QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama
Qalamuna: Jurnal Pendidikan, Sosial, dan Agama is an open journal that contains original research articles, review articles, and short communications in fields related to education and teaching. Qalamuna: Jurnal Pendidikan, Sosial, dan Agama is a periodic scientific journal published by Pascasarjana Institut Agama Islam Sunan Giri Ponorogo, Indonesia in collaboration with the Indonesian Islamic Religious Education Scientific Association https://pp-paiindonesia.org. This journal aims to provide a means of ongoing discussion regarding relevant issues included in the focus and scope of the journal which can be examined empirically in the fields of Education, Learning and Teaching. Qalamuna: Jurnal Pendidikan, Sosial, dan Agama uses Mendeley as a citation manager and uses Plagiarism Checker & Turnitin as plagiarism screening, and has been indexed by SINTA, DOAJ, Garuda, Moraref, Google Scholar, Dimensions, and has become a member of CrossRef.org, so all articles have their own unique DOI numbers. each. Qalamuna: Jurnal Pendidikan, Sosial, dan Agama has editorial advisory board members from various countries around the world. Articles submitted to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by other members of the Board. Depending on the evaluation report of the Editorial Advisory Board members, the article is published or not. The article evaluation process takes approximately six months. Authors are responsible for errors, if any, in articles they publish. Qalamuna: Jurnal Pendidikan, Sosial, dan Agama publishes 2 issues a year in June (first edition) and December (second edition).
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Developing Student Independence in the Society 5.0 Era: A Review of the Entrepreneurship-Based Hidden Curriculum
This study aims to analyze the implementation of an entrepreneurship-based hidden curriculum in developing students' independence in the Society 5.0 era. This field research employs a qualitative approach, utilizing a case study method, in two Islamic boarding schools: the Sunan Gunungjati Ba'alawy Islamic Boarding School in Semarang and the Darussalam Islamic Boarding School in Purwokerto. Data were collected through observation, interviews, and documentation, and then analyzed descriptively and qualitatively. The results of the study indicate that the entrepreneurship-based hidden curriculum in both Islamic boarding schools is an effective instrument in instilling the values ​​of student independence. At the Sunan Gunungjati Ba'alawy Islamic Boarding School, the entrepreneurship program encompasses seed sales, cooperatives, fertilizer production, agriculture, agro-farms, and the Micro Waqf Agency, as well as the provision of necessities. Meanwhile, at the Darussalam Islamic Boarding School, it takes the form of a drinking water depot, a convenience store, a mini market, and a laundry. The implementation of the hidden curriculum shapes students' independence in economic, social, emotional, intellectual, and temporal aspects, while fostering a productive, adaptive, and entrepreneurial mindset in accordance with the demands of Society 5.0. This study confirms that Islamic boarding schools play a strategic role in developing a generation of independent, creative, and globally competitive students through entrepreneurship education based on Islamic values.
Copyright (c) 2026 Suparjo Suparjo, Sutrimo Purnomo, Nurul Azizah http://creativecommons.org/licenses/by-sa/4.0
Madrasah Development and Governance in Ma’had Tawi-Tawi: Institutional Policies and Governmental Transitions Over Time
Research on Islamic education in the Philippines has primarily focused on conflict resolution and curriculum integration. At the same time, limited attention has been given to the evolution of institutional governance amid political transitions, particularly in peripheral Muslim-majority regions such as Tawi-Tawi. This study addresses this gap by examining the historical development and governance of Ma’had Tawi-Tawi, the first Islamic educational institution in the province, within the broader framework of national education policy and political transformation. Employing a Systematic Review and Bibliometric Analysis, this research maps global scholarly discourse on madrasa development, governance, and policy alignment. From 600 Scopus-indexed articles published between 2015 and 2025, 90 relevant studies were selected based on peer-review status, English language, and thematic relevance, and analyzed using VOSviewer. The analysis identified four dominant thematic clusters: policy impact, historical development, governance transitions, and leadership dynamics. The findings indicate that Ma’had Tawi-Tawi’s sustainability is closely linked to adaptive leadership and its ability to integrate Islamic educational traditions with national curriculum standards. Nevertheless, constitutional constraints related to the separation of church and state continue to limit direct government funding for religious schools. The Bangsamoro Organic Law, however, provides greater institutional resilience through regional autonomy and legal recognition. Policy recommendations include strengthening intergovernmental coordination, enhancing teacher capacity, and formalizing the integration of curriculum. Future studies should explore comparative governance models across the Bangsamoro region to inform sustainable Islamic education policies.
Copyright (c) 2026 Rudyn Samaruddin Alaldaya, Abd Madjid, Muhammad Hisyam Syafii http://creativecommons.org/licenses/by-sa/4.0
Optimizing 21st-Century Skills through Marketplace Activity and Grouping Variations in Islamic Religious Education
slamic Religious Education learning is still often teacher-centered, limiting students’ active participation and the development of 21st-century skills. This study aims to analyze how the Marketplace Activity (MPA) model and variations in grouping strategies foster the four Cs (communication, collaboration, critical thinking, and creativity) in Islamic Religious Education classrooms. Using a qualitative case study design at a public senior high school in Sidoarjo, data were collected through observations, interviews, and documentation, and analyzed using Miles and Huberman’s interactive model. The findings show that MPA promotes dynamic and meaningful learning interactions. Heterogeneous groups encourage diverse ideas, dialogic exchange, and critical reflection, while homogeneous groups support task efficiency and clarity of roles. The four Cs emerged as Islamic value-based learning outcomes: value-driven collaborative communication, spiritual-intellectual collaboration, reflective faith-based reasoning, and integrative Islamic creativity. This study concludes that MPA has strong potential as an integrative learning model that connects cognitive skill development with spiritual character formation, making Islamic Religious Education more relevant to the competence and morality demands of the 21st century. Practically, teachers are encouraged to design student-centered activities, apply flexible grouping structures aligned with learning objectives, and integrate faith-based values with higher-order thinking to strengthen both academic and spiritual outcomes.
Copyright (c) 2026 Amelia Khoirunisa, Moh. Faizin, Alaika M. Bagus Kurnia PS, Wiwin Luqna Hunaida, Usman Yudi http://creativecommons.org/licenses/by-sa/4.0
The Influence of Environment and Motivation on Work Discipline of Elementary School Teachers
Work discipline is an essential element of human resource management and a prerequisite for achieving optimal teacher performance. However, preliminary findings in several public elementary schools in the Singorojo District indicate that some teachers still exhibit low levels of discipline in terms of attendance and completion of administrative tasks. This condition suggests the presence of underlying factors affecting teacher discipline, particularly the work environment and work motivation. This study aims to analyze the influence of the work environment and work motivation, both partially and simultaneously, on the work discipline of elementary school teachers. The research employed a quantitative approach with a survey design. The population consisted of 266 elementary school teachers in Singorojo District, and a sample of 160 teachers was selected using proportional sampling. Data were collected through questionnaires and analyzed using descriptive statistics, as well as prerequisite tests (normality, linearity, multicollinearity, and heteroscedasticity), and simple and multiple linear regression analyses. The findings indicate that the work environment has a significant influence on teacher work discipline (R² = 0.336). Work motivation also significantly affects work discipline (R² = 0.246). Simultaneously, the work environment and work motivation contribute 40.1% to teacher work discipline (Sig. 0.000). A supportive work environment and high work motivation are proven to enhance the work discipline of elementary school teachers. These findings underscore the importance of enhancing the work environment and bolstering teacher motivation as key strategic efforts for schools. Future research is recommended to explore other potential predictors such as leadership, organizational culture, or workload.
Copyright (c) 2026 Vina Okta Viana, Soedjono Soedjono, Aryo Andri Nugroho http://creativecommons.org/licenses/by-sa/4.0
Development of 3D Animated Story Media Through DRTA Strategy to Improve Reading Comprehension Skills of Elementary School Students
Reading comprehension is a fundamental literacy skill that supports students’ learning across various subjects. However, observations in elementary schools show that many students still struggle to understand narrative texts due to limited comprehension skills and the lack of engaging and innovative learning materials. At the same time, technological advancements provide opportunities to develop digital learning media that can enhance motivation and comprehension. One promising innovation is the use of 3D animated stories, which can present narrative content in a more vivid, interactive, and meaningful way. This study aims to develop 3D animated story learning media integrated with the Directed Reading Thinking Activity (DRTA) strategy to improve the reading comprehension skills of fourth-grade elementary school students. The research employed the ADDIE development model and was conducted at an elementary school in Kudus Regency, Central Java, Indonesia. The developed product consists of 3D animated learning media and a learning guidebook. Validation results from media experts, subject matter experts, and elementary school learning device experts indicated that the product was highly valid. Field testing showed an improvement in students’ reading comprehension, as reflected by higher posttest scores compared to pretest scores. The effectiveness test revealed a high N-Gain value of 0.73. In addition, practicality assessments through student and teacher questionnaires produced very positive results, with scores of 94% and 87.5%, respectively. These findings indicate that 3D animated stories integrated with the DRTA strategy are effective and practical for improving elementary students’ reading comprehension, particularly in narrative text learning.
Copyright (c) 2026 Manggalastawa Manggalastawa, Dhina Cahya Rohim, Fida Maisa Hana, Sinta Nur Kalimah http://creativecommons.org/licenses/by-sa/4.0
Dayah Education Model as the Basis for Character and Spirituality Development
This article discusses the role of the Dayah education model in Aceh in developing students' religious and social character, and its relevance as an educational institution grounded in Islamic values amid modernization. This study uses a qualitative-descriptive case study approach to explore in depth the role of Dayah education in character formation. Data was obtained from primary sources (in-depth interviews with teungku, students, and Dayah managers) and secondary sources (curriculum documents, diaries, and kitab kuning). Data collection techniques include participatory observation of learning activities, semi-structured interviews, and documentation studies. The data were analyzed thematically through coding, pattern identification, and interpretation to uncover the values of character education and Dayah adaptation strategies in the modern era. Triangulation of sources and methods is carried out to ensure the validity of the data. The study's findings show that the Dayah functions not only as a center for religious learning but also as a fortress in maintaining the Islamic identity and local culture of the Acehnese people. This research contributes to the literature on character-based Islamic education. It shows that Dayah has the potential to address the challenges of globalization by integrating modern practical skills. Dayah can serve as a relevant and sustainable model of education that maintains tradition while meeting the needs of the times.
