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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 991 Documents
 96   97   98   99   100 
Implementation of Pancasila Ideology Learning to Prevent Student Radicalism in Elementary School Teacher Education Programs Maksum, Hafidh; Muttaqien, Fauzan; Stanislaus, Surip; Surya, Muhamad Hendry; Fatmawati, Endang; Lawang, Karimuddin Abdullah
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.v8i1.8336

Abstract

This study analyzes strategies for implementing Pancasila values in the learning process aimed at shaping moderate, tolerant, and patriotic character among students of the Primary School Teacher Education (PGSD) Program at Universitas Serambi Mekkah. Employing a qualitative field research design, data were collected through classroom observations, in-depth interviews with lecturers and students, and documentation of instructional materials, including Semester Learning Plans (RPS), teaching resources, and academic activity records. Data analysis was conducted using descriptive qualitative techniques encompassing data reduction, data presentation, and conclusion drawing, and was reinforced by a review of relevant literature on radicalism, ideological education, and the internalization of Pancasila values in higher education. The findings reveal that the internalization of Pancasila values through contextual learning strategies, such as dialogical discussions, reflective learning, case-based instruction, the strengthening of ideological literacy, and lecturers’ exemplary conduct, contributes significantly to enhancing students’ awareness of diversity, religious moderation, and national unity. Students not only acquire cognitive understanding of Pancasila but also demonstrate the practical internalization of its values in their daily social interactions. This process strengthens students’ ideological resilience and reduces their susceptibility to radical narratives within the campus environment. The study concludes that learning Pancasila ideology plays a strategic role in preventing radicalism and serves as a fundamental pillar for reinforcing students’ national identity. These findings emphasize the importance of strengthening ideological education in a systematic and sustainable manner to foster a moderate, inclusive, and nationally oriented academic environment.
The Effect of the Problem-Based Learning Model on the Skills of Writing Recount Texts of High School Students Hijerah, Hijerah; Iswatiningsih, Daroe; Inganah, Siti
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.v8i1.8337

Abstract

This study aims to examine the effect of the Problem-Based Learning (PBL) model on the recount text writing skills of Grade X students at Muhammadiyah 1 Senior High School, Makassar. The study combined qualitative exploration with a quasi-experimental design to examine the impact of the Problem-Based Learning (PBL) model on students’ recount writing skills. Fifty Class X students participated, with data collected through writing tests and observations and analyzed using independent and paired samples t-tests. The results showed that PBL significantly improved students’ writing performance, as indicated by a p-value < 0.05. The study was conducted from January to June 2025, with fifty Grade X students selected through total sampling. Overall, this research seeks to determine whether PBL can significantly improve students’ ability to write recount texts within a real classroom setting. The results showed that the application of the Problem-Based Learning (PBL) model effectively improved the recount writing skills of grade X students at Muhammadiyah 1 Senior High School, Makassar. This model encourages active participation, critical thinking, and collaborative learning, resulting in significant improvements in students' writing skills, particularly in text organization, past tense usage, vocabulary selection, coherence, and idea development. Furthermore, PBL enhances students' motivation and engagement by connecting writing tasks to real-life contexts, making the learning experience more meaningful. Therefore, the PBL model can be considered an effective and innovative approach to improving students' writing competence and overall literacy skills.
A Modeling of Organizational Citizenship Behavior in Islamic Education Institution Fauzi, Farid; Siahaan, Amiruddin; Nasution, Inom
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.v7i3.8348

