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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.
Arjuna Subject : -
Articles 1,048 Documents
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Implementation of the Deep Learning Approach in Islamic Education Learning in Elementary School Purwoko, Purwoko; Adibah, Ida Zahara; Nasikin, Moch; Mahmud, As’ad
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): 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.v8i1.8567

Abstract

This study investigates the implementation of a deep learning approach in Islamic education at SDIT Nurul Islam Tengaran. Deep learning prioritizes meaningful understanding, critical thinking, and active learner engagement. Employing a qualitative case study design, data were gathered through classroom observations, in-depth interviews with teachers and students, and an examination of instructional documents. Data analysis followed an interactive model with triangulation across sources, methods, and perspectives to ensure validity and strengthen the credibility of findings. The results indicate that the application of deep learning in Islamic education remains at an early developmental stage and has not been fully optimized. The instructional design integrates Qur’anic studies, religious practices, and extracurricular activities as interconnected pathways for linking conceptual knowledge with students’ real-life experiences. Several supporting factors were identified, including a school culture grounded in Islamic values, teachers’ intrinsic motivation, and alignment with curriculum policy. However, notable challenges persist, such as limited teacher competence in designing deep learning–oriented strategies, insufficient contextual learning materials, and restrictions related to time and institutional resources. This study recommends enhancing teacher professional development, developing reflection-based teaching modules, and promoting collaborative planning between Islamic education teachers and other subject educators to foster holistic and transformative learning. The findings are expected to contribute to the development of adaptive, innovative, and contextually responsive Islamic education practices that meet the learning demands of 21st-century students.
Perception and Readiness of Pre-Service Teachers in Implementing Individualized Educational Program (IEP) in Inclusive Education Hidayah, Anis; Mustakim, Adam; Nafisah, Durrotun; Wahono, Suparwoto Sapto; Machfudi, Moch. Imam; Arifin, Miftah
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): 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.v8i1.8598

Abstract

This study aimed to analyze: (1) pre-service teachers' perceptions of the urgency of the IEP, (2) their readiness (cognitive, affective, and skills) to design and implement it, and (3) the influence of internal and external factors on this readiness. A quantitative approach using descriptive and correlational survey methods was employed. The research subjects were 38 seventh-semester prospective teachers at universities in East Java, Indonesia. The universities were Jember Islamic University, State Islamic University (UIN Kyai Haji Ahmad Shiddiq), and Nurul Jadid University, which were selected through purposive sampling. Data were collected using a valid and reliable Likert scale questionnaire. The data analysis used was descriptive analysis and multiple linear regression. Descriptive analysis revealed that 64.5% of participants had positive readiness and perceptions. While perception of IEP urgency was high (73.7% positive), external factors like institutional support showed the lowest positive percentage (57.9%). Multiple Linear Regression indicated that internal and external factors together significantly influenced readiness (R²=0.794), with internal factors (β=0.512) being more dominant than external ones (β=0.387). The novelty of this finding underscores that while personal competence development is foundational, systemic support from teacher education institutions is equally critical for successful IEP implementation, highlighting a necessary dual focus in teacher preparation programs.
Reading Literacy Culture as a Determining Factor of Social Studies Learning Outcomes in Junior High Schools Wahyuningsih, Nur; Restian, Arina; Tinus, Agus
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): 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.v8i1.8606

