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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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A Holistic Management Model of Islamic Religious Education Based on Spiritual, Emotional, and Intellectual Intelligence Iim Al Imron; Fitri Hilmiyati; Yahdinil Firda Nadirah; Fandy Adpen Lazzavietamsi; Aas Siti Sholichah Sholichah
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.v6i2.2183

Abstract

This research is motivated by the problem of education that remains predominantly oriented toward cognitive aspects, resulting in the limited development of students’ potential in spiritual and emotional dimensions. This condition indicates a gap in the implementation of Islamic Religious Education (PAI), which ideally should develop students comprehensively by integrating intellectual, emotional, and spiritual dimensions. Therefore, this study aims to analyze the implementation of holistic management based on spiritual intelligence (SQ), emotional intelligence (EQ), and intellectual intelligence (IQ) in Islamic Religious Education. This study employs a qualitative approach using library research. Data were collected from relevant books, scholarly articles, research reports, and other academic literature and analyzed descriptively and analytically to identify concepts, principles, and strategies related to holistic management in PAI. The findings indicate that holistic management can be implemented through the integration of SQ, EQ, and IQ at the stages of planning, organizing, implementing, and evaluating learning. Such integration enables PAI to move beyond cognitive achievement toward the comprehensive development of students’ character and competencies. The implementation of holistic management contributes to strengthening students’ religious awareness, emotional maturity, critical thinking skills, and ability to apply Islamic values in everyday life. Thus, holistic management provides a more meaningful, contextual, and integrated approach to PAI learning.
Modeling the Relationship between Self-Efficacy, Locus of Control, and Career Planning among Adolescents Fauziatur Rahmah; Edris Zamroni; Arista Kiswantoro
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.v6i2.2185

Abstract

Low career planning maturity among high school students suggests that internal psychological factors, particularly self-efficacy and locus of control, significantly influence career readiness. This study aimed to analyze the effect of self-efficacy and locus of control, both partially and simultaneously, on students' career planning. A quantitative cross-sectional design was employed. The population consisted of Grade X and XI students from senior high schools, vocational schools, and Islamic senior high schools across Central Java, with a sample of 594 students from SMA Negeri 1 Jekulo Kudus, SMK Negeri 3 Pati, and MA Sabilul Ulum Jepara selected through purposive and total sampling. Data were collected using a Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The results showed that self-efficacy had a positive and significant effect on career planning (β = 0.350; t = 8.985; p < .001), locus of control also had a positive and significant effect (β = 0.156; t = 3.428; p = .001), and both variables simultaneously had a significant effect on career planning (F = 54.754; p < .001), although together they explained only 16.3% of the variance in career planning (R² = 0.163). It is concluded that self-efficacy and locus of control are important psychological factors, with self-efficacy as the most dominant contributor, in supporting students' career planning. Schools are recommended to strengthen career guidance services that build students' self-confidence and internal control orientation, and future research should consider additional variables not covered in this model.
STEAM Project-Based Science Learning Design as a Strategy to Improve Digital Literacy and Student Motivation Nur Lena; Muhammad Syaipul Hayat; Mega Novita
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.v6i2.2191

Abstract

This research is motivated by the importance of STEAM-based learning in enhancing students' digital literacy and learning motivation within junior high school science education. The study aims to describe the characteristics and analyze the validity, practicality, and effectiveness of STEAM-based learning materials covering the topics of temperature, heat, and thermal expansion. Employing both quantitative and qualitative approaches, this Research and Development (R&D) study utilizes the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects included subject matter experts, media experts, science teachers, and 7th-grade students from SMP Negeri 2 Tirto. Data were collected using validation instruments, response questionnaires, implementation observations, digital literacy tests (pre-test and post-test), and learning motivation questionnaires. The data were tested for validity, reliability, normality, and homogeneity, and subsequently analyzed using descriptive qualitative methods and parametric statistics (paired sample t-test, independent sample t-test, and N-gain). The results indicate that the developed STEAM learning materials comprising teaching modules, instructional materials, and student worksheets (LKM) incorporate STEAM indicators and digital media. The materials proved highly valid, with average validity scores of 85% for teaching modules, 84% for instructional materials, and 87% for student worksheets. Practicality ratings were also very high based on teacher and student feedback: 95% for teaching modules, 92% for instructional materials, and 89% for student worksheets. Implementation of these materials effectively strengthened students' digital literacy specifically regarding critical information searching, digital collaboration, and internet ethics while simultaneously boosting learning motivation, including perseverance, tenacity, and self-confidence. In conclusion, STEAM-based learning enhances the quality of science instruction, digital literacy, and student learning motivation through an active, meaningful, and collaborative process.
Construction of Islamic AI Literacy Dimensions for The Development of Islamic Religious Education Curriculum Muhamad Faizul Amirudin Faizul; Taufik Mukmin; Muhamad Fauzi; Muhammad Isnaini
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.v6i2.2225

Abstract

The integration of artificial intelligence (AI) in Islamic Religious Education (IRE) requires a conceptual framework for the development of a curriculum that is context sensitive and in harmony with ethical values and the Islamic education system. This is a challenge that is not only technological but also epistemic and ethical, because religious knowledge requires the validity of sources, contextual interpretation, scientific authority, and the guidance of teachers. This research aims to construct the dimensions of Islamic AI Literacy as the basis for the development of an adaptive IRE curriculum in the Islamic Religious Universities. This study uses a qualitative approach with an integrative literature study method. This method is used to critically synthesize various publications related to AI literacy, Islamic Religious Education, and curriculum development from 2020 to 2026. The results of the study show that Islamic AI Literacy consists of six operational dimensions: (1) information access literacy, (2) AI boundary literacy, (3) critical prompting literacy, (4) digital tabayyun, (5) academic integrity, and (6) literacy of scientific authority. These dimensions are based on Islamic principles such as adab, amanah, 'adl, maslahah, tabayyun, as well as maqāṣid al-sharī'ah, monotheism, and morality. The construction roadmap developed describes the four main stages of theoretical foundation, dimension identification, formulation of indicators and curriculum implications, and implementation and evaluation.
Psychological Dynamics of Religious Character Formation in Elementary School Students: A Comparative Study of Islamic Schools in Klaten Shafa Alistiana Irbathy; Zulkipli Lessy; Maya Fitria
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.v6i1.2226

