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QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama
Published by Institut Agama Islam Sunan Giri Ponorogo
ISSN : 19076355     EISSN : 26569779     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Social Sciences
Qalamuna merupakan jurnal ilmiah lintas tema sebagai integrasi pendidikan, sosial dan agama yang terbit dua kali dalam setahun. Jurnal yang terbit pertama kali tahun 2006 merupakan media pemikiran kritis intelektual para civitas akademika yang mengali, meneliti dan mempublisikasi sebagai karya yang dipertanggungjawabkan sebagai ide baru dan gagasan ilmiah. Qalamuna berbicara dari berbagai sudut pandang tema beragam sehingga keberadaannya dapat mengalami dinamisasi wacana keislaman dan praktik yang terintegrasikan dalam kehidupan sehari-hari.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 60 Documents
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Search results for , issue "Vol. 17 No. 2 (2025)" : 60 Documents clear
Exploring Leadership Models in Islamic Education: A Comparative Study of Mono and Dual Leadership Structures in East Java Pesantren Abidin, Zainal; Dasuki, Moh.; Karim, Abdul; Umam, Khairul; Amrozi, Shoni Rahmatullah
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.7833

Abstract

Grounded in leadership theory within educational and socio-religious institutions, this study examines three critical aspects of leadership in pesantren (Islamic boarding school): the formation of formal and informal structures; the role of family, foundations, and symbols of authority in reinforcing internal stability and leadership legitimacy; and the consequences of leadership models on moderation, institutional openness, and adaptability of pesantren. A qualitative approach was employed, involving in-depth interviews, participatory observation, and document analysis at Pesantren Miftahul Ulum and Pesantren Kiai Syarifuddin in East Java. Data and findings were analyzed through symbolic and socio-cultural lenses. The results indicate that the mono leadership model generates a centralized and rapid decision-making process heavily reliant on the personal authority of the Kiai. In contrast, the dual leadership model emphasizes collective deliberation through family forums and foundation structures, fostering an inclusive and adaptive organizational culture. Spiritual symbols and the informal role of family members were also key elements in maintaining value continuity and internal stability in both models. This study offers a new analytical contribution by highlighting how differing leadership typologies in pesantren not only influence internal governance but also shape the development of democratic and moderate Islamic education practices within changing socio-religious contexts.
Web-Based ICT Training to Strengthen Early Childhood Teachers’ Digital Competence in UIN Ponorogo Partner Kindergartens Rohmah, Umi; Waris, Waris
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.7910

Abstract

The growing emphasis on digital transformation in education highlights the need for teachers, including those in early childhood education (ECD), to develop stronger digital competencies. This study examined the effectiveness of a web-based ICT training program designed to enhance teachers’ digital literacy, particularly in managing school websites as a medium of communication and promotion. The research employed a qualitative case study design through observation, interviews, and group discussions. The training was designed using the ADDIE model and combined theoretical input with hands-on practice in website management, including uploading news and promoting school activities online. Findings revealed significant improvements in teachers’ digital literacy, confidence, and ability to participate actively in web-based communication. Schools that had previously shown little online activity became more engaged through their websites. These outcomes support prior research that stresses the value of practical ICT training in preparing teachers for digital readiness. Nevertheless, challenges remained regarding the short training duration and disparities in participants’ digital proficiency. The study demonstrates that targeted ICT training can play a crucial role in enhancing teachers’ professional development and facilitating their adaptation to the demands of the digital era.
Development of an Active Deep Learning Experience-Based Group Guidance Module with Islamic Values to Increase the Academic Self-Efficacy of High School Students Distira, Riski Putra Ayu; Efendi, Moh. Yusuf
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.7971

Abstract

This research aims to develop and validate an innovative group guidance module that integrates Active Deep Learning Experience with Islamic values to enhance the academic self-efficacy of high school students. Using the Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), this study involved 10–15 students in the limited trial and 30–40 students in the field trial, selected through purposive sampling based on low self-efficacy levels. Data were collected through interviews, questionnaires, observations, and documentation, and analyzed qualitatively using an interactive model and quantitatively through a paired sample t-test to compare pretest and posttest results. The findings indicated a significant improvement in students’ academic self-efficacy (t = 6.27; p < 0.05) from the medium to high category, supported by positive student responses where over 90% found the module useful, easy to apply, and relevant to their academic needs. This research contributes to the integration of Bandura’s self-efficacy theory and Active Deep Learning principles within an Islamic educational framework, offering a new paradigm in counseling that bridges psychological growth and spiritual values.
Differentiated Learning Oriented to Four Aspects of Multiculturalism in Strengthening the Dimension of Global Diversity in Elementary Schools Aprilasyarma, Arum; Kumalasani, Maharani Putri
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.7977

