UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
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Publication Trends on Higher-Order Thinking Skills and Science Process Skills in Elementary Schools (1992–2023): A Bibliometric Analysis of Science Education
No full textThis study examines publication trends and thematic developments in research on Higher-Order Thinking Skills (HOTS) and Science Process Skills (SPS) in elementary science education. A bibliometric approach was employed to analyze Scopus-indexed publications from 1992 to 2023, using title, abstract, and keyword searches with queries such as ("Higher Order Thinking Skills" AND "Science Process Skills" AND "elementary science education"). The data were processed using the Bibliometrix package and BiblioShiny interface in RStudio to map growth patterns, identify influential sources, leading countries, and emerging research themes related to the integration of HOTS and SPS. The results show a significant increase in publications since 2014, with 322 documents identified. The Journal of Physics: Conference Series emerged as the leading source, while Indonesia and Malaysia were the top contributing countries. Thematic analysis revealed dominant clusters around inquiry learning, critical thinking, and digital assessment, with a noticeable shift towards applied instructional and assessment models that combine HOTS and SPS. This reflects the growing alignment of research with 21st-century education reforms emphasizing inquiry-based and problem-solving skills. The findings suggest a strong integration of HOTS and SPS in science education, but also highlight gaps in long-term classroom implementation, particularly in elementary school contexts. This study underscores the need for curriculum frameworks and teacher professional development programs focused on effectively integrating HOTS and SPS into elementary science educatio
Optimisation of Extracurricular Activities as A Catalyst for Character Building at SMK-SPP Negeri 3 Kerinci
No full textThe moral decline among adolescents has become increasingly alarming, revealing a clear gap between the ideals of national education—aimed at cultivating a generation of morally upright and character-driven youth—and the realities of educational practice in schools. Formal religious education is often deemed insufficient to deeply address the affective domain and the practical application of moral values. In this context, extracurricular Rohani Islam (Rohis) activities in vocational schools provide a promising alternative space for instilling Islamic values while fostering students’ moral character. This study examines the Rohis program at SMK-SPP Negeri 3 Kerinci, encompassing Halaqah/Islamic Study Circles, Al-Qur’an Learning and Guidance, Mabit (overnight spiritual retreat), Friday Blessing activities, and the Commemoration of Islamic Holidays (PHBI) as instruments for shaping students’ morality and spirituality. Employing a qualitative descriptive approach, data were collected through in-depth interviews, direct observations, and document analysis. The findings reveal that Rohis serves not merely as a complement to formal religious education but as a holistic platform for character formation. Through the integration of social learning, character education, and values-based learning approaches, the program effectively nurtures students’ positive attitudes and ethical behaviour. The study underscores the need to strengthen institutional support, enhance facilities and infrastructure, and innovate pedagogical strategies to maximize the impact of Rohis in cultivating students’ moral excellence
Strategi Cerita Berantai sebagai Metode Pembelajaran untuk Meningkatkan Keterampilan Berbicara Siswa SD
No full textSpeaking skills are a fundamental component of students’ communication development; however, they are often overlooked in elementary school instruction. This study investigates the effectiveness of the chain storytelling strategy in enhancing the speaking skills of third-grade students at SDN Waru. Employing a qualitative case study design, data were collected through observation, interviews, and documentation. Data analysis followed the processes of data condensation, data display, and conclusion drawing, as suggested by Miles and Huberman. The results indicate that the chain storytelling strategy positively influences students’ speaking abilities. It encourages active participation in oral communication, improves articulation and diction, reduces anxiety about speaking in front of peers, and enhances creativity in narrative construction. These findings align with Vygotsky’s social constructivist theory, which underscores the role of social interaction in learning, and Rogers’ (2003) diffusion of innovations theory, which explains how new strategies are adopted in educational settings. This study highlights the necessity of employing interactive learning strategies and the importance of a supportive classroom environment in fostering students\u27 speaking confidence. It recommends targeted training for teachers in implementing innovative methods and suggests further research involving a broader scope and larger sample to validate and expand upon these findings
Dialektika Ilmu dan Moral: Fondasi Filsafat Ilmu bagi Pendidikan Integratif
