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This study aims to reconstruct a Greek Exegesis learning model based on formative hermeneutics by integrating syntactic analysis with the spiritual transformation of theology students. Traditional Greek instruction often emphasizes technical grammar and textual translation, thereby creating a gap between academic rigor, interpretive sensitivity, and spiritual formation. To address this issue, the present research develops and evaluates an instructional model that positions grammatical inquiry not merely as a linguistic exercise, but as a formative process for understanding Scripture responsibly. This research employs a quantitative descriptive-correlational design involving 30 theology students as participants. Data were collected through syntactic analysis tests and Likert-scale instruments measuring hermeneutical awareness and spiritual disposition. The results show that the implementation of the formative hermeneutical model achieved a high effectiveness level of 81.7%. Students’ syntactic competence reached 78%, which falls into the good category, while spiritual transformation attained 84.8%, categorized as very good. These findings indicate that the model significantly improves both analytical competence and spiritual development. This study proposes an integrative pedagogical framework in which syntactic analysis functions as a formative hermeneutical practice that shapes theological virtues, interpretive responsibility, faith maturity, and holistic ministerial readiness among theology students within diverse contemporary theological education contexts and ministries.

Penelitian ini bertujuan merumuskan Model Tridarma Berbasis Panggilan Abraham sebagai paradigma transformasional bagi Perguruan Tinggi Teologi (PTT) di Indonesia. Latar belakang penelitian ini berangkat dari krisis identitas PTT yang sering terjebak dalam dikotomi antara tuntutan akademik dan panggilan gerejawi, sehingga Tridarma Perguruan Tinggi—pendidikan, penelitian, dan pengabdian masyarakat—kerap kehilangan orientasi teologis dan relevansi sosialnya. Penelitian menggunakan pendekatan kualitatif dengan kerangka “Hermeneutika Filosofis-Kontekstual” yang mengintegrasikan studi filosofis dan critical case study pada STT Suwarnadwipa sebagai living prototype. Data penelitian diperoleh melalui analisis teks Kejadian 12:1–3, dokumen institusional, serta literatur teologis dan filsafat pendidikan. Analisis dilakukan melalui “Siklus Interpretasi Tiga Lapis” yang mencakup lapis eksplanatori, komparatif, dan konstruktif. Hasil penelitian menunjukkan bahwa panggilan Abraham mengandung tiga DNA utama, yaitu divine initiative, costly obedience, dan instrumental blessing, yang dapat menjadi fondasi filosofis-teologis bagi transformasi Tridarma PTT. Berdasarkan sintesis tersebut, penelitian ini menghasilkan tiga pilar utama model, yakni pendidikan sebagai Abrahamic Discipleship, penelitian sebagai Pro Deo et Ethne Inquiry, dan pengabdian masyarakat sebagai Shalom-Based Engagement. Implementasi model pada STT Suwarnadwipa menunjukkan bahwa paradigma Abrahamik mampu mengintegrasikan kesetiaan teologis dengan relevansi kontekstual secara operasional. Penelitian ini berkontribusi secara teoretis melalui pengembangan kerangka “Teologi Dwipa Nusantara,” secara metodologis melalui pendekatan “Hermeneutika Filosofis-Kontekstual,” dan secara praktis melalui penyediaan model operasional yang dapat diadaptasi oleh PTT lain di Indonesia.

This study examines the implementation of Project Based Learning (PjBL) in enhancing students’ understanding of moral values in Islamic Religious Education at the tenth grade of MA Yapina. The research is motivated by the urgent need to strengthen character education through learning experiences that are meaningful, contextual, and aligned with the challenges of contemporary moral degradation. Using a descriptive qualitative approach, this study analyzes learning activities, instructional documents, and students’ project outputs to explore how PjBL shapes their comprehension of akhlak as both knowledge and practiced behavior. Findings indicate that PjBL encourages active participation, collaboration, creativity, and reflective thinking, enabling students to interpret moral values through real-life situations and group-based problem solving. Projects assigned to students, such as posters, videos, and thematic presentations, foster deeper understanding because they require the integration of moral concepts into practical tasks. The role of the teacher as a facilitator further supports the learning process by guiding students in inquiry and project management. Despite challenges such as variation in student discipline and time constraints, the overall implementation of PjBL demonstrates positive effects on students’ cognitive and affective grasp of moral values. This study underscores the relevance of PjBL as an innovative pedagogical model for Islamic Religious Education and highlights its potential for strengthening character formation in madrasah settings. It also suggests the need for further research involving direct classroom observations and interviews to enrich empirical evidence on the long-term impact of PjBL on student character development.

