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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 1,061 Documents
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Enhancing Professional Readiness Through Learner-Centered English for Specific Purposes in Business English Learning
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.v8i1.9044

Abstract

This study aims to analyze the implementation of English for Specific Purposes (ESP) in English for Business learning for English Literature students at Bosowa University, focusing on instructional planning, learning strategies, and students’ perceptions of professional readiness. A qualitative case study approach was employed involving [X] lecturers and [Y] students who were purposively selected due to their direct engagement in the learning process. Data were collected through in-depth interviews, non-participant classroom observations, and document analysis, and analyzed using the Miles, Huberman, and Saldaña interactive model complemented by thematic analysis. Trustworthiness and research ethics principles ensured data validity. The findings indicate that ESP implementation was effective and systematic, as reflected in the alignment between needs analysis, authentic business-oriented materials, contextual learning activities, and observable improvements in students’ linguistic competence, learning engagement, self-confidence, and perceived professional readiness. The integration of learner-centered ESP principles, experiential learning, social constructivist interaction, and motivational support contributed to meaningful professional language development. Although challenges persist in mastering business terminology and formal discourse structures, the study highlights the importance of adaptive and reflective ESP design that responds to learner needs and workplace communication demands.
Transformational Leadership Strategies for Fostering the Interests and Talents of Students With Special Needs in Special Education School
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.v8i1.9148

Abstract

This study aims to analyze the strategies, constraints, and challenges of transformational leadership exercised by the school principal in developing the interests and talents of students with special needs (ABK) at the Special Education School (SLB) Sri Soedewi Jambi amid limited facilities and infrastructure. This research is qualitative with a case study design. A descriptive qualitative approach was employed to gain an in-depth understanding of the principal's leadership practices within the context of special education. Data were collected through interviews, observations, and document analysis involving the principal as the key informant, as well as vice principals responsible for facilities and infrastructure, student affairs, and curriculum. Data analysis was conducted through data reduction, matrix development, coding, theme construction, and alignment with relevant theories. The findings indicate that the principal implements transformational leadership through four main dimensions: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Leadership strategies reflected in these dimensions include idealized influence demonstrated through consistency, commitment, and exemplary behavior in building trust among school members. Inspirational motivation is realized by fostering optimism and collective spirit despite the school’s limited facilities following a fire incident. Intellectual stimulation is evident in the encouragement of teachers’ creativity and innovation in utilizing available resources. Meanwhile, individualized consideration is reflected in mentoring practices tailored to students’ abilities and interests. The study also reveals challenges such as limited facilities and infrastructure, budget constraints, and increasing demands on teachers’ creativity. Nevertheless, the principal’s transformational leadership has proven effective in sustaining programs for developing the interests and talents of students with special needs through adaptive strategies and the strengthening of shared motivation and commitment.
Internalization of Islamic Spiritual Programs in Shaping Students' Morals
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.v8i1.9182

Abstract

This study aims to describe the process of internalizing the Islamic spiritual program and changes in students' religious behavior at SMA Negeri 2 Palopo City. This study used a qualitative approach with phenomenological methods to understand students' subjective experiences participating in the Islamic spiritual program at SMA Negeri 2 Palopo City, focusing on the internalization of Islamic values ​​and the resulting changes in religious behavior. Data were collected through in-depth interviews, participant observation, and documentation such as journals, reports, and activity photographs, to provide a complete and valid depiction of reality. Data analysis was conducted systematically through reduction, presentation, and drawing conclusions. It was validated using source triangulation and an audit trail to ensure the validity of the findings. The Islamic spiritual program at SMA Negeri 2 Palopo City was successfully internalized by students through structured and ongoing activities, thus encouraging gradual changes in religious behavior. Students experienced a transformation from obedience driven by external pressures, imitating the behavior of teachers or friends, to internalizing Islamic values ​​in their daily lives. Improvements in students' morals were evident in their disciplined worship, patience, honesty, social awareness, self-control, and tolerance towards friends and the school environment. Islamic spiritual programs have proven effective in shaping students' Islamic character holistically through the consistent internalization of religious values ​​in daily practice.
Spiritual Education Methods of the Naqshbandiyyah Order
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.v8i1.9218

