Attractive : Innovative Education Journal
Attractive : Innovative Education Journal (E-ISSN 2685-6085) is a peer-reviewed scientific open access national journal published by Lembaga CV. Creative Tugu Pena. 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 Instructional Designs (Models, Strategies and Methods), Inclusive Education in Islamic Perspective, Learning Design and Innovation, Islamic Education Character, Learning Innovation and Teaching Innovation, Education Character through an Integrative Approach. This Journal is published three times a year in March, July, and November. Attractive : Innovative Education Journal has been published since 2019, and starting from 2019, has been published online. This publication is available online via open access. It has become a CrossRef Member since the year 2019. Therefore, all articles published have unique DOI number. This journal Indexed SINTA 2
Utilizing Virtual Reality as an Innovative Tool to Improve Teachers' Conflict Management Abilities in Addressing Cyberbullying
Cyberbullying has become a critical challenge in educational environments, with 30% of students experiencing victimization while only 23% of teachers report confidence in managing such cases. This research developed, implemented, and evaluated a Virtual Reality (VR)-based training program to enhance teachers' cyberbullying conflict management abilities. Employing a qualitative collective instrumental case study design, the research engaged eight junior high school teachers from four schools in Cibinong, West Java, through a participatory design approach. Data collection utilized methodological triangulation (in-depth interviews, participatory observation, focus group discussions, and reflective journals), analyzed through reflexive thematic analysis. The study identified five critical teacher competency domains: contextual digital literacy, early detection and behavior interpretation, strategic intervention skills, therapeutic communication, and capacity to build support and prevention systems. Five realistic VR scenario categories were developed—early detection, direct intervention, multi-stakeholder communication, victim support, and prevention/education—characterized by contextual authenticity, linguistic nuance, cultural relevance, relational complexity, and ethical ambiguity. Training effectiveness evaluation demonstrated substantial improvements: early detection accuracy increased from 25% to 87%, teacher confidence rose by 62%, and intervention likelihood increased by 57%. Follow-up interviews three months post-training confirmed sustained skill transfer to real classroom situations, with participants reporting systemic shifts from reactive to preventive approaches. Despite proven effectiveness, implementation challenges included technological accessibility constraints and variations in teachers' digital literacy levels. This research contributes the first empirical evidence that immersive VR technology can effectively bridge the theory-practice gap in teacher preparation for technology-mediated conflict management, offering a validated, scalable model for educational institutions worldwide.
Copyright (c) 2026 Siti Aminah, Ika Kartika http://creativecommons.org/licenses/by-sa/4.0
Islamic Religious Education Strategy in Overcoming The Degradation of Islamic Passion in Bugis Society
Religious enthusiasm (ghirah keislaman) among Muslim youth in Indonesia has shown signs of decline, particularly in local cultural settings such as the Bugis community, where modernization and digital influences have reshaped social and moral orientations. This study aims to analyze the strategies of Islamic Religious Education (PAI) in addressing the degradation of ghirah keislaman within the Bugis community in Bukaka Village, Bone Regency, South Sulawesi. Employing a qualitative phenomenological approach, the research explores lived experiences and perceptions of community members including PAI teachers, religious leaders, mosque administrators, youth leaders, and local residents selected purposively for their religious involvement and cultural insight. Data were collected through in-depth interviews, participatory observation, and documentation, and analyzed using Miles and Huberman’s interactive model of data reduction, display, and conclusion drawing. The findings reveal that the degradation of ghirah keislaman stems from external factors such as Western cultural influence and digital technology, as well as internal factors including weak mosque regeneration and a lack of contextual da’wah methods. Effective strategies identified include youth-centered da’wah initiatives, provision of inclusive religious facilities, reinforcement of spiritual values, inter-organizational collaboration, and innovative, contextually adaptive educational methods. Theoretically, this study extends the Theory of Religious Motivation and Social Learning Theory by demonstrating that religiosity can be revitalized through culturally embedded educational strategies. Practically, it underscores the significance of integrating local wisdom such as siri’ na pacce (dignity and empathy) into Islamic education to sustain spiritual vitality in an increasingly modern and digital society.
