Journal of Pedagogi (JOP) is a peer-reviewed, open access international journal established for the dissemination of cutting-edge knowledge and providing comprehensive insights on all aspects of life. All submitted manuscripts will be reviewed by the editors and then evaluated by a minimum of two International Reviewers through a double-blind review process. This is to ensure the quality of manuscripts published in the journal. The journal, which has been published since 2024, is published six times each year in February, April, June, August, October, December. Journal title : Journal of Pedagogi Initials : JOP Frequency : 6 (six) times a year (February, April, June, August, October, December) DOI : 10.62872 ISSN Online : 3046-9554 Editor in Chief : Intan Juniarmi, S.Pd Managing Editor : Nurul Fadhilah, S.Sos Assistant Editor : Sefiani Dwi Azmi, S.sos Publisher : PT. Anagata Sembagi Education Accreditation : On Process
The Effect Of Quizizz as an Interactive Media on Students' Learning Outcomes in Thermochemistry Material
Research has been conducted on the effect of quizizz as an interactive media on the learning outcomes of students of SMAN 6 Kendari on thermochemical materials. This study aims to determine how much influence quizizz has on student learning outcomes in class XI SMAN 6 Kendari. The research method used was Quasy Experiment with non-equivalent control group design technique. Data collection techniques through tests and observations. The test used is only posttest which is presented as data on student learning outcomes. The samples used were Applied XI class 1 as a control class using conventional learning media and Applied XI class 4 as an experimental class using quizizz learning media. Data processing techniques were carried out with descriptive statistical tests and inferential statistical tests with the T test hypothesis test (Independent sample T-test) assisted by IBM SPSS Statistics 25 software. Based on the results of the study, it shows that there is a significant effect on quizizz learning media on student learning outcomes. This is proven by using the T test with a sig value. (2-tailed) 0.026 <0.05. From the results of this study it can be concluded that quizizz learning media has an effect on student learning outcomes.
Copyright (c) 2025 Zulaeka dJAFAR, Aceng Haetami, Maysara Maysara (Author) https://creativecommons.org/licenses/by-sa/4.0
The Impact of Artificial Intelligence Technology Integration on the Indonesian Language Learning Process in Higher Education
The integration of artificial intelligence (AI) technology into Indonesian language learning in higher education presents both significant opportunities and significant challenges. AI has been shown to improve the quality of learning through automated feedback, linguistic analysis, and personalized recommendations that support students' writing skills, vocabulary mastery, and academic literacy. Lecturers also benefit from reduced technical burdens, allowing them to focus more on the substance of their thinking and the development of critical thinking skills. However, research findings indicate the risk of over-reliance on technology, which can undermine students' creativity, reflection, and originality. Other challenges arise from ethical aspects, such as the potential for conceptual plagiarism and stylistic homogenization. To anticipate these issues, strong digital literacy, ethical awareness, and clear institutional regulations are needed so that AI can be positioned as a pedagogical partner, not a substitute for the intellectual process. This study used a descriptive qualitative approach involving lecturers and students as participants, and analyzed the dynamics of AI use through interviews, observations, and document reviews. The findings emphasize the importance of curriculum reform that integrates digital literacy, ethical use of technology, and critical thinking skills. With adaptive pedagogical strategies, AI can enrich the learning experience without sacrificing the humanistic values of language.
Copyright (c) 2025 Muh. Safar (Author) https://creativecommons.org/licenses/by-sa/4.0
Students' Perceptions of the Effectiveness of Tutoring in Improving Academic Outcomes
This study aims to analyze students' perceptions of the effectiveness of tutoring in improving academic outcomes through a qualitative approach based on literature review. The main focus of this study is to understand how tutoring is perceived as a means of supporting academic achievement and increasing learning motivation. The literature review indicates that tutoring plays a crucial role in helping students overcome academic difficulties, improve learning skills, and strengthen their understanding of subject matter. According to Gagne (1985), an effective learning process depends on a supportive learning environment and teaching strategies that are adaptive to individual needs. The literature analysis also indicates that positive perceptions of tutoring are closely related to increases in students' average grades and self-confidence in learning. Furthermore, support from teachers and educational counselors plays a role in fostering independent learning habits and an orientation toward academic achievement. Based on the study's findings, the effectiveness of tutoring is determined not only by teaching methods but also by interpersonal interactions and the quality of communication between instructors and students. Therefore, a thorough understanding of students' perceptions of tutoring provides an important basis for designing more adaptive and sustainable educational strategies.
