JONED: Journal of Nusantara Education (E-ISSN 2807-436X) is a peer-reviewed open access scholarly journal published by the Faculty of Education, Universitas Nahdlatul Ulama Yogyakarta. This journal is abstracted and indexed by SINTA, Google Scholar, Garuda, Crossref, Dimensions, OneSearch, Neliti.com, Base, Copernicus, JournalStories, ROAD, and Moraref. This journal is accredited by the Indonesian Ministry of Research, Technology and Higher Education (RistekDikti) of the Republic of Indonesia in SINTA. The recognition was published in the Director Decree (SK No. 72/E/KPT/2024), effective until 2025 (Download accreditation certificate). The journal has been a member of Crossref (Prefix: 10.57176). It publishes research and literature review articles in relation to educational science, language education, early childhood education, primary education, secondary education, and higher education. Submitted papers can be written in English, Bahasa Indonesia or other international languages for the initial review stage by editors and further review process by our reviewers. Journal of Nusantara Education publishes its issues biannually, in October and April.
Faculty of Education Universitas Nahdlatul Ulama Yogyakarta
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The Algorithmic Loop in Intensifying Brainrot and Reducing Language Learning Focus
Brainrot,defined by a tendency toward excessive micro-scrolling, persistent audio reassurance and an increased fondness for overstimulating short-form,has become a major cognitive phenomenon among young adults. However, it is relatively unexplored how algorithmic recommender systems reinforce this state and what roles this plays in academic processes (e.g. English learning). The current study is based on a quantitative explanatory research design and involves 321 daily TikTok or Instagram users. Four latent constructs were investigated: Algorithmic Exposure, Brainrot Intensity, Cognitive Load and Language Learning Focus. The confirmatory factor analysis showed high both construct validity and the model fits well (CFI =. 956, RMSEA =. 052). Algorithmic exposure was a powerful predictor of brainrot intensity (β =. 72, p <. 001), and this inhibition subsequently had a significant impact on cognitive load (β =. 66, p <. 001). Cognitive load had a relatively large negative influence on language learning attention (β = –. 58, p <. 001). There was no significant direct path from algorithmic exposure to learning focus verifying full mediation by brainrot and cognitive load. This suggests the influence of algorithmically curated digital environments on learning is not immediate, but rather it works its effect through cognitive breakdowns that limit learners’ ability to sustain focus in vocabulary building, reading comprehension and grammar processing. The findings of this study suggest that ELT education should include training in algorithmic literacy and attention management to help people cope with the increasing cognitive demands put forward by short-form social media.
Copyright (c) 2026 Nyak Mutia Ismail, Lismalinda, Sitti Jamilah, Muhammad Tahir https://creativecommons.org/licenses/by-sa/4.0
Problematics of Learning the Qur'an and Hadith for Students of MAN 3 Kebumen
The purpose of this study is to analyze the problems of learning the Qur'an and Hadith in class XI B students at MAN 3 Kebumen. This study uses a qualitative research method with a case study approach with the object of research being the problems of learning the Qur'an and Hadith in class XI B MAN 3 Kebumen. The research subjects consisted ofan Al-Qur'an and Hadith teacher and 6 out of 31 class XI B students in the 2024/2025 academic year. The selection of the subjects was based on a purposive sampling technique. The criteria used included students who experienced problems in learning the Qur'an and Hadith with high, medium, and low categories. The data collected included observation, interviews, and documentation. The data were tested for validity using method and source triangulation. The data analysis techniques used included data condensation, data presentation, and drawing conclusions. The results of the study show that the problems of learning the Qur'an and Hadith were identified in the aspect of learning interest which was characterized by students having low learning interest, indiscipline in completing assignments, and playing with cellphones; the learning motivation aspect is characterized by students being less motivated, monotonous lecture methods, limited forms of appreciation given by teachers, and a non-conducive classroom environment; and the learning difficulty aspect is characterized by students having difficulty in mastering the material and showing a personality that does not support the learning process, such as drowsiness and sleeping.
Copyright (c) 2026 Putri Magda Nurhaliza, Muna Fauziah, Atsmarina Awanis https://creativecommons.org/licenses/by-sa/4.0
The Future Landscape of English Language Teaching through Gamification
The rapid development of digital technology has significantly influenced the transformation of English language teaching practices. One of the emerging approaches is gamification, which integrates game elements into learning environments to enhance student engagement. However, despite its growing popularity, there is still limited comprehensive synthesis of recent research examining the future direction and effectiveness of gamification in English language teaching. Therefore, this study aims to explore the future landscape of English language teaching through gamification and to identify its impacts on learner motivation, engagement, and language proficiency. This research employed a Systematic Literature Review (SLR) using the PRISMA framework to systematically identify, screen, and analyze relevant studies. The literature search was conducted in the ERIC digital database with publication years limited to 2025–2026. The inclusion criteria consisted of studies focusing on English language learning, the application of gamification, and EFL/ESL contexts. After the screening and eligibility process, 14 relevant articles were selected for qualitative synthesis. The findings indicate that gamification significantly enhances students’ motivation, engagement, and participation in English learning. Gamified activities also contribute to the improvement of language skills such as speaking, vocabulary, and grammar, while reducing learning anxiety. Furthermore, the integration of emerging technologies such as artificial intelligence strengthens the effectiveness of gamified learning environments. Overall, gamification has strong potential to transform English language teaching into a more interactive, personalized, and technology-supported learning experience in the future.
Copyright (c) 2026 Aryawira Pratama, Melli Kusmaningrum, Masita Arianie, Khoirunnisa https://creativecommons.org/licenses/by-sa/4.0
Integrating AI-TPACK for Pre-Service Teachers: Applications and Challenges in English Language Program
Artificial Intelligence (AI) is transforming education, offering innovative opportunities to enhance teaching and learning. Integrating AI into the Technological Pedagogical Content Knowledge (TPACK) framework has led to the development of AI-TPACK, which addresses the specific skills and strategies required for effective AI integration in educational contexts. While existing research focuses primarily on teachers’ readiness to adopt AI, limited attention has been given to pre-service teachers (PSTs) and their practical application of AI-TPACK. This study explores how PSTs in an English Language Program apply AI-TPACK in their teaching practices and investigates the challenges they encounter during implementation. Employing a narrative inquiry approach, the study collects data through questionnaires, semi-structured interviews, and reflective journals. Questionnaires assess PSTs' theoretical and practical understanding of AI-TPACK, while interviews provide in-depth insights into their lived experiences and challenges. Reflective journals capture ongoing reflections, documenting their evolving perspectives and skills. Thematic analysis is used to triangulate data across these sources, ensuring a robust understanding of PSTs’ competencies and challenges in applying AI-TPACK. The findings indicate that AI-TPACK improves PSTs' ability to design lessons, adjust teaching methods, and create more engaging and interactive learning experiences. AI tools also enable more personalized learning by modifying content and adjusting the speed of instruction to meet individual student needs, enhancing both teaching efficiency and student outcomes.
Copyright (c) 2026 Pungky Ramadhani, Eka Rizki Amalia, Nurul Azizah Ria Kusrini https://creativecommons.org/licenses/by-sa/4.0
Students’ perception of Project-based Learning at IT in Education Course
This research aims to describe the students’ perceptions towards the implementation of Project-based Learning in IT in Education Class of English Language Education Study Program of Universitas Nahdlatul Ulama Purwokerto. This research used descriptive quantitative method to provide a systematic overview os students ‘responses to the applied learning approach. The data were collected through a questionnaire distributed to fourth semester students using Google Forms. The questionnaire covered several aspects, including students’ perception of the learning materials, the implementation of Project Based Learning in teaching and learning process and the roles of teacher in Project Based Learning. The result shows that 60,5% of students agreed that the teaching material was easy to understand, and 50% of students agreed that Project Based Learning improved their IT skills and Motivation. Related to the role of teacher, there were 44,7% of students perceived that the teacher played an active role in completing the assigned project. Furthermore, to strengthen the quantitative finding, interviews were also conducted as supporting data, and the result were consistent with the main finding og the study. Overall, the findings indicate that most students have positive perception of the implementation of PjBL in the IT in education course. This study highlights that PjBL is an essential and effective teaching; method that enhance students’ motivation. Skils, and engagement. Therefore, the implementation of PjBL is recommended to be continuously developed to support more interactive and meaningful learning experiences.
Copyright (c) 2026 M. Happy Nur Tsani, Yasinta Wulandari, Asfi Ainuranti https://creativecommons.org/licenses/by-sa/4.0
Pengembangan Mobile Learning Berbantuan Game Digital pada Materi Tata Surya untuk Meningkatkan Hasil Belajar Siswa
Abstrak Penelitian ini bertujuan untuk menelusuri kelayakan dan efektivitas mobile learning berbantuan game digital dalam pembelajaran IPA khususnya pada materi sistem tata surya. Penelitian ini merupakan Research and Development (R&D) dengan model pengembangan ADDIE yang meliputi analyze, design, develop, implement, and evaluate. Subjek penelitian terdiri dari 3 validator ahli yaitu ahlimedia, materi, dan bahasa, 3 guru IPA, dan 18 peserta didik kelas VII pada salah satu SMP di Kota Ternate. Data dikumpulkan melalui angket dan soal pilihan ganda. Hasil penelitian menunjukkan bahwa media mobile learning yang dikembangkan dikategorikan sangat layak digunakan dalam pembelajaran. Validasi oleh ahli media dan ahli materi masing-masing memperoleh skor 83%, sedangkan ahli bahasa sebesar 92%. Pendidik IPA dan peserta didik memberikan respon yang sangat baik dengan persentase masing-masing sebesar 88% dan 91%. Hasil belajar peserta didik mengalami peningkatan pada setiap serinya yakni 0,73 (tinggi) untuk seri 1, sebesar 0,75 (tinggi) untuk seri 2 dan sebesar 0,89 (tinggi) untuk seri 3. Temuan ini menegaskan bahwa mobile learning berbantuan game digital efektif dalam meningkatkan hasil belajar peserta didik. Media ini menyediakan pengalaman belajar interaktif dan menyenangkan, serta mendorong pemahaman konsep IPA secara lebih optimal, sehingga direkomendasikan untuk diterapkan secara luas pada pembelajaran materi serupa di tingkat SMP.
