UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
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From Ritual to Classroom: The Transposition of Islamic and Local Culture in Early Childhood Arts Education Curriculum
No full textPurpose – This study explores the integration of Islamic values and Javanese cultural rituals in early childhood arts education within the Komunitas Lima Gunung in Central Java, Indonesia. It investigates how community-based rituals—such as Merti Dusun, Sungkem Tlompak, and Jaran Papat—serve as pedagogical spaces for the development of children’s aesthetic, spiritual, and socio-cognitive capacities. Addressing a gap in formal early childhood education, which often excludes local traditions and Islamic spiritual values, this study offers an alternative model rooted in cultural continuity and lived practice.Design/methods/approach – Employing a participatory ethnographic approach, the study involved in-depth interviews, direct observation, photo documentation, and ritual participation within seven community art centers. Data were interpreted using theoretical frameworks including Vygotsky’s Zone of Proximal Development (ZPD), Funds of Knowledge, and Pedagogical Content Knowledge (PCK), to understand how children learn through culturally meaningful interaction.Findings – The study reveals that children’s engagement in ritual performance enhances their spiritual literacy, narrative cognition, and sense of belonging. These processes occur through embodied participation, intergenerational storytelling, symbolic aesthetics, and moral learning embedded in Islamic-Javanese rituals. The study also shows how the absence of formal educators is compensated by the community’s collective pedagogical roles.Research implications/limitations – This study is context-specific and based on a single ethno-regional setting. It does not measure long-term developmental outcomes or compare with other regions. However, it provides qualitative depth and cultural insight into the ways informal, non-institutional education functions effectively within Islamic and indigenous contexts.Practical implications – The findings highlight the need for integrating local Islamic cultural practices into early childhood curricula. The model suggests a framework for community-based religious-cultural education that promotes identity, empathy, and critical thinking through art. Originality/value – This research offers a rare ethnographic insight into how Islamic-Javanese rituals function as aesthetic and moral education for young children. It challenges dominant models of early childhood education by proposing a culturally embedded, spiritually rooted, and community-led pedagogy.Paper type Research pape
Developing a Home Reading Model with Print and Digital Media to Enhance Basic Literacy Among 5–6-Year-Olds: A Study in Rembang District, Indonesia
No full textThis study aims to develop, validate, and evaluate the effectiveness of a home reading model designed to foster basic literacy in children aged 5–6 years. Employing a research and development approach based on the Borg and Gall model, the study followed eight stages: data collection, planning, product development, expert validation, small-scale testing, product revision, large-scale trials, and dissemination. Participants included 16 children in the small-scale trial and 43 children in the large-scale trial from several public kindergartens in Rembang Regency, Indonesia. Data were collected through observation, interviews, questionnaires, and documentation, and analyzed using qualitative descriptive and quantitative statistical methods. The findings revealed a strong need to implement a home reading model that integrates both printed and digital media to enhance basic literacy. Media expert validation yielded a score of 95%, indicating a high level of validity and feasibility. Content validation by material experts resulted in a 73.3% score, categorized as moderately valid. Trial results showed high levels of acceptability and usability among users, and assessment outcomes indicated a 28.1% improvement in children’s basic literacy skills. The study concludes that the developed home reading model, supported by local folktale-based storybooks, guidebooks, and literacy activity sheets in both print and digital formats, is effective in improving early literacy. This model promotes school–home collaboration and offers a culturally responsive approach to early childhood education
The Influence of Social-Emotional Development on School Readiness in Early Childhood: A Study of 5–6 Year-Olds in Bogor Regency
