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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 991 Documents
 91   92   93   94   95 
The Ethical Educational Principles in Utawen Poetry and Their Significance to the Pancasila Student Profile Arkam, Rohmad; Arifin, Muh. Zainul; Putra, Tomy Kartika
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.v7i3.7838

Abstract

This study aims to examine the relevance of the Pancasila student profile to the moral education values ​​in the Utawen poem, which is a culture in the Tegal Sari Mosque, Jetis District, Ponorogo Regency. This study uses a qualitative research type with an ethnographic design. The research data uses primary and secondary data. Primary data is obtained through a critical review of the Utawen poem text. Secondary data is obtained through scientific journals, books, and articles relevant to the research topic. Data collection techniques use interviews, observations, and documentation. Analysis uses Miles and Huberman techniques. The research findings show that the moral values ​​contained in the Utawen poem include: the moral value of consistency in principle, the moral value of honesty, and the moral value of courage to admit mistakes. These moral values ​​are implied through the character of Sidiq (trustworthy). The moral value of keeping promises and being responsible is reflected in the character of amanah (trustworthy). The moral value of liking to help and caring for others is implied in the obligation of zakat as a form of social care. The relevance of the moral values ​​of Utawen poetry to the profile dimensions of Pancasila students can be seen as follows: the dimensions of faith, devotion to God Almighty, noble character, and independence are implied in the shahada and the pillars of Islam. The dimension of mutual cooperation is implied through the teaching of paying zakat. The dimension of global diversity is implied in the character of the Prophet, who brought Islamic teachings to all people. The concept of tauhid (the oneness of God) can be used as a stimulus to develop critical thinking, because it invites humans to understand the meaning of life in depth. Through poetic expression, Utawen poetry also reflects creativity in conveying the message of da'wah through literary works.
Inclusive Pedagogical Strategies of Islamic Religious Education Teachers in Instilling Multicultural Values Among Students Adibah, Ida Zahara; Muyasaroh, Muyasaroh; Adnan, Mohammad; Raharjo, Sudi; D. Rimbe, Aris; Ismail, Diauddin
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.v7i3.7842

Abstract

This study aims to analyze the inclusive pedagogical strategies employed by Islamic Education (PAI) teachers to instill multicultural values among students at SMA Negeri 2 Ungaran, Semarang Regency. Using a qualitative case-study design, data were collected from the school principal and five PAI teachers through classroom observations, semi-structured interviews, and document analysis (lesson plans, syllabi, and school records). Data were processed using thematic analysis with iterative reduction, display, and conclusion drawing, supported by source and technique triangulation to ensure trustworthiness. The results indicate that teachers enact a constellation of inclusive strategies, interactive discussions, contextual case analyses, heterogeneous group work, project/value-based tasks, and explicit role modeling, while positioning themselves as facilitators, mediators, and moral exemplars in diverse classrooms. Enabling conditions include a school culture that affirms difference, strong principal support, and active student participation; constraints involve limited instructional time, uneven prior religious knowledge, occasional student resistance, and scarcity of contextually rich learning materials. Student responses are broadly positive, marked by higher participation, increased empathy, and improved cross-background collaboration, suggesting early prejudice reduction. Overall, the strategies are effective yet variably implemented across teachers and bounded by institutional constraints, indicating the need for sustained support to consolidate outcomes.
Teachers' and Learners' Perspectives on Effective Language Learning Strategies in the Indonesian University Pinandhita, Fitra
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.v7i2.7843