Copyright (c) 2026 Sitti Khumairah Zulfikar L. Oei, Saprudin, Rahim Achmad https://creativecommons.org/licenses/by-sa/4.0
Asesmen Kecerdasan Majemuk dan Preferensi Strategi Pembelajaran IPA pada Siswa SMP
Penelitian ini bertujuan untuk menganalisis profil kecerdasan majemuk siswa SMP, preferensi mereka terhadap strategi pembelajaran IPA, serta menguji keterkaitan antara kedua variabel tersebut sebagai dasar diferensiasi pembelajaran. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional melalui survei terhadap 102 siswa kelas VII, VIII, dan IX di SMPN 9 Bulukumba yang dipilih menggunakan stratified random sampling. Instrumen penelitian terdiri atas angket kecerdasan majemuk berbasis delapan domain Gardner sebanyak 40 item (α = 0,89) dan angket preferensi strategi pembelajaran IPA sebanyak 30 item (α = 0,86), keduanya menggunakan skala Likert lima poin. Data dianalisis menggunakan statistik deskriptif dan korelasi Spearman pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa rerata skor kecerdasan majemuk berada pada kategori sedang dengan rentang mean 2,916–3,051 dan simpangan baku 0,626–0,751. Preferensi strategi pembelajaran IPA tergolong tinggi pada Inquiry-Based Learning (M = 4,965; SD = 0,127), Problem-Based Learning (M = 5,000; SD = 0,000), Project-Based Learning (M = 4,997; SD = 0,032), dan Direct Instruction (M = 4,555; SD = 0,524), sedangkan Technology-Enhanced Learning berada pada kategori sedang (M = 3,017; SD = 0,713). Analisis korelasi menunjukkan hubungan signifikan antara kecerdasan interpersonal dan Collaborative Learning (ρ = 0,773; p < 0,01), kecerdasan visual-spasial dan Technology-Enhanced Learning (ρ = 0,674; p < 0,01), serta kecerdasan intrapersonal dan Direct Instruction (ρ = 0,520; p < 0,01). Temuan ini menunjukkan bahwa asesmen kecerdasan majemuk dapat menjadi dasar empiris dalam merancang strategi pembelajaran IPA yang adaptif. Hasil penelitian juga memberi implikasi praktis bagi guru dalam mengembangkan diferensiasi pembelajaran sesuai profil kecerdasan siswa.
Copyright (c) 2026 Zulqifli Alqadri, Hasanuddin Hasanuddin, Munawwarah Munawwarah https://creativecommons.org/licenses/by-sa/4.0
Promoting Students’ English-Speaking Skill through Communicative Language Teaching (CLT) and Investigating Students’ Voices
Speaking is an essential English skill, yet it can be troublesome for many learners. Every English teacher must implement teaching strategies to support the achievement of learning objectives in speaking classes. Speaking problems also appeared in MA Ma'arif NU Sains Al-Qur'an Sumbang. Therefore, the researchers conducted action research using Communicative Language Teaching (CLT) approach to boost the speaking skill of eleventh-grade students. This class was chosen because their speaking score was still low. Additionally, this investigation aims to explore students’ perceptions of CLT implemented. The action research was conducted through planning, acting, observing, and reflecting. The enhancement of speaking skill was measured through pre-test and post-test by calculating the average scores. Moreover, the students’ perceptions were explored through a questionnaire, and the data were analysed by calculating the percentage of each item. The test results demonstrated a notable increase in students’ speaking ability. In cycle 1, the average scores increased from 47.67 to 85.11. Then, in Cycle 2, students’ English-speaking skill increased from 62.73 to 85.5. Additionally, based on the survey, the majority of students admitted that CLT exercises were enjoyable and useful in improving their speaking ability and confidence. The study shows that CLT exercises are successful in enhancing students' speaking skill, and it receives positive opinions from the students. Therefore, the findings of this study can be taken into account while utilising CLT to enhance students' English-speaking ability.
Copyright (c) 2026 Dian Purnama, Asfi Aniuranti, Yasinta Wulandari, Nur Haryani https://creativecommons.org/licenses/by-sa/4.0
Students’ Perception of the Daily English Songs Program in Pesantren Walisongo Ngabar Female Campus
This study explores students’ perceptions of the Daily English Songs program at Pesantren Walisongo Ngabar Female Campus during the 2024/2025 academic year. It addresses the need for effective, contextually relevant strategies to strengthen English proficiency within an Islamic boarding school environment in which global communication skills must be balanced with religious education. A descriptive qualitative design was employed, involving ten students from grades one through six selected via purposive sampling. Data were collected through interviews and observations. The analysis followed the Miles and Huberman framework, consisting of data reduction, data display, and conclusion drawing/verification. Findings indicate that the program is an engaging method for supporting language learning. Students perceived the songs as effective tools for enhancing vocabulary acquisition, improving pronunciation, and providing entertainment to alleviate the monotony of dormitory life. While positive perceptions dominated, some students reported boredom due to the repetitive playback of the same songs, suggesting a need for more frequent rotation of material. The outcomes underscore the importance of creative educational media in a pesantren setting. By using songs with Islamic themes, the program successfully integrates international language mastery without compromising spiritual values. The study concludes that daily exposure to English music facilitates natural language internalization and increases students’ motivation.
Copyright (c) 2026 Nesa Nur Arifah, Diska Fatima Virgiyanti, Dian Nashrul Munif https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of the Phonics Method in Improving English Reading Proficiency in Kindergarten Students
This study aims to examine the effectiveness of phonics-based instruction in improving young children’s English reading skills at the kindergarten level. It is conducted within the context of English as a foreign language. Conventional alphabet-based spelling techniques often fail to meet the developmental needs of early childhood learners. Phonics, as a methodological approach to early reading instruction, emphasizes the relationship between sounds and letters and is recognized as a more structured approach. This study involved 40 students from a bilingual institution in Indonesia and employed a quantitative approach with a quasi-experimental design. Participants were divided into two groups: the experimental group received structured phonics instruction for six weeks, while the control group continued with traditional alphabet-based reading instruction. Data were collected through pre-tests and post-tests measuring letter recognition, phonemic awareness, word reading accuracy, and word decoding. The results showed that the experimental group achieved significantly higher reading scores (M = 87.6) compared to the control group (M = 70.05), with statistical significance confirmed through a t-test (p < 0.05). Qualitative data were also collected through interviews, field notes, and classroom video recordings. The findings indicate that children in the phonics group demonstrated greater engagement, enjoyment, and motivation. Students also showed positive emotional responses during phonics activities, such as singing, games, and teacher reinforcement, which supported their cognitive development and socio-emotional growth. This study concludes that phonics-based instruction is effective in improving early English reading skills, while also enhancing student engagement and emotional well-being
Copyright (c) 2026 Rr Retno Dwi Susanti https://creativecommons.org/licenses/by-sa/4.0
Internalisasi Nilai Islam dalam Budaya Maritim sebagai Proses Pendidikan Agama Islam Pesisir Selat Melaka
Artikel ini mengkaji budaya maritim masyarakat Pesisir Selat Melaka sebagai ruang edukatif dalam proses Pendidikan Agama Islam. Selama ini, Pendidikan Agama Islam cenderung dipahami sebagai proses pembelajaran yang berlangsung dalam ruang institusional formal, sementara dimensi kultural masyarakat belum banyak dieksplorasi sebagai medium internalisasi nilai keagamaan. Penelitian ini bertujuan untuk mengungkap bagaimana nilai-nilai Islam diinternalisasikan melalui budaya maritim, mekanisme internalisasi yang berlangsung, serta kontribusinya terhadap pembentukan sikap keberagamaan masyarakat pesisir. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif-interpretatif. Data diperoleh melalui observasi partisipatif, wawancara mendalam, dan dokumentasi terhadap 18 informan kunci yang terdiri atas tokoh agama, tokoh adat, nelayan, serta anggota masyarakat pesisir yang terlibat langsung dalam aktivitas budaya maritim. Informan dipilih menggunakan purposive sampling dan dikembangkan melalui snowball sampling hingga mencapai kejenuhan data. Analisis data dilakukan secara tematik untuk memaknai relasi antara praktik budaya maritim dan Pendidikan Agama Islam. Hasil penelitian menunjukkan bahwa budaya maritim berfungsi sebagai proses PAI yang bersifat informal dan nonformal melalui mekanisme keteladanan, pembiasaan kolektif, dan transmisi nilai lintas generasi. Nilai-nilai Islam yang terinternalisasi meliputi tauhid, etika kerja Islami, solidaritas sosial, dan kesadaran ekologis, yang dihayati melalui pengalaman hidup dan praktik keseharian masyarakat pesisir. Temuan ini menegaskan bahwa budaya maritim merupakan ruang pedagogis yang efektif dalam membentuk kesadaran keagamaan yang aplikatif dan berkelanjutan. Secara teoretis, penelitian ini memperluas paradigma Pendidikan Agama Islam dengan menempatkan budaya lokal sebagai medium pendidikan nilai yang sah dan strategis. Temuan penelitian ini memberikan landasan bagi pengembangan model Pendidikan Agama Islam yang kontekstual, inklusif, dan berakar pada kearifan lokal masyarakat pesisir.
