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Arshaka: Pedagogy and Learning Review
Published by Creative Smart Visionary
ISSN : -     EISSN : 31235794     DOI : -
Core Subject : Education, Social,
Education Environmental Science Other
Arshaka: Pedagogy and Learning Review publishes scholarly works that address a wide range of themes in pedagogy and educational studies. The journal opens opportunities for the dissemination of interdisciplinary, innovative, and evidence-based research that contributes to the development of educational theory and practice. Submissions may take the form of empirical studies, theoretical papers, literature reviews, or methodological discussions relevant to the field. The journal welcomes manuscripts that fall within the following areas of inquiry: Pedagogical Theories and Practices, Learning Processes and Learning Outcomes, Educational Technology and Digital Learning, Educational Psychology and Learner Development, Educational Policy and Learning Management, Ethnopedagogy, Multicultural Education, and Cultural Integration in Learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 13 Documents
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The journey towards Indonesian democracy: The concept of education in the view of Mohammad Hatta Nur Rizkia; Noni Nadra; Farha Farha; Wilda Salina; Wahyu Setya Purnama Putra
Arshaka: Social Sciences and Education Vol 1 No 1 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

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Abstract

This study aims to analyze the concept of education in Mohammad Hatta's thinking as the foundation of democracy and explore its relevance to the contemporary Indonesian education system. The research method employs a qualitative literature review approach, analyzing journal articles as primary sources and books and historical documents as secondary sources using Miles et al.'s (2014) analysis technique, which includes data reduction, data presentation, and data verification.The research findings indicate that Mohammad Hatta's concept of education has holistic, transformative, and democratic characteristics with five main dimensions: education as a tool for liberation, character and morality building, a means of economic empowerment, a medium for leadership regeneration, and an instrument of social transformation. This concept emphasizes not only cognitive-intellectual aspects but also spiritual, social, and moral dimensions as the foundation of a democratic and socially just society. The findings demonstrate strong relevance to Indonesia's contemporary education system, particularly the philosophy of the Merdeka Curriculum and the Pancasila Student Profile Strengthening Program (P5). Limitations of the study include reliance on secondary sources, a narrow focus on the Indonesian context, and the failure to explore critical aspects of implementation in the digital age.
History learning as a reinforcement of sustainable development awareness: A literature review Arditya Prayogi; Riki Nasrullah
Arshaka: Social Sciences and Education Vol 1 No 1 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

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Abstract

Sustainable development is a global agenda that requires the harmonization of environmental, social, and economic aspects to ensure the sustainability of current and future generations. In Indonesia, challenges such as deforestation and social inequality demonstrate the need to increase sustainability awareness through education, especially history learning. This article aims to examine the role of history learning in strengthening awareness of sustainable development. The article was prepared using a qualitative approach through literature study and content analysis, reviewing academic literature relevant to history education and sustainability issues. The results of the review show that historical materials, such as the exploitation of resources in the colonial era, can be integrated with the Sustainable Development Goals (SDGs) to improve students' understanding of sustainability aspects. Context-based approaches and project-based learning can be proven to be capable of encouraging students' critical thinking and proactive attitudes towards environmental and social issues. However, the implementation of this approach is constrained by curriculum density, limited teacher training, and lack of learning resources. Therefore, curriculum revision and teacher training based on Education for Sustainable Development is needed to optimize the role of history education in supporting sustainable development in Indonesia.
The role of sincerity (ikhlas) in coping with depressive symptoms among student in schools: A narrative literature review Vina Fadhilatu Faizah; Royan Rosyadi
Arshaka: Social Sciences and Education Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