Copyright (c) 2026 Muhammad Ilham Hidayat, Muhammad Tang, Baso, Muhammad Irfan Hasanuddin, Teguh Arafah http://creativecommons.org/licenses/by-sa/4.0
Digital Transformation in the Use of Artificial Intelligence Technology for Inclusive Islamic Education at MAN 2 Pandeglang
This study investigates the process and impact of digital transformation through the adoption of Artificial Intelligence (AI) technology in fostering inclusive Islamic education at MAN 2 Pandeglang. In the contemporary educational landscape, the integration of technology plays a crucial role in creating equitable learning environments that address diverse student needs, including those with disabilities, varying learning paces, and diverse socio-cultural backgrounds. This research explores how a traditional Islamic educational institution navigates the transition toward a technologically enhanced and inclusive pedagogical approach. Using a qualitative case study design, data were collected through in-depth interviews with school administrators and teachers, classroom observations, and analysis of institutional policy documents. The findings reveal that MAN 2 Pandeglang has implemented several AI-driven initiatives as part of its digital transformation strategy. Key applications include: (1) AI-based adaptive learning platforms that personalize the delivery of Islamic and general subjects according to individual student abilities; (2) Natural Language Processing (NLP) tools, such as speech-to-text and text-to-speech technologies, to assist students with visual or hearing impairments in accessing Qur’anic studies and other textual materials; and (3) AI-powered learning analytics used to identify students at risk of learning gaps, enabling proactive and targeted educational support. The study concludes that digital transformation through AI technology significantly enhances the inclusivity of Islamic education at MAN 2 Pandeglang by reducing barriers to access and participation. It promotes a more engaging, personalized, and equitable learning experience aligned with the Islamic principles of justice ('adl) and compassion (rahmah). However, the transformation also presents several challenges, including the need for continuous teacher training, adequate technological infrastructure, and careful consideration of ethical issues related to AI implementation. This research contributes to the growing body of literature on technology integration in religious education and offers a practical model for other Islamic educational institutions seeking to leverage AI to create more inclusive learning environments.
Copyright (c) 2026 Aat Royhatudin, Agus Hidayatullah, Siti Inayatulloh http://creativecommons.org/licenses/by-sa/4.0
Strengthening Students’ Digital Competence through a Holistic Learning Model Based on Local Wisdom: An Authentic Assessment-Based Evaluation
The digital transformation in education necessitates that students possess not only technical skills but also culturally grounded and ethically informed digital competencies. This study investigates the effectiveness of a holistic learning model rooted in local wisdom in enhancing the digital competencies of students at STAI Syekh Manshur, employing authentic assessment as a key evaluative mechanism. Utilizing a mixed-methods embedded design, the research integrates quantitative analyses—including pre–post tests and authentic assessments—with qualitative insights derived from interviews and classroom observations. A total of 80 students participated in the study. Findings reveal statistically significant improvements across all dimensions of DigComp 2.2—Information and Data Literacy, Communication and Collaboration, Digital Content Creation, Safety, and Problem Solving (p < 0.001)—with very large effect sizes. Authentic assessment further demonstrated that students’ digital performance ranged from high to very high. Qualitative evidence underscores that embedding local wisdom values—such as mutual cooperation (gotong royong), deliberation (musyawarah), trustworthiness (amanah), and virtuous character (akhlāq al-karīmah)—substantially contributes to the enhancement of critical awareness, digital ethics, creativity, and problem-solving abilities. Overall, the holistic learning model grounded in local wisdom proves effective in comprehensively strengthening students’ digital competencies and holds considerable relevance for implementation in Islamic higher education institutions.
Copyright (c) 2026 Ari Hasan Ansori, Didih Muhamad Sudi http://creativecommons.org/licenses/by-sa/4.0
The Role of Developmental Psychology in Supporting Arabic Language Learning for Early Childhood Education
This study explore the connection between developmental psychology and children's Arabic language learning through literature due to the limited information available on optimal learning strategies for Arabic language learning in accordance with children's development. This study goals to analyze the process of cognitive, socio-emotional, and language development theories contributing to the development of Arabic language competency in children. A qualitative descriptive method was used, with a literature review of relevant research (stages of development and second language acquisition and Arabic). This findings indicate that children's cognitive ripeness, emotional readiness, and social interaction skills significantly influence their success in Arabic. Learning strategies aligned with the rule of developmental psychology also contribute significantly to children's language acquisition experiences, making learning more meaningful, effective, and enjoyable. Curriculum and learning environment aspects also portray a central actor in their Arabic language development. In conclusion, Arabic language teaching is highly affected by many reasons, such as strategies, environment, and curriculum applied in the classroom, with consideration of the procedure of children's psychological development for optimal learning outcomes.
