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All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Indonesian Technology and Education Journal
Neni Utami Adiningsih
RA Alif Bandung
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Enhancing Islamic Economic Literacy through Islamic Education: A Contextual and Evaluation-Based Approach Reni Marlina; Wiwin Awaliyah; Neni Utami Adiningsih
Indonesian Technology and Education Journal Vol 4 No 1 (2026): April
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i1.954

Abstract

The rapid growth of Islamic financial institutions has not been accompanied by an equivalent increase in Islamic economic literacy, particularly among young learners. This gap reflects a critical issue where individuals possess basic knowledge of Sharia principles but lack the ability to apply them in real financial decision-making. Therefore, this study aims to develop a comprehensive framework for enhancing Islamic economic literacy through Islamic education by integrating contextual and evaluation-based approaches. This study employs a qualitative research design using a systematic literature review. Data were collected from peer-reviewed journal articles, academic books, and official reports indexed in reputable databases such as Scopus and Google Scholar. The inclusion criteria focused on studies related to Islamic economic literacy, contextual learning, and evaluation-based education published within the last ten years. The data were analyzed using thematic analysis to identify key patterns, relationships, and research gaps. The findings indicate that Islamic economic literacy remains largely conceptual and has not been fully internalized into practical financial behavior. The implementation of contextual learning significantly improves learners’ understanding by linking Islamic economic principles to real-life situations. In addition, evaluation-based strategies such as reflective and performance-based assessments play a crucial role in strengthening behavioral transformation and ensuring the sustainability of literacy outcomes. This study contributes by proposing an integrative educational framework that bridges the gap between knowledge and practice through contextual relevance and continuous evaluation. The novelty lies in its multidimensional approach, emphasizing the integration of cognitive, behavioral, and ethical aspects within Islamic economic education.
Education in Early Childhood Prosocial Behavior: Montessori Practical Life Activities at Adinda Daycare in Bandung City Erni Furwanti; Yanti Krismayanti; Nanin Apriani; Neni Utami Adiningsih
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.346

Abstract

The planning and implementation of learning in early childhood education still tend not to fully align with children’s developmental stages, particularly regarding the development of prosocial behavior. Limited stimulation and structured programs have resulted in children’s prosocial aspects not developing optimally, necessitating a learning approach better suited to children’s needs. Efforts to develop prosocial behavior have been undertaken at Adinda Daycare, but their effectiveness has not yet been scientifically identified. This study aims to describe the planning, implementation, evaluation, and challenges in applying the Montessori practical life area method to develop prosocial behavior in early childhood. This study employs a qualitative approach using descriptive methods and a case study design. The research subjects are the children at Adinda Daycare who were observed. Data collection techniques included observation, interviews, and documentation using a triangulation approach to ensure data validity. Data analysis was conducted through data reduction, data presentation, and systematic conclusion drawing. The results of the study indicate that the implementation of the Montessori practical life area method is effective in improving children’s prosocial behavior including helping others, cooperation, sharing, and honesty to the point where it reaches the “developing as expected” category. Behavioral changes are evident in the increased initiative children demonstrate in helping peers, their ability to cooperate during group activities, their habit of sharing, and their honesty in interactions. Nevertheless, several challenges were identified, such as differences in children’s backgrounds and teachers’ limited understanding of the Montessori method as a whole. The implications of this study suggest that the Montessori practical life method can serve as an effective learning alternative for holistically developing prosocial behavior in early childhood in alignment with their developmental stages.
Co-Authors Erni Furwanti Nanin Apriani Reni Marlina Wiwin Awaliyah Yanti Krismayanti