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).
Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo
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The Teacher is Not Enough: Why Achievement Motivation Trumps Teaching Styles in Islamic History Classrooms
The main focus of modern education is to enable students to learn independently, yet many students remain heavily dependent on teachers, including in the specific context of Islamic Cultural History learning. This study aims to empirically test and compare whether the teacher's teaching style or the student's achievement motivation has a stronger influence on learning independence when tested simultaneously. Using a quantitative approach with an explanatory associative design, the researchers distributed questionnaires to 104 students at Islamic Senior High School I'anatut Tholibin Margahayu-Bandung-Indonesia and analyzed the data using multiple regression via SPSS 26. The results demonstrate that while both factors have a significant positive impact, achievement motivation is the most dominant predictor of independence in studying Islamic historical narratives, as shown by its higher standardized beta coefficient. This suggests that the narrative and value-heavy nature of Islamic Cultural History (SKI) requires students to have strong internal drive to internalize historical meanings, making their own ambition to achieve more decisive for autonomy than the teacher's external delivery. In conclusion, internal psychological drive is more critical than external pedagogical methods for mastering Islamic Cultural History. Therefore, to foster autonomous learners in Islamic Cultural History, schools should integrate technical programs like 'Historical Role-Play Reflection' and 'Progressive Narrative Mapping' into their curriculum. These initiatives shift the focus from rote memorization to student-led goal-setting, allowing learners to independently analyze historical decision-making and build the self-efficacy needed to interpret historical values.
Copyright (c) 2026 Nurhamzah Nurhamzah, Yuni Purnama Sari, Hariman Surya Siregar, Irfan Ahmad Zain http://creativecommons.org/licenses/by-sa/4.0
A Lexical Profiling Analysis of State Islamic Higher Education Entrance Examinations: Implications for Vocabulary Breadth and Test Accessibility
Vocabulary knowledge plays a crucial role in reading comprehension and is widely recognised as one of the strongest predictors of successful reading performance among second language learners(Reynolds, 2021); however, the lexical demands of university entrance examinations may not always correspond to the vocabulary knowledge developed through secondary-school English curricula. This issue is particularly relevant in the State Islamic Higher Education Admission Test (UM-PTKIN), whose reading passages frequently incorporate Islamic and culturally specific content. Therefore, this study investigates the lexical profile of the English component of the UM-PTKIN examination and examines its implications for vocabulary breadth and test accessibility. Using a descriptive quantitative design, four English test scripts from the 2019 UM-PTKIN examination were analyzed through lexical profiling with RANGE, FREQUENCY, VocabProfile, and AntConc. The analysis focused on tokens, word types, and word families, with word families adopted as the primary unit because they provide a more realistic estimate of learners’ vocabulary knowledge in educational assessment contexts. The findings revealed that the test relied predominantly on high-frequency vocabulary; however, a substantial proportion of vocabulary items fell outside established frequency lists. Many of these off-list items consisted of Islamic terminology, proper nouns, and culturally embedded expressions rather than advanced English vocabulary. These findings suggest that vocabulary demands in UM-PTKIN are influenced not only by lexical frequency but also by thematic and cultural familiarity. The study provides implications for test development, curriculum alignment, and vocabulary instruction in Islamic higher education contexts.
Copyright (c) 2026 Dhinuk Puspita Kirana, Aries Fitriani http://creativecommons.org/licenses/by-sa/4.0
Evaluating University Students’ Perceptions of Artificial Intelligence Integration in Islamic Civilization History Learning and Its Relation to Academic Adab
This study analyzes the integration of Artificial Intelligence (AI) into Islamic Civilization History learning and its implications for strengthening students’ academic adab. The study employed a quantitative survey involving 80 students enrolled in the Islamic Civilization History course. Data were collected through an online questionnaire and analyzed using frequencies and percentages. The findings show that students perceive AI as a supportive learning tool that helps them understand course materials, summarize content, complete assignments efficiently, and develop flexible and independent learning practices. Importantly, AI use did not automatically weaken academic adab because students positioned it as an auxiliary tool rather than a substitute for intellectual effort, lecturer guidance, and personal responsibility. Most respondents maintained academic honesty, verified AI-generated information, avoided total dependence, respected lecturers as the primary instructional authority, and used AI with ethical awareness. These findings suggest that academic adab is shaped not merely by access to technology, but by students’ critical literacy, ethical orientation, and understanding of scholarly responsibility. The study proposes an ideal integration model based on four principles: pedagogical guidance, critical verification, transparent attribution, and reflective use. Therefore, AI should be integrated into Islamic Civilization History learning through academic rules, lecturer supervision, source checking, and assignments requiring interpretation, argumentation, and reflection. Such integration enables AI to enhance learning without reducing intellectual independence, historical reasoning, or academic integrity.