This literature review examines the effectiveness of planning history learning based on the Problem Based Learning (PBL) model in developing students critical thinking skills. The study is motivated by the persistent dominance of teacher-centered instruction in history classes, which limits students analytical and reflective engagement with historical issues. This research aims to analyze how structured PBL, based lesson planning especially in designing problems, learning activities, media, and evaluation tools. Can enhance critical historical reasoning. Using a qualitative descriptive method through a review of journal articles, books, and research reports, the study finds that effective PBL planning requires identifying authentic historical problems, organizing collaborative inquiry activities, providing adequate scaffolding, and using critical thinking oriented evaluation rubrics. The results show that PBL consistently improves students’ analytical, evaluative, and interpretive abilities when supported by systematic planning and sufficient learning resources. The study implies that teachers must strengthen the planning phase, particularly in preparing learning scenarios and assessment instruments, to maximize the impact of PBL on critical thinking development.

This research presents a phenomenological inquiry aimed at deconstructing the conventional marketing paradigm and offering a deeper understanding of alternative practices. It specifically explores the anti-marketing strategy grounded in Islamic values as implemented at Warung Jendil Mbah Yamah, a traditional micro, small, and medium enterprise (MSME) located in Blitar, East Java. Employing a qualitative approach combined with a phenomenological method, the study gathered rich and nuanced data through several techniques, including in-depth interviews with nine carefully selected informants, participatory observation over an extended period, and systematic documentation studies. The thematic data analysis conducted by the researchers revealed that the warung’s anti-marketing strategy rests firmly on three interconnected pillars: (1) a strong reliance on organic word-of-mouth  communication rather than paid advertising, (2) the deliberate creation of an authentic, personal, and inclusive customer experience that builds emotional bonds with visitors, and (3) the consistent integration of Islamic ethical values into every aspect of business operations. These findings provide a meaningful theoretical contribution by synthesizing the concepts of anti-marketing and Islamic entrepreneurship into a new model of “authentic marketing,” where ethical and spiritual values serve as the strategic foundation for long-term sustainability. In practical terms, the results offer guidance for the broader development of MSMEs in Indonesia, showing that authenticity, ethical commitment, and adherence to core values can represent a stronger and more sustainable competitive advantage than conventional promotional strategies.

This study is a literature review aimed at examining the effectiveness of the guided inquiry model based on STEM in enhancing students’ critical thinking skills. The guided inquiry model provides a structured framework for students to explore problems under teacher guidance, while the STEM (Science, Technology, Engineering, and Mathematics) approach promotes interdisciplinary, contextual, and practical learning. Through an analysis of various relevant articles and scholarly journals, the findings indicate that the implementation of the guided inquiry model integrated with STEM consistently improves students' critical thinking abilities, particularly in areas such as analysis, evaluation, and reasoning. The study also highlights the crucial role of teachers as active facilitators in the learning process and the need for adequate resources to effectively apply this approach. The results of this review are expected to serve as a reference for educators and researchers in developing innovative and 21st-century-oriented learning strategies.

This study aims to develop an inquiry-based e-module as a teaching material for ecosystem topics for tenth-grade high school students. The e-module is designed to enhance student engagement in learning and foster critical thinking skills. The research method employed is Research and Development (R&D) using Sugiyono’s development model. Validation was conducted by subject matter experts, language experts, and media experts, yielding results of 86%, 93.33%, and 94.54%, respectively, all categorized as highly feasible. Practicality tests by teachers resulted in a score of 93.75%, while student practicality surveys reached 95.4%, indicating that the e-module is highly suitable for learning. The critical thinking skills test showed an overall student score average of 77.25%, classified as high. This e-module offers several advantages, including ease of access, an engaging design, and interactive content incorporating text, images, videos, and exercises. However, challenges in its implementation include limited technological access in some schools. Overall, the inquiry-based e-module is considered effective and ready for use as an alternative teaching material for ecosystem learning in high schools.

