Indonesian Journal of Education and Science
The Indonesian Journal of Education and Science (IJES) is a peer-reviewed academic journal dedicated to advancing research and scholarship across the fields of education and science. Published [frequency, October, January, April, and July], IJES offers an open-access platform for educators, researchers, and practitioners to share innovative findings, theoretical insights, and practical applications that contribute to both disciplines. The journal welcomes a diverse range of submissions, including research articles, reviews, case studies, and perspectives that address contemporary issues, promote interdisciplinary approaches, and foster scholarly dialogue. IJES is committed to publishing high-quality, impactful research that spans a wide array of topics, including but not limited to teaching methodologies, curriculum design, educational technology, as well as the psychological and social aspects of education. It also explores areas in the natural and applied sciences and highlights studies that link science and education to societal advancement. Through its publications, IJES aims to capture emerging trends, propose solutions to real-world challenges, and inspire innovation in education. We welcome your contributions and look forward to advancing knowledge together in the fields of education and science.
Learning Disruption among Elementary School Children Caused by Mobile Digital Games: A Literature Analysis of Parenting and Teaching Challenges
The rapid proliferation of mobile digital games has introduced both opportunities and challenges for elementary education, as children increasingly integrate gaming into their daily routines and social interactions. This study investigates the extent to which mobile digital gaming disrupts learning among elementary school children and examines the associated challenges faced by parents and teachers in managing these activities. Employing a qualitative literature analysis, the research synthesizes findings from peer-reviewed journal articles and scholarly books published within the last ten years. Data were collected through systematic identification, screening, and extraction of relevant studies, followed by thematic content analysis to identify patterns in academic, behavioral, social, and cognitive impacts, as well as parenting and instructional challenges. The results reveal that excessive mobile gaming negatively affects attention spans, academic motivation, study habits, and adherence to school routines. Behavioral and social consequences include increased individualism, antisocial tendencies, and potential gaming addiction, while cognitive impacts encompass diminished problem-solving skills, decision-making, and executive functioning. Parents face difficulties in monitoring game usage, managing emotional pressures, and providing effective guidance, whereas teachers encounter challenges in adapting pedagogical strategies, maintaining classroom focus, and collaborating with families. The findings highlight the systemic nature of learning disruption caused by mobile gaming and emphasize the need for digital literacy, structured parental guidance, and home–school collaboration. The study contributes to understanding the interplay between digital media use, child development, and educational practice, offering insights for policies and strategies that promote balanced digital engagement, enhance learning outcomes, and support holistic development in elementary education.
Copyright (c) 2026 Indonesian Journal of Education and Science
Research on Economics Growth and Development as Doctor of Letters in Economics
Economic development is a continuous process.it is not possible in one years,it takes the many years,the impact of economic development is very long.Economic development is the right example of revolution.Economic development is the very integral part of country human life.Some countries are symbol of Economic development.All the nation should fellow the path way of development..Many countries are the examples for other world.Deregulation,cottage industry,Micro finance, Motivation economic and management policies.Such economy got the destination of Economic development with steadily and smoothly.for example in china and Japan have the economic growth target of two percentage,through this way they achieved the economic growth and devlopment.
The Influence of the Madrasah Principal’s Interpersonal Communication on Teachers’ Organizational Citizenship Behavior (OCB) in Madrasah Aliyah
This study analyzes the direct effect of principals’ interpersonal communication on teachers’ organizational citizenship behavior (OCB) in Madrasah Aliyah in Central Lombok, Indonesia. OCB refers to discretionary extra-role behaviors that are not formally rewarded but support school effectiveness. Recent evidence highlights teachers’ OCB as a key determinant of collaboration and student outcomes, while leadership and the way principals exercise power are important antecedents. A quantitative survey with a causal design was employed. The population consisted of 2,665 Madrasah Aliyah teachers, from which 348 were selected through multi- stage simple random sampling. Principals’ power and teachers’ OCB were measured using validated Likert-type scales. Data were analyzed using descriptive statistics and path analysis. The findings show that teachers’ OCB is generally at a moderate level, while principals’ power is perceived as relatively high. Path analysis indicates that principals’ power has a positive and statistically significant direct effect on teachers’ OCB (p31 = 0.118; t = 2.793; p< 0.05). The study concludes that effective and constructive use of power by principals fosters higher OCB among teachers. The results imply the need to strengthen principals’ of openness, empathy,supportivinees, positiveness, and equality to cultivate extra-role behaviors that support the improvement of with teachers. This finding also reinforces leadership development programs as a strategic approach to enhancing school climate, teacher engagement, and overall institutional performance.