Copyright (c) 2026 Muriyanto Muriyanto, Ngatmin Abbas, M. Fatchurrohman, Dudi Budi Astoko http://creativecommons.org/licenses/by-sa/4.0
Spiritual Rationality and Social Actions of Pesantren Leaders in the BUMPes Incubation Assistance Program: A Narrative Hermeneutic Study in Ponorogo, East Java, Indonesia
This study aims to analyze the social actions of pesantren leaders in managing the Incubation Program of Pesantren-Owned Enterprises (BUMPes) and to explain the construction of spiritual rationality underlying decision-making and Islamic social entrepreneurship. A qualitative approach employing a narrative-hermeneutic method based on Max Weber's social action theory was adopted. The research was conducted at Al-Muttaqin Islamic Boarding School, Munggung, Pulung, Ponorogo, East Java. Data were collected through in-depth interviews, participatory observation, focus group discussions, and document analysis. The data were analyzed using Miles and Huberman's interactive analysis model combined with Riessman's narrative interpretation. The findings reveal that pesantren leaders perceive BUMPes not merely as an economic initiative but as an instrument of dakwah, social worship, and community empowerment. Their social actions integrate instrumental, value-oriented, affective, traditional, and spiritual rationalities, forming the Spiritual Rationality of Pesantren (SRP) model. Ethical values such as sincerity (ikhlas), trustworthiness (amanah), cooperation (ta'awun), responsibility, and blessing (barakah) serve as the foundation of institutional governance. The study concludes that spiritual rationality constitutes an essential dimension of Islamic social entrepreneurship and introduces the concept of Spiritual Capital as a theoretical extension of Weber's rationality framework within the context of Islamic institutions.
Copyright (c) 2026 Syahrudin Syahrudin, Ishomuddin Ishomuddin, Oman Sukmana, H.M. Suyudi http://creativecommons.org/licenses/by-sa/4.0
The Effect Of Question And Answer Relationship (QAR) Strategy On Grade XI Vocational Students' Reading Comprehension: An Explanatory Mixed-Methods Study
This study aims to examine the effect of the Question–Answer Relationship (QAR) strategy on the reading comprehension of Grade XI vocational high school students and to explore students’ perceptions of its implementation in EFL reading instruction. This research employed an explanatory sequential mixed-methods design involving 51 students from a vocational high school in Indonesia, divided into an experimental class (n = 27) and a control class (n = 24). Quantitative data were collected through pretest and posttest reading comprehension tests and analyzed using an independent samples t-test. The results revealed that students taught using the QAR strategy achieved significantly higher posttest scores (M = 83.85) than those taught through conventional instruction (M = 67.29). Qualitative data obtained from classroom observations, questionnaires, and semi-structured interviews indicated increased motivation, confidence, critical thinking skills, and strategic awareness in reading. Despite initial difficulties in categorizing question types, students responded positively to the strategy after consistent practice. The integration of quantitative and qualitative findings demonstrates that the QAR strategy not only improves students’ reading comprehension outcomes but also fosters positive learning behaviors. Therefore, the QAR strategy is an effective instructional approach for improving reading comprehension in vocational EFL classrooms.
