Publication Search

This comparative study analyzes the models of character education by comparing the implementation of Social and Emotional Learning (SEL) in Finland and the Akhlak (Moral) Curriculum within Islamic Religious Education (PAI) in Indonesia. Modern education demands not only cognitive intelligence but also emotional and moral maturity, highlighted by rising issues like bullying and mental health problems in adolescents. Finland's success is attributed to the strong integration of SEL, a psychological method focusing on five core competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) that fosters a positive school climate. In contrast, Indonesia's PAI Akhlak Curriculum aims to form character rooted in theological-spiritual values (piety and obedience). Using a descriptive qualitative comparative method through literature review and content analysis, the study found that despite sharing the core objective of cultivating moral character , their foundations differ: SEL is secular-humanistic for well-being, while Akhlak is theological-spiritual. Furthermore, Finland's system employs a low-pressure, integrated, formative evaluation, supported by teacher autonomy, while Indonesia's PAI implementation faces challenges from a dominant focus on quantitative cognitive assessment. The study recommends that PAI adopt the structured SEL framework as a methodological bridge to translate Akhlak values into concrete student behavior and promote active, affect-focused learning.

This study aims to develop and evaluate the feasibility of PEMAPOSI (Pemahaman Eksposisi), an interactive digital learning media designed to improve fourth-grade students’ comprehension of exposition texts. The study employed a Research and Development (R&D) method using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The media was developed in the form of an interactive flipbook integrating local cultural elements and was implemented in an elementary school setting. Data were collected through validation sheets and questionnaires involving media experts, material experts, teachers, and students. The results showed that PEMAPOSI obtained a validity score of 93.5% from media experts and 89.5% from material experts, both categorized as “very valid.” User response results also indicated a high level of practicality, with teacher and student assessments reaching 91.6% and 87.5% respectively. These findings indicate that PEMAPOSI is feasible, practical, and effective as a learning medium to support students’ understanding of exposition texts in elementary schools. The integration of interactive features and local cultural elements contributes positively to student engagement and learning outcomes.

This study aims to outline how aqeedah and moral values are applied in the learning process of fourth-grade students at MI Ridogalih, examine the strategies teachers use to internalize these values, and identify factors that support or hinder the process. Using a descriptive qualitative method, the research gathered data from the Aqeedah–Akhlaq teacher, instructional documents, and records of the school’s religious activities. Data collection was conducted through guided interviews and document review, and the analysis followed the Miles and Huberman interactive model. The results show that the incorporation of aqeedah and moral education is implemented through consistent religious habituation, exemplary behavior demonstrated by teachers, and the integration of Islamic principles into classroom instruction. Contributing factors include the strong religious environment of the school and active parental engagement, while obstacles stem from the influence of digital media and the varied backgrounds of students’ families. The study concludes that combining habituation practices, teacher role modeling, and value integration plays a significant role in reinforcing students’ Islamic character development.

The government has implemented various illiteracy eradication programs at both central and local levels. However, illiteracy remains high, with South Sulawesi ranking sixth nationally. This condition is influenced by the imbalance between the number of Non-Formal Education Units and target areas, limited human resources, as well as learner-related factors such as motivation, age, occupation, distance to learning sites, and monotonous teaching methods. Community learning services through literacy clinics using collaborative methods Reading, Writing Beginning, Structure, Analysis, and Synthesis, combined with project-based learning serve as alternative models to increase community participation and improve learning outcomes. The problem of this research is how the description of the implementation of basic literacy programs through the model "Community Learning Services Through Literacy Clinics"?, and how effective the model "Community Learning Services Through Literacy Clinics with the collaborative method approach?. The purpose of this study was to determine the description of the implementation model of basic literacy education programs and determine the effectiveness of learning outcomes. The results of the study illustrated that the basic literacy program was carried out in collaboration between the resources of the Non-formal Education Unit and the resources in the village/kelurahan government as the organizer and tutor Learning outcomes show that the Community Learning Service Model through the Literacy Clinic with a collaborative method approach was declared effective in improving student learning outcomes.