Abstract

This study aims to analyze the relationship between reading literacy culture and students’ learning outcomes in Social Studies among seventh-grade students at SMP Negeri 2 Mantingan. The study employed a mixed-methods approach with a correlational research design, integrating quantitative and qualitative methods to obtain a comprehensive understanding of the relationship between the variables. Quantitative data were collected using a questionnaire to measure students’ reading literacy culture, while qualitative data were obtained through structured interviews and observations to explore contextual factors influencing literacy habits and Social Studies learning. Secondary data were derived from official school documents, including students’ test scores and report card records. The population of this study consisted of all seventh-grade students at SMP Negeri 2 Mantingan, totaling 33 students. Due to the relatively small population size, a total sampling technique was applied, in which all members of the population were included as research participants. Data analysis techniques included instrument validity and reliability tests, normality testing, linearity testing, and hypothesis testing using the Pearson Product-Moment correlation with the assistance of SPSS software. The results of the analysis indicated that the data were normally distributed and exhibited a linear relationship. The Pearson Product-Moment correlation test revealed a positive relationship between reading literacy culture and students’ Social Studies learning outcomes, leading to the rejection of the null hypothesis (H₀) and the acceptance of the alternative hypothesis (H₁). These findings demonstrate that reading literacy culture plays an important role in improving students’ Social Studies learning outcomes. Therefore, strengthening reading literacy culture should be systematically integrated into Social Studies instruction, particularly within the framework of the Merdeka Curriculum.
Determination of Entrepreneurial Education and Attitudes, Subjective Norms, and Entrepreneurial Intentions Towards Ecopreneur Behavior of Culinary Entrepreneurs in the Special Region of Yogyakarta Riani, Lilia Pacsa; Mulyani, Endang; Manik, Yuni Mariani; Supriyanto, Supriyanto; Sumarsih, Sri
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): 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.v8i1.8617

Abstract

This study aims to analyze the effects of entrepreneurship learning, entrepreneurial attitudes, subjective norms, and entrepreneurial intentions on ecopreneurial behavior. Guided by the Theory of Planned Behavior (Ajzen, 1991), the research employed a quantitative approach using path analysis to examine direct and indirect relationships among the variables. This study examines how entrepreneurship learning influences ecopreneurial behavior through attitudes, subjective norms, and entrepreneurial intention. Primary data were collected through questionnaires from culinary MSME entrepreneurs in the Special Region of Yogyakarta. The research population comprised active culinary entrepreneurs, with samples selected using purposive sampling. Data were analyzed using Structural Equation Modeling (SEM) with AMOS to test direct and indirect relationships among variables and validate the proposed behavioral model. The findings show that entrepreneurship learning significantly enhances entrepreneurial attitudes and intentions, with intention mediating the relationship between learning and ecopreneurial behavior. Experiential learning, mentoring, and formal education emerge as key drivers of sustainable entrepreneurial intention. Overall, effective entrepreneurship learning strengthens ecopreneurial behavior, supporting sustainable economic development among culinary entrepreneurs.
Analysis of Primary School Teachers' Perceptions of Everyday Digital Literacy on Students' Social Interaction Patterns Mahira, Riska; Hidayat, Otib Satibi; Marini, Arita
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): 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.v8i1.8632

Abstract

This study aims to analyse primary school teachers' perceptions of everyday digital literacy and its influence on students' social interaction patterns, extending previous research that predominantly focused on digital literacy among teachers or students as separate populations in primary education settings. The study employed a quantitative approach involving 177 primary school teachers and 160 public primary school students in Banten Province, selected using simple random sampling. Data were collected through questionnaire-based surveys and analysed using SPSS and SmartPLS. The findings indicate that there are no significant differences in everyday digital literacy levels between male and female teachers. Teachers’ digital literacy, particularly in information and communication competencies, shows a significant influence on students’ social interaction patterns, mainly in shaping the interaction environment, emotional atmosphere, and leadership dynamics in the classroom. Overall, the results confirm that teachers’ everyday digital literacy plays a crucial role in supporting positive social interaction among primary school students, although its influence on empathetic aspects of interaction remains relatively limited.
Problem-Based Learning Management in Developing the Character of Elementary School Students Ritonga, Hotman Sugeng; Patimah, Siti; Murtafiah, Nurul Hidayati
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): 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.v8i1.8639

