AS-SABIQUN

Dampak Implementasi Pembelajaran Abad 21 terhadap Motivasi Akademik Santri Pondok Pesantren al-Farros Tebuireng Jombang

2026-06-27T09:48:43+08:00

Entering the 21st century, Islamic education in Islamic boarding schools faces the challenge of shifting the learning paradigm from teacher-oriented to student-oriented in order to develop 4C competencies, namely collaboration, creativity, critical thinking, and communication, without eliminating the traditional identity of pesantren. The integration of the role-play method and the Wordwall digital platform has become an innovative strategy to transform classical diniyah learning into a more interactive process. This study aims to examine the effect of 21st-century learning on the academic motivation of students at Pondok Pesantren Al-Farros Tebuireng Jombang. This study used a quantitative approach with a causal associative design. The research population consisted of 66 students, with a sample of 32 students selected through purposive sampling. Data were collected using a Likert-scale questionnaire, and their validity and reliability were then tested using Pearson correlation and Cronbach’s Alpha. Hypothesis analysis was conducted using simple linear regression through the stages of normality, linearity, heteroscedasticity, and coefficient of determination tests. The results showed that 21st-century learning influenced students’ academic motivation by 38.4%. This finding confirms that the implementation of 21st-century learning through interactive methods and digital media can support the improvement of students’ academic motivation in the context of pesantren education. The implications of this study indicate the importance of Islamic boarding school educators’ willingness to explore the use of digital media as a more adaptive, participatory, and relevant learning alternative in response to the demands of 21st-century education.

Pengaruh Model Pembelajaran Predict-Observe-Explain terhadap Kecerdasan Logis Matematis Siswa Kelas IV SD

2026-06-27T09:48:43+08:00

This study was motivated by the limited implementation of learning models that specifically develop elementary school students’ logical-mathematical intelligence in science learning. Although the Predict-Observe-Explain (POE) model has been widely used, studies linking it to logical-mathematical intelligence remain limited. This study aims to analyze the implementation and influence of the POE learning model on the logical-mathematical intelligence of fourth-grade students on the topic of changes in states of matter. This study employed a quantitative approach with a quasi-experimental method and a non-equivalent control group design. The research sample consisted of 35 students in the experimental group and 30 students in the control group, determined using a saturated sampling technique. Data were collected through observation, pretest, and posttest and were then analyzed through statistical tests. The results showed that the implementation of POE learning was carried out very well and had a significant effect on improving students’ logical-mathematical intelligence, with a significance value of 0.000 (< 0.05). The improvement score in the experimental class was also higher than that in the control class, namely 0.4577 > 0.2331. These findings affirm that students’ active involvement in the predict, observe, and explain stages contributes to the development of logical-mathematical intelligence. The conclusion of this study indicates that the POE learning model is effective for developing students’ logical-mathematical intelligence in science learning. The implications of this study provide practical contributions for teachers in designing science learning that is more active, meaningful, and oriented toward strengthening elementary school students’ logical-mathematical thinking skills.

The Integration of Religious Moderation Values in Islamic Education Learning for Strengthening Interfaith Tolerance at SMAN 1 Kuripan and SMKN 1 Kuripan, West Lombok

2026-06-27T09:48:44+08:00

Although religious moderation has become increasingly important in multicultural educational settings, comparative research on the integration of religious moderation values in Islamic Religious Education (PAI) learning remains limited. This study aims to analyze the forms of integration of religious moderation values in PAI learning at SMAN 1 Kuripan and SMKN 1 Kuripan, examine their impact on students’ interfaith tolerance, and assess their effectiveness in fostering inclusive school environments. This study employed a qualitative descriptive multi-site case study design involving two selected secondary schools. Data were collected through semi-structured interviews, non-participant observations, and documentation analysis, and were analyzed using interactive qualitative techniques consisting of data reduction, data display, and conclusion drawing supported by triangulation. The findings reveal that religious moderation values were integrated through three interconnected dimensions: classroom instructional practices, institutional policy support, and socio-cultural habituation within the school environment. At SMAN 1 Kuripan, integration was more evident through structured interfaith activities and institutional accommodation of religious diversity, whereas at SMKN 1 Kuripan, it was reflected in the normalization of equal participation and routine interpersonal interaction. The findings further indicate that moderation-based PAI learning strengthened students’ interfaith tolerance by fostering mutual respect, reducing prejudice, and supporting harmonious school relations. This study concludes that the integration of religious moderation values in Islamic education provides an effective framework for developing inclusive educational communities. The findings contribute to the discourse on knowledge integration in Islamic education and offer practical implications for educators and policymakers in strengthening moderation-based practices in pluralistic school contexts.

