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All Journal Journal of Noesantara Islamic Studies Journal of Loomingulisus ja Innovatsioon Journal Neosantara Hybrid Learning International Journal of Educational Narratives
Saiful Fallah
Universitas Terbuka
Religion Computer Science & IT Environmental Science Law, Crime, Criminology & Criminal Justice Other

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The Role of Play in Early Childhood Education for Developing Creative Problem-Solving Skills: A Longitudinal Study Sisilia Prima Yanuaria Buka; Bruna Costa; Pedro Silva; Saiful Fallah
Journal of Loomingulisus ja Innovatsioon Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v2i5.2579

Abstract

Play is increasingly recognized as a crucial foundation for fostering creativity and problem-solving abilities in early childhood education. In a rapidly changing world that demands flexible thinking and innovation, understanding how different forms of play contribute to cognitive development has become a central concern for educators and researchers. This study aims to examine the longitudinal relationship between structured and unstructured play activities and the development of creative problem-solving skills among children aged 4 to 7 years. A mixed-method longitudinal design was employed over a three-year period, involving 120 children from five early childhood education centers. Quantitative data were collected through standardized creativity and problem-solving assessments, while qualitative observations and teacher interviews provided contextual insights into behavioral and cognitive changes. Results revealed that children consistently engaged in imaginative and cooperative play demonstrated significantly higher gains in fluency, flexibility, and originality in problem-solving tasks. The findings also indicate that teacher-facilitated play environments amplify these developmental effects by promoting autonomy and social interaction. The study concludes that play is not merely a recreational activity but a critical pedagogical tool that nurtures creative cognition and adaptive problem-solving in early learning contexts.
The Role of Nahdatul Ulama (NU) in Ptomoting Islam Wasatiyyah (Moderate Islam) As A Counter- Narrative to Global Radicalism Mirzon Daheri; Syafiq Amir; Rashid Rahman; Saiful Fallah
Journal of Noesantara Islamic Studies Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnis.v2i4.3227

Abstract

The rise of global radicalism in recent decades has posed significant challenges to the integrity and peace of the Muslim community. In response to this, Islamic organizations such as Nahdlatul Ulama (NU) have become pivotal in promoting Islam Wasatiyyah, or moderate Islam, as an antidote to extremism. NU’s unique position in Indonesia and its global influence present an opportunity to examine its role in counteracting radical ideologies. This study aims to explore the contributions of Nahdlatul Ulama in promoting Islam Wasatiyyah as a counter-narrative to the growing threat of global radicalism. It investigates how NU’s teachings and activities advocate for moderation, tolerance, and inclusivity in Islamic practices. This qualitative study employs a literature review and content analysis of key NU texts, official statements, and related theological works. Interviews with NU scholars and activists further enrich the understanding of NU’s strategies in promoting a moderate Islam. The findings suggest that NU’s emphasis on the middle path of Islam has provided a strong theological foundation against radical ideologies. Through its educational programs, interfaith dialogues, and advocacy for pluralism, NU has successfully advocated for Islam Wasatiyyah as a key component of peace-building efforts. Nahdlatul Ulama plays a significant role in fostering a moderate interpretation of Islam, thereby offering an effective counter-narrative to global radicalism. Its efforts are crucial in the global fight against extremism.
INCLUSIVE EDUCATIONAL TECHNOLOGY FOR STUDENTS WITH DYSLEXIA IN A HYBRID READING PROGRAM: A CASE STUDY IN AN INDONESIAN PRIMARY SCHOOL Saiful Fallah; Ahmed Al-Harthy; Fatima Al-Said; Khaled Al-Sharqi
Journal Neosantara Hybrid Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i3.2532

Abstract

Dyslexia is a common learning difficulty that affects many students worldwide, including those in Indonesia. Students with dyslexia face significant challenges in traditional educational settings, particularly in reading and language development. Inclusive educational technologies offer promising solutions to support these students, especially in hybrid learning environments where both digital and traditional methods are integrated. This study aims to explore the effectiveness of inclusive educational technology in a hybrid reading program for primary school students with dyslexia in Indonesia. The research employs a case study methodology, focusing on a group of dyslexic students at an Indonesian primary school. Data was collected through classroom observations, interviews with teachers, and pre- and post-assessments of reading skills. The results indicate that the use of educational technology, such as text-to-speech tools, phonics-based apps, and digital reading platforms, significantly improved students' reading abilities and engagement. The hybrid program allowed students to learn at their own pace, providing tailored support that traditional methods could not offer. The study concludes that inclusive educational technology is a valuable tool for supporting students with dyslexia, enhancing their reading skills, and promoting greater inclusion in the classroom. These findings contribute to the growing body of research on educational technology and inclusive practices in primary education.
Narrative Approaches to Teacher Agency: How Educators’ Stories Shape Educational Change Erwin Erwin; Teboho Maseko; Syafiq Amir; Saiful Fallah
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2893

Abstract

Background. Teacher agency plays a crucial role in educational transformation, yet its narrative dimensions remain underexplored. This study addresses how educators' stories shape their capacity to influence professional practices and institutional policies amid reform initiatives, drawing on narrative theory to examine storytelling as a sense-making tool for navigating complex educational landscapes. Purpose. The primary aim is to investigate how teachers construct and enact professional agency through narrative structures in relation to educational change, identifying patterns across career stages and reform types to understand temporal, collective, and contextual influences on agency development. Method. Data collection included three life history interviews per participant over six months, supplemented by artifacts and researcher reflections. Analysis utilized Clandinin and Connelly's three-dimensional framework, incorporating structural, thematic, and dialogic techniques with member checking for trustworthiness. Results. Findings revealed three dominant narrative plots: progressive (heroic transformation), tragic (constrained persistence), and comedic (pragmatic improvisation). Career stage variations showed early-career teachers focusing on individual agency, mid-career on collective action, and veterans on temporal depth. Conclusion., providing a framework for understanding how stories mediate reform implementation and empower educators. This approach highlights the potential for narrative practices to foster equitable, context-sensitive transformations in education.
Co-Authors Ahmed Al-Harthy Bruna Costa Daheri, Mirzon Erwin Erwin Fatima Al-Said Khaled Al-Sharqi Pedro Silva Rashid Rahman Sisilia Prima Syafiq Amir Syafiq Amir Teboho Maseko