Berkala Ilmiah Pendidikan

When Job Demands Become Meaningful: The Moderating Role of Professional Identity on Subjective Well-Being Among Indonesian Teachers

Aisyah Khoirunnisa — 2026-06-17

Teachers play a noble role in shaping the nation’s future generations through education; however, teachers’ subjective well-being remains a critical issue in the education sector. This study aims to examine the effect of job demands on subjective well-being and the moderating role of teacher professional identity. A total of 329 public school teachers participated in this study, selected through a multistage cluster sampling technique. Data were collected using the Job Demands Questionnaire (JDQ), the Indonesian Teacher Professional Identity (ITPI) scale, the Scale of Positive and Negative Experience (SPANE), and the Satisfaction with Life Scale (SWLS). Data were analyzed using linear regression and Moderated Regression Analysis (MRA). The results indicate that job demands positively and significantly influence teachers’ subjective well-being, suggesting that job demands may function as challenge demands that foster meaningful work experiences rather than merely acting as stressors. Teacher professional identity also significantly moderates the relationship between job demands and subjective well-being by weakening the effect of job demands on subjective well-being. These findings highlight the importance of psychological and professional resources in explaining teachers’ well-being and contribute to the JD-R literature by demonstrating that job demands do not always reduce well-being, particularly in the Indonesian educational context.

Transformation of The Role of Sociology Teachers in The Deep Learning Ecosystem (Case Study of High School Negeri 3 Panyabungan)

Khoirul Amri Rambe — 2026-06-22

The transformation of teachers' roles in the Deep Learning Ecosystem is key to creating meaningful, collaborative, and student-centered learning experiences. This study aims to analyze the changing roles of Sociology teachers at High School Negeri 3 Panyabungan in implementing Deep Learning in the 2025/2026 academic year. The approach used was qualitative, with observation, interviews, and documentation methods for Sociology teachers and the vice principal for curriculum. The results show that Sociology teachers transformed in three main dimensions: as activators who spark students' curiosity through reflective questions and contextual problems, as builders of a learning culture that fosters a collaborative and empathetic environment, and as collaborators who play an active role with other teachers in designing cross-disciplinary projects. This implementation demonstrates a paradigm shift from content-based learning to competency-based learning and self-reflection. The results of this study confirm that teacher readiness and institutional support are crucial for the success of role transformation in the Deep Learning Ecosystem.

Teaching Factory-Based Entrepreneurship Learning in Vocational High Schools: A Multi-Site Study of School-Industry Collaboration

Lis Parida — 2026-07-06

This study examines how entrepreneurship learning in vocational high schools is implemented through collaboration between schools and business and industry partners based on the Teaching Factory model. Using a qualitative multi-site design, the research was conducted in 16 vocational high schools across South Sumatra. Data were collected through observation, semi-structured interviews, and document analysis involving principals, curriculum or industry-relations vice principals, Teaching Factory coordinators, entrepreneurship teachers, productive teachers, industry partners, and students. The findings show that entrepreneurship learning within Teaching Factory is not merely a technical production practice but a learning system that connects school policy, curriculum integration, teacher roles, industry involvement, and students’ learning experiences. The depth of school-industry collaboration shapes the quality of students’ entrepreneurial learning, especially in developing discipline, responsibility, initiative, teamwork, self-confidence, and business orientation. Strong implementation is supported by leadership commitment, teacher collaboration, production units, and substantive partner involvement, while limited facilities, uneven industry participation, unstable practice schedules, and weak administration remain constraints. The study concludes that Teaching Factory should be positioned as an entrepreneurial learning ecosystem in vocational education.

Epistemology of Living the Qur’an in Dakwah and Education

Imam Maksum — 2026-07-06

This article discusses the epistemology of the Living Qur’an in da’wah by placing the Qur’an not only as a normative text to be interpreted, but also as a revelation that is received, responded to, practiced, and institutionalized in the social life of the community. In the development of contemporary Qur’anic studies in Indonesia, the Living Qur’an has developed into an important field of study that captures the reception, performativity, transmission, and social transformation based on the presence of the Qur’an in the living space of society. The main problem of this article is how the epistemological foundation of the Living Qur’an can be used as a theoretical and practical basis for dialogical, contextual, and transformative da’wah. This research uses a qualitative approach based on a literature study with a descriptive-critical analysis of the literature on the Living Qur’an, anthropology of the Qur’an, reception of the holy book, and transformative da’wah. This article argues that the epistemology of the Living Qur’an in da’wah is built on an integrative relationship between revelation as a normative horizon, social reality as an arena for the manifestation of Qur’anic values, and the subject of da'wah as a mediator of transformation. Within this framework, da’wah is not simply understood as the transmission of a religious message, but also as a critical reading of how society brings the Qur’an to life, an evaluation of its practical orientation, and the reinforcement of Qur’anic values in personal and social life. Thus, the Living Qur’an provides an epistemological basis for the development of empirical, reflective, corrective, and transformative da’wah.

