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Paedagogos Journal of Education and Learning Published by: Yayasan Mutiara Hati Moeslem Desa Drajat, RT.001/RW.002, Kecamatan Paciran, Kabupaten Lamongan
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Paedagogos: Journal of Education and Learning
Published by Yayasan Mutiara Hati Moeslem
ISSN : -     EISSN : 31094996     DOI : https://doi.org/10.64131/paedagogos.v1i2
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
Focus and Scope of Paedagogos: Journal of Education and Learning Focus: Paedagogos: Journal of Education and Learning focuses on publishing original research and scholarly work in the field of education and learning. The journal serves as a platform for academics, researchers, practitioners, and education observers to disseminate scientific contributions that support the development of educational theory and practice. Scope: The journal welcomes articles related to, but not limited to, the following areas: Innovation and strategies in teaching and learning across all educational levels Curriculum development and instructional design Educational technology and digital learning Character education and values-based learning Educational assessment and evaluation Inclusive education and special needs services Teacher professionalism and professional development Educational policy and institutional management Educational psychology and student development
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 18 Documents
 1   2 
Pemilihan Strategi Pembelajaran Maharah Qirā’ah Berdasarkan Tingkatan Pelajar Bahasa Arab Alma Idatun Nahlah
Paedagogos: Journal of Education and Learning Vol. 1 No. 2 (2025): Paedagogos Journal of Education and Learning
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/paedagogos.v1i2.66

Abstract

This study aims to examine various learning strategies for reading comprehension (maharah qirā’ah) that are appropriate for the levels of Arabic language learners: beginner, intermediate, and advanced. This study uses a descriptive qualitative approach through literature review. The results of the study indicate that at the beginner level, strategies such as drills, phonics, and audio-visual media are effective in building a reading foundation. At the intermediate level, task-based strategies, reading comprehension, and paired reading can improve fluency and comprehension of texts. Meanwhile, at the advanced level, close reading, critical text analysis, and the integration of interactive technology have proven effective in understanding complex texts. This article is expected to be a reference for Arabic language educators in designing effective learning strategies, appropriate to students' ability levels, and able to increase learning motivation, as well as provide a basis for further research in the development of media and learning methods for reading comprehension (maharah qirā’ah).
Penerapan Model Frayer Untuk Meningkatkan  Kosakata Bahasa Arab Siswa Siti Rofiqoh; Mabrurrosi Mabrurrosi
Paedagogos: Journal of Education and Learning Vol. 1 No. 2 (2025): Paedagogos Journal of Education and Learning
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/paedagogos.v1i2.67

Abstract

Vocabulary learning is an important aspect of mastering Arabic at the elementary school level. However, in practice, students often experience difficulties in understanding and memorizing Arabic vocabulary due to the use of less varied teaching methods. This study aims to examine the implementation of the Frayer Model in improving students’ Arabic vocabulary at SD Bina Anak Sholeh (BAS) Latsari Tuban and to determine the improvement in students’ vocabulary mastery after the application of this model. This research employed a quantitative approach using Classroom Action Research (CAR), which was conducted in two cycles. The research subjects were students of SD Bina Anak Sholeh (BAS) Latsari Tuban. Data were collected through observation, tests, and documentation. The data were analyzed using descriptive quantitative analysis. The results showed that the implementation of the Frayer Model effectively improved students’ Arabic vocabulary mastery. This improvement was indicated by an increase in the average scores and the percentage of students’ learning completeness from cycle I to cycle II and cycle III. 
Analisis Penerapan Penggunaan Media Pembelajaran Eksperimen Virtual dalam Pembelajaran IPA Kelas V SDN Sokosari 1 Eri Latri Cahyani; Umul Latifah; Nurul Mahruzah Yulia
Paedagogos: Journal of Education and Learning Vol. 2 No. 1 (2026): Paedagogos Journal of Education and Learning
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/paedagogos.v2i1.75