Principal’s Iinterpersonal communication
A Contextual Approach in Islamic Religious Education Learning
Islamic Religious Education (IRE) plays a strategic role in fostering learners’ cognitive, affective, and psychomotor development through the integration of religious knowledge, values, and real-life practice. However, IRE learning is often characterized by abstract and text-oriented instruction, which limits students’ meaningful engagement. This study aims to examine the implementation of the Contextual Teaching and Learning (CTL) approach in Islamic Religious Education, identify facilitating and inhibiting factors affecting its application, and analyze its contribution to meaningful learning outcomes. Employing a qualitative literature review design, this study analyzed relevant books and peer-reviewed journal articles published within the last ten years. Data were collected through systematic documentation and analyzed using thematic content analysis to identify recurring concepts, strategies, and outcomes related to CTL in IRE contexts. The findings indicate that CTL in Islamic Religious Education is conceptually grounded in constructivist learning theory, cognitive psychology, and the philosophical foundations of Islamic education. CTL implementation is characterized by experiential learning strategies, including problem-based learning, collaborative activities, reflection, and the use of learners’ real-life environments as instructional resources. Teacher pedagogical competence, curriculum flexibility, institutional support, and learning resources emerged as key facilitating factors, while limited infrastructure, insufficient training, time constraints, and technological challenges were identified as major barriers. Furthermore, the contextual approach contributes significantly to meaningful learning outcomes across cognitive, affective, and psychomotor domains by enhancing understanding, motivation, value internalization, and behavioral practice. This study concludes that CTL serves as a pedagogically relevant approach for strengthening meaningful and holistic learning in Islamic Religious Education.
Culture and Regional Language Based Tourism Economy: An Interdisciplinary Literature Review
This study is motivated by the limited systematic research on the integration of culture and regional language as core economic resources in tourism, despite their significant influence on destination competitiveness, sustainability, and cultural preservation. It aims to analyze the role of culture and regional language as symbolic and economic capital, identify dominant integration patterns in tourism development, and examine challenges and future directions of culture- and language-based tourism economies. The research employs a qualitative interdisciplinary literature review design, drawing on peer-reviewed journal articles and scholarly books published between 2015 and 2025, selected through purposive sampling. Data were collected through systematic document analysis and examined using thematic and comparative analysis to synthesize perspectives from tourism studies, cultural studies, linguistics, and the creative economy. Findings indicate that culture and regional language function as strategic symbolic assets that shape destination identity, strengthen perceptions of authenticity, and generate economic value when effectively mobilized within tourism systems, supporting cultural capital theory. Community-based tourism, participatory cultural governance, and linguistic landscape strategies emerge as the most effective integration patterns for achieving economic sustainability while safeguarding cultural integrity. However, persistent challenges—including over-commodification, cultural homogenization, unequal benefit distribution, and limited institutional capacity—remain significant barriers. The study concludes that integrating culture and regional language into tourism economies requires inclusive governance, ethical commodification, and innovation through digital storytelling and creative industries. The implications advance interdisciplinary tourism and cultural economy scholarship while informing policymakers and practitioners on sustainable, culture-based tourism strategies. Future research should employ empirical, comparative, and mixed-methods approaches across diverse regional contexts.
Copyright (c) 2026 Indonesian Journal of Education and Science https://creativecommons.org/licenses/by-nc-sa/4.0/
Constraints of Workplace Experience Learning Implementation among Fashion Design TVET in Ghana
Workplace Experience Learning (WEL) programs are vital to Technical and Vocational Education because they enable students to apply classroom learning in real-world settings and develop entrepreneurial skills. In Ghana’s fashion design education context, WEL has gained significance; however, there is a paucity of empirical evidence on the effectiveness of these programs in enhancing students’ practical and entrepreneurial skills in technical universities. The study aimed to investigate the impact of WEL participation on the cultivation of entrepreneurial competencies among Higher National Diploma (HND) fashion design students in Ghana. The study examined the mediating role of placement activities, including mentorship, practical training, and supervision, and identified critical factors influencing the quality and outcomes of implementation. A sequential mixed-method design with an explanatory focus was utilised. Quantitative data were gathered from 250 students at four technical universities and analysed through regression and mediation models. To enhance interpretation of the findings, qualitative data from semi-structured interviews were analysed thematically using NVivo. The results indicated a substantial positive correlation between WEL participation and improvements in entrepreneurial competencies. Placement activities became important links due to weak ties between universities and industry, limited insurance coverage, limited family support, and communication problems. The study concludes that fortifying institutional coordination, augmenting support systems, and refining industry partnerships are essential to optimise WEL’s influence on fashion design education in Ghana.
Entrepreneurial Competency, Constructivist Learning, Fashion Design TVET, Placement Activities, Workplace Experience Learning
Theoretical and Empirical Review of Reading Literacy among Elementary School Students
Reading literacy is a fundamental competence that profoundly impacts students' academic performance and lifelong learning. This study aims to provide a comprehensive review that bridges theoretical frameworks and empirical findings regarding reading literacy among elementary school students. Utilizing a qualitative research design with a systematic literature review approach, this study analyzed 42 peer-reviewed publications from 2015 to 2025. The sources were selected using predefined inclusion criteria and analyzed thematically to address three central research questions concerning theoretical models, effective literacy strategies, and the integration of theory and practice. The findings reveal that the Simple View of Reading, the Interactive-Compensatory Model, and Sociocultural Theory are dominant frameworks explaining reading development. Empirical evidence highlights the effectiveness of strategies such as metacognitive approaches, digital literacy tools, paraphrasing training, and feedback-oriented instruction. The integration of these theoretical insights with classroom practices underscores the importance of student-centered learning and culturally responsive pedagogy in enhancing literacy outcomes. Moreover, the study emphasizes the evolving role of technology and the need to address learning loss due to the COVID-19 pandemic. This integrative review contributes to a deeper understanding of how theory and practice intersect in reading instruction, offering valuable implications for educators, curriculum designers, and policymakers aiming to improve literacy education in elementary settings.