No full textMany young children enter formal schooling without adequate social-emotional skills, which hampers their ability to adapt, engage, and succeed in early academic environments. This study aimed to examine the influence of social-emotional development on school readiness among children aged 5–6 years attending preschool in Bogor Regency, Indonesia. The research employed a quantitative correlational design, using purposive sampling to select 152 children enrolled in seven early childhood education institutions. Two validated instruments were used to assess social-emotional development and school readiness. Data were analyzed using Spearman’s rank correlation in SPSS to determine the strength and direction of the relationship between the two variables. The results revealed a strong and statistically significant positive correlation (rs = 0.670, p < 0.01), indicating that children with higher levels of social-emotional competence—particularly in areas such as emotional regulation, independence, cooperation, and empathy—demonstrated greater readiness for school. These children were more capable of adapting to classroom routines, participating in group learning, and performing academically. The study provides empirical evidence supporting the inclusion of structured social-emotional learning (SEL) components in early childhood education programs. It highlights the importance of early intervention strategies to foster emotional and behavioral development as a foundation for formal schooling. However, the study is limited by its restricted geographic scope and relatively small, homogeneous sample, which may limit the generalizability of the findings. Future studies should expand to multiple regions and include more diverse populations to validate and enrich the current results. Longitudinal research is also recommended to explore the sustained impact of early social-emotional development on long-term academic and social outcomes. The findings emphasize the need for integrated efforts among educators, parents, and communities to strengthen children’s readiness for school
Study Controlling Turnover Intention Among Early Childhood Education Teachers: The Role of Core Commitment Values and Compensation Satisfaction
No full textTeachers are a key factor in realizing educational quality, particularly in early childhood education (ECE), where professional commitment, innovation, and resilience are crucial. High turnover intention among ECE teachers threatens the continuity and quality of learning. This study aims to develop a model for implementing the basic values of commitment—comprising dedication to goals, efficiency, innovation, and teaching quality—moderated by compensation satisfaction, to reduce turnover intention. The research focuses on understanding how internal and external motivational factors contribute to teacher retention in ECE institutions. A quantitative approach was employed involving 119 ECE teachers in Jember Regency, East Java, Indonesia. Data were collected using a structured questionnaire and analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS 3.0). Variables measured include core values of organizational commitment, compensation satisfaction, and turnover intention control. Validity and reliability tests confirmed the robustness of the measurement model. The results show that all four dimensions of teacher commitment have a significant negative relationship with turnover intention. Teachers who demonstrate strong alignment with institutional goals, efficiently use resources, engage in innovation, and uphold high teaching standards are significantly less likely to express an intention to leave. Compensation satisfaction was found to be a significant moderating variable that strengthened the relationship between commitment and reduced turnover. Furthermore, a supportive work environment—characterized by physical and emotional well-being, positive peer relationships, and opportunities for professional development—was identified as a contextual enhancer of retention. Theoretically, this study contributes to the refinement of organizational commitment theory in the context of early childhood education in developing countries. Practically, the findings provide actionable insights for policymakers and school administrators to implement targeted retention strategies that address both intrinsic motivations and extrinsic conditions. Future studies are encouraged to include broader variables such as leadership, career advancement, and psychological well-being, as well as test the model across different educational settings
Enhancing Early Childhood Mathematical Skills through Contextual Digital Game-Based Learning: Evidence from the BEKANTAN Intervention in Indonesia
No full textEarly mathematical skills are crucial predictors of children\u27s future success, yet they are often insufficiently stimulated during early childhood. This study investigates the effect of the digital game ``BEKANTAN\u27\u27—an acronym for Bermain Matematika di Hutan Kalimantan (Playing Math in the Kalimantan Forest)—on the early math abilities of children aged 5–6 years in early childhood education. The study focuses on number knowledge, operations, geometry, algebra, measurement, and data analysis. This quantitative study used a pre-experimental One Group Pretest–Posttest Design. A total of 17 children were purposively selected from a population of 65, based on underdeveloped mathematical skills. Data were collected using a validated observation instrument and analyzed with SPSS 22, employing t-tests after normality and homogeneity tests. The results showed a significant increase in children\u27s early math skills after using the ``BEKANTAN\u27\u27 