Copyright (c) 2026 Usman Usman, Bachtiar Akob, Asnawi Asnawi, Zulkifli Zulkifli, Aulia Rahman http://creativecommons.org/licenses/by-sa/4.0
Integration of Hindu Ecological Values in Social Science Education to Increase Environmental Awareness Among High School Students in the City of Mataram
This research aims to analyze the integration of Hindu ecological values in social studies learning and its influence on the environmental awareness of high school students in Mataram City. Additionally, this research identifies the challenges and opportunities in integrating Hindu ecological values into the curriculum, as well as measuring the extent to which students understand and accept these environmental values. The method employed in this research is a qualitative approach, utilizing case study techniques. Data were collected through in-depth interviews and direct observations. The research results indicate that integrating Hindu ecological values, particularly the Tri Hita Karana teachings, enhances students' environmental awareness. Although there are challenges related to religious diversity and students' diverse cultural backgrounds, as well as limited teacher training, there is a significant opportunity to develop a more inclusive curriculum grounded in universal ecological principles. This research also highlights the importance of teacher training to ensure the practical understanding and implementation of Hindu ecological values in education. This research contributes to the development of the Social Studies curriculum by integrating ecological values into environmental education.
Copyright (c) 2026 Ida Bagus Made Arjana, Gde Eka Pudja Dyatmika, Srirahayu Puspawati http://creativecommons.org/licenses/by-sa/4.0
The Influence of Digital Pocket Books on Parents' Knowledge of Early Childhood Sexual Education
This study aims to address parents’ need for clear, practical, and easy-to-understand guidance in introducing early childhood sexual education. In response to the increasing urgency of preventing sexual violence against children, this research examines the influence and effectiveness of a digital pocketbook as an educational medium to improve parents’ knowledge of early childhood sexual education. The study employed a quantitative research approach using a one–group pretest–posttest design. The research sample consisted of 14 parents of students enrolled at Pembina State Kindergarten, located in Bukit Batu District, Palangka Raya City, Central Kalimantan. Data were collected through pretest and posttest instruments and a questionnaire to capture parents’ responses to the use of the digital pocketbook. The analysis results demonstrate a significant increase in parents’ knowledge after the intervention, indicating that the digital pocketbook had a positive influence and was an effective learning tool. In addition, parents expressed favorable responses regarding the clarity, accessibility, and usefulness of the digital pocketbook in supporting their understanding of early childhood sexual education. These findings highlight the potential of digital educational media as a practical solution for parental education. The results of this study are highly relevant. They can serve as a reference for parents, educators, and early childhood education stakeholders in strengthening preventive efforts against sexual violence involving young children.
Copyright (c) 2026 Elisabeth Fransisca Saragi Sitio, Kartika Ananda, Rahmah Dwi Sistiarini http://creativecommons.org/licenses/by-sa/4.0
Transforming Narrative Text Instruction in Senior High School: Integrating Digital Storytelling and the SFL-GBA Approach
In the digital era, learning increasingly involves multimodal resources, yet explicit teaching of how images and texts contribute to meaning-making through digital storytelling remains underexplored. This study examines the integration of Systemic Functional Linguistics Genre-Based Pedagogy (SFL-GBA) into the teaching of multimodal narrative texts at a private senior high school. A case study was conducted with 28 tenth graders through a team-teaching approach involving an English teacher and a lecturer, with data collected from eight classroom observations. Findings reveal that SFL-GBA effectively supported multimodal learning: during the Building Knowledge of the Field (BKoF) and Modeling of the Text (MoT) stages, students analyzed Field, Tenor, and Mode across texts and images, while in the Joint and Independent Construction stages, they composed narrative texts and transformed them into digital storytelling projects. The study concludes that explicit scaffolding and culturally responsive teaching within SFL-GBA enhance students’ multimodal literacy and narrative competence through digital storytelling. These findings also have important pedagogical implications, indicating that SFL-GBA can guide teachers in designing multimodal instruction and inform future curriculum development for integrating digital storytelling.
Copyright (c) 2026 Yustika Nur Fajriah, Sinta Dewi, Lucky Rahayu Nurjamin, Asep Nurjamin, Anggia Nastya http://creativecommons.org/licenses/by-sa/4.0
Strengthening the Quality of Education through Curriculum Innovation Management in Private Islamic Senior High Schools
This article explains how curriculum innovation is managed to improve educational quality in madrasas, focusing specifically on MA Al-Rosyid Bojonegoro and MA Assalam Tuban. The research uses a field study design with a qualitative–descriptive method and a multiple case study approach. Data were gathered through interviews, observations, and document analysis, and subsequently analyzed within and across cases. The findings show that the planning of curriculum innovation in both madrasas has been structured and carried out effectively to enhance educational quality. This planning includes: (1) the delivery of information related to the conditions and urgency of innovation by the Madrasah principal in a structured manner and in accordance with regulations; (2) active participation of teachers, education staff, committees, and parents; (3) determination of curriculum implementation through annual and semester meetings approved by all related parties; (4) implementation of continuous evaluation through meetings, observations, and routine monthly meetings between the Madrasah principal and the curriculum head, as well as semester meetings with teachers; and (5) holding meetings with parents and the committee at the end of the semester. Theoretically, this research contributes to strengthening the discourse on the quality management of Islamic education in the context of curriculum innovation. At the same time, practically, it offers strategic recommendations for curriculum management in private madrasas in rural areas.
Copyright (c) 2026 Nurotun Mumtahanah, Ahmad Hanif Fahruddin, Muhammad Aziz, Leni Duwi Noviana http://creativecommons.org/licenses/by-sa/4.0
The Pancasila Fortress Campus Tourism Model in Character Strengthening at Sebelas Maret University of Surakarta
This research aims to develop the Pancasila Fortress Campus Tourism Model at Sebelas Maret University (UNS) Surakarta as a character-learning strategy grounded in Pancasila values. The research approach uses mixed methods with descriptive qualitative dominance. Data were obtained through questionnaires, interviews, observations, and documentation involving 148 students of SMA Persatuan Kedungpring Lamongan and 12 mentors, with 100 students as questionnaire respondents. Qualitative data analysis used Miles and Huberman's interactive model, and the instrument's reliability was assessed using Cronbach's Alpha, yielding a value of 0.891, indicating high internal consistency. The study's results show that Pancasila Fort Campus Tourism activities significantly strengthen participants' character, particularly in tolerance, nationalism, and cultural appreciation. The developed model consists of five main components: understanding of the learning model, activity design, implementation, evaluation, and general assessment. Participants responded positively, with an average score in the good-to-very good range, and 90% stated that this program is feasible to implement continuously. This finding confirms that campus tourism is not only a means of introducing the university environment but also an effective experiential learning medium for internalizing Pancasila values in context. This model has the potential to be replicated across various educational institutions as a best practice for strengthening character education.
Copyright (c) 2026 Bramastia Bramastia, Leo Agung Sutimin, Djono Djono, Winarno Winarno, Andrea Salsalova http://creativecommons.org/licenses/by-sa/4.0
Far From Home: Adjustment and Social Support Related to Homesickness among Islamic Boarding School Students
Differences in culture and educational systems between public schools and Islamic boarding schools (pesantren) present unique adaptation challenges for students, particularly newcomers. Strict regulations, such as limited opportunities to return home and restricted communication with family, often intensify psychological challenges, including homesickness. If left unaddressed, homesickness may negatively affect students’ psychological well-being and hinder their adjustment process. This study examines the influence of self-adjustment and social support on homesickness among new students at Nurul Iman Islamic Boarding School in Bandung. Using a quantitative causal design, the study involved 81 new students selected through saturated sampling. Data were collected using Likert-scale questionnaires, including the Student Adaptation to College Questionnaire (SACQ), Multidimensional Perceived Social Support Scale (MPSS), and Utrecht Homesickness Scale (UHS), and analyzed using multiple linear regression. The results indicate that self-adjustment and social support together explain a meaningful proportion of variance in homesickness and show a statistically significant negative association, indicating that higher levels of adjustment and perceived social support are associated with lower homesickness. These findings highlight the importance of strengthening students’ adaptive capacities and social support systems and provide practical implications for pesantren administrators in designing programs that facilitate smoother adjustment among new students.
Copyright (c) 2026 Endi Endi, Fadilah Sukma Utami, Faiz Fatihul 'Alwan http://creativecommons.org/licenses/by-sa/4.0
Evaluation of the Religious Development of Students at SMK Al-Azhar Batam in Building Spiritual Awareness Based on Religious Dimensions
This study evaluates the effectiveness of religious development programs at SMK Al-Azhar Batam in fostering students' spiritual awareness using the framework of religious dimensions. The primary aim is to assess how these structured programs instill spiritual consciousness, ensuring students internalize and practice Islamic values as intrinsic daily elements. This research addresses a gap in prior studies that focused mainly on discipline and autonomy. Employing a qualitative field research approach with descriptive methods, the study focused on students and program coordinators at SMK Al-Azhar Batam as subjects. Primary data were collected through semi-structured interviews with teachers or coordinators and direct observations during religious activities. Data analysis followed Miles and Huberman's model. Findings indicate that programs (communal prayers, Quranic recitations, public speaking) successfully embedded key religious dimensions like belief, ritual, and moral practice in students' spiritual habits. However, critical challenges were identified: limitations in consistent evaluation and follow-through. The study recommends systematic evaluations and enhanced program designs to maximize impact on spiritual consciousness. The original contribution lies in the comprehensive application of religious dimensions to evaluate educational outcomes.
Copyright (c) 2026 Asep Nursobah, Arjuna Arjuna, Figo Prilianto, Mutiara Ariska, Melinda Koestanti http://creativecommons.org/licenses/by-sa/4.0
Internalizing Multicultural Values through History Education: A Phenomenological Study at SMAS Tunas Markatin Jakarta
This study explores how students internalize multicultural values through history education in a diverse school context. Conducted at SMAS Tunas Markatin Jakarta, the research examines students’ understanding of tolerance, empathy, and cooperation within a learning environment that mirrors Indonesia’s plural society. Using a qualitative phenomenological approach, data were collected through in-depth interviews, classroom observations, and document analysis involving 20 students and three history teachers. The findings show that students at SMAS Tunas Markatin Jakarta have begun to internalize multicultural values through daily interactions that reflect respect, cooperation, and empathy. Their tolerance is evident in behaviors such as honoring peers’ religious practices and collaborating across ethnic and religious lines. Acts of mutual support during moments of personal difficulty further illustrate emerging social empathy. However, students’ understanding of multiculturalism remains mostly behavioral and has not yet developed into deeper reflective awareness. The school’s heterogeneous composition provides authentic opportunities for cross-cultural engagement that strengthen the internalization of values. History lessons emphasizing national unity help reinforce students’ appreciation of Indonesia’s plural identity. However, reliance on memorization and teachers' limited ability to connect historical content with contemporary diversity issues constrain deeper learning. Additionally, the absence of inclusive learning materials and school practices that favor the majority continues to pose significant challenges.
