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Hasanah, Adzkia Hulwia
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Education Social Sciences Other

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Integrating Islamic Montessori in Digital Learning at Brainy Bunch Cyberjaya Malaysia Hasanah, Adzkia Hulwia; Adawiyah, Siti Afifah; Zamry, Aina Fazleeny binti
el-Tarbawi Vol. 18 No. 2 (2025): Jurnal el-Tarbawi
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/tarbawi.vol18.iss2.art9

Abstract

Digital technology advancements have brought changes in the behavior and personality of school aged students. Especially in the use of gadgets, which tend to impact decreased learning motivation, concentration, and learning responsibility. However, in an international school, gadget use has become a directed learning tool through the integration of Islamic values and the Montessori approach. This study focuses on the development of student independence and discipline in gadget use at Brainy Bunch Cyberjaya, Malaysia. The data obtained through observation and interviews show that the development of student character at Brainy Bunch Cyberjaya Malaysia is carried out through habit formation, reinforcement of Islamic values, and management of gadget usage time, with consistent supervision from teachers. The findings of this study is parental involvement at home plays an important role in reinforcing the positive habits developed at school, thereby creating continuity between education at school and the family environment. This study has limitations as it was conducted in one school with a specific context, so the results cannot be generalized to all educational institutions.
A Convergent Self-Evaluation Model Madrasah Aliyah Teacher Personality in Character Education in Yogyakarta, Indonesia Ahmad Irfan, Lukman; Dewantoro, Hajar; Adi Kistoro, Hanif Cahyo; Hasanah, Adzkia Hulwia
FOUNDASIA Vol. 17 No. 1 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v17i1.96608

Abstract

Personality competence is a crucial aspect in supporting teachers’ effectiveness in learning. This study aims to examine the evaluation of teachers’ personality competence using a qualitative phenomenological approach. Six teachers were selected through purposive sampling, and data were collected through guided interviews using structured protocols. Data analysis involved verbatim transcription, data reduction, data display, and interpretative conclusion drawing. The findings reveal two main dimensions in evaluating teacher personality competence: internal and external factors. Internal factors include the ability to demonstrate noble character, act as a role model, and uphold responsibility, while external factors relate to accountability in religious, social, and cultural domains, as well as adherence to professional ethics. These findings provide a foundational reference for developing a more comprehensive and convergent model of teacher personality competence evaluation in future research.
Co-Authors Adawiyah, Siti Afifah Adi Kistoro, Hanif Cahyo Ahmad Irfan, Lukman Dewantoro, Hajar Zamry, Aina Fazleeny Binti