Attractive : Innovative Education Journal
Attractive : Innovative Education Journal (E-ISSN 2685-6085) is a peer-reviewed scientific open access national journal published by Lembaga Creative Tugu Pena. in Collaboration with IAIN Metro Lampung, Balitbang Kementrian Agama RI, etc Attractive : Innovative Education Journal publishes reports for science education researchers and original articles on the latest issues and trends occurring nationally and internationally in which promotes the development and dissemination of new knowledge. The Journal Focus on Education Field, Instructional Designs (Models, Strategies and Methods), Learning Design and Innovation, Islamic Education, Educational Management, Learning Innovation and Teaching Innovation. Moreover, this journal also covers the issues concerned with environmental education. This Journal is published three times a year in March, July, and November. his journal has been accredited by National Journal Accreditation (ARJUNA) Managed by Ministry of Research, Technology, and Higher Education, Republic Indonesia with SINTA 2 since year 2025 to 2029 according to the decree 295/C/C3/KPT/2026
Deep Learning Approach in Education: A Systematic Literature Review on Mindful, Meaningful, and Joyful Learning Models
This study aims to systematically examine instructional models that align with the principles of deep learning, specifically mindful learning, joyful learning, and meaningful learning. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines to ensure transparency and methodological rigor. Literature was retrieved from Google Scholar, Scopus, ERIC, and SpringerLink, covering publications from 2020 to 2025. After duplicate removal and multi-stage screening, 35 empirical studies met the inclusion criteria and were analyzed using thematic analysis through open, axial, and selective coding. Inter-rater reliability was established using Cohen’s Kappa (κ = 0.82), indicating substantial agreement. The findings reveal that meaningful learning is the most consistently supported dimension across instructional models, followed by joyful learning, while mindful learning remains less explicitly integrated. Project-Based Learning and Problem-Based Learning emerged as the most comprehensive models, demonstrating alignment across all three dimensions by integrating authentic problem contexts, collaborative engagement, and reflective processes. In contrast, gamified and play-based approaches predominantly support joyful engagement but often lack structured reflective scaffolding. The review suggests that deep learning is most effectively fostered through pedagogical frameworks that intentionally integrate cognitive integration, emotional engagement, and metacognitive awareness. These findings provide a conceptual foundation for developing more balanced and holistic instructional designs aligned with contemporary deep learning principles.
Copyright (c) 2026 Jumanto, Anggit Grahito Wicaksono http://creativecommons.org/licenses/by-sa/4.0
Internalization of Religious Moderation Values in Islamic Religious Education Learning in the Era of Society 5.0
The digital transformation in Islamic education presents both new opportunities and serious challenges for efforts to foster religious moderation in students. This study aims to comprehensively analyze how the digitalization of Islamic Religious Education (PAI) learning contributes to improving digital religious literacy, strengthening teacher competencies, and developing inclusive, critical, and balanced religious attitudes. Through a Systematic Literature Review (SLR) of 75 international articles indexed by Scopus and Web of Science for the period 2017–2024, this study identifies seven main trends influencing the dynamics of digital PAI learning, namely: 1) the shift of religious authority from the classroom to cyberspace, 2) digital religious literacy as a foundation for moderation, 3) expanding access to religious dialogue through online learning platforms, 4) teachers as digital moderators, 5) implementation barriers in the form of inequality in access and digital competency, 6) the need for conceptual integration between Islamic pedagogy, religious moderation, and technology, and 7) digitalization as a space for the formation of reflective religious character. This study confirms that the digitalization of Islamic education is not merely a shift in learning media but rather an epistemological transformation that necessitates a new curriculum, teacher digital competency, and robust media ethics. This research offers practical implications for schools, policymakers, and Islamic educational institutions in designing Islamic Religious Education (PAI) learning models relevant to the 5.0 era.
Copyright (c) 2026 Mu’allimah Rodhiyana, Sutiono Sutiono, Ifham Choli, Sapiudin Shidiq http://creativecommons.org/licenses/by-sa/4.0
Kesantunan Berbahasa dalam Perspektif Islam di Era 5.0
This study aims to analyze language politeness based on Islamic values in the Society 5.0 Era and its relevance in addressing the challenges of modern digital communication. The development of information technology and social media in the Society 5.0 Era has brought significant changes to people's communication patterns. On the one hand, these developments provide convenience in information exchange; however, on the other hand, they also create various communication ethics issues, such as hate speech, cyberbullying, hoaxes, and the use of impolite language in digital spaces. This study employed a qualitative approach using library research methods. Data were obtained from the Qur’an, Hadith, books, scientific journals, and previous studies related to language politeness, Islamic communication, and digital literacy. The data analysis technique used content analysis through the stages of data reduction, categorization, interpretation, and conclusion drawing. The results indicate that Islamic communication principles such as qaulan sadidan (truthful speech), qaulan ma‘rufan (kind speech), qaulan layyinan (gentle speech), and qaulan kariman (honorable speech) are highly relevant in developing polite, ethical, and humane digital communication. This study also found that the decline in language politeness in digital media is influenced by instant communication culture, social media anonymity, and weak ethics-based digital literacy. Therefore, strengthening character education, Islamic values-based digital literacy, and the use of social media as a medium for education and da’wah are important strategies for building a civilized communication culture in the Society 5.0 Era. This study contributes conceptually to the development of linguistics, Islamic communication, and modern digital communication ethics studies.
Copyright (c) 2026 R. Tamtam Kamaluddin, Nandang Rukanda http://creativecommons.org/licenses/by-sa/4.0
Pengembangan Model Prediksi Kelulusan Siswa SMA ke Perguruan Tinggi Negeri (PTN) Menggunakan Machine learning Berbasis CRISP-DM
The development of educational technology has witnessed the use of machine learning as a basis for data-driven decision making in the education sector. The objective of this research is to build a predictive model of admission of high school students at State Universities (PTN) using a machine learning method based on the Cross Industry Standard Process for Data Mining (CRISP-DM) framework. The data was obtained from the Student Center tutoring institution and consisted of academic, non-academic, and socio-economic attributes. Three classification algorithms i.e. Decision Tree, Random Forest, Naive Bayes were used. The split percentage method was employed in the model evaluation with the training and testing data division schemes of 70:30, 80:20, and 90:10. The results indicated that the Random Forest algorithm had the highest average accuracy at 96.63%, followed by the Decision Tree with 95.48% and the Naive Bayes with 94.06%. It was found that class ranking, try-out scores, school accreditation and attendance rate are several variables that significantly affect the students’ chances to be accepted in PTN. These findings demonstrate that academic success is determined not only by learning achievement, but also by study discipline and educational environment quality. This research contributes to the advancement of educational data mining and supports educational innovation by using machine learning as a decision support system for student guidance and academic evaluation.
