Starting August 13, 2026, AL-ISHLAH: Jurnal Pendidikan has officially migrated its online journal management and publishing system from the previous website at https://www.journal.staihubbulwathan.id/index.php/alishlah to a new platform at https://alishlah.ahfpublishing.id/alishlah/ Accordingly, all new manuscript submissions, as well as editorial and review processes, will henceforth be conducted exclusively through the new website. 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. Â 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
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Digitalization of Self-Development Skills Assessment through the ASSES-ABK Application in Inclusive Schools
Although digital assessment is increasingly utilized in educational settings, digital instruments specifically designed to assess self-development skills of students with special educational needs in inclusive schools remain limited. This study aimed to develop and conduct an initial validation of the ASSES-ABK application as a digital instrument for assessing self-development skills and supporting the development of Individualized Education Programs (IEPs). The study employed a design-based research (DBR) approach integrated with the ADDIE development framework, encompassing the phases of needs analysis, design, development, implementation, and evaluation. Data were collected through needs assessment, expert validation, teacher and parent perception questionnaires, application log data, and a limited field trial involving five students with special educational needs, five special education teachers/special assistant teachers, five classroom teachers, and five parents from an inclusive school. The application integrates standardized assessment indicators with a 0–4 scoring scale, automated assessment history storage, progress visualization, and digital reporting features. Expert validation results indicated that the prototype was feasible for implementation, with mean scores of 3.60 for content appropriateness, 3.70 for feature relevance, and 3.40 for interface clarity and usability. Descriptive findings from the field trial showed that the average assessment time decreased from 27.4 minutes using manual assessment procedures to 12.6 minutes with ASSES-ABK, representing a reduction of approximately 54.0%. Teachers and parents also reported improved perceptions of assessment consistency, result transparency, and parental involvement following the use of the application. As the field trial was limited to a single school and only five students, the findings should be interpreted as preliminary evidence of practicality rather than broadly generalizable evidence of effectiveness. ASSES-ABK offers a practical digital assessment model that assists teachers in documenting self-development skills more systematically and utilizing assessment data to support IEP development in inclusive school settings.
Copyright (c) 2026 Mirnawati Mirnawati https://creativecommons.org/licenses/by-nc/4.0
Managing Islamic-Characteristic Elementary Schools: A Qualitative Study of School Governance, Curriculum, Teachers, Facilities, and Financing in Serang City
This study is motivated by the importance of managing Islamic elementary schools as an effort to improve educational quality comprehensively while maintaining strong Islamic values. The research aims to analyze the management dynamics of five Islamic elementary schools in Serang City, focusing on their curriculum, teacher management, facilities and infrastructure, and school financing. A qualitative approach with a grounded research design was employed in this study. The research sites included SD Islam Al-Azhar, SDIT Al-Izzah, SD Persis, SD Islam Tirtayasa, and SD Muhammadiyah Serang City. Data were collected from principals, teachers, and school committee members through interviews, observations, and document analysis, and were subsequently analyzed using the Miles and Huberman model. The findings reveal that all schools integrate Islamic values into curriculum implementation, teacher management, facility administration, and financial management. However, each school demonstrates a distinct institutional identity, reflected in the educational models adopted by SD Islam Al-Azhar, SDIT Al-Izzah, SD Persis, SD Islam Tirtayasa, and SD Muhammadiyah. These differences are evident in curriculum integration patterns, teacher professional development programs, facility management, financing strategies, and school branding. The researcher concludes that school management at SD Islam Al-Azhar, SDIT Al-Izzah, SD Persis, SD Islam Tirtayasa, and SD Muhammadiyah is implemented in a structured, participatory, and collaborative manner, grounded in Islamic values. This research contributes to the development of Islamic educational management studies, particularly in understanding value-based governance of Islamic elementary schools as a foundation for enhancing quality and institutional sustainability.
Copyright (c) 2026 Hermansah Hermansah, Fadlulllah Fadlulllah, Yuyu Yuhana https://creativecommons.org/licenses/by-nc/4.0
The Influence of Educational Level and Professional Training on Teachers' Ability to Implement Higher-Order Thinking Skills (HOTS) Learning: The Mediating Role of Teaching Experience
The implementation of Higher-Order Thinking Skills (HOTS) is essential for equipping students with critical thinking, creativity, problem-solving, and decision-making competencies required in the twenty-first century. However, many teachers continue to face challenges in effectively integrating HOTS into classroom instruction. This study investigates the influence of teachers' educational level and professional training on their ability to implement HOTS-based learning, with teaching experience serving as an intervening variable. A quantitative survey design was employed involving teachers from public senior high schools in Pelalawan Regency, Indonesia. Data were collected using structured questionnaires and analyzed using inferential statistical techniques to examine both direct and indirect relationships among the variables. The findings indicate that teachers' educational level and participation in professional training significantly improve their ability to implement HOTS-oriented learning. Educational level and training also positively influence teaching experience. However, teaching experience does not significantly mediate the relationship between educational level, professional training, and teachers' HOTS implementation. These findings suggest that formal qualifications and continuous professional development contribute more substantially to HOTS implementation than accumulated teaching experience alone. Teachers' capacity to implement HOTS-based instruction is primarily strengthened through higher educational qualifications and sustained professional development rather than teaching experience. The study highlights the importance of designing evidence-based teacher development programs that prioritize pedagogical innovation and HOTS-oriented instructional practices. These findings provide practical implications for policymakers and school leaders seeking to enhance instructional quality and foster students' higher-order thinking competencies.
