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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 158 Documents
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Teacher Exemplarity and Religious Habituation as Hidden Curriculum in Early Childhood Moral Education Dwistia, Halen; Mutiara, Yolanda
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.v6i1.1796

Abstract

This study aims to analyze the formation of moral character in early childhood through teacher exemplarity and religious habituation as dimensions of the hidden curriculum at Yustisia Kindergarten in Kotabumi, North Lampung. The study employed a qualitative approach with a case study design to obtain an in-depth understanding of the implicit mechanisms of value internalization occurring in the school’s daily practices. The research subjects consisted of three teachers, one principal as the key informant, and twenty students who served as indirect observation subjects. Data were collected through eight weeks of participatory observation, in-depth interviews, and document analysis. The data were then analyzed interactively through the processes of data reduction, data display, and conclusion drawing. The findings indicate that teacher exemplarity represents the most dominant dimension in the formation of moral character (87.5%), followed by religious habituation (83.3%), the internalization process (78.3%), and the hidden curriculum (67.5%). These findings suggest that explicit and structured practices tend to produce more rapidly observable behavioral consistency, whereas implicit value formation requires longer time and continuous reinforcement. The process of moral character formation occurs gradually, beginning with imitation of the teacher as a role model, continuing through habituation via religious routines, and eventually developing into the internalization of values as a more stable moral disposition. This study emphasizes that moral education in early childhood is not solely determined by the formal curriculum but is also shaped by the quality of daily interactions and institutional culture as a medium of the hidden curriculum that reinforces values in a latent and contextual manner.
Teacher Professionalism in Developing Environment-Based Innovative Learning Media through Herbarium Nur Laili; Jaenullah, Jaenullah
Berkala Ilmiah Pendidikan Vol. 5 No. 2 (2025): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v5i2.1875

Abstract

Learning of Al-Qur'an Hadith in Madrasah Ibtidaiyah still tends to be textual, so students' understanding of the meaning of the verses is often less contextual and meaningful. This study aims to describe teacher professionalism in developing innovative, environment-based learning media through the use of a herbarium. The research employed a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. Data analysis was carried out through data reduction, data display, and conclusion drawing. The results show that teacher professionalism is reflected in two main activities: planning and environmental exploration based on Qur'anic verses, as well as the preparation and presentation of herbaria as contextual learning media. The use of herbarium media was able to improve students' cognitive understanding, foster affective attitudes such as gratitude and environmental awareness, and develop psychomotor skills through the activities of compiling and presenting their work. This media has advantages because it is contextual, economical, and increases students' active involvement. However, it requires a relatively longer time and depends on the environmental conditions around the madrasah. It is recommended that teachers at MINU continue to develop environment-based learning media and combine them with other innovations to enrich meaningful Al-Qur'an Hadith learning that is oriented toward character building.
Integrating Ethnomathematics into Mathematics Learning: Effects on Students' Critical Thinking Skills, Self-Efficacy, and Learning Motivation Nuryadi, Nuryadi; Juwandi, Juwandi; Rumasoreng, Muhammad Irfan; Taufik, Muhammad
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.v5i3.1915

Abstract

This study examines the effects of learning motivation and mathematical self-efficacy on students' critical thinking skills in an ethnomathematics-based learning context. A quantitative correlational design was employed. The sample consisted of 34 eighth-grade students selected through simple random sampling. Data were collected using a learning motivation questionnaire, a mathematical self-efficacy questionnaire, and a critical thinking test designed based on culturally contextualized mathematical problems. Data were analyzed using regression and path analysis. The results show that mathematical self-efficacy has a significant positive effect on students' critical thinking skills (β = 0.550, p < 0.05), while learning motivation does not have a significant direct effect (β = 0.237, p > 0.05). Simultaneously, learning motivation and self-efficacy significantly influence critical thinking skills, with a coefficient of determination of 0.464. This indicates that these variables can explain 46.4% of the variance in critical thinking skills within an ethnomathematics-based learning environment. These findings suggest that students' confidence in their mathematical abilities plays a more dominant role than motivation in supporting critical thinking, particularly when engaging with culturally contextualized mathematical tasks. Ethnomathematics-based learning provides meaningful contexts that enhance engagement; however, its effectiveness in fostering higher-order thinking depends largely on students' self-efficacy. This study highlights the importance of integrating culturally responsive approaches in mathematics education while simultaneously strengthening students' self-efficacy to optimize the development of critical thinking.
Financial Management of Islamic Boarding Schools from the Perspective of Agency Theory: Case Study of Modern and Traditional Islamic Boarding Schools in Pekanbaru City Abdullah, Eramli Jantan; Ilyas, Ilyas; Zaitun, Zaitun
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.v6i1.1886

Abstract

This study aims to examine financial management practices in Islamic boarding schools (pesantren) from the perspective of Agency Theory. The main problem addressed is the persistence of challenges related to transparency, digitalization, and human resource capacity in sharia-based financial management within non-profit Islamic educational institutions. A qualitative multiple-case study design was employed, focusing on two pesantren in Pekanbaru, Indonesia: Babussalam and Dar El Hikmah. Data were collected through in-depth interviews, observations, and document analysis involving school leaders, foundation administrators, and financial managers. The findings reveal that both institutions have implemented basic financial management mechanisms, including planning, execution, and supervision. However, significant challenges remain in terms of transparency, adoption of digital systems, and professional competence. From an Agency Theory perspective, the relationship between school leaders (principals) and financial managers (agents) indicates potential information asymmetry and centralized decision-making, particularly in strategic financial allocation. Dar El Hikmah demonstrates more structured governance and partial adoption of digital accounting systems, whereas Babussalam relies on manual recording practices. Both institutions also face limitations in external auditing and stakeholder engagement in financial reporting. This study contributes to the application of Agency Theory in Islamic non-profit education by highlighting the interaction between moral-religious values and governance structures in mitigating agency problems. Practically, it recommends digital financial systems, regular external audits, formalized internal regulations, and enhanced professional training in Islamic accounting to strengthen accountability and long-term sustainability.
Collaboration between Islamic Religious Education Teachers and Shadow Teachers in Shaping the Character of Slow-Learning Students at Mrican 01 Elementary School, Kediri City Sulistiyani, Sulistiyani; Zaenal Arifin; Ahmad Badi'
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.v6i1.1836

