Al-Ishlah: Jurnal Pendidikan (P-ISSN 2087-9490; E-ISSN 2597-940X) is a peer-refereed open-access journal which has been established for the dissemination of state of the art knowledge in the field of education. This Journal is published four times in a year (March, June, September, and December) by Lembaga Penelitian dan Pengabdian Kepada Masyarakat, Sekolah Tinggi Agama Islam Hubbulwathan Duri, Riau, Indonesia. It is intended to be the journal for publishing original articles on the latest issues and trends occurring in education curriculum, instruction, learning, policy, and preparation of teachers with the aim to advance our knowledge of education theory and practice. Moreover, this journal also covers the issues concerned with environmental education. All submitted manuscripts will be initially reviewed by editors and are then evaluated by a minimum of two reviewers through the double-blind review process. This is to ensure the quality of the published manuscripts in the journal. Al-Ishlah: Jurnal Pendidikan has been accredited by the Minister of Research and Technology/Head of National Agency for Research and Innovation as an academic journal, No. 200/M/KPT/2020. AL-Ishlah: Jurnal Pendidikan has been indexed in DOAJ, SINTA, MORAREF, IOS, GARUDA, GOOGLE SCHOLAR
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Misconceptions of Project-Based Learning among Indonesian Language Teachers: An Explanatory Sequential Mixed-Methods Study in West Sumatra Senior High Schools
Many studies have demonstrated the effectiveness of project-based learning (PjBL) in language teaching. However, limited research has examined teachers’ misconceptions during the implementation of this learning model in classroom practice. This present study aims to investigate the levels, types, and parts of PjBL categorized as misconceptions held by Indonesian language teachers in some senior high schools. This explanatory sequential mixed-method design involved 35 teachers who were selected purposively. These teachers taught the Indonesian language subject in some schools in a city in West Sumatra Province, Indonesia. The data were obtained by distributing a set of questionnaires and conducting semi-structured interviews face-to-face. The data were then analyzed quantitatively using descriptive statistics, while the qualitative data were analyzed using the thematic analysis method. The results revealed that many teachers interpreted PjBL as merely assigning project tasks rather than facilitating a structured learning process. Misconceptions were particularly evident in the project planning and reflection stages, where teachers showed limited understanding of how to guide students in inquiry, collaboration, and reflective learning. Interview data further revealed that these misconceptions were related to teachers’ limited conceptual understanding of the core principles and student-centered nature of PjBL. These findings highlight the importance of strengthening teachers’ pedagogical understanding of PjBL and provide empirical insights into how misconceptions may influence the effectiveness of PjBL implementation in language classrooms.
Copyright (c) 2026 Olin Nita, Nelvia Susmita, Eva Fitriani, Dedi Jasrial https://creativecommons.org/licenses/by-nc/4.0
Systemic Functional Perspectives on Theme and Rheme in AI-Assisted EFL Writing
Artificial intelligence-assisted writing tools are increasingly used in EFL classrooms to support idea generation and text production. However, their contribution to discourse-level organization remains underexplored, particularly in relation to Theme–Rheme structures and thematic progression from a Systemic Functional Linguistics perspective.This study employed a qualitative descriptive design to examine Theme–Rheme organization in AI-assisted EFL narrative writing. The data consisted of 31 narrative texts produced by undergraduate English Education students using the Storybird platform. The texts were analyzed clause by clause using Halliday’s Systemic Functional Linguistics framework. Each clause was coded to identify topical, textual, and interpersonal Themes, as well as their role in shaping discourse organization.The analysis identified 520 Themes across the student texts. Topical Themes were dominant, accounting for 438 occurrences, followed by 73 textual Themes and 9 interpersonal Themes. The findings indicate that students mainly relied on unmarked topical Themes and subject–predicate structures to organize their narratives. Although this pattern supported clause-level clarity, the limited use of textual and interpersonal Themes suggests restricted thematic variation and limited control over discourse cohesion, stance, and rhetorical development.The findings show that AI-assisted writing can support idea generation but does not automatically develop students’ discourse-level competence. Students still require explicit instruction in Theme–Rheme organization and thematic progression to produce coherent and rhetorically effective texts. Integrating AI-based writing tools with SFL-informed pedagogy may help EFL learners move beyond grammatical accuracy toward stronger discourse organization.
Copyright (c) 2026 Atik Rokhayani, Rismiyanto Rismiyanto, Slamet Utomo, Kassymova Gulzhaina Kuralbayevna, Celso P Resueno https://creativecommons.org/licenses/by-nc/4.0
MOOC-Based Digital Teaching Materials with a Case Method Approach for Improving Students’ Understanding of Hindu–Buddhist Kingdom History
Digital teaching materials are increasingly needed to support flexible and interactive history learning in higher education. However, the integration of MOOC-based learning with case method pedagogy remains limited, particularly in topics related to the Hindu–Buddhist Kingdoms in Indonesia. This study employed a research and development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed product was a MOOC-based digital teaching material that integrated historical content, visual media, maps, infographics, simulations, and case-based exercises. The implementation involved 33 students from History Education study programs in state universities in the Yogyakarta and Semarang regions. Data were collected through observation, interviews, focus group discussions, documentation, and pretest-posttest assessments. The quantitative data were analyzed using the Shapiro–Wilk normality test and the Wilcoxon Signed-Rank Test. The findings showed an increase in students’ learning outcomes after the intervention. The mean pretest score was 70.00, while the mean posttest score increased to 83.06. The Wilcoxon Signed-Rank Test indicated a statistically significant difference between pretest and posttest scores (p < 0.05), suggesting improved understanding of the Hindu–Buddhist Kingdom material after using the MOOC-based digital teaching materials. The findings indicate that MOOC-based digital teaching materials integrated with the case method have potential as an alternative instructional resource for history learning in higher education. However, this study measured learning outcomes rather than critical thinking or 4C skills directly. Further studies using control groups and validated instruments are needed to examine broader competency development.
Copyright (c) 2026 Danu Eko Agustinova, A Aman https://creativecommons.org/licenses/by-nc/4.0
Development of RME-Based E-Modules with Ethnomathematics Integration to Improve Graphic to Symbolic Transformation Skills in Junior High School Mathematics
Students often experience difficulty translating graphic representations into symbolic mathematical forms, indicating the need for learning resources that connect abstract concepts with meaningful contexts. This study aimed to develop an e-module based on Realistic Mathematics Education (RME) integrated with the ethnomathematics of rumah betang to improve students’ ability to transform graphic representations into symbolic representations. This research employed a development design using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The feasibility of the e-module was evaluated by material and media experts. Its practicality was examined through a small-group trial, while its effectiveness was tested in a large-group implementation using pretest and posttest scores. Expert validation indicated that the e-module was categorized as “very feasible” in terms of material and media quality. The small-group trial showed that the e-module was “practical” for use in mathematics learning. In the large-group trial, students’ average score increased from 63.92 on the pretest to 84.72 on the posttest. The N-gain score was 0.59, indicating a medium improvement, with an effectiveness percentage of 58.81%, categorized as moderate. The findings suggest that the RME-based e-module integrated with rumah betang ethnomathematics is feasible, practical, and moderately effective in supporting students’ representation ability. The e-module can be used by teachers as an innovative culturally contextualized learning medium and by students for independent or collaborative learning. Further studies may examine its effects on other mathematical abilities, such as critical thinking and problem solving.
Copyright (c) 2026 Alfiani Athma Athma Putri, Abdul Wajid, Ruli Irawan, Usmiyatun Usmiyatun https://creativecommons.org/licenses/by-nc/4.0
Empowering Village Communities through Character Education: The Impact of Student Engagement Programs in Patakbanteng Village
Character education in village communities is essential for strengthening social responsibility, cooperation, independence, and moral awareness. However, evidence on how student engagement programs contribute to community-based character formation remains limited. This study examined a student engagement program implemented by the Student Executive Board of Universitas Sains Al-Qur’an in Patakbanteng Village, Wonosobo, Indonesia. A sequential exploratory mixed-method design was used. Qualitative data were collected through observation, interviews, and documentation to identify emerging character values during program activities. These findings informed a post-program questionnaire administered to community participants. Data were analyzed thematically and descriptively using percentage-based categorization. The findings showed that the program was associated with positive character outcomes among participating community members. The highest score was found in responsibility at 91.67%, followed by initiative and creativity at 90.67%, caring and independence at 90.33%, mutual cooperation at 90%, hard work and exemplary behavior at 89.67%, and discipline at 88%. All indicators were categorized as “very good.” Qualitative findings indicated that participatory activities, mentoring, group discussions, and collaborative problem-solving encouraged community members to become more active, disciplined, cooperative, and confident in managing local initiatives. The study suggests that student engagement programs can serve as contextual spaces for character education and community empowerment. Nevertheless, because the quantitative data were collected only after the program, the findings should be interpreted as post-program perceptions and observed tendencies rather than causal evidence of program impact. Future studies should use pre-post measurements, validated instruments, and comparison groups.
Copyright (c) 2026 Faza Saifulloh, Mila Ariyani, Alfikran Gumohung, Ahmad Tarikul Majid, Sri Jumini, insan Mahmud, Adi Suwondo https://creativecommons.org/licenses/by-nc/4.0
Academic Culture and Service Excellence as Predictors of Student Trust: A Case Study at Mandalika University of Education
Academic culture and service excellence are widely recognized as key determinants of students’ trust, which in turn shapes educational experiences and persistence in higher education. This study investigates their influence on students’ trust at the Mandalika University of Education (UNDIKMA) Mataram during the odd semester of the 2024/2025 academic year.A descriptive verification design with a survey approach was employed. The sample comprised 100 students from the Faculty of Education and Psychology, purposively selected from the 1st, 3rd, 5th, and 7th semesters. Data were analyzed using descriptive statistics, multiple linear regression, correlation analysis, classical assumption tests, and hypothesis testing with SPSS 21.0.The findings indicate that academic culture and service excellence jointly exert a significant positive effect on students’ trust in completing their studies at UNDIKMA. Both variables demonstrate meaningful contributions, confirming their role as predictors of trust.Strengthening academic culture and improving service excellence are critical for fostering students’ trust and sustaining their commitment to academic completion. Continuous institutional efforts involving all academic stakeholders are necessary to enhance these dimensions and maintain student trust across academic years.
Copyright (c) 2026 Muhamad Suhardi, Zinnurain Zinnurain https://creativecommons.org/licenses/by-nc/4.0
Visual Design Elements for Dyslexia-Friendly Reading Materials: A Systematic Literature Review
Dyslexia is a specific learning disorder that affects word recognition, reading fluency, and text comprehension. Although previous systematic reviews have discussed dyslexia-related reading interventions and typographic factors, limited synthesis has integrated typography, layout, color contrast, and illustrations into practical visual design guidelines for children’s reading materials. This study aimed to identify visual design elements that support reading accessibility for children with dyslexia and to formulate evidence-based guidelines for classroom use. A Systematic Literature Review was conducted using the PICO framework and PRISMA protocol. Articles published between 2010 and 2025 were searched in five reputable international academic databases. Studies were included when they examined visual design elements in relation to dyslexia, child readers, readability, reading orientation, visual comfort, or comprehension. Studies were excluded when they were not empirical, did not focus on dyslexia, involved adult participants only, or were unavailable in full text. The quality of eligible studies was appraised using predefined criteria covering relevance, methodological clarity, data validity, and reporting transparency. Twenty-one articles met the inclusion criteria. The most consistent findings indicate that increased font spacing, adequate line spacing, simple layouts, clear text hierarchy, and moderate contrast improve readability, reading orientation, and visual comfort. Color and illustrations showed supportive effects when used selectively and without visual distraction. This review proposes Visual Design Guidelines for Dyslexia-Friendly Reading Materials that can guide teachers, designers, and publishers in preparing worksheets, classroom handouts, textbooks, and digital reading materials. The review also identifies research gaps related to classroom implementation and empirical validation of these design guidelines.
Copyright (c) 2026 Khalda Rafifah Elma, Ranti Rachmawanti, Runik Machfiroh https://creativecommons.org/licenses/by-nc/4.0
Enhancing Learning Motivation in Islamic Education through Quizizz: Evidence from a Quasi-Experimental Study
Research on gamified learning in Islamic education remains limited, particularly studies examining the effect of digital learning media on students’ learning motivation. This study investigated whether Quizizz improves students’ motivation in Islamic Education compared with conventional instruction.A quantitative quasi-experimental design with a nonequivalent control group was employed. The participants were 69 tenth-grade students at SMKN 2 Bondowoso, Indonesia, consisting of 34 students in the experimental group and 35 students in the control group. The experimental group learned Islamic Education using Quizizz, while the control group received conventional instruction. Students’ learning motivation was measured using a validated and reliable 20-item questionnaire based on Keller’s ARCS motivation model. Data were analyzed using descriptive statistics, prerequisite tests, an independent-samples t-test, simple linear regression, and Cohen’s d effect size.The experimental group achieved a higher posttest mean score than the control group (M = 83.09, SD = 8.17 vs. M = 64.29, SD = 8.33). The difference was statistically significant, t(67) = −9.47, p < .001, with a very large effect size. Regression analysis also showed that Quizizz had a positive and significant effect on students’ learning motivation, explaining 12.4% of the variance.The findings suggest that Quizizz can enhance students’ learning motivation by creating a more interactive, engaging, and feedback-rich learning environment. Integrating gamified digital media into Islamic Education may support more active and student-centered learning, although further studies with stronger experimental controls and longer intervention periods are recommended.
Copyright (c) 2026 Fatimatuz Zahro https://creativecommons.org/licenses/by-nc/4.0
Global Competence in International Baccalaureate Programs: A Systematic Review of Empirical Evidence (2010–2025)
Research on the International Baccalaureate (IB) and global competence has expanded; however, prior studies remain fragmented across programme levels and national contexts, and no systematic synthesis has clearly mapped which specific IB components are empirically associated with global competence outcomes and under what contextual conditions, highlighting the need for a systematic literature review. This review addresses two questions: which IB components and practices are associated with global competence development, and how the evidence varies across programme levels and national contexts. A Systematic Literature Review was conducted following PRISMA 2020 guidelines using two databases, Scopus and ERIC, complemented by manual reference searches. A total of 35 studies published between 2010 and 2025 met the inclusion criteria, representing Europe and the United Kingdom (n=9), Australia and New Zealand (n=6), East and Southeast Asia (n=8), multinational contexts (n=7), and five Global South settings. Twenty-four studies were empirical, predominantly qualitative case studies, survey-based quantitative research, and mixed methods, while eleven were conceptual or review-based. Findings suggest that the Learner Profile, inquiry-based pedagogy, Approaches to Learning, and Diploma Programme components such as Theory of Knowledge and Creativity, Activity, Service are generally associated with cognitive, dispositional, and ethical dimensions of global competence. Evidence is strongest at the Diploma Programme level, while the Career-related Programme and lower-income contexts remain under-researched. Variations in outcomes are frequently mediated by school leadership, teacher professional development, and institutional culture. Limitations include English-language restriction and database scope. This review contributes a thematic framework mapping core IB practices to global competence outcomes and outlines a longitudinal and comparative research agenda.
Copyright (c) 2026 Nada Shofa Lubis https://creativecommons.org/licenses/by-nc/4.0
Islamic Education Model in Premarital Counseling: A Study at Religious Affairs Offices in Palembang
Premarital counseling at Religious Affairs Offices has often been implemented as an administrative and normative program rather than as a structured educational process. This study aims to construct an Islamic education model for premarital counseling at Religious Affairs Offices in Palembang, Indonesia.The study employed an embedded mixed-methods design, with qualitative inquiry as the primary approach and quantitative data as supportive evidence. Data were collected at three Religious Affairs Offices through interviews, participant observation, document analysis, questionnaires, and pretest–posttest measures involving prospective couples and program facilitators. Qualitative data were analyzed through reduction, categorization, triangulation, and thematic interpretation, while quantitative data were examined using descriptive statistics and paired comparison tests.The findings show that Islamic education in premarital counseling is constructed through three interconnected dimensions. The input dimension includes participant characteristics, facilitator competence, curriculum content, and learning facilities. The process dimension involves value-based instruction, dialogic interaction, case-based learning, experiential activities, and contextual use of learning media. The output dimension is reflected in improved participants’ understanding of Islamic marriage principles, stronger attitudes toward responsibility and mutual respect, and practical readiness in communication, conflict management, family finance, reproductive health, and religious commitment.Premarital counseling can function as a strategic site of non-formal Islamic education when it integrates theological values, adult learning principles, and practical family-life competencies. However, its effectiveness requires curriculum renewal, longer instructional duration, systematic post-counseling support, and continuous facilitator capacity-building. The proposed model offers a framework for strengthening Islamic premarital education and improving family resilience programs in Indonesia.
Copyright (c) 2026 Sudharmono Sudharmono, Zuhdiyah Zuhdiyah, Yuniar Yuniar, Muhammad Torik https://creativecommons.org/licenses/by-nc/4.0
Bullying in Early Childhood Education: A Systematic Literature Review of Risk Factors, Contexts, and Prevention Strategies
Bullying in early childhood has gained increasing attention due to its long-term impact on children’s social, emotional, and psychological development. However, existing reviews largely focus on school-aged populations, resulting in limited synthesis specific to early childhood, inconsistent conceptual definitions, and insufficient evidence on intervention effectiveness. This study aims to synthesize research trends and identify key determinants and intervention strategies related to bullying in early childhood education. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines. A structured search was performed in the Scopus database using the search string: TITLE-ABS-KEY ("bullying" AND ("early childhood" OR preschool OR kindergarten)). An initial broad search identified 32,709 records, which were refined to 798 topic-relevant studies. After applying inclusion criteria (journal articles, English language, open access, Scopus-indexed) and quality appraisal using CASP and MMAT, eight articles were included for qualitative synthesis. The findings indicate that bullying in early childhood is shaped by multi-level factors, including biological predispositions, peer relationship dynamics, parental and teacher perceptions, socioeconomic conditions, and digital environments. Conceptual inconsistencies were identified, with some studies interpreting aggressive behavior as normal developmental conflict, while others emphasize repetition, intentional harm, and power imbalance. Evidence on intervention effectiveness remains limited, although school-based programs show potential. These findings highlight the need for comprehensive, evidence-based prevention strategies. Implications include strengthening teacher training, integrating anti-bullying curricula, and enhancing parent–school collaboration. This review contributes by providing a focused synthesis of early childhood bullying and identifying directions for future research and intervention development.
Copyright (c) 2026 Febi Wulandari https://creativecommons.org/licenses/by-nc/4.0
The Impact of E-Learning Practices and Assessment Competency on Academic Performance: A Structural Equation Modeling Approach
E-learning has become an essential component of higher education, yet its contribution to academic performance depends not only on digital learning practices but also on students’ assessment competency. This study examined the effects of e-learning practices, assessment knowledge, assessment skills, and attitudes toward assessment on undergraduate students’ academic performance. A quantitative correlational survey design was employed involving 440 undergraduate students from four teacher education programs at Pattimura University, Indonesia. Data were collected using a structured questionnaire measuring e-learning practices and three dimensions of assessment competency: knowledge, skills, and attitudes. Students’ academic performance was measured using Grade Point Average (GPA). The data were analyzed using Structural Equation Modeling to evaluate the measurement model and test the hypothesized relationships among variables. The findings showed that e-learning practices had a positive and significant effect on academic performance. Assessment knowledge, assessment skills, and attitudes toward assessment also significantly predicted students’ GPA. The measurement model demonstrated acceptable reliability and convergent validity, indicating that the indicators adequately represented the proposed constructs. The structural model confirmed that both digital learning practices and assessment competency contributed to students’ academic achievement. These findings suggest that effective e-learning implementation should be supported by students’ ability to understand assessment criteria, use feedback, and develop positive attitudes toward assessment. Universities should strengthen digital learning systems while integrating assessment literacy into teaching and learning practices. The study provides empirical evidence for improving technology-supported learning in higher education, particularly in developing contexts where e-learning quality and assessment capacity remain uneven.
Copyright (c) 2026 Ferdinand Salaomo Leuwol, Mohammad Amin Lasaiba https://creativecommons.org/licenses/by-nc/4.0
Students’ Perceptions of the Integration of Local Cultural Values in Higher Education: A Quantitative Study in South Sumatra, Indonesia
The integration of local cultural values in higher education has gained increasing attention as a strategy to strengthen students’ character and cultural identity in the context of globalization. However, empirical evidence on how students perceive and engage with such integration remains limited, particularly in Indonesian higher education. This study aims to examine students’ understanding, participation, and perceived influence of local cultural values on character development.This research employed a quantitative correlational survey design involving 271 undergraduate students from two universities in South Sumatra, Indonesia. Data were collected using a structured questionnaire with a 4-point Likert scale. Descriptive statistics were used to analyze students’ perceptions, while Pearson correlation analysis was conducted to examine relationships among variables.The findings indicate that students demonstrate a high level of understanding and positive perceptions of local cultural values integrated into the learning process. Participation in culture-based activities is also relatively high, although some variability exists. Furthermore, students perceive local cultural values as highly relevant to character formation and daily behavior. Correlation analysis reveals significant positive relationships between understanding, participation, and character development, suggesting that greater engagement with cultural values is associated with stronger character outcomes.In conclusion, the integration of local cultural values in higher education contributes positively to both cognitive and behavioral aspects of student development. However, enhancing institutional support and expanding cultural programs are necessary to optimize implementation. These findings highlight the importance of culturally responsive education in fostering well-rounded and culturally grounded graduates.
Copyright (c) 2026 Destriani Destriani, Indrawati Indrawati, Indaryanti Indaryanti, Deskoni Deskoni, Mulyadi Eko Purnomo https://creativecommons.org/licenses/by-nc/4.0
Enhancing Elementary Students’ Interaction and Cognitive Outcomes through ClassPoint-Integrated PowerPoint in Science Learning
Interactive digital media are increasingly used in elementary science learning, yet limited studies have measured learning interaction as a multidimensional construct in the use of real-time presentation tools. This study developed and evaluated ClassPoint-based interactive PowerPoint learning media to improve learning interaction and cognitive outcomes on Earth’s rotation and revolution among sixth-grade students.A Research and Development design was employed using the ADDIE model. The study involved eighteen sixth-grade students at SDN Sumber, Ngawi Regency, East Java, Indonesia. Data were collected through observation, questionnaires, interviews, documentation, and pre-test–post-test assessments. The instruments were validated by experts and tested for reliability. The data were analyzed using appropriate non-parametric statistical procedures.The developed media received strong expert validation and demonstrated high instrument reliability. After implementation, students showed significant improvements in learning interaction and cognitive learning outcomes. The interaction construct covered verbal participation, behavioral engagement, emotional involvement, and peer collaboration, enabling a comprehensive assessment of classroom engagement during the learning process.The findings indicate that ClassPoint-based interactive PowerPoint media can support student-centered elementary science learning by promoting active participation and strengthening conceptual understanding. The study contributes to technology-enhanced primary education by integrating real-time interactive presentation features with a measurable multidimensional interaction framework. These results offer practical implications for teachers seeking to design engaging, interactive, and conceptually meaningful science instruction in elementary classrooms.
Copyright (c) 2026 Sutiani Sutiani, Jeffry Handhika https://creativecommons.org/licenses/by-nc/4.0
Evaluating the Implementation of an IMTAQ-Based School Program Through the Pancasila Student Profile Strengthening Project at a Public Senior High School in Palembang
This study evaluates the implementation of an IMTAQ-based school program integrated with the Pancasila Student Profile Strengthening Project (P5) at SMA Negeri 6 Palembang. The program is intended to strengthen students’ religious character, discipline, responsibility, and social awareness through school culture and project-based learning.This study used a qualitative evaluative case study design based on the CIPP model, covering context, input, process, and product evaluation. Data were collected from 28 informants, including school leaders, teachers, students, school committee representatives, education staff, and supporting personnel. Data collection involved semi-structured interviews, observations, focus group discussions, and document analysis. The data were analyzed through data condensation, coding, data display, conclusion drawing, and verification. Trustworthiness was ensured through source triangulation, method triangulation, member checking, prolonged observation, and audit trail.The context evaluation showed strong alignment between the school’s vision, religious culture, P5 policy, and IMTAQ values. The input evaluation indicated adequate teacher readiness, facilities, planning documents, funding, and stakeholder support, although teacher capacity in integrating IMTAQ values varied. The process evaluation revealed structured implementation through religious habituation, project activities, teacher coordination, and supervision, but classroom-level integration and parental involvement were not fully consistent. The product evaluation showed positive changes in students’ religious behavior, discipline, politeness, social awareness, and creative project outputs, while community impact and sustainability planning still required strengthening.The IMTAQ-based P5 program has strong potential as a contextual model of character education, but future improvement should focus on teacher mentoring, operational assessment rubrics, student reflection, broader community involvement, and systematic follow-up evaluation.
Copyright (c) 2026 Sugiyono Sugiyono, Fajri Ismail, Karoma Karoma, Hamidah Hamidah, Indah Wigati https://creativecommons.org/licenses/by-nc/4.0
Ethnopedagogical Values of Ma’kombongan Kalua’: A Cultural Model for Interreligious Harmony in Toraja
Interreligious harmony remains a critical issue in plural societies where religious diversity intersects with strong local cultural traditions. In Toraja society, Ma’kombongan Kalua’ represents an indigenous communal practice that may function as a cultural space for moral learning, social integration, and peaceful coexistence. This study employed a qualitative ethnographic approach in selected communities in North Toraja, South Sulawesi. Data were collected through participant observation, semi-structured interviews, and document analysis involving traditional leaders, community elders, religious figures, teachers, and youth representatives. The data were analyzed thematically through open, axial, and selective coding, supported by triangulation and member checking. The findings show that Ma’kombongan Kalua’ contains key ethnopedagogical values, including mutual respect, collective responsibility, deliberation, solidarity, cooperation, humility, and inclusive participation. These values are transmitted through communal preparation, shared ritual responsibilities, intergenerational interaction, cultural narratives, and collective decision-making. The ritual also enables Protestant, Catholic, and Muslim community members to participate in shared cultural practices without diminishing their religious identities. Such participation strengthens trust, reduces social distance, and reinforces a shared Toraja identity. Ma’kombongan Kalua’ functions as a living ethnopedagogical space that promotes interreligious harmony through embodied cultural learning rather than formal religious dialogue alone. The study suggests that its values can be integrated into character education, multicultural education, local curriculum, and community-based peace education. However, sustaining this tradition requires stronger youth involvement, cultural documentation, and collaboration among families, schools, and community leaders.
Copyright (c) 2026 Hans Lura https://creativecommons.org/licenses/by-nc/4.0
Developing a Canva-Based Pocket Book to Enhance Learning Outcomes in Social Studies for Grade V Elementary School Students
Social Studies learning in elementary schools often requires visual and concise instructional media to help students understand abstract geographical concepts. This study developed a Canva-based pocket book for Grade V students on Indonesia’s geographical conditions. This study employed a Research and Development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants were Grade V students at SDN Purwoyoso 02, comprising six students in a small-scale trial and 16 students in a large-scale trial. Data were collected through expert validation sheets, teacher and student response questionnaires, and pre-test and post-test instruments. Data were analyzed using percentage scores for validity and practicality, while effectiveness was measured using the N-Gain formula. The validation results showed that the Canva-based pocket book was highly valid, with scores of 95% from the media expert and 93% from the material expert. Practicality results also indicated a very practical category, with student response scores of 87% in the small-scale trial and 90% in the large-scale trial, while the teacher response reached 99%. The effectiveness test showed improved learning outcomes, with N-Gain scores of 72% in the small-scale trial and 77% in the large-scale trial. These findings indicate that the Canva-based pocket book is valid, practical, and potentially effective for supporting Grade V Social Studies learning. Its concise content and visual design may help students understand Indonesia’s geographical conditions more clearly. However, broader trials with larger samples are needed to strengthen the evidence of effectiveness.
