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Prospective Primary School Teachers' Perspectives on Environmental Education, Cultural Heritage, and Values Education: An Action Research Study Gürhan, Ethem
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v14i1.15808

In today's globalized world, rapid population growth, technological advancement, digital dependency, overconsumption of natural resources, and increasing environmental pollution have significantly influenced cultural values' erosion. While technology facilitates daily life, it threatens public health and disrupts ecological systems. This study employs an action research design to integrate core cultural values—rooted in Turkish-Islamic philosophy—into the educational experiences of prospective primary school teachers through environmental education. In a primary school in Konya, Türkiye, the research utilized semi-structured interviews to investigate the effects of value-based and environmental education activities on pre-service teachers. Data were analyzed using descriptive and content analysis methods. The findings reveal that the activities produced positive outcomes by reawakening long-forgotten values and enhancing the participants' environmental sensitivity. The study demonstrates that action-based learning experiences significantly contribute to future educators' ethical and ecological awareness.

Primary School Curriculum Reform in Türkiye: Analyzing Recent Innovations in National Education Policies Gürhan, Ethem
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 1 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i1.16298

Türkiye has recently reformed its curriculum to emphasize 21st-century skills, integrating critical thinking, digital literacy, and values education. These efforts culminated in the 2023 Turkish Century Maarif Model, which balances modernization, national identity, and global frameworks like the OECD Learning Compass and UNESCO’s Education for Sustainable Development Goals. This study aims to critically analyze the key features, implementation strategies, and practical implications of the Turkish Century Maarif Model within the context of global frameworks such as the OECD 2030 Learning Compass and the Sustainable Development Goals. Using qualitative research design, the study employed document analysis and thematic content analysis to examine official policy papers, national education reports, and peer-reviewed literature published between 2018 and 2024. Findings indicate that while the reform promotes innovation, digital literacy, and student-centered pedagogy, several systemic barriers persist. These include inadequate teacher training, regional disparities in educational infrastructure, and misalignment between assessment systems and new pedagogical goals. Bridging the gap between policy and practice requires inclusive teacher professional development programs, equitable investment in digital infrastructure, and a restructured assessment framework that supports competency-based learning.

Silent Struggles of Foreign Fourth-Grade Primary School Students: Psychological Resilience and Invisible Traumas in Türkiye Gürhan, Ethem
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 2 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i2.17727

This study investigates the psychological resilience and invisible traumas of foreign fourth-grade primary school students in Türkiye, focusing on 91 students from Syrian, Iraqi, and Somali backgrounds in a public school in Konya. Using a qualitative research design, data were gathered through semi-structured interviews exploring students' migration histories, emotional struggles, school adaptation, and coping strategies. Findings reveal deep psychological distress linked to war, displacement, and migration-related adversities. Students frequently reported fear, social exclusion, and language difficulties, which hindered academic performance and integration. Despite these challenges, many displayed resilience through religious practices, creativity, and strong family ties. Peer interactions emerged as both supportive and discriminatory. While some teachers and peers contributed positively, trauma-informed approaches were largely absent. Guided by Bronfenbrenner's ecological systems theory and intersectionality, the study emphasizes the urgent need for comprehensive educational policies that include psychological support services, inclusive pedagogies, and robust language assistance. By highlighting these students' often-overlooked emotional experiences, the research contributes to the broader discourse on migration and education, offering practical recommendations for promoting equity and well-being in Turkish primary schools.

Strategic Adaptation of Students and Lecturers to Face an Independent Campus Salabi, Ahmad; Sarkati, Ahmad; Gurhan, Ethem; Sholeh, Makherus
Al-Hayat: Journal of Islamic Education Vol. 9 No. 4 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i4.64

This study aims to evaluate the readiness of lecturers and students in the Islamic Education Management (IEM) Study Program at UIN Antasari Banjarmasin in facing the Independent Campus policy in the era of the Industrial Revolution 4.0. Using a mixed method, this research involved 83 informants, consisting of 70 students and 13 lecturers. Data were collected through in-depth interviews, surveys, observations, and documentation. The data analysis process involved data reduction and verification techniques to ensure the accuracy of the findings. The results showed that highlighting the readiness of lecturers and students physically and in terms of knowledge. Innovation and improvisation through 1) Adjusting the curriculum by adopting the MBKM curriculum and making gradual changes to the learning system for the IEM program; 2) Establishing cooperation with partner schools and IEM study programs at other campuses in Indonesia; 3) Increasing the capacity of IEM lecturers to respond to technological advancements and integrate them into lectures through seminars, workshops, research, and mentoring; 4) Conducting more innovative and creative IEM program activities, both academic and non-academic, in collaboration with the IEM Department Student Association (DSA). Although several efforts have been made, there are still significant obstacles. These include inadequate facilities, budget constraints, and low motivation and innovation among lecturers and students. This research concludes that further support from the university, as well as improvements to infrastructure and resources, are essential to support the successful implementation of the Merdeka Campus policy and improve graduates' readiness to face the Industrial Revolution 4.0.

