Asatiza: Jurnal Pendidikan is a scientific periodical Education Journal published three times a year on January, May, and September. This journal is registered under International Standard Serial Number Indonesia number 2716-3202 (Electronic), and 2721-0723 (Printed). Asatiza: Jurnal Pendidikan published by STAI Auliaurrasyidin Tembilahan. This journal contains research papers and thoughts on various studies and theories in the field of Education. This journal aims to communicate various Education studies such as: the results of research on the De-radicalization of Islamic Education, Philosophy of Islamic Education, Islamic Education Policy, Gender and Islamic Education, and other fields of Education to the wider community. Visit our Aim and Scope for further details. Online ISSN: 2716-3202 Print ISSN: 2721-0723
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Wayground gamification and learning motivation in economics: An SDT-Based study with grade x students
Learning media tailored to students' characteristics can enhance motivation. However, previous studies have measured motivation as a general construct without grounding it in specific theory. Limited research has examined how gamification features in Wayground align with Self-Determination Theory (SDT) components, namely autonomy, competence, and relatedness, in the context of Economics education. This study addresses this gap by measuring the effect of SDT-based Wayground gamification on students' motivation to learn Economics through these three psychological needs. A quantitative quasi-experimental design with a posttest-only control group was employed. The study population consisted of 10th grade students at State High School 12 Semarang, selected via convenience sampling. The final sample comprised classes X-E5 (n=31) and X-E6 (n=32). Prior semester academic grades indicated comparable baseline abilities (experimental: 70; control: 70.4). The results showed that the average posttest learning motivation score for the experimental group (57.03) was higher than that of the control group (50.72). An independent t-test revealed a significant difference (p = 0.003), with a medium-to-large effect size (Cohen's d = 0.78). Sub-scale analysis based on SDT further indicated that Wayground particularly enhanced students' autonomy and relatedness, while competence showed improvement to a lesser extent. These findings suggest that Wayground has a significant effect on learning motivation for 10th grade students, specifically for market-related Economics topics. The implementation of Wayground is effective in enhancing students' learning motivation in Economics. Future research should employ longitudinal designs with multiple sessions to examine long-term motivation retention.
Copyright (c) 2026 Aisyah Luluan Maknun, Erni Harlina Isdiati https://creativecommons.org/licenses/by-sa/4.0
IT automation versus conventional systems in private universities: TAM and JD-R predictors of academic outcomes in Kupang city
A significant gap exists in quantitative comparative research on IT-based automation versus conventional systems in resource-constrained regional universities, particularly in eastern Indonesia. This study addresses this gap by examining comparative associations between IT-based and conventional systems at private universities in Kupang City, East Nusa Tenggara. Guided by the Technology Acceptance Model (TAM) and Job Demands-Resources (JD-R) theory, a quantitative cross-sectional survey was conducted. A two-stage sampling procedure yielded 215 valid respondents (130 students, 55 lecturers, 30 administrative staff). A 36-item Likert-scale questionnaire demonstrated satisfactory internal consistency (Cronbach's α = .81 to .87). Independent samples t-tests and multiple regression (SPSS v.25) revealed that IT-adopting institutions reported significantly higher student engagement (M = 3.82 vs. 3.31, p < .001), academic productivity (M = 3.91 vs. 3.28, p < .001), and lecturer effectiveness (M = 3.75 vs. 3.29, p = .003). Regression showed perceived usefulness (β = .41, p < .001) and perceived ease of use (β = .29, p = .002) as the strongest productivity predictors (R² = .56). However, IT-adopting institutions also reported higher technostress and reduced face-to-face peer interaction. These findings suggest that a hybrid model may optimize outcomes. This study contributes comparative evidence from an under-researched regional context.
Copyright (c) 2026 Adrianus Aluman, Sarlianus Poma https://creativecommons.org/licenses/by-sa/4.0
Teacher creativity in AI-Based media: Predicting elementary students' interest and achievement in social studies
Despite the growing adoption of AI-based learning media in elementary education, teachers' pedagogical creativity in optimizing these tools remains underexplored, particularly in Social Studies (IPS) within the Society 5.0 framework. Previous studies have focused on technology adoption and learning effectiveness at secondary and higher education levels, with limited attention to how teacher creativity bridges AI integration and student outcomes at the elementary level. This study addresses this gap by analyzing the effect of teachers' creativity in using AI-based learning media on elementary students' learning interest and learning outcomes. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, a quantitative ex-post facto design was employed at MI Muhammadiyah Baruamba, involving 68 students in grades IV to VI. Data were collected through a teacher creativity questionnaire, a learning interest questionnaire, and a learning achievement test. Simple and multiple linear regression analyses revealed that teacher creativity significantly affects learning interest (β = 0.634; R² = 0.402; p < 0.05) and learning outcomes (β = 0.608; R² = 0.370; p < 0.05). Simultaneously, teacher creativity accounts for 72.9% of the explained variance across both outcomes (R² = 0.729; p < 0.05). These findings indicate that teachers' pedagogical creativity in integrating AI-based media enhances students' emotional engagement and academic achievement, confirming TPACK as a useful theoretical lens for understanding technology-enhanced elementary learning. The study suggests that professional development programs should prioritize pedagogical creativity alongside technical AI competencies.
