Sustainable Jurnal Kajian Mutu Pendidikan
Jurnal Sustainable (E-ISSN 2655-0695) is a peer-refereed open-access journal that has been established for the dissemination of state of the art knowledge in the field of education. This Journal is published twice a year (June and December) by Lembaga Penjaminan Mutu, Institut Agama Islam Negeri Syaikh Abdurrahman Siddik Bangka Belitung, Indonesia. It is intended to be the journal for publishing original articles on the latest issues and trends occurring in educational evaluations, program evaluations, learning assessments, educational supervision, teacher performance and competencies, strategic studies on improving the quality of school and colleges. All submitted manuscripts will be initially reviewed by editors and are then evaluated by a reviewer through the double-blind review process. This is to ensure the quality of the published manuscripts in the journal. Editor in Chief: Dr. Dinar Pratama, M.Pd.
Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung
Exploring the Use of Interactive Digital Media Applications to Enhance Literacy and Numeracy Skills in Elementary Education
This study aims to explore the use of interactive digital media applications to enhance literacy and numeracy skills in elementary education. Employing a qualitative descriptive approach, the research was conducted at SD Negeri 48 in Palembang City, Indonesia, involving teachers and students actively engaged in digital-based learning. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that the integration of interactive digital media improves students’ literacy skills, including reading comprehension, vocabulary acquisition, and writing ability, as well as numeracy skills such as problem-solving, calculation, and data interpretation. In addition, the use of digital applications increases student engagement, motivation, and participation during the learning process. However, the implementation faced key challenges, primarily limited technological infrastructure and varying levels of teachers’ digital competence, alongside disparities in students’ digital literacy. Supporting factors such as teacher innovation, school support, and parental involvement were found to play a crucial role in mitigating these obstacles. The study concludes that interactive digital media holds strong potential to enhance learning outcomes in elementary education when supported by adequate infrastructure, targeted capacity building, and collaborative efforts among stakeholders.
Copyright (c) 2026 Alda Permatasari, Annasriyah Masfufah, Margaretha Herlin Pratiwi, Novi Lestari, Selly Noverina, Yulita Devi Utami, Dian Nuzulia Armariena, Mega Prasrihamni http://creativecommons.org/licenses/by/4.0
Digital Transformation in Islamic Religious Education
The rapid advancement of digital technologies has fundamentally transformed educational practices, particularly in Islamic Religious Education (PAI), where technology integration must balance pedagogical innovation with moral and spiritual values. This study explores digital transformation in PAI learning by reviewing and synthesizing relevant scholarly literature published between 2020 and 2025. Drawing on peer-reviewed journal articles, conference proceedings, and academic publications sourced from Google Scholar and nationally accredited journals, the review focuses on themes of digital pedagogy, teacher competence, ethical considerations, and the application of the TPACK framework in value-based education. The synthesis highlights three key dimensions: (1) opportunities, where technology enhances learning accessibility, student engagement, and instructional personalization through interactive media and digital platforms; (2) challenges, including infrastructural limitations, varying levels of teacher digital competence, and ethical concerns regarding content authenticity and data privacy in religious contexts; and (3) strategic solutions, emphasizing continuous TPACK-based professional development, the creation of religiously aligned digital content, and supportive institutional policies. This review contributes a conceptual understanding of how digital transformation can be sustainably integrated into PAI, underscoring that successful implementation requires holistic alignment of technology, pedagogical competence, ethical governance, and systemic support. The findings offer practical recommendations for educators
Copyright (c) 2026 Ari Koswara, Darmanto, Indah Wigati, Suhadi http://creativecommons.org/licenses/by/4.0
Enhancing Speaking Skills Through Code-mixing and Code-Switching in Madurese Context
Teaching English to students who don't get much exposure to English as a foreign language and still mostly speak their native language, such as Madurese, presents some difficulties and challenges. This study investigates the effectiveness of a teacher's intentional code-mixing and code-switching strategies in an English as a Foreign Language (EFL) on Madurese. Using quantitative research with the pre-experimental design (one group pretest and posttest), the research was conducted in the first semester of the Faculty of Sharia and Economic Islami of Universitas Annuqayah Guluk-Guluk Sumenep. Data were collected from score pre-and post-tests of the students through speaking proficiency. From a one-sample t-test, it showed that there is a significant mean difference between pre-test and post-test in speaking proficiency, and the students' speaking scores are statistically significantly different after the intervention. This finding suggests that the intervention of code-mixing and code-switching by the teacher had a significant positive effect on the students' speaking skills, indicating a large effect as calculated by Cohen's d. The strategic use of code-mixing and code-switching is a powerful pedagogical tool that provides both cognitive scaffolding and affective support. The improvement happens by adopting a nuanced teaching approach that leverages students' native language as a valuable resource to overcome linguistic and psychological barriers in EFL learning.
