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Berkala Ilmiah Pendidikan
Published by Kuras Institute
ISSN : -     EISSN : 27755312     DOI : https://doi.org/10.51214/bip
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Berkala Ilmiah Pendidikan (Online ISSN 2775-5312) publishes original articles on the latest issues and trends occurring in education curriculum, instruction, learning, policy, and preparation of teachers with the aim to advance our knowledge of education theory and practice. Moreover, this journal also covers the issues concerned with environmental education.
Arjuna Subject : Umum - Umum
Articles 153 Documents
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Constructing Eco-Islamic University Model: Strategies for Pesantren-Based Higher Education Rahmawati, Nur Laila; Asnawi, Asnawi; Anis Afifah; Rahmawati, Fatya Nia; Eryul Mufidah
Berkala Ilmiah Pendidikan Vol. 6 No. 1 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i1.1818

Abstract

Bojonegoro faces a critical paradox: it serves as a national energy and extractive-industry hub, yet remains highly vulnerable to ecological disasters such as floods, landslides, and droughts. Despite this alarming condition, Pesantren-based higher education institutions which act as the moral and intellectual foundation for local communities currently lack a comprehensive educational model that integrates Islamic values with a strategic responsiveness to the environmental crises caused by these extractive industries. Therefore, this study aims to construct the "Attanwir Eco-Islamic University Model" as a systematic, preventive, and educational strategy to address these local ecological challenges. Employing a qualitative exploratory case study design at Institut Attanwir Bojonegoro, data were collected through in-depth interviews, participant observations, and documentation. The data were analyzed interactively using the Miles, Huberman, and Saldaña model, comprising data condensation, display, and conclusion drawing. The findings propose a robust framework built upon three integrated pillars. First, a Philosophical Foundation rooted in "Feminine Theology" (emphasizing the compassionate attributes of Ar-Rahman and Ar-Rahim) to counter anthropocentric exploitation. Second, an Academic Framework that embeds local issues, such as oil waste and teak forest conservation, directly into the Environmental Jurisprudence (Fiqh al-Bi'ah) curriculum. Third, a Social System that institutionalizes a "green lifestyle" through practices such as plastic fasting and eco-wudhu. The study concludes that this Eco-Islamic model is vital for transforming universities into moral beacons, ultimately producing graduates who are not only intellectually competent but also agents of change, possessing profound ecological piety to advocate for communities in vulnerable industrial zones.
Profile of Prospective Elementary School Teachers’ Ability in Developing Learning Materials Based on the Culturally Responsive Teaching Approach Feby Inggriyani; Siti Sholiha Nurfaidah; Desti Fatin Fauziyyah
Berkala Ilmiah Pendidikan Vol. 6 No. 1 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i1.1800

Abstract

This study investigates how elementary teacher education (PPG PGSD) students develop instructional materials grounded in the Culturally Responsive Teaching (CRT) framework and analyzes how the five core CRT dimensions are operationalized in their instructional designs. Responding to the limited empirical evidence on the practical enactment of CRT within teacher preparation programs, this study contributes by offering an analytical examination of pre-service teachers’ design competence rather than merely their conceptual understanding. A qualitative descriptive approach was employed involving ten PPG PGSD students. Data were collected through CRT-based instructional material assignments, semi-structured interviews, and rubric-guided assessments. The five CRT dimensions, cultural awareness, culturally relevant curriculum integration, inclusive learning environment, critical consciousness development, and culturally responsive assessment, were translated into explicit analytical indicators to ensure systematic evaluation. Although qualitative in design, percentage scores (average mastery of 89.23%) were incorporated as descriptive support to enhance analytic clarity rather than statistical generalization. The findings indicate that participants demonstrated strong conceptual mastery and were able to integrate several CRT dimensions into their instructional materials. However, limitations were identified in designing culturally responsive assessments, promoting higher-order critical thinking, and facilitating students’ active knowledge construction. Participants also experienced challenges in deeply incorporating students’ cultural backgrounds and sustaining inclusive classroom representations. These results extend CRT scholarship by highlighting gaps between theoretical understanding and instructional implementation. The study provides implications for strengthening CRT-oriented in teacher education programs and for improving the development of culturally responsive instructional materials in culturally diverse educational contexts.
A Contextual Artificial Intelligence Ecosystem Framework for STIT Bustanul Ulum: A Multisite Comparative Study of the Zawia University and Badakhshan University Andrianto, Dedi; Rohman, Syaifur; Sari, Siska Difita
Berkala Ilmiah Pendidikan Vol. 5 No. 3 (2025): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v5i3.1802

