Huma Jurnal Itah UIN Palangka Raya Open Journal System (OJS)
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Studi Tingkat Pemahaman Nilai-Nilai Agama Dalam Menghadapi Budaya Berpacaran Dikalangan Siswa
No full textThis study fills a research gap by showing that a strong religious understanding does not always lead adolescents to act morally in the context of digital culture. To address this gap, we conducted a qualitative case study at Tunas Dharma Junior High School, engaging 12 key informants through in-depth interviews, observations, questionnaires, and documentation. We applied thematic analysis to interpret the data. The results show that 88.6%–95.5% of students demonstrate very high levels of moral knowing (C2–C4 of Bloom\u27s Taxonomy). However, students still engage in dating practices through intensive communication on social media, the use of alternative accounts, and covert interactions. Weak moral sentiments, a cognitive-normative educational approach, the distortion of religious teachings online, and limited environmental support contribute to this gap. Theoretically, this study strengthens a model of religious value internalization that integrates moral knowledge, moral feelings, and moral actions. Practically, the findings propose integrating religious digital literacy, strengthening intrinsic motivation, and applying contextual educational strategies to bridge the gap between students\u27 religious knowledge and moral behavior. These findings can guide school policies and support the development of sustainable local curricula.Penelitian kualitatif studi kasus di SMP Tunas Dharma ini mengungkap paradoks antara pemahaman agama yang tinggi dengan praktik pacaran remaja. Berdasarkan analisis tematik terhadap data wawancara, observasi, angket, dan dokumentasi, temuan penelitian menunjukkan bahwa meskipun 88,6%-95,5% siswa memiliki pemahaman kognitif (moral knowing) yang sangat tinggi pada level C2-C4 Taksonomi Bloom, budaya pacaran tetap berkembang dalam bentuk kompleks melalui hubungan digital dan interaksi terselubung yang dikonstruksi sebagai norma sosial. Kesenjangan ini disebabkan kegagalan internalisasi nilai akibat lemahnya moral feeling, pendekatan pendidikan yang masih kognitif-normatif, distorsi pemahaman agama di ruang digital, dan keterbatasan dukungan lingkungan. Penelitian ini menyimpulkan bahwa internalisasi nilai agama memerlukan transformasi pendekatan pendidikan yang holistik melalui integrasi literasi digital keagamaan, penguatan motivasi intrinsik, dan strategi kontekstual untuk menjembatani kesenjangan antara pengetahuan agama dengan perilaku moral siswa
Genre-based assessment: Developing instruments for assessing students’ ability to write a narrative text
No full textResearch highlights a mismatch between the general scoring rubrics teachers use and the specific features required to assess genre-based writing, potentially due to a lack of genre-based approach-specific models. The study aims to develop and validate genre-based assessment instruments, and it sought to evaluate the validity and reliability of these instruments to ensure their suitability for classroom-based assessment. This study involved four stages of the research and development (R&D) model: initial product development, refinement, field-testing, and revision. Data were collected through focus group discussions (FGD) with a fellow teacher on the test blueprint and rubric, a questionnaire on participants’ perceptions of test quality, and field-testing of 40 students’ writing scores. SPSS was used to analyze inter-rater reliability, and participants deemed the instruments suitable for classroom use. The results show that genre-based assessment through the tasks is effectively aligned with instructional objectives with assessment practices. It revealed a strong positive correlation, confirming the reliability of the scoring rubric. Thus, the instruments are both valid and reliable for assessing students’ narrative writing performance. The findings emphasize the potential of genre-based assessment tools to align instructional goals with assessment practices, offering implications for enhancing the teaching and assessment of genre-specific writing in educational contexts
“Lingo Climb” for vocabulary learning: Developing a game-based learning tool for elementary EFL students
No full textVocabulary acquisition is essential for language learning, yet many students in English as foreign language (EFL) contexts struggle with traditional, rote-based instruction that lacks engagement and contextual relevance. This study addresses this gap by developing and evaluating “Lingo Climb”, a game-based vocabulary learning tool inspired by the Snake and Ladder game, tailored for Indonesian elementary school students. Employing the ADDIE model, the study progressed through needs analysis, product development, and evaluation phases. A mixed-method approach was used, incorporating surveys, interviews, observations, and pre and post-tests during small-scale trials involving 24 students and two teachers. Results indicated significant improvements in students’ vocabulary mastery, with teachers and students praising the tool for its cultural relevance, practicality, and ability to foster engagement and collaboration. The findings highlight the potential of "Lingo Climb" as a culturally adapted, game-based learning tool that transforms vocabulary instruction into an engaging experience. While the study demonstrates the effectiveness of non-technological innovation, limitations include the small sample size and short-term trials. This study emphasizes the value of interactive and culturally relevant tools in addressing gaps in traditional vocabulary instruction and advancing gamification in education
Teacher-learner interactions in Indonesian EFL classroom: A case study of active learning strategies and proficiency challenges
