EDUKASIA Jurnal Pendidikan dan Pembelajaran
Beyond Metrics in Christian Education: A Conceptual-Hermeneutic Study of Reflective Evaluation and Kierkegaardian Selfhood in the Indonesian Context
Contemporary evaluation practices in Christian education are increasingly shaped by standardized metrics and outcome-driven assessment, reducing faith-based learning to measurable performance while neglecting spiritual formation, vocation, and relational life before God. Although existing studies acknowledge the role of spirituality, they often remain descriptive and lack a theologically grounded evaluative framework. This study develops an integrative model of evaluation rooted in Christian spiritual formation, reorienting assessment from external achievement toward reflective, Christ-centered transformation. Adopting a qualitative conceptual and hermeneutic approach, the study engages Ignatian spirituality—particularly the Examen—and Søren Kierkegaard’s account of selfhood to construct a normative framework. The findings suggest that the Examen, interpreted through Kierkegaardian inwardness and authenticity, offers a structured mode of reflective assessment centered on discernment, gratitude, repentance, and vocational becoming before God. Moving beyond approaches that treat spirituality as supplementary or rely on quantitative proxies, this study advances a novel synthesis that formalizes spiritual discernment as evaluative practice. It concludes that evaluation in Christian education should shift from measuring achievement to discerning faithful becoming, thereby advancing a transformative paradigm for pedagogy and practice.
Copyright (c) 2024 Sugiyanto Sugiyanto https://creativecommons.org/licenses/by-nc-sa/4.0
Integrating the Cambridge International Curriculum within the Theology of Christian Education: Biblical Worldview Formation, Kurikulum Merdeka, and Deep Learning for Secondary Christian Schools in Indonesia
This article examines the integration of the Cambridge International Curriculum within a theology of Christian education, focusing on biblical worldview formation, alignment with Indonesia’s Kurikulum Merdeka, and the deep learning paradigm in Christian secondary schools. Grounded in the traditions of Christian Religious Education (Pendidikan Agama Kristen/PAK) as developed in Indonesian theological schools under the Ministry of Religious Affairs, the study conceptualizes curriculum integration not as a technical or administrative task but as a theological–pedagogical process shaped by Christian understandings of knowledge, human formation, and educational purpose. Employing a qualitative, theoretical, and policy-oriented approach supported by selected empirical studies on faith-based and international education, this article analyzes how Christian educational theology can inform the implementation of the Cambridge Curriculum at the secondary level—IGCSE/O Level, AS Level, and A Level—within Indonesian SPK (Satuan Pendidikan Kerja Sama) Christian schools. The analysis emphasizes theologically informed curriculum frameworks, intentional faith–learning integration across disciplines, inquiry-based deep learning practices, and sustained teacher formation rooted in Christian epistemology and theological anthropology. The findings indicate that effective integration requires: (1) a curriculum framework explicitly grounded in a theology of Christian education; (2) intentional articulation of biblical worldview across academic subjects; (3) deep learning pedagogies that foster reflective, ethical, and vocationally oriented understanding; and (4) continuous professional formation of teachers as theological and pedagogical agents. When the Cambridge Curriculum is theologically contextualized and aligned with Kurikulum Merdeka, it can support holistic Christian formation by integrating intellectual excellence, moral discernment, spiritual maturity, and vocational awareness. This study contributes to scholarship in Christian education, curriculum theology, and international education while offering policy-relevant insights for theological schools, Christian secondary institutions, and educational authorities in Indonesia.
Cambridge Curriculum; Christian Education; Theology of Education; Kurikulum Merdeka; Deep Learning; Biblical Worldview
Copyright (c) 2024 Liuw Tjhin Dji Cung https://creativecommons.org/licenses/by-nc-sa/4.0
Developing a Learner-Centered International Class Model for Institutional Globalization: Multi-Site Evidence from Indonesian Universities
This study addresses the persistent gap in empirically grounded, learner-centered models for international classes within Indonesian higher education, amid intensifying globalization demands. Despite policy pushes like Merdeka Belajar-Kampus Merdeka, prior research remains fragmented, overlooking integrated analyses of learning conditions, methods, and outcomes. Employing a qualitative multi-site design, we gathered data via classroom observations, semi-structured interviews, and document reviews from March to August 2023 across eight leading universities Airlangga, Gadjah Mada, Indonesia, and others involving 25 students, 8 lecturers, and program heads per site (total 200+ participants). Analysis followed Miles et al.'s interactive model (data reduction, display, verification) with triangulation for credibility. Findings indicate international classes foster diversity in nationality, socioeconomic backgrounds, ethnicity, cultural interactions, and academic mobility, while outperforming regular classes in facilities, English proficiency, student performance, and outcomes—yet reveal inconsistencies in consistent language use (70% Bahasa Indonesia-dominant) and innovative pedagogy (65% lecture-based). Participants view these practices as feasible and aligned with institutional goals. We propose a pioneering structured model integrating conditions (e.g., objectives, constraints), methods (collaborative, reflective), and outcomes (global competence), tailored for Indonesia. This framework advances fragmented studies, offering actionable strategies for universities to enhance competitiveness via MBKM and internationalization.
