SOSPENDIS : Sosiologi Pendidikan dan Pendidikan IPS
SOSPENDIS : Sosiologi Pendidikan dan Pendidikan IPS | E-ISSN: 2964-3376 This journal focuses on general and social education with field studies and literature. Sospendis Journal is the result of research on social theory, culture, educational studies, and critical analysis of research in the sociocultural field. Articles contain research results and other scientific literature related to sociological and sociocultural studies. The scope of this study includes; Education in the family, Education in schools (from elementary education to high school), Sociological Education, Humanities Education, Culture, Sociology, Community Empowerment, Character Building, Child and Family Education, Education and Learning, Classroom Action Research, and other studies. This journal is published in January, April, and September three times a year.
PENERAPAN METODE INKUIRI DALAM PEMBELAJARAN IPA UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SEKOLAH DASAR
This study aims to comprehensively examine the implementation of the inquiry method in science (IPA) learning as an effort to improve the critical thinking skills of elementary school students. Meaningful science learning requires active student involvement in the scientific inquiry process; however, the reality in the field still shows the dominance of lecture methods that do not develop higher-order thinking skills. This study uses a qualitative approach with library research, reviewing books, national and international scientific journals, and previous research published from 2015 to 2023. Data were collected through critical reading, note-taking, and information categorization, and then analyzed using content analysis techniques. The findings indicate that guided inquiry effectively encourages students to formulate questions, design experiments, analyze data, and draw evidence-based conclusions. Each inquiry stage has been proven to train critical thinking indicators such as interpretation, analysis, evaluation, inference, explanation, and self-regulation. In addition, the implementation of the inquiry method significantly improves students’ motivation and scientific attitude. With careful planning and optimal teacher guidance, the inquiry method can be an effective science learning strategy for developing critical thinking skills at the elementary school level.
Copyright (c) 2026 SOSPENDIS : Sosiologi Pendidikan dan Pendidikan IPS
PENERAPAN MODEL MASTERY LEARNING DALAM MENINGKATKAN PENGUASAAN KOMPETENSI DASAR MATEMATIKA SISWA SEKOLAH DASAR
This study aims to analyze the implementation of the Mastery Learning model in improving the mastery of basic mathematics competencies among elementary school students. The background of this research is based on the low level of students’ understanding of fundamental mathematical concepts, which affects their learning outcomes. The Mastery Learning model is chosen because it emphasizes learning completeness through structured instruction, sufficient learning time, and continuous feedback and remedial activities until students achieve mastery standards. The research method used is Classroom Action Research (CAR), conducted in two to three cycles, each consisting of planning, implementation, observation, and reflection stages, with elementary school students as the research subjects. Data were collected through learning outcome tests, student activity observation sheets, and documentation, and analyzed using descriptive quantitative and qualitative approaches. The results show that the implementation of the Mastery Learning model significantly improves students’ mastery of basic mathematics competencies, as indicated by the increase in students’ average scores and the percentage of learning mastery in each cycle, along with improved student learning activities reflected in more active participation in the learning process. In conclusion, the Mastery Learning model is effective in improving elementary school students’ mastery of basic mathematics competencies and can be used as an alternative student-centered learning strategy to achieve optimal learning outcomes.
PENERAPAN MODEL PEMBELAJARAN LANGSUNG DALAM MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA SEKOLAH DASAR
This study discusses the application of the direct instruction model in improving elementary school students’ understanding of mathematical concepts. The background of this study is based on the importance of developing students’ conceptual understanding in mathematics, especially at the elementary level, where learners still require structured and concrete learning processes. The purpose of this study is to describe the concept, steps, roles of teachers and students, as well as the advantages and disadvantages of the direct instruction model in mathematics learning. The method used in this study is a literature review, which relies on relevant educational books as the main source of data. The findings show that the direct instruction model can help students understand mathematical concepts more systematically through clear explanations, guided practice, and independent exercises. However, this model also has limitations, particularly in reducing students’ active participation if not combined with other learning strategies. Overall, the direct instruction model is effective in improving students’ basic understanding of mathematics when applied appropriately and balanced with other methods.