Copyright (c) 2025 Indonesian Journal of Education and Science
A Literature Review on Technology-Based Learning: Trends, Challenges, and Opportunities
This study synthesizes literature on technology-based learning to identify prevailing trends, implementation challenges, and actionable opportunities across educational levels, with particular attention to Indonesian high schools and Islamic schools. Motivated by rapid digital transformation and uneven adoption during and after the COVID-19 pandemic, the review aimed to answer: What are TEL trends; which barriers hinder effective implementation; and what opportunities can be leveraged to improve teaching and learning through technology? A qualitative systematic literature review was conducted using purposive sampling of 25 publications from 2015–2025 drawn from international and local academic databases. Data were extracted with a structured form and analyzed through thematic content analysis supported by NVivo to generate cross-cutting themes. The review found four dominant trends—artificial intelligence for adaptive learning, mobile and cloud-based platforms for flexible access, immersive XR/AR/VR experiences for experiential learning, and pedagogical innovations such as gamification and flipped classrooms—alongside persistent challenges including infrastructure and access inequities, limited teacher competencies, cultural and organizational resistance, sustainability and scalability concerns, and digital literacy gaps. Corresponding opportunities include personalized learning, expanded access and inclusion, enhanced student engagement through innovative pedagogy, and data-informed strategic planning. The study concludes that TEL is a systemic transformation requiring aligned pedagogy, professional development, equitable infrastructure, and context-sensitive strategies to realize its potential. Future research should empirically assess TEL interventions in classroom settings and explore long-term impacts on equity and learning outcomes.
The Efforts of Akidah Akhlak Teachers in Shaping Students’ Character at MI Maraqita’limat Mamben Lauk in the Academic Year 2024/2025
This study explores the efforts of Akidah Akhlak teachers in shaping students’ character at MI Maraqita’limat Mamben Lauk during the 2024/2025 academic year. Character education plays a crucial role in developing students’ moral integrity, discipline, and social responsibility, particularly within Islamic educational settings where teachers serve as both moral educators and role models. The study aimed to identify the strategies used by teachers in character formation and to examine the supporting and inhibiting factors influencing these efforts. A qualitative descriptive approach was employed using a case study design. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing. The findings revealed that the teachers’ efforts included integrating moral values into learning activities, modeling ethical behavior, habituating good practices, applying persuasive and disciplinary approaches, and collaborating with parents and the community. Supporting factors comprised teacher exemplarity, a conducive school environment, parental involvement, and curriculum-based moral integration, while inhibiting factors included lack of family support, negative media influence, and high teacher workload. The study concludes that successful character formation requires consistency, collaboration, and the embodiment of Islamic values by teachers. These findings contribute to the theoretical development of Islamic character education and offer practical insights for enhancing teacher strategies in fostering akhlaq al-karimah.
Teacher Reflection on the Implementation of the Independent Curriculum in Elementary Schools
The implementation of the Merdeka Curriculum in elementary schools demands a paradigm shift in learning that is more contextual, differentiated, and oriented toward strengthening the Profile of Pancasila Students. However, in reality, many teachers still face challenges in understanding and effectively applying this curriculum. This study aims to reflect on teachers’ experiences in implementing the Merdeka Curriculum at the elementary school level. This research employed a qualitative approach with a case study design conducted in four elementary schools in Wanasaba District over a period of three months, from January to March 2025. Data collection techniques included semi-structured interviews, participatory observation, and documentation involving 25 informants consisting of principals, teachers, and students. The results of the study indicate that most teachers have understood the basic concepts of the Merdeka Curriculum but face difficulties in its practical implementation, such as designing differentiated instruction, conducting formative assessments, and building a culture of reflection. Structural support from schools and other stakeholders is also still limited. The lack of ongoing training and supporting facilities is a significant obstacle in the adaptation process to this new curriculum. In conclusion, teachers' reflections reveal a gap between theoretical understanding and the practical application of the Merdeka Curriculum. Therefore, systematic efforts are needed to enhance teacher competence through training, mentoring, and strengthening collaborative learning communities to support the successful implementation of the curriculum in elementary schools.