Abstract

The rapid diffusion of artificial intelligence (AI) in higher education presents significant governance challenges, particularly in institutions operating within distinct ethical and cultural contexts. However, existing AI governance models remain largely technocratic and insufficiently responsive to local institutional realities. This study aims to develop a contextually grounded and policy-relevant Artificial Intelligence Ecosystem Framework tailored to Islamic higher education institutions. Employing a qualitative multisite comparative design, the research was conducted at STIT Bustanul Ulum (Indonesia), the Zawia University (Libya), and Badakhshan University (Afghanistan). Data were collected through semi-structured interviews, institutional observations, and document analysis, and were analyzed using cross-case thematic comparison. The findings reveal that effective AI adoption is not determined solely by technological capacity but by coordinated institutional readiness across five interdependent dimensions: digital infrastructure, human resource competence, adaptive institutional policy, ethical orientation, and collaborative sustainability networks. The study further demonstrates that within Islamic higher education, ethical and religious values function as internal regulatory mechanisms that promote responsible AI governance rather than inhibit innovation. The proposed AI Ecosystem Framework offers a holistic governance model that integrates technological advancement with contextual, ethical, and institutional considerations, contributing both theoretically to AI governance discourse and practically to policy development in faith-based higher education settings.
Speech Performance Project in Teaching Descriptive Writing to Junior High School Students Samsul Anam
Berkala Ilmiah Pendidikan Vol. 6 No. 1 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i1.1806

Abstract

This study was conducted among seventh-grade students at State Junior High School 01 Simpang, a government-administered lower secondary educational institution located in Ogan Komering Ulu Selatan Regency, South Sumatra Province, Indonesia. Preliminary observations revealed that many students had difficulty composing descriptive paragraphs, particularly in clearly describing objects and in applying correct spelling and punctuation. This problem indicates a gap in students' descriptive writing competence and highlights the need for effective instructional strategies. Therefore, this study aimed to examine the effectiveness of the Speech Performance Project learning model in improving students' descriptive paragraph writing skills. This study employed a quantitative, pre-experimental design with a one-group pretest–posttest. The population consisted of 191 students, and a sample of 32 students was selected as research participants. Data were collected through descriptive paragraph writing tests administered before and after the intervention and analyzed using a paired-sample t-test. The results showed that the mean pretest score was 66.67, which increased to 78.13 after the intervention. The t-test analysis indicated a statistically significant difference between pretest and posttest scores, as the calculated t-value (6.48) exceeded the critical value (2.06) at the 5% significance level. These findings demonstrate that the Speech Performance Project learning model effectively improves students' descriptive paragraph writing skills and provides empirical support for performance-based instructional approaches in language education.
Internalizing Fathonah Character in Critical Reasoning: A Case Study of Islamic Values Integration in Science and Social Studies Supriyadi, Supriyadi; Enik Setiyawati; Tobroni, Tobroni; Moncef Ben Abdeljelil; Asyraf Isyraqi Bin Jamil
Berkala Ilmiah Pendidikan Vol. 6 No. 1 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i1.1821

