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MANDALA WIDYA: Jurnal Ilmu Pendidikan
Published by CV. Global Cendekia Inti
ISSN : -     EISSN : 31100309     DOI : https://doi.org/10.71094/mandalawidya
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
MANDALA WIDYA: Jurnal Ilmu Pendidikan, merupakan jurnal yang diterbitkan dan dikelola oleh Global Cendekia Inti dengan nomor terdaftar e-ISSN: 3110-0309 , yang menerbitkan artikel penelitian multidisiplin yang berkaitan dengan pendidikan, meliputi penerapan teknologi dalam pendidikan, penerapan konsep psikologi dalam pendidikan, pentingnya pengembangan kurikulum, sosiologi pendidikan, strategi pengajaran, evaluasi pendidikan, dan penilaian. Istilah Mandalawidya berasal dari gabungan dua kata Sansekerta: mandala dan widya . Mandala berarti lingkaran, kesatuan, atau harmoni, yang melambangkan keterkaitan antarunsur, sementara widya berarti pengetahuan, ilmu pengetahuan, atau kebijaksanaan. Dengan demikian, Mandalawidya dapat diartikan sebagai kesatuan ilmu pengetahuan, yang mencerminkan semangat integrasi dan kolaborasi lintas disiplin dalam bidang pendidikan. Konsep ini menekankan pentingnya memandang pendidikan bukan hanya sebagai satu disiplin ilmu, melainkan sebagai suatu sistem multidisiplin yang saling terhubung dan saling memperkaya. Tujuan jurnal ini adalah untuk mempublikasikan penelitian berkualitas tinggi di bidang pendidikan, baik menggunakan metode kualitatif, kuantitatif, maupun campuran. Jurnal ini dirancang dan ditujukan bagi dosen, peneliti, guru sekolah, dan pendidik guru, yang ingin mempublikasikan karya asli mereka dengan data empiris yang valid dan reliabel.
Arjuna Subject : Umum - Umum
Articles 20 Documents
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Tinjauan Kritis terhadap Desain dan Validitas Temuan dalam Penelitian Penerapan Strategi Circuit Learning pada Pembelajaran Matematika Sekolah Dasar Yolinus Wenda; Azril Irzam
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 1 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, Februari 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i1.96

Abstract

This article presents a critical review of research design and the validity of findings in studies on the application of Circuit Learning strategies in primary school mathematics education. The main focus is on evaluating the predominant use of the one-group pretest–posttest design in previous research and its implications for internal validity, external validity, and the reliability of measurement instruments. The analysis indicates that although prior studies report significant improvements in students’ mean learning outcomes and gain scores, the research designs employed are limited in their ability to establish strong causal relationships. Threats to internal validity—such as maturation effects, historical influences, and instrumentation bias—as well as issues of limited generalisability, emerge as key concerns. This article emphasises that while Circuit Learning demonstrates potential for enhancing student engagement and mathematical understanding, claims of its effectiveness should be regarded as indicative until tested through more rigorous research designs, such as quasi-experimental studies with control groups. The conclusions of this review provide direction for future research to strengthen methodological validity, improve instrument reliability, and optimise the implementation of Circuit Learning in primary education.
Efektivitas Pembelajaran Musik Terhadap Pengembangan Kreativitas Siswa MTS di Kabupaten Lombok Utara Fikhan Ghazali; Gading Suryadmaja; Muhammad Fajar Putranto
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 1 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, Februari 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i1.181

Abstract

This study aims to analyse the effectiveness of music learning in fostering the creativity of Madrasah Tsanawiyah (MTs) students in North Lombok Regency, with a case study conducted at MTs Al Baqiatusshalihat NW Santong. Creativity is conceptualised as a key competency in 21st-century education, encompassing divergent, original, and flexible thinking, and is closely related to the cognitive and affective development of madrasah students. The study employs a quantitative approach using a quasi-experimental design. The research participants were MTs students who engaged in music learning activities grounded in creative practices, including rhythm exploration, musical improvisation, and simple composition. Students’ creativity data were collected through a creativity test instrument measuring fluency, flexibility, and originality, and were analysed using statistical tests to examine differences before and after the intervention. The findings indicate that music learning has a positive and statistically significant effect on enhancing students’ creativity. These results confirm that music learning functions not only as a means of developing aesthetic skills but also as an effective pedagogical strategy for supporting creativity development among MTs students. Accordingly, this study recommends strengthening music education within the madrasah curriculum as an integral component of holistic and multidisciplinary education
Presidential Studies sebagai Paradigma Baru dalam Pendidikan Politik di Indonesia: Sebuah Kajian Konseptual Rohman Rohman; Lalu Rohadi Rahman; Antonius Sukoco
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 1 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, Februari 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i1.182