Inquiry-based learning is a pedagogical approach that encourages students to actively construct their knowledge through exploration and questioning. This study aims to analyze the effectiveness of the inquiry-based learning model in improving students' conceptual understanding of biology. The research employs a quasi-experimental design with a pre-test and post-test control group. Data were collected from high school students and analyzed using statistical tests to compare learning outcomes between the experimental and control groups. The findings indicate that students who learned through inquiry-based methods demonstrated significantly higher conceptual understanding than those in traditional learning settings. These results suggest that the inquiry-based learning model can enhance students' critical thinking skills and conceptual mastery, making it a valuable approach for biology education. The study's implications highlight the need for integrating inquiry-based learning in science curricula to foster deeper understanding and engagement among students.

The main objective of this study was to determine the extent to which students' critical thinking skills can be improved through the implementation of a guided inquiry learning model based on Education for Sustainable Development (ESD). This study used a quasi-experimental approach with a post-test only control group design. The study population consisted of 5 classes with a total of 190 students. From this population, the researcher took a sample of 68 students through a simple random sampling technique. The sample was then divided into two groups, namely 34 students for the experimental class and 34 students for the control class. The research instrument was a critical thinking skills test consisting of 20 objective, reasoned questions. The research data were analyzed using a t-test. Based on the calculation results, the t-value was 3.792, while the t-table value at a significance level of 0.05 was 2.037. This indicates that Ha is accepted and Ho is rejected. Thus, there is a significant difference between the critical thinking skills of students who participated in learning with a guided inquiry model based on ESD compared to conventional learning. In addition, the improvement in critical thinking skills was also analyzed through the N-Gain calculation. The results showed that the experimental class achieved a 65% improvement, categorized as moderate, while the control class achieved a 59% improvement, also categorized as moderate. These findings indicate that guided inquiry learning integrated with ESD principles provides a more effective way to foster students' critical thinking skills compared to traditional methods. Therefore, ESD-based guided inquiry learning can be an alternative, innovative learning strategy to improve the quality of the learning process in secondary schools.

. This research aims to determine the effect of an environmentally based guided inquiry model on students' science process skills. Quasi Experimental research was conducted with a Pretest-Posttest Control Group Design- nonequivalent control group. Saturated sampling technique was used to determine the treatment class, namely class VA as the control class and class VB as the experimental class. Data collection was carried out using a written test in the form of short answer questions. For the data results obtained by the experimental class, the average pre-test score was 56 and the post-test score was 70. Meanwhile, the data results obtained by the control class had an average pre-test score of 52 and post-test score 58. Based on statistical tests using the SPSS test. effect size (ES), probability value (significance) is 0.89, so the Ho hypothesis is rejected, meaning the guided inquiry model has a significant effect on students' Science Process Skills.

Project-based learning encourages students to develop collaboration, communication, problem solving, critical, and creativity skills. This model is widely used at the level of educational units such as junior secondary education and upper secondary education and even higher education. The aim of this research is to capture the research landscape related to Project-Based Learning in high school. The method used is bibliometric analysis. The data is obtained from the enhanced Scopus database. The results showed that the number of publications related to Project-Based Learning in high school increased every year from 2017 to 2022. The highest number of documents were in Indonesia and the United States, the highest number of documents were in institutions or universities in Indonesia. The research focuses are 1) Problem-Based Learning and Student; 2) Project-Based Learning, e-learning and STEM; 3) high school and inquiry based discovery learning.

This research was explored in depth from the contextuality aspect of the study, and the research methodology design aspect. With a mixed method design (a combination of qualitative and quantitative methods), the results of data analysis show that the implementation of the CTL concept at SMK Darunnajah II Bogor is carried out by following its main components, namely constructivism, inquiry (finding and solving problems), questioning (asking questions). ), learning community (learning community), modeling (modeling), reflection (reflection), and authentic assessment (authentic assessment). The CTL approach implemented in the entrepreneurship subject at Darunnajah Cipining Vocational School, in addition to teaching students to be more critical in the learning process, to be more active, sensitive, and creative in analyzing issues relevant to entrepreneurship subject matter, teachers also teach students to in the context of the values ​​taught by Islam and internalized at the Darunnajah Islamic Boarding School, namely the principle of mutual benefit, not tyrannizing, and not dominating or harming each other, and intended to build a better life and economy for the ummah. The outline of the results of the analysis of student perceptions regarding the implementation of CTL in the entrepreneurship subject at SMK Darunnajah II Bogor shows that as much as 91.38% of the total respondents stated that the CTL concept was very effective in the context of the relevance of material to everyday life experiences and reflections on learning from problem analysis . Keywords: contextual teaching and learning, reflection, inquiry, learning model.