The Efforts of the Madrasah Principal in Preventing Bullying Among Students at MTs NW Aik Bukaq
This research aims to explore and analyze the efforts made by the principal in preventing bullying among students at MTs NW Aik Bukaq. Bullying is a serious issue within educational settings that can negatively impact students’ psychological and social development. As the leader of an educational institution, the principal holds a strategic role in fostering a safe and conducive school environment. This study employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation, involving the principal, teachers, and several students as informants. The data analysis was conducted through data reduction, data display, and conclusion drawing. The findings revealed that the principal had implemented various preventive measures to address bullying: (1) anti-bullying policies were established through school regulations; (3) supervision of student interactions within the school environment was strengthened; (3) character development activities were conducted through religious and social programs; and (4) collaboration with guidance and counseling teachers as well as homeroom teachers was established to follow up on potential bullying cases. In addition, the principal applied a persuasive approach toward students with bullying tendencies and maintained intensive communication with parents. These efforts demonstrate the importance of leadership commitment, teacher collaboration, and parental involvement in preventing bullying. The study concludes that comprehensive preventive strategies supported by strong leadership and active stakeholder participation are essential to create a safe and supportive learning environment.
The Importance of Instilling Islamic Aqidah in Elementary School Students in Facing Moral Challenges in the Digital Era: A Literature Review
In the digital era, elementary school students face increasing exposure to online environments that pose both opportunities and moral challenges. This study explores the importance of instilling Islamic aqidah (faith-based belief) in elementary students to strengthen their moral resilience in navigating digital spaces. Employing a qualitative library research method with a systematic literature review design, the study analyzed 25 scholarly sources published between 2020 and 2025. Data were collected using thematic coding focused on four areas: conceptual foundations of aqidah, pedagogical strategies, digital-era moral challenges, and innovations in Islamic education. The findings indicate that the internalization of aqidah significantly influences students’ ethical behavior online by fostering digital responsibility, empathy, integrity, and spiritual awareness. However, Islamic elementary schools encounter several challenges in integrating aqidah into digital curricula, such as a lack of integrated pedagogical models, inadequate teacher training, and external pressures that prioritize digital skills over spiritual formation. The study also identified effective strategies for aqidah education in the digital age, including faith-based digital tools, reflective discussions, teacher role modeling, and school-parent collaboration. These findings suggest that a holistic, technology-integrated, and value-oriented approach is essential to moral education in Islamic schools. This study contributes to the development of spiritually grounded and digitally literate educational practices for young Muslim learners.
Comparative Study of Educational Policy Implementation in Indonesia and Malaysia: A Focus on Curriculum Design and Teacher Autonomy
This study presents a comparative analysis of educational policy implementation in Indonesia and Malaysia, with a specific focus on curriculum design and teacher autonomy. It addresses four key research questions related to the philosophy of curriculum frameworks, institutional and cultural conditions influencing policy enactment, teacher agency in practice, and hybrid practices in border regions like Lombok–Sabah. Employing a literature review (library research) method, the study systematically synthesized peer-reviewed journal articles, government policy documents, and empirical studies published between 2013 and 2024. Thematic analysis was conducted using both deductive and inductive coding techniques, guided by qualitative content analysis methodology. Findings indicate that while both countries promote teacher autonomy at the policy level, Malaysia demonstrates stronger alignment between curricular goals and institutional support through mechanisms such as School-Based Assessment (SBA), Professional Learning Communities (PLCs), and leadership mentoring. Indonesia, by contrast, exhibits a symbolic form of autonomy under centralized policy structures, uneven teacher training access, and limited school-level capacity. In border regions like Lombok–Sabah, teachers exhibit high levels of contextual agency by integrating local culture, bilingual instruction, and grassroots collaboration into curriculum practice—demonstrating autonomy driven by necessity rather than policy. This research highlights the critical role of structural support, cultural responsiveness, and decentralization in actualizing teacher autonomy. It offers practical insights for education policymakers and curriculum developers seeking to create inclusive, adaptive, and teacher-empowering systems across diverse educational settings.
Islamic Education Curriculum:Between Classical Texts and the Challenges of the Modern Era
This study explores the reconstruction of the Islamic education curriculum through a dialectical analysis of classical Islamic texts and modern educational challenges. The research aimed to investigate how classical Islamic educational values can be integrated with contemporary needs to form a holistic, responsive, and spiritually grounded curriculum. Utilizing a qualitative-descriptive approach through library research, the study drew from primary sources including classical works such as Ta‘līm al-Muta‘allim and Iḥyā’ ‘Ulūm al-Dīn, as well as secondary sources like modern literature, academic journals, and official curriculum documents. Data were collected using textual and documentation analysis, and analyzed thematically through stages of data reduction, display, and conclusion drawing. The findings revealed that classical Islamic curricula, though undocumented in modern formats, emphasized ethical-spiritual development (adab, akhlāq) and integrated revealed and rational sciences. In contrast, modern curricula face challenges such as secularization, fragmentation of knowledge, and the pressures of digital culture and global competencies. Recent reforms in institutions like UIN and Pondok Modern Gontor demonstrate promising models of integration. The study concludes that a reconstructed Islamic curriculum must revive the ideal of insān kāmil, blend tradition with innovation, and evaluate learners holistically in both cognitive and spiritual terms. These insights contribute to the ongoing discourse on Islamic curriculum reform in the 21st century.