Copyright (c) 2026 Ilmuislami Mawardin, Mawardin Muhammad Said, Mukrim Mukrim, Jamiluddin Jamiluddin, Darmawan Darmawan http://creativecommons.org/licenses/by-sa/4.0
Protection of Children with Special Needs from Gender-Based Sexual Violence Through Family-Based Protection Programs
Children with special needs, particularly girls with intellectual disabilities, are at high risk of experiencing gender-based sexual violence due to limitations in communication, understanding of risky situations, and dependence on adults. Despite increasing concerns regarding violence against children with disabilities, studies examining family-based protection integrated with special education interventions remain limited. This study aims to analyze the vulnerability and patterns of gender-based sexual violence experienced by children with intellectual disabilities and to examine the effectiveness of family-based protection programs through Special Programs (Progsus) and Reproductive and Sexual Health Education (PKRS). This study employed a descriptive qualitative approach using a case study design involving a 15-year-old girl with intellectual disabilities at State Special School 02 in Serang City, Indonesia. Informants included parents, teachers, and school personnel involved in the intervention process. Data were collected through gender-based violence assessments, in-depth interviews, observations, program documentation, and assistance records. Data were analyzed thematically using the interactive model of Miles, Huberman, and Saldaña, with triangulation employed to ensure trustworthiness. The findings revealed that the child experienced moderate levels of sexual violence perpetrated by individuals from her immediate environment. The implementation of Progsus and PKRS through school–family collaboration contributed to psychological recovery and improved self-protection skills, including the ability to recognize private body parts, distinguish safe and unsafe touch, and reject inappropriate treatment. Family involvement also enhanced parental awareness and responsiveness toward potential risks of sexual violence. This study highlights the strategic role of family-based protection programs integrated with adaptive sexuality education in preventing and addressing gender-based sexual violence among children with special needs. The findings provide practical implications for inclusive education policies and child protection programs that are sensitive to disability and gender issues.
Copyright (c) 2026 Yanti Lisnawati, Budi Susetyo, Iding Tarsidi, Ahsen Yılmaz, Muhammad Rijaal Qurrota A'yuni http://creativecommons.org/licenses/by-sa/4.0
Management of the Integration of the National Curriculum and Islamic Boarding Schools in Improving the Quality of Graduates from Islamic Boarding Schools
The integration of the national curriculum and the Islamic boarding school (pesantren) curriculum is often limited to combining religious and general subjects, while its management process remains underexplored. This study examines curriculum integration management in improving graduate quality at Daarul Muttaqin and Al Mansyuriyah Islamic Boarding Schools. A qualitative multi case study was conducted using in-depth interviews, participant observation, and document analysis involving school leaders, teachers, ustadz, education staff, and curriculum documents. Data were analyzed through condensation, display, conclusion drawing, and cross-site analysis. The findings indicate that curriculum integration is implemented through four management functions: planning, organizing, implementation, and evaluation. These functions generate four interconnected dimensions of integration: academic integration, character integration, student potential development, and educational governance. Academic integration aligns religious, general, and vocational learning; character integration is strengthened through pesantren values; student development emphasizes leadership, life skills, entrepreneurship, and community engagement; while governance integration is supported by collaborative curriculum planning, continuous monitoring, parental involvement, and quality assurance. The study proposes a Conceptual Model of Curriculum Integration Based on Educational Management, demonstrating that sustainable graduate quality depends on a holistic management system integrating academic, character, developmental, and governance dimensions.
Copyright (c) 2026 Ade Mahmud, Nana Herdiana Abdurrahman, R. Supyan Sauri, Ida Tejawiani, Abdul Holik http://creativecommons.org/licenses/by-sa/4.0
Strategies of Islamic Religious Education Teachers in Integrating Ngasa Local Traditional Values into Elementary School Learning
This study aims to analyze the integration of Ngasa traditional values into Islamic Religious Education (IRE) learning at SDN 2 Cisereuh, Brebes Regency, and to identify the strategies, supporting factors, and inhibiting factors involved in the process. The study employed a qualitative approach with a case study design. Data were collected through observations, interviews, and documentation involving IRE teachers, the school principal, and Jalawastu traditional leaders. Data were analyzed using the interactive model of Miles and Huberman, consisting of data condensation, data display, and conclusion drawing. The findings reveal that IRE teachers integrate Ngasa traditional values, particularly togetherness, mutual cooperation (gotong royong), and deliberation (musyawarah), into learning materials, learning processes, teaching materials, and instructional media. These values are contextualized with Islamic teachings, enabling students to understand religious concepts through their socio-cultural experiences. The integration process is supported by students’ enthusiasm, parental support, community participation, and teachers’ understanding of local cultural values. However, several challenges remain, including the limited availability of local culture-based learning resources, the absence of local cultural content in the curriculum, and insufficient professional development related to local wisdom-based learning. This study concludes that the Ngasa tradition serves as a relevant and meaningful source of values for strengthening Islamic Religious Education while contributing to the preservation of local cultural heritage.
