International Journal of Post Axial: Futuristic Teaching and Learning

Islamic Education Teachers as Agents of Religious Character Formation in Schools: A Conceptual and Empirical Study

2026-10-01T12:37:49+07:00

Schools in Riau face a gap between religious routines and moral conduct, as recurring violence involving students shows. This article examines how Islamic Religious Education (PAI) teachers can act as agents of religious character formation and where their role meets its limits. It uses qualitative library research with document analysis. The data consist of Qur’anic verses, hadith, classical and contemporary scholarship, peer reviewed studies from 2016 to 2026, official data on violence against children in Riau for 2023 to 2025, and two school cases reported in Riau in 2025. The analysis yields four teacher functions: exemplar (qudwah), formation of adab through habit (ta’dib), counsel (mau’izah), and gentle correction (rifq). Studies in Riau link teacher example and congregational prayer habits to students’ religious attitudes. Yet the official data and the two cases show that ritual participation does not by itself prevent harm, especially when schools respond slowly or settle cases informally. The article contributes a contextual rereading of classical texts against current child protection rules and proposes that religious character formation should combine modeling, habit, counsel, and restorative correction within a schoolwide system.

Semiotic Analysis of Islamic Educational Values in Bilhikmah Da'wah Posters on the Instagram Account @khalidbasalamahofficial

2026-10-08T12:45:47+07:00

The development of social media as a digital religious space has transformed da'wah practices from oral communication into visually mediated forms. Instagram, as a visually oriented platform, enables the dissemination of religious messages through artifacts such as da'wah posters that carry symbolic meanings. This study aims to analyze the representation of da'wah bil ḥikmah values in posters uploaded on the Instagram account @khalidbasalamahofficial during October 1–13, 2025. Using a qualitative approach and Roland Barthes’s semiotic analysis, this research examines denotative, connotative, and mythical meanings within the visual elements. Data were collected through documentation and purposive sampling of content aligned with normative da'wah themes. The findings reveal that the posters construct an integrated system of signs combining cosmological themes, socio-digital ethics, and Islamic economic principles within a monotheistic framework. At the denotative level, recurring visuals such as light contrasts, cosmic imagery, digital devices, and economic symbols function as normative codes. Connotatively, these visuals strengthen moral messages through dramatic aesthetics that evoke spiritual responsibility in digital and social contexts. At the mythical level, the posters challenge modern assumptions like market neutrality and secularization. This study concludes that bil ḥikmah is expressed not only textually but also visually, reflecting a shift toward digital da'wah.

Does TikTok Really Matter for Academic Achievement? Self-Regulation and Use Duration Among University Students

2026-10-01T08:03:16+07:00

The increasing use of TikTok among university students has raised questions about its relationship with academic achievement. Previous studies have reported mixed findings. This study examined the association between self-regulated learning (SRL)-based TikTok use regulation and semester grade point average (GPA) in the full sample and two daily-use duration groups. It extends previous research by examining how students plan, control, and evaluate TikTok use beyond duration or problematic use alone. Separate subgroup analyses explored the association within each duration group. A quantitative, cross-sectional survey involved 197 university students. Analyses included descriptive statistics, Cronbach’s alpha, Pearson correlation, simple linear regression, and robustness checks. The full-sample association was near zero and nonsignificant (r = −0.038, p = 0.600). Associations were also nonsignificant in the groups reporting more than two hours and two hours or less of daily use. Spearman correlations were nonsignificant, and HC3 and bootstrap analyses provided no evidence of significant linear coefficients, although diagnostic concerns limit interpretation. The measured regulation score alone provided little information about differences in semester GPA in this sample. Broader academic behaviors warrant further investigation to clarify the practical relevance of digital self-regulation. These findings do not establish that TikTok use is academically harmless or that associations are statistically equivalent across duration groups

Ecotheology-based Joyfull Learning Model in PAI Learning to Strengthen the Character of Environmental Care for Students of UPTD SD Negeri 2 Limbangan Indramayu

2026-10-02T06:58:14+07:00

This research is motivated by the global environmental crisis due to the moral-spiritual crisis and the saturation of students with the conventional and monotonous learning method of Islamic Religious Education (PAI) at UPTD SDN 2 Limbangan. The objectives of this research are (1) developing an ecotheology-based Joyfull Learning model through contextual case analysis and evaluating it via continuous classroom observation, (2) exploring the meaning of teachers and students towards ecotheology values, (3) analyzing forms of strengthening the character of caring for the environment, and (4) identifying supporting and inhibiting factors. This research uses a qualitative approach of the type of case study with data collection techniques through in-depth interviews, observations, and documentation of school principals, PAI teachers, and students in grades 4-6 with 15 students. The results of the study show that (1) model development is carried out through three main stages: tadabur (observation), tafakur (reflection), and charity (implementation) (2) the implementation of this model succeeds in creating a learning atmosphere that supports the internalization of ecotheology values without the impression of patronizing and transforming students' perceptions in viewing nature as a form of worship and responsibility to God (3) a form of character strengthening in real behavior is evidenced by observational data, such as 12 out of 15 observed students actively bringing personal reusable water bottles to reduce single-use plastics, and initiating independent daily plant care routines. (4) The main supporting factors are the alignment of school vision, teacher creativity, the support of parents and adaptive students. Meanwhile, the main obstacles include limited curriculum time allocation, uneven practice facilities, and lack of consistency of habituation in the home environment. Practically, this study provides a solution for educators to overcome student learning boredom as well as a guide for schools in transforming spiritual values into concrete actions of environmental conservation

Strength Virtue Humanity and Social Awareness Among Junior High School Students: A Literature Review

2026-10-01T08:36:02+07:00

The purpose of this study is to identify, analyze, and synthesize previous research related to the relationship between strengths, virtues, and humanity and social awareness, with the aim of examining the relationship between strengths, virtues, and humanity—particularly social intelligence—and the development of social awareness in junior high school students, as well as identifying implications for the curriculum and teaching practices. The research method employed a literature review using the PRISMA model to collect and select articles sourced from Google Scholar, resulting in 15 relevant studies published between 2016 and 2026. The data analysis technique used, based on Miles & Huberman, includes data reduction, data presentation, and drawing conclusions through the critical extraction and comparison of research findings. The results indicate that the virtue of humanity and social awareness reinforce each other holistically and influence one another; empathy and social intelligence serve as mediators capable of transforming moral values into concrete individual actions. Schools also need to create spaces that can integrate individual virtues with collective awareness through a humanistic approach and a character-based curriculum. The strength of character in the virtue of humanity has the potential to enhance social awareness among junior high school students. Thus, it is recommended that schools develop a character-based curriculum, group activities, and community social activities to support the creation of a safe, comfortable, inclusive environment grounded in psychological well-being.

Implementing the Love-Based Curriculum in Humanistic Islamic Religious Education Learning at a State Islamic Senior High School in Blora

2026-09-28T15:58:34+07:00

Humanistic education places relational quality at the core of learning, yet how the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) is translated into everyday pedagogical decisions in madrasahs remains under-examined. This qualitative case study examined KBC implementation at a State Islamic Senior High School (MAN) in Blora, the conditions shaping it, and how it appears in students' learning experiences, drawing on curriculum enactment and teacher agency. Fourteen purposively selected participants took part: one deputy head for curriculum, three Islamic Religious Education teachers, and ten students. Data comprised one interview per participant, three observation sessions, and teaching modules, analysed with the Miles, Huberman, and Saldaña framework and reflexive thematic analysis. Love values were translated into attention to students' conditions, open communication, appreciation, restorative discipline, and adaptive teaching. Only some of these practices were directly observed, because classroom observation was limited to one Akidah Akhlak session; the remainder were reported by informants, as were the institutional supports (policy, lesson-plan templates, religious culture, teacher development) and constraints (limited time, administrative workload, academic demands, uneven student readiness). Students generally described classroom interactions as safe and open, with variation across teachers, and comparisons with earlier experience were drawn only from informants who had spent time at the school before the study. KBC implementation emerges as a relational and contextual translation process shaped by teacher interpretation and institutional conditions rather than uniform procedure, and the findings offer a preliminary indication of a normative-religious anchor for the pedagogy of love. The study does not establish causality or academic effectiveness.