Copyright (c) 2026 Maesa Saputra https://creativecommons.org/licenses/by-nc/4.0
Musyrifah Strategies for Addressing Homesickness Among Female Students in An Indonesian Islamic Boarding School
Homesickness is a common psychosocial challenge among students transitioning to residential education, potentially hindering emotional adjustment and social adaptation. Although previous studies have examined homesickness as an individual psychological condition, limited attention has been given to the role of resident mentors (musyrifah) in supporting students within Islamic boarding schools (pesantren). This study explores the dynamics of homesickness and the mentoring strategies employed by musyrifah to facilitate students' adaptation.A qualitative case study was conducted at Al-Khoirot Islamic Boarding School for Girls, Malang, Indonesia. Six participants, comprising three musyrifah, two newly admitted female students experiencing homesickness, and one guidance and counseling teacher, were purposively selected. Data were collected through semi-structured interviews, non-participant observation, and documentation, and analyzed using Miles and Huberman’s interactive thematic analysis.Homesickness was manifested through emotional longing, cognitive rumination, social withdrawal, and adaptation difficulties. The findings indicate that musyrifah supported students through continuous emotional monitoring, relational mentoring, intensive individual assistance, structured activity engagement, and collaboration with guidance and counseling teachers. These interconnected strategies fostered emotional security, strengthened social connectedness, and facilitated gradual adjustment to boarding school life.The findings highlight the central role of musyrifah as first-line emotional supporters in managing homesickness through sustained relational mentoring embedded in students’ daily lives. This study contributes a contextual understanding of institution-based emotional support in Islamic boarding schools while underscoring the need for broader multi-site studies to examine the transferability of these findings.
Copyright (c) 2026 Khoridatul Bahiyah https://creativecommons.org/licenses/by-nc/4.0
Transforming Pedagogical Practices through Deep Learning in Elementary Education
Despite growing interest in deep learning pedagogy as a means of fostering meaningful and student-centered learning, limited empirical research has examined how pedagogical practices are reshaped through its implementation in authentic elementary school classrooms, particularly within the Indonesian context. This study investigated how deep learning pedagogy was perceived to support changes in teaching practices and meaningful learning experiences in an international elementary school setting. A single-site qualitative case study was conducted at Fatimah International Elementary School, Indonesia, involving 13 participants consisting of three teachers, nine students, and one academic coordinator. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using thematic analysis. The findings suggest that deep learning pedagogy supported a shift from transmission-oriented teaching toward more student-centered, reflective, and collaborative classroom practices. Meaningful learning emerged when instructional activities were connected to students’ everyday experiences and supported through inquiry, discussion, and authentic learning tasks. Reflective learning practices appeared to strengthen learner agency, metacognitive awareness, and self-regulated learning, while collaborative activities enhanced students’ cognitive, emotional, and social engagement. However, implementation required careful instructional preparation, classroom management, and institutional support. These findings contribute to the growing discourse on deep learning pedagogy by providing contextual evidence from elementary education and highlighting its potential to foster meaningful learning environments. The study suggests that teachers and school leaders should promote reflective, collaborative, and contextually relevant learning experiences while ensuring adequate pedagogical and organizational support for sustainable implementation.
Copyright (c) 2026 Ahmad Salim, Agus Tinus, Kuncahyono Kuncahyono https://creativecommons.org/licenses/by-nc/4.0
A Chatbot-Based Expert System for Supporting Conceptual Understanding in DC Circuit Analysis: Development and Evaluation in Electrical Engineering Education
This study addresses the limited development of chatbot-based expert systems that integrate rule-based reasoning and conceptual guidance for direct current (DC) circuit analysis learning in electrical engineering education. The study aimed to develop and evaluate a chatbot-based expert system designed to support students’ conceptual understanding of DC circuit analysis. A Research and Development (R&D) approach employing the 4D model (Define, Design, Develop, Disseminate) was applied in this study. The effectiveness evaluation used a one-group pretest–posttest design involving 25 undergraduate students from an Electrical Engineering Education program. The developed system was validated by one electrical engineering expert and two educational media experts before implementation. The validation results showed high validity across all evaluated aspects, with Aiken’s V values categorized as very valid. The practicality test indicated that the system was highly practical, achieving a mean score of 4.32 out of 5.00 (86.3%). The effectiveness test showed improvement in students’ learning outcomes, reflected by a normalized gain (N-gain) score of 0.32 in the moderate category. In addition, the paired sample t-test demonstrated a statistically significant difference between pretest and posttest scores (p < 0.001). Although the study was conducted with a limited sample and without a control group, the findings indicate that the chatbot-based expert system showed potential to support students’ conceptual understanding and procedural learning in DC circuit analysis. This study contributes to the development of AI-assisted learning media in vocational and engineering education, particularly in supporting interactive and concept-oriented learning environments.
Copyright (c) 2026 Benny Haposan Sianipar, Alifah Bigum Nabila, Usmeldi, Rahmiati https://creativecommons.org/licenses/by-nc/4.0
Project Citizen and Resistance to Independent Waste Villages: A Case-Based Learning Approach in Matesih, Indonesia
Project Citizen can connect Civic Education with authentic public issues by engaging students in evidence-based inquiry and policy problem-solving. This study examined its implementation through a case-based learning approach using community resistance to the Independent Waste Village Program in Matesih, Indonesia, as the central civic issue. A descriptive qualitative case-study design was employed involving senior high school students who participated in classroom discussions, field observations, stakeholder interviews, collaborative analysis, portfolio development, and policy presentations. Data were collected through observations, semi-structured interviews, student learning artefacts, and contextual information from community stakeholders. The data were analyzed thematically through coding, categorization, and comparison across data sources. Students identified several forms of resistance, including non-participation, token compliance, fee avoidance, alternative waste disposal, public skepticism, and uneven participation across neighborhoods. They interpreted these responses as being influenced by service unreliability, economic considerations, limited communication, perceived unfairness, and public distrust. The learning process supported the development of civic knowledge, inquiry, communication, collaboration, evidence-based reasoning, environmental responsibility, empathy, and policy advocacy. The findings indicate that community resistance can serve as a meaningful case for contextual Civic Education because it enables students to examine complex relationships among citizen responsibility, institutional performance, and public trust. However, the study was limited by its single-case qualitative design and the absence of standardized measures of competency development. Future studies should use broader samples, comparative designs, and validated assessment instruments.
