UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
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Risk Management for the Stability of Islamic Educational Institutions: A Pesantren Case Study in Hidayatul Fauzaniyyah
No full textThis study investigates how risk management practices contribute to the stability of Islamic educational institutions, using Pesantren Hidayatul Fauzaniyyah as a case study. Employing a descriptive qualitative approach, the research explores institutional efforts in managing operational, financial, human resource, and reputational risks. Data were collected through in-depth interviews, participant observations, and document analysis, with informants selected via purposive sampling. The findings reveal that risk identification is routinely conducted through internal meetings involving school leadership and educators, addressing challenges related to curriculum delivery, financial sustainability, and community engagement. Strategies implemented include the development of income-generating agricultural enterprises, standardized recruitment and training of teaching staff, and structured financial governance. These efforts have strengthened institutional resilience, enhanced educational quality, and fostered community trust. The study highlights the importance of formalizing risk management in pesantren contexts and adapting it to local cultural, religious, and economic settings. While the single-case design limits generalizability, the findings offer a practical framework for other Islamic educational institutions seeking sustainable governance models. Further research should explore comparative and longitudinal case studies to refine context-sensitive risk management approaches in Islamic education
Integrating Augmented Reality in Islamic Education: A Case Study of Al Ma’arif Singosari High School
No full textThis study investigates the implementation of Augmented Reality (AR)-based learning media at Al Ma’arif Singosari High School, an Islamic educational institution undergoing digital transformation. Employing a qualitative case study approach, the research explores the lived experiences, perceptions, and challenges encountered by teachers, students, and administrators. Data were collected through classroom observations, semi-structured interviews, focus group discussions, and document analysis, ensuring methodological triangulation. Findings indicate that AR positively influenced teaching practices, fostering creativity and a shift from content delivery to facilitative instruction. Students reported increased engagement and improved comprehension of abstract concepts across subjects such as Islamic Studies, Biology, and Arabic. However, technical challenges—including device compatibility, limited internet connectivity, and distractions from mobile devices—posed significant barriers. These dual outcomes highlight both the pedagogical potential and operational limitations of AR in Islamic education. The study provides practical implications for institutions considering similar initiatives, emphasizing the importance of teacher training, infrastructure readiness, and institutional support. While offering a replicable framework, this single-site study is limited in scope and duration. Future research should explore the long-term impacts of AR integration, its adaptability across diverse Islamic school contexts, and the development of culturally and pedagogically aligned AR content
Pedagogical Content Knowledge in Chemistry Education: Its Significance for Pre-Service Chemistry Teachers
No full textThis study examines the significance of Pedagogical Content Knowledge (PCK) in chemistry education, specifically its role in pre-service chemistry teacher training. Through a comprehensive review of 14 articles, the research identifies key themes related to the development, application, and impact of PCK on chemistry teaching practices. The majority of the articles emphasize the importance of integrating PCK into teacher training programs, highlighting the effectiveness of practice-based and constructivist learning approaches to bridge the gap between content knowledge and teaching strategies. PCK was found to influence teaching methodologies, allowing teachers to tailor their approaches to specific chemistry topics and manage classroom dynamics effectively. However, the study also reveals significant gaps in the application of PCK in classroom management and assessment practices, areas that require further exploration. The findings suggest that although PCK plays a critical role in improving teaching quality, its integration into classroom management and assessment is still underexplored. The research recommends future studies to focus on these areas, particularly in secondary and higher education settings, to refine the application of PCK across various aspects of chemistry teaching. This research contributes to a deeper understanding of PCK\u27s role in teacher preparation and offers directions for future research to enhance the development of pre-service chemistry teachers and improve overall teaching effectiveness
Challenges of Early Childhood Education in Era Society 5.0: The Importance of A Teacher\u27s Role
No full textEarly Childhood Islamic Education (PAUD) plays an important role in forming the foundation of children\u27s values and character, especially amidst technological advances and changes in the era of Society 5.0. In the context of PAUD, the main challenge faced is how to integrate Islamic values in the learning process that is relevant to technological developments, as well as ensuring comprehensive education for early childhood. The purpose of this article is to explain the importance of the role of teachers and their implementation in early childhood education learning and its relationship to Islamic education in the era of Society 5.0, especially for early childhood. The research approach uses qualitative research with interviews and data analysis methods. Interviews were conducted with preschool teachers and and data sources come from journals and books in the field of early childhood education in early childhood learning. Data collection is carried out by collecting related references, both manually and digitally. After the data is collected, it is then displayed, reduced and constructed so that a new, complete and latest concept emerges. The results of the study show that the role of teachers is very strategic in managing a comprehensive and adaptive learning process to technological developments, in order to produce a generation that is not only intellectually intelligent, but also has good character and strong faith in accordance with Islamic teachings. Therefore, training and improving teacher competence in the digital era is a key factor in creating quality Islamic education in PAUD