Copyright (c) 2026 Ahmad Abdul Rochim, Sukiman Sukiman, Zainal Arifin http://creativecommons.org/licenses/by-sa/4.0
Determinants of Student Achievement in Economic Learning
Student academic achievement is influenced by various internal and external learning factors that shape students’ readiness, behavior, and support systems. This study aims to examine the effects of learning interest, learning discipline, learning style, learning facilities, and parental attention on the academic achievement of Class X E students in Economics at SMAN 1 Sumber Cirebon. This study used a quantitative survey design. The population consisted of all 96 students in Class X E, and total sampling was applied so that all students became respondents. Data were collected through questionnaires and documentation, then analyzed using multiple linear regression with SPSS version 15. The findings show that learning discipline and parental attention have positive and significant effects on students’ academic achievement. Learning interest shows a positive direction but does not have a statistically significant partial effect. Learning style and learning facilities also do not show significant partial effects. These results indicate that students’ achievement in Economics is more closely related to disciplined learning behavior and family support than to learning preferences or facilities alone. The study concludes that schools need to strengthen learning discipline, build students’ learning interest, and encourage parental involvement to support better academic achievement.
Copyright (c) 2026 Mokhammad Wahyudin, Lindawati Lindawati, Mohammad Hisyam Yahya http://creativecommons.org/licenses/by-sa/4.0
Character-Based English Language Education Model in the Era of Digital Transformation
This study aims to formulate and develop a conceptual model of character-based English language education in the era of digital transformation (CBELT-DT). A systematic and rigorous research approach was adopted through a Systematic Literature Review (SLR), adhering to the PRISMA 2020 protocol and SPAR-4-SLR framework, to ensure transparency and replicability in synthesizing the literature. The research was conducted using a Systematic Literature Review (SLR) approach on 25 articles published between 2020 and 2025, sourced from Google Scholar, Scopus, and DOAJ. The inclusion criteria focused on the integration of character education, digital literacy, and instructional innovation within English language teaching contexts. Thematic analysis identified five main themes: the integration of character values in English language learning, the reinforcement of digital literacy and ethics, media and instructional technology innovation, the development of intercultural competence, and the philosophical and cultural foundations of character education. The findings indicate that the CBELT-DT model emphasizes synergy between teacher readiness, technology-based instructional strategies, the internalization of character values, and reflective evaluation. This model is rooted in local values with a global orientation and is relevant for strengthening students’ academic competence, digital ethics, and identity. The study contributes to curriculum development, teacher capacity building, and the formulation of adaptive educational policies in response to the challenges of the digital era. Further research is recommended for empirical testing of the CBELT-DT model and the development of valid digital character assessment instruments. These findings underscore the urgency of integrating character education, digital literacy, and global competence into English language learning as a strategic response to the dynamics of 21st-century education.
Copyright (c) 2026 Romdanih Romdanih, Yuliwati Yuliwati, Lutfi Hardiyanto http://creativecommons.org/licenses/by-sa/4.0
Pedagogical Interactions Based on the Local Wisdom of Kampung Adat Dukuh for Strengthening Students' Mutual Cooperation and Religious Character
This study examines how local wisdom shapes pedagogical interactions and character formation among elementary school students in Kampung Adat Dukuh amid ongoing digital transformation. While previous research has emphasized cultural values, the mechanisms through which these values are transmitted in indigenous communities remain underexplored. Using a qualitative approach with an educational ethnography design, this study focuses on six students in Grades IV–VI as primary participants, supported by interviews with customary leaders, religious figures, community leaders, village officials, and parents. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using an interactive model. The findings show that pedagogical interactions are embedded in communal activities such as gotong royong (mutual cooperation), religious gatherings, congregational prayers, and other shared social practices involving both children and adults. Values are internalized through active participation, habituation, role modeling, and intergenerational engagement. These processes indicate that character education occurs naturally within everyday community life rather than through formal instruction. The study introduces the concept of a “living pedagogy system,” referring to a continuous, socially embedded learning process rooted in community practices. It highlights indigenous communities as dynamic pedagogical ecologies that remain relevant for strengthening children’s character in the face of digital-era challenges.
