Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme

Analysis of TPACK Content in the Curriculum of Educational Study Programs in Higher Education

2025-09-24T00:57:32+00:00

This study aims to analyze the structure and depth of Technological Pedagogical Content Knowledge (TPACK) content in higher education curriculum documents, with a case study at the Faculty of Tarbiyah, Institut Asy-Syukriyyah, consisting of the Primary School Teacher Education (PGMI) and Islamic Education (PAI) Study Programs. The research focuses on how the curricula of the two study programs include aspects of content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), and their integration within the TPACK framework. This research uses a qualitative descriptive approach, using document analysis, interviews, and observation as data collection techniques. Data were collected from curriculum documents used in the 2024-2025 academic year at the Faculty of Tarbiyah, especially the PGMI and PAI Study Programs. Interviews were conducted with the dean of the Tarbiyah Faculty, the heads of the PAI and PGMI study programs, two lecturers, and two students, as well as observations of lecture implementation in the same academic year. The data were analyzed using qualitative methods validated through source and technique triangulation, then interpreted based on the seven TPACK components. The results show that the curricula of both study programs meet national standards, aligning graduate profiles, learning outcomes, courses, and semester learning plans (RPS). The depth of CK and PK emerges as the main strengths: PGMI emphasizes multidisciplinary content and basic teaching strategies, while PAI emphasizes mastery of Islamic sciences and teaching methodology. Meanwhile, TK and TPACK integration remain limited, mainly appearing as the use of simple digital media and online learning systems. Integration at the levels of PCK, TCK, TPK, and TPACK is still partial and not yet systematically embedded in the curriculum. This study implies that strengthening TPACK integration in curriculum design is essential to better prepare pre-service teachers for the digital era. Future research could expand the analysis to a broader range of teacher education programs in Indonesia, and further examine the effectiveness of TPACK-based curriculum interventions in improving teaching competence and student learning outcomes.

Murur Scheme Educational Model: An Andragogy-Based Innovation for Strengthening Hajj Moderation

2025-09-12T14:46:40+00:00

The purpose of this study was to construct an educational model for strengthening religious moderation among elderly Hajj pilgrims at the Hajj and Umrah training institution of the Nurulhuda Islamic Education Foundation in Ciamis. This research approach used a qualitative case study method. Data collection was carried out through semi-structured interviews with the Foundation Leader, Ustadz, and elderly Hajj pilgrims. As well as observations through observing Hajj training activities for the pilgrims. Data analysis used the Miles and Huberman model, and validity testing used a data credibility test with the triangulation method. The results of the study showed: 1)Murur Scheme Education was carried out with the following schemes: Delivery of Murur policies, Socialization of new aspects in Murur policies in Muzdalifah, Comprehensive understanding of elderly pilgrims, and innovating ways to provide a correct understanding regarding the obligatory Hajj. 2)Strengthening Andragogy-Based Hajj Moderation was carried out by strengthening religious moderation in accompanying Hajj pilgrims, providing provisions before Hajj departure, during Hajj implementation, and after the peak of Hajj. 3)Implementation is carried out through the application of andragogy, through education by tutors, organization of learning materials, and learning methods. 4)Implications of Andragogy-Based Murur Scheme Education through two phases, namely, the education phase and the Andragogy-Based Hajj Moderation Strengthening Phase. The results of the study contribute by providing innovative solutions for elderly Hajj education through an andragogy approach that can be adopted by educational institutions and Hajj organizers, and support the development of a more inclusive and adaptive learning model.

Optimizing Principal Management for Deep Learning Curriculum Implementation in Vocational High Schools

2025-09-12T15:42:15+00:00

The present study aims to analyze the strengths, weaknesses, opportunities, and threats of school principals’ management in implementing the deep learning curriculum in vocational schools and to formulate strategic recommendations through a SWOT analysis. The current research employs a qualitative approach with a multisite case study design involving Vocational High Schools (SMK) in Central Java Province. The study population consisted of approximately 1,547 SMK principals across the province, while the research sample comprised 45 principals representing both public and private schools. Data were collected through in-depth interviews with school principals as the main informants. The analysis was conducted with thematic coding to classify the data into strengths, weaknesses, opportunities, and threats, then synthesized in an operational SWOT matrix to formulate strategic recommendations. The results suggest that the principal has strategic leadership, builds a school culture that is open to innovation, and utilizes available facilities to support the implementation of deep learning. However, internal weaknesses were found in a dense, rigid curriculum, sporadic teacher training, limited technological infrastructure, and traditional assessment practices. The external side, government policies, partnership opportunities with industry and universities, and the demands of 21st-century competencies are important opportunities. Meanwhile, students' socio-economic disparities, uneven technological readiness, and fluctuating external support are real threats. The results confirm that strategic planning based on SWOT analysis can help principals maximize strengths and opportunities, while systematically addressing weaknesses and threats. The research findings are expected to be a reference for school principals, teachers, and policymakers.

