cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Aprezo Pardodi Maba
Contact Email
aprezopm@gmail.com
Phone
+6282289566677
Journal Mail Official
aprezopm@gmail.com
Editorial Address
Jl. Penyu RT. 020 RW. 008 Kelurahan Yosodadi Kecamatan Metro Timur
Location
Unknown,
Unknown
INDONESIA
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 198 Documents
 15   16   17   18   19 
Needs Analysis of Progressive Islam-Based Aqidah Akhlaq Learning in Muhammadiyah Pesantren Dzulfikar Akbar Romadlon; Eni Fariyatul Fahyuni; Istikomah Istikomah
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.1891

Abstract

This study is motivated by the need to improve Aqidah Akhlaq learning in Muhammadiyah Islamic boarding schools, which continue to face challenges in instructional approaches. The aim of this research is to analyse the learning needs of Aqidah Akhlaq based on Progressive Islam by identifying the gap between existing conditions and the expected ideal conditions. The study employs a mixed-methods approach with an explanatory sequential design, beginning with the collection of quantitative data through questionnaires, followed by qualitative data from interviews, observations, and Focus Group Discussions (FGD). This approach is intended to provide a comprehensive, in-depth understanding of learning needs. The findings indicate that Aqidah Akhlaq learning has successfully instilled the fundamental concepts of tawhid (Islamic monotheism), faith, morality, moderation, and students’ social responsibility. However, based on J.C. Richards’ needs analysis framework, the primary gap was identified in the objective needs, particularly in pedagogical aspects, the development of critical thinking, teacher competence, and the utilization of instructional media. From the perspective of subjective needs, students expect learning that is more contextual, interactive, and provides opportunities for discussion to connect Aqidah teachings with real-life situations. These findings suggest that the need for development does not lie in the substance of the content, but rather in transforming the instructional approach from one oriented toward text transmission to one that integrates the comprehension of Arabic texts, critical reasoning, social context, and the integration of Islam and science. This study provides a conceptual foundation for developing a Progressive Islam-based Aqidah Akhlaq learning model that is more contextual, dialogical, collaborative, and student-centered.
Teaching Factory-Based Entrepreneurship Learning in Vocational High Schools: A Multi-Site Study of School-Industry Collaboration Lis Parida; Sudarwan Danim; Rendy  Wikrama Wardana; Eko Risdianto
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.1910

Abstract

This study examines how entrepreneurship learning in vocational high schools is implemented through collaboration between schools and business and industry partners based on the Teaching Factory model. Using a qualitative multi-site design, the research was conducted in 16 vocational high schools across South Sumatra. Data were collected through observation, semi-structured interviews, and document analysis involving principals, curriculum or industry-relations vice principals, Teaching Factory coordinators, entrepreneurship teachers, productive teachers, industry partners, and students. The findings show that entrepreneurship learning within Teaching Factory is not merely a technical production practice but a learning system that connects school policy, curriculum integration, teacher roles, industry involvement, and students’ learning experiences. The depth of school-industry collaboration shapes the quality of students’ entrepreneurial learning, especially in developing discipline, responsibility, initiative, teamwork, self-confidence, and business orientation. Strong implementation is supported by leadership commitment, teacher collaboration, production units, and substantive partner involvement, while limited facilities, uneven industry participation, unstable practice schedules, and weak administration remain constraints. The study concludes that Teaching Factory should be positioned as an entrepreneurial learning ecosystem in vocational education.
When Job Demands Become Meaningful: The Moderating Role of Professional Identity on Subjective Well-Being Among Indonesian Teachers Aisyah Khoirunnisa; Anne Hafina Adiwinata; Nandang Budiman
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.1930

