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SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme
Published by Institut Agama Islam Sunan Giri Ponorogo
ISSN : 26564548     EISSN : 26564491     DOI : -
Core Subject : Education,
Education
SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme, merupakan jurnal yang membahas tentang isu-isu Pendidikan, Pendidikan Islam, dan Multikulturalisme mutakhir sebagai bentuk pengejawantahan ilmu pengetahuan seputar pendidikan dan pendidikan Islam guna membangun peradaban. Jurnal ini terbit dua kali dalam setahun. Jurnal Scaffolding memberi wadah kepada seluruh civitas akademika, peneliti, dan praktisi pendidikan dan pendidikan Islam untuk untuk mengeksplorasi hasil penelitian yang memiliki rasionalitas baik sebagai bentuk tanggung jawab akademik terhadap perkembangan ilmu pengetahuan. Jurnal Schaffolding diterbitkan setiap enam bulan sekali (Juni dan Desember) oleh Fakultas Tarbiyah Institut Agama Islam Sunan Giri (INSURI) Ponorogo.
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Articles 49 Documents
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Search results for , issue "Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme" : 49 Documents clear
Digital Transformation in Educational Management for School Quality in the Digital Era Ilyas, Ilyas; Wahab, Wahab; Imran, Imran; Mahluddin, Mahluddin; Asmawati, Asmawati
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.7735

Abstract

This study explores the phenomenon of digital transformation in educational management by examining its opportunities, challenges, and implications for school quality. The purpose of this study is to provide a comprehensive analysis of how digital tools and platforms are reshaping school governance, pedagogy, and policy. Using a qualitative literature review method, data were collected from national and international scholarly articles, policy documents, and academic reports published between 2019 and 2025. A total of ten carefully selected articles were analyzed using content analysis to identify thematic patterns related to digital transformation in schools. The findings reveal that digital technologies such as Learning Management Systems (LMS), AI-powered tools, and data-driven dashboards improve school efficiency, stakeholder engagement, and personalized learning. However, the study also uncovers significant challenges, including unequal access to digital infrastructure, limited digital literacy among educators, institutional resistance to change, and cybersecurity risks. The results underscore that the success of digital transformation depends not only on technological readiness but also on leadership vision, inclusive strategies, and sustained digital policy planning. This study contributes theoretically to the discourse on digital educational leadership and practically to school-based digital transformation strategies in the digital era.
Optimizing Principal Management for Deep Learning Curriculum Implementation in Vocational High Schools Sutikno, Sutikno
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.7780

Abstract

The present study aims to analyze the strengths, weaknesses, opportunities, and threats of school principals’ management in implementing the deep learning curriculum in vocational schools and to formulate strategic recommendations through a SWOT analysis. The current research employs a qualitative approach with a multisite case study design involving Vocational High Schools (SMK) in Central Java Province. The study population consisted of approximately 1,547 SMK principals across the province, while the research sample comprised 45 principals representing both public and private schools. Data were collected through in-depth interviews with school principals as the main informants. The analysis was conducted with thematic coding to classify the data into strengths, weaknesses, opportunities, and threats, then synthesized in an operational SWOT matrix to formulate strategic recommendations. The results suggest that the principal has strategic leadership, builds a school culture that is open to innovation, and utilizes available facilities to support the implementation of deep learning. However, internal weaknesses were found in a dense, rigid curriculum, sporadic teacher training, limited technological infrastructure, and traditional assessment practices. The external side, government policies, partnership opportunities with industry and universities, and the demands of 21st-century competencies are important opportunities. Meanwhile, students' socio-economic disparities, uneven technological readiness, and fluctuating external support are real threats. The results confirm that strategic planning based on SWOT analysis can help principals maximize strengths and opportunities, while systematically addressing weaknesses and threats. The research findings are expected to be a reference for school principals, teachers, and policymakers.
Murur Scheme Educational Model: An Andragogy-Based Innovation for Strengthening Hajj Moderation Jajat, Dede; Salam, Abdus; Karim, Abdul
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.7813