Abstract

This study aims to explain the integration of multicultural learning strategies and differentiated instruction in strengthening the global diversity dimension within the Pancasila Student Profile at the elementary school level. The research employs a qualitative method with a descriptive approach to provide an in-depth description of learning processes and strategies in elementary school settings. The study was conducted at four public elementary schools in the Samarinda Ulu District over a period of two months, with the primary participants comprising fourth-grade teachers and students. Data were collected through observation, interviews, documentation, and questionnaires, and were analyzed thematically. Grounded in James Banks’ theory of multicultural education, this study covers four dimensions: content integration, knowledge construction, prejudice reduction, and equity pedagogy. The findings indicate that the integration of local and national cultural content plays the most significant role in fostering students’ global diversity awareness. Differentiated instruction, which involves variations in content, process, and product, promotes inclusivity by allowing diverse expressions of student identity and learning styles. However, challenges remain within the equity pedagogy dimension due to limited learning resources and teacher readiness. Overall, the combination of these two approaches proves effective in developing students’ tolerant, empathetic, and globally minded character.
Disrupted Communication: Understanding How Bullying-Related Anxiety Interferes with Students' Speaking Class Proficiency M, Syahruddin; Maing, Rosmawati Abdul; Bausad, Darmawati Azis; Bahang, M Dahlan; Rizal, A.
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.7981

Abstract

Bullying remains a persistent issue in educational settings, with serious consequences for students’ emotional well-being and academic engagement. This study examines the impact of bullying on students’ willingness to speak, identifies the specific aspects of speaking most affected, and explores the coping strategies employed by victims. A qualitative descriptive case study was conducted with five purposively selected students who had experienced bullying. Data were gathered through semi-structured interviews to explore the students’ classroom anxiety in depth. The findings reveal that bullying-induced anxiety significantly reduces students’ willingness to participate in classroom discussions and impairs their verbal communication skills, particularly pronunciation, vocabulary use, and overall confidence. Coping responses varied, with some students relying on self-affirmation while others adopted proactive strategies to manage their anxiety, highlighting the complexity of individual adaptation. This study, though limited to a small sample, provides valuable insights into the nuanced experiences of bullying victims in a higher education context. The results emphasize the importance for English language educators to create supportive classroom environments, implement anxiety-reducing speaking activities, and for institutions to develop anti-bullying initiatives. These implications contribute to both pedagogical practice and policy development aimed at fostering inclusive and resilient learning spaces.
Development of Digital Mathematics Teaching Materials Based on GeoGebra and Desmos to Measure Teachers’ Creativity through a Promote Action Approach Ratnasari, Farit Dwi; Hidayati, Wiwin Sri; Iffah, Jauhara Dian Nurul
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.7998

Abstract

This study aims to develop digital mathematics teaching materials to measure teacher creativity. The study used the ADDIE development model. Respondents were teachers and students of grade XII of SMA Diponegoro and SMA Rijan Mojokerto. The research instruments included teaching material validation sheets, creativity observation sheets, teacher and student response questionnaires, interview guidelines, pre-tests, and post-tests. The results showed that the digital mathematics teaching materials met the criteria of being valid, practical, and effective. Validity was established by two validators, who scored 74 and 78, respectively. Practicality was demonstrated by the results of the analysis of teacher response questionnaires from the two schools, with percentages of 97% and 100%, and student response questionnaires, which yielded percentages of 85% and 87%, both falling within the very practical category. Effectiveness results were obtained by comparing the differences and increases in post-test scores with those from pre-tests. The test results at SMA Rijan showed an average increase of 19.28, and at SMA Diponegoro, 19.57. Meanwhile, the results of measuring teacher creativity, based on the analysis of teacher creativity observation sheets, yielded a score of 4, indicating a very good category. The results of this study show that the teaching materials developed can be used to measure teacher creativity.
Enhancing Numeric Literacy through Creative Mathematical Reasoning in the Merdeka Belajar Curriculum Framework Palengka, Inelsi; Delastri, Lusiana; Belopadang, Tiara Indah
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.8008

