Al-Ishlah: Jurnal Pendidikan (P-ISSN 2087-9490; E-ISSN 2597-940X) is a peer-refereed open-access journal which has been established for the dissemination of state of the art knowledge in the field of education. This Journal is published four times in a year (March, June, September, and December) by Lembaga Penelitian dan Pengabdian Kepada Masyarakat, Sekolah Tinggi Agama Islam Hubbulwathan Duri, Riau, Indonesia. It is intended to be the journal for publishing original articles on the latest issues and trends occurring in education curriculum, instruction, learning, policy, and preparation of teachers with the aim to advance our knowledge of education theory and practice. Moreover, this journal also covers the issues concerned with environmental education. All submitted manuscripts will be initially reviewed by editors and are then evaluated by a minimum of two reviewers through the double-blind review process. This is to ensure the quality of the published manuscripts in the journal. Al-Ishlah: Jurnal Pendidikan has been accredited by the Minister of Research and Technology/Head of National Agency for Research and Innovation as an academic journal, No. 200/M/KPT/2020. AL-Ishlah: Jurnal Pendidikan has been indexed in DOAJ, SINTA, MORAREF, IOS, GARUDA, GOOGLE SCHOLAR
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Challenges in Numeracy: The Role of Mathematics Anxiety in Shaping Eleventh-Grade Students’ Problem-Solving Abilities
This study investigates the learning barriers experienced by eleventh-grade high school students in solving mathematics problems related to numeracy literacy, with particular attention to their levels of mathematics anxiety. Numeracy literacy is essential for students to apply mathematical concepts in real-life contexts; however, many struggle due to cognitive and emotional challenges. Using a qualitative research design, data were collected through classroom observations, semi-structured interviews, and analysis of student work. Participants were selected purposively from a public high school, ensuring variation in performance and reported anxiety levels. The findings reveal that students commonly face difficulties in understanding foundational mathematical concepts, such as fractions, algebraic operations, and data interpretation from tables or graphs. Many also demonstrate limited ability to connect mathematical problems with real-world applications, such as calculating percentages in discounts or interpreting statistical information. Moreover, students struggle to identify relevant information and apply appropriate problem-solving strategies. These barriers are strongly linked to mathematics anxiety, which is evident through behaviors such as hesitation, avoidance, and reduced confidence during numeracy tasks. High-anxiety students often experience deeper conceptual misunderstandings and exhibit less persistence in solving problems. The results suggest that effective instructional approaches should not only address conceptual gaps but also incorporate emotional support to reduce anxiety and improve engagement. Future research is recommended to develop and test targeted interventions aimed at overcoming both cognitive and affective barriers in mathematics learning.
Copyright (c) 2025 Sanusi Sanusi, Tiara Citra Maharani Firdaus, Swasti Maharani https://creativecommons.org/licenses/by-nc/4.0
Exploring the Impact of Discovery Learning and Self-Efficacy on Students' Critical Thinking Skills
Critical thinking is a crucial skill for academic and lifelong success, requiring educational strategies that actively engage students. The Discovery Learning model, rooted in constructivist theory, has been widely recognized for promoting higher-order thinking. This study investigates the effects of the Discovery Learning model and students’ self-efficacy on critical thinking skills, including the interaction between these variables. A quasi-experimental design was employed involving 60 first-semester students from the Indonesian Language Department. Participants were assigned to either an experimental group (Discovery Learning) or a control group (Problem-Based Learning). Self-efficacy levels were measured using a validated questionnaire, while critical thinking was assessed through a standardized test. Data were analyzed using two-way Analysis of Variance (ANOVA). The results showed that the Discovery Learning model significantly improved students’ critical thinking skills (F = 27.409, p < 0.001). Self-efficacy also had a significant main effect on critical thinking performance (F = 46.780, p = 0.010). Additionally, a significant interaction was found between the instructional model and self-efficacy (F = 5.187, p = 0.027), indicating that the impact of Discovery Learning was stronger among students with higher self-efficacy. These findings highlight the combined importance of instructional strategies and learner beliefs. Discovery Learning not only enhances critical thinking but also synergizes with self-efficacy to optimize student performance. Educators are encouraged to implement learner-centered approaches that foster both cognitive skills and student confidence.
