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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 1,057 Documents
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Principal Entrepreneurship in Building Effective Learning Resources Qomariyah, Titik Nur; Soenaryo, Siti Fatimah; Syahri, M.
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.v8i1.8773

Abstract

This study aims to analyze the entrepreneurial competency of the Principal of Muhammadiyah 1 Jombang Elementary School in creating innovative, sustainable, and relevant learning resources to meet the needs of the times. Using a qualitative phenomenological approach, Research data was collected through triangulation techniques, namely unstructured in-depth interviews, participant observation, and documentation. Research data was collected through triangulation techniques, namely unstructured in-depth interviews, participant observation, and documentation, this study explores the subjective experiences of the principal as an agent of change through in-depth interviews, participant observation, and documentation, strengthened by triangulation of sources and techniques. The data analysis technique refers to the Miles and Huberman model, which includes three sequential stages: (1) data reduction, namely sorting, focusing, and simplifying raw data into meaningful units based on research themes; (2) data presentation, in the form of compiling findings in the form of thematic narratives and analytical tables to clarify patterns and relationships between categories; and (3) drawing conclusions and verification, where researchers identify core meanings, consistent patterns, and phenomenological interpretations that emerge from verified data. The results show that the principal understands entrepreneurship not only as an economic activity, but as a transformative leadership strategy to develop a dynamic learning ecosystem. Innovations such as Batik, Al-Islam Textbooks, Madrasah Cooperatives, Used Cooking Oil Programs, and IPMKids are concrete manifestations of utilizing local resources into contextual learning resources. Despite facing limited facilities and funds, the principal successfully optimized internal potential through collaboration, an innovative culture, and the integration of entrepreneurship into the Madrasah Operational Curriculum. The impact is seen in increased motivation, independence, and understanding of student academic concepts, which are reflected in the Mathematics and Science learning process, as well as the transformation of the teacher's role into an active learning facilitator. This research confirms that educational quality does not depend on the completeness of infrastructure, but rather on the entrepreneurial spirit of visionary, adaptive, and student-centered leadership. This research is expected to inspire other madrasas in developing holistic, inclusive, and sustainable education.
The Influence of Transformational Leadership, Academic Culture, and Knowledge Sharing on Lecturers' Performance at Universities Supriatna, Supriatna
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.v8i1.8782

Abstract

This study aims to examine the partial and simultaneous effects of transformational leadership, academic culture, and knowledge sharing on lecturers' performance at Al-Ihya Kuningan Islamic University. Lecturers' performance is a crucial indicator of higher education quality as it is directly related to the implementation of the tridharma of higher education, namely teaching, research, and community service. This research employed a quantitative approach using a descriptive-verificative method. The data in this study consisted of primary data obtained from lecturers through questionnaire responses and secondary data derived from institutional documents, performance reports, and relevant higher education records. Data were collected through a Likert-scale questionnaire distributed to lecturers as research respondents. The collected data were analyzed using simple linear regression and multiple linear regression with the assistance of SPSS software. The results indicate that transformational leadership, academic culture, knowledge sharing, and lecturers' performance were categorized as moderately good, with average scores of 68.4%, 70.1%, 72.6%, and 69.8%, respectively. Partial regression analysis shows that transformational leadership (Sig. = 0.024), academic culture (Sig. = 0.017), and knowledge sharing (Sig. = 0.000) have a positive and significant effect on lecturers' performance. Furthermore, multiple regression analysis confirms that these variables simultaneously have a significant effect on lecturers' performance (Sig. = 0.000), with knowledge sharing as the most dominant variable. This study concludes that improving lecturers' performance requires the synergy of inspirational transformational leadership, a supportive academic culture, and a structured and sustainable knowledge-sharing system within higher education institutions.
Strengthening Student Well-Being in the Digital Era Through Character Strengths: A Systematic Review Anbiya, Bakti Fatwa; Budimansyah, Dasim; Maftuh, Bunyamin; Komalasari, Kokom
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.v8i1.8789

