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Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan
Published by Education Research Center
ISSN : 2460061X     EISSN : 30908752     DOI : https://doi.org/10.64540/paradigma
Core Subject : Education,
Education Mathematics Other
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN - (P-ISSN: 2460-061X | E-ISSN: 3090-8752) published by Media Nusantara/ ERC Konsultan Press. JDP (JURNAL DINAMIKA PENDIDIKAN) is a peer-reviewed, open-access academic journal that focuses on publishing high-quality research in the field of education. Our journal provides a platform for researchers, educators, and practitioners to contribute to the advancement of educational practices, policies, and technologies. We welcome manuscripts from diverse methodologies, including surveys, research & development, experimental research, and classroom action research. Our scope covers a wide array of topics aimed at enhancing and evaluating educational practices, such as: Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT PARADIGMA is committed to maintaining the highest standards of scholarly integrity. All submitted manuscripts undergo a rigorous double-blind peer review process, ensuring anonymity for both authors and reviewers. This process fosters an objective and unbiased evaluation of the submitted work, promoting academic excellence and the dissemination of innovative research findings.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 9 Documents
 1 
Search results for , issue "vol. 12 no. 2 (2026): november" : 9 Documents clear
The Influence Of Islamic Digital Media and Value Literacy on Social Media Ethics among Twelfth-Grade Students at MAN 2 Kota Probolinggo Muhammad 'Affan Haydar Haydar; Muhammad Alfi Syahrin
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 2 (2026): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/pdv68n39

Abstract

This study examines the influence of Islamic digital media and value literacy on social media ethics among twelfth-grade students at MAN 2 Kota Probolinggo. Using a quantitative correlational survey, data were collected from all 32 students via a validated Likert-scale questionnaire. Multiple regression with robust HC3 standard errors showed that Islamic digital media had no significant effect on social media ethics (β = -0.0007; p = 0.9965), whereas value literacy demonstrated a significant positive influence (β = 0.709; p < 0.01). Together, both variables significantly predicted social media ethics (F = 10.602; p < 0.01), with an R² of 0.502, meaning 50.2% of the variance was explained. These findings underscore that value literacy plays a crucial role in fostering students' ethical conduct in digital environments.
Pengaruh Penguatan Nilai Tauhid dan Kesadaran Diri terhadap Stabilitas Emosi Peserta Didik Sekolah Dasar dalam Konteks Pendidikan Islam di Era Society 5.0 Devi; Kailani; Ismegawati; Alvi syahrin
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 2 (2026): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/fjx1yj80

Abstract

Penelitian ini bertujuan menganalisis pengaruh penguatan nilai tauhid dan kesadaran diri terhadap stabilitas emosi peserta didik sekolah dasar dalam konteks pendidikan Islam di era Society 5.0. Penelitian dilatarbelakangi oleh meningkatnya permasalahan emosional peserta didik, seperti rendahnya kemampuan pengendalian diri, perilaku impulsif, serta lemahnya ketahanan psikologis akibat pengaruh digitalisasi dan perubahan sosial. Pendekatan penelitian menggunakan metode kuantitatif dengan desain explanatory survey. Sampel penelitian berjumlah 82 peserta didik sekolah dasar yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan melalui angket berbasis skala Likert yang telah diuji validitas dan reliabilitasnya. Teknik analisis data menggunakan statistik deskriptif, uji korelasi Pearson, dan regresi linear berganda dengan bantuan software SPSS. Hasil penelitian menunjukkan bahwa penguatan nilai tauhid berpengaruh positif dan signifikan terhadap stabilitas emosi peserta didik dengan kontribusi sebesar 35,7%. Penguatan nilai tauhid juga berpengaruh signifikan terhadap kesadaran diri peserta didik sebesar 39,3%. Selain itu, kesadaran diri terbukti menjadi prediktor paling kuat terhadap stabilitas emosi dengan kontribusi sebesar 73,0%. Temuan penelitian menegaskan bahwa internalisasi nilai tauhid tidak hanya membentuk religiusitas peserta didik, tetapi juga memperkuat kesadaran diri dan kemampuan regulasi emosi. Novelty penelitian terletak pada integrasi dimensi spiritual Islam dan aspek psikologis dalam menjelaskan stabilitas emosi peserta didik sekolah dasar. Penelitian ini berkontribusi terhadap pengembangan teori pendidikan Islam berbasis psikospiritual serta memberikan implikasi praktis bagi penguatan pendidikan karakter dan kesehatan mental peserta didik di sekolah dasar.
REKONSTRUKSI EPISTEMOLOGI ISLAM BERKEMAJUAN MUHAMMADIYAH DALAM MERESPON DISRUPSI DIGITAL: INTEGRASI MANHAJ TARJIH, PENDIDIKAN PROGRESIF, DAN TRANSFORMASI SOSIAL Ismegawati; Kailani; Devi; Heri
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 2 (2026): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/grg84k53

