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Attractive : Innovative Education Journal
Published by CV. Creative Tugu Pena
ISSN : 26856085     EISSN : 26856085     DOI : -
Core Subject : Education,
Other
Attractive ; Innovative Education Journal invites scholars, researchers, and students to contribute the result of their studies and researches in the areas related to Education, which covers textual and fieldwork investigation with various perspectives of Islamic Education, Educational Technology, Education Management, and Learning Strategy as well as the examination of contemporary issues in the field Education.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 535 Documents
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Exploring the Dynamics of Cancel Culture in Social Studies (2002-2025): A Bibliomatrix Analysis Liza Dwi Eftiza Khairunniza; Elly Malihah; Didin Saripudin; Siti Nurbayani K
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2822

Abstract

This study aims to analyze the bibliographic metadata characteristics of research on cancel culture in the context of Social Studies using a bibliometric approach. The research subjects include scholarly articles indexed in the Scopus database that discuss cancel culture relevant to Social Studies. The research method employed is bibliometric analysis using VOSviewer software to identify publication trends based on the aspects of Documents by Year, Documents by Subject Area, Documents by Country or Territory, and Documents by Funding Sponsor. The theories underlying this article encompass three main approaches: the theory of social construction and communication, the theory of power, and the theory of digital ethics. The findings indicate that publications on cancel culture in the context of Social Studies have increased significantly since 2020, peaking in 2024. The Social Sciences field is the most dominant discipline researching this topic, followed by Psychology as well as Business, Management, and Accounting. Geographically, research is dominated by the United States, Australia, Canada, and the Philippines. Meanwhile, research funding primarily comes from social sciences and humanities institutions, highlighting a greater focus on social and communication aspects rather than direct educational implications. This study recommends further exploration of the impact of cancel culture on Social Studies curricula, academic freedom, and digital ethics in education. Additionally, empirical research is needed to understand how students and educators respond to this phenomenon and to develop educational strategies based on digital literacy.
Repositioning K.H. Ahmad Dahlan's "Kiai-Intelek" Philosophy: Relevance and Competence Development of Islamic Religious Education Teachers in the Society 5.0 Era Kamala Safari Laela; Moh Ali; Didin Nurul Rosyidin; Saefudin Zuhri
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2825

Abstract

This study aims to reposition K.H. Ahmad Dahlan’s Kiai-Intelek philosophy and examine its relevance to the development of Islamic Religious Education (IRE) teacher competence in the Society 5.0 era. The study employed a qualitative approach using a library research design with a biographical-philosophical orientation. Data were obtained from primary and secondary literature concerning Ahmad Dahlan’s educational thought, including Kiai-Intelek, Tajdid, Al-Ma’un theology, and contemporary studies on IRE teacher competence and Society 5.0. Data were analyzed through content analysis and Gadamerian philosophical hermeneutics by interpreting relevant texts, contextualizing Ahmad Dahlan’s ideas, and reconstructing their implications for contemporary teacher competence. The findings indicate that Ahmad Dahlan’s educational philosophy remains relevant but requires contextual repositioning. Kiai-Intelek provides a foundation for integrating spiritual depth and intellectual competence; Tajdid supports adaptive and innovative teacher development; while Al-Ma’un strengthens the humanistic and social-ethical orientation of education. Based on these dimensions, this study proposes the Transcendental-Facilitator Model, which conceptualizes IRE teachers as educators who integrate spiritual-transcendental, intellectual-critical, adaptive-technological, humanistic-social, and transformative-facilitative competencies. The model positions technology as an educational instrument rather than an ultimate objective and emphasizes the teacher’s role as a critical mediator of knowledge and ethical guide in technology-mediated learning. The study contributes a conceptual framework connecting Ahmad Dahlan’s educational heritage with contemporary teacher professionalism and the human-centered orientation of Society 5.0.
A Cultural–Spiritual Muadalah Curriculum Model Based on Local Wisdom for Strengthening Students' Character in Islamic Boarding Schools Yayan Herdiana; Tedi Priatna; Qiqi Yuliati Zaqiah; Bambang Syamsul Arifin
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2827