PENERAPAN MODEL INTERAKSI SOSIAL DALAM MENINGKATKAN KETERAMPILAN KOMUNIKASI DAN KERJA SAMA SISWA SEKOLAH DASAR
This study aims to describe the classroom meeting model pattern as a strategy for strengthening character values in thematic learning at the elementary school level. The background of this research is based on the importance of character education in shaping students’ attitudes and behavior from an early age. This study employs a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The results indicate that the implementation of the classroom meeting model is able to enhance students’ character values, such as discipline, responsibility, cooperation, honesty, and mutual respect. Classroom meetings are conducted through discussions, joint reflection, and the habituation of positive behaviors involving active student participation. In addition, the teacher’s role as a facilitator is crucial in guiding the activities to ensure they run effectively and conducive. In conclusion, the classroom meeting model can be an effective strategy for integrating character education into thematic learning in elementary schools.
MODEL PENGAJARAN TANPA TUJUAN [ NON DIRECTIVE ] DALAM PEMBELAJARAN DI SEKOLAH DASAR PRINSIP, KARAKTER, DAN IMPLIKASINYA TERHADAP PENGEMBANGAN DIRI SISWA
This study examines the implementation of the Non-Directive Teaching Model within the context of elementary education, a level of schooling traditionally dominated by authoritarian instructional approaches and the pursuit of rigid competency-based curricular targets. The Non-Directive Model, rooted in Carl Rogers' humanistic psychological theory, prioritizes students' personal and emotional growth over mere cognitive transfer. The discussion in this article highlights a fundamental shift in the teacher's role from an "instructor" to a "facilitator" who provides space for students to explore their interests without the pressure of externally imposed goals. Furthermore, this article provides an in-depth analysis of the model's operational mechanisms, which encompass five main phases: defining the situation, exploring the problem, developing insight, self-directed action planning, and integration of learning outcomes. The focus of the discussion is directed toward how the absence of "fixed instructional objectives" at the beginning of the session actually triggers students' intrinsic motivation to authentically establish their own learning goals. An analysis was conducted on the impact of this model on classroom dynamics in elementary schools, revealing that despite challenges in time management and teacher mental preparedness, this approach significantly reduces learning anxiety and enhances children's metacognitive abilities. The results of the study conclude that non-directive teaching is effective in shaping independent, creative student characters with high self-awareness. This model offers a solution for modern elementary education to transition from standardization toward personalization, where the meaning of learning is discovered through open dialogue and unconditional positive regard within the classroom ecosystem.
CERAMAH INTERAKTIF DALAM PEMBELAJARAN TEMATIK DI SEKOLAH DASAR: DAMPAK TERHADAP PEMAHAMAN DAN PARTISIPASI SISWA
Thematic learning in elementary schools requires instructional methods that can enhance both students’ understanding and active participation. One method that can be applied is the interactive lecture method. This study aims to determine the impact of using interactive lectures in thematic learning on students’ understanding and participation in elementary schools. The interactive lecture method is a teaching approach that combines teacher explanations with active interaction between teachers and students through question-and-answer sessions, short discussions, and examples related to students’ daily lives. The results of the study indicate that the use of interactive lectures helps students understand learning materials more easily because the teacher not only explains but also involves students in the learning process. In addition, this method increases student participation as they are given opportunities to ask questions, answer questions, and express their opinions. Thus, the learning atmosphere becomes more active and engaging. Based on these findings, it can be concluded that the implementation of the interactive lecture method in thematic learning at the elementary school level has a positive impact on improving students’ understanding and participation. Therefore, this method can serve as an effective alternative teaching strategy for teachers in the classroom.
EFEKTIVITAS MODEL PEMBELAJARAN PENCAPAIAN KONSEP TERHADAP KEMAMPUAN MENGIDENTIFIKASI DAN MENGELOMPOKKAN KONSEP MATEMATIKA SISWA KELAS RENDAH SD
This study aims to determine the effectiveness of the concept achievement learning model on the ability to identify and group mathematical concepts of lower grade elementary school students. The concept achievement learning model developed by Jerome Bruner emphasizes the inductive thinking process through the presentation of examples and non-examples. This study uses a quantitative approach with a quasi-experimental design of the nonequivalent control group design. The subjects were second-grade elementary school students consisting of an experimental class and a control class. The research instrument was a test of the ability to identify and group mathematical concepts. The results showed that there was a significant difference between the experimental class and the control class. Thus, the concept achievement learning model is effective in improving the ability to identify and group mathematical concepts of lower grade elementary school students.
