Abstract:Research on leadership styles and the strengthening of school culture in Islamic schools has become increasingly significant in response to the growing demand for educational quality grounded in religious values. School…
principals play a strategic role in developing an adaptive, collaborative, and character-oriented organizational culture that supports students’ holistic development. This study focuses on publication trends, thematic cluster structures, and the tendencies of leadership style implementation in strengthening Islamic school culture based on bibliometric analysis. The study employed a descriptive quantitative approach using bibliometric analysis of 397 Scopus-indexed documents published between 2019-2025. Data collection was conducted using Publish or Perish, while data visualization analysis was performed using VOSviewer through keyword co-occurrence techniques. The findings reveal that school culture and distributed leadership emerged as the most dominant themes and occupied central positions within the bibliometric network. The shift in research paradigms indicates a transition from structural approaches toward participatory, collaborative, and contextual approaches in modern educational leadership. Another finding demonstrates that the concepts of Islamic school and Islamic leadership have not yet appeared prominently in international research networks, thereby indicating a significant research gap regarding the integration of Islamic values into school culture and educational leadership practices. This study concludes that the strengthening of school culture is influenced not only by the administrative capabilities of school principals, but also by their ability to foster collaboration, social relations, innovation, and the continuous internalization of moral values. The novelty of this research lies in the use of bibliometric analysis to systematically map the relationship between leadership styles and Islamic school culture, while also offering a perspective on integrating the values of amanah, shura, and exemplary conduct into modern collaborative leadership models.
Abstract:The development of digital technology has transformed how elementary school children interact with information through the dominance of images, videos, and interactive media, while instructional practices remain largely…
text-based and verbal. The mismatch between children’s neurocognitive characteristics and text-based instructional design creates a pedagogical gap that may hinder memory retention, attention, and learning motivation. This study aims to analyze the urgency of visual-based learning and the impact of textual design incompatibility on student learning outcomes in the digital era. The study employs a systematic literature review approach by synthesizing findings from neuroscience, cognitive psychology, and multimedia learning theory relevant to elementary education. The results indicate that the visual system has a strong neurobiological foundation, supports faster information processing, enhances long-term retention, and strengthens the formation of conceptual mental models when integrated with verbal narration. The findings also reveal that digitalization without instructional design grounded in cognitive principles risks generating excessive cognitive load and the screen inferiority effect. The study concludes that adaptive visual integration based on multimedia principles and cognitive load management constitutes a fundamental strategy for improving the quality of elementary education. The novelty of this research lies in its integrative neuro-pedagogical approach, which systematically connects neuroscience findings, learning theories, and instructional design practices to reconstruct the paradigm of twenty-first-century learning.
Abstract:Schools are positioned as strategic social spaces that play a crucial role in shaping students’ character and social awareness amid the growing complexity of educational challenges in the era of globalization, digitalization,…
zation, and shifting social values. An educational orientation that continues to prioritize academic achievement has generated serious issues, including the weakening of character, low levels of empathy, and declining social concern among students. The research problem addressed in this study concerns how schools can fulfill their function not only as institutions for knowledge transmission, but also as spaces for the sustainable formation of values, attitudes, and social responsibility. This study aims to analyze the role of schools as arenas for character formation and social awareness, as well as to identify relevant educational approaches for internalizing moral, ethical, and social values. A qualitative approach was employed through a literature review with descriptive analysis of scholarly publications, educational policies, and character education practices. The findings indicate that schools function effectively as educational social environments when character values are systematically integrated through the curriculum, pedagogical interactions, school culture, extracurricular activities, and teacher role modeling. Character formation and social awareness become more meaningful when implemented holistically, contextually, and consistently. The conclusion emphasizes that schools bear moral and social responsibility to create a humanistic, participatory educational ecosystem oriented toward the development of students’ holistic personality. The novelty of this scholarly work lies in its conceptual affirmation of the school as a transformative social space that unifies academic dimensions, character development, and social awareness into an inseparable pedagogical whole.