Copyright (c) 2025 David Darwin (Author) https://creativecommons.org/licenses/by-sa/4.0
The Impact of Project-Based Learning on Students' Science Literacy and Environmental Awareness: A Comprehensive Review
Project-Based Learning (PjBL) has emerged as a transformative pedagogical approach that significantly enhances students' science literacy and environmental awareness across various educational levels. This comprehensive review synthesizes evidence from 20 empirical studies and systematic reviews conducted primarily in Indonesia between 2020 and 2025, examining the effectiveness of PjBL in developing scientific competencies and environmental consciousness. The findings consistently demonstrate that PjBL significantly improves students' science literacy scores, critical thinking abilities, problem-solving skills, and conceptual understanding compared to conventional teaching methods. Furthermore, PjBL effectively cultivates environmental awareness, pro-environmental attitudes, and action-taking behaviors among students through engagement with authentic environmental issues. The review identifies key success factors including active student involvement, integration of higher-order thinking skills, real-world problem contextualization, collaborative learning environments, and technology integration. This study reveals that PjBL effectiveness is enhanced when integrated with STEM approaches, digital storytelling, multiliteracy pedagogies, and character education. The evidence supports PjBL as a highly effective instructional model for fostering 21st-century competencies, scientific literacy, and environmental stewardship in contemporary education systems.
Copyright (c) 2025 Bambang Kulup Karnoto (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Strategic Approaches in Planning and Development of Educational Institutions
This study aims to gain a deeper understanding of how strategic approaches play a role in the planning and development process of educational institutions, particularly in improving management effectiveness, service quality, and institutional competitiveness. The research method used was a qualitative case study approach, involving institutional leaders, educators, and managerial staff as key informants. Data were collected through in-depth interviews, participant observation, and institutional document review. Data were then analyzed using data reduction, data presentation, and thematic conclusion drawing techniques. The results indicate that the implementation of a strategic approach has a significant influence on the direction and sustainability of educational institutions, particularly in terms of establishing a vision and mission, managing resources, and improving program quality. However, this study also found a gap between strategy planning and implementation, caused by limited human resources, a weak evaluation system, and suboptimal organizational communication. Overall, these findings confirm that the success of educational institution development is highly dependent on the consistent implementation of strategies oriented towards quality, innovation, and adaptation to changes in the educational environment.
Copyright (c) 2025 Ahmad Baidowi, Erni Ratna Dewi (Author) https://creativecommons.org/licenses/by-sa/4.0
The Impact of Educational Resources Availability on Students Learning Motivation in Primary Schools
Education is an essential part of human life as it serves as the primary process for developing individual potential from an early age. However, in practice, not all elementary schools have adequate and high-quality educational tools. This study employs a qualitative method with a descriptive approach to describe and analyze the factors influencing students’ learning motivation and the impact of educational tool availability on motivation in elementary schools. The qualitative approach reveals social situations scientifically through accurate descriptions and relevant data analysis based on natural conditions. This research adopts a library study approach by reviewing theories and findings from various scholarly sources. The purpose of this study is to examine the influence of educational tool availability on elementary students’ learning motivation. The findings indicate that the availability of educational tools significantly affects students’ motivation to learn. Concrete, visual, and digital media have been proven to enhance students’ attention, comprehension, and engagement, although their effectiveness largely depends on teacher creativity. Furthermore, disparities in school facilities across regions and differences in family socioeconomic conditions affect the equitable distribution of learning resources. The main obstacles include limited funding, insufficient teacher training, and poor maintenance of educational facilities. Therefore, the provision of adequate tools, the improvement of teacher competence, and equitable educational policies are key to strengthening learning motivation and improving the overall quality of elementary education.
Copyright (c) 2025 Nurmayani, Nursholatiyah Semaya, Deani Salsabila, Nazwa Chelsy Bangun, Rizka Enjeli Situmorang (Author) https://creativecommons.org/licenses/by-sa/4.0
Lifelong Learning as a Strategic Framework for Human Resource Development, Digital Literacy, and Sustainable Education in the Era of Global Transformation
Lifelong learning is the key to improving human resource quality, adapting to change, and achieving sustainable development. This paper employs a literature study approach, systematically elaborating on schools, lifelong education, and formal, non-formal, and informal learning based on journals and books to understand the framework of lifelong education. Lifelong learning is a comprehensive system encompassing all learning activities that occur throughout human life. The concept aims to create better individuals and societies while serving as a major project in modern communities living in an ever-changing and information-rich world. Lifelong education plays a vital role in helping people continuously adapt to change. Also known as Life Long Education, it emphasizes continuous learning from birth to death through various educational pathways, formal, non-formal, and informal. Thus, lifelong learning underscores that education does not end with formal schooling but continues throughout life across multiple modes of learning.