Strategies, Challenges, and Solutions for Learning Islamic Religious Education for Children with Mental Disabilities SLBN Lampung Province

2025-09-12T14:40:13+00:00

This study aims to analyze the learning strategies, challenges faced, and solutions implemented by teachers in teaching Islamic Religious Education (PAI) to students with mild intellectual disabilities at SLBN PKK, Lampung Province, and SLB Dharma Bakti Dharma Pertiwi, Bandar Lampung City. This research uses a qualitative approach with a multisite type, employing data collection techniques such as observation, in-depth interviews with PAI teachers, and documentation of learning activities. The collected data were then analyzed descriptively and qualitatively through data reduction, data presentation, and drawing conclusions. The results show that PAI learning strategies at SLBN PKK, Lampung Province, and SLB Dharma Bakti Dharma Pertiwi, Bandar Lampung City, emphasize an individual approach, simple methods, direct practice, and habituation of religious rituals to facilitate student understanding. The challenges faced include students' limited cognitive abilities, a lack of engaging learning media, and low parental involvement. To address these issues, teachers applied solutions such as modifying teaching methods, using simple media, adopting a personal approach, and collaborating with parents to reinforce religious values at home. The study concludes that the success of PAI learning for students with mild intellectual disabilities requires adaptive strategies, contextualized media, and synergy between teachers, schools, and families to achieve the goals of religious education optimally.

Digital Transformation in Educational Management for School Quality in the Digital Era

2025-08-19T08:12:33+00:00

This study explores the phenomenon of digital transformation in educational management by examining its opportunities, challenges, and implications for school quality. The purpose of this study is to provide a comprehensive analysis of how digital tools and platforms are reshaping school governance, pedagogy, and policy. Using a qualitative literature review method, data were collected from national and international scholarly articles, policy documents, and academic reports published between 2019 and 2025. A total of ten carefully selected articles were analyzed using content analysis to identify thematic patterns related to digital transformation in schools. The findings reveal that digital technologies such as Learning Management Systems (LMS), AI-powered tools, and data-driven dashboards improve school efficiency, stakeholder engagement, and personalized learning. However, the study also uncovers significant challenges, including unequal access to digital infrastructure, limited digital literacy among educators, institutional resistance to change, and cybersecurity risks. The results underscore that the success of digital transformation depends not only on technological readiness but also on leadership vision, inclusive strategies, and sustained digital policy planning. This study contributes theoretically to the discourse on digital educational leadership and practically to school-based digital transformation strategies in the digital era.

The Effectiveness of Local Wisdom-Oriented Teaching Materials to Improve the Creative Thinking Ability of Elementary School Students

2025-10-01T04:18:46+00:00

The problem faced in learning in elementary school is that the teaching materials used by teachers are still limited to package books and monotonous worksheets, so that students get bored quickly and lack understanding of the context of the material. This condition has an impact on students' low creative thinking skills, especially in generating new ideas and solving problems. This study aims to analyze the effectiveness of local wisdom-oriented teaching materials in improving the creative thinking skills of elementary school students. The research method used is quantitative with a one group pretest-posttest design. The subjects of the study were 47 students in grade V of SDN 2 Karangan Trenggalek Regency who were selected through purposive sampling. The research instrument was in the form of a questionnaire on creative thinking skills consisting of 22 statements. Data analysis was carried out using a paired sample t-test with the help of SPSS. The results of the study showed a significant increase in students' creative thinking skills after the use of teaching materials based on local wisdom. In the pretest stage, 32% of students were in the high category, 68% in the medium category, and 0% in the low category. After treatment, the posttest results showed that 76% of students were in the high category, 24% in the medium category, and 0% in the low category. The hypothesis test yields a sig value. (2-tailed) 0.000 < 0.05, which means there is a significant difference between the pretest and posttest results. Thus, it can be concluded that teaching materials oriented to local wisdom are effective in improving the creative thinking skills of elementary school students.

The Role of Al-Miftah lil Ulum Method in Enhancing Santri's Contextual Kitab Kuning Literacy Competence

2025-09-18T01:16:43+00:00

This study aims to evaluate the influence of a contextual approach on improving santri's kitab kuning literacy and to formulate an adaptive model at Al-Hikam Islamic Boarding School Burneh Bangkalan. This research used a qualitative research with classroom action research (CAR). The data of this study is the improvement of literacy of Kitab Kuning for Santri at Al-Hikam Islamic Boarding School Burneh Bangkalan. The data of this study got from observations, in-depth interviews, and documentation of learning practices with beginner santri of Madrasah Diniyah Takmiliyah (MDT) at Al-Hikam. This research used Miles and Huberman's interactive mode to analysis data. The findings indicate that the adoption of the innovative "Al-Miftah Lil Ulum" method successfully addressed the ineffectiveness of the traditional sorogan method, significantly improving santri's morphological and syntactic analysis skills in a short period. The learning materials, structured in the form of nadzam, colored tables, and structured exercises, proved capable of bridging santri's cognitive gap towards classical texts. The implementation of this method had a significant impact on santri's ability to read and comprehend Fathul Qarib within a relatively short timeframe. This research found that challenges exist in the learning process, such as heterogeneity of abilities and the need to adjust the study duration to two years; these were addressed through class separation and strengthening meaning comprehension practices. The results of this study imply that the integration of contextual methods can bridge the gap between classical Islamic intellectual heritage and contemporary educational challenges, affirming the crucial role of innovation for pesantren's relevance in responding to 21st-century learning needs.

Code-Switching Practices Among Bilingual Teachers in English Classrooms at Indonesian Senior High Schools

2025-08-19T08:05:07+00:00

The purpose of this research is to analyze the pedagogical and linguistic dimensions of teacher-initiated code-switching, including its contributions to classroom interaction, students’ comprehension, and language acquisition. Employing a qualitative research design with a literature review approach, this study systematically synthesizes findings from ten selected peer-reviewed articles published between 2015 and 2025. The analysis covers multiple aspects such as situational, interpersonal, intersentential, and intrasentential code-switching, as well as the motivations and outcomes associated with such practices. The findings show that code-switching serves both linguistic and pedagogical functions. Linguistically, it facilitates students' understanding of complex grammatical or abstract concepts. Pedagogically, it improves participation, reduces language anxiety, and fosters an inclusive classroom environment. Additionally, teachers’ language choice is influenced by factors such as students’ language proficiency, social context, instructional goals, and teachers’ teaching styles. These insights contribute to the ongoing discourse on bilingual education and offer practical implications for improving classroom strategies and teacher training in EFL contexts.