game, with a p-value of 0.001. This indicates the effectiveness of digital games in supporting foundational mathematical development in early learners. The study highlights the potential of integrating context-based digital learning tools into early childhood education to make abstract mathematical concepts more concrete and engaging. The findings are significant for educators and curriculum developers seeking innovative approaches to early childhood instruction. However, the study\u27s limitations include its small sample size and lack of a control group, which may affect the generalizability of results. Future research should involve larger, randomized samples and explore the game\u27s impact on other developmental domains. Additionally, expanding the content of digital games to include environmental and cultural elements—such as Kalimantan’s biodiversity—may enrich children\u27s learning experiences while promoting local knowledge
THE URGENCY OF K.H. AHMAD DAHLAN\u27S THOUGHT AND ITS RELEVANCE TO MODERN EDUCATION
No full textThe thought of K.H Ahmad Dahlan bears witness to history in this modern journey. The purpose of this study is to provide knowledge about the importance of K.H Ahmad Dahlan\u27s thoughts on modern education. The approach used is a qualitative approach. The data sources in this study used primary sources from the work of Abdul Mu\u27thi, et al entitled K.H Ahmad Dahlan (1868-1923), and were supported by other sequence sources. In collecting this research data, it uses a descriptive method, namely a literature review. The first stepis to collect data, select data, describe and compile data according to the formulation of the problem, review the data and conclude. Test the validity of the data using triangulation, namely comparing or checking back with something different by checking between library data sources. K.H. Ahmad Dahlan\u27s thoughts on education are four things including; 1.) educational objectives, 2.) educational materials, 3.) Learning methods. 4.) Learning models. The urgency of K.H. Ahmad Dahlan\u27s thoughts on modern education can be seen from 1.) Law No. 20 of 2003, 2.) Permendikbud No. 21 of 2016 concerning Content Standards for Primary and Secondary Education, 3.) Permendikbud No. 22 of 2016 concerning Standards for Primary and Secondary Education Process, 4.) Permendikbud No. 67, 68, 69 and 70, Year 2013 concerning the Basic Framework and Curriculum Structur
The Development of Android-Based Educational Games on Work and Energy Material to Train Critical Thinking Skills
No full textCritical thinking has emerged as an essential skill for students to master in the 21st century. The topic on work and energy is difficult for students, this is due to limitation in learning media in terms of helping students, especially those based on technology. This study aimed to investigate: 1) The features of Android-based educational games designed to enhance critical thinking skills among eighth-grade students of SMP/MTS, 2) The quality of the Android-based educational games in achieving the critical thinking skills train on work and energy topic among eighth-grade students of SMP/MTS, 3) Students\u27 perceptions of Android-based educational game on the topic of work and energy to train the critical thinking skills among eighth-grade students of SMP/MTS, 4) Enhancement of critical thinking skills among eighth-grade SMP/MTS students. This research applied a 4D model of Research and Development (R&D) that was restricted to the development stage. The research employed instruments for experts, teachers, and students. The data analysis involved V Aiken\u27s validation, mean calculations, and N-Gain. The results of this study included: 1) the creation of learning media in the form of an educational game named GEDUSI (Energy and Work Education Games), 2) The quality of the education game developed by researchers is included in the Very Good category, 3) Student responses agree as a practical and fun learning media, 4) This game can improve students\u27 critical thinking skills
Behaviorism Theory in a Language Environment: A Case Study of Arabic Language Proficiency at Pesantren Al-Bukhari, Southeast Sulawesi: Teori Behaviorisme dalam Lingkungan Berbahasa: Studi Kasus Penguasaan Bahasa Arab di Pesantren Al-Bukhari Sulawesi Tenggara
No full textAbstract
Purpose – This study aims to analyze the application of behaviorism theory in the language environment and its impact on Arabic language proficiency among santri at Pesantren Al-Bukhari Wesalo. The research focuses on two main questions: (1) how behaviorism theory is implemented, and (2) what factors influence the effectiveness of this environment in enhancing students’ mastery of the Arabic language.
Design/methods/approach – A descriptive qualitative approach with a case study design was used. Participants included santri and language program coordinators. Data were collected through participatory observation, semi-structured interviews, and documentation. Data validity was ensured through source and technique triangulation. Analysis followed Miles and Huberman\u27s model: data reduction, display, and conclusion drawing.