Copyright (c) 2025 Abdul Hamid Bachtiar https://creativecommons.org/licenses/by-nc/4.0
Integration of Dakwah-Based Curriculum to Build Progressive Spirituality and Character in Indonesian Islamic Education
This study investigates the role of da'wah in enhancing spirituality as a foundation for developing progressive character traits—such as integrity, responsibility, and social awareness—within the community of Sidenreng Rappang Regency, South Sulawesi. It explores how spiritual development through Islamic preaching can lead to positive individual and collective transformation. A qualitative approach was employed, utilizing interviews, field observations, and literature reviews to gather data on local da'wah practices and their impact on community values. Key informants included religious leaders, community members, and local officials involved in spiritual and social initiatives. Findings reveal that effective da'wah activities significantly contribute to increased personal spirituality and community cohesion. Approximately 80% of participants reported noticeable positive changes in attitudes and behaviors following sustained engagement with da'wah-based programs. These changes included stronger ethical awareness, enhanced social responsibility, and a greater sense of communal harmony. The results suggest that da'wah serves not only as a religious practice but also as a transformative social instrument. By embedding Islamic values into everyday life, da'wah fosters a spiritual environment that supports the formation of progressive character traits. This underscores its strategic role in building a socially conscious and morally grounded society in Sidenreng Rappang. Da'wah plays a critical role in spiritual and character development, making it an essential element in promoting holistic societal progress.
Copyright (c) 2025 Syamsu T , A Rizal https://creativecommons.org/licenses/by-nc/4.0
Cultural Values in Malay Pantun of Jambi: Preserving the Identity and Cultural Heritage of the Jambi Community
Pantun is a traditional form of Malay oral literature widely used in rituals and social events, functioning as a medium for expressing cultural values. In Jambi, Indonesia, pantun is integral to the community’s cultural and linguistic identity. This study aims to explore the cultural values embedded in the Malay pantun of Jambi and examine its role in preserving local heritage.This research employed a qualitative descriptive design using a content analysis approach. A corpus of pantun was collected through oral traditions, archival materials, and interviews with cultural practitioners in Jambi. The analysis focused on interpreting the meaning, cultural symbolism, and values conveyed through the pantun.The analysis revealed that Jambi’s Malay pantun reflects the community’s worldview and social norms, functioning as a vehicle for transmitting cultural identity. The pantun emphasizes values such as respect, harmony, and wisdom, and demonstrates the community’s linguistic richness. It also plays a significant role in maintaining and promoting the Jambi Malay language.The findings highlight the pantun's function not only as literary expression but also as a cultural archive that strengthens communal identity and intergenerational continuity. Revitalizing the pantun tradition is essential for preserving the cultural heritage and language of the Jambi Malay community.
Copyright (c) 2025 Nazurty Nazurty, Putimasurai Putimasurai, Urip Sulistiyo, Desti Angraini https://creativecommons.org/licenses/by-nc/4.0
The Influence of External Locus of Control, Emotion Dysregulation, and Social Support on Academic Procrastination in Overseas Students
Academic procrastination is a prevalent issue among international students, influenced by multiple psychological and social factors. This study investigates the relationships between academic self-efficacy, social support, emotion dysregulation, and academic procrastination, with academic self-efficacy also examined as a mediating and moderating variable. Data were collected from international students enrolled in universities. Structural Equation Modelling (SEM) was employed to analyze the interrelationships among the variables, focusing on both direct and indirect effects. Findings revealed that social support significantly and positively predicted academic self-efficacy, which in turn negatively influenced academic procrastination. Moreover, social support also directly reduced procrastination levels. External locus of control indirectly increased academic procrastination through lowered academic self-efficacy. However, emotion dysregulation showed no significant direct or indirect effect on academic procrastination. Academic self-efficacy served as a significant mediator between both social support and external locus of control in relation to procrastination. The results underscore the importance of perceived social support and academic self-efficacy in mitigating academic procrastination among international students. While emotional dysregulation was hypothesized to influence procrastination, its non-significant effect suggests that other factors may moderate this relationship in international student populations. These findings highlight the potential effectiveness of interventions aimed at strengthening academic self-efficacy and social support systems to reduce procrastination behaviors in this group.
Copyright (c) 2025 Rahmifanti R. Jacub https://creativecommons.org/licenses/by-nc/4.0
Enhancing Junior High School Students' Digital Advertisement Writing through Book Creator: A Quasi-Experimental Study
Developing students' ability to write effective digital advertisement texts is crucial in today's media-rich environment. This study explores the impact of the Book Creator application on enhancing junior high school students’ digital advertisement writing skills. A quasi-experimental design with a pretest-posttest control group was employed. The participants included 60 eighth-grade students who were randomly assigned to either the experimental group, which received instruction using the Book Creator app, or the control group, which followed traditional teaching methods. A validated writing skills test was used to measure students’ performance before and after the intervention. Data were analyzed using tests of normality, homogeneity, paired t-tests, and independent t-tests. Findings revealed a significant improvement in the post-test scores of the experimental group (M = 87.70) compared to the control group (M = 75.27), with a mean difference of 12.43 (t = 7.268, p < 0.001). The experimental group demonstrated enhanced ability in constructing persuasive, well-structured, and visually supported digital advertisements. The results suggest that integrating Book Creator into writing instruction supports the development of digital writing competencies, including creativity, structure, and multimedia integration. The study highlights the potential of digital tools to foster digital literacy and engagement among junior high school learners.