Copyright (c) 2026 Peni Kunthi Hermawati, Dewi Gunawati, Machmud AlRasyid https://creativecommons.org/licenses/by-nc/4.0
Reconstructing Islamic Guidance and Counseling as an Integrative Framework for the Pancasila Student Profile
Islamic guidance and counselling (IGC) has been widely implemented in Indonesian madrasahs; however, it is often treated as a remedial service rather than an integrated pedagogical framework for character development. This study aims to reconstruct IGC as an empirical-based pedagogical framework to strengthen the Pancasila Student Profile at Madrasah Aliyah Negeri Sanana, Sula Islands. This study employed a qualitative single-case study within an interpretive paradigm. Data were collected through semi-structured interviews with the head of the madrasah, vice principals, a guidance and counselling teacher, and Islamic Religious Education teachers, supported by participant observation and document analysis. Data were analysed using thematic analysis through data reduction, display, conclusion drawing, and verification. Trustworthiness was established through source and method triangulation, member checking, and researcher reflection. The findings reveal that IGC has substantively existed in religious learning, student development programmes, and daily moral supervision but has not yet been institutionalised as a systematic pedagogical framework supported by structured planning, documented procedures, measurable character indicators, and continuous evaluation. IGC is implemented through individual counselling, group guidance, religious habituation, and collaborative mentoring, contributing to students’ religiosity, responsibility, discipline, and social empathy, while independence and critical reasoning remain underdeveloped. Based on these findings, this study reconstructs an empirical-based integrative pedagogical framework linking Islamic values, Islamic Religious Education, spiritual-psychological-social counselling, collaborative mentoring, and character-based evaluation. The framework is proposed as a conceptual reconstruction to support holistic character development aligned with the Pancasila Student Profile and requires further validation across diverse madrasah contexts.
Copyright (c) 2026 Hamzah Umasugi, H. Tobroni H. Tobroni, H. Abdul Hakim Jurumiah, Abdul Halik https://creativecommons.org/licenses/by-nc/4.0
Benefits and Challenges of Peer and Self-Assessment in Indonesian Vocational EFL Speaking Classrooms: Teachers’ Perspectives
Peer and self-assessment have been widely promoted as alternative assessment approaches that foster learner engagement and autonomy in English as a Foreign Language (EFL) classrooms. However, limited research has explored vocational EFL teachers’ perspectives on the implementation of these assessment practices in speaking classrooms, particularly in the Indonesian vocational education context. This qualitative case study investigated the perceptions of two English teachers at a vocational high school in Sidoarjo, Indonesia. Data were collected through semi-structured interviews, classroom observations, and document analysis of speaking assessment rubrics. The data were analyzed using thematic analysis to identify recurring patterns related to the benefits and challenges of peer and self-assessment. The findings revealed that teachers perceived peer assessment as promoting student engagement, collaborative learning, and awareness of speaking performance through observation and feedback. Self-assessment encouraged learner reflection, responsibility, and awareness of individual strengths and weaknesses. However, teachers also identified several challenges, including friendship bias and limited objectivity in peer assessment, as well as inaccurate self-evaluation resulting from insufficient assessment literacy and difficulties interpreting assessment criteria. The study suggests that the effectiveness of peer and self-assessment in vocational EFL speaking classrooms depends on structured implementation supported by clear assessment rubrics, explicit training in assessment practices, and continuous teacher guidance. These findings contribute to the growing literature on alternative assessment by providing context-specific insights into vocational EFL teachers’ perspectives and offer practical implications for designing more reliable and learner-centered speaking assessment practices.
Copyright (c) 2026 Firman Ariyadi, Widyastuti Widyastuti, Slamet Setiawan https://creativecommons.org/licenses/by-nc/4.0
Applying Commognitive Theory in Education: A Systematic Literature Review
The commognitive framework proposed by Sfard has become an influential perspective for examining mathematical thinking as discourse. Although its application in mathematics education has expanded considerably, a comprehensive synthesis of research trends, thematic focus, and bibliometric patterns remains limited. This study systematically reviews the development of commognitive research in education.A systematic literature review following the PRISMA guidelines was conducted. Publications were retrieved from Scopus, Web of Science, ScienceDirect, and Google Scholar using Publish or Perish. After identification, screening, and eligibility assessment, 28 journal articles published between 2018 and 2023 met the inclusion criteria. Data were analyzed through descriptive synthesis and bibliometric visualization using VOSviewer.The findings indicate that Indonesia contributed the largest number of publications on commognitive research, with publication activity peaking in 2022. The reviewed studies primarily involved participants from kindergarten to higher education, including pre-service teachers. Research predominantly explored mathematical discourse, collaborative learning, problem solving, visual mediators, routines, and gender-related issues. Bibliometric analysis revealed interconnected research clusters centered on commognitive framework, discourse, collaborative problem solving, and mathematical communication, reflecting the growing diversification of research themes.The review demonstrates the increasing adoption of the commognitive framework in mathematics education and highlights its diverse applications across educational levels. It also identifies opportunities for future research, particularly in extending commognitive studies beyond mathematics education, employing longitudinal and intervention designs, and strengthening theoretical integration. These findings provide a comprehensive overview of the current state of commognitive research and offer directions for advancing both educational research and classroom practice.
