SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan is an open-access journal, fully referenced, and exclusively published online since 2024. The journal is issued two times a year (June and December). The primary goal of this journal is to disseminate the results of community service initiatives that contribute to solving educational and societal issues. The focus of SAKALIMA extends beyond academic research; it centers on the application of knowledge, technology, and innovation in empowering communities, particularly in the context of education and social transformation. This includes, but is not limited to, sustainable community development programs, capacity building, and educational interventions.
Tata Kelola Anggaran Digital Berbasis ARKAS untuk Penguatan Akuntabilitas Publik dan Manajemen Sekolah Berorientasi Maqāṣid
This study is motivated by the increasing need for transparent, accountable, and educationally meaningful digital budget governance in the management of BOSP funds through ARKAS. This study aims to analyze how ARKAS-based digital budget governance shapes public accountability practices and supports maqāṣid-oriented school management. A qualitative approach with a multiple-case study design was employed in three public junior secondary schools that actively used ARKAS for budget planning, realization, and reporting. Data were collected through semi-structured interviews with principals, school treasurers, and supervisors, as well as document analysis of RKAS/ARKAS records, budget realization reports, supervision notes, and relevant policy documents. The data were analyzed thematically through coding, categorization, and theme development. The findings reveal that ARKAS functions as a digital budget governance instrument that standardizes expenditure classification, strengthens the traceability between planning and realization, improves procedural compliance, and encourages schools to allocate budgets to components more closely related to learning needs. The findings also show that ARKAS provides opportunities to integrate maqāṣid values into school management by strengthening educational benefit, fairness in resource allocation, and commitment to improving the quality of learning services. However, the optimal use of ARKAS is still influenced by users’ digital literacy, understanding of performance-based budgeting, and the quality of supervisory assistance. The implication of this study is that ARKAS should not be positioned merely as an administrative reporting application, but as a strategic instrument for developing transparent, accountable, data-based, and educationally meaningful school budget governance.
Copyright (c) 2026 Merita Diana, safitri agustina, Undang Rosidin https://creativecommons.org/licenses/by/4.0
Hapkido sebagai Media Pendidikan Karakter Islami: Studi Internalisasi Nilai dalam Pembelajaran Pendidikan Agama Islam di SMP Negeri 9 Krui
Character formation has become a central concern in Islamic Religious Education, particularly in supporting students’ internalization of moral values through learning experiences that extend beyond classroom instruction. This study aims to analyze the internalization of Hapkido values in Islamic Religious Education learning at SMP Negeri 9 Krui, with a particular focus on the impact of Hapkido values on students’ character and morality, students’ roles in integrating these values, and the supporting and inhibiting factors influencing the internalization process. This study employed a descriptive qualitative approach. The research was conducted at SMP Negeri 9 Krui, Pesisir Barat, Lampung, involving one teacher or Hapkido instructor and two students as the main informants. Data were collected through semi-structured interviews, observation, and documentation, and were subsequently analyzed through data reduction, data display, and conclusion drawing. The findings reveal that Hapkido values contribute to strengthening students’ honesty, discipline, responsibility, courage, perseverance, respect, courtesy, and self-control. Students also played an active role in integrating these values into learning activities, worship practices, social interactions, and broader school activities. The internalization process was supported by teacher guidance, school facilities, extracurricular activities, family support, and students’ willingness to improve themselves. However, it was still constrained by laziness, behavioral inconsistency, excessive joking, and limited emotional regulation among some students. This study implies that Hapkido can serve as an experiential medium for strengthening Islamic character education.
Copyright (c) 2026 Wahyu Tri Atmojo, Eti Hadiati, Agus Faisal Asyha https://creativecommons.org/licenses/by/4.0
Model Pembelajaran RADEC: Bagaimana Pengaruhnya Terhadap Keaktifan Belajar Peserta Didik?
This study aimed to analyze the effectiveness of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model in improving students’ learning activeness in Islamic Religious Education at SMP Negeri 1 Purbolinggo. The study employed an experimental method using a Posttest-Only Control Group Design. The sample consisted of two eighth-grade classes selected through simple random sampling: an experimental class taught using the RADEC model and a control class taught through conventional methods. The research instrument was a learning activeness questionnaire that had been tested for validity and reliability, with a Cronbach’s Alpha value of 0.82. Data were analyzed using normality, homogeneity, and pooled variance t-tests. The findings revealed that the RADEC learning model had a significant effect on students’ learning activeness, with a significance value of 0.035 < 0.05. Improvements were observed in students’ critical thinking, discussion participation, problem-solving abilities, and creative idea development. The novelty of this study lies in the implementation of the RADEC model in Islamic Religious Education at the junior high school level, focusing on learning activeness. This study contributes to the development of active, collaborative, and meaningful learning strategies.
Copyright (c) 2026 pinaramadeani Pina Rama Deani, Ruswanto, Beti Susilawati https://creativecommons.org/licenses/by/4.0
Motivasi Belajar dan Konsentrasi Belajar Peserta Didik: Studi Korelasional pada Pembelajaran Pendidikan Agama Islam dan Budi Pekerti di SMK
Learning motivation and learning concentration are essential psychological factors influencing students’ engagement and academic achievement, particularly in Islamic Religious Education and Character Building subjects. However, preliminary observations at SMK Negeri 1 Kotabumi indicated that students demonstrated low learning motivation and concentration, reflected in limited classroom participation, low learning interest, monotonous teaching methods, and less interactive learning environments. Therefore, this study aimed to analyze the correlation between students’ learning motivation and learning concentration in Islamic Religious Education and Character-Building classes at SMK Negeri 1 Kotabumi. This study employed Self-Determination Theory (SDT) developed by Deci and Ryan as the grand theory to explain the relationship between intrinsic motivation and students’ psychological engagement during learning activities. A quantitative approach with a correlational ex-post facto design was applied. The population consisted of 419 eleventh-grade students, and a sample of 81 respondents was determined using the Slovin formula with a 10% margin of error through simple random sampling. The learning motivation variable was operationalized using Hamzah B. Uno’s theory, while learning concentration was measured using Slameto’s theory. Data were collected through questionnaires and analyzed using correlational statistical analysis. The findings revealed a positive and significant correlation between learning motivation and learning concentration, indicating that students with higher motivation tended to demonstrate better concentration during learning activities. The novelty of this study lies in examining the relationship between learning motivation and learning concentration, which remains underexplored in Islamic educational contexts, particularly among vocational high school students. This study is expected to contribute theoretically to Islamic educational psychology and practically to the development of more engaging and student-centered learning strategies.
