a Orientasi Baru dalam Pedagogik: Transformasi Paradigma Pendidikan Abad ke-21
Orientasi Baru dalam Pedagogik: Transformasi Paradigma Pendidikan Abad ke-21
DOI:
https://doi.org/10.23969/jp.v10i04.33319Keywords:
Keywords: 21st-century pedagogy, Educational Transformation, Contextual Learning, Teacher Roles, Digital LiteracyAbstract
The transformation of pedagogical paradigms is a response to the changing times, marked by technological advancements, the demand for 21st-century competencies, and an increasing awareness of the need for more humanistic learning approaches. This study aims to examine the new orientations in pedagogy through a systematic review of 30 national and international scholarly journals published over a ten-year period (2015–2025). The Systematic Literature Review (SLR) method is employed to identify key themes such as the shifting role of teachers, technology integration, authentic assessment, project-based learning, and character development. The findings indicate that contemporary pedagogy requires a comprehensive transformation in curriculum design, learning strategies, and assessment systems. Furthermore, learning must be contextualized to remain relevant to both local and global needs, while fostering the development of reflective, adaptive, and competitive students. Thus, the new orientation in pedagogy addresses not only the technical aspects of instruction but also reflects a transformative, inclusive, and sustainable vision of education.
Downloads
References
Arifin, M. (2023). Kesiapan guru dalam menghadapi transformasi digital pembelajaran. Jurnal Inovasi Pendidikan Digital, 8(1), 55–64.
Binkley, M., Erstad, O., Herman, J., Raizen, S., & Ripley, M. (2016). Defining 21st century skills. Assessment and Teaching of 21st Century Skills. Springer.
Black, P., & Wiliam, D. (2018). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Darwis, H., & Nur, L. (2021). Pendidikan nilai dan karakter dalam pembelajaran berbasis kearifan lokal. Jurnal Cakrawala Pendidikan, 40(3), 515–526.
Fauziah, N., Hidayat, A., & Setiawan, R. (2024). Artificial Intelligence sebagai pendukung pembelajaran personal di sekolah dasar. Jurnal Teknologi Pendidikan Indonesia, 16(1), 34–47.
Freire, P., dalam Giroux, H. A. (2020). On critical pedagogy (2nd ed.). Bloomsbury Academic.
Fullan, M., & Langworthy, M. (2018). Deep learning: Engage the world, change the world. Pearson.
Gunawan, H. (2023). Asesmen otentik dalam konteks Kurikulum Merdeka. Jurnal Evaluasi Pendidikan, 11(2), 88–99.
Handayani, R. (2023). Penguatan literasi kritis di sekolah dasar. Jurnal Pendidikan Karakter, 13(1), 22–35.
Kemendikbudristek. (2020). Profil Pelajar Pancasila. Jakarta: Kementerian Pendidikan dan Kebudayaan.
Kemendikbudristek. (2022). Panduan implementasi Kurikulum Merdeka. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Kitchenham, B., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering (EBSE 2007-001). Keele University & University of Durham.
Kurniawan, A., & Nugroho, T. (2020). Integrasi literasi kritis dalam pembelajaran Bahasa Indonesia. Jurnal Bahasa dan Sastra, 10(2), 100–112.
Lestari, S. (2022). Penilaian formatif dalam pembelajaran Kurikulum Merdeka. Jurnal Penilaian Pendidikan Indonesia, 7(1), 77–89.
Nugraha, T., & Widodo, H. (2023). Transformasi pedagogik berbasis teknologi digital. Jurnal Inovasi dan Teknologi Pendidikan, 10(2), 88–101.
OECD. (2019). Future of education and skills 2030: OECD learning compass 2030. OECD Publishing.
Pusat Asesmen Pendidikan. (2022). Asesmen diagnostik dan formatif dalam pembelajaran. Jakarta: Kemendikbudristek.
Putri, S. R., Anjani, D., & Maulana, F. (2021). Pemanfaatan Learning Management System (LMS) dalam pembelajaran daring. Jurnal Teknologi dan Pendidikan, 9(2), 145–158.
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union.
Sagala, S., Manullang, A., & Lubis, M. (2020). Implementasi Project-Based Learning dalam pembelajaran tematik. Jurnal Ilmu Pendidikan, 26(1), 33–42.
Sari, D. P., & Lestari, R. (2024). Integrasi nilai karakter dalam pembelajaran berbasis proyek. Jurnal Pendidikan Dasar Nusantara, 9(1), 11–25.
Sari, F. M., & Mulyadi, A. (2024). Literasi numerasi berbasis kontekstual di sekolah dasar. Jurnal Pendidikan Matematika Realistik, 9(1), 66–78.
Schunk, D. H. (2016). Learning theories: An educational perspective (7th ed.). Pearson.
Susanto, H., & Suryani, A. (2019). Integrasi nilai-nilai budaya lokal dalam pendidikan kontekstual. Jurnal Pendidikan Nilai, 7(2), 87–97.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.
Trilling, B., & Fadel, C. (2015). 21st century skills: Learning for life in our times. Jossey-Bass.
Wahyuni, E. (2022). Transformasi pembelajaran daring di era pandemi. Jurnal Ilmu Pendidikan Indonesia, 5(2), 119–130.
Wulandari, F., & Basri, H. (2021). Pengembangan kompetensi pedagogik guru melalui refleksi praktik mengajar. Jurnal Pendidikan dan Kepemimpinan Sekolah Dasar, 6(2), 76–88.
Yusuf, R., & Hasan, T. (2023). Implementasi diferensiasi pembelajaran dalam pendidikan vokasi. Jurnal Vokasi dan Teknologi, 4(1), 52–63.
Zhao, Y. (2020). What works may hurt: Side effects in education. Teachers College Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