Copyright (c) 2026 Zulfah, Toto Nusantara, Yusuf Hanafi, Slamet Arifin, Adi Atmoko, Rusdial Marta https://creativecommons.org/licenses/by-nc/4.0
Transforming Islamic Religious Education Learning through 21st-Century Skills: A Systematic Literature Review
The transformation of Islamic Religious Education (PAI) has become increasingly important in responding to the demands of 21st-century education, which requires learners to develop critical thinking, creativity, communication, collaboration, and strong moral character. Although previous studies have examined pedagogical innovation, digital technology integration, and character education in PAI, the existing literature remains fragmented, with limited integrative synthesis of these dimensions within Islamic educational contexts. This study aims to synthesize current evidence on the transformation of PAI and develop an integrative conceptual framework that supports the development of 21st-century competencies. A Systematic Literature Review (SLR) based on the PRISMA 2020 guidelines was conducted. Following the identification, screening, eligibility, and inclusion process, 25 peer-reviewed articles published between 2020 and 2025 were selected for qualitative synthesis. The review demonstrates that effective PAI transformation is achieved through the integration of three interrelated dimensions: pedagogical innovation, digital technology, and character education grounded in Islamic values. Rather than functioning independently, these dimensions interact synergistically to create adaptive, student-centered, and contextually relevant learning environments that foster both academic competence and religious character while strengthening students' 21st-century skills. This study contributes by proposing an integrative conceptual framework for PAI transformation aligned with 21st-century competencies. The framework provides a comprehensive synthesis that bridges pedagogy, technology, and Islamic character education, offering theoretical insights and practical guidance for curriculum development and instructional practice in contemporary Islamic education.
Copyright (c) 2026 Muhamad Basyrul Muvid, Alaika Muhamad Bagus Kurnia, Firmansyah Firmansyah, Nanang Lidwan https://creativecommons.org/licenses/by-nc/4.0
Ujub Sesaji as a Vehicle of Character Education: A Thomas Lickona Perspective on Javanese Buddhist Puja Bakti in Boyolali Regency
Character education embedded in indigenous religious ritual remains underexplored, particularly within syncretic Javanese Buddhist communities. This study examines the pedagogical function of the Ujub Sesaji ritual in Javanese-language Puja Bakti among Buddhist communities in Boyolali Regency, Indonesia, using Thomas Lickona’s tripartite framework of moral knowing, moral feeling, and moral action. The study involved five purposively selected informants drawn from three vihara congregations in Boyolali Regency: a regency-level Buddhist religious extension officer, a senior religious figure (sesepuh), a temple chairperson, a women’s community leader, and a youth representative, all of whom hold active roles in sustaining Javanese-language Puja Bakti within their congregations. Employing a qualitative descriptive-hermeneutic design, the study observed the sequence and verbal content of Ujub Sesaji during Puja Bakti services and analyzed semi-structured interview data together with ritual texts, verbal formulas, and the symbolic meaning of ritual offerings. The findings suggest that Ujub Sesaji functions as a non-formal moral learning practice: symbolic offerings cultivate moral cognition; Javanese recitation and communal participation intensify gratitude, reverence, compassion, and humility; and repeated ritual practice habituates sincerity, cooperation, discipline, and intergenerational responsibility. The study extends the discussion of character education beyond formal schooling by showing how local religious-cultural rituals can support community-based moral formation.
Copyright (c) 2026 Niken Wardani, Budi Utomo https://creativecommons.org/licenses/by-nc/4.0
Implementation of Inclusive Early Childhood Education Policies by Local Governments: A Comparative Case Study of Pontianak City and Mempawah Regency, Indonesia
Inclusive Early Childhood Education (ECE) is a key strategy for ensuring equitable educational access for all children, including those with special needs. Although Indonesia has strengthened the regulatory framework for inclusive education, evidence on how local governments implement these policies remains limited. This study examines the implementation of inclusive ECE policies in Pontianak City and Mempawah Regency, Indonesia, and identifies factors contributing to differences in implementation outcomes. A qualitative comparative case study was conducted in two local government contexts. Data were collected through semi-structured interviews with education office officials and school principals, field observations, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data reduction, data display, and conclusion drawing. Trustworthiness was enhanced through triangulation and member checking. The findings reveal substantial differences in policy implementation between the two regions. Pontianak City demonstrates stronger regulatory frameworks, institutional support, and coordinated implementation mechanisms, resulting in more systematic inclusive ECE practices. In contrast, Mempawah Regency remains at an early implementation stage, where practices depend largely on individual institutional initiatives. Major implementation challenges include limited teacher competencies, inadequate professional support, insufficient inclusive facilities, and monitoring systems focused primarily on administrative compliance. The study demonstrates that effective implementation of inclusive ECE depends not only on regulatory commitment but also on the alignment of institutional capacity, human resources, professional support, and quality-oriented monitoring systems. These findings contribute to the literature on local education governance by explaining how variations in implementation capacity influence equitable and sustainable delivery of inclusive early childhood education.