Abstract

The rapid expansion of digital technologies has fundamentally transformed the production, dissemination, and validation of knowledge, creating new epistemic challenges for Muslim societies. The emergence of artificial intelligence, algorithmic information systems, and digital religious authorities has disrupted conventional structures of knowledge and weakened the boundaries between religious authority, scientific rationality, and public discourse. This study aims to reconstruct the epistemological framework of Muhammadiyah’s Progressive Islam (Islam Berkemajuan) as a response to digital disruption through the integration of Manhaj Tarjih, progressive Islamic education, and social transformation. Employing a qualitative library research design combined with critical conceptual analysis, the study examines Muhammadiyah’s primary doctrinal documents, including Risalah Islam Berkemajuan, Himpunan Putusan Tarjih, Pedoman Hidup Islami Warga Muhammadiyah, and relevant scholarly literature on Islamic epistemology, digital religion, and technological transformation. The findings reveal that Progressive Islam functions as an epistemological paradigm that integrates revelation, rational inquiry, empirical knowledge, and social praxis within a coherent framework of tajdid (renewal), tanwir (enlightenment), and human welfare. Furthermore, the reconstruction of Manhaj Tarjih demonstrates a methodological shift toward the integration of bayani, burhani, and maqasidi approaches, enabling Islamic knowledge to engage constructively with contemporary digital challenges. The study also highlights the strategic role of progressive Islamic education in cultivating critical digital literacy and ethical awareness, while digital social transformation strengthens societal resilience and public benefit. These findings culminate in the formulation of the Progressive Islamic Epistemology Model (PIEM), which offers an integrative framework for harmonizing revelation, scientific reasoning, technological development, and social welfare in the digital age. The study contributes to contemporary discussions on Islamic epistemology by positioning digital disruption as an opportunity for epistemological renewal rather than merely a technological challenge.
The Effect of Intensity of Religious Activities and Social Environment on Juvenile Delinquency Behavior in Early Adolescence Phase Tahfiz Program Students Jadmiko Aji Saputro; Fajhri Prima Vandhi; Antony Mahendra; Muhammad Alfi Syahrin
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 2 (2026): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/2sqv6j69

Abstract

This study aims to analyze the influence of religious activity intensity and peer environment on juvenile delinquency among early adolescence students enrolled in a tahfiz program. The study employed a quantitative correlational design. The population consisted of 87 fifth- and sixth-grade tahfiz students at Sekolah Alam Insan Mulia Surabaya, with 32 students selected through purposive sampling. Data were collected using a closed-ended Likert-scale questionnaire and analyzed through multiple linear regression using SPSS. The results indicated that the intensity of religious activities had a significant negative effect on juvenile delinquency (β = -1.136; p < 0.05), suggesting that higher participation in religious activities is associated with lower levels of delinquent behavior. Meanwhile, the peer environment showed a positive but statistically insignificant effect on juvenile delinquency (β = 0.440; p > 0.05). Simultaneously, religious activity intensity and peer environment significantly influenced juvenile delinquency (F = 11.290; p < 0.05), with a coefficient of determination of 43.8%. These findings suggest that strengthening religious activities plays an important role in reducing juvenile delinquency, while the peer environment requires positive social support to contribute effectively to adaptive behavioral development among early adolescence students.
Konstruksi Rasa Aman Psikologis Siswa: Sinergi Pembinaan Akhlak Berbasis Mentoring dan Relasi Guru-Siswa Rahmatul Husniah; Putri Desi Natalia; Siti Asisah; Muhammad Alfi Syahrin
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 2 (2026): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/bdmpg372

