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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 22 Documents
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TANTANGAN PROGRAM SEKOLAH PENGGERAK DALAM PERSPEKTIF STREET-LEVEL BUREAUCRACY DAN BIROKRASI IDEAL Edrico Arya Utama; Shakhila Dwi Suryani; Agung Faizs Syaputra; Septina
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 11 No. 2 (2025): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/yhpytb76

Abstract

The School Mover Kegiatan represents a significant policy initiative aimed at enhancing the quality of national education by bolstering student competencies, refining the functions of teachers and principals, and leveraging educational technology. This research seeks to examine the dynamics involved in the implementation of the School Mover Kegiatan through a descriptive qualitative lens, particularly informed by Max Weber's concept of ideal bureaucracy and Michael Lipsky's theory of street-level bureaucracy. Data for this study were gathered through desk research and document analysis, encompassing a variety of research outcomes, official regulations, and pertinent academic literature. The findings of the study reveal that while the School Mover Kegiatan has established a systematic intervention framework that incorporates consultative and asymmetric mentoring, enhancement of school human resources, a new paradigm for learning, data-driven planning, and the digitalization of schools, its execution continues to encounter numerous structural and cultural obstacles. These obstacles include insufficient competencies among teachers and principals, excessive administrative burdens, inequalities in digital infrastructure, teacher rotation issues, budget constraints, and resistance to change. Furthermore, the analysis indicates that the effectiveness of the kegiatan is significantly shaped by the actions of policy implementers at the school level, who possess considerable discretion in how they interpret and apply policies. The disparity between the rational-formal tenets of ideal bureaucracy and the adaptability of street-level bureaucracy emerges as a critical factor influencing the successful execution of this policy. Therefore, strengthening the capacity of implementers, policy consistency, and collaboration among stakeholders are necessary to ensure the School Mover Kegiatan is effective, sustainable, and capable of realizing equitable educational transformation.
PARADIGMA FILSAFAT PENDIDIKAN ISLAM DALAM MEMBANGUN KESADARAN EKOTEOLOGIS PESERTA DIDIK Achmad Musthofa; Dwy Anggra; Yahya Husein Al-Azhari; Febry Suprapto
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 11 No. 2 (2025): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/q7ksky22

Abstract

This study aims to examine the paradigm of Islamic educational philosophy in fostering students’ ecotheological consciousness through an integrative conceptual framework that links the ontological, epistemological, and axiological dimensions of Islamic education. Education is frequently positioned as a primary instrument for responding to the ecological crisis; however, the dominant educational paradigms to date still demonstrate fundamental limitations in cultivating transformative ecological awareness. This research adopts a qualitative approach using an integrative literature review design that is conceptual and critical in nature. The data sources consist of reputable scholarly literature, including journal articles indexed in SCOPUS and the Web of Science, nationally accredited SINTA journals, as well as relevant academic books and handbooks. Data analysis was conducted through thematic and philosophical analysis, involving stages of concept coding, thematic categorisation, comparative analysis, and conceptual synthesis. The findings indicate that an ecotheological perspective within the philosophy of Islamic education possesses significant theoretical and practical relevance in the global discourse on sustainable education. Moreover, the study demonstrates that Islamic educational philosophy provides a comprehensive conceptual framework for developing students’ ecotheological consciousness through the integration of ontological, epistemological, and axiological dimension

Page 3 of 3 | Total Record : 22

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