relevansi Nilai-Nilai Universal Kemanusiaan dalam PAI: Respons terhadap Tantangan Intoleransi dan Krisi Moral Ade Ramli Hidayat; Ilman Nafi’a; Hajam, Hajam; Anam Khoirul Rozak; Meiza Fajar Akbar
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 1 No. 4 (2025): November 2025
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v1i4.351

Abstract

This study is motivated by the increasing challenges of diversity in the global era, such as intolerance, radicalism, and humanitarian crises, which reveal a gap between the universal values of Islam, namely Karāmah al-Insān and Rahmatan lil‘Ālamīn, and the social practices of some communities, including in the context of Islamic Religious Education (IRE). To address these issues, this study uses a qualitative approach based on literature review through conceptual analysis, literature synthesis, and content analysis of recent scientific references discussing human values, religious moderation, and the reconstruction of IRE pedagogy. The results of the study show that transformative PAI can only be realized through a paradigm shift from a normative-doctrinal approach to a humanistic-transformative model that is dialogical, contextual, digitally literate, and action-based, with teachers as uswah ḥasanah and agents of change. This study confirms that the integration of the values of Karāmah al-Insān and Rahmatan lil 'Ālamīn into case-based curriculum and learning methodologies, reflective dialogue, digital literacy, and service learning can strengthen the humanistic orientation of PAI and serve as an effective strategy in countering narratives of extremism and fostering social piety oriented towards Maqāṣid al-Syarī‘ah..

Page 4 of 4 | Total Record : 32

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