Copyright (c) 2026 Putri Maharani Kay, Guntur Cahaya Kesuma, Uswatun Hasanah https://creativecommons.org/licenses/by/4.0
Pendidikan Agama Islam dan Pencegahan Dekadensi Moral: Studi Implementasi Pembentukan Karakter Peserta Didik di SMAN 1 Jati Agung Lampung Selatan
Moral decline among students has become a critical issue in contemporary education, particularly amid the growing influence of social environments, peer interactions, and digital technology. This study aims to analyze the implementation of Islamic Religious Education in preventing students’ moral decline at SMAN 1 Jati Agung, South Lampung. Specifically, the study examines the planning of Islamic Religious Education implementation, teachers’ strategies for internalizing religious values, and the supporting and inhibiting factors influencing its implementation. This study employed a descriptive qualitative approach. The research was conducted at SMAN 1 Jati Agung, involving one Islamic Religious Education teacher and three Grade XI students as the main informants. Data were collected through semi-structured interviews, observation, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that Islamic Religious Education was implemented through structured lesson planning, religious habituation programs, teacher role modelling, personal approaches, classroom discussions, Qur’an reading literacy, congregational prayer, and socio-religious activities. The implementation was supported by school programs, teacher–student interaction, peer involvement, and the availability of worship facilities. However, several obstacles remained, including the limited moral awareness of some students, negative social influences, and the challenge of establishing a religious culture within a public school context. This study implies that Islamic Religious Education should be strengthened as a holistic character-building system involving teachers, schools, families, and the wider community to prevent students’ moral decline more effectively.
Copyright (c) 2026 May Sheila Dwi Arianda br Purba, Nur Asiah, Beti Susilawati https://creativecommons.org/licenses/by/4.0
Analisis Pengaruh Model Pembelajaran Team Games Tournament (TGT) terhadap Minat Belajar Peserta Didik Sekolah Dasar dalam Pembelajaran PAI: Studi Literatur
This study aims to analyze the effect of the Team Games Tournament (TGT) learning model on elementary school students’ learning interest in Islamic Religious Education (PAI). This study employed a literature review method with a qualitative descriptive approach. The data sources were obtained from relevant journal articles, conference proceedings, undergraduate theses, and academic books accessed through academic databases such as Google Scholar, Garuda Kemendikbud, dan ERIC. The literature selection process was conducted using a simplified PRISMA approach based on predetermined inclusion criteria. The data were analyzed using content analysis techniques. The findings indicate that the Team Games Tournament (TGT) learning model has a positive effect on increasing elementary school students’ interest in learning Islamic Religious Education. The implementation of the TGT model is able to create an active, enjoyable, and interactive learning environment through group collaboration, educational games, and academic tournaments. This model also enhances students’ participation, motivation, cooperation, and communication skills. Furthermore, the TGT model is considered suitable for the characteristics of elementary school students, who generally enjoy playing activities and collaborative learning. Therefore, the TGT learning model can serve as an innovative instructional alternative to improve students’ learning interest in Islamic Religious Education subjects.
Copyright (c) 2026 Elly Kurniawati, Agus Pahrudin, Achi Rinaldi, Ali Murtado https://creativecommons.org/licenses/by/4.0
Pedagogi Digital Berbasis Kesesuaian Perkembangan Anak dalam Pendidikan Islam Anak Usia Dini: Systematic Literature Review
Digital transformation in early childhood education has created new opportunities and challenges for Islamic Early Childhood Education, particularly in ensuring that digital learning remains aligned with children’s developmental characteristics, Islamic values, and pedagogical ethics. This study aims to systematically review relevant literature on developmentally appropriate digital pedagogy in Islamic Early Childhood Education, with specific attention to teacher roles, child agency, parental involvement, and developmental risks. This research employed a Systematic Literature Review design guided by the PRISMA framework. Articles were identified through selected national and international scholarly databases using keywords related to digital pedagogy, early childhood education, Islamic early childhood education, developmentally appropriate practice, digital play, digital literacy, teacher mediation, and child well-being. The selected studies were analyzed using thematic synthesis to identify patterns, conceptual intersections, and research gaps. The findings indicate that digital pedagogy in Islamic Early Childhood Education should not be reduced to the technical use of digital tools; rather, it must be understood as an integrative pedagogical approach that combines developmentally appropriate practice, teacher mediation, child participation, parental guidance, digital safety, and the internalization of Islamic moral values. The review also reveals that excessive screen exposure, low-quality content, weak adult supervision, and passive digital consumption may pose risks to children’s holistic development. The novelty of this study lies in its integrative synthesis of digital pedagogy, child developmental appropriateness, and Islamic educational values. The study implies that Islamic early childhood institutions need clear pedagogical guidelines, digitally and religiously competent teachers, developmentally suitable Islamic digital content, and active parental collaboration to ensure safe, meaningful, and value-oriented digital learning for young children.
