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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 1,095 Documents
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Transforming ELT Undergraduate Research Approaches During and Beyond Covid-19: Lessons from an Islamic University in Indonesia Azizah Maulina Erzad; Rudi Hartono; Puji Astuti; Widhiyanto Widhiyanto
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026): 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.v18i1.9451

Abstract

The COVID-19 pandemic transformed undergraduate ELT research practices in higher education. This study investigates shifts in research topics, methodologies, technology use, and ethical considerations in undergraduate ELT research at an Islamic university in Indonesia during and beyond the pandemic. This study employed a qualitative case study approach. Data were collected through open-ended online questionnaires involving seven student researchers and five lecturer supervisors, as well as document analysis of 41 undergraduate thesis abstracts selected purposively from 2020–2022, and were analyzed using thematic analysis following Braun and Clarke’s six-phase framework. Findings indicate a notable rise in discourse-based and technology-mediated research topics, with qualitative approaches dominating methodological choices.  Digital tools, such as online questionnaires, virtual interviews, and electronic academic databases, played a central role in data collection. However, students also encountered challenges, including access constraints, ethical requirements, and technological and communication limitations. The study highlights how crisis-driven adaptations, particularly digital research literacy, flexible methodological decision-making, and strengthened ethical awareness, constitute valuable lessons for sustaining and improving undergraduate research supervision in post-pandemic contexts. Recommendations are offered for integrating blended research training, ethical digital research competencies, and culturally grounded supervision strategies within Islamic higher-education ELT programs.
Development of STEAM-Based Learning with a Deep Learning Approach to Enhance Critical Thinking Skills on Circle Material Lutfiana Ramadani; Abi Suwito; Susanto Susanto; Arika Indah Kristiana; Frenza Fairuz Firmansyah
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026): 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.v18i1.9750

Abstract

This study aims to develop STEAM-based mathematics learning tools integrated with a deep learning approach to enhance junior high school students’ critical thinking skills on circle material. The study employed the 4D development model consisting of Define, Design, Develop, and Disseminate stages. The developed products included a Module Implementation Plan (RPM), teaching materials, interactive learning media, Student Worksheets (LKM), and critical thinking assessment instruments. The novelty of this study lies in the systematic integration of STEAM principles and deep learning into all learning components specifically designed for circle material at the junior high school level. The validity of the tools was assessed by expert validators, while practicality was evaluated through observations of learning implementation, student activities, and student responses. Effectiveness was examined using the N-Gain test. The results showed that the developed tools were valid (mean score = 3.76), practical, and effective, with students demonstrating active participation, positive responses, and a moderate improvement in critical thinking skills (N-Gain = 0.60).
Management of the Integration of the National Curriculum and Islamic Boarding Schools in Improving the Quality of Graduates from Islamic Boarding Schools Ade Mahmud; Nana Herdiana Abdurrahman; R. Supyan Sauri; Ida Tejawiani; Abdul Holik
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (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.v18i2.7015

Abstract

The integration of the national curriculum and the Islamic boarding school (pesantren) curriculum is often limited to combining religious and general subjects, while its management process remains underexplored. This study examines curriculum integration management in improving graduate quality at Daarul Muttaqin and Al Mansyuriyah Islamic Boarding Schools. A qualitative multi case study was conducted using in-depth interviews, participant observation, and document analysis involving school leaders, teachers, ustadz, education staff, and curriculum documents. Data were analyzed through condensation, display, conclusion drawing, and cross-site analysis. The findings indicate that curriculum integration is implemented through four management functions: planning, organizing, implementation, and evaluation. These functions generate four interconnected dimensions of integration: academic integration, character integration, student potential development, and educational governance. Academic integration aligns religious, general, and vocational learning; character integration is strengthened through pesantren values; student development emphasizes leadership, life skills, entrepreneurship, and community engagement; while governance integration is supported by collaborative curriculum planning, continuous monitoring, parental involvement, and quality assurance. The study proposes a Conceptual Model of Curriculum Integration Based on Educational Management, demonstrating that sustainable graduate quality depends on a holistic management system integrating academic, character, developmental, and governance dimensions.
Spiritual Rationality and Social Actions of Pesantren Leaders in the BUMPes Incubation Assistance Program: A Narrative Hermeneutic Study in Ponorogo, East Java, Indonesia Syahrudin Syahrudin; Ishomuddin Ishomuddin; Oman Sukmana; H.M. Suyudi
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (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.v18i2.8323