Copyright (c) 2026 Andi Andi, Agus Mulyana, Wawan Darmawan, Murdiyah Winarti http://creativecommons.org/licenses/by-sa/4.0
Enhancing Basic Communication Skills of Children with Autism Spectrum Disorder through the TEACCH Method and Teacher-Parent Collaboration
This study aims to optimize the fundamental communication capacity of students with Autism Spectrum Disorder (ASD) by utilizing the Treatment and Education of Autistic and related Communication-Disabilities (TEACCH) framework, combined with teacher-parent collaboration. The study used a mixed-method approach with a one-group pretest–posttest design. The research subjects consisted of four children with ASD, four parents, and one autistic class teacher as the main facilitator. Participants in this study consisted of two main groups, namely children with ASD and their parents. The study focused on four first-grade students. The participant selection process used purposive sampling techniques. To obtain comprehensive and valid data, this study used several complementary data collection instruments, namely an ASD communication skills observation guide for Children with ASD, interview protocols for teachers and parents, and semi-structured interviews with open-ended questions. Data analysis was conducted in an integrated manner by combining qualitative and quantitative approaches. The results showed an average increase of 34% in children's basic communication skills, particularly in recognizing themselves, family members, and classmates, as well as in expressing their needs or appropriately rejecting something.
Copyright (c) 2026 Resta Rayanda, Oom Sitti Homdijah http://creativecommons.org/licenses/by-sa/4.0
The Implementation of the Merdeka Curriculum and Its Implications for the Internalization of Anti-Corruption Values Among Students
This study aims to analyze the implementation of the Merdeka Curriculum and its implications for the internalization of anti-corruption values among students in public junior high schools (SMPN) in Singaraja City. The research employed a descriptive qualitative approach, with data collected through in-depth interviews with teachers involved in implementing the Merdeka Curriculum at SMP Negeri 2 and SMP Negeri 4 Singaraja. The findings indicate that implementing the Merdeka Curriculum has positive implications for the internalization of anti-corruption values, particularly through project-based learning and the Pancasila Student Profile Strengthening Project (Proek Penguatan Profil Pelajar Pancasila/P5), which facilitates the contextual cultivation of values such as honesty, responsibility, and integrity. The curriculum's flexibility allows teachers to design character education that is relevant to students’ learning experiences. However, these implications have not yet been fully optimized due to several constraints, including limited operational guidelines for anti-corruption education, insufficient teacher training, and uneven understanding among students and educators regarding the substance of anti-corruption values. In addition, institutional support from schools and family involvement in reinforcing value-based practices remain suboptimal. This study recommends strengthening collaborative strategies among schools, local governments, and the community to ensure the sustainable internalization of anti-corruption values within the Merdeka Curriculum framework. This research contributes to the development of contextual character education practices and provides insights for the formulation of anti-corruption education policies at the school level.
Copyright (c) 2026 Ni Luh Wayan Yasmiati, I Wayan Lasmawan, I Gusti Putu Suharta, I Wayan Widiana http://creativecommons.org/licenses/by-sa/4.0
The Role of Human Resource Management in Implementing the Merdeka Curriculum: A Deep Learning Approach in Elementary Education at Polewali Mandar
This study examines how human resource management (HRM) practices enable the successful implementation of Indonesia’s Merdeka Curriculum to support deep learning in elementary schools. Using a qualitative multiple-case study design, data were collected from four elementary schools in Palu City, Indonesia. The data sources included interviews with school leaders and teachers, classroom observations, and relevant district-level policy documents. Data were analyzed through thematic analysis to identify patterns in HRM practices related to curriculum implementation. The findings reveal four interdependent themes: strategic HRM alignment, professional development transformation, leadership and school culture, and systemic support and constraints. These themes form an integrated HRM–Deep Learning Synergy model, illustrating a continuous relationship in which supportive policy environments sustain teacher recruitment, capacity building, and collaborative leadership. The study also finds that weaknesses in one component—such as limited professional development or rigid administrative structures—can disrupt the overall cycle and reduce curriculum effectiveness. This research contributes to the literature on educational leadership, HRM, and deep learning by offering practical implications for policymakers and school leaders seeking to transform schools into learning organizations that foster higher-order thinking and meaningful learning.
Copyright (c) 2026 Mesrawati Rifai, Rivai Makduani, Verawaty Verawaty, Abdul Wahab, Andi Makkulawu Panyiwi Kessi http://creativecommons.org/licenses/by-sa/4.0
Fostering Unity in Diversity Through Pancasila-Based Islamic Education Among Madrasah Students
This study explores the critical role of Pancasila-based Islamic education in promoting tolerance and unity among madrasah students from diverse ethnical backgrounds. Conducted at Madrasah Aliyah Al-Islamiyah 1 Sumber Batu Pamekasan, this qualitative case study examines how integrating Pancasila values with Islamic teachings creates an educational environment that celebrates diversity while maintaining religious identity. Data were collected through in-depth semi-structured interviews with 12 teachers of Islamic studies and general subjects, 24 students from grades 10-12 representing various ethnic and family backgrounds, 4 administrative leaders, and 3 parents; classroom observations totaling 80 hours; and document analysis of curriculum materials, lesson plans, and institutional policies. Data were analyzed using thematic analysis procedures that combined inductive and deductive approaches, including familiarization with the data, generating initial codes, searching for themes, reviewing themes, and defining themes. The findings demonstrate that when Islamic educational principles are harmoniously integrated with Pancasila values, students develop enhanced tolerance, critical thinking about diversity, and commitment to social harmony. This study contributes to the discourse on multicultural education in predominantly Muslim contexts and offers practical implications for educational policy and practice in diverse societies.
Copyright (c) 2026 Achmad Muzammil Alfan Nasrullah http://creativecommons.org/licenses/by-sa/4.0
Integration of Islamic Religious Education with Environmental Education in Building Ecological Ethics of Students
This study aims to analyze the integration of Islamic Religious Education with Environmental Education to develop ecological ethics among students at Hidayatullah Junior High School, Batam. This study uses a descriptive qualitative approach with a case study design, collecting data through in-depth interviews, participant observation, and documentation of teachers, principals, and students. The results show that the integration of Islamic Religious Education and Environmental Education at SMP Hidayatullah Batam is realized through Islamic values-based learning linked to environmental conservation, including teaching environmental-themed verses of the Qur'an, an eco-friendly school program, and Clean Friday activities. The implementation of this integration positively affects the development of ecological ethics among students, as reflected in their increased concern for environmental cleanliness, energy conservation, and active involvement in environmental conservation activities. Islamic values such as amanah (trust), ihsan (kindness), and khalifah fil-ardh (vicegerent) provide a spiritual foundation that strengthens students' ecological behavior. Supporting factors such as school commitment, community support, and parental participation are key factors in maintaining the sustainability of the integration program. This educational model can serve as a reference for developing Islamic education with an ecotheological perspective, relevant to the current challenge of global environmental degradation.
Copyright (c) 2026 Mohammad Ramli http://creativecommons.org/licenses/by-sa/4.0
Wujud-Based Character Education: Actualisation of The Prophet's Educational Character as Uswatun Hasanah
This research is motivated by the phenomenon of increasing cases of juvenile delinquency, moral and ethical decline, and various forms of social deviance that still occur among those who have received education. This study aims to identify and evaluate character education methods based on the actualisation of the exemplary values of the Prophet Muhammad as Uswatun Hasanah. The research method used is qualitative, with a descriptive approach, combining literature from various sources, such as journals, books, and holy books, with authentic evidence from the community. The results showed that implementing character education grounded in the values of the Prophet Muhammad changed individual behaviour towards greater moral conduct, as the Prophet succeeded in transforming jahiliyah society into one full of politeness. The conclusion of this study is that character education grounded in the example of the Prophet Muhammad is effective in shaping individuals with faith, devotion, and noble character. Suggestions for further research include deepening the implementation of these values in the modern education system and conducting comparative studies with existing character education approaches.
Copyright (c) 2026 Hasib Arista, Baihaqi Baihaqi, Ahmad Musadad, Ainun Syarifah, Tri Pujiati http://creativecommons.org/licenses/by-sa/4.0
Comparison of Deaf Children's Ability to Write Texts, Procedures, and Implementing Procedures for Cooking Instant Noodles
This study aims to reveal the differences in the abilities of deaf children in writing procedural texts and carrying out daily procedures. No study has been found that specifically compares deaf children's abilities to write procedural texts and to carry out procedures directly, especially in the Indonesian context. This study uses a descriptive, quantitative approach and involves 10 deaf students aged 12 to 18 years at the Tarbiyatul Mutaalimin Pagaden Special School, Subang. Data were collected using two instruments: a test of writing procedural texts on how to cook instant noodles and direct observation of the cooking process. Data from the writing test and practical observation will be compared to identify significant differences between the two abilities. A paired t-test was performed in SPSS to compare procedural text writing test scores with procedural practice observation scores. The results showed that deaf children's ability to write procedural texts was lower than their ability to carry out daily procedures. The average score for the procedural writing test was 47 out of 100, while the procedural practice observation showed an average score of 79.6 out of 100. Limitations influenced this difference in the use of appropriate language, limited vocabulary, and difficulty constructing logical, structured sentences.