Copyright (c) 2026 Achmad Arif Mulyana, Samidi Samidi http://creativecommons.org/licenses/by-sa/4.0
Public Sentiment Toward the “Curriculum of Love” Policy in Islamic Education: Evidence from YouTube Discourse in Indonesia
Recent education reforms have increasingly turned toward the moral and affective dimensions of learning in response to concerns about social fragmentation and ethical decline. In Islamic educational traditions, moral formation has never been peripheral; it has long been treated as a central pedagogical aim. Yet contemporary reforms framed in moral language often provoke mixed reactions once they enter public debate. This study examines how the Indonesian public responds to the “Curriculum of Love” policy in Islamic education by analysing YouTube discourse as a site of digital engagement. The study draws on an exploratory sentiment analysis of 145 opinion-based comments taken from seven YouTube videos produced by government agencies, practitioner communities, and national media. Comments were manually coded as positive, neutral, or negative and interpreted through thematic analysis to trace the narratives accompanying each sentiment. Overall sentiment trends toward support, particularly in videos that showcase classroom practice and lived pedagogical examples. Many viewers interpret the policy as consistent with Islamic ethical values and character formation. At the same time, a sizeable portion of responses express skepticism, focusing on the gap between symbolic rhetoric and institutional capacity, as well as anxieties about ideological boundaries. Sentiment patterns vary markedly across communication formats, indicating that public reception depends not only on the policy itself but on how it is communicated. Rather than signaling simple acceptance or rejection, online reactions reveal an ongoing negotiation over the meaning and credibility of reform. The findings suggest that digital discourse functions as a space where Islamic education policy is publicly tested, contested, and interpreted. By combining sentiment analysis with qualitative interpretation, this study offers a framework for understanding how value-based education reforms gain — or struggle to gain — legitimacy in contemporary digital environments.
Copyright (c) 2026 Hamdan Hamdan, Ansor Ansor, Awal Kurnia Putra Nasution, Suhono Suhono http://creativecommons.org/licenses/by-sa/4.0
Development of METAGERTA Media based on Smart Apps Creator to Improve Metamorphosis Learning Outcomes in Elementary School
In science learning, especially metamorphosis material at Wonolopo 02 Elementary School, the use of interactive learning media has not been optimally implemented and its development is still limited, so that students experience difficulties in understanding the concepts being studied. This study aims to develop METAGERTA (Metamorphosis through Dance Movement) media based on Smart Apps Creator and to determine its feasibility and effectiveness in improving student learning outcomes on metamorphosis material in elementary schools. This study uses the Research and Development (R&D) method with the ADDIE development model. The research subjects consisted of 28 third-grade students. Data collection techniques were carried out through observation, interviews, questionnaires, and student learning outcome tests. Data were analyzed using quantitative and qualitative approaches. The results of the study show that the development of METAGERTA media based on Smart Apps Creator is equipped with navigation buttons and motion activities, which invite students to learn metamorphosis through motion exploration. METAGERTA media obtained a very feasible category with a value of 94.7% from media experts and material experts. The results of the t-test showed a significant difference between the pretest and posttest scores with a significance of 0.000. In addition, METAGERTA media obtained an N-Gain value on a small scale of 72.1% and a large scale of 71.4%, indicating an increase in student learning outcomes in the high category. Thus, METAGERTA media based on Smart Apps Creator is feasible and effective for use as a learning medium for metamorphosis material in elementary schools.
Copyright (c) 2026 Amanda Dwi Setyo Rani, Deasylina da Ary http://creativecommons.org/licenses/by-sa/4.0
Digital Learning Design Innovation: Evaluating Behavioral Intention to Use Microlearning in Child Protection Professional Training in Indonesia
The high prevalence of child protection cases necessitates continuous professional learning; however, conventional training models often lead to training fatigue due to time constraints, heavy workloads, and the demanding nature of frontline responsibilities. This study aims to evaluate learners’ acceptance of microlearning-based e-learning as an instructional design innovation for professional training in child protection in Indonesia. Guided by the Technology Acceptance Model (TAM), the study examines the influence of Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) on Behavioral Intention (BI). A quantitative approach was employed involving 136 respondents from cross-sectoral professional backgrounds within child protection ecosystems, selected through purposive sampling. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results reveal that the proposed model demonstrates strong predictive power (R² = 0.661). PEOU shows a strong positive effect on PU, and both PEOU and PU significantly influence BI. Notably, PEOU contributes more substantially than PU in shaping learners’ intention to adopt the platform. These findings indicate that system usability, intuitive interaction, and flexibility of learning access are critical determinants of adoption among professional learners. Furthermore, ease of use is found to support the reduction of cognitive load, enabling learners to focus more effectively on complex and sensitive child protection materials. The study concludes that the success of digital learning innovations in professional contexts depends not only on perceived instructional benefits but also on the ergonomic quality of user experience (UX) that accommodates professionals’ work rhythms and learning needs
Copyright (c) 2026 Safira Ryanatami, Elfindah Princes http://creativecommons.org/licenses/by-sa/4.0
Bridging Internship Design and Practice: A Multi-Stakeholder Cipp Evaluation of Teacher Competency
Educational internship programs play a critical role in developing teacher competency by integrating theoretical knowledge and classroom practice. However, gaps between program design and field implementation, particularly in student readiness and stakeholder coordination, remain a challenge. The current mixed-method evaluative research examined the effectiveness of the internship program based on the CIPP model, covering context, input, process, and product from a multi-stakeholder perspective. The researchers took 1,314 respondents consisting of supervising lecturers, mentor teachers, and students. The researchers collected the data from a validated and reliable questionnaire. Then, the researchers examined the data with descriptive statistics and one-way ANOVA. The results found the high effectiveness of the internship program, 85.2%. The strongest performance was observable in the process (84.6%) and product (89.0%). In terms of the input dimension, starting from student readiness and classroom management skill, the obtained score is 79.6%. This percentage indicates the preparatory phase is a determinant dimension for further optimization. The ANOVA test yields a significant difference among stakeholders. This result highlights the effectiveness of stakeholder alignment toward the internship program. It implies the need to strengthen preparatory systems, supervision practices, and university–school collaboration to support sustainable teacher competency development.
