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Analysis of TPACK Content in the Curriculum of Educational Study Programs in Higher Education Solihin, Rahmat
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.7936

This study aims to analyze the structure and depth of Technological Pedagogical Content Knowledge (TPACK) content in higher education curriculum documents, with a case study at the Faculty of Tarbiyah, Institut Asy-Syukriyyah, consisting of the Primary School Teacher Education (PGMI) and Islamic Education (PAI) Study Programs. The research focuses on how the curricula of the two study programs include aspects of content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), and their integration within the TPACK framework. This research uses a qualitative descriptive approach, using document analysis, interviews, and observation as data collection techniques. Data were collected from curriculum documents used in the 2024-2025 academic year at the Faculty of Tarbiyah, especially the PGMI and PAI Study Programs. Interviews were conducted with the dean of the Tarbiyah Faculty, the heads of the PAI and PGMI study programs, two lecturers, and two students, as well as observations of lecture implementation in the same academic year. The data were analyzed using qualitative methods validated through source and technique triangulation, then interpreted based on the seven TPACK components. The results show that the curricula of both study programs meet national standards, aligning graduate profiles, learning outcomes, courses, and semester learning plans (RPS). The depth of CK and PK emerges as the main strengths: PGMI emphasizes multidisciplinary content and basic teaching strategies, while PAI emphasizes mastery of Islamic sciences and teaching methodology. Meanwhile, TK and TPACK integration remain limited, mainly appearing as the use of simple digital media and online learning systems. Integration at the levels of PCK, TCK, TPK, and TPACK is still partial and not yet systematically embedded in the curriculum. This study implies that strengthening TPACK integration in curriculum design is essential to better prepare pre-service teachers for the digital era. Future research could expand the analysis to a broader range of teacher education programs in Indonesia, and further examine the effectiveness of TPACK-based curriculum interventions in improving teaching competence and student learning outcomes.

Konsep Pendidikan Ibnu Taimiyah dan William Stern Solihin, Rahmat
Tarqiyatuna: Jurnal Pendidikan Agama Islam dan Madrasah Ibtidaiyah Vol. 4 No. 2 (2025): Tarqiyatuna: Jurnal Pendidikan Agama Islam dan Madrasah Ibtidaiyah
Publisher : STAI Asy-Syukriyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36769/tarqiyatuna.v4i2.1230

Penelitian ini bertujuan untuk mengetahui dan menganalisis bagaimana pemikiran serta konsep yang diberikan oleh Ibnu Taimiyah dan William Stern dalam pendidikan. Pendekatan dalam penelitan ini adalah pendekatan kualitatif yang bersifat deskriptif-interpretatif. Jenis penelitian yang digunakan adalah library research. Data yang diperoleh adalah narasi deskriptif mengenai konsep pendidikan Ibnu Taimiyah dan William Stern yang bersumber pada karya dari Ibnu Taimiyah dan William Stern serta sumber referensi lain yang membahas tentang karya mereka. Hasil penelitian menunjukkan bahwa pemikiran Ibnu Taimiyah dalam pendidikan, kiranya dapat dikatakan bahwa inti dari konsep pendidikannya adalah berupaya mengembalikan umat Islam agar mengamalkan Islam dengan cara menggali dari sumber pokoknya, yaitu Al-Quran dan Sunnah, sehingga tujuan pendidikan lebih ditekankan dalam rangka menegakkan dakwah islamiyah. Sedangkan pemikiran Louis William Stern mengkompromikan antara pandangan nativisme dan emperisme yang menggabungkan pentingnya faktor pembawaan dengan lingkungan sebagai faktor yang berpengaruh dalam perkembangan manusia. Pemikiran ini mempelopori Aliran konvergensi.