Copyright (c) 2025 Achmad Syarofi Al-furqon, Jaftiyatur Rohaniyah, Beny Hamdani http://creativecommons.org/licenses/by/4.0
Enhancing Elementary Students’ Mathematics Achievement through CTL and Musi Board Media
This study aims to examine the effect of Contextual Teaching and Learning (CTL) combined with Musi Board media on fourth-grade students’ mathematics achievement. The research employed a quantitative approach using a quasi-experimental design with a nonequivalent control group. The sample consisted of two groups: an experimental group taught using the CTL model with Musi Board media and a control group taught using conventional methods with Musi Board media. Data were collected through a mathematics achievement test administered as a pre-test and post-test. The data were analyzed using descriptive and inferential statistics, including normality, homogeneity, and an independent samples t-test. The results showed that students in the experimental group demonstrated a significant improvement in learning outcomes, with the mean score increasing from 49.8 (pre-test) to 72.5 (post-test), compared to the control group, which improved from 49.5 to 65. The t-test analysis indicated a significant difference between the two groups (p < 0.05), confirming the effectiveness of the CTL model. The findings suggest that integrating contextual learning with instructional media enhances students’ engagement, conceptual understanding, and overall mathematics achievement. Therefore, CTL combined with Musi Board media can be considered an effective instructional strategy in elementary mathematics education.
Copyright (c) 2026 Rudi Susanto, Edi Harapan, Mery Novianti http://creativecommons.org/licenses/by/4.0
Mapping Transnational Islamic Education Networks in Southeast Asia
This study examines the structure and dynamics of transnational Islamic education networks in Southeast Asia through a qualitative literature review and a Social Network Analysis (SNA) perspective. Synthesizing 45 relevant peer-reviewed articles drawn from scholarly works published between 2020 and 2025, the research explores how traditional institutions such as pesantren and madrasah interact with modern educational systems and global networks. The findings reveal that Islamic education in the region is characterized by a hybrid structure, integrating localized religious traditions with transnational knowledge flows, particularly through connections with the Middle East and other Muslim-majority regions. Key actors, including ulama, educational institutions, and state agencies, play crucial roles in facilitating collaboration, curriculum transformation, and knowledge dissemination across borders. Furthermore, the study highlights the impact of globalization and digitalization in expanding access to Islamic knowledge while simultaneously introducing challenges related to institutional autonomy and resource disparities. By mapping these relationships conceptually, this research contributes to a deeper understanding of how Islamic education networks evolve within a globalized context. It also provides insights into policy development and institutional strategies to strengthen collaboration, promote moderation, and enhance the global competitiveness of Islamic education in Southeast Asia.
Copyright (c) 2026 Ruslaini, Fajri Ismail, Indah Wigati, Yuniar http://creativecommons.org/licenses/by/4.0
Integrating Multiple Intelligences into Social Studies Instruction
This study aims to explore the integration of Multiple Intelligences (MI) into Social Studies learning at the elementary school level through a qualitative literature review. By synthesizing [insert actual number] relevant scholarly articles published between 2020 and 2025, this study examines how MI-based instructional models can enhance holistic student development. The findings reveal that traditional Social Studies instruction, which often emphasizes memorization, is insufficient in addressing the diverse cognitive, affective, and social needs of students. In contrast, the integration of Multiple Intelligences provides a more inclusive and student-centered learning approach by accommodating various learning styles and potentials. Furthermore, MI-based learning is found to support the development of critical thinking, empathy, collaboration, and social responsibility, key competencies required in 21st-century education. Instructional strategies such as problem-based learning, inquiry-based learning, and project-based learning are identified as effective approaches for implementing MI in Social Studies classrooms. However, the study also highlights challenges related to teacher readiness, limited resources, and curriculum constraints. Therefore, successful implementation requires professional development, curriculum adaptation, and institutional support. Overall, this study contributes to the development of a conceptual framework for integrating Multiple Intelligences into Social Studies learning to promote more meaningful and holistic educational outcomes.
Copyright (c) 2026 Vera Feryyal http://creativecommons.org/licenses/by/4.0
Development of Islamic Religious Education Curriculum Design Based on Learning Outcomes in the Implementation of the Independent Curriculum
The implementation of the Independent Curriculum in Indonesia has introduced significant changes in educational practices, particularly in promoting competency-based and student-centered learning. Within this framework, learning outcomes serve as a fundamental component in guiding curriculum design, instructional strategies, and assessment processes. This study aims to develop a conceptual framework for Islamic Religious Education curriculum design based on learning outcomes in the implementation of the Independent Curriculum. The research employs a qualitative approach using library research methods by analyzing relevant academic literature, policy documents, and previous studies related to curriculum development, learning outcomes, and Islamic Religious Education. Data were collected through a systematic literature review and analyzed using qualitative analysis techniques involving data reduction, data display, and conclusion drawing. The findings indicate that a learning outcomes-based curriculum design for Islamic Religious Education should be developed through several systematic stages, including needs analysis, formulation of learning objectives, selection and organization of learning materials, design of learning experiences, and development of appropriate assessment strategies. This approach ensures alignment between curriculum objectives, teaching activities, and evaluation methods while promoting the development of students’ cognitive, affective, and psychomotor competencies. Furthermore, the integration of innovative teaching strategies and digital learning resources can enhance the effectiveness of curriculum implementation. The study concludes that a learning outcomes-based curriculum design supports the goals of the Independent Curriculum by fostering meaningful learning experiences and strengthening students’ moral character, critical thinking skills, and social responsibility.
