Cendekia: Jurnal Kependidikan Dan Kemasyarakatan
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Constructivist Teaching and Analytical Literacy for Fostering Critical Thinking among Islamic Higher Education Students
Full text linkThis study explores the impact of constructivist teaching strategies and analytical literacy on students' critical thinking skills among Islamic higher education students. A quantitative approach with an experimental research design was used, where data were collected via a Likert-scale questionnaire measuring three variables: constructivist strategy, analytical literacy, and critical thinking. The sample comprised 60 students from the English Education Program at IAIN Curup, selected using total sampling from three classes during the even semester 2025. Multiple linear regression analysis revealed that both constructivist strategy and analytical literacy significantly influenced critical thinking, with a coefficient of determination (R²) of 0.538, indicating that these two variables could explain 53.8% of the variance in critical thinking. The F-test showed a significant joint effect (F = 33.142, p < 0.05), while the t-test indicated that analytical literacy had a stronger individual impact (t = 4.588, p < 0.05) compared to the constructivist strategy (t = 1.807, p = 0.076)
International Standard Excellent Islamic School: A Perspective of Strategy Canvas Analysis
Full text linkThe rise of educational institutions at various state and private levels has led to increased competition between institutions in almost the same market space. The strategy to deal with this condition is to get out of the competition and let the competition become irrelevant. In line with the concept of Blue Ocean Strategy (BOS), through strategy canvas analysis activities. This study aimed to describe and analyze the implementation of BOS in developing an international standard Islamic school, focusing on strategy canvas analysis. This study used a descriptive qualitative approach with a case study method, through data collection techniques including in-depth interviews, observation, and documentation. The study results indicated that the process of developing an international standard Islamic school at SMA IIBS Bekasi is by the BOS theory put forward by W. Chan Kim and Renee Mauborgne. The planning process begins with reconstructing market boundaries, focusing on the big picture based on the results of the strategy canvas analysis through SWOT analysis. This is conducted to determine the position of the Islamic school among other favorite schools in order to improve and win the educational competition. In this case, Islamic schools can develop innovative program differentiation to increase competitiveness towards international standards
Integrating Local Wisdom in Religious Moderation Education: A Study of Mountain Slope Communities
Full text linkThe slopes of Mount Bromo in Probolinggo represent a multicultural society grappling with the implementation of religious moderation. The area's distinct geographical and cultural context necessitates a localized approach by integrating local wisdom. This study explores how local traditions foster religious moderation using Peter L. Berger’s theory of social construction-externalization, objectivation, and internalization. A qualitative method was employed, with data collected through interviews, observations, and documentation. Findings indicate that local wisdom is externalized through cultural practices promoting tolerance, such as gotong royong, and joint religious-cultural ceremonies like Kasada and Melasti. These expressions become objectified as shared rituals and social symbols. These values are internalized through informal education and community socialization, shaping individual and communal attitudes. Integrating local wisdom into religious moderation fosters an inclusive identity, reduces interfaith tensions, and promotes lasting harmony in this diverse society. Viewed through Berger's framework, the process successfully creates sustainable social cohesion. This study concludes that contextualizing religious education through local traditions effectively strengthens multicultural resilience and nurtures peaceful coexistence in rural settings like Mount Bromo
The Integration of the Cambridge and Merdeka Curricula in Shaping Islamic Character
Full text linkThe urgency is increasingly pressing amidst the complexity of environmental and social problems in dealing with the threat of diversity. Therefore, the integration of the Cambridge Curriculum and the Merdeka Curriculum is essential as it supports the quality of education and character development of students in facing global challenges. This study was conducted at SMAN South Sumatra. This research aims to analyze the integration of the Cambridge Curriculum and the Merdeka Curriculum in shaping Islamic character at SMAN South Sumatra. This research employed a qualitative approach with descriptive methods. Data were collected through interviews, documentation, and observation. The results of the research show that the implementation of the character formation program at SMAN South Sumatra found that all activities were integrated into the character formation program and had a significant influence. Apart from that, it can be applied practically in Islamic religious learning, developing a more adaptive curriculum, as well as theoretical contributions to the understanding of Islamic character formation in the curriculum in the current era
Bridging Verbal and Non-Verbal Gaps: Multimodal Presentation Skills at Islamic Higher Education
Full text linkEffective presentation skills are essential for EFL learners; however, many EFL students struggle to balance verbal proficiency with non-verbal expressiveness, leading to presentations that lack engagement, clarity, and confidence. This study explores how the integration of multimodal communication strategies can bridge the gap between verbal and non-verbal competence in EFL students’ presentations. Using a concurrent embedded mixed-methods design, 17 fourth-semester EFL students were purposively selected from two classes in the teaching Grammar course at Universitas Islam Negeri Walisongo Semarang. Data were collected through classroom observations, video recordings, and questionnaires, and they were analyzed using thematic and descriptive statistical methods. Findings show significant improvements in verbal delivery (pronunciation, fluency, prosody) and non-verbal expression (eye contact, gestures, posture, spatial awareness). Furthermore, it revealed that multimodal strategies enhance presentation quality and reduce language anxiety by distributing communicative load across multiple modes. It recommends embedding multimodal training in EFL curricula with constructive feedback and accessible digital tools
Qur’anic and Hadith-Based Ecological Education as a Non-Formal Approach to Address Environmental Pollution
Full text linkEnvironmental pollution has become a serious issue in metropolitan areas, including Palembang, with a direct impact on community health and quality of life, particularly in relation to waste management at the final disposal site (Tempat Pembuangan Akhir/TPA). This study aims to explore ecological messages in the Qur’an and Hadith and examine their potential contribution to strengthening faith-based ecological awareness through non-formal Islamic education. This study employed a qualitative approach using a library research design. This study used the Tafsir Mawdu’iy. The data were collected from Qur’anic verses, Hadith, classical and contemporary tafsir, and scholarly literature on ecology and environmental education. Then, they were analysed contextually by integrating scientific and social perspectives. References to community-based educational practices around the Sukawinatan landfill are drawn from secondary sources and documented studies rather than direct field observation. The findings reveal that Qur’anic and Hadith-based ecological education can enhance faith-based environmental awareness. It is reflected in community initiatives such as tree planting and pollution reduction efforts. This study concludes that integrating Islamic ecological teachings into non-formal education has the potential to promote clean and healthy living behaviors and support sustainable environmental management.