Copyright (c) 2026 Nur Hafizah, Wiwid Hadi Sumitro https://creativecommons.org/licenses/by-sa/4.0
Integritas Kegiatan Ekstrakurikuler dalam Mengoptimalkan Pengembangan Potensi Peserta Didik secara Holistik
Pengembangan potensi peserta didik secara holistik menjadi tuntutan penting dalam pendidikan modern, karena peserta didik tidak hanya dituntut unggul secara akademik, tetapi juga berkembang secara kognitif, afektif, dan psikomotor melalui pengalaman belajar yang bermakna. Kegiatan ekstrakurikuler merupakan salah satu sarana strategis untuk mendukung pencapaian tujuan tersebut sebagaimana diamanatkan dalam Permendikbud Nomor 62 Tahun 2014. Namun, efektivitas kegiatan ekstrakurikuler sangat ditentukan oleh integritas pelaksanaannya, karena tanpa integritas, program berpotensi menjadi formalitas yang minim dampak edukatif. Penelitian ini bertujuan untuk mengkaji peran kegiatan ekstrakurikuler dalam mengembangkan potensi peserta didik secara holistik serta menelaah pentingnya integritas dalam pelaksanaannya sebagai suatu sistem yang terencana, konsisten, dan bernilai edukatif. Metode yang digunakan adalah literature review dengan pendekatan kualitatif melalui penelaahan berbagai sumber ilmiah, seperti artikel jurnal, buku, dan prosiding yang relevan dengan topik pendidikan holistik dan kegiatan ekstrakurikuler pada periode 2020–2025. Analisis data dilakukan dengan teknik analisis konten melalui tahapan pengumpulan, seleksi, pengelompokan tema, dan penafsiran hasil kajian. Hasil penelitian menunjukkan bahwa kegiatan ekstrakurikuler berperan signifikan dalam mengembangkan kemampuan kognitif, afektif, dan psikomotor peserta didik. Peran tersebut akan optimal apabila integritas pelaksanaannya terjaga melalui keselarasan antara perencanaan, pelaksanaan, dan evaluasi secara berkelanjutan. Temuan ini menegaskan bahwa keberhasilan kegiatan ekstrakurikuler tidak hanya ditentukan oleh ragam aktivitas, tetapi oleh integritas pelaksanaannya sebagai satu kesatuan sistem pendidikan, sehingga dapat menjadi dasar bagi sekolah dan pembuat kebijakan dalam meningkatkan kualitas pengelolaan ekstrakurikuler.
Copyright (c) 2026 Wafa Nurul Fauziah, Deswita Faradhilah, Najla Raisa Maharani, Rizka Ayu Sofiani, Anindya Rahmadyanti https://creativecommons.org/licenses/by-sa/4.0
Integrasi Nilai Etika dan Keagamaan dalam Pendidikan Vokasi: Menjawab Tantangan Industri 4.0
Penelitian ini bertujuan untuk menganalisis urgensi, strategi implementasi, serta tantangan dalam mengintegrasikan nilai-nilai etika dan keagamaan ke dalam pendidikan vokasi di era Industri 4.0, dengan studi kasus di Politeknik Industri Logam Morowali. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan 120 mahasiswa, 4 dosen pengampu mata kuliah keagamaan dan teknis, serta pengelola kurikulum atau pimpinan program studi sebagai responden. Pengumpulan data dilakukan melalui wawancara mendalam, observasi sistematis terhadap proses pembelajaran dan pembinaan karakter, studi dokumentasi kurikulum dan silabus, serta survei terstruktur kepada mahasiswa dan dosen. Keabsahan data diperkuat melalui triangulasi sumber, teknik, dan waktu untuk menjamin konsistensi dan kredibilitas temuan. Analisis tematik digunakan untuk mengidentifikasi pola dan memperkuat temuan dari berbagai sumber data. Hasil penelitian menunjukkan bahwa integrasi nilai-nilai etika dan keagamaan merupakan kebutuhan strategis dalam membentuk lulusan pendidikan vokasi yang tidak hanya kompeten secara teknis, tetapi juga memiliki landasan moral yang kuat dan kesiapan menghadapi dilema etis dalam konteks industri modern. Sebanyak 92% mahasiswa menyatakan bahwa nilai etika dan keagamaan penting bagi kesiapan profesional. Namun, implementasinya masih cenderung bersifat teoretis dan belum sepenuhnya terintegrasi secara kontekstual dengan kebutuhan industri. Strategi efektif yang teridentifikasi meliputi integrasi lintas mata kuliah, penguatan kegiatan keagamaan dan ekstrakurikuler, serta keteladanan dosen. Tantangan utama meliputi keterbatasan kerangka kurikulum, rendahnya kompetensi dosen dalam pedagogi berbasis nilai, pengaruh budaya digital, serta lemahnya sinergi antara perguruan tinggi dan dunia industri.
Copyright (c) 2026 Afip Miftahul Basar, Ceceng Saepulmilah https://creativecommons.org/licenses/by-sa/4.0
Boosting Junior High School Students’ Vocabulary Skills through Educational Tiktok Content
This study aims to investigate the effectiveness of using TikTok as a medium to enhance students' vocabulary mastery. Employing a quantitative approach with a quasi-experimental design, the research was conducted at SMPN 3 Lamongan. The study involved class 7D as the experimental group (n=30) and class 7G as the control group (n=30). Data were collected through multiple-choice vocabulary tests administered as pre-tests and post-tests to assess students' vocabulary knowledge before and after the treatment. The experimental group received vocabulary instruction integrated with TikTok content, while the control group followed conventional teaching methods. Statistical analyses, including normality testing, the Wilcoxon signed-rank test, and the Mann–Whitney U test, were performed using SPSS version 25. The Mann–Whitney U test yielded a significant value for Asymp. Sig. (2-tailed) = 0.000, which is lower than the threshold of 0.05, indicating a statistically significant difference between the two groups. These findings support the research hypothesis and demonstrate that incorporating TikTok into the vocabulary learning process significantly impacts students' vocabulary acquisition. The results suggest that social media platforms like TikTok can be effectively utilized as complementary tools in English language learning. This medium also enhances students’ motivation, learning engagement, and interest in participating in English learning. Furthermore, the findings of this study make a meaningful contribution to the field of English education by demonstrating that the integration of short-video-based social media platforms such as TikTok can serve as an effective and innovative instructional strategy for improving students’ vocabulary mastery and their engagement in the learning process.
Copyright (c) 2026 Riya Risqi Setyaningrum, Fita Faridah, Dian Luthfiyati, Maslakhatul Fitriana https://creativecommons.org/licenses/by-sa/4.0
Enhancing Kindergarteners’ English Vocabulary and Pronunciation through Morning Circle Activities
This study investigates the implementation of Morning Circle as a strategic approach to enhance English vocabulary and pronunciation among kindergarten students. Grounded in Lev Vygotsky’s Zone of Proximal Development (ZPD) and the concept of scaffolding, this study explores how teacher–student interactions within this activity support early language acquisition. A descriptive qualitative method was employed through classroom observations conducted over six weeks in a kindergarten that routinely integrates Morning Circle into its English language learning practices. Data were collected through non-participant observations involving 23 students and one teacher, focusing on four main components: greetings, singing, counting, and material delivery. The data were analyzed thematically by identifying recurring patterns of teacher support and students’ language responses in relation to the ZPD framework. The findings reveal that each component of Morning Circle contributes significantly to language development. Greeting sessions provide structured exposure to basic English expressions with bilingual support. Singing integrates vocabulary with rhythm and movement, facilitating pronunciation practice. Counting activities reinforce number vocabulary while encouraging peer interaction. Material delivery emphasizes thematic vocabulary supported by modeling, gestures, and simplified explanations. Consistent use of scaffolding strategies, including modeling, repetition, bilingual cues, and physical demonstrations, plays a crucial role in guiding student engagement and linguistic progress. These findings suggest that Morning Circle, when purposefully designed, serves as an effective and developmentally appropriate framework for introducing foundational English skills. Beyond a daily routine, it functions as an interactive and intentional learning opportunity that supports vocabulary acquisition and pronunciation development
Copyright (c) 2026 Edward Eka Wardhana, Yuli Astutik, Niko Fediyanto; Nur Farhana bte Abd Wahid https://creativecommons.org/licenses/by-sa/4.0
Transformasi Pembelajaran PAI: Integrasi Pedagogi Inovatif, Teknologi, dan Dukungan Kontekstual
Penelitian ini bertujuan untuk menganalisis upaya guru Pendidikan Agama Islam (PAI) dalam menciptakan pembelajaran yang efektif, inovatif, dan kontekstual di era digital. Kajian ini menggunakan pendekatan kualitatif dengan metode kajian pustaka terhadap berbagai publikasi ilmiah nasional dan internasional periode 2015–2025 yang terindeks dalam basis data bereputasi, seperti SINTA, Garuda, Moraref, Scopus, dan DOAJ, yang membahas strategi pedagogis, manajemen kelas, integrasi teknologi, asesmen formatif, serta dukungan kontekstual dalam pembelajaran PAI. Hasil kajian menunjukkan bahwa penerapan strategi pembelajaran aktif berbasis konstruktivisme sosial, seperti diskusi kelompok, pembelajaran berbasis proyek, dan tanya jawab interaktif, dapat meningkatkan keterlibatan, motivasi, serta kemampuan berpikir kritis siswa. Manajemen kelas yang humanis berkontribusi terhadap terciptanya suasana belajar yang positif dan kolaboratif, sedangkan asesmen formatif berperan sebagai sarana refleksi dan pembentukan karakter siswa. Sementara itu, integrasi teknologi digital memperkaya pengalaman belajar, namun efektivitasnya sangat bergantung pada literasi digital guru serta desain pedagogis yang berorientasi pada nilai. Selain itu, dukungan kontekstual berupa budaya religius sekolah, kebijakan yang humanis, dan kurikulum adaptif berbasis nilai Islam memperkuat ekosistem pembelajaran PAI yang bermakna. Hasil penelitian ini menegaskan pentingnya pendekatan integratif antara pedagogi inovatif, literasi digital, dan konteks sosial-budaya untuk memperkuat peran PAI dalam membentuk karakter, kompetensi abad ke-21, dan spiritualitas peserta didik di tengah tantangan transformasi pendidikan global.