No full textThis article discusses the urgency of integrating knowledge and morality as the foundation of holistic education capable of addressing global challenges. The philosophy of science is positioned as an epistemological framework to bridge the dichotomy between objective-oriented science and normative morality. Conceptual and thematic analysis is used to identify the ontological, epistemological, and practical dimensions of education that affirm the interconnectedness of knowledge and values. The study\u27s findings indicate that the integration of knowledge and morality is not merely a philosophical discourse, but a practical necessity that can enhance academic quality, ethical awareness, and the spirituality of learners. However, the implementation of integration faces epistemological, methodological, and institutional obstacles that require an interdisciplinary approach, curriculum reform, and consistent institutional commitment. This finding emphasizes the importance of education that not only produces intellectually smart generations but also wise, empathetic, and socially responsible individuals. Thus, the philosophy of science contributes to strengthening an education paradigm based on integration, which is relevant to shaping perfect human beings amidst the currents of globalization. This article suggests that the integration of knowledge and morals should be made the foundation of the curriculum and national education policy, so that education can function as a dialectical space between reason, ethics, and spirituality. This reflection underscores that the sustainability of education in the 21st century can only be achieved when knowledge and morals are understood as two complementary and supportive dimensions
The Policy of Decentralization of Islamic Religious Education in Madrasah Tsanawiyah: A Systematic Literature Review
No full textThis study discusses the problem of implementing the Decentralization of education in Indonesia, which is often hampered by the lack of attention from regional heads to education. This study aims to analyze the impact of the decentralization of education on the quality of education in Madrasah Tsanawiyah (MTs) and to understand the challenges its implementation faces. The method used was a systematic literature review, which collected data from 20 relevant articles from 2020 to 2024, taken from the Google Scholar database. The study results show that the Decentralization of education provides autonomy to local governments and schools to manage education according to local needs. However, there is still a disparity in the quality of education between regions due to differences in budget and infrastructure. The implications of this study emphasize the importance of political commitment from regional heads, capacity building of human resources, and collaboration between central and regional governments to achieve the goal of more equitable and quality education. The study also recommends stricter supervision and community participation in educational decision-making to reduce inequalities
PIERRE BORDIEU’S HABITUS ANALYSIS OF THE “GOOD PRACTICE” LEARNING MODEL AT SD MUHAMMADIYAH SARILAMAK
No full textThis study analyzes the “good practice” learning model at SD Muhammadiyah Sarilamak through Pierre Bourdieu’s habitus theory to explain how Islamic educational practices cultivate students’ moral and behavioral dispositions. Employing a qualitative descriptive–analytical design, the research integrates observation, semi-structured interviews, and document analysis to explore how pedagogical programs such as the “One Thousand Daily Infaq,” “Friday Garbage Alms,” “Library Visit,” “Cheerful Friday,” and “Market Day” operationalize the interrelations among habitus, capital, and arena. The findings reveal that teachers act as agents who mobilize cultural, social, and symbolic capital to internalize Islamic virtues through repetitive, embodied practices that shape students’ enduring moral habitus. Theoretically, this study extends Bourdieu’s framework to Islamic education by demonstrating that moral development is a sociocultural process of embodied learning rather than a cognitive transfer of values. Practically, the “good practice” model provides a replicable paradigm for integrating character education into daily school culture, emphasizing community-based, value-oriented learning that supports ethical and social transformation. The study’s limitation lies in its single-site qualitative scope, indicating the need for comparative research across diverse educational settings to assess variations in habitus formation. Overall, this analysis confirms that SD Muhammadiyah Sarilamak’s learning model exemplifies how Islamic education can systematically construct moral subjectivity through the dialectical interaction of habitus, capital, and field, offering both theoretical enrichment and practical insights for moral pedagogy in the 21st century
HIJAB AS MORAL PEDAGOGY: A COMPARATIVE STUDY OF CLASSICAL AND CONTEMPORARY QUR’ANIC EXEGESIS FROM A CHARACTER EDUCATION PERSPECTIVE
No full textThis study examines the obligation of hijab through the lens of character education by comparatively analyzing the interpretations of classical and contemporary Muslim scholars. Employing a qualitative comparative-analytical library research design, the study analyzes key Qur’anic verses on hijab alongside authoritative classical and modern tafsir works to explore their normative, ethical, and pedagogical dimensions. The findings reveal a fundamental continuity between classical and contemporary scholars regarding the obligatory status of hijab as grounded in the Qur’an and Sunnah, while also demonstrating a significant shift in interpretative emphasis. Classical exegesis primarily adopts a textual-normative approach focused on legal obligation, bodily coverage, and social protection within early Islamic contexts. In contrast, contemporary interpretations extend this framework by emphasizing character formation, spiritual consciousness, moral agency, identity construction, and contextual adaptability in modern societies. The study further identifies core character education values embedded in the hijab discourse, including obedience, modesty, self-dignity, piety, self-discipline, social responsibility, and ethical identity. These values position hijab as an integrative moral practice rather than a purely formalistic or symbolic requirement. The implications of this research highlight the potential of integrative exegesis to inform inclusive, empowering, and context-sensitive Islamic education that frames hijab as a meaningful ethical choice. The study is limited by its textual focus and lack of empirical investigation. Future research is recommended to incorporate lived experiences, educational practices, and interdisciplinary perspectives to enrich contemporary hijab discourse