Abstract

This study aims to synthesize empirical evidence on the role of character strengths in strengthening student well-being in the digital era and to examine its implications for character education policy. Using a systematic literature review guided by the PRISMA framework, this study conducted identification, screening, and eligibility assessment processes, resulting in the inclusion of 26 peer-reviewed international articles published between 2011 and 2024 from Scopus, Web of Science, and ERIC databases. Data were analyzed through thematic synthesis to identify dominant digital risks, character strengths associated with well-being, and their functional roles. The findings indicate that digital risks do not exert deterministic effects on student well-being; rather, their impact is conditional and shaped by students’ character strengths. Self-regulation, hope, gratitude, perseverance, and critical thinking consistently emerged as key strengths that function as direct predictors, moderators, and mediators of student well-being. These findings highlight the importance of reframing character education from a moral–normative orientation toward a strength-based and evidence-informed approach. The study concludes that strengthening student well-being in the digital era requires sustained educational investment in character strengths as preventive psychological capacities that support adaptive digital engagement and flourishing.
Vocational Education and Skills Training in Traditional Islamic Schools in Southeast Asia (1975–2025) Pamungkas, Alim Harun; Aryawan, Fatah Nasikh; Ramadani, Putra; Ramadhani, Rizki Putri; Fauzi, Handriva; Hendri, Sherlyane; Saputra, Anggi Firmanjaya
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.v8i1.8825

Abstract

Traditional Islamic educational institutions have historically shaped religious and socio-cultural life in Southeast Asia, yet their contribution to vocational education and skills training has not been systematically synthesized. This study examines how vocational education has been conceptualized and implemented in traditional Islamic schools (pesantren, pondok, and madrasah) across Indonesia, Malaysia, Thailand, Brunei Darussalam, and Singapore from 1975 to 2025. Using a Systematic Literature Review (SLR) guided by PRISMA 2020, 2,099 records were identified in Scopus, of which 32 peer-reviewed studies met the inclusion criteria for analysis. The findings indicate three major patterns. First, vocational education in Islamic schools has evolved from informal life-skills transmission into more structured models, including entrepreneurship training, agricultural programs, TVET-aligned curricula, and hybrid digital initiatives. Second, significant cross-national variation exists: Indonesia (n = 18) and Malaysia (n = 7) show stronger institutional integration with national TVET systems, while Thailand (n = 3), Brunei (n = 2), and Singapore (n = 2) emphasize community-based or hybrid skill models. Third, vocational education is framed not only as employability enhancement but also as religious obligation and identity formation. Theoretically, the review demonstrates that vocational education in Islamic institutions functions simultaneously as an economic strategy, a capability-expanding process, and an identity-forming practice. These findings challenge state-centered conceptions of TVET and reposition Islamic schools as adaptive actors in regional skills ecosystems. Future research should incorporate comparative field studies, longitudinal institutional analysis, and multilingual databases to deepen empirical and contextual understanding.
The Campus Teaching Program in Improving the Morals of Elementary School Students in Islamic Religious Education Subjects Rahmat, Azwar; Ansyah, Edi; Salamah, Salamah; Purwaningatmaja, Yesi
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 6 No. 3 (2024): Geographical Coverage: Indonesia
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v6i3.9000