The improvement of Islamic elementary education quality largely depends on the competence of teachers as the primary agents of learning. In the context of Madrasah Ibtidaiyah (MI), the challenges of globalization and the implementation of the Merdeka Curriculum demand teachers to develop professionally, innovatively, and with strong Islamic values. This study aims to analyze the integration of transformational leadership and organizational culture in enhancing the quality of teachers’ human resources in MI. A qualitative approach with a case study design was employed at three Islamic elementary schools in Central Java. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model with source and method triangulation for validation. The findings reveal that transformational leadership practiced by school principals plays a crucial role in building teachers’ motivation, commitment, and change orientation through exemplary behavior, inspiration, and empowerment. Meanwhile, an organizational culture rooted in Islamic values strengthens collaboration, professionalism, and shared responsibility among teachers. The integration of these two elements creates a synergistic effect that enhances teachers’ pedagogical, professional, and spiritual competencies. It can be concluded that transformational leadership combined with a strong organizational culture serves as an effective strategy to sustainably improve teacher quality in Madrasah Ibtidaiyah..

Educational business incubation has become an important strategy for strengthening independence and innovation in elementary schools in the era of educational transformation. This approach allows schools to function not only as teaching institutions but also as centers for community-based economic and social empowerment. This study employs the Systematic Literature Review (SLR) method to analyze various scientific publications related to the implementation of educational business incubation, edupreneurship, and the strengthening of elementary school institutions. The findings indicate that educational business incubation programs can create alternative funding sources, expand opportunities for innovative learning, and reinforce a participatory culture within schools. Beyond financial aspects, business incubation also promotes cross-sector collaboration among schools, government, private sectors, and communities, thereby establishing a sustainable edupreneurship ecosystem. Through strategic and collaborative management, elementary schools can become independent, innovative institutions with high competitiveness in facing future educational challenges.

This study aims to determine the application of the Problem-Based Learning (PBL) model in improving Civic Education (PKn) learning outcomes among fourth-grade students at SDI Harekakae, Malaka Regency. This research employed an experimental method using a post-test only control group design. The population consisted of all fourth-grade students, with class IV B serving as the experimental group and class IV C as the control group, totaling 42 students. The experimental group was taught using the Problem-Based Learning model, while the control group was taught without applying the model. Data were collected through learning outcome tests, observations, and documentation. The results showed that the experimental class achieved an average score of 85 out of an ideal score of 100 with a standard deviation of 8.25, while the control class obtained an average score of 62.6. These findings indicate that the implementation of the Problem-Based Learning model significantly improves students’ Civic Education learning outcomes. Therefore, the Problem-Based Learning model is recommended as an innovative alternative to enhance the effectiveness of Civic Education learning in elementary schools.

Meeting the nutritional needs of school-age children is an important factor in supporting their health and academic achievement, especially for school children who spend most of their time at school. One form of education about balanced nutrition introduced by the Indonesian government is the Isi Piringku (Fill My Plate) program. This program serves as a dietary guide that emphasizes balanced food consumption in each serving. The main objective of this study was to understand the extent of the influence of educational media such as leaflets, audiovisual videos, and games, considering the use of flashcards in conveying the concept of balanced nutrition and encouraging healthy eating behavior changes in children. Through this approach, the study sought to identify the most effective media so that it could be used as a model for nutrition education in elementary schools. The results of this study found that there was a significant increase in knowledge between the pretest and posttest conducted on the three media (p < 0.05), while a significant change in attitude only occurred in the Leaflet and Video media (p < 0.05). The Kruskal-Wallis test also showed that there was no significant difference between the three educational media (p > 0.05).