The Construction of Students' Religious Character Through English Language Learning: A Study at SD Negeri Lombasang, Gowa Regency, Indonesia

Andi Mujaddidah Alwi — 2026-07-06

This study was motivated by the importance of strengthening students’ religious character amid globalization and the growing need for English language proficiency at the elementary school level. However, the integration of religious values into English language learning remains limited, resulting in insufficient support for students’ religious character development. Therefore, this study aimed to describe the integration of religious values into English language learning and to analyze the construction of students’ religious character at SD Negeri Lombasang, Gowa Regency. This research employed a qualitative approach using a case study design. The participants consisted of the principal, English teacher, and students. Data were collected through observation, in-depth interviews, and documentation and were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings revealed that religious values were integrated into English language learning through teaching materials, learning methods, classroom interactions, and positive behavioral habituation. The construction of students’ religious character occurred through teacher role modeling, religious habituation, reinforcement of positive behavior, and meaningful learning experiences. The religious values developed among students included honesty, discipline, responsibility, gratitude, cooperation, and mutual respect. English language learning was found not only to improve students’ language competence but also to contribute significantly to the development of their religious character. Therefore, the integration of religious values into English language learning should be continuously promoted to achieve a balanced educational process that fosters both academic achievement and character development.

A Conceptual Framework of Eco-Blended Learning Based on Ecological Systems Theory for Indonesian Language Instruction in Higher Education

Ratih Utami Ramadhaniati — 2026-07-06

Indonesian language learning in higher education faces increasingly complex challenges, including low student engagement, limited integration of digital technology, and the need for instructional designs that respond to the demands of 21st-century learning. Although blended learning has been widely implemented, its application has often focused primarily on technological delivery rather than on the broader ecological context that shapes the learning process. This article aims to propose a conceptual framework of Eco-Blended Learning by integrating blended learning principles with Bronfenbrenner’s Ecological Systems Theory. This study employed a conceptual review design through thematic literature synthesis of studies on blended learning, ecological systems theory, higher education, Indonesian language learning, and emerging digital technologies in education. The analysis focused on identifying conceptual relationships among these domains and mapping the five ecological systems microsystem, mesosystem, exosystem, macrosystem, and chronosystem onto relevant components of blended learning design. The findings indicate that the integration of ecological systems theory into blended learning can generate a learning model that is more holistic, contextual, flexible, and adaptive. The proposed framework positions students at the center of the learning process within an ecosystem shaped by direct interaction, inter-environmental relationships, institutional support, educational culture, and temporal change. Therefore, Eco-Blended Learning is expected to provide both a theoretical contribution to blended learning scholarship and a practical foundation for designing Indonesian language instruction in higher education.

The Dynamics of Family Education Models in Developing Children's Spirituality and Creativity

Defika Andriana Sari — 2026-07-06

The family education model serves as a crucial foundation for shaping children’s spirituality and creativity; however, its implementation varies even among highly educated parents. Therefore, a contextual family education model is needed that fosters spirituality and creativity while supporting children’s optimal development. The objectives of this study were as follows: (1) to analyse and identify the family education model employed by university graduate families in fostering their children’s spirituality and creativity in North Metro, Lampung; (2) to analyse and identify the parenting styles employed by university graduate families to support the development of their children’s spirituality and creativity in North Metro, Lampung; and (3) to analyse and identify the implications of implementing the family education model for the development of children’s spirituality and creativity in North Metro, Lampung. The research approach employed in this study was qualitative, with the research design being a phenomenological study involving university graduate families in North Metro, Lampung. The results of the study revealed that: (1) the first-category family education model combined spiritual values, discipline, affection, and an understanding of children’s psychological development. The second category, meanwhile, balanced spiritual, emotional, character-building, and adaptive aspects; (2) the parenting style in the first category was authoritative, whereas the second category combined authoritative and authoritarian parenting styles; and (3) the implications indicated that the first category emphasised the role of the family, positive role modelling, consistency, and holistic guidance based guidance on children’s interests. The second category demonstrated emotional closeness, support for children’s interests, and positive role modelling in shaping children’s spirituality and creativity in a balanced manner.

