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Jurnal Ilmiah Peuradeun
Published by SCAD Independent
ISSN : 23388617     EISSN : 24432067     DOI : 10.26811
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences
Jurnal Ilmiah Peuradeun (JIP), the International Journal of Social Sciences, is a leading peer-reviewed and open-access journal, which publishes scholarly work, and specializes in the Social Sciences, consolidates fundamental and applied research activities with a very wide-ranging coverage. This can include studies and reviews conducted by multidisciplinary teams, as well as research that evaluates or reports on the results of scientific teams. The main objectives are to promote interdisciplinary thinking and to provide scholars a platform to exchange knowledge from a variety of perspectives and locations, which had a significant impact and a real contribution to the community at large, practical and academic worlds. JIP published by SCAD Independent. Published 3 times per year (January, May, and September) with p-ISSN: 2338-8617 and e-ISSN: 2443-2067. JIP to offer open access to its content, with the principle that making research freely available to the public and supports a greater global exchange of knowledge. JIP is licensed under a Creative Commons 4.0 International License (CC-BY-SA) or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly works. Access permissions beyond the scope of this license may be available at the digital libraries and open access journal databases
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 797 Documents
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Teacher Performance in State Madrasah Aliyah: Classroom Management, Work Motivation, and Assessment Competence Enung Nugraha; Encep Syarifudin; Muhammad Fauzi; Siti Patimah; Aan Ansori; Amin Hidayat
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.2617

Abstract

Teacher performance has become a central issue in improving the quality of Islamic secondary education, particularly within the Madrasah Aliyah state that faces increasing demands for educational accountability, instructional effectiveness, and professional teacher competency. This study examined the influence of classroom management ability, work motivation, and cognitive assessment competence on teacher performance in urban-based state Madrasah Aliyah in Banten Province, Indonesia. Using an explanatory quantitative design with a cross-sectional survey approach, data were collected from 313 teachers selected through simple random sampling from a population of 529 teachers. Data were analysed using descriptive statistics and multiple linear regression. The findings revealed that classroom management ability, work motivation, and cognitive assessment competence had positive and significant effects on teacher performance, both partially and simultaneously. Among these variables, cognitive assessment competence emerged as the strongest predictor of teacher performance. The study further demonstrated that teacher performance in faith-based education systems should be understood as a multidimensional construct shaped by the interaction among pedagogical competence, professional motivation, and assessment literacy. This research contributes to the development of competency-based teacher evaluation models within Islamic secondary education and strengthens the global discourse on teacher professionalism in faith-based education systems.
Code-Mixing as an Epistemological Strategy in Arabic Semantic Learning: An Ethnopedagogical Study in Indonesian Higher Education Damhuri Damhuri; Ratni Bt. Hj. Bahri; Mukhtar I. Miolo; Taj Rijal bin Muhamad Romli; Kaharuddin Ramli
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.2619

Abstract

The growing emphasis on culturally responsive pedagogy has highlighted the need to integrate indigenous knowledge into language education; however, limited attention has been given to how local cultural values can function as epistemological resources in Arabic semantic learning. This study examines how code-mixing serves as an epistemological strategy for connecting Arabic semantic concepts with the indigenous values of Gorontalo, Indonesia, namely tulodu (exemplary conduct), lo lipu (social affection), and momuliyo (dignified patience). Employing a qualitative descriptive approach, data were collected through classroom observations, semi-structured interviews, focus group discussions, and document analysis involving Arabic language lecturers and undergraduate students at an Islamic higher education institution. The data were analyzed using an integrated framework combining Muysken’s code-mixing typology, contextual semantics, and ethnopedagogical principles. The findings reveal that code-mixing functions not merely as a linguistic practice but as a pedagogical and epistemological mechanism that contextualizes meaning, facilitates semantic comprehension, and promotes moral and cultural internalization. By linking abstract Arabic concepts with culturally familiar references, learners develop deeper cognitive, affective, and reflective engagement with language. The study contributes to the advancement of multilingual education and ethnopedagogical scholarship by demonstrating how indigenous knowledge can enrich semantic learning and offers a culturally grounded model for language education in multicultural and religiously diverse contexts.
Exploring Behavioral Dimensions of Hybrid English Learning with Eco-Context in Higher Education Akhmad Subkhi Ramdani; Endang Iryani; Rismala Sri Hariaty; Rinto Rivanto; Deni Iskandar
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.2621

Abstract

The rapid expansion of digital technology has transformed English language education and increased the adoption of hybrid learning in higher education. At the same time, universities are expected to integrate sustainability and global citizenship into their curricula. This study examines students’ attitudes and learning behaviours toward hybrid English learning that incorporates environmental and sustainability issues. Using a quantitative descriptive survey design, data were collected in 2024 from 109 undergraduate students at a university in Jakarta, Indonesia. An online questionnaire measured three constructs: attitudes toward hybrid English learning, hybrid learning behaviours, and learning behaviours in environmentally integrated English instruction. Data were analyzed using Cronbach’s alpha, Percent of Maximum Possible (POMP) scores, descriptive statistics, and Pearson correlation coefficients. The findings revealed very high attitudes toward hybrid English learning (M = 82.55), high levels of hybrid learning behaviour (M = 79.78), and high engagement in English learning integrated with environmental issues (M = 81.03). The study demonstrates that the integration of sustainability themes strengthens student engagement, technological literacy, critical awareness, and ecological responsibility. These findings suggest that hybrid English learning can serve as an interdisciplinary pedagogical model that connects language development with sustainability literacy and global citizenship in higher education.
Modeling Systemic Policy Priorities in Community-Based Non-Formal Education: A Hybrid Delphi–ISM–ANP Approach in Indonesia Saiful Hadi; Aang Kisnu Darmawan; Abd Ghofur; Elais Retnowati; Mohamad Zubaidi
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.2622

