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Hasan Baharun
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INDONESIA
Indonesian Journal of Progressive Pedagogy
Published by Al-Qalam Institute
ISSN : 30903793     EISSN : 30904374     DOI : https://doi.org/10.61987/ijpp
Core Subject : Humanities, Education,
Humanities Education Other
Indonesian Journal of Progressive Pedagogy is a peer reviewed, open access journal dedicated to advancing innovative and transformative pedagogical practices in education. It provides a platform for researchers, educators, and policymakers to share their work on contemporary educational theories, methodologies, and policies. Indonesian Journal of Progressive Pedagogy focuses on progressive educational practices, inclusive education, curriculum design, the integration of digital tools, teacher development, and global perspectives in education. The journal emphasizes research that transforms traditional educational models, enhances learning outcomes, and addresses students diverse needs, especially those from marginalized communities. Indonesian Journal of Progressive Pedagogy covers many topics, including student centered learning, critical pedagogy, educational technology, educational leadership, and cross cultural studies. The journal publishes original research using various qualitative, quantitative, and mixed methods studies. It aims to foster collaboration and interdisciplinary approaches to promote the development of transformative education practices.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2026)" : 5 Documents clear
The Impact of AI-based Blended Learning on Learning Achievement among Second-year Physics Students at the College of Education Bannaga Taha Elzubair Hessen; Olash Abdalrheem Hewary; Nedal Guma Fileen
Indonesian Journal of Progressive Pedagogy Vol. 2 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ijpp.v2i1.700

Abstract

This study aimed to investigate the impact of AI-based blended learning on the learning achievement of second-year physics students at the College of Education. The researchers employed a quasi-experimental design, with the study population comprising second-year students in the physics department. A purposive sample of 40 students was selected and divided into two equivalent groups: an experimental group and a control group, each consisting of 20 students. The researchers used achievement tests as data-collection tools, and appropriate statistical methods were applied to analyze the data using the Statistical Package for the Social Sciences (SPSS). The study concluded with several findings, the most significant of which included the presence of statistically significant differences at the 0.05 significance level in the academic achievement of second-year students in mathematics, favouring the experimental group that was taught using an AI-based blended learning strategy. Based on these results, the researchers recommended establishing a blended-learning infrastructure by preparing human resources and equipping computer laboratories appropriately to implement the blended-learning strategy effectively. They also suggested adopting blended learning strategies in teaching science in schools and universities, and organizing workshops and training sessions for faculty members on AI-based blended learning.
Domino Card Media Development to Improve Critical Thinking Skills of 5th Grade Elementary School Students Wilda Lailatul Fitri; Fitri Hilmiyati; Juhji Juhji
Indonesian Journal of Progressive Pedagogy Vol. 2 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ijpp.v2i1.1272

Abstract

The development of innovative learning media is essential to enhance students’ critical thinking skills in elementary education. This study aims to develop Domino Card learning media for fifth-grade students to improve their critical thinking skills. The research was motivated by preliminary observations at MI Mathla’ul Huda, which revealed that students’ critical thinking abilities were relatively low due to the limited use of instructional media supporting higher-order thinking. The study employed a Research and Development (R&D) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation stages. Validation results showed that the media expert awarded a score of 86%, while the material expert gave 94%, indicating high validity. The effectiveness of the media was measured through pre-test and post-test assessments. The average pre-test score was 60.37, increasing to 86.29 in the post-test. The N-gain value was 0.64 (64%), categorized as “Quite Effective.” These findings indicate that the developed domino card media effectively enhances students’ critical thinking skills.
Entrepreneurial Intentions of Vocational College Students: The Role of Innovation Education and Initiative Personality Yudhi Arifani; Qili Zhou
Indonesian Journal of Progressive Pedagogy Vol. 2 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ijpp.v2i1.1390

Abstract

The rapid shift toward a knowledge-based economy highlights the importance of entrepreneurship and innovation in higher education. This study investigates how innovation and entrepreneurship education and students' initiative personality influence entrepreneurial intentions, while also examining the role of demographic characteristics such as age, gender, and family income. A quantitative survey was administered to 750 higher vocational college students, and the data were analyzed using descriptive statistics, t-tests, ANOVA, and multiple linear regression. Results indicate that both innovation and entrepreneurship education (β = 0.322, p < 0.01) and initiative personality (β = 0.559, p < 0.01) significantly and positively affect entrepreneurial intentions, with initiative personality having a more substantial effect. Demographic factors, including age, gender, and household income, also significantly differentiate entrepreneurial intentions. This study contributes by integrating educational and personality perspectives to explain entrepreneurial intentions in vocational students. Findings suggest that enhancing entrepreneurship curricula while fostering proactive traits can effectively strengthen students' entrepreneurial motivation and practical readiness.
A Dual-Strategy Approach: The Role of Muroja’ah and Tasmi’ in Sustaining Qur’an Memorization Quality Nur Kholis; Zunaidah Zunaidah
Indonesian Journal of Progressive Pedagogy Vol. 2 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ijpp.v2i1.1457

Abstract

Sustaining the quality of Qur’an memorization requires systematic strategies beyond routine repetition. This study aims to analyze how structured Muroja’ah and tasmi’ strategies contribute to memorization durability, accuracy, accountability, and stability. Using a qualitative case study design, data were collected from students and Tahfiz teachers through in-depth interviews, non-participant observations during recitation sessions, and document analysis of memorization control books and evaluation sheets. The findings indicate that structured Muroja’ah strengthens long-term retention as students report reduced forgetting and more stable recall, while tasmi’ sessions improve tajwid accuracy and increase performative responsibility through direct correction and monitored recitation. Documentation records demonstrate consistent weekly progress and systematic monitoring, confirming strategy integration. The novelty of this study lies in conceptualizing these traditional practices as an integrated quality assurance model. It is recommended that Tahfiz institutions implement structured monitoring systems to ensure sustainable memorization outcomes.
From Policy to Practice: Inclusive Career Management in Higher Education Siti Nur Aviatun Hasanah; Rifka Jannatul Firdausiah; Maulidatul Adzimah; Unzilah Khomairohtusshiyamah; Akmal Mundiri; Zohaib Hassan Zain
Indonesian Journal of Progressive Pedagogy Vol. 2 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ijpp.v2i1.1469

Abstract

Inclusive career management has become a strategic priority in higher education policies, yet its practical implementation remains uneven. This study aims to examine how inclusive career management policies are translated into practice within higher education institutions and to identify factors influencing their effectiveness. Using a qualitative multi-site case study approach, data were collected from career center managers, faculty members, and students across several public and private universities through semi-structured interviews, document analysis, and observational data. The findings reveal three key patterns. First, institutional policies emphasizing inclusivity are largely implemented at an administrative level, with limited responsiveness to the concrete needs of students with disabilities and those from low socioeconomic backgrounds. Second, career guidance services predominantly adopt standardized models, although emerging practices show a gradual shift toward personalized and competency-based approaches. Third, universities demonstrating effective inclusive career management exhibit strong cross-stakeholder collaboration involving career centers, academic units, industry partners, and government agencies. This study contributes empirical evidence on the policy–practice gap in inclusive career management and highlights collaborative governance as a critical enabler. The findings suggest the need for data-driven personalization and integrated stakeholder engagement to ensure equitable career development outcomes in higher education.

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