Copyright (c) 2026 Mohamad Mabarun, Salsabila Rizki Rofikoh, Tutuk Ningsih https://creativecommons.org/licenses/by-sa/4.0
Analyzing constructive alignment in Islamic religious education learning design for HOTS integration at SMAN 17 Surabaya
This research is motivated by the demand for the development of Higher Order Thinking Skills (HOTS) in Islamic Religious Education (PAI) learning, which has not been fully implemented optimally, particularly in terms of the alignment of learning design. This study aims to analyze PAI learning design based on constructive alignment and examine the alignment between learning objectives, learning activities, and assessments in supporting HOTS at SMAN 17 Surabaya. This research employed a qualitative approach with a case study. Data were collected through interviews with one PAI teacher and documentation studies of 3 teaching modules and related learning tools. The results show that the learning design has oriented towards the principle of constructive alignment, but its implementation is still partial, mainly due to limited teacher competence in designing HOTS-based assessments and the dominance of traditional teaching practices. Learning objectives reflect HOTS, but activities and assessments do not fully support it. For example, some learning objectives require students to “analyze” social deviant behavior (C4 level), while the corresponding learning activities only ask students to “explain” concepts through lecture and simple discussion, and the assessment items mainly measure understanding using multiple-choice and short-answer questions. This indicates a clear misalignment between intended outcomes, instructional activities, and assessment practices. As a result, HOTS development is not optimally achieved. This study emphasizes the importance of designing learning in an integrative and aligned manner, as well as strengthening teacher capacity in developing HOTS-oriented activities and assessments to ensure effective learning outcomes.
Copyright (c) 2026 Ahmad Sayyidiman Hamidalloh, Irma Soraya https://creativecommons.org/licenses/by-sa/4.0
Qur’anic literacy practices in Islamic religious education learning at senior high schools from lafdziyyah to amaliyah
A gap exists between senior high school students' ability to read the Qur'an and their capacity to understand and apply its values in daily life, particularly within Islamic Religious Education (IRE) at the identity formation stage. While previous studies have focused on program evaluation or habituation, limited research has directly examined how Qur'anic literacy practices unfold in intracurricular classroom learning. This study aims to explore various Qur'anic literacy practices and examine their implementation in IRE learning. Employing a qualitative descriptive approach, this study was conducted in three public senior high schools involving three IRE teachers and 60 tenth-grade students. Data were collected through interviews and document analysis of lesson plans and learning materials. The findings reveal that Qur'anic literacy practices are implemented diversely and contextually through recitation habituation, contextual verse interpretation, and experiential learning activities. The learning process progresses from reading and writing abilities (lafdziyyah) to understanding (maknawiyah), and begins to move toward application (amaliyah), although this progression remains uneven among students. Notably, while some students demonstrate the ability to relate Qur'anic values to daily behavior, others remain at the comprehension level without consistent practice. These practices are strengthened by school culture (Living Qur'an) and students' capacity to connect verses to real-life situations (critical thinking). This study contributes empirical evidence on the continuum of Qur'anic literacy from lafdziyyah to amaliyah in Indonesian secondary IRE contexts, an area previously underexplored in the literature.
Copyright (c) 2026 Fadhilah Sukmawati Tanjung, Aceng Kosasih, Cucu Surahman https://creativecommons.org/licenses/by-sa/4.0
The dominant role of principals’ supervisory competence over leadership style and managerial competence in influencing teacher performance: A study from Indragiri Hilir Regency
Despite extensive research on school leadership and teacher performance, limited empirical evidence has compared the relative influence of principals' leadership style, managerial competence, and supervisory competence within geographically challenging educational settings. This study addresses this gap by examining the individual and combined effects of these three competencies on teacher performance in elementary schools in Mandah District, Indragiri Hilir Regency, Indonesia. Employing a quantitative explanatory design, data were collected from 190 teachers selected from a population of 363 using proportional sampling based on the Slovin formula. A validated and reliable questionnaire was utilized, and data were analyzed using multiple linear regression, t-tests, and F-tests. The findings revealed that principals' supervisory competence was the only variable exerting a positive and statistically significant effect on teacher performance (β = 0.255, p = 0.002). Conversely, leadership style (p = 0.247) and managerial competence (p = 0.257) did not demonstrate significant individual effects. However, the simultaneous test indicated that leadership style, managerial competence, and supervisory competence collectively exerted a significant influence on teacher performance (F = 5.532, p = 0.001). The results identify supervisory competence as the most dominant predictor of teacher performance, underscoring the critical role of continuous supervision, professional guidance, and instructional support in enhancing teachers' effectiveness. These findings suggest that educational improvement initiatives should prioritize strengthening principals' supervisory competence while maintaining the balanced development of leadership and managerial capabilities.
Copyright (c) 2026 Lukmanul Aminudin, Shely Cathrin, Agung Purwa Widiyan https://creativecommons.org/licenses/by-sa/4.0
Teacher creativity in moral education to strengthen religious moderation: A case study at an elementary school in Bima city, Indonesia
Strengthening religious moderation through moral education has become increasingly important in elementary education. However, previous studies have largely examined character education and religious moderation separately, while limited attention has been given to how teacher creativity supports the internalization of religious moderation values in primary school contexts. This study aims to explore how teacher creativity in moral education contributes to strengthening religious moderation among students at State Elementary School 12 Sarae, Bima City, Indonesia. This research employed a qualitative case study design involving one principal, four teachers, and twelve students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, supported by source and method triangulation. The findings indicate that teacher creativity was reflected in storytelling, interactive learning activities, habituation practices, and teacher role modeling, which supported the internalization of tolerance, empathy, cooperation, and respect in students’ daily interactions. Challenges remained in designing innovative moral learning experiences and integrating moderation values consistently into classroom instruction. This study contributes by providing contextual insights into how creative moral education practices support religious moderation in elementary education within a socio-religious community setting.