Abstract

This study examines the methods of spiritual education implemented at the Suluk Langgar of the Naqshbandiyyah Order in Terjun Village, Medan Marelan, as a form of community-based non-formal Islamic education. This study employed a qualitative approach using a case study design. The primary data sources consisted of the mursyid, administrators of the langgar, and members of the suluk congregation who were directly involved in the spiritual education activities, while secondary data were obtained from institutional documents, activity records, and relevant written materials related to the implementation of the suluk practices. Data were collected through observation, in-depth interviews with the mursyid, administrators, and members of the suluk congregation, as well as documentation. Data analysis followed the stages of data reduction, data display, and conclusion drawing. The findings show that spiritual education is conducted through religious study sessions (pengajian), tawajjuh and collective dhikr, the practice of suluk (spiritual retreat), and spiritual consultation. The applied methods include habituation of worship practices, gradual dhikr training such as dhikr ism al-dhāt, dhikr laṭā’if, dhikr nafy ithbāt, and dhikr wuqūf, along with spiritual discipline (riyāḍah rūḥāniyyah) and murāqabah under the close guidance of the mursyid. These methods are implemented systematically and progressively according to the spiritual readiness of the congregation. The study indicates that this model of spiritual education fosters inner tranquility, strengthens self-control, enhances courteous social behavior, and increases moral awareness in daily life. It concludes that the suluk practices of the Naqshbandiyyah Order at the Suluk Langgar in Terjun Village represent an effective and relevant model of non-formal Islamic education for spiritual and moral development in contemporary society.
Implementation of Environmental Care Character Education Based on Community Service
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.v8i1.9249

Abstract

This study aims to analyze the implementation of environmental character education based on community service through the SULAPAT Mengabdi program at Sultan Agung 4 Islamic Elementary School, Semarang City. The background of this study is based on the urgency of strengthening environmental character since the elementary school level as a response to various increasingly complex ecological problems. The study uses a qualitative approach with a phenomenological method to deeply explore the experiences, perceptions, and real practices of education actors in implementing the program. The research subjects included the principal, teachers, students, parents, and the surrounding community, who were actively involved in the activities. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data presentation, and continuous conclusion drawing. The results of the study indicate that the SULAPAT Mengabdi program is implemented systematically, organized, and collaboratively through real activities such as community service, mosque cleaning, environmental cleanup, and community social actions. The direct involvement of students in these activities has been proven to be able to gradually foster responsibility, social empathy, cooperation, religiosity, and ecological awareness. A monitoring system using control cards and classroom reflections strengthens the process of internalizing values and changing student behavior. This research confirms that environmental character education will be more effective when designed contextually, based on direct experience, and involving ongoing synergy between schools, families, and the community.
Integrating the CER Framework in Argumentative Writing to Foster Logical Thinking and Evidence-Based Reasoning
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 1 (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.v7i1.9263

Abstract

This study investigates integrating the Claim, Evidence, and Reasoning (CER) framework to enhance students' argumentative writing skills, a critical competency in 21st-century literacy, and employing a mixed-method approach that combines a qualitative descriptive analysis with a pre-experimental design. Data were rigorously collected through semi-structured interviews, direct field observations, and comprehensive writing assessments, including pretest and posttest evaluations. This study employed a mixed-methods approach with a pre-experimental one-group pretest-posttest design involving 30 eleventh-grade students at MAS Al Khairiyah in Jambi, for a total of 412 students, selected through purposive sampling. Quantitative data from performance tests and qualitative data from observations and interviews were analyzed simultaneously using the N-Gain test and an interactive analysis model to describe students' cognitive transformation in argumentative writing. The findings reveal a significant improvement in all argumentative components, with a "highly effective" N-Gain score of 0.86. Students demonstrated a qualitative transition from subjective opinions to structured discourse by mastering clear claims, integrating factual evidence, and engaging in coherent, logical reasoning. This study confirms that the CER framework serves as a robust cognitive scaffold, making it a recommended instructional strategy for developing intellectual rigor and persuasive communication skills.
Modeling the Internalization of Religious Moderation Values Among Students
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.v7i3.9314

Abstract

This study aims to construct and validate a comprehensive structural model for the internalization of religious moderation values among students within the Islamic Religious Education (PAI) Study Program at UIN Fatmawati Sukarno Bengkulu. Amidst the escalating global and local challenges of ideological polarization, this research addresses a critical gap in the current literature, which has predominantly relied on qualitative-descriptive approaches that fail to elucidate the complex structural mechanisms of value absorption. By adopting a quantitative causal-correlational design, data were systematically gathered from a representative sample of PAI students through stratified random sampling. The data were subsequently analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), a robust method for evaluating complex path relationships. The results demonstrate that the measurement model is statistically rigorous, with all latent constructs meeting the stringent validity and reliability thresholds required for structural analysis. The structural model evaluation confirms that the academic environment, religious parenting styles, and religious digital literacy serve as significant exogenous determinants that influence the internalization process. Crucially, value internalization was identified as a substantial mediator for religious moderation behavior, with the integrated independent variables demonstrating a high explanatory capacity for the variance in student behavioral outcomes. The core novelty of this research lies in the empirical validation of the "internalization bridge" conceptualized through the stages of transformation, transaction, and trans-internalization as the pivotal mechanism that converts external environmental and familial influences into consistent, lived behavior. These findings suggest that fostering sustainable religious moderation in higher education necessitates a strategic shift from superficial, ceremonial programming toward a structured, identity-building process that prioritizes the deep psychological and pedagogical internalization of wasathiyyah values.
Transforming Character Education Through the 4T Program Based on Digital Literacy
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.v8i1.9039

