UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
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Dynamics in Classical Islamic Education: Between Nonformal Autonomy and Madrasah Hegemony (650–1250 CE)
No full textClassical Islamic education played a central role in shaping the scientific architecture and social structure of Muslim societies from the 7th to the 13th century CE. Examining this period is essential for tracing the epistemological roots and institutional dynamics that continue to influence contemporary Islamic educational systems. This study employs a conceptual-analytical approach and a historical-critical method to investigate both formal institutions (madrasah) and informal ones (ḥalaqah, maktab, bookshops), including the characteristics of their curricula, modes of knowledge transmission, and the authority of teachers. The main findings reveal a dualism between the academic freedom of informal systems and the scholarly authoritarianism of standardized madrasah affiliated with state power. While informal education offered autonomy and flexibility in the pursuit of knowledge, both systems ultimately contributed to epistemological conservatism due to the dominance of textual authority and limited space for innovation. The implications suggest that the epistemic and political structures of classical Islamic education fostered a scholarly culture that was passive and resistant to interdisciplinarity. This study is limited in its geographical scope and does not fully address the dynamics of contemporary praxis. Therefore, a reconstruction of the Islamic educational system is needed—one that balances the authority of revelation and reason, and fosters a scientific ethos, intellectual freedom, and more transformative scholarly dialogue
REVITALIZING CHARACTER EDUCATION CURRICULA IN THE DIGITAL ERA: A LITERATURE REVIEW AT THE JUNIOR HIGH SCHOOL LEVEL
No full textThis article examines the urgency of revitalizing character education curricula at the junior high school (SMP) level in response to profound transformations driven by digital culture. The study aims to analyze existing models of character education implementation, identify the impacts of the digital era on students’ character formation, explore emerging challenges, and propose strategic directions for curriculum revitalization. Employing a qualitative descriptive literature review design, this study systematically analyzed peer-reviewed articles, academic books, and policy documents published over the last decade, sourced from reputable digital databases. The findings indicate that character education in Indonesian SMPs has been institutionally implemented through integrated intrakurikular, kokurikular particularly the Projek Penguatan Profil Pelajar Pancasila (P5) and ekstrakurikular pathways grounded in Pancasila values and national education policy. While digital culture offers opportunities to enhance creativity, collaboration, and digital literacy, it simultaneously poses risks to students’ discipline, self-control, empathy, and integrity when not accompanied by adequate guidance. The study further identifies persistent challenges related to teacher preparedness, digital safety, cyberbullying, plagiarism, and assessment systems that remain predominantly oriented toward offline behavior. The implications of this study highlight the need to reconceptualize character education as a holistic integration of moral values, digital ethics, and civic responsibility, and to explicitly embed these dimensions within curriculum standards and assessment frameworks. As a limitation, this study relies on secondary data and does not capture direct empirical evidence from school practices. Future research is recommended to conduct empirical investigations that assess the effectiveness of digitally integrated character education models and explore the lived experiences of teachers and students in digital learning environments
Development of a Minimum Competency Assessment Instrument (AKM) for Students\u27 Scientific Literacy on Hooke\u27s Law and Elasticity
No full textThe low literacy rate and lack of question discussion in schools were the driving forces behind this research. Those problems caused students to have difficulty in understanding the material on Hooke\u27s Law and elasticity. The researchers developed the Minimum Competency Assessment (AKM) literacy instrument as a learning resource to address this issue. The study aims to find out: (1) how the AKM instrument for students\u27 scientific literacy was made and (2) how excellent it works, how challenging the questions are, how valid it is, and how reliable it is for students\u27 scientific literacy on Hooke\u27s Law and Elasticity at the senior high school level. This R&D method reseach used the Tessmer model. The research instruments consisted of question grid sheets and question validation sheets. This study produced two question packages (A and B), each consisting of twelve questions. The researchers examined the AKM instrument for scientific literacy on 24 students from MAN 1 Model Banda Aceh. The feasibility results show that the AKM instrument has met the very feasible category. The validation results from material experts yielded a percentage of 92.44%, while language experts reported a percentage of 85.83%. The trial results show the discriminating ability of AKM Instrument packages A and B in the excellent and outstanding categories. Package A displays reliability results of 0.791, while package B of 0.805. The AKM instrument for scientific literacy based on Hooke\u27s Law and elasticity can be used as a supporting learning resource in or outside of learning activities