Findings – The findings indicate that Skinner’s behaviorist principles are implemented through various language programs, including daily Arabic conversations, vocabulary memorization, thematic speeches, and summarizing Arabic media. Reinforcement is applied through punishments or fines for rule violations. Internal factors such as motivation, self-confidence, and aspirations to study in the Middle East, along with external factors like the school environment, social interactions, and teacher support, contribute to the program\u27s effectiveness.
Research implications/limitations – While the implementation is generally effective, challenges remain in student participation and limited learning facilities. This study is also limited in scope to a single pesantren (Islamic boarding school) and does not yet include the integration of digital technology. The study does not yet address the integration of digital technology.
Originality/value – This study confirms that behaviorism theory can effectively enhance Arabic language proficiency through reinforcement and habituation. It also highlights opportunities for integrating digital technology in similar educational contexts. Furthermore, the study opens opportunities for integrating behaviorism with digital technology in other educational institutions.
Abstrak
Tujuan – Penelitian ini bertujuan untuk menganalisis penerapan teori behaviorisme dalam lingkungan berbahasa dan dampaknya terhadap penguasaan bahasa Arab santri di Pondok Pesantren Al-Bukhari Wesalo. Fokus penelitian ini mencakup dua hal: (1) bagaimana teori behaviorisme diterapkan dalam lingkungan berbahasa di pesantren, dan (2) faktor-faktor apa saja yang memengaruhi efektivitasnya.
Desain/metodologi/pendekatan – Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Subjek terdiri atas santri dan koordinator program bahasa di pesantren. Data dikumpulkan melalui observasi partisipatif, wawancara semi-terstruktur, dan dokumentasi. Keabsahan data diperoleh melalui triangulasi sumber dan teknik. Analisis data mengikuti model Miles dan Huberman: reduksi data, penyajian, dan penarikan kesimpulan.
Temuan – Hasil penelitian menunjukkan bahwa prinsip behaviorisme Skinner diterapkan melalui berbagai program kebahasaan, seperti penggunaan bahasa Arab dalam percakapan sehari-hari, hafalan mufrodat, pidato tematik, serta kegiatan menonton dan merangkum media Arab. Penguatan berupa hukuman atau denda diberikan kepada santri yang melanggar aturan berbahasa. Faktor internal seperti motivasi, kepercayaan diri, dan aspirasi studi ke Timur Tengah, serta faktor eksternal seperti lingkungan pesantren, interaksi sosial, dan dukungan guru, berkontribusi terhadap efektivitas program.
Implikasi/Batasan Penelitian – Meskipun implementasi program telah berjalan baik, masih terdapat tantangan berupa partisipasi santri yang belum maksimal dan keterbatasan sarana pembelajaran. Studi ini juga terbatas pada ruang lingkup satu pesantren dan belum mencakup integrasi teknologi digital.
Orisinalitas/Nilai – Penelitian ini menegaskan bahwa penerapan teori behaviorisme efektif dalam meningkatkan penguasaan bahasa Arab melalui pembiasaan dan penguatan. Studi ini juga membuka peluang untuk mengembangkan pendekatan serupa dengan integrasi teknologi digital di lembaga pendidikan lainnya
Teachers\u27 Perceptions of the Implementation of the Merdeka Curriculum at SMA Muhammadiyah 5 Yogyakarta: Persepsi Guru Terhadap Implementasi Kurikulum Merdeka di SMA Muhammadiyah 5 Yogyakarta
No full textPurpose – This study explores teachers\u27 perceptions of the Implementation of the Merdeka Curriculum at SMA Muhammadiyah 5 Yogyakarta. It aims to identify challenges and conveniences faced by teachers during its application, focusing on how the curriculum\u27s core principles align with modern educational needs.
Design/methods/approach – A qualitative descriptive approach was used, collecting data through semi-structured questionnaires completed by 21 teachers from various disciplines. The responses were analyzed thematically to highlight significant themes related to curriculum adaptation and execution.