Abstract

This research aims to improve the moral values of fifth-grade students in the Islamic Religious Education subject at State Elementary School 24 Seluma through the Kampus Mengajar program. The method used is Classroom Action Research (CAR) following the Kemmis and McTaggart model, which includes planning, action, observation, and reflection stages. The object of this research is student morale, with 27 fifth-grade students as the research subjects. The research data consists of moral attitudes, specifically in the aspects of expressing gratitude and requesting help, sourced from student activities during the learning process. Data collection techniques included direct observation using observation sheets to measure the development of individual student behavior. Data analysis in this study employs comparative descriptive techniques and critical analysis. Quantitative data from observation sheets are calculated using average scores and percentages to track improvement trends in student morale from pre-cycle through Cycle II. Meanwhile, qualitative data from field notes are processed through data reduction and display to illustrate specific behavioral changes in expressing gratitude and requesting assistance. The action is deemed successful when the students' average moral score reaches the predetermined performance indicator of at least 75. The results indicate that the implementation of the Kampus Mengajar program successfully improved student morale gradually in each cycle. In Cycle II, the lowest score was 75, the highest was 96, and the average was 86. These findings indicate that the success criteria have been met and the program is effective in shaping the character and morale of elementary school students.
Bridging Micro and Macro Structures Through an Integrated Islamic Education Model for Strengthening Social Cohesion Rizki, Muhammad; Mustanir, Mustanir; Silahuddin, Silahuddin; Jasafat, Jasafat; Sabirin, Sabirin
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 2 (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.v7i2.8238

Abstract

This study examines the practice of integrated education in Aceh Besar, Indonesia, a region with strong Islamic traditions and the implementation of Islamic law, to explore how religious values are internalized while simultaneously fostering social cohesion and using a qualitative multiple case study design. This research was conducted at SMP Negeri 1 Darul Imarah, SMP Negeri 1 Ingin Jaya, SMP Negeri Ali Hasjmy (a boarding school), SMP Negeri 1 Darussalam, SMP Negeri 1 Kuta Baro, and SMP Negeri 3 Ingin Jaya. The method used was a qualitative approach, with data collected through in-depth interviews, focus group discussions, and document analysis. Data were analyzed thematically to identify patterns and mechanisms through which Islamic education translates into social practices. The findings reveal three interrelated mechanisms: (1) the internalization of Islamic values is promoted through curricula and activities that incorporate local wisdom, such as meuseuraya; (2) social cohesion is strengthened through structured collaboration between schools, families, and community institutions, enabling students to practice empathy, cooperation, and civic responsibility; and (3) normative Islamic teachings are connected to contemporary educational needs, including ethical engagement with modern social and digital contexts. These mechanisms function as a coherent educational ecosystem in which ethical development and community integration mutually reinforce one another. The study demonstrates that integrated education can operationalize universal Islamic principles within culturally relevant frameworks, translating moral values into practical social behaviors. While situated in Aceh Besar, the findings highlight processes by which Islamic education can bridge spiritual formation and social cohesion in contexts where religion and local culture intersect.
Islamic Religious Education Learning Based on Digital Literacy to Make Students Literate in Religious Information Husnizar, Husnizar; Hadi, Abdul; Yusuf, M.; Muhajir, Muhajir; Imran, Imran
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.v8i1.8659

Abstract

This study aims to describe digital literacy-based Islamic Religious Education (PAI) learning to foster students' literacy in religious information. The research method used is a qualitative library research approach. Data were collected from various written sources such as books, scientific journals, articles, and other relevant documents. Data analysis techniques employed content analysis and critical analysis to examine the concepts, strategies, and implications of integrating digital literacy into PAI learning in depth. The findings indicate that: 1) Integrating digital literacy into PAI is essential to build students’ immunity against religious hoaxes through a paradigm reorientation, where PAI serves as an “immunity laboratory”; 2) An effective implementation strategy is the blended learning model integrated with critical analysis of social media content; 3) The success of implementation depends on strengthening the digital competency of PAI teachers, who must transform from “sources of knowledge” to “digital content curators.” The significance of this study lies in providing a conceptual and strategic framework to bridge the gap between students’ digital reality and conventional PAI learning practices, thereby enhancing students' ability to filter, analyze, and responsibly engage with religious information in digital spaces.
Science Materials Development Through Ethnophotography for Cultural Literacy Rohmane, Syaiful; Supangat, Supangat; Rosad, Ade
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.v8i1.8685