Islamic Education Learning Methods: A Hybrid Systematic Literature Review and Bibliometric Analysis

Muhammad Rofiq Anwar — 2026-07-06

In response to the challenges of digitalisation, the spread of disinformation, and the need for religious moderation, this study examines the scientific landscape and contemporary trends in Islamic Religious Education (IRE) teaching methods to chart the direction of future research. A hybrid approach comprising a Systematic Literature Review (SLR) and bibliometric analysis based on the PRISMA guidelines was applied to examine the Scopus database up to 17 January 2026. From a keyword-based screening process using the term "Islamic education learning methods", journal articles, and English abstracts, 697 relevant studies were identified and subsequently visualised using the VOSviewer application. The macro-mapping results show an expansive growth curve in publications over the last decade, with a sharp acceleration post-2019, peaking in 2025. The geographical distribution map identifies Indonesia as the leading contributor with 550 articles, followed by Malaysia (150 articles) and Iran (62 articles). Other key findings reveal a shift in the pedagogical orientation of Islamic Education (PAI), moving away from conventional-traditional pesantren methods such as sorogan and bandongan towards the use of cutting-edge digital tools such as blended learning, reflective models, and STEMQ-based digital flipbooks as well as active learning strategies based on collaboration and social project-based learning informed by fiqh al-ijtima’iyah. The conclusion of this research affirms that studies on PAI learning retain strong global relevance. Moving forward, the reconstruction of instructional strategies must holistically integrate Al-Ghazali’s concept of tarbiyah, digital literacy skills, and civic awareness to foster tolerant character in students within the school environment.

Needs Analysis of Progressive Islam-Based Aqidah Akhlaq Learning in Muhammadiyah Pesantren

Dzulfikar Akbar Romadlon — 2026-07-13

This study is motivated by the need to improve Aqidah Akhlaq learning in Muhammadiyah Islamic boarding schools, which continue to face challenges in instructional approaches. The aim of this research is to analyse the learning needs of Aqidah Akhlaq based on Progressive Islam by identifying the gap between existing conditions and the expected ideal conditions. The study employs a mixed-methods approach with an explanatory sequential design, beginning with the collection of quantitative data through questionnaires, followed by qualitative data from interviews, observations, and Focus Group Discussions (FGD). This approach is intended to provide a comprehensive, in-depth understanding of learning needs. The findings indicate that Aqidah Akhlaq learning has successfully instilled the fundamental concepts of tawhid (Islamic monotheism), faith, morality, moderation, and students’ social responsibility. However, based on J.C. Richards’ needs analysis framework, the primary gap was identified in the objective needs, particularly in pedagogical aspects, the development of critical thinking, teacher competence, and the utilization of instructional media. From the perspective of subjective needs, students expect learning that is more contextual, interactive, and provides opportunities for discussion to connect Aqidah teachings with real-life situations. These findings suggest that the need for development does not lie in the substance of the content, but rather in transforming the instructional approach from one oriented toward text transmission to one that integrates the comprehension of Arabic texts, critical reasoning, social context, and the integration of Islam and science. This study provides a conceptual foundation for developing a Progressive Islam-based Aqidah Akhlaq learning model that is more contextual, dialogical, collaborative, and student-centered.

Integrating Pedagogical Competence and Intrinsic Motivation in Building Inclusive Teaching Readiness among Madrasah Ibtida’iyah Teachers

Ariga Bahrodin — 2026-07-13

This study analyzes the influence of pedagogical competence on the readiness of Madrasah Ibtidaiyah (MI) teachers to implement inclusive education, with intrinsic motivation serving as a mediating variable. Data were collected from 195 MI teachers through multistage sampling and analyzed using path analysis and the Sobel test. The research instruments were validated for reliability and construct validity through Confirmatory Factor Analysis (CFA). The results indicate that pedagogical competence significantly affects teacher readiness (β = 0.324; p < 0.001) as well as intrinsic motivation (β = 0.579; p < 0.001), while intrinsic motivation also significantly influences teacher readiness (β = 0.351; p < 0.001) and is confirmed to mediate this relationship with a coefficient of 0.262 (p < 0.05). Collectively, pedagogical competence and intrinsic motivation explain 91% of the variance in teacher readiness (R² = 0.91). The novelty of this study lies in examining a competence motivation model within the context of Madrasah Ibtidaiyah, an Islamic educational setting characterized by dual curricula and religious values distinct from prior studies that predominantly focused on general public schools. Theoretically, this study strengthens the explanatory power of Self-Determination Theory by demonstrating the psychological mechanism linking competence to readiness. Practically, the findings highlight the urgency of developing professional training for madrasah teachers that integrates the enhancement of inclusive pedagogical competence with the cultivation of intrinsic motivation.

Perspective Learning Concept Q.S. An-Nahl 125-126 (Comparation Study of Classic and Competorary Interpretation)

Margono Wisanto — 2026-07-13

The concept of learning is the main key to achieving learning objectives. The concept of learning is developed with unequal relationships. This unequal relationship is caused by the role of educators and students being likened to master and slave. Educators have authority and power, while students are slaves who can only follow the rules of the teacher. This research is library research. The primary source of research is the interpretation and tarjamah of Q.S. an-Nahl verses 125-126. Secondary sources are books and journal articles related to learning concepts. This research aims as follows: first, to find out the learning paradigm in bad 21. Second, to find out the comparison of interpretations of Q.S. an-Nahl verses 125-126. Third, analyze and contextualize Q.S. an-nahl verses 125-126 in the learning process. The research results explain that the concept of learning is based on Q.S. Surah An-anahl verses 125 and 126 are a humanist-critical-emancipatory learning concept. Apart from that, the learning concept is strengthened by the behavior of educators, namely wise and wise, gentle and meaningful narratives, and critical dialogue full of benevolence.

