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.