Copyright (c) 2026 Prasetiyo Prasetiyo, Dini Rakhmawati, Yuli Kurniawati Werdiningsih http://creativecommons.org/licenses/by-sa/4.0
Psikodinamika Resiliensi Istri: Peran Determinasi Self-Love dan Coping Spiritual dalam Keharmonisan Keluarga
The resilience crisis experienced by wives within modern family structures is often rooted in a disconnection between intrapersonal needs and transcendental orientation. This study aims to provide an in-depth analysis of the psychodynamics of wives’ resilience by positioning self-love as a manifestation of hablumminannas (the horizontal dimension of human relationships) and spiritual coping as a manifestation of hablumminallah (the vertical dimension of the relationship with God) in maintaining family harmony. Employing a qualitative approach with an interpretative phenomenological design, data were collected through in-depth interviews with married women who had encountered significant family stressors yet successfully maintained domestic stability. Data were analyzed using an explicative analysis technique to uncover the essential structure of participants’ lived experiences. The findings reveal that self-love determination functions as an ego-regulating mechanism that prevents pathological self-abnegation, while spiritual coping serves as a cognitive reappraisal mechanism that transforms suffering into theological meaning. The integration of these two dimensions forms a “theo-psychological resilience axis” that enables wives to transcend primitive self-defense mechanisms and achieve mature adaptation. The originality of this study lies in its reconceptualization of self-love, which is often perceived as selfish within secular perspectives, as an ethical obligation to safeguard the trust of the self within the framework of Islamic spirituality. The findings underscore the importance of family-based clinical interventions that integrate self-esteem enhancement through self-appreciation and transcendental spiritual support.
Copyright (c) 2026 Fithri Choirunnisa Siregar, Mahyudin Ritonga, Desi Asmaret, Wulandari Wulandari http://creativecommons.org/licenses/by-sa/4.0
Mengintegrasikan Agama Islam Pada Anak ADHD; Studi Grounded Theory Pembentukan Karakter Islami Oleh Orang Tua Pasca Terapi Fungsi Eksekutif
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) often exhibit maladaptive behaviors, including difficulties in peer relationships, noncompliance with rules, impulsive actions without considering consequences, and excessive hyperactivity. These challenges raise concerns regarding their future moral development, religious commitment, and social functioning as adults. This study aimed to develop a theoretical framework explaining the process of integrating Islamic values into the lives of children with ADHD following Executive Function (EF) therapy. A Grounded Theory design was employed involving ten parents of children with ADHD who had completed EF therapy at Ceria Kandangan Hospital. Data were collected through observations and in-depth interviews and analyzed using thematic analysis. The trustworthiness of the findings was ensured through credibility, dependability, and confirmability criteria. The findings revealed that the integration process was shaped by six core dimensions: parenting transformation, internalization of Islamic values in daily life, adaptive parental strategies, parental role modeling, synergy between EF therapy and religious practices, and the spiritual meaning attributed by parents to the parenting experience. The resulting Islamic character traits included regular prayer performance, supplication (dua), remembrance of God (dhikr), honesty, discipline, responsibility, moral awareness, understanding of reward and sin, self-control, obedience, emotional stability, and self-motivation. Furthermore, Uswah Hasanah (exemplary role modeling) emerged as the central mechanism facilitating both warm emotional attachment and the transmission of religious values, reflecting a form of spiritual parenting perceived by parents as an act of worship and a sacred trust (amanah).
Copyright (c) 2026 Taufik Hidayat, Rahmah Rahmah, Fitriani http://creativecommons.org/licenses/by-sa/4.0
Qur’an Memorisation Using the Master Method and the Yadain Method (A Comparative Study at Ma’had Askar Kauny Istiqomah in Bergas, Semarang, and Pondok Pesantren Miftahul Huda in Siwatu, Wonosobo)
Each Islamic boarding school has its own way or method of memorizing the Qur'an in order to produce a qualified tahfidz. This study aims to find out how to memorize the 30 juz of the Qur'an as easily as possible so that people do not feel burdened and have a positive thinking power to always be enthusiastic in memorizing. This study uses qualitative research, which aims to describe the empirical reality behind a phenomenon in depth, detail, thoroughly and systematically. The data collected in qualitative research are not in the form of numbers, but data derived from observations, interview scripts, field notes, personal documents, and other official documents. This master method was discovered by Ustadz H. Bobby Herwibowo, Lc in 2011 and the concept used for memorizing is by utilizing all five senses, there are three factors that dominate this concept, namely: audio, namely with a loud voice, visual by seeing existing movements or images and kinesthetic, namely with hand or head movements that show the meaning of what is read. When applied to memorizing the Qur'an, these three factors will make it easier for the individual. The Yadain method, developed by Yadi Iryadi, S.Pd., and Saied Al-Makhtum, utilizes the visual concepts of tadabbur (recitation), the Qur'an, and the finger of the Qur'an. The conclusion is that the Master and Yadain methods are effective for memorizing the 30 chapters of the Qur'an for all Muslims.