The Effectiveness of Ethnomathematics-Based Teaching Materials to Improve Elementary School Students' Understanding of Mathematics Concepts

2025-08-23T15:30:49+00:00

This study aims to test the effectiveness of ethnomathematics-based teaching materials in improving the understanding of mathematics concepts in SDN 2 Suruh, Trenggalek Regency, by integrating the local cultural context of Trenggalek Regency. The method used is quasi-experimental with a one-group pretest-posttest design. The population in this study is students of SDN 2 Suruh. The sampling technique in this study was Purposive sampling of 65 students in grade V of SDN 2 Suruh. The selection of sampling was based on the ability to understand mathematical concepts. The research instruments include a concept understanding test with data analysis using Shapiro-Wilk normality, Homogeneity, Paired Sample T-Test, and N-Gain. The data analyzed is a test of understanding of mathematical concepts. The results showed a significant difference between the pretest and posttest values (sig. 0.000 <0.05), with an average N-Gain of 58.60% which was included in the effective category. Ethnomathematics-based teaching materials have been proven to be able to increase students' understanding of mathematical concepts while fostering interest in learning through the introduction of local cultural elements. These findings recommend the use of ethnomathematics-based teaching materials as a relevant and contextual learning strategy in primary schools.

The Ethical Educational Principles in Utawen Poetry and Their Significance to the Pancasila Student Profile

2025-09-16T07:32:03+00:00

This study aims to examine the relevance of the Pancasila student profile to the moral education values in the Utawen poem, which is a culture in the Tegal Sari Mosque, Jetis District, Ponorogo Regency. This study uses a qualitative research type with an ethnographic design. The research data uses primary and secondary data. Primary data is obtained through a critical review of the Utawen poem text. Secondary data is obtained through scientific journals, books, and articles relevant to the research topic. Data collection techniques use interviews, observations, and documentation. Analysis uses Miles and Huberman techniques. The research findings show that the moral values contained in the Utawen poem include: the moral value of consistency in principle, the moral value of honesty, and the moral value of courage to admit mistakes. These moral values are implied through the character of Sidiq (trustworthy). The moral value of keeping promises and being responsible is reflected in the character of amanah (trustworthy). The moral value of liking to help and caring for others is implied in the obligation of zakat as a form of social care. The relevance of the moral values of Utawen poetry to the profile dimensions of Pancasila students can be seen as follows: the dimensions of faith, devotion to God Almighty, noble character, and independence are implied in the shahada and the pillars of Islam. The dimension of mutual cooperation is implied through the teaching of paying zakat. The dimension of global diversity is implied in the character of the Prophet, who brought Islamic teachings to all people. The concept of tauhid (the oneness of God) can be used as a stimulus to develop critical thinking, because it invites humans to understand the meaning of life in depth. Through poetic expression, Utawen poetry also reflects creativity in conveying the message of da'wah through literary works.

Serat Wirid Hidayat Jati and the Development of Javanese Islam in the 19th-20th Century

2025-09-26T09:31:39+00:00

This study explores Wirid Hidayat Jati, a composition by Raden Ngabehi Ranggawarsita finalized in 1862, and its role in shaping Javanese Islam during the 19th and early 20th centuries. The text incorporates Sufi doctrines, particularly the principle of manunggaling kawula Gusti (the union of humanity with the Divine), which is closely related to the concept of martabat tujuh (seven dignities) in Sufi tradition. Employing a historical research design and textual analysis, this study collected data from primary sources, namely the Wirid Hidayat Jati manuscript, as well as secondary sources such as historical records, pesantren archives, and scholarly works. The data were analyzed using content analysis and historical interpretation to identify core mystical and ethical themes and to examine their influence on the religious practices of Javanese Islam. The findings reveal that Wirid Hidayat Jati, through its reading, teaching, and interpretation by santri and Ranggawarsita’s followers, contributed to the dissemination of Sufism and reinforced practices that harmonized Islamic principles with Kejawen values. As a spiritual guide, the text not only influenced devout Muslims (santri) but also adherents of Kejawen, and its impact continued into the early 20th century. In conclusion, Wirid Hidayat Jati reflects Ranggawarsita’s Sufi philosophy and demonstrates the formation of a distinct Javanese Islamic identity characterized by adaptability and cultural syncretism.

Inclusive Pedagogical Strategies of Islamic Religious Education Teachers in Instilling Multicultural Values Among Students

2025-09-16T08:49:03+00:00

This study aims to analyze the inclusive pedagogical strategies employed by Islamic Education (PAI) teachers to instill multicultural values among students at SMA Negeri 2 Ungaran, Semarang Regency. Using a qualitative case-study design, data were collected from the school principal and five PAI teachers through classroom observations, semi-structured interviews, and document analysis (lesson plans, syllabi, and school records). Data were processed using thematic analysis with iterative reduction, display, and conclusion drawing, supported by source and technique triangulation to ensure trustworthiness. The results indicate that teachers enact a constellation of inclusive strategies, interactive discussions, contextual case analyses, heterogeneous group work, project/value-based tasks, and explicit role modeling, while positioning themselves as facilitators, mediators, and moral exemplars in diverse classrooms. Enabling conditions include a school culture that affirms difference, strong principal support, and active student participation; constraints involve limited instructional time, uneven prior religious knowledge, occasional student resistance, and scarcity of contextually rich learning materials. Student responses are broadly positive, marked by higher participation, increased empathy, and improved cross-background collaboration, suggesting early prejudice reduction. Overall, the strategies are effective yet variably implemented across teachers and bounded by institutional constraints, indicating the need for sustained support to consolidate outcomes.