Copyright (c) 2026 Faidah Safriatun, Abdussahid Abdussahid, Hermansyah Hermansyah https://creativecommons.org/licenses/by-sa/4.0
The effect of Quizizz-assisted gamification on fourth-grade students' learning outcomes in Indonesian language subject: A pretest-posttest study
Despite the growing body of research on gamification in elementary education, empirical evidence specifically examining its effectiveness in Indonesian language instruction within the context of the Merdeka Curriculum remains limited. This study aimed to examine the effect of Quizizz-assisted gamification on fourth-grade students' learning outcomes in the Indonesian language subject at SDN 19 Tanjung Tengang, West Kalimantan, Indonesia. A quantitative pre-experimental method with a one-group pretest-posttest design was employed, involving 27 students selected through total sampling. The intervention consisted of six instructional sessions using Quizizz-based gamification activities incorporating points, leaderboards, badges, time limits, and immediate feedback. Data were collected using a validated 20-item multiple-choice test (Aiken's V > 0.80, Cronbach's α = 0.709) measuring reading comprehension, vocabulary understanding, and language rule application. The findings revealed a significant improvement in learning outcomes, with mean scores increasing from 66.96 (SD = 6.636) in the pretest to 85.04 (SD = 5.080) in the posttest. The paired-sample t-test indicated a statistically significant difference, t(26) = 3.05, p < .001, with a very large effect size (Cohen's d = 3.00). Beyond academic achievement, Quizizz enhanced students' motivation, engagement, and active participation. These findings suggest that Quizizz-assisted gamification is a promising instructional strategy for improving elementary Indonesian language learning outcomes. However, the absence of a control group precludes causal attribution, and future research employing randomized controlled trials with larger, more diverse samples is recommended to establish causality and examine long-term knowledge retention.
Copyright (c) 2026 Elma Guspinda, Septian Peterianus https://creativecommons.org/licenses/by-sa/4.0
How Islamic values shape classroom governance in a child-friendly school
Classroom governance plays an important role in shaping student well-being, participation, and inclusive learning environments. Although values-based leadership has received increasing scholarly attention, limited studies have examined how religious educational values are operationalized as practical governance mechanisms within classroom settings, particularly in public schools. This study aimed to investigate how Islamic educational values are operationalized within classroom governance structures to support a child-friendly learning environment. This study employed a qualitative single-case study design conducted at SD Negeri 50 Prabumulih, Indonesia. Data were collected through semi-structured interviews with school leaders, teachers, students, and parents, complemented by classroom observations and document analysis. Data were analyzed using reflexive thematic analysis. The findings revealed that Islamic educational values were systematically translated into classroom governance through five interrelated practices: participatory rule formation, relational authority structures, humanistic behavioral regulation, reflective monitoring, and collaborative accountability. Principles such as ‘adl (justice), rahmah (compassion), amanah (responsibility), and la darar wa la dirar (non-harm) functioned as procedural governance mechanisms that guided classroom interaction, decision-making, and behavioral regulation. Rather than reducing teacher authority, these practices reconfigured authority into a more participatory and ethically grounded form. This study contributes to educational leadership scholarship by demonstrating how religious ethical values can function as operational governance mechanisms and strengthen values-based classroom governance within contemporary public education contexts.
Copyright (c) 2026 Lini Suryani, Karoma Karoma, Afriantoni Afriantoni, Rohmadi Rohmadi https://creativecommons.org/licenses/by-sa/4.0
Fostering student questioning in Islamic education: The learning start with a question strategy in a vocational high school
This study aims to analyze the planning, implementation, and supporting and inhibiting factors of the Learning Start with a Question (LSQ) strategy in fostering student questioning in Islamic Religious Education at a vocational high school, SMKN 1 Kebun Tebu. Although previous research shows that student-centered strategies improve engagement, limited attention has been given to how LSQ specifically fosters questioning skills in Islamic Religious Education within vocational schools. Few studies have examined its planning and implementation challenges in this setting. This qualitative case study involved students and an Islamic Religious Education teacher. Data were collected through observations, interviews, and documentation. Findings show LSQ was implemented through structured stages: providing learning stimuli, student-generated questions, class discussions, and teacher reinforcement. Student participation increased noticeably, from only a few students asking questions initially to many more actively participating after several meetings. The strategy gradually fostered students' questioning skills in relevance, clarity, and depth, with some students demonstrating higher-order thinking, though variations remained. To address initial shyness, the teacher used written questioning and small-group discussions, which engaged previously passive students. However, a small number remained less active, indicating the need for continued support. Supporting factors included contextual media and active teacher facilitation, while cognitive ability differences remained a challenge. This study provides empirical evidence and a practical implementation model of LSQ for Islamic Religious Education teachers in vocational schools.