Lego Games in Increasing Creativity in Early Childhood
No full textThis study aims to analyze the role of lego games in improving the creativity of early childhood at RA Nurul Jadid. Creativity is an important aspect in children\u27s growth and development that can be developed through directed play activities. This study uses a qualitative approach with observation, interview and documentation techniques on children\u27s activities in early childhood education institutions, especially the 4-5 year age group. The focus of this study was directed at class A which consisted of 21 students. The results of the study showed that the use of lego was significantly able to stimulate the development of children\u27s creativity, both in terms of physical motoric, cognitive, artistic, and social emotional development. Children are able to create new shapes, think logically, and interact and work together with their peers. Lego media is effectively used as a fun and meaningful learning medium
Kesulitan Siswa dalam Menyelesaikan Masalah Geometri
No full textGeometri merupakan materi yang sangat penting untuk dipelajari oleh siswa karena banyak konsep matematika yang dapat ditunjukkan atau dijelaskan dengan representasi geometris. Selain dapat menumbuhkembangkan kemampuan berpikir logis, geometri juga efektif untuk membantu menyelesaikan permasalahan dalam banyak cabang matematika. Di antara cabang matematika yang lain, geometri mendapat porsi paling besar dalam kurikulum dari SD sampai SMA. Tulisan ini bermaksud mengidentifikasi kesulitan siswa dalam menyelesaikan masalah geometri dengan mengkaji hasil-hasil penelitian yang sudah ada. Hasil kajian ini adalah adanya dua jenis kesulitan yaitu kesulitan memahami konsep geometri dan kesulitan menyelesaikan masalah geometri. Kesulitan memahami konsep geometri meliputi kesulitan dalam memahami definisi bangun geometri seperti sudut, garis, simetri, bidang, dan ruang serta kesulitan mensintesis hubungan antar bangun geometri seperti membandingkan segitiga samakaki dengan samasisi dan membandingkan persegi dengan persegipanjang. Adapun kesulitan menyelesaikan masalah geometri terjadi saat membaca dan memahami masalah, kesulitan mentrasformasikan soal ke dalam model matematika, kesulitan keterampilan proses penyelesaian masalah, dan kesulitan dalam menarik kesimpulan. Kesulitan tersebut terjadi karena geometri merupakan materi yang abstrak dan kompleks. Untuk mengatasi kesulitan tersebut diperlukan solusi terutama dalam proses pembelajaran agar materi geometri yang sulit bisa disajikan dengan baik sehingga membantu siswa untuk memahami materi tersebut
Analisis Problematika Pembelajaran Bahasa Arab Kelas Sistem Kredit Semester (SKS) di MAN 2 Yogyakarta Tahun Ajaran 2022–2023
No full textArabic language learning in Semester Credit System (SKS) class, where both students and teachers are pressed for time and curriculum demands, inevitably encounters various problems, both linguistic and non-linguistic, during the learning process. Based on this, the focus of this study includes the challenges in Arabic language learning within SKS class, as well as the efforts made by teachers to overcome these challenges in SKS class at MAN 2 Yogyakarta. This research is a descriptive qualitative study employing four data collection methods: observation, interviews, questionnaires, and documentation. The results of the study show the following: First, the linguistic problems found include issues related to phonology, word formation (morphology), sentence structure (syntax), meaning (semantics), and writing system (orthography). Meanwhile, the non-linguistic problems identified include students’ diverse backgrounds, low learning motivation, unattractive textbook design, limited instructional time, and an unsupportive language environment. Second, the efforts made by teachers to address these challenges include visualizing vocabulary, encouraging practical use of the given vocabulary, providing basic Imla’ (dictation) training at the beginning of the semester, and creating a more relaxed and non-intimidating classroom atmosphere
Psychosocial Effect of Grade Retention of Learners in The Foundation Phase: A South African Case Study
No full textPurpose – This study to explore teachers\u27 perceptions on the impact of grade retention on the psychosocial wellbeing of Grade 1 learners in South Africa.Design/methods/approach – This study adopted a qualitative case study design within an interpretivist paradigm. It was grounded in Bronfenbrenner\u27s Ecological Model as a theoretical framework. Data was collected through unobtrusive observation of four learners and a focus group interviews with the two teacher participants. An observation schedule was used by each teacher to record her observation and the semi-structured interview schedule was used during the focus group interview. The data was analysed using Creswell\u27s 6 steps of data analysis using thematic approach. Through inductive process theme were identified and reported against. Ethical principles were adhered to as guided by the University of Pretoria\u27s ethical guidelines for research. Approval for this study was obtained from the university.Findings – The findings revealed that