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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 198 Documents
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Strengthening Students’ Scientific Literacy Through the Integration of Basic Natural Sciences and Islamic Religious Education at Darud Da’wah Wal-Irsyad Islamic College Makassar Andi Ombong Sapada; Herman Herman
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.1998

Abstract

This study aims to analyze the implementation of the integration of Basic Natural Science and Islamic Religious Education, identify the level of students’ scientific literacy, and examine the contribution of such integration to strengthening the scientific literacy of students at Darud Da’wah Wal-Irsyad Islamic College (STAI DDI Makassar). The study employed a quantitative approach using a descriptive survey method, supported by qualitative data obtained through observation, interviews, and documentation. The research subjects were students who had completed the Basic Natural Science and Islamic Religious Education courses. Data were collected through questionnaires, observations, interviews, and documentation, and then analyzed using descriptive statistics and qualitative analysis techniques consisting of data reduction, data display, and conclusion drawing. The findings revealed that the integration of Basic Natural Science and Islamic Religious Education was well implemented through the incorporation of scientific concepts with verses from the Qur’an and the Hadith, reflective discussion methods, and integrated learning materials. The level of students’ scientific literacy was categorized as good, with an average achievement score of 82.4%. Students demonstrated the ability to explain phenomena scientifically, analyze environmental issues, interpret scientific data and evidence, and relate them to Islamic values. The integration contributed positively to strengthening scientific literacy, critical thinking skills, environmental awareness, and the development of students’ religious character. The study concludes that the integration of science and religion is an effective learning approach for improving students’ scientific literacy. Therefore, curriculum development and learning strategies based on the integration of science and religion should be continuously strengthened in Islamic higher education institutions.
The Construction of Students' Religious Character Through English Language Learning: A Study at SD Negeri Lombasang, Gowa Regency, Indonesia Andi Mujaddidah Alwi; Syamsul Bahri
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.1999

Abstract

This study was motivated by the importance of strengthening students’ religious character amid globalization and the growing need for English language proficiency at the elementary school level. However, the integration of religious values into English language learning remains limited, resulting in insufficient support for students’ religious character development. Therefore, this study aimed to describe the integration of religious values into English language learning and to analyze the construction of students’ religious character at SD Negeri Lombasang, Gowa Regency. This research employed a qualitative approach using a case study design. The participants consisted of the principal, English teacher, and students. Data were collected through observation, in-depth interviews, and documentation and were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings revealed that religious values were integrated into English language learning through teaching materials, learning methods, classroom interactions, and positive behavioral habituation. The construction of students’ religious character occurred through teacher role modeling, religious habituation, reinforcement of positive behavior, and meaningful learning experiences. The religious values developed among students included honesty, discipline, responsibility, gratitude, cooperation, and mutual respect. English language learning was found not only to improve students’ language competence but also to contribute significantly to the development of their religious character. Therefore, the integration of religious values into English language learning should be continuously promoted to achieve a balanced educational process that fosters both academic achievement and character development.
Gamified Pedagogy for Fostering Deep Learning in English as a foreign Language Higher Education Luh Made Dwi Wedayanthi; Pande Agus Adiwijaya; I Komang Nada Kusuma
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.2006