Copyright (c) 2026 Annisa Salsabila Firdausia, Chairul Anwar, Era Octafiona https://creativecommons.org/licenses/by-sa/4.0
The effectiveness of mindfulness-based learning in improving students' motivation and academic achievement in Islamic religious education: A quasi-experimental study
Learning in Islamic Religious Education at the senior high school level is frequently characterized by teacher-centered instructional practices that may limit students’ engagement, learning motivation, and academic achievement. Although mindfulness-based learning has been widely discussed in educational research, empirical evidence regarding its implementation in Islamic Religious Education remains limited, particularly at the senior high school level in Indonesia. Therefore, this study aimed to examine the effectiveness of mindfulness-based learning in improving students’ learning motivation and academic achievement in Islamic Religious Education at SMA GUPPI Salawati, Sorong Regency. This study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The participants consisted of all 33 eleventh-grade students, who were grouped into an experimental class (n = 16) and a control class (n = 17). Data were collected using a learning motivation questionnaire based on the ARCS model and a cognitive achievement test developed according to Bloom’s Taxonomy and analyzed using descriptive statistics and the Mann–Whitney U test. The findings showed that students in the experimental group achieved higher learning motivation (M = 62.94) and learning outcomes (M = 85.63) than students in the control group (M = 33.41; M = 65.29), with statistically significant differences (p < 0.001). The experimental group also demonstrated greater improvement in both variables than the control group. These findings indicate that mindfulness-based learning may serve as an effective instructional approach to support student engagement and improve learning outcomes in Islamic Religious Education.
Copyright (c) 2026 Syifaul Fauziah, Sella Nofriska Sudrimo, Muhammad Satir https://creativecommons.org/licenses/by-sa/4.0
The synergistic contribution of pedagogical competence and digital media to elementary students' learning interest: A TPACK perspective
Students’ learning interest is an important factor in supporting engagement and achieving optimal learning outcomes in elementary education. In response to the increasing integration of digital technology in educational practices, teachers are expected to possess strong pedagogical competence and effectively utilize digital learning media. This study aimed to analyze the contribution of teacher pedagogical competence and digital learning media to the learning interest of fifth-grade students at SD Al Islam 2 Jamsaren Surakarta, both partially and simultaneously, from a TPACK perspective. This study employed a quantitative correlational design involving 86 students selected from a population of 110 through simple random sampling based on the Isaac and Michael sampling formula. Data were collected using closed-ended questionnaires with a Likert scale and analyzed through multiple linear regression after classical assumption testing. The results showed that teacher pedagogical competence and digital learning media significantly contributed to students’ learning interest, both partially and simultaneously (p < 0.05), with pedagogical competence demonstrating a stronger contribution. The regression model explained 52.9% of the variance in students’ learning interest (R² = 0.529). These findings indicate that strengthening pedagogical competence accompanied by the meaningful use of digital learning media can support the development of students’ learning interest and improve instructional quality in elementary education.
Copyright (c) 2026 Khoirun Nissa Febriyanti Sholikah, Sabar Narimo, Murfiah Dewi Wulandari https://creativecommons.org/licenses/by-sa/4.0
Clinical academic supervision and professional identity transformation among PAI teachers in an Indonesian madrasah
Academic supervision in many madrasahs often functions as administrative evaluation rather than professional learning for teachers. This study investigates how clinical academic supervision is enacted, and how it shapes the professional identity development of Islamic Religious Education (PAI) teachers in an Indonesian madrasah. Employing a qualitative phenomenological approach, the research was conducted over one academic semester in an Islamic junior secondary school. Data were generated through in-depth interviews, participatory classroom observations, and document analysis involving a principal, a vice principal, and four PAI teachers. Data analysis followed a phenomenological framework to capture participants' lived experiences. The analysis revealed three central experiential themes: a shift from evaluative control to professional trust, reflective dialogue as a source of pedagogical empowerment, and supervision as a catalyst for professional identity transformation. Through collaborative planning, classroom observation, and reflective feedback, teachers gradually reconceptualized supervision as developmental support rather than bureaucratic monitoring. These findings demonstrate that clinical academic supervision can operate as a transformative professional learning practice when grounded in dialogic reflection and trust. The study contributes to expanding instructional leadership scholarship by highlighting how supervision supports the reconstruction of PAI teacher identity within the distinctive context of madrasah education.
Copyright (c) 2026 Eti Tamsiyati, Yuniar Yuniar, Yulia Tri Samiha https://creativecommons.org/licenses/by-sa/4.0
From routine to system: Institutionalizing religious habituation through governance structures in Islamic junior secondary education
Although religious routine activities are widely implemented in Islamic schools, limited empirical attention has been given to how such programs are structurally embedded within formal governance systems to ensure long-term sustainability. Prior research has primarily focused on measuring student-level outcomes while overlooking the organizational infrastructures that sustain these practices over time. Addressing this gap, this qualitative instrumental single-case study examines how a Morning Religious Program is institutionalized at MTs An Najah Petaling, Banyuasin Regency, South Sumatra, Indonesia, over a six-month period (January–August 2025). Data were collected through non-participant observation, semi-structured interviews with six key institutional actors (principal, Islamic Education teacher, homeroom teacher, student affairs administrator, and two students), and analysis of official documents including schedules, attendance logs, and supervisory reports. The study analyzes four interconnected managerial processes: program planning, implementation, supervision, and evaluation. The findings indicate that sustainability is reinforced through regulated scheduling, explicit task delegation, continuous monitoring, and systematic documentation. These structured routines function as formalized habituation processes that cultivate discipline, shared responsibility, and the gradual normalization of Islamic values, although deeper moral internalization requires complementary pedagogical reinforcement. The study demonstrates that religious habituation becomes sustainable when systematically aligned with formal institutional management structures rather than relying solely on individual initiative, offering actionable insights for Islamic school leaders and policymakers.