Abstract

The purpose of this study was to construct an educational model for strengthening religious moderation among elderly Hajj pilgrims at the Hajj and Umrah training institution of the Nurulhuda Islamic Education Foundation in Ciamis. This research approach used a qualitative case study method. Data collection was carried out through semi-structured interviews with the Foundation Leader, Ustadz, and elderly Hajj pilgrims. As well as observations through observing Hajj training activities for the pilgrims. Data analysis used the Miles and Huberman model, and validity testing used a data credibility test with the triangulation method. The results of the study showed: 1)Murur Scheme Education was carried out with the following schemes: Delivery of Murur policies, Socialization of new aspects in Murur policies in Muzdalifah, Comprehensive understanding of elderly pilgrims, and innovating ways to provide a correct understanding regarding the obligatory Hajj. 2)Strengthening Andragogy-Based Hajj Moderation was carried out by strengthening religious moderation in accompanying Hajj pilgrims, providing provisions before Hajj departure, during Hajj implementation, and after the peak of Hajj. 3)Implementation is carried out through the application of andragogy, through education by tutors, organization of learning materials, and learning methods. 4)Implications of Andragogy-Based Murur Scheme Education through two phases, namely, the education phase and the Andragogy-Based Hajj Moderation Strengthening Phase. The results of the study contribute by providing innovative solutions for elderly Hajj education through an andragogy approach that can be adopted by educational institutions and Hajj organizers, and support the development of a more inclusive and adaptive learning model.
Strategies, Challenges, and Solutions for Learning Islamic Religious Education for Children with Mental Disabilities SLBN Lampung Province Puspita Sari, Nina Ayu; Idi, Abdullah; Astrid, Annisa
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.7873

Abstract

This study aims to analyze the learning strategies, challenges faced, and solutions implemented by teachers in teaching Islamic Religious Education (PAI) to students with mild intellectual disabilities at SLBN PKK, Lampung Province, and SLB Dharma Bakti Dharma Pertiwi, Bandar Lampung City. This research uses a qualitative approach with a multisite type, employing data collection techniques such as observation, in-depth interviews with PAI teachers, and documentation of learning activities. The collected data were then analyzed descriptively and qualitatively through data reduction, data presentation, and drawing conclusions. The results show that PAI learning strategies at SLBN PKK, Lampung Province, and SLB Dharma Bakti Dharma Pertiwi, Bandar Lampung City, emphasize an individual approach, simple methods, direct practice, and habituation of religious rituals to facilitate student understanding. The challenges faced include students' limited cognitive abilities, a lack of engaging learning media, and low parental involvement. To address these issues, teachers applied solutions such as modifying teaching methods, using simple media, adopting a personal approach, and collaborating with parents to reinforce religious values at home. The study concludes that the success of PAI learning for students with mild intellectual disabilities requires adaptive strategies, contextualized media, and synergy between teachers, schools, and families to achieve the goals of religious education optimally.
The Effectiveness of Local Wisdom-Oriented Teaching Materials to Improve the Creative Thinking Ability of Elementary School Students Santosa, Agus Budi; Febrianto, Rohmat; Fie Dzikry, Lataniya; Ika Puspita, Ari Metalin; Adelina, Femita
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.7899

Abstract

The problem faced in learning in elementary school is that the teaching materials used by teachers are still limited to package books and monotonous worksheets, so that students get bored quickly and lack understanding of the context of the material. This condition has an impact on students' low creative thinking skills, especially in generating new ideas and solving problems. This study aims to analyze the effectiveness of local wisdom-oriented teaching materials in improving the creative thinking skills of elementary school students. The research method used is quantitative with a one group pretest-posttest design. The subjects of the study were 47 students in grade V of SDN 2 Karangan Trenggalek Regency who were selected through purposive sampling. The research instrument was in the form of a questionnaire on creative thinking skills consisting of 22 statements. Data analysis was carried out using a paired sample t-test with the help of SPSS. The results of the study showed a significant increase in students' creative thinking skills after the use of teaching materials based on local wisdom. In the pretest stage, 32% of students were in the high category, 68% in the medium category, and 0% in the low category. After treatment, the posttest results showed that 76% of students were in the high category, 24% in the medium category, and 0% in the low category. The hypothesis test yields a sig value. (2-tailed) 0.000 < 0.05, which means there is a significant difference between the pretest and posttest results. Thus, it can be concluded that teaching materials oriented to local wisdom are effective in improving the creative thinking skills of elementary school students.
Analysis of TPACK Content in the Curriculum of Educational Study Programs in Higher Education Solihin, Rahmat
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.7936

