Berkala Ilmiah Pendidikan

Constructing Eco-Islamic University Model: Strategies for Pesantren-Based Higher Education

Nur Laila Rahmawati — 2026-03-06

Bojonegoro faces a critical paradox: it serves as a national energy and extractive-industry hub, yet remains highly vulnerable to ecological disasters such as floods, landslides, and droughts. Despite this alarming condition, Pesantren-based higher education institutions which act as the moral and intellectual foundation for local communities currently lack a comprehensive educational model that integrates Islamic values with a strategic responsiveness to the environmental crises caused by these extractive industries. Therefore, this study aims to construct the "Attanwir Eco-Islamic University Model" as a systematic, preventive, and educational strategy to address these local ecological challenges. Employing a qualitative exploratory case study design at Institut Attanwir Bojonegoro, data were collected through in-depth interviews, participant observations, and documentation. The data were analyzed interactively using the Miles, Huberman, and Saldaña model, comprising data condensation, display, and conclusion drawing. The findings propose a robust framework built upon three integrated pillars. First, a Philosophical Foundation rooted in "Feminine Theology" (emphasizing the compassionate attributes of Ar-Rahman and Ar-Rahim) to counter anthropocentric exploitation. Second, an Academic Framework that embeds local issues, such as oil waste and teak forest conservation, directly into the Environmental Jurisprudence (Fiqh al-Bi'ah) curriculum. Third, a Social System that institutionalizes a "green lifestyle" through practices such as plastic fasting and eco-wudhu. The study concludes that this Eco-Islamic model is vital for transforming universities into moral beacons, ultimately producing graduates who are not only intellectually competent but also agents of change, possessing profound ecological piety to advocate for communities in vulnerable industrial zones.

Profile of Prospective Elementary School Teachers’ Ability in Developing Learning Materials Based on the Culturally Responsive Teaching Approach

Feby Inggriyani — 2026-03-09

This study investigates how elementary teacher education (PPG PGSD) students develop instructional materials grounded in the Culturally Responsive Teaching (CRT) framework and analyzes how the five core CRT dimensions are operationalized in their instructional designs. Responding to the limited empirical evidence on the practical enactment of CRT within teacher preparation programs, this study contributes by offering an analytical examination of pre-service teachers’ design competence rather than merely their conceptual understanding. A qualitative descriptive approach was employed involving ten PPG PGSD students. Data were collected through CRT-based instructional material assignments, semi-structured interviews, and rubric-guided assessments. The five CRT dimensions, cultural awareness, culturally relevant curriculum integration, inclusive learning environment, critical consciousness development, and culturally responsive assessment, were translated into explicit analytical indicators to ensure systematic evaluation. Although qualitative in design, percentage scores (average mastery of 89.23%) were incorporated as descriptive support to enhance analytic clarity rather than statistical generalization. The findings indicate that participants demonstrated strong conceptual mastery and were able to integrate several CRT dimensions into their instructional materials. However, limitations were identified in designing culturally responsive assessments, promoting higher-order critical thinking, and facilitating students’ active knowledge construction. Participants also experienced challenges in deeply incorporating students’ cultural backgrounds and sustaining inclusive classroom representations. These results extend CRT scholarship by highlighting gaps between theoretical understanding and instructional implementation. The study provides implications for strengthening CRT-oriented in teacher education programs and for improving the development of culturally responsive instructional materials in culturally diverse educational contexts.

Speech Performance Project in Teaching Descriptive Writing to Junior High School Students

Samsul Anam — 2026-03-10

This study was conducted among seventh-grade students at State Junior High School 01 Simpang, a government-administered lower secondary educational institution located in Ogan Komering Ulu Selatan Regency, South Sumatra Province, Indonesia. Preliminary observations revealed that many students had difficulty composing descriptive paragraphs, particularly in clearly describing objects and in applying correct spelling and punctuation. This problem indicates a gap in students' descriptive writing competence and highlights the need for effective instructional strategies. Therefore, this study aimed to examine the effectiveness of the Speech Performance Project learning model in improving students' descriptive paragraph writing skills. This study employed a quantitative, pre-experimental design with a one-group pretest–posttest. The population consisted of 191 students, and a sample of 32 students was selected as research participants. Data were collected through descriptive paragraph writing tests administered before and after the intervention and analyzed using a paired-sample t-test. The results showed that the mean pretest score was 66.67, which increased to 78.13 after the intervention. The t-test analysis indicated a statistically significant difference between pretest and posttest scores, as the calculated t-value (6.48) exceeded the critical value (2.06) at the 5% significance level. These findings demonstrate that the Speech Performance Project learning model effectively improves students' descriptive paragraph writing skills and provides empirical support for performance-based instructional approaches in language education.