Copyright (c) 2026 Imam Fakhrurrozi, Abdul Khamid, Mushbihah Rodliyatun http://creativecommons.org/licenses/by-sa/4.0
Character Education of Santri in Peripheral Pesantren: A Contextual Analysis Based on the Thought of Hadratus Syaikh KH. M. Hasyim Asy’ari
This study aims to analyse santri character education in peripheral pesantren by using the thought of KH. Hasyim Asy’ari as an interpretive lens. The study is motivated by the limited empirical research on character-education practices in peripheral pesantren and the underuse of the concept of adab as a contextual analytical framework. A qualitative descriptive–interpretive approach was employed, using a multi-site design across several pesantren in Muara Wahau District, East Kalimantan. Data were collected through in-depth interviews, participant observation, and documentary study, and were then analysed thematically through data reduction, data display, and verification. The findings indicate that character education in peripheral pesantren develops as an adab-based praxis system integrated within collective life. The values of discipline, independence, responsibility, simplicity, and social concern are internalised through the kiai’s exemplarity, disciplinary habituation, and intensive pedagogical relations. These findings affirm that adab functions as both a moral foundation and a pedagogical infrastructure that continually reproduces the habitus of santri character. This study formulates a contextual, praxis–cultural, adab-based model of character education for peripheral pesantren, offering a relevant alternative to character-education approaches that are normative–administrative in orientation.
Copyright (c) 2026 Nizar Rafi Mutaqin, Asriana Kibtiyah, Yusuf Ahmed Muaz, Jasminto, Hanifuddin Hanifuddin http://creativecommons.org/licenses/by-sa/4.0
Communication Ethics on Social Media in the Perspective of Hadith in the Digital Era
This research is motivated by the rampant ethical crisis on social media, such as the spread of hoaxes, cyberbullying, hate speech, and privacy violations (doxing). Today's digital phenomenon often prioritizes the speed of information dissemination over accuracy and benefits, which has an impact on moral degradation and social polarization. In fact, the formal legal apparatus has not been fully able to touch the deepest moral awareness of internet users. Therefore, the purpose of this study is to formulate a guide to digital communication ethics based on the hadiths of the Prophet Muhammad PBUH as a preventive instrument for social media users. The research method used is qualitative with the type of library research. Data sourced from primary hadith books and supporting literature that were analyzed using content analysis techniques and normative-theological approaches to relate religious texts to modern communication phenomena. The results of the study show that there are six pillars of digital communication ethics in hadith: the obligation to verify information (tabayyun), responsibility for the impact of messages, ensuring the safety of fellow users from cyber disturbances, protection of privacy/disgrace of others, the principle of self-control through speaking well or silently, and the prohibition of the use of abusive words and curses. The implementation of these six hadiths serves as a transformative moral filter for the user's character. In conclusion, the integration of hadith values in digital activities is crucial to create social harmony and ensure the spiritual safety of users in the midst of a tsunami of information. This nubuwah ethics provides a visionary solution for the creation of a healthy, safe, and dignified social media ecosystem.
Copyright (c) 2026 Haerudin Haerudin, Rahma Dilla Zainuri, Ainur Alam Budi Utomo, Agus Fudholi http://creativecommons.org/licenses/by-sa/4.0
Etnopedagogy of BEKANA as an Informal Education Method for Preschool Children in the Dayak Kebahan Community of Sintang
This study explores BEKANA, a traditional storytelling practice in the Dayak Kebahan community of Sintang, as an ethnopedagogical method of informal education for preschool children. BEKANA is not merely a teaching technique but also a medium of communication that fosters closeness between parents and children while transmitting cultural values. In the current era of rapid scientific and technological advancement, children increasingly consume stories through digital platforms such as mobile phones and YouTube, which often lack cultural depth and parental involvement. This research aims to analyze the role of BEKANA in preserving local wisdom and strengthening parent–child bonds within informal education settings. Using a qualitative approach with ethnographic methods, data were collected through interviews, observations, and documentation involving parents, community elders, and preschool children. The findings reveal that BEKANA serves as a vital tool for cultural transmission, character building, and emotional connection between generations. It provides children with moral lessons, linguistic enrichment, and cultural identity rooted in Dayak Kebahan traditions. The study concludes that revitalizing BEKANA in informal education can counterbalance the dominance of digital storytelling, ensuring that children not only learn but also inherit the cultural heritage of their community.
Copyright (c) 2026 Yuliono Evendi, Ridwan Tonny Hasiholan Pane, Welikinsi Welikinsi, Karnodin Karnodin, Yeremia Yeremia, Agustina Ace Wagena http://creativecommons.org/licenses/by-sa/4.0
Information Technology Integration in Kitab Kuning Instruction at Traditional Dayah in Aceh: Tengku Perceptions, Adaptive Strategies, and Implementation Challenges
The integration of information technology (IT) into traditional Islamic education has become a major challenge in Indonesia’s pesantren reform discourse. Traditional dayah in Aceh, recognized as some of the oldest Islamic educational institutions in the archipelago, face a dual imperative: preserving classical scholarly traditions centered on kitab kuning while responding to rapid educational digitalization. This study aims to (1) examine tengku perceptions of IT integration in kitab kuning instruction, (2) analyze the adaptation strategies they employ, and (3) identify key implementation challenges. A qualitative multiple-case study was conducted at three traditional dayah in Aceh: Dayah Najmul Hidayah Al-Aziziyah Batee Iliek (Bireuen), Dayah Anwarul Munawwarah Kuta Krueng (Pidie Jaya), and Dayah Darussalam Lampoh Tuah (Pidie). Data were collected through semi-structured interviews with six tengku and participant observation, then analyzed using the Miles, Huberman, and Saldana interactive model through open, axial, and selective coding with source and technique triangulation. Findings reveal that tengku perceptions are adaptive-selective, guided by fiqhiyah considerations balancing mashlahah (benefit) and mafsadah (harm), rather than absolute acceptance or rejection of technology. IT practices include the use of Maktabah Syamilah, YouTube, Zoom, and TikTok/Facebook live-streaming for da‘wah, while halaqah and sorogan remain central pedagogical methods. A digital literacy gap between senior and junior tengku has produced a technology delegation mechanism based on scholarly authority hierarchies, extending the Technology Acceptance Model (TAM). Major challenges include unstable infrastructure, limited digital literacy among senior tengku, and the absence of formal IT governance policies.