Abstract

Science learning in elementary schools requires instructional media that can help students understand abstract concepts through more concrete learning experiences. However, limited laboratory facilities often hinder the implementation of direct experiments. This study aimed to analyze the implementation of virtual experiment learning media in fifth-grade science learning at SDN Sokosari 1. The study employed a descriptive qualitative approach involving a teacher and fifth-grade students as research subjects. Data were collected through interviews, observations, and documentation and analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings revealed that virtual experiment media were implemented in magnetism topics through simulations of magnetic fields, magnetic pole interactions, and electromagnets. The use of this media increased student engagement, facilitated understanding of abstract concepts, and created a more meaningful and interactive learning environment. Furthermore, digital media such as virtual simulations, YouTube, and Kahoot enhanced students’ learning motivation. Nevertheless, several challenges were identified, including limited instructional time and varying levels of student participation. Therefore, virtual experiment learning media can serve as an effective alternative to support science learning in elementary schools.
Development of Grade 11 Indonesian History Question Exercises on Japanese Occupation in Indonesia (1942-1945) using the Zep Quiz Media Ardi Tri Yuwono; Andi Sebastian; Gijsbert ter Braake
Paedagogos: Journal of Education and Learning Vol. 2 No. 1 (2026): Paedagogos Journal of Education and Learning
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/paedagogos.v2i1.88

Abstract

History learning at the high school level still faces challenges in the form of a lack of media variety and low motivation for students to learn complex material, such as the Japanese Occupation of Indonesia (1942-1945). This research aims to develop a history question exercise based on Zep Quiz that is valid, practical, and potentially effective in practicing historical thinking skills of grade 11 students. The method used is Research and Development (R&D) with a 4-D (Define, Design, Develop, and Disseminate) model. The product was developed in the form of 20-tiered multiple-choice questions from cognitive levels C1 to C5 which were integrated with Zep Quiz gamification features such as avatars, leaderboards, and explanatory feedback, and were equipped with a Student Worksheet as a reflection tool. The validation results of material experts reached 95% and media experts 95.6% with the category of very feasible. The test on 36 students in grade 11-K of Madrasah Aliyah Negeri 1 Kediri City showed that all students managed to access the quiz with an average score of 78.2. The student response questionnaire showed that 94.4% felt motivated and 97.2% were interested in using similar media in the future. The theoretical implication of this research is a synergy model between gamification and historical pedagogy, while the practical implication is the availability of a ready-to-use integrated Zep Quiz Media learning package for teachers.
Mutu sebagai Identitas Sekolah: Konsepsi Kualitas dalam Pengelolaan Lembaga Pendidikan Mu’alimin Mu’alimin; Yuvita Nila Rahayu; Khoirul Anwar
Paedagogos: Journal of Education and Learning Vol. 2 No. 1 (2026): Paedagogos Journal of Education and Learning
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/paedagogos.v2i1.94

Abstract

The development of education in the era of globalization requires educational institutions not only to function as centers for knowledge transfer but also as institutions capable of ensuring the continuous quality of educational services. Competition among educational institutions encourages schools to build their institutional identity through effective and systematic quality management. Therefore, the study of quality as a school identity is essential to understand how the concept of quality is implemented in educational management. This study aims to analyze the concept of quality in education, identify school quality indicators as reflections of educational quality, and examine the quality of educational administration from the perspective of educational management. This research employed a literature review approach by examining various relevant scientific sources. The data were obtained from the Google Scholar database using the keywords “educational quality,” “school quality,” and “educational quality management” within the period of 2022–2025. The initial search yielded a number of articles that were then selected based on topic relevance and the completeness of scientific information, resulting in five main articles for in-depth analysis. The findings indicate that educational quality is a multidimensional concept encompassing school leadership, teacher competence, organizational culture, and educational evaluation systems. These findings demonstrate that educational quality is not only related to the achievement of academic standards but also to the ability of educational institutions to establish sustainable management systems and strengthen their institutional identity.
Internalisasi Nilai Budaya Belimpung sebagai Landasan Pembentukan Karakter Remaja: Pendekatan Kualitatif Suandi Wandi; Muslihati Muslihati; Yuliati Hotifah
Paedagogos: Journal of Education and Learning Vol. 2 No. 1 (2026): Paedagogos Journal of Education and Learning
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/paedagogos.v2i1.106

