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

2026-10-14T10:53:02+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.

Smartphones in Islamic Religious Education (PAI) Learning: A Mixed-Methods Study on Junior High School Students in Kendari

2026-10-14T10:53:01+07:00

Although numerous studies have examined smartphone use in science, mathematics, and language learning, few have investigated its impact on Islamic Religious Education (PAI), a subject rich in spiritual and ethical values that differs markedly from cognitively oriented subjects. This gap is especially apparent in Eastern Indonesia, a region rarely represented in such research. This study therefore aims to analyze the impact of smartphone use on PAI learning among junior high school students in Kendari, Southeast Sulawesi, and to identify the factors that facilitate or hinder its effectiveness. A mixed-methods design was employed, combining a quantitative survey of 120 students with qualitative interviews with 10 PAI teachers and selected students; The data were analyzed using descriptive statistics and thematic analysis. The findings reveal the dual nature of smartphones in PAI learning: 78% of students reported easier access to learning materials and 65% felt more motivated, yet 72% experienced distraction from non-educational applications and 48% struggled to manage their study time. The qualitative data indicates that these problems stemmed primarily from inadequate supervision and the absence of clear usage guidelines rather than from the technology itself. This study extends technology acceptance models into religious education and underscores the need for a supportive ecosystem to optimize smartphone use in PAI learning.

The Bilingualism Effect: The Impact of Arabic Proficiency on The Cognitive Executive Functions of Islamic Boarding School Students

2026-10-14T10:52:58+07:00

This study examines the phenomenon of bilingualism in the context of Arabic language proficiency and its impact on the cognitive executive functions of Islamic boarding school students, using a descriptive qualitative approach. The boarding school environment, which requires the simultaneous use of Arabic and Indonesian, creates a unique setting of natural bilingualism. The focus of this study is on three main components of cognitive executive functions: inhibitory control, working memory, and cognitive flexibility. Data were collected through participant observation, in-depth interviews, and documentation over the course of one academic semester within the pesantren environment. The results indicate that students who actively use Arabic in their daily lives demonstrate better inhibitory control, higher working memory capacity, and greater cognitive flexibility compared to students who use Arabic passively. This study supports the bilingual advantage hypothesis and enriches psycholinguistic research within the context of Islamic education in Indonesia.

Beyond The Classroom: Examining Teacher-Parent Social Partnerships in Early Childhood Character Education

2026-10-27T19:46:19+07:00

This study examines teacher and parent role dysfunction in the implementation of character education in early childhood, focusing on the discontinuity between school-based practices and family reinforcement. The study addresses the problem of inconsistent character development among children, particularly in discipline, responsibility, compliance with rules, and social interaction. A descriptive qualitative approach was employed at KMH Early Childhood Education Institution (a pseudonym), focusing on Class B. Six informants were purposively selected: the principal, two teachers, and three parents. Data were collected through passive participant observation, semi-structured interviews, and documentation, and analyzed using the interactive model of Sugiyono, involving data condensation, data display, and conclusion drawing and verification. Source and method triangulation were used to strengthen data credibility. The findings reveal that role dysfunction is manifested in inconsistent teacher role modeling and habituation, limited capacity to plan and assess character education, insufficient school family communication, restricted parental supervision due to work commitments, and inconsistent parenting practices. These conditions contribute to the uneven reinforcement of character values between school and home, affecting children’s discipline, responsibility, respect, empathy, and social-emotional development. The study argues that role dysfunction is not merely an individual failure but a relational problem arising from limited coordination between teachers and parents. It therefore recommends strengthening teachers’ practical competencies, establishing reciprocal communication, and developing shared character-building routines across school and family settings.