The rapid advancement of smartphone technology has shaped consumer buying behavior, especially among students who depend on these devices for learning and social interaction. This research examines how product features and price perceptions influence students’ decisions to purchase Oppo smartphones in Malang City. Using a quantitative research design, data were obtained through questionnaires distributed to 428 respondents and processed using multiple linear regression analysis. The findings indicate that both product features and perceived price positively and significantly affect purchasing decisions, with product features demonstrating a more dominant role. The proposed model accounts for 66.2% of the variance in purchase decisions, suggesting that these two factors play a substantial part in shaping consumer choices. The results highlight the need for manufacturers like Oppo to focus on continuous feature improvements and maintain competitive pricing to strengthen market appeal. It is also suggested that future studies integrate additional variables such as brand image, marketing promotions, or user experience to offer a broader and more in-depth explanation of the determinants influencing smartphone purchase behavior.

Purpose – This article aim For develop approach new in management source Power strategic human resources with integrate dimensions adaptive and cognitive in context digital transformation of organizations . Research This based on synthesis theoretical from works Prihantoro et al . (2022–2023), in order to review return the role of HR as driver main superiority competitive based knowledge in the era of disruption technology . Design/ methodology / approach – This article use method studies library conceptual with approach qualitative- descriptive analysis done to six work main topic that discusses strategic HR topics , digitalization organization and learning organization . Synthesis done For building an integrative model that emphasizes influence digital transformation towards performance and development of organizational human resources . Findings – Results of analysis show that approach adaptive-cognitive can strengthening HR strategy in face change environment business . Merger digital competence , ability Study organization , as well as leadership transformative proven become key in optimize HR functions in general strategic . HR is not Again only nature administrative , but is driving force main innovation and efficiency . Implications practical – Organization need designing repeat digital learning- based HR policies , building ecosystem management knowledge , as well as push culture Innovation . Data- driven and intelligence-driven HR practices artificial is also recommended For taking decision strategic . Originality / Value – This article offer novelty conceptual through integration theory learning organization and approach mark in digital HR management . Contribution This expand traditional HRM coverage to realm more strategic​ responsive to challenge technology .

Implementation Artificial Intelligence as a supporting model for e-learning still faces several challenges. This is due to several aspects, such as concerns about loss spiritual touch, low digital literacy educators, limited technological infrastructure in educational institutions, and so on. On the other hand, the interaction that occurs between students and teachers is an emotional and moral dimension that occurs. The purpose study is to analyze the use AI as supporting model for e-learning in Islamic education. In this study, the method used is descriptive qualitative research. The findings study are (1) Views Islamic education practitioners on Artificial Intelligence, one which is that the existence Artificial Intelligence is not absolute replacement between students and teachers. However, Artificial Intelligence is considered means or tool in understanding learning; (2) The results  analysis explain that several AI (Artificial Intelligence) in e-learning in Islamic education have been present in several forms, including increasing access and inclusivity, translating and understanding classical manuscripts, analyzing learning and automatic assessment, material recommendation systems and learning personalization, as well Chatbots and virtual learning assistants; (3) Concept Islamic education is not only oriented towards the transfer knowledge (ta'lim), but also the formation of morals and spirituality (tarbiyah and ta'dib).

This study aims to identify and analyze effective learning strategies for improving Qur’an reading and writing skills among elementary school students. The ability to read and write the Qur’an serves as an essential foundation for students’ spiritual, moral, and cognitive development, shaping their Islamic character from an early age. This research employs a descriptive approach using a literature study method that reviews various sources, including books, journals, and previous studies related to Qur’an learning at the elementary school level. The findings indicate that a combination of several innovative strategies proves to be highly effective in enhancing Qur’an literacy skills. These strategies include the use of engaging and interactive digital learning media, the application of contextual learning approaches that connect Qur’anic teachings to students’ daily lives, and the implementation of the Problem-Based Learning model to foster critical thinking and problem-solving skills. Furthermore, strengthening students’ intrinsic motivation through a supportive and religious learning environment plays a crucial role in maintaining learning interest and discipline. The integrated implementation of these strategies not only improves students’ technical ability to read and write the Qur’an but also reinforces their character, responsibility, and spiritual awareness in the context of Islamic education at the elementary level.