Copyright (c) 2025 Nurmayani, Sukma Intan Nur’Aini, Okmika Greselly Sembiring, Boby Saputra Hasibuan (Author) https://creativecommons.org/licenses/by-sa/4.0
Collaboration Of Families, Schools, And Communities Through Tri Education Centers To Support Creativity And Innovation In Basic Education
Basic education is a crucial stage in forming the intellectual foundation, character, and skills of students. However, the orientation of education that still focuses on academic achievement makes the development of creativity and innovation less attention. This study aims to describe the collaboration between family, school, and community through the concept of Tri Center Education in supporting the creativity and innovation of elementary school students, as well as analyzing obstacles and mitigation strategies to maintain collaboration sustainability. The research method uses a qualitative approach with a case study design, involving school principals, teachers, parents, and community leaders as purposively selected informants. Data was obtained through in-depth interviews, participatory observations, and documentation studies, then analyzed with thematic techniques through coding, categorization, and triangulation of sources. The results show that family collaboration is seen in material, emotional, and ideative support; the community acts as an alternative space provider, mentor, and creative resource; while schools function as mediators that synergize both external actors. The impact of this collaboration appears in increased motivation, courage to experiment, and innovative works relevant to the socio-cultural context. Main obstacles include limited parental time, creative literacy capacity, communication gaps, limited facilities, and fluctuating commitments. Effective mitigation strategies include creative literacy training, flexible scheduling, liaison team formation, curriculum integration, external funding alliances, and participatory evaluations. In conclusion, the Tri Education Center can strengthen the creative and innovative education ecosystem if supported by systematic sustainability strategies.
Copyright (c) 2025 Nurmayani, Mazaya Intan Putri, Claudia Zahra, Nurmaya Suci, Winda Julia Panena (Author) https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Psychological Foundations in Enhancing Student Motivation and Creativity in Primary Schools: A Literature Review
In primary education, student motivation and creativity often remain underdeveloped despite curricular innovations. This study addresses this issue by examining the role of teachers’ psychological foundations including their beliefs about learning, motivational literacy, and creative self-concept in shaping instructional practices that foster engagement and creativity in young learners. Guided by Self-Determination Theory (SDT), the research aimed to construct and validate a conceptual framework linking teacher psychology to motivating instructional support, student engagement, and creative outcomes. A qualitative constructivist grounded theory design was employed, involving semi-structured interviews, classroom observations, and document analysis. Participants consisted of primary school teachers with at least three years of experience, complemented by input from school leaders and student focus groups. Data analysis followed a coding cycle from initial open coding to theoretical integration, with triangulation and member checking ensuring trustworthiness. Findings revealed a four-stage pathway model: teacher psychological foundations, motivating instructional support, students’ need-satisfying experiences, and creative learning expressions. The results emphasize that autonomy-supportive and structured practices such as providing meaningful choices, explanatory feedback, and scaffolded open tasks significantly enhance student engagement and creativity. Moreover, teacher self-efficacy and tolerance for creative uncertainty emerged as mediators that determine whether psychological beliefs are enacted in practice.In conclusion, the study highlights that cultivating teachers’ psychological resources is essential for sustaining student motivation and creativity in primary classrooms. Professional development should therefore prioritize efficacy-building, creative identity, and integrated autonomy-supportive practices to strengthen long-term pedagogical impact.
Copyright (c) 2025 Nurmayani, Putri Adilah Rahmadani, Novia Mawla Nisa, Lutfiah Gracia, Baihaqi Alexsius Silalahi (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of the Project Based Learning Model to Improve Students' Creative Thinking Skills in IPAS Subjects in Class IV of UPTD SD Negeri 124401 Pematangsiantar
This study aims to determine the effect of the Project Based Learning model on improving students' creative thinking skills in the Natural Sciences subject with the material "My Indonesia is Rich in Culture" in class IV of UPTD SD Negeri 124401 Pematangsiantar. The research used an experimental method with a One Group Pretest-Posttest Design. The research sample consisted of 25 fourth-grade students. The research instrument was an essay test that had been validated by two validators with high content, construct, and language validity results (Aiken 0.80 V 1.00). The results showed that the average pretest score was 48.08 and the posttest score was 88.00, with an N-Gain value of 0.7832, which is considered high. Thus, the Project Based Learning model is effective in improving students' creative thinking skills in science learning.
Copyright (c) 2025 Jihan, Emelda, Asister (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effect of The PBL Model on Improving Critical Thinking Skills of V Grade Students in IPAS at SDN 122345 Pematangsiantar
This study aims to determine the effect of the Problem Based Learning (PBL) learning model on improving the critical thinking skills of fifth grade students in the science subject at SD Negeri 122345 Pematangsiantar. The research used a quantitative method with a One Group Pretest-Posttest design. The research sample was all 32 fifth-grade students. The research instrument was a descriptive test validated by experts. Data were collected through pretests and posttests, then analyzed using N-gain calculations. The results of the study showed an increase in the average value from 59.59% in the pretest to 94.19% in the posttest with an N-gain value of 0.86 which is included in the high category (≥0.7). This proves that the implementation of the Problem-Based Learning model has a significant impact on improving students' critical thinking skills in science learning. Therefore, PBL can be used as an effective alternative learning strategy to develop critical thinking skills and student engagement in elementary schools.