Values Education in Curriculum Reform: A Qualitative Document Analysis of the Türkiye Century Maarif Model for Primary Education Gürhan, Ethem
Journal of Educational Research and Practice Vol. 4 No. 1 (2026): Ongoing Issue
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i1.413

Values education has become a central concern in contemporary curriculum reforms as education systems seek to balance academic achievement with character and moral development. This study examines how values education is conceptualized and operationalized within the Türkiye Century Maarif Model (TYMM), a newly introduced national curriculum framework in Türkiye. Using a qualitative document analysis, this research examines official curriculum policy documents published by the Ministry of National Education, focusing on primary education. Data were examined through thematic analysis to identify the structure, scope, and pedagogical orientation of values education embedded in the curriculum. The findings reveal that TYMM positions values not merely as implicit moral principles but as structured learning outcomes integrated into competencies, learning processes, and assessment expectations. The model emphasizes a holistic framework linking virtues, values, and actions, thereby signaling a shift toward more systematic and measurable character education. This study contributes to the literature on curriculum reform and values education by providing an empirically grounded analysis of a national curriculum model. It offers implications for curriculum designers, policymakers, and educators seeking to strengthen values-based education in primary schooling.

Workload-Mediated Teacher Agency in Curriculum Adaptation: Practice-Based Evidence from Turkish Primary Schools Gürhan, Ethem
Journal of Elementary Education Research and Practice Vol. 2 No. 1 (2026): 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: 10.70376/76bhh023

This study investigates primary school teachers’ curriculum adaptation practices and professional agency under workload-related constraints in Turkish primary education. Existing research has primarily examined teacher agency and curriculum enactment but has insufficiently theorized workload as a structural mediator shaping instructional decision-making. Addressing this gap, the study explores how teachers interpret and adapt curriculum expectations within demanding classroom contexts. A qualitative design was employed involving 12 public primary school teachers in central Türkiye. This study collected interview data using semi-structured protocols and analyzed them using descriptive content analysis with inductive coding. Findings indicate that curriculum adaptation is a routine, practice-based response to structural and instructional pressures. Workload, as manifested through time pressure, administrative demands, and assessment load, mediates the enactment of teacher agency, shaping pacing adjustments, content prioritization, and task redesign. Teachers deliberately orient their adaptation practices toward equity-driven instruction to sustain meaningful learning. The study reconceptualizes teacher agency as contextually bounded and workload-mediated, offering implications for curriculum policy, professional development, and workload-sensitive instructional support.

Character and Values Education in the Türkiye Century Maarif Model: A Qualitative Document Analysis Gürhan, Ethem
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 11 No. 2 (2025): Management of Education: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/moe.v11i2.18337

This study critically analyzes how moral and civic values are represented and operationalized within the Türkiye Century Maarif Model (TYMM) for primary education through a qualitative document analysis approach. Using Braun and Clarke’s six-phase thematic framework, five official curriculum and policy documents published by the Ministry of National Education between 2023 and 2024 totaling approximately 450 pages were examined. The analysis identified four structural themes: Virtue (Erdem), Value (Değer), Action (Eylem), and Pedagogical Reflection, each illustrating how the TYMM transforms moral education from implicit moral instruction into an explicit, measurable, and pedagogically integrated framework. The findings reveal that the TYMM links personal morality with civic responsibility, embedding values such as honesty, justice, empathy, and cooperation within competency-based learning outcomes. While the model successfully harmonizes local moral heritage with global citizenship principles, it also reveals ideological tensions between universal ethics and national identity. Theoretically, this study contributes to moral and character education literature by offering a curriculum-level perspective on how values are linguistically structured and pedagogically operationalized. Practically, it provides a conceptual reference for educators and policymakers seeking to align moral formation with democratic and global educational goals.

The Voice of Silent Classrooms: A Qualitative Study on the Educational Invisibility of Introverted Students Gürhan, Ethem
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 16 No. 1 (2026): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah (In Press)
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v16i1.17724

This qualitative study investigates the phenomenon of educational invisibility experienced by introverted students in elementary school classrooms, where participation is often narrowly defined through verbal expression and social assertiveness. Using a case study approach, data were collected through semi-structured interviews with 12 elementary school students and 4 classroom teachers in Türkiye, complemented by unstructured classroom observations conducted over eight weeks. Thematic analysis revealed five key themes: Invisible participation, learning through silence, avoidance of social pressure, teacher attitudes and expectations, and the restrained desire to express oneself. The findings indicate that introverted students are cognitively and emotionally engaged yet frequently marginalised by classroom norms that privilege overt verbal participation. Practical implications include redesigning teacher education programs to address personality-based differences in participation, employing nonverbal assessment tools, and adopting inclusive classroom management strategies in basic education.

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