Copyright (c) 2026 Rahayu Suprapti, Meli Puspita, Abdurrahmansyah, Nurlaila http://creativecommons.org/licenses/by/4.0
Islamic Religious Education (IRE) plays a crucial role in shaping students’ moral character and spiritual awareness. However, contemporary IRE remains dominated by teacher-centered instruction and rote memorization, limiting students’ ability to contextualize Islamic values. Despite ongoing reform discourses, a critical research gap persists: the absence of a systematic instructional framework that effectively bridges theological foundations with contemporary pedagogical, contextual, and digital realities. This study analyzes instructional design development in IRE through conceptual deconstruction to promote meaningful learning. The novelty of this research lies in proposing a theo-anthropocentric instructional framework that reconceptualizes IRE pedagogy by integrating student-centered strategies, contextual relevance, and digital technology. Employing qualitative library research, data from scholarly works (2020–2025) were synthesized using content and descriptive–analytical techniques. Findings reveal that traditional models overemphasize cognitive knowledge while neglecting affective and experiential dimensions. Consequently, IRE transformation requires innovative pedagogies and technological integration to connect religious teachings with authentic experiences. Ultimately, IRE must transcend mere knowledge transmission to cultivate meaningful learning that fosters moral responsibility, critical reflection, and spiritual growth in contemporary learners.
Copyright (c) 2026 Eprianto, Ari Koswara, Abdurrahmansyah, Nurlaila http://creativecommons.org/licenses/by/4.0
Negotiating Malay Islamic Identity in the Era of Globalization
Globalization has significantly influenced cultural interactions and educational systems, creating both challenges and opportunities for the preservation of local cultural identities. In Southeast Asia, Malay Islamic identity represents a unique synthesis between Islamic religious values and Malay cultural traditions that has developed through historical processes of cultural interaction. The rapid expansion of globalization, including technological advancement, cultural exchange, and educational modernization, has raised important questions about the sustainability of this identity in contemporary society. This study aims to analyze how Islamic educational institutions respond to the integration of Malay Islamic identity in the era of globalization. This research employs a qualitative literature review method by examining academic publications published between 2020 and 2025. Data were collected through Google Scholar using keywords related to Islamic education, globalization, and Malay Islamic identity. The selected literature was analyzed using thematic analysis to identify major patterns, conceptual frameworks, and scholarly debates related to the role of Islamic educational institutions in preserving cultural identity. The findings indicate that Islamic educational institutions play a significant role in maintaining Malay Islamic identity through several strategies, including the integration of local wisdom in educational curricula, the adaptation of traditional learning systems to modern educational approaches, and the reinforcement of religious and cultural values within institutional practices. Furthermore, the study shows that globalization does not necessarily lead to the erosion of local identity but may encourage cultural adaptation and identity negotiation that allow Malay Islamic traditions to remain relevant in the global era.
Copyright (c) 2026 Hafizul Husni, Fajri Ismail, Indah Wigati, Yuniar http://creativecommons.org/licenses/by/4.0
Curriculum Transformation and Islamic Intellectual Identity in the Era of Globalization
Globalization has brought significant changes to education systems worldwide. Islamic education faces the challenge of adapting to developments in science, technology, and global social dynamics while maintaining its intellectual identity. This study aims to analyze the challenges faced by Islamic education in the era of globalization, examine institutional responses, and identify curriculum transformation strategies in Indonesia. This research employs a qualitative approach using a literature review method, examining academic sources published between 2020 and 2025. Data were analyzed using descriptive and thematic analysis. This study contributes by proposing an integrative framework that balances curriculum transformation, digital literacy, institutional governance, and Islamic intellectual identity preservation. The findings indicate that globalization encourages curriculum transformation through the integration of religious and general sciences, digital literacy strengthening, and adaptive learning models. However, challenges include the potential knowledge dichotomy, limited digital infrastructure, and the risk of weakening Islamic intellectual identity. Theoretical implications suggest that Islamic education requires strong epistemological foundations rooted in Islamic values to avoid marginalization of traditional scholarship. Practical implications indicate that educational institutions need comprehensive strategies integrating technological innovation with value preservation. Limitations: This study is limited to literature published between 2020 and 2025 within the Indonesian context. Future research should conduct empirical studies across diverse institutional contexts. An integrative approach balancing innovation, technology, and Islamic values is necessary to ensure Islamic education remains relevant and competitive globally.
Copyright (c) 2026 Firiyanto, Fajri Ismail, Indah Wigati, Yuniar http://creativecommons.org/licenses/by/4.0
Language Acquisition and Language Development in Early Childhood: Theoretical Perspectives and Implications for Education
Language acquisition in early childhood is a fundamental developmental process that forms the foundation for children’s cognitive, social, emotional, and academic growth. This study aims to explore the process of language acquisition and language development in early childhood within natural learning environments. Employing a qualitative descriptive approach, data were collected through naturalistic observation, semi-structured interviews with teachers, and documentation in early childhood education settings. The findings indicate that children’s language development emerges through a dynamic interaction between innate linguistic capacity, cognitive maturation, behavioral reinforcement, and social–emotional engagement. Children acquire language most effectively through meaningful interaction, repeated exposure, and supportive communication in everyday activities. The results also reveal that social interaction and emotional security significantly enhance children’s motivation to communicate, while cognitive readiness influences the complexity of language structures produced by children. These findings suggest that early childhood language acquisition cannot be explained by a single theoretical perspective but should be understood as a multidimensional process. Therefore, early childhood education programs should adopt holistic and interaction-based approaches that integrate linguistic, cognitive, and socio-emotional stimulation to support optimal language development.