Copyright (c) 2026 Hikmat Hikmat, Yadi Ruyadi, Juntika Nurhihsan, Encep Syarief Nurdin http://creativecommons.org/licenses/by-sa/4.0
The Effect of Principal's Transformational Leadership and Teacher Work Commitment on Instructional Performance Outcomes in Public Elementary Schools
This study aimed to analyze the influence of principals’ transformational leadership and teacher work commitment on instructional performance outcomes in public elementary schools in Padang Pariaman Regency, Indonesia. This study employed a quantitative explanatory research design. The sample consisted of 182 teachers selected through cluster multistage stratified random sampling. Data were collected using a validated and reliable Likert-scale questionnaire and analyzed using descriptive statistics, simple regression, and multiple regression analysis. The findings showed that principals’ transformational leadership had a positive and significant effect on teachers’ instructional performance outcomes. In contrast, teacher work commitment did not have a significant partial effect, although teachers generally demonstrated a good level of commitment. Simultaneously, transformational leadership and work commitment had a significant effect on instructional performance outcomes; however, their combined contribution was relatively small, explaining only 4.0% of the variance. Transformational leadership emerged as the dominant predictor in the model. The study concludes that improving instructional performance outcomes requires strengthening principals’ transformational leadership, particularly intellectual stimulation and individualized consideration, while also supporting teachers through professional development, adequate resources, and conducive school conditions.
Copyright (c) 2026 Gusra Farnita, Nurhizrah Gistituati, Nellitawati Nellitawati, Ahmad Sabandi, Erwin Pri Utomo http://creativecommons.org/licenses/by-sa/4.0
Formulating Adaptive Islamic Education Policies: Conservative Resilience of Salafi Dayah Amid Digital Disruption
This study aims to reinterpret the resilience of Salafi dayah in Aceh in facing the digital era, not as an absolute rejection of modernization, but as a conservative pedagogical strategy that preserves the continuity of Islamic knowledge, the authority of the teungku, communal discipline, and the tradition of kitab kuning. This study employs a qualitative ethnopedagogical approach by combining field observations, interviews with teungku and santri, and an examination of curriculum documents, learning routines, and disciplinary practices within the dayah environment. The findings indicate that the conservative resilience of Salafi dayah is formed through five main mechanisms: a curriculum orientation rooted in inherited traditions, the preservation of bale beut and the bandongan-sorogan methods, moral formation through bodily discipline, the charismatic legitimation of the teungku, and the selective use of digital technology. Salafi dayah do not entirely reject change; rather, they negotiate digital disruption by distinguishing technologies that support da‘wah and scholarly references from those that may weaken adab, concentration, and communal obedience. Thus, conservatism in Islamic education can be understood as a reflective form of cultural defense, rather than mere stagnation.
Copyright (c) 2026 Zainuddin Zainuddin, Syamsul Rizal, Samsuar Samsuar, Mohd Nasir, Rita Sari http://creativecommons.org/licenses/by-sa/4.0
Integrating Andragogy Principles in Employee Training: Literature Study
This study aims to analyze and synthesize the results of research on the integration of andragogy principles in employee training and identify best practices for its application in human resource development. The research uses the literature study method (library research) with a descriptive-qualitative literature review approach. The research data is in the form of secondary data sourced from 10 national and international journal articles published in 2017–2025 which were obtained through Google Scholar, Scopus, SINTA, Garuda, and ResearchGate. Data collection is carried out through documentation studies, while data analysis uses content analysis which includes data reduction, theme grouping, data presentation, and conclusion drawn. The results showed that the application of andragogy principles, such as self-directed learning, relevance of the material to work needs, utilization of participant experiences, problem-based learning, and intrinsic motivation, contributed to increased participant engagement, skill retention, learning satisfaction, and training effectiveness. In addition, the integration of digital technologies, gamification, and artificial intelligence expands the implementation of andragogy in modern training that is more adaptive. In practical terms, these findings provide a basis for organizations to design participatory, contextual, and flexible training. Theoretically, this study strengthens the relevance of andragogy as an adult learning approach in an organizational context. Further research is suggested to test the effectiveness of an andragoggy-based training model through empirical studies on various industrial sectors.
