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Journal of Pedagogi
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30469554     DOI : https://doi.org/10.62872/arcvet10
Core Subject : Education,
Education
The journal publishes all original articles on current issues and trends occurring internationally within the scope of education such as, science education, social science, religion, language, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 156 Documents
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The Education Funding Crisis: How Is The Lack Of Budget Affevtinh Facilities , Cuciculum and Academic Achievement A. Erni Ratna Dewi; Amalia Tasya; Rosmaria Rosmaria; Sarkowi Sarkowi
Journal of Pedagogi Vol. 2 No. 2 (2025): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/svnenb71

Abstract

The education funding crisis has a significant impact on the quality of facilities, curriculum innovation, and student achievement. Budget shortfalls result in the degradation of physical facilities such as damaged classrooms and limited access to technology, which directly reduce student motivation and participation in the learning process. In addition, the funding crisis exacerbates educational inequalities between well-equipped and under-funded schools, widening the socio-economic gap. Lack of funding also hampers the development of innovative curricula, such as STEM-based learning and digital literacy, which are increasingly needed in the era of globalization and the industrial revolution 4.0. Without adequate investment, efforts to modernize the curriculum and improve teacher skills are severely limited, limiting students' readiness to face the challenges of the future world of work. This decline in the quality of education results in lower academic achievement and exacerbates social inequities, where students from low-income backgrounds find it more difficult to improve their social status. Therefore, solutions to the education funding crisis require greater budget allocation, infrastructure renewal, and adaptive curriculum development to reduce social inequality and support sustainable economic growth.
The Application Of Learnig Starts With A Question Strategy To Improve The Understanding Of Grade Iv Students In Natural And Social Science Subjects At Madrasah Ibtidaiyah Nurul Ittihad Jambi City Ika Rahma; Sri Yulia Sari
Journal of Pedagogi Vol. 2 No. 2 (2025): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/qdsbfe28

Abstract

This study was motivated by the results of initial observations in class IV with the problem of low learning quality and student understanding of the material taught. This research is a class action research (PTK) design model of Kemmis and Mc Taggart which consists of two cycles with the stages of planning, implementation, observation, and reflection which aims to overcome the problem of low student understanding through the application of the Learning Starts With A Question strategy in class IV Madrasah Ibtidaiyah Nurul Ittihad Jambi City. Data collection used are interviews, observations, tests and documentation. The results showed a significant increase in students' cognitive understanding in learning Natural and Social Sciences (IPAS) from pre-cycle to cycle II. In cycle I, the percentage of student completeness increased to 57.89% from 26% in the pre-cycle, and in cycle II it reached 84.21%, showing an increase of 53.21% from the pre-cycle. This research confirms that the Learning Starts With A Question Strategy is effective in improving students' understanding of students' cognitive in learning Natural and Social Sciences (IPAS). The implication of this research is the importance of choosing the right learning strategy to facilitate students' understanding of the subject matter being studied.
Transforming Education Management Strategies for Realizing Innovation and Creativity Based Schools Sagaf S.Pettalongi
Journal of Pedagogi Vol. 2 No. 2 (2025): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/njatvy45

Abstract

Rapid changes in the globalized world require the education system to not only adapt, but also be able to create a learning environment that encourages innovation and creativity. This research discusses the transformation of education management strategies as a strategic approach in building schools based on innovation and creativity. The main objective of this study is to describe how adaptive and transformative managerial strategies can support the creation of an educational ecosystem that is dynamic, responsive and relevant to the challenges of the times. The research approach is qualitative with literature study and case analysis methods that focus on best practices in education management in various innovative institutions. The results show that the success of education management transformation depends on several key factors, including visionary leadership, close collaboration between stakeholders, strategic use of technology, strengthening reflective culture, and supporting the professional development of teachers and school staff. In addition, flexibility in the curriculum and project-based learning approaches are also an important part of supporting learners' creativity. This research provides theoretical and practical contributions in the field of education management, as well as offering strategic recommendations for policy makers and education actors in designing and implementing strategies that can realize schools as centers of innovation and creativity
Education in the Digital Age: An Analysis of the Impact of Technology Integration in Learning on Improving Academic Quality and Social Skills of Students in Elementary School Mohamad Idhan; Sudirman Sudirman; Zulfitri Zulfitri; Nurzamsinar Nurzamsinar
Journal of Pedagogi Vol. 2 No. 2 (2025): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/bdp3fe23