Copyright (c) 2024 Hamka Hamka, Imam Nur Aziz https://creativecommons.org/licenses/by-nc-sa/4.0
The Mediating Role of Prophetic Character in Linking Quran Memorization, Emotional Intelligence, and Student Discipline in Pesantren Indonesia
This study examines the relationships among Quran memorization activity, emotional intelligence, prophetic character, and student discipline in pesantren, with prophetic character operationalised through the FAST framework as a mediating mechanism. Employing a quantitative causal explanatory design, data were collected through a structured questionnaire administered to 95 students at Pondok Pesantren Jamiatul Qurro Palembang. Structural Equation Modelling with a partial least squares approach was used to analyse direct and indirect relationships among the variables. The findings indicate that Quran memorization activity and emotional intelligence both have significant positive effects on prophetic character and student discipline. Prophetic character emerged as the strongest predictor of discipline β = 0.412, p < .001 and significantly mediated the effects of Quran memorization β = 0.157, p = .002 and emotional intelligence β = 0.186, p < .001 on disciplined behaviour. These results suggest that discipline in religious educational settings is best understood as an internally regulated outcome shaped by moral internalisation and emotional self-regulation. The study contributes to character education literature by empirically validating prophetic character as a central mechanism linking religious practice and psychological capacity to behavioural outcomes in pesantren education.
Copyright (c) 2024 Zhafirah Syarafina, Fajri Ismail, Karoma Karoma, Indah Wigati, Maryamah Maryamah, Wildan Miftahussurur https://creativecommons.org/licenses/by-nc-sa/4.0
Religiosity and Student Character Formation in Vocational Education: A Mediated Model of Motivation and Literacy in Indonesia
This study examines the role of religiosity in student character formation within vocational education by analyzing the mediating effects of learning motivation and literacy. Employing a quantitative correlational design with an ex post facto approach, the study analyzes survey data collected from 381 students enrolled in public vocational secondary schools in Indonesia (N = 381). Religiosity is conceptualized as a multidimensional construct encompassing belief, practice, experience, and social consequences, while student character is defined as an integrated set of cognitive, moral, and socio-emotional dispositions. Data were analyzed using regression-based mediation analysis within a structural equation modeling framework, indicating that religiosity has a positive and statistically significant direct effect on student character. In addition, learning motivation and literacy function as significant mediating variables, demonstrating partial mediation in the relationship between religiosity and character formation. These findings suggest that religious values influence character development not only through direct moral orientation, but also indirectly by strengthening students’ motivational engagement and interpretive capacities. By empirically testing a mediated model of character formation, this study advances a mechanism-oriented understanding of how values, motivation, and literacy interact in vocational education. The findings contribute theoretically to research on character education and religious education, while practically underscoring the importance of integrating ethical values, motivational support, and literacy development in holistic vocational education models.
Copyright (c) 2024 Hesti Winingsih, Fajri Ismail, Karoma, M. Kharis Fadillah, Wildan Miftahussurur https://creativecommons.org/licenses/by-nc-sa/4.0
Integrating Generative Artificial Intelligence into Islamic Character Education: Practices and Challenges in Indonesian Islamic School
The rapid growth of generative technology, particularly Generative Artificial Intelligence (GAI), provides new opportunities to strengthen character education in Islamic schools. However, previous studies on Islamic character education have largely relied on conventional teaching approaches, while research discussing the integration of generative AI into value-based education remains limited. In addition, many studies on artificial intelligence in education focus on cognitive outcomes rather than moral development, leaving a gap in understanding how generative technology can support character formation in religious educational settings. This study aims to examine the development of a generative technology–based Islamic character formation model at SMP Islam As Sakinah Sidoarjo as part of efforts to prepare the Indonesian Golden Generation 2045. The study used a descriptive qualitative design through observations, interviews, and analysis of school documents. The results show that GAI supports teachers in developing contextual moral learning materials, generating ethical case simulations, and facilitating reflective learning adapted to students’ needs. These practices strengthen values such as honesty, responsibility, discipline, and empathy through adaptive learning scenarios. The school also applies ethical supervision and digital literacy guidance to ensure that technology use remains aligned with Islamic principles. This study proposes an AI-assisted Islamic character education model integrating generative learning, reflective value formation, and ethical control, which represents a novel framework for character education in the digital era.
Islamic Character, Generative Artificial Intelligence, Golden Generation.
Copyright (c) 2026 Hadi Suryanto https://creativecommons.org/licenses/by-nc-sa/4.0
Artificial Intelligence-Based Music as a Cultural Practice: A Socio-Anthropological Analysis of Creativity, Agency, and Algorithmic Mediation
The integration of artificial intelligence (AI) in music production is growing rapidly and has given rise to debates about creativity, authorship, and the role of human agents in cultural practices. While a number of previous studies have tended to highlight the technical, economic, or legal aspects of AI-based music, studies of its socio-anthropological implications are still limited. This research aims to analyze AI-generated music as a cultural practice that is at the intersection of human and machine agents. Using a qualitative socio-anthropological approach, this study applies digital ethnography and document analysis to AI music platforms, musical artifacts, and online public discussions that developed between 2022–2024. The findings show that AI-based music practices are characterized by the normalization of algorithmic sounds, increasing human-AI collaboration, unclear boundaries of authorship, the influence of algorithmic mediation on cultural visibility, as well as ambivalent listener responses. The results show that AI does not replace human creativity, but reconfigures music agencies through relational and curatorial practices shaped by the platform's infrastructure. The study concludes that AI-based music is a new socio-technical configuration in which creativity, meaning, and cultural authority are negotiated on an ongoing basis. The contribution of this research enriches the study of music anthropology, posthumanist theory, and critical discourse on cultural production in algorithmic societies.