Copyright (c) 2026 Ayu Indah Puspitarini, Akhmad Junaedi https://creativecommons.org/licenses/by-nc/4.0
Project-based Digital Worksheets for Earthquake Disaster Literacy in Indonesian High Schools: Development and Effectiveness
Indonesia, particularly the Aceh region, is highly susceptible to geological disasters, highlighting the critical need to strengthen disaster literacy among secondary school students. However, disaster education in schools remains limited and is predominantly delivered through conventional materials that lack contextual relevance and interactivity. This study develops and evaluates the effectiveness of Project-Based Learning e-worksheets for enhancing earthquake disaster literacy among high school students, with a focus on knowledge, attitudes, and skills. The research utilizes the ADDIE development model and a quasi-experimental pretest–posttest control group design. The sample consists of 66 students from the Science Club extracurricular activity at Labschool USK Banda Aceh High School, with an experimental group from grade X (n=35) and a control group from grade XI (n=31). To account for potential initial ability differences due to grade level, data analysis employed Analysis of Covariance (ANCOVA) with pretest scores as covariates. The results indicate that PjBL-based digital worksheets are significantly more effective than guided inquiry worksheets in improving disaster literacy. Large effect sizes were observed for knowledge (F=375.526; p<0.005; η²=0.856) and attitude (F=277.399; p<0.005; η²=0.815), and the experimental group achieved significantly higher skill scores according to the Independent Samples t-test (t=22.431; p<0.001). Expert validation and feedback from teachers and students confirmed the high validity and practicality of the developed product. These findings suggest that integrating PjBL into digital worksheet formats promotes active student engagement through contextual disaster projects, thereby enhancing conceptual understanding, fostering preparedness attitudes, and developing practical disaster mitigation skills. Therefore, PjBL-based digital worksheets constitute an effective and applicable medium for supporting earthquake disaster education in secondary schools, especially in disaster-prone regions
Copyright (c) 2026 Maya Rizky https://creativecommons.org/licenses/by-nc/4.0
Developing Index Card Match-Based Card Media to Enhance Motivation and Learning Outcomes in Arabic Language Learning
Student motivation and learning outcomes in Arabic language learning require interactive media that support vocabulary practice, peer interaction, and active classroom engagement. This study developed Mumtaza Card, an Index Card Match-based card medium, for Tamrin Lughoh material among Grade VII students at SMP MBS Sleman Yogyakarta.This research used a Research and Development approach with the ADDIE model: analysis, design, development, implementation, and evaluation. The product was validated by media and subject matter experts and tested through classroom implementation. The effectiveness test involved 68 Grade VII students divided into experimental and control classes. Data were collected through expert validation sheets, student response questionnaires, observation, motivation questionnaires, and Arabic learning outcome tests. The data were analyzed using descriptive statistics, assumption tests, MANOVA, and N-Gain.Expert validation showed that Mumtaza Card was highly feasible, with media expert validation of 93% and subject matter expert validation of 92%. Student responses indicated very high practicality, with an average score of 92.59%. MANOVA results showed a significant effect of the media on students’ motivation and learning outcomes, with p < .001. The N-Gain score of 0.82 indicated high learning improvement.The findings suggest that Mumtaza Card is feasible, practical, and effective for supporting Arabic language learning. The card-based matching activity encourages active participation, repeated vocabulary practice, and peer interaction. This media can be used as an alternative instructional tool for improving motivation and learning outcomes in Arabic classes.
Copyright (c) 2026 Sintya Rizqi Nur Ardiani, Haryanto Haryanto https://creativecommons.org/licenses/by-nc/4.0
Amanah in Tafsir Al-Maraghi: Thematic Analysis and Educational Implications for Islamic Character Education
Amanah is a central Qur’anic value related to trust, responsibility, justice, and accountability, yet its interpretation in specific tafsir works and its operational relevance for Islamic character education remain underexplored. This study examines the concept of amanah in Tafsir Al-Maraghi and formulates its implications for Islamic character education. This study employed qualitative library research by combining tafsir maudhu‘i, qualitative content analysis, and thematic analysis. Five Qur’anic verses were purposively selected: Q. Al-Baqarah [2]:283, Q. An-Nisāʾ [4]:58, Q. Al-Anfāl [8]:27, Q. Al-Mu’minūn [23]:8, and Q. Al-Aḥzāb [33]:72. The unit of analysis consisted of Qur’anic verses, Al-Maraghi’s exegetical passages, and ethical concepts derived from the interpretation. Data were analyzed through open coding and axial coding to identify major themes. The study found five interrelated dimensions of amanah: entrustment and justice, awareness of betrayal, financial responsibility, fulfillment of promises, and cosmological accountability. In Tafsir Al-Maraghi, amanah is presented as a comprehensive moral obligation involving personal integrity, social responsibility, legal justice, economic honesty, and accountability before God. These findings indicate that amanah can be translated into Islamic character education through learning objectives, Qur’anic-based materials, case-based learning, habituation, reflective practice, assessment rubrics, and school culture. The study contributes a tafsir-based operational framework for integrating amanah into character education, while acknowledging that its practical effectiveness requires further empirical investigation.
Copyright (c) 2026 Syamsuddin Syamsuddin, Saipul Annur, Ngamilatun Khoiriyah, Afriantoni Afriantoni https://creativecommons.org/licenses/by-nc/4.0
Negotiating Culture and Agency: Toraja Students’ Engagement with AI in English Language Learning
The increasing use of artificial intelligence (AI) in English language learning has generated growing interest in its pedagogical benefits and sociocultural implications. However, limited attention has been given to how students from local cultural communities interpret and negotiate AI use within their cultural contexts. This study explores how Toraja students engage with AI in English language learning and how such engagement relates to cultural identity and student agency.A qualitative case study design was employed involving nine Toraja undergraduate students with prior experience using AI tools in English learning. Data were collected over eight weeks through student assignment artifacts, semi-structured interviews, learning diaries, and focus group discussions. The data were analyzed using thematic analysis to identify recurring patterns of practice, meaning-making, and cultural negotiation.The findings reveal four major themes. First, AI functioned as a learning partner that supported linguistic development, idea generation, writing organization, revision, and learner confidence. Second, students used AI as a source of global knowledge while recognizing its limited and often superficial representation of Toraja culture. Third, learners actively modified and enriched AI-generated content by adding local knowledge, correcting inaccuracies, and preserving cultural authenticity. Fourth, students expressed ambivalence toward AI, appreciating its efficiency while remaining concerned about dependency, cultural bias, and ethical use.The study shows that AI-mediated language learning is not culturally neutral but shaped by learners’ identities, values, and local knowledge. It highlights the importance of integrating critical AI literacy and culturally responsive pedagogy in English language teaching.
Copyright (c) 2026 Viktor Siumarlata https://creativecommons.org/licenses/by-nc/4.0
ChatGPT Usage Behavior as a Digital Learning Medium among High School Students in Indonesia
The growing use of ChatGPT in secondary education has raised concerns about students’ academic dependency, digital ethics, and critical learning behavior. However, empirical studies examining ChatGPT usage among Indonesian high school students remain limited.This study employed a quantitative descriptive-correlational design involving 120 high school students from four schools in Ambon City, Indonesia. Data were collected using a 15-item Likert-scale questionnaire measuring ChatGPT usage behavior. The instrument assessed four dimensions: usage intensity, academic dependency, ethical attitude, and perceived impact. Reliability was examined using Cronbach’s alpha, while exploratory factor analysis and Spearman’s rank correlation were used to evaluate the structure and relationships among indicators.The questionnaire demonstrated high internal consistency, with a Cronbach’s alpha of 0.932. Exploratory factor analysis indicated a four-factor structure comprising usage intensity, academic dependency, ethical attitude, and impact of use, explaining 64.408% of the total variance. Spearman correlation analysis showed positive relationships among most indicators, ranging from very weak to strong. Strong associations were observed between reliance on ChatGPT and reduced learning effort, as well as between academic dependency and perceived weakening of critical reasoning.These findings suggest that ChatGPT use among high school students is not merely a technological learning practice but is also associated with academic independence, ethical awareness, and critical thinking. Since this study used a correlational design, the findings should not be interpreted causally. Schools should strengthen AI literacy, digital ethics education, and teacher-guided use of generative AI in learning.
Copyright (c) 2026 Marlyen Sharly Sapulette https://creativecommons.org/licenses/by-nc/4.0
Teaching ʿAqīdah in a Modern Pesantren: Faith Internalization Through Al-Burhān fī Masāʾil al-Īmān Among Upper–Middle Socioeconomic Students
Although ʿaqīdah (Islamic creed) education in Islamic boarding school (pesantren) has been widely studied, the process of faith internalization among students in modern pesantren from upper–middle socioeconomic backgrounds, particularly through textbook-based instruction, has received limited empirical attention. This study aims to investigate the role of teaching Kitāb al-Burhān fī Masāʾil al-Īmān in supporting the internalization of ʿaqīdah at Bina Anak Sholeh (BIAS) Modern Boarding School, Yogyakarta. This study employs qualitative case study design. Participants consisted of one teacher and four students. Data were collected through semi-structured interviews, learning observations, and document analysis, and were thematically analyzed to identify patterns and stages of ʿaqīdah internalization. The findings reveal that ʿaqīdah instruction is oriented toward three main focuses: positioning faith as a life orientation, cultivating spiritual and moral awareness, and strengthening students’ personal conviction. The internalization process occurs progressively, beginning with initial knowledge of ʿaqīdah, followed by understanding basic concepts of tawḥīd, recognizing the dimensions of ulūhiyyah, rubūbiyyah, and asmāʾ wa ṣifāt, linking faith with moral attitudes and social realities, and culminating in the ability to apply tawḥīd values in contemporary life contexts. These findings suggest the importance of a sequenced ʿaqīdah curriculum, dialogic and reflective pedagogical practices, and learning outcomes that integrate faith understanding with students’ lived experiences in modern pesantren settings.
Copyright (c) 2026 Sopian Kamil Muttaqin https://creativecommons.org/licenses/by-nc/4.0
Managing Character Education to Improve Student Achievement: Evidence from Two Islamic Elementary Schools in Indonesia
Character education management is essential for Islamic elementary schools because it supports the development of students’ religious values, discipline, responsibility, and academic achievement. This study aims to examine how character education is managed to improve student achievement in two Islamic elementary schools in Malang City, Indonesia.This study employed a qualitative approach with a multi-site case study design at MIN 1 Malang City and MIN 2 Malang City. The research sites were selected purposively because both madrasahs have established flagship character education programs and consistent academic and non-academic achievements. Data were collected through in-depth interviews, participatory observation, and document analysis involving school principals, vice principals, teachers, homeroom teachers, school committee members, parents, and students. The data were analyzed using data condensation, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation.The findings show that character education management in both madrasahs is implemented through four main functions: planning, organizing, implementation, and evaluation. MIN 1 Malang City applies the PAKUBUMI program, which emphasizes moral development, worship habituation, and Islamic culture. MIN 2 Malang City implements the Smart, Religious, and Fun program through the Panca Bina framework, which strengthens spirituality, creativity, discipline, and student confidence. Both programs contribute to improved learning discipline, religious habits, motivation, and academic and non-academic achievement.The study proposes the MPC Model—Integrated Character Formation Management—as a holistic framework for managing character education in Islamic elementary schools. The model highlights the importance of systematic management, teacher role modeling, habituation, parental involvement, and evidence-based evaluation in strengthening student character and achievement.
Copyright (c) 2026 Abd. Halim, Nur Ali, Moh. Padil, Suci Hidayati https://creativecommons.org/licenses/by-nc/4.0
Spiritual Values in Digital English Learning Media: Effects on Teaching Competence and Student Outcomes among Elementary School Teachers
The integration of spiritual values into digital English learning media offers a potential approach to strengthening teacher professionalism and improving student-related learning outcomes. However, empirical evidence explaining how spiritual values affect teaching competence and student outcomes in technology-supported elementary English instruction remains limited. This study employed a quantitative cross-sectional survey design involving 150 elementary school teachers in Tangerang Regency, Indonesia. Data were collected using a structured 5-point Likert-scale questionnaire measuring Spiritual Value, Teaching Competence, and Teacher-Perceived Student Outcomes. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4 to evaluate the measurement model, structural relationships, and mediating effect. The measurement model demonstrated satisfactory validity and reliability, with outer loadings above 0.70, AVE values above 0.50, composite reliability values above 0.90, and HTMT values below 0.90. The structural model showed that Spiritual Value significantly influenced Teaching Competence (β = 0.592, p < 0.001) and Teacher-Perceived Student Outcomes (β = 0.179, p = 0.036). Teaching Competence also had a strong positive effect on Teacher-Perceived Student Outcomes (β = 0.724, p < 0.001). Mediation analysis confirmed that Teaching Competence significantly mediated the relationship between Spiritual Value and Teacher-Perceived Student Outcomes (β = 0.428, p < 0.001). The findings suggest that spiritual values contribute to student-related outcomes primarily by enhancing teachers’ instructional competence. This study extends the TPACK framework by emphasizing the role of value-based and ethical dimensions in digital English teaching. It also highlights the need for teacher development programs that integrate pedagogical, technological, and spiritual dimensions.
Copyright (c) 2026 Ishak Ishak, Arwen Desri, Euis Yanah Mulyanah https://creativecommons.org/licenses/by-nc/4.0
Readiness and Challenges of Pancasila Education Teachers in Implementing Digitally-Enhanced Deep Learning: Toward Achieving SDG 4
Digitally enhanced deep learning has potential to strengthen Pancasila Education by promoting critical reflection, collaboration, and value-based action while supporting Sustainable Development Goal 4 (SDG 4) on quality education. This study examined the readiness and challenges of junior high school Pancasila Education teachers in implementing digitally enhanced deep learning in Magetan Regency, Indonesia.A qualitative descriptive case study was conducted from June to August 2025 involving 26 Pancasila Education teachers selected through purposive sampling from the subject-teacher association. Data were collected through in-depth interviews, structured observations, and documentation. The data were analyzed through reduction, thematic presentation, and conclusion drawing, with triangulation used to strengthen credibility.The findings indicate that teachers showed relatively high readiness in facilitating student collaboration (88.4%), encouraging student participation (84.6%), using digital technology (80.7%), and promoting critical and analytical thinking (80.7%). Moderate readiness was found in the use of reflective questions (76.9%) and case-based learning (73.0%). The lowest readiness appeared in project-based assessment (65.3%). Key challenges included limited digital pedagogical training, inadequate infrastructure and internet access, limited experience in designing authentic assessment rubrics, time constraints, administrative workload, and low student motivation.The study suggests that digitally enhanced deep learning can support more inclusive, meaningful, and student-centered Pancasila Education when accompanied by systematic teacher development. Strengthening teachers’ competence in authentic assessment, digital pedagogy, learning management systems, and technology-supported formative feedback is essential for improving implementation quality and advancing SDG 4.
Copyright (c) 2026 Rima Vien Permata Hartanto, Muhammad Hendri Nuryadi, Petriscia Kusuma Wardani, Pipit Widiatmaka https://creativecommons.org/licenses/by-nc/4.0
Integrating Problem-Based Learning and Instructional Video (PROVIDE) to Enhance Nursing Students’ Critical Thinking, Creativity, and Learning Outcomes in a Health Promotion Course
Nursing education requires learning models that develop critical thinking, creativity, and practical competence. This study examined the effectiveness of the PROVIDE model, which integrates problem-based learning and instructional video, in a health promotion course. A quasi-experimental pretest–posttest control group design was used with 60 third-semester nursing students at ITSK RS dr. Soepraoen Malang. Students were allocated into an experimental group taught using the PROVIDE model and a control group taught through traditional lecture-based instruction. The intervention lasted eight weeks, with 90-minute sessions each week. Critical thinking was measured using an adapted California Critical Thinking Skills Test, creativity was assessed using a Torrance-based rubric, and learning outcomes were evaluated across cognitive, affective, and psychomotor domains. Data were analyzed using descriptive statistics, paired sample t-tests, ANCOVA, and effect size calculations. The experimental group showed significant improvements in critical thinking, creativity, and learning outcomes after the intervention. Gains were observed in analysis, evaluation, inference, fluency, flexibility, originality, elaboration, and cognitive, affective, and psychomotor performance. The reported effect sizes indicated a strong educational impact of the PROVIDE model. The findings suggest that integrating problem-based learning with instructional video can create an active, engaging, and practice-oriented learning environment for nursing students. The PROVIDE model may serve as an effective pedagogical strategy for strengthening higher-order thinking and health-promotion competencies. Future studies should involve larger samples, multiple institutions, and longer follow-up periods.
Copyright (c) 2026 Juliati Koesrini https://creativecommons.org/licenses/by-nc/4.0
Implementing Inclusive Education in Urban Indonesian Elementary Schools: Regular Classroom Services and Teachers’ Adaptation Strategies
Inclusive education has been mandated in Indonesia, yet its implementation in regular elementary classrooms remains uneven, particularly in relation to teacher readiness, classroom adaptation, and support for students with special educational needs. This study explored how inclusive education is enacted in urban Indonesian elementary schools and how teachers adapt regular classroom services. A qualitative multiple-case study was conducted in two public elementary schools in Jakarta with official inclusive-school status. Data were collected through four weeks of classroom observation, in-depth interviews with 10 informants, including principals, classroom teachers, special needs teachers, and parents, and analysis of school documents. The data were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The findings show that inclusive education was supported by strong institutional commitment from principals and teachers, as reflected in school policies, teacher collaboration, and the development of Individualized Education Programs. However, implementation was constrained by a limited number of special needs teachers, insufficient practical training, and varied understanding of inclusion among school staff. Classroom adaptations were mostly ad-hoc and improvisational, with dominant strategies including content simplification, modified learning objectives, visual support, peer assistance, and basic competency substitution. Inclusive education in regular classrooms requires more than policy compliance. Systematic teacher training, structured collaboration, adequate special education support, and consistent monitoring of adaptation practices are essential to ensure meaningful participation and equitable learning opportunities for all students.
Copyright (c) 2026 Darini Darini, Ihsana El Khuloqo, Ihsana El Khuloqo, Bunyamin Bunyamin, Bunyamin Bunyamin https://creativecommons.org/licenses/by-nc/4.0
Education for Sustainable Development Grounded in Sundanese Local Wisdom: A Case Study of Environmental Awareness in an Indonesian Elementary School
The global environmental crisis requires elementary education to move beyond environmental knowledge toward sustained ecological behavior. However, limited empirical evidence explains how Education for Sustainable Development (ESD) grounded in Sundanese local wisdom shapes students’ environmental awareness and practices.This qualitative case study was conducted at SDN Ekologi Kahuripan Padjajaran, Purwakarta, Indonesia. Data were collected over ten weeks through in-depth interviews with 14 informants, including the principal, teachers, extracurricular coaches, an ecological consultant, school committee members, parents, and students. Participant and non-participant observations and document analysis were also conducted. Data were analyzed using the Miles–Huberman model and mapped through an Input–Process–Output–Outcome framework.The findings show that ESD was institutionally embedded through school governance, curriculum planning, ecological facilities, and a whole-school culture rooted in Panca Waluya values and the Sundanese philosophy of silih asah, silih asih, and silih asuh. ESD practices were implemented through intracurricular, co-curricular, extracurricular, and school culture activities. These practices produced ecological artifacts, improved environmental literacy, strengthened school cleanliness, and encouraged spontaneous ecological behaviors such as sorting waste, watering plants, saving water, and reminding peers to care for the environment.The study demonstrates that Sundanese local wisdom can function as a contextual mechanism for internalizing ESD values in elementary education. Strengthening green funding, teacher capacity, community partnerships, and outcome-based monitoring is recommended to support replication in other schools.
Muhamad Taufik Bintang Kejora Bintang Kejora
Copyright (c) 2026 Sutarjo Sutarjo, Ine Rahayu Purnamaningsih, Lilis Karyawati, Muhamad Taufik Bintang Kejora Bintang Kejora, Risma Kahpiah, Aisyah Nur Febryanti Febryanti, Li Kun Mei Li Kun Mei https://creativecommons.org/licenses/by-nc/4.0
Research Trends on Parenting Styles in Children’s Education (2016–2025): A Scopus-Based Bibliometric Analysis with an Islamic-Thematic Lens
Parenting styles play a crucial role in children’s educational development, yet global research on this topic remains dominated by secular psychological frameworks, with limited attention to Islamic parenting constructs. This study aims to map research trends on parenting styles in children’s education from 2016 to 2025 and examine the extent to which Islamic parenting themes appear in the global literature.A bibliometric analysis combined with thematic review was conducted using Scopus-indexed journal articles. Data were retrieved using the query “parenting style*” AND “education” AND “child,” limited to English-language journal articles published between 2016 and 2025. Following PRISMA-based screening, 264 articles were included for bibliometric analysis, while 10 studies were selected for in-depth thematic review. Data were analyzed using Biblioshiny in R-Studio and VOSviewer 1.6.20 to identify publication trends, influential contributors, collaboration patterns, keyword clusters, and Islamic parenting themes.The findings show rapid growth in publications, with an annual growth rate of 19.04% and a notable increase after 2021. The United States, China, Brazil, and the United Kingdom emerged as major contributors, while dominant keyword clusters focused on mental well-being, parent-child relationships, and adolescent development. Islamic parenting themes appeared only marginally and were not established as major clusters in the global dataset.The study highlights a significant research gap in integrating Islamic parenting concepts, such as tarbiyah, uswah hasanah, and holistic moral education, into mainstream parenting research. Future studies should develop validated Islamic parenting instruments and conduct empirical research linking Islamic parenting values with children’s educational outcomes.
Copyright (c) 2026 Maslina Daulay, Salsabila Nasution https://creativecommons.org/licenses/by-nc/4.0
Challenges and Pedagogical Needs in English for Tourism: Preparing Cultural Mediators in Toraja
English for Tourism requires learners to communicate not only linguistic information but also culturally embedded meanings. In heritage tourism contexts such as Toraja, students are expected to explain local traditions, respond to tourists’ spontaneous questions, and mediate cultural understanding. This study explores the linguistic, communicative, and intercultural challenges faced by English for Tourism students in Toraja and identifies their pedagogical needs. A qualitative descriptive needs analysis was conducted over eight weeks during field-based tourism learning activities. Data were collected through semi-structured interviews with three English for Tourism students and one professional tourist guide, reflective journals from nine students, and field observation notes. The data were analyzed using Braun and Clarke’s thematic analysis framework to identify recurring patterns related to language use, intercultural interaction, and cultural explanation. Four major themes emerged. First, students experienced linguistic difficulties in explaining culturally specific Toraja concepts, particularly terms and rituals without direct English equivalents. Second, they faced communicative demands in spontaneous interactions, including accent comprehension, anxiety, discourse organization, and pragmatic adaptation. Third, students needed stronger cultural mediation skills to explain symbolic meanings and sensitive traditions accurately. Fourth, participants emphasized the need for experiential, culture-based learning, including field practice, guiding simulations, model scripts, and exposure to diverse English accents. The findings indicate that English for Tourism competence in Toraja extends beyond general English proficiency. Students need integrated training in language, intercultural communication, cultural interpretation, and experiential practice. The study recommends locally grounded and ICC-informed curricula that prepare students to act as cultural mediators in authentic tourism contexts.
Copyright (c) 2026 Yizrel Nani Sallata https://creativecommons.org/licenses/by-nc/4.0
The Tahfidz-Embedded School System (TESS): A Multi-Case Study of Value-Based Qur’anic Curriculum Management in Islamic Boarding Schools
Tahfidz-based secondary schools in pesantren contexts often face managerial fragmentation between the national curriculum and Qur’anic memorization programs. This study examines how formal curricula and Tahfidz al-Qur’an education are institutionally managed and integrated in pesantren-based secondary schools.A qualitative multi-case study was conducted at SMA Unggulan Harapan Ummat Mojokerto and MA Islam Terpadu Darul Fikri Sidoarjo, East Java, Indonesia. The sites were selected using a maximum variation strategy to compare school-dominant and pesantren-centered governance models. Data were collected over six months through 28 semi-structured interviews with 27 participants, participant observation, and document analysis. Cross-case thematic analysis was conducted through open, axial, and selective coding, supported by NVivo 12. Trustworthiness was ensured through triangulation, member checking, intercoder reliability, peer debriefing, audit trails, and reflexive documentation.The findings reveal two interconnected integration pathways. The adaptive–operational pathway emphasizes schedule synchronization, differentiated memorization tracks, teacher coordination, supervision, and performance monitoring. The normative–epistemological pathway embeds Qur’anic values, ta’dib, spiritual formation, and institutional vision into curriculum objectives, implementation, and evaluation. These pathways differ according to leadership orientation and governance structure.The study formulates the Tahfidz-Embedded School System (TESS), a value-based curriculum management model that positions Qur’anic memorization as the organizing core of planning, organization, implementation, supervision, and evaluation. TESS contributes to Islamic education management by reconceptualizing curriculum integration as a managerial and epistemological system rather than merely instructional coordination.
Copyright (c) 2026 Ahmad Mubarok, Agus Maimun, Samsul Hady, Hufron Hufron https://creativecommons.org/licenses/by-nc/4.0
Early Childhood Education Teachers’ Readiness in Implementing the Disaster Safe School Guidelines for Disaster Mitigation Education Related to Mount Merapi Eruptions
Early Childhood Education (ECE) institutions in disaster-prone areas face critical challenges in implementing the Disaster Safe School Guidelines (Satuan Pendidikan Aman Bencana/SPAB). While disaster education has been widely studied at primary and secondary levels, limited research explores teacher readiness in ECE contexts, particularly in high-risk volcanic regions such as Mount Merapi.This study employed a qualitative descriptive design to examine ECE teachers’ readiness in implementing SPAB guidelines. Data were collected through in-depth interviews, observations, and document analysis involving six teachers and two principals from two ECE institutions located in high-risk zones. Data were analyzed using Miles and Huberman’s interactive model, including data condensation, display, and verification, supported by thematic coding.The findings indicate that teacher readiness is a multidimensional construct shaped by the interaction between individual competence, institutional capacity, and socio-cultural context. Teachers demonstrated strong affective commitment and pedagogical creativity in integrating disaster education through play-based learning. However, their conceptual and technical understanding of SPAB remained fragmented due to limited formal training and weak policy support. Institutional readiness varied, influenced by leadership, infrastructure, and community engagement. Key barriers included insufficient resources, lack of structured training, and absence of formalized policies.This study conceptualizes teacher readiness as an ecosystem-based construct, emphasizing the dynamic interplay between experience, institutional systems, and community support. Strengthening SPAB implementation requires integrated efforts through continuous professional development, policy alignment, and cross-sector collaboration.
Copyright (c) 2026 Nabila Zakiyyatul Af'idah https://creativecommons.org/licenses/by-nc/4.0
Public Participation and Policy Development in Education: A Conceptual Review of Policy Models in Indonesia
Public participation is essential in education policy development because it strengthens policy legitimacy, responsiveness, and alignment with real educational needs. In Indonesia, however, education policy is often shaped by technocratic and elite-driven approaches, leaving limited space for meaningful involvement of teachers, parents, schools, and communities. This study aims to review education policy models and examine their relevance for promoting participatory policy development in Indonesia.This study employed a qualitative literature review using books, journal articles, policy documents, and relevant government regulations as data sources. The literature was analyzed through content analysis by identifying, categorizing, and comparing key concepts related to policy formulation, policy analysis, implementation models, and public participation.The review identifies three major categories of education policy models: formulation models, including institutional, elite, rational, incremental, mixed-scanning, strategic, and deliberative models; analysis models, including prospective, retrospective, and integrative models; and implementation models, including top-down and bottom-up approaches. The findings indicate that Indonesian education policy remains strongly influenced by elite, rational, and technocratic orientations, while deliberative and bottom-up mechanisms are still limited.The study suggests that education policy development in Indonesia should shift toward a strategic-deliberative model that positions the public as active policy actors rather than passive beneficiaries. Strengthening public deliberation, institutionalizing participatory forums, and integrating evidence-based analysis with local aspirations are necessary to improve the legitimacy, sustainability, and effectiveness of education policy.