Abstract

The implementation of the muadalah curriculum in Islamic boarding schools faces the challenge of preserving the traditions of Islamic scholarship while responding to the demands of contemporary education and the integration of local wisdom. Although numerous studies have examined pesantren curricula, research that integrates curriculum implementation, local wisdom, and students' character development within the muadalah education system remains limited. This study aims to analyze the implementation of a local wisdom-based muadalah curriculum in strengthening students' religious character and discipline and to formulate a conceptual synthesis of its implementation. This study employed a qualitative multi-site research design at Miftahul Huda Islamic Boarding School in Manonjaya, Tasikmalaya, and Al-Ikhlash Islamic Boarding School in Kuningan. Data were collected through in-depth interviews, participant observation, and document analysis, and were analyzed using within-site and cross-site analysis. The findings indicate that curriculum implementation is realized through the integration of Islamic spirituality, pesantren traditions, local wisdom values, and a living curriculum approach, which is manifested in intracurricular, cocurricular, extracurricular, habituation, and role-modeling activities within a twenty-four-hour educational ecosystem. This integrated implementation effectively strengthens students' religious character and discipline through a continuous process of value internalization. Based on the cross-site synthesis, this study formulates the Cultural–Spiritual Muadalah Curriculum Model Based on Local Wisdom, which explains the systematic relationship among Islamic spirituality, local wisdom, curriculum implementation, the living curriculum, and students' character development. This conceptual model contributes to the advancement of curriculum implementation studies in Islamic boarding school education by positioning pesantren culture as the primary mechanism for value internalization and character formation.
Historical Traces That Tell A Story: Fostering Islamic History Literacy Among Students Safira Amalia Razak; Aceng Kosasih; Mokh Iman Firmansyah; Jamal Rizal Bin Razali
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2830

Abstract

This study examines the concept of ‘storytelling historical traces’ as an innovative approach to enhancing Islamic history literacy amongst students in the digital age. The rapid development of digital technology has transformed the way students access and understand historical information, shifting learning patterns from traditional memorisation-based methods to more interactive and technology-driven experiences. However, this transformation also presents challenges, particularly the spread of historical misinformation and distorted narratives in digital spaces. This research employs a systematic literature review to analyse relevant studies on narrative-based learning, contextual teaching approaches, and the integration of digital media in Islamic history education. The findings indicate that storytelling-based historical learning can strengthen students’ historical awareness, emotional engagement, and moral internalisation by presenting historical events as meaningful narratives rather than mere chronological facts. Furthermore, the integration of contextual learning strategies, digital media and interactive technologies—such as multimedia, social media and virtual learning environments—significantly enhances students’ engagement with and understanding of Islamic history. Nevertheless, the study also highlights the importance of digital literacy and historical literacy in mitigating the risks of misinformation and historical distortion on online platforms. Overall, the combination of narrative-based learning and digital transformation offers a promising strategy for developing students’ critical thinking skills and strengthening their Islamic historical literacy in the digital age.
Integrating School Environmental Culture into a Problem-Based Science Module to Improve Students' Problem-Solving and Environmental Understanding Carry De Fitri Danhas; Heffi Alberida
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2832

Abstract

Environmental problems require science learning that connects conceptual understanding, problem-solving skills, and school-based environmental action. This study aimed to develop a science teaching module integrating the School Environmental Care and Culture Movement into Problem Based Learning and to examine its validity, practicality, and effectiveness in improving junior high school students' problem-solving skills and environmental understanding. The study used research and development with the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The subjects involved five expert validators, two science teachers, and 60 seventh-grade students of SMP Negeri 22 Padang divided into experimental and control classes. Data were collected through validation sheets, practicality questionnaires, and tests of problem-solving skills and environmental understanding. Validity and practicality data were analyzed using percentages, while effectiveness was analyzed using gain score, N-Gain, effect size, and the Mann-Whitney test. The module obtained a validity score of 91.40%, teacher practicality of 93.89%, and student practicality of 94.17%, all in the very good category. The experimental class showed higher improvement in problem-solving skills than the control class, with p < .001, effect size of 0.75, and N-Gain of 0.48. Environmental understanding also improved significantly, with p = .003, effect size of 0.39, and N-Gain of 0.53. Therefore, the developed module is valid, practical, and effective for strengthening GPBLHS-based science learning.
Understanding Learner Variability in Biology Education: Learning Needs and Barriers among University Students in Papua Nurbaya Nurbaya; Hanida Listiani; Suriyah Satar; Siti Lutfiah
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2836