artificial intelligence; music practice; human agency; machines; socio-anthropology; digital creativity
Copyright (c) 2024 Buky Wibawa Karya Guna, Diah Fatma Sjoraida, Soni Reffali, Agus Sukarna Dipura, Yuly Hidayah https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing High School Students’ Critical Thinking in Economics through Project-Based Learning Supported by E-Modules: Evidence from the Indonesia–Timor-Leste Border
In real life, the economy is open and continuously developing, so in its learning, critical thinking skills are needed to make it easier to understand. Students need to be taught to connect the theoretical concepts taught in the classroom with real-world situations. Project-Based Learning supported by an e-module is present to overcome this issue. However, several studies have focused on science subjects or urban contexts and have not specifically addressed border (3T) regions. In this study, we examined the effectiveness of the Project-Based Learning supported by the e-module model in improving students’ critical thinking skills in high school economics learning in the context of Indonesia’s border regions. For this purpose, we used a quasi-experimental method with a non-equivalent Control Group design involving 162 eleventh-grade students from public senior high schools in Malaka Regency, at the Indonesia–Timor Leste border. The students were divided into two groups: the experimental group, which was given the Project-Based Learning supported by e-module treatment, and the control group, which used traditional textbook-based methods. To measure students’ critical thinking skills, 20 HOTS-level questions that had been tested for validity and reliability were administered. For comparison, we analyzed the covariance (ANCOVA) test by controlling the pretest variable. The results of this study showed that the Project-Based Learning supported by the e-module proved to be more effective than the traditional method. This result was also supported by questionnaire findings showing that almost all students considered the Project-Based Learning supported by e-module learning to be interesting and enjoyable.
Economic leaning; E-module; Critical Thinking; Project-based learning
Copyright (c) 2026 Ari Data, Selvita Eka Eviana Purba, Emirensiana Adha https://creativecommons.org/licenses/by-nc-sa/4.0
Technology-Enhanced Inclusive Education and Digital Child Protection for Violence Prevention in Schools
This paper proposes a technological approach to stopping violence in educational settings by integrating education and digital child protection. We conducted a qualitative, systematic literature review of national and international databases and analyzed policy recommendations regarding UNESCO, UNICEF, WHO, and the Indonesian Regulation No. 46/2023. The inclusion criteria included 20 peer-reviewed articles published between 2000 and 2025. We coded the types of violence, technology functions, roles of users and implementation contexts using content analysis. Three barriers are identified by the findings, including low educator competence in inclusive pedagogy and positive discipline, poor child- and disability-friendly facilities, and stigma of diversity that carries over into virtual communications. Reliant on these trends, the suggested model incorporates three domains. First, SOPs, privacy standards, and role-based workflow that connect reporting to accountable response and the protection of confidentiality are determined by digital safeguarding governance. Second, inclusive learning is enhanced by technology guaranteeing digital access, inculcation of digital citizenship and character values, and routines of safe interactions across platforms. Third, digital protection systems offer confidential or anonymous reporting, case-documentation, referral to counseling services and school-climate monitoring as an early warning.
Copyright (c) 2026 Yati Yati, Fitra Jaya, Kadarisman Kadarisman, Romi Siswanto, Sucipto Sucipto https://creativecommons.org/licenses/by-nc-sa/4.0
HIMPAUDI as a Bridging Organization in Deep Learning Mentoring for PAUD Teachers: A Literature Review
The implementation of Deep learning in early childhood education faces significant challenges, particularly the gap between the technical complexity of Deep learning and the diverse competencies of PAUD teachers. This gap has the potential to hinder the optimal use of Deep learning as a tool for learning development and assessment. The Association of Indonesian Early Childhood Educators and Education Personnel (HIMPAUDI) as a professional organization has an extensive network and understands the local context, but its role in facilitating teacher competency in the implementation of Deep learning has not been widely explored. This literature review aims to analyze the role of HIMPAUDI in the Deep learning mentoring program for PAUD teachers, using Bridging the Gap. This is to explain how this organization can bridge the gap between the intended implementation of Deep Learning and the actual realization that occurs in the field. The literature review method with a qualitative approach was chosen in this study. Primary data sources were obtained from scientific journal articles, books, as well as relevant policy documents and official publications of HIMPAUDI. Data analysis was carried out by grouping findings into key dimensions of Bridging the Gap. The study results show that HIMPAUDI acts as a strategic bridge through four main functions: facilitator for teacher capacity development, mediator between teachers and stakeholders, platform for strengthening learning communities, and partner for advocacy and quality control. These roles enable holistic mentoring to improve the competency of early childhood education teachers in adopting a contextual and sustainable Deep Learning approach.
Teacher Mentoring, Deep learning, Bridging the Gap, Continuous Professional Development.