Abstract:Educational program evaluation serves as a strategic element to ensure the improvement of learning quality at the elementary school level, particularly as schools are required to be adaptive to students’ diverse learning…
ng needs. A major issue frequently encountered is teachers’ limited capacity to implement evaluation models that are simple, sustainable, and relevant as a basis for instructional decision-making. This study aims to analyze the application of simple evaluation through formative and summative approaches as a systematic effort to enhance the quality of learning in elementary schools. The formative approach is employed throughout the instructional process to provide immediate feedback, identify students’ learning difficulties, and adjust teaching strategies in real time, while the summative approach is applied at the end of the instructional period to assess the level of goal attainment and the overall effectiveness of the program. The findings indicate that a balanced implementation of both approaches enables teachers to design learning activities that are more responsive, measurable, and oriented toward continuous improvement. Practically designed simple evaluations also encourage teachers to take an active role as controllers of learning quality rather than merely as curriculum implementers. The conclusion of this study confirms that the integration of formative and summative evaluation in a simple yet systematic manner effectively improves learning quality while strengthening a reflective culture in elementary school settings. The novelty of this study lies in its emphasis on an evaluation model that is easy to apply, contextual, and oriented toward teachers’ daily pedagogical decision-making, thereby offering a practical alternative for elementary schools with limited formal evaluation resources.
Abstract:This study examines the effectiveness of implementing Collaborative Learning as a strategy to strengthen Literasi digital among elementary school students, emerging as a response to challenges related to students’ limited…
ted ability to access, understand, and utilize digital information critically and responsibly. The main problem addressed in this research concerns the lack of learning models capable of integrating cooperation, creativity, and critical thinking skills with digital competencies relevant to 21st-century demands. Employing a descriptive qualitative method supported by a literature review, the data were collected from various scientific sources such as books, journals, articles, and previous studies. The findings indicate that Collaborative Learning effectively enhances students’ Literasi digital skills through activities emphasizing interaction, discussion, problem-solving, and the use of digital platforms such as Google Classroom, Canva, Kahoot, and Padlet. The teacher’s role as a facilitator is crucial in creating an active, adaptive, and student-centered learning environment. Challenges such as limited devices and internet access still arise, yet these can be mitigated through teacher competency development, parental support, and the optimal use of accessible digital resources. The study concludes that integrating Collaborative Learning with Literasi digital not only improves academic competence but also fosters a learning ecosystem that is engaging, participatory, and aligned with technological advancements. The novelty of this research lies in highlighting that student collaboration, when combined with appropriate technological integration, can serve as an effective strategy for strengthening Literasi digital sustainably at the elementary school level.
Abstract:Dyslexia is a neurodevelopmental disorder that specifically affects an individual's ability to process phonological and orthographic information, thereby hindering the development of basic literacy skills. In inclusive education…
ducation systems at the elementary level, these limitations are often not addressed through pedagogical approaches that align with the neurocognitive needs of learners. The problem addressed in this study is the effectiveness of the multisensory learning approach in improving the reading skills of children with dyslexia in inclusive elementary education settings. This research was conducted through a systematic literature review using a descriptive qualitative approach, drawing upon scholarly sources published in nationally and internationally accredited journals over the past decade. Thematic analysis was employed to identify consistent empirical findings related to multisensory interventions. The results show that the multisensory approach (which simultaneously engages visual, auditory, kinesthetic, and tactile modalities) has been proven to enhance phonological decoding, word recognition accuracy, reading fluency, and learning affectivity in children with dyslexia. Its effectiveness is highly influenced by the duration and intensity of the intervention, educators' competence in designing multisensory activities, and the suitability of materials to individual sensory profiles. The conclusion of this review asserts that the multisensory approach is not merely a remedial strategy, but a neuroeducation-based pedagogical framework that is inclusive and transformative. The novelty of this research lies in its integrative emphasis on the multisensory approach and principles of educational neuropsychology as the foundation for developing learning models that are responsive to the needs of neurodivergent learners in the context of inclusive elementary education in Indonesia.
Abstract:Inclusive education is a global mandate that emphasizes the importance of providing education that ensures access, participation, and learning success for all students, including children with special needs (CSN). In this…
s context, children with mild intellectual disabilities present unique challenges, particularly related to limitations in cognitive aspects, social adaptation, and self-regulation. The main issue addressed in this study is how structured individual learning strategies can be effectively implemented to support the achievement of competencies for students with mild intellectual disabilities in inclusive elementary school settings. The aim of this research is to conduct a theoretical review of the effectiveness of the Individualized Education Program (IEP) as a pedagogical approach based on individual needs, responsive to the unique characteristics of learners. The method used is a systematic literature review with a qualitative-descriptive approach through the examination of scientific publications, academic books, and national policies related to inclusive education and differentiated learning services. The analysis results show that the IEP plays a strategic role in optimally accommodating the learning needs of students with mild intellectual disabilities, emphasizing flexible planning, realistic goals, and progress-oriented evaluation. The effectiveness of the IEP increases significantly when it is designed through cross-professional collaboration among general education teachers, special education teachers, and parents. The conclusion of this study affirms that the implementation of IEP not only strengthens the pedagogical dimension of inclusive education but also promotes a paradigm shift towards more adaptive and humanistic education. The novelty of this study lies in the conceptual integration and practical implementation of the IEP for students with mild intellectual disabilities in elementary schools, which remains limited within the scope of national research.
