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Menampilkan 1–3 dari 3 artikel
Digital Storytelling for Social Justice: Empowering Students to Address Inequality through Creative Narratives
Moh. Imron Rosidi
; Ismaul Fitroh
; Samavia Zia
International Journal of Education and Social Sciences
Vol 2
, No 1
(2025)
This study investigates the use of digital storytelling (DST) as an educational strategy to enhance students’ critical thinking, empathy, and social awareness, particularly in addressing social injustice issues. Despite the growing emphasis on social justice education, traditional teaching methods often fail to engage students meaningfully or to connect personal experiences with broader societal contexts. This research aims to explore how DST can foster reflective learning, empathy, and social r...
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Government Policies and Sharia Economic Instruments in Advancing Green Economy Development in Indonesia
Masrukhan Masrukhan
; Moh. Imron Rosidi
; Arvy N. Osma
International Journal of Islamic and Economic Education
Vol 1
, No 2
(2024)
This research investigates the integration of Sharia economic instruments into green economy policies in Indonesia, focusing on how these instruments can enhance sustainability efforts. Specifically, it evaluates the role of Green Sukuk, zakat, and waqf in supporting sustainable development projects. Sharia economic instruments are identified as essential tools for financing environmentally friendly projects while aligning with social and ethical values. The research explores how these instrumen...
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Exploring Teachers' Digital Pedagogical Competency and Its Effect on Learning Outcomes in Rural and Urban Schools
Moh. Imron Rosidi
; Mu'tasim Fikri
; Tanveer Shah
International Journal of Education and Social Sciences
Vol 1
, No 1
(2024)
This study explores the relationship between teachers' digital pedagogical competency and student learning outcomes in both rural and urban schools. A descriptive survey design, utilizing correlational and regression analyses, was employed to examine this relationship. Data were collected from teachers using a structured questionnaire assessing their digital competence, while student learning outcomes were measured through academic performance records. The results revealed significant difference...
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