Abstract

This study aims to analyze the internalization of the fathonah (intellectual excellence) character in strengthening students' critical reasoning through the reconstruction of the discovery learning model within Natural and Social Sciences (IPAS) instruction at Al-Uswah Nature Integrated Islamic Elementary School (SDIT), Pasuruan. Primary education currently faces the challenge of cognitive disruption due to the massive influx of unverified information, necessitating the reinforcement of high-integrity critical reasoning. This research employed a qualitative case study design, with data collected through observation, interviews, and documentation involving fourth-grade teachers and students. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, conducted simultaneously through data condensation, data display, and conclusion drawing. To ensure data trustworthiness, technical triangulation, prolonged engagement, and peer debriefing were utilized. The research findings reveal that the internalization of prophetic values successfully transformed mechanistic cognitive procedures into transcendental learning experiences through the reconstruction of a five-phase syntax: (1) stimulation as initial tafakkur (reflection); (2) data collection as scientific amanah (trustworthiness); (3) data processing as a manifestation of itqan (precision/excellence); (4) verification as an act of theological tabayyun (validation); and (5) generalization as the formulation of hikmah (wisdom). The synthesis between fathonah values and Vygotsky’s Social Constructivism generates a "character ecosystem" where the scaffolding process provides not only cognitive support but also axiological assistance through the shared language of the classroom community. Students' critical reasoning is no longer value-free; instead, it transforms into high-integrity reasoning capable of filtering intellectual hoaxes. Theoretically, this study contributes to the Prophetic Constructivism model, while practically offering a non-dichotomous curriculum prototype that aligns global science competency standards with spiritual identity. This model positions character as the soul of the entire intellectual process in navigating the post-truth era.
Integration of Artificial Intelligence in Islamic Religious Learning Muksin, Muksin; Musli, Musli; Della Amrina Yusra; Afandi, Afandi
Berkala Ilmiah Pendidikan Vol. 6 No. 1 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i1.1797

Abstract

This study aims to analyze how Artificial Intelligence (AI) can be integrated into Islamic education in a way that maintains a balance between technological innovation and the ethical-spiritual foundations of Islamic learning. The study addresses the challenge of utilizing AI-based technologies without compromising essential ethical considerations, such as data privacy, algorithmic bias, and the potential misinterpretation of religious texts. These concerns highlight the need for a thoughtful and ethically grounded approach to technological adoption in Islamic educational contexts. This research employs a qualitative design using semi-structured interviews, document analysis, and a systematic literature review to examine current perspectives and practices regarding AI integration in Islamic education. The data are analyzed through thematic analysis to identify patterns related to pedagogical benefits, ethical challenges, and institutional readiness. The findings indicate that AI has considerable potential to support personalized learning, improve teaching efficiency, and expand access to educational resources. However, its successful integration requires a robust ethical framework grounded in Islamic values. The study emphasizes the importance of teacher training that promotes ethical literacy and critical technological engagement. Collaboration among educators, Islamic scholars, policymakers, and technology developers is essential to ensure that AI strengthens, rather than undermines, the moral and spiritual objectives of Islamic education.
The Effectiveness of Audio-Visual Media on Primary School Students' Listening Skills: A Systematic Literature Review Erni Yulia Ningsih; Yasinta Mahendra; Irawan Suprapto
Berkala Ilmiah Pendidikan Vol. 6 No. 1 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i1.1807

Abstract

Listening skills constitute a fundamental competency that elementary school students must master, as they provide the foundation for the development of other language skills. However, many students experience difficulties in acquiring listening proficiency due to less engaging instructional methods and challenges in sustaining attention. This study aims to analyze the effectiveness of audio-visual media in enhancing students' listening skills, particularly in content comprehension, inferential reasoning, and active participation and learning engagement. The study employed a Systematic Literature Review (SLR) methodology by identifying and examining relevant articles indexed in the Google Scholar database published between 2021 and 2025. Based on rigorous inclusion criteria, ten primary articles were selected for in-depth analysis. The findings indicate an increasing trend in publications on the use of audio-visual media, reaching a peak in 2025. The reviewed studies consistently demonstrate that integrating audio-visual media significantly improves elementary students' listening skills. This instructional medium facilitates more engaging, contextualized, and interactive learning experiences, thereby enhancing students' comprehension and participation. Accordingly, the innovative use of audio-visual media represents an effective pedagogical strategy for strengthening listening skills in elementary education.
From Therapy to Teaching: How to Use Islamic Psychotherapy in Religious Education For Student Well-Being Yunita Furi Aristyasari; Abdul Mustaqim; Ichsan, Ichsan
Berkala Ilmiah Pendidikan Vol. 6 No. 1 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i1.1819

