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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 1,079 Documents
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Fear of Missing Out (FoMo) Tendencies Among Student Residents Eva Imania Eliasa; Muthi’ Azmiatin Hasanah
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.v18i1.5243

Abstract

Emerging adulthood is marked by a lot happening within it and its environment. Plus, the rapid development of technology makes the world at hand. This situation triggers FoMO in individuals, including students. This study aims to identify the prevalence of FoMO among students living in the Mujahidin Mosque Women's Dormitory at Yogyakarta State University. This study uses a quantitative approach with quantitative descriptive analysis. The participants in this study were all residents of the Mujahidin Mosque women's dormitory, totaling 75 female students, and the study used a total sampling technique. The research findings indicate that the respondents' Fear of Missing Out (FoMO) tendency predominantly falls into the low category, with 32 respondents, or approximately 42.7% of the total respondents. However, some students who exhibit FoMO tendencies at moderate levels, totaling 19 respondents (25.3%), while 15 individuals (20%) fall into the high category, and 7 respondents (9.3%) are classified under the very high category.
The Role of Islamic Humanism in Shaping Students’ Character: An Islamic Educational Philosophy Approach Slamet Panuntun; Fatah Syukur; Fatkuroji Fatkuroji
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.v18i1.8614

Abstract

This study examines the decline of empathy, social responsibility, and moral awareness among students influenced by digital culture and increasing individualism. Grounded in Islamic educational philosophy, the research aims to analyze the implementation of Islamic humanism in student character development at MI Tegowanu and SDIT Al Firdaus Grobogan. The novelty of this study lies in its empirical case-study approach, which explores the internalization of Islamic humanistic values through educational practices, school culture, and institutional vision in Islamic elementary schools. This research employed a qualitative case study design. Data were collected through in-depth interviews, participatory observation, and document analysis involving principals, teachers, students, and foundation representatives. Data were analyzed using the Miles and Huberman interactive model, while triangulation and credibility tests were applied to ensure validity and reliability. The findings indicate that both schools successfully integrated Islamic humanistic values into daily educational activities despite the challenges of digital individualism and declining social empathy. Students demonstrated empathy, cooperation, discipline, respect, and social responsibility, grounded in the principles of tauhid and karamah insaniyah. The study concludes that Islamic humanism effectively strengthens character education through curriculum integration, teacher mentoring, a supportive school culture, and institutional commitment, providing a practical, replicable framework for Islamic elementary education.
Exploring the Visionary Leadership Model and Leadership Competencies in Developing an Islamic School Isnada Waris Tasrim
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.v18i1.8792

Abstract

This study explores the visionary leadership model and leadership competencies in the development of Islamic schools. The research was conducted at the Manunggal Bangsa Education Foundation in Malang City, East Java, Indonesia, which manages educational institutions from kindergarten to senior high school. A qualitative approach with a case study design was employed. Data were collected through interviews, observations, and document analysis, and analyzed using an interactive model. Data trustworthiness was ensured through credibility, dependability, and confirmability, including triangulation of sources and methods and member checking. The findings reveal that the visionary leadership model practiced by the school founder and principal comprises a synergistic “Vision Process Triangle” with three stages: vision formulation, vision transformation, and vision implementation. Leadership competencies were found to be essential to the successful development of Islamic schools, particularly during the implementation phase. These competencies include principal–staff relations, student relations, community and parent engagement, organizational and facilities management, and curriculum and program development. The study recommends future research through comparative studies across Islamic educational foundations, longitudinal quantitative studies on leadership and student achievement, and experimental studies examining the effectiveness of visionary leadership training for school principals.
Strengthening Teacher Professional Development through Teacher Working Groups: Insights from Educational Administration and Institutional Ethics Djohar Djohar; Dety Yunita Sulanjari; Asdar Muhammad Nur
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.v18i1.9252