Model of Education Transformation for Converts Based on Religious Moderation

2025-09-27T13:37:57+00:00

The purpose of this study is to formulate a conceptual model of religious moderation-based conversion education transformation that can be used as a reference for non-formal Islamic educational institutions. This study uses a qualitative approach with a case study design. The research data consists of the process of religious moderation-based conversion education transformation, with the case study location at the Cheng Ho Mosque in Palembang. Data were collected through participatory observation, in-depth interviews with mosque administrators, convert mentors, and students, as well as documentation of programs and learning materials. The analysis technique used was thematic analysis with data reduction, categorization, and conceptualization of field findings. The results showed that the model of convert education transformation took the form of a spiral transformation that adapted Bruner's spiral learning principle. This model is considered relevant to the characteristics of the convert guidance process, which is gradual, repetitive, and in-depth. This spiral of transformation includes four main stages: (1) an orientation stage that introduces the basics of Islam and the values of religious moderation; (2) a foundation stage that emphasizes strengthening faith, worship practices, and understanding the value of diversity; (3) the social integration stage, which focuses on social adaptation, collaboration, and strengthening community networks; and (4) the economic independence stage, which guides converts toward developing productive economic skills and self-empowerment. These four stages form a continuous spiral pattern, so that the learning and guidance process can be progressive and adaptive according to individual needs. In conclusion, this spiral transformation model not only strengthens the dimension of faith but also encourages social integration and economic empowerment of converts. In addition, this model contributes to the development of non-formal Islamic education studies that are more responsive to the diversity of society.

Contextual Strategies in Improving Understanding of the Interpretation of Tarbawi Verses

2025-09-27T14:01:30+00:00

The purpose of this study is to describe and analyze the application of contextual strategies in improving the understanding of learning materials of students at UIN Ar-Raniry Banda Aceh through the interpretation of Tarbsawi verses. The research method used in this study is qualitative research with a field research approach. Data were obtained from data sources in the form of observations, interviews, and documentation studies. The data sources were lecturers and students of the Islamic Religious Education (PAI) Study Program at UIN Ar-Raniry Banda Aceh. Data collection techniques were obtained through observation, interviews, and documentation. Then, the data analysis process was carried out through data reduction, coding, theme extraction, and interpretation. The results of the study indicate that: 1) The implementation of contextual strategies in the learning process of interpreting Tarbawi verses in the Islamic Religious Education Study Program at UIN Ar-Raniry Banda Aceh is implemented by connecting the teaching material with students' daily lives. Lecturers use examples relevant to students' social and cultural conditions, as well as various media, to enhance understanding. This helps students more easily understand and apply the values of tarbawi in real life. 2) The effectiveness of contextual strategies in improving the understanding of students of the PAI Study Program at UIN Ar-Raniry Banda Aceh regarding the interpretation of Tarbawi verses is that contextual strategies are proven to be effective in improving students' understanding of the interpretation of Tarbawi verses. 3) The obstacles faced by Islamic Religious Education students at UIN Ar-Raniry Banda Aceh in understanding the interpretation of Tarbawi verses through contextual strategies are differences in social and cultural backgrounds, limited literacy on deeper interpretation, and a lack of optimal learning support facilities.

The Internalization Mechanisms of Religious Moderation Values in Islamic Boarding School

2025-09-29T06:56:41+00:00

This research examines the scope and extent of internalization of the values of religious moderation, wasathiyah, tasamuh, i'tidal, and inclusivity, as well as their internalization and the subsequent behavioral outcomes at Pondok Pesantren Baitul Mubarok, Indonesia. This study is a qualitative case study that examines mechanisms of internalization of religious moderation values in Baitul Mubarok Islamic Boarding School, Kubu Raya. Data for the study include transcripts of in-depth interviews, field notes, curriculum documents, and policies of Islamic boarding schools. Data are from 10 key informants, consisting of the Islamic boarding school headmaster, teachers, and students, as well as documentation. Data were collected through participant observation, semi-structured interviews, and document review. Data analysis used the thematic analysis process of data reduction, data display, and conclusion drawing. The findings suggest that the internalization of the values is the result of the functioning of an internalized complete system, which utilizes five primary mechanisms: key transformative leadership role modeling, daily routines’ institutionalized habituation, critical dialogues within the halaqah system, curriculum integration, and a curated 24/7 social environment. Such mechanisms bring about fundamental changes in the students’ behavior, as seen in their active interfaith exchanges, counteraction to radical normative discourses, and social peace-building activities. The findings of the research emphasize that Islamic institutions such as the pesantren have the potential to bring about social change in society, as long as these institutions are approached with a holistic system and value-oriented character education for the students. This research articulates the development of a model approach to education for sustaining peace and preventing extremism, which is congruent with global frameworks and has practical relevance to the polity and institutions of Islamic education.

