UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
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A Self-Assessment Instrument for Early Childhood Teachers: Construct Validity and Reliability Analysis
No full textEarly childhood education teachers in Indonesia often lack standardized tools to assess their pedagogical and professional competence. This study aims to develop and validate a reliable self-evaluation instrument by identifying key competency dimensions to support early childhood teachers in reflecting on their professional practices. The instrument consists of 39 items encompassing seven competency dimensions: evaluation and reflection skills, holistic educational approach, curriculum mastery, learning activity design, professionalism, technology integration, and communication. Data were collected using a 4-point Likert scale from 276 respondents for exploratory factor analysis (EFA) and 978 respondents for confirmatory factor analysis (CFA). EFA was used to identify the instrument\u27s underlying factor structure, while CFA tested the model\u27s fit with empirical data. The EFA results indicate that seven factors with eigenvalues greater than 1 were extracted, explaining 60.378% of the total variance across the 39 items. CFA results confirm that the conceptual model aligns with empirical data, with all standardized loading factors found to be significant. Construct reliability, measured using Composite Reliability (CR), shows that four of the seven dimensions have satisfactory reliability (CR > 0.70), while the remaining three dimensions demonstrate moderate reliability. This study contributes to early childhood education by presenting a validated and reliable self-assessment instrument to measure early childhood teachers’ pedagogical and professional competence. The instrument supports teachers in reflecting on their teaching practices and promotes ongoing professional development. It also offers a foundational tool for policymakers and institutions to improve teacher quality. Future research can examine its applicability in various educational contexts and evaluate its effectiveness in guiding targeted development programs
Differentiated Learning Strategies for Enhancing Early Childhood Independence: A Case Study
No full textThis study examines how differentiated learning strategies contribute to the development of independence among children aged five to six at TK Al-Islam Bangkalan, a rural kindergarten in East Java, Indonesia. Using a single instrumental case study design, data were collected over four months through non-participatory observation, semi-structured interviews, and document analysis, and analyzed using the Miles and Huberman model. Findings indicate that variations in content and process, supported by predictable routines and consistent teacher scaffolding, enabled most children to select learning materials and choose appropriate task difficulty. At the same time, a minority continued to require validation. Product differentiation and systematic assessment remained limited, reflecting constraints in teacher assessment literacy, time allocation, and class size. The study demonstrates the pedagogical potential of differentiated learning to foster initiative, responsibility, and self-confidence in low-resource early childhood settings. It highlights the necessity of practical, context-sensitive implementation strategies. The research provides evidence that differentiation principles can be adapted to rural and collectivist educational contexts and can inform discussions on culturally responsive pedagogy and equitable early childhood practice. Limitations include single-site sampling, reliance on teacher reports, and incomplete assessment artifacts, all of which limit generalizability. The study is significant for policy and practice because it links Merdeka Belajar (Freedom to Learn) objectives to observable developmental outcomes and identifies concrete barriers to scaling differentiated approaches. Recommended actions include targeted professional development on formative assessment and product differentiation, design-based collaborations to co-create feasible rubrics with teachers, and multi-site longitudinal studies to evaluate transferability and sustained impact on independence
Reframing Entrepreneurial Education Assessment in Islamic Higher Education: Mapping Global Evidence and Proposing a Learning-Oriented Evaluation Framework
No full textPurpose – This study addresses the critical need for a contextual and comprehensive evaluation system for entrepreneurship education in Islamic Higher Education Institutions (PTKI). While global research increasingly supports the role of entrepreneurship education in driving innovation and sustainability, most existing studies focus on entrepreneurial intentions or self-efficacy, with limited attention to systematic evaluation frameworks. This study aims to map global scientific trends, identify adaptive evaluation models, and formulate a Learning-Oriented Assessment (LOA)-based conceptual framework tailored for PTKI.
Design/methods/approach – Using a mixed-methods exploratory design, the study integrates bibliometric analysis of 1,428 Scopus-indexed articles (2015–2025) with a systematic literature review (SLR) of 29 empirically and theoretically grounded studies. Analytical tools such as VOSviewer, R Studio Bibliometrix, and PRISMA 2020 protocols were employed to ensure methodological rigor. The PICOS framework guided article selection and synthesis.
Findings – Results show a steady 5.12% annual growth in publications, with hybrid models—particularly the CIPP-AHP-FCE—emerging as the most adaptive across diverse institutional contexts, including those with limited technological capacity. Dual-focused evaluations that integrate both learning processes and outcomes are found to be more holistic and sustainable. However, process-oriented assessment models remain underrepresented in current literature.