Abstract

Teachers play a noble role in shaping the nation’s future generations through education; however, teachers’ subjective well-being remains a critical issue in the education sector. This study aims to examine the effect of job demands on subjective well-being and the moderating role of teacher professional identity. A total of 329 public school teachers participated in this study, selected through a multistage cluster sampling technique. Data were collected using the Job Demands Questionnaire (JDQ), the Indonesian Teacher Professional Identity (ITPI) scale, the Scale of Positive and Negative Experience (SPANE), and the Satisfaction with Life Scale (SWLS). Data were analyzed using linear regression and Moderated Regression Analysis (MRA). The results indicate that job demands positively and significantly influence teachers’ subjective well-being, suggesting that job demands may function as challenge demands that foster meaningful work experiences rather than merely acting as stressors. Teacher professional identity also significantly moderates the relationship between job demands and subjective well-being by weakening the effect of job demands on subjective well-being. These findings highlight the importance of psychological and professional resources in explaining teachers’ well-being and contribute to the JD-R literature by demonstrating that job demands do not always reduce well-being, particularly in the Indonesian educational context.
Transformation of The Role of Sociology Teachers in The Deep Learning Ecosystem (Case Study of High School Negeri 3 Panyabungan) Khoirul Amri Rambe; Desri Nora
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.1932

Abstract

The transformation of teachers' roles in the Deep Learning Ecosystem is key to creating meaningful, collaborative, and student-centered learning experiences. This study aims to analyze the changing roles of Sociology teachers at High School Negeri 3 Panyabungan in implementing Deep Learning in the 2025/2026 academic year. The approach used was qualitative, with observation, interviews, and documentation methods for Sociology teachers and the vice principal for curriculum. The results show that Sociology teachers transformed in three main dimensions: as activators who spark students' curiosity through reflective questions and contextual problems, as builders of a learning culture that fosters a collaborative and empathetic environment, and as collaborators who play an active role with other teachers in designing cross-disciplinary projects. This implementation demonstrates a paradigm shift from content-based learning to competency-based learning and self-reflection. The results of this study confirm that teacher readiness and institutional support are crucial for the success of role transformation in the Deep Learning Ecosystem.
Perspective Learning Concept Q.S. An-Nahl 125-126 (Comparation Study of Classic and Competorary Interpretation) Margono Wisanto; Sangkot Sirait; Waryono Abdul Ghofur; Agus Firmansyah
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.1957

Abstract

The concept of learning is the main key to achieving learning objectives. The concept of learning is developed with unequal relationships. This unequal relationship is caused by the role of educators and students being likened to master and slave. Educators have authority and power, while students are slaves who can only follow the rules of the teacher. This research is library research. The primary source of research is the interpretation and tarjamah of Q.S. an-Nahl verses 125-126. Secondary sources are books and journal articles related to learning concepts. This research aims as follows: first, to find out the learning paradigm in bad 21. Second, to find out the comparison of interpretations of Q.S. an-Nahl verses 125-126. Third, analyze and contextualize Q.S. an-nahl verses 125-126 in the learning process. The research results explain that the concept of learning is based on Q.S. Surah An-anahl verses 125 and 126 are a humanist-critical-emancipatory learning concept. Apart from that, the learning concept is strengthened by the behavior of educators, namely wise and wise, gentle and meaningful narratives, and critical dialogue full of benevolence.
Enhancing Indonesian Language Learning among Thai Students through Contextual Teaching and Learning: A Qualitative Case Study at Muang Nakhon Si Thammarat School Putu Beny Pradnyana; Kadek Ariandini
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.1966