Copyright (c) 2025 Eka Malinda Rahmawati, Khaerudin Kurniawan, Isah Cahyani https://creativecommons.org/licenses/by-nc/4.0
The Role of Reading Self-Efficacy in Enhancing High School Students’ Comprehension of Argumentative Texts
Reading self-efficacy is believed to influence students’ engagement and success in comprehending complex texts, particularly argumentative texts that demand higher-order thinking. However, its specific contribution remains underexplored in the Indonesian EFL context. This study employed a correlational design to examine the contribution of reading self-efficacy to the comprehension of argumentative texts among senior high school students. Data were collected from 125 twelfth-grade students across four public schools in Padang City using a reading comprehension test and a self-efficacy questionnaire. To enrich the quantitative findings, brief follow-up interviews were conducted with selected participants. Statistical analysis using simple linear regression revealed that reading self-efficacy significantly contributed 9.83% to students’ reading comprehension scores, indicating a modest but meaningful relationship (p < 0.05). Qualitative data supported this finding, showing that students’ perceptions of personal progress, emotional responses, peer comparison, and strategy use shaped their self-efficacy. Students with high self-efficacy reported greater persistence and more effective reading strategies, while those with lower self-efficacy expressed anxiety and limited engagement with text content. The findings suggest that while reading self-efficacy does not fully predict comprehension outcomes, it plays a crucial motivational role, particularly when students face cognitively demanding texts. The results underscore the importance of fostering self-belief alongside strategy instruction in reading classrooms. Given the limited geographic scope, future research should include broader populations and additional variables to enhance generalizability.
Copyright (c) 2025 Afina Ulya Taufiq https://creativecommons.org/licenses/by-nc/4.0
Enhancing Students’ Concept Understanding Through The Problem-Based Learning Model: An Experimental Study
Improving students’ conceptual understanding in science remains a key challenge in higher education, particularly in teacher training programs. Problem-Based Learning (PBL) has been widely proposed as an effective model to foster deeper learning and critical thinking. This study investigates the effectiveness of the PBL model in enhancing students’ conceptual understanding in a fundamental science concepts course. A quasi-experimental design with a nonequivalent control group was employed. The study involved 78 fourth-semester students from the PGMI program at UIN Sunan Kalijaga, divided into an experimental group (PBL model) and a control group (cooperative model), each comprising 39 students. Pretest and posttest data were collected using validated essay-based instruments focused on the topic of static electricity. Data were analyzed using normality, homogeneity, and independent sample t-tests with SPSS 26. Both groups showed improvement, but the experimental class demonstrated significantly higher gains in conceptual understanding. The posttest mean score of the experimental group was 88.54 (Very High), compared to 78.72 (High) in the control group. Statistical analysis confirmed a significant difference between the groups (p = 0.00 < 0.05), indicating the effectiveness of the PBL model. The results support the use of PBL as a pedagogical approach to enhance science concept mastery. Given its impact, PBL is recommended for wider application in science education, though further research with diverse samples and long-term designs is suggested.
Copyright (c) 2025 Rafinur Asbar https://creativecommons.org/licenses/by-nc/4.0
Assessing the Assessor: Investigating Formative Assessment Literacy Among Islamic Education Teachers in Lamongan, Indonesia
Formative assessment literacy is essential for effective and student-centered instruction, yet limited research explores its application within religious education. This study investigates the level of formative assessment literacy among Islamic Education (PAI) teachers in Lamongan, East Java, focusing on three dimensions: conceptual understanding, practical implementation, and socio-emotional awareness. A descriptive quantitative design was employed, involving 263 PAI teachers from elementary to secondary levels. Data were collected using a validated Likert-scale questionnaire adapted from the Teacher Formative Assessment Literacy Scale (TFALS). Descriptive statistics and linear regression analysis were used to examine literacy levels and the predictive contribution of each dimension. The results show that PAI teachers exhibit high levels of formative assessment literacy across all three dimensions, with mean scores exceeding 5 on a 6-point scale. Regression analysis confirmed that each dimension significantly and independently contributes to teachers’ perceptions of formative assessment. However, interaction effects between dimensions were not significant, indicating limited cross-dimensional integration. These findings suggest that while PAI teachers possess strong individual competencies in assessment, holistic integration remains a challenge. Professional development should therefore address not only technical knowledge but also foster reflective and emotional capacities. Strengthening these areas can support more inclusive, ethical, and responsive assessment practices, particularly in value-based educational contexts such as Islamic education.