Ability to Identify and Categorize Mathematical Concepts
ANALISIS MODEL KURIKULUM TEKNOLOGI DALAM PENDIDIKAN ANTARA PENGEMBANGAN KOMPETENSI DIGITAL DAN KESIAPAN SISWA MENGHADAPI DUNIA KERJA MASA DEPAN
The development of curriculum in Islamic Religious Education (PAI) has undergone significant transformation in response to the rapid advancement of digital technology. This study discusses the analysis of technology-based curriculum models in education, focusing on the development of digital competencies and students’ readiness to face the future world of work. The purpose of this study is to examine how technology integration in PAI learning can enhance digital literacy while still maintaining Islamic values as its foundation. The research method used is a qualitative approach based on literature review, relying on relevant academic books to explore theoretical concepts systematically. The findings indicate that the integration of digital technology in PAI learning improves learning effectiveness, student engagement, and competency development, although it still faces challenges such as limited infrastructure and teacher readiness. Therefore, a balanced approach between technological mastery and Islamic character education is essential in preparing students for future challenges.
MODEL KURIKULUM REKONTRUKSI SOSIAL: MENGUBAH KURIKULUM UNTUK MEWUJUDKAN MASYARAKAT YANG LEBIH ADIL DAN DEMOKRATIS
This study aims to examine the implementation of the social reconstruction curriculum model in promoting a more just and democratic society. The main problem addressed is the low relevance of existing curricula to real social issues, such as inequality, marginalization, and the lack of democratic participation among students. The method used in this research is a literature review with a qualitative approach, analyzing various scholarly sources related to curriculum studies and critical education. The results indicate that the social reconstruction curriculum model serves as an effective alternative for integrating social issues into the learning process. This approach encourages students to think critically, participate actively, and develop social awareness toward issues in their communities. Furthermore, the role of teachers as facilitators is crucial in creating dialogical and reflective learning environments. Therefore, the implementation of a socially oriented curriculum has significant potential to foster socially conscious individuals who contribute to the development of a more democratic and equitable society.
ANALISIS SISTEM PENDIDIKAN KOLONIAL BELANDA DARI POLITIK ETIS HINGGA WARISAN STRUKTUR PENDIDIKAN MODERN
The education system in Indonesia is closely related to the history of Dutch colonialism. One of the most influential policies affecting the development of education in the Dutch East Indies was the Ethical Policy implemented in the early twentieth century. This policy emerged as a form of moral responsibility of the Dutch government toward the indigenous population after criticism of colonial exploitation practices. This study aims to analyze the Dutch colonial education system from the implementation of the Ethical Policy to its influence on the structure of modern education in Indonesia. This research uses a qualitative method with a literature study approach. Data were collected from books, journals, and other scientific sources related to the history of Indonesian education. The results show that the Dutch colonial education system had several main characteristics: educational policies influenced by the Ethical Policy, a discriminatory education system based on social status, and the formation of a formal education structure that later influenced the modern education system in Indonesia. Therefore, although colonial education served political and administrative purposes for the Dutch government, it also contributed to shaping the structure of education in Indonesia today.
PERAN PENDIDIKAN AGAMA KRISTEN DALAM MEMBENTUK KARAKTER DAN SPIRITUALITAS PESERTA DIDIK DI ERA MODERN
This study aims to examine the role of Christian Religious Education in shaping the character and spirituality of students in the modern era. Technological developments, globalization, and changing values ​​in society bring various challenges to the world of education, particularly in the moral and spiritual development of the younger generation. In this context, Christian Religious Education plays a crucial role as a means of faith development that instills Christian values ​​such as love, honesty, responsibility, and concern for others. This study uses a qualitative approach with a library research method through a review of various literature sources relevant to the research topic. The results of the study indicate that Christian Religious Education plays a significant role in shaping the character and fostering the spirituality of students through integrative learning, teacher role models, and the development of spiritual activities within the educational environment. Despite facing various challenges in the modern era, strengthening contextual and reflective learning strategies can help Christian Religious Education remain relevant in shaping a generation with faith, character, and the ability to face the dynamics of modern life wisely.