Copyright (c) 2026 Ulfah, Asep Maulana http://creativecommons.org/licenses/by-sa/4.0
Negosiasi Nilai Akhlak Islam di Ruang Digital: Studi Kualitatif tentang Pembelajaran Pendidikan Agama Islam di SMA N 1 Blora pada Era Algoritma Media Sosial
The development of algorithm-based social media has had a major impact on students' interpretation of Islamic moral values, leading to a new turning point in Islamic Religious Education (IRE) at SMAN 1 Blora. IRE is not only carried out in a space representative of digital influence, but also interacts dynamically with students' religious experiences in the digital space. The purpose of this study is to examine how Islamic moral values are negotiated in IRE learning at SMAN 1 Blora in the era of social media algorithms. This study uses qualitative methodology and case study design. Data were collected through in-depth interviews, observation of the learning process, and analysis of learning documents. The research subjects were IRE teachers and high school students. Data analysis was conducted using thematic analysis techniques, which included data reduction, data presentation, and conclusion drawing. The results showed that PAI teachers helped students understand the material, encouraged them to think critically, and linked their digital experiences to Islamic moral values. These values are obtained through students' interaction with social media content. Conversely, students tend to interpret moral values based on their digital experiences and social environment. The results show that Islamic moral values in the digital age are internalized through a dialogical negotiation process, rather than one-way transmission. This study provides empirical contributions to the development of Islamic Education learning that adapts to the dynamics of social media in high schools.
Copyright (c) 2026 Siti Nur’aini, Puspitarani, Kristyuana, Sultan Mahi Salama, Achmad Irchamni, M. Kasheem http://creativecommons.org/licenses/by-sa/4.0
Analysis of the Application of Training Principles in the Coaching of Long Jump Techniques among Students of the Faculty of Sports Science, Universitas Negeri Medan
This study aims to analyze the implementation of training principles in the coaching of long jump techniques among students of the Faculty of Sports Science, Universitas Negeri Medan (UNIMED). The research adopts a descriptive qualitative design to explore the extent to which fundamental training principles specificity, overload, progression, individualization, variation, and recovery are applied during long jump coaching sessions. Data were gathered through observation, semi-structured interviews with student-athletes and coaches, and document analysis of training plans. The results indicate partial implementation of scientific training principles, particularly a strong focus on general physical conditioning rather than technical refinement. Coaches tend to emphasize repetitive practice without sufficient variation or progressive overload, while feedback mechanisms are inconsistently applied. The study highlights both theoretical and empirical gaps in the pedagogical integration of training principles within the higher education context. Recommendations are proposed to enhance the effectiveness of technique-oriented coaching by strengthening planning, evaluation, and athlete-centered approaches
Copyright (c) 2026 Abdul Haris Handoko, Boy Indrayana, Ahmad Muchlisin Natas Pasaribu http://creativecommons.org/licenses/by-sa/4.0
Problem-Based Entrepreneurship Learning: The Role of Self-Efficacy Moderation in Strengthening Students’ Creative Thinking
The low level of creative thinking skills among students is one of the main challenges in entrepreneurship education in higher education. The learning pattern, which is still dominated by a one-way approach, means that students have little opportunity to discuss, develop ideas, and express creative ideas. This situation calls for learning strategies that can actively and reflectively stimulate creative thinking skills. This study aims to analyse the effectiveness of the Problem-Based Learning (PBL) model on students' creative thinking skills in entrepreneurship courses, considering the role of self-efficacy as a moderating variable. The research used a quasi-experimental approach with a pretest-posttest factorial design, involving seventh semester A students as the experimental class and seventh semester B students as the control class in the odd semester of the 2024-2025 academic year in the Law Study Programme at Kuningan University. Data were collected through creative thinking tests and self-efficacy questionnaires, then analysed using a two-way ANOVA test to examine the main effects of the interaction between variables. The results showed that: (1) students who learned using the Problem-Based Learning model had higher levels of creative thinking compared to those who learned using the lecture method; (2) self-efficacy had a significant effect on students' abilities; and (3) there was a meaningful interaction between the Problem-Based Learning model and self-efficacy, as indicated by greater increases in creativity through the application of Problem-Based Learning. These findings confirm that the integration of Problem-Based Learning with the strengthening of self-efficacy is an effective strategy in learning. In addition, this study can contribute theoretically to the development of a constructivist-based entrepreneurial learning model in which students successfully solve problems contextually.