Abstract

This study analyzed the determinants of organizational justice, job satisfaction, and organizational commitment on organizational citizenship behavior (OCB) among MTsN teachers in Central Aceh Regency. Using a quantitative approach with a survey of 280 teachers, the data were analyzed through the Partial SEM-PLS approach. The population of this study consisted of all MTsN teachers in Central Aceh Regency, from which a sample of 280 respondents was determined using the simple random sampling technique to ensure representation across different madrasahs. The data sources included primary data obtained directly from respondents through structured questionnaires. The data collection technique employed a survey method using a Likert-scale questionnaire designed to measure teachers' perceptions of organizational justice, job satisfaction, organizational commitment, and OCB. The results showed that organizational justice (βz41 = 0.224), job satisfaction (βz42 = 0.399), and organizational commitment (βz43 = 0.243) had a positive and significant direct effect on OCB. Organizational justice also had a positive and significant effect on job satisfaction (βX21 = 0.667), while organizational justice (βY31 = 0.537) and job satisfaction (βY32 = 0.228) positively and significantly affected organizational commitment. The Goodness of Fit (GoF) value of 0.614 indicated a strong model. These findings emphasize the importance of organizational justice and job satisfaction in strengthening commitment and encouraging teacher OCB, which could serve as a foundation for developing sustainable policies and programs to improve madrasah performance.
The Impact of Work-Life Balance and Professional Competence on the Psychological Well-Being of Elementary School Teachers Wibawa, Bebet Adi; Kusumaningsih, Widya; Soedjono, Soedjono
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.v7i3.8383

Abstract

This study aims to examine the influence of work–life balance and professional competence on the psychological well-being of elementary school teachers in Singorojo Subdistrict, Kendal Regency. The research employed a quantitative explanatory design using a survey method. The population consisted of 246 permanent elementary school teachers working in 35 public elementary schools. Using the Slovin formula with a 5% margin of error, a sample of 152 teachers was selected through proportionate stratified random sampling to ensure adequate representation from each school. Data were collected through validated Likert-scale questionnaires and analyzed using simple and multiple linear regression. The results show that: (1) work–life balance has a significant effect on psychological well-being (t = 13.593, p < 0.05) with a contribution of 55.2% (R² = 0.552); (2) professional competence significantly influences psychological well-being (t = 8.708, p < 0.05) with a contribution of 33.6% (R² = 0.336); and (3) both variables simultaneously have a significant effect on psychological well-being (F = 107.324, p < 0.05) with a combined contribution of 59% (R² = 0.590). These findings indicate that teachers’ psychological well-being is shaped by their ability to maintain work–life balance and by their level of professional competence. Strengthening these two aspects is essential for supporting teacher welfare and improving the quality of education, particularly in rural elementary school contexts.
Innovative Strategies to Overcome Boredom in Islamic Religious Education at Islamic Boarding School-Based Vocational High Schools Syaikhoni, Yusuf; Annur, Saipul; Karoma, Karoma
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.v8i1.8409

Abstract

This study aims to analyze and develop innovative strategies to overcome learning boredom in Islamic Religious Education subjects at Islamic boarding school-based vocational high schools (SMK). This study uses a qualitative approach with a case study method, conducted at SMK Islam Raden Fatah Darussalam Tugumulyo, Ogan Komering Ilir Regency, South Sumatra. The main data sources consisted of Islamic Religious Education teachers, 10th and 11th grade students, and pesantren administrators, while secondary data was obtained from school academic documents, pesantren activity schedules, and digital learning archives. Data collection techniques included participatory observation, in-depth interviews, and documentation studies. Data analysis was conducted using the Miles and Huberman model through a process of data reduction, data presentation, and iterative conclusion drawing. The results of the study indicate that student learning fatigue is influenced by a heavy course load, an intensive boarding school schedule, monotonous teaching methods, and a lack of variety in digital media in Islamic Religious Education learning. Teachers implemented several innovative strategies such as project-based learning, gamification, contextual-collaborative approaches, and the use of interactive digital media in the form of reflective videos and online quizzes. These strategies have been proven to increase students' motivation, engagement, and reflective abilities regarding Islamic values. This research is significant because it provides practical contributions to boarding school-based schools in designing effective learning strategies to reduce boredom in Islamic Religious Education. Theoretically, this research enriches the study of Islamic Religious Education learning management, particularly in the context of vocational education integrated with the boarding school system.
Tradition-Based Islamic Education in the Serakalan Haji of the Sasak Community Muslim, Asbullah; Nasri, Ulyan; Algadri, Wan Syurur Feiruz; Halim, Abdul
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.v7i3.8423