Copyright (c) 2025 Desty Puspita Sari, Nurul Arifiyanti http://creativecommons.org/licenses/by/4.0
The Archipelago's Development of Career Meaning Background: An Analysis of Bangka Belitung's Career Counseling Services
Bangka Belitung through the perspective of career counseling services. A qualitative approach using Interpretative Phenomenological Analysis (IPA) was employed. Participants were senior high school students purposively selected based on their involvement in career counseling services. Data were collected through in-depth interviews, limited observations, and document analysis, and analyzed using interpretative thematic analysis. The findings indicate that career meaning is constructed through a negotiation process involving personal aspirations, family influence, local cultural values, and structural constraints of the island context. Career is predominantly understood as a means of life security and social sustainability rather than self-actualization. The study also reveals a tension between globally shaped career aspirations and locally constrained realities. Career counseling services are perceived primarily as sources of information rather than reflective spaces that facilitate contextual career meaning-making. This study highlights the need for more contextual, reflective, and dialogical career counseling practices to better align with students’ socio-cultural realities in island regions.
Copyright (c) 2025 Nikmarijal, Sandri, Jordi, Atika Delvani Rafi, Wilda Rahma, Helya Arnani http://creativecommons.org/licenses/by/4.0
The Dynamics of Therapeutic Relationships in Cybercounseling in Modern Guidance and Counseling Services
The development of digital technology has driven the transformation of guidance and counseling services through the implementation of cyber counseling. This service offers flexibility, efficiency, and expanded access for clients, but also presents complex dynamics in the form of challenges, obstacles, and opportunities. Cyber ​​counseling, as an innovation in guidance and counseling (BK) services in the digital era, presents a significant transformation in the therapeutic relationship between counselors and clients. This article aims to analyze the dynamics of the therapeutic relationship in cyber counseling by examining the challenges, obstacles, and opportunities that arise in the cultural, ethical, technical, and digital literacy contexts. The research used a desk study method by analyzing various literature related to digital counseling. The results of the study indicate that therapeutic relationships in virtual spaces face cultural challenges, data security risks, limitations in nonverbal communication, infrastructure barriers, and counselor competency readiness. However, cyber counseling also opens up significant opportunities for expanding service access, improving digital literacy, and innovating counseling intervention methods. With strengthened regulations, increased digital competence, and institutional support, cyber counseling has the potential to become a modern BK service model that is effective, ethical, and adaptive to current developments.
Copyright (c) 2024 Nurul Faqih, Melisa Wulandari, Mutiara Putri, Widia Widia, Muhammad Fadillah, Prayogie Prayogie http://creativecommons.org/licenses/by/4.0
Madrasah Organizational Culture as the Foundation for Effective Educational Management
Organizational culture plays a crucial role in shaping the effectiveness of educational management, particularly in madrasah as Islamic educational institutions that integrate academic and moral development. This study aims to examine organizational culture as a foundational element of effective educational management in the madrasah context. Employing a traditional literature review approach, this study analyzes relevant theories and empirical findings related to organizational culture, leadership, and educational management in madrasah and broader educational settings. The findings indicate that organizational culture, grounded in shared managerial values and Islamic moral principles, influences management processes, enhances teacher performance, and fosters a conducive learning environment. Furthermore, leadership—especially transformational and value-based leadership—emerges as a key factor in strengthening and sustaining organizational culture. Despite its strategic importance, the implementation of organizational culture in madrasah faces challenges such as resistance to change and inconsistencies between espoused values and actual practices. This study concludes that strengthening organizational culture through strategic management, character education, and collective stakeholder involvement is essential for achieving sustainable and effective educational management in madrasah.
Copyright (c) 2025 Zulkarnain http://creativecommons.org/licenses/by/4.0
Habituation-Based Character Education in Islamic Primary Schools: Integrating the 7 Habits Framework within the Merdeka Curriculum
Despite widespread adoption of character education programs in Indonesian Islamic primary schools, a persistent gap remains in understanding how global character frameworks can be systematically integrated with local religious curricula to produce holistic student development. While habituation-based approaches have shown promise for fostering discipline and religiosity, existing studies predominantly describe isolated practices without examining the conceptual mechanisms that enable sustainable integration between daily routines and formal religious instruction. This study addresses this lacuna by investigating the implementation of the "7 Habits of Great Children" framework within Islamic Religious Education (PAI) under Indonesia's Merdeka Curriculum. Drawing on qualitative data from classroom observations, in-depth interviews, and document analysis at a purposively selected madrasah, we develop an empirically grounded model demonstrating how structured habituation practices—including communal worship, health routines, and social courtesies—can be theoretically synchronized with PAI learning objectives to create mutually reinforcing character development pathways. Our findings reveal that the integration operates through three conceptual mechanisms: (1) behavioral scaffolding, wherein daily routines provide embodied foundations for abstract religious concepts; (2) contextual bridging, where teachers deliberately connect habituation experiences with PAI content to enhance meaning-making; and (3) environmental synergy, characterized by coordinated reinforcement across school and home settings. The study contributes to character education scholarship by offering a transferable framework for harmonizing universal character principles with culturally situated religious instruction, thereby extending the applicability of habituation theory beyond single-institution implementations. These insights carry implications for curriculum designers and educators seeking to operationalize value-based education within flexible, student-centered learning environments.