The 3H (Heart-Head-Hand) Educational Framework: An Evaluative Model for Integrating Values, Knowledge, and Skills in 21st Century Education

2026-10-27T19:46:14+07:00

Educational assessment has often focused on cognitive achievement, while values, socio-emotional development, and practical skills have received less systematic attention. This imbalance can limit the extent to which assessment captures the complexity of student learning. Although holistic education has gained prominence in contemporary educational discourse, translating this perspective into a coherent assessment model remains a challenge. This study proposes the 3H (Heart-Head-Hand) Educational Framework to examine how values, knowledge, and practical skills can be incorporated into a coherent approach to educational assessment. The framework was developed through a conceptual analysis of educational theories and an integrative review of relevant literature, with particular attention to the relationships among affective, cognitive, and psychomotor dimensions of learning. The resulting framework organizes learning outcomes into three interrelated domains: Heart, which encompasses values and socio-emotional dispositions; Head, which addresses knowledge and cognitive processes; and Hand, which concerns practical skills and the application of learning. It further outlines potential indicators, curriculum-instruction-assessment alignment strategies, and assessment approaches for examining these domains in relation to one another. Informed by international educational perspectives, including those advanced by the Organisation for Economic Co-operation and Development (OECD), and literature on authentic and socio-emotional assessment, the framework offers a structured basis for considering learning outcomes beyond academic achievement alone. Its principal contribution lies in connecting affective, cognitive, and psychomotor dimensions within a single assessment framework while identifying practical considerations for implementation. As a conceptual model, however, its effectiveness and measurement validity have yet to be established empirically. Future research should examine its applicability across educational settings, develop and test domain-specific indicators, and investigate the reliability and validity of the proposed assessment approaches.

Exploring Lecturers' Written Corrective Feedback in Academic English Writing Course: A Qualitative Study

2026-10-27T19:46:10+07:00

This study aims to identify the written corrective feedback (WCF) strategies employed by lecturers in an Academic English Writing course and to describe how these strategies are implemented in students’ written work. The research problem arises from the limited understanding of how lecturers select and apply corrective feedback strategies in authentic Indonesian English as a Foreign Language (EFL) academic writing contexts. Although WCF is an important pedagogical practice, its implementation varies according to instructional objectives, students’ abilities, and classroom conditions. This study employed a descriptive qualitative design involving two lecturers and 12 students in the English Language Education Study Program during the second semester of the 2025/2026 academic year. Data were collected through classroom observations, document analysis of students’ corrected writing, and semi-structured interviews. The data were analyzed using the interactive model of Miles et al., with feedback strategies categorized according to Ellis’s typology. The findings revealed three WCF strategies: direct, indirect, and metalinguistic feedback. Direct feedback involved rewriting incorrect forms and adding missing linguistic elements, particularly in grammar, word choice, capitalization, and punctuation. Indirect feedback used underlining and highlighting to help students identify errors independently, while metalinguistic feedback provided comments guiding students to revise paragraph-level problems. The lecturers’ choices were influenced by instructional stages, delivery modes, and perceptions of students’ readiness. These findings highlight the importance of applying varied and context-sensitive feedback strategies to support students’ academic writing development.

A Model of Personal Development Based on the Concepts of Self-Compassion, Psychological Wellbeing, and Spiritual Wellbeing in the Context of Counselor Training in Indonesia.

2026-10-27T19:46:08+07:00

Personal development is an essential component of counselor education because professional competence is closely associated with personal readiness and intrapersonal capacities. Self-compassion, psychological well-being, and spiritual well-being represent important dimensions of personal development among prospective counselors. However, studies integrating these three constructs within a personal development model in the Indonesian counselor education context remain limited. This study aimed to examine the structural relationships between personal development and self-compassion, psychological well-being, and spiritual well-being among prospective counselors in Indonesia. A quantitative cross-sectional design was employed, and data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model was assessed through outer loadings, composite reliability, Average Variance Extracted (AVE), and discriminant validity, while the structural model was evaluated using path coefficients, bootstrapping, R², and f². The results demonstrated positive and significant relationships between personal development and psychological well-being (β = 0.266, p = 0.017), self-compassion (β = 0.367, p < 0.001), and spiritual well-being (β = 0.321, p < 0.001). The strongest relationship was observed between personal development and self-compassion. However, the R² values indicated relatively low explanatory power, with personal development explaining 7.1% of psychological well-being, 13.5% of self-compassion, and 10.3% of spiritual well-being. These findings highlight the relevance of personal development in counselor education while indicating that these outcomes are influenced by additional factors beyond the proposed model.