Development of REACT-Based Module Integrating Qurani in Temperature and Heat Materials in High School
No full textThis study is motivated by the limited availability of physics learning resources, which are mostly textbooks, the lack of integration of Islamic values, and the implementation of a teacher-centered education system, resulting in reduced active student participation in the learning process. The aim of this research is to determine the feasibility and practicality of developing a REACT-based module with Quranic integration on temperature and heat material in SMA/MA. This research uses a type of R&D research with a 4D model which has several stages, namely the definition stage, design stage, development stage and disseminate stage. The instruments used in this research were material expert validation sheets, media expert validation sheets, as well as interpretation expert validation sheets and questionnaires. The research results obtained from material expert validation were 94%, media expert validation was 98%, and interpretation expert validation was 93%, resulting in an overall feasibility percentage of 95% with very feasible criteria, as well as practical results obtained from student responses. amounting to 88% with very practical criteria. It can be concluded that the REACT-based module with Quranic integration in temperature and heat material in SMA/MA is very feasible and very practical to use in the learning process
Construction of Islamic Education Based on Islamic Boarding Schools: A Case Study at Al-Manar Muhammadiyah Modern Islamic Boarding School in South Sumatra
No full textPurpose – This study aims to analyse the implementation of traditional Islamic boarding school-based education at Al-Manar Muhammadiyah Modern Islamic Boarding School, South Sumatra. The background of this study is the need for a character education model that not only focuses on academic aspects but also on the moral and spiritual. development of students through a boarding school-specific approach
Design/methods/approach – This study uses a qualitative approach with a case study approach, data collection techniques using observation, in-depth interviews, and documentation in the field for twelve months.
Findings – The results of the study show that adab education at Al-Manar Islamic Boarding School is internalised through three main stages, namely value transformation, value transaction, and value transinternalisation. This process is reinforced by lectures, role modelling, practice and habituation, and a reward and punishment system, which collectively shape the religious, social, and personal character of the students. Supporting factors for the implementation of adab education include the exemplary behavior of the ustaz, a structured student development system, the involvement of all components of the pesantren, strict rules and regulations, and a conducive religious social environment. The study also found obstacles to implementation, such as low intrinsic motivation among students and the influence of global culture.
Research implications/limitations – The implications of this study indicate that a tradition-based approach to education can be an alternative model for holistic character building.
Originality/value – This study recommends strengthening reflective and participatory methods in the internalization of adab values, as well as the need to replicate this model in other Islamic educational institutions to address the challenges of character education for students in the era of globalizatio
Improving Arabic Vocabulary Mastery with a Constructivist Approach through Mind Map: Meningkatkan Penguasaan Kosakata Bahasa Arab dengan Pendekatan Konstruktivis Melalui Mind Map
No full textA
Arabic language learning, especially in understanding Arabic vocabulary at MTs Abu Bakar Ashshiddiq Lampung Utara is still relatively minimal and is constrained by low student enthusiasm for learning, as well as students\u27 difficulties in understanding Arabic itself, so that innovation is needed in interesting learning methods to help students understand Arabic vocabulary. The purpose of the study was to analyze and evaluate the effectiveness of mind map on improving students\u27 mastery of Arabic vocabulary with a constructivist learning approach. The type of research used is classroom action research with the Kurt Lewin model. The research data sources were obtained from the results of observations and interviews, and written tests. The test serves to assess the level of student understanding in understanding Arabic vocabulary. The respondents of this study involved 27 seventh grade students. The test was used to measure students\u27 ability to understand Arabic vocabulary. The results of the study proved an increase in student learning outcomes in cycle I of 59.26% with an increase in cycle II reaching 85.18%. This study proves that the application of mind map integrated with constructivist approach is effective for learning Arabic vocabulary. This research can be used in other subjects.
Keywords: Arabic Vocabulary, Constructivist, Mind Mapping