Copyright (c) 2026 Nailal Izzah, Khusnul Wardan https://creativecommons.org/licenses/by-sa/4.0
Students' Perception on Using English Language Fantasy Movies to Enhance Vocabulary Mastery in English Education
Penelitian kualitatif studi kasus ini mengkaji persepsi mahasiswa terhadap penggunaan film berbahasa Inggris untuk akuisisi kosakata. Data dikumpulkan melalui wawancara semi-terstruktur dengan empat mahasiswa Program Studi Pendidikan Bahasa Inggris di Universitas Palangka Raya yang memiliki kebiasaan menonton film berbahasa Inggris. Data kemudian dianalisis secara tematik, yang menghasilkan lima tema utama: (1) pengalaman pertama dengan film fantasi berbahasa Inggris, (2) manfaat yang dirasakan, (3) efektivitas akuisisi kosakata, (4) teknik pembelajaran, dan (5) integrasi film ke dalam pendidikan formal. Temuan mengungkapkan bahwa film menyediakan input otentik dan multimodal yang mendukung pembelajaran kosakata, baik secara insidental maupun intensional. Keberhasilan pembelajar dipengaruhi oleh strategic engagement (keterlibatan strategis), seperti pencatatan, penggunaan kamus, penerjemah, dan refleksi. Durasi paparan terhadap bahasa juga menjadi faktor yang membedakan pembelajar pemula dini dan pemula terlambat. . Para partisipan menekankan bahwa bimbingan guru melalui kegiatan pre-, during-, dan post-viewing meningkatkan pemahaman, menopang (scaffold) akuisisi kosakata, serta mengatasi tantangan seperti dialog cepat atau subtitle yang tidak akurat. Studi ini memberikan bukti kualitatif yang mendukung Input Hypothesis Krashen dan Noticing Hypothesis Schmidt, dengan menunjukkan interaksi antara faktor kognitif dan afektif dalam pembelajaran berbasis film. Hasil ini menyoroti potensi pedagogis dari integrasi film berbahasa Inggris ke dalam pengajaran formal.Pendekatan yang terstruktur, menarik, dan berpusat pada pembelajar terbukti dapat mengoptimalkan penguasaan kosakata sekaligus menjaga motivasi dan paparan bahasa yang otentik. Untuk penelitian mendatang, disarankan menggunakan desain eksperimental atau longitudinal guna mengukur peningkatan yang terukur dan menyelidiki lebih lanjut mekanisme yang mendasari pembelajaran bahasa melalui media audiovisual. __________________________________________________________________________________________ This qualitative case study investigates students’ perceptions of using English-language films for vocabulary acquisition. Data were collected through semi-structured interviews with four students from the English Education Study Program at the University of Palangka Raya who regularly watch English-language films. The data were then analysed thematically, resulting in five main themes: (1) first experiences with English fantasy films, (2) perceived benefits, (3) effectiveness of vocabulary acquisition, (4) learning techniques, and (5) integration of films into formal education. The findings reveal that films provide authentic and multimodal input that supports both incidental and intentional vocabulary learning. Learners’ success is influenced by strategic engagement, such as note-taking, dictionary use, translation, and reflection. The duration of language exposure also distinguishes early and late beginners. Participants emphasized that teacher guidance through pre-, during-, and post-viewing activities enhances comprehension, scaffolds vocabulary acquisition, and helps overcome challenges such as fast-paced dialogues or inaccurate subtitles. This study provides qualitative evidence supporting Krashen’s Input Hypothesis and Schmidt’s Noticing Hypothesis, demonstrating the interaction between cognitive and affective factors in film-based learning. The results highlight the pedagogical potential of integrating English-language films into formal instruction. A structured, engaging, and learner-cantered approach can optimize vocabulary mastery while maintaining motivation and exposure to authentic language. Future research is recommended to employ experimental or longitudinal designs to measure observable improvement and further explore the underlying mechanisms of language learning through audiovisual media.
Copyright (c) 2025 Ayonia Jelita Boru Sinaga, Tiarannisa Putri Lestari, Olga Dona Retsi, Muhammad Subhan Fikri https://creativecommons.org/licenses/by-sa/4.0
Strengthening Digital Literacy in the Teaching and Learning of Chemistry: A Literature Review
Penelitian ini bertujuan untuk menganalisis strategi penguatan literasi digital dalam pembelajaran kimia melalui kajian literatur. Literasi digital menjadi kompetensi esensial abad ke-21 yang tidak hanya mencakup keterampilan teknis, tetapi juga kapasitas kognitif, sosial, dan pedagogis dalam memanfaatkan teknologi secara kritis dan bertanggung jawab. Metode penelitian menggunakan systematic literature review dengan menelaah 50 artikel dari basis data jurnal open access yang berasal dari kombinasi jurnal nasional (seperti JKPK, JPI, JPSI, IJERR) dan jurnal internasional open access (misalnya Journal of Chemical Education, J. Phys. Conf. Ser., iJET, Education and Information Technologies) yang kemudian direduksi menjadi 20 artikel dan dipilih 15 artikel paling relevan berdasarkan kriteria inklusi. Artikel yang dianalisis dipublikasikan dalam rentang waktu 2020–2024, berfokus pada strategi pembelajaran kimia berbasis digital, dan berasal dari jurnal open access untuk menjamin transparansi dan aksesibilitas. Hasil kajian menunjukkan bahwa sebagian besar siswa maupun calon guru kimia awalnya memiliki tingkat literasi digital sedang, namun strategi pembelajaran berbasis teknologi terbukti mampu meningkatkan kompetensi tersebut secara signifikan. Strategi yang paling sering digunakan meliputi penggunaan e-modul berbasis Android, media Augmented Reality (AR), laboratorium virtual, pembelajaran berbasis proyek (STEAM-PjBL), serta integrasi perangkat lunak kimia seperti ChemDraw. Temuan ini menegaskan bahwa keberhasilan penguatan literasi digital tidak hanya ditentukan oleh ketersediaan teknologi, tetapi juga oleh keselarasan pedagogis, kesiapan guru, dan keterlibatan aktif siswa. Oleh karena itu, literasi digital perlu diposisikan sebagai kompetensi inti dalam pembelajaran kimia untuk memastikan pengalaman belajar yang bermakna, setara, dan berorientasi masa depan. _______________________________________________________________________________________ This study aims to analyze strategies for strengthening digital literacy in chemistry education through a systematic literature review. Digital literacy is recognized as an essential 21st-century competence that encompasses not only technical skills but also cognitive, social, and pedagogical capacities to use technology critically and responsibly. The research employed a systematic literature review method, initially identifying 50 open access journal articles, which were then reduced to 20 and finally narrowed down to 15 articles based on inclusion criteria. The selected studies, published between 2020 and 2024, specifically addressed digital literacy strategies in chemistry education and were drawn exclusively from open access journals to ensure transparency and accessibility. The results indicate that most students and pre-service chemistry teachers initially demonstrated moderate levels of digital literacy, yet structured technology-based interventions significantly improved these competencies. The most frequently reported strategies included Android-based e-modules, Augmented/Virtual Reality (AR/VR) media, virtual laboratories, STEAM project-based learning, and the integration of chemistry software such as ChemDraw. These findings highlight that the success of digital literacy development depends not only on the availability of digital tools but also on pedagogical alignment, teacher preparedness, and active student engagement. Consequently, digital literacy should be regarded as a core competency in chemistry education to ensure equitable, meaningful, and future-oriented learning experiences.
Copyright (c) 2025 Munawwarah https://creativecommons.org/licenses/by-sa/4.0
The Impact of Interactive Animation Media on Pancasila Character Development in Islamic Education
Penelitian ini bertujuan untuk menganalisis pengaruh video pembelajaran interaktif berbasis animasi dalam Pendidikan Agama Islam terhadap pengembangan karakter siswa yang berlandaskan nilai-nilai Pancasila. Penelitian ini menggunakan pendekatan metode campuran dengan desain eksplanatori sekuensial, yang menggabungkan analisis kuantitatif dan kualitatif untuk memperoleh pemahaman yang komprehensif. Data kuantitatif dikumpulkan melalui angket dan tes hasil belajar dari 50 siswa di SD Inpres Mannurukki dan SD Inpres Bontobila. Pemilihan kedua sekolah ini didasarkan pada kondisi geografisnya yang berdekatan, sehingga memungkinkan perbandingan untuk mengidentifikasi kesenjangan atau kesamaan dalam penerapan media teknologi pada PAI. Data dianalisis menggunakan statistik deskriptif dan inferensial (korelasi Pearson/Spearman). Hasil analisis kuantitatif menunjukkan tidak ada korelasi yang signifikan antara penggunaan media berbasis teknologi dengan hasil belajar Pendidikan Agama Islam yang berorientasi pada pengembangan karakter Pancasila, dengan koefisien korelasi sebesar -0,096 dan nilai signifikansi sebesar 0,507. Temuan ini justru memberikan kontribusi penting, yang mengindikasikan bahwa teknologi saja tidak cukup untuk membentuk karakter tanpa diperkuat oleh peran guru dan pendekatan humanis. Sementara itu, temuan kualitatif dari wawancara mendalam dengan dua guru dan siswa mengungkapkan bahwa meskipun media teknologi dinilai menarik, efektivitasnya dalam membentuk karakter masih terbatas. Peran guru sebagai panutan, diskusi langsung, dan konteks sosial terbukti lebih dominan dalam menginternalisasi nilai-nilai Pancasila. Oleh karena itu, media berbasis teknologi perlu diintegrasikan secara bijaksana ke dalam strategi pembelajaran yang menekankan pendekatan humanis dan kontekstual. ______________________________________________________________________________________ This study aims to analyze the influence of interactive animation-based learning videos in Islamic Religious Education on students’ character development grounded in Pancasila values. The research employed a mixed-method approach with a sequential explanatory design, combining quantitative and qualitative analyses to obtain a comprehensive understanding. Quantitative data were collected through questionnaires and learning achievement tests administered to 50 students from SD Inpres Mannurukki and SD Inpres Bontobila. These two schools were selected based on their geographical proximity, allowing for a comparative analysis to identify gaps or similarities in the implementation of technology-based media in Islamic Religious Education (PAI). The data were analyzed using descriptive and inferential statistics (Pearson/Spearman correlation). The quantitative findings indicated no significant correlation between the use of technology-based media and learning outcomes in Islamic Religious Education oriented toward Pancasila character development, with a correlation coefficient of -0.096 and a significance value of 0.507. This finding provides an important insight, suggesting that technology alone is insufficient to shape character without being reinforced by the teacher’s role and a humanistic approach. Meanwhile, qualitative findings from in-depth interviews with two teachers and students revealed that although technology-based media were considered engaging, their effectiveness in shaping character remained limited. The teacher’s role as a role model, direct discussions, and social context proved to be more influential in internalizing Pancasila values. Therefore, technology-based media should be integrated wisely into learning strategies that emphasize humanistic and contextual approaches.
