Publication Search

The implementation of science learning in schools not only aims to improve students' academic understanding, but also plays an important role in building religious character. Research shows that the integration of religious values in science learning can strengthen students' belief in religious teachings and increase their positive behavior. For example, Islamic values integrated into science materials at the SD/MI level can encourage students to be more convinced of the existence of Allah and follow His provisions, thus forming a strong religious character. In addition, learning approaches that prioritize routine activities such as praying together and reading the Qur'an before lessons have also proven effective in instilling religious character. Furthermore, the application of learning modules that integrate basic concepts of science with Islamic values, such as those conducted at the University of KH Abdurrahman Wahid Pekalongan, shows that students can better understand the material while internalizing religious values in their daily lives. Other studies also emphasize the importance of character education programs integrated in the curriculum, where religious activities at school, such as congregational prayers and holiday celebrations, contribute significantly to the formation of students' religious character. Thus, well-designed science learning can be an effective means to build students' religious character.

This study aims to analyze the influence of knowledge and motivation on accounting students' interest in choosing a career in taxation. The case study was conducted on students of the Accounting Study Program, Dua Saudara Bitung College of Business and Management and Petra Bitung College of Economics. The low interest of students in pursuing a career in taxation is often caused by a lack of knowledge about taxation and existing job opportunities. This study uses a quantitative approach with a survey method through a questionnaire. The results of this study are that Tax Knowledge (X1) has a significant and positive influence on Career Interest in Taxation (Y). This can be seen from the calculated t value of 4.157 which is greater than the t table (1.66543) and a very small significance value (0.000 0.05). Motivation (X2) has a significant and positive influence on Career Interest in Taxation (Y). The t-value for motivation is 3.059, which is greater than the t-table (1.66543), with a significance value of 0.003 0.05. It is concluded that both Tax Knowledge (X1) and Motivation (X2) have a significant influence on Career Interest in Taxation (Y) at the Bitung Dua Sudara Business and Management College and the Bitung Petra College of Economics. This shows that to increase career interest in taxation, it is important to develop knowledge and motivation related to the field. These two variables positively influence an individual's desire to pursue a career in the taxation profession.

The purpose of this study is to evaluate the deficiencies in the learning of accounting software at STIE Ganesha. This study will concentrate on factors that potentially hinder the integration of accounting software into the college curriculum. This research started in October 2024. Accounting students at STIE Ganesha are the research subjects. Qualitative research was conducted and data was collected through in-depth interviews. The results showed that learning accounting software has several problems. One of them is the lack of supporting resources and lack of technological infrastructure. In addition, students face difficulties in understanding and accessing accounting software required to meet the needs of the working world. To produce more efficient accounting software learning, this research emphasizes increasing resource capacity and improving supporting infrastructure. This research is expected to help STIE Ganesha develop methods to improve software-based accounting learning

The purpose of this study is to evaluate the deficiencies in the learning of accounting software at STIE Ganesha. This study will concentrate on factors that potentially hinder the integration of accounting software into the college curriculum. This research started in October 2024. Accounting students at STIE Ganesha are the research subjects. Qualitative research was conducted and data was collected through in-depth interviews. The results showed that learning accounting software has several problems. One of them is the lack of supporting resources and lack of technological infrastructure. In addition, students face difficulties in understanding and accessing accounting software required to meet the needs of the working world. To produce more efficient accounting software learning, this research emphasizes increasing resource capacity and improving supporting infrastructure. This research is expected to help STIE Ganesha develop methods to improve software-based accounting learning.

This research aims to optimize the use of interactive flipbooks as a literacy learning media in elementary schools. Interactive flipbook media offers an innovative approach in the learning process, combining engaging visualization, interactivity, and digital accessibility that meets the needs of 21st-century students. The method used in this research is a literature review involving the collection, analysis, and synthesis of various literature related to the use of interactive flipbooks in the context of primary education. The results indicate that interactive flipbooks can enhance reading interest, literacy skills, and student comprehension through a combination of text, images, audio, and animation. This media also allows students to learn independently and collaboratively by utilizing interactive features. In addition, interactive flipbooks have proven effective in supporting thematic and integrative learning, which is often implemented in elementary schools. This study recommends the development of curriculum-based interactive flipbooks, teacher training in their use, and the integration of this media into teaching strategies. With proper optimization, interactive flipbooks can become an innovative solution to improve the literacy quality of elementary school students.