Integration of Adab Values in Higher Education Curriculum (KPT 2024) Based on Outcome-Based Education (OBE)

2025-10-02T02:17:48+00:00

This study aims to examine the integration of ethical values in the 2024 Higher Education Curriculum (KPT) based on Outcome-Based Education (OBE) at the Faculty of Tarbiyah and Teacher Training (FITK) UIN Raden Fatah Palembang. Ethical values are considered important in shaping graduates who are academically excellent as well as noble, have integrity, and are socially and culturally sensitive. This study uses a qualitative approach with a case study design. The research data consists of in-depth interview results, field observation notes, and relevant curriculum documents. Data sources included lecturers, students, and curriculum managers. Data collection techniques were carried out through observation for one semester, semi-structured interviews with 15 lecturers, 50 students, and three curriculum managers, as well as analysis of curriculum documents, RPS, and syllabi. Data analysis was conducted using thematic analysis through the stages of reduction, presentation, critical analysis with relevant theories, and verification through triangulation of sources and techniques. The results show that the integration of ethical values is carried out through the adjustment of course content, the strengthening of attitude-based syllabi, and participatory learning that emphasizes the internalization of manners, responsibility, and morality. This integration produces graduates who are competent, adaptive, and have character in accordance with Islamic values and local wisdom. However, there are still obstacles in the form of lecturers' limited understanding of the concept of manners in OBE, a lack of pedagogical training, and low awareness among students to internalize ethical values. The study recommends the development of continuous training for lecturers, the application of project-based and community service strategies, and the improvement of students' manners literacy through academic and non-academic activities. These findings emphasize the importance of repositioning OBE to not only emphasize cognitive achievement but also the internalization of ethical values as the foundation of Islamic higher education.

Integrating Multi-Madhhab Sufism in Pesantren Education

2025-10-02T04:13:52+00:00

This study examines the integration of multi-madhhab Sufism within the educational systems of Pesantren Salafiyah Syafi'iyah Sukorejo and Pesantren Zainul Hasan Genggong in East Java, employing a qualitative multi-case descriptive approach. Although both institutions formally adhere to the Sufi madhhabs recognized by Nahdlatul Ulama, namely Al-Ghazali and Al-Junaidi, field findings reveal that they organically sustain four madhhabs simultaneously: Al-Ghazali, Al-Junaidi, Abdul Qadir Al-Jailani, and Abu Hasan Al-Shadzili. Al-Ghazali dominates the cognitive domain through classical text instruction, while Al-Jailani and Al-Shadzili thrive in the ritual dimension through daily devotional practices (wirid), hagiographic recitations (manaqib), and litanies (shalawat). Al-Junaidi persists as a normative symbol without direct textual implementation, indicating that epistemic legitimacy in pesantren relies not only on textual authority but also on the charismatic authority of the kiai and oral tradition. A key difference lies in their pedagogical orientation: Sukorejo adopts an academic-institutional approach emphasizing dzauq (spiritual experiential awareness), whereas Genggong favors a personal-practical model centered on riyadlah (inner spiritual discipline) and the master-disciple relationship. This integration emerges organically from the interplay of kiai authority, local tradition, and the need for character formation, thereby preserving Sufism's relevance as the core of spiritual education without compromising its epistemic authenticity.

Revitalization of the Role of Islamic Education Teachers in Internalizing the Values of Islamic Dress Among Female Students

2025-09-29T03:09:20+00:00

This study aims to analyze the implementation of Islamic dress guidance at SMA Negeri 1 Tanah Jambo Aye and to identify the challenges encountered in the process. The research employs a qualitative method with a field research approach. The data consist of the role of Islamic education teachers in internalizing the values of Islamic dress among female students, collected through observation, interviews with teachers, students, and the principal, as well as documentation of coaching activities. Data were analyzed using an interactive model consisting of three stages: data reduction, data display, and conclusion drawing. The findings reveal that the school has made systematic efforts to instill the values of Islamic dress through school regulations, daily habituation, and the exemplary conduct of teachers. However, several challenges remain, including the influence of social media and popular culture that promote modern fashion trends inconsistent with Islamic principles, limited supervision by teachers both inside and outside the school, and resistance from a small number of students who perceive the Islamic dress code as a restriction on freedom of expression. This study concludes that fostering Islamic dress values requires continuous synergy between schools, parents, and the community to ensure that these values are deeply internalized and consistently practiced by students.

Social Learning Environment and Gadget Use As Determinants of Elementary School Students' Learning Motivation

2025-10-02T02:31:20+00:00

This study investigates the relationship between the learning environment and gadget use on students’ learning motivation. The research employed a quantitative approach with a descriptive survey design, involving a population of 53 fifth-grade students at SDN Jelapat II-1, Mekarsari District, Barito Kuala Regency. A sample of 44 students was selected using simple random sampling based on the Isaac and Michael table, with a 5% margin of error. Data were collected through questionnaires and analyzed using correlation tests, after meeting the prerequisite assumptions of normality, linearity, multicollinearity, heteroscedasticity, and autocorrelation. The findings revealed a strong positive correlation between the learning environment and learning motivation (r = 0.732). In contrast, gadget use showed a moderate positive correlation with learning motivation (r = 0.429, P = 0.004). Multiple correlation analysis indicated a significant combined effect of the learning environment and gadget use on learning motivation (R = 0.561, Sig. F Change = 0.000), categorized as a moderate relationship. These results highlight the importance of both learning environment quality and responsible gadget use in enhancing students' motivation to learn.