Copyright (c) 2026 Rizki Cahya Iskandar, Budi Susetyo http://creativecommons.org/licenses/by-sa/4.0
Integrating Islamic Boarding School Values into Indonesian Language Learning
This study examines how Nahdlatul Ulama (NU) values moderation (tawasuth), balance (tawazun), and tolerance (tasamuh) are integrated into Indonesian language learning in pesantren-based high schools in Jombang, Indonesia. Using a qualitative ethnopedagogical approach, data were gathered through observation, interviews, and document analysis involving 20 purposively selected teachers and students. The findings show that learning practices in these schools reflect the principles of Culturally Responsive Teaching (CRT) rooted in NU’s Islamic traditions. Moderation appears in educational sanctions that balance academic discipline and moral guidance, while tolerance emerges through heterogeneous student groupings that foster empathy and intercultural communication. These practices demonstrate how NU’s moral-spiritual values shape classroom management, learning materials, and teacher–student interactions. The study introduces the concept of Islamic Culturally Responsive Pedagogy, expanding CRT theory by embedding Islamic ethnopedagogical principles that emphasize spiritual and social harmony. Theoretically, this research contributes to the development of culturally grounded learning models that integrate local religious values. In practice, the findings offer guidance for designing character-based, inclusive Indonesian language learning suitable for pesantren-based schools and other multicultural educational settings.
Copyright (c) 2026 Ahmad Faizi, Eko Hardinanto, Alfian Setya Nugraha, Arisni Kholifatu As, Icha Fadhilasari http://creativecommons.org/licenses/by-sa/4.0
Total Communication-Based Al-Qur'an Reading Instruction for Deaf Children at Qothrunnada Islamic Special School
This study aims to determine how the comtal (communication total) method is applied in Al-Qur'an reading and to assess its impact on Al-Qur'an reading among deaf students at SLB Islam Qothrunnada. This study is qualitative, using descriptive and phenomenological approaches to examine the application of the Comtal method and its impact on deaf students' ability to read the Qur'an at SLB Islam Qothrunnada. The study population consisted of teachers and deaf students at SLB Islam Qothrunnada, and participants were selected through purposive sampling based on their direct involvement in implementing the Comtal method. To obtain information about the application of the Komtale method and its impact on the ability to read the Qur'an among deaf children. The subjects in this study are the principal, Islamic education teachers, and deaf students at SLB Islam Qothrunnada. The data collection techniques were observation, interviews, and documentation. The data analysis techniques were data reduction, data presentation, and conclusion. The results showed that the Comtal method, when applied to teaching deaf students at SLB Islam Qothrunnada to read the Qur'an, followed three steps: speech articulation training, reading practice, and speech teaching. The impact of applying the Comtal method in teaching deaf students at SLB Islam Qothrunnada to read the Qur'an was that they were able to read it correctly and fluently, with sign language support.
Copyright (c) 2026 Tri Purwanti, Imas Diana Aprilia, Budi Susetyo http://creativecommons.org/licenses/by-sa/4.0
The Effect of the Ergonomics of the Reggio Emilia Approach and Mastery Motivation on Early Childhood Independence
This study examines the effect of the Ergonomic of Reggio Emilia Approach (EoREA) and Mastery Motivation (MM) on Early Childhood Independence (ECI). Thus, the purpose is to determine the main and interaction effects of the treatment variables on ECI. There are three variables in the study, namely: the independent variable (EoREA), the moderator variable (MM), and the dependent variable (ECI). The quasi-experimental study used a 2 x 2 factorial design, and the subjects were students from Play Group. The results showed a difference in the ECI between learning using play environment arrangements according to the EoREA and NEoREA, as indicated by a significant F value (F = 20.441; p < 0.05). There was also a difference in the ECI between students with high and low MM, as indicated by F = 4.580; p < 0.05. It is also known that there was an interaction between the EoREA model and MM on the ECI, as evidenced by F = 9.478, p < 0.05. Thus, it can be concluded that the three hypotheses in this study have been proven, so that the EoREA model assisted by MM can be applied to stimulate ECI.
Copyright (c) 2026 Nelva Rolina, I Nyoman Sudana Degeng, Sulthoni Sulthoni, Dedi Kuswandi http://creativecommons.org/licenses/by-sa/4.0
In-Depth Learning for Students with Deafness in Special Schools: A Literature Study
The Deep Learning paradigm offers the potential to improve learning quality through conceptual understanding and metacognitive reflection. However, studies of its application in deaf education in Indonesia are very limited. This study aims to conduct a systematic literature review to map the opportunities, challenges, and conceptual models of deep learning relevant to deaf students. This study uses a qualitative literature review with a systematic integrative review design, which is analyzed using thematic content analysis across the stages of open coding, axial coding, and selective coding. The research identified three key opportunities for implementing Deep Learning: optimizing visual and kinesthetic modalities through interactive media, developing self-regulated learning through visual reflection, and strengthening social collaboration through community learning. These findings resulted in recommendations for project-based visual-reflective learning models, interactive media, and portfolio assessments. This research encourages teachers to design learning that stimulates deep thinking; schools to strengthen professional collaboration and provide visual learning environments; and the government to improve teacher training and inclusive technology facilities. Further research is recommended to test the effectiveness of this model through experiments and field implementation in various special needs schools (SLB).
Copyright (c) 2026 Ila Kamila, Oom Sitti Homdijah, Budi Susetyo, Iding Tarsidi http://creativecommons.org/licenses/by-sa/4.0
Fine Motor Development in Improving the Writing Ability of Autistic Children in Primary School, Age 9 Years old
Writing skills are an important aspect of children's academic development, including those with disability such as children with autism spectrum disorder (ASD). This research analyzes the effects of fine motor development on children with autism's writing ability, identifies the factors, and designs effective, applicable interventions. This research uses to descriptive qualitative approach with a single case study method. The study population consisted of 9-year-old children diagnosed with ASD at High Five Preschool Academy. The sample consisted of 10 children, selected through purposive sampling. The research subject was a 9-year-old boy who was diagnosed with autism and had writing barriers. The writing results were analyzed descriptively to evaluate neatness, letter-shape accuracy, and consistency over time. This technique was chosen because it can describe the in-depth meaning of the subject's experiences and responses during the learning process. This finding strengthens the results of previous research. It adds new insights into the effectiveness of individualized learning programs (IOPs) designed in a structured, multisensory, and collaborative manner among teachers, parents, and experts. In conclusion, fine motor development significantly improves children with autism writing skills.
Copyright (c) 2026 Natalia Veronica, Tati Hernawati, Imas Diana Aprilia http://creativecommons.org/licenses/by-sa/4.0
Anxiety and Motivation in the Acquisition of Speaking Ability
This research aims to determine whether or not anxiety influences motivation, whether anxiety affects speaking skills, whether motivation influences speaking ability, and whether motivation significantly mediates the influence of anxiety on speaking ability. The research approach is quantitative; the sample of this study comprised 137 students from two schools: 99 respondents from MA al Urwatul Wutsqo and 38 from MA Arrahman Jombang. The sample was determined through stratified random and saturation sampling. The data were collected through a questionnaire and documentation of students' speaking scores, and analyzed using Structural Equation Modeling with AMOS 22. Validity, reliability, normality, and Goodness of Fit were used to assess the feasibility and interpretability of the hypothesis test. The result of the hypothesis was that there is a negative effect of anxiety on students’ motivation, there is a negative effect of anxiety on students’ speaking ability, there is a positive effect of students’ motivation towards students’ speaking ability, and motivation can mediate the influence of anxiety towards speaking ability of students at MA al Urwatul Wutsqo and MA Arrahman Jombang.
Copyright (c) 2026 Khudriyah Khudriyah, Julianne Kamilia Riza, Mamik Rosita, Ali Mustofa http://creativecommons.org/licenses/by-sa/4.0
Cultivating Lecturer Professionalism in Islamic Higher Education: A Phenomenological Exploration of Disciplinary Alignment, Digital Adaptation, and Ethical Engagement
Professionalism among Guidance and Counseling lecturers plays a vital role in improving the quality of higher education and fulfilling the Tri Dharma of Higher Education—teaching, research, and community service. While teacher professionalism has been widely discussed, limited attention has been given to its development within Islamic higher education, where academic competence is closely intertwined with moral and social values. This study examines the readiness and professional development strategies of Guidance and Counseling lecturers at Institut Agama Islam Negeri (IAIN) Langsa in Aceh, Indonesia. Using a qualitative phenomenological approach, the research explores lecturers’ lived experiences in shaping professional identity and practice. Data were collected through observation, in-depth interviews, and document analysis involving ten purposively selected informants, including institutional leaders, lecturers, staff, and students. Data were analyzed through stages of collection, condensation, display, and conclusion drawing. The findings reveal that lecturer professionalism is constructed through three interconnected dimensions: disciplinary alignment in teaching, adaptive integration of digital technology, and sustained engagement in research and community service grounded in counseling ethics. The study concludes that professionalism in Islamic higher education extends beyond technical competence to include ethical commitment and contextual responsiveness, highlighting the need for integrated institutional support for sustainable professional development.
Copyright (c) 2026 Muhammad Iqbal, Saiful Akhyar Lubis, Masganti Sitorus http://creativecommons.org/licenses/by-sa/4.0
Digital Data-Based Inclusive Vocational Learning Capital in Injection Motor Maintenance Material for Deaf Students
Inequality in access to modern technology in vocational education for deaf students is a major obstacle to developing job skills aligned with current industry needs. This study aims to implement and evaluate the effectiveness of digital technology-based vocational learning in Honda injection motor maintenance for deaf students at Special Schools (SLB). The method used is a descriptive qualitative method, involving 2–4 SMALB students as research subjects. Data collection techniques include observing practical activities, documenting, interviewing vocational teachers, and evaluating student skills. A case study was chosen to describe the contextual application of digital technology-based Honda injection engine maintenance learning using K-Line-based OBD FTDI for deaf students in special education units. The learning stages included introduction to tools, demonstrations, data reading practice, diagnosis result interpretation, visual discussions, and basic corrective actions. The results show that students can understand the tools' functions, read fault codes, and visually identify technical problems. Obstacles in understanding technical terms are overcome through visual media-based learning strategies, illustrated guidebooks, and video tutorials. In terms of affection and participation, this learning increases student motivation, confidence, and active involvement in practice. Vocational teachers play a strategic role in simplifying technical concepts into adaptive visual and procedural forms. New findings from this study indicate that the use of digital automotive diagnostic tools as learning media can help bridge the communication barriers faced by deaf students in technical learning contexts. Thus, this approach is considered effective and feasible for continuous integration into the SLB vocational curriculum.