Copyright (c) 2026 Yevi Yasmini, Saipul Annur, Fitri Oviyanti https://creativecommons.org/licenses/by-sa/4.0
The effect of Kahoot gamification on students' active participation in informatics learning: A pre-experimental study at an Indonesian madrasah
Low student active participation in Informatics learning remains a persistent challenge in madrasah settings, where conventional and less-interactive teaching methods are still predominantly used. Preliminary observations at MA Sarji Ar-Rasyid revealed that class X students showed minimal engagement during Informatics lessons, characterized by passive learning behaviours and limited responsiveness. While previous studies have demonstrated the effectiveness of Kahoot in improving motivation and learning outcomes, research specifically examining its impact on the construct of active participation within Informatics learning at the madrasah level remains limited. This study aims to determine the influence of Kahoot-based interactive media on students' active participation in Informatics learning. A quantitative approach with a pre-experimental one-group pretest-posttest design was employed. The subjects were all 26 students of class X at MA Sarji Ar-Rasyid, selected through saturated sampling. The instruments, validated through expert judgment, demonstrated good reliability (Cronbach's Alpha = 0.722). Data were collected during the odd semester of the 2025–2026 academic year. The paired sample t-test revealed a significant difference between pretest and posttest scores (t = -8.677, p < .001), with the mean active participation score increasing by 14.788 points from pretest to posttest. These findings indicate that Kahoot-based interactive media significantly enhances students' active participation and can serve as an effective pedagogical strategy for creating more engaging and participatory Informatics learning environments in madrasah settings.
Copyright (c) 2026 Ana Fitriya, Siti Seituni, Nur Azizah https://creativecommons.org/licenses/by-sa/4.0
The mediating role of learning motivation: An integrated TAM2 and self-determination theory model for e-learning achievement
Prior research based on the Technology Acceptance Model 2 (TAM2) has largely emphasized technological and social factors while offering limited insight into how learner motivation translates system acceptance into meaningful learning outcomes. To address this gap, this study integrates TAM2 core constructs, namely Perceived Ease of Use, Perceived Usefulness, and Social Influence, with key motivational drivers, including hedonic, intrinsic, and extrinsic motivation, to examine their combined effects on behavioral intention, learning motivation, and learning achievement in e-learning contexts. Data were collected from 300 e-learning users using a Likert-scale questionnaire and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. The results reveal that Perceived Ease of Use strongly influences Perceived Usefulness (β = 0.611, p < 0.001), indicating that simplifying system usability is fundamental for users to recognize the value of e-learning platforms. Perceived Usefulness and Social Influence significantly predict behavioral intention, while motivational factors collectively exert a substantial effect on learning motivation, which in turn strongly enhances learning achievement (β = 0.552, p < 0.001). The proposed model explains a substantial proportion of variance in learning motivation (64%) and learning achievement (55%), demonstrating good predictive relevance within the studied context. Mediation analysis further confirms that learning motivation serves as a key mechanism through which technology acceptance and motivational factors translate into improved learning outcomes. A key practical implication is that e-learning designers should prioritize not only system usefulness and ease of use but also hedonic elements that enhance enjoyment, as this jointly foster learning motivation and ultimately drive learning achievement.
Copyright (c) 2026 Emi Yuliati, Eko Rujianto, Giat Karyono https://creativecommons.org/licenses/by-sa/4.0
Improving qur’anic fashahah through the wahdah method: A quasi-experimental study in a madrasah aliyah
While the Wahdah method is widely recognized for increasing the quantity of Qur’anic memorization, its specific effectiveness in improving recitation quality particularly faṣḥahah, encompassing fluency, articulatory accuracy, and proper application of tajwīd rules within formal madrasah settings remains underexplored. Qur’an Hadith instruction at the Madrasah Aliyah level commonly relies on conventional memorization-based practices that insufficiently address these qualitative aspects of recitation. This study aimed to examine the effectiveness of the Wahdah method in enhancing students’ faṣḥahah ability in a formal Madrasah Aliyah context. Using a quasi-experimental posttest-only control group design, the research was conducted at MAN 1 Bandar Lampung and involved two Grade XI classes selected through cluster sampling, assigned as experimental and control groups. Students’ faṣḥahah ability was assessed using a validated performance-based recitation instrument measuring fluency, articulatory precision (makhārij al-ḥurūf accuracy), and correct application of tajwīd rules. Data were analyzed using an Independent Samples t-test after confirming variance homogeneity. The results indicated a statistically significant difference between groups, with the experimental group achieving higher mean faṣḥahah scores than the control group (t (57) = 2.076, p = 0.042). Classroom observations supported these findings, revealing fewer articulation errors and more consistent tajwīd application among students exposed to intensive verse by verse repetition. The study concludes that the Wahdah method is a pedagogically effective approach, offering madrasah teachers a structured and practice-oriented technique to systematically improve students’ faṣḥahah by integrating memorization with sustained recitational accuracy.