The Epistemology of Riyāḍah in Pesantren: A Philosophical Foundation for Islamic Intellectual Formation

2025-10-06T08:21:25+00:00

This study examines how riyāḍah in the pesantren tradition is understood not only as a spiritual discipline but also as an epistemological foundation shaping the essence, sources, methods, and validation of knowledge. It arises from the need for a holistic and transformative paradigm of Islamic education beyond Western epistemology, often limited to rationalism and empiricism. The purpose is to explore the epistemology of riyāḍah in intellectual formation within Islamic education, with Pesantren Fathul ‘Ulum Kwagean, Kediri, East Java, as the research locus for its strong scholarly tradition and integration of spiritual discipline with intellectual development. The study employs qualitative research with an ethnographic approach to capture lived experiences and epistemological perspectives of the pesantren community. Data are obtained primarily from direct engagement with subjects as primary sources, complemented by secondary sources from classical Islamic texts. Data collection uses participant observation, in-depth interviews, and documentation. Analysis follows the Miles, Huberman, and Saldaña model, data collection, condensation, display, and conclusion drawing with verification. Validity is ensured through source triangulation. Findings show that in pesantren, knowledge is conceived as divine light attained through purification of the soul. Its sources and methods integrate texts, reason, empirical experience, and riyāḍah, while its validation rests on benefit and blessing. The significance of this research lies in its theoretical contribution to Islamic epistemology, its practical model for integrating spiritual discipline with intellectual formation, and its enrichment of Islamic education discourse by positioning riyāḍah as a foundation for both character building and knowledge production.

The Principal’s Role in Developing Teachers of the Digital Teaching Journal by Using Appsheet at Junior High School

2025-10-02T04:02:54+00:00

This study aims to describe the principal’s role in developing of teacher’s digital teaching journal by using the AppSheet platform at SMP Negeri 8 Batang, in response to the demands of educational digital transformation. The focus of the study covers four managerial functions of the principal: planning, organizing, actuating, and evaluating. A qualitative approach with a case study design was employed to explore data in depth through interviews, observations, and document analysis involving the principal, the curriculum coordinator, and teachers selected to use purposive and snowball sampling. Data were analyzed by using the Miles and Huberman model through the processes of data reduction, display, and conclusion drawing. The results indicate that the principal plays a strategic role in formulating digitalization policies, forming a development team, allocating tasks based on the competencies, motivating teachers, providing facilities, facilitating training, and innovation. In addition, the principal actively monitors, evaluates, and provides data-driven feedback to enhance system effectiveness. The implementation of AppSheet has proven to accelerate lesson documentation, improve data accuracy, and facilitate real-time supervision, although challenges remain in teachers’ digital literacy and infrastructure limitations. The study concludes that the success of developing a digital teaching journal is determined not only by technology but also by visionary and adaptive school leadership. These findings contribute to strengthening the theory of digital leadership in education and serve as a practical reference for other schools adopting similar innovations.

The Ecotheology of the Qur'an in Tafsir Al-Marāghī and Tafsir Al-Mishbāh for Building Ecological Awareness and Responsibility in the Perspective of Educational Psychology

2025-09-26T01:00:52+00:00

This research aims to analyze and compare the ecotheological thought of the Qur'an in Tafsir al-Marāghī and Tafsir al-Mishbāh, as well as formulate it from the perspective of educational psychology to foster ecological awareness and responsibility. This study uses a qualitative literature research method with a type of library research, with a focus on the interpretation of ecological verses in Tafsir Al-Maragi and Tafsir al-Mishbah, analyzed through the perspective of educational psychology to explore the ecotheological message of the Qur'an. Data were collected from primary sources (two tafsirs), namely Tafsir Al-Marāghī and Tafsir al-Mishbah, as well as secondary literature on ecotheology, educational psychology, and Islamic education, then analyzed using content, comparative (muqārin), and thematic (mauḍu'ī) methods of content analysis. The results show that the concept of Qur'anic ecotheology in Tafsīr al-Marāghī and Tafsīr al-Mishbāh both reject the anthropocentric paradigm and emphasize the spiritual, ethical, and ecological relationship of humans to nature. Al-Marāghī emphasizes the dimension of individual ethics through sharia, reason, and concern for sentient beings, while Quraish Shihab emphasizes the socio-political dimension through the concepts of isti'mār and taskhīr that are oriented towards justice and sustainability. Both agreed that human beings as caliphs are obliged to maintain mīzān (balance) and manage nature in a trustworthy manner. The integration of the Qur'an's ecotheological values with educational psychology can form an ecological consciousness that is not only cognitive, but also touches on affective and spiritual aspects, which is reinforced by Kohlberg's theory of moral development, Kolb's experiential learning, and Bandura's social learning. From this was born the model of "Ecological Character Education of the Qur'an", which can be used as an instrument of Islamic education to build a sustainable ecological civilization.

Trends and Landscape of Character Education Research in Elementary Schools: Bibliometric Analysis

2025-07-09T08:34:49+00:00

This study aims to analyze the publication trends of character education in elementary schools, identify researchers and institutions that contribute significantly, and explore the dominant themes and keywords in the literature related to character education that affect the moral, social, and academic development of elementary school students.. The method employed was bibliometric analysis, utilizing VOSviewer and R-Studio software to map keyword networks, author collaborations, and citation patterns in character education research. Data sourced from Scopus searches totaled 59 articles over the last 10 years (2015-2025). The results of the study indicate that publications related to character education in primary schools exhibit an increasing trend from year to year, reflecting a growing emphasis on strengthening moral values. The dominant themes include character building, local wisdom, parental involvement, and thematic learning. In addition, academic collaboration between Indonesian researchers and foreign institutions continues to expand, particularly in studies that incorporate cultural values and contextual approaches. Several widely cited articles highlight the effectiveness of character education in improving students' moral, social, and academic development, as well as local culture-based implementation. This research confirms that character education plays a crucial role in shaping students' moral, social, and academic development. Students who receive a good character education exhibit higher levels of discipline, responsibility, and academic achievement. Further research is recommended to explore the effectiveness of traditional game-based approaches, ethnographic methods, and the relationship between character education and the SDGs, to expand contextual and actionable insights and practices in character education.