Educaplay-Assisted Gamification and Learning Interest in PAI: A Case Study at SMP Islam Matholiul Falah

2026-09-29T15:27:23+07:00

Lecture-dominated Islamic Religious Education (PAI) classes can leave students passive. This qualitative descriptive-analytical case study examines Educaplay-assisted gamification in a Grade IX PAI class at SMP Islam Matholiul Falah Nglengkir Bogorejo, perceived changes in learning interest, and implementation factors. Observation, interviews, and documents from the PAI teacher, 15 students, the principal, and the deputy principal for curriculum were analyzed using the Miles–Huberman–Saldaña model and triangulation. Interest was considered through enjoyment, curiosity, attention, engagement, and willingness to learn. The teacher planned Educaplay in the teaching module, used it in core activities, and evaluated through scores, observation, and reflection. Accounts and observations suggested greater attention, participation, discussion, and efforts to improve scores; these are perceived changes, not proven effects. Support included MGMP encouragement, teacher readiness, a smart TV, and Wi-Fi; constraints included one shared screen, unstable internet, and uneven digital skills. The study documents implementation processes and school-level conditions

Strengthening Adolescent Digital Literacy through the Principle of Tabayyun in Q.S. Al-Hujurat Verse 6 to Counter Hoaxes

2026-10-16T09:25:39+07:00

Abstract:

The rapid spread of hoaxes on social media highlights the importance of strengthening adolescents’ digital literacy. This study examines the principle of tabayyun in Q.S. Al-Hujurat verse 6, its relevance to digital literacy, and its application in countering hoaxes based on Islamic values. Using a qualitative library research method and content analysis, data were collected from the Qur’an, selected Qur’anic exegesis, scholarly books, journal articles, and relevant literature on digital literacy and misinformation.

The findings show that tabayyun provides an ethical and theological foundation for verifying information before accepting or sharing it. This principle supports essential digital literacy competencies, including source verification, content evaluation, critical thinking, and responsible communication. Based on these findings, this study proposes a four-stage model: talaqqī al-ma‘lūmāt (critically receiving information), taḥqīq al-maṣdar (verifying sources), taqyīm al-muḥtawā (evaluating content), and nashr al-ṣidq (sharing verified information responsibly). The model can be implemented in schools, Islamic boarding schools, and youth communities through fact-checking exercises, hoax simulations, and digital ethics education. Integrating tabayyun into digital literacy education may help adolescents develop critical thinking skills, avoid misinformation, and promote responsible online behavior. Further empirical research is needed to evaluate the model’s effectiveness among adolescents.

Development of a Maze Game as a Media Tool to Foster Students’ Social Cooperation through Group Guidance Services

2026-10-05T07:35:39+07:00

This study aims to develop a Maze Labyrinth game media as a practical tool to foster students’ social cooperation skills through group guidance services. The main innovation of this medium lies in its collaborative design mechanism, which requires four students to hold four distinct edges of a physical board to simultaneously coordinate movement, integrated with post-game reflection cards to stimulate debriefing discussions. The development was based on a needs analysis indicating that students’ social cooperation skills required development, evidenced by limited group participation, minimal appreciation of peers' opinions, and difficulty completing group tasks collaboratively. Additionally, existing group guidance media remained limited and lecture-heavy. This Research and Development (R&D) study used the Four-D (4D) model, limited to the Develop stage, and involved eight Seventh-Grade students, one guidance and counseling teacher, one material expert, and one media expert at SMPN 36 Medan. Data were collected through interviews, observations, and questionnaires, and were analyzed using descriptive qualitative and quantitative approaches. The results showed that the Maze Labyrinth media obtained a score of 75.0% (Feasible) from both material and media experts. Furthermore, practicality assessments yielded 85.29% (Highly Practical) from the guidance and counseling teacher and 69.47% (Practical) from students. These findings confirm the media's structural feasibility and practical user acceptance for counseling services; however, this development study evaluates media feasibility rather than empirical gains in students' actual social cooperation skills. Therefore, the Maze Labyrinth media is feasible and practical as a supporting medium for group guidance, while its actual effectiveness should be empirically examined in future research.

The Effect of Self-Directed Learning Through Mathematical Puzzle Media on the Learning Outcomes of Class II Students at SDN 02 Sriwangi

2026-10-05T08:11:01+07:00

This study aims to analyze the influence of the application of the model Self-Directed Learning (SDL) media-assisted puzzle mathematics on mathematics learning outcomes in the addition and subtraction of whole numbers material for second-grade students at SD Negeri 02 Sriwangi. Using a quantitative approach with a designPre-Experimenta lshape One-Group Pretest-Posttest DesignThis study involved all 16 second-grade students using a saturated sampling technique. Data collection was conducted through an initial test (pretest) and final test (posttest). Data were analyzed using descriptive statistics, normality testsShapiro-Wilk, as well as hypothesis testingPaired Sample t-test. The results of the descriptive analysis show an increase in the average class score of 18.12 points, from 64.69 at the first stage.pretestto 82.81 onposttest, as well as a jump in classical learning completion from 18.75% (3 students) to 93.75% (15 students). Inferential test resultsPaired Sample t-testgenerate value with significance ( ), which confirms the rejection and acceptance . In addition, the effect size obtained (Cohen’s d) of 2.49 indicates a very large treatment impact. Taking into account the limitations of a single-group design without a control group, the combination of SDL and mediapuzzleproven to be effective in improving the conceptual understanding of mathematics in lower grade studentsThis study aims to analyze the influence of the application of the model Self-Directed Learning (SDL) media-assisted puzzle mathematics on mathematics learning outcomes in the addition and subtraction of whole numbers material for second-grade students at SD Negeri 02 Sriwangi. Using a quantitative approach with a designPre-Experimenta lshape One-Group Pretest-Posttest DesignThis study involved all 16 second-grade students using a saturated sampling technique. Data collection was conducted through an initial test (pretest) and final test (posttest). Data were analyzed using descriptive statistics, normality testsShapiro-Wilk, as well as hypothesis testingPaired Sample t-test. The results of the descriptive analysis show an increase in the average class score of 18.12 points, from 64.69 at the first stage.pretestto 82.81 onposttest, as well as a jump in classical learning completion from 18.75% (3 students) to 93.75% (15 students). Inferential test resultsPaired Sample t-testgenerate value with significance ( ), which confirms the rejection and acceptance . In addition, the effect size obtained (Cohen’s d) of 2.49 indicates a very large treatment impact. Taking into account the limitations of a single-group design without a control group, the combination of SDL and mediapuzzleproven to be effective in improving the conceptual understanding of mathematics in lower grade students

Implementing Bi’ah Lughawiyyah to Enhance Arabic Language Discipline among Santri at Gontor Campus 7