Copyright (c) 2026 Muhammad Raffi Firdaus, Baharudin Baharudin https://creativecommons.org/licenses/by-sa/4.0
Implementing the PEEC technique through classroom action research: A strategy to mitigate adad–ma‘dud errors in beginner-level Arabic writing
Mastering writing skills is a fundamental yet challenging aspect of beginner-level Arabic language acquisition, particularly in applying complex grammatical constructs such as adad–ma‘dūd (numeral-noun agreement). Conventional teacher-centered correction methods often fail to facilitate the deep processing required for rule internalization. This classroom action research (CAR) proposes the PEEC (Peer Editing and Error Correction) technique, a novel collaborative strategy integrating peer discussion with immediate corrective feedback to address this pedagogical gap. Conducted over two cycles with 36 first-year students in an intensive Arabic program at a state Islamic university in Malang, the study employed observation, writing tests, and document analysis of student drafts. Results demonstrated significant improvement in writing accuracy. The number of students achieving the mastery criterion rose from 12 (33.33%; average score: 61) in the pre-cycle, to 23 (63.89%; average: 73) in cycle I, and to 32 (88.89%; average: 84) in cycle II. This represents a 55.56% increase in completion rate and a 23-point average score gain, with marked enhancement in adad–ma‘dūd application. The findings confirm PEEC as an effective intervention for developing beginner Arabic writing proficiency, warranting further exploration in diverse instructional contexts.
Copyright (c) 2026 Halimatus Sa'diyah, Usfiyatur Rusuly, Intan Nur Fauziah Saputri https://creativecommons.org/licenses/by-sa/4.0
The effect of the guided discovery learning model on fifth grade students' understanding of the water cycle in the IPAS subject
This study aimed to examine the effect of the Guided Discovery Learning model on fifth-grade students’ conceptual understanding of the water cycle in the IPAS subject. The research employed a one-group pretest–posttest design involving elementary school students as research participants. Students’ conceptual understanding was measured using a test instrument that had been validated through content validity and demonstrated acceptable reliability (Cronbach’s Alpha = 0.706). Data analysis was conducted by first testing the normality of the difference scores (posttest–pretest) using the Shapiro–Wilk test, followed by a paired sample t-test to examine the effect of the intervention. The results showed a significant improvement in students’ conceptual understanding of the water cycle after the implementation of Guided Discovery Learning (p < 0.05). These findings indicate that Guided Discovery Learning effectively supports meaningful learning by actively engaging students in exploration, scientific reasoning, and guided concept discovery. Therefore, this learning model is relevant for enhancing elementary students’ conceptual understanding in science learning, particularly within the context of the Merdeka Curriculum.
Copyright (c) 2026 Ave Vania Marta, Erna Zumrotun https://creativecommons.org/licenses/by-sa/4.0
Scaffolding creativity: Integrating problem-based learning with liveworksheets to enhance poetry writing skills in high school
Classroom observations in an eleventh-grade class at Muhammadiyah 1 Senior High School Sragen revealed low student engagement and limited poetry writing skills. To address this issue, this study examined the implementation of Problem-Based Learning (PBL) supported by Liveworksheets electronic student worksheets in poetry writing instruction. Using a descriptive qualitative case study design, data were collected through classroom observations, interviews with Indonesian language teachers, and questionnaires administered to 26 eleventh-grade students. The data were analyzed thematically following Braun and Clarke’s framework, with credibility ensured through data triangulation. The findings indicate improved student engagement, increased participation in learning tasks, and more positive perceptions of the learning process. Students also demonstrated greater involvement in collaborative dialogue during poetry writing activities. These results suggest that integrating interactive digital worksheets with problem-based learning can enhance student engagement and support the development of poetry writing skills at the senior secondary level.
Copyright (c) 2026 Faridah Umi Hanifah, Miftakhul Huda https://creativecommons.org/licenses/by-sa/4.0
Navigating the dialectic: Religious identity, pragmatic demands, and the paradox of educational choice in Kudus, Indonesia
Parental preferences in educational choices in Kota Subdistrict, Kudus Regency, represent a complex dialectic between the preservation of cultural religious identity through Islamic boarding schools (pesantren) and the adaptation of pragmatic instrumental values through public schools. Yet, why parents prefer pesantren despite public schools' greater capacity remains underexplained. This qualitative study analyses the factors shaping these preferences through in-depth interviews with 20 parents and document analysis of educational institution data. The findings reveal three main determinants: (1) The construction of symbolic religious capital as a long-term character investment; (2) The reproduction of the distinctive cultural identity of Kudus santri as a strategy for preserving cultural heritage; and (3) Strategies for protecting the social environment from the negative impacts of globalization through a structured environment. This study contributes to a reconceptualization of citizenship by positioning parents as autonomous agents who reflectively define the meaning of ideal education, while also exposing the social paradox in which the community chooses Islamic boarding schools even though public schools offer greater student admission capacity and accessibility. In response, the study recommends a 'Pluralistic Education Ecosystem' model that emphasizes complementary and synergistic relationships between Islamic boarding schools and public schools, as well as a reconfiguration of more inclusive education policies that support the strengthening of Islamic boarding schools as distinctive educational institutions while ensuring the accessibility and quality of public schools.
Copyright (c) 2026 Mochammad Rizal Pratama, Novia Wahyu Wardhani https://creativecommons.org/licenses/by-sa/4.0
Integrating AI with constructivist pedagogy for science education in marginalized regions: A systematic review
Enhancing 21st-century competencies in frontier, remote, and disadvantaged (3T) regions remains challenging due to limited infrastructure, restricted digital access, and the need for culturally relevant science learning. This study employs a systematic literature review of selected peer-reviewed studies published between 2011 and 2025 to examine how constructivist-based science learning integrated with digital technology and artificial intelligence (AI) can support equitable education in low-resource contexts. The findings indicate that effective technology-enhanced learning in 3T regions is pedagogy-driven rather than technology-driven, grounded in the integration of constructivism, progressivism, and social reconstructionism. AI, learning management systems, and interactive digital media can support personalized learning, formative assessment, and the development of scientific literacy, numeracy, and digital literacy when embedded within adaptive instructional frameworks. However, the literature also reveals significant feasibility constraints related to digital access, teacher readiness, and ethical considerations. Therefore, context-aware, low-bandwidth, and teacher-mediated digital solutions are essential to ensure equitable and sustainable science learning in 3T regions.