This study explored the adaptation strategies of pre-service English teachers during their teaching practicum (PPL) in junior high schools implementing the Kurikulum Merdeka framework. The aim of the study is to explore how pre-service English teachers integrate the flexible and student-centered curriculum while adjusting to a variety of problems in a real-world classroom environment. Semi-structured interviews and non-participant observations were used in this qualitative study to collect data from six pre-service teachers. The results showed that pre-service teachers used a variety of strategies to deal with procedural, managerial, psychological, instructional, and cultural obstacles, such as reflective practices, collaborative mentoring, and differentiated instruction. In addition to highlighting the necessity of successfully promoting Kurikulum Merdeka, the study emphasizes the value of mentorship and reflective practices in promoting professional development. These findings help to enhance programs for preparing future teachers and offer insightful advice to pre-service English teachers as they enter into professional teaching roles.

Teacher leadership is critical in shaping the educational environment and promoting positive change within schools. Teacher leadership fosters educational innovation and creates supportive learning environments. This study investigates the self-perceived leadership qualities of pre-service teachers, focusing on essential domains of teacher leadership, including self-awareness, leading change, communication, diversity, instructional proficiency, continuous improvement, and self-organization. Utilizing a structured survey instrument adopted and adapted from TLSA (Teacher Leadership Self-Assessment) by Katzenmeyer and Moller (2009). Data was gathered from a sample of teacher candidates to assess their competencies in these domains. The teacher candidates were the final-year Primary Teacher Education Program students at Esa Unggul University.  The findings indicate varying levels of readiness among the participants. The categorical analysis provides insights into specific areas where future teachers demonstrate potential and highlights domains where further development may be beneficial. This research contributes to the understanding of teacher leadership in the context of teacher preparation programs and underscores the importance of targeted support in nurturing well-rounded teacher leaders. Implications for curriculum adjustments and the integration of leadership training in teacher education programs are discussed.

This study is a field research that attempts to see the extent of the application of the Al-Miftah Lil Ulum method in learning yellow books at the Tarbiyatul Aulad Sukadana Islamic Boarding School, Kayong Utara Regency. The success or failure of learning can be seen from the accuracy in choosing the method. This study aims to describe how the planning, implementation and supporting and inhibiting factors in the application of the Al-Miftah Lil Ulum method in learning yellow books at the Tarbiyatul Aulad Sukadana Islamic Boarding School, Kayong Utara Regency. The data collection methods used in this study are; observation , interviews and documentation. Data analysis was carried out through four stages, namely data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicate that 1) The planning of the Al-Miftah Lil Ulum method in learning yellow books at the Tarbiyatul Aulad Islamic Boarding School includes a) the ustadz first reads the learning objectives in the Al-Miftah Lil Ulum method guidebook b) the ustadz first muthala'ah again the material to be delivered, c) the ustadz tells the students to memorize vocabulary and nadzhom imrithi and alfiyah related to the material to be studied. 2) The implementation of the Al-Miftah Lil Ulum method in learning yellow books at the Tarbiyatul Aulad Islamic Boarding School includes the following steps : Opening with Prayer and Intention, Introduction to Vocabulary (Mufradat), Gradual Understanding of Nahwu and Shorof Rules, Application of Rules Through Practical Exercises, Memorizing Vocabulary and Rules, Dialogue and Light Conversation (Muhadatsah), Reading and Translating Texts, Periodic Evaluation and Tests, Reinforcement with Yellow Books (Advanced Level) . 3) supporting factors: availability of competent Ustadz, structured and gradual curriculum, student discipline in memorizing and muthala'ah, supportive learning environment, inhibiting factors: differences in academic background of students, limited learning time, lack of supporting learning media, physical fatigue of students.

This study aims to determine the extent of the integration of local wisdom in learning Islamic history at the Faculty of Islamic Studies Undaris. As we have known that one of the objectives of learning Islamic history is to help train intelligence and shape attitudes, character, and personality of students, because the content of Islamic history material contains local wisdom values. This study uses a qualitative approach. Data collection was carried out through observation, in-depth interviews and documentation. Data analysis was carried out by giving meaning to the data that was successfully collected and from that meaning conclusions were drawn. The results of the study showed that the integration of local wisdom in learning Islamic history at FAI Undaris refers to the Curriculum which is then developed in the RPS and teaching materials based on local wisdom. In the RPS and teaching materials, the values ​​of local wisdom that are to be developed are stated. Islamic history lecturers also use tools in the form of applications of active learning strategies to further maximize the integration of local wisdom and the learning objectives of Islamic history itself.