Copyright (c) 2026 Asmil Ratna, Diana Diana, Ali Formen https://creativecommons.org/licenses/by-nc/4.0
Developing a Numeracy Literacy Test Instrument on Halves and Quarter Fractions for Elementary School Students
Numeracy literacy is a fundamental competency in elementary education, yet existing assessments in Indonesian primary schools remain predominantly procedural and inadequately measure students’ conceptual understanding of fractions. This study aimed to develop and validate a numeracy literacy test instrument on halves and quarter fractions for second-grade elementary school students. This research employed a Research and Development (R&D) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. Ten essay items were constructed based on numeracy literacy indicators and validated by two experts. Following expert review, one item was excluded, and the remaining nine items were piloted with 21 second-grade students from a public elementary school in Purwakarta, Indonesia. Item quality was analyzed using ANATES 4.0.5, including item validity, reliability, difficulty level, and discriminating power. Expert validation indicated that nine items were suitable for field testing after revision. Empirical analysis showed that seven items met all psychometric criteria, while two items were excluded because of insufficient validity and discriminating power. The final instrument demonstrated high reliability (râ‚â‚ = 0.84) and satisfactory item validity (rxy = 0.330–0.818). Item difficulty ranged from medium to very easy, whereas discriminating power ranged from very poor to good. The resulting seven-item instrument is psychometrically acceptable and suitable for assessing second-grade students’ numeracy literacy on fraction concepts. Although the findings provide preliminary evidence of validity and reliability, further validation with larger and more diverse samples is recommended to strengthen the instrument’s generalizability and broader educational applicability.
Copyright (c) 2026 Hafiziani Eka Putri, Nurfadillah Hasan, Indah Nurmahanani, Primanita Sholihah Rosmana https://creativecommons.org/licenses/by-nc/4.0
School Leadership Policy and Early Literacy–Numeracy Development in Indonesian Early Childhood Education: A Case Study of the Merdeka Curriculum
This study examines how principal leadership policy supports early literacy and numeracy development in Indonesian early childhood education (PAUD) through the implementation of the Merdeka Curriculum. Employing a qualitative case study design, the research was conducted in selected PAUD institutions in Indonesia that had actively implemented the Merdeka Curriculum. Data were collected through semi-structured interviews with principals and teachers, classroom observations, and analysis of curriculum plans, lesson plans, and school policy documents. The data were analyzed using thematic analysis involving open, axial, and selective coding to identify recurring patterns and explanatory themes. The findings reveal that principal leadership policy influences literacy and numeracy development indirectly by shaping classroom practices, teacher instructional capacity, and assessment processes rather than directly affecting children's learning outcomes. Effective leadership was enacted through five interrelated mechanisms: fostering pedagogical coherence, strengthening teacher professional capacity, integrating literacy and numeracy into play-based learning, aligning formative assessment with developmental principles, and promoting active parent and community engagement. The study further shows that the enactment of leadership policy is constrained by variations in leadership capacity, institutional resources, and tensions between developmental approaches and academic expectations. Conceptually, this study positions principal leadership policy as a mediating mechanism that connects curriculum enactment with instructional practices and children's early literacy and numeracy development, thereby extending current perspectives on educational leadership within the implementation of the Merdeka Curriculum.
Copyright (c) 2026 Mufida Gunawati https://creativecommons.org/licenses/by-nc/4.0
Evaluation of Inclusive Education Services at Muhammadiyah 1 Kartasura Junior High School
Inclusive education aims to provide equitable learning opportunities for all students regardless of their abilities. Despite increasing policy support in Indonesia, limited evidence exists regarding the implementation of inclusive education in Islamic schools. This study evaluated the Muhjitos Inclusion Program at SMP Muhammadiyah 1 Kartasura as a model of inclusive education integrating academic excellence with humanistic and religious values.A qualitative case study was conducted using purposive sampling. Participants included the school principal, the inclusion program coordinator, Special Assistant Teachers (Guru Pendamping Khusus/GPK), subject teachers, and students with special needs. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using the Miles and Huberman interactive model, while source and method triangulation and member checking were employed to ensure trustworthiness.Four major themes emerged: (1) adaptive implementation of inclusive learning through full inclusion and pull-out instruction; (2) the pivotal role of GPK in differentiated instruction and emotional support; (3) a collaborative ecosystem involving teachers, parents, and psychologists; and (4) students' holistic development encompassing academic, social, emotional, and character growth. The findings indicate that the program has been effectively implemented for three years, primarily serving students with mild disabilities through individualized support and collaborative educational practices.The study proposes an Inclusive Excellence Model comprising adaptive instructional flexibility, collaborative ecosystem synergy, and the integration of humanistic-spiritual values. The findings suggest that inclusive education and academic excellence can be achieved simultaneously through adaptive pedagogy, sustained stakeholder collaboration, and institutional commitment to educational equity, offering practical implications for the development of inclusive education in Islamic schools.
Copyright (c) 2026 Fadhia Ananda, Nurul Asma Khoiriyah, Anisa Meilawati, Annisah Safitri, Hana Ayu Safitri, Istanto Istanto https://creativecommons.org/licenses/by-nc/4.0
The Influence of Motivation, Personality, and Social Environment on Students' Religious Awareness in the Madrasah Aliyah Dormitory
This study aims to analyze the influence of motivation, personality, and social environment on the religious awareness of students residing in the dormitory of Madrasah Aliyah Negeri 1 Lahat Regency. This study employed a quantitative approach using a correlational research design with a cross-sectional survey. The population consisted of 220 dormitory students, and 110 respondents were selected through simple random sampling. Data were collected using structured Likert-scale questionnaires and supported by documentation. The data were analyzed using descriptive statistics, partial hypothesis testing (t-test), and simultaneous hypothesis testing (F-test) at a 5% significance level. The findings reveal that motivation has a positive and significant effect on students’ religious awareness (t = 3.25; p = 0.002), indicating that stronger learning and spiritual motivation contributes to higher religious awareness. Personality also has a significant effect (t = 2.80; p = 0.007), suggesting that disciplined and responsible students demonstrate better religious awareness. Likewise, the social environment significantly influences religious awareness (t = 2.10; p = 0.040), highlighting the importance of a supportive dormitory climate, peer interaction, and teacher supervision. Simultaneously, motivation, personality, and social environment significantly affect religious awareness (F = 15.30; p = 0.000), explaining 62% of the variance, while the remaining 38% is attributed to factors beyond the scope of this study. These findings provide practical implications for dormitory supervisors, Islamic education teachers, and school leaders in strengthening students’ religious awareness through integrated motivational, character-building, and supportive environmental programs.