Copyright (c) 2025 Zuhriyyah Hidayati, Nurdi Nurdi, Kusaeri Kusaeri, Suparto Suparto, Sita Isna Malyuna https://creativecommons.org/licenses/by-nc/4.0
Examining the Impact of Classroom Management, Resource Utilization, and Teaching Strategies on Academic Success in History Education: The Role of Self-Efficacy as a Moderator
Academic self-efficacy plays a critical role in students’ learning outcomes, yet its interaction with instructional variables in history education remains underexplored. This study investigates the influence of classroom management, instructional methods, and learning resource management on students' academic self-efficacy in Indonesian senior high school (SMA) history classes. Using a descriptive quantitative approach, data were collected from 100 randomly selected students representing diverse academic and socioeconomic backgrounds. A structured survey was used to gather data, which were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings indicate that classroom management significantly impacts both academic self-efficacy and student performance in history. While academic self-efficacy positively influences students’ engagement and persistence, its moderating effect on the relationship between other variables was found to be statistically non-significant in some cases. Resource availability and instructional quality were also identified as key contributors to improved academic outcomes. The results underscore the importance of a well-managed and resource-rich classroom in fostering student motivation and achievement. Students with higher self-efficacy are more likely to enjoy learning, persevere in academic tasks, and participate actively in class. The study recommends that history educators adopt student-centered approaches—such as project-based learning, digital tools, and collaborative discussions—to enhance learners’ agency and interest. This research contributes to the literature by integrating four theoretical frameworks—Constructivist, Social Cognitive, Learning Resource, and Self-Determination Motivation theories—and highlights the relatively overlooked moderating role of academic self-efficacy in history education.
Copyright (c) 2025 Bety D.S. Hetharion https://creativecommons.org/licenses/by-nc/4.0
Cultural and Pragmatic Aspects of Compliment Responses: A Study of Indonesian EFL Learners
Compliment responses play a vital role in academic communication as indicators of pragmatic competence and cultural values. In multilingual contexts such as English and Minangkabau, they further reflect how students negotiate cultural identity through language use. This study examined university students’ compliment responses in English and Minangkabau using Searle’s (1969) speech act theory—focusing on expressive acts—and Chung’s (2010) classification of strategies: acceptance, amendment, non-acceptance, and combination. A descriptive qualitative approach was employed. Data were collected through a Discourse Completion Test (DCT) administered to 20 participants and follow-up interviews with 10 of them to explore the reasoning behind their choices. Analysis revealed that students used ten distinct strategies across both languages. The acceptance strategy, particularly through appreciation tokens, was most frequently employed, accounting for 66.7% of responses in English and 52.9% in Minangkabau. These results suggest that while students tended to accept compliments, they also adapted their responses to align with sociocultural expectations in each language. The findings indicate that students’ pragmatic competence is shaped by both linguistic proficiency and cultural norms. Their bilingual practices reflect an effort to balance modesty with acknowledgment, reinforcing their cultural identity in communicative exchanges. Integrating cultural awareness into English as a Foreign Language (EFL) instruction is essential to develop learners’ pragmatic competence and promote effective intercultural communication.
Copyright (c) 2025 Merry Sylvia https://creativecommons.org/licenses/by-nc/4.0
Validating A Prophetic-Based Assessment Model for Teacher Personality Competence
There is a growing need for valid assessment tools to evaluate teacher personality, particularly those grounded in moral and religious values. This study aims to develop and validate a personality assessment instrument for teachers based on a prophetic approach, which integrates Islamic ethical and spiritual principles. This research followed the ten-stage instrument development framework proposed by Crocker and Algina. A mixed-methods validation design was employed, including expert judgment and Confirmatory Factor Analysis (CFA) using AMOS software. The instrument was tested on three distinct respondent groups to ensure robustness. Expert evaluations confirmed the content validity and feasibility of the developed instrument. CFA results supported a four-dimensional model of teacher personality: transcendent, communicative, commitment, and humanist. Initial CFA results did not meet model fit criteria, necessitating post hoc modifications. The revised model demonstrated acceptable fit indices: RMSEA = 0.077, GFI = 0.934, AGFI = 0.898, TLI = 0.925, and NFI = 0.938. These values indicate the instrument possesses strong construct validity and reliability. The validated instrument effectively captures key dimensions of teacher personality aligned with prophetic values and can be applied in Islamic educational contexts. Its development addresses a critical gap in teacher assessment tools by incorporating moral and spiritual foundations. Future research may explore its application across broader educational settings.
Copyright (c) 2025 Atim Rinawati, Siti Fatimah https://creativecommons.org/licenses/by-nc/4.0
Family-School Partnership Counselling for Student Educational Resilience: Islamic Perspectives and the Sustainable Development Goals
The educational resilience of students in rural madrasahs, particularly within vulnerable socio-economic contexts, is a strategic concern that requires a collaborative and value-driven framework. This study addresses the need for a contextual model that integrates Islamic values to support student development. A descriptive qualitative method was employed to explore the dynamics of an educational partnership among families, schools, psychosocial support systems, and communities. Data were collected through in-depth interviews, participatory observations, and documentation involving key stakeholders, including guidance and counseling (BK) teachers, madrasah principals, parents, students, and community leaders at MAS Nurul Islam Bades Pasirian, Lumajang. Findings reveal that madrasahs serve as socio-religious mediators, aligning the roles of schools, families, and communities through Islamic values such as amanah (trustworthiness), justice, and deliberation. BK teachers provide counseling grounded in empathy, patience, and sincerity, while community support is reflected in the distribution of zakat, infak, and various social solidarity programs. The proposed Family–School–Psychosocial–Community (FSPC) model fosters student resilience by embedding a participatory and transcendental approach into educational practices. The FSPC model proves structurally and spiritually effective in enhancing students’ educational resilience. It underscores the importance of incorporating Islamic values into madrasah partnership policies and calls for strengthening BK teachers’ capacity through training rooted in Islamic spirituality.