2026-10-06T17:54:01+07:00

A language environment does not automatically produce disciplined language use. This study examines how bi’ah lughawiyyah (Arabic language environment) is implemented and how it enhances the Arabic language discipline of santri at Pondok Modern Darussalam Gontor Campus 7, South Lampung, Indonesia. A descriptive qualitative design was used. Data were collected through semi-structured interviews with boarding-care staff, language advisors, language-section officers and santri 9 informants in total), supported by observation and documentation, and analysed with the Miles, Huberman and Saldaña model. Interview, observation and document codes were grouped into themes, and the developmental pattern was derived by comparing how santri at different stages described and displayed their language use across sources. Credibility was checked through source and technique triangulation and member checking. The findings show that bi’ah lughawiyyah works as an integrated educational system: official-language rules, habituation programmes, layered supervision, enforcement through the Language Court, and modelling by teachers, officers and senior santri. Discipline develops unevenly: some santri still depend on rules and supervision, others have formed habits, and a few use Arabic without being monitored. The study proposes a developmental pattern running from rules and supervision, through habituation and modelling, to habit, awareness and self-regulation. In practice, the pattern suggests that pondok leaders should direct supervision to informal settings where Indonesian returns, and shift guidance from compliance towards awareness while keeping consequences educational. It contributes a view of language environments as systems that form discipline, not only proficiency

Integrating Tilawah, Tahfidz, and Kitabah through the Takmili 3-in-1 Method at SMP Talenta Juara Bandung

2026-10-09T11:05:03+07:00

Schools that teach Qur'anic reading and memorization must decide when learners are ready for sustained tahfidz. This qualitative single-site study examines how Takmili 3-in-1 connects tilawah, tahfidz, and kitabah within the TTQ program at SMP Talenta Juara Bandung. Evidence came from observation, semi-structured interviews with the coordinator, halaqah teachers and students, and program documents; 159 Grade VII-VIII placement records provided descriptive context. Takmili occupies the six-level Tartil stage before Tadarrus and full Tahfidz. Reading-video screening and an individual test guide placement; teachers then combine corrected oral reading, copying of the pages studied, and talaqqi of short surahs without daily memorization targets. Promotion requires fluent reading through page 40, completion of the accompanying writing exercises, and a coordinator-led level test. The records show differentiated placement, not the effectiveness of the method. Limited lesson time and unequal opportunities for home practice constrain implementation. The practical contribution is a school-level readiness pathway that connects diagnostic placement, complementary skill practice, transparent promotion criteria, and instructional support; its learning effects require further study

Religious Habituation and Character Formation through Congregational Dhuhr Prayer in Strengthening Student Discipline

2026-10-10T11:48:18+07:00

This study examines how congregational Dhuhr prayer habituation is experienced differently by students and how a supervised school routine may support, but does not automatically establish, self-regulation. A qualitative descriptive case study was conducted in Grade VIII C at SMP Negeri 5 Ambarawa. Semi-structured interviews with an Islamic Religious Education teacher, a homeroom teacher, and five students were collected on 24 September 2026 and interpreted through thematic analysis and source comparison. The program uses class scheduling, two prayer sessions, teacher accompaniment, attendance recording, and guidance. The interviews reveal contrasting patterns: S1 and S5 reported greater time awareness and responsibility; S2 described better management of break time; S3 reported inconsistent participation; and S4 continued to rely on reminders. Limited ablution-water access, unfinished assignments, and fatigue also affected punctuality. The findings suggest that visible participation and internalized discipline are analytically distinct, with student responses shaped by both personal readiness and school conditions. The study contributes a comparative account of these differing responses within one routine. For character education, attendance monitoring is best complemented by teacher modelling, brief reflection, differentiated guidance, and adequate facilities. As the evidence derives from a single interview-based case, sustained behavioral change cannot be inferred

Religious Moderation in the Social Media Era: The Contestation of Islam Kaffah, Radicalism, and Wasathaniyah Narratives Among Young People

2026-10-11T10:10:15+07:00

Social media has changed how young people obtain, understand, and disseminate religious knowledge. Digital space is no longer merely a communication channel; it has become an arena for identity formation and for the contestation of various Islamic narratives, including Islam kaffah, radicalism, and wasathaniyah. This study aims to analyze how these three narratives appear in digital space and how relevant they are to strengthening religious moderation among young people. Its novelty lies in analyzing the three narratives within a single analytical framework, whereas earlier studies have tended to examine them separately or on a single platform. It employs a qualitative approach with a library research method. The data comprise 24 sources published between 2022 and 2025, consisting of scholarly works and official documents of the Ministry of Religious Affairs, which were analyzed descriptively and analytically through identification, thematic grouping, comparison, and interpretation. The findings show that social media has become a space where religious thought is contested. Islam kaffah is fundamentally a comprehensive concept of religiosity, yet its meaning can broaden and be used in the construction of particular discourses online. Radicalist narratives exploit the characteristics of social media to spread exclusive understandings, which increases the need for digital religious literacy. Wasathaniyah, in turn, develops as a moderation narrative that stresses balance, tolerance, appreciation of diversity, and the rejection of violence. Strengthening religious moderation among young people cannot rely solely on conveying religious values; it also requires the ability to verify sources, understand context, think critically, and produce moderate religious content. The main analytical contribution is a comparative mapping of the three narratives and a framework of three capacities, namely understanding, evaluating, and producing, through which digital religious literacy supports religious moderation among young people. This study thus enriches perspectives on religious moderation in Islamic education and digital literacy

Development of A Guidance and Counseling Pocketbook on Students' Mental Health Awareness

2026-10-11T10:11:00+07:00

This study aims to analyze the needs, examine the prototype, and determine the feasibility of a guidance and counseling pocketbook on mental health understanding for senior high school students, equipped with an If-Then game. This research and development study used the Four-D (4D) model, limited to the Develop stage, and was conducted at SMA Negeri 1 Batang Kuis with twelfth-grade students. Data were collected through observation, an interview with the guidance and counseling teacher, a needs questionnaire, validation questionnaires from a material expert and a media expert, and response questionnaires from the guidance and counseling teacher and students, and were analyzed descriptively as percentages. The needs analysis showed that students had a basic understanding of mental health that was still general and incomplete, so they needed media that is engaging, practical, and suitable for independent learning. The prototype is an 8 × 10 cm pocketbook of 24 pages organized according to Carl Rogers’ strategy for maintaining mental health, namely self-understanding, self-acceptance, and directing oneself toward the ideal self, and it includes an If-Then game for independent reflection. The validation results gave the pocketbook 90.8% from the material expert and 88% from the media expert, both in the “very feasible” category. A limited trial produced positive responses from the guidance and counseling teacher (88%) and students (85.3%), also in the “very feasible” category. Therefore, the pocketbook is feasible as a supporting medium for information services in guidance and counseling, while its effectiveness should be tested in future research.

Interpersonal and Intrapersonal Communication in Online Counseling: An Integrative Review of Indonesian Evidence

2026-10-11T11:16:13+07:00

Online counseling widens access to guidance and psychological support, but digital interaction changes how counselors and clients establish understanding. This integrative narrative review examines interpersonal communication and counselors' intrapersonal reflection through 50 DOI-linked references published in Indonesian journals during 2022–2026. A preliminary 2016–2025 screening record (30 identified records; 11 retained) is reported separately because its full audit trail is unavailable. Informed by therapeutic alliance, reflective practice, and computer-mediated communication theory, the synthesis proposes a dual-loop framework connecting reflective appraisal of feelings and assumptions with empathic responses, clarification, relational repair, and renewed reflection on client feedback. Its conceptual contribution is to describe this reciprocal sequence and identify potential communication indicators across text, voice, and video, rather than treating self-awareness and interpersonal skill as unrelated qualities. The reviewed literature supports attention to clarity, privacy, and modality-sensitive competence; it does not directly test the proposed mechanism or demonstrate its effects on counseling outcomes. The framework therefore offers a provisional basis for scenario-based counselor training and supervision. More transparent searches and client-reported evaluations are required before claims of effectiveness can be made

Student Well-Being-Based Character Education Strategy through the Implementation of Religious Values in Bullying Prevention at School: A Case Study at SMP Negeri 1 Japah