The Catechetical Dimension of Traditional Wisdom Tegi Ndeter Agu Ndetar As A Path to Peace Education

2025-10-02T04:13:01+00:00

This study explores the catechetical dimensions of tegi ndeter agu ndetar, an indigenous reconciliation ritual in Manggarai, Eastern Indonesia, and its contribution to peace education. This study used a qualitative descriptive narrative case study in Manggarai Regency, Flores Island, with data collected through observation, interviews, and documentation. Five key informants, including traditional elders, a Catholic catechist, and a cultural practitioner, provided insights into the symbolic, moral, and catechetical dimensions of the tegi ndeter agu ndetar ritual. Data were analyzed through reduction, display, and interpretation using peace education, culturally sustaining pedagogy, and transformative learning theories, supported by relevant previous studies. Interpreted through peace education, transformative learning, and inculturation catechesis, the findings show that reconciliation is taught as a lived practice, where paradox and ritual generate transformative learning and Gospel values are transmitted through cultural forms. The study contributes theoretically by expanding peace education beyond classrooms into embodied cultural practice, affirming the role of paradox in transformative pedagogy, and grounding inculturation catechesis in communal life. Practically, it highlights opportunities for catechists, educators, and peacebuilders to collaborate with cultural elders in fostering reconciliation as a living curriculum of peace. Ultimately, tegi ndeter agu ndetar demonstrate that indigenous wisdom and Christian catechesis can converge as a pathway to sustainable peace education. The significance of this study lies in its contribution to bridging indigenous traditions and Christian pedagogy, offering a model of culturally rooted peace education that can inspire both academic discourse and practical pastoral approaches in diverse cultural contexts.

Reconstructing Curriculum Management As A Key Pillar of Realising Educational Equity in Marginalised Schools

2025-10-07T14:26:01+00:00

This study investigates the reconstruction of curriculum management in marginalised schools through the lens of educational justice. Using a critical narrative approach, the research examines the challenges faced by schools in Amuntai, South Kalimantan, where the top-down national curriculum model fails to meet local needs and contexts. The study explores how national policies, despite their intentions to standardise education, exacerbate educational inequalities in rural settings. Data were collected from teachers, school principals, and students through in-depth interviews, participatory observations, and document analysis. The study employs Critical Narrative Analysis (CNA) for data analysis, involving three stages: organising the data into thematic categories, interpreting these themes to identify recurring patterns, and deconstructing the ideological narratives underlying curriculum practices. The findings indicate that while teachers demonstrate local initiative in adapting the curriculum to better suit their students’ needs, their efforts are largely unrecognised by formal educational authorities, and their involvement in curriculum decision-making is minimal. This lack of recognition limits the sustainability of local adaptations. The study argues that a more flexible, participatory curriculum design is required—one that values local knowledge and practices and empowers teachers and students to contribute to decision-making. It highlights that curriculum reform, rooted in the principles of educational justice, should focus on equitable representation, recognition, and redistribution of educational resources. Ultimately, this research provides recommendations for creating an inclusive educational system that acknowledges the specific needs of marginalised communities and supports local contexts in shaping curriculum design.

Enhancing Teacher Professional Commitment Through Organizational Culture, Self-Efficacy, Job Satisfaction, and Trust in Madrasah Tsanawiyah Negeri Jakarta Selatan

2025-10-07T02:25:54+00:00

This study aims to analyze the influence of organizational culture, self-efficacy, job satisfaction, and trust on the professional commitment of teachers at State Islamic Junior High Schools (Madrasah Tsanawiyah Negeri) in South Jakarta. Methods: This research employed a sequential exploratory mixed-methods design. Data and Sources is Qualitative data were gathered through observations, in-depth interviews, and Focus Group Discussions (FGDs) with teachers and stakeholders. Quantitative data were collected via a questionnaire distributed to a population of 315 teachers. Sampling technique using the Slovin formula with a 5% margin of error, a proportional random sample of 177 teachers from nine madrasahs was selected. Data analysis Techniques; quantitative data were analyzed using Structural Equation Modeling (SEM-PLS) with validity, reliability, and hypothesis testing. The results indicate that self-efficacy (β=0.276, p<0.01), job satisfaction (β=0.312, p<0.01), organizational culture (β=0.228, p<0.05), and trust (β=0.196, p<0.05) significantly and positively affect teachers' professional commitment, with an R² value of 0.684. Strengthening organizational culture, enhancing self-efficacy, ensuring job satisfaction, and fostering trust are critical strategies for sustaining teacher professionalism and improving educational quality.

