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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 1,108 Documents
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Determinants of Student Achievement in Economic Learning Mokhammad Wahyudin; Lindawati Lindawati; Mohammad Hisyam Yahya
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.v18i2.9649

Abstract

Student academic achievement is influenced by various internal and external learning factors that shape students’ readiness, behavior, and support systems. This study aims to examine the effects of learning interest, learning discipline, learning style, learning facilities, and parental attention on the academic achievement of Class X E students in Economics at SMAN 1 Sumber Cirebon. This study used a quantitative survey design. The population consisted of all 96 students in Class X E, and total sampling was applied so that all students became respondents. Data were collected through questionnaires and documentation, then analyzed using multiple linear regression with SPSS version 15. The findings show that learning discipline and parental attention have positive and significant effects on students’ academic achievement. Learning interest shows a positive direction but does not have a statistically significant partial effect. Learning style and learning facilities also do not show significant partial effects. These results indicate that students’ achievement in Economics is more closely related to disciplined learning behavior and family support than to learning preferences or facilities alone. The study concludes that schools need to strengthen learning discipline, build students’ learning interest, and encourage parental involvement to support better academic achievement.
Character-Based English Language Education Model in the Era of Digital Transformation Romdanih Romdanih; Yuliwati Yuliwati; Lutfi Hardiyanto
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.v18i2.9689

Abstract

This study aims to formulate and develop a conceptual model of character-based English language education in the era of digital transformation (CBELT-DT). A systematic and rigorous research approach was adopted through a Systematic Literature Review (SLR), adhering to the PRISMA 2020 protocol and SPAR-4-SLR framework, to ensure transparency and replicability in synthesizing the literature. The research was conducted using a Systematic Literature Review (SLR) approach on 25 articles published between 2020 and 2025, sourced from Google Scholar, Scopus, and DOAJ. The inclusion criteria focused on the integration of character education, digital literacy, and instructional innovation within English language teaching contexts. Thematic analysis identified five main themes: the integration of character values in English language learning, the reinforcement of digital literacy and ethics, media and instructional technology innovation, the development of intercultural competence, and the philosophical and cultural foundations of character education. The findings indicate that the CBELT-DT model emphasizes synergy between teacher readiness, technology-based instructional strategies, the internalization of character values, and reflective evaluation. This model is rooted in local values with a global orientation and is relevant for strengthening students’ academic competence, digital ethics, and identity. The study contributes to curriculum development, teacher capacity building, and the formulation of adaptive educational policies in response to the challenges of the digital era. Further research is recommended for empirical testing of the CBELT-DT model and the development of valid digital character assessment instruments. These findings underscore the urgency of integrating character education, digital literacy, and global competence into English language learning as a strategic response to the dynamics of 21st-century education.
Pedagogical Interactions Based on the Local Wisdom of Kampung Adat Dukuh for Strengthening Students' Mutual Cooperation and Religious Character Hikmat Hikmat; Yadi Ruyadi; Juntika Nurhihsan; Encep Syarief Nurdin
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.v18i2.9715

Abstract

This study examines how local wisdom shapes pedagogical interactions and character formation among elementary school students in Kampung Adat Dukuh amid ongoing digital transformation. While previous research has emphasized cultural values, the mechanisms through which these values are transmitted in indigenous communities remain underexplored. Using a qualitative approach with an educational ethnography design, this study focuses on six students in Grades IV–VI as primary participants, supported by interviews with customary leaders, religious figures, community leaders, village officials, and parents. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using an interactive model. The findings show that pedagogical interactions are embedded in communal activities such as gotong royong (mutual cooperation), religious gatherings, congregational prayers, and other shared social practices involving both children and adults. Values are internalized through active participation, habituation, role modeling, and intergenerational engagement. These processes indicate that character education occurs naturally within everyday community life rather than through formal instruction. The study introduces the concept of a “living pedagogy system,” referring to a continuous, socially embedded learning process rooted in community practices. It highlights indigenous communities as dynamic pedagogical ecologies that remain relevant for strengthening children’s character in the face of digital-era challenges.
The Effect of Principal's Transformational Leadership and Teacher Work Commitment on Instructional Performance Outcomes in Public Elementary Schools Gusra Farnita; Nurhizrah Gistituati; Nellitawati Nellitawati; Ahmad Sabandi; Erwin Pri Utomo
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.v18i2.9618