Educational evaluation is crucial for assessing student success and the effectiveness of educational programs. Formative and summative evaluations have distinct objectives. Formative evaluation focuses on the ongoing learning process, while summative evaluation aims to assess the final learning outcomes. The Scriven model combines both types of evaluation to improve student learning outcomes. This article discusses the application of the Scriven model to improve Islamic Religious Education (PAI) learning outcomes at Ngrukeman Elementary School, Bantul. This study emphasizes the importance of evaluation in shaping students' character, developing their thinking, and enhancing social awareness. Educational evaluation aims to assess not only cognitive aspects but also affective and psychomotor aspects. With effective evaluation, teachers can identify students' strengths and weaknesses and design better learning. This contributes to improved student achievement and the overall quality of education. In this way, educational evaluation becomes a highly effective tool for improving and optimizing the learning process, ultimately supporting the achievement of comprehensive educational goals.

River pollution has become one of the serious environmental issues in Indonesia, including in the Gelis River in Kudus City. The lack of public awareness—especially among the younger generation—in maintaining river cleanliness highlights the need for effective and engaging educational media. This study aims to design an Android-based educational game as an interactive learning tool for children aged 7 to 12 years to raise their awareness about the importance of keeping rivers clean. The research method used is Research and Development (R&D), employing the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The game developed, titled RiverCourse: Petualangan Menjaga Sungai (RiverCourse: The Adventure of Protecting the River), features a sidescrolling mechanic with a visual style combining pixel art and cartoons, suited to the cognitive development stage of children. Testing was conducted on the target age group through observation and simple questionnaires.

This study aims to apply the Discovery Learning model in teaching the solar system in grade VI at SDN Patrang 02 Elementary School in Jember Regency. This model was chosen to overcome learning problems that are still teacher-centered and do not provide opportunities for students to think critically and discover concepts independently. Through this approach, it is hoped that students can be more active, creative, and understand the concept of the solar system more deeply through a direct discovery process. The research method used was descriptive qualitative with a participatory strategy. Activities were carried out through the stages of planning, implementation of learning, observation, and reflection with teachers and students. Data were collected through observation of learning activities, interviews with teachers, and documentation during the learning process. Data analysis was conducted descriptively to describe the effectiveness of the Discovery Learning application in improving the quality of learning.The results of the study indicate that the application of Discovery Learning can increase student active participation, critical thinking skills, and understanding of the solar system concept. Teachers also experienced an increase in their ability to design and implement student-centered learning. In addition, this activity encourages the formation of a collaborative learning culture and the growth of teacher leadership in learning innovation in elementary schools.

This study analyzes the role of women in sustaining social harmony and strengthening multicultural education within the multiethnic society of Singkawang through a critical literature review approach. By integrating the Feminist Peace Theory and Multicultural Education Theory, this research examines both national and international scholarly works that explore women’s contributions to peacebuilding and multicultural education in Southeast Asia. The review reveals that women serve as cultural mediators, peace educators, and social innovators through interethnic and interfaith engagements such as cultural festivals, interreligious forums, and community-based initiatives. Despite notable progress in promoting multicultural education in Singkawang, gender perspectives remain insufficiently integrated into educational practices. Through a synthesis of the reviewed literature, this study proposes a conceptual framework of Gendered Multicultural Peace Education (GMPE), comprising three interrelated dimensions: women’s empowerment in educational and social leadership, empathy-based interethnic learning, and the integration of gender equality into curricula and school culture. The model underscores the strategic role of women as transformative agents and peace educators in multiethnic societies. The findings provide significant implications for the development of gender-sensitive and inclusive educational policies in Indonesia

Islamic boarding schools (pesantren) as Islamic educational institutions face modernization challenges in developing effective learning methods. Action learning as an experience and reflection-based learning approach emerges as a relevant alternative. This article aims to conduct a systematic literature review on the implementation of action learning and experiential learning in Indonesian Islamic boarding school education. The research method uses a systematic literature review approach by analyzing 15 indexed journal articles from the 2018-2025 period. Inclusion criteria include articles in Indonesian and English, published in accredited journals, and discussing action learning or experiential learning in Islamic boarding schools. Analysis results reveal three main findings: (1) action research has been implemented to address specific problems such as student mental health with humanistic and participatory approaches, (2) experiential learning is applied through hadith learning, entrepreneurship programs, and life skills development that enhance cognitive abilities, communication, and student adaptation, (3) integration of action learning with pesantren values creates a distinctive learning model combining tradition and innovation. Identified research gaps include minimal longitudinal studies, lack of long-term impact measurement, and limited comparative analysis among pesantren. This study recommends developing a theoretical framework for action learning contextual to pesantren characteristics and further research with more comprehensive methodologies.