Abstract

This study aims to describe the Serakalan Haji as a tradition-based Islamic education mechanism by analyzing how the ritual facilitates the internalization of religious values, the development of social solidarity, and the reproduction of cultural identity in the religious life of the Sasak people in Lombok. Employing a qualitative ethnographic approach, the study draws upon participant observation, in-depth interviews with religious figures and community members, and analysis of ritual documents and oral traditions. The primary data sources consist of direct observation of the ritual, oral narratives from key informants, and local manuscripts and community documents related to Serakalan Haji. The data were analyzed using thematic analysis, which involved coding, categorizing, and interpreting recurring patterns of meaning to understand how the Serakalan ritual functions in transmitting Islamic values, fostering social solidarity, and sustaining cultural identity within the Sasak community. The findings reveal that Serakalan serves as a form of tradition-based Islamic education, grounded in the lived experiences of the community. It nurtures love for the Prophet Muhammad, encourages intergenerational learning, and promotes ethical behavior through emotional and performative engagement. The ritual intensifies during the Hajj season, when acts of pilgrimage and Serakalan reinforce communal bonds, spiritual reciprocity, and collective emotional expression. The elders play a central role in ensuring the continuity of this tradition, functioning as cultural educators and spiritual guides. Ultimately, Serakalan Haji exemplifies how local religious practices can serve as powerful vehicles for Islamic pedagogy, social cohesion, and the embodiment of faith in everyday life.
Change Management and its Role in Enhancing Teacher Competency Through Technology Integration R, Abu Hasan Agus; Muslim, Bukhori
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.v8i1.8464

Abstract

This study aims to examine the integration of technology in education from the perspective of change management theory, with a particular focus on developing educator competencies at Islamic Senior High School (Madrasah Aliyah) Miftahul Ulum, located in Sumberanyar, Paiton, Probolinggo, East Java. Using a qualitative case study design, the study draws on desk reviews of school policy documents and training records, classroom observations of technology-supported learning activities, and semi-structured interviews with teachers, school leaders, and IT coordinators. The collected data were analyzed using thematic analysis, following stages of data reduction, data display, and conclusion drawing to identify patterns aligned with Lewin’s change management framework. The findings reveal that adequate preparation (Unfreeze) through structured training and awareness-building significantly reduces resistance to technology adoption. During the implementation phase (Change), teachers demonstrate improved competencies in digital assessment, learning management systems, and collaborative tools. Sustaining change (Refreeze) requires continuous professional development, consistent leadership support, and peer collaboration to ensure long-term integration. The study contributes both theoretically and practically by offering a contextualized application of Lewin’s change management model within an Islamic secondary school setting and by providing evidence-based strategies for strengthening educator digital competence. Practically, the research guides schools in designing structured training programs and cultivating collaborative cultures to enhance effective and sustainable technology integration. Theoretically, it enriches the discourse on change management in educational technology by illustrating how classical change models operate in faith-based school environments.
Management of Improving the Quality of Islamic Boarding School Education in the Era of Society 5.0 in Facing Global Competition Ningsih, Sri Rahayu; Patimah, Siti; Murtafiah, Nurul Hidayati
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.v8i1.8473