Abstract

This study aims to analyze the relationship between reading literacy culture and students’ learning outcomes in Social Studies among seventh-grade students at SMP Negeri 2 Mantingan. The study employed a mixed-methods approach with a correlational research design, integrating quantitative and qualitative methods to obtain a comprehensive understanding of the relationship between the variables. Quantitative data were collected using a questionnaire to measure students’ reading literacy culture, while qualitative data were obtained through structured interviews and observations to explore contextual factors influencing literacy habits and Social Studies learning. Secondary data were derived from official school documents, including students’ test scores and report card records. The population of this study consisted of all seventh-grade students at SMP Negeri 2 Mantingan, totaling 33 students. Due to the relatively small population size, a total sampling technique was applied, in which all members of the population were included as research participants. Data analysis techniques included instrument validity and reliability tests, normality testing, linearity testing, and hypothesis testing using the Pearson Product-Moment correlation with the assistance of SPSS software. The results of the analysis indicated that the data were normally distributed and exhibited a linear relationship. The Pearson Product-Moment correlation test revealed a positive relationship between reading literacy culture and students’ Social Studies learning outcomes, leading to the rejection of the null hypothesis (H₀) and the acceptance of the alternative hypothesis (H₁). These findings demonstrate that reading literacy culture plays an important role in improving students’ Social Studies learning outcomes. Therefore, strengthening reading literacy culture should be systematically integrated into Social Studies instruction, particularly within the framework of the Merdeka Curriculum.
Spiritualism Types and Implications of Saudi Arabian Cultural Transmission of Religious Moderation in Indonesia Basith, Fardan Abdul; Purwandi, Ayi Dini; Erihadiana, Mohamad; Mahmud, Mahmud; Hamdani, Dwi Haryanto; Aziz, Muhammad Ridwan
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): 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.v8i1.8642

Abstract

This study aims to systematically examine patterns of spiritualism and the impact of Saudi Arabian religious and cultural transmission on religious moderation in Indonesia through a Systematic Literature Review (SLR). The data consist of secondary qualitative data derived from peer-reviewed journal articles, academic proceedings, scholarly books, and research reports that examine Saudi Arabian religious-cultural influence, Islamic spiritualism, and religious moderation in Indonesia and the broader Asian Muslim context. Data sources were obtained from reputable academic databases, including Scopus, Web of Science, Google Scholar, DOAJ, and Garuda Ministry of Research, Technology, and Higher Education. The selected literature was published between 2019 and 2025 and written in either English or Indonesian. After applying inclusion and exclusion criteria, 30 articles were deemed eligible and used as the primary corpus for analysis. Data collection was conducted through a systematic and multi-stage literature search strategy. Relevant keywords were identified through an initial scoping search and refined using Boolean operators (AND, OR) to enhance search precision. All retrieved publications were managed using reference management software (Mendeley) to organize citations and remove duplicates. Data analysis was performed using thematic synthesis, as developed by Thomas and Harden. The analytical process consisted of three main stages. First, line-by-line coding was applied to extract meaningful units related to cultural transmission, spiritualism, and religious moderation. Second, the initial codes were organized into descriptive themes that reflect recurring patterns across the literature. Third, analytical themes were developed through interpretative synthesis to generate conceptual insights into how Saudi Arabian cultural transmission interacts with local Indonesian socio-religious dynamics. This approach allows the integration of diverse methodological perspectives and facilitates the development of a comprehensive analytical framework that explains the relationship between transnational religious influence and religious moderation in Indonesia.
The Effect of Nature-Themed English Songs on Humanistic Values Development in Early Childhood Education Aryanti, Nurul; Lestari, Pratiwi; Ardiansyah, Welly
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): 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.v8i1.8687