Copyright (c) 2025 Maslani, Rifqi Rohmatulloh, Muhammad Heri Numaeri, Mochamad Aqil https://creativecommons.org/licenses/by-sa/4.0
Creative Teaching Strategies and Student Engagement in a Rural Indonesian EFL Classroom: A Case Study from Sumbawa
Penelitian ini bertujuan untuk mengkaji strategi pengajaran kreatif yang diterapkan oleh guru bahasa Inggris dan dampaknya terhadap keterlibatan siswa di SMP Negeri 2 Utan, Kabupaten Sumbawa. Fokus utama adalah untuk mengidentifikasi bagaimana berbagai strategi seperti pujian, permainan edukatif, aktivitas awal pembelajaran, penggunaan musik, dan tugas kelompok mempengaruhi keterlibatan siswa dalam tiga dimensi: afektif, kognitif, dan perilaku. Penelitian ini menggunakan pendekatan kualitatif dengan desainstudi kasus. Data dikumpulkan melalui observasi kelas, wawancara mendalam dengan guru dan siswa, serta kuesioner terbuka. Teknik triangulasi digunakan untuk memastikan validitas data. Hasil penelitian menunjukkan bahwa strategi pengajaran kreatif guru berdampak positif terhadap keterlibatan siswa. Pujian membangun kepercayaan diri siswa, permainan edukatif dan musik menciptakan suasana belajar yang menyenangkan, dan tugas kelompok meningkatkan kolaborasi. Keterlibatan afektif siswa tercermin dari antusiasme dan rasa senang saat belajar, keterlibatan kognitif tampak dari peningkatan pemahaman melalui interaksi dan diskusi, sedangkan keterlibatan perilaku ditunjukkan melalui keaktifan siswa dalam menjawab dan berpartisipasi dalam kegiatan kelas. Namun demikian, ditemukan pula hambatan eksternal, terutama kondisi sosial ekonomi siswa yang mengharuskan mereka membantu orang tua bekerja, sehingga mengganggu kehadiran dan konsistensi keterlibatan belajar. Penelitian ini menekankan pentingnya strategi pengajaran yang kontekstual dan dukungan lingkungan belajar yang holistik, termasuk keterlibatan orang tua. __________________________________________________________________________________ This study aims to examine the creative teaching strategies implemented by English teachers and their impact on student engagement at SMP Negeri 2 Utan, Sumbawa Regency. The main focus of this study is to identify how various strategies, such as praise, educational games, pre-learning activities, the use of music, and group assignments, affect student engagement in three dimensions: affective, cognitive, and behavioral. This study used a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with teachers and students, and open-ended questionnaires. Triangulation techniques were used to ensure data validity. The results showed that teachers' creative teaching strategies had a positive impact on student engagement. Praise built students' self-confidence, educational games and music create a pleasant learning atmosphere, and group assignments enhance collaboration. Students' affective engagement is reflected in enthusiasm and enjoyment while learning, cognitive engagement is seen in increased understanding through interaction and discussion, while behavioral engagement is demonstrated through students' activeness in answering and participating in class activities. However, external obstacles were also found, particularly students' socioeconomic conditions that require them to help their parents work, thus disrupting attendance and consistent learning engagement. This research emphasizes the importance of contextual teaching strategies and holistic learning environment support, including parental involvement.
Copyright (c) 2025 Masdianti, Muhammad Alifah Ratno, Ahmad Syaekhu, Arif Maulana https://creativecommons.org/licenses/by-sa/4.0
Peningkatan Literasi Bahasa Jawa untuk Siswa Sekolah Dasar dengan Aplikasi Let’s Read Berpendekatan Deep Learning
Literasi bahasa daerah, termasuk Jawa, memegang peranan penting dalam melestarikan kebudayaan lokal dan meningkatkan kemampuan berbahasa siswa. Penelitian ini bertujuan meningkatkan literasi bahasa Jawa siswa sekolah dasar dengan pemanfaatan aplikasi Let’s Read. Metode yang digunakan adalah penelitian tindakan kelas (PTK) yang menggabungkan pendekatan deskriptif kualitatif dan analisis statistik kuantitatif. Penelitian dilakukan dalam dua siklus, masing-masing terdiri atas tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas V di SDN 03 Kanigoro Kota Madiun. Data dikumpulkan melalui observasi langsung, tes tertulis untuk mengukur pemahaman membaca, dan angket untuk mengukur minat baca siswa sebelum dan sesudah penggunaan aplikasi. Hasil penelitian menunjukkan bahwa aplikasi Let’s Read mampu meningkatkan keterlibatan siswa dalam membaca teks bahasa Jawa melalui penyajian cerita interaktif, ilustrasi menarik, serta latihan berulang yang menekankan prinsip deep learning. Peningkatan dibuktikan dengan rata-rata kemampuan reseptif siswa pada siklus 1 sebesar 44,5 meningkat menjadi 75 pada siklus 2, dan kemampuan ekspresif mencapai 54 pada siklus 1, dan meningkat menjadi 76 pada siklus 2. Selain itu, keaktifan siswa dalam diskusi dan menulis ringkasan cerita meningkat secara signifikan. Teknologi digital ini juga terbukti mampu menciptakan suasana pembelajaran yang menyenangkan dan interaktif. Dengan demikian, aplikasi Let’s Read dapat dijadikan salah satu alternatif media pembelajaran untuk meningkatkan literasi bahasa Jawa di tingkat sekolah dasar. Integrasi teknologi seperti ini merupakan solusi inovatif yang disarankan untuk diterapkan pada pembelajaran bahasa daerah lainnya. Penelitian lanjutan dapat mengeksplorasi efektivitas aplikasi pada kelompok usia atau jenjang pendidikan yang berbeda. ____________________________________________________________________________________ Regional language literacy, including Javanese, plays a vital role in preserving local culture and enhancing students' language skills. This study aims to improve the Javanese literacy of elementary school students by utilizing the Let’s Read application. The method used was Classroom Action Research (CAR), combining a qualitative descriptive approach with quantitative statistical analysis. The research was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The subjects were fifth-grade students at SDN 03 Kanigoro, Madiun City. Data was collected through direct observation, written tests to measure reading comprehension, and questionnaires to measure students' reading interest before and after using the application. The results showed that the Let’s Read application could increase student engagement in reading Javanese texts through interactive stories, attractive illustrations, and repetitive exercises emphasizing deep learning principles. The improvement is evidenced by the average student receptive ability, which increased from 44.5 in cycle 1 to 75 in cycle 2, and expressive ability, which reached 54 in cycle 1 and increased to 76 in cycle 2. Furthermore, student activity in discussions and writing story summaries increased significantly. This digital technology also proved capable of creating a fun and interactive learning atmosphere. Thus, the Let’s Read application can be an alternative learning medium to improve Javanese literacy at the elementary school level. The integration of such technology is an innovative solution recommended for application in other regional language learning. Further research can explore the application's effectiveness on different age groups or educational levels.
