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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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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.

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