Berkala Ilmiah Pendidikan

Assessing Students' Problem-Solving Skills in Heat Learning: Preliminary Validation of a Five-Stage Physics Assessment Instrument

2026-10-01T15:12:29+07:00

Conventional physics assessments often emphasize final numerical answers and therefore provide limited information about where students' reasoning breaks down during problem solving. This study developed and preliminarily validated a process-oriented assessment instrument for heat learning. A quantitative preliminary instrument-validation design was used. Four contextual essay problems were decomposed into five stages focusing on the problem, describing the physics, planning the solution, executing the plan, and evaluating the answer yielding 20 scored sub-items using a 0–4 analytic rubric. Five experts evaluated content validity using I-CVI, S-CVI/Ave, and S-CVI/UA, followed by an empirical trial with 30 Grade 12 students. Empirical analyses included corrected item-total correlations, Cronbach's alpha, item difficulty, and item discrimination. The instrument obtained S-CVI/Ave = 0.960 and S-CVI/UA = 0.800, with I-CVI values ranging from 0.80 to 1.00. Corrected item-total correlations ranged from 0.605 to 0.909, Cronbach's alpha was 0.975, difficulty indices ranged from 0.583 to 0.750, and discrimination indices ranged from 0.406 to 0.750. These findings provide preliminary evidence that the instrument can support stage-specific diagnosis of students' problem-solving performance in heat learning. Larger-sample validation and inter-rater reliability studies are still required.

The Influence of Principal Servant Leadership on Teacher Motivation in Developing 21st Century Learning: A Case Study at SMK Muhammadiyah Jatibarang, Indramayu

2026-10-01T15:14:40+07:00

Social changes in education in the 21st century encourage school principals to act as servant leaders who foster teacher motivation. However, leadership practices in vocational high schools (SMK) still tend to be administrative and fail to empower teachers to innovate. This study aims to (1) describe the implementation of servant leadership by the principal, (2) analyze the level of teacher motivation in developing 21st-century learning, and (3) test the effect of servant leadership on teacher motivation at SMK Muhammadiyah Jatibarang, Indramayu. The study used a mixed-methods explanatory sequential design with 35 teachers as the quantitative sample (saturated sampling), and the principal, purposively selected through extreme-case and maximum-variation sampling, as qualitative informants. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and linear regression, while qualitative data were analyzed using the Miles, Huberman, and Saldaña model. The results showed that servant leadership (84.4 % of the ideal score) and teacher motivation (81.2% of the ideal score) were in the very high category. Servant leadership had a significant positive effect on teacher motivation (Y = 41.527 + 1.037X; r = 0.782; R² = 0.612; t = 7.212; p < 0.05), confirming the qualitative findings that empowerment, professional support, and moral role models were the main mechanisms. This research contributes to the expansion of servant leadership theory and self-determination theory in the context of Islamic value-based vocational education. It offers a strategic leadership model for vocational school principals to encourage motivation and innovation in 21st-century learning.

Science-Integrated Munakahat Learning as Sex Education for High School Students

2026-10-01T15:14:37+07:00

This study examines the integration of science into munakahat learning as a strategy to enhance sex education among adolescents in Indonesia. Using a mixed-method approach with an Embedded Concurrent Mixed Method design, data were collected from students in Grade XI and XII at MAN 3 Pekanbaru and SMAN 12 Pekanbaru through questionnaires, tests, and semi-structured interviews. The findings reveal that students in the experimental class, exposed to science-integrated munakahat learning, demonstrated significantly higher understanding of sex education (81%) compared to the control class (79%). Additionally, the experimental class achieved better learning outcomes (average score of 60 vs. 52). Despite challenges such as network issues and limited interaction during online learning, the integration of science and religious teachings proved effective in fostering moral values and preventing risky behaviors. The study concludes that science-integrated munakahat learning provides a comprehensive approach to sex education, equipping students with knowledge about reproductive health, sexual behavior, and human development while strengthening their faith. Recommendations include adopting hybrid learning methods and involving government institutions to promote broader societal acceptance of sex education.