Human Resource Management in Islamic Boarding Schools: The Leadership Roles of Tuan Guru, Ustaz, and Foundation Leaders in Achieving Sustainable Islamic Educational Governance
Islamic boarding schools (pondok pesantren) are vital institutions for religious and moral education in Indonesia, where leadership and human resource management (HRM) play a crucial role in sustaining educational quality. This study aims to conduct a systematic literature review on HRM practices in pesantren, focusing specifically on the leadership roles of Tuan Guru, Ustaz, and foundation leaders in promoting sustainable Islamic educational governance. Using a qualitative descriptive approach, the research analyzed 25 peer-reviewed articles published between 2019 and 2024. Thematic content analysis was used to identify patterns in HRM components, leadership contributions, and governance outcomes. The findings reveal five core HRM components commonly applied in pesantren: value-based recruitment, performance appraisal aligned with Islamic ethics, continuous professional development, organizational culture grounded in trust and justice, and structured career pathways. Leadership from Tuan Guru, Ustaz, and foundation leaders significantly influences transparency, staff engagement, and quality assurance. However, challenges such as limited leadership training, resistance to change, and digital illiteracy persist. This study provides a comprehensive framework integrating Islamic leadership values with modern HRM practices and highlights the need for leadership development and digital capacity-building in pesantren. It offers theoretical and practical insights for scholars and stakeholders aiming to strengthen educational governance in Islamic institutions.
The Strategy of Tahfizul Qur’an Teachers in Improving Students’ Memorization at MA Muallimin Nahdlatul Wathan Gunung Rajak
This study explores the implementation and impact of the Tahfidzul Qur’an program at MA Muallimin NW Gunung Rajak, focusing on its historical background, instructional strategies, supporting and inhibiting factors, and its influence on students’ character and academic performance. The research employed a qualitative case study approach, using semi-structured interviews with school leaders and teachers, observational data, and document analysis. The data were analyzed using thematic analysis to identify patterns and relationships. The results reveal that the program was initiated as a collaborative effort between the principal and Islamic studies teachers to strengthen students' spiritual foundation and academic discipline. The implementation includes daily Qur’an recitation, structured memorization routines, and character integration. Teachers applied various strategies, such as daily targets, tasmi’, repetition (takrir), and musyafahah, to enhance memorization and spiritual growth. Supporting factors include strong leadership, a religious school environment, and parental involvement, while challenges such as time limitations and inconsistent student motivation persist. Notably, the program has led to significant improvements in students’ discipline, religious behavior, academic focus, and memorization skills. This research highlights the holistic benefits of Qur’anic memorization in character education and academic success. It offers valuable insights for educators and policymakers in developing effective, faith-based learning environments that support student excellence.
THE RELEVANCE OF KI HAJAR DEWANTARA’S EDUCATIONAL PHILOSOPHY IN 21ST CENTURY EDUCATION
This study aimed to examine the relevance of Ki Hajar Dewantara’s educational philosophy in the context of 21st-century education, particularly in the development of character and value-based humanistic education. In light of the rapid advancement of technology and the increasingly dynamic demands of education, it was considered essential to reassess the principles proposed by Ki Hajar Dewantara. A literature review method was employed using a qualitative approach to analyze scholarly works related to his thoughts and their application in contemporary education. The findings indicated that Ki Hajar Dewantara’s principles—such as Tut Wuri Handayani, the Among system, and the Tri Pusat Pendidikan (Three Centers of Education)—remained highly relevant for 21st-century education. These values supported character formation, learner autonomy, and an educational approach that emphasized independence, which were all crucial in addressing the challenges of education in the digital age. The study concluded that Ki Hajar Dewantara’s philosophy had made a significant contribution to the development of a more humanistic and relevant education system. The application of his values was found to strengthen character education and provide a strong foundation for the development of more inclusive curricula and educational policies in the future.
THE EFFECTIVENESS OF STEM BASED LEARNING METHODS IN IMPROVING PROBLEM SOLVING SKILLS IN DYNAMIC ELECTRICAL MATERIAL
STEM-based learning (Science, Technology, Engineering, and Mathematics) has been widely recognized as an effective educational approach in the 21st century to enhance students' critical thinking and problem-solving skills. This study aims to examine the effectiveness of STEM-based learning compared to conventional methods in improving students' problem-solving skills in dynamic electricity material. The research employed a quasi-experimental design involving two groups: an experimental group that received STEM-based learning and a control group that followed conventional learning methods. Data were collected through pretest and posttest assessments, classroom observations, and teacher interviews. The results showed that students in the STEM-based learning group achieved a significantly higher posttest score (M = 82.6, SD = 6.7) compared to the control group (M = 73.2, SD = 7.5). The N-Gain analysis indicated a medium-high category improvement (0.67) in the experimental group, while the control group showed a medium category improvement (0.48). Furthermore, the independent t-test confirmed a statistically significant difference in problem-solving skill enhancement between the two groups (t = 3.21, p < 0.05). Observational data also revealed that STEM-based learning promoted higher student engagement (M = 4.2 on a 5-point scale) compared to conventional methods (M = 3.5). These findings suggest that STEM-based learning is not only more effective in improving students’ problem-solving skills but also in increasing their engagement in the learning process. Thus, the implementation of STEM-based learning can serve as an alternative strategy to develop 21st-century competencies, particularly in physics education.