Copyright (c) 2026 Wahidin Wahidin https://creativecommons.org/licenses/by-nc/4.0
Character Values in the Peuratep Tradition in the Era of Modernization: An Ethnographic Study
The peuratep tradition is a form of Acehnese local wisdom practiced through the chanting of Islamic verses, advice, prayers, and traditional lyrics while lulling children to sleep. Although this tradition has long functioned as a family-based medium for transmitting moral and religious values, modernization and the increasing use of digital devices have reduced its practice in family life. This study examines the character values embedded in the peuratep tradition and how their transmission changes in the modernization era. This study employed a qualitative ethnographic approach in Pulo Rungkom Village, Dewantara District, North Aceh Regency. Data were collected through participant observation, structured and in-depth interviews, and documentation involving elementary school students, teachers, the principal, parents, and traditional community figures. The data were analyzed through data reduction, value categorization, thematic interpretation, and conclusion drawing.The findings show that the peuratep tradition contains three dominant character values: religiosity, social care, and love for the homeland. These values are transmitted through religious chants, moral advice, expressions of affection, prayers, and culturally meaningful verses. However, modernization has shifted bedtime routines from oral family interaction to the use of smartphones and television, reducing children’s direct exposure to the tradition.The peuratep tradition remains relevant as an informal character education medium because it combines emotional closeness, cultural identity, and moral habituation. Its revitalization requires collaboration among families, schools, and communities through parenting programs, local-content learning, and culturally adaptive educational activities.
Copyright (c) 2026 Rully Mauliza, Silvi Listia Dewi, Yulia Santi https://creativecommons.org/licenses/by-nc/4.0
Transformational Leadership and the Dual-Track Model of Teacher Professional Development in Established and Growing Islamic Schools
Teacher professional development is essential for improving educational quality in Islamic schools. However, leadership strategies are often applied uniformly despite differences in institutional maturity. This study examines how transformational leadership supports teacher professional development in established and growing Islamic schools and proposes a contextual model aligned with institutional readiness.This study employed a qualitative multi-case design in two Islamic elementary schools in Surabaya, Indonesia: SDIT Fatimiyah as an established school and MI El Rahmah as a growing school. Data were collected over four months through in-depth interviews, participant observations, and document analysis involving 16 participants, including principals, teachers, and foundation representatives. Data were analyzed through single-case and cross-case analysis using open and thematic coding. Credibility was strengthened through source, technique, and time triangulation, member checking, and peer debriefing.The findings show that transformational leadership was enacted differently according to school maturity. In the established school, leadership emphasized systemic standards, teacher autonomy, digital integration, and the “One Teacher One Innovation” program. In the growing school, leadership prioritized direct mentoring, emotional support, value-based motivation, and the “Friday Innovation” initiative. These differences indicate two professional development pathways: the Acceleration Track for mature institutions and the Foundation Track for developing institutions.The study proposes the Dual-Track Model of Teacher Professional Development, which positions institutional maturity as a key contextual variable in transformational leadership. The model offers practical guidance for school leaders to align teacher development strategies with institutional readiness.
Copyright (c) 2026 Asyithah Almufidah, Wahid Murni, Mulyono Mulyono https://creativecommons.org/licenses/by-nc/4.0
Teachers’ and Peers’ Acceptance of Students with Special Needs in Indonesian Inclusive High Schools: A Quantitative Survey Study
Inclusive education requires not only physical access but also social acceptance and school readiness to support meaningful participation of students with special needs. This study examined teachers’ and peers’ acceptance of students with special needs in an inclusive secondary school in Banjarbaru, South Kalimantan, Indonesia, focusing on knowledge, attitudes, and perceived school support. A quantitative cross-sectional survey was conducted involving 30 regular teachers and 30 regular students selected from one inclusive high school. Data were collected using two self-administered Likert-scale questionnaires. The teacher questionnaire consisted of 45 items covering knowledge, attitudes, and perceived school support facilities, while the student questionnaire consisted of 22 items covering knowledge and attitudes. Data were analyzed descriptively by converting subscale scores into percentage scores and interpreting them using predefined acceptance categories. Teachers showed a mixed acceptance profile. Their attitude toward students with special needs was high (70.14%), but their knowledge (64.95%) and perceived school support facilities (62.83%) were low, resulting in an overall teacher acceptance score of 65.97%. In contrast, students demonstrated high acceptance, with knowledge at 80.31%, attitude at 72.15%, and an overall score of 76.23%. These findings indicate that students showed more consistent acceptance than teachers, while teachers’ positive attitudes were constrained by limited inclusive pedagogical knowledge and insufficient school support. The study highlights an attitude–readiness gap among teachers and a generally supportive peer climate among students. Strengthening teacher professional development, specialist consultation, inclusive facilities, and peer-mediated strategies is necessary to improve inclusive practice in secondary schools.
Copyright (c) 2026 Dewi Juwita Susanti, Mirnawati Mirnawati, Amka Amka https://creativecommons.org/licenses/by-nc/4.0
Mapping Research Trends in Islamic Religious Education: A Bibliometric Analysis of Scopus-Indexed Publications
Research on Islamic Religious Education (IRE) has expanded in response to globalization, digital transformation, religious moderation, and the growing use of artificial intelligence in education. This study aims to map publication trends, influential contributors, collaboration patterns, dominant themes, and future research directions in Scopus-indexed IRE studies.A bibliometric analysis was conducted using the PRISMA framework. Data were retrieved from the Scopus database using keywords related to Islamic Religious Education, teaching, and learning. After screening, 54 English-language peer-reviewed journal articles published between 2019 and 2025 were analyzed. Biblioshiny in R and VOSviewer were used to examine annual publication growth, country and institutional productivity, citation impact, co-authorship networks, and keyword co-occurrence.The findings show a marked increase in IRE publications, with the highest productivity recorded in 2024. Indonesia emerged as the dominant contributor, supported by leading institutions such as Djuanda University, UIN Raden Mas Said Surakarta, and UIN Sunan Kalijaga. Citation analysis identified earlier works by Nahar and Ashraf as highly influential, while recent studies on quality assurance, tolerance, and AI demonstrated strong normalized citation impact. Thematic mapping revealed that Islamic education and Islamic Religious Education remain dominant topics, alongside emerging themes such as religious moderation, radicalism, digital learning, and artificial intelligence.The study indicates a shift in IRE scholarship from primarily normative concerns toward technology-oriented and socially responsive research. Future studies should broaden international collaboration, include databases beyond Scopus, and explore ethical, inclusive, and interdisciplinary approaches to Islamic education in the digital era.
Copyright (c) 2026 Ahsantudhonni, Badrud Tamam, Aminudin Amin, Muhammad Hafidz, Ceceng Munajat https://creativecommons.org/licenses/by-nc/4.0
Students’ Creative Thinking in Geometry Problem Solving Across Adversity Quotient Levels
Creative thinking is essential in geometry problem solving because students are required to generate ideas, use varied strategies, elaborate reasoning, and produce original solutions. However, students’ creativity may be influenced not only by cognitive ability but also by non-cognitive factors such as Adversity Quotient (AQ). This study analyzes students’ creative thinking in solving geometry problems across three AQ levels: Climber, Camper, and Quitter. This study employed a qualitative case study design involving three students selected purposively based on AQ categories. AQ levels were identified using a questionnaire adapted from Stoltz’s framework. Data were collected through open-ended geometry problem-solving tasks and semi-structured interviews. Students’ responses were analyzed using creative thinking indicators: fluency, flexibility, originality, and elaboration. Data analysis followed the Miles and Huberman interactive model, supported by thematic coding. The findings show clear differences across AQ levels. The high-AQ student demonstrated integrated creative thinking through multiple relevant ideas, varied strategies, detailed reasoning, and persistence in verifying solutions. The moderate-AQ student showed partial creative thinking, relying mainly on familiar procedures with limited flexibility and elaboration. The low-AQ student displayed minimal creative engagement, difficulty initiating problem solving, lack of alternative strategies, and low persistence when facing challenges. The study indicates that AQ shapes both persistence and the quality of students’ creative thinking in geometry problem solving. Creative thinking should therefore be understood as an interaction between cognitive processes and affective resilience. Mathematics instruction should integrate open-ended tasks, reflective questioning, scaffolding, and supportive learning environments to foster both creativity and resilience.
Copyright (c) 2026 Athrieana Badi https://creativecommons.org/licenses/by-nc/4.0
Explaining Organizational Citizenship Behavior among Private Junior High School Teachers: Transformational Leadership, Organizational Justice, and Growth Mindset
Teachers’ Organizational Citizenship Behavior (OCB) is essential for strengthening school effectiveness, collaboration, and educational quality. However, limited studies have examined how transformational leadership and organizational justice influence teachers’ OCB through growth mindset, particularly in private junior high schools. This study investigated the direct and indirect effects of transformational leadership and organizational justice on teachers’ OCB, with growth mindset as a mediating variable. A quantitative cross-sectional survey design was employed. The study involved 116 permanent teachers selected proportionally at random from a population of 162 teachers in private junior high schools in Babakan Madang Subdistrict, Bogor Regency. Data were collected using validated five-point Likert-scale questionnaires measuring transformational leadership, organizational justice, growth mindset, and OCB. The data were analyzed using descriptive statistics, correlation analysis, multiple regression, path analysis, and bootstrapped mediation testing with 5,000 resamples. The findings showed that transformational leadership, organizational justice, and growth mindset had significant direct effects on teachers’ OCB, with standardized coefficients of β = 0.198, β = 0.109, and β = 0.397, respectively. Transformational leadership and organizational justice also significantly predicted growth mindset, with β = 0.641 and β = 0.411. Mediation analysis confirmed that growth mindset partially mediated the effects of transformational leadership and organizational justice on OCB. These findings suggest that teachers’ OCB can be enhanced by strengthening transformational leadership practices, promoting organizational justice, and cultivating teachers’ growth mindset. Future studies should use longitudinal and multi-source designs to reduce self-report bias and strengthen causal interpretation.
Copyright (c) 2026 Endi Darmawan https://creativecommons.org/licenses/by-nc/4.0
Enhancing Students' Intercultural Competence through Project-Based Learning in Teaching English for Tourism
Intercultural competence is essential in English for Tourism because students are expected to communicate effectively with people from diverse cultural backgrounds. However, empirical evidence on the use of Project-Based Learning (PjBL) to develop intercultural competence in English for Specific Purposes contexts remains limited. This study aimed to develop and evaluate a PjBL model for enhancing students’ intercultural competence in English for Tourism.This study employed educational design research based on the Plomp model, consisting of preliminary research, prototyping, and assessment phases. The participants were 50 students enrolled in an English for Tourism course at Ekasakti University, West Sumatra. They were assigned to an experimental group (n = 26) and a control group (n = 24). Data were collected using intercultural competence questionnaires, achievement tests, expert validation sheets, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, independent samples t-tests, N-gain scores, and effect size analysis, while qualitative data were analyzed thematically.Preliminary findings showed that students’ intercultural competence was relatively low, particularly in skills and attitudes. Expert validation indicated that the developed PjBL model was valid, with Aiken’s V values ranging from 0.78 to 0.92. The assessment phase showed that the experimental group achieved significantly higher intercultural competence scores than the control group, t(48) = 4.27, p < 0.05, with a large effect size, Cohen’s d = 1.35. The N-gain results indicated moderate improvement in the experimental group.The findings suggest that PjBL can be an effective instructional approach for improving students’ intercultural knowledge, skills, and attitudes in English for Tourism. Future research should examine its long-term impact across broader educational contexts.
Copyright (c) 2026 Ahmad Nusi, Yelliza Yelliza https://creativecommons.org/licenses/by-nc/4.0
Technology Utilization and Learning Motivation: The Mediating Role of Learning Concentration in Higher Education
The integration of digital technology in higher education has transformed learning practices, yet its influence on students’ learning motivation may depend on internal psychological mechanisms. This study examined the effect of technology utilization on learning motivation and investigated the mediating role of learning concentration. A quantitative explanatory survey design was employed involving 100 higher education students who actively used digital learning platforms. Data were collected using Likert-scale instruments measuring technology utilization, learning concentration, and learning motivation. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The measurement model was evaluated through convergent validity, discriminant validity, and construct reliability, while the structural model was assessed using path coefficients, R-square values, effect size, and mediation testing through bootstrapping.The findings showed that technology utilization had a positive and significant effect on learning concentration and learning motivation. Learning concentration also had a positive and significant effect on learning motivation. The indirect effect of technology utilization on learning motivation through learning concentration was significant, indicating that learning concentration functioned as a partial mediator. The model explained 32.8% of the variance in learning concentration and 71.4% of the variance in learning motivation.These findings suggest that technology enhances learning motivation not only through direct access to digital tools but also by strengthening students’ concentration and cognitive regulation. Effective digital pedagogy should therefore focus on designing technology-based learning environments that foster focus, engagement, autonomy, and self-control.
Copyright (c) 2026 Guntur Gunawan https://creativecommons.org/licenses/by-nc/4.0
Integrating Islamic Values into Sustainability-Oriented Environmental Education: A Qualitative Case Study of Sekolah Alam Pacitan
Sustainability-oriented environmental education is increasingly important in primary education, yet limited empirical attention has been given to how Islamic values are integrated into environmental learning in nature-based schools. This study explores how Sekolah Alam Pacitan reconstructs environmental education through Islamic values, experiential learning, and digital innovation.This research employed a qualitative case study design. Data were collected through observation, semi-structured interviews with school leaders, Islamic education teachers, students, and parents, and analysis of school documents. The data were analyzed using interactive qualitative procedures involving data reduction, data display, and conclusion drawing. Credibility was strengthened through triangulation, member checking, prolonged engagement, and researcher reflexivity.The findings show that Islamic values serve as an ethical and spiritual foundation for environmental education. Concepts such as khalifah (stewardship), amanah (responsibility), and syukur (gratitude) are embedded in daily religious routines, outdoor learning, gardening, composting, waste management, and community-based activities such as Sinau ing Ndeso (Sindeso). These practices foster students’ ecological awareness, independence, social responsibility, and appreciation of local environmental wisdom. The school also promotes sustainability through the SIDIGS digital application, which supports paperless administration, learning management, attendance, assessment, and parent–school communication.The study suggests that integrating Islamic eco-theological values with experiential and digital learning can strengthen sustainability-oriented environmental education in primary schools. However, measurable indicators of long-term behavioral change and environmental impact are needed to support broader claims of effectiveness and replicability.
Copyright (c) 2026 Itsnaini Muslimati Alwi, Khozin Khozin https://creativecommons.org/licenses/by-nc/4.0
Project-Based News-Anchoring Tasks to Improve Vocabulary and Pronunciation in EFL Speaking: Evidence from an Indonesian Senior High School
Speaking accuracy remains a major challenge for Indonesian EFL learners, particularly in vocabulary use and pronunciation. This study investigated whether project-based learning through news-anchoring tasks was associated with improvements in students’ vocabulary and pronunciation accuracy in EFL speaking.A quantitative pre-experimental one-group pretest–posttest design was employed. The participants were 30 eleventh-grade students from SMAN 3 Bulukumba, Indonesia, selected through total sampling. Students completed an oral speaking pretest before receiving four 90-minute sessions of project-based news-anchoring activities. During the intervention, students selected news topics, prepared short news scripts, practiced vocabulary and pronunciation, and delivered news presentations. A posttest was administered after the intervention. Students’ speaking performances were assessed using vocabulary and pronunciation rubrics. The data were analyzed using descriptive statistics and paired-samples t-tests.The findings showed improvement in both assessed aspects of speaking accuracy. The mean vocabulary score increased from 41.25 in the pretest to 59.71 in the posttest, while the mean pronunciation score increased from 48.88 to 61.04. Paired-samples t-test results indicated statistically significant differences between pretest and posttest scores for vocabulary, t(29) = -8.439, p < .001, and pronunciation, t(29) = -4.771, p < .001.Project-based news-anchoring tasks appear to provide meaningful opportunities for students to practice topic-related vocabulary and pronunciation in a communicative context. However, because this study used a single-group design without a control group, the findings should be interpreted as evidence of potential improvement rather than definitive causal effectiveness.
Copyright (c) 2026 Nurdevi Bte Abdul https://creativecommons.org/licenses/by-nc/4.0
Islamic Philanthropy and the Sustainability of Non-Formal Islamic Education: A Case Study of Zakat-Based Educational Financing
Non-formal Islamic education plays an important role in strengthening religious literacy, character formation, and community empowerment. However, many community-based Islamic education institutions face financial instability that affects program continuity, educator retention, learning facilities, and learner participation. This study examines how zakat, infaq, and sadaqah (ZIS) governance supports the sustainability of non-formal Islamic education.This study employed a descriptive qualitative approach using a single-case instrumental case study design at the Amal Foundation, a mosque-based social and educational organization in Indonesia. Data were collected through semi-structured interviews with nine purposively selected informants, including foundation leaders, ZIS administrators, education managers, teachers, and community representatives. The interviews were supported by participatory observation and document analysis of financial records, program schedules, attendance lists, and institutional meeting notes. Data were analyzed thematically through coding, category development, and theme refinement, with trustworthiness strengthened through triangulation, member checking, and peer debriefing.The findings indicate that structured ZIS governance was associated with greater operational stability in non-formal Islamic education programs. ZIS funds were allocated to educator honoraria, learning facilities, and basic infrastructure support. Documentary and interview evidence showed more regular learning schedules, more predictable teacher honoraria, improved teacher presence, better availability of learning resources, and more consistent learner participation.The study suggests that transparent and accountable Islamic philanthropic governance can function as an institutional financing strategy for sustaining non-formal Islamic education. However, the findings should be interpreted as context-specific evidence of operational and institutional improvement, not as direct causal evidence of improved learning achievement.
Copyright (c) 2026 Ni'mawati Ni'mawati, Amaliah Al Azmi, Nandang Ihwanudin, Clara Vidhia, Uus Putria, Marsudi Fitro Wibowo, Muhammad Parhan Mubarok, Rasikh Khiyar Rabbany, Tatang Muh Nasir https://creativecommons.org/licenses/by-nc/4.0
Supervision and School Wellbeing: The Role of Information Technology-Based Learning
School wellbeing is an important indicator of educational quality, reflecting the extent to which schools provide safe, supportive, and engaging learning environments. Although supervision and information technology-based learning have been widely discussed in educational management, their integrated relationship with school wellbeing remains underexplored. This study examined the relationships among administrative supervision, academic supervision, information technology-based learning, and school wellbeing.A quantitative cross-sectional survey design was employed. The participants were 256 junior high school teachers in Boyolali Regency, Central Java, Indonesia, selected through random sampling. Data were collected using a structured questionnaire measuring administrative supervision, academic supervision, information technology-based learning, and school wellbeing. Instrument validity and reliability were examined using Exploratory Factor Analysis and Cronbach’s alpha. Confirmatory Factor Analysis and Structural Equation Modeling were conducted using AMOS, with bootstrapping applied to address multivariate non-normality.The findings showed that information technology-based learning was positively and significantly associated with school wellbeing (β = 0.595, p < .001). In contrast, administrative supervision and academic supervision were not significantly associated with school wellbeing. The results also indicated that information technology-based learning did not significantly mediate the relationships between supervision and school wellbeing.The study suggests that digital learning practices may play a more central role in supporting school wellbeing than conventional supervision practices. These findings imply the need to reorient supervision from procedural compliance toward instructional support that strengthens teachers’ digital pedagogical capacity and promotes more supportive learning environments.
Copyright (c) 2026 Dewi Mariastuti Khasana, Harsono, Ahmad Muhibbin https://creativecommons.org/licenses/by-nc/4.0
Knowledge Profiles of Islamic Early Childhood Teachers on Sexuality Education: A Survey of Raudhatul Athfal in Semarang
Early childhood sexuality education is essential for child protection, body awareness, and character development, particularly in Raudhatul Athfal (RA), where learning must align with religious values, social norms, and curriculum guidelines. This study aimed to describe the knowledge profile of RA teachers regarding early childhood sexuality education.This study employed a quantitative descriptive survey design. The participants were 201 RA teachers and principals in Semarang City, selected from RA institutions across subdistricts using random sampling. Data were collected using a four-point Likert-scale questionnaire covering three domains: conceptual knowledge and educational objectives, curriculum or source literacy, and core material knowledge, including privacy, body boundaries, gender understanding, and body awareness. The initial instrument consisted of 31 items, of which 12 were declared valid, with a Cronbach’s alpha reliability coefficient of 0.863. Data were analyzed descriptively using mean scores, standard deviations, frequencies, and percentages.The findings showed that RA teachers’ knowledge of early childhood sexuality education was generally high. The strongest understanding was found in the importance of teaching privacy and bodily boundaries as part of child self-protection and in recognizing the need to understand sexuality education objectives before instruction. However, differences remained in teachers’ understanding of the appropriate scope of body awareness, particularly regarding whether instruction should be limited to visible body parts.These findings indicate the need for developmentally appropriate operational guidelines and standardized curriculum references to support consistent, proportional, and culturally sensitive sexuality education in RA settings.
Copyright (c) 2026 Dhiana Binantari, Yuli Kurniawati Sugiyo Pranoto, Diana Diana https://creativecommons.org/licenses/by-nc/4.0
Optimization of Clinical Learning Supervision Models through the Merdeka Curriculum Program to Improve Teachers’ Pedagogical Content Knowledge
Effective supervision aligned with the Merdeka Curriculum is needed to strengthen teachers’ Pedagogical Content Knowledge (PCK), particularly in integrating subject-matter understanding with appropriate pedagogical strategies. This study examined the effectiveness of an optimized clinical instructional supervision model in improving Islamic Religious Education teachers’ PCK. The study employed a quantitative one-group pre-test–post-test design supported by interview data. Participants were selected through purposive sampling and included teachers, school principals, and supervisors. Data were collected using a PCK mastery test and semi-structured interviews. Instrument validity was assessed using Aiken’s V, while reliability was measured using Cronbach’s alpha. Quantitative data were analyzed using descriptive statistics, N-gain, and a paired-sample t-test, while interview data were analyzed through reduction, display, and conclusion drawing. The findings showed an increase in teachers’ mean PCK score from 61.85 in the pre-test to 79.40 in the post-test. The N-gain score was 0.46, indicating a moderate improvement. The paired-sample t-test showed a significant difference after the intervention, suggesting that the optimized clinical supervision model contributed to improved PCK. Interview findings further indicated that supervision supported teacher reflection, feedback, and the integration of content knowledge with student-centered pedagogy. The optimized clinical instructional supervision model can support teacher professional development under the Merdeka Curriculum. However, effective implementation requires stronger supervisor competence and deeper understanding of curriculum principles. Future studies should use comparison groups, larger samples, and longitudinal designs.
Copyright (c) 2026 Sapruni Sapruni, Hery Noer Aly, Zubaedi Zubaedi, Ali Akbar Jono, Bagus Endri Yanto https://creativecommons.org/licenses/by-nc/4.0
Developing Ma’kombongan-Based Democracy Teaching Materials to Enhance University Students’ Political Morality
Democracy education in higher education should develop not only students’ civic knowledge but also their political morality. However, democracy teaching materials often remain theoretical and are insufficiently connected to students’ sociocultural contexts. This study developed Ma’kombongan-based democracy teaching materials to support the political morality of university students in the Torajan context. This study employed a research and development design using the ADDIE model. The participants were 30 undergraduate students enrolled in a Civic Education course at UKI Toraja. Data were collected through needs-analysis questionnaires, expert validation sheets, practicality questionnaires, observation, interviews, and a political morality scale covering social responsibility, honesty and integrity, concern for public issues, and participation in democratic discussions. Data were analyzed using descriptive statistics and a paired-samples t test. The teaching materials received an expert validation mean score of 4.66, indicating a high level of validity, and a practicality mean score of 4.55, indicating that the materials were very practical for classroom use. Students’ political morality mean score increased from 3.05 in the pretest to 4.21 in the posttest. The paired-samples t test showed a significant difference between pretest and posttest scores, t(29) = 10.45, p < .001, with a large effect size. The findings suggest that Ma’kombongan-based democracy teaching materials have the potential to support students’ political morality by connecting democratic concepts with local cultural values. Because this study used a one-group pretest–posttest design, the results should be interpreted as preliminary evidence. Future studies should involve control groups, larger samples, and longer interventions.
Copyright (c) 2026 Roberto Salu Situru https://creativecommons.org/licenses/by-nc/4.0
Learning Strategies for Islamic Religious Education among Students with Hearing Impairments: Evidence from a Special Junior High School in Jambi City
Islamic Religious Education (IRE) for students with hearing impairments requires accessible learning designs because oral instruction limits access to abstract religious concepts and ritual practices. This study explores how adaptive IRE learning is implemented for deaf students at Sri Soedewi Public Junior High School, Jambi City.This qualitative descriptive case study was conducted in September 2025. Data were collected through six 90-minute non-participant classroom observations, semi-structured interviews with two IRE teachers, one head of the inclusion program, and two inclusion assistant teachers, and analysis of lesson plans, visual modules, learning materials, and student work. Data were analyzed thematically through coding, theme grouping, and interpretation, with credibility strengthened through source and method triangulation and member checking.The findings show that IRE learning was organized through five adaptive practices: visual representation of abstract concepts, modeling and repetition for ritual practices, multimodal communication using SIBI, BISINDO, writing, gestures, and facial expressions, teacher-developed visual materials, and practical habituation. These strategies supported classroom participation and helped students access religious meanings through visual, kinesthetic, and communicative pathways. However, learning was constrained by limited facilities, inconsistent sign-language use, insufficient teacher mastery of religious signs, and the absence of standardized IRE modules for deaf students.The study suggests that inclusive IRE requires systematic support beyond individual teacher creativity, including sign-language training, UDL-based visual modules, and accessible facilities. Future research should include direct deaf student perspectives and comparative studies across schools.
Copyright (c) 2026 Alviyah Nur Anggraeni, M Yahuda https://creativecommons.org/licenses/by-nc/4.0
Teacher Competence in Facilitating Deep Learning: A Qualitative Case Study in Indonesian Elementary Education
Limited empirical evidence explains how teacher competence facilitates deep learning in Indonesian elementary education. This study examines how pedagogical, professional, social, and personal competencies support meaningful, reflective, and student-centered learning practices. This qualitative case study was conducted at SD Muhammadiyah 1 Ngaglik, Sleman, Indonesia. Six classroom teachers were purposively selected based on their experience in implementing deep learning practices and their willingness to participate. Data were collected over two months through semi-structured in-depth interviews. The interview transcripts were analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing, supported by ATLAS.ti 9. Trustworthiness was strengthened through member checking, peer review, and systematic documentation of the coding process. The findings show that teacher competence functions as an integrated system rather than as separate domains. Pedagogical competence enabled teachers to design contextual learning activities, while professional competence supported the selection of relevant content, strategies, and media. Social and personal competencies fostered supportive classroom interactions, empathy, student confidence, and reflective participation. These competencies were reflected in the use of problem-based learning, project-based learning, discussion, questioning, concrete media, and digital learning tools. The study suggests that deep learning in elementary classrooms is shaped by the interaction between instructional design, socio-emotional support, and reflective teacher facilitation. Strengthening integrated teacher competence is essential for promoting meaningful learning, higher-order thinking, learner autonomy, and character development in elementary education.