Copyright (c) 2026 Daysra abrar, Syabuddin Syabuddin , Saiful Saiful , Zulfatmi Zulfatmi, Hayati Hayati http://creativecommons.org/licenses/by-sa/4.0
Analisis Scaffolding Guru dalam Penerapan Computational Thinking di Kelas PAUD
This study aims to analyze the forms of teacher scaffolding in the application of computational thinking in early childhood education. Computational thinking is a 21st-century skill that is important to develop from an early age through problem-solving activities, pattern recognition, abstraction, and the creation of simple algorithms. The success of implementing computational thinking in early childhood is greatly influenced by the teacher’s ability to provide scaffolding that aligns with the children’s learning needs. The study employs a qualitative approach with a case study design. The research participants consist of one classroom teacher as the primary subject and fifteen children aged 5–6 years involved in computational thinking-based learning activities. Additionally, one co-teacher was involved as a supporting informant to strengthen the data from observations and interviews. Data were collected through observation, in-depth interviews, and learning documentation. Data were collected through participatory observation, in-depth interviews, and learning documentation. Data analysis was conducted using the Miles, Huberman, and Saldaña model, which includes data condensation, data presentation, and drawing conclusions. The research results indicate that teachers employ four primary forms of scaffolding: verbal scaffolding, demonstrative scaffolding, collaborative scaffolding, and reflective scaffolding. Verbal scaffolding is the most dominant form in helping children understand problems and develop problem-solving strategies. Demonstrative scaffolding is effective in clarifying simple algorithmic concepts, while collaborative scaffolding fosters pattern recognition skills through peer interaction. Additionally, reflective scaffolding helps children evaluate the thinking processes they have undertaken. These findings indicate that the application of structured scaffolding can optimally support the development of computational thinking skills in young children. This study recommends strengthening the pedagogical competencies of early childhood education teachers in designing and implementing scaffolding strategies based on computational thinking.
Copyright (c) 2026 Nila Kusumaningtyas, Joko Siswanto, Nur Latifah Dwi Mutiara Sari http://creativecommons.org/licenses/by-sa/4.0
Religious Moderation and the Exegesis of Qur’anic Verses on Tolerance: A Comparative Study of Tafsir Al-Misbah and Tafsir Al-Azhar and Its Relevance to Indonesia’s National Life
Religious moderation is a strategic need in a pluralistic Indonesian society, especially to strengthen relations between religious communities without blurring the boundaries of faith. This study aims to analyze and compare interpretations of tolerance verses in Tafsir Al-Misbah and Tafsir Al-Azhar, and to assess their relevance to the lives of Indonesian nationals. The method used is qualitative, descriptive-analytical with a comparative approach, through the study of texts on the interpretation of tolerance verses and analysis of the methodology, socio-historical context, and social implications of each mufasir. The results of the study show that both interpretations affirm the principles of respect for differences, prohibition of religious coercion, and justice in social relations; however, they differ in emphasis and orientation. Tafsir Al-Misbah tends to be contextual, linking the verse’s meaning to the dynamics of plurality and modern citizenship. At the same time, Tafsir Al-Azhar is more historical-da’wah, with an emphasis on the ummah’s experience and the ethics of interfaith association. The contribution of this research enriches the study of the interpretation of the archipelago by comparative mapping of the concept of tolerance as the basis of religious moderation, and it provides practical implications for education, da’wah, and strengthening harmony within the national framework.
Copyright (c) 2026 Sudarmadi Putra, Rakhmad Agung Hidayatullah http://creativecommons.org/licenses/by-sa/4.0
Pengembangan GURU CERDIG (Guru Cerdas Digital) dengan Bantuan AI untuk Perencanaan Pembelajaran Deep Learning di Sekolah Dasar Negeri Kabupaten Temanggung
The low level of students’ Higher-Order Thinking Skills (HOTS), as reflected in the 2022 Programme for International Student Assessment (PISA) results, together with the substantial administrative burden faced by teachers in developing high-quality deep learning lesson plans, remains a significant challenge in primary education. This study aimed to develop an AI-powered website-based platform called Guru Cerdig (Guru Cerdas Digital) to assist teachers in preparing instructional plans more efficiently and effectively. Product feasibility was evaluated using both qualitative and quantitative approaches, including validity and reliability testing, to ensure that the developed platform met acceptable standards of quality, consistency, and practical usability in educational settings. The study employed a Research and Development (R&D) methodology by integrating the ADDIE and Borg & Gall development models. Data were analyzed using a mixed-methods approach, utilizing MAXQDA for qualitative analysis and SPSS inferential statistical tests for quantitative analysis. The findings revealed that existing instructional planning practices remain largely dominated by conventional administrative procedures with limited pedagogical depth. The GURU CERDIG platform was rated as “Highly Feasible” by subject matter experts (93.83%) and IT/media experts (78.13%). From a practical perspective, the AI-powered features significantly reduced the time required to prepare instructional plans from several days to less than five minutes, with a user satisfaction rate of 48%. Furthermore, the Wilcoxon Signed-Rank Test produced a significance value of p < 0.001, indicating that the platform significantly improved the quality of instructional planning. The study concludes that GURU CERDIG represents a transformational digital ecosystem capable of enhancing teachers’ competence, efficiency, and confidence in implementing deep learning-oriented instructional practices.