INTEGRASI NILAI-NILAI BUDAYA LOKAL DALAM KEPEMIMPINAN KRISTEN: IMPLIKASINYA TERHADAP PENGEMBANGAN KOMPETENSI GURU DALAM PENDIDIKAN KRISTEN
This study aims to examine the integration of local cultural values ​​into Christian leadership and its implications for teacher competency development in Christian education. Christian leadership is fundamentally oriented not only toward managerial aspects, but also toward the values ​​of service, love, and faith-based character building. In the context of Indonesia's culturally rich society, local cultural values ​​such as mutual cooperation, deliberation, respect for others, and social responsibility can be sources of wisdom that enrich leadership practices. This study uses a qualitative approach with a library study method that analyzes various scientific literature related to Christian leadership, local culture, and teacher competency. The results of the study indicate that the integration of local cultural values ​​into Christian leadership can create a more contextual, inclusive, and participatory educational environment. This condition has a positive impact on the development of teachers' pedagogical, professional, social, and personal competencies. Thus, leadership that integrates faith values ​​and local cultural wisdom can support the continuous improvement of teacher quality and the quality of Christian education.
PENERAPAN TEKNIK BERMAIN PERAN DALAM BIMBINGAN KELOMPOK UNTUK MENINGKATKAN KEPERCAYAAN DIRI SEKOLAH DASAR
This study aims to analyze the effectiveness of using role-playing techniques in group guidance services to increase the self-confidence of elementary school students. The background of this research is based on the low level of self-confidence in students, which is evident in shyness, a lack of courage in expressing opinions, and minimal involvement in the learning process. Therefore, a creative, engaging, and enjoyable method is needed to enable students to develop their full potential. This study used a literature review method by collecting and reviewing various relevant literature sources, such as books, scientific journals, and previous research related to group guidance, role-playing techniques, and elementary school students' self-confidence. Data were analyzed using qualitative content analysis techniques through the stages of data reduction, grouping, and interpretation. The results of the study indicate that the application of role-playing techniques in group guidance has a significant impact on increasing student self-confidence. Through role-playing activities, students become more confident in expressing themselves, their communication skills improve, their cooperation among students develops, and their independence is enhanced. Furthermore, this approach also creates an active, participatory, and enjoyable learning environment. Thus, it can be concluded that role-playing techniques in group guidance are an effective strategy for increasing elementary school students' self-confidence. This research is expected to contribute to the development of guidance and counseling practices and learning innovations in elementary school settings.
RUANG LINGKUP PENDIDIKAN AGAMA ISLAM DALAM KONTEKS KURIKULUM MERDEKA : INTEGRASI NILAI KEAGAMAAN DALAM KEHIDUPAN SEHARI HARI
Islamic Religious Education (PAI) in the Merdeka Curriculum emphasizes not only the mastery of knowledge but also the development of character and the practical implementation of Islamic values in daily life. This study aims to examine the scope of PAI, which includes strengthening faith and worship, developing morals and character, and applying Islamic values in everyday activities. The research uses a descriptive-qualitative literature review approach, analyzing various sources related to the Merdeka Curriculum and religious education practices. The results show that strengthening faith and worship forms the spiritual foundation of students, character building instills honesty, discipline, and responsibility, while the application of Islamic values in daily life ensures that religious teachings are reflected in behavior. In conclusion, PAI in the Merdeka Curriculum plays a crucial role in forming students who are intellectually capable, morally upright, and able to consistently integrate Islamic values in personal, social, and environmental life.
ANALISIS SISTEM PENDIDIKAN ZAMAN JEPANG DI INDONESIA : DARI PENYERANGAN SEKOLAH HINGGA PENANAMAN JIWA MILITER
The Japanese occupation of Indonesia (1942–1945) brought significant changes to the education system, from the standardization of schools to the instillation of military values and loyalty to the Japanese Emperor. The discriminatory Dutch colonial system was abolished and replaced with a simpler, centralized education focused on discipline, ideological indoctrination, and semi-military training through organizations such as Seinendan, Keibodan, Heiho, and PETA. Although Japanese education primarily aimed to support the war effort and propaganda, the organizational experience and military training indirectly fostered national awareness and prepared Indonesian youth for the struggle for independence. Thus, Japanese-era education was both repressive and strategic in shaping national identity and strength.