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Abstract

Depression among school students is a mental health problem that affects the learning process, academic motivation, and psychological development of students. In the context of educational psychology, adaptive coping strategies are needed that are in harmony with the characteristics of student development as well as cultural and religious values. This study aims to examine the role of sincerity as a form of spiritual coping in dealing with symptoms of depression among students in the school environment and to explore its implications for the practice of educational psychology and school guidance and counseling services. The study uses a narrative literature review approach from scientific articles published between 2020 and 2025 and obtained from accredited academic databases. A total of 12 articles discussing student mental health, academic stress, religious coping and educational psychology were analyzed thematically and narratively. The results of the literature review show a consistent pattern of findings that suggest that sincerity, as well as related concepts such as acceptance and tawakal (trust in God), are often associated with students' ability to cope with academic stress, manage negative emotions, and maintain psychological well-being. The literature reviewed also shows that the value of sincerity helps students interpret academic stress more adaptively and supports emotional stability. Conceptually, sincerity is in line with the principle of acceptance in modern psychology and can be positioned as a potential supporting factor in the psychological development of students in school. These findings emphasize the importance of integrating the value of sincerity into religious education, character education, and Islamic educational psychology-based school guidance and counseling services to support students' psychological well-being holistically and contextually.
Religious transformation as a psychological process: A review of Islamic psychology of religious practices in Indonesia in literature review Aisyiah Galuh Pramudyawardhani; Alya Zakiah Salsabil; Mona Flavia
Arshaka: Social Sciences and Education Vol 1 No 1 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v1i1.23

Abstract

The phenomenon of religious transformation in Indonesia has become increasingly evident in both personal and communal aspects of society. However, in-depth research on the practice of religious transformation in Indonesia remains limited. This article aims to examine various forms of religious transformation practices within the framework of Islamic psychology through a narrative literature review approach. The method employed is a narrative literature review using the SPIDER framework (Sample, Phenomenon of Interest, Design, Evaluation, and Research Type) to identify and analyze various religious transformation practices found in existing Indonesian studies. The findings reveal that religious transformation in Indonesia is not a singular or uniform process but manifests in a variety of religious practices. Activities such as dhikr, prayer, Qur’anic recitation, listening to religious lectures, attending study circles (pengajian), and other devotional acts can strengthen spirituality, shape religious identity, and encourage more positive behavioral changes. The Islamic psychological perspective highlights that religious transformation is not merely a sociological or cultural symptom but rather a complex inner journey toward closeness to Allah.
Exploring speaking learning strategies among introverted students in english education programs: A case study Dewi Kuning; Elizar Elizar; Mirdan Kurniawan
Arshaka: Social Sciences and Education Vol 1 No 1 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

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Abstract

This study aims to explore the speaking learning strategies employed by introverted students in the English Education program, focusing on how personality traits influence strategic language learning. Employing a qualitative descriptive method, data were collected through semi-structured interviews and questionnaires administered to five fourth-semester students identified as introverts via the Myers-Briggs Type Indicator (MBTI) test. The data were analyzed using thematic analysis through three stages: data reduction, data display, and conclusion drawing. The findings reveal that introverted students predominantly utilize four types of speaking strategies: memory strategies, cognitive strategies, compensatory strategies, and metacognitive strategies. In contrast, affective and social strategies were not employed by the participants, highlighting their preference for introspective and independent learning approaches. Cognitive and compensatory strategies were found to be the most frequently used, indicating a strong inclination toward planning, mental rehearsal, and overcoming limitations in speaking fluency. These results suggest that introverted students benefit from structured, personalized speaking instruction that accommodates their reflective learning styles. The study offers practical implications for educators to design adaptive language learning environments that respect diverse personality traits, thereby enhancing speaking proficiency among introverted learners.
Integration of Islamic values based mindfulness as an effort to improve the psychological well being of students in Islamic boarding schools: A conceptual study Ulil Abshar; Citra Pangestika Putri
Arshaka: Social Sciences and Education Vol 1 No 1 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

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Abstract

Students in pesantren face academic and social pressures that have an impact on their psychological well-being and study concentration. This article aims to comprehensively examine the effectiveness  of the integration of mindfulness based on Islamic values in improving the psychological well-being and learning concentration of students. This study uses a qualitative approach with a literature study method. The results of the study show that the combination of the principles  of mindfulness with Islamic values such as patience, gratitude, sincerity, tawakal, and tazkiyatun nafs can be a holistic and contextual intervention approach. This integration has the potential to support the development of culturally relevant student coaching methods, improve emotional regulation and focus on learning, and effectively improve the spiritual and psychological well-being of students.
Wasatiya in international diplomacy: An analysis of the application of moderation in addressing global conflicts Syade Dur e Nayab; Mohammad Javad Zarei
Arshaka: Social Sciences and Education Vol 1 No 1 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