Copyright (c) 2026 Naufal Irsan Sani Oktalgifari, Iding Tarsidi http://creativecommons.org/licenses/by-sa/4.0
Management of Madrasah Kulliyatul Muallimin Al-Islamiyyah Gontor in Enhancing Administrative and Academic Performance: An Analysis Based on Henry Fayol’s 14 Principles of Management
This study explores the implementation of Henry Fayol’s 14 principles of management in the context of management at Madrasah Kulliyatul Muallimin Al-Islamiyyah (KMI) Gontor to enhance both administrative and academic performance. The central issue is how to adapt and apply classical management principles within the framework of modern Islamic education to achieve optimal organizational effectiveness. Employing a phenomenological approach with qualitative methods, the research involved in-depth interviews with school leaders, administrators, and educators at KMI Gontor. Data were collected through participatory observation, structured interviews, and analysis of institutional documents. The findings reveal that the application of Fayol’s 14 principles within KMI Gontor has successfully created an adaptive and effective management system, with several modifications aligned with Islamic values and the distinctive characteristics of pesantren education. The key findings indicate that the principles of division of work, unity of command, and esprit de corps serve as the main foundation for achieving structured administrative performance, while the principles of initiative and equity meaningfully contribute to improving academic quality. This study offers theoretical contributions to the development of Islamic education management models that integrate the traditional wisdom of pesantren with modern management theory, as well as practical implications for advancing management systems in contemporary Islamic educational institutions.
Copyright (c) 2026 Kharis Syuhud Mujahada, Hanifah Noviandari, Nur Habib Bagas Budiawan http://creativecommons.org/licenses/by-sa/4.0
Formation of Students' Morals Through Clanting Values of Tasawuf in Islamic Boarding Schools
Morals are not only important for individual development, but also for the welfare and progress of society as a whole. Instilling Sufi values in everyday life, especially in the Shahida Islamic boarding school environment, can help students develop strong moral values in accordance with the provisions of the Shari'a and Islamic teachings. Islamic boarding schools are also known as workshops for becoming fully human. So that students at the Shahida Islamic boarding school learn Sufism. The method used in this research is a qualitative case study approach. Two methods were used to collect research data, namely interviews and observation. The result of this research is that, through the example of all parties, studying the book of Sufism, and implementing and practicing the sunnah, can foster noble morals in students. The research concludes that instilling moral values through Sufi values has a positive impact on students' spiritual development, both individually and in society.
Copyright (c) 2026 Deden Syarif Hidayatulloh, Fuad Hilmi http://creativecommons.org/licenses/by-sa/4.0
The Essential Needs in Developing Genre-Based Pedagogy Teaching Materials for Essay Writing
Essay writing is an important academic skill in higher education because it requires not only language proficiency but also critical and analytical thinking. However, existing teaching materials often do not fully support students in developing these skills. This study aims to analyze students’ needs for genre-based essay writing teaching materials in the Indonesian Language Education program. The research used a descriptive quantitative approach involving 150 undergraduate students from UIN Fatmawati Sukarno Bengkulu and IAIN Curup. Data were collected using a 15-item questionnaire on a five-point Likert scale, covering content, language, structure, and media aspects. The results showed a needs score of 60.16%, categorized as “needed,” indicating that current materials are still insufficient. Students need clearer explanations, structured writing steps, genre examples, simple academic language, and supportive visual media. All questionnaire items were valid and reliable (Cronbach’s Alpha = 0.971). Therefore, systematic, student-centered teaching materials need to be developed to support essay writing instruction better.
Copyright (c) 2026 Eka Yulianti, Johanes Sapri, Didi Yulistio, Elce Purwandari http://creativecommons.org/licenses/by-sa/4.0
A Critical Listening Teaching Model with Students’ Self-Mediated Podcast to Enhance Critical Thinking: ARRRIPS Model
This study addresses the challenge of fostering critical thinking in English as a Foreign Language (EFL) instruction, particularly in the Critical Listening course. To meet this need, the ARRRIPS model—Analyze, Review, Revise, Record, Immediately Podcast, and Share was developed. The research adopted a Research and Development (R&D) design guided by the ADDIE model. Conducted at Universitas Negeri Semarang (UNNES), the study involved two classes: an experimental group using the ARRRIPS model and a control group receiving a conventional instruction model. A quasi-experimental design was applied to evaluate the model’s effectiveness, using pre- and post-tests for quantitative analysis, and interviews, observations, and students’ artefacts for qualitative insights. Instruments included a validated critical thinking rubric based on Facione’s (1990) framework, perception questionnaires, interview guides, and observation checklists. Quantitative data analyzed with SPSS 25 showed a significant difference between the experimental group (mean = 15.59) and the control group (mean = 7.97; p < 0.001). Qualitative data revealed enhanced engagement, autonomy, and metacognitive reflection among the students. The study concludes that the ARRRIPS model effectively improves critical thinking in EFL listening instruction. It offers a practical, technology-integrated framework aligned with Merdeka Curriculum goals and learner-centered pedagogies.
Copyright (c) 2026 Arif Suryo Priyatmojo, Issy Yuliasri, Abdurachman Faridi, Charanjit Kaur Swaran Singh http://creativecommons.org/licenses/by-sa/4.0
Prajuritan Dance as a Medium for Anti-Corruption Character Education: A Phenomenological Study in Banyubiru Village
This study examines the Prajuritan dance as an educational tool for fostering an anti-corruption character within the community of Banyubiru Village in Semarang Regency. Using a qualitative, phenomenological approach, the research explores the subjective experiences of artists, including dancers, trainers, and local cultural figures. Data were collected through in-depth interviews, participatory observation, and documentary studies, and were analysed using thematic analysis. The findings suggest that the Prajuritan dance embodies strong anti-corruption values, such as integrity, responsibility, self-discipline, and honesty. These values are not explicitly taught, but rather internalised through repeated cultural practices, the narrative structure of the dance, and collective community engagement. The study highlights the potential of traditional arts to serve as an effective ethical space for character education, particularly in community-based efforts to prevent corruption. Incorporating local arts into anti-corruption education strategies can reinforce a value ecosystem that is contextualised and grounded in the community's social experiences.
Copyright (c) 2026 Emmanuel Satyo Yuwono, Sunardi Sunardi, Winston Lovevinzy Kakampu http://creativecommons.org/licenses/by-sa/4.0
Development Of Learning Media for Physical Education and Health Subjects in Grade VIII of SMP Negeri 24 OKU
This study aims to develop and evaluate the feasibility of Adobe Flash CS6-based learning media for Physical Education, Sports, and Health (PJOK) subjects for Grade VIII students at SMP Negeri 24 OKU. The study employed a research and development (R&D) approach, conducted through stages of design, development, expert validation, and field testing. The data were obtained from media experts, learning design experts, material experts, and students as research subjects. The population of this study consisted of all Grade VIII students, with samples selected through staged trials: individual testing (3 students), small-group testing (7 students), and field testing (28 students). Data were collected using validation sheets and questionnaires and analyzed using descriptive statistical techniques, including percentage feasibility analysis. The results indicate that the developed learning media achieved very good feasibility criteria based on expert validation and student trials. Media, design, and materials experts rated the product as highly feasible, while student responses showed positive perceptions of ease of use, attractiveness, and clarity of learning content. These findings demonstrate that Adobe Flash CS6-based learning media is suitable for use as a learning support tool in PJOK subjects at the junior high school level and has the potential to enhance student engagement and learning motivation.
Copyright (c) 2026 Yamanto Isa, Johan Eka Wijaya DN, Fitri Bugis http://creativecommons.org/licenses/by-sa/4.0
Integrating Habituation Methods into Students’ Religious Character Education: A Qualitative Inquiry at SMKN 1 Ciamis, West Java
In the face of moral decline and the impact of digital culture, enhancing religious character has emerged as a paramount objective in vocational education. Theoretical techniques in the classroom are frequently ineffective without regular practice. This study seeks to investigate the incorporation of habit-forming techniques to develop students' religious character at SMKN 1 Ciamis, West Java. This research employs a qualitative methodology. Data were gathered through observation, comprehensive interviews with the principal, Islamic Education instructors, and students, and documentation analysis. Data analysis was performed via data reduction, data presentation, and conclusion formulation utilizing source triangulation methods. The findings indicated that the incorporation of habit formation techniques was executed through three categories of habits: (1) spiritual habits, (2) social habits, and (3) environmental and health-related habits. Systematic school rules and oversight facilitated this integration. Habituation techniques have proven effective in transforming religious beliefs from mere cognition into observable behavior. The efficacy of this program is significantly dependent on the uniformity of the school environment and on educators' and students' collaboration in fostering a religious ambiance.
Copyright (c) 2026 Saepul Milah, Syihabuddin Syihabuddin, Momod Abdul Somad, Mupid Hidayat http://creativecommons.org/licenses/by-sa/4.0
The Concept of The Islamic Education Curriculum According to Ibn Khaldun and Its Relevance to Islamic Education in The Modern Era
This study aims to examine Ibn Khaldun’s views on the concept of an Islamic educational curriculum as a reference for contemporary education. This research uses a library research (literature review) approach. Primary data were obtained from Ibn Khaldun’s main work, Al-Muqaddimah, while secondary sources were collected from relevant journals and books discussing his educational thought. Data were collected through documentation techniques focusing on comprehensive and modern educational perspectives. The data were analyzed using content analysis to systematically identify key ideas, which were then synthesized to strengthen the study's theoretical framework. The findings show that Ibn Khaldun’s curriculum emphasizes balance between religious (sharīʿah) sciences and rational or philosophical sciences. This balance does not imply equal portions but highlights the importance of integrating various fields of knowledge so that students develop a holistic understanding. Ibn Khaldun also stressed that knowledge should not be dichotomized, as all sciences contribute to human intellectual and moral development. Furthermore, Ibn Khaldun’s concept of curriculum remains relevant to modern Islamic education. His ideas align with the goals of national education, particularly the view that education focuses on developing the whole person. Humans are seen as integrated beings consisting of intellectual, spiritual, and social dimensions that must be developed harmoniously through education.