Systems and Contingency in the Development of Islamic Educational Institutions (A Case Study of Pesantren Nurul Huda Sukaraja, OKU Timur, South Sumatra)

2026-10-01T15:14:35+07:00

This study aims to analyze the application of systems theory and contingency theory in the development of Islamic educational institutions, focusing on Pesantren Nurul Huda Sukaraja, OKU Timur, South Sumatra. As traditional Islamic institutions, pesantren face challenges of modernization, globalization, and digitalization that demand adaptive governance. This research employs a qualitative approach with an intrinsic case study design, using participatory observation, in-depth interviews, and documentation analysis, with data processed through Miles & Huberman’s model. The findings reveal that Pesantren Nurul Huda Sukaraja maintains internal stability through curriculum integration, collective leadership, Islamic organizational culture, and strong social networks, while externally adapting through digital learning, regulatory adjustments, and responsiveness to community needs. The discussion emphasizes that integrating systems and contingency theories produces a development model that is both stable and adaptive. The conclusion suggests that pesantren can serve as a model of Islamic education relevant to the challenges of the 21st century, while recommendations highlight the need to strengthen governance based on systems and contingency approaches so that other pesantren in Indonesia can face the modernization of Islamic education.

Harmony of Movement and Culture: An Ende-Lio Dance-Based Physical Education Learning Strategy in Elementary Schools

2026-10-01T15:14:32+07:00

This study aimed to explore and describe an Ende-Lio dance-based physical education learning strategy and to understand students’ learning experiences through the integration of movement and local culture. The study employed a qualitative approach with a case study design conducted at Mokeasa Public Elementary School, Ende Regency, East Nusa Tenggara, from February to April 2026. The participants consisted of 30 fifth-grade students, with the physical education teacher serving as the key informant. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed thematically using ATLAS.ti. The analysis generated four main themes: increased student engagement, learning through imitation and repetition, interaction and cooperation, and more engaging and contextual learning. These themes indicate that Ende-Lio traditional dance can serve as a learning strategy that simultaneously integrates motor, social, and cultural learning experiences. Demonstration, imitation, repetition, and group practice encouraged student engagement, communication, cooperation, and understanding of local culture. The study concludes that Ende-Lio traditional dance has potential as a contextual and meaningful physical education learning strategy. Further research is recommended to examine its implementation across broader school contexts and educational levels to strengthen culturally based physical education practices.

Potential Application of ESD-Oriented STEAM in Ecosystem Material

2026-10-01T15:14:31+07:00

This study aims to analyze the potential for implementing Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning oriented toward Education for Sustainable Development (ESD) on ecosystem topics in elementary schools. Although this integrated approach offers a framework for contextual and sustainability-focused education, its implementation faces significant challenges regarding teacher readiness, student engagement, and the adequacy of instructional planning. To address this, a descriptive quantitative approach with a survey design supported by document analysis was employed. The participants comprised 20 elementary school teachers from the Pattimura Teacher Working Group and 20 fifth-grade students from SD Negeri 02 Api-Api, Pekalongan Regency. Data were collected via teacher and student questionnaires, alongside instructional module documentation, and analyzed using descriptive statistics. The findings revealed that teachers' understanding of STEAM and ESD was relatively adequate (73% and 72%, respectively), alongside teaching practices (74%), student engagement (79%), and reflection/evaluation (78%). However, document analysis of instructional modules revealed a critical gap: while STEAM-supporting methods were incorporated, activities for active student engagement were not optimal, and the explicit integration of ESD principles into instructional planning was largely absent. Consequently, while the potential for STEAM-oriented ESD is considerable, it requires systematic strengthening of instructional materials and the explicit integration of sustainability principles to be effectively realized.