Copyright (c) 2025 Hidayat Hidayat, Indah Aminatuz Zuhriyah, Anik Niswatul Karimah, Ruli Astuti, Kususanto Ditto Prihadi https://creativecommons.org/licenses/by-nc/4.0
Revitalizing Jawi Script Literacy through Traditional Islamic Education: A Case from Indonesia
The Jawi script, a traditional Arabic-based script historically used in Southeast Asia, is a unique characteristic of written communication in Indonesian Islamic boarding schools and constitutes a valuable cultural heritage that requires preservation. This study investigates the management of Jawi script instruction—covering planning, organization, implementation, and evaluation—at the Nurul Islam Seribandung Islamic Boarding School. Employing a qualitative descriptive design with a phenomenological approach, data were collected through observations, interviews, and documentation. The analysis followed three stages: data reduction, data presentation, and conclusion drawing. The findings reveal several challenges in the current management of Jawi script learning. In terms of planning, the script is not taught as a standalone subject but is embedded within general Islamic lessons using Javanese script, resulting in a lack of structured curriculum. The organizational aspect shows some progress, with task delegation among staff members in place. However, the implementation stage lacks a formal lesson plan or standardized teaching materials specifically dedicated to Jawi script. The evaluation process is present but only conducted at the end of the semester, limiting continuous assessment and feedback opportunities. This study underscores the need for a more structured and systematic approach to Jawi script instruction to ensure its sustainability and effective transmission to future generations. Strengthening instructional planning and integrating Jawi as a distinct subject could enhance both learning outcomes and cultural preservation efforts.
Copyright (c) 2025 Abdul Gafur, Zainal Berlian, Endang Rochmiatun https://creativecommons.org/licenses/by-nc/4.0
Islamic Education in Preserving Mental Health Based on the Qur’an in the Contemporary Era
Islamic education is a holistic framework grounded in the Qur’an and Hadith, aiming not only to transmit knowledge but also to cultivate values, ethics, and spiritual awareness. Mental health—defined as the optimal functioning of one’s emotional and psychological potential—is increasingly relevant in educational contexts. Integrating Qur’anic principles may offer meaningful responses to contemporary mental health issues such as anxiety, stress, low self-esteem, and emotional imbalance. This study employed a qualitative library research method, using textual analysis of books, scholarly journals, and classical Islamic sources. Content analysis was applied to identify Qur’anic verses and their interpretations (tafsīr) that address aspects of mental health. The findings reveal that Qur’anic values—such as ṣabr (patience), tawakkul (trust in God), dhikr (remembrance of God), prayer, gratitude, and inner peace—serve as key psychological resources. These principles contribute to emotional regulation, resilience, and self-awareness, offering spiritual and practical strategies for mental well-being. Islamic education, when integrated with Qur’anic spiritual teachings, can significantly support students’ mental health. The study suggests that schools implement Qur’an-based counseling programs and embed Islamic psychological values within the curriculum. Additionally, training for Islamic education (PAI) teachers should include components of Qur’anic psychology to enhance their role in guiding students through emotional challenges.
Copyright (c) 2025 ernawati sulhatul imamah https://creativecommons.org/licenses/by-nc/4.0
Essential Components of Teachers’ Self-Assessment for Professional Development in Indonesia
Teachers’ self-assessment is recognized as a key mechanism for fostering professional growth and improving instructional practices. It allows educators to reflect on and develop their teaching performance autonomously. However, in the Indonesian context, there is a scarcity of self-assessment instruments that are both effective and measurable. This study employed a descriptive qualitative approach with a case study design to analyze existing teacher self-assessment instruments. Indicators from several available tools were examined and categorized using a theoretical framework comprising three core domains: knowledge of content, knowledge of pedagogy and practice, and knowledge of students. The analysis resulted in the identification of seven essential components for teacher self-assessment: (1) connecting students’ prior knowledge with new content; (2) effective delivery of instructional materials; (3) addressing students’ errors, difficulties, and misconceptions; (4) promoting active student participation; (5) building rapport among students and between teachers and students; (6) effective use of learning resources, media, and technology; and (7) selecting, using, and following up on assessments. These components were further structured across three developmental levels to reflect teachers’ growth. The proposed components serve as a foundation for developing more comprehensive and contextually relevant self-assessment instruments for teachers. By aligning self-assessment practices with pedagogical goals and classroom realities, these tools can support sustained professional development and instructional improvement.