2026-10-01T07:22:41+07:00

Bullying prevention requires attention not only to disciplinary rules but also to students' everyday experiences of safety, dignity, and belonging. This qualitative case study examines how religious values inform a student well-being-based character education strategy at SMP Negeri 1 Japah. Interview accounts from school teachers, Islamic Religious Education teachers, Guidance and Counseling teachers, homeroom teachers, and students were examined alongside observations covering 15 indicators in five aspects. Thematic analysis identified four connected dimensions: religious habituation, relational ethics, preventive protection, and educational responses. Sekolah Sisan Ngaji, Qur'an recitation, congregational prayer, charity, handshaking, classroom agreements, anti-bullying orientation, and teacher guidance provide opportunities to practice respect and care. However, accounts of teasing using parents' names show that religious routines do not consistently translate into respectful peer interaction. The study contributes a student well-being lens for evaluating character education through perceived safety, acceptance, and responses to harmful speech rather than the frequency of religious activities alone. As a single-site study using summarized interview accounts and time-limited observation, the findings describe perceived practices and risks; they do not establish causal effects or demonstrate a measurable reduction in bullying

Reconstructing Rapulung Local Wisdom as an Innovation in Social Studies Learning to Address Globalization Challenges

2026-10-10T11:42:34+07:00

Globalization intensifies cultural homogenization and polarized public debate, challenging social studies education to connect cultural identity with evidence-based civic reasoning. This integrative literature review reconstructs Rapulung, a customary deliberative practice in Sumbawa, as a classroom learning procedure rather than merely a cultural topic. Fifty relevant sources published mainly during 2016–2026 were assembled; 34 formed the core thematic corpus and 16 supplied methodological, contextual, and policy foundations. The synthesis connects accounts of Rapulung with research on ethnopedagogy, critical thinking, social conflict, and global competence. Its original contribution is a five-phase framework integrating contextual issue formulation, evidence and perspective mapping, structured deliberation, accountable collective decisions, and global–local reflection. Five interrelated principles inform the framework: deliberation, equality of voice, reason-giving, consensus-seeking, and collective responsibility. Thematic evidence provides conceptual support for these design choices, but does not establish the effectiveness of the proposed framework in classrooms. Critical reasoning, conflict resolution literacy, cultural identity, and global competence are therefore specified as intended learning outcomes requiring empirical validation. Implementation requires equitable participation, protection of dissent, culturally sensitive facilitation, and transparent evidence standards. Rapulung is thus positioned as a locally grounded yet critically adaptable approach to social studies learning under globalization

Transforming Rapulung Local Wisdom Values into Sociology Learning Resources for Students’ Conflict Understanding and Social Resolution

2026-10-10T11:43:39+07:00

This study examines how the deliberative values of Rapulung, a Samawa local practice, can be transformed into Sociology learning resources for understanding social conflict and evaluating social resolutions. A qualitative case study at MAN 1 Sumbawa Barat involved nine informants: a Sociology teacher, six students, a school leader, and a cultural informant. Interviews, classroom observations, and learning documents were interpreted through reflexive thematic analysis. Triangulated evidence included the teacher’s account of students mapping competing interests, student reflections on revising initial judgments, and observed patterns of dialogue and reason-giving. Five interconnected values emerged: openness, equality of voice, deliberation, consensus, and collective responsibility. Their pedagogical translation involved identifying actors and interests, comparing explanations, testing evidence, negotiating fair and feasible alternatives, and reflecting on the consequences for affected parties. Students’ accounts indicated movement from assigning personal blame toward relational and structural explanations, although this qualitative evidence does not establish a causal effect. The study contributes a five-stage instructional framework that makes Rapulung an epistemic and ethical resource for conflict learning while protecting dissenting voices from being obscured by superficial consensus

Rapulung Local Wisdom and Changes in Students' Social Deliberation Skills: A Pretest–Posttest Study in Sociology

2026-10-10T11:44:39+07:00

This study documents changes in students' social deliberation skills following Sociology learning integrating Rapulung, a local deliberative tradition of the Samawa community. A quantitative, one-group pretest–posttest design examined 36 paired scores from class XI B (XI IPS 1) at MAN 1 Sumbawa Barat. Analyses included descriptive statistics, the Shapiro–Wilk test on paired differences, a paired-samples t-test, Wilcoxon signed-rank test, and standardized effect size. The mean increased from 62.64 (SD = 9.48) to 77.61 (SD = 11.20), a gain of 14.97 points; 35 students improved and one declined by one point. The Shapiro–Wilk test did not reject normality of paired differences (W = 0.971; p = 0.467). The mean increase was statistically significant, t(35) = −14.803, p < 0.001, 95% CI [12.92, 17.03], with Cohen's dz = 2.467; the Wilcoxon result was consistent (p < 0.001). Mean individual normalized gain was 0.434. The contribution lies in combining paired statistical inference with individual change patterns to assess social deliberation in a culturally situated learning context. Because no comparison group was included, the observed changes cannot be attributed exclusively to Rapulung integration

From Waste to Aesthetic Meaning in Developing Ecological Awareness through Installation Art in Contemporary Art Education

2026-10-10T11:46:02+07:00

This integrative literature review explains how waste-based installation art may connect aesthetic meaning-making with ecological awareness in contemporary art education. Drawing on a purposively assembled corpus of 50 academic sources published primarily in 2016–2026, the review synthesizes research on eco-art, creative reuse, aesthetic experience, place-based learning, and sustainable arts pedagogy. Five interrelated mechanisms are identified: material encounter, material inquiry, aesthetic transformation, spatial narrative, and reflective ecological dialogue. Material encounters foreground the histories of consumption embedded in waste; inquiry and aesthetic transformation invite experimentation and reinterpretation; spatial narrative makes ecological relations perceptible; and dialogue links interpretation to responsibility and possible action. The article's original conceptual contribution is a Transformative Aesthetic-Ecological Learning Framework that integrates these mechanisms while preserving artistic experimentation as an educational goal. It situates discarded materials, local-flora exploration, and ecoprint within a broader eco-material inquiry approach without treating them as pedagogically identical. The reported relationships are interpretations of existing studies rather than effects established by testing this framework. The model offers design and assessment propositions for future empirical investigation

Reinterpreting Botanical Motifs in Ecoprint Art through Cultural Identity and Changing Aesthetic Meanings in Contemporary Society

2026-10-10T11:47:08+07:00

Research on ecoprint has examined dye transfer, botanical aesthetics, cultural motifs, and artisan development, but has rarely specified how physical plant traces acquire defensible cultural meanings and social value. This integrative critical review synthesises 20 purposively selected scholarly publications to connect material processes, visual composition, cultural representation, and socio-ecological responsibility. Its original contribution is a four-stage evidentiary threshold model encompassing material contact, aesthetic curation, cultural coding, and negotiation of social value. A complementary risk matrix contrasts traceability of cultural references with socio-ecological accountability. The synthesis shows that pigment transfer and fastness tests establish material properties, whereas aesthetic significance depends on composition and cultural legitimacy depends on documented narratives and the recognition of relevant communities. Claims about empowerment or sustainability also require evidence concerning agency, benefit distribution, resource use, and durability. Together, the threshold model and risk matrix distinguish artistic innovation from unsupported identity or ecological claims, offering criteria for textile criticism, design practice, and higher-order art education. The proposed relationships are conceptual and invite empirical examination

Character-Based Scout Extracurricular Integration for Strengthening Islamic Religious Education: A Case Study at SMK Annuroniyah