Findings – Key conveniences identified include enhanced teacher collaboration (33% of teachers reported positive experiences), relevance of teaching materials to students\u27 real lives (19% of teachers appreciated this aspect), effective facilitation of the “Proyek Penguatan Profil Pancasila” (P5) (29% highlighted the benefits), and streamlined instructional content (19% acknowledged its positive impact). Conversely, challenges include implementing differentiated learning (24% of teachers found this particularly challenging), preparing for P5 (19% of teachers reported difficulties), developing the Alur Tujuan Pembelajaran (ATP) (14% of teachers faced difficulties in developing ATP), and understanding students\u27 individual characteristics (24% of teachers faced faced challenges in this area). These findings present areas requiring further support and emphasize the curriculum\u27s transformative potential.
Research implications/limitations – The study is limited to one institution with a relatively small sample size. Findings suggest successful curriculum implementation requires improved teacher training, resources, and structured guidance, especially for differentiated learning and P5 management.
Originality/value – This research contributes to the limited literature on Kurikulum Merdeka in Indonesia. It provides insights for policymakers and practitioners to optimize teacher readiness and resource allocation, enhancing the curriculum’s impact on teaching efficacy and student outcomes.
Abstrak
Tujuan – Penelitian ini mengeksplorasi persepsi guru terhadap implementasi Kurikulum Merdeka di SMA Muhammadiyah 5 Yogyakarta. Penelitian ini bertujuan untuk mengidentifikasi tantangan dan kemudahan yang dihadapi guru selama penerapan kurikulum, dengan fokus pada kesesuaian prinsip-prinsip inti kurikulum dengan kebutuhan pendidikan modern.
Desain/Metode/Pendekatan – Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan pengumpulan data melalui kuesioner semi-terstruktur yang diisi oleh 21 guru dari berbagai disiplin ilmu. Data yang diperoleh dianalisis secara tematik untuk mengidentifikasi tema-tema utama terkait adaptasi dan pelaksanaan kurikulum.
Temuan – Kemudahan utama yang ditemukan dalam penelitian ini meliputi peningkatan kolaborasi antar guru (33% guru melaporkan pengalaman positif), relevansi materi ajar dengan kehidupan nyata siswa (19% guru mengapresiasi aspek ini), efektivitas fasilitasi “Proyek Penguatan Profil Pelajar Pancasila” (P5) (29% menyoroti manfaatnya), serta penyederhanaan konten pembelajaran (19% mengakui dampak positifnya). Sebaliknya, tantangan yang dihadapi meliputi penerapan pembelajaran berdiferensiasi (24% guru mengalami kesulitan dalam aspek ini), persiapan P5 (19% guru melaporkan kendala), pengembangan Alur Tujuan Pembelajaran (ATP) (14% guru mengalami kesulitan dalam menyusun ATP), dan pemahaman terhadap karakteristik individu siswa (24% guru menghadapi tantangan dalam hal ini). Temuan ini menunjukkan area yang membutuhkan dukungan lebih lanjut serta menyoroti potensi transformatif kurikulum.
Implikasi/batasan Penelitian – Penelitian ini terbatas pada satu institusi dengan jumlah sampel yang relatif kecil. Temuan penelitian menunjukkan bahwa keberhasilan implementasi kurikulum memerlukan peningkatan pelatihan guru, penyediaan sumber daya, serta panduan yang lebih terstruktur, khususnya dalam pembelajaran berdiferensiasi dan pengelolaan P5.
Orisinalitas/Nilai – Penelitian ini berkontribusi pada literatur yang masih terbatas mengenai Kurikulum Merdeka di Indonesia. Studi ini memberikan wawasan bagi para pembuat kebijakan dan praktisi pendidikan untuk mengoptimalkan kesiapan guru dan alokasi sumber daya guna meningkatkan efektivitas pengajaran serta hasil belajar siswa
Digital Madrasah Management Model Based on the Exambro Application in Islamic Education Learning: A Case Study at MAN 2 Rembang: Model Manajemen Madrasah Digital Berbasis Aplikasi Exambro pada Pembelajaran PAI: Studi Kasus di MAN 2 Rembang
No full textAbstract
Purpose – This study aims to explore the management, policies, program implementation, challenges, and alternative solutions related to the implementation of the Digital Madrasah program at MAN 2 Rembang.
