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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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The Implementation of Artificial Intelligence in Islamic Religious Education and Its Impact on Students’ Religious Character at State Senior High School 1 Makassar Arsyam, Muhammad; Zakirah, Zakirah
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.v6i1.1831

Abstract

This study aims to analyze the implementation of Artificial Intelligence (AI) in Islamic Religious Education learning and its influence on the development of students’ religious character at SMA Negeri 1 Makassar. The research is grounded in the increasing use of AI in educational processes, which presents both opportunities and challenges in internalizing religious values. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, classroom observations, and documentation, and analyzed using thematic data reduction, data display, and conclusion drawing. The findings indicate that AI implementation occurs adaptively through educational chatbots, moral case analysis, and technology-assisted reflective discussions. AI enhances student engagement, contextual understanding of Islamic teachings, and digital responsibility awareness when guided by proper pedagogical supervision. However, unreflective use may lead to dependency and superficial value internalization. The study concludes that AI can support religious character formation when integrated ethically and systematically. Therefore, strengthening religious digital literacy and establishing school regulations are essential to ensure that AI utilization remains aligned with the goals of Islamic education.
Curriculum Management in Pesantren-Based Excellence Schools for Achieving School Effectiveness: A Study of SMA Darul Ulum 2 Unggulan BPPT (Badan Pengkajian dan Penerapan Teknologi) Jombang Fanani, Moh. Zainal; Mulyadi, Mulyadi; Padil, Padil
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.v6i1.1845

Abstract

This study examines curriculum management in pesantren-based excellence schools and its contribution to school effectiveness. It aims to analyze how curriculum planning, implementation, and evaluation are managed integratively within the educational ecosystem of SMA Darul Ulum 2 Unggulan BPPT Jombang. The research employs a qualitative case study approach. Data were collected through participatory observation, in-depth interviews, and document analysis involving school leaders, teachers, dormitory mentors, and curriculum administrators. Data analysis used an interactive model consisting of data reduction, data display, and conclusion drawing, while validity was ensured through source and technique triangulation. The findings show that curriculum management operates through three interconnected processes: purpose-driven curriculum planning, integrated implementation within the boarding school ecosystem, and multidimensional evaluation through the PPEPP quality assurance cycle. Curriculum planning combines the national curriculum, pesantren curriculum, and flagship programs, including Qur’anic memorization, scientific research mentoring, and academic achievement coaching. Curriculum implementation extends beyond classroom instruction by integrating learning, dormitory mentoring, and religious routines that function as a hidden curriculum shaping students’ discipline and moral commitment. Curriculum evaluation is conducted continuously through the monitoring of academic achievement, religious competence, and character development. Based on these findings, the study proposes the Pesantren-Based Integrated Curriculum Effectiveness Model (PICEM), which explains that school effectiveness emerges from the synergy between integrated planning, pesantren culture, boarding school learning, and continuous quality assurance.
Rethinking Accreditation Policy in Ma'had Aly: Toward a Decolonization of Islamic Higher Education in Indonesia Arifin, Bustanul; Sulaeman, Mubaidi
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.v6i1.1849

Abstract

This study critically examines the accreditation policy of Ma’had Aly (traditional Islamic higher education) in Indonesia within the broader discourse of decolonizing Islamic higher education. It aims to assess whether state-regulated accreditation standards, mandated by the Pesantren Law and implemented by the Majelis Masyayikh, align with the foundational epistemological and pedagogical traditions of pesantren. Employing a qualitative research design based on systematic document analysis, the study investigates primary legal sources, including Law No. 18 of 2019, Majelis Masyayikh regulations, and the Minister of Religious Affairs Regulation No. 941 of 2024. These are analyzed alongside seminal scholarly works on Islamic education. The analysis identifies four key findings. First, current accreditation policies heavily prioritize managerial and technocratic indicators such as administrative governance, standardized curricula, and data compliance while marginalizing the intellectual traditions of turats (classical texts) scholarship and embodied pedagogy. Second, the framework exhibits epistemic dependence by adopting Western quality assurance logic focused on institutional documentation and global competitiveness. Third, the system perpetuates colonial legal paradigms, emphasizing documentary legality as the primary basis for institutional legitimacy. Fourth, from a sociological perspective, public trust in Ma’had Aly remains rooted in scholarly lineage (sanad), the authority of the kyai, and intellectual reputation rather than formal accreditation status. Ultimately, the study advocates for a decolonial accreditation framework that authentically integrates discursive traditions, embodied Islamic knowledge, and the traditional scholarly authority of pesantren.
Image Media to Improve Skills Reading for Elementary School Students Lestari, Widya; Mahendra, Yasinta; Suprapto, Irawan
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.v6i1.1851

