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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah EDUKASI: Jurnal Pendidikan Islam JALIE: Journal of Applied Linguistics and Islamic Education Muallimuna : Jurnal Madrasah Ibtidaiyah Al-Hayat: Journal of Islamic Education Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Jurnal Edukasi AUD Journal AL-MUDARRIS Jurnal PTK dan Pendidikan Al-Ta'lim Madrosatuna: Journal of Islamic Elementary School Bada'a: Jurnal Ilmiah Pendidikan Dasar Al-Bidayah: Jurnal Pendidikan Dasar Islam DIMAR: Jurnal Pendidikan Islam Journal of Integrated Elementary Education Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam Ibtidai'y Datokarama: Jurnal Pendidikan Dasar DINAMIKA ILMU: Jurnal Pendidikan MIYAH: Jurnal Studi Islam Saree : Research in Gender Studies Development : Studies in Educational Management and Leadership MUALLIMUN : JURNAL KAJIAN PENDIDIKAN DAN KEGURUAN Journal of Educational Research and Practice Al-Bidayah : jurnal pendidikan dasar Islam IERA, Islamic Education and Research Academy Jurnal Pendidikan IPA Indonesia EDUKASI Jurnal Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan Al-Hayat: Journal of Islamic Education Journal of Elementary Education Research and Practice Ta'allum: Jurnal Pendidikan Islam
Sholeh, Makherus
Universitas Islam Negeri Antasari Banjarmasin
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Integrasi Pembelajaran Emosional dan Prinsip Neuroedukasi untuk Menguatkan Empati dan Pengembangan Karakter pada Siswa Sekolah Dasar Kholis, Nur; Indriharta, Lilik; Sholeh, Makherus; Remanita, Yuan; Binti Salamah, Anis
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 5 No 2 (2025): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v5i2.10828

Abstract

Learning in elementary schools remains predominantly focused on cognitive aspects, leaving the emotional dimensions that significantly influence students' empathy and character development unmanaged as an integral part of the learning process. As a result, issues such as low social sensitivity, limited learning engagement, and weakened intrinsic motivation persist. This study employs a qualitative method with a phenomenological approach, involving eight students, three teachers, and the school leader as research subjects. The study focuses on the emotional learning experiences of students and the neuroeducational practices of teachers. The research was conducted at SDI Ibadurrahman Blitar. Data were collected through in-depth interviews, classroom observations, and documentation. Data validity was ensured through source triangulation, technique triangulation, member checking, and bracketing. Data analysis was conducted through horizontalization, which involved reducing and developing essential themes. This study aims to analyze how students' emotional experiences during learning contribute to the formation of empathy and character, as well as how teachers understand and apply neuroeducational principles to create a learning environment that supports such development. The findings show that a favorable emotional climate, collaborative learning, routine reflection, and teacher role modeling are effective in activating emotional regulation, increasing learning motivation, fostering empathy, and shaping students' prosocial character.
Principal Challenges in Addressing School Bullying Through Peer Empowerment Approaches in Elementary Schools Khofi, Mohammad Bilutfikal; Sholeh, Makherus
Journal of Elementary Education Research and Practice Vol. 1 No. 3 (2025): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/0qd2aj18

Abstract

This study examines the challenges faced by school principals in implementing peer empowerment approaches to address bullying in elementary schools. A Systematic Literature Review (SLR) was conducted in accordance with PRISMA guidelines. Twelve peer-reviewed articles published between 2015 and 2025 were selected from reputable databases, including Scopus, Web of Science, ERIC, Google Scholar, DOAJ, and Garuda. Data were analyzed using thematic analysis to identify recurring psychosocial barriers and leadership-related challenges in the implementation of peer-based anti-bullying programs. The findings reveal four dominant barriers: diffusion of responsibility, students’ fear of becoming subsequent victims, pluralistic ignorance, and observers’ limited knowledge of appropriate intervention strategies. Collectively, these factors contribute to a pattern of collective passivity that weakens students’ capacity to function as active bystanders in bullying prevention. Furthermore, the effectiveness of peer empowerment programs is strongly contingent upon principals’ leadership capacity to cultivate a safe, supportive, and prosocial school climate. This includes the implementation of witness protection mechanisms, the correction of erroneous social norms, the strengthening of moral courage literacy, and the provision of evidence-based intervention training.
Transformational Leadership: Principals’ Inspirational Motivation in Fostering Teachers’ Professionalism Sholeh, Makherus; Aziz, Abd; Kholis, Nur; Gürhan, Ethem
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1017