Abstract

This article aims to formulate Presidential Studies as a new paradigm in political education in Indonesia. The study employs a conceptual approach based on a comprehensive literature review of theories of presidentialism, the dynamics of Indonesian democracy, and civic education. The findings indicate that political education in Indonesia remains predominantly normative-institutional and has not yet comprehensively integrated presidential studies. In a multiparty presidential system such as Indonesia, the relationships among the president, political parties, bureaucracy, and civil society play a decisive role in determining the quality of democracy. Presidential Studies offers an integrative framework that connects theories of executive power, political leadership, party institutionalization, and deliberative democratic pedagogy. This paradigm contributes to strengthening critical political literacy, preventing identity politics, and fostering democratic participation grounded in Pancasila values.
Rekonstruksi Pendidikan Agama Islam Berbasis Kearifan Lokal dalam Penguatan Karakter dan Moderasi Beragama di Era Disrupsi Baiq Mulianah; Budi Hardjono; Junaidi Junaidi; Ahmad Munir Ardiansyah
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 1 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, Februari 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i1.183

Abstract

The era of digital disruption has brought significant changes to the practice of Islamic Religious Education (IRE), leading to a shift in educational orientation from character formation toward the dominance of normative knowledge transmission. This condition has generated serious challenges, including the weakening of value internalisation, a crisis of character, and declining sensitivity to local cultural contexts within religious education. This article aims to formulate a model for reconstructing Islamic Religious Education based on local wisdom to strengthen character development and religious moderation in the era of disruption. The study employs a qualitative approach with an ethnographic design, utilising observation, in-depth interviews, and documentation, and is analysed thematically and interpretively within a socio-cultural framework. The findings indicate that local wisdom plays a strategic role as both an epistemic medium and a form of social praxis in the internalisation of Islamic values that are contextual, inclusive, and sustainable. The reconstruction of Islamic Religious Education based on local wisdom enables the integration of cultural values, the formation of moderate character, the strengthening of economic self-reliance, and the use of arts and local traditions as media for value-based education. This article proposes a conceptual model of Islamic Religious Education reconstruction grounded in four integrative pillars: Islamic Religious Education as the transmission of cultural values, the strengthening of character and religious moderation, economic literacy and self-reliance, and adaptability to digital disruption. This model affirms that Islamic Religious Education must be developed holistically and contextually in order to remain relevant as value-based education that responds to contemporary change without losing its cultural roots and Islamic values.
Transformasi Pendidikan di Era Kecerdasan Buatan: Tinjauan Literatur tentang Integrasi Artificial intelligence dalam Pembelajaran Abad ke-21 Taher Subagja; Arjuna Dwi Laksita; Ahmad Darmawan
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 1 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, Februari 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i1.184

Abstract

The digital transformation of education has accelerated significantly alongside the rapid advancement of Artificial Intelligence (AI) as a catalyst for 21st-century pedagogical change. AI is no longer positioned merely as a technological tool; rather, it represents a new paradigm that enables adaptive learning, data-driven personalization, and automated feedback within digital education ecosystems. This article conducts a narrative–systematic literature review of 25 indexed journal articles published between 2023 and 2026 to comprehensively map AI-driven educational transformation. The analysis focuses on trends in AI integration, its impact on learning outcomes, its contribution to strengthening 21st-century skills, and its pedagogical and ethical implications. The findings indicate that AI implementation—particularly through intelligent tutoring systems, adaptive learning, and AI-based feedback—contributes to improved learning outcomes, enhanced critical thinking, creativity, and student engagement. However, this transformation also raises challenges related to algorithmic bias, data privacy, and disparities in AI literacy. The study proposes a conceptual model of AI-based educational transformation emphasizing the integration of digital infrastructure, AI-based pedagogy, personalized learning, 21st-century competencies, and ethical governance.
The Social Construction of Critical Literacy among Primary School Students in Contextual Learning M Zainul Hafizi; Muhammad Nur Salim
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 02 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, May 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i02.200

Abstract

This study examines the social construction of critical literacy among elementary school students within the framework of contextual learning. Drawing on sociocultural theory and critical pedagogy, this research explores how literacy is not merely an individual cognitive skill but a socially mediated practice shaped by interaction, discourse, and cultural context. A qualitative approach was employed using a sociological perspective to analyze classroom practices, teacher strategies, and student engagement. The findings indicate that critical literacy emerges through dialogic interaction, contextual problem-solving, and the integration of students’ lived experiences into learning processes. The study also reveals that contextual learning environments facilitate the development of interpretative, analytical, and reflective competencies among students. Furthermore, the role of teachers as mediators of meaning significantly influences the formation of critical awareness. These findings reinforce the argument that critical literacy is constructed through dynamic social processes rather than transmitted as fixed knowledge. The study contributes to the theoretical integration of critical literacy and contextual pedagogy in primary education.
Digital Transformation in Education: The Role of Information Management in Enhancing Data-Driven Learning Quality Dedy Sofian MZ; Sunardi Sunardi; Ahmad Fauzan
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 02 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, May 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i02.201