Design/methods/approach – Employing a qualitative field-based case study approach, data were collected through observation, interviews, and document analysis. Primary data were obtained directly from key informants, including the Madrasah Principal, Vice Principals for Curriculum and Facilities, Islamic Education (PAI) teachers, and students. Secondary data were drawn from administrative and instructional documents. Data analysis involved reduction, display, and conclusion drawing.
Findings – (1) The Digital Madrasah program at MAN 2 Rembang is managed in accordance with the guidelines of the Ministry of Religious Affairs and the Ministry of Education. (2) Management is guided by official policies and implementation manuals. (3) Program implementation follows UNESCO’s ICT integration stages: emerging, applying, integrating, and transforming. (4) Key challenges include infrastructure limitations, varying digital competencies, data security concerns, exam dishonesty, limited funding, and weak oversight. (5) Proposed solutions include enhancing technological infrastructure and competencies, fostering external collaboration, and implementing continuous evaluation.
Research implications/limitations – This study supports the effective implementation of the Digital Madrasah program using the Exambro application in accordance with Ministry of Religious Affairs guidelines. However, its scope is limited to a single institution, with a short data collection period and no assessment of learning outcomes. Future studies should adopt quantitative and comparative approaches for broader insights.
Originality/value – This study contributes to the advancement of the Digital Madrasah initiative by integrating the Exambro application into Islamic Education learning. The findings offer practical guidance for educators and curriculum developers in designing more effective instructional strategies and provide a replicable management framework adaptable to other madrasahs.
Abstrak
Tujuan – Penelitian ini bertujuan untuk mengkaji manajemen, kerangka kebijakan, proses implementasi, tantangan, serta solusi alternatif terkait pelaksanaan program Madrasah Digital di MAN 2 Rembang.Desain/metodologi/pendekatan – Penelitian ini menggunakan pendekatan studi kasus kualitatif, dengan teknik pengumpulan data melalui observasi, wawancara, dan analisis dokumen. Data primer diperoleh dari para informan kunci, termasuk kepala madrasah, wakil kepala madrasah bidang kurikulum dan sarana, guru Pendidikan Agama Islam (PAI), serta peserta didik. Data sekunder bersumber dari dokumen administratif dan pembelajaran. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan.Temuan – (1) Program Madrasah Digital di MAN 2 Rembang dikelola sesuai dengan pedoman yang dikeluarkan oleh Kementerian Agama dan Kementerian Pendidikan. (2) Manajemen program didasarkan pada kebijakan resmi dan buku panduan pelaksanaan. (3) Implementasi program mengikuti tahapan integrasi TIK menurut UNESCO: emerging, applying, integrating, dan transforming. (4) Tantangan utama meliputi keterbatasan infrastruktur, ketimpangan kompetensi digital, risiko keamanan data, kecurangan dalam ujian, keterbatasan pendanaan, dan lemahnya pengawasan. (5) Solusi yang diusulkan mencakup peningkatan infrastruktur teknologi dan kompetensi digital, penguatan kolaborasi eksternal, serta pelaksanaan evaluasi berkelanjutan.Implikasi/batasan penelitian – Penelitian ini mendukung implementasi efektif program Madrasah Digital, khususnya melalui penggunaan aplikasi Exambro yang sesuai dengan ketentuan Kementerian Agama. Namun, cakupan penelitian terbatas pada satu lembaga pendidikan, dengan waktu pengumpulan data yang relatif singkat dan tanpa pengukuran langsung terhadap hasil belajar. Penelitian selanjutnya disarankan menggunakan pendekatan kuantitatif atau komparatif untuk memperoleh wawasan yang lebih luas.Keaslian/kontribusi nilai – Penelitian ini memberikan kontribusi terhadap pengembangan inisiatif Madrasah Digital melalui integrasi aplikasi Exambro dalam pembelajaran Pendidikan Agama Islam. Temuan penelitian ini menawarkan panduan praktis bagi pendidik dan pengembang kurikulum dalam merancang strategi pembelajaran yang lebih efektif serta menyediakan model manajemen madrasah digital yang dapat direplikasi dan disesuaikan di berbagai konteks