Mitigating Adolescent Mythomania through Kindness-Based Pedagogy: Lessons Learned from Rural School
Full text linkMythomanic behavior among adolescents is a serious issue in the educational world because it is often perceived as being overcome solely through rewards and punishments. This research aims to understand how kindness-based pedagogy can be used to reduce mythomanic behavior in adolescents, particularly at Miftahul Ulum Islamic High School, a school located in a rural area with a strong religious background. This study employed a qualitative method with a case study design, utilizing data sources that included students, teachers, and school documents. Data were collected through in-depth interviews, participatory observations, and documentation. Analysis is carried out through reduction, grouping, and narrative interpretation. The results show that five kindness strategies, such as empathetic listening, loving correction, exemplary kindness, peer support through kindness circles, and reflective practice with gratitude and kindness journals, are effective in creating a safe emotional atmosphere, fostering lies, and reducing students' propensity to lie. This research contributes to the development of humanist pedagogical literature by providing a more empathetic, relevant, and sustainable approach compared to traditional models
A Comparative Analysis of Islamic Religious Education in Senior, Vocational, and Islamic High Schools under the Merdeka Curriculum
Full text linkThis study examines the implementation of the Merdeka Curriculum in Islamic Religious Education at three types of secondary schools in Kudus: senior, vocational, and Islamic high schools. The study addresses challenges such as the gap in teachers' ability to integrate technology, limited learning time, and the need for content adaptation. Using a qualitative approach, data were collected through in-depth interviews with 12 Islamic religious education teachers and direct observation at senior, vocational, and Islamic high schools. The research findings reveal significant variations in the implementation of the curriculum. The vocational high school excels in integrating the EMIRA digital platform and developing co-curricular projects relevant to the world of work. Senior high schools excel in developing a holistic evaluation system, although they face challenges in increasing student engagement. Meanwhile, Islamic high schools are still in the early stages of adaptation, primarily focusing on preparing appropriate curriculum documents. This study demonstrates that the Merdeka Curriculum has the potential to enhance the relevance of Islamic religious education learning to students' real-life experiences. However, its implementation still faces various technical and pedagogical challenges. These findings provide important implications for the development of educational policies and teacher training programs in the future.
Enhancing Student Participation through Gamification-Based Digital Learning Media: A Study of Structural Gamification
Full text linkThis study investigates the implementation of digital gamification at MTs Nurul Jadid as a strategy to enhance student participation in learning. With the increasing integration of digital technology in education, gamification offers a promising approach to boost student motivation and engagement. Using a qualitative case study design, this study examines key gamification elements, including point systems, levels, and leaderboards, within teaching and learning activities. The findings reveal that gamification positively influences students' intrinsic motivation, leading to increased participation in discussions, questions, and interactions with teachers. This approach fosters a more interactive and enjoyable classroom environment, promoting intensive collaboration and social interaction among students, while improving teacher-student relationships. Consequently, learning extends beyond knowledge transfer to active peer collaboration and mutual support. The study contributes valuable insights toward developing gamification-based learning models suitable for Islamic boarding schools and other educational institutions, aiming to improve learning effectiveness in line with contemporary educational trends
Empowering Santri Well-Being: Integrating Spiritual Practices and SEL in Pesantren Mental Health
Full text linkThis study investigates the mental health challenges faced by santri (Islamic boarding school students) in pesantren at Mandailing Natal, alongside the effectiveness of spiritual practices and Social-Emotional Learning (SEL) as coping mechanisms. Employing a mixed-methods approach, quantitative data from 200 active santri were analyzed using the Depression Anxiety Stress Scales (DASS-21), complemented by qualitative interviews with santri and ustadz (religious teachers). Findings reveal that female santri and those in grades 4–6 exhibited greater vulnerability compared to male santri and those in tsanawiyah (junior secondary) levels (p<0.05). Grade 4 marked a significant increase in mental health challenges. Salaf (traditional pesantren) reported higher anxiety levels (Mean=16.24, SD=10.87, p=0.041) compared to semi-modern institutions. Regular spiritual practices were found to reduce depression, though they proved less effective for drop-out santri facing modern pressures. SEL demonstrated potential in mitigating anxiety (OR=0.62, p=0.038, CI=0.39–0.98), with 80% of ustadz expressing support despite concerns over secularization. Integrating spirituality and SEL is recommended to holistically support santri's well-being within a modern context