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Wahyu Hanafi Putra
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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 1,155 Documents
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Implementation of Instructional Leadership in Managing Student Academic Achievement Damayanti, Emy; Nurkolis, Nurkolis; Muhtarom, Muhtarom
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 2 (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.v8i2.10488

Abstract

This study aims to describe the implementation of instructional leadership by the principal in managing student learning achievement at State Elementary School 2 Kutoharjo, Kaliwungu District, Kendal Regency. This study employed a qualitative approach with a descriptive case study design to obtain an in-depth understanding of instructional leadership practices in the school context. The data consisted of primary and secondary data. Primary data were obtained through semi-structured interviews and participant observations involving the principal, teachers, and students, while secondary data were obtained from school documents, including educational reports, learning achievement records, supervision documents, and documentation of student achievement. Data were collected through semi-structured interviews, participant observation, and documentation. Data analysis employed the Miles and Huberman interactive model, consisting of data collection, data condensation, data display, and conclusion drawing. The findings indicate that instructional leadership at State Elementary School 2 Kutoharjo was implemented systematically through the POAC management functions: Planning, Organizing, Actuating, and Controlling. Planning involved participatory formulation of the school's vision and learning objectives based on educational report data and previous achievement records. Organizing focused on proportional teacher assignment, coordination, and creative management of facilities and infrastructure. Actuating included learning supervision, motivation, teacher and student coaching, and achievement-oriented programs. Controlling involved continuous evaluation and follow-up through remedial and enrichment programs. The consistent integration of POAC functions contributed to improved student achievement at district and provincial levels during 2023–2025. This study provides theoretical and practical implications for strengthening instructional leadership in elementary education.
Implementation of the Adiwiyata Program in Enhancing Environmental Awareness Arifah, Siti; Nurkolis, Nurkolis; Muhtarom, Muhtarom
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 2 (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.v8i2.10490

Abstract

This research is motivated by global and local environmental degradation and the challenge of strengthening students’ awareness of environmental preservation in schools. This study aims to analyze and describe the planning, implementation, and evaluation of the Adiwiyata Program in fostering students’ environmental care character at Sambongsari 2 Public Elementary School, Sambongsari Village, Weleri District, Kendal Regency, Central Java, Indonesia. This study employed a descriptive qualitative approach with a case study design. The research subjects consisted of the principal, Adiwiyata implementation team, teachers, school committee, students, and janitors. Data were collected through structured observations, in-depth interviews, and documentation. Data analysis used the interactive model of Miles, Huberman, and Saldaña, consisting of data collection, data condensation, data display, and conclusion drawing. Data validity was established through source and technique triangulation. The findings show that: (1) the planning stage was conducted systematically and participatively by involving stakeholders through environmental reviews and environmental action plans; (2) the implementation stage was realized through environmentally friendly policies integrated into the school vision and mission and the School Curriculum (KSP), budget allocation of less than 20% in the School Activity and Budget Plan (RKAS), integration of environmental content through the “natural infusion” method in teaching modules, and optimization of ecological facilities, including a greenhouse, TOGA garden, mini-forest, and 3R waste management system; and (3) evaluation was conducted periodically through quarterly policy monitoring and monthly clinical supervision in the Teacher Working Group (KKG). Differences in students’ environmental behavior between school and home were addressed through waste recycling training for parents. This study contributes to ecological character education literature and provides practical insights for sustainable school quality improvement.
Integrating Religious Moderation and Ecopreneurship in Early Childhood Education Astuti, Andarweni; Mulianingsih, Ferani; Hartutik, Hartutik; Jelahu, Timotius Tote; Ainawa, Yosio
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 2 (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.v8i2.10501

