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Aris Nurbawani
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Progressive Journal of Educational Science
Published by Yayasan Dinamika Ilmu Banyuwangi
ISSN : -     EISSN : 31098851     DOI : https://doi.org/10.65729/progressive
Core Subject : Education,
Education
Progressive Journal of Educational Science will consider for publications original research as well as technical reports that can further our understanding of education issues and concerns. Meaningful teaching and learning Interesting curriculum Student behavior and engagement Teachers and lecturers and teaching experiences Learning media and educational innovation Philosophy of education Educational management Educational leadership
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2025)" : 5 Documents clear
The Impact of Hybrid Learning on Students’ Motivation and Academic Achievement in the Digital Era in Improving the Quality of Education Moh. Ali Fauzi; Roni Harsoyo
Progressive Journal of Educational Science Vol. 1 No. 2 (2025)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v1i2.328

Abstract

Hybrid learning has become a solution to address the significant changes in the education system caused by the COVID-19 pandemic. This study aims to analyze the impact of Hybrid Learning on student motivation and academic achievement. Hybrid Learning, which combines face-to-face and online learning, is seen as an approach that can enhance the learning experience for students. The regression test results show that Hybrid Learning has a positive and significant impact on both variables, namely motivation and academic achievement. The regression coefficient for student motivation is 0.580, and for academic achievement, it is 0.740, with a p-value of 0.000 indicating the significance of this impact. The coefficient of determination (R²) for motivation is 0.72, indicating that the model explains 72% of the variation in student motivation, while the R² for academic achievement is 0.75, showing the contribution of Hybrid Learning to improving students' academic performance. Based on the findings, it is recommended that more schools adopt Hybrid Learning, ensuring adequate technological infrastructure and teacher training. A curriculum that supports this model should also be developed to allow students easy access to learning materials. Furthermore, teaching methods should be more interactive, and further research should be conducted to explore other factors affecting the effectiveness of Hybrid Learning. Overall, Hybrid Learning can be an effective strategy to enhance student motivation and academic achievement, provided it is implemented correctly so that it can improve the quality of education.
Effectiveness of Islamic Education Learning Model Based on Higher Order Thinking Skills (HOTS): Systematic Review Mohamad Fauzil Adhim Asnawi; Zamilul Mas’ad
Progressive Journal of Educational Science Vol. 1 No. 2 (2025)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v1i2.330

Abstract

This study aims to systematically review the effectiveness of various Islamic Religious Education learning models based on Higher Order Thinking Skills (HOTS). In facing the challenges of the 21st century, higher-order thinking skills are crucial to form critical, creative, and reflective learners. This study examines various HOTS learning models such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), Discovery Learning, Inquiry Learning, Integrative-Conceptual Models, and Digital Learning in the context of PAI. The results of the study show that all of these models consistently improve student learning outcomes from both cognitive and affective aspects. However, its implementation faces several obstacles, especially in teacher readiness, limited facilities and infrastructure, and lack of understanding in HOTS-based assessments. Thus, increasing teacher capacity, strengthening infrastructure, and developing contextual evaluation instruments are urgent matters for optimizing HOTS learning in Islamic Religious Education. 
Designing Inclusive Islamic-Based Humanistic Multicultural Education: Strategy and Implementation Muktazzah Fiddini
Progressive Journal of Educational Science Vol. 1 No. 2 (2025)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v1i2.332

Abstract

This study aims to examine in depth the concept, strategies, challenges, and implementation of inclusive Islamic value-based multicultural education through a literature review approach. Multicultural education is an urgent need in a pluralistic society like Indonesia, which consists of various ethnicities, religions, cultures, and languages. Inclusive Islamic values such as tolerance (tasamuh), justice ('adl), brotherhood (ukhuwwah), and rahmatan lil 'alamin are believed to be able to provide a strong foundation in realizing education that respects differences. Through a review of various literature sources, this study found that effective multicultural education strategies include the integration of inclusive values in the curriculum, teacher training, and the development of an open and dialogical school culture. The main challenges in its implementation include ideological resistance, intergroup stereotypes, and a lack of critical awareness in educational institutions. Therefore, a joint commitment is needed from the government, educators, and society to make multicultural education a key pillar in forming a tolerant and just generation.
Expectations of Deep Learning Curriculum-Based Learning Review of Government Regulation Number 4 Of 2022 Concerning National Education Standards Ahmad Zarkasyi
Progressive Journal of Educational Science Vol. 1 No. 2 (2025)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v1.i2.341

Abstract

This article describes the principles and outcomes of the "deep learning" curriculum: an integrative analysis of the Government Regulation Number 4 Of 2022 Concerning National Education Standards. This study uses a qualitative approach with library research, which collects data and information from various library materials, such as curriculum theory, journals, and education standards laws in Indonesia. Based on the research results, it can be concluded that the basic principles of the outcome-based curriculum in the Minister of Education, Culture, Research, and Technology Regulation Number 12 of 2024 are based on the following principles: focus on clear and measurable learning outcomes, student-centered approach, performance-based assessment, continuous improvement. The three dimensions of the deep learning-based curriculum are mindfulness, calmness, and concentration. Meaningful learning means learning full of experience. Joyful learning means learning that is enjoyable.
Strategi Kepala Sekolah dalam Mengawal Perubahan Kurikulum Merdeka Fadiya Mar’atusholihah; Fata Asyrofi Yahya
Progressive Journal of Educational Science Vol. 1 No. 2 (2025)
Publisher : Yayasan Dinamika Ilmu Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65729/progressive.v1i2.342

Abstract

Curriculum change is inevitable in an education system that demands readiness and active involvement from teachers. However, the implementation of curriculum change often faces various challenges, especially those related to the readiness of human resources in schools. This study aims to analyze the strategies used by school principals in overseeing curriculum change through efforts to build awareness, willingness, knowledge, skills, and strength among teachers. This study uses a qualitative approach with a case study design. Data collection techniques include in-depth interviews, observation, and documentation, with the main informants being the principal, vice principal in charge of curriculum, and teachers. The data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results show that principals implement systematic and sustainable strategies through vision socialization, participatory approaches, training and workshops, academic supervision, and reinforcement through feedback and teacher learning communities. These strategies were able to increase teachers' readiness and commitment in implementing curriculum changes, particularly the Merdeka Curriculum. This study concluded that principal leadership plays a strategic role in ensuring the success and sustainability of curriculum change oversight at the school level.

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