Abstract

The Teacher Working Group (Kelompok Kerja Guru/KKG) plays a strategic role in supporting Sustainable Professional Development (Pengembangan Keprofesian Berkelanjutan/PKB) for elementary school teachers. However, previous studies have predominantly examined KKG from pedagogical perspectives, while limited attention has been given to its administrative governance and institutional ethics dimensions. This study aims to analyze the role of KKG in enhancing teacher professionalism in Gowa Regency through the perspectives of educational administration and institutional ethics. A qualitative case study approach was employed. Data were collected through in-depth interviews with KKG administrators, elementary school teachers, and school supervisors, supported by observations and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing. The findings reveal that KKG functions as a collaborative learning community that facilitates the sharing of teaching practices, pedagogical reflection, and professional competence development. Nevertheless, its effectiveness is constrained by weak strategic planning, limited resource and logistics management, inadequate coordination with educational authorities, and insufficient internalization of organizational ethics. Furthermore, teacher participation is often driven by administrative obligations rather than professional commitment, reducing the transformative potential of KKG activities. The study concludes that the success of teacher professional development through KKG depends not only on program implementation but also on the quality of institutional governance encompassing administrative, managerial, and ethical dimensions. Strengthening institutional capacity, participatory leadership, and sustainable policy support is therefore essential to optimize the role of KKG in improving the quality of elementary education.
Internalizing Panca Jiwa Values for Religious Moderation in Character Education at Wali Songo Ngabar Ponorogo Ainus Sicha; A. Jauhar Fuad; M. Arif Khoiruddin; Izuli Dzulkifli
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.v18i1.9264

Abstract

This study examines the internalization of Panca Jiwa values to foster religious moderation through character education at Wali Songo Ngabar Islamic Boarding School in Ponorogo. While previous studies have mainly examined moral development and disciplinary practices in pesantren-based character education, this study explores how Panca Jiwa values are experienced, practiced, and internalized in the daily lives of santri, shaping both their character and moderate religious attitudes. Using a qualitative phenomenological approach, data were collected through participant observation, in-depth interviews with pesantren leaders, teachers, administrators, and santri, and documentation. The credibility of the findings was strengthened through source triangulation and member checking. The findings show that the internalization of Panca Jiwa takes place through three interconnected processes: transformation, transaction, and transinternalization. These processes are reinforced through habituation, role modeling, and continuous interaction within the pesantren environment. The study concludes that Panca Jiwa functions as a moral foundation that supports character formation and nurtures religious moderation among santri. Theoretically, the findings contribute to a deeper understanding of how the internalization of pesantren values through transformation, transaction, and transinternalization can foster moderate religious character within the context of Islamic boarding school education.
Curriculum Alignment Based on Comprehensive Assessment to Address Reading Difficulties in Inclusive Elementary Classrooms Hana Qurrotul Uyun; Budi Susetyo; Iding Tarsidi; Tati Hernawati; Ajeng Suryani
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.v18i1.9278

Abstract

This study was motivated by students' reading difficulties in inclusive classrooms and the limited implementation of differentiated learning within the Merdeka Curriculum. The study aimed to describe the outcomes of academic and developmental assessments of students with reading difficulties, analyze factors influencing reading challenges, and develop curriculum alignment based on these assessments. This study used a qualitative case study design. The study focused on a first-grade student in an inclusive elementary school who exhibited persistent reading difficulties. Data were obtained from multiple sources, including classroom teachers, school principals, and the student, through observations, in-depth interviews, academic and developmental assessments, and documentation. The collected data were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings revealed that reading difficulties were influenced by phonological, cognitive, motor, and emotional factors. Curriculum alignment based on comprehensive assessment resulted in more realistic learning objectives, structured instructional strategies, and increased student engagement. The study concludes that comprehensive assessment plays a crucial role as a foundation for curriculum alignment to support effective reading instruction in inclusive elementary classrooms.
Development of the PERISAI Program (Prevention of Sexual Violence and Intimidations) as an Effort to Prevent Gender-Based Violence Nurhayati Nurhayati; Budi Susetyo; Iding Tarsidi; Muhammad Rijaal Qurrota A'yuni; Ahsen Yılmaz
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.v18i1.9311