Copyright (c) 2026 Halimatus Sa’diya, Avidatul Umaidah, Isnainiyah, Subianto, Muhammad Hasan, Ahmad Fauzi http://creativecommons.org/licenses/by/4.0
The Relevance of Paulo Freire’s Liberation Education to the Implementation of the Independent Curriculum in Indonesia
Education in Paulo Freire's view has a great urgency as a means of liberation from social, political and economic injustice. This article examines the concept of Paulo Freire education which is oriented to humanization and critical awareness (conscienient) to fight dehumanization. Freire rejected the education model "bank style," which only positioned students as passive objects, and offers a dialogical approach as a solution to create interactive, critical, and relevant learning spaces to social contexts. The method used in this article is the study of literature, by examining various books, journals, and articles related to Freire thought. This study found that liberating education involved dialogue as the core of learning, where the teacher and students both acted as subjects. This process builds critical awareness that allows individuals to understand and change the structure of oppression in society. Education must be relevant to the life experience of students, allowing them to develop critical thinking to understand the root of the problem and take solutive. The results of the discussion show the relevance of the concept of Freire to the free curriculum of learning in Indonesia, which emphasizes the freedom and autonomy of students in exploring the potential of themselves. This article recommends the application of dialogue and reflection -based education as an approach to overcoming the challenges of globalization and improving the quality of education. Thus, education is not only a means of transferring knowledge, but also a tool to empower individuals as agents of social change.
Copyright (c) 2025 Ryan Juppenny, Hadi Cahyono, Singkir Hudijono, Ardhana Januar Mahardhani http://creativecommons.org/licenses/by/4.0
Constructing Moral Populism Through Narrative and Evaluation
This study examines how moral populism is linguistically constructed in the social media discourse of Indonesian public figure Dedi Mulyadi. Unlike dominant global models of populism that construct political legitimacy through conflict with elites, Mulyadi’s public persona emerges from empathetic encounters with ordinary citizens documented on YouTube. Rather than proposing policies, he performs ethical responsibility, framing poverty as moral virtue and leadership as personal caregiving. The analysis draws on twenty fully transcribed videos uploaded between January 2023 and January 2024 and applies an integrated linguistic framework combining discursive polarization, narrative, and appraisal theory. The findings show that (1) “the people” are constructed as morally deserving through narratives that romanticize hardship, (2) the leader is positioned as a cultural elder and ethical mediator rather than a political representative, and (3) indirect critiques of governance are articulated through linguistic contrasts between moral action and bureaucratic inaction. Public witnessing in the videos further legitimizes these moral acts, producing co-constructed authority. The study argues that Mulyadi’s discourse represents a non-antagonistic form of moral populism rooted in everyday care, shared cultural responsibility, and linguistic intimacy. These findings expand current scholarship by demonstrating how populist legitimacy in localized Southeast Asian contexts can emerge not through ideological opposition, but through ethical narration and interpersonal moral performance.
Copyright (c) 2025 Nazlah Syahaf Nasution, Barli Kifli, Fitri Ayu http://creativecommons.org/licenses/by/4.0
Web-based learning and Artificial Intelligence (AI) have rapidly reshaped Arabic language education in the digital era. This study aims to synthesize findings from national and international literature regarding the role of AI within web-based learning media in strengthening students’ Arabic learning strategies and outcomes. Using a traditional literature review approach, this research analyzes studies focusing on AI applications such as chatbots, Natural Language Processing (NLP), adaptive platforms, and intelligent tutoring systems. The review reveals that AI supports interactivity, personalization, independent learning, and motivation, enabling students to learn Arabic beyond classroom boundaries. However, challenges remain, including limited linguistic resources, dialect variation, ethical concerns, data privacy, and low digital literacy among teachers and students. The study does not develop a learning ecosystem, but instead provides conceptual insights and recommendations for future research and practice. The findings are expected to guide educators, developers, and policymakers in designing more inclusive, adaptive, and ethical AI-supported Arabic language learning environments
Copyright (c) 2025 Iswatun Hasanah, Andre Saputra, Anwar Syafi’i, Fathul Maujud http://creativecommons.org/licenses/by/4.0
Human Resource Planning and Recruitment Management in Islamic Educational Institutions
Human resource management (HRM) is a crucial component in strengthening the quality and sustainability of Islamic educational institutions, including Boarding schools. As educational demands increasingly require professionalism, digital competence, and organizational effectiveness, Boarding schools must manage their human resources through systematic planning and recruitment. This study explores HR planning and recruitment at Boarding School Al-Musyarrofah, Cianjur, focusing on how workforce needs are identified, how future HR demands are forecasted, and how recruitment strategies align with institutional goals and Islamic educational values. Using a qualitative case study approach, data were collected through interviews, observations, and documentation to analyze HR practices and challenges within the Boarding School context. The study is guided by several research questions: how the Boarding School conducts HR planning, how it forecasts future workforce requirements, what recruitment strategies are employed, how Islamic values influence HR processes, and what obstacles arise in implementation. The theoretical framework integrates modern HRM theories such as workforce planning, competency-based recruitment, and structured selection processes with principles of Islamic education emphasizing amanah, adab, khidmah, and educator integrity. This hybrid framework positions HRM not only as a managerial function but also as a moral responsibility. The study contributes by offering an empirical model of HR planning and recruitment suited to Boarding schools, demonstrating how modern HRM principles can be harmonized with Islamic educational philosophy to produce effective, ethical, and culturally grounded HR practices.
