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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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