Abstract:This study aims to explore the construction of students’ contextual understanding of the Qur’anic and Hadith texts and their relevance in addressing the challenges of modern life. The research is motivated by the persistence…
sistence of a textual-normative learning paradigm in Islamic-based teacher education institutions, which risks creating a dichotomy between the authority of sacred texts and the dynamics of contemporary issues. Specifically, this study analyzes the development of critical and reflective thinking competencies among students of the PGSD Program at the private higher education institution STKIP Al Islam Tunas Bangsa in interpreting and actualizing the messages of the Qur’an and Hadith in relation to contemporary social issues. The method employed is Classroom Action Research conducted in two cycles, each consisting of the stages of planning, implementation of contextual learning actions, participant observation, and critical reflection. Data were collected through structured observations of classroom discussion dynamics, in-depth analysis of students’ reflective journals, and evaluation of case analysis projects, which were subsequently processed using thematic analysis. The findings reveal a significant transformation in students’ patterns of religious understanding, shifting from a literal approach toward analytical-contextual competence, as evidenced by their ability to relate religious textual messages to current issues such as digital media ethics, social justice, and environmental sustainability. The implications of this study underscore the urgent need to internalize a contextual approach within the Islamic Religious Education curriculum in private higher education institutions in order to build religious literacy that is applicable and adaptive to the changing times.
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:Educational program evaluation is understood as a systematic process that functions to assess the level of goal attainment, implementation effectiveness, resource-use efficiency, relevance to stakeholder needs, and sustainability…
inability of educational programs. This article originates from the issue of the limited use of comprehensive evaluation as a basis for educational decision-making, which causes evaluation to be frequently perceived merely as the measurement of learning outcomes. The research problem focuses on how the concepts, functions, and models of educational program evaluation can be comprehensively and applicatively understood based on experts’ perspectives. This study elaborates the ideas of Ralph Tyler, Cronbach, and Stufflebeam, who emphasize evaluation as a provider of meaningful information, a means of identifying program strengths and weaknesses, and a foundation for continuous improvement. The research method employs a literature study by reviewing books, scientific articles, and relevant journals discussing educational evaluation. The findings indicate that evaluation serves a formative function for continuous quality improvement and a summative function as a form of public accountability, encompassing aspects of policy, curriculum, learning processes, learning outcomes, and educational resource management. Various evaluation models, such as CIPP, Provus, Stake, Kirkpatrick, and the Logical Model, are identified as systematic frameworks that are complementary and contextual for application according to program needs. The conclusion confirms that educational program evaluation plays a strategic role in improving learning quality through planned measurement processes, the provision of accurate feedback, and data-based program adjustments. The novelty of this study lies in its comprehensive synthesis of evaluation concepts, functions, and models, presented integratively as a conceptual–practical guide for policymakers and educational practitioners, positioning evaluation not merely as an administrative activity but as an instrument for sustainable educational quality development.
Abstract:This study aims to comprehensively analyze the capacity of educational institution leaders in managing institutional problem-solving processes through a qualitative literature review approach that focuses on integrating…
theoretical concepts and contemporary educational leadership practices. The study highlights critical stages of leadership, including problem identification and diagnosis, the design of contextually relevant solution strategies, the implementation of adaptive actions, and reflection-based evaluation to ensure continuous improvement. The synthesis of the literature reveals that successful problem-solving is significantly influenced by leaders’ ability to integrate transformational, instructional, and adaptive leadership styles that foster collective participation, professional collaboration, and the establishment of a progressive learning culture. Effective leadership is characterized by reflective capacity, data-driven decision-making, and the ability to create a supportive work climate for innovation and change. Conversely, recurring challenges include limited resources, resistance to transformation, misaligned external policies, and administrative burdens that constrain managerial flexibility. Based on these findings, this study emphasizes the importance of developing context-based leadership models that position problem-solving as a core competency through enhanced data literacy, emotional intelligence, and continuous reflective learning. The main contribution of this article lies in strengthening the theoretical foundation of 21st-century educational leadership and providing practical recommendations for school leaders, policymakers, and leadership training developers to build resilient, adaptive, and continuously improving educational organizations.
Abstract:Individuals with Autism Spectrum Disorder (ASD) commonly face challenges in independent learning and mastery of functional skills due to deficits in communication, social interaction, as well as repetitive and restricted…
behaviors. The Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) approach was developed to address the specific educational needs of this population through structured, visually based, and strengths-based learning. Although the effectiveness of TEACCH has been widely reported globally, studies systematically examining its application within the Indonesian educational context remain limited. This study aims to critically evaluate the effectiveness of the TEACCH approach in enhancing independent learning among children with ASD in Indonesia. Using a systematic review method based on the PRISMA protocol, 15 scholarly articles published between 2017 and 2024 were thematically analyzed to identify TEACCH’s contribution to increasing independence in academic contexts and activities of daily living (ADL). The analysis revealed that TEACCH implementation consistently enhances children’s independence, as indicated by significant improvements in academic task completion (with an average score increase of 34–50 points), as well as improvements in ADL skills such as dressing, eating, and maintaining personal hygiene. The success of this approach is determined by the integration of structural elements, such as environmental organization, the use of visual aids, consistent routines, and collaboration between teachers and parents. This study concludes that TEACCH is an adaptive, effective, and relevant approach for implementation within the Indonesian education system. The novelty of this research lies in its contextual focus on TEACCH application in Indonesia, as well as strategic recommendations for its integration into special education (SLB) and inclusive school curricula through systemic educator capacity-building.