Keywords: Inclusive School Environment; Interfaith Tolerance; Islamic Religious Education; Multicultural Education; Religious Moderation Values

Evaluation of the Implementation of the School Encounter Literacy Program at SMA Negeri 1 Gunung Sari: A Case Study Based on the CIPP Model

2026-06-27T09:48:44+08:00

This study is motivated by the limited empirical evaluation of encounter-based literacy programs at the senior high school level, despite their potential to strengthen students’ literacy competence and character development. This study aims to evaluate the implementation of the School Encounter Literacy Program at SMA Negeri 1 Gunung Sari using the CIPP evaluation model. A qualitative case study design was employed, involving 26 participants. Data were collected through semi-structured interviews, questionnaires, observations, and document analysis, and were analyzed using thematic analysis supported by descriptive quantitative scoring. The findings reveal that the program was contextually relevant as a strategic response to literacy stagnation and students’ low reading comprehension. The input dimension demonstrated relatively strong organizational readiness, reflected in the highest average score of 72.6%, particularly in material accessibility through digital platforms. However, the process dimension obtained the lowest score of 55.6%, indicating challenges related to implementation consistency, teacher attentiveness, and feedback mechanisms. The product evaluation showed generally positive outcomes, with an overall effectiveness score of 66.8%, indicating improvements in students’ storytelling confidence, literacy engagement, academic participation, and character development. The study concludes that encounter-based literacy programs can serve as effective educational innovations when literacy is positioned as a reflective social practice. This study extends the application of the CIPP model to literacy program evaluation and offers practical implications for strengthening teacher training, procedural monitoring, and character assessment instruments. Future research should employ longitudinal and multi-site designs to examine the sustainability and broader applicability of encounter-based literacy programs.

Comparison of the Effectiveness of Using Baamboozle and Concrete Manipulative Learning Media on Students’ Learning Outcomes in the SKI Subject at MAN 3 Mataram

2026-06-27T09:48:44+08:00

The limited comparative research on digital game-based learning media and concrete manipulative media in improving students’ learning outcomes in Islamic Cultural History (Sejarah Kebudayaan Islam/SKI) at the madrasah level highlights the need for evidence-based evaluation of interactive instructional approaches. This study aims to analyze the comparative effectiveness of Baamboozle learning media, concrete manipulative media, and conventional teaching methods on students’ SKI learning outcomes at MAN 3 Mataram. A quantitative quasi-experimental design with a posttest-only control group approach was employed. The sample consisted of 72 students selected through random sampling and divided into three groups: the Baamboozle experimental group, the concrete manipulative experimental group, and the control group. Data were collected using a cognitive learning achievement test consisting of 40 multiple-choice items and analyzed using descriptive statistics, normality and homogeneity tests, One-Way ANOVA, and Tukey HSD post hoc analysis with SPSS 24. The findings revealed significant differences among the three instructional groups, with the Baamboozle group achieving the highest learning outcomes. The ANOVA results showed a statistically significant difference among groups, p < .001, and the Tukey HSD analysis demonstrated that the Baamboozle group significantly outperformed both the concrete manipulative and control groups. These findings indicate that Baamboozle-based learning media are more effective in improving students’ SKI learning outcomes by promoting active participation and learning motivation through game-based activities. This study contributes to Islamic education by providing empirical evidence on the value of technology-integrated learning and supports the use of interactive digital media to enhance instructional quality in madrasah classrooms.