Abstract

This study investigated the effectiveness of gamified pedagogy in fostering deep learning among undergraduate students in an English as a Foreign Language (EFL) teacher education program at ITP Markandeya Bali. Using a mixed-method quasi-experimental design, the study involved 32 third-semester students divided into an experimental group (n = 15) and a control group (n = 17). The experimental group received gamified instruction, while the control group was taught using conventional methods. Quantitative data were collected through pre-tests, post-tests, and a deep learning questionnaire, while qualitative data were obtained from classroom observations, reflective journals, and semi-structured interviews. The findings revealed that students exposed to gamified instruction achieved greater improvements in deep learning than those receiving conventional instruction. The most substantial gains were observed in cognitive engagement and conceptual understanding, indicating that gamified learning encouraged students to participate actively, think critically, collaborate, and apply English in authentic learning contexts. Qualitative findings further showed that students perceived the gamified activities as challenging, motivating, and intellectually engaging rather than merely entertaining. However, improvements in metacognitive awareness were relatively modest, suggesting that gamification alone may not sufficiently promote self-regulated learning without explicit reflective activities. The study concludes that gamified pedagogy is an effective instructional approach for fostering deep learning in EFL higher education when game elements are pedagogically aligned with authentic, collaborative, and cognitively demanding learning tasks. These findings contribute to the growing literature by extending the role of gamification beyond motivation and engagement toward the development of higher-order learning in English language teacher education.
A Conceptual Framework of Eco-Blended Learning Based on Ecological Systems Theory for Indonesian Language Instruction in Higher Education Ratih Utami Ramadhaniati; Ervan Johan Wicaksana; Eddy Haryanto; Saharudin; Hadiyanto
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.2011

Abstract

Indonesian language learning in higher education faces increasingly complex challenges, including low student engagement, limited integration of digital technology, and the need for instructional designs that respond to the demands of 21st-century learning. Although blended learning has been widely implemented, its application has often focused primarily on technological delivery rather than on the broader ecological context that shapes the learning process. This article aims to propose a conceptual framework of Eco-Blended Learning by integrating blended learning principles with Bronfenbrenner’s Ecological Systems Theory. This study employed a conceptual review design through thematic literature synthesis of studies on blended learning, ecological systems theory, higher education, Indonesian language learning, and emerging digital technologies in education. The analysis focused on identifying conceptual relationships among these domains and mapping the five ecological systems microsystem, mesosystem, exosystem, macrosystem, and chronosystem onto relevant components of blended learning design. The findings indicate that the integration of ecological systems theory into blended learning can generate a learning model that is more holistic, contextual, flexible, and adaptive. The proposed framework positions students at the center of the learning process within an ecosystem shaped by direct interaction, inter-environmental relationships, institutional support, educational culture, and temporal change. Therefore, Eco-Blended Learning is expected to provide both a theoretical contribution to blended learning scholarship and a practical foundation for designing Indonesian language instruction in higher education.
The Dynamics of Family Education Models in Developing Children's Spirituality and Creativity Defika Andriana Sari; Baharuddin Baharuddin; Affan Hasnan Mubarrok
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.2012

Abstract

The family education model serves as a crucial foundation for shaping children’s spirituality and creativity; however, its implementation varies even among highly educated parents. Therefore, a contextual family education model is needed that fosters spirituality and creativity while supporting children’s optimal development. The objectives of this study were as follows: (1) to analyse and identify the family education model employed by university graduate families in fostering their children’s spirituality and creativity in North Metro, Lampung; (2) to analyse and identify the parenting styles employed by university graduate families to support the development of their children’s spirituality and creativity in North Metro, Lampung; and (3) to analyse and identify the implications of implementing the family education model for the development of children’s spirituality and creativity in North Metro, Lampung. The research approach employed in this study was qualitative, with the research design being a phenomenological study involving university graduate families in North Metro, Lampung. The results of the study revealed that: (1) the first-category family education model combined spiritual values, discipline, affection, and an understanding of children’s psychological development. The second category, meanwhile, balanced spiritual, emotional, character-building, and adaptive aspects; (2) the parenting style in the first category was authoritative, whereas the second category combined authoritative and authoritarian parenting styles; and (3) the implications indicated that the first category emphasised the role of the family, positive role modelling, consistency, and holistic guidance based guidance on children’s interests. The second category demonstrated emotional closeness, support for children’s interests, and positive role modelling in shaping children’s spirituality and creativity in a balanced manner.
Development of Teaching Modules Lesson Study Based Integrated Technology Generative AI in Indonesian Language Learning to Develop Critical Thinking Skills of Elementary School Students in Bungo Regency Feerlie Moonthana Indhra; Sonia Yulia Friska; M. Muzakki
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
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Abstract