Copyright (c) 2026 Gati Destiyani, Bambang Ismanto, Stefanus Christian Relmasira http://creativecommons.org/licenses/by-sa/4.0
Islamic Boarding School Entrepreneurship Learning in Shaping the Entrepreneurial Character of Students in Islamic Boarding Schools throughout West Java
This study aims to determine the process of Islamic boarding school entrepreneurship learning in shaping the entrepreneurial character of students in Islamic boarding schools throughout West Java. The research is motivated by the importance of developing the entrepreneurial character of the younger generation in facing economic challenges and the high rate of youth unemployment in Indonesia. Islamic boarding schools, as community-based educational institutions, have great potential in integrating character education with entrepreneurial practices through various productive economic activities. This study uses a qualitative approach with a multi-site design at several Islamic boarding schools in West Java that have active entrepreneurship programs. Data collection was conducted through in-depth interviews, participant observation, and documentation studies. Data analysis was conducted using thematic analysis and cross-case analysis techniques to identify patterns of Islamic boarding school entrepreneurship learning in shaping the entrepreneurial character of students. The results show that entrepreneurship learning in Islamic boarding schools takes place through the integration of formal and non-formal education, and direct practice in Islamic boarding school business units. The learning process is carried out through the example of kyai (Islamic clerics), the habituation of productive work, the involvement of students in business activities, and the internalization of Islamic values ​​in daily economic activities. The entrepreneurial character traits developed include independence, discipline, responsibility, hard work, creativity, leadership, risk-taking, and Islamic-based business ethics such as sidiq, amanah, and istiqamah. This research demonstrates that Islamic boarding schools (pesantren) have a strategic role as a character-based entrepreneurial education ecosystem relevant to the development of public education in Indonesia
Copyright (c) 2026 Saktika Rohmah Fajarwati, Jajat Sudrajat Ardiwinata, Asep Saepudin, Yanti Shantini http://creativecommons.org/licenses/by-sa/4.0
The Influence of Transformational Leadership and Teachers' Information Technology Skills on the Quality of Learning at Public Junior High Schools in Boja District
The purpose of this study is to: (1) determine the magnitude of the influence of transformational leadership on the quality of learning, (2) determine the magnitude of the influence of teachers' information technology skills on the quality of learning, and (3) determine the magnitude of the influence of transformational leadership and teachers' information technology skills together on the quality of learning. The research approach used is quantitative. This type of research uses correlation research. The population of this study was 140 teachers and the research sample was 104 teachers. Data collection was carried out using a questionnaire. The data analysis techniques used in this study were descriptive data analysis, prerequisite tests including normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests and hypothesis tests including simple and multiple linear regression. The results of the study showed that: (1) the correlation of transformational leadership on the quality of learning was 0.940. The influence of transformational leadership had a significant effect on the quality of learning variable by 88.3%. (2) the correlation of teachers' information technology skills on the quality of learning was 0.699. The influence of teachers' information technology skills had a significant effect on the quality of learning variable by 68.8%. (3) A significant influence of transformational leadership and teachers' information technology skills on learning quality is shown in the equation ŷ = 4.941 + 1.262 x1 + 0.115 x2. The correlation coefficient r is 0.942. The coefficient of determination for the influence of variables x1 and x2 on y is 88.8%. The conclusion of this study is that transformational leadership and teachers' information technology skills significantly influence learning quality, at 88.8%.
Copyright (c) 2026 Karunia Ma’ariffatun, Widya Kusumaningsih, Ngurah Ayu Nyoman M http://creativecommons.org/licenses/by-sa/4.0
The Integration of Sufism and Sharia in Buya Hamka's Thought and Its Relevance to Children's Character Education
This study aims to describe the dimensions of integration Sufism and sharia in Buya Hamka's thinking and its relevance in children's character education. The focus of the study is on the relevance of the values of Sufism and Sharia integration, which emphasize a balance between ritual piety and social involvement as instruments for strengthening mental resilience and spiritual intelligence in children. The research method used is qualitative with a literature study approach and content analysis of the main text in Buya Hamka's book Tasawuf Modern (Modern Sufism). The results of the study show that Hamka's interpretation of the concepts of zuhud and qana'ah does not mean avoiding the world, but rather self-control over the flow of information and materialism. This Sufi interpretation can produce a paradigm model of Islamic religiosity that harmonizes morality and formalistic legal aspects, which can become the basis for strengthening character education for children in facing the pressures of modernity. This study contributes to the importance of integrating Sufism and Sharia as ethical and psychological foundations in children's character education.
Copyright (c) 2026 Abdul Basit Atamimi, Athoillah Islamy, M Rifky Aziiz Yusuf, Sofyan Sururi http://creativecommons.org/licenses/by-sa/4.0
Analysis of Generative AI Chatbot in Improving Public Services: A Case Study on Program Indonesia Pintar (PIP) for Primary and Secondary Education
The Smart Indonesia Program (PIP), as a supporter of educational access, faces challenges in disseminating information that still relies on conventional methods such as email and telephone, thus requiring the implementation of Generative AI-based chatbot technology as a potential solution to improve the effectiveness of communication and public service delivery. This study aims to analyze the influence of the readiness, design, and implementation of Generative AI chatbots on the effectiveness of information delivery to PIP service users. This study uses a descriptive quantitative approach by distributing questionnaires to 407 respondents. The instrument was tested for validity and reliability. Regression testing and t-tests were conducted to assess the influence between variables. The results show that the design variable (X₂) has a strong effect on service effectiveness, with a t-value of 14.757 (significance level of 0.000). The regression coefficient of 0.683 indicates that each unit increase in chatbot design quality contributes significantly to an increase in perceived service effectiveness. The implementation variable (X₃) also has a significant effect with a t-value of 7.489 and a regression coefficient of 0.217. The design and implementation variables influence service effectiveness with a model contribution of 77.8%. However, the readiness variable (X₁) did not show a significant effect (p = 0.077). The R-squared value of 0.778 indicates that 77.8% of the variation in public service effectiveness can be explained by readiness, design, and implementation variables. The remaining 22.2% is influenced by other factors, such as external policies, user digital literacy, or organizational issues. These findings provide a strong foundation for further development of AI technology in the digital transformation of public services, particularly in the education sector.
Copyright (c) 2026 Muhammad Nur, Tanty Oktavia http://creativecommons.org/licenses/by-sa/4.0
Learning Obstacles of Prospective Madrasah Ibtidaiyah Teachers in Set Theory: A Praxeology Theory Review
The identification of learning barriers is conducted to diagnose various problems encountered in learning so that the learning process becomes optimal. Set theory is one of the essential topics in the Basic Mathematics Concepts course taken by prospective Madrasah Ibtidaiyah teachers in the early semester. This study aims to identify and describe the learning barriers of prospective Madrasah Ibtidaiyah teachers in set theory based on praxeology theory. The approach used in this study is qualitative with a case study method. The participants of this study consisted of 37 prospective Madrasah Ibtidaiyah teacher education students from a teacher education institution in Pekanbaru, Riau, Indonesia. Data collection techniques used triangulation, consisting of tests and interviews. Based on the results of the analysis of students’ answers and in-depth interviews, learning barriers in set theory were found, including ontogenic, didactic, and epistemological barriers. These learning barriers can be seen from students’ limited knowledge, ranging from understanding set concepts, set operations, to set problem solving. These three types of learning barriers can serve as a reference for lecturers in designing didactic strategies that can minimize the learning barriers of prospective teachers in learning basic mathematics concepts, particularly in set theory.