Copyright (c) 2026 Anzar Agustian, Hiryanto Hiryanto http://creativecommons.org/licenses/by-sa/4.0
Implementation of Deep Learning in Project Based Learning on Early Childhood Independence
Independence in early childhood is an important aspect of character development and life skills that need to be developed from an early age. However, in practice, children's independence has not yet been optimally developed. This study aims to analyze the level of implementation of deep learning in project-based learning in early childhood education and its relation to children’s independence. This study employed a qualitative approach. Data were collected through in-depth interviews with early childhood education teachers in Buleleng Regency, as well as observation questionnaires to assess children’s independence. There were six teachers interviewed and 20 children observed to strengthen the data. The results showed that children were able to demonstrate independent behavior across various indicators, namely learning initiative, responsibility, decision-making, discipline and time management, as well as perseverance during project activities. Several challenges in implementing Deep Learning in Project-Based Learning (PjBL) were identified, including differences in teachers’ understanding of the Deep Learning concept, limited instructional time, lack of contextual learning media and resources, uneven parental involvement, and the characteristics of early childhood learners who still require intensive guidance. Several contextual strategies were implemented, such as the use of projects based on daily activities, the provision of open-ended questions and simple reflections, the utilization of the surrounding environment as a learning resource, collaboration with parents, and the gradual application of scaffolding according to children’s developmental needs.
Copyright (c) 2026 Made Vina Arie Paramita, Rendy Setyowahyudi, Ni Putu Vivin Indrawati, Rizky Drupadi http://creativecommons.org/licenses/by-sa/4.0
Strategy for Improving Higher Education Quality Through Indexed Scientific Publications Based on Key Performance Indicators
This study examines strategies for improving higher education quality through indexed scientific publications based on Key Performance Indicators (KPIs) at Universitas Bhinneka Nusantara (UBHINUS). Despite the growing importance of indexed publications in evaluating university performance, studies on publication improvement strategies in private universities undergoing institutional transformation remain limited. This study aims to analyze the current publication performance at UBHINUS, identify strategies for improving indexed scientific publications, examine supporting and inhibiting factors, and propose a higher education quality improvement framework. UBHINUS was selected because it is a private university undergoing institutional transformation while striving to improve research productivity and accreditation. This qualitative study involved 10 purposively selected informants consisting of university leaders, lecturers, LPPM staff, Global Partnership Unit representatives, and students. Data were collected through interviews, observations, and document analysis and analyzed using ATLAS.ti 9. The findings indicate that publication performance has not yet been optimal due to limited international publications, weak research culture, insufficient collaboration, and low student involvement. Leadership commitment, strategic planning, funding support, and LPPM play important roles in improving publication productivity. Based on these findings, this study proposes a Living Lab-based collaborative research framework to strengthen the research ecosystem and enhance institutional quality.
Copyright (c) 2026 Nuraini Fauzia Febrialin, Ainul Hayat, Abdul Qodir Muslim http://creativecommons.org/licenses/by-sa/4.0
Spatial Dynamics of Papuan Multiculturalism: Indigenous, Islamic, and Christian Interactions
This study examines the dynamics of multiculturalism in Papua by integrating ethnographic methods and critical discourse analysis. The main focus is directed at the practices, transformation, and interaction among Papua’s indigenous religion, Islam, and Christianity, as well as the role of local wisdom in strengthening social integration. Data were collected through participant observation, in-depth interviews, focus group discussions, and document analysis. Data were analyzed using a combination of thematic ethnographic analysis and Fairclough’s critical discourse analysis, enabling multi-level interpretation of social practices and discursive constructions. The findings indicate that the indigenous religion in Papua endures through the adaptation of rituals, symbols, and arts, forming patterns of coexistence, acculturation, and identity negotiation with world religions. Local wisdom, such as the philosophy of collective life, customary deliberation, and the active participation of women and youth, serves as the foundation for strengthening multiculturalism. Critical discourse analysis reveals the marginalization of indigenous religious narratives, although efforts toward formal recognition are increasing. The Papuan multiculturalism model rejects narrow assimilation and monoculturalism, emphasizing pro-existence, inclusion, and active dialogue. This study contributes to the development of a social integration model based on local wisdom, relevant for Papua and other plural regions in Indonesia.