Copyright (c) 2026 Sri Purwanti Nasution, Agus Suprijanto https://creativecommons.org/licenses/by/4.0
Integrasi Permainan Olahraga Tradisional dalam Pembelajaran Sastra Inggris: Pendekatan Kolaboratif untuk Meningkatkan Literasi dan Aktivitas Fisik Siswa
Traditional games as part of local culture are increasingly being abandoned in educational activities. This study was conducted to examine the impact of integrating traditional sports games into English Literature instruction on students’ literacy competence, level of physical engagement, learning motivation, and appreciation of cultural values. A quantitative research design was adopted through a quasi-experimental approach employing a Pretest–Posttest Control Group Design. The participants were divided into two groups, namely an experimental group and a control group, with 25 students in each class. Data collection techniques included pretests and posttests, observations of physical activities, Likert-scale questionnaires, and supporting documentation. The collected data were processed using descriptive statistical analysis and independent t-tests. The results demonstrated a substantial increase in the experimental group’s mean score, rising from 61.4 on the pretest to 84.2 on the posttest, whereas the control group showed a more moderate improvement from 60.8 to 72.1. Statistical testing produced a significance value of 0.003 (p < 0.05), confirming that the intervention had a significant positive effect on students’ literacy achievement. Furthermore, the experimental group attained an average physical activity level of 86%, categorized as active, compared to 62% in the control group. Findings from the questionnaire indicated a high level of learning motivation, with a mean score of 4.4 out of 5, and 88% of participants reporting that the instructional activities were more engaging and enjoyable. Furthermore, 84% of students became more familiar with traditional games, and 81% expressed greater pride in their local culture. Therefore, integrating traditional sports games into English Literature learning proved effective in improving academic achievement, physical activity, learning motivation, and students’ cultural awareness
Copyright (c) 2026 Uci Dwi Cahya, Muhammad Syahtiri, Edi Safwan, M. Alif Hamzah https://creativecommons.org/licenses/by/4.0
Ilmu Dalam Pandangan Normatif Islam: Telaah Epistemologis Atas Ayat-Ayat Al-Qur'an dan Hadis
This article examines the concept of knowledge ('ilm) in the normative Islamic perspective through an epistemological approach, based on the verses of the Qur'an and the hadiths of the Prophet Muhammad (PBUH). Unlike Western epistemology, which strictly separates reason, empiricism, and intuition, Islam offers an integration of all three within the framework of tawhid (divine unity). This research employs the methods of thematic exegesis (tafsir maudhu'i) and thematic hadith extraction (takhrij). The main findings indicate that: (1) the sources of knowledge in Islam are not limited to the sensory world (hissi) and reason ('aql), but also include the purified heart (qalb) as a receiver of ladunni knowledge (divinely gifted knowledge) as well as revelation as the highest source; (2) the validity of knowledge is measured not only by logical coherence and empirical verification, but also by its alignment with revelation and its moral impact (akhlak); (3) the ultimate purpose of knowledge is al-'ilm al-nafi' (beneficial knowledge) that brings one closer to Allah and benefits the universe. In conclusion, normative Islamic epistemology offers a holistic paradigm of knowledge that simultaneously integrates ontological, epistemological, and axiological aspects, while also serving as a solution to the dichotomy of knowledge that has long characterized Islamic education.
Copyright (c) 2026 Kiki Wiyandi, Sri Pujiati, Ris’an Rusli, Romli https://creativecommons.org/licenses/by/4.0
Gender dan Transformasi Pendidikan Islam dalam Tradisi Melayu: Kajian Literatur Kritis
This article examines gender relations and the transformation of Islamic education within Malay tradition. The study aims to analyze how Malay cultural values interact with Islamic educational reform and how gender relations are constructed, maintained, and transformed in educational institutions and community-based religious learning spaces. Using a qualitative library research design, this study reviews recent academic literature, policy-related documents, and conceptual studies on gender, Islamic education, and Malay culture published mainly between 2018 and 2026. Data were collected through documentation, literature tracing, and thematic note-taking, then analyzed using content analysis and descriptive-critical interpretation. The findings reveal that Islamic education in Malay society is undergoing a gradual transformation from traditional, male-dominated authority structures toward more adaptive, inclusive, and socially responsive educational practices. Women's access to Islamic education and participation in social-religious activities have increased, yet gender inequality persists in leadership, institutional authority, curriculum representation, and decision-making. The study further shows that Malay tradition does not necessarily obstruct gender justice; values such as deliberation, respect for knowledge, communal harmony, and public benefit can serve as cultural capital for developing gender-responsive Islamic education. The novelty of this article lies in positioning Malay tradition not merely as a cultural background but as an analytical framework for negotiating gender justice within Islamic education. The study implies the need for curriculum reconstruction, gender-sensitive teacher capacity building, expanded women's leadership, and stronger collaboration between Islamic educational institutions, families, and Malay customary communities.
Copyright (c) 2026 Fitriyanti Fitriyanti, Rahayu Suprati, Abdullah Idi, Abdillah Asmara https://creativecommons.org/licenses/by/4.0
Analisis Teori Konstruktivisme Sosial Vygotsky dalam Pembelajaran Kolaboratif Berbasis Teknologi Digital
Vygotsky's social constructivism offers a relevant epistemological framework for understanding how knowledge is constructed collaboratively through social interaction mediated by cultural tools, including digital technology. This study aims to analyze the key concepts of Vygotsky's theory, particularly the Zone of Proximal Development (ZPD), scaffolding, and the More Knowledgeable Other (MKO), and to examine their relevance to technology-supported collaborative learning in twenty-first-century education. This research employed a Systematic Literature Review by examining peer-reviewed articles, academic books, and research reports published mainly between 2018 and 2024, with classic theoretical works used as foundational references. Literature was searched through Google Scholar, ERIC, JSTOR, and Scopus using defined keywords and inclusion-exclusion criteria. The findings show that Vygotskyan principles can be operationalized through Learning Management Systems, collaborative document platforms, video conferencing tools, online forums, and AI-assisted learning systems. These platforms function as digital mediating tools that extend learners' ZPD and support teacher-student as well as peer-to-peer scaffolding. Strategies such as digital peer tutoring, online think-pair-share, collaborative document editing, flipped classroom, and project-based digital collaboration provide practical models for strengthening interaction, shared meaning-making, and learner autonomy. The novelty of this study lies in synthesizing Vygotsky's social constructivist concepts into a digital collaborative learning framework that is contextually relevant for Indonesian education. The study implies that digital learning design should not merely focus on technology adoption, but should integrate pedagogical scaffolding, teacher digital competence, and equitable access to learning infrastructure.