Distance Learning: The Effectiveness Studies In College Students Solihin, Rahmat; Muin, M. Tamsil`; Iqbal, Muhammad
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 13 No. 1 (2021): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v13i1.709

Distance Learning is learning using a medium that allows interaction between teachers and learners even if they are not in the same place. In its implementation, there are several problems when distance learning is implemented. With some of these problems, distance learning is very interesting to research how effective it is in learning. The type of research used is field research using quantitative approach, while the subject in this study is pgmi study program student at STAI Asy-Syukriyyah Tangerang. Based on the findings in the study, especially in the research subject, students of PGMI study program, showed that the implementation of distance learning in STAI Asy-Syukriyyah Tangerang, categorized as effective with an effectiveness level of 63.79%.

Konstruksi Kompetensi Pedagogik Guru dalam Pembelajaran: Construction of Teacher Pedagogic Competence in Learning Solihin, Rahmat; Iqbal, Muhammad; Muin, Muhammad Tamsil
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 3 No. 2 (2021): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v3i2.1085

Pedagogical Content Knowledge is a concept in education research which was first initiated by Shulman in 1986. The PCK concept seeks to uncover the teacher competence construct to produce quality learning. By using library research, the authors search for relevant reference regarding PCK as primary data in this study. The author concludes that PCK is a combination of teacher knowledge about pedagogy and teacher knowledge about content or learning subjects. These two competencies are interrelated and reinforce each other so that neither one nor both can be left out. A teacher must understand what he teaches before he teaches the knowledge to his students. This is what distinguishes a teacher from a scientist who focuses on developing knowledge, while the teacher focuses more on transforming the delivery of knowledge to students.

Komunikasi Synchronous dan Asynchronous dalam Blended Learning Pasca Pandemi Solihin, Rahmat
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 4 No. 2 (2022): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v4i2.1523

Blended learning requires a robust communication pattern to create effective learning. So educational institutions inevitably have to use technology media in education. This makes a new communication that must be thoroughly discussed. So the purpose of this research is to know the perception and compare the synchronous and asynchronous communication used in blended learning in the post-pandemic period. This study uses a comparative descriptive method, data sources obtained from observations, and literature studies from various relevant sources. Based on the results of research conducted, it is known that learning with synchronous and asynchronous communication must be combined to obtain optimal learning effectiveness. To combine these two types of communication, it is necessary to pay attention to aspects related to the point of learning in blended learning because by choosing the right platform, media, attributes, and learning model, effective education will be realized.

Cyberspace: between Character Changes and Digital Literacy Programs in Elementary Schools in the Independent Curriculum Saleh, Mhd; Solihin, Rahmat
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 5 No. 3 (2023): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v5i3.3979

This research aims to describe changes in the character of elementary school-age students due to the influence of cyberspace and digital literacy programs in the independent curriculum in responding to the challenges of cyberspace influence. This research uses a qualitative approach with a literature study. The data and data sources for this research were obtained from a study of cyberspace and its impact on student character and independent curriculum documents regarding digital literacy programs. This research data was collected from previous research, then critically analyzed and presented in a descriptive narrative. From the results of data analysis, it was found that cyberspace had a positive and negative impact on the character of elementary school-age students. Positive character changes if students have good literacy skills and through guidance from parents and teachers. Meanwhile, elementary school students who do not have good literacy and use cyberspace freely without control have a negative impact on their character. As for digital literacy in the independent curriculum learning outcomes, students are more dominant in having digital skills and are not yet comprehensive in the four pillars of digital literacy (digital skills, digital culture, digital ethics, and digital safety ), so the implementation of digital literacy needs to be carried out comprehensively through guidance, parental and teacher control.