DIGITAL LITERACY AS A FUNDAMENTAL SKILL IN MODERN ECONOMIC EDUCATION: A LITERATURE REVIEW
This study aimed to analyze the role of digital literacy as a fundamental skill in modern economic education. Amid the rapid advancement of digital technology, digital literacy was considered an essential competence that supported students in understanding and applying economic concepts effectively. The primary objective of this research was to identify the relationship between digital literacy and the development of economic skills in the digital era. The research method employed was a qualitative approach using a literature review design. Data were obtained through the selection of relevant literature, including journal articles, books, and research reports published between 2012 and 2024. Data analysis was conducted using thematic analysis techniques, which involved identifying key themes related to digital literacy in economic education. The findings indicated that digital literacy played a significant role in enhancing students’ economic skills, particularly in accessing and analyzing economic data. This study also revealed that the integration of technology in economic education improved students’ understanding of economic theory and better prepared them to face the challenges of the digital economy. In conclusion, digital literacy should be an integral part of the economic education curriculum. This study made a significant contribution to the development of digital literacy as a foundational competence supporting economic learning and opened opportunities for further in-depth research on the impact of digital literacy on economic education.
THE TRANSFORMATION OF LEARNING IN THE DIGITAL ERA: A THEORETICAL REVIEW OF TECHNOLOGY INTEGRATION IN EDUCATION
The transformation of learning in the digital era has become a significant issue in contemporary education, in line with the continuous advancement of technology. This study aims to examine the integration of technology in education and its impact on the learning process. The main focus of this research is to understand how technology can be applied in educational contexts to enhance the quality of learning and student engagement. The method used in this study is a qualitative approach with a literature review design and thematic analysis. Data were collected through a review of various articles, journals, and research reports related to technology integration in education. Data analysis was conducted by identifying key themes emerging from the literature review and comparing relevant research findings. The results indicate that although technology offers great potential for improving learning, major challenges remain, such as unequal access, teacher readiness, and the lack of ongoing professional development. Nevertheless, technology integration can enhance student engagement and enable more flexible, 21st-century competency-based learning. The conclusion of this study emphasizes that the success of technology integration in education highly depends on infrastructure readiness, supportive policies, and continuous teacher training. This research also opens opportunities for further studies on the long-term impacts of digital transformation in learning.
THE EFFECT OF POSTER-BASED ICE BREAKING ON STUDENTS’ LEARNING OUTCOMES IN SCIENCE SUBJECTS FOR GRADE IV AT MI NW SURABAYA IN THE 2024/2025 ACADEMIC YEAR
This study investigated the effect of poster-based ice-breaking activities on students’ learning outcomes in science subjects for Grade IV at MI NW Surabaya in the 2024/2025 academic year. The research aimed to determine whether implementing ice-breaking techniques using poster media could significantly enhance students' understanding and performance in science. A quantitative approach was employed, utilizing a quasi-experimental design with a post-test-only control group structure. Thirty Grade IV students were randomly assigned to experimental and control groups. The experimental group received poster-based ice-breaking interventions, while the control group underwent conventional learning. Data were collected through tests, observations, and documentation. Instrument validity and reliability were confirmed through point-biserial correlation and Cronbach's alpha analysis. Statistical analysis included normality, homogeneity, and t-tests. The findings revealed a significant difference between the experimental and control groups, with the experimental group achieving higher post-test scores. The results suggest that poster-based ice-breaking activities positively impact students’ science learning outcomes. This study highlights the potential of integrating creative media with interactive techniques to foster a more engaging and effective learning environment in science education for elementary students.
The Influence of Information Technology Usage on Students' Learning Outcomes in Islamic Religious Education (PAI)
The rapid advancement of information technology has significantly influenced various aspects of education, including Islamic Religious Education (PAI). This study investigates the impact of information technology usage on students' learning outcomes in PAI through a systematic literature review. Relevant academic sources from reputable databases were analyzed to identify common themes and gaps in existing research. The findings indicate that integrating information technology into PAI instruction enhances teaching strategies, student engagement, and academic performance. Digital tools such as online platforms, interactive applications, and video conferencing facilitate flexible and accessible learning, fostering active student participation. Additionally, structured assessment methods and independent learning play crucial roles in improving students' comprehension and retention of PAI materials. Despite these advantages, challenges such as technological accessibility, teacher competence, and digital literacy persist. Addressing these challenges requires strategic policies and targeted teacher training programs to maximize the effectiveness of information technology in PAI education. Future research should explore practical solutions to overcome these barriers and further optimize digital learning strategies in religious education.
