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Journal of Science and Education (JSE)
Published by CV. Media Digital Publikasi Indonesia
ISSN : -     EISSN : 27455351     DOI : -
Core Subject : Science, Education, Engineering,
Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics
Journal of Science and Education (JSE) aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education. The scope of our journal includes: Language and literature education Social science education Sports and health education Economics and business education Math and natural science education Vocational and engineering education
Arjuna Subject : Umum - Umum
Articles 20 Documents
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Search results for , issue "Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION" : 20 Documents clear
School Committee Strategies to Improve the Quality of Primary School Learning Novalia Nurlaela; Deti Rostini
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.601

Abstract

This study examines the strategies employed by school committees to enhance the quality of learning at the primary school level within the context of the implementation of the Merdeka Curriculum. Using a qualitative case study approach, the research was conducted at SDN 170 Dian in Bandung City and SDN Menger 02 in Bandung Regency, involving principals, teachers, committee members, and parents. Data were collected through participatory observations, in-depth interviews, and document analysis, and were analyzed using the interactive model by Miles, Huberman, and Saldaña. The findings indicate that school committee strategies include data-driven planning, participatory program implementation, and monitoring through documentation and reporting. However, the committee’s involvement remains largely administrative and has not fully assumed a strategic role. This role gap is attributed to the committee’s limited human resource capacity, lack of training, and weak synergy among stakeholders. The study concludes that the effectiveness of school committee strategies in supporting learning quality hinges on three key factors: adaptive policy support, institutional capacity building, and the application of a community-based collaborative approach. These findings underscore the importance of transforming school committees from symbols of administrative participation into strategic actors in school-based quality education management.
Transformational Leadership Management of School Principals in Enhancing the Professional Competence of Primary School Teachers Adhari Maulana Agung; Okke Rosmaladewi
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.602

Abstract

This study examines the transformational leadership management of school principals in enhancing the professional competence of primary school teachers. Using a qualitative case study approach, the research was conducted at SDIT Insani and SDIT Andalusia, involving principals, teachers, and managerial staff as key informants. Data were collected through in-depth interviews, direct observations, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that school principals implement transformational leadership through strategic planning based on teacher needs, the execution of collaborative training programs, structured evaluations, and continuous follow-up actions. These practices reflect the application of the PDCA (Plan–Do–Check–Act) cycle within the framework of educational quality management. Despite limitations in infrastructure and funding, the principals succeeded in fostering a professional and collaborative culture through visionary communication, teacher empowerment, and external partnerships. The study concludes that transformational leadership, when carried out in a planned and adaptive manner, plays a significant role in improving teacher competence and learning quality in primary schools. These findings highlight the importance of strengthening the capacity of school principals as instructional leaders and change agents within school-based educational management.
Implementation of Coaching Techniques to Enhance School Principals’ Managerial Competence Through the TIRTA Framework Ai Aisyah; H Hidayat
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.603

Abstract

This study examines the implementation of coaching techniques based on the TIRTA Framework (Action, Reflection, Follow-Up, and Execution) as a strategic approach to enhancing the managerial competence of primary school principals. Using a qualitative case study approach, the research was conducted at SDN Talagasari and involved the principal, senior teachers, and school supervisors as key informants. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that coaching through the TIRTA Framework gradually facilitates a transformation in the principal’s mindset—from administrative leadership to reflective and collaborative leadership. The Action phase enables the identification of real, context-based problems within the school; Reflection promotes self-evaluation and awareness of one’s role; Follow-Up guides the formulation of strategic plans based on reflective insights; and Execution showcases the internalization of new leadership values into the school’s work culture. These findings affirm that reflective coaching is not merely a technical intervention, but a transformative learning process that can foster adaptive and sustainable leadership. The TIRTA-based coaching technique has the potential to serve as a professional development model for school principals, one that could be integrated into national education supervision policies in a more contextual and human-centered manner.
Management of Intra School Student Organizations to Enhance Student Creativity in Senior High Schools Haldi Rizkiawan Sukarna; Maman Suherman
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.606