Abstract

Understanding learner variability is fundamental to developing inclusive learning environments in higher education, particularly in Biology education where students encounter complex and abstract scientific concepts. However, empirical evidence describing students' learning needs and barriers in underrepresented contexts such as Papua remains limited. This study aimed to explore learner variability by identifying the learning needs and barriers experienced by undergraduate Biology Education students at Universitas Cenderawasih, Indonesia. A qualitative descriptive design was employed using a learning needs questionnaire, focus group discussions, and field observations. Data were analyzed through thematic analysis, while questionnaire responses were used to support and triangulate the qualitative findings. Four major themes emerged from the analysis: learner variability is shaped by diverse educational, sociocultural, and technological backgrounds; understanding abstract biological concepts requires multiple forms of representation; classroom participation is influenced by psychological and instructional factors; and students prefer flexible approaches for demonstrating learning. These findings indicate that learning barriers are closely associated with contextual and instructional factors rather than students' academic ability alone. The study highlights the importance of understanding learner variability prior to designing instructional interventions and emphasizes the need for flexible teaching, learning resources, and assessment practices that accommodate diverse learner characteristics. The findings provide empirical evidence to support more inclusive and equitable Biology education in higher education.
Persistensi Belajar Lansia dalam Pembelajaran Al-Qur’an Berbasis Digital: Studi pada Program Tamyiz Online Nunung Nur Qomariah; Huriyah; Adang Djumhur Salikin; Ade Hidayat
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2842

Abstract

This study aims to examine the learning persistence of older adults participating in the Tamyiz online program for understanding the translation of the Qur’an and to identify the supporting factors, challenges, and spiritual impacts experienced by the participants. The study employed a mixed-methods approach with a sequential explanatory design. Quantitative data were collected through a Google Forms-based questionnaire administered to 34 participants, while qualitative data were obtained through in-depth interviews with five purposively selected informants. Quantitative data were analyzed descriptively, whereas qualitative data were analyzed using the Miles and Huberman interactive model, involving coding, categorization, and theme development. The findings indicate that the older participants demonstrated a high level of learning persistence, reflected in their consistency in attending learning sessions, commitment to learning, and resilience in overcoming learning challenges. Spiritual motivation emerged as the dominant factor sustaining their continued participation, supported by external factors such as family support, a supportive learning environment, and the accessibility of the Tamyiz learning method. The main challenges included difficulties in tarkib (Arabic grammatical analysis), declining memory capacity, and adaptation to digital technology. Nevertheless, these challenges did not substantially diminish the participants’ engagement in learning. The study also found that participation in the Tamyiz online program contributed to meaningful spiritual impacts, including improved understanding of the meaning of the Qur’an, enhanced quality of religious practices, and a stronger emotional connection with the Qur’an. These findings suggest that learning persistence among older adults is shaped not only by academic factors but also by spiritual motivation and social support within digital learning environments.
Disaster-Safe School Leteracy and the Implementation of the Three Pillars in Senior High Schools and Vocational High School within Java Regional Education Office II: Implications for Sustainable Development Prasetiyo Prasetiyo; Sunan Baedowi; Mei Fita Asri Untari; Chr. Argo Widiharto
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2858

