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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.

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.

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.

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

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.

From Digital Consumers to Knowledge Creators: Reconceptualizing Web 2.0 Integration through a Pedagogical Maturity Continuum in Primary Education Gürhan, Ethem
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 6 No 1 (2026): Vol. 6 No. 1 (2026): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v6i1.11267

The rapid digitalization of education has intensified expectations for meaningful technology integration, yet the relationship between Web 2.0 adoption and pedagogical transformation remains theoretically underdeveloped. This study advances a theory-building integrative synthesis to reconceptualize Web 2.0 integration in primary education beyond instrumental use. Drawing on a systematic search of peer-reviewed studies (2019–2024; n = 38), the analysis integrates the Technological Pedagogical Content Knowledge (TPACK) framework, socially mediated self-efficacy, and structural perspectives to explain conditions of transformation. The findings reveal a persistent diffusion–transformation gap, in which technological adoption often enhances instructional efficiency without restructuring epistemological practices. To address this limitation, the study proposes the Pedagogical Maturity Continuum, a developmental framework explaining how teachers progress from technological familiarity to epistemological reconfiguration. The model demonstrates that transformation emerges only through the convergence of TPACK alignment, ecosystem-supported self-efficacy, and institutional coherence. This study contributes a theoretically grounded framework that reframes technology integration as a conditional and developmental process, offering a foundation for future empirical validation and policy design.

Reconstructing Digital Character Education in Primary Schools: Comparative Islamic Pedagogical Perspectives from Turkey and Indonesia Gürhan, Ethem
Islam Futura Vol 26 No 2 (2026): Jurnal Ilmiah Islam Futura
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jiif.v26i2.35308

Digital participation has prompted elementary education to address not only technological competence but also the moral foundations of responsible conduct. This study compares how selected official educational documents applicable to or informing elementary education in Turkey and Indonesia connect character formation with ethical digital participation and position educational responsibility among relevant actors. A comparative qualitative documentary analysis was conducted on 16 analytic units, seven from Turkey and nine from Indonesia, drawn from 18 official source files. Through iterative deductive–inductive coding, 129 evidence records were examined using within-case and cross-case analysis. The analysis indicates shared concerns with responsibility, self-regulation, respect, safety, and care, alongside different policy pathways. The selected documents from Turkey articulate privacy, digital identity, security, ethical communication, and citizenship more directly within elementary-level curricular expectations. The selected Indonesian documents provide a more religiously explicit and communal foundation through faith, akhlaq, adab, stewardship, mutual care, and cooperation, although their application to specific digital conduct is less consistently codified. Within the analysed corpus, educational responsibility also appears more visibly distributed across the family, school, community, and religious education system in Indonesia. Based on these documentary patterns, the study develops an integrated framework connecting ethical–spiritual foundations, pedagogical formation mechanisms, a shared educational ecology, ethical digital participation, and reflective digital agency. The framework offers a relational interpretation of digital character education at the elementary level beyond an exclusive emphasis on individual technical competencies. Because the analysis concerns policy documents, the findings represent normative orientations and do not establish classroom implementation or educational effectiveness

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