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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 1,032 Documents
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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.
Development of Semiotic Assessment Instruments Based on Mathematical Literacy: Assessment Innovation in the Independent Curriculum Palayukan, Hersiyati; Ikram, Muhammad; Monguel, Landy Elena Sosa; Sari, Dilanalfita
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.v17i2.8114

Abstract

This study develops a semiotic assessment instrument based on mathematical literacy as an innovative evaluation tool aligned with the Independent Curriculum. The research addresses the lack of instruments capable of comprehensively measuring students’ ability to interpret and apply mathematical symbols in meaningful contexts. Using the Borg & Gall Research and Development (R&D) model, the study followed systematic stages including needs analysis, design, expert validation, testing, and refinement. Data from 180 grade VIII students showed that 68.3% faced challenges in interpreting mathematical symbols, emphasizing the need for such an instrument. The developed instrument consists of 25 items categorized into symbol comprehension, conceptual interpretation, and contextual application. Expert validation indicated strong alignment (82–88%), with construct validity of 67% and a reliability coefficient of 0.78. Regression analysis demonstrated a significant positive correlation (r = 0.76, p < 0.01) between semiotic interpretation and problem-solving performance. Integrating Peirce’s semiotic theory and mathematical literacy principles, the instrument provides a holistic framework for evaluating students’ symbolic reasoning and supports curriculum goals focused on meaningful mathematical understanding.
Analysis of Character Development, Religious, Nationalistic, and Global Perspective Through Civic Education Agus, Andi Aco; Amin, Muhammad; Falihin, Dalilul; Khaedir, Khaedir; 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.v17i2.8123

Abstract

This study aims to analyze how civic education can develop students' characters in terms of religious, nationalistic, and global perspectives. The research method employed is a descriptive qualitative approach. Research data were collected through interviews and observations, and then analyzed using data triangulation, adapted from Miles and Huberman, which involved data reduction, data presentation, and data/conclusion verification with MAXQDA 24 software. The results of this study found that the development of the characters of religious, nationalistic, and global perspectives in students through civic education learning is built through the simultaneous interaction of five main elements, namely: (1) the role and competence of teachers; (2) diverse learning models and methods; (3) the integration of religious, nationalistic, and global perspective values; (4) holistic assessment and evaluation; and (5) learning environment and school culture. This model offers a conceptual renewal for the revitalisation of civic education in the 21st century, while strengthening the Pancasila Student Profile as citizens who are faithful, love their country, and have a global perspective.
From Free Flow to Structured Lines: Comparing Kindergarten Children’s Drawings Prayitno, Prayitno; Arifiyanti, Nurul; Maharani, Oktaviana; Agustiningsih, Rini; Saputra, Muhammad Ghufron Eka
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.v17i2.8128

Abstract

This study examines the differences in drawing patterns of kindergarten children during free drawing and guided drawing, using educational video stimuli. The research aims to describe the characteristics of children’s drawings in both contexts and analyze changes that occur after receiving visual guidance. Employing a descriptive quantitative approach with a one-group pretest–posttest design, the study involved 25 children aged 5–6 years selected through purposive sampling. Data were collected using observation sheets that assessed eight indicators of early childhood drawing development, including clarity and detail of form, balance of size and layout, and purposeful use of color. Pretest activities consisted of a 20-minute free drawing session, followed by a posttest after participants watched a 5–7-minute educational video about bees. Descriptive analysis showed an increase in the overall mean score from 2.5 (pretest) to 3 (posttest), indicating notable improvement across all indicators. Children’s posttest drawings displayed clearer and more detailed bee forms, more balanced composition, and purposeful color application. These findings suggest that structured visual media effectively support children’s perceptual-motor and visual-spatial skills, and can be used as a practical strategy to enhance artistic and cognitive development in early childhood classrooms.
A Framework for the Systemic Implementation of Differentiated Instruction: A Case Study from Madrasah Tsanawiyah Al Abror Zuhaery, Muhammad; Budi Santosa, Achadi; Susatya, Edhy
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.v17i2.8132

Abstract

This study aims to analyze the organizational model for implementing differentiated instruction to achieve student learning mastery at Madrasah Tsanawiyah Al Abror, an Islamic junior high school in Indonesia. A qualitative case study design was employed, involving data collection through in-depth interviews, classroom observations, and a systematic analysis of curriculum documents conducted over four months. Ten key participants took part, including the principal, vice-principal for curriculum, and eight teachers. The findings reveal four interdependent pillars: first, the institutionalization of diagnostic assessments providing a data-driven foundation for instructional planning; second, the flexible implementation of differentiation in content, process, product, and learning environment to meet diverse student needs; third, continuous teacher competence development fostered through active Professional Learning Communities (PLCs); and fourth, the establishment of a supporting infrastructure via a shared repository of teaching materials. These pillars collectively form a sustainable ecosystem that enables teachers to respond effectively to the diversity of their students. The study concludes that successful differentiated instruction requires shifting the focus from individual teacher efforts to developing organizational capacity and collaborative culture at the school level.
Academic Anxiety of LPTK Students: A Predictor Analysis in AI-Based Scientific Writing Mustikasari, Rizki; Harida, Ratri; Astuti, Cutiana Windri
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.v17i2.8133

Abstract

This study aims to analyze the influence of emotion regulation and self-efficacy on academic anxiety, with motivation as a moderating variable, among students majoring in education in Ponorogo Regency. This study uses a correlational, ex post facto, quantitative approach.  A total of 370 respondents who were writing scientific papers were involved. This study employed a validated and reliable questionnaire. Path analysis reveals that emotion regulation has a strong and significant impact on reducing academic anxiety, both directly and through its influence on motivation, whereas self-efficacy has a relatively weak influence. These results confirm that emotional management skills, such as cognitive reappraisal and expression control, are key factors in reducing psychological stress in students during the scientific writing process. Theoretically, these findings support the notion that emotion regulation is a crucial determinant of academic success. Yet, it also practically provides implications for higher education to design interventions based on emotion regulation and motivation enhancement to reduce students' academic anxiety. The results of the study can serve as the basis for a predictive relationship study of the variables.   
Strategic Integration of Using Questioning Strategies to Promote Students' Thinking Ability in English Foreign Language Learning (EFL) Hermansyah, Hermansyah; Hartono, Rudi; Haryanti, Rahayu Puji; Wahyuni, Sri
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.v17i2.8168

Abstract

This study aims to investigate the role of questioning strategies in developing students’ cognitive and metacognitive skills in English as a Foreign Language (EFL) learning. Through a Systematic Literature Review (SLR) approach, relevant studies published between 2015 and 2025 were systematically identified and analyzed from databases such as Scopus, ERIC, Google Scholar, and ScienceDirect. The selected studies were evaluated based on the inclusion criteria, with a focus on questioning strategies, cognitive development, and metacognitive awareness. The analysis reveals that well-structured questioning, particularly open-ended, probing, and reflective types, significantly enhances learners’ higher-order thinking abilities—including analysis, evaluation, and synthesis—while also strengthening metacognitive processes such as planning, monitoring, and self-assessment. These questioning techniques foster a deeper understanding, promote independent learning, and encourage sustained engagement among EFL students. The findings indicate that high-level cognitive and reflective questions are the most effective in fostering critical and self-regulated learning. In conclusion, the study highlights that integrating systematic questioning into classroom instruction can foster critical thinking, enhance learning outcomes, and support students in developing into autonomous and reflective learners in EFL contexts.

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