The Strategies of Dormitory Supervisors in Fostering Religious Moderation Values among Cadets at the West Nusa Tenggara Campus of the Institute of Public Administration (IPDN)

2026-06-27T09:48:44+08:00

Dormitory-based supervision has a strategic role in shaping religious moderation values among cadets in governmental higher education institutions, yet empirical attention to this mechanism remains limited. This study aims to analyze the strategies employed by dormitory supervisors in instilling religious moderation values among cadets at the IPDN West Nusa Tenggara Campus, examine their implications for the formation of moderate attitudes, and identify the challenges encountered in the process. A qualitative descriptive case study design was employed. Participants were selected through purposive sampling and included cadets, dormitory supervisors, the Head of Cadet Affairs, and the Campus Director. Data were collected through semi-structured interviews, participant observation, and documentation, and were analyzed through data collection, data condensation, data display, conclusion drawing, and verification. The findings reveal that religious moderation is systematically fostered through integrated strategies, including role modelling, habituation, supervision and discipline, collective activities, and the Jarlatsuh system embedded in daily dormitory life. These strategies contribute to the internalization of moderation values reflected in tolerance, fairness, inclusivity, dialogical competence, and strengthened national commitment. However, implementation faces several challenges, including cadets’ heterogeneous backgrounds, the influence of social media and external environments, and tendencies toward identity-based grouping. The study concludes that dormitory supervision functions as an effective mechanism for internalizing religious moderation values and shaping cadet character in multicultural residential education settings. This study contributes to character education, educational leadership, and religious moderation discourse by highlighting the importance of structured supervision, exemplary leadership, habituation, and digital literacy strengthening in developing tolerant, inclusive, and nationally committed future public administrators.

Dampak Dukungan Sosial Teman Sebaya terhadap Tingkat Self-Esteem Siswa MTs Madrasatul Qur’an

2026-06-27T09:48:44+08:00

Quantitative studies that specifically examine the effect of peer social support on self-esteem in the context of madrasahs within tahfidz Islamic boarding school environments remain limited, even though students are required to have high mental resilience and live far from their parents. This study aims to test and analyze the effect of peer social support on the self-esteem level of students at MTs Madrasatul Qur’an Tebuireng Jombang. This study used a causal-associative quantitative approach involving 90 male students selected from a population of 736 students through proportional stratified random sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability, then analyzed through classical assumption tests and simple linear regression with the assistance of SPSS version 21. The results showed that peer social support had a positive and significant effect on students’ self-esteem levels (p = 0.000 < 0.05), with an effect contribution of 28.8% (R² = 0.288). The conclusion of this study affirms that the higher the peer social support in the dormitory environment, the higher the level of self-esteem possessed by students. The implications of this study contribute to the development of the Islamic educational psychology literature, particularly regarding the role of ukhuwah Islamiyah in building the psychological well-being of santri, and provide practical input for guidance and counseling teachers in developing peer-group counseling programs in Islamic boarding school environments.

TikTok and YouTube Content Preferences among Gen Alpha Students: Opportunities and Challenges in Developing Islamic Character at SMPN 5 Jerowaru

2026-06-27T09:48:44+08:00

Although social media use among Generation Alpha has received increasing scholarly attention, limited research has examined students’ content preferences across both TikTok and YouTube and their implications for Islamic character formation. This study aimed to explore students’ TikTok and YouTube content preferences, identify the opportunities and challenges of Islamic character formation through these platforms, and analyze teachers’ strategies for addressing the negative impacts of social media at SMPN 5 Jerowaru. A qualitative descriptive design was employed using purposive sampling. Data were collected through observations, semi-structured interviews, and document analysis and were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing. The findings show that TikTok is predominantly used for entertainment, social interaction, and participation in digital trends, whereas YouTube functions as a platform for educational enrichment, information seeking, and religious learning. Students’ content preferences are shaped by generational characteristics, peer interactions, algorithmic recommendations, digital literacy levels, and guidance from teachers and parents. The findings further reveal both opportunities and challenges in Islamic character formation. Educational and religious content supports religious awareness, self-regulation, moral responsibility, and digital ethics; however, entertainment-oriented content, algorithm-driven exposure, limited digital literacy, and insufficient supervision may hinder character development. Teachers address these challenges through value-based digital literacy, mentoring and role-modeling practices, and teacher–parent collaboration. This study concludes that social media influences Islamic character formation through the quality of content consumed and the effectiveness of educational guidance. The findings contribute to digital-era Islamic character education and provide practical implications for promoting responsible, ethical, and value-oriented digital engagement among Generation Alpha students.

