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The Impact of Full Day School Policy in Indonesia: A Juridical Analysis of Teacher Welfare and Children's Rights Adzillah, Salsabila Nur Imatul; Dinana, Aqimi; Adzibah, Salsabila I'tilaful
MANAGERIA: Jurnal Manajemen Pendidikan Islam Vol. 9 No. 2 (2024)
Publisher : Prodi Manajemen Pendidikan Islam FITK UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/manageria.2024.92-08

This research conducts a juridical analysis of the Full Day School (FDS) policy in Indonesia, focusing on its impact on teacher welfare and children's rights. The primary objective is to evaluate how the policy aligns with legal frameworks such as Law Number 14 of 2005 on Teachers and Lecturers and Law Number 35 of 2014 on Child Protection. This study utilizes an analysis of specific legal documents and policy regulations, including Ministerial Regulation Number 23 of 2017 on School Days and Presidential Regulation Number 87 of 2017 on Strengthening Character Education. The findings indicate that the policy’s extended school hours may infringe upon children’s rights to rest and play, as guaranteed under Law Number 35 of 2014, and exacerbate teacher workloads, potentially conflicting with labour rights under Law Number 13 of 2003. Teachers report heightened stress and reduced work-life balance, while students face mental fatigue and diminished extracurricular opportunities. To comply with legal mandates and international conventions such as the United Nations Convention on the Rights of the Child (UNCRC), the policy must be revised to balance instructional goals with the well-being of both educators and learners. Recommendations include reducing school hours, ensuring adequate rest periods, and aligning the policy with legal and international standards. Further exploration of the policy's long-term legal and social implications is essential for sustainable educational reform.

Integrating Wordwall in Islamic Religious Education: A Phenomenological Study of Pedagogical Transformation in Indonesian Primary Schools Adzibah, Salsabila I'tilaful; Mardiah, Desni; Gasmi, Nur Muhammad
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.51-02

The integration of digital technology in education has driven pedagogical innovation across various disciplines, including Islamic Religious Education (IRE). This study investigates the lived experiences of primary school IRE teachers in using Wordwall, a web-based interactive learning platform. Employing a descriptive phenomenological approach, the research explores teachers’ motivations, classroom implementations, and perceived impacts on student engagement and understanding. Data were collected through in-depth interviews, classroom observations, and document analyses involving two purposively selected educators from different institutional contexts. The findings reveal three key themes: a shift in teachers’ perceptions toward technology, with increased confidence and digital self-efficacy; the emergence of a more adaptive and creative professional identity; and the transformation of pedagogical practices from conventional content delivery to participatory, game-based learning. Despite notable challenges, such as limited infrastructure and initial unfamiliarity with digital tools, the study underscores Wordwall's role as a catalyst for pedagogical reflection and renewal. These findings suggest that targeted institutional support, including training and peer collaboration, is essential for sustainable digital innovation in IRE. Limitations include the small sample size and localized setting. Future research should expand to diverse educational contexts to further explore scalable models of technology integration in religious instruction.

Integrating Wordwall in Islamic Religious Education: A Phenomenological Study of Pedagogical Transformation in Indonesian Primary Schools Adzibah, Salsabila I'tilaful; Mardiah, Desni; Gasmi, Nur Muhammad
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.51-02

The integration of digital technology in education has driven pedagogical innovation across various disciplines, including Islamic Religious Education (IRE). This study investigates the lived experiences of primary school IRE teachers in using Wordwall, a web-based interactive learning platform. Employing a descriptive phenomenological approach, the research explores teachers’ motivations, classroom implementations, and perceived impacts on student engagement and understanding. Data were collected through in-depth interviews, classroom observations, and document analyses involving two purposively selected educators from different institutional contexts. The findings reveal three key themes: a shift in teachers’ perceptions toward technology, with increased confidence and digital self-efficacy; the emergence of a more adaptive and creative professional identity; and the transformation of pedagogical practices from conventional content delivery to participatory, game-based learning. Despite notable challenges, such as limited infrastructure and initial unfamiliarity with digital tools, the study underscores Wordwall's role as a catalyst for pedagogical reflection and renewal. These findings suggest that targeted institutional support, including training and peer collaboration, is essential for sustainable digital innovation in IRE. Limitations include the small sample size and localized setting. Future research should expand to diverse educational contexts to further explore scalable models of technology integration in religious instruction.

Building Tolerance Character through Interfaith Experiential Learning: The Peace Tour Program at Pesantren-Based School Yogyakarta Adzibah, Salsabila I'tilaful; Ratnasari, Dwi; Jannata, Taufan; Ariyanti, Lita; Achadi, Muh Wasith
Southeast Asian Journal of Islamic Education Vol 8 No 2 (2025): Southeast Asian Journal of Islamic Education, December 2025
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v8i2.10805

This study explores the role of interfaith experiential learning in fostering tolerant character among students at SMA and Pesantren Bumi Cendekia Yogyakarta through the Peace Tour program. This qualitative research employs a phenomenological approach to uncover the lived experiences and religious reflections of students and teachers engaged in the Peace Tour program. The study involved three participants: one teacher and two students who directly participated in the activities. Data were collected through in-depth interviews and documentation, and analyzed using Miles and Huberman’s interactive model. The findings show that Peace Tour serves as a transformative educational practice that integrates cognitive, affective, and spiritual dimensions through direct interaction with religious others. Students experienced a shift from initial discomfort to deeper understanding and appreciation of diversity, fostering inclusive attitudes and reinterpretations of Islamic values in the context of pluralism. The program’s integration into the school’s co-curricular activities and reflective discussions within the pesantren further reinforced Islamic values of rahmatan lil ‘alamin. This study concludes that interfaith experiential learning can serve as a pedagogical tool to instill tolerance and moderate character, as well as offer a best-practice model for Islamic educational institutions in multicultural societies. These findings imply that the Peace Tour program can be replicated and adapted by educational institutions and policymakers as an experiential learning strategy to foster tolerance and strengthen religious moderation among students.

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