Research implications – PTKIs can adopt the synthesized models and proposed framework to develop evaluation systems that align with their technological readiness, educator competencies, and spiritual mandates. This supports the advancement of reflective, inclusive, and pedagogically effective entrepreneurship education
Strategies for Fostering Prosocial Behavior: A Mixed Methods Study in Indonesian Islamic Schools
No full textPurpose – This article aims to analyze the influence of the Islamic school environment on students\u27 prosocial behavior, with an emphasis on the integration of religious values in learning strategies and school policies.
Design/methods/approach – This study used a sequential explanatory mixed-method design involving 445 students, four principals, and eight teachers from four Islamic junior high schools. The quantitative stage used structured questionnaires to assess prosocial behavior, school climate, and classroom learning practices. The qualitative stage involved interviews with principals and teachers to provide contextual understanding.
Findings – Quantitative results show that the school atmosphere explains 27.2% of the variation in students\u27 prosocial behavior (R² = .272). The most influential factors are peer relationships (β = .173), sense of belonging (β = .148), and interpersonal justice (β = .123). For classroom practices, positive teaching (β = .353) and teacher encouragement (β = .113) made significant contributions. Qualitative findings support these results, with teachers and principals citing programs such as 5S, study groups, and Friday donations as effective ways to foster empathy, cooperation, and concern among students.
Research implications/limitations – This study highlights the importance of an Islamic-based environment in encouraging prosocial behavior, although the findings may not be generalized to non-Islamic educational contexts.
Originality/value – This study offers valuable insights into the intersection between religion and education, and contributes to strategies for developing prosocial behavior in Islamic school
Noeng Muhadjir’s Islamic Educational Philosophy and Its Paradigmatic Impact: A Case Study from Universitas Ahmad Dahlan, Indonesia
No full textPurpose – This study aims to examine Noeng Muhadjir’s perspective on constructing Islamic educational philosophy and its implications for developing scientific paradigms at Universitas Ahmad Dahlan (UAD). His ideas remain highly relevant amid the persistent dichotomy in Islamic education, which is still dominated by textual-theological reasoning and lacks empirical-rational contextualization.
Methods – This study applies an abductive approach combining library (deductive) and field (inductive) research. Data from Noeng Muhadjir’s works and interviews with UAD leaders are analyzed philosophically to explore how his educational philosophy shapes UAD’s scientific paradigm, as reflected in the Science Unification guideline.
Findings – Noeng Muhadjir’s Islamic educational philosophy, inspired by Ibn Rushd’s Peripatetic tradition, is based on monism, metaphysical realism, and theocratic humanistic ethics. He integrates empirical-rational (‘aqliyah) and divine-revelatory (naqliyah) reasoning to develop theocratic humanistic science and technology. At UAD, this thought underpins the unification of general and religious sciences grounded in Islamic and Muhammadiyah values (AIK) to advance science, humanity, and universal values.
Research implications/limitations – This research advances the development of an Islamic educational philosophy that is empirical-rational in method yet spiritual in orientation. Based on Islamic Peripatetic principles, it positions Islamic education as integrating both religious and general sciences through empirical and experimental approaches. This perspective ultimately eliminates the dichotomy between wājib ‘ain (religious knowledge) and wājib kifāyah (general knowledge), viewing both as equally vital elements of a unified Islamic epistemology.
Originality/value – Until now, much research and development in Islamic educational philosophy has tended to rely on Western philosophical frameworks rather than being grounded in authentic Islamic philosophical thought. In response, Noeng Muhadjir proposes Islamic Peripatetic philosophy as a genuine form of Islamic philosophy that serves as the foundation for developing an Islamic educational philosophy rooted in empirical and rational reasoning
Exploring justification in solving mathematics problems in a facebook group
No full textFacebook is a popular platform that supports the development of critical thinking skills through its discussion feature. One of these potentials is its use to encourage mathematical discussions and explore justification skills in solving problems. Mathematical justification skills include providing logical reasons for the steps in solving problems. This study aims to explore the mathematical justification of Facebook users in answering questions uploaded in Facebook groups. The justification levels refer to Back, Mannila, and Wallin: assumption, vague/broad statement, rule, procedural description, and own explanation. This study used a qualitative approach with an explorative research design. The study participants were 222 members of the SMP (Solution of Mathematics Problem) Facebook forum. Data were obtained through documentation of uploaded questions, comments from forum members, and non-participatory online observation. This study analyzed answers to three geometry problems uploaded in the forum, with six people selected as research subjects based on the diversity of their justification patterns. The results showed variations in the level of mathematical justification of forum members, from assumption to own explanation. Factors influencing differences in justification levels include understanding mathematical concepts and critical thinking skills. These findings indicate that Facebook can effectively encourage mathematical discussions and improve critical thinking skills
Upaya meningkatkan hasil belajar matematika peserta didik melalui model pembelajaran discovery learning