Integrating Tripartite Education for Religious Value Internalization among Generation Alpha

Oktio Frenki Biantoro — 2026-07-13

This study investigates the collaborative model of Tripartite Education Centers in internalizing religious values among Generation Alpha students at Madrasah Ibtidaiyah Ma’arif Kemuning Sambit Ponorogo. Employing a qualitative case study approach, data were collected from principals, teachers, students, parents, and community leaders through observation, in-depth interviews, and documentation. Data were analyzed using an interactive model, with validity ensured through triangulation, member checking, and prolonged engagement. The findings demonstrate that religious value internalization is constructed through a synergistic collaboration across three domains. In the madrasah, it is fostered through structured habituation, teacher role modeling, and religious extracurricular activities. In the family, it is reinforced through systematic monitoring of students’ daily worship supported by digital communication. In the community, it is contextualized through participation in religious events, social charity practices, and institutional engagement between parents and teachers. This study highlights that an integrative and sustained collaboration among madrasah, family, and community significantly enhances the effectiveness of religious value internalization in the context of Generation Alpha.

Strengthening Students’ Scientific Literacy Through the Integration of Basic Natural Sciences and Islamic Religious Education at Darud Da’wah Wal-Irsyad Islamic College Makassar

Andi Ombong Sapada — 2026-07-13

This study aims to analyze the implementation of the integration of Basic Natural Science and Islamic Religious Education, identify the level of students’ scientific literacy, and examine the contribution of such integration to strengthening the scientific literacy of students at Darud Da’wah Wal-Irsyad Islamic College (STAI DDI Makassar). The study employed a quantitative approach using a descriptive survey method, supported by qualitative data obtained through observation, interviews, and documentation. The research subjects were students who had completed the Basic Natural Science and Islamic Religious Education courses. Data were collected through questionnaires, observations, interviews, and documentation, and then analyzed using descriptive statistics and qualitative analysis techniques consisting of data reduction, data display, and conclusion drawing. The findings revealed that the integration of Basic Natural Science and Islamic Religious Education was well implemented through the incorporation of scientific concepts with verses from the Qur’an and the Hadith, reflective discussion methods, and integrated learning materials. The level of students’ scientific literacy was categorized as good, with an average achievement score of 82.4%. Students demonstrated the ability to explain phenomena scientifically, analyze environmental issues, interpret scientific data and evidence, and relate them to Islamic values. The integration contributed positively to strengthening scientific literacy, critical thinking skills, environmental awareness, and the development of students’ religious character. The study concludes that the integration of science and religion is an effective learning approach for improving students’ scientific literacy. Therefore, curriculum development and learning strategies based on the integration of science and religion should be continuously strengthened in Islamic higher education institutions.

Development of Stem-Based Science Modules Integrated With Local Wisdom of Bali (Catur Pramana) and Character Content To Improve Scientific Process

Ni Wayan Sri Darmayanti — 2026-07-16

Modern science education in the 21^st century highly prioritizes the integration of science literacy, 4C skills, and digital competence. To address this need, this study focuses on designing and evaluating a STEM-based science teaching module that incorporates Balinese Catur Pramana values and character education. Following the Research and Development (R&D) framework, the project applied the five stages of the ADDIE model. The evaluation process involved content and media specialists, alongside a trial group of 31 fifth-graders at SDN 2 Manukaya, Gianyar. Data were gathered through expert appraisal forms analyzed via Aiken’s V formula, student feedback surveys, and pre-test-post-test assignments. The evaluation from experts placed the module in the "High" validity range, yielding Aiken’s V scores of 0.75 for the cover design, 0.72 for substance, and 0.71 for layout structure. In practice, embedding Catur Pramana principles helped students grasp complex topics more easily and boosted their engagement during hands-on project sessions. Moreover, the academic impact was evident from a mean N-Gain score of 0.70, indicating a high effectiveness in improving students' science process skills across the classroom. These outcomes prove that local cultural philosophy acts as a powerful cognitive bridge rather than just a decorative theme. Consequently, elementary school educators are encouraged to utilize this module to deliver meaningful, culturally relevant science lessons. For future studies, expanding the research to a larger and more varied group of schools would help confirm these benefits on a broader scale. Future investigators are encouraged to examine the long-term impact of this module across wider and more diverse educational contexts.