Abstract

Community-Based Non-Formal Education (CB-NFE) in Indonesia continues to face structural challenges related to fragmented governance, policy inconsistency, and unstable operational funding, limiting its contribution to inclusive lifelong learning and community empowerment. This study aimed to identify critical development factors and determine strategic policy priorities to improve the sustainability of CB-NFE. The research employed a sequential hybrid approach integrating Delphi, Interpretive Structural Modeling (ISM), MICMAC, and Analytic Network Process (ANP). Data were collected through expert judgment involving 12 participants from academia, government institutions, and non-formal education practitioners. The findings revealed that policy synchronization and operational funding support functioned as the primary structural drivers of CB-NFE development, while tutor certification and professional development emerged as the most influential strategic leverage for improving broader systemic outcomes. These findings suggested that strengthening human capital can generate a greater systemic impact than isolated regulatory interventions. The study contributes to network-based policy analysis in non-formal education and offers strategic implications for strengthening community-based lifelong learning systems in decentralized governance contexts.
Educational Hybridity and Ideological Negotiationin Integrated Islamic Kindergartens in Indonesia Nurus Shalihin; Firdaus Firdaus; Yulia Yulia; M. Yusuf
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.2624

Abstract

The rapid expansion of Integrated Islamic Kindergartens (TK IT) in Indonesia reflects broader transformations in the relationship between religion, education, and state governance in contemporary Muslim societies. However, existing studies on Sekolah Islam Terpadu (SIT) have largely focused on curriculum implementation and educational management, with limited attention to how these institutions negotiate hybridity between Islamic ideology and formal state education systems. This study aimed to examine the forms and practices of hybridity within TK IT in Padang City, Indonesia. Using a qualitative case study approach, data were collected through in-depth interviews, observations, and document analysis involving six TK IT affiliated with JSIT, ASESI, and non-affiliated institutions. Data were analyzed using thematic analysis based on the interactive model of Miles and Huberman. The findings revealed three dominant forms of hybridity: integrative hybridity in TK IT JSIT, selective-defensive hybridity in TK IT ASESI, and adaptive-pragmatic hybridity in non-affiliated TK IT. These forms of hybridity were reflected in curriculum integration, institutional governance, pedagogical practices, and moral regulation. This study contributes to hybridity scholarship by demonstrating that hybridity within Islamic education involves ideological negotiation, identity construction, and epistemological reconstruction. The findings also provide broader insights into contemporary debates on faith-based education, Islamic educational modernity, and state-religion relations in Muslim societies.
Transforming Fiqh Education for the Twenty-First Century: The Role of Problem-Based and Project-Based Learning Asis Saefudin; Ika Berdiati
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.2625

Abstract

This study examines how Problem-Based Learning (PBL) and Project-Based Learning (PjBL) contribute to the transformation of Fiqh Education in Islamic Higher Education. Although twenty-first-century competencies have become central to contemporary educational transformation, their integration into Islamic legal education remains relatively underexplored, particularly in relation to contextual and competency-oriented pedagogical practices. This study aims to analyze how PBL and PjBL foster the development of collaboration, communication, critical thinking, and creativity (4Cs) while reshaping the learning dynamics of Fiqh education. The study employed a mixed-methods approach using a Sequential Explanatory Design involving 38 students in the Primary Madrasah Teacher Education Program at UIN Sunan Gunung Djati Bandung. Data were collected through competency assessment rubrics, classroom observations, and in-depth interviews and analyzed using quantitative and qualitative techniques. The findings indicate that PBL and PjBL positively contributed to the development of students’ twenty-first-century competencies, particularly collaboration, communication, and creativity, while critical thinking developed more gradually. The study also reveals that these active pedagogical approaches transformed Fiqh learning from a predominantly normative and lecturer-centered model into a more dialogic, contextual, collaborative, and student-centered educational process. These findings contribute to the growing discourse on competency-oriented pedagogy and demonstrate that the transformation of Fiqh Education is both feasible and necessary for responding to contemporary educational demands without diminishing its intellectual and spiritual foundations.
Padlet-Based Collaborative Writing and Digital Competence in EFL Academic Writing: Evidence from Indonesian Higher Education Siti Musarokah; Issy Yuliasri; Sri Wuli Fitriati; Widhiyanto Widhiyanto; Ngasbun Egar
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.2626

Abstract

This study addresses a limitation in digital collaborative writing research by positioning digital competence as a moderating mechanism shaping students’ participation in Padlet-based collaborative academic writing, rather than treating it as a background learner characteristic. Previous studies have mainly examined learning outcomes or engagement when using collaborative platforms, with limited attention to how differences in digital competence influence collaborative interaction processes in technology-mediated writing environments. Using an explanatory sequential mixed-methods design, this study involved 30 undergraduate students in an Academic Writing course at a private Indonesian university. Data were collected through a digital competence questionnaire, pre- and post-writing tests, and semi-structured interviews. The findings show that Padlet supported improvements in idea organization, peer interaction, and higher-order writing performance, while digital competence shaped students’ interaction strategies and participation patterns. This study contributes by demonstrating that digital competence is a key mechanism influencing collaborative writing participation in higher education digital learning environments.

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