Abstract

This study aims to explore the perspectives of lecturers and students regarding effective language learning strategies (LLS) in Indonesian universities, especially the suitability between the strategies recommended by teachers and practiced by students. The research design used a mixed-methods approach with quantitative data obtained through a modified Strategy Inventory for Language Learning (SILL)-based questionnaire, involving 50 EFL lecturers and 150 non-English study program students from three major universities. Qualitative data were collected through semi-structured interviews with 15 lecturers and 20 students, equipped with field notes and administrative documents for triangulation. The questionnaire instrument has been validated by experts, tested for reliability (α ≥ 0.70), and analyzed with EFA and CFA. Quantitative data is analyzed descriptively and inferentially, while qualitative data uses thematic analysis through data reduction, presentation, and verification. The results showed a gap: the majority of lecturers supported communicative strategies (78%), but still used traditional strategies (62%) due to curriculum and exam pressures, while students used traditional strategies more for exams (70%) and used digital tools (65%) despite unequal access. Low metacognitive strategies (40%) reflect limitations in independent learning. The main obstacles include large class sizes, a lack of institutional support, low digital literacy of lecturers, and limited digital access for students. The findings emphasized the need to align curriculum and assessment with communicative goals, increase the pedagogic-digital capacity of lecturers through training, and support more equitable digital infrastructure.
The Effectiveness of Ethnomathematics-Based Teaching Materials to Improve Elementary School Students' Understanding of Mathematics Concepts Ninawati, Mimin; Wati, Dita Prihatna; Nurafni, Nurafni
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.v7i3.7850

Abstract

This study aims to test the effectiveness of ethnomathematics-based teaching materials in improving the understanding of mathematics concepts in SDN 2 Suruh, Trenggalek Regency, by integrating the local cultural context of Trenggalek Regency. The method used is quasi-experimental with a one-group pretest-posttest design. The population in this study is students of SDN 2 Suruh. The sampling technique in this study was Purposive sampling of 65 students in grade V of SDN 2 Suruh. The selection of sampling was based on the ability to understand mathematical concepts. The research instruments include a concept understanding test with data analysis using Shapiro-Wilk normality, Homogeneity, Paired Sample T-Test, and N-Gain. The data analyzed is a test of understanding of mathematical concepts. The results showed a significant difference between the pretest and posttest values (sig. 0.000 <0.05), with an average N-Gain of 58.60% which was included in the effective category. Ethnomathematics-based teaching materials have been proven to be able to increase students' understanding of mathematical concepts while fostering interest in learning through the introduction of local cultural elements. These findings recommend the use of ethnomathematics-based teaching materials as a relevant and contextual learning strategy in primary schools.
Teaching Styles of Creativity, Conformity, and the Dynamics of Skepticism-Credulity in Pedagogical Practice Supartini, Nani; Hendriyanto, Agus; Abdurahman, Ayi
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.v6i3.7852

Abstract

This study aims to investigate how teachers’ instructional styles are formed and shift along a continuum from creative–transformational to conformist–adaptive and imitative, emphasizing the mediating role of epistemic orientation (skepticism vs. credulity) in pedagogical decision-making. Conducted at SDN Cisaat, Sukabumi, the study purposively selected eight active classroom teachers as subjects. The primary data consisted of teachers’ instructional practices as demonstrated in authentic classroom contexts, supported by in-depth interview records and further substantiated with supplementary documents such as lesson plans (RPP/ATP) and teaching artifacts. Data were collected through in-depth semi-structured interviews, structured classroom observations, and document analysis. The analysis employed van Manen’s hermeneutic phenomenology—entailing holistic and selective reading, identification of significant statements, phenomenological reduction, thematic clustering, and distillation of essential meanings—further supported by open, axial, and selective coding, cross-case matrices, and analytic memos. The findings indicate that healthy skepticism fosters evidence-based teaching that is measurable and contextually adaptive, while credulity tends to rely on external legitimacy with minimal contextualization. Factors such as experience, education, digital access/attitudes, and policy supervision play important roles but are mediated by teachers’ epistemic dispositions. Rigor was ensured through triangulation, member checking, peer debriefing, and audit trails, with full ethical safeguards. This study positions skepticism–credulity as a mediator of shifts along the instructional continuum and recommends evidence-focused PLCs, reasoning- and impact-oriented supervision, and leadership that promotes responsible innovation, while calling for mixed-methods and cross-context research on learning outcomes.
The Role of Al-Miftah lil Ulum Method in Enhancing Santri's Contextual Kitab Kuning Literacy Competence Syaifudin, Mochamad; Musadad, Ahmad; Fauzi, Alfa Zaidanil; Zahro, Umi Indasyah; Nahidloh, Shofiyun; Pujiati, Tri
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.v7i3.7865