Copyright (c) 2026 Rizal Bakti, Amin Saleh‎, Arwin Tannuary https://creativecommons.org/licenses/by/4.0
Kontribusi Pendidikan Biologi Terhadap Pencapaian Delapan Tujuan SDGs: Systematic Literature Review
Sustainable Development Goals (SDGs) emphasize the importance of education in supporting sustainable development, including through biology education. However, studies discussing the contribution of biology education to SDGs remain fragmented and generally focus on specific aspects. Therefore, this study aimed to identify publication trends, map the contribution of biology education toward SDG 4, SDG 6, SDG 7, SDG 11, SDG 12, SDG 13, SDG 14, and SDG 15, and formulate directions for sustainability-oriented biology learning development based on literature synthesis. This study employed a descriptive qualitative approach using the Systematic Literature Review (SLR) method with PRISMA stages, including identification, screening, eligibility, and inclusion. Articles were collected through Google Scholar using the Publish or Perish application. From 1,121 identified articles, 30 articles published between 2021–2025 in SINTA and Scopus-indexed journals were selected based on inclusion and exclusion criteria. The results indicated that biology education contributed significantly to SDG 4, SDG 13, and SDG 15 through innovative learning models, Education for Sustainable Development (ESD), scientific literacy, climate change education, biodiversity conservation, and ecology-based learning. Meanwhile, contributions to SDG 7, SDG 12, and SDG 14 were still limited. These findings indicate that biology education plays a strategic role in developing sustainability competencies by integrating scientific understanding, environmental awareness, and sustainability-related skills within the learning process. The findings may serve as a basis for developing ESD-oriented biology curricula and strengthening future research on underrepresented SDGs, particularly sustainable energy, responsible consumption and production, and marine ecosystem conservation. Nevertheless, the findings should be interpreted within the methodological scope of this review, which relied on Google Scholar as the primary database and did not include a formal quality appraisal process.
Copyright (c) 2026 Ranti Fauziah, Aryani Dwi Kesumawardani, Eko Kuswanto, Raicha Oktafiani https://creativecommons.org/licenses/by/4.0
Eksperimentasi Model Pembelajaran Two Stay Two Stray Berbasis Media Roleplay Card terhadap Keaktifan Belajar Pendidikan Agama Islam
Learning activity is an essential indicator of successful learning in Islamic Religious Education. However, teacher-centered instructional practices often limit student participation and engagement during classroom learning. This study aims to analyze the effect of the Two Stay Two Stray learning model based on Roleplay Card media on students' learning activity in Islamic Religious Education at SMK Geomatika Bandar Lampung. This study employed a quantitative approach using a quasi-experimental method with a post-test-only control group design. The sample consisted of an experimental class that received instruction through the Two Stay Two Stray learning model based on Roleplay Card media and a control class that received conventional learning. Data were collected through a learning activity questionnaire and analyzed using normality, homogeneity, and independent sample t-test analyses. The results showed a significant difference in learning activity between students in the experimental and control classes, with a significance value of 0.005 (p < 0.05). Students who learned through the Two Stay Two Stray model based on Roleplay Card media demonstrated higher levels of learning activity than those who experienced conventional instruction. These findings indicate that integrating cooperative learning with interactive learning media effectively promotes student engagement and participation in Islamic Religious Education. The study contributes to the development of innovative student-centered learning strategies and provides practical implications for teachers seeking to enhance classroom interaction and learning quality.
Copyright (c) 2026 Dian Nur hasanah, Ainal Gani, Evi Febriani https://creativecommons.org/licenses/by/4.0
Moderasi Beragama dalam Tradisi Pendidikan Islam Melayu: Antara Normativitas dan Praktik Sosial
This article examines religious moderation in the Malay Islamic educational tradition by analyzing the relationship between Islamic normativity, social practice, and local cultural wisdom. The study responds to the limited discussion that connects the normative concept of wasatiyyah with everyday educational practices in pesantren, surau, and Malay Islamic learning communities. This research employed a qualitative descriptive-interpretive literature review by examining classical Islamic texts, contemporary peer-reviewed studies, policy documents on religious moderation, and studies on Malay Islamic culture, pesantren, and local wisdom published mainly between 2018 and 2026. The findings show that religious moderation in Malay Islamic education is constructed through three interrelated dimensions: normative values such as tawassuth, tasamuh, tawazun, and i’tidal; social practices such as teacher exemplarity, dialogical learning, respect for difference, and community-based education; and local wisdom that functions as a cultural filter against exclusivist and transnational religious narratives. The study also finds that digital disruption challenges traditional religious authority and requires Malay Islamic educational institutions to strengthen religious moderation through contextual pedagogy, culturally grounded leadership, and digital literacy. The novelty of this article lies in its integrative reading of religious moderation as a dialectical process between Islamic normativity and Malay social practice. The study implies that strengthening religious moderation in Islamic education should not rely solely on formal curriculum, but also on institutional culture, local wisdom, teacher role modeling, and responsible digital engagement.
Copyright (c) 2026 Ari Koswara, Eprianto, Abdullah Idi, Abdillah Asmara https://creativecommons.org/licenses/by/4.0
Internalisasi Nilai Keagamaan Anak dalam Perspektif Surah Luqman Ayat 13–19 dan Hadis Fitrah: Sebuah Kajian Integratif
The internalization of religious values in children is the main foundation for forming Muslim character from an early age. This study aims to analyze the concept of internalization of religious values in children based on Surah Luqman verses 13-19 and the hadith about the fitrah (innate nature) of children (HR. al-Bukhari No. 1358 & HR. Muslim No. 2658), as well as to formulate an implementation model in the context of empowering the educational community. The method used is library research with a thematic interpretation approach (maudhu’i) and hadith analysis (tahlili). The results show that the religious values in Surah Luqman verses 13-19 include monotheism (tauhid), devotion to parents (birrul walidain), awareness of Allah's supervision, prayer (shalat), enjoining good and forbidding evil (amar ma’ruf nahi munkar), patience, and noble character. The hadith of fitrah affirms that children are born in a pure state with the potential for monotheism, and parents act as the main actors in directing that fitrah. The integration of both produces a gradual internalization model based on affection, role modeling, and habituation from an early age. The implications of this study emphasize the importance of the role of parents and educators as agents of empowerment of the educational community in instilling religious values in children.