Copyright (c) 2025 Endang Sri Maruti, Faisal Ardyanto Nugroho https://creativecommons.org/licenses/by-sa/4.0
An Analysis of the Factors of Student Interest in English Language Sanggar Bimbingan Sentul Malaysia
Minat merupakan salah satu faktor utama yang mendorong siswa untuk mempelajari bahasa Inggris, khususnya dalam konteks pendidikan informal yang melibatkan anak-anak imigran. Penelitian ini bertujuan untuk menganalisis faktor-faktor yang memengaruhi minat siswa dalam mempelajari bahasa Inggris di Sanggar Bimbingan Sentul, sebuah pusat pembelajaran informal yang berlokasi di Kuala Lumpur, Malaysia. Penelitian ini menggunakan desain deskriptif kualitatif dengan pengumpulan data melalui wawancara semi-terstruktur terhadap lima siswa yang dipilih secara purposif berdasarkan keaktifan mereka dalam menggunakan bahasa Inggris. Wawancara dilakukan di luar kelas dalam suasana santai untuk mengeksplorasi pengalaman, motivasi, serta konteks sosial siswa terkait pembelajaran bahasa Inggris. Hasil penelitian menunjukkan bahwa minat siswa terhadap bahasa Inggris dibentuk oleh kombinasi faktor intrinsik dan ekstrinsik. Secara intrinsik, siswa terdorong oleh aspirasi untuk melanjutkan pendidikan ke jenjang yang lebih tinggi serta rasa senang yang tulus dalam menggunakan bahasa Inggris, terutama saat berinteraksi dengan teman sebaya. Secara ekstrinsik, tuntutan dari lingkungan sekolah untuk menggunakan bahasa Inggris dalam aktivitas harian memperkuat kebiasaan yang secara bertahap meningkatkan minat. Selain itu, interaksi sosial dengan teman yang juga berbicara dalam bahasa Inggris memperkuat motivasi dan meningkatkan kepercayaan diri. Studi ini berkontribusi pada semakin banyaknya penelitian tentang motivasi belajar bahasa dengan memberikan wawasan empiris dari siswa imigran terpinggirkan di lingkungan pendidikan informal. Temuan ini menekankan pentingnya mengintegrasikan pendekatan yang responsif terhadap budaya, kolaborasi antarteman, dan media digital ke dalam pengajaran bahasa Inggris. Implikasi ini dapat memandu guru, penyedia pendidikan informal, dan pembuat kebijakan dalam merancang lingkungan belajar yang lebih inklusif, memotivasi, dan berkelanjutan bagi pelajar yang rentan. ______________________________________________________________________________________ Interest is one of the key factors that motivates students to learn English, particularly in informal educational contexts involving immigrant children. This study aims to analyze the factors that influence students' interest in learning English at Sanggar Bimbingan Sentul, an informal learning center in Kuala Lumpur, Malaysia. Using a qualitative descriptive design, data were collected through semi-structured interviews with five students selected purposively based on their active use of English. The interviews, conducted in a relaxed setting outside the classroom, explored students' experiences, motivations, and social contexts related to English learning. The findings reveal that students' interest in English is shaped by a combination of intrinsic and extrinsic factors. Intrinsically, students are driven by aspirations to pursue higher education and a genuine enjoyment of the language, particularly when engaging with peers. Extrinsically, the demand from the school environment to use English in daily activities reinforces habitual use, which gradually enhances interest. Additionally, social interactions with friends who speak English further strengthen motivation and increase confidence. The study contributes to the growing body of research on language learning motivation by providing empirical insights from marginalized immigrant students in informal educational settings. The findings emphasize the importance of integrating culturally responsive approaches, peer collaboration, and digital media into English language instruction. These implications may guide teachers, informal education providers, and policymakers in designing more inclusive, motivating, and sustainable learning environments for vulnerable learners.
Copyright (c) 2025 Diyah Atiek Mustikawati, Muhammad Lukman Syafii https://creativecommons.org/licenses/by-sa/4.0
Media Pembelajaran Teknologi Permainan Dinding Kata dalam Pembelajaran IPA untuk Meningkatkan Hasil Belajar Siswa
Penggunaan media pembelajaran yang konvensional dan tidak variatif menyebabkan siswa kurang bersemangat dan akan mempengaruhi hasil belajar siswa. Penelitian ini bertujuan untuk mengetahui pengaruh media pembelajaran Wordwall terhadap hasil belajar siswa pada materi perubahan wujud benda alam. Metode penelitian ini adalah metode kuantitatif. Pengambilan sampel menggunakan teknik purposive sampling dengan jumlah sampel sebanyak 41 siswa di SD Negeri Bukit Tiga tahun ajaran 2023/2024, yaitu 21 siswa VA pada kelas eksperimen dan 20 siswa VB pada kelas kontrol. Data dikumpulkan menggunakan soal tes objektif untuk mengukur hasil belajar pada materi perubahan wujud benda alam. Hasil penelitian menunjukkan bahwa terdapat peningkatan hasil belajar siswa setelah pembelajaran menggunakan Wordwall dengan hasil belajar siswa berdasarkan nilai rata-rata posttest untuk kelas eksperimen sebesar 85,71 dan kelas kontrol sebesar 73,75. Hasil uji hipotesis menggunakan uji Mann-Whitney menunjukkan hasil Sig (2-tailed) sebesar 0,003. Nilai Sig (2-tailed) ini < α (0,05). Artinya, terdapat perbedaan skor posttest yang signifikan antara kelas eksperimen dan kelas kontrol. Dapat disimpulkan bahwa terdapat pengaruh media pembelajaran Wordwall terhadap hasil belajar siswa pada materi sistem periodik unsur. Penelitian ini telah memberikan berkontribusi terhadap pembelajaran IPA di SD Negeri Bukit Tiga dan dapat dijadikan sebagai media pembelajaran lainnya untuk meningkatkan kemampuan belajar siswa _______________________________________________________________________________________ Learning can be seen from the atmosphere of the class and the interaction between the teacher and students. The use of conventional and unvaried learning media causes students to be unenthusiastic and will affect student learning outcomes. This research aims to determine the influence of Wordwall learning media on student learning outcomes on the topic of changes in natural appearance. This research method is a quantitative method. Sampling used a purposive sampling technique with a total sample of 41 students at SD Negeri Bukit Tiga for the 2023/2024 academic year, namely 21 VA students in the experimental class and 20 VB students in the control class. Data was collected using objective test questions to measure learning outcomes on changes in natural appearance. The research results showed that there was an increase in student learning outcomes after learning using Wordwall with student learning outcomes based on the average posttest score for the experimental class of 85.71 and the control class of 73.75. As for the results of hypothesis testing using the Mann-Whitney test, there is a Sig (2-tailed) result of 0.003. This Sig (2-tailed) value is < α (0.05). This means that there is a significant difference in posttest scores between the experimental class and the control class. It can be concluded that there is an influence of the Wordwall learning media on student learning outcomes in the periodic system of elements material. This research has contributed to science learning at Bukit Tiga State Elementary School and can be used as another learning medium to improve students' learning abilities.
Copyright (c) 2025 Husaini, Uci Dwi Cahya, Weni Astari https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Play-Based Learning in English Vocabulary Learning at Kindergarten Learners Level
Masa kanak-kanak awal merupakan fase penting bagi perkembangan bahasa dan interaksi sosial. Meskipun Play-Based Learning (PBL) telah lama diakui mampu mendukung kreativitas dan pertumbuhan emosional, potensinya dalam penguasaan kosakata bahasa kedua masih jarang diteliti. Di RA Anak Emas, pengajaran bahasa Inggris telah diintegrasikan melalui penerapan PBL. Penelitian ini bertujuan mengeksplorasi bagaimana PBL mendukung pembelajaran kosakata anak usia dini. Dengan pendekatan kualitatif deskriptif, penelitian melibatkan 18 anak berusia 4–6 tahun yang diamati selama delapan minggu melalui observasi nonpartisipan terstruktur. Analisis menggunakan tipologi permainan Edwards Open-ended, Modeled Play, dan Purposefully-Framed Play dengan fokus pada penggunaan kosakata dan keterlibatan sosial, seperti giliran berbicara, kerja sama, dan produksi bahasa spontan. Hasil penelitian menunjukkan bahwa ketiga jenis permainan mendorong partisipasi aktif, penggunaan kosakata secara kontekstual, dan kolaborasi antar teman sebaya. Selain itu, muncul perilaku berulang yang mencerminkan empati dan inisiatif kognitif yang tidak tercakup dalam kerangka Edwards. Untuk itu, peneliti mengusulkan kategori baru, yaitu Interpersonal Constructive Play, yang menekankan interaksi kaya emosi dan berbasis ide, yang kerap terabaikan dalam taksonomi permainan tradisional. Kontribusi ini memperluas kerangka teoretis PBL dengan menegaskan pentingnya keseimbangan antara permainan terstruktur dan ruang bagi ekspresi spontan, empati, serta keterlibatan kognitif. Temuan ini memberikan implikasi praktis bagi pendidik dan perancang kurikulum dalam menciptakan pembelajaran bahasa Inggris yang lebih holistik dan inklusif bagi anak usia dini. _____________________________________________________________________________________________________ Early childhood is a critical stage for language development and social interaction. While Play-Based Learning (PBL) is widely recognized for fostering creativity and emotional growth, its specific potential in supporting second language vocabulary acquisition remains underexplored. At RA Anak Emas, where English instruction has long been integrated into classroom activities, PBL has been systematically implemented. This study aimed to explore how PBL supports kindergarteners’ vocabulary learning within this context. Adopting a qualitative descriptive approach, the study observed 18 children aged 4–6 years over eight weeks through structured non-participant observation. Guided by Edwards’ typology Open-ended, Modeled Play, and Purposefully-Framed Play the analysis focused on indicators of vocabulary use and social engagement, including turn-taking, cooperation, and spontaneous language production. Findings revealed that the three types of play fostered active participation, contextual vocabulary use, and peer collaboration. Notably, recurring behaviors reflecting empathy and cognitive initiative emerged beyond Edwards’ framework. To capture this dimension, the researchers propose an additional category: Interpersonal Constructive Play, which highlights emotionally rich, idea-driven interactions often overlooked in traditional play taxonomies. This conceptual contribution extends the theoretical landscape of PBL by emphasizing the importance of balancing structured activities with opportunities for spontaneous, empathetic, and cognitively active engagement. The study offers practical implications for early childhood educators and curriculum designers seeking to create holistic and inclusive English learning experiences for young learners
Copyright (c) 2025 M. Sukron Hamdi, Yuli Astutik, Dian Novita https://creativecommons.org/licenses/by-sa/4.0
Peran Program Kebijakan Sekolah tentang Penyalahgunaan Zat dan Perasaan Aman dalam Meningkatkan Literasi Siswa