Abstract

This study aims to: (1) describe the general educational management of Pondok Pesantren Hidayatul Mubtadi'in, Al Ishlah, and Al Huda in Lampung Province; (2) analyze the quality improvement management applied by these Islamic boarding schools in responding to the demands of the Society 5.0 era; and (3) formulate a quality management model that aligns with contemporary needs while maintaining the pesantren's salafiyah identity. This study is qualitative research with a multisite design. Data were obtained through participatory observation, semi-structured interviews, and document analysis, supported by relevant literature. Data were analyzed using Miles' interactive model involving data reduction, data display, and conclusion drawing, combined with triangulation to ensure data validity. The findings show that the three Islamic boarding schools still apply traditional management patterns centered on kyai authority, classical learning methods, and evaluation systems emphasizing mastery of religious texts and character formation. However, initiatives to improve educational quality have begun to appear, including the integration of religious and general curriculum, strengthening of human resources, and gradual improvement of facilities while upholding principles of halal practice and institutional independence. These findings indicate that Islamic boarding school modernization can be carried out without abandoning tradition, through innovations that remain adaptive and culturally rooted. The resulting quality management model integrates Islamic values, traditional Islamic boarding school approaches, and relevant 21st-century principles, offering a framework for Islamic boarding schools to enhance educational quality while preserving their core identity.
A Deep Learning-Based Personal Feedback System to Strengthen the Love Curriculum in Cultivating Moderate Islamic Values in High Schools Ismail, Ismail
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.v8i1.8481

Abstract

This study examines the integration of a deep learning-based personal feedback system as an innovative strategy to strengthen the Love Curriculum in cultivating moderate Islamic values among high school students. Employing a qualitative case study at Madrasah Aliyah Muhammadiyah Bandar, data were collected through interviews, classroom observations, and document analysis to investigate the system's design and its effectiveness. Interview data revealed experiences of teachers and students, classroom observations captured authentic learning interactions, and documents provided objective support. All data were analyzed through qualitative reduction, display, and conclusion drawing, strengthened by triangulation to ensure understanding of design implementation. The findings indicate that the system utilizes artificial neural networks to analyze students' cognitive, affective, and behavioral data, enabling adaptive and personalized feedback tailored to individual characteristics. This feedback not only supports academic performance but also reinforces emotional awareness, empathy, tolerance, and appreciation of diversity through narrative-based guidance and value-oriented recommendations. Furthermore, the system effectively bridges religious concepts with real-life contexts, enhancing students’ internalization and practical application of moderate Islamic values. The implementation also improves teacher–student interaction and promotes parental involvement, although challenges persist regarding digital literacy and access to technological devices. Overall, the study concludes that deep learning-based feedback systems hold significant potential in transforming religious education into a more contextual, adaptive, and value-based learning model in the digital era. This research is important because it shows how artificial intelligence strengthens values-based learning through digital feedback and provides a conceptual-practical basis for policymakers to modernize religious education without losing its essence.
Implementation of School-Based Management to Optimize Character Education in Primary School Nurhidayati, Nurhidayati; Anjarini, Titi; Ratnaningsih, Arum
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.v6i3.8488

Abstract

This study aims to describe and explore the implementation of School-Based Management (SBM) in optimizing character education at the primary school level. The research explicitly examines how schools plan, implement, and evaluate character education programs within the SBM framework, and identifies the supporting and inhibiting factors that influence their effectiveness. A descriptive qualitative approach with a multi-site study design was employed, involving three primary schools in Purworejo Regency: SDN Purworejo 01, SDN Purworejo 03, and SDN Purworejo 05. The research sites were selected purposively based on the schools’ formal integration of character education into their School Development Plans (RKS). Data were collected through in-depth interviews with principals, teachers, and school committee members; classroom and school culture observations; and document analysis, including RKS documents, character education programs, and operational guidelines related to school management. Data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings indicate that SBM supports character education through school autonomy in designing student-oriented character programs, visionary principal leadership that promotes a positive school culture, teachers’ and school committees’ active participation in habituation activities, and the integration of character values into thematic learning. The study also identifies several inhibiting factors, including limited monitoring of character programs, inconsistent parental reinforcement, and teachers’ administrative workload. These results highlight the importance of strengthening SBM practices by enhancing leadership capacity, improving family involvement, and developing operational, measurable SOPs to support sustainable character education in primary schools.

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