Abstract

This research seeks to provide a thorough account of how teachers and school institutions embed religious moderation and ecopreneurial character into early childhood settings through habituation rooted in local wisdom, while at the same time putting the LAE-ECE (Locally Anchored Ecopreneurship for Early Childhood Education) pedagogical model into practice and extending its scope to Marsudirini ECEs in Semarang, Indonesia. Using a qualitative descriptive design built around a multiperspective case study, the researchers collected primary data from thirty-one core informants, kindergarten teachers, principals, parents, environmental practitioners, and local education supervisors through extensive in-depth interviews, ongoing participatory classroom observation, and careful review of curriculum documents. This material was then processed with ATLAS.ti software for thematic coding, data condensation, and structured presentation. Anchored in Pierre Bourdieu's Theory of Practice, the results show that lasting character formation emerges from a tightly interwoven set of mechanisms: place-based lesson planning that draws on natural loose parts as a form of cultural capital, teacher mentoring paired with strong ecological literacy functioning as social capital, contextual role-play such as Eco-Market Day simulations, and steady daily socio-ecological routines. Even though the process encountered real structural barriers—parents' academic-orientation demands, socioeconomic pressure, and gaps in teachers' pedagogical training—implementation on the whole succeeded in nurturing children's socio-ecological awareness, creative independence, and moderate social character. In the end, this study contributes meaningfully to early childhood social studies by proposing a contextual and reproducible pedagogical model capable of strengthening lifelong environmental stewardship, preserving local wisdom, and instilling inclusive social values from an early age within contemporary educational institutions.
The Influence of Katoba Value Internalization on Child Character Formation Through Family Education in the Muna Community Gadafi, Muamal; Rajab, Muhamad; Nia, Murni; Wahidin, La Ode
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 2 (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.v8i2.10433

Abstract

This study aims to analyze the influence of the internalization of Katoba values on children's character development through family education in the Muna community. The research employed a quantitative approach using an explanatory research design with a cross-sectional survey. The study population consisted of parents who had children aged 13–15 years and whose children had participated in the Katoba tradition in Muna Regency. A total of 200 respondents were selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The findings indicate that respondents reported a high level of agreement regarding the internalization of Katoba values, the implementation of family education, and children's character development. These findings suggest that the Katoba tradition continues to serve as a strategic medium for transmitting religious, moral, social, disciplinary, and responsibility values within the Muna community. Family education plays a pivotal role in reinforcing the internalization of these values, enabling them to be consistently practiced in children's daily lives. This study contributes to the development of a local wisdom-based character education model by positioning family education as the mechanism through which the internalization of cultural values strengthens children's character development. The findings are expected to provide a valuable reference for policymakers and educators in designing character education programs that integrate local cultural values within the Indonesian educational context.
KH. Hasyim Asy’ari’s Qur’anic Thought and Role in Indonesian Qur’anic Scholarship Zidal Haq, M. Ilham; Atabik, Ahmad; Muqtada, Muhammad Rikza
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.v7i3.10500

Abstract

This study examines KH. Hasyim Asy’ari’s Qur’anic thought and his role in shaping Indonesian pesantren-based Qur’anic scholarship. Employing a qualitative descriptive library research design, this study analyzes his primary works, including Ta‘līqāt ‘alā Manẓūmat al-Shaykh ‘Abd Allāh ibn Yāsīn al-Fāsūrwānī, Ziyādah Ta‘līqāt ‘alā Manẓūmat al-Shaykh ‘Abd Allāh ibn Yāsīn al-Fāsūrwānī, Adab al-‘Ālim wa al-Muta‘allim, and An-Nūr al-Mubīn fī Maḥabbati Sayyidi al-Mursalīn, supported by historical documents, manuscript evidence, sanad records, and relevant scholarly studies. Data were collected through documentation and analyzed using qualitative content analysis within a historical-intellectual framework. The findings reveal that KH. Hasyim Asy’ari developed a contextual traditionalist approach to Qur’anic interpretation by integrating asbāb al-nuzūl, transmitted knowledge, interpretive discipline, and scholarly ethics. His Qur’anic thought extended beyond textual interpretation through educational transmission, spiritual formation, and the institutional reproduction of Qur’anic authority within pesantren. By connecting texts, scholars, ethical practices, and educational institutions, KH. Hasyim Asy’ari established a Qur’anic scholarly ecosystem that enabled the continuity of Islamic knowledge in Indonesia. This study argues that KH. Hasyim Asy’ari should not be understood merely as a religious authority who engaged with Qur’anic texts, but as an architect of Indonesian Qur’anic scholarship whose intellectual legacy shaped how Qur’anic knowledge was interpreted, transmitted, and embodied.

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