Copyright (c) 2026 Miftakhul Choer https://creativecommons.org/licenses/by-nc/4.0
Reframing Sirah Keteng as a Learning Resource: Cultural Identity, Sacred Ecology, and Education Policy
Local cultural heritage sites are increasingly recognized as markers of identity, yet their integration into formal education as contextual learning resources remains limited. This study examines Sirah Keteng in Ponorogo, East Java, as a local-wisdom-based learning resource by exploring its roles in constructing cultural identity, articulating sacred ecology, and informing regional education policy.This qualitative study combined local historiographic inquiry and ethnographic methods. Fieldwork was conducted over six months and involved 18 participants, including traditional leaders, village officials, site caretakers, cultural practitioners, teachers, local youth, and environmental managers. Participants were selected through purposive sampling using a maximum variation strategy. Data were collected through historical source analysis, in-depth interviews, participant observation, and documentation of artifacts, rituals, and cultural practices. The data were analyzed using thematic and narrative analysis, with trustworthiness strengthened through source triangulation, method triangulation, member checking, and an audit trail.The findings show that Sirah Keteng functions as a living cultural-ecological system. Community narratives, ritual practices, sacred water traditions, historical artifacts, and symbolic elements such as Sendang Beji, the head statue, and Watu Pawukon contribute to the reproduction of local identity and the transmission of historical, spiritual, and ecological knowledge across generations. However, its educational use remains informal and underdeveloped due to limited curriculum integration, regulatory support, and institutional collaboration.This study highlights the importance of reframing cultural heritage sites as place-based learning resources. Integrating Sirah Keteng into local education policy may strengthen cultural identity, environmental awareness, and character education through contextual and experiential learning.
Copyright (c) 2026 Hadi Cahyono, Ardhana Januar Mahardhani, Catarina Dyah Ayu Purbaningrum https://creativecommons.org/licenses/by-nc/4.0
Financial Decision-Making in Schools Using ARKAS-Based Management Information Systems: A Qualitative Case Study
Digital financial management systems are increasingly used to strengthen accountability and decision-making in schools. However, limited research has examined how ARKAS-generated financial data are interpreted and used in school financial governance. This study investigates how ARKAS supports financial decision-making practices in a public junior secondary school in Indonesia.This study employed a qualitative instrumental case study design at SMPN 19 Seluma, Indonesia. Data were collected through semi-structured interviews with eight participants involved in school financial governance, including the principal, vice principal, treasurer, ARKAS operator, administrative staff, teacher representative, school committee representative, and district-level BOS supervisor. Institutional documents, including RKAS documents, BOS realization reports, accountability reports, ARKAS-generated summaries, and meeting minutes, were also analyzed. Data were examined using reflexive thematic analysis, supported by triangulation, member checking, and reflexive memoing.The findings show that ARKAS structures financial planning, implementation, reporting, verification, and deliberative governance through standardized digital procedures. However, school financial governance does not operate as a fully data-driven process. Financial data function as deliberative resources that are interpreted, negotiated, and verified by school actors. Accountability practices remain hybrid, combining system-generated reports with manual verification of receipts and supporting documents. Unequal technical capacity, dependence on ARKAS operators, unstable connectivity, and organizational adaptation challenges also shape system use.This study proposes a negotiated socio-technical model of ARKAS-based financial governance. The findings suggest that effective digital financial governance requires not only technological integration but also data literacy, technical capacity, infrastructure stability, and organizational coordination.
Copyright (c) 2026 Tri Emelia Rostari, Sudarwan Danim, Asti Putri Kartiwi https://creativecommons.org/licenses/by-nc/4.0
Developing Folktale-Based Monopoly Media (MONCERA) Using Culturally Responsive Teaching to Improve Primary Students’ Reading Literacy
Low reading literacy among primary school students remains a major educational challenge, partly due to the limited availability of contextual, engaging, and culturally relevant learning media. This study developed MONCERA, a folktale-based Monopoly learning medium integrated with Culturally Responsive Teaching (CRT), to support students’ comprehension of fiction texts and strengthen their cultural awareness. This study employed a Research and Development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants were 35 sixth-grade students at SDN Tajur 3, Bogor, Indonesia. Data were collected through expert validation sheets, teacher and student response questionnaires, observation, interviews, and reading literacy tests. The feasibility of the media was analyzed using percentage scores, while its effectiveness was measured using the normalized gain (N-gain) formula based on pre-test and post-test results. Expert validation indicated that MONCERA was highly feasible, with scores of 93% from media experts, 93% from content experts, and 100% from language experts. Teacher and student responses were also highly positive, reaching 96.9% and 96.8%, respectively. Students’ average reading literacy score increased from 46.7% in the pre-test to 91.2% in the post-test, with an N-gain score of 0.836, categorized as high. The findings suggest that MONCERA can serve as a feasible and effective culturally responsive learning medium for improving primary students’ reading literacy, particularly in understanding folktales, intrinsic story elements, and moral values.
Copyright (c) 2026 Yolla Yulandhini, Indriyani Indriyani, Tustiyana Windiyani https://creativecommons.org/licenses/by-nc/4.0
Development of E-Module for Drawing Body Proportions Based on Size in Basic Design for Grade 10 Fashion Design Vocational Students
Drawing body proportions is a fundamental competence in fashion design education, yet many vocational students experience difficulties in understanding measurement relationships and procedural drawing steps. The limited availability of systematic, visual, and interactive learning materials indicates the need for digital instructional media that support independent practice. This study aimed to develop and evaluate an e-module for drawing body proportions based on the 7½-head-height ratio for Grade 10 Fashion Design vocational students. This study employed a Research and Development approach using the 4-D model, consisting of define, design, develop, and disseminate stages. The e-module was designed using Canva and integrated into a Flipbook format. Product feasibility was assessed by five expert validators, while practicality and perceived effectiveness were examined through student response questionnaires. A limited field trial involved 30 students, and an operational field trial involved 100 students from three vocational high schools. Data were analyzed using descriptive statistics. The expert validation results showed that the e-module was categorized as highly feasible. Student responses indicated that the practicality score increased from 80.69% in the limited field trial to 93.71% in the operational field trial. The perceived effectiveness score reached 92%, indicating that students considered the e-module useful, easy to understand, visually clear, and supportive of procedural learning. The findings suggest that the e-module can support vocational learning by providing structured visual guidance, step-by-step drawing procedures, and opportunities for independent practice. However, effectiveness was measured through student perceptions rather than objective performance outcomes; therefore, future studies should use experimental designs and practical drawing assessments to examine its impact on students’ drawing competence.
Copyright (c) 2026 Filly Ratna Artini https://creativecommons.org/licenses/by-nc/4.0
Communication in Indonesian Islamic Education Organisations: A Systematic Literature Review
Research on communication in Indonesian Islamic education organisations remains fragmented across classroom interaction, digital learning, organisational communication, leadership, stakeholder engagement, and character education. This study aims to systematically review studies on communication in Indonesian Islamic education organisations by identifying dominant themes, communication challenges, and strategies for improving communication among teachers, students, parents, and educational leaders.This study employed a Systematic Literature Review using the Scopus database. Articles published between 2014 and 2025 were searched using Boolean keywords related to Islamic education, Islamic schools, madrasah, pesantren, communication, organisational communication, digital communication, ICT, stakeholder communication, and character education. The inclusion criteria covered peer-reviewed journal articles written in English, empirical or conceptual studies, and articles addressing communication in Islamic education or Islamic educational organisations within the Indonesian context. After identification, screening, eligibility assessment, and quality appraisal, 7 articles were included in the final synthesis.The review identified five major themes: teacher-student communication, digital communication and ICT, organisational and leadership communication, parent-community involvement, and communication for character education. The findings show that teacher-student interaction and digital learning receive the strongest attention, while leadership communication and parent-community communication remain underexplored. Key challenges include uneven teacher readiness, limited ICT-value integration, weak school-family coordination, and insufficient organisational communication systems.This review positions communication in Indonesian Islamic education organisations as a cross-level organisational process linking leadership, curriculum, technology, classroom interaction, and stakeholders. Strengthening integrated, ethical, and value-based communication is essential for improving institutional effectiveness and Islamic character formation in the digital era.
Copyright (c) 2026 Dayang Dwi Wahyuni, Khairinal Khairinal, Yuserizal Bustami https://creativecommons.org/licenses/by-nc/4.0
Exploring Students’ Metacognitive Strategies in Digital Reading Through a Flipped Classroom: A Qualitative Research
Digital reading requires EFL students to move beyond literal comprehension toward strategic, reflective, and critical engagement with online texts. In a flipped classroom, students read digital materials before class and use classroom time for discussion, clarification, and higher-order thinking. This study explores how EFL students develop metacognitive strategies in digital reading through a flipped classroom approach.This study employed an exploratory qualitative design involving seven undergraduate EFL students enrolled in an intensive reading course at Universitas Megarezky. The research was conducted over three meetings using a flipped classroom sequence consisting of pre-class digital reading, in-class reflection and discussion, and post-class evaluation. Data were collected through students’ written reflections and semi-structured interviews. The reflection prompts focused on three dimensions of metacognitive strategies: planning, monitoring, and evaluation. The data were analysed using thematic analysis to identify patterns in students’ metacognitive awareness, strategy regulation, and critical reading development.The findings revealed three major themes. First, students demonstrated surface-level metacognitive awareness in the pre-class stage, mainly focusing on vocabulary, literal meaning, and word-by-word translation. Second, students developed adaptive strategy regulation through reflection and classroom discussion, as they began modifying ineffective strategies and identifying main ideas, authorial purpose, and textual relationships. Third, students showed critical epistemic monitoring by evaluating arguments, evidence, source credibility, and distinctions between fact and opinion.The flipped classroom supported the gradual development of students’ metacognitive strategies in digital reading. Structured reflection, peer discussion, and guided evaluation helped students move from basic comprehension toward more strategic and critical engagement with digital academic texts.
Copyright (c) 2026 Sukmawati Sukmawati, La Sunra, Maemuna Muhayyang https://creativecommons.org/licenses/by-nc/4.0
Cultivating Santri’s Academic Writing Skills in a Formal Pesantren Setting: Implementation of Paper Program for Final-Year Students
Academic writing is essential for developing students’ scientific literacy, critical reasoning, and intellectual maturity. However, in pesantren contexts, the transition from oral-textual religious learning to formal academic writing remains underexplored. This study examines the implementation of the Santri Paper Program at Muadalah Mualimin Pesantren Darussalam Garut as an institutional effort to cultivate final-year santri’s academic writing skills.This study employed a qualitative case study design with a naturalistic inquiry approach. Data were collected through in-depth interviews, student testimonies, and document analysis involving pesantren leaders, program committee members, mentors, and final-year santri. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing.The findings show that the program was implemented through five stages: strategic planning, academic writing workshops, mentor briefing, daily mentoring and writing practice, and final assessment. The success of the program was supported by a “Triple-Helix Synergy” consisting of institutionalized Arabic-English linguistic culture, academic collectivism among santri, and religious altruism-based mentorship. These elements enabled 341 santri, guided by 81 mentors, to complete academic papers in Arabic and English. Nevertheless, the program still faced challenges related to digital literacy, limited mentor research profiles, and the lack of external publication mechanisms.The Santri Paper Program offers a contextual model for institutionalizing academic writing in pesantren education. Its sustainability depends on strengthening digital literacy, mentor capacity, and dissemination systems.
Copyright (c) 2026 Mohammad Dzakiyyuddin, Aang Ali Nurzen Amin, Tuti Alawiyah, Anton Musa, Dedi Supriatna https://creativecommons.org/licenses/by-nc/4.0
Gender Differences, Classroom Participation, and Grouping Preferences in Junior High School English Learning
Gender-related classroom dynamics may influence students’ confidence, participation, and interaction in English as a Foreign Language (EFL) learning. This study investigated male and female junior high school students’ willingness to use English, express opinions, and perceive gender-based grouping in classroom activities.This descriptive quantitative study involved 20 seventh-grade students, consisting of 10 male and 10 female students, from SMP Negeri 4 Kota Bengkulu, Indonesia. Data were collected through closed-ended and open-ended questionnaires adapted from previous studies. The closed-ended responses were analyzed using percentages, while the open-ended responses were interpreted descriptively to identify students’ reasons and perceptions.The findings showed different response patterns between male and female students. More male students reported reluctance to speak English with female peers, mainly due to fear of making mistakes, lack of confidence, nervousness, and limited vocabulary. Female students more frequently preferred speaking to express opinions, whereas male students more often preferred writing. In group work, many students, especially female students, reported greater comfort and confidence in same-gender groups. The closed-ended responses also indicated generally positive perceptions of gender-based grouping, particularly in supporting comfort, cooperation, participation, and willingness to ask or answer questions.The study suggests that gender-related participation patterns in this context are closely connected to confidence, foreign language anxiety, peer interaction, and classroom comfort. Gender-based grouping may be used flexibly as a classroom strategy to support participation, but it should not be treated as universally effective for all learners.
Copyright (c) 2026 Meti Nur Annisa, Syafryadin Syafryadin https://creativecommons.org/licenses/by-nc/4.0
Developing an AI-Based Digital Literacy Application to Support Indonesian Language Learning Aligned with the Merdeka Curriculum
The integration of artificial intelligence (AI) in language learning offers opportunities to support digital literacy, personalized feedback, and interactive learning. This study aimed to develop and preliminarily evaluate Lithascyai, an AI-based digital literacy application prototype designed to support Indonesian language learning in alignment with the Merdeka Curriculum. This study employed a research and development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The prototype was developed as a web-based application integrating Indonesian language learning materials, AI-assisted writing support, text analysis, language correction, adaptive feedback, and digital literacy activities. A limited classroom trial was conducted involving a control class using conventional learning materials and an experimental class using the AI-based application. Data were collected through product development documentation and pre-test and post-test scores. Learning improvement was analyzed descriptively using normalized gain. The study produced an AI-based digital literacy application prototype that provides learning materials, writing assistance, text analysis, language correction, and digital literacy support. The experimental class showed higher learning improvement than the control class. Assuming a maximum score of 100, the normalized gain was 0.59 for the control class and 0.74 for the experimental class, indicating greater improvement among students who used the application. The findings suggest that Lithascyai has potential as a digital learning medium for supporting Indonesian language learning. However, broader trials, expert validation, user response analysis, and statistical testing are needed to confirm its effectiveness, usability, and ethical implementation.
Copyright (c) 2026 Nancy Angelia Purba, Eva Pratiwi Pane, Joice Diva Thantri S, Rachel Abigael Lumbantoruan https://creativecommons.org/licenses/by-nc/4.0
Knowledge Transmission from Islamic Civilization to Europe: A Historical Analysis of Educational Transformation
This study examines the transmission of knowledge from Islamic civilization to Europe and its influence on the transformation of European education. It focuses on the role of Islamic intellectual traditions in shaping scientific learning, educational institutions, and cross-cultural knowledge exchange during the medieval period.The study employed a qualitative historical approach using library research and systematic literature review principles. Relevant scholarly books, journal articles, and historical studies were analyzed to identify major routes, institutions, figures, and mechanisms involved in the transfer of knowledge from the Islamic world to Europe.The findings show that Andalusia, Sicily, the Crusades, and Mediterranean trade networks served as important channels for transmitting Islamic knowledge to Europe. Through translation centers, libraries, educational institutions, and scholarly interactions, works in philosophy, medicine, mathematics, astronomy, geography, and other disciplines entered European intellectual circles. Islamic traditions of rational inquiry, empirical observation, debate, and integration between religious and rational sciences contributed to the enrichment of European curricula and academic culture.The study concludes that Islamic civilization played a significant role in the development of European education and intellectual traditions. Its contribution was not limited to the transfer of scientific texts but also included educational models, scholarly practices, and epistemological approaches that supported Europe’s later intellectual advancement. These historical experiences remain relevant for contemporary education, particularly in promoting integrative, interdisciplinary, and cross-cultural models of knowledge development.
Copyright (c) 2026 Fatmawati Fatmawati https://creativecommons.org/licenses/by-nc/4.0
Developing a Differentiated Interactive E-Module to Enhance Elementary Students’ Understanding of ASEAN Cooperation
The limited availability of differentiated and adaptive digital learning materials in elementary Social Studies creates challenges in addressing students’ diverse readiness levels, interests, and learning profiles. This study aimed to develop and evaluate the feasibility, practicality, and effectiveness of the PETA differentiated interactive e-module for improving Grade VI students’ conceptual understanding of ASEAN cooperation.This study employed a Research and Development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants were 31 Grade VI students at SDN Cipondoh Makmur. Product validation involved media experts, content experts, and elementary education experts. Data were collected through validation sheets, conceptual understanding tests, questionnaires, observations, and interviews. Quantitative data were analyzed using descriptive statistics, N-Gain, and paired-samples t-tests, while qualitative data were analyzed through reduction, categorization, and interpretation.The developed e-module obtained high feasibility scores from media, content, and pedagogical experts, ranging from 88% to 89%. Students’ conceptual understanding improved from a pretest mean score of 49.8 to a posttest mean score of 84.4. The N-Gain score reached 0.70, and the paired-samples t-test showed a significant difference between pretest and posttest scores (p < 0.001). Teacher and student responses also indicated high practicality and acceptance.The findings suggest that the differentiated interactive e-module has strong potential to support adaptive, engaging, and student-centered Social Studies learning. However, broader trials using control groups are needed to strengthen evidence of effectiveness and generalizability.
Copyright (c) 2026 Ratu Meri Agusta, Hepsi Nindiasari, Lukman Nulhakim https://creativecommons.org/licenses/by-nc/4.0
Unlocking Pragmatic Competence: Teaching Speech Acts and Implicature Through Literature in EFL Contexts
Pragmatic competence is essential for EFL learners, yet literature classes often prioritize vocabulary, comprehension, and thematic interpretation over explicit instruction in speech acts and conversational implicature. This study addresses the need for a structured pedagogical model that integrates pragmatic theory into literary text analysis.Using a design-based research approach, this study developed and piloted the PILAR Framework—Pragmatic Investigation for Literary and Applied Reading—through Bessie Head’s short story “Looking for a Rain God.” The study combined pragmatic content analysis with a small-scale classroom pilot involving 20 sixth-semester English Education students. Speech acts were classified using Searle’s taxonomy, while conversational implicatures were analyzed through Grice’s cooperative maxims. Identified features were mapped onto five instructional stages: Awareness-Raising, Linguistic Analysis, Contextual Interpretation, Practical Application, and Reflective Transfer.The textual analysis identified 42 teaching-relevant pragmatic features, including directives, expressives, commissives, declarations, and conversational implicatures. Pilot findings indicated improvement in students’ pragmatic comprehension after the six-session implementation, particularly in recognizing speech acts, identifying illocutionary force, and inferring implied meanings. However, all learner groups showed difficulty interpreting culturally embedded implicatures.The findings suggest that the PILAR Framework offers a systematic and pedagogically usable approach for teaching pragmatics through literary texts in EFL contexts. Although the pilot provides promising preliminary evidence, further validation with larger samples, comparison groups, delayed post-tests, and refined assessment procedures is needed.
Copyright (c) 2026 Salmia Syarifuddin, Irmawaty Hasyim, Muhammad Yunus, Hadijah Hadijah https://creativecommons.org/licenses/by-nc/4.0
Managing Digital Innovations in Parenting: A Case Study of Kinedu’s Role in Children Development
Digital parenting has become increasingly important in supporting early childhood development, particularly in rural communities where access to parenting information and digital literacy remains limited. This study examines the use of the Kinedu application as a form of informal educational management in supporting parents’ roles in child-rearing.A qualitative case study design was employed in Gilang Village. The participants consisted of 10 young parents with children aged 0–7 years who had used Kinedu for more than three months. Data were collected through semi-structured interviews, field observations of parent–child interactions, and document review. The data were analyzed thematically by focusing on parenting planning, activity organization, stimulation implementation, developmental evaluation, digital literacy challenges, internet access, cultural acceptance, and community support. Data credibility was strengthened through triangulation of interviews, observations, and documentation.The findings show that Kinedu helped parents make parenting practices more structured, developmentally oriented, and confidence-building. Parents used the application to plan daily activities, select age-appropriate stimulation, accompany children during activities, and informally evaluate children’s responses. However, its use was limited by low digital literacy, unstable internet connectivity, partial use of application features, and cultural hesitation toward technology-based parenting.Kinedu functioned as a supportive parenting guide rather than a replacement for parental roles. The study suggests that digital parenting innovations in rural communities require contextual adaptation, community-based mentoring, and digital literacy support. Future research should involve larger samples, multiple settings, and longitudinal designs to examine long-term impacts on parenting practices and child development.
Copyright (c) 2026 Ruhanatul Hasanah https://creativecommons.org/licenses/by-nc/4.0
The Contribution of Interpersonal Communication and Self-Compassion to Final Year Students' Well-Being
Final-year students often encounter substantial academic pressure related to thesis completion and preparation for the transition to the workforce, which may affect their well-being. Previous studies have highlighted the importance of interpersonal communication and self-compassion in promoting psychological well-being; however, evidence among final-year education students remains limited. This study employed a quantitative correlational survey design. Participants were 309 final-year students from the Faculty of Education, Universitas Negeri Padang, selected through proportional stratified random sampling from a population of 1,353 students. Data were collected using Likert-scale questionnaires measuring well-being based on Seligman’s PERMA model, interpersonal communication based on DeVito’s framework, and self-compassion based on Neff’s model. Descriptive statistics and multiple regression analyses were performed using IBM SPSS Statistics 27. The findings indicated that students demonstrated high levels of well-being (M = 112.16; 70.10%), interpersonal communication (M = 144.46; 78.09%), and self-compassion (M = 91.41; 73.13%). Interpersonal communication showed a significant positive association with well-being (R² = .603, p < .001), explaining 60.3% of the variance. Self-compassion also significantly predicted well-being (R² = .466, p < .001), accounting for 46.6% of the variance. Simultaneously, interpersonal communication and self-compassion explained 66.0% of the variance in well-being (R² = .660, p < .001), with interpersonal communication emerging as the stronger predictor. These findings suggest that interpersonal communication and self-compassion are important factors associated with the well-being of final-year students. Higher education institutions may strengthen student well-being by implementing guidance and counseling programs that foster effective interpersonal communication and self-compassion.
Copyright (c) 2026 Lathifa Rahmi Fajrin https://creativecommons.org/licenses/by-nc/4.0
A Holistic and Data-Informed Model of Positive Education, Psychological Well-Being, and Academic Achievement among Generation Z Students
Recent discussions in higher education increasingly emphasize the need to balance academic achievement with students’ psychological well-being, particularly among Generation Z students who often experience high academic pressure alongside psychosocial challenges. This study examines a holistic model integrating Positive Education and Psychological Well-Being to explain academic achievement among Generation Z students in Muhammadiyah and ‘Aisyiyah higher education institutions in Riau Province. An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 359 students using validated instruments measuring Positive Education (PERMA), Psychological Well-Being, and Academic Achievement. Data were analyzed using descriptive statistics, correlation analysis, mediation analysis with bootstrapping, and machine learning models (Random Forest and XGBoost) to identify predictive patterns. Qualitative data from semi-structured interviews with 30 students were used to enrich the interpretation of the quantitative findings. The results indicate significant positive relationships between Positive Education and Psychological Well-Being (r = .52, p < .01) and between Psychological Well-Being and Academic Achievement (r = .55, p < .01). Mediation analysis shows that Psychological Well-Being fully mediates the relationship between Positive Education and Academic Achievement (β = .31, p < .01). Machine learning results further support these findings, with XGBoost demonstrating the highest predictive performance (R² = 0.66) and identifying purpose in life, engagement, and meaning as the most influential predictors of academic achievement. These findings suggest that academic achievement among Generation Z students is closely linked to both the quality of educational environments and students’ psychological resources. Integrating well-being-oriented educational practices with data-informed analytical approaches may provide a promising pathway for supporting sustainable student success in higher education.
Copyright (c) 2026 Diki Arisandi, Seri Hartati https://creativecommons.org/licenses/by-nc/4.0
Improving Private Junior High School Principals’ Performance: The Roles of Organizational Culture, Personality, Job Satisfaction, and Decision-Making in Garut Regency
Principals’ managerial performance plays a critical role in improving school effectiveness and educational quality. However, limited studies have examined the integrated effects of organizational culture, personality, job satisfaction, and decision-making on principals’ performance within a comprehensive educational leadership framework. This study aimed to analyze the direct and indirect relationships among these variables and identify priority areas for improving principals’ managerial performance in private junior high schools.This study employed the Human Resource Management Strengthening Modeling and Optimization (POP-SDM) approach using a sequential exploratory mixed-methods design. The qualitative phase involved interviews with 15 private junior high school principals to identify key variables affecting managerial performance. The quantitative phase surveyed 128 principals selected through proportional random sampling from a population of 188 principals in Garut Regency, Indonesia. Data were analyzed using path analysis, and the results were optimized through Scientific Identification Theory for Operational Research in Education Management (SITOREM) analysis.The findings revealed that organizational culture, personality, job satisfaction, and decision-making had positive and significant direct effects on principals’ managerial performance. Decision-making emerged as the strongest predictor of performance. Job satisfaction significantly mediated the effects of organizational culture and personality on managerial performance, while decision-making significantly mediated the relationship between personality and performance. SITOREM analysis identified decision-making competencies, reward systems, organizational norms, and managerial functions as priority areas requiring improvement.The study highlights the importance of integrating organizational and individual factors in enhancing principals’ managerial effectiveness. The findings suggest that strengthening decision-making capabilities, improving job satisfaction, and fostering a supportive organizational culture can substantially improve school leadership performance. These results provide practical guidance for policymakers and educational stakeholders in designing evidence-based leadership development and school improvement programs.
Copyright (c) 2026 Fiqra Muhamad Nazib, Bibin Rubini, Widodo Sunaryo https://creativecommons.org/licenses/by-nc/4.0
Islamic Educational Thought of Khatib Imam Maulana Abdul Munaf: Contributions to the Syattariyah Sufi Order (1955–2022)
The contributions of local Islamic scholars to educational thought remain underrepresented in contemporary Islamic education literature, particularly within Sufi traditions. One such scholar is Khatib Maulana Abdul Munaf (1955–2022), a prominent Syattariyah leader in West Sumatra whose educational ideas have significantly influenced religious learning and spiritual development within local Muslim communities.This study aims to examine the Islamic educational thought of Khatib Maulana Abdul Munaf and analyze its contributions to the educational practices of the Syattariyah Sufi Order.This research employed a qualitative approach using a historical-textual design. Primary data were obtained from Abdul Munaf’s manuscripts, documented teachings, and in-depth interviews with seven informants, including Syattariyah scholars, former students, a family member, and a community leader. Additional data were collected through field observations in Syattariyah learning environments. Data were analyzed using thematic content analysis, while triangulation and member checking were applied to ensure trustworthiness.The findings reveal that Abdul Munaf’s educational philosophy is founded upon three interconnected dimensions: spiritual purification (tazkiyah al-nafs), intellectual development (‘ilm), and moral formation (akhlaq). His educational model emphasizes the integration of religious and worldly knowledge, the central role of the murshid as both educator and spiritual mentor, and the preservation of surau-based learning traditions. The study further demonstrates that his educational thought offers a holistic framework that combines spiritual discipline, ethical development, and intellectual growth.Abdul Munaf’s educational philosophy contributes significantly to contemporary Islamic education by providing a Sufi-based model that integrates spirituality, morality, and learning. His thought highlights the continuing relevance of local Islamic intellectual traditions in addressing modern educational and moral challenges.