KURIKULUM DARI ASPEK IMTAK DAN IPTEK: INTEGRASI IMAN, TAKWA, DAN ILMU TEKNOLOGI DALAM PEMBENTUKAN MANUSIA UNGGUL
Curriculum plays a crucial role in shaping superior individuals who are capable of responding to the development of science and technology without losing the foundation of faith and piety. This study aims to analyze the integration of IMTAK (faith and piety) and IPTEK (science and technology) within the educational curriculum as a strategy for developing competent and well-characterized human resources. The research employs a library study approach by systematically examining theories of Islamic education and contemporary curriculum concepts. The findings indicate that the integration of IMTAK and IPTEK must be designed both conceptually and operationally in learning objectives, content, methods, and assessment. Spiritual values should serve as the foundation for the development of science and technology rather than merely functioning as complementary elements. An integrated curriculum promotes a balance among spiritual, intellectual, and social intelligence. Therefore, the integration of faith, piety, and science and technology constitutes a strategic effort to form superior individuals who are ethical, productive, and adaptive to societal changes.
ANALISIS KURIKULUM PONDOK PESANTREN MODERN: SEBAGAI MODEL PENDIDIKAN TERPADU ANTARA PESANTREN DAN SEKOLAH FORMAL
This study aims to analyze the curriculum of modern Islamic boarding schools (pesantren) as an integrated educational model combining traditional pesantren education with formal schooling. Modern pesantren not only preserve classical Islamic traditions such as the study of classical Islamic texts (kitab kuning), character building, and spiritual development, but also adopt the national curriculum covering general subjects, science, and technology. This research employs a qualitative approach using library research and descriptive analysis methods. The findings indicate that curriculum integration in modern pesantren creates a balance between religious and general knowledge, character formation, and the development of 21st-century skills. This model contributes to producing graduates who possess academic competence, spiritual depth, and readiness to face global challenges. Therefore, the modern pesantren curriculum can serve as an alternative integrated educational model relevant to the national education system.
TULANG YANG DIHIDUPKAN DAN TULANG YANG DIKENANG: STUDI KOMPARATIF YEHEZKIEL 37:1–14 DAN TRADISI MA’NENE DI TORAJA
This study aims to analyze the symbolic meaning of bones in Ezekiel 37:1–14 and the Ma'nene tradition in Toraja through a comparative approach within a contextual theology framework. The background of this study is based on the differences and possible meeting points between theological understandings in the biblical text and local cultural practices related to death and life. The method used is a qualitative literature study, where data is obtained from the biblical text and relevant scientific literature on Torajan culture and biblical theology. The results of the study show that in Ezekiel 37:1–14, dry bones symbolize the state of destruction and loss of hope of the Israelites who are restored through the power of God, thus presenting the theological meaning of new life and divine restoration. Meanwhile, in the Ma'nene tradition, the bones or remains of ancestors are interpreted as symbols of memory, respect, and the continuity of relations between the living and the deceased generations. Although both have fundamental differences in the source of meaning, namely between divine intervention and cultural construction, both show that bones have a symbolic dimension that goes beyond death. Therefore, through a contextual theological approach, dialogue between biblical texts and local culture can produce an understanding of faith that is more relevant, contextual, and respects local cultural wisdom without ignoring fundamental theological principles.
IBADAH PERTOBATAN DAN TRANSFORMASI IBADAH: STUDI EKSEGESIS MAZMUR 51:16-19
This study explores the concept of repentance and the transformation of worship in Psalm 51:16-19 through an exegetical approach. The central issue addressed is how the statement that God does not delight in sacrifice but in a broken and contrite heart can be properly understood within its theological and historical context, and how it informs contemporary worship practices. The research employs a qualitative interpretive method, integrating linguistic-semantic analysis of the Hebrew text, literary-structural examination, and historical-critical insights, along with theological reflection. The primary data is derived from the Hebrew text of Psalm 51:16-19, while secondary sources include biblical commentaries and theological literature on repentance and worship. The exegesis reveals that the passage criticizes superficial worship by emphasizing linguistic cues such as repeated imperatives and chiastic structures, which highlight the necessity of sincere repentance rather than mere ritual sacrifice. Instead, the text emphasizes inner transformation as the core of authentic worship. Furthermore, the study identifies a dynamic movement from empty ritual to restored worship grounded in a renewed relationship with God. This research concludes that Psalm 51:16-19 presents worship as a relational and transformative response rooted in repentance, offering a theological framework that challenges formalistic tendencies and reorients contemporary worship toward authenticity and life transformation.