Abstract

Digital transformation in education has accelerated a paradigm shift from conventional instructional practices toward data- and technology-driven systems. This article examines the role of information management in improving learning quality through the strategic use of data for decision-making. A systematic literature review was employed, focusing on studies related to digital transformation, learning analytics, and data-driven decision-making in education. The findings indicate that the integration of information systems with analytical technologies enables a more comprehensive understanding of learners’ behavioral patterns. Systematic data utilization contributes to improved instructional effectiveness, learning personalization, and student engagement. However, implementation remains constrained by limited data literacy among educators, inadequate technological infrastructure, and ethical concerns in data governance. Within this context, information management functions as a strategic framework that integrates data collection, processing, and utilization to support evidence-based decision-making. Consequently, digital transformation should not be viewed merely as a technological shift, but also as a structural and cultural transformation within educational organizations. Optimizing information management is therefore essential to fostering adaptive and sustainable learning environments.
Integrating Islamic Economic Values into Islamic Religious Education: An Internalization-Based Learning Model in Secondary Schools Hendrawan Dwi Saputro; Marselinus Hermawan
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 02 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, May 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i02.202

Abstract

This study aims to formulate an Internalization-Based Learning model for Islamic Religious Education (IRE) that integrates Islamic economic values at the secondary school level. The study is grounded in the observed discrepancy between students’ acquisition of religious knowledge and their economic behaviors, which often fail to reflect Islamic ethical principles. A qualitative research and development (R&D) approach was employed, encompassing stages of needs analysis, theoretical synthesis, conceptual model formulation, and expert validation. The findings indicate that the internalization of Islamic economic values becomes effective only when learning is systematically designed to integrate cognitive, affective, and conative dimensions. The proposed model structures the learning process into three main components—input, process, and output—while the stages of value internalization include receiving, responding, valuing, organizing, and characterizing. Core values such as justice (ʿadl), trustworthiness (amānah), and social responsibility are embedded through contextual, reflective, and experiential learning approaches. These findings suggest that Islamic Religious Education should be reconstructed from a mere transmission of knowledge toward a transformative process that shapes students’ economic awareness and behavior. Theoretically, this study contributes to the advancement of Islamic education by integrating Islamic economic perspectives with contemporary learning theories into a unified conceptual framework. Practically, the model has implications for strengthening Islamic financial literacy through more transformative instructional design. However, further empirical testing is required to assess the model’s effectiveness in real-world educational settings.
Analysis of Problems in The Science Learning Process at Elementary Schools Agus Roniel Kogoya; Asep Saefulloh; Yoga Adi Pratama
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 02 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, May 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i02.204

Abstract

This study aims to examine the problems encountered in the science learning process among fifth-grade elementary school students in West Java within the context of 21st-century education, which emphasizes critical thinking, scientific attitudes, and practice-based learning experiences. The study employed a qualitative descriptive approach using closed-ended questionnaires distributed to students and in-depth interviews with science teachers and homeroom teachers. The findings reveal that science learning continues to face several interconnected challenges, particularly related to teachers’ pedagogical competence and the utilization of instructional media. Low student participation and learning motivation were strongly influenced by the dominance of teacher-centered conventional teaching methods, resulting in limited opportunities for students to engage in exploratory and contextual learning experiences. In addition, available learning facilities had not been optimally utilized in experimental and hands-on learning activities. The study concludes that strengthening teachers’ competencies in developing active, contextual, and experience-based science instruction is urgently needed. Therefore, continuous professional development programs focusing on innovative science teaching strategies and effective utilization of learning media are essential in elementary education.
Reconstruction of Nature-Based Learning from the Perspective of Holistic Education in Elementary Schools Retno Utari; Gading Suryadmaja
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 02 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, May 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i02.212

Abstract

The dominance of cognitively oriented instruction in elementary education has increasingly diminished students’ direct engagement with the natural environment. This condition contributes to the decline of ecological awareness, social sensitivity, experiential learning opportunities, and the holistic development of children. This study aimed to reconstruct nature-based learning within the framework of holistic education at the elementary school level. Employing a qualitative approach through library research, the study analyzed various scholarly sources related to holistic education, experiential learning, ecoliteracy, and nature-based pedagogy. The findings reveal that nature-based learning strongly aligns with the principles of holistic education because it simultaneously integrates cognitive, emotional, social, spiritual, and ecological dimensions. Nature functions not merely as a learning medium, but also as a living pedagogical space that facilitates contextual, reflective, collaborative, and meaningful learning experiences. Furthermore, the reconstruction of nature-based learning contributes to strengthening character education, ecological awareness, problem-solving skills, and the implementation of differentiated instruction within the Merdeka Curriculum framework. Therefore, nature-based learning can serve as an alternative pedagogical approach for developing holistic, contextual, and sustainable elementary education.

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