Copyright (c) 2026 Sudirman, Duski Samad, Ahmad Taufik Hidayat, Devi Syukri Azhari https://creativecommons.org/licenses/by-nc/4.0
Enhancing Tertiary EFL Students’ Critical Reading through the CIRC Model: A Mixed-Methods Classroom Action Research Study
Critical reading is a fundamental component of higher-order literacy in tertiary EFL education; however, many university students continue to struggle with analytical interpretation, evaluative judgment, and inferential comprehension. This study investigated the extent to which the Cooperative Integrated Reading and Composition (CIRC) model could enhance tertiary EFL students’ critical reading skills.The study employed a two-cycle classroom action research design with an embedded mixed-methods approach. Twenty English Education students at an Indonesian university participated in the intervention. Quantitative data were collected through parallel-form pre- and post-tests measuring three critical reading subskills: analytical interpretation, evaluative judgment, and inferential comprehension. Data were analyzed using paired-sample t-tests, Cohen’s d effect sizes, and 95% confidence intervals. Qualitative data were obtained from classroom observations, reflective journals, and semi-structured interviews and analyzed thematically.The findings revealed significant improvement in students’ overall critical reading performance from the pre-test to Cycle 2 (t(19) = 9.87, p < .001), with a large effect size (d = 2.21). Significant gains were also observed across all critical reading subskills, with effect sizes ranging from 1.39 to 1.75. Qualitative findings indicated increased peer-initiated discussion, more frequent use of textual evidence, enhanced evaluative reasoning, and greater metacognitive awareness during reading activities.The convergence of quantitative and qualitative findings suggests that the CIRC model can effectively support the development of critical reading skills in tertiary EFL contexts by fostering collaborative meaning-making and evaluative engagement with texts. Although the absence of a control group limits causal generalization, the study provides evidence that structured cooperative reading–writing cycles can strengthen critical literacy practices in higher education.
Copyright (c) 2026 Abdul Gafur Marzuki, Fatima Fatima, Huriyah Huriyah, Risa Triassanti, Ivan D. Baguilat https://creativecommons.org/licenses/by-nc/4.0
Developing an Arduino–Tinkercad Teaching Module to Support Virtual Practicum and Learning Outcomes in Grade XII Informatics Education
Practical Arduino learning in Grade XII Informatics is intended to develop students’ computational thinking, programming literacy, and problem-solving skills through hands-on activities. However, many schools face limitations in equipment availability, practicum time, and component maintenance, which restrict students’ opportunities for repeated practice. To address these challenges, this study developed an Arduino teaching module integrated with Tinkercad Circuits as a virtual practicum resource. This study employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, and Disseminate). The study was conducted at SMA Negeri 4 Surabaya and involved two expert lecturers, two Informatics teachers, five students in a small-group trial, and 33 students in a large-group trial. Data were collected through validation sheets, practicality questionnaires, and pretest–posttest instruments. Data were analyzed using Aiken’s V, descriptive statistics, category distribution, and normalized gain (N-gain). The developed module demonstrated high validity, with an average Aiken’s V of 0.861 (range = 0.750–1.000). Practicality results indicated that the module was very practical according to teachers (M = 4.24), small-group students (M = 4.40), and large-group students (M = 4.47). In the large-group trial, 87.88% of students rated the module as very practical. Students’ learning outcomes improved from a pretest mean of 50.24 (SD = 8.11) to a posttest mean of 75.33 (SD = 10.87), yielding a moderate N-gain of 0.520. The findings indicate that the Arduino–Tinkercad teaching module is valid, practical, and moderately effective in supporting virtual Arduino practicum activities. The module provides a safe, accessible, and repeatable learning environment and offers a feasible alternative when physical Arduino equipment is limited.
Copyright (c) 2026 Chulwatun Chasanah, Rufi’i Rufi’i, Reza Rachmadtullah https://creativecommons.org/licenses/by-nc/4.0
Garuda Indonesia Flagship High School as Educational Reform: A Critical Analysis of Meritocracy, Inclusivity, and Social Justice
The Garuda Indonesia Flagship High School (SUGI) initiative represents a new educational reform designed to promote scientific excellence while expanding access to quality education for students from diverse socio-economic backgrounds. The coexistence of merit-based selection and affirmative access mechanisms raises important questions regarding how contemporary educational policy negotiates the competing demands of excellence, inclusion, and social justice. This study aims to critically examine the policy design and policy discourse underpinning the SUGI initiative through the perspectives of meritocracy, symbolic elitism, and educational justice. A qualitative document-based research design was employed using Critical Policy Discourse Analysis (CPDA) integrated with the Policy Cycle Framework. The analysis drew upon official policy documents, government publications, historical records concerning RSBI/SBI, national media reports, and relevant scholarly literature published between 2012 and 2025. Data were analyzed through open coding, axial coding, thematic interpretation, and critical discourse analysis. The findings identify three interconnected policy discourses: inclusive meritocracy, symbolic elitism, and conditional affirmation. While SUGI demonstrates a stronger commitment to affirmative educational support than previous excellence-oriented initiatives by providing scholarships, boarding facilities, and comprehensive assistance for disadvantaged students, access remains dependent upon highly selective merit-based criteria, resulting in a model of conditional meritocratic inclusion. These findings suggest that contemporary educational reform in Indonesia seeks to reconcile educational excellence, global competitiveness, and social justice through hybrid policy narratives rather than replacing meritocratic principles. The study contributes to the literature on educational policy by advancing a critical understanding of how inclusion and excellence are simultaneously constructed within state-sponsored educational reform, while providing a conceptual basis for future empirical studies examining policy implementation and educational outcomes.
Copyright (c) 2026 Ikrom Shaliadi https://creativecommons.org/licenses/by-nc/4.0
The Effectiveness of Web-Based Petty Cash Learning Media in Improving Vocational Students’ Financial Management Skills
The rapid digital transformation of the workplace requires vocational education to equip students with both financial management competencies and digital literacy. However, many vocational students continue to experience difficulties in mastering petty cash management due to limited opportunities for technology-based practical learning. This study investigates the effectiveness of the SRIKANDI web-based learning application in improving vocational students’ petty cash management skills.This study employed an explanatory sequential mixed-methods design combining a quantitative one-group pretest-posttest approach with qualitative SWOT analysis. Participants consisted of 64 Grade XII students enrolled in the Office Management and Business Services (MPLB) program at a vocational high school in Indonesia, selected through cluster random sampling. Quantitative data were analyzed using a paired-sample t-test, while qualitative data were collected through semi-structured interviews and analyzed using the SWOT framework.The findings revealed a statistically significant improvement in students’ petty cash management skills after using the SRIKANDI application (p = .017), with the mean score increasing from 65.97 to 71.72. The qualitative findings indicated that the application’s user-friendly interface, interactive transaction features, and flexible accessibility enhanced students’ practical learning experiences. Nevertheless, the absence of pre-configured transaction accounts and dependence on stable internet connectivity were identified as implementation challenges.The findings suggest that authentic web-based learning environments effectively support vocational students in developing practical financial management skills while strengthening digital competencies relevant to Industry 4.0. Although the study is limited by its one-group pretest-posttest design and single-school sample, it provides evidence that integrating web-based applications into vocational education can enhance technology-supported learning. Future research should employ experimental designs with larger samples and investigate the long-term effects of digital learning media on vocational competencies.
Copyright (c) 2026 Tri Nugroho Budi Santoso, Lelahester Rina, Destri Sambara Sitorus, Dani Kusuma https://creativecommons.org/licenses/by-nc/4.0
A Comparative Analysis of the Conceptual Metaphor of 'Water' (水: Shuǐ) in Mandarin and Indonesian Proverbs from a Cross-Cultural Perspective
Water, as a fundamental element of human life, frequently appears in both Chinese and Indonesian proverbs. This study presents a comparative analysis of conceptual metaphors associated with the lexical item 水 (shuǐ) / air in the proverbial expressions of the two cultures. A total of 40 water-related proverbs were examined, comprising 20 Mandarin expressions (Proverbs 12 and 10 idiomatic expressions) and 20 Indonesian peribahasa. The Mandarin data were drawn from the Hanyu Yanyu Da Cidian (The Comprehensive Dictionary of Chinese Proverbs), Xiandai Hanyu Cidian (The Contemporary Chinese Dictionary), and other authoritative reference works, while the Indonesian data were sourced from the Kamus Peribahasa Indonesia and KBBI. The inclusion criteria were: i) containing the lexical item 水 (shuǐ) or air; ii) functioning as a proverb or idiomatic expressions; iii) carrying metaphorical meaning; and (4) cross-validated through multiple authoritative dictionaries. Through cross-cultural comparison, the analysis reveals that the metaphorical mapping of "water" exhibits more convergences than divergences across the two linguistic traditions, despite their distinct cultural backgrounds. The concept of "water" is pervasively associated with themes of unpredictability and flux, purification and sacredness, vitality and sustenance, as well as social relationships. These shared patterns suggest a common cognitive grounding in human experience with water, while culture-specific nuances also emerge in the ways these metaphors are elaborated. This study underscores the value of proverbs as rich repositories of local worldviews, reflecting culturally embedded beliefs about nature, life, and human interaction.
Copyright (c) 2026 Du Xiaomei https://creativecommons.org/licenses/by-nc/4.0
Cisco Packet Tracer Materials as a Virtual Networking Lab Substitute: 4D Validation and Feasibility
Computer network learning requires repeated configuration and troubleshooting practice, but many schools have limited access to physical network laboratories, adequate network devices, and technical maintenance support. Although Cisco Packet Tracer (CPT) is widely used in networking courses, validated teaching materials that integrate CPT as a structured virtual laboratory substitute and provide classroom feasibility evidence remain limited. This study developed CPT-integrated teaching materials using the 4D model and examined their validity, feasibility, and learning effectiveness in a secondary school networking class. The study used research and development supported by a one-group pretest–posttest quasi-experimental design. The product was developed through Define, Design, Develop, and limited Disseminate stages. Product validity was assessed by two experts using a four-point validation sheet. Classroom feasibility was evaluated through student responses, teacher response, and implementation observation. Learning effectiveness was analysed using N-gain, normality testing, paired-samples t-test, and Cohen’s dz. The results showed that the product was highly valid, with an expert validation score of 87.50%. Student feasibility responses reached 87.97%, teacher response reached 90.63%, and classroom implementation reached 90.00%, indicating that the materials were feasible to use. The mean score increased from 48.03 on the pretest to 75.69 on the posttest, with an N-gain of 0.553 in the moderate category. The increase was statistically significant, t(31) = 22.542, p < 0.001, with a large effect size, dz = 3.985. These findings indicate that CPT-integrated teaching materials can expand scenario-based network practice in schools with limited laboratories. The product contributes a validated, low-cost, and classroom-feasible model for virtual networking practice, while further studies should examine skill transfer to real network devices.
Copyright (c) 2026 Nia Lusanawati, Rufi’i Rufi’i, Reza Rachmadtullah https://creativecommons.org/licenses/by-nc/4.0
Reconceptualizing TQM in Vocational Education: A Qualitative Analysis of Its Impact on Student Performance
Vocational education institutions continue to face persistent challenges in aligning educational processes with industry demands, resulting in gaps in student competence, employability, and workforce readiness. Although Total Quality Management (TQM) has been widely adopted as a quality improvement framework, existing studies predominantly employ quantitative approaches and provide limited understanding of how TQM is enacted in everyday educational practice and how it influences student performance. This study addresses this gap by exploring TQM implementation in vocational education through a qualitative perspective.This study employed a qualitative exploratory design involving 16 participants, including school leaders, teachers, administrative staff, and students from a vocational secondary school. Data were collected through semi-structured interviews, non-participant observations, and document analysis over four months. Thematic analysis was used to identify and interpret patterns related to TQM implementation and student performance.The findings reveal that TQM functions as an integrated pedagogical and organizational system rather than merely a managerial approach. Four interrelated mechanisms—stakeholder orientation, continuous improvement, collective involvement, and data-driven decision-making—operate synergistically to enhance curriculum relevance, instructional adaptability, collaborative quality culture, and evidence-based learning support. These mechanisms collectively contribute to improved student performance across academic achievement, vocational competence, soft skills, and workforce readiness.This study reconceptualizes TQM as a systemic pedagogical framework embedded in everyday educational practice, extending conventional managerial perspectives on quality management. The findings provide qualitative evidence of the mechanisms through which TQM influences multidimensional student performance and offer context-sensitive insights for strengthening quality management in vocational education, particularly within developing-country contexts.
Copyright (c) 2026 Lilis Rohmayanti, Atok Miftachul Hudha https://creativecommons.org/licenses/by-nc/4.0
Situational Leadership as Adaptive Leadership in Faith-Based Science Education: A Qualitative Case Study of a High-Performing Islamic Boarding School
Educational leadership in faith-based schools is increasingly required to balance academic excellence, teacher development, and institutional values within complex and rapidly changing educational environments. Although situational leadership has been widely examined in educational settings, existing studies primarily conceptualize it as an interpersonal leadership style, offering limited understanding of how it functions as an adaptive institutional framework in high-performing, faith-based science schools. This study addresses this gap by examining how situational leadership is enacted across organizational processes to support teacher performance and sustained institutional excellence.This study employed a qualitative case study design at a high-performing Islamic boarding school integrating religious values with science education. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving 18 participants, including school leaders, teachers, achievement coordinators, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through iterative coding, thematic analysis, and triangulation.The findings indicate that situational leadership operates as an adaptive institutional framework rather than merely an interpersonal leadership style. Leaders dynamically adjusted directive, supportive, participative, and delegative behaviors according to teacher readiness, task complexity, and organizational stages. Leadership adaptation enhanced teacher professional growth, distributed responsibility, strengthened organizational capacity, and sustained institutional excellence. Faith-based values fostered trust, commitment, and collective responsibility, enabling adaptive leadership while maintaining innovation and high academic performance.This study extends situational leadership theory by reconceptualizing it as an adaptive institutional framework embedded in organizational processes. The findings provide theoretical insights into leadership adaptation in value-driven educational settings and offer practical guidance for school leaders seeking to balance faith-based values with sustained educational excellence.
Copyright (c) 2026 Agus Widayoko, Erny Roesminingsih, Muhamad Sholeh https://creativecommons.org/licenses/by-nc/4.0
Integrating QR Code–Supported Project-Based Learning to Promote Critical Thinking and Social Skills in Primary Science and Social Studies: A Classroom Action Research Study
Developing critical thinking and social skills is a key objective of Indonesia’s Merdeka Curriculum, particularly in Integrated Science and Social Studies (IPAS) learning. Although Project-Based Learning (PjBL) has been widely recognized for promoting higher-order thinking and collaboration, limited research has investigated the pedagogical integration of QR Code technology within PjBL to simultaneously enhance these competencies in elementary education. This study aimed to examine the implementation and effectiveness of QR Code–supported Project-Based Learning in improving students’ critical thinking and social skills.This study employed a mixed-method Classroom Action Research (CAR) design following the Kemmis and McTaggart model over two action cycles. The participants were 28 fifth-grade students at an elementary school in Madiun, Indonesia. Quantitative data were collected using rubric-based assessments and questionnaires, while qualitative data were obtained through classroom observations and documentation. Quantitative data were analyzed descriptively using percentage scores, whereas qualitative findings were analyzed through thematic reflection to explain changes in students’ learning behaviors.The findings revealed substantial improvements in both competencies across the intervention cycles. Critical thinking increased from 43% during the pre-cycle to 86% in Cycle II, while social skills improved from 39% to 93%. Students demonstrated stronger analytical reasoning, collaborative problem-solving, communication, and responsibility during project activities supported by QR Code–based digital resources.QR Code–supported Project-Based Learning effectively fostered active, collaborative, and inquiry-oriented learning by integrating accessible digital technology with constructivist pedagogy. Although limited by a single-classroom setting and short intervention period, the study provides practical guidance for technology-enhanced elementary instruction and contributes to the growing evidence supporting digitally integrated PjBL for developing 21st-century competencies.
Copyright (c) 2026 Eva Diyah Marlina, Sudarmiani Sudarmiani https://creativecommons.org/licenses/by-nc/4.0
A Web-Based Digital Module for Underhand Volleyball Serve Learning in High School Physical Education
Learning motor skills is a primary objective of Physical Education, yet students often experience difficulties mastering the underhand volleyball serve because of limited practice time, large class sizes, and insufficient individualized feedback. Web-based learning resources may help address these challenges by providing flexible access to instructional materials and practice guidance.This study aimed to develop and evaluate a web-based digital module for underhand volleyball serve learning in high school Physical Education. A Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) was employed. The module was developed using Google Sites and included instructional content, demonstration videos, guided practice activities, and evaluation tasks. Validation was conducted by subject-matter and media experts using Aiken’s V. Practicality was assessed through student response questionnaires, while preliminary effectiveness was examined using a one-group pretest–posttest design involving 50 Grade XI students.Expert evaluation indicated high validity, with Aiken’s V values of 0.88 for content and 0.90 for media aspects. Student responses demonstrated high practicality, yielding an average score of 91%. The mean underhand serve performance score increased from 61.10 on the pretest to 84.40 on the posttest. The average N-gain score was 0.60, indicating a moderate level of improvement, and 84% of students achieved the learning mastery criterion.The web-based digital module demonstrated strong validity, high practicality, and promising preliminary effectiveness in supporting underhand volleyball serve learning. The module can serve as a supplementary resource for blended Physical Education instruction. Further research employing control groups and retention measures is recommended to strengthen evidence of effectiveness and long-term learning outcomes.
Copyright (c) 2026 Faries Vebriansyah, Rufi’i Rufi’i, Reza Rachmadtullah https://creativecommons.org/licenses/by-nc/4.0
Differentiated Instruction in Qur’an Memorization Programs: A Qualitative Study in an Islamic Junior High School in Jakarta
Student diversity in Qur'an memorization programs presents significant challenges for teachers, as differences in memorization ability, learning pace, and psychological readiness often make standardized instructional approaches ineffective. Although differentiated instruction has demonstrated positive impacts across various educational contexts, empirical evidence regarding its implementation in Tahfidz education remains limited.This study aimed to explore how differentiated instruction is implemented in the Tahfidz Qur'an program at Al-Qalam Junior High School, Jakarta, with particular attention to instructional strategies, supporting and inhibiting factors, and students’ learning experiences.This study employed a qualitative descriptive design involving 25 participants, including the school principal, Tahfidz teachers, Islamic Religious Education teachers, and students. Participants were selected through purposive sampling based on their direct involvement in the Tahfidz program. Data were collected through classroom observations, semi-structured interviews, and document analysis over a three-month period. The data were analyzed using inductive thematic analysis, while the trustworthiness of the findings was ensured through triangulation, member checking, reflexive field notes, and audit trails.The findings reveal that differentiated instruction was implemented through tiered halaqah grouping, flexible memorization targets, differentiated muraja'ah practices, personalized instructional guidance, and adaptive assessment. These strategies enabled teachers to accommodate students’ diverse learning needs while improving memorization quality, motivation, engagement, and learning persistence. The effectiveness of implementation was further supported by collaborative relationships among teachers, students, and parents, although challenges remained regarding teacher workload, instructional preparation, and institutional support.This study demonstrates that differentiated instruction functions as an integrated pedagogical approach that promotes adaptive, equitable, and student-centered Tahfidz learning. The findings extend differentiated instruction theory into memorization-based Islamic education and provide practical implications for designing more inclusive and sustainable Qur'an memorization programs.
Copyright (c) 2026 Khonsa Nadia Zanzabil, Muhammad Arifin Rahmanto https://creativecommons.org/licenses/by-nc/4.0
Professional Development and Digital Governance in One-Stop Service Transformation: An Educational Perspective
Public service transformation has predominantly been examined from administrative and digital governance perspectives, while its educational dimension as a workplace learning ecosystem remains underexplored. This study addresses this gap by conceptualizing One-Stop Service Management (PTSP) transformation as a continuous professional learning process that strengthens civil servants’ competencies, ethical professionalism, and service quality.A qualitative case study was conducted at the Ministry of Religious Affairs Office of Malang City, Indonesia. Data were collected through semi-structured interviews, participant observations, focus group discussions, and document analysis. The data were analyzed using the interactive model of data condensation, data display, and conclusion drawing, supported by methodological triangulation to enhance credibility.The findings reveal that PTSP transformation functions as a workplace learning ecosystem through four interconnected dimensions: TRUST (values-based leadership), SMART (strategic management and organizational learning), SERVE (competency development and employee engagement), and ETHIC (ethical governance and professional character formation). Continuous training, mentoring, reflective practice, digital workflow adaptation, and performance evaluation enhanced employees’ digital literacy, communication competence, ethical awareness, and professional capabilities. These learning processes were associated with measurable organizational improvements, including shorter service completion time, higher operational efficiency, increased community satisfaction, reduced public complaints, and strengthened institutional integrity.This study proposes the Sustainable Digital Governance–One-Stop Service Management (SDG–PTSP) model, demonstrating that sustainable public service transformation depends on integrating workplace learning, competency-based professional development, ethical governance, and digital innovation. The study extends Organizational Learning, Adult Learning, and Transformative Learning theories by positioning public institutions as continuous learning environments and provides practical guidance for designing competency-based training and professional development systems for civil servants.
Copyright (c) 2026 Zainal Anwar, Umi Sumbulah, M. Fahim Tharaba, Aji Wahyudin, Fadhil Akbar https://creativecommons.org/licenses/by-nc/4.0
Developing an Inductive–Deductive Learning Model with Cognitive Conflict to Enhance Junior High School Students’ Mathematical Problem-Solving Skills and Self-Confidence
Mathematical problem-solving and self-confidence are essential competencies in mathematics education, yet classroom instruction often emphasizes procedural learning rather than flexible reasoning and conceptual understanding. Previous studies have generally examined inductive–deductive reasoning and cognitive conflict independently, leaving limited evidence on their integrated application. This study aimed to develop and evaluate the Thinking in Two Directions learning model, which combines inductive–deductive reasoning with cognitive conflict to improve junior high school students’ mathematical problem-solving skills and self-confidence.This study employed Educational Design Research (EDR) based on the Plomp model, including preliminary research, prototype development, and assessment phases. The field trial involved 32 eighth-grade students in Indonesia. Data were collected through mathematical problem-solving tests, self-confidence questionnaires, classroom observations, and student reflections. Quantitative data were analyzed using normalized gain (N-Gain), paired-sample t-tests, and Cohen’s d, while qualitative data were analyzed thematically.The developed model demonstrated satisfactory validity, practicality, and effectiveness. Students’ mathematical problem-solving scores improved significantly from 52.10 to 81.90 (N-Gain = 0.62, p < .05) with a large effect size (d = 1.12). Self-confidence increased by 20.8% (d = 0.93). Qualitative findings revealed that cognitive conflict promoted conceptual restructuring, flexible reasoning, and greater confidence in solving mathematical problems.Integrating inductive–deductive reasoning with cognitive conflict provides a theoretically grounded instructional approach that simultaneously strengthens conceptual understanding and self-confidence. The model offers a practical framework for mathematics instruction while contributing to the development of innovative learning models that support higher-order thinking in secondary education.
Copyright (c) 2026 Rusmini Rusmini https://creativecommons.org/licenses/by-nc/4.0
Modeling the Impact of Islamic Religious Education on Halal Ecosystem Awareness Among Indonesian Secondary Students: A PLS-SEM Approach
The rapid expansion of the halal ecosystem has increased the need for educational strategies that cultivate halal awareness among younger generations. However, existing studies have primarily focused on consumer behavior and higher education, while empirical evidence regarding the role of Islamic Religious Education (IRE) in developing halal ecosystem awareness among secondary school students remains limited. This study examines the influence of IRE effectiveness on students’ cognitive, affective, and behavioral halal ecosystem awareness.A quantitative explanatory design was employed involving 370 students from public, Islamic, vocational, and private secondary schools in West Java, Indonesia, selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. The measurement model was evaluated through validity and reliability testing, followed by structural model assessment using bootstrapping procedures.The findings indicate that IRE effectiveness positively and significantly influences cognitive (β = 0.451, p < 0.001), affective (β = 0.486, p < 0.001), and behavioral (β = 0.435, p < 0.001) halal ecosystem awareness. The strongest effect was observed in the affective dimension, highlighting the role of IRE in strengthening students’ ethical commitment and value internalization. Although the explanatory power of the model was modest (R² = 0.189–0.236), the results confirm that IRE constitutes an important educational mechanism for fostering halal awareness. This study contributes to Islamic education literature by conceptualizing halal ecosystem awareness as a multidimensional educational outcome and demonstrating the role of IRE in shaping students’ knowledge, attitudes, and behaviors. The findings suggest that contextual, experiential, and value-oriented learning approaches should be integrated into secondary education to strengthen halal literacy and support sustainable halal ecosystem development.
Copyright (c) 2026 Yefi Ardyanti, Iros Rosmiati, Baden Badrudin, Supyan Sauri https://creativecommons.org/licenses/by-nc/4.0
Gamified Canva-Based Learning with Deep Learning Pedagogy for Teaching Diversity in Pancasila Education
Diversity education is a central component of Pancasila Education, requiring students not only to understand diversity concepts but also to develop reflective awareness and the ability to apply Pancasila values in real-life situations. However, classroom instruction often remains teacher-centered and content-focused, limiting meaningful engagement with diversity issues. This study aimed to develop and evaluate gamified Canva-based learning media grounded in deep learning pedagogy to support meaningful, reflective, and engaging diversity learning among senior high school students. This study employed a research and development approach using the ADDIE model, consisting of the Analyze, Design, Develop, Implement, and Evaluate stages. The product was implemented in a public senior high school in Surabaya, Indonesia. Participants included 34 Grade X students and one Pancasila Education teacher. Data were collected through expert validation sheets, teacher and student practicality questionnaires, pretest-posttest learning outcome tests, and classroom engagement observations. Data were analyzed using descriptive statistics, percentage scores, mastery learning analysis, and normalized gain (N-Gain). Expert validation indicated that the media was highly feasible, with scores ranging from 90% to 94% across content, design, and language aspects. Teacher and student practicality scores reached 93.3% and 89.4%, respectively. Students’ average learning outcomes improved from 56.18 on the pretest to 83.82 on the posttest, producing an N-Gain score of 0.63 and increasing learning mastery from 29.4% to 85.3%. Observation data also revealed higher levels of participation, attention, and reflective engagement with diversity issues. The findings suggest that integrating gamification with deep learning pedagogy through Canva-based media can support meaningful and engaging diversity learning. The study highlights the potential of accessible digital platforms to promote reflective understanding and value internalization in Pancasila Education.
Copyright (c) 2026 Musahri Musahri, Rufi’i Rufi’i, Reza Rachmadtullah https://creativecommons.org/licenses/by-nc/4.0
Implementing Multicultural Education to Foster Tolerance and Social Responsibility in Early Childhood: A Classroom Action Research Study in Indonesia
Multicultural education is essential for fostering tolerance and social responsibility in early childhood, particularly in culturally diverse societies such as Indonesia. However, practical pedagogical strategies that effectively integrate multicultural values into daily classroom activities remain insufficiently explored. This study aimed to examine the effectiveness of multicultural education in improving tolerance and social responsibility among kindergarten students. This study employed a Classroom Action Research (CAR) design following the Kemmis and McTaggart model, conducted in two cycles involving 15 children aged 5–6 years at Al Husna 2 Kindergarten, Indonesia. Data were collected through classroom observations, teacher interviews, and documentation. Qualitative data were analyzed using data condensation and thematic interpretation, while quantitative data were analyzed descriptively using percentage scores to evaluate changes in students’ character development across cycles. The findings demonstrated substantial improvements in students’ tolerance and social responsibility following the implementation of multicultural learning activities. The classical average increased from 36.5% during the pre-cycle to 61% in Cycle I and reached 85% in Cycle II. The greatest improvements were observed in children’s acceptance of diversity, empathy, willingness to cooperate, and reduction of teasing behaviors. These changes were facilitated by collaborative play, teacher modeling, and consistent habituation of multicultural values. The study indicates that integrating multicultural education into everyday classroom interactions effectively promotes prosocial behavior and inclusive character development in early childhood. Despite being limited by a small sample, single-school setting, and short intervention period, the findings provide practical guidance for educators and contribute to the implementation of multicultural pedagogy in early childhood education.
