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All Journal Edukasi Islami: Jurnal Pendidikan Islam Islamic Management: Jurnal Manajemen Pendidikan Islam Jurnal Ilmiah Pendidikan Profesi Guru JE (Journal of Empowerment) CIVICS: Jurnal Pendidikan Pancasila dan Kewarganegaraan IJORER : International Journal of Recent Educational Research Jurnal Pengabdian Kepada Masyarakat De Cive : Jurnal Penelitian Pendidikan Pancasila dan Kewarganegaraan Jurnal Ilmiah Pengabdian Kepada Masyarakat (Nyiur-Dimas)
Rahmatiani, Lusiana
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Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Literacy Barriers In Efforts To Develop Students' 21st-Century Skills Rahmatiani, Lusiana; Darmawan, Cecep; Komalasari, Kokom; Rahmat, Rahmat
IJORER : International Journal of Recent Educational Research Vol. 6 No. 6 (2025): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v6i6.1025

Abstract

This study explores the obstacles in implementing literacy habituation programs at SMPN 1 Tempuran and their implications for the development of students’ 21st-century competencies, namely critical thinking, creativity, communication, and collaboration (4Cs). Employing a descriptive qualitative method, data were collected through observations, interviews, and documentation. The findings reveal that the literacy program, although structured through reading routines and digital resources, faces significant barriers such as inconsistent implementation, limited reading materials, low student motivation, and insufficient integration with collaborative learning. These issues hinder the development of higher-order thinking and communication skills. The study emphasizes the critical role of teachers as literacy facilitators and the need for contextual, reflective, and technology-integrated strategies to strengthen students’ competencies in a globalized digital era. This research further identifies three broad categories of obstacles: personal (low motivation and reading interest), institutional (limited integration of literacy into lessons, lack of relevant reading resources, and minimal teacher involvement), and socio-cultural (weak family and community support). The novelty of this study lies in its comprehensive mapping of literacy barriers within a multidimensional framework that connects structural, pedagogical, and cultural factors to the 4Cs, integrating perspectives from multiple stakeholders. The implications contribute to the development of more effective, inclusive, and future-oriented school literacy policies aimed at equipping students with the skills required to thrive in a global and digital society.
RECONSTRUCTION OF ISLAMIC EDUCATION CURRICULUM MANAGEMENT BASED ON DEEP LEARNING IN THE ERA OF DIGITAL TRANSFORMATION Masruroh, Siti; Rahmatiani, Lusiana; Hananto, Agustia; Utomo, Ainur Alam Budi; Ali, Agus
Edukasi Islami: Jurnal Pendidikan Islam Vol. 14 No. 04 (2025): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v14i04.9293

Abstract

Background: The reconstruction of the Islamic Education (PAI) curriculum is essential in responding to the changes brought by the digital era. Purpose: This article proposes a deep learning–based curriculum management model for Islamic education as a form of digital transformation within Islamic educational institutions. The approach emphasizes the development of deep understanding, spiritual reflection, and the integration of Islamic values into all aspects of the curriculum. Method: The research employs a conceptual-theoretical (library research) approach with a comparative analysis of literature on curriculum management, deep learning theory, and best practices in contemporary Islamic education. Result: The findings reveal key components of deep learning–based curriculum management, including adaptive curriculum design, data-driven teacher training, longitudinal evaluation, and managerial-technological synergy. Conclusion: Practical recommendations are directed toward transforming curriculum policies in madrasahs and Islamic schools.
Co-Authors ali, agus Cecep Darmawan, Cecep Dea Nadzila Hananto, Agustia Kokom Komalasari Muamanah, Siti Noviandy, Ari Satria Nugraha, Yogi padilah, siti nur padilah Rahmat Rahmat Rahmat Repelita , Tridays Repelita, Tridays Sasmita, Mitra Saylendra, Nadya Putri Siti Masruroh SRI RUSMIYATI Utomo, Ainur Alam Budi Yudi Firmansyah Zainuri, Rahma Dilla