Copyright (c) 2025 Rani Martalisa Taorina, Didi Suryadi, Tatang Herman https://creativecommons.org/licenses/by-nc/4.0
Spiritual Leadership and Teacher Performance in Early Childhood Education: A Case Study of Al-Farizi Playgroup
Spiritual leadership is increasingly recognized as essential in early childhood education (ECE) for fostering holistic and meaningful learning environments. However, existing leadership models often lack alignment with the cultural and spiritual values of specific contexts, such as Indonesia. This study addresses the gap by developing a spiritual leadership model grounded in Indonesian local wisdom. A qualitative, single-case study was conducted at KB Al-Farizi, Bandung. Participants included one principal and eight teachers selected through purposive sampling. Data were collected via in-depth interviews, participatory observations, and document analysis. Thematic analysis was conducted using NVivo 12 Plus software. The study developed a “Pancasila-based Spiritual Leadership Model for PAUD,” incorporating core Indonesian values such as cooperation, consensus, and local wisdom. Implementation of this model demonstrated positive impacts on teacher performance, including increased motivation (average job satisfaction score of 4.2 out of 5.0), enhanced innovation in teaching practices, and improved interpersonal relationships within the school community. This research contributes to the theoretical development of context-specific spiritual leadership in ECE by embedding Indonesian cultural principles. Practically, it offers a replicable framework for ECE institutions seeking to enhance teacher performance and school culture through culturally rooted leadership practices.
Copyright (c) 2025 Lucki Hersya Rachman, Diding Nurdin https://creativecommons.org/licenses/by-nc/4.0
Enhancing Pancasila Education Through Flipbook-Based Digital Comics: A Learning Media Innovation for Fifth-Grade Students
Teaching Pancasila Education in the digital era presents challenges, particularly in conveying abstract concepts to Grade V elementary school students who are in the concrete operational stage of cognitive development. To address this issue, innovative and engaging learning media are needed. This study aimed to develop and evaluate flipbook-based digital comic media to enhance student learning outcomes in Pancasila Education at SDN 04 Paduraksa Pemalang. A modified Borg and Gall Research and Development (R&D) model was employed, consisting of eight systematic stages, from problem identification to product testing. The development process included expert validation and user testing on two scales: a small group of 6 students and a larger group of 22 students. The media received high feasibility ratings from both material experts (85%) and media experts (93.73%), placing it in the "very good" category. Student and teacher response questionnaires showed very positive feedback, with satisfaction scores of 87% and 95%, respectively. Learning outcomes improved significantly, with the average pretest score increasing from 51.59 to 86.14 in the posttest. The calculated N-Gain score of 0.73 indicates a “moderately effective” level of improvement. The flipbook-based digital comic effectively integrates narration, visuals, and animation to simplify abstract Pancasila concepts, making them more accessible and engaging for elementary students. These findings suggest that this media provides a practical and enjoyable alternative to traditional learning methods, contributing to improved educational outcomes in civic education.
Copyright (c) 2025 Nila Rosma Nafisatun Nisa, Akhmad Junaedi https://creativecommons.org/licenses/by-nc/4.0
Application of Programming Algorithms to Support Computational Thinking in Children with Autism Spectrum Disorder
Children with Autism Spectrum Disorder (ASD) often experience challenges in logical reasoning and problem-solving, which can hinder their computational thinking (CT) development. This study aimed to examine the effectiveness of programming algorithm-based learning media in enhancing CT skills among children with ASD during Phase C informatics learning. A mixed-method approach combining Design-Based Research (DBR) and Single Subject Research (SSR) was employed. The study involved three children with ASD enrolled at SD BPI Bandung. The DBR process consisted of four stages: needs analysis, media design, development, and implementation. The intervention was conducted through an SSR design with three phases—Baseline 1 (A1), Intervention (B), and Baseline 2 (A2)—to assess changes in CT performance. All participants demonstrated notable improvements in CT skills following the intervention. For example, Participant KA’s score increased from 20% to 60%, KZ’s from 30% to 60%, and SB’s from 20% to 45%. The results indicated consistent upward trends and stable retention during the post-intervention baseline phase, suggesting that the programming algorithm learning media effectively enhanced computational thinking abilities. The findings support the use of structured, technology-assisted learning to promote CT in children with ASD. However, the small sample size limits generalizability, and future studies should include larger, more diverse participants. The study underscores the importance of developing adaptive, inclusive learning media that accommodate individual cognitive and sensory needs.