Copyright (c) 2024 Siti Aliyah, Ida Widari, Elia Wardani https://creativecommons.org/licenses/by-nc-sa/4.0
The Values of Multicultural Education According to Modern Tafsir: A Thematic Study of Tafsir al-Maraghi and Tafsir al-Mishbah
Many horizontal conflicts and acts of violence arise from erroneous human perspectives on social, cultural, and religious diversity. In Islam, the Qur’an functions as a fundamental source of values and paradigms guiding Muslim attitudes toward such differences. This study examines the values of multicultural education derived from modern Qur’anic interpretations of QS. Al-Baqarah [2]: 62, 213, 256, an-Nisa [4]: 36, 135; al-Maidah [5]: 2, Ali-Imran [3]: 15, 134, al-Ḥujurāt [49]:11-13, a verse that explicitly addresses human diversity, equality, and moral merit based on piety (taqwā). The research focuses on Tafsir al-Maraghi and Tafsir al-Mishbah, selected as representative works of modern tafsir due to their rational, contextual, and socio-ethical approaches to Qur’anic interpretation. Using a descriptive qualitative method with a thematic (mawḍū‘ī) interpretation approach, the study analyzes how these tafsir conceptualize diversity and social relations. The findings indicate that articulate four core values of multicultural education: (1) learning to live with differences, (2) mutual respect among individuals and groups, (3) interdependence among human beings, and (4) non-violent conflict resolution and reconciliation. Rather than offering direct or complete solutions to conflict and violence, these values provide a conceptual and ethical framework that can contribute to the development of multicultural awareness and peaceful coexistence in plural societies.
multicultural educational values, modern tafsir
Copyright (c) 2024 Ceceng Salamudin, Deba Muslim Abdullah, Anly Maria https://creativecommons.org/licenses/by-nc-sa/4.0
Education Cost in Elementary Schools: A Case-Study of SDIT Persis dan SDN Sukamentri 7
Education cost planning is essential for ensuring the sustainability and quality of elementary education, particularly amid differences in funding capacity between public and private schools. In Indonesia, the School Revenue and Expenditure Budget Plan (RAPBS/RKAS) serves as a key instrument for managing education financing and strengthening school resilience. This study aims to 1) examine elementary schools’ ability to plan education costs based on the RAPBS/RKAS and 2) analyze the impact of budget planning implementation on school resilience in sustaining educational services. Using a descriptive qualitative approach with a case-study design, the research was conducted in two elementary schools—a public school and a private Islamic integrated elementary school (SDIT). Data were collected through interviews, RAPBS/RKAS document analysis, and observations, and analyzed thematically. The findings show that both schools generally apply education cost planning principles as reflected in their RAPBS/RKAS. However, significant differences are evident in funding sources and budget allocation patterns. The SDIT relies primarily on community and parental contributions, while the public school depends largely on government funding, with the largest share allocated to teacher and education personnel salaries. These differences influence schools’ financial resilience and sustainability. The study highlights the need for adaptive and diversified education financing policies at the elementary level.
Education Cost, Elementary School, Sources of Funding
Copyright (c) 2024 Junaidin Basri, Saepul Rohim, Endah Jubaedah https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of Islamic Religious Education in Strengthening Religious Moderation in Indonesia
Religious moderation has become a strategic program of the Indonesian government aimed at strengthening national commitment, tolerance, non-violence, and accommodation of local culture. As a relatively new policy framework, it requires conceptual reinforcement and effective implementation. This study examines the role of Islamic Religious Education in strengthening religious moderation by first analyzing the Qur’anic concept of moderation and identifying key challenges in its application within the Indonesian context. Using a qualitative narrative approach, data were collected through an extensive literature review of books, academic journals, and other credible sources. The findings indicate that IRE plays a crucial role in internalizing moderate religious values by integrating ethical teachings, contextual interpretation of religious texts, and pedagogical practices that encourage dialogue and mutual respect. The analysis further reveals that the effectiveness of IRE in promoting religious moderation depends on a comprehensive educational approach that prioritizes critical thinking, recognition of plurality and pluralism, and appreciation of socio-cultural diversity. This study contributes to scholarly discourse by clarifying the strategic position of IRE in state-led religious moderation efforts and offers policy-relevant insights for strengthening curriculum design and teacher practices to foster a more inclusive and peaceful religious life in Indonesia.
Religious Moderation; Islamic Religious Education
Copyright (c) 2024 Raito Raito, Husnan Sulaiman, Hafsah Fauziah https://creativecommons.org/licenses/by-nc-sa/4.0
Implementing Deuteronomy 6:6–9 as a Learning Method in Christian Education: A Qualitative Study on Student Behavior
This study examines the implementation of learning methods based on Deuteronomy 6:6–9 within the Christian Education Curriculum at Hope for the Nation Christian Junior High School, Cilincing, North Jakarta, particularly in addressing students’ behavioral issues. Using a qualitative descriptive approach, the research emphasizes in-depth analysis to understand meaning and implementation processes in real educational contexts. Data were collected through classroom observations and semi-structured interviews involving Christian religious education teachers and students. The collected data were analyzed through systematic organization, coding, identification of patterns and themes, and interpretative analysis aligned with the research objectives. The findings indicate that Deuteronomy 6:6–9–based learning methods are consistently implemented through repetitive teaching, direct instruction, discussion, and the use of written and visual learning media. These methods contribute to observable improvements in student behavior, including increased discipline, greater respect toward teachers and peers, higher participation in learning activities, and improved responsibility within the school environment. However, the study also identifies challenges such as student boredom when instructional strategies lack variation. The study concludes that Deuteronomy-based learning methods are effective in supporting character formation and positive behavioral development when applied consistently and creatively. These findings imply that Christian religious education can play a significant role in shaping student behavior when supported by professional teaching practices and collaboration between school and family.