Abstract:Social Studies is often perceived by students as a less engaging subject, partly due to the dominance of lecture-based teaching methods that offer minimal contextual learning experiences. The low level of active student…
participation in the learning process impacts their conceptual understanding and critical thinking skills. This study aims to evaluate the effectiveness of the Contextual Teaching and Learning (CTL) strategy in improving students’ conceptual understanding in Social Studies through a literature review of various recent research findings and scholarly publications. CTL, as a learning approach that emphasizes the connection between subject matter and students’ real-life contexts, is believed to address these pedagogical challenges. Analysis of the literature sources shows that the consistent implementation of CTL positively contributes to enhancing student engagement, learning outcomes, and the development of critical and analytical thinking skills. Learning that is linked to concrete social experiences encourages students to actively construct meaning, understand interconceptual relationships, and apply knowledge meaningfully in daily life. The conclusion of this review affirms that the CTL strategy is effective in creating a more interactive, meaningful, and deeply comprehensible Social Studies learning process. The novelty of this research lies in its comprehensive synthesis of previous findings, demonstrating that CTL is not only relevant as an innovative teaching method but also holds potential as a systematic approach to pedagogical transformation in Social Studies education at the elementary and secondary levels.
Abstract:This study aims to develop an interactive learning medium based on fundamental basketball techniques and to evaluate its effectiveness in enhancing students' active participation in physical education at the junior high…
school level. The research employed a Research and Development (R&D) approach, modifying the Borg and Gall model into nine systematic development stages, including needs analysis, design, validation, and field testing. The research subjects consisted of 30 seventh-grade students for the limited trial and 60 students for the field trial. Validation by subject matter and media experts yielded an average score of 87%, indicating that the media is highly feasible. The limited trial results showed increased student participation across three learning domains: affective (72%), cognitive (68%), and psychomotor (70%). The subsequent field trial confirmed these findings, with an average active participation score of 81%, categorized as excellent. Additionally, quantitative data from questionnaires indicated positive responses from both students and teachers, with an average score of 85%, while qualitative data from observations and interviews revealed that the media significantly improved student motivation, engagement, and conceptual understanding. The results conclude that the developed interactive learning media is content-valid, practical for implementation, and effective in enhancing students’ active participation. These findings offer empirical contributions to the development of innovative, contextual, and applicable learning media in physical education and support the reinforcement of active participation-based pedagogy at the basic education level.
Abstract:This study aims to examine the effectiveness of the Project Based Learning (PjBL) model in enhancing the communication skills of junior high school students through a literature review approach. The study critically analyzes…
yzes a range of scholarly literature and recent research findings concerning the implementation of PjBL, particularly in the context of developing oral, written, and interpersonal communication skills within primary education settings. The findings indicate that PjBL fosters an active, collaborative, and contextual learning environment that significantly contributes to the improvement of students’ communication abilities. Through project completion that involves exploration, presentation, and group interaction, learners are encouraged to articulate ideas effectively, engage in active listening, and produce writing with logical and argumentative structure. Moreover, the model has been shown to enhance students' self-confidence, independence, and sense of responsibility toward their own learning process. Nonetheless, the implementation of PjBL continues to face several challenges, including limited instructional time, insufficient teacher understanding of meaningful project design, and inadequate supporting resources. Without systemic support and continuous professional development for educators, the application of this model risks becoming a mere formality with little substantive impact. Therefore, this study recommends further empirical research using a mixed-methods approach to investigate the effectiveness of PjBL across various subjects and educational levels. Such studies are expected to strengthen the theoretical foundation and promote the adoption of PjBL as a transformative learning strategy in shaping learners.
Abstract:The learning motivation of slow learner students tends to be low due to cognitive limitations, less engaging learning experiences, and the lack of positive reinforcement, thus requiring adaptive and sustainable interventions.…
ions. This study focuses on how the implementation of the token economy method can enhance motivation, engagement, and learning behavior of slow learner students with speech delay in elementary school, as well as examining its effectiveness in influencing behavioral change. The study employed a quantitative approach using a single case study A-B-A’ design, which allows systematic observation of behavioral changes through pre-intervention, intervention, and post-intervention phases. The findings indicate a significant improvement in participation, persistence, and task completion, along with a reduction in negative behaviors such as task refusal and crying during the intervention phase. These improvements were maintained in the post-intervention phase despite the reduced intensity of token reinforcement, indicating a shift from extrinsic to intrinsic motivation. Trend analysis of the data reveals consistent and stable improvement across all phases, confirming the effectiveness of the token economy method as a behavioral intervention. The novelty of this study lies in the specific application of the token economy to slow learner students with speech delay through a single-subject approach, providing an in-depth and contextual understanding of motivational changes. The findings contribute theoretically to the reinforcement of the behavioristic approach and practically offer an alternative adaptive learning strategy for inclusive education at the elementary level.
Abstract:This study aims to understand the teaching methods, challenges, and character education for deaf children at SLB Karya Murni Ruteng, NTT. Using a qualitative approach with a case study design, the research involved interviews,…
views, observations, and documentation with the school principal, a second-grade teacher, and deaf students. Deaf children face significant challenges in verbal and social communication, requiring specialized teaching methods focusing on direct experiences, sign language, and intensive training such as “language immersion.” SLB Karya Murni implements contextual methods linking instructional materials to daily life, such as tactile exercises to enhance sensory perception and integrated speech training to strengthen vocal abilities. Additionally, conversation visualization programs are employed to help children understand and develop vocabulary. The study found that the learning process demands patience, creativity, and technological support to improve the cognitive and communication skills of deaf children. The school also emphasizes practical skill development through activities like woodworking and beauty salon workshops, preparing students for independent living. This research highlights the importance of inclusion-based character education, family involvement, and a supportive social environment, which are expected to enhance the active participation of deaf children in their communities. These findings are anticipated to serve as a reference for developing more effective and inclusive learning programs in other special education schools.