Internalizing Fathonah Character in Critical Reasoning: A Case Study of Islamic Values Integration in Science and Social Studies

Supriyadi Supriyadi — 2026-03-11

This study aims to analyze the internalization of the fathonah (intellectual excellence) character in strengthening students' critical reasoning through the reconstruction of the discovery learning model within Natural and Social Sciences (IPAS) instruction at Al-Uswah Nature Integrated Islamic Elementary School (SDIT), Pasuruan. Primary education currently faces the challenge of cognitive disruption due to the massive influx of unverified information, necessitating the reinforcement of high-integrity critical reasoning. This research employed a qualitative case study design, with data collected through observation, interviews, and documentation involving fourth-grade teachers and students. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, conducted simultaneously through data condensation, data display, and conclusion drawing. To ensure data trustworthiness, technical triangulation, prolonged engagement, and peer debriefing were utilized. The research findings reveal that the internalization of prophetic values successfully transformed mechanistic cognitive procedures into transcendental learning experiences through the reconstruction of a five-phase syntax: (1) stimulation as initial tafakkur (reflection); (2) data collection as scientific amanah (trustworthiness); (3) data processing as a manifestation of itqan (precision/excellence); (4) verification as an act of theological tabayyun (validation); and (5) generalization as the formulation of hikmah (wisdom). The synthesis between fathonah values and Vygotsky’s Social Constructivism generates a "character ecosystem" where the scaffolding process provides not only cognitive support but also axiological assistance through the shared language of the classroom community. Students' critical reasoning is no longer value-free; instead, it transforms into high-integrity reasoning capable of filtering intellectual hoaxes. Theoretically, this study contributes to the Prophetic Constructivism model, while practically offering a non-dichotomous curriculum prototype that aligns global science competency standards with spiritual identity. This model positions character as the soul of the entire intellectual process in navigating the post-truth era.

Integration of Artificial Intelligence in Islamic Religious Learning

Muksin Muksin — 2026-03-26

This study aims to analyze how Artificial Intelligence (AI) can be integrated into Islamic education in a way that maintains a balance between technological innovation and the ethical-spiritual foundations of Islamic learning. The study addresses the challenge of utilizing AI-based technologies without compromising essential ethical considerations, such as data privacy, algorithmic bias, and the potential misinterpretation of religious texts. These concerns highlight the need for a thoughtful and ethically grounded approach to technological adoption in Islamic educational contexts. This research employs a qualitative design using semi-structured interviews, document analysis, and a systematic literature review to examine current perspectives and practices regarding AI integration in Islamic education. The data are analyzed through thematic analysis to identify patterns related to pedagogical benefits, ethical challenges, and institutional readiness. The findings indicate that AI has considerable potential to support personalized learning, improve teaching efficiency, and expand access to educational resources. However, its successful integration requires a robust ethical framework grounded in Islamic values. The study emphasizes the importance of teacher training that promotes ethical literacy and critical technological engagement. Collaboration among educators, Islamic scholars, policymakers, and technology developers is essential to ensure that AI strengthens, rather than undermines, the moral and spiritual objectives of Islamic education.

From Therapy to Teaching: How to Use Islamic Psychotherapy in Religious Education For Student Well-Being