Abstract

This study aims to analyze the social actions of pesantren leaders in managing the Incubation Program of Pesantren-Owned Enterprises (BUMPes) and to explain the construction of spiritual rationality underlying decision-making and Islamic social entrepreneurship. A qualitative approach employing a narrative-hermeneutic method based on Max Weber's social action theory was adopted. The research was conducted at Al-Muttaqin Islamic Boarding School, Munggung, Pulung, Ponorogo, East Java. Data were collected through in-depth interviews, participatory observation, focus group discussions, and document analysis. The data were analyzed using Miles and Huberman's interactive analysis model combined with Riessman's narrative interpretation. The findings reveal that pesantren leaders perceive BUMPes not merely as an economic initiative but as an instrument of dakwah, social worship, and community empowerment. Their social actions integrate instrumental, value-oriented, affective, traditional, and spiritual rationalities, forming the Spiritual Rationality of Pesantren (SRP) model. Ethical values such as sincerity (ikhlas), trustworthiness (amanah), cooperation (ta'awun), responsibility, and blessing (barakah) serve as the foundation of institutional governance. The study concludes that spiritual rationality constitutes an essential dimension of Islamic social entrepreneurship and introduces the concept of Spiritual Capital as a theoretical extension of Weber's rationality framework within the context of Islamic institutions.
The Effect Of Question And Answer Relationship (QAR) Strategy On Grade XI Vocational Students' Reading Comprehension: An Explanatory Mixed-Methods Study Ilmuislami Mawardin; Mawardin Muhammad Said; Mukrim Mukrim; Jamiluddin Jamiluddin; Darmawan Darmawan
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (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.v18i2.8678

Abstract

This study aims to examine the effect of the Question–Answer Relationship (QAR) strategy on the reading comprehension of Grade XI vocational high school students and to explore students’ perceptions of its implementation in EFL reading instruction. This research employed an explanatory sequential mixed-methods design involving 51 students from a vocational high school in Indonesia, divided into an experimental class (n = 27) and a control class (n = 24). Quantitative data were collected through pretest and posttest reading comprehension tests and analyzed using an independent samples t-test. The results revealed that students taught using the QAR strategy achieved significantly higher posttest scores (M = 83.85) than those taught through conventional instruction (M = 67.29). Qualitative data obtained from classroom observations, questionnaires, and semi-structured interviews indicated increased motivation, confidence, critical thinking skills, and strategic awareness in reading. Despite initial difficulties in categorizing question types, students responded positively to the strategy after consistent practice. The integration of quantitative and qualitative findings demonstrates that the QAR strategy not only improves students’ reading comprehension outcomes but also fosters positive learning behaviors. Therefore, the QAR strategy is an effective instructional approach for improving reading comprehension in vocational EFL classrooms.
A Lexical Profiling Analysis of State Islamic Higher Education Entrance Examinations: Implications for Vocabulary Breadth and Test Accessibility Dhinuk Puspita Kirana; Aries Fitriani
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (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.v18i2.8977

Abstract

Vocabulary knowledge plays a crucial role in reading comprehension and is widely recognised as one of the strongest predictors of successful reading performance among second language learners(Reynolds, 2021); however, the lexical demands of university entrance examinations may not always correspond to the vocabulary knowledge developed through secondary-school English curricula. This issue is particularly relevant in the State Islamic Higher Education Admission Test (UM-PTKIN), whose reading passages frequently incorporate Islamic and culturally specific content. Therefore, this study investigates the lexical profile of the English component of the UM-PTKIN examination and examines its implications for vocabulary breadth and test accessibility. Using a descriptive quantitative design, four English test scripts from the 2019 UM-PTKIN examination were analyzed through lexical profiling with RANGE, FREQUENCY, VocabProfile, and AntConc. The analysis focused on tokens, word types, and word families, with word families adopted as the primary unit because they provide a more realistic estimate of learners’ vocabulary knowledge in educational assessment contexts. The findings revealed that the test relied predominantly on high-frequency vocabulary; however, a substantial proportion of vocabulary items fell outside established frequency lists. Many of these off-list items consisted of Islamic terminology, proper nouns, and culturally embedded expressions rather than advanced English vocabulary. These findings suggest that vocabulary demands in UM-PTKIN are influenced not only by lexical frequency but also by thematic and cultural familiarity. The study provides implications for test development, curriculum alignment, and vocabulary instruction in Islamic higher education contexts.
Protection of Children with Special Needs from Gender-Based Sexual Violence Through Family-Based Protection Programs Yanti Lisnawati; Budi Susetyo; Iding Tarsidi; Ahsen Yılmaz; Muhammad Rijaal Qurrota A'yuni
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (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.v18i2.9286

Abstract

Children with special needs, particularly girls with intellectual disabilities, are at high risk of experiencing gender-based sexual violence due to limitations in communication, understanding of risky situations, and dependence on adults. Despite increasing concerns regarding violence against children with disabilities, studies examining family-based protection integrated with special education interventions remain limited. This study aims to analyze the vulnerability and patterns of gender-based sexual violence experienced by children with intellectual disabilities and to examine the effectiveness of family-based protection programs through Special Programs (Progsus) and Reproductive and Sexual Health Education (PKRS). This study employed a descriptive qualitative approach using a case study design involving a 15-year-old girl with intellectual disabilities at State Special School 02 in Serang City, Indonesia. Informants included parents, teachers, and school personnel involved in the intervention process. Data were collected through gender-based violence assessments, in-depth interviews, observations, program documentation, and assistance records. Data were analyzed thematically using the interactive model of Miles, Huberman, and Saldaña, with triangulation employed to ensure trustworthiness. The findings revealed that the child experienced moderate levels of sexual violence perpetrated by individuals from her immediate environment. The implementation of Progsus and PKRS through school–family collaboration contributed to psychological recovery and improved self-protection skills, including the ability to recognize private body parts, distinguish safe and unsafe touch, and reject inappropriate treatment. Family involvement also enhanced parental awareness and responsiveness toward potential risks of sexual violence. This study highlights the strategic role of family-based protection programs integrated with adaptive sexuality education in preventing and addressing gender-based sexual violence among children with special needs. The findings provide practical implications for inclusive education policies and child protection programs that are sensitive to disability and gender issues.
Evaluating University Students’ Perceptions of Artificial Intelligence Integration in Islamic Civilization History Learning and Its Relation to Academic Adab Muriyanto Muriyanto; Ngatmin Abbas; M. Fatchurrohman; Dudi Budi Astoko
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (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.v18i2.9520