Abstract

This study aims to evaluate the influence of a contextual approach on improving santri's kitab kuning literacy and to formulate an adaptive model at Al-Hikam Islamic Boarding School Burneh Bangkalan. This research used a qualitative research with classroom action research (CAR). The data of this study is the improvement of literacy of Kitab Kuning for Santri at Al-Hikam Islamic Boarding School Burneh Bangkalan. The data of this study got from observations, in-depth interviews, and documentation of learning practices with beginner santri of Madrasah Diniyah Takmiliyah (MDT) at Al-Hikam. This research used Miles and Huberman's interactive mode to analysis data. The findings indicate that the adoption of the innovative "Al-Miftah Lil Ulum" method successfully addressed the ineffectiveness of the traditional sorogan method, significantly improving santri's morphological and syntactic analysis skills in a short period. The learning materials, structured in the form of nadzam, colored tables, and structured exercises, proved capable of bridging santri's cognitive gap towards classical texts. The implementation of this method had a significant impact on santri's ability to read and comprehend Fathul Qarib within a relatively short timeframe. This research found that challenges exist in the learning process, such as heterogeneity of abilities and the need to adjust the study duration to two years; these were addressed through class separation and strengthening meaning comprehension practices. The results of this study imply that the integration of contextual methods can bridge the gap between classical Islamic intellectual heritage and contemporary educational challenges, affirming the crucial role of innovation for pesantren's relevance in responding to 21st-century learning needs.
The Influence of Academic Supervision, Learning Communities, and Collaborative Leadership of Principals on the Quality of Learning in Public Elementary Schools Listiyorini, Listiyorini; Ginting, Rosalina Br; Muhtarom, Muhtarom
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.v7i2.7878

Abstract

This study aims to examine the influence of academic supervision, learning communities, and collaborative leadership on the quality of learning in public elementary schools in Mijen District, Semarang City. The research employed a quantitative approach with regression analysis to test the proposed hypotheses. Primary data were collected through structured questionnaires and interviews with 147 teachers and principals, ensuring direct insights from practitioners about the dynamics of supervision, collaboration, and learning quality. Secondary data were obtained from school documents, official education reports, and relevant policy guidelines, which provided contextual support and validation for the primary findings. The analysis results demonstrate that academic supervision has a significant effect on improving learning practices, though planning dimensions require further strengthening. Learning communities contribute substantially by fostering professional collaboration and reflective practice, while collaborative leadership shows a moderate but meaningful impact in building supportive and goal-oriented school cultures. Together, these three variables explain 77.3% of the variation in learning quality, with the remaining 22.7% influenced by external factors such as teacher motivation, parental involvement, and institutional policies. The findings highlight the need for integrative strategies that combine structured supervision, active learning communities, and collaborative leadership to create a sustainable ecosystem for quality education. This study contributes to the broader discourse on school improvement by emphasizing the synergy between supervision, collaboration, and leadership in enhancing teaching and learning outcomes.
Serat Wirid Hidayat Jati and the Development of Javanese Islam in the 19th-20th Century Triatmo, Bambang; Sudardi, Bani
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.v7i3.7894