Abstract

Penelitian ini menganalisis pengaruh pembinaan akhlak melalui mentoring (regulasi internal) dan kualitas relasi guru-siswa (regulasi eksternal) terhadap rasa aman psikologis siswa. Penelitian ini menggunakan pendekatan kuantitatif eksplanatori yang dilengkapi dengan analisis teoretis. Data kuantitatif dikumpulkan dari 35 responden melalui teknik purposive sampling dan dianalisis menggunakan regresi linear berganda, yang kemudian didiskusikan secara komprehensif bersama temuan-temuan literatur relevan. Hasil regresi linear berganda menunjukkan model memiliki nilai R2 = 0,672 (simultan signifikan). Secara parsial, mentoring akhlak berpengaruh dominan dan signifikan terhadap rasa aman siswa (β = 0,624; p < 0,05), sedangkan relasi guru-siswa berpengaruh positif namun tidak signifikan (β = 0,429; p > 0,05). Elaborasi kualitatif mengungkap paradoks bahwa kedekatan relasional eksternal bersifat rapuh jika tidak diikat oleh jangkar internalisasi nilai moral siswa. Novelty riset ini terletak pada integrasi ketahanan karakter Islam (riyadhah) dan psikologi kelekatan modern dalam merekonstruksi model keamanan sekolah (school safety).
Kecerdasan Buatan dalam Pendidikan: Transformasi Pembelajaran dan Rekonstruksi Peran Guru melalui Tinjauan Sistematis Alfi Noer Diana Hafidah; Ahsan Hakim
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 2 (2026): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/f2958418

Abstract

Perkembangan artificial intelligence (AI) telah menghadirkan perubahan signifikan dalam praktik pendidikan, khususnya dalam proses pengajaran, pembelajaran, asesmen, dan interaksi antara guru dan siswa. Perubahan tersebut menimbulkan kebutuhan untuk meninjau kembali fungsi pendidikan serta posisi guru dalam lingkungan belajar yang semakin dimediasi oleh teknologi AI. Penelitian ini bertujuan untuk menganalisis bagaimana AI mentransformasi fungsi dan proses pengajaran serta pembelajaran dan bagaimana peran guru perlu direkonstruksi dalam lingkungan pendidikan yang dimediasi AI. Penelitian ini menggunakan pendekatan kualitatif dengan desain systematic literature review (SLR). Literatur dianalisis melalui proses identifikasi, seleksi, ekstraksi, dan sintesis tematik terhadap penelitian ilmiah yang relevan mengenai AI dalam pendidikan, transformasi pembelajaran, dan perubahan peran guru. Hasil kajian menunjukkan bahwa AI mentransformasi pengajaran dan pembelajaran melalui otomatisasi dan augmentasi berbagai fungsi, meliputi penyediaan informasi, pengembangan materi, personalisasi pembelajaran, analisis data, asesmen, dan pemberian umpan balik. Transformasi tersebut sekaligus meningkatkan kebutuhan terhadap kemampuan siswa dalam regulasi diri, evaluasi informasi, berpikir kritis, dan refleksi. Pada sisi guru, AI mendorong pergeseran peran dari sumber utama pengetahuan menuju perancang pengalaman belajar, fasilitator pembelajaran, validator keluaran AI, pengambil keputusan pedagogis, mediator literasi AI, serta penjaga dimensi sosial dan etis pendidikan. Kajian ini menegaskan bahwa AI tidak menggantikan peran guru, tetapi mendorong rekonstruksi hubungan antara manusia, teknologi, pengetahuan, dan pedagogi melalui pendekatan human-AI collaboration.
KONSTRUKSI MODERASI BERAGAMA DALAM MEMBENTUK KARAKTER SANTRI DI PONDOK PESANTREN RIYADLUS SHOLIHIN KOTA PROBOLINGGO muhammad ghufron ghufron; Khoiriyah
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 2 (2026): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/r2pgtj35