Abstract

This study analyzes the integration of Artificial Intelligence (AI) into Islamic Civilization History learning and its implications for strengthening students’ academic adab. The study employed a quantitative survey involving 80 students enrolled in the Islamic Civilization History course. Data were collected through an online questionnaire and analyzed using frequencies and percentages. The findings show that students perceive AI as a supportive learning tool that helps them understand course materials, summarize content, complete assignments efficiently, and develop flexible and independent learning practices. Importantly, AI use did not automatically weaken academic adab because students positioned it as an auxiliary tool rather than a substitute for intellectual effort, lecturer guidance, and personal responsibility. Most respondents maintained academic honesty, verified AI-generated information, avoided total dependence, respected lecturers as the primary instructional authority, and used AI with ethical awareness. These findings suggest that academic adab is shaped not merely by access to technology, but by students’ critical literacy, ethical orientation, and understanding of scholarly responsibility. The study proposes an ideal integration model based on four principles: pedagogical guidance, critical verification, transparent attribution, and reflective use. Therefore, AI should be integrated into Islamic Civilization History learning through academic rules, lecturer supervision, source checking, and assignments requiring interpretation, argumentation, and reflection. Such integration enables AI to enhance learning without reducing intellectual independence, historical reasoning, or academic integrity.
The Teacher is Not Enough: Why Achievement Motivation Trumps Teaching Styles in Islamic History Classrooms Nurhamzah Nurhamzah; Yuni Purnama Sari; Hariman Surya Siregar; Irfan Ahmad Zain
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (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.v18i2.9527

Abstract

The main focus of modern education is to enable students to learn independently, yet many students remain heavily dependent on teachers, including in the specific context of Islamic Cultural History learning. This study aims to empirically test and compare whether the teacher's teaching style or the student's achievement motivation has a stronger influence on learning independence when tested simultaneously. Using a quantitative approach with an explanatory associative design, the researchers distributed questionnaires to 104 students at Islamic Senior High School I'anatut Tholibin Margahayu-Bandung-Indonesia and analyzed the data using multiple regression via SPSS 26. The results demonstrate that while both factors have a significant positive impact, achievement motivation is the most dominant predictor of independence in studying Islamic historical narratives, as shown by its higher standardized beta coefficient. This suggests that the narrative and value-heavy nature of Islamic Cultural History (SKI) requires students to have strong internal drive to internalize historical meanings, making their own ambition to achieve more decisive for autonomy than the teacher's external delivery. In conclusion, internal psychological drive is more critical than external pedagogical methods for mastering Islamic Cultural History. Therefore, to foster autonomous learners in Islamic Cultural History, schools should integrate technical programs like 'Historical Role-Play Reflection' and 'Progressive Narrative Mapping' into their curriculum. These initiatives shift the focus from rote memorization to student-led goal-setting, allowing learners to independently analyze historical decision-making and build the self-efficacy needed to interpret historical values.
Strategies of Islamic Religious Education Teachers in Integrating Ngasa Local Traditional Values into Elementary School Learning Ahmad Abdul Rochim; Sukiman Sukiman; Zainal Arifin
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (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.v18i2.9633

Abstract

This study aims to analyze the integration of Ngasa traditional values into Islamic Religious Education (IRE) learning at SDN 2 Cisereuh, Brebes Regency, and to identify the strategies, supporting factors, and inhibiting factors involved in the process. The study employed a qualitative approach with a case study design. Data were collected through observations, interviews, and documentation involving IRE teachers, the school principal, and Jalawastu traditional leaders. Data were analyzed using the interactive model of Miles and Huberman, consisting of data condensation, data display, and conclusion drawing. The findings reveal that IRE teachers integrate Ngasa traditional values, particularly togetherness, mutual cooperation (gotong royong), and deliberation (musyawarah), into learning materials, learning processes, teaching materials, and instructional media. These values are contextualized with Islamic teachings, enabling students to understand religious concepts through their socio-cultural experiences. The integration process is supported by students’ enthusiasm, parental support, community participation, and teachers’ understanding of local cultural values. However, several challenges remain, including the limited availability of local culture-based learning resources, the absence of local cultural content in the curriculum, and insufficient professional development related to local wisdom-based learning. This study concludes that the Ngasa tradition serves as a relevant and meaningful source of values for strengthening Islamic Religious Education while contributing to the preservation of local cultural heritage.

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