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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Indonesian Journal of Research and Educational Review (IJRER) Dirasah: International Journal of Islamic Studies
Satriani Satriani
Universitas Islam As’adiyah Sengkang
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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STEM Integration as a Catalyst for Learning Revolution in Madrasah Education: The Context of Industry 4.0 and Society 5.0 Satriani Satriani; Besse Mutmainnah; Baso Syafaruddin; Syamsuddin Semmang
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.4865

Abstract

The rapid progression of Industry 4.0 and Society 5.0 demands a fundamental paradigm shift in educational practices within Islamic junior high schools (MTsS), which traditionally rely on passive, teacher-centered pedagogies. This study examines the urgency and empirical effectiveness of implementing the STEM approach as an instrument of learning revolution at MTsS As’adiyah Kajuara, South Sulawesi, Indonesia. Employing a descriptive qualitative case study design, data were gathered via participant observation, semi-structured interviews with science and mathematics educators and students, and documentation analysis of STEM-based lesson plans, student project portfolios, and prototype products. Data credibility was established through triangulation and member-checking, while analysis followed Miles, Huberman, and Saldaña’s interactive model. The findings demonstrate that STEM integration generated a 25% average improvement in students’ critical thinking skills, specifically enhancing analysis (+22%), creative problem-solving (+30%), and collaboration (+23%). Students successfully engineered context-specific technological prototypes, including a gravity-fed automatic irrigation system and a computational zakat calculator synthesizing Islamic jurisprudence with algorithmic logic. Despite physical laboratory constraints, the strategic utilization of virtual laboratories (PhET simulations) and digital collaboration platforms (Google Classroom) served as primary enablers. Ultimately, this study demonstrates that STEM-based pedagogy constitutes an empirically validated catalyst for educational reform. Fusing Islamic values with technical frameworks establishes a distinctive "Humanistic STEM" model aligned with Society 5.0 imperatives, supporting broader curricular adoption across resource-constrained religious institutions.
Transforming Madrasah Education: Integrating Technology, Governance, and Commitment within Management Information Systems Syamsul Bahri; Satriani Satriani; Muhammad Hasbi
Dirasah International Journal of Islamic Studies Vol. 4 No. 1 (2026): Comparative Islamic Studies
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/drs.v4i1.73

Abstract

In the digital age, madrasah education transformation is often impeded by inadequate management information systems (MIS), resulting from disjointed technology integration, ineffective governance, and insufficient organizational commitment. This study analyzes how technology integration, governance, and organizational commitment drive madrasah education transformation to strengthen MIS effectiveness. Using a quantitative approach and Structural Equation Modeling–Partial Least Squares (SEM-PLS) on a sample of teachers in Makassar City, the study identifies education transformation as a central mediator. The findings reveal that technology integration (0.452) and governance (0.351) are the most dominant direct determinants of MIS effectiveness. Organizational commitment does not have a significant direct effect on MIS (p = 0.381). Still, it does have a significant indirect effect through a full mediation mechanism via education transformation, which is shown by changes in digital culture and new curriculum ideas. The structural model demonstrates excellent predictive power, explaining 76.3% of the variation in education transformation and 63.8% of the variation in MIS effectiveness. This research underscores that successful digitalization depends not only on technical readiness but also on the institution's ability to internalize technology through a comprehensive work culture transformation.
Co-Authors Baso Syafaruddin Besse Mutmainnah Muhammad Hasbi Syamsuddin Semmang Syamsul Bahri