Copyright (c) 2026 Iyan Setiawan, Herlina, Moh. Imron Rosidi http://creativecommons.org/licenses/by-sa/4.0
Motor Learning Development among Physical Education Students: Instructional Implications
Motor skill learning is a fundamental aspect of physical education, particularly in preparing students of Physical Education, Health, and Recreation (PJOK) to become professional educators. However, its implementation in higher education continues to face challenges, ranging from the dominance of mechanistic instructional approaches to the limited integration of theory and practice in the post–COVID-19 pandemic period. This study aims to examine the development of motor learning among PJOK students and to formulate its implications for instructional practice in higher education. This study employed a systematic literature review with content analysis of 30 published articles from the period 2015–2025, retrieved from Scopus, Web of Science (WoS), Google Scholar, DOAJ, ResearchGate, and Garuda databases. The findings indicate that motor learning is influenced by individual factors, learning environments, instructional strategies, and educational policies. Innovations in digital media (e.g., Lectora and multimedia flipbooks), blended-gamified approaches, and the integration of theory and practice have been shown to effectively enhance students’ motivation, conceptual understanding, and motor skills. This review concludes that motor learning in higher education requires a paradigm shift toward adaptive, evidence-based strategies aligned with the digital era. Practically, these findings call for lecturers to integrate innovative media, institutions to provide adequate infrastructural support, and students to develop pedagogical readiness and character as future PJOK teachers.
Copyright (c) 2026 Bachtiar Bachtiar, M.Risky Adi Wijaya, Agung Widodo, Sufitriono, Nahid Ayad http://creativecommons.org/licenses/by-sa/4.0
The Padlet Power: Exposing the Success of Writing Learning in University Non-English Basic Classes
This study seeks to assess the effectiveness of Padlet as a tool for teaching writing in classrooms where English is not the primary language. The research adopts a qualitative case study approach. Data were collected through classroom observations, semi-structured interviews, samples of student writing, and documentation of Padlet usage during writing activities. The findings indicate that Padlet increases student engagement, encourages collaboration, and supports the development of writing skills. The interactive and collaborative features of the platform help students generate ideas, reflect on their writing, and respond to feedback from peers and instructors. In addition, the variety of feedback options available on Padlet allows students to better understand their mistakes and improve their writing through revision. Padlet also provides opportunities for teachers to adapt instruction according to students’ learning needs. These findings highlight the potential of collaborative digital platforms to create more interactive and supportive writing environments, offering practical insights for integrating technology into writing instruction in non-English language classrooms
Copyright (c) 2026 Pipit Ertika Daristin, Sakhi Herwiana, Maskhurin Fajarina, Mukminatus Zuhriyah, Sayid Ma’rifatulloh, Elisa Nurul Laili, M. Syaichul Muchyidin http://creativecommons.org/licenses/by-sa/4.0
Pengembangan Modul Refleksi Implementasi Metode Gasing Berbasis Pendekatan Multimodalitas sebagai Upaya Continuing Professional Development bagi Guru
This study aims to develop a reflection module for the implementation of the GASING method based on a multimodal approach as an effort to support teachers’ Continuing Professional Development (CPD). This research employed a qualitative descriptive approach supported by quantitative data, involving 100 school teachers who are familiar with or have implemented the GASING method. Data were collected through open-ended and closed questionnaires exploring teachers’ understanding of GASING principles, mastery of instructional steps, materials perceived as most difficult, the level of classroom implementation, encountered obstacles, school support, module needs, attitudes toward the GASING method, and suggestions for further development. Data analysis was conducted descriptively through frequency and percentage distributions as well as thematic categorization. The findings indicate that the majority of teachers demonstrate a moderate level of understanding of GASING principles and mastery of its instructional procedures, with varying levels of classroom implementation. The main challenges in implementing the method are related to the limited availability of teaching aids, time constraints in classroom instruction, and both students’ and teachers’ levels of understanding. Teachers generally expressed positive attitudes toward the GASING method and demonstrated a strong need for a reflection module that is comprehensive, interactive, and structured in progressive stages, supported by multimodal media such as instructional videos and practical guides. These findings highlight the urgency of developing a multimodal-based reflection module for the implementation of the GASING method as a contextual, sustainable, and practice-oriented professional learning resource to strengthen the implementation of teachers’ CPD in a more meaningful way.