The Concept of Religious Moderation as an Instrument for Moderate Character Education in Schools

2026-10-27T19:44:10+07:00

Background: Religious, ethnic, and cultural plurality in Indonesia demands an educational foundation capable of preserving national harmony. Phenomena of intolerance and exclusivism frequently seep into school environments, while conventional character education often remains trapped in curriculum formalistic routines that are less responsive to socio-religious dynamics. Therefore, religious moderation (wasathiyah) emerges as a strategic instrument to revitalize the orientation of character education, yielding students who are tolerant, inclusive, and fair without losing their religious identity. Methods: This is a qualitative research using a library research approach based on phenomenological study. Data sources were gathered from published scientific literature ranging from 2017 to 2026, including Sinta- and Scopus-indexed journal articles, textbooks, and curriculum policy documents. Data were collected through documentation techniques and analyzed using the interactive model of Miles, Huberman, & Saldaña as well as thematic analysis by Braun & Clarke. Data validity was maintained through source triangulation techniques. Results: The findings indicate that the concept of religious moderation functions effectively as an instrument for forming moderate character. The internalization of wasathiyah values is carried out in an integrated manner through academic subjects, the Project for Strengthening the Profile of Pancasila Students (P5), and a hidden curriculum in the form of school culture. The success of this instrument is supported by teachers' pedagogical role-modeling, interactive dialogue, and an inclusive educational ecosystem. Moderate character education based on religious moderation is proven to build students' mental immunity and strengthen the climate of social harmony in schools.

Reconstruction of Aswaja An-Nahdliyah Learning in Strengthening Students' Self-Control Toward Indisciplinary Behavior and Social Disruption at SMP NU Model Sumberrejo and SMP NU Ahmad Yani Baureno, Bojonegoro

2026-10-28T15:21:58+07:00

Indisciplinary behavior and social disruption among junior high school students remain persistent problems, including in Nahdlatul Ulama-based schools where Aswaja An-Nahdliyah is taught as a distinctive subject. Previous studies have linked self-control to student discipline, yet Aswaja learning has mostly been examined in relation to moderation, nationalism, and character building rather than self-control. This study aims to describe the forms of students' indisciplinary behavior and social disruption, to analyze the existing practice of Aswaja An-Nahdliyah learning, and to formulate a reconstruction of that learning at SMP NU Model Sumberrejo and SMP NU Ahmad Yani Baureno, Bojonegoro. A qualitative multi-site case study was conducted through participatory observation, in-depth interviews with principals, Aswaja teachers, counseling teachers, homeroom teachers, and students, and documentation. The data were analyzed with the Miles and Huberman interactive model and validated through source and technique triangulation. The findings show that misbehavior appears as tardiness, truancy, bullying, gadget misuse, cheating, and reactive emotional responses, while Aswaja learning remains oriented toward cognitive memorization with limited attention to the affective domain. The proposed reconstruction consists of five components: reorientation of learning objectives, contextual-experiential learning, habituation and role modeling, cross-unit collaboration, and character-portfolio-based evaluation. The model offers a values-based, preventive alternative to reactive discipline, although its effectiveness still needs to be tested.

Development of Magnetic Maze Media to Enhance Learning Concentration and Cognitive Abilities in Early Childhood

2026-10-28T15:35:24+07:00

This study aimed to develop a valid, practical, and effective Maze Magnet learning media to improve learning concentration and cognitive abilities in early childhood. The study employed a Research and Development (R&D) approach using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The participants were 18 children in Group B of TK Pertiwi Bango, Demak Regency. Data were collected through validation sheets completed by material, media, and instructional design experts, practitioner assessments, concentration observations, and cognitive ability tests. Data were analyzed descriptively and inferentially using a paired sample t-test and N-Gain analysis. The results showed that the Maze Magnet media was highly valid, with scores of 90.4% from the material expert, 91.9% from the media expert, and 89.1% from the instructional design expert, and highly practical with a score of 90.8%. The media improved concentration with an N-Gain of 0.56 (56%) and cognitive ability with an N-Gain of 0.70 (70%). Thus, Maze Magnet is feasible as an innovative learning medium for early childhood education.