Copyright (c) 2026 Manganju Manik, Ulfia Rahmi https://creativecommons.org/licenses/by-sa/4.0
Teacher creativity and adaptive strategies for diverse learning styles in Islamic religious education: A case study of a pesantren-based vocational school
This study investigates the creativity of Islamic Religious Education (PAI) teachers in adapting teaching strategies to students’ diverse learning styles at SMK Darul Muqomah Gumukmas during the 2024/2025 academic year. Using a qualitative case study design, data were collected through classroom observations and in-depth interviews with two PAI teachers and fifteen students representing visual, auditory, and kinesthetic learning styles. Findings indicate that teachers synergized method-based and media-based adaptations; for example, kinesthetic learners were engaged through role-playing simulations of religious narratives, supported by digital animation, while visual learners benefited from slides and hand-drawn illustrations. Despite these efforts, challenges such as limited time, resources, and digital competence persisted. The novelty of this study lies in examining the intersection of learning-style theory, creative pedagogy, and Islamic religious instruction within the under-researched context of vocational education integrated with pesantren values. Based on these findings, it is recommended that professional development programs emphasize technological pedagogical content knowledge (TPACK) tailored for Islamic education, enabling teachers to creatively integrate digital tools with religious content while addressing diverse learner needs.
Copyright (c) 2025 Nisfi Lailatul Sa'diyah, Mohammad Dasuki https://creativecommons.org/licenses/by-sa/4.0
Evaluating test item quality: A comprehensive analysis of economics multiple-choice questions in Indonesian high schools (Case study at SMA Negeri 1 Gedangan)
This study aims to evaluate the psychometric characteristics of multiple-choice question items in the daily assessment instrument of Economics subjects in phase F at SMA Negeri 1 Gedangan. The instrument was developed through the first three stages of a 4D model (Define, Design, Develop) and analyzed using the Classical Test Theory (CTT) approach. Content validity was tested using the Aiken's V index, while empirical validity, difficulty level, differentiation, trick effectiveness, and reliability were analyzed quantitatively. The validation results showed that nine out of ten questions had sufficient content validity (V ≥ 0.50), but one question was declared invalid and removed. Quantitative analysis showed that 90% of the questions were relatively easy (P > 0.80), 35% had good differentiation (D ≥ 0.40), and the reliability of the instrument was in the medium category (KR-20 = 0.692). Some tricksters do not function optimally, indicating the need for improvements in the design of the answer choice. These findings affirm the importance of question item analysis in improving the quality of economic learning evaluation, especially in supporting formative assessments in accordance with the principles of the Independent Curriculum.
Copyright (c) 2025 Arsharil Novan, Putri Ulfa Kamalia https://creativecommons.org/licenses/by-sa/4.0
Enhancing cognitive and collaborative outcomes in Islamic education: A classroom action research on the STAD method in aqidah akhlak learning
This study examines the effectiveness of the Student Teams Achievement Divisions (STAD) cooperative learning method in improving students’ learning outcomes in the "Beriman Kepada Malaikat Allah" (Faith in Allah’s Angels) chapter of the Aqidah Akhlak subject at MTs Asy-Syuhada. Employing a Classroom Action Research (CAR) design based on the Kurt Lewin model, the study was conducted in two cycles comprising planning, action, observation, and reflection stages with 26 seventh-grade students of Class VII B during the 2024/2025 academic year. Data were collected through learning outcome tests, observation sheets of student and teacher activities, and field notes, and analyzed using both quantitative and qualitative approaches. The findings reveal a significant improvement in students’ learning outcomes across cycles, with the average score increasing from 72.1 with 65.3% mastery in Cycle I to 80.4 with 88.4% mastery in Cycle II, surpassing the minimum mastery criterion of 75. In addition, students’ engagement and cooperative learning behaviors improved, particularly in the frequency of peer explanation, where students actively explained concepts to their group members, fostering both understanding and collaboration. These results indicate that STAD is effective not only in enhancing cognitive achievement but also in promoting active collaboration through structured peer interaction. Based on the findings, STAD is a promising strategy for text-based or discussion-heavy subjects in Islamic education at the junior secondary level, especially in subjects like Aqidah Akhlak that require active participation and group cooperation.
Copyright (c) 2026 Elbina Mamla Saidah, Wahyuni Wahyuni https://creativecommons.org/licenses/by-sa/4.0
Developing a digital learning model integrating PCK-SJT to enhance pre-service arts teachers' professional competence
This study addresses the critical need for effective digital learning tools in teacher education by developing and evaluating a novel learning model that integrates Pedagogical Content Knowledge (PCK) with Situational Judgement Tests (SJT) within a Learning Management System (LMS) for pre-service Arts and Culture teachers in Indonesia. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, the research employed a Research and Development approach using the ADDIE model, culminating in a limited trial with 20 participants. The findings demonstrate the model's efficacy in significantly enhancing professional competencies, with 80% of participants exhibiting improved reflective pedagogical reasoning and 90% affirming the high authenticity of the SJT scenarios. The study contributes an innovative, empirically validated framework for competency-based teacher education that effectively bridges the theory-practice gap, while also highlighting the need for future large-scale implementations to address limitations related to sample size and contextual focus.
