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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
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The Internalization Mechanisms of Religious Moderation Values in Islamic Boarding School Subairi, Subairi; Husni, Muhammad; Zaironi, Muhammad
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.v7i3.7937

Abstract

This research examines the scope and extent of internalization of the values of religious moderation, wasathiyah, tasamuh, i'tidal, and inclusivity, as well as their internalization and the subsequent behavioral outcomes at Pondok Pesantren Baitul Mubarok, Indonesia. This study is a qualitative case study that examines mechanisms of internalization of religious moderation values in Baitul Mubarok Islamic Boarding School, Kubu Raya. Data for the study include transcripts of in-depth interviews, field notes, curriculum documents, and policies of Islamic boarding schools. Data are from 10 key informants, consisting of the Islamic boarding school headmaster, teachers, and students, as well as documentation. Data were collected through participant observation, semi-structured interviews, and document review. Data analysis used the thematic analysis process of data reduction, data display, and conclusion drawing. The findings suggest that the internalization of the values is the result of the functioning of an internalized complete system, which utilizes five primary mechanisms: key transformative leadership role modeling, daily routines’ institutionalized habituation, critical dialogues within the halaqah system, curriculum integration, and a curated 24/7 social environment. Such mechanisms bring about fundamental changes in the students’ behavior, as seen in their active interfaith exchanges, counteraction to radical normative discourses, and social peace-building activities. The findings of the research emphasize that Islamic institutions such as the pesantren have the potential to bring about social change in society, as long as these institutions are approached with a holistic system and value-oriented character education for the students. This research articulates the development of a model approach to education for sustaining peace and preventing extremism, which is congruent with global frameworks and has practical relevance to the polity and institutions of Islamic education.
Integration of Adab Values in Higher Education Curriculum (KPT 2024) Based on Outcome-Based Education (OBE) Ali, Mukti; Firmansyah, Firmansyah; Himayaturohmah, Emma; Al Ghozali, Muhammad Iqbal
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.v7i3.7942

Abstract

This study aims to examine the integration of ethical values in the 2024 Higher Education Curriculum (KPT) based on Outcome-Based Education (OBE) at the Faculty of Tarbiyah and Teacher Training (FITK) UIN Raden Fatah Palembang. Ethical values are considered important in shaping graduates who are academically excellent as well as noble, have integrity, and are socially and culturally sensitive. This study uses a qualitative approach with a case study design. The research data consists of in-depth interview results, field observation notes, and relevant curriculum documents. Data sources included lecturers, students, and curriculum managers. Data collection techniques were carried out through observation for one semester, semi-structured interviews with 15 lecturers, 50 students, and three curriculum managers, as well as analysis of curriculum documents, RPS, and syllabi. Data analysis was conducted using thematic analysis through the stages of reduction, presentation, critical analysis with relevant theories, and verification through triangulation of sources and techniques. The results show that the integration of ethical values is carried out through the adjustment of course content, the strengthening of attitude-based syllabi, and participatory learning that emphasizes the internalization of manners, responsibility, and morality. This integration produces graduates who are competent, adaptive, and have character in accordance with Islamic values and local wisdom. However, there are still obstacles in the form of lecturers' limited understanding of the concept of manners in OBE, a lack of pedagogical training, and low awareness among students to internalize ethical values. The study recommends the development of continuous training for lecturers, the application of project-based and community service strategies, and the improvement of students' manners literacy through academic and non-academic activities. These findings emphasize the importance of repositioning OBE to not only emphasize cognitive achievement but also the internalization of ethical values as the foundation of Islamic higher education.
Akidah Akhlak Teachers’ Strategies to Mitigate Students’ Learning Boredom Irma, Irma; Rahman, Patur; Anto, Anto; Takdir, Takdir; Salam, Rufaidah
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.v7i3.7954