Abstract

This study aims to determine the form of synergy, dependency, responsibility, communication patterns and expertise between Islamic Religious Education teachers and Shadow Teachers in shaping the character of slow-learning students at Mrican 01 Elementary School, Kediri City. This study uses a qualitative research type, with a case study approach. Data collection instruments include interviews, documentation and observation. The subjects in the study were the principal, homeroom teacher, Islamic Religious Education teachers, shadow teachers, regular students, students and parents of slow learners. The data analysis techniques used are data reduction, data presentation and data verification. The results of the study show: 1) The form of synergy between Islamic Religious Education teachers and shadow teachers by conducting planning and coordination as well as joint evaluation in developing appropriate learning strategies; 2) The form of dependency between Islamic Religious Education teachers and shadow teachers by adapting related materials where the shadow teacher translates with language that is easier for slow-learning students to understand; 3) The communication pattern between Islamic Religious Education teachers and shadow teachers is collaborative, interpersonal, and continuous. With good cooperation between Islamic Religious Education teachers and Shadow Teachers, it is hoped that slow-learning students will not only be able to understand Islamic religious study materials, but also develop into individuals with noble morals, discipline, and self-confidence in everyday life.
The Use of Differentiated Instruction with Technological Support for Teaching English in Primary School Hanif Maulaniam Sholah; Bambang Yudi Cahyono; Suhono, Suhono
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.v5i3.1864

Abstract

In the era of personalized learning, Differentiated Instruction (DI) has emerged as a pedagogical approach that accommodates the diverse needs, readiness, and learning preferences of students. However, available research about the practice of DI, especially when integrated with technology in English language teaching, remains limited, leaving its practical implementation unclear. This study aims to investigate the use of DI supported by technology in teaching English in Indonesian primary schools. Employing a qualitative case study design across three school settings, data were collected through classroom observations, document reviews, and in-depth interviews with English teachers and headmasters. Thematic analysis was used to explore DI strategies, the supporting factors, and the challenges in implementing DI. Findings revealed that DI was applied in stages, starting from initial assessments, grouping students based on learning readiness, and delivering tiered materials using various digital tools such as Kahoot, Duolingo, and Padlet. The implementation was supported by school leadership, national curriculum mandates, and teacher collaboration, but hindered by time constraints, preparation complexity, and potential perceptions of unfairness. This study provides practical insights and a model for applying DI in primary EFL classrooms using technological tools to enhance inclusive and student-centered instruction.
Educational Management Model for Transforming Islamic Religious Education in the Digital Era: Integrating Religious Literacy and 21st-Century Competencies Kuswadi, Ali; Feri Riski Dinata; Ermayanti; Dwi Novianti; Moh. Solikul Hadi
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.v6i1.1936

Abstract

The rapid digital transformation in Indonesia has significantly reshaped the landscape of Islamic Religious Education (IRE) across primary and secondary schools. The integration of digital platforms, artificial intelligence, and online learning environments has altered how religious knowledge is accessed, interpreted, and internalized by students. This study aims to analyze the transformation of Islamic Religious Education in the digital era through the development of an integrative model that combines religious literacy and 21st century competencies. Employing a qualitative multi site case study design, this research was conducted in selected Islamic junior and senior secondary schools in Indonesia. Data were collected through in depth interviews, classroom observations, and document analysis. The findings reveal three major transformations: (1) the shift from teacher centered doctrinal transmission to interactive digital learning; (2) the redefinition of religious literacy from textual understanding to critical contextual interpretation; and (3) the integration of collaboration, critical thinking, communication, and digital ethics into Islamic learning. The study proposes an integrative model of Islamic Religious Education that aligns theological depth with digital era competencies. The research contributes to the theoretical reconstruction of Islamic education by positioning religious literacy as a strategic axis in navigating digital disruption while maintaining normative Islamic values.
The Effectiveness ESD-Oriented Learning Strategies with Local-Based Interactive Visual Media to Enhance Environmental sensitivity among Geography Students in Aceh Zukya Rona Islami; Lailissa'adah; Ardhika Bestary Rizkiani
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.v6i1.1962

Abstract

This study aims to analyze the effectiveness of Education for Sustainable Development (ESD)-oriented learning supported by local-based interactive visual media in enhancing the environmental sensitivity of geography education students in Aceh. The study employed a quantitative approach using a quasi-experimental non-equivalent control group design involving 122 students from three universities in Aceh. The participants were divided into experimental and control groups. The experimental group received ESD-oriented learning integrated with local environmental issues and interactive visual media, while the control group received conventional learning. The research instrument consisted of an environmental sensitivity questionnaire based on local environmental case studies using a 4-point Likert scale. Data were collected through pretests and posttests and analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, and N-Gain analysis. The results revealed a significant improvement in the environmental sensitivity of students in the experimental group compared to the control group (p < 0.05). The experimental group achieved a moderate N-Gain score, while the control group showed a lower improvement. The findings indicate that ESD-oriented learning integrated with local-based interactive visual media is more effective in strengthening students’ environmental awareness, empathy, responsibility, and concern toward environmental issues. This study highlights the importance of contextual and interactive learning in promoting sustainable environmental education in higher education.

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