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Abstract

This article aims to analyze the application of the Wasatiya principle as a diplomatic strategy in resolving global conflicts, focusing on the implementation of moderation in international diplomacy. The method used is a descriptive literature review, with data sourced from international journals indexed in Scopus or DOAJ (2015-2024). The research findings indicate that the Wasatiya moderation principle is effective in reducing international tensions, creating an inclusive dialogue space, and achieving peaceful solutions. The application of this principle allows for the creation of an inclusive and constructive dialogue space, while avoiding confrontations that exacerbate conflicts. However, the main challenges faced include mistrust between countries and the imbalance of power in global diplomacy. These findings suggest that, despite these obstacles, the Wasatiya principle remains relevant and effective in creating sustainable peace in international diplomacy by promoting inclusivity and fair solutions for all parties involved.
Early detection of gadget addiction in early childhood and its management in the context of early childhood education Siska La Adi; Yusuf Maronta; Indah Luthfiyah Kasim
Arshaka: Social Sciences and Education Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

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Abstract

The use of gadgets among young children is rapidly increasing and poses a risk of addiction that negatively impacts child development. This study aims to identify strategies for early detection and treatment of gadget addiction through a systematic literature review. Articles were searched on Google Scholar and the Education Resources Information Center (ERIC) using keywords such as gadget addiction, early childhood gadget use, screen addiction, and digital parenting. Out of 21 initial articles, 15 met the inclusion criteria (2019-2025) and were analyzed based on early detection, impact, prevention, and management. The results of the study show that gadget addiction is characterized by behavioral changes, excessive use, decreased social interaction, and emotional disturbances. Negative impacts include a decline in language skills, social skills, moral and religious values, and the risk of mental disorders. The role of parents is proven to be dominant through guidance, content supervision, and providing alternative activities. Effective management requires a gradual approach involving the family, teachers, and the environment. These findings emphasize the need for comprehensive efforts to minimize the risk of gadget addiction and support optimal child development.
Learning transformation with digital technology: The era of education 4.0 Khusnul Khotimah; Khoirul Anam; Muthiah Afifah; Ratih Handayani
Arshaka: Social Sciences and Education Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

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Abstract

This study explores the application of digital technology in education by teachers in Indonesia and its impact on learning quality. Using qualitative research methods, in-depth interviews were conducted with 8 teachers who integrate digital tools such as Canva, Quizizz, ChatGPT, Google, and YouTube in their lessons. The findings reveal that digital technologies enhance the creation of engaging and interactive learning materials, significantly boosting student engagement and motivation. Tools like Quizizz and YouTube have proven effective in deepening students' understanding of the material, while ChatGPT provides immediate feedback. However, challenges such as limited infrastructure, technological access, and students' digital skills gap remain. This study emphasizes the need for educational policies that promote equal access to technology and suggests more comprehensive training for both teachers and students to optimize the use of digital tools in education. The findings contribute to the ongoing discourse on digital transformation in the era of Education 4.0.
Evaluation of the effectiveness of cadet training programs in competency development and learning in Timor-Leste Albino Mauzino; Henrigue da Costa
Arshaka: Social Sciences and Education Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

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Abstract

This study aims to evaluate the effectiveness of the new cadet training program of the Timor Leste National Police in the development of competencies and learning. Using a quantitative approach with a quasi-experimental design (one-group pre-test and post-test), this study involved 60 cadets as a sample. Data was collected through validated objective test instruments, then analyzed using descriptive statistics, the Paired Sample t-Test, and the Gain Score. The results showed a significant increase between pre-test and post-test scores (p < 0.001), with an average gain score of 0.43 in the medium category. Evaluation based on the CIPP (Context, Input, Process, Product) model revealed that although the training succeeded in improving the technical competence of cadets, there is still room for improvement in aspects of the training process, especially in the integration of experience-based learning. The study concluded that the effectiveness of training was partial and emphasized technical readiness rather than mental and contextual readiness. The implications of these results encourage the need to reformulate training approaches to be more adaptive to the learning challenges and tasks of contemporary policing.

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