grade retention affected young learners behaviours, emotions, social relationships and academic performance. Furthermore, retained learners exhibited signs of academic frustration, poor self-esteem, emotional outbursts and social challenges. Participants (teachers) shared ambivalent views regarding the department\u27s retention policy. Teachers expressed mixed feelings about policy retention while other critiqued its emotional and social toll on learners.Research implications/limitations – The sample size was small with only two teachers and four learners, thus limiting the generalisability and transferability of the findings. A larger sample size with different grades may yield different result. Furthermore, geographically, the study was limited to only one province namely KwaZulu-Natal. Additionally, the study relied on teacher perspectives which may not fully represent the learner experiences or parental views.Practical implications – Some of the practical implications are policy revision — it is recommended that South African policymakers reconsider the retention policy by integrating psychosocial well-being criteria. Additionally, professional development is recommended so that teachers are equipped to recognize and manage the emotional impact of retention. An alternative intervention is to introduce support mechanisms such as remedial programs or peer support systems, rather than relying on retention. Finally, there should be a shift from an academic performance-centred curriculum to one that includes life skills and emotional intelligence development.Originality/value – This study offers a fresh perspective by highlighting the often-overlooked emotional consequences of grade retention. It adds value to the discourse by advocating for a more holistic approach to education that prioritizes psychosocial support alongside academic achievement. The study also contributes by proposing practical, systemic changes that can inform both policy and classroom practice in the South African context.Paper type Research pape
Speech Therapy Practices for Children with Speech Delay: Exploring Techniques, Challenges, and Support Systems in Inclusive Preschool Education
No full textDelays in speech development in early childhood remain a prevalent developmental issue that impedes children’s ability to communicate and socialize effectively. This study investigates the implementation of speech therapy interventions for children with speech delay at the Smart Edu Tuban Inclusive Kindergarten (KB), focusing on the intervention process, supporting and inhibiting factors. Using a descriptive qualitative method with a single case study design, data were obtained through observation, interviews, and documentation involving key informants: the principal, a teacher-therapist, a parent, and a student with speech delay. The study reveals two main forms of intervention: (1) strengthening the speech organs through massage, brushing, and breath exercises, and (2) repetitive verbal training using visual aids. These methods are structured in four stages: initial assessment, planning, implementation, and evaluation. Supporting factors include complete therapeutic facilities, active parental involvement in reinforcing therapy at home, and the therapist’s competence. Inhibiting factors include children’s difficulty in articulating words and fluctuations in mood during therapy sessions. The findings highlight the importance of combining motoric stimulation and verbal repetition strategies within a structured and individualized therapy program. This case also underscores the critical role of environmental support, particularly from parents and educators, in enhancing therapeutic outcomes. The study contributes to understanding how inclusive early childhood institutions can develop adaptive therapeutic practices. However, as a single-case design, the findings cannot be generalized broadly. Further research with larger participant pools and experimental design is needed to assess the effectiveness of various intervention models and their applicability across diverse settings. Strengthening inter-institutional collaboration and integrating emotional support mechanisms are recommended to optimize therapy outcomes for children with speech delays
Parental Preferences in Children\u27s Menu Provision at Home: An Exploratory Study in West Sumatra
No full textIndonesia continues to face significant challenges in achieving optimal nutrition, as malnutrition persists despite advancements in the health sector. This study explores how parents in West Sumatra make decisions about their children\u27s meals, focusing specifically on their understanding of stunting and the role of dietary variety. The goal is to assess how parental awareness of stunting affects their choices in providing balanced, nutritious meals for their children. The study collected data from 387 parents using a structured questionnaire, analyzed through descriptive and correlational methods. Results showed that rice is the primary staple, consumed an average of 2.78 times per day. Although animal protein sources like fish and eggs are commonly included, vegetable and fruit consumption remain below recommended levels. A weak but positive correlation was identified between parental knowledge and food variety, especially regarding fruits and vegetables. However, this relationship was generally weak (ρ < 0.2), likely shaped by additional factors like household income and food access. The research also uncovered notable variations in parental knowledge depending on socioeconomic status, with higher-income families demonstrating greater awareness of stunting. These outcomes imply that while nutrition education is important, it must be paired with strategies that address broader structural challenges such as affordability and food availability. Further studies using longitudinal or qualitative methods are recommended to better understand the behaviors that influence dietary choices and to inform more effective nutrition policies