Copyright (c) 2025 Elisabeth Betsaida, Emelda Thesalonika, Eva Pasaribu (Author) https://creativecommons.org/licenses/by-sa/4.0
School Without Classroom: An Experimental Study Of The Horizontal Education Model In An Alternative Learning Community
This study aims to explore the effectiveness of the horizontal education model in alternative learning communities, focusing on the implementation of the "classless school" concept at Sanggar Anak Alam (SALAM) Yogyakarta. Traditional education systems that tend to be hierarchical and rely on memorization as the primary method often neglect active student engagement and the development of critical skills. As an alternative, the horizontal education model offers a more flexible and inclusive approach by emphasizing equality between teachers and students, project-based learning, and cross-age collaboration. This study used a quasi-experimental design with a quantitative approach and a pre-test post-test control group method. The results showed that the horizontal education model significantly improved students' academic achievement, creativity, collaboration, learning independence, and learning satisfaction. These findings provide empirical evidence supporting the transition to a more student-centered education system that is relevant to the challenges of the modern world. This education model has the potential to be adapted in the context of global education to create a more inclusive, progressive, and sustainable learning environment.
Copyright (c) 2025 Amalia Tasya (Author) https://creativecommons.org/licenses/by-sa/4.0
Inclusive English Learning For Students With Disabilities: Challenges And Solutions In The Digital Age
Inclusive English language learning in the digital era has strategic urgency because it functions not only as a means of global communication but also as a gateway to equal education, employment, and social participation for students with disabilities. However, its implementation still faces various obstacles, ranging from pedagogical limitations of teachers, a lack of assistive technology infrastructure, to low digital literacy. This situation is further complicated by social stigma and gaps in technology access that widen inequalities. Although digital technology offers opportunities through features such as speech-to-text, screen readers, and interactive media, their utilization is often suboptimal due to limited resources and teacher preparedness. This study uses a qualitative approach with a literature review method to examine the challenges and solutions for inclusive English language learning. The analysis was conducted thematically by reviewing relevant academic literature from 2015–2025. The results of the study indicate that inclusive English language learning requires systemic transformation that includes strengthening teacher capacity, providing disability-friendly technology, improving infrastructure, and creating a stigma-free school culture. The principles of Universal Design for Learning (UDL) are recommended as a curriculum framework that ensures equal access for all learners from the outset. Thus, true inclusivity can only be realized through sustained pedagogical, technological, and policy integration.
Copyright (c) 2025 August Lewaherilla (Author) https://creativecommons.org/licenses/by-sa/4.0
Synergy between Civics and Social Sciences in Preventing Bullying Through Student Empathy and Tolerance
Bullying in schools remains a significant challenge in education due to its impact on students’ mental health and character development. This study aims to analyze how the synergy between Civics Education (PKN) and Social Studies (IPS) can foster students’ empathy and tolerance as an effort to prevent bullying. This research employed a qualitative case study approach, with data collected through observation, in-depth interviews, and documentation. The findings reveal that thematic and reflective integration of PKN and IPS encourages students’ social awareness and promotes active participation in building positive peer interactions. Teachers play a key role in connecting learning materials to students’ real-life experiences, enabling values of empathy and tolerance to be not only understood conceptually but also practiced in daily behavior. Moreover, a supportive, inclusive school environment strengthens the effectiveness of this approach. This study concludes that the synergy of PKN and IPS contributes meaningfully to character formation in preventing bullying at school.
Copyright (c) 2025 Dinar Ayu Mirunggan Sari, Rynaldi Setya Rachim, Nila Arzaqi (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence Of Students’ Self-Efficacy And Teacher Competence On Academic Achievement Through Learning Motivation
This study aims to analyse the influence of self-efficacy and teacher competence on students’ academic achievement, with learning motivation as a mediating variable. Self-efficacy is defined as students’ belief in their ability to accomplish academic tasks, while teacher competence encompasses pedagogical, professional, social, and personal dimensions that affect instructional quality. The research employed a quantitative associative approach using a descriptive-correlational non-experimental design. The sample consisted of 217 students selected through proportional random sampling. Data were collected using a structured and validated questionnaire tested for reliability. Data analysis was performed using Structural Equation Modeling (SEM) with the SmartPLS application. The results indicate that both self-efficacy and teacher competence have a positive and significant influence on learning motivation, and that learning motivation mediates the relationship between these variables and academic achievement. Furthermore, self-efficacy and teacher competence also exert a direct effect on academic achievement. These findings highlight the importance of enhancing students’ self-efficacy and improving teacher competence in order to foster academic success through students’ intrinsic motivation.