Copyright (c) 2025 Zsalzsa Puspa Alivia, Jaja Kustija, Lala Septem Riza, Anne Hafina, Munir Munir, Wahyudin Wahyudin https://creativecommons.org/licenses/by-nc/4.0
Fostering Inclusivity through Constructivist Learning on AIK Studies for Non-Muslim Students at Muhammadiyah University of Mataram
This study investigates the implementation of a constructivist learning model in Al-Islam and Kemuhammadiyahan (AIK) courses for non-Muslim students at the University of Muhammadiyah Mataram (Ummat). The research addresses how AIK lecturers apply constructivist approaches to promote inclusive and meaningful learning experiences for students from diverse religious backgrounds. A qualitative approach was employed using literature review, direct observation, and in-depth interviews. Data were gathered from five key informants selected through purposive sampling. The analysis followed Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing, with reasoning based on inductive and deductive methods. Findings reveal that AIK instruction for non-Muslim students at Ummat is grounded in an integrative-interconnective paradigm. The application of constructivist learning strategies fosters critical, analytical, collaborative, and communicative skills among students. Moreover, it cultivates values of inclusivity, tolerance, moderation, and peace. These outcomes suggest that constructivist pedagogy not only enhances academic competencies but also contributes to social cohesion in a multicultural educational environment. The study highlights the potential of AIK education to bridge interfaith understanding and reinforce unity in diversity.
Copyright (c) 2025 Palahuddin https://creativecommons.org/licenses/by-nc/4.0
Evaluating Islamic Religious Education for the Elderly in a Social Welfare Institution Using the CIPP Model: A Case Study from Bangka Belitung
Elderly individuals often face limited access to consistent spiritual education, affecting their religious, emotional, and social well-being. This study evaluates an Islamic Religious Education (IRE) strengthening program at an Elderly Social Welfare Institution (LKSLU) in Bangka Belitung, Indonesia, where such services are increasingly needed. A qualitative approach was employed using the CIPP (Context, Input, Process, Product) evaluation model. Data were collected through in-depth interviews, participant observation, and document analysis. The data were analyzed using a three-step process: data reduction, data display, and conclusion drawing. The evaluation revealed key insights across the CIPP dimensions. Context: The program addresses some elderly needs but falls short in healthcare, infrastructure, and religious education intensity. Input: While facilitators are generally well-qualified, learning strategies are limited, and facilities such as prayer rooms and teaching materials are inadequate. Process: Program delivery is inconsistent due to dependence on donations, irregular scheduling, and accessibility challenges. Product: The program fosters participation and spiritual growth but lacks measurable long-term outcomes and sustainability mechanisms. The study highlights the program's potential and limitations. Improvements are needed in structured scheduling, infrastructure development, and the adoption of inclusive and adaptive educational strategies tailored to elderly learners. These enhancements would increase the accessibility, effectiveness, and sustainability of Islamic religious education for the elderly in social welfare settings.
Copyright (c) 2025 Sumar Sumar, Abdurrahmansyah Abdurrahmansyah, Fajri Ismail https://creativecommons.org/licenses/by-nc/4.0
Integrating Character Education and Technology in Elementary Schools: A Qualitative Study of Curriculum Implementation
Character education is a key component of Indonesia’s Merdeka Curriculum, which emphasizes the integration of Pancasila values into daily learning. However, effectively connecting character habituation with digital technology in elementary education remains a challenge.This qualitative case study was conducted at SD Negeri Sekaran 01 in Semarang, involving 26 participants: one principal, a curriculum coordinator, four subject teachers, and 20 fourth-grade students. Data were gathered through observations, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model.The study identified three main strategies for integrating character education with technology. First, routine habituation activities—including the 5S program (smile, greet, courtesy), morning prayers, literacy sessions, and singing national songs—reinforce discipline and nationalism. Second, project-based learning via the Pancasila Student Profile Projects cultivates collaboration, responsibility, and critical thinking. Third, ICT integration, starting in grade four, supports digital literacy, autonomy, and ethical technology use. Students responded positively to digital learning environments, finding them engaging and conducive to developing personal responsibility and curiosity.The integration of character education and ICT effectively supports the development of adaptive, religious, and disciplined learners aligned with 21st-century competencies. To sustain this hybrid model, teachers must design structured digital routines, curriculum developers should formally incorporate technology use, and policymakers need to ensure ongoing teacher training and ICT infrastructure.
Copyright (c) 2025 Danun Reyhan Ardiansyah, Mohammad Reyhan Fathurrahman https://creativecommons.org/licenses/by-nc/4.0
Cognitive Restructuring Techniques to Improve Student Resilience
Resilience—the ability to adapt positively to adversity—has become a critical concern in educational psychology, particularly for high school students facing heightened academic and social stress. Cognitive restructuring (CR), a core component of cognitive-behavioral therapy, is known to enhance resilience by transforming maladaptive thoughts into constructive reasoning. This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines to evaluate the effectiveness of CR techniques in improving student resilience. A total of 47 peer-reviewed articles published between 2015 and 2025 were analyzed. Studies were sourced from Scopus, ERIC, PsycINFO, and Web of Science, focusing on adolescents aged 15–18 in educational or counseling contexts. The synthesis revealed that CR interventions consistently enhanced emotional regulation, self-efficacy, and coping strategies, while also reducing cognitive distortions and academic stress. Techniques such as disputing irrational beliefs and reframing negative thoughts were effective in improving students’ problem-solving and perseverance. Group-based and digital CR implementations yielded particularly strong outcomes in resilience development. Findings support CR as a robust, evidence-based strategy for fostering resilience in adolescents. However, gaps remain regarding long-term effectiveness, cultural adaptation, and variability in intervention models. These limitations point to the need for longitudinal, cross-cultural, and experimental research to optimize implementation across diverse educational settings. Cognitive restructuring is a promising intervention to enhance psychological resilience among high school students, with significant implications for school-based counseling and mental health programs.