No full textSecond language acquisition (SLA) research often prioritizes adult and tertiary-level learners, leaving adolescent learners in secondary schools underrepresented. This study investigates how teacher–learner interactions shape SLA in Indonesian junior high school classrooms, focusing on instructional strategies and contextual challenges. Using a qualitative case study design, data were collected through classroom observations and semi-structured interviews with four teachers and thirty-two students. Thematic analysis revealed that scaffolding, modified input, peer collaboration, and implicit feedback were key strategies that fostered engagement, comprehension, and learner confidence. Teachers employed stepwise guidance, slowed speech, visual supports, and role-plays to encourage active participation, while rephrased feedback helped reduce anxiety during error correction. However, persistent challenges emerged, including student anxiety, wide proficiency gaps, limited teaching resources, and overcrowded classrooms, which constrained interaction patterns. The findings highlight the importance of differentiated instruction, low-anxiety learning environments, and resource support to optimize SLA in adolescent EFL contexts. This study contributes to SLA literature by emphasizing the critical role of interactive strategies in promoting effective language acquisition among younger learners in non-western settings
Integrating Telegram in English class to elevate speaking performance and engagement: A classroom action research in junior high school
No full textAlbeit the vast integration of mobile technologies into English classrooms at junior high schools, measures to elevate speaking performance through mobile instant messaging, such as Telegram, remains scant. Addressing this void, this classroom action research (CAR) aimed to enhance students\u27 speaking fluency and accuracy by using Telegram as a tool for speaking tasks. A group of eighth-grade students was chosen based on the preliminary noting their struggled with speaking skills and the issues concerning low learning engagement. This research operationalized mobile technology and communicative language learning tasks in two cycles, each of which involved two meetings and one meeting of a speaking test. Research data were collected from the speaking test and observation. Descriptive statistics revealed the improvement of students\u27 speaking proficiency from the first to the second cycle, 35% and 48%, respectively. The speaking task was also successful in amplifying students\u27 engagement, where 61% of them were actively engaged in the second cycle, compared to 57% in the first cycle. This research exhibited how Telegram mediated supportive and engaging authentic speaking tasks even for beginner learners. Research implications underscore the potency of Telegram for transforming speaking practice as a challenging experience into an inviting and personalized learning endeavor
The Legal Contestation Surrounding Female Genital Mutilation in Islamic Boarding Schools: Perspective of Legal Pluralism and its Impact on Women
No full textThis study addressed the gap in understanding among the community in the YY1 Islamic boarding school located in Tuban Regency, Indonesia, about legal pluralism in the practice of Female Genital Mutilation (FGM) between diverse religious, adat, national, and international legal systems. FGM is still perpetuated and socially accepted as a moral, spiritual, and cultural obligation, rather than a violation of women\u27s rights, while national and international regulations continue to regulate the elimination of FGM to promote and protect women\u27s rights. The problem is how women and Islamic boarding schools negotiate and justify their compliance with certain norms in this pluralistic legal environment. This study aims to investigate how individuals navigate the inherent conflict between social norms and individual values related to the protection of women and girls. The study relied on dialogue, observation, and documentation as data collection methods and adopted a legal anthropology approach. The results show that legal pluralism in FGM makes people lean towards the validation of Islamic and adat law as an embodiment of identity and sanctity, so that Islamic law and adat law win the contestation against international human rights law and national law. Their perception of FGM as a harmless practice for women allows for the reconciliation of normative conflicts. Nonetheless, government policies and public education are needed to address the adverse impacts of FGM on women\u27s reproductive health systems
Traditional Beliefs as an Ecotheological Force for Sustainability: Reinterpreting Mori Keraéng Amid the Climate Crisis
No full textThe escalating climate crisis increasingly challenges theology to engage with ecological issues through contextual and inclusive approaches. While dominant eco-theological discourse often reflects Western paradigms, local cosmologies that embody ecological wisdom remain underrepresented. The study aimed to examine traditional beliefs as an eco-theological force for sustainability by reinterpreting Mori Keraéng, a Divine figure in Manggarai cosmology, through dialogue with Catholic eco-theology. The research employed a qualitative ethnographic method, using in-depth interviews and participant observation in historically and culturally significant villages in Manggarai and East Manggarai, involving traditional leaders, community heads, and local residents. The findings reveal that traditional practices such as ritual offerings, communal land management, and ecological taboos embody a living ecological ethic that restrains exploitation, fosters balance, and strengthens resilience against environmental degradation. These practices demonstrate that traditional spirituality functions not as a relic of the past, but as an active and transformative resource for sustaining life. The study affirms that local cosmologies, when theologically reinterpreted, can enrich Catholic ecological theology, contribute to global eco-theological discourse, and inspire sustainable practices to rebuild human-nature relations in the Anthropocene era