Copyright (c) 2026 Kiki Wiyandi, Larasati, Pathur Rahman, Mukmin https://creativecommons.org/licenses/by/4.0
Integrasi Perspektif Gender dalam Pembelajaran Al-Qur'an Hadis: Telaah Teoretis dan Pengembangan Model IGPAH
Al-Qur’an Hadith learning occupies a strategic position in shaping students’ religious understanding while simultaneously instilling the values of social justice. However, studies in Islamic education indicate that gender bias may emerge through curricula, teaching materials, classroom language, role distribution, and learning assessment. This article aims to reconstruct the integration of a gender perspective in Al-Qur’an Hadith learning and to formulate the conceptual IGPAH model. This study employed a qualitative approach using a library research design based on literature synthesis. Data were obtained from the Qur’an, hadith, exegetical works, authoritative books, journal articles, and educational documents relevant to gender, Islamic education, gender-responsive pedagogy, and Al-Qur’an Hadith learning. The data were analyzed through content analysis involving data reduction, thematic categorization, critical interpretation, source triangulation, and conceptual synthesis. The findings reveal that gender equality has a strong theological foundation in the Qur’an through the principles of human equality, spiritual equality, equal opportunities for righteous deeds, and social partnership between men and women. The study also confirms that gender integration in Al-Qur’an Hadith learning should be implemented across the dimensions of lesson planning, instructional practice, assessment, and social transformation. The novelty of this article lies in the formulation of the IGPAH Model, which integrates theological, pedagogical, evaluative, and transformative dimensions as a framework for developing Al-Qur’an Hadith learning that is inclusive, humanistic, and justice-oriented.
Copyright (c) 2026 Ais Isti'ana, Rouf Tamim https://creativecommons.org/licenses/by/4.0
Manajemen Strategi Pendidikan dalam Meningkatkan Mutu dan Daya Saing Lembaga Pendidikan
Educational institutions are increasingly required to strengthen quality, innovation, accountability, and competitiveness in response to policy changes, technological transformation, and growing public expectations. This study aims to analyze and synthesize recent empirical findings on educational strategic management in improving the quality and competitiveness of educational institutions. An integrative literature review was employed by examining peer-reviewed empirical articles published between 2024 and 2026. The selection process began with 86 identified articles, followed by year-based screening, duplicate removal, title and abstract screening, methodological eligibility assessment, and journal indexing verification, resulting in seven final articles that met the inclusion criteria. The analysis was conducted through thematic synthesis by extracting key information related to research focus, institutional context, method, major findings, contribution to quality improvement, and contribution to institutional competitiveness. The findings reveal that educational strategic management contributes to institutional quality and competitiveness through several interconnected dimensions, namely strategic planning, quality culture, principal leadership, human resource management, school-based management, digital transformation, institutional differentiation, accreditation, and continuous evaluation. The synthesis indicates that educational quality is not merely determined by administrative compliance or academic outcomes, but by the institution’s capacity to build sustainable quality culture, professional teacher performance, adaptive governance, innovation, and public accountability. Institutional competitiveness is also shaped by the ability to create distinctive, relevant, and sustainable educational value. The implication of this study is that school leaders, education managers, foundations, supervisors, and policymakers need to design strategic management practices that are integrated, data-informed, participatory, adaptive, and oriented toward continuous quality improvement.
Copyright (c) 2026 Nurani, Safitri Agustina, Samsul Hadi, Nirva Diana, Aan Komariah, Badrudin https://creativecommons.org/licenses/by/4.0
Kualitas Lingkungan Fisik Kelas dan Hasil Belajar Peserta Didik: Kajian Integratif tentang Pencahayaan, Kebisingan, dan Suhu
The quality of the physical classroom environment is an external factor that plays an important role in supporting students’ comfort, concentration, and learning outcomes; however, previous studies have tended to examine lighting, noise, and temperature separately. This study aims to analyze and synthesize empirical findings on the effects of classroom lighting, noise, and temperature on students’ learning outcomes and to identify research gaps that require further investigation. This study employed a qualitative approach using an integrative literature review design. Data were collected from relevant peer-reviewed journal articles indexed in international databases or accredited national journals, with accessible DOIs and published between 2018 and 2026. The literature selection process was conducted through identification, screening, eligibility assessment, and final article inclusion, followed by content analysis to identify patterns of findings, conceptual relationships, and each study’s contribution to the research focus. The findings indicate that adequate lighting supports visual comfort, improves focus, and helps students process learning information more effectively. Excessive noise disrupts speech perception, attention, working memory, and material comprehension, while uncomfortable classroom temperature reduces stamina, motivation, and learning concentration. These findings confirm that lighting, noise, and temperature should not be understood as isolated factors, but as interrelated components of the learning environment that shape the quality of students’ learning experiences. The implication of this study is that schools, teachers, and policymakers need to consider the management of the physical classroom environment as part of learning quality improvement strategies through better lighting regulation, noise control, ventilation improvement, and more optimal classroom temperature management.
Copyright (c) 2026 Refsi Cahyani, Nur Asiah, Muhammad Muchsin Afriyadi https://creativecommons.org/licenses/by/4.0
Penguatan Kompetensi Tenaga Administrasi Sekolah melalui Pelatihan Kerja Berbasis Dapodik
Digital transformation in school governance requires administrative staff to possess adequate competence in managing educational data accurately, timely, and accountably through the Basic Education Data System (Dapodik). This study aims to analyze the strengthening of school administrative staff competence through Dapodik-based on-the-job training and to identify changes in competence, supporting factors, and inhibiting factors in its implementation. This study employed a qualitative approach with a school-based case study design at SMA Negeri 5 Pontianak. Data were collected through training documentation, observation of administrative work practices, comparison of conditions before and after mentoring, and reflective notes on the training process. The data were analyzed descriptively and qualitatively by categorizing findings based on initial competence conditions, training implementation, competence changes, and supporting and inhibiting factors. The findings show that Dapodik-based on-the-job training conducted through direct practice, demonstration, guided trials, supervision, and follow-up strengthened administrative staff independence in operating Dapodik, using information technology, entering student and teacher data, understanding validation and synchronization procedures, and improving confidence in delivering digital administrative services. The main supporting factors included principal support, mentoring by the head of school administration, collaboration among teachers and students in providing data, and the availability of technological facilities, while the inhibiting factors included infrastructure limitations and the risk of unproductive internet use. This study concludes that Dapodik is not only a national education data platform but can also serve as a contextual medium for human resource competence development through work-based training. The implication of this study highlights the importance of continuous mentoring, digital administrative supervision, adequate technological support, and periodic competence evaluation as part of strengthening data-based school governance.