KETIMPANGAN DIGITAL DAN REPRODUKSI STRATIFIKASI SOSIAL: PERAN SEKOLAH DALAM MEMPERLEBAR ATAU MEMPERSEMPIT JURANG PENDIDIKAN DI ERA PASCA-PANDEMI
The COVID-19 pandemic has accelerated the mass digitalisation of education; however, this transformation has actually exposed and exacerbated the deep-rooted structural inequalities within the Indonesian education system. This essay aims to critically examine the relationship between the digital divide and the reproduction of social stratification, as well as to analyse the ambivalent role of schools in widening or narrowing the educational divide in the post-pandemic era. Employing a literature review with a descriptive-analytical qualitative approach, this study integrates the perspectives of Pierre Bourdieu’s theory of social reproduction and contemporary digital divide theory to construct a coherent argument regarding the structural mechanisms of digital educational inequality. The analysis reveals that the digital divide operates as a mechanism for the reproduction of social stratification through the transformation of traditional cultural capital into digital cultural capital, whereby students from upper-middle-class backgrounds gain cumulative advantages from access to infrastructure, high levels of digital literacy, and adequate support ecosystems, whilst students from marginalised backgrounds experience digital exclusion that reinforces the cycle of structural poverty. Furthermore, schools play a dualistic role: on the one hand, they can narrow the gap through inclusive hybrid learning, affirmative digital literacy programmes, compensatory resource allocation policies, and digital justice pedagogy; on the other hand, they can widen inequalities through uncritical adoption of technology, class bias in pedagogical design, the commercialisation of online educational services, and assessment practices that assume an equality of access that does not exist in reality. This essay concludes that realising equitable education in the post-pandemic era requires a paradigm shift from a technocratic approach towards a holistic approach that integrates infrastructure, pedagogical capacity, affirmative policies, and the deconstruction of structural biases in the digitalisation of education.
TINDAK TUTUR ASERTIF DALAM LIRIK LAGU “PERADABAN” KARYA FEAST
This study aims to explain the communicative function of utterances in the song lyrics “Peradaban.” The theory used in this research is Austin’s speech act theory as developed by Searle. The data used in this study are qualitative data. The data collection methods and techniques employed are the observation method with non-participatory observation (simak bebas libat cakap) and note-taking techniques. The results of the data analysis are presented using an informal method. The findings indicate that assertive speech acts in the lyrics of “Peradaban” function to express social conditions, report social phenomena, affirm the speaker’s beliefs, and convey criticism toward issues occurring in social life. Through assertive speech acts, the songwriter and singer are able to express their perspectives and evaluations of various social realities and issues within society.
MENGIDENTIFIKASIKAN RELEVANSI STUDI ISLAM TERHADAP PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD)
Increasingly complex learning demands lead to reduced activities related to Islamic values in early childhood. Meanwhile, the education of Islamic religious values in early childhood is a very important foundation as a laying of the religious foundation so that they become devout individuals of worship. This study aims to analyze the value of Islam in early childhood. The research method used in this research is literature review by collecting data from scientific papers and previous research. The results showed that the value of the Islamic religion can be instilled through habituation and exemplary activities. Therefore, as a teacher and a parent, we must strive to have a good personality that can be used as an example as a role model for children. Teachers and parents should always improve their knowledge, understanding and skills related to the development of Islamic religious values in early childhood
The various challenges faced by humanity today highlight the need to view religion as a holistic source of solutions. Beyond merely a symbol of virtue, religion also provides an effective conceptual framework for addressing the myriad complex issues we encounter. In this context, there is a call to transcend the understanding of religion limited to normative theological frameworks and to incorporate alternative approaches, including sociological ones, capable of providing practical answers to emerging challenges. The presence of sociological approaches becomes increasingly urgent as they offer a more open perspective on religious teachings relevant to the social contexts we face. Thus, these approaches open the door to a deeper understanding of religion, not only as a spiritual guide but also as an instrument derived to achieve broader social goals.