Pengelolaan Data Peserta Didik Berbasis Administrasi Perkantoran di TK DYAS Montessori School

2026-06-30T07:04:21+08:00

Although student data management is an important component of school administration, studies that specifically discuss student data governance in early childhood education institutions from an office administration perspective remain limited. This study aims to describe and analyze office administration-based student data management at TK DYAS Montessori School, focusing on the processes of recording, storage, updating, utilization, obstacles, and improvement efforts. This study used a descriptive qualitative approach with a case study design. Data were collected through observation, interviews, and documentation involving the kindergarten principal, administrative staff, and classroom teachers as key informants. The data were analyzed through the stages of data reduction, data display, and conclusion drawing, while data validity was strengthened through source and technique triangulation. The results showed that student data management at TK DYAS Montessori School had been implemented through the stages of data collection, recording, storage, updating, and utilization for administrative services, school reporting, communication with parents, and fulfillment of institutional document requirements. However, obstacles were still found in the form of incomplete student documents, data updates that had not been carried out regularly, suboptimal integration of manual and digital archives, and the absence of fully standardized operational procedures. Improvement efforts were carried out through document completion, archive arrangement, the use of simple digital data recapitulation, strengthening internal coordination, and the need to prepare clearer administrative procedures. The conclusion of this study affirms that office administration plays a strategic role in improving the accuracy, accessibility, security, and accountability of student data management in early childhood education units. These findings imply the importance of strengthening a school administration system that is orderly, well documented, and adaptive to data governance needs in kindergarten institutions.

Implementasi Model Pembelajaran Pedagogik Multiliterasi dalam Meningkatkan Berpikir Kritis Siswa di SD Negeri 1 Senyiur

2026-06-30T09:06:16+08:00

Critical thinking ability is one of the main competencies that students need to possess because it is related to the ability to analyze, evaluate, and solve problems logically and systematically. This study aims to analyze the implementation of the multiliteracy pedagogical learning model in improving students’ critical thinking skills at SD Negeri 1 Senyiur, Keruak Subdistrict, East Lombok Regency. This study used data collection through observation, interviews, questionnaires, documentation, and critical thinking ability tests. Qualitative data were analyzed through data reduction, data presentation, and conclusion drawing, whereas quantitative data were analyzed using descriptive statistics and a paired-sample t-test assisted by SPSS version 25. The results show that the implementation of the multiliteracy pedagogical learning model was able to significantly improve students’ critical thinking skills. This was evidenced by an increase in the average critical thinking ability score from 62.45 in the pretest to 84.30 in the posttest, with a significance value of 0.000 < 0.05. In addition, students became more active in discussion, problem-solving, and information analysis activities. The conclusion of this study affirms that the multiliteracy pedagogical learning model is effective in improving students’ critical thinking skills in elementary school learning. The implications of this study indicate the importance of implementing multiliteracy learning that encourages higher-order thinking activities, active participation, and information analysis skills in the basic learning process.

Manajemen Komunikasi Pendidikan pada Lembaga Pendidikan di Era Global

2026-06-30T08:01:42+08:00

Although educational communication management has become a strategic issue in facing globalization and digital transformation, previous studies have tended to discuss learning technology, organizational communication, or leadership separately, and therefore have not fully synthesized the interrelationships among communication management, digital literacy, leadership, organizational culture, and the quality of educational services. This study aims to analyze the contribution of educational communication management to improving the effectiveness of educational institutions, identify communication challenges in the global era, and formulate strategies for its development. This study used a qualitative approach with a conceptual literature study design. Data were obtained from 26 journal articles, 11 academic books, and 1 international institutional report relevant to educational communication, digital transformation, school leadership, digital literacy, and school-parent communication. Data were collected through documentation, analyzed using thematic content analysis, and validated through source triangulation. The results of the review show that well-planned communication management can strengthen coordination, transparency, stakeholder participation, decision-making, and organizational culture. The main challenges in its implementation include digital literacy gaps, information overload, hoaxes, data security, privacy, and the lack of integration among communication channels. The conclusion of this study affirms that educational communication management needs to be developed as a strategic system based on planning, digital technology, information ethics, communicative leadership, and continuous evaluation. These findings contribute to the development of educational management studies and have practical implications for educational institutions in formulating communication policies, strengthening digital competence, and building adaptive internal-external communication mechanisms.