The Implementation of a Five-Foundation-Based Curriculum for Building Student Character Solihin, Rahmat; Nawawi, Habib Natsir
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 9 No 2 (2025): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v9i2.2596

This study aims to analyze the planning, implementation, and evaluation of a five-foundation-based curriculum in shaping students’ character at Madrasah Ibtidaiyah Plus Asy-Syukriyyah. Using a qualitative field study approach, data were collected through observations, interviews with teachers and school administrators, and documentation of learning activities and flagship programs. The analysis was conducted descriptively through data reduction, presentation, and conclusion drawing. The findings reveal that curriculum planning was collaboratively developed through teaching modules emphasizing the integration of character values. Implementation was manifested in daily spiritual routines such as dhuha prayer, dhikr Al-Ma'tsurat, and the recitation of Asmaul Husna, as well as flagship programs such as Islamic Personal Development Program, Islamic Exhibition Event, Night of Faith and Piety Development, Shaum Sunnah, Tahajud call, and Maghrib Mengaji. Program evaluation was conducted regularly through coordination between the teachers and Dewan Lembaga Pendidikan Islam (LPI) or Islamic Educational Institution Council to ensure alignment with objectives. The study's novelty lies in its focus on the five-foundation-based curriculum, a model rarely examined in prior research, that integrates academic, spiritual, and moral dimensions within a cohesive character education framework. The findings contribute to understanding how a value-based curriculum can effectively cultivate holistic student character in Islamic elementary education.

MULTILINGUAL PRACTICES IN THE EFL CLASSROOM: INVESTIGATING CODE-SWITCHING TYPES, FUNCTIONS, AND STUDENTS' PERCEPTIONS Solihin, Rahmat; Novitri; Supriusman
International Journal of Educational Best Practices Vol. 9 No. 2 (2025)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.9.2.50-68

Code-switching, the practice of alternating between two or more languages within discourse, constitutes a significant pedagogical strategy in English as a Foreign Language (EFL) instruction. This study examines the types and pedagogical functions of code-switching employed by English teachers across five junior high schools in Pekanbaru, Indonesia. Utilizing a mixed-methods research design involving classroom observations, semi-structured teacher interviews, and student questionnaires, the study identifies three types of code-switching: intra-sentential, inter-sentential, and tag switching. The findings reveal that intra-sentential code-switching was the most frequently employed form. Teachers primarily used code-switching to elucidate difficult concepts, maintain classroom management, and foster interpersonal connections with students. Most students responded favorably, indicating that code-switching enhanced their comprehension and created a more supportive classroom environment. Nevertheless, some students expressed concern that excessive reliance on the first language might hinder their English proficiency. The study concludes that code-switching, when used judiciously, can serve as an effective pedagogical tool that facilitates both cognitive and linguistic development in EFL classrooms.

The Implementation of a Five-Foundation-Based Curriculum for Building Student Character Nawawi, Habib Natsir; Solihin, Rahmat
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 9 No 2 (2025): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v9i2.2596

This study aims to analyze the planning, implementation, and evaluation of a five-foundation-based curriculum in shaping students’ character at Madrasah Ibtidaiyah Plus Asy-Syukriyyah. Using a qualitative field study approach, data were collected through observations, interviews with teachers and school administrators, and documentation of learning activities and flagship programs. The analysis was conducted descriptively through data reduction, presentation, and conclusion drawing. The findings reveal that curriculum planning was collaboratively developed through teaching modules emphasizing the integration of character values. Implementation was manifested in daily spiritual routines such as dhuha prayer, dhikr Al-Ma'tsurat, and the recitation of Asmaul Husna, as well as flagship programs such as Islamic Personal Development Program, Islamic Exhibition Event, Night of Faith and Piety Development, Shaum Sunnah, Tahajud call, and Maghrib Mengaji. Program evaluation was conducted regularly through coordination between the teachers and Dewan Lembaga Pendidikan Islam (LPI) or Islamic Educational Institution Council to ensure alignment with objectives. The study's novelty lies in its focus on the five-foundation-based curriculum, a model rarely examined in prior research, that integrates academic, spiritual, and moral dimensions within a cohesive character education framework. The findings contribute to understanding how a value-based curriculum can effectively cultivate holistic student character in Islamic elementary education.

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