Copyright (c) 2026 Paryatin https://creativecommons.org/licenses/by-nc/4.0
Pre-Service EYL Teachers’ Program Development During Practicum: A Narrative Inquiry in Indonesia
Pre-service teachers play a crucial role in improving the quality of English for Young Learners (EYL) instruction; however, limited research has examined how they experience the complete process of developing, implementing, and evaluating learning programs during teaching practicum. This study investigates how pre-service teachers develop EYL programs, the challenges they encounter, and how these experiences contribute to their professional growth. Employing a qualitative narrative inquiry design, the study involved twenty sixth-semester students enrolled in a Teaching English to Young Learners practicum course, with five participants purposively selected for in-depth investigation. Data were collected through semi-structured interviews, reflective journals, and classroom observations and analyzed using Clandinin and Connelly’s three-dimensional narrative inquiry framework alongside thematic analysis. The findings indicate that lesson planning functioned as an adaptive and reflective process rather than a procedural task, while authentic classroom experiences fostered instructional flexibility, reflective practice, and collaborative learning. Participants developed strategies to address diverse learner needs, limited resources, and institutional constraints, which strengthened their self-efficacy, adaptive expertise, and professional identity. The narratives further reveal that professional growth emerged through continuous cycles of planning, implementation, reflection, and adaptation supported by interactions with mentors and peers. This study contributes to teacher education literature by demonstrating the interconnected development of pedagogical competence, self-efficacy, and professional identity during practicum. The findings suggest that teacher education programs should strengthen collaborative mentoring, structured reflection, and authentic practicum experiences to better prepare future EYL teachers for complex classroom environments.
Copyright (c) 2026 Lusi Nurhayati, Bunga Putri Maulia, Yuyun Yulia, Emy Nur Rokhani https://creativecommons.org/licenses/by-nc/4.0
Development of an Instrument for Assessing Scientific Process Skills in the Vertebrate Zoology Course for Trainee Biology Teachers
Science process skills (SPS) are fundamental competencies for prospective biology teachers because they support scientific inquiry, critical thinking, and evidence-based problem-solving. However, contextualized and psychometrically validated assessment instruments for measuring SPS in Vertebrate Zoology remain limited. This study aimed to develop and validate an essay-based SPS assessment instrument for the Pisces superclass.This research employed a Research and Development (R&D) design using Thiagarajan’s 4D model. The instrument was developed through the stages of define, design, and develop and was evaluated with 80 prospective biology teachers from two Indonesian universities. Content validity was established through expert judgment using Aiken’s V, while construct validity, reliability, item difficulty, and item functioning were analyzed using the Rasch measurement model with Winsteps software.The findings indicate that the instrument demonstrated satisfactory psychometric properties. Most items achieved acceptable content validity (Aiken’s V > 0.70), while Rasch analysis confirmed that 15 of the 17 essay items met the construct validity criteria. The instrument demonstrated adequate person reliability (0.67) and high item reliability (0.91), with item difficulty distributed across a broad range of student abilities and no evidence of item bias.The developed instrument is a valid and reliable tool for assessing science process skills in Vertebrate Zoology and offers a contextualized approach to authentic assessment in biology teacher education. Further validation involving larger and more diverse samples and additional biology topics is recommended to strengthen its generalizability and psychometric robustness.
Copyright (c) 2026 Muhamad Kurnia Sugandi, Saiful Ridlo, Dyah Rini Indriyanti, Sri Ngabekti https://creativecommons.org/licenses/by-nc/4.0
Design-Based Development of Traditional Game-Based Creative Dance Pedagogy in Indonesian Elementary Schools
Dance education in elementary schools has considerable potential to foster creativity, cultural awareness, and collaboration; however, pedagogical models that systematically integrate traditional games into creative dance learning remain limited. This study aimed to develop and validate a traditional game-based creative dance pedagogy that promotes embodied learning and culturally responsive teaching.A Design-Based Research (DBR) approach was employed through iterative cycles of analysis, design, implementation, reflection, and refinement in an authentic classroom setting. The study involved one dance teacher and 24 fourth-grade students at an Indonesian elementary school. Data were collected through classroom observations, semi-structured interviews, reflective journals, video documentation, and performance assessments, and analyzed using thematic analysis supported by triangulation, member checking, and peer debriefing.The findings demonstrate that traditional games, including engklek, oray-orayan, and sondah, effectively functioned as movement stimuli that enhanced students’ creativity, collaboration, confidence, and cultural meaning-making. Across iterative learning cycles, students progressed from movement imitation to improvisation and composition, indicating the emergence of embodied and deep learning. The study produced a validated Traditional Play-Based Creative Dance Pedagogy model that integrates cultural practices, creative movement exploration, collaborative reflection, and teacher-guided learning.The proposed model extends embodied learning and culturally responsive pedagogy by positioning traditional games as pedagogical resources for creative dance education. It provides a transferable framework for integrating local cultural heritage into arts education while supporting more meaningful, inclusive, and contextually grounded learning experiences.
Copyright (c) 2026 Rivaldi Indra Hapidzin, Trianti Nugraheni, Ayo Sunaryo https://creativecommons.org/licenses/by-nc/4.0
Developing a Simulation-Embedded E-Module for Projectile Motion Using Google Sites: An ADDIE-Based Study on Physics Learning Effectiveness
Projectile motion is a conceptually challenging topic because students must coordinate vector decomposition, kinematic reasoning, and multiple representations. Although simulations and e-modules have been widely adopted in physics education, evidence remains limited regarding teacher-maintainable, web-based modules that integrate simulations within a structured instructional framework. This study aimed to develop and evaluate a simulation-embedded e-module for projectile motion using Google Sites and the ADDIE instructional design model.A research and development approach was employed following the ADDIE stages: Analyze, Design, Develop, Implement, and Evaluate. The product was validated by three experts in physics content, instructional design, and language. Practicality was assessed through questionnaires administered to 36 students and one physics teacher. Effectiveness was examined using a quasi-experimental pretest-posttest control-group design involving 72 senior high school students, with 36 students in the treatment group and 36 in the control group.Expert evaluation indicated that the e-module achieved a very high level of validity (M = 3.68/4.00). Student practicality ratings were also very high (M = 3.57/4.00), while teacher evaluation confirmed strong classroom feasibility (M = 3.75/4.00). The treatment group demonstrated significantly higher posttest achievement and normalized gain than the control group (p < .01), with moderate-to-large effect sizes (Hedges’ g = 0.68–0.79).The findings suggest that integrating simulations within a structured Google Sites e-module can enhance conceptual understanding of projectile motion by supporting guided inquiry, multi-representational learning, and immediate visual feedback. The study highlights the potential of Google Sites as an accessible, low-code platform for scalable and teacher-maintainable physics learning resources.
Copyright (c) 2026 Ichwatul Mudzaida, Rufi’i Rufi’i, Reza Rachmadtullah https://creativecommons.org/licenses/by-nc/4.0
Developing AI-Generated Picture Storybooks to Support Early Childhood Literacy: Evidence from Indonesian Kindergarten
The rapid advancement of generative artificial intelligence (AI) has created new opportunities for developing digital learning media in early childhood education. However, validated AI-generated literacy resources specifically designed for young learners remain limited, particularly in the Indonesian context. This study aimed to develop and validate an AI-generated digital picture storybook to support early childhood literacy using the ADDIE instructional design model.This research employed a Research and Development (R&D) approach based on the ADDIE model. The product was developed for 25 kindergarten children aged 5–6 years at MADANI Kindergarten, Indonesia. Data were collected through expert validation questionnaires, observations, and interviews. One material expert and one media expert evaluated the product, and the data were analyzed using descriptive statistics and mean score calculations to determine product feasibility.The AI-generated picture storybook achieved high feasibility, with mean scores of 4.47 for content and 4.54 for media, resulting in an overall rating categorized as “Very Feasible.” Expert feedback led to revisions in language clarity, typography, illustration consistency, and layout organization, improving both pedagogical quality and visual presentation. The findings indicate that the developed storybook is practical, visually engaging, and developmentally appropriate for supporting early literacy activities.This study demonstrates that integrating generative AI with systematic instructional design can produce high-quality literacy media for early childhood education. Although the findings are limited to product development and expert validation, the study provides a practical framework for AI-assisted literacy media development and offers a foundation for future classroom-based research examining its effectiveness in improving children's literacy outcomes.
Copyright (c) 2026 Nurhayati, Amrullah, Hamzia Marie, Armina M, Zakiyyatul Imamah https://creativecommons.org/licenses/by-nc/4.0
Development of Character Education Training Modules Based on Local Wisdom
The increasing moral challenges faced by students in the digital era highlight the need for effective character education that is culturally relevant and sustainable. Although teacher training programs are widely available, they often lack systematic instructional materials that integrate local wisdom and support consistent implementation within schools. This study aimed to develop and evaluate the feasibility and effectiveness of a local wisdom-based character education training module for teachers. This research employed a Research and Development (R&D) approach based on the Borg and Gall model, modified into seven stages. The module was validated by material experts, module experts, and practitioners before being implemented through an operational field test involving 11 principals, teachers, and staff at a junior high school in Surabaya, Indonesia. Data were analyzed using descriptive statistics, expert validation percentages, paired-sample analysis, and N-Gain scores to determine learning improvement. The module achieved a very high feasibility rating, with an average expert validation score of 84.38%. Operational testing demonstrated a significant improvement in participants' competence following the training (p < .001), with a high average N-Gain score of 0.8083, indicating substantial learning gains. The module integrates local wisdom, school leadership, assessment instruments, and Follow-up Plans (RTL) into a comprehensive framework for teacher professional development. The developed module is feasible and effective for strengthening teachers' competence in implementing character education. It offers a culturally responsive and systematic professional development model that can support the sustainable institutionalization of character education in schools while providing a foundation for future implementation and evaluation in broader educational contexts.
Copyright (c) 2026 Melti Marlenci Totos https://creativecommons.org/licenses/by-nc/4.0
Integrated Parenting Management for Character Education in Islamic Boarding Schools: A Qualitative Study
Character education has become a global educational priority in response to increasing moral challenges among young people. In Indonesia, Islamic boarding schools (pesantren) play a strategic role in fostering students' moral and spiritual development; however, empirical studies on systematic parenting management that integrates educational leadership, stakeholder collaboration, and Islamic values remain limited. This study aimed to examine the planning, organization, implementation, and supervision of integrated parenting management in supporting character education at Anharul Ulum Islamic Boarding School and to develop a value-based parenting management model applicable to similar institutions. This study employed a qualitative phenomenological approach. Data were collected through semi-structured interviews, participant observation, and document analysis involving kyai, teachers, students, parents, and community members selected using purposive and snowball sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, supported by triangulation, member checking, peer debriefing, and reflexive journaling to ensure trustworthiness. The findings identified three interrelated themes: (1) the creation of a conducive educational environment through systematic planning, (2) structured collaboration among pesantren leaders, families, and local communities in implementing parenting management, and (3) educator role modelling combined with educative discipline as the primary mechanism for internalizing character values. These themes were synthesized into an Integrated Parenting Management Model that combines the POAC management framework with the Islamic concept of tarbiyah to support sustainable character formation. The study demonstrates that integrated parenting management provides a comprehensive and culturally grounded framework for institutionalizing character education in Islamic boarding schools and offers practical guidance for strengthening value-based educational leadership in similar religious educational settings.
Copyright (c) 2026 Winarto Winarto https://creativecommons.org/licenses/by-nc/4.0
Integrating Dayak Local Wisdom into Literacy Instruction in Indonesian Language Subjects at the Elementary Level
Indonesian language instruction in elementary schools is expected to develop students’ literacy competencies while fostering cultural identity. However, literacy activities often provide limited opportunities to integrate local wisdom, particularly Dayak culture, resulting in less contextual and culturally meaningful learning experiences. This study aimed to examine the implementation of Dayak local wisdom-based literacy in Indonesian language learning and explore its contribution to students’ literacy development and cultural awareness. A qualitative descriptive design was employed at SD Negeri 1 Kalampangan, Palangka Raya. Participants included 24 fourth-grade students, one classroom teacher, one principal, and one librarian selected through purposive sampling. Data were collected over three months through participant observation, semi-structured interviews, and documentation. The data were analyzed using Miles and Huberman’s interactive model complemented by inductive thematic analysis, while credibility was established through triangulation and member checking. The findings indicate that integrating Dayak folktales, traditional songs, storytelling, and culturally relevant learning activities enhanced students’ reading, writing, listening, and speaking skills while strengthening their appreciation of Dayak culture, cultural identity, and social values. The implementation also increased student engagement by connecting literacy instruction with authentic local contexts. Nevertheless, limited availability of Dayak-based teaching materials and teachers’ varying cultural knowledge constrained instructional implementation.Integrating Dayak local wisdom into literacy instruction represents an effective culturally responsive approach that simultaneously promotes literacy development, character education, and cultural preservation in elementary education. Expanding culturally relevant learning resources and teacher professional development is essential to support sustainable implementation.
Copyright (c) 2026 Alya Rahmawati https://creativecommons.org/licenses/by-nc/4.0
Pedagogical Compassion and Religious Moderation: Islamic Religious Education Teachers’ Perspectives on Kurikulum Berbasis Cinta in Indonesian Madrasahs
The rise of intolerance in educational settings demands a fundamental shift toward a pedagogical compassion approach. Kurikulum Berbasis Cinta serves as a strategic response to internalize religious moderation through humanistic values. This study aims to analyze the perspectives of Islamic Religious Education (IRE) teachers regarding the readiness and structural challenges of implementing the Kurikulum Berbasis Cinta at MAN 2 Cilacap. This study employs a convergent mixed-methods design, involving a descriptive survey of a small group of 11 IRE teachers using a 16 item questionnaire, followed by in-depth interviews with selected key informants. Quantitative data from the questionnaire were then integrated with interview findings to provide a comprehensive contextual understanding, rather than to make inferential generalizations about the population. The results reveal the phenomenon of the Agency Paradox: although teachers demonstrate high affective commitment rooted in Ar-Rahman theology, they face methodological stuttering due to a lack of technical guidance and strick administrative demands. Teachers responded to this challenge through a Pedagogical Bricolage (adaptive navigation) strategy, namely improvising digital platforms to maintain the relevance of learning. Furthermore, this study identified a crucial barrier in the form of dissonance within the hidden curriculum, marked by the coexistence of authoritarian and humanistic teaching styles, as well as a deficit in students’ social literacy that hinders empathy. The findings suggest that the success of religious moderation does not depend solely on theological competence, but rather on a cohesive school ecosystem. This implies the need for policy reforms that shift the focus from the individual burden on teachers toward building a democratic school culture and strengthening social literacy.
Copyright (c) 2026 Nida Umatun Nahdiah, Kartika Wanojaleni https://creativecommons.org/licenses/by-nc/4.0
Holistic Assessment Model in Environmental Theology-Based Climate Change Education for Early Childhood
Climate change education (CCE) has become an essential component of early childhood education to foster environmental awareness and sustainable behaviors from an early age. Although Indonesia’s Kurikulum Merdeka incorporates environmental themes, assessment practices remain largely fragmented and rarely integrate cognitive, affective, behavioral, and spiritual dimensions, particularly within the framework of Islamic environmental theology. This study aimed to develop and preliminarily validate a holistic assessment model for early childhood climate change education by integrating Islamic environmental theology with authentic assessment practices. A convergent parallel mixed-methods design was employed involving 47 early childhood teachers, school principals, and educational stakeholders selected through purposive sampling. Data were collected using structured interviews, participatory observations, questionnaires, and document analysis. Quantitative data were analyzed descriptively, while qualitative data were examined through thematic analysis and integrated using a joint display approach. The proposed assessment model was refined through expert judgment and content validation. The findings indicate strong practitioner support for the proposed framework, with all assessment indicators achieving mean scores above 4.00 on a five-point scale. Direct observation and portfolio assessment emerged as the most appropriate authentic assessment strategies, while syukur (gratitude) was identified as the strongest theological indicator underpinning children’s environmental stewardship. However, a participation gap was found, reflecting limited continuity of environmental practices within families and communities. The validated model provides a culturally responsive assessment framework that integrates authentic assessment with Islamic environmental theology, offering educators a practical approach to evaluating children’s holistic development while strengthening environmental responsibility and sustainability values in early childhood education.
Copyright (c) 2026 Dewi Mulyani, Asep Herry Hernawan, Laksmi Dewi https://creativecommons.org/licenses/by-nc/4.0
Reading and Numeracy Literacy as Predictors of Fifth-Grade Elementary Students’ Fraction Problem-Solving Ability
Mathematical problem-solving ability is an essential competence in 21st-century learning, particularly in solving contextual problems. This study aims to analyze the role of reading literacy and numeracy literacy in predicting elementary students’ mathematical problem-solving ability on fraction topics. This study employed a quantitative approach with a correlational (ex post facto) design involving 35 fifth-grade students at SD Sabir, Bireuen, Aceh, selected through total sampling. The research instruments consisted of a numeracy literacy test integrated with reading literacy and a mathematical problem-solving test, each comprising five essay items, which met validity (r = 0.501–0.759; p < 0.05) and reliability (Cronbach’s Alpha = 0.760) criteria. Data were analyzed using multiple linear regression with Jamovi after fulfilling prerequisite tests. The results showed that reading literacy and numeracy literacy simultaneously had a significant effect on mathematical problem-solving ability, with a contribution of 58.9% (R² = 0.589; p < 0.001). However, partially, reading literacy did not have a significant effect (p = 0.141), whereas numeracy literacy had a significant and dominant effect (p < 0.001). These findings indicate that numeracy literacy is the primary factor supporting students’ mathematical problem-solving ability, while reading literacy plays a supporting role in understanding problem contexts. This study highlights the importance of integrating numeracy literacy in mathematics learning through contextual approaches and multiple mathematical representations. This study contributes to the field of elementary mathematics education by providing empirical evidence on the predictive role of reading literacy and numeracy literacy in enhancing fifth-grade students’ ability to solve fraction problems.
Copyright (c) 2026 Ety Mukhlesiyeni, Riandi Marisa, Yulia Santi, Nurlaili Nurlaili https://creativecommons.org/licenses/by-nc/4.0
Integrating Restitution and Local Wisdom to Enhance Elementary Students’ Critical Thinking Skills
Critical thinking and character development are essential competencies in elementary education, yet classroom practices often provide limited opportunities for students to resolve problems reflectively and contextually. This study examined the integration of the restitution approach and local wisdom values in supporting elementary students’ critical thinking skills.An explanatory sequential mixed-method design was employed involving 53 fourth-, fifth-, and sixth-grade students at SDN Paduroso. The intervention was implemented over eight weeks through 16 thematic learning sessions that integrated the Restitution Triangle with local wisdom values such as deliberation, mutual cooperation, empathy, and responsibility. Quantitative data were collected using a critical thinking test based on Facione’s indicators through three authentic school-based case studies. Qualitative data were obtained through classroom observations, teacher interviews, student reflection sheets, teacher journals, and documentation. Quantitative data were analyzed descriptively, while qualitative data were analyzed through data reduction, data display, and conclusion drawing.The findings showed that students’ overall critical thinking performance reached an average score of 87.1, categorized as very good. The highest achievement appeared in evaluation, followed by interpretation, while self-regulation obtained the lowest score although it remained in the very good category. Qualitative findings indicated that restorative dialogue and culturally relevant values encouraged students to analyze problems, consider consequences, express reasons, and reflect on their behavior.Integrating restitution and local wisdom can serve as a contextual pedagogical approach to strengthen elementary students’ critical thinking and character development.
Copyright (c) 2026 Kristina Aspri Hartini https://creativecommons.org/licenses/by-nc/4.0
The Effect of Problem-Based Learning Model Assisted by Audiovisual Media and Reading Interest on the Anecdotal Text Writing Skills of Grade X of Vocational High School Students
This study examined the effect of audiovisual-assisted Problem-Based Learning (PBL) and reading interest on Grade X students’ anecdotal text writing skills at SMK Negeri 6 Padang. A quantitative quasi-experimental design was used by combining a pretest–posttest nonequivalent control group design with a 2 × 2 factorial design. Two intact classes consisting of 71 students were selected purposively, with one class assigned to audiovisual-assisted PBL and the other to conventional instruction. For factorial analysis, 40 students were selected through an extreme-group procedure based on reading-interest scores, consisting of high- and low-reading-interest groups from each class. Data were collected using an anecdotal text writing test and a reading-interest questionnaire. The data were analyzed using two-way ANOVA and planned independent-samples t tests. The results showed that the learning model had a significant effect on students’ writing skills, F(1, 36) = 31.90, p < .001, partial η² = .470. Students taught through audiovisual-assisted PBL achieved higher writing scores than those taught through conventional instruction in both high-reading-interest and low-reading-interest groups. However, reading interest had no significant main effect, F(1, 36) = 0.01, p = .921, and no significant interaction was found between the learning model and reading interest, F(1, 36) = 0.05, p = .817. These findings indicate that audiovisual-assisted PBL supports anecdotal text writing across different reading-interest levels.
Copyright (c) 2026 Rika Anggraini https://creativecommons.org/licenses/by-nc/4.0
The Effectiveness of the Interactive KOMPAS Learning Model in Improving Junior High School Students’ Social Skills: A Quasi-Experimental Study
Students’ social skills are essential for supporting communication, collaboration, empathy, responsibility, and conflict resolution in classroom learning. However, teacher-centered instruction often limits students’ opportunities to practice these competencies meaningfully. This study aimed to examine the effectiveness of the Interactive KOMPAS Learning Model in improving junior high school students’ social skills in Pancasila Education. A quasi-experimental method with a non-equivalent control group design was employed. The participants were 70 eighth-grade students at State Junior High School 1 Sukodadi, consisting of 35 students in the experimental group and 35 students in the control group, selected through cluster sampling. The experimental group received instruction using the Interactive KOMPAS Learning Model, while the control group received conventional teaching. Data were collected using a validated social skills instrument covering communication, cooperation, empathy, responsibility, and conflict resolution. Instrument validity was confirmed using Aiken’s V, and reliability was measured using Cronbach’s alpha. Data were analyzed using normality, homogeneity, N-Gain, and independent sample t-tests. The results showed that the experimental group achieved a higher N-Gain score of 62.11% than the control group, which reached 45.17%. The independent sample t-test also indicated a significant difference between groups, with t = 14.21 and p = 0.000. These findings demonstrate that the Interactive KOMPAS Learning Model is effective in enhancing students’ social skills and can serve as an innovative instructional strategy for strengthening civic competence in Pancasila Education.
Copyright (c) 2026 Salma Miftakhul Jannah, Rini Triastuti, Muhammad Hendri Nuryadi https://creativecommons.org/licenses/by-nc/4.0
Reality Therapy Group Counseling for Self-Adjustment Enhancement in Vocational Students Enrolled in Non-Preferred Majors
Vocational students enrolled in non-preferred majors often experience low self-adjustment, reduced motivation, and difficulty engaging with their academic environment. This study examined the effectiveness of Reality Therapy-based group counseling in improving self-adjustment among vocational students experiencing major incongruence. A quasi-experimental pretest-posttest control group design was employed at SMK Negeri 4 Batam. The participants were 30 students who met the criteria of being enrolled in non-preferred majors and having low self-adjustment scores. They were divided into an experimental group (n = 15), which received six sessions of Reality Therapy-based group counseling using the WDEP system, and a control group (n = 15), which received conventional counseling services. Data were collected using a validated self-adjustment questionnaire with excellent reliability (Cronbach’s α = .95). Because the data were not normally distributed, Wilcoxon signed-rank and Mann-Whitney U tests were used for analysis. The results showed a significant increase in self-adjustment scores in the experimental group from pretest to posttest (Z = -3.41, p = .001), while the control group showed no significant change (Z = -1.25, p = .213). The gain score comparison also revealed a significant difference between groups (U = 18.00, p = .002). These findings indicate that Reality Therapy-based group counseling may support vocational students’ self-adjustment by strengthening personal responsibility, acceptance, peer support, and constructive planning.
Copyright (c) 2026 Sasrianis Sasrianis, Zadrian Ardi, Nurfarhanah Nurfarhanah, Yeni Karneli, Rezki Hariko, Ramdani Ramdani https://creativecommons.org/licenses/by-nc/4.0
Construction of Homeschooling Models in Families with Working Parents
Homeschooling has become an increasingly diverse form of family-based education; however, limited research has developed a theoretical explanation of how families with working parents successfully organize and sustain homeschooling while balancing employment responsibilities and children’s learning needs. This study aimed to construct a substantive grounded theory model explaining the adaptive processes through which working-parent families coordinate homeschooling. This study employed a constructivist grounded theory approach following Charmaz. Ten homeschooling families with working parents participated through purposive and theoretical sampling. Data were collected through 18 in-depth semi-structured interviews, 20 systematic observation sessions, and document analysis of learning schedules, portfolios, learning logs, and digital progress reports. Data were analyzed using initial coding, focused coding, constant comparison, and memo-writing until theoretical sufficiency was achieved. The analysis generated an adaptive homeschooling model centered on adaptive coordination as the core integrating category. The model comprises four recursive stages: (1) mapping family conditions and learning needs, (2) designing flexible weekly learning plans, (3) implementing blended and distributed learning activities, and (4) conducting reflection and revision. Four supporting mechanisms—distributed roles, digital mediation, scaffolded autonomy, and reflective revision—enabled sustainable homeschooling within varying contextual conditions, including work patterns, family capacity, child characteristics, digital access, and support networks. The findings contribute a substantive family-system model that integrates homeschooling, parental involvement, digital learning, and work–family conflict theories within a single explanatory framework. Rather than merely coping with competing work and family demands, participating families actively reconstructed temporal, relational, and instructional arrangements through adaptive coordination. Although the model is context-specific and based on ten self-selected families, it provides a theoretically grounded framework that may inform future research, policy development, and support programs for working-parent homeschooling communities.
Copyright (c) 2026 Ernawati Ernawati, Ida Nur'aini Noviyanti, Uyu Wahyudin, Asep Saepudin, Yanti Shantini https://creativecommons.org/licenses/by-nc/4.0
Reconceptualizing Arabic Language Education for Pluralism and Humanization through the L-STEAMS Framework
Arabic language education in contemporary Islamic higher education faces increasing demands to remain relevant within plural societies and rapidly changing social contexts. This article aims to analyze the role of university students in value-based Arabic language learning grounded in pluralism and humanization by examining the thought of Islamic educational scholars within the L-STEAMS framework (Law, Science, Technology/Engineering, Economic, Art, Mathematics, and Spiritual). This study employs a qualitative descriptive approach using library research. Data were derived from classical and contemporary Islamic educational literature, Arabic language pedagogy studies, and research on pluralism, humanization, and integrative education. The data were analyzed through content analysis and interpretative-critical synthesis. The findings indicate that Arabic language education needs to be reoriented from linguistic formalism toward a humanistic pedagogy integrating values of justice, tolerance, and social responsibility. University students, particularly in community engagement contexts such as Kuliah Kerja Nyata (KKN), function as integrative agents connecting language learning with social realities. The L-STEAMS framework offers a holistic model that links legal-ethical awareness, scientific literacy, economic empowerment, cultural creativity, instructional design, and spiritual values within Arabic language learning. This article contributes conceptually by proposing a pluralism-oriented, humanistic, and integrative model for Arabic language education as a future direction for Islamic higher education.
Copyright (c) 2026 Iis Susiawati, Lisnawati Lisnawati, Sholehatun Khasanah, Fatnah Wati https://creativecommons.org/licenses/by-nc/4.0
Effectiveness of CBT-Based Group Counseling in Reducing Self-Harm Among Adolescents from Broken Homes: A Quasi-Experimental Study
Adolescent self-harm is a serious mental health concern, particularly among students from broken-home families who often experience emotional distress, insecure attachment, and limited support systems. This study examined the effectiveness of Cognitive Behavioral Therapy (CBT)-based group counseling in reducing self-harm tendencies among adolescents from broken-home backgrounds. A quasi-experimental non-equivalent control group design with pretest and posttest measurements was employed. The participants were 22 Grade X students at SMK N 2 Batam who met the inclusion criteria for self-harm tendencies and broken-home family background. They were divided into an experimental group (n = 11) receiving five sessions of CBT-based group counseling and a control group (n = 11) receiving conventional counseling. Data were collected using a validated self-harm tendency questionnaire with excellent reliability (Cronbach’s α = .952) and analyzed using Wilcoxon signed-rank and Mann-Whitney U tests. The results showed a significant reduction in self-harm scores in the experimental group after the intervention (Z = -2.93, p = .003), while the control group showed no significant change (Z = -0.82, p = .414). The between-group comparison also indicated a significant difference in gain scores (U = 12.00, p = .004). These findings suggest that CBT-based group counseling may help reduce self-harm tendencies by supporting cognitive restructuring, emotional regulation, adaptive coping, and peer-based emotional support among vulnerable adolescents.