Copyright (c) 2026 Eriya Gusmara, Dede Margo Irianto, Prihantini http://creativecommons.org/licenses/by-sa/4.0
How Maritime Education System Shapes Students’ Professional Mindset: Mediated by Learning Environment and Self-Directed Learning
The problem motivating this study is the limited empirical evidence concerning the mechanisms through which the Maritime Education System shapes students’ professional mindset via the Learning Environment and Self-Directed Learning. This study aims to examine the effect of the Maritime Education System on the formation of students’ professional mindset, with particular attention to the mediating roles of the Learning Environment and Self-Directed Learning. A quantitative approach was employed using Structural Equation Modeling based on Partial Least Squares (SEM-PLS) with bootstrap procedures to assess path significance. Results show that the Maritime Education System has a direct, positive, and statistically significant effect on students’ professional mindset (O = 0.793; p < 0.001) and significantly influences the Learning Environment (O = 0.762; p < 0.001) and Self-Directed Learning (O = 0.717; p < 0.001); both the Learning Environment (O = 0.507; p < 0.001) and Self-Directed Learning (O = 0.268; p < 0.001) contribute positively to students’ professional mindset. Specific indirect effects X–M1–Y (O = 0.387; p < 0.001) and X–M2–Y (O = 0.192; p < 0.001) were also significant, indicating partial mediation with a larger mediating contribution through the learning environment. Accordingly, future research is recommended to adopt longitudinal designs and test moderators such as internship experience and other contextual variables to strengthen empirical evidence and inform maritime education policy.
Copyright (c) 2026 Juliandri Hasnur, Syafni Yelvi Siska, M. Kurniawan http://creativecommons.org/licenses/by-sa/4.0
Innovation & Entrepreneurship Competencies for Gen Z: A Systematic Literature Review
This article presents a Systematic Literature Review (SLR) on entrepreneurial competence and innovation competence/innovative behavior among Generation Z (Gen Z) in publications from 2023 to 2026. Using the PRISMA 2020 approach and a structured Scopus search, 29 eligible articles were identified and analyzed through thematic synthesis and an antecedents–mechanisms–outcomes framework. The findings highlight three dominant domains: digitally oriented entrepreneurial competence, entrepreneurial literacy and readiness, and innovation competence ranging from innovation attitudes to innovative behavior and green innovation. Key mechanisms include digital self-efficacy, entrepreneurial alertness, and mindset development, while technology/AI and sustainability shape emerging research trends. Overall, the review shows that the literature is still dominated by intention-based outcomes, indicating the need for future studies to focus more on innovative behavior, entrepreneurial action, and stronger construct and instrument consistency.
Copyright (c) 2026 Nazarwin, Yunia Wardi, Hendrik Heri Sandi, Riki Wanda Putra http://creativecommons.org/licenses/by-sa/4.0
Islamic Religious Education Learning in the Era of Artificial Intelligence: Ethical and Pedagogical Challenges
The rapid advancement of artificial intelligence (AI) has significantly transformed educational practices, including Islamic Religious Education (IRE). While AI offers substantial potential to enhance learning effectiveness through personalization, adaptive instruction, and data-driven assessment, its integration into IRE raises critical ethical and pedagogical concerns. This study aims to examine the implications of AI for Islamic Religious Education, with particular attention to the challenges of maintaining ethical values and pedagogical integrity in technology-mediated learning environments. Using a qualitative literature review approach, this study analyzes relevant theoretical and empirical studies on AI in education, Islamic pedagogy, and Islamic ethics. The findings indicate that although AI can support instructional efficiency and learner engagement, it is limited in addressing the affective and spiritual dimensions central to IRE. Ethical issues such as data privacy, algorithmic bias, and the authority of religious knowledge, along with pedagogical challenges related to moral formation and teacher–student interaction, remain significant. The study concludes that a human-centered and ethically grounded integration of AI is essential to ensure that technological innovation aligns with the moral and spiritual objectives of Islamic Religious Education.
Copyright (c) 2026 Mohamad Din Hadi, Toto Dwi Pambudi, Muhammad, Nopi Sari http://creativecommons.org/licenses/by-sa/4.0
Development of an Ethnoscience-Based Science Encyclopedia Integrated with Role-Play Methods to Improve Elementary School Students’ Science Literacy
The rapid development of information and communication technology has influenced the field of education, which can be utilized in the learning process. This study aims to test the feasibility and effectiveness of developing an ethnoscience-based science encyclopedia integrated with role-playing methods to improve scientific literacy. This study is a research and development (R&D) study. The subjects of this study consisted of 67 fifth-grade elementary school students in Klaten Regency, Central Java, selected using purposive sampling techniques. Data collection techniques were through questionnaires, tests, and observations. Data were analyzed quantitatively and qualitatively, then analyzed inferentially with a paired sample t-test. The results of the study indicate that the development of an ethnoscience-based science encyclopedia integrated with role-playing methods is proven valid and effective in improving scientific literacy. The results of the study showed: (1) the validation of the science encyclopedia product obtained an average value of 97.22% from teaching material experts and 90.21% from material experts, and obtained a value of 95.5% from practitioners, and (2) the results of the analysis showed a probability value of 0.032 < 0.05, meaning that there was a difference between the results of the pretest of scientific literacy skills that had not been treated and the posttest that had implemented the science encyclopedia based on ethnoscience integrated with the role play method. Thus, the developed science encyclopedia was declared valid and effective in improving the science literacy skills of elementary school students.