Islamic Religious Education (PAI) faces significant challenges related to educational quality and teacher professionalism in the 21st century. This background underscores the importance of strengthening pedagogical foundations oriented towards Islamic prophetic values. The objective of this study is to examine the pedagogical foundations of PAI in schools. The method used is a qualitative literature study. The results indicate that the pedagogical foundations of PAI are derived from divine values (worship, ihsan, future orientation, mercy, trustworthiness, da'wah, tabsyir) and encompass four philosophical views of humans: as beings who can be educated and educate others, education as a lifelong process, education as a basic human need, and humans as religious beings. Its implementation applies collaborative approaches, Vygotsky's social constructivism, and teacher exemplarity (uswah hasanah) to holistically shape character. In the digital era, integrating technology as a value-laden pedagogical medium becomes a necessity. The conclusion emphasizes that pedagogical approaches based on Qur'anic values, Prophetic Sunnah, and modern educational theory serve as a strategic foundation for shaping a generation of Muslims who are knowledgeable, virtuous, critical, and capable of wisely adapting to contemporary challenges
PENGARUH MODEL DISCOVERY LEARNING TERHADAP HASIL BELAJAR SISWA SEKOLAH DASAR: STUDI META-ANALISIS
This research is motivated by the limited scale of previous research on the effectiveness of discovery learning in elementary schools, so the results cannot be widely generalized. This study aims to analyze the influence of the discovery learning model on elementary school student learning outcomes through a meta-analysis approach. The method used is a quantitative meta-analysis by synthesizing five empirical research articles published between 2020 and 2025. Data collection was conducted through national and international journal databases with certain inclusion criteria, including the availability of statistical data for calculating effect sizes. Data analysis was carried out by calculating effect sizes using Cohen's d metric. The results show that the discovery learning model has a significant impact with an average overall effect size of 1.13, which is included in the "Large Effect" category. This finding indicates that discovery learning is consistently more effective than conventional methods in improving student learning achievement in Mathematics and Science subjects. Thus, this model is worthy of strategic implementation to improve the quality of learning in elementary schools
ADAPTASI STRATEGI MENGAJAR GURU TERHADAP VARIASI RESPONS BELAJAR SISWA DI SEKOLAH DASAR
An unavoidable reality during the learning process is the variation in abilities, learning styles, motivations, and levels of student engagement in elementary schools. This is a difference in the way elementary school students learn. This situation requires teachers to be able to adapt learning strategies flexibly, effectively, and meaningfully. The purpose of this study is to analyze how teachers adapt learning strategies to the variation in student responses in elementary schools. Specifically through learning methods, adjustments to learning media, differentiated learning, and the role of Catholic Religious Education teachers in strengthening and guiding students. The method used is a descriptive method with a literature study approach that includes data collection and analysis of various journals, scientific articles, and books relevant to this research topic. The study’s findings indicate that the application of a variety of learning methods, the adaptation of various learning media, and the application of differentiated learning can increase student motivation, participation, and varying levels of understanding, depending on their learning characteristics. Furthermore, Christian Religious Education teachers play a crucial role not only in the cognitive aspect but also in fostering faith, character, and other Christian values. Therefore, adapting learning strategies by teachers is crucial in supporting the overall development of elementary school students and creating a student-centered learning environment.
Meti Lakapu, Yori Tafuli, Yanti Djo, Bonita Lona, Stiven Sanang, Mehelia Tenis, Nofrianti Humau, Karina Onmai
DAMPAK PENGGUNAAN MEDIA SOSIAL TERHADAP KEBIASAAN BELAJAR MAHASISWA PROGRAM PENDIDIKAN TEOLOGI DI UNIVERSITAS ST. PAULUS RUTENG
The development of information technology today has brought about major changes in the way humans communicate and learn. Social media such as Instagram, WhatsApp, TikTok, and Facebook are now an integral part of student life, including students in the Theology Education Program at St. Paulus Ruteng University. This study aims to describe the impact of social media use on the learning habits of students in class 2024C. The research method data collection techniques include questionnaires, interviews, observation, and documentation. The results of the study show that social media has two opposing sides. On the one hand, social media offers benefits such as easy access to academic information, facilitates group discussions, and provides additional learning resources that support the learning process. Students can take on educational and spiritual content to enrich their faith and knowledge. However, on the other hand, excessive use of social media has negative effects such as distraction, decreased concentration, reduced structured study time, and anxiety due to constant notifications. The habit of multitasking also makes students less disciplined in managing their study time. These findings confirm that social media can be either a support or a hindrance, depending on how students manage its use. Therefore, awareness and good time management are needed so that social media can be optimally utilized to support productive learning habits and build character on theology students.