Abstract

Principals’ leadership plays a pivotal role in strengthening teacher professionalism, particularly in Islamic primary schools facing growing demands for quality and adaptability. This study examines how inspirational motivation, a core dimension of transformational leadership, is enacted in daily leadership practices to enhance teacher professionalism. Using a qualitative multicast design, the research was conducted in two Islamic primary schools in Indonesia. Data were gathered through in-depth interviews, participant observation, and document analysis involving 20 participants, including principals, teachers, and key stakeholders. The findings indicate that inspirational motivation is not expressed through isolated motivational speeches but through integrated and sustained leadership practices. Principals demonstrate inspirational motivation through three interconnected strategies: exemplary leadership that builds moral credibility and professional role modelling; consistent oral and written motivational communication that strengthens teachers’ professional awareness; and structured programs that institutionalize ongoing professional development. These combined practices nurture internal commitment, responsibility, and continuous competence improvement among teachers. This study proposes a contextual framework of inspirational motivation that emphasizes the interdependence of leader behaviour, symbolic communication, and organizational support. It contributes to transformational leadership literature by conceptualizing inspirational motivation as an enacted, practice-based process within Islamic primary education settings.
Transformational Leadership: Principal Intellectual Stimulation In Improving Teacher Competences Sholeh, Makherus
AT-TA'LIM Vol 28, No 2 (2021)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v28i2.708

Abstract

Various efforts have been made to improve teacher competence, but there are still many institutions that have not optimized teacher capacity development. This study examines the intellectual stimulation of principals in improving teacher competence in two favorite institutions in the East Java region of SDI Qurrota A'yun Tulungagung and MI Perwanida Blitar. This study uses a qualitative descriptive method with a multi-case study design. Data were collected through 16 teachers and one school committee, one student guardian, one community leader, and one employee determined by random purposive sampling. Information was obtained through interviews, documentation, and observation. The results of this study indicate the role of leaders in forming various teacher competency improvement programs; (a) Program in-service education. The leader delegates teachers to improve professional and pedagogical competencies, which consist of advanced study programs, equivalency studies, Teacher Professional Education (PPG), (b) Program in-service training. Leaders delegate teachers to improve pedagogical and professional competencies through training activities, seminars, workshops, and webinars. (c) Leaders conducted program on-service training as a facility to improve teacher competence, (1) Supervision Activities and Teacher Working Groups (KKG), (2) teachers are actively competing, (3) actively writing papers, (4) collaboration activity, (5) social service activities, (6) religious activity (7) Job rotation, (8) Curriculum integration according to the institution's development distinction, (9) Technology-based learning.
Student-Generated Concept Cartoons as Multimodal Learning Tools for Conceptual Understanding in Primary Science Education: A Case Study from Türkiye Gürhan, Ethem; Sholeh, Makherus
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.38186

Abstract

Persistent misconceptions in force and motion continue to challenge conceptual understanding in primary science education, particularly within teacher-centered learning contexts that limit students' epistemic agency. Although researchers widely use concept cartoons to stimulate discussion, most studies focus on teacher-generated materials and rarely explore the pedagogical potential of student-generated concept cartoons. This study investigates how student-authored concept cartoons function as multimodal learning tools to promote conceptual change among fourth-grade students. This study employed a mixed-methods case study with an embedded quasi-experimental design in a public primary school in western Türkiye, involving 30 students assigned to an experimental group and a comparison group receiving conventional learning. Quantitative pre- and post-test data were analyzed using inferential statistics and effect size calculations. The study thematically analyzed qualitative data from student-generated artifacts, classroom observations, and interviews using a multimodal representation framework. The findings revealed a statistically significant improvement in the experimental group's conceptual understanding, with a large effect size (Cohen's d = 1.89), alongside marked gains in visual representational accuracy and dialogic reasoning. These results indicate that learning improvements stemmed not merely from visual exposure but from students' active authorship and negotiation of scientific representations. The study concludes that student-generated concept cartoons serve as effective learning and formative assessment tools, supporting student-centered multimodal pedagogy aligned with SDG 4 and current curriculum reform initiatives in Türkiye.
Co-Authors Abd Aziz ABD Aziz, ABD Adiyono Ahmad Salabi Ahyatun Najiah Binti Salamah, Anis Cardoso, Luís Miguel Oliveira de Barros Dina Hermina Fitriah Fitriah Ghada Tosson Ghina Amaliatul Khasanah Gürhan, Ethem Hafidz , Muhammad Hendawi, Manal Irayana, Ika Jannah, Raihanatul Khairunnisa Khairunnisa Khairunnisa Khairunnisa Khairunnisa Khairunnisa Khairunnisa khofi, Mohammad Bilutfikal Laili Rahmawati Laili Rahmawati, Laili Lilik Indriharta, Lilik Mahmudah Mahmudah Mansur Mansur Masfufah, Eliana Mubaraq, Muhammad Zaki Muhammad Arif Syihabuddin Muhammad Fadhli Mulyadi, Rida Nisa, Hairon Norsiva, Norsiva Nur Kholis Nur Kholis Nur Kholis Nuril Mufidah Nurul Hikmah Prasetyo, Nova Tri Rahmasari, Sitti Raihanatul Jannah Ramdanil Mubarok Ramdhan, Tri Wahyudi Remanita, Yuan Restu Khaliq Restu Khaliq, Restu Salsabila, Nadya Sari, Diah Ayu Puspita Sarkati, Ahmad Sa’idah, Siti Siti Helmyati Sulistyowati Sulistyowati Syadzili, Muhamad Fatih Rusydi Tamjidnor, Tamjidnor Tosson, Ghada Yulia Handayani Yuni Masrifatin, Yuni Zahrah, Zahrah