Implementation of the Andragogy Approach in the Service Program for Islamic Boarding School Alumni

2025-10-23T04:11:47+00:00

This study aims to analyze the implementation of the andragogy approach in the alumni service program of Islamic boarding schools as an effort to prepare quality human resources. The focus of the study is directed at the construction of program inputs, processes, and outputs with an emphasis on the principles of adult learning. This study is a qualitative, multisite study designed to gain an in-depth understanding of the application of the andragogical approach in the context of Islamic boarding school education in various locations. The research was conducted at several Islamic boarding schools in the South Sumatra region, including Ogan Ilir Regency, Ogan Komering Ilir Regency, and Palembang City, which have a strong tradition of organizing alumni service programs. Data were collected through in-depth interviews, observations, and documentation. Data sources consisted of alumni who participated in the community service program, pesantren leaders, supervising ustadz, and the surrounding community who interacted directly with program participants. Data analysis was conducted using Miles and Huberman's interactive model, through the stages of data reduction, data presentation, and conclusion drawing, which were verified through triangulation. The results of the study show that the input aspect is reflected in the readiness, motivation, and learning experiences of alumni, which are the main assets in adult learning. The process aspect shows the application of andragogical principles such as independent learning, problem-solving orientation, and active involvement in teaching and organizational tasks. Meanwhile, the output aspect shows the development of alumni competencies as prospective educators and community leaders, marked by increased pedagogical skills, leadership capacity, and social responsibility. This study concludes that alumni service programs designed with an andragogical perspective can improve the quality of Islamic boarding school graduates and contribute significantly to strengthening Islamic education. These findings emphasize the importance of strengthening Islamic boarding school programs through contextual andragogical strategies so that the potential of alumni can be optimized in facing contemporary educational and social challenges.

The Influence of Transformational Leadership and Self-Efficacy Toward Teachers’ Organizational Commitment

2025-08-15T08:04:30+00:00

The objective of this study is to analyze the impact of transformational leadership and self-efficacy on the commitment of private Madrasah Aliyah teachers in Bekasi City, West Java, to their organization. In this study, the researcher used the quantitative approach through the survey method. The population of this study comprised private Madrasah Aliyah teachers in Bekasi city, with a total of 383 teachers. The sampling technique employed a multistage random sampling design, encompassing 113 teachers. In this study, the primary data were obtained from the teachers of Madrasah Aliyah in Bekasi City. The data was collected by the result of the questionnaires (2 independent variables: transformational leadership variable and self-efficacy, and one dependent variable: organizational commitment), which were distributed to them. The data presented herein were collected through the implementation of a survey method that incorporated a questionnaire. The data analysis techniques employed in this study encompassed the use of descriptive statistics and quantitative analysis. The hypothesis testing employed in this study involved the implementation of multiple linear regression tests. The findings of this study demonstrate that transformational leadership exerts a substantial influence on commitment to the teacher organization, with a statistical significance value of 0.000 <0.05. Secondly, the findings indicate that self-efficacy has a substantia0.05. Thirdly, the findings of this study demonstrate a substantial relationship between transformational leadership and self-efficacy on commitment to the teacher organization, as evidenced by an adjusted R-squared value of 0.367.

Formation of Anti-Violence Character in Schools by PAK Teachers in the Framework of Conflict Resolution

2025-10-16T07:56:39+00:00

The purpose of this study is to analyze the formation of anti-violence character in schools by PAK teachers in the framework of conflict resolution that applies qualitative methods with the FGD approach. Data sources were collected from 13 PAK teachers in SMK Se Kota SoE, Timor Tengah Selatan Regency, which were analyzed reductively by presenting the results of the study that, the conflict resolution approach in an effort to strengthen the anti-violence character by PAK teachers as a standard to realize the conduciveness and smoothness of teaching and learning activities in the school environment, as well as a preventive measure so that there is no more violent behavior, as well as a curative action in restoring the psychology, morals, and spirituality of school members. The formation of anti-violence character with a conflict resolution approach, namely giving freedom to every school member to get the opportunity to convey any problems including violence experienced by themselves or witnessed when socializing, willing to discuss problems without being passive or closed, being open to compromise in solving problems, willing to forgive each other so that there is no longer an intention to repay evil with evil, and there is an agreement/commitment to maintain order. The significance of this research is to produce an educational contribution of a strategic approach based on conflict resolution to be implemented by PAK teachers through anti-violence learning as part of character education, so that all school members can become increasingly aware of the need to work together to create a conducive and inclusive school, and be able to become a positive reflection for the wider community.

Teacher Strategies in Instilling the Values of Tolerance And Diversity in Islamic Elementary Schools

2025-10-27T01:13:29+00:00

This study aims to analyze teacher strategies in instilling the values of tolerance and diversity at Sekolah Dasar Islam Multi Plus Ar-Rahiim, Kajangan, East Ungaran. In the context of Islamic elementary education, fostering tolerance and respect for differences serves as a fundamental foundation for developing students’ noble character, openness, and appreciation for social and cultural diversity within Indonesia’s multicultural society. This research employs a qualitative approach with a case study design. Data were collected through in-depth interviews with the principal, five teachers, and five students, as well as through classroom observations and documentation. Data analysis was conducted through the stages of data reduction, presentation, and conclusion drawing, supported by triangulation techniques to ensure data validity. The findings reveal that teachers implement several strategies to instill tolerance and diversity, including the integration of multicultural values into classroom learning, habituation through extracurricular and religious activities, and modeling exemplary behavior in daily interactions. Furthermore, the supportive school environment and active parental involvement play a crucial role in strengthening the internalization of tolerance among students. The study concludes that value-based multicultural education in Islamic elementary schools can serve as an effective medium for cultivating tolerant attitudes and a love for diversity from an early age. These findings are expected to serve as a model for developing character education grounded in multicultural values in other Islamic elementary schools.