Learning Methods; Christian Education; Middle School, Children's Behavior; Deuteronomy 6:6-9
Copyright (c) 2024 Johanes MJ Budianto https://creativecommons.org/licenses/by-nc-sa/4.0
Christian Education and the Law of Love (Matthew 22:37-40): Implications for the Character Formation of Youth in the Contemporary Church
This study examines the role of Christian Religious Education in shaping the character of contemporary church youth through the Law of Love in Matthew 22:37–40. The study contributes by positioning the Law of Love as an integrated theological–educational framework for youth character formation. Using qualitative library research, this study analyzes thirty relevant theological and educational sources through thematic and hermeneutical analysis of biblical texts. The findings indicate that an integrated understanding of love for God and love for others strengthens ethical responsibility, spiritual maturity, and social sensitivity among church youth. The study concludes that Christian education grounded in the Law of Love has strong potential as a transformative model for youth character development in today’s church.
Christian Education; Law of Love; Youth; Character Development
Copyright (c) 2024 John Virgil Marthen Milla https://creativecommons.org/licenses/by-nc-sa/4.0
Transformation of Rambu Solo’ Rituals and Toraja Cultural Identity in Global Tourism: A Literature Review (2010–2025)
This study systematically reviews 45 articles published between 2010 and 2025 to examine the transformation of the Rambu Solo’ funeral ceremony in Tana Toraja from a sacred ritual to a cultural tourism commodity. The objectives are to analyze shifts in ritual function, evaluate socio-economic impacts on local families, and identify cultural preservation strategies employed by the Toraja community. Using a qualitative approach with Systematic Literature Review (SLR) and thematic analysis, the study synthesizes patterns of ritual adaptation, cultural commodification, identity negotiation, and community-based preservation initiatives. Findings reveal that Rambu Solo’ now serves both spiritual and socio-economic purposes, with tourism generating income and cultural pride but also creating financial pressures and social competition. Community-based tourism, cultural festivals, educational programs, and heritage documentation are employed to maintain the sacred essence of rituals while adapting to global economic realities. The study underscores the novelty of empowering local communities to curate their cultural narratives, balancing authenticity and economic pragmatism. These insights provide guidance for sustainable cultural tourism development that preserves Toraja’s spiritual and social identity amidst globalization.
Rambu Solo’; Tana Toraja; Cultural Identity; Tourism; Cultural Commodification
Copyright (c) 2024 Aswar Aswar, Fauziah Ramadhany Assidiq, Fatjri Nur Tajuddin https://creativecommons.org/licenses/by-nc-sa/4.0
Optimizing Educational Service Management to Attract New Students: A Qualitative Study at SMP 3 Tanjungsiang
This study explores the management of educational services as a strategy to attract new students at SMP 3 Tanjungsiang, a junior high school situated in a mountainous area. Modern education focuses not only on quantitative measures, such as student enrollment, but also on qualitative aspects, aiming to prepare human resources capable of facing future challenges. Growing competition among schools requires effective strategies to recruit competent students. This research applies a qualitative descriptive approach to gain an in-depth understanding of service management strategies. Data were collected through direct observation of the school environment, structured interviews with school leaders, teachers, and members of the new student admissions committee (PPDB), as well as documentation of school programs and activities. Data analysis followed an interactive model, including data reduction, presentation, and conclusion drawing, with triangulation applied to ensure validity. The findings reveal that SMP 3 Tanjungsiang successfully attracts new students through multiple strategies, including enhancing academic and non-academic programs, organizing students into regular and superior classes, and improving extracurricular achievements. Among these, the most influential factor is the performance and coordination of the PPDB committee. These results offer practical guidance for schools seeking to optimize educational service management and student recruitment, particularly in geographically challenging regions.
Active Learning Strategy, Information Technology
Copyright (c) 2024 Candra Mochamad Surya https://creativecommons.org/licenses/by-nc-sa/4.0
Optimizing Student Management to Improve Educational Service Quality: A Qualitative Case Study in Integrated Islamic Elementary Schools
This study examines how the quality of educational services can be improved through the optimization of student management implementation. The research was conducted at an Integrated Islamic Elementary School in Bandung. The study aims to provide a comprehensive description and practical recommendations for school stakeholders regarding the effective implementation of student management activities to enhance the quality of educational services. A qualitative research approach was employed, utilizing field observations, structured interviews with school staff and students, and document analysis as primary data collection techniques. The findings indicate that optimal implementation of student management is achieved through the systematic execution of four main activities: planning, guidance, evaluation, and student transfer. These activities are most effective when supported by adequate school facilities and infrastructure, strong leadership from the school principal, and collaborative efforts among teachers, educational staff, students, and the school committee. The study contributes theoretically by providing a structured framework for understanding the relationship between student management practices and educational service quality. Practically, it offers actionable guidance for schools seeking to optimize student management processes and improve overall educational outcomes.
Copyright (c) 2024 Annisa Mayasari, Opan Arifudin, Silvi Herawati, Atik Rosanti, Rachmad Agung Prayogi https://creativecommons.org/licenses/by-nc-sa/4.0
Interactive Student Worksheet Based on a Scientific Approach to Understanding Economic Concepts and Critical Thinking
This study aims to develop interactive student worksheets based on a scientific approach for primary school students on the topic of ‘Economic Activities.’ Using the ADDIE model, the worksheets were validated by subject matter, language, and media experts. Data was collected through expert validation and practicality questionnaires from students and teachers. The pilot study involved 22 students and 1 instructor, and data analysis was conducted quantitatively. The results showed that the worksheets were highly feasible and practical, with expert validation scores of 96.5% for content, 94.75% for media, and 81% for language, and practicality scores of 86.28% from students and 80.61% from teachers. The pretest and posttest results indicated an improvement in students' scores from 61.8 to 82.7, with an N-Gain score of 0.6% (57.1%). This study highlights the effectiveness of interactive worksheets in improving students' understanding of economic concepts and critical thinking skills.