Abstract

This study explores the causes of students’ learning boredom in Akidah and Akhlak lessons and examines how teachers address it within a pesantren context. This qualitative descriptive case study was conducted at MA Pondok Pesantren Nurul Falah Borongganjeng. The study utilized two main types of data: (1) data concerning the factors that cause students’ boredom in learning Akidah and Akhlak, and (2) data describing the strategies employed by Akidah and Akhlak teachers to overcome such boredom. These data were obtained through interviews, classroom observations, and document analysis involving selected teachers and students. The analysis revealed five key sources of boredom: excessive workload, monotonous teaching routines, low learning motivation, limited classroom dynamics, and the absence of refreshing activities. In response, teachers applied a set of adaptive strategies such as brief icebreakers, segmented lectures, storytelling with prophetic models, rotating collaborative methods, and flexible classroom arrangements. These efforts effectively enhanced engagement by increasing students’ perceived value and sense of control, aligning with the principles of Control-Value Theory. The study contributes to Islamic education research by demonstrating that simple pedagogical adjustments rather than additional resources can meaningfully reduce learning fatigue and sustain motivation in faith-based subjects.
Model of Education Transformation for Converts Based on Religious Moderation Aryati, Ani; Jemain, Zulkipli; Diana, Diana; Firmansyah, Firmansyah; Rosad, Ade
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.v7i3.7955

Abstract

The purpose of this study is to formulate a conceptual model of religious moderation-based conversion education transformation that can be used as a reference for non-formal Islamic educational institutions. This study uses a qualitative approach with a case study design. The research data consists of the process of religious moderation-based conversion education transformation, with the case study location at the Cheng Ho Mosque in Palembang. Data were collected through participatory observation, in-depth interviews with mosque administrators, convert mentors, and students, as well as documentation of programs and learning materials. The analysis technique used was thematic analysis with data reduction, categorization, and conceptualization of field findings. The results showed that the model of convert education transformation took the form of a spiral transformation that adapted Bruner's spiral learning principle. This model is considered relevant to the characteristics of the convert guidance process, which is gradual, repetitive, and in-depth. This spiral of transformation includes four main stages: (1) an orientation stage that introduces the basics of Islam and the values of religious moderation; (2) a foundation stage that emphasizes strengthening faith, worship practices, and understanding the value of diversity; (3) the social integration stage, which focuses on social adaptation, collaboration, and strengthening community networks; and (4) the economic independence stage, which guides converts toward developing productive economic skills and self-empowerment. These four stages form a continuous spiral pattern, so that the learning and guidance process can be progressive and adaptive according to individual needs. In conclusion, this spiral transformation model not only strengthens the dimension of faith but also encourages social integration and economic empowerment of converts. In addition, this model contributes to the development of non-formal Islamic education studies that are more responsive to the diversity of society.
Social Learning Environment and Gadget Use As Determinants of Elementary School Students' Learning Motivation Salmah, Syarifah; Amilia, Hayatul; Mualimin, Mualimin
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.v7i3.7962

Abstract

This study investigates the relationship between the learning environment and gadget use on students’ learning motivation. The research employed a quantitative approach with a descriptive survey design, involving a population of 53 fifth-grade students at SDN Jelapat II-1, Mekarsari District, Barito Kuala Regency. A sample of 44 students was selected using simple random sampling based on the Isaac and Michael table, with a 5% margin of error. Data were collected through questionnaires and analyzed using correlation tests, after meeting the prerequisite assumptions of normality, linearity, multicollinearity, heteroscedasticity, and autocorrelation. The findings revealed a strong positive correlation between the learning environment and learning motivation (r = 0.732). In contrast, gadget use showed a moderate positive correlation with learning motivation (r = 0.429, P = 0.004). Multiple correlation analysis indicated a significant combined effect of the learning environment and gadget use on learning motivation (R = 0.561, Sig. F Change = 0.000), categorized as a moderate relationship. These results highlight the importance of both learning environment quality and responsible gadget use in enhancing students' motivation to learn.
The Principal’s Role in Developing Teachers of the Digital Teaching Journal by Using Appsheet at Junior High School Novianto, Heru; Rasiman, Rasiman; Violinda, Qristin
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.v7i3.7963