The low critical thinking skills of elementary school students in Indonesian language learning, exacerbated by the lack of adaptive teaching tools for technological disruption, poses a pressing pedagogical challenge in developing regions. This research aims to develop valid, practical, and effective teaching modules through the integration of a collaborative approach. Lesson Study and technology Generative Artificial Intelligence (GenAI). The research method used is Research and Development (R&D) by adopting the 4D model (Define, Design, Develop, Disseminate). The trial subjects involved 34 fifth-grade students at SD Negeri 1 Muara Bungo, Bungo Regency, Jambi. Data collection was carried out through expert validation sheets, response questionnaires, and observations. Lesson Study, and critical thinking essay test. The results of the study showed: (1) The teaching module obtained very good validity scores from material experts (93.2%), media (88.5%), and language (91.0%) with an Aiken's V value of > 0.85; (2) The level of practicality based on teacher and student responses reached 89.4% (very practical category); (3) The effectiveness test showed a significant increase in students' critical thinking skills with a value ofN-Gainof 0.66 (medium-high category), where the analysis and evaluation indicators experienced the sharpest increase. GenAI integration in the cycle Plan-Do-See on Lesson Study It has been proven to facilitate teachers' pedagogical reflection and challenge students to go beyond simply accepting machine-generated information to logically critique technological output. This module is worthy of adoption as a supplement to Indonesian language learning in elementary schools, particularly in areas transitioning to digital literacy.
Islamic Education Learning Methods: A Hybrid Systematic Literature Review and Bibliometric Analysis Muhammad Rofiq Anwar; Muhammad Insan Jauhari; Siti Hapsoh
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.2021

Abstract

In response to the challenges of digitalisation, the spread of disinformation, and the need for religious moderation, this study examines the scientific landscape and contemporary trends in Islamic Religious Education (IRE) teaching methods to chart the direction of future research. A hybrid approach comprising a Systematic Literature Review (SLR) and bibliometric analysis based on the PRISMA guidelines was applied to examine the Scopus database up to 17 January 2026. From a keyword-based screening process using the term "Islamic education learning methods", journal articles, and English abstracts, 697 relevant studies were identified and subsequently visualised using the VOSviewer application. The macro-mapping results show an expansive growth curve in publications over the last decade, with a sharp acceleration post-2019, peaking in 2025. The geographical distribution map identifies Indonesia as the leading contributor with 550 articles, followed by Malaysia (150 articles) and Iran (62 articles). Other key findings reveal a shift in the pedagogical orientation of Islamic Education (PAI), moving away from conventional-traditional pesantren methods such as sorogan and bandongan towards the use of cutting-edge digital tools such as blended learning, reflective models, and STEMQ-based digital flipbooks as well as active learning strategies based on collaboration and social project-based learning informed by fiqh al-ijtima’iyah. The conclusion of this research affirms that studies on PAI learning retain strong global relevance. Moving forward, the reconstruction of instructional strategies must holistically integrate Al-Ghazali’s concept of tarbiyah, digital literacy skills, and civic awareness to foster tolerant character in students within the school environment.
Ethnomathematics-Based Deep Learning Model in Enhancing Numeracy Literacy and Integrity Character among Prospective Elementary School Teacher Education Students Santi Widiani; Yadi Ruyadi; Encep Syarief Nurdin; Asep Dahliyana; Mupid Hidayat; Bunyamin Maftuh
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.2040