Interactive Student Worksheet, Scientific Approach, Social Science Learning, Critical Thinking, Economic Concepts
Copyright (c) 2026 Prihatin Sulistyowati, Maria Ratnawati Surti Ola https://creativecommons.org/licenses/by-nc-sa/4.0
Digital Translanguaging and Santri Cognition: Enhancing English Comprehension through Arabic-English Repertoires
This study investigates the integration of translanguaging within digital learning ecosystems to enhance English reading comprehension among bilingual Madrasah students, a context where Arabic religious literacy and academic English intersect. Using an integrated mixed-methods design, data were collected from 140 grade 11 students at two State Madrasahs in Indonesia. The quantitative phase employed a quasi-experimental design analyzed via ANCOVA, while the qualitative phase utilized screen-recording analysis and stimulated recall interviews. The results demonstrated that the translanguaging group significantly outperformed the monolingual group in reading comprehension (p<.001, n2p = .26). Qualitatively, the study revealed a "metacognitive bridging" mechanism where students strategically mobilized their Arabic grammatical logic (e.g., Mubtada-Khobar structures) to decode complex English syntactical patterns in digital spaces. These findings suggest that digital translanguaging does not merely function as a scaffold but acts as a cognitive resource that validates students' socioreligious linguistic identities. The study concludes by proposing a translingual digital pedagogy framework that integrates multilingual repertoires into formal English language teaching, particularly within Islamic educational institutions.
Digital Translanguaging; Reading Comprehension; Madrasah Students; Arabic-English Repertoires
Copyright (c) 2026 Imam Nur Aziz, Nurah Abdul Wahid Abdullah Siddik https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring Mathematical Creative Thinking with Design Thinking in Mathematics Learning Innovation
This study aims to explore innovation in mathematics learning through the application of the design thinking approach to support students' mathematical creative thinking skills. The research employed an exploratory mixed-method approach based on the design thinking framework, focusing on the empathize, define, and ideate stages. The study involved 160 students and 11 mathematics teachers from four madrasahs in Kendal Regency, Indonesia. Data were collected through questionnaires and in-depth interviews and analyzed using descriptive qualitative analysis supported by triangulation techniques. In addition, a meta-analysis of 11 relevant studies was conducted using the OpenMEE application to examine the effectiveness of several proposed learning solutions. The results of the empathize stage showed that 67% of students had positive emotional responses toward mathematics learning, while 65% experienced difficulties in remembering formulas and 57.5% had difficulty understanding mathematical concepts. At the define stage, the main problems identified were students’ difficulties in understanding abstract mathematical concepts, low learning motivation, and the need for more interactive and differentiated learning approaches. The ideate stage generated several potential solutions, including the development of differentiated learning supported by interactive media such as H5P and Edpuzzle as well as the implementation of the REACT learning model. The meta-analysis results indicated a large and statistically significant effect of these learning innovations on improving students' mathematical abilities, with an estimated effect size of 1.683 (p < 0.001; 95% CI = 1.022–2.345). These findings suggest that integrating design thinking with evidence-based learning innovations can provide effective strategies for improving students’ mathematical creative thinking skills and creating more interactive and student-centered mathematics learning environments.
Mathematical Creative Thinking; Design Thinking; Mathematics Learning Innovation
Copyright (c) 2026 Fauzi Bhustomi, Supandi Supandi, Muhtarom Muhtarom https://creativecommons.org/licenses/by-nc-sa/4.0
Innovation in Blended Learning: A Solution to the Shortage of Computer Laboratories in Information, Communication, and Technology Courses
Advances in digital technology have created substantial opportunities for instructional innovation, particularly in higher education institutions facing limitations in physical facilities such as computer laboratories. This study aims to develop and evaluate the effectiveness of a blended learning model supported by Google Classroom as a solution to the shortage of computer laboratories in the Information and Communication Technology course. The research method employed was research and development with an instructional design approach based on the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were collected through observations, interviews, questionnaires, and analysis of student performance within the blended learning environment. The findings revealed that the blended learning model not only enhanced students’ learning independence but also improved teaching effectiveness by optimizing digital resources. Moreover, the implementation of Google Classroom provided flexibility in accessing materials, facilitated more dynamic interaction, and reduced the operational burden on computer laboratories. The novelty of this research lies in the integration of digital instructional strategies with the specific needs of faith-based higher education institutions, which remain underexplored in the higher education literature. Accordingly, this study contributes to the development of adaptive instructional models that can be applied in other educational institutions facing similar infrastructural constraints.
Copyright (c) 2026 Sagiman Sagiman, Laras Shesa, Muhammad Istan, Ruly Morganna https://creativecommons.org/licenses/by-nc-sa/4.0
Digital-Mediated Transformative Learning: A Mezirowan Perspective on Meaning Reconstruction in Arabic Language Education
This study aims to examine how digital media mediates the transformative learning process in Arabic language learning at MAN 1 Jember using the perspective of Jack Mezirow’s transformative learning theory. This study used a qualitative approach with a single-classroom case-study design and a descriptive-interpretive orientation. Data were collected through classroom observations, semi-structured interviews, and analysis of digital learning artifacts. The results show that digital media functions as an epistemic mediator, raising disorienting dilemmas, facilitating critical reflection, strengthening reflective dialogue, and supporting the reconstruction of students’ frames of reference. Digital mediation encourages a shift in students’ understanding of Arabic from a structural subject to contextual, social, and meaning-oriented language practices. Theoretically, this study enriches Mezirow’s framework by emphasizing the role of digital, multimodal cues in meaning reconstruction. Pedagogically, these findings provide a foundation for the development of digital-based Arabic language learning that is reflective and transformative.