Abstract

This study aims to describe the principal’s role in developing of teacher’s digital teaching journal by using the AppSheet platform at SMP Negeri 8 Batang, in response to the demands of educational digital transformation. The focus of the study covers four managerial functions of the principal: planning, organizing, actuating, and evaluating. A qualitative approach with a case study design was employed to explore data in depth through interviews, observations, and document analysis involving the principal, the curriculum coordinator, and teachers selected to use purposive and snowball sampling. Data were analyzed by using the Miles and Huberman model through the processes of data reduction, display, and conclusion drawing. The results indicate that the principal plays a strategic role in formulating digitalization policies, forming a development team, allocating tasks based on the competencies, motivating teachers, providing facilities, facilitating training, and innovation. In addition, the principal actively monitors, evaluates, and provides data-driven feedback to enhance system effectiveness. The implementation of AppSheet has proven to accelerate lesson documentation, improve data accuracy, and facilitate real-time supervision, although challenges remain in teachers’ digital literacy and infrastructure limitations. The study concludes that the success of developing a digital teaching journal is determined not only by technology but also by visionary and adaptive school leadership. These findings contribute to strengthening the theory of digital leadership in education and serve as a practical reference for other schools adopting similar innovations.
The Epistemology of Riyāḍah in Pesantren: A Philosophical Foundation for Islamic Intellectual Formation Fathurrohman, Rizal; Munip, Abdul; Achadi, Muh. Wasith
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.v7i3.7982

Abstract

This study examines how riyāḍah in the pesantren tradition is understood not only as a spiritual discipline but also as an epistemological foundation shaping the essence, sources, methods, and validation of knowledge. It arises from the need for a holistic and transformative paradigm of Islamic education beyond Western epistemology, often limited to rationalism and empiricism. The purpose is to explore the epistemology of riyāḍah in intellectual formation within Islamic education, with Pesantren Fathul ‘Ulum Kwagean, Kediri, East Java, as the research locus for its strong scholarly tradition and integration of spiritual discipline with intellectual development. The study employs qualitative research with an ethnographic approach to capture lived experiences and epistemological perspectives of the pesantren community. Data are obtained primarily from direct engagement with subjects as primary sources, complemented by secondary sources from classical Islamic texts. Data collection uses participant observation, in-depth interviews, and documentation. Analysis follows the Miles, Huberman, and Saldaña model, data collection, condensation, display, and conclusion drawing with verification. Validity is ensured through source triangulation. Findings show that in pesantren, knowledge is conceived as divine light attained through purification of the soul. Its sources and methods integrate texts, reason, empirical experience, and riyāḍah, while its validation rests on benefit and blessing. The significance of this research lies in its theoretical contribution to Islamic epistemology, its practical model for integrating spiritual discipline with intellectual formation, and its enrichment of Islamic education discourse by positioning riyāḍah as a foundation for both character building and knowledge production.
The Influence of Abusive Supervision on Higher Educational Lecturer's Performance: The Mediating Role of Emotional Exhaustion and Innovative Work Behaviour Sasmitha, Jonathan Lucky; Sobandi, A.; Suryadi, Edi; Rofaida, Rofi
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.v6i3.8001