Analysis of Understanding of Quantitative Research Methods among History Education Students

Rendi Marta Agung — 2026-07-16

Qualitative research methodology is one of the important methodologies in educational research. The objectives of this study are (1) to understand the basic concepts of qualitative research; (2) to understand the population and sample; (3) to understand the data collection techniques; and (4) to understand data analysis and statistics. This study uses a quantitative research method with a closed questionnaire. The population of this study consist of history education students who have taken the Educational Research Methodology or Quantitative Research Methodology course and are in semesters 3-6. The sampling technique in this study is simple random sampling. The sample used in this study consist of 121 students. The results of this study are as follow: (1) understanding the basic concepts of quantitative research shows that 65 students stated that they understand very well, 45 students stated that they understand, and 11 students stated that they do not understand; (2) understanding of the population and sample shows that 87 students understand the population and sample very well, 31 students stated that they understand, and 3 students stated that they do not understand; (3) understanding of the data collection techniques shows that 24 students understand very well, 91 students stated that they understand, and 6 students do not understand; (4) understanding of data analysis and statistics shows that 1 student understands very well, 96 students understand, and 24 students do not understand well.

Enhancing Indonesian Language Learning among Thai Students through Contextual Teaching and Learning: A Qualitative Case Study at Muang Nakhon Si Thammarat School

Putu Beny Pradnyana — 2026-07-19

This study aimed to analyze the implementation of the Contextual Teaching and Learning (CTL) approach in improving Indonesian language learning among Thai students at Muang Nakhon Si Thammarat School, Thailand. This research employed a qualitative approach using a case study design to examine the learning process within an authentic classroom context. The participants consisted of 30 beginner-level Thai students and Indonesian university students who served as teaching assistants. Data were collected through observation, semi-structured interviews, and documentation. Data analysis was conducted using an interactive model involving data reduction, data display, and conclusion drawing. The findings revealed that the implementation of CTL had a positive impact on students’ engagement and comprehension during the learning process. Most students demonstrated active participation, particularly when the learning materials were connected to their daily experiences. The use of visual media and interactive activities also contributed to improving students’ understanding and learning motivation. In addition, students responded positively to the learning process because it was perceived as more engaging and easier to understand. Nevertheless, several challenges were identified, particularly in pronunciation and limited vocabulary mastery, which are common issues in beginner-level foreign language learning. Therefore, it can be concluded that CTL is an effective approach in teaching Indonesian to foreign learners because it promotes active, contextual, and meaningful learning experiences. Accordingly, instructors are encouraged to develop context-based learning strategies and utilize more varied instructional media to enhance students’ language skills in international learning contexts.

Integrating Behaviorism into Hidden Curriculum of Islamic Education: Constructing an Anti-Hedonistic Profile of Khalifah Allah

Fathiyyah Fakhrurrozi — 2026-07-19

Contemporary Islamic education faces severe challenges due to the rise of hedonism and the culture of flexing, which risk reducing humans to mere spiritual and social constructs devoid of deeper meaning. This condition demands a strengthened Islamic education paradigm oriented toward character building and students' transcendental awareness. This study aims to formulate a concept for strengthening the profile of Khalifah Allah that is resilient and anti-hedonistic by integrating B.F. Skinner’s operant conditioning and Albert Bandura’s social learning theory into the hidden curriculum of Islamic education. Utilizing a literature review method with a descriptive-analytical approach, the study shows that Skinner’s positive reinforcement can be applied through the habituation of ritual and professional discipline as a means to control materialistic orientations. Meanwhile, Bandura's social learning theory is implemented through educators' modeling of moral integrity, social responsibility, and a modest lifestyle. The integration of both theories is holistically applied across five dimensions of Islamic education: theology, morality, intellect, physical development, and aesthetics. This synthesis yields a Khalifah Allah profile that balances rationality and spirituality, maintains professional competence, and possesses moral resilience against hedonistic cultures by framing all activities as forms of social and professional worship.

Development of Teaching Modules Lesson Study Based Integrated Technology Generative AI in Indonesian Language Learning to Develop Critical Thinking Skills of Elementary School Students in Bungo Regency

Feerlie Moonthana Indhra — 2026-07-21

The low critical thinking skills of elementary school students in Indonesian language learning, exacerbated by the lack of adaptive teaching tools for technological disruption, poses a pressing pedagogical challenge in developing regions. This research aims to develop valid, practical, and effective teaching modules through the integration of a collaborative approach. Lesson Study and technology Generative Artificial Intelligence (GenAI). The research method used is Research and Development (R&D) by adopting the 4D model (Define, Design, Develop, Disseminate). The trial subjects involved 34 fifth-grade students at SD Negeri 1 Muara Bungo, Bungo Regency, Jambi. Data collection was carried out through expert validation sheets, response questionnaires, and observations. Lesson Study, and critical thinking essay test. The results of the study showed: (1) The teaching module obtained very good validity scores from material experts (93.2%), media (88.5%), and language (91.0%) with an Aiken's V value of > 0.85; (2) The level of practicality based on teacher and student responses reached 89.4% (very practical category); (3) The effectiveness test showed a significant increase in students' critical thinking skills with a value ofN-Gainof 0.66 (medium-high category), where the analysis and evaluation indicators experienced the sharpest increase. GenAI integration in the cycle Plan-Do-See on Lesson Study It has been proven to facilitate teachers' pedagogical reflection and challenge students to go beyond simply accepting machine-generated information to logically critique technological output. This module is worthy of adoption as a supplement to Indonesian language learning in elementary schools, particularly in areas transitioning to digital literacy.