Copyright (c) 2025 ehdatul puadi siregar https://creativecommons.org/licenses/by-nc/4.0
The Effect of Using Duolingo Application on Students’ Speaking Skill in Higher Education
Speaking skill remains a core component of English language proficiency, yet many EFL learners struggle to develop it effectively through conventional instruction alone. This study investigates whether the use of the Duolingo application can enhance the speaking skills of fourth-semester students in the English Department at Pasir Pengaraian University. A quantitative, pre-experimental design was employed using a one-group pretest-posttest model. The participants consisted of 24 fourth-semester students selected through cluster total sampling. Students’ speaking skills were assessed before and after a treatment period involving the use of Duolingo as a supplementary learning tool. The findings revealed a notable improvement in students' speaking performance following the intervention. The average pretest score was 63.96 with a standard deviation of 18.11, which increased to 82.92 in the post-test with a standard deviation of 11.60. This improvement suggests a positive effect of Duolingo on students' speaking proficiency. The results indicate that mobile-assisted language learning applications such as Duolingo may serve as effective supplementary tools in higher education contexts. While the findings demonstrate short-term gains, further longitudinal research is necessary to evaluate the sustainability and broader applicability of these outcomes. Nonetheless, this study supports the integration of digital learning platforms into English language instruction to foster more engaging and autonomous learning experiences.
Copyright (c) 2025 Pipit Rahayu, Eripuddin Eripuddin, Ng Yu Jin https://creativecommons.org/licenses/by-nc/4.0
Integrative Islamic Education for Organizational Cadre Formation: A Case Study of Muhammadiyah Boarding School in Trenggalek, Indonesia
This study investigates the cadre development process within the Muhammadiyah organization through Islamic education at the Muhammadiyah Boarding School (MBS) in Trenggalek Regency. Cadre formation is a critical aspect of organizational sustainability, yet limited research has explored how Islamic educational institutions facilitate this process. Using a qualitative research design, data were collected through observation, in-depth interviews, and documentation to explore three key areas: the implementation of educational programs for cadre development, the integration of Islamic curriculum with leadership and organizational training, and the outcomes of these programs for Muhammadiyah's regeneration. The findings reveal that MBS Trenggalek systematically integrates Muhammadiyah values into both formal education and daily student life. Educational activities emphasize religious devotion, academic excellence, character development, and leadership training. These elements are embedded within a curriculum that balances spiritual instruction with practical organizational experience. Results indicate that MBS graduates exhibit strong religious commitment, scholastic achievement, and a deep sense of organizational loyalty. Many alumni actively participate in Muhammadiyah institutions, demonstrating leadership capacity and ideological alignment. This study underscores the role of integrative Islamic boarding school programs in shaping future organizational leaders. It contributes to the broader discourse on faith-based education by presenting MBS as a model for ideological regeneration within Islamic movements, addressing a gap in the literature on how education serves as a strategic tool for long-term cadre development.
Copyright (c) 2025 Ngumar Ngumar, Tobroni Tobroni, Romelah Romelah, Afiful Ikhwan https://creativecommons.org/licenses/by-nc/4.0
The Role of Teachers' Emotional Intelligence in Islamic Religious Education to Enhance Student Quality at Vocational High School
This study investigates the role of teachers' emotional intelligence in Islamic Religious Education (PAI) learning at SMKN 4 Rejang Lebong. Emotional intelligence is essential for fostering effective learning environments and achieving educational goals, particularly in character-based education such as PAI. A qualitative descriptive approach was employed, involving the Principal, PAI teachers, and students as research participants. Data were gathered through observations, interviews, and documentation, followed by thematic analysis to explore the influence of teachers' emotional intelligence on the learning process. Findings reveal that teachers’ emotional intelligence significantly impacts students’ self-development and learning engagement. Teachers who effectively recognize and regulate emotions, manage stress, empathize, and build constructive relationships create more supportive and motivating classroom environments. This, in turn, enhances students’ academic involvement, motivation, and emotional well-being. The study underscores that emotionally intelligent teachers contribute to the formation of students’ positive character traits such as perseverance, self-confidence, and resilience. These qualities not only support academic achievement but also equip students to handle broader life challenges. The findings suggest that fostering emotional intelligence among educators is a key strategy in strengthening both student learning outcomes and character formation in Islamic education contexts.
Copyright (c) 2025 Eka Yanuarti https://creativecommons.org/licenses/by-nc/4.0