Abstract

This study aimed to analyze the implementation of the Contextual Teaching and Learning (CTL) approach in improving Indonesian language learning among Thai students at Muang Nakhon Si Thammarat School, Thailand. This research employed a qualitative approach using a case study design to examine the learning process within an authentic classroom context. The participants consisted of 30 beginner-level Thai students and Indonesian university students who served as teaching assistants. Data were collected through observation, semi-structured interviews, and documentation. Data analysis was conducted using an interactive model involving data reduction, data display, and conclusion drawing. The findings revealed that the implementation of CTL had a positive impact on students’ engagement and comprehension during the learning process. Most students demonstrated active participation, particularly when the learning materials were connected to their daily experiences. The use of visual media and interactive activities also contributed to improving students’ understanding and learning motivation. In addition, students responded positively to the learning process because it was perceived as more engaging and easier to understand. Nevertheless, several challenges were identified, particularly in pronunciation and limited vocabulary mastery, which are common issues in beginner-level foreign language learning. Therefore, it can be concluded that CTL is an effective approach in teaching Indonesian to foreign learners because it promotes active, contextual, and meaningful learning experiences. Accordingly, instructors are encouraged to develop context-based learning strategies and utilize more varied instructional media to enhance students’ language skills in international learning contexts.
Epistemology of Living the Qur’an in Dakwah and Education Imam Maksum; Fahrur Razi; Agus Firmansyah
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.1970

Abstract

This article discusses the epistemology of the Living Qur’an in da’wah by placing the Qur’an not only as a normative text to be interpreted, but also as a revelation that is received, responded to, practiced, and institutionalized in the social life of the community. In the development of contemporary Qur’anic studies in Indonesia, the Living Qur’an has developed into an important field of study that captures the reception, performativity, transmission, and social transformation based on the presence of the Qur’an in the living space of society. The main problem of this article is how the epistemological foundation of the Living Qur’an can be used as a theoretical and practical basis for dialogical, contextual, and transformative da’wah. This research uses a qualitative approach based on a literature study with a descriptive-critical analysis of the literature on the Living Qur’an, anthropology of the Qur’an, reception of the holy book, and transformative da’wah. This article argues that the epistemology of the Living Qur’an in da’wah is built on an integrative relationship between revelation as a normative horizon, social reality as an arena for the manifestation of Qur’anic values, and the subject of da'wah as a mediator of transformation. Within this framework, da’wah is not simply understood as the transmission of a religious message, but also as a critical reading of how society brings the Qur’an to life, an evaluation of its practical orientation, and the reinforcement of Qur’anic values in personal and social life. Thus, the Living Qur’an provides an epistemological basis for the development of empirical, reflective, corrective, and transformative da’wah.
Development of Stem-Based Science Modules Integrated With Local Wisdom of Bali (Catur Pramana) and Character Content To Improve Scientific Process Ni Wayan Sri Darmayanti; Luh Kompiang Sari; Ni Putu Ayu Hervina Sanjayanti
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.1971

Abstract

Modern science education in the 21st century highly prioritizes the integration of science literacy, 4C skills, and digital competence. To address this need, this study focuses on designing and evaluating a STEM-based science teaching module that incorporates Balinese Catur Pramana values and character education. Following the Research and Development (R&D) framework, the project applied the five stages of the ADDIE model. The evaluation process involved content and media specialists, alongside a trial group of 31 fifth-graders at SDN 2 Manukaya, Gianyar. Data were gathered through expert appraisal forms analyzed via Aiken’s V formula, student feedback surveys, and pre-test-post-test assignments. The evaluation from experts placed the module in the "High" validity range, yielding Aiken’s V scores of 0.75 for the cover design, 0.72 for substance, and 0.71 for layout structure. In practice, embedding Catur Pramana principles helped students grasp complex topics more easily and boosted their engagement during hands-on project sessions. Moreover, the academic impact was evident from a mean N-Gain score of 0.70, indicating a high effectiveness in improving students' science process skills across the classroom. These outcomes prove that local cultural philosophy acts as a powerful cognitive bridge rather than just a decorative theme. Consequently, elementary school educators are encouraged to utilize this module to deliver meaningful, culturally relevant science lessons. For future studies, expanding the research to a larger and more varied group of schools would help confirm these benefits on a broader scale. Future investigators are encouraged to examine the long-term impact of this module across wider and more diverse educational contexts.
Integrating Visual Communication Design into Islamic Religious Education; Educational Innovation in the Digital Age Siti Rozinah; Saiful Bahri; Suci Siti Nurbarkah; Muhammad Yusuf; Nurkholis Mughnie
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.1995