THE IMPACT OF EMPLOYING EDUCATIONAL ARTIFICIAL INTELLIGENCE APPLICATIONS ON DEVELOPING MATHEMATICAL LOGICAL THINKING SKILLS AMONG THIRD-GRADE BASIC STUDENTS IN THE UNIVERSITY DISTRICT DIRECTORATE OF EDUCATION
This study aimed to investigate the impact of employing educational artificial intelligence (AI) applications on developing mathematical logical thinking skills among third-grade basic students in the University District Directorate of Education in Jordan during the academic year 2025/2026. To achieve the objectives of the study, the researcher employed the experimental method using a quasi-experimental design. The study sample consisted of 60 students from the third basic grade, who were randomly divided into two groups: an experimental group of 30 students and a control group of 30 students. To collect data from the participants, a Mathematical Logical Thinking Skills Test was used after verifying its validity and reliability. The results indicated statistically significant differences in the performance of the two groups on the test, with the experimental group outperforming the control group across all six logical thinking skills (analysis, inference, logical connection, problem-solving, critical thinking, and logical organization). In light of these findings, the study recommends employing educational AI applications in teaching mathematics and organizing workshops and training courses for teachers to enhance their ability to integrate these technologies into learning activities, thereby contributing to the development of students’ logical thinking skills
THE IMPACT OF USING "FUN EASY LEARN ARABIC" PROGRAM ON VOCABULARY MASTERY AMONG SEVENTH GRADE STUDENTS AT MTsN 1 AGAM
In this study, researchers are looking for vocabulary education. The problem in teaching vocabulary is that many students do not understand Arabic vocabulary. The purpose of the study was to absorb students Arabic vocabulary by using an fun easy learn Arabic program for seventh grade students of ,MTSN 1 Agam. The porpuse of this study is (1) to determine the use of Arabic language learning programs that are easy and convenient to absorb vocabulary among seventh grade students of MTSN 1 Agam. (2) knowing the impact of the us of Arabic learning programs that are easy and convenient to absorb vocabulary among seventh grade students of MTSN 1 Agam. As for the method used in this study is a quantitative method. The research community were all seventh gladers and the sample was 31 students in the experimental class and 16 students in the control class. Data collection tools used are testing, observation and interviews. The method of data analysis and hypothesis testing using T-test of independent samples. The result are (1) the use of fun easy learn Arabic the use of computer audio-visual as a result of the use Arabic learning programs are easy and convenient to increase students vocabulary. (2) there is effect of the use of fun easy learn arabic programs that is easy and convenient to absorb vocabulary among seventh grade students of MTSN 1 Agam because in the self-sample t-test , researchers got a score of 3,709 t-hitung greather than table t-2,689. The result of this research is(1) the use of fun easy learn Arabic programs using computer audio visual and the result of the use of fun easy learn Arabic programs to add mufradat students. (2) the influence of using the fun easy learn Arabic programs to absorb vocabulary for students class seventh of MTSN 1 Agam
easy and convenient Arabic learning programs
ANALISIS PENERAPAN PENDEKATAN PEMBELAJARAN MENDALAM PADA PEMBELAJARAN IPA DI SEKOLAH DASAR KELAS III DAN VI
This study aims to describe and compare the implementation of deep learning principles in science learning at the elementary school level, specifically in Grade III and Grade VI. The problem underlying this research is the tendency of science instruction to emphasize content delivery and memorization, resulting in limited student engagement and shallow conceptual understanding. This study employed a qualitative descriptive approach with a comparative descriptive observational design. Data were collected through classroom observations, brief teacher interviews, and documentation of instructional materials. The research was conducted at SDN Jatinegara 15 Pagi, East Jakarta, involving Grade III science learning on metamorphosis and changes in living organisms and Grade VI science learning on the human movement system. The results show clear differences in the implementation of deep learning across grade levels. In Grade III, deep learning is reflected through concrete and visual activities such as observing images, drawing process stages, and explaining concepts in simple terms. In contrast, Grade VI learning emphasizes analytical and reflective activities, including group discussions, conceptual reasoning, and responding to guiding questions. These findings indicate that the application of deep learning in elementary science learning must be adapted to students’ cognitive development stages to achieve meaningful and sustainable learning outcomes