Abstract:The phenomenon of escalating anime consumption as a form of entertainment among junior high school students (Sekolah Menengah Pertama, SMP) generates an imperative to comprehend its psychological and educational ramifications,…
tions, particularly concerning learning motivation. This study employs a systematic literature review methodology to analyze the correlation between anime exposure and the learning motivation levels of SMP students, with a particular focus on both intrinsic and extrinsic motivational dimensions. The synthesized literature reveals that anime, through its narrative complexity, visual quality, and motivational character portrayal, functions as a stimulus capable of enhancing intrinsic motivation by instilling ethical values and achievement-oriented zeal, as well as facilitating extrinsic motivation via social recognition incentives and identity aspirations. This augmentation in motivation contributes positively to increased concentration, active participation, and learning perseverance. Nonetheless, findings also indicate potential risks of diminished learning efficacy attributable to disproportionate time allocation towards excessive anime viewing, which may adversely impact academic performance. The contribution of this research lies in the integration of motivational theory (intrinsic and extrinsic) with media effects theory within the context of anime genres—particularly the action genre—to explicate the dynamics of media influence on cognitive, affective, and behavioral learning facets. Overall, the study concludes that the influence of anime consumption on junior high school students’ learning motivation is dualistic in nature; anime can serve as a facilitative medium for learning motivation when consumed in a controlled manner. Therefore, time management and content comprehension emerge as critical factors in optimizing the educational benefits of anime consumption without eliciting detrimental consequences on academic achievement.
Abstract:Differentiated instruction is a pedagogical approach aimed at addressing the individual needs of students by adapting teaching strategies based on differences in ability, interests, and learning styles. This approach is…
increasingly relevant in the context of junior high schools, where classroom diversity necessitates more adaptive and inclusive teaching methods. This study aims to analyze the implementation of differentiated instruction in Social Studies subjects and assess its contribution to the quality of both the learning process and its outcomes. The method employed is a systematic literature review, identifying and analyzing scholarly articles obtained through the Publish or Perish software, which utilizes Google Scholar, focusing on publications from 2016 to 2025. The findings indicate that the application of differentiated instruction has a significantly positive impact on enhancing student engagement, academic achievement, the development of critical thinking skills, and a deeper understanding of concepts in Social Studies. This approach also succeeds in fostering an inclusive, adaptive, and participatory learning environment that encourages intrinsic motivation and boosts students’ self-confidence. The study emphasizes that the success of differentiated instruction heavily depends on teachers' ability to design and implement data-driven, responsive teaching strategies tailored to each student's needs. These findings are expected to serve as practical guidance for teachers in developing more effective instruction, enrich the academic discourse in the field of differentiated pedagogy, and contribute to the formulation of education policies that support diversity and equity in junior high school learning processes.
Abstract:Character education in elementary schools plays a crucial role in shaping the morals and personalities of the younger generation, especially amidst the rapid development of technology and increasingly complex global challenges.…
lenges. This study aims to identify the challenges and opportunities in implementing character education through a qualitative descriptive approach via literature review. Based on the analysis of literature, including books, journals, and scientific articles, it was found that the main challenges in character education include the negative impact of technological advancements, social and economic inequality, lack of teacher training, and limited parental involvement. On the other hand, the modern era also presents significant opportunities, such as utilizing technology for interactive learning, integrating local, national, and global values through digital media, and fostering collaboration among schools, families, and communities. Additionally, the development of relevant and flexible curricula is also an important factor in supporting character education. Although the challenges are considerable, character education in elementary schools can be optimized by implementing innovative strategies, strengthening collaboration among various stakeholders, and wisely utilizing technology. This research offers recommendations to educators, policymakers, and the community to work together in supporting the achievement of character education goals, so that the younger generation can grow with integrity and adaptability to the changing times.