Abstract

This study aims to establish a conceptual framework for incorporating Islamic psychotherapy into Islamic religious education as a preventive and non-clinical method for enhancing students' emotional and behavioral well-being. The study addresses the rising incidence of emotional and behavioral issues among children and adolescents amid swift modernization. Despite the traditional emphasis on moral and spiritual growth in Islamic education, there remains an absence of a comprehensive framework that incorporates psychological methodologies alongside Islamic pedagogical principles to tackle modern mental health issues. This study utilizes a conceptual-analytical framework grounded in review, content analysis, and comparative-conceptual analysis. The research integrates classical Islamic psychological principles, current Islamic psychotherapy literature, and contemporary cognitive-behavioral theory through the utilization of authoritative Islamic texts, peer-reviewed psychological research, and secondary empirical data concerning student mental health. The results delineate three categories of psychotherapy integration into Islamic religious education: traditional, modified, and integrative approaches. The integrative model, defined by a cognitively focused and spiritually grounded framework influenced by Abu Zayd al-Balkhi's work, stands out as the most comprehensive model for educational environments. This methodology integrates cognitive restructuring, emotional regulation, and moral habituation within Islamic spiritual beliefs, while upholding distinct ethical boundaries between educators and clinical therapists. The study suggests that Islamic psychotherapy can be pedagogically adapted to enhance students' psychological and spiritual growth without converting educational institutions into clinical environments. The proposed framework contributes to Islamic psychology and religious education by offering a culturally grounded and ethically appropriate approach to promoting student well-being.
The Affective Assessment Crisis: Deconstructing the Failure of Internalizing Islamic Ecotheology within the Merdeka Curriculum in PAI Herawati, Susi; Ramli, Syahrur; Trisoni, Ridwal; Thongin, Arthit; Maimori, Romi; Sesmiarni, Zulfani; Akbar, M Ravi
Berkala Ilmiah Pendidikan Vol. 6 No. 1 (2026): Berkala Ilmiah Pendidikan
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i1.1801

Abstract

This study investigates the "internalization deficit" in Islamic ecotheology at MAN 1 Tanah Datar, where the flexibility of the Merdeka Curriculum paradoxically leads to the neglect of affective dimensions. The research aims to bridge the cognitive-affective gap by leveraging a meaningful learning framework to address superficial environmental ethics. The primary focus is directed toward deconstructing current assessment models that fail to engage the spiritual and emotional dimensions of students in Islamic Education (PAI). Utilizing a qualitative phenomenological design, data were collected through in-depth interviews, participant observation, and data triangulation involving 5 PAI teachers and 15 students. The results reveal a profound "affective void," as curriculum implementation prioritizes cognitive mastery and administrative reporting over spiritual cultivation. Current evaluation instruments are hindered by a "quantification bias" that measures only administrative compliance, preventing ecotheological values from internalizing into authentic behavioral traits (akhlak). The study concludes that internalizing ecological values requires the adoption of "slow pedagogy" and a transition toward qualitative-affective assessment methods, such as reflective journals and long-term behavioral tracking in local ecosystems. These findings recommend a reconstruction of authentic environmental ethics by prioritizing sincerity (ikhlas) and spiritual responsibility as stewards of the Earth (Khalifah).
Empowering Vocational Graduates: How Educational Resource Innovation Drives Competitiveness Through Digital Skills Tunul Lasniatin; Mohammad Syadeli Hanafi; Asep Muhyidin; Budi Ilham Maliki; Alifia Hanifah Mumtaz
Berkala Ilmiah Pendidikan Vol. 6 No. 1 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i1.1825

Abstract

This study aims to analyze the effect of educational resource innovation on the competitiveness of vocational high school (SMK) graduates in Serang City through digital competence as a mediating variable. The research is motivated by the high unemployment rate among SMK graduates, despite the region's dominance of vocational education institutions. This study employed a quantitative, explanatory research design. The population consisted of unemployed SMK graduates in Serang City, with a sample of 300 respondents selected using proportional random sampling. Data were collected through a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis was conducted using Structural Equation Modeling (SEM) with LISREL to examine direct and indirect relationships among variables. The results indicate that educational resource innovation has a significant positive effect on digital competence and graduate competitiveness Digital competence significantly influences graduate competitiveness and partially mediates the relationship between educational resource innovation and competitiveness. These findings suggest that innovative, collaborative, and digitally integrated educational resource management is a strategic factor in enhancing the competitiveness of vocational graduates in the digital era.

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