Copyright (c) 2025 Novie Bataini Syamsurijal Safitri, Kadeni Kadeni, M. Abdul Roziq Asrori (Author) https://creativecommons.org/licenses/by-sa/4.0
Digitalization of Education Management: Challenges and Opportunities in the Hybrid Learning Era
Digital transformation in education management is a strategic response to the demands of the industrial revolution 4.0 and society 5.0, which require education systems to be more adaptive, efficient, and information technology-based. Digitalization not only transforms administrative processes but also revolutionizes educational governance structurally and culturally through the integration of systems such as LMS, SIAKAD, and analytical dashboards. In the context of hybrid learning, digital-based education management is key to managing both synchronous and asynchronous learning processes. This study uses a qualitative approach with a literature review method to analyze the challenges and opportunities of digitalizing education management. The analysis shows that although digitalization opens up space for pedagogical innovation and effective data-driven decision-making, various challenges remain, such as infrastructure gaps, low digital literacy, and organizational cultural resistance. However, a flexible, contextual, and participatory managerial approach can overcome these obstacles and encourage the creation of an inclusive and sustainable education ecosystem. Therefore, digitalization in education management must be seen as a systemic process that requires synergy between national policies, human resource readiness, and institutional paradigm shifts to shape resilient, equitable, and quality-oriented 21st-century education.
Copyright (c) 2025 Ichsan Ichsan, Yuanita Susanti (Author) https://creativecommons.org/licenses/by-sa/4.0
Transmission Of The Values Of Monotheism Through Digital-Based Educational Games: Innovation In Islamic Religious Education In The Gen Z Era
The development of digital technology has given birth to a new generation characterized by visual, interactive learning, and integration with digital media. Generation Z requires a religious education approach that is adaptive to their learning style, especially in transmitting the value of monotheism as the core of Islamic teachings. This study aims to explore the effectiveness of digital educational games in transmitting the value of monotheism to elementary school students. The approach used was a qualitative case study method at one of the Islamic Elementary Schools in South Jakarta that applies digital media in Islamic Religious Education learning. Data collection techniques were carried out through participatory observation, in-depth interviews, and documentation studies. The results of the study indicate that educational games based on the value of monotheism are able to create an immersive and reflective learning experience, as well as improve students' spiritual understanding cognitively and affectively. Visual narratives, moral challenges, and interactivity in the game become effective means of internalizing values that are relevant to the characteristics of Generation Z. The conclusion of this study emphasizes the importance of integrating religious content and technology in transformative learning design. The transmission of the value of monotheism through digital educational games has proven to be an innovative strategy in grounding spiritual values in the digital era full of ideological and cultural challenges.
Copyright (c) 2025 Mohamad Idhan (Author) https://creativecommons.org/licenses/by-sa/4.0
Utilization of Short Films in Teaching Writing Review Texts to Middle School Students
This research is a qualitative literature study that examines the use of short films as a pedagogical medium to improve review writing skills in high school students in Indonesia. The gap between the curriculum demands of in-depth understanding, critical evaluation, and structured arguments and the descriptive nature of student writing emphasizes the need for authentic, engaging, and culturally relevant media. Short films, with their dense narratives, rich visual-auditorial stimuli, and measured duration, enable a holistic viewing experience that serves as the basis for specific assessments of plot, characters, cinematic style, and thematic messages. The proposed learning framework includes pre-viewing (schema activation, prediction), directed viewing/paused viewing (multimodal critical observation), post-viewing (evaluative discussion HOTS; think pair share; gallery critique), and review writing based on an analytical rubric (orientation, interpretation, evaluation, summary, filmic evidence). Literature data was obtained through database searches (Google Scholar, Garuda, DOAJ, ERIC), rigorously selected, and analyzed through open, axial, and selective coding with source triangulation. The findings synthesize evidence that short films improve motivation, multimodal literacy, writing structure, and argument quality, while also creating opportunities for differentiation, formative assessment, and technology/LMS integration to strengthen classroom practice and action research. The implications are that teachers can utilize transparent rubrics, incremental digital feedback, and youth-themed film resources to align writing instruction with the Pancasila Student Profile and encourage further classroom-based research.
The Transformation of Arabic Language Learning in the Digital Era: A Case Study of the Implementation of Responsive Curriculum in Indonesian Private Universities
This study examines curriculum innovation in Arabic language learning in private Islamic universities in Indonesia in response to the challenges of globalization, technological advancements, and changing job market needs. With a qualitative case study approach, this study shows that the integration of digital platforms, communicative teaching methods, and international collaboration can improve student learning outcomes and engagement. Institutions that apply blended learning, flipped classrooms, and industry-based Arabic courses show higher levels of adaptability and relevance. However, obstacles such as inequality of access to technology, lack of qualified lecturers, and low student motivation remain major challenges. This study contributes to the development of the field of study by presenting strategies for reforming the Arabic language curriculum based on national standards (KKNI) and international standards (ACTFL). The findings also recommend the need for further empirical evaluation and expanded cooperation with global institutions to ensure the quality and competitiveness of Arabic language learning in the long term.