Abstract

The quasi-experimental study examined the effectiveness of nature-themed English songs in developing humanistic values among children in Early Childhood Education (PAUD). The population consisted of children aged 4–5 years, a critical stage for social, emotional, and character development. The research was conducted at Chatya Manis PAUD, and a non-probability sampling method was used. Two existing PAUD classes were deliberately selected because they were comparable in age, gender distribution, and baseline humanistic values. One class served as the experimental group, while the other functioned as the control group. Statistical analyses confirmed that no significant differences existed between the groups at the pretest stage, ensuring a valid comparison. The sample comprised 60 children aged 4–5 years (M = 4.6, SD = 0.52), evenly divided into two groups of 30 children, with a balanced gender composition. The experimental group participated in an eight-week intervention, whereas the control group continued with the standard PAUD curriculum. Data were analyzed with independent t-tests and hierarchical linear regression. Results show that the experimental group demonstrated a statistically significant and substantially greater improvement in humanistic values (M=4.25, SD=0.38) compared to the control group (M=3.45, SD=0.42), t(58)=7.84, p<.001, with a very large effect size (Cohen's d=1.99). Hierarchical regression confirmed the song intervention was a strong and unique predictor (β=0.74, p<.001), explaining 54% of the variance (ΔR²=0.54) in outcomes after controlling for age and gender. In conclusion, nature-themed English songs are a highly effective, evidence-based pedagogical tool for promoting humanistic character development in PAUD. The study recommends the systematic integration of such musical activities into early childhood curricula to cultivate empathy, environmental appreciation, and curiosity.
Developing an Interactive Digital Flipbook to Enhance Junior High School Students’ Creative Thinking Skills Arisanti, Titis Dyah; Tinus, Agus; Restian, Arina
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): 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.v8i1.8697

Abstract

This study aims to develop and evaluate an interactive digital flipbook as a digital learning medium in science education to foster the creative thinking abilities of junior high school students, particularly in learning about physical and chemical changes and mixture separation. This research utilized a Research and Development (R&D) approach guided by the Four-D model, encompassing the phases of definition, design, development, and dissemination. The research population comprised all seventh-grade students of SMP Muhammadiyah 3 Baron, Nganjuk Regency, in the 2024/2025 academic year. The sample consisted of 13 seventh-grade students selected using a saturated sampling technique. Data were collected through material and media expert validation, pre-test and post-test of creative thinking skills, student response questionnaires, classroom observations, and teacher interviews. The data sources included primary data and secondary data in the form of curriculum documents and relevant literature. Data analysis was conducted using descriptive quantitative and qualitative techniques through percentage analysis and N-Gain calculation. The results indicated that the developed digital flipbook demonstrated a very high level of validity, with scores of 93% from material experts and 99% from media experts. The practicality test showed that the teaching material was very practical, as reflected by a student response score of 84%. The effectiveness test revealed an improvement in students’ creative thinking skills, with the mean score increasing from 61.11 to 74.79 and an N-Gain value of 0.35 (moderate category). Therefore, the interactive digital flipbook is feasible and effective for supporting science learning focused on strengthening creative thinking skills.
Transformative Care-Based Supervision and Sustainable Teacher Performance Shofwani, Siti Aniqoh; Raharjo, Tri Joko; Fakhruddin, Fakhruddin; Arief, Sandy; Taufikin, Taufikin
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): 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.v8i1.8733

Abstract

This study aims to examine the effectiveness of Transformative Care-Based Supervision, which integrates academic, collaborative, and clinical supervision, in strengthening teacher competence, psychological well-being, and sustainable performance. Employing a quantitative explanatory research design, the study was conducted among the population of senior high school teachers in Rembang, Central Java, from which samples were selected using proportional stratified random sampling, resulting in 312 teachers as research participants. Data were collected through a structured questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The results indicate that academic, collaborative, and clinical supervision have significant positive effects on teacher competence. Teacher competence, in turn, significantly enhances teacher well-being and performance, while well-being also directly contributes to improved performance. Furthermore, competence and well-being function as significant mediators, including a serial mediation pathway linking supervision to sustainable teacher performance. These findings demonstrate that the impact of supervision on performance is primarily indirect, operating through the development of professional capacity and psychological resources. This study contributes theoretically by advancing a care-based paradigm of supervision and provides practical implications for designing supervision policies that integrate pedagogical competence, emotional support, and teacher well-being as foundations for long-term performance.

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