Strategi Pebelaara Iqro’ dan Aplikasi Do’a Harian Untuk Meningkatkan Karakter Religius Anak di PAUD
Pendidikan karakter religius sejak usia dini memainkan peran penting dalam membentuk dasar moral anak. Penelitian ini bertujuan untuk menganalisis strategi pembelajaran Iqro' dan penerapan aplikasi doa harian dalam meningkatkan karakter religius anak di PAUD. Metode yang digunakan dalam penelitian ini adalah kajian pustaka dengan mengumpulkan data dari sumber primer dan sekunder terkait dengan metode Iqro' dan aplikasi doa harian. Penelitian ini menemukan bahwa metode Iqro' yang menggunakan pendekatan CBSA (Cara Belajar Siswa Aktif) dapat secara efektif mengenalkan huruf hijaiyah dan tanda baca Al-Qur'an, serta membangun nilai-nilai keagamaan pada anak. Selain itu, aplikasi doa harian berbasis teknologi juga memberikan kemudahan dalam penghafalan doa-doa harian dengan fitur interaktif yang menarik minat anak. Integrasi antara kedua metode ini terbukti mampu meningkatkan karakter religius anak secara signifikan. Penelitian ini menyimpulkan bahwa kombinasi metode Iqro' dan aplikasi doa harian dapat menjadi solusi inovatif dalam pembelajaran Al-Qur'an dan pengembangan karakter religius anak di era digital. Rekomendasi untuk penelitian lebih lanjut adalah mengembangkan aplikasi yang lebih interaktif dan mengintegrasikan teknologi lebih dalam ke dalam metode Iqro' untuk meningkatkan efektivitas pembelajaran agama.
The Influence of Religious Education on Adolescent Behavior
Religious education plays a crucial role in shaping adolescent behavior by instilling moral values, fostering self-discipline, and preventing negative conduct. This study aims to analyze the influence of religious education on adolescent behavior, identify challenges in its implementation, and evaluate its effectiveness in preventing juvenile delinquency. Using a qualitative literature review approach, data were collected through document analysis of scholarly works, including journal articles, books, and research reports. The findings indicate that religious education significantly enhances adolescents' moral awareness, ethical decision-making, and prosocial behavior. However, challenges such as student disengagement, curriculum limitations, and external social influences hinder its effective implementation. Despite these challenges, religious education serves as a preventive mechanism against juvenile delinquency by fostering self-regulation, promoting ethical responsibility, and reinforcing positive character traits. This study underscores the need for a more integrated approach that combines religious education with mental health support to maximize its impact on adolescent behavior. The findings contribute to the fields of education and adolescent psychology by providing insights into strategies for strengthening the role of religious education in character development.
Pengaruh Nilai-Nilai Islam Dalam Pembentukan Karakter Generasi Muda
Pembentukan karakter generasi muda menjadi tantangan utama dalam dunia pendidikan, terutama di tengah arus globalisasi yang membawa perubahan sosial, budaya, dan teknologi. Nilai-nilai Islam memiliki peran penting dalam membangun karakter yang berintegritas, berakhlak mulia, dan bertanggung jawab. Penelitian ini bertujuan untuk menganalisis pengaruh nilai-nilai Islam dalam pembentukan karakter generasi muda serta mengeksplorasi strategi penerapannya dalam sistem pendidikan. Penelitian ini menggunakan metode kajian pustaka dengan menganalisis berbagai literatur akademik yang relevan. Hasil penelitian menunjukkan bahwa nilai-nilai Islam seperti kejujuran, amanah, keadilan, dan ihsan memiliki dampak signifikan dalam membentuk moralitas generasi muda. Implementasi nilai-nilai Islam dalam pendidikan karakter dapat dilakukan melalui pendidikan formal, pendidikan nonformal, serta keteladanan dari orang tua, guru, dan tokoh masyarakat. Namun, tantangan utama dalam penerapan nilai-nilai Islam meliputi pengaruh globalisasi, perbedaan latar belakang sosial dan budaya, serta keterbatasan integrasi dalam kurikulum pendidikan formal. Oleh karena itu, strategi yang sistematis dan berkelanjutan diperlukan untuk memastikan efektivitas pendidikan karakter berbasis nilai-nilai Islam. Penelitian ini berkontribusi dalam memperkaya kajian tentang pendidikan karakter serta memberikan rekomendasi bagi institusi pendidikan dan pemangku kebijakan dalam mengembangkan program pendidikan berbasis nilai-nilai Islam.