Copyright (c) 2026 Mimi Hariyani, Mazlini binti Adnan, Melly Andriani, Herawati Herawati, Suherman Suherman http://creativecommons.org/licenses/by-sa/4.0
Integrating Classical, Modern, and Contemporary Islamic Educational Thought: The Role of Islamic Legal Values in Shaping National Law
The discourse on Islamic educational thought has evolved through three distinct epistemic phases—classical, modern, and contemporary—each contributing unique perspectives on the relationship between knowledge, morality, and legal reasoning. This article examines how these three traditions of Islamic educational thought can be integrated into a coherent framework for shaping national law in Indonesia, a Muslim-majority nation founded on the pluralistic ideology of Pancasila. Employing a qualitative research methodology with a normative legal and educational-philosophical approach, this study analyzes primary and secondary sources, including classical Islamic legal texts, modern reformist writings, contemporary Indonesian scholarly works, and national legislation. The findings reveal that classical Islamic educational thought provides foundational epistemic authority through textual (bayānī) reasoning; modern thought contributes rational (ta‘līlī) methodologies and institutional reforms; while contemporary thought offers contextual (maqāṣidī) hermeneutics and transformative pedagogies. The integration of these three traditions manifests in Indonesian legal instruments such as the Compilation of Islamic Law (KHI), Law No. 18/2019 on Pesantren, and the Merdeka Curriculum, which reflect Islamic legal values including justice (‘adl), consultation (syūrā), and public interest (maṣlaḥah). Furthermore, this integration demonstrates substantive compatibility with Pancasila, particularly the First Principle (Belief in the One Supreme God) and the Fourth Principle (Democracy guided by consultative wisdom). This study contributes to the theoretical discourse on Islamic legal education reform and offers practical insights for harmonizing religious values with national legal development in pluralistic societiesv.
Copyright (c) 2026 Nur Hakima Akhirani Nasution, Afrizal, Mira Yanti Lubis, Sutan Botung Hasibuan, Riki Saputra, Saifullah Saifullah, Anuar Ahmad http://creativecommons.org/licenses/by-sa/4.0
Integrating the Prophet’s Parenting Model to Strengthen Student Character in the Digital Age: A Qualitative Study at SMPN 1 Payaraman
Integrating the Prophet Muhammad’s parenting model into the modern education system is becoming increasingly urgent in the digital age, where students face moral fragmentation, excessive media exposure and a weakening of character development. This study explores how the Prophet Muhammad’s parenting model, derived from the Sunnah, can be integrated to strengthen pupils’ character at SMPN 1 Payaraman. The aim of this study is to analyse the form, process, and implications of integrating the Prophet’s parenting values within the context of a state lower secondary school. Using a single-case qualitative study design, data were collected through in-depth interviews with twelve participants (the headteacher, teachers, and students), non-participant observation over a three-month period, and document analysis comprising the school’s vision statement, lesson plans, and activity reports. Data were analysed using thematic analysis based on Braun and Clarke’s framework to identify patterns related to the implementation of the principles of the Prophet’s upbringing. The findings revealed three dominant character domains: (1) honesty (al-sidq) and trustworthiness (al-amanah), reflected in integrity-based programmes such as the honesty canteen and anti-cheating initiatives; (2) compassion (ar-rahmah) and respect (al-ihtiram), reflected in teacher-pupil interactions, peer mentoring, and restorative disciplinary approaches; and (3) the love of knowledge (thalab al-‘ilmi) and cleanliness, embedded in academic motivation and the school’s culture of cleanliness. Exemplary leadership (al-qudwah) demonstrated by the headteacher and teachers emerges as the primary mechanism for internalisation. This study concludes that integrating the Prophet Muhammad’s parenting model provides a contextual and effective framework for strengthening students’ character holistically in state schools amidst the challenges of the digital age
Copyright (c) 2026 Suroso Suroso, Farida Husin, Wasitoh Meirani, Fifi Aura Amedita, Nabila Syahira, Hamdika Priyadi http://creativecommons.org/licenses/by-sa/4.0
Implementation of the Balanced Scorecard for Performance Evaluation at Universitas Prima Indonesia
This study aims to analyze the implementation of the Balanced Scorecard (BSC) in evaluating the performance of Universitas Prima Indonesia (UNPRI) as one of the leading private universities in North Sumatra. The Balanced Scorecard approach is selected because it provides a comprehensive overview of organizational performance through four main perspectives: financial, customer, internal business processes, and learning and growth. This research employs a qualitative approach. Data were collected through interviews, observations, and analysis of institutional documents related to financial management, human resources, academic services, and institutional development. The data were analyzed using a descriptive-analytical technique to illustrate the actual condition of the university’s performance based on the four perspectives of the Balanced Scorecard. The findings indicate that the implementation of the Balanced Scorecard at Universitas Prima Indonesia has supported a more structured and strategic performance evaluation. The financial perspective shows relatively effective resource management in supporting institutional sustainability. The customer perspective reflects a high level of satisfaction among students and stakeholders regarding educational services. From the internal business process perspective, UNPRI demonstrates a systematic governance and quality assurance system. Meanwhile, the learning and growth perspective reveals a strong commitment to developing the competencies of lecturers, staff, and students. This study provides both theoretical and practical contributions to the development of a Balanced Scorecard-based performance evaluation model in higher education. It can also serve as a strategic reference for other universities in improving institutional performance and competitiveness in a sustainable manner.