2026-10-06T17:54:46+07:00

Islamic Religious Education (PAI) in formal vocational schools frequently encounters barriers of limited class time and predominantly theoretical-cognitive approaches, resulting in suboptimal implementation of Islamic moral values in students' daily conduct. This qualitative case-study research investigates how character-based scout extracurricular activities function as a practical medium for strengthening PAI concepts at a vocational secondary school. Using purposive sampling, data were collected through in-depth interviews with school administrators, PAI teachers, scout leaders, and student scout council members (n=15), supplemented by passive participant observation of eight scout training sessions and documentary analysis of curriculum documents. Data analysis applied the Interactive Model of Miles, Huberman, and Saldaña with triangulation of sources and methods to ensure validity. The findings revealed that SMK Annuroniyah implemented a three-tiered character internalization model: (1) spontaneous habituation through synchronized prayer schedules aligned with industrial discipline; (2) recreational internalization embedded in problem-solving scout games (scouting games); and (3) prophetic value reflection via structured debriefing sessions. The school's curriculum synergy matrix successfully mapped Islamic jurisprudence (fiqh), purification practices (thaharah), and Islamic ethics (akhlak muamalah) into concrete General Proficiency Requirements (SKU) for advanced scouts. These findings demonstrate that integrated scout activities serve as a practical articulation medium transforming abstract religious concepts into observable moral action (moral action), directly addressing time constraints inherent in formal PAI instruction while accommodating the psychomotor learning preferences of vocational high-school students. The model fulfills all three dimensions of effective character development: moral knowing, moral feeling, and moral action (Lickona, 1991). The novelty of this research lies in its precise mapping of PAI-scout curriculum integration specifically tailored to vocational-student characteristics, filling a documented research gap in Indonesian religious-education scholarship that has thus far focused predominantly on general secondary schools.

Real-Time Monitoring-Based Computer-Based Testing to Support Digital Assessment Supervision: A Systematic Literature Review

2026-10-01T07:23:20+07:00

Digital assessment has made computer-based testing (CBT) more efficient, yet supervisors still need timely, interpretable evidence of examinee activity without intrusive surveillance. This systematic literature review synthesizes research on CBT, digital proctoring, real-time monitoring, learning analytics, and assessment dashboards to identify the requirements for school-oriented assessment supervision. The original screening record categorized 30 candidate records as 20 core, seven supporting, and three not used. The revised article cites 27 identifiable publications, comprising 20 previously listed sources and seven additional verified studies; these bibliographic counts are distinct from the historical screening categories. Evidence indicates that CBT platforms prioritize test delivery, proctoring solutions emphasize examination integrity, and analytics dashboards translate activity data into actionable views, but their integration for school supervisors remains underdeveloped. The review proposes a human-centred architecture connecting bounded event logging, near-real-time status processing, a supervisor-facing dashboard, and contextual verification of flagged activity. Its contribution is an evidence-based integration framework, not a claim that an implemented system has been experimentally validated. The framework prioritizes functional interoperability, resilience to connectivity changes, usable alerts, role-based access, data minimization, and human oversight

Framing the EFL Classroom: The Effect of Structured Lesson Opening and Closing on Students’ Engagement and Achievement

2026-10-14T08:39:46+07:00

This study examines the effect of structured lesson opening and closing practices on English learning achievement and describes students’ behavioral, emotional, and cognitive engagement. A quantitative approach using a quasi experimental pretest and posttest control group design was employed with 40 eighth-grade students from a junior high school in Tangerang, Banten. The participants were divided into an experimental group and a control group, each consisting of 20 students. Data were collected using an English achievement test and a student engagement questionnaire. Achievement scores were analyzed using independent-samples t-tests, while questionnaire responses were analyzed descriptively across the three engagement dimensions. The results indicated a statistically significant difference in post-test achievement between the experimental and control groups (p < .001), with the experimental group achieving a higher mean score. Descriptive questionnaire findings also indicated generally positive self-reported behavioral, emotional, and cognitive engagement among students in the experimental group. These findings suggest that structured lesson opening and closing practices may support English learning achievement while providing opportunities to encourage student participation, positive learning experiences, and reflection. The study highlights the value of establishing learning readiness, activating prior knowledge, clarifying learning objectives, providing feedback, and consolidating understanding as integral components of purposeful English instruction

The Character Education Model Based on Infaq and Sadaqah Activities at MAN 1 Medan

2026-10-18T08:34:41+07:00

This study aims to analyze the character education model based on infaq and sadaqah activities at MAN 1 Medan, focusing on its planning, implementation, internalization of moral values, and perceived implications for students’ social care behavior. Using a qualitative case study approach, the research involved a Religious Affairs Department teacher as the primary informant, alongside Islamic Religious Education (PAI) teachers and student organization representatives as supporting informants. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing. The findings indicate that the model is embedded in the madrasah’s institutional culture through regular Friday morning fundraising led by the student Religious Team, supported by educator guidance and role modeling. Its distinctive contribution lies in integrating routine charitable practices, peer-led participation, and students’ direct involvement in distributing assistance. Through these activities, students have opportunities to connect religious values with practical responses to social needs, including support for bereaved families, scholarships for underprivileged students, medical assistance, and humanitarian fundraising for Palestine. Interview and field findings indicate perceived improvements in students’ empathy, gratitude, social sensitivity, and willingness to help others. These findings suggest that the combination of habituation, student participation, and direct humanitarian experience provides a context for translating moral understanding into social action. However, the reported changes reflect qualitative evidence from participants and field observations rather than a measured causal effect. This study contributes an integrated account of how religious charitable practices can be organized as a participatory and context-responsive approach to character education in an Islamic secondary school

Supporting the Kinesthetic Learning Style through BINGO Puzzle Emoji (NGOPI) in Pancasila Education: A Case Study in Grade IX F at SMP Negeri 16 Surabaya

2026-10-23T11:12:00+07:00

Learning styles are commonly grouped into three types, namely visual, auditory, and kinesthetic, or four when read/write is added as in the VARK model. Each style has weaknesses when it becomes the only route to learning. Visually driven lessons easily turn students into passive receivers and copiers of information, auditory lessons depend on concentration because spoken explanations fade quickly, and read/write lessons keep students tied to text. The kinesthetic style, learning through movement, touch, and hands-on practice, rarely gets room in class, including in Pancasila Education, a subject full of abstract concepts. This study shows how the kinesthetic style can be specifically supported in Pancasila Education through BINGO Puzzle Emoji (NGOPI). NGOPI is a bingo-format group game in which students match emoji puzzles with sample pictures, take turns ringing a bell in an orderly way, and answer questions on a BINGO worksheet in turn until two bingo lines are formed. The game effectively supports kinesthetic learners because it requires hand movement, quick responses, and turns that cannot be delegated, while visual and auditory elements remain through pictures, the worksheet, discussion, and presentations. This qualitative case study was conducted in Grade IX F at SMP Negeri 16 Surabaya (31 students). A diagnostic assessment showed a dominant visual style (mean 12.8), auditory second (10.7), and kinesthetic lowest (5.5), while observation showed that some students were passive, rode on their group’s name, and misused artificial intelligence (AI). Data came from the diagnostic assessment, classroom observation, and the teacher’s reflection. Every student contributed in turn, off-task talk decreased, reliance on AI declined, and enthusiasm increased. The impact is felt by students through engagement and social-emotional competence, by the teacher through data- and observation-based decisions, and by the school through a low-cost, replicable good practice.