Abstract

The digital era has brought fundamental changes in education, particularly in the way students learn and teachers teach. This study aims to analyze the impact of technology integration in learning on improving students' academic quality and social skills in primary schools in the digital era. Digital transformation in education has brought significant changes in teaching methods, interaction between students and teachers, and students' learning patterns. Through a qualitative approach with literature study and structured observation in several elementary schools, this research found that the appropriate use of technology can improve concept understanding, accelerate access to information, and facilitate more personalized and adaptive learning. In addition, the integration of collaborative platforms and digital media also promotes the development of social skills such as communication, cooperation and empathy. However, the effectiveness of technology integration is highly dependent on infrastructure readiness, teacher competence, and proper guidance so that students do not get trapped in digital isolation. In conclusion, the integration of technology in primary school learning has great potential to support a more holistic transformation of education, not only improving academic quality, but also shaping a young generation that is socially competent and ready to face the challenges of the 21st century. This study recommends the importance of collaboration between education stakeholders, improving teachers' competencies and developing a contextualized digital curriculum as part of a long-term strategy in realizing quality and sustainable basic education
Implementation of Think Pair Share Cooperative Learning Model with Pop-Up Book Media to Improve Science Learning Outcomes Dwi Rustanti; Nuril Huda; Muhajir Muhajir
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/947dzf84

Abstract

This study aims to improve the learning outcomes of IPAS classes 3A and 3B at Pepe State Elementary School by using the Think Pair Share Type Cooperative Learning Model with Pop Up Book Media. The background of this study is the low average value of IPAS learning outcomes in both classes 3-A and 3-B at Pepe State Elementary School. This research uses a type of experimental quantitative research with a pre-Experimental Designone-Group (Pretest-Posttest Design) research design. The population in this study consisted of 29 students of class 3-A who were used as the experimental group and 28 students of class 3-B as the control group. In this study there was a significant increase in learning outcomes and critical thinking in the experimental group using the Think Pair Share Cooperative Learning Model with Pop Up Book media, namely from an average value of 60 to 78.46 or an increase of 18.46. While the control group also increased but not too significant from 60.35 up to 74.46 or up 14.16. While the results of the significance value between learning outcomes and critical thinking with the Think Pair Share Model approach with the help of Pop up book media <0.05, namely 0.045 and 0.018 which means there is a significant relationship. From the results of these results it can be concluded that the use of the Think Pair Share Cooperative Learning Model using Pop Up Book media can increase the learning value and critical thinking of 3A class students at Pepe State Elementary School..
Digital Narratives and Student Identity: A Phenomenological Study of Generation Alpha in Education Rifaatussalwa Hayati; Dodo Murtado
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/4mp9yd65

Abstract

The dominance of digital technology in the lives of Generation Alpha has created fundamental changes in the way self-identity is formed, understood, and expressed. Since an early age, this generation has grown up in a digital environment filled with algorithms, social media, and online culture that is both interactive and performative. The digital narratives they consume and produce not only shape their self-representation, but also influence their cognitive, affective, and social structures. This study aims to examine in depth how digital narratives play a role in the process of identity formation of Generation Alpha students, especially in the context of education. Using a qualitative approach with a phenomenological method, this study involved junior high school students who actively use digital media as key participants. Data were collected through in-depth interviews, participant observation, and digital documentation, then analyzed using Moustakas' (1994) framework. The results of the study show that student identities develop fluidly, temporarily, and are often curated to meet social expectations in online spaces, which are not always in line with the norms of educational institutions. These findings highlight the need for adaptive, reflective, and empathetic pedagogical transformation, as well as the importance of critical digital literacy in guiding students to build authentic, healthy, and empowered identities amidst the complex challenges of the digital world
Schools As Emotional Safe Spaces: Micro-Strategies Of Teacher Intervention In Preventing Public Health Crises Intan Juniarmi; Rosmaria Rosmaria; Denny Aulia Rachmawati
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/6cra1t02