Abstract

This study investigates the effectiveness of creative mathematical reasoning in improving students' numeracy literacy within the framework of the Independent Learning Curriculum. Numeracy literacy is a crucial competency that enables learners to comprehend and address real-world problems using mathematical concepts and skills.  The Merdeka Learning Curriculum provides space for innovative approaches in learning, including the application of creative mathematical reasoning to improve students' numeracy literacy skills. Using a quantitative quasi-experimental design, the study involved junior high school students divided into two groups: an experimental group and a control group. The findings revealed that the experimental group achieved a higher average score (M = 78.9; SD = 10.53) compared to the control group (M = 67.8; SD = 5.30). Statistical analysis using paired and independent t-tests confirmed a significant improvement in the performance of the experimental group (p < 0.05). The results demonstrate that creative mathematical reasoning significantly enhances students' comprehension, critical thinking, and problem-solving skills. The study concludes that integrating creativity-based reasoning strategies is aligned with the Independent Learning Curriculum and offers valuable guidance for teachers to design more innovative, student-centered math learning experiences.
Development of an Energy Teaching Kit to Foster Computational Thinking Skills of Primary Students in the Renewable Energy Subject Maharani, Swasti; Yuniahastuti, Irna Tri; Susanti, Vera Dewi; Hadi, Fida Rahmantika; Wibisono, Putri Sindy
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.8012

Abstract

This research aimed to develop the Energy Teaching Kit as a learning medium to enhance elementary students’ computational thinking skills in science learning. The study employed a Research and Development (R&D) design, utilizing the ADDIE model, which comprises the stages of Analysis, Design, Development, Implementation, and Evaluation. The participants were elementary school students from both public and private schools in Madiun City. Data were collected through tests and questionnaires during the implementation phase. The results indicate that the developed medium achieved a validity score of 86%, demonstrating that its content, structure, and functionality meet expert criteria. The practicality level reached 87.05%, indicating that the medium is easy to use and has been positively received by teachers and students. Its effectiveness is supported by an N-gain score of 52.76%, indicating a moderate level of improvement in students’ computational thinking skills. Overall, these findings confirm that the Energy Teaching Kit is valid, practical, and effective for classroom use. Future research may examine its integration with digital sensors, its scalability across different grade levels, and the support it provides for teacher professional development to optimize implementation.
Teachers’ Roles in AI-Integrated Gamified Learning Environments to Enhance Creativity and Students’ Critical Thinking Hendarman, Hendarman; Sudiantini, Dian; Mayadi, Mayadi; Mirnawati, Mira; Desianti, Lisa Chandrasari
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.8107

Abstract

This study examines the role of teachers in designing and implementing AI-integrated gamified learning environments to enhance teacher creativity and students’ critical thinking skills at the senior high school level. Grounded in the demands of 21st-century education, this research responds to persistent challenges in classroom practice, including low student motivation, limited literacy skills, and passive learning engagement. Employing a qualitative case study approach, data were collected through in-depth interviews with 30 teachers, supported by analysis of student learning instruments. Thematic analysis was used to identify patterns related to teachers’ pedagogical creativity, instructional decision-making, and classroom interactions. The findings suggest that teachers play a crucial role in transforming gamification from a technical tool into a meaningful pedagogical strategy by creatively integrating AI-supported features, such as personalized feedback, adaptive learning pathways, and smart tutoring assistance. Teachers reported that this approach increased students’ learning motivation, engagement, and ability to critically analyze and understand concepts. However, the study also reveals challenges faced by teachers, including variations in student readiness, low literacy levels, and students’ overreliance on technological support without deep reflection. The study concludes that the effectiveness of gamified learning environments depends largely on teachers’ creative and reflective pedagogical practices, particularly when supported by AI-driven personalization. These findings underscore the strategic role of teachers as key agents of innovation and contribute to the development of teacher-centered, technology-enhanced learning models that aim to strengthen creativity and critical thinking skills in Indonesian secondary education.
Construction of Integer Operations of the Gasing-Mathematics Method from the Perspective of APOS Theory Langi, Evy Lalan; Kondolayuk, Marilyn Lasarus; Domassang, Katriani Dea
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.8110

Abstract

A low mastery of integer operations remains a significant cause of students’ weak mathematical literacy, as current teaching methods often emphasize mechanical computation over conceptual understanding. This study aims to describe how students construct their understanding of integer operations through the Gasing Method from the perspective of APOS Theory. This research employed a descriptive qualitative design with a task-based case study approach, involving three mathematics education students who had participated in Gasing training and obtained the highest scores on an integer operation test. Data were collected through written tasks and semi-structured interviews, then analyzed using the stages of APOS thinking: Action, Process, Object, and Schema, through iterative coding and triangulation. The results show that the Gasing Method supports the progression of students’ thinking from procedural to conceptual: the Action stage appears in step-by-step computation, the Process stage in mental prediction and verbal explanation, the Object stage in recognizing relationships among operations, and the Schema stage in integrating these into a coherent conceptual framework. The study concludes that the integration of Gasing and APOS provides a powerful pedagogical model that bridges concrete and abstract reasoning, offering meaningful implications for mathematics teachers in designing culturally grounded yet cognitively informed numeracy learning.

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