Abstract

Preparing prospective elementary teachers requires mathematics learning that develops conceptual understanding alongside numeracy literacy and professional integrity. Although ethnomathematics and deep learning have been widely investigated independently, limited empirical evidence explains the pedagogical mechanisms through which culturally grounded learning integrates these dimensions within mathematics teacher education. This study explored how ethnomathematics-based deep learning functioned as a culturally situated pedagogical process in an Elementary School Teacher Education Program. A qualitative interpretive single-case study was conducted in one Elementary Mathematics Education course at Universitas Mandiri Subang, Indonesia. Fourteen participants, comprising one lecturer, twelve prospective elementary teachers, and one head of programme, were selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis and analysed using an interactive hybrid deductive–inductive coding approach. The findings revealed an interconnected pedagogical mechanism in which cultural contextualisation initiated mathematical meaning construction through reflection, inquiry, mathematical representation, and collaborative dialogue. Within this process, cultural experiences served as epistemic resources for interpreting quantitative relationships before formal mathematical abstraction. Simultaneously, numeracy literacy and professional integrity developed through contextual reasoning, evidence-based justification, critical evaluation, and collaborative learning. The study contributes an empirically grounded explanation of the pedagogical mechanism linking cultural contextualisation, mathematical meaning construction, numeracy literacy, and professional integrity, extending current understandings of ethnomathematics-based deep learning in mathematics teacher education.
Development of a Multicultural-Based Islamic Religious Education Learning Model to Strengthen Students' Religious Moderation at Ibrahimy Sukorejo Senior High School, Situbondo Luluk Maktumah; Hosaini Hosaini; Minhaji Minhaji
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.2071

Abstract

This study was motivated by the growing challenges of social, cultural, and religious diversity that require strengthening religious moderation through Islamic Religious Education (IRE) learning. However, the implementation of multicultural education within IRE learning still faces various challenges related to curriculum development, instructional strategies, and the internalization of religious moderation values. This study aims to develop a multicultural-based Islamic Religious Education learning model to strengthen students’ religious moderation at SMA Ibrahimy Sukorejo Situbondo. The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Data were collected through observations, in-depth interviews, documentation, questionnaires, and Focus Group Discussions (FGDs) involving Islamic education teachers, students, and school stakeholders. The findings indicate that the developed learning model integrates the values of tolerance, inclusivity, justice, respect for diversity, and religious moderation into learning objectives, materials, teaching methods, and assessment processes. The implementation of this model significantly enhanced students’ understanding of multicultural values, strengthened moderate attitudes, improved intercultural dialogue skills, and fostered inclusive and tolerant religious character. The resulting model consists of multicultural orientation, value internalization, social collaboration, critical reflection, and moderate character reinforcement stages. This study concludes that the multicultural-based Islamic Religious Education learning model is effective in strengthening students’ religious moderation. Therefore, the model is recommended for broader implementation and further development across educational levels to support the creation of harmonious, inclusive, and sustainable educational environments.
Digital Da'wah Management in Modern Islamic Boarding School: A Model for Islamic Education at Pondok Modern Darussalam Gontor Yumidiana Tya Nugraheni; Muhammad Muhammad; Sibawaihi Sibawaihi
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.v6i1.2074

Abstract

This study aims to analyze the implementation of the POAC management functions (Planning, Organizing, Actuating, and Controlling) in the management of digital da’wah at Pondok Modern Darussalam Gontor (PMDG), examine the utilization of digital space as a Cyber Islamic Environment, and construct a model of digital da’wah management in modern pesantren as a medium of Islamic education. This research employs a qualitative approach with a case study design. Data were collected through interviews, observation, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The analytical framework is based on George R. Terry’s management theory and Gary R. Bunt’s concept of the Cyber Islamic Environment. The findings reveal that PMDG has developed an integrated digital da’wah management system through Gontor TV as the main medium for disseminating Islamic knowledge and pesantren values. The planning function is implemented through goal setting, audience segmentation, and content development; organizing is carried out through the formation of a media structure and human resource cadre development; actuating is realized through the production of educational multimedia content; and controlling is conducted through quality control and continuous evaluation. In addition, Gontor TV establishes a Cyber Islamic Environment that supports the dissemination of Islamic knowledge, the formation of virtual communities, and educational interaction with society. This study constructs a Model of Digital Da’wah Management in Modern Pesantren as an Islamic Education Medium that integrates POAC management functions and the Cyber Islamic Environment in supporting Islamic education in the digital era.

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