Copyright (c) 2026 Muhammad Solihin, Saipul Annur, Yuniar, Indah Wigati, Muhammad Torik https://creativecommons.org/licenses/by-nc/4.0
Investigating the Correlation Between Vocabulary Mastery and Narrative Reading Comprehension Among EFL University Students
Vocabulary knowledge plays a fundamental role in reading comprehension because it enables learners to recognize lexical meanings and construct textual understanding. Although previous studies have consistently reported a positive relationship between vocabulary knowledge and reading comprehension, limited evidence has specifically examined this relationship among Indonesian EFL university students using semantic aspects of vocabulary mastery. This study investigated the correlation between vocabulary mastery and narrative reading comprehension among fourth-semester students in the English Education Department at Universitas Islam Malang. A quantitative correlational design with an ex post facto approach was employed. Twenty-nine students participated through total sampling. Data were collected using two validated multiple-choice tests measuring vocabulary mastery (synonyms, antonyms, and contextual meanings) and narrative reading comprehension (main ideas, explicit and implicit information, contextual meaning, and text structure). Descriptive statistics and Pearson's Product-Moment Correlation were performed using IBM SPSS after the normality assumption had been satisfied. The findings revealed that the participants achieved a mean score of 68.62 in vocabulary mastery (fair) and 83.10 in reading comprehension (good). Pearson's correlation analysis indicated a statistically significant positive relationship between vocabulary mastery and reading comprehension (r = 0.398, p = 0.032). The coefficient of determination (r² = 0.158) showed that vocabulary mastery explained 15.8% of the variance in reading comprehension. Vocabulary mastery is positively associated with narrative reading comprehension; however, its contribution is modest, indicating that reading comprehension is influenced by additional linguistic and cognitive factors. The findings highlight the importance of integrating explicit vocabulary instruction into university EFL reading courses to support students' academic reading proficiency.
Copyright (c) 2026 Andi Candra Kurniawan, Eko Suhartoyo, Mochamad Imron Azami https://creativecommons.org/licenses/by-nc/4.0
Moral Character Development through the Integration of Classroom Instruction and Madrasah Culture: A Qualitative Case Study at MI ELPIST Temanggung, Indonesia
Moral character education has become increasingly important in Islamic elementary schools amid rapid social and technological change. Although previous studies have examined character education in madrasahs, limited attention has been given to how classroom instruction and madrasah culture operate as an integrated mechanism in private non-pesantren Islamic elementary schools. This study investigates how students' moral character is developed through the integration of learning and madrasah culture at MI ELPIST Temanggung. This study employed a qualitative intrinsic case study conducted over four months. Purposive sampling involved one principal, five teachers, five students, and five parents. Data were collected through observations, semi-structured interviews, and document analysis, and analyzed using the Miles and Huberman interactive model with thematic coding, triangulation, member checking, and an audit trail to ensure trustworthiness. The findings reveal that students' moral character is fostered through the integration of value-oriented classroom instruction, teacher role modelling, religious habituation, supportive madrasah culture, and sustained school–parent collaboration. These interconnected practices create continuous opportunities for students to internalize moral values through both formal learning and everyday educational experiences. The study proposes an integrated instruction–culture mechanism demonstrating that moral character development is strengthened when curriculum implementation, teacher practices, institutional culture, religious routines, and family support operate as a coherent educational ecosystem. This model extends existing literature by explaining how these dimensions interact to facilitate moral internalization in a private non-pesantren Islamic elementary school and provides practical guidance for strengthening character education in similar contexts.
Copyright (c) 2026 Kurniyah Kurniyah, Raharjo Raharjo https://creativecommons.org/licenses/by-nc/4.0
The Effectiveness of Edmodo-Based Blended Learning in Improving Learning Outcomes in Islamic Religious Education among Indonesian High School Students
The integration of digital technology into education has encouraged the adoption of blended learning to enhance student engagement and academic achievement. However, empirical evidence regarding the effectiveness of Edmodo-based blended learning in Islamic Religious Education and Character Education at the secondary school level remains limited.This study employed a quantitative approach using a quasi-experimental, non-equivalent control group pretest–posttest design. The participants consisted of 34 Grade XI students at SMAN 2 Hiliran Gumanti, Indonesia, selected through purposive sampling. Nineteen students in the experimental group received Edmodo-based blended learning, while 15 students in the control group received conventional instruction. Learning outcomes were measured using a 40-item multiple-choice achievement test. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, and an independent-samples t-test.The experimental group achieved a higher mean posttest score (82.89) than the control group (66.00). The independent-samples t-test revealed a statistically significant difference between the two groups (p < .05), indicating that the Edmodo-based blended learning model was more effective than conventional instruction in improving students’ learning outcomes.Edmodo-based blended learning provides a flexible and interactive learning environment that enhances students’ academic achievement in Islamic Religious Education and Character Education. Although the findings support the effectiveness of this instructional approach, the study was limited by its small sample size and single-school setting. Future research should involve larger and more diverse samples while examining additional educational outcomes, including learning motivation, self-regulated learning, and digital literacy.