Abstract

Gender-based violence remains a significant issue in educational settings, including special schools that serve students with special needs. Students in special schools are particularly vulnerable to bullying, intimidation, and sexual violence due to limited self-protection skills, psychosocial challenges, and insufficient preventive support systems. Based on the 2024 Education Report data at State Special School 02 in Serang City, indicators related to bullying and sexual violence were categorized as unsafe, indicating the urgent need for a systematic prevention program. This study aimed to develop the PERISAI Program (Prevention of Sexual Violence and Intimidation) as a collaborative and contextual model for preventing gender-based violence in special schools. This study employed a modified Research and Development (R&D) approach consisting of needs analysis, program design, expert validation, revision, and limited field trials. The participants involved students with special needs, teachers, school counselors, parents, and expert validators. Data were collected through interviews, observations, questionnaires, documentation, and validation sheets, and analyzed using qualitative descriptive analysis and simple quantitative descriptive statistics. The findings revealed that the PERISAI Program was categorized as feasible to highly feasible based on expert validation results. The program was positively received by teachers and parents because it provided practical guidelines for preventing sexual violence and bullying in special school environments. The program integrates prevention education, parental involvement, school support systems, and continuous monitoring within a collaborative framework adapted to the characteristics of students with special needs. This study contributes to the development of a contextual and applicable gender-based violence prevention model for special schools, particularly in educational settings with limited resources and socioeconomically vulnerable families. The PERISAI Program also offers practical implications for strengthening child protection and creating safer and more inclusive educational environments.
Policy Gaps in the Development of Islamic Religious Education Teacher Professionalism in Aceh’s Special Autonomy Context Salman Salman; Warul Walidin; T. Zulfikar; Syamsul Bahri
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.v18i1.9322

Abstract

This study aims to analyze the development of PAI teacher professionalism in Aceh Government policies, the forms and implementation of these policies, and the challenges and solutions in strengthening PAI teacher professionalism in Aceh. This study employed a qualitative approach with a naturalistic inquiry design. Data were collected through observation, in-depth interviews, and documentation studies involving policy actors and field implementers, including academics, the Aceh Education Office (Dinas Pendidikan Aceh), the Aceh Education Council (Majelis Pendidikan Aceh), the Aceh House of Representatives (DPRA), the Legal Bureau of the Aceh Government, BPSDM Aceh, PAI teacher certification institutions, PAI supervisors, teacher associations, and senior high school PAI teachers. Data were analyzed inductively and conceptually through a critical dialogue between empirical findings and public policy theories, while regulatory texts were examined using a normative-hermeneutic approach. The findings show that Aceh has a strong legal foundation through the Law on the Government of Aceh and Aceh Qanun; however, no explicit professionalism model for PAI teachers has been formulated based on Aceh’s special autonomy. Policy implementation remains administrative and nationally oriented, while religious, cultural, and Islamic law dimensions are not yet systematically integrated. The study concludes that strengthening PAI teacher professionalism requires policy coordination, regulatory reform, and a substantive-religious professionalism model grounded in Aceh’s special autonomy.
Integrating Universal Design for Learning and Individualized Education Plans in Inclusive Education: A Systematic Literature Review Siti Rokhmah Sobariah; Budi Susetyo; Iding Tarsidi; Eka Yuli Astuti; Ezza Mad Baguri
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.v18i1.9329

Abstract

Inclusive education requires curriculum frameworks that accommodate learner diversity while ensuring individualized support for students with special educational needs. Although Universal Design for Learning (UDL) and Individualized Education Plans (IEPs) are widely recognized as complementary approaches, evidence regarding their integration within inclusive curriculum design remains fragmented. This study aims to synthesize research trends, implementation patterns, empirical impacts, and challenges associated with the integration of UDL and IEPs in inclusive education. A Systematic Literature Review (SLR) was conducted following the framework of Denyer and Tranfield (2009) and PRISMA guidelines. Literature published between 2015 and 2025 was retrieved from Scopus, Web of Science, ERIC, SpringerLink, Taylor & Francis, and Google Scholar. After a rigorous screening and quality appraisal process using CASP and JBI instruments, ten high-quality studies were included in the final synthesis. The findings reveal that UDL consistently enhances learning accessibility, student engagement, and academic achievement through flexible instructional design and multimodal learning opportunities. However, the integration of UDL and IEPs remains largely fragmented and is rarely institutionalized within formal curriculum policies. Successful implementation is supported by professional development, collaborative practices among educators, strong school leadership, and access to educational technology, while administrative burdens and limited policy alignment remain significant barriers. This review highlights the need for a systemic framework that integrates universal curriculum design with individualized planning to strengthen sustainable inclusive education practices.

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