The Role of Islamic Education in Enhancing Social Integration of the Ummah: A Theoretical Review
Islamic education played a strategic role in fostering social integration among diverse communities in Indonesia. This study aimed to theoretically examine the role of Islamic education in enhancing social integration, identify relevant Islamic values, and formulate a conceptual model of Islamic education that supported social harmony. Using a qualitative approach based on a literature review, this research analyzed concepts of Islamic education and social integration through primary and secondary sources. The findings revealed that Islamic education played a crucial role in internalizing the values of ukhuwah Islamiyyah (brotherhood), tasāmuh (tolerance), ʿadālah (justice), syura (consultation), as well as ihsan and sadaqah (social responsibility). These values contributed to social harmony through their integration into formal education curricula, community-based programs, and cultural approaches. The proposed conceptual model emphasized the synergy between formal, non-formal, and cultural education to foster sustainable social solidarity. This study contributed theoretically to the literature on Islamic education and offered practical guidance for policymakers, educators, and educational institutions.
THE EFFECTIVENESS OF USING VARIOUS PLAY METHODS TO ENHANCE COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD: A CRITICAL ANALYSIS AND LITERATURE REVIEW
This study investigates the effectiveness of various play methods in enhancing children's cognitive development in early childhood education. This study used a qualitative literature review to evaluate the effectiveness of play methods in enhancing cognitive development in early childhood education. Data were gathered from peer-reviewed sources focused on children aged 2-6 years, using systematic checklists to categorize studies. Thematic analysis identified cognitive benefits across play types such as role-playing, puzzles, and educational technology. The findings highlight the most effective play methods for cognitive development. Data were sourced from databases like Google Scholar, JSTOR, and ERIC. The results reveal that engaging children in structured play activities, such as using number cards and puzzles, significantly improved their cognitive abilities, with some methods achieving up to 100% completion in cognitive learning outcomes. Conversely, activities like playing with Lego showed no significant improvement in symbolic thinking for children aged 4-5. Overall, the findings suggest that different play methods contribute variably to cognitive development, with certain approaches yielding higher outcomes, especially in tasks related to numeracy and problem-solving. The study concludes that educational games and interactive play can enhance cognitive skills in early childhood, but effectiveness may vary based on the type of play and age group. These findings provide valuable insights into designing educational play activities that cater to different cognitive needs. Future research should explore the long-term effects of these play strategies and their adaptability across diverse educational settings.
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ANALYSIS OF QUR’ANIC READING ABILITY BASED ON TAJWEED AMONG ELEVENTH GRADE STUDENTS AT MA ANNAQSYABANDIYAH NW GELANGGANG
This study investigates the challenges encountered by Grade XI students at MA Annaqsyabandiah NW Gelanggang in reading the Qur'an, focusing on their application of tajweed principles. The research aims to understand specific difficulties in articulation, letter characteristics, length and duration of recitation, and the rule of idgham bigunnah. Employing qualitative methods, data were gathered through observation and interviews with students and teachers. The findings reveal that teachers address these issues through three main strategies: the Tahsin method, which emphasizes correct articulation; habitual practice, encouraging regular recitation; and the listening method, allowing teachers to assess and correct individual errors. These approaches have significantly improved students' Qur'anic recitation abilities. The study concludes that teacher-led, tajweed-focused methods are essential in overcoming recitation difficulties, with implications for enhancing Qur'anic literacy in educational institutions. Recommendations for further research include exploring additional instructional methods and technology-assisted learning tools.
THE ROLE OF PARENTS IN ISLAMIC EDUCATION IN THE MILLENNIAL ERA IN GERENENG VILLAGE, EAST SAKRA DISTRICT
This study explores the role of parents in providing Islamic education to children in Gereneng Village during the millennial era. With the increasing impact of digital media and economic pressures, traditional family-centered religious education faces unique challenges. The research, conducted through interviews and observations, reveals the diverse levels of parental involvement, influenced by both economic demands and technology usage among children. Findings indicate that while some parents struggle to manage their children’s digital engagement, others emphasize early Islamic education and community participation. This study concludes that integrating traditional Islamic values with modern educational demands is essential to foster well-rounded character development in the younger generation. Practical implications suggest that family-based educational approaches tailored to modern challenges can enhance the effectiveness of Islamic upbringing in rural settings. The study provides insights into the adaptability required in rural communities to sustain Islamic education in an evolving socio-technological landscape.
IMPLEMENTATION OF CHARACTER EDUCATION THROUGH SCHOOL CULTURE AT MTS NW SELEBUNG, KERUAK DISTRICT, EAST LOMBOK REGENCY
Character education is a crucial aspect of developing moral values among students. This study explores the implementation of character education through school culture at MTs NW Selebung, focusing on elements such as social care, nationalism, discipline, and hard work. The research employed a qualitative approach, utilizing interviews, observations, and document analysis to gather data. The findings reveal that the school's commitment to social care, through community support activities, and the promotion of nationalism, demonstrated through flag ceremonies and competitions, play a vital role in shaping students' character. Additionally, a disciplined environment fosters adherence to school rules, reinforcing positive behaviors. The study concludes that integrating character education into daily school activities significantly enhances students' moral and social competencies. These insights contribute to the existing literature on character education and offer practical implications for educational institutions seeking to cultivate a strong moral foundation among students. Future research should consider broader sample sizes and diverse educational contexts to deepen understanding of effective character education practices.