Education is the main foundation in the formation of character and quality of human resources throughout the world. However, the development of technology, especially artificial intelligence (AI), has presented new challenges in the world of education, especially in maintaining the academic integrity of students. The convenience offered by AI is often used unethically, such as in plagiarism or manipulation of academic assignments. This phenomenon encourages the importance of an alternative approach that does not only rely on policy and supervision, but also instills strong moral values. This study examines the relevance of the Islamic educational psychology approach in strengthening the academic integrity of students in the AI era. This approach offers solutions based on Islamic values such as muraqabah (awareness of Allah's supervision), muhasabah (self-evaluation), and the habituation of noble morals. The study was conducted using a library research method by analyzing literature related to academic integrity, AI technology, and Islamic educational psychology, including the thoughts of Imam Al-Ghazali. The results of the study show that the Islamic values taught by Al-Ghazali are very relevant in overcoming the challenges of academic integrity caused by the development of AI technology. The principle of muraqabah helps students understand the ethical implications of their academic actions, while muhasabah encourages self-reflection to improve behavior. In addition, the habituation of values such as honesty and responsibility provides a long-term solution in shaping students' characters. This conclusion emphasizes the importance of integrating Islamic values into the higher education curriculum to create an academic environment with integrity and ethics amidst the advancement of modern technology.

Muhammadiyah is an Islamic movement with the preaching of Amar Makruf Nahi Munkar which is based on Islamic faith and is based on the Qur'an and As-Sunnah. Many things drive the progress of this Muhammadiyah organization, such as the vision-mission, educational concept, goals, and curriculum that are mutually continuous so that Muhammadiyah can process well in the life of society. In Islamic education there are challenges that must be faced by Muhammadiyah because considering the development of Islam is very fast and also flexible and always relevant from time to time. One of the challenges to the development of Islamic education is the advancement of technology. The advancement of science and technology (iptek) requires all parties to be competent so as not to be eroded and crushed by the times. The negative and positive impacts of technological progress must be addressed with the right innovation. Innovation that can be applied by the Muhammadiyah organization is through the field of education. Education is a process that can shape human beings such as potential, personality, intelligence, noble morals, self-control, religion and skills needed in oneself and society.

Multicultural education in Indonesia is an important approach to creating an inclusive and harmonious society, considering the ethnic, cultural, and religious diversity that exists in the country. This research aims to explore the dynamics of multicultural education, the challenges faced in its implementation, and provide recommendations for educational policies and practices. The method used is library research, with thematic analysis of various relevant literature. Key findings suggest that while multicultural education has great potential to build tolerance and mutual understanding, its implementation is still hampered by a lack of understanding among educators and limited resources. Concrete examples of multicultural educational practices in some schools show that with the right approach, this education can have a positive impact on student attitudes. The resulting recommendations include improved training for teachers, curriculum revision, and collaboration with the community. The study also identified the need for further studies to explore the long-term impact of multicultural education and its comparison with practices in other countries. By overcoming the existing challenges, it is hoped that multicultural education can be implemented more widely and have a positive impact on future generations in Indonesia.

The purpose of this study is to evaluate the deficiencies in the learning of accounting software at STIE Ganesha. This study will concentrate on factors that potentially hinder the integration of accounting software into the college curriculum. This research started in October 2024. Accounting students at STIE Ganesha are the research subjects. Qualitative research was conducted and data was collected through in-depth interviews. The results showed that learning accounting software has several problems. One of them is the lack of supporting resources and lack of technological infrastructure. In addition, students face difficulties in understanding and accessing accounting software required to meet the needs of the working world. To produce more efficient accounting software learning, this research emphasizes increasing resource capacity and improving supporting infrastructure. This research is expected to help STIE Ganesha develop methods to improve software-based accounting learning.

The Christian Religious Education teacher plays a strategic role in shaping students' understanding of the importance of living in harmony and peace, despite different backgrounds. However, in practice, not all Christian Religious Education teachers are able to effectively integrate teachings about unity and solidarity. The role of Christian Religious Education  teachers in fostering a sense of national unity among Junior High School Tanah Sereal-Bogor students is crucial, especially in the context of Indonesia's diversity. This study aims to examine the strategic role of Christian Religious Education teachers based on guidelines derived from Romans 15:5-7. The research will use a qualitative approach, exploring the role of Christian Religious Education  teachers in fostering a sense of national unity among Junior High School Tanah Sereal-Bogor  students based on the teachings of Romans 15:5-7. The results show that the implementation of teachings from Romans 15:5-7 in the Christian Religious Education curriculum can have a significant impact on shaping students' characters to have attitudes of national unity and solidarity. Thus, Christian Religious Education teachers act as agents of change who can strengthen the sense of national unity through education based on Christian values.

Indonesia is a country with a vast diversity of cultures, religions, and ethnicities, which makes it one of the most pluralistic societies in the world. Multicultural education is present as a strategic approach to instill the values of tolerance, inclusion, and social harmony in the midst of this diversity. This article explores the nature of multicultural education in Indonesia from the perspective of Islamic education, which emphasizes respect for differences as part of the sunnatullah. Through literature research methods, this article discusses the concept, implementation, and challenges of multicultural education in the national education system. The results of the study show that multicultural education can be implemented through the development of diversity-based curriculum, teacher training to manage multicultural classrooms, and the creation of an inclusive educational environment. The Islamic perspective provides a strong philosophical and normative foundation to support multicultural education, such as the teachings of the Qur'an and Hadith that emphasize the importance of tolerance and intercultural dialogue. However, the implementation of multicultural education faces challenges, including cultural resistance from exclusivity groups and limited resources in schools, especially in remote areas. This article recommends strengthening the socialization of multicultural values, developing contextual teaching materials, increasing teacher training, and allocating adequate resources as solutions to overcome these challenges. By integrating Islamic values in multicultural education, Indonesia can build a generation that is tolerant, inclusive, and able to maintain social harmony in the midst of diversity. This article contributes to enriching the discourse of multicultural education and offers practical solutions for its implementation.