Reimagining Islamic Human Resource Management: Integrating Islamic Work Ethics, Human Capital Development, and Organizational Sustainability

2026-10-01T08:57:34+07:00

Islamic Human Resource Management (IHRM) has increasingly attracted scholarly attention as organizations seek practices that integrate ethical values, employee development, organizational capability, and long-term sustainability. However, existing research remains fragmented, with Islamic Work Ethics (IWE), human capital development, organizational capability, and organizational sustainability generally examined as separate streams rather than interconnected components of an integrated IHRM architecture. This study systematically synthesizes literature on IHRM and IWE to identify mechanisms through which Islamic ethical orientation contributes to human capital, capability, and sustainability. Following the PRISMA 2020 reporting framework, a systematic literature review with an integrative qualitative synthesis was conducted across Scopus, Web of Science, ScienceDirect, Emerald, SpringerLink, and Google Scholar. The review documented 360 identified records, from which 25 core peer-reviewed articles published between 2020 and 2026 were selected and thematically analyzed. Findings indicate that IWE functions not merely as a normative principle but as an ethical-behavioral mechanism associated with motivation, commitment, psychological resources, moral identity, organizational identification, knowledge sharing, and ethical behavior. The synthesis identifies a multistage relationship where IHRM provides the context, IWE shapes psychological and behavioral resources, and knowledge-sharing processes facilitate human capital mobilization. Organizational capability converts these resources into collective organizational value, while organizational sustainability constitutes the long-term outcome. Consequently, the study develops an integrative theoretical framework connecting previously fragmented ethical, human capital, capability, and sustainability perspectives. While serving as a theoretical architecture rather than an empirically validated causal model, it provides a foundation for future longitudinal, multilevel, comparative, and mixed-method research.

Managerial Strategies of Islamic Religious Education Teachers in Preventing Bullying: A Case Study of Public Junior High School Students in Southeast Sulawesi

2026-10-01T08:57:32+07:00

This study aims to describe and analyze the forms of bullying behavior, as well as the planning, implementation, and evaluation of strategies employed by Islamic Education (PAI) teachers in preventing bullying, while also identifying the challenges encountered in implementing these strategies in public junior high schools in Southeast Sulawesi. Using a qualitative approach, data were collected through interviews, observations, and document analysis. The findings indicate that: (1) the forms of bullying found in public junior high schools in Southeast Sulawesi include verbal, physical, social/relational, and cyberbullying, each manifested through various behaviors; (2) the planning of PAI teachers’ strategies is carried out through the integration of Islamic values into instruction, the development of structured character education programs, and collaboration with various school stakeholders; (3) the implementation of these strategies involves two main approaches within classroom learning and through schoolwide activities strengthened by cross-sector collaboration among school personnel; (4) evaluation is conducted through behavioral observations, mentoring, progress documentation, safety climate surveys, and periodic reflections; and (5) the main challenges originate from students’ internal factors, school-related constraints, and external influences such as peer interactions, digital media exposure, cyberbullying, and limited parental supervision and communication. The implications of this study highlight the need to strengthen social-emotional learning, integrate religious values into character education, and expand positive schoolwide routines through collaboration among all school members. Strong partnerships between schools and parents are essential for sustainable prevention efforts, while the rise of cyberbullying demands enhanced digital literacy and ethical media use among students.

Guidance and Counseling for Academic Procrastination Among Graduate Students

2026-10-01T08:57:29+07:00

Academic procrastination is a common problem at the higher education level, including among graduate students who must complete their thesis or dissertation within a limited period of time. Guidance and counseling services are expected to help students manage this behavior. Many studies currently examine the role of counseling in reducing academic procrastination, so a review of journal papers on this topic is needed. This study uses a Systematic Literature Review (SLR) method on journal papers published from 2015 to 2026. Three Research Questions (RQ) were formulated for this study. The final results show that the most researched counseling approach is Cognitive Behavior Therapy (CBT) and behavioral counseling, the most widely used data collection technique is a questionnaire/scale with a quasi-experimental one-group pretest-posttest design, and the factor that most influences academic procrastination is self-regulated learning. The results of this study are expected to provide information so that guidance and counseling practitioners in graduate education can develop more effective intervention programs to reduce students' academic procrastination.