Abstract

Reading is a fundamental skill at the elementary school level, serving as the foundation for students' intellectual and social progress. However, reality shows that students' reading ability tends to remain low due to the use of unattractive learning models and concentration barriers. This study aims to evaluate the effectiveness of using visual media in improving students' motivation and reading ability, both at the beginning and comprehension levels. The method used was a Systematic Literature Review (SLR) by searching the Google Scholar database between 2021 and 2025. Based on strict inclusion criteria, 10 key articles were selected for further analysis. The results showed an increasing trend in publications regarding visual media, peaking in 2025. Findings from the reviewed articles concluded that the use of visual media, whether in the form of letter cards, series of images, or digital media such as PowerPoint animations, significantly improves students' initial reading ability and comprehension. This visual media can provide concrete representations that help students connect letters with meaningful concepts, while increasing motivation and active participation in learning. Therefore, teacher creativity in integrating visual media with innovative methods is essential to achieve optimal learning outcomes according to the characteristics of elementary school students.
Effectiveness of Role Playing Learning Method In Improving Speaking Skills Elementary School Students Nur Oktavia Jasama, Venny Surya; Mahendra, Yasinta; Suprapto, Irawan
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.v6i1.1853

Abstract

Speaking skills are an important competency in Indonesian language learning in elementary schools because they play a role in developing communication skills, self-confidence, and active participation. However, various studies have shown that students' speaking skills have not developed optimally due to teacher-centered learning. This study aims to analyze the effectiveness of the role-playing learning method in improving elementary school students' speaking skills through a Systematic Literature Review (SLR) approach. Literature searches were conducted through the Google Scholar database between 2021 and 2025 using the keywords "role-playing method," "speaking skills," and "elementary school students." Based on the established inclusion criteria, 10 relevant articles were obtained and analyzed through data extraction, quality assessment, and descriptive synthesis. The results of the study indicate that the role-playing method is consistently effective in improving students' ability to express ideas orally, speaking fluency, self-confidence, active participation, and learning motivation. Thus, the role-playing method can be recommended as an innovative and effective learning strategy in developing elementary school students' speaking skills.
Instagram as a Digital Learning Medium: An Analysis of @timenzah's Content Quality for Arabic Language Learning at UMM Arieanti, Charysma Dewita; Abdul Haris; M. Ainur Roziqi
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.v6i1.1858

Abstract

The rapid development of social media has created new opportunities for language learning, including Arabic; however, systematic analysis of the quality of educational content on digital platforms remains limited. This study aims to evaluate the quality of Arabic learning content on the Instagram account @timenzah as a learning medium for Arabic Language Education students at the University of Muhammadiyah Malang. Using a quantitative survey design, the study involved 24 students who actively accessed the account. Data were collected through a Likert-scale questionnaire based on five dimensions of Jefferson and Tanton’s Digital Learning theory: helpfulness, entertaining, authenticity, relevance, and timeliness. The results of descriptive analysis indicate that the overall content quality falls into the very good category, with an average score of 4.3. Authenticity and helpfulness obtained the highest scores, while entertaining received the lowest, though still positive. Students also perceived the content as effective in improving Arabic vocabulary comprehension. However, learning engagement scored lower than cognitive aspects, suggesting the need for more interactive content elements.
The Effect of Social Behavior and Akidah Akhlak Instruction on Students' Humanistic Character Rahman, Taufiqur; Shoimah Hasan, Nuris; Hosaini, Hosaini
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.v6i1.1861

Abstract

This study aims to analyze the influence of social behavior and Akidah Akhlak instruction on the development of students’ humanistic character at Madrasah Aliyah. The research is grounded in the growing concern that modern education often emphasizes cognitive achievement while paying less attention to moral and social character formation. In Islamic educational institutions, particularly Madrasah Aliyah, the integration of religious values and social interaction is expected to cultivate empathy, tolerance, and moral responsibility among students. Study Design/Methodology/Approach: This research employs a quantitative approach using a survey method. Data were collected from 160 students at Madrasah Aliyah through structured questionnaires measuring social behavior, Akidah Akhlak instruction, and humanistic character. The data were analyzed using multiple linear regression to determine the extent to which social behavior and religious instruction influence the formation of students’ humanistic character. Statistical analysis was conducted to assess the significance and strength of the relationships among the variables.Findings: The results reveal that both social behavior and Akidah Akhlak instruction significantly influence students’ humanistic character. Social behavior demonstrates a strong contribution to the development of empathy, cooperation, and mutual respect among students. Meanwhile, Akidah Akhlak instruction reinforces moral awareness, ethical responsibility, and spiritual values. The regression analysis indicates that the two variables positively and significantly predict the development of students’ humanistic character.Research Limitations/Implications: This study is limited to one Madrasah Aliyah and relies on self-reported data, which may restrict the generalizability of the findings. In addition, limited technological resources in developing educational contexts may influence data collection and analysis processes.Originality/Value: This research contributes to the discourse on character education by highlighting the integrated role of social interaction and Islamic moral instruction in shaping students’ humanistic character. The findings provide practical implications for educators and policymakers in strengthening character-based education within Islamic schools. Future research may expand the scope by involving multiple institutions and incorporating qualitative approaches to gain deeper insights into the processes of character formation
Strategy of Excellent Madrasas in Improving School Quality: A Study at Madrasah Insan Cendekia Serpong, Banten Mufasirul Alam; Sholichah, Aas Siti; Desy Ayu Ningrum; Fauziah, Erna; Samiudin, Lalu Muhammad
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.v6i1.1862