Copyright (c) 2025 Fardan Abdul Basith, Muhammad Ridwan Aziz, Ayi Dini Purwandi, Dwi Haryanto Hamdani, Badrudin Badrudin http://creativecommons.org/licenses/by/4.0
Weaving the Values of Pancasila and Mathematics Into Digital Stories
This study aims to explore students' experiences in linking mathematics and Pancasila values in a digital picture story project activity through Story Jumper media. A phenomenological approach was used to capture in-depth meanings during the story-making process based on students' creative ideas and experiences, including their feelings, thoughts, reflections, and challenges. In-depth interviews, digital story documentation and field notes were used to extract research data. The results showed that several themes in Pancasila and Mathematics emerged in the stories such as gotong royong and practicing the values in each precept in Pancasila, as well as whole number operations and the area of flat buildings. In addition, the learning experience provided a new discovery of meaning in learning for students and had an impact on the creative process in developing story ideas and motivating themselves as prospective teachers with character.
Copyright (c) 2025 Fina Hidayati http://creativecommons.org/licenses/by/4.0
The Implementation of Morning Journals as a Teacher’s Strategy in Improving Early Childhood Literacy
This study aims to describe teacher strategies in stimulating early childhood literacy through morning journal habituation activities at KBTK Islam Insan Kamil Tuban. Literacy is one of the basic competencies that need to be developed from an early age as a foundation for academic abilities at the next level. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results show that morning journal habituation can stimulate children's literacy skills in the aspects of listening, speaking, reading, and writing. Teachers act as facilitators by creating a pleasant learning atmosphere, providing examples, and guiding children to write and draw based on daily experiences. Morning journal habituation also fosters discipline, self-confidence, and children's ability to express ideas. Thus, morning journal activities are effective as a strategy to improve early childhood literacy that is contextual and enjoyable.
Copyright (c) 2025 Moh. Taufiq, Nurifah http://creativecommons.org/licenses/by/4.0
Deep Learning–Based QuizWhizzer for Innovative IPAS Assessment in Elementary School
This classroom action research aims to improve students’ learning outcomes and engagement through an innovative learning evaluation based on Deep Learning using the QuizWhizzer digital platform in the Natural and Social Sciences (IPAS) subject. The initial problem identified was the low level of student participation in evaluation activities and the limited use of varied and engaging digital assessment media aligned with 21st-century learning demands. Integrating Deep Learning principles into the evaluation process was expected to help students develop deeper conceptual understanding, contextual reasoning, and reflective learning abilities. The study was conducted in two cycles following the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. The research subjects were 30 fifth-grade students. Data were collected through observations, interviews, documentation, and learning outcome tests, and analyzed using descriptive qualitative and quantitative approaches. The findings indicate a significant improvement in both student activity and learning outcomes. Mastery learning increased from 58% in the pre-cycle to 76% in Cycle I and reached 91% in Cycle II. Students also demonstrated higher motivation, stronger collaboration, and improved critical-thinking skills during the gamified evaluation process. The use of QuizWhizzer created an interactive, enjoyable, and competitive learning atmosphere that supported mindful, meaningful, and joyful learning. This study concludes that the Deep Learning–based evaluation using QuizWhizzer is an effective and innovative assessment strategy that enhances IPAS learning quality in elementary schools and can be recommended as an alternative digital evaluation method within the Merdeka Curriculum.
Copyright (c) 2025 Fitria Carli Wiseza , Ibermarza Ibermarza, Geci Andayani, Hafizah Hafizah, Juwita Kusuma Dewi http://creativecommons.org/licenses/by/4.0
Habituation of Moderate Religious Values at the Ihyaul Ulum DDI Baruga Majene Islamic Boarding School
This study discusses the habituation of religious moderation values at the Ihyaul Ulum DDI Baruga Islamic Boarding School in Majene Regency, West Sulawesi. Data collection was carried out through interviews, observation, and documentation. The results show that the leaders of the Ihyaul Ulum DDI Islamic Boarding School believe that Islam is a religion that carries a mission of compassion and Rahmatan Lil 'Alamin, providing safety and security for Muslims and others. Islam is a religion that accommodates differences and tolerance, and respects the diverse realities of religious practice while still promoting unity and integrity. The values of religious moderation that are habituated in Islamic boarding schools are: tawassut (moderation), tawazun (maintaining balance and harmony), i'tidal (straightforwardness, being fair in actions or reactions), tasamuh (tolerance), and tasyawwur (deliberation). The sources of reference are the Qur'an, Hadith, the book Akhlak Lil Banin (written by Umar Bin Ahmad Baradja), Ta'lim Muta'allim (Sheikh Az -Zurnuji), Arbain Nawawi (Imam Yahya Bin Syarifuddin An Nawawi), and Jawahirul Kalamiyah (Sheikh Thahir Bin Shalih Al Jazairy). The process of habituating the values of religious moderation for santri is carried out through various activities using the methods of habituation, direct practicing, and modeling.