Abstract

This study aims to analyze the structure and depth of Technological Pedagogical Content Knowledge (TPACK) content in higher education curriculum documents, with a case study at the Faculty of Tarbiyah, Institut Asy-Syukriyyah, consisting of the Primary School Teacher Education (PGMI) and Islamic Education (PAI) Study Programs. The research focuses on how the curricula of the two study programs include aspects of content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), and their integration within the TPACK framework. This research uses a qualitative descriptive approach, using document analysis, interviews, and observation as data collection techniques. Data were collected from curriculum documents used in the 2024-2025 academic year at the Faculty of Tarbiyah, especially the PGMI and PAI Study Programs. Interviews were conducted with the dean of the Tarbiyah Faculty, the heads of the PAI and PGMI study programs, two lecturers, and two students, as well as observations of lecture implementation in the same academic year. The data were analyzed using qualitative methods validated through source and technique triangulation, then interpreted based on the seven TPACK components. The results show that the curricula of both study programs meet national standards, aligning graduate profiles, learning outcomes, courses, and semester learning plans (RPS). The depth of CK and PK emerges as the main strengths: PGMI emphasizes multidisciplinary content and basic teaching strategies, while PAI emphasizes mastery of Islamic sciences and teaching methodology. Meanwhile, TK and TPACK integration remain limited, mainly appearing as the use of simple digital media and online learning systems. Integration at the levels of PCK, TCK, TPK, and TPACK is still partial and not yet systematically embedded in the curriculum. This study implies that strengthening TPACK integration in curriculum design is essential to better prepare pre-service teachers for the digital era. Future research could expand the analysis to a broader range of teacher education programs in Indonesia, and further examine the effectiveness of TPACK-based curriculum interventions in improving teaching competence and student learning outcomes.
Trends and Landscape of Character Education Research in Elementary Schools: Bibliometric Analysis Witasari, Rinesti; Arif, Mahmud; Prasetyo, Sigit
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.7217

Abstract

This study aims to analyze the publication trends of character education in elementary schools, identify researchers and institutions that contribute significantly, and explore the dominant themes and keywords in the literature related to character education that affect the moral, social, and academic development of elementary school students.. The method employed was bibliometric analysis, utilizing VOSviewer and R-Studio software to map keyword networks, author collaborations, and citation patterns in character education research. Data sourced from Scopus searches totaled 59 articles over the last 10 years (2015-2025). The results of the study indicate that publications related to character education in primary schools exhibit an increasing trend from year to year, reflecting a growing emphasis on strengthening moral values. The dominant themes include character building, local wisdom, parental involvement, and thematic learning. In addition, academic collaboration between Indonesian researchers and foreign institutions continues to expand, particularly in studies that incorporate cultural values and contextual approaches. Several widely cited articles highlight the effectiveness of character education in improving students' moral, social, and academic development, as well as local culture-based implementation. This research confirms that character education plays a crucial role in shaping students' moral, social, and academic development. Students who receive a good character education exhibit higher levels of discipline, responsibility, and academic achievement. Further research is recommended to explore the effectiveness of traditional game-based approaches, ethnographic methods, and the relationship between character education and the SDGs, to expand contextual and actionable insights and practices in character education.
Contextual Strategies in Improving Understanding of the Interpretation of Tarbawi Verses Ismail, Nurjanah; Maulan, Rikza; Darmawijaya, Edi; Mardhiah, Ainal
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.7701