Integrating Pancasila and Islamic Values in Early Childhood Character Education via the Pancasila Student Profile Project
No full textThis study examines the implementation of the Pancasila Student Profile Strengthening Project (P5) in early childhood education as a holistic strategy for character development from an early age, using a literature study with a qualitative descriptive approach. The findings reveal that early childhood is a golden period for establishing the foundations of character, during which children learn through play, exploration, and imitation. The six dimensions of P5—faith and piety to God Almighty, independence, cooperation, global diversity, critical thinking, and creativity—align with the developmental needs of young children and harmoniously integrate with the spiritual values instilled in early childhood learning activities. The integration of thematic projects such as “I Love the Earth” and “My Imagination” not only cultivates responsibility, empathy, and independence in contextual ways but also provides space for simple faith-based practices such as praying before learning, expressing gratitude for God’s creation, sharing with peers, and helping one another. Through meaningful projects that combine direct experience, reflection, and social interaction, Pancasila values become internalized alongside values of faith and devotion, creating learning experiences that are more humanistic, civilized, and aligned with children’s moral development. Thus, integrating P5 into early childhood education contributes theoretically to strengthening character education models grounded in national and religious values, while also offering a practical strategy for nurturing Indonesian learners who are faithful, virtuous, and capable of living harmoniously within diversity
Analysis of Multicultural Education Model Based on Islamic Values in Madrasah Ibtidaiyah: Study of Curriculum Design and Learning Practices
No full textThis study aims to describe teachers\u27 perceptions of multicultural education and Islamic values, integration of multicultural curriculum in the learning process, implementation of Islamic values in daily learning, challenges faced, and innovations and expectations of teachers in implementing them. The research method uses qualitative descriptive, the research location is at MI Al Washliyah Perbutulan, Cirebon Regency. Data were collected through in-depth interviews, data analysis techniques used were data reduction, data presentation, and drawing conclusions. The results showed that multicultural education is closely related to Islamic values, such as tolerance, justice, and brotherhood, which support and complement each other. The integration of these values is reflected in learning activities and extracurricular activities at school, such as cultural visits, local art exhibitions, and the implementation of social activities that encourage students to live side by side in harmony. The curriculum implemented at MI Al Washliyah Perbutulan integrates multicultural values into the school\u27s vision and educational goals, which are formulated in curriculum documents and in daily practices. In addition, the application of Islamic values in learning, such as rahmah (compassion), tasamuh (tolerance), and \u27adl (justice), is also applied in school activities to create an inclusive and just environment. However, challenges in implementing multicultural education still exist, especially related to limited resources, teacher understanding, and resistance to change. This study concludes that multicultural education based on Islamic teachings can create a harmonious, tolerant, and inclusive environment at MI Al Washliyah Perbutulan, by integrating local culture and social values into the curriculum implemented
Islamic Education Textbook Studies: Teachers\u27 Duties and Responsibilities as EducatorsIslamic Education Textbook Studies: Teachers\u27 Duties and Responsibilities as Educators
No full textThis study departs from the Islamic philosophical premise that tarbiyah, ta’līm, and ta’dīb constitute a divine mandate that shapes the identity, duties, and moral accountability of teachers. Although the literature on Islamic education frequently discusses teacher professionalism, existing studies tend to emphasize pedagogical and competency standards grounded in Western learning theories while overlooking the ethical-spiritual obligations historically articulated in classical Islamic manuscripts. This research addresses that gap by analyzing how teachers’ duties and obligations are conceptualized in selected Islamic educational texts and mapping them against contemporary teacher competency frameworks. Using qualitative manuscript study and thematic content analysis, two analytical distinctions emerge: duties (professional functions such as lesson design, instruction, assessment, guidance, and parent partnership) and obligations (ethical responsibilities rooted in sincerity, amānah, adab, spiritual exemplarity, and accountability before God). The findings demonstrate that teacher professionalism in Islamic education becomes holistic only when pedagogical competence is grounded in moral–spiritual obligations, not merely technical performance. The study contributes to the renewal of Islamic teacher professionalism by offering an integrated framework—bridging classical concepts of mu’allim, murabbī, and mu’addib with contemporary competency standards—to strengthen ethical integrity and the relevance of Islamic education in a plural, digital era