Penelitian ini bertujuan untuk mengembangkan e-modul etnomatematika berbasis model pembelajaran inquiry untuk meningkatkan kemampuan berpikir kritis siswa. Dalam e-modul tersebut akan dilhat bagaimana produk awal,  hasil validasi ahli, hasil uji coba, hasil refleksi dan bagaiman produk akhir. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model rancangan 4-D, namun dalam penelitian ini hanya sampai 3-D. Subjek dalam penelitian ini adalah siswa kelas VIII SMP sebanyak 15 siswa dan 3 orang ahli media dan materi. Instrumen yang digunakan dalam penelitian ini adalah lembar validasi ahli media dan ahli materi, pedoman wawancara dan observasi, angket respon guru dan respon siswa, dan soal tes kemampuan berpikir kritis. Hasil penelitian validasi E-modul etnomatematika berbasis model pembelajaran inquiry yaitu validasi media dengan nilai rata-rata dari ketiga ahli sebebsar 83,09% dengan kriteria Cukup valid. Hasil penelitian validasi materi diperoleh skor rata-rata 91,67% dengan kriteria sangat valid. Sedangkan Hasil penelitian validasi etnomatematika diperoleh skor rata-rata 88,98% dengan kriteria sangat valid Yang kedua adalah nilai kepraktisan, dilihat dari nilai angket yang diisi guru dan seluruh siswa yang diakumulasikan sehingga diperoleh persentase sebesar  89,05%  dengan kriteria sangat praktis. Selanjutnya keefektifan, dilihat dari nilai hasil pengerjaan posttest siswa dengan jumlah siswa yang tuntas sebanyak 10 orang dari 15 orang dengan persentase  dengan kriteria efektif dengan berpatokan pada nilai KKM sekolah yaitu 70

This research and development aims to develop a valid and effective Microbiology module based guide inquiry on research on Isolation and Identification of Endophytic Bacteria from Ciplukan. The microbiology module was developed in reference to the ADDIE research and development model. The module drafting phase includes:1) the analyzing step through interviews with lecturers and the questionnaire of needs analysis by student respondents; 2) The step of designing learning modules to improve cognitive knowledge and process skills; 3) The step of developing by using module validation; 4) The step of applying which consists of module implementation in learning; 5) The evaluation step which consists of evaluating the validity of modules, cognitive learning outcomes and student science process skills. The results of the study show that the microbiology module developed accordance with the standards of validity, feasibility and practicality.

Kurikulum 2013 yang diterapkan di Sekolah Dasar merekomendasikan model pembelajaran berbasis pendekatan saintifik yaitu discovery learning, project-based learning, problem-based learning dan inquiry learning. Sebagian besar guru di SD Negeri Gandekan No 230 Surakarta mengaku belum memahami keempat model pembelajaran tersebut sehingga perlu adanya pelatihan tentang model discovery learning dan project-based learning. Metode pelaksanaan pengabdian meliputi: (1) metode pendekatan yang dilakukan mulai tahap survei, perijinan, dan pemberian motivasi bagi guru yang akan mengikuti pelatihan (2) metode pelaksanaan program, meliputi tahap pendahuluan, tahap sosialisasi dan audiensi, tahap pelatihan, serta tahap evaluasi akhir. Hasil kuesioner tanggapan guru terhadap pengabdian yang telah dilakukan menunjukan bahwa materi pelatihan sangat diminati dan dibutuhkan guru dalam pengembangan pembelajaran abad 21 dan menunjang era revolusi industri 4.0. Guru merasakan manfaat dari kegiatan pengabdian kepada masyarakat yang dilaksanakan karena dapat menjadi wawasan keilmuan baru dalam pengembangan kegiatan pembelajaran di sekolah.

The aim of this research was to develop a practical guide based on guided inquiry on the interaction material of living things. This type of research was Research and Development with the ADDIE development model (Analyze, Design, Development, Implement and Evaluation). Practicum guides were validated by 2 media experts and 2 material experts. The research was carried out until a small scale test with the research subjects were 5 grade students of MTs Darul Amin Palangkaraya. The results of the study were a practical guide with 3 topics whose activities were designed according to the guided inquiry learning model. The practicum guide developed was declared feasible by material and media experts with a very valid category. Based on small-scale trials, the practicality value was produced with a percentage of 83.00% which was categorized as very good. These results showed that the practicum guide was declared valid and practical after a small-scale trial was carried out. The practicum guide still needs to be refined for further trials on a large scale