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All Journal Literacy : International Scientific Journals of Social, Education, Humanities Scientia Causa: Journal of Contemporary Pedagogy and Learning Science Safīnah: Indonesian Journal of Sharia and Islamic Sciences
Achmad Afif Fikri
Universitas Negeri Semarang
Humanities Education Social Sciences

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Factors Influencing Parents in Choosing SD IT Cahaya Bangsa in Semarang City with Trust as a Moderating Variable Achmad Afif Fikri; Joko Sutarto; Kardoyo Kardoyo
LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 4 No. 1 (2025): April : International Scientific Journals of Social, Education, Humanities
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/literacy.v4i1.2901

Abstract

Choosing an elementary school is a complex decision for parents, influenced by multiple factors. This study aims to analyze the determinants of parents’ decisions in selecting an Integrated Islamic Elementary School (SDIT), identify the most dominant factor, and examine the moderating role of trust. The research was conducted at SDIT Cahaya Bangsa, Semarang City, using a quantitative approach with multiple regression and Moderated Regression Analysis (MRA). Data were collected through a closed-ended questionnaire from 244 parents and analyzed using SPSS software. The findings indicate that religious values (B = 0.363), school services (B = 0.259), character education (B = 0.186), and school quality (B = 0.167) significantly influence parents’ decisions. Conversely, potential development (B = 0.017; p = 0.814) shows no significant effect. Trust significantly moderates the influence of potential development (B = 0.017; p = 0.013) but weakens the effect of school services (B = -0.022; p = 0.000). Religious values emerge as the most dominant factor. This research contributes theoretically by incorporating trust into the educational decision-making model, addressing a gap in studies on Integrated Islamic Schools. The results provide practical insights for schools to enhance their strategies and build stronger relationships with parents in supporting student development.
Project-Based Learning as a Catalyst for Enhancing 21st-Century Skills in Secondary Education Alya Nabila Adistia; Shavira Salsabila; Ismaul Fitroh; Achmad Afif Fikri; Muhammad Zia Alghar
Journal of Contemporary Pedagogy and Learning Science Vol. 1 No. 1 (2026): :February:Scientia Causa: Journal of Contemporary Pedagogy and Learning Science
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/7y8kxp21

Abstract

This study examined the effectiveness of Project-Based Learning (PBL) in enhancing secondary students’ 21st-century skills using a quasi-experimental mixed-methods design. Participants were Grade 10–11 students from two comparable public schools, with intact classrooms assigned to a PBL condition or conventional instruction. Quantitative data were collected through pre-test and post-test measures of critical thinking, creativity, collaboration, communication, and self-regulation, while qualitative evidence was obtained from classroom observations, reflective journals, and semi-structured interviews. Statistical analyses indicated significantly higher post-test gains in the PBL group, with effect sizes suggesting meaningful educational impact across multiple skill domains. The qualitative strand revealed that skill growth was mediated by scaffolding practices, authentic task structures, iterative revision cycles, and group accountability mechanisms. Transferability and sustainability outcomes were strongest when assessment criteria valued process indicators and when projects were connected to real-world issues. The integration of findings suggests that PBL supports equitable skill development by providing multiple participation pathways for diverse learners. Implications for curriculum and teacher development are discussed.
Islamic Education Reform: Integrating Tradition and Modern Pedagogy Elinda Novita Dewi; Mahfud Heru Fatoni; Afkarul Azmi; Ainur Rofiq Sofa; Achmad Afif Fikri; Khodijah Asshofiah; Fitrahtul Saahira Khairunnisa
Indonesian Journal of Sharia and Islamic Sciences Vol. 1 No. 1 (2026): January: Safīnah: Indonesian Journal of Sharia and Islamic Sciences
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

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Abstract

Islamic education is increasingly challenged to remain relevant amid rapid social, technological, and cultural transformations. This article examines Islamic education reform through the integration of traditional Islamic scholarship and modern pedagogical approaches, highlighting its implications for curriculum development, teaching practices, and socio-cultural outcomes. Using a qualitative normative approach based on contemporary literature, this study analyzes how integrative reform models enable Islamic educational institutions to respond to globalization while maintaining their epistemological and ethical foundations. The findings indicate that integrating tradition and modern pedagogy enhances graduate adaptability, ethical competence, and social engagement without undermining religious identity. Furthermore, the reform supports institutional sustainability by aligning educational goals with societal expectations and global educational standards. This study argues that integrated Islamic education reform is not merely a pedagogical adjustment but a comprehensive transformation that redefines the role of Islamic education in modern Muslim societies. The article contributes to the broader discourse on educational reform by positioning Islamic education as a dynamic system capable of balancing continuity and change
Co-Authors - Kardoyo Afkarul Azmi Ainur Rofiq Sofa Alya Nabila Adistia Elinda Novita Dewi Fitrahtul Saahira Khairunnisa Ismaul Fitroh Joko Sutarto Khodijah Asshofiah Mahfud Heru Fatoni Muhammad Zia Alghar Shavira Salsabila