Abstract

The purpose of this study is to describe and analyze the application of contextual strategies in improving the understanding of learning materials of students at UIN Ar-Raniry Banda Aceh through the interpretation of Tarbsawi verses. The research method used in this study is qualitative research with a field research approach. Data were obtained from data sources in the form of observations, interviews, and documentation studies. The data sources were lecturers and students of the Islamic Religious Education (PAI) Study Program at UIN Ar-Raniry Banda Aceh. Data collection techniques were obtained through observation, interviews, and documentation. Then, the data analysis process was carried out through data reduction, coding, theme extraction, and interpretation. The results of the study indicate that: 1) The implementation of contextual strategies in the learning process of interpreting Tarbawi verses in the Islamic Religious Education Study Program at UIN Ar-Raniry Banda Aceh is implemented by connecting the teaching material with students' daily lives. Lecturers use examples relevant to students' social and cultural conditions, as well as various media, to enhance understanding. This helps students more easily understand and apply the values of tarbawi in real life. 2) The effectiveness of contextual strategies in improving the understanding of students of the PAI Study Program at UIN Ar-Raniry Banda Aceh regarding the interpretation of Tarbawi verses is that contextual strategies are proven to be effective in improving students' understanding of the interpretation of Tarbawi verses. 3) The obstacles faced by Islamic Religious Education students at UIN Ar-Raniry Banda Aceh in understanding the interpretation of Tarbawi verses through contextual strategies are differences in social and cultural backgrounds, limited literacy on deeper interpretation, and a lack of optimal learning support facilities.
Code-Switching Practices Among Bilingual Teachers in English Classrooms at Indonesian Senior High Schools Amaliah, Amaliah; Haryadi, Haryadi
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.7717

Abstract

The purpose of this research is to analyze the pedagogical and linguistic dimensions of teacher-initiated code-switching, including its contributions to classroom interaction, students’ comprehension, and language acquisition. Employing a qualitative research design with a literature review approach, this study systematically synthesizes findings from ten selected peer-reviewed articles published between 2015 and 2025. The analysis covers multiple aspects such as situational, interpersonal, intersentential, and intrasentential code-switching, as well as the motivations and outcomes associated with such practices. The findings show that code-switching serves both linguistic and pedagogical functions. Linguistically, it facilitates students' understanding of complex grammatical or abstract concepts. Pedagogically, it improves participation, reduces language anxiety, and fosters an inclusive classroom environment. Additionally, teachers’ language choice is influenced by factors such as students’ language proficiency, social context, instructional goals, and teachers’ teaching styles. These insights contribute to the ongoing discourse on bilingual education and offer practical implications for improving classroom strategies and teacher training in EFL contexts.
Integrating Multi-Madhhab Sufism in Pesantren Education Amrullah, Zen; Maimun, Agus; Asrori, Mohammad
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 3 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i3.7798

Abstract

This study examines the integration of multi-madhhab Sufism within the educational systems of Pesantren Salafiyah Syafi'iyah Sukorejo and Pesantren Zainul Hasan Genggong in East Java, employing a qualitative multi-case descriptive approach. Although both institutions formally adhere to the Sufi madhhabs recognized by Nahdlatul Ulama, namely Al-Ghazali and Al-Junaidi, field findings reveal that they organically sustain four madhhabs simultaneously: Al-Ghazali, Al-Junaidi, Abdul Qadir Al-Jailani, and Abu Hasan Al-Shadzili. Al-Ghazali dominates the cognitive domain through classical text instruction, while Al-Jailani and Al-Shadzili thrive in the ritual dimension through daily devotional practices (wirid), hagiographic recitations (manaqib), and litanies (shalawat). Al-Junaidi persists as a normative symbol without direct textual implementation, indicating that epistemic legitimacy in pesantren relies not only on textual authority but also on the charismatic authority of the kiai and oral tradition. A key difference lies in their pedagogical orientation: Sukorejo adopts an academic-institutional approach emphasizing dzauq (spiritual experiential awareness), whereas Genggong favors a personal-practical model centered on riyadlah (inner spiritual discipline) and the master-disciple relationship. This integration emerges organically from the interplay of kiai authority, local tradition, and the need for character formation, thereby preserving Sufism's relevance as the core of spiritual education without compromising its epistemic authenticity.

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