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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
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The Application of Guided Inquiry to Students' Critical Thinking Skills in Pancasila Education Subjects with Self-Efficacy as a Moderator Variable Mawaddah, Sharihatul; Syahri, Mohamad; Soenaryo, Siti Fatimah
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.v8i1.8520

Abstract

This study examines the effect of the Guided Inquiry learning model on senior high school students’ critical thinking skills in Civic Education, with academic self-efficacy tested as a moderating variable. This study examines the effect of the Guided Inquiry learning model on students’ critical thinking skills in Civic Education and investigates the moderating role of academic self-efficacy. The population comprised all eleventh-grade students at Muhammadiyah 02 Islamic High School, Lamongan, in East Java. Samples were selected using cluster random sampling, resulting in 79 students divided into an experimental group (n = 40) and a control group (n = 39). A quasi-experimental 2×2 factorial design was employed. Data were collected using validated and reliable test instruments and analyzed using two-way ANOVA. The results show that the Guided Inquiry model significantly improves critical thinking skills compared to conventional instruction (p < .05). Academic self-efficacy also has a significant main effect (p < .05) and interacts with the learning model (p < .05). These findings indicate that Guided Inquiry is effective for enhancing critical thinking, particularly among students with higher self-efficacy. Data were collected through validated instruments consisting of a critical thinking skills test and a self-efficacy questionnaire. Statistical analyses, including Two-Way ANOVA, were conducted to examine main effects and interaction effects. Findings indicate that (1) the Guided Inquiry model significantly improved students’ critical thinking skills compared to conventional instruction; (2) students with high self-efficacy outperformed those with low self-efficacy; and (3) a significant interaction occurred between learning model and self-efficacy.
Implementation of a Differentiated Approach to the Subject of Islamic Cultural History at Madrasah Ibtidaiyah Krisetyaningsih, Krisetyaningsih; Nurlaili, Nurlaili; Mardeli, Mardeli; Faisal, Faisal; Wasilah, Wasilah
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.v6i3.8652

Abstract

This study aims to analyze the implementation of differentiated learning approaches in class V SKI subjects at MI Al-Adli and MI Munawariyah Palembang. The research employed a qualitative approach with a multisite method, incorporating in-depth interviews, structured observations, and document analysis with participants including madrasah heads, deputy heads of curriculum, teachers, conducteddents. Data analysis involved using thematic analysis, categorization, and cross-case analysis to identify similarities and differences in implementation in the two madrasas. The results showed that teachers had implemented differentiation of content, processes, and products. However, the implementation was not fully optimal due to limitations in diagnostic assessments, learning facilities, and the application of differentiation. Differentiation can enhance learning motivation, historical understanding, and active student participation. These findings reinforce the importance of implementing differentiated learning in SKI and show the need to ensure consistent and sustainable implementation.
Optimizing Block System Management in the P5-PPRA Project Based Learning in Elementary School and Madrasah Ibtidaiyah Nurlaeli, Nurlaeli; Krisetyaningsih, Krisetyaningsih; Faisal, Faisal; Aquami, Aquami; Wasilah, Wasilah
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.v6i3.8653

Abstract

The implementation of the Pancasila Student Profile Strengthening Project (P5) continues to face various challenges, particularly in faith-based primary education institutions. This study offers a novel perspective by examining the management of the P5-PPRA program through a block system in elementary schools and Madrasah Ibtidaiyah. This area remains underexplored in empirical research. The study aims to analyze management strategies, the roles of educational stakeholders, and the supporting and inhibiting factors in the implementation of the block-system-based P5-PPRA program. A qualitative multi-case study Design was employed involving two primary education institutions in Palembang City. Data were collected through in-depth interviews with school principals and teachers, as well as structured observations of P5-PPRA implementation, and analyzed using thematic analysis. The findings indicate that the optimization of the P5-PPRA program is influenced by integrated program planning, adaptive school leadership, teacher competence in project-based learning, and flexible time management through the block system. However, limitations in teachers’ conceptual understanding, resource readiness, and insufficient policy support remain significant challenges. This study contributes to the existing literature by proposing a conceptual management model for implementing the P5-PPRA program through a block system, which can serve as a reference for policymakers and education practitioners in enhancing the effectiveness of character education in primary schools.
Integrating Think Pair Share with Online Collaboration Platforms to Foster Writing Skills Nisak, Sayida Khiratun; Kuswanto, Kuswanto
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.v6i3.8660