Copyright (c) 2026 Rasminto Rasminto, Hendrik Arwam http://creativecommons.org/licenses/by-sa/4.0
Implementing School Culture to Foster Character Education in Early Childhood Settings
This study aimed to analyze the implementation of school culture in fostering character education at Kelompok Bermain ‘Aisyiyah in Kisaran, Asahan Regency, North Sumatra. A qualitative case study approach was employed, with data collected through observations, interviews, and documentation involving the principal, teachers, and children. Data were analyzed using data condensation, data display, and conclusion drawing techniques. The findings revealed that school culture was implemented through routine habituation, spontaneous activities, programmed activities, and teacher role modeling integrated into children’s daily learning experiences. These practices contributed to the development of character values, including religiosity, discipline, independence, responsibility, social care, politeness, communication skills, and patriotism, with religious and disciplinary values emerging as the most dominant. The implementation was supported by school leadership, teacher collaboration, parental involvement, a conducive learning environment, and character-based school procedures, while inconsistent implementation and limited reinforcement at home remained challenges. The study concludes that school culture serves as an effective medium for internalizing character values and promoting positive behavior among young children through continuous habituation, social interaction, and role modeling. This study contributes empirical evidence on the role of school culture in strengthening character education practices in early childhood settings
Copyright (c) 2026 Elfa Yuliana Nasution http://creativecommons.org/licenses/by-sa/4.0
Academic Achievement in the Digital Age: Examining Gadget Use, Peer Support, and Teacher Competence
This study aimed to explore the role of gadget use, peer support, and teacher competence in students’ academic achievement at SDN 14 Moramo, South Konawe Regency, Southeast Sulawesi. A qualitative research approach was employed in this study. Participants were selected using purposive sampling, involving students from grades four to six as key informants and teachers and the school principal as supporting informants. Data were collected through semi-structured interviews, classroom observations, and documentation, and analyzed using an interactive data analysis model. The findings showed that gadget use supported learning by providing access to digital resources but could reduce concentration when used excessively for entertainment. Peer support improved motivation, confidence, and participation through collaborative learning activities, although it could become a distraction when uncontrolled. Teacher competence supported learning effectiveness through instructional strategies, classroom management, and continuous guidance. The study concludes that gadget use, peer support, and teacher competence collectively shape students’ learning experiences and academic achievement in elementary education.
Copyright (c) 2026 Marlina Ramli http://creativecommons.org/licenses/by-sa/4.0
Evaluation of the Arabic Language Teachers' Discussion Forum (MGMP) Program in Madrasah Tsanawiyah for Enhancing Teacher Competence
This study examines the effectiveness of the Musyawarah Guru Mata Pelajaran (MGMP) program for Arabic language teachers at Madrasah Tsanawiyah (MTs) in Bengkulu City through the Context, Input, Process, and Product (CIPP) evaluation framework. Although the MGMP program has been widely implemented throughout Indonesia to strengthen teachers’ professional competencies, its effectiveness in Bengkulu City has not been comprehensively assessed. The research employs a mixed-methods design, integrating qualitative data obtained from interviews with Arabic language teachers, MGMP coordinators, and relevant stakeholders, alongside quantitative data collected through teacher questionnaires. Document analysis was also conducted to support the findings. The evaluation focused on the four dimensions of the CIPP model: context, input, process, and product. The results indicate that the MGMP program generally corresponds to the professional development needs of teachers and contributes positively to the enhancement of their pedagogical competence. Nevertheless, several challenges were identified, including insufficient resources, irregular participation, and the use of outdated training materials. The implementation process demonstrated varying degrees of teacher involvement; while some participants gained significant benefits from the activities, others perceived them as lacking practical applicability. Overall, the program contributed to improvements in lesson preparation and instructional methods, although its influence on classroom teaching practices varied among participants. These findings highlight the need for program improvements to overcome existing limitations and enhance its overall effectiveness.