Fenomena Wisuda PAUD: Motif Pelaku Pendidikan dan Respons Orang Tua di Kota Mataram

2026-07-01T07:28:49+08:00

This study was motivated by the limited number of studies on the phenomenon of graduation ceremonies in early childhood education institutions, although this practice has the potential to create economic burdens for families and social pressure. This study aims to analyze various expenses imposed on families as well as the motives of educational actors in implementing early childhood education graduation ceremonies. This study used a qualitative approach with a descriptive case study design. The research participants were parents of students at several early childhood education institutions in Mataram City, West Nusa Tenggara, who were selected using purposive sampling. Data were collected through in-depth interviews based on semi-structured guidelines, visual documentation, and document study, and were then analyzed using the Miles and Saldaña model, which includes data collection, data condensation, data display, and conclusion drawing and verification. The results showed that the implementation of early childhood education graduation ceremonies created financial burdens and social pressure for families, while also reflecting the motives of educational actors in maintaining this practice. This finding is in line with the principle that efficient and relevant educational financing applies not only to academic activities but also to non-academic activities. The conclusion of this study emphasizes that the problems surrounding the implementation of early childhood education graduation ceremonies require clear policies, both from policymakers and from schools. The implications of this study include a theoretical contribution to strengthening the understanding that education can play a role in social reproduction through cultural, economic, and symbolic aspects, as well as practical implications for early childhood education institutions, parents, policymakers, and society in evaluating the benefits of early childhood education graduation ceremonies more proportionally.

Persamaan Gender dalam Al-Qur'an: Tafsir Tematik dan Relevansi Kontemporer

2026-06-30T23:26:13+08:00

Although gender equality in the Qur’an has been widely discussed in Islamic studies, its meaning is still often reduced to biological sameness or, conversely, used to justify discriminatory social relations. This article aims to analyze the concept of gender equality in the Qur’an through thematic interpretation and explain its relevance to contemporary life. This study used a library research method with a qualitative-descriptive approach. The primary data consisted of Qur’anic verses on the origin of humanity, piety, righteous deeds, moral responsibility, and male-female social relations, while the secondary data consisted of tafsir books, academic books, journal articles, and institutional documents related to gender justice. Data were collected through documentation, selected based on thematic relevance, and analyzed using content analysis through the stages of reduction, classification, interpretation, and conceptual synthesis. The results of the study show that the Qur’an constructs gender equality through five main dimensions, namely ontological equality, spiritual-moral equality, reciprocal social responsibility, substantive justice, and the protection of human dignity. The discussion affirms that biological and social differences cannot be used as a basis for subordination but need to be situated within the framework of maqāṣid al-sharī‘ah, public benefit, and relational ethics. The conclusion of this study affirms that Qur’anic gender equality is relevant to education, family, the public sphere, and modern social governance because it offers a normative foundation for building just, inclusive, and dignified relations. These findings contribute to strengthening the study of thematic interpretation and Islamic gender justice in responding to contemporary social dynamics.

Mengukur Kompetensi Strategis Mahasiswa PIAUD: Analisis SWOT Berbantu ChatGPT pada Matakuliah Manajemen Pendidikan

2026-07-01T15:44:27+08:00

Although the development of information and communication technology, particularly Artificial Intelligence (AI) such as ChatGPT, has had a significant impact on the field of education, studies on its use in learning SWOT analysis in the Educational Management course still need to be developed more systematically. This study aims to explore the use of ChatGPT in the SWOT analysis learning process in the Educational Management course. This study used a mixed-methods approach to examine the effectiveness of ChatGPT in helping students understand and analyze SWOT indicators in greater depth. The results show that ChatGPT is an effective and easily accessible digital tool that can support students in identifying and understanding the elements of strengths, weaknesses, opportunities, and threats in the context of SWOT analysis. ChatGPT was also considered capable of explaining concepts, providing applied examples, and encouraging the development of students’ critical thinking. The conclusion of this study affirms that ChatGPT has the potential to serve as an adaptive and innovative learning medium in supporting Educational Management learning. These findings imply the importance of integrating AI technology into learning design to improve the quality of learning that is more interactive, contextual, and relevant to the needs of digital education.