Exploring the Philosophy of Time in Physics Education: Implications for Teaching Relativity and Quantum Mechanics
No full textThis study examines the role of the philosophy of time in physics education, with particular focus on its implications for teaching relativity and quantum mechanics. Time is a fundamental yet perplexing concept in both theories, often posing challenges for educators and learners due to its abstract and counterintuitive nature. To address this, the research explores how philosophical perspectives on time can inform and improve teaching practices. A qualitative approach was employed, consisting of a systematic literature review of both philosophy of physics and physics education research, combined with a textual and pedagogical analysis of existing teaching strategies used in relativity and quantum mechanics instruction. Sources included peer-reviewed journals, educational frameworks, and documented classroom practices. Data were organized and coded using NVivo software to identify recurring themes in how philosophical engagement with time has been integrated into teaching. The findings indicate that incorporating structured philosophical discussions—such as debates on the nature of simultaneity or the problem of temporal measurement in quantum mechanics—can clarify conceptual paradoxes and provide students with alternative interpretive frameworks. Evidence of improved comprehension was drawn from reported student reflections, documented learning outcomes, and thematic patterns in prior classroom-based studies, rather than self-reported claims alone. Furthermore, the integration of philosophy was shown to foster critical thinking, operationalized here as students’ ability to question assumptions, articulate multiple interpretations, and resolve conceptual tensions in physics discourse. The study concludes that systematically embedding the philosophy of time into the physics curriculum can significantly enhance comprehension of relativistic and quantum principles, refine teaching methodologies, and cultivate a more reflective and critical learning environment
Pengembangan Media Pembelajaran Berbasis Android Aplikasi RIMath untuk Mendukung Literasi Digital
No full textEducation is very essential for the progress of a country. This is because education can provide enormous benefits to the younger generation. In carrying out education, learning media is needed to convey material and information by teachers to students. Media is very important in learning. So teachers must look for efficient media to apply in learning so that students are happy, comfortable and enthusiastic in learning. The approach used in this research is R&D with a 4D model. There are four stages that will be carried out in this research, namely Define, Design, Develop, and Disseminate. In processing the data, researchers used descriptive analysis techniques to draw conclusions from the data obtained. In the initial stage, researchers define the problems that exist in mathematics learning. The next stage is that researchers design learning media according to teacher needs to support digital literacy. In the third stage, the researchers carried out validation. As for the validation percentage results, the material aspect received 78.125%, including the very feasible category, the integration aspect received 91.6%, including the very feasible category, and the media aspect received 68.75%, including the appropriate category. The final stage is disseminate, researchers disseminate learning media to MTS Miftahul Ulum
Level penalaran aljabar siswa dalam menyelesaikan soal model PISA ditinjau dari gaya kognitif Witkin
No full textAlgebraic reasoning is the process of generalizing mathematical ideas through logical reasoning, involving patterns, variable relationships, and the analysis of abstract structures to construct valid mathematical arguments. This qualitative research aims to examine the levels of students\u27 algebraic reasoning in solving PISA model problems in terms of Witkin\u27s cognitive styles. The research subjects were six eighth-grade students from MTsN Kota Batu. Data were collected through written tests, think-aloud protocols, task-based interviews, and documentation. Data analysis was conducted using the constant comparative method, encompassing the stages of reduction, categorization, synthesis, and the development of substantive theory. The results showed that students with a field-dependent cognitive style could identify patterns and regularities but struggled to design variables and formulate equations as part of the generalization process, resulting in their algebraic reasoning being classified at level 1. In contrast, students with a field-independent cognitive style were able to perform mathematical symbolization, generalize, and formulate equations, but were inconsistent in defining variables and did not utilize the derived formulas to solve problems, placing their algebraic reasoning at level 2. These findings indicate that differences in students\u27 cognitive styles influence their abilities to comprehend, formulate, and apply algebraic reasoning concepts, including selecting appropriate problem-solving strategies and maintaining consistency in mathematical generalizations