Copyright (c) 2026 Muhammad Yusron Maulana El-Yunusi, Mardiyah Mardiyah http://creativecommons.org/licenses/by-sa/4.0
Can Citizen Projects Make Pancasila Education Measurable? Evidence Map Based on Pancasila Student Profile Stages
This study investigates how the Project Citizen model strengthens the Pancasila Student Profile (PPP) in Pancasila Education at MTs Muhammadiyah Purwokerto, Indonesia. A qualitative case study was conducted involving a Pancasila Education teacher and MTs students engaged in a full Project Citizen cycle. Data were collected from participatory classroom observations across the stages of Project Citizen, in-depth semi-structured interviews with the teacher and selected students, and document analysis of student project artifacts (e.g., issue analyses, evidence summaries, policy drafts, presentation materials, and reflective notes). Data were analyzed through iterative thematic coding aligned with the six PPP dimensions and emergent codes, strengthened by cross-source triangulation and an explicit evidence-density rubric. PPP development was stage-specific: critical reasoning intensified during problem identification and inquiry; collaboration and creativity peaked during deliberation and policy proposal design; global diversity became salient during public presentation; and moral integrity consolidated through reflection and evaluation. Co-occurrence analysis further indicated strong linkages among critical reasoning, collaboration, and moral integrity, suggesting PPP operates as an interconnected competency configuration rather than isolated outcomes. Project Citizen operationalizes PPP through evidence-informed civic inquiry, deliberative collaboration, and structured ethical reflection within Pancasila Education.
Copyright (c) 2026 Eko Priyanto, Nadarajan Thambu, Ani Kusbandiyah http://creativecommons.org/licenses/by-sa/4.0
Analysis of the Input, Process, and Output Stages of Vocational Industrial Work Practice Education in Enhancing Vocational High School Students’ Work Competence in East Jakarta
This study analyzes the implementation of the Industrial Work Practice (Prakerin) program using an Input–Process–Output (IPO) framework to improve the work competence of Vocational High School (SMK) students in East Jakarta. A qualitative case study approach was applied at SMK Islam PB Soedirman 2 Cijantung and SMK Era Pembangunan Umat Ciracas. Data were obtained from grade XII students, supervisors, and industry partners through in-depth interviews, observation, and documentation. The findings indicate that at the input stage, student readiness, pre-placement training, and strong school–industry partnerships support program success. At the process stage, structured supervision effectively improves both technical and soft skills, although placement mismatches and limited industry mentors remain challenges. At the output stage, 92% of students gained relevant competencies, and 75% felt ready to work. The study recommends improving competency-based placement, strengthening mentor capacity, and adopting digital monitoring. Overall, Prakerin significantly enhances students’ competence and work readiness.
Copyright (c) 2026 Lutfi Hardiyanto, Romdanih Romdanih, Yuliwati Yuliwati http://creativecommons.org/licenses/by-sa/4.0
Refocusing Spiritual Assessment in Enhancing Student Learning Motivation in Contemporary Islamic Education: A Systematic Literature Review
This article explores the potential application of spiritual assessment in contemporary Islamic education to enhance students' learning motivation. To achieve this objective, the article employs a Systematic Literature Review (SLR) method. The study was conducted systematically using the Watase Uake tool. The data for this study consisted of articles indexed in Q1, Q2, Q3, and Q4 journals. These articles were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) technique. Following identification, screening, and eligibility, 26 articles were included in the final analysis and examined using a meta-synthesis approach. The review findings indicate that spiritual assessment positively impacts learning motivation by helping students find meaning and purpose in their learning. Implementing spiritual assessment can help identify and strengthen students’ spiritual values, thereby enhancing their engagement and academic performance.
Copyright (c) 2026 Abdullah Abdullah, M. Yusuf, Mundiro Lailatul Muawaroh, Moh. Ismail http://creativecommons.org/licenses/by-sa/4.0
The Importance of Understanding Learning Models for Prospective Agriculture Vocational High School Teachers
This study aims to examine the ability of teacher professional program students to identify instructional problems and formulate effective solutions through classroom action research, and develop a reflective learning model based on classroom action research findings to support teachers’ professional development. This qualitative research design adopted a transcendental phenomenological approach and involved 17 prospective Vocational High School (VHS) teachers participating in the Teaching Practicum Program in Purwosari, Pasuruan, and Gondang, Nganjuk. They were selected purposively based on data accessibility. Data were collected through classroom observations and semi-structured interviews and analyzed to identify patterns in problem identification, instructional decision-making, and the effectiveness of learning models implemented. The results showed that teachers improved their teaching practices by implementing student-centered strategies, such as project-based and problem-based learning, as well as other context-responsive approaches. The development of adaptive learning models that address both teacher and student needs led to improvements in average student achievement and higher completion rates of learning materials. The findings suggest that instructional quality in VHS, particularly in agribusiness, can be strengthened through the systematic application of reflective learning models grounded in classroom action research. Teachers should emphasize the development of classroom action research competencies to enable prospective teachers to diagnose instructional challenges and implement evidence-based solutions effectively.
Copyright (c) 2026 Dwi Haryanta, Pramita Laksitarahmi Isrianto, Marmi Marmi, Sunaryo Sunaryo, Endrayana Putut Laksminto Emanuel http://creativecommons.org/licenses/by-sa/4.0
Islamic Boarding Schools as Safe Spaces: Kiai’s Perspectives on Preventing Sexual Violence and Bullying Against Santri
This study analyzes the role of kiai leadership in preventing sexual violence and bullying by conceptualizing pesantren as moral–institutional safe spaces. The study employs a qualitative approach based on purposive sampling and in-depth interviews with kiai at Pondok Pesantren Darussalam Dukuhwaluh, Banyumas (Central Java), and Pondok Pesantren Riyadlul ‘Ulum Wadda’wah Condong, Tasikmalaya (West Java), analyzed using a thematic–reflective method and contextualized with recent literature from reputable journals. Primary data were obtained from interviews with kiai, complemented by secondary data from institutional documents and relevant scholarly literature collected through document analysis.Findings indicate that pesantren as safe spaces are not primarily constructed through compliance with formal regulations, but rather through the integration of the kiai’s moral authority, layered caregiving systems, ethical management of power relations, and the transformation of seniority culture toward a culture of adab (ethical conduct) and santri protection. The novelty of this study lies in its formulation of the concept of a safe pesantren that emphasizes internal moral logic as a mechanism for violence prevention, while also revealing the limitations of approaches that rely excessively on personal authority figures. This article contributes to the development of pesantren education theory and enriches the discourse on violence prevention within religious-based institutions in Indonesia.
Copyright (c) 2026 Muhammad Faishol, Wasino Wasino, Fakhruddin Fakhruddin, Asrori Asrori http://creativecommons.org/licenses/by-sa/4.0
The Model of Moderate Islamic Education Based on Integration Curriculum at Islamic International School PSM Grogol Kediri
This study aims to explore the development of a moderate Islamic education model rooted in local wisdom by integrating the Cambridge and Merdeka Curricula in Islamic schools in Kediri. Using a qualitative descriptive approach, data were collected through interviews, observations, and documentation at SDI Islamic International School PSM Kediri. Informants in this study included the headmaster, vice-curriculum, teachers, foundation advisors, guardians, and several students. The selection of informants was based on purposive sampling, thus narrowing the list of potential interviewees from the outset. Data analysis involved condensation, verification, and drawing conclusions, which were carried out simultaneously during data collection. The findings demonstrate a harmonious synthesis between global education and local Islamic values. The integration process applies inquiry-based learning from the Cambridge framework while instilling Javanese-Islamic values ​​such as reciprocal cooperation, empathy, and adaptability, while maintaining academic excellence. This study formulates a contextual model of Moderate Islamic Education Based on Local Wisdom, which balances global competence and spiritual character. This model contributes to Indonesia's vision of moderate Islamic education and provides practical insights for Islamic institutions in integrating global and local curricula.
Copyright (c) 2026 Moh. Irmawan Jauhari, Siti Choiriyah, Ahmad Khoirul Mustamir, Muhammad Yunus, Mohammad Choirul Ibad http://creativecommons.org/licenses/by-sa/4.0
Development and Validation of an Augmented Reality-Based Learning Module to Enhance Historical Understanding in Secondary Education
he rapid development of digital technology has encouraged the integration of innovative learning media to improve the quality of education. One emerging technology with significant potential in education is Augmented Reality (AR), which provides interactive, immersive learning experiences. This study aimed to develop and evaluate an Augmented Reality-based learning module for history education using the 4-D (Define, Design, Develop, Disseminate) development model. The research employed a research and development (R&D) approach involving expert validation, limited trials, and effectiveness testing with students. Data were collected through validation sheets, questionnaires, and learning outcome tests. The results showed that the developed AR-based learning module met the criteria of validity, practicality, and effectiveness. Expert validation indicated that the module had a high level of content accuracy, instructional design quality, and media feasibility. The practicality test results demonstrated that both teachers and students responded positively to the module's usability and accessibility in classroom learning. Furthermore, the effectiveness test revealed a significant improvement in students’ learning outcomes, as indicated by higher post-test scores than pre-test scores. Therefore, the AR-based learning module can be considered an innovative and effective instructional medium to support student-centered learning and enhance learning outcomes in history education. Future research is recommended to examine the long-term impact of AR integration across different subjects and educational contexts.
Copyright (c) 2026 Supardi Salam, Rizal Arizaldy Ramly, Suhenrik P, Marwan Marwan, Irwan Irwan http://creativecommons.org/licenses/by-sa/4.0
Development of Local Wisdom-Based E-Modules for Strengthening Education and Cultural Tourism in Tanah Toraja Regency
This study aims to develop a Local Wisdom E-Module for senior high school students in Tanah Toraja Regency. It focuses on identifying students’ needs, designing the module, and evaluating its validity, practicality, and effectiveness before wider use. The study uses a Research and Development (R&D) approach with the 4-D model: defining, designing, developing, and disseminating. Data were collected through validation sheets, questionnaires, and pre- and post-tests. Results show the module achieved a validity score of 75%, indicating it is suitable for learning. Practicality testing revealed a very practical category with an average score of 3.32. Effectiveness testing showed improved student outcomes, with scores rising from 56.00 to 89.20. In conclusion, the e-module is valid, practical, and effective, and it also supports the integration of local cultural values into digital learning resources.