Copyright (c) 2026 Ragil Setyorini, Yeni Karneli, Nurfarhanah Nurfarhanah, Zadrian Ardi https://creativecommons.org/licenses/by-nc/4.0
Glocalization of Islamic Education among Khmer Muslims in Post-Conflict Cambodia
Islamic education in post-conflict minority contexts serves as an important arena for negotiating state integration, religious identity, and community reconstruction. This study examines the glocalization of Islamic education among Khmer Muslims in post-conflict Cambodia, focusing on how Islamic educational institutions adapt to national education requirements while preserving religious and cultural identity. Using a qualitative historical-analytical design, data were collected through in-depth interviews with 18 participants, including school administrators, teachers, religious leaders, and community education activists, supported by analysis of policy documents, institutional records, donor publications, and archival materials. The findings reveal three major patterns. First, curriculum integration is implemented as strategic adaptation, in which national subjects are selectively adopted to support recognition and student mobility while Islamic instruction remains central to identity formation. Second, institutional governance is hybrid and negotiated, involving state regulation, community authority, parental expectations, and donor influence under asymmetrical power relations. Third, Islamic education functions as a site of identity reconstruction by restoring religious knowledge, collective memory, and moral belonging after historical disruption. The study concludes that glocalization in minority Islamic education is not a seamless process of integration but a negotiated practice shaped by constraint, agency, and survival. These findings refine glocalization theory and highlight the need for flexible, context-sensitive education policies that recognize epistemological plurality and support substantive inclusion for minority communities.
Copyright (c) 2026 Ly Aminas Ly Aminas, Atok Miftachul Hudha https://creativecommons.org/licenses/by-nc/4.0
Metacognitive Processes in Solving Direct and Inverse Proportion Problems: A Qualitative Study of Junior High School Students
Metacognitive regulation plays a crucial role in mathematical problem solving, yet limited qualitative research has examined how students employ planning, monitoring, and evaluation when solving direct and inverse proportion problems. These concepts require students to interpret proportional relationships rather than merely apply computational procedures, making them highly dependent on reflective thinking. This study aimed to analyze the metacognitive processes demonstrated by students with different levels of metacognitive ability while solving proportional reasoning problems. This qualitative descriptive case study involved three Grade VIII students from UPT SMP Negeri 1 Bittuang, representing high, medium, and low metacognitive ability levels. Participants were selected through purposive sampling based on the results of a Metacognitive Awareness Inventory and a proportional reasoning test. Data were collected using problem-solving tasks and semi-structured interviews and analyzed through thematic analysis involving open, axial, and selective coding, supported by triangulation across written work, interview transcripts, and observations. The findings revealed distinct patterns of metacognitive regulation across the three participants. High-metacognitive students demonstrated systematic planning, continuous monitoring, and comprehensive evaluation. Medium-metacognitive students performed adequate planning and procedural monitoring but showed limited conceptual monitoring and evaluation. Low-metacognitive students relied primarily on trial-and-error strategies with minimal evidence of planning, monitoring, or reflective evaluation. Across all ability levels, evaluation emerged as the weakest metacognitive component. The study concludes that metacognitive components develop unevenly and operate as an integrated regulatory system that substantially influences mathematical problem solving. The findings highlight the importance of explicitly incorporating metacognitive scaffolding into mathematics instruction to strengthen students’ reflective thinking and proportional reasoning.
Copyright (c) 2026 Suri Toding Lembang https://creativecommons.org/licenses/by-nc/4.0
Gamifying Classical Guidance: Enhancing Career Understanding for University Major Selection Among Indonesian High School Students
High school students frequently experience confusion regarding university major selection, a critical developmental task. Conventional guidance methods often lack engagement for Generation Z. Previous studies have predominantly relied on passive, lecture-based career counseling, which fails to address the interactive and digitally-native preferences of contemporary adolescents, resulting in suboptimal career exploration outcomes. This study aimed to evaluate the effectiveness of classical guidance services integrated with gamification in enhancing students' career understanding. Employing a quantitative one-group pretest-posttest design, the study involved 27 Grade XI students. Data were collected using a validated Career Understanding Questionnaire and analyzed using the Wilcoxon Signed-Ranks Test. The gamified intervention yielded a statistically significant improvement in career understanding (Z = -4.54, p < .001), with mean scores increasing from 76.04 to 97.78. Notably, 48% of students shifted from the 'low' to higher understanding categories, effectively eliminating the lowest performance tier and demonstrating consistent positive trajectories across self-understanding and career planning dimensions. The novelty of this study lies in adapting gamification principles into classical group guidance, aligning with Self-Determination Theory to foster intrinsic motivation. These findings provide educators and school counselors with a scalable, interactive strategy to effectively deliver career support in resource-constrained settings. This underscores the critical need for integrating digital pedagogy into counselor professional development to better engage and support digital-native students.
Copyright (c) 2026 Tila Rohimah https://creativecommons.org/licenses/by-nc/4.0
Developing Differentiated Digital Worksheets Based on STEAM to Enhance PGSD Students’ Creativity in Support of Quality Education
Developing creativity is an essential objective of teacher education in preparing prospective elementary school teachers for the demands of twenty-first-century learning. However, many Primary School Teacher Education (PGSD) students still experience difficulties in designing innovative digital learning media that integrate differentiated instruction and the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach. This study aimed to develop differentiated STEAM-based digital worksheets and evaluate their effectiveness in enhancing students' creativity while identifying factors influencing creativity development. This study employed a research and development (R&D) approach based on a modified Borg and Gall model, comprising four stages: initial information gathering, planning and product development, product validation and revision, and field testing. The participants were PGSD students at Sebelas Maret University. Data were collected through interviews, observations, questionnaires, creativity assessments, and pretest–posttest measures. The developed product was validated by experts in content, media, and language. Quantitative data were analyzed using an independent-samples t-test, normalized gain (N-Gain), and Cohen's effect size, while qualitative data were analyzed through data reduction, interpretation, and conclusion drawing. The findings demonstrated that the differentiated STEAM-based digital worksheets significantly improved students' creativity, with a high N-Gain of 0.755, a significant difference between the experimental and control groups (p < .05), and a moderate effect size (d = 0.60). Qualitative findings revealed that technology utilization, knowledge transfer, and collaborative learning were the primary factors contributing to creativity development. Differentiated STEAM-based digital worksheets constitute an effective instructional innovation for enhancing creativity and digital pedagogical competence among prospective elementary school teachers, thereby supporting the achievement of Sustainable Development Goal 4 on quality education. Future studies should examine AI-supported adaptive digital worksheets across more diverse educational contexts.
Copyright (c) 2026 Rokhmaniyah Rokhmaniyah https://creativecommons.org/licenses/by-nc/4.0
Determinants of Entrepreneurial Intentions among High School Students: The Mediating Role of Need for Achievement
This study examines the structural relationships among smartphone use, self-efficacy, family environment, need for achievement, and entrepreneurial intentions among high school students. Drawing on the Theory of Planned Behavior, Social Cognitive Theory, and Achievement Motivation Theory, the study positions need for achievement as a motivational mediator linking technological, psychological, and environmental factors to entrepreneurial intentions. A quantitative cross-sectional survey design was employed. The population consisted of 1,562 twelfth-grade students from five public high schools in Samarinda, Indonesia, from which 410 students were selected through proportionate stratified random sampling. Data were collected using a structured questionnaire and analyzed using covariance-based Structural Equation Modeling with LISREL 8.80. The model demonstrated acceptable fit, as indicated by χ²/df = 2.11, CFI = 0.96, TLI = 0.95, RMSEA = 0.052, and SRMR = 0.047. The findings showed that family environment and need for achievement had significant positive relationships with entrepreneurial intentions, whereas smartphone use and self-efficacy did not show significant direct relationships. Smartphone use and self-efficacy were significantly related to need for achievement, while family environment was not. The mediation results indicated that need for achievement mediated the relationship between self-efficacy and entrepreneurial intentions, but not the relationships involving smartphone use or family environment. The study concludes that achievement motivation is a key mechanism in shaping students’ entrepreneurial intentions, while family support remains an important direct contextual factor.
Copyright (c) 2026 Umi Fitria https://creativecommons.org/licenses/by-nc/4.0
The Role of Non-Formal ECE Center Heads in Enhancing the Competency of Underqualified Early Childhood Educators
This study was motivated by the large number of underqualified educators in non-formal early childhood education (ECE) institutions and the need to strengthen the leadership role of ECE center heads in supporting educator competency development. This study aimed to analyze the competency levels of underqualified non-formal ECE educators, examine the contributions of ECE center heads, determine the relationship between leadership contributions and educator competencies, and identify strategies used to enhance educator competencies. A mixed-methods approach with a sequential explanatory design was employed. The quantitative phase involved 137 underqualified non-formal ECE educators in Batang Regency selected proportionally from a population of 207 educators, while the qualitative phase used interviews and documentation to explain the quantitative findings. Data were collected through validated and reliable questionnaires, interview guidelines, and documentation, and were analyzed using descriptive statistics, assumption testing, Pearson correlation, coefficient of determination, and thematic analysis. The findings show that pedagogical and personal competencies were categorized as high, whereas social and professional competencies remained low. The contribution of ECE center heads had a positive and significant relationship with educator competencies (r = 0.638; p < 0.05), explaining 40.7% of the variance. Qualitative findings identified seven strategies: data-based planning, resource optimization, training facilitation, professional value internalization, cross-unit collaboration, positive work climate creation, and continuous professional development. This study concludes that ECE center heads play a strategic role in supporting the competency development of underqualified educators in non-formal ECE settings.
Copyright (c) 2026 Nur Khotimah, Edi Waluyo, Ali Formen https://creativecommons.org/licenses/by-nc/4.0
Reimagining Curriculum Impact in Postgraduate English Language Education: A Qualitative Study in Southeast Asia
Postgraduate English Language Education (ELE) programs are increasingly expected to prepare graduates who are not only linguistically proficient but also pedagogically innovative, critically reflective, and socially responsive. Despite growing interest in curriculum innovation, limited empirical research has examined how impact-oriented curricula are implemented and experienced in postgraduate ELE, particularly within Southeast Asian contexts. This study aimed to explore the characteristics of an impactful curriculum and develop a context-responsive framework for postgraduate ELE.This qualitative descriptive case study was conducted at two Indonesian universities offering Master’s programs in English Language Education. Twenty participants, comprising 15 postgraduate students and 5 university lecturers, were purposively selected. Data were collected through semi-structured interviews, reflective journals, and document analysis and analyzed using Braun and Clarke’s thematic analysis with source triangulation to enhance trustworthiness.Three major themes emerged: transformative reflection and professional identity development, experiential integration of theory, practice, and community engagement, and institutional barriers that constrain sustainable curriculum impact. The findings indicate that meaningful curriculum impact is achieved through the interaction of reflective learning, authentic community experiences, and supportive institutional structures. Based on these findings, a context-responsive Five-Dimension Impact Model was developed, integrating transformative reflection, experiential learning, postmethod adaptability, constructivist co-creation, and institutional alignment.The study demonstrates that curriculum impact extends beyond curriculum content to encompass coherent interactions among pedagogy, assessment, institutional support, and community engagement. The proposed model contributes to curriculum theory and postgraduate teacher education by providing a practical framework for designing transformative and socially responsive English language education programs within Southeast Asian higher education contexts.
Copyright (c) 2026 Dan Mangoki https://creativecommons.org/licenses/by-nc/4.0
Indigenous Technology-Based Physics Learning to Support Global Scientific Literacy among Prospective Physics Teachers
This study investigates indigenous technology-based physics learning as a culturally responsive approach to support global scientific literacy among prospective physics teachers. The study addresses the need to connect physics concepts with local cultural knowledge while providing more inclusive learning experiences for male and female students. A mixed methods design was employed through two phases: an exploratory phase and an implementation phase. In the exploratory phase, indigenous technologies from West Kalimantan were examined through field observations, cultural document analysis, and expert consultation. Sape’ and Senggayung were selected and reconstructed as physics learning media representing standing waves, harmonics, frequency relationships, air-column vibration, and acoustic resonance. In the implementation phase, the learning media were used in a basic physics course involving 21 prospective physics teachers selected through purposive sampling. Students’ global scientific literacy was measured using the Global Scientific Literacy Questionnaire before and after instruction, and the results were analyzed descriptively using normalized gain. The findings showed an increase in students’ global scientific literacy from a mean score of 3.20 to 3.98, with an n-gain of 0.43 in the moderate category. Improvements were observed across male and female students, with a preliminary tendency toward a smaller gender gap in the dimension of science as a human endeavor. This study concludes that indigenous technology-based physics learning has potential to strengthen global scientific literacy through culturally meaningful experimentation, although further studies with larger and more balanced samples are needed.
Copyright (c) 2026 Adi Pramuda, Eviliyanto Eviliyanto, Soka Hadiati, Matsun Matsun https://creativecommons.org/licenses/by-nc/4.0
Akidah Akhlak Teachers and the Formation of Students’ Religious Character: A Qualitative Case Study at a Laboratory Madrasah Tsanawiah in Jambi
This study examines the role of Akidah Akhlak teachers in shaping students’ religious character and explores how the madrasah environment supports this process. Using a qualitative single-case study design, the research was conducted at MTs Laboratorium Jambi from January to March 2026. Data were collected through semi-structured interviews, participant observation, and document analysis involving 19 purposively selected participants, including Akidah Akhlak teachers, students, the principal, the curriculum coordinator, and guidance counselors. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña with the assistance of NVivo 12, while trustworthiness was ensured through triangulation, member checking, peer debriefing, and audit trails. The findings reveal that Akidah Akhlak teachers perform multidimensional roles as moral role models, pedagogical innovators, spiritual counselors, motivators, and collaborators. These roles are strengthened by a supportive madrasah ecosystem consisting of structured religious programs, cross-curricular value integration, teacher collaboration, and integrated student mentoring. The synergy between teacher consistency and institutional support contributes to students’ religious discipline, honesty, responsibility, worship habits, and social awareness. However, the study is limited to a single madrasah context and does not measure long-term character development. This study concludes that religious character formation requires a holistic collaboration between teacher agency and madrasah culture, and future research should examine its sustainability across diverse madrasah settings.
Copyright (c) 2026 M. Holif https://creativecommons.org/licenses/by-nc/4.0
A Comparative Analysis of Classical and Modern Islamic Educational Concepts in Indonesia
Islamic education in Indonesia has undergone significant transformation as traditional educational institutions increasingly adapt to contemporary educational demands. However, previous studies have predominantly examined classical and modern Islamic education separately, leaving limited understanding of their comparative characteristics and emerging convergence. This study aims to comparatively analyze the concepts of classical and modern Islamic education in Indonesia by examining their philosophical foundations, institutional development, curriculum, instructional practices, and educational orientations. This study employed a qualitative library research design using a systematic literature analysis approach. Relevant scholarly publications, academic books, policy documents, and peer-reviewed journal articles published primarily between 2015 and 2025 were collected from major academic databases and analyzed through qualitative content analysis to identify recurring themes and patterns across both educational paradigms. The findings reveal that classical and modern Islamic education share a common commitment to Islamic values while differing in curriculum design, institutional management, and pedagogical approaches. Nevertheless, contemporary Islamic educational institutions increasingly demonstrate convergence through curriculum integration, technological adoption, interdisciplinary learning, and the preservation of Islamic character education, resulting in hybrid educational models that balance religious authenticity with educational innovation. The study concludes that the transformation of Islamic education in Indonesia is characterized by integration rather than dichotomy. This comparative synthesis contributes to the discourse on Islamic educational modernization by demonstrating that sustainable educational development depends on harmonizing tradition and innovation. Future empirical studies are recommended to investigate how these hybrid educational models influence teaching practices, institutional effectiveness, and student learning outcomes across diverse Islamic educational settings.
Copyright (c) 2026 Aswan Aswan https://creativecommons.org/licenses/by-nc/4.0
School Digitalization Policy and Learning Inequality in Indonesia’s 3T Regions: A Systematic Literature Review
Educational digitalization has become a policy priority in Indonesia, particularly as a strategy to expand access and reduce educational inequality in disadvantaged, frontier, and outermost (3T) regions. However, infrastructure gaps, limited connectivity, low teacher readiness, and weak school ecosystem support indicate that digitalization does not automatically produce equitable learning. This study systematically analyzes the relationship between school digitalization policy and learning inequality in primary schools located in Indonesia's 3T regions. Using a systematic literature review incorporating grey literature and guided by PRISMA 2020, this study analyzes 20 selected sources, including peer-reviewed journal articles, selected conference papers, and official reports or grey literature, through selection, quality appraisal, data extraction, and thematic synthesis. The findings show that school digitalization has a dual effect. It can expand access to learning resources, increase learning flexibility, and support pedagogical innovation. However, it can also reproduce learning inequality when implemented without adequate attention to infrastructure readiness, teachers' digital competence, household access, learning content quality, and school managerial capacity. Learning inequality in digitalized primary schools in 3T regions appears in unequal internet access, device availability, electricity, family support, pedagogical interaction, and learning outcomes. This study emphasizes the need for contextual, gradual, and needs-based digitalization strategies so that school digitalization strengthens the learning ecosystem rather than merely distributing technological devices.
Copyright (c) 2026 Weni Sarbaini https://creativecommons.org/licenses/by-nc/4.0
Food Security Education Based on the Circular Economy: CIPP Evaluation of the Ecopesantren Model
This study evaluates circular economy-based food security education at Miftahul Huda Al-Musri Ecopesantren using the CIPP framework, which includes Context, Input, Process, and Product. The study addresses the limited evaluative research on how pesantren-based food security programs integrate circular economy principles, Islamic educational values, and Education for Sustainable Development. A sequential explanatory mixed methods design was employed. The quantitative phase involved 178 students selected through total sampling with inclusion criteria, using a 20-item Likert-scale questionnaire based on the CIPP dimensions. The qualitative phase used purposive sampling involving pesantren leaders, program coordinators, technical assistants, and selected students to deepen the survey findings through interviews, participatory observations, and documentation. The findings show that the program was perceived to be highly effective, with an overall mean score of 4.26. The Context dimension indicated strong relevance to students’ needs, Islamic values, and sustainability goals. The Input dimension showed adequate facilities, curriculum integration, and learning resources, although facilitator competence still required strengthening. The Process dimension reflected structured planning, active student involvement, supervision, and follow-up, while formal monitoring and evaluation remained limited. The Product dimension indicated positive outcomes in harvest production, student innovation, discipline, responsibility, ecological awareness, and independence. This study concludes that circular economy-based food security education can serve as a contextual, experiential, and value-based model for sustainable Islamic education when supported by stronger facilitator capacity and systematic evaluation mechanisms.
Copyright (c) 2026 Lilis Karyawati, Achmad Junaedi Sitika, Muhamad Taufik Bintang Kejora Bintang Kejora, Raihan Maulana, Nazwa Nur Aulia Syam, Li Kun Mei Li Kun Mei https://creativecommons.org/licenses/by-nc/4.0
Development of H5P-Based Interactive Videos in the Moodle LMS to Enhance Deaf Students’ Understanding of the Inclusive Education Subject
This study developed and preliminarily evaluated H5P-based interactive videos integrated into Moodle to support deaf students’ understanding of the Inclusive Education course in higher education. The study responds to the limited availability of accessible digital learning media designed according to the visual learning characteristics of deaf students and the principles of Universal Design for Learning. A Research and Development design was employed using a modified Borg and Gall model consisting of four stages: needs analysis, product design, development and expert validation, and limited product trial. The participants included one content expert, one media expert, and three deaf students enrolled in an Inclusive Education course at an inclusive higher education institution in Surabaya. Data were collected through expert validation sheets and a concept understanding test administered before and after the use of the interactive videos. The product consisted of three H5P-based videos integrated into Moodle, featuring subtitles, sign language interpretation, visual explanations, embedded quizzes, drag-and-drop activities, and immediate feedback. Expert validation showed that the product was highly feasible in terms of content quality, with a mean score of 3.80, and media design, with a mean score of 3.71. The limited trial indicated an increase in students’ mean score from 52.3 to 87.7, with an N-Gain of 0.72. These preliminary findings suggest that Moodle-integrated H5P interactive videos have potential to support accessible and interactive learning for deaf students, although broader trials are needed.
Copyright (c) 2026 Ana Rafikayati https://creativecommons.org/licenses/by-nc/4.0
Teacher Readiness and Challenges in AI-Based Geometry Learning: A Phenomenological Study
Artificial Intelligence (AI) has emerged as a transformative technology in mathematics education by supporting adaptive learning, interactive visualization, and personalized instruction. Although numerous studies have examined the effectiveness of AI in improving students’ mathematical achievement, limited attention has been given to teachers’ readiness to integrate AI into geometry learning, particularly in semi-urban educational contexts. This study aimed to explore junior high school mathematics teachers’ perceptions, readiness, challenges, and expectations regarding the implementation of AI-based geometry learning.This study employed a qualitative phenomenological approach involving 15 junior high school mathematics teachers from Tana Toraja Regency, Indonesia, selected through purposive sampling. Data were collected using semi-structured interviews, non-participant observations, and document analysis. The data were analyzed thematically through open coding, axial coding, category development, and theme identification, supported by NVivo 15. Credibility was enhanced through source and method triangulation, member checking, and audit trails.Four major themes emerged: positive perceptions of AI integration, varying levels of teacher readiness, infrastructural and competency-related challenges, and expectations for institutional support and continuous professional development. Teachers recognized AI as a valuable tool for enhancing students’ spatial visualization, conceptual understanding, and engagement in geometry learning. However, inadequate digital infrastructure, limited AI literacy, insufficient professional training, and concerns regarding reduced human interaction and data privacy constrained effective implementation.The findings indicate that successful AI integration in geometry learning depends on the interaction between teachers’ pedagogical readiness, technological competence, institutional support, and educational policy. This study contributes to the discourse on AI in mathematics education by extending understanding of teacher readiness in semi-urban contexts and providing practical recommendations for sustainable professional development, infrastructure improvement, and context-sensitive AI integration in secondary education.
Copyright (c) 2026 Cheisar Ranggayanan https://creativecommons.org/licenses/by-nc/4.0
Integrating Sufism Learning and Emotional–Spiritual Intelligence to Support Education for Sustainable Development in Higher Education
This study examines the integration of Sufism learning and Emotional–Spiritual Quotient (ESQ) to support Education for Sustainable Development (ESD) in Islamic higher education. ESD implementation in universities often emphasizes cognitive and behavioral outcomes, while the spiritual-affective dimension that shapes empathy, self-awareness, emotional regulation, and sustainable commitment remains underdeveloped. This study employed a concurrent embedded mixed methods design, with quantitative survey data as the primary strand and qualitative data as the supporting strand. A total of 230 students enrolled in Islamic Religious Education and Sufism Morals courses at five universities in West Java and Banten participated in the survey. The quantitative instrument was developed based on the 4Cs framework—Curriculum, Campus, Community, and Culture—and ESQ-related indicators. Qualitative data were collected through interviews, observations, and documentation, then integrated with survey findings through thematic triangulation and joint display analysis. The findings show that the overall achievement of the 4Cs was in the good category, with an average score of 3.79. Sufism learning strongly supported empathy, responsibility, spiritual awareness, lecturer role modelling, emotional regulation, and social care. However, the integration of sustainability issues into the curriculum, reflective-contemplative pedagogy, and green campus practices remained inconsistent. This study concludes that Sufism learning can function as a spiritual-affective lever for ESD when systematically connected to curriculum design, campus sustainability programs, community engagement, and academic culture.
Copyright (c) 2026 Achmad Junaedi Sitika, Lilis Karyawati, Muhamad Taufik Bintang Kejora Bintang Kejora, Raihan Maulana, Nazwa Nur Aulia Syam, Li Kun Mei Li Kun Mei https://creativecommons.org/licenses/by-nc/4.0
Improving Collaboration and Problem-Solving Abilities through Digital Mind Map-Based Learning among Elementary School Teacher Education Students
Collaboration and problem-solving are essential twenty-first-century competencies that prospective teachers must develop to effectively facilitate student-centered learning in the digital era. Digital mind map-based learning has emerged as a promising instructional approach for promoting active knowledge construction, collaborative interaction, and higher-order thinking. However, empirical evidence regarding its effectiveness in teacher education, particularly in Indonesia, remains limited. This study aimed to examine the effectiveness of digital mind map-based learning in improving collaboration and problem-solving skills among prospective elementary school teachers. A quasi-experimental study employing a non-equivalent control group design was conducted with 80 second-semester students selected through cluster sampling. The experimental group received digital mind map-based instruction, whereas the control group participated in conventional learning. Data were collected using validated essay-based instruments measuring collaboration and problem-solving skills. Instrument validity was established using the Aiken index, and reliability was confirmed through Cronbach’s alpha coefficients. Data were analyzed using Multivariate Analysis of Variance (MANOVA) at a 0.05 significance level. The findings revealed statistically significant differences between the experimental and control groups in both collaboration and problem-solving skills (p < .001). Students who participated in digital mind map-based learning achieved substantially higher mean scores than those receiving conventional instruction, indicating the effectiveness of the intervention in enhancing both competencies. Digital mind map-based learning promotes collaborative knowledge construction, meaningful visualization of concepts, and systematic problem-solving processes, making it an effective instructional strategy for developing twenty-first-century competencies among prospective teachers. Future research should employ longitudinal and multi-institutional designs while investigating additional learning outcomes, including creativity, metacognitive awareness, and self-regulated learning.
Copyright (c) 2026 Dewi Indrapangastuti, Kartika Chrysti Suryandari, Rokhmaniyah Rokhmaniyah, Murwani Dewi Wijayanti, Wahyudi Wahyudi, Muhamad Chamdani https://creativecommons.org/licenses/by-nc/4.0
Project-Based Learning and Educational Games for Fostering Religious Moderation in Islamic Secondary Education
In the digital era, Islamic secondary education faces challenges in fostering students’ religious moderation amid the widespread dissemination of diverse religious and ideological narratives through digital media. As a key objective of Aqidah Akhlak education, religious moderation requires learning approaches that promote tolerance, critical thinking, collaboration, and responsible behavior. This study aimed to examine the association of Project-Based Learning (PjBL) and educational games with students’ religious moderation attitudes at MAN 1 Kota Serang. Using a quantitative explanatory correlational design, data were collected from 40 students selected through proportionate stratified random sampling from a population of 297 students. PjBL was implemented through collaborative projects on religious moderation themes, while educational games were used as interactive learning activities to strengthen student engagement and understanding. Data were gathered through questionnaires, observations, and documentation and analyzed using multiple regression with IBM SPSS Statistics version 25. The results showed that PjBL (t = 2.016, p = 0.048) and educational games (t = 1.780, p = 0.042) were each significantly associated with students’ religious moderation attitudes. However, the simultaneous regression model was not statistically significant (F = 1.380, p = 0.264). The model explained 10.3% of the variance in religious moderation attitudes (R² = 0.103), indicating that other educational, social, and personal factors contribute more substantially to attitude formation. This study contributes to Islamic education research by providing empirical evidence on the individual associations of PjBL and educational games with religious moderation attitudes and by enriching discussions on innovative pedagogical strategies for values-based learning in the digital age.