Copyright (c) 2026 Siti Sangadah, Ana Fitrotun Nisa, Daimul Hasanah, Akbar Al Masjid, Suhailee Sohnui http://creativecommons.org/licenses/by-sa/4.0
Integration of Local Wisdom in the Independent Curriculum: Strengthening Local Cultural Values and Traditions through Inter-Subject Learning in Madrasah of Riau Province
This study discusses the integration of local wisdom in the implementation of the Independent Curriculum in MTsN 2 and SMPN 2 Tembilahan Hulu as an effort to strengthen cultural values, character, and profiles of Pancasila Students. The main problems raised are the low structural recognition of local content and the limitations of teacher training in developing culture-based learning. The research used a qualitative method through in-depth interviews with Waka Curriculum and Riau Malay Culture (BMR) teachers to identify practices, challenges, and implementation strategies. The results show that the integration of local wisdom is carried out through three domains—intracurricular, cocurricular, and extracurricular—with a positive impact on learning motivation, cultural pride, and character formation of students. However, structural constraints and lack of resources are still the main obstacles. This research recommends strengthening culture-based education policies through formal recognition of local content, continuous teacher training, and collaboration between schools, customary institutions, and universities to ensure the sustainability of programs
Copyright (c) 2026 Rohani, Asmuri, Khusnul Nur Azizah http://creativecommons.org/licenses/by-sa/4.0
Exploring Competence as a Moderating Factor in the Relationship Between Training, Education, and Employee Performance
This study examines the effects of education and training on employee performance and evaluates the moderating role of competency in the Islamic banking sector in the digital era. A quantitative approach was employed, with data collected through validated and reliable questionnaires from 100 employees of Bank Muamalat Indonesia Makassar. Data were analyzed using multiple linear regression and Moderated Regression Analysis (MRA). The results indicate that education and training have positive and significant effects on employee performance, with training demonstrating a stronger influence. These findings support Human Capital Theory, which emphasizes education and training as strategic investments to enhance productivity and professional capability. However, competency was not found to moderate the relationships between education, training, and performance, suggesting that individual competency does not necessarily strengthen the effectiveness of human capital investments. This finding highlights the importance of organizational systems and contextual alignment in optimizing human resource development. The study recommends that Islamic banking institutions implement structured education and value-based training to support sustainable performance. Future research is encouraged to involve broader samples across Islamic banking institutions, apply mixed-method approaches, and incorporate contextual factors such as religiosity or workplace spirituality to provide a more comprehensive understanding of employee development effectiveness.
Copyright (c) 2026 Muhlis, Ibnu Qizam, Erika Amelia, Yusar Sagara, Ajib Akbar Velayaty http://creativecommons.org/licenses/by-sa/4.0
Progressivism Beliefs and Goals in English Learning and Teaching Related Merdeka Curriculum: A PRISMA-Guided Systematic Literature Review
Progressivism, often associated with Deweyan “learning by doing”, democratic classrooms, and the primacy of learners’ interests, has re-emerged as an implicit philosophical foundation of Indonesia’s recent curriculum reform, particularly the Merdeka Curriculum and the Merdeka Belajar–Kampus Merdeka (MBKM) policy. Yet empirical and conceptual evidence about how progressivism beliefs and goals are translated into English language teaching (ELT) across Indonesian schooling and higher education remains fragmented. This study, therefore conducts a PRISMA-guided systematic literature review (SLR) to synthesise progressivism beliefs (what teachers, curricula, and institutions assume about learning and learners) and progressivism goals (what outcomes are prioritised) in ELT related to the Merdeka Curriculum. Following a PRISMA-P-informed protocol, we applied a PICOC framework to develop search strings and eligibility criteria, and screened publications (2017–2025) from ScienceDirect, DOAJ, ERIC, Google Scholar, and Indonesian peer-reviewed journal portals. After de-duplication, title abstract screening, full text assessment, and quality appraisal using the Mixed Methods Appraisal Tool (MMAT), 27 studies were included for thematic synthesis. The review identifies five convergent themes: (1) learner agency and autonomy as a core belief and goal; (2) experiential and inquiry driven ELT through project/problem/task based learning; (3) authentic, formative, and performance based assessment practices; (4) character, civic, and intercultural formation aligned with the Pancasila Student Profile; and (5) teacher role transformation from knowledge transmitter to designer, facilitator, and reflective practitioner. However, the evidence also highlights persistent constraints teacher readiness, assessment literacy, resource inequity, and policy practice misalignment that weaken progressivist enactment. The novelty of this SLR lies in its explicit mapping of progressivism constructs to Merdeka Curriculum ELT practices, producing a practical framework for curriculum implementation, teacher education, and research.