Abstract

Social changes, technological developments, and future competency demands present the need for pesantren to respond to educational developments without losing their traditional identity. In this context, contemporary education is not enough to be understood as the adoption of modern educational elements, but needs to be studied as a construction process that takes place through the interaction between traditions, values, educational actors, and demands for change. This study aims to analyze how contemporary education is constructed in the tradition of cottage education at the Riyadlus Sholihin Islamic Boarding School, Probolinggo City. The research uses a qualitative approach with a case study type to understand in depth the process of adaptation and meaning of education in the context of pesantren. Research data was obtained through in-depth interviews, observations, and documentation, then analyzed through the process of data condensation, data presentation, and conclusion drawing and verification. The findings of the study show that contemporary education is constructed through a process of negotiation and selective adaptation, not through the replacement of pesantren traditions with modern educational models. Tradition remains the basis of values, manners, character formation, and scientific authority, while contemporary demands are accommodated through pedagogical adaptation, expansion of learning resources, strengthening the relevance of education, and the targeted use of technology. The findings confirm that the construction of contemporary education in pesantren is a dialectical process that connects the continuity of values with changes in educational practices. This research contributes to the development of contemporary education theory by offering the concept of value-based selective adaptation as a perspective to understand the transformation of pesantren education.
KONTEMPORER DIKONSTRUKSI DALAM TRADISI PENDIDIKAN PONDOK DI PONDOK PESANTREN RIYADLUS SHOLIHIN KOTA PROBOLINGGO Muhammad Ghufron; Ahsan Hakim Ahsan Hakim
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 2 (2026): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/gq7v9a31

Abstract

Social changes, technological developments, and future competency demands present the need for pesantren to respond to educational developments without losing their traditional identity. In this context, contemporary education is not enough to be understood as the adoption of modern educational elements, but needs to be studied as a construction process that takes place through the interaction between traditions, values, educational actors, and demands for change. This study aims to analyze how contemporary education is constructed in the tradition of cottage education at the Riyadlus Sholihin Islamic Boarding School, Probolinggo City. The research uses a qualitative approach with a case study type to understand in depth the process of adaptation and meaning of education in the context of pesantren. Research data was obtained through in-depth interviews, observations, and documentation, then analyzed through the process of data condensation, data presentation, and conclusion drawing and verification. The findings of the study show that contemporary education is constructed through a process of negotiation and selective adaptation, not through the replacement of pesantren traditions with modern educational models. Tradition remains the basis of values, manners, character formation, and scientific authority, while contemporary demands are accommodated through pedagogical adaptation, expansion of learning resources, strengthening the relevance of education, and the targeted use of technology. The findings confirm that the construction of contemporary education in pesantren is a dialectical process that connects the continuity of values with changes in educational practices. This research contributes to the development of contemporary education theory by offering the concept of value-based selective adaptation as a perspective to understand the transformation of pesantren education.
Teori Ketahanan Asrama Ar-Rosyad: Pengetahuan Ukhuwah Dan AdabUntuk Pencegahan Penyimpangan Sosial Di PP. Ar-Rosyad Bogem-Gurah-Kediri Guntur Febri Tinanto; Ahsan Hakim
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 2 (2026): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/357h7761

Abstract

This study is motivated by the importance of religious moderation education in shaping students’ character amid diverse religious understandings and the social dynamics of Islamic boarding schools. The study aims to analyze the construction of religious moderation and its internalization process in shaping the character of students at Riyadlus Sholihin Islamic Boarding School in Probolinggo City. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews with the boarding school leader, teachers, and students, observations of learning activities and daily boarding school life, and document analysis. Data were analyzed interactively through data condensation, data display, and conclusion drawing and verification, while source and technique triangulation were employed to enhance the credibility of the findings. The findings show that religious moderation is constructed as a proportional understanding of religion, characterized by the ability to respect differences, avoid hastily judging others, and approach differences through ethical conduct and dialogue. The internalization of these values occurs through learning, teacher role modeling, habituation of religious and disciplinary practices, pesantren culture, and social interaction among students. These processes contribute to the development of disciplined, tolerant, responsible, and open-minded character, as well as a strong orientation toward communal life. The study demonstrates that moderate character formation emerges through the interconnectedness of religious meaning-making, educational practices, institutional culture, social experiences, and student agency. These findings contribute to the development of pesantren-based Islamic religious education by positioning religious moderation as a continuous process of character formation rather than merely as curricular content.

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