Copyright (c) 2026 Suhendrik P, Rizal Arizaldy Ramly, Supardi Salam, Marwan Marwan, Irwan Irwan http://creativecommons.org/licenses/by-sa/4.0
Critical Education through DisCrit, LatCrit, and Intersectionality: A Systematic Literature Review on Efforts to Address Social Injustice
This study aims to analyze and synthesize the application of critical theories systematically, specifically Disability Critical Race Theory (DisCrit) and Latino Critical Race Theory (LatCrit), as well as the integration of intersectionality theory in education to address social injustice. The method used is a Systematic Literature Review (SLR) by analyzing 23 relevant studies selected based on predetermined inclusion criteria, using articles indexed in the Scopus database published between 2000 and 2022. The results show that DisCrit and LatCrit are effective in creating inclusive learning spaces by addressing race- and disability-based discrimination. In addition, integrating intersectionality theory deepens understanding of students' social experiences influenced by multiple identity factors. This study also found that hope plays an important role in critical education, equipping students with the tools to challenge social injustice and deepen critical awareness. In conclusion, the application of critical theories in education has the potential to strengthen students' social awareness and empower them to participate in social change. This study contributes to the development of a more equitable and inclusive education model and suggests further research that emphasizes teacher training and the long-term impact of critical education.
Copyright (c) 2026 Silvianus Gole, Arismunadar Arismunadar, Farida Ohan http://creativecommons.org/licenses/by-sa/4.0
Analysis Student-Centered Learning Practice, Driving School Program At SDN 06 Bungku, Morowali Regency
This study analyzes the relationship between the administrative readiness of the Independent Curriculum learning planning administration and pedagogical transformation towards student-centered learning (SCL) and the strengthening of the Pancasila Student Profile in the SDN 06 Bungku Driving School Program, Morowali. Using a qualitative–quantitative descriptive approach, data were collected from 10 teachers through documentation of planning tools and classroom practice questionnaires. The results showed that the planning administration's readiness was in the good and excellent categories, supporting the implementation of differentiation-based SCL, formative assessment, and projects to strengthen the Pancasila Student Profile. The novelty of this study lies in the analytical mapping of the direct relationship between the quality of planning for the Independent Curriculum and the success of SCL practice in driving elementary schools, as well as in identifying weak areas, such as the optimization of learning resources, diagnostic assessment, and project-based learning. The main contribution of this research is to provide practical recommendations for developing more effective SCL by strengthening teachers' capacity in pedagogical planning and cross-stakeholder collaboration.
Copyright (c) 2026 Rus'an Rus'an, Retoliah Dahlan, Sitti Nadirah, Aniati Aniati http://creativecommons.org/licenses/by-sa/4.0
Technology-Based Arabic Language Learning Model that Combines Digital Traditions and Innovation in Islamic Education
This research aims to design and develop a technology-based Arabic language learning model that combines Islamic scientific traditions with digital innovations, and to test the model's initial implementation in the context of Islamic education. The research uses a Design-Based Research (DBR) approach, which includes four stages: needs analysis, model design, initial development and implementation, and evaluation and revision. Data were collected through observations, interviews, documentation, and questionnaires with teachers and students in madrasas, then analyzed using simple qualitative and quantitative descriptive methods. The results of the study show that the learning model developed can increase student engagement in learning, facilitate the delivery of material and teacher evaluation, and improve understanding of Arabic vocabulary and structure in a more contextually relevant way. These findings confirm that integrating traditional methods such as talaqqi and sorogan with interactive digital technologies can yield learning models that are adaptive, effective, and relevant to the development of Islamic education in the 21st century. This research provides a conceptual and practical contribution in the form of a prototype of a technology-based Arabic learning model that can be adapted in various Islamic educational institutions
Copyright (c) 2026 Rahmaini Rahmaini, Muhammad Shaleh Assingkily http://creativecommons.org/licenses/by-sa/4.0
Fear of Missing Out (FoMo) Tendencies Among Student Residents
Emerging adulthood is marked by a lot happening within it and its environment. Plus, the rapid development of technology makes the world at hand. This situation triggers FoMO in individuals, including students. This study aims to identify the prevalence of FoMO among students living in the Mujahidin Mosque Women's Dormitory at Yogyakarta State University. This study uses a quantitative approach with quantitative descriptive analysis. The participants in this study were all residents of the Mujahidin Mosque women's dormitory, totaling 75 female students, and the study used a total sampling technique. The research findings indicate that the respondents' Fear of Missing Out (FoMO) tendency predominantly falls into the low category, with 32 respondents, or approximately 42.7% of the total respondents. However, some students who exhibit FoMO tendencies at moderate levels, totaling 19 respondents (25.3%), while 15 individuals (20%) fall into the high category, and 7 respondents (9.3%) are classified under the very high category.
Copyright (c) 2026 Eva Imania Eliasa, Muthi’ Azmiatin Hasanah http://creativecommons.org/licenses/by-sa/4.0
The Role of Islamic Humanism in Shaping Students’ Character: An Islamic Educational Philosophy Approach
This study examines the decline of empathy, social responsibility, and moral awareness among students influenced by digital culture and increasing individualism. Grounded in Islamic educational philosophy, the research aims to analyze the implementation of Islamic humanism in student character development at MI Tegowanu and SDIT Al Firdaus Grobogan. The novelty of this study lies in its empirical case-study approach, which explores the internalization of Islamic humanistic values through educational practices, school culture, and institutional vision in Islamic elementary schools. This research employed a qualitative case study design. Data were collected through in-depth interviews, participatory observation, and document analysis involving principals, teachers, students, and foundation representatives. Data were analyzed using the Miles and Huberman interactive model, while triangulation and credibility tests were applied to ensure validity and reliability. The findings indicate that both schools successfully integrated Islamic humanistic values into daily educational activities despite the challenges of digital individualism and declining social empathy. Students demonstrated empathy, cooperation, discipline, respect, and social responsibility, grounded in the principles of tauhid and karamah insaniyah. The study concludes that Islamic humanism effectively strengthens character education through curriculum integration, teacher mentoring, a supportive school culture, and institutional commitment, providing a practical, replicable framework for Islamic elementary education.
Copyright (c) 2026 Slamet Panuntun, Fatah Syukur, Fatkuroji Fatkuroji http://creativecommons.org/licenses/by-sa/4.0
Exploring the Visionary Leadership Model and Leadership Competencies in Developing an Islamic School
This study explores the visionary leadership model and leadership competencies in the development of Islamic schools. The research was conducted at the Manunggal Bangsa Education Foundation in Malang City, East Java, Indonesia, which manages educational institutions from kindergarten to senior high school. A qualitative approach with a case study design was employed. Data were collected through interviews, observations, and document analysis, and analyzed using an interactive model. Data trustworthiness was ensured through credibility, dependability, and confirmability, including triangulation of sources and methods and member checking. The findings reveal that the visionary leadership model practiced by the school founder and principal comprises a synergistic “Vision Process Triangle” with three stages: vision formulation, vision transformation, and vision implementation. Leadership competencies were found to be essential to the successful development of Islamic schools, particularly during the implementation phase. These competencies include principal–staff relations, student relations, community and parent engagement, organizational and facilities management, and curriculum and program development. The study recommends future research through comparative studies across Islamic educational foundations, longitudinal quantitative studies on leadership and student achievement, and experimental studies examining the effectiveness of visionary leadership training for school principals.
Copyright (c) 2026 Isnada Waris Tasrim http://creativecommons.org/licenses/by-sa/4.0
Internalizing Panca Jiwa Values for Religious Moderation in Character Education at Wali Songo Ngabar Ponorogo
This study examines the internalization of Panca Jiwa values to foster religious moderation through character education at Wali Songo Ngabar Islamic Boarding School in Ponorogo. While previous studies have mainly examined moral development and disciplinary practices in pesantren-based character education, this study explores how Panca Jiwa values are experienced, practiced, and internalized in the daily lives of santri, shaping both their character and moderate religious attitudes. Using a qualitative phenomenological approach, data were collected through participant observation, in-depth interviews with pesantren leaders, teachers, administrators, and santri, and documentation. The credibility of the findings was strengthened through source triangulation and member checking. The findings show that the internalization of Panca Jiwa takes place through three interconnected processes: transformation, transaction, and transinternalization. These processes are reinforced through habituation, role modeling, and continuous interaction within the pesantren environment. The study concludes that Panca Jiwa functions as a moral foundation that supports character formation and nurtures religious moderation among santri. Theoretically, the findings contribute to a deeper understanding of how the internalization of pesantren values through transformation, transaction, and transinternalization can foster moderate religious character within the context of Islamic boarding school education.
Copyright (c) 2026 Ainus Sicha, A. Jauhar Fuad, M. Arif Khoiruddin, Izuli Dzulkifli http://creativecommons.org/licenses/by-sa/4.0
Curriculum Alignment Based on Comprehensive Assessment to Address Reading Difficulties in Inclusive Elementary Classrooms
This study was motivated by students' reading difficulties in inclusive classrooms and the limited implementation of differentiated learning within the Merdeka Curriculum. The study aimed to describe the outcomes of academic and developmental assessments of students with reading difficulties, analyze factors influencing reading challenges, and develop curriculum alignment based on these assessments. This study used a qualitative case study design. The study focused on a first-grade student in an inclusive elementary school who exhibited persistent reading difficulties. Data were obtained from multiple sources, including classroom teachers, school principals, and the student, through observations, in-depth interviews, academic and developmental assessments, and documentation. The collected data were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings revealed that reading difficulties were influenced by phonological, cognitive, motor, and emotional factors. Curriculum alignment based on comprehensive assessment resulted in more realistic learning objectives, structured instructional strategies, and increased student engagement. The study concludes that comprehensive assessment plays a crucial role as a foundation for curriculum alignment to support effective reading instruction in inclusive elementary classrooms.