Ethnomathematics-Based Deep Learning Model in Enhancing Numeracy Literacy and Integrity Character among Prospective Elementary School Teacher Education Students

Santi Widiani — 2026-07-21

Preparing prospective elementary teachers requires mathematics learning that develops conceptual understanding alongside numeracy literacy and professional integrity. Although ethnomathematics and deep learning have been widely investigated independently, limited empirical evidence explains the pedagogical mechanisms through which culturally grounded learning integrates these dimensions within mathematics teacher education. This study explored how ethnomathematics-based deep learning functioned as a culturally situated pedagogical process in an Elementary School Teacher Education Program. A qualitative interpretive single-case study was conducted in one Elementary Mathematics Education course at Universitas Mandiri Subang, Indonesia. Fourteen participants, comprising one lecturer, twelve prospective elementary teachers, and one head of programme, were selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis and analysed using an interactive hybrid deductive–inductive coding approach. The findings revealed an interconnected pedagogical mechanism in which cultural contextualisation initiated mathematical meaning construction through reflection, inquiry, mathematical representation, and collaborative dialogue. Within this process, cultural experiences served as epistemic resources for interpreting quantitative relationships before formal mathematical abstraction. Simultaneously, numeracy literacy and professional integrity developed through contextual reasoning, evidence-based justification, critical evaluation, and collaborative learning. The study contributes an empirically grounded explanation of the pedagogical mechanism linking cultural contextualisation, mathematical meaning construction, numeracy literacy, and professional integrity, extending current understandings of ethnomathematics-based deep learning in mathematics teacher education.

Transforming Science Learning Through Canva in Elementary Schools: A Systematic Review of Effectiveness and Implementation Challenges

Ayu Meita Sari Solehah — 2026-07-21

The science learning process in elementary schools still experiences various obstacles in presenting abstract material for students at the concrete operational stage. This study aims to examine trends, effectiveness, and various factors that support and hinder the use of Canva in science learning in elementary school. The research method used is Systematic Literature Review (SLR) with reference to the PRISMA guidelines, through an analysis of 10 relevant articles published in 2021–2025 and obtained from the Google Scholar database. The results of the analysis showed that Canva made a positive impact by helping to visualize materials for easier understanding, increasing students' active participation and critical thinking skills, and supporting increased motivation and learning outcomes (outcomes). The results show that Canva has the potential to be used as an innovative learning media alternative to support more interactive and contextual science learning. Therefore, Canva has the potential to be used more widely in elementary school learning. However, it is necessary to increase digital literacy as well as support for facilities and infrastructure so that its use can run optimally.

Teachers’ Psychological Wellbeing as a Mediator between Principals’ Transformational Leadership and Teaching Quality: Evidence from Structural Equation Modeling

Nor Afnan — 2026-07-21

Improving the quality of education in the modern era demands pedagogical readiness as well as optimal teacher stress management amidst high workloads. This study aims to analyze the structural relationship between Transformative Leadership (Trans), Teacher Well-Being (Wellb), and Learning Quality (Qual). Using a quantitative method with Structural Equation Modeling (SEM) testing, data were collected from 253 elementary school teachers in Kudus Regency who were randomly selected through a simple random sampling technique based on the Slovin formula with a 5% error tolerance. The results of the structural model testing indicate a model fit with the empirical data. Hypothesis testing revealed that Teacher Well-Being is the most dominant determinant with a strong positive influence on Learning Quality (coefficient 0.81), while Transformative Leadership does not have a direct influence (-0.00) but functions as an indirect supporting factor with a weak positive correlation (0.09) with teacher well-being. The novelty of this study lies in placing the internal psychological aspects of teachers as the main mediator and "engine" driving learning quality, not merely a managerial byproduct. The research recommendations urge policymakers to shift their focus from merely principal managerial training to investing in teacher mental health and well-being to create sustainable, adaptive quality education.