Management Strategies of the Qur’an Memorization Program in Building a Memorization Culture at Al-Husna 3 Islamic Boarding School, Mayong Jepara

2026-09-17T21:50:11+07:00

This study aims to analyze the management strategies of the Qur’an memorization (tahfidz Al-Qur’an) program in building a sustainable memorization culture at Pondok Pesantren Al-Husna 3 Mayong Jepara. This study employed a qualitative case study approach, with data collected through interviews, observations, and documentation involving nine purposively selected informants: the head of the Islamic boarding school, two tahfidz program coordinators, one administrative staff member, and five students. The findings show that the tahfidz program is managed through integrated planning, organizing, implementation, supervision, and evaluation. These management functions are implemented through the establishment of memorization targets, halaqah organization, ziyadah and muraja’ah schedules, memorization submission, progress monitoring, and periodic evaluation. The study further reveals that these strategies contribute to a sustainable memorization culture through habituation, student independence, peer interaction, motivation, role modeling, and a supportive Qur’anic environment. Students demonstrated memorization and muraja’ah practices not only during scheduled activities but also during free time and beyond direct supervision. The main contribution of this study is to explain how tahfidz program management transforms structured memorization activities into sustainable individual and collective practices through habituation and social reinforcement. Supporting factors include ustadz competence, an organized management system, family support, and a conducive environment, while inhibiting factors include boredom, lack of concentration, differences in students’ abilities, and limited time. Thus, the sustainability of the memorization culture is shaped by the interaction between institutional management, mentoring, peer support, motivation, and students’ growing independence

Improving Third-Grade Students' Cognitive Mathematics Learning Outcomes through Contextual Teaching and Learning at SDIT Al-Akhyar Cadika

2026-10-29T19:40:03+07:00

Mathematics learning in Grade III of SDIT Al-Akhyar Cadika, Bungo Regency, is still marked by students' difficulty in understanding concepts, suboptimal engagement, and weak links between the material and real life, so cognitive learning outcomes have not met expectations. This study aimed to describe the planning and implementation of the Contextual Teaching and Learning (CTL) approach, analyze students' learning activity, and measure the improvement in their cognitive mathematics learning outcomes. Classroom action research based on the Kemmis and McTaggart model was conducted in two cycles, each comprising planning, action, observation, and reflection. The subjects were 21 third-grade students, with the classroom teacher as a collaborator. Data were collected through observation, tests, interviews, and documentation, and were analyzed qualitatively using the Miles and Huberman model and quantitatively using descriptive statistics. The teacher's implementation of learning increased from 70% in the pre-cycle to 80% in Cycle I and 90% in Cycle II, a gain of 20 percentage points. Over the same stages, students' learning activity rose from 74.47% to 75.71% and 81.90%, a gain of 7.43 percentage points, while classical mastery, the percentage of students achieving the learning objective achievement criteria, increased from 57.14% (12 of 21 students) to 76.19% (16 students) and 90.48% (19 students), a gain of 33.34 percentage points. In conclusion, a CTL approach designed around students' everyday contexts and refined through collaborative reflection effectively improved both the learning process and the cognitive mathematics learning outcomes of third-grade students.

Rhythmic Talking Stick and Memorization Motivation for Surah Ad-Duha: A Junior High School Case Study

2026-10-30T12:52:00+07:00

Qur’anic memorization (tahfiz) in school settings is often monotonous and tension-laden, which can weaken students’ motivation. This study examines how the Rhythmic Talking Stick model, which integrates nasyid rhythm into a stick-passing game, was implemented to foster motivation to memorize Surah Ad-Duha, and interprets the findings through Self-Determination Theory and active learning. A qualitative single-case study was conducted at a junior high school, using semi-structured interviews with seven students, the Islamic Education teacher, and the vice-principal for curriculum affairs, supported by observation and documentation; credibility was established through source triangulation. The main findings show that rhythm shifted most students from anxiety and monotony toward enthusiasm, confidence, and active participation, including independent practice at home. Rhythmic pauses marked verse segments, and group rehearsal strengthened competence and relatedness, whereas autonomy was weakly supported: shy students remained tense because they could not control when their turn came. The novelty lies in applying a rhythm-based Talking Stick to tahfiz and in triangulating student, teacher, and curriculum-management perspectives. Practically, the study offers Islamic Education teachers a structured, non-punitive design with verse chunking, group rehearsal, and pacing matched to fluency, and recommends options such as volunteering or passing once for quieter students.

Twelfth-Grade Students’ Understanding of Human Rights Violations after Learning with Discovery Education Crossword Puzzles: A Descriptive Study at SMA Muhammadiyah 9 Surabaya

2026-10-28T13:46:23+07:00

Crossword puzzles are widely used to engage students actively, yet little is known about how well senior high school students understand human rights violations after such media are used in Pancasila Education. Drawing on the revised Bloom’s Taxonomy and the principle of retrieval practice, this study aimed to describe the level of understanding (C2) of twelfth-grade students at SMA Muhammadiyah 9 Surabaya on human rights violations after learning with Discovery Education crossword puzzles. A quantitative descriptive design was applied to all 45 students of one flagship class. Data came from a 20-item multiple-choice understanding test given once after the lesson (2 × 45 minutes) and were analyzed with frequencies, percentages, score bands, and measures of central tendency and dispersion; scores of 75 or above (the school’s Minimum Mastery Criterion) were categorized as understand. The results show that 35 students (77.78%) were in the “understand” category and 10 students (22.22%) in the “less understand” category. Scores ranged from 65 to 93 (mean = 79.67, median = 79, SD = 7.17); the lower quartile coincided with the threshold, and all 10 students in the “less understand” category scored within 10 points below it. The findings imply that concept reinforcement and follow-up case discussion should be directed to students near the threshold. Because there were neither prior scores nor a comparison group, the findings describe post-learning conditions and do not indicate improvement, effects, or statistical generalization.

The Role of Parents in Improving Children’s Speaking Ability: A Study of Indonesian and Chinese Primary Students

2026-10-28T11:44:11+07:00

Parental involvement plays an important role in children's English-speaking development. However, limited research has examined how parents from different cultural backgrounds support children's speaking skills within the same learning environment. This study explores the strategies used by Indonesian and Chinese parents to support their children's English-speaking development, compares students' speaking abilities based on Brown's (2022) seven aspects, and examines the relationship between parental strategies and students' speaking abilities. Employing a qualitative case study design, data were collected through classroom observations of Indonesian and Chinese EFL primary students and open-ended surveys administered to their parents at Confident English Course in Pare, Kediri, East Java. The data were analyzed thematically. The findings show that both Indonesian and Chinese parents use similar strategies, including providing English exposure, encouragement, and practice opportunities. However, Chinese parents tend to apply these strategies more consistently and systematically. Differences in parental involvement are reflected in students' speaking abilities. These findings highlight the importance of consistent parental support in children's English-speaking development.

The Pancasila Student Profile: The Foundation for Innovative SKI Learning in the Era of the Merdeka Curriculum

2026-10-16T07:35:23+07:00

This study analyzes the integration of the Pancasila Student Profile (Profil Pelajar Pancasila or PPP) dimensions into Islamic Cultural History (Sejarah Kebudayaan Islam or SKI) teaching modules within the Merdeka Curriculum framework. Employing a Systematic Literature Review (SLR) methodology, relevant scholarly publications and official ministerial policy documents published between 2020 and 2026 were retrieved from Scopus, Google Scholar, Crossref, ERIC, and SINTA databases. Selected sources were screened using explicit inclusion/exclusion criteria and analyzed through thematic content synthesis. The findings specify concrete alignment mechanisms between PPP dimensions and SKI historical themes: (1) Faith and Noble Character is operationalized through biographical analysis of prophetic and caliphate ethical leadership; (2) Global Diversity and Mutual Cooperation are cultivated by examining cross-cultural harmony in the Abbasid and Andalusian eras; and (3) Critical Reasoning, Independence, and Creativity are fostered via causal historical analysis and the study of Islamic scientific advancements. Furthermore, the results demonstrate that operationalizing these dimensions within SKI teaching modules requires innovative instructional strategies, specifically Project-Based Learning (PBL), educational technology integration (GIS mapping, interactive workspaces), and the embedding of local wisdom (kearifan lokal). This study provides a structured, literature-grounded framework that transforms traditional textbook-driven SKI instruction into an active pedagogical model, bridging cognitive historical mastery with holistic character development.

