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All Journal Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Al Ibtida: Jurnal Pendidikan Guru MI
Atikah Syamsi
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Decision Sciences, Operations Research & Management Education

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Does Transformative Digital Learning Management Enhance the Sustainability of Inclusive Islamic Education? Evidence from Diaspora Children in Australia Maulidya Ulfah; Atikah Syamsi; Ema Wilianti Dewi; Ayu Luhanarky; Deni Hadiana
Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Vol. 5 No. 1 (2026): Integrative Islamic Education Management
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/kharisma.v5i1.151

Abstract

This study aims to analyze the influence of transformative digital learning management strategies on the sustainability of inclusive Islamic education for diaspora children in Australia. The quantitative approach used a survey design, involving 85 respondents consisting of parents, educators, and children of the Muslim diaspora in Sydney, Queensland, and Melbourne. The digital learning management aspects measured included planning, implementation, monitoring, and evaluation, as well as educational sustainability: accessibility, continuity, and the integration of Islamic values. Data analysis used PLS-SEM. The results showed that transformative digital learning management significantly influenced the sustainability of inclusive Islamic education (β = 0.68; p < 0.01), with support from the Muslim community and moderation. The planning and evaluation aspects proved the most dominant, while digital implementation increased children’s participation and strengthened inclusive Islamic values. Support from the Muslim community and local technology adaptation also played a role in expanding access and maintaining sustainability. These findings confirm that digital transformation in Islamic education management not only improves academic effectiveness but also supports the sustainability of inclusive and values-based education. In practice, this research provides recommendations to policymakers, educational institutions, and community organizations to develop digital learning models that are adaptive, sustainable, and aligned with Islamic values in a multicultural environment.
Content Analysis of Higher Order Thinking Skills in Grade V Student Books Elementary School Aida Rahmi Nasution; Tika Meldina; Atikah Syamsi; Alzairi Hendrik
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.14213

Abstract

AbstractLearning outcomes in the learning independence curriculum is that students must have Higher-Order Thinking Skills (HOTS) including for grade V elementary school. So, books must contain HOTS content to support students' HOTS thinking skills. This research aims to analyse the HOTS content in theme 9 student books and describe the amount of HOTS content in theme 9 student books. The research approach used qualitative analysis. The analysis instrument used a checklist sheet according to HOTS indicators. The data analysis technique included 4 stages: data collection; data reduction; data presentation; and conclusion drawing. The results showed HOTS content in theme 9 student books contains HOTS cognitive level 4 (analyzing) containing conceptual and metacognitive knowledge; cognitive level 5 (evaluating) containing conceptual, procedural, and metacognitive knowledge; and cognitive level 6 (creating) containing procedural and metacognitive knowledge. The amount of HOTS content in theme 9 student books are cognitive dimension level C4 (analyzing) by 27.37%, level C5 (evaluating) by 22.11%, and level C6 (creating) by 26.32%. Based on this context, the absorption of all HOTS content in the fifth-grade student book theme 9 amounted to 75.78%.Keywords: higher order thinking skills, student books, elementary school. AbstrakCapaian pembelajaran dalam kurikulum merdeka belajar salah satunya adalah siswa harus memiliki keterampilan berpikir Higher-Order Thinking Skills (HOTS), termasuk untuk kelas V Sekolah Dasar. Maka perlu buku siswa memuat konten HOTS untuk menunjang kemampuan berpikir HOTS siswa. Penelitian ini bertujuan untuk menganalisis konten HOTS pada buku siswa tema 9 dan mendeskripsikan jumlah konten HOTS pada buku siswa tema 9. Pendekatan penelitian menggunakan kualitatif analisis isi (content analysis). Instrumen analisis menggunakan lembar cheklist sesuai indikator HOTS. Teknik analisis data mencakup 4 tahap yaitu pengumpulan data; reduksi data; penyajian data; dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa muatan HOTS pada buku siswa tema 9 terdapat konten HOTS kognitif level 4 (analyzing) memuat pengetahuan konseptual dan metakognitif; kognitif level 5 (evaluating) memuat pengetahuan konseptual, prosedural, dan metakognitif; dan kognitif level 6 (creating) memuat pengetahuan prosedural dan metakognitif. 2) Jumlah konten HOTS pada buku siswa tema 9 terdapat dimensi kognitif level C4 (Menganalisis) sebesar 27.37%, level C5 (Mengevaluasi) sebesar 22.11%, level C6 (mencipta) sebesar 26.32%. Berdasarkan konteks ini keterserapan seluruh konten HOTS pada buku siswa kelas V tema 9 sebesar 75.78%.Kata kunci: keterampilan berpikir tingkat tinggi, buku siswa, sekolah dasar.
Co-Authors Aida Rahmi Nasution Alzairi Hendrik Ayu Luhanarky Deni Hadiana Ema Wilianti Dewi Maulidya Ulfah Tika Meldina