Copyright (c) 2025 Avika Afdiana Khumaedi, Ali Burhan (Author) https://creativecommons.org/licenses/by-sa/4.0
Development of Flipbook-Based Learning Media at SMK Negeri 66 Jakarta on Vegetable Cutting Techniques Material
This study aims to develop a flipbook-based learning medium to enhance the understanding and skills of vocational high school (SMK) students majoring in Culinary Arts, specifically on the topic of vegetable cutting techniques. This fundamental skill is essential in cooking practice, yet there is a lack of effective and engaging learning media available in schools. The study adopts the DDD-E development model to design, produce, and evaluate the flipbook-based learning medium on vegetable cutting techniques for culinary students. The development process includes expert validation, user testing, and both qualitative and quantitative data analysis to assess the feasibility and effectiveness of the media. The results show that the flipbook learning media developed using the DDD-E model is highly suitable for use in Culinary Basics instruction, with validation scores of 98% from subject matter experts, 98% from media experts, and 86% from language experts. The media was developed using Heyzine and Canva Pro applications, incorporating a combination of text, images, videos, audio, and interactive exercises. It underwent one-to-one, small group, and field testing stages, all of which received very positive responses in terms of appearance, ease of use, and learning effectiveness.
Copyright (c) 2025 Rizki Fawzan Zulfi, Rina Ferbriana, Soeprijanto Soeprijanto (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of OpenStack as a Private Cloud Infrastructure Solution to Support Information Technology-Based Learning
The rapid development of information technology has transformed the educational landscape, particularly through the integration of cloud computing. OpenStack, an open-source platform for private cloud infrastructure, offers high flexibility and full control over IT resources, making it a promising solution for educational institutions. This study explores the implementation of OpenStack to support technology-based learning by conducting a literature review of recent academic publications. The findings highlight several benefits of using OpenStack in education, including improved efficiency in managing digital resources, enhanced students' practical skills through hands-on experiences, and reduced operational costs. These advantages position OpenStack as a valuable tool in promoting digital innovation in schools and universities. However, the study also identifies key challenges, such as infrastructure limitations and the complexity of system management, which may hinder broader adoption. Despite these obstacles, OpenStack's scalability and open-source nature provide educational institutions with opportunities for customization and long-term development. In conclusion, OpenStack presents considerable potential as a foundational platform for digital transformation in education, aligning with the growing demand for flexible, cost-effective, and sustainable technological solutions. Future research is recommended to explore best practices, implementation models, and collaborative strategies that can enhance the adoption and effectiveness of OpenStack in diverse educational settings.
Copyright (c) 2025 Dayu Destamy Ariefin, Ivan Hanafi, Muhammad Rifán (Author) https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Islamic Education in Shaping Students' Religious Behavior at Yala Rajabhat University, Southern Thailand
This study aims to examine the implementation of Islamic education in shaping the religious behavior of students at Yala Rajabhat University, Thailand a higher education institution located within a Muslim minority community that upholds strong religious values. The research employs a qualitative descriptive approach, utilizing data collection techniques such as direct observation on campus, in-depth interviews with lecturers and students, and documentation review of religious activities. The findings indicate that the implementation of Islamic education is reflected through various programs, including memorization of hadith (tahfizhul hadits), the delivery of religious advice before classes begin, the fostering of social bonds among academic members, commemorations of Ma’al Hijrah, celebrations of the Prophet Muhammad’s birthday (Maulid Nabi), and collective Qur’anic recitations. These programs are not merely ritualistic but contribute to the formation of positive habits and reinforce students' Islamic identity in daily life. Carried out in a structured and continuous manner by the university, these efforts significantly contribute to instilling religious values that influence students’ character, ethics, and spiritual commitment.