Abstract

This study aims to explore the internalization of Belimpung cultural values ​​as a foundation for adolescent character formation amidst the challenges of globalization. This study uses a descriptive qualitative approach focused on and implemented in Tana Tidung Regency. The research subjects were determined purposively, involving three informants, all of whom were members of the local Traditional Council. Data were collected through observation, in-depth interviews, and documentation. Data analysis techniques were carried out interactively and continuously, which included the stages of data compilation, organizing into Belimpung value categories, pattern synthesis, and drawing final conclusions. The results show that the internalization of the five Belimpung aspects (Imbaya Intugos, Tenguyun, Peguna, Sedungan Yapul, and Nyonggoi Dagu) occurs through the roles of family, school, and community. These values ​​have been proven to function effectively as a social control system for adolescents, although their implementation still faces obstacles in the form of global cultural influences and social media disruption. As a novelty, this study is the first study to specifically explore Belimpung cultural values ​​as a framework for adolescent character education. This research bridges the concept of character education and local wisdom values ​​by positioning Belimpung culture as a preventive instrument integrated into guidance and counseling services in schools.
Hakikat Strategi Pembelajaran Pendidikan Agama Islam: Analisis Komponen, Prinsip, dan Fungsinya dalam Pembelajaran Abad ke-21 Munawaroh Munawaroh; Zahra Albaturrizkiyah; Irwandi Sihombing
Paedagogos: Journal of Education and Learning Vol. 2 No. 1 (2026): Paedagogos Journal of Education and Learning
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/paedagogos.v2i1.124

Abstract

Strategi pembelajaran merupakan salah satu komponen penting yang menentukan keberhasilan proses pendidikan, khususnya dalam Pendidikan Agama Islam (PAI). Penelitian ini penting dilakukan karena kajian mengenai strategi pembelajaran PAI masih cenderung membahas aspek metode pembelajaran secara parsial, sedangkan analisis komprehensif mengenai keterkaitan komponen, prinsip, dan fungsi strategi pembelajaran dalam konteks transformasi pendidikan digital masih relatif terbatas. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research). Data diperoleh dari berbagai sumber literatur berupa buku, artikel ilmiah, dan dokumen akademik yang relevan dengan strategi pembelajaran PAI. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan secara deskriptif-analitis. Hasil kajian menunjukkan bahwa strategi pembelajaran PAI merupakan perencanaan sistematis yang mengintegrasikan tujuan pembelajaran, peserta didik, materi, metode, media, dan evaluasi untuk mencapai tujuan pendidikan Islam secara efektif. Prinsip strategi pembelajaran PAI meliputi orientasi pada tujuan, berpusat pada peserta didik, pengembangan aktivitas belajar, perhatian terhadap perbedaan individu, dan integrasi nilai-nilai Islam. Adapun fungsinya mencakup pedoman pelaksanaan pembelajaran, pencapaian tujuan pendidikan, kemudahan penyampaian materi, peningkatan keaktifan peserta didik, serta penciptaan pembelajaran yang efektif dan efisien. Kebaruan kajian ini terletak pada upaya mensintesiskan berbagai konsep strategi pembelajaran PAI ke dalam kerangka konseptual yang relevan dengan tuntutan pembelajaran abad ke-21, khususnya pada aspek digitalisasi pembelajaran, pembelajaran berbasis teknologi, dan penguatan karakter Islami peserta didik.
Perkembangan Pendidikan Islam di Madrasah: Analisis Historis, Dinamika Kebijakan, dan Transformasi Pendidikan di Indonesia Listi Hani Siregar; Abdusima Nasution
Paedagogos: Journal of Education and Learning Vol. 2 No. 1 (2026): Paedagogos Journal of Education and Learning
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/paedagogos.v2i1.126

Abstract

The development of Islamic education in madrasas has become an important part of the educational system in Indonesia. Previous studies have examined the historical development, educational policies, and curriculum transformation of madrasas. However, these studies generally focus on specific aspects and have not comprehensively explained the relationship between historical development, educational policies, curriculum transformation, and contemporary challenges that influence the development of madrasas. This study aims to analyze the development of Islamic education in madrasas from a historical perspective and to identify the factors that have contributed to their development within the Indonesian national education system. This study employed a library research method using a historical-analytical approach. The data were collected from scholarly books, journal articles, government policy documents, and other relevant academic sources, and were analyzed through content analysis. The findings indicate that the development of madrasas has been influenced by their ability to integrate Islamic education with general education, supported by government policies, curriculum transformation, and active community participation. These factors have enabled madrasas to develop more rapidly than many other Islamic educational institutions while maintaining their Islamic identity. The novelty of this study lies in its comprehensive analysis that integrates historical development, educational policies, curriculum transformation, and the dynamics of madrasa development within a single analytical framework. This study contributes to the advancement of Islamic education studies by providing a broader understanding of the factors shaping the development of madrasas as adaptive Islamic educational institutions within the national education system.

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