Copyright (c) 2026 Jahani, Junaina https://creativecommons.org/licenses/by/4.0
Penguatan Kemampuan Speaking Bahasa Inggris pada Lansia melalui Pendekatan Fun learning di Sekolah Lansia Cahaya Kartini
This community service program was motivated by the need to provide English language learning that is inclusive, enjoyable, and aligned with the characteristics of elderly learners. The program aimed to strengthen the English speaking skills of elderly participants through a fun learning approach at Sekolah Lansia Cahaya Kartini. It was conducted on February 19, 2026, by a team of lecturers from the English Education Study Program, Faculty of Tarbiyah and Teacher Training, UIN Raden Intan Lampung. The program employed a Participatory Action Research (PAR) design comprising four stages: planning, action, observation, and reflection. The learning materials focused on basic communication skills, including greetings, self-introduction, simple vocabulary, pronunciation, and daily conversations. The fun learning strategy was implemented through ice-breaking activities, language games, singing, role play, vocabulary drilling, and paired or group dialogue practice. Data were collected through participant activity observation, satisfaction questionnaires, field notes, and activity documentation, and were subsequently analyzed using descriptive qualitative techniques and simple quantitative analysis based on percentages. The results indicated that the fun learning approach fostered greater enthusiasm, participation, speaking confidence, and self-assurance among participants in using simple English expressions. The satisfaction questionnaire revealed positive responses across several aspects: easy-to-understand materials (90%), an enjoyable learning atmosphere (95%), engaging activities (93%), communicative and interactive facilitators (96%), increased self-confidence (88%), and perceived usefulness of the program (97%). Therefore, fun learning can be regarded as a relevant approach for strengthening English speaking skills among elderly learners in non-formal education settings, as it meaningfully integrates language learning, emotional support, and social interaction.
Copyright (c) 2026 Sri Suci Suryawati, Agus Hidayat, Meisuri, Septa Aryanika, Irawansyah, M.Fikri Nugraha Kholid https://creativecommons.org/licenses/by/4.0
Penundaan Menikah pada Generasi Z: Perspektif Hukum Keluarga Islam dan Maqasid Syariah Jasser Auda
The postponement of marriage among Muslim Generation Z has become a prominent socio-legal phenomenon shaped by economic uncertainty, educational aspirations, career orientation, digital culture, and changing perceptions of marital readiness. This article aims to analyze the factors that encourage Muslim Generation Z to delay marriage and to examine this phenomenon from the perspective of Islamic family law and Jasser Auda’s maqasid shariah systems approach. This study employs normative juridical research using conceptual and statutory approaches. The primary legal materials consist of Indonesian marriage regulations, the Compilation of Islamic Law, and Islamic legal principles related to marriage, while secondary materials include peer-reviewed journal articles, books, statistical reports, and contemporary studies on waithood, marriage anxiety, and Muslim youth. The materials were collected through a documented library search, selected based on relevance, recency, accessibility, and legal-conceptual suitability, and then analyzed using descriptive-analytical and prescriptive legal reasoning. The findings show that the postponement of marriage among Muslim Generation Z is mainly influenced by financial instability, educational and career priorities, psychological readiness, changing gender expectations, and digital narratives about family life. From the perspective of Islamic family law, marriage delay cannot automatically be regarded as a rejection of marriage; rather, it may be understood as an effort to achieve istitha‘ah and to prepare physical, psychological, economic, and spiritual readiness for responsible family life. Through Jasser Auda’s systems approach, the phenomenon can be read contextually through the features of cognition, wholeness, openness, interrelated hierarchy, multidimensionality, and purposefulness, all of which emphasize the protection of the self, lineage, dignity, and family welfare. The study implies that Islamic family law discourse needs to respond to Generation Z’s marital concerns through adaptive premarital education, family counseling, and contextual legal interpretation while maintaining the normative objectives of marriage in Islam.
Copyright (c) 2026 Kanza Indah Safitri, Jayusman, Linda Firdawaty, Amin Nugrah Santoso https://creativecommons.org/licenses/by/4.0
Analisis Perbedaan Keterampilan Belajar Pada Mata Pelajaran Fikih: Studi Komperatif Siswa Pesantren dan Siswa Non-Pesantren di Ma Walisongo
This research aims to explicitly investigate the differences in learning skills between students with boarding school (pesantren) backgrounds and those from non-boarding environments at MA Walisongo. Adopting a quantitative comparative method, the study sampled 30 students from a population of 130 using purposive sampling techniques. Data acquisition was conducted through a validated learning skills instrument. Following normality and homogeneity assessments, the hypothesis was tested using the Mann-Whitney U test. The results yielded a significance value of 0.000 (p < 0.05), indicating a substantial difference in learning competencies between the two groups. These findings confirm the acceptance of the alternative hypothesis, suggesting that a structured educational ecosystem, such as a pesantren, significantly bolsters the development of student learning skills compared to non-boarding settings. The implications of this study highlight the importance of structured learning environments and disciplined educational practices in enhancing students’ learning skills, which may serve as a reference for schools in designing more effective learning support systems.
Copyright (c) 2026 Eva Nur Wahyuni, Achmat Mubarok, Muhammada, Wiwin Fachrudin Yusuf https://creativecommons.org/licenses/by/4.0
Strategic Foresight dalam Manajemen Pendidikan untuk Membangun Sekolah Masa Depan: Systematic Literature Review
Global uncertainty driven by digital disruption, artificial intelligence, ecological risk, social polarization, and shifting skills demand requires schools to move beyond routine annual planning toward anticipatory and future-oriented management. This systematic literature review synthesizes studies on strategic foresight in educational management for building future-ready schools. The review covers publications from 2015 to 2025 and adapts PRISMA 2020 and PRISMA-S principles. Searches were conducted across Scopus, Web of Science Core Collection, ERIC, Google Scholar, and complementary policy sources from OECD and UNESCO. From 1,240 initial records, 286 duplicates and 24 non-target records were removed before screening. After title-abstract screening, full-text eligibility assessment, and quality appraisal, 42 documents were included in the qualitative thematic synthesis. The findings show that strategic foresight in educational management is constructed as an anticipatory capacity rather than a linear prediction mechanism. Key practices include horizon scanning, weak signal analysis, scenario planning, strategy stress-testing, future visioning, professional learning, and adaptive governance. The publication trend indicates two major waves: a foundational phase in 2015 and a policy consolidation phase in 2025. The review proposes the FORESIGHT-SCHOOL model as a conceptual framework for integrating foresight into school planning, implementation, evaluation, and organizational learning. The study contributes to strategic educational management by positioning foresight as a core capability for building adaptive, resilient, and future-ready schools.
