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All Journal EDUJAVARE: International Journal of Educational Research
Nurfuadi Nurfuadi
Universitas Islam Negeri Prof. KH. Saifuddin Zuhri, Purwokerto, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Architecture of Learning Ecosystem Based on Islamic Education Management Setyo Pamungkas; Nurfuadi Nurfuadi
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1336

Abstract

Contemporary educational studies show that the quality of interactions, emotional climate, and learning space design significantly influence student academic achievement. This article aims to contextually reconstruct the architecture of the learning ecosystem in creating a conducive classroom environment based on Islamic educational management. This study uses a literature study approach by analyzing the theory of learning ecosystems, classroom management, and Islamic educational principles. Concept synthesis is carried out through the categorization and integration of key themes from various scientific sources. The results of the study indicate that a conducive classroom environment from an Islamic educational perspective is built through five integrative dimensions: internalization of moral values, adaptive physical classroom design, proportional technology integration, contextual project-based learning, and systemic collaboration between schools, families, and communities. This article offers a conceptual model that places spiritual values ​​at the core of integrating all components of the learning ecosystem.
Management Principles of Collaboration-Based Classroom Settings in Interactive Learning Pangat Ketug Priyono; Anggi Budi Hartarto; Nurfuadi Nurfuadi
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1337

Abstract

The 21st-century learning paradigm demands a shift from a teacher-centered model to a student-centered one, emphasizing collaboration and interactivity. However, this pedagogical transformation is often not accompanied by a restructuring of the physical classroom environment. Rigid and static classroom settings actually become a major obstacle to the creation of collaborative dynamics. This article aims to examine and formulate the principles of classroom settings based on collaboration and interactive learning. This research uses a library study method with a descriptive-analytical approach. Data sources are obtained from literature related to learning environment design, collaborative pedagogy, and environmental psychology. The study results formulate six main principles, namely: Spatial Flexibility, Visibility and Accessibility, Availability of Flexible Learning Zones, Technology Integration, Support for Student Autonomy, and Stimulating Aesthetics. The application of these principles has been theoretically proven to increase active participation, facilitate group work, and create a sense of ownership and psychological comfort for students. In conclusion, the classroom setting is not merely a decorative element, but a strategic pedagogical component that must be consciously designed to realize the goals of interactive and collaborative learning.
Reconstruction of Classroom Teacher Management in Improving the Quality of Learning Firdhaus Tri Nugroho; Nurfuadi Nurfuadi
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1338

Abstract

The background of this study is based on the continued dominance of conventional and teacher-oriented classroom management practices, as well as the suboptimal integration between teacher competence, student involvement, and the use of technology in the learning process. This study aims to analyze the reconstruction of classroom teacher management in an effort to improve the quality of learning. This study uses a qualitative approach with a library research type through a review of various relevant literature sources. The results of the study indicate that the reconstruction of classroom management needs to be directed towards a student-centered approach by integrating pedagogical, social, and personality competencies of teachers, strengthening interactions between teachers and students, and increasing engagement and motivation to learn through the use of learning technology. The novelty of this study lies in the development of a reconstructive and integrative classroom management concept by combining aspects of teacher competence, instructional leadership, and technology use within a comprehensive conceptual framework. Thus, the reconstruction of classroom teacher management is expected to be able to create a learning environment that is more adaptive, collaborative, and oriented towards improving the quality of learning in accordance with the demands of the 21st century.
Co-Authors Anggi Budi Hartarto Firdhaus Tri Nugroho Pangat Ketug Priyono Setyo Pamungkas