Management of Novice Educators through Induction and Mentoring Programs: Organizational Socialization, Adaptation, and Early Retention Strategies

2026-10-21T15:48:26+07:00

This study examines the management of novice educators through induction and mentoring as an integrated strategy for supporting organizational socialization, professional and social adaptation, and early retention. The study employs a Systematic Literature Review (SLR) covering publications from 2015 to 2025. Relevant literature was identified through Scopus, Web of Science, ScienceDirect, ERIC, Google Scholar, and DOAJ and analyzed thematically based on the stages of identification, screening, eligibility, and inclusion. The synthesis focuses on five interconnected dimensions: induction, mentoring and coaching, organizational socialization, professional and social adaptation, and early retention. The findings indicate that induction functions as an initial structural support that provides role clarification, organizational orientation, observation, feedback, reflection, and understanding of institutional procedures and culture. Mentoring and coaching strengthen this process by providing professional guidance, social support, problem-solving assistance, and opportunities for reflective learning. Organizational socialization emerges as a connecting mechanism through which novice educators interpret organizational values, norms, roles, communication patterns, and workplace relationships. These processes contribute to professional and social adaptation, which is closely associated with organizational attachment, commitment, and early retention. The study proposes an integrated conceptual sequence consisting of induction, mentoring and coaching, organizational socialization, professional and social adaptation, and early retention. The findings highlight the importance of continuous, contextual, relational, and organizational support in managing novice educators and sustaining their early professional development

Career, Talent, and Leadership Succession Management in Educational Organizations: An Integrative Synthesis Based on a Systematic Literature Review

2026-10-21T15:39:31+07:00

Educational organizations increasingly face a critical challenge in sustaining leadership continuity while responding to evolving demands for educational quality, institutional adaptability, and professional competence. This study aims to systematically synthesize recent literature on the relationship among educator career management, talent management, and leadership succession and to develop an integrative framework for strengthening leadership pipelines in educational organizations. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Literature was identified through Scopus, Garuda, Google Scholar, and Sinta-indexed journals, covering publications from 2019 to 2025. From 142 initially identified records, a rigorous screening and eligibility assessment resulted in 28 studies selected for in-depth thematic synthesis. The findings reveal three interrelated dimensions. First, career management functions as the developmental infrastructure through which educators acquire professional experience, competencies, and leadership exposure necessary for future advancement. Second, talent management serves as the identification and acceleration mechanism, using performance–potential assessment, talent pools, readiness mapping, experiential assignments, coaching, and mentoring to distinguish and develop prospective leaders. Third, leadership succession operates as the continuity mechanism, translating accumulated career development and talent readiness into evidence-based leadership transition. The synthesis further indicates that these functions are frequently implemented in fragmented ways, particularly within educational institutions where succession remains reactive rather than systematically planned. Based on these findings, this study proposes a Three-Layer Integration Framework comprising career infrastructure, talent operationalization, and succession readiness. The framework shifts leadership succession from vacancy-oriented replacement toward a continuous, competency-based process of building leadership readiness and organizational continuity.

Implementation Of Teacher Performance Management Through Academic Supervision Based On Classroom Observation In Enhancing Teacher Professionalism

2026-10-21T15:54:40+07:00

Teacher professionalism is a critical determinant of educational quality, yet teacher performance management is often implemented primarily as an administrative evaluation rather than as a continuous process of professional development. Academic supervision based on classroom observation has the potential to bridge this gap by connecting performance assessment with authentic evidence of teaching practice, constructive feedback, and targeted professional development. This study aims to examine how teacher performance management can be implemented through academic supervision based on classroom observation to enhance teacher professionalism. The study employed a conceptual literature review by synthesizing eleven relevant scholarly publications obtained from recognized academic indexing systems and journals with valid ISSN, including sources indexed by Scopus, SINTA, and the Directory of Open Access Journals (DOAJ). The literature was analyzed thematically across five dimensions: performance management cycles, classroom observation, performance assessment, feedback and professional dialogue, and professional development. The synthesis indicates that academic supervision becomes more effective when integrated into a continuous performance management cycle rather than conducted as an isolated annual evaluation. Classroom observation serves as an evidence-based mechanism for identifying instructional strengths and development needs, while constructive feedback transforms performance evidence into reflective learning. Differentiated professional development further enables schools to respond to teachers' varying levels of experience and performance. The novelty of this study lies in integrating performance management, academic supervision, classroom observation, feedback, and professional development within a unified conceptual framework for strengthening teacher professionalism. The study concludes that supervision oriented toward evidence, reflection, and continuous development can transform teacher performance management from administrative compliance into a strategic mechanism for sustainable professional improvement

Strengthening Teacher Performance Management Through Academic Supervision And Sustained Feedback To Improve Learning Quality

2026-10-21T15:37:48+07:00

Teacher performance management is a critical component of efforts to improve learning quality, yet its effectiveness depends on how systematically performance is monitored, evaluated, and developed. This study examines the role of academic supervision and sustained feedback in strengthening teacher performance management and contributing to improved learning quality. A qualitative descriptive approach was employed involving 12 teachers selected purposively based on their direct involvement in teaching and experience with academic supervision and performance evaluation. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing and verification. The findings reveal three interconnected patterns. First, structured academic supervision strengthens teacher performance management by providing evidence-based information regarding instructional strengths, weaknesses, and professional development needs. Second, sustained feedback functions as a continuous mechanism that connects performance evaluation with teacher reflection, improvement actions, and follow-up monitoring. Rather than functioning as a one-time evaluative response, feedback becomes a recurring process that supports teachers in refining their instructional practices. Third, the integration of academic supervision and sustained feedback contributes to improvements in teaching effectiveness, classroom management, and the organization of learning activities, thereby creating more supportive conditions for learning quality. The study argues that the contribution of supervision to learning quality is not immediate or linear but operates through a continuous teacher performance development process. The integration of supervision, constructive feedback, reflection, and follow-up monitoring therefore provides a more sustainable framework for strengthening teacher performance management and promoting continuous improvement in classroom learning

Transformation of Indonesian Language Learning Through Children's Songs: A Phenomenological Analysis of Elementary School Students

2026-10-22T07:08:49+07:00

Learning Indonesian in elementary schools requires engaging strategies to enable students to understand the material and actively participate in learning activities. One strategy that can be used is the use of children's songs as a learning medium. This study aims to describe the implementation of children's songs in Indonesian language learning, students' experiences during the learning process, and the benefits and obstacles that arise in its implementation. The study used a qualitative approach with a phenomenological design and was conducted at SDN 3 Tempurejo, Blora Regency, involving a 4th-grade teacher and 24 students. Research data were obtained through observation, in-depth interviews, and documentation. Data analysis followed thematic reduction, coding, and source triangulation. The actual findings reveal that song-based learning successfully enhances student engagement, improves vocabulary retention through rhythmic repetition, and boosts speaking confidence. The main themes emerging from the data include emotional enjoyment, enhanced word retention, and reduced anxiety during classroom participation. This study provides a comprehensive overview of how song media creates an engaging, meaningful learning experience tailored to elementary school students.