Copyright (c) 2026 Trian Hermawan, Tarekah Hasanah, Wahyu Febriana, Binti Luthfiyah, Nirva Diana, Aan Komariah , Badrudin https://creativecommons.org/licenses/by/4.0
Integrasi Sustainable Development Goals dalam Program Pesantren Ekologi: Perbedaan Sustainability Awareness pada Siswa SMA
Sustainability awareness is a key component of education for sustainable development, yet empirical evidence regarding students’ awareness in ecological boarding school programs remains limited. This study aimed to examine the level of Sustainable Development Goals (SDGs) integration in the Pesantren Ekologi program, assess students’ sustainability awareness (SA), and investigate differences in SA based on gender and grade level. A quantitative cross-sectional survey design was employed involving 406 senior high school students from West Java Province, Indonesia. Data were collected using Likert-scale questionnaires measuring SDGs integration and SA. The data were analyzed using descriptive statistics, independent samples t-test, and Welch ANOVA. The results indicated that SDGs integration within the Pesantren Ekologi program was perceived at a high level across cognitive, socio-emotional, and behavioral learning dimensions, while students’ SA was also generally high across environmental, social, and economic dimensions. Significant gender differences were found, with female students demonstrating higher SA than male students, although the effect size was small. In contrast, no significant differences were identified across grade levels. These findings suggest that SA is not necessarily associated with grade level alone and highlight the importance of contextual, participatory, and action-oriented learning experiences in sustainability education. The findings also support the implementation of SDG 4.7 by emphasizing the role of education in promoting sustainable development competencies. Future studies are recommended to employ longitudinal and mixed-methods approaches to better understand factors influencing students’ SA.
Copyright (c) 2026 Ratna Sari, Agung Purwanto, Muktiningsih Nurjayadi https://creativecommons.org/licenses/by/4.0
Model Learning Cycle 7E terhadap Hasil Belajar Peserta Didik pada Materi Usaha dan Pesawat Sederhana
Learning outcomes in junior secondary physics remain a persistent concern when instruction is dominated by teacher explanation and students receive limited opportunities to construct concepts through inquiry. This study examined the effect of the Learning Cycle 7E model on students' cognitive learning outcomes in the topic of work and simple machines. A quasi-experimental design with a nonequivalent control group was used. The participants were 62 eighth-grade students of MTs Muhammadiyah Sukarame Bandar Lampung, consisting of 26 students in the experimental class and 36 students in the control class. The experimental class learned through seven structured phases: elicit, engage, explore, explain, elaborate, evaluate, and extend, whereas the control class received conventional instruction. Data were collected through a validated cognitive achievement test covering C1-C4 levels, classroom observation, and documentation. The reconstructed empirical data showed that the experimental class obtained a higher posttest mean score (82.31; SD = 7.48) than the control class (73.17; SD = 8.62). The independent-samples t-test indicated a significant difference between groups, t(60) = 4.35, p < .001, with a large effect size (Cohen's d = 1.12). The experimental class also showed stronger achievement at the applying and analyzing levels. These findings indicate that Learning Cycle 7E provides a systematic constructivist learning sequence that supports conceptual understanding and improves students' cognitive learning outcomes in work and simple machines.
Copyright (c) 2026 Raprika Dwi Lianda, Sri Latifah, Mukarramah Mustari https://creativecommons.org/licenses/by/4.0
Virtual Reality Terintegrasi Cognitive Theory of Multimedia Learning (CTML) Pada Gelombang Cahaya & Bunyi: Upaya Untuk Melatih Pemahaman Konsep
Physics education still faces challenges in helping students understand abstract concepts, particularly those related to light and sound waves, which are difficult to observe directly using conventional teaching materials. This study aims to develop a Virtual Reality learning medium integrated with the Cognitive Theory of Multimedia Learning for the topics of light and sound waves as an effort to develop CTML-integrated VR media that has the potential to support students’ conceptual understanding. This study employs a Research and Development method by applying the Borg and Gall model, stages 1–7. The research sample consists of 70 students from two MAN schools in Bandar Lampung. Data were collected through observation, interviews, subject matter expert validation, media expert validation, as well as student and teacher response questionnaires. The developed product consists of five interactive scenes that visualize light and sound wave phenomena in a three-dimensional and immersive manner. The integration of signal, redundancy, and sound principles within the VR medium was used to help manage visual and auditory information, thereby making the presentation of the material more focused, simple, and easy to understand. The results of this study indicate that the media received a feasibility rating of 90% from subject matter experts and 87% from media experts, as well as a response rate of 90% from students and 91% from educators, with a rating of highly feasible. This study found that CTML-integrated virtual reality media makes a positive contribution to the development of digital technology for physics education that takes into account students’ cognitive processes; however, further research is recommended to directly test the effectiveness of this media on students’ conceptual understanding.
Copyright (c) 2026 Zidny Manaasika, Antomi Saregar, Trimo Saputro https://creativecommons.org/licenses/by/4.0
Pengembangan Media Augmented Reality Berbasis Project Based Learning pada Materi Tata Surya
This study developed and evaluated an augmented reality (AR)-based physics learning medium integrated with the Project Based Learning (PjBL) model for the topic of the universe and solar system in grade X at SMA Negeri 8 Bandar Lampung. The study adopted a research and development design using the ADDIE procedure: analyze, design, development, implementation, and evaluation. The product was designed as a smartphone-accessible AR learning medium that visualizes three-dimensional celestial objects and supports project tasks requiring students to observe, design, discuss, and present solar-system models. Validation involved media experts, material experts, a physics teacher, and grade X students. The findings indicated that the developed medium was highly feasible, with an average expert validation score of 92.40%. Practicality responses from the teacher and students reached 93.10% and 89.70%, respectively, both categorized as very practical. Effectiveness data showed improvement in students' conceptual understanding, with a mean pretest score of 54.82, a mean posttest score of 82.46, and an N-gain of 0.61, indicating a moderate-to-high improvement. These results suggest that AR combined with PjBL can support visualization of abstract astronomical concepts, increase learning engagement, and provide a meaningful project-based learning experience in physics. The study recommends wider classroom trials and refinement of accessibility features for future implementation.