Yunita Furi Aristyasari — 2026-03-27

This study aims to establish a conceptual framework for incorporating Islamic psychotherapy into Islamic religious education as a preventive and non-clinical method for enhancing students' emotional and behavioral well-being. The study addresses the rising incidence of emotional and behavioral issues among children and adolescents amid swift modernization. Despite the traditional emphasis on moral and spiritual growth in Islamic education, there remains an absence of a comprehensive framework that incorporates psychological methodologies alongside Islamic pedagogical principles to tackle modern mental health issues. This study utilizes a conceptual-analytical framework grounded in review, content analysis, and comparative-conceptual analysis. The research integrates classical Islamic psychological principles, current Islamic psychotherapy literature, and contemporary cognitive-behavioral theory through the utilization of authoritative Islamic texts, peer-reviewed psychological research, and secondary empirical data concerning student mental health. The results delineate three categories of psychotherapy integration into Islamic religious education: traditional, modified, and integrative approaches. The integrative model, defined by a cognitively focused and spiritually grounded framework influenced by Abu Zayd al-Balkhi's work, stands out as the most comprehensive model for educational environments. This methodology integrates cognitive restructuring, emotional regulation, and moral habituation within Islamic spiritual beliefs, while upholding distinct ethical boundaries between educators and clinical therapists. The study suggests that Islamic psychotherapy can be pedagogically adapted to enhance students' psychological and spiritual growth without converting educational institutions into clinical environments. The proposed framework contributes to Islamic psychology and religious education by offering a culturally grounded and ethically appropriate approach to promoting student well-being.

The Effectiveness of Audio-Visual Media on Primary School Students' Listening Skills: A Systematic Literature Review

Erni Yulia Ningsih — 2026-03-27

Listening skills constitute a fundamental competency that elementary school students must master, as they provide the foundation for the development of other language skills. However, many students experience difficulties in acquiring listening proficiency due to less engaging instructional methods and challenges in sustaining attention. This study aims to analyze the effectiveness of audio-visual media in enhancing students' listening skills, particularly in content comprehension, inferential reasoning, and active participation and learning engagement. The study employed a Systematic Literature Review (SLR) methodology by identifying and examining relevant articles indexed in the Google Scholar database published between 2021 and 2025. Based on rigorous inclusion criteria, ten primary articles were selected for in-depth analysis. The findings indicate an increasing trend in publications on the use of audio-visual media, reaching a peak in 2025. The reviewed studies consistently demonstrate that integrating audio-visual media significantly improves elementary students' listening skills. This instructional medium facilitates more engaging, contextualized, and interactive learning experiences, thereby enhancing students' comprehension and participation. Accordingly, the innovative use of audio-visual media represents an effective pedagogical strategy for strengthening listening skills in elementary education.

The Implementation of Artificial Intelligence in Islamic Religious Education and Its Impact on Students’ Religious Character at State Senior High School 1 Makassar

Muhammad Arsyam — 2026-03-30

This study aims to analyze the implementation of Artificial Intelligence (AI) in Islamic Religious Education learning and its influence on the development of students’ religious character at SMA Negeri 1 Makassar. The research is grounded in the increasing use of AI in educational processes, which presents both opportunities and challenges in internalizing religious values. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, classroom observations, and documentation, and analyzed using thematic data reduction, data display, and conclusion drawing. The findings indicate that AI implementation occurs adaptively through educational chatbots, moral case analysis, and technology-assisted reflective discussions. AI enhances student engagement, contextual understanding of Islamic teachings, and digital responsibility awareness when guided by proper pedagogical supervision. However, unreflective use may lead to dependency and superficial value internalization. The study concludes that AI can support religious character formation when integrated ethically and systematically. Therefore, strengthening religious digital literacy and establishing school regulations are essential to ensure that AI utilization remains aligned with the goals of Islamic education.

Image Media to Improve Skills Reading for Elementary School Students

Widya Lestari — 2026-03-30

Reading is a fundamental skill at the elementary school level, serving as the foundation for students' intellectual and social progress. However, reality shows that students' reading ability tends to remain low due to the use of unattractive learning models and concentration barriers. This study aims to evaluate the effectiveness of using visual media in improving students' motivation and reading ability, both at the beginning and comprehension levels. The method used was a Systematic Literature Review (SLR) by searching the Google Scholar database between 2021 and 2025. Based on strict inclusion criteria, 10 key articles were selected for further analysis. The results showed an increasing trend in publications regarding visual media, peaking in 2025. Findings from the reviewed articles concluded that the use of visual media, whether in the form of letter cards, series of images, or digital media such as PowerPoint animations, significantly improves students' initial reading ability and comprehension. This visual media can provide concrete representations that help students connect letters with meaningful concepts, while increasing motivation and active participation in learning. Therefore, teacher creativity in integrating visual media with innovative methods is essential to achieve optimal learning outcomes according to the characteristics of elementary school students.