Copyright (c) 2026 Efri Yunanda https://creativecommons.org/licenses/by-nc/4.0
Strengthening Pro-Environmental Behavior through Methane Gas Utilization and Environmental Education at Talangagung Landfill
Despite growing attention to pro-environmental behavior, existing studies have largely examined environmental education and methane gas utilization separately, providing limited understanding of how their integration promotes sustainable behavioral change in landfill communities. This study investigates how environmental education integrated with methane gas utilization strengthens pro-environmental behavior among communities surrounding Talangagung Landfill, Indonesia. A qualitative case study was conducted at Talangagung Landfill involving 30 purposively selected participants, including local government officials, landfill managers, community members, and waste workers. Data were collected through semi-structured interviews, participant observation, and document analysis and analyzed using thematic analysis supported by data triangulation and member checking. Four interrelated dimensions emerged. First, environmental education enhanced environmental literacy, ecological responsibility, and long-term behavioral commitment. Second, methane gas utilization reduced household cooking fuel expenditure by IDR 50,000–100,000 per month while increasing participation in waste management activities. Third, community participation reinforced waste sorting, composting, waste bank engagement, and collective environmental maintenance through social learning. Fourth, institutional support strengthened program sustainability through infrastructure development, environmental regulations, and multi-stakeholder collaboration. However, unequal environmental literacy, infrastructure limitations, and inconsistent policy implementation remained significant challenges. The findings demonstrate that integrating environmental education with methane gas utilization creates complementary educational, economic, social, and institutional mechanisms that foster sustained pro-environmental behavior. The proposed Four-Pillar Model extends pro-environmental behavior theory by illustrating how economic incentives reinforce environmental learning and collective action, offering a transferable framework for community-based environmental education and sustainable landfill management.
Copyright (c) 2026 Muhammad Zainush Sholihin, Hamamah Hamamah, Agung Pramana Warih Marhendra https://creativecommons.org/licenses/by-nc/4.0
Ecological Character Education for Sustainable Road Development: Strategies for Integrating Green Infrastructure in Indonesia
Road infrastructure development plays a crucial role in improving regional connectivity and economic growth; however, its implementation continues to rely predominantly on conventional gray infrastructure that often neglects ecological sustainability. Although previous studies have extensively examined green infrastructure from engineering and environmental perspectives, limited attention has been given to the educational processes through which ecological character can be developed among infrastructure stakeholders. This study investigates how ecological character education can strengthen environmentally responsible road infrastructure planning. Specifically, it aims to (1) examine the educational dimensions of ecological character among stakeholders involved in road development, (2) identify the internal and external factors influencing ecological character development, and (3) formulate education-based strategies using SWOT analysis. A descriptive-analytical mixed-methods case study was conducted along the Kepanjen–Pagak Road Section, Malang Regency, Indonesia. Data were collected through interviews, field observations, questionnaires, and document analysis involving government officials, planning consultants, academics, infrastructure practitioners, and community representatives selected through purposive sampling. Qualitative data were analyzed thematically, while quantitative data were examined using the Internal Factor Analysis Summary (IFAS), External Factor Analysis Summary (EFAS), SWOT, and Quantitative Strategic Planning Matrix (QSPM). The findings reveal that ecological character development is shaped by ecological literacy, environmental values, institutional commitment, stakeholder collaboration, and participatory planning, but remains constrained by conventional gray infrastructure practices, weak inter-agency coordination, and limited environmental integration in planning. The IFAS score of 2.72 and EFAS score of 2.82 positioned the study in Quadrant I, indicating strong internal capacity and favorable external opportunities to implement proactive education-oriented strategies. QSPM analysis further identified the Strength–Opportunity (SO) strategy as the highest-priority alternative for integrating ecological character into sustainable road governance. This study contributes to the literature by extending ecological character education beyond formal educational settings into infrastructure governance and professional practice. It also proposes an education-based strategic framework that supports stakeholder capacity building, sustainability competencies, and environmentally responsible infrastructure planning within the broader context of Education for Sustainable Development (ESD).
Copyright (c) 2026 Anwar Asihinggalih Antiarini, Harsuko Riniwati, Fitri Candra Wardana https://creativecommons.org/licenses/by-nc/4.0
Environmental Conservation Values in an Early Childhood Curriculum Document: A Qualitative Content Analysis
Environmental conservation should be introduced in early childhood education through curriculum design, as curriculum documents shape children's learning experiences and value development. However, previous studies have primarily examined environmental education in classroom practice, with limited attention to how conservation values are represented within curriculum documents. This study aims to analyze the representation of environmental conservation values in an early childhood curriculum using four analytical dimensions: preservation, maintenance, management, and protection.This study employed a qualitative content analysis of one internal curriculum document from Ar Nature School. The document was analyzed through repeated reading, open coding, and deductive categorization. After removing repetitive and non-analytical content, 31 meaningful textual segments were identified and coded into four conservation dimensions. Analytical credibility was enhanced through iterative coding, constant comparison, analytical memos, and an audit trail.The findings reveal that conservation values are systematically embedded across the curriculum's four learning pillars—Morals, Leadership, Logical Thinking, and Business—despite the absence of explicit conservation terminology. Preservation and protection dominate the Morals pillar, maintenance characterizes Leadership, preservation and management are emphasized in Logical Thinking, and management is most prominent in the Business pillar. Together, these dimensions form an integrated ecological value system embedded in daily learning experiences.The curriculum promotes environmental conservation implicitly through moral development, experiential learning, and nature-based activities. This study contributes a four-dimensional analytical framework for examining conservation values in early childhood curriculum documents and highlights the importance of explicitly incorporating conservation terminology and ecological learning indicators to strengthen Education for Sustainable Development (ESD) implementation.