Gamified Pedagogy for Fostering Deep Learning in English as a foreign Language Higher Education

Luh Made Dwi Wedayanthi — 2026-07-21

This study investigated the effectiveness of gamified pedagogy in fostering deep learning among undergraduate students in an English as a Foreign Language (EFL) teacher education program at ITP Markandeya Bali. Using a mixed-method quasi-experimental design, the study involved 32 third-semester students divided into an experimental group (n = 15) and a control group (n = 17). The experimental group received gamified instruction, while the control group was taught using conventional methods. Quantitative data were collected through pre-tests, post-tests, and a deep learning questionnaire, while qualitative data were obtained from classroom observations, reflective journals, and semi-structured interviews. The findings revealed that students exposed to gamified instruction achieved greater improvements in deep learning than those receiving conventional instruction. The most substantial gains were observed in cognitive engagement and conceptual understanding, indicating that gamified learning encouraged students to participate actively, think critically, collaborate, and apply English in authentic learning contexts. Qualitative findings further showed that students perceived the gamified activities as challenging, motivating, and intellectually engaging rather than merely entertaining. However, improvements in metacognitive awareness were relatively modest, suggesting that gamification alone may not sufficiently promote self-regulated learning without explicit reflective activities. The study concludes that gamified pedagogy is an effective instructional approach for fostering deep learning in EFL higher education when game elements are pedagogically aligned with authentic, collaborative, and cognitively demanding learning tasks. These findings contribute to the growing literature by extending the role of gamification beyond motivation and engagement toward the development of higher-order learning in English language teacher education.

Transformative Multiculturalism in Islamic Higher Education: Reconstructing Academic Culture through the Synergy of Teaching, Research, and Community Engagement

Mahmud Nasir — 2026-07-22

This study was motivated by the growing need to manage diversity in Islamic Higher Education Institutions (Perguruan Tinggi Keagamaan Islam, PTKI), particularly as multiculturalism is still often understood normatively as tolerance, religious moderation, or the prevention of radicalism, rather than as a transformative academic culture. This study aims to analyze the transformation of multiculturalism in PTKI through the reconstruction of academic culture based on the synergy of the three missions of higher education. Employing a qualitative approach, this study used library research as its research design. The data were obtained from academic books, journal articles, previous studies, policy documents, and relevant literature on multicultural education, critical pedagogy, religious moderation, academic culture, and Islamic higher education. The data were collected through documentation and analyzed using critical-interpretative analysis through the stages of data condensation, thematic categorization, critical interpretation, and conceptual synthesis. The findings indicate that the strengthening of multiculturalism in PTKI remains largely normative-formalistic, previous studies have predominantly focused on the issues of moderation, curriculum, and institutional policy, and the three missions of higher education have not been sufficiently positioned as a basis for multicultural transformation. This study produces a conceptual construction called the Transformative Multiculturalism Framework in Islamic Higher Education, which integrates the epistemological foundation of inclusive Islam, multicultural education, critical pedagogy, deliberative democracy, religious moderation, and the synergy of the three missions of higher education. This framework contributes to the development of multicultural Islamic education studies and serves as a practical reference for PTKI in building an academic culture that is democratic, inclusive, reflective, and emancipatory.

An Islamic Legal Review of The Free Nutritious Meal Program (MBG): an Analysis of The Benefits and Harms for Students in Sidoarjo

Fahrur Razi — 2026-07-22

The Free Nutritious Meals Program (MBG) is a national strategic policy aimed at improving students’ nutritional intake, supporting their readiness to learn, and alleviating the economic burden on families. This study aims to analyze the benefits (maslahah) and risks (mafsadah) of implementing the MBG program for students in Sidoarjo Regency from the perspective of Maqashid al-Sharia. This study employs a qualitative approach with a case study design at junior and senior high schools that have implemented the MBG program. Research informants consist of students aged 12–18 years, teachers, parents, and program administrators selected through purposive sampling. Data were collected through in-depth interviews, field observations, and documentation, which were then analyzed thematically based on the four dimensions of Maqashid Syariah: protection of life (ḥifẓ al-nafs), protection of the mind (ḥifẓ al-‘aql), protection of property (ḥifẓ al-māl), and protection of future generations and the environment (ḥifẓ al-nasl). The research findings indicate that the MBG program provides benefits in the form of improved daily nutritional adequacy for students, enhanced readiness for learning, better meal discipline, and reduced household expenditures on packed lunches or snack money. However, this study also identified several risks, such as food waste resulting from menu mismatches with students’ preferences, plastic or styrofoam packaging waste, distribution delays, and minor issues related to food quality. These findings indicate that the MBG program is, in principle, consistent with the objectives of public welfare under Islamic law; however, it still requires improvements in menu variety, hygiene oversight, waste management, and participatory evaluation to maximize the program’s benefits and minimize its risks.

