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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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Transforming Narrative Text Instruction in Senior High School: Integrating Digital Storytelling and the SFL-GBA Approach Nur Fajriah, Yustika; Dewi, Sinta; Nurjamin, Lucky Rahayu; Nurjamin, Asep; Nastya, Anggia
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026)
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.v18i1.8251

Abstract

In the digital era, learning increasingly involves multimodal resources, yet explicit teaching of how images and texts contribute to meaning-making through digital storytelling remains underexplored. This study examines the integration of Systemic Functional Linguistics Genre-Based Pedagogy (SFL-GBA) into the teaching of multimodal narrative texts at a private senior high school. A case study was conducted with 28 tenth graders through a team-teaching approach involving an English teacher and a lecturer, with data collected from eight classroom observations. Findings reveal that SFL-GBA effectively supported multimodal learning: during the Building Knowledge of the Field (BKoF) and Modeling of the Text (MoT) stages, students analyzed Field, Tenor, and Mode across texts and images, while in the Joint and Independent Construction stages, they composed narrative texts and transformed them into digital storytelling projects. The study concludes that explicit scaffolding and culturally responsive teaching within SFL-GBA enhance students’ multimodal literacy and narrative competence through digital storytelling. These findings also have important pedagogical implications, indicating that SFL-GBA can guide teachers in designing multimodal instruction and inform future curriculum development for integrating digital storytelling.
Strengthening the Quality of Education through Curriculum Innovation Management in Private Islamic Senior High Schools Mumtahanah, Nurotun; Fahruddin, Ahmad Hanif; Aziz, Muhammad; Noviana, Leni Duwi
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026)
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.v18i1.8270

Abstract

This article explains how curriculum innovation is managed to improve educational quality in madrasas, focusing specifically on MA Al-Rosyid Bojonegoro and MA Assalam Tuban. The research uses a field study design with a qualitative–descriptive method and a multiple case study approach. Data were gathered through interviews, observations, and document analysis, and subsequently analyzed within and across cases. The findings show that the planning of curriculum innovation in both madrasas has been structured and carried out effectively to enhance educational quality. This planning includes: (1) the delivery of information related to the conditions and urgency of innovation by the Madrasah principal in a structured manner and in accordance with regulations; (2) active participation of teachers, education staff, committees, and parents; (3) determination of curriculum implementation through annual and semester meetings approved by all related parties; (4) implementation of continuous evaluation through meetings, observations, and routine monthly meetings between the Madrasah principal and the curriculum head, as well as semester meetings with teachers; and (5) holding meetings with parents and the committee at the end of the semester. Theoretically, this research contributes to strengthening the discourse on the quality management of Islamic education in the context of curriculum innovation. At the same time, practically, it offers strategic recommendations for curriculum management in private madrasas in rural areas.

Page 104 of 104 | Total Record : 1032

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