Abstract

This study examines the implementation of the Think–Pair–Share (TPS) strategy integrated with online collaborative platforms in writing instruction and describes students’ responses and learning experiences related to writing skills. Using a qualitative case study design, the research involved 30 eighth-grade students and an English teacher in a public junior high school in Privat School at Sabak Timur. Data were collected through classroom observations, student and teacher interviews, document analysis of students’ drafts, and records of online collaborative activities. The findings reveal four major outcomes. First, online collaboration strengthened the TPS stages by enabling students to document ideas, revisit discussions, and refine their writing through digital archives. Second, students’ motivation and participation increased due to real-time interaction and peer appreciation. Third, students received more diverse feedback—from partners, groups, and the teacher which improved vocabulary use, coherence, and text length. Fourth, the teacher’s role shifted from a knowledge provider to a facilitator who guided discussions and supported reflective revision. The findings suggest that the use of Think–Pair–Share (TPS) in combination with platforms such as Google Docs facilitated collaborative writing experiences within the studied context, which can be interpreted as aligning with social constructivist principles. The study offers practical implications for English teachers and theoretical contributions to research on digital collaborative writing in secondary education.
The Urgency of Morality and Social Norms in Campus Life Wargo, Wargo; Abidin, Zaenal; Al-Munip, Al-Munip
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.v6i3.8669

Abstract

This study seeks to explore the perceptions of students at the Al Mujaddid Islamic Institute Sabak regarding the urgency of morals and norms in campus life, addressing the gap between the recognized importance of ethical behavior and observed inconsistencies in moral practice among students. While higher education is often focused on cognitive development, less attention has been given to how moral values and social norms are internalized and practiced in daily campus interactions, particularly in Islamic-based institutions. This research employs a descriptive qualitative approach, with data collected through semi-structured interviews, classroom and campus observations, and document analysis. Data were analyzed using inductive thematic analysis, involving systematic coding, categorization of emerging patterns, and triangulation across sources to ensure credibility and a comprehensive understanding of students’ perspectives on moral and normative values. The findings indicate that most students perceive morals and norms as having a significant role in maintaining social harmony, academic ethics, and shaping their identity as Muslim students. However, challenges were also identified in the implementation of these values, such as the influence of popular culture, social media, and the lack of role models. The study highlights the importance of strengthening students’ awareness and internalization of moral values and norms in campus life, emphasizing the role of Islamic-based education, ethical practices, and social interactions in shaping a harmonious and responsible academic environment.
Results-Based Management As A Model for Madrasah Education Management Aslamiyah, Nurul; Patimah, Siti; Murtafiah, Nurul Hidayati
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.v6i3.8738

Abstract

This study aims to: (1) analyze the planning and implementation of RBM in the management of madrasah education, (2) examine the mechanism for evaluating and measuring the achievement of results, and (3) identify the supporting and inhibiting factors for the implementation of RBM and its implications for the formulation of madrasah education management models. This study uses a qualitative method with a multisite approach. The research locations include three private aliyah madrassas in South Lampung Regency, namely MAS Al Fatah Natar, MAS Hidayatul Mubtadiin Jati Agung, and MAS Islamiyah Cintamulya. Data was obtained through in-depth interviews, observations, and documentation studies of madrasah heads, deputy madrasah heads, and teachers. Data analysis was conducted using an interactive model, involving data reduction, presentation, and drawing conclusions, which were validated through the triangulation of sources and techniques. The study's results reveal variations in the level of maturity of RBM implementation among madrasas. MAS Al Fatah Natar implements RBM relatively more systematically, utilizing academic outcome indicators and data-based follow-up. In contrast, MAS Hidayatul Mubtadiin Jati Anonacademicout achieves nonacademic outcomes through the program. At the same time, Tion, while MAS Islamiyah Cintamulya is still situational and has not been institutionalized. The conclusion of the study emphasizes that the clarity of outcome indicators, consistency of data-based evaluation, and follow-up documentation are the keys to the success of RBM in madrasas.  
Challenges and Opportunities for the Formulation of Madrasah Education Development Planning Management Strategies Fernadi, Muhammad Feri; Patimah, Siti; Murtafiah, Nurul Hidayati
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 6 No. 2 (2024): Geographical Coverage: Indonesia, Iraq, Malaysia, and Denmark
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v6i2.8739

Abstract

The purpose of this research is to analyze the practice of formulating planning management strategies, identify the challenges faced, and examine opportunities that can be utilized in the development of madrasah education. This study uses a type of field research with a multi-site qualitative approach. Data were obtained through in-depth interviews, observations, and documentation studies. Data sources include madrasah heads, deputy madrasah heads, teachers, education staff, and foundation managers. The research locations were conducted at MTs Al Ikhlas Tanjung Bintang, MTs Negeri 1 South Lampung, and MTs Muhammadiyah Natar. Data collection techniques include interviews, observations, and documentation, while data analysis is carried out through data reduction, data presentation, and the drawing of conclusions. The results of the study show that the formulation of planning management strategies in madrasas has been carried out through formal planning documents, such as RKJM and RKT; however, the practice is contextual in accordance with the institutional character. The main challenges include limited human resources, inadequate infrastructure and technology, insufficient funding, internal coordination issues, and weak planning and evaluation. Meanwhile, opportunities to strengthen planning arise from the development of collaborative practices, stakeholder involvement, technology utilization, innovation, and continuous evaluation, as well as the exchange of good practices between madrasas. This study concludes that the management strategy for developing madrasah education needs to be developed in an adaptive, collaborative, and institutionally context-based manner to improve the quality of education sustainably.
Adaptive Crisis Management in Strengthening Institutional Resilience of Islamic Boarding Schools Hasan, Mustaqim; Patimah, Siti; Murtafiah, Nurul Hidayati
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.v6i3.8770