The Phenomenon of Digital Overstimulation and Its Impact on Emotion Regulation: A Review of Islamic Education Psychology

Khotimatus Sholikhah — 2026-07-26

The phenomenon of digital overstimulation is a challenge for the emotional development of students in the digital era. The high intensity of the use of social media, short videos, and online games causes students to receive stimuli quickly and repeatedly, affecting emotional regulation, study concentration, and self-control. This study aims to analyze the phenomenon of digital overstimulation from the perspective of Islamic educational psychology, identify its impact on emotion regulation, and formulate Islamic education strategies in overcoming the negative impact of digital overstimulation on students. This study uses a descriptive qualitative approach carried out at SMP Negeri 1 Sukodadi. Data was collected through observation, in-depth interviews, and documentation involving students, Counseling Guidance (BK) teachers, Islamic Religious Education (PAI) teachers, and homeroom teachers. Data analysis uses the Miles and Huberman model through data reduction, data presentation, and conclusion drawn. The results of the study show that digital overstimulation has an impact on decreasing learning focus, increasing impulsive behavior, and students' difficulty in controlling emotions. This study also found that spiritual coaching through congregational prayer, dhikr, reading the Qur'an, and moral education helps improve students' emotional regulation. The novelty of this research lies in the integration of the phenomenon of digital overstimulation with the perspective of Islamic educational psychology as a preventive and educational strategy in maintaining the emotional health of students. This study concludes that Islamic education has an important role in creating a balance between technological developments and the psycho-spiritual health of students.

Hadith on Religious Tolerance: A Thematic Study and Its Relevance to Indonesia's Multicultural Society

Muhammad Tohir Ritonga — 2026-07-26

Tolerance is a crucial issue in Indonesia, given the multicultural nature of its society. It serves as the foundation for harmonious and peaceful coexistence, free from conflict arising from differences. However, not everyone practices it, leading to friction and conflict; therefore, tolerance within the framework of religious moderation is vital. The Hadith of the Prophet as a source of Islamic law thematically teaches tolerance that is beneficial to the Indonesian nation. This study aims to examine relevant Hadiths regarding religious tolerance through a thematic approach, interpret their content, and link them to Indonesia's multicultural context, as well as their practical implications for society and policymakers. The research employs a library research methodology (literature review) focusing on written documents concerning Hadiths on religious tolerance, their thematic connections, and their implications for Indonesian society. The findings reveal that while the Hadiths do not explicitly use the modern term "religious tolerance," their content demonstrates principles of tolerance both textual and practical such as Compassion and empathy, Prioritizing the public interest and welfare, Universality in ethics, Protection of minorities, Balance between belief and freedom. Relevance to Indonesia's multicultural Society: Religious legitimation of plurality, prevention of local conflict, conflict resolution, and the ethical basis for public policy.

Integrating Visual Communication Design into Islamic Religious Education; Educational Innovation in the Digital Age

Siti Rozinah — 2026-07-26

This study aims to describe and analyze the integration of visual communication design in Islamic Religious Education (PAI) learning to improve students’ understanding and engagement. The study employed a qualitative approach using a field research method conducted in several schools and madrasahs in Bekasi Regency. Data were collected through observation, interviews, and documentation involving teachers and students engaged in visual-based learning activities. Data analysis was carried out using the interactive model of Miles, Huberman, and Saldaña through data reduction, data display, and conclusion drawing. The findings reveal that the integration of visual communication design through the use of PowerPoint, Canva, infographics, animated videos, and interactive media was able to improve students’ understanding of abstract Islamic education materials into more concrete and contextual learning experiences. Technology-based visual media also enhanced students’ engagement, attention, motivation, and active participation during the learning process. Furthermore, the integration of digital technology in Islamic Religious Education supports the creation of more interactive, communicative, and relevant learning environments for the digital generation. However, the implementation of visual communication design still faces several challenges, including limited technological facilities, teachers’ digital competencies, and limited time for developing visual learning media. This study indicates that visual communication design can serve as an effective pedagogical approach in supporting the transformation of Islamic Religious Education learning in the digital era.

The Relationship Between Reading Interest and The Ability to Understand Narrative Texts Among Fourth-Grade Elementary School Students

Dea Megta Desta Loho — 2026-07-26

The low literacy achievement of elementary school students in Indonesia remains a critical issue in the field of education, especially after the 2022 PISA results revealed low scores. Reading interest is believed to be a factor influencing students’ ability to comprehend texts. The purpose of this study is to determine the relationship between reading interest and the ability to comprehend narrative texts among fourth-grade students at SD Negeri 06 Kelapa Tujuh. This study employed a quantitative approach with a correlational design, involving 57 students as respondents through total sampling. Data were collected using a 20-item reading interest questionnaire and a 20-item narrative text comprehension test. Data analysis was conducted using Spearman’s Rho correlation test. The results indicated a correlation coefficient of 0.483 with a significance level of p < 0.01 (N = 57), indicating a positive and significant moderate-level relationship between reading interest and narrative text comprehension ability. Reading interest contributed 23.3 percent to narrative text comprehension ability, while the remaining 76.7 percent was influenced by other variables outside the scope of this study. These findings reinforce the urgency of implementing programs to enhance reading interest as a form of literacy intervention strategy in elementary school settings