Copyright (c) 2025 Fitri Amira, Asep Saepudin, Inayatillah Ridwan (Author) https://creativecommons.org/licenses/by-sa/4.0
Interactive Learning Media Innovation : The Role Of Education Games In Sharpening Students Problem Solving Skill
This study aims to examine the effectiveness of the application of interactive learning media based on educational games in developing students' problem solving skills. Using a descriptive qualitative approach, data was collected through structured interviews with teachers and students, as well as direct observation of learning activities in the classroom. The results showed that the application of educational games created a more interactive, challenging, and motivating learning atmosphere for students to think critically. During the learning process, students showed improvement in the ability to analyze problems, design alternative solutions, evaluate the results of decisions, and dare to take the initiative in solving various problem solving situations simulated through games. Teachers also noted the development of independent thinking, increased collaboration between students, and students' courage in expressing their opinions during the learning session. Educational games are proven to provide meaningful learning experiences through the application of the principles of constructivism, experiential learning, and gamification, which allow students to actively build understanding through direct involvement in problem solving. This research emphasizes that educational games have significant potential as interactive learning innovations that support the strengthening of problem solving competencies as one of the key skills in facing 21st century learning challenges
Copyright (c) 2025 Chintani Sihombing, Nur Cahyani Kalil, Windhy Chrysty Tulung, Angelina Helda Semuruk (Author) https://creativecommons.org/licenses/by-sa/4.0
Early Childhood Education Based On Local Wisdom: Learning Innovations To Shape Children's Cultural Character
Early Childhood Education (PAUD) plays a vital role in shaping the foundation of children's personalities, moral values, and character from an early age. In an era of globalization that poses challenges to cultural identity, integrating local wisdom into the PAUD learning process is an innovative, relevant, and strategic approach. This article discusses how early childhood education based on local wisdom can be an effective means of shaping children's cultural character. This approach emphasizes the importance of promoting local values such as mutual cooperation, mutual respect, love for the environment, and honesty through contextual learning media, such as folk tales, traditional games, regional songs, and cultural practices adapted to the children's age. This research uses a literature review method on various scientific works and educational practice reports in the field, particularly in early childhood education institutions in various regions of Indonesia. The results of the study show that the local wisdom-based learning approach not only increases children's interest in learning but also fosters a love for the homeland, appreciation for diversity, and builds a strong foundation for noble character. Furthermore, family and community involvement in education becomes more intensive through this approach. Therefore, it is important for educators, policymakers, and other stakeholders to encourage the development of an early childhood education curriculum that is adaptive to local values in order to support sustainable and culturally sensitive character education.
Copyright (c) 2025 Adim Dwi Putranti (Author) https://creativecommons.org/licenses/by-sa/4.0
Utilization of Mobile-Based Learning Media to Improve Education Accessibility in Remote Areas
Inequality in access to education between urban and remote areas is still a serious problem in the education system in Indonesia. Many students in remote areas face obstacles in obtaining proper education, mainly due to the limited number of educators, lack of educational facilities, and difficult access to transportation. Along with the rapid development of information and communication technology, mobile-based learning media emerged as a potential solution to overcome these obstacles. This study aims to examine the utilization of mobile-based learning media in improving accessibility and quality of education in remote areas. The method used is a qualitative study with a case study approach in several primary and secondary schools in remote areas in Indonesia. The results show that the use of mobile media such as educational applications, learning videos, and Android-based e-learning platforms can expand the range of learning, increase student participation, and allow teaching and learning activities to take place flexibly without relying on the physical presence of teachers. In addition, students show increased motivation to learn and independence in completing tasks. However, the implementation of this media still faces several challenges, including limited internet network, lack of mobile devices, and low digital literacy of teachers and students. Support from various parties, both government and private, is needed to provide infrastructure, training and development of appropriate learning content. With the right approach, mobile-based learning media has the potential to be a strategic tool in expanding access to inclusive and equitable education throughout Indonesia.
Copyright (c) 2025 Ahmad Robith Firdausi (Author) https://creativecommons.org/licenses/by-sa/4.0
Improving Digital Literacy Among Elementary School Students Through Interactive Learning and Online Platforms: Embracing an Era of Flexible and Inclusive Education
The development of digital technology requires the strengthening of digital literacy from elementary school level as part of 21st century competencies. However, students' ability to access, evaluate, and produce digital information is still relatively low. This study aims to evaluate the effectiveness of interactive learning based on online platforms in improving the digital literacy of elementary school students. The study employs a descriptive qualitative approach with a case study design on fifth-grade students at a public elementary school in an urban area. Data were collected through observation, interviews, documentation, and digital literacy assessments before and after the intervention. Over three months, students participated in learning that integrated Google Classroom for task management, Wordwall for interactive evaluation, and Canva for digital content production. The results showed an average increase in students' digital literacy scores from 56 to 84, with significant improvements in information search (35%) and digital content production (42%). Students also began to demonstrate awareness of digital ethics, such as maintaining privacy and recognizing fake news. The main challenges included limitations in devices and internet connectivity, while supporting factors included school principal support, teacher readiness, and parental involvement. The study concluded that interactive learning based on online platforms is effective in improving elementary school students' digital literacy. Implications suggest that this learning model could serve as a strategic alternative to support more flexible, adaptive, and inclusive education in the digital age
Copyright (c) 2025 Baso Intang Sappaile (Author) https://creativecommons.org/licenses/by-sa/4.0
Evaluation of Project-Based Assessment in Improving Critical Thinking Skills of Middle School Students
This study aims to in-depth evaluate the implementation of project-based assessment in improving the critical thinking skills of secondary school students. The main focus of this study is to examine how this approach is implemented in the learning process and its impact on students' higher-order thinking skills. The method used is a descriptive qualitative approach with data collection techniques such as participatory observation, in-depth interviews with teachers and students, and analysis of learning project documentation. The research subjects included teachers and students who were actively involved in project-based learning activities in a secondary school. The results show that project-based assessment contributes positively to increasing student participation and strengthening critical thinking skills, especially in the aspects of analysis, evaluation, interpretation, and problem-solving. Students demonstrated higher cognitive engagement, were able to work collaboratively in developing solutions to real-life problems, and reflected more deeply on their learning processes and outcomes. Furthermore, teachers assessed this approach as providing a more comprehensive picture of learning compared to conventional assessment methods. However, the implementation of project assessment still faces several obstacles, such as limited learning time, gaps in teachers' understanding of authentic assessment, and differences in student abilities. Based on these findings, the study recommends the need for intensive training for teachers on planning and implementing project-based assessments, as well as school policy support that accommodates the allocation of time, resources, and technical guidance to ensure the sustainability and effectiveness of this approach in the context of 21st-century learning.
