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Equilibrium: Jurnal Pendidikan
Published by Universitas Muhammadiyah Makassar
ISSN : 23392401     EISSN : 24770221     DOI : 10.26618/equilibrium
Core Subject : Science, Education, Social,
Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other
Equilibrium: Jurnal Pendidikan dengan ISSN Cetak: 2339-2401 dan ISSN Online: 2477-0221 merupakan jurnal peer-review untuk publikasi artikel ilmiah di bidang pendidikan dan sosiologi, merupakan jurnal akses terbuka yang bertujuan untuk menyediakan forum untuk para peneliti, dosen, guru, praktisi, dan mahasiswa dari seluruh dunia . Sedangkan ruang publikasi keseimbangan jurnal adalah pada bidang pendidikan, sosial, budaya; isu-isu terkini yang bersifat kontekstual sebagai ilmu murni dan terapan; hasil penelitian (kualitatif, etnografi, fenomenologi, studi kasus), penilaian dan pengembangan tesis/tesis/disertasi/hasil penelitian yang belum pernah dipublikasikan di media lain. Jurnal Ekuilibrium Pendidikan telah bekerjasama dengan ASOSIASI PROGRAM STUDI PENDIDIKAN Sosiologi dan Antropologi Indonesia (APPSANTI) . Jurnal ekuilibrium diterbitkan oleh Program Studi Pendidikan Sosiologi Universitas Muhammadiyah Makassar, terbit secara berkala tiga kali dalam setahun : januari, mei, september.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 473 Documents
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Stakeholders’ Perception On Civic-Education Practices Of Upper Basic Students In Kwara, Nigeria AUN, Thompson Toryuha; Modupe , Olakunle; Hassan , Aliyu Kehinde; Yusuf , Salawu; Muideen Omotola, Omoloso,
Equilibrium: Jurnal Pendidikan Vol. 14 No. 2 (2026): EQUILIBRIUM: JURNAL PENDIDIKAN
Publisher : Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/9h61ck60

Abstract

The study investigated stakeholders’ perception on civic-education practices of upper-basic students in Kwara, Nigeria. The design for the study was a descriptive survey, A total of 391 participants were selected using simple random sampling, comprising 107 teachers, 256 students, and 28 parents and community leaders, ensuring a representative sample across public and private schools and a diversity of educational qualifications and experiences. The study employed multistage sampling techniques. Data were collected using a researcher-designed questionnaire, Stakeholders’ Perception of Civic Education Practices in Upper Basic Schools Questionnaire (SPCEPSQ), consisting of two sections: demographic information and 15 items assessing perceptions of civic education and its impact on student engagement. Findings of the study revealed among others that; majority of teachers in Kwara agree that Civic Education enhances student engagement, highlighting its perceived value in fostering civic responsibility and participation; parents believed that the subject promotes responsibility and active participation, administrators affirm that it fosters discipline and social awareness. The study concludes that, there is urgent need for multi-level reforms aimed at strengthening the implementation of Civic Education such as specialized teacher training, adoption of learner-centered pedagogies, curriculum modernization, and stronger policy frameworks backed by sufficient resources and political will
The Implementation of Project-Based Learning Through a Cooperative Approach to Improve Student Activity and Learning Outcomes Wanda Dea Khairani; Roza Thohiri; Rini Herliani; Silalahi, Sondang Aida; Weny Nurwendari
Equilibrium: Jurnal Pendidikan Vol. 14 No. 2 (2026): EQUILIBRIUM: JURNAL PENDIDIKAN
Publisher : Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/13tnag51

Abstract

This study adopted the Project-Based Learning (PjBL) model with a cooperative approach in order to enhance student participation and learning achievement. The research was conducted at SMKN 1 Patumbak, involving all 35 students from class XI AKL 1. The method employed was Classroom Action Research (CAR), which was structured into two cycles, with each cycle consisting of planning, implementation, observation, and reflection phases. Data were collected using student learning activity observation sheets and learning outcome test instruments. The research findings revealed that the application of the cooperative-based PjBL model was able to encourage students to keep progressing over time. This model proved effective, as reflected in the surge of learning activity percentage from 65% in the first cycle to 88% in the second cycle. Student learning outcomes also showed considerable improvement, marked by the pre-test average score of 68.2 which rose to 75.8 in the first cycle, then increased again to 86.7 in the second cycle. Furthermore, classical learning completeness also experienced a jump from 34% to reaching 91%.
The Use of Prehistoric Cave Animation Videos as a Learning Media Based on Critical Thinking Skills Makawi, Faizal Erlangga
Equilibrium: Jurnal Pendidikan Vol. 14 No. 2 (2026): EQUILIBRIUM: JURNAL PENDIDIKAN
Publisher : Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/7dfqxr51

Abstract

This study aims to examine in depth the effectiveness of using prehistoric cave painting animation videos as a learning medium in enhancing students’ critical thinking skills, active engagement, and understanding of cultural context in art education at the secondary school level. The study employed a mixed-method approach involving 20 students who were purposively selected as participants. Data were collected through observations, written tests, and in-depth interviews to obtain a comprehensive understanding of both the learning process and outcomes. The analysis was conducted using the Conceptual Framework (artist, artwork, world, and audience), The Four Frames (subjectivity, cultural, structural, and postmodern), and Cognitive Load Theory to understand the dynamics of students’ cognitive processes. The results indicate a significant improvement in students’ analytical writing skills, classroom engagement, and understanding of cultural values embedded in artworks. In addition, students demonstrated stronger critical reflection and a high level of cognitive retention. These findings confirm that animation-based learning is effective not only as a visual medium but also as an integrative pedagogical approach.

Page 48 of 48 | Total Record : 473

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