Abstract

This study aims to develop ethnophotography-based Natural and Social Sciences (IPAS) teaching materials that are valid, practical, and effective in enhancing the cultural literacy of elementary school students. The development process employed a modified Borg & Gall R&D model through stages of needs analysis, data collection, product design, expert validation, revision, limited trials, and effectiveness testing. The research was conducted with teachers and fifth-grade students at Tegal Besar Public Elementary School, East Ogan Komering Ulu Regency. Data were obtained through observations, interviews, questionnaires, and documentation, and analyzed using descriptive quantitative and qualitative methods. The results show that the developed teaching materials achieved a high level of validity with an average expert score of 94.3%. They were also found to be highly practical based on positive responses from teachers and students. Effectiveness testing demonstrated improvement in students’ cultural literacy with an N-gain score of 0.82 (high category). The interactive digital format supports student engagement and strengthens understanding of the sociocultural context of their local environment. Therefore, the ethnophotography-based teaching materials are feasible for instructional use and contribute to contextual learning aligned with the Independent Curriculum.
Implementation of Madrasah Principal Leadership and Teacher Professionalism Level in Improving the Quality of Graduates Yurnadewi, Yurnadewi; Nasor, M.; Hidayah, Nur
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.v8i1.8780

Abstract

This study aims to describe and analyze the implementation of madrasah principal leadership in developing teacher professionalism, the level of teacher professionalism in carrying out professional duties, and its implications for graduate quality at MAN 1 Bandar Lampung, MAN 1 Pesawaran, and MAN 1 Pringsewu. This research employed a qualitative approach using a multisite study design. The data in this study consist of qualitative data on madrasah principal leadership, teacher professionalism, and graduate quality. The data sources include primary data from madrasa principals and teachers, as well as secondary data from official madrasa documents. Data were collected through observation, in-depth interviews, and document analysis, while data analysis was conducted through data reduction, data display, and conclusion drawing, supported by triangulation to ensure data validity. The findings reveal that madrasa principals play a strategic and multifaceted leadership role by regularly planning, organizing, implementing, and evaluating continuous teacher professional development programs. Differences in leadership focus were identified across sites, such as technology-based supervision, mentoring for new teachers, and innovation-oriented instructional leadership, reflecting contextual adaptation to institutional needs. Teacher professionalism is demonstrated through strong pedagogical competence, mastery of subject matter, effective classroom management, social engagement, and exemplary personal character, all of which contribute to effective learning environments and positive student development. The study further shows that the synergy between madrasah principal leadership and teacher professionalism significantly enhances graduate quality, not only in terms of academic achievement but also in non-academic skills, religious character, creativity, and competitiveness for higher education and social participation. This study concludes that the integrated relationship between effective madrasah principal leadership and sustained teacher professionalism is a key determinant in producing high-quality, holistic, and adaptive madrasah graduates capable of meeting contemporary educational challenges.
A Study on the Conceptual Framework for Appreciative Character Development Through Music Appreciation Learning Putra, Agung Dwi; Budimansyah, Dasim; Milyartini, Rita; Nurdin, Encep Syarief
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.v8i1.8816

Abstract

This study proposes a conceptual framework of appreciative character based on music appreciation learning, placing appreciative character as the main outcome of the learning process. This character is believed to foster critical awareness and positive attitudes towards beauty, diversity, and differences in social life. This study uses a descriptive-conceptual literature review to construct the proposed framework by synthesizing theories on intolerance, character education, virtue ethics, aesthetics, and music appreciation learning. The resulting conceptual framework offers a new perspective in responding to contemporary challenges in music education by expanding its epistemological foundation to include moral (character) and social dimensions. Within this framework, music appreciation learning is understood as an effort to cultivate moral virtues through mesos habits that include attention, repetition, and recognition in the process of music appreciation; while intellectual virtues are developed through systematic engagement with musical knowledge, including music theory, history, counterpoint, harmony, orchestration, composition, and related academic fields.

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