Abstract

This research aims to determine the strategies of superior madrasas in improving quality management. The research method uses qualitative methods with a field study approach. The research techniques use observation, interviews, and documentation. Madrasas are formal institutions that provide education at elementary, middle, and high school levels. One of the determinants of madrasah quality is quality management. Quality management is a systematic process used by organizations to ensure that products or services meet customer expectations and set quality standards. The quality management strategy used to improve the quality of madrasas is to strengthen the vision of madrasas to become strong and superior institutions. Apart from that, the curriculum is innovative and relevant which is strengthened by the support of both internal and external stakeholders. Apart from that, the quality and competence of teachers through training, workshops and training on teaching and teacher enrichment becomes a benchmark for the success of management, by strengthening students' abilities in the cognitive, affective, and psychomotor domains by strengthening various achievements in various fields of science and extracurricular activities. Teacher competence is also supported. digital literacy skills to adapt to today's digital world. Evaluation and monitoring are an inseparable part that can be carried out to assess the ability and involvement of school principals, teachers and students and administrative staff so that they can carry out quality management according to madrasah procedures.
Analysis of Teachers' Challenges in Implementing Deep Learning in High Schools: A Qualitative Study Rudolf Kempa; Tuarissa, Yandri; Merti Seska Rosely
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.v6i1.1877

Abstract

This study is driven by the imperative of 21st-century educational transformation, which necessitates deep learning approaches to foster students' critical thinking and profound comprehension. Despite its importance, applying deep learning pedagogies encounters multifaceted challenges in practice. Consequently, this research aims to analyze current deep learning implementation and identify the primary barriers educators face in schools. A descriptive qualitative methodology was employed, involving school principals and teachers as participants. Data were systematically gathered through in-depth interviews, classroom observations, and document analysis, and subsequently evaluated using data reduction, data display, and conclusion-drawing techniques. The findings reveal that while deep learning principles are being introduced through interactive discussions, reflective practices, and contextualized real-world learning, their implementation remains suboptimal. Significant constraints include inadequate information technology infrastructure, varied levels of student comprehension, overwhelming administrative burdens on teachers, and insufficient family support. Despite these hurdles, teachers demonstrate resilience by adapting innovative, context-specific instructional strategies. Ultimately, the successful institutionalization of deep learning relies heavily on educator readiness, comprehensive infrastructure support, and robust synergy among schools, families, and policymakers. This study contributes to the broader educational discourse by offering empirical insights into the pedagogical realities of deep learning and by providing actionable recommendations for stakeholders to elevate the quality of global teaching and learning environments.
Transformation of Adaptive Learning Models in Islamic Religious Education in the Digital Era Muhamad Wijaksono; Fitri Hilmiyati; Yahdinil Firda Nadirah; Deni Iriyadi; Wasehudin, Wasehudin; Aas Siti Sholichah
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.v6i1.1882

Abstract

The transformation of learning in the digital era demands a change in approach to the educational process, including in Islamic Religious Education (PAI). A common problem in PAI learning is the use of conventional methods, which are too uniform, teacher-centered, and pay little attention to the abilities, interests, and learning styles of each student. The purpose of this study is to explore ideas and changes in adaptive learning modules for PAI subjects in the digital era in an effort to improve the effectiveness of more contextual and individualized learning. This study used a qualitative research method with a literature review approach. Various scientific literature, books, and research results related to adaptive learning and its implementation in Islamic education were analyzed. The results show that adaptive learning modules enable PAI materials to be tailored to students' learning needs. This can be done using digital technologies such as learning data analysis, Learning Management System (LMS) platforms, and artificial intelligence. These modules provide students with the opportunity to learn according to their capacity, pace, and learning characteristics. In addition, adaptive modules help learning become more interactive, reflective, and relevant to the challenges of the digital era, while maintaining the moral and spiritual values ​​of Islamic education. The implementation of adaptive modules in Islamic Religious Education subjects in the digital era can improve the quality of learning, increase student engagement, and encourage a more inclusive, effective, and student-oriented learning process.

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