Total Quality Management Implementation: A Pragmatic Study of Educational Enhancement in an Islamic School
No full textQuality assurance has become a central concern in the management of modern Islamic educational institutions, highlighting the need for systematic approaches to achieve sustainable standards. This study examines how the implementation of Total Quality Management (TQM) principles supports quality improvement in the learning process at SMP Islam Integral Purwodadi. A descriptive qualitative approach was employed, using in-depth interviews, classroom observations, and document analysis, including student report cards and parent satisfaction surveys. The findings indicate that the school has adopted a customer-focused orientation by prioritizing the needs of students and parents in managerial decision-making. Report card data are utilized to evaluate the curriculum and design teacher training programs. However, the study also identifies challenges such as suboptimal TQM training for new teachers and a quality information system that remains insufficiently integrated. These results suggest that successful TQM implementation requires strong institutional commitment, investment in supportive quality systems, and a sustained culture of continuous improvement. The study recommends strengthening the quality information system and implementing ongoing professional development as key strategies for enhancing institutional performance through TQM
Milestones in the Historical Development of Early Childhood Education in India
No full textEarly Childhood Development (ECD) is a sensitive phase in human growth that determines a child\u27s future learning, behaviour, and health. This paper analyses the importance of ECD, especially in the Indian context, focusing on historical developments, key milestones, current frameworks, challenges in implementation, and ongoing efforts to improve ECD services. The findings underscore that investment in quality ECD must be made so that more children, particularly those from less privileged backgrounds, have opportunities to access the same. Last, there is a discussion on who plays what role in shaping effective ECD practices, such as government initiatives and NGOs
Boosting Numeracy Skills Through Multisensory Board Games
No full textThis study aims to determine the effectiveness of using a multisensory-based board game model to stimulate early childhood numeracy skills. This study uses a quasi-experimental method research design with a Non-Equivalent Control Group Design approach used in the effectiveness trial in this study. Descriptive and inferential statistical analyses were used to analyze the data in this study. The results of this study show that the effectiveness test shows the results of the N-Gain analysis there is an increase in the average value of children\u27s numeracy skills in the experimental group with a value of 0.81 or equivalent to 80.98% in the high category, while the control group with a value of 0.59 or equivalent to 59.15% in the medium category. Furthermore, the results of the Independent Sample T-Test difference test showed a significant difference between the average posttest scores in the control and experimental groups. This is based on the calculated t value of 13.347, which exceeds the t table value, with a significance level of p < 0.05 (p = 0.000). Thus, the effectiveness test states that using multisensory-based board game media effectively stimulates the numeracy skills of early childhood children
Analysis of Flashcard Game Activities on Early Reading Abilities of Children Aged 4-5 Years
No full textEarly reading ability is a fundamental skill that must be developed in early childhood as it forms the foundation for subsequent learning stages. This qualitative descriptive study aimed to analyze the implementation of flashcard game activities and their impact on early reading abilities of children aged 4-5 years at PAUD Al Adnan, Serang City. The research employed observation, semi-structured interviews, and documentation as data collection techniques, involving 10 children in Group A (6 boys and 4 girls) and their classroom teacher. Data analysis followed the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing. The findings revealed that flashcard games significantly enhanced children\u27s letter recognition, phonological awareness, and simple word reading abilities. The visual, auditory, and kinesthetic aspects of flashcards effectively facilitated meaningful and enjoyable learning experiences. Children demonstrated increased motivation, active participation, and improved ability to recognize letters, pronounce syllables, and read simple words. However, individual differences in concentration levels, language development, and learning pace required differentiated instructional approaches. This study confirms that flashcards serve as effective educational game media in stimulating early reading development in young children when implemented with consistent repetition, appropriate guidance, and positive reinforcement from teachers