Abstract

Leadership in education, particularly in secondary and higher education in Indonesia, plays a crucial role in shaping the performance, innovation, and sustainability of educators. However, abusive supervision practices are still prevalent and have the potential to negatively impact lecturer motivation and retention. This study explores the influence of Abusive Supervision (AS) by educational leaders on Lecturer Intention to Quit (LIQ), with Emotional Exhaustion (EE), Innovative Work Behavior (IWB), and Higher Education Lecturer Performance (HELP) as mediating variables. The study population consisted of lecturers working in private and public university in West Java, Indonesia. A total of 115 lecturers voluntarily participated in this study by completing a questionnaire based on a validated measurement scale. A quantitative approach with a survey design was used, and data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The results showed that AS significantly increased EE and LIQ, while decreasing IWB and HELP. Furthermore, IWB had a positive effect on HELP, while HELP had a negative relationship with LIQ. Mediation analysis confirmed that IWB and HELP mediated the relationship between AS and LIQ, while EE had no effect on HELP, thus not acting as a mediator. These findings confirm that abusive supervision has a detrimental impact on lecturer innovation, performance, and retention. This study concludes that abusive supervision has serious implications for the sustainability of higher education, making leadership style transformation an urgent need.
Character Building As An Academic Foundation Towards An Excellent Islamic Senior High School Setiawan, Aan; Badaruddin, Sukri; Hasanuddin, Muhammad Idris; Arsalan, Muammar Zuhdi; Al-Muthmainnah, Al-Muthmainnah
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.v6i3.8217

Abstract

This study aims to analyze character building among students through intracurricular activities at Madrasah Aliyah Darud Da’wah Wal Irsyad (MA DDI) Baruga. The research focuses on the role of teachers in classroom learning, the teaching methods applied, and the strategies used to internalize character values within intracurricular activities. This research employs a qualitative approach, in which the researcher directly visited the field to conduct observations, interviews, and document analysis. The primary data sources are the principal and teachers who are directly involved in implementing intracurricular activities. Data were analyzed using the NVIVO application through several stages, namely open coding, axial coding, and visualization. The findings indicate that character building in intracurricular activities is manifested primarily in biology and mathematics classes through project-based learning models. The character values internalized include integrity, independence, cooperation, and religiosity. The process of internalization is not carried out rigidly or dogmatically but through dialogic learning that stimulates students’ moral and spiritual awareness. This approach aligns with the moral knowing dimension of Lickona’s character education theory, emphasizing cognitive understanding accompanied by reflection on values. It also resonates with the Mandar cultural value of malaqbiq, which upholds manners and honor as a noble social identity. Thus, the learning process at MA DDI Baruga serves not only as a medium for knowledge transfer but also as an effort to shape students’ character rooted in Islamic teachings, modern educational theory, and local wisdom.
Modeling Teacher Commitment by Preserving Local Wisdom and Strengthening Organizational Support Hayatullisma, Gina; Hardhienata, Soewarto; Suhendra, Suhendra
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.v7i3.7676

Abstract

This study aims to examine how strengthening teachers' organizational commitment can be achieved through the preservation of local wisdom and the strengthening of organizational support. The main focus of this study is on permanent teachers at the SMP Sekolah Penggerak Foundation School located in Bogor Regency. Based on the sample calculation technique, the number of samples was set at 215 respondents. Path Analysis and SITOREM Analysis are combined research methods that combine Path Analysis with SITOREM Analysis to reinforce the results. The method used mix metode in this study is the POP-SDM (Organizational Development and Human Resource Management) method, which allows researchers to identify the factors that influence teacher commitment comprehensively. Primary data: Data obtained from questionnaires distributed to a number of teachers at private vocational high schools (SMK) in the Center of Excellence in Bogor Regency, West Java. Secondary data: Data obtained from the, which are accessible to the public. This study found that local wisdom, which includes the values and cultural practices that exist in the local community, plays an important role in increasing teachers' sense of responsibility and loyalty to the organization. In addition, strengthening organizational support, which consists of providing adequate facilities, recognizing teachers' contributions, and empowering them in the decision-making process, also strengthens their commitment to work more optimally. The results of this study provide important contributions to the development of educational policies that consider local and organizational contexts, as well as recommendations for school administrators and educational institutions to create a supportive work environment that values local wisdom. The uniqueness of this study lies in the use of the POP-SDM approach, which integrates local and organizational aspects to strengthen teacher commitment in schools in Bogor Regency.

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