Tingkat literasi membaca siswa SMA di Indonesia masih tergolong rendah dan belum menunjukkan capaian yang stabil dari tahun ke tahun. Data nasional mencatat adanya penurunan skor literasi pada periode 2021–2022 di seluruh kelompok pendidikan, termasuk sekolah keagamaan, sekolah luar biasa, dan SMA umum. Meskipun terjadi peningkatan pada tahun berikutnya, kondisi ini menandakan perlunya perhatian serius terhadap upaya peningkatan literasi di tingkat SMA. Penelitian kuantitatif (cross-sectional study) ini bertujuan untuk menganalisis pengaruh program kebijakan sekolah terkait pencegahan penyalahgunaan zat dan rasa aman di sekolah terhadap capaian literasi peserta didik. Data diperoleh dari Rapor Pendidikan 2023 (data sekunder) yang melibatkan 6.553 siswa sebagai responden. Metode analisis yang digunakan adalah regresi linear berganda dan uji mediasi dengan bantuan perangkat lunak JASP. Hasil penelitian menunjukkan bahwa program pencegahan penyalahgunaan zat memiliki pengaruh positif terhadap rasa aman di sekolah, dan rasa aman tersebut secara signifikan memediasi hubungan antara program tersebut dan capaian literasi siswa (mediasi parsial; p < 0,001). Selain itu, kedua variabel tersebut secara simultan terbukti memengaruhi tingkat literasi peserta didik. Temuan ini mempertegas pentingnya penguatan lingkungan sekolah yang aman, nyaman, dan mendukung kesejahteraan psikologis siswa untuk mendorong capaian literasi yang lebih optimal. Penelitian ini merekomendasikan pengembangan kebijakan integratif yang memadukan aspek literasi, kesehatan mental, dan pencegahan penyalahgunaan zat sebagai upaya menciptakan iklim belajar yang positif dan inklusif bagi seluruh warga sekolah. ________________________________________________________________________________________ The literacy level of high school students in Indonesia remains relatively low and has not demonstrated stable progress over recent years. National data indicate a decline in literacy scores during the 2021–2022 period across various educational groups, including religious schools, special needs schools, and general high schools. Although improvements were observed in the subsequent year, this condition highlights the urgent need for sustained efforts to enhance literacy at the senior high school level. This study aims to analyze the influence of school policy programs on substance abuse prevention and the sense of safety within schools on students’ literacy achievements. The data were drawn from the 2023 Education Report, involving 6,553 student respondents. The analysis employed multiple linear regression and mediation analysis using the JASP software. The findings reveal that school-based substance abuse prevention programs have a positive effect on students’ sense of safety at school. Furthermore, this sense of safety significantly mediates the relationship between the programs and students’ literacy outcomes (partial mediation; p < 0.001). Additionally, both variables simultaneously influence students’ literacy levels. These results emphasize the importance of fostering a safe, supportive, and inclusive school environment to enhance students’ literacy achievements. This study recommends the development of integrated policies that combine literacy promotion, mental health initiatives, and substance abuse prevention programs as part of broader efforts to establish a positive and conducive learning climate for all school community members.Keywords: learning environment survey, literacy, sense of safety, substance abuse
Copyright (c) 2025 Tina Deviana, Valendra Granitha Shandika Puri, Kuni Saffana https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Green Eco-Literacy in English Language Learning: A Systematic Review
Integrasi Green Eco-Literacy dalam pengajaran Bahasa Inggris bertujuan untuk meningkatkan kompetensi linguistik mahasiswa sekaligus menumbuhkan kesadaran serta tanggung jawab lingkungan. Proses penulisan Systematic Literature Review (SLR) dilakukan dengan menggunakan kerangka kerja PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis). Dari hasil analisis data, teridentifikasi berbagai kategori ontologi, seperti buku teks, strategi pembelajaran, metode evaluasi, praktik kelas, sumber belajar, media, dan model pembelajaran. Temuan penelitian menunjukkan bahwa pengintegrasian tema-tema ekologis ke dalam pembelajaran bahasa dapat mendorong pemikiran kritis, keterampilan pemecahan masalah, serta kesadaran akan keberlanjutan pada mahasiswa. Metode pembelajaran yang efektif, seperti project-based learning, diskusi kelompok, kegiatan luar ruangan, dan penggunaan media interaktif terbukti dapat meningkatkan keterlibatan mahasiswa serta mendorong penerapan praktik ramah lingkungan di luar kelas. Namun, integrasi yang bermakna masih menghadapi sejumlah tantangan, antara lain kurangnya ketersediaan bahan ajar yang komprehensif, keterbatasan pelatihan guru terkait isu keberlanjutan, serta kecenderungan pengintegrasian topik hijau secara dangkal. Tinjauan ini menekankan perlunya kolaborasi antara pengembang kurikulum, pendidik, dan pembuat kebijakan dalam merancang materi ELT dan kerangka pembelajaran yang benar-benar mendukung pendidikan lingkungan serta selaras dengan tujuan global keberlanjutan. Selain itu, penting juga untuk memberikan pelatihan dan sumber daya yang memadai bagi para guru agar dapat menyampaikan pembelajaran berorientasi eco-literacy secara efektif. Penelitian di masa mendatang perlu mengeksplorasi pendekatan pengajaran inovatif dan interdisipliner, mengevaluasi sikap serta perubahan perilaku mahasiswa dari waktu ke waktu, serta menelaah bagaimana eco-literacy dalam ELT dapat berkontribusi pada tujuan yang lebih luas, yaitu kepedulian lingkungan dan kewarganegaraan global. __________________________________________________________________________________________ The integration of Green Eco-Literacy in English Language Teaching (ELT) aims to enhance students’ linguistic competence while simultaneously fostering environmental awareness and responsibility. The Systematic Literature Review (SLR) was conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. From the data analysis, various ontology categories were identified, such as textbooks, instructional strategies, evaluation methods, classroom practices, learning resources, media, and instructional models. The findings indicated that incorporating ecological themes into language lessons can promote students’ critical thinking, problem-solving skills, and sustainability consciousness. Effective pedagogical approach such as project-based learning, group discussions, outdoor activities, and the use of interactive media were found to increase student engagement and encourage them to apply eco-friendly practices beyond the classroom. However, meaningful integration remains challenged by the limited availability of well-developed teaching materials, insufficient teacher training on sustainability issues, and the tendency toward superficial incorporation of green topics, this review emphasized the need for curriculum developers, educators, and policymakers to collaborate in designing ELT materials and instructional frameworks that genuinely support environmental education and align with global sustainability goals. Furthermore, providing teachers with sufficient training and resources is essential for the effective delivery of eco-literate instruction. Future research should explore innovative and interdisciplinary teaching approaches, evaluate students’ attitudes and behavioural changes over time, and examine how eco-literacy in ELT can contribute to the broader objectives of environmental stewardship and global citizenship.
Copyright (c) 2025 Rizka Patrika Rizal, Felicia Pertiwi Gunawan, Neni Nurkhamidah https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Kecerdasan Emosional terhadap Prestasi Belajar Siswa Bahasa Inggris pada Sekolah Menengah Pertama di Pesantren
Penelitian ini bertujuan untuk mengetahui pengaruh kecerdasan emosional terhadap prestasi belajar siswa Sekolah Menengah Pertama (SMP) di lingkungan pesantren. Kecerdasan emosional merupakan aspek penting yang berperan dalam keberhasilan akademik, khususnya dalam konteks pesantren yang menekankan pembentukan karakter, kedisiplinan, dan pembelajaran holistik. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu (quasi-experiment) berupa pre-test post-test control group design. Subjek penelitian adalah siswa kelas VIII di dua SMP yang berada di bawah naungan pesantren di Kabupaten Sidoarjo. Satu kelas ditetapkan sebagai kelompok eksperimen yang mendapat perlakuan berupa pelatihan dan pembiasaan untuk meningkatkan kecerdasan emosional melalui kegiatan terstruktur seperti refleksi diri, diskusi empatik, dan pengelolaan emosi. Kelompok lainnya menjadi kelompok kontrol (siswa kelas VIII B) yang mengikuti pembelajaran seperti biasa tanpa perlakuan khusus. Instrumen yang digunakan dalam penelitian ini mencakup angket kecerdasan emosional, tes prestasi belajar mata pelajaran inti serta dokumentasi akademik. Hasil analisis menunjukkan bahwa terdapat perbedaan peningkatan prestasi belajar yang signifikan antara kelompok eksperimen dan kelompok kontrol. Kelompok eksperimen mengalami peningkatan skor rata-rata dari 68,2 menjadi 81,7, sementara kelompok kontrol meningkat dari 69,1 menjadi 73,5. Hasil uji t independen menunjukkan nilai signifikansi di bawah 0,05, yang mengindikasikan bahwa kecerdasan emosional memiliki pengaruh signifikan terhadap prestasi belajar. Temuan ini menunjukkan bahwa pengembangan kecerdasan emosional secara sistematis dapat menjadi strategi yang efektif dalam meningkatkan prestasi akademik siswa SMP di lingkungan pesantren. _________________________________________________________________________________ This study aims to examine the influence of emotional intelligence on the academic achievement of junior high school (SMP) students in Islamic boarding schools (pesantren). Emotional intelligence is a crucial factor in academic success, particularly in pesantren environments that emphasize character development, discipline, and holistic learning. This research employed a quantitative approach using a quasi-experimental design with a pre-test post-test control group format. The research subjects were eighth-grade students from two pesantren-based junior high schools in Sidoarjo Regency. One class was designated as the experimental group, receiving structured interventions to enhance emotional intelligence through activities such as self-reflection, empathetic discussions, and emotion regulation exercises. The other class served as the control group (grade VIII B students) and continued with standard learning without any special treatment. Instruments used in this study included an emotional intelligence questionnaire, academic achievement tests) in core subjects, and academic documentation. The analysis results revealed a significant difference in academic achievement improvement between the experimental and control groups. The experimental group’s average score increased from 68.2 to 81.7, while the control group’s score rose from 69.1 to 73.5. An independent t-test showed a significance value below 0.05, indicating that emotional intelligence had a statistically significant effect on student achievement. These findings suggest that systematically developing students’ emotional intelligence can be an effective strategy for improving academic outcomes in pesantren-based junior high schools.