Abstract

This study aims to describe and analyze the integration of visual communication design in Islamic Religious Education (PAI) learning to improve students’ understanding and engagement. The study employed a qualitative approach using a field research method conducted in several schools and madrasahs in Bekasi Regency. Data were collected through observation, interviews, and documentation involving teachers and students engaged in visual-based learning activities. Data analysis was carried out using the interactive model of Miles, Huberman, and Saldaña through data reduction, data display, and conclusion drawing. The findings reveal that the integration of visual communication design through the use of PowerPoint, Canva, infographics, animated videos, and interactive media was able to improve students’ understanding of abstract Islamic education materials into more concrete and contextual learning experiences. Technology-based visual media also enhanced students’ engagement, attention, motivation, and active participation during the learning process. Furthermore, the integration of digital technology in Islamic Religious Education supports the creation of more interactive, communicative, and relevant learning environments for the digital generation. However, the implementation of visual communication design still faces several challenges, including limited technological facilities, teachers’ digital competencies, and limited time for developing visual learning media. This study indicates that visual communication design can serve as an effective pedagogical approach in supporting the transformation of Islamic Religious Education learning in the digital era.
Integrating Behaviorism into Hidden Curriculum of Islamic Education: Constructing an Anti-Hedonistic Profile of Khalifah Allah Fathiyyah Fakhrurrozi; Fira Nur Anisa; Abdiel Muhammad Arkananta
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.1997

Abstract

Contemporary Islamic education faces severe challenges due to the rise of hedonism and the culture of flexing, which risk reducing humans to mere spiritual and social constructs devoid of deeper meaning. This condition demands a strengthened Islamic education paradigm oriented toward character building and students' transcendental awareness. This study aims to formulate a concept for strengthening the profile of Khalifah Allah that is resilient and anti-hedonistic by integrating B.F. Skinner’s operant conditioning and Albert Bandura’s social learning theory into the hidden curriculum of Islamic education. Utilizing a literature review method with a descriptive-analytical approach, the study shows that Skinner’s positive reinforcement can be applied through the habituation of ritual and professional discipline as a means to control materialistic orientations. Meanwhile, Bandura's social learning theory is implemented through educators' modeling of moral integrity, social responsibility, and a modest lifestyle. The integration of both theories is holistically applied across five dimensions of Islamic education: theology, morality, intellect, physical development, and aesthetics. This synthesis yields a Khalifah Allah profile that balances rationality and spirituality, maintains professional competence, and possesses moral resilience against hedonistic cultures by framing all activities as forms of social and professional worship.

Page 17 of 20 | Total Record : 198

 15   16   17   18   19 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 3 (2026): In Press Issue Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan Vol. 6 No. 1 (2026): Berkala Ilmiah Pendidikan Vol. 5 No. 3 (2025): Berkala Ilmiah Pendidikan Vol. 5 No. 1 (2025): Berkala Ilmiah Pendidikan Vol. 4 No. 3 (2024): Berkala Ilmiah Pendidikan Vol. 4 No. 2 (2024): Berkala Ilmiah Pendidikan Vol. 4 No. 1 (2024): Berkala Ilmiah Pendidikan Vol. 3 No. 3 (2023): Berkala Ilmiah Pendidikan Vol. 3 No. 2 (2023): Berkala Ilmiah Pendidikan Vol. 3 No. 1 (2023): Berkala Ilmiah Pendidikan Vol. 2 No. 3 (2022): Berkala Ilmiah Pendidikan Vol. 2 No. 2 (2022): Berkala Ilmiah Pendidikan Vol. 2 No. 1 (2022): Berkala Ilmiah Pendidikan Vol. 1 No. 3 (2021): Berkala Ilmiah Pendidikan Vol. 1 No. 2 (2021): Berkala Ilmiah Pendidikan Vol. 1 No. 1 (2021): Berkala Ilmiah Pendidikan More Issue