Digital-Mediated Learning; Transformative Learning; Meaning Reconstruction; Arabic Language Education
Copyright (c) 2024 Noor Zinatul Hamidah, Muassomah Muassomah, Raden Taufiqurrochman, Mohammad Shohibul Anwar, Rodiatul Maghfiroh https://creativecommons.org/licenses/by-nc-sa/4.0
A Comparative Multisite Study of Guidance and Counseling Management Planning to Enhance Career Decision Self-Efficacy among Santri in Islamic Boarding Schools
This study examines how guidance and counseling management planning is constructed in two Islamic boarding schools and how these distinct planning architectures shape santri’s Career Decision Self-Efficacy (CDSE). Employing a qualitative comparative multisite design, data were collected through in-depth interviews, participant observation, and document analysis involving school leaders, counselors, and students in two pesantren with contrasting management orientations. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model with triangulation and informant validation. Findings reveal two contrasting planning models. Ar-Raudhatul Hasanah applies a humanistic-based planning approach emphasizing relational support, emotional regulation, and self-appraisal, which primarily strengthens the self-appraisal and emotional coping dimensions of CDSE. Darul Mursyid employs a psychometric-based planning architecture grounded in IQ, talent–interest, and STIFIn assessments integrated with academic and career coaching, which mainly enhances goal selection and planning dimensions of CDSE. Interpreted through Bandura’s self-efficacy theory and Social Cognitive Career Theory (SCCT), these qualitative findings demonstrate that CDSE is not merely an individual trait but is institutionally shaped through different counseling management ecosystems. The study contributes to counseling management and Islamic education by showing how alternative planning models within pesantren can produce distinct pathways for strengthening students’ career decision self-efficacy.
Copyright (c) 2026 Ira Wirtati, Mesiono Mesiono, Abdurrahman Abdurrahman https://creativecommons.org/licenses/by-nc-sa/4.0
Writing Narrative Texts Through Genre-Based Pedagogy Using Facebook among the Suku Anak Dalam in Jambi
Narrative writing is not merely a linguistic skill but a medium for preserving cultural memory, expressing identity, and transmitting indigenous knowledge across generations. This study aims to examine the implementation of genre-based pedagogy mediated through Facebook in teaching narrative writing among the Suku Anak Dalam (SAD), an indigenous community in Jambi, Indonesia, and to explore its linguistic and socio-cultural impacts. Employing a qualitative case study design grounded in ethnopedology, the research involved eight indigenous learners, two facilitators, and one cultural leader. Data were collected through participatory observation, in-depth interviews, analysis of students’ narrative texts, and digital interactions within a Facebook learning group. The findings show that the three stages of genre pedagogy—modeling, joint construction, and independent construction—supported learners’ development of narrative structure, coherence, cultural representation, and reflective meaning-making. While challenges in writing mechanics, such as grammar and punctuation, remained, learners demonstrated meaningful progress in transforming oral storytelling traditions into cohesive written narratives. Beyond linguistic outcomes, the learning process fostered increased motivation, confidence, and cultural pride, and preserved indigenous stories through digital documentation. The study concludes that integrating genre based pedagogy with social media can effectively bridge oral traditions and digital literacy, positioning writing as a form of cultural empowerment for indigenous and marginalized communities.
Copyright (c) 2026 Rizki Niko Wahyuni, Rustam Rustam, Priyanto Priyanto https://creativecommons.org/licenses/by-nc-sa/4.0
Caliph on Earth: Ecological Responsibility in the Hadith of the Prophet Muhammad SAW (Study of Sanad and Matan)
The global ecological crisis demands a strong spiritual perspective to drive a change in human behavior toward the environment. This article examines the concept of caliph (earth manager) in Islam through the analysis of 12 categories of hadith of the Prophet Muhammad SAW that are relevant to ecological issues, including water conservation, protection of flora and fauna, prohibition of waste, environmental cleanliness, and principles of sustainability. Using the method of takhrij hadith and sanad-matan analysis, this study identifies and evaluates the quality of ecological hadiths (sahih and hasan) and their implications for human responsibilities as caliphs. The results of the study show that the Prophet Muhammad SAW has provided comprehensive guidance on environmental management, emphasizing that ecological responsibility is not only a worldly obligation but also worship that will be accounted for in the hereafter. This research confirms that the revitalization of prophetic teachings on ecology can be an alternative solution in dealing with contemporary environmental crises, by integrating spiritual, ethical, and practical dimensions in natural resource management.