Copyright (c) 2025 Abdul Rahman Prasetyo, Fikri Aulia, Shirly Rizki Kusumaningrum https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Virtual Reality in Introducing Places of Worship to Young Children
This study evaluates the effectiveness of Virtual Reality (VR) in introducing places of worship to young children. The research focuses on three key aspects: children's engagement with the VR media, their conceptual understanding as measured by Student Worksheets (LKPD), and teacher responses to its implementation. Data were gathered via direct observation, teacher questionnaires, and analysis of completed student worksheets. The findings reveal that VR significantly enhances student engagement through its interactive and immersive nature. The realistic visual experience provided by VR also facilitated a better understanding of the concepts compared to conventional methods. Teachers reported that the VR technology was user-friendly, time-efficient, and required no complex technical skills. In conclusion, this study confirms that VR is an effective tool for introducing places of worship to young children, showing significant potential to improve the quality of future learning experiences.
Copyright (c) 2025 Dian Miranda, Siska Perdina, Lukmanulhakim Lukmanulhakim, Desy Novitasari, Nadia Maharani Utami https://creativecommons.org/licenses/by-sa/4.0
ADDIE-Based vocational e-commerce training for students with mild intellectual disabilities: Charcoal briquette study
This study developed and evaluated a vocational program integrating charcoal briquette production and e-commerce marketing for students with mild intellectual disabilities. Employing the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation) within a descriptive qualitative framework, this pilot case study focused on a single 11th-grade student at SMALB. The participant was selected based on identified challenges in comprehending fundamental marketing concepts. Data were collected through interviews, observations, documentation, and focus group discussions, and analyzed using thematic analysis. Findings revealed that while the student successfully engaged in the hands-on production tasks, significant scaffolding was required for digital marketing activities on the Shopee platform. The development of a contextualized learning module enhanced the student's understanding of basic entrepreneurial concepts; however, the inherent complexity of the e-commerce interface presented a substantial learning barrier. The study concludes that integrating digital marketing into vocational education holds promise for students with intellectual disabilities but must be deliberately adapted to their cognitive abilities. Success is contingent upon scaffolded digital literacy training, the use of simplified and interactive learning media, and sustained teacher support to ensure the program's long-term viability and potential for scaling.
Copyright (c) 2025 Safira Nurlatifah, Fajar Indra Septiana https://creativecommons.org/licenses/by-sa/4.0
Bridging the gap: Perceived behavioral control and social norms as mediators between Islamic education and prayer practice
Islamic Religious Education (PAI) aims to translate religious knowledge into consistent practice, with prayer (salat) as a key outcome. However, a significant value-action gap often persists. This study investigated the mechanisms through which PAI learning influences Dhuhr prayer performance among Grade VII students at SMP Negeri 4 Rengat, Indonesia. A sequential explanatory mixed-methods design was employed, framing the analysis through the Theory of Planned Behavior (TPB). Quantitative data from all 52 students revealed that while the direct effect of PAI learning on prayer was weak, a model incorporating TPB constructs was highly significant, explaining 51.2% of the variance. Perceived Behavioral Control (PBC) was the strongest predictor (β = .59, p < .001), followed by Subjective Norms. Attitude was not a significant unique predictor. Qualitative interviews and observations with a sub-sample clarified that PBC was undermined by practical barriers like lack of confidence in prayer movements and social distractions, while norms operated through peer influence. The findings demonstrate that the PAI-prayer relationship is not direct but is critically mediated by students' perceived control and social environment. This necessitates a pedagogical shift beyond knowledge delivery towards interventions that build practical competency, scaffold habit formation, and cultivate supportive peer networks to bridge the gap between religious learning and lived practice.
Copyright (c) 2025 Al Afif Hazmar, Indah Larasati , Nurjayanti Nurjayanti, Mohd Aizul Yaakob https://creativecommons.org/licenses/by-sa/4.0
Formative assessment as a learning tool: Enhancing Arabic vocabulary and grammar through interactive evaluation in a non-formal setting
Despite the established theoretical potential of formative assessment, a significant gap exists in understanding its practical application and impact within Arabic language pedagogy, particularly in non-formal educational settings. This study addresses this gap by exploring the role of evaluation tools in enhancing vocabulary and grammar mastery at LKP Kampung Arab Al-Azhar Pare, a non-formal institution in Indonesia. Employing a qualitative descriptive methodology, data were collected through semi-structured interviews with five teachers and twenty students, non-participant observations, and document analysis. The findings reveal a comprehensive typology of evaluation tools, strategically implemented as active pedagogical strategies rather than mere measurement instruments. These tools, which range from digital gamified quizzes (e.g., Kahoot, Wordwall) to collaborative performance tasks, were found to significantly enhance student engagement, foster a deeper conceptual understanding of grammar, and reinforce the functional application of vocabulary. A critical factor in their efficacy was the consistent provision of explanatory, task-focused feedback from teachers. The study concludes that a formative, integrated evaluation system is instrumental in bridging the gap between assessing knowledge and actively cultivating it. This research offers a replicable framework for non-formal institutions and contributes to Arabic language pedagogy by empirically demonstrating how a holistic assessment approach can transform learning processes and outcomes.
Copyright (c) 2025 Husnul Hamidah, Mirdawati Razida, Nur Qomari https://creativecommons.org/licenses/by-sa/4.0