Abstract

This study examines the adaptive crisis management model and the institutional resilience of Pondok Pesantren Hidayatul Mubtadiin Jati Agung, an Islamic educational institution operating amid rapid disruption. The research analyzes pesantren crisis responses, identifies internal factors shaping institutional resilience, and explores the role of Islamic values in sustaining long-term stability. Employing a qualitative descriptive approach, data were collected through in-depth interviews, participatory observation, and documentation involving kyai, teachers, administrators, dormitory supervisors, and senior students, and analyzed using the Miles, Huberman, and Saldaña interactive model. The findings show that crisis responses are characterized by adaptive and collaborative management, rapid coordination, flexible structural adjustments, and strong spiritual–transformational leadership. Institutional resilience is reinforced by a deeply embedded organizational culture, structured mentoring, and high human resource commitment, which support continuity and shared responsibility during crises. Islamic values such as tawakal, patience, discipline, and musyawarah function as psychological stabilizers and normative guidelines that shape behavior and decision-making under pressure. However, the pesantren continues to face challenges, including limited formal crisis procedures, uneven technological literacy, and gaps in early risk detection. Overall, the study suggests that pesantren resilience is best conceptualized through a hybrid model integrating traditional Islamic values with modern crisis management principles to strengthen preparedness and long-term institutional sustainability.
The Role of Transformational Leadership in the Implementation of Child-Friendly School Policy Sulistyowati, Titik; Ginting, Rosalina Br; Muhtarom, Muhtarom
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.v8i1.8890

Abstract

The Implementation of the Child-Friendly School (Sekolah Ramah Anak/SRA) policy is a strategic effort to ensure the fulfillment of children’s rights and to create a safe, inclusive, and child-centered educational environment. However, the effectiveness of this policy largely depends on school leadership, particularly the Principal’s transformational leadership. This study aims to analyze the role of principals’ transformational leadership in implementing the Child-Friendly School policy at SMP Negeri 1 Tegowanu. The research employed a qualitative descriptive approach. Data were obtained from primary and secondary sources involving the Principal, teachers, students, parents, and school committee members. Data collection techniques included in-depth interviews, participatory observations, and documentation studies conducted at SMP Negeri 1 Tegowanu. Data were analyzed using interactive analysis techniques: data collection, data reduction, data display, and conclusion drawing. Data validity was ensured through technique triangulation, source triangulation, and time triangulation. The findings indicate that principals’ transformational leadership plays a crucial role in supporting the Implementation of the Child-Friendly School policy through four interrelated dimensions. Inspirational motivation encourages teachers to continuously develop their competencies, significant experiences, and Collaborative Innovation through collaborative problem-solving and the adoption of child-friendly learning strategies. Individualized consideration is reflected in the Principal’s attention to individual differences, recognition of achievements, and personalized support for school members. Idealized influence is demonstrated through exemplary behavior, integrity, and strong commitment to child protection principles. The novelty of this study lies in identifying collective decision-making as a key leadership practice that strengthens policy implementation and ensures the fulfillment of children’s rights in a non-discriminatory manner.
Implementation of Performance-Based Financing Management in Improving the Management Efficiency of Islamic Junior High School Anita, Anita; Patimah, Siti; Murtafiah, Nurul Hidayati
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.v6i3.8982

Abstract

This study aims to analyze the implementation of performance-based financing and its impact on the efficiency of madrasah management. The research employed a qualitative case study design conducted at MTs Al Ishlah Sukadamai Natar. This approach was chosen to gain an in-depth understanding of the processes, strategies, and dynamics involved in implementing performance-based financing within the real context of an Islamic educational institution. The research subjects included the madrasah principal, treasurer, head of the madrasah committee, and teachers directly involved in the planning and implementation of financing programs, selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and document analysis, including the Madrasah Work and Budget Plan (MWBB), budget realization reports, meeting minutes, and program evaluation documents. Data analysis followed the interactive model of Miles and Huberman, consisting of data reduction, data display, and inductive conclusion drawing. Data validity was ensured through source and technique triangulation and member checking. The findings indicate that integrating priority performance indicators into planning and budgeting has led to more targeted, efficient spending patterns with direct impacts on the improvement of educational services. Budget allocations were primarily directed toward teacher professional development, the development of digital learning media, and the preventive maintenance of facilities. Despite limited data literacy and inadequate digital infrastructure, the implementation of performance-based financing has enhanced financial efficiency, transparency, and accountability in madrasah financial management. This study concludes that performance-based financing is a relevant and replicable model for promoting professional and sustainable madrasah governance.

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