Developing Problem-Based Learning Teaching Modules Integrated with ClassPoint to Enhance Students' Mathematical Reasoning

2026-10-01T15:14:28+07:00

Students’ mathematical reasoning ability remains relatively low, particularly in solving contextual problems that require students to provide mathematical explanations, perform mathematical manipulations, formulate conjectures, and draw conclusions. This condition is associated with the limited implementation of problem-based learning and the suboptimal use of interactive technology in mathematics instruction at SMPN 22 Padang. Therefore, this study aimed to develop a teaching module based on the Problem-Based Learning (PBL) model integrated with ClassPoint to improve students’ mathematical reasoning ability and to determine its validity, practicality, and effectiveness. This study employed a Research and Development approach using the Plomp model, consisting of preliminary research, development or prototyping, and assessment phases. The development process involved self-evaluation, expert review, one-to-one evaluation, small-group evaluation, and field testing. The field test involved 31 ninth-grade students of SMPN 22 Padang. Data were collected through validation sheets, practicality questionnaires, observation sheets, interviews, and mathematical reasoning tests. The results showed that the teaching module achieved a validity percentage of 91.56%, while the LKPD achieved 91.80%, both categorized as highly valid. The practicality scores were 87.41% based on students’ responses and 95% based on the teacher’s response, indicating a highly practical product. The average mathematical reasoning score reached 80.65, with 25 of 31 students (80.65%) achieving mastery. Thus, the developed PBL-ClassPoint teaching module met the criteria of validity, practicality, and effectiveness.

The Transformation of Educators’ Roles in the Implementation of Deep Learning in Vocational Education: A Systematic Literature Review

2026-10-01T15:14:26+07:00

The transformation of vocational education requires educators to move beyond their traditional role as knowledge transmitters toward becoming designers, facilitators, mentors, and reflective practitioners capable of creating deep, contextual, and workplace-relevant learning experiences. This study aims to analyze the transformation of educators’ roles in the implementation of deep learning in vocational education. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 framework. Articles were retrieved from the Scopus database within the 2020–2026 publication period. Following the identification, screening, and eligibility assessment processes, 15 articles met the inclusion criteria and were analyzed using descriptive quantitative analysis and narrative synthesis. The analysis focused on research trends and contexts, transformations in educators’ roles, learning models or strategies, the use of technology and professional development, as well as supporting factors, barriers, and research gaps. The findings indicate that educators’ roles have shifted from knowledge transmitters toward learning designers, facilitators, mentors/coaches, reflective practitioners, and industry and technology collaborators. This transformation is supported by project-based learning, problem-based learning, lesson study, continuing professional development, professional learning communities, digital technology, and reflective practice. Key supporting factors include institutional support, training, technology availability, professional collaboration, and industry partnerships, while major barriers involve limited time, inadequate facilities, insufficient digital competence, and weak organizational support. The review confirms that effective deep learning implementation in vocational education requires continuous, adaptive, collaborative, and technology-integrated transformation of educators’ roles aligned with learners’ needs and changing workplace demands.

Academic Ethics of K.H. Hasyim Asy'ari and Its Relevance to Islamic Education in the 21st Century: A Systematic Literature Review

2026-10-03T11:41:46+07:00

The digital transformation of education and the shift toward student-centered learning in the twenty-first century have precipitated a crisis of academic ethics, marked by waning respect for educators and a movement of teacher-student relations from a spiritual character toward a transactional one. Research that explicitly confronts classical academic ethics with concrete patterns of digital communication remains scarce. This study describes the construction of academic ethics in the thought of K.H. Hasyim Asy'ari as set out in Adabul 'Alim wal Muta'allim, analyzes its relevance for educator-learner relations in the digital era, and formulates a conceptual synthesis intended as a reflective reference for practitioners. Employing a systematic review of reviews reported in accordance with PRISMA 2020, the study examines the primary text with eight studies selected through systematic screening of 6,052 records retrieved from seven databases for the period 2021 to 2026, analyzed through narrative synthesis and thematic analysis. The findings show that academic ethics in Hasyim Asy'ari's thought constitutes an epistemological and spiritual framework resting on three pillars: sincerity of intention (ikhlas), compassion (rahmah), and authority grounded in exemplary conduct (haibah). Comparison with al-Zarnuji's Ta'lim al-Muta'allim indicates that Adabul 'Alim wal Muta'allim formulates ethical responsibility reciprocally rather than unilaterally. Reconstruction appropriate for digital natives lies not in literally transplanting the hierarchical structures of the classical pesantren, but in translating its substantive values into concrete practice and integrating them into the Islamic Religious Education curriculum, positioning the teacher as a murabbi whose role artificial intelligence cannot replace.