Abstract

This study examines the effectiveness of Intra-School Student Organization (OSIS) management in enhancing student creativity at the senior high school level. Using a qualitative comparative case study approach, the research was conducted at SMAN 1 Rancaekek and SMAN 27 Bandung, which exhibit differing student organization characteristics and school cultures. Data were collected through in-depth interviews, participatory observations, and document analysis, and were analyzed using the interactive model by Miles, Huberman, and Saldaña. The findings indicate that OSIS management that is participatory, flexible, and responsive to student needs can significantly enhance student creativity. SMAN 27 Bandung demonstrated more innovative practices in planning, program implementation, and evaluation aspects, whereas SMAN 1 Rancaekek remained focused on routine and administratively inclined activities. Supporting factors include supportive school leadership, active student participation, and the use of technology in organizational coordination. Challenges encountered involve time constraints, limited resources, and insufficient managerial training for OSIS administrators.This study concludes that effective OSIS management can serve as a strategic platform for developing student creativity and recommends strengthening training, program innovation, and cross-sector collaboration in OSIS management.
The Influence of Islamic Cultural History (SKI) and Aqidah Akhlak Learning on Enhancing Understanding of Religious Moderation Neng Liah Sapliah; Fitriyani Kosasih
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.607

Abstract

This study examines the influence of integrated learning in the subjects of Islamic Cultural History (SKI) and Aqidah Akhlak on enhancing students’ understanding of religious moderation at MTs Nurul Falah Bandung. Using a mixed-method sequential explanatory approach, data were collected through Likert-scale pre-tests and post-tests as well as semi-structured interviews. The results of the paired t-test showed a significant increase in the average scores of religious moderation understanding: cognitive dimension rose from 3.05 to 3.98, affective from 3.18 to 4.04, and conative from 3.13 to 4.00, with p < 0.001. Regression analysis indicated that the intervention contributed β = 0.62 with R² = 0.58. Qualitative findings revealed that the integration of historical narratives and moral values strengthened students’ tolerant, empathetic, and reflective attitudes toward differences. The study concludes that contextually integrated SKI and Aqidah Akhlak learning is effective in fostering the values of religious moderation and can serve as a character education model in madrasahs.
Implementation of Practical Religious Skills Assessment in Fiqh Learning on the Topic of Thaharah in the Merdeka Curriculum Abdah Muhammad Hasan; Ahmad Sukandar
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.608

Abstract

This study examines the implementation of practical Thaharah assessment within the context of the Merdeka Curriculum at the junior secondary school level. Employing a qualitative approach with a comparative case study design, the research was conducted at MTs An-Nur 1 and MTs An-Nur 3 in Malangbong, Garut. Research subjects included Islamic studies teachers, school principals, and relevant instructional and assessment documents. Data were collected through participatory observation, in-depth interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña.The findings reveal that the quality of rubric design and the consistency of assessment implementation play a crucial role in enhancing students’ religious practice skills. MTs An-Nur 1 demonstrated a high level of implementation fidelity, with assessments embedded in routine instruction, immediate feedback, and well-documented student portfolios. In contrast, MTs An-Nur 3 conducted assessments in a more administrative and less reflective manner. The success of assessment practices at MTs An-Nur 1 was supported by internal factors such as teacher competence, a strong religious school culture, instructional leadership, and adequate infrastructure. The study concludes that the effectiveness of authentic assessment in religious education depends on three key components: instrument validity, implementation consistency, and a supportive school ecosystem. These findings highlight the importance of community-based collaboration and instructional leadership in transforming assessment into a formative and character-building process, rather than a mere administrative procedure.
The Effectiveness of Religious Extracurricular Programs in Shaping Students’ Character" Hidayatullah; Wiwik Dyah Andayani
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.609

Abstract

This study aims to analyze the effectiveness of religious extracurricular programs in shaping students’ moral character at two public senior high schools: SMA Negeri 1 Tegalwaru and SMA Negeri 1 Pangkalan Karawang. Using a qualitative approach with a comparative case study design, data were collected through participatory observation, in-depth interviews, and document analysis. The findings reveal that both schools implement adaptive yet distinct program designs: SMA Tegalwaru emphasizes face-to-face approaches based on modeling and habituation, while SMA Pangkalan Karawang integrates digital platforms, preaching projects, and parental collaboration. Character development takes place effectively through mentoring sessions that involve reflective dialogue and emotional student engagement. Key success factors include convergent support from schools, families, and communities, as well as the availability of physical and digital infrastructure. This study proposes the Dynamic Spirituality Development Model, which combines adaptive content delivery, linguistic-ritual value reinforcement, and community-based evaluation. The findings highlight the importance of contextual program design, dialogical mentoring strategies, and ecosystem synergy in strengthening students’ religious character in the digital age.
The Implementation of Differentiated Instruction in Islamic Religious Education to Enhance Students’ Learning Motivation Nana Supriatna; Abdul Holik
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.610