Instagram as a Digital Learning Medium: An Analysis of @timenzah's Content Quality for Arabic Language Learning at UMM

Charysma Dewita Arieanti — 2026-03-30

The rapid development of social media has created new opportunities for language learning, including Arabic; however, systematic analysis of the quality of educational content on digital platforms remains limited. This study aims to evaluate the quality of Arabic learning content on the Instagram account @timenzah as a learning medium for Arabic Language Education students at the University of Muhammadiyah Malang. Using a quantitative survey design, the study involved 24 students who actively accessed the account. Data were collected through a Likert-scale questionnaire based on five dimensions of Jefferson and Tanton’s Digital Learning theory: helpfulness, entertaining, authenticity, relevance, and timeliness. The results of descriptive analysis indicate that the overall content quality falls into the very good category, with an average score of 4.3. Authenticity and helpfulness obtained the highest scores, while entertaining received the lowest, though still positive. Students also perceived the content as effective in improving Arabic vocabulary comprehension. However, learning engagement scored lower than cognitive aspects, suggesting the need for more interactive content elements.

Effectiveness of Role Playing Learning Method In Improving Speaking Skills Elementary School Students

Venny Surya Nur Oktavia Jasama — 2026-03-30

Speaking skills are an important competency in Indonesian language learning in elementary schools because they play a role in developing communication skills, self-confidence, and active participation. However, various studies have shown that students' speaking skills have not developed optimally due to teacher-centered learning. This study aims to analyze the effectiveness of the role-playing learning method in improving elementary school students' speaking skills through a Systematic Literature Review (SLR) approach. Literature searches were conducted through the Google Scholar database between 2021 and 2025 using the keywords "role-playing method," "speaking skills," and "elementary school students." Based on the established inclusion criteria, 10 relevant articles were obtained and analyzed through data extraction, quality assessment, and descriptive synthesis. The results of the study indicate that the role-playing method is consistently effective in improving students' ability to express ideas orally, speaking fluency, self-confidence, active participation, and learning motivation. Thus, the role-playing method can be recommended as an innovative and effective learning strategy in developing elementary school students' speaking skills.

Empowering Vocational Graduates: How Educational Resource Innovation Drives Competitiveness Through Digital Skills

Tunul Lasniatin — 2026-03-30

This study aims to analyze the effect of educational resource innovation on the competitiveness of vocational high school (SMK) graduates in Serang City through digital competence as a mediating variable. The research is motivated by the high unemployment rate among SMK graduates, despite the region's dominance of vocational education institutions. This study employed a quantitative, explanatory research design. The population consisted of unemployed SMK graduates in Serang City, with a sample of 300 respondents selected using proportional random sampling. Data were collected through a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis was conducted using Structural Equation Modeling (SEM) with LISREL to examine direct and indirect relationships among variables. The results indicate that educational resource innovation has a significant positive effect on digital competence and graduate competitiveness Digital competence significantly influences graduate competitiveness and partially mediates the relationship between educational resource innovation and competitiveness. These findings suggest that innovative, collaborative, and digitally integrated educational resource management is a strategic factor in enhancing the competitiveness of vocational graduates in the digital era.

Analysis of Teachers' Challenges in Implementing Deep Learning in High Schools: A Qualitative Study

Rudolf Kempa — 2026-03-30

This study is driven by the imperative of 21st-century educational transformation, which necessitates deep learning approaches to foster students' critical thinking and profound comprehension. Despite its importance, applying deep learning pedagogies encounters multifaceted challenges in practice. Consequently, this research aims to analyze current deep learning implementation and identify the primary barriers educators face in schools. A descriptive qualitative methodology was employed, involving school principals and teachers as participants. Data were systematically gathered through in-depth interviews, classroom observations, and document analysis, and subsequently evaluated using data reduction, data display, and conclusion-drawing techniques. The findings reveal that while deep learning principles are being introduced through interactive discussions, reflective practices, and contextualized real-world learning, their implementation remains suboptimal. Significant constraints include inadequate information technology infrastructure, varied levels of student comprehension, overwhelming administrative burdens on teachers, and insufficient family support. Despite these hurdles, teachers demonstrate resilience by adapting innovative, context-specific instructional strategies. Ultimately, the successful institutionalization of deep learning relies heavily on educator readiness, comprehensive infrastructure support, and robust synergy among schools, families, and policymakers. This study contributes to the broader educational discourse by offering empirical insights into the pedagogical realities of deep learning and by providing actionable recommendations for stakeholders to elevate the quality of global teaching and learning environments.