habituation ; moderate religious values ; pesantren
Copyright (c) 2025 Syarifuddin Idris, Ahmad Irvani, Syarifah HR DG Tujuh, Nihla Kamilah, Besse Ruhaya http://creativecommons.org/licenses/by/4.0
Utilization of Learning Management System-Based Moodle and Google Classroom for Arabic Language Learning
This study investigates the integration of Learning Management Systems (LMS), particularly Moodle and Google Classroom, in Arabic language education through a systematic literature review. The article search was conducted between 2019 and 2025 across Google Scholar databases using keywords related to Arabic language learning, Moodle, Google Classroom, and digital pedagogy. The initial search yielded 143 publications, of which 123 met the inclusion criteria through title and abstract screening, and 20 studies that fulfilled eligibility criteria were analyzed in full. The synthesis of the selected articles shows that LMS significantly improves accessibility, interactivity, and student engagement through flexible, structured, and multimedia-based learning environments. However, several constraints persist, including reduced learner motivation, insufficient digital competence among teachers, unequal access to technology, and limited opportunities for authentic muhādatsah practice. The findings highlight that the effectiveness of LMS depends heavily on teachers’ digital readiness, the availability of contextualized digital learning materials, and institutional support to sustain technological innovation. Overall, blended learning and LMS-supported instruction have strong potential to enhance communicative competence and independent learning skills, provided that pedagogical reform and capacity building are ensured.
Copyright (c) 2025 Fadhil Izzan JM, Muhammad Bilal, Fathul Maujud http://creativecommons.org/licenses/by/4.0
Innovative Learning Strategies Towards Improving Students' Arabic Speaking Skills
This study presents a Systematic Literature Review (SLR) on innovative instructional strategies designed to improve students’ Arabic speaking skills (mahārah kalām) across varied educational settings. The review applied the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) procedure, including identification, screening, eligibility, and inclusion stages. Literature was retrieved from Google Scholar using keywords related to Arabic pedagogy and innovative learning. A total of 250 articles were initially found; 175 were excluded because they did not focus on speaking skills or did not meet methodological and thematic criteria. The remaining 75 studies published between 2015 and 2025 were analyzed qualitatively. The synthesis shows that Project-Based Learning (PBL), Total Physical Response (TPR), muhadasah practice, eclectic methods, and technology-enhanced media consistently contribute to improvements in fluency, pronunciation, vocabulary mastery, and communicative confidence. These strategies demonstrate alignment with communicative, behaviorist, cognitive, and constructivist learning paradigms through authentic communication, reinforcement, cognitive engagement, and experiential learning. Despite these promising results, research gaps remain, particularly the lack of comparative studies and limited exploration in higher education and nonformal learning contexts. The study underscores the need for integrative, technology-driven instructional models to strengthen Arabic-speaking pedagogy responsive to twenty-first-century learning demands.
Copyright (c) 2025 Qurratul Aini, Wahyu Suci Anggrayani , Fathul Maujud http://creativecommons.org/licenses/by/4.0
Development of Busy Book Media in Introducing Gender Roles to Children Aged 4-6 Years in Pangkalpinang City
This study aims to introduce gender roles to children using busy books. This research is a research and development study using the ADDIE method. The sample of this study was 5 educators and 25 children in Pangkalpinang City. The learning plan was prepared quite well by the educators. There are four methods used: habituation, storytelling, and conversation. The media used was busy books. Changes in children's learning behavior include children being able to recognize the gender roles of boys and girls. The results of this study indicate that busy books are suitable for introducing children to gender roles.
Copyright (c) 2025 Yurinda Withasari, Dian Puspita Eka Putri, Rezki Juniarti Novitasari http://creativecommons.org/licenses/by/4.0
Learning-Oriented Assessment (LOA) in Indonesian EFL Classrooms From Kurikulum 2013 to Merdeka
Penelitian ini bertujuan untuk mengeksplorasi implementasi Learning-Oriented Assessment (LOA) dalam pengajaran Bahasa Inggris sebagai bahasa asing (EFL) pada transisi Kurikulum 2013 (K-13) menuju Kurikulum Merdeka di Indonesia. Tujuan utama penelitian ini adalah untuk memahami bagaimana filosofi penilaian dalam pendidikan Indonesia telah bergeser dan bagaimana prinsip-prinsip LOA diterapkan oleh para guru EFL di Kolaka, Sulawesi Tenggara. Penelitian ini menggunakan desain studi kasus kualitatif dengan melibatkan guru EFL dari tiga SMP negeri di Kolaka yang aktif menerapkan Kurikulum Merdeka. Metode pengumpulan data meliputi wawancara semi-terstruktur, observasi kelas, dan analisis dokumen. Hasil penelitian menunjukkan adanya pergeseran filosofi penilaian yang signifikan dari penilaian sumatif dan berbasis hasil di K-13 menuju penilaian formatif, diagnostik, dan autentik di Kurikulum Merdeka. Meskipun para guru memahami prinsip dasar LOA, implementasi yang konsisten masih terbatas, terutama dalam aspek penilaian sebagai pembelajaran (assessment as learning). Penggunaan CEFR (Common European Framework of Reference) dalam penilaian juga teridentifikasi, meskipun penerapannya belum optimal. Kesimpulan penelitian ini menunjukkan bahwa meskipun terdapat perubahan positif dalam praktik penilaian, masih ada tantangan besar dalam pelaksanaan LOA secara menyeluruh dan integrasi penuh dengan CEFR dalam konteks pendidikan EFL di Indonesia.