Copyright (c) 2026 Fani Astika, Yuli Kurniawati Sugiyo Pranoto, Petra Kristi Mulyani https://creativecommons.org/licenses/by-nc/4.0
Children’s Perspective and Aspirations on A Green Environment Through Environmental Education
Environmental degradation and climate change have increased the need for effective environmental education (EE) from early childhood. Although EE is increasingly embedded in early childhood curricula, limited research has explored young children's own perspectives and aspirations regarding what constitutes a green and sustainable environment. This study aimed to explore how children conceptualize a green environment and the aspirations they express for environmental care. A qualitative participatory case study was conducted with 17 children aged 4–6 years from three early childhood education institutions in Semarang, Indonesia. Data were collected through participatory observations, draw-and-tell activities, semi-structured interviews, and document analysis. The data were analyzed using Braun and Clarke's six-phase reflexive thematic analysis and interpreted through the UNESCO–UNEP Environmental Education framework of learning about, in, and for the environment. Five interconnected themes emerged: (1) a clean environment free from waste and flooding; (2) a pollution-free environment that supports healthy living; (3) harmonious coexistence with plants and animals; (4) safe, enjoyable, and disaster-resilient spaces for play; and (5) sustainable everyday practices, including energy conservation and recycling. Children's narratives and drawings revealed that they viewed environmental sustainability through cognitive, emotional, and moral lenses, expressing empathy toward nature and a sense of personal responsibility for environmental stewardship. The findings demonstrate that young children are capable of articulating meaningful environmental perspectives and aspirations. Positioning children as active contributors to environmental education can strengthen participatory, child-centered approaches to Education for Sustainable Development and inform the design of developmentally appropriate environmental learning in early childhood settings.
Copyright (c) 2026 Destria Angelina, Ali Formen, Yuli Kurniawati Sugiyo Pranoto https://creativecommons.org/licenses/by-nc/4.0
Learning Difficulties in Islamic Religious Education Among Elementary School Students: Experiences, Impacts, and Teacher Support
Learning difficulties in Islamic Religious Education can restrict students’ access to Arabic-script materials, reduce classroom participation, and affect their confidence. This study aimed to examine the forms, perceived contributing factors, and consequences of these difficulties, as well as the instructional support provided by teachers. A qualitative descriptive design was employed involving 22 participants from 11 public elementary schools in Kemuning District, Palembang, Indonesia: 11 fifth-grade students experiencing persistent difficulties in Islamic Religious Education and 11 certified teachers. Data were collected through semi-structured interviews, teacher learning notes, student reflections, and relevant academic documents, and were analyzed using Braun and Clarke’s six-phase thematic analysis. Five themes were identified: Arabic literacy as a gateway barrier, mismatch between students’ processing pace and classroom demands, emotional and social consequences of repeated difficulty, limited support outside school, and adaptive teacher support. Students reported difficulties recognizing and writing Hijaiyah letters, retaining memorized material, completing tasks at the expected pace, and participating confidently in class. Teachers responded through individualized guidance, chunking, slower instructional pacing, auditory and narrative supports, repetition, and positive reinforcement, which participants perceived as helpful. The findings indicate that learning difficulties in Islamic Religious Education are shaped by the interaction of linguistic, cognitive, emotional, instructional, and environmental conditions. Inclusive practice therefore requires gradual instructional sequencing, emotionally safe classrooms, and stronger collaboration between schools and families.
Copyright (c) 2026 Ratih Novianti, Zuhdiyah Zuhdiyah, Karoma Karoma, Indah Wigati, Maryamah Maryamah https://creativecommons.org/licenses/by-nc/4.0
Local Wisdom as Pedagogical Capital in Islamic Education: A Critical Integrative Review from the Global South
Islamic education in the Global South is embedded in local traditions, communal practices, and historically shaped power relations, yet local wisdom is often treated as cultural decoration rather than as a substantive pedagogical resource. This study examines how local wisdom is conceptualized, operationalized, and contested in the transmission of Islamic values and proposes a more contextual and ethically reflexive pedagogical framework. A critical integrative review was conducted on 32 Scopus-indexed journal articles published between 2015 and 2025. Following PRISMA-guided selection procedures, the studies were analyzed through thematic coding, conceptual clustering, and critical synthesis, with attention to pedagogical mechanisms, institutional contexts, moral authority, gender, and power relations. The findings reveal two dominant conceptualizations: local wisdom as a peripheral cultural context and as pedagogical-moral capital that shapes students’ moral habitus. Values were transmitted most effectively through role modelling, habituation, communal rituals, affective relationships, and school–community practices. However, uncritical integration may reproduce hierarchy, conformity, gender bias, exclusion, and hidden forms of authority. Institutional autonomy, curriculum flexibility, educator reflexivity, and community participation strongly influenced the depth of integration. The study concludes that local wisdom should be positioned not as symbolic local content but as a critically examined pedagogical resource. A reflexive, dialogical, and culturally responsive approach is therefore needed to strengthen ethical agency, contextual relevance, and socially just Islamic education.
Copyright (c) 2026 Dyah Hapsari Eko Nugraheni, Abdullah Idi, Achmad Syarifuddin https://creativecommons.org/licenses/by-nc/4.0