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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Al-Hayat: Journal of Islamic Education
Gürhan, Ethem
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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

Abstract

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

Abstract

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 (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.v15i2.17727

Abstract

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

Abstract

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.
Co-Authors Ahmad Salabi Sarkati, Ahmad Sholeh, Makherus