This study aims to determine the effectiveness of the Problem-Based Learning (PBL) model assisted by Doratoon animation videos on students’ conceptual understanding in Social Studies for eighth-grade students of SMP Negeri 6 Sengah Temila. This research employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The population in this study consisted of all eighth-grade students, with two classes selected as samples using a purposive sampling technique. The experimental class was taught using the PBL model assisted by Doratoon animation videos, while the control class used Canva media. The research instrument was a multiple-choice test consisting of 20 questions administered before and after the treatment to measure students’ conceptual understanding. The data analysis results showed that the average N-Gain score of the experimental class was 21.6% (low category), while the control class scored 22.6% (low category). The independent sample t-test yielded a significance value of 0.000 < 0.05, indicating a significant difference between the experimental and control classes. Therefore, the Problem-Based Learning model assisted by Doratoon animation videos was proven to be more effective than Canva media in improving students’ conceptual understanding in Social Studies. The results of this study are expected to serve as a reference for teachers in applying innovative learning media to support more interactive and meaningful learning.

The rapid advancement of digital technology has transformed the landscape of education, particularly in secondary schools. This study investigates the influence of digital learning innovation on enhancing deep learning and student engagement. Using a quantitative survey method, data were collected from 150 secondary school students in Indonesia who actively use digital learning platforms such as Learning Management Systems (LMS), mobile learning applications, and hybrid learning models. The research instrument consisted of a closed-ended questionnaire using a five-point Likert scale, which measured students’ perceptions of digital learning innovation, their engagement levels, and indicators of deep learning. Data were analyzed through simple linear regression using SPSS version 25. The results indicate a strong and significant positive relationship between digital learning innovation and both deep learning and student engagement, with a correlation coefficient (R) of 0.732 and an R² value of 0.536. This finding suggests that digital learning innovation explains 53.6% of the variation in students’ deep learning and engagement levels. Students who frequently use digital learning technologies tend to show higher motivation, independence, critical thinking, and reflective learning behavior. The study concludes that digital learning innovation plays a crucial role in supporting meaningful learning and active participation. It highlights the importance of integrating technology strategically into school-based learning to foster adaptive, collaborative, and lifelong learners in the digital era.

This study aims to describe the role of Catholic religion teachers in instilling a multicultural spirit through Catholic Religious Education at SMP Katolik 2 W.R. Soepratman Barong Tongkok. The research was motivated by the urgent need to promote multicultural awareness in Catholic schools, especially in response to persistent issues of discrimination and exclusion among students. These challenges highlight the importance of Catholic religion teachers as character builders who foster inclusive and peaceful coexistence within a diverse school community. The research employed a descriptive qualitative approach using method triangulation. Data were collected through in-depth interviews with teachers and the principal, classroom observations, document analysis, and online questionnaires to students as supplementary data. Data analysis followed the Miles and Huberman model, involving data reduction, display, and conclusion drawing. The findings reveal that Catholic religion teachers go beyond teaching doctrinal content; they also act as educators, facilitators, mentors, and promoters of multicultural values. These roles are manifested in learning strategies such as Biblical reflections, group discussions, drama projects, and anti-discrimination classroom agreements. This study emphasizes that Catholic Religious Education plays a vital role in shaping students’ awareness and attitudes toward multiculturalism. Catholic religion teachers hold a strategic position in guiding students to become inclusive, open-minded individuals who are capable of living harmoniously in a pluralistic society.