Copyright (c) 2026 Nazli Fahada, Tien Rafida, Muhammad Fadhli http://creativecommons.org/licenses/by-sa/4.0
Strategy to Improve the Quality of Educational Program of PGMI Study at UIN Sayyid Ali Rahmatullah Tulungagung through the Mbkm Program
This study aims to analyze the strategy for improving the quality of education in the PGMI Study Program at UIN Sayyid Ali Rahmatullah Tulungagung through the implementation of the Merdeka Belajar-Kampus Merdeka (MBKM) program. This study uses a qualitative approach with a case study method, where data were collected through in-depth interviews with stakeholders, participant observation, and document review. The results reveal that the quality improvement strategy is implemented through four main approaches. First, strengthening the capacity of lecturers and curriculum integrated with the student exchange scheme. Second, optimizing the recruitment process and academic mentoring for students participating in the MBKM program. Third, creating a flexible credit transfer and learning recognition system. Fourth, developing strategic partnerships with partner universities. The implementation of the MBKM student exchange program has been proven to have a significant impact on improving student competency in aspects of hard and soft skills, enriching academic insight, and strengthening professional networks. This program also encourages learning innovation and revitalizing the PGMI Study Program curriculum. The findings of this study recommend the importance of strengthening support systems, increasing access to information, and sustainable budgeting to maximize the impact of the MBKM program on improving the quality of Islamic higher education
Copyright (c) 2026 Nita Agustina Nurlaila Eka Erfiana, Liatul Rohmah http://creativecommons.org/licenses/by-sa/4.0
Relevansi Program Revegetasi Hutan Mangrove dengan Nilai Ekoteologi Islam di Desa Baddurih Pademawu Pamekasan
This study aims to analyze the stages of the mangrove forest revegetation program, the contributions of village officials, and its relevance to the values of Islamic ecotheology in Baddurih Village, Pademawu District, Pamekasan Regency. A qualitative descriptive approach was employed. Data were collected through semi-structured interviews, non-participant observation, and documentation. The data were analyzed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing, while the validity of the findings was ensured through source and technique triangulation. The findings reveal that the mangrove revegetation program was implemented through four main stages: site preparation, seedling procurement, planting, and maintenance, all of which were carried out in a participatory manner. Village officials played significant roles as planners, coordinators, facilitators, and financial managers throughout the program. Furthermore, the program demonstrates strong relevance to Islamic ecotheological values, including trustworthiness and responsibility (Amanah), balance (Mizan), restoration and improvement (Ishlah), compassion (Rahmah), and beauty (Jamal). Therefore, the program represents not only an ecological conservation effort but also the practical implementation of religious values in environmental stewardship. This study contributes to a more conceptual understanding of conservation practices among coastal communities as an explicit form of worship. Such an approach is considered effective in enhancing environmental awareness and concern, particularly among Muslim coastal communities, regarding the importance of preserving mangrove ecosystems.
Copyright (c) 2026 Sholahuddin Qoffal, Siswanto Siswanto, Emna Laisa, Moh Elman, Fajar Habibullah http://creativecommons.org/licenses/by-sa/4.0
The Competency Gap of Early Childhood Education Teachers in Technology-Based Learning : A Digital Literacy Perspective Between Technology Use and Instructional Design
This study aims to analyze the competency gap of early childhood education (ECE) teachers in technology-based learning from a digital literacy perspective, particularly between technology use and instructional design. The study employed a quantitative approach with a cross-sectional survey design involving 217 ECE teachers selected through purposive sampling. Data were collected using a Likert-scale questionnaire (1–5), which was validated using product moment correlation and tested for reliability using Cronbach’s Alpha (α = 0.964). Data were analyzed using descriptive statistics and gap analysis. The results indicate that teachers’ competencies in technology-based learning are at a moderate level (mean = 2.55). The technology use dimension shows a higher mean score (2.60) compared to instructional design (2.46), with a gap of 0.14. These findings suggest that teachers are capable of using technology in learning activities but have not yet optimally developed systematic technology-based instructional design. This gap indicates that teachers’ digital literacy remains at the operational level and has not yet progressed to higher levels involving creation and integration. The implications of this study highlight the need to strengthen teacher competencies through professional development programs emphasizing technology-based instructional design, practice-oriented training, and systemic support to enhance digital literacy comprehensively. This study contributes to the advancement of digital literacy and technology integration in early childhood education and provides a foundation for developing future teacher competency improvement models.
Copyright (c) 2026 Dadan Nugraha, Gilar Gandana, Taopik Rahman http://creativecommons.org/licenses/by-sa/4.0
Efektivitas Pendekatan TPACK dalam Meningkatkan Kemampuan Berpikir Kritis Guru di Daerah 3T: Studi Kuasi-Eksperimen di Sumba Barat Daya
Teachers’ critical thinking is a core 21st-century competency, yet its development in Indonesia’s frontier, outermost, and underdeveloped (3T) areas remains constrained by a persistent digital divide and limited professional training. This study examined the effectiveness of the Technological Pedagogical Content Knowledge (TPACK) approach in enhancing six dimensions of teachers’ critical thinking according to Facione’s framework, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation. A non-equivalent posttest-only quasi-experimental design was employed with two intact groups selected through cluster sampling: twenty teachers from MI Al Falah Sumba Barat Daya (experimental group) and twenty teachers from SDN Watu Takula (control group). Baseline equivalence was established through an equivalence test of demographic and professional characteristics. Data were collected using a ten-item essay test (Cronbach’s α = 0.87; CVI = 0.92) and a 24-item response questionnaire (Cronbach’s α = 0.84), both validated by three educational experts. Analyses included descriptive statistics, Kolmogorov-Smirnov normality test, Levene’s homogeneity test, and independent-samples t-test with Cohen’s d effect size. Results revealed a highly significant difference between the experimental group (M = 79.73, SD = 8.87) and the control group (M = 67.81, SD = 12.13), t(38) = 3.62, p < 0.001, with a large effect size (Cohen’s d = 1.13). The sharpest gains were observed in analysis (Δ = 32.68) and explanation (Δ = 19.48), while self-regulation showed the smallest gain (Δ = 4.50), attributable to the region’s limited reflective culture and digital infrastructure. This study contributes theoretically by extending the TPACK framework into low-resource contexts and practically by offering a replicable, low-cost TPACK training model for 3T regions in Indonesia and similar low- and middle-income settings.
Copyright (c) 2026 Wiwin Zuhdi, Nuril Nuzulia, Sarkowi Sarkowi, Basori Basori http://creativecommons.org/licenses/by-sa/4.0