Copyright (c) 2025 Muhamad Aras (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Differentiated Instruction in Increasing Student Participation with Different Learning Styles
This study aims to describe the implementation of Differentiated Instruction (DI) by teachers at SMP Negeri 1 Kongbeng and its impact on the participation of students with different learning styles. Departing from the challenge of learning style diversity that is often overlooked in conventional teaching approaches, this study emphasizes the importance of adaptive and responsive strategies to students' individual needs. Using a descriptive qualitative approach, data were collected through in-depth interviews, classroom observations, and documentation studies of teaching materials. The results showed that teachers began to implement differentiation in content, processes, and learning products, but the implementation was still varied and limited. Inhibiting factors included limited training, administrative burden, and lack of structural support and policies that supported DI. However, several local innovations such as learning stations began to show positive impacts on student engagement. These findings underline that the success of DI depends not only on the method, but also on the teacher's pedagogical competence and systemic support. Therefore, the implementation of DI requires synergy between increasing teacher capacity, reforming education policies, and providing adequate resources in order to realize equitable, participatory, and transformative learning, especially in the context of non-urban schools such as SMP Negeri 1 Kongbeng.
Copyright (c) 2025 Nur Patria Pujitama Sari, Reviandari Widyatiningtyas, Nuzul Tenriana (Author) https://creativecommons.org/licenses/by-sa/4.0
Practice Of Using Interactive Multimedia In Improving Fiqih Learning Outcomes
This study aims to examine the implementation of interactive multimedia in Fiqh learning at MIN 13 Pidie Jaya. Using a qualitative descriptive method, this study explores information through data triangulation including observation, interviews, and documentation. The results of the study indicate that the use of interactive multimedia in Fiqh learning has a significant impact on the learning process and outcomes of students. Interactive multimedia makes Fiqh learning, which was previously considered monotonous, more interesting and enjoyable. The role of teachers in the implementation of interactive multimedia is very strategic, namely as learning designers, facilitators, motivators, evaluators, and technical assistants. Through interactive multimedia, students are more motivated, actively participate, and show an increase in understanding of complex Fiqh concepts. This study recommends the need for improved technology infrastructure, ongoing training for teachers, selection of appropriate media, periodic evaluation, and collaboration with parents to optimize the use of interactive multimedia in Fiqh learning
Copyright (c) 2025 Raudhatul Fuad, Dhiauddin Dhiauddin, Saifuddin Saifuddin (Author) https://creativecommons.org/licenses/by-sa/4.0
Islamic Religious Education Teachers' Problems In Implementing The Independent Curriculum At Min 15 Pidie Jaya
The phenomenon of the independent curriculum problem at MIN 15 Pidie Jaya has experienced several changes, especially the learning system. The Independent Curriculum (Kurmer) gives religious teachers more freedom in choosing and deciding on different teaching tools according to the needs and interests of their students. Based on the research context above, the author conducted a study with the research title "Problems of Islamic Religious Education Teachers in Implementing the Independent Curriculum at MIN 15 Pidie Jaya". This type of research is qualitative. The method is descriptive. The formulation of the problem is how the problems of Islamic religious education teachers in implementing Kurmer at MIN 15 Pidie Jaya. The results of the study stated that there were three main problems in implementing Kurmer at MIN 15 Pidie Jaya for PAI teachers. First, the lack of teacher understanding due to minimal training. Second, difficulties in compiling teaching modules and learning objective flows, due to differences in the system with the previous curriculum. Third, challenges in differentiated learning, influenced by variations in student abilities, time constraints, and supporting facilities. Despite facing obstacles, PAI teachers try to overcome them through group learning strategies, collaboration in KKG, and support from the school. Ongoing support, such as intensive training, provision of adequate facilities, and access to relevant learning resources, is expected to increase the effectiveness of the implementation of Kurmer. Thus, the quality of PAI learning can be improved, while forming the character of students who are faithful, pious, and have noble character
Copyright (c) 2025 Yuliani Yuliani, Dhiauddin Dhiauddin, Saifuddin Saifuddin (Author) https://creativecommons.org/licenses/by-sa/4.0