Abstract

This study explores Wirid Hidayat Jati, a composition by Raden Ngabehi Ranggawarsita finalized in 1862, and its role in shaping Javanese Islam during the 19th and early 20th centuries. The text incorporates Sufi doctrines, particularly the principle of manunggaling kawula Gusti (the union of humanity with the Divine), which is closely related to the concept of martabat tujuh (seven dignities) in Sufi tradition. Employing a historical research design and textual analysis, this study collected data from primary sources, namely the Wirid Hidayat Jati manuscript, as well as secondary sources such as historical records, pesantren archives, and scholarly works. The data were analyzed using content analysis and historical interpretation to identify core mystical and ethical themes and to examine their influence on the religious practices of Javanese Islam. The findings reveal that Wirid Hidayat Jati, through its reading, teaching, and interpretation by santri and Ranggawarsita’s followers, contributed to the dissemination of Sufism and reinforced practices that harmonized Islamic principles with Kejawen values. As a spiritual guide, the text not only influenced devout Muslims (santri) but also adherents of Kejawen, and its impact continued into the early 20th century. In conclusion, Wirid Hidayat Jati reflects Ranggawarsita’s Sufi philosophy and demonstrates the formation of a distinct Javanese Islamic identity characterized by adaptability and cultural syncretism.
The Ecotheology of the Qur'an in Tafsir Al-Marāghī and Tafsir Al-Mishbāh for Building Ecological Awareness and Responsibility in the Perspective of Educational Psychology Ritonga, Budi Ramadhan; Said, Hasani Ahmad; Hasan, Hamka
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.v7i3.7924

Abstract

This research aims to analyze and compare the ecotheological thought of the Qur'an in Tafsir al-Marāghī and Tafsir al-Mishbāh, as well as formulate it from the perspective of educational psychology to foster ecological awareness and responsibility. This study uses a qualitative literature research method with a type of library research, with a focus on the interpretation of ecological verses in Tafsir Al-Maragi and Tafsir al-Mishbah, analyzed through the perspective of educational psychology to explore the ecotheological message of the Qur'an. Data were collected from primary sources (two tafsirs), namely Tafsir Al-Marāghī and Tafsir al-Mishbah, as well as secondary literature on ecotheology, educational psychology, and Islamic education, then analyzed using content, comparative (muqārin), and thematic (mauḍu'ī) methods of content analysis. The results show that the concept of Qur'anic ecotheology in Tafsīr al-Marāghī and Tafsīr al-Mishbāh both reject the anthropocentric paradigm and emphasize the spiritual, ethical, and ecological relationship of humans to nature. Al-Marāghī emphasizes the dimension of individual ethics through sharia, reason, and concern for sentient beings, while Quraish Shihab emphasizes the socio-political dimension through the concepts of isti'mār and taskhīr that are oriented towards justice and sustainability. Both agreed that human beings as caliphs are obliged to maintain mīzān (balance) and manage nature in a trustworthy manner. The integration of the Qur'an's ecotheological values with educational psychology can form an ecological consciousness that is not only cognitive, but also touches on affective and spiritual aspects, which is reinforced by Kohlberg's theory of moral development, Kolb's experiential learning, and Bandura's social learning. From this was born the model of "Ecological Character Education of the Qur'an", which can be used as an instrument of Islamic education to build a sustainable ecological civilization.
Revitalization of the Role of Islamic Education Teachers in Internalizing the Values of Islamic Dress Among Female Students Ismail, Diauddin; Amin, Husna; Nurhayati, Nurhayati; Adibah, Ida Zahara; Jamin, Nunung Suryana; Setyawulan, Endang Sarwiningsih
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.v7i3.7934

Abstract

This study aims to analyze the implementation of Islamic dress guidance at SMA Negeri 1 Tanah Jambo Aye and to identify the challenges encountered in the process. The research employs a qualitative method with a field research approach. The data consist of the role of Islamic education teachers in internalizing the values of Islamic dress among female students, collected through observation, interviews with teachers, students, and the principal, as well as documentation of coaching activities. Data were analyzed using an interactive model consisting of three stages: data reduction, data display, and conclusion drawing. The findings reveal that the school has made systematic efforts to instill the values of Islamic dress through school regulations, daily habituation, and the exemplary conduct of teachers. However, several challenges remain, including the influence of social media and popular culture that promote modern fashion trends inconsistent with Islamic principles, limited supervision by teachers both inside and outside the school, and resistance from a small number of students who perceive the Islamic dress code as a restriction on freedom of expression. This study concludes that fostering Islamic dress values requires continuous synergy between schools, parents, and the community to ensure that these values are deeply internalized and consistently practiced by students.

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