Caliph; Islamic ecology; Prophet's hadith; environmental conservation; environmental ethics; ecological responsibility
Copyright (c) 2024 Ghufron Hamzah https://creativecommons.org/licenses/by-nc-sa/4.0
Psychometric Properties of the Classroom English Proficiency (CEP) Scale for English Language Teachers in Indonesia: A CFA and Rasch Model Analysis
This study aimed to adapt and validate the Classroom English Proficiency Scale (CEPS) for English language teachers in Indonesia using Confirmatory Factor Analysis (CFA) and the Rasch Rating Scale Model (RSM). The CFA confirmed that the four latent dimensions—Grammar, Pronunciation, Interaction, and Instruction—fit well within a second-order structure representing a single construct of classroom English proficiency. Rasch analysis further supported the unidimensionality assumption, with variance explained by measures exceeding the recommended criterion. The scale showed high reliability, and all items met model-fit expectations. The five-point Likert rating scale functioned effectively, with ordered Andrich thresholds and consistent category use. Differential Item Functioning (DIF) analysis indicated that 11 of 12 items were invariant across gender groups, except CEPS_2 (“I can use a wide range of English vocabulary”), which was slightly more difficult for male respondents. Overall, the Indonesian-adapted CEPS demonstrated strong validity, reliability, and fairness, confirming its suitability for assessing English proficiency in classroom contexts. The CEPS can serve as a reliable diagnostic and evaluative tool for English language teachers in teacher education and EFL assessment settings.
Copyright (c) 2026 Syahadah Albaqiyatul Karimah, Devie Yundianto, Muhammad Aqil Alaauddin https://creativecommons.org/licenses/by-nc-sa/4.0
Ethnomusicology in Church Music Education: Revitalizing Batak Musical Values and Practices
This study aims to analyze the role of ethnomusicology in church music education as an effort to revitalize the values and practices of Batak music in the context of contemporary Christian worship. This study uses a literature review approach that examines theories, empirical findings, and cultural practices related to Batak music, church music education, and liturgical inculturation movements. The results of the study show that the dominance of modern spiritual music has shifted the role of Batak music in worship, especially due to changes in the preferences of the younger generation, lack of cultural integration in the theological education curriculum, and the limited number of educators with ethnomusicology competencies. The analysis also revealed that Batak music has significant pedagogical, spiritual, and aesthetic potential as affirmed by Rice, Merriam, and Nettl about the importance of cultural context in musical practice. The findings confirm that culture-based church music education can improve the identity, participation, and liturgical meaning of the congregation. This study addresses a major gap concerning the absence of comprehensive analyses that connect ethnomusicology frameworks with practical church education strategies for Batak music revitalization. This study concludes that the revitalization of Batak music requires a holistic approach involving churches, educational institutions, cultural communities, and traditional musicians to develop a contextual curriculum and model of worship.
Batak Traditional Music; Church Music Education; Contextual Christian Worship; Cultural Revitalization; Ethnomusicology
Copyright (c) 2024 Boho Parulian Pardede https://creativecommons.org/licenses/by-nc-sa/4.0
Entrepreneurship Education Model through Vocational Skills: A Case Study on Manba'ul Hikmah and Al-Musyaffa' Islamic Boarding Schools, Kendal
This study aims to analyze the implementation of the entrepreneurship education model through vocational skills at Manba'ul Hikmah and Al Musyaffa' Islamic Boarding Schools in Kendal Regency, focusing on the reasons for its implementation, the process, and the results achieved. The research is based on the important role of Islamic boarding schools in developing students’ religious knowledge, practical skills, and moral character to address the challenges of Society 5.0 and the Industrial Revolution 4.0. A qualitative approach was used with a case study design and a comparative descriptive method. Data were collected through observation, unstructured interviews, and documentation, with purposive sampling applied to select informants. The findings show that the entrepreneurship education model at both boarding schools successfully equips students with vocational and entrepreneurial skills such as agriculture, crafts, digital technology, culinary arts, and business management. Students become more economically independent, capable of managing school business units, and contribute to community economic empowerment. The program also enhances the operational efficiency of the institutions and integrates Islamic values into practical learning. Overall, this integrative entrepreneurship education model effectively prepares students for the workforce, fosters independence, and strengthens institutional sustainability. It can serve as a practical reference for other Islamic boarding schools seeking to develop students’ competencies in line with modern economic and technological demands while maintaining strong Islamic values
Entrepreneurship Education; Vocational Skills Students; Economic Independence Islamic Boarding School
Copyright (c) 2024 Basyar Rohman, Mudzakkir Ali, Ghufron Hamzah https://creativecommons.org/licenses/by-nc-sa/4.0
Strengthening the Pancasila Student Profile in Forming Student Character at SDIT Permata Bunda III Bandar Lampung
The Project for Strengthening the Pancasila Student Profile (P5) was implemented to support character development through project-based learning. This study aimed to describe the management of P5 at SDIT Permata Bunda III Bandar Lampung. A qualitative descriptive design was employed, involving 1 principal, 3 P5 coordinators, 6 teachers, and 20 students selected through purposive sampling. Data were collected through interviews, observations, and document review, and were analyzed using Miles and Huberman’s model of data condensation, display, and conclusion drawing. The findings showed that P5 was managed through four stages: planning, organizing, implementation, and evaluation. Planning was carried out collaboratively by aligning project themes with Pancasila and Islamic values. Organizing involved distributing roles among coordinators, teachers, and parents. Implementation used project-based learning activities, such as environmental care and social charity projects. Evaluation was conducted through rubrics and student reflections. Records indicated a 35% decrease in disciplinary incidents and increased student participation. The study concluded that effective management practices and value integration supported improvements in students’ character development and highlighted the need to strengthen leadership and teacher competence in managing P5.
Copyright (c) 2024 Nurani Nurani, Umi Hijriyah, Sovia Mas Ayu https://creativecommons.org/licenses/by-nc-sa/4.0