Abstract

This study analyzes the psychological dynamics of religious character formation in elementary school students through a comparative study between SD Muhammadiyah Tonggalan Klaten and SD Islam Terpadu Al Furqoon Klaten. Using a qualitative-descriptive approach with a multiple case study design, this research involved 32 participants including principals, vice principals, Islamic education teachers, tahfidz teachers, parents, school committees, and community leaders. Data were collected through in-depth interviews, participatory observation, and documentation, then analyzed using Miles and Huberman's interactive model. The findings reveal that religious character formation occurs through the interaction of three psychological aspects: cognitive (understanding of religious teachings), affective (internalization of religious values), and psychomotor (worship practices and actual behavior). SD Muhammadiyah Tonggalan emphasizes teacher modeling and routine worship habituation, while SD IT Al Furqoon develops religious character through curriculum integration, tahfidz programs, spiritual mentoring, and Islamic school culture reinforcement. The novelty lies in developing the "Integrative Religious Character Dynamics (IRCD)" model illustrating synergy between cognitive-affective-psychomotor domains with support from educational, family, and community environments as an integrated system of religious character formation.
Assessing Students' Problem-Solving Skills in Heat Learning: Preliminary Validation of a Five-Stage Physics Assessment Instrument Ardian Fachreza; Andhy Setiawan; Muslim Muslim
Berkala Ilmiah Pendidikan Vol. 6 No. 3 (2026): In Press Issue
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i3.2239

Abstract

Conventional physics assessments often emphasize final numerical answers and therefore provide limited information about where students' reasoning breaks down during problem solving. This study developed and preliminarily validated a process-oriented assessment instrument for heat learning. A quantitative preliminary instrument-validation design was used. Four contextual essay problems were decomposed into five stages focusing on the problem, describing the physics, planning the solution, executing the plan, and evaluating the answer yielding 20 scored sub-items using a 0–4 analytic rubric. Five experts evaluated content validity using I-CVI, S-CVI/Ave, and S-CVI/UA, followed by an empirical trial with 30 Grade 12 students. Empirical analyses included corrected item-total correlations, Cronbach's alpha, item difficulty, and item discrimination. The instrument obtained S-CVI/Ave = 0.960 and S-CVI/UA = 0.800, with I-CVI values ranging from 0.80 to 1.00. Corrected item-total correlations ranged from 0.605 to 0.909, Cronbach's alpha was 0.975, difficulty indices ranged from 0.583 to 0.750, and discrimination indices ranged from 0.406 to 0.750. These findings provide preliminary evidence that the instrument can support stage-specific diagnosis of students' problem-solving performance in heat learning. Larger-sample validation and inter-rater reliability studies are still required.
Social Support and Loneliness Among Students Living Away from Home Fedrila Dwi Pitayaningtyas; Siti Fitriana; Heri Saptadi Ismanto
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.v6i2.2242

Abstract

Transitioning to university life and moving away from home presents significant psychological challenges for migrant students, often triggering emotional vulnerability and loneliness due to a gap between desired and actual social relationships. This study investigates the influence of social support on loneliness among migrant students. Grounded in Weiss’s interactional theory of loneliness, it is hypothesized that social support has a significant negative effect on loneliness, meaning that higher perceived social support leads to lower levels of loneliness. Using a quantitative associative and correlational design, data were collected from 136 migrant students in the 2022 cohort, selected through purposive sampling. Instruments included the Social Support Scale and the Loneliness Scale, adapted from established theoretical frameworks. Simple linear regression analysis revealed a strong correlation (R = 0.580) and confirmed that social support significantly predicts loneliness (F = 68.261, p < 0.05), explaining 33.6% of the variance (R2 = 0.336). These findings highlight that robust social support systems encompassing emotional, instrumental, and informational dimensions act as vital psychological buffers, mitigating feelings of social and emotional isolation among migrant students.
A Critical Analysis of Islamic Education Policy on the Establishment and Administration of Islamic Boarding Schools Cato Cato; Muhammad Alim Kahfi
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.v5i3.2271

Abstract

This study critically analyzes Islamic education policy concerning the establishment and administration of Islamic boarding schools (pesantren), with particular attention to the Minister of Religious Affairs Regulation of the Republic of Indonesia Number 30 of 2020 concerning the Establishment and Administration of Pesantren. The study employs a qualitative policy analysis approach by examining the substance and implications of selected provisions within the regulation from scientific, professional, and political perspectives. The analysis focuses on several provisions, particularly Article 1, which defines pesantren; Article 4, which concerns the registration of pesantren; Article 17, which concerns the values and principles underlying pesantren administration; and Article 24, which concerns learning methods. The findings indicate that the regulation provides an important legal framework for strengthening the recognition and administration of pesantren within the Indonesian education system. However, several provisions require critical consideration, particularly regarding the formulation of the definition of pesantren, registration requirements, the articulation of Islamic values, and the preservation of distinctive pesantren learning traditions. The study argues that pesantren policy should maintain a balance between state regulation, educational quality, religious values, and the cultural autonomy of pesantren. Therefore, future policy development needs to accommodate the distinctive characteristics of pesantren while ensuring their alignment with national educational principles and the broader goals of Islamic education.

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