Abstract

Disaster-Safe Education Units (Satuan Pendidikan Aman Bencana/SPAB) play a strategic role in strengthening school resilience and supporting sustainable development. However, empirical evidence integrating disaster literacy and institutional readiness across the three SPAB pillars in Indonesian secondary schools remains limited. This study aimed to examine the level of SPAB literacy and evaluate the implementation of the three SPAB pillars in senior high schools and vocational high schools under Regional Education Office II of Central Java Province. A quantitative descriptive-comparative survey was conducted involving 58 schools selected through voluntary response sampling. Data were collected using the official SPAB assessment instrument based on the Indonesian Ministry of Education and Culture Regulation No. 33 of 2019. Descriptive statistics, Friedman tests, independent-samples t-tests, and one-way ANOVA were employed for data analysis. The findings revealed that SPAB literacy was at a high level (M = 68.47%), whereas overall SPAB implementation was moderate (M = 54.53%). Among the three pillars, Safe Learning Facilities achieved the highest implementation, followed by School Disaster Management, while Disaster Risk Reduction and Resilience Education showed the lowest performance. Significant differences were found among the three SPAB pillars (p < .001), whereas no significant differences were identified based on school status or school type (p > .05). These findings indicate that strong disaster literacy alone is insufficient to ensure effective SPAB implementation. Strengthening disaster risk reduction education, institutional capacity, and curriculum integration is therefore essential to foster resilient, safe, and sustainable schools.
How Reading Aloud Technique (RAT) Impacts the First-Year Computer Engineering (CE)’s English-Speaking Learning Engagement Rumondang Miranda Marsaulina
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2864

Abstract

Reading aloud technique (RAT) is pervasively known to influence English as a Foreign Language (EFL) learners’ language skill acquisition. Only several studies, however, explored the approach’s significance on basic dimensions of learning engagement used to reflect students’ ability and progress in their learning goals. This qualitative research was conducted to comprehend how RAT, integrated with varied speaking tasks, impacted behavioral, emotional, and cognitive engagement dimensions of non-native English speaking first-year university students majoring Computer Engineering (CE). The main finding interpreted from a series of event-based observations revealed RAT impacted students’ learning engagement at a limited-to-average extent of dimension, with exception to one dimension, emotional engagement where RAT was found to relieve students’ foreign language anxiety (FLA). This limited extent tendency further led to students’ average progress in speaking the target language. The conclusion is RAT represents a challenge toward prior entries about optimistic effects of RAT on EFL learning. This alternative outcome on RAT’s impacts contributes to enrich EFL instructors’ understanding to suitably merge the technique with other speaking learning modalities.
Pembelajaran Berdiferensiasi Berbasis Humanistik dan Teacher Agency dalam Menangani Problem Belajar Siswa di Madrasah Winarno Winarno; Sulton Sulton; Sutrisno Sutrisno
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2866

Abstract

Problem belajar multidimensi di madrasah sering kali tidak tertangani optimal karena pendekatan pembelajaran yang seragam dan minimnya dukungan institusional terhadap inovasi guru. Penelitian ini bertujuan mengkaji implementasi pembelajaran berdiferensiasi yang berlandaskan pendekatan humanistik sebagai respons pedagogis berbasis relasi. Metode studi kasus kualitatif diterapkan di MA Muhammadiyah 01 Tegalombo melalui wawancara mendalam, observasi, dan triangulasi data yang melibatkan guru, siswa, serta pimpinan madrasah. Temuan utama menunjukkan bahwa diagnosis relasional di luar kelas formal menjadi fondasi krusial untuk mengungkap hambatan belajar yang tak terdeteksi oleh asesmen kognitif semata. Praktik ini membangun psychological safety yang memungkinkan diferensiasi konten, proses, produk, dan lingkungan belajar secara responsif, meskipun guru harus beroperasi sebagai Inovator Humanistik Mandiri tanpa naungan kebijakan institusi. Disimpulkan bahwa diferensiasi humanistik bukan sekadar modifikasi teknis kurikulum, melainkan manifestasi etika profesional yang memanusiakan peserta didik. Implikasinya, keberlanjutan praktik ini menuntut transformasi madrasah menjadi komunitas belajar yang secara sistematis menopang agensi guru melalui dukungan kebijakan dan alokasi waktu yang memadai.

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