Copyright (c) 2026 Hana Qurrotul Uyun, Budi Susetyo, Iding Tarsidi, Tati Hernawati, Ajeng Suryani http://creativecommons.org/licenses/by-sa/4.0
Strengthening Teacher Professional Development through Teacher Working Groups: Insights from Educational Administration and Institutional Ethics
The Teacher Working Group (Kelompok Kerja Guru/KKG) plays a strategic role in supporting Sustainable Professional Development (Pengembangan Keprofesian Berkelanjutan/PKB) for elementary school teachers. However, previous studies have predominantly examined KKG from pedagogical perspectives, while limited attention has been given to its administrative governance and institutional ethics dimensions. This study aims to analyze the role of KKG in enhancing teacher professionalism in Gowa Regency through the perspectives of educational administration and institutional ethics. A qualitative case study approach was employed. Data were collected through in-depth interviews with KKG administrators, elementary school teachers, and school supervisors, supported by observations and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing. The findings reveal that KKG functions as a collaborative learning community that facilitates the sharing of teaching practices, pedagogical reflection, and professional competence development. Nevertheless, its effectiveness is constrained by weak strategic planning, limited resource and logistics management, inadequate coordination with educational authorities, and insufficient internalization of organizational ethics. Furthermore, teacher participation is often driven by administrative obligations rather than professional commitment, reducing the transformative potential of KKG activities. The study concludes that the success of teacher professional development through KKG depends not only on program implementation but also on the quality of institutional governance encompassing administrative, managerial, and ethical dimensions. Strengthening institutional capacity, participatory leadership, and sustainable policy support is therefore essential to optimize the role of KKG in improving the quality of elementary education.
Copyright (c) 2026 Djohar Djohar, Dety Yunita Sulanjari, Asdar Muhammad Nur http://creativecommons.org/licenses/by-sa/4.0
Development of the PERISAI Program (Prevention of Sexual Violence and Intimidations) as an Effort to Prevent Gender-Based Violence
Gender-based violence remains a significant issue in educational settings, including special schools that serve students with special needs. Students in special schools are particularly vulnerable to bullying, intimidation, and sexual violence due to limited self-protection skills, psychosocial challenges, and insufficient preventive support systems. Based on the 2024 Education Report data at State Special School 02 in Serang City, indicators related to bullying and sexual violence were categorized as unsafe, indicating the urgent need for a systematic prevention program. This study aimed to develop the PERISAI Program (Prevention of Sexual Violence and Intimidation) as a collaborative and contextual model for preventing gender-based violence in special schools. This study employed a modified Research and Development (R&D) approach consisting of needs analysis, program design, expert validation, revision, and limited field trials. The participants involved students with special needs, teachers, school counselors, parents, and expert validators. Data were collected through interviews, observations, questionnaires, documentation, and validation sheets, and analyzed using qualitative descriptive analysis and simple quantitative descriptive statistics. The findings revealed that the PERISAI Program was categorized as feasible to highly feasible based on expert validation results. The program was positively received by teachers and parents because it provided practical guidelines for preventing sexual violence and bullying in special school environments. The program integrates prevention education, parental involvement, school support systems, and continuous monitoring within a collaborative framework adapted to the characteristics of students with special needs. This study contributes to the development of a contextual and applicable gender-based violence prevention model for special schools, particularly in educational settings with limited resources and socioeconomically vulnerable families. The PERISAI Program also offers practical implications for strengthening child protection and creating safer and more inclusive educational environments.
Copyright (c) 2026 Nurhayati Nurhayati, Budi Susetyo, Iding Tarsidi, Muhammad Rijaal Qurrota A'yuni, Ahsen Yılmaz http://creativecommons.org/licenses/by-sa/4.0
Policy Gaps in the Development of Islamic Religious Education Teacher Professionalism in Aceh’s Special Autonomy Context
This study aims to analyze the development of PAI teacher professionalism in Aceh Government policies, the forms and implementation of these policies, and the challenges and solutions in strengthening PAI teacher professionalism in Aceh. This study employed a qualitative approach with a naturalistic inquiry design. Data were collected through observation, in-depth interviews, and documentation studies involving policy actors and field implementers, including academics, the Aceh Education Office (Dinas Pendidikan Aceh), the Aceh Education Council (Majelis Pendidikan Aceh), the Aceh House of Representatives (DPRA), the Legal Bureau of the Aceh Government, BPSDM Aceh, PAI teacher certification institutions, PAI supervisors, teacher associations, and senior high school PAI teachers. Data were analyzed inductively and conceptually through a critical dialogue between empirical findings and public policy theories, while regulatory texts were examined using a normative-hermeneutic approach. The findings show that Aceh has a strong legal foundation through the Law on the Government of Aceh and Aceh Qanun; however, no explicit professionalism model for PAI teachers has been formulated based on Aceh’s special autonomy. Policy implementation remains administrative and nationally oriented, while religious, cultural, and Islamic law dimensions are not yet systematically integrated. The study concludes that strengthening PAI teacher professionalism requires policy coordination, regulatory reform, and a substantive-religious professionalism model grounded in Aceh’s special autonomy.
Copyright (c) 2026 Salman Salman, Warul Walidin, T. Zulfikar, Syamsul Bahri http://creativecommons.org/licenses/by-sa/4.0
Integrating Universal Design for Learning and Individualized Education Plans in Inclusive Education: A Systematic Literature Review
Inclusive education requires curriculum frameworks that accommodate learner diversity while ensuring individualized support for students with special educational needs. Although Universal Design for Learning (UDL) and Individualized Education Plans (IEPs) are widely recognized as complementary approaches, evidence regarding their integration within inclusive curriculum design remains fragmented. This study aims to synthesize research trends, implementation patterns, empirical impacts, and challenges associated with the integration of UDL and IEPs in inclusive education. A Systematic Literature Review (SLR) was conducted following the framework of Denyer and Tranfield (2009) and PRISMA guidelines. Literature published between 2015 and 2025 was retrieved from Scopus, Web of Science, ERIC, SpringerLink, Taylor & Francis, and Google Scholar. After a rigorous screening and quality appraisal process using CASP and JBI instruments, ten high-quality studies were included in the final synthesis. The findings reveal that UDL consistently enhances learning accessibility, student engagement, and academic achievement through flexible instructional design and multimodal learning opportunities. However, the integration of UDL and IEPs remains largely fragmented and is rarely institutionalized within formal curriculum policies. Successful implementation is supported by professional development, collaborative practices among educators, strong school leadership, and access to educational technology, while administrative burdens and limited policy alignment remain significant barriers. This review highlights the need for a systemic framework that integrates universal curriculum design with individualized planning to strengthen sustainable inclusive education practices.
Copyright (c) 2026 Siti Rokhmah Sobariah, Budi Susetyo, Iding Tarsidi, Eka Yuli Astuti, Ezza Mad Baguri http://creativecommons.org/licenses/by-sa/4.0
Transforming ELT Undergraduate Research Approaches During and Beyond Covid-19: Lessons from an Islamic University in Indonesia
The COVID-19 pandemic transformed undergraduate ELT research practices in higher education. This study investigates shifts in research topics, methodologies, technology use, and ethical considerations in undergraduate ELT research at an Islamic university in Indonesia during and beyond the pandemic. This study employed a qualitative case study approach. Data were collected through open-ended online questionnaires involving seven student researchers and five lecturer supervisors, as well as document analysis of 41 undergraduate thesis abstracts selected purposively from 2020–2022, and were analyzed using thematic analysis following Braun and Clarke’s six-phase framework. Findings indicate a notable rise in discourse-based and technology-mediated research topics, with qualitative approaches dominating methodological choices. Digital tools, such as online questionnaires, virtual interviews, and electronic academic databases, played a central role in data collection. However, students also encountered challenges, including access constraints, ethical requirements, and technological and communication limitations. The study highlights how crisis-driven adaptations, particularly digital research literacy, flexible methodological decision-making, and strengthened ethical awareness, constitute valuable lessons for sustaining and improving undergraduate research supervision in post-pandemic contexts. Recommendations are offered for integrating blended research training, ethical digital research competencies, and culturally grounded supervision strategies within Islamic higher-education ELT programs.
Copyright (c) 2026 Azizah Maulina Erzad, Rudi Hartono, Puji Astuti, Widhiyanto Widhiyanto http://creativecommons.org/licenses/by-sa/4.0
Practical-Based Culinary Education to Develop Vocational Skills for Deaf Students at SLBN Cicendo
Vocational education plays a critical role in preparing deaf students for successful participation in employment and independent living. However, vocational programs in special schools often emphasize technical instruction without adequately connecting learning experiences to outcomes in the school-to-work transition. This study aimed to examine how practice-based culinary learning contributes to the development of vocational competence and transition readiness among deaf students from a Life Centered Career Education (LCCE) perspective. A qualitative implementative case study was conducted at SLBN Cicendo involving deaf students and vocational teachers participating in a culinary training program. Data were collected through participant observation, semi-structured interviews, documentation, and performance-based assessment, and were analyzed using interactive and thematic analysis. The findings revealed that practice-based culinary learning strengthened students’ procedural competence, work accuracy, task responsibility, independence, and adaptive work behaviors through authentic and visually supported learning experiences. Repeated hands-on activities enabled students to internalize workplace routines and develop employability-related skills, including discipline, collaboration, and persistence. From an LCCE perspective, the learning process functioned not only as vocational training but also as a structured school-to-work transition mechanism that connected technical competence with daily living and occupational skills. This study contributes to special education literature by demonstrating how experiential vocational learning can operationalize LCCE principles in deaf education and support transition-oriented instructional practices. The findings offer practical implications for developing vocational curricula and transition programs that better prepare deaf students for inclusive employment opportunities.
Copyright (c) 2026 Febianty Diane Suherman, Imas Diana Aprilia, Juhanaini Juhanaini, Budi Susetyo, Iding Tarsidi http://creativecommons.org/licenses/by-sa/4.0
Development of STEAM-Based Learning with a Deep Learning Approach to Enhance Critical Thinking Skills on Circle Material
This study aims to develop STEAM-based mathematics learning tools integrated with a deep learning approach to enhance junior high school students’ critical thinking skills on circle material. The study employed the 4D development model consisting of Define, Design, Develop, and Disseminate stages. The developed products included a Module Implementation Plan (RPM), teaching materials, interactive learning media, Student Worksheets (LKM), and critical thinking assessment instruments. The novelty of this study lies in the systematic integration of STEAM principles and deep learning into all learning components specifically designed for circle material at the junior high school level. The validity of the tools was assessed by expert validators, while practicality was evaluated through observations of learning implementation, student activities, and student responses. Effectiveness was examined using the N-Gain test. The results showed that the developed tools were valid (mean score = 3.76), practical, and effective, with students demonstrating active participation, positive responses, and a moderate improvement in critical thinking skills (N-Gain = 0.60).
Copyright (c) 2026 Lutfiana Ramadani, Abi Suwito, Susanto Susanto, Arika Indah Kristiana, Frenza Fairuz Firmansyah http://creativecommons.org/licenses/by-sa/4.0