Abstract

This study aims to analyze the transformation of character education through the implementation of the 4T program, Qur’anic memorization, Qur’anic reading improvement, Qur’anic comprehension, and Qur’anic value application integrated with digital literacy at SMP MBS Madiun. The research is grounded in the need for Islamic educational institutions to combine Qur’anic values with digital competence to ensure that character formation remains relevant to the demands of the 21st century. A qualitative case study approach was employed to allow an in-depth exploration of character-building practices within both school and boarding environments. The research site was purposively selected across two campuses of SMP MBS Madiun, involving 12 informants consisting of the mudir, school principal, vice principal for student affairs, 4T program teachers, mentor, and parents. Data were collected through semi-structured interviews, direct observations, and documentation, using instruments such as interview guides, checklist-based observation sheets, and field notes. Data analysis followed Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing, strengthened by source and technique triangulation. The findings indicate that the digitally supported 4T program effectively strengthens students’ character development in a more systematic, monitored, and measurable manner, particularly in aspects of discipline, Qur’anic reading accuracy, comprehension of values, and implementation of Islamic manners in daily life. The study concludes that integrating Qur’anic values with digital literacy serves as an effective strategy for enhancing character formation in modern Islamic boarding schools.
Enhancing Students’ Learning Interest in Integrated Science and Social Studies Through Contextual Interactive Animation Videos
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.v8i1.9247

Abstract

This study investigates the effectiveness of contextual interactive animation videos in enhancing fourth-grade students’ learning interest in Integrated Science and Social Studies (IPAS). Employing Classroom Action Research (CAR) based on the Kemmis and McTaggart cyclical model, the study was conducted over two cycles involving fourth-grade students during the 2025/2026 academic year. Data were collected through triangulation of structured observations, Likert-scale questionnaires, semi-structured interviews, and documentation. This study involved the entire student population at SD Islam As’ad Olak Kemang in the 2025/2026 academic year and designated the fourth-grade class as the sample through purposive sampling. Quantitative data were analyzed using percentage techniques, while qualitative data were interpreted descriptively. Baseline findings indicated substantial student disengagement, largely driven by the dominance of conventional lecture methods and the limitations of damaged teaching aids. Following the intervention, students’ learning interest improved markedly across cycles, with the most pronounced gains observed in active participation and self-confidence alongside notable improvements in teacher instructional quality. The integration of contextual interactive animation successfully facilitated a shift toward Guided-Discovery learning and revealed an “Efficiency Paradox,” whereby digital media effectively compensated for inadequate physical infrastructure. These findings position contextual interactive animation as a scalable and compensatory pedagogical innovation for resource-constrained primary classrooms.
Reconstruction of Moderate Religious Strengthening in Malay Society
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.v8i1.9302

Abstract

This study examines the reconstruction of religious moderation within the Malay community of Muntok City, Bangka Belitung, amid contemporary socio-religious challenges. Although historically recognized for its strong interreligious harmony grounded in Malay local wisdom, recent social changes, transnational religious influences, and digital media exposure have begun to reshape patterns of religious interaction. This research addresses two key questions: how the reconstruction of religious moderation is carried out and what factors influence its strengthening in the local context. Employing a qualitative case study approach, primary and secondary data were collected through in-depth interviews with religious leaders, Malay traditional leaders, government representatives, and community members, supported by participant observation and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that religious moderation in Muntok is reconstructed through the revitalization of core Malay values, musyawarah (deliberation), mutual cooperation, kinship solidarity, and cultural politeness, integrated with moderate Islamic principles. Religious and customary leaders function as moral authorities and conflict mediators, while educational institutions, social networks, government policies, and digital literacy initiatives provide structural support. The study concludes that religious moderation in Muntok is not a newly constructed paradigm but a contextual reinforcement of historically embedded cultural-religious values. Sustainable strengthening requires systematic educational programs, cross-faith dialogue, and proactive digital engagement to ensure resilience against exclusivist ideologies in the digital era.

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