Abstract

This study aims to examine the implementation of differentiated instruction in Islamic Religious Education (IRE) as a strategy to enhance elementary school students’ learning motivation. Employing a classroom action research approach with a mixed-methods design, the research was conducted at SDN Leuwiliang and SDN Pelita, both of which have adopted the Merdeka Curriculum. Data were collected through the Motivated Strategies for Learning Questionnaire (MSLQ), classroom observations, in-depth interviews, and documentation of the instructional process. The findings indicate that learning style-based differentiation strategies such as the use of podcasts for auditory learners and worship practice simulations for kinesthetic learners effectively increased student engagement. Content differentiation through the integration of local culture and tiered assignments also significantly reduced the rate of learning incompleteness. Quantitative analysis revealed a significant improvement in intrinsic goal orientation scores (from μ = 2.1 to μ = 3.4) and self-efficacy (from μ = 2.3 to μ = 3.6), with p < 0.018. The successful implementation was further supported by educational technology, teacher collaboration, and principal-led budgeting policies. These findings affirm that differentiated instruction in IRE not only enhances learning motivation but also fosters a more inclusive and contextualized learning experience. The study recommends the development of technical guidelines, reflective training for IRE teachers, and school policies that are responsive to diverse learning needs.
The Role of Islamic Education Teachers in Forming Religious Character of Students Through Extracurricular Pesantren Kilat Activities Tatang Sholahuddin Ma’ruf; Ahmad Khoiri
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.611

Abstract

This study aims to analyze the role of Islamic Religious Education (PAI) teachers in shaping students’ religious character through Pesantren Kilat (short-term Islamic boarding school programs) in two junior high schools with differing institutional approaches. Employing a descriptive qualitative method and data triangulation (observation, interviews, and documentation), the study reveals that SMPN 50 adopts a massive training model based on rotating modules, while SMP Triyasa employs a small-group mentoring approach. The findings indicate that SMPN 50 excels in the practice of religious rituals, whereas SMP Triyasa is stronger in spiritual internalization. Additionally, four key roles of PAI teachers were identified: spiritual architect, moral model, cultural translator, and ethical coach, all of which contribute significantly to the contextual internalization of religious values. Program evaluation results show an increase in religiosity by 23% at SMPN 50 and 18% at SMP Triyasa, though value retention after six months was higher at SMP Triyasa (85%) than at SMPN 50 (72%). These findings support the theories of deep learning and Resource-Based Pedagogy, which emphasize the importance of interaction quality and strategic adaptation to institutional capacity. The study also proposes a Triaxial Character Development model integrating spiritual, social, and cognitive dimensions as an effective framework for Islamic character education. Practical implications include the development of an adaptive Pesantren Kilat model based on students’ needs and a sustainable system for spiritual evaluation.
Developing Religious Values through the Diniyah Takmiliyah Wustha Program in Shaping Students’ Noble Character Tati Kurniawati; Marwan Setiawan
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.612

Abstract

This study examines the implementation of Madrasah Diniyah Takmiliyah Wustha (MDTW) as a strategic effort to develop students’ religious character in two public junior high schools: SMPN 1 and SMPN 3 Rajadesa, Ciamis Regency. Using a qualitative case study approach, data were collected through participatory observation, in-depth interviews with school principals, MDTW teachers, students, and parents, as well as curriculum documentation analysis. Thematic analysis was applied to identify patterns of transformation and institutional impact. The findings reveal that MDTW is implemented through a three-layer integration model structural, cultural, and social which effectively supports character development. Students experience a three-phase transformation: cognitive awakening, behavioral internalization, and spiritual actualization. The program led to a 72% decrease in disciplinary violations, a 58% increase in spiritual engagement, and a 65% improvement in conflict resolution skills. Comparative analysis also shows that moral and behavioral outcomes in MDTW schools are significantly better than in schools without similar programs. Despite its success, the implementation of MDTW faces several challenges, including limited funding allocation, uneven management commitment, and student resistance. The study introduces a Spiritual Ecosystem Framework that highlights the importance of curriculum design, environmental support, and stakeholder engagement in sustaining religious education. The study concludes that MDTW is a viable model for moral education in the digital age and recommends national quality standards, teacher training in digital Islamic pedagogy, and holistic spiritual assessment systems.

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