Abstract

This study aimed to analyze the influence of principals’ transformational leadership and teacher work commitment on instructional performance outcomes in public elementary schools in Padang Pariaman Regency, Indonesia. This study employed a quantitative explanatory research design. The sample consisted of 182 teachers selected through cluster multistage stratified random sampling. Data were collected using a validated and reliable Likert-scale questionnaire and analyzed using descriptive statistics, simple regression, and multiple regression analysis. The findings showed that principals’ transformational leadership had a positive and significant effect on teachers’ instructional performance outcomes. In contrast, teacher work commitment did not have a significant partial effect, although teachers generally demonstrated a good level of commitment. Simultaneously, transformational leadership and work commitment had a significant effect on instructional performance outcomes; however, their combined contribution was relatively small, explaining only 4.0% of the variance. Transformational leadership emerged as the dominant predictor in the model. The study concludes that improving instructional performance outcomes requires strengthening principals’ transformational leadership, particularly intellectual stimulation and individualized consideration, while also supporting teachers through professional development, adequate resources, and conducive school conditions.
Formulating Adaptive Islamic Education Policies: Conservative Resilience of Salafi Dayah Amid Digital Disruption Zainuddin Zainuddin; Syamsul Rizal; Samsuar Samsuar; Mohd Nasir; Rita Sari
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.v18i2.9724

Abstract

This study aims to reinterpret the resilience of Salafi dayah in Aceh in facing the digital era, not as an absolute rejection of modernization, but as a conservative pedagogical strategy that preserves the continuity of Islamic knowledge, the authority of the teungku, communal discipline, and the tradition of kitab kuning. This study employs a qualitative ethnopedagogical approach by combining field observations, interviews with teungku and santri, and an examination of curriculum documents, learning routines, and disciplinary practices within the dayah environment. The findings indicate that the conservative resilience of Salafi dayah is formed through five main mechanisms: a curriculum orientation rooted in inherited traditions, the preservation of bale beut and the bandongan-sorogan methods, moral formation through bodily discipline, the charismatic legitimation of the teungku, and the selective use of digital technology. Salafi dayah do not entirely reject change; rather, they negotiate digital disruption by distinguishing technologies that support da‘wah and scholarly references from those that may weaken adab, concentration, and communal obedience. Thus, conservatism in Islamic education can be understood as a reflective form of cultural defense, rather than mere stagnation.
Integrating Andragogy Principles in Employee Training: Literature Study Anzar Agustian; Hiryanto Hiryanto
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.v18i2.5341

Abstract

This study aims to analyze and synthesize the results of research on the integration of andragogy principles in employee training and identify best practices for its application in human resource development. The research uses the literature study method (library research) with a descriptive-qualitative literature review approach. The research data is in the form of secondary data sourced from 10 national and international journal articles published in 2017–2025 which were obtained through Google Scholar, Scopus, SINTA, Garuda, and ResearchGate. Data collection is carried out through documentation studies, while data analysis uses content analysis which includes data reduction, theme grouping, data presentation, and conclusion drawn. The results showed that the application of andragogy principles, such as self-directed learning, relevance of the material to work needs, utilization of participant experiences, problem-based learning, and intrinsic motivation, contributed to increased participant engagement, skill retention, learning satisfaction, and training effectiveness. In addition, the integration of digital technologies, gamification, and artificial intelligence expands the implementation of andragogy in modern training that is more adaptive. In practical terms, these findings provide a basis for organizations to design participatory, contextual, and flexible training. Theoretically, this study strengthens the relevance of andragogy as an adult learning approach in an organizational context. Further research is suggested to test the effectiveness of an andragoggy-based training model through empirical studies on various industrial sectors.
The Effect of School Climate and Empathy on Cyberbullying Behavior in Students M. Zuhdy Mukromin Khamzah; Elce Purwandari; Dina Ervina; Wildan Miftahussurur; Eka Yulianti
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.v18i2.5881

Abstract

The increasing use of social media among adolescents has created new challenges in the educational environment, particularly concerning cyberbullying behavior. This study aims to examine the influence of school climate and empathy on cyberbullying behavior among students at SMPN 1 Lubuklinggau. A quantitative research design was employed involving 300 students selected from a population of 1,184 students using purposive sampling. Data were collected through questionnaires measuring school climate, empathy, and cyberbullying behavior. The instruments consisted of 28 school climate items, 30 empathy items, and 56 cyberbullying items, using a four-point Likert scale. The data were analyzed using multiple linear regression, supported by t-tests and an F-test at a 5% significance level. The findings indicate that school climate has a significant negative effect on cyberbullying behavior (B = −0.224; t = −2.093; p = 0.037), indicating that a more positive school climate is associated with lower cyberbullying behavior. Empathy, however, does not have a statistically significant effect on cyberbullying behavior (B = −0.145; t = −1.229; p = 0.220). Simultaneously, school climate and empathy significantly contribute to the prediction of cyberbullying behavior (F = 3.176; p = 0.043), although the model explains only 2.1% of the variance. These findings indicate that school climate plays a significant role in cyberbullying behavior, while other factors beyond the variables examined may also contribute substantially.
Evaluation of the Arabic Language Teachers' Discussion Forum (MGMP) Program in Madrasah Tsanawiyah for Enhancing Teacher Competence Muhammad Hidayaturrahman; Falahun Ni'am; Nur Hidayat
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.v18i2.7200