Copyright (c) 2026 Abraham Adiel Yudhawastu Pramuyda, Ilza Mayuni, Bambang Nur Alamsyah Lubis, Martjin Van Driel http://creativecommons.org/licenses/by-sa/4.0
Dinamika Integrasi Nilai-Nilai Sedulur Sikep Samin dalam Pembelajaran PAI untuk Membangun Multiple Character Peserta Didik di Sekolah Dasar
This study aims to examine the dynamics of integrating Sedulur Sikep Samin values into PAI learning to develop students’ multiple character at SD Muhammadiyah Blora. This research employs a transcendental phenomenological approach following Moustakas, involving eight participants: a school principal, two PAI teachers, three students, and two parents. Data were collected through semi-structured in-depth interviews, participant observation, and document analysis. Data analysis followed Moustakas’ four stages: epoché (bracketing), phenomenological reduction (horizonalization and clustering), imaginative variation, and synthesis to identify the essence of participants’ experiences in integrating values into multidimensional character formation. The findings reveal five key dynamics in the integration process: (1) value harmonization between Samin philosophy and Islamic teachings through the convergence of universal principles; (2) pedagogical adaptation incorporating storytelling, experiential learning, and value reflection; (3) collaboration among the three centers of education (school, family, and community); (4) transformation through the hidden curriculum to strengthen value internalization; and (5) holistic character assessment through authentic behavioral observation. The results indicate significant improvement in five character dimensions: tolerance, honesty, simplicity, mutual cooperation, and spirituality.
Copyright (c) 2026 Yeri Utami, Rina Murtyaningsih, Sholihul Anwar, Widodo, Armando Dos S. Lopes5 http://creativecommons.org/licenses/by-sa/4.0
Transformational Leadership Management of Madrasah Principals Based on Inspirational Motivation and Individual Consideration at Mts Pakis Cilongok
Transformational leadership in education is considered an effective strategy to enhance school quality, build a positive organizational culture, and foster student character. Mts Pakis in Gununglurah Village, Cilongok, Banyumas, stands out as an alternative agroforestry-based school for children from underprivileged families and serves as a unique example of transformational leadership in practice. This study aims to analyze the transformational leadership practices of the madrasah principal in strengthening organizational culture and improving educational quality. The research employs a qualitative approach with a literature study method. Data were collected through a review of primary literature discussing Mts Pakis and transformational leadership concepts, as well as interviews with Kang Is, the principal of Mts Pakis. Data analysis was conducted using Avolio and Bass's transformational leadership framework. The results indicate that the principal implements two main dimensions of transformational leadership: inspirational motivation through a vision integrated with local values and the Pakis principles (Piety, Achievement, Knowledge, Integrity, Sincerity), and individualized consideration by giving attention to both students and volunteers despite limited resources. Therefore, this study confirms that transformational leadership is not only effective in formal schools with adequate support but can also succeed in community-based alternative madrasahs. These findings are expected to enrich educational leadership studies with perspectives of local wisdom and environmental sustainability.