MSMEs Go Digital: Practical Training and Digital Platform Selling Strategies for Jawara Depok Community

2026-10-21T15:35:50+07:00

The development of digital technology has shifted consumer behavior from offline systems to interactive online ecosystems. This Community Service program aimed to empower 30 Micro, Small, and Medium Enterprises (MSMEs) from the Jawara Depok Community through comprehensive digital marketing and operational training. Based on a situational analysis revealing low digital literacy and a reliance on conventional marketing, the intervention utilized an experiential learning method. Program activities included hands-on practice in Shopee store account creation and live streaming, alongside conceptual instruction on digital marketing, trade marketing, Blue Ocean Strategy, and halal certification education by LPPOM MUI. The program was held at Resto Gemintang, Depok, on September 4, 2026. Outcomes were evaluated using a one group pretest and post test design. Descriptive statistical analysis and normalized gain (N-Gain) scores demonstrated a substantial improvement in participants' digital competencies. Quantitatively, the overall average competence score of the 30 participants increased from 2.98 in the pre-test to 7.91 in the post-test, measured on a 10-point scale. Specifically, marketplace live streaming practice showed the largest gain, surging from 2.10 to 8.25 (N-Gain = 0.78), while interactive business account creation improved from 4.20 to 8.50 (N-Gain = 0.74). Content strategy and insight analysis also saw significant improvements with moderate N-Gains of 0.68 and 0.61, respectively. In conclusion, this quadruple helix collaboration successfully served as a catalyst for Jawara Depok MSMEs to adopt practical digital skills and enter an adaptive, trusted, and globally competitive digital ecosystem

Reorienting Financial Literacy Education beyond Homo Economicus: A Social Constructivist Learning Model Grounded in Islamic Economic Values for Higher Education

2026-10-21T15:30:38+07:00

In much of the intervention literature, financial literacy education defines success as knowledge gain and behavior change, and the evidence that instruction alone changes conduct is mixed. This conceptual paper does not claim that individualistic assumptions cause weak results. Its claim is narrower: such assumptions narrow the aims of instruction, so a complementary curriculum design is needed. The paper follows a theory adaptation design with a model as its output. It adapts the human capital view of financial literacy education through two method theories, namely Vygotsky's social constructivism, which supplies a mechanism, and the value framework of Islamic economics, which supplies content. Revealed values and constructivist learning are reconciled by separating the source of a value from the process of its internalization, and scholarly authority is bound by explicit rules. The learning vehicle is a staged Islamic crowdfunding project built on profitsharing contracts. The resulting CommunityBased Value Mediated Financial Learning (CVFL) model has six propositions with stated falsification conditions, a four arm design that separates it from generic project based learning and from content exposure alone, and ethical safeguards for assessment, partners, and mixed classrooms. The paper speaks to curriculum development, assessment, and equity in higher education

Leadership Pipelines in Succession Planning for School Leaders: A Literature Synthesis and Future Research Agenda

2026-10-21T15:29:15+07:00

Educational leadership sustainability depends not only on the effectiveness of incumbent school principals but also on the capacity of educational institutions to prepare future leaders systematically. However, succession planning is frequently conceptualized as a replacement mechanism rather than an integrated process of leadership development and organizational continuity. This study aims to synthesize the literature on leadership pipelines and succession planning for heads of educational institutions, clarify their conceptual relationship, and identify priorities for future research. An integrative literature review was employed to examine relevant scholarly publications addressing leadership development, talent identification, competency development, succession processes, and leadership transitions. The literature was analyzed through thematic synthesis to identify recurring concepts, organizational mechanisms, conceptual distinctions, and unresolved research issues. The synthesis generated three interconnected themes. First, leadership pipeline development represents a continuous process of cultivating leadership capabilities through progressive responsibilities, mentoring, coaching, and experiential learning. Second, succession planning functions as a strategic organizational mechanism for anticipating leadership needs, evaluating candidate readiness, preserving institutional knowledge, and supporting leadership transitions. Third, integrating these processes provides a conceptual foundation for aligning individual leadership development with institutional succession requirements. The study advances an integrative perspective that distinguishes leadership pipeline maturity from succession readiness while emphasizing their potential complementarity. It also identifies future research priorities concerning leadership competency assessment, equitable access to developmental opportunities, organizational context, and the relationship between leadership preparation and transition outcomes. This study contributes to educational leadership scholarship by reframing succession as an ongoing organizational capability rather than an isolated appointment decision. Its conceptual propositions require further empirical validation through longitudinal, comparative, and mixed-methods research across diverse educational settings.

The Role of Induction and Mentoring Programs in Improving Early-Career Educators’ Adaptation and Retention: A Systematic Literature Review

2026-10-21T15:27:16+07:00

The transition from initial teacher preparation to professional practice represents a critical period that can shape educators’ professional competence, workplace integration, and long-term career decisions. However, beginning educators frequently encounter challenges associated with classroom management, instructional decision-making, professional confidence, and adjustment to institutional expectations. This systematic literature review examines the role of induction and mentoring programs in strengthening early-career educators’ adaptation and retention. Following the PRISMA 2020 framework, the review investigates literature addressing program characteristics, professional adaptation mechanisms, organizational integration, retention-related outcomes, and contextual factors influencing program effectiveness. The synthesis is organized thematically to identify connections between structured professional support and sustainable workforce participation. The findings indicate that induction and mentoring serve complementary functions: induction facilitates organizational orientation and role clarification, whereas mentoring supports situated learning through professional dialogue, guided practice, observation, and constructive feedback. Their potential contribution to adaptation can be understood through self-efficacy, reflective practice, adaptive expertise, and organizational socialization. Furthermore, professional adaptation may strengthen educators’ sense of belonging, organizational commitment, and intention to remain, although these outcomes should not be equated with actual retention. Program effectiveness depends on the quality of mentoring relationships, mentor preparation, leadership support, protected time for professional learning, adequate resources, and alignment with institutional needs. The review advances an integrated analytical perspective linking induction and mentoring with professional adaptation, organizational integration, and early-career retention. It also emphasizes that professional support alone cannot overcome persistent structural challenges, including excessive workloads and limited career opportunities. Future research should employ longitudinal and comparative designs to examine actual retention outcomes and determine how program characteristics interact with organizational conditions. These insights provide a conceptual foundation for developing more responsive, context-sensitive, and sustainable professional support systems for early-career educators.

Student Management in Strengthening Religious Culture Amid the Negative Impacts of Social Media

2026-10-21T15:25:47+07:00

The widespread use of social media has created new challenges for Islamic educational institutions in nurturing students’ religious character, self-discipline, and moral responsibility. This study aims to examine student management in strengthening religious culture amid the negative impacts of social media, focusing on program planning and implementation, strategies for religious value internalization, and the supporting and inhibiting factors influencing these efforts. Employing a qualitative phenomenological approach, the study involves 12 informants selected purposively from relevant educational stakeholders. Data are collected through semi-structured interviews, observation, and documentation, then analyzed thematically to identify patterns of institutional practice and participants’ experiences. The study is conceptually informed by Schein’s organizational culture theory, Bandura’s social learning and social cognitive theories, Kelman’s framework of attitude change, and the European Commission’s Digital Competence Framework. The analysis highlights the importance of integrating systematic student management with religious habituation, educator role modelling, persuasive guidance, and responsible digital literacy. Religious activities, including Qur’anic recitation, congregational prayer, and the cultivation of polite behaviour, can provide meaningful opportunities for character development when supported by consistent educational practices and students’ understanding of their underlying values. Furthermore, social media should be approached not exclusively as a source of risk but also as a digital environment requiring critical evaluation, ethical awareness, and self-regulation. The study underscores the need for Islamic educational institutions to move beyond compliance-oriented religious routines toward a more integrated approach that connects institutional culture, students’ personal responsibility, and ethical digital participation. This perspective offers an analytical foundation for developing student management practices that remain responsive to contemporary technological challenges while sustaining the educational and moral purposes of Islamic education.