Copyright (c) 2026 Rahma Diani, M. Rifatul Ickram, Sri Latifah https://creativecommons.org/licenses/by/4.0
Rekonstruksi Evaluasi Sistem Penjaminan Mutu Eksternal PTKI Berbasis Total Quality Management dan Maqāṣid al-Syarī‘ah
External quality assurance in Islamic higher education requires an evaluation model that moves beyond administrative compliance toward continuous improvement, ethical governance, and value-based institutional transformation. This study aims to reconstruct the evaluation of the External Quality Assurance System for Islamic Higher Education Institutions through the integration of Total Quality Management and maqāṣid al-syarī‘ah. The study employed qualitative document analysis and literature review. The corpus consisted of 31 key sources comprising national quality assurance regulations, accreditation instruments, Islamic higher education quality assurance guidelines, foundational theories, and scholarly literature on quality assurance, quality culture, Total Quality Management, accreditation, digital quality assurance, and maqāṣid al-syarī‘ah published or used within the 1986–2026 range. Data were analysed using thematic synthesis, theoretical comparison, and source triangulation. The findings reveal four major themes: the shift toward outcome-based and evidence-based accreditation, the persistence of compliance-oriented practices, the gap between formal quality systems and institutional quality culture, and the relevance of maqāṣid al-syarī‘ah as an ethical framework for reconstructing accreditation. The integration of Total Quality Management strengthens the logic of continuous improvement, while maqāṣid al-syarī‘ah reframes accreditation as a mechanism to protect religion, intellect, life, property, and future generations. This study contributes a value-based continuous improvement framework for reconstructing external quality assurance in Islamic higher education.
Copyright (c) 2026 merita_@1234 Diana, Subandi, Deden Makbuloh , Ahmad Fauzan https://creativecommons.org/licenses/by/4.0
Kemampuan Menghafal Al-Qur’an dan Capaian Hasil Belajar Santri: Studi Korelasional di Pondok Pesantren Daarul Qur’an Lampung Selatan
The ability to memorize the Qur’an constitutes an essential component of pesantren education, as it is not only associated with spiritual attainment but also closely related to cognitive discipline, concentration, and students’ academic development. This study aims to analyze the relationship between Qur’an memorization ability and students’ learning outcomes at Pondok Pesantren Daarul Qur’an, South Lampung. The study employed a quantitative approach with an ex post facto correlational design. The research was conducted in the odd semester of the 2025/2026 academic year at Pondok Pesantren Daarul Qur’an, South Lampung. The research sample was selected by including the entire available population. Data were collected using a Qur’an memorization ability questionnaire covering indicators of tahfidz, tajwid, and fluency, as well as a learning outcomes test encompassing cognitive levels from C1 to C6. The data were analyzed through validity testing, reliability testing, prerequisite testing, correlation analysis, hypothesis testing, and coefficient of determination analysis. The results indicate a positive correlation between Qur’an memorization ability and students’ learning outcomes. These findings suggest that strong memorization ability is associated with more optimal learning achievement through the reinforcement of discipline, focus, perseverance, and learning responsibility. This study implies the importance of integrating tahfiz programs with formal learning through effective time management, learning assistance, and continuous evaluation.
Copyright (c) 2026 Sulistia Sahilatul Hayah, Muhammad Akmansyah, Riyan Terna Kuswanto https://creativecommons.org/licenses/by/4.0
Pengorganisasian Kurikulum Merdeka Dalam Mengembangkan Higher Order Thinking Skills (HOTS) Siswa Sekolah Menengah Di Indonesia: Systematic Literature Review
The organization of the Merdeka Curriculum has emerged as a significant factor in fostering the development of Higher Order Thinking Skills (HOTS) among secondary school students in Indonesia. This study seeks to analyze and synthesize findings from previous research concerning the organization of the Merdeka Curriculum in enhancing students’ HOTS through a Systematic Literature Review (SLR) approach. The research was conducted based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Data were collected from various national and international scientific publications issued between 2021 and 2026 that discuss the implementation of the Merdeka Curriculum and the development of HOTS. Despite these positive findings, the implementation of the Merdeka Curriculum still encounters several challenges, such as limited teacher competence in designing HOTS-based learning, insufficient technological infrastructure, and varying levels of school readiness. Consequently, stronger policy support, continuous professional development programs for teachers, and comprehensive improvements in the education system are necessary to ensure that HOTS development through the Merdeka Curriculum can be implemented effectively, consistently, and sustainably.
Copyright (c) 2026 diyan Firmansyah, Agus Pahrudin, Sri Rahmi https://creativecommons.org/licenses/by/4.0
Transformasi Pendidikan Islam di Negara-Negara ASEAN: Antara Modernisasi Kurikulum, Tantangan Radikalisme, dan Penguatan Identitas Keislaman
Islamic education in ASEAN is undergoing a complex transformation shaped by curriculum modernization, the prevention of radicalism, and the need to preserve Islamic identity amid globalization. This study aims to examine patterns of Islamic education transformation in Indonesia, Malaysia, Thailand, the Philippines, and Brunei Darussalam by focusing on policy orientation, curriculum reform, and institutional responses to contemporary challenges. Using library research with a qualitative-comparative approach, the study analyzes Scopus- and Web of Science-indexed journal articles, government policy documents, international agency reports, and official documents published between 2019 and 2025. The findings show that all five countries integrate moderate Islamic values into their national education systems, although the mechanisms, intensity, and degree of state intervention vary according to each country’s historical and political context. The study also finds that radicalism in Islamic educational institutions is more sustainably addressed through critical literacy and community-based preventive approaches than through purely coercive regulation. These findings imply that Islamic education reform in ASEAN should balance curriculum modernization, institutional accountability, local religious authority, and dialogical identity formation. The study concludes that Islamic education transformation in ASEAN is a multilayered negotiation between tradition, state policy, religious moderation, and global change.
Copyright (c) 2026 Septia Fahiroh, Maryamah, Choirun Niswah https://creativecommons.org/licenses/by/4.0