Copyright (c) 2026 Fauzul Adzim, Ilzamudin Ilzamudin, Kholid Kholid, Apud Apud, Machdum Bachtiar, Fitri Hilmiyati, Wasehudin Wasehudin https://creativecommons.org/licenses/by-nc/4.0
Development of a Project-Based Learning Model Integrated with Local Wisdom to Improve Students’ Writing Literacy through Folk Tale Writing at Air Balui State Elementary School
Writing literacy is an essential competency in elementary education because it enables students to express ideas coherently, think critically, and communicate effectively. However, elementary students often experience difficulties in developing creative writing skills, particularly in composing folk tales, due to teacher-centered instruction and limited integration of local cultural contexts. Although Project-Based Learning (PjBL) has been widely recognized for promoting active learning, few studies have developed a structured PjBL model that systematically integrates local wisdom to enhance writing literacy. This study aimed to develop and evaluate a Project-Based Learning model integrated with Musi Banyuasin local wisdom to improve elementary students’ writing literacy through folk tale writing. This study employed a Research and Development (R&D) approach using the ADDIE model, comprising the Analysis, Design, Development, Implementation, and Evaluation stages. The developed model was validated by media, language, and instructional design experts. Practicality was evaluated through a small-group trial involving eight fourth-grade students, while effectiveness was examined through a field trial with 15 students using a one-group pre-test–post-test design. Data were collected using validation sheets, practicality questionnaires, interviews, and writing performance tests, and analyzed using descriptive statistics and N-Gain analysis. The developed PjBL model demonstrated high validity based on expert evaluations (90.75–95.33%), excellent practicality with an average score of 91.55%, and high effectiveness. Students’ mean writing score increased from 54.00 in the pre-test to 90.93 in the post-test, yielding an N-Gain score of 0.82, which was categorized as high. The findings indicate that integrating Project-Based Learning with local wisdom provides meaningful and culturally relevant learning experiences that enhance students’ writing literacy. The developed model offers a practical framework for contextual writing instruction while contributing to the integration of local cultural values into elementary literacy education.
Copyright (c) 2026 Rusidah Rusidah, Santi Oktarina, Farida Farida, Makmum Raharjo https://creativecommons.org/licenses/by-nc/4.0
Empowerment Design with Contextual Learning to Improve Parenting Knowledge and Skills of Couples of Childbearing Age in Coastal Areas of Banten Province
Parenting knowledge and practical caregiving skills remain limited among childbearing-age couples in many coastal communities despite the availability of abundant fishery resources that can support child nutrition and family well-being. Existing interventions rarely integrate parenting education, nutrition, and locally relevant practical skills within a single contextual learning framework. This study aimed to develop and evaluate a contextual learning-based empowerment model to improve parenting knowledge and practical fish-processing skills among couples of childbearing age in the coastal areas of Banten Province, Indonesia.This study employed a Research and Development (R&D) approach using the Four-D (4D) model, consisting of Define, Design, Develop, and Disseminate stages. The model was implemented among 80 couples of childbearing age from two coastal villages. Parenting knowledge and practical fish-processing skills were measured using validated pre-test and post-test instruments. Data were analyzed using descriptive statistics and normalized gain (N-Gain) analysis.Parenting knowledge increased by 17.13% in Lontar Village and 18.04% in Tamanjaya Village, while practical fish-processing skills improved by 17.42% and 15.90%, respectively. The N-Gain scores ranged from 0.45 to 0.51, indicating moderate learning effectiveness across both outcomes. These findings suggest that contextual learning enhanced participants’ ability to connect parenting practices with local food resources and everyday household experiences.The study demonstrates that integrating parenting education, child nutrition, and locally relevant practical skills within a contextual learning framework can strengthen family empowerment in coastal communities. The proposed model contributes an adaptable community-based educational framework that can inform parenting, nutrition, and family empowerment programs in similar socio-economic settings.
Copyright (c) 2026 Yuda Ganda Putra, Yayat Ruhiat, Enggar Utari https://creativecommons.org/licenses/by-nc/4.0
Bridging the Gap Between Technology Use and Pedagogical Transformation: A TPACK-SAMR Qualitative Study in Island Contexts
The rapid digitalization of education following the COVID-19 pandemic has intensified the need for meaningful technology integration, particularly in geographically marginalized regions where digital transformation remains constrained. While the Technological Pedagogical Content Knowledge (TPACK) framework explains teachers’ knowledge integration and the Substitution–Augmentation–Modification–Redefinition (SAMR) model evaluates technology implementation, studies combining both frameworks in island-based educational contexts remain limited. This study investigates the implementation of digital learning in Ternate, Indonesia, through an integrated TPACK–SAMR perspective and proposes a contextual transformation model.A qualitative case study was conducted in three secondary schools involving 12 informants (eight teachers and four students). Data were collected through semi-structured interviews, classroom observations, documentation analysis, and a systematic literature review (2015–2025). Thematic analysis following Miles et al.’s interactive model was employed, supported by triangulation and member checking to enhance credibility.Teachers demonstrated strong content and pedagogical knowledge but limited technological pedagogical integration, resulting in low TPACK competency. Digital learning practices were predominantly situated at the Substitution and Augmentation levels of the SAMR model, indicating limited pedagogical transformation. Four interconnected barriers were identified: digital inequality, insufficient teacher digital competence, weak instructional design, and academic integrity challenges. Based on these findings, the Digital Learning Transformation Model (DLTM) was developed by integrating TPACK and SAMR within an input–process–output–outcome framework.Meaningful digital transformation requires simultaneous enhancement of teacher competence, instructional design, institutional support, and equitable digital access. The proposed DLTM offers a contextual framework to guide sustainable digital learning transformation in island and other geographically disadvantaged educational settings.
Copyright (c) 2026 Muhammad Zein, Nurhayati Nurhayati, Fauji Koda, Agus Agus https://creativecommons.org/licenses/by-nc/4.0
Implementing Contextual Project-Based Learning to Improve Elementary Students’ Science Learning Outcomes
Project-Based Learning (PjBL) has been widely recognized for promoting active and inquiry-based science learning. However, limited research has examined how contextual PjBL utilizing locally available materials can support elementary science learning in resource-constrained schools while simultaneously exploring students’ learning outcomes, learning experiences, and teachers’ implementation challenges. This study aimed to investigate the implementation of contextual PjBL in improving fifth-grade students’ science learning. This study employed a mixed-methods descriptive case study conducted at an elementary school in East Nusa Tenggara, Indonesia. Participants included 20 fifth-grade students, one classroom teacher, and the school principal. The intervention consisted of a three-session contextual PjBL activity in which students constructed a simple periscope using locally available materials to learn the concept of light reflection. Data were collected through classroom observations, pre-test and post-test assessments, student response questionnaires, semi-structured interviews, and documentation. Quantitative data were analyzed descriptively using learning mastery percentages and normalized gain (N-gain), while qualitative data were analyzed thematically. The implementation of contextual PjBL created an engaging and meaningful science learning environment characterized by inquiry, collaboration, experimentation, and active participation. Students’ learning mastery increased from 45% on the diagnostic pre-test to 80% on the post-test, with a moderate N-gain (0.38). Students expressed positive perceptions regarding motivation, collaboration, conceptual understanding, and confidence. Teachers also reported challenges related to project preparation, classroom management, authentic assessment, time allocation, and differences in students’ abilities. The findings suggest that contextual PjBL supported by locally available materials can enhance elementary science learning by making abstract concepts more concrete and meaningful, particularly in resource-limited schools. Although the findings are limited to a single-case context, the study offers practical insights for implementing contextual, inquiry-oriented science instruction in elementary education.
Copyright (c) 2026 Fatmawati Zakariah https://creativecommons.org/licenses/by-nc/4.0
Equity-Oriented Literacy Innovation in Archipelagic Education: The GALATAMA Program in North Maluku
Literacy inequality remains a persistent challenge in Indonesia’s archipelagic regions, where geographic fragmentation limits equitable access to educational resources, institutional support, and literacy development. Existing studies on madrasa literacy have primarily emphasized school leadership, curriculum integration, and literacy culture, while insufficient attention has been given to equity-oriented literacy innovation and the contribution of religious social capital in geographically dispersed educational settings. This study investigates the Gerakan Literasi Madrasah (GALATAMA) program as an adaptive literacy model developed for madrasas in North Maluku, Indonesia. This study employed a qualitative documentary analysis design. The primary data source was the GALATAMA program monograph, complemented by national and provincial policy documents, educational statistics, and relevant scholarly literature. Data were analyzed through systematic document review, interpretation, and thematic analysis focusing on literacy inequality, program design, and the role of religious social capital. The findings reveal that literacy disparities in North Maluku madrasas are shaped by geographic isolation, unequal institutional capacity, limited supervision, and weak literacy culture. GALATAMA addresses these challenges through four integrated literacy pillars—Qur’anic literacy, Arabic literacy, English literacy, and reading culture—designed to be implemented in both urban and remote island madrasas without extensive technological infrastructure. The analysis further demonstrates that religious social capital, reflected in halaqah, talaqqi, mosque-based learning, and strong madrasa–community relationships, plays a critical role in sustaining literacy practices. This study contributes to the literature by proposing an equity-oriented literacy framework for archipelagic education that integrates adaptive program design with community-based religious social capital. The findings provide policy insights for strengthening literacy development in geographically fragmented educational systems and offer a transferable model for other island and remote educational contexts.
Copyright (c) 2026 Yamin Latief Tjokra, Adiyana Adam, Lukman Tamhir, Jamaludin Sehat https://creativecommons.org/licenses/by-nc/4.0
Authentic Leadership and Faculty Productivity: A Structural Equation Modeling Approach in Islamic Higher Education
Lecturer productivity is a key indicator of higher education quality and institutional competitiveness. Authentic leadership has been widely recognized as a leadership approach that fosters trust, transparency, and ethical behavior; however, empirical evidence examining its influence on faculty productivity in Islamic higher education remains limited. This study aimed to investigate the effect of authentic leadership on lecturer productivity and to explain lecturers’ perceptions of leadership practices within an Islamic higher education institution.This study employed an explanatory sequential mixed-methods design. Quantitative data were collected from 127 lecturers at STAIN Mandailing Natal using structured questionnaires and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). Qualitative data were subsequently obtained through in-depth interviews with institutional leaders and lecturers and analyzed using NVivo to enrich and explain the quantitative findings.The findings revealed that authentic leadership had a positive and statistically significant effect on lecturer productivity (β = 0.513, p < .001), explaining 26.3% of the variance in productivity. Although the explanatory power was moderate, authentic leadership emerged as an important organizational factor supporting lecturers’ implementation of the Tri Dharma of Higher Education. Qualitative findings further indicated that transparency, fairness, institutional support, and equitable access to research opportunities shaped lecturers’ perceptions of authentic leadership and influenced their motivation to enhance academic productivity.The study demonstrates that authentic leadership contributes to faculty productivity by fostering a supportive and ethical academic environment. Integrating PLS-SEM with qualitative inquiry provides a more comprehensive understanding of how leadership practices influence lecturer productivity in Islamic higher education. Although the findings are limited to a single institution, they offer practical implications for strengthening transparent leadership and developing institutional policies that promote sustainable academic productivity.
Copyright (c) 2026 Aan Komariah, Dedy Achmad Kurniady, Deden Deni Koswara, Asep Suryana M.Pd., Hadiyanto Hadiyanto https://creativecommons.org/licenses/by-nc/4.0
Personality, Work Values, and Adversity Quotient as Predictors of Career Adaptability among Final-Year Management Students
Career adaptability has become an essential competency for university students preparing to enter an increasingly dynamic labor market. Although previous studies have identified personality as an important antecedent of career adaptability, limited evidence explains the psychological mechanisms through which personality influences career adaptability, particularly through the simultaneous roles of work values and adversity quotient. This study addresses this gap by examining the direct and indirect relationships among these variables.A quantitative cross-sectional design was employed involving 131 final-year management students from the Indragiri Institute of Technology and Business, Indonesia. Data were collected using validated Likert-scale questionnaires measuring personality, work values, adversity quotient, and career adaptability. Structural Equation Modeling–Partial Least Squares (SEM-PLS) with bootstrapping was applied to test the proposed hypotheses and mediation effects.Personality significantly influenced adversity quotient and work values but did not directly affect career adaptability. Work values significantly predicted both adversity quotient and career adaptability, while adversity quotient exerted a strong positive effect on career adaptability. Mediation analysis revealed that personality indirectly influenced career adaptability through adversity quotient and work values, whereas work values also affected career adaptability indirectly through adversity quotient. These findings indicate an indirect-only mediation model in which personality contributes to career adaptability through motivational and resilience-related mechanisms. This study extends career development literature by demonstrating that career adaptability is shaped primarily by developable psychosocial resources rather than stable personality traits. The findings highlight the importance of strengthening students’ work values and resilience through career counseling, experiential learning, and curriculum-based career development programs to enhance graduate employability.
Copyright (c) 2026 Deci Ririen, Nurjayanti Nurjayanti, Febblina Daryanes https://creativecommons.org/licenses/by-nc/4.0
Development of Ethnomathematics-Based Handouts Using the Musi VI Bridge to Improve Elementary Students’ Understanding of Plane Geometry
This research is motivated by the low understanding of elementary school students of flat building materials because learning tends to be abstract and less associated with students' real experiences. One of the efforts that can be made is to develop ethnomathematics-based contextual teaching materials that utilize local culture, such as the geometric structure on the Musi VI Bridge in Palembang. This study aims to develop a valid, practical, and effective ethnomathematics-based mathematics handout for elementary school grade IV students. The method used is research and development with a 4D model, which includes the define, design, develop, and disseminate stages. The subjects of the study were 28 grade IV students of SD Muhammadiyah 3 Palembang. Data collection techniques used interviews, validation questionnaires, response questionnaires, observations, and learning outcome tests. The results showed that the handouts developed obtained an average validity of 90.3% with the very valid category, student responses of 91% and teachers of 93% with the very practical category, and an increase in learning outcomes from an average of pretest 58.4 to a posttest of 84.6 with an N-Gain value of 0.63 in the medium category. Thus, the ethnomathematics-based mathematics handout of the Musi VI Bridge is stated to be suitable for use because it is able to improve understanding of the concept of building flat while integrating local culture into more meaningful learning.
Copyright (c) 2026 Banita Hirza, Luvi Antari, Rohman Rohman https://creativecommons.org/licenses/by-nc/4.0
A Design-Based Study of a Mobile-Supported KADIR Model for Mathematical Problem-Solving and Communication
The integration of mobile learning with structured pedagogy has become increasingly important in mathematics education; however, existing studies often emphasize general academic achievement rather than simultaneously developing mathematical problem-solving and communication skills. This study aimed to develop and evaluate a mobile-supported KADIR learning model that integrates sequential cognitive scaffolding and collaborative mathematical discourse to enhance both competencies.The study employed a Design-Based Research (DBR) approach integrated with a modified ADDIE framework. Classroom implementation adopted a one-group pre-test–post-test design involving 33 seventh-grade students, supported by four expert validators and four mathematics teachers. Data were collected through validation sheets, student response questionnaires, classroom observations, and mathematical problem-solving and communication tests. Data were analyzed using descriptive statistics, paired-sample t-tests, Cohen’s d, normalized gain (N-gain), and qualitative analysis of classroom observations.The developed model demonstrated high validity, with an overall expert validation score of 4.35 out of 5, and high practicality, reflected by an overall student response rate of 83.7%. Significant improvements were observed in students’ mathematical problem-solving (t = 8.72, p < .001, Cohen’s d = 1.25, N-gain = 0.46) and mathematical communication (t = 7.95, p < .001, Cohen’s d = 1.10, N-gain = 0.47). Qualitative findings indicated that structured discourse, collaborative interaction, and reflective activities promoted greater student engagement and flexible mathematical reasoning.The findings suggest that the mobile-supported KADIR model effectively integrates mobile technology with structured pedagogy to foster higher-order mathematical competencies. Although the study was limited by its single-group design, small sample, and single-school context, the model offers promising design principles for technology-enhanced mathematics instruction and provides a foundation for future large-scale experimental research.
Copyright (c) 2026 Dewi Purnama Sari, Eti Hayati https://creativecommons.org/licenses/by-nc/4.0
From Tradition to Educational Institution: The Evolution of MTQ in Strengthening Qur’anic Education in Asahan
Musabaqah Tilawatil Qur'an (MTQ) has evolved beyond a Qur'anic recitation competition into an important instrument for strengthening Qur'anic education and preserving Islamic cultural traditions in Indonesia. However, studies examining the historical transformation of MTQ as a community-based educational institution remain limited, particularly at the local level. This study investigates the historical development and educational transformation of MTQ in Asahan Regency from 1946 to 2024. This study employed a qualitative historical approach using heuristics, source criticism, interpretation, and historiography. Data were collected from archival documents, government records, LPTQ reports, historical photographs, oral history interviews with religious leaders and MTQ organizers, and relevant academic literature. Data triangulation was applied to enhance the credibility of the historical reconstruction.The findings reveal that MTQ in Asahan originated as a community initiative to revive Qur'anic learning following the Japanese occupation and gradually evolved into an institutionalized Qur'anic education system. Between 1970 and 2010, MTQ expanded through increasing government involvement, broader organizational coordination, and structured participant development. Since 2011, institutional strengthening has been characterized by formal collaboration among LPTQ, government agencies, pesantren, madrasahs, and Qur'anic learning centers, resulting in continuous coaching systems, expanded educational functions, and improved institutional capacity.MTQ in Asahan represents a sustainable community-based Qur'anic educational institution rather than merely a religious competition. This study contributes to Islamic education scholarship by demonstrating how local religious initiatives can evolve into institutionalized educational systems that strengthen Qur'anic literacy, educational sustainability, and the preservation of Islamic educational heritage.
Copyright (c) 2026 Fahmi Nurjannah Hasibuan https://creativecommons.org/licenses/by-nc/4.0
KKNI-Based Curriculum Reform in Islamic Higher Education: Evidence from a Peripheral Institution in Eastern Indonesia
National Qualifications Frameworks (NQFs) have become central to higher education reform by promoting competency-based learning outcomes, graduate employability, and quality assurance. In Indonesia, the Indonesian National Qualifications Framework (KKNI) requires higher education institutions to redesign curricula according to Outcome-Based Education (OBE) principles. However, empirical studies have primarily focused on well-resourced state Islamic universities, while evidence from private Islamic higher education institutions in geographically peripheral regions remains limited. This study examines the implementation of a KKNI-based curriculum in the Islamic Religious Education (PAI) Study Program at STAI Babussalam Sula, North Maluku.This study employed a qualitative case study design involving semi-structured interviews with the head of the study program, a lecturer, and an alumna, supported by classroom observations and curriculum document analysis. Data were analyzed using Miles and Huberman’s interactive model through data reduction, data display, and conclusion drawing. Trustworthiness was enhanced through triangulation, member checking, reflexive field notes, and an audit trail.The findings indicate that the curriculum is generally aligned with KKNI Level 6 through clearly articulated learning outcomes, constructive alignment, and student-centered learning practices. The curriculum integrates Islamic values across courses while fostering cognitive, affective, and psychomotor competencies. Nevertheless, implementation remains constrained by limited lecturer capacity in Outcome-Based Education design and insufficiently systematic curriculum evaluation. The study also identifies a model of theologically embedded constructive alignment, in which competency-based curriculum reform is integrated with Qur’anic epistemological foundations.This study contributes to the literature by demonstrating how competency-based curriculum reform can be contextually adapted within a resource-constrained Islamic higher education institution. The findings highlight the importance of integrating institutional identity, faculty development, and Islamic educational values to strengthen the implementation and sustainability of KKNI-based curriculum reform in peripheral higher education settings.
Copyright (c) 2026 Sahrul Takim, Adiyana Adam https://creativecommons.org/licenses/by-nc/4.0
Integrating Indigenous Ethnoastronomy into Science Learning: A Case Study of Galela Fishermen
Indigenous astronomical knowledge represents a valuable yet underutilized resource for culturally responsive science education. Although Indonesia's Merdeka Curriculum encourages the integration of local knowledge into classroom learning, empirical studies documenting indigenous ethnoastronomy in eastern Indonesia and translating it into pedagogically applicable models remain scarce. This study documents the ethnoastronomical knowledge of the Galela fishing community, examines its alignment with junior secondary science concepts, and develops an integration model grounded in epistemic justice. A qualitative ethnographic design was employed involving eight purposively selected informants representing three generations and both genders. Data were collected through participant observation, in-depth interviews, and a Focus Group Discussion, and analyzed using thematic analysis with triangulation, member checking, and peer debriefing to ensure trustworthiness. Four interconnected ethnoastronomical components were identified: stellar navigation, a lunar fishing calendar, monsoon prediction, and ethno-meteorological observation. The findings reveal substantial cross-generational knowledge erosion and uncover gender-specific ecological knowledge contributed exclusively by female informants. Based on these findings, the study proposes the MIE-Galela model, comprising Recognition, Dialogisation, Validation, and Contextualisation. The model's principal innovation lies in the Validation phase, which operationalizes epistemic justice by reframing classroom inquiry toward understanding why indigenous knowledge functions effectively rather than questioning its legitimacy. This study advances multicultural science education by demonstrating how indigenous knowledge can be integrated as a legitimate epistemic partner in science learning, providing a culturally responsive framework for strengthening scientific literacy, cultural sustainability, and epistemic inclusion.
Copyright (c) 2026 Adiyana Adam, Aziz Los’en, Erina Junaedi, Khalid Hasan Minabari https://creativecommons.org/licenses/by-nc/4.0
Integrating Maja Labo Dahu Local Wisdom in Early Childhood Education: A Qualitative Study of Socio-Emotional Development in Bima, Indonesia
Socio-emotional development is a fundamental component of early childhood education, yet the integration of local wisdom into pedagogical practices remains underexplored. In the Bima cultural context, Maja Labo Dahu embodies moral, social, and religious values that may support children's socio-emotional development. This study examined how these cultural values are integrated into early childhood education and their perceived contribution to children's socio-emotional competencies. A qualitative descriptive design was employed involving 15 participants, including seven teachers, five parents, and three principals from early childhood education institutions in Bima City, Indonesia. Data were collected through semi-structured interviews, non-participant observations, and document analysis. Thematic analysis was used to identify recurring patterns across the data, while methodological triangulation enhanced the trustworthiness of the findings. Four major themes emerged: the integration of Maja Labo Dahu into everyday learning activities, the development of children's socio-emotional competencies, teachers' roles as cultural mediators, and collaboration between schools and families. Participants consistently reported that storytelling, role-playing, classroom routines, and collaborative activities provided meaningful opportunities for children to develop empathy, emotional regulation, responsibility, cooperation, and respectful social behaviour while strengthening their cultural identity. The findings suggest that Maja Labo Dahu functions as a culturally responsive pedagogical framework that supports socio-emotional learning in early childhood education. Integrating local wisdom into classroom practice offers a promising strategy for strengthening character education while preserving cultural heritage within early childhood learning environments.
Copyright (c) 2026 Ade S Anhar https://creativecommons.org/licenses/by-nc/4.0
Developing a Digital STEM Module on Dengue Fever: Effects on Critical Thinking and Creativity
Developing students’ critical thinking and creativity is a major objective of Indonesia’s Merdeka Curriculum, yet classroom learning often remains focused on factual knowledge rather than higher-order thinking. Dengue fever provides an authentic interdisciplinary context for integrating science, technology, engineering, and mathematics (STEM), although few digital STEM modules explicitly support these competencies in formal science education. This study developed a digital STEM module on dengue fever using the ADDIE research and development model and evaluated its validity, practicality, and effectiveness. The implementation employed a one-group pretest–posttest quasi-experimental design involving 30 Grade X students, one science teacher, and three expert validators at SMA Negeri 4 Surabaya. Data were collected through expert validation sheets, practicality questionnaires, classroom observations, pretest–posttest essay tests, and project assessment rubrics. Data were analysed using Aiken’s V, descriptive statistics, normalized gain (N-gain), and descriptive effect size. The module demonstrated high validity (Aiken’s V = 0.882) and was rated practical by students (83.17%) and very practical by the teacher (93.33%). Classroom implementation was consistently good to very good. Students’ mean critical thinking scores increased from 46.10 to 72.87, with a moderate N-gain (0.501). Project assessments also indicated good performance in critical thinking (79.79%) and creativity (81.25%), suggesting that the module effectively supported evidence-based reasoning, problem solving, and innovative solution design. The digital STEM module is a valid, practical, and effective learning resource for contextual science instruction. It provides a promising approach for integrating public health issues into STEM learning while fostering critical thinking and creativity. Further studies should involve larger samples, comparison groups, and longer implementation periods to strengthen evidence of effectiveness.
Copyright (c) 2026 Sofie Mellyani Fatimatuzzahro, Rufi’i Rufi’i, Reza Rachmadtullah https://creativecommons.org/licenses/by-nc/4.0
Quality Culture Management in Islamic Educational Institutions: Balancing Religious Identity and Global Standards
Islamic educational institutions face growing pressure to improve educational quality while preserving their religious identity amid global educational demands. This study examines how Islamic educational institutions develop a sustainable quality culture by integrating Islamic values with global education standards. This study employed a qualitative multi-case study design involving two Islamic educational institutions in Jombang, Indonesia: MA Unggulan Darul Ulum Step-2 and SMA Darul Ulum 2 Unggulan BPPT. Data were collected through semi-structured interviews, observations, and document analysis involving school leaders, teachers, students, and parents. The data were analyzed using thematic analysis and cross-case comparison to identify patterns of quality culture development, integration strategies, and resistance management. The findings reveal that both institutions developed quality culture through different but complementary strategies. MA Unggulan Darul Ulum Step-2 emphasized religious habituation, pesantren-based discipline, and character formation, while SMA Darul Ulum 2 Unggulan BPPT adopted international curriculum practices, technology-supported learning, and global competence development without abandoning Islamic principles. Resistance to change emerged from concerns over weakening religious identity, but it was managed through value alignment, participatory leadership, stakeholder dialogue, and gradual implementation. The study proposes the Religious-Global Management Model as a contextual framework for balancing Islamic identity and global standards in quality culture development. The model highlights religious values, global orientation, adaptive leadership, stakeholder participation, and institutional routines as key elements for sustaining quality in Islamic educational institution.
Copyright (c) 2026 Ahmad Junaidi Musthofa, Mulyadi Mulyadi, Mohammad Asrori, Muhamad Furqon, Rohmad Rohmad https://creativecommons.org/licenses/by-nc/4.0
Enhancing Public Speaking Skills through Role-Playing: A Case Study at Riyadlotul Athfal Al-Ghozali Islamic Boarding School
Public speaking is an essential communication skill for students in Islamic boarding schools, particularly for supporting religious learning, public preaching, and social participation. However, many students still experience anxiety, limited confidence, and difficulty organizing ideas when speaking before an audience. This study examines the use of role-playing as a holistic learning method to support students’ public speaking development at Riyadlotul Athfal Al-Ghozali Islamic Boarding School. This study employed a qualitative case study design involving 18 students and 3 teachers selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation during public speaking and pesantren learning activities. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, with source and technique triangulation applied to enhance credibility. The findings indicate that role-playing provided students with repeated opportunities to practice realistic communication situations. Students showed improvement in confidence, speech organization, audience engagement, eye contact, vocal variation, and body language. Teachers also observed greater student participation, spontaneity, and willingness to speak in front of peers. Role-playing supports public speaking development by integrating cognitive, affective, and psychomotor dimensions of learning. In the pesantren context, this method is relevant because scenarios can be aligned with Islamic values and daily communication practices, such as religious speeches and group discussions. The study suggests that role-playing can be systematically integrated into pesantren-based public speaking instruction, although broader studies are needed to examine its application across different Islamic educational settings.
Copyright (c) 2026 Muttaqin Muttaqin, Muhammad Husni, Muhammad Husni, Sita Acetylena, Sita Acetylena https://creativecommons.org/licenses/by-nc/4.0