Copyright (c) 2025 Ganal Arief Rahmawan, Ryan Purnomo, Ikhwan Abdillah https://creativecommons.org/licenses/by-sa/4.0
Urgensi Kolaborasi Guru-Orang Tua dalam Mencegah Perundungan dan Meningkatkan Rasa Aman di Sekolah
Penelitian ini bertujuan untuk mengkaji urgensi kolaborasi antara guru dan orang tua dalam mencegah perundungan sertameningkatkan rasa aman di sekolah. Mengingat dampak negatif perundungan yang signifikan terhadap perkembangan siswa, kemitraan efektif antara kedua lingkungan pendidikan utama ini diharapkan dapat menjadi solusi preventif yang kuat. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus di SDIT Darul Muta’alimin Bandung. Subjek penelitian meliputi siswa kelas 4 SDIT Darul Muta’alimin, sebanyak 25 Orang, Guru dan orang tua siswa. Namun dalam penggalian informasi data diperoleh melalui proses wawancara secara mendalam dengan para pendidik dan wali murid, sebanyak 5 siswa, 5 pendidik, dan 5 orang wali murid, serta melalui keterlibatan aktif dalam kegiatan observasi untuk memahami persepsi dan pengalaman mereka terkait kolaborasi dan dampaknya terhadap perundungan serta rasa aman. Hasil penelitian menunjukkan bahwa komunikasi intensif dan keterlibatan orang tua dalam pembelajaran di rumah merupakan bentuk kolaborasi utama yang terjalin di SDIT Darul Muta’alimin. Meskipun belum ada program pencegahan perundungan yang spesifik, keterbukaan komunikasi memungkinkan identifikasi dini dan penanganan efektif kasus perundungan yang terjadi. Siswa merasa aman dan berani melaporkan kejadian, dan orang tua merasa percaya dengan lingkungan sekolah. Simpulan dari penelitian ini adalah bahwa kolaborasi yang baik antara guru dan orang tua, terutama melalui komunikasi yang efektif, memiliki urgensi yang signifikan dalam mencegah perundungan dan meningkatkan rasa aman siswa di sekolah. Keterlibatan aktif orang tua di rumah melengkapi peran guru di sekolah, menciptakan lingkungan yang kondusif bagi kesejahteraan psikologis dan sosial siswa, sehingga meminimalkan potensi terjadinya perundungan dan menumbuhkan rasa aman. _______________________________________________________________________________ This research aims to examine the urgency of collaboration between teachers and parents in preventing bullying and enhancing the sense of safety in schools. Given the significant negative impact of bullying on student development, , an effective partnership between these two primary educational environments is expected to be a powerful preventive solution. This qualitative research employs a case study approach at SDIT Darul Muta'alimin Bandung. The subjects include 25 fourth-grade students, their teachers, and parents.. Data were collected through in-depth interviews with 5 students, 5 educators, and 5 parents, supplemented by participatory observation to understand their perceptions and experiences regarding collaboration and its impact on bullying and safety. The results indicate that intensive communication and parental involvement in home-based learning are the main forms of collaboration established at SDIT Darul Muta'alimin. Although no specific bullying prevention program exists, open communication facilitates the early identification and effective handling of bullying cases.. Students feel safe and brave to report incidents, and parents feel confident in the school environment. The study concludes that good collaboration between teachers and parents, especially through effective communication, has a significant urgency in preventing bullying and increasing students' sense of safety in school. The active involvement of parents at home complements the role of teachers in schools, creating an environment conducive to students' psychological and social well-being, thereby minimizing the potential for bullying and fostering a sense of security.
Copyright (c) 2025 Miftah Ulum, Repi Melani, Anne Nurdiana https://creativecommons.org/licenses/by-sa/4.0
Inovasi Manajemen dan Kepemimpinan Transformatif Kelembagaan PAI
Penelitian ini bertujuan untuk mengidentifikasi bentuk-bentuk inovasi manajemen yang diterapkan dalam kelembagaan Pendidikan Agama Islam (PAI), menganalisis implementasi kepemimpinan transformatif, serta mengungkap berbagai tantangan dalam pengembangan inovasi dan strategi kelembagaan PAI. Metode yang digunakan dalam kajian ini adalah studi pustaka (library research) dengan pendekatan kualitatif, pengambilan data melalui sumber primer dan sekunder terkait dengan Inovasi dan kepemimpinan berupa tulisan artikel atau buku. Penelitian ini lebih fokus pada Kepustakaan karena kajian ini terletak pada telaah teori, konsep, dan hasil penelitian sebelumnya yang relevan, sehingga memerlukan penggalian literatur yang mendalam ketimbang pengumpulan data empiris di lapangan.. Hasil penelitian menunjukkan bahwa bentuk inovasi manajemen yang diterapkan meliputi: manajemen berbasis sekolah, manajemen berbasis teknologi informasi (e-management), pengelolaan sumber daya manusia (SDM) secara profesional, serta manajemen kurikulum dan program yang disesuaikan dengan kebutuhan peserta didik dan masyarakat. Keberhasilan dari inovasi-inovasi tersebut sangat dipengaruhi oleh komitmen dan kapasitas kepemimpinan lembaga, serta dukungan lingkungan eksternal seperti pemerintah, masyarakat, dan mitra strategis. Dalam konteks kepemimpinan, pendekatan transformasional memainkan peran penting melalui lima pilar utama, yaitu: penetapan visi dan misi yang jelas, pemberdayaan inovasi dan kreativitas, penyediaan pelatihan dan pengembangan berkelanjutan, pemberian dukungan serta pengakuan terhadap kinerja, dan pembangunan kemitraan kolaboratif. Meskipun demikian, pengembangan inovasi manajerial dalam kelembagaan PAI masih menghadapi berbagai tantangan, di antaranya keterbatasan kompetensi guru, resistensi terhadap perubahan, minimnya dukungan teknologi, dan lemahnya kolaborasi antar pemangku kepentingan. Oleh karena itu, dibutuhkan intervensi yang sistematis dan berkelanjutan untuk menciptakan kelembagaan PAI yang unggul, adaptif, dan relevan dengan tuntutan zaman. ___________________________________________________________________________________________ This study aims to identify the forms of management innovation applied in Islamic Religious Education institutions, analyze the implementation of transformative leadership within them, and reveal various challenges in the development of innovation and institutional strategies in IRE. The method used in this study is library research with a qualitative approach, collecting data from primary and secondary sources related to innovation and leadership in the form of articles or books. This study focuses more on literature because it is based on the examination of relevant theories, concepts, and previous research findings, thus requiring in-depth literature exploration rather than empirical data collection in the field. The results show that the forms of management innovation applied include: school/madrasah-based management, information technology-based management), professional human resource management , and curriculum and program management tailored to the needs of students and the community. The success of these innovations is greatly influenced by the commitment and capacity of institutional leadership, as well as external support from the government, community, and strategic partners. In the context of leadership, the transformational approach plays a crucial role through five main pillars: establishing a clear vision and mission, empowering innovation and creativity, providing continuous training and development, offering support and recognition for performance, and building collaborative partnerships. However, the development of managerial innovation in PAI institutions still faces various challenges, including limitations in teacher competencies, resistance to change, lack of technological support, and weak collaboration among stakeholders. Therefore, systematic and sustainable interventions are needed to create PAI institutions that are excellent, adaptive, and relevant to the demands of the times.
Copyright (c) 2025 Abdul Wahab Fahrub, Muchammad Iqbal Chailani, Kunfuaidah Latifah, Zainal Arifin, Dimas Ardiansyah https://creativecommons.org/licenses/by-sa/4.0
Konsep Islamic Parenting dan Relevansinya bagi Penguatan Karakter Moral Anak Usia Dini
Islam sebagai agama yang menjunjung tinggi nilai etis senantiasa memberikan pedoman hidup dalam setiap lini kehidupan manusia untuk dapat mencapai derajat etik yang mapan. Islam mengajarkan umatnya untuk senantiasa menjaga keluarga dengan sebaik-baiknya. Keluarga sebagai pusat pendidikan bagi anak di usia dini menjadi wahana terpenting dalam proses pertumbuhan dan perkembangan anak. Dengannya dibutuhkan pola asuh atau parenting yang ditujukan agar orang tua dapat membimbing dan membina anak-anaknya menjadi anak yang beriman, takut kepada Tuhan. Oleh karena itu, mendidik anak usia dini menjadi peran yang fundamental dan harus terus diupayakan agar mereka mencapai tatanan nilai moral yang mapan ketika mendewasa. Penelitian ini menggunakan penelitian studi Pustaka.Adapun hasil dari penelitian ini ialah (1) Islamic parenting menjadi acuan dan pedoman bagi keluarga dalam mendidik anak, membiasakan anak dan sebagai pembuka jalan bagi terbentuknya ekosistem keluarga yang mapan penuh akan keteladanan (2) Islamic parenting menekankan pada praktik nasehat disertai dengan keteladanan, kasih sayang beserta empati, dan mengenali serta menjalankan perintah Tuhan (3) Islamic parenting memberikan fondasi nilai yang kokoh bagi orang tua dan anak usia dini dalam proses pembangunan karakter yang berbudi luhur. ___________________________________________________________________________________ Islam is a religion that upholds ethical values and always provides life guidelines in every line of human life to be able to achieve an established ethical degree. Islam teaches its followers to always take care of their families as well as possible. The family as the centre of education for children is the most important vehicle in the process of growth and development of children. With this, parenting is needed so that parents can guide and foster their children to become children who believe in, fear God. Therefore, educating early childhood is a fundamental role and must continue to be pursued so that they achieve an established order of moral values when they grow up. The results of this study are (1) Islamic parenting becomes a reference and guideline for families in educating children, familiarising children and as a way to pave the way for the formation of a well-established family ecosystem full of exemplary (2) Islamic parenting emphasises the practice of advice accompanied by exemplary, compassion and love. (3) Islamic parenting provides a solid value foundation for parents and early childhood in the process of building virtuous character.
Copyright (c) 2025 Kuni Safingah, Kusuma Putri https://creativecommons.org/licenses/by-sa/4.0