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Huda, Syafa’at Ariful
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Religion Humanities Education Library & Information Science Other

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Enhancing the Competitiveness of Islamic Elementary Schools through Service Differentiation and School Image Modernization Restarie, Maya Diaz; R Madhakomala, R Madhakomala; Zulaikha, Siti; Huda, Syafa’at Ariful
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1252-1264

Abstract

This study aims to analyze the direction and trends of research on service differentiation and school image as a competitiveness strategy for Islamic elementary schools in the modern education era. The study employed a Systematic Literature Review (SLR) using the PRISMA method, drawing data from Scopus and Google Scholar within the 2020–2025 range. A total of 98 articles were identified based on relevant keywords. After a systematic selection process and screening using inclusion–exclusion criteria, 29 articles were considered eligible for deeper analysis. The findings indicate that recent research trends focus on the synergy between service quality, school image, and digital transformation as the main pillars of competitiveness among Islamic educational institutions. Cluster analysis revealed four dominant themes: school image and reputation, service quality and competitive advantage, digital branding strategies, and the local context of Islamic schools in Indonesia. This study demonstrates that the success of Islamic elementary schools in the modern era is determined not only by religious values but also by institutional capability in managing services, building digital reputation, and developing public trust strategically.
A Systematic Literature Review on the CIPP Evaluation Model in Education: Examining Its Trends, Applications, and Research Gaps Wulan, Mentari Putri; Listyasari, Winda Dewi; Santosa, Heru; Huda, Syafa’At Ariful
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.307-320

Abstract

This study aims to analyze the development, trends, applications, and research gaps of the CIPP (Context, Input, Process, Product) Evaluation Model in the field of education over the past decade (2015–2025). This review employs a Systematic Literature Review (SLR) approach guided by PRISMA 2020, based on a structured search in the Scopus database using Boolean codes. The selection process followed the four PRISMA stages: identification, screening, eligibility, and inclusion, resulting in 22 relevant articles for in-depth analysis. The findings indicate that the CIPP model remains a dominant and adaptable evaluation framework across diverse educational contexts, ranging from primary and secondary education to higher education and professional training. The thematic analysis reveals a methodological shift toward mixed methods, expert-based evaluation techniques (such as Delphi and AHP), as well as data-driven and technology-enhanced approaches. The Context and Input components demonstrate the highest performance, whereas the Process and Product components still require improvement. Despite its wide application, research gaps persist, particularly in longitudinal evaluation, digital-based assessment, and theoretical integration. This study offers a theoretical contribution by updating the state of the art of the CIPP model and provides practical insights for policymakers and educators to strengthen evidence-based and outcome-oriented educational evaluation practices.
The Shifting Narrative of Character Education in Catholic Schools (2010–2025): A Systematic Literature Review Based on the Lickona Framework Nia Do, Ambrosius Tode Peya; Sugiarto, Sugiarto; Rahmawati, Desi; Huda, Syafa’at Ariful
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.988-1004

Abstract

This literature-based study describes shifts in character education narratives in Catholic schools from 2010 to 2025 using Lickona’s moral framework of knowing–feeling–action. Within conditions of technological disruption and growing social complexity, Catholic schools are portrayed as institutions facing challenges in sustaining moral and spiritual formation while responding to contemporary demands. The review applies a Systematic Literature Review (SLR) design following PRISMA 2020 guidelines, encompassing identification, screening, eligibility, and inclusion stages. A total of 43 articles indexed in Scopus and Web of Science are examined through descriptive and qualitative thematic analysis, with study quality evaluated using the Critical Appraisal Skills Programme (CASP). The synthesis indicates a discernible paradigm shift from a mainly cognitive orientation toward moral knowing (2010–2014) to increased attention to moral feeling and moral action (2015–2025). Values such as service, empathy, integrity, solidarity, and love appear as dominant themes. This shift reflects the reorientation of Catholic education from a dogmatic stance toward a reflective and transformative social practice, with important implications for curriculum development and character formation in pluralistic and secular contexts.
Co-Authors Desi Rahmawati Heru Santosa Listyasari, Winda Dewi Nia Do, Ambrosius Tode Peya R Madhakomala, R Madhakomala Restarie, Maya Diaz Siti Zulaikha Sugiarto S Wulan, Mentari Putri