Copyright (c) 2026 Shoffa Saifillah Al Faruq, Lourena Fitri May, Anis Wati Mamluah, Kholil Lur Rochman, Nur Alfiana, Azhar Jaafar http://creativecommons.org/licenses/by-sa/4.0
Transformation of Teacher Competencies in Creating Meaningful Learning
The shifting educational paradigm demands that teachers possess the competencies to create meaningful learning. Transforming teacher competencies is a key factor in facing the challenges of an adaptive, technology-based, and character-building curriculum. This study aims to map teacher competencies in creating meaningful learning based on four main dimensions: pedagogical, professional, social, and personality, as well as identifying strengths and areas that need improvement. A quantitative approach was used with a survey design. The study population was teachers at SDN 16 Bengkulu Selatan. The sample was taken using total sampling, comprising all teachers at the school. The instrument was a Likert-scale questionnaire with 46 statements. Data were analyzed using descriptive statistics to determine the average score for each indicator. The results showed that the majority of indicators were in the good to excellent category, with the highest scores for mastery of learning theory, use of technology, and teacher role models. The lowest scores were found for teacher involvement in village activities and acceptance of peer feedback. Teachers at this school already possess sufficient competencies to create meaningful learning, although social engagement and openness to feedback still require strengthening. These findings form the basis for a more holistic professional development program. This research contributes by integrating four dimensions of teacher competency into a single evaluation framework that can be applied in other schools to comprehensively map the quality of meaningful learning
Copyright (c) 2026 Citra Dewi, Sukirdi http://creativecommons.org/licenses/by-sa/4.0
Evaluation of the Pancasila Student Profile Strengthening Project (PSPSP) with the Employment Theme at the Palembang National Cadre Health Vocational School Based on the CIPP Model
This study aims to evaluate the implementation of the Pancasila Student Profile Strengthening Project (PSPSP) on the theme Employment at the Kader Bangsa Health Vocational School in Palembang, the CIPP evaluation model is used. (Context, Input, Process, Product). The evaluation was conducted on three groups of respondents, namely principals, teachers, and students, using a Likert scale instrument. The evaluation results showed that the Context aspect obtained high scores from all respondents, indicating the suitability of the work theme with the school's vision and students' needs. The Input received very good ratings, especially from students, which indicates the availability of adequate resources and supporting facilities. The Process aspect, how that the program implementation is running effectively but requires improvement in technical and managerial aspects. Meanwhile, the Product aspect achieved the highest score, reflecting the program's success in shaping students' character and work skills. The overall average score indicated a high level of success, with principals (88.46%), teachers (89.74%), and students (90.54%). Thus, the P5 Employability project was deemed successful in strengthening the values of the Pancasila Student Profile and relevant in the context of vocational education in vocational schools.
Copyright (c) 2026 Saleh Hidayat, Agung Wijaya, Candra Dwinata, Wulandari Saputri, Bagas Rasid Sidik http://creativecommons.org/licenses/by-sa/4.0
Development of a Digital-Spiritual Leadership Model for School Principals to Improve Work Engagement and Teacher Performance in the Era of Educational Transformation
The educational transformation marked by the integration of digital technology into the learning process and school governance requires principals to develop leadership models that are adaptive to the dynamics of the times without abandoning their foundation in spiritual values. Challenges in the technological era are not solely related to technical skills in operating digital devices, but also to the capacity to build a meaningful work culture, uphold integrity, and be oriented towards the quality of educational services. This research aims to develop and validate the Digital–Spiritual Leadership model for principals as a strategy to improve work engagement and teacher performance. The method applied is Research and Development (R&D) with stages of needs analysis, conceptual design, expert validation, limited trials, and comprehensive testing of the model's effectiveness. Data were obtained through questionnaires, in-depth interviews, and document reviews. Then, they were analyzed descriptively quantitatively with the help of tables and graphs to map changes in teacher engagement and performance indicators. The results show a significant increase in the dimensions of work enthusiasm, professional commitment, and active involvement in carrying out tasks after the model's implementation. In addition, the quality of lesson planning, innovation in pedagogical practices, and achievement of performance targets showed an increasing trend. The analysis of the discussion confirms that integrating digital competencies with strengthening spiritual values creates inspiring leadership that has a broad impact on the school system. Therefore, the resulting Digital–Spiritual Leadership model is deemed relevant and effective in strengthening work engagement and improving teacher performance in the context of educational transformation.
Copyright (c) 2026 Rita Prima Bendriyanti, Suwarni http://creativecommons.org/licenses/by-sa/4.0
Strengthening Multimodal Literacy and Self-Talk in Learning Research Methodology: A Factorial Design Study on the English Language Education Students
This research aims to analyze the effect of strengthening multimodal literacy and self-talk in learning research methodology as well as the interaction effect of these two variables. This research is a pre-test and post-test control group experimental design with a 2 x 2 factorial design. The research subjects were selected using the Cluster Random Sampling technique; one experimental group with 31 students given a multimodal learning approach and one control group with 33 students given a monomodal learning approach. Data in this study were collected using achievement tests and self-talk questionnaire. The experimental group received nine sessions of treatment involving multimodal literacy and self-talk reinforcement. For the control group, treatment was also given 9 times using monomodal media and without self-talk reinforcement. The data were analyzed using descriptive statistics, Shapiro-Wilk test and Levene test for pre-requisite test, and Two-Way ANOVA for hypothesis testing. The results show that there is no significant influence of the learning approach or self-talk reinforcement on research methodology competence; however, there was an interaction effect between the two variables. Thus, it is important to conduct research methodology learning that combines a multimodal learning approach using various techniques and media with self-talk reinforcement.
Copyright (c) 2026 Yusti Arini, Ika Sulistyarini, Ambar Winarti, Maria Wulandari, Sabariyanto http://creativecommons.org/licenses/by-sa/4.0