Copyright (c) 2026 Muhammad Hidayaturrahman, Falahun Ni'am, Nur Hidayat http://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of PBL and PJBL Assisted by Digital Book to Improve the Mathematical Literacy of Fifth-Grade Elementary School Students
This study examined the effectiveness of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) assisted by Digital Books in improving the mathematical literacy of fifth-grade elementary school students. A quantitative quasi-experimental study used a pretest-posttest non-equivalent control group design with 90 students at SDN Pancawati II, Indonesia. The students were assigned to three groups: PBL assisted by Digital Books, PjBL assisted by Digital Books, and conventional learning. Data were collected through validated mathematical literacy tests and observations of teacher and student activities. The data were analyzed using Shapiro-Wilk, Levene’s test, paired-sample t-tests, One-Way ANOVA, Tukey HSD, and N-Gain. The results showed significant pretest-posttest improvements in all groups (p < .001). The PBL group obtained the highest posttest mean (85.97) and N-Gain (0.7949), followed by the PjBL group (81.13; 0.7735) and the conventional group (60.90; 0.6994). ANOVA showed significant differences among the three groups, and Tukey HSD confirmed significant pairwise differences. These findings indicate that both Digital Book-assisted models are effective, while PBL provides the strongest improvement in mathematical literacy.
Copyright (c) 2026 Nabila Framesti Anita Yulianingsih, Joko Siswanto, Achmad Buchori http://creativecommons.org/licenses/by-sa/4.0
Character Education in Curriculum and Pedagogy: Bibliometric Analysis (2000–2025)
This study investigates global publication trends on character education within curriculum and pedagogy from 2000 to 2025 using a bibliometric methodology applied to 892 articles from the Dimensions database and analyzed through VOSviewer. The keyword co-occurrence analysis reveals that themes such as moral education, values formation, teacher preparation, and curriculum integration have remained central to scholarly discussions. However, overlay and density visualizations identify a significant paradigmatic transition from prescriptive moral instruction toward comprehensive pedagogical models emphasizing competency development and holistic growth. Critically, the most recent thematic shifts—particularly between 2023 and 2025—point to the growing prominence of local wisdom, positive discipline, mental well-being, digital citizenship, and culturally responsive pedagogy, signaling a research frontier that prioritizes contextualization, emotional resilience, and decolonization in character education. Scientific network mapping identifies influential authors and leading journals shaping the intellectual landscape. This study contributes valuable insights for scholars, educators, and policymakers while identifying promising future directions, including digital pedagogy, multicultural learning, and global citizenship education. Overall, the study offers a comprehensive examination of the intellectual development and structural evolution of character education research, providing an evidence-based foundation for curriculum design and pedagogical innovation in contemporary educational systems.
Copyright (c) 2026 Taufik Abdullah, Jainudin Abdullah, Andi Suaema http://creativecommons.org/licenses/by-sa/4.0
Qur'anic Eco-Parenting for Urban Families: Integrating Luqman Exegesis, Child Protection, and Environmental Ethics in the Digital Era
Urban Muslim families face interconnected parenting challenges: children spend more time in digital environments, contact with nature diminishes, and family communication competes with high mobility and screen exposure, so child protection must now encompass physical, psychological, social, spiritual, and digital dimensions. However, studies on Qur'anic parenting, digital parenting, and environmental education tend to be developed separately, with limited integration into a single framework linking ethical-spiritual education to contemporary protection and sustainability needs. This article aims to formulate Qur'anic eco-parenting as an integrative framework connecting the educational values of Qur'an 31:12-19 with child protection, family resilience, digital literacy, and environmental ethics. The study employs qualitative library research combining descriptive-analytical, content-analysis, integrative-synthesis, and contextual-thematic interpretation of recent peer-reviewed literature. Findings show that Qur'anic eco-parenting extends parenting from behavior control toward forming a safe, dialogical, spiritually meaningful, digitally literate, and ecologically responsible family ecosystem, embodied in the ECO-HIKMAH model: ecological empathy, concrete example, environmental observation, Luqman's wisdom, faith-based ecological ihsan, children's independence and resilience, family deliberation, safety from violence and digital risks, and spiritual-social-ecological harmony. The model offers a contextual framework for families, schools, pesantren, and urban Muslim communities to integrate spiritual education, protection, and environmental ethics in daily parenting.
Copyright (c) 2026 Derysmono Derysmono, Ahmad Faris, Irfa Afrini, Syarifudin Syarifudin http://creativecommons.org/licenses/by-sa/4.0