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All Journal Biology and Education Journal (BaEJ) Kartika: Jurnal Studi Keislaman
Elijonnahdi
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Religion Economics, Econometrics & Finance Education

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Reformasi Pendidikan Islam Di Pakistan: Ketegangan Antara Konservatisme Agama Dan Tuntutan Global delvia, Melda; Dede Rosyada; Muhammad Zalnur; Titi Sartini; Elijonnahdi
Kartika: Jurnal Studi Keislaman Vol. 5 No. 2 (2025): Kartika: Jurnal Studi Keislaman (Agustus)
Publisher : Lembaga Pendidikan Tinggi Nahdlatul Ulama (LPT NU) PCNU Kabupaten Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59240/kjsk.v5i2.241

Abstract

This study aims to provide a comprehensive analysis of the dual structure of Islamic education in Pakistan, encompassing formal education integrated into the national system through the Islamiyat curriculum and traditional education conducted in madrasas based on the classical Dars-e-Nizami syllabus. The research focuses on examining the relationship between government educational policies, the dynamics of traditional madrasas, and the challenges of integrating Islamic values with the demands of modernity. A qualitative descriptive approach was employed through an extensive literature review of official documents, scholarly articles, and publications from international organizations. The findings reveal that reforms such as the Single National Curriculum (SNC) and madrasa regulation represent significant policy initiatives; however, their implementation is hindered by ideological resistance, structural constraints, and the lack of participatory approaches. Islamic education in Pakistan remains in tension between religious conservatism and global imperatives, highlighting the need for inclusive, transformative policies built on multi-stakeholder collaboration. These findings have implications for the development of adaptive, moderate, and contextually relevant models of Islamic education in other Muslim-majority countries
Integration of Traditional Ecological Knowledge in Problem-Solving Model: Its Impact on Students' Learning Outcomes and Environmental Awareness Zulyetti, Diana; Salsa Billa Ramadhani; Opi Rahmah Hidayat; Nurleila Sitepu; Elijonnahdi
Biology and Education Journal Vol. 6 No. 1 (2026): Biology and Education Journal (BaEJ)
Publisher : Universitas Islam Riau (UIR) Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/baej.2026.27847

Abstract

Students’ low academic achievement and limited environmental awareness suggest that biology instruction has not yet fully supported the development of both conceptual understanding and environmental responsibility. In many cases, learning also remains disconnected from students’ local contexts, particularly from Traditional Ecological Knowledge(TEK), which can make scientific concepts feel less meaningful and relevant to their everyday lives. Addressing this gap requires learning approaches that are both contextual and engaging. Therefore, this study aims to examine the impact of integrating TEK into the Problem Solving model on students’ learning outcomes and environmental awareness. This study employed a quasi-experimental method with a post-test only control group design. The sample consisted of two groups of 10th-grade students at SMA Negeri 4 Payakumbuh, namely an experimental class and a control class. The instruments used included a learning outcome test and an environmental awareness questionnaire, both of which had been validated. Data were analyzed using independent sample t-tests and descriptive analysis. The results showed that students in the experimental class achieved higher average learning outcomes (83.69) compared to those in the control class (78.57), with a statistically significant difference at the 0.05 level (t-calculated = 2.45 > t-table = 1.67). In terms of environmental awareness, students in the experimental class also demonstrated higher scores, particularly in the knowledge aspect (81.80 vs. 73.37) and critical awareness (73.85 vs. 67.24). However, improvements in the attitude and behavior aspects were relatively modest. These findings suggest that integrating TEK into the Problem Solving model can effectively enhance students’ cognitive outcomes and their critical awareness of environmental issues. Nevertheless, fostering changes in environmental attitudes and behaviors may require more sustained and long-term educational interventions.
Co-Authors Dede Rosyada Delvia, Melda Diana Zulyetti, Diana Muhammad Zalnur Nurleila Sitepu Opi Rahmah Hidayat Salsa Billa Ramadhani Titi Sartini