This research aims to instill and strengthen the spirit of democracy and nationalism in every student. When they have the spirit of democracy and nationalism, their love for the nation and enthusiasm for fighting for this nation will be strong and great. One effort to instill a spirit of democracy and nationalism in the next generation is by learning Pancasila and citizenship education. The type of method used in this article is a literature review. The writing of this literature review adopts national articles published on various journal provider platforms on a national scale which discuss the importance of increasing democratic values ​​and nationalism in students through learning Pancasila and citizenship education. The results of the research show that increasing democratic values ​​and nationalism in students through learning Pancasila and citizenship education shows a positive direction. This means that students who have received Pancasila and citizenship education material have experienced a good improvement in their democratic attitudes and nationalist feelings. This learning is implemented in Indonesia with the aim of forming students into individuals who have strong character and are based on the values ​​of Pancasila, who have faith and devotion to God Almighty, have global diversity, mutual cooperation, independence, critical reasoning and creativity. Apart from that, through Pancasila and citizenship education we are present to provide in-depth understanding from teachers about the essence of Pancasila and the urgency of citizenship education.

Higher education institutions play a critical role in advancing the Sustainable Development Goals (SDGs) by integrating global citizenship into the curriculum. This study examines the implementation of SDG-focused education, highlighting strategies for embedding global citizenship principles in higher education programs. Using a qualitative approach, data were collected through literature analysis and case studies from various universities. The findings indicate that interdisciplinary collaboration, experiential learning, and digital technology integration enhance students' awareness and engagement with global challenges. The study underscores the importance of institutional policies and educator training in fostering SDG-oriented education. These insights contribute to the development of comprehensive frameworks for embedding global citizenship in higher education curricula, promoting responsible and ethical leadership for sustainable development.

In the era of digital transformation, online learning has become a dominant mode of education, emphasizing the need for intercultural competence to ensure inclusivity and equity. This study explores strategies for fostering intercultural competence in online learning environments by examining best practices in curriculum design, communication, and technological integration. Utilizing a qualitative research approach, data were collected through interviews with educators and students from diverse cultural backgrounds. The findings reveal that interactive learning activities, culturally responsive pedagogy, and adaptive learning technologies significantly enhance students’ intercultural competence. The study highlights the importance of fostering a supportive online community, encouraging cross-cultural collaboration, and implementing inclusive instructional strategies. These insights contribute to the development of equitable education policies that address cultural diversity in virtual classrooms.

This study aims to explore the various challenges faced by students in learning science and to analyze the internal and external factors that influence them. This research is motivated by the low success rate of students in science courses, which is thought to be due to multiple obstacles involving cognitive, affective, and learning environment aspects. The research method used is a qualitative approach, with data collected through in-depth interviews and surveys of students enrolled in science courses at universities. The findings show that internal factors, such as self-efficacy, basic mathematical skills, and intrinsic motivation, play a significant role in influencing students’ understanding of science material. On the other hand, external factors, including curriculum, teaching methods, environmental support, and facility limitations, also have a substantial impact. This study suggests improvements in curriculum reform at the elementary and secondary levels, more interactive teaching methods, and adequate academic support to help students overcome difficulties in science courses. These findings are expected to provide insights for educational institutions and educators in designing more effective learning strategies to enhance students' competencies in science.

Listening comprehension is essential in higher education, particularly as students progress from basic intensive listening activities to more complex academic listening tasks. This review examines the strategies learners employ during this transition and identifies effective approaches for improving listening comprehension in University contexts. Drawing on recent research and empirical evidence, the review highlights key techniques such as metacognitive strategies, note-taking, schema activation, and contextual listening, which are crucial for academic success. The findings suggest that while intensive listening fosters foundational skills, academic listening demands advanced strategies, including critical evaluation, synthesizing information, and adapting to different accents and contexts. The review emphasizes the importance of instructional support, such as teaching explicit strategies and incorporating authentic materials, to help students navigate this shift. Educators are encouraged to create scaffolded learning experiences and foster student autonomy. This study contributes to the expanding body of knowledge on EFL and ESL education, providing useful guidance for curriculum developers and educators aiming to improve students' listening skills in higher education.