Penilaian Berorientasi Pembelajaran (LOA)
Copyright (c) 2025 ray suryadi, La Sunra, Syarifuddin Dollah http://creativecommons.org/licenses/by/4.0
Ecotheology in Minangkabau Community Education
This study addresses environmental degradation and declining ecological awareness in modern religious and social life. Within the Minangkabau context, the integration of Islamic values and customary traditions continues to reflect a harmonious relationship between humans, nature, and God. This research analyzes how Islamic ecotheological values are embedded in the leadership of niniak mamak (traditional leaders) and the social practices of the Salingka Nagari community in Tilatang Kamang, Agam Regency, West Sumatra. Using a qualitative descriptive-analytical approach, data were collected through in-depth interviews, participatory observation, and documentation, with Tamsir Dt. Pado Batuah and Mutaqim Malin Pamuncak serving as key informants. The findings show that Islamic ecotheological values are practiced through an indigenous leadership system grounded in mizan (ecological balance), amanah (responsibility for God’s creation), and ukhuwah kauniyyah (universal brotherhood among all beings). Ecological governance is reflected in the management of customary forests (Rimbo Manduang), collective farming (batanam basamo), and community deliberation, all rooted in the principle of adat basandi syarak, syarak basandi Kitabullah (custom founded upon Islamic law, and Islamic law founded upon the Qur’an). Non-formal educational spaces such as surau and lapau also function as channels for transmitting ecotheological values across generations. This study concludes that the leadership of niniak mamak in Tilatang Kamang embodies a living model of Islamic social ecology, integrating Islamic teachings, local wisdom, and ecological consciousness within a sustainable governance system. The findings contribute to developing a faith-based ecological leadership framework within Islamic education and sustainable development discourse.
Copyright (c) 2025 Eramli Jantan Abdullah, Febrino Febrino, Zetty Nurzuliana Rashed http://creativecommons.org/licenses/by/4.0
Climate Action in English for Computer Science
This study examines the integration of climate action concepts, specifically green computing and computing for green, into English language learning for computer science students using the Content and Language Integrated Learning (CLIL) approach. English Language Learners (ELLs), most of whom are non-native English speakers (NNES) in the field of Computer Science, require a language learning model that not only improves linguistic skills but also fosters awareness and active participation in global climate change issues. Through qualitative methods, including a literature review, CLIL classroom observations, and interviews with instructors, this study identifies best practices in designing content-integrated English language curricula that combine language proficiency and ecological literacy. Green computing principles are applied not only in learning materials but also in research methods to reduce carbon footprints. Findings indicate that integrating sustainability topics into English language learning within the context of Computer Science effectively enhances students' language skills and environmental awareness. Students become more motivated to act as agents of change in preserving the environment. The practical implication is that interdisciplinary collaboration and innovative CLIL curriculum design can play a crucial role in preparing Computer Science graduates to be not only technically competent but also linguistically competent, as well as having sustainability awareness.
climate action; CLIL; green computing; ecological literacy, ESD
Copyright (c) 2025 Dewi Sari Wahyuni, T. Sy. Eiva Fatdha http://creativecommons.org/licenses/by/4.0
Learning Planning and Organizing as Determinants of Kitab Kuning Learning Effectiveness
This study aims to analyze the influence of learning planning and organization on the effectiveness of kitab kuning (classical Islamic text) learning at Pondok Pesantren Madinatul Munawwarah, Bukittinggi City. The research employs a quantitative approach with an explanatory research design. The population includes teachers of kitab kuning and students (santri) directly involved in the learning process, with samples selected through purposive sampling techniques. Data were collected using questionnaires and documentation, and analyzed using multiple linear regression to determine the relationships among variables. The results indicate that learning planning has a significant effect on learning effectiveness, as reflected in teacher preparedness, clarity of objectives, and the suitability of learning materials and methods. Furthermore, learning organization also shows a significant influence through effective coordination among educators, time management, and the utilization of facilities and infrastructure. Simultaneously, both variables contribute positively to enhancing the effectiveness of kitab kuning learning. The findings highlight the importance of well-structured planning and organization as strategic foundations for achieving effective kitab kuning learning in Islamic boarding schools.
Copyright (c) 2025 Mustaqim, Ulva Rahmi http://creativecommons.org/licenses/by/4.0