No full textMathematics learning plays a crucial role in developing students\u27 logical and analytical thinking skills. The 2022 PISA results indicate that Indonesia still lags in mathematical proficiency, partly due to the use of less innovative teaching methods. This study aims to determine the effectiveness of the Discovery Learning model in improving students\u27 mathematics learning outcomes. The research method employed was classroom action research using Ernest T. Stringer\u27s model, which consists of the Look, Think, and Act stages. The study was conducted in class X E at MAN 2 Bantul with 36 students. The results showed a significant improvement in learning outcomes after the implementation of Discovery Learning, with the average score increasing from 65.81 to 81.53 and the completion rate rising from 39% to 81%. The analysis using the Paired Sample t-Test indicated a significance value of 0.000 < 0.05, confirming that Discovery Learning is effective in enhancing learning outcomes. The implications of this study suggest that the Discovery Learning model can serve as an alternative to enhance student engagement and understanding in mathematics learning. Educators are encouraged to implement this method more broadly and receive support from schools in providing interactive learning media and relevant training
Exploring ethnomathematics-based multicultural education as a child-friendly approach in Banyumas: focusing on multiplication and geometry
No full textThe ethnomathematics approach in primary education offers the potential to conceptualize mathematics learning in a contextual, reflective, and culturally based manner. However, the integration of local culture into Indonesia\u27s mathematics curriculum remains sporadic and lacks a systematic structure. This study aims to describe the implementation of ethnomathematics in multicultural education in primary schools in Banyumas, focusing on the use of Ngapak’s non-standard units in multiplication operations and the utilization of traditional games such as engklek and dam-daman in teaching geometry. Using a qualitative approach with a descriptive type, this study involved teachers, students, and school principals from three primary schools in Banyumas. Data were collected through semi-structured interviews, participatory observations, and document analysis, which were then interactively analyzed through data reduction, data presentation, and conclusion drawing. The study results show that: 1) the use of non-standard units such as unting, sangga, and selingget in multiplication operations enriches students\u27 conceptual understanding by linking mathematics to real-life practices such as trade and agriculture, 2) the engklek game strengthens geometry concepts through representations of squares, rectangles, and triangles, while the dam-daman game contributes to the development of critical thinking, problem-solving skills, and spatial strategies, 3) this study proves that the ethnomathematics approach not only increases student engagement in learning but also contributes to academic achievement, with mastery levels ranging from 92% to 95% and average scores between 87 and 89
Optimization of geometric thinking through interactive worksheets: a scoping review
No full textGeometric thinking is a crucial aspect of mathematics education, particularly in developing visualization skills, understanding geometric concepts, and problem-solving abilities. This study aims to explore the role of interactive worksheets (Lembar Kerja Peserta Didik, LKPD) in optimizing geometric thinking through a scoping review. Using a scoping review approach, a search was conducted in the credible Google Scholar database with the keywords “Interactive Worksheets,” “Geometric Thinking,” and “Mathematics Education.” The study specifically focused on research conducted in the context of Indonesia to understand the local implementation and outcomes. Articles were selected through abstract screening, full-text reading, and the application of inclusion criteria. The findings reveal that interactive worksheets significantly enhance students\u27 geometric thinking by leveraging elements such as gamification, dynamic visualization, and technology-based interactive exercises. Research trends in Indonesia are dominated by experimental design and technological development, yet gaps persist, including a lack of long-term trials, limited focus on primary education, and insufficient diversity in the indicators of geometric thinking. This study recommends further research employing longitudinal approaches, exploring cutting-edge technologies such as AI and AR, and developing worksheets tailored to various educational levels. This study provides comprehensive insights into the potential of interactive worksheets to support the development of geometric thinking in the Indonesian context while identifying challenges that need to be addressed to enhance their effectiveness in mathematics education
Development of pjbl-based teaching modules to improve critical and creative thinking skills
No full textThis study aims to develop a Project Based Learning (PjBL)-based teaching module to enhance students’ critical and creative thinking skills on the topic of the Pythagorean Theorem. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The module was validated by five experts, resulting a score of 0.71, categorized as very valid. The module was tested on 38 eighth-grade students at SMP Negeri 11 Cirebon. The effectiveness test showed a significant improvement in students’ critical and creative thinking abilities, with N-Gain scores of 0.56 and 0.57 respectively, both categorized as moderately effective. The Wilcoxon test showed a significance value of 0.000 for both skills, indicating a significant difference between pretest and posttest scores. Additionally, student responses to the module were highly positive, with an average score of 85.91%. Based on these results, the developed PjBL-based teaching module is considered feasible and effective for enhancing higher-order thinking skills in mathematics learning