Abstract

The increasing prevalence of mental health disorders among students has become a structural crisis in the education system, especially in Indonesia which still focuses solely on academic achievement. This study aims to conceptually examine the strategic role of schools and teachers in building an emotional safe space through a micro-intervention approach and the integration of social-emotional dimensions into education policies. Using a descriptive qualitative method with literature studies as the main technique, data were collected from various scientific sources and education policies in the last five years, then analyzed using a thematic content analysis approach. The results of the study indicate that schools that ignore emotional well-being tend to worsen students' psychological distress, while teacher micro-interventions such as emotional validation and restorative approaches have proven effective in increasing mental resilience. Lack of teacher training and the absence of psychosocial intervention standards in the curriculum are major obstacles. This study recommends the need for education policy reform that places Social-Emotional Learning (SEL) as a core competency, as well as strengthening synergy between sectors in supporting students' mental health. Thus, schools can function as emotional safe havens that protect and empower the younger generation in facing current and future psychosocial challenges
Internalization of Akhlakul Karimah Values Through a Humanistic Approach to Islamic Religious Education Learning for Generation Z Sahjad M. Aksan; Alfath Julfi; Muh. Ilham Usman; Eko Nursalim
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/2pwxmb07

Abstract

The moral crisis among Generation Z is a serious challenge in the context of 21st-century education, especially amidst the dominance of digital culture that influences their mindset, behavior, and ethical values. This generation grew up in a social environment dominated by value relativism, instant information consumption, and minimal moral role models from the family and community environment. In conditions like this, the normative and cognitive Islamic Religious Education (PAI) learning approach has proven unable to touch the affective and existential dimensions of students. This study uses a literature study method with a qualitative-descriptive approach to explore the relevance and effectiveness of the humanistic approach in internalizing the values of akhlakul karimah. The humanistic approach, which emphasizes respect for personal experience, self-reflection, and empathetic relationships, is considered more capable of bridging religious teachings with students' real lives. Strategies such as experiential learning, contextual teaching and learning (CTL), and value clarification techniques (VCT) are important instruments in presenting transformative and meaningful value education. This study recommends the need for curriculum reform, humanistic teacher training, and a school culture that supports active participation and moral awareness of students. Thus, Islamic Religious Education can be a space for character formation that is not only formally religious, but also socially and spiritually meaningful.
The Role Of The Principal In Forming Students' Social Care Characters At Smpn 3 Bandar Dua Pidie Jaya Meutia S; Nazaruddin Abdullah; Nazaruddin Ismail
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/c2gkr272

Abstract

This study aims to explain the role of the principal in forming a socially caring character through a descriptive qualitative approach. Data were obtained from interviews, observations, and documentation of the principal, teachers, and students. The findings show that the principal plays an active role with four main steps: (1) formulating structured policies for social programs, (2) encouraging the implementation of sustainable programs such as community service and fundraising, (3) being a role model in social activities, and (4) monitoring and providing full support so that the values of social care are internalized. The impact is seen from the increase in empathy and mutual respect behavior among students. The main supporting factors are the principal's commitment and teacher involvement, while inhibiting factors include lack of parental support and limited student time. This study recommends increasing parental involvement and strengthening character education programs to form a more optimal socially caring character
Madrasah Strategy In Strengthening Digital Literacy Abilities For Mtsn 1 Pidie Jaya Students Nurlina Nurlina; Dhiauddin Dhiauddin; Saifuddin Saifuddin
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/fpx57f25

Abstract

The main problem faced in literacy among students is low interest in reading, which is triggered by limited access to interesting books, distractions from social media, and less motivating teaching methods. In addition, writing and speaking skills are also obstacles, because many students have difficulty in developing these skills due to lack of practice, minimal understanding of grammar, and limited support. This study aims to explore the strategies implemented by MTsN 1 Pidie Jaya in supporting digital literacy, including the integration of digital literacy into the curriculum and digital literacy development programs for students. The research method used is qualitative with data collection techniques through observation, interviews, and document analysis. The results of the study show that MTsN 1 Pidie Jaya has succeeded in improving students' digital literacy through a strategy of integrating technology into the curriculum, providing access to devices, and teacher training that focuses on cybersecurity, digital ethics, and practical skills. This school is committed to continuing to improve students' digital literacy through interactive training programs and learning innovations, while addressing infrastructure and access challenges through effective collaboration. In addition, MTsN 1 Pidie Jaya also implements various effective programs to improve students' digital literacy, including special training, project-based learning approaches, gamification, and continuous evaluation

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