Abstract

This study examines the effectiveness of the Musyawarah Guru Mata Pelajaran (MGMP) program for Arabic language teachers at Madrasah Tsanawiyah (MTs) in Bengkulu City through the Context, Input, Process, and Product (CIPP) evaluation framework. Although the MGMP program has been widely implemented throughout Indonesia to strengthen teachers’ professional competencies, its effectiveness in Bengkulu City has not been comprehensively assessed. The research employs a mixed-methods design, integrating qualitative data obtained from interviews with Arabic language teachers, MGMP coordinators, and relevant stakeholders, alongside quantitative data collected through teacher questionnaires. Document analysis was also conducted to support the findings. The evaluation focused on the four dimensions of the CIPP model: context, input, process, and product. The results indicate that the MGMP program generally corresponds to the professional development needs of teachers and contributes positively to the enhancement of their pedagogical competence. Nevertheless, several challenges were identified, including insufficient resources, irregular participation, and the use of outdated training materials. The implementation process demonstrated varying degrees of teacher involvement; while some participants gained significant benefits from the activities, others perceived them as lacking practical applicability. Overall, the program contributed to improvements in lesson preparation and instructional methods, although its influence on classroom teaching practices varied among participants. These findings highlight the need for program improvements to overcome existing limitations and enhance its overall effectiveness.
Implementation of Outcome-Based Education in Higher Education Curricula: A Comparative Study of Student Empowerment at UNNES and Chulalongkorn University All Fine Loretha; Mintarsih Arbarini; Bagus Kisworo; Arini Dwi Cahyani; Rendi Agung Febrianto
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.v18i2.8165

Abstract

As higher education systems worldwide face increasing pressure to demonstrate measurable learning outcomes and respond to changing societal and labor-market needs, Outcome-Based Education (OBE) has become increasingly important for curriculum transformation. This study analyzes OBE implementation in the Non-Formal Education Program at Universitas Negeri Semarang (UNNES), Indonesia, and the Lifelong Learning Program at Chulalongkorn University, Thailand, focusing on implementation strategies, challenges, and opportunities. Using a qualitative comparative case study, data were collected from lecturers, students, program managers, and alumni through interviews, observations, curriculum document analysis, and focus group discussions, and analyzed using the Miles and Huberman interactive model and cross-case comparison. Findings show that UNNES implements OBE with reference to the Indonesian National Qualifications Framework (KKNI), emphasizing local needs and community empowerment, whereas Chulalongkorn University integrates OBE within a lifelong learning framework characterized by credit flexibility, Recognition of Prior Learning, and alignment with the ASEAN Qualifications Reference Framework (AQRF). Both institutions face challenges related to authentic assessment consistency, faculty preparedness, and diverse student backgrounds. Nevertheless, international collaboration, portfolio-based assessment, and sister-curriculum development offer significant opportunities. The study demonstrates how institutional contexts shape OBE implementation and contributes to developing adaptive, inclusive, and student-empowering higher education models in Southeast Asia.
Implementation of Deep Learning in Project Based Learning on Early Childhood Independence Made Vina Arie Paramita; Rendy Setyowahyudi; Ni Putu Vivin Indrawati; Rizky Drupadi
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.v18i2.9740

Abstract

Independence in early childhood is an important aspect of character development and life skills that need to be developed from an early age. However, in practice, children's independence has not yet been optimally developed. This study aims to analyze the level of implementation of deep learning in project-based learning in early childhood education and its relation to children’s independence. This study employed a qualitative approach. Data were collected through in-depth interviews with early childhood education teachers in Buleleng Regency, as well as observation questionnaires to assess children’s independence. There were six teachers interviewed and 20 children observed to strengthen the data. The results showed that children were able to demonstrate independent behavior across various indicators, namely learning initiative, responsibility, decision-making, discipline and time management, as well as perseverance during project activities. Several challenges in implementing Deep Learning in Project-Based Learning (PjBL) were identified, including differences in teachers’ understanding of the Deep Learning concept, limited instructional time, lack of contextual learning media and resources, uneven parental involvement, and the characteristics of early childhood learners who still require intensive guidance. Several contextual strategies were implemented, such as the use of projects based on